Teaching Pupils to Read Arithmetic and Other Subject Matter

Abstract

In his school work a pupil needs facility in the rapid, exact reading of subject matter more than he needs any other type of reading ability that he may be led to acquire. The facility that is needed does not usually result from general training in reading. Even training in reading the subject matter of one field does not provide sufficient ability to read other types of material. Each of several fields of subject matter possesses a specific vocabulary that the reader must be able to use and understand. The type of expression and the turn of phrase of each kind of subject matter are more or less its own. A particular portion of human experience lies back of the content of each subject, and that experience must be illuminated for the reader before he can adequately sense the meaning of the content which he reads. Each of several types of subject matter employs its own signs, symbols, technical expressions, maps, charts, tables, or other forms of thought representation. What has been said is not meant to minimize in any way the importance of good general training in comprehension and in thoughtful reading. Such training is essential. To it should be added specific training that is meant to function directly in the reading of the subject matter which the pupils are trying to master in their own school grades. This article contains some directions and suggestions that were prepared to aid the teachers in Hutchinson, Kansas, in giving such training. They are based on difficulties found in the subject matter used, and they contain some terms, types of information, and suggested experience that should be useful in overcoming such difficulties.