xt7gth8bkf1m https://exploreuk.uky.edu/dips/xt7gth8bkf1m/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1945-06 bulletins  English Frankford, Ky. : Dept. of Education  This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Getting the Primary Reading Program Under Way", vol. XIII, no. 4, June 1945 text 
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O V Commonwealth of, Kentucky 0

EDUCATIONAL BULLETIN

 

 

 

"GETTING THE! PRIMARY READING, .

PROGRAM UNDERVWAY

 

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Lexington, by.

Published by

RTMENT OF EDUCATION

‘ JOHN FRED: WILLIAMS .
Superintendent of Public Instructing

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ISSUED MONTHLY

Entered as second- class matter March 21,1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912

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VOI‘. XIII I June, 1945‘ 7 1' No. 4 ‘1

 

     

FOREWORD

This Bulletin deals with the teaching of reading in the primary.

grades, 1 to 3. The Bulletin is limited to the primary grades be—
cause it is believed that the major problems in reading are first
met in the primary grades and that we should start there. Later,
it is hoped, a bulletin embracing the entire reading program may
be developedby the teachers of the state far all grades. This Bul-
letin is not comprehensive but it is believed that the suggestions
' contained in. it may be helpful to teachers in laying the foundation

for reading. )

This Bulletin was prepared by a committee consisting of the
staff of the Bureau of Instruction and a group of persons from the
colleges and publicschools'who have special interests and abilities
in the field of reading. To this group appreciation is expressed.
The committee consisted of the following persons:

Dr. Mary I. Cole, Western State Teachers College
Miss Louise Combs, State Department of Education
Mrs. May K. Duncan, University of Kentucky

, Mrs. O. A. Durham, Lindsey Wilson Junior College
Mark Godman, State Department of Education
Miss May Hansen, Eastern State Teachers College
Miss Kathleen Moore, Union College ,
Miss Edna N'eal, Morehead State Teachers College
Dr. Annie Ray, Murray State Teachers College ,
Sam Taylor, State Department of Education
Supt. Mayme West Scott, Estill County Schools '
Ishmael Triplett,,-:St‘at‘e Department of Education V
Mrs.‘Na‘omi Wilhoit, State, Department of Education
R. E. Jaggers, State Department of Education, Chairman

It is my hope that every teacher in the primary grades may
read this Bulletin and that it may offer some help in developmg a
better reading program, in the schools of the Commonwealth.

John Fred Williams ‘
' Superintendent of Public Instruction

    

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10

 RELATING READING TO THE TOTAL LEARNING PROGRAM

Teaching children to read is the first essential if your school
is going to be successful. lt will be a part of every learning ex-
perience you will provide in the school. For the child who enters
the school the first time, reading is the thing he will be constantly
attempting to do. Keep this fact in mind at all times everywhere
and never let an occasion which will develop his ability to read be
overlooked.

Teaching a child to read will not be confined to the period set
aside for reading. You will help the child to read to get answers
to his questions, to solve his problems, to share his experiences.
You will relate his reading to writing, to language, and later to
spelling, and to everything he does. As a matter of fact every-
thing he does will necessarily bring him a reading situation. The
important thing is for you to be aware of these learning situations
and make the most of them.

You will relate the reading program to everything the child
does. You will, of course, use the basal reader to teach the skills
in reading but in doing this, you will tie this period up with the
life the child lives in his home, in his community, and in the school.
You will relate reading to his name, to the names of the objects in
the room, to the kinds of things he wants to do, such as: moving
about the room, getting a drink of water, engaging in play, exam-
ining pictures, looking at books. After he has taken the first steps,
you will relate his reading to the experiences he has had, to the
things he does at home, at Sunday School, and in playing with his
friends. Later, reading will be related to the things which hap-
Pen in the world-at-large, to trips he has taken, to things he has
seen.

The teachers’ guides to the basal readers will show you ways
of relating reading to living. The publishers of the basic texts
have brought together many devices for teaching reading which
are based upon a knowledge of child growth and development.
You should keep these guides constantly on your desk and refer
t0 them every time a new type of material is to be used.

Reading is a basic instrument for all subjects and for having
3'11 types of new experiences. Through reading you will help the
Child to get new information, to get pleasure, to give information
to others, and to give pleasure to others. It will be an agency of

163

 

 

  

 

 

 

 

developing his group interest, and of? establishing wholesome at-
titudes toward life.

If the children in the entire school are to make normal pro~
gress, most of the time in the primary grades must be focused upon
developing the ability to read. Almost 35 per cent of the children in
Kentucky drop out before they get into the second grade. It may
be that much of this is due to the fact that children have not
learned to read well. lt is well to keep in mind, when you think
of a new experience which you want to provide for the children,
to remind yourself: Can he read; can he understand it? It is im-
portant to study at all times why children do not read, and when
you have found out why, to know where to get the answers for
your questions.

You will take the children into your confidence immediately
after school begins. You will want to work with them in develop-
ing an understanding of why they should learn to read and will
try to develop every niotive basic to learning to read. You will
use every device possible to develop in the children an understand-
ing of the environment in which they live, to participate in making
the environment better, and very early, you will help them to de-
velop an understanding of why they cannot go very far until they
have mastered the ability to read. You will not overlook the fact
that reading is imbeded deeply in the language arts—spelling.
writing, expression, art, music and the like. Always, everywhere,
morning, noon and night, it will be necessary to remind yourself:
“J, must teach them to read.”

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CREATING THE LEARNING ENVIRONMENT

Success in learning to read depends to a great degree upon the
kind of place the pupils have in which to live while they learn.
Your first obligation will be to make the school such a place that
pupils may enjoy living there. The school must be attractive inside
and out, and provide a healthful environment in every respect. A
visit to the school room in which you are to teach will help you
know what to do. Take your notebook along and list the things
needed to make the place livable and a good place to learn and to
live.

If you teach in a small rural school your first visit will likely
reveal many things to be done before the best learning environ-
ment can be provided. As you approach the building you will,
no doubt, find that the path to the door will be covered with grass
or weeds, and you will likely see no playground equipment. You
may find a bare spot used last year for a ball diamond. On the
back side of the playground you will likely see toilets, unattractive,
insanitary and in dire need of attention. You will observe needs
that may dishearten you, but you will note the needs and resolve
to do something about them.

When you enter the classroom and take your seat at the rear
of the room, you will bring your notebook into use. It will likely
be a room with one or two walls covered with blackboards, another
side covered with nails where children hung their coats, another
wall with windows. The dusty floor will need treatment. The
desks will likely be fastened to the floor.

Your courage will help you to picture this room as a happy,
livable, learning home. You will make notes of the things you can
do, the things the pupils can do, and the things you will ask the
Parents of the children to do to convert this dreary room into a
work room for children learning You will do what you can to
get the room ready for the pupils.

When the first day comes your first task will be to share with
the children and let them share with you in making the school
their learning home for the year. As soon as the process of en—
rollment is completed, you and they will go immediately into de-
termining what should be done, and how to do it. Problems of
making the outside environment attractive and sanitary will be
discussed: weeds must be cut and grounds put in condition for use;

165

 

  
   
 
 
  
   
 
 
 
 
  
   
  
 
 
 
  
  
  
   
  
  
  
   
  
    
 
  
   
    
 
  
   

 

 

 

 

gullies will be properly dealt with. The things the children can
do will. be assigned according to interest and the things which will
need assistance of adults in the community will be listed, such as
toilet sanitation.

The children and you will share your ideas in planning the
learning environment inside the room. What to do with seat ar-
rangement, what to do with the dust problem, how to make the
walls attractive, how to deal with windows and the lighting pro-
blem, how to handle the problem of fuel will be some of the pro-
blems. You will find that pupils will want to help plan and to carry
out the plans. Their ideas will be usable.

It is important to share the problems of learning environment
with the parents of the children. They should be brought to the
school on the first or second afternoon after school opens to ob-
serve the environment in which the children have to learn. Such
a Visit by a group of parents should result in suggestions from
them as to what should be done and how they can help.

The school grounds should be attractive, sanitary and useful.
Get parents to accept responsibility with you in working with the
county health authorities in maintaining health standards. The
toilets must be sanitary and should have neat appearance from the
outside. Replace beaten and often muddy paths with nice walk-
ways from the school building to the toilets. Flagstone walks may
be provided with flat rocks; or they may be made of gravel, from a
creekbed; or they may be made of cinders, brick, or concrete. Im-
provement of school ground should never stop. Flowers, plants,
trees may be added. In all plans remember that citizens in the
community can help.

The classroom is the living room Where you and the children
must live and receive friends. It should provide the kind of at—
mosphere where these things can take place happily. Clean win-
dows, inside and out, with suitable shades are essential to the at-
mosphere of the, learning environment. If shades are not adjust—
able, they should be hung so they will not shut out the light from
the upper half of the windows. It you do not know how to 211'—
range the shades so they will distribute the light ask some one who
does know. Bright draperies made of oilcloth or washable ma-
terial will add much to the learning room appearance. They must
so be hung that they will not obstruct the light. This can be d0119
if you will hang them at each end of a series of windows instead

166

     

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of at each window. Window ventilators made of glass should be
provided for fresh air without draft. _

You should cover any unusued blackboard with beaver board
if possible and use the space as a bulletin board. If beaver board
is not available you may paint the board with light color. You
might hang tan shades all along the unused blackboard. These
shades can be pulled down over check—up tests. The point to these
devices is to convert unused space into usable space, and to convert
dark spaces to light so that the room may be brightened.

You should arrange the seats in groups for combined classes
or ability groups to work together. After you have enrolled the
children, remove from the schoolroom the extra seats as you will
need all the room space you can get. \Nhen it is possible to buy
new furniture, select tables and chairs which are more convenient
and comfortable, for younger children especially. Be sure the
light comes in over the left shoulder.

Your back wall can be improved if you will let the children
build a rack for their coats and sweaters, closed in for neatness.
Also on the back wall. or in some convenient place you can build
screened lunch shelves.

Asa teacher, you have an opportunity to train the children in
health habits in every day life. Handwashing equipment does
much to develop cleanliness on the part of children. Some of the
necessary equipment for handwashing in schools not equipped with
running water is: liquid soap (made from soap chips and water) in
an oil can, paper towels or individual towels, a can for waste water
and a bucket of clear water and a dipper. Children may be re-
sponsible for the various tasks by the week. As the children pass
by one child puts a little soap into each pair of hands; another
washes the soap off into the waste can with a dipper of clear water,
the third child hands out the towels. Before going to their seats
with their lunches another child may put 011 each desk a section of
a ne‘VSIJaper so that they may put their lunches out on the papers.
You may be able to secure paper napkins for “table linens.” When
(they have finished eating all of the food, scraps will be on this
‘table cloth” and can be folded up and burned. The older girls
may out enough papers for a week and hang them across a coat
hanger to be put with the lunch equipment. In your school Will be
Seen “a place for everything and everything in its place.”

In one section of the room you will want a library corner. A
substantial bookcase is best, but book shelves may be made by the

167

  

  

 

 

 

 

 

boys at little expense. Your reading table may be covered with
beaver board or building board. An unused card table or kitchen
table in your community will make a good reading table. The legs
may be sawed off to make them the correct size. Also simple cane
bottom chairs or other unused chairs contributed by the children
may be cut down to a, comfortable size for them. If your corner
can be set aside from the rest of the room, either by bookcases, or
screens, the children will enjoy it more. Pictures made by paint
ing can tops and pasting magazine pictures on them can be put on
the wall. Choose good stories from torn up books, tie the pages to-
gether and cover with colorful construction paper backs. You
may brighten up the faded worn books with bright paper covers
also.

Another space should be given over to a science corner. Mu-
seum shelves where the children may put their collections of rocks,
seeds, birds’ nests and such may be built of any available lumber.
A table for special science display is important. Here your science
books may be put to encourage free research work by the children.
011 the wall behind can go the science pictures drawn by, or
brought into class by the children.

You will want a display board for work of your children. Part
of the wall may be covered with construction paper or poster board.
For your younger children a clothes line stand with tiny clothes
pins makes a good object for them to display their work on as it
is low enough for them and easy to manipulate.

A bulletin board is a, necessity. It could be part of the black-
board as already stated, the back of the screen to your library
corner, or even better made of soft wood put on the wall to itself.
Here you will want your school newspaper written by the children,
your weather chart kept by the children and your own announce-
ments to be read by the children. Special care must. be taken to
keep the material on the bulletin board balanced. if you will
balance the various subject on the board first and then the ma-
terial under the subjects, you will avoid a cluttered appearance.

Create an atmosphere which will stimulate children to want
to read. The room must be comfortably heated, properly lighted.
and by all means kept clean and sanitary. Children must be seated
according to their physical needs.

Use the library table to display brightly colored, well-chosen
books and pictures. Use the bulletin board to display pictures-
collections, messages, news items, health posters, and individual

168

  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
  
 
 
 
 
 
 
 
 
  
   

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work in various activities, and to give directions for work. Use
the blackboard to print notices, messages or directions for work,
to develop stories or reading readiness, to draw illustrations, to
print names of children, to develop work plans.

Plan activities of the day with children. This sets the stage
for work and helps guide children. A picture corner in the room
ma)r be provided, or a corner may be provided for quiet play. Dis-
cover children’s hobbies and encourage these hobbies. Set the
children free to discuss their plans and experiences with you and
among themselves. Remember to get the children to believe that
the school is their home where they live and work and receive their
friends and that they must help always to make it a place to live
and learn, and to extend hospitality.

  

 

 

 

SELECTING THE DESIRABLE OUTCOMES IN
PRIMARY READING

You, as a teacher, are a leader of learners and you are teach-
ing boys and girls and not textbooks. You are guiding boys and
girls in growth. In building a program of activities and exper-
iences through which boys and girls grow in reading ability, you
will need to know all it is desirable to know about each child and
the total life that he lives. You will need to know how to observe
and interpret evidences of his total growth#niental, emotional,
physical, and social—since it is the maximum growth of the total
child in which you are interested.

Growth in reading as in other activities is a continuous process
which does not lend itself to rigid classification in stages or
periods; however, the periods of growth in the child’s reading pro-
gress in the primary reading program may be outlined as follows:

1. The Dre-reading or reading readinessi": or preparatory
period
2. The period of initial instruction in reading or the first
book reading or the beginning reading period (Pre-prinier,
primer, and first reader level)
The period of rapid progress in the acquisition of funda-
mental reading attitudes, habits, and skills or later be-
ginning reading period. (Second reader and third reader
levels)

The time required for a child to progress from one level to the
next depends upon many factors such as the level of mental grth
which he has reached, his rate of mental maturation, health, social
and emotional adjustment, home conditions, and school exper-
iences. It is important that the child not be forced or expected
to work at a. level for which he is not ready. A wise teacher W110
builds a well—rounded reading program will provide for each child
to reach the standards for any given level before going on to the
next without retardation in grade placement sufficient to 031159
him to become a social misfit in the group in which he is placed
The child may remain with his grade group and participate ill
many activities with the group, but you will provide reading 9X-
periences for him at his own level of reading ability and interest
and lead him to progress at his own rate.

* The period of reading readiness refers here to that period of “before 13052"
reading”; however, reading readiness is a. continuing process at every stage
development of reading ability.

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To meet the needs of the individual child in reading as well as
in other areas of growth, you will avoid making uniform demands
of all—the average, the below average, and the superior. More
and more teachers are realizing that pupil progress does not per-
mit of absolute measurement. More and more they are realizing
that uniform goals or standards in the reading program at the
various levels cannot be set up; however goals or guides to learn-
ing will no doubt guide you in building a primary reading program
based on needs, interests, and abilities of your group of boys and
girls. If desirable outcomes are set and rc-set by you, the pupils,
and perhaps the parents, you will be more acutely aware that you
are teaching children instead of textbooks, and you are likely to
be more conscious that your ultimate goal is total growth of the
children including growth in reading ability.

The suggested desirable outcomes selected are not set up as
a basis for promotion,* but to serve as a guide to you in building
a learning program in reading. You should bear in mind that the
failure to show evidences of these abilities at any level does not
necessarily mean that a child is retained in a specific grade. These
outcomes may guide you in providing worthwhile experiences for
each child that he may continuously go in the desired direction
and progress from one level to the next without too much diffi-
culty. Experiences should be based on the child ’s reading and ill-
terest level. Each child should go continuously and as rapidly as
possible from one level to the next. If each child is guided in read-
ing experiences at his own level of reading ability and interest,
and if he is required to develop the abilities necessary at each level
01' stage of growth in reading ability before being permitted to go
on to the next, then his growth will be natural and continuous.
Efficient reading instruction in the primary grades is of vital im-
portance. The need for emphasis on corrective or remedial read-
lllg in later grades decreases as efficiency in developmental reading
instruction increases in primary grades.

A well-rounded reading program includes for each level of
reading development (1) goals or abilities, (2) a variety of reading
material, and (3) methods and techniques which will use the ma—
terlals in such a. way as to develop in each child an efficiency in
“leiuse of basic reading skills, wholesome attitudes, and a wide
"arlety 0f reading interests, and (-1) evaluation techniques.

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a

For SUggestions on a ' ' ' ' “ ' ”
. promotional policy see Getting the School Under Way
June, 1944, Educational Bulletin, State Department of Education, pp. 108-109. '

171

 

  
  
  
  
 
 
 
 
 
 
 
 
 
  
  
 
  
 
  
  
 
 
  
  
 
 

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Some desirable outcomes of reading instruction at each read-

   

 

ing development level are as follows:

I. Reading Readiness or Preparatory Period (Prez-reading)
Some desirable outcomes or evidences of growth of the read-
ing readiness period are:

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Ability to use good English sentences

Ability to use a relatively wide speaking vocabulary
Ability to listen to stories told or read to children
Ability to reproduce stories

Ability to listen to rhymes, poems, etc.

Ability to enjoy and describe pictures

Ability to follow directions

Ability to manipulate scissors, paste, paint, clay, tools,
lumber, blocks, toys, paper

Ability to compose simple stories based on experiences,
pictures, and objects brought to school

Ability to compose group experience charts

Ability to make plans under the guidance of the teacher
for school activities

Ability to realize that ideas are expressed by words and
sentences

Ability to read from left to right III.
Ability to discriminate between sounds

An attitude of curiosity and interest in things about the
environment

Ability to dramatize

A genuine desire on the part of the pupil to learn to read

Period of Initial Instruction in Reading, or the first book
reading or the early beginning reading period (l’re-prnner,
Primer, and First Reader Level)

Desirable outcomes for the period of Initial Instruction are:

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Continuation of the outcomes for the readiness period
Ability to read orally with expression as evidenced by:

(a) Posture

(b) Holding the book so the audience may see the eyes of
the reader

(c) Knowing all the words

(d) Reading distinctly and loud enough for all to hear

(e) Reading like the characters talk

Ability to attack new words:

(a) Phonetically
(b) Meaning clues
(c) The way the word looks

172

    
 
 
 
 
 
 
 
 
 
 
  
  
  
   
   
  
   
  
  
  
  
  
  
  
   
 
 
 
 
 
 
 
 
 
 
 
 
 
  
  

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. Ability to read without finger pointing, lip movement,

and head movement

To get thought from the printed page

Ability to tell what is read

Ability to handle a book with care, turning pages properly
Ability to find the pages in books quickly through use of
table of contents

Ability to locate passages for specific purposes—humor,
information, or to answer a specific question

Ability to read pre-primers and primers fluently and with
comprehension (Each child should have an opportunity
to progress at his own rate of speed in reading. All chil-
dren will not read the same number of books.)

Ability to read pre-primers independently

Ability to read at sight material of standard primer dif-
ficulty—to read a primer the child has never seen

Ability to comprehend first reader material (All beginners
will not reach this level the first year.)

Presence of desirable social attitudes toward the group

A pride in and a desire to own books and a desire to read
both in and out of school

The ability to dramatize

Increased joy in reading

The Period of Rapid Progress in the acquisition of funda-
mental reading attitudes, habits, and skills, or period of
Later Beginning Reading (Second reader level and third
reader level)

A. Desirable outcomes by the end of the second reader level:

1. Continuation of outcomes for preceding year

2. The ability to read orally with naturalness and with
some fluency for the enjoyment of others

3. Ability to read easy library books independently

4. Ability to use phonetic principles in working out pro-
nunciation of new words: (See Manuals)
(a) Consonants
(b) Short and long vowel sounds
(c) Phonograms derived from reading vocabulary

5. Ability to read first readers and easy second readers
fluently and with comprehension without help

6. Ability to read a first reader which the child has never
seen

7. The ability to comprehend material of second reader
difficulty

8. Ability to read different types of materials for various
purposes such as finding answers to questions, follow-
lng directions, and remembering what is read

9. Ability to evaluate reading lessons

10. Ability to tell stories read
11. Abllity to dramatize

173

 

 

  
  

 

  

 

 

 

B. Desirable outcomes by the end of the third reader level:

1.

2

030“!

v.03

10.
11.
12.

13.
14.

These

pary program may be directed.

Ability to convey thought to an audience through Oral
reading

. Ability to and interest in reading independently books

on an increasing variety of themes and topics

Ability to read intelligently for an increasing number
of purposes such as:

(a) Understanding the selection as a whole

(b) Answering factual and judgment questions

(c) Finding interesting incidents in a, story

(d) Applying acquired information to new situations
(e) Securing the details of a picture, or characteriza-
tion

Increased skill in attacking and recognizing new words
by use of context clues, phonics in recognizing sylables
and similarity to known words

. Ability to use the alphabet in sequence
. Ability to use table of contents; practice in use of

index

. Ability to recognize words made by adding ful, ness.

less, ed, or prefixing un, dis, for, con, or re to known
words
Abllity to use dictionary in back of book if there is one

. Ability to read fluently and with expression a second

reader the child has never seen

Ability to comprehend material of third reader diffi‘

culty .

Ability to find reading material that relates to actin-

ties in which the child is interested

Increased ability in the definite reading skills:

(a) To comprehend quickly and accurately the mater-
ial read at this level

(b) To attack and recognize new words by use of clues.
phonics, and likeness of words

(c) To locate information i

(d) To select and evaluate material

(e) To organize material read according to level of
ability

(f) To decide what to remember and how to remem-
ber it

Increased ability to dramatize
Evidences of expanding reading interests

are only some of the objectives toward which the pl‘l-
The individual needs, interests!

and abilities of the boys and girls will guide you in determining
the direction of your reading program and will, therefore, deter-

mine the learning activities aud experiences you provide.

The

goals may be set and reset by you and the children many tlmes

174

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during the year as some goals are reached and as other needs are
recognized, or as other goals need emphasis.

The next step in your reading program, after selecting the
goals or outcomes to be expected, will be relating the learning ex-
periences to these goals by selecting those activities through which
the children will be given experiences in developing the desired
abilities. J

If your goal is to create a desire to read, you, with the boys
and girls, will create a stimulating room atmosphere and environ-
ment which will arouse curiosity and a keen interest in knowing
answers to questions. You will guide them in many activities
which will stimulate the achievement of this goal. The section of
the bulletin related to procedures and techniques will guide you
in the selection of activities. Your reading manual will suggest
many other experiences and activities related to development of
a desire to read.

If your objective i