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Teaching to Read: Historically Considered


reviewed by Theodore L. Harris - 1967

coverTitle: Teaching to Read: Historically Considered
Author(s): Mitford M. Mathews
Publisher: John Wiley, New York
ISBN: , Pages: , Year:
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H. L. Mencken observed hi another connection that "Mr. Mathews' own remarks are always sensible . . ." This reviewer would add that Mr. Mathews' remarks in Teaching to Read are both penetrating and dispassionate in his firm insistence that the historical antecedents of methods of beginning reading instruction be fully understood and that their implications for change in beginning reading method be clearly realized. In this slender volume remarkable for its lucid style, its meticulous scholarship and its linguistic insight, Mr. Mathews has clarified the nature of certain essential differences in beginning reading methods in a way that merits close scrutiny by every person concerned with the improvement of reading instruction. The Greeks started it all. Their "magnificent achievement" was to devise a method of writing in which each letter represented one and only one sound in their highly phonetic language. To read, and to write as was concurrently taught,... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 69 Number 3, 1967, p. 287-290
https://www.tcrecord.org ID Number: 2085, Date Accessed: 11/22/2019 7:35:01 AM

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