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SUGGESTIONS TO TEACHERS.

This FIRST READER may be used in teaching reading by any of
the methods in common use; but it is especially adapted to the
Phonic Method, the Word Method, or a combination of the two.

I. Phonic METHOD.— First teach the elementary sounds and
their representatives, the letters marked with diacriticais, as they
occur in the lessons; then, the formation of words by the combi-
nation of these sounds. For instance, teach the pupil to identify
the characters å, o, n, d, ğ, r, and th, in Lesson I, as the repre-
sentatives of certain elementary sounds; then, teach him to form
words by their combination, and to identify them at sight. Use
first the words at the head of the lesson, then other words, as,
nag, on, and, etc. Pursue a similar course in teaching the succeed-
ing lessons. Having read a few lessons in this manner, begin to
teach the names of the letters and the spelling of words, and re-
quire the groups,
"a man,” “the man,”

,” “a pen,” “the pen,” to be
read as a good reader would pronourice single words.

II. When one of the letters in the combinations ou or ow, is
marked in the words at the head of the reading exercises, the
other is silent. If neither is marked, the two letters represent a
diphthong. All other unmarked vowels in the vocabularies, when
in combination, are silent letters. In slate or blackboard work,
the silent letters may be canceled.

III. WORD METHOD.—Teach the pupil to identify at sight the
words placed at the head of the reading exercises, and to read
these exercises without hesitation. Having read a few lessons,
begin to teach the names of the letters and the spelling of words.

IV. WORD METHOD AND PHONIC METHOD COMBINED.--Teach the
pupil to identify words and read sentences, as above. Having
read a few lessons in this manner, begin to use the Phonic Method,
combining it with the Word Method, by first teaching the words
in each lesson as words; then, the elementary sounds, the names
of the letters, and spelling.

V. Teach the pupil to use script letters in writing, when teach-
ing the names of the letters and the spelling of words.

Copyright, 1879, by VAN ANTWERP, BRAGG & Co.
Copyright, 1896, by AMERICAN BOOK COMPANY.

Copyright 1907 and 1920, by H. H. VAIL

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MC IST EQ AEV

E D 467

PREFACE.

In presenting MCGUFFEY'S REVISED FIRST READER to the public, attention is invited to the following features :

1. Words of only two or three letters are used in the first lessons. Longer and more difficult ones are gradually introduced as the pupil gains aptness in the mastery of words.

2. A proper gradation has been carefully preserved. All new words are placed at the head of each lesson, to be learned before the lesson is read. Their number in the early lessons is very small, thus making the first steps easy. All words in these vocabularies are used in the text immediately following.

3. Carefully engraved script exercises are introduced for a double purpose. These should be used to teach the reading of script; and may also serve as copies in slate work.

4. The illustrations have been designed and engraved specially for the lessons in which they occur. Many of these engravings will serve admirably as the basis for oral lessons in language.

5. The type is large, strong, and distinct.

The credit for this revision is almost wholly due to the many friends of MCGUFFEY'S READERS, - eminent teachers and scholars, who have contributed suggestions and criticisms gained from their daily work in the schoolroom.

Cincinnati, June, 1879.

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