Teaching Efficient Reading (An Old and Rare Book)

This book is the result of a five-week Summer Course for Teacher-trainees in Erricient REApING at the Central Institute of Indian Languages, Manasagangotri, Mysore. It is divided into two parts; the first section contains basic theory from which Efficient Reading Programmes are developed; the second section contains practice materials to be used for developing the skills of efficient reading. The first section is not meant to offer a comprehensive presentation of all the theory that is basic to reading programmes. It does explain in some detail the more common theories and concepts that set the way for the formulation of the Programme in Efficient Reading that was taught at the Central Institute of Indian Languages.

Comment should be made about the selection of content for the chapters in the theory section. The chapter, ‘What is Reading?, attempts to explain reading as a visual and perceptual process. ‘In understanding how the eyes work in the reading process, the reasons for our recommendations for reading training should be clear. Recommendations for improvement follow the logical inferences made from a study of the literature on visual perception.

The chapter detailing teacher-interest in reading investigates further some of the research on reading and attempts to indicate why this information is important to a person interested in teaching reading improvement.

Concept formation has been discussed, because perception and concept development are very closely related. Ineffective concept development can have a direct bearing on the perceptual function in reading.

Problems related to cultural differences, detailed in the chapter following, are also very much akin to concept development and perception. Cultural differences are perhaps the best illustration of the way both concepts and perceptions are formed that are quite different from the dominant culture, thus creating their own particular reading problems.

Vocabulary building has been included because vocabulary, the words of language, are the ‘building blocks’ we use in developing concepts and modifying perceptions. Of course, the symbols of vocabulary are what make up the words of the printed page.

Comprehension in reading is the outcome of visual and perceptual skills and concept development. Critical reading is a refinement of comprehension skills, and flexible reading is the way in which all of these are brought together smoothly and effectively by the mature reader. The last chapter, ‘Reading in the Content Areas’ illustrates how the ideas developed in the earlier chapters may be applied to a particular discipline.

The overall production of these materials can be attributed in large part to the work of Dr. Chinna Cxacxo, Research Officer at the Central Institute of Indian Languages. She transcribed the lecture-voice tapes that were made during my class lectures, and these transcriptions become the basis of the ideas appearing in the theory chapters. Without Dr. Cuackos encouragement and hard work these materials could not have been prepared.

Dr. Narasimuarao has been responsible in helping to translate the materials into the several languages and contributed his administrative services to the success of the work. He also worked with the trainees in developing materials.

Thanks also to Mr. TaTaji and Mr. Sotomon of the language laboratory of the Central Institute of Indian Languages for taping my lectures each day.

Typists are especially important to a work of this kind. Many typists donated their skills to a completion of the manuscript, but special thanks should go to Mr. Sukumaran Piial and Mr. LAKSHMINARAYANA who did the larger part.

The Programme was made possible through a grant from the Ford Foundation to the Government of India. Dr. PATTANAYAK, Director of the Central Institute of Indian Languages, offered the invitation to the Programme to be taught here. Thanks is also due to these for their interest in this area of language development.

The Central Institute of Indian Languages was set up on the 17th July 1969 with a view to assisting and co-ordinating the development of Indian languages. The Institute was charged with the responsibility of serving as a nucleus to bring together all the research and literary output from the various linguistic streams to a common head and narrowing the gap between basic research and developmental research in the fields of languages and linguistics in India.

The Institute and its four Regional Language Centres are thus engaged in research and teaching which leads to the publication of a wide-ranging variety of materials. Materials designed for teaching/learning at different levels and suited to specific needs is one of the major areas of interest in its series of publications. Basic research relating to the acquisition of language and study of language in its manifold psycho-social relations constitute another broad range of its interest. These materials will include materials produced by the members of the staff of the Central Institute of Indian Languages and its Regional Language Centres and associated scholars from universities and institutions both Indian and foreign.

Dr. Paul C. Berc, Professor of Education and Director, Reading Programme, University of South Carolina, U.S.A., worked for the Central Institute of Indian Languages during May-July 1971. The assignment of Dr. Brrc as Reading Specialist to the Institute was arranged under the Ford Founda- tion Grant to the Central Institute of Indian Languages, Mysore.

This book is a sequel to the course of lectures delivered by Dr. Berc at the Central Institute of Indian Languages in con- nection with the Efficient Reading Programmes conducted by him during May-July 1971.