000			02582cam a22003253u 4500
001			61727
003			UtSlPG
005			20260610134425.0
006			m
007			cr n
008			260607r2020||||utu|||||o|||||||||||||| d
010			_a98000706
040			_aUtSlPG
041		7	_aen _2iso639-1
050		4	_aLB
100	1		_aClark, S. H. _q(Solomon Henry), _d1861-1927
245	1	0	_aHow to Teach Reading in the Public Schools
264		1	_aSalt Lake City, UT : _bProject Gutenberg, _c2020
300			_a1 online resource : _bmultiple file formats
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
500			_aRelease date is 2020-04-01
505	0		_aPreface -- Introduction -- The criterion of time -- The criterion of pitch -- The criterion of quality -- The criterion of force -- The mental attitude of the reader -- Grouping -- Succession of ideas -- Central idea -- Subordination -- Values -- Emotion -- Atmosphere -- Contrasts -- Climaxes -- Concluding remarks on method -- Literary interpretation.
508			_aProduced by MFR, John Campbell and the Online Distributed Proofreading Team at https://www.pgdp.net (This file was produced from images generously made available by The Internet Archive)
520			_a"How to Teach Reading in the Public Schools" by S. H. Clark is an instructional manual aimed at educators, written in the late 19th century. This work provides insights and methodologies for teaching reading effectively in public schools, stressing the importance of understanding vocal expression and its various components. The book appears to focus on improving both the teachers’ and students’ abilities to extract meaning from text, thereby elevating the standard of reading instruction. The opening of this manual establishes its purpose by addressing the inadequacies of reading education in public schools. The author outlines common remedial approaches, such as mechanical methods of teaching vocal expression and comprehension techniques, explaining why they often fall short in fostering a true understanding of literature. Clark emphasizes the need for teachers to appreciate great literature, to understand the psychology behind vocal expression, and to implement a structured, methodical approach to instruction that prioritizes clarity and comprehension, rather than rote learning. (This is an automatically generated summary.)
534			_nOriginal publication data not identified
653			_aReading
856	4	0	_uhttps://www.gutenberg.org/ebooks/61727
999			_c102551 _d102551