A Linguistic Approach
Publication Year: 2010
Published by: Wayne State University Press
Title Page, Copyright, Dedication
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By publishing Let’s Read: A Linguistic Approach in 1961, Wayne State University Press forever changed the national educational dialogue about basic reading. No longer was a reading program based on linguistic principles a fi gment or an unfulfi lled desire; it was a reality. And because this approach to teaching basic reading was developed by...
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When Wayne State University Press fi rst published Let’s Read in 1961, the Bloomfi eld System, as the method was often referred to, already had accumulated a history. Developed by the eminent American linguist Leonard Bloomfi eld (1887–1949) in the 1920s, in its fi rst form Bloomfi eld’s program was essentially a series of lists from which the learner...
Teaching Children to Read*
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Literacy is the most important factor in keeping up our civilization, and teaching children to read is the most important task of our schools. We perform this task clumsily and with a great waste of labor and time. Even at the end of eight years many of our pupils cannot be said to read; yet eight months ought to suffice.
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The pictures on these pages are designed as exercises in looking carefully. The images are arranged in sequence and each implies a “story” with a conclusion. The first and second groups begin at the left and move to the right. The third group of images on pages 50–52 is arranged vertically, from top to bottom. The pupil can explain what is...
I. First Reading
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Part I lays the foundation of all later reading lessons and perhaps, because of the habits established in this beginning work, is most likely the most important part of all. These lessons introduce the basic spelling patterns of consonant-short vowel-consonant (CV- C) words—bad, pin, set, nut, not, for example—which occur most frequently in written...
II. Easy Reading
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The lessons in part II introduce words like split, lisp, milk, and scram, which are made up of consonant clusters or blends that are regular, or alphabetically consistent with those sound-letter correlations taught in part I. These combinations of consonants, and in fact all the patterns of part II, expand on the sound-letter correlations already...
III. More Easy Reading
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Part III marks the point where the pupil is prepared to master patterns in English that are still regular within the Let’s Read scheme but are a departure from the patterns in part II. In part II, the pupil learned consonant blends or clusters that were still rooted in the alphabetic sound-letter correlations taught in Part I. Part III, by contrast...
IV. The Commonest Irregular Words
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Part IV embarks on new patterns that depart from the one-to-one sound-letter correlations that have been the subject and unifying principle of parts I–III. For the remaining 148 lessons of parts IV–VI of Let’s Read, the pupil will be introduced to irregular sound-letter correlations for vowels and consonants. Unlike the earlier lessons...
V. The Commonest Irregular Vowel Spelling Patterns
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Part V is concerned with vowel patterns that occur far less frequently than those of the earlier parts and thus are highly irregular within the Let’s Read sequence. Nonetheless, they are common enough and embody enough vocabulary that they could be considered “semi-irregular.” Fortunately for the learner, this means that there are...
VI. The Commonest Irregular Consonant Spelling Patterns
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The Let’s Read pupil about to begin part VI is like a climber close to the top of a mountain. Although at times subject to fatigue and discouragement, the steady pace has brought the pupil to the last stage of the quest. And like adventurous climbers, the pupil and teacher should begin to feel some exhilaration from their impressive achievement...
Index to the Let’s Read Vocabulary
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About the Authors, Back Cover
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Page Count: 512
Publication Year: 2010
Volume Title: N/a
Series Title: Non-series