A survey of the educational system of the Philippine islands by the Board of educational survey, created under acts 3162 and 3196 of the Philippine Legislature.

254 EDUCATIONAL SURVEY OF THE PHILIPPINES

teacher. The Commission recommends very strongly that in order to
develop correctly silent-reading habits that the work in silent reading
be done under the guidance of the teacher.
In most cases when an adult reads aloud he has read the material first
silently. And yet too often we expect children to read aloud without
having any opportunity to get the thought first through silent reading.
This is too much to require. Silent reading should practically always
precede any attempt to read aloud in order that attention will not be
divided between the interpretation of the thought and its expressions, and
in order that bad habits of silent reading will not result. Unless the
thought has first been secured oral reading too often becomes mere
word calling. While the desirability of having silent reading precede
oral reading is recognized in the Course of Study for Primary Grades,
great stress seems to be placed on sight reading. The recommendation
found in the course of study that, "Children should be given frequent
opportunity for fluent oral reading of new material," is of doubtful value.
Rarely will these children be called upon to do sight reading after they
leave school.
In the Philippines, because children are dealing with a foreign language, much more oral reading is necessary than when children are
interpreting their native language. Much training in enunciation and
pronunciation must be given these children. However, because the
reading process here is even more complicated than with English speaking children, silent reading should always precede any attempt to read
aloud. This procedure will strengthen good silent-reading habits and
make possible better oral reading because the child's attention can be
centered on the expression of thoughts already secured.
Good oral reading can best be secured by calling attention to the
thought back of the words rather than by mere imitation of the teacher's
reading. However, standards of what constitutes good oral reading
will sometimes need to be given by having the class listen to good oral
reading. In observing classroom work, it was noted that imitation was
the chief means used to secure expressive reading. The study of phonic
will also help in securing that clear enunciation and pronunciation which
are necessary for good oral reading. Seldom was the application of
phonetic knowledge made either in the identification of new words or
as an aid in enunciation and pronunciation.
When silent reading first came into prominence the contention was
often made that unless the child read the material aloud the teacher
would be unable to check comprehension of the material. It has been
demonstrated that oral reading furnishes one of the most unreliable
proofs that thought-getting has taken place.