Give the boy an isolated seat for the time being. When with him alone
apply a test whereby you can find out the cause of his studying out
loud. Take a second grade reader and pick out a simple paragraph:
“Almon, read this paragraph to yourself.”
If you discover he can not tell you what he has read when he has
finished the paragraph, teach him how to read silently. This matter of
_teaching_ silent reading is a point neglected by a great number of
teachers.
Take one short sentence from the second reader. Read it to yourself,
first, so that he can watch you. Then ask him to read the sentence the
same way.
“What did you read?”
If he answers correctly, say, “That’s right. Now read two sentences.” If
he can not tell you what he has read, give him a simpler sentence. Do
not give up the test until he is able to read _something_, no matter how
easy the sentence may have to be.
On the following day give the whole class the same test. Select a
somewhat more difficult sentence. Let the one who can first give the
words orally, raise his hand. Make a game of silent reading and its
difficulties will soon disappear.
With third grade children, the teacher should show her class how to
study each lesson. It is not enough to give an assignment. The method of
study should be outlined.
For the preparation of the reading lesson, for instance (for that is the
subject in which a child is more likely to study aloud), put a list of
the most difficult words on the board and mark them for pronunciation.
Ask the class to examine the words. Then say, “Are there any words you
can not pronounce?” Give special attention to the boy who studies aloud,
asking him to pronounce the words which you have written on the board.
For the fourth and upper grades, place a list of the more difficult
words on the board, the meaning of which the children should be asked to
look up in their small dictionaries; and do not forget that children
have to be taught how to use the dictionary. Have play drills in this as
in all other difficulties of a mechanical sort.