| A. differ B. endless C. appropriately D. directly E. occasionally F. instructions G. process H. interchangeable I. eliminated J. create |
So long as teachers fail to distinguish between teaching and learning, they will continue to undertake to do for children that which only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not 41 hours spent in activities about reading. Douglas insists that “reading cannot be taught 42 and schools should stop trying to do the impossible”.
Teaching and learning are two entirely different processes. They 43 in kind and function. The function of teaching is to 44 the conditions and the climate that will make it possible for children to devise the most efficient system for teaching themselves to read. Teaching is also a public activity. It can be seen and observed.
Learning to read involves all that each individual does to make sense of the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that
45 is not open to public examination.
If teacher and learner roles are not 46 , what then can be done through teaching that will aid the child in the exploring for knowledge? Smith has one principal rule for all teaching
47 . “Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children.”
When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them 48 , then much of the pressure and feeling of failure for both is
49 . Learning to read is made easier when teachers create an environment where children are given the opportunity to solve the problem of learning to read by reading.