Readers On The Hunt

Becoming sign-conscious.

       Some of these episodes may seem far removed from children's reading. They really are not. A life full of the fun of doing things and the satisfaction of sharing experience with an interested family and school group is bound to develop many powers. One of these powers is sure to be reading. Let us look at some simple happenings to see how they expand into significant learning. A girl, a little over six years of age, takes a walk regularly with her father, older brother, and sister on Sundays. She is becoming sign-conscious. She notices names on store windows and mail boxes, numbers above doors, and street signs. The other members of her family join her by chanting in unison, "546," "Fourth Street Bakery,"

       Let us look at some simple happenings to see how they expand into significant learning. A girl, a little over six years of age, takes a walk regularly with her father, older brother, and sister on Sundays. She is becoming sign-conscious. She notices names on store windows and mail boxes, numbers above doors, and street signs. The other members of her family join her by chanting in unison, "546," "Fourth Street Bakery," Becoming sign-conscious "Dr. Blake," "Ninth Avenue North." Reaching home, she then writes down some of the signs that she recalls. She dis- plays her work to her family, who are pleased, help her correct her writing, and answer her questions on what she wishes to write next. From this free and easy family fun the child soon learns to read, write, and spell. 

       Older children apply their skills differently. Three neighborhood boys, their ages ranging from ten to eleven, organized a Brooklyn Dodger Fan Club. They read the sports pages of the Sunday paper, and from it clipped pictures and stories about the Dodgers. They solicited the help of older sports fans in collecting information about the team. They wrote the manager of the Brooklyn Dodgers for pictures and souvenirs to put in their trophy room, located in a club member's garage. The city librarian was approached to see what materials she could offer. So was the school principal. The project received community support from adults who recognized the importance such interest had for the wholesome growth of children. Reading magazines, newspapers, and books grew to be more fun for them. Typing, printing, and writing labels became a necessary project. And filing and cataloging eventually had to be learned as their collection of materials grew. 

       A similar example of learning growth occurred in a rural community. Two youngsters, a brother and sister of about twelve and fourteen years of age, had been drawing, painting, and collecting flags. They became interested in gathering information about flags, their origin, and use. Their study led them to history books and encyclopedias in the school library, and to the historical society of the county. During their summer vacation, they developed a quiz program for a fall school assembly in which appeared such questions as "Where did the flag fly which inspired the writing of the 'Star Spangled Banner'?" "What was the largest number of stripes our flag ever had?" and "What is the Union Jack?" 

       Such pursuits as ship and airplane building, dollhouse furnishing, stamp collecting, code deciphering, radio quiz programs, and experimental cookery, when made into family interests, help promote a truly ideal atmosphere for proper learning. From such interests, children not only acquire personal satisfaction, they also come to realize the value of reading and other essential skills. The amount of knowledge they acquire is astonishing to adults, and their resourcefulness and imagination in turning up new avenues of help often put to shame more prosaic elders reared in a one book kind of learning. 

"Street signs for kids" the practical application 

of early reading by Little Wriggler

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