[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-409852-105":59,"doc-detail-409852-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","reading-in-public-schools-preface","Reading in Public Schools - Preface","","A practical education manual on teaching reading in public schools, emphasizing an evidence-based approach rather than speculative theory. The preface explains how the authors rely on their teaching experience, classroom training, and observations while presenting methods for silent reading, reading speed, and retention. It outlines the book’s structure across three parts covering general foundations, early grade theory and methods, and detailed upper-grade guidance, plus updates for a revised edition that expands literature instruction.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reading-in-public-schools-preface/409852/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reading-in-public-schools-preface/409852.png","ImageObject",300,407,{"name":92,"@type":93},"Genevieve","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Does the book present a new theoretical model of reading?","Question",{"text":112,"@type":113},"No. The authors report what is known and used by well trained and thoughtful teachers, aiming for sound, practical guidance rather than novel theory.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the book’s main focus regarding silent reading?",{"text":117,"@type":113},"It sets out the problem of silent reading as fully as experiment and experience justify, arguing that teaching children to read rapidly and retentively can save time and improve efficiency.",{"name":119,"@type":110,"acceptedAnswer":120},"How is the revised edition different from the original?",{"text":121,"@type":113},"The revised edition expands the material on teaching literature, rewrites the original single chapter, and adds three chapters applying the principles to special cases.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},409852,1792644926,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374391974585,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","https://archive.org/details/readinginpublics0000unse_g1s6  \n9uun  \n)天  \nREADINGIN PUBLIC SCHOOLS  \nBYTHOMAS H.BRIGGS,A.B.  \nOF THE DEPARTMENT OF ENGLISH,THE EASTERN ILLINOIS STATE NORMAL SCHOOL  \nAND  \nLOTUS D.COFFMAN,A.B.  \nSUPERVISOR OF THE TRAINING SCHOOLTHE EASTERN ILLINOIS STATE NORMAL SCHOOL  \nREVISED AND ENLARGED  \nCHICAGOROw,PETERSON &Co.  \nCoPYRIGHT,1908  \nBY THOMAS H.BRIGGS AND LoTUS D.COFFMANCoPYRIGHT,1911  \nBy THOMAS H.BRIGGS AND LoTUS D.COFFMAN  \n1 d.1d  \n# PREFACE\n\nNo attempt has been made to set forth in thisbook a novel theory of reading.But the best thatis known and used by well trained and thoughtfulteachers is here reported in some detail.The authorshave drawn upon their own experience,both inteaching and in training others to teach,theirreading,and their observation for every fact statedor device explained.Nothing is merely theoretical.Yet,it will hardly happen that any one reader,unless he have put long study on the subject,willfind nothing new in the book.Even if he should,an orderly setting forth of things already knownbrings them to mind afresh and usually from anotherpoint of view.  \nIt is not expected that the book will prove equallyhelpful,of course,to all teachers.But the authorshave aimed to be simple and direct and soundlypractical.Teachers are urged to get the grasp ofthe entire second or third part,in whichever theyare especially interested,before introducing theideas of any one chapter into the schoolroom;for,although one point at a time should be emphasizedin the teaching,the ideas in the various chaptersare interwoven and are to a great extent interde-pendent.  \n# PREFACE\n\nThe problem of silent reading has been set fortl:as fully as experiment and experience seem to jus-tify.The authors believe,however,that this is anopen and inviting field just now in education,andthat more saving of time and efficiency can besecured through teaching children to read rapidlyand retentively than through any other one means.But it is doubtful if further discussion and sugges-tion than are here given would prove helpful beforethe teachers themselves progress further in thematter.  \nThe plan of the book is easily comprehended fromthe table of contents.Part One treats of the sub-ject in a most general way.The first chapter con-sists largely of quotations from men who havethought deeply and expressed themselves effect-ively;the second is historical of texts and methodsPart Two presents the theory and methods for thefirst,three years,carefully avoiding discussion ofmooted questions.It was the original plan to giveseparate parts to reading in the intermediate andin the upper grammar grades;but the work so over-laps that it finally proved impracticable to divideit.Hence,Part Three sets forth the theory andgives detailed suggestions for teaching reading inthe upper five grades.  \nThe obligations of the authors are many.Wherethere are direct quotations,acknowledgment is madein a footnote;but it is impossible to acknowledgethe many minor points taken,often unconsciously,from books and magazines.The authors have read  \nPREFACE  \nevery book and article on the subject that wasaccessible.The fact that they found nothing elsecovering just the field in which they were interested,encouraged them to prepare and publish this book.  \nAcknowledgment must be made here of the assist-ance afforded by many friends,most of it comingfrom their regular class room work.To the criticteachers of The Eastern Illinois State Normal Schoolespecial obligation is due.Miss Anna H.Morsehas been especially helpful in the preparation of thematerial used in the chapters on primary readingmethods.To Mr.Forrest Sumner Lunt acknowledg-ment is made for assistance in the simple and excel-lent breathing and articulation exercises on pages162-4.  \nT.H.B.  \nL.D.C.  \nCharleston.Illinois,July,1908.  \n# PREFACE TO REVISED EDITION\n\nIn response to repeated requests,the material onthe teaching of literature has been considerably ex-panded.The original single chapte","cbCaincg0XCIzmaA","https://ap.wps.com/l/cbCaincg0XCIzmaA","pdf",14203732,344,"English","# PREFACE\n## Preface: silent reading and practicality\n## Preface to Revised Edition","[{\"question\":\"Does the book present a new theoretical model of reading?\",\"answer\":\"No. The authors report what is known and used by well trained and thoughtful teachers, aiming for sound, practical guidance rather than novel theory.\"},{\"question\":\"What is the book’s main focus regarding silent reading?\",\"answer\":\"It sets out the problem of silent reading as fully as experiment and experience justify, arguing that teaching children to read rapidly and retentively can save time and improve efficiency.\"},{\"question\":\"How is the revised edition different from the original?\",\"answer\":\"The revised edition expands the material on teaching literature, rewrites the original single chapter, and adds three chapters applying the principles to special cases.\"}]","Reading in Public Schools - Preface | PDF",1790583490,867]