Reading is not merely a "duty" or "lesson" but a part of an active living providing both relaxation and enjoyment. As a part of the growing up of a young child it not only provides for family closeness but initiates a life-long friendship. Good reading which impresses on the child that even difficult reading could be fun, widens the horizon, provides escape and consolation at times of stress and teaches one to lead a full and meaning- full life.
The Plowden Committee Report on Primary Schools in the U.K. showed that 29 per cent of the children in schools are "deprived" as they come from families of less than five books. If such a survey is conducted in India, probably, more than 90 per cent children would be deprived in this sense. If we consider the non-availability of graded reading material designed for specific age groups and levels, then almost all children in India would have to be termed "deprived". It is high time that our academic system takes a serious view of this situation.
The Social, Economic, Linguistic and Psychological settings for understanding the varying reading problems of the high achievers and the low achievers, the socially average, different, deficient and the antago nistic has to be kept in view in designing instructional material. In all countries the standard language creates a problem for the non-standard dialect speakers and could pose a series of complex problems. Similarly, reading readiness in terms of control of oral language, vocabulary enrich ment and building storehouse of meaning in earlier stages of preparation is an essential pre-condition for efficient reading at later stages. If the right to read is to be conceded to all, then one cannot treat the problem of reading so lightly. In India with its two thousand mother tongues, with fifteen major languages with their standard and dialects, with multifarious layers of socio-economic stratifications, with linguistic pluralism and con sequent intensive bi and multi-lingualism, the problem of reading is bound to be a continuing challenge needing instant attention.
The Central Institute of Indian Languages has initiated a number of programmes in the area of reading. Besides undertaking a survey of available materials in the area of reading, it has embarked upon the production of reading materials designed for two levels: one series for the schools and one series for the colleges. We also plan to bring out at least one Reading Manual in each of the major Indian Languages. We hope that academic institutions in the country will take the cue and produce mate- rial designed for their specific needs.
In 1971 the Ford Foundation conducted a summer orientation course in teaching improved reading for adults at the Central Institute of Indian Languages, Mysore, India. I had previously conducted such a course at the Indian Institute of Administration, New Delhi, and was given the opportunity, with the able assistance of Dr. Chinna Chacko of the Institute, to introduce this course to selected students. at CIIL. From their course work, students developed materials to teach effective reading skills at their own schools and colleges.
Interest has been maintained in improving reading skills, and ideas from this first Institute along with many other ideas gathered along the way have been carried into many different areas of South India.
This present volume READ FASTER, UNDERSTAND BETTER, is a culmination of those efforts. The Central Institute of Indian Languages and the creators of this book are to be congratulated for yet another proof of their continued contribution to the professional and literary growth of India.
For privacy concerns, please view our Privacy Policy
Send as free online greeting card
Email a Friend
Manage Wishlist