¹ Cf. Benno Erdmann and Raymond Dodge, Psychologische Untersuchungen über das Lesen auf experimenteller Grundlage, Halle a. S., 1898.

Hans Pohlmann, Beitrag zur Psychologie des Schulkindes, Dissertation, Leipzig, 1911.

E. B. Huey, The Psychology and Pedagogy of Reading, Macmillan, 1909.

Charles Hubbard Judd, Reading, Its Nature and Development, University of Chicago Press, 1918. Also Judd, Psychology of Secondary Education, Ginn & Co., 1927.

Wm. A. Schmidt, An Experimental Study in the Psychology of Reading, Dissertation, University of Chicago, 1917.

C. R. Stone, Silent and Oral Reading, Houghton, Mifflin, 1922.

Daniel Starch, Educational Psychology, Macmillan, 1927.

Other books referred to:

Hermann Paul, Principien der Sprachgeschichte, first and fifth editions; Halle, 1880 and 1920.

Victor Egger, La parole intérieure, Paris, 1881.

E. Meumann, The Psychology of Learning, Appleton, 1913.

Wilhelm Wundt, Völkerpsychologie, Die Sprache, vol. I, part I, third edition; Leipzig, 1911.

Bruno Eggert, Der psychologische Zusammenhang in der Didaktik des Sprachunterrichts, Berlin, 1904.

Luise Richter, Wie wir sprechen; second edition; Leipzig-Berlin, 1924.

² The little daughter of one of my friends read correct meanings into whole sentences without being able to identify words; when showing what she read she pointed from right to left, for she is left-handed.

³ Cf. Judd, Reading, Its Nature and Development 181.

⁴ Cf. Judd, Psychology of Secondary Education 184 f.; also compare Pohlmann (op. cit. 4), who reports that children use words long before they know what they mean, i.e., like adults; Cf. Onkel Bräsig, Die grosze Armut kommt von der groszen Powerteh her! (Reuter, Ut mine Stromtid, Kap. 38).

⁵ Cf. Meumann, op. cit. 10.

⁶ Cf. Richter, op. cit, 49.

⁷ Judd, Psychology of Secondary Education 183; also Pohlmann, op. cit. 253, and Meumann, op. cit. 10.

⁸ For a somewhat detailed study of the nature of inference in reading German, French, or Spanish, see my article 'On Inference in Reading/ in Modern Language Journal 11. 73 ff.

⁹ Cf. Eggert, op. cit. 51 ff.

¹⁰ Cf. Judd, Reading, Its Nature and Development 138.

¹¹ Cf. ibid.

¹² Cf. Huey, op. cit. 117.

¹³ Ibid. 164.

¹⁴ Cf. Schmidt, op. cit. 83.

¹⁵ Cf. Richter, op. cit. 33; also Victor Egger, op. cit. 215: 'Nous écoutons notre parole intérieure, nous la comprenons ensuite si nous pouvons.' See also: Jahrbuch für deutsche Sprache und Pädagogik 1924. 3 f : 'In severe cases of throat ailments the physician forbids reading. … Ingenious devices have verified the fine motions of our organs of speech in silent reading.'

¹⁶ Cf. Stone, op. cit. 27.

¹⁷ Cf. Huey, op. cit. 361.

¹⁸ Cf. Judd, Reading, Its Nature and Development 80.

¹⁹ Cf. Huey, op. cit. 361.

²⁰ Cf. Schmidt, op. cit. 81.

²¹ Cf. Starch, op. cit. 333 f.

²² Cf. Huey, op. cit. 360; nevertheless slow reading and good reading are not imcompatible; cf. Starch 334. Meumann (op. cit. 260) states that neither rapid nor slow reading, learning, or speaking are necessarily advantageous, and that the rate must always be adapted to the degree of familiarity with the material.

²³ Cf. Erdmann, op. cit. 84.

²⁴ Cf. Starch, op. cit. 311.

²⁵ Cf. Judd, Reading, Its Nature and Development, 144.

²⁶ Cf. Starch, op. cit. 232.

²⁷ Cf. Huey, op. cit. 145.

²⁸ Young as well as mature readers, when pressed for time, are inclined to read ideas into books—ideas which by no means are there.

²⁹ Cf. Huey, op. cit. 142.

³⁰ Ibid.; Hermann Paul expresses this idea as early as 1880 (cf. op. cit. 41): ‘Es ist sogar, um einen ganzen Satz zu verstehen, nicht immer nötig, dasz die einzelnen Wörter ihrem Klange und ihrer Bedeutung nach zum Bewusztsein kommen.‘ This sentence is retained in the fifth edition of his work of 1920, cf. 50.

³¹ Cf. Wundt, op. cit. 461.

³² Cf. My article, ‘An Experiment on Reading Known Material in Beginners Classes,‘ Modern Language Journal (March 1925) 345 ff.

³³ Cf. Algernon Coleman, The Teaching of Modern Foreign Languages in the United States 170, Macmillan Co. (1929).

³⁴ Unfortunately space does not allow me to attempt a detailed description of a reading method by discussing at some length the points above mentioned. For the most recent attempts to construct reading methods see Methode Mertner, Englisch für Deutsche, München (1927), and Longmans' New Method Readers by Michael West (for teaching English to foreign children), London, New York, and Toronto, Longmans, Green & Co., 1928.

[It should be mentioned that the author of the present article has published beginners' books in which the reading aim has been strictly separated from other aims, and the postulated methodological principles have been consistently applied: P. Hagboldt and F. W. Kaufmann, Deutsch für Anfänger and Lesebuch für Anfänger, University of Chicago Press, 1930. W. L.]