Reading and Semantics
IF RESULTS SUCH AS THOSE DESCRIBED IN THE PRECEDING CHAPter are to be attained in the study of literature, young people must know how to read. They should be proficient in many other kinds of reading as well, for along with the spoken word modern life depends upon the printed page for the dispensing of information, the dissemination of ideas, the passing on of the recorded experience of man, and the giving of emotional release and pleasure through reading.
It is clear that although the elementary school lays the foundation for growth in the complex skills required by such a program, each successive level of the school system offers new and challenging tasks which require mature skills of the reader. For direct teaching of these skills in the elementary school, the high school, and the college, teachers of English share responsibility with all other members of the staff who ask students to read. It is significant that the term developmental has been applied to this phase of the reading program which aims to develop in students at all levels of instruction the increased power in reading demanded by the more complex tasks imposed upon them. Remedial reading, which aims to serve those students who have failed to master skills required in earlier years, is but one phase of a much larger program. Once the developmental program is successfully