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We are well aware of the complexities we face today in teaching our children to be able readers. It is a much bigger problem than to be able to verbalize words phonetically. Experts in the field of research in psychology, child development, and reading have contributed a great deal of valuable knowledge to aid teachers in the skill of teaching children to read. These ideas are being successfully practiced and we are producing capable readers. However, there is one phase of reading that needs greater stress. To derive the greatest benefit from living in our democracy and to cope with our fast changing world, our children need to be more than good and able readers. We must help our children do critical thinking through provocative reading experiences.

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