So long as teachers fail to distinguish ( ) between teaching and learning, they will continue to undertake ( ) to do for children that which only children can do for themselves. Teaching children to read is not passing reading on ( ) to them. It is certainly not endless ( ) hours spent in activities ( ) about reading.
Teaching and learning are two entirely ( ) different processes ( ). They differ ( ) in kind and function ( ). The function of teaching is to create ( ) the conditions ( ) and the climate ( ) that will make it possible for children to devise ( ) the most efficient ( ) system ( ) for teaching themselves to read. Teaching is also public ( ) activity: It can be seen and observed ( ).
Learning to read involves ( ) all that each individual ( ) does to make sense ( ) of the world of printed language. Almost all of it is private ( ), for learning is an occupation ( ) of the mind, and that process is not open to public scrutiny ( ).
If teacher and learner roles ( ) are not interchangeable, what then can be done through teaching that will aid ( ) the child in the quest ( ) for knowledge ( )? Smith has one principal ( ) rule for all teaching instructions ( ). “Make learning to read easy, which means making reading a meaningful ( ), enjoyable ( ) and frequent ( ) experience ( ) for children.”
When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill ( ) them appropriately ( ), then much of the pressure ( ) and feeling of failure for both is eliminated ( ). Learning to read is made easier when teachers create an environment ( ) where children are given the opportunity ( ) to solve the problem of leaning to read by reading.
（请将带横线重点词汇的含义写在括号里，正确答案及文章译文将在下期公布。）
