A STUDY OF RELATIONSHIPS AMONG CERTAIN PUPIL ADJUSTMENTS IN LANGUAGE SITUATIONS

564 78 18MB

English Pages 354

Report DMCA / Copyright

DOWNLOAD FILE

Polecaj historie

A STUDY OF RELATIONSHIPS AMONG CERTAIN PUPIL ADJUSTMENTS IN LANGUAGE SITUATIONS

Citation preview

DOCTORAL DISSERTATION SERIES

A Study of R ’ elationships u nmong Situations in AUTHOR Thtsu Aloys/usKllgdllon DATE Aug. !%2 TITLE

UNIVERSITY. DEGREE

Vtnnsitlvdnid Stdte Coilege

PfrZ)

PUBLICATION NO I N I H I I i 11 l l l l l l l m m

l2

ShO

mini i m m

'3

UNIVERSITY MICROFILMS /H

A N N A It I O It

-

MICHIGAN

3he Pennsylvania State College The Graduate School Department of Education and Psychology

A STUDY OF RELATIONSHIPS AMONG CERTAIN PUPIL ADJUSTMENTS IN LANGUAGE SITUATIONS

A Dissertation by PATSY ALOYSIUS KILLGALLON

Submitted in partial fulfillment of the requirements for the degree of

DOCTOR OF EDUCATION August, 1942

APPROVED?

R^earch Professor in Elementary Education

neaa, neper wnenu 01 maucauion ana psychology

ACKNOWLEDGMENT

The w i t e r wishes to express his sincere appreciation to the many people Those cooperation made the data for this study availableo To Dr® C® C® Peters, he is deeply indebted for the many helpful suggestions and constructive criticisms which -were so freely and sympathetically given® To Dr® E. A® Betts, sponsor of the study, he owes much®

He,

it was who suggested the study and who not infrequently '^spurred the laggard and inspired the sluggard” until it was completed® To Thelma F® Killgallon he is grateful for wise counsel, con­ stant inspiration, and most generous assistance®

P®A®K.

TABLE o f c o n t e n t s CHAPTER 1.

PAGE

THE P R O B L E M Introduction

• . . . . . . . . . .

1

...

.

1

Statement of the P r o b l e m ............. . . . . . . . .

® .

2

Justification of the Study Limitations of the Study

. . . . . . . . . . . . . . . .

3

. . . . . . . . . . . . . . . . .

7

Definition of Terns

10

Summary IT.

RELATE® LriBRATUHE

..........

H

. . . . . . . . . . . . . . . . . . . . .

Differentiated Reading Instruction

. . . . . . . . . . .

Personality Adjustment and Reading Ability Authoritative Opinions Clinical Studies

12 a

. . . . . . . .

. . . . . . . . . . . . . .

37

. . •

38

. . . . . . . . . . . .

43

Group Investj.gations

51

Retardation in R e a d i n g ............... ................. ..

59

The Incidence of Retardation in Reading . . . . . . . .

0

59

importance of Reading for Achieving . . . . . . . . . .

0

62

The Prevention of Retardation in R e a d i n g ............ .

«

63

The Relationship Between Reading

andS p e l l i n g ...........

68

Teacher Premises Regarding Differentiated Instruction . . . III.

12

PROCEDURES OF THE INVESTIGATION

71

. . . . . . . . . . . . . .

72

Selection of the Population

. . . . . . . . . . . . . . .

72

Selection of Hie Grade Level

. . . . . . .

,



79

Selection and Adninistraticn of the Tests . . . . . . . . .

go

Description of Tests

gg

, , ........

. . . . . . . . . . . .

iv CHAPTER

PAQE Determination of General Relationships Among the Factors . *

95

Determination of Teacher Premises

» . « . • «

96

Determination of Incidence of Retardation at Certain Levels of Achievement in Reading

96

Determination of the Incidence of Retardation at Certain Levels of Intelligence . . . . . .

97

Determination of the Relationship between Reading Achievement and Personality Adjustment .......... . . . . . . .

97

Determination of High and Low Achievers

. . . . . . . . . .

98

. . . . . . . . .

101

. . . . . . . . . . . . . . . . .

102

Criteria for. Assignment of Reading Levels The Basal Reading Level

............„ . . .

The Probable Instructional Level . . The Probable Reading Capacity Level

.

..........

103

The Probable Reading Frustration Level . . . . . . . . . . Treatment of Data on the Informal Inventory Summary IV.

, . s , . , . , . . . . . . .

AWALTSIS OF RESULTS: OBJECTIVE DATA

102

104

. . . . . .

®

104

„ . . . . . . . . .

.

105

. . . . . . . . . . . . .

General Relationships Among the Factors Studied

106

. . . . . .

The Range of Individual Differences in Readings Spelling, and Personality Adjustment . . . . . . . . . . ........



106

109

The Range of Reading Abilities . . . . . . . . . . . . . . .

11 ?

The Range of Spelling Abilities

113

.............

The Range of Individual Differences in Personality Adjustment .............. . . . . . . . . . . . . . . .

11 5

Teacher Premises Concerning Differentiated Instruction . . .

lib

Teacher Opinions Pertaining to Individual Differences Teacher Practices in Differentiating Instruction

. .

116

122

V CHAPTER

PAC® Retardation in Reading

V„

. . . . . .

128

Retardation in Relation to Achievement Level . . . . . .

128

Retardation in Relation to intelligence

« « • « « • • •

140

The Personality Adjustment of High and Low Achievers and of '•Best'1 and “Poorest1* Readers • < > . < > . . . . . . < > 0

146

Stannary

150

. . , . . ..........................

ANALYSIS OF RESULTS; SUBJECTIVE LATA

..............

156

Analysis of Reading Difficulties . . . . . . . . . . . . .

156

..........

Analysis of Tension Behavior . . . . . . Stannary of Results VI.

. . «

..........

171.

'SILMARY AMD CONCLUSIONS . . . . . . . . . . . . . . . . . . Summary

. . . . . . . . . . . . . . . . . . . . . . .

Conclusions

175



.......... . . . .

Observations............ Educational Implications . . . .

. . . . . . . .

........

175 1% 181

........

. . . . .

suggestions for Further Research .............. BIBLIOGRAPHY

16?

. . . . . . . .

...

183

. . . . .

185

........

*

186

APPENDIX Appendix A - Tests Used in This Study Appendix B - Case Studies

.

..........

192

e

223

LIST QF TABLES

TABLE X,

II,

IH® IVo

V« VI«

PAGE Distribution of Intelligence Quotients (The Chicago Non-Verbal Examination)

73

Distribution of I,Q®s in Terms of Chicago Non-Verbal Examination Classification Table • • • « • • • * < > « «

74

Distribution of Intelligence Quotients (Pintner Verbal).

75

Information Concerning the Tests Used in This In­ vestigation

81

Intercorrelations Between the Several Factors

< < . . •

108

Averages and Variabilities of the Group on the Various Measures •

11 0

Average and Variability of the Group on the Betts-Arey Spelling Test (In Per Cent) .......... • . *

n

Teachers’ Estimates of the Ranges of Beading and Spelling Abilities of TheirPupils •

2.18

Teacher Opinion Concerning the Grade Plscenent of Words in Reading and Spelling

210

X,

Bases for Grading Pupils • • • • . • • • • . . „ . . • *

221

XI*

Teacher Opinion Regarding the Meaning of Systematic instruction ..

123

Teacher Practice in Regard to Grouping • • • • . , , • *

±2 4 .

Reasons Given for Teacher Practices in Grouping

125

VII,

VIII,

IX,

XII, XIII, XIV, XV, XVI,

X V H ffl

* • „ *

Bases Used for Grouping Pupils

226

The Use of Basic Instructional Materials « • • • • • • *

227

Location of Non-Verbal R„Q*s in Relation to Mean Reading Grade . . , .........

230

Location of Verbal R.Q*s in Relation to Mean Reading ara* > ...............................................

330

vii TABLE XVIjll.

PA® Lo cation of Non-Verbal R.Q® s 100 -f 10 In Relation to Mean Reading Grade

XIX.

XXI. XXH« XXIII. XXIV»

XXV©

XXVII©

XXVIH.

XXIX.

XXXe

XXXI*

XXXII*

«

. . . » ....................

Extent of Retardation in Reading

. » •

Extent of Acceleration in Reading .

.133

133

..........

• * •

........ .......... *

135 137

Per Gent Achieving Below the Mean Reading Grade . » » . * «

139

Per Cent Achieving Above The Mean Reading Grad® • • * * • «

139

The Incidence of Retardation in Reading at Certain I«Q* Levels (Chicago Non-Verbal) •

-j/ri

The Incidence of Retardation in Reading at Certain I®Q. Levels

XXVI*

o . » » » . . . *

Location of Verbal R 9Q ?s 100 ^ 10 in Relation to Mean Reading Grad®

XX«

. ♦ however, has made such a study as a

graduate research project,,

He collected data upon twenty-three

teachers of a single school system with respect- to the opinions and practices of teachers concerning the differentiation of instruction® In general, he concludes that teachers underestimate the range of abiliti.es in reading and spelling existing among their pupils, and that little effort is made to adjust instruction to individual needs

(97)

Ibid®„ p® 13®

(98) Arthur I® Gates, ”A Study of Reading and Spelling with Special Reference to Disability,” Journal of Educational Research* Vol» VI, June 1922, pp® 12—2.4®

System as a Basis for Language Instruction® (Unpublished Research Project, The Pennsylvania State College, State College, Pennsylvania 1942).

CHAPTER III PROCEDURES OF THE INVESTIGATION1

Selection of the Population

1« The pupils Data for this study were supplied b y 211 fourth gre.de children of three Central Pennsylvania communities during the seventh, eighth and ninth months of the 1941-1542 term.

The communities, w h i c h she.ll

hereinafter be referred to as community X, community Y, and community Z, are small industrial-rural type cities w i t h populations respective­ ly of five, eight and thirteen thousand.

All children included in the

study were nativo-born and according to pupil report, parents in every case were native-born also. The subjects for the most part came from average middle-class homes®

Professional and other culturally and economically favored

groups -were not represented in undue proportion.

Because of the un­

usually favorable economic conditions, a war time prosperity, few, or none, of the children were underprivileged in this respect* A n examination of Table I and Table III showing the distribu­ tion of Intelligence quotients on the Chicago Non-Verbal and the Pint— ner Verbal tests, respectively, and of Table II which affords a com­ parison between the group and the general population in terms of Chicago Non-Verbal I.QTs, reveals no marked deviation by the present group from typically normal populations with respect to intelligence.

TA.BLE I

DISTRIBUTION OF INTELLIGENCE QUOTIENTS

(The Chicago Non-Verbal Examination)

MO-149

2

ISO-139

4

120-129

12

110-119

25

100-109

52

90-99

67

80-89

38

70-7S

10

60-69

1

Total

211

Mean

99®08

Range

60-146

74.

TABLE II

DISTRIBUTION OF I.Q»S IN TERMS OF CHICAGO NON-VERBAL EXAMINATION CLASSIFICATION TABLE

Modified Standard Scores*

Number of Cases

Per Cent of Cases

Unselected Population Per Cent Descriptive Term

6

2.8

2.33

V e r y Superior

120-129

12

5.7

7.01

Superior

110-119

25

11.9

16.44

Hi g h Average

90-109

119

56.4

48.44

Average

80- 89

38

18.0

16.44

Lovr Average

70- 79

10

4.7

7.01

Borderline

.5

2.33

Mentally Defective

ISO— Over

0- 89

1'

* Standard Scores on "this •best are approximately equivalent to I*Qfs.

TA.BLE III DISTRIBUTION OP INTELLIGENCE QUOTIENTS

(Pintner Verbal)

130—139

2

120-129

IS

110-119

30

100-109

54

90- 99

48

80- 89

42

70- 79

12

60- 69

4

Total

211

Mean

99*50

Range

60-136

2. The Schools Two schools in each of the largest communities, one in the small­ est, provided children for this study.

In the following descriptions

the schools are designated, for purposes of identification, b y cod© letters.

Community X

Instruction in each of the two schools was organized upon a de­ partmentalized basis, a single teacher in each being responsible for in­ struction in reading.

Children in the fourth grades were classified in­

to two groups in each school according t o general achievement.

Results

on intelligence and standardized achievement tests, and teacher judg­ ment afforded bases for grouping and for promotion. The Child Story Readers (l) are used basally in School A and are provided on the second, third and fourth levels of difficulty. or two supplementary readers are read each year.

One

More are available but

the brevity of the periods scheduled for reading curtails this activity* The supplementary readers are provided in sets of sufficient numbers to permit each pupil to have a copy, each of the two classes being divided into two groups for reading purposes. is used by all fourth grade pupils.

(1) C, French, 1929).

The Webster Speller, Grade IV (2), Each class is taught as a unit.

Prank H. Freeman, Grace E. Storm, Eleanor M. Johnson, and W. The Child-Story Readers (iTew York* Lyons and Carnahan Company.

(2) Rose Wickey and May B. Lambader, The Webster Spellers (St. Louis, Missouri* The Webster Publishing Company, 1929). “

77 The administrative characteristics of School B are essentially similar to those of School A®

However, in School B, the teacher ad ­

heres much less closely to the use of the basal series of readers, Elson-Gray (3)®

The

Many different readers on all levels, I through IV,

are used, and M y Weekly Reader (4), I through V, provides instructional material several days each week.

Assignments are differentiated upon

the bases of interest and ability and excellent use is made of the class­ room library.

Children are not grouped for spelling instruction, whi c h

is given by another teacher using the Newlon-Hanna Speller (5), Grad© TV.

Community Y

The Gates-Huber Readers (S) and workbooks are used basally in Schools C and D.

In each school seven supplementary fourth—grade read­

ers are provided for each child.

Pupils are grouped upon the basis of

reading ability into tiro groups in School C. fourth grade group.

School D has but one

Each group in School C Is divided into tvro groups

for reading instruction. for the same purposes.

In School D, three small groups are formed Pupils are not grouped for spelling instruction

(3) William H. El son and William S. Gray, Basic Readers (Chicago« Scott, Foresuian and Company, 1936) (4j|

Mjr 1Teekly Reader (Columbus, Ohio;

American Education Press)

(5) Jesse H* Newl on and Paul R. Hanna, The Howl on-Hanna TextbookNotebook Speller (Boston, Massachusetts; Houghton Mifflin Company, 1937) (6) A. I® Gates and Miria m Huber, The W o r k -Flay Books (New York; Macmillan Company, 1937).

78 in either school.-

My Word Book (7), Grade 17, in School C and Directed

Spell i-pg Activities (8), Grade IV, in School D are the basal spelling textbooks * Community Z

School E furnished two groups of fourth grade pupils classified ac­ cording to general school achievement on the basis of teacher judgment. All pupils in the ’’A'1 group received instruction in reading at the same time from the same fourth grade reader.

Pupils in the slower group were

divided for reading purposes into two sections, one group using the fourth reader, the other, the third reader.

The Reading Foundation

Series (9), was used basally in the school and very little use was made of availablo supplementary readers. from the local community library.

The pupils read many books, however, M y W o r d Book, Grade IV, was used

basally for spelling instruction by all pupils.

Grouping within the

classroom was not practiced for this activity*

(?) (How Yorks

F. S. Breed and Ellis C. Seale, M y W o r d Book, Lyons and G a m a ha n Company, 1939)•

Grade IV

(3) Actlvities

Emmett Albert Betts and Mabel Louise Arey, Directed (liew Yorks American Book Company, 1941).

Spelling

(9) Mabel O ’Donnell and Alice Carey, The Reading Foundation Series (Evanston, Illinois* Row, Peterson and Company, "1936"). ~

79 Selection of the Grade Level

Several considerations prompted the choice of the fourth grade as the level upon -which to conduct this investigation*

At higher levels

reading instruction, per se, assumes in most schools a position of rela­ tively less importance than it holds in Grade IV.

In fact, systematic

instruction in reading is frequently discontinued above this grade.

On

the other hand, since reading is given a place of major importance in each of the first four grades it appears logical to expect that increas­ ingly wider differences in proficiency will characterize each succeeding level up to this point.

By the same logic the fourth grad© appears to

offer a marked advantage over lower grades for the study of retardation. The achievement of average fourth grade reading ability has been shown by Lee(lO) to be the essential minimum for success in grades IV, T, and VI.

Since the present investigation includes a study of the re­

lationship between reading ability and personality, a grade level per­ mitting the consideration of this critical point seemed desirable.

Chief­

ly, however, the fourth grade, was chosen because It seemed optimum for the study of personality maladjustment occurring in conjunction with poor reading achievement.

If either of these factors operate in such a w a y

as to affect the other causally, such influence may be expected to be cumulative within reasonable limits.

The writer*s experience, admittedly

unverified, has led him to conclude that fourth-grade children experience the impact of reading deficiency to a greater degree then do younger pupils

(10) Doris May Lee, Importance of Reading for Achieving in Grades 4_, J5 and 6 (Contributions to Education, No. -556, New Yorkj Bureau” ! Publications, Teachers College, Columbia University, 1933).

and have less success in contriving adequate compensation for it than do children of higher grade levels*

Selection and Administration of Tests

Information concerning the tests used in this study is summarized in Table W .

The Gates Reading Survey*Grades III to X* -was selected

from, among the tests available for use at the fourth grade level because it has been demonstrated to be a superior instrument for discriminating among intermediate readers at the higher and lower extremes of the dis­ tribution®

In a study conducted by Betts (11) at the fifth grade level*

this test yielded a greater range than any of the five other standardized tests used* placing pupils as low as grade 2*6 and as high as grade 12*0* As its title would indicate* the test was designed to measure reading ability in general for survey purposes*

It is not* therefore*

primarily a diagnostic instrument* nor one intended to differentiate among various specific skills and abilities*

The general nature of the

test therefore* appeared happily suited to the purpose of this investi­ gation*

Results on this test were used as the basis for computing read­

ing ages and reading grades*

Level*”

(ll) Emmett A. Betts* ’’Reading Problems at the Intermediate Grade The Elementary School Journal* Vol« XL, No* 10, June 1940, p* 741*

TABLE

IV

INFORMATION CONCERNING THE TESTS USED IN THIS INVESTIGATION

Intelligence

Chicago Non-Verbal Examination

Intelligence

Gates Reading Survey Form II - Grades 3 to 10

Reading Comprehension Speed Vocabulary

Betts«Arey Spelling Test, I - v m

Spelling Ability

Informal Reading Inventory

Reading Ability

Brown Personality Inventory

Personality Adjustment

Published Re­ liabilities

...Date :,.. of Publication

Publisher World Book Co*, Yonkerson-£udson, New York

45

•94

1938

45

•89

1940

The Psychological Cor­ poration, New York City

1939

Bureau of Publications Teachers College, Columbia University, New York City

1 3

Pintner General AbilityTest, Verbal Inter­ mediate: Form A

Working Time in Minutes

0

Test

Factor Pur­ ported to Measure

50 Individual

30

•90 (Or. 4) _____

Unpublished

-----

Unpublished

•860 (Or. 4)

1935

May be obtained from The Reading Clinic of The Pennsylvania State,C ollege, State College, Penna* The Psychological Cor­ poration, New York City

82 The Informal Heading Inventory m s

administered to every fifth

pupil, f orty-one in all, on the ranked distribution of Gates Survey reading ages.

This test is an individual, diagnostic test of reading

ability® Tlx© desirability of supplementing results on standardized reading tests with data from an informal type scale is commonly recognized*

The

frequent inadequacy of standardized tests in discriminating among abili­ ties at the extremes of the d 1st rib at ion has been pointed out b y Betts in connection with the investigation referred to above, thus 2 Some of the reading tests used did not discriminate among abilities of the high achievers in this group* F o r example, 26 per cent of the pupils in this study reached the upper limit of one of the vocabulary tests* None of the reading tests provided an accurate Index to the levels at w h i c h read­ ing Instruction should be initiated for low achievers. For example, 11 per cent of the pupils in this fifth grade experi­ enced difficulty in ■typical third grade reading activities, but only one of the standardized tests used placed these pupils below third grade. However, these tests did identify the low achievers needing further analysis of their difficulties* (1 2 ) The particular inventory selected for use in the present study vreis chosen primarily because the examiner was familiar w ith its adminis­ tration; it has been used widely in similar investigations conducted by the staff of the Reading Clinic at The Pennsylvania Stats College; it yields estimates of basal reading level, instruction level, probable reading capacity level, and reading frustration level.

A later section

of this chapter is devoted to a description of the criteria set up to define these levels*

(12)

Ibid., pp. 745—43.

1

83 The -best ■was administered in an individual manner.

No person,

other than the subject and the examiner, was present during the adminis­ tration of the test.

The time required for administering the test v a ­

ried from thirty minutes to one hour and fifteen minutes* The selection of the Brown Personality Inventory (13) as the measure of adjustment in the present study was dictated by several con­ siderations.

The reported reliability of the inventory compares favor­

ably with that of similar instrumentsj the populations upon which norms were established and evidence of validity and reliability gathered 'were comparatively large and sufficiently various to afford judgments of the relationship of age, sex, socio-economic status, institutionalization and intelligence to adjustment ratings.

The inventory is well adapted

to group administration and the eights'- items were specifically selected and validated for children in grades four to nine.

Decile norms are

provided for total scores and for five sub-categories— home, school, physical symptoms, insecurity and irritability.

In addition a table is

provided by the author for interpreting adjustment as very poor, poor, average, good and excellent* In administering the inventory the writer departed somewhat from the standardized procedures recommended by the author.

In order to e —

quate the factor of reading ability, the test was read to the pupils item by item, each pupil following the reading and marking the response before proceeding to the next item.

In all other respects the directions de­

tailed by the test manual were followed implicitly*

(13) Fred Brown, Personality Inventory for Children, (New Yorks The Fsjrchological Corporation, 1935).

84 The words which comprise the spelling test used in this study were selected from the Betts-Arey spelling list for grades II to VIII inclusive for several reasons*

The vocabulary of this list repre­

sents the findings of a most extensive and comprehensive research by Dr* Betts (14) interpreted by the authors from the point of view that spelling is an inseparable part of a total language problem involving all language functions; speaking, writing and the interpretation of symbols, oral and written, for purposes of communication.

Words were

admitted to the vocabulary of the list which satisfactorily met tie fol­ lowing criteria; 1* The words should be learners, a* The words should b. The words should c* The words should

within the language experiences of the be within be within be within

the speaking vocabulary. the reading vocabulary. the writing vocabulary.

2.

The words should have social value for the learner. a. The words should serve the immediate writing needs of the learner. b. The words should serve the future writing needs of the learner.

3.

The words should possess universal value. Ogden*s Basic Vocabulary was used to define this criterion,

4. Cruciality as well as frequency should determine the in­ clusion of certain words, 5. The vocabulary should be generally accepted as a basis for systematic instruction in spelling. (15)

(14) Emmett Albert Betts, Spelling Vocabulary Study (hew Yorks American Book Company, 1940. (15) Emmett Albert Betts and Mabel Louise Arey, Teachers Manual for Directed Spelling A c t i v ities (New Yorkj American Book Company^ 1941) pp. 3-4.

85 Since the validity of the findings for the present investigation depends not alone on the validity of the vocabulary tested but upon the olacement of that vocabulary at the proper grade levels the criteria employed by the authors 5m determining grade-placement may well be noted

also.

They may be summarized as followst 1, The vocabulary should meet the immediate writing needs of most of the children at a given grade level. 2. The vocabulary should be within the learner*s previous language experience* 5. The grade placement of a word should be governed by the spelling difficulty. (16) A twenty-word test on each grade level, one through eight, was

administered to each pupil in the following manners 1. 2. 3. 4.

The examiner pronounced the word. He then read a sentence using the word. The word was pronounced again. The pupils wrote the word on the form provided by the examiner.

Working "'time for the complete test varied slightly from group tc group but approximately fifty minutes were required to administer it. In every instance the examiner was careful to allow the slowest pupil sufficient time to complete his response.

(16)

Ibid., p. 4-5

86 Reading achievement and retardation are defined in the present investigation in terms of mental capacity.

For this reason a non-verbal

test of capacity which would neither penalise very poor readers nor attach spurious significance to the scores of highly proficient readers seemed indicated.

The Chicago Non-Verbal Examination (17) was selected#

Among

the considerations w h i c h dictated the choice of this particular examina­ tion the following may be enumerated! 1.

Children of the ages represented in the population of this

study fall approxim.hely in the middle of the range covered by this ex­ amination, 8 through Id.

This seemed to assure adequate testing of all

except the most extreme deviates w h o would,

in any case, be excluded from

the study population. 2.

The test has been used with complete satisfaction in other

research known to the writer. 3#

Published data in regard to reliability and validity would sug­

gest that the test is adequate in these respects# 4*

Average intelligence quotients derived from scores on this test

have been found by the author to approximate those of the Revised Stanford Binet very closely. 5.

Norms in terms of mental age, percentiles, and standard scores

are provided. 6.

The time required to administer the test is slightly less than

that ctistomarily allotted for one school period. 7*

Directions for administering the test verbally or in pantomime

are given in straight-forward fashion.

(l?) Andrew W. Brown, The Chicago Non-Verbal Bxamination (New Yorks The Psychological Corporation, 1036i

87 8.

T h e •best c o m p a r e s v e r y f a v o r a b l y w i t h r e s p e c t t o m e c h a n i c a l

f eatures w i t h o t h e r c o m p a r a b l e i n s t r u m e n t s . The s t a n d a r d i z e d v e r b a l p r o c e d u r e s s u g g e s t e d i n t h e t e s t m a n u a l ■were f o l l o w e d p r e c i s e l y b y t h e p r e s e n t w r i t e r i n a d n i n i s t e r i n g the test. C h r o n o l o g i c a l ages c a l c u l a t e d f r o m o f f i c i a l s c h o o l b i r t h r e c o r d s a n d m e n t a l ages r e a d d i r e c t l y f r o m t a b l e s p r o v i d e d i n t h e t e s t m a n u a l w e r e used in c o m p u t i n g i n t e l l i g e n c e q u o t i e n t s • ages

In computing, chronological

a l l r e m a i n d e r s o f f i f t e e n or f e w e r day s w e r e d r o p p e d ;

s i x t e e n or

m o r e days, t r e a t e d a s a n a d d i t i o n a l m o n t h * A s e c o n d m e a s u r e of i n t e l l i g e n c e w a s t a k e n b y m e a n s G ene r a l A b i l i t y T e s t , V e r b a l ,

Intermediate, Form A

(18), i n o r d e r t h a t

a comparison might be ma d e of the results wi t h those test.

Verbal group tests

of t h e n o n - v e r b a l

of i n t e l l i g e n c e c o n t i n u e t o b e w i d e l y u s e d

for survey purposes in our schools. tween such tests a n d reading tests of f u n c t i o n exists b e t w e e n then. often l a b e l l e d fdull*

of The P i n tner

on t h e basis

High correlations

usually found b e ­

indicate that a substantial community D e s p i t e t h i s fact, p o o r r e a d e r s a r e of r e a d i n g t e s t s o f i n t e l l i g e n c e *

Ladd after r e viewing a dozen or m o r e

investigations

in w h i c h t h e

r e l a t i o n b e t w e e n i n t e l l i g e n c e t e s t s a n d r e a d i n g t e s t s w a s a n is s u e , s u m ­ m a r i z e s as f o l l o w s : It seems t h a t c o r r e l a t i o n s b e t w e e n r e a d i n g a n d B i n e t i n ­ t e l l i g e n c e t e s t s a v e r a g e a b o u t *50, b u t m a y b e g r e a t e r or less a c c o r d i n g t o t h e r a n g e o f t h e g r o u p t e s t e d ; t h e c o r ­ relations between r e a d i n g a n d v e r b a l group intelligence tests a r e u s u a l l y a b o u t *6 0 t o *65, s o m e t i m e s h i g h e r b u b s e l d o m lower; a n d t h e c o r r e l a t i o n s b e t w e e n r e a d i n g a n d n o n - v e r b a l g r o u p i n t e l l i g e n c e t e s t s a r e v e r y m u c h l o w e r . (19)

(18) Rudolf Pintner, Pintner General A b i l i t y T e s t s . Verbal Series. I n t e r m e d i a t e . F o r m A , (Yonkers-o n - f l u d s o n : W o r l d B o o k C o m p a n y , 1938^. * (19)

Ladd,

op. cit., pp. 21-32.

88 And Durrell would adds "The retarded readers make lower scores on group tests of intelligence than they do on the Stanford-Binet test,

Superior

readers mice higher scores on such tests than they do on the StanfordBinet* (20). The Pintner test was selected for use in the present investigation principally because it appears typical of verbal group tests of intelli­ gence in general, enjoys wide use in public schools and represents m o d e m trends in the construction of such instruments*

The test was adminis­

tered in standardized fashion. Description of the Tests The Gates Reading Survey.

The Gates Reading Survey provides tests

of three fundamental phases of reading ability extending over a range frcan grade 1*5 to grade 15.0.

The three sub-tests are designed to measure word—

knowledge or vocabulary, level of comprehension and speed of reading*

The

vocabulary test is untimed and consists of eighty-five words ranging from easy words in the first thousand of the Thorndike list to difficult words from the twentieth thousand of the same list*

The test of comprehens ion,

also uptimed, includes thirty-five paragraphs scaled from very easy to very difficult.

The speed of reading test all airs ten minutes at the fourth

grade level in which to read as many of sixty-four simple paragraphs as the pupil’s speed will permit. Two forms of the test correlate about .90 with intercorrelations a — mong the sub-t 6 sts ranging from *33 to *53 at the fourth-grade level.

The

test yields reading age scores and reading grade scores for each sub-test and a total average score on all three*

Total average score was used in

this study as the basis for reading age end reading grade*

(20) Donald D. Durrell, "Reading Disability in the Intermediate Grades"(Unpublished Doctor of Education Dissertation, Harvard University, Cambridge, Massachusetts, 1930) p. 202.

89 The Informal Reading Inventory*

The test referred to in this

report as "An Informal Reading Inventory" is used extensively in the Reading Clinic of The Pennsylvania State College and m s

employed by Dr*

E. A. Betts in the investigation of reading difficulties at the inter­ mediate grade level to whi c h reference has previously been made.

(2 l)

Fundamentally, it Is a test of reading performance in w h i c h the subject is required to read, silently and orally for definitely set-up pu r ­ poses, selected passages from a graded series of readers.

Inadequacies

are noted on a rather detailed check- 1 1 st during the performance and c o m ­ prehension is checked afterward.

The test enables an experienced ex­

aminer not only to diagnose reading diffio illties but to determine the achievement level of the elementary pupil very accurately within limits of a single grade or reader level. The fact that reading textbooks at upper elementary and junior high school levels are not characteristically well-graded In difficulty constitutes a limitation on the use of this tes t w h i c h should be noted. The following textbooks were chosen to provide the selections for the test because they were unfamiliar to the subjects of this studys Childhood R e a d e r s , I through V I (22) Reading and Thinking, VI I through IX (23)

Level,"

(21) Emmett A. Betts, ’’Reading Problems at the Intermediate Grade — Elementary School Journal, Vol. XL, No. 10, June 1941, pp. 737— 748*

(22) William E. Grady, Paul Klopper, Jane C. Gifford, Childhood Readers (New Yorks Charles Scribner’s Sons, 1939). (23) Stella S. Center and Gladys L. Persons, Reading and Thinking (New York* Macmillan Company, 1940).

90 No single series covering the full range of difficulty required by the purposes of the investigation was available.

The use of two different

series involves an assumption that their gradation of difficulty is strictly comparable} an assumption which may or may not be entirely valid,

and which constitutes a material limitation of this study. In choosing selections from the textbooks at each grade level

ones promising to appeal to the interest of the pupils were selected* Recognition was accorded the fact that the first half of a modern reader characteristically reviews the vocabulary of the imm.edie.tely—preceding level, by selecting passages appearing in the later pages of each book* The Brown Personality Inventory. ventory included 176 questions.

In its initial form the in­

After administering the preliminary

form to 1,663 pupils of grades four to nine inclusive in three Ohio public school systems the validity of individual questions was studied by both ”overlap'- and l,highest-against—lowest-third1* techniques and eighty items retained.

In general, items regarding dreams, physical symptoms, home

adjustment, social adjustment and school adjustment were found to dis­ criminate reliably between neurotic and normal children. Split-halves reliability coefficients of *860 for grade four and

_p

•896 - *007 for all grades covered by the inventory are claimed.

Decile

norms based upon 2,748 unselected cases from fourth to ninth grade in­ cluding equal distribution of sexes are provided for the inventory.

A

further possibility is suggested whereby the subject may be described in terms of degree of adjustment as follows*

91 Adjustment

Score

Excellent Good Average Poor Very poor

0-8 9—14 15-18 IS—25 26 or higher

Statistical data for fives suggested sub-areas or adjustment me&s* ured "by the inventory may be si?unarized as follows * Category Home School Phys ical Symptoms Insecurity Irritability

Number of Items 13 5 27 19 8

Means

Sigmas

2*56 1*42 5*31 4*83 3*10

2*44 1*31 2.24 3.67 1*95

The data were derived from 665 random cases from a hitherto un< examined group of 1,307 children representative as to sex, ruralurban and high-mod ium—1 cm socio-economic status. (24) Brown (25) lias reported correlations between scores on the

In-

■ -fventory and mental ages of — *111 — *03 and of *13 — *03 with intelli­ gence quotients for a group of 400 Ohio public school children aged nine to fourteen inclusive*

A n r of *009 — *03 between personality scores

and chronological ages was derived from the same investigation*

At the

same time grade level was found to correlate — *370 — *03 and socio­ economic status as defined by the Sims Score Card — *11 — *003*

(24) Fx'ed Brown, Suggestions W i t h Regard to Use and Interpretation of the Brown Personality Inventory, Test Manual (New~¥ork» The Psychological (25) Fred Brown, !,A Psychoneurotic Inventory for Children Between Nine and Fourteen Years of Age,” Journal of Applied Psychology, Vol. 18 No. 4 (August 1S34) pp* 566—77*

92 A comparison of 200 children fr o m an orphanage w i t h 200 random cases and with a group of 100 underprivileged boys from a summer camp yielded differences in favor of bot h random and camp groups over the institution group but the difference was significant only in the case of the random group*

This group was reliable-better adjusted than the

camp group, also®

Brcwn (26) believes these data indicate that malad­

justment is not necessarily brought about by insitutionalization but is more a result of soc i-economic environment® Scores on The Brown Personality Inventory represent a typical response and are, therefore, a direct measure of the degree of malad­ justment of the pupil* fiftieth is nMo®n

Tli© typical response for each item except the.

The writer purposely postponed administration of the

inventory until at least one other test had been given to each group and good rapport established®

Pupils were assured that their responses

would be kept in strict confidence, and teachers were asked to remain out of the room during the administration of the test® The Betts-Arey Spelling Test* study*

This test was devised for this

Twenty words on each grade level front one to eight, inclusive,

were selected in random fashion from the final tests for each semester of each grads in the teacher* s manual for the Directed Spelling Activ­ ities (2?) series® tence context*

The manual presents each word to be tested in sen­

These sentences were retained f„r use in the test*

(26) Fred Brown, nHeur oticism of Institution Versus Non-Institution Children,n Journal of Applied Psychology, Vol* 21, No® 4 (August 1937) pp® 379—83* (27) Emmett Albert Betts and Mabel Louise Arey, Teachers Manual Directed Spelling Activities (Hew Yorks American Book Company, 1941)pp®29—77®

93 The total vocabulary sampled* by grade levels, is shown in the following tables Grade

Total Number of Words

One Two Three Four Five Six Seven Bight

50 310 4-22 510 54-4 612 680 880 (28)

The eight twenty-word tests were administered to all pupils and percentage scores derived on each® The Chicago Hon—Verbal Examination®

This test was constructed

and standardized for groups from sic years of age through adult levels® A correlation between odd and even tests for a group of 334 children, ages 8 to 13, when corrected by the Spearman-Brown formula was ®39® R 9test reliability on 71 cases in grades 4B and 5A was «30® Validity vras determined in accordance with four criteriaj 1* Correlation with chronological age* 2® Results on subjects known to be mentally retarded® 3® Degree of conformity between test results for each age and the normal surface® 4® Correlation with other tests®

(28)

Ibid®, p® 7.

94With respect to the first of these, a correlation of * 7 5 - ^ ® 0 2 was found between. total score and chronological age on a group of 119 children betwea seven and fourteen inclusive*

The average Chicago I.Q®

on a group of 99 children in a school for feebleminded was 61,.standard deviation 12*0 as compared to average Stanford—Binet I.Q. of 62, stand—ard deviation 6*2* 9*0*

The average difference between the two ratings was

On a group of thirty-five children at the Institute for Juvenil©

Research tho average intelligence quotient was 70 j on the Binet, 72 s average difference in ratings 7*3* Tables are given, in the test manual whi c h show that the distri­ bution of scores for the various age levels closely approximate tho norma! frequency surface®

Some of the correlations obtained in com­

parison with results on other group tests are reported as followss Otis, S* A* Intermediate raw score and Chicago ra w score r ® «74 m ® X 53 Otis, S. A* Intermediate I.Q. and Chicago I.Q. ** — *67 n “ 127 Ages 8 through 15 KuhlmRa»**An.dersan 1*0,. and Chicago I.Q* r s *57 a * 100 Grades 4, 5 and 6 KuhlmannWlnderson M.A* and Chicago M.A®, wit h C*A* constant r Z *51 a s 157 Forms have been established sentative in socio-economic Illinois as a whole*

on 1,844 children chosen as repre­

status of the children of the state of

The test yields raw scores which m a y be converted

by means of charts provided in the manual into mental ages, percentiles or modified standard scores*

In the present study,

I«Q*s were de­

termined in the usual manner by dividing mental ages by chronological ages.

95 All data and information concerning the Chicago Non-Verbal -Ex­ amination given in the preceding paragraphs has been taken from the manual furnished with the tests* (29) The Pintner Verbal Test* • This test purports to measure eight dif­ ferent aspects of general mental ability through the following eight subtests:

Vocabulary, Logical Selection, Number Sequence, Best Answer,

Classification, Opposites, Analogies, and Arithmetic Reasoning* items are of the f ive-alternative—answer type*

All

A standard score scale

for converting raw scores is provided and the median of the standard scores is provided aaad the median of the standard scores of the eight sub-tests is used as the basis for the assignment of mental ages and intelligence quotients*

'

Norms were established on approximately 60,000 public school children in grades four through twelve in seven communities represent­ ative of varying economic levels* been standardized*

Two equivalent forms, A and B, have

A coefficient of reliability of #94 between odd

and even items is reported. Determination of General Relationships Among the Factors The various scores of the standardised tests used in the investi­ gation, the data on chronological ages, and the computed reading quo­ tients were transferred to Hollerith cards and full use made of Holler­ ith equipment in all calculations where this was possible.

(29) Andrew iT« Brown, Manual of Directions for The Chicago Non— Verbal Examina tion (New York 3 The Psychological Corporation, 194b}T’”’

96 Pearson product moment coefficients of correlation -were calculat­ ed between the scores on the several tests of capacity, reading ability, spelling ability and personality adjustment.

Determination of Teacher Premises

A questionnaire™interview technique was followed in collecting data relating.to the opinions of teachers with respect to.certain as­ sumptions fundamental to differentiation of instruction in reading and spelling.

Each of the seven teachers responsible for the instruction

of the pupils participating in the present study in these activities were interviewed individually and a questionnaire was filled out for e-eh by the investigator.

In order to appraise the data, they were

quantified wherever possible*

Determination of the Incidence of Retardation at Certain Levels of Achievement in Reading

The formula, R*A*/k*A® s R*Q* was applied and a reading quotient, based upon Gates Survey reading ages and Chicago Non-Verbal mental ages, was obtained for each subject in the group*

A second reading quotient

was calculated for each pupil in a similar manner, Pintner Verbal mental ages being substituted for Chicago mental ages in the formula,

Utilising

both reading quotients, the percentages of cases achieving below, above, and at mean reading grade on the Gates Survey were calculated*

A per­

centage distribution indicating the number of grades of retardation and acceleration in relation to mean reading grade was made*

97 Determination of the Incidence of Retardation at Certain Levels of Intelligence

The following calculations relative to retardation at various levels of intelligence were performedj 1* The percentages

of readers achieving "below mean reading grad©

whose

I.Q^s are below 90* 90 to 110 inclusive, and above 110 were com­

puted

for both the verbal and non-verbal tests of capacity. 2. Corresponding data were secured on readers achieving at

the

moan reading grade and on those surpassing the mean reading grade. 3* The percentage of pupils w i t h reading quotients below 100 and 100 and above in relation to distributions of Chicago and Pintner I.Q’s .were calculated. 4* The percentages of pupils w i t h reading quotients below 100, and 100 or higher were computed for I.Q* groups, below 90, 90 to 110, inclusive, and above 110 on both tests of intelligence* 5.

The discrepancy between Gates Survey reading age and mental

age on the Chicago Non-Verbal Examination was calculated and a dis— • tributlon of results in terms of years retarded or accelerated made. A similar calculation employing Pintner Verbal mental ages was per­ formed* Determination of the Relationship Bo twoon Reading Achievement and Personality Adjustment

A breakdown of the general relationships existing among the several factors of mental ability, reading and spelling ability and personality adjustment for the total 211 cases is presented in Table V.

Coef-

98 ficients of correlation -were computed between the scores on the tests used in the present study in order to discover the extent of associa­ tion present and to appraise the value of the verbal and non-verbal examinations in defining capacity for achievement in reading* Trie relationship between reading and personality revealed by these correlations was submitted to further investigation from several different angles.

It was felt that an analysis of the data obtained

by comparing groups exhibiting wide disparity in reading achievement in terms of capacity and other groups representing the most proficient and least proficient readers in the present sample might prove fruitful. Accordingly comparisons were made between high and low ’’achievers” and between ’’best” and ’’poorest” readers in regard to personality adjust­ ment as defined by scores on The Brown Personality Inventory.

The

manner in which the disparate groups were formed is explained in the paragraphs which follow. Determination of High and Low Achievers

Various procedures have been followed by different investigators ■in their efforts to arrive at an index of reading achievement whi c h would give proper weight to both reading performance and capacity to achieve. For the most part they have been content to express reading ability in terms of mental maturity although the presence of other factors is strong­ ly suggested by the discrepancy between perfect correlations and those customarily obtained between mental age and reading achievement. these other factors are, is not known.

What

That the best of our presently

known indices furnish somewhat crude and not infallible estimates should, therefore, be recognized and borne in mind.

99 Leo (30) and Ladd (3l) secured reading achievement indices by subtracting achievement age from mental age.

Monroe (32) employed a

ratio obtained by dividing R.A. by (C.A* -f-M.A* -frArithmetic Age ~ 3). Bennett (33) indicated a preference for a ’’reading quotient” derived by the formula R.A./C.A. to a "reading achievement quotient" as obtained by the formula R.A/M.A. because the latter is equal to R.Q/l.Q. and in­ volves assumptions relative to the constancy and reliability of the I.Q. His argument appears to the writer to do violence to the fact that reading is a reasoning process and, as such, much more a function of mental ability than of chronological age.

Although C.A. may be deter­

mined exactly, and M.A. must be dependent upon estimates made by tests of imperfect validity and reliability, the latter would seem to offer a fairer criterion for judging achievement.

The justification of clas­

sifying a ten year old pupil -whose mental age is eight and whose reading ago is nine as a retarded reader would appear questionable t,o the writer. Too, the practice of subtracting reading age from mental age to secure "an achieving index" results in estimates which are not always strictly comparable.

A discrepancy of three months may be critical, for example,

for a pupil in grade I B and of negligible importance for an older pupil in an upper elementary grade#

(30)

Lee, op. cit., pp. 25-53*

(31)

Ladd, op* cit* pp. 54—55.

(32) Marion Monroe, Children Who Cannot Read (Chicago* University of Chicago Press, 1932) p. 14. (33)

Bennett, pp. cit. p. 53.

100 Hicks (34) made an empirical evaluation of* three formulae for determining reading achievement R*A*/1siI*A* • R*A * / (M*A* / C.A*) -y-2/ R*A./ (2 M.A. / C*A.)’~-3) at the fifth grade level and concluded that all yielded substantially the same results*

Because no superiority

has been demonstrated for any of the more complex formulae the first of these formulae, R*Q* =

R*A*/il*A., was selected for use in the pre­

sent study* In order to determine the population for the high and low a — chiever groups a reading quotient was calculated for all children in the total population by substantiating reading ages earned on the Gates Read­ ing Survey and mental ages derived from The Chicago Non-Verbal Examina­ tion in formula.

Reading quotients thus secured were then ranked in

descending order*

The highest 16 per cent or 34 pupils arbitrarily

designated high achievers and a corresponding number and per cent at the low extreme of the distribution, low achievers* A similar procedure employing Pintner Verbal mental ages instead of Chicago mental ages in the reading quotient formula selected thirtytwo high achievers and thirty-two low achievers.

Because the reading

quotient of the thirty—third subject from the lower extreme of the dis­ tribution was duplicated by several successive subjects inclusion of all their reading quotients would have caused the total to exceed the IS per cent limit*

It appeared preferable therefore, to limit the number

in the groups which were to be compared to thirty-two each,

(34) Norma S. Hicks, A Study of Certain Formulae for Determin­ ing Retardation in Reading (Unpublished M aster’s thesis, Pennsylvania State College, State College, Pennsylvania, 1940) p. 30.

101 Best and poorest readers were selected directly from the respec­ tive tails of the ranked distribution of reading ages.

Each group was

composed of thirty-four cases representing the highest and lowest 15 i per cent. The reliability of the difference between the means on the Brown Personality Adjustment Scores was calculated for the high and low achievers and the best and poorest readers.

Criteria for the Assignment of Reading Levels

Ho two individuals are likely to exhibit identical syndromes of difficulties on the Informal Reading Inventory.

In any event differ­

ences in the degree to which the individual symptoms are present are al­ most certain to appear.

Furthermore, the application of the inventory,

in determining the level at which reading instruction may most profitably be initiated, vd.ll be most effective whe n findings are considered in re­ lation to other pertinent factors.

The character, and diversity of the

child*s interests, his persistence, attitude toward reading, and many other

physical and psychological attributes when favorable, constitute

assets which will enable one pupil to function with profit at a level vrhere another, of similar reading ability, would fail. A n informal reading inventory, of course, cannot measure such fac­ tors.

It is, however, a useful instrument for diagnosing reading dif­

ficulties in highly valid materials-, the reading textbooks themselves. As a guide in the observation of reading performance it constitutes, pos­ sibly, the best single available index to reading ability at the ele­ mentary school level.

102 The subjectivity of the examiner*s ratings, however, must be rec­ ognised as a major limitation in the use of the inventory.

The extent

of this limitation is reduced and the reliability of the instrument is increased in direct proportion to the degree to w h i c h results are inter­ preted according to valid and objective criteria.

With, this in mind,

the criteria outlined below were established after preliminary trial

of

the Informal Reading Inventory and were observed in making the ratings in the present study. The Basal Reading Level.

The highest level at which, all of the

following criteria were satisfied was denoted the basal reading level. 1.

A

minimum comprehension

score of 90 per cent.

2.

A

fluent effective oral reading performance characterized

by

a. Proper phrasing and rhythm b. Observation of punctuation o. Adequate interpretation of meaning d. Freedom from, word-percept ion errors e. Correct pronunciation and clear enunciation 3*

A n efficient silent reading performance characterized by a. Adequate rate of comprehension b. Freedom from pointing, excessive lateral head movement, and all forms of vocalisation

The Probable Instructional Level.

Because the Informal Reading

inventory samples many different aspects of reading ability over a wide range, the reading selections and tests of comprehension at each grade level are of necessity comparatively brief.

This condition enhanced the

103 rrei^ht and significance of Individual items'and required that limits Imposed by the following criteria be relatively liberal* 1*

A score of 50 per cent in. comprehension was considered mini-

mum in assigning an instructional level*

This standard was adhered to

regardless of the excellence of the reading performance

2.

in other respects*

The maximum ratio of word-pereeption errors to number of

running words allowed on the

Instructional level was one to fourteen*

In

other words* no pupil was assigned any level upon which his oral per­ formance was characterised by more than 7 per cent error in word-recog— nition. 3*

Excessive lateral head movement, finger pointing and the v a ­

rious forms of vocalization during silent reading wer e interpreted as Indicating undue difficulty when two or more appeared In con .junction with lovr comprehension or a high error ratio.

Accordingly* no pupil ex­

hibiting two or more such "crutches” was assigned a level upon w h i c h he failed to score 75 per cent or higher in coinprehensIon or exceeded the ratio of one word-perception error to each 4.

fifteen

running words.

Clearly inadequate word calling is usually an expression of

a lack of understanding of the' material read.

Oral reading performance

characterized by lack of emphasis upon meaning,

inadequate phrasing, or

word-by-word reading was considered sufficient justification for as ­ signing a lower instructional level unless comprehension was 75 per cent or above* The Probable Reading Capacity Lev e l .

The highest level upon

which the subject achieved a minimum comprehension score of 75 per cent xvhen s. selection for that level was read to him by the examiner was as ­ signed as the probable reading capacity level.

104 The Probable Readin g Frustration Level.

This level may be de­

fined as one upon which the disparity between the requirements of the material read and the adequacy of t h e performance is recognized and de­ plored by the reader.

The following composite criterion was observed

in assigning this level in the present study* A comprehension score of 20 per cent or lower in conjunction wit h a word-perception error ratio of one error to each ten running words was required as evidence that a %ride disparity between task and performance really existed.

^n addition, clearly-obs ervable tension-type behavior

was required as apparent proof' that the subject deplored his inadequacy.

Treatment of Data on the Informal Inventory

The various results on the Informal Reading Inventory were used in the manner outlined below. 1.

Calculation of the mean difference in grade placement between

Gates Survey and Informal Reading Inventory results. Grade values of *3 for pre—primer level, *5 for primer level, 1.0 for first reader level, 2.0 for second reader level and corresponding values for each succeeding level through the ninth, were assigned to the probable instructional levels found on the Inventory.

The average dif­

ference between these values and the Gates Survey reading grades scores for the forty-one cases to w h o m the Informal Inventory was administered was then computed. Because the unit of measurement of the informal test was a full grade level except in the case of those few pupils who scored lower than

105 first grade ability, a second comparison was made in -which the scores of* the tvro tests were made more comparable by dropping all fractional parts of a year from Gates Survey reading grades* 2*

The average percentage of wcrd-pereeption errors in terras of

number of errors per hundred running vrords was computed at both the prob­ able reading frustration level and distributions made* 3*

The average comprehension scores on the instructional and

frustration levels were computed* 4*

Summary analyses of symptoms of reading difficulty at the

instructional and frustration levels were compiled and percentages of occtsrrence computed* 5*

Similar summaries of overt behavior responses were ma d e «

6*

The average comprehension score was calculated for each grade

level and for all grades at the instructional and frustration levels and a distribution made*

SUMMARY

The selection of the population and the measuring instrument was governed by the purposes of the investigation*

The methods followed in

the collection and treatment of the data vrere also adapted to these pur­ poses*

These procedures were outlined in detail and the criteria for

assigning the several ratings of the Informal Reading Inventory were de­ scribed in this chapter*

CHAPTER XV ANALYSIS O F R E S U L T S : O B J E C T I V E D A T A

General Relationships A m o n g T h e Fact o r s S t u d i e d

The Pears on p r o duet~m ament coefficients of c o r r e l a t i o n a m o n g t h e

factors under examination a r e s h o w n i n Table V®

A l l coe f f i c i e n t s i n

the table -which are hi g h e r t h a n ®16 a r e m o r e t h a n f o u r t i m e s t h e p r o b ­ able error of «(%65 c o m p u t e d a c c o r d i n g t o F o r m u l a S 4 p r o p o s e d b y Peters and VanVoorhis(l)®

S u c h r * s are c o n v e n t i o n a l l y d e e m e d to d i f f e r r e l i a b l y

from zero* E v e n c a s u a l insp e c t i o n of the t a b l e ■will r e a d i l y r e v e a l seve r a l general characteristics or tendencies a m o n g t h e correlation coefficients

of the various items; 1.

m t e r c o r r e l a t i o n s a m o n g r e a d i n g age, s p e l l i n g s c o r e a n d v e r b a l

m e n t a l age are a l l h i g h or f a i r l y high*

2*

L o w correlations, in same instances i n s i g n i f i c a n t ones, ar e

found consistently between b o t h n o n - v e r b a l m e n t a l a g e and p e r s o n a l i t y a d ­ justment sc o r e d a n d all o ther i t e m s e

(1) Charles C® Peters a n d W a l t e r R« V anVborhis, S t a t i s t i c a l Pro­ cedures a n d T h e i r M a t h e m a t i c a l Bases (New York: M c G r a w - H i l l B o o k C o m p a n y Inc., 1 9 4 0 J p. 153. * N e g ative correlations between p e r s o n a l i t y a d j u s t m e n t score a n d all other items a r e due t o the fact t h a t t h e B r o w n P e r s o n a l i t y I n v e n t o r y scores atypi c a l responses. It is, actually, a direct m e a s u r e of m a l a d ­ j u s t m e n t ® The inverse relationships indicated m a y t h erefore be inter­ p r e t e d as equi v a l e n t t o p o s itive relationships b e t w e e n adju s t m e n t a n d t h o respective items correlated w i t h it«

107 3c

V e r b a l m e n t a l a g e correlates m o r e h i g h l y -with a l l o t h e r items

than a n y o ther item, does* -with one exce p t i o n .

T h e c o r r e l a t i o n .71 b e ­

tween reading ag e a n d s p e l l i n g is s l i g h t l y h i g h e r t h a n t hat b e t w e e n v e r ­ bal m e n t a l a g e a n d spelling®

S e v e r a l o b s e r vations c o n c e r n i n g t h e n a t u r e of the f u n c t i o n p e r ­ formed b y the P i n t n e r t e s t m a y be a d d u c e d frcsa t h e d a t a of t h e table® correlation of

A

w i t h r e a d i n g a g e indicates t h a t a h i g h degree of com­

m o n ality exists b e t w e e n t h e a b i l i t i e s m e a s u r e d b y t h e Gates R e a d i n g S u r ­ v e y test a n d this test* a concl u s i o n w h i c h f i n d s a d d i t i o n a l s u p p o r t f r o m the manner i n w h i c h the t w o t e s t s c o r r e l a t e w i t h other items®

In this

regard £ a n e x a m i n a t i o n o f t h e t able w i l l disclose o n l y s l i g h t d i s ­ crepancies b e t w e e n t h e i r r e s p e c t i v e c o r r e l a t i o n s w i t h a l l o t h e r items® It will be seen, too, t h a t the size of t h e i r r e s p e c t i v e r * s v a r i e s f r o m item to item i n th e same direction® It is t o b e e x p ected, perhaps, that a t e s t o f g e n e r a l i n t e l ligence will correlate m o r e h i g h l y w i t h other d i s p a r a t e f a c t o r s t h a n a test d a signed t o m e a s u r e a s i n g l e s p e cific ability®

T h e higher correlation b e ­

tween v e r b a l m e n t a l a g e a n d p e r s o n a l i t y a d j u s t m e n t t h a n b e t w e e n t h e l a t t e r factor a n d r e a d i n g age m a y b e a c c o u n t e d f o r in thi s m a n n e r .

The loner

correlation b e t w e e n v e r b a l M ® A ® a n d score on the B e t t s - ^ r e y S p e l l i n g t e s t , a test of s p e c i a l i z e d f u n c t i o n , t h a n b e t w e e n R.A. a n d s p e l l i n g w o u l d appear* t o substantiate this reasoning. No m arked relationships between personality adjustment and a n y other factor is e v i d e n c e d i n t h e table.

While slight positive relation­

ships are i n d i c a t e d b e t w e e n t h i s i t e m a n d b o t h r e a d i n g a n d spe l l i n g , t h e correlations ar e n o t s t a t i s t i c a l l y significant. w ith ve r b a l M « A ®

A co r r e l a t i o n of — *21

is the o n l y one s u f f i c i e n t l y h i g h t o indicate w i t h p r a e —

103

TABLE V

INTEKOORREIATIOMS BETWEEN THE SEVERAL FACTORS

(N ~ 211)

Correlation



MaAs, (Pintner)



©37

©30

®65 -y y>a.l^._Yol. 33 (September T93?'< pp. 25-32, Percire. 1, ‘Falter P. A Study of the Causes end Subjects of School Failure (Doctor’s Dissertation, Teachers‘~COllege'," Columbia University, 1926.) Peters,

Charles C. Founda t ions of Educational Sociology, The Macmillan .Company, 1930, ~ *"

Herr York:

Peters, Charles C, and VanYoorhis, 7/♦ R» Statistical 'Procedures and Their Mathematical Rases, Herr York: Jdcuraw-Hi 1jTlBook . "Company, 1940, Pintner, Rudolf, Manual for Interpret ing P intner Intermediate Tests, •Verbal Series, Yonlcers-on-Hudson, Herr York: ’Torid Book Company, 1939, Pup'sley, 0. A, "Reducing and- -Handling Student Failure,n The American School Board Journal, V o l • 86 (March, 1933) pp. 18-20, Reed, Mary M. A n Investigation of Pra c t ices in First Grade Admission and Promotion. " Teachers College Contributions to Education, N o T -290l Her? York: Bureau of Publications, Teachers Col­ lege, 0o 1 umb ia University• Rieraan, 7/iayne• A Study of Premises Used by One School System as a Basis for Language InstructIon7 (Unpublished Research ProJ^ot,~The~Pennsylvania State College., State College, Ponnsylvania, 1942.) Stone, Clarence R. Better Primary Reading. Publishing Company, 1936,

St, Louis j

The vjebster

The Teaching of Reading: A Second Report. The Thirty-Sixth Yearbook of the National Society for the Study of Education. Bloomington, Illinois: Public School Publishing Company, 1937. Thomason, Edith. "An Individualized Reading Plan," Chicago Journal, Vol. AIM, Nos 5 and 6 (J a n u a r y - F e b r u a r y , 1 9 3 8 ) pp. 97-106.

191 Tulchln, Simon. "Emotional Factors in Pending Di,o’.,ts . 44 3 —454.

.

The Twenty-fourth Yearbook of the 'iatlonal Society for the Styrt o! Vducrt-on. rart I, h e P ort of the 5^ ^ £llt!OSBlooalnston, Illinois: PuSR, Gevnauy, 1925, ~ — Tyler,

Aevbri* ^ S ® l i i S £ g!s- & Ji®c ordary Learning. Verr r^rl-. ieaohers College, Columbia UniT^rsityTT9'39. ~ *“*

Viheat, Leonard B, D le n o n b a ry

"The Flexible Progress Group System ” The s c h o o l Journal, vol. ’C r “ t r r %uv* I --------

X^vembe— -1938) pprTrT^iss.

'

VFitty, Paul and Kopel,

:.ev

Dork;

David. R e a d ing and the Educative Process ---- -— -- Ginn, and Company, 1939“ ■ ' "

;ior It on, o. T, "Individual is in™ Instruction in Ps^din^ ” -3> o ^ e ^ n t a r y School Journal. Vol. XT-ril, do. 9 o f (J u ^ 1936; pn. 7 3 5 - 7 4 7 ^ ---

A P P jE Im D IK a .

Testy&

193

gates r e a d in g V o c a b u la r y ,

SU R V E Y FOR G R A D E S 3 T O 10

L ev el o f C om p reh en sion , Speed, and A ccu racy B y A r t h u r I. G a te s F o r m II

............. ........ :...... ............. .... ............... Grade

School

.................... Birthday

...Age

Teacher

City

Date

Vocabulary”

R a w Score........ ...Grade Score......... Age Score.

Level ofComprehension :

R a w .Score..........Grade.Score.....

Speed of Reading:

R a w Score......... Grade Score......... Age Score.

Average of Above:

R a w Score..........Grade Score......... Age Score.

Reading Accuracy:

Per Cent Correct.

Age Score.

.T.'.'l......... Rating........

Other T est Scores:

Comments and Recommendations:

B U R E A U O F PUBLICATIONS, T E A C H E R S C O L L E G E C O L U M B IA U N IV E R S IT Y , N E W Y O R K C IT Y COPYRIGHT,

1 9,9,

B Y A R T H U R I. O AT E S

P rin te d in th e U n ite d S ta tes of A m erica

D IR EC TIO N S TO E X A M IN E R Vocabulary Test: Read the directions at the beginning of the test with the pupils and m a k e sure they k n o w what to do. The pupils should be kept working vigorously, but they should have as m u c h time as they need to try every exercise. F r o m 20 to 30 minutes is usually enough. Level of Comprehension Test: Read aloud the directions at the beginning of the test. If necessary in the lower grades, put an example on the board and show h o w to underline the right word. Explain w h y it is right. Be sure the pupils k now what they are to do before starting them with Ready! Go! This is not a speed test. The pupils should have as m u c h time as they need to read the material. Allow 30 minutes, more or less, as needed. Stop the test when all, or nearly all have finished. Let the very slow pupils finish by themselves. Speed of Reading Test: Read aloud the directions at the beginning of the test. If necessary in the lower grades, put an example on the board and show how to underline the right word. Explain w h y it is right. Be sure the pupils know what they are to do before starting them with Ready! Go! Since this is a speed test, it is of utmost importance to allow exactly the right amount of time— 10 minutes for grades 3, 4, 5, and 7 minutes for grades 6 and higher. Suggestions for Scoring: A scoring card is provided for each page in this booklet. Be sure you have the scoring card for the form you are using. Be sure the scoring card is correctly placed on the page. See Manual of Directions for further suggestions. Use of N o m n s for Obtaining A g e and Grade Scores: Tables of norms appear on pages 3 and 12 of this booklet. To use these norms, merely locate the pupil’s raw score on the middle line opposite “No. correct” and note, above this figure, the age score or n orm and below it the grade score or norm. To use the table for evaluating Accuracy, which is given on page 12, first determine the pupil’s grade score in the Speed of Reading Test; then by m eans of the table on page 13 determine the percentage of exercises attempted which are correct in the Speed ot Reading Test. Then locate this percentage under the “Grade” in the table nearest the pupil’s grade score on the speed test. The rating appears in the first column (left side) of this table. The Manual illustrates the procedure.

VOCABULARY ____— -----T 7 1 , each line. Find another word in the same line which means the same or L»»k at m “j” , "°,er this word. Read line A, then line B, then line C below to see the way to do it. a.:hesame. Draw a un book

animal

tree

place

color

fall down

bird

get up

coming

eat

bright UXli3Ut

sad

small

cool

far

A. cat B. stand C. cold

VoTthe following lines and draw a line under the word which has the same meaning or nearly the

fiC lG t*-'-'

__

_

trrM i

non

bird

color

song

go

man

animal

friend

catch

tree

back

tree

candy

sun

woman

barn

fly fast

run

sleep

stand still

sing

red

coat

shy

fish

animal

song

animal

ocean

night

fruit

fine

7. little

big

tall

sweet

small

flower"

rain

8. shower

coat

grass

free

find

9. walk

wait

try

go

sing

pet

book

10. pole

horse

stick

tree

friend

sell

11. feast

eat

run

seed sing

hit

throw

march

kind

find out

fell

fall down

walk

stay up

find

fire

fence

flee

feel

find

sat down

flower

serve

got up

hurt

swim

ran

s t ill

punish

sta rt

cook

path

fence

flower

cooked

c r ie d

praised

cleaned

fence

object

ruin

above

beside

carry

sail

place

food

house

color

light

field

sigh

shout

brave

cheap

3. m other

6. orange

12. knock

13. float 14. shoot lj. arose 16 .fled 17. lane

18. slain 19. d isa ster 20. overhead 21. tra n sp o rt 22. circu la r 23. gap 24. sp len d o r 25. yell

26. b a sh fu l 2 1 . o v erco m e 28. y o u th fu l 29. b ravery 30. co lo n el

killed find

shot

under

hat

hold

search

sweet mail news

round

sail

grasp

groan

opening

near

glory

poor

dream

paint

eat

shy

short

bold

win

play

cut

gO tO

fear

harmful

young

old

friendly

zestful

weather

courage

fear

order

place

disease

harness

poetry

officer

medicine

Page 1

T u r n Ih e p a g e a n d g o r i g h t o n

VOC ABUL.ARA —

C.ontimirri

31. murderer

father

doctor

witch

sugar

32. dome

fish

roof

door

bird

talk

pay

ask

killer

33. strife

windint

fight

love

31. notify

scold

sue

injure

befriend

tell

sell

jum p

35. scour

scold

scrub

lie

36. comment

sing

sell

remark

force

conquer

37. frightful

funny

terrible

pretty

afraid

joyfu l

3S. persist

injure

claim

sew

demand

continue

39. portal

door

roof

person

country

sin g er

40. vanquish

search

run away

offer

defeat

urge

41. quell

nurse

crush

insist

befriend

close

42. outstretch

injure

hurried

offer

break

extend

43. annex

fortune

add

carriage

beseech

notify

44. authentic

beautiful

happy

horrible

true

better

45. mane

host

find

hold

hair

tell

40. flaw

float

charge

cement

press

fault

47. meager

much

soil

little

brown

many

48. swerve

chop out

get up

circle

turn aside

fall down

49.vehicle

engine

carriage

medicine

portion

gloat

50. pew

hurt

tool

seat

injury

stunt

51. chastise

punish

praise

accuse

insist

augment

52. doleful

quart

sad

drug

fast

happy

53. malady

celebration

sin

storm

sickness

failure

54. symptom

success

sermon

place

amount

sign

55. uncommon

plain

rare

numerous

uncover

useful

56. conscientious

careless

faithful

stupid

harmless

certain

57. deadlock

sickness

injured

blocked

padlock

patent

58. elude

evening

music

accuse

praise

escape

59. indolent

lazy

selfish

crazy

indecent

eager

60.revoke

reveal

tear down

drink

repeal

vote

61. tumultuous

wise

noisy

friendly

sickly

silly

62. bountiful

generous

founded

hardened

peaceful

precious

63. dahlia

fish

flower

tree

cloth

64. desertion

dryness

abundant

coming

leaving

finding

65. heartfelt

sad

hard

sincere

cloth

fa st

Pattc 2

v e g e ta b le

G o right on

VOCABULARY—

Continued

noisy

silen t

m etal

r e b e llio u s

u n m a r r ie d

cloth

d riv er

so ld ie r

p a r t of s h ip

g a le

waterfall

la n d slid e

to r n a d o

sc o ld in g

very w is e

careless

extravagant

d ishon est

courteous

lincl

in v e n t

sw eeten

steal

sell

w h ip

auction

d ism a y

harbor

d e r e lic t

d e c e iv e

carriage

pay

conduct

p a in t

m e d ic a l

illiterate

b oastfu l

a th lete

c r im in a l

g oose

gather

farm

cla ssify

b e se e c h

flig h t

argument

ste a lin g

revel

r e v o lu tio n

;5. carousal

b a ttle s h ip

payment

secretary

badge

in s u r a n c e

76. insignia

a p a th y

wild animal

in h erita n ce

debt

liv elin ess

", lethargy

stre n g th

bravery

liv e lin e ss

m ercy

in telligen t

animation

s w e llin g

meanness

lig h tn e ss

tru th fu ln ess

so lid ity

buoyancy

u n s a tis fie d

intolerable

d isr e sp e c tfu l

h u rried

h a rm less

v), insatiate

p ill

mountain

stream

b u llet

liq u id

'1. projectile

cook

combine

pound

d istru st

attack

if amalgamate

b u ild

plant

flo a t

farm

w eaken

Si, debilitate

s m o th e r

curse

m ash

flood

r e p a ir

il. inundate

fa t

haughty

serene

en erg etic

r e le n t

ii. corpulent

h ig h

ii mutinous nT.

spinster

(is ,

avalanche

i’,?. n e g h g e n i ;n. pilfer

;i. flav 72. defray 73. penal 71. garner

R a w Score. S l o p h e r e a n d g o b a c k o v e r y o u r ivo rk

( C o n t i n u e d o n n e x t tiv o l i n e s )

NO R M S FO R V O C ABU LA RY TEST 'i-G-'G—fG— iG— !7— |7— » 9 , lij j 10 , 0 I 1 1 2

3

1

r>

6

7

8

9

10

11

12

S

7

(5

10

3

13

1 "1

15

10

r. s

16

19 ! 20 21

1"

18

1

22

3

23 ! 24 | 25

I

lil-4 1.5

1.0 l.(V 1.7 l.Si 2 .0 ! 2.:?! 2.0» 2.7: 2.0! 3.0i 3 .1 ' 3.2! 3.4. 3 .0 13.7: 3.S: 3.0, 4.0j 4.1; l.~ *=-1; 1

;

I

i

!

I

!

I

!

I

I

io-ho-;li- 11- 11- i i - i i - 11,S 1 5 s 10 |11Io l 2 4

10- 10 - 10- 10- 10 -

0 - j 9-

s- S- s- s-

7-

1

I

26 ! 27

28

29 ; 30 31 32 33 34 35 36

\4.(ii 4.7, 4.0; 5.0! 5 .1 15.2

__ ; — !

| ! ! | ! 1 ! 1 | I I ■ 1 I 1

r„

5.5 5.1) 5.B

i

I

14—il l-! 15 -j15—15 -115-1 5-' 15-15-: 15-. 15 - 110- 10-10-; 1(I-; 10- It;-110-110-! 17-! 17—117 5 1 5 7 : !) 11 I : 1 ' 5 j 1 : 5 : 7 1 (1 ; 10 | I 1 ! 0 ! 1 ! 11

--- 12- 12- 1 2 -1 2 - 12- 13- 1 .3 -1 5 - 1 3 - 1 3 - 1 4 - 1 4 - 1 4 - !) j 11 j 0 j 1 j 3 ' 4 4 7 ; o 11 1 4 7 4 9 11 7 1 39 .10 41 42 13 44 45 4 6 47 48 49 50 51 52 53 54 : 55 56 57

58 59 «0 61 10

'fl 6.i O.N 7.0 7.2 7.4 7.0 7.8 8.0 |S .2 B.4 b.ti

5-17- 17- 17-'18-'I S - i s - 1-i s - ! l S - ; l s - IB—I ■ SII) ; 0 ■ 2 • 3 : 4 ■ 5 ; 7 ; B

7^ 76 7778 79 80 :81 82 83 84 85 :

'■

U

12 i12 12 i V> ) 12 11 2 -1 2 ! 12 j 13 -‘J . -2 ; .3 ; .5 ' .0 , ,7 i .8 ' .9 i +

Page 3

*«»

63

65

66

67

68

69

10

1(1 ; 10 i 10

10

10.11

11

.2 !.4 i

61

-—

62

.0

!.7

.» .0 ;.0 •.1

; n-A

70

j r -f g 71

r -f rj

72

r

73

u j11 !li iii .3 ! .4 i .5 i .1)

LEVEL

OF

COMPREHENSION

Directions: Read the paragraph. Note the blank spaces m a r k e d A and 15. Note the lines of words nr> B under the paragraph. D r a w a line under just one wor d in line A which makes the best sense when A. D r a w a line under the one word in line 15 which belongs in blank 15.

Sample: S o m e dogs love the water. W h e n they see a lake they love to

A

in and.

-around.

A. eat

bark

jump

sleep

drink

B. climb

swim

chew

sing

swing

If a paragraph contains three blank spaces, the third one will be m a r k e d C and a row of words mafc be given. D r a w a line under the wor d which belongs in blank C, just as you did for A and B. Be sure:: paragraphs in the order 1, 2, 3, etc., in which they are numbered.

1. B a b y wa s a year old. H e could walk but all he could say was, “M a - m a . ” His mother m a d e a little cake for him. She showed h i m the baby said, A. lamp B. dog

B cake candle

A

and

5. T o m lived on a farm. Every morning he f pigs. T h e n e w baby pigs soon learned tokn.. T h e y began to A as soon as theyv B _____

. candle mama

plate birthday

A. crow B. coming

pan baby

bark sleeping

grunt flying

speak crowing

rj

2. Gray Squirrel lived in the woods. H e worked hard in the fall. Every day he gathered nuts. H e hid them in a hole. W h e n the A came, he had B to eat.

6. A t first the colt stayed by his mother,!::: ran around the field. H e soon learned thatp

A. winter B. holes

A. table B. feet

boat shells

leaves food

train

squirrels

days

wood

3. B o b had a n e w pair of roller skates. H e put t h e m on and started to skate. D o w n he w e n t !H e tried again and d o w n he went. H e soon found that A was not so B _____ A. walking B. stupid

running funny

hiking tasty

sliding ugly

food straw

trees blankets

rocks boards

A

and kicking his--- B—

ir;

w a s great fun. roof head

tree

water

tail

field

7. Country boys and girls are used to t h e . crickets. During hot weather in A ugust thee sing day and night. They are not hamifu tures and the chirping song they B _____

skating easy

4. Father m a d e a playhouse for the boys. H e built it of wood. H e cut four windows and a door in it. “N o w , ” he said, “w e need A for the windows and B for the floor.” A. glass B. lace

the

cement glass

A. eat B. harmful

roll dangerous

slide silly

8. A queer kind of bee is the leaf ^ ^ visits rosebushes and bites a leaf as J'° . a bite out of a cookie. H e rolls up t e

^

_and lines his thorn A. petal B. nest

stem yard

f°°* root

sting

Co rigido"1 Patte. 4

L E V E L O F C O M P R E H E N S I O N — Continued i

_____ lsymois eggs in. light places than in dark

pound that hens would lay at night if the elec­ ts wereturned on. S o m e farmers say that this A They will not let them' w ork .a day.

ntr 'vircs minutes

c h ic k e n s

days

liens seconds

eggs

jjathesaddle most of the day. H e rides around for stray horses or cattle. T h e A ____ rdheallowed to get____ B ____ nest

trees lost

up

the coals are pulled out. Pans of the oven are B in an hour.

A

placed in

A. meat

railk

cake

fruit

bread

B. baked-

boiled

roasted

fried

stewed

hours

;vboyswork on big ranches in the West. A cow-

i-nches

! 15. Bread is sometimes baked out of doors in brick ovens. A fire is built inside the oven. W h e n it is hot,

saddles food

16. Farmers feed soy beans to their animals. Soy beans are also used in making plaster, buttons, and steering wheels for automobiles. Oil from soy beans is used in making- paint and ink. A plant with such a variety of A is of great B ____ A. time

energy

B. loss

height

uses depth

space s iz e

taste value

harbearsare lucky. If it were not for their coats p::;efur they would easily be seen by Eskimo As it is, they can climb up on a m o u n d of and look like a ice if-annt snowball

B _____

dirt

baseball

sugar Eskimo

dough cat

he longest bridge in the world w a s opened in I.Itrims from Oakland to San Francisco, Calih Ittook three years to build it. T h e bridge is h’ n above the water that A can pass it. J>cr

m ountains

battleships

fr

under

around

air above

horses into

17. A new type of “covered wagon” goes west today. Ifgoes north and south and east as well. This is the trailer. S o m e trailers are simple and inexpensive, but others contain two rooms and are equipped with electric lights, hot and cold water, iceboxes, and radios. In fact, this A on wheels m a y be as B

as its owner wishes.

A. garage

home

B. old

ugly

barn complete

station hot

sh°P e m p ty

— r^ i 18. If you should ever lose your w a y in the woods, you can find your direction by the aid of a big tree. E x ­ amine the bark. It is usually d a m p and mossy on the north side and light and

A

on the

B ----

seaturtlesnever go on land except w h e n they lay ’tggs.They dig a deep hole and lay their eggs in inti.The babies hatch out and soon A ---'tothe_ B____

A. damp

off

shaggy

torn

dry

B. right

left

east

south

west

taivl

19. There are no ears on a frog's head that w e can see. This does not mean, however, that he cannot hear. A short distance behind each eye are two holes, inside of which is an inner ear. Beyond this is the

ml

dance

float

swim

fly

salt

sun

bushes

water

IIbwadays we find houses m a d e

of concrete bloc

keel frames. Large sections of the w alls are * ofanew kind of structural glass. If the ear T --makers of America could see these—A -A theywould be B -

aijdern

antique

early

old

surprised

uglv

worried

silly angry

middle ear. In this ear A is carried by a special B to the brain where the C ____ is actually done. A. sight B. trunk coughing

Pane 5

sound

light

smells

feeling

messenger smelling

police seeing

blood hearing

nerve touching

T u rn the page an d go right on

LEVEL OF 00 5IPRE H E NSION— 20. Light waves travel faster than sound waves. If you are close to a firecracker that is being shot off, you will sec a flash of light and hear a noise almost at the same time. But the A you go from the firecracker, the greater the difference there will be between the time you 13 the flash and the time you hear the C of the explosion. A. closer B. hear

nearer see

sooner set

farther stop

warmer want

C. sound

music

light

heat

fire

C o n tin n o d

25. For more than

years it has been p0$y. special delivery.” This " ^ if, in addition to the usual postage, a cerjfe^ send letters via

attached to a letter it will be delivered fo ^ upon its arrival at the Post O ffice to Miffr dressed. A special A takes the fe tte rone to w h o m it is addressed. A dime b„B for this C____ A. reporter B. stamp C. song

message

call

letter train

charge ink

messenger r;j toll service

21. M a n has not yet guessed all the secrets of the past. Ages ago there lived in Asia Minor a tribe of people k n o w n as the Ilittites. They no longer exist but they have left behind monuments, tombs, and sphinxes covered with mysterious writing. N o one has as yet discovered the A to unlock these strange symbols and so the messages they B ____ remain buried in the past of this forgottem -CA. tale

key

number

sign

B. sent C. person

said man

telegraphed tribe

sang living

token wrote cousin

22. The papyrus plant grew along the banks of the Nile’River. The ancient Egyptians cooked and ate it as a food. They di’ank its sweet juice. They wove its stems into cloth and paper. N o wonder they A this B friend! A. burned. B. useless

hated pretty

cultivated stolen

killed valuable

neglected ugly

23. The first cable laid across the Atlantic Ocean was m a d e of copper wires twisted together, and covered with a coating of rubber, tarred rope, and twisted steel wires. In spite of this waterproof A ,the salt water.— _— B ---- into the cable in a few weeks. A. glass diet B. enlarged ate

covering

direction

multiplied

twisted

current coated

26. Rain w a s an important factor in the first?■across the English Channel in 1909. Bleriot, aFree­ man, m a d e the crossing from France to England small monoplane. About the time he was halfover, his engine became overheated and hefear* would stop. A s the rain began to fall, the er.rj cooled and the A continued on itswayto B shore. T h e flight was a C__ A. dirigible

airplane

B. French

American Swiss question doubtful

C. failure

biplane

automobile gyio English Spani dream slices

27. T h e old-fashioned village doctor making hi;cal on horseback, with saddlebags full of giant pills2 rare herbs, belongs to the past. N e x t to them ire he was held in the highest respect. H e was k in k cheerful and a A to persons of all age;.I. whole town always mourned his_ A. pest B. death

B---

nuisance

comfort

m enace

A

coming

pills

callin g

hk

28. Christmas E v e cheer was drunk inEngland eighteenth century out of the famous possetpInto a spicy drink the hostess dropped hei fla­ ring and a silver shilling. Each guest had ahi A It was b e l i e v e d that the one who uu

24. L o n g ago people were called to church by the beat­

the

ing of a drum. The d r u m m e r was chosen in the town meeting and paid for his job. The doleful A ____

one w h o got the coin would have good— M a n y people still o w n p o s s e t - p o t s which

of the d r u m was the beginning of a long service in a cold B _____

handed d o w n in their families.

A. sound

sight

size

place

look

B. winter

church

town

house

ground

A, dance B coin C. cheer

Patio 6

B

would soon be married, and tw -

drink

eat

skate

silver weather

pot fish

tree

day

Dirrin;

lad

Go right on ton?sl:

LEVEI, O F C O M P R E H E N S I O N — with the removal of adulterated goods from is the attempt to abolish the one-time

^

medicines.” In spite of the fact that ■ ■ m ed icin e s” ma y contain only harmless ingredi-

■-r “ q u a c k

•”ev are being sold under false pretenses. T h e JV;

L_l_should be protected against wasting his ■foolishly as well as against endangering his bv not consulting a reputable C ----------

I

C o m hi nr/I

33. S o m e persons believe that profit-sharing draws the employers and employees closer together when the incomes of both depend upon the amount of the profits. It speeds up the output of the worker and encourages hi m to take a greater interest in the A A n addition to his Ji _ enables him to achieve a higher standard of living. Above all, a friendly atmosphere C the likelihood of strikes and lockouts.

;(tor

con su m er

quack

enem y

p aym aster

alter

time

energy

h ea lth

fr ie n d s

A. fu n

concerts

concern

v a ca tio n s

speed

doctor

en g in eer

o f f ic e r

stu d en t

13. s a l a r y

house

work

tim e

output

C. i n c r e a s e s

hardens

soften s

le sse n s

gives

;]je t

iit is every country a small group concerns itself :die affairs of the government. T h e vast majority

Mi: ■jlittleabout public affairs. This does not mean' ia!r ■rhe minority always rules the A , be?atv-

i;unlessthe minority considers the

eiv majority, the latter m a y set up n e w ■ff

ides

of C -----

a ffa irs

m a jo rity

ta ste s

business housing

rules

c o m p la in ts

stak es

rulers

sig n a ls

concerns

siuority king i-hes

B

Hie struggle between modern civilization and d custom has been well demonstrated in the inistration of the Indian reservations. Once the nitotribal existence was allowed, problems arose. government has found it very A to perB society to exist in the midst of a ii A C one. bay

lonely

queer

odd

Pcfr

primitive

strange

struggle

problem

Indian

coarse

complex

tribal

unwise

-IfleXorman Conques t h a d s. s t r o n g infl uen ce on i architecture. F o r e x a m p l e , it is p r o b a b l e t h a t used by t h e e a r l y E n g l i s h in b u i l d i n g mBut after t h e .A invasion, such began to be. i-English

B_

_of s t o n e .

34. The qualities of ambition and perseverance found in individuals depend somewhat upon the number of their wants and the possibility of satisfying them. These qualities are often absent when individuals have no control over economic goods. They are likely to be present w h e n there is no A to acquisi­ tion. A balance is____B _____ when an effort is marie to preserve C ____of opportunity. A. tim e

space

l im i t

sco re

report

so ld

goods

B. a c h i e v e d

accounted

reduced

dependent

C. q u a l i t i e s

absence

want.s

eq u a lity

35. Every important satisfaction of an old want cre­ ates a n e w one; and this new want has to enter upon an experimental A to find its satisfaction. Judged from the side of what has gone before, achievement always settles something. Judged from the side of what comes after, it complicates, introduc­ ing n e w B and unsettling factors. There is something pitifully juvenile in the idea that. ('. means a definite s u m of accomplishment which will

D.

-stay done.

A . t r a in

certa in ty

a d v en tu re a rticle

co m m u n ity

13, p r o b l e m s

expenses

dream s

a p p etites

la n g u a g e s

Norman

saxon

D a n ish

R om an

C. h o n e s t y

war

taste

p r o g r e ss ,

r ev o lu tio n

influenced

used

arched

con stru cted

fj. n ot

forever

n o b ly

ch ea p ly

in tim a tely

S l o p h e r e nnrl go b a c h o v e r y o u r icorh

eiiP a ”t- 7

R a w Score

SPEED

TEST

D i r e c t i o n s : Read those paragraphs. D r a w a line under the word which best answers the questioirhT^I^

(i??e word only. D o the exercises as rapidly as you can w ithout m a k i n g eiiois. Sample: T h e sun is w a r m in summer. Boys and girls like to s w i m and play g a m e s on the grass. W h e n do w e get very hot days? winter

i

coat closer but the wind blew the icy snow against her face. W h a t kind of day was it?

dark night. W h a t can see quite well on a dark-'

pleasant

warm

tiresome

boy

cold

2. They were pretty, red woolen mittens. T h e y were sure to keep out the snow. H o w do you think they ■would feel in the winter time? cold

heavy

warm

lions

tigers

dogs

beautiful

leap

run

walk

froze

m e lted

burned

sad

lonesome

happy

old

]u

trees

hole

mie

to do with these tools? garden

sm «

shoot

St

12. Since Lindbergh crossed the ocean inky m a n y other pilots have clone the same thiib do you think all these m e n can do well?

scorched

swim

fly

fish

13. R o u n d and round the bowl the goldfish his little stone castle and out through the sea went. W h a t does the goldfish do best?

sorry

swim

7. A deep-sea diver wears a helmet over his head. It has glass windows in front of the eyes and a tube for air. W h a t does the helmet keep out?

strong

11. J a m e s brought out a rake, a hoe, a spade.;-, sprinkling can. W h a t do you think James \uv

eat

6. Did you ever scratch the back of a pig? H e loves it. R u b his back and shoulders with a board and listen to h i m grunt. H o w does he feel?

IKI

does the dirt come from? r o cks

5. After the storm the children m a d e a snow man. They gave him a hat and a pipe. W h e n the sun came out it got w a r m and the snow m a n

cat

10. A woodchuck digs a deep hole for a kv leaves a pile of dirt outside his front door,I:|

rabbits

4. The flying squii'rel can m a k e very long leaps. It has folds of skin between its front legs and hind legs. W h a t can this squirrel do best?

girl

■ 9. T h e blue roadster was in the ditch. Tlierv| car got it out again with just one pull. Whati think the wrecking car had to be?

wet

3. They wiggled their pink noses and sniffed lettuce. Their long ears were flat against their heads as they slipped into the garden. W h a t animals were these?

, I

fall

8. A t night w h e n all is still, a cat can fe, creatures moving. She can also see quitetv

1. M a r y was walking in the snow. She pulled her

I

summer

s pring

sin£

dance

jump

14. Could you eat a bowl of rice with two WtkA Chinese child uses his “chopsticks J W you do a spoon. W h a t do w e use insteac SpOOH'

light

air

water

d irt

bowls

rice

CUPS

Go rigid on P a tie 8

SPEED TEST —

r

...says the red light, “Wait!” says the yelrGoV says the green. W h a t must you do

U,,see these traffic signals? obey

run

dull

ba” had a long trunk and two fine ivory

m ouse

elephant

signals

BS •h.and the sink. This kitchen is large

.'3(1

hot

happy

eat

plains

I taken away they always fly back. Messages are

■ait.’fe-.r. tiedtotheir legs. W h a t bird carries a message? peacock

pigeon

pheasant

red

afraid

brave

soil

happy

,iift

buildings

rocks

move

bury

leave

fire

mo u n t a i n s

forests

powder

wheat

miller

29. Maple sugar comes from the sap of the tree. This sap is collected in the spring and is boiled into sugar. F r o m what tree does this sugar come? elm

small

■tony ago men lived in caves. They rolled stones -•ontof their caves at night to keep out the wild ■sF. How did the animals m a k e t h e m feel ?

children

28. The farmer sows the wheat seed. The miller grinds the wheat into flour. The baker bakes the flour into breach F r o m what is most of our bread made?

robin

.d,Bernard clogs live in the mountains of SwitzeriTheyare trained to hunt for travelers lost in the -'■drifts.These dogs are verv

dark

27. The sloth is an animal with hooks instead of feet. It can’t really walk, but it can travel miles in the trees. W h a t does the sloth like best?

angry

If airierpigeons” are trained to fly home. If they

bright

26. Indians moved from place to place. They lived in tepees mad e of poles with buffalo skins stretched across. Such houses were light and easy to

m ed iu m

Iherewas a great storm at sea. The fisherman’s ;i.eereclout over the rough waters. ITer husband’s erasnot in sight. H o w did she feel?

noisy

25. Bell buoys are anchored far out in the ocean. They m a r k safe lanes for ships and boats to travel in. W h a t do you think bell buoys are?

monkey

Hand in the middle of the kitchen of a dining T o u c a n reach to the stove, the icebox, the cup-

huge

24. At night huge electric signs m a k e Broadway a failyland of light and color. This is one of the most famous streets in the world. H o w does it look?

cry

n'ndshe was very large. She was pleased w h e n r.atthe circus clapped. W h a t was R o m b a ? [alligator

Continued

maple

magnolia

apple

30. The camel can go for days without food or water. H e can carry a load a long distance. In what kind of country can camels travel better than other animals? wet

costly

dry

cold

foreign

• Bian is made from the outer layer of wheat Bran is brown. If it is used in making bread,

31. The anteater has no teeth. Instead, it has a long sticky tongue, which darts out and catches ants. W h a t

•:-tinown bread. W h a t does bran m a k e the bread?

does this animal do best?

uhite

fresh

crustv

chew

brown

-t*1.'Burst into tears. She had broken her favorite - nnabelle. Mary’s mother came out with a pot ="*•What was she going to do to the doll ?

mend

break

burn

bite

lick

climb

32. The dormouse belongs to the squirrel family. It is larger than a rat. It lives on nuts and sleeps all winter. W h a t animal is it most like ? mouse

sew

Pasze 9

squirrel

horse

P'g

Turn the pugo and izif right on

Sl’EtOI) TEST— 'd'.nmiiiiiivd 33. A sloop is a small boat which carries Leo- sails. The large sail is called the “mainsail" and the small one, the “jib” sail. W h a t is a sloop? boat

sa il

deck

jib

h a r m le ss

34. It is fun to have a clambake. G o d o w n to the shore at low tide. Take a bucket and a shovel. W h a t do you dig in to find the clams ? sand

plants

w oods

w h e n she saw the cat coming-? safe

cold

you think this nest is like? rock

cradle

le a f

stopped

m oved

w recked



flies

worm s

eat

fly aw ay

s to p

fish

run

four

fo u rteen

two

pale

bird

m erm aid

generous

tiny

46. T h e French people gave the Americans the?:! of Liberty. It stands in N e w York harbor today. country did it com e from? A m erica

France

Liberal

47. H e n r y discovered the nest of a wild bird,«:§ the mother cam e h o m e she flew at Henry, ska and scolding. This bird was

fish

am u sed

happy

ai®

tame

48. Molly w a s a Jersey. She had a beautifulg:*'* tan and sad b r o w n eyes. She won the blue rib'o.-j having the richest milk. Molly was a

sleep

ca t

colt

cow

49. It tells you w h a t is happening in your a. gives you the weather report. It is made ofPk is printed every day. W h a t is it?

hide

n ew sp a p er

41. One fourth of a British penny is called a “farth­ ing.” This is a very small coin. H o w m a n y farthings does it take to m a k e a penny?

b righ t

45. T h e mother cuckoo bird lays her eggs k birds’nests. T h e eggs are hatched for her,IVtefj of bird is the cuckoo?

N e w Y ork

40. A bird called the flamingo always lives near the water. It has long legs and a long neck. The long neck helps the flamingo to jum p

fish

burned

39. They placed the scarecrow on a long pole in the cornfield to scare a w a y the crows. W h a t would the crows do w h e n they saw this funny m a n ?

m°onpi!;*o!

44. A dolphin is about seven feet long. ItcfelT brilliant colors w h e n it leaps out of its wate^I-^ W h a t do you think a dolphin is?

kind

38. Bobby brought goldfish to the school aquarium. Billy brought fantails with black spots. M a r y brought seaweed and shells. W h a t live in an aquarium? birds

dark

ch air

37. M a r y lunched in the dining car. It wa s fun to see farms, animals, and even towns go flying by. W h a t did the train do while M a r y ate?

pretty

tween the sun and the earth. If the moon,,I feiio the sun, h o w will the sky look?

fr ig h te n e d

36. The oriole hangs her nest on the limb of a tree. The wind can rock the baby birds to sleep. W h a t do

dangerous

43. A “solar eclipse” means that the

b u ck ets

35. In the robin’s nest were four blue eggs. A gray cat crept across the lawn. H o w did the robin feel

happy

42. T h e fang of a rattlesnake is a i011 . There is poison in this fang. That is ^ snake’s bite is harmful. The fang is *

book

radio

telegram

50. T h e dachshund is a hound. He has a long nose and tail and a very long bo J

:‘;

W h a t is a dachshund?

one

dog

Page 1 O

m onkey

liorso

dunke)'

G o rig h t on to

SPEED TEST— i ceman’s whistle blew suddenly. H e held -nd 4.11the cars stopped. W h a t did the poliee* wiring the traffic to a stop ? w h istle

%

swords

en em ies

train

Ita lia n

itdoesthe bird put on his feathers ? sa n d

telep h on e

fe&K and put the receiver to her ear. W h a t do thkwas the first thing she said ? la? pd-by

y.

hello

com e m

raver

builder

s in g e r

h u n gry

ta ll

toywas two blocks awa y w h e n the school bell Koreshe reached the door. W h a t w a s M a r y ? IZP

di­

late

sle e p y

:one

bus

m an

E n g lish

Indian

radio

box

boy

s illy

unhappy

glad

sh ort

sm all

so ft

63. W h e n cold weather comes, the frog dives d own to the bottom of the pond. There he sleeps, buried in the mud, until spring. H o w does he spend the winter ? tra v e lin g

d ead

reeping Charlie” is the n a m e of a pretty green igrows in window boxes and hanging baskets, hyou think “Creeping Charlie” is?

Spanish

62. The Empire State Building is the world’s tallest building. It has 102 stories. F r o m the top of it you can see for m a n y miles on a clear day. This building is

cook

in;; Sheran fast but all the children had gone in-

hole

61. Jim fastened one end of the rope to Rover’s collar. Th e other end he tied to the porch. Rover howled and cried. H o w do you think Rover felt ?

no

k trapdoor spider builds her h o m e in the d Itislined with silk cobwebs and has a little ;r.atopens. The trapdoor spider is a good •

m ouse

60. John turned a little knob on the side of the box. A voice said suddenly, “This is Station X Y Z broad­ casting.” W h a t do you think was in the box?

s o il

bell rang with a shrill sound. M a r y ran to the

dog

59. Ohio is an Indian word which means “Beautiful River.” M a n y of our states have Indian names. F r o m what language do w e get the word Ohio ?

fr ie n d s

lir(jliasa little oil pocket on his back. F r o m it seze3out a waterproof dressing for his feath-

water

58. Pussy crept toward the mouse hole on soft padded feet. She was hungry. She watched the mouse hole for a long time. W h a t was she waiting for?

sun

car

-dlen days men carried swords in the right ik' liy we shake hands with our right hands to ■■,uwe are not enemies, but that w e are really

ife

C o t , tinned

talk in g

sleep in g

w orking

64. A frog’s skin is smooth and bare. It must be kept moist or the frog will die. H e is happiest at the edge of the pond. W h a t does he need most ?

p la n t

w ater

S to p here

Pnge 11

sa lt

clothes

sp ic e s

R a w Score.

N O R M S FOR COMPREHENSION, SPEED, A N D ACCURACY COMPREHENSION 1: 6 — '

norm

li

10

1

1

0

j

2.4 1 .6 1 .0 il'.O; 2 .0 1.8 , 8 3

N o . correct Grade norm

X3

X5

89

16

17

18

19

2.X 2 . 9 3 . 0 3 . 1

XX

X9

X10

9— 9 0 0

01

0-

20

21

22

23

25

26

3.2 3 .3

24

93

0

9.3

94

27 28 29 ----- -----

3 . 4 3 . 5 3 . 5 3 . 9 3 . 0 3.7 3.7

CO CO

A ge

(C ont'■wilted OH X7

I j i O - ' l O - ' l O - ' l O - H l - 1 1 - 1 1 - 1 1 - 1 1 - 1 1 - 1 1 - 1 2 - 1 2 - ' 1 2 - :1 2 ~ j l 2 - ' 1 2 - : 1 3 !: 1 1 5 . 7 i i n i i : 1 : 4 li ; s ! 10 n ! l ; s M i 7 ! 1) ! 1 0 ; 0 j

Age norm

N o . correct

Grade norm

M : 3 » :40

3

|

41

42

• 1_

1.0 1*'

.

N o. correct Grade nor m

74

75 ! 76

77

78

: 10 .s

11 : 11 .0 .2

11 .5

11 .7

11

15

46

47 j 48

49

SO

51

52

53

;

54 ‘5 5

.1 I 7 ! 56

!) j 10 j 0 ) s ! 4

57

58 :59

14- 14-114- lo-^o.-' 15 r

,-LlAfeiVr?

60 | 6 1 | 02

63

61

65 i

5 . 3 - 5 . 5 , 5 . 7 ! 5.K G o t G . l| 0 . 3 li. 5 (i.(i tl .x 7 . 0 . 7 . 1 : 7 3' 7 . 5 7.0j 7 . x

5.0: O .l

! j 1 10- 1 6 - 1 6 - 1 7 - 1 7 ! O \) | 11 i 1 4

A ge nor m

13

1 3 -'1 3 -jl3 -!l3 -;I 3 -jl4 - 14 - 14-

( l ,

66 .7 *

■'

X.oj 8 . 1 i s . 3: X.5! X.lij 8 . 8 n - o j o . i j o . 3 j o . 5 : n . o

V

i r- ji s- is- 1 s — i s — s ! 0 | 4 7 ;S 7 9 1 SO 81 S 2 8 3 11 2 11 12 12 1 2 1 6 .0 : .6 .0 .*■» +

0

(Confm/J-

S P E E D — 10 m in u te s Age norm

7 - ; 7 - j 7 - ; 7 - : 7 - : 7 - , 7 - j 7 - ; 7 - 7 - i X - •x - | X- ' X- ; X- j x - : s S0 : 1 I 1 j 2 I 3 5 I G I X : !) , 10 J 0 | 1 | 3 4 i 5 . 5 (1 : 7

G-

ll)

N o . corre ct " 0 : 1 ; 2 i 3 j 4

. 5

6

! 7

j 8

9 : 10

11

12

13

14 ; 1 5

X - X - j 9 - ! 9 - i 9 - ! ' .) - I 9 - i 0 - i l O - l l O - ' l O - ' l O - 10- lu­ '.1 ,1 0 0 | 1 -1 ; X ' !) ! 10 I 0 | 1 i 3 4 ;

16 ; 17 i 18

19 j 2 0

21

22

23

24

25

2 6 j 2 7 ! 28 j 29 30 31

32 3! 1

Gr ade norm

li 1 . 0 . 1 . 7 i l . S l I . S

1 . 0 2.0 ; 2 . 1 ; 2 . 2 2 . 3 2. 4: 2 . 5 . 2.61 2 . 7 i 2 . 8 ; 2 .8 ; 2 . 0 2 . 9 ! 3.0.' 3.1.1 3.31 8.41 3 . 5 ! 3 . 0 i 3 . 8 : 4 . 0 ; 4.1! 4 . 2 4 . 3 4 . 4 U . 5 4 6 •17 4- I

Age norm

P

I

!

I

I

!

I

i

!

i

!

!

I

I

!

I

I

i l l - i l l - ' 1 1 - 1 2 —4 2 - 4 2 - 1 2 - ; 1 2 - 1 2 - 1 2 - 4 2 - ' 1 2 - 1 1 3 - 1 3 - 1 3 - 1 3 - ! 1 3 - : 13 —i 1 4 - j l - l - 1 4 - 1 4 I! 5 ! X j 1 0 ! 0 ; 1 ; 8 : 5 j 7 ' S j 0 j 1 0 | 1 1 ! 0 ! 3 9 4 I 7 1 9 : 11 ! 1 4 I 7

N o. correct Grade norm

I

37

38 j 39 j 40 j 41

42

43

44 ;45

4 6 ; 4 7 : 4 8 j 4 9 I 5 0 i 51 , 5 2 ; 5 3 j 5 4 i 5 5 i 5 6

j

!

'

..................

!

1 1- 1 5 - 4 5 - 1 5 - 4 5 - . 1 0 1 l | l i 4 , 0 ! 9 j 1

5 7 } 5 8 j 5 9 j 6 0 j 6 1 j 6 2 i 63

64

I ; i I ' 10 | | 1 ! i I 5.f5 o . S , 6 . 0 6 . 2 . 6 .- T 6 . 5 6 . 7 0 . x ( 2.6 7 . 0 7 . 1 1 7 . 2 : 7 . : - ( . 5 / . 6 / ." 26 30 29 33 32

32

33

34

35

36

37

38

39

46

47

48

4 8 50!

39 :ig 41 40 44 43 47 15 40 48

37 31; 37, 39 38 37- 00 42 41 41); 39 44 48 42; 41 40 45 4 4 : 48

48 39 42

80 41

41

51 50 54 52 50 54 51) 57 01 50

40 51 53 50 5S

47 50 52 55 50

10 40, 511 54 j 50;

4 48 50 52 54

44 40 4S 51 52

43 45 47 50 51

43 45 41) 5!

42 44 40; 48; 51):

03 00 08 70 73

01 0-1 00 OS 71

00 03 04 07 70

59 01 03 05 OS

53; 50 on; f>S 0 2 . on 04 ■; 02 00 05 !

55 57 59 01 03

54 50 58 00 02

53 55 57 59 01

52| 51) 5 4 ! 52 50; 5-1 5 8 1 50 ODj 58

50 51 53 55 57

49 59 52 5-1 50

•IS 5D 51

17 40 49 IS

53

52

70 77

72 74 70 79 SI

70 72 74 77 79

09’ 711 73; 751 771 1

07 09 71 73 75

05 08 71) 72 74

04 00 08 70 72

03 05 07 09 71

02; 04: OtE 68! 7„|

on 02 04 00 OS

59 0) 1)3 05 07

Si 80 88 90 92

82

814 78

70 78

74 70 7S so 82

73 75 77 79 SI

70 74! 72 70; 74 78 j 70 80 78

09 71 73 75 70

84 80 89 92 94

83 SO S3 90 92

80

40

41

42

30 33 35 38

32 3-1 37

33 30

40{ 43j 45! 48] 50;

43

44

45

51

52

53

54

55! 56

57

58

59

61

62

63

54

11 11 14 ■ ii l'i 15 15 r, S ' I*

1!) IS

25 14' 23 22 -vj 28 27 25 30 37 3» 33 33 37

833231

22 25 29 32 36

39 42 46 50 513 54

38 41 44 48 52

62 60 58

55

41 44 48 52

61

SI 5S 62 M inn

10 63 i,,1 67 7;] 70 77 74 SI S5 SS M 66

73 SI Si Sll 63

62 51> 64 (12 OS 0 0 71 00 75 70 S3 86 8(1

21 25 28 31

24 27 30

23 20 29

-

37 35 40 39 43 42 47 45 50 4S

34 3S 41 44 47

33 30 39 42 45

32 35

83;

52

50

48

47

57j Oil1 0-j 07!

55 50 02 00

54 57 00 03

.51 5 0 54 53 08 5 0 fil 00

72 70; OS 70 74] 72 7d 77| 75 S3 SO] 78 SO S3] 81 f

26 JIK) 1)6 94 89 S7 85 27 IDO 96 93 90 SS 28 11)0 96 94 91 29 100 97 94 30 100 9S i

.

......

-

20

----- ---- ----



iS 73 ct : >4

-

-

00 04 00 07 72 70 70 73 711 7(1

SS 1! 44

25 28

27

20

25

31 30 31 33 37 30 -10 39 43 42

30 32 35 38 41

29 32 34 37 40

- -■ 28 31 34 30 39

4(ii

43

42 45 47 00

41 44 It) 40

44

48! 47 40 51 5(1 40 5 4 : 52 ,5 ] 57j

50 02 05 08

50 58 01 04 60

54 53; 50 50 58 j 01 00: 04 03 i

70 73 70 78 SI

OS 71 74 70 79

00 09 7° 74 77

05 08 70 72 75

84 SO S9 92 95

82 84 87 90 93

80 82 85 87 89

78 80 83 85 S7

SO 80

73 75 78 SI S4

36 100 97 95 92 99 37, TOO 97 9-1 93 38 100 97 95 39 100 98 40 100

SS 90 92 95 97

SO SS 90 92 94

02 04 US 70 73

GOi 03; fifli 118; 71]

08 01 (U (ill (id

74 ; 77 so; 83;

72 75

S2 85 88 91

79 82 85

SS

70 79 82 85

95

91

SS

I

77 so SOI S3

1

31 100 9S 94 91 8»! 32 100 97 9-1 91! 33 100 97 9-1 j 34 100 97 35 i on

80

S8 91 94 97

S3

41; 100 42 43 44 j 45:

97 95 100 97 100

8-1 80 SS 90

82; 84! 80; S9j

89 82 S4 87

I 91; 89

SI S3 S5

92 87 95 93! 91 S9 >17 90' 93 91 100 98 i 95 93 100; 97 90

47

%

41 43 47 40

1

82 81 80 88

46 100 98 90 94 47, 100 98 9 0 9448 100 98 90 i 49 100 98; 100 50

92

;

51 100 52 53 54 55'

45 47 49

55

54 53

50 52

41 10 IS 50 51

58 09 02 04 00

57 59 01 02 04

50' 5-i 51 58 57 50 0 0 ' 58 57 OH 01) 59 03| 02 01

53 55 50 58 00

07 09 71 73 75

00 08 70 72 74

05 07 09 70 72 j

01 02 04 00 07

00

09 71 72 74 70

5!) 50 51

01 fill 07 09 71

03 05 00 70

02 03 05 07 08

77 75 79 77 8 1 79 78 70 83 8 1 80 7S 84 83 Si | 80

7i 73 75 77 78

70 72 74 75 77

85 87 HH 90 92

83; 85 i 87! 89; 901

!)S 90 94 100 98 90 100 98 100

921 94; %! 981 100:

80 88 90 92 94

82 83 85 87 89

OS

80 82 84 85 87

45

47 -10: 49 IS 47 51) 51). 49 52

54 55 57 59

79 77 HI 79 82 81 8-1 83 8 0 81

91 89 87 92 91 89 94 92 91 90 94 93 98 90 94

80 87 89 91 98

48 50 51 53 54 50

49 51) 52 53 55

51) 51 53 54

0 3 ; 02 05; 03 001 05

58 59 01 02 04

57 58 on 01 03

50 57 59 on 02

OS; 07 70; 08 7 1 70 73 j 72 7 5 1 73

00 0>7 09 70 72

05 00 08 09 71

04 05 07 08 70

5 l| 53! 55 50;

50 52 54 55 5 »l 57

159

O'l 00

70; 75 78; 77 8 0 j 78 8 1 1 80 831 81

74 75 77 79 80

73 74 70 77 79

71 73 75 70 78

8 &j 8 (>) 88] 90 91

82 83 85 87 08

80 82 84

79 80 82 84 85

M|

90 91 93 95 90

88 90 92

85 87

i_

56 100 98 90 94 100 98 9G 95 [ 57 100 98 90 j 58 100 98 j 59 100 60

93 95

87 89 90 92 93

61,100 98 90 95 62: 100 98 96 63, 100 98 64| 1IW

Page

13

194 BifiTTS-AKBY SPELLING TEST

Grade I

1, Mary and John are here® * 2, Will Z2B £'°? 3, 'Will be go *bo the store?

^

John had a new book*

5*

I like your house*

6,

John1s pencil was in his pocketa

7, Will you do m e a favor? 8,

John will be here soon®

9,

I hope she will ccoie®

10*

Do not walk on the grass*



1 like peaches*

12*

John likes his new h o m e «

13,

Dick has no caucus

14»

Mother said w e could go©

15,

Put the book here©

16, Mother said* ”Yes * y o u m a y g o 0u 17,

Bring the paper to me,

18,

They will have fun*

19,

Jack may get a new bicycle,

20,

He would not wait for us®

* The word underscored in each sentence is the test wordo

195 BETTS-AHEY SPELLING TEST Grade U 1.

Who can think of the answer? *

2.

Is it fun to live on a fa r m ?

3.

I am going to have a pet goat sane time*

4*

Did you ever write a story ?

5,

Some bird3 fly south for the w i n t e r s

6*

will the:/- tell us about it?



We* 11 ask one

8*

Now show them to mother®

9*

We were in school early today.

of them to read it to

us*

10.

I ’ll help you close the ga t e *

11*

Have you re a d four pages of your book yet?

12.

We pulled the big chair up to the desk.

13®

We must finish our w o r k 9 and th e n we m a y play*

14.

We don't like to hear the bab y crying*

15.

I walked to school today but I rarx all the way home*

16.

Gan you .jump as high as that?

17.

I am going to

18*

We see with our eyes and hear with our

19.

Here are chairs for two children.

20.

They m a y hang their coats in the hall*

a birthday party® ears®

■^The word underscored in each sentence is the test vrord.

196

BETTS-AREY SPELLING TEST Grade III

1.

Could you swim the first time you jumped into the water?-*

2*

Did you hurt yourself wh e n you fell down?

3.

We covered one wall of our room, with pictures .

4 , The rain rolled down the roof*

5*

M y mother said I might go home with you.

6.

At the party last week

7.

This was hard to do, but we liked it*

8.

I will be l ooking for the ones we need next®

9*

There were many wild animals in the woods then*

we played seme hew games.

10*

We have windows in three sides of our room®

11.

Do you like a hard chair or a soft one?

12.

Our valentines make us think of Saint V alentine .

13.

I don’t know what time

14-.

Why can't you run as fast

15.

We were just saying that we hoped y o u !d come®

16.

We have plants growing in our roan, all winter*

17.

I dropped the cup and it broke into little pieces,

18.

Y/ill your aunt and uncle come to visit you this summer;?

it is; do you? as I can?

19.

When we are eating our meals, we should eat slowly,

20.

M y aunt brought m y uncle a new pipe from the city*

* The word underscored in each sentence is the test word*

197

BETTS-AREY SPELLING TEST Grade IV X.

We could hardly wait for the party to begin.*

2.

We made a gold crown for the king and one for thequeen®

3.

We mixed yellow and blue paint to make green*

4_3 Are there any fish in your pond?

5.

Paint the playhouse white on the inside and red on the outside.

6.

Tell me yourself when you have read the new book.

7.

Is your birthday tomorrow or the next day?

8.

The dog ate the meat .and barked for something else to eat®

9.

Have you begun work on your garden yet?

10*

At what hour of the day is mother coming home?

11,

^-his short rope should be two feet longer®

12,

Our first school month is September®

13,

We need a flat board for our counter in our store®

14-* Get a broom and sweep the front steps.® 15®

For sewing we need plenty of pins, and needles®

16.

Can you thread a needle that has a very small eye?

17.

You’ll find your coat hanging on the hook next to mine®

18*

When I went visiting I packed m y bag

19* When your bag of 20,

peanuts

myself®

is empty you m a y have a full one®

There were eight brass buttons on the policeman’s coat*

* The word underscored in each sentence is the test word.

198

BETTS-ARE Y' SPELLING TEST Grade V

1.

Games for little children should be gentle, not rough.*

2.

Which season do you like better, spring or fall?

3.

People ‘who c a n ’t swim sometimes drown.

4.9 Tobacco must be dried before it can be smoked. 5„

I was unable t o walk for sometime after I broke m y 'lege

6.

Most people would rather be healthy than sick.

7.

Is the soil in your garden good for potatoes?

8.

The laws of our country are made for the sake of everyone.

9*

Tie the rope in a tight knot*

10.

Which baseball team made the higher score in the game?

11.

Most children drink milk instead of coffee*

12.

We found a union in three clubs in our school*

13.

Is there anyone to whan I can give more cake?

14.

I’d like to find a Job in which I can earn some money.

15.

A brave man usually makes a good soldier*

16.

Did you ever pull out a tooth when it was loose?

17.

I felt s a d at the death of m y pet dog*

18.

ihe bluebird and the robin go north early in the spring*

19.

It was once the style to powder ones hair.

20.

Do you know h o w to fold paper in the shape, of a fan?

*ti«nii |im i

ii

r

* ihe word underscored in each sentence is the test word*

199 BETTS-ARE Y SPELLING TEST Grade VI

1.

Have you thrown away a ny books we could use?*-

2.

If you think hard* you will get a good idea for our play.

3.

This small article can be used to slice vegetables®

4.

Our coach played football himself in college®

5.

A great deal of s t e e l

6.

Try to write a brief letter instead of a long one*

is put into hous ~ today®

7.

How much postage does an air mail letter need?

8.

What is the purpose of the meeting on Wednesday?

9.

Put each part of the story in a separate paragraph®

10,

We want comfort a n d s ervice from the clothes we wea r to school

11,

A good leader must govern himself first of all®

12,

I was a passenger on the first plane tha t left the airport®

13,

Answer the question f u l l y «, not in part®

14.,

Our track team had a fine victory last Saturday®

15®

Supper was cooking in an old copper kettle,

16.

Jerry made his first entra n c e dressed like a cowboy®

17.

The pioneers w e n t f o r t h to find n e w homes in new* country.

18.

In five days y o u will b e receiving an answer to your letter,,

19.

Are you able t o grant us the permission w e a s k e d for?

20. What a long avenue of trees.

The word underscored in each sentence is the test word.

200 BETTS-AKEY SPELLING TEST Grade V H

1 , We*d better make preparation for ten extra people** 2 * We believe In the policy of fair play in all game's® 3 , Shall 'vve do the work in sections or all at once* 4 „ The taxes we pay help to run our city* 5, Throw away the wrapping but retain the label from the package*

6,

Smooth ice is an important factor in fancy skating*

7,

Your plans are contrary to ours, and vre can®t agree with them.

8 a We disagree with one pointy but w e approve of all the rest® *»

9 * A good meal is insurance against being hungry* 10*

ft- has rained constantly for three days*

11. We want to consult you about a trip* 12. There are three hundred steps up the inside of the tower *

13.

We drink cocoa for breakfast every morning®

31*

What we do on Saturday will be determined by the weather.

15.

We should try to pardon the small mistakes made by others*

16.

Tim wore his first long trousers when he was twelve.

17.

The grass on the lawn is growing fast®

18* We can tell you three things regarding the new rules. 19.

How does the student senate carry on its work?

20. Gan you paddle a canoe or row a boat?

* ihe word underscored in each sentence is the test word.

201

BETTS-AKEY SPELLING TEST Grade VIII

1,

Is there any advantage in buying five pencils instead of f our?-*

2,

There was a lot of confusion at first in getting started.

3,

The highway traffic is heaviest in the middle of the day®

4,

In modern times we still believe in seme ancient ideas*

5,

Tell us about your scheme for running a puppet show,

6,

A successful!- m erchant often advertises in the paper®

7,

How large a circulation has the school paper?

8,

Are these the pictures to illustrate your story?

9,

The new restaurant has a reputation for good food*

10,

Your argument has convinced me you®re right,

11,

Our doctor cares for us faithfully when we are sick,

12,

We shall be glad to hear anyone's remarks after the

13,

We

14,

Do you like to ride horseback?

15,

We should go to divine worship every bunday,

16*

An extra day of vacation is our bonus for good attendance®

17,

We meant to include all the girls * but M a r y was

18,

Write your signature on the t op line beside the date®

19.

The wind blew with great violence all last night®

20.

nhen does our congress meet in Washington?

need a preliminary explanation before w e do

speech, thislesson®

emitted®

#The word underscored in each sentence is the test word®

202

THE READING CLINIC The Pennsylvania State College State College} Pennsylvania

Bulletin #10Qa

Informal Reading Inventory;

Silent

_______________ Grade__________ JDate_______ Mane________________________ ; City

; ____ . _______________ School_____________ __Teacher____

Directions: (a) Use a well-graded series of readers containing material new to the pupil j (b) Have pupil read silently in response to a general Motive question such as *hi/hat do you suppose ferry saw?^ (c) Beginning with the pre—pximer or some other suitable book^ continue reading until the highest level at which the pupil can read efficiently and rhythmically has been ascertained; (d) Indicate adequate habits with a check mark 11v"; faulty habits with an "x” . _____ .u e - V C Responses Level~of~Reader Used' x n u J tifc J U i. Posture a. Book too close b. Book too far c. Book at an angle 2. Tension Ilovements a. Hands b. Body c. Legs d. Frowning e. Squinting f. Rubbiiig eyes g. Excessive blinking J. Vocalization a. Silent lip movement b. Whispering c. Low vocal utterance 4. Excessive head movement 5> Finger pointing a. Seldom .b. Frequently c. Continuous 6. Attention __ a. Easily distracted b. 7. Location of information a. Parts of book b. Comprehension a. Vocabulary 1 . Inadequate perception Limited meanings _— b. x.eagre experiences .— c. Faulty general impression — d. i

V\Tl

m

li>Jv “

A intner In te rm e d ia te T est: F orm A B y

R u d o l f

A

P i n t n e r

M

P ro fe s so r of Education, Teachers College, C o l u m b i a University

edian

(Verbal)

Score M A

For Grades 5 to 8

IQ.

,(, ..................................................... Grade..... B o y . . .Girl. . >*ofbirth: -Month............. D a y ........... T e a r ......... H o w old are you now?. . ................................ City...................... Stale............. eofexamination................... N a m e ofexaminer............................... Donot write anything more.

D o not turn the page.

Wait until you are told to begin.

Read the following directions carefully. ■aare to answer all th e q u estion s in th is b o o k let in th e sam e general w ay. Y ou are to choose th e one iefce possible answers w hich you th in k is righ t and th en sh ow your ch oice by filling in one of th e answer weesinthe margin. You w ill fill in th a t answ er sp ace w hich has tire sam e num ber or letter th at your mi answer has. 1::marking your answer y o u are to fill in th e sp ace b etw een th e pair of d otted lines as black as you can, .aityour answer can be ea sily seen. ndy the sample questions below , w hich are correctly m arked, until you arc sure th at you know just h to do. ttyles.

those the numbered word th a t m e a n s the s a m e as the f i r s t w o rd (the on e w ith o u t a n u m b e r ).

dosed —

1 far

2 sh u t

4 long 5 u p ................................................................................ 'hose the numbered word, tha t tells w h a t the first, w o rd (the one w ith o u t a n u m b e r ) a lw a y s has. Atable always has — 1 flo w e rs 2 ta b leclo th 3 le g s 4 varn ish ed top .5 v a s e ..........

2

3

4

5

2

3

4

5

3 op en

I

bom the numbers with letters in f r o n t o f th e m choose the one. w h ich s h o u ld come ne.ct in the series o f n u m b e r s Pin first.

b

1 lf 3 4

5

6—

a 8

b

7

o 10

d 9

e 11

e

d

e

1

dime the best answer.

^hy do we use a knife ? B eca u se — 3. i t c a n b e u s e d t o e a t s o u p . I- it looks bright. 2. it can be used to cut th ings. 1 it is hard. 5. it is ea sy to h o ld .................................................................................................... dime the word that does n o t belong w ith the others.

1 horse

2 dog

3 v io let

4 pig

the i cur d t h a t i s r e l a t e d t o t h e t h i r d w o r d i n

Hut is to head as shoe is to w hat ? lwt~head::shoel hand 2 fo o t

" r'

3 n eck

4 sky

5 glove . .

..........................

I’u b l i s h e d b y W o r l d B o o k C o m p a n y , Y o n k e r s - o n - H u d s o n , N e w \ o r k , a n d C h i c a g o , I l l i n o i s by W o r l d H o ok C o m p a n y .

lo a d . . . .

.5 m a n ..................

4 play

ch eese

clutch —

n est

blond —

p olite

2 d is h o n e s t

11mischievous ■

b la ck

2 good

t refuse —

o b ject

I cascade —

hat

IIarrive —

a n sw e r

t bade —

gaze

'1combat—

d ism a y

1ballet —

fe a s t

■conspire —

b r e a th e

2 rely

■rational •—

r e a so n

2 e a ta b le

3 food

4 rea so n a b le

■bellicose —

m ig h ty

2 w a r lik e

3 good

4 p eacefu l

3 exp loit

2 firm a m en t 2 rival

4 r e ject

3 box

4 d isa ste r

4 fight

3 d ie

2 m e ta l

cloistered__

se c lu d e d

2 m in ia tu re

asseveration

partition

Meticulous —

tin y

5 f o r c e ...........................

13

5 w a it ..........................

14

5 dance

5 r a tio n ..........

4 sp aciou s

o p o lis h ................. 20

4 arched

4 c le v e r n e ss

is

5 b e a u tifu l................m

4 lin gu al

3 b u n ch ed

3 pluck

5 e x p e d itio n ..........................is

o u tr u n ....................................... 17

4 plot

3 p ow der

3 partial

5 w a te r fa ll..................... 12

4 ball

carn ival

d ictio n a ry

5 valu e .................................n

4 fetc h e d

3 com b

glossary —

2 fin ica l

4 com e

3 ord ered

5 coy.

5 n a u g h ty ..................................... io

3 d elay

2 b a n q u et

2 oa th

4 d a u n tle ss

3 en ter

2 clu b

5 c a n e ................

4 n ice

3 so ft

2 a ccep t

2 tool

4 flit

3 fair

ti

5 c h e c k ..........

chess —

2 grasp

.

o m alady

5 continuance

21

tj

5 m e lo d ic ....................... 23 ( T u r n t o p a g e 5.)

P i n t n e r V o r b n l : Inte rm ncl.: A

TEST 8 — Continued

The sum of two numbers is_100. ^hie c 2f d 65 a 135 b 3500

the numbers is 8.5. e 30.

«

"What is the other number?



i>

c

d

c

Howard gathered 20 pounds of apples.

H e sold them at 6 cents a pound and then spent hi the money for oranges at 5 cents each. H o w m a n y oranges did lie buy ? a 5 0 0 oranges b 9 oranges c 175 oranges d 30 oranges e 24 oranges. ..

b r . d e

l It3 for 25 cents what is the cost of 4 dozen oranges ? " a $1.20 b $1.00 c S3.00 d $4.00 e$1.75.

io iii

.1.If yards of ribbon cost 20 cents, h o w m u c h will 10 yards cost ? c 60 cents d $2.00 e 30 cents a 20 cents b 33| cents

11

11A quart of milk costs 9 cents. a 36 cents b 27 cents

; a

a

H o w m u c h would a gallon of milk cost ? c 30 cents d 18 cents e 45 cents

A man bought a house for $8500. How much did he gain ? «$1000 b $500 C$1500

d $750

e $250

ii

b c . d c

;„

h

:ii

ii

; I" is :jj

12

After spending $500 for repairs, he sold it for $9500.

b

■Johnsleeps 64 hours a week, studies at school 42 hours, works 28 hours, and plays 39 hours. 'hat per cent of the time does he give to his studies ? «25% 6 168% c 44% d 3.8% e3 4 % ..........................

; ;(l

c

d

e

h

c

jj

jj

d j|

e ||

h

d

c

b

o d e

14

■^ Three men, A, B, and C, owned all the stock of a certain company worth $100,000.

owned 250 shares, B owned 337 shares, and C owned 413 shares.

A W h a t was the price

ot one s h a r e ?

a $1000

6 $100

c $400

d $500

e $174..............................

If- nf 5r. T . Ln \ l’ones’s money equals dr of Mr. Smith’s money and together they have $80, h0* much has Mr. Jones? 0

b $53.33 c $30 UV SCORE 1 2 3 Standard sco re

d $32 4

5

6

e $ 2 7 ................................. 7

8

9

98 \~W7 115 120 125 129 135 140 146

10

11

12

13

14

152 159 166 176 1S5

15

10

196 207

b e d

P i n t n c r V e rb a l: l n t e r m e d . : A

TEST 2.

LOGICAL SELECTION

, ... Look at the sample that follows. ta b le a l w a y s

has—

1 flowers

2

tablecloth

3 legs

4

varnished top

H Dli'"' ivrayshas legs,which is number 3; so the third answer space ismarked in t h • chstatement. Find the thing it is most likely to have. i is nuinhered the same. 1 snow

2 trees

1 boys

2 runners

1 tail

1 windows

1 players

2 cards

1 a hinge

4 stable

.3 wheels

3 d rum

4

3 lid

instruments

4 money

2 boats

3 banks

1 spoon

2 liquid

3 vegetables

1 playground 1 tools

2 books

2 flowers

1 factories

2 wealth

1 engines

2 guns

1 a cap 1 angle 1 papers

2 duty

2 oath

1 stand2 frame

.5 wood .

4 teacher

4 stores 4 hull

4 uniform

3 an opposite terms

3 decorations

1 symbols2 equations

.3 m e a t .

.3 bus.. n

4 vegetables

3 sails

2 a moving object

.3 ferry . . s

4 tobacco

3 land

3 club

.3 wood ....

4 salt

3 maps 3 soil

.3 goals. ..

a 62

b 64

c 63

d 65

e 60 .

“0 1 12

ii b :: •: b :: :: b :: ::

:i ::

b u b I: h \\ \I i, e : :

: :

8 55 — 2 3 21 —

::

is

b : :

no.ij

1 mo q

1 6 59 17

ft*

20 i

9

ipUOd: .1300

76

16

59

::

b

a 39

b 48

c 22

d 60

e 79.

a 75

b 76

c 74

d 85

e 79.

17

n )> ::

81

13

78 —

11

10 —

a 9

6 10

c 7

d 13

e 11.

a 12

b 27

c 15

d 18

e 32.

a 64

b 53

c 51

d 62

e

b b ::

i

21. 54 55 53

t.-*

o

1

9-

:i b ::

54

22. 2 3 5 8

12

23. 6 5 5 4

3

’SCORE

70 —

os

59

'•8.99 94 89 85 *r0 O

lo.i 0(3

81

_.2

52

53 —

17 3—

1

3

4

5

6

7

|

a 21

b 19

c 23

d 24

a 4

b 3

c 5

d 2

8

j 9

114 122 129 135 140 143 ctions In .he first, w o r d in t h e l i n e ( t h e o n e w i t h o u t a n u m b e r ) . K,n *». / *r r

'^ AO j

1/15

1/12

Symptoms of Difficulty Reading Level Primer: First: Second: Third: Fourth:

Fifth:

Sixth:

Seventh:

Eighth:

Repetition, initial consonant fault. Repetition, omission. Omission, substitution, repetition. Omission, insertion, repetition, silent lip movement. Refusal, substitution, repetition, faulty syllabication, omission oj final 11s," lO 'iY rate, lip movement. Guessing, substitution, insertion, repetition, faulty syllabication, final consonant fault, word-by-word reading, whispering, low rate, finger pointing. subst; Omission, substitution, insertion, repetition, word-by-word reading, whisperin licking lips sighing. Refusal, guessin oj omxssion, r-'peuxto.on, ignoring punctuation, low rate, word-by-word reading, rubbing eyes, moving feet up and around, frowning, low vocal utterance. Refusal, omission, substitution, insertion, repetition, initial consonant fault, final consonant fault, very low rate, word-by-word reading, picking at shirt, frowning, shifting feet and legs, biting lip.

A talkative, aggressive, rather boastful pupil, this boy has had a rich background of experience, has traveled much and been in many schools. Even very inadequate read­ ing afforded him sufficient clues to enable him to answer certain questions which would have completely puzzled many children of equal reading ability.

CASE NO. 5

M.A,

I.Q.

Chicago Non-Verbal

10=9

117

Pintner Verbal

9-11

107

C.A. 9-2

Personality Adjustment

Raw Score

Decile Rating

34

9

Brown Personality Inventory

Spelling

Betbs-Arey Sampling Test Grades

I

II

III

IV

V

VI

VII

VIII

Per Cent?

95

SO

55

60

30

20

0

5

Reading Gates Survey

R« A*

R*G«

11-1

5*2

Informal Inv Basal Grade Level Probable Instructional Level Probable Reading Frustration Level Probable Reading Capacity Level Quantitative Results Reading Level I II III IV V VI

C omprehension 100 80 90 45 55 0

P» III VI IV Error Ratio

1/36 0/45 1/65 1/29 1/10 1/10

233 Symptoms of DifficultyReading Level Firsts Second: Third:

Fourth:

Fifth:

Sixths

Substitution® Low rate (all levels). Repetition, finger in mouth, head jerked backward, silent lip movement, lateral head movement® Word-by-word reading and inadequate phrasing (all levels )5 finger pointing, guessing, repeti­ tion, voice too low, tension, movements of hands and legs,, peered closely at book, mouth contortion, scratched eyebrows® Ignoring punctuation, guessing, omission. substitution, insertion, repetition, faulty syllabication, very low rate, finger pointing, bent head close to book, .moved tongue out and in. squinting® Ignoring punctuation, finger pointing, guessing, insertion, repetition, faulty syllabication, lateral head movement, frowning, squinting, twisting shoulders, low voice®

234 CASE NG« 7 Capacity M*A*

I aQ.

Chicago Non-Verbal

10*5

95

Pintner Verbal

9-2

C« Ao

10-11 84

Personality Adjustment Raw Score

Decile Rating

30

9

Brown Personality Inventory

Spelling Betts-Arey Sampling Test Gradei Per Cents

I

II

III

IV

V

VI

VII

VIII

100

70

45

30

25

10

0

0

R i ding

R.A.

Gates Survey

R*G« 3*3

Informal Inventory Basal Grade Level Probable Instructional Level Probable Reading Frustration Level Probable Reading Capacity Level Quantitative Results Reading Level Pre-Primer Primer 1 II III IV V VI

C omprehension

100 70 95 90 80 45 10 0

0 I VI

V Error Ratio 1/24 1/13 1/18 1/9 VS 1/7

1/6 1/5

Symptoms of Difficulty Reading Level Pr©“Primers Primer; First; Second;

Third;

Fourth;

Fifths

Sixth;

Repetition, low rate (all levels), sing-song (all levels)* Repetition, omission. Repetition, studying words before reading orally* Ignoring punctuation, word-by-word reading, and inadequate phrasing (all subsequent levels)| substitution, insertion, repetition, lip movement; head movement, drumming on back of book with fingers, frowning, Substitution, insertion, repetition, lateral head movement, lip movement, frowning, fingering shoe, moving pages up and down. Guessing, refusal, omission, substitution, insertion, repetition, lip movement, head movement, frowning, hand movements* Refusal, guessing, substitution, insertion, word reversal, head movement, lip movement, biting thumb and knuckles, blinking, pinching chin, picking upper lip® Guessing, omission, substitution, repetition® Errors committed too rapidly to record® Tension movements similar to those of fifth level, together with general fidgeting of body.

After reading at level two the pupil smiled rather shame­ facedly and said, ^Getting harder.54 Following the oral reading at level three, he remarked apologetically, 811 can81 read, very good. Th a t ?s the way I read up in school. C a n 5t get my breath, or something* I like to read to myself.”

236 CASE NO. 9

Capacity

M.A.

I.Q.

Chicago Non-Verbal

10-3

107

Pintner Verbal

9-10

102

C.A. 9-7

Personality Adjustment

Raw Score

Decile Rating

14

5

Brown Personality Inventory-

Betts-Ar-ey Sampling Test

Grades

I

II

III

TV

V

VI

VII

VIII

Per Cents 95

90

80

75

50

15

5

0

Reading

R.A.

R.G«

9“6

3o9

Gates Survey Informal Inventory

Basal Grade Level Probable Instructional Level Probable Reading Frustration Level Probable Reading Capacity Level Quantitative Results Reading Level Primer I II III IV

Ccaprehension 90 95 95 45 10

P.P« I IV IV Error Ratio

1/26 1/18 2/6

1/9

237 Symptoms of Difficulty R e a o m g uevel Primer: First: Second:

Third:

Fourth:

Ignoring punctuation (all levels) Repetition Inadequate phrasing, guessing, czn±5 3ion, sub~ stitution, refusal, insertion, repetition, addition of a final tia in low rate, head tilt, lateral head movement. Inadequate phrasing, lack of emphasis on meaning, substitution, repetition, addition of a final ,fs $ ft l o w rate, puckering of cheek muscles near eyes* Inadequate phrasing, lack of emphasis on meaning, guessing, refusal, omission, substitution, insertion, repetition, addition of a final 11a,’1 low rate, lateral head movement, silent lip movement, sighing, puckering cheeks* Highly insecure and embarrassed.

238 CASE N0» 10

M« A,

I.Q

Chicago Noxv-Verbal

10-9

108

Pintner Verbal

12-0

Ua A.

9“ H 117

Personality' A djustment R a w Score Brovm Perso n a l i t y Inventory

Decile Rating

9

Spelling Betts—A r e y S a m p l i n g Test Gradess 5er Cent:

I

II

III

IV

95

75

75

50

40

VI

VII

VIII

0*1

10

5

Reading R.A.

T -« J.b119 r~ •J'f

11-6

Gates S u rvey Informal Inventory

Basal Grade L e v e l Probable Instructional Level Probable R e a d i n g Frust r a t i o n Levs Probable R e a d i n g Capacity Level Quantitative Results Read i n g Level

V VI VII VIII

C apprehension

90 30 35 25 10

111 IV VIII VI

Error* Ratio

1/21 1/11

1/11 1/9 1/8

239 Symptoms of Difficulty Reading Level Fourths

Fifths

Sixth; Sevenths

pightii:

Finger pointing which did not recur at subsequent levels, refusal, guessing, omission, insertion, repetition,, tension movements of hands— gripping and rubbing edge of chair seat* Repeated those observed at fourth level and added the following; substitution, lack of emphasis on meaning, ignoring of punctuation, low rate of reading, inadequate phrasing* The same symptoms as those observed on level five except that no words were omitted. Guessed wildly, occasionally guided by initial >r final consonant cuues; frequent refusals, repetitions and insertions; ignored punctuation; read very slowly in a word-by-word manner; low vocabulary comprehension* Characteristic gripping and rubbing of chair may have been more pronounced but no new tension movements were observed. All symptoms of all previous levels were observed again on this level. In addition, the pupil frowned, peered closely at difficult words and his right cheek twitched noticeably.

240 CASE NO, 11

Cs£acit;/ M.A.

I.Q.

Chicago Non-Vsrbal

9”9

101

Pintner Verbal

9-10

101

C.A.

9=3

FersorialLty Adjustment Raw Score Brown Personality Inventory

Decile Rating

19

6

Spelling

Betts-Arey Sampling Test Grades:

II

III

IV

\



100 80

80

65

4i

35

2

Per Cent;

VIII 15

R eactin;

R* A* Gates Survey



9“5

Informal Inventory Basal Grade Level Probable Instructional Level Probable Reading Frustration Level Probable Reading Capacity Level Quantitative Results Reading Level Primer -r X

TT o . J-

III IV

C caaprehens i on 70 70 75 40 15

E r r o r x ia z io

1/9 1/13

1/11 t /l 1

J/5

2£L Symptoms of Difficulty Reacting Level Primer: First: Second:

Third:

F our ib ?.

Omission, repetition, low rate levels) Ignoring punctuation insertion.* Inadequate phrasing. lack of emphasis on meaning, repetition,, initial and final consonant faults » excessive head movement, • J9 lip movement* tension movement of feet, flushing. Inadequate phrasing, lack of emphasis on meaning, substitution*, repetition, very low rave, head movement 1±d movement „ Ignoring punctuation, inadequate phrasing, lack of emphasis on meaning* guessing, overdesend* nee on initial consonant clues, low ra1 spelling, silent lip mova*® repetition, refusa meat, lateral head movement, crossxag ana recrossing legs and swinging uppermost foot, deeo flush,

CASE NO. 12

Ca£acitZ

M.A.

I.Q.

Chicago Non Verbal

11-5

103

Pintner Verbal

10-5

103

CJb

10-1

Personality Adjustment Raw Score Broin Personality inventory

Decile Rating

6

2

Spelling Betts-Arey Sampling Test Grade:

I

Per Cent: 100

II 95

III

IV

V

VI

VII

100

85

80

40

10

VIII 15

Reading R*A a Gates Survey

12—7

R » C t*

6*7

Informal Inventory Basal Grade Level I Probable Instructional Level V Frobsbie Reading Frustration Level V H Probable Reading Capacity Level VI Quantitative Results Reading Level II

in IV V VI

vn

Comprehension

Error Ratio

100

1/45 0/65 1/14 1/19 1/31

100 85 60

15 10

1/10

Symptoms of Difficulty Reading Level Second: Third: Fourth:

Fifth:

Sixth:

Seventh:

Insertion Ignoring punctuation (all levels) Refusal, repetition, lateral head movement, bending head forward in peculiar, regular, jerking movement Refusal, insertion, substitution, guessing, swaying body movement, fingered leg, head movements Refusal., substitution, repetition, inadequate phrasing, emission, clenching fist, fingering page, body movements Many refusals, insertion, guessing, emission, inadequate phrasing, repetition, facial grimacing, frowning. Tension movements ob­ served on previous level continued.

244 CASE NO. 14

Capacity C aA (

I*Q©

M.A. Chicago Non-Verbal

11-7

104

Pintner Verbal

11-0

99

ll"4i

Personality Adjustment Raw Score Brown Personality Inventory

Decile Rating

2

1

Spelling Betts -Arey Sampling Test Grades s Per Cents

I

85

II

III

iv

v

vi

vii

55

60

35

25

10

0

Gates Survey

0

RoG,

R.A*

Reading

virr

13 "9

7*9

Informal Inventory Basal Grade Level Probable Instructional Level Probable Reading Frustration Level Probable Reading Capacity Level Quantitative Results Reading Level IV V VI VII VIII

C ompre h e n s i o n

III VI VIII VI

Error Ratio

85 58

1/43

60 40

1/15 1/7 1/7

15

1/22

2-45 Symptoms of difficulty Reading Level Fourth: r'ifth: Sixth: Seventh:

Eighth:

Guessing Omission, substitution, insertion, repetition, word reversal diiQggjng^ substitution, repetition Guessing, refusal, substitution, repetition, in­ sertion, omission, faulty recall of details, in­ adequate phrasing, too high rat© Very w i l d guessing, omission, substitution, r e ­ petition, over dependence on initial consonant clues, inadequate phrasing, frowning, tension movements of body, hands, and feet, minimum compre­ hension

Comment An extremely high rate of reading, maintained at all levels, particularly during oral performance, probably prevented better comprehension and recall of details.

246 CASE NO, IS

c a p a c ity

Me A«

I.Q.

Chicago Non-Verbal

8-11

88

Pin tn.er Verbal

10-7

103

10-2

Personality A d j u s t m e n t R a w Score Brcwn Perso n a l i t y Inve n t o r y

Decile Rating

21

Spelling Betts-Arey S a m p l i n g Test Grades Per Cents

I 100

II 75

Readinto. Gates Survey

III

TT7

35

80

.1. V

80

VI

VII

45

30

R.A.

R.G,

10-5

«if ©

VIII

/, • '

Informal Inventory Basal Gr a d e L e v e l Probable I n s tructional Level Probable R e a d i n g F r u s t r a t i o n Level Probable R e a d i n g Capacity Level Quantitative Results R e a d i n g Level

“T ± II III XV V VI

Comprehension 35 85 85 45 20 0

P, III VI

rv

Er r o r Ratio

1/12 1/23 1/16

1/10 1/14

1/6

ryxuptojns of Difficulty Heading Level Firsts Seconds Thirds Fourths Fifth.?

Sixths

Insertion, repetition, shifting of body* Substitution, repetition* Guessing, repetition, addition of final i!s,M excessive head, movement* Guessing, repetition, substitution, refusal., inadequate phrasing, whispering, frowning,, Refusal, guessing, ignoring punctuation, inser­ tion, repetition, whispering, head movement, lack of emphasis on meaning. Ignoring punctuation, lack of emphasis on meaning, guessing, substitution, repetition, low rate, sighing, body twisting, book moved clos© e

CASE NO* 21 Capacity

0 *A ■* Chicago Non-Verbal

9=3

91

Pininer Verbal

9=11

96

102

Personality Adjustment R a w Score Brown-Personality Inventory

Decile Rating

19

Betts-Arey Sampling Test Grade: Per Cent:

I 100

II 90

III

IV

V

VI

VII

95

95

60

.55

25

Reading

VHI 15

R.G.

Gates Survey

11=4

Informal Inventory Basal Grade Level Probable Instructional Level Probable Reading Frustration Leve, Probable Reading Capacity Level Quantitative Results Reading Level

C omprehens ion

IV

vn VI

Error Ratio

Symptoms of Difficulty Reading Level Firsts Seconds Third; Fourth;

Fifths

Sixths Sevenths

Repetition, Repetition® Repetition,, substitution, book too closej frovming, lip movement, head movement. Ignoring punctuation, refusal, guessing, low rate of oral reading, book very close, frown­ ing, silent lip movement, head movement® Repetition, inadequate phrasing, ignoring punctuation (all repeated on levels six and seven) * Guessing, substituting, inserting, final conson fault, low rate. Guessing, omission, substitution, insertion, repetition, initial consonant fault, low rate*

Comment A confident, enthusiastic, cooperative subject® This pupil is rather mature and sophisticated for her grade* She calls words with high facility but is extremely verbalistic* Feels proud that she is chosen *»to read stories to the boys arid girls in. m y room.”

250

CASE NO. 24-

Chicago No n - Verbal

M. A*

I.Q


Bett-s-Arey S a m p l i n g Test Grades5 Per Cent;

I

II

III

IV

V

VI

VII

v m

100

90

80

100

55

35

10

10

Reading

Gates Su r v e y

R.A.

R cG e

9—9

4«X

Informal Inventory Basal Grade Level Probable Instruction. Level Probable Reading Frustration Level Probable Reading Capacity Level Quantitative Results Reading Level I II

III IF V

Comprehension 95 70 65 25 15

Primer III V IV

Err-or Ratio

1/12 1/23

1/16 1/5

l/lo

286 Symptcsns of Difficulty Reading Level First; Second; Third: Fo tuth:

Fifth:

Insert!on, initial and final consonant faults. Initial consonant fault Substitution5 insertion 9 repetition Guessing, substitution, repetition, inadequate phrasing, addition of a final ’’s," low rate, book too close, much body movement, bent head closer to b o o k from time to time ^uessing, substitution, repetition, Initial con­ sonant fault, lo w rate, book too close, excessive head movement, silent lip movement, blushing, much twisting in seat, general body movements.

Comment Nervousness, carefully concealed and repressed, showed in this pupil1s tendency to answer affirmatively at one© to most questions, then change her answer when she realised what she had said* Asked if her father owned a large local store bearing her name, she answered, ’’Yes*” Then she exclaimed, "No I** H© doesn't." She made an obvious effort to maintcin a good reading posture but squinted, clasped her hands, and blushed when unable t o remember correct responses® Man y of her answers were quite meaningless and revealed a meager experiential background.

CASb NO. 150

Capacity M aA ©

11—5

Chicago Non-Verbal

G 0A e

IeQ® H 3

10-1 10—10

Pin user Verbal

107

Personaiity Adjustment Raw Score

Rrovm Personality Inventory

Decile Rating

3

1

Spelling Betts-Arey Sampling Test Grades s

Per Cent?

I

II

III

IV

V

VI

VII

100

95

85

65

50

40

25

R.A. Crates Survey

VIII

15

R eG«

10-10

Informal Inventory Basal Grade Level Probable Instructional Level Probable Reading Frustration Level. Probable Reading Capacity Level Quantitative Res ults Reading Level II

III iv

V VI VII

G cmprehensIon

Error Ratio

95 80 35 25 15

I/ll

0

1 /3 3 1 /9 1/12

1/16 1 /9

288 Symptoms of Difficulty Reading Level Second; Thirdi Fourth;

Fifth;

cjixth; Seventh;

Substitution, repetition, initial consonant fault Omission, repetition inadequate phrasing, refusal, cmassxon, guessing, repetition, final consonant fault, springing leg, moving knees in and out, flushing, lateral head movement Inadequate phrasing, omission, guessing, repetition, final consonant fault, lateral head movement, decreased rate, frowning, flushing, movements of body, legs and hands Guessing, repetition, addition of final T*s,H low rate, inadequate phrasing Inadequate phrasing, lack of emphasis on meaning, refusal, guessing, omission, substitution, re­ pet itiosi, initial consonant fault, faulty accenting, low rat©

289

CASE NO. 170 Capacity

M,A,

I.Q*

Chicago Non~Yerbal

9-1

90

Pintner Verbal

7-7

73

C «Ac 10-1

Personality Ad.

t.g T V - :T - HI

ill— l«l»l«0 ■

»*“ ■

**

Raw Score

Decile Rating

Eromi Personality Inventory

10

f eil l i n.i As g JT• .1, u

Betts—Arey Sampling Test Grades

I

II

III

IV

Per Cents

85

60

40

20

Reading

V

VII

VIII 0

R #A*

Gates Survey

VI

7-9

K«G* Q34

Informal. Inventory Basal Grade Level Probable Instructional Level Probable Reading Frustration Level Probable Reading Capacity Level Quantitative Results Reading Level

Comprehension.

Pre-Primer Primer I II III IV

100 100 95 65 55 20

0

I IV III Error Ratio 1/^4

0/28 l/3-B

1/3 1/4 1/3

290 Symptoms of Difficulty Reading Level frowning.. The following symptoms wex*e observed at all level: holding book very close, whispering and low vocal utterance, tension, movements of bends, low rate. Prs -Primers

Primer t Firsts Seconds

Thirds Fourths

Repetition. None in addit.ioi io those noted under general summary. Refusal, guessing, substitution. In addition to those on first levels xxisert3.on, repetition. Sheer ”wor&— calling” at this and all subsequent levels. Omission, initial, and final consonant faults in addition, to all noted on previous levels, Refusal, guessing, repetition, initial consonant fault, facial grimacing, heavy sighing, general fidgeting.

29X CASE NO. 171 Capacity M.A*

I.Q.

Chicago Non-Verbal

9— 10

100

Pirrtner Verbal

9-7

C® A*

9~10 98

Personality Adjustment Raw Score

Decile Rating

30

9

Brown Personality Inventory

Spelling Bett-s^Arey Sampling lest Grade i Per Cents

I 100

II

85

III

IV

V

VI

65

>0

25

20

R® A«

Reading Gates Survey

9-1

VII

VIII 0

®

■£

*

3o6

Informal Inventory Basal Grade Level Probable Instructional Level Probable Reading Frustration Level Probable Reading Capacity Level Quantitative Results Reading Level II III IV

Comprehension 85 95 30 10

I III V

IV Error Ratio 1/23 1/22 1/8 1/7

292 Symptoms of Difficulty Reading Level Seconds Thirds Fourth:

Fifth;

Repetition, insertion® Insertion, repetition, lateral head movement® Inadequate phrasing, refusal, guessing, insertion, uneasy -wriggling movements, pronounced lateral head movement, silent rate low® Ignoring punctuation, inadequate phrasing, refusal, guessing, substitution, repetition, letter reversal, low rate of silent reading, pronounced wriggling, deep flushing of face and neck, jerked book sideways occasionally®

*

293 CASE NO. 173 Capacity

I.Q.

M ®A«, Chicago Non-Verbal Pintner Verbal

9—1

100

9-6

103

C.A* 9-1

Personality Adjustment R a w Score Brown Personality Inventory

Decile Raping

5

1

Sjs30ing

Betts-Arey Sampling Test Grades: Per Centi

II 100

100

III

TV

V

VI

vn

VIII

95

95

75

40

65

35

R*A©

9—10

Gatos Survey

R„G® 4»2

Informal Inventory Basal Grade Level Probable Instructional Level Probable Reading Frustration Level Probable Reading Capacity Level Quantitative Results Reading Level II III IV V VI VII

C osnprehens ion 95

100 85 45 25

10

n 3V vn v Error Ratio 0/45 1/lb 1/1 7 1/14 1/7 1/ 7

294 Symptoms of Difficulty Reading Level Thirds

Fourths Fifth:

Sixth;

Seventh:

Guessing, substitution, repetition, insertion. Punc­ tuation was ignored occasionally here and at all higher levels® Refusal, guessing, substitution, initial, and final con­ sonant faults. Guessing, emission, substitution, repetition, initial and final consonant faults, low rate, lack of emphasis on meaning, word-by-word reading, bent head toward book when in difficulty on this, and following levels® Guessing, substitution, repetition, emission of a final "s," addition of a final "s," final consonant fault, low rat©„ Frequent refusal, quessing, omission insertion, repetition, omission of final addition of a final ,5s,,? initial consonant fault, low rate-,, much word-by-word reading.

C eminent This pupil is particularly undemonstrative and sparing of speech® In conversation, her answers were limited, to ’’yes” or Hno,t almost entirely® While reading, she sat very still® Her face was expression­ less . When questioned she answered briefly or sat silent as though in deep thought® Whenever she failed to remember the correct re­ sponse she blushed® At the seventh grade level this blushing was very pronounced and her responses were so l o w as to be barely audible® Sh@ remarked after many failures, tfI didn81 know what I was reading about®*’

295 CASE NO. 183 Capacity

M $A e Chicago Non—Verbai

C.A~

I* Q®

10-3

110

9 “4?

99

9-4

Pintner Verbal ~ers onaiib.y Adjustment

Raw Scoz'e Brown ^ei’sonality Inventory

Decile Rating

10

43

5;j>3llTin,g

Betts-Arey Sampling Test Grades t Per Cent*

I IT

III

IV

95

75

80

95

VI 45

VII

VIII 15

15

Reading

Gates Survey

R .A ©

R«G