Comprehension of words with multiple meanings at the primary level

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COMPREHENSION OF WORDS WITH MULTIPLE MEANINGS AT THE PRIMARY LEVEL

A T hesis P resented

to

the F a c u lty o f th e School o f E d u c a tio n The U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a

I n ~P a r t i a l 1F u l f i l l m e n t o f th e R equirem ents f o r t h e D egree M aster of S cience

in E d u catio n

t>y A g n e s L e o n a Gammon June 1950

UMI Number: EP56133

All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.

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{^ °

Th is thesis, w ri tt en un de r the direction of the Chairman of the candidate*s G ui dan ce C o m m i t t e e and a p p r o v e d by all m e m b e r s of the C o m m it te e , has been pr ese nte d to a n d a c c e p te d by the F a c u lt y of the S c h o o l of E d u c a ti o n of the U ni v e rs ity of Southern California in p a r t i a l fulf ill me nt of the requirements f o r the de gre e of M a s t e r of Science in Education. D a te,

D ean G uidance C om m ittee

Chairman

^

J

t

( iJ

e

l f c

f i j t ........

TABLE OP CONTENTS CHAPTER I.

PAGE

THE PROBLEM AND DEFINITIONS OP TERMS USED The p r o b l e m

.

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

S tatem en t o f th e problem Im p ortance of th e stu d y

1

. . . . . . . .

1

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

1

. . . . . . . . .

D e lim itin g t h e problem D efin itio n s

..

of term s used

2

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

3

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

4

C o m p r e h e n s i o n ..............................

4

M eaning

4

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

M u l t i p l e m eanings

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

Prim ary l e v e l

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

.

O rg a n izatio n of the th e s is

¥tford l i s t s

.

5

.

5

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

The i n t r o d u c t i o n The h i s t o r y

.........................-

5

of read in g

com prehension

5 . . .

• • • • . • • • ...........................

5 5

Test re s u lts Suggested

6

tech n iq u es f o r

m u l t i p l e m eanings Sum m ary, II.

teaching

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

co n clusions,

and i m p l i c a t i o n s

..

THE HISTORY OP READING COMPREHENSION............ The e a r l y h i s t o r y

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

Developm ent o f r e a d i n g R elated s c i e n t i f i c M ental p r o c e s s e s

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

In v estig atio n s

6 6 7 7 7

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

14

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

14

iii CHAPTER

PAGE In v estig a tio n s

in co m prehension

W o rd s a n d t h e i r m e a n i n g s

21

W o rd s m o re t h a n s y m b o l s

. . . . . . . . .

21

Sem antics

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

24

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

25

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

26

Words w i t h m u l t i p l e m e a n i n g s ...............................

27

• • • • . • •

V ocabulary developm ent

Present day sta tu s

•

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

R e a d i n g and c o m p r e h e n s i o n

28

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

W ords w i t h m u l t i p l e m e a n i n g s

28

. . . . . .

31

IDENTIFYING WORDS WITH MULTIPLE MEANINGS . . .

32

L o c a t i n g words w ith m u l t i p l e m ean in g s

. . .

32

S e l e c t i o n o f b o o k s ........................................ F a c t o r s f o l lo w e d i n l i s t i n g words Word l i s t s

TEST DATA

.

32 . . . .

34

............................................................. • • • •

35

Form f o r t h e IV.

17

. . • • • • • • •

Wro r d r e c o g n i t i o n

III.

• • • • .

.

l i s t s ..................................................

.

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

P re p a ra tio n of the te s ts

37 • • •

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

37

.

37

o f t e s t s ..............................................

40

T e s t form A d m in istratio n

35

S e le c tio n of c h ild ren

to be

A d m in is tra tio n o f the

t e s t s ...............................

40

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

41

Scoring t e s ts S tandards

for

sco rin g the

tested

tests

. . .

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

40

41

iv CHAPTER

PAGE T a b u la tin g the r e s u l t s T a b u l a t i o n form s F irst

of the

tests

« . . .

42

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

.

.

• .

42

g r a d e t e s t s .................................... .

.

.

.

44

Second grade t e s t s T h ird grade t e s t s

. .

.

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

47

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

51

F i n d i n g s and c o n c l u s i o n s fro m t e s t

resu lts

.

W ords w i t h m u l t i p l e m e a n i n g s . . . . . .

57 57

C o m p re h e n sio n p ro b le m s w i t h words o f m u l t i p l e m eanings

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

60

C urve o f u n d e r s t a n d in g

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

60

'Words w i t h m u l t i p l e m e a n i n g s a com prehension f a c t o r

. . . . . . . .

C h i l d and w ord m e a n in g s r e l a t i o n s h i p Wro r d s l e a s t u n d e r s t o o d

• .

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

61 62 62

I n t e l l i g e n c e and words w ith m u l t i p l e m eanings R eading s c o r e s

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

and w ords w ith m u l t i p l e

mean i n g s ............................................................................. U n d e r s t a n d i n g t h e common w o r d s I n t e r p r e t i n g w ords W ord s t e s t e d V.

63

. . . . .

63 65

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

65

a t t w o g r a d e l e v e l s ........................

66

TECHNIQUES FOR TEACHING WORDS WITH MULTIPLE M E A N I N G S ..................................................................................

67

P u rpo ses o f co m prehension te c h n iq u e s

67

. . .

V CHAPTER

; PAGE P rin cip les M ethods o f

o f r e a d i n g ...............................................

teaching

tech n iq u es

com prehension

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

R eading as a s u b j e c t In d iv id u a l needs

. . . . . . .

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

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

T echniques o f t e a c h i n g

S p ecific V I.

to e n r i c h

tech n iq u es

experience

. . . . .

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

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

The d e v e l o p m e n t o f

t h i s s t u d y ..........................

C o n c l u s i o n s ............................................. Word l i s t s

68 68

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

SUMMARY, CONCLUSIONS, AND IMPLICATIONS Summary

68

com prehension of

wordd w i t h m u l t i p l e m e a n in g s T echniques

67

e stab lish ed

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

69 69 71 74 74 74 78 78

C om prehension of words w ith m u l t i p l e m e a n i n g s t e s t e d ......................... I m p l i c a t i o n s ............................................................................ BIBLIOGRAPHY APPENDIX

^ .........................

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

78 81 82: 84

L IS T OP TABLES TABLE X,

PAGE Groups o f D i f f e r e n t M eanings w i t h

the

Same S p e l l i n g A p p e a r i n g i n F i v e B oo k s o f a S c h o o l - R e a d e r S e r i e s ..................................... II.

Kinds o f D i f f e r e n t M eanings f o r a S i n g l e S p e llin g

III.

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

F irst

.

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

Grade S c o r e s on T e s t I

w ith M u ltip le V.

f o r W ord s ........................................

46

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

48

S e c o n d G r a d e S c o r e s f o r Word M e a n i n g s on Test I

I

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

S e c o n d G r a d e S c o r e s on T e s t I I w ith M u ltip le

V III.

M eanings

45

S c o r e s B a s e d on Kuhlm an A n d e r s o n

Test

V II.

29

F i r s t G rade T e s t S c o r e s Compared w i t h I.Q .

V I.

. . . . .

F i r s t G r a d e S c o r e s f o r Word M e a n i n g s on Test I

IV .

23

49

f o r W ords

M e a n i n g s .............................................

50

S e c o n d Grade T e s t S c o r e s Compared w i t h I . Q , . S c o r e s B a s e d on Ku h lm an A n d e r s o n T e s t .............................................................................................

IX .

T h i r d G r a d e S c o r e s f o r Word M e a n i n g s on Test I I I

X.

52

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

T h i r d G rade S c o r e s on T e s t I I I w ith M u ltip le

M eanings

53

f o r W ords

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

54

v ii TABLE XX.

PAGE T h i r d G r a d e T e s t S c o r e s C o m p are d w i t h B e a d i n g S c o r e s B a s e d on G a t e s A d v a n c e P rim ary B eading T e s t

X X I.

A C om parison o f U n d e r s ta n d in g s Words a t

X III.

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

Two G r a d e L e v e l s

A C om parison o f U n d e r s ta n d in g s Word s a t

56

of S p ecific ....................

58

of S p ecific

Second and T h ird G rade L e v e ls

.

.

59

CHAPTER I THE PROBLEM AMD DEFINITIONS OF TERMS USED O u r m o d e r n way o f l i f e

w ith i t s

c o m p l e x i t i e s h a s made

a t l e a s t a minim um a m o u n t o f r e a d i n g w i t h u n d e r s t a n d i n g a n ecessity .

R e a d i n g h a s o p e n e d m any s o c i a l ,

o c c u p a t i o n a l , and s p i r i t u a l o p p o r t u n i t i e s The t e c h n i q u e s a n d m a t e r i a l s been

co n tin u ally

to i n d iv id u a ls .

used in te a c h in g r e a d in g have

changing as e d u c a to rs have s o u g h t,

c o n t i n u e to s e e k , more s c i e n t i f i c and m a t e r i a l s .

e d u catio n al,

Because l i f e

d iv id u a ls d i f f e r so g r e a t ly ,

is

and e f f e c t i v e

and

tech n iq u es

everchanging, because i n ­

and b e c a u s e r e a d i n g

so n e c e s s a r y to s u c c e s s f u l l i v i n g ,

is

read in g o ffe rs

a to o l

problem s

w i t h o u t end t o e d u c a t o r s . X.

THE PROBLEM

S ta te m en t of the problem .

T h e r e a r e m any w o r d s i n

the E n g lis h lan g u a g e t h a t have m u lt i p le m eanings. tru e a t th e p rim a ry l e v e l as w e ll as a l l purpose of t h i s

s t u d y was t h r e e f o l d *

T his

o th er le v e ls .

is The

to id e n tif y th ese

words w i t h t h e i r v a r i o u s m ean in g s as t h e y a r e fo u n d i n read in g

textbooks f o r the f i r s t ,

to d e te rm in e th ro u g h

te sts

second,

and t h i r d

some o f t h e p r o b l e m s

have in r e a d in g and u n d e rs ta n d in g th e s e words; g e s t some t e c h n i q u e s

to aid

grades;

c h ild ren and to su g ­

in t e a c h i n g words w ith m u l t i p l e

2 m eanings. L isted

a r e so m e q u e s t i o n s

t h a t were used i n d i r e c t i n g

th e th o u g h t and t e s t i n g done i n t h i s 1.

What h a s b e e n do n e t o

study.

t e a c h word m e a n in g s a t t h e

prim ary le v e l? 2.

What w ords a t t h e p r i m a r y l e v e l h a v e m u l t i p l e

m eanings? 3.

W h at a r e t h e p r o b l e m s

o f c h i l d r e n i n r e a d i n g and

u n d e r s t a n d i n g words w i t h m u l t i p l e m ea n in g s? 4.

How c a n w o r d s w i t h m u l t i p l e m e a n i n g s b e t a u g h t

effectiv ely ? Im p o rtan ce o f th e read

C om prehension o f m a t e r i a l

is b a s i c to a l l s u c c e s s f u l re a d in g .

b u lle tin , tance

stu d y .

C h arters

stated

In

an e d u c a t i o n a l

c l e a r l y and c o n c i s e l y th e

im por­

o f a n y s t u d y s c i e n t i f i c a l l y d o n e on t h e s u b j e c t o f

read in g .

He w r o t e t

R eading i s m a n ^ m ost p o t e n t s k i l l . W ith o u t r e a d in g h is w orld i s c irc u m s c rib e d by h i s n e ig h b o rs . A l l he l e a r n s i s w h a t h e p i c k s up i n c o n v e r s a t i o n , i n f o r m a t i o n g a r b l e d i n i t s t r a n s m i s s i o n , d e la y e d b y t h e slow se e p a g e o f news t h r o u g h w ord o f m o u th . He i s p r o v i n c i a l b y g e o g ­ r a p h y and i g n o r a n t by i s o l a t i o n . H is know ledge o f w h a t i s happening in th e g r e a t and c o m p lica te d w o rld i s con­ f in e d to what he can l e a r n from th e r a d i o , i f he has tim e t o l i s t e n t o i t , o r t o sound n e w s r e e l s i f he can a f f o r d to s e e them. The w o r l d o f n e w s p a p e r , b o o k s , m a g a z i n e s , and b u l l e t i n s i s c l o s e d a g a i n s t him b y t h e m a s s i v e w a l l s of ignorance. R eading i s th e k e y s to n e of th e a rc h of i n t e l l i g e n c e t h a t the sc h o o ls have b e en e s t a b l i s h e d to c o n s t r u c t .

3 P l a c e t h e m a s t e r y o f r e a d i n g on o n e p a n o f t h e b a l a n c e , a n d a l l t h e o t h e r s u b j e c t s o f t h e c u r r i c u l u m on t h e o t h e r , and t h e o t h e r s w i l l h i t th e beam . A man c a n p i c k up e n o u g h a r i t h m e t i c f o r o r d i n a r y p u r p o s e s o u t s i d e of school. He l e a r n s t o t a l k b e f o r e h e e n t e r s s c h o o l . T h e p a t t e r n o f h i s c h a r a c t e r i s s e t i n h i s home. It does n o t m a t t e r g r e a t l y i f he c a n n o t w r i t e . H i s know­ le d g e of h e a l t h , h i s t o r y , l i t e r a t u r e , and p o l i t i c s he c a n p i c k up f o r h i m s e l f i f h e knows how t o r e a d . S trip t h e c u r r i c u l u m t o i t s b a r e e s s e n t i a l s a n d t h r e e B*s d o n o t rem ain . T h e re i s o n l y t h i s one su p re m e e s s e n t i a l B— t h e a b i l i t y t o r e a d w i t h s p e e d a n d c o m p r e h e n s i o n . ! W o rd s w i t h m u l t i p l e m e a n i n g s c o m p l i c a t e u n d e r s t a n d i n g . Though t h e s e words a p p e a r i n word l i s t s ,

th e y have n o t alw ays Z~-

been s e g r e g a t e d and i d e n t i f i e d ings in

te a c h e rs 1 g u id es.

as w ords w i t h m u l t i p l e mean­

Hot o n ly has a lim ite d

re c o g n itio n been given in tea ch e rs* rea liz e

gu id es,

amount o f

b u t few t e a c h e r s

th e g r e a t number o f such words and t h e number o f

m eanings

f o r e ac h , w hich i s

of s t i l l

more i m p o r t a n c e .

Such

a l i s t w ould be h e l p f u l t o a t e a c h e r i n p r e p a r i n g l e s s o n s to p r e v e n t c o n f u s i o n In t h e m inds of c h i l d r e n . D elim itin g process,

com prehension i s

To c l a r i f y item s

the p ro b lem .

As a p a r t

a w ide f i e l d

the scope of t h i s

study,

of th e re a d in g

a n d h a s many f a c t o r s .

th e fo llo w in g l i s t of

e x p la in s w hat has n o t been in c lu d e d . 1.

The s u g g e s t i o n s

f o r te a c h i n g com prehension

..-•r, .

,

A

W. W. C h a r t e r s , " R e a d i n g , " E d u c a t i o n a l R e s e a r c h B u l l e t i n . V o l . XX, H o . 6 , p p . 1 4 5 - 1 4 6 , S e p t e m b e r , 1 9 4 1 .

/ ' - ' .

i

’•

j.

p e rta in s

o n ly to words w i t h m u l t i p l e m e a n in g s .

2.

The w o rd s w i t h m u l t i p l e m e a n in g s h a v e b e e n t a k e n

o n ly from r e a d e r s . 3.

Homonyms h a v e n o t b e e n i n c l u d e d .

4.

T his s tu d y does n o t in c lu d e any m a t e r i a l beyond

the p rim a ry l e v e l . 5.

Word r e c o g n i t i o n and o t h e r p h a s e s n e c e s s a r y t o

t h e w hole a c t i v i t y 6. gard

to

No e v a l u a t i o n h a s b e e n made o f t h e b o o k s i n r e ­

com prehension. 7.

a t the

o f r e a d in g have n o t b een c o n s id e r e d .

No w o r d l i s t s

th re e grade l e v e l s . 8.

The p u r p o s e s II.

t o the

of re a d in g have n o t been c o n sid e re d

DEFINITIONS OF TERMS USED

C om prehension. lim ited

have been e s t a b l is h e d as a c c e p ta b l

a b ility

In th is

s t u d y c o m p r e h e n s i o n was

o f c h i l d r e n t o u n d e r s t a n d words

w ith m u l t i p l e m eanings g o v e rn e d b y o t h e r words i n t h e sen ten ce or se n te n c e s.

It

reading s i l e n t l y o r o r a l l y a p a rt of a sen ten ce. M eaning. by the

It

i s more t h a n r e c o g n i z i n g and t h e word a s a word o r e v en a s is

thought g e tt i n g .

The t h o u g h t c o n v e y e d b y a w o r d a s d i r e c t e d

c o n t e x t o f t h e m a t e r i a l r e a d was t h e

of m eanings.

In terp reta tio n

C o m p re h e n s io n I s a more com plex p r o c e s s

in

th at i t

in cludes

th e c h il d * s u n d e r s t a n d i n g s o f th e m eanings

of w ords• M u l t i p l e m eanings ♦

Some w o r d s h a v i n g m o r e t h a n o n e

in te r p r e t a t i o n as rev ealed hy th e same s p e l l i n g a r e r e f e r r e d P rim ary l e v e l . grades f i r s t , T herefore, to

second,

c o n te x t and y e t h a v in g the

t o a s w ords w i t h m u l t i p l e m e a n in g s .

I t has been g e n e r a lly accep ted t h a t an d t h i r d a r e t h e p r i m a r y g r a d e s .

the m a te ria l

considered in

th is

s t u d y wa s l i m i t e d

these g rad es. III.

ORGANIZATION OF THE THESIS

The i n t r o d u c t i o n .

C h a p te r I p r e s e n te d t h e problem

and t h e s c o p e o f t h e s t u d y .

The t e r m s w e r e d e f i n e d .

The

o r g a n i z a t i o n o f t h e s t u d y was s e t f o r t h . The h i s t o r y v i e w wa s m a d e t o

of rea d in g

co m prehension.

show t h e d e v e l o p m e n t o f t h e m e t h o d s o f

t e a c h i n g r e a d i n g and t o show t h e p o lic ie s.

changes in a d m i n i s t r a t i v e

T h i s r e v i e w was l i m i t e d

the advancem ent

or r e t a r d a tio n

in v estig atio n s re la te d w e r e summed u p .

A b rief re ­

to phases

th a t effected

of com prehension.

S c ien tific

to c o m p re h en s io n and t o word s t u d i e s

F in a lly ,

t h e p r e s e n t d a y s t a t u s wa s e s t a b ­

lish ed . Word l i s t s .

Word l i s t s

o f w ords w i t h m u l t i p l e

m eanings w ere e s t a b l i s h e d . made t o d e t e r m i n e in g w ith

U sing th e s e

lists,

t e s t s were

t h e r e a c t i o n s o f m any c h i l d r e n . i n d e a l ­

the p o s s i b i l i t i e s

Test r e s u l t s .

encountered.

The t e s t s w e r e s c o r e d ,

i n g s w e re a n a l y z e d and

tab u lated .

u p on t h e s e

C h a r ts were p l o t t e d

fin d in g s.

and th e f i n d ­

C o n c lu s io n s w ere draw n to

in te rp ret

the

te s t fin d in g s. S uggested te c h n iq u e s f o r te a c h in g m u lt ip le m ean in g s. Some o f t h e t e c h n i q u e s p r e s e n t e d w e r e s u g g e s t e d b y t e a c h e r s and have p ro v e n to be p r a c t i c a l . w ere s e l e c t e d

O ther te c h n iq u e s p r e s e n te d

from e d u c a t i o n a l l i t e r a t u r e .

Summary, c o n c l u s i o n s , an d i m p l i c a t i o n s . - T h i s p a r t , of course,

gives th e r e s u l t s

f i n d i n g s w ere s t u d i e s and th e F in a lly ,

in a c o n c is e m anner.

The

c o n c l u s i o n s w ere made.

t h e i m p l i c a t i o n o f t h e w h o l e s t u d y wa s s t a t e d .

CHAPTER XI THE HISTORY OF READING COMPREHENSION R e a d i n g i s a c o m m o n p la c e a c t i v i t y it

ta k e s only a b r i e f o v e r - a l l p i c t u r e

to b r i n g f u l place h isto ry ,

it

in to focus,

of i t s

thus e s t a b l i s h i n g

of im portance.

T his

to us to d a y , b u t

it

developm ent in i t s

-

rig h t­

ch ap ter co n tain s th e e a rly

a r e p o r t of the r e la te d

sc ien tific

in v estig atio n s,

a b r i e f d i s c u s s i o n o f w ords and t h e i r m e a n in g s, and the p re se n t day s ta tu s

of re a d in g com prehension, I.

THE EARLY HISTORY

D evelopm ent o f r e a d i n g . the

th in g s u s u a lly to ld

read.

rep re se n te d used.

in g e stu re s f o r h is

We h a v e e v i d e n c e o f t h i s

The p i c t u r e s

E a r l y man made p i c t u r e s

in

the ru in s

became somewhat a l p h a b e t i z e d

of

f e l l o w men t o o f old c i t i e s .

in t h a t a p i c t u r e

t h e sa m e p a r t o f a t h o u g h t e v e r y t i m e i t was

G raphs w ere d e v e lo p e d to r e p r e s e n t s o u n d s , and th e s e

g a v e w ay t o c h a r a c t e r s . Years p a s s e d and a l l

S lo w ly t h e a l p h a b e t system e v o lv e d .

t h e w r i t i n g was d o n e b y h a n d .

Thus,

t h e n e e d f o r r e i a d i n g , a s w e l l a s a c t u a l r e a d i n g , was l i m i t e d t o a v e r y few p e o p l e .

The i n v e n t i o n o f t h e p r i n t i n g p r e s s

b ro u g h t a sp eed in g -u p in th e developm ent of w r i t t e n m a t e r i a l . The p r i n t e d m a t e r i a l u s e d i n t h e e a r l i e s t s c h o o l s A m e r i c a was o f a r e l i g i o u s n a t u r e a n d n o t a t a l l s u i t a b l e

in

f o r prim ary c h ild re n .

The h o r n b o o k was a s h e e t on a w o o d e n

p ad d le w ith th e a lp h a b e t,

som e s y l l a b l e s ,

and o t h e r s i m i l a r m a t e r i a l . first 1690. 1840,

th e L o rd ’s P ra y e r,

T h e New E n g l a n d P r i m e r w a s t h e

r e a l r e a d i n g t e x t b o o k o f i m p o r t a n c e and was u s e d a b o u t Xt w a s,

f o r t h e m ost p a r t ,

relig io u s

t h e M cGuffey R e a d e r s becam e p o p u l a r ,

o f th e c o n t e n t s w ere s i m i l a r to se lectio n s

in n a tu re .

In

and t h o u g h some

t h e New K n g l a n d P r i m e r ,

some

and sim p le s t o r i e s w ere add ed .

C o in c id in g w ith

th e developm ent o f re a d in g m a t e r i a l s ,

th e m ethods o f t e a c h i n g r e a d i n g were g r a d u a l l y tr a n s f o r m e d from i n d i v i d u a l m aterials

i n s t r u c t i o n w ith no d e f i n i t e

o r c h i l d r e n , a s was p r a c t i c e d

can s c h o o ls .

g ra d in g of

i n t h e e a r l y A m eri­

The c o m p u l s o r y . sip

t u r n o n e way tu rn over t u r n t o wave t u r n u p s i d e down

tu rn

w alk

she can w alk a lo n g w alk

on t h e w a l k s a slow w a lk

w alk and t a l k

'“■way

a g r a n d way a l o n g way o u t o f t h e way t h a t i s t h e way p u l l a l l t h e way

f u n n y way w h i c h way on t h e way t h a t i s t h e w ay l o n g way t h i s w ay a n d t h a t o u t o f my way d i g way o u t

way he l a u g h s o n h i s way way t o g e t o u t t h i s way and th at r u n a l l t h e way

W ellI s a id Joe s i t very w ell

n e a r an old w e l l

•ii'well

*»- T h e s e w o r d s w e r e u s e d i n

th e second grade

te st.

99 FIGURE 3 THIRD GRADE L I S T OF WORDS WITH MULTIPLE MEANINGS. Sm ith s e r i e s about

t e l l about sp lash about

a f te r

ran a f t e r i t a fte r th at nam e h i m a f t e r

around

Gray s e r i e s

H ildreth

series

a b o u t 10 p e o p l e to ld about hurry about

knows a b o u t jus t about splash about ab o u t th re e days look :a ll about

wave came a r o u n d w alk around lo o k around s p la s h around t u r n around

f l y around lo o k around t u r n around ro p e around shop around

a ro u n d th e w orld sal 1 around go a r o u n d t h e truck aroun d the c o r n e r around h e r head

away

w en t away o u t r u n away m o t h e r w a s away p u s h away

s c a m p e r e d away

go away b a ck a w a y t o o f a r a w ay t o o k him away p e c k s aw ay

back

run b ack c all* h im back b ack wheel l a n d on b a c k push b a c k sa t back

took i t back back s e a t g ive back came b a c k put h is ears back b a c k up a c a r beaver*s back

b a c k away go b a ck in the back of tru ck c a l l him b a c k t h e way b a c k p u ll back on h i s b a c k "get b a c k on f e e t w a n t my g o o s e back b ack o f the house

•Jfband

h e a r th e band trim w ith band

drum i n t h e band

•&bank

b a n k o f m on ey bank o f r i v e r

p ig bank bank of r i v e r snow b a n k

100 Sm ith s e r i e s

Gray s e r i e s dogs b a rk bark of tre e

H ild reth se rie s

bark

dogs -bark

b e tter

b e tte r f i l l

beat

rain beat beat out b laze b eat (race)

b e a t w ith s tic k b e at (race)

heart beat fa s t b e a t i t s w ings

tfb ill

d o lla r b i l l c r o w 1s b i l l

d o lla r b i l l p e l i c a n fs b i l l

w o o d p e c k e r 1s b ill

b it

b it

l i t t l e b it nearer e v ery b i t o f food

blew

w ind blew

it

o f meat

beaver*s bark b a rk of tr e e

b e t t e r g e t out behave b e t t e r

w ind blew blew a horn

wind blew blew h i s ho rn blew o u t c a n d le s

c ity blo ck b lo ck of s a l t

b l o c k o f wood

p o l i t e bow bow o f b o a t bow a n d a r r o w

bow y o u r h e a d

b rig h t

b rig h t ideas b r i g h t m oonlight

b r i g h t m o o n lig h t b r i g h t and sm i­ lin g

bump

b r i d g e w a s bumpy bump h i s h e a d

b u tto n

b u t t o n on a c o a t push b u tto n in ele v ato r

•ii-block #bow

bow o f b o a t

A bridge

b rid g e of sh ip rainbow b rid g e

# call

call c all Man c all c a 11 c a lls

fo r h elp h i m Old out on of b ird s

he c a lle d c a l l me T i p p y c a l l me Tony

c a l l t o h im c a l l him J u n i o r b o o k was c a l l e d c a l l s.tatio n ( telep h o n e)

101 Sm ith s e r i e s can

I. c a n s e e cans o f v e g e ­ tab les

cans a il a boat can f r u i t t i n can c a r e t o come c are fo r th eh o rse

care ■change

Gray s e r i e s

change a w heel change c lo th e s

d o lla r in

change

charge

c h a r g e i n t o him in charge of s e r ­ van ts

coat

p o l i c e m a n ’s c o a t

cried

c rie d Jim ( c a l l ) c ry ( t e a r s she c rie d ( t e a r s ) Nancy c r i e d ( c a l 1)

A cross

cross

c ro w

b l a c k c ro w

(angry)

cunning

series

cang e t a n t l e r s can o f cocoa did n o t care take care of you change a s t o r y change c l o t h e s c h a n g e came o v e r him

fu r coat of seal l a d y ’s c o a t coat of p a in t he c r i e d ( c a l l ) cry out cry ( t e a r s )

c ro ss (angry) c r o s s t h e meadow r o o s t e r c ro w crow ( b i r d ) cunning fox cunning baby

curl

curl in to a b a ll h a ir to curl

-A-da r k

down

H ild reth

o n e down f o r y o u down t o t h e b o a t sa t down go down i n s e a come down down t h e s t r e e t

dark b lu e d a rk cave g e t dark e a rly

n i g h t wa s d a r k dark p laces d a rk food d a rk and s t i l l

s l o w down down f r o m t r e e u p a n d down down t h e r o a d down b e l o w w r i t e down s a t down

down t o t h e r i v e r r u n down h i s face s a t down up a n d down p u lle d h i s head down

Sm ith s e r i e s

Gray s e r i e s

down

t h r e w down p u t h e a d down r a n down h e r f a c e down t h e s t a i r s

■frdraw

draw a d o l l a r f r o m purse draw p i c t u r e draw ( p u l l ) draw some w a t e r

dr o p

d r op o f r a i n

*-duck ears

ears

o f corn

H ild reth

102 series

down t h e s t r e e t

p i n dr o p

dr o p money drop o f m i l k

duck ( b i r d ) duck your head

du ck ( b i r d )

behind h i s ear ea rs o f corn

b e lie v e h is ears

end o f v a c a t i o n end o f t h e s t r e e t

end •fcf a i r

f a i r race a P a ir

a P air

a P air on ly f a i r (h on est) f'ish in g i s f a i r

fa ll

f a l l (a u tu m n ) h e a r them f a l l f a l 1 i n wi th plan s

f a l l (a utu m n) f a l l off f a l l down

f a l l over f a l l season trees f a l l

fa st

went by f a s t stuck f a s t

grow f a s t f a s t e n to a w a ll fa s t asleep stuck f a s t

f a s t asleep move f a s t tied fa st

not f e e l w e ll f e e l drops f e e l unhappy

f e e l very b ig f e e l strange f e e l d izzy

P in e, sa id f a th e r f i n e w eather

fin e

feel

fin e

#f ire

f i n e day fin e w ritin g f in e dust

f i r e a gun b u ild a f i r e

swimmer

10 3

Sm ith s e r i e s ■>5-foot

go od

Gray s e r i e s

every fo o t stam p h e r f o o t f o o t (appendage) f o o t o f a h i l l f o o t of th e garden m u f f i n s a r e good g ood l u c k i t d i d n o t good f e e l good l o o k s good a good p la n

grew

grew s o f t gr ew ch i l l y

hand

h e l d up hand hand him a s a c k s h o o k han d s

H ild reth s n a i l has foot

series one

good morning wh at g o o d i s

grew more k i n d g r ew t i r e d g rew f a s t

hard

work ha r d hard t o s e e hard l i f e w in g s were hard lo o k hard a t i t

hard n o t to lo o k hard a s s t o n e scrub hard hard p u l l i n g hard tim e h a r d t o s i t on p u t f o o t down h a r d h i t hard hard tim e t o rea ch

•55-hold

hold

h o ld the door h o l d up y o u r hand hold the b a llo o n

horn

g o a t fs horn

of a ship

hon k a horn cow's horn

it

h orn w e n t T o o t

iron pot iron cloth es

•55*i r o n d o g jumps jump i n t o jump b a c k

jump o v e r jump a t jump t o p i c k up

ju st sta y here j u s t then not just le tte r s

just ju st open just just just just

then forget i t just a b it l i k e mine learned is not w ell two

jump on a t a b l e jump ( s t a r t l e d ) _jump o u t just just just just just just just it just

look lik e about thin k forget i t wa i t as he heard th en

104 Sm ith s e r i e s

Gray s e r i e s

H ild reth se rie s

keep

k e e p on g o i n g k e e p warm keep her

keep keep keep keep keep

kind

k i n d you e a t kind ( g e n t l e )

kin d, p le a sa n t kind o f p r i z e

^knock

kn o c k knock knock knock

a secret grum bling away warm i t n e a r top

keep keep keep keep keep

out cool back up it

kind m other k i n d o f home

a t door down togeth er over

'Js-land

patch o f land

p la n e land land (co u n tr y )

t r a v e l by land lan d (e a r th ) o t h e r lands in a l l t h e land

-x-la s t

la s t n igh t l a s t lon g l a s t o f him

at la s t l a s t tim e la s t of a l l l a s t summer l a s t a lo n g tim e l a s t eggs

at la s t l a s t of a l l l a s t d u ck l a s t C hristm as l a s t a l l year l a s t o f h is cake

l e a ve

green le a v e s le a v e (go) le a v e (go) d o n ft l e a v e any lo o k a t the le a v e s

s o f t leaves l e a v e h e r puppy

l e f t th eir p a ils s t u b b l e was l e f t

left left left n a ils left

^ le tte r

m ail a l e t t e r

s i g n had b i g l e t t e r s m ail l e t t e r

flig h t

fla sh of lig h t sponge i s l i g h t

wasp l i g h t on load f e l t l i g h t l i g h t o f day l i g h t o f candles

lig h t a fir e e le ctr ic lig h t

lik e

lik e lik e

look l i k e lik e l i t t l e don r t l i k e sleep lik e

just lik e l i k e t o buy a su it w e a t h e r was l i k e

'2de f t

(same) (fee lin g )

the f l o u r t h e ir desks hand were l e f t footp rin gs

bugs

f r o g was l e f t had some c a k e left

105 Sm ith s e r i e s

Gray s e r i e s

H ild reth se rie s

little

l i t t l e chipmunk a l i t t l e afraid

l i t t l e hugs a l i t t l e grass

a l i t t l e afra id a l i t t l e w h ile l i t t l e d u ck s a l i t t l e way w iggle a l i t t l e

liv e

l i v e monkey l i v e here

l i v e w ith B i l l

l i v e in a t r e e a l i v e monkey

l o n g rows

a l l w in te r long long t a i l l o n g way o f f so l o n g ago n o t sad f o r l o n g a s 'long a s

n o t to look look b e a u tifu l

j u s t looked lo o k l i k e pin s look w ise

l o t of n o is e lo t s of p ie s worth a l o t

lo ts lo ts

long

look

to lo o k look p lea sed

lo t

low

o f fun o f food

low v o i c e p u t h er head low

•Hma r b l e

m arble m arble

(toy) (m aterial)

^raatch

match f o r f i r e r ib b o n t o match

may

may 1 s e l l them May (m on th )

#meaL

hag o f meal

b u s h e l o f meal meal ( d in n e r )

m ight

a l l h i s m ight

m i g h t hop

may I go

mind

n e v e r mindI make up mind d i d seem t o mind

d i d n f t mind c o l d

move

move up and down move s o m e t h i n g t r a i n moved

move up and down move r i g h t o u t had t o move

106 Sm ith s e r i e s off

Gray s e r i e s rid e o ff f e l l off

once

H ild reth

series

sta rt off l o n g way o f f cool o ff p u t us o f f go o f f on v a c a ­ tion a l l a t once both a t once • o n c e a man

open

w ide open o pen t h e d o o r o p e n meadow

*-orange

orange flam es a p p le s, oranges

out

made o u t o f out to sea

over

over th e sea v a c a tio n over over t h e i r heads a l l over over her eyes o v e r t o t h e be d over th e r e turn over go o v e r s i x m iles turn over lo g

r i d e was o v e r a l l over j ump ove r over here o v e r t h e snow f a l l over c o a t o v e r him over a brid ge thin k i t over lea n over went over

over to the rab­ b it a l l over summer was o v e r f a l l over over the roof over the f i r e o v e r muddy r o a d s look over ca re­ fu lly t a lk over t e l e ­ phone

*pa r k

park the

park w ith t r e e s

park the t r a i l e r

p a rts o f a play part of th e country

p a r t o f house p a rt w ith funny p a r t p a s t t h e house

truck

part

past

p a s t th e barn

p a s s t h e cream pass the r o s e s

•fcpe’n

p i g pen

pe n t o w r i t e p i g pe n

p ick

p i c k up c r a b pick b e r r ie s

p i c k up t h e b i r d p ic k out th e b e s t

p i c k up t h e b o o k

10 7 Sm ith s e r i e s p lace cv

o pen p l a c e b e sid e h is place p ic n ic p lace p l a c e i n a row

p la in p lay

Gray s e r i e s p ic n ic p lace put in p l a c e sta y in place open p l a c e

play to g eth er p la y organ

fa v o r ite p lace p lace the fro g here

band can p l a y p lay a tr ic k p la y w ith d o lls

p l a y on sa n d p la y a joke p l e a s e t e l l me t r i e d to p le a s e look p lea sed oh, p l e a s e

p o i n t t o him

p o in t to sig n poin ted hat fou r hats

p o i n t down r o a d

p o o r £om ( u n h a p p y ) p o o r ( u n h a p p y ) poor (no w e a l t h )

poor •ftpo s t

series

p la in old hat p la in to see

p lease

-ftpoint

H ild reth

p o s t the l e t t e r s fence p osts lookout p o st

-ftpound

p u s h and pound pound o f b u t t e r

ra ce

race ahead (run) a irp la n e race r a i s e pu m pkins r a i s e hand r a i s e head

P raise

p ig to r a is e r a i s e h i s hand

r an

boys

r ea ch

r e a c h sa n d rea ch arm

rest

s a t down t o r e s t arm r e s t on r e s t of v a c a t i o n r e s t o f parade l a y down t o r e s t

ran to se e her w a t e r ran

ran r e a ch down reach top f l o o r reach out

r e a c h home r e a c h around a l l the r e s t looked have a r e s t

■

108 Smith s e r i e s

G ray s e r i e s

H ild reth

series

rin g

grew i n a r i n g '

r in g w ith r o p e rin g for fin g e r

r in g f o r the porter rin g a b e l l

room

S a n d y f s room

o u r room a t school

i n h i s room t o make room

rope

rope o f s i l v e r ( trim m ing) fa s te n a rope

*rose

head r o s e o u t

w ild rose m ountains r o s e

rig h t

a l l r ight come r i g h t down do i t r i g h t r i g h t i n t h e way r i g h t w ing s h e was r i g h t r ig h t (honest) p i c k r i g h t from tree

r ig h t in fro n t a l l rig h t you are r ig h t be r i g h t back r ig h t there s t o o d r i g h t up r i g h t hand

r ound

b i g r o u n d moon s p i n round round o f a f i e l d

■s-row

row a b o a t l o n g rows o f cans row o f c o r n

row s o f c o r n row a b o a t

rim

run a f t e r

run o v er came on t h e r u n ru n an e l e v a t o r

r u n down h i s f a c e run a l l a r o u n d (w ater) came on th e run run away

save

save (r e s c u e ) save ou tsid e lea v es

save the b ird

s a v e me s a v e money save i t fo r l a s t

s e c ond

in a second

in h a l f a second second day

i n a s e cond second sto n e

#set

s e t ou t (go) two s e t s s e t t o work

s e t him h e r e su n s e t s e t free

you a r e r i g h t w e n t r i g h t on r i g h t now go r i g h t b y ju st rig h t righ t a f t e r

little hole

round

109 vS m i t h s e r i e s

Gray s e r i e s

H ild reth se rie s

sharp

s h a r p •t e e t h sharp eyes sharp hark

sharp p in s t o o l was s h a r p

show

show h e r s k a t e s p u p p e t show show me w h e r e show windows

show y o u a n t l e r s show w i l l s t a r t show s a d n e s s

s i d e o f the road steep sid es

by th e s id e o ne s i d e t o a n ­ other t u r n to one s i d e s id e o f th e road

sid e

on a l l s i d e s s i d e o f the dock s i d e window

funny s ig h t . h e was i n s i g h t

&s i g h t -«-sign

sig n

of r a i n

smart so

s l i p out ax s l i p p e d slip p ed i t

slip

through

over

e y e s smart smart dog

sm a r t monkey

s o C a p t a i n Kidd so e x c i t i n g

so so so so

-SiSOf t

-*s ound

saw a s i g n

ropes o f s i l v e r (m eta l) pain ted s i l v e r ( co lo r)

silv er

slip

s i g n board sig n o f danger

so u n d o f w a v e s so'und a s l e e p

t h e y c o u l d go d i d t h e crows ha r d 1 * 1 1 sh o w you

s o d i d Timothy so angry s o lo n g ago s p l a s h e d s o much

s o f t earth s o f t vo ice

s o f t voice tip toe s o ftly s o ft leaves

so u n d a s l e e p s p l a s h i n g sound

s le e p sou nd ly so und ( n o i s e )

spread - spread the c lo t h fla m es spread s p r e a d the c l o t h s i l k spread

110 Sm ith s e r i e s

Gray s e r i e s

^spring

sp rin g sun

e a r ly sp rin g sp rin g (w ater)

stand

to stand to stand stand in jug stand o f

ro a d sid e stand tr e e stand d o n 11 s t a n d f o r i t stand s t i l l

on up the

H ild reth se rie s sp r in g day good car s p r in g s

wheat

start

s t a r t f o r home

s t a r t on a p i c n i c s t a r t the engine

s t a r t out show w i l l s t a r t s t a r t to b u ild

stick

w alking s t i c k

on a s t i c k s t i c k o f candy dry s t i c k s stick fa st

p in s s t i c k out p i c k up a s t i c k

still

s t i l l (q u iet) s t i l l had t o g o stood s t i l l s t i l l w a ter in it

n o ise s t i l l kept on s t i l l shorter stood s t i l l

s t i l l w aitin g was s t i l l s t i l l Skippy came s t i l l snow stood s t i l l

store

grocery store

toy sto r e s t o r e food

s tory

one s t o r y

repeat a story

str in g (m a teria l) strin g b erries

s tr in g (m ateri­ a l) strin g of fish

horn s t u c k stuck out fr o s tin g stuck s t u c k i n sand s t u c k up

stu c k out stuck p oles

take take take take

take care take a lo n g tim e ta k e t h i s book take a bath tak e your s e a t s a boat to take him t a k e down

s trin g

strin g a l)

(m ateri­

stuck

take

take take take take

i t down care a drink her along

us up a rest i t home a nib b le

1 11 Sm ith s e r i e s

G-ray s e r i e s

tie

t i e him u p r "blue t i e

t i e the cage y ello w t i e

ti m e

t i m e t o ea t i n no tim e on tim e v a c a t i o n tim e t h i s tim e watch fo r a tim e f i n e time

a l o n g time a l l th e tim e t h i s tim e g ood t i m e was n o t t i m e tim e ( m u s ic ) n in e tim es tim e each p la n e w a s te o f time

series

t h i s t im e a l l the tim e af t e r a tim e a lo n g tim e i t was t i m e swimming t i m e have n o t tim e d e l i g h t f u l time

t i p around tip o f h is t a i l

tip to p

H ild reth

top o f a b i l l

top o f

trees

top o f h i s v o i c e a t the to p

touch

touch food ( e a t ) t o u c h a card

*-tra cks

r a ilr o a d tracks anim al track s

s tra in

train a s e a l

•frt r u n k

•u-turn

w alk

toy train t r a i n a dog

tra in a s e a l t r a v e l by tr a in

e l e p h a n t ’s trunk trunk of t r e e s u i t c a s e and trunk

e l e p h a n t ’s trunk pack a trunk

take turns took turns t u r n u p s i d e down t u r n t o l o o k t u r n to s u g a r tu rn your back t u r n h i s head tu rn (change) w in d m ill turns t u r n around q u ick turn turn the han dle

w a l k a r ou n d

to t h e walk w alk a c r o ss

turn o f f the water le a v e s turn red turn a t r a i l e r t u r n on l i g h t turn around t u r n me on my ba c k turn th e key turn back her turn w a l k t o t h e w oo d s a lo n g w alk

112 Smi t h

s e r i es

Gray s e r i e s

H ild reth s e r i e s

wa t c h

watch o u t watch t h e crab

w atch from h e r e

watch th e duck

tf-wa v e

ocean waves wave hand c o m waves

wave a p a p e r w av e b a c k o c e a n W ives

wave a t h im

way

o u t o f t h e way on i t s way way b a c k c om ing t h i s way t h a t i s t h e way way i t t u r n s out

way o u t b e n d tha t wa y way home way t o e a r n had h e r way a l o n g way e a s y way make way i n s ome v*ay

l o n g way o f f f a t h e r l y way a l l t h e way on t h e way l e a r n e d t h i s way come t h i s way

w ell

do s t r o k e s w e l l feed her w e ll w e l l (w ater) w e l l , I w i l l go

do i t w e l l m ight as w e l l go w e ll (w ater)

w e l l , M ic k e y lik e d i t very w ell d i d t h e work w ell a l l went w e l l

■frwind

w in d b l e w

i n t h e w in d w in d ( w a t c h )

th e wind b lew

wonder

w o n der i t grov/s I w o n d e r what t o d o

S t a r r e d words were s e l e c t e d f o r t h e t e s t s

“FIGURE

4

COMPREHMSIOH OF WORDS WITH M U ITIPIE HEARINGS TEST FOR GRADE I

P u t a n X o n so m e o n e who c r i e d f o r h e l p * P u t a n 0 o n so m e o n e who c r i e d w h e n h u r t *

P u t a n X on s o m e th in g y o u w a lk o n . P u t a n 0 o n so m e o n e t a k i n g a w a l k .

113

P a t a n X o n so m e o n e who saw s o m e t h i n g . P a t a n 0 o n so m e o n e who u s e s a s a w .

o r 1*.

P u t a n X o n s o m e t h i n g t h a t sh o w s t h e d a y i s

p a s t.

P u t a n 0 on s o m e th in g t h a t i s

g o in g p a s t th e h o a s e .

P a t a n X on s o m e th in g t h a t i s

lo o k in g a ro im d .

P a t a n 0 on s o m e th in g t h a t i s

g o in g a ro o n d and a ro u n d .

P a t a n 0 o n t h e "boat t h a t i s

g o in g f a s t .

o,

P a t a n X o n t h e "boy e a t i n g a l i t t l e

o f th e

P a t a n 0 o n t h e "boy e a t i n g a l i t t l e

cake.

P u t a n X on th e

d u c k on a n e s t o f l e a v e s .

I Put an 0 on the duck that leaves her nest.

cake.

P a t a n X on th e d uck t h a t i s

s ittin g

P u t a n 0 on th e duck t h a t i s

s till.

s till.

h e a r w ith h i s h e a d s tu c k i n P u t a n 0 on th e h e a r w ith s o m e th in g s tu c k on h i s h e a d . P u t a r i n g a ro u n d th e h e a r w ith h i s h e a d s tu c k o u t .

'I, B

P u t a n X o n t h e h o y who g a v e h i s h e a d a hump o n t h e P u t a n 0 on t h e h o y w i t h a hump o n h i s h ead .* Put a ring around the hoy who went over a hump.

door

117

P a t a n X o n t h e h o y w ho i s

ta k in g o f f h is

P a t a n 0 o n t h e h o y who r a n o f f t o

shoe,

get h is sh o es.

P a t a r i n g a ro u n d th e hoy g e t t i n g o f f th e

s to o l.

P a t a n X on th e h a l l o v e r th e t a h l e . P a t a n 0 on th e

c a t ru n n in g o v e r to

th e t a h l e .

P a t a r i n g a ro u n d th e h a l l h e in g p u sh e d a l l o v e r th e t a h l e . P u t a d o t on th e ho y h e n d in g o v e r . P u t a l i n e u n d e r th e h o y s t a l k i n g o v e r th e gam e.

FIGURE

5

,C0MPREHEH8I0H OF WORDS WITH MULTIPLE MEAXTIEGS TEST FOR GRADE I I

P a t a n X on a l i v e

c h ic k e n .

P u t a n 0 on th e p la c e th e

c h ic k e n s l i v e .

P u t a n X on th e p a r t P u t a n 0 on p a r t o f a c a k e .

P u t a n X o n so m e o n e who c a r r i e s l e t t e r s . Put an 0 on someone holding “ big alphabet le tte r s .

118

119

W

T

f

f

i i h

P u t sin X o n s o m e t h i n g o n e s t o r y h i g h . P u t a n 0 o n so m e o n e r e a d i n g a s t o r y .

f!

X

P u t a n X on s o m e th in g t h a t

c a n c ro w .

jJP ut a n 0 o n s o m e t h i n g c a l l e d a c ro w .

P u t a n X on s o m e th in g t h a t h a rk s * P u t a n 0 on s o m e th in g t h a t h a s h a r k .

)■ i J i 4 a i 7 * * • • " , x

P u t a n X on s o m e th in g t h a t i s

s e c o n d i n t h e ro w .

P u t a n 0 on s o m e th in g t h a t t e l l s

a seco n d .

" 1$

P u t a n X on s o m e th in g t h a t h a s a f u r c o a t . P u t a n 0 o n s o m e th in g w ith o \it a c o a t . •Put a r i n g a r o u n d s o m e t h i n g t h a t i s

g e ttin g a co at o f p a in t.

P a t a n X o n t h e h o y who h a s a c a k e i n h i s l e f t h a n d . P u t a n 0 o n t h e h o y who h a s a l i t t l e

of h is

cake l e f t

P u t a r i n g a r o u n d t h e h o y who w a s l e f t b e h i n d .

P u t a n X on th e f l y . P u tm a n G o n s o m e t h i n g t h a t c a n f l y

and c a r r y p e o p le .

P u t a r i n g a ro u n d s o m e th in g t h a t c a n f l y

and s in g ,

dhrb a d o t o n t h e p i c t u r e t h a t sh o w s how snow c a n f l y .

122

□

Vh-

csO

«

i

P u t a n X o n so m e o n e m a k in g a t e l e p h o n e c a l l . P u t a n 0 o n so m e o n e we c a l l U n c le Sam . P u t a r i n g a r o u n d so m eo n e who i s

c a llin g .

P u t a d o t o n so m e o n e who i s m a k in g a c a l l . P u t a l i n e u n d e r so m e o n e who i s i_ to o r d e r .

c a l l i n g th e m e e tin g

6

FIGURE

’COMPREHENSION OF WORDS WITH MULTIPIE MEAHNOS TEST FOR GRADE I I I

P a t a n X on s o m e th in g y o u f i r e . P u t an 0 on th e f i r e .

P u t an X on a p e n f o r an a n im a l. P u t an 0 on a p e n you u se i n w r i t in g .

P u t a n X o n a m a tc h y o u u s e t o

lig h t a f i r e .

P u t a n 0 o n tw o t h i n g s t h a t m a t c h . ja. * T » ...

—

P u t a n X o n a n a n i m a l 's h i l l . L- Put an 0 on the h i l l a man uses to huy things.

134 n

r~

P a t a n X o n s o m e th in g y o u u s e t o p o u n d . P u t a n 0 o n s o m e t h i n g y o u h u y "by t h e p o u n d .

w iiiilP P u t a n X on s o m e th in g t h a t y o u c a n t r a i n . P u t an 0 on p a r t o f a t r a i n .

P u t an X on a sm a rt d og. *-

P u t a n 0 on s o m e th in g t h a t m akes y o u r e y e s s m a r t. 4

125

P a t a n X on a n im a l t r a c k s . P a t an 0 on th e r a i l r o a d t r a c k s .

P u t a n X o n s o m e t h i n g t h a t com es i n t h e

s p rin g .

P a t an 0 on a s p r in g o f w a te r . P u t a r i n g a ro u n d a s p r in g u se d i n

c u s h io n s . J

tt

P a t a n X o n a n a n i m a l 's t r u n k . P u t a n 0 on tlie tr u n k a p e r s o n u s e s . P u t a r i n g a ro u n d a t r e e

tru n k .

P u t a n X o n so m e o n e d r a w in g w a t e r . P u t a n G o n so m e o n e d r a w in g a p i c t u r e . L-Put a ring around someone drawing money from iiis purse.

127

P u t a n X on s o m e th in g t h a t i s

l ig h t to

c arry .

P u t a n 0 on s o m e th in g t h a t i s

a l i g h t to h e lp u s s e e .

P u t a r i n g a r o u n d s o m e t h i n g w i t h w h ic h we l i g h t a f i r e . P u t a d o t on s o m e th in g t h a t h a s l i g h t e d , P u t a lin e u n d er th e p ic tu r e

on th e

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