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1-1-1940
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.By
Evelyn Tovrnsend
COLLEGE OF EDUCATIOE
BUTLER UNIVERSITY
1940
DI
'
~h
~~~ J
T~
'-'
::>
4C
FORE'rVORD
Raving worked for two years in the Butler Reading Clinic with
ohildren who had reading difficulties, it seemed that so~e general
izations and helpful conclusions might be drawn.
Since a suocessful remedial program must be based upon a sound
diagnosis, it was decided to confine this study to the field of
diagnosis and analyze the causes of the reading difficulties pre
sent in the children in this clinio.
In examining the case records on file, it was found that some
were not so complete as others, therefore, it seemed best to make
a study of those children enrolled in the clinic, the summer of
1939.
The writer wishes to thank Dean W. L. Richardson for per
mitting her to serve as an assistant in the Reading Clinic, thus
making this study possible, and also for his guidance and help
in the initial stages of the project.
She wishes to thank Dr. Amos Carlile for his general super
vision of the study and his help in conlpiling the data. She ap
preciated also the encouragement given by Professor Albert ~ock,
Professor George Leonard, and Professor Henry Vfuisler.
To the following teachers, who assisted in gathering the
data, must go part of the credit for any contribution which has
been made, as the study could not have been made without their
helpz l,!rs. i'fcartha Guilford, !'hss Elizabeth Peterson, I'iss
EvelJrn Christopher, Miss Ruby Ertel, and l~s. Roxie Day.
E. T. T.
Indianapolis, 1940
11
1 \\ 5 ~
TABLE OF CONTENTS
FORE\'fORD
TABLE OF' COnTENTS
LIST OF TABLES
Chapter
I. INTRODUCTION
Pabe
ii
iii
. . .
.
.
.
1
1
4
5
rif.
V.
32
41
46
55
58
60
64
68
74
CASE STUDIES.
76
82
87
CONCLUSION
Summary
Recomr.1endati ons
93
94
95
iii
76
92
90T
1..6
ill
oLHOO dO
iJorIHIH
LIST OF T.!il:LES
Table
ase
I. Scores :Jade on the California Test of' gental
Maturity.
II. Scores
~Rde
61
62
v.
. .
Personali~J
. .
Test
~~en
Oral Check
65
67
70
71
73
CHAPTER I
INTRODUCTION
definit~ly
challenges
educators.
During the last few years, a great deal of time has been spent
in trying to find out just how serious the problem is, and surveys
have been made in many school systems.
~chools
are unable to
1::. ~
(1)
2.
fro~
10 to 40 per
~pproxi-
pQpul~tion
whioh means that in a school of four hundred children, from fortyfive to fifty of them present definite reading prob1ems.
Dr. Arthur Gates
40 per cent of all pupils have not enough reading ability to handle
the fourth grade reading curriculum without experiencing difficulty.
He also claims that failure in school is a major catastrophe to many
childr~,
Chicago,
3.
vel oped reading tastes of most high school pupils are at a rela
tively low level.
pupils read
maga~ines;
s~e
l~re
than
i~portance
of
~ progr~~,
progr~~
be
4.
pl~~ed
stu~
concerning what arc the most common and the most sig
v~iters
entitled "Children l'fuo Cannot Read", IT:iiss i';onroe 7 says that each
factor which she investigated showed ,an overlap
be~een
good and
poor readers, and that no one factor ;vas present in all cases.
Therefore, since the causes of reading
failu~es
ma~e
Butler Reading Clinic vmo have reading problems for the purpose
of attempting to detenaine first, which factors might be the cause
of their difficulty, and second, whether certain factors were more
prevalent than others.
find which causes of reading difficulty were most common and most
significant among those children who oame to the Butler Reading
Clinic the summer of 1939.
progr~,
5.
.....
19a5
~ro
data which they contained was complete enough for use in this study.
Since same records were not as complete as others, it was decided to
gather new data by ma...'lci.ng; a study of the children who should er.ro 11
in
~le
s~er
of 1939.
~le
teachers who
were making the case studies to Bee that the data which was
001
~ ~
6.
in evidence, this
info~ation
formulating of a preventive
Summa~.--Since there
progra~.
so~ething
Leaders in
(1) what
ell.APTER II
hav~
,rorked
~aterial
follo~dr~
divi
sions:
(1) developmental history and physical adjustment, (2) nental
de~elopment,
readins
A.
abiliti~s.
Although
~eading
ver~.r
signi
'A
8.
norno.lc~r
te~as
of time only,
achie~ement
The
He
nervous system, the child who is well nourished will have a better
chance to learn to read than the malnourished child.
These are
Cambridge,
9.
Lack of physical
Regular
attend~~ce
e~sily
That good
Jasta~ reports
sl~N
rate of reaction
Columbus, Ohio:
The American
10.
and in general lack of muscular coordination.
Since
school
people during the last decade than during the preceding twentyfive or fifty years.
It is
OVnl
main~ain
binocular vision.
5pau1 Witty and David Kopel, Readine; and the_ Educative Pro
cess, p. 216. Chicago: Ginn and Company, 1939.
11.
Children read with their eyes; faultless sensation must
precede accurate perception. The mind c~~ interpret only
the impressions it receives. This truism has been too fre
quently overlooked in our educational-research meanderings.
l~turation is the chief factor contributing to reading
ability; normal visual sensation and perception are also
prime requisites. Before entrance to the first grade,
every child should be thoroughly examined by a competent
eye-speoialist. A certifj.cate of visual readiness to read
should be required. The number of visual aberrations among
both able and disabled readers makes this a nandato~
policy for adoption bJ' all school administrators.
The need for those tests was determined by an analysis
of doctors' reports on (Usabled readers referred through
the medical department. Approximately 90 per cent of the
non-readers and severely retarded readers have been found
to require medical attention before receiving pedagogical
help. This conclusion has not been reached by other in
vestigators because convenient tests of binocular co
ordination have not been available for the researches.
Refractive errors have been the chief consideration. One
can only speculate on the number of clinical reading cases
which might have been saved the ernbarrass~ent of failure;
however, the r.eed for preventive J:1easures probEl.bly cannot
be overenphasized. Our ovm and other researches have
made us sensitive to the necessity of exploring seven
visual items; refractive errors, muscle balance, size and
shape of ocular images, visual fusion, monocular and bi
nocular eye-movements, interpupillary distance (P.D.) and
visual imagery (after, eidetic, and memo~). Unrefined
indexes to refractive errors (hype~letropia, ~yopia, as
tigmatism), muscle imbalance, fusion, and visual acuity
may be secured by means of the telebinocular tests in six
to fifteen ninutes time. 6
A second reference will emphasize still further Dr. Betts's
findings in the field of visual efficiency:
A phase of anatomical maturation or growth meriting
further research is the inorease with age of the distance
betvmen the pupils of the eyes. This distanoe is measured
12.
from the center of the pupil of one eye to the center of the
pupil of the other eye. In a recent stuuy the Trri~er found
the greatest increase in inter-pupillary distance to occur
durinG the sixth year (first grade). Undoubtedly this in
crease is brought about by the grmyth of the head. This
factor~ along with rnany others having to do with the de
velopment of the eyes~ leads one to suspect that many
children are not physically mature for the strain imposed
upon the visual apparatus by the reading process. Such
factors are not significant when children read at a dis
tance greater than forty inches because the eye is con
structed so that distance seeing is accomplished with a
minimum of effort.
Young children are normally farsighted. There is SOr.le
evidence for the belief that many children's eyes are not
mature enough for close work, such as reading, until they
are past seven years of age. A six-year-old child is pro
bably under a greater strain while reading typical first
grade reading material than a seven or eight-year-ola.
Far sightedness is usually caused by a short or im
mature eyeball. -various studies have showed that from
45 to 80 per cent of six-year-old children are normally
farsi 6hted. There is a gradual decrease in farsighted
ness as the eye matures so that by the age of nine only
about 18 to 20 per cent of the children are farsighted.
In order to experience comfortable two-eyed vision
(visual fusion) for small targets at reading distance~ the
action of the two eyes must be co-ordinated. Wells believes
that "the full development of the fusion faculty is not
attained until the fifth or sixth year with the normal
child." Although this statement has not been entirely
a?praised under experimental conditions, the well-kno~m
existence of individual differences vrould lead one to con
clude that at least 25 per cent of the children r~ture at
e. later age.
In a recent survey of 194 first-grade entrants 25 per
cent ey~iDited diffieul~J in discriminating between common
word forms; 38 per cent were unquestionably farsighted; 14
per cent lacked normal fusion; 38 per, cent did not have
the degree of eye co-ordination and the fusional desire
that comes from experience ~ith two-eyed vision to pass an
easy test of depth perception and 10 per cent evidenced
eye-muscle imbalance. P~l these items probably are related
to reading disabilities, but in some instAnces they nll
become less siGnificant with added age. To require some
children to learn to read typical first-grade materials at
six-years of age is to establish undesirable mechanical
reading habits.
1:5.
14.
(1) Perceptual Disabilities. Quickness of perception
is indicated in part by the number of diverse stimuli that
can be perceived within a limited period of time under con
ditions of attention. It is obvious that, other things
being equal, the more objects a child can apprehend in a
moment of time, the more efficient he is likely to be. Al
though the richness of mental content bears some relation
to quickness as well as to the range and aCG~racy of per
ception, differences in special native equipment seem to
account mainly for the large differences found anong
children in reGard to perceptual abili~J. This ability is
affected ~J such factors as age, the physioal and mental
condition of the Child, and diseases, e. g., epilepsy. It
is probable that this function can be improved by specially
constructed daily exercises. Differences that certainly
exist in children in perceptual ability should be evaluated
in relation to certain methods of teachin~, such as the
'flash' ~ethod of teaching reading.
Poor vision is sometimes a cause of reading disabili~J.
About 23 per cent of poor readers are found to have visual
defects that necessitate prescription of glasses. Of course,
many good readers also need glasses. It is a commonsense
procedure to correct visual defeots for all children .mo
need such correction. The prescribing of glasses does not,
however, take the place of r~edial instruction. After the
child has been fitted with slasses his teacher s01;letbles
expects him to oatch up immediately with his class. O~ten
such a child has fallen far belcw{ grade; he has developed
habits of guessing and of faulty word perception before
normal sight was established, so that he must have special
help to eliminate these habits. If sight cannot be cor
rected suitably for normal readins the child should be re
ferred to a sight-saving class where he vdll have the benefit
of large print and other materials especially adapted for
poor vision.
Defects in peripheral vision may be a cause of in
ability to read. Not only must a child be able to see
distinctly in the center of the visual field, but he must
also be able to see for some distance on either side of the
point that he is fixating. Some people, in reading a line
of text, can at one fixation grasp several words, while
others may have to fixate each word, and, in rare cases,
each letter. In some types of visual defeots, peripheral
vision is so affected that the child has great difficulty
in developing a normal span of reading. A child that suf
fers from restricted or impaired visual fields usually finds
reading extremely difficult, and if he has learned to read
at all, does so very slowly, vrith much losing of the place,
15.
line-skip?ing. and spelling of words. Between one and V~~
per cent of the children that have reading disabilities and
are brought for clinical study show this type of visual de
fect. Although this percenta~e is low. the necessity of a
proper diagnosis is important. 8
She lists the following
s~nnptoms
.2..
16.
Reading demands that visual stimuli be received for in
terpretation. It is then quite necessary that the organs
for their reception be normal before we shall say that a
child is ready to read. It is only recently that school
authorities have been adequately trained and equipped to
determine visual readiness for reading. The school nurse
has usually routinely examined eyes for acuity at twenty
feet distance, but unless ~~ eye defect at that distance
was discovered and the child sent to a specialist, acuity
at reading distance and other faotors in visual sensation
and perception were not tested. The usual nurse's examin
ation was ::;iyen "V';ith only one eye sighting during the
testing, whereas the acuity of one eye ynlen siEhting inde
pendently is frequently very different from the acuity when
both eyes are sighting simultaneously.
Defects in vision "may hinder a child in learning to
read. If the retinal image is blurred, tile child may not
be able to distinguish the pattern of letters presented,
and ma~r confuse patterns which are sLl'l1ilar, such as 'band,'
'hand,' 'hard,' or 'oat,' 'cat,' 'eat,' etc." Faulty vision
may also cause strain and discomfort for the child, nakinG
him nervous and unnecessarily fatigued. It is also certain
to make quite impossible the rhytrJnic and regular eye
movements which are necessary for later rapid reading. After
testing all the factors of visual sensation and perception,
the tester should refer an:r child vtith defects to a special
ist for correction of the difficulty.
Harry J. Eaker, head of the psychological service of the De
troit
~ity
cor~ent
to make.
17.
tJ~es
of eye training
In summari
~.
18.
1I
Journal
of Educational Research :CCXI (February, 1938), pp. 401-34.
13'1l.
19.
reading disability group ....ere isolated. This differenoe was
aooentuated when oomparisons were effeoted with pupils tauGht
b~' look-and-say teoh.'1.iques.
.
Although the balanoe was retained
in favor of the oontrol oases whenever the phonetio groups
were oonsidered alone, the contrast was not nearly so in
cisive. The discrepanoy in right-eye measurements was par
ticularly siGnificant.
2. Feasures of lateral eye-:::mscle coordination did not
yield any evidence that reading disubility cases r.1anifested
a more pronounced aberrance in muscle-imbalance than the con
trol cases. The reliabili t~r of this finding i"las established
through three distinct a?proaches ~rl1ich consistently failed
to produce any signifioant variation in the group comparison.
3. Particular dominance in eyedness or handedness, as
manifested b~ several indices, could not be attributed v~th
groater frequency to the poor readers than to the good
readers. This evijence was not particularly altered by an
analysis of mixed eye-Qnd-hand oonditions.
4. Telebinooular tests of reading readiness isolated
a si~ifioant difference between Good and poor non-phonetio
readers that ascribed a higher frequency of astivnatic
anonalies to the reading disability cases. This variation
was particularly sibnifioant inasmuch as no differences
existed bet?Teen the groups taught by the phonetic method.
These variations produced by astigmatio anomalies were,
however, undoubtedly reflected in the visual aouity mea
surements.
5. As a result of the optometrical ex~:inations con
ducted by professional techniques, 70 per cent of all the
~ood readers ex~nined gave evidenoe of no~nal vision while
only 56 per oent of all the poor readers ex~~ined manifested
this condition. Although the difference is not great enough
to be statistically reliable, it vms consistent with the
trend of other ~easurements. hhen a oomparison YiRS ef
fected with pupils taught by look-and-say techniques, how
ever, 75 per cent of the good readers were reported as
havine normal vision ,vhile only 50 per cent of the poor
readers were similarly reported.
6. Group differences were found that indioated a
more efficient performance on the part of good readers
in certain tests of visual perception. There ,vas also
some evidenoe from an analysis based upon the inter
oorrelations obtained fro~ the peroeptual testing of good
readers that a speoifio faotor pattern was involved.
20.
It is evident from this summary that. among the attri
associated with readine disability, the visual charac
teristics should receive definite attention. This considera
tion should be particularly pertinent in connection with
~ptoms of reading disability arising in schools where the
look-and-say method of teaching reading is dominant. Although
ametropia exists amone pupils not manifesting reading dis
ability. its existence oannot be condoned as its presence
unnecessarily handicaps ~e child even though ilmrrediate ef
fects may not be evident .4
bute~
as~
~oor
achieve~ent
to be relatively unimportant
It is true that the various visual irregularities which
have been studied do not appear to cause or to contribute to
that condition generally described as "reading disability."
Nevertheless. before asserting that visual defects are not
among the causes of poor reading. one should recognize this
alternative: visual defects may impede the readinc progress
both of poor and of good readers. Correction of defects may
improve the reading difficulties. ?:oreover. studies of in
dividual cases. ~merein marked visual defects or functional
difficulties have been corrected or ameliorated (by the use
of lenses or prisms. or by orthoptic training) and followed
by appropriate remedial procedures. generally show definite
improvement in reading attainment.
21.
Auditory Efficiency
Defective hearing is also associated closely vdth reading
disability.
c~ild
is at a distinot disad
audito~
~ew York:
22.
Normal hearing likevQse is basio to the beginning of
systematic reading instruction beoause sQme of the meaning
attached to printed symbols comes from spoken words. Vfhile
auditory aouity is signifioant. such factors as audito~'
span. aUditory fusion. auditory perception. and auditory
frequency range maj" also have a part in hearing-reading
readiness.
However. in the "look-comprehend H !Uethod of teaching whioh is
now being developed in the Chioago sohools. acute hearing is not
so important.
30me children
Other children
proble~
23.
are partially deaf or lack proper sound discrimination often
show some of the follo~~ng characteristics in readinG:
(8) Excessive errors in the vowel and consonant sounds
of words.
(b) Additions and omissions of sounds.
(c) Speech defects in conversation and in oral readin~.
(d) Confusion of words vn:ich sound nearly alike.
(e) Inability to use phonics as an aid to ~ord-recogni
tion.
(f) Inattention while others read aloud.
(g) Misunderstanding oral directions.
tically non-existent.
So, in conclusion, it may be said that research
~~d
practice
L~age
~ixed
~'.
F.
24.
~otent
~onroets
In Larion
practically no
discr~inatory
2b,
.
,uarlon
{:lonroe.
~.
. t p. 84,.
25.
Outstanding
~uong
26.
who, after several years of the usual school instruction, has not
learned to read, although he seems normal in alertness, interest,
and aotivity in other things.
From the result of her clinical study of children .rlth varying
degrees of reversal tendency, Miss Teegarden conoludes: 24
27.
Witty and Kopel,25 and Hildreth 26 note a decline in :frequency
of the reversal tendency in higher as contrasted vnth
indicating that the reversal propensity tends to
maturation.
l~ver
dL~inish
with
grades
slightly
sm~ller
gre~ter
but
Kelly
,. , 28
28.
termed II word-blindness. 1I
Annie D.
v~y
taught to write with the opposite hand fron the one which he is
using, and he should be given a greater amount of work in phonics.
The vrord-blind child can
co~prehend
He
This
29.
TiIL~er31 and it receives little support from present-day authori
r~nedial
reading.
Efficiency in Speech
Several writers claim that there is a close relationship be
tween reading failures and speeoh difficulties.
~arion Monroe 32
says that children who have failed in reading are more likely to
develop nervous speech than those who are good readers.
Since any
articulato~
~eading
Thus
He found that
--_
Chicago,
30.
readin~
oral, but
v~re
31.
In summarizing the findines relating to articulatory defects
and their relation to reading abUi ty, Ur. Tra:vis 36 sa.:t s :
Educationally the speech defective does not achieve at
the level of his ability, and for three reasons: first, he is
definitely handicapped in oral recitation, and the teacher un
wittingly discriminates abainst hun because of his poor showing
in verbal expressionj second, his speech defect is frequently
associated with other defects, such as reading arrd '~iting
disabilitiesj third, he is handicapped by bad emotional re
aotions caused by his speech h~~dicap.
Careful surveys reveal that at least 5 per cent of the
school population possess speech defects of sufficient se
verity to warrant remedial attention.
A summary of the material that has been presented in the con
Z6.I~id., p. 62.
Yearbook,~--VoI.
Seventeenth
32.
B.
Eental Development
predicti~g
a child's achieve
age.
point:
sk~lls
L~pediments
to reading,
Therefore,
,~ch
is not too
Teats requiring
J'
33.
considerable reading should not be used. as poor readers are natur
~lly
achiev~ments
tions for children of the given age to have somewhat higher intel
ligence quotients than
~~e
children
~rllose
below expectation.
Those.intellectual factors which affect
~eadine
most vitally
may be divided into. first. general intelligence. which has just been
discussed. and second. the presence of certain specific intellectunl
abilities.
and most closely related are the ability to see likenesses and dif
ferences in words and the ability to remember these word forms.
It
maturi~.
"audito~/
~~e
following conclusion.
Minneapolis:
34.
Betvreen this ability and success in reading in the first
grade there is a reasonably high correlation. This abili~J
increases 'V'rith mental maturity, but can be mproved throueh
training_
Conoerning the ability to do abstract
thinkin~
General
pla~r
affecting the child and his educational progress are, the frequency
of crime, the uses made of leisure, the econonic level of the
ho~es,
4O:tr.
35.
closely associated
v~th
the child are legion; only those which bear especially upon the
problem of deter-mining causes of reading disabilities will be men
tioned.
~~Lner.
free, there are many advantages which afford rich experiences which
the parents who can afford to pay make
ren.
availa~le
36.
backbround
~mich
is
~arkedly
It
happy relation bevNeen the chilu and his parents and the presence
of a normal family group, with judicious handling of the problems
of the brothers and sisters within the group on the part of the
parents are most conducive to normal intellectual
part of the individual child.
gro~~h
on the
37.
The edu
has grouped into five large classes those which she considers to
be of greatest importance to the child and to his reading progress.
These are
(1) deficiencies in early preparation or readiness for
read ing at the time readin~ was initiated
( 2) poor adjustment of reading materials to the child's
present level of achievement
poor
adjustment of reading methods to individual
(3)
differences
38.
L~
discoura~ement
c~use.
In the first
~~thout
In the upper
grades, and in all of later life for that matter, marked deficiency
in reading develops through sheer lack of correct reading experien
ces.
Witty and Kopel,47 in their recent book, state that "children
exposed to typical first-grade reading class do not, in passive
fashion, merely
\~ste
39.
the pupils of the teachers vmo had the best mental health
~~re
more
sts.ble on the average than were the pu.pils of the most unstable
teachers, although the student-teacher relationships had existed
only about t1'JO to two and a hali' months prior to the study.
such as these led Pressey to consider the teacher as the
Facts
outstar.din~
headings:
(1) Inadequacy and inefficiency of instructional materials.
(2) Faulty or unskillful instructional practices and pro
cedures.
(3) Failure of instruction to provide for individual dif
ferences.
(4) Ineffective guidance by teachers during learning activi
ties.
(5) Undesirable personal and social relationships betvreen
teacher and pupils.
40.
The
41.
la1~/
ledge and information from the printed page which relate to hi$
acti~ties,
his interests.
For poor
successful.
n~~
identi~T
Th8 utilization of
interests~
.!T'-ore
42.
difficulties in reading.
He
~u~t
r~sults
in
readi1~r
pends upon adults, the child 'Vmo has no curiosity about books and
pictures, or the ohild Who finds the reading lesson dull and un
interesting.
su~ry
is the emotional development of the child and its effect upon his
reading progress:
43.
44.
to~~rd
ffianchard 52 who has worked for years in the clinical field 1\rith
children mo have been unable to make the usual progress in
reading.
,~rk,
she gradually
.-,
45.
Blanchard does not claim that all reading problems are assodated with difficulties in emotional development.
Her discussion,
~~th
sev-
eral children.
Vie oan at least state with some certainty that children
buruened ~ith conflictinb feelings which they have been unable to integrate, and nth an excessive amount of repressed
hostility ana aggressive impulses, are unable to enter into
relationships with other people with real affection and positive feeling. This is clearly shovm in treatment in the
transference relationship to the therapist. It is equally
characteristic, though less openly manifested, in the relationship to parents and teachers. We do things for people
when we like them; children learn, at least at first, to
please parents and teachers who are loved, in order to secure love and affection in return. If attitudes toward
parents, which are transferred to teachers, are negative,
rather than positive, interest in learnin3 is decroased
thereby, or refusal to learn results, in cases of extreme
negative, feelings. This resistance to learning may well
become associated ~~th reading because this subject is
most stressed in the early grades by the curricula in
most schools.
Bennett 53 undertook an intensive study of individual children
using fifty pairs of ohildren, each pair consisting of a good
reader and a poor reader equated as to sex and school grade, with
I.Q. and C.A. as nearly the same as possible.
Concerning social
46.
acceptability. In the general impression which they re~is
tered on the adults who knew theln, they were not zreatly dif
ferent from their classmates.
Against this background of normalcy, however, a few sig
nificant tendencies appear. The teachers thought of the poor
readers as lackinG in persistence. The absence of confinQa
tion in the parents' sta.tements sUGgests, as has been pointed
out, that any such distractibility may be specific to the
school situation and largely a result rather than a caus~ of
the reading handicap.
A more arresting tendency was disclosed in the children's
own statements. By a fairly reliable margin of diff'erence
the poor readers !nore often than their cla.ss:nates expre3sed
atypical feelin;;s in ans'!rer to certain direct ;luestions.
Restlessness, indecisio::l, loneliness, f'earf'ul::less, stuttering
were characteristLcs to vfuich they thousht themselves suscep
tible. From the nature of these replies we may infer that
they tended to respond to difficult si tuat ions i::l WB.:rs which
are generally considered to be undesirable and to indicate
lack of sereni~J, feelL~gs of inadequacy, insecurity. Ex
pressed in different tenls, perhaps, these patterns of ad
justment are not unlike those v:hich other 'writers have ob
served as associat0d with reading retardation.
D.
To be more than
one~
47.
acq~isi
B.
C.
D.
~istakes?
E.
From a
They are
called context readers. because they depend on the context or general setting of a word when they cannot recognize it.
Ope
cit p. 232.
48.
Some children
a~e word-~'-word
ora~
reading.
49.
To do
any of these to the exclusion of the other two makes a poor reader.
1.
2.
3.
4.
5.
Poor readers :in the middle and upper grades have certain typical difficulties:
"A.
Inadequate sight
vocabula~T
is common.
B.
C.
D.
E.
50.
Witty and Kope1 62 list
Il
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Their
51.
studies show that the poor reader typically makes many and long
fixation pauses. many regressive movements and slaw, irregular
return sweeps.63
Tinker 64 reports that "Eye-movement patterns do not cause. but
merely reflect effioient or poor performance inefficient eyemovements are symptoms rather than causes of reading disability and
are readily eliminated as reading efficiency improves."
The teacher should. be alert to notice the presence of habits
which interfere with efficiency in reading.
63Eurich, A. C., "The Photographic E;re-Movement Records of Successful and Unsuccessful College Students". Journal ~Applied
Psychology, 1933, pp. 604-613.
. .
Taylor, E. A., Controlled Reading, Chicago, Illinois:
University of Chicago "Pres-s, 1937.
The
"~easures
52.
seconda~r
efficient work-habits.
The
list follows:
A.
B.
dictiona~J
is
L~portant
in most study.
skill.
c.
53.
D.
E.
investigation~
that of determining
fonnul~tion
of a preventive reading
~
conditions~
by his
These
54.
wost authorities emphasized the importance to a child1s school
success of favorable home conditions and of happy. satisfying
school experiences.
~~<o
is ex-
Emotional re-
habilitation of the poor reader is sometimes the first and most important step in making his learning ability effective.
The interest
progr~a
effectively.
Finally. over-emphasis
CHAPTER III
PRESENTATION OF FHjDINGS
In June 1939, some forty children enrolled for one week's vrork
in the five demonstration classes which were held in connection \rith
the reading conference.
ap~endix,
as she carried on
~venty
~~re
assigned
con~lete
In ad-
(55)
56.
2.
3.
Dominance Tests
4.
5.
California Test of
Others
6.
7.
8.
5.
Ingr~lam-Clark
l:.~ental
In addition, the teacher kept a daily log and the parents were
asked to fill out the following questionnaires, copies of .1hich are
in the appendix:
1.
2.
"Rating Scale for Child Beha\rior", taken from The Report of the
White House Conference, published by ScribnerS:--
3.
4.
57.
It will also be noted that the record blank has many more
v~s
1~ile
no
of the appendix.
Due to the ,fact that the orie;inal form was very brief, the
teachers did not gather some material that might be very signifioant.
adjustment.
~nll
~ost
significant.
Before presenting these findings certain facts concerning the
children attending this clinic
shoul~
be reviewed.
becau~e
58.
with children from the grade level on which they teach, not many
older children are used in the clinic.
~no
need a
remedial program and very few teachers who are trained to help them.
The distribution of the children
u~ed
Frequency
1
2
3
4
5
6
7
8
1
6
Ungraded
A.
6
3
5
1
1
1
Age
6
7
8
9
10
11
12
13
Frequency
2
3
7
5
5
4
2
2
Physical Adjustment
~~s
slow in \valking, and most of them had had the usual children's
diseases.
Wi th regard to muscular coo,rdination, three haVe dirficulties
59.
~~itinG,
and
noids.
~Jpical.
nurses do not find a weakness in this area vmen the Snellen Chart is
used and many doctors do not check phorias and ductions.
Similar
results have been obtained in checking other children both in Indianapolis and in other cities.
Wnen photographed, nearly a tllird of the children showed that
their eyes were not ,mrking together so efficiently as might be
expected.
This seems a large group, but the per cent for the
60.
population as a whole is not known.
Hand
Eye
Foot
Frequencies
R
R
R
17
L
R
6
L
L
R
R
L
L
L
L
L.
R
L
2
of work done in the field of remedial speech activities in Indianapolis_ this might not be true of children in other
has been the
~Titer's
coru~ities.
It
Mental Development
turity.
The reader will note that the thirty cases are numbered and arranged
according to I.Q. rank.
part of the test were used, there would be less than one third of
61.
the oases below 100.
~\an
TABLE I.
Pupil
Language M. A.
I. Q.
I
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Non-language M. A.
127
124
H8
113
107
106
105
104104103
103
102
100
100.
99
98
97
96
95
94
94
93
92
91
88
88
87
87
82
79
139
119
87
87
110
79
107
155
115
100
93
99
128
116
83
101
])06
92
157
92
128
110
91
87
121
129
119
114
90
73
190
117
101
9"5
120
153
118
135
112
112
101
92
144
104
83
101
126
146
156
96
117
90
86
89
150
152
161
114
103
94
62.
~easure
This measures
sto~r
It vdll be noted
that all of the cases have a higher capacity than their ace level and
that all but four have a higher score than their grade level.
exceptions can be explained as follows:
These
are too far advanced for their age as they probably started into
school too young; number nineteen is too old for the test norms to
be reliable, and number twenty-one has an emotional block (see personality scores) which makes a
satisfacto~r
possible.
TABLE II.
Dv~P..ELL
CAl'ACITY TEST
Pupil
C. A.
9-11
8- 0
6- 8
G- 6
9- 0
11- 1
9- 0
11-10
9- 1
8- 9
7-11
4
5
6
7
8
9
10
11
Word
Capacity
7.4
~~.l
2.2
1.7
5.2
7.8
'7.6
15.8
5.0
3.1
2.6
Paragraph
Capacity
5.6
3.5
2.5
2.7
4.9
8.2
3.7
7.6
6.2
3.5
2.8
Present
Grade
5B
3A
2B
2B
4
Ungraded
3
7B
4B
4B
2B
63.
TAl3LE II.
(Continued)
--
--
Pupil
C. A.
Yiord
Capacity
Paragraph
Capacity
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
7- 0
11- 3
9- 8
7- 0
8-11
10- 0
10- 1
13- 8
8- 6
11- 0
8- 9
2.3
6.9
5.0
2.7
3.7
6.7
5.9
7.5
3.4
4.6
4.1
2.5
2.9
7.6
7.. 6
6.0
7.0
4.4
4.7
2.2
7.0
3.5
2.3
4.5
6 .. 8
4.5
7.7
3.6
2.0
3.. 9
2.. 5
2.9
10.9
7.8
8.9
6.2
3.0
5.4
8- 0
8- 0
121312101010-
6
3
7
0
0
0
Present
Grade
lA
5B
4B
2A
3A
5E
I
i
i
4A
8
33
6A
3B
2A
3B
6A
6B
6
6B
4B
2A
back~round
Their homes have from five to seven rooms, five out of six
64.
school~
and eight to
school~
eighteen to high
two~
seven had
three~
children~.
school~
and only
sibling~
background~
while eight of
college~
~ther
~rade.
studies.
E01fl-
just because the child failed in the first grade does not mean
that the first grade experiences were the cause of the failure.
It
~1e
study of the case records shows that many of these children entered
school very young or that they were immature in their social and
emotional development.
The number of grades
re~eated
individually~
used~
there
If
true.
Only twenty-three of the children were mature enough to talee
the "Aspects of Personality Test".
in terms of percentiles.
65.
ea.ch ca.se.
50~'~
in
I
I
Pupil
As c enda..'1.ce
Submission
Extroversion
Introversion
T
~
Emotional
Stabilit~'
1
2
4
6
8
9
10
13
14
16
17
18
19
20
21
22
23
25
26
27
28
29
30
90
43
51
66
14
66
43
32
42
23
18
10
99
13
27
24
13
5
19
15
2
42
15
"
,
42
68
16
94
53
27
68
35
58
8
6
27
99
27
30
27
16
24
24
58
90
46
58
36
21
24
96
18
64
21
69
36
69
64
58
100
69
0
15
100
19
18
36
25
21
36
The data from this table should be interpreted as foilows: Pupil One has more desirable score (is less submissive) than 90% of the other students, but does not
do so well on the other parts of the test. Fifty-eight
percent of students are more extrovert than he and
sixty-four feroent are more emotionally stable. The
test manual has the following to say in regard to the
66.
interpretation of such scores. "Section I. AscendanceSubmission. A very Imv score on this test may in~icate a
submissive, retiring type of child. Such a child is not likely
to be a leader, but rather a docile follo.ver. His atti~Jde may
be due to repression at home. It may be the result of a domineering home environment. It nay also be due to feelings of
inferiority, real or ~magina~J, on the part of the child.
In general, a child of this type needs opportunities for
success. Responsibilities within his scope should be allotted
to him, so that he may have the chance of experiencin~, in
however small a .my, the feeling of leadership.
Children who score verJ high on this test, those above
the 90th percentile, should be watohed carefully to see that
they do not deelop into inconsiderate, domineering individuals
who like to bully and dominate others for their OVffi individual
gratification.
Section II. Extroversion~Introversion. Children vnth low
peroentiles on this test are presumably too introverted, too
much turned in on themselves. They withdraw too much from the
world and tend to find too great satisfaction in their mvn
daydreams. They may dodge the responsibilities of the real
world and obtain their satisfactions in an imaginary one.
Daydreaming, in and of itself, is no evil. It only becomes
one when it is allowed to take the place of real accomplishment. The extramely introverted child is somehow missing the
normal satisfactions in life, and ~natever the teacher can do
to help overcome the introvertive tendency should be done.
Any interests that he may show should be energetically encouraged. Extreme cases of introversion call for the help of
a psychiatrist.
Section III. ~otional Stability. A very low percentile
rating on this section may indicate lack of emotional balance.
Such ratings point to,~rd the psychoneurotic type of individual.
Such a ohild is likely to be flighty, easily upset; he probably
has anger outbursts or t9mper tantrums; he may have mnny fears
and anxieties; minor excitements may cause psychic shocks out
of all proportion to their stimuli. The causes of Emotional
instability are legion, and only aftar a more thorough case
study of each individual child has been made can appropriate
treatment be begun."
In order to interpret this data more easily, Table IV was compiled with each part of the test arranged independently.
ile it
would be a mistake to treat the results of any paper and pencil personality test too seriously, it certainly is plain that these
67.
r~~ge.
With regard to
Ascend~~ce-
Submission, eighteen of the twenty-three are below the fifty percentile and more than half belmv the twenty-five percentile.
IJine are
\fhen
it comes to emotional stability, only nine are above the median, a21d
nearly one-half are below the
percentile.
Asoende.nceSubmission
ExtroversionIntroversion
99
90
66
66
51
43
43
42
42
32
27
24
23
19
18
15
15
14
13
13
10
5
2
99
94
90
68
Stabilit-~r
,- ,.,
0',)
58
58
58
53
46
42
35
30
27
27
27
27
24
24
16
16
8
b'inotional
100
100
96
69
69
69
64
64
58
36
36
36
36
25
24
21
21
21
18
18
15
9
0
TABLE IV.
~Nenty-five
.,..
68.
D.
vocabula~J,
in oontent and must know how to attack a word which he does not
know.
~ork
~lO vocabula~
tests, one,
In the
last column the score made on the Durrell Capacity Test appears for
the purpose of comparison of the achievement and capaCity levels.
Since many of these
ohi~dren
become
~otionally
measured, the better score made on the two parts of the oapacity
test was used.
She oould
69.
made on the two comprehension tests was expected, but this condition
can probably be explained by the presence of emotional factors.
As
one measure of reading ability, use of the Durrell vocabulary is advised rather than a composite of the four.
If a child recognizes
.~.s
nost every school system and even within schools in the sane system,
not to show achievement in comparison with present grade placement.
If a comparison is desired, the reader may use chronological age
(sho\ting usual grade placement), Durrell vocabulary
(sho~~nb
achieve-
cOfi~licated
to
approx~ately
the time of the tests, while those vmo entered in the middle of the
year would be six and a half.
However, his
70.
TABLE If.
SCORES IvIADE
on
! Pupil
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
c. A.
9-11
8- 0
6- 8
6- 6
9- 0
11- 1
9- 0
11-10
9- 1
8- 9
7-11
7- 0
11- 3
9- 8
7- 0
8-11
10- 0
10- 1
13- 8
8- 6
ll- 0
8- 9
8- 0
8- 0
12- 6
13- 3
12- 7
10- 0 '
10- 0
10- 0
Vocabulary
Durrell
Ingraham
Clark
3.0
4.0
1.0
1.5
2.3
0
1.3
5.8
3.0
3.5
1.3
1.3
3.5
1.3
1.3
2.3
4.3
2.5
6.9
1.3
3.5
3.5
2.5
2.9
4.0
3.0
1.5
5.0
3.0
2.5
Comprehension
Timed
Untimed
3.0
4.2
1.4
1.2
3.5
3.5
3.8
2.3
2.4
3.4
0
3.4
6.0
3.8
3.5
2.4
1.8
3.4
2.6
2.0
2.9
4.7
2.9
7.0
2.3
3.3
3.2
2.8
2.6
4.9
3.2
3.7
3.0
2.7
2.9
2.9
6.7
3.5
3.7
1.0
1.3
4.0
0
2.2
2.9
4.9
2.9
7.4
2.6
3.0
3.7
2.6
2.9
6.4
2.0
2.4
5.3
4.4
2.8
..
5.0
4.0
1.0
2.9
2.3
0
3.5
6.7
3.5
3.0
1.3
1.6
5.0
0
1.5
2.9
6.7
2.0
3.0
5.0
2.5
3.0
2.9
4.0
2.5
4.0
4.0
2.3
3.0
Durrell
Cape.ci "tJ'
7.4
3.5
2.5
2.7
5.2
8.2
7.6
7.6
6.2
3.5
2.8
2.3
7.0
5.0
2.7
4.5
6.8
5.9
7.7
3.6
4.6
4.1
2.5
2.9
10.9
7.8
8.8
7.0
4.4
5.4
II
I
!
71.
~lestion
sh~s
to be
Table
\~s
maste~1
~venty
skills.
were word by
-,vord by
Word
Reading
Lack of Word
Mastery Skills
Pupil
Inadequate
Sight
Vocabulary
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
"
II
!l
11
II
II
II
"
H
II
"
II
II
11
"
"
"
II
Emotional
Blocking
"
"
II
"
"
"
11
"
If
"
II
tI
"
"
"
"
tI
"
TI
II
II
II
"
"
72.
TABLE VI.
Pu?il
(Continued)
Inadequate
Si(;ht
Vocabulary
18
19
20
21
22
23
24
25
26
27
28
29
30
Lack of 1"[ord
Mastery Skills
"'ford by
~ford
Reading
"
II
It
It
"II
II
II
"
"
1I
1I
II
"
"
"
"
"
II
"
"
11
II
"
"
11
II
II
"
II
II
11
II
?
?
"n
I
I
27
Emotional
:Slocking
20
30
v~iter
but perhaps it would be worth while to list the errors these children
made when they were given an oral check.
error vms kept until a total of sixty errors had been made.
are shown in table VII.
These
73.
TABLE VII.
V'i1iE.l~
AN ORAL ClIECK
I
,I
til
til
~
.-i
II)
lI)
!is
rl
..-1
p.
rl
Cl)
s::
rl
.p
rl
s::
.-i
rl
.p
~
.p
II)
til
UJ
.p
M
0
..-1
UJ
p
Q)
p::
Q)
II)
UJ
..-1
1-1
([)
'"'
o '"'
?~
til
II)
.-i
+'
rl
+'
rl
('j
(1)
~
~
CD
Cf)
p:<
p::
6
12
8
3
2
3
2
3
5
28
24
16
29
9
13
1
5
16
15
10
8
25
10
18
60
60
60
60 i
60
7
12
5
5
2
11
8
13
7
10
3
2
3
7
20
25
20
18
20
18
20
6
0
8
7
10
10
3
5
16
15
23
36
3
12
60
60
60
60
60
60
60
0
2
2
2
5
6
6
8
1
4
0
1
3
4
16
25
30
23
42
25
1
8
34
2
6
30
10
25
20
15
17
28
10
15
8
7
12
23
8
15
6
4
14
21
4
0
22
2
6
22
21
12
10
10
s::
VJ
.p
0
P-
(1)
[---<
I
I
I
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
0
18
0
0
0
Total
62
4
1
0
4
10
couldn't check
4
0
2
1
0
7
5
5
0
0
3
0
8
5
couldn't check
0
0
0
1
0
0
1
2
1
0
15
0
0
2
0
1
0
1
2
1
0
0
4
0
6
2
3
2
3
7
0
2
4
4
8
3
74
145
1
1
5
5
4
20
8
2
130
570
307
60
60
60
60
60
60
60
9 I 60
16 I 60 I
60
32
9
60
60
9
18
60
60
8
60
36
60
20
I
421
1680
74.
Since all the children lacked word mastery skills_ a table
constructed showing
~hich
of the four
~~s
from context _ (3) analyzing vrords visually_and. (4) analyz ing words
phoneti.co.lly.
50
configuration, a few cou.ld use phonetic analysis but did not_ and
none used visual analysis.
~ong
word.
~ms
that of
Wo~(
habits.
~~s
It
that a verbal test is not an accurate measuring device for such individuals.
All of the thirty cases had had trouble with reading in the
75.
first grade.
failure causes emotional maladjustment and some that emotional maladjustment causes reading failure.
Vfuen reading
aohiev~nent
~~e
vo-
cabulary tests which were as much as eight years below their capacity
scores.
capacity.
~ms
This would show that the school has not helped these
outst~lding
maste~J.
If a child does
~~y
of
~rd
showed that a few of the children had some idea of how to get meaning
from the oontext, but none of them had developed skill in the other
three, recognizing words by general configuration, analyzing words
visually, or using phonetic analysis.
CllAPTER IV
Case study
procedur~s
~cntal
ability
His re-
Symptoms of
readin~
difficulties.
Physical Adjustment
A.
Developmental History
77.
He had
~easles
at the
age of 5, and was in bed for one year at the age of 8 with incipient
tuberculosis.
B.
A subsequent examination by an
eye specialist revealed a slight exophoric condition which was remedied by orthoptic training.
b~
II.
Mental Development
A.
Intelligence Tests
78.
J's I.Q. as 106, his B.A. 12 years.
The California Test of l!ental Maturity Elementary Series
(Grades 3-8) gives a total I.Q. of 88, a language I.Q. of 60, and
a non-language I.Q. of 115.
General Characteristics
He seens
Experience Background
The family
wilO
is a
79.
somewhat in his
ir~erests
Re has had few friertds for the past year because the family
moved to a new location.
his
OVID
second.
the radio.
He
E.
Reading Background
He
e~perienced
first--he has said since that he was so afraid of some of the boys
that he cou.ldn't keep his mind on his lElsson.s.
failure~
un..~appy
v~nt
for
attempted.
The following year the family moved and undertook to place him
80.
hL~
because of his
school failure, and tutoring at home for one hour per day
stituted with no apparent results.
~~s
sub-
there reported that J's eyes had a tendency to turn out but thought
that this would be overcome as he learned to read.
III.
A.
At Home
The credit for this goes to the mother for her wise
~n
J's life.
He fears
At School
cularly friendly and avoids those vmo are perhaps more reserved or
strict.
81.
esta.blished~
by boasting.
of "Know-it-all ll the first week at the new school, but the name
disappeared when the children
beca~e
incidentally~
to win.
66 Percentile
94 Percentile
96 Percentile
vooabula~J,
therefore, could not be given the reading tests or the ophthalrnograph test.
The oral reading check showed general weakness in reading techniques with no word mastery skills beyond knowledge of the sounds of
the consonants with the exception of c, q, and z.
out words but vms not successful.
alike, i.e.,
b~
p~
He tried to sound
for ten.
J ....ras as weak in other school subjects as in reading.
He did
not know the names of five of the letters of the alphabet and he
82.
~,
~ore
the
follo~~nG:
(1) emotional
i;~aturity ~~en
he started school (domination at home discouraged independent effort); (2) emotional blockinz; (3) lack of systematic directional
orientation; (4) inappropriate school procedures; and (5) lack of
easy visual fusion.
Recommendations for Treatirrent.
Visual Deficiency
Physical Adjustment
A.
Developmental History
D is
feet.
ove~might,
He is slovr
Y~iting.
After wearing glasses for a year, they were changed a week before he entered the clinic.
83.
plained of blurring.
efficiency
v~s
as follov/s:
90'f0l
I
80;~
needed.
90%
90t{
Fail
The test 'as repeated during the third week and the following
results were obtained:
100;;~
95%
100%
90%
normal
Blurry on one ball
~ental
----
Develo~ent
..:..~--
A. Intelligence Tests
The Revised
St~~ord-Binet
1100% is desirable
84.
I.Q. of 115 and an M.A. of 11 years, 5 months.
~~ental
non-l~nguage
of 160.
The scores on the Durrell Capacity Test were, for word meanjn::;,
~onth,
of 5.6; the total age score is 13 years, and the grade score 7.5.
B.
General Characteristics
\vhat he
~~s
to do.
Experience Background
de~ree.
Travel has been limited to evelY other year, when the family
~~t~
~ichigan.
his parents.
He some-
w~o
are also
85.
mornint~
He
loo~s
D likes
at these
many of the!:J..
Aritmnetic and Science are his favorite school subjects.
E.
Reading Background
He at-
~rade,
h~
in other work.
The habit
of ask:ing his neighbor 'hT;lhat is that nmnber or word on the board 1"
had been acquired,
of neighbors.
day, D became disgusted, went to his teacher, and told her that he
could not see the board.
He
v~s
turn, to a doctor, who found his eyes in poor condition due to astiGmatism.
III.
Social
~d
Emotional Adjustment
cO~lpanionship
of his parents.
~nth
He is,
He
D. is
86.
Aacendance-Submission
Extroversion-Introversion
Emotionality
IV.
90 Percentile
42 Percentile
36 Percentile
grade~
Grade 3.5
Grade 3.5
Grads 3.0
VerJ little skill
Grade 3.5
Grade 3.0
Tabulation of sixty
errors shows
Vovrel Errors
Reversals
Insertions
Omissions
o
4
3
2
Substi tutions
Refusals
Repetitions
28
13
10
D has practically no word mastery skill except for the doubtful habit of spelling out unknown words.
87.
Summary of Diagnosis.
reading ability.
Inadequate sight vocabulary and lack of word mastery skills are his
specific reading difficulties.
His deficiency
h~s
probably been
(1)
Use flash
maste~r
Help him to
a word by general configuration, getting the meaning from the context, analyzing words visually, and
(4)
analyzin~
words phonetically;
Case III.
Physical Adjustment
A.
~
Developmental History
has developed physically at a normal rate.
He has had no
bee~
in good
health.
B.
88.
1~se,
ular tests of
visua~
on several telebinoc-
meas~red
beEi~~inE
sa~e
for both
eyes.
His auditory aouity was high, wi.th the hearing of the right ear
slightly keener than that of the left ear.
The dominance tests revealed a preference for the right hand,
left eye, and right foot.
Mf s speaking voice is clear, modulated, and buoyant, void of
lisping, stuttering, and
II.
ba~J-talk.
Mental Development
A.
Intelligence Tests
0;."
I.Q. of 104.
The Durrell Reading Capacity Test for Grades 3-6 gives in the
test of word
meanL~g
89.
B.
General Characteristics
He
Experience Background
is the oldest of tvro children of Russian-Jewish parentage.
He
is very fond of his baby brother but is not confined to play "nursemaid ll to him.
deal.
}l
could
Reading Background
began school at the age of 6 years, 3 months.
His mother
reports that he experienced difficul t'<J from the first but did not
repeat any grades.
A.
At Home
90.
co~issioned,
al-
At School
The
to~rd
introversion.
Ascendance-Submission
Extroversion-Introversion
Emotional::lty
IV.
66 Percentile
27 Percentile
64 Percentile
~.~fS
reading abil-
Grade 3.0
Grade 3.5
Grade 3.0
No Skill Apparent
Word Recognition
Silent Rea.ding
Grade 3.8
Grade 3.5
9~~
The oral reading check revealed that the chief tJrpe:; of error
were substitutions and repetitions.
91.
Vowel errors
Reversals
Insertions
Omissions
0
2
5
10
Substitutions
Refusals
Repetitions
20
7
15
of Diagnosis.
gen~ral
configura-
tion.
Recommendations "for Treatment.
(1)
Help him to add the third grade list of words to his sight
vocabulary; (3)
varie~J
~aterial
Pro-
"
CHAPTER
CONCLUSION
The problem for this study was to find which causes of reading
difficulty were most common and which are most significant ronong
those children who came to the Butler Reading Clinic during the
SUl'lt"ler
of 1939.
~~s
In chapter
presented.
The second step was to go over the case records which had been
made over a period of two years at the clinic to see whether the
data vffiich they contained would give any clues.
cords as a guide, a case study outline
the teachers who were to assist
The third step was to
~~th
superv~se
'Nas
Using
~lese
re-
this study.
the work of the
~venty
who were to make the case studies and to assist them when
teachers
necessa~r.
Ten tests were given, four questionnaires filled out, and a total of
30 hours spent with each child.
93.
i~dicat
followin~
conclusions:
\~aen
children ranked considerably higher on a non-language test of intelligence than on a language test.
a cause is controversial.
4.
All of the
thir~J
readin~
in the
first grade.
5.
an~~fhere
94.
In
these
findings~
readin~
before children
reco~~ended:
before the child enters sohool so that he \vill have the basic elements of reading readiness partially developed--oral vocabulary,
ability to follow directions, and the ability to look and see.
2.
not earlier than the hiGh first grade, and even as late as the low
second if feasible.
3.
to the basic elements of reading readiness and given whatever individual help is necessary.
and give appropriate exercises so that he will use his eyes in the
left to right direction when using a picture book.
Eelp those
Check each
95.
~nen
Keep them in
pre-re~ding
groups.
~~rds
stories.
6.
~ords.
~rovided
so that all
tion drills.
7.
mastery skills.
This
Books should not be used until the child has mastered the
~s
prol~
ho~
nuch training in
ef~ective
96.
Materials need to
~e
~TIO
DIBLIOGRAP1.1Y
Books
Anderson, C. J., and Davidson, I., Reading Objectives. !VErI' York:
Laurel Book Company, 1933.
._~
The authors sat forth the objectives of roading and
reading instruction and point out how these objectives
may be realized through a proper interpretation and
pract.ical application of the findings of research in the
field of reading.
Baker, H. J., Characteristic Differences in Bright and Dull r~pils.
Bloomington, nlinois: Public Scho01 PUb 1 ishing Company,
1927.
98.
9 0..l.
100.
M.
R.~
102.
103.
Witty, Paul, and Kopel, David, Reading and the Educative Procass.
Chicago, Illinois: Ginn and Company, 1939.
The authors emphasize the necessity for constant and
oontinuous analysis of the learner's interests and needs
and the adjustment of method and material with respect to
these, not only in dealing with remedial problems but for
the prevention of reading difficulties at any stage in
the child's develop,nent. Extensive record forms are
given in the appendix.
Maga,zines
Betts, Thtmett A. "A Physiological Approach to the A.'lalysis of
Reading Disabilities ll , Educational Resea.rch Bulletin,
VIII, (1934) pp. 135-140, 163-174
104.
El~~entary
105.
Franz, S. I., liThe In~dequacy of the Concept of Unilateral Cere
bral Dominance in Learning", Journal of Experimental
Psychology, X'n (1933) pp. 873-874. -EXPeriments originally planned to determine some of
the cerebral conditions in sensory learning, provided
data on the relative use o the two cerebral hemispheres
in nonaal humans. The results point to the inadequaoy of
the hypothesis of a general unilateral ce~ebral dominance
for visual processes.
Farris, L. P., flVisual Defects as Factors Influencing Achievement
in Reading", Journal of Experimental Education, V
(September 1936) pp. 58-60.
In this study ~~ find a compar1son of the reading
achievement of 384 pupils in the seventh grade with that
of a control group in the same grade of like size,
chronological age, and ability but different in visual
acuity.
Gates, Arthur I., and Bond, G. L., "Relation of Handedness, Eyed
ness, and Acuity Dominance to Reading ll , Journal of Edu
cational PsycholoGY' ]O:VII (September 1936) pp. 450=456.
The authors summarize data concerning the handedness,
eye-dominance for sighting, visual acuity, and combinations
of these in relation to reading in the case of three and,
in so~e cases, four groups of children.
Gray, William S. "The Nature and Extent of the Reading Problem in
American Educa~ion'l, Education Record Supplement, No. 11,
XIX (January, 1938) pp. 87-104.------
This article emphasizes the need for greater effi
ciency in reading in cont~porary life and discusses both
the developmental and the remedial problems which schools
face today.
Greenbie, Earjorie B. "Some Children Can't Read ll , parents I T':;agazine,
(October, 1936) p. 30.
Here we find an explanation of the probable cause and
cure of specific reading disability, which the author at
tri~utes to word-blindness.
Hildreth, G., "Reversa.ls in Reading and '1ri tingri, Journal of Edu
cational Psychology, ~Q:V (January, 1934) pp. 1-20:---
This report summarizes the results of reading, writing
and intelligence tests given to primary classes in three
sohools to determine types of reversals, their frequency,
and their relation to left-handedness.
106.
107.
Teegarden, Lorene, "Clinical Identification of the Prospective Non
Reader", ChHd Development, III (Dece:nber, 1932) p. 346.
Fifty fi~st grade children selected from three city
schools in districts of three different social and economic
levels, and showing reversal tendency in different degreos,
were given individual psychological examinations. The
findings were related to reading achiev8"!';1ent at the end
of the school year.
Tinker, :Miles A., "Biagnostic and Remedial Reading", Elementary
School Journal, )G~III (December, 1932) pp. 292-307.
(January, 1933) pp. 346-358.
These articles give a rather complete bibliography
on the subject of diagnostic and remedial reading and a
critical revievr of the literature on certain phases of
this field.
Tinker, fl1 iles A., "J1,;otor Efficiency of the Eye as a Factor in
Reading", Journal of Educational Psychology, XXIX (Yarch,
1938) pp. 167-174.
In this study tests were given to 64 students and
records of eye movements secured. No significant corre
lation vms found be~veen accuracy of visual fixation and
measures of reading proficiency.
Witty, Paul A. "Evaluating the Language Arts--Reading ll , Education
Trends, VI (Febr~a~r. ~arch 1938).
This article criticizes the use of extremely ana.lyti
ca.l and mechanical methods with inefficient readers and
outlines a more functional type of training which should
be provided.
Witty. Paul, and Kopel, David, "Causa.tion and Diagnosis of Reading
Disability", Journal ~ Psychology, II (1936).
The authors evaluate factors o.ssociated with poor
reading and present a tecrmique for diagnosing which am
phasizes Il onl y those i ter'1.s which are essential in adequate
appraisal of reading difficulty and practical in typical
school management".
Wi tty, Paul, and Kopel, David, t'Sinistral and r,~ixed Eanual-Oculll.r
Behavior in Reading Disabilit:,rrl, Journal ~ EducB.tional
Psychology. Y~iII (1936) pp. 119-134.
Here we find the results of a study of 10C children
which attempted to discover the relationship be~reen
ability in rea,ding and various conditions of laterality.
A. General Oondition
1. Weight
2. Tonsi1e and adenoids
3. Glands
4. Teeth
5. Other1tema
B. Visual Acuity
1. Visual efficiency
2. Vert:ical imbalance
3. Eye coordination
4. Lateral imbalance .
5. Visual fusion
6. Clearness or vision
7. Agility of fusion
a. Convergence
b. Relaxation of convergence
C. Auditory Discrimination
1. Acuity
2. Span
3. Perception
4. Blending or fusing sounds into words
D. Direotional Confusion
1. Hand preferenoe
2. Eye preference
3. Foot preference
E. Motor Control
1. G8.mes
2. Using tools
3. Handwriting
F. Clearness or Speech
1. Stutteri_ng
2. Lisping
3. Baby-talk
A~
108.
109.
llO@
Ill.
6. Laterality
a. Hand preference
b. Eye pr~ference
c. Foot preference
1. Clearness of speech
a. TYJ~ of difficulty
(1 Stuttering
(2 Stammering
(3) Lisping
(4) Careless speech
b. Causes
(1) Emotional disturbance
(a) Shock at home
(b) Failure in school
(2) Structural defects
112.
h. Pets
1. Influence of other adults 1n the home
j. Amount of time parents spent w1th children
2. Ne1ghborhood'and early school exper1ence
a. K1nd of playmates ava1lable
b. Play space and recreational facilities
c. Clubs and gangs
d. Church and Sunday School
e. K1nd of mov1es
f. Nursery school exper1ence
g. K1ndergarten, exper1ence
h. Type of exper1ence 1n pr1mary grades
i. C1rcus, zoo, museum, etc.
3. Wlder contacts
a. Tr1ps w1th parents
b. Other tr1ps
c. Vis1ts w1th fam1ly
d. Other v1s1ts
e. Summ~r Act1v1t1es
4. Present interests
a. Aot1v1t1es after school
b. Act1v1ties 1n the even1ngs
c. Act1v1t1es when there 1s no school
(1) Week-ends
(2) Ho11days
d. Rad10 programs
e. ~ypes of mov1es
f. Pets
g. Clubs
h. Hobb1es (shop, draWing, mus1c, etc.)
1. Games and sports
j. Funn1es
k. Favorite school subjects
D. Read1ng Background
1. Read1ng read1ness tests
a. Phy's1calread1ness
b. Mental development
c. Soc1al and emot1onal matur1ty
d. Exper1ence background
2. Introduction of read1ng
a. Age o-f ch1ld
3. ~ethod useda. Exper1ence
b. Bas1c test
4. Prov1s10n for 1nd1v1dual d1fferences
a. Develop1ng sight vocabulary
b. Word mastery sk1lls
5. F1rst appearance of d1ff1cult1es
6. Type of d1ff1cult1es
7. Grades repeated
8. Schools attended
9. Amount of t1me devoted to le1sure t1me read1ng
10. Number ana k1nd of books
11. Use of l1brar1es
12. Parents att1tude toward school
13. Parents att1tude toward ch1ld
14. Remed1al work attempted
113.
Emotlona1 Adjustment
Adj,l1stment--individualism versus group consciousness
home
To parents
(1) Level of adjustment of parents
(2) Attitude of parents toward child
(3) Types of family recreation
b. To siblings
(1) Ambivalence
(2) Domination or cooperation
(3) Type of domination
c. To other relatives
d. To servants
2. At school
a. To teachers
(1) fear or affection
b. To ohildren; covering such items as, desire for attention,
desire for dominance, need for cooperation, need to take
turns, sympathy, politeness, etc.
3. In other contacts
a. At Sunday School
b. At clubs, shows, dancing school, etc.
o. With playmates.
(1) Opportunity for play
(2) Individual or group play
(3) Boys or girls
4. Symptoms of poor adjustment (any not covered, should be
discussed here)
a. Fights, plays alove, etc.
5. Symptoms of good adjustment (any not covered above, should
be discussed here)
a. Respects rights of others, is sens'i tive to praise and.
blame, is unprejudiced, unselfish, etc.
B. Emotiona'l Adjustment
1. Emot1onal pattern of the home
a. With regard to security, affection, and acceptance
(1) General home atmosphere; covering such 1tems as,
humor, religion, ideals, money, and whether
children were wanted.
(2) Level of adjustment ~f parents
(3) Attitude toward. child
(4) Type of family control
{a) Individual responsibilities
(b) Joint responsibilities
(5) Sympathy for child's problems
(a) Love adjustment to parents
(b) Sex adjustment
(c) Need for security
b. With regard to independence
(1) Maturity and independence af parents
(2) Ability of parents to let child. develop
~3) Ability of child to assu~e responsibility at home
(4) Ability of child to become independent at school
2. Emotional pattern of the child
a. Basic pattern,
Cl) Exransive type
a Conditioned by affection and love
Symptoms of good adjustment, such as: is resourceful, shows constructive imagination, is happy,
poised, confident, curious
~b,
Soola1 and
A. SociEl."l
1. At
a.
111.
D. Work Habits
1. General
a. Using books to help solve problema
(1) Locating information
( a) In libraries
x. Card index
y. Reader's guide
(b) In books
x. In1ex
y. Skimming
z. Reading for details
(2) Selecting and evaluating material
(a) In light of past experience
(b) By reference to authorities
(3) Organizing material
(4) Testing the solution
(a) By reference to authorities
2. In specific fields
a. Social science
(1) Maps, graphs, etc.
b. Science
(1) Tables, charts, etc.
c. Arithmetic
(1) Problems, graphs, etc.
115.
..
_ ..
_._ ~_..__..
~e 'k 1/
ICAL ADJUSn1ENT
velopmental History
1. Birth; pre-nmture, delayed, injuries,
~~J~"
--nJAta.
_et
_
_
2.
.= _ __
.-
-=__ .
_-_ _-----
E
1
___"!
_---_ _._----
,2.
2Ai"our"
3. ]
3.
Clubs_..__.
~...
~~~~~e:~d-S~~~-~.L_'-
..
._._.
__..._.
.__..
._ _._.
..; ;.....---_--_---
/!;
&:=y
:IV.
L-'OoI
/.f2::lLC.
o.-t-d-
a.
b.
c.
d.
ad
Vi
a.
b.
c.
d.
e.
f.
g.
h~
b. E.
c. F
Clea
T
(]
(2
(3
...s:L...__._
.__
_.
..
_.__.. _.
reAL AD JUSTMENr
Developmental History
1. Birth; pre-mature, delayed, injuries,
2. Infancy; age at weaning, walking, talking, teeth
3. Health history (list diseases, injuries and shocks chronologically
Present Physical Conditions
1. tfusuclar coordination and strength
,
. '
a. Equlibr~um: stumbles, fal:s, balan~es, ~ ~ ~ ~
b. LocomotJ.on: walks, runs, Jumps, slnps,
c. Use of hands':
(1) Tools': skillful, awlcward.~ quick, slow
(2) Eandwrit ing; slow, laborious, cramped, tremulous
d. Skill in games: superior, average, inferior
General condition: height, weight, teeth, tonsils
adenoids, sinuses, glands
Visual acuity
score
a. Binocular vision
b. Visual efficiency
(1) Binocular
!R
-E......__
(2) Left
....IL-__
(3) Right
....E...._
c. Vertical imbalance
..1.._
d. Eye coordination
~~
e .. Lateral imbalance
f. Fusion
1_
(1) Distance
e..
(2) Read ing dis tance
g. Sharpness of image
. E...(i) Distance
(2) Reading distance
h. Evidences of eye strain: holds book too close,
holds book too far away, squints, lacks muscular control
of eyes
i. Physical defects shown on ophtalmograph record. ~
4'. Auditory acuity (low voice test)
rat ing
a. Span
._..E.-....
b. Percept ion
1 __
c. Blending
_~__
5. Laterality
a. Hand preference: right, left
b. Eye preference: r~t, left
c. Foot preference: right left
6. Clearness of speech - '
a. Type of difficulty
(1) Stuttering: extreme, moderate, slight
(2) Stammering: extreme, moderate, slight
(3) Lisping:
extreme, moderate, slight
(4) Careless speech: extreme moderate, slight
. ._.e..-
...e_.. . _
----
._
_
2
II. MENTAL DEVELOPMENT
Grade
1. Q.
M.A.
A. 'Intelligence Tests
1. Stanford-Binet Revision
,2. California Test Mental 1~turity
a. Language
._....._:.--/...b ~ Non-language
_~
. l L.
3. Durrell, Capacity Test
$.1
a. Word meaning
b. Paragraph meaning
:3, .
B. General Characteristics: ambitious, curious, dependable,
creative, persevering, reasoning, self-confident,
C. Experience Background
1. Home Environment
a. Economic status
(1) Type of dwelling: h~, double house, apartment
(a) Number of rooms __...2..._ _.__..
(2) Servants': number _
_._---_.._ --.....(3) Automobile': kind ....~_ .._.__.
(4') Rad i o,~ Mus i cal ins t rume nt s_._.._._..__.._..__._
__.
..
(5) Separa~e bedroom for child, yes._:::.~.
'2. Cultural background
a. Father's name
-------- age .~.LL ._..._..occupation~. .,&~~~::..---place of birth 1f1'k~c
.__._ ._.__._.
b. Mother's name
V
..._.
~ge!:i....l__..__ 9ccupation.d'J~~~~~~:._
place of birth f:'&':Ha"~
~__,
c . Marital status of pare*lS;ii~i:r;,g tQgetbe~
__
r._.__
..
~~.~~....~--
B.
._---_._-_.
"
-""~---'-""'----
5 . Pet s: kind
.
.__.. ._
._
,
6. Other adults in the hcrre
Mother's sist-er, brother, mother) father,
Father's sister, brother,mother, father
Boarder's ..__.._..
.
.....
..._._..__....
...~==~_,
D.. Present interests
.
.
L Activities after school. ~~:#~.:!~_~..
.~
_.
'2. Activities on week-ends ~~Ii~ay';l.':&.
.
.pr.~<f,o....{J4:111:~CL.L:J.W~~IoIdII~
3.
9.
_ __ _.__
_ .._.
.__ __~.
._.
"--'-'''--'-
owading Background
1. :Introduction of reading: age of child _ _..:l~t::.
,
_
'.2-. Method used:: experience .
basic text rv---.::-r---,.---r
.
First appearance of difficulties ~~;;;;'9~
Grades repeated,._~
. ~~.ot.-II(~"'Z:. ~
Schools attend.ed_._--I-_
Amount of time devoted to leisure time reading .~~
7. Number of books read. (,
.
8. Parent's attitude toward schoor: cooperetive, neutral, CritiCa~l.
9. Parent's attitude toward child: patient, nagging, sym~athetic
10. Remedial work attempted . ~ <
_
~-'
BOOIAL AND EMarrONAL ADJUSTfo.1ENT
!. Social Adjustment
1. At home
a. To parents
(1) Father plays with child: often, ~ m
(2) Mother plays with child:: often, seldom
b, To siblings
(1) Child plays with brothers: often, se~~Q~
(2) Child plays with sisterS: often, seldom
(3) Chili dominates sisters: often, seldom
(4-) Child d.ominates brotherS: often, se 10. om
(5) Child quarrels with siblings often, seldom
'2. At school
a. To teachers
(1) Shows affection, fear
b. To children
(1) dominates, shows off, c?operates J ~ows~kindness,
politeness, quarrels, _ ~ ~
3. Symptoms of poor adjustment
a. quarrels, plays alone, bullies,
4, Symptoms of good adjustment
a. Respects rights of others, is sensitive to praise and
blame, unprejudiced, unselfish
B. Emotional Adjustment
1. Emotional pattern of the home
a. Place of child in home
(l) Accepted as an individual; usga~~, seldom
(2) Accepted because parent feels need for child; usually, seldom
b. :Independence of child
(l) Makes own decisions: usually,seldom
(2) 'Is hA1ned to make decisions:
usually, seldom
(3) Has decisions made for him,
usually, seldom
'2. Emotional pattern of the child
a. Basic pattern
(1) Expansive type: happy, poised, confident curious
resourceful
(2) Withdrawal type: daydreams, dependejlt, easily
discouraged, sly, too deliberate
(3) Aggressive type': temper tantrums, shows self-pity,
nervousness, develops functional illness, fears,
and phobias
3. Results of Personality tests
a. Ascendance
.~.~~--Jtu~
b. Extrovers ion ~1.. ..
c. Emotionality
~....L.__ _.
4.
:1'1,\. SPECIFIC READING AEITIITIES
Pre
1.
-2.
3.
e
b
i
4'. A
a
b
c
L
a
b
c
6. C
a,
._---
CAL ADJUSTMENT
History
1. Birth; pre-n~ture, delayed, injuries,
'2. -Infancy; age at weaning, walking, talking, teeth ~
3. Health_his),ory (list diseases,injuries and shocks chronologically
~velopmental
~~~,~
tR.
f!..
c. Vertical imbalance
d. Eye coordination
...._L._
e.Lateral imbalance
f. Fusion
....P__
(1) Distance
(2) Reading distance
~g. Sharpness of image
(1) D i s t a n c e . . E . - . . - .
(2) Reading distance
._.L...._
h. Evidences of eye strain: holds book too close,
holds book too far away, squints, lacks muscular control
of eyes
H
i. Physical defects shown on ophtalmograph record. ~~/~~
4'. Auditory acuity (low voice test)
rating
a . S pan
,-.f:-...
b. Perception
__E.-..
c. Blending
_~
5. Laterality
a. Hand preferenc~: right, left
b. Eye preferenc~: right, left
c. Foot preferenc~: right, left
6. Clearness of speech
a. Type of difficulty
(1) Stuttering: extreme, moderate, slight
(2) 'Stammering: extreme, moderate, slight
(3) Lisping:
extreme, moderate, slight
(4') Careless speech: extreme moderate, slight
2.
--7C'..
=_..
_-_ _---
__
__
5. Pets: kind
_.-.._... ....._-_.. .._._._.......__ .......
....
6. Other adults in the home
Mother's sister, brother, mothe~ father,
Father's sister, brother,mother, father
Boarder's ..
.
e
.
D. Present interests
L Activities after school fL2.ti:!!:~~~.~s'''.. _.~~
'2. Activities on week, ends and
M,ys ..qf.;~--;:;;;;:;:~
3. Favorite rad. io programs':
1 .._.
2
a. Time listen each day: 1/2 hour
1 hour
2 hour
4', Types of movies': comedy, western, sad, news, i'ove,-serial
mystery, gangster
5. Pets': kind ._.
,b~_
.f
_ _ -.._-_ _--:-- _ - _._ _ _._._~
~~~~~-_
.....
......
",,!!
6. Clubs = _ _ _
_._._
_ _
_.......
. __.__.._..
7. Hob b ie 8 __ ::-::::
__
__
._.._._
_ _ ._
_
_.
_ _._._._ .__._._..
._.
._..
_
g. Games and Sports _ ~.__~.~.
_
....
_-::~~~..-.~~---==~---9. Favorite school subj~-CtS--=~
Reading Background
1. Introduction of reading: age of child~..::....
_
2. Method used:: experience..
basic text ........:L--'::::;....
.
First appearance of difficult ies ....J./~)$J_
4. Grades repeatad~_
5. Schools attended __ /
_
6. Amount of time devoted to leisure time reading ~ ~
7. Number of books read
8. Parent's att itude toward school: cooperetive, neutral, crit ical
,~
9. Parent's attitude toward child: patient, nagging, sym]:athetic~-J+1
10. Remedial work attempted..
..
._
SOCIAL AND EMOTIONAL ADJUSTI.1ENT
A. Social Adjustment
1. At home
a. To parents
(1) Father plays with child: often, seldom
(2) Mother plays with child: often, s~m
b, To siblings
(1) Child plays with brothers: often, seldom
(2) Child plays with sisters: often, seld~m
(3) Chilj dominates sisters': often, seldom
(4') Child dominates brothers: often, seldom
(5) Child quarrels with siblings often, seldom
2. At school
a. To teachers
(1) Show~ affection, fear
b. To children
(1) dominates, shows off, cooperates, shows kindness,
politeness, quarrels,
3. Symptoms of poor adjustment
a. quarrels, plays alone, bullies, 1,'I?1')
4, Symptoms of good adjustment
a. Respects rights of others, is sensitive to praise and
blame, unprejudiced, unselfish
B. Emotional Adjustment
1. Emotional pattern of the home
a. Place of child in home
(1) Accepted as an individual; usually, seldom
(2) Accepted because parent feels need for child; usually, seldom
b. 'Independence of child
(1) Makes own decisions: usually,seldom
(2) 'Is hplT)ed to make decisions:
usually, seldom
(3) Has decisions made for him,
usually, seldom
2. Emotional pattern of the child
-a. Basic pattern
(1) Expansive typ~: happy, poised, confident curious
resourceful
~
(2) Withdrawal type': daydreams, dependent'7'e.as~l'y
discouraged, sly, too deliberate S),y, 1th1;4
(3) Aggressive type: temper tantrums, sHows self,-pity,
nervousness, develops functional illness, fears,
and phobias
3. Results of Personality tests
a. Ascendance
b. Extroversion
c. Emotionality
4.
TV. SPECIFIC READING ABITIITIES
Durrell-~~ __..
:Ingraham-Clark.~~~
A. Size of Sight Vocabulary
B. Speed and Comprehension in Narrative Reading Durrell__-:lng.-Clark
_
1. Level of comprehension wit.h unlimited time --J-,.b- .
'2. 'Level of comprehens ion on a timed test
.
_
3. oph~halmograph Recore.
~. If
.,i~!
a. bye span ._
~'-~_':";"~:!::k~!!<:_:.100::=--_
b. Speed of reading ~_ _
c. Regres s i ons ~
_
d. Compre hens i on
.
.~===~_~~~,
4. Causes of slow reading and poor comprehension as shown by an
a. 'Inadequate sight vocabulary .... _I.-'_..
..
.._.
b. Word by word reading __.
V'
.,._..__...
...
..
c. Lack of word mastery skills ,_v-='===_~
d. Emotional blocking ......_........_...._._ .........._. ._...
.....
....~=::===:~.
5. Types of errors found on oral check
a. Tabulat ion of errors
_.__ __.
..
_
Vowel errors 0 Reversals 0 'Insert ions /;2. Omiss ions ~
Subst i tut ionsl.k..Fefusalsj~epetit ionss4'ota16 tJ"--"
6. Use of "crutches"
a. Lip movement
~
b. Po int ing ,
._.__.__.
C. Word Mastery Skills
1. Recognizes word by general configurat~on
~
'2. Gets meaning from context ...~ ~
3. Analyzes word visually: small words, beginnings, endiIlGs,
4. Analyzes word phonetically: knows consonants, vowels, blends,
D. Work Habits
--------.1. General -t'~, '7-t.c ~
a. 'Using books to he1p solve problems
(1) Locating information
(a) :In libraries
x. Card index
y. Reader's guide
(b) 'In books
x. :Index
y. Skimming
z Reading for details
(2) Selecting and evaluating material
(a) 'In light of past experience
(b) By reference to authorities
(3) Organizing material
(4) Testing the solution
(a) By reference to'authorities
2. In specific fields
a. Social science
(1) Maps, graphs, etc.
b. Science
(1) Tables, charts, etc.
c. Arithmetic.
(1) Problems, graphs, etc.
Vii
Lat
Rea
2.
Shall
1
Visual Survey Fo1'lll
1938 Edition
Form MS-DB-l
Research Professor and Director of the Reading Clinic. Penn State, Slate College, Penna.
.__ - -
-- - ----- - -
Sex
Teacher
C. Age
birth
YT. mo.
d..
M. Age
YT. mo.
Grade
Subject Failures
._
-----~~~~~~~~~~~~~~~~~~~~~~~~;;;~~~:~~~~~~~~~~~~~~~~~~
or.
(tall)
(tall)
Wearing glasses?
No
Hour of Day
Score
Sctlre
Score
.,.
( normal)
(f.11)
yes
..:
yr. mo.
-~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~:::~~~~~~~~~~~~~~~-:~::~~~~~~~~
to Clinic by by -----------'(Prtndp&l
- ----------- -------- -
4____________ 4 then 3
(norm.1)
3 then 4
(queatlon.bte)
(fall)
(questlon.ble)
I'
11
b.
10
11
T
B
C_ R
L __ C._ B.
R
C __ B
T _
20% 30% 40% 50% 60% 70% 80% 900/0 100% 105% 110%
1
2
a
4
5
6
7
8
9
10
11
R
L __ C,,_ B __ L __ C __ L __ B
C __ L __ R _
20% 30% 40% 50% 60% 70% 80% 90% 100% 105% 110~
Sctlre
. __"
Score
,.
Score
Score..
,.
'Coordin~tion
, on
Ball above
, or- below
line
*____
8coc'9
8core
....__..
SCOre
Reading Distance Fusion: (Slide DB-5) Set slide holder at Reading Distance .-.
2
3
4
4 then 3
3 then 4
(fall)
(nonn.1)
(tall)
(queBllonable)
(quMdon&ble)
Sharpneaa of Image: (Slides DB-7c and DB-7d) New DB-7f-7g recommended for (a)
B
E ..
C___
F
L
4
D
No. lines in A
D
B
E.
C___
1.
4
2
5
_
_
3
6
_
..
~3
SCOR
Sco~
__
With slides obtained prior to April, 1936, the setting of the slide holder should be at 1.00-40.
'Reading Distanee for slides obtained since Aprii, 1936, on Telebinoculars with fully calibrated shaft is denoted by 2.50_16.
'With ~1ides DB-S obtained before April, 1936, slide holder should be set at 3.00-13.
Mote: For Further' interpretation of these tests ~ee "The Prevention and Correction of Reading Difficultie.... by Emmett A
publlshed by Row, Peterson & Company and distributed by Keystone View Company.
VI_ Co llI...d..uJe, P . Copyrtlbt 1958.
Printed In U. S. A.
Record
Date
:}l"'c~~.a
I{~: ~I_ d i
:~ata
.:~~"7c.r
]Cj"Ol'e
.
wOTds
.,
i
)
Ltead.il'lJ: rSi.te - -.~rorj~S 'ler rnir.;,ut(3 ,;"
\ C
, \ ',", '".~'-f'l' .t.'
,'1
.~_.
_1
( 0) J.l..nnOvl:
o~
lxa l.OD...J~ (\ ;.....".I..:.C
?;?'. )'"'010"
t-' ...... r
J
.or\.,,-_s
( ~~ ) l;Ur1b0l" of" re;;r~:;ss:'onc ~~r 100 . . ~!ords
(f) i\.V;J~abe Jpe.L 0:::' rccc ~:~,it;:Lo:l
to
.. .....
~ao
-_._---
,L
.....................
........
( G.. )
3inocul'~r
.'
( 'n)
~uruti~~~
A.V8r
:otor
----
of fixation
"
......
. . ~ on ".uJuv
Q'1' r:-+-y'l'
.,:.'-;Yr.J~
~ .. o. __
en -f'e
v, .
v,",
. ----.----
;;'i v
\~
Cocl'di:1~~t~.O:l
"" )
ille -.'cl',;en.::e
I~OL'.r
(~c ....~ i
[;,. t. 5. O~1
...........
Di -";P" ...
~'.~.~
... .......
1'11':1
---------[.11..1 -..:,
------ -----~
:1
(Yes or
:iotcs:
..!.\i.x~t.ion. s~~.f'Abi 1: t~l
"
"
051
:tea~ Inc:rV'o.lents
-_.-
"
(obse~veG)
----..
_-_ _--,_.
~-------~---_._---._
"
..
SiGned
"
" ".
"
,.
'
..
,
.~---
-------
!2t
areference:
ot
nd.
on
ch
Advanced
Grades 9-Adult
Name
School.
Teacher__.
--_---_---.- _
-. ----- - _._
. ._ _.
n.,.
_.~
Grade
__.Age _. Last Birthday
Date.._._
_ _~~
Boy'-Giri
.
-.
_. _ __
.
,,2829
9
40
H411
Av.,ag.
m...
10
1'-
10
Avnag.
11
Iji,.
18
20
Av<rage
DIACNOSTIC PROFILE
166
I
14
180
192
140
42
4'4, -U,
Mental Age
Ponl.le
Seore
Memory .
53
4. Immediate Recall
5. Delayed Recall
33
20
Spacial Relationships.
PupJrs
Score
9.
10.
11.
12.
13.
14.
15.
15
15
15
15
15
15
15
30
1~" ,,~(l
1'5
--"
~7
35 I
,
I"r
I}
I 2
"~
e
6' ) B
4450 60 70 80
[
'I
II
i'
LA+B+C+D)
II 15
ZO
Z5
~o
i '"'''I'''''''''''
~~
I~
'I
,If
~
14
"12:......!l
I)
I.
......
I
,
I
lZO
35 '
IJO
,
I'
b~ 6~
40
"'"
',:
TIl' 311 go
M~
4Q 50
(E-F)
2.40
H. Chronological Age
II 19 2
I
D
I
Mental Age
Non-Lln,....
'9"
110
_., I'
13 14
100
90
10
1"
1)~lt
"
,1$,
"~iI ~ Q
11
IJ l,I IA
ijl
-j"'i"I' I
.253
I~
It
,is
I I I
"''P ~ ,a 1 I9P
!'
~
4i
~!1
:'il\
.---
\D
l>
"
I, I I I
!l
~
;)
5,
"
1."6 1.9
ha
},i
As.........
.--.-
'I
. 40
4a,
35
Iei
44
IZ7
--
15
lAo
I 46 ~
Ip
26
II l~ 20
lI!
7.~
ZI6 12Bl40
t r 1
9
I
15
Z~
i i
50
14
!>
7.130
1~
1]
--lill::I;'I
-----
2~
I I
.)
20
Z
i
204
I
16
15
I
!~
Ii it'
, Ip II
_~
,7.,5
I~
I
16. Vocabulary .
iii'"
P Ip \1
.105
Opposites
Similarities
Analogies .
NumberSeries
Numerical Quantity
Numerical Quantity
Inference
I I
Yr. 10 II IZ
"
. 45
156
I
13
Z~Z5
Reasoning .
FACTOR
156
SUMMARY OF DATA
E. Total Mental Factors. .
Score
14
I
16&
M.A.
15
leo
C.A.
F. Language Factors . .
G. NonLanguage Factors
Co,,,rigltt.1937, by E. T. SIIl/WO". W. W. C/o,,". a"d E. W. Tiegs
Publi,hed by California left Buruu
3636 Beverly BOlilevard, ~o. Angel... California
16
I
I9l
~ ~p ~~
..
~.$o.
17
18 19 ZO
104
Zl6
I I I
I. Q.
zza Z40
&..
Z~
300
TEST 1.
Directions: In each group of letters and numbe rs, put a circle around the letters and numben
in the second fO that are the m as tho e In the 1V [[0 ' c f the rau .
A.
V
(9
1.
..
CD
5.
4.
E
X
D
3.
2.
6.
Test 1.
7.
8.
9.
10.
-2-
TEST 3.
DOrec ions:
tart at the first arrow at A and draw a line to each number when called. Try
to keep within the black lines. Do B in the same way.
r.-.- - - - - - - - - - - - -
5~----------B
Dlredions~ Listen to the pairs of w9rds that will be read to you. The first word of each
p-ai r will be repeated and you-are [0 remember what Went \\Tith it. Find the object. Put
an X an the- line under it .and pUt tire n!.Itt1b~r M the ubje<;tyou mark on the line to
the right.
I! 1Bl
IU~l
l.-
1.--
"'~
~_
~-
.,
r,~
"l....--
J
I
14
J-
l __
~Ip-2. _ _
.
'r'
:r~"r
. ~
I ,_
2'
f~~
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-~~
s.(,",)
~~
'3 _ _ 18_
f{~)
17.
~"~
.
,~-,
,.
.
_
.s
6
J
I' I
:t
-5-
--,..-
33~
~.
I
.JO==
.1
m
1.
1.1
ro'.
' 1 . . '3 - .
32.
.....
A'~
/
19
t'
2
:t
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,
----.lDt.'
~
~
&LdiiiZl_
21~
~
.
6'
31
2_ _
10
18
,
Q'OW
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-~-
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1":'::-
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V i ,.~
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I
2.8
..
6_
2_
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18
1-
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I,.
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IS
. '
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,-=.
4_
11
17
ffa~~"'"
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a,"
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,
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e~''''$.~
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2'~
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1
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!
II /1.-
14_,
3_
11.
'16
z....-
.l-1:Z
J._
1_
25
1-
....~~1:f~.
&"'---
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~ :~
~/
:t
11
II
3 _ 11_
'I'
,__
3 __
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~~;, ,
I'.
1_
3_
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ML-
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13~
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11 _ .
24.;t::
~~~"j, ..
l __
c_~
l.-.--
:t~
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3_ _ B _
1_-
21
27
"~
10
~-
jUJ~
W
2
"
~
1.-.~1_
~
l ~3:'
I t)1 b.
R.
R L
.,
II
R.
10 \
R. L
R.
R. L
R L
14
R L
R L
11
R L
15
R L
R L
R. L
R L
R L
R L
R. L
R L
-6-
Directions: In each row find a draWing that is either the same drawing or different view!
the first drawing. Put an X on the line under this drawing and put the number of the
d [awing you mark an the'line to the right.
'---
...,
,---
,~
,---
!J
lim m ~ ill
1-
3-
""-
-'
'----
'.,
TTTTT
11
"-
:1'.
10
~~\O\
2_
3_
:~\\
'-___
3___
1___
II
__ 3
3___
"-
'0
1'~t;QruEB
,-
2-
3_
..
--~.t1 ~J~~~B
'1-.*. 0; ~ ~ ~ ~
,
2.
I t
..,
,
'
4
- , ~4
'!-
14
-.
~ Q i!ID6iiilID
,
~
I_
._
JJ
~ ~
i JJ
4D1
~~
II
..
II
,_
,,
8 ~
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..
@]
'a.
1:1
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'I
-4.-
04
-"'.'~&~I~M~~
14
III\~.~
I
2.
:J
4_
__ 7
-7-
1$
TEST 8.
D'rectio s: Begin a. tbe arrow in awing A. Draw a line t how the path you wouJd take
throuJth all the dra ings so as to finish at the arrow in drawing 10.
--
10
-8-
Directions: In each row there is on~.'abjcct that represents the opposite of the first object.
Put an X on the line under it and put the' number of the object you mark on the line
to the right.
-----------
CJO'~
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It
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I.
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jt[
10
~ ~)f
~
~~'"
I~ \;J ! lt~
f. L
~V
2.
'
\
a~
:,~
_.-
15
.~
~-9;>\
- .
4-
I
I
I
1
_7
: I
~
.:
~
r
~
a.2(~
r;'-,..
ll~~~-:-!" ~
=c
:3
2.
\ j
).r
I
( )
~~<
'oco,--
!,
_i
15
f r'.
rf
J~'~~
_i~ ~~ v
:~~
_It
~:
~~
4
:5
.1
._~
~- = ~
It
~~,
:5
-9-
....
_._,_
TES
10.
Dire~tions:
The first three objects in each row are alike in some way_ Find another object
the same row that belongs with them. Put an X on the line undeF it and put the
number of the obj
you mark n the line to the right.
In
.- ,
ii=: "",
,__
2_
:1 _ _
"
1__
2. _ _
__
2.
1--
10
I
~/>~
~.~~. A~!~
~l"'
~ Ir'"
__
" l'''''!
f~f;'
10.........-
I 1_ _
01.
,-2_ _
2.
4-
~Qeti~ ~t!
iI - -
ff~@!~ (jPiJ
I
1/ _ _
01.__
,14-
OSClrEUZ
1_ _ 2. _ _ 3 _ _
II.=--
a__
(,1
3 __ 4
10-
2 __ 3 __
A ,
r'~ ?~~~ ~ I:
I: B"'~I
~
~/
. \-"-
,_
2_
~-.
II 9
~~
01.. ,~ .~
~~1~1~~~. ~ I ~ e ~~/
2 __
3~_
1_ _
4~_.. 'I
Ol/a/~
1
J--- 4
..
4 _ _/ \ :
11/&:0 ~t:r
6'
vi p 6i~ ~ ~ ~
~
10;
4_ _ ~1
__
'"
t ~glgtjit]
.
Z_
:1_
4 _ _ 11
12
,___
,~
~
:/
~
~
d:[~?fi. ~
@:@@i@@)@@
,
,,
1_
2~_' 3 _ .
4_
-5
1\ \\1~Ql!d
I
'
:l-~-
II
:
f.l tb~j~~~~
:
I
14
,
I
~
3'=--4--'
'
'-1___
,,
,
...
: 1___
1 3 :
,
"I-
.,
~~lj
X,~, ~i1\~ m
; 1_
. :i"
'.
..~.
, .,
~~ ..;
r;'"
J_
~...
"
4__
."" ~
,,~i'
I
,
Z_
2__
__
4 __
I ~---t-:-.:....=::=:---=.:=:::.....==--==-.:
15
it~~u
1 __
2_ _
3 -__
1,
~_
,L-
I
I
II
, _ z_
I_
' __ Z
#J~$ld<
ij
: .
..
'
/::J= l,
'''::!
'
U,
GiG())(!)vG)O
""-'""-
AM.
A.M.
.....M
I
,
,
I
,1_
A.I"1.
2_
-11-
.....M.
03_'
4_
....
Tf5T 12:
Directions' In each cow of numbers hem tb re i one that i'l wrong. Fi d this wro g number and draw a line under i
Then write it on the line to the right.
ample:
A. 18
B. :Ih
C. 4
D. 56
E. 7
F. 27
G. 3
H. 37
I.
1
18
J.
4
9
2
11
15
0
5
49
9
25
5
34
2
21
13
1
7
43
10
22
6
31
4
19
12
2
10
38
13
17
11
29
7
22
6
8
9
4
11
35
16
12
12
27
11
20
--
8
7
6
8
13
34
19
7
14
24
15
22
10
--r
9
8
3
16
14
31
16
29
17
19
15
22
16
23
19
21
22
21
20
19
21
24
Go right on with the following until told to stop. In each row of numbers below, the
numbers increase or decrease 'n accordance with a defin"ite series of whole numbers.
the missing numbers and al a write them on the line to the right.
Sample: 2
4
7
9 12"
14
17
19
4,12
K. 15
16
18
21
24
25
K
L. 17
19
2
26
28
29
L
M. 27
29
28
27
24
23
N. 60
55
51
49
40
37
O. 48
#
41
36
~
TEST 13.
Directions: In each problem you are to find a certain number of coins to make a certain amount
of money. Put the num.h of coins requi red under the name of the coin.
Samples
2 coins-lO cents
7 coins-25 cents
cent
nic:kel
2
dime
quarter
half-dollar
7.
Test
A.
B.
C.
D.
E.
F.
G.
H.
I.
I-
K.
L.
M.
N.
O.
6 coins-10 cents
7 coins-15 cents
3 coins-35 cents
4 coins-86 cents
4 coins-45 cents
4 coins-95 cents
3 coins-70 cents
5 coins-42 cents
5 coins-67 cents
5 coins-46 cents
7 coins-93 cents
6 coins-56 cents
6 coins-$1.17
5 coins-$1.36
15 coins-$5.51
8.
9.
I
Test 13. Score {number right)
-12-
TEST 14.
dte the leiter of the answer on the line to the right.
10. Ben li\res 1,5 miles (:asl of the library. James li.v.es 2.5 miles di..
recdy west of the library. On a
scale of 2 inch = 1 quarter mile,
how many inches will represent
the distance between the boys'
houses?
Ans.: a 8in. b 16 in. c 6 in. d 2 in. __10
11. What is the number which if added to 5 is 3 less than 1(3 .of 3/5
. of 60?
Ans. : a ~ b9 c 4 II 1Z
__11
12. A gallon of water weighs 8.4
pounds. A gallon of gasoline
weighs 68 per cent as much as a
gallon of water. A pilot flying the
air mail carried 50, gallons. How
many pounds did tMs gasoline
weigh?
Ans. : a 285 b285.6 c 278,6' 380 __12
13. A coffee shop buys a blend Qf coffee composed of 2(3 of Grade A
at 60 cents a pound and 1/3 Q
Grade B at 30 cents a pound. I
they change the mixture; using
1/3 of Grade A and 2/3 of Grade
B, how much will they save on
every 10 pounds of coffee?
Ans.: a 3 b 1O c 30 d $1.00 __ 1'3
14. A man's will provides that his estate of $15,000.00 should be divided as follows: 2/5 to his wife and
1/5 each to three children, exceept
that in the event any of the children were deceased, their share
should be divided equally between
the remaining children and the
wife. Two children were killed in
an automobile accident'How much
did the remaining child receive
from the estate?
Ans.: al/5 b$6000.00 ~$4500 d$5000_
15. If a set of tires for one automobile
costs one-half of what a set costs
for another automobile; and if
three sets of the cheaper tires last
only as long as two sets of the more
expensive kind, the total cost of the
cheaper tires during a given period
will average what fraction or per
cent of the cost of the more expensive kind?
Ans.: al/3 or 33 1/3% b ~ or 50%
c ~ or 75%
d 1~ %
15
'4
-13-
_......._...,..-
TEST 15.
[
'e~
rea
3 0
(leo g;
1 He
__ ,
,.,
ThMcfore
general
it
He
'11 be wrecked
!I
will storm.
weather
5.
11
D
16.
17.
13. If A is B, E is F; if C is D, G is H.
Either A is B or C is D. Therefore
1 Y i yourrg-er than X
2 X h yOUIlger than Z
3 Y has lived longer than Z
18.
A is F or C is H
2 Either E is F or G is H
3 The conclusion is uncertain
I
__ 5
19.
20.
1 A is C
2 A is either C or
3 The conclusion is uncertain
10
II. A is either B or C or D.
A is 110t B. Therefore
Yi y
"
21.
Ie
__ 6
A is between Band D
3A
22.
is nearer to B than to D
23.
15. If A is B, E is F, and if A is B, G 1S H.
I C
__ 7
1A
is not B
A is B
-1-
TEST 16.
Draw a line under the word which means the same or about the same as the first
Write the number of this word on the line to the right, as:
o.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
J1.
12.
13.
14.
15.
16.
, "ree
2 vine
3 flower
4 garden
0
ineHicient 1 avoidable 2 quarrelsome
3 incompetent 4 unruly
confiscate 1 assert
2 seize
2.
3 compile
4 comfort
1 insure
2 muffle
malign
3
3 slander
4 invade
whimsical 1 accurate 2 fashionable
4
3 weighty
4 fanciful
avarice
1 virtue
2 prominence
~
3 greed
4 honor
eradicate 1 destroy 2 vacate
6
3 use
4 solve
impeachment 1 precedent 2 settlement
7
3 resignation 4 accusation
discordant 1 clashing 2 despondent
8
3 unsteady 4 distinctive
1 reddish
2 acid
titanic
9
3 large
4 ancient
1 decree
2 diction
edict
10
3 sovereign 4 edition
recumbent 1 cumbersome 2 curved
11
3 reclining
4 saving
caprice 1 action
2 whim
12
3 capture
4 tact
1 expel
2 dictate
expedite
13
3 delay
4 hasten
loquacious 1 talkative 2 logical
14
3 legal
4 delicious
idiosyncracy 1 irritability 2 peculiarity
3 office
4 imbecility
__ '5
perfidious 1 treacherous 2 fragrant
16
3 studious 4 responsible
artifice 1 artless
2 hate
17
3 defini tion
4 device
anomaly 1 ceremony
2 illness
18
3 irregularity
4 normal
reciprocal 1 charming 2 mutual
19
3 agreeable 4 meditative
travesty
1 burlesque 2 tragedy
20
3 meeting
4 hotel
1 pointed
2 reversible
obtuse
21
3 blunt
4 objectionable
abstemious 1 stormy 2 excessive
22
3 mournful 4 temperate
tangent 1 blend
2 agent
23
3 touching 4 sensing
extraneous
1 extra
2 foreign
24
3 trans paren t
4 noisy
lossam
Z5. erudite
--!-
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
I
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
crude 2 learned
2S
3 rugged
4 polite
ameliorate 1 impruve 2 harden
26
3 dilute 4 decorate
mala pert 1 sick 21azy
1:1
3 slow
.. saucy
opulence 1 jewel 2 generosity
28
3 wealth
4 hunor
urbanity 1 loyalty 2 refinemen
29
3 weakness 4 barbarism
propinquity 1 nearness 2 curiosity
30
3 diligence 4 propriety
trajectory I' court 2 project
31
~ area
4 cu r\~e
corollary
1 crown
2 inference
32
3 enclosure
4 supersede
ostensible 1 actual 2 available
33
3 genuine .. pretended
salient 1 salty
2 outstanding
34
3 merciful
.. agreeable
probity I uprightness 2 interference
35
3 suspicion 4 weight
acephalous 1 false 2 warlike
36
3 headless
4- sensible
porphyry 1 papyrus 2 rock
37
3 cave .. manuscript
strident 1 muscular 2 shrill
38
3 battered
4~trong
1 exhausted 2 festive
effete
39
3 fragile 4 plentiful
tyro
1 scold
2 village
40
3 law
.. beginner
perimeter 1 measure 2 instrument
41
3 boundary .. difficulty
1 seasonable 2 occasional
diurnal
42
3 timely
4d.1ily
obloquy 1 disaster 2: blame
43
3 pride
.. obligation
I island
21a,ke
eyot
44
3 river
4 insect
1 fossil
2 dextrou
detritus
45
3 fragment
4 poe
palladium I burden
2 safeguard
46
3 ti tie
.. residence
quiddity
1 oddity
2 doubt
47
3 essence .. presence
ambient 1 uncertain Z surrounding
3 surprising .well-wishing
__ 48
orrery
1 book
2 prophecy
49
3 apparatus
4 error
syzygy
1 separation
2 choice
50
3 conjunction
4 nonsense
I
-15-
.. ~
"TEST 5.
c fQllowing and draw a line. 'lndenc corr ct an wer.
DiNe io
Read t
of this answer on the line to the right.
1 Apaches
3 Hurons
2 Sioux
4 Chippewas
3 0
2 War
wu
2 hunting
3 fishing
4 dreams
In the wilderness
2 Near the ocean
'On the plains
4 Near the gulf
1 Warned
__ 3
2
4
2 Given to
4 Feasted
the enemy
1
3
1 Guarded
3 Tortured
them
2 Reported
__ 4
Frequently
Always
3 Usually hid it
it for something the dreamer had
4 SeldolIl-- 6
sati~fied
by
Shells
Beads
Stones
hunting
Seeds
The dreamer
2 The captains
4 The invited tribe
3 Drawing lots
feast they
2 Had games in tead
. ed a substitute
'Raided the French post
Delayed :he feast _ _
advantage
O.
2 Dutch traders
4 The French
_ _ 10
Reduce war
_ ..
bT
DURRELL-SULLIVAN
CAPACITY AND ACHIEVEMENT TESTS
By DONALD D. DURRELL
Professor of Education and Director of the Educational Clinic
Boston University
and
Grade
Teacher
Boy or girl
of school
Date
GRADE
TEST
SCORE
AGE
EQUIVA- EQUIVA-
LENT
LENT
1. Word Meaning
2. Paragraph Meaning
Total
I/iitr This test is copyrighted. The repmduction of any part of it by mimeograph, hectograph, or in any other
way, whether the reproductions are sold or are furnished free for use, is a violation of the copyright law.
.
;
TEST 1.
WORD MEANING
II
IV
A( -)
)
r--~~
. . -_ _,...,.,.".,.,
....--......,..",...---,
...........--:-=----,
-y."",
C( )
nil ~r: D(
sm-..... ~]~
-
[ 2 ]
8 E( )
v
A( )
8 ( )
'"
".
u,
rC
I:-~~~
D (( ))
tr81E ( ).
VI
VII
VIII
IX
~
-~ ~
A()
~~; :~~ ~
D( )
L..-...--::~~
'---...........----=.J
;1) I
I.
/ I
f
~ .~
'"" ...,..
~2
L..-.:;...----..:~
=8 E ( )
l.----J-J.._
...... 3J.O'S
[ 5 ]
AIX
TEST 2.
PARAGRAPH MEANING
III
c( )
n
)
I,
~'
'1'
l'
,~:.
lIE()
~,
1~,.J""~3
VII
Vlli
C( )
[7]
IX
E( )
-~3
DURRELL
AN ALYSIS OF READING DIFFICULTY
By
DONALD D. DURRELL
" .
Examiner
te of birth
: . . . . . . . . . . . . . . . . . ..
:port to. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
Age..................
.
Grade
Address
'
PROFILE CHART
[I
ADDITIONAL TESTS
BINET- II
SIMON ~
AGE
Voe.IM.AJ
H=1
lj:i
uri
tEJ
18: 9.
5.5
10- 9
lo-~
'5.0
18:
3
10- 1
lQ=lli'
;:l~
9-
a:
9-
9-1
9~t
1t~li
3.5
-6
~]
:~
.3.0
~ ~I
_s
~i
2.0
L5
~:~
6-1
Published by World Book Company, Yonkers-on-Hudson, New York, and Chicago, Illinois
Copyright 1933 by Donald D. Durrell. Copyright 1937 by World Book Company. Copyright in Great Britain.
PRlNTEO Df
u.s.".
ORAL READING
RECALL
Page 5
(Cont'd)
Page 10
Word recognition. . . . . .
__ Monotonous tone
_~
_'_
Page 5 or 7
__ In easy material
Page 10
Word analysis. . . . . . . . . . . . . . . . . .
Oral recall
__ Laborious writing
__ In difficult material
Page 6
slight
STUDY, SKU.LS
__ Poor posture
inadequate
inade-
__ Locating information
__ Scanning
Associarional reading
Use of diCtionary and reference materiala
Page 8
Mechanics
__ Low rate of silent reading
Word skills in oral reading. . . . . . . . ..
Page 6
SPBLLING . . . . . . . . . . . . . . . . . . . . . . . . .
WRITING ......................
__ In easy material
__ In hard material
Eye movements
Phrase reading. . . . . . . . . . . . . . .. . . ..
_ _ Word-by-word reading
__ Inadequate phrasing
__ Ineorrect phrasing
__ Eye-voice span toO short
Page 5
. Oli
. Sil
__ Irregular height
__ Irregular pauses
__ Irregular spacing
__ Irregular slant
Regressive movements
. Stu
OOL RECORD
at school entrance. . . . . . . . . . . . . . . . . . . . . . . . . ..
Onset of difficulty
t-grade absences
Schools attended
, . . . . . . . . . . . . . . . ..
nt absences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
001
Poor discipline
" ..
Discouraged
by ..............................................
Farsighted ..............................
Astigma tism
Coordination difficulty
,...
eanng. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
Auditory discrimination
Source
.
,
ecaJl
Source
.
,
interests
Word work'
Word analysis -level, type
.rImmediate recognition
Phrase work
Oral reading plans
Mechanics
Comprehension
Silent reading plans
Mechanics
Comprehension
Study skills
Thoroughness
Flexibility
Association
[ 3 ]
remedial class) .
ORAL READING
Make a record of tIme, errors, phrasing, and comprehension according to the directioDl
the manual.
Instructions.
1. Time..........
Muff
little
She
drinks
milk.
She
sleeps
She
does
IS
on
yellow
4. TitlU..........
kitten.
Henry
chair.
like
boat
to
we~.
get
2. Time ..
black
played
with
hi m.
It
Be
two
to
He
him
dog
ran
big
bega n
wanted
way.
shore
dogs.
to
go
saw
from
They
rain.
lie
home,
a
away
but
boy
tan
went
he
he
home.
did
knew.
not
from
tree.
the
know
The
boy
large
mototboat
ten
the
boat
under
on
the
boat.
the
men
The
S wa
it
was
house.
man
vety
hole
came
In
who
close
low.
made
water
to
h.is
The
brought
It
summer.
III
near
It.
water
water.
of
lake
sank
men
the
of
took
to
He
hit
In
the
very
pu
fast.
shore.
home.
5. Time ..
boys
They
took
sun
In
He
away
under
when
rock
little
had
tnnlllng
goes
summer,
nat
things
went
the
down,
night,
around
the
thought
it
__ 1.
_ _ 2.
__ 3.
__ 4
_ _ 5.
__ 6.
-_. 7.
up
a
tent.
was
tent
to
by
ear
the
with
.
side
went
into
the
cow
came
and
began
hays
of
them.
they
The
were
miles
the
When
tent
to
had
river.
the
an
hour.
ever
go
of
He
the
fIver
sleep.
eat
grass
They
were
They
would
drive
was
faster
see
th a t
its
afraid
all
the
gatheted
this
did
and
boac
than
Crowds
to
first
hundred
The
fishermen
away
the
one
River.
before.
The
by.
took
went
This
gone
to
afraid.
Fulton
Hudson
up
banks
the
Robert
steamboat.
miles
1807,
In
In
new
on
kind
pel
not
the
like
noise
and
fis h.
be:
II
001
No. OF ERRORS
GRAPH
READING
CO~1PRE.
1
2
:'vi
No.
50 38 .30
27 20 15
90 75 60
55 41 30
35
25 20
6
H
..
65 50 40
l
I
I!
70 40 32
30 27 24
70 50 42
, 40 35 30
90 75 65
t_ 1-i
fo
hear.
PARA-
27 25 22
52
45 40 32
80 72 65
60 55 42
60 55
90 65 50
[ 4 ]
In
s~conds.
8. Timt." .. , .. ,.
diamond
Africa.
Deep
ground"
" blue
ground
The
taken
sOrt
of
is
the
have
weighed
the
I(radually
and
is
almost
diamonds,
fields
made clothes.
two
by
Then
methods
of the
The
game
found
royal
It
in
its
as
became
so
enjoyable
that
James
IV,
game."
example,
the
introduction
permitted the
manufacture
and
green
valuable
ever
neglected
sport
played
first
unusually
relented
was,
so
that
when
and
he
it
Golf
being
rheir
work
it
on
PHRASE READING
__ Word-by-word reading
appeared
popular
it
was
__ Inadequate phrasing
and
kuown
however,
to
was
fonnd
as
spread
introduced
i'n
favor
until
not
boast
of
in
forbidden
gradually
there
IS
private
to
___ Good
___ Fair
___ Poor
hardly
public
the
former
other
1890.
this
1457.
its
in
or
in
attractive
regained
America
in
counIt
town
COMPREHENSION
__ IncorreCt phrasing
thought
indulge
how
immediately
As a
people
and ready-
revol u tionized
diamond
form
It
For
mac hi nery
ind ustries
more productive.
present
new
making of thread
The in ventio n of
manufacture.
Man y
pros perity.
The
pounds,
tn
of
great
SIze,
originated
enj oyed
color,
most
largest
for
machines
diamonds.
The
The
it.
brown,
discovered.
the
washing
orange,
In
St ates
crumbles
the
is
substance
determined
yellow,
white.
world
hard
drying
through
stones
been
pure
are
over
run
diamonds
BIlle,
the
a
contains
which
and
out
In
yield'
spread
weather
up
the
field
pits
has
__ Ignores punctuation
__ Habitual repetition of words
that
course.
in~ecurity evident
[ 5]
MEDIAN READING
GRADE
Record time, errors, number of unaided memories, inaccurate memories, and prompted
Dries, according to directions In the Manual.
4. Time.
was hurr.
was gOing.
ro school.
and he sropped
yesterday
Total
away from.
.
.
somc milk
at the boys.
.
.
He saw her.
up ina tree.
His arm
.
.
evil spirirs
ki res
at grear heights
was bent. .
5. Time
Total
Total.
was hurr.
ro frighten a way.
ar a big dog
when he called ..
looking down
One general.
a big gray ot
.
'"
A boy had
when a car.
2. Time
and
his bicycle
as e;
Peter Cooper.
. ... 1
rolift a man
Total
railroad engines.
Dick
RECALL
In Augusr.
.
.
It went at a speed
, .
Total
,.,
incor~
, ..
gu~
Itw
alld
on onr street, .. ,
no
A boy.
Bob ..
6. Time......
Bas
the
Total ..
[ 6 ]
8. Continued
-1--..-.I~
Failur,e to plan
for SUitable defense .. "
; ...
Only fifty ..
J ... ,
Ptesidenr Washington
. .. .... I ....
of watfare. . . . . . . .
accounts for defeat
military campaign
constantly increased ..
under
Genetal
:::t:::
Total. , .. , " , ..
. ..
"\
Arthur
St.
Clair
. ....
from Cincinnati
They
to
guard
againSt.
,
unexpected assault. . ,
and
found
fenseless
___ Fair
themselves
1
de-
, .. ,
COMPREHENSION
___ Good
.I
___ Poor
non
GRADE
After
professi~nal players
futile
attempt
at
defense,
to retreat.. , , . , . , .. , . , ....
TotaL. .....
!II
No.
MEMORIES IN GRADE
L
I-Iw-u==' '
I
READING II
ERRORS 1--;----;---,----;---,--11-----1----- I
1
I
L M H
LMHILMHILMHILMH
2
314
5
~~_I_
2
I
II
4
5
-,--,__
.
I
14
12
~~I
14
~--;
65
SO 38
'
I:
18 I
:I----=--I~
'
27 24 18
55 36 30
SO 36 30
70 60
, I .80
10
13
6
1---L M H
31
25
20
50 40
32
30 27
22
45
35
30
27
22
55
'
[ 7 ]
In seconds.
80
70
67
60
52 40
80 60 45
6.
No. of Memorin ..
1. Time.
No. of Memories
S. Time
Eal
j
[J
qu
Ol
Peter is
A little girl
..
Total
at the station
to meet her. ..
.
.
by
went up In a balloon
and
His
No. of Memo!'ies.
A heu had
was
balloon
made
of
pa per ..
2. Time
Ma
in France,.
or
'. , ..
a m:
to make it strong
The
w:as
WI
to walt ....
. 1
,
'
somerhing to ear ..
sand ....
A dog came.
thirty minures
Total
Total . ..
. '1
.
MECHANICS OF SILENT READING
Total . ...
COMPR EHENsroN
___ Good
___ Fair
__ Whispering; constant -
occasional
occasional
__ Poor
3. Time .....
Three boys.
built a house
in the woods
full of a p pies
EYE MOVE~ENTS
One afternoon
'
.
Irregular pauses
__ Regressive movements
Speed; higher -
same -lower
same -
Recall; berter -
Total
[ 8
same -
(Underli1u)
poorer
poorer
Su
7. Time .. ..
Basketball
It was devised
by a college instructor.
ga mes
pose
more recent
by railroa d
"
'.
concentration,
',
Congress
way
It is more popular
it
in Massachusetts ..
does
not
compete
it is a satisfactory game
Total.
com-
interested in furthering
for girls
the expansion
forthem
Alternate sections
restricting
the
area. . . . . . . . ..
playing
.
universities
have audiences
of each player
to
panies
by granting land
by
development.
with'
hockey
"
developed rapidly
is one of the
islg
No. of Mrmoriu
8. Tinu ... , ..
Total. , , , ... , ..
Total
No. OF
PARAGRAPH
MEMORIES IN GRADE
1
1
1
2
3
4
5
6
Summary
1- I
10
12
3
H
4
H
i
I
6
H
24 18 13
45 35 27
I
81
60 53
47 37 28
62 50 35
15
10 11;
30 23 16
'l
45 35 30
26 23 18
62 40 36
34 30 28
26 23 18
70 5S 47
43 38 30
27 24 18
60 46
37 33 24
116
14
7
8
- 4 5
-- - 7 10
- :- - 7 11
1-12 15
1--
40
-1-
I-j-
12
60
[ 9 ]
In seconds.
45 35
DumI1 AIlII.
No. oj Mtmorits
arly settlers
I
A.meric a
No. oj M,montJ
Basketball
',
by a college instructor.
ing
to iron molds
thirty-five thousand
by railroad
precision of movement,
concent ra ti 0 n,
Congress
It is more popular.
it
development.
does
not
compete
with
hockey
it is a satisfactory game
com-
,I ..
.
the expansion
Alternate sections
by
"
restricting
the
area
playing
of each player.
universIties. . . .
have audiences
l
'
Total.
to
IPanies
inrerested in furthering
for them
by granting land
for girls
In many
developed rapidly
just after the Civil War
in Massachusetts
pose
nd botrles ......
Railroad communication
No. of Mtmoriu
1 .
It was devised
. . . . 11
8. Timt
a.dlq tlilDcult1
.
.
.
.
arrangement
Total
,II
Total
No. OF
PARAGRAPH
MEMORIES
2
.10
7
-1-
Summary
12
15
101
["~
~~_16
1-
1-
45
35
27
24
18
13
81
60
53
47
37
28
62
50 35
-1-
11
!-
~I.
23
16
45 35
30
30
,
26
40 36
23
18
34 30
28
26
23
18
SS 47
43
38
30
27
24
18
60
46
40
37
33
24
60
45
35
70
14
62
GRADE
1
IN
,!
'"
12
[ 9 ]
In seconds.
AI';ALYSIS
1. to
LIST C
LIST B
FLASH
RECOGNITION
ANALYSIS
1. door
1. door
1. to
FLASH
RECOGNITION
ANALYSIS
1. orange
2. the
2. the
2. pig
2. pig
2. los t
2. los t
3. in
3. in
3. goo d
3. good
3. cut
3. cut
4. lit tI e
4.. lit tI e
4. chi s
4. t his
4. sIster
4. sis t e r
5. t r e e
5. tree
5. morning
5. mornIng
5. rose
5. r 0 s e
6. gi rI
6. girl
6. bed
6. bed
6. blo w
6. blow
7. dog
7. dog
7. Ii k e
7. Ii k e
7. t a II
7. tall
8. run
8. run
8. eat
8. eat
8. hoi e
8. hal e
9. it
9. it
__ 10. pen
9. love
__ 10. pen
__ 11. frog
__ 11. frog
--12.barn
__ 12. picture
__ 12. pictur
- - 13. Ii v e
__ 13.live
__ 13. joy
__ 13. joy
- _ 14. cry
__ 14.cry
__ 14. hi mseif
__ 14. hi mael
__ 15. sleep
__ 15.sleep
__ 15. san d
__ 15. sand
_16. c a II
--16. ca!1
- - 16. pie as e
- 1 7 . chicken
__ 17. chicken
__ 17. cover
--18. children
- 1 8 . ti me
__ 18. ti me
__ 19.away
_19. peep
- 1 9 . peep
__ 19. place
__ 19. pi ace
__ 20, she
__ 20. 's h e
~20.
__ 20. dark
_21. one
_21. asleep
--20. fish
__ 21. asleep
- _ 20. dar k
__ 21. one
9. around
9. around
_10. com e
__ 10. co me
_--10. under
_11. me
__ 11. me
__ 11.rain
_10. un d e r
__ l1.rain
_12. yellow
__ 12. barn
_13. mother
_14. you
_13. mother
__ 14. you
__ 15.look
__ 15. look
_16. are
_16. are
- 1 7 . milk
_'_17. milk
_18. children
_19. away
12. yellow
f ish
9.
10
ve
__ 21. people
_22. all
- 2 2 . all
__ 22.0 the r
- 2 2 . other
__ 22. chi m n e y
__ 23. day
-_23. day
23. chair
_23. c h a vr
__ 23. talk
24. seen
__ 24. se e n
__ 24. bar k
_25. name
__ 25.rive'r
_24, father
_24. father
~_
_25. ball
- 2 5 . n arne
- - 26. big
25. ball
__ 26. big
FLASH RECOGNITION
Total Corrett
1.
2.
_26. afraid
WORD ANALYSIS
Total COf'f'ect
Grade . ...... ,.
__ 17.covn
3.
4.
5.
Grade .. .. ,
6.
7. ,
Total
Examples
8.
9. ,
10. s
11. e
12. t
13. u
14.
15.
l\
16. s
17.
18.
g
t
P.
cl
dI
cr
m
(0
no
Dunelt~.Radman~~
RECOGNITION
l.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Ii.
12.
13.
14.
15.
16.
bIu e
--
rig h t
--
d r ink
--
fly
--
ground
-----
wood
birthday
road
fa i r
__
__
srrong
s mo ke
elephant
different
h
LIST 3
rse
s tam p
whi c h
handle
s I ice
quickly
believe
hridge
farmer
turkey
inch
k now
l.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1l.
FLASH RECOGNITION
ANALYSIS
bin e
- - I. imagine
--
I. imagine
rig h t
---
---
2.
3.
4.
5.
6.
7.
2.
3.
- - 4.
- - 5.
- - 6.
- - 7.
- - 8.
9.
d r ink
fly
ground
wood
birthday
road
flo w n
norebook"
horseshoe
Invenr
- - 8. Invent
difference
canary
LIST I
~ON
----
l.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
2l.
22.
23.
24.
25.
- - i.
- - 2.
- - 3.
. - - 4.
,--- 5.
6.
, - - 7.
8.
- - 9.
_ _ 10.
_ _ 1l.
battle
wi tc h
s hoe s
sa i lor
skate
--
cleaned
c r a wI
pol ish
~-
quarter
s pee d
either
tongue
understand
sin g I e
workman
saucer
guard
twilight
chapter
d raw n
c ran k
midnight
forgotten
reVIew
no IS
broadcast
difference
canary
horseshoe
--
Janitor
10. disturb
; _ _ 11. hi un r
_ _ 12. knocks
'._ _ 13. pretend
_ _ 14. phorograph
_ _ 15. carpenrer
_ _ 16. c e iIi n g
_ _ 17. provide
_ _ 18. battery
_ _ 19. brittle
_'_20. unloading
_ _ 21. drawbridge
_ _ 22. troublesome
_ _ 23. wheel barrow
_ _ 24. headquarrers
~25. delayed
9. janiror
_ _ 10. disturb
_ _ 11. b I u n r
_ _ 12. knocks
_ _ 13. pretend
_ _ 14. phorograph
_ _ 15. carpenter
_ _ 16. c e iii n g
._ _ 17. provide
_ _ 18. battery
_ _ 19. brittle
_._20 . unloading
_ _ 21. drawbridge
_ _ 22. trouhlesome
_ _ 23. wheelbarrow
_ _ 24. headquarters
_ _ 25. delayed
1--
s m 0 ke
_ _ 12. elephant
_ _ 13. different
_ _ 14. h 0 r s e
_ _ 15. s tam p
_,_16. w h i c h
_ _ 17. handle
_ _ 18. s 1ice
_ _ 19. quickly
_._20. believe
_ _ 21. bridge
_ _ 22. farmer
_ _ 23. tnrkey
_ _ 24. inch
_ _ 25. k now
norebook
-------
broadcast
fa i r
strong
flown
LIST'
- - l.
- - 2.
- - 3.
- - 4.
- - 5.
- - 6.
7.
- - 8.
- - 9.
_10.
_ _ II.
_ _ 12.
hattie
witclh
s hoe S
sa i lor
skate
cleaned
c r a wi
pol ish
quarter
s pee d
either
_ _ 12. tongue
,_ _ 13. understand
~14. sin g 1e
_ _ 15. workman
_ _ 16. saucer
1. crowned
ache
- - 2. OIche
practice
argue
3.
_ _ 24. revIew
_ _ 25. n oi s e
practice
thoughtfulness
- - 4. a r g u e
- - 5 delighted
- - 6. thoughtfulness
championship
--
delighted
nephew
advertisement
shingle
freight
blundering
_ _ 13. wrenches
_ _ 14. postpone
___ 15. windshield
_ _ 16. strengthen
_ _ 17. praIrie
_ _ 18. powerfully
_ _ 19. smoldier
.~_20. occasionally
_ _ 21. standardize
_ _ 22. obstinate
__
- 23. circumstances
_ _ 24. triumphant
-_ _ 25. thorough
_ _ 17. guard
~ 18. twilight
_ _ 19. chapter
._ _ 20. d raw n
_ _ 21. t ran k
_ _ 22. midnight
_ _ 23. forgotten
7. championship
8. neflhew
- - 9. advertisement
_ _ 10. shin~lc
_-_ 11. freight
_._12. blundering
____ 13. wrenches
_ _ 14. postpone
_ _ 15. windshield
_ _ 16. strengthen
_ _ 17. prairie
_ _ 18. powerfully
___ 19. smolder
_ _ 20. occasionally
_ _ 2I. standardiLe
_ _ 22. obstinate
_ _ 23. circumstances
_ _ 24. triumphant
_ _ 25 _ thorough
WORD AN.UYSIS
FLASH RECOGNITION
crowned
Grade .. ...... , .
Grade . ...... _
llHONETIC INVENTORY
What do these letters say ~
It
I
a
0
g
f
e
x
Whar do rhese say 1
th
5t
'
DIFfICULTIES IN SPELLING
CllECK LIST OF DIFFICULTIES
b
n
wh sh br ch dr
gr pI sm tw
tr
fl
u
w
m
y
c\ fr
sit sw
.
.
.
NORMS FOR
WORD RECOGNITION AND ANALYSIS
NORMS
LIST 1
Grade 11- 8
Gradc III - 12
Grade IV -16
LIST
NUMBER OF
CORRECT WORDS
6
9
Grade V -12
Grade VI -15
Gtade VII - 18
Grade III Grade IV -
LIST
GRADE
A-B arC
DIFFICULTIES IN HANDWRITING
NORMS
WOR))
RECOGNITION
10
23 38
14
34
20
10
22
29 38 46
48
62
54 62 65
79
68 72
76
92
80 85 88
97
11
Grade IV - 55
Grade V -65
__ Irregular slant
Grade VI -75
.
Left
Grade II - 35
Grade lID - 45
[ 12 ]
WORD
ANALYSIS
john
~.
Ir:.itid DatE:.
fCJi.1C
III
st . Tclephone
city.o Stnte ',
Dute ~
Plnce--City County St~te ,~
o
n.
Respective ACes o
..... '. " " ... ".. i
r:. t
Pa. rE:Iltc.CG
nother
Fc thcr
0' ~
:IJ['~tio:lc~lity
ccupction
i
1110 S SO S
If dOQd--Cuusc o . o ~ Dutu
o C~(1 i n[S
101 iL~iorl.
o.
III
00.0.1)
(I-
III
"
CI
"
CI
<I)
0>
III
(.._
;.J
~'._
...
~.
0"
....~.;-
Infl.uence cf associntoG ~ ~ o
1~"':lUS0111C'nt s- -
trlo f\tc r
II
!iO__iJ
ofta n
-~"!! ~en t e
r ..Ol,,riGs i I~orr
often
in t c re s ts
L.tti tudos--in ~~.}1e ~1G~;lC .
0
1f{1~6n '
'
0'
~.~
o o
"
tO~:ic.:-d
f:'.. tr10 r
-;OY:'f'.rd ;,lot:hcr.
e . ~
i
to"'~:[':.rd brot~lc r~ ~ _ "
i ~
0
toy;erd
to.,..'~rd
si~turs .!.
an1.T:lEtl 5 .,
0
in school
to\Ve. rc1 "\'to r k '. -. '
.
to;:!'. rd tCc..C}16 r
toyru rd c CI:l.Pf.U1i or. s _ e
Docs child recui,\Tc ::.1.n nllov[QJ1ce? oo .~Ioy.' I~n.1ch? ~ ~
}IO'i-r is it speut? Is c;1ild tCll..lg}lt t}~rift?
0
Hoalth
;~_ny diwascs ~;r pcculn.ri ties Ctt birtl:.?
.,
dise~s0s
Effectn
r schoo 1 )
o.~
ision-~norrnalwhat
CJ
dofects? o . o
stutterinc ......
CI
oJ
D
9
9"
(I
II
0.0.0
J-
'I
. o.
-I-
'V"
".l
CI
v,
of
tGst~ giv~n
of
r~ntal
2.---affectionate
3.---alEn't
4.----cG.re1885
S.----
.,
---i11CLC-Cs.. ,rc
---'I...1Yl~rcelizlg
---h.~t~CJ~t-w~iD.dcd
---~O!lC:C icnti_ 'J l.lS
---co;a;:;l::,inL:,[
- - - TJ]' G t:. S '-t~~ t
---eruol
---1'o110'-::'l1'
---h8.r~~h
---quiet
---c. i so;)cc1i'2:lt
0)
Qtstinat::, rG~GnCo~u1,
dcpen-u.ont,
-soli'-di.r~ot,Tl1g.,
~},
"ll~solf+-S-h
-c:clf';
ou
-:r..
~~-~,.'~.~~~
~ :~'r-J~,~7:~~ ("' ~:r.\"~:
:{.'Y
..1.1 e: ' lJ,_..:::()
_l:...
,-,.1.
_-J
r:-r"r-;
(;'l""~ .Lv._,,:)
vf.l:cill8.ting, timid,
'.... .....
tta~T,
:)olcl,
-tr"
"'-'0 ..Fr'y
-sl,<:,~-lb_.,..nl
';a"-!; ' ~''':.,L'~.
_.-..J.;'
'_
..... , / , _.......... .1.
... v_~
_-v,
_necdless.of dan~or,_Jo~lous,
c:: i ... cr,
" . . .~. . .,.- "0<, ,. ., b'"'.! ,_D.r~_lOUs,
~ y.
_ ....
" oy'_'~"
adaptable,
idle, ~:usical
-artistic, laugh
c,'y -.',.::' th01..1t
-cn,s'"
~"'o"Q'
(.... u VJ f"''''';;r'''''l of -"h n -'1.J""
of wh0..t,_deprc ssed.
-
or
\'-[,,1..':' ~
"\'J
Traits~
5.---cor.!.te11t
"
l.---acti "tle
6 ... --cra::--,-ky
7.---GlclotiomJ.l
8 .---rrf:l,,~'ll{
i~_:"":~!uJ s i -\T8
1 O.... --lcin.cl
11.---108.0.01'
1 2 .---r;li 1 d
13.--.. noi[]y
1 tl.---obeclient
t..;".u~
r.~p\)ci.fi~
-_.
_G
vC
RATING SCIJ.E
House Conference
V~itc
I~ tho rating scale which follows, ploaGe let the ratines represent
your o\'m jude;mel1.ts. Do not consult anyone in' making them.
In ratin!: the child on a p~,rticular trni t, disregard overy other trait
but that one.
Indic~to your rntinc by placinG the check on the line just where you think
it oUGht to be. Yeu do not have to place your check gust above 0. dospriptive
phrase. If you thir~ the rating falls b~~Neen two phrases, you may place
your check at the approprinte poi~t on the line.
1.
Uflt~~~oTl~r
vi'o::'ot'.s
2
'Rilre ry s];ov's
f:'.tic ue
- -.. =~I_,=,"""_-=-
Docs not
hrW9 0 rdinary
endurt.nce
I'Ol'il.:'.l
D:....'-}urnnco
i~at
-="="-""-:"~-----"'='="+,---="'""--......~.!
SlUEGish
3.
Slow
ClovGr with
his hands
Is he
How
I~fOdero.te
Ht'mdles
so1 f ,',Ee 11
Energetic
Unusually active
Clumsy
Fum'oles
Drops things
skill
slovenl~r
U'iikempt'
5.
Usual speed
araccful
4.
Shows
qUick
exhaustien
CUI'eloss
doe~
,~i:;"'';-~l'r
oJ
Fastidious
Concerned
c.bout dress
"ood
a~1d
bo[:,ring?
Unfc5!orn.oly
R01:>ulsive
J.
Lr:.)l~C$sion
6. I!ow does the child iP.lpress you with rege..rd to masculine or feminine
traits? ( If a boy, rate O~ fj,rst line; if' n Girl, rate on secO"Yld 1 inc. )
Ii Si
ssy 11---'
'I'IToriiboy"
Eff8!:linate
Boyish
Eut1~ely
Avere..t:;c boy
qualities
Quito
masculine
Lverago Girl
que,li ties
Qui1;c feminine
masculine
"ClinGinG vine"
Coque'cte
7. T.o what extent does the child associate with members of the oPr_of.d te sex?
Always
with them
Gives much
time to them
Usual interest
for his aGe
Infrequent
......
aSSOC1.1t
\,:Lon
Avoids them
.--4
Usually obedient
Usm'.lly in
Somewhat wild
trouble. Court Case
....
co~jmunity?
Ucue.lly
~ell-behaved
f.
..
~,"=,-=",=. - - : .
Willingly
Very orderly
obeys all rules
Very well'
behaved
'.
C:.W3CS ~-r,,:"..t
dis'tuJ::',ance
-_.
1i~.1odel Child"
2.
10. Is he shy or bold in sociCtl rolntions?
I
Confident
Poised
Bold
11. Does he
st[~y
Usually ut
SOme"iihat timid
Ge~se
....
1_---.,......"._ _
TIsual social
activities
Fev.r social
act;ivi ties
AlYrays
alone
ne
SO!"!lc'tylla t
Servile
PC.i:'1fully
solf-co::1scious
':~olds
Seeka 50ciul
plea~ure
1\.1'\lvays in
sccial Rctiv.
assert hi.':lself?
hi"'f.
~,.n
Assertive
O'_;stinate
s u b~:ti s s i ve
1.3. Is ho contrary or sUbc;estj.1Jle?
__.
(;o~'::ply
Slo"\'; to
Contrc.ry
Open.minded
Easily
persuaded
Follo'lis any
SU2:l.... 0 stion
Cri tic:~.l of
r,uthori ty
D~.ri'.nt
Usv.e.l poise
for ~i3 ace
!:~nGJ_l~r
upset
G"oes 2.11 to
pieces
Occasionally
cxcitoq
Seldo;;l
No-rer
liroused
easily
Hi;h stru..ng
Ea.sy-goine;
LiGht-
':-=-,---
COL,r)l ies
v8r~' readily
O':,ediB~t;
Acoen{s- all
fluthority
Cc-.lm
Usually
self-c-;.::J.trollod
Often
l\.l-,:m.ys
~'.""\O!l
1'7. Is he
emotioaflll~r
Stul;l0rous
18. Docs
Always
~1C
caIn or e::citable?
Slo"'!TJ.y
n.e~pand5
aroused
210n,18.11y
;:Jor-ry or
i~,
no cas'
Of ton wo r1' io c.
worryinc
i:~oingZ
1 S. Is 115 eveb-ter.-,pered or
hearted
~.lOody?
stolid
20.' Is he;
Placid
Complacent
'enerally depressed
I
~rappy
or depressed
Frequent
as oc('asion warrants chances
0,' cl'lCerful?
Stront; elation
or depre s sion
~_,
Inclined to
i;nimated
Cood-hunored
e ;'ilD.rious
21. Is l:e .suspid.0 ":s ur t1'ustft:l?
Dispirited
D0nrcsscd
""D""i-3"'t-r-u-s-t::-~f'::!'4"""-1----~~~""'2.-:;- to
22. Is ho sy71pfl.t,hetic?
t
;)8
-..,....-------.,..;....----::-c
Sonev;he,t Gulli~;'10
._ _.-:..'
as-i;"i-;-rod
'l'ru.stful
C7crly
Thouchtful of
ll~l)a.thetio
others
23. Is h8 vulEar or refined?
?riendly
Indi fferent
l'T 0 t
C[trefl.~l
'll..1.1 Gar
speecn
in
Vcry
[sullible
Cruel
.'?8.stidiolf.s in
spcec11 <:t. act;s
3.
Very generous
Moderately
generous
Rarely does
e.nythins fo r
anyone
Somewhat
stingy
lies
Cun never
')clieve him
nBends bnck-
Always frank
Usually
frank
Y.rn.rd ll
very strict
Dependcble
!kV0!" o.i shonest
27. Is he rude or courteous?
HonGst
Sometimes
di shone st
--,
Courteous
Sometitle s
Good-manneree
sr..u.cy
28. Is >e loycl to his friends?
Rude
blamo to Defends
protect friends
friends
-"',!i:I 1 not
tell on friends
Will "tattle"
to S8.va self
HTattlcs
often
~lliat
__---1
Suporior~~-
30. How
Elc[,;e,nt
nUkes
29.
Often steals
and cheats
Good.
intollig~nt
Poor
i~verace
is the child?
Foeble-uinded
Equal of average
pull
child on stroet
31. Is he slow or quick in learning?
Excced.incly
rapid
/~Cilo-
j';linded
FailinG
Ordina.ry
speed
Very
bricht
.'Jrj.lliaI:1~
,
Extremely slow
SlUGgish
Co~tinunlly
Procise
Consistent
Eoder',tely
careful
Wide-awake
Inexact
heeiITy
alive
Very slovenly
Very
distracted
Diff.i~lrt--to
!Ul
interest in thinGS?
I
~iYrisUming
Intcr'e sts
interest in most easily
everything
al"oused
Usual
curiosity
Rarely
interested
Unconcerned
v.
~G
5110'..v
('
Periods of depres~ic~.
1. J:Io\'! oft';~:1 :::'oos the child appeal' to be depressed?
2 9 "iTr~a.t cL:-;cs :~0 do nt thes.(;~ periods?
3. ~lat condition CUllses tl1e~~?
1;,. ~:Tnc.t r;cmditi:Jl1,; 1n'i:nb him hie];. to Eormal:?
D.
E. Fea.rs.
1. Np.lil0 tho fears of the child.
2. Doe:'] he ery. paJ./3 Dr complai::l '!{hen he is afraid?
3. Docs }~e 0Gcr~:no friGhtened' ofton?
F. Lilce r~ ..
1. -!he.t does h0 like to do most?
2* Does his rO"v1ti:1.(;;) suffer 'Jr::c.uec of his likGs?
G. Di 81 iJ00;.).
1.
H.
Dd~~a"rior r:rol)1~':~:i.~3.
1. Does he
2.
si~
at
~lis
desk Gr is he rest19ss?
3. Docs he sit ct
l1}. to r~(.; c::{
or
hi~
1 r:~l~,
Y'e~-:;lE:;:jsnoss?
I. Sex intorests.
1. DOGS he Rsk questions
pertaini~g to sex?
state th8li.
2. Doo'3 he r,i"lstur:')B,-ce? How fr0'l';ently? ~.Then?
ry
d. Doc E 1.8 annc:;.' e11i1d:r';::n of-"" ~.:he oppo si ~-;e sex?
"
":to
Dees r.o cis~:;ril;-l.l.te S0X 5_!1fclr~11~tion? .~JllP_t ki!ld?
5. Does he v.so l.Jad -;:rol';j.s? YfhG~?
5. Docs hG tell
dir'~Y
jokes?
~c '~}1ure?
page 2
So(_~ial Boj~2.;viJr.
f Play
1. ....::lt1.t b8JnCS doe: }"_e li}:c -co p1.c.y:
2. Docs he play in l[~rr~e or ,~,'call [;x'ou2 3 :
n
o. Is he & follower or lcCt~or?
'1. DOGS ~o like to 06 ~lonG?
;:,. Does he o.tte~pt to QOEina.-:e ,:,th(~rs phydcally?
B.
Co~t:p~in.ions.
)', .::
c. Tr~Ul:::"C ey
1. Is hJ ar~xiow:: to co~e:~o 3Ghool r8b~11\rly?
2. Does h(~ pla~r trua~t? !~tt:l v.'hO!:l?
3. ~.,~1fl';; does he do d;;.rin:; hi3 truant ~)c,riods?
D.
j~i31]i~r-1C.-~:-::"cro
1. Doe;=; lie
f~ttern.:~;t
:J15:~.s ~~roa:ll?
to Get
-~:~"le
at'tenti.oIl of
~~"1c.
oth...::r
c"~iJ
dJ"'()}.-:
iy~
t}le
r,
3.
JOOE
,1.
~C(;S
!..;:-,e p.rt:i.c 1 e s 7
11'3 a~?peE,-r to d0..;id~ca~_.l irl t110 clasG roorri?
:~&..S ~te t;c1(\ you cf' the...:l'?
(~ive the content of
:j. DOGS
i-,-~
~.
II.
you
~~r'.:)vt
0;:'
8.!lC1
1101v'
oftcr~?
>i2 p:1.[irL"tasios
them.
Socia.l Probl~Ds.
1. ,"r,at pro1)l.es::; 1':8.2 h;CJ p::ceeLtec?
Lr
,~..
<1-."
"'~'" "1",1
. 1 ....
; . . aV8 t':e.jo
~ ,~o .'"
..1 ,LUo_":-L
_~c. l!
'..sh"'
G
2 _u.Ol1~
J.
:iion,
:,-;l-:.':".. t ti~,10,
30)",i-.J
coor~~o~J
~,
~ "....
-.,'"
C;..9...:.J...;:'.J,.OO.Ii.(
otc?
trt0
res'.l!.t.:; of
sl..tc,h trelJ_tl~?lt?
(B".:.' .,?It.'n':
""1_".,,,".1..
d-i.... s Cl.,.;l',,,
J.J..-"....:.L
...d'JJ
pt'.ge 3
J'.
Con~pl~\ints
B.
Ebocu~tricity.
a ta"k?
. G.
~.' imi d i
t:/ .
to
ot~c"f,.
D.
o~~
E. Prompt::10 SS.
1. Docs be CO:::-1."i to sohool, or elt.l.ss, on tlii'lO?
2. Do:::s h8 "tart -'':;0 ;';ori: iI.rmethate1;r? :rn the
quickly?
3.
4.
5.
6.
IV. Give
Doe:::
Does
Doo s
Docs
reJ.10VO
wrap.s quickly?
cyr.ma,<;i'l).lH
d()(;s he dross
SOCIa-ECONOMIC STATUS
1. Have YO\j spent two years in any grade ?
3. How many years have you lived in the city in which you now live?
1.
~ame
Grade
~--------
--~----
Grade
Name
---------
no~,with
whom?
----
eo
to hiGh school?
to co11e[';0?
to collogo?
__
12. Do you
tal~0
in dancing?
__
Name of clubs
------------
maba~ines
What laake?
---=----
-------
--------
f~therls
occupation?
__
part timo