A Special Paper by Florence Augusta Lawrence Was Written Under the Director of Dr. Robert C. Moon Professor of Education

Home , Alice and Jerry, Fluency, Reading comprehension, Vocabulary, Word recognition

FLORIDA STATE UKIVERSIm

A Special Paper

AN EXPERIMENT IX GROUPING FOR READING

INSTBUCTIOF I1p GRADES ONE AND Two

bY Florence Augusta Lawrence

Was Written under the Director Of

Dr. Robert C. Moon

professor of Education AH EXPERIbfENT IN GROUPING FOB WING

INSTRUCTION IN GRADES ONE AND '!?NO

A Paper_. Presented to the Faculty of the School of Education

Florida State University

In Partial Fulfillment

of the Requirement for the Degree

Master of Arts in Education

by Florence Augusta Lawrence

August 19k TABLE OF COFFXTS INTRODUCTION CBBFTER PAGE

I . The Problem and Definition of Terms Used ...... 3 Statement of Froblem ...... 3 Importance of the Study ...... 3 Definition of Tgrms ...... 4 11 . Analysis of Instructional Materials Used ...... 5 Basal Books ...... 5 Companion Books ...... 9 Library and Other Supplementary Books ...... 9 111. Procedure Used in Grouping ...... 10 Test Materials and Methods Used ...... 10 The TestingProgram ...... 11 The Analysis of the Class ...... 14. IT . The Experiment in Grouping ...... 17 Historical Reasons for Grouping ...... 17 Readiness Tests ...... 19 Mental Tests ...... 19 Analysis of Class For Problems ...... 23 Records of Accomplishment6 of Each Group ...... 28 SLWYAED RECONKENDBTIONS ...... 38 summary ...... 38 Recommendations ...... 39 ~IELIOGRUIY...... '' APmNuIx ...... 42 LIST OF TABLES

TAaE PAGE

I . Results of First Year Readiness Test ...... 21

I1. Results of Second Year Readiness Test ...... 22

I11 . Results of The Detroit Beginning First-Grade Intelligence Test ...... 24.

IV. Results of the New California Short Form Test of Mental Maturity. Grade Two ...... 25 INTRODUCTION . School had been in session for two weeks on a little island in

southwest Florida. Then hurricane warnings came and all residents

evacuated the island. After the hurricane had passed and school had

been resumed, the first and second grade pupils were discussing the

storm. One little girl told of her stay in a hotel in town. bother

little girl, Diana, said, "I stayed at the hotel, too."

"In which hotel did you stay, DianaPI' asked the teacher.

"How can I tell, Teacher," answered Diana, "I can't read yet!"

In the statement, "I can't read yet," we find all the hopes and

aspirations of a child entering school for the first time. All pre-

school children want to go to school to learn to read. Some have bad

many stories read to them. Nearly all have had contacts with books,

and realize that a whole new world awaits them. dll they need to do

in order to discover that world is to learn to read. Yet now many

children fail to enjoy this experience through frustration at the very

beginning! Others become fluent readers, and go on to the pleasures

that the ability to read will bring them.

A child passes through certain definite stages in pwsical develop ment from infancy to maturity. He passes through equally definite Stages

in learning to read in order that he may read to learn. In school,

reading is the most important tool subject. To be considered a "Well-

read person" is high praise for anyone. A child who is a "good reader"

is a delight to his prents and teachers. !The pupil who reads Well in

the primary grades starts his school life feeling that he is a 8UCcess* 2

This feeling helps him to develop personally and is the foundation for

future success in other fields. The love of books and the love of

reading are interwoven with the love of life.

In this room where Diana was a pupil, the first and second grade

pupils were all in one room under the same teacher. The school was located

on Fort Myers Beach on Estero Island. Many winter visitors come to this

beach every year. These residents place their children in the school

for varying lengths of time-sometimes two weeks, sometimes four or five

months. The enrollment is practically doubled during the winter season.

In this primary rooxi, referred to previously, the enrollment of twenty-

three pwpils at the beginning increased to thirty-five during the season,

for about six weeks, and then gradually decreased. At the close of the

seasm the number of pupils in the room was the same as at the beginning.

Here was a room composed of pupils in two grades, a flexible

enrollment, and children with widely different backgrounds. How was the

teacher to instruct these boys and girls in reading?

This experiment in grouping for reading instruction shows the efforts

of the teacher to accomplish this task. In the following pages will be

seen: (1) a study of the problem; (2) an analysis of the materials Used

in the experiment; (3) procedures used in grouping; t!k) an account of the experiment in the classroom: (5) a summary of the investigation, and recommendations based upon the findings. With such a flexible enrollment as this primary room had, it was

impossible to keep detailed records on all of the pupils. me references.

in this study, will be to the permanent enrollment of the class. TIIE PROBLEM AXII DEFINITION OF TERMS USED

Teaching reading to girls and boys with different levels of ability and various backgrounds is a challenging task for any teacher to face.

This task becomes even more difficult when the class is composed of pupils in two grades under the same teacher.

Statemeat of the problem. The purpose of this experiment is to show the need for. snd the benefits derived from, group instruction in teaching reading to a first and second grade, in the same room, under the same teacher.

Imaortaace of studv. Usually the best method of meeting individud differences is through work with small groups in the regular classroom.

For grouping, levels of ability must be clearly defined. Opinions differ considerably about the basis on which grouping within the classroom should be made. This is a desirable situation since no two classes are alike in the distribution of reading ability. A type of grouping that may be amropriate for one class may not adequately meet the needs of another class. A class may be subdivided for instruction on the basis of the evident abilities and needs of the pupils.

In a room with two grades, there is a wider range of reading abilities than would be found in a room with only one grade. Too many groups 3.n a room cannot be handled effectively, as each group requires a specid PreP

aration of the lesson. Therefore in a room with two grades, levels of 4 ability within the class as a whole must be considered when reading instruction is undertaken. Guidance, which will insure continued growth in reading, necessitates grouping.

11. DlD’IXITION OF TERMS

Grouping within a school refers to the grades in which the pupils are placed. There are two views of grade grouping: (1) grouping the pupils according to age: (2) grouping the pupils according to ability and achievement.

Grouping within a room refers to the division of the class kt0 small units for inatruction. This grouping should be flexible enow to insure the changing of the personuel of the group when necess-. BNdLYSIS OB INST;1OCTION!& MA!TERuLzS USED

In conducting this experiment on grouping the teacher selected books which would be within the scope of the ability of her class.

Basal Books. As a basis for her work the Alice and Jerry Series was used bg the teacher in the Beach School. This series contains mwny adaptations of stories of high literary quality. One interest-holdlag quality of these books is the story element--plot, surprise. frustration, suspense, climax, quick movement, and a satisfactory ending.

m. Jerry, in the pre-primer, Here and There, is badly in need of a new,cap. Father lmows it. Mother knows it. Father buys one cap.

Mother buys another. Jerry has two caps. He decides to give one to

Alice. The result--two happg children--two new caps. A simple plot, to be sure, in keeping with the vocabulary limitations of a pre-primer, but still plot.

Surprise. Alice, in the primer, Day In and Day Out, walks around with her new doll, Betv Lee. How she wishes that Betsy Lee could talk!

Xight comes, and Alice gives her doll a big hug. Surprise! Betsy Lee can talk--%-ma! Ma-ma! Frustration. Jack in the readiness second reader. the River -Road, is bursting with curiosity to find out what there can possib- be at Mr. Wood's farm, that will be more fun than climbing trees. At last he sees what it is--a little donkey called Mr. Bones. In a minute Jack has jumped. the fence and is off across the field for a ride, OdY to find that YOU don't ride donkeys the minute you see them. YOU have to 6 friends with them first. Frustration, but justifiable frustration. Jack must work for his ride.

Susuense. The famous goat of the second reader, Friendlx Villa-, appears first in one place and then in another, upsetting things and making mischief wherever he goes. Every time he amears, he disappears.

Where in the world has he come from and where has he gone? Will they ever find him? One wonders!

Climax. Little Frog, in the first reader. Round About, is deter- mined to find out what winter is. He bothers everyone in the pond with his questioning. "Stey avake and you will find out," is all anyone can tell him. One by one. everyone else goes to sleep at the bottom of the pond. Climax. There sits little Brog all done, waiting for winter. And then comes the drop in the story. He vi11 take a nap--just a little nap-- and of course he never finds out what winter is.

Quick Movement. Dolly, in the second reader, Villwe, may be an old horse, blind in one eye, but her head goes up and she steps right in time with the circus parade when the circus comes to town. Before the daq is over, she not only performs in the circus, she joins it. -. -. Lern, in the second reader, has a blueberry pie for his dinner. His mother made it before she Went down the. mountain. A peddler comes to the cabin. What is that peepbg out of his sack? A beautiful yellow bowl which Lem rants! Lem trade8 his pie for the beautiful bowl. His mother is so pleased with the bowl she makes him another blueberry pie.

The small group of characters, about whom these books center. become more than persons. mey really live. Mr. Carl. in the primer, & and It a rather Dw Out, has altogether too many birds i!l his house. is 7

Proceed-. But, Mr. Carl likes his birds. He is soft-hearted enough to give the orwman and his monkey some breakfast when everyone else on

the street turns them down. Not only that, but he asks all the children

of the neighborhood to breakfast, too. In the first reader, Bound About, Mr. Carl has money enough to get the bird he has wanted for a long the.

Then he spends all the money on Alice and Jerrg and Paddy. In the second

reader, Friendly Village, he goes home to the mountains and all the momtab boys and girls are waiting for him. He hasn't forgotten how to plw the fiddle nor how to dance to its music. In the end. we see him trudging over the mountain to give his well-loved fiddle to Lem. He is not just a man in a children's story. He is Mr. Carl. This illustration might be repeated with many other characters in the books, for the medium of a continued story has given the oppartunity

to impregnate almost every character with this human touch. One feels

towards them as one does towards old-time friends.

Other human elements in these stories are joyousness and humor.

The books are full of them. Sometimes it is the rollickhg joyousness Of a winter day, as in the first reader, Round About, when Alice and Father

sit on their sled at the bottom of the hill and laugh and langh. &W Can they help laughing? The sky is so blue. The snow is so white. bnd coasting is so much fun. In the primer, & .a %iOut, Jack finds a quieter happiness in working so that the dog in the pet store WbdoWW be his own. Sometimes the horns= borders on the hilarious, as the readiness second reader, Down the River,Rod, when Mr. Carl Comes ridi% throwhthe

on the of a d0nkey-a big old m~pon a very little do*q* Then a

%ah, it is the more subtle humor of a character who can laugh at himself.

In the second reader, Friendly Villaee, Cobbler Jim, after the busiest morn% he has ever put in, cm smile to himself as he talks to his old black cat:

"Did I say there was a lazy feeling in the air, Joe, and not much work to be done? I didn't how what I was talking about, Old Fellow. I didnlt know what I was talking about."

But boisterous or quiet, hilarious or subtle these books are happy books, full of the joyousness of childhood.

The third quality of the interest-holding content of these books is the literary style. The stories have rhythm. Children are naturally rhythmical and respnd to the rhythmic swing of a prose style. Another factor is the effective use of repetition. The tuneful. catchg phrases will read themselves into the memories of children.

These Alice and Jerry books have been written with an ethical sound- ness which should not be discounted. The stories are ethically sound but not preachy. Bobby and Billy, of the second reader, Friendly Villape, digghg clams and breaking every shell, can draw their own conclusions as they watch the success of the old sea captain--it pays to know how to do things well,

No single feature can contribute more to the interest-holdiag powers of primary books than the illustrations. Moreover, if the illustrations unite with the text to express the spirit of the stories, they afford cues and clues to meaning which are of invaluable assistance in begiMing reding. The illustrations in these basal readers are not merely beautiful; they are an integral prt of the stories themselves. and contribute 9 1 to the complete narrative as effectively as the written word.

Companion Books. The Alice and. Jerry series has provided a companion book to accompaay each reader. These cornpion books are supplementary readers and are used following the corresponding pages in the readers. A child’s experience in reading should have pleasant associations. The types of exercises and reading materid in the companion books enable the pupils to: recognize words, phrases and sentences; get the meaning of words and phrases: comprehend sentences: remember story details. Simplicity is their outstanding feature. hperience shows that a little child learns by doing and wanting to do. If he has the feeling of success, the feel* that he can do something 2 well, he enjoys doing it and wants to do more.

Libram and. Other SuDDlementarv Books. In addition to the basic reading material, other supplementary readers and libraqi books, within the understanding ad reading ability of the pupils, were used. Stories about pets, animals, home life; stories about trains. airplanes, cowboys. and Indians helped to broaden the horizons, and satisfy the curiosity of these little children in the Beach School.

1. Mabel O’Donnell, Guidebook feE Teachers, First Yea€. Evanston: hw, Peterson and. Compw, 1942, pp. 20-30. 2. Mabel O’Uonnell, Guidebook & Teachers, Second Evanston: Row. Peterson and Company, 1942, pp. 30-56. CHAFTER I11

PROCEDUBES USED IN GROWIHG

Grouping for instruction in reading necessitates a testing

Program and a careful analysis of each member of the class by the teacher.

%St Materials and Methods Used. In the experiment conducted

in the primary room of the Beach School. the reading readiness tests

that accompany the Alice and Jerry series were used. The First Year

Readiness Test-I was given to the beginners.’ The Second Year Readiness 2 Test was given to the pupils in the second grade.

The mental tests given were: (1) the Detroit Beginning Intelli- 3 gence Test, which was administered to all first grade pupils:

(2) the mew California Short Form Test of Mental Maturity. Primary

47 S-Form for Grades One to Three, which waB administered to the 4 second grade. In addition to the readiness and mental test= the teacher Used. a diagnostic testing program was also carried out.

The group method was used in giving all tests. The teacher gave the readiness and mental tests to the first grade. These were given

1. A copy of this test is in the Appendix.

2. A copy of this test is in the Appendix. 3. A copy of this test is in the Appendix.

4. A copy of this test is in the Appendix- 11 grows of eight and six at a time. A strip of paper, or marker, was used to semrate the lines and pictures. A large soft pencil was used to mark pupil responses.

In the second grade the teacher gave the readiness test. This was given to the pupils at one sitting. The County Supervisor of

Schools administered the mental test to this group. This was also given at one sitting. A soft pencil, an eraser, and a marker were required for marking the responses to these tests.

The diagnostic tests were given by the teacher following each presentation unit. These test materials are furnished in envelopes which contain directions for giving, scoring, and interpreting the tests. These directions are also included at appropriate points in the teaching plans in the manual, which accompnies the basal readers.

The Testing Pregram. Tests and examinations have ken the 5 traditional forms of school measure since schools existed. As early as 300 8. C. examinations were held in certain studies in the Ephebi in Athens. Measurement had a definite placein the medieval universities.

The great majorit,y of the many hundreds of tests that have been and are now available for use in schools, have been prepared and standardized since 1920. Testing, a definite part of school procedure, recently has been extensively stressed.

The purpose of measuring instruments is to yield objective, unbiased and impersonal evidence concerning something that it is 6 desirable to know. In so far as teachers and pupils are Concerned,

~ 5. M. E. Broom, et al. Educational Measurements .haElementarx Schoox. New Yorkr McGraw-Hill Book Cornpang, 1939. P. 8. 6. =,p. 5. 12

this has something to do with the learning of the pupils. In education

tests are used, to ascertain with a minimum of time admoney, vhat

each child can do. The effort thereafter is to adapt subject matter

and instructional methods to the needs of individuals, as well as of the class group. 7

Each child needs educational guidance, even though he my be E taught as om of many individuals in a group by relatively uniform mthods.

The teacher can use the time and energy saved through the use of tests, to

study her pupils, and aid then collectively and individually. The judgmnt

of the teacher is of great value, and this, plus the findings of adequate measurements, gives a safer basis for planning than either alone could

give. The many individual differences in pupils will show in the results of the tests. Fromthe information which the teacher gains from her

study o€ these test results she is better able to analyze her pupils and divide her class into groups for instruction.

The readiness test given to the beginners in the Beach School is a group test containing seventy test situations. Pupil responses are

sinple. The test items in Part I indicate the extent of basic oral

vocabulary and concepts related to experiences dealt with in the Alice and Jerry basic pre-primer and primers. It also provides some indication of general mental maturity as shown by general information, menwry, nurnericd and spatial orientation, and discrimination in following directions requiring a choice.

I. M. E. Broom, et al. Educational Measurements in -the Elementary School. New York: McGraw-xi11 Rook Company, 1939, p. 8. -Bid., p. 7. Part I1 contains thirty-five items designed to measwe mental

and physical maturity as related to reading. While the pupil dees not need to how the names of any of the letters, the capacity to identify

SPbols of language is obviously a measure of physiological and mental maturity. Likewise, inability to succeed in these exercises, indicates

a degree of physical or mental immaturity. The second year readiness test given provided an opportunity to

check on the sight vocabulary, comprehension, and weaknesses of each pupil.

The intelligence test given to the first grade included subtests

on information, similarities, memory, absurdities, comparisons, relation-

ships, designs, counting, and addition.

In the mental test given to the second grade, the test sections provided both langage and non-language test situations in the major

factors involved in mental or intelligence capacity. This test showed the status of each pupil in language, and total mental ages and intelli-

gence quotients. It also included the chronological age and actual

grade placement status of each pupil in relation to mental age. It

yielded three mental ages and three intelligence quotients. In geneml. the seven sections of this mental maturity test sample the maturity of spatial relationships of logical reasoning and of useful concepts or vocabulary. Some of the tests are presented in

verbal and others in non-language form, in order to obtain a separate evaluation of mental processes with, and without, the use of language

symbols.

The diagnostic tests used by the teacher are keyed to the content of the Alice and Jerry books. These tests are of particular 14

value in meeting the problem of individual differences in reading

developent. Their purpose is to reveal to the teacher the strengths

and weaknesses of each pupil as well 86 the success of her teaching.

The test materials relate directly to the situations and experiences

dealt with in the Alice and Jerry books. After reading instruction has begun they assist the teacher in evaluating pupil progress and in

diagnosing strengths and weaknesses in a number of the essential elements

of reading comprehension. Their use results in greater attention to the needs of individual pupils and a more intelligent direction of the

learning process.

Analysis of Class, In an analysis of pupils for reading instruc-

tion consideration must be given to their readiness for this undertaking. 9 The physical, enotional, and mental development must be studied.

The relationships of physical factors to ability to read are apparent. Among these factors are the sensory capacities of Vision and hearing. If a child has poor vision, he cannot be expected to get clear visual images of words, and will likely have difficulty in learning to read. If he has hearing difficulties, he may not hear the word Patterns LU accurately, and he will get into difficulty in learning the worh

Speech defects are a factor definitely related to learning to

read. A child must be able to speak correctly t.0 be a good reader. If he still uses w for r, he will be confused by "ring" and "wing", or w for

1, he may confuse "let" and "wet". The child thus needs practice, not

only in hearing sounds accurately, but also in mimating his vocal

organs so as to articulate accurately,

9. Guy L. Bond, and Eva Bond. Teachim; mix 4p New York: The MscMlllan Cornpmy. 1947. p. 30. 10. Lillian A. Lamorsaux. LemninE ig && &&Q&& Emerience. New York: I). Appleton Century Company, 1943, P. 30 Health factors, such as poor physical stamina, inferior nutri- 11 tional and glandular conditions, delay the learning process. The healthy child is better prepared to learn than the unhealthy. Remedial health measures should be undertaken to correct any deficiencies.

me emotional factors must be considered in teaching children to read. Not all children have a happy home life. Not all have wise and consistent parental discipline. bhy, having had oversolicitious parents, are too dependent; others have been deprived of affection or even rejected by their parents. There are other children who come from homes where there is no stability. Children from any one of these homes are likely to be emotionally insecure, and are poorly equipped to adjust themselves to school, and to the task of learning.

Time must be allowed for the pupil who feels insecure to become acquainted with his surroundings and adjusted to the group and to the teacher. For some pupils this will require only a short period; for many beginning pupils a longer time is necessary before they are re* to continue the learning process. A few children will have to be studied carefully by the teacher. She should strive to apt teaching procedures 12 that will lead these pupils to a better emotional stability.

Many children come from home with a rich background of experiences.

They have had many books, have traveled to many places, have parents who are well educated. Other children have had access to few books, have lived all their lives in one place, have parents who have had few educa- tiod experiences. It is easy to see how the child who has had an

11. L. Bond, and Eva Bond. Teachine. Chila &&* New York: The kbiillan Company, 1947. P. 30- 12. m.,p. 31. 16

enriched background might be more rea@- to read than the child who has

had a more meager background.

The mental factor is very vital in considering children who will learn to read. The mental age of a pupil does not often cerreepond

to his chronological age. For this reason it is necessary to study

the test results, and decide just when and where the child wuld be able to learn to the best of his ability. It has been said that a mental age of six years and six months is necessary for a child to be able to read.13 This may be interpreted as the mental level of the average child of six years and six months chronologically. Some children develop faster mentally than the average child, and reach the mental age of sfxyears and six months at an earlier chronological age. Some children develop more slowly than the average child and, consequently, reach the mental age of six years and six months at a later chronological age. Thus some children are ready to read before entering the first grade, while others do not start to learn until the second or third year of school.

13. Guy L. Bond, and Eva Bond. Teachiw t-.. New York: The Willan Company, 1947. p. 25. EKPFJiIMENT IN GROUPING

Historical Reasons. Group instruction was begun as far back as 180'3 when the Royal Lancastrian Society for monitorial instruction was 1 founded in England. This society was later changed to the British d

Foreign Society. These schools were organized to put education on a mass proauction basis to replace individual instruction.

The most influential type of elementary school was this monitorial

system developed almost simultaneously by Joseph Lancaster, a Quaker, whose ideas were spread by the British and Foreign School Society, and by the National Society for Promoting the Education of the Poor in the

Principles of the Established Church. "The underlying principle of monitorial instruction was achieved by using the older chiltren as monitors, or helpers, for the teacher.Il2 Tie teacher instructed the monitors in a lesson and each mooitor taught the lesson to ten OIP twelve small children by repeatfng vhat he had learned. "The small children then recited aloud and in unison whatever was being tayht."3 Wall placards and charts were, much in use to aid group instruction and to save on books. Perhaps the most noticeable gain of the monitorial system consisted in making a minimum edxcation available to larger numbers of children through the use 4 of the group methods, efficiency and economy. Tne monitorial system was used extensively in the United States early in the nineteenth century.

1. Freeman R. Butts, A Cultural, Historv, sf, Educatapg, mew Yorkr McGraw-Hill Book Company, 134'(, pp. 420-22. 2. w.,p. 428. 3. x.,p. 428. 4. w.. p. 429. 18

In the twentieth century came the effort to classify students into

different groups according to their ability, Known as "ability groups", "homogeneous groups", and "X Y z groups", these arrangements swept the

country in the 1920's. largely as a result of the findings of the psychology

of individual difference^.^ Today grouping is used in the classroom to enable the teacher to place each pupil, as nearly as possible, in the environment that will enable him to proceed at his om rate on his own level.

In order to promote efficient teaching pupils should be grouped within the school and within the classroom. Five plans for grouping within the school are discussed below.

1. 'Nature takes its course' plaa, a method whereby children are grouped on the basis of chronological age and teacher preferences of parents.

2. 'X Y X plan1, a system by which all children are divided into three groups, the bright under one or two teachers, the mediocre or average under other teachers, and the slow or dull under other teachers.

3. 'How well do you read?' plan, a method whereby the school groups children according to readbg ability. It assumes that reading is the key subject and is used as an index to the child's ability.

4. 'Block' plan, a method which allows a child to complete the first three grades withut interruption. At the end of the third year he must have shown satisfactory progress to go into grade four.

5. IEquated group' plan, based on chronological age and test results. Pupils are placed as near1 as possible in achievement or readiness for work.

The grouping used in the primary room of the Beach School was a combination of plan three and plan five.

5. m., p. 42d. 6. Robert C. Moon, et al. "Seminar Rqort, Spring wrter, 1948." (Unpublished Report of Elementary Seminar. Florida State OniverBitY. Tallahassee. 1948). p. 15. 19

Readiness Tests. The second grade pupils in the Beach School were given reading readiness tests at the end of the first week of school. As a result of this test it was found that four pupils scored ttHigh", three scored "Average", and two scored "Low". The manual accompnying the readers suggested that all pupils scoring "High" be placed in the second reader, Friendly Village: those scoring "Average" be placed in the reading readiness second reader, Down the River Road, for a quick review of the vocabulary forgotten during the sumrner; those scoring "Low" be put in ----Down the River Road for detailed study. Since the teacher wanted the first grade children to become adjusted to their environment before giving them any tests the first grade readiness tests were not given until the end of the third week of school.

As a result of this test the highest total score was sixty-five, while the lowest was twenty-eight. It was found that three pupils rated high, eight pupils rated average, and three rated low. Those pupils rating high. according to the mual accompanying the tests, should readily acquire the basic skills of silent reading, and should soon attain a satisfactom degree of independence in their reading activities, with a minimum of direction by the teacher. Those recsiving average scores ahould be able to proceed in reading with the expectation that they would require a normal amount of teacher supervision. The pupils with a low rating would require special attention. needing emphasis on a prolonged readiness period.

Mental Tests. Sj.nce the teacher had a record Of the intelligence tests given to the second grade the previous Year. *e did not give The another mental test until the beginning Of the Second ESJ~~~~~. 20

results of these tests revealed interesting facts. The total scores

ranged from seventy-seven to fifty-three; the mental ages of the pupils were from nine years to six years and five mnths. The intelligence quotients in the total scores went from seventy-eight to one hundred

twenty-two. The highest scoye was made by Susie, with a chronological

age of seven years and five months, a mental age of nine years, and an

intelligence quotient of one hundred twenty-two. The lowest score was

made by Charles, who had a chronological age of eight years and three

months, a mental age of six years and five months, and an intelligence

quotient of seventy-eight. While the actual grade placement of the pupils was the second grade and sixth month, Susie had the mental age

of a fourth grade pupil. Charles, with ths lowest score, had the mental

age of a first grade child. According to tl-e mental ages of these pupils,

five were above grade placement of second grade and sixth month, one was

at the grade placement level, ancl three were below the grade placement level.

After the third week of school, intelligence tests were given to

the first grade pupils. As a result of these tests the highest score was

ninety-five, and the lowest score was forty-nine. The range of mental

ages was from eight years and nine months to five years and eight months;

the range of chronological ages from six years and eleven months to five years and six months; the range of intelligence quotients from one hundred

twenty-seven to eighty-five. The highest score was made by @&ha, with

a chronological age six years and eleven months, a mental age of eight

years and nine months, and an intelligence quotient of one hundred twenty-

seven. The lowest score was made by Rose Marie, with a chronological age 21

TABLE I RESLZTS OF FIRST YEBR READI'AXSS TEST

September, 1947

Pupil Score Rating :lumber

1 65 High

2 59 High

3 58 High

4 52 Average

5 52 Average

6 52 Average

7 50 Average

ti 42 Average 9 40 Average

10 40 Average

11 36 Low 12 36 Low 13 33 Low

14 28 Low

Table I means that pupil number one made a score of sixty-five on the

First Year Readiness test which gave him a rating of "High". TABLE I1 RESULTS OF SECOhC YEA3 WIhTSS TEST

September, 1947

Pupil Score Rating Number

1 63 High

62 High

61 High 56 High 53 Average 46 Average

7 44 Average

ti Low 32* 5 28 Low

Table I1 means that pupil number one made a score of sixty-three on the Second Year Readiness test which gave him a rating of "Eigh". of six years and six months, a mental age of five years and eight months, and an intelligence quotient of eighty-five. According to this test dl

Pupils except one had a mental age of six years and six months and, If this were the only factor to be considered, would be ready to read.

However, as has been stated earlier, the mental age is only one of the many factors to be taken into consideration in the reading process.

&&&Yie Qf Class for Problems. The results of the tests given in this primary room indicate, to some extent, the problem that confronted the teacher. A careful analysis of each pupil presented other factors to be considered, in both grades, before any grouping could be done. In the first grade, among the fourteen pupils. there were several definite problems. Three little boys were emotionally hture. Tommy lacked stability and independence. He came from a home of few educational advantages. The family had moved from one place to another several times.

As a result, the child reflected this atmosphere. His attention span was very short, he lacked the ability to do anything for himself. The feeling of security, that a stable home environment gives to children, was lacking. Tomy needed to become a definite part of a group in an atmosphere of security. He needed to be assigned tasks that he could do alone, encouraged to do them, and praised when they were completed, for 7 his success. Although his chronological age was six years and eight months, his mental age six years and six months, and his intelligence quotient one hundred seven, he rated low on the reading readiness test. which showed that he would need a prolonced readiness period in order to overcome this emotional insecurity.

7. Lillian A. Lamoreaux. Learning to EWsriencQ- New York: D. Appleton-Century Company, 1943, p. Y. 24

WLk 111

RESULTS OF THE DETROIT BESIIWIJG FIRST GW& IYTELLIGEITCE TEST

September, 1947

pupil Score Chronological Mental Intelligence Number Age Age Quotient

1 95 6-11 8-9 127

2 90 5-8 6-6 126 3 88 5-6 6-7 125 4 79 6-7 tl-2 124

5 78 5-11 7-3 122 6 76 6-1 6-11 11.5 7 73 6-9 7-6 111

d 71 6-0 7-1 109

9 70 6-2 6-8 108 10 6~ 6-0 6-8 107

11 68 6-6 6-10 103 12 68 6-7 6-9 103

13 67 6-0 6-8 99 14 4v 6-6 5-0 85

Table 111 means that pupil number one made a score of ninety-five on the Detroit Eeginning First Grade Intelligence Test, has a chronological age of six years and eleven months, a mental age of eight years and nine months, and an intellig-nce quotient of one hundred twenty-seven. Pupil Score Chronological &ental Intelligence Nunber Age Age Quotient

1 77 7-5 9-0 122

2 76 7-11 bll 112

3 76 6-11 5-11 100

4 70 7-6 8-1 107 5 67 7-5 7-9 104 6 64 7-10 7-6 96

7 62 7-2 7-7 101

tj 54 ?-M 6-6 M4

9 53 8-3 6-5 78

Table IV means tht pupil number one made a score of seventy-seven on the mew California %?art Form Test of Mental bfaturity, has e chronological age of seven years anC five months, a mental age of . nine years, anrl intelligence quotient of one hundred twenty-two. 26 David was a little boy whose father was in the am. Both of @rents graduated fron college with high honors. He was born at an ar;oy post and had lived all his life at army posts. David came to the Beach School during the first two weeks of school when his father was assigned to foreign duty. In the previous school he had been enrolled in the first grade, althoxh he would hzve been too young to enter school according to the Florida School Law. Since he had been enrolled in regular school, he was allowed to enter the first grade of the Beach School. His chronological age was five years ant! six months, his mental age six years and seven months, and his intelligence quotient one hundred twenty-five. However, Davia was not ready to read, although on the readiness test he score6 average. He was suffering from overstimulation. He ran everywhere and it seemed a great effort for him to walk; he talked constantly and his hands were always moving. 3efore he could learn to read he would need a thorough physical examination. Then he needed to be helped to adjust himself properly by becoming a part of a definite group. This would help to give him the feeling of security that he seemed to need.

Bichard came from a home of high educational standards. The parents were photographers and lecturers and spent a great part of their time traveling all over the world, obtaining material for their work. All of his life he bad stayed with first one person and then another. while his parents were trawling. There had. been no consistent discipline far him, and he was used to doing as he pleased. Richard needed discipline, the companionship of other children, and the ing of security that comes to a child who has had bPF'Y and serene 27

8 preschool years. He had a chronological age of flve years and eight months, a mental age of six years and six months, and an intelligence quotient of one hundred twenty-six. Bis readiness test rating was low and he, too, needed a prolonged readiness period.

There were four children in this group with speech defects. hth Donald and Glenn stuttered. Donald's stutter was caused by both thought and sound perseveration. Glenn's stutter came from perseveration of sound, and a taut lingual frenum muscle, which caused a tongie-tied condition. Jack had extreme sound substitution in his speech, due to wrong articulatory placing, which made it practically impossi'ole to understand anything he said. Gwendolyn's speech defect was the w sound for r, which was due to tongue placement.

All of the first grade pupils needed a period of readiness, the length of which would vary as they became adjusted to school life.

Their general exploratory and readiness period would furnish the 9 foundation so necessary to successful progress in reading.

In the second grade group there were two pupils who presented special problems. Charles was a boy with a chronological age of seven years and nine months, a mental age of six years, and an intelligence quotient of seventy-eight. Bis score was the lowest in the mental test given to the second grade. Ee had been in the second gTde the previous year in another school. In f-act, Charles had been in several schools during his two years of school life, which shows, in put, the

ti. Guy L. Bond, and Eva Bond. Teachine &&l Dew York: The MacMillan Co~pang,1947, p. 30.

9. Lillian A. Lamoreawc. Learnine. 4p thr_ouef3 new York: U. Appleton-Century Campaqv. 1943, p. 104. 28

reason for his maladjustment. He had developed into a discipline prob- 10 lem, and was constantly giving trouble on the playground. Apparently he was uninterested in learning to read. After studying this child the teacher decided that his behavior and seeming indifference came

from a feeling of frustration in his school work, as well as from his

hone conditions. Both of Charles' parents were well educated but were

not wise disciplinarians. If he were to be helped, close cooperation between the home and the school would have to be established.

Frances was the second problem in this group of second grade pupils. Her parents had moved several times the previous year. She

had a visual defect but that had been corrected. Ber mental tests

showed her chronological age to be seven years and ten months, her

mental age to be six years and six months, and her intelligence quotiat

to be eighty-four. The results of the reading readiness tast placed

her in the low group. Sie seemed uninterested in school and, due $0

the fact tlat she had changed schools frequently. had failed to progress in her reading.

The other second grade pupils, both chronologically and mentally.

seemed ready and eager to read.

Records of Accomplishments of Each Groyg. After completing the testing program, and analyzing these children, the teacher endeavored

to group them so that each child could progress at his om rate on his

own level. All first grade pupils were given a readiness program

which included varied activities. Experience charts were composed 29

and read. Since the school was on the beach, many stories were about

boats and fishing. Stories about things with which the children were

not so familiar were told--stories of trains, circus animals, and city

life. Elany stories were discussed and dramatized. Pictures and songs

related to children's interests were presented. Clay modeling and

other forms of art work were engaged in by the pupils. All of these

helped to build a background of experience, which is essential in

learning to read.

mriry: the readiness period of the first grade, the second grade

had been divided into three groups. Group One had four pupils in it,

Group Two had three pupils. The remaining two pupils were placed in

Group Three. The first two groups reviewed the first grade readers, pre-primers, primers, and first readers. Although the readiness test manual suggested that these pupils use the second readiness reader,

Dourn the River Roe,& to recall the forgotten vocabulary, the teacher

considered it wise to review all of the first grade books at this time.

Upon the completion of the review, Down the River Road, was begun as a study reader, since the majority of the pupils seemed to need this.

The two pupils in Group Three were placed in the preprimer.

&?my Days, and this was taught with the assistance of flash cards

and the chart.

At the end of six weeks six first grade pupils showed a readiness for reading instruction, and this necessitated a change in second grade grouping. Three pupils from Group Two were placed in Group One.

me two second grade pupils who had been in Group Three now became

Grocp %IO. The six first grade pupils who were raQ to read were Placed in Group Two with them, making a total of eight ppils in this group. Placing first and second grade pupils in the wegroup for reading instruction was necessary as they were on the same reading level at this time. Group Three now consisted of eight pupils who were still in the readiness period. In another month the pupils were regrouped again as two more from the first grade were ready to begin reaaing. Kow the groups were composed of seven second grade pupils in Groq One. ten first ana second grade pupils in Group Two. and six first grade pupils in Group Three.

In another month, or at the beginning of the fourth month of school, two more beginners were ready to begin reading. Another change was now made in Groups Two and Three. Since two of the first grade pupils in Group Three showed the need for more repetition at a slower rate, they were placed in Group Three. The two pupils who were ready to begin reading were placed in Groq Three with them. The remaining four pupils now became Group Pour. r

At the beginning of the second semester one more pupil showed a readiness for reading. This child was placed in Group Three. The groups in the room now consisted of the following pupils: Group One, composed of 6even second grade pupils; Group Two, composed of seven first and second grade pupils; Group Three, composed of six first grade pupils; and Group Four, the readiness group, composed of tkree first grade pupils.

From the foregoing statements it can be seen thet grouping within 11 a room must be flexible, if each child iS to Progress On his Own level*

11. Gu~L. Bond, and Eva Bond. Teachin,: I& ChiId 49 New York: The MacMillan Company. 19h7, P. 6. 31

If a child shows progress, he is placed in a group above his; if he needs more repetition and drill. he is placed in a group below the one in which he is reading. If a child is absent from school for several WS,this will sometimes necessitate his being placed in another group for a week or two, until he is able to progress at his former rate. A pupil is moved from one group to another in a room as the need arises. There is no limit to the length of time he will spend in any group.

All during the year changes were made in the groups in the primary room at the Beach School, as the need arose. Two second grade pupils remained in a group with first grade pupils until the end of the year.

The records kept b;.. the teacher show clearly the progress made by the pupils under this grouping. They reveal the actual progress in reading ability as shown by comprehension, sight vocabulary, Word recognition techniques, word meaning, habits and attitudes.

Group One, as has been stated, began the year with a quick review of all the first readers in the Alice and Jerry Series. 811 of this review was to re-establish habits,, techniques, and vocabulary familiarity that had been forgotten during the swnmer vacation. @On the completion of this review, the pupils were ready for the transition book of the Alice and Jerry series, the readiness second reader, &E -the River Road. After this was read the second reader, Friendlx Village was taken up and completed. In addition to these basal readers, each pupil read at least six other readers, some first readers, Some second readers, some third readers. No child read less than and One pupil as mang as twenty-five books. These included books On Science, Socid Studies. and Health. As the readiness tests given in the begiming of the year showed

these pqils to be weak in recogpition techniques, the teacher stressed

this part of her reading program. The ability to recognize new words on sight showed a great increase during the year. This was due to the use of the recognition techniques taught by the teacher with the

help of the manual that accompanies the basal readers. General word

configuration, context and picture clues do not entirely suffice for

accurate word recognition. Initial 60WdS of all letters were reviewed,

or taught, if they were not known; long and short vowel sounds were

learned; word meanings, similarities, and differences in words, the

recognition of little words in big words, and the addition of prefixes

and suffixes were studied.

Paragraph and story comprehension increased as the pupils became

able to recall more quickly the new, or repeated words, that had not been previously learned. Through this increase in the power of com-

prehension, reading became a pleasure instead of a tack.

Group Two was composed of five first grade pupils and two Second

grade pupils. From the experience charts, a meaningful oral vocabularg., which produced mental images, was built up. From these charts also, a sight vocabulary, leading to the basic pre-primer was learned. The thee pre-primers, a,Bides and Slides, and & There, were read. Upon the completion of the pre-primers, the primer. k2fk a& QJ&, was read. The first reader. ~&24& B.Was read and at the end of the year. All of the group read from five to

fifteen supplementary and li'srary books on the Pre-Primer and primer

levels. 33

This group of ppils learned to recognize words by sight through

their general appearance, similarities, and differences. Ear training

was given before phonetic teaching was begun. %is developed sensitivity to likenesses and differences. All initial consonant and vowel sounds

were taught. Some consonant blends were introduced but these were not

stressed, as most of the pupils were not ready for this. Sentence and

paragraph comprehension, as well as sequence in story, increased as

the pupils gained greater mastery of reading techniques.

In Group Two were the two second grade pupils who presented

specific problems. After becoming adjusted to the school procedure and to the teacher, Frances began to take an interest in her work.

Frequent consultations were held with the parents. New glasses were obtained €or her and with close co-operation between the parente and the teacher, this child fitted into the second grade group, and ceased to be a problem. Before the end of the school year she was reading the second reader, Friendly Villacre.

Charles, the little boy in this group who was maladjusted, remained a problem during the entire year. Co-operation between the parents and the teacher produced desirable changes in his behavior in the schoolroom, but he did not seem to be able to adJust himself on the playground. His reading improved, but by the end of the year he could not read well in a first reader. In this room with two grades it WZLS impossible for the teacher to give him the special attention which he needed. For next year she has recommended that he be placed in the room for exceptional children. Group Three, composed of six first grade pupils, required * longer 54

readiness period. After three months had passed it was found that

these pupils were ready for book reading. The same pre-primers were

used with them that were used with Group Two, but these were read more

IL Slowly, as this group required a great amount of repetition. This group completed the three pre-primers and the primer, Dav In and Dav

U. In addition to these at least six more pre-primers were read by

each pupil, and three of the group read two additional primers.

Word recognition techniques were presented to this group as they were to Group Two. The initial consonant and vowel sounds were learned but very few consonant blends were undertaken with these pupils. The attention span and comprehension of this group ahowed a desirable increase before the year ended.

All of the children with speech defects were in Group Three.

Corrective exercises were given to thsse pupils each day. When time permitted this was given individilally: at other times the exercises were given to the whole class. hery few weeks the Speech Director for the county, under whose direction the teacher worked, checked on the results, and a&vised the teacher,

Children with defective speech, particularly those vrho Stutter, need a definite feeling of security. In the Beach School this was the first step taken by the teacher. This was acconplished by discussbg. with the class as a whole, the fact that some children are able to rUn faster than others, some can draw better than others, and some can talk better than others. She showed then that if all worked together each could improve in that in which he did not excel. After a feeling Of

12. Lillian A. Lamoreaux. Learning Read throuPb Emeriena. New York: U. Appleton-Century ComPY, 194-39 p. 39. 35 - sympathy and helpfulness was created in the classroom, the parents of the children with defective speech were contacted and their cooperation obtained. Donald and Glenn 30th showed a need of more rest, and as the physical condition is of great importance in the child who stutters, two rest periods a day were provided for them in the school- mom. Special attention was also given to their diet. Glenn was taken to the doctor and the taut lingual frenum muscle was cut.

The following exercises were given to Gwendolyn, Jack, Donald and Gler-n: (1) yawning, to relax the speech organs: (2) pushing the tonee in and out of the mouth, slowly, then rapidly, to facilitate its movement.

The letters to be taught were placed on the board. The children were told the names of the letters and asked to watch the mouth of the teacher as the sound of each was made. The chart given below shows the letters taught and the way each sound is made.

Close the lips, then t) (boy) a voiced consonant explode, open

Place tips of fingers on voice box (Adam’s apple) k (kind) a breathed consonant and with tongue against palate, suddenly release

Lower lips slightly f (fun) a breathed consonant touching upper teeth

Lower lips lightly v (voice) a voiced consonant touching upper teeth

Tongue tip tilted slightly backward an& r (run) a voiced consonant against or near upper =gvn

Tongue tip against upper a voiced contloaant sound passing around 1 (like) both sides of tongue Lips rounded, tongue w (we) a voiced consonant tense

Sides of tongue against s (see) a breathed consonant upper teeth, tip pointed and pressed against lower teeth

Sides of tongue against sh (she) a breathed consonant upper teeth, lip spread touching lower teeth, lips protruding

It is necessary to make the child conscious of the definite placement of- the sound. If he should make it incorrectly. he can then see what ]le did that was wrong. Other exercises used with these children are: (1) saying many words beginning with each sound taught as, red, run. ride, rm;

12) Using one word at a time and repeating it three or four times as run, run, run, ride, ride, ride; (3) Repeating phrases, using words beginning with t,he sound being taught as, little lady Lucy, saying all exercises slowly, then repeating faster; 14) Making up nonsense phrases as red. rubber, .b:icg bumpers: (5) Using exercises such as la-la-la-la; loo. loo, loo, lbo; be, be, be, be; so, so, so, so; fi, fi, fi, fi;

(6) Using 1 with all of the vowel sounds to give the tongue practice in moving rapidly from the upper teeth ridge to t,he floor of the mouth.

The treatment given to these pupils with speech defects showed satisfactory results. Gwendolp learned to pronounce T correctly.

Donald's stut,ter disappeared by the time school closed; this be temporary. Glenn's stutter showed a marked improvement but did not entirely disappear, By the end of the school year. Jack learned to use rvords vrith 1, r, w, s, anu v. His training will have to be continue&. A long time is required to eliminate extreme sound substitution. Group Four, composed of three little boys, remained a readiness

&roup until the last month of scho01.l~ These were the three pupils who lacked emotional security. For physical readiness, conferences were held with the parents of these three children. hvid, who was suffering from overstimulation, was taken to the doctor for examination, and. special rest periods were provided for him during the day at school.

Certain specific abilities needed to be *eveloped in these children, such as the ability to attend to what is being done, and following directions. Tasks within his ability were assigned to each child, and Siirections for carrying on the assigned tasks were given.

I4aterials, such as scissors, crayons, paper, pencils, blocks, and other kindergarten supplies were provided. As these children became more familiar witli the classroom procedure ant the teacher, these abilities shoved hprovement.

Through stories read to the group. books on the library table. songs, games, art work, dramatization, and the exprience charts which grew out of these activities, Group Four, by the end. of the year,

Ceveloped an interest in reading. During the last nonth of school the pre-primer, &DY Day<. was read.

13. Lillian A. Lamoreaux. Learning & && through Exoerience. Xew York: D. Appleton-Century Company. 1343, p. 100. hmar~. The purpose of the experiment conducted in the Beach School was to ahow a need for grouping for reading instruction in a primary room composed of first and second grade pupils, in one room, under the same teacher. An analysis of the instructional material used by the pupils revealed books that were interesting in content and style; books with a graded vocabulary. and a concept load that was not too difficult for first and second grade pupils. The procedures used in grouping were testing and class analysis. Testing is an inportant tool in that it furnishes a teacher with some basis for classification of her pupils until she has time to study them further.

Testing is also an important diagnostic measure that discloses the weaknesses of the pupils while there is still time to do something about them. A careful analysis of the group acquaints the teacher with the physical, emotional, and mental development of her pupils, an& reveals problems which will require special attention.

The records of the teacher at the Beach School showed that, as a result of the readiness and mental tests given, a wide range of abilities would have to be considered before the grouping of pupils could be attempted. They also revealed pupils with emotional and physical handicaps, which were discovered by a careful analysis of the class. Accomplishments of each of the four groups in their reading were divulged by these records--accomplishments in vocabulary. Word recosition techniques, comprehension, and interest in reading. The increase in physical and emotional progress was also shown. 39

Recommendations. From a study of the results of this experiment, three recomendations, which wmld improve reading instruction,

are presented. First, the placing of two primary grades in one room

is not a desirable situation, and the best results in reading cannot

be accomplished under these conditions. %ginners need the background and experiences, in their readiness period, which are of no

interest to second grade pupils, A11 pupils entering school for the first time should be placed in a room br themselves.

Second, a plan whereby the immature pupils in a first grade

group could dl be placed together, would provide an opportunity for

these pupils to develop qualities which they cannot do when placed with more mature children. A child who is undeveloped socially ad

emotionally vrill make more satisfactory progress in his reading and other school work. if he is placed in a group of pupils on his own level. In some schools all children enter what is called a "Primary" or "Junior First Grade" class, which may %e either a o%e-or-two year period. These pupils are then groupea according to their stage Of

Cavelopment. The child completes this work in one or two years, He progresses from one stage to another, and there is no "failure" stism attached to him. In some schools a Vunior Prhary" term is used. In some cases this covers the first two grades, and FUPils complete this in two or three years according to their ability.

Either of these plans discussed will provide a satisfactory situation for pupils to proceed in their reading program. Third, grouping for reading is necessary on dl levels. and mterials suited to his ability should be placed in the Of the

B~~~~~~ a child has been to school for two years. Or is in the second grade, does not mean that he is ready to read books marked.

Grade %o, or Second Reader. EJo child should be given a book to

read that is too difficult for him. Only those books which he can

read with pleasure should be placed in his hands. This does not necessarily mean very easy reading material all of the time. The

stukv book should be difficult enough to make the minds of the pupils

stretch. aeading in a small group where he can experience a feeling of success will inspire the little child to acquire the art of read-

ing and encourage him to make books his silent friends. B IBL IOGWHY

Bond, Guy L., and Eva Bond, Teaching ---the Child to Read. New Yorkr Tile Macmillan Company, I?&?. Broom, M. E., Educational Measurement8 in the Elementary School. New York: McGraw-Hill Book Company, Incorporated, lY3Y. Butts, R. Freeman, a Cultural History Educatiog. new Yorkt McGraw-Hill Book Comptny, Incorporated, 1947.

Dolch, Edward William, Teachine Primam Readinc. Champaign: The Garrard Press, 1941. Fernald, Grace M., Remedial Techniaues in Basic Schoo3, Subdects. New York: McGraw-Bill Book Company, 1943.

A Guids to Cnild Development throuph Beainniqg School Year& Tallahassee: State Department of Education, 1946.

-A G-aide tg Teachinr: in the Primary Grades. Tallahassee: State Department of Education, 1944.

Lamoreaux, Lillian A., Learnin% to Read throwh Exuerienca. New York: D. Appleton-Century Company, 1943.

Lanmape Arts in the Schools of North Carolina. Raleigh: State Department of Education, 1945.

Moon, Robert C., et. al., "Seminar Report, Spring Quarter, 1948." LUnpublished report of Elementary Seminar, Florida State University, Tallahassee, 1948.) p. 15. O'Donnell, Mabel, Guidebook for Teachers, First Year. Alice and Jerry Series. Evanston: Row Feterson and Company, 1942.

Cole, Mildred, "Group Teaching in Rural Schools" The Grad% Teachex LXV, (June, 1948) W. Emland, Edaa Joy. "How Much Time For Primary Reading?" Teachers# Service Bulletin Readinq, IX. Llfovember, 19471, 1-4.

Peterson, Inez, "A Vitalized Reading Frogram", Teachers' Servia Bulletin Reading. VIII. (March 1947). 1-4. 42

First Year Readiness Test A

Second Year Readiness Test B

Detroit First-Grade Intelligence Test C New California Short Form Test of Kentd E’mturity, Priinary D x FIRST YEAR READINESS TEST4

FORUSEWITH THE ALICE AND JERRY BASIC READERS Devised by Dr. Willis W. Clark Rerearch and Guidonce Consultant, Lor Angeler, California

Name

Date Age: yrs. mos.

Teacher School

Possible Pupil'* PROFILE [Norms for Entering First Grade Pupils) Score SCOW Rating PART I 35 -- Page 2 IO - Page 3 10 - Page 4 8 - Page 5 7 - PART II 35 -- Page b IO - Page 7 I2 - Page 8 I3 - TOTAL SCORE 70 -- PRACTICE

Copyright. 1947 1916. Not to be reproduced ~n my form without perrnaiion. Row. Peierron and Company. Evanrton, 111. 3 I 4

SCORE (number risht] -- 2 POSSIBLE SCORE IO 11 12

13 14

15 16

19 20 A..

SCORE (number right) - 3 WSSIIILE SCoDl IO 22

SCORE (number right) - 4 POSSIBLE SCORE 8 32

' 33

SCORE (number right) - 5 POSSIBLE SCORE 7 0 X.1~0 X S C

1 L I 0 L R

2 B D B P E

3 E F P E H

4 R P E R B

5 C G C 0 Q

6 W V M H W

7 V Y U A V a M N M W E

IO do go do to of

SCORE (number ~ight)- b POSSIBLE SCORE IO II S I z C e S

12 h I Y h n t

13 I is l is the Yes to

14 on I or no on of

20 want wand want went wont

21 sing send sing gins dins

22 PnY pond bonh PmY pony 23 I dig big bid

24 not I ton not nod two 25 boat I boot tub boat tab

26 I little I title little littel litle

27 mother 1 other matter moth mother 2a with I which with width tiwh 29 father I faher rather father fatter 30 happy I YaPPh happy haddy lady 31 brown I drown down brown brawn 32 airplane arpane plane air airplane

33 weather I wither water weather wether 34 Alice 1 Alcie Alice Alive Mice 35 Jerry I Merry Perry Jerry Jery

SCORE [number right) - a POSSIBLE SCORE 13 I SECOND YEAR READINESS TEST I I BASED ON THE ALICE AND JERRY BOOKS I Devised by the Research Department Row, Peterson and Company, Evanston, Illinois

Name

Date Age yrs.mos.

Teacher School

Possible Pupil’s PROFILE Score Score LOW Average High Rating Test 1 33 -- 0 PO P8 3; - Test 1

Test 2 16 - 0 ’P ’,4 ’4 - Test 2

0 B 1Q Test 3 16 ~ 1; - Test 3

0 38 TOTAL SCORE 65 - 5: 67 - TOTAL

SCORING AND INTERPRETING THE TESTS In each test the score is the number of items that the pupil has marked correctly. If two answers are marked for any one item, the item is counted incorrect. All pupils whose total scores rank them in the “High” group can begin at once with the reading of Friendly ViElage, the Basic Second Reader of THE ALICE AND JERRY BOOKS. All pupils whose total scores rank them in the “Average” group will profit by a quick reading o? the Readiness Second Reader, Down the River Road. It will help them to regain the sight vocabulary which has been forgotten during the summer vacation and to re-establish fluency and ease of reading. All pupils whose total scores rank them in the “Low” group should make full use of the Readiness Second Reader, Down the Rzver Road, following the detailed Teaching Plans as outlined in the Guidebook for Teachers, Second Year. Pupils who show weakness in Test 1 need added emphasis on Sight Vocnb- ulary. Pupils who show weakness in Tests 2 and 3 need more emphasis on Comprehension. Suggestions on procedures in these factors will be found in the Teaching Plans of the Guidebook for Teachers accompanying Down tF, Rivw Road and Friendly Villngc, under the sections “Sight Vocabulary,” “Vocabulary Enrichment and Extension,” and “Silent Reading.” - Copyright, 19&. Not to be reproduced in any form without permision. Row, Peterron and Company DIRECTIONS FOR ADMINISTERING THE TESTS (Furnish each pupil with a pencil and a blank Test Book, on the cover of which the information regarding the pupil’s name and age, the date, the teacher’s name, and the school has been filled in. Test the pupils in groups of l~otmore than twelve or fifteen at one time. Suggested Time Allowance Test 1-Sight Vocabulary 5 minutes Test 2-Sentence Meaning 10 minutes Test 3-Following Directions 15 minutes

Directions for Test I, pages I, 2, and 3 Here are some pictures and some words which tell about the pictures. Find the first row of pictures. (Be snre that every child is looking at the first row on page 1.) Now find the first picture in the row. What is this in the picture? Yes, a boat. Now look at the three words under the picture. One of these words says boat. It belongs with the picture. Draw a line under the word boat because it belongs with the picture. (See that each child draws a line undc the correct word. Proceed in like manner with the next two pictures marked 0.) Now, there are some more pictures and words for you to mark all by your- SdVeS. First look at the picture. Then find the word which belongs with the picture and draw a line under it. Do pages 1, 2, and 3. (Show pages and place to stop at the end of page 3. Watch children as they work to be sure that no items are omitted. Give no further help. If any child dawdles too long over one picture, suggest that he leave it and go on to the next and come back when he is through. The words to he marked are:) 0. boat 7. three 16. frog 25. fish 0. kitten 8. man 17. sun 26. duck 0. cap 9. hen 18. doll . 27. gate 1. store 10. airplane 19. ball 28. rabbit . 2. house 11. monkey 20. five 29. sled 3. box 12. cow 21. apple 30. toys 4. pony 13. farmer 22. milk 31. geese 5. pig 14. tree 23. bird 32. church 6. baby , 15. train 24. egg 33. candle

Directions for Test 2, pages 4, 5, and 6 Here are some more pictures. This time you. are to find the sentence which tells about the picture. Find the first row of pictures. (Be sure that every child is looking at the &-st row.) Now find the first picture in the row. Who is this in the picture? Yes, Mother. (If the answer is a woman, say, “Yes, a woman, and the woman is Mother.”) NOWlook at the three sentences below the picture. (Have someone read each sentence orally.) Whkh sentence tells about the picture? Yes, This is Mother tells about the picture. Draw a line under that sentence herdme it belongs with the picture. (See that each child finds the correct sentence and draws a line under the complete sentence. Proceed in like manner with the second picture marked 0.) Now, there are some more pictures and sentences for you to mark by yourselves. First look at the picture. Then find the sentence which belongs with the picture and draw a line under the whole sentence. Do pages 4, 5, and 6. (Show pages and place to stop at the end of page 6. Watch children as they work to he sure that no pictures are omitted. Give no further help. If any (See back cover) TEST 1-SIGHT VOCABULARY 0 0 n 0

blue boat. home kitten little mittens 2 3 m north see store hole house hungry bump box bundle

4 5

pool pony round early baby lady 7 8 9 000 three one on man2 may red hen men mend

1 TEST 1-SIGHT VOCABULARY (continued)

10. 11 12

danced again airplane monkey move years how now COW

face fast farmer her turn tree train to0 r&in

16 18

sun fun’run did doll fell 20 21 00 000 ball follow Call ten five Six apple arms alike

2 TEST 1-SIGHT VOCABULARY (continued)

~ 22 24

like1 made milk bill hide bird every egg again

25 26 . 27 m

wish fish find much back duck ate gave gate

28 29 30

ribbon never rabbit smile sled snow

32 33 \' /

.,geese grew been chose chair church calledL hand candle SCORE (number right)-- 3 POSSlBLE SCORE 38 TEST 2 -SENTENCE INTERPRETATION

This is Mr. Carl. Here is a bell.. This is a man. Here is a box. This is Mother. Here is a bed.

‘ ‘11 -1 1 This is a picture of a rooster. Billy is eating breakfast. .This is a picture of a rabbit. Billy is eating a big apple. This is a picture of a road. Billy is eating a big pe,ar.

4 Alice

Jack. is carrying some toys. This word is the name of a boy. Jack is climbing a tree. This word is the meof a girl. Jack is climbing into a truck. This word is .the name of a bird.

4 TEST 2 -SENTENCE INTERPRETATION (continued)

5 6 1

.This is a baby doll. Bobby is catching a ball. This is a baby dog. Bobby is catching a fish. This is a baby duck. Bobby is coasting down hill.

Mother works in the garden. Here is a wagon. Mother works in the house. Here is a barn. Mother walks down the street. Here is a window.

The bird is sleeping. Mr. Carl is very cross. The bird is sitting. Mr. Carl is very sleepy. The bird is flying. Mr. Carl is very happy.

5 TEST 2-SENTENCE INTERPRETATION (continued)

Here are a go&, and a puppy. Jerry puts money into his pocket. Here are a puppy and a pig. Jerry puts money on the table. Here are a goat and a pig. Jerry puts money into his bank.

13 14

This house is near the road. Jmy went to the city. This house is near the river. Jerry went to the country. This house is far from tEe road. Jerry went to church.

The dog is taking care of cows. The first man has a cap. . The dog is taking meof Baby. The first man has a car. The dog is taking a nap. The first man has a coat.

SCORE (number rightL 6 POSSIBLE SCORE I TEST 3- FOLLOWING DIRECTIONS

-0 Draw a line under the train. 0 Put a cross on one kitten.

1 Draw a line under the one 2 Draw a line that can fly. under the biggest basket.

4 One bird can talk. Put a cross 3 Put a cross on the hen. on the one that can talk.

7 TE§T 3-FOLLOWING DIRECTIONS (continued)

6 Here are some farm animals. 6 One toy is broken. Draw Put a cross on the one a line under the broken toy. that gives milk.

7 Mr. Long is movuig away. 8 Alice walked to the letter box This truck has come She saw two letters. One letter wai to help him. Draw a line for Alice. Draw a line from the truck to the house. from Alice's letter to the letter box

9 Here is a baby deer. A baby deer has spots on its coat. 10 Here is a tree with one branch Put some more spots on its coat. Draw another branch on the tree.

8 TEST 3- FOLLOWING DIRECTIONS (continued)

[I1 II, 12 Here is a good hill for coasting. 11 This door must have a bell. Bobby is going to coast down hill. Draw a bell on the door Draw a line from Bobby to the bottom -of the house. of the hill.

13 Alice likes cake and apples, 14 Betsy picked flowers, Billy picked but she likes ice cream best of all. apples, and Bobby picked pears. Put a cross on the thing Draw a line under the ones Alice likes best. Betsy picked.

16 “We will have a parade,” 15 Jack is the first boy. Andrew said Carl. “Alice may walk in front is next to Jack. Billy is next of me, Billy may walk behind me.” to Andrew. Put a cross on Billy. Draw a line under Carl.

SCORE (number right) 9 POSSIBLE SCORE 16 ,Direelions for Test 2 (continued) child dawdles too long over one picture, suggest that he leave it and go on to the next and come back to it when he is through. The sentences to be marked are:) 0. This is Mother. 0. Here is a box. 1. This is a picture of a rooster. 2. Billy is eating breakfast. 3. Jack is climbing a tree. 4. This word is the name of a girl. 5. This is a baby dog. 6. Bobby is catching a fish. 7. Mother works in the garden. 8. Here is a wagon. 9. The bird is flying. 10. Mi-. Carl is very happy. 11. Here are a goat and a pig. 12. Jerry puts money into his bank. 13. This.house is near the road. 14. Jerry went to the country. 15. The dog is taking a nap. 16. The fist man has a cap.

. Directions for Test 3, pages 7, 8, and 9 Here are some more pictures. This time we are going to mark the pictures. The sentences under \he pictures tell you what marks to make and where to make them. Find the first row of pictures. (Be sure that every child is looking at the fist row.) Now find the first picture. Read the sentence under the picture. (Have some child read the sentence orally.) The sentence tell., you to draw a line under the train. Do just what the sentence tells you to do. (See that each child draws a line under the conect picture. Proceed in like manner with the second picture marked 0.) Now, there are some more pictures for you to mark all by yourselves. First look at the picture: Then read the sentence under ihe picture. Then do just what the sentence tells you to do. Do pages 7, 8, and 9. (Show pages to be done. Watch children as they work to be sure that no pictures are omitted. Give no further help. If any child dawdles too long over one picture, suggest that he ieave it and go on to the next and come back to it when he is through. Mark to be made are:) 0. Line under train 9. At least two more spots on deer’s 0. Cross on one kitten coat 1. Line under airplane 10. Any line which hdicates a 2. Line under right-hand basket branch 3. Cross on hen 11. Any kind of bell on door 4. Cross on parrot 12. Any line indicating top 5. Line under toy bid bottom 6.- Cross on cow 13. Cross on ice cream 7. Line obviously from truck to 14. Line under flowers house, even if not touching either 15. Cross on last boy 8. Line from letter marked For AZiee 16. Line under middle boy to !etter box, even if it does not touch either one D ETKU 1'1'

BEGINNING ' FIRST-GRADE INTELLIGENCE TEST

NILOF (Revised) TEST By ANXA >I. ENGEL,Assistant Director, Special Education. Detroit Public Schools, and HARRYJ. RAKER,Director, Psychological Clinic, Detroit Public Schools

Last name...... , . . . . , , , First name...... , . . , ...... ,Initial. . .Sex : M . . .F. . .

City. , . , , ...... School...... Birth date...... 8 Rating. . . . , .._. . . . . , , ...... Mental Age. , ...... , . . . . . , .IQ...... 10 EXAMINATION: FORM A Total A

Score: Test 1 . , . . . .

Fuhlishhed 1937 by World Book Company, Yonkem-on-Hudson, New York, and Chicago, Illinois Copyrisbt rg35 by Anna M. Engel and Harly J. Baker. Copyright IVZI and rgj7 by World Book Companf. CopyIkhl in Great Britain, All rkkln rernved PEIN- IN U.5.A. OBFFIr-IB EPThis test is copyrighted. The reproducfion of ony pmf of it by mimeograph, fieclogroph, or in any other way, whether the reprodudions are sold or ore furnished free for use, is a vioialion of the copyright law. n Am IGBL J c3 2 (8.0

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rxi Scow IIA SHORT-FORM TEST OF MENTAL MATURITY PRIMARY '47 S-FORM

Devised by Elizobeth T. Sullivan, Willir W. Clark, ond Ernest W. Tiegs

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SUMMARY OF DATA Score M. A. + C. A. = 1. Q. Total Mental Factors ... - - - -

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