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A Study of the Vocabulary Used and the Spelling Errors Made in Written Compositions of Second Grade Children

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A Study of the Vocabulary Used and the Spelling Errors Made in Written Compositions of Second Grade Children Loyola University Chicago Loyola eCommons Master's Theses Theses and Dissertations 1938 A Study of the Vocabulary Used and the Spelling Errors Made in Written Compositions of Second Grade Children Frances Josephine Brittain Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_theses Part of the Education Commons Recommended Citation Brittain, Frances Josephine, "A Study of the Vocabulary Used and the Spelling Errors Made in Written Compositions of Second Grade Children" (1938). Master's Theses. 71. https://ecommons.luc.edu/luc_theses/71 This Thesis is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Master's Theses by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1938 Frances Josephine Brittain p ,_. A STUDY OF THE VOCABULARY USED AND THE SPELLING ERRORS MADE IN WRITTEN COMPOSITIONS OF SECOND-GRADE CHILDREN BY FRANCES JOSEPHINE BRITTADT A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree o£ Master of Arts in Loyola University 1938 VITA Frances Josephine Brittain Born in Chicago, Illinois, January 21, 1912. Graduated from Academy of Our Lady, Chicago, Illinois, June, 1928. Graduated from Chicago Normal College, Chicago, Illinois, June, 1931. Ph. B., Loyola University, June, 1933. TEACHING POSITIONS 1932 - 1937 Roosevelt School, Maywood, Illinois 1937 - 1938 Medill Elementary School, Chicago, Illinois. 1938 - Sumner Elementary School, Chicago, Illinois. CONTENTS ACKNOWLEDGMENTS•••••••••••••••••••••••••••••••••••••••••••••iii CHAPTER I • THE PR 0 BLE1'1 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 1 CRAFTER II. THE REVIEW OF RELATED LITERATURE •••••••••••••• 6 A. General Bibliographies and References •••••• 8 B. Adult Vocabulary Studies ••••••••••••••••••• 9 c. Child Vocabulary Studies ••••••••••••••••••• 13 1. Vocabulary Found in Children's Letters •• 13 2. Vocabulary Found in Children's Themes ••• 16 D. Error Studies •••••••••••••••••••••••••••••• 20 E. Summary............ • . • . • . • • • • • . • . • . • • 22 CHAPTER III. THE PROCEDURE ••••••••••••••••••••••••••••••••• 24 A. Collection of Data ••••••••••••••••••••••••• 24 B. Sorting of Data •••••••••••••••••••••••••••• 26 c. Tabulation of Data ••••••••••••••••••••••••• 27 CHAPTER IV. THE FINDINGS.................................. 50 A. Tabulation of Theme Subjects ••••••••••••••• 50 B. Tabulation of Words •••••••••••••••••••••••• 52 C. Summary • •••••••••• , ••••••.•••••••• , • . • . • . • • 56 D. The Word Lists ••••••••••••••••••••••••••••• 65 CHAPTER V. CONCLUSIONS ••••••••••••••••••• , ••••••••••••••• 205 A. Interpretation of Findings ••••••••••••••••• 205 B. Limitations •••••••••••••••••••••••••••••••• 208 c. Suggestions for Further Research ••••••••••• 209 CHAPTER VI. BIBLIOGRAPHY••••••••••••••••••••••••••••••••••211 LIST OF TABLES TABLE :PAGE I. Number of Themes Tabulated •••••••••••••••••••••• 38 II. Total Frequencies of Occurrence and Error ••••••• 49 III. Summary of Title Data ••••••••••••••••••••••••••• 63 IV. Summary of Word Data •••••••••••••••••••••••••••• 64 ACKNOWLEDGMENTS It is the desire of the writer to express here her sincere appreciation and gratitude to the following: To Dr. James A. Fitzgerald, for his skilled guidance, his constant encouragement, and his unfailing willingness to help at all times. To Mr. James E. McDade, for his kind permission to obtain material for this study from the public schools of Chicago. To Miss Nellie F. Ryan, for her invaluable aid in securing material through her requests to schools. To Mr. Harry P. McHale, for his assistance in collecting the data for this study. To the principals and teachers of second grade in the following public schools of Chicago, Illinois, for their cooperation in contributing the necessary material: 1. Bryant School, 1355 s. Kedvale Avenue 2. Emmet School, 5500 w. Madison Street 3. Gray School, 3730 N. Laramie Avenue 4. Lovett School, 6333 Bloomingdale Avenue 5. Lyon School, 2941 N. McVicker Avenue 6. Norwood Park School, 6279 N. Oak Park Avenue 7. Ryerson School, 646 N. Lawndale Avenue B. Sumner School, 715 s. Kildare Avenue g. Von Humboldt School, 1410 N. Rockwell Street To Mrs. J. R. Notz, of Deerfield, Illinois, a teacher in Chicago, the nama of whose school was not given wnen the themes were delivered. To principals and teachers of second grade who sent themes which, for various reasons, were not received. CHAPTER I THE PROBLEM The vocabulary used by children and adults has been the subject of many investigations. ~r the purpose of determining the most useful vocabulary, tabulations of the frequency of occurrence of individual words in various forms of writing have been made. Personal, social, and business letters, letters of recommendation, application, condolence, and congratulation, committee reports, minutes of meetings, excuses written by parents to teachers, letters written by children, in life outside the school, themes written by children in school. and many other types of writing have been studied. !he words used have been recorded and counted with a view to compiling com­ plete evidence on the exact vocabulary found. Many studies in this field have been concerned not only with the number of times words were written correctly but also with the frequency of occurrence of misspellings. The moat extensive study of the wo~ds used by adults 1 in writing, made by Dr. Ernest Horn , is reported in his 1. Horn, Ernest, A Basic Writing Vocabulary, University of Iowa, Monographs in Education, First Series, No. 4, University of Iowa, Iowa City, Iowa, 1926. 1. -A Basic Writing Vocabularz, a review of which will be found in Chapter II. An investigation of the vocabulary used in letters written by children in life outside the school was made at 2 the University of Iowa by Dr. James A. Fitzgerald • Among the studies based upon the vocabulary found in 3 4 5 children's themes are those of Tidyman , Wilmarth , Lorenz , 6 7 Bauer , and Jones • 8 Grace McKee made a comparison of the vocabulary of themes with those reported by Jones, Smith, Tidyman, Bauer, 2. Fitzgerald, James A., The Vooabula~, Saellin§: Errors, !B! Situations of Fourth, Jrrth, and S th rade hildren's Litters ~iften in Life Outsi~the School. Doctor's Thesis, State University of Iowa;-Yowa City, Iowa, 1931. 3. Tidyman, W. F., Survey 2f the Writing Vocabularies of Public School Children in Connecticut, Bureau of Education, Teacher's Leafle~o. 15, 1921. 4. Wilmarth, Alta, The Vocabulary of Rural Children's Themes, Kaster's Thesis,~ate UniversitY o' Iowa, Iowa City, Iowa, 1926. 5. Lorenz, Elsie L., The Writi§f Vocabulary of Third Grade Children, Master•s~esis, ate UniversitY of Iowa, Iowa City, Iowa, 1929. 6. Bauer, Nicholas, The New Orleans Public School Spelling !!!1, F. F. Hanserr-a~Bro., Ltd., New Orleans, 1916. Jones, w. F., Concrete Investi~ation of the Material of English Spelling, University o South Dakota, VermilliOn, s. D., 1913. a. McKee, Grace M., The Vocabulary of Children's Themes, Master's Thesis, !tate University-of Iowa, Iowa City, Iowa, 1924. 9 and Brown. Williams compared the findings of Bauer, Jones and Tidyman with each other and with Horn's ! Basic Writin4 vocabulary. Both studies conclude that there is little agreement among these earlier theme investigations. Williams also decides that Horn's list is much more reliable and probably better suited as a source from which to select words to be taught in spelling. Because of these conclusions by McKee and Williams the question of a vocabulary list based upon a well-ordered curriculum of school writing presents itself. It was decided to determine, as accurately as possible, the vocabulary used and the spelling errors made in the themes of second-grade children. The findings would then be compared with those of Horn in the field of adult usage, of Fitzgerald 10 in his study of children's letters, and of Breed in his comparative and critical study of five investigations of children's themes, for the purpose of discovering Whether or not a vocabulary list based upon children's themes has any reliability as a source of words to be taught in spelling. Of the 3,574 themes which furnish the data for this 9. Williams, H. Beatrice, A Critical Evaluation of Investigations of Children's Writing Vocabularies~ Master's Thesis, State University of Iowa, Iowa City, Iowa, 1926. 10. Breed, Frederick s., fi!! to Teach Spelling, F. A. Owen Publishing Company, Dansville, New York, 1930; p study, 1,729 are partially directed and 1,845 are entirely undirected. The provision for directed and undirected themes is made to show Whether or not the vocabulary used and the spelling errors made are affected by the help of the teabher in oral discussion preceding the writing of themes. The problem, therefore, is to determine the vocabulary used and the spelling errors made in the themes of second-grade ohildren, and to compare the findings with word lists based upon adult, children's letters, ,,and other theme vocabulary studies, as reported by authorities in the field. In general, the purpose of the study is to discover the most commonly used words in theme writing on the second-grade level and to compare this vocabulary with that found in other fields of writing. Specifically, the purpose is: 1. To determine the vocabulary a. The words used b. The frequency
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