Annotated Index to Elementary English: 1924-1967. INSTITUTION National Council of Teachers of English, Champaign, Ill

DOCUMENTRESUME ED 071 094 CS 200 319

AUTHOR Moore, Walter J. TITLE Annotated Index to Elementary English: 1924-1967. INSTITUTION National Council of Teachers of English, Champaign, Ill. PUB DATE 68 NOTE 273p., AVAILABLE FROMNational Council of Teachers of English, 1111 Kenyon Road, Urbana, Ill. 61801 (Stock No. 47755, $3.50 non-member, $3.15 member)

EDRS PRICE MF-$0.65 HC -39.87 DESCRIPTORS *Annotated Bibliographies; Composition (Literary); Composition Skills (Literary); Creative Writing; *Elementary Education; English (Second Language); *English Instruction; Grammar; Handwriting; *Indexes (Locaters); Language; *Language Arts; Lexicography; Libraries; Linguistics; Literature; Mass Media; Oral Communication; Reading

ABSTRACT Bibliographical information and annotations fa% the articles published in ',Elementary English,' from 1924 through 1967are organized under 35 topical headings arranged alphabetically and cross-referenced. Both author and topic indexes to the entriesare provided. (This document previously announced as ED 025 521.) (LH) U S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO. DUCE° EXACTLY AS RECEIVED FROM st THE PERSON OR ORGANIZATION ORIG 3...% INATING IT POINTS OF VIEW DR OPIN IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU -4 CATION POSITION OR POLICY *".... n ...., Annotated index to Elementary Bosh: 1921-1961

Walter J. Moore University of Illinois Past Chairman, Elementary Section, NCTE

NATIONAL COUNCIL OF TEACHERS OF ENGLISH National Council of Teachers of English

Committee on Publications

Robert F. Hogan, NCTE Executive Secretary, Chairman Charlotte S. Huck, Ohio State University John C. Maxwell, Upper Midwest Regional Educational Laboratory Henry W. Sams, Pennsylvania State University Enid M. Olson, NCTE Director of Publications

Design: Norma Phillips, NCTE Headquarters Editorial Assistance: Betty Kuykendall, NCTE Headquarters

ELEMENTARY ENGLISH

official publication for elementary school teachers of English and the language arts, has been published by the National Council of Teachers of English since 1924. Editors have been C. C. Certain, 1924-1941; Julia Lockwood Certain, 1941-1942; John J. De Boer, 1942-1961; William A. Jenkins, 1961-1968; Rodney P. Smith, 1968- .

National Council of Teachers of English

508 South Sixth Street, Champaign, Illinois 61820

PERMISSION TO REPRODUCE THIS COPY RIGHTED MATERIAL HAS BEEN GRANTED BY National Council of Teachers of English

TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE US OFFICE OF EDUCATION FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PER MISSION OF THE COPYRIGHT OWNER iv Foreword The Committee on the Annotation of Elementary English was constituted by the Executive Committee of the National Council of Teachers of English early in 1966 and is perhaps unique in Council activities in that the then Chairman of the Elementary Section remained its sole member. The reception given the Annotated Index to the English Journal, 1944-1963 had been favorable. This had appeared in 1964 and was the work of the Committee on a Bibliography of English Journal Articles, with Anthony Frederick, S.111., as chairman. The Chairman of the Elementary Section believed that the NCTE should consider the annotating of Elementary English, and the editor of that journal concurred. The Executive Committee decided to authorize the task of providing an annotated index. The Chairman of the Elementary Section accepted the charge to provide the index. During his sabbatical leave from the L niversity of Illinois in the fall semester of 1966 he organized the tasks involved in ti a undertaking. With the assistance of a very large number of graduate students enrolled in his research seminars and in elementary language arts courses at the University of Illinois, some 3,000 articles were eventually annotated. Each of the annotations proceed::d through three stagesa rough and sometimes very lengthy treatment, a second ,Ind briefer statement, and finally, the annotation. Varying lengths can be explained by iaognizing the range of subjects covered as well as the personal writing styles of the various annotators. Some articles of considerable length (and of considerable merit!)simply did not lend themselves to brief annotating. From the outset the growth of the periodical has been steady but not spectacular. Elementary English now has a circulation of about 36,000. Elementary English Re- view, Vol. I, No. 1, appeared in March, 1924, under the editorship of C. C. Certain, who was then the Supervisor of Libraries in Detroit. In the first issue, 9 articles were published; the magazine next appeared in April, May, June, and September. The October number did not materialize, but the November and December issues were slightly expandeu to make up for "the lost month." The magazine has been in continuous publication since that time. In 1935, the September issue was discontinued as was the number for June, 1936, leaving October through May as the publication pattern for the years to follow. The name, Elementary English Review, was changed to Elementary English in 1947. In its 45-year history, Elementary English has had five editors: C. C. Certain, 1924-1941; Julia Lockwood Certain, 1941-1942; John J. DeBoer, 1942-1961; William A. Jenkins, 1961-1968. Rodney P. Smith is currently the editor. A brief early history of the magazine was written by its second editor, Julia Lockwood Certain, for the October, 1954, issue, and in this she observed that the journal had sought to provide articles by educational authorities discussing principles basic to the teaching of English in elementary schools;articles by classroomteachers setting forth their practical experiences in the solution of difficult problems; articles outlining cooperative experiments based upon scientific research; articles discussing prominent writers of the day in the field of children's literature; and articles discussing artists prominent as illustrators of children's books. Elementary English continues to emphasize research studies, and in any given year the total number of pages devoted to this category of material is usually about 25 percent of the issues. Recently a former editor observed that reading and spelling research studies comprise the greater share of the research reported, with oral language, children's literature, listening, and writing showing less but significant coverage. College professors continue to dominate the writing scene, with school administrators, supervisors, and classroom teachers following in that order.

v Attempts have been made continuously by the various edam tosecure and publish articles reflecting the best currently available literary and linguistic knowledge and research; the best available from educational philosophy, practice, and research; and these articles have been chosen mainly, but not exclusively,on the basis of their significance to the classroom teacher. How to convince some people that they have something to contribute, which should be written and eventually shared with co-workers in the teaching ,,if English and the elementary language arts, is a problem that has doubtless faced all editors of Elementary English. Attention might be drawn toan interesting piece written by Norman Podheretz. ("The Article as Art," Harper's, 217, 1298, [July, 1958]) Podheretz drew attention to a curious fact which he observedon the then current literary scene that serious novelists appeared to place less valuationon their book reviews, critical pieces, articles about the contemporary world, memoirs, sketches, and the like,produced for magazines, then they did for their novels. He stated inpart "... the discur- sive writing of people who think of themselves primarilyas novelists turns out to be more interesting, more lively, more penetrating, more intelligent, more forceful, more originalin short betterthan their fiction, which they andeveryone else automatically treat with greater respect." (p. 72) Podheretz asks the question: "Why should the magazine article, of all things, have become so important, and so fertile a genre inour day?" He responds: "I would suggest that we have all, writers and readers alike, come to feel temporarilyuncom- fortable with the traditional literary forms because they don'tseem practical, designed for 'use,' whereas a magazine article by its nature satisfies that initialcondition and so is flee to assimilate as many 'useless,' nonfunctional' elementsas it pleases. It is free, in other words, to become a work of alt." (p. 81) Certainly there have been some works of art which have appeared in thepages of Elementary English! Consider such as these: Margery Bianco's "Writingfor Boys and Girls"; Marcia Brown's "The Hero Within"; Witter Bynner's "TheWhole Lindsay"; Padraic Colum's "What I Aim at in My Books for Children";Charles J. Finger's "Why I Write for C'.,1.1r,ni"; W. Cabell Greet'sThe Lindsay Records"; Madeleine L'Engle's "The Danger of Wearing Glass Slippers"; HughLofting's "World Friendship and Children's Literature"; Frederic G. lvieleher's "EncouragingWriters for Children"; Edward Arlington Robinson's "Vachel Lindsay"; Christopher Morley's"John Mistletoe Remembers Lindsay"; Jesse Stuart's "The Legend of the Trees";and Hendrik Willem Van Loon's "To the Children." Lindsay himself writes "TheNew Poem Games." These and scores of others are to he found in issues of ElementaryEnglish. Good articles all! Many possibilities exist for the researcher. An inspection of thecategories of articles included in the Annotated index to Elementary English revealsvery real shortage areas, some of which have existed foryears and which are definitely worthy of scholarly consideration. Take, for example, the "book report."Is the book report important or unimportant? Does it not occupy a place in the languagearts curriculum in today's elementary schools? Who would really know, fora search reveals that Elementary English has published but six articleson the book report from October, 1927, through October, 1967! Or take the persisting question. In March, 1967, Grommon (Alfred H. Grommon, "Once MnreWhat Is English?" XLIV [March, 1967], 279-282,SOO) asks the question, "What Is English?" Orton Lowe had asked thissame question in the February, 1925, issue of Elementary English. (Orton Lowe, "What Is ElementarySchool English?" II [February, 1925], 45-48) What happened to the definitionbetween these dates, and how many individuals tried their hands at defining? Withwhat results? One of the controlling principles observed in the indexing of boththe English Journal and Elementary Englishwas that materials included in some way had to conform to the term "article." Thus neither volume carriesannouncements, newsletters,

vi nor ephemeral commentary; nor are reviews or lists carried unless their pertinence appears self-evident. Editorials, humorous pieces, and verse do not appear, nor in the case of the Annotated Index to Elementary English do articles from "headed" columns. The coverage is believed to be totalthat is, all articles have been annotated! Grateful recognition is accorded the numerous students who gave of their time and while it is impossible to name them all, they know who they are, and the NCTE is exceedingly thankful for their untiring efforts. The Council is likewise aware that without the support and encouragement of the Director of Publications this publication would not have materialized. Cr:Cul thanks to her and to the secretaries at NCTE in this venture!

.4% Walter J. Moore College of Education University of Illinois Urbana, Illinois

Now to Use This Index

The Contents on pages ix and x lists the thirty-five categories of subject matter into which the annotated articles are divided. Categories appear in alphabetical order with a number assigned to each according to its alphabetical order. Thus, "Art and Illustration" is category 1; "World Literature and Understanding" is category 35. In the Contents, cross references to other categories are also suggested for the added convenience of the user. Within each category, articles appear under the names of the authors, listed alphabetically. Each listing includes the usual bibliographical data: author, title of article, volume number of Elementary English, date of the issue, and page numbers. Beginning on page 243 is an index of all authors of annotated articles, with references to the page or pages upon which their article or articles appear. The Topic Index which appears at the end of the book supplements the information given in the Contents. Itrefers the user to pages containing articles in addition to those he expects to find in the categories: either articles on additional specific subjects or articles on subjects similar to those of the categories but listed elsewhere in the book. Personal names listed ;7 the Topic Index refer to people discussed in the articles, not authors of articles. Again, cross referencing is supplied for the greater convenience of the user of the Annotated Index to Elementary English: 1924-1967.

vii contents

Foreword V

How to Use This Index vii

Annotated Index 1

Art and Illustration-1 1 Children's Literature See also Art and Illustration-1 See also World Literature and UnderNtanding-35 Children's Literature: Authors-2 2 Children's Literature: Bibliographies and Book lists-3 12 Children's Literature: Book Reports-4 20 Children's Literature: General-5 21 Children's Literature: Mythology-6 41 (Includes Classics, Fairy Tales, Folklore, Legends) Children's Literature: Poetry-7 45 Composition See also Creative Writing - -13 Composition: Composing Process-8 55 Composition: Evaluation-9 58 Composition: Mechanics-10 61 Composition: Motivation-11 64 Composition: Programs-12 67 See also Composition: Motivation-11 Creative Writing-13 71 Curriculum-14 75 See also Issues-19 Developmental Reading-15 88 Dramatics-16 108 Grammar and Usage-17 115 See also Language 20 Handwriting-18 121 Issues-19 124 See also Curriculum-14 See also Methodology-27 Language-20 130 Sec also Grammar and Usage-17 See alf.o Lexicography-22 See also Linguistics-24 See also Oral Language-30 Letters and Letter Writing-21 139 Lexicography-22 140 See also Language-20 See also Spelling and Vocabulary-34 Libraries-23 142 See also Children's Literature: Bibliographies and Book lists-3 and General-5 Linguistics-24 148 See also Language-20 Listening-25 151 Media-26 153

ix Methodology-27 161 See also Issues - -19 Miscellaneous-28 170 Non-English Speaking Pupils-29 170 Oral Language-30 172 See also Dramatics-16 See also Listening-25 Reading See also Developmental Reading-15 Reading: Corrective and Remedial-31 181 Reading: General and Miscellaneous-32 192 Research-33 211 Spelling and Vocabulary-34 222 World Literature and Understanding-35 239 See also Children's Literature: Bibliographies and l3ooklists -3 Author Index 243 Topic Index 263

1 Annotated Index to Elementary English:19241961

Art and Illustration-1 Martin, Helen. "Art of the Modern Chil- dren's Book in Europe." XII (Feb. 1935), Allen, Grace W. "The Fun of Reading Well-36-40. Designed Books." XII (Oct. 1935), 173-177. Main trends and contributions in modern States that design, the fourth dimensionart are illustratedin selected books from of a book, ties the components together into 14 European nations. Pictures are most im- a whole. Designer is interested in four as- portantforchildren'sbooks,a mustif pects of a booktype, illustrations, readingchildren are 'to enjoy and be inspired by matter, and binding. the book. All authors and artists are striving toward the child audience with the idea Barnes, Ruth A. "Illustrators." VII (Oct.in mind of what is the use of a book with- 1930), 197-201. out pictures. "Romance, imagination, excellent draughtsmanship, quaint artistic value, his- Miller, Janet L. "Some Picture-Story Books." torical accuracy to nation or century, andXXXIII (Apr. 1956), 210-216. rare beauty play their part in the work of Describes possible uses of story books, excellentillustrators and we have manyfactors desirab'e in picture book selection, of them from many countries." Gives alpha- and a selected list of good picture books. betized listing of various illustrators. Miller, William A. "The Picture Crutch in Dobbs, Ella Victoria. "Art in Relation to Reading." XIV (Nov. 1937), 263-264, 274. General Class Work." IV (Nov. 1927), 259- Examines the use of pictures in primary 261, 281. readers. Suggests that children do under- Proposes that art in the classroom aidsstand what they read when the material has motivation, promotes understanding and re-no illustrations. Concludes that pictures do call. Through art one is able to see and feel. not contribute to understanding. Art projects should be varied and employedNeighbors, Helen. "Kate GreenawayChil- in many areas of the curriculum to meetdren's Artist." VI (Apr. 1929), 95-97, 99. the needs of individualdifferences.Art Presents a biographical sketch of Kate projects should be planned and executedGreenaway's contribution to the field of il- by the student. lustrations in children's books. Kirk, Marguerite. "Constance WhittemoreNewton, Lesley. "Modern Trends in Book and the New School Book." VIII (Dec.Illustrations." IX (Apr. 1932), 89-94, 98, 1931), 237-240. 110. A biographicalsketchofConstance Explains picture and illustrated books. Whittemore, anartist andillustratorofSays children need help in recognizing good children's books. artists.Discusses methods ofillustration. Lee, Emma. "Picture Books for the Modern Parnell,Dorothy. "Picture Studyinthe Child." VIII (June 1931), 141-144. Grades." VI (Jan. 1929), 24-27. Discusses the importance of picture books Favors using good paintings in classroom. for young children of preschool age TheAims to encourage interest while relating book entitled The First Picture Book waspictures to various subjects. Includes units recommended as one of the best. of work springing from pictures. MacKinstry, Elizabeth. "Children's BooksPetersham, Maud. "Illustrating Books for and an Umbrella." VI (Apr. 1929), 91-94.Children." II (Mar. 1925), 85-89. . Acquaints the reader with a wide range Indicates the importance of doing the of illustrations from children's literature and illustration for the child, not the adult. Re- the changes that have taken place whichviews the illustrations and discusses their would fit the framework of "history of art characteristics.Describesdifferenttech- in children's books." nics in illustrating.

1 Children's Literature 2

Reece, Cleaves M. "Mr. Newbery Saves the Children's Literature: Authors 2 Day." XVIII (Oct. 1941), 213-215, 232. A play relating the tale of a bookshop. Adams, Lady. "Rose Fyleman, the Faimies' Rue, Eloise. "An Appreciationof SomeLaureate." VI ( (Mar. 1929), 61-64. Modern Picture Books." XXXIX (Apr. 1962), Lauds Rose Fylemanauthor of children's 314-320. fairy stories. Stresses good pictures and illustrations as having an important place in the develop- Altstetter,Mabel F."Berta and Elmer ment ofchildren'saestheticsensibilities. Hader." XXXII (Dec. 1955), 501-506. Describes how publishers have worked with Discusses the psychological impact of the educators to find out children's preferences; Haders' books in children's literature. new "color" books published each year haveAltstetter, Mabel F. "Eleanor Estes and Her been submitt.d to ad instructors for their Books." XXIX (May 1952), 245-251. evaluations of the illustrations. Reviews several books by Eleanor Estes, Schatz,EstherE."EvaluatingPicture concentrating on the "Moffats" series. Books." XLIV (Dec. 1967), 870-874. Altstetter, Mabel F. "Isabella MacDonald Observes that in the past two decadesAlden." XVIII (Dec. 1941), 291-292, 299. there have been many changes in the way Presents a biographical sketch of Isabella children's books arc created and printedMacDonald Alden. Points out the reputa- and thatone can anticipate even moretion she made as an outstanding writer. exciting and worthwhile publications in the future. Feels that the pleasures of looking,Altstetter, Mabel Flick. "Jacob Abbott and reading, listening, testing, and selecting be-Little Rollo." XIV (Feb. 1937), 61-63. long to the children and adults who avail Describes Jacob Abbott'slifeand his themselves of the opportunity. writings. Stanley, Emma M. "Work that Culminated Altstetter, Mabel F. "Susan Warner and in an Assembly." VII (Apr. 1930), 108, 111. The Wide, Wide World'." XIV (May 1937), Offers insights about art. Discusses plans 165-167. for having students keep note books and Gives an account of life of the Wainer collect copies of pictures of famous workssisters, one of whom wrote a book entitled of art and having them go to museums. The Wide, Wide World. Vigus, Robert. "The Art of the Comic Maga- Archer, Marguerite P. "Robert McCloskey, azine." XIX (May 1942), 168-170. Student of Human Nature." XXXV (May Finds that comics portray fantastic and 1958), 287-296. lurid adventures, a way of escape. Recom- Believes that children should be led into mends the use of arts and crafts to provide the reading of.classics by light reading such Jiiii.l7ena chance to explore the worldas Mr. McCloskey's books, Bonier Price, rather than escape itFeels that children Centerburg Tales, and Lentil. must be educated to face realities. Ayer, Jean. "The Mechanics of Writing for Walker, Dugald. "How a Child Helps MeLittle Children." XVI (May 1939), 169- Illustrate." III (June 1926), 177-180. 175. Tells how illustrator conceives ideas for Indicates the need for books which chil- his work aided by 9-year-old boy who readsdren, age 6 to 9, can read by themselves, the story to him, indicating where a pictureand offers suggestions for writing for this is to be inserted. age group. Warnock, Lucile. "Illustration of Children's Bacon, Frances A. "A Life in the 60's as Books." XV (May 1938), 161-165, 208. Reflected in the Alcott Books." IX (Nov. Lists some well-known illustrators of chil- 1932), 231-232, 244. dren's books, some of their works and char- Discusses the simple, happy life depicted acteristics. by Miss Alcott in several of her novels.

2 Children's Literature 2

Bailey, John P. "Three Decades of Dr. Bonner, Mary Graham. "The Author and Swiss." XLII (Jan. 1965), 7-12. the illustrator." II (Oct. 1925), 277-279. Describes three decades of books by Dr. Explains the importance of the author Seuss (Theodor Seuss Ceisel). Three groups and the illustrator of children's books work- (before the war, 1947-1957, and 1957 toing together to achieve the best results in the present) show progressions from flatthought, feeling, and understanding. Illus- primary drawingstotwo-color sketches, trator must be able to see what the author's from rough poetry and prose to rhythmicmind and imagination se':. poetry, from simple characters to superior characterization of animals and insects. Braybrooke, Neville. "Kenneth Grahame- 1859-1932." XXXVI (Jan. 1959), 11-15. Beardwood, Valerie. "Betsy-Tacy Stories Discusses the works of Kenneth Grahame, I3ooks to Crow On." XXXVI (Nov. 1959), whose writings for children include The 465-470. Wind in the Wil hms. Discusses a book series by Maud H. Lovelace. Briggs, Elizabeth D. "Lewis Carroll, Friend of Children." IX (Jan. 1932), 5-7, 11. Beardwood, Valerie. "A Horse Story witha Biographical sketch of Lewis Carroll. Difference." XL (May 1963), 479-482:- IntroducesseveralbooksbyHarlan Brodsky, Mimi. "Pep Talk to a Rejected Thompson (Stephen Holt), author of ad- English Teacher-Writer." XLIII (Feb. 1966). venture stories, with pertinent biographical 148, 153. information. Tries to build morale of writers who have not had ,namiscripts published. Beardwood,Valerie."ScottO'Dell and Island of the Blue Dolphins." XXXVIII Brown, George I. "Criteria Used by Editors (Oct. 1961), 373-376. inSelectingManuscriptsofChildren's Briefly recounts facts and details in the Books." XL (Nov. 1963), 719-723. life and work of O'Dell, well-known writer Points to the fact that the criteria used by of children's books, including his Newbery editorsinselecting manuscripts of chil- Medal winner, Island of the Blue Dolphins. dren's books are very individual; criteria useddiffergreatly from oneJitorto Bechtel,Louise Seaman. "A Tributeto another. Margery Bianco." XII (June 1935), 147- Brown, Marcia. "The HeroWithin." XLIV 149, 165. (Mar. 1967), 201-207. Gives a biographical sketch of Margery Believes that books can help children Bianco and her family. Presents a picturedevelop character and personality, and gives of a rather distinctive personalitya writer,examples of such excellent books. first of novels, then of children's stories, which enjoyed critical approval and sales Buchheimer,Naomi. "MagicalCaddie." success, and ranged from imaginative talesXXX (Feb. 1953), 65-70. to animal stories. Mrs. Bianco, who has Summarizes some ofthe many warm lived in Europe and America, reflects both books by Carol Ryrie Brink (Caddie Wood- these backgrounds in her writing style. lawn and Magical Melons among them). Bertram, Jean De Sales. "Kurt WiesePro-Buckley, Irene. "Mariana Prieto: She Has lifie Artist, Author," XXXIII (Apr. 1956), Something to Say." XLIV (Jan. 1967), 7 -11. 195-200. Tells of an author of children's hooks Discusses the life and works of Kurtwhich are about Spanish-speaking children. Wiese, stressing the influence of his pastMrs. Nett) isalso a teacher of creative experiences upon his work. writing to children. Burgess, Eleanor. "Meindert De Jong, Story- Bianco, Margery. "Writing Books for Boys teller." XXXII (May 1955), 267-276. and Girls." XIV (May 1937), 161-164. Looks at the personality of the Dutch au- Tells important points in the writing ofthor, De Jong, and describes some of his books for successful appeal to children. writings.

3 Children's Literature 2

Burns, Paul C., and Hines, Ruth. "Beverly Carolina'sThelma and CorydonBell." Cleary: Wonderful World of Humor." XL1V XXXIX (Dec. 1962), 757-761. (Nov. 1967), 745-747, 752. Sketches the biography of an author of Briefly reviews and evaluates the work children's books and her illustrator husband. of this author from her first attempts which produced Henry Huggins (1950), through Burns, Paul C., and Hines, Ruth. "Rebecca 1964, depicting her we ". as "pure Ameri-Caudill." XL (Nov. 1963), 703-706. cana," from supermarket:, to backyard bar- Reports on the life and works of the becues, in humorous vein, which give "afamed children's author, Rebecca Caudill, picture cf life that might well represent us who believes that children deservebetter to other peoples." world. She bases many incidents and char :caters in her books on her own past. Burns, Paul C., and Hines, Ruth. "Kentucky Burns, Paul C., and Hines, Ruth. "Tennes- Is His Home." XXXVIII (Mar. 1961), 137- see's Teller of Tall Tales William 0. Steele." 140. XXXV111 (Dec. 1961), 545-54g. Deals with the life of Jesse Stuart and his Acquaints the reader with William 0. writings for children and young people. Steele, an authority on long hunters and tall tales, who uses his knowledge in writing Burns, Paul C., and Hines, Ruth. "Mar- stories of frontier life for young people. guerite L. de Angell: Faith in the 1-x.anan Spirit." XLIV (Dec. 1967), 833-839. Burk;, Paul C., and Hines, Ruth. "Virginia Characterizes the writings of Mrs. deLee Burton." XL1V (Apr. 1967), 331-335. Angeli as falling into definite categories Presents a short biography of Misr Burton family-related, the Philadelphia area, his-and examines her books inlight of her torical, and minority groupsfrom the first philosophy and the appeal of her books. book which appeared in 1935, through 1965. riYnncr, Witter. "The Wholeindsay." IX (May 1932), 129, 131. Bums, Paul C., and Hines, Ruth. "May Describes Lindsay as "a child who spoke Justus: Tennessee's Mountain Jewel." XLI to the child in the hearts of his hearers. His (Oct. 1964), 589-593. responses tolife were those of a child." Describes the Tennessee mountain peo-Feels children respond to Lindsay's best ple, their old customs, folk speech, ballads, works as well as childish ones. fiddle tunes, play-party singing games, herb lore, weather signs, nonsense rhymes, tallCertain, C. C. "The Creation of Dr. Dolittle tales, and riddles. The authors believe thatby Hugh Lofting." I (Mar. 1924), 18-19. folklore is true Americana, a precious jewel Describes some of Lofting's WWI ex- to be treasured for posterity. Miss Justusperiences and shows how these formed the brings to life in realistic stories a homespun background of Lofting'sletters home to picture of a unique people living in thethe childrenwhich shadowy background quiet atmosphere of an isolated, c'.armingnurtured the development of Dr. Dolittle. regionsetapartfromthehusbe-bustleCertai,C. C. "Dr. Dolittle, the Children world. and t..d Droll 'Huge' Lofting." I(May 1924), 90-92. . Burns, Paul C. and Ruth Hines. "Miriam E. Lofting's WWI experiences led him to Mason: StorytellingSister." XLIII(Jan. 1966), 5-9. return to writing, radio work, and working Describes Miriam E. Mason, author ofwith school groups. These contributed to his Susannah the Pioneer Cow, The Middledevelopment as a children's book author. Sister, Pony Called Lightning, and Hoppity. Certain, C. C. "Vachel Lindsay at the En- Miss Mason writes with emotion and strongglish Council." IX (May 1932), 132-135, feelings; each of her books has a dominant 141. theme which is introduced early; her char- Presents Lindsay as he appeared before acters are lively; the background, realistic. audiences. Comments on reactions from listeners and associates, including Robert Burns, Paul C., and Hines, Ruth. "North Frost.

4 Children's Literature 2

Certain, C. C. "What the Critics Say of Endeavors to validate the authenticity of Padraic Co lum." I (June 1924), 139-140. the "Little House" books written by Laura Co lumwriter of poetry, drama, and fic- Ingalls Wilder, and finds that they are com- tion, "a wanderer at heart," more concernedpletely accurate historically. with situation than characterizationwrites with the detached attitude of a story teller. Crosson, Wilhelmina M. "Florence Crannell Means." XVII (Dec. 1940), 321-324, 326. Chambers, Dewey W. "The 'Disney Touch' Reviews the life and career of Florence and the Wonderful World of Children's Means. Literature." XLIII (Jan. 1966), 50-52. Feels that Walt Disney takes advantage Darby, Ada Claire. "The Negro in Chil- of "poetic license"of transforming books dren's Books." XXI (Jan. 1944), 31-32. intothe medium of movies,sometimes Describes author's defense of Negro dia- changing the original text so that the psy- lect in her stories, particularly Jump Lively, chological and symbolic understandings are Jeff. removed. Deksnis,Alma."BeatrixPotter." XXXV Collier, Virginia Mac Makin. "Why a New (Nov. 1958), 431-440. Story of Roland?" XIII (May 1936), 174- Presents the life and works of Beatrix 176, 183. Potter, creator of such characters as Peter An account of the travels and searchingRabbit, Pig ling Bland, Squirrel Nutkin, Ben- by the author of "Roland the Warrior" tojamin Bunny, and the tailor of Gloucester. find the real background of the legends of Dunsmore, Jessie. "The Realistic Story: A Roland. She visited Germany, Spain, andMirror of the Times." X (Nov. 1933), 229- France, saw the remains of buildings erected 232. by Charlemagne, models of his palace and Describes the work of Maria Edgeworth. cathedral, and the mountains of Roncevaux Deplores the tendency to overemphasize the where Roland and his best friend lost their lives in battle. fanciful as opposed to the realistic, and declares thatthereare very fewrealistic Colum, Padraic. "What I Aim at in Mystories for young children. Books for Children." I (June 1924), 138. Irish playwright Padraic Co lum refusesEwing, Jane. "Sharing Thurber with Chil- to speak down to children in his books by dren." XXXII (Feb. 1955), 99-100. using monosyllabic vocabulary. He states, Describes four of James Thurber's books "I have always thought that children shouldThe White Deer and The 13 Clocks, which be treated as fully conscious human beings."appeal to children 12 and older, and The For him intelligibility in a story is a matterGreat Qua iota and Many Moons, for ages of clear and direct sentences in episodic 6 through 12. order rather than elimination of difficultFarquhar, Margaret C. "The Magic Rug of vocabulary items. With such an approachIngri and Edgar Parin D'Aulaire." XXX children are able to cope with vocabulary if (Apr. 1953), 197-201. the story is about their world. Reviews 14 books written by the husband andwife team, Edgar Parin and Ingri Cooper, Bernice. "The Appeal of the 'Little D'Aulaire. House' Books to Children." XL1.1(Oct. 1965), 636-638, 643. Fenwick, Sara I. "Exploring History with Discusses the continuing appeal of the Genevieve Foster." XXXI (Oct. 1954), 315- "Little House" books, a series by Laura 321. Ingalls Wilder, concerning her own girl- Insteadofthetraditional method of hood in the Midwest during the 1870's andteachinghistory by vertical columns of '80's. events and dates, the author suggests using Genevieve Foster's biographies of great men Cooper, Bernice. "The Authenticity of theas an introduction to periods in history. Historical Backgroufld of the 'Little House' Books." XL (Nov. 1963), 696-702. Ferris, Helen. "On a Certain Consideration

5 Children's Literature 2

in Writing for Boys and Girls." XVI (Oct. DescribesbrieflyBemelman's life,his 1939)..213 -215 ",220. childhood, writing, art, and the quality of Recommends professional instruction to his work, with interpretations of his writings develop necessary technical skill of a writer. and pictures. Contends that an understanding of children and a knowledge of one's purpose asa Gunderson, Ethel A. and Agnes C. "A. A. writer are essential to one's writing stories Nfilne andToday'sSeven-Year-Olds." for children. XXXIX (May 1962), 408-411. Explains concretely and effectively why Finch, Hardy R. "Munro Leaf: Writer forA. A. Milne's poems are well received by All Children of AllAges." XXX (Nov. childrenin the modern day of primary 1953), 405-411. education. Describes Leaf's writings between 1934 and 1956, showing reasons for his popular-Harbage, Mary. "The Borrowers at Home ity. Summarizes some of his books. and Afield." XXXIII (Feb. 1956), 67-75. Reviews Mary Norton'sThe Borrowers Finger, Charles J. "Why I Write for Chil- (winner of the Carnegie Medal in195:2) dren." 11 (Oct. 1925). 274. and its sequel,The Borrowers Gives reasons for his writing children's Afield. literature, and makes suggestions for thoseHarbage, Mary. "Robert McCloskey, He interested in writing for children. Doesn't Forget." XXXI (Mat 1954), 251- 2.59. Flanagan, Frances. "A Tribute to Laura Describes the work of the children's au- Ingalls Wilder." XXXIV (Apr. 1957), 203- 213. thor, 1942 Caldecott Medal winner, and the sources of big writings. Summarizes Laura Ingalls Wilder's con- tributionstochildren's literature,espe- Higgins, James E."The Little Prince:A cially through the "Little House" boils. Legacy." XXXVII (Dec. 1900), 514-515, 572. Creanev, Katherine B. "Scott O'Dell'sIsland of the Blue Dolphins."XL1V (May 1967), 13riefl reviews the children's book by the 466-467. French author, Antoine de Saint-Exupery. Presents severaltechnicsto be usedFeels that the power of the book might be for studying both the book and the film.found in the facts that itis unique, that it poses problems for the reader, no matter Greet, William Cabell. "The Lindsay Rec-who he may be, and that it never fails to ords." IX (May 1932), 122, 128. respect the intelligence of the reader, no Describes a man (Vachel Lindsay) whomatter how young. Adults are the target came to author's office to request that hisfor Saint-Exupery' satire, which advances voice be recordedhe had been rebuffed by his theory that adults have no monopoly on record companies. Criticizes attitudes ofwisdom. such companies. Hines, Ruth, and Burns, Paul C. "Rumer Groff, Patrick J. "Children's Poetry of HarryCodden." XLIV (Feb. 1967), 101-105. Beim." XXXVII (Nov. 1960), 441-446. Presents a brief biography of the British Distinguishes rhythm, sound, sense, andauthor Rumer Godden, and discusses sev- suggestionaselements whichchildren's eral of her books as well as her philosophy poetry should co.itain, and evaluates Harryon children's books. Behn's poetry in terms of these elements. Helm possesses an unusual talent for writingHollowell, Lillian. "Marguerite de Angeli children's poetry, his only shortcoming being Writer and illustrator for Children." XXIX neglect of critical editing. (Oct. 1952), 317-325, 358. Discusses children's books written by Groff, Patrick J. "The Children's World ofMarguerite de Angeli, one of the first au- Ludwig Bemelmans." XLIII (Oct. 1966),thors to write sympathetically of minority 559-568. groups.

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Hunt, Mate Graye. "Eric P. Kelly, Interpre- Praises the late Edith Nesbit, a scarcely ter of Poland." XVII (May 1940), 187-189,known writer for you g people. Her books, 193. filled with excitement and touched with Discusses the great works of Eric P. Kellymagic, weave reality and magic to enhance as a literary interpreter of Poland for younga story of exciting adventure, filled with readers. Includes a list of his books. difficulties. Some of her best known books Hurley, Beatrice J. "Wanda GagArtist,include the Bastable books (The Adventures of the Treasure Seekers, The 1V ouldbegoods, Author." XXXII (Oct. 1955), 347-354. The New Treasure Seekers) and The Five Surveysthetalentsof Wanda Gag,Children and It, The Story of the Amulet, author-illustrator inthe field of children'sand The Phoenix and the Carpet (which all literature, noting characteristics of her work.deal with the adventures of one family). Irvine, Ruth R. "Marie Hall EtsHer Pic-Larrick, Nancy. "Robert McCloskey's 'Make ture Storybooks." XXXIII (May 1956), 259 - Way for Ducklings'." XXXVII (Mar. 1960), 265. 143-148. Discusses Marie Hall Ets, author and Tells of the time-consuming work, the artist, and several of her books, many ofamusing incidents, the printing process, and which are about animals. the exacting detailsrequiredto achieve Jacobs, Leland B. "Lois Lenski's Regionalvariety, perspective, and mounting interest Literature." XXX (May 1953), 261-266. from spread to spread, that went into the Gives criteria for good regional fictionwriting and design of Make Way for Duck- and shows how Lois Lcnski's books meetlings, by Robert McCloskey, 1942 Caldecott those criteria. Medal winner. In this book and subsequent looks and speeches, McCloskey voices his Joan. Sister Mary. "Christina Rossetti: Vic-protest against the overwhelming mechani- torian Child's Poet." XLIV (Jan. 1967), 24-zation of society and a plea that every child 28, 31. be taught design and drawing as a part of Presents many of Miss Rossetti's poems the curriculum. from the volume Sing-Song and gives some reasons for their success with children. Lehr. Elizabeth. "A New Game of Authors." XII (June 1935), 154, 165. Johnson, Margaret M. "The Parkses: A Describes a method 4th, 5th, and 6th Writing Pair." XLII (Nov. 1965), 747-752.graders used making their own "Authors" Reviews style and approach of Dr. and game on file cards, using authors and stories Mrs. Edd Parks and gives a short synopsisfamiliar to their reading group. of each book by the two authors. Lembke, Ruth C. "We Met Aurora Labastida Jordan, Mrs. Arthur M. "Arthur Chrismanof Mexico." XXXIX (Jan. 1962), 46-47. Newbery Medalist." III (Oct. 1926), 251, Tells of the author's visit with Aurora 267. Labastida, coauthor of the Caldecott win- Discusses Arthur Chrisman's book, Shenner, Nine Days to Christmas, and describes of the Sea, which in 1925 won the NewbergMiss Labastida's work and personality. Medal, given for the most distinguished contribution to American childhood. De-L'Engle, Madeleine. "The Danger of Wear- scribes layout, illustrations, and content. ing Glass Slippers." XLI (Feb. 1964), 105- 111, 153. Kane, Ruth B. "Roger DuvoisinDistin- Believes that "a book thatis only for guished Contributor to the World of Chil-grown ups, or only for 6-year-olds, or 10- dren's Literature." XXXIII (Nov. 1956),year -olds, or adolescents, may serve a pur- 411-420. pose, but itis a limited purpose, and is Discusses Roger Duvoison and his workusually bound by its place in time and as a writer and illustrator of books forculture." children. Lothrop, Margaret Mulford. "The Wayside, Lansner, Helen. "The Genius of E. Nesbit."Home of Three Authors." X (Apr. 1933), XLIII (Jan. 1966), 53-55. 98-100, 111.

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Discusses the lives of three famous chil- Describes the school opened for young dren's authors, Louisa Alcott,Nathanielchildren by Louisa M. Alcott. Among the Hawthorne, and Margaret Lothrop. pupils were Ellen Emerson, daughter of the Lovis, Marion. "Charles Boardman Hawespoet, and Mary Wheeler, who later founded An Appreciation." I (June 1924), 143-144. her own successful school. Pays tribute to the outstanding books ofMe lcher, Frederic G. 'Encouraging Writers special interest and appeal for young boysfor Children." I (June 1924), 125-127. by a writer whose contributions included The donor of the John Newbery Medal The Mutineers, The Great Quest, The Darkstates that "the idea behind the medal has Frigate, and others. been to have it serve as a means of empha- Mac Campbell, James C. "Virginia Lee Bur-sizing the fact that literature for children ton: ArtistStoryteller." XXXIII (Jan. 1956), is not a closed list but is a continually grow- 3-10. ing field and that additions to the literature Tells of the life of Virginia Lee Burton for children should be encouraged by some and the typical devices in her works thatrecognition that might help to indicate that make them appealing to children. writing for this field has a value and importance similar to writing in other fields." Mac Campbell, James C. "The Work ofMe lcher, Frederic G. "Vachel Lindsay in Elizabeth Yates." XXIX (Nov. 1952), 381-the Schools." IX (May 1932), 117-119. 389. Relates his experiences with Vachel Lind- Analyzes Elizabeth Yates' literary style.say as the poet captured audiences in the Includes book reviews for the teenage andpublic elementary and high schools. Por- the young adult reading level. trays Lindsay as a man of versatility and Markey, Lois R. "Kate Seredy's World."warm, direct character who appealed to a XXIX (Dec. 1952), 451-457. variety of age groups with assorted interests. Analyzes author-illustrator Kate Seredy'sIncludes inthe article the poems, "The literary and art styles and relates them toKallyope Yell," "General William Booth personal life. EntersintoHeaven," and "The Bubble Crown." Martin, Anne. "Ruth Krauss: A Very Special Author." XXXII (Nov. 1955), 427-434. Morley, Christopher. "John Mistletoe Re- Discussesstyle,form, and content ofmembers Lindsay." IX (May 1932), 128. children's picture books. Calls for quality, R presents yet another tale of Vachel high interest, easy-to-read books to encour-Lindsay as his closest associates knev him. age children to read for enjoyment. Morley tells of the evening after a recital when a small group including Lindsay, who Massee, May. "Carl Sandburg as a Writerwas "drunk with the pure excitement of a for Children." V (Feb. 1928), 40-42. poet," entered a restaurant and captivated Pleads for adult acceptance of Carl Sand-its patrons with poetry and merrymaking. burg's stories for children with their ridiculous exaggeration, understanding of hu- Murdoch, Clarissa. "Charles J. Finger, High- mans, and lack of moralizing. The stories HeartedAdventurer."II(Oct.1925), are humorous; the language is musical with271-273. plays on syllables and words. As in all of Biographical sketch of Charles J. Finger his writing, Sandburg exhibits a feeling forreveals some of his occupations and how the language. his colorful background contributed to his Master, Helen E. "John Newbery: 'Friendwriting. Lists some of his works. of all Mankind'." X (Oct. 1933), 189-191. Informs the reader about John Newbery,Murdoch, Clarissa. "Cornelia Meigs, Chron- "Father of Children's Literature," abouticler of the Sea." V (May 1928), 148-149, 153. whom little is actually known. Writes that Cornelia Meigs' works are Meigs. Cornelia. "The School in the Barn." valuable because(1)she makes history IX (Nov. 1932), 227-229. come alive; (2) she writes truthfully and

8 Children's Literature 2

entertainingly; (3) her love of country isand declares that the charm of these books evident in her writing; and (4) her booksis that machines take on childlike, irrepres- establish atmosphere and appeal to the im- siblecharacterand becomefull-blown agination of her readers. human personalities which delight readers. Murdoch, Clarissa. "A Visit to the AlcottPainter, Helen W. "Lynd Ward: Artist, Home." V (Nov. 1928), 259-260, 284. Writer, and Scholar." XXXIX (Nov. 1962), Describes a visit to the Alcott Home in 663-671. Concord, Massachusetts. Presents a brief biographical article of a Murdoch,Clarissa."William Beebe" Vfamous illustrator of children's books. (Jan. 1928), 11-12, 31. Painter, Helen W. "Marcia Brown: A Study". Describes the personality of and presentsin Versatility." XLIII (Dec. 1966), 841- a brief life sketch of William Beebe, writer 855, 876. of nature stories, animal stories, and bird Presents the life and artistic philosophy stories. of Marcia Brown as well as examples of her work. Nesmith, Mary Ethel."TheChildren's Milne." IX (Sept. 1932), 172-173, 192. Painter, Helen W. "Richard Chase: Moun- Discusses the work of the author A. A. tain Folklorist and Storyteller." XL (Nov. 1963), 677-686. Milne and his contribution tochildren's literature. Discusses the life and works of Richard Chase, author of Jack Tales, Grandfather Nesmith, Mary Ethel. "Hilda Conk ling." IXTales, and American Folk Tales and Songs. (Nov. 1932), 241-243. Gives an account of the early life ofPainter, Helen W. "Rifles for WatieA Hilda Conk ling, a gifted child poet. Novel of the Civil War." XXXVIII (May 1961), 287-291, 297. Novak, Barbara. "Milne's Poems: Form and Reviews the 1958 Newbery Award book, Content." XXXIV (Oct. 1957), 355-361. Rifles for Watie by Harold Keith, in which Notes that Milne's lyrical, whimsical, and the Civil War is presented with historical intimate poetry is achieved through his con-accuracy and the characters are viewed as tent and the formal structure. Lists many ofrealistic. Milne's poems along with a general statement of their content; most of them arePerkins, Lucy Fitch. "The Twins'Their about children. Origin." XIII (May 1936), 169, 193. Reviews how the author came to write Ort, Lorrene Love. "Theodor Seuss Geiselher series of stories with a geographical The Children's Dr. Seuss." XXXII (Mar.background and historical basis. She was 1955), 135-142. an author and illustrator who used her Tells why Dr. Seuss and his books areillustrations to stimulate the emotion and well liked. Discusses illustrations, satiricalinterest of children who read her books. touches, word play, suspense, and continuityShe used a group of children to criticize from book to book. and comment on the books before sending them to the publisher. Painter, Helen W. "Elizabeth Yates: Artist with Words." XLII (Oct. 1965), 617-628, Potter, Greta Lagro. "A Christmas Gift to 650. Alice-1863." XL (Dec. 1963), 818-820. Explains the life of Elizabeth Yates and Tells how the real Alice inspired Lewis the ways she creates children's books. Con-CarrolltowriteAlice'sAdventuresin cludes with advice to young authors. Wonderland. Painter,Helen W."Little TootHero."Ramsey, IrvinL."Holling C.Holling: XXXVII (Oct. 1960), 363-367. Author and Illustrator." XXXI (Feb. 1954), Pays tribute to Hardie Gramatky, author 67-71. ofLittleToot,Loopy,Creeper's Jeep, Presents survey of Holling's work, es- Sparky, and Homer and the Circus Train,pecially writings about American Indians.

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Ramsey, IrvinL.and LolaB. "Aileen Roller, Bert. "Early American Writers for Fisher: Like Nothing at All." XLIV (Oct.Children: Anna Marie Wells." X (May 1967), 593-601. 1933), 119-120, 134. Offersanexhaustivebibliographyof Discusses the life and writings of Mrs. Aileen Fisher's work, describing her as aThomas Wells, who lived in Massachusetts writer who isprolific, versatile, realistic, in the early 19th century and wrote chil- perceptive, and whole. Argues that this isdren'spoetry. Her poems are gay and why she succeeds in her poetry, nature spi ightly, never morbid or sentimental; they picture books in verse, and prose. received generous space in the monumental 1916 anthology compiled by Edith Emerson Rexinger, Lena. "Charlie May SimonOne Forbes, daughter of Ralph Waldo Emerson, of Us." XXXII (Feb. 1955), 71-75. entitled Favourites of a Nursery of Seventy Sketches biography and gives partial list- Years Ago. ing of the works of Charlie May Simon, a writer of regional literature. Rollins, Charlemae. "Clara Ingram Judson: Interpreter of America." XXX (Dec. 1953), Rice,MabelF."The PoeticProse of477-484. Elizabeth Coatsworth." XXXI (Jan. 1954), Discusses the life, philosophy, and writ- 3-10. ings of Clara Ingram Judson, author of the Reviews Elizabeth Coatsworth's work."Mary Jane" and "They Came From" series. Fascinated by nature in general and cats in particular, Miss Coatsworth has no difficulty Rollins, Charlemae. "The Work of Doris in obtaining material for her books. AimedGates." XXXI (Dec. 1954), 459-465. at audiences of all ages, her efforts succeed Sketches biographically the background due to an ideal blending of the poetic andof the children's author, Doris Gates. The the practical. article contains a review of her book, Little Vic. Richards, George :vi. "Lindsay in Bohemia." IX (May 1932), 130-131. Rollins, Philip Ashton. "Will James, Author Relives a personal memory of Vachel of the Cowboy." V (Jan. 1928), 5-7. Lindsay as a young man. Depicts the life of Will James, who was a cowboy as well as an American author. Robinson, Edwin Arlington. "Vachel Lind- say." IX (May 1932), 115. Root, Shelton L., Jr. "Ludwig Bemelmans Describes Vachel Lindsay as a "trium-and His Books for Children." XXXIV (Jan. phant combination of the troubadour and1957), 3-12. the evangelist" in this tribute. AssessesBemelmans'ownstatements abouthiswriting and,asaresult of Roller, Bert, "Early American Writers forthorough study of his stories supplemented Children: Eliza Follen."(1) VIII (Nov.by an interview with Bemelmans' editor, 1931), 213-217, 224; (2) VIII (Dec. 1931),traces the growth of Bemelmans from artist 241-242, 250. to writer-illustrator. Describes Bemelmans' Relatesthebiographyofanearlyearlier efforts (Ilansi, The Golden Basket), American poet, Eliza Follen. some of his less successful ventures (Parsley, Concludes the biography of Eliza Follen The High World), and his highly successful (part 2 of a two-part presentation). books (Madeline, Madeline's Rescue, Made- line and the Bad Hat). Roller, Bert. "Early American Writers for Children: Lydia H. Sigourney." IX (Nov. Rugg, Sarah Pomeroy. "A Practical Way of 1932), 233-234, 244. CelebratingtheAlcottCentenary."IX DiscussesthepoetryofLydiaH. (Nov. 1932), 230, 243. Sigourney, who influenced Louisa May Describes commemoration of Louisa May Alcott,withemphasis on thefactthatAlcott centennial in New England. though Mrs. Sigourney's works were sentimental (and are seldom read today), they Saltus,Elinor. "A LiteraryPilgrimage." were most popular in the 19th century. XXXII' (Nov. 1956), 421-425.

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Gives an account of the author's meeting Sicherman,Ruth."AnAppreciationof with Arthur Ransome, author of such chil-Robert Lawson." XL1V (Dec. 1967), 866- dren's booksas The Swallows and the869, 874. Amazon, The Big Six, and Coot Club. Recounts some of the background of an Sartain, Harry W. "Dorothy Aldis: individual who is the only person to have Poet won the Caldecott Award (19.11, for They Laureate of Young Children." XLIV (MayWere Strong and Good) and the Newberg 1967), 453-460. Medal (1945, for Rabbit Hill). Presents a short biography of Mrs. Aldis and discusses her books and poems. Lists Skidmore,HarrietBond."Mail Copal essential qualities for children's poetry: (1) MukerjiA Biographical Sketch." IV (Dec. worthwhile idea; (2) honesty; (3) unique-1927), 295-296. ness;(4) imagery; (5)musical quality; Writes briefly about Dhan Copal Mukerji, (6) mood; and (7) appeal to emotion. author of several books for children. Saucier,Earl Noland. "Caroline HowardSkinner, Constance Lindsay. "Let Us Talk Gilman." XIX (Oct. 1942), 197-198. Together." XIV (May 1937), 159-160, 188. Acquaints the reader with a biography States that adventure stories were the ofMrs.Gilman,awriterofchildren's author'sfirstliterature. Tells of her own poetry before the Civil War. She had chargeinspirations and efforts in writing. of a magazine in the early years of chil-Smith, Rosemary. "WaltDisney's Mary dren's literature in America. Poppins." XLIV (Jan. 1967), 29-31. Seaman, Louise. "Some Modern Authors." Gives reasons, with examples, for feeling VI (Apr. 1929), 107-108. that Walt Disney, in his book and film. Contains brief biographical sketches ofdestroyed "the remarkable personality of a few children's authors, dwelling on theMary Poppins herself and the meaning and type of person each author is, which leadsmagic of the individual stories." him to write the type of books he does. Spencer, Hazelton. "Lindsay and the Child's Approach to Art." IX (May 1932), 120- Seredy. Kate. "The Country of 'The Good 121, 127, 131. Master'." XIII (May 1936), 167-168. Describes some ofLindsay'sfeelings Author gives the background of her book, The Good Master. about poetry: poetry heard, not seen, and It covers the eventsperpetuated through audiences of children. which the author experienced as a child on a visit to a small Hungarian village. TheLindsay's poems show American history and geographychildren see beautyindaily peasants there were artists, who held abso- surroundings. lute confidence in divine Providence. Sullivan, Sheila R. "Fairy Gold in a Story- Shakin, Grace. "Our Debt to Carolyn Hay-teller's Yarn." XXXV (Dec. 1958), 502-507. wood." XXXII (Jan. 1955), 3-8. Introduces Ruth Sawyer and her works, Presents a comprehensive and illustratedespecially Roller Skates and the Christmas summary of the children's books written bystories. Carolyn Haywood. Temp lin, Elaine. "Enjoying Festivals with Shenk, Dorothy C. "Hugh Lofting, CreatorKatherine Milhous." XXXIV (Nov. 1957), of Dr. Do little." XXXII (Apr. 1955), 201-435-443. 208. PresentsbiographicalfactsofMiss Describes writings of Hugh Lofting andMilhous' early childhood and the avid read- creation of "Dr. Do little," citing nine rea-ing which influenced her writing. Her love sons for the popularity of the Do little books. offestivalsinfluenced her Snow Over Bethlehem; her desire to create with her Shippen, Eliza P. "Rose Fy leman." XXXVhands influenced The Egg Tree and Ap- (Oct. 1958), 358-365. polonia'sValentine;andherillustrative Introduces Rose Fyleman, "poet of thetalents show in her first self-illustrated and fairies," and her theory of writing. written book, Lovina. Her work displays

11 Children's Literature 3

her standard that good art must have anWilcox, Susan E. "My Tow-Headed Pupil, intangible,indefinable forcethatisfeltVachel Lindsay." IX (May 1932), 123-125, rather than seen. 131. Writes of Lindsay as a young man in the Temp lin,Elaine. "LeoPoliti,Children's years between high school and his recogni- Historian." XXXIII (Oct. 1956), 323-331. Gives a brief biography of Leo Politi, tion as an artist. Includes such details as his artist near penniless days, the selling of his first Fresno-born Italian and writer ofpoem, and his boyhood interests. children's stories, many of which are inter- woven with history. Wilt, Miriam E. "In Marguerite HenryThe Thompson, Blanche Jennings. "On Listening Thread That Runs So True." XXXI (Nov. 1954), 387-395. Hill." XV (Oct. 1938),217-220. Reviews life and works of Kate Seredy, Gives the reader an insight into the life an artist and author of children's books. and writings of Marguerite Henry, author of well-known horse stories. Van Loon, Hendrik Willem. "To the Chil- dren." I (Apr. 1924), 48-49. States that "if you really want to learn toChildren's Literature: write, then you will learn to do exactlyBibliographies and Book lists-3 what Kreisler did the first twenty years of his life. This was practice and study andAllen,BlancheC."ChoosingChildren's working inloneliness and povertyuntil 13ooks." (1) IX (Oct. 1932), 202-204, 224; every idea becomes consciously changed (2) IX (Nov. 1932), 235-238. into an expression which is pleasing to the Reviews criteria for evaluating new chil- audience and expresses exactly what thedren's literature. Suggests that illustrations, author has wanted to say." word usage, and plot are important factors. Encourages the use of poetry and folk Wakefield, CatherineF."Lindsay as thetales with young children to take advantage Poet Uncle." IX (May 1932), 126-127. of their interest and impressionable age. Remembers her Uncle Vachel teachingLists some of the important authors and her and her sisterpart was acting out (incontributors as well as suggestions of use song or dance) Lindsay's poems. for librarians. Walter, Ruth 13. "Morton Schindel: Creator Allmon, Anna. "Animal Stories for the Over- of Picture Book Parade." XXXIX (Nov.Age Pupil." XII (Oct. 1935), 194-198. 1962), 685-690. Lists animal stories for over-age pupils; Describes the work of Morton Schindeldivides them into 3 levels of difficulty. in converting picture books into motion pictures for children. Andrews, Siri. "Vacation Books." III (June 1926), 190-1e3, 204. Wenzel, Evelyn. "'Little House' Books of Reviews several children's books. Com- Laura Ingalls Wilder." XXIX (Feb. 1952),piles list at end. 65-74. Discusses qualities of the "Little House"Bailey, Grace D. "Getting Acquainted with books which give children insight into their Christmas Books." XXII (Dec. 1945), 301- own problems and needs. 303, 336. Illustrates an experiment with 6th grade Wenzel, Evelyn. "Ann Nolan Clark: 1953 children in acquainting them with Christ- Newbery Award Winner." XXX(Oct.mas resourcematerialsintheirschool 1953), 327-332. library. Records how Ann Nolan Clark's writing for children grew naturally out of her work Bartell, Joyce. "The Lewis Carroll Shelf as a teacher, and how she is able to effectAward." XXXVI (Mar. 1959), 159-166. communication between cultures so sensi- Lists and describes the 16 books which tively. Describes Newbery Award winningwon the Lewis Carroll Shelf Award in 1958. book, Secret of the Andes. The first purpose of this award is to show

12 I

Children's Literature-3

parents,teachers,librarians, and writersSecond catalogue contains story titles ac- that good writing can serve as a criterion forcepted by the majority of children observed. evaluating books for children. The standard used was Lewis Carroll's Alice in Wonder-Carr, Constance. "Substitutes for the Comic land. The second purpose of the award is Books."(1) XXVIII (Apr.1951),19.1- to aid in gathering together excellent books. 200,214;(2)XXVIII(May1951), 276-285. Beale, Harriet. "Professional Guidance in Relates the concern of the author for the Selection of Literature." VIII (Nov. children who are "addicted" to comic books 1931), 222-224. to the exclusion of more profitable reading. Prescribes a method of selection of liter-Suggests substitutes, such as stories with ary items for young readers in the school. adventure, excitement, or humor, and, rec- Belser, Danylu and Birdie A. "Easy Booksommends that they be easilyobtained, for the Intermediate Grades." (1) XVII quickly read, and contain many illustrations. (Oct. 1940), 235-239;(2) XVII (Nov.Classifies books by areas of difficulty and 1940), 285-289. motif:(1) "sure-fire" authors, (2) stories Presents a bibliography of reading ma-of humor and fun, (3) adults in ridiculous positions, (4) getting ahead against great terial of interest to those children whoseodds, (5) "the little hero," (6) and real reading ability is below their generalma- turity level. Books were selected on theboys and girls as heroes. following criteria: (1) embody a high de- In contrast, Carr devotes f Irther atten- gree of children's interests; (2) use simpletion to comic books and shows that they could he used as substitutes for adventure vocabulary and style of writing; (3)compiled by authorities in child education; (4) stories. Lists comic books which could serve found useful in developing attitudes andas reading material in the area of adventure, abilities in reading. most of them being close to the American scene. Tries to classify them into suitability Boyd, Jennemary. "Passports to the Prom- for age groups, also. ised Land." XXXV (Nov. 1958), 441-449. Reviews ten books for or about NegroCertain, C. C. "Books, the Ideal Gift." II children. (June 1925), 207-210. Expresses concern with training children Brewton, John E. "Glimpses of Glory into make wise choices in the selection of Children's Books." XIX (May 1942), 155-books as awards of merits and as gifts. 162. Includes a lengthy bibliography of books, Describesforteachers,parents,and selected aids, and a statement of standards librarianssomebeautifulbookswhich for elementary school librarians. should be brought within the reach of every child. [Certain, C. C., and Classes.] "Suggestions for Halloween." III (Oct. 1926), 266-267. California Library Association. "Choosing Maintains that schools should guide chil- the Right BookA List for Teachers anddren in constructive activities during the Librarians to Use with Retarded Readers."Halloween period. Children can do worth- XVI (Jan. 1939), 21-23. while things in a secretive or mysterious Reports books suggested by public and way. county librarians of California for use with "Children's Books of1936." XIII(Oct. retarded readers in grades 4 to 9. 1936), 234-238. Cappa, Dan. "Storybooks that Appeal to Lists titles. authors, illustrators, publish- Kindergarten Children." XXXI (Jan. 1954), ing companies. date of publication, price, 30-34. short paragraph reviews, and recommenda- Gives two lists of recommended hookstions on more than 50 books in several for kindergartens. Endorsement is based on divisions for children. the reactions of a group of California chil- Connell,Joanna Z. "NewberyPrizes: dren to them. First list consists of booksAwards and Authors." XIII (Oct. 1936), all the children responded to favorably. 209-214, 222.

13 Children's Literature 3

Outlines winners of the John Newbery Authors present a list, with brief an- Medal, given in honor of John Newbery tonotations, of books with non-WASP and outstanding authors for their contribution non-middleclassprotagonists.Maintain tochildren'sbooks.Describes the 1936theyattemptedtoavoidbookswhich winning author and his book. seemed more overwhelmed with the social Corcoran, Margaret M., and Van Horn, problem than the writing of a book. Catherine L. "What the Children ReadDowning, E. Estelle. "International Good- and Why." II (Oct. 1925), 287-288. Will Day." III (Apr. 1926), 134-138. Tells about some of the books popular Suggests aprogramforInternational with children and why they are popular. Good-Will Day; includes staging, costum- Council on Books in War Time. "Children'sing, etc., by NVorld Federation of Teachers. Books on the United Nations." XX (Oct.Suggests materials for each country. 1943), 243-245. Eaton, Anne. "Some Old Favorites."II Presents a list of books chosen to describe (Oct. 1925), 285-286. the countries of the United Nations. Gives a list of books popular with chil- Davis, David C. "A Tool for the Selectiondren in grades 2-6 at the Lincoln School, ofChildren's Books: The Lewis CarrollTeachers College, Columbia University. Shelf Awards." XXXVIII(Dec.1961),Fedder, Alice N. "Children's Books about 549-552. Foreign Countries: Canada." XXVI (Mar. Discusses the criteria used to judge chil- 1949), 132-141. dren's books in awarding the Lewis Carroll Reviews books about Canada and cate- Shelf Awards. Lists books which have beengorizes them according to subject. awarded the honor. Fitch, Viola K. "Children's Books about Dees, Margaret. "Easy to Read." XXXIXAfrica." XXVI (May 1949), 268-278. (May 1962), 418-420. Consists of a helpful, up-to-date bibliog- Reviews and suggests books for adults raphy of books costing about $2 or less.and children about Africa. Urges that such Gives author, title, and publisher. lists be kept up to date because of Africa's changes and diversities. DeGoza, Dorothy E. "The Christmas Book- shelf." VIII (Dec. 1931), 243-245, 248. Foster,F.Marie. "A Read-Aloud Baby Discusses how best to choose children'sBookshelf." XVII (Jan. 1940), 9-10, 14. books for Christmas gifts. Gives a select Suggests a collection of "read-aloud" pic- list. ture books for preschool children. Dick, Grace I. "ChristmasA BibliographyFoster, F. Marie. "Under the Circus Tent." for Children." IX (Dec. 1932), 272-273. XVIII (May 1941), 167-171, 191. Lists without annotation a bibliography Annotatesabibliographyofmusic of 136 Christmas books and stories. records, films, songs, poems, picture books, stories, and reference books for the teacher Dickey, Leona. "Books on Family Relation- concerning materialin preparation for a shipsforFirstGrade." XXVIII(Nov. unit on the circus. 1951), 417-421. Includes an annotated bibliography ofFoster, Jane. "Children's Books 1932." IX books appropriate for teaching family re- (Oct. 1932), 217-222. lationships including mother-child, father- Compiles a list of good children's books, child, and sibling relationships to youngcategorizing them according to general sub- children, and provides commentary on theject. Uses general categories of Biography, developmental value of each. New Yorkers,Indians, Long Ago, Fairy Tales. Gives the author, illustrator, price, Donelson, Kenneth L., and Fagan, Sharon. year published. "A Selected Bibliogr ,:hy for Non-Middle Class Children, Grades 6-10." XLIV (Dec.Foster, Jane. "New Books for Children." X 1967),856-861. (Oct. 1933), 209-213.

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Lists Fall 1933 books, categorized intoGroupofLibrarians."TheWinnetka (1) picture books, (2) points of the com-Gra-led Book List." III (Sept. 1926), 235- pass, (3) other times, (4) biography, and _238. (5) miscellaneous fiction. Criticizes Winnetka Book List in light Foster, Jane. "Recent Books for Christmas." of a survey of the books by two specialists VIII (Nov. 1931), 225 - 226.228. in statistical ,.r.d scientific fields. Reviews four Christmas books for young Guilfoile,Elizabeth. "One Hundred and children. Also lists a bibliography of otherOne More Books for Beginning Readers." Christmas books. XLI (Nov. 1964), 755-758. French, Ruth, and Nora, Sister Mary. "What A Supplement toBooksfor Beginning Are Some Resources for the Teacher of Readers.National Council of Teachers of Children's Literature?" XLI (May 1964),English, 1962. Continues an annotated list 516-525, 531. of books with title, author, publisher, and Gives a selective bibliography of motionprice. pictures, filmstrips, records, source guides,Gni lfoile, Elizabeth. "One Hundred More pamphlets, brochures, and references forBooks for Beginning Readers." XL (Apr. teacher background. 1963), 370-372, 414. to Fragner,Ellen."BooksforaFriendly Supplement BooksforBeginning World." XX (Oct. 1943), 224-229. Readers,1962 NCTE publication. Presents a selected categorized listof Harrell, Penelope. "Hooray for Fantasy!" recommended books on cultural affairs forXXXIX (Nov. 1962), 710-712. children's reading. Reviews and appraises severalfantasy Fry, Edward, and Johnson, Warren. "Book-books for children. list for Remedial Reading." XXXV (Oct. Hatch, Bertha, and Cutter, Annie Spencer. 1958), 373-379. "Notes on the Winnetka Supplement." IV Lists books recommended for use in a (Feb. 1927), 53-54. remedial reading program, graded by diffi- Discusses the reasons why the 112 titles culty and ranked by apparent usefulness.in this supplement were rated as of low Leitch, Irene, and Meloy, Irene B. "Someliterary value for children. Outstanding Children's Books of the Year."Hawkins, Quail. "Books to Grow On." XIII XXII (Dec. 1945), 312-316. (Oct. 1936), 225-227. Annotates a list of children's books, sub- Gives a list of some 30 new and old books divided into those for primary, middle, andvery popular with children of allages, upper grades. likes, and needs. Includes a short paragraph Celle'', Irene, and Meloy, Irene B. "Someon the book, price, publishing company, Recent Books for Children." XXV (Mayand age for which intended. 1948), 290-297, 337. Heller, Frieda M. "Children's Books of Lists more recent books for children,Early 1943." XX (Oct. 1943), 231-234. dividing them into the categories of pri- Reviews a number of current children's mary, middle grades, and the upper grades. books. Listsalso the publisher,title,cost, and number of pages. Each listing has a para-Homze, Alma. "Children Face Themselves graph relating to the book contents or storythrough Books: A Bibliography." XLI (Nov. plot. 1964), 788-792, 822. Gives a categorized and annotated bib- Groff,Patrick."Recent Easy Booksforliography of realistic books which describe First-GradeReaders." XXXVII (Dec. selected problems of the 8- to 12-year-old 1960), 521-527. child. The list should aid teachers, parents, Lists 359 recent books for 1st gradeand librarians in selecting books whichcan readers and offers a controlled vocabularyhelp children face and solve their own list. problems. Includes books about families,

15 Children's Literature 3

groups of children, and individual children, Provides a bibliography of books contain- published from 1940 to 1960. ing Thanksgiving Day entertainments that Horn, Thomas D., and Ebert, Dorothy W. could be used by teachers, librarians, church or club groups with children participating. "SuggestedReadingforthePartially- Sighted Child." (1) and (2) XLI (Dec.Includes grades in which material could 1964), 885.912; (3) XLII (Jan. 1965),appropriately be used. 54-65; (4) XLII (Feb. 1965), 169-184; (5) XLII (Mar. 1965), 298-319. Lathrope, Mary Frost. "Children's Books for Annotates a bibliography of suggestedthe Holidays." XL (Dec. 1963), 799-817, reading for children with partial eyesight; 824. divides books into categories according to Gives annotations of books for Hanukkah subject; marks them for appropriate grade and Christmas. level. Later reprinted as an NCTE pub-Lawrence, Arta F. "Let Records Speak for lication, Books for the Partially Sighted the Newbery Rooks." XIX (Oct. 1942), 201- Child, 1966-67. 205. Huber, Miriam Blanton. "New Books for Reports that records kept for 8 years Boys and Girls." XIX (May 1942), 187-188. on 38 children,atthe Eastern Oregon This article discusses two books: Calico, College of Education, reveal the popularity the Wonder Horse or The Saga of Stetoyof the "Newbery Award" books. Children Slinker, a book with a poor ending, andof averagetohighintelligenceareat- Tag-Along Tooloo, an enjoyable book for tracted to these books of literary excellence. eh ildren. Leonard, S. A. "The Winnetka Reading Jordan, Mice M. "Open House." VI (Nov. List." III (Apr. 19::0), 122-125. 1929), 243.248. Presents a reading list compiled, anno- Reviews a number of children's bookstated, and grade placed by children, mostly which were newly published in 1929. of high school age. Jordan, Ethel Blair. "All on a Valentine." II Lollis, Mary Esther. "The 'Noodle' Story." (Jan. 1925), 29-30. XIX (Oct. 1942), 199-200, 213. Explains a valentine inrelation toits Names stories which slow learners enjoy historical background. because they can identify themselves with Julitta, Sister Mary. "A List of Books for the main character and delight in their suc- Retarded Readers." XXXVIII (Feb. 1961),cess rather than usual failure. Stories arc 79-86. both humorous and imaginative. Lists books for retarded readers readingLyons, Pearl W. "America in Story: A Re- at 1st, 2nd, and low 3rd grade level, com- gionalBibliography."(1)XVIII(Oct. piled on the bases of children's responses1941), 216-224; (2) XVIII (Nov. 1941), and objectivedata. Gives the following270-272; (3) XVIII (Dee. 1941), 306-309. information: title, author, publisher, Spache Three installments list suggested recent readabilityscore, minimuminstructional books and stories according to American reading level of child for reading the book,localities. First article includes books about and the age group to which the book ap-states alphabetically from Alabama through peals. Montana. Krise, Mildred. "References for February Second article includes the states from Birthdays." VI (Feb. 1929), 39-42, 55. Nebraska through Oregon, along with the Summarizes stories,poems, and otherbooks included that deal largely with that pieces of literature related to the month ofparticular region. Gives a short review of February. the book for an idea of content and age level of vocabulary. Krise, Mildred. "Thanksgiving DayOrigin, Thirdarticlecovers 11states, Penn- Celebration and Significance." V (Nov.sylvania through Wyoming, along with lists 1928), 278-279. of bookstoted to them.

16 Children's Literature 3

Macl3can, Dille W. "Children and Books." Lists 50 books, with a short summary of XXVI (Oct. 1949), 323-328. each, selected by 250 Gth graders. Feels Tells that books are for learning and fun; thislist helps both teacher and librarians classifies readers; offers guides in selectingto know what literature children actually books. do like. McCauley, Virginia C. "'When It's Christ-.Mathis, Dorothy M. "Some Ten Cent Books mas in Your Heart': Christmas Booklist forSuitable for Primary Grades." XV (Oct. Children." XXVIII (Dec. 1951), 458-461. 1938), 233-235. Suggests books of songs, poetry, stories, Gives bibliography of acceptable ten cent and other literature as appropriate Christ-books on the bases of format, illustrations, mas gifts for children. content, child interest, and vocabulary. McCusker, Laurette C. "Children's BooksMelcher, Frederic.The Story of Took aboutForeign Countries:India." XXVIWeek'." VII (Oct. 1930), 191-195, 203, (Feb. 1949), 75.85. 211. Gives background information on India, Presents history of Book Week including then presents existing books on the chil- the roles played by Franklin Mathicws, the dren'slevelforreading.Includes suchAmerican Booksellers Association, and the Indian literature as history, biography, folk-American Library Association. lore and legends, and fictionbased onMcloy, Irene B., and Celtch, Irene. "Early Indian settings. Spring Books." XXII (May 1945), 165-16S. Lists a number of books and gives infor- McLeod, A. L. 'Books about Australia."mation concerning age level of book, au- XXXVII (Dec. 1960), 528-529, 635. thor, publisher, cost, content, and special Lists books on Australia to be used ininterest areas of each book. integrating reading and social studies in the classroom, grades 5 through S. Meloy, Irene B., and Celtch, Irene. "Some Outstanding Children's Books of1946." Maib, Frances. "A Suggested List of Liter-XXIII (Dec. 1946), 344-349, 357. ature Books." XXXVI (Apr. 1959), 253- Lists children's books divided into the 265. categories of primary, middle, and upper Divides a book list into six sections ac-grades. Accompanying eachtitleisthe cording to grade level. Gives title, author,name of the author and illustrrtor, price, and publisher, as well as a short summaryand a sentence or short paragraph about of the book. each book. Mercier, Joan. "Books for VacationRead- Mcloy, Irene B., and Gelid:, Irene. "Some ing." II (June 1925), 193-196. Recent Books for Children." XXIII (May Reviews books considered good summer 1946), 199-202. reading for children. Reveals children's sur- Offers short reviews of recent books for prising tastes in their preferences. Stateschildren of primary, middle, and upper that children quite often prefer animal grades. stories, and those with fictitious, fanciful, Members of the Staff of the Children's De- and scientifically accurate content. Mentions partment of the Cleveland Public Library. some of the best imported literature. "The Covered Wagon and Its Period." VII (Oct. 1930), 209-211. Martin, Allie Beth. "Children's Books about Categorizes a bibliography for use in Foreign Countries:Russia." XXVI (Apr.elementary schools under General, Fiction, 1949), 202-211. Plays, Poetry, and For the Teacher. Bibli- Discusses the necessity of reading aboutography states the author, title, number of Russia. Reviews adult and ehildren's books pages, material covered, and some of the about Russia of the past and of the 1940's. appropriate levels for use. Martin, Marvin. "Fifty Books They Can'tMortensen, Louise Hodc. "Pioneer Days." Resist." XXXIX (May 1962), 415-417. XXXI (Dec. 1954), 476.

17 Children's Literature-- 3

Suggests bibliography of children's books the authority of the list. He concluded the about pioneer days for communities observ-list should be accepted as suggestive only. ing centennials. Years written about go back to early 1800's. Potter, Marjorie F.The Hudson, Its Leg- ends and Its Lore." VII (Feb. 1930), 27- Murdoch, Clarissa "Books for Christmas."29, 42. III (Nov. 1926), 281-286. Presents interesting information about the Reviews muncrous children's books which Hudson River Area and the American folk- would be suitable for Christmas gifts, in-lore of that area as a background for the cluding, among ethers, Winnie the Pooh bystories "Rip Van Winkle" and "The Legend A. A. Milne, An Alphabet for Boys and Girlsof Sleepy Hollow." Deplores the fact that by Rachel Field, A Pilgrim's Progress byschools, libraries, and storytellers are not join: Bunyan, and flans Brinker by Maryusing important legendary material with Mapes Dodge. children to preserve the heritage of the Murdoch, Clarissa. "Favorites among Newmyths of the region. Books." III (June 1926), 199-202, 204. Power, Effie L. "Some Recent Children's Excerpts andreviews new children'sBooks." III (June 1926), 194-198, 201. books for children aged 4-12 years. Reviews recent books according to genre, Murdoch, Clarissa. "New Books for Chil-interest level, plot resume, and characteriza- dren." II (June 1925), 197-199. tions. Includes a bibliography. Lists books for children's summer reading.States thatchildrenprefer animalReid,Virginia M. "WeaningBooks." stories, folk tales, and romantic stories. Re-XXXVIII (Tan. 1961), 8-9. views new books from Russia, Sweden, Lists books to help "wean" children from Norway, and Spain, recommended for theirreading only readers. quality and illustrations. "Ride the Book Trail: A List of New Books Murdoch, Clarissa. "New Books for Christ-for Children." XI (Oct. 1934), 222-226. mas." II (Nov. 1925), 309-314. Lists good books in 8 categories, includ- Reviews new, substantial books availableing many still read in the 1960's. for children in 1925, including Jungie Days Roberts, Katharine 0. "Books with Ameri- 1w W. Beebe, Trairs End by B. B. Gilcrist,can Settings by Cornelia Nfeigs." XI (Feb. Silver Pennies by B.J. Thompson, and 1934), 45-47. others. Reviews the children's books written by "New Books for Boys and Girls-1935." XIICornelia Meigs. Books are not only good (Oct. 1935). 199-204. stout sea yarns, but each depicts a period Lists titles,authors, publishers of newof American history. books for boys and girls in 1935. Rollins, Charlemae. "Children's Books on "New Books for Children." (1) XIV (Oct.the Negro: To Help Build a Better Wc.rld." 1937), 227-231; (2) XIV (Nov. 1937),XX (Oct. 1943), 219-223. 2/3-274. Rates a group of books on basis of ob- Presents a book list under the headingsjective retorting or prejudicedreporting of animals, picture and fantasy, far places,about Negroes and other cultural groups. yesterday and today. Gives title, illustrator, publisher, date of publication, cost, and Rollins, Charlemae. "New Trends in Books description. about Negroes forChildren and Young People." XXIII (Nov. 1946), 287-289. Parks, Carrie Belle. "An Open Forum on the Acknowledges the growing recognition NVinnetka List." IV (Jan. 1927), 10-12. of the need for books on the problem of Reports the minutes of a 1926 meeting of Negro-whiterelationships.Citesspecific the National Council of Teachers of Englishbooks for different grade levels. Points out on the Winnetka List. Miss Mabel Vogelthat certain prejudices and stereotypes are explained it, and Dr. Willis Uhl questionedbeing lessened and omitted.

18 Children's Literature 3

Rollins, Charlemae. "Some Children's Books Simonson, Ida S. "The Christmas Time." for One World." XXXIV (May 1947), 286-VII (Dec. 1930), 246-250, 258. 288. Gives a bibliography of children's books Gives book list and questions to help afor use at Christmas time arranged accord- librarian pick the book which can help withing to topic and age level. each problem in dealing with Negro children and the white community, categorized fingley, Louise. "Nature Books for Vacation by age groups of readers and types of books. Days." VII (June 1930), 151-154. Listsapproximately 75 naturebooks Rue, Eloise. "Children's Reading and theavailable for children during the vacation War." XX (Oct. 1943), 214-218. days. Reviews a list of World War II children's books. Smith, Dora V. "Children's Books about China: A List Prepared for the Elementary Russell, David H. "An Evaluation of SomeSection of the National Council of Teachers Easy-to-Read Trade Books for Children."of English." XXI (Jan. 1944), 28-30. XXXVIII (Nov. 1961), 475-482. Lists suitable books on China recom- Reports the evaluation of 10 popular easymended for various grade levels. books for children. Concludes that good Smith, Dora V. "Make Friends with Books." trade books in a classroom are a stimulusXXVIII (Feb. 1951), 70-75, 85. to interest in reading. Provide: a list of children's books of 1950 Sattley, Helen. "Are You Celebrating Russiacategorized for interest and labeled as to Book Week? It's the Week of May 1-6." XXI recommended age group for each book. (Apr. 1944), 126-129, 150. Smith, Dora V. "Suggested Content for a Describes ways of becoming better ac-CourseinChildren'sLiterature."VIII quainted withRussia.Suggestsspecific (June 1931), 127-133, 151. books. Presents a broad overview of books avail- Satt ley, Helen R. "Children's Books aboutable for a course in children's literature. Foreign Countries:Evaluations and Re-Smith, Dorothy E. "A Few Books Which t evaluations." XXVI (Jan. 1949), 12-18, 26.Illustrate the Spirit of Christmas." XXIII Feels that two major problems facing(Dec. 1946), 364-366. those who work with children intheir Lists books divided into two main cate- reading relationships are(1)a need forgories: The Love of Man for Cod and The reevaluation of the children's books dealingLove of Man for Man. Each entry includes with foreign countries already in schoolsthe author, illustrator, and a brief sentence and libraries, and (2) a need for evaluationor paragraph. of new books in this area. Smith, Dorothy E. "New Books for Chil- Scanlan, William 1."100 Most Populardren." XXVI (Oct. 1949), 311-317. Books of Children's Fiction Selected by Emphasizes the need for children to get Children." XXV (,'eb. 1948), 83-97. a good foundation of information. Includes Discusses 100 most popular books in thebrief synopses of many types of reading St. Paul, Minnesota, library children's room. matter recommended for children. Shea, Agatha, and Staff. "The Spring Chil-Smith, Elva S. "The Children's Bookshelf." dren's Books." XXI (May 1944), 186-192. III (June 1926), 185-189. Reviews children's books for grades 2-9; Reviews several good books for children, includes some read-aloud books for pre-including two Athenian tales and three schoolers. Chinese stories, among others. Sickels, Evelyn R. "The American Farm in Smith, Irene. "Books for the Children's Song and Story: A Bibliography." XI (Oct. Christmas." XI (Dec. 1934), 258-262. 1934), 216-219. Stresses the fact that mere newness is the Offers an extensive bibliography for aleast significant factor in a collection of Farm Unit. books for children. In children's books, as

19 I Children's Literature 4 in any other kind, style, charm, depth, and 27. appeal make a book a book, and therefore Replieto children's librarians' criticism an object to possess. Recommends a num- of eve IA innetka Graded Book List in the ber of books suitable for children of various Sept. 3926 issue: (1) the selection of books ages, including Bible stories,fairy tales,is poor; (2) the grading is unreliable and biographies, and fiction. inaccurate;(3)the arrangement within grades, according to an index of popularity, Smith, Jean Gardiner. "Children's Booksis indefensible. [See Group of Librarians, about Latin America." XXI (Apr. 1944), this section.] 135-137. Includes books pertaining to the history, Washburne, Carleton, and Vogel, Mabel. folk tales, music, customs, and stories of"Supplement to the Winnetka Graded Book our Latin neighbors to the south. List." (I) IV (Feb. 1927), 47-52; (2) IV Smith, Mabel C. "Opening the Door to (Mar. 1927), 66-73. Book land." XXVI (Feb. 1949), 53-59, 64. Comments on the 4 poi its by which Shows how to instill in children a love 13 children's librarians evaluated the books for books. how to choose books for children, in this supplement and then excluded them and gives suggestions for book reports. from the Winnetka Graded Book List. Stanley, Emma M. "Suggestive ProceduresWhite, Elizabeth Riddell. "Recent Experi- in Remedial Work." III (Sept. 1926), 229. mentationinChildren'sReading."III Offers games for drill in remedial English (Sept. 1926), 233-234, 240. after tests indicate areas of error. Gives negative reactiontochoice of books in the Winnetka Graded Book List. Steinway, Louise S. "Stimulating Children to Read." XII (Nov. 1935), 226-230, 244;Whitehead, Robert. "Football Books for with Brown, Alice. "A List of Titles forBoys: A Bibliography for the Sixties." XLI Seventh Grade Readers," 228-230, 244. (Oct. 1964), 594-596. Two articlesexplain a supplementary Lists 3 types of football bookstechnical, reading program for 7th graders. Includebiographical, and fictionalall of which have 4 book lists. been published since 1960. Each has something to offer the boy reader: helpful play- Trommer,CarolineJ."Booksforthe ing tips; an inspiring college or pro football Gingham-Romper Age (To Be Read to herotoemulate; anexcitingstory of Children)." XII (Nov. 1935), 214-218. individual and team effort, with plenty of Contains short reviews of books to beplay-by-play action thrown in; the idea that read to very young children. Lists bookshard work and team play are the keys to published prior to and in 1935. success in football. Villard, Charlotte. "The Retarded Child Wilkinson, Mary S. "American Soldiers and and His Composition Work." II(Jan.Statesmen in Children's Books." VI (Feb. 1925), 21-22. 1929), 35-36. Advocates gathering data and giving a Evaluates and selects various books the diagnostic test at an early date in the yearauthorthinksappropriate.Arguesthat so that more individual attention can bemany teachers make a mistake by limiting given. Presents various drills. selection, for instance, by limiting reading Wadsworth, Marian. "The Ohio River Val- in February to books about Washington ley in Song and Story." IX (Feb. 1932),and Lincoln only, over and over again. 31-33, 46. Reviews 14 books about the early history Children's IMerature: of the Ohio River Valley. Book Reports-4 Washburne, Carleton, and Vogel, Mabel. "A Reply to the Critics of the WinnetkaAnderson, Lillian E. "The Story World." Graded Book List." IV (Jan. 1927), 6-9,IV (Dee. 1927), 308-309, 312.

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Relates an interesting tzchnique used inChildren.'s Literature: Lincoln High School, Tacoma, to injectGeneral-5 something differentinto the activitiesof Book Week. Book reviews are incorporated into newspaper articles. Altstetter, Mabel F. "Blue Willow." XXXVI (Oct. 1959), 367-373. Cosulich, Bernice. "The Newspaper Takes Gives a resume of the story Blue Willow a Hand: A Successful Book Review Con-by Doris Gates. test." IV (Oct. 1927), 231-233. Altstetter, Mabel F. "Peter Parley's Books Describes an effortto stimulatechil- for Children." XII (June 1935), 152-153. dren's interest in books through a book Describes entire series of books pub- review contest sponsored by a local news-lished by Samuel Griswold Goodrich in the paper. The contest asked 6th, 7th, and 8th1800's to take the place of Mother Goose, grade students tostate reasons why thePuss in Boots, Red Riding Hood, and others book could be recommended to their peerswhich he felt contributed to "much of the and alsotogive a description of theirvice and crime in the world." His Peter favoritecharacter.Presentation of prizesParley books had numerous engravings and at school assembly was coordinated withvery large print and were literally filled National Children's Book Week and pub-with facts and objective truths.' At first, the licized by the local newspaper. bookswerepopularinEnglandand America, but Mr. Goodrich fell his books Hall, Cecile B. "Motivating Interest in Re-were not well written and would soon be creative Reading." X (Dec. 1933), 256-forgotten. 259. Recommends a practice of oral book re-Ammerman, Kathleen. "Can Children In- viewing that requires discrimination. judg-terpret Literature?" XXI (Oct. 1944), 207- ment, a sense of proportion, and above all210, 223. thingsbrevity. Suggests ways children respond to the reading of literature if given the freedom Jordan, Alice M.; Overman, Ruth Ann; andand time. White, Elizabeth Riddell. "Bibliography of Children's Books and Reading-1927-1928."Arbuthnot, May Hill. "Children and the VI (Apr. 1929), 112-115. Comics." XXIV (Mar. 1947), 171-183. Contains a brief review of adult magazine Believes there are 7 types of comics and articles concerned withchildren's books,suggests that if they are used wisely and book reviews, Newbery Medal books, andsupplemented by good books, comics won't lists of children's books. harm children. Parents should prohibit lurid and sadistic comics. Martin, Kathryn J.; Brown, C. C., jr.; andArbuthnot, May Hill."Developing Life Hoffman, Norman C. "Book Reports: Prac-ValuesthroughReading." XLIII(Jan. tices and Recommendations." XLIV (Oct.1966), 10-16. 1967), 609-612. Believes that goad reading for children of Reports a limited survey of book report-all ages should give them a sense of enjoying practices in grades 2 through 7 in anment,compassion, courage,and values. endeavor to answer such questions as DoBecausechildrencontinuouslyidentify written book reports encourage or inhibitthemselves with the characters in a book, independent reading? Do they help a childat different ages they have different needs: to extend his interests and reading skills? (1) for the youngest child, Peter Rabbit, Millions of Cats, and The Happy Lion Walsh, Marian M. "Breaking the Monotonycould fill a need; (2) between the ages of of Book Reports." IX (Oct. 1932), 209-7 and 10, children are characterized by 212. their curiosity and zest for living; (3) pre- Suggests more interesting and motivatingadolescentshavegreatsympathyand aspects of book reports by children. courage as characteristics; (4) children at

21 Children's Literature-5 all levels need a sense of fun. Suggests such Barnes, Walter. "Who Should Select the booksasMary Poppins,Mr.Popper'sReading for Children?" IV (Mar. 1927), Penguins, and Henry Huggins. 61-65. Discusses using the force of children's Arbuthnot,MayHill."Literatureandinterests in teaching them to read. Main- Reading." XVII (Jan. 1940), 3-8. tainsthatonlylibrarians,teachers,and Discusses how children should be helped other highly trained experts in the field of to enjoy good literature. reading are qualified to determine what the Archer, Marguerite P. "A Baker's Dozen in best books for children are. Juvenile Fiction." XXXIX(Apr.1962), Barry,J.Richard. "How IGained the 324-325. Garden of Literature." XIV (Feb. 1937), Listsandassessesthevaluesof13 64-65. fictional works for the middle grades. Describes how a teacher of the author, in a one-room rural school, instilled in her Armstrong, D. T. "How Good Are thepupils a love for literature. Comic Books?" XXI (Dec. 1944), 283-285, 300. Baruch, Dorothy W. "Trends in Children's Discusses the use of comic books andLiterature Today." XII (Oct. 1935), 187- theirpotentialpositivecontributionto 191. children's literature. Discusses important trends in children's literature. Central criterion for a book is Barlow, Rowena. "The Teaching of 'Littlenot always literary value, but child's re- Black Sambo': A Symposium."I(Dec. sponse to the book. Gives new emphasis to 1924), 262-267. poetry and creative language ability. Describescomparativeproceduresfor teaching a familiar story to young children. Becker, May Lamberton. "The First Chil- Is divided into the following four sections: dren's Spring Book Festival." XV (Mar. (1) standards for judging classroom activi- 1938), 98 -100. ties; a teacher's organization of a group Describes a Spring Book Festival in New and her initial plans for teaching it;(2) York.Criticizesthefactthatfor three group analysis of the class taught; (3) class-months prior to Christmas there is an over- roomobservations;(4)suggestionsforabundance of new books for children and teaching Little Black Sambo. for the rest of the year there is nothing. Beim, Harry. "Poetry,Fantasy, and Barnes, Ruth A. "The Newbery Prize List."Reality." XLII (Apri. 1965), 355-361. VI (Mar. 1929), 74-75. Defines the terms of the titleintheir Listsandreviewsthesevenbooks application to types of literature. receiving the Newbery Medal from 1922- 1928: 1922, Hendrik Van Loon, Story ofBelser, Danylu. "The Reading Interests of Mankind; 1923, Hugh Lofting, The StoryBoys." III (Nov. 1926), 292-296. of Dr. Do little;1924, Charles Boardman Finds that reading interests vary accord- Hawes, The Dark Frigate; 1925, Charlesing to grade levels and appear to coincide J. Finger, Tales from Silver Lands; 1926,with age characteristics. Reports evidence Arthur B. Chrisman, Shen of the Sea; 1927,from the following sources:(1) available Will James, Smoky;1928, Ulan Copalliterature on the subject; (2) conferences Mukerji, Gay Neck. with librarians on observations of children's reading at 6 libraries;(3)questionnaires Barnes, Ruth A. "What Book Shall I Buyfrom 112 boys and 125 girls in grades 4-12; for My Boy?" V (Dec. 1928), 307-308. (4) survey of reading interests of German, Recommends and discusses some classicFrench, and Italian children; (5) the in- adventure stories forboysRobinsonfluence of illustrations. Crusoe, Moby Dick, Treasure Island among themto tempt them away from PoliceBerry, Katharine R. "Rhythms in the School Gazette. Program." XXV (Apr. 1948), 221-227.

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Presents rhythm and music as a part of Children choose their own readings. How- nature whichisessentially physical and ever, if a child reads only in one field, he is emotional. Emphasizes choral speaking as brought to realize, with the teacher's help, an avenue for the enjoyment of oral ex-the enjoyment of other subjects. After he pression of poetry. Includes examples ofhas read the book, the student gives a choral speaking which could be used in short report. Reading tests are used also. the primary grades. Bright, Winifred M. "Music in the Story Bishop,Merrill. "Appreciation Classesin Hour." VI (Oct. 1929), 207-209. Sixthand SeventhGrades." IX(June Discusses how music appreciation may be 1932), 151-152. developed in children through correlating Presents plans for a course for uppermusic and literature in a library story hour. grade students exposing them to works ofIn this activity the storyteller plays music great artists, musicians, and composers. The when it can be brought appropriately into objective is to help the student formulatethe story. Includes the writer's combined standards of aesthetic judgment which willbibliography of stories and music compiled aidinappreciationof music,art,and for the purpose. literature. Brink, Carol Ryrie. "Make It a True One." Bovyer, George C. "Stories and Children'sXIII (Jan. 1936), 10-13. Concepts of Sportsmanship in Fourth, Fifth, Stresses the point that actual experience and Sixth Grades." XXXIX (Dec. 1962),is more interesting than the usual fiction. 762-765. Concerned that the past is being lost today Reports a research study in intermediate and feels we must work to keep remem- grades on the effects of reading. brances alive. Bowes, Fern H.; Painter,Florence; andBritton, Jasmine. "Notes on Editions." IV Lynn, Vesta. "Use of Recorded Music to (Jan. 1927), 13-14. IntroduceLiteraturetoChildren." XIX Concerns the librarian's tasks of choosing (May 1942), 178-180. among various editions. Values to be con- Advocates the use of music appreciationsidered are the appropriateness of the trans- in motivation for reading a book such as lationandadaptation,thequalityof Heidi. Suggests presenting first the music, illustrations, the price, and the mechanical "A Shepherd's Life in the Alps." A good features such as type, margins, and binding. teacher can develop more appreciation for13nry:lutugh, Florence. "Children's Choices music and art in this way than by takingof Reading Material." XVI (Oct. 1939), them as separate lessons. 20(3-228. 13rady, Florence A. "The Use of Marionettes Reviews a researchproject whichat- in Literature." XXII (May 1945), 182-185. tempted to ascertain the kind of books chil- Discusses the value of using marionettes dren read outside the classroom, in hope of and puppets in the study of literature and encouragingteacherstoinvestigatethe outlines steps for such a program. reading interests of their students and to help them achieve balance in their reading Bran ley, Franklyn M. "The Plague of theprograms. The children surveyed liked ad- Comics." XIX (May 1942), 181-182. venture,action,andhumorinbooks. Contends that harmful effects can comeAdvises teachers not to become overly con- to children from reading too many comiccerned with children's absorption of undesir- books. Children can be motivated to read ableliterature,which,intime,most good books by exhibiting bookjackets, outgrow; yet urges them to promote reading starting book clubs, and by making groupof desirable literature. trips to the public library. Brumbaugh, Florence. "Educational Values Brecht,EthelL."AdventuresinFreeof Animated Cartoons." XIX (May 1942), Reading." XXIV (Jan. 1947), 13-17. 163-164, 167. Describes a method in which children Suggests that reading isan escape to are motivated to better free reading habits.other worlds. For those children who are

23 Children's Literature-5

not good readers cartoons have a definite Finds limitations to "A Novel Book list place; e.g., they allow an awkward childfor Boys" compiled by Jack Robbins in to escape into a world where everyone is1929, saying that it underestimates a boy's graceful. Cartoons show the world in aability. Urges that the scope of the booklist simplified manner. be widened. Brunot, Eugenia."Booksfor Boys andCasmir, Fred L."Children'sBooks: A Girls Who Don't Like to Read." XII (Nov.Search for Reality." XXXIX (Dec. 1962), 1935), 219-222. 803-805. Lists common obstacles to children's en- Argues for fantasy in children's books by joyment of books. Suggests books whichshowing the extremes to which "realism" may appeal. can go. Burrows, Alvina Treut. "A Critical Study of Little Women." XXXVII (May 1960),(Certain, C. C. and Classes.] "Book Week 285-292. Suggestions." III (Oct. 1926), 256-257. Reviews Little Women by Louisa May Collects ideas promoting the reading of good books. Major categories of suggested Alcott, considering it as a biography of theactivities are (1) dramatization, (2) book Alcott family, evaluating it for style andlists, (3) book reviews and advertisements, technic whicheffectivelycombinedia-(4)libraries,(5) logue and action, and taking into account readingaloud,(6) miscellaneous,(7)contests,and(8) its treatment of perennial, universal themes exhibits. including integrity and idealism in conflict with decadence and materialism.TheseChambers, Dewey W. "Storytelling: The universal themes appeal to young girls and Neglected Art." XLIII (Nov. 1966), 715- make the book a favorite with them. 719, 729. Asserts that a good storyteller can never Burton, Dwight L. "SportsFoot in thebe replaced by electronicdevices. Folk Doorway of Literary Appreciation." XXXIliterature, personal experiences, and local (Oct. 1954), 343-344. folklore are some of the sources for story- Suggestsan approach toreading bytellers. Offers technics for effective story- using the unit topic "Sports and Sportsman-telling and a short bibliography of stories ship" to bring about "sensitivity of responsewhich could be used, as well as a bibliogra- to literature as a part of the sensitivity ofphy on technics. response to experience." Bush, Sadie. "In the Realm of Children's Cianciolo, Patricia J. "Children's Books Can Reflect the American Style of Living." XLI Reading." III (June 1926), 181-184. (Nov. 1964), 773-777, 822. Discusses benefits of good books in the life of children: from improved vocabulary Notes some specific values reflected in to cheerful disposition. contemporary children's literature and cites recurring themes in current literature: both Campbell, Clara E. "A Research Problemtraditional values and the effects of chang- in Children's Reading." VI (Jan. 1929),ing times find expression in literature for 1-2, 27. children. Presents partial findings of a study on theCianciolo, Patricia. "Motivation and Inter- use of a small public library by 516 studentspretation in the Literature Program." XLIV aged 4 to 17 years. Recommends procedures (Mar. 1967), 208-215, 269. for book selection and use. Presents guidelines for selecting adult- Cann,Muriel E. "The NewberyPrizedirected motivational activities: (1) pupil Books." XI (Sept. 1934), 180-182, 192. initiative should be developed through the Discusses the 1934 Newbery Medal win-learning experience; (2) the learning ac- ner, Invincible Louisa, and the history andtivity should develop acceptable habits and awarding of the medal. attitudes; (3) each learning activity should contributetothe achievement of some Carter, Julia F. "Some Thoughts on Boys'worthwhilepurpose. Discusses adult- Reading." VII (Sept. 1930), 175-178. directed motivational activities:television

24 Children's Literature 5 productions, book talks, reading aloud and Dale, Daisy G. "Love of Literature Begins storytelling, and book clubs; these shouldin the Kindergarten." XXXV (Jan. 1958), be used only when they will be particularly28-29. helpful. Gives guidelines for selecting pupil- Lists ways of acquainting kindergarten made interpretive activities:creative dra-children with books in instilling a love for matics, book reports and reviews, graphicliterature. Also stresses care of books. art interpretraion, games and puzzles, and a survey of the publishing process. Dalgliesh, Alice. "Stars to Steer By." XVIII (Dec. 1941), 288-290. Clark, Margaret M. "Children's Book Clubs Relates a real life experience from which and Awards." XX (Oct. 1943), 235-239. the author saw the importance of the role Describes book clubs and awards of thethat reading material can play in helping day and their influences. children face life courageously. Compares Cober, Mary E. "An Elementary Bookappropriately selected materials to stars in FairFun and Knowledge." XXXI (Oct.the dark night. Recommends stories. 1954), 338-339. Davey, Irma. "Sister, Board that Space Describesa bookfairprojectinan Ship." XXXI (Oct. 1954), 345-346. elementary classroom in which the exhibit Suggests that books be supplied to sus- was planned around a selected topic. tain the interest of youths in space and jets. Coryell, Hubert V. "Gates to Open." IIIDavidson, Letha M. "Book Selection in (Oct. 1926), 243-245, 255. Time of Depression." X (May 1933), 115- Encourages teachers to help students to 118. 125. enjoy good literaturea lifetime joy. Discusses the factors involvedin the Crosson, Wilhelmina M. "The Negro in selectionof books during a depression: money must be spent proportionately; books Children's Literature." X (Dec. 1933), 249- 255. should he examined beforehand; only the best books should be replaced; and teachers Explainsthat "Negro literature"isa blanket term used in this article to denoteshould confer with librarians. literature for Negroes, by Negroes, andDavis, David C. "Bringing in the Sheaves." about Negroes. Offers an extensive bibliog-XLIII (Jan. 1966), 17-20, 42. raphy. Discusses the problem of quality in chil- Cutler, Mary Avis. "The Book Written withdren'sliterature.Promotional procedures a Purpose." XIII (Apr. 1936), 131-134. and economic gain should not infringe upon Concerns itself with the inadequacy ofthe major goal of literatureto record the children's literature. Makes an appeal fortruth of human thought. books with a real purpose. Davis, David C. "Phantoms in Children's Cutright, Frank, Jr. "Shall Our ChildrenLiterature." XXXIX (May 1962), 403-407, Read the Comics? Yes!" XIX (May 1942), 417. 165-167. States that phantom and ghost stories in Admits that people call comics horrifying,this age of scientific reasoning are seldom pornographic,inartistic,butmaintainsrecognized by the expertsor criticsas that these same adjectives may be used to qualityliterature.Describessevenout- describe any creative work done by man.standing phantom forms. Does not think we dare prohibit the read-Davis, David C. "What the Cat in the Hat ing of comics; recommends their use, some-Begat." XXXIX (Nov. 1962), 677-679, 746. times even in school. Discusses trade books and the purpose Cutter, Marian. "Whither Away!" VI (Apr.they serve in the educational system. Sum- 1929), 98-99. marizes their qualities and faults. Suggests a need to initiate and maintainDeaton, Mary B. "Reviewing Children's children'sinterestsinbooks by havingBooks." XIX (Oct. 1942), 206-208. parents continue to select books to increase Suggests points to include when review- a child's range of interests. ing a book. Rigidity or sequence of points

25 Children's Literature 5

depends on the purpose of the review and storiesforthe young child.Includes a the type of book. bibliography of realistic stories for young children. Deed, Mary D. "Literature as an Approach to the Teaching of Citizenship." III (Feb.Eisenman, Sister M. Victoria, O.S.B. "The 1926), 58-59. Situation in Literature." XLII (Oct. 1965), Gives example of a class learning citizen- 644-645. ship through literature. Points out roles of Discusses a study involving about 1,000 student and teacher. children from grades 5 and S. The purpose Denecke, Lena. "Fifth Graders Study thewas to determine actual attitudes toward literature and to identify factors related to Comic Books." XXII (Jan. 1945), 6-8. favorable attitudes. . Argues for teaching children to discriminate between wholesome and unwholesomeEllinger, Bernice D. "Literature for Head comics; describes procedure for same. Start Classes." XLIII (May 1966), 453- Doherty, Lillian J. "By the Way of Liter-459. ature." XXVII (Apr. 1950), 222-225. Discusses the benefits of literatureto Suggests ways in which literature mightchildren in the Head Start program and be used to help increase the mutual under- provides a brief annotated bibliography of standing of pupils. Following the readingappropriate materials. of a story, the teacher directs discussionsEvans, Clara. "Enjoying New Books with leading to solving of problems faced byChildren." XXIX (Nov. 1952), 419-420. the class members. States suggestions for reading new books Drohan, Gertrude. "Straws in the Wind." to the class. Concludes that oral readings by XII (Feb. 1935), 45-46. teacher to the class actually improve the students' reading ability. Concerns what children discuss in their free time. Do they talk about charactersEvans, Clara. "On Reading Aloud." XXVIII from good books or funnybook characters? (Feb. 1951), 82-85. Eighty-seven 6th grade pupils were asked Emphasizes the importance of parents' to write the names of as many characters reading aloud to children in the home. Lists from books and funnies as they could inthe kinds of stories that should be read to tenminutes;funnies won by an over-various age groups. whelming margin. Since children apparently lack an appreciation of good literature, the Evans, Clara. "Stories and Poems for Young author advises having "Book Weeks" andChildren." XXV (Nov.1948), 424-425, "Spell-downs adapted to hook lore" to help457. solve this deplorable problem. Suggests ways for teachers in the primary grades to make the story hour enjoyable Dukler, Margot. "Five Popular Children'sfor both teacher and children. Authors." XXXV (Jan. 1958), 3-11. Studies popularity of children's books and Evans, Eleanor M. "Objective Testsin rates five as most durable: (1) Caps forEighth Grade Literature." V (Jan. 1928), Sale by Esphyr Slobodkina;(2) Curious 13-22. George by H. A. Rey; (3) The Noisy Books DescribesEn dishliteratureobjective by Margaret Wise Brown; (4) Millions oftests worked out by the author and carried Cats by Wanda Gig; and (5) Madeline byout under the direction of Dr. Florence E. Ludwig Bemelmans. Bamberger, The Johns Hopkins University. They are equal in length and difficulty and Dunsmore, Jessie. "The Realistic StoryAme standardized. They are to be used as a Mirror of the Times." X (Oct. 1933), 192-motivation and study guide for students 194, 216. and to a certain extent to ascertain the Discusses different schoolsof thoughtamount of retention to be expected from concerning children andchildren'sliter-classroom instruction. The tests cover the ature. Expresses the need for a change infollowing literary selections: children'sliteraturewith morerealistic The Courtship of Miles Standish, Evan-

26 Children's Literature 5 gelfne,A MidsummerNight'sDream, Answers an article by H. Van Loon in Ivanhoe, The Cricket on the Hearth, Juliusthe Nieto Republic. Van Loon had argued Caesar, The Tempest, Treasure Wand. for using children's literature as a medium for conveying information, while Finger Fagerlie, Anna M. "Books for Beginningholds that imaginative literature should not Readers." XXXIX (Mar. 1962), 189-190. be reducedto information disguisedr; Gives brief commentaries on a few books amusement. on the market for the beginning reader. States that not all children's books makingFranc, Lillian. "IntergroupEducation an appearance possess true literary quality,through Literature in the Fourth Crade." and teachers should take care to chooseXXVII (Apr. 1950), 226-229, 239. books of high literary quality. Describes use made of literature in group therapy when reading material was selected Faith. Allen. "What Children Like to Read." which would help bring about discussion. II (Oct. 1925), 283-284. After students became accustomed to par- Conveys the importance of acquaintingticipating, they learnedtechnicsof role children with good books at an early ageplaying and panel discussion. so that this taste will continue in adult life. Frazier, Alexander, and Schatz. Esther E. redder, Alice N. "Children's Books and"Teaching a Picture Book as Literature." Illidges." XXVI (Oct. 1949). 301-310. WTI (Jan. 1966), 45-49, 59. Expresses the importance of good leader - Enumerates the findings of an experiment shin in helping parents choose children'sin 2nd grade in which a picture book was books. Gives a plan to follow and suggests used. Concludes that much value results how to get a plentiful supply of books. from reading literature to oneself and then discussing it with others. Fediacvsky, Vera. "Methods of Studying Children's Interest in Reading." IV (Jan.Frederick, John T. "Books of War and 1927), 3-5, 14. Peace." XX (May 1943), 180-183. Outlines some methods used to determine Surveys the notable books of the time Russian children's literary preferencesat dealing with the topics of war, war aims. different ages. Four technics were used:and peace. (1) writing down requests; making a dis- Frederick, John T. "Literary Enthusiasms." tinctionbetweenschooldemandsand IX (Sept. 1932). 186-187. preferences arising from interest only; (2) Emphasizes the importance of establish- recording the child's opinions of a book heing and developing personal preferences in has read; (3) observing remarks set downreading worthwhile literature. on the reader's card, which includes what influenced the choice of the book, the useFristoe, Dewey. "Teaching Literature in of the book, and the assessment of thethe One-Teacher Rural School." XVI (Nov. book: and (4) watching the child audience 1939), 265-270. when it is being read to. Describesthe scarcity of reading material, including magazines and reference Fenwick, Sara Innis. "Evaluating Mystery books,in a smallrural school and calls Stories for Children." XXV (Dec. 1948), attentiontotheadvantagesof having 521-524. abundant resources. Presentscriteriafor the evaluation ofFrost, Margaret F. "The Children's Opinion mystery stories for children on the basisof Comic Books." XX (Dec. 1943), 330- thatthisfictionhas apotentialimpact 331, 341. beyond general reading because of the high Surveyschildren'sopinions and judg- emotional coloring, extreme focus of at-ments of comic books and the effects of tention,creationof amentalstateof comic books on character formation. suspense. . Garnett. Wilma Leslie. "A Study of Chil- Finger, Charles J. "Foot Note on Mr. Vandren's Choices in Prose." I (June 1924), Loon." X (Jan. 1933), 3-5, 18. 133-137.

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Gives an idea to its reader to look at Reviews somechildren'sbookswith what a certain age or grade level of pupils"Aloneness" as the theme. areinterestedin or likebest, and not assign just any prose selections. Gritzner, Florence A. "A Children's Book Quiz." XXIV (Jan. 1947), 23-24. Garnett, Wilma L. "Teaching Reading in A 25-question quiz, for the well-read Parma 1939-1940." XVIII(Apr.1941),junior high pupil, identifies the name of 115-122, 138. the book or the author. Discusses the philosophy of reading good books as a means of making life meaningfulGuilfoile, Elizabeth. "Good Books for Chil- and rich:a guide for setting up an in-dren." XLIII (Jan. 1966), 21-25, 55. dividualized reading program in the elemen- Lists various criteria for good children's tary grades. books. Maintains that a good book,no matter what kind, should speak to the child Gast, David K. "Minority Americans inat his level of understanding. Children's Literature." XLIV (Jan. 1967), Gunderson, Agnes G. "What Seven-Year- 12-23. Olds Like in Books." XXX (Mar. 1953), Analyzes recent children's literature as to 163-166. characterizations of minority group Ameri- cans. Selected conclusions: (1) traditional, Reports a study conducted to find out uncomplimentary stereotypes have largely what 7-year-olds like in books. disappeared; (2) occupational stereotypesCuntcrman, Bertha. "The Larger Heart, the of all groups, except the Negro, are stillKindlier Hand." XIII (Feb. 1936), 54-57. present; (3) Japanese and Negroes are more Discusses the use of books in helping us thoroughly assimilated than are Americanform judgments, understandothers, and Indians, Chinese, and Spanish-Americans;thinl- critically. Stresses the importance of and (4)social acceptance of Negroes isbooks in helping children form independent, dominant in books about Negroes. Recom-thoughtful judgment in a time of social mends that more books, both in schools and change. Based upon firsthand, realistic ob- in trade circles, contain fewer generaliza-servation of people of various cultures. tions. Suggests further areas needing research. Guttery, Jean. "Style in Children's Litera- ture." XVIII (Oct. 1941), 208-212, 240. Geltch, Irene, and Meloy, Irene B. "Some Explains the characteristics of good style Outstanding Fall Children'sBooks." XXin children's literature. (Dec. 1944), 292.300. Had low,Ruth M. "Caddie Wood lawn." Lists 8 primary, 10 middle grade, and 10XXXVII (Apr. 1960). 221-226, 237. upper grade books, giving a brief descrip- Writes concerning the history of the New- tion of each. bery Medal winner Caddie Woodlawn pub- Gillis, Lyla Greathouse. "Early Adventuringlished 30 years ago on the life of an 11-year- with Books." XXII (Oct. 1945), 201-206. old girl growing up in pioneer days in Wis- Suggests means to stimulate children toconsin. Caddie's adventures, problems, so- read more books, such as bulletin boards,lutionsthe gamut of child lifeand her book nooks, and getting children's opinionsunderstanding and responsible parents still on books. appeal to children in the atomic age. Harbage, Mary. "The Endless Stairs. XXXV Goldsmith, Sadie. "The Place of Literature(Mar. 1958), 143-149. in Character Education." XVII (May 1940), Compares long, dreary, boring books for 176-178. children to endless, almost insurmountable Enumerates qualities of literature thatstairs. Suggests ways for making books more may become an integral part of the child'sinteresting. Includes a book list. life in character education. Hatfield, W. Wilbur. "Literature for Per- Goodrich, Catherine. "The Many Faces ofsonal Growth." XXIII (Apr. 1946), 149- Aloneness." XL (Feb. 1963), 135-141. 153, 156.

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States that the school has a responsibilityHuck, Charlotte S. "Planning the Literature in developing literatureto promote per- Program for the Elementary School." XXXIX sonal intrinsic growth. Ideas are derived (Apr. 1962), 307-313. flom an address given by the author as Acknowledges the fact that little planning editor of the English Journal. Notes in sum-has taken place in the elementary school mation that wisdom to be gained from liter- for a course in the literary value of litera- ature is in part attaching the right feelingsture. Children satisfy their desire for infor- to the right things or causes. mation and intellectual stimulation through Heriot, Grace Miller. "Children and Biog-wide reading, but do they enjoy it? Stresses raphy." XXV (Feb. 1948), 98-102. that the explosion of knowledge makes it essential that children become fluent readers Names three ways biographies appeal and sociologists are predicting amazing in- though they are not usually constructed oncreases of leisure time in the future. How the comprehension level of the child. Alsowill children and adults use books in that talks about autobiographies. Gives list ofleisure time? books. Hollowell, Lillian. "Biography for YoungHunt, Clara Whitehill. "Some Recent Books Readers." XXIII (Oct. 1946), 262-266. for the Younger Children." VI (Mar. 1929), Relates several reasons for increased in- 65-68. terest in biographies. Also includes a list Laments the lack of early training in cul- of biographies for young readers. tivating an enduring taste for fine reading starting at an early age. Lists wholesome Hollowell, Lillian. "Children's Book Awards."books that will live in a child's heart. XXVIII (Dec. 1951), 468-474, 491. Discusses the influence of book awards,Huus, Helen. "Developing Tastes in the among them the Newbery, Caldecott, andElementary Grades."(1) XXXIX (Dec. Follett Awards, Junior Book Awards given 1962), 780-789; (2) XL (Jan. 1963), 56- by the Child Study Association of America, 67. and others given by the Boys' Club of Part I identifies and discusses some of the America, on writers, illustrators, and pub-factors influencing literary appreciation: in- lishers. The awards are intended to stimu- telligence, age, home background, school late interest in and improve the quality ofsituation, and teaching methods. children'sliterature,especiallybecause Part II describes tests of literary appre- todaychildren's book publishingisbig ciation and tells how to improve children's business. tastes through literature lessons and special activities. Outlines needed research. Homze, Alma. "Interpersonal Relations in Children's Literature." XLIII (Jan. 1966),Irwin, Martha E. "Evaluating Elementary 26-28, 52. Literature Programs." XL (Dec. 1963), 846- Feels that understanding children's books849, 888. is a prerequisite to understanding children's Gives several tentative criteria for evalu- behavior. Relates author's conclusions afterating elementary literature programs:li- making a survey: children's books shouldbrary facilities, classroom organization, and stress relationships of the individual in the classroom activities concerning reading. family, in the peer group, and in society. Jacobs, Leland B. "Children Need Litera- Huber, Miriam Blanton. "Children's Litera-ture." XXXII (Jan. 1955), 12-16. ture: Some Disputed Values." XI (Feb. Presents a broadly conceived plea for 1934), 33-35, 50. literature for children in general education, Presents two sides of the controversy over giving seven reasons in its rationale. content in children's literature. First methodJacobs, Leland B. "Literature's Plums in ofselectingreadingmaterialisadult- the Christmas Pie." ,XXXIII (Dec. 1956), centered. Author advocates that the child 477-485. learn to develop skills of selection. Respon- Points out how literature can contribute sibility lies with school to provide oppor-to the delight and understanding of Christ- tunity, experiences, variety, and freedom. mas. Suggests the uses of realistic, religious.

29 Children's Literature 5

and make-believe stories for children, asneeds a well-developed knowledge of chil- well as poetry. dren's literature. Jacobs, Leland 13. "Some Observations onKeith, Elizabeth. "The Lore of Yesterday Children's Historical Fiction." XXIX (Apr.and the Lure of Today: Some Bookson 1952), 185-189. Travel, History and Biography." V (Mar. Discusses characteristics of historical fic- 1928), 87-89, 94. tion for children. Includes a collection of excerpts of works Jacobs, Leland 13. "Story Telling, the Cap- on travel, history, and biography, by various tor." XXXIV (Mar. 1957), 152-154. authors, which are intended to meet the Pinpoints the values of storytelling: capti- needs and satisfy the curiosity of children. vation, relaxation, refreshment and enrich-Kin loch, Lucy M. "Individual Libraries for ment, involvement, the circuit of the fa-Our Children." XII (Nov. 1935), 211-213. miliar, and a bridge to the unfamiliar. Pleads with parents and relatives to dis- Jacobson, Gladys. "Book Fair at Danielcriminate inchoice of children's books. Webster." XXVII (Oct. 1950), 356-367. Mentions prizes given by various institutions Gives a detailed account of the planning for best student libraries. and production of a book fair by children and teacher. Kin loch, Lucy NI. "The Menace of the Series Book." XII (Jan. 1935), 9-11, James, Thelma. "Story-Telling and Chil- Good books for children are read,re- dren's Literature." V (Mar. 1928), 90-91. viewed, and discussed by experts, but what Describes how students from City College about poor books? Some think it is better of Detroit told stories to ten thousand chil-for children to read them than not to read dren in various hospitals, orphanages, andat allothers believe it an utter waste of centers for child care. The test of eachtime, deadening the child's mentality with selection was an oral rendition. Claims thatcrude language, melodramatic situations, stories of the time are not written withand very commonplace vocabulary. Series children in mind, or to be told. Selectionbooks in particular have limited vocabulary of storiesisa process involving criticaland repeated characters; the readermay thinking, and the relating of stories is anread 50 series books without ever having artistic process. to use his mind or imagination after the first book of the series. Jenkins, 'William A. "The Future of Chil- dren's Books." XLII (May 1965), 502-512,Knapp, Elizabeth. "Random Notes on Chil- 578. dren's Tastes." II (Oct. 1925), 288-289. Reports the findings of a survey of editors Explains why getting a true picture ofa of children's books which indicate parentalbook (ram a student is very difficult: the hick of awareness and teacher lack of knowl-child is often more eager to please the in- edge of children's literature, and generalstructor than to present actual facts. editor concern for literary quality and increased effort to motivate children to read.Korey, Ruth Anne. "Children's Literature for Integrated Classes." XLIII (Jan. 1966), Joll,Leon ..d W. "Developing Tastein 39-42. Literature in the junior High School." XL Deals with the major problem of improv- (Feb. 1963), 183-188, 217. ing instruction in an integrated classroom. Describes literary taste of junior highRelates several reasons why literature should school students and discusses practices inbe adapted to meet the needs of sucha developing literary tastes. classroom. Lists suggested books. Karp, Mark, and Abrams, Dorothy A.Kozlak, Mary A. "Teaching Humorous "Keeping Up with Children's Literature."Literature." XII (Oct. 1935), 192-193. XVIII (May 1941), 172-174, 189. Relates how the author taught a uniton Presents a variety of sources that are in-humor by using works of American humor- dispensable to the classroom teacher, whoists.

30 Children's Literature 5

Landau, Elliott D. "After They Learn to Contends that literature, with its ability ReadWhat?" XLI (Dcc. 1964), 877-878. to develop imagination, should be a part of Stresses the importance of guidance inthe language arts programinthe early the kinds of literature children read in ordergrades. to have their "sensibilities" challenged as well as their imaginations captivated. Logan, Conrad T. "'Cautionary' Stories for Children." VII (May 1930), 124-125, 133. Landau, Elliott 0. "The Children and the Urge.; caution in the choice of stories for Experts Agree." XXXIV (Dec. 1957), 561-children and awareness of sonic of the 563. problems children find in books. Looks at books selected by experts and children and finds that they agree. FavoriteLohrer.Alice."GuidepoststoChildren's book is Mary Poppins. Books." XXXV (Apr. 1958), 215.220. Describes how parents can guide chil- Lang, Harriet Geneva. "Materials for Chil- dren's reading habits by using critical judg- dren's Book Week." VI (Oct. 1929), 204-ment in selecting books for children. 205. Elaborates on ideas and materials thatLowe. Orton. "Teaching Literature in the may be considered by the classroom teacherGrades." I (June 1924). 127-130. in preparation for Children's Book Week. Asks "How can we induce boys and girls Gives such suggestions as colored bookof elementary school age to love the reading jacket displays; slogans or poetris on theof literature and thereby enlarge their verbal blackboard; plays and pageants. Includes a and emotional horizons?" Answers by stat- bibliography of suitable plays and detaileding: "The thing to shun is ovcrformalizing projects. literature. overanalyzing it, and trying to examine on it." 'Amick, Nancy. "Children's Book Clubs and the Reading Explosion." XLI (Feb. 1964),McCabe. Martha R. "Early American Juve- 165-166. nilia." XII (Dec. 1935). 251-256. 270. Presents an idea on bow many books are Takes a look at books available to chil- being purchased by youngsters. Thirty todren of Colonial America, such as, The New Ihirty-five book clubs distribute closeto England Primer, Limed Twigs to Catch forty million books to children from ageYoung Birds, The Mot;,'r's Catechism, The two and up. Young Tyro's Instructor, and Early Piety. Leonard, Sterling Andrus. "Teaching Litera-MeCartey, Florence E. "A Rib lio-Biography." ture for a Fuller Experience." I (Mar. 1924),VI (Oct. 1929). 210-213. 5-7. Presents the writer's reading experience Suggests we "find where children are"from childhood to adult years. and what they likethen give them more excellent things of the same sort withoutMcClelland. E. H. "The Problem of Avia- baste to force them into adult judgments.tion Books for Boys." VII (Mar. 1930), 57- States the belief that we must set aside58. 79. literature as a definite province of enjoy- Criticizes the caliber of hooks being writ- ment of experience. ten for boys on aviation. Provides a useful list of books for teachers and presents some Lindahl. Hannah M., and Koch, Katharine.of the problems encountered in selecting "BibliotherapyintheMiddle Grades."books in this field. XXIX (Nov. 1952), 390-396. Elaborates on the adjustment mechanismMcConnell, Gaither. "Achievement Factors of identification through recreational read- inJuvenileBiographies." XXXII(Apr. ing as therapy for some disturbed students. 1955), 240-244. Lists an annotated bibliography classified Discusses content analysis of biographies under 8 common frustrations. for children. Lists 24 works. Loban, Walter. "Balancing the LiteratureMcConnell, Gaither. "Criteria for Juvenile Program." XLIII (Nov. 1966), 746-751. Biographies." XXXIII (Apr. 1956), 231-235.

31 Children's Literature -5

Presents two most important criteria inliterature program:(1)read surveys of setting standards for juvenile biographies:children's literature;(2) become familiar individuality and truth. Shows the impor- with the children's literatureitself;(3) tance' of identification with heroes in form-learn about the authors;(4) investigate ing character. biographies for children; (5) evaluate the McConnell, Gaither. "Lives of Great Mentotal format of the book; (6) introduce All Remind Us.. ." XXX1X (Nov. 1962),stories which must be interpreted to be 713-718. appreciated;(7)familiarize the children Explains the importance of biographies inwith poetry. children's literature. Maddock, Lawrence H. "What Is Good Literaturefor Children?" XXX1V (May McConnell, Gaither. "Modem Biographies 1957), 298-300. for Children." XXX (May 1953), 286-289. Lists 6 characteristics of children's good Discusses a survey made of children'sliterature: (1) author does not condescend; biographies and makes the following con-(2) plotisgood;(3) clusions: (1) there are still some heroes to characterization is be written about; vivid; (4) dialogue is effective: (5) descrip- (2) some biographiestions appeal to the senses; (6) book is moral need to be better written: (3) there is abut does not moralize. need for more biographies for younger children: (4) there should be more biographiesMark. Ruth W. "Johnny's Adventures in about women; and (5) new biographiesLiterature." XXX1V (Nov. 1957), 467-474. of old subjects need to be written. Describes the author's insight into her son's reading material. McFadden. Dorothy L. "How to Run a Book Fair." XXXV (Mar. 1958), 168-175. Martin, Helen. "Recent Fiction for 'toys." Tells of experiences in running a bookV (Feb. 192E1, 36-39, 63. fair; gives the purpose for and problems Reviews new books for young boys, deal- involved in this type of activity. ing with adventure, story, and heroism. Credits illustrations a-includes a bibliog- McLaughlin. Margaret. "Spinach and the raphy. Little Red Hen." XI (Nov. 1934), 245-247. Mason,Marcella."WatchingChildren's Presents spinach as a symbol of what isGrowth in Outside Reading." XVI (Oct. supposed to be wholesome in children's1939), 221-222, 239. literature but is not especially appealing to Raises three questions pertaining to chil- the appetite, and the Little Red Hen as adren's outside reading: symbol of what is pleasant to the taste but (1) Do children of no great practical value. The New Eng-read independently outside of school? (2) land Primer and Janeway's Token wereIf so, what do they read? and (3) To what given as examples of spinach. John Newberyextent can the school :nerease outside read- in the 18th century set out to provide ju-ing and improve reading choices? Answers venile reading material that would amusethese questions by citing a survey of four as well as instruct. The battle 100 yearselementary classrooms during the school year 1938-1939. Six types of reading mate- ago was between moral and imaginativerial were identified in the survey. Library literature for children; now itis betweenactivity and the quality and amount of read- informational and imaginative. A hopefuling material available in the home had di- sign for the future is that many men ofrect bearing on the amount and the quality literary ability are writing for children andof reading done by the children surveyed. such writers do not produce spinach. Disadvantages of the survey were the small McManus, Thomas F.,Jr."Building asample of children considered. the lack of Repertoire of Children's Literature." XLIVestablished standards for reading, and a (Jan. 1967), 32-34. lack of cheeks on honesty of reporting. Explains several ways a teacher may be-Mathiews, Franklin K. "Why Boys Read come more familiar with children's litera-'Blood and Thunder' Tales." H (Oct. 1925), ture and some methods of vitalizing a280-282.

32 Children's Literature S

Deduces reasons for boys reading "blood failures to inadequate home libraries and and thunder tales" as follows: (1) for ex- appreciation of books rather than to inade- citementmakes their blood tingle; (2) as quate school preparation. hero worshippers, interested in men who overcome and conquer in the face of odds. Miller, Leo R. "The Reading Grade Place- Enumerates values derived from readingment of the Newbery Prize Book Rabbit this kind of literature as follows: (1) boys Hill." XXIV (Mar. 1947). 184-187, 196. emulate the characters of stories in steadi- Contends that most Newbery Books are ness of nerves, contempt tur pain, powernot popular and are too difficult for even for endurance, etc.;(2) boys develop aaverage and better elementary school chil- thirst for facts and knowledge. dren. Rabbit Hill was tested for grade placement and was placed at 7th grade level, Melcher, Frederic. "The New Day for Chil- thus supporting this contention. dren's Books." V (Oct. 1928), 229-230. Discusses growing emphasis on broaderMood. Robert C. "Let 'em Read Trash." reading for children, library reading facili- XXXIV (Nov. 1957), 444-450. ties, book publishing, thChildren's Book Denounces censorship achieved by sup- Week Committee, and the author's proposalplying lists of acceptable books to mer- of the John Newbery Medal 7 years prior.chants. Believesthe proposal to censor Continues discussion on the seven authors children'sreading toprotect them from who received the medal. corrupting their taste and intelligence does not keep children from reading trash. Speaks Melcher, Frederic G. "The Opportunity ofout for comics and states that 4 com- Book Week." XV (Oct. 1938), 213-216. mon elements people want to eliminate in Pleads for more and better children'sthem are also in our "classics": (1) violence books to stimulate children's interest. and terror,(2) incitement to misconduct Merchant, Louisa P. "A Child's Sense ofor crime, (3) banality, and (4) sex. Believes Humor." XVII (Jan. 1940), 15-17, 27. that existing statutes against pornography Discusses the importance of developing a should remain, but thatitisbetter to child's love of humor. immunize against desire for this type of literature by giving children accurate in- Merryman, Donald. "Using Trade Booksformation. with Superior Children." XL (Mar. 1963), 248-250. Moore, Lucy B. "Reaching Toward the Lists 25 items to aid teachers in the useStars." XLIII (Jan. 1966), 43-44. of trade books with their best students. Challenges the authors of children's books Many of the items can be used as a startingto offer stimulation, excitement, truth, and point for activities. beauty of truth to lure children away from television and movies. Contends that "real" Miller, Edith F. "Adventw es in Children'sbooks that live" offeropportunitiesto Literature." XXVIII (Oct. 1951), 339-342."reach for the stars." Describes the many adventures a child may experience in literature. Each childMorse, Jane C. "The Quest for Quality." relives and broadens his experience and XL (Nov. 1963), 687-689. understanding through literature. By writing Explains the qualities that make up a poems, book reviews, riddles, and stories,story: (1) a rousing beginning, (2) events etc., a child can share his writing activitiesleading to a climax, (3) story's point found with others in the classroom. in the climax, and (4) a good ending. Miller,Mrs. L.A. "The Ownership ofMortensen, Louise Hovde. "Books for the Books." IV (Oct. 1927), 223-225. Jamestown Festival." XXVIII (Jan. 1956), Stresses the need for surrounding the 512-520. child with books in the home to the extent Describes the interest in the Jamestown that expendituresfor books might rank Festivalcelebratedin1957.Children's second to food in the family budget. Citesbooks were emphasized, and children were some educators as attributing college examencouraged to read colonial stories.

33 Children's Literature 5

Moscrip, Ruth. "Shall We Test in Litem-Hudson, Selina Lager liif,Carl Sandberg, ture?" V (May 1928), 140-141, 153. and A. A. Milne. Voices the opinion that a test in literature should not be a device for elicitingMurdoch, Clarissa. 'Trailing the Lotus." recall of details of a story, buZ should serve 111 (Mar. 1926), 94-96. to develop appreciation of literature. Describes a trip to find lotus after reading about it and seeing pictures. Mudge, Anna. "Trends in Juvenile Publica- tions, 1920-1930." XI (Jan. 1934), 9-12, 32. Murdoch, Clarissa "X oat Children Read at States that much progress was made inHome." I (Apr. Pi' I. 45-47, 75. the publication and distribution of chil- Observes that e% if "you can accom- dren's books during the period of 1920 toplish nothing for the future, reading in the 1930, with a tread toward finer creativehome is worth all the effort expended, if it writing, better illustrations, more realisticgives joy to the children now." and informative stories, and,in general,Murphy, Nellie Appy. "You've Got to Be toward a greater emphasis by publishers.Carefully Taught." XXVII (Apr. 1950), However, old favorites still maintained their219-9219 225. interest for children. Stresses that children should be led to Murdoch, Clarissa. "Autumn Books for Chil-realize and understand that there are differ- dren's Shelves." IV (Oct. 1927), 241-244. ences among them in environment, ability, Gives synopses of a variety of stories topersonality, and physiology. Beading of be used to entice students to read the entirecarefully selected literature helps this reali- work. Works presented were chosen forsation. autumn reading and stressed beauty ofNeumeyer, Peter F. "A Structural Approach nature. to the Study of Literature for Children." XLIV (Dec. 1967), 883-857. Murdoch. Clarissa. "A Glimpse at Christmas Suggests an approach to books children Books." IV (Nov. 1927), 272-273, 277. read which may permit grouping in cate- Describes books available for childrengories not so elusive as those now em- and concludes with a bibliography or booksployed. Through the structural approach, mentioned. certain functions basic tothetalesare Nfurdoch. Clarissa. "Great Possessions." Videntified:these functions are viewed as (June 1928), 164-165, 190. sequences of action and reaction, rather DI. cribes places of interest visited by athan underlying ideas, and are common family from Detroit, Michigan, and recountsdenominators within stories, no matter how some of their adventures. the superstructure may vary. Murdoch, Clarissa. "New Delights in Books."Newell, EtherHome Land (Keehashtinigi)." IV (Sept. 1927), 198-200. XXXIV (Feb. 1957), 89-92. P2views new children's books and gives Reviews Indian books that can be intro- a little resume of each. The books are (1) duced to children to help dispel the stereo- The Seven Cities of Cibola by Nusbaum; type of this ethnic group. (2) Once in France by Clement; (3) Little Newell,Ethel."The IndianStereotype Robin Stay-Behind by Bates; (4) Pheasant Passes." XXXI (Dec. 1954), 472-476. Jungles by Beebe; (5) The Story of Mexico Presents a brief for a change in writing by Banks; (6) Jungle Jo by Hawkes; (7)about Indians for children from the stereo- The Story of Leather Stocking by Cooper;typed savage to the modern reservation (8) A Year in the Wonderland of Trees byIndian. I Iawksworth. Newman, Robert E. "What the Cat in the Murdoch, Clarissa."ReminiscentLitera-Hat Begat." XL (Nov. 1963), 751-752, ture." V (Sept. 1928), 205-207, 224, Refutes an article written by David C. Discusses children's books by various au- Davis entitled "What the Cat in the Hat thors, including Sherwood Anderson, W. H.Begat" (Nov. 1962 issue). Advocates easy

34 Children's Literature to read books 5 as a means ofopening broader experiencesto children. sequel LittleToot on the In both books, Thames in 1964. Nulton, Lucy. Little Toot,a tugboat, finds lotte's Web'.""Eight-Year-Oldsin `Char-himself in muchtrouble. XXXI (Jan.1954), 11-16. Describes situation Pearson, Isabel. and characteranalysis "A Classicin the Class- emerging voluntarilyduring class room." II (May1925), 164-169. of Charlotte'sWeb. The reading Stresses presenting story, neither fan- literature ina way tastic nor dull,holds the appealing tochild's life. dren and interest of chil-feel as though The childshould prompts themto adopt the roles he were of critics.Eagerness and incident. Gives experiencing the to pursue further curiosity lead them references. author. acquaintance withthePeterson, BarbaraG. "Life through Children's Maladjustment O'Connor, Helen. 1963), 716-718. Literature." XL(Nov. ing." X (Oct. "In Appreciationof Read- 1933), 195-196,204. Criticizes thetypes of stories Tells howa 5th grade teacher the averagebasal reader; found in the free reading changed realities, found believes thatun- period intoa time of ad- in these stories, venture and spiritual maladjustment in may cause growth as theresult children's lives. of her class'sreading the book Went to The Cat WhoPierce, Anne E. Heaven. "Music andLiterature." IX (June 1932),147-150. Od land, Norine. Solicits attempts "The KerlanCollection of to correlate the Children'sLiterature in the of music and teaching University of literature, especiallypoetry. Minnesota Library."XLIV (Nov. 749-752. 1967),Pierrot, GeorgeF. "Creative (Dec. 1933), Editing." X The KeilanCollection of 260-262. scripts, art work, books,manu- States thatno writing is and othermaterial relatedboys. Expresses too good for to children'sbooks is the belief thata boys' maga- a uniquesource forzine, to bea truly worthwhile research aboutasignificant force, must American literature. portionof uphold qualitystandards. At present,the Kerlan Collectionconsists of Poll, Bernard. books; thousands more than 25,000 "Why ChildrenLike Horse of drawingsand paintings Stories." XXXVIII(Nov. 1961), showing thework of hundreds 473-475. of artists; Discusses thepsychological manuscripts,typescripts, and children like horse reasons why numerous authors; and galleys from stories. a voluminouscorre-Powers, Mabel spondence file. (Yebsennohwebs). telling." XXV(May 1948), "Story- Overton, Jacqueline. Expresses the 308-310. XV (May "Freedom ofChoice." thoughts ofan Indian about 1938), 166,184. the subject of . storytelling. Gives Presentsarguments for free hints onways to make some good books by choice of storytellingmore children duringvacations andeffective to smallchildren. voluntary readingtimes. Ramsey, Eloise."Creative Reading." Page, DorothyJ."Fun from (May 1930), VII Kindergarten Books of 116-123. Children." X(Oct. Discussescreative reading, 201-204. 1933),beautiful inwhich Summarizes associations aid inappreciation of kindergartenstories, whichliterature. were selected becauseof their humor, dren's love for chil-Raymond, Margaret them, and their Thomsen."Touchstones ability for understand-and Yardsticksfor Teachers children at thislevel. in a Democ- racy." XX (Apr.1943), 123-128. Painter, HelenW. "Celebrations Discusses an ideal Toot." XLII (May for Littleby our founding democracyas planned 1965), 490-491. fathers and theinspiration Describes children'sbook parties we draw from them.Relates the were publication which and yardsticks touchstones celebrationsfor Hardie to be used inselecting chil- Gramatky's LittleToot in 1939 dren's booksdealing with and itsideals of a history and the democracy thatwe wish to instill. 35 Children's Literature-5

Reed, Mary D. "The Use of Literature inthe nonsensical, and dream of the impos- Citizenship Education." III(Sept. 1926), sible. 207-210. Part III discusses the traditional litera- Maintains that literature promotes theture of children: fables, myths, legends, and ideals of life: honesty, loyalty, contentment,folk tales. Fables, to the point and highly kindness, cleanliness, and sense of appre-moral, should be used sparingly and wisely. ciation for literature. Mythology explains natural phenomena and gives personal identity to everything in the Reese, Rosette. "Books for Growing-Ups."natural world. Heroic legends are important XXI (Nov. 1935), 223-225. to children because every child loves the Suggests that people who buy books ashem. Folk tales provide a sense of wonder, gifts should take time to consider thema-human understanding, and asense of the turity, background, interest, reading diffi-literary heritage. culty of the reader. Lists titles of books chil- Part IV describes the characteristics of dren said they would like to own. good poetry for children: rhythm, word and sound patterns, imagery, content, story ele- Reid, Virginia M. (ed.). "What Is Chil-ment,crystallizedexperiences.Maintains dren's Literature?" (1) Huck, Charlotte S.thatselection and motivation,purpose, "Children's Literature Defined." XLI (Mayclassroom atmosphere, and effective oral 1964), 467-470; (2) Huck, Charlotte S.reading are necessary for enjoyment. Poetry "Children's LiteratureNew." XLI (Mayshould be related to art, social studies, and 1964), 471-474, 515; (3) Garvey, Leone.science. "Children'sLiteratureOld." XLI (May Part V reviews the history of picture illus- 1964), 475-483;(4)Cianciolo,Patriciatrations and gives reasons for their use in Jean, and Reid, Virginia M. "Poetry forchildren's books: to implement the text,to Today's Children." XLI (May 1964), 484-motivate the child to read, to give dimen- 491; (5) Jenkins, William A. "Illustratorssions to the story, and to add pleasure. and Illustrations." XLI (May 1964), 492- 499. Renthal, Helen. "Books to Challenge the Part I maintains that the content andAble." XXXIX (Dec. 1962), 796-798. theme of a book should be appropriate for Prescribes methou- of interesting students in reading library books by showing them the experience and background of thehow the experience of literature is unique. reader. Children's literature hasa social conscience, a commitment, and an integrity which seek to present sound moral andRider,Ione Morrison."Little Children's ethical principles. BooksOutstanding Publications of 1927." Criteria for evaluatingIV (Dec. 1927), 291-294, 311. children'sliterature:(1) lively,well- constructed, and credible plot; (2) worthy Reviews approximately 18 books which content and themes; (3) convincing char-the author feels should be considered the acterization; (4) action-filled style withoutoutstanding publications of 1927 for chil- too much description; (5) attractive format.dren. Included are such authors as Hugh Part II concerns new developments inLofting, A. A. Milne, and Lois Lenski. children's books: greater production, use of Roller, Bert. "There Is No Frigate Likea trade books in the curriculum, improvedBook." VII (Apr. 1930), 101-104. standards of writing and illustrating, and Narrates a story about a girl who prefers new content. Types of books gaining promi-historicalfiction and garners from such nence: (1) informational books to satisfyreading a wealth of information about the children's curiosity and interest (should bereal world. accurate, authentic, and interesting); (2) realistic stories to satisfy the socialcon-Roos, Jean C. "Books and Books." VI (Apr. science of literature;(3) biography and1929), 109-111. historical fiction; (4) humor and modern Contains a list of the salient features of fantasy to help the child stretch his imagi-good fiction plus brief reviews ofsome of nation to believe the incredible, laugh atthe books which meet the qualifications.

36 Children's Literature-5

Root, Shelton L., Jr. "Children's Literature Describes a Christmas Story-Book Festi- and Children'sLiteracy." XXXVI (Mayval which was planned in a Detroit school. 1959), 289-293. Tells how children represented different Believes that the ineffectiveness of pres-characters from stories which the audience ent reading programs is due to the fact tried to identify. thatinstruction has not recognizedthe important role played by individual differ-Scott, Carrie E. "Recent Guide-Posts to ences in terms of readiness, or the roleJuvenile Literature." V (Sept. 1928), 193- which interest can play in motivating the 194, 200. learner, or the importance of appreciating Discussesseveral highly recommended what has been read. Because of today'schildren's books; also describes valuable rapid communication,educators have tobooks about children's books by James concern themselves with developing a multi-O'DonnellBennett, JohnErskine, May media literacy within children. AnythingLamberton Becker, Emelyn E. Gardner and that works toward this goal is suitable con-Eloise Ramsey, Frances Jenkins Oicott, and tent matter for the curriculum. Mary Gould Davis. Rue, Eloise, and Evrard, Connie. "Student Scott, William R. "Some Notes on Commu- Evaluations of Newbery Award Books." XLnication in Picture Books." XXXIV (Feb. (Nov. 1963), 712-715. 1957), 67-72. Describes an attempt to have children Reviews and discussesseveral picture evaluate Newbery Award books. books for the very youngages 2 to 4. Asserts that writing such a book may appear Ryan, Calvin T. "A Heidi Project for theeasy, but writing to the interests and under- Seventh Grade." XVII (Dec. 1940), 315- standings of very young people is not simple. 316. Describes a plan to use the well-known Shepard, John P. "The Treatment of Char- "Heidi" story in drama form as well asacters in Popular Children's Fiction." XXXIX historically and geographically to produce(Nov. 1962), 672-676. aninterestingprojectforclasses with Describes major characteristics of char- limited time and space. acters in children's literature and then raises the question as to whether or not children's Sayers,FrancesClarke. "Biographyfor reading affects their behavior. Children." IX (Oct. 1932), 197-199, 216. Emphasizes the importance of biogra- Sickels,Evelyn R."HitchingPostsfor phies as good reading material for children.Hobby Riders." VI (Apr. 1929), 100-103. Stresses the importance of well-written biog- Reviews available books which would be raphies as being not merely collections ofrepresentative of most hobbies pursued by facts. children. Schmitt, Yvette, and Nora, Sister Mary.Sisters of Saint Dominic. "English Class "What Are Some Meaningful Experiences 1957." XXXV (Apr. 1958), 221-222. with Lit3rature?" XLI (May 1964), 500- Describes how stories can be presented 510, 515. in a variety of versions (for example, the Believes that in the attempt to maintainstory of Noah's Ark as told by a news teacher-motivated and child-motivated ac-correspondent, by Shakespeare, and by a tivities, a good deal of "intake" is necessarystoryteller in the hill country). before expecting "output." Activities include reading aloud, storytelling, children tellingSmith, James Steel. "Children's Literature: stories, and correlationtoother subjectForm or Formula." XXXV (Feb. 1958), areas. Includes a bibliography for each92-95. activity. Lists four distinctions between form and formula in children's literature. School, Kenneth S. "A Story-Book Festival for Children's Book Week." II (Oct. 1925),Smith, Jean Gardiner. "On Choosing Beaks 275. for Children." XX (Oct. 1943), 209-213.

37 Children's Literature 5

Establishes broad principles for select- Discusses how the author came totell ing children's books: honest presentation ofthe tale of a Roman girl traveling to Great material and unfaltering quality of writing. Britain. Narrates how the author followed Lavinia's travels through Europe to En- Smith, Jerome Irving. "New York Chil- gland. dren's Books Prior to1900." XV (Oct. 1938), 221-224. Soares, Anthony T. "Salient Elements of Discusses the history of children's books Recreational Reading of Junior High School in America. Follows the importation fromStudents." XL (Dec. 1963), 843-845. England during Colonial period of chil- Points out the fact that the interests of dren's books that were religious in nature.pupils are seldom considered when reading Cites Samuel Wood and Mahlon Day asmaterial is assigned or suggested. two people most influential in getting chil-Spache, George. "Problems in Primary Book dren's booksto break from the seriousSelection." (1) XVIII (Jan. 1941), 512; didactic to the amusing and cheerful tone(2) XVIII (Feb. 1941), 52-59; (3) XVIII of children's books today. (Apr.1941),139-148,154;(4)XVIII Smith, Lillian IL "Are Children Still Read- (May 1941), 175-181. ing Standard Fiction?" XII (Jan. 1935), First article in series offers standards for 12-16. use in selection of preprimers. Includes re- Yes, children read standard fiction. Thesearch data and items usually considered in most common request in children's libraries selection. isfor the adventure story. One of the Second stressesuse of score cardfor soundest foundations for children's readingsupplementary prcprimer readers. Contains taste, and also one of the most delightful, tables for facilitating choices of materials. can be built through books of high adven- Third Miele offers a point system for ture of which the historical novel offers theevaluationofbasaland supplementary greatest richness of subject and interest. Inprimers. the reading of standard fiction, children are Fourth presents score card for determin- not only acquiring a habit of solid readinging difficulty of vocabulary in primers. but are also developing a certain amount of taste and ability to choose. Sperzel, Edith Z. "The Effect of Comic Books on Vocabulary Growth and Reading Smith, Nila Banton. "Introduction: WhyComprehension." XXV (Feb. 1948), 109- Should We Develop Taste in Literature?" 113. XXXIX (Nov. 1962), 702-709, 718. Authordivided5thgradersinto3 Suggests a return to more reading ofgroupsfor research on effects of comic accredited books in order to develop chil-books. Result was that comics showed no dren's tastes in reading. Later reprinted inappreciable effect. publication of National Conference on Re- [Stanley, Emma M.1 "Read-At-Home Week: search in English, Development of Taste inA Book Week Activity." III (Oct. 1926), Literature. 254-255. Smith, Ruth C. "Children's Reading Choices Suggests ways to make people aware of and Basic Reader Content." XXXIX (Mar.their need to read books: teacher encourage- 1962), 202-209. ment, Good Book Week programs,the Presents the results of a limited experi-family reading aloud for one half to one ment todetermine how nearlyinteresthour per week. Adds a book list and a categories found in basic preprimers andplan of execution. primers match the reading interests of chil- Stegall,Carrie C. "Do Teenagers Really dren. Reports a low correlation. Includes aRead TAB Books?" XXXIII (Dec. 1956), plea to publishers to expand the content of506-507. primers and preprimers. Describes the popularity of the Teen Snedeker, Caroline Dale. "The White Isle:Age Book Club in the author's school. Says Writing for Children." XVIII (Oct. 1941),that the books are interesting, good, and 206-207, 232. inexpensive.

38 Children's Literature 5

Stoer, Marion West. "The Treatment of characterististics as self-confidence, resource- Characters in Popular Children's Fiction: Afulness, enthusiasm, imagination, integrity Second Look." XL (Feb. 1963), 172-173. all difficult to measure as results of reading. RefutesMr.Shepard's[seeShepard, John P., Nov. 1962 issue] thesis that chil-Turner, Floss Ann. "Unity through Chil- dren's fiction is giving a false set of values.dren's Books." XXIII (May 1946), 189- 192, 227. Sufinsky, Stella. "Story Telling for Appre- Discusses the continued need for the ciation." I (Apr. 1924), 69-72. growth of tolerance toward people of all Explains a method to bring about efficient nations, races, and creeds. Believes these teaching of story appreciation. Considersideals of tolerance are built best during the purpose, preparation, interest, and evalua-formative years. Schoolscan contrilsute by don. providing actual and vicarious experiences. Taylor, Mark. "Writing for Children: AEmphasizes careful selection of books and Challenge and a Vision." XXXIX (Dec.materials because of the powerful impact 1962), 799-802. of books. Cites reasons why book selection stan-Tway, Eileen. "Literary Criticism for Chil- dards must become more demanding thandren." XLIV (Jan. 1967), 62-63. ever and be rigorously applied. Observes Suggests several questions childrencan that writing for young minds isa chal-use to judge literature: (1) Does the author lenge because itis based on a vision ofhave something to say? (2) Did the author wonder, adventure, beauty, and knowledge,tell who, what, when, where? (3) Did the often threatened by economics. author build his story well? (4) Did the Theobold, Ruth L. "A Dash of Nonsenseauthor appeal to more thanone sense? for Book Week." XII (Oct. 1935), 185- 186, 208. Usery,MaryLou."CriticalThinking through Children's Literature." XLIII (Feb. Suggests that a Book Week theme of 1966), 115-118, 120. "Reading for Fun" was an appropriate time Describes a theory focused for discussing humorous hooks. Alsosug- on critical gests activities. thinking as it applies to children's literature. Explains the process of critical thinking in Tooze, Ruth. "This Is Their World." XXVIIIterms of classroom behavior. (Apr. 1951), 185-193. Shows concern for the values of goodVan Aken, Marie. "Fiction inan Elemen- reading for children. Believes that learningtary School Library." XXXIX (Apr. 1962), can he an "alive and exciting" experience 326-329, 356. through books carefully chosen. Evenpoor Points out that there are times when good and disinterested readers can he helped if fictioncan, more than other media, ex- they are led to read books of interest totendlearningsinsuchareasassocial them; good school libraries and childrenstudies, science, or health. Fiction heightens need to be made aware of their value.and deepens other learning. Mentions 5 groups of books to satisfyse- curity, interest, curiosity, beauty, and hu-Van Cleve, Jesse Gay. "New Fall Books." mor: (1) nonfiction about geography andV (Oct. 1928), 227-228, 252. Evaluates hooks that acquaint children history, (2) warm human stories, (3) bi-with foreign lands. ography, (4) fiction or non-fiction about foreign people, and (5) folklore. Veronica, Sister M. Charles, C.S.J. "'Goody' by Goldy." XLII (May 1965), 574-576. Trezevant,Blanche."TheFunction of Discussestwopioneersofchildren's Literature in the Elementary School." XXII literatureJohn Newbery and Oliver Gold- (Mar. 1945), 100-105. smith. Claims that literature in the elementary school can serve a wide variety of valuableVinson, Esther. "The Newer Animal Story." functions for the student, developing suchVI (Oct. 1929), 197-200.

39 Children'sLiterature-5

Presents the trend occurring in animalWebb, Marian A. "Regionalism in Young storiesof the timethe tendency towaal People'sBooks." XXVIII(Feb.1951), simple realism and away from sentimen- 76-81. talism and pseudorealism. Reviews various Argues for a regional approach to a study books illustrating the new trend in animal of Arne:lea over a "one-world" or homo- stories and comments on the many features geneous picture. Suggests Lois Lenski as a of each book as a whole. good regional writer and provides a list of outstanding regional books. Walker, Barbara K. "The Hat and 'The Cat'." XL (May 1963), 534. Weeden, Ruth Wilkinson. "Recent Fiction Parodies Dr. Seuss' tale in the style offor Girls." V (Jan. 1928), 8-10. Ernest Hemingway. Tells of the dearth of good stories for girls at the junior high school level. Lists Walker, Edith V. "What Isthe Role of!natty familiar onesHeidi, Rose in Bloom. Children's LiteratureintheElementary Little Women, etc. Includes summaries of School?" XLI (May 1964), 458-466. excellent old stories and some newer ones. Maintains that literature helps the child to understand himself and develop a self- Wenzel, Evelyn. "Children's Literature and conceptinrelation toothers. The wide Peisonalitv." XXV (Jan. 1948), 12-31, 34. diversity of literature is able to meet the Attempts to show how the study of liter- needs of individual pupils. Literature ex-ature can play an important role in child's periences should help the child grow in social and personality development. maturity of vocabulary and concept; provideWiegman, Grace. "Children's Book Week for a good balance in subject matter; meet Activities." II (Oct. 1925), 276. high standards of the writers', the illustra- Listsactivitieswhichateacheror tors', and the publishers' art; provide forlibrarian mightdirectas bookprojects: the unique interests of individuals: and give plays, pantomimes, and putting money in a goil nice for and encouragement to leisurebank for each book read. hot, of recreational reading. Literature is also good for motivating and vitalizing other Wilson, Adelaide V. 0. "Sharing the Liter- learning exneriences inother curriculum ary Heritage:, A Workshop Report." XXXI areas. Reading can challenge able pupils (Nov. 1954), 411-416. and enrich the disadvantaged. The school Discusses in detail the teacher's role in program must provide activities that make the child's literary heritage, and presents a literature meaningful. variety ofideastointerestthilthenin literature. Wallace. Marion J. "Suburban Students and Their Reading." XLIII (Mar. 1966), 226- Wilson. Clara, and Evans, Clara. "Enjoying 229. New Books with Children." XXIII (Nov. Reports a study of interests of 4th grade 1946), 312-313. suburban students in reading, and compiles Storytime can be the most relaxing time a list of books from which teachers canof the day. A teacher needs to be wise in draw. her selection of a book and in the manner in n'llidt she reads it and shows it. As the Ward, PearlL. "College Classes Choosechildren mature, specific words and descrip- Favorite Children's Books." XXXIX (Nov. tions can be discussed at that part in the 1962) , 680-684. story. Lists questions of a professor in a children's literature course and gives the out-Wilson, Mrs. John A. "Second Sightat comes. Forty-Five." 1 (Dec. 1924), 249-252. Concerned with introduction of "fine and Washburne, Carleton. "Measurable Differ-sane" literature to children, the author de- encesinBooksSuitableforDifferent cides that her children will be "trained to Grades." III (Apr. 1926), 113-115. love the books that present the best ideals Analyzes books to show suitability forand principles of living." Young age is the age groups. crucial time to begin to prepare children "to

40 Children's Literature 6

receive the joys and benefits of excellentYoung, Clare M. "Nature Literature in a literature." Rural School." XII (June 1935), 150-151. Witty, Paul, and Kopcl, David. "The Use Presents two facts about natureliter- of Book-lists and Tests in Guiding Chil-ature: (1) the nearer we came to the study of nature from a scientific point of view, dren's Reading." XV (May 1938), 167- 169. the farther we got away fromitina States that graded book lists and stan- literary way; and (2) personal and accurate dardized tests should not be overly stressedobservations of nature facts when reported as aids in creating a reading program geared as observations are mo:e interesting than to individual needs. either of the other phases. Once the child is interested in the thing he is observing, it Wofford, Azilc. "They Speak OutProtestsbecomes a natural step to read what has against Books about Other People." XXIV been written about it. Rural schools are at (Jan. 1947), 18-22. an advantage as the children have greater Various persons set their own criteria on opportunities to observe creatures in their evaluating books about other races. natural surroundings. Wright, Ethel C. "Favorite Children's BooksYust, Walter. "Our Discriminating Young." of the Past Decade." XII (Apr. 1935), III (Oct. 1926), 252-253, 257. 101-105. Maintains that since rich reading (liter- States itis very difficult for a librarian ature which enters into the consciousness of to ascertain just which books are children'sthe reader) contributes to a child's develop- favorites. The Newbery books seem tooment, he should be guidedinhis book difficult to he very popular, but books on selection. Actually children will read what foreign lands and American history books they enjoy and understand; an inferior book are great favorites. Writers and publisherswill go unread. are beginning to consider the child's interest mole and more. Their efforts will make forZeligs, Rose. "Children's Opinions of New- hay Prize Books." XVII (Oct. 1940), 218- more reading and much more interesting220, 249. reading. Reports the reaction of 150 6th grade Wright, Ethel C. "The Thornlike Library."childrenconcerning the Newbery Prize XII (Dec. 1935), 264-267. books. According to this group only it small Discussesprosandconsofhaving number of Newbery books were popular. literature rewritten and simplified for children. States it would be better to haveZeligs, Rose. "What Sixth Grade Children special stories written for slow readers thanAre Reading." XIV (Nov. 1937), 257-262. to use watered-down versions. Discussesfactors which determine the books that are voluntarily chosen, and lists Wright, May M. "Terrible Tales for Tots." books read voluntarily. Indicates that even XVIII (May 1941), 190-191. though voluntary reading interests cover a States that the majority of children are wide range, certain books and authors stand indifferent to fairytales. According to a out. report by the American Library Association, children prefer books that present truth. Zhn,HerbertS."Informational Books Mentions examples of literature filled withTonic and Tool for the Elementary Class- gloom that account for children's turningroom." XXIX (Mar. 1952), 129-135. toward nonfiction. Describes purpose and use of the "information book" series. Young, Clare. "Appreciating Literature in the Rural School." IX (Oct. 1932), 207-Children's Literature: 208, 224. Mythology-6 Discusses the situation of a rural school teael.;7 and her teaching literature to a (Includes Classics, Fairy Talcs, Folklore, multi-age group of children. Legends)

41 I Children's Literature 6

Babcock, Mildred D. "What Children Knowthe traditional heritage and modern prose about Fairy Tales." XXVI (May 1949),and verse should accompany the methods 265-267. courses in the young teacher's education. Reports survey by a college storytellingByers, Nell B. "Porridge for Goldilocks." classtodeterminethepopularityand XXV (Dec. 1948), 501-505. recognition of fairy tales. Proposes that harm may be done to chil- Barnes, Mildred Wier. "Unearthing a Chil-dren by the false concepts and romantic dren's Classic." XIX (Dec. 1942), 296-297. extravagances of some traditional literature, Revives an overlooked classic,Diddie, such as Jack and the Beanstalk, The Three Dumps and Tot by Prynella, a story told in Bears, Cinderella, and Little Red Riding dialect about people. Good for children 9Ilood. to 12 years old. Carr, Constance. "Foll: Tale Collections." Barnes, Ruth A. "Nonsense Materials andXXXIV (May 1957), 283-292. How to Use Them." VI (June 1929), 147- Offers reasons for inclusion of folk tales 150. in the curriculum, criteria for evaluating Presents a resume of folklore, fairy tales,collections, and a bibliography of recom- prose, nonsense rhymes, and dialect storiesmended collections. which could be used to enhance and encourage a sense of humor in children. Collier,Josephine."Reading theRight Books." IX (Oct. 1932), 205-206, 224. Bianco,Margery Williams."Poor Cecco Encourages the use of the older classics Goes to a Book Tea." HI (Oct. 1926),of children's literature 'c well as the more 248-250. modern writers. Relates reactions of chil- Places characters from such books asdren to a team effort by a librarian and an Alice in Wonderland, Raggedy Ann, PussEnglish teacher in a particular situation. in Boots, and Red Riding Hood at a tea party. Here the. discuss their individualCoolidge, Ann Elizabeth. "Origins of Our situations, and each concludes he is gladNegro Folk Story." IX (June 1932), 161- to have been brought into existence. 162. Shows the origins of Negro folk tales as Burroughs, Margaret Taylor. "Uncle Remus being of mixed backgrounds. Cites contri- for Today's Children." XXX (Dec. 1953),bution of Joel Chandler Harris to Negro 485-492. literature. Considers dialect and contortion in theCoolidge, Elizabeth H. "Mythology Negro folktales as difficulties in readingWhen?" XVII (Dec. 1940), 311-314, 326. Harris. Recommends the betterqualities Maintains that mythology should be part of West African folk stories, such as Talkof the pre-high school curriculum. Suggests and The Cowtall Switch, to give childrenthat myths could be read to and enjoyed the cultural wealth of the Negro. by primary age children. Burrows, Alvina Treut. "Life, Liberty, andCraig, Donald W. "Lost Heritage." XL the Pursuit of Literature." XXXIX (Apr.(Nov. 1963), 736-742, 769. 1962), 321-323, 335. Stresses the value and importance of Notes that so long as the philosophy ofteaching elementary school age children local autonomy exists in the schools,so the classics. long will we have courses in literature prepared by the teacher. The strongest forceCronin, Bernice M. "Mother Goose in the in determining the literary content of theKindergarten." III (Dec. 1926), 321-325. elementary curriculum is the teacher, since Suggests the use of Mother Goose rhymes what the teacher knows and loves eventu-in the kindergarten to aid in developing ally gets into action in the classroom. Goodgood habits and disciplines while over- courses in literature; an abundance of the coming self-consciousness. Includes a teach- traditional prose of folk tale, fable, myth,ing lesson toillustrate how children can epic, and legend; and a balance betweenapproach an appreciation of sentence sense,

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organization, and unified thought, and findheritage; and (3) fablesmay be used to self-expression through such rhymes. stimulate creativity in children, especially Dalrymple, May Z. "The Arthurian Leg-in enrichment activities such as speech, ends: Editions Suitable for School Use."drama, and art. XVII (Dec. 1940), 317-320. Grogan,AgnesClare."OurAmerican Advocates the use and reviews editionsFolkloreA Story Project." XXXIV (Feb. of "King Arthur." 1957), 75-81. Deaton, Mary B. "Rip Van Winkle: Study Summarizes a teaching lesson in American of a Legend." XXIX (Nov. 1952), 414-415.folklore carried out bya teacher-librarian. Gives suggestions for teaching a legend, Major objectiveoftheproject was to using "Rip Van Winkle" as an example.develop and instill an appreciation for the Outlines basic procedures:(1)define aheritage of folklore. legend; (2) analyze the introduction; (3)Hewitt, Alden. "The Fairy Lore of the discuss the story proper; (4) interpret theElizabethans." XI (Jan. 1934), 1-4, 29. conclusions; (5) elicit legend telling from Expresses the feeling that though fairy class. lore too often remains an unexplained field, Do lch, Ida C., and Do lch, E. W. "The knowledge of it is desirable for successful Bible Is Easy Reading." XV (Dec. 1938),presentation of the folk and fairy tale by 297-298. teachers. Presents a fairly comprehensive background to the miniature world of the Suggests that the Bible is easy readingland of Faery. matter by using Gospel of St. Mark and illustrating the readability through the num- Humble, Emma. "Fairies Today." VII (Oct. ber of familiar words encountered. Cites 1930), 204-208. that half of the words are known topre- Lists a few revised fairy books. Children schoolers; nine out of ten of the wordsare learn not to believe in fairies although at known to grade school children. certain age levels they enjoy the fun of Fenner, Phyllis. "Old Stuff? That's What make-believe. You Think." XXI (Oct. 1944), 201-206. Hutchison, Earl R. "These Modern Chil- Criticizes children's selection of books.dren's Tales." XXXV (Nov. 1958), 456- Emphasizes that some of the "old stuff" 458. myths, folk tales, classicsis still of value. Points out alterations in children's tales to take out the violence. Geboe,Juanita."FolkloreforSuperior Readers in Third Grade." XXXVII (Feb. Johnston, A. Montgomery. "The Classics of 1960), 93-97. Children's Literature." XXXIX (May 1962), Describes the use of folklore as a field of 412-415. literature for superior 3rd graders. Six out of Develops and illustrates the idea thata 33 children were chosen to read myths and morerigorousdefinitionoftheterm fairy tales. Audiovisual aids, dramatizations, "classic" is needed, as well as the develop- and records kept interest high. The readers ment and the use of shorter lists of classics mastered new vocabulary, progressed to which will benefit the child and the school creativeartexperiences anddiscussion program. periods, and thought the study exciting and different. Kaplan, Ida Lee. "Modern Wonder Tales." XI (Feb. 1934), 48-50. Goldsmith, Sadie. "The Fable as a Medium Supports the place of fanciful tales in for Character Education." XVI (Oct. 1939),education;modern talesarewritten to 223-225, 228. avoid objections drawn to the traditional Reviews research which showed that (1) fairy tales. Includes a list of fanciful stories a study of fables did not produce visible since 1900 by age levels. Selections made improvement in moral judgment of chil-on bases :4 interests, style, structure, con- dren; (2) the fable does have a place intent, narrativ, value, treatment of charac- children's literature as Dart of our cultural ters. and format.

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Kreinheder,Adeline. "A Comparison ofwith those books of imaginative and high Robin Hood Stories." XVI (Jan. 1939), 5-9.literary quality which give insight into basic Lists the ten most famous versions of thehuman values. The teacher'staskisto Robin Hood legend in the order of thereexamine both the materials for reading author's preference. instruction and the world's great classics for children to determine which of them have McCreary, Anne Phillips. "A Reconsider-something to say to students and at what ationof Classics forChildren." XXXIX time in their reading experience. Literature (Apr. 1962), 330-335. should be chosen on an individual basis. Notes that the adapting of children'sLists some 200 classics for children. classics by modern publishers is common today and discusses the advantages andSuedaker, Mabel."Balladsinthe Sixth disadvantages of this practice. Grade Literature Program." II (June 1925), 201-206. Morton, Richard. "Alice's Adventures in Describes a 6th grade unit on ballads in Wonderland and ThroughtheLooking-literatureattheUniversityElementary Class." XXXVII (Dec. 1960), 509-513. School, State University of Iowa. Includes Suggests that Lewis Carroll's children'shistorical background as well as method for classics can be presented to young readers plesentatiopContains also a lengthy bib- from a more meaningful and more speci- liography of suitable selections for study. fically literary approach with emphasis on the whole rather than on individual parts.Swindells, Minnie II. "Fairy Tales as Folk- Feels that since the impact of the books islore."(1) XI (Jan. 1934).5-8, 30; (2) obvious, children havelittletroublein XI(Feb.1934), 41-45;(3) XI (Mar. realizing that Alice's fairyland adventures 1934), 81-85. are dramatic representations of a child's Begins a three-part discussion by con- life in the adult world. Includes many com-tending that fairy tales are folklore because ments and interpretations of specific inci-they contain elements which are survivals dents in Alice's adventures. of primitive beliefs and practices of our faraway ancestors and which reflectac- Pliant, Elizabeth. "American Folk Literature for Children." XXXI (Mar. 1954), 131-135,curately their tribal rituals, customs, and organization. Continues with citinginci- 149. Discusses value of folklore as a teachingdents and ideas common in our fairy tales aid; it impresses students as more down-which are our literary heritage. Concludes to-earth about the culture of people thanwith an analysis of Permit 111.'"versions of are cold facts of history. Books, recordings,"Little lied Riding Hor The Three tales, and filmstrips are more interestingBilly Coats Gruff" for their perfection of than statistics to children. form and insight into primitive culture. Ryan, Calvin T. "Advocate for the Fairies."Taylor, Pauline Byrd. "Ethics in Fairy and XI (Dec. 1934), 268-271, 278. Household Tales." XVII (May 1940), 190- 191, 198. Takes a stand for fairytale books. Contends that fairy tales do not offer a Ryan, Calvin T. "Taking Folk Literaturecode of ethicsforchildren.States four Seriously." XXX (Mar. 1953), 144-148. reasons for the twisted ethical conception Discusses the merits of folk literature.found in fairy tales. Concludes it should have a seTions part in the language curriculum. White. Ruth S. "The Heaa-Side of Read- ing." XXXIX (Mar. 1962), 186-188. Smith, Dora V.The Children's Literary Encouragesteacherstobecomeac- Heritage." XLI (Nov. 1964), 715-727, 758.quainted with the folk stories of ancient Discusses problems associated with chil- times as well as the modern classics that dren's reading of literature. Points to thehave come from the pens of Estes, Wilder, common failing of forcing specific classicsand Toikien. Points out that appreciation upon all children indiscriminately; the goalof these childhood classics will help the is to acquaint them at the appropriate timeteacher b a better understanding of his

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pupils and will help him to bring togetherBacher, June. "Criterionfor a Poem: Its the great books of the ages and thenew Ability to Dance." XL (Nov. 1963), 729- ones. 735, 769. Enriches appreciation of poetry by cor- Children's Literature: relating it with music so that poetry be- Poetry-7 conies alive and concrete for the children. Bacher, June. "Thinking Briefly."XLIII (Oct. 1966), 619. Abernathy, Helen B., and Burgett, Ear lene. Describes haiku writing and its values "Let's Write a Poem." XXXIX (Feb. 1962),for children. 119-122, 127-128. Proposes that if poetry is introducedas Bailey, Adele. "Notes on a Lesson in the another means of expressing a child's idea,Appreciation of Poetry." VIII (Feb. 1931), children will not build up a dislike for it. 41-43. Encouraged but not pressuredtowrite Providesaninterestingapproachto down their thoughts in poem form, children creative poetry writing. The children first then proceed to putting theirpoems todecided what poetry meant to them. Then music. after three poems were read, the children wrote their interpretations and found that Agnes, Sister Mary. "Social Values in Chil-poetry is a complete cycle: ( 1 ) the poet's dren's Poetry." XXII (Apr. 1945),133- thoughts and feelings, (2) the reading and 138. enjoying of the poem, and(3) writing Argues that study of poetry can developabout the poem. healthy social attitudes in students. Barnes. Ruth A. "Poetry: By and for Chil- Anderson. Etoile E. "Poetry for the Second dren." VII (Apr. 1930), 94-97. Grade." VI (Jan. 1929), 7-9. Gives a list of authors of poetry which States the purpose of including poetry in can lie used by adults for reading to small the curriculumfor its own pleasure andchildren. Suggests that when appreciation beauty and to enhance other areas of study.is established, the child can be encouraged Concludes with a complete 2nd grade unitto write his own story. on poetry. Barnes, Walter. "Contemporary Poetry for Arduser, Ruth II. "When I Held a Conch Children." (1) XIII (Jan. 1936), 3-9; (2) Shell to My Ear." XXXIX (Jan. 1962), XIII(Feb. 1936), 49.53, 57;(3)XIII 42-45. (Apr. 1936). 135-138, 148; (4) XIII (Nov. Presents a group poem composed bya 1936), 257-262; (5) XIII (Dec. 1936), 3rd grade class and describes the inspiration 298-304. for the poem, its initiation, and the step by Five articles in a series analyze the two step development leading to its accomplish.elements which combinetoform good ment. Suggests rewards of such a project. poetry for children: poetic merit and children's interest. Author discusses poetry of Armington, Marion S. "An Experiment in Elizabeth Madox Roberts, Frances Frost, Creative Poetry at the Sixth-Grade Level."Mary Austin, Rachel Field, Rose Fyleman, XLIII (Feb. 1966), 134-137. Eleanor Farjeon, Monica Shannon, Hilda Describes an interesting experience of one Conkling, Ilo Orleans, Nancy Byrd Turner, teacher who motivates her 6th graders inA. A. Milne, Dorothy Aldis, John Farrar, poetry. and others.

Avegno,T.Sylvia."Intermediate-Grade Beverley,Clara."Poetryinthe School Children'sChoicesofPoetry."XXXIII Room: The Interpreter's House." I (Mar. (Nov. 1956), 428-432. 1924), 20-23. Reports a study of the preferences of Uses the "ArsenalatSpringfield" by 4th, 5th, and 6th grade children for oldLongfellow to illustrate how literature may poems and new poems. provide enough stimulation to arouse ex-

45 Children's Literature 7 pectationandinterestprecedingandCertain, C. C. "The Elves Were Making during the oral rendition of poetry. Snow Flakes." I (Dec. 1924), 258. A poem describes elves busy at work Bowers, Mary E. "Shoes My Size." XXVImaking snowflakes. When the snow had (Nov. 1949), 381-384. fallen, they played in it. Tells of creative writing ability of 3rd graders, methods to use, and of benefits ofCertain, J. C. "The Run-A-Way Toys." I it to the children individually and to the(Dec 1924), 248. class. A dream describes the toys as they were leaving town: suddenly Santa came, placed Bradshaw, Ruth E. "Children's Choices inhis pack on the ground, opened it, and Poetry inthe First Grade." XIV (Maybeckoned the toys to come; then the toys 1937), 168-176, 188. marched into his pack. Reports a study made by Ernest Horn, State University of Iowa, in 26 1st gradesCertain, C. C. "Samanthy Anne." I (Dec. of Iowa and Illinois on choice of poems by1924), 252. teachers and by children. A short poem describes love for a doll with a missing arm and leg. Bremm, Hazel C. Stagg. "Creative WritingChancles, Sol. "A New Attitude toward in Primary Grades." XXVI (Nov. 1949),Poetry." XXVII (Nov. 1950), 454-456. 394 -398. Suggestsclassifyingpoetryintofour Tells of early introduction to poetry ascategories for easier integration into other a must intheappreciation of culturalunits of study and for use as a tool for heritage. Outlines procedures to follow insocial betterment and improved democratic teaching poetry, including activities. Illus- living. trates bow poetry provides its own disciplines of beauty and tranquility. Coast,AliceB."Children'sChoicesin Poetry as Affected by Teachers' Choices." Broening, Angela. "Sea Poetry,LiteraryV (May 1928), 145-147, 159. Appreciation Taught through Projects."I Describes a survey of the influence of (Nov. 1924), 210-215. teacher tastes on pupil choice of poetry. Shows how the artist created a moodPoems preferred by Zeachers were those (emotion of fear or love) of the sea. Dis-most frequently chosen by children. cusses in groups each child's reaction. To stimulate the interest in poetry of the sea,Cohen, Beatrice. "A Third-Grade Adventure shows art in different aspects. Uses Sourcein Ballad Making." XXVII (May 1950), of Sea Poems, the Sea in Prose, and Songs320-322. of the Sea. Organizes unit around silent Relates an experience in which a poetry study and socialized recitation. unit is correlated with other activities, including class writing of a ballad based on Byers, June. "Using Poetry to Hcl? Edu-the story of Robinson Crusoe. cationally Deprived Children Learn Induc-Corbin, Richard. "Poetry and Hard Fa^t. ' tively." XLII (Mar. 1965), 275-279. XLIII (Mar. 1966), 203-208. On the basis of her own experience with Presents the presidential address given a remedial reading students at the 5th and55th annual convention of National Council 6th grade levels, the author supports theof Teachers of English. Major problems and view of Cretchen Wulfing that all childrenissues in teaching English: copyright legis- respond to poetry. Also suggests an induc-lation, national testing, education for the tive approach to poetry. disadvantage 3. Carlson, Ruth Kearney. "Poetry as a Read-Curry, Mary Margaret. "Wednesdays at ing Aid: An Introduction." XLII (Mar.TwoAn Hour Spent with a Poetry Club." 1965) , 273-274, 279. XXIX (Mar. 1952), 150-154. Suggests the use of poetry as a reading Describes a poetry club fomed to show aid for culturally disadvantaged children childrenthat poetry can be enjoyment and sets up guidelines for such a program. rather than hard work.

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Dawson, Mildred A. "We Thank Thee, Reports a study indicating that poems Lord." XIII (Nov. 1936), 245-247. from a nontextbook source had greatest Tells of a unit plan to help childrennumber of first choices of children in grades develop the true meaning of Thanksgiving1-3. and how it came about. Because this plan Endres, Raymond J. "Children and Poetry." was flexible, any class in grade school could use it. XL (Dec. 1963), 838-842, 888. Stresses the importance and beauty of Dearborn, Frances R. "Poetry for the Firstpoetry as a part of the language and the Three Grades. VII (Mar. 1930), 67-69. value of teaching enough of it to children Describes one teacher's approach to theto forestall their stereotyped notions of it. presentation of poetry in the primary grades.Friend, Mimi. "Developing a Unit in Writ- Poetry was presented casually with verying Poetry." XXXVII (Feb. 1960), 102- little discussion, allowing children's interests 104. to dictate whether it would be repeated. Describes ways a teacher can inspire a Points out facts that poems are liked forstudy of poetry and the writing of poetry: different reasons and some may appeal(1)a teacher must first appreciate and more to one sex than to the other. understand thisart form before lie can De Base, Lucy. "Fun with Poetry." XXXVteach it; (2) a teacher must be a salesman (May 1958), 299-301. to introduce poetic forms so that they are Provides samples of original poetry based liked. on a year's activities involving a combi-Furness, Edna L. "Pupils,Poetry, and nation class of 22 2nd and 3rd graders. Pedagogues." XXXIX (Oct. I962), 601- 607. Dubbe, Ann. "Creative Poetry in the Pri- Discusses the teacher's role in develop- mary Grades." XXVIII (Nov. 1951), 410. ing student appreciation of poetry; con- Describes oneteacher'stechnique ofcludes that there is no one best method to motivating 2nd grade children as a groupteach poetry. Includes a diagnostic chart to write a poem. Seated around a treesetting forth detailed teaching procedures they have decorated, responding to a ques-that help the students become aware of tion their teacher has asked, the childrenthe elements of poetry. express their wishes for Christmas in rhyme and write a poem. Gillett, Norma. "Interesting Childrenin Poetry." XVI (Jan. 1939), 15-16. Duffy,Gerald G. "Children Do Enjoy Describes a teacher's attempts to interest Poetry." XXXVIII (Oct. 1961), 422-424. 35 5th and 6th graders in poetry. A sub- Maintains that resistance at the 6th gradejective evaluation concludes that when at- level to poetry can be overcome by thetention is devoted to it, children can be teacher who faces up to initial problems,motivated to enjoy poetry. continues with humomns poetry, introducesGillett, Norma. "Some Poetry Writing Ex- story poems followed by poems of greaterperiences in the Third Grade." XI (June depth, and knows how to enrich through 1934), 152-154, 172. introduction of drawings, dioramas, choral Directs attention to the problem of help- reading, and the like. ing children become aware of the fundamental elements of poetry without stifling Duffy, Gerald G. "Poetry: An Insight intointerest and spontaneity. Isolates 8 specific Self." XL (Nov. 1963), 758-761. procedures that are effective with children Encourages the development of creativein poetry writing. expression and self-insight through and in poetry. Identifies stages in children's learn-Gillett, Oder, "Poetry as an Integrating ing to write poetry: observation, inspiration,Force." XIII (Apr. 1936), 142-144. and writing. Relates a classroom teacher's experience in using poetry as a motivating force to a Eckert, Mollie Horton. "Children's Choices group of unresponsive, disinterested 6th of Poems." V (June 1928), 182-185, 192. graders.

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Girdon, Mary 13. "Rhyme or Reason." XXIX Haight, Edith C. "Dancing to Poetr." VIII (Nov. 1952), 411-413. (Nov. 1931) , 220-221. Asserts. "Do not struggle with rhyme and Discusses the benefits that accrue from reason at the expense of sacrificing mean-(lancing while poetryis readan exercise ing and feeling" when teaching the writingfor the primary grades. of poetry. Hall, Cecil B. "Expression in Poetry Ap- Glenn, Margaret R. "Sea Poetry." IX (Feb. preciation." VIII (Dec. 1931). 249-250. 1932), 42-43, 47. Presents a method of classroom teach- Describes a collectionofseapoetry ing of poetry by encouraging children's illustrated in notebook by 8th grade boys. responsethroughillustration,dramatiza- Lists sca poems classified into 11 categories. tion, and verse writing. Could, Florence E. "Creative Expression Harbage, Mary. "Using Poetry with Young through Poetry." XXVI (Nov. 1949), 391-Children." XXVI (Nov. 1949), 385-390, 393. 427. Lists practical and aesthetic gains in using Tells story of how to teach poetry to children at opportune times. Lists authors poetryinteachinga lonaof creative and poems. uses of bulletin board, and bib- expression. liography of poetry suited to ages of chil- Coy, Naidene. "Let's Build a Poem." XXV dren. (Apr. 1948), 228-231. Harney. Irene."Prose, Poetry: A Com- Describes a step by step unit used inparison." XXXIX (Dec. 1962), 794-795, teaching poetry. Gives examples of poems798. written by 6th grade pupils. Describes how one teacher interests stu- Green, Ivah. "The Time for Poetry." XXIII dents in poetry through comparisons with (Apr. 1946), 154-156. prose. Believes the time for poetry is the mo- Harrington,MildredP. "Childrenand ment when a stimulus creates student in-Poetry." (I) IX (Mar. 1932), 57-60, 75; terest. The vicarious approach means that (2) IX (May 1932), 1:39-141. the teacher will need an adequate supply Recommends poems forvariousages. of poems for many situations and will haveSuggests books for home and schoolli- to set a class rapport for poetry apprecia-braries. tion. States that poetry should be used to bring about some measure of self knowl- Groff, Patrick. "Take Time for Rhyme." XLedge. Lists several anthologies for appro- (Nov. 1963). 762-764. priate age and interest groups. Encourages children to explore writing in rhyme on the basis that rhymes are anHartman. Juliet. "The Place of Poetry in innate part of the child's being, an out-Children's Literature." IX (Jan. 19:32), 17- growth of man's natural instinct. 19. Presents some purposes of poetry as a Groff. Patrick J. "The Most Highly Es- part of the elementary school curriculum. teemed Children's Poems." XXXIX (Oct. 1962), 587-589. Ilertnan. Scum Williams. "Verse and Song Analyzeschildren'spoems, consideredfor Democratization." XXV (Oct.1948), most highly esteemed, to determine if they :339-34:3, 388. meet the criteria favored by most anthol- Presents to the classroom teacher a key ogists of children's poetry. for establishing democratic relationships in very small children. Suggests some media Gunderson. Ethel. "All from One Poem."which will enable children to express these XXXVII (Nov. 1960), 449-450, 485. newly acquired attitudes. Describes how one teacher uses poetry in her classroom. IIer children read, speak, Higgins. JamesE. "ThePoet and the sing. dance, dramatize; and illustrate poems. Child." XXXIX (Dec. 1962), 806-808, 814.

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Notes the many similarities between thechildren's taste in poetry as compared with sensibility of the poet and that of the child; adults'; 38 of the 573 poems studied were poses question of why children becomeplaced on the "black list" and are named alienated from poetry. in the article. Also lists 18 poems rated Hill, Marjorie. "One Teacher's Experiencehighest by children.Childrenpreferred in Arousing Interest in Poetry." XVII (Maypoems of action, plot, and humor. 1940), 192-193. Jackson,Doris C."Poetry-Making with Describes how interest was aroused inChildren." XX (Apr. 1943), 129-134. poetryby organizingandplanninga States that careful planning should pre- Poetry Day. cede poetry writing by children in order to Hill, May. "Unharnessing Pegasus." VIIIfree them to reveal their inner thoughts. (May 1931), 107-108. States that the deep emotional satisfaction Draws analogy between the myth ofderived from expressing one's thoughts is Pegasus and the teaching of poetry. Whenmost important. schools "harness" poetry with other subjects, Jacobs, Leland B. "Poetry for Children." they destroy the enjoyment of poetry. XXVII (Mar. 1950), 155-157. Hofer, Louise B. "What Do Sixth Graders Gives criteria for selecting poetry foruse Really LikeinPoetry?" XXXIII (Nov.in the classroom: (1) it must produce an 1956), 433-438. exhilarating senseof movement;(2)it Tells how the author worked with her 6thmust make commonplace experiences vi- gradersin poetry and discovered theirbrant; (3) it must tell a wonderful story; 'ikes and dislikes in this area. and (4) it must bring health- giving laughter and have a lyric quality. Hooper, John. "Poetry Experiences of an Itinerant Teacher." X (Dec. 1933), 246-Jacobs, Leland B. "Reading Poetry to Chil- 218, 266. dren." XXV (Nov. 1948), 418-423. Recounts activities as a book agent and Offers 6 suggestions to the teacher for maintains that such individuals are in realitymore effective oral presentation of poems ;tinerantteachers;if theirinterests leanto a class. toward poetry, then its treatment must re-Johnson,A. Elizabeth."Childrenand move poetry "from its pedestal; second, that Poetry." XXIV (Jan. 1947), 43-46. it is necessary to construct a definite course Infers our practicalcivilization prefers of guidance; and third, that children must books of common sense to lyrics:. "We have experience poetry in order to enjoy it." no mythology, no minstrelsy." Insists a poet Hopkins, Lee Bennett. "From 'Trudeau'scan easily transferhis mood to achild Garden'." XLIV (Oct. 1967), 613-614, 616. reader. Cites approaches to poetry readinp Describes the cinquain as a compressedtimeliness, special interest, special circum- five-line, unrhyming stanza, containing 22stances. syllables broken into a 2-4-6-8-2 pattern: Kangley, Lucy. "An Approach to Poetry reveals how it was developed and perfectedAppreciation." XIII (Oct. 1936), 205-208, by Adelaide Crapsey, a poet of the early 238, 240. 20th century. Tries to solve these problems:. how to Hither, Miriam Blanton. "Children's Choices bring poetry back to the people and how in Poetry." IV (Jan. 1927), 24-27. to create sensitive, discriminating audiences, Describes results of rather extensive re-intelligent readers, and future poets. Also search in determining children's choices inbelieves poetry cannot be taught, but must poetry. be shared and experienced. Huber, Miriam Blanton. "Children's Poetry."Kazlov, Gertrude. "Poetry to Teach By." (1) III (Oct. 1926), 258-261; (2) III (Nov.XXXIX (Jan. 1962), 7-10. 1926), 287-289, 299. Illustrates how poetry can be used with Describes a study made with 50,000 chil-arithmetic, science, and social studies, as dren in 11 experimental centers to discoverwell as the language arts.

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Kidd, Elvora L. "A Digest of Approaches to Lindsay, Vachel. "The New Poem Games." Creative Writing with Primary Grades."(1) XI (Dec. 1934), 255-257; (2) XII (Jan. XXV (Jan. 1948), 47-53. 1935), 1-3. Divides 5th grade class of slow learners In these articles, two manuscripts unpub- into 5 groups and works on different ap- lished at his death, Vachel Lindsay gives his proaches to creative poetry. views on what he callsthe "new poem Kinsey, Dorothy Anne. "Poetry Writing ingames," based on experiments in Spokane. the Grades." VIII (Feb. 1931), 35-36. Informal social groups took part in these Presents poetry writing as an outlet forgames, including chanting and participation in choral refrains. Dances were included, eachchild'simaginativepotentialities. Realizes inspirations for children's poems and the atmosphere was experimental, in- are as varied as each individual. Stresses formal, and light-hearted. narration in poetry rather than form and Author feels that the vitality of poem rhyme. games isa possible art form. Discusses Spencerian poem games for small, concen- Kirkland, Josephine. "Choric Verse through trated, select groups who drew, rhymed, Creative Writing." XL (Jan. 1963), 49-51. sang, danced, and acted in a single evenipr-'.; Describes a class experience of writing improvisation. verse for a promotion day. Lobker.Margaret."An Adventurein Knapp, Elizabeth. "Recent Books of Poetry Poetry." XXIII (May 1946), 211-213. for Children." V (Apr. 1928), 119-121. Describes a teacher's method of motivat- Suggests the following outstanding books,ing a class to write poetry. Concludes with and others, to be used in teaching poetryselections of children's poetry. in the elementary school: Pointed PeopleLoeser, Katinka. "The Poet's New Address." and Taxis and Toadstools by Rachel Field,XX (May 1943), 175-179. Poems by a Little Girl by Hilda Conk ling, Discusses how World War II influenced Child's Day and Peacock Pie by Walterthe fieldof poetry. The unique circum- de la Mare, Songs of Youth by Rudyardstances in which writers found themselves Kipling, and The Winged Horse by Josephinfluenced their writings in varying degrees Auslander. Recommends selections appro- and ways. priate for grade levels and int 'rests. Lowe, Orton. "Come HitherRainbow Gold Knudson,Rozanne."Try Dada Data."The Singing World." III(Jan.1926), XXXVIII (Jan. 1961), 28. 10-13. Illustrates how the Dada Movement of Refers to 3 different anthologies of verse the 1920's was used toelicitinterest infor children. Briefly describes each of them poetry for junior high students. and givestitles of some poems in each. Includes a few poems in the article. Lachman,Florence.'Writinga Group Poem." (1) XXXIV (Apr. 1957), 258; (2)Lowe, Orton. "What to Emphasize in the XXXIV (May 1957), 319. New Poetry for a More Popular Appeal to Relates how all the disciplines were in-Children." VI (Feb. 1929), 37-38, 48. cluded in the writing of a group poem as States that there are no standards for a class studied the Norsemen. Concludespoetry. Two major problems confront the that thechildren usedeffectivelytheirchild: lack of poetry and difficulty in ob- knowledge from many curriculum areas andtaining poetry that is in print. Author com- learned their new object of study well. plimentsandcriticizesvarious types of La Rue, Garnette. "The Turned-Into-Outs."poets. Concludes with preferable character- VIII (Feb. 1931), 30-32, 40. istics of poetry: uses everyday language, Contends that children must write poetryis capable of being realized in a child's as they think of it, in their own language,experience, is nearer child's world, is less not when the teacher has some time in aformal, expresses a joy in life. rigid schedule where little time is left forLund, Mary Graham. "Learning Poetry 'By individual pupil inspirations. Heart'." XXX (Apr. 1953), 222-224.

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Discusses ways to teach poetry so that it Points out several factors teachers must can be a means of orientation and emo-keep in mind to make memorization of tional satisfaction. poetry enjoyable: the teacher must enjoy the poem; she must have an extensive col- Lupo, Ruth. "How Poetry May Contributelection from which she and the children to a Child's Development." XXXIII (Nov.may choose; required poems should have 1956), 426-427. many interest elements; and choice of poems Sets forth various advantages that can beshould he made with reference to a par- obtained from poetry: serving individualticular class rather than just from a graded differences, sharing experiences, stimulatinglist. Gives 10 specific steps to help a class new ideas. memorize a poem and illustrates the steps Lyman, R. L. "What Poetry Shall We Teachwith a poem by Walter de la Mare. Sug- in the Grades?" I (June 1924), 145-149, gests poems for memorization for grades 1-6 151, 154. and lists several poetry anthologies. Reviews studies which indicate that children need to he exposed to literature inMackintosh, Helen K. "A Study of Chil- ordertoenjoyit.Schools must choosedren's Choices in Poetry." I (May 1924), simpler and easier materials of good stand- 85-89. ards and postpone heavier literature until Reports a study involving 7 groups of 5th pupils are older. grade pupils regarding choices of poetry. Concludes that pupils enjoy poems more McCauley, Lucile. "Children's Interest inwhen not required to memorize or analyze Poetry." XXV (Nov. 1948), 426-441. them. Results show that children, when Gives results of a survey on children'sgiven their choices, include selections that interest in different kinds of poetry in 1sthave literary merit. grade. Finds that the children's interest was guided by the teacher's enthusiasm andMarcier, Joan. "From the Poets to the Chil- parental guidance. Poetry helps children'sdren: Three Books in Review." II(Jan. vocabulary to grow and independent read- 1925), 11-14. ing power to increase. Reviews Hugh Lofting's PorridgePoetry, Christina Rossetti's Sing-Song, and Hilda McCauley, Lucile. "Little Children Love Conk ling'sSilverhorn.Looks at the poetry Poetry." XXV (Oct. 1948), 352-358. through the eyes of children. Tells how the use of poetry in the classroom will help children learn to appreciateMarie, Sister Ann, F.S.P.A. "Writing Origi- and create poetry, develop language power, nal Ballads in Junior High School." XXVII and interpret their own experiences. (Oct. 1950), 383-385. Presentsastructuredlesson planfor Macagnoni, Virginia. "Children Can Create."teaching creative writing in the 8th grade. XXXIII (Apr. 1956), 225-228. Stresses the importance of using one's Nelson, Richard C. "Children's Poetry Pref- immediate surroundings in writing poetryerences." XLIII (Mar. 1966), 247-251. and of correlating poetry with art. Reports on a study revealing that (1) college students were fairly successfulin Mackintosh, Helen K. "Recent Data on predicting poetry that children (grades 1-3) Children's Interests in Poetry." VIII (Jan.would enjoy and that (2) children pre- 1931),18 -20. ferred selections in contemporary texts to Reports how observation and direct ex-those in 1928 texts. periment can create children's interest in poetry.Indicatesthat children'schoicesOrt, Lorrene Love. "Poetry Broadsides." are characterized by action, child expe-XXVIII (Nov. 1951), 411-413. rience, humor, dialect, and repetition. Asserts that children of today enjoy hearing poetry as much as seeing pictorial bill- Mackintosh, Helen K. "Removing Drudgeryboards. "Poetry broadsides" is a language from the Memorization of Poetry." IV (Dec. activity to encourage an appreciation of 1927), 297-300. poetry. A "poem broadside" is a poem writ-

51 Children's Literature-7 ten on a large sheet of poster-size paperfrom an environment of freedom and stimuli and sometimes illustrated with magazine,when the teacher puts the child in contact newspaper, or travel folder pictures or awith beauty, guides his sensitiveness, pro- poem written and illustrated on a chalkvides a literary background, and arranges board, which conveys feeling and ideas andexperience situations. awakens in a reader and listener a response. Poetry appreciation may be integrated withParks, Carrie Belle. "Stenographic Report all curriculum areas, partienlaily if teachersof a Poetry Lesson." V (Sept. 1928), 201- are genuinely enthusiastic -.bout it. 204, 2,11. Discusses a stenographic report of a Owen, Nell. "Creative Writing in the Upperpoetry lesson with the dialogue between Grades." X (Jan. 1933), 9-12. teacher and students recorded. Admits that Describes the author's technic in teach-the teacher talked too much. ing creative writing, especially of poetry, to 7th and 8th graders. Perry, Frank M. "Hold Up a Minor." XXVII (Dec. 1950), 512-514. Palm, Rachel. "Let Boys and Gills Choose Describes a creative writing project in au Their Own Poetry." XXVIII (Oct. 1951),8th grade class in which the students wrote 343. a five-line poem, a cinquain. Cites the need for children to choose their own poetry from many kindsavailable.Phillips, Marina. "A List of Poems Based When children can understand a poemon Childmen's Choices." VII (Nov. 1930); through experiences of their own, it be- 229-234. comes meaningful for them. Contains a graded list of poems chosen from readers' choices. Palm, Rachel. "Shall We Beguile Boys and Girls to Learn Poetry?" XXVIII (Nov. 1951), Pittman,Grace."Young Children Enjoy 421. Poetry." XLI1I (Jan. 1966),56 -59. Describes how one teacher reversed her Reports the findings of a study on the class's unfavorable attitude toward poetrygeneral reading interests of 3rd grade chil- study. By substituting enjoyment for rotedm en, with emphasis on poetry. memorization, she soon found her students meaningfully memorizing poetryuncon- Powers, Pauline R. "Original Verse Writing sciously. As a culmination, she suggested for Children." VI (Nov. 1929), 229-231. a poetry speaking contest. Each student Describes a 5th grade teacher's efforts to chose his own poems or passages. The classpromote poetry by reading the work of established criteria for judging performances recent poets, then having pupils attempt and detemmined the winners. the writing of poems. Parker,Pansy."PaintingPictureswithRainwater, Cleo. "Poetry in a Fifth Grade." Words." XXVIII (Dec. 1951), 484-487. VIII (Feb. 1931) , 37-40. Discusses ways of teaching poetry by Asserts that motivation by the teacher is emphasizing wise selection and interestingrequired to find the psychological moment presentation of poems. There is no one best in poetry writingthis moment occurs when way of presenting a poem. A method maythe interest is high and the desire to write am ise from situations, surroundings, expe-is stimulated. riences, or material itself. Poetry is valuable Rasmussen, Carrie. "The Words Sang Like infurnishingopportunitiestoobserve, w,nder, interpret, talk freely, explore, de-Music at the English Festival of Spoken velop greater skill Poetry in London." XXXVI (Dec. 1959), in using language, and 563-564. acquire lasting values. Author reviews her reactions to the En- Parkinson, Grace M. "Creative Expressionglish Festival of Spoken Poetry in London in through Poetic Language." VIII (Feb. 1931),which she beard poems interpreted differ- 27-29, 48. ently by different readers. Relates oral in- illustrates how creation of poetic expres-terpretation to a need for this kind of ap- sion in the lower elementary grades stemsproach to teaching poetry.

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Ray, Muriel. "Poetry and Art." XLI (Jan. Suggests more freedom in the study of 1964), 56-61. poetry. Most teachers use only the standard Relates an experiment to discover through poems. Suggests that two problems exist iii recitation and readings those rhythmic words the teaching of poetry:. (1) the lack of op- which stimulate feeling and emotional re- portunity for individual preference and (2) sponse in a visual manner. the memorization of the poetry selected. Reasoner, Chuck. "No Tune from the Hick- Children should participate more by bring- ory Stick." XXIX (Oct. 1952), 326-332, 347. ing in poems they have liked and by making Explains how a teacher handled the prob- their own anthologies. lem of teaching poetry so that children would Ryan, Calvin T. "A Plea for the Poets." XXV enjoy it. (Apr. 1948), 217-220, 231. Render, Ruth R. "Let Poetry Sing." XXVIII Suggests ways in which a teacher can (Dec. 1951), 475-477. inspire childrentowritepoetry. Warns against stifling creative poetry. Statesthatnegativeattitudestoward poetry arise asa result of inappropriateRyan, Calvin T. "Poetry Can Be Fun." selection of poems for children, intensive XXVII (Nov. 1950), 457-460. analysis, and forced memorization. Poetry Attempts to show "nonaccepting" teachers need not be difficult or obscure. Poetry is that poetry can be fun. our heritage and a potential source of pleasure and enjoyment for adults. To make this Ryan, Calvin T. "The Poet4the Child, the resource available to adults, we need to Teacher." XXXVI (Apr. 1959), 237-239. inculcate in children a love of poetry through Suggests that the reasonforteaching listening, speaking, and writing. In a relaxedpoetry is to show children how to lead and atmosphere with some guidance childrenenjoy it.Cautions against the danger of can write poetry, which theyNvillrefine as requiring children to memorize poems. they progress. Ryan, Calvin T. "Taking Books to the Peo- Rogers, Bertha M. "Teaching Children tople." XIII(Oct.1936), 223-224. NIemorize a Poem." V (June 1928), 179- Points out the need for acquainting peo- 181, 192. ple, parents in particular, of the wealth Emphasizes the view that the procedure of good reading in children's books. Stresses in memorizing a poem is beneficial to ap- the need for teachers to (1) know children; preciation. (2) know children's books;(3)see that Roller, Bert, and Stinson, Bess L. "An Ex- children have access to books; (4) reach peliment in Teaching Poetry to Children."the home, interest parents, and show them VII (Jan. 1930), 8-10, 21. how to buy books intelligently. Emphasizes Reports an experiment with poetry in a the need for student teachers to learn to 1st grade class:. children described the exact demonstrate and evaluate books, thereby mental picture a particular poem causedpressing for wider reading, better books in them to see. Findings were that mental homes, and wiser selection. pictures were decidedly varied, usually having no connection with the poems and usu- SAwinger, Florence W. "First Conies the Word." XXXIX (May 1962), 486-489. ally related to something experienced in the past. Cites methods used to develop awareness of the unique qualities in words used Roller, Bert. "PoetlyA Happy Experiencein poetry and story writing. Suggestsmany in Teaching." V (Sept. 1928), 199-200. helpful ideas; e.g., the class hada list of States that poetry study in the elementary new words for old." classroom should be conducted as an exploratory experience. Scofield, Elizabeth. "Haiku, a New Poetry Experience for Children." XXXVIII (Jan. Roller, Bert. "Teaching Poetry without the 1961), 24-26. Daily Assignment." IV (Nov. 1927), 270- Relates experiences using haiku with dif- 271, 283. ferent grade levels.

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Shapiro, Leo. "The Musical Approach toStuart, Allaire. "Creative Writing: Japanese Poetry." XIII (Feb. 1936), 63-65. Haiku." XL (Jan. 1963 ), 35-36, 67. Reflects on the potentials and values re- Describes a lesson in haiku poetry, intro- ceived in the musical approach to poetry.duced through its discipline, meaning, sub- Explains in detail an experiment involvingjects, and its history. a 5th grade class using this approach and the aesthetic values derived from it. Stuart, Jesse. "The Legend of the Trees." XXXIX (May 1962), 426. Shaw, Debbie. "A Plea for Poetry." XI (Oct. A poem which uses personificationto 1934), 199-202. depict the Little White Oak Tree as defying Urges need for arousing more interest inthe elements of the Autumn and Winter, poetry, and lists the essentials to promotewho ruthlessly lashed out at him claiming such interest:love for children;skill inthe fruits of power. Each type of tree was poetry reading and storytelling; genuine en-classified asiteventually succumbed to thusiasm for books. Autumn and Winter. The gentle touch of Spring was able to achieve what might, Smith, Linda Cleora. "Poetry Potential."force, and violence could not. XXIII (Nov. 1946), 304-305. Stresses importance of setting a mood Thompson, Maxine. "Criteria for Selection and leading a child to catch a topic duringof Poems." XXXIX (Dec. 1962), 816-817. a poetry lesson. Urges that the teacher keep Lists 12 criteria for selecting poems for the room quiet and accept those childrenchildren. who might only want to read poetry. IfThomley, Gwendella. "Reading Poetry to enough stimulus is there, the response willChildren." XXXIX (Nov. 1962), 691-698, eventually follow. 701. Explains the value of reading poetry to Smith, Sally True. "Why Teach Poetry?"children. Lists poetry appropriate for various XXXVIII (Jan. 1961), 27. age levels. Gives a rationale for poetry as an important part of learning. True, Sally R. "Sijo." XLIII (Mar. 1966), 245-246. Stanford, Ann. "Children's Poetic Expres- Describes sijo, a Korean poetry form, and sion." XXI (Dec. 1944), 301-302, 317. its possible use in upper elementary class- Gives examples of poetic expressions of rooms. children ages 5-8. Shows lack of familiarity with language as being a factor of poorTucker, Mabel H. "Do Your Pupils Enjoy performance. Poetry?" XXIV (Jan. 1947), 33-39. Admits that teachers in the upper grades Stevens, Bernice A. "A Tribute to Inspira- have to first battle the antagonistic view tional Teaching." XXX (Oct. 1953), 352. children hold for poetry. Views several de- kuthor attributes her ability to lose her-vices to gain appreciation. self in times of irritation and stress, of loss Valletutti, P. "Developing Creativity through and grief, of disappointment, and in times a Unit on Poetry." XXXVI (Oct. 1959), when the world is bright with beauty, to385-389. her mind's first volume of poetry. During Describes the development by steps of a her grade school years an English teacher unit of poetry and its integration with other introduced her to poetry and built this subjects. foundationforalifelong enjoyment of poetry, illustrating the influence teachersWagoner, David. "Why Indifference or have upon individual behavior. Hatred towards Poetry?" XXXI (Jan. 1954), 17-20. Stevens, Olive. "The Third Graders Write Submits reasonsfornegativefeelings Poetry." X (Jan. 1933), 6-8. towardpoetryandrecommendsthese Describes the author's technic of moti-remedies: (1) study contemporary poetry, vating 3rd graders to write poetry without (2) abolish tests, and (3) eliminate expli- pressure or fear of harsh evaluation. catory surgery.

54 Composition 8

Watson, Katharine W. "Christmas-Tide in Describes ways of recognizing and en- Poetry." VI (Dec. 1929), 265-268. couragingcreativityand warns against Provides an annotated reference for col- stifling creativity. lections of poems, stories, and plays. Lists books suitable for younger children duringAshbaugh, E. J. "The Seriousness of the the Christmas season.Includestexts ofInitial Error." VII (Mar. 1930), 59-60. some poems. Argues against theory that no error should ever be permitted. Instead, asserts that if West, Eleanor J. "December Holidays inincorrect response has been a source of dis- Poetry, Song, and Picture." XXXVI (Dec.satisfaction to the child, he will be moti- 1959), 549-551. vated to make the correct response the next Discusses methods of creating under-time the stimulus isgiven. Admits that standing oftraditions behind Decembererrors should not be accompanied by a holidays through poems, songs, and illus-feeling of pleasure. trations. Bany, Mary. "Cooperative Group Writing." Whitman, Robert S. "Folksongs for Ele-XXXII (Feb. 1955), 97-99. mentary School Children." XL (Nov. 1963). Describes author's technics for teaching 724-728. creative writing, proceeding from teacher's Guides the teacher to a selection of folk-storytelling to cooperative group writing to songs which are interesting and enjoyable individual efforts. for children. Bear, Mata V. "Children's Growth in the Willcockson, Mary. "Evolution of a Class-Use of Written Language." XVI (Dec. Made Ballad." XX (Jan. 1943), 27-28. 1939), 312-319. Summarizes methods of creativity in bal- Discusses a study to determine elements lad writing in a 5th grade class. Class wrotewhich characterize children's growth in the a group composition and the ballad; bothuse of written language from grade one were featured at an assembly program andthrough high school. a radio broadcast. Beard, Jess R., and Schumacher, Corinne. "Editorial-WritingintheSixthGrade." Wilson, Clara, and Evans, Clara. "Enjoy-XXIX (May 1952), 280-287, 290. ing Poetry with Children." XXV (Jan. 1948), Describes a project designed to deter- 54-57. mine if 6th grade pupils are capable of writ- Urges introducingchildrentopoetrying editorials. early in life and helping them to understand the meaning of the poem. Bice, Evelyn G. "Six-Year-Olds Can Write." XXVII (Oct. 1950), 380-382. Describes a teacher's experiences in guid- Composition: Composing ing and encouraging 6-year-olds intheir Process-8 first written expression. Bowers, Mary E. "Guiding Experiences in Anderson, Donald G. "Writers Are Made."Free Writing." XXII (May 1945), 177-181. XXVIII (Jan. 1951), 24-27. Discusses the experiences of a 3rd grade Debunks a mystical attitude toward crea-teacher with creative writing.Concerns tivity and suggests that each student hassome "Thou shalt not's" and "Shalt do's" a unique background that provides a po-in guiding children to write. tential for creat;,,-. exploration. Sees much creative activity as a restatement of ideas Buckles, Mary E. "An Approach to Teach. which existed long ago and are again beingingPoetry:SpontaneousDeliberation." unearthed. XLIV (Jan. 1967), 64-65. Suggests steps for helping children create Arnstein, Flora J. "Recognizing and En-poetry: (1) the teacher must expose them couraging Creativity in Composition." XLto poetry; children can then suggest poetry (Jan. 1963), 68-71, 84. which interests them; (2) the teacher uses

55 Composition 8

various subjects to stimulate poetry writing; Describes a study of 33 5th graders and (3) the teacher can help the children to31 6th graders in a suburban Pennsylvania improve their poetry. school system to determine whether or not intermediate grade pupils write about their Burrows,Alvina Treut, and Committee.problems. All pupils involved were asked "Children's Written Composition: Introduc- tolist at least five personal problems, wor- tion." XXXVI (Feb. 1959), 106-107. ries, and fears and later told to write a com- Introducesabulletinwhichincludesposition on a subject of their own choosing. studies of the leading role of compositionThough they indicated they had problems, and the supporting roles of discussing, dic-woiries, and fears, not many wrote about tating, illustrating, spelling, and handwrit-them when given an opportunity to do so. ing in the elementary school. Author questions the role of a teacher as a therapist and says that further research is Cabell, Elviia D. "Composition and theneeded. Composition Class." I (May 1924), 97-100. Believes "composition class should be aEdmund, Neal R. "The Relationship be- service shopa place for deliberate con-tween Prior Experiences and the Cieative sideration and improvement of technique." Quality of Stories by Fifth Glade Children." XXXV (Apr. 1958), 248-249. Carlson, Ruth Kearney. "Seventeen Quali- Reports the findings of a survey of 140 ties of Original Writing." XXXVIII (Dec.5th graders, given 45 minutes to select a 1961), 576-579. topic and write about it,to determine the Enumerates and defines 17 possible quali-relationship among three variables. ties of original writing. Presents an example of each. Edmund, Neal. "Writing in the Intermediate Grades." XXXVI (Nov. 1959), 491-501. Danforth, Helen. "First Aid in Children's Urges teachers in the intermediate glades Writing." XXXVII (Apr. 1960), 246 -2.17. to give more attention to writing, the moti- Describes one teacher's method of en-vation for writing, and the use of literature couraging children to become self-directiveas motivational devices to get children to in writing: children select by choice or atexplore their own experiences in writing. random from afileatitle,introductory Suggests that students at thislevel need sentence, or an assignment to relate anhelp in determining what their interestsare. anecdote about their personal experience or to develop fantasy in the form of a para- Fenner, Phyllis. "Children Who Ifave Stories graph or composition. in Their Heads." XVII (Mar. 1940), 108- 110. Dearborn, Frances. "Making Stories for the Describes production of a literary maga- First and Second Grades." III (Mar. 1926),zine of writings contributed by all students. 90. Describes a class project of composingForrest,VeraS."Helping Childrento stories about pictures and making bookletsWrite." XXVIII (Nov. 1951), 413-416, 441. to give to younger students. Suggests the following ways of helping children to write: (1) value children; (2) Duke low,JeanII."Vitalizing Beginningesteem their thoughts; (3) be sensitive to English." VIII (Apr. 1931), 79-82, 95. their remarks made in informal andun- Discusses both oral and written Englishstructured situations especially when they in the elementary school. Stresses the factrevealinterestswhichmightserveas that group composition should precede inde-sources of inspiration for writing; (4) copy pendent writing and that writing shouldchildien's stories on large pieces ofpaper generally be done under the teacher's guid-and place them where all childrencan read, ance. discuss, and enjoy them. Edmund, Neal R. "Do Intermediate Grade Gunderson, Agnes G. "When Seven-Year- PupilsWriteaboutTheirProblems?" Olds Write as They Please." XX (Apr. XXXVII (Apr. 1960), 242-243. 1943), 144-150.

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Discusses a study of 2nd grade children Describes a course of study in composi- to determine their readinev for spelling andtion that would have as its central philoso- written composition and to discover the phy "composition as a social problem." Lists topicschildrenfind most interestingto ways to overcome natural antagonism to write about. compositionandtypesofcomposition adapted to young people. Hardy,Hilda. "The Child,aCreator." XXXVIII (Nov. 1961), 491-493. Parke, Margaret B. "Composition in Primary Discusses the original writings of chil- Grades." XXXVI (Feb. 1959), 107-121. dren. Develops ideas for the teacher to use Maintains that a primary teacher shoald in providing enrichment experiences thatconsider the relationship among language the home does not provide. arts, written expression, and firsthand exp' Helices and note at which points separate Hickok.Beulah. "The Prevision Stepin teaching of skillsis Composition." IV (Jan. 1927), 19-23. desirable. A picture dictionary would foster interrelationships of Criticizes the manner in which teachersreading, writing. spelling, and handwriting. assign and criticize compositions; either too much or too little help is given in prepara- Mechanics of writing should not be neglected, yet children should feel free. tion. Suggests to teachers how children can be helped to think for themselves and toPaschall, Alma. "What Is Creative Expres- organizetheir thoughtsinto meaningful,sion?" XI (June 1934), 149-151, 163. literate, and interesting expressions. Tries to encourage creative expression to counteract the emphasis on "right answer" Hume, Helen Hook. "Factual Writing withteaching. Encourages use of imagination, Primary Children." XXVI (Nov.1949),interpretation, or self-expression, but cau- 397-398, 403. tions against misuses. The goal of creative Names steps to use in getting 1st graders expression is to trainthinkingminds for a to write paragraphs and stories. rapidly evolving society. Mc Emoe, Kathleen. "The Process of Cre-Richard, Sister Mary, O.S.F. "Summarizing ative Writing." XXXV (Mar. 1958), 159-Sun ies." XXXVII (lan. 1960), 43-44. 162. Discussesatechnicforhelpingstu- Points out certain steps one should con- dents summarize stories through the use of sider in the process of creative writing. Each pupil is different, but the same steps can pictures and guidance of teacher questions. be used in different manners. Robinson, Thomas E. "Putting Flesh on Story Skeletons." XXV (Apr. 1948), 212- Martin, Marvin. "Children Can Become Bet- 216. ter Writers." XLI (Jan. 1964), 53-55. Deplores the unsatisfactory method stu- Discusses what the classroom teacher can dents use in story writing; they settle for do to develop and improve the writing abil-only skeleton without much "flesh." Sug- ity of children. gests ways to add flesh to their stories. Messick, Margaret K. "Enjoying Composi- tions." XVII (Jan. 1940), 25-27. Ross, Ramon. "The Classroom Teacher and Creative Writing." XLI (Jan. 1964), 22-24. Suggests ways to develop children's in- 39. terest when they are writing compositions. Stresses the importance of the classroom Moroney, Frances M. "The Deeper Youteacher in encouraging children towrite Dig." XXXIII (Mar. 1956), 165-168. creatively about things they have experi- Outlines a possible way to obtain stu-enced. dents'writtenexpression.Stressesusing Smith, Ruble E. "Thoughts Have Wings." one's immediate surroundings as inspirationXXXI (Jan. 1954), 21-25. for writing. Demonstrates how unnecessary it can be Nair, Bertha Virginia. "Stimulating Thoughtto urge a child to express himself. Realiz- and Desire for Composition." XI(Mar. ing the wealth of thoughts stored in her 1934), 71-74, 85. students, the author gave them all the oral

57 Composition-9 and written opportunities they wished to Dawson, Mildred A. "Guiding Writing Ac- share. tivities in the Elementary School." XXIII (Feb. 1946), 80-83, 97. Stegall,Carrie C. "Purposeful Writing." Steers a middle of the road course stress- XXXI (Apr. 1954), 195-198. ing creative language expression and advo- Presents a way to encourage the individ-cation of direct thinking of skills. Classifies ual student to diagnose his own weaknessand discusses the various types of writing. and remedy it. The teacher posed questions to an English class of 8th graders encourag-Duboc, Jessie L. "Who Is Equipped to ing students to diagnose needs for purpose-Evaluate Children'sCompositions?" XII ful writing in any profession. (Mar. 1935), 60-63. Gives ratings by numerous teachers on Walker, Marion Sinclair. "Not Only thetwo 6th grade compositions. Teachers were Gifted." XXIX (Jan. 1952), 1-5. asked to state reasons for the ratings given. Suggests a procedure for improving theThese general rules seem to influence the written composition of children in gradesratings: the grade given represented a gen- 4-8: Approximately once a month conducteral impression rather than definite stand- a composition cycle. Have children give aards of work, and the grade was influenced short speech of approximately five sentencesunduly by some favorite point of emphasis. on some topic of interest to them. The nextsuch as spelling or neatness, with a heavy day have children write their speeches; theweighting of the mechanics of the paper. third day revise them not by erasing butSuggests a rough draft he written first with by crossing through their corrections. Evalu-attention mainly on ideas to he expressed, ate their draft without marking on it exces-then rewritten with mechanics in mind. The sively, offering comments like, "There arecompositionreturnedfromtheteacher stilltwo spellingerrors. Are your eyesshould be reevaluated and discussed as to sharp enough tofind them?" Give each mechanics and contents. composition two gradesone for content, one for form. Evans. Robert. "A Glove Thrown Down." XLIV (May 1967), 523-527. Levels two criticisms at writing programs: Composition: Evaluation-9 overemphasis of self-expression and overemphasis of free forms. Gives constructive Baxter,Bernice,andStirzaker,Blanche.approaches to teaching of writing: utilize "LanguageContributionstoDemocraticpapers requiring precise observation and Social Behavior." XXI (Apr. 1944). 121-125. papers dealing with processes. Believes that Illustrates how language helps democraticteachers can improve the elementary stu- behavior in school activities. Through thedent's writing by demanding precision in use of letters, the teacher gained insight expression. into the personal and sociallife of each child. Fletcher. Paul F. "A Composition Unit for Grade Five." XLIV (Feb. 1967), 148-151. Beverley, Clara. "Training Scorers in Com- Presents suggestions designed to help the position." I (Dec. 1924), 259-261. teacher evoke more response in student Discussesthetraining ofteacherstotheme writing: (1) assign a brief diagnostic score compositions in order to achieve lesstheme and have the students jot down ideas; variation in judgment and greater unifor-(2) have the students use these lists to write mity in scoring. Includes a short compositionfrom; (3) have students proofread and indi- and shows a comparison of teachers' scorescate wrongly written phrases. Suggests fac- with those of official scorers. tors to consider in grading the paper. Burrows, Alvina Treut. "Writing as Ther-Girdon, Mary Bowers. "I Like to Write." apy." XXIX (Mar. 1952), 135-138, 149. XXXI (Nov. 1954), 399-401. Discusses how writing can be therapy for Contrasts former and current methods of children. teaching story writing.

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Groff, Patrick. "Success in Creative WritingJewett, Ida A. "Recent Developments in For Everyone." XL (Jan. 1963), 82-84. Standards for Elementary Composition." V Gives step by step procedure for creative(Mar. 1928), 67-70. writing. The method includes group-written Relates the fundamental importance of stories and dictation of the story after theevaluating the effectiveness of composition class has proofread and copied the stories. teaching in the elementary school. A series Hall. Robert D. "Creative Writingas aof conferences helped teachers to describe Psychological Tool." XXXI (Jan. 1954), 25-weaknesses in compositionprograms, orga- 29. nize a plan of attack, agree upon goals and Convinced that there is more tocommu-objectives, and set forth main points for nication than imparting knowledge, thisrating the quality of compositions. teacher encouraged his class to speak andJohnson. Lois V. "Children's Writing in write and question life as theywere living it. Three Forms of Composition." XLIV (Mar. Believing that better psychologicalas 1967), 265-269. well as English development would result, he concentrated his classes' creative topics Presents a study of 3rd grade children's narrative, descriptive. and explanatory writ- on emotions and attitudes they encountered every day. ing as to number of sentences, length of sentences, and types of sentences. Conclu- Iloppes, William C. "Some Aspectsofsion: (1) children tend toward consistency Growth in Written Expression." (1) X (Mar. in nu abet- of sentences in all three forms of 1933). 67-70; (2) X (May 1933), 121-123.composition; (2) there is little relationship Presents a clear picture of growth inbetween the number and length ofsen- language expression (written compositions) tences; (3) all forms of structure are used with specific emphasison sentence struc-with more simple sentences; and (4)narra- ture. Sentence structure improves inaccor- tive compositions are longest on the basis dance with the maturity and growth of theof number of sentences. child. Development in creative writingoccursJohnson. Lois V. "Problems in Evaluation between 3rd and 6th grade. Two seriousof Writing." XXXIX (Oct. 1962), 570-573. problems children have in writingare appre- Deals with expository writing in grades hension of word meaning and egocentrism. 4 through 8 and the problems involved in evaluation of writing. The evaluation should Humphreys, Phila. "A Greater Indepen-he directed toward both process and prod- dence in Written Expression." XIX (Mar.uct. 1942), 93-98. Describes a plan to help teachers teachLeonard, S. A. "A Rough Scale of Para- 4th, 5th, and 6th grade pupils to improvegraphs on a Topic." III (Mar. 1926), 80-82, their own writing by self-evaluation. Spells89. out areas for evaluation. Describes an experiment in which the students read a paragraph, analyzed it, and Jenkins, Frances. "Classwork in Construc-wrote another paragraph on the same topic. tive Criticism of Oral and Written Compo-Gives purpose of the study and examples sition." I (Apr. 1924), 57-60. of student work. Maintains that the "technic of criticism should be built upon the principle that mostMilligan, John P. "The Judgment of Pupil criticisms of both oral and written workComposition." XVII (Mar. 1940), 103-104, should be in the hands of the class," and 127. that the criticism of compositions Presents a critique of a 4th grader's writ- may beten paragraph. carried on by the class as a whole under the guidance of the teacher; groupsmay workParke, Margaret B. "When Children Write together; committees may be placedin about Their Problems." XXXIV (Jan. 1957), charge of certain phases of the work;or35-39. each pupil may he given a companion to Reports on a limited study pointing upa act as critic under given conditions. need to focus attention both in school and

59 Composition 9 at home on ways of helping children resolve Stevenson,Katherine.'TentativeSixth the many problems that concern them.Grade English Plans." III (Feb. 1926), 4S- Points out specific questions that might be51. asked for solution. Presents the purpose of teaching English Pryor, Frances. "We Can't Afford Not toin the elementary grades. Discusses a plan Write." XXXVIII (Nov. 1961), 509-512,of development for written composition and 520. suggestions for marking. Gives a theme out- Demonstrates that children who are al- line and formal grammar suggestions. lowed to write freely and regularly improveStrickland, Ruth C. "Evaluating Children's in spelling, reading, and even behavior. Composition." XXXVII (May 1960), 321- 330. Roberts,BerthaE."Thinking,Writing, Identifies criteria important in evaluating Crowing." XVIII (Jan. 1941), 13-16, 28, 30.children's writing and discusses the writing Analyzes 3,500 compositions written byprocess. Ideas which result from observa- 700 children (grades 2-8; ages 7-14) in a tion,listening, reading, and thought are cross-section of San Francisco's cosmopolitanmore important than form. Writing should area to determine pupils' interests at eachbe purposeful. In the beginninga teacher level. may transcribe a child's ideas and later sup- Schwienher, Lucy M. "Guidance Clues inply incidental help as needed. Creative Chihli en's Compositions." XVII (Mar. 1940),writing should not be evaluated in the same 93-98. way as utilitarian or critical writing. Class Illustratesthatpupils' compositions re-discussion of sentence structure, organiza- veal personalitytraits and environmentaltion, and style will be more effective than factors. constant correction and rewriting in helping students grow in writing ability, improving Smith, Mabel C. "Does Correcting Errorsthe clarity and variety of their work, and Discourage Creativeness?" XX (Jan. 1943),inspiring self-evaluation resulting in greater 7-12. posonal satisfaction. Presents reasons for qualified or modified "ycs" or "no." Teacher-child relationship is Tiedt,Sidney W. "Self-Involvementin an important factor in encouraging chil-Writing." XLIV (May 1967), 475.479. dren's creative ideas. Suggests both individ- States that children write effectively and ual and group writing projects for gradessuccessfully when they are involved in their 4-6. writing and are writing for themsel-,es. The classroom should have an atmosphere con- Soroka, Pauline E. "Building a Foundation ducive to this type of writing: (1) a work- for Better Written Composition." XIII (Jan.shop atmosphere; (2) diversity of contri- 1936), 33-34. butions;(3)teacher enthusiasm; (4) a Deals with technics used by the au- positiveattitude.Explainstacticsto be thor, a 4th grade teacher, in teaching chil- used to stimulate student involvement: (1) dren to write interesting "finished" compo- go to the student for writing topics; (2) sitions.Discusses points to be consideredpublicize student writing; (3) developa in analyzing the composition as well asfeeling of security, empathy with the stu- method used in the analysis. dents; (1) confer with the students about their writing. Stevens, C. D. "Studying the Child by Means of a Standardized Autobiography." Too hy, :Elizabeth. "The Theme as Therapy." XXIV (Apr. 1947), 220-224, 229. XL (Jan. lut33), 92. Believes a picture of the whole elemen- Describes a way a teacher can start a tary child can be obtained by a standardizedchild writing: introduce a phrase about the autobiography. Written under the guidancechild for him to complete; e.g., "I have of parents and teachers, it would give in-always wanted to...." formation on the child's home and commu-Trabue, M. R. "A Council Program of nity relationships. Scientific Guidance in Elementary School

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Composition." IX (Jan. 1932), 12-16, 19. Fitzgerald, James A. "PrefixesinChild Presents some ideas on how to use ele- Writing." XXXVI (Dec. 1959), 576-580. mentary school composition lessons in group Stresses the need for teaching prefixes, andindividualguidanceprograms withand discusses a list of basic and important children. prefixes. Nilson, C. M. "Home Made Composition Fraim, Emma C. "Exploring the Minds of Scales." I(Sept. 1924), 165-170. Children." XXXII (Apr. 1955), 232-234. Presents a 7-step composition scale for Explores children's minds through their 12-year-olds which resulted from activitieswritten composition. Suggests having less of a group of interested but untrainedconcern with grammar and spelling than teachers w14,-,1ndertook the construction ofwith tryingto determine what a child's the scale, thoeby learning the meaning ofattitudes are toward home and school. a scale, the significance and advantages ofGreene. Harry A. "A Criterion for a Course statistical treatment, and a product particu-of Study in the Mechanics of Composition:* larlyapplicableinthe "home" orlocal;VIII (Jan. 1931), 7-9, 2:3-24. situation. Attempts to establish a criterion by setting up specificunitsinthe mechanics Composition: Mechanics I0 of composition, especially punctuation. Greene, Harry A. "Principles of Method in Anthony, Katherine M. "Applied GrammarElementary English Composition." (I) XIV and 'Editing'." IX (Mar. 1932), 66-67. 79. (Mar. 1937), 103-109; (2) XIV (May 1937), Suggests teacher's use of children's re-189-193; (3) XIV (Oct. 1937), 219-226; vised compositions for class exercise. (4) XIV (Nov. 1937), 267-272; (5) XIV (Dec.1937), 304-309;(6) XV (Jan. Card,William,and Mc David, Virginia.19:38), 29-36; (7) XV (Feb. 1938), 60-73. "Frequencies of Structure Words in the Lists 6 principles of classroom procedure Writing of Children and Adults." XLIIin elementary English: (1) points of view (Dec. 1965), P-8-882, 894. in language instruction,(2)content and Makes evident the difference betweengrade placement of language curriculum, children's language and adults' language.(5) psychology of learning applied to ele- Compares Bins land's A Basic Vocabulary ofmentary English, (4) method, (5) measure- Elementary School Children and A Basicment, and (6) remedial and corrective in- Writing Vocabulary by Horn. Uses Dewey's struction. RelativeFrequencyofEnglishSpeech Gives reasons for emphasis in language Sounds togive an understanding of theinstruction to be on oral usage. word factorsthatteachers use intheir States thattl:c frequency of language choice of words. Gives information aboutusage is the index to its social importance. words that children use most often andUrges that the language skills which are why we study or emphasize some wordsused the most should be emphasized in more than others. Contends that knowing instructional programs. Considers effective- which structural words are used by adults ness of directed drill, outside expression and and children will be helpful in developinglanguage consciousness, adult activities, de- sequential reading materials. mands on the school child, and the difficulty of learning various language skills. Driggs, Howard R. "Cultivating Skillin States principles of method as related to Sentence Building." 1 (June 1924), 141-142.classroom organization, management, and Maintains that to "train the child to useinstructional technics which, from experi- his mother tongue effectively we must lead mental and theoretical evidence, appear to him to use it to express himself, not somebe important in teaching elementary Eng- one else, and give him guidance the whilelish composition. to express his thoughts one at a time clearly, Deals with principles involved in meas- effectively." The net result will be skill inurement of results in English and in reme- sentence building. dial and corrective instruction.

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Presents reviews of Dr. Greene's re -arch Contends that a primary objective in the by R. L. Lyman and Ethel Falk. study of English is "the ability to speak and Four scholarsfavorablyevaluatethewrite correctly and forcefullya study of monograph by Dr. Greene in which heEnglish usage and composition in connec- suggests various principles to improve cur-tion with purposeful activities seems to be rent English programs. the best means of reaching this objective." States that the school should provide the Hatfield, W. Wilbur. "The Shortest Road tofollowing experiences for students in En- Sentence Sense." XXXIII (May 1956), 270- 273. glish compositisa classes: conversation, giv- Uses the theory of "Inner Speech" ining directions, book talks, friendly letters, writing complete sentences. business letters, and stories and news items. Hillenbrand, Robert. "The Appreciation ofKetcham, Alice. "An Experiment in Compo- Picturesque Language in the Intermediatesition." II (Jan. 1925), 23-24. Grades." XXXVI (May 1959), 302-304. Describes classroom research involving 3 groups in an experiment that stressed qual- Notes that what research has been doneity first, then mechanics. Discovered that indicates adefinite connection betweenthe child wasted valuable time and ideas reading or experiencing picturesque andwhen he had to stop and think about some- dramatic situations and creative writing.thing grammatically. The following are some possible activities: (1) enjoying puns; (2) reacting to specificLa Brant, Lou. "The Individual and His word meanings;(3)oral interpretation;Writing." XXVII (Apr. 1950), 261-265. (4) forming and reacting to sensory imagery; Discusses the changes in meaning of (5) promoting creative expression; (6) dis-literacy, changes in needs for written com- tinguishing variations in meaning. munication, and changes in the populace during the last century. Notes that there is Hunt, Kellogg W. "Recent Measures ina decrease in writing of personal notes such Syntactic Development." XLIII (Nov. 1966),as greetings, and printed forms are used for 732-739. ordering, job applications, etc. Believes good Compares the number of subordinateusage is learned through writing, direct cor- clauses used by various age children in theirrection, and reading. writing (the number increases through the elementary grades and the length of clausesLa Brant, Lou. "Writing Is Learned by increases with maturity) and states thatWriting." XXX (Nov. 1953), 417-420. teachers should be trained in clause con- Discusses the teacher's part in helping solidation so they can help students learnstudents produce ideas expressive of the the skill of subordination earlier. students' own feelings and thoughts. Sug- gests doing away with workbooks and exer- Jacobs, Minta E. "Can Sentence Sense incises in punctuation and having students Written Composition Be Obtained?" VIIstart writing papers. Recommends doing (Nov. 1930), 223-224. away with teacher correction of papers, for Maintains that a student's reading hisit encourages copying and shows where the compositions aloud to other children or tomistake is. Encourages the teacher to react the class isa successful way to detectto ideas through comments and a minimum dangling and run-on sentences. number of corrections. Johnson, Lois V., and Bany, Mary. "Com- positions, Not Commas." XXXI (Dec. 1954), Lehman, Ezra. "Dangers of Emphasizing 466-468. Form Rather Than Thought." V (Mar. Prescribes a classroom bah.icc between 1928), 77-79. teaching writing and teaching the mechani- Cites two views in vogue on teaching cal skills necessary to writing. writing: (1) that there is too little emphasis on grammar and spelling and on sentence Keener,E.E."TeachingCompositionand paragraph structure;(2)that unre- through Purposeful Activities." XII (Feb.strained freedom of expression is desirable 1935), 33-35. because resulting errors will eventually cor-

62 Composition 1 0 rect themselves. Stresses that emphasis on Describes procedure of using a diary to grammar and structure hinders fluency ofvitalize two objectives for a year's work in expression.Acknowledges thatthough composition:improvement in sentence young children's vocabularies are naturallystructure and enlargement of vocabulary. limited, they should be encouraged to use expressions they have heard. Nair.Bertha Virginia. "Improvement of Sentence Structure in Written Composition." Leonard, Sterling Andrus. "Deflating theIV (Sept. 1927), 209-215. Elementary Course inComposition." V Compares written composition of Ameri- (Mar. 1928), 83-86. can high school students with that of En- Considers English to be the most diffi-glish secondary students and finds the work cult subject in the curriculum to teach wellof American students inferior. States as the because of its all-inclusive nature, its lackbasic reason the failure of American schools of clearly defined objectives, and the highto spend time on sentence structure drill standards applied to English usage, in bothand on actual writing. oral and written expression, that exist in the mind of the public. Points out the impossi-Rose, Sylvia. "First Grade Children Write." bility of achieving mastery of English in theXXXII (Nov. 1935), 458-460. elementary school and advocates postpone- Offers an interesting 4-step approach to ment of teaching of nonessentials. Describesbuilding oral and written language skills of apractice of using situations that arise 1st grade children. naturally to promote expression, therebySchrader. Emma L. "A Diary." V (June facilitating the learning of English. 1928), 170-173. Levine, Isidore N. "A Plea for Writing Reports how keeping a diary motivated Sloppiness." XL (Jan. 1963), 46-48. students to spell correctly, write neatly, Appeals to teachers to deemphasize neat- and construct well-formed sentences. ness in writing so the child can be creativeSeegers, J. C. "Form of Discourse and Sen- and express himself. tence Structure." X (Mar. 1933), 51-54. Matilla, Ruth H., and Maurer, Mother Mary Reports an investigation which tried to Michael, O.S.U. "Helping the Child to Bedetermine the factors bearing upon the complexity of sentence structure in the written On-His-OwninWriting." XXXV (Apr.composition of children in grades 1-6. De- 1958), 230-233. Suggests starting with creative writing pendent dames, the principal element under the first week of school, and as the 1st gradeconsideration, were evaluated in the form ofdiscourse(argumentation,exposition, child develops a writing vocabulary, he narration, and description). le. -ns about story organization. This should teach him as well to appreciate the prac-Smith, Dora V. "Report of the Committee tical value of good standards in spelling,on the Evolution of Textbooks in Composi- handwriting, and punctuation. tion." X (June 1933), 151-154, 160. May, Frank B. "Composition and The New Directstheinexperienced teacher, by means of questions, toward the selection of Grammar'." XLIV (Nov. 1967), 762-764, textbooks in composition. 767. Argues that an analytical grammar pro-Stewig. John Warren. "Metaphor and Chil- gram, traditional or new, will probably notdren's Writing." XLIII (Feb. 1966), 121- be useful in improving children's compo- 123, 128. sition. States, "If we want to improve chil- Describes the importance and some tech- dren'scomposition through grammar in-nics of teaching the metaphor with the struction, then that instruction must bepurpose of incorporat,ag the device into similar in nature to composition itself." children's writing. Nair, Bertha Virginia. "An Experiment with Tidyman, W. F. "Essentials of Language in a Diary in the Fifth Grade." V (Sept. 1928), the Elementary School." I (Apr. 1924), 63- 208-211. 66.

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Describes the development of the mainGrowth: A Nourishing Diet of Experience." lines of composition which include: (1) abil-XLII (Feb. 1965), 185-188. ity to select subjects, (2) use of sentences, Maintains that, in order to promote cre- (3) paragraphing, (4) vocabulary, (5) cor-ative writing, a teacher should provide an rect usage, (6) essentials peculiar to oralappropriate climate that will help a child work,(7)essentials peculiartowritten exercise his imagination; the child's sensi- work, (8) spelling, (9) handwriting, (10)tivity to the things around him enables him meaning. to express thoughts that are meaningful and Treanor, John H. "Stream-line the Sen-alive. A teacher should furnish encourage- tences." XXV (Apr. 1948), 236-239, 260. ment to the budding writer and should be a Advocates the use of simplicity in sen-perceptive listener. tence structure for high school students inBaker, Frances Elizabeth. "Helping Chil- writing compositions, whereas elementarydren to Write Creatively." XXIX (Feb. schools should concentrate on the mechanics 1952), 93-98. of individual sentences. Outlines a teacher's method and gives Warrell, Anne L. "How Shall We Teachreasons for introducing creative writing to Skills in \Vriting ?" XXIV (Apr. 1947), 209-a 6th grade class. 219. Blaisdell, Thomas C. "Some Limitations to Believes creative expression should beBe Recognized." V (Mar. 1928), 74-76. stressed in beginning writing; form, spelling, Relates an anecdote describing a father's and technic should be based on the child'sand a son's reactions to the son's first assign- need. Error.; should be corrected by thement of a composition (in March of his 6th child, and language workbooks used withgrade year) on chivalry in the Middle Ages. other methods. Insists that the best aid inThe father questions the timeliness and rele- writing isa good teacher who respects,vance of the assignment to the bov's interests stimulates, and keeps alive the child's cre- and experience, and suggests Boy Scouts as ative ability in writing. a subject. Maintains that interest and experience are the best source of motivation for Composition: MotivationI I writing and that continued practice leads to proficiency. Altstetter, Mabel F. "The Approach to Cre- Bowers, Mary E."It Was Thundering." ative Expression." XVIII (Jan. 1941), 17-XXVIII (May 1951), 269-270. 275. 18. Describes a 4th grade girl's release from Discusses various approaches used bydepression through composition. \Vriting be- teachersregardingcreativewriting andcame a form of therapy by which she was criticisms thereof. Author has used the de-able to make others aware of her problems velopmental program with both elementaryand the teacher was able to ward off pos- and college students. sible tragedy for the child. Arnold, Myrtle. "Writing Is Fun." XL (Jan. 1963), 78-81, 84. Bradbury, Ethleen S. "An Enjoyable Letter Describes different ways of developing\Vriting Experience." XXV (Apr. 1948), writing ability and suggests what to do 2:32-233. with laggers. Describes a letter writing experience in which the class had a mysterious corre- Ayres, Nelle Wren; Buchanan, Inez A.; andspondent known only to the teacher. Parks, Carrie Lelle. "An Exchange of Let- ters." VII (May 1930), 126-128. 13randsmark, Mrs. M. L. "Written Compo- Finds that interest was created when asition in the Sixth Grade." III (Jan. 1926), "live" situation for writing letters was pre- 14-15. sented in which letters to classmateswere Suggeststopicsforstudentwriting, read aloud. stressesopenings and closings for paragraphs, and urges brevity at this grade Backer,June."NeededforLanguage level.

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Burrows, Alvina Treut. "Children's Writing,Expression." XXXV (Jan. 1958), 38-41. a Heritagein Education." XXXII (Oct. Lists the many functions of books. Ex- 1955), 385-388. plains an effective approach in the use of Gives 4 specific suggestions for encourag-books in encouraging creative writing. ing children to express themsei.,es freely, honestly, and creatively in writing. Dawson, Mildred A. "Children Need to Wiite." XXXIII (Feb. 1956), 80-83. Burrows, Alvina Treut. "Children's Writing Urges more frequent writing experiences, and Children'sGrowth." XXVIII(Apr. both practical and personal, and suggests 1951), 205-207. means of motivation for writing assignments. Statesthat"creativenessisessentially valuable in a democracy where uniqueness, Devine, Thomas G. "One Way to Stimulate not conformity, is a source of its strength." Thoughtful Writing." XL (Jan. 1963), 75- Emphasizes the importance of developing 77. children's writing to enlighten fellow class- Gives 3 situations for thoughtful writing mates and to contribute to personal release. (significantsubject,sharedmotivation, The atmosphere in the classroom must haveguaranteed readership) and an example of a childlike quality to produce self-confidence the problem-solving technic. and to condition students personally and intellectually to achieve their best. Dozier, Virginia, and Goodwin, Blanche M. "Practical Publications in the Grades." V Calhoun, Jean. "We VisittheGrocery (Oct. 1928), 239-240. Store." XIII (Nov. 19:36), 248-251. Discusses a means of motivating compo- Shows that children cantellof theirsition by publishing literary magazines. experiences on their own; with a little help from the teacher, these experiences can beFarris, Herbert J. "Creative Writing Must written for experience charts. Be Motivated." XXIX (Oct. 1952), 331- 332, 374. Carlson,Ruth Kearney."Sparkling and List do's and don'ts for the teacher con- Spinning Words." XLI (Jan. 1964), 15-21, templating development of a creative writ- 55. ing program. Discusses 3 technics found Introduces many books which can besuccessful in motivating intermediate grade used to encourage childrento use theirchildren in their writing activities. imaginations to produce original products. Gordon, John E. "They Want to Be Some- Carlson, Ruth Kearney. "Stimulating Cre-body." XXXIX (Dec. 1962), 770-771. ativity in Children and Youth." XXXVIII Reports visitation of a famous person to (Mar. 1961), 165-169, 174. school as part of "Higher Horizons" pro- States that creativity in language implies gram and resultant effects on the writing originality, individuality, and the absenceand composition work of some 700 pupils of stereotyped thinking. Gives 5 factorsin grades 3 through 6. Topic: "I Want to which influence creativity. Be Somebody." Claudel, Alice Moser. "A Modest Recipe to Motivate Creative Writing." XL (Jan. 1963),Green, Nab. "All Words Belong toFirst 99-100, 121. Graders." XXXVI (Oct. 1959), 380-384. Describes motivation for creative writing Describes procedures for teachers to use to encourage early written creative expres- through subjects other than English.In- cludes some dos and don'ts. sion. Creed, Ester D. "What'll We Write About?"Hall,Nancy."BeneficialNote-Passing." XXXIII (Jan. 1956), 24-28. XLIII (Nov. 1966), 789. Suggests several methods for motivating Presents the idea that teacher to pupil students to choose their own topics for com- notes can be a personal touch and can provide areluctant student with something position. exciting to read as well as provide the Cross, Alma. "Books and Children's Creative teacher with an indicator of class tensions.

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Hall, Robert D. "Motivation for Creative Deals basically with 5 areas: (1) defining Writing." XXXII (Mar. 1955), 154-156. motivation;(2) motivation in relation to Gives suggestions for creative writing,English expression;(3) purposes of En- and examples of children's writing basedon glish expression; (4) aspects of language; a program of observation,inventiveness,and (5) examples of appropriatepurposes and self-understanding. in English expression. Hofer, Louise B. "Prime the Pump withNielsen, Wilhelmine. "Style and Form in Music." XXXVII (Nov. 1960), 452-456. Children's Writing." XLIV (Mar. 1967), Describes a music-related method used270-272, 286. to inspire creative writing. Presents several devices the teacher can Hook, Edward N. "A Dozen Methods foruse to help children improve their writing: Stimulating Creative Writing." XXXVIIIreading to students, dictation, reading, semi- (Feb. 1961), 87-88. nars, charts, student editors. Stresses the idea that creative writingNoyes, Ernest C. "Introducing Beginning enables the teacher to help children putTeachers to Classroom Practices in English their imagination to work and at thesame Composition." IV (May 1927), 135-138, time utilize it as an effective tool for teach- 149. ing written communication; the bestcre- Discusses classroom practices whicha ative writing is achieved when the childbeginning teacher should use to develop forgetshimselftemporarily.Suggestsa habits in children that will lead to skill dozen methods suited to various types ofin oral and written expression. classes. Porter, Eleanor. "The Problem: To Say Jensen, Anna C. "Composition Can BeWhat You Mean." XXXV (Oct. 1958), 388- Interesting." XXV (May 1948), 312-319. 390. Shows how well-planned tangible experiences can make much learning possible, States that children should be allowed to particularly in write freely in an atmosphere of trust,en- written composition. Sug-couragement, and tolerance. gests items which might be of interest in writing compositions. Randolph,Ethel MacDonald.'Common Kennedy, Dora. "A Technique that Fostered Sense in Teaching Writing." XXVIII (Jan. 1951), 19-20. Creative Writing." XXXV (Mar.1958), 163-164. Discusses ways of motivating students to Describes how elementary childrenwerewrite through assignmrit of topics related encouraged to enjoy creative writing, therebyto everyday experienccs and use of student enabling the teacher to deal with elemen-models. Suggests that added incentivecan tary literature more effectively. be achieved if the student is allowed to share his paper with the entire class. Lamm, Henry V. "Sixth Graders Write Good Short Stories." XXXVII (Jai. 1960),Reinhardt, Lorraine. "Rewards of Creative 20-23. Writing." XXXIV (Mar. 1957), 145-149. Reports how methods used to teachcre- Outlines a procedure to foster creative ative writing at the college levelwere em-writing. ployed with 6th grade students for resultsRideout, Irna. "Writing Is Fun for Seventh the author considers superior to those hisGraders." XXVII (Oct. 1950), 386 -38S, 400. students at the college level had. Describes a simple but effective approach Martin, Mary R. "Children Learn to Write."in motivating 7th graders to write original XXVI (Mar. 1949), 122-126, 157. stories. Gives suggestions on how to encourage creative writing, beginning in the kinder-Schofield, Ruth E. "Some Thoughts on Cre- garten. ative Writing." XXX (Dec. 1953), 509-513. Describes motivation of young writers, Milligan, John P. "Motivation of Englishspecifications to the writers, and proofread- Expression." XIX (Jan. 1942), 5-7, 37. ing in relation to composition skills. Urges

66 Composition 12 exchange of papers, lists criteria to which a of Thought and Action in Composition student can refer, and advocates checkingseries.] on an opaque projector. Clark, Gwyn R. "WritingSituationsto Stegall, Carrie. "Take a Number from One Which Children Respond." MCI (Mar. to Ten." XXXIX (Jan. 1962), 33-40, 49. 1954), 150-155. Relates the approach to teaching writing Tells of experiment in language arts in used by one 4th grade teacher, starting withwhich 36 6th graders wrote one hour each writing prestudied sentences from dictation,day, responding to21 differentwriting towriting descriptions of classmates,to situations, for duration of school year. development of understanding of ten basic points of a good paragraph. Cober, Mary E. "We Write to Our Favorite Authors." XXXIII (Feb. 1956), 89-90. Svoboda, Laura Siel. "Creative Writing and Describes a project in which 5th graders, the Classics." XXXVIII (Jan. 1961), 29-32. preparing for Book Week 1955, wrote let- Suggests activities to develop an appre-ters to authors of their favorite books. ciation of the literary classics and to develop interest in creative writing. Cole, Esther Helm. "Planning the Future." III (Feb. 1926), 47. Composition: Programs-12 Describes how a 4th grade class prepared a chart listing the occupations they aspired Bowles, Elizabeth E., and Horine, Clara.to. Gives benefits of such a writing lesson. "Classroom Observations: A CompositionCormack, Ruth Crain. "Elementary School Lesson." (1) I(Mar. 1924), 36; (2) IJournalism." XXVIII(Dec.1951), 482- (Apr. 1924), 76-77. 483, 487. Portraysimpressions two observers Describes the practice of a newspaper gained in a Grade VI-A room in which an editor to visit a junior high school to discuss English diagnostic test had been given tojournalism andillustratelanguage rules pinpointdefects incomposition, with awith amusing anecdotes from his paper. group composition project as the ultimate He stresses that careful attention is given to goal. accuracy of names, dates, spelling, punc- Criticizes an AI literature lesson which tuation, and penmanship in news writing was devoted to Little Black Samba. and challenges the children to write well Certain, C. C. "A Course of Study in Cre-by offering them an incentive of having ative Writing for the Grades."(1) XIIsome students edit a column for a few (Nov. 1935), 231-235, 237; (2) XII (Dec. weeks, thereby offering them practical ex- 1935), 277-280; (3) XIII (Jan. 1936), 29-periencein journalism by working ina 32; (4) XIII (Feb. 1936), 68-72. "real life" situation. Four-part article stresses creative writingCraig, Dora B. "Popularizing Composition and systematicinstruction. Advocates 3with Boys." III (Jan. 1926), 16-18. types of writing: spontaneous, inspirational, An 8th grade boys' composition class and technical. Gives detailed suggestionswrote papers on Rip Van Winkle. This led and objectivesfor writing poetry, prose,the boys to search in literature and life for and drama. Concludes with a section onideal traits of character. The purpose was technics and tastes which should be es-to interest the boys in constructive reading tablished in inspirational writing. and to talk and write about the reading. [Certain, C. C.] Editorial. "Vacation Out- Cuddington,RuthAbee."Thanksgiving of-Doors." II (June 1925), 211-214. Day 1945." XXII (Nov. 1945), 273-274, Suggests materials for a program on out- 283. door recreation and related topics which Suggests ways, by means of pupil in- might be used for oral reports and written volvement, to prepare a creative program compositions. Contains articles on nationalwith the emphasis on Thanksgiving. forests and national game preserves and how they can be used for recreation. [PartDawson, Mildred A. "Building a Language-

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Composition Curriculum in the Elementary Attempts to describe 4 composition text School." (1) VIII (Apr. 1931), 75-78, 94;series from the same point of view. Most (2) VIII (May 1931), 117-120; (3) VIIIcommon fault is the unsatisfactory approach (Sept.1931), 164-169;(4)VIII(Oct.to grammar. Most promising factor is the 1931), 194-196, 200. excellence of format. Series examined: Our First of a series of 4 articles outlinesEnglishLanguage, Language forDaily practical procedures and guiding principlesUse, Macmillan English Series, and Good in constructinga language-composition English Series.. curriculum for a 4th grade group. Second article discusses construction ofHeineman, Alma. "A Daily Class News- curricula for language in the elementarypaper." XXIII (Nov. 1946), 311. school. Gives results of an investigation in Describesaprojectinwhichdirect identifyingtheobjectivesoflanguage-guidance was given to students in selecting composition teaching; objectives were or-9 topics for the papers which were written ganized on the basis of 9 functional centersbyindividualvolunteers.Threemore identified by Roy I. Johnson. articles(1) main topic of the day, (2) a Third deals with curriculum building inhumorous incident,(3) a current evcnt \ vli ich the curriculum is fairly standard forweie composed by the class. Each day the each grade in every situatior. class spent half an hour on the project. The Fourthdiscussesfieldtestingofan outcomes hoped for were (1) more interest elementary composition curriculum. in a paper, (2) working together, and (3) unlimited opportunities to involve all the Dyer, Henry S. "Dill and Creative Work inchildren. Language Expression." XIII (Nov. 1936), 263-268. Henthickson,Ruth."TeachingWritten Points out that children should be givenCompositionin Rural Schools."I(Nov. the opportunity daily to do creative writing I 924 ) , 223-224. in order to develop skills of writing and Discusses advantages and disadvantages conversation. ofthe one-room country schoolasthe setting for work in composition. Suggests Fagerlie, Anna M. "Third Graders Trythe possibility of all the children working Creative \Vriting." XXXIII (Mar. 1956),on composition at one time, and lists pos- 164-165. sible topics based on the personal expe- Stresses encouraging less creative, timidriences of farm children. Presents specific students to write by means of learningstandards for composition in each grade, and from their more creative peers. stresses that the rural school child should Goldsmith, Sadie. "The 3-B's Write Fairyhave the same standards as other children. Tales." XIV (Dec. 1937), 284-287, 303. Hildreth, Gertrude H. "Interrelationships Describes an attempt to place vital cre-between Written Expression and the Other ative activity into the teaching of literatureLanguage Arts." XXXI (Jan. 1954), 40-48. and composition. The aims were to develop Advocates that writing, as well as the (1) the children's powers of creative writ-other language ai ts, be offered to the child ing, (2) an appreciation of the beauty ofas a tool to assist him in both his academic languages, words, images, and rhythms,and social life. Initial emphasis should be and (3) desirable social traits. Also lists aplaced on content (preferably from expe- bibliography for the teacher. rience)rather thanform, althoughthe teacher should strive to make the related Goodwin, Blanche M. "Capitalizing Sixthtechnical skills inherent, thus supplanting Grade Energy." VII (Feb. 1930), 43-45. memorized maxims. Reports how a 6th grade teacher used the writing of a newspaper as a productive,Hoffman, Hazel \Vard. "From Newspaper comprehensive English program. to Magazine." XXXIII (May 1956), 289- 290. Hatfield, W. Wilbur. "Recent Composition Tells how a 5th grade newspaper project Series." XXXIII (Nov. 1956), 447-449. led to the development of a magazine.

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Hoppes, William C. "Considerations in theLaidley, Mary Fontaine. "Classroom Activi- Development of Children's Language." XIties in Composition." II (May 1925), 162- (Mar. 1934), 66-70. 163. Describes development of written lan- Relates a project for 5th and 6th graders guage in the elementary school andits that combined their knowledge of geogra- relationtothe programofinstruction. phy, aeroplanes, and their inventive powers. Analysis of 368 Chicago public school children's compositions yielded information forLong, Martha Stewart. "The Santa Maria: formulating a systematic course of instruc-A Newspaper in a 4B Grade." IV (Nov. tioninwrittenlanguage.Includesim- 1927), 262-264. plications for an improved program. Suggests that language arts can be taught effectively to children of lower ability in a Horn, Gunnar. "The Elementary School4B grade by the production of a newspaper. Newspaper." XXXI (Apr. 1954), 216-217.Relates how the children, uninterested in Presents important factors in newspaperEnglish, were encouraged to write about writinganddescribesvariouswaysoftheir own experiences. Includes short stories organizing material and obtaining news. by students. Johnson, Lois V., and Bany, Mary. "Chang-.McNulty, Florence E. "Suggestive Plan for ing Attitudes toward Writing Activities."Sixth Grade Home Room Composition." XXXIII (Jan. 1956), 33-37. V (Nov. 1928), 263-266, 277. Recommends fresher approaches to writ- Describes a program to promote creative ing, with several specific suggestions forwriting by using children's own experiences. enlivening the composition program. Gives an outline to be used by each home loom teacher in the school system. King, William A. "The Improvement of Niattera,Gloria."Authors. Fourth Grade Oral and Written English." II (Dec. 1925), Style." XXXIII (Oct. 1956), 354-356. 356-359. Shows by example how all Reports on a study in the use of content aspects of material communicationreading, sneaking, writing, in the improvement of oral andand listeningcan be taught through spon- written English. Of 3 phases in instruction, the most effective was the circulation oftaneous and creative writing by children. good written compositions at proper levels Mortensen,Louise H. "GeographyCol- within the school. They wet° more in-umns." XXXII (Oct. 1955), 384. terestingtothe pupilsinthat they re- Suggests column writing as a means to warded some degree of success intheircorrelate socialstudies and the language developing ability to sr'.ect and organize arts.and gives sources for teachers and materials. students. Kramer, Bettina; Loy, Paula; and Walker,Mortensen. Louise Hoyle. "Writing Field Winifred."DramaticRolePlayingand Reports." XXXV (Feb. 1958), 122. lin,,k Making in the Library." XXXIII (Jan. Suggeststhatboys takingfieldhips 1956), 41-43. could write reports about them, much as Describes a project in which 4th andthe army officers did who led in the open- 5th grade students took roles of authors,ing of the West. These could be used for publishers,andillustrators,resultingin interesting grammar study. creative writing and drawing, knowledge of the process of publication, and understand-Neal, Eliza Ann. "They Can Write" XVII ing the library. (Mar. 1940), 99-102. Lake, Marjorie. "A Fifth Grade Publishes Recommendsproductionofaschool the School Newspaper." XL (Jan. 1963), newspaper as a tneans of stimulating crea- 31-34. tive writing. Reports on the many advantages experi- Nettleman, Flora. "How the Community enced by a 5th grade in publishing a schoolChest Furnished an English Opportunity." newspaper. II (Sept. 1925), 236-239.

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Describes a project of the intermediate Smith,Dora V."American Youth and grades of the Toledo, Ohio, schools spon-English." XIV (Jan. 1937), 28-29. sored by the local Community Chest. Pur- Suggests that a rich and full environment pose: to put into writings and illustrationscan help in getting studentstoexpress informationgatheredthroughpersonalthemselves freely in written composition. experiences. Materials were later compiled into a book and used for a CommunityStegall, Carrie C. "Fourth Graders Write Chest campaign. a Book." XXXIII (Jan. 1956), 18-23. Describes a project in which 4th graders Patrick, Sister Mary. "Should We Teachlearned principles of writing and punctua- the Short Story?" XXXVIII (Dec. 1961),tion as they wrote their own book. 580. Discusses the merits of teaching the"ThoughtandAction inComposition writing of the short story in the upperClasses." II(Mar. 1925), 94-96. elementary and junior high schools. Encourages oral and written composition by publishing various stories. Pearse, Annette. "Oral and Written Com- position Projects." IV (Mar. 1927), 79-82,Unkel, Esther. "Let's Have a Class News- 88. paper." XXXVIII (Oct. 1961), 411-413. Compiles composition topics for grades Suggests ways children might go about 1-8. setting up a class newspaper. Pi lant, Elizabeth. "Family Folklore." XXXWade, Duryen E. "Sixth Graders Work (Mar. 1953), 148-149. toward Better Writing." XXX (Apr. 1953), Presents a case for the use of folklore 214-219. topics, especially lore of the child's family, Discusses means of creating an interest in the teaching of composition. in writing, especially for 6th grade pupils. Ridgley,Douglas Stresses correlation of writing with a social C. "Some Topics in studies field trip. Geography of Value to the English Class." V (Sept. 1928), 220-221, 222. Walbridge, Bettie. "Roll the PressGrade Discusses the value of combining geogra-Four Style." XXXVIII (Jan. 1961), 9-10. phy topics and English composition. Describes the procedure a 4th grade used to publish a monthly newspaper. Ryan, Calvin T. "Writing the Magazine." XX (Jan. 1943), 21-22. Walsh, Marian M. "The Newspaper in the Relates a project which furnished anElementary School." IX (Feb. 1932), 34- incentiveto use reference materials and37. creative work in verse and prose, as well as Includes samples of 6th grade children's examining magazine materials. Interestingarticles and papers from an experiment at climax came with a radio program broad-Peabody Demonstration School. cast with a 6th grader as monitor. Watnuf, Walter A. "Notetaking in Outline Salisbury, Ethel I. "Children Can Learn toForm." XXXVI (Apr. 1959), 244-247. Edit." XXX (Nov. 1953), 434-436. Asserts that outliningis essentially an Explains steps by which a group of 6thorganizing process to make comprehension grade pupils produce, correct, and improve of oral and written information an easier a set of papers. Takes reader through 4 task. These steps are used to introduce chil- days of work with a particular piece ofdren to outlining:(1) introduce the con- writing. Provides a procedure for editingcept; (2) teach children to outline simple papers. reading material; (3) teach them to sense the outline of spoken material; (4) practice Schmidli,Lilli."WhenSwissSeventh Graders Write." VI (Dec. 1929), 273-275.notetaking in outline form. Reports onthecooperative,inspiringWilliams,CatherineM."TheStudent spirit found in a 7th grade class in Switzer- Publication:AnIntegralPartofthe land during composition writing. IncludesEnglish Program." XIII (Mar. 1936), 112- several examples of their writing. 115,

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Explains the procedures of composing aArnold, Frieda. "A Creative Writing Ac- school paper as a learning experience in- tivity." XXXVIII (May 1961), 298-300. volving all grade levels. Reveals some of Explains how children can be led to love the obstacles which hamper freedom ofwriting and freedom of expression through thought. a purposeful experimentin"lettingoff Woodward, IsabelA. "We Write andsteam" by writing on a topic like "The Illustrate." XXXVI (Feb. 1959), 102-104.Trouble with Sisters." Relates an account of an example ofBarnes, Donald L. "An Experimental Study creative writing becoming "real and mean- in Written Composition." XLI (Jan. 1964), ingful" io a group of 3rd graders who wrote 51-52. materials and illustrated them for a pur- Discusses an approach that a group of pose. 2nd grade teachers developed to eliminate Young, Helen H. "Controlled Composition temporarily some of the hurdles to effective in the Sixth Grade." XXII (Dec. 1945),writing. 321-323, 332. Bergfeld, Annabelle Wagner. "A Creative Tells how a high school English teacherWriting Project." XXIII (Apr. 1946), 157- guided a 6th grade class in its analysis of a 159, 177. paragraph of description in Walter de la Discusses the school newspaper as an Mare's ComeHither,which followed withinstrument to further creative writing. Also the students writing paragraphs describingsuggests poetry and acrostics as aids to some minutely remembered joy. inspire writing. Zeligs, Rose. "Growth in English through a Beverley,Clara. "My Experiencewith Unit in Photography." XIX (Dec. 1942),Creative Writing." VI (Nov. 1929), 233- 291-295. 235. Reports how, through integration of a Develops the idea that every good teacher resource unit, English came to mean ais a teacher of expression. u.:,sative speaking, new vocabulary, learning to spell, writingand creative writing. letters of thanks and inquiry, writing reports, and also writing creative stories with Bischoff, Constance. "Guidance in Creative illustration from photographs. Expression." XXIX (Dec. 1952), 462-465. Suggests means for arousing children's Creative Writing I3 emotions to recall their past experiences as foundations for creative expression. When teachers enrich the curriculum, they provide Allen, R. Van. "What Is Creative Writing?"new experiences. XXV (Mar. 1948), 174-176. Defines creative writing and compares itBrack, Kenneth H. "Creativity in Writing with functional writing. Is Where You Find It." XXXVIII (Feb. 1961), 89-90, 98. Allen, Shirley E., as told to John Trout. Discusseschildren'screativewriting 'Thoughts of Our Own: A Projectin (self-expression) and lists ways a teacher creative Response' XXX (Dec.1953),can help children grow in 499-505. their creative Urges structured writing lessons and the use of models, noting underlying purposes: Brodsky,Mimi."CreativeWriting in to develop discrimination in language, to Elementary School." XL (Feb. 1963), 189- enhance creative ability, to develop aware- 190. ness of beauty in everyday things. Brieflydescribescreativewritingex- periences and presents samples. Anderson, Etoile. "Standards in Creative Writing." VI (Nov. 1929), 249-250. Certain, C. C. "Creative Writing in the Discusses the role of the teacher in en-Grades." X (Jan. 1933), 16-18. couraging the art of creative writing. Con- Givesbibliographyofmaterialson tends that it cannot be taught per se. creative writing.

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Clotilde, Sister Mary, O.S.F. "An Approach Stresses the fact that in creative writing to Creative Writing." XVII (Mar. 1940),emphasis should be on content instead of 105-107. form, particularly in the primary grades. Discusses a method used to stimulatePresents ideas for helping children write pupils to write own poetry: begin with more easily. much oral reading of poetry by teacher and students. Eyster, Mary Lu. "Understanding Children throughCreative Writing." XXX (Nov. Cole, Natalie Robinson. "Creative Writing 1953), 429-433. as Therapy: or, Nobody's an Angel." XX Illustrates through 6 examples of chil- (Jan. 1943), 2-6. dren's creative writing how a teacher can Describes aproject conducted by thegain insights into children's problems. Sug- author with a 6th grade classof verygests that file folders be kept with the work nervous and high-strung youngsters. Under- of individual children so that the teacher standing themselves, their classmates, andmay observe more objectively the growth fellow human beings came as a result ofover a period of time. Shows how writing listening to the ideas of their classmatescan be a means of self-improvement. through creative writing. Ferebee. June D. "Gaining Power through Cole,Natalie."CreativeWritingfor Writing." XIX (Dec. 1942), 282-285. Therapy." XXII (Apr. 1945), 124-126, 138. Advocates teaching report writing and Discusses therapeutic value of creativecreative writing forfull development of writing. Adds samples of children's work. children's writing abilities. Cooper, Jane Wilcox. "Creative Writing asFerebee, June D. "Learning Form through an Emotional Outlet." XXVIII (Jan. 1951),Creative Expression." XXVII (Feb. 1950), 21-23, 34. 73-78. Exploresthetherapeuticvaluethat Discourages teaching writing for specific creative writing may have when studentsskills and stresses drawing out the children's areallowedto handleautobiographical story telling abilities by: (1) providing a writing and symbolic writing. Mentions therelaxed atmosphere, (2) providing listeners, need for the teacher to guide this type of (3) looking for and praising good tech- writing with proper questions in the lower nics,(4) discouraging remodeling stories, elementary grades. (5) cultivating imaginations by reading to children,(6) heightening sensory aware- Dunlap, Vivian H. "Creativity: A Rainbowness and developing alertness in interesting in the Sky." XXXIX (Jan. 1962), 41. word usage, (7) stopping temporarily when Describes experiences of a teacher withcreativity runs thin. a 5th grade individualized reading project, including legends, folklore, and talltales Filbin, Robert L. "Teaching Creative Writ- of America. Emphasis was on improvinging in the Elementary School." XL (Jan. free expression of ideas, vocabulary growth, 1963), 43-45. and applied languageskills.From this Stresses the importance of children's ex- project emerged a rare piece of creative pressing themselves and gives suggestions writing, which is presented in the article. for the teacher for creative writing. Edwards, Phyllis 0. "Putting Magic inFloyd, Wallace C. "Creative Writing: A Creative Springtime Writings." XXXI (May Key to Mental Hygiene." XXXV (Feb. 1954), 272-274. 1958), 104-105. Presents 4 fundamental steps in any cre- Suggests that creative writing for chil- ative writing activity. Emphasizes the pit- dren might be one key to better mental fallsofexpectingtoo much fromthehygiene. Lists the following benefits derived children without adequate orientation. from such: (1) children find a free relaxed feeling in writing their innermost thoughts; Evertts, Eldonna L. "Dinosaurs, Witches (2) teachers can understand import of their andAnti-Aircraft Primary Composition."environment and frustrations of maladjusted XLIII (Feb. 1966), 109-114. children; and (3) free writing reveals such

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problems as rejection by playmates, dislike Kelley, Julia G. "Creative Writing in the !Ir school, demands and pressures. First Grade." XLI (Jan. 1964), 35-39. ..Freeman, Sophie. "Put 'Create' into Cre- Deals with what a classroom teacher can ative Writing." XLII (Apr. 1965), 401-402. do to teach 1st grade children to write Describes the author's methods of teach- creatively. ing creative writing: (1) use picture writ- Leonard, Eunice E. "Helping Children Ex- ing;(2) have the same story put intopress Themselves Creatively." XV (Dec. words; (3) have "a story thatisreal" 1938), 306-308. written as one would tellit;(4)tell "a Speaks of the view that every child is story that never happened"; (5) prepare apotentially creative and that the teacher's "story that stands still"use of nouns andresponsibility is to create an atmosphere of adjectives; (6) prepare a "story that moves" freedom, understanding, and confidence that r use of verbs and adverbs;(7) writewill draw out this creativity. Insists that the poems; (8) write letters. primary job of the teacher in this process Callagher, James J. "Expressive Thought is to get to know the child and acquire by Gifted Children in the Classroom." XLII his confidence. (May 1965), 559-568. Light hall, Mary. "Created by Children." Explains how research puts emphasis on XXXIII (Oct. 1956), 348-353. thecreativeprocessandthecreative Deals with a teacher's ability to encourage thinker in the classroom environment. creative writing by children. Crcenaway, M. Emily. "A Constructive Ap- Miller, Mamie E. "What Creative Writing proach to the Writing Period." XXX (May Can Tell a Teacher about Children." XLIV 1953), 266-272. (Mar. 1967), 273-274, 278. Relates several useful methods to use in Presents the results of a study of chil- teaching creative writing. dren's writing in grades 1 through 6 in a Harding, Maude Burbank. "Authors in the western city. The findings are grouped into Making." VI (Nov. 1929), 236-240. 6 major categories: self-impressions, home Pleads for complete freedom, withoutand family, friends andsocialrelations, criticism, for children to express their feel- school and citizenship, interests and ex- ings and ideas on paper. periences, emotions and problems. Suggests Hill, Jeraldine."FosteringCreativity."that creative writing can be beneficial to XXXVII (Jan. 1960), 23-26. both teachers and students. Suggests that creativity can be elicitedPreston, Ralph C. "Children's Autobiogra- from children if an air of acceptance isphies." XXIII (Nov. 1946), 306-307, 310. fostered and the child is given opportunity Offers answers to two questions:(1) to find creativity in everyday experiences.How can the idea of writing autobiogra- Holmes, Ethel E. 'Writing Experiences ofphies be presented to children so that the Elementary Children." XIII (Mar. 1936),experience is listed above the prosaic? (2) 107-111. How may autobiographies be usedto Discusses the role of the teacher in pro- deepen a teacher's insight into the person- moting creative writing in relation to thealities of children and furnish a basis for following aspects: (1) allowing freedom ofguidance? Suggeststhese motivationsto expression, (2) guiding in the functional children to prepare vital autobiographies: aspects of composition, and(3)helping (1)acquaint them with published auto- students discover the power of words. biographiesa background is thus provided forthe children's own biographies;(2) Irwin, Irene I. "Creative Writing with asuggest that children limit the scope of Third Grade: A Diary." XXIII (Jan. 1946),their autobiographiesdata could be limited 24-29, 37. to experiences in school or family experi- Gives an account of how a 3rd gradeences; (3) assure children that the auto- teacher led her class to freedom in self-biographies will be treated confidentially. expression through creative writing. Also suggests how to use autobiographies

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as instruments of guidance: (1) to discoverTilton, N. Edith. "Creative Writing as a irritants or sensitive spots in children; (2) Preparation for High School." VI(Nov. to discover what children regard as objec- 1929), 232, 240. tionable traits in teachers; (3) to discover Discusses ways that creative writing can traits and procedures to which childrenbe of value before a child enters high respond positively;(4)to discover chil- school. dren's needs for encouragement and help. Walsh, Aline. "The Wonder of Winter." Putnam, Ruth A. "A Dynamic Approach to XXXVI (Feb. 1959), 97. Behavior through Creative Writing." XXVII Describes an example of constructive use (Oct. 1950), 375-379. of creative writing. Both the motivation Explains how creative writing may be (experiencing snow) and the outcome "were diagnostic and therapeutic. purely spontaneous." Rosenbloom, Minnie. "Teaching AtypicalWelch, Roland A. "The Child as a Cre- ChildrenCreativeWriting." LX (Juneator." VII (Ma:. 1930), 70-72. 193.,153-155, 165. Takes point of view that teacher should Presents results of a study in wl.;ch the "permit" children to write creatively rather same methods were used to teach creative than "teach" them to do it. Beginners should writing to 3 groups of children of variouswrite on subjects of great interest to them. age and ability levelsmentally gifted 10-Contends that teachers are too rigid in year -olds, mentally gifted 11-year-olds, and creative writing assignments. retarded whose average age was 15. White, Evelyn Mae. "Creative Writing for Squire, James R. "The Teaching of WritingSix-Year-Olds." XL (Jan. 1963), 25-27. and Composition in Today's Schools." XLI Describes a method of teaching spelling (Jan. 1964), 3-14. phonetically, which has a liberating effect Expresses concern over the teaching ofon children's creative expression. writing in all grades and sets forth 3 solu- tionsto the problems of accomplishingWilson, Lillian Scott. "Creative Writing in a writing habits in school: uniform gradingFirst Grade." XXVI (May 1949), 241-249, scale,assistancefortheteacher,and 264. developing awareness of skills and prob- Gives reasons for doing creative writing lems of organization. in the 1st grade and gives suggestions for Stockwell, Roberta. "First Experiences in teaching it. Creative Writing." VI (Nov. 1929), 241-Wilson, Martha L. "Helping Children with 242. Writing." XXXIII (Apr. 1956), 228-229. Describes the author's experiences as she Lists 12 ways to help children to write. tries creative writing: a personal evaluationStresses the importance of ideas first and of what a good English teachercan do toform second, and also of developing in- help pupils express themselves. dividual "ways of writing." Sutton-Smith, B. "Creative Writing: Writ- ing What You Like and Liking What You Winters, Margretta. "Creative Writing: In- Write." XXX (Dec. 1953), 492-499. side Out." XL (Jan. 1963), 88-91. Presents Describes methodsofmotivationfor methods on howtowrite creativity. creatively,freely,abundantly, and with pleasure:allowandencouragewritingWitty,PaulA."OpportunitytoWrite spasms but keep the aims of neatness,Freely." XIX (May 1942), 171-174, 182. accuracy, and good writing. Stresses two Insists that an understanding of children major points: (1) freedom alone is all thatis the first requisite for the teacher in help- is necessary to get some children to write;ing them to write freely. Writing about or (2) the flow of writing will not be forth- discussingexperiencesshouldbeboth coming from some children unless they find beneficial and satisfying to children. Cre- permissiveness, acceptance, and encourage- ativewritingcanhelpstudentsfind ment. happiness.

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Witty, Paul A. "Realms of Gold in Chil- Urges more use of reference materials dren's Writing." XXII (Mar. 1945), L'S-93. in the reading program. Stresses importance Recommends creative writing as a meansof specific training in skills for their use. of free self-expression for students. Baxter, Bernice. "Democratic Practices in Witty, Paul. "Some Values of Creativethe Language Arts." XX (Mar. 1943), 108- Writing." XXXIV (Mar. 1957), 139-145. 111. Presents 7 values of creative writing. Presents 5 principles for skillful guidance in language arts taking into account individ- Wolfe, Don M. "What Is Creative English?"ual differences, skills of group discussion, XXIX (Dec. 1952), 457-462. and promoting ideals of democracy. Lists Defines, discusses, and suggests meansquestions to aid the teacher in evaluating for implementing creative English ("... oralhis own technics in developing democratic or written expression which draws uponbehavior in the students. that experience of the pupils which no Beall, Ross H. "What Is Good Fraction other pupil could duplicate....")in the classroom. Drill?" VI (Feb. 1929), 49-52. Describes two types of drillsfor instructional purposes and for maintenance of CurriculumI4 skills. Contends that there needs to be more variation in drill. Allen, Paul D. "An Elementary Teacher'sBerman, Louise M. "Helping Students Un- Eye View of the Disadvantaged." XLIVderstand Their Thought Processes." XL (Jan. 1967), 53-56. (Jan. 1963), 21-24, 48. Presents several characteristicsof dis- Develops a method of teaching the proc- advantaged children: (1) have a sense ofess of thinking, analyzing convergent, cre- despair; (2) are below grade level in many ative, and judgmental or evaluative thinking. of their subject areas; (31 have language difficulties; (4) lack preschool enrichment;Betts.Emmett A."Interrelationshipof (5) despite lack of experiences associatedReading and Spelling." XXII (Jan. 1945), with growing up, have responsibilities; (6) 13-23. have classroom behavior problems. Urges establishmentof anintegrated language arts program. Alpren,Patricia Farrell. "The Effect ofBlaisdell,ThomasC."Experimentation Group Experiences on Human Relations."with Children's Books in Russia." XI (Oct. XXIX (Apr. 1952), 200-205. 1934), 206-208, 219. Describes a curriculum designed to help Discusses Russian controls over reading children understand the history and culturematerial for children. of the American Negro. Bobbitt, Franklin. "Reorganizing the Course Anderson, Alton R. "En Route to Integra-of Study in English." II (Sept. 1925), 233- tion." XIV (Feb. 1937), 45-48. 235, 239. Sets up a plan to follow in correlating the Discusses briefly the purpose of training curriculum. An important part of the plan inEnglish,the problemof curriculum- is convincing the staff of the value of anmaking in the field of English, and arrang- integrated curriculum. ing opportunities for practice wh..re the situation awakens in the pupil a desire to Avery, Rebekah. "Relating Music, Natureuse the best English of which he is capable. Study, and English." IV (Jan. 1927), 28. Emphasizes that correlation of subjectBooth, Miriam B. "Content in a Full-School matter from various areas can result in anLanguage Program." XXVIII (Mar. 1951), effective teaching and learning experience. 136-137, 140. Pleads for more organization of content in Backer, Vilda. "Are Reference Materialsthe language arts program with establish- Important in the School Program?" XIIIment of a sequence that would eliminate (Jan. 1936), 14-16. much of the repetition that exists,

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Borton, Mildred Frey. "Parents as Partners."Callihan, Cordia V. "Language Training." XXXII (Nov. 1955), 450-454. XV (Jan. 1938), 15-18. Relates an experience with a 2nd grade Discusses Paul McKee's course of study unit in social studies and how the involve-which includes oral composition, written ment of parents and others stimulated thecomposition, and mechanics. children. Camp, Fredrick S. "The Rules of the Bowker, Rosa M. "Educating for Demo-Game." II (Sept. 1925), 240-243. cratic Unity." XXI (Mar. 1944), 99-104. Presents the problems in the organization Describes ways the school helped chil-of the curriculum for the teaching of En- dren to face problems of prejudices and toglish in existing conditions and growth. Con- develop good attitudes toward democraticsiders materials to be used and skills to be citizenship. employed. Discusses two categories of study and judgment of reading to be exercised Brueckner, Leo J. "Improving Work inby the teacher. Problem Solving." VI (May 1929), 136-Campbell, Helen. "Subjective Experience 139, 140. in Appreciation." (1) XII (Jan. 1935), 4- Reviews severalstudiesin improving8, 24; (2) XII (Feb. 1935), 41-44, 46. work in problem solving. Lists essentials for Emphasizes the importance of teaching a program dealing with the improvementappreciation of aesthetic values. Education of such skills. can offer. children the ability to explore Brugmann. Gertrude. "A Christmas Unit."aesthetics for pleasure and can give them XXXIII (Nov. 1956), 442-443. experience in using leisure time. Experi- Describes a teaching unit for the Christ-ences are much better than indoctrination mas holiday.Includes emphasis on thefor development of appreciative feelings. Biblical as well as the secular aspects. Stresses the teacher's duty to provide leisure in terms of time and atmosphere and Buckingham, B. II. "Language and Read-to guarantee academic freedom for sub- ingA UnifiedProgram." XVII(Mar.jective experience. Children were exposed 1940), 111-116. to various art forms and were asked to Elements of reading and composition"respond" to them. should be combined in the teaching of each subject. Carlsen, C. Robert. "The Way of the Spirit and the Way of the Mind." XL (Feb. 1963), Burke, Victor. "A Ten-Minute Assembly 142-147, 167. Program." XXIX (Dec. 1952), 467-469. Describes problems in teaching English, Explains the inauguration of ten-minutebecause it tries to bring together two poles assembly programs on a weekly basis tospirit and mind. This isthe presidential help children develop self-confidence andaddress delivered at the 1962 convention to keep both students and teachers awareof NOTE. of the accomplishments of other classes. Carr, Rose. "Supervision of Arithmetic in Callihan, Cordia V. "Language Essentialsthe Elementary Schools." VI (Jan. 1929), !1 the Middle Grades." XVI (Mar. 1939), 20 -2.3. 111-114. Deals with the general pattern of teach- Describes the tasks of the middle gradeing elementary mathematics with particular teacher as these: (1) to lead children tointerest in tests for determining when to feel that langleige is important because ofteach what. Encourages pretests. unit tests, its value in conveying ideas to others; (2)final tests; suggests standardized programs to create within each child a desire to speakwithin any grade and the teachei".editing and write correctly and effectively. Statesof the text. that much emphasis should be placed on Chase, Sara E. "A First-Grade Guide Sheet." the sentence in these grades and makes sug-VI (May 1929), 133-134. gestions for the successful teaching of para- Outlines 3 areas of 1st grade work: seat graphing. work, bulletin board reading, and phonics.

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Chavis,Cwendolyrt."AThanksgiving Suggests correlation of language arts with Unit." XaXIII (Nov. 1956), 439-441. social studies and gives objective and sub- Describes a unit for teaching the Thanks-jective evidence of its success in the class- giving story at the 1st grade level. It in-room. cludes objectives, concepts, and activities to make a meaningful lesson. Davis, David C. "Whatever Happened to ...?" XLIII (Mar. 1966), 240-244, 302. Chisholm, Francis P. "What Are Children Recalls several education movements and Interested In?" XL!! (Apr. 1965), 446-practices of the past that seem to have 449. bad merit but have been largely forgotten. Suggests puttin - a question box ina classroom to stimr ate thought, elicit ques-Dearborn, Frances R. "Teaching English tions, and provoke research, thereby satisfy-to Retarded Children." II(Sept. 192-5), ing educational ob):ctives. Cautions teach-247-250. ers against stifling curiosity through their Reveals the activities of two groups of reactions to questions asked. retarded pupils. Purposes: (1) to record Colville, Dora T. "A Pilgrimage to thedefinite reactions and (2) to discover their City." XX (Apr. 1943), 159-160. interests and furnish them with reading Gives an account of an annual trip bymaterials suitable to their interests. a 6th grade to a nearby large city andDearborn. Frances R. "The Value of the the effect of the trip on the class. In pre-Present Tendencies in Elementary School paring for and participating in the trip,English." VII (Jan. 1930), 15-21. the group developed a cooperative attitude Discusses the value of present practices and gained an understanding of democracyin the instruction of elementary English, applied to the classroom and to thecom-and states 7 points in programsupon which munity. to continue the quest for best practice. Cook, Luella B. "Scope and Sequence in the School Program." XXXIII (Apr. 1956),DeRoer, John J. "What Nev Directions for 201-206. Elementary Education?" XXII (Oct. 1945), Discusses the problems of the literature233 -235. curriculum concerning whether major im- Discusses the changes that are likely to portance should be attached to the "wayoccur in elementary education as a result pupils learn" or be based on "what is to beof the impact of World War II, suchas learned." For differentreasons both arefocus on the future rather than the past, important values to be considered. greater interest in foreigners. increased use of audiovisual aids, greater cooperation be- Cotner, Edna. "English in a Fused Curricu-tween school and community, and more at- lum." XV (Jan. 1938), 11-14. tention to the individual child Urges that English should not bea separate subject since language is inherent inDoty, Mildred J. "One View of Elementary every subject. English." XIII (Feb. 1936), 66-67, 76. Begins with a definition of the two im- Cotner, Edna. "English in the Integratedportant phases of English as usually under- Program." XIV (Feb. 1937), 52-54. Lists subjects English stood in school: (1) the class in which correlates withfacility in language is stressed and (2) the best and states that correlation must beplace of appreciation of literature. Devel- planned. ops fully a general progressional program Crane, William D. "The Fetish of Englishin elementary English. Grammar." XIV (Mar. 1937), 87-88, 100. Contrasts the curriculum of 1937 withDou !na, Edgar G. "The Professionalization the curriculum of the 19th cenhry. of English." IX (Sept. 1932), 188-190. Stresses more adequate preparation for Cross, A.J. Foy. "A New Approach toelementary teachers of English. Suggests a Teaching the Language Arts." XV (Mar.3-part program containing cultural, techni- 1938), 95-97, 111. cal, and professional training in English.

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Duboc, Jessie L. "Basal Problems in Grade-Children Semantics?" XXXIV (Dec. 1957), School EnglishInstruction." XII (May548-551. 1935), 123-126. Defines semantics as "a study of word Discusses these problems: lack of inter-meaning, or word-fact relationships." Dis- esting units, the barrier of a multiplicitycusses how the teacher can cultivate better of courses and objectives, failure to distin-habits of oral and written expression. guish between the mechanics and contentFarmer, Paul. "A Time for Fundamentals." phases of English. Outstanding are theXXVIII (Oct. 1951), 321-322. needs for a survey of English activities as Contends that the human personality is a whole in every department and for athe underlying fundamental of our political. restatement of aims so as to clarify think-educational, and religious philosophy. At- ing of administrators and teachers on class- tempts to answer the question of the role room procedures. Schools must examinethe teaching of English must assume in their environment in order to discover those barriers which may be removed to promoteAmerican life today. more effective English instruction. Fenton, Mary M. "Curriculum Building in Duval, Elizabeth W. "GeographyA Foun-Seattle: Work of the English Expression dation and a Key." V (Oct. 1928), 237-238.Committee." III (Mar. 1926), 91-93. Presents the aims for teaching geography Detailstheplanof organizationfor in the elementary grades. Seattle schools' curriculum. Gives objectives for language courses. Eaton, Jeanette. 'Paths to the Show Win- dow." XIII (Mar. 1936), 97-100. Flowers, Ida V. The Correlation of Safety Lists a series of logical steps to be takenwith English." I (Nov. 1924), 217-223. in answering students questions about in- Describes specific safety teaching tac- dustry and its complexities. tics which are vaguely related to English. Emphasizes the forming of Junior Safety Edman, Marion. " 'Disarm the Hearts'."Councils. In one school the Safety Council XVI (May 1939), 176-178, 190. was correlated with English in that the Suggests using reading, writing letters,council used parliamentary pmeedure and making posters and exhibits, and givingtook minutes at their meeting. Children programsto develop inchildren worldcarried verbal reports back to the classrooms friendshipthroughunderstanding,andand wro:e a safety newsletter. General provides a list of source material to helpsafety education is correlated with English teachers achieve this goal. in several ways through writing. Edman, Marion. "PlanningLanguageGeyer, Ellen M. "On Attaining a Common Growth in the Total School Program." XXStandard." III (May 1926), 155-157, 172. (Mar. 1943), 87-92. Stresses the need for accumulative pro- Lists 3 factors that are responsible forgressive learning in English from learning failure in freedom of expression of one'sa good simple sentence in grade 2 to a thoughts. Presents an outline for teachingone-page theme in the 8th grade. Suggests a social studies unit. a curriculum. Edwards, D. Lewis. "Controlled Bookfair." XXXIII (Mar. 1956), 156-160. Gillett, Norma. "A Correlated Curriculum Reports on the value of and the pro-in Composition and the Social Studies." XIV (Mar. 1937), 80-86. cedure to follow in having a book fair. Presents a composition program corre- Stresses the importance of the teachers'lated with that of content subjects. Gives selection of books for their children. an example of an experimental program. Ekblaw, W. Elmer. "The Polar Eskimo: Arctic Frontiersman." V (Nov. 1928), 261-Goodykoontz, Bess. "Four Questions about the English Curriculum and Their Currant 262. Describes the Polar Eskimo's way of life.Answers." XI (Nov. 1934), 237-244, 250. Presentsthefollowing questionsand Everhart, Rodney W. "Why Not Teachwhat the author thinks are the answers:

78 Curriculum14 (1) What should constitute the Englishhe write his thoughts clearly, and that he program in the elementary school? (2) Whatfind an outlet for self-expression in literature, is the subject matter of the English curricu-poetry, etc. lum? (3) How shall the material in the language course be organized? (4) WhatHatfield, W. Wilbur. "The Ideal Cur- differentiation for varied abilities, interests,riculum." IX (Sept. 1932), 179-181, 191. and needs should the English curriculum Suggests goals for the school curriculum. provide? Asks for a broad spiral approachto the teaching of English: a sequence of life Coodykoontz, Bess: "Some Factors Affect-everiences constantly increasing incom- ing the Elementary English Curriculum."plexity and subtlety. VIII (Jan. 1931), 3-6. Lists 6 factors affecting objectives andHaven, Julia M., and Jewett, Arno. "NDEA methods of teaching English. Foreseesa Extended to English;Institutes,Super- need for a revised English curriculum. vision, and Materials." XLI (Nov. 1964), 793-795. Greene, Harry A. "Improving the Elemen- Describes the extended and amended tary E iglish Curriculum." XII (Mar. 1935),National Defense Education Act enacted 74-77. in 1964 which provides opportunities for Believes the construction of the curricu-improving English and reading instruction lurk. i" ulernentary English is hampered byinelementaryandsecondaryschools. the following complicatedanddifficult Amended Act extends financial assistance problems: (1) the complexity of the lan-to include English and reading. Titles III guage itself: (2) the absence of adequateand XI "provide for the purchase of special authority for the determination of accept-materials and equipment, the employment able practices and usages; (3) the difficul-of additional supervisors in English and ties in the way of identification of the basicreading at the state department level, and skills particularly in the oral language field. support for institutes in advanced study at approved colleges or universities." Grommon, Alfred H. "Once MoreWhat Is English?" XLIV (Mar. 1967), 279-282,Heffernan, Helen. "Sharing Experiencesin 300. the Modem School." XVI (Mar. 1939), 107- Presents the narrom view of English as110, 118. language, literature, and compositionas Concludes that since languageisthe well as the broader definition which in-chief means for communicating thoughts cludes listening, speaking,criticalthink-and feelingsto others, oral and written ing, and problem solving. communication should be given the greatest emphasis in the curriculum. Concludes with Grubnick, Irene M. "Creative Expressiona list of activities common to many dif- inthe Halloran School." XXXIV (Mar.ferent units of study where activitiesare 1957), 149-152. rich in possibilities for either oralor written Reports on a school engaged in a non-expression. graded curriculum. Heischman, Walter B. "Teaches Work To- Guilfoile, Elizabeth. "The Teacher and thegether in Improving the Language Arts." Language Curriculum." XIX (Jan. 1942),XXIX (May 1952), 268-271. 8-12, 28. Contains an outline set up bya com- Deals with the basic theory that themittee in an Ohio school system for teach- major language emphases and objectivesing language arts. are the same in all grades and cannot beHemingway, Helen Fitts. "A Cooperative broken up an,' taught at only one specificEffortinCreativeness." XXXV (Mar. level. Lists these objectives: that the stu-1958), 164-137. dent express himself clearly and concisely, Discusses how successful children would that he build his vocabulary tofit newbe intheir many activitiesifparents. concepts which come withbroader ex-teachers, and children would workto- periences, that he speak with feeling, thatgether. When children participate ingroup

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projects, the learning process becomes more Deals with the procedure by which chil- meaningful for them. drenlearnthemeaning and waysof Herman, Sema Williams. "Early Democra-democracy throughproper guidancein ticTraining." XXVI (Oct.1949), 335-order to clear up misconceptions and un- 339. founded generalizations. Discusses teacher's role in training youngIngalls, Lucille, and Issott, Frances. "The children to be democratic, promoting in-More We Get Together." XXXVIII (Dec. dividual security. 1961), 561-563, 579. Describes learning experiences involving Herman, Sema Williams. "I Teach a Way1st and 5th grade students working to- of Living." XXIV (Nov. 1947), 425 -434. gether. Speaks of intercultural education with the emphasis on the reduction of prejudicesInglis,ReweyBelle."Retrospectand through an experiment involving the helpProspect." VII (Feb. 1930), 37-42. of the home. Traces growth of teaching of English. Describes beginning and growth of Na- Herzberg, Max J. "Conflict and Progress."tionalCouncilof Teachers of English. XXI (Jan. 19.14), 1-5. Predicts that the future of English depends Describesthestateof affairsintheon the harmonious but independent work English and literature curriculum and theof teachers and researchers to provide ways influerces A World War II, not the leaitand means of better English instruction. of which is the destruction of much that had outlived its usefulness. Jacobs, Allan D. "Economics through Chil- Hill, Edwin IL, and Giammatteo, Michaeldren's kooks." XXXVIII (Jan. 1961), 15- 21. C. "Socio-Economic Status and Its Rela- Stresses the need to teach economics on tionshipto School Achievementinthethe elementary level. Raises and answers ElementarySchool." XL (Mar.1963),crucial questions on a definition of upper 265-270. grade social studies, the role of economics Demonstrates that socioeconomic statusas a subject, and trade books available. isrelated to achievement in vocabulary, readingcomprehension,arithmeticskill,Jarvis, Oscar T. "Time Allotment Relation. problem solving, and a composite of theseshipsto Pupil Achievement: Elementary variables. Students of lower socioeconomicReading,English,andSpelling."XLII cultures do not overcome their deficiencies(Feb. 1965), 201-204, 210. by the 3rd grade. Studiesthe relationship between time Hill, Wilhelmina. "Observing the Lincolnallotments and pupil achievements in the Sesquicentennialin Elementary Schools."6th grade. XXXVI (Feb. 1959), 93-96. Jenkins, Frances. "Audience Situations in an Suggestsprojects,activities,materials Activity Program." VII (Oct. 1930), 202, for Lincoln's sesquicentennial. Gives prac-203. ticalsuggestions for a unit on Lincoln, Offers objectives and advantages of an Illinois, or famous Americans. activity program in a pupil-planning rou- Holliday, Larry. "Enriching the Curriculumtine. Children learn to accept both destruc- in Language Arts." XXXV (Mar. 1958),tive and constructive criticism. 188-190. Jenkins, Frances. "Need for a Comprehen- Believes that clubs should be used assive Program of Language Teaching." IV creative outletsto help find aperson's (June 1927), 186-187: interests so that,in turn, these faterests Presentsa tentative program for lan- can be channeled into worthwhile educational activity. guage work forentireelementary and secondary years. Begins with oral language Horwich,FrancesR."Young Childrenwithout regard to audience, develops oral Learn the Ways of Democracy." XX (Mar.language as medium of expression, and 1943), 98-102. concerns itself with more complex sentence

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stucture in written language and varietyJones, Daisy M. "Curriculum Development of purposes. Recommends refinement ofinElementary Language Arts:Current adjustment between form and purpose inTrends and Issues." XLI (Feb.1964), writing with group responsibility and group138-144, 166. criticism in secondary years. Presents trends and issues in developing Jenkins. William A. "Time That Is In-the language arts program. tolerant." XXXIX (Feb. 1962), 84-90. Kaiser, Leon S., and Ratner, Lcanora S. Taking his title from W.H. Auden's elegy"A Project in to W.B. Yeats, the author expands the idea Interracial and Interfaith to include the tolerance of time for theEducation." XXI (Mar. 1944). 81 -S8. truthful and aesthetic in language. Lan- Describes a project of interracial and interfaitheducationin guage is the basic humanizer of man as it is a Coney Island juniorhighschml.Outlinessuggested the tool and product of reason. It is alsomaterials and objectives. subjective,emotional,inspirational,and aestheticfour qualities which scientific in-Kalb. Lois. "The Uses of the History of struments lack. The author also differen-Writing." XLII (Dec. 1965), 866-869. tiates between "excellence" and education Points out the increasing trend toward and suggests thatifthey arc equated.the study of the history of writing, and grades and exam scores will become moresuggests that such study can enrich the importantthansatisfying the need forteaching of English and provide helpful achievement. imagination, and sensitivity. approaches to teaching reading to students. Johnson. Lois V.. and Bany, Mary. "Chil-Kcnchan. Katherine, and Hoar, Frances. dren Write the Christmas Program." XXXII"Rebuilding the Elementary School Course. (Nov. 195:5). 465-469. in English." II (Dec. 1925), 345-349. Suggests that the elementary Christmas Believestherevisedelementarylan- program be planned and developed muchguage cousc should endeavor to make cdtt- the same as other curricular procedures,cational aims function and make ideals advocating that children write and par-operative and practical by planning a sys- ticipate in the total program. tem of training that will teach every phase Johnson. Roy Ivan. "The Old and the Newof the child'slife.Stresses spoken and in English Instruction." VII (Jan. 1930),written languages because of their value 11-14. in the life of the individual. Discusses 6 tendencies which the au-Kennedy. Philip E. "Your Student and the thor believes to be characteristic of theAtomic Enigma." XXIV (Oct. 1947), 381- progressive viewpoint in English instruc-387. tion.Alsodiscusses the standards from Contends that teachers must help stu- which to set up a progressive unit of study.dents to reach conclusions objectivelycon- Johnson, Roy Ivan. "This Thing Calledcerning the waste and destruction of war. Integration." XVI (Mar. 1939), 83-85. Kolson, C. J., and Ka Inger, C. "The Amidon Describes a response to a county super-Elementary School Appraised." XL (Apr. intendent': outline of a course of study. The 1963), 440-442. superintendent was against integration, yet Criticizes Superintendent Carl Hansen's explicitly described a program he wantedreport on the Amidon Elementary School which was really an integrated one. in Washington, D. C. Jones, Anthony. "Some Curriculum Trends in the Teaching of English in the PrimaryKrohn, Dorothy. "Primary Grade Halloween Schools (5-10) in the United Kingdom."Activities." XXXIII (Oct. 1956), 345-347. XLIII (Nov. 1966), 740-745. Presents a unit developed in detail for Describes aims, attitudes, and methodsHalloween. used by some telehers; teaching of read-Klutz. Margaret. "Teaching Human Re- ing; and research projects in English in-lationsIndirectly." XXIV (Nov.1947), struction in the United Kingdom. 474-475, 495.

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Is concerned with establishing attitudesLanguage Arts Curriculum." XXX (Feb. that willfurther good human relations.1953), 106-115. Illustrates the similarities rather than the A 3-part article in the area of language differences which Long Island 10-year-oldsarts deals with: (1) a change of view from discovered among their different religiouslanguage as merely a body of skillsto faiths. language as a "vitally important form of behavior... "; (2) the development of oral Kwiat, Charlotte. "The Values of Drama-and written language and of handwriting tization." XXVII (Nov. 1950), 465-466. and spellinginthepreschool and the Pleads for the use of dramatization inelementary age child; (3) the interrelation- many subjects (as the opportunity arises)ships of language arts and environmental and the educational gains that result. factors.

La Brant, Lou. "Language Teaching in aLowenberg,Benjamin."Elementary En- Changing World." XX (Mar. 1943), 93-glish in the Evening School." XIV (Dec. 97. 1937), 301-303. Presents general issues involved in our Deals with the teaching of elementary changing world and their effect on lan-level English to adults. The philosophy of guage teaching. Stresses the importance ofthe adult education course was that if the communicating new words, new experi-basic fundamentals of English are learned, ences, and new concepts of old words.the student will have a real foundation to Offers positive suggestions to help childrenwhich he can easily add literature. use language effectively as well as things to avoid. Lyman, R. L. "Normalizing English In- struction." IX (Sept. 1932), 175-178, 192. Lawrence,AnnetteSmith."ThePot's Boilin'!" XXI (Mar. 1944), 95-97, 98. Attacks the school curriculum as being Suggests ways to break down interracialtoo compartmentalized. Argues for more barriers in children. integrated teaching of various subjects. Lazar, May, and Le Boit, Lillian J. "Let'sN1cCowen, Emeline J. "Rich Learning Ex- Say You 11 Teach Children, Miss Browne."periences in the Third Grade." XXX (Oct. XXI (Feb. 1944), 54-58. 1953), 343-351. Describes a hypothetical teacher and her Calls for allowing children to share in change of philosophy in curriculum, adapt-the planning of their curriculum in order ing it to the needs of children. to assure their maximum development and describes a 3rd grade class in which this Leake, Edna R. "Suggestions for Correla-was done.Asserts that through sucha tion of English with Other Subjects." XVproject children learn the value of plan- (Nov. 1938), 265-267. ning. develop self-confidence, and develop Pleads fo; correlation of English witha self-respect by completing a worthwhile other subjects so that the student will be project. helped to overcome his language difficulties no matter where he encounters them. SeesMackintosh,Helen K."Language Arts subject matter teachers as responsible inCurriculum: Fifty-Year Highlights of the helpingachieve thegoalofmastering Elementary Program." XL (Jan.1963), language. 5-14, 55. Traces the history of the language arts Linstad, Lina Louise. "English and thecurriculum through the 50 years prior to Social Studies: A Suggested Correlation." 1963. XI (0(:. 1934), 209-211. Lists books for socialstudies units onMahoney, Nano. "InstructioninPercen- Africa and Russia. tage." VI (June 1924), 161-163. Explains how to teach the concept of LAge, William J. "Developmental Char-percentage (following fractions and deci- acteristicsof Childhood Relatedto themals), when it should be presented, and

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the sequence ofskillsnecessary before Miller,Lillian."Character Training mastery can result. Through History-English Projects." II (Feb. 1925), 55-57, 72. Marder, Joan V. "An English Look at the Consists of projects for 6th graders on AmericanScene." XLIV(Nov.1967),character and motivation training to care 785-786, 799. for individual differences of pupils. Cor- Tells of books on America in the handsrelates history with English. of British children which the author judges to be of most direct use to teachers as wellMorgan, MadelineR."Chicago Schools as librarians in order that more valuableTeach Negro History." XXI (Mar. 1944), and balanced views of the United States 105-110. be conveyed. Describes work done in Chicago public Marguart, Boneita P. "A Venture Becomesschools in teaching Negro history under an Adventure." XLIII (May 1966), 480-the author's program. 482. Moscrip, Ruth. "Correlating Literature and Illustrates how the language arts pro-Music." III (Apr. 1926), 111-112, 115. gram of the culturally disadvantaged stu- Gives examples of correlating literature dent can be enriched. Children acquirewith music. vocabulary through experiences involving the five senses. Since vocabulary develop-Murdoch, Clarissa."Outdoorswith Our ment is a primary goal, the teacher realizesChildren." I(Sept. 1924), 171-174. the importance of communicating clearly Recounts experiences which add to the to students, meeting the needs of children,richness of outdoor life for children and stimulating them to talk and share ideas,speculates on effects on school activities. increasing their self-confidence, providing them with firsthand experiences, and allow-Murray, 'Walter I. "The Language Arts in ing good discussion. To the students, wordsthe Elementary School." XXII (Feb. 1945), become clearer in meaning, vocabularies 52-55. are increased, discussions are better de- Urges progressive education approach to veloped, and school becomes more inter-lan' rage arts study, teacher-student plan- esting and profitable. ning, awarenessofsocialrelevanceof language, use of community resources. Marione, Sister M., O.Y. "Eighth Graders ExamineTheirAttitudes." XXI(Mar.Oberholtzer, E. F. "Growth in Reading in 1944), 92-94. anIntegratedCurriculJm." XVI(Apr. Stresses the importance of teaching chil-1939), 125-128, 1t drenhowtoanalyzeprejudicesand Contends that a reading program should propaganda. make provision for cont7nuous growth in the reading ability of every child; fedi that Maxwell,John. "Language Artsinan this is best achieved through an integrated IntegratedCurriculum."XXXIV (Oct. curriculum.Explains how the language 1957), 371-372. arts and reading function in an integrated Article discusses the approach teacherscurriculum. of Racine, Wisconsin, used when facedO'Brien, Ida. "A Drive on English in a with the need of "how to structure a pro-Rural SupervisoryDistrict." VIII(Apr. gram of instruction in the language arts1931), 83-87, 96-97. without losing the desirabil:ty of articula- Outlines procedures used during a two- ting and integrating language into a rich, year drive for the improvement of English meaningful setting." among pupils of schools in a rural super- Miller, Clyde R. "What School Policies visorydistrictinConnecticutin1927- 1928. Results showed increased interest in RegardingAnti-Semitism?"XXI (Mar. 1944), 97-98. language activities. Reviews questions and answers regard-Orr, Catherine E.,and Schrobenhauser, ing anti-Semitism in the public school. Hazel. "First Graders Can Do Research

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Too." XXXIV (Jan. 1957), 19-21. can be used by the teacher to meet cer- Suggests numerous topics that can be tain specifications. supplemented by "research activity" and relates how pictures, as well as supplemen-Rice,JeannetteE. "PresentingEnglish tary text materials, magazines, and libraryLessons by Radio." (1) XVIII (Feb. 1941), books, can be used effectively by young35-41, 51; (2) XVIII (Mar. 1941), 106- children. 110. Reviewstheconsiderations,prepara- Overton, Harvey. "Recreating the Past fortions, and trials accompanying the produc- Pupils." XXXII (Mar. 1955), 156-163. tion of a 15-minute radio presentation by Describes one way history and social8th graders. studies can be made meaningful by re- Presents the evaluated criteria for prep- lating the past through stories. aration and handling of broadcast lessons in language usage and literature. Parent, Norma Jones. "Utilization of Com- munity Resources." XXXV (Mar. 1958). Roberts,Holland."Englishfoi United 185-187. Action." XIX I May 1942), 177. Assertsthl-t demonstrations, tours, and Insists that English should be taught so observations r ake education more mean-that language would clarify issues in time ingful. of war or crisis. To be enslaved or to decide one's own destiny is the issue under Pease, Marion Ochsner. "English Errorsconsideration. in Social Studies Notebooks." XVIII (Feb. 1941), 47-51. Roberts, Holland. "For International, In- Discusses the advantages, disadvantages, terracial,andInterculturalFriendship." and objectives of the correlated and inte-XXI (Mar. 1944), 89-91. grated program for the elementary grades, Stresses ways teachers can build democ- showing how English suffers most. racy in the classroom through international, Pringle, Mary R. "English and Geographyinterracial,andinterculturalfriendship. ProjectGrade 3A." I (Dec. 1924), 253-Pleadsforclassroomandcommunity projects. 258. Describesproject teachingina3rdSalisbury, Ethel I."Bringing Things To- grade. All subject areas were correlated together." II (Dec. 1925), 353.55. enrich the experience of each child and Describes how an experienced teacher develop skill in expression. correlates the English time allotment with Rashkis, Lillian L., and Mittelman, Hazelother activities so the child may get the R. "Teaching Brotherhood at P.S. 37 Man- greatest benefits fromallactivities. The hattan." XXI (Nov. 1944), 251-255, 261.teacher should select activities -vhich will Discusses an approach for the teachingunite a great number of objectives. of brotherhood tochildrenof different ethnic backgrounds. Sattley, Helen. "The United Nations on Display." XXI (May 1944), 175-178, 185. Bawling, Grace. "An Informed PublicAn Describes howftjuniorhighschool Understanding One." XXVII (Nov. 1950),project helped children abandon stereotypes 461-464. and learn to understand through the use Gives guidelines for informing the publicof exhibits of materials, objects, and realia. about the educational system. Schmidt, Mildred C. "Language Arts in Repp, Austin. "The Problem of Maintain-Core Programs." XXVIII(Apr.1951), ing Skills in Arithmetic." V (Nov. 1928), 208-214. 269-271, 275. States the need for effective communica- Discussestheretentionofarithmetic tion and the need for a program for teen- skillsbyselectionandconstructionof agers where help is given in reading and maintenance devices. Asserts that devicesvocabulary for skill and understanding to must be constructed as drill units whichdevelop the potential of communication.

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Schraegle, Adelaide. "Learning to Meetbe based on growth in reading interests, DifferencesinFamily and Communityreadingskills,language expression, and Patterns." XXVII (Apr. 1950), 212-218. mechanics. Describes how a group of Cleveland teachers, aware of the problems faced bySmith, Dora V. "Building the Lines of students coming from a variety of homeCommunication in the Elementary School." andculturalbackgrounds,organizedaXX (Mar. 1943), 81-87. program of aiding these children in their Enumerates 7 parts constituting the role group adjustments. The group concentratedof elementary school language instruction. on sociometrics, parent conferences, andSmith, Dora V. "The English Curriculum group discussions. inPerspectiveThe Elementary School." Sebesta, Sam Leaton. "The Neglected Art:XXIII (Feb. 1946), 45-54. Thought Questions." XLIV (Dec. 1967), States that the English curriculum must 888-895. promote clearly defined goals; sets forth Feels that the so-called thought questionsome goals for consideration, with em- in such situations as will disclose imageryphasis on communication. and inference, point of view, relatinga Smith, Dora V. "How the Council's Elemen- story to one's own experience, and basictary Curriculum Study Will Serve Today's plotspossesses the means by which liter-Schools." XXXI (Nov. 1954), 430-434. ature comes to life for some students. Introduces the book Language Arts for Sheppard, Louise E. "A Fact Festival." Today'sChildren:A Programfor the XXX (May 1953), 284-286. Elementary School. The purpose of the Describesa project undertaken by avolume is to make concrete in terms of group of school librarians in which ma-actual practice in the elementary school terials on certain units were organized andclassroom the principles and procedures displayed for classes studying these units.set forth in The English Language Arts, Emphasis was on basic skills and facts. Volume I of the NCTE Curriculum Series. Simonson, Evelyn. "The School AssemblySmith, Dora V. "The Language Arts in the Program." XXII (Nov. 1945), 257-260. Life of the School." XXI (May 1944), Discusses the means and value of co- 161-167, 192. operativeventures between pupilsand Discusses making language arts experi- teachers of several grades in providing aences meaningful for children as the result school assembly centered on social studies.of an inservice program in the Kansas City, Missouri, schools. Slack, Robert C. "A Report on Project English." XLI (Nov. 1964), 796-800, 807.Smith, Dora V. "Making a Curriculum in Describesthe the Language Arts." XXVII (Nov. 1950), activitiesof 11 Project 421-424. English Centers sponsored by the Office of Education around the country, dealing Gives a brief explanation of goals for with elementary, junior high, and senior elementary language arts. high in all the main areas within the sub- Smith, Dora V. "Problems in Elementary ject of English. Language study and com- English." XVI (Nov. 1939), 251-256, 285. position are the areas of prime interest in Reviews the results of the New York some centers, the development of programsRegents' inquiry into English instruction in literature prominent in others. in elementary schools in New York. A rich background of experience, and emotional Sam Ridge, Olive E. "The Elementary Child and social well-being were found to enhance and the English Program." XV (Jan. 1938), 19-26, 39. language learning and expression. Asserts that elementary English has twoSmith, Herbert A."Forestry."II(Apr. functions:thought gettingand thought 1925), 1:37-139. giving. Contends that grade : Landards are Explairs the importance of trees and the an inadequate measure; evaluation shouldconservation of natural forests.

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Lanp.: ,-.TP-SocialStudiesLesson." XXXV Snedaker,Mabel."TheCorrelationof (Apr. 1958), 242-248. Language and Social Studies in Intermedi- Describes technics and procedures used ate Grades." (1) I (Apr. 1924), 50-53;in developing language, reading, and social (2) I (May 1924), 92-95. studies skills. Describes the value of achieving good usage of English through recitation, andStorm, Grace E. "Social Studies: A Basis the factors which cause difficulties inas-for English." XIV (Feb. 1937), 4244, 70. sembly programs for children from begin- Shows how to integrate English into the ners to 6th graders. social studies. Stauffer, Russell G. "Trends in Language,Strickland, Ruth G. "A Good Startin Spelling and Handwriting." XXVIII (Dec.School." XXI (Nov. 1944), 241-246. 1951), 462-467. Discusses in detail the language arts pro- Reviews trends in theory and practicegram in the primary grades and the cur- of teaching language, spelling, and hand-riculum employed in Indiana. writing. The Curriculum Commission ofStrickland, Ruth G. "How the Curriculum the National Council of Teachers of En-May Contribute to Understanding." XXVIII glish advocates a dynamic curriculum geared (Apr. 1951), 226-235. tothechanging needsofachanging States the need in our culture for more society with individual, independent, effec-men and women who are psychologically tive usage of standard English as its goal, and mentally mature. Isconcerned with differentiating between instruction in skillsthe meaningless "verbalism" in the schools and appreciation. Maintains that the role restricts children's thinking; isdis- of the school is to help the individual ac-satisfied with the passive acceptance of quire facility in using language in a variety learning methods but desiresrather an of situations. A unified language artspro- active program of interaction with people gram of sequential learning will enable an and firsthand experience to motivation and individual to analyze, extend, and refinelearning. Mentions research studies of the hisexperience.Study of language andsignificance of experience and variousap- literature can serve as a guiding force inproaches toward an experience curriculum. personal, social, and vocational life. Strickland, Ruth G. "What Thou Lovest Sterling, Edna L. "Developing a Course ofWell Remains." XXXVIII(Feb.1961), Study inLanguage Arts." XXIII(Apr. 65-73. 1946), 165-169. Stresses a need for an articulated pro- Discusses the organization and develop-gram of English from kindergarten through ment of a language arts curriculum forcollege. The presidential address to the grades K-12 in the Seattle public schoolsgolden anniversary NCTE convention in by a curriculum specialist and a commit-1960. tee of teachers. The three main headings were (1) ability to think, which includedSuloway, Irwin J. "The Elementary School reading, listening, and writing; (2) organi-NewspaperPupil Product or Propaganda zationof ideasandmaterials; (3) Piece." XXXIV (Mar. 1957), 176-179. mechanical aspects of a language program, Defends the existence of an elementary reference material, outlining, sentence struc-school newspaper for the entire school. ture, and punctuation. Symonds, Percival M. "The Correlation of Sterling, Edna L. "We All Had a Hand inEnglish with Other Subjects from the Point It." XXI (Nov. 1944), 247-250, 269. of View of Psychology." XI (Sept. 1934), Describes how a course of study in the173-176, 191. expressional phase of language artsfor Discusses attempts made toward correla- grades K-12 was implemented in the Seattletion of subject matter in education. Believes schools. that English as a tool of expression should dominate while other subjects are contrib- Stewart, Joyce, and Johnson, Mary E. "Autory;therefore, English should not be

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a separate subject. Thinks that literature is Contends that maturity of thought and a separate subject, as are history, science,action is necessary for developing effective and art, but composition is the tool of all social, economic, and political institutions subjects. as well as for making effective personal adjustments in a complex, rapidly chang- A Symposium by Grade-School Teachers.ing world. Subtopics concern the nature "Arousing and Discovering Children's In-and personality of growth, the develop- terests in English." VIII (May 1931), 10g-ment of personality differences, language 105. growth and personality, and implications Four shortarticlesdeal with poetry,for the English curriculum. topics for compositions, and a diversified reading program. Trout, John M., Jr. "Books Build America: The Englewood Pageant of Books." XXVIII Thorpe, Clarence DeWitt. "The Articula-(Oct. 1951), 326-332, 342. tion Project of the Michigan Council of Describes the attempt of one group of Teachers of English." XV (Jan.1938),language arts teachers to coordinate their 23-28. efforts in a project operative at all levels Describes a project in which teachers ofof a school system. Each group developed different units and grades get together toa project centered on the theme "Building consider common problems and objectives.Our America" with a common basein Toohy, Elizabeth. "The English Plank inreading and such learningactivitiesas a Conservative Platform." XL (Feb. 1963), music,art, dramatics, and dancing. 148-149, 190. U.S. Office of Education. "Project English." Discusses criticisms of teaching in theXXXIX (Feb. 1962), 144-147. language artscourse contentwhich came Describes Project English which, with up during an election for school boardthe budgetary support of Congress, is plan- members. ned to raise the quality of English instruction. "The project seeks to complement Trabue, M.11."The Language Arts insystematically the existing efforts of various 1946." XXIII (Dec. 1946), 335-343. groups already contributing significantly to Discusses the fear of another warthisthe same objective.... the office will spon- time withthe atomic bomb. Advocatessor an increasing amount of research and building for peace by working for solutionsexperimentation in the area of English." to such problems as disagreement of .the Communists andNationalistsinChina.Wachner, Clarence W. "DetroitGreat States that every procedure and device inCitiesSchoolImprovement Programin 'educationmust now(since1945)beLanguage Arts." XLI (Nov. 1964), 734- int..,sured in terms of itscontribution to742. humal relations.Because effectivecorn- Describes the program of 1 of 14 large munica,1on and understanding are the keyscity systems, which decided to take steps toeffective human relations, the authorto improve the education of children with places the burden for teaching the art oflimitedbackground. The Detroit Great communication on the shoulders of theCities School Improvement Project consists language arts teachers. States that langu-of these parts: (1) teacher orientation and age arts should now be taught for socialtraining;(2) improved use of equipment ends rather than teaching spelling, gram-and materials adapted to the needs of the mar, and sentence structure as ends inchild;(3) modification of organizational themselves. Contends that teachers shouldpatterns within the school for more flexible know what Johnny reads on his ownand efficient programing to meet individual initiative and not just what he is capableneeds; (4) additional staff assigned to each of reading. schooltohelpclassroomteachers and school administrators; (5) public and pri- Trabue, M. R. "Personality Developmentvate agency involvement and the develop- andtheEnglishCurriculum." XXVIIImentofschool-communityreinforcing (Apr. 1951), 215-220. activities.

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Wagner, Victoria. "Living and Learning in "CurriculumMaterialinthe Language First Grade." XXVIII (Oct. 1951), 333-Arts." XXVIII (May 1951), 257-262, 300. 335, 346. Presents an attempt by the authors to Describes a typical day's activities in aprepare a bibliography of material in the 1st grade room. languageartsfieldgathered principally since 1945. Materials in composition, gram- Ware, Kay. "English Programsforthemar,literature, Culturally Different: Significant Aspects of reading,phonics,and the St. Louis Program." XL (Oct. 1963),library science were gathered from various levels throughout the school systems across 611-614. the United States. Stresses the importance of basic learning skills which will enable children to workWrightstone, J. Wayne. "Achievements in independently from books in the middleEnglish in Activity Programs." Xl!I (Mar. grades. Stresses the value of small group1936), 94-96. instructioninreadingandthe use of Concerns itself with the values of the special clinic-trained teachers. core-centered curriculum which integrates all subjects into one topic. Contrasts the Wiecking, Anna M. "Adventures in Demo-older method to the new approach. cratic Living." XX (Mar. 1943), 111-113. Describes how one school set up a pro-Young,ClareM."Evaluationofthe gram for democratic planning and decisionOregon Course of Study in Language." making. XIX (Jan. 1942), 38-40. Deals with the study made in language Witty, Paul. "Implications of Army Edu-arts at the University of Oregon. According cation Programs." XXII (Nov. 1945), 281-to this evaluation, language arts should be 283. the center of learning and be so interesting Stresses the importance of making school and expressive that allother things will significant and meaningful, capitalizing onrotate around it. The children's ideas and students' interests, needs, and experiences, desires should govern the matter studied. ar'1 striving for good personal and socialYoung, Clare M. "Hero Tales in the Rural adjustment. School." X (Dec. 1933), 243-245. Witty, Paul. "Reading of Social Studies Outlines a plan organized to fit the needs Materials." XXVII (Jan. 1950), 1-8, 62. of a rural group and aiming to acquaint Discusses growthinreadingthrough boys and girls with some heroes of the past wide reading and understanding of con-and to lead them to an appreciation of some cepts in social studies. Urges clarificationheroes of the present. of vocabulary words. 'Zi len, Elizabeth, and Thomas, William H. "Teaching Language Arts in Samoa." XLIII Witty, Paul A. "The Role of Reading in the (Nov. 1966), 730-731, 791. Social Studies." XXXIX (Oct. 1962), 562- 569, 583. Describes the language arts program in Discusses problems of both poor readersSamoa based on English as a second lan- and superior readers. Aims at welleoordi-guage and the use oftelevision as the nated reading programs with the readingprimary teaching medium. skills carrying over into other content areasZyve, Claire. "EnglishAn Integral Part of according to varied needs and purposes. All School Activities." XIV (Feb. 1937), 49-51, 67. Witty, Paul A.,and goldberg,Samuel. Expresses the fact that English is now a "The Army's Training Program for Illiter- part of all subject areas, not a separate ate, Non-English Speaking, and Education-subject. Suggests giving drill as a separate allyRetarded Men." XX (Dec.1943),activity. 306-311. Describes in detail the Army program forDevelopmental Reading-15 teaching illiterates how to read and write. Abraham, Willard. "A New Look at Read- Wood, Hugh B., and Impecoven, Howard.ing." XXXI (Mar. 1954), 139-143.

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Poses four important questions as to at- Assisi,Sister M. Francis, C.S.A. "From titude,readiness,meaningfulness,andPrint to Books." XXII (Apr. 1945), 147-149. grouping of children beginning to read. Discusses the obstacles to readiness and the means for overcoming them. Akins. Thelma Shaw. "First Grade Phonics in Teas Schools." XXX (May 1953), 294-Babcock, Mildred D. "Group Reading." 295. XVIII (Oct. 1941), 230-232. Discuses the teaching of phonics in the Discusses a method of dividing a class 1st grade and describes a survey of 1stinto reading groups. Suggests ways for the grade teach.Trs which shows that .they teach teacher to check on group progress. more phonics than the manuals of the basic texts recommend. Baker, Emily V. "Reading Readiness Is Still Important." XXXII (Jan. 1955), 17-23. Allen, R. Van. "The Write Way to Read." Interprets thefindings of a study of XLIV (May 1967), 480-485, 491. middle grade pupils to support the author's Considers the relationships between read-belief in the use of more and better reading ing and writing, language concepts de-readiness technics. veloped by children, and the language experience approach tothe teaching ofBalow, Irving H. "Sex Differences in First reading. Presents goals. sight vocabulary, Grade Reading." XL (Mar. 1963), 303- phonics, materials for reading. motivation306, 320. for reading, classroom organization, and Gives results of a study showing that evaluation of pupil progress. there are sex differences in reading achievement in 1st grade because girls come to Ammerman. Kathleen. "A Guided Programschool with more educational readiness than in Reading." XXIII (Mar. 1946), 11:5-20. do boys. Discusses the Glencoe school system's Barbe, Walter B. "HighInterest, Low guided program in reading and other ideasAbility Level Reading Materials." XXX related to it. (May 1953). 281-284. Arnold.Frieda.'Individualized Reading Discusses the need for interesting read- and the Language Arts." MIX (Mar.ing material for low ability readers. Lists 1962), 269-273. several sources for obtaining these materials. Points out that growth fn individualized Barbe, Walter B. "Prnblems in Reading En- reading can be promoted by all the phasescountered by Gifted Children." XXXIII of language arts. Letters to favorite authors, (May 1956), r.74-278. stories of daily happenings, personal maga- Indicates 4 major factors which contri- zines, and class magazines contribute to abute to the reading problems of the gifted. many-sided program. Vocabulary growth will be encouraged by constant attentionBarbe, Walter B., and Waterhouse, Tina S. to new and better words to express the"An Experimental Program in Reading." students' ideas. Jingles can be used toXXXIII (Fcb. 1956), 102-104. imp' ess children with word meanings and Discusses an experimental program in to encourage creativity. reading in a Chattanooga school that met its pupils' own needs by presenting each Artley, A. Sterl. tritical Reading in thechild with a reader on his level and con- Content Areas." XXXVI (Feb. 1959), 122-tinuing with the developmental approach. 130. Results of the experiment were favorable. Definescriticalreading as judging a writer's ideas and the reader's reaction toBenjamin, Dayton, and Burton, Alice. "The these ideas. Contends that the developmentBasal Reader in the First Grade." XXXII of critical interpretation is a responsibility (Apr. 1955), 237-239. of all teachers on all levels. Pupils should Discusses the purpose of basal readers in be given purposes to be met through critical 1st grade and teachers' attitudes toward reading. them.

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Benjamin, Dayton, and Burton, Alice. "Thestructurephonemic and grammaticaland Experience Approach to Beginning Read-have identified four signals to the meaning ing." XXXI (Oct. 1954), 346-349. of language structure: (1) the position of Indicates that the first steps in learninga word in a sentence signals a part of to read should be based on the child'sspeech; (2) grammatical inflection signals experiences andinterests. The childrena part of speech; (3) function words that were guided through a variety of motor,have no referential meaning (the, very) social, and aesthetic experiences in ordersignal grammatical structu ,4) intonation to establish a background for reading. signals grammatical structure. Two plans Bentley, Harriett. "Words in Color." XLIII fordifferentiatinginstructionare used (May 1966), 515-517. individualized and group reading. Discusses a reading approach wherebyBlackhurst, J. Herbert. "The Nature of the sign-soundcombinations of Englishare Reading Process." X (Apr. 1933), 83-8.5, learned by particular colors which unify 111. each sound. Points to the error in current thinking Betts, Emmett A. "Developing Basic Read- concerningthenatureofthereading ing Abilities." XX (Dec. 1943), 312-320. process. The reading process involves much Describes two approaches to teaching ofmore than just the gathering of thought reading: (1) basal readers, (2) supplemen-from the printed page. Because it involves tary daily reading experiences. the individual's past experiences and symbols on the page simply direct the thought Betts, Emmett Albert. "Guidance intheprocess, teachers should be aware of how Critical Interpretation of Language." XXVIIpast experience can condition a student's (Tan. 1950), 9-18, 22. thinking. Suggests that a systematic guidance program in teachingi- lividualstoread Blakely, W. Paul, and McKay, Beverly. critically should begin in kindergarten and "IndividualizedReading asPart of an go on through school. Includes suggestionsEclectic Program." XLIII(Mar. 1966), to carry out such a program. 214-219. Reports an investigation of individualized Betts, Emmett A. "Levels of Professionalreading as a supplement to a basal reader Competency in Differentiated Reading In-program in grades 4, 5, and 6. structions." XXII (Nov. 1945), 261-270, 295. Blakely, W. Paul, and Shadle, Erma M. "A Discuses the different ways to teachStudy of Two Readiness-for-Reading Pro- readingfrom levelzero, which teachesgrams in Kindergarten." XXXVIII (Nov. reading purely by textbook with no regard 1961), 502-505. to needs of the students, up to level eleven, Reports on a study intended to provide which groups the students according toincormation on the effects of a program of pupil needs, aptitudes, and achievement. readiness books of a basal reader series as compared to an activity program of ex- Betts, Emmett Albert. "Phonics: Practicalperiences for kindergarten children. Con- Considerations Based on Research." XXXIII cludes that experience is more meaningful (Oct. 1956), 357-371. in developing reading readiness. Gives a brief history of phonics and presents various generalizations in regardBlayne, Thornton C. 'ValidityofSelf- to reading and phonics. Includes a bibliog- Evaluation Charts in Developmental Read- raphy of articles and books. ing Programs." XXVI (May 1949), 279- 281, 292. Betts, Emmett Albert. "Structure inthe Reports on a study on the validity of Reading Program." XLII (Mar. 1965), 238-self-evaluationcharts indevelopmental 242. reading programs in high school and junior Contends that reading instruction restscollege in Menlo Park. on two foundationslinguistics and psychology. Linguists refer to two levels ofBloomfield,Leonard."Linguisticsand

90 Developmental Reading I t.

Reading." (1) XIX (Apr. 1942), 125-130; Reviews the concept of reading readiness (2) XIX (May 1942), 183-186. and its implementation in an experimental Phonics or sight reading is the issue inprogram in Nassau School, East Orarle, the first article. Contends that respondingNew Jersey. vocally toindividualletters rather than whole words should form a basis in read-Boney, C. DeWitt, and Lynch, Julia E. "A ing. Discusses 3 main types of writing: (1) Study of Reading Growths in the Primary picture writing, (2) word writing, and (3)Grades." XIX (Apr. 1942), 115-121, 133. alphabetic writing. Authors contend that reading readiness is The second article explains the system ofa great waste of time and has little effect on teaching reading known as the linguisticthe reading program; reading should be approach. Steps in the process include letterdelayed till the child is 8 or 9 years old. recognition,lefttorightscanning, andTesting evidence is given to support the learning 2- and 3-letter words, double con-opinion that as the children grow older sonants.semi-irregularspellings, andir- and are given adequate attention, they will regularly spelled words. respond and learn far more than anything they are capable of in the primary grades. Blumenfeld, Jacob, and Miller, Gerald R. "ImprovingReadingthroughTeachingBremer, Neville. "First-Grade Achievement GrammaticalConstraints."XLIII(Nov.under Different Plans of Grouping." VOW 1966), 752-755. (May 1958), 324-326. Describes a research project designed to Reports a study conducted to compare learn what it was grammatically that Areading achievement of 1st graders under English students knew and poor studentshomogeneous and heterogeneous grouping. did not. Briggs, Elizabeth D. "Readers and Primers Bond. Guy L. "First-Grade Reading Studies:in Library Children's Rooms." V (Nov. An Overview." XLIII (May 1966), 464- 1928), 267-268. 470. Reports committee findings from a study Discusses the purpose and scope of theof readers and primers for the purpose of 27 First-Grade Reading Studies sponsoredcompiling a list of books for a children's by the United States Office of Education room in a library. Subjects included folklore, in the mid-60's. fairy stories, poetry, riddles, nature stories, animal stories, and informational stories. Bone, Robert. "Using Literature to Extend Children'sExperiences." XXXVI(MayBrueckner, Leo J. "The Analysis of Skills 1959), 314-318. in Reading." V (Apr. 1928), 109-112. Discusses a unit experience for extending Distinguishes work type reading(inchildren's experiences through reading. volving locationof information, comprehension, and evaluation with reasonable Boney, C. DeWitt. "Basal Readers." XVspeedandaccuracy)fromrecreational (Apr. 1938), 133-137. reading(forinterpretation,appreciation, Presents arguments against using basalenjoyment, and cultivation of a desire to readers in upper grades. read extensively). Courses of study should Boney, C. DeWitt. "Teaching Children togive general objectives and cite skills to Read as They Learned to Talk." XVI (Apr. be taught to achieve the objectives. Teach- 1939), 139-141, 156. ers should plan their instruction accordingly. Describes the beginning reading programGives criteria for analyzing arithmetic and in an East Orange, New Jersey, elementarysocial studies instruction. school. The school's philosophy is that a child will learn to read when he is readyBurns, Paul C. "A Re-Examination of the to learn and sees a need to learn. Role of Experience Charts." XXXVI (Nov. 1959), 480-483, 532. Boney, C.DeWitt,and Hoppen, Rae. Describes an experience chart, its pur- "Maturation, an Aid to Beginning Read-pose and objectives, advantages and dis- ing." XXI (Oct. 1944), 211-214, 220. advantages.

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Burris, Mary H. "Vitalizing Reading through teacher judgment for student placement in Organization." IV (May 1927), 150-152. sections is as good as test results. Discusses aplan whereby the teacher takes one subject and provides varied read- Carroll, John B. "Some Neglected Relation- ing experiences for all children, yet takesships in Reading and Language Learning." into consideration individual differences inXLIII (Oct. 1966), 577-582. reading ability. Shows neglected relationships in reading and language. Compares these two areas Burrows, Alvina Treut. "Caste System orof learning and givesconclusions:(1) Democracy in Teaching Reading?" XXVIIlanguage is learned, but reading is taught; (Mar. 1950), 145-148, 157. (2) language learning reveals irregularities Notes that forward looking schools ad- along with regularities, but reading instrue- vocateindividualizedreading programs,tiGn does not; (3) understanding and speak- dramatizations,socialreading,informa- ing are combined in language studywriting tional reading, andserialreading, thusis taught separately from reading; (4) code leaving little room for the system of reg-is meaningful in language learning; it has imented reading. been underemphasized in the teaching of reading. Butler, Elsie. "Further Experiences in the Third Grade." XXVIII (Feb. 1951), 57-69. Carroll, Marjorie Wight. "Sex Differences in Reading ReadinessattheFirst Grade Explores the possibilities of extra ex-Level." XXV (Oct. 1948), 370-375. periencesthatwillstimulate the spontaneous interests of 3rd graders, from field Reviews a study conducted by the author trips to reading in groups and working in to determine whether or not sex differences committees. existed in reading readiness at the 1st grade level; data were compiled from various sur- Cadenhead, Kenneth. "A Plan for Indi-veys and tests(Brown, Monroe, Gates, vidualized ReadingInstruction." XXXIXDearborn.andCushman).Findsthat (Mar. 1962), 260-262, 268. statistically significant sex differences do Reports on an individualized reading pro- appear during the reading readiness period, gram carried out with 14 6th grade students, favoring the girls. using an hour and 45-minute language artsCarson, Louise G. "Moving towardIn- period per day. dividualizationA Second Grade Program." Carpenter, Audrey F. "More than Plot."XXXIV (Oct. 1957), 362-366. XXXIV (Oct. 1957), 383-385. Tells how a 2nd grade teacher formed a Notes that 8th grade students of abovereading club and retained reading groups average ability read for "the hidden mean-but individualized the supplementary reading" of a story. If the book is a good one, ing (programs representing a point midway the reader will add to his understanding or between a basal reading program with knowledge by reading. ability grouping and an individualized program); each child had daily short periods Carr, John W. "The Approach to Readingof ward recognition drills. Notes problems: as a Meaningful Process." XIII (Apr. 1936), how to keep up with the books read and 145-148. how to provide adequate opportunity for Concerns itself with teaching children tochildren to experience the satisfaction of readforcomprehensionas opposed tooral reading. meaningless word calling. Cohen, Lorraine Sterling. "Begin Critical Carr, John W., and Michaels, Matilda 0. ReadinginElementarySchool." XLIV "Reading Readiness Tests and Grouping of(Apr. 1967), 363-364, 377. First Grade Entrants." XVIII (Apr. 1941), Describes several devices teachers can 133-138. use to develop critical reading and thinking. Reportsa North Carolina study thatCollier, Marilyn. "An Evaluation of Multi- reaches the conclusion that readiness testsEthnic Basal Readers." XLIV (Feb. 1967), for reading are not foolproof. Suggests that 152-157.

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Assumes that a necessary requirement forSelection of Primers." XVI (No. 1939), successful reading is that the person reading 271-278. should be able to relate the material to Analyzes 20 primers with copyright dates past experiences. Evaluates 25 textbooksfrom 1930 to 1939 to distinguish those based from four publishers on the bases of twoon Mother Goose rhymes, fairy and folk considerations: (1) content of the readerstales, from those based on social learning. as material with which Negro children mayRecognizes the importance of acquainting identify; (2) content as material with whichchildren with their society and culture. culturallydisadvantagedchildrenmay identify. Categories observed included race, Cox, Joyce W. "A Fir:t Grade Experiences neighborhood, family, occupations, clothing,Reading." XXVI (Dec, 1949), 447-450, 460. childhood, _school.Conclusion:improvements are needed for the readers to meet Lists 3 things necessary for fluent 1st the needs of culturally disadvantaged chil-grade reading: (1) a rich and meaningful expel:once background, (2) permissive at- dren and nonwhite children inall communities. mosphere, (3) huge quantities of reading material. Cordts, Anna D. "And It's All Known as Phonics." XXXII (Oct. 1955), 376-378, Creswell,ThomasJ., and Mc David, 412. Virginia. "Linguistics and the Teaching of Criticizes the "tons of stuff"that areReading." XL (Jan. 1963), 93-96. sold under the name of phonics for use in Describes Leonard Bloomfield's plan for elementary reading programs. beginning reading; it involves rigid control of sound and letter correlation; the aim is Cordts, Anna D. "Facts for Teachers ofto produce an habitual response to symbols Phonics." III (Apr. 1926), 116-121, 125. and groups of symbols in various contexts. States rules of phonics and how they should be taught. Stresses the importanceCrimmins, Leonora A. "And Now There Are of teaching sounds which the child fre-Ten." XLIII (Nov. 1966), 771-773. quently meets, going into great (let." on Describes the reading approach of Harry consonant combinations. Huls: the introduction of words is controlled by the phonic make up of the words; Cordts, Anna D. "Functional Phonetics foi reading for meaning and spelling patterns Power in Reading." XXX (Feb. 1953), 91-are also stressed. 94. Presents fundamental aspects of the "cueCrosby, Muriel. "Curriculum Building and words" approach for identifying new words the Reading Process." XXXVII (Jan. 1960), in reading. 14-19. Discusses the need to relate reading ex- Cordts, Anna D. "When Phonics Is Func- periences to those experienced by the child tional." XL (Nov. 1963), 748-750, 756. outside of the classroom and also to the Discusses the functional part of phonicsexperiences that thechild has in other in reading instruction. Stresses the impor-subject matter classes in school. tance of using the phonetic approach in (.nnjunction with the whole word method. Crosby, Muriel. "Experience and the Read- ing Process." XXXVI (Dec. 1959), 552- Cortright, Richard W. "Each One Teach 555. One: The Right to Read." XL (Mar. 1963), Refers to the need for experience in the 299-302. background of the student before reading Describes "Each One Teach One"thecan be meaningful to him. Stresses the need Laubach method of teaching illiterates to for the teacher to continuously evaluate the reada combinationof severalteachingreactions of each student to his reading ex- technics, plus ways of preparing materials, periences to determine when he needs help training teachers, and organizing literacyin motivation and understanding of the programs. material read. Courtier, Audrey March. "Criteria for theCrosby, Muriel. "The Totality of the Read-

93 Developmental Reading IS ing Program." XXXVI (Oct. 1959), 374-Dale, Edgar, and Chall, Jeanne S. "Tech- 379. niques for Selecting and Writing Readable Emphasizes 3 broad aspects of a good Materials." XXVI (May 1949), 250-258. reading program: developmental, curricular, Discusses readability by offering criteria and enrichment. to consider in selecting and writing readable materials. Gives references to publica- Crosby,Muriel. "Words...,n Make the .tions which help to analyze suitability of Difference." XXXVII (FeL 1960), 81-85.materials for readers. Describes self-help tools in reading: sight wordsto build up a small reserve of read-Daniel, Mary Ann. "You Can Individualize ing knowledge; picture and context clues, Your Reading Program Too." XXXIII (Nov. configuration, structural and phonetic anal- 1956), 444-446. ysisto develop independence in reading; Describes an effort by a teacher to in- memoryto aid retention of what has been dividualize and thus improve reading in learned. her classroom. Presents in detail the procedure used in the class. Crossley, Ruth, and Kniley, Mildred. "An Indiyidualized Reading Program." XXXVI Davis, David C. "Phonemic Structural Ap- (Jan. 1959), 16-20. proach to Initial Reading Instruction." XLI Tells how an administrator successfully (Mar. 1964), 218-223. initiated an individualized reading program. Discusses the linguistic approach to reading based on the Bloomfield method and Crutchfield, Marjorie A. "In Practice: Theother programs. Views reading as a process Language-Experience Approach to Read- of decoding a particular writing system into ing." XLIII (Mar. 1966), 285-288. language. Explains a study conducted at Describes a reading program individual-the University of Wisconsin where students ized by the use of pupil-prepared materialswere exposed to linguistics instruction as and pupil-chosen textbooks. well as the basal reader program. Cutright, Prudence, and Riedel!, Adeline. Davis, Wylma. "They 'Write' Their Way to "A Survey of Primary Reading Activities."Reading Readiness." XXIII (May 1946), VIII (Mar. 1931), 54-59. 207-210. Describes the initial step in a supervisory Provides information on how to make program for improving the teaching of read-reading charts that develop the desire to ing conducted by elementary principals ofread and pave the way for book reading at Minneapolis. the 1st grade level. Dale, Edgar, and Chall, Jeanne S. "TheDawkins, John. "A Reconsideration of the ConceptofReadability." XXVI (Jan. Dale-Chall Formula." )(XXIII (Dec. 1956), 1949), 19-26. 515-520. States that content, style, format, and Assesses the Dale-Chall formula for pre- organization are interacting variables whichdicting reading difficulty. Systemispri- affect readability. Notes that the dP;,,-,:e ofmarily based on word difficulty. Considers a child's readability depends on his generalthe shortcomings and advantages in the reading ability.hisgeneral and specificmethod. experience, and his interest and purpose inDawson, Mildred A. "Children Learn as reading. They Read." XXXV1 (Nov. 1959), 475-477. Dale, Edgar, and Chall, Jeanne S. "Reply." Shows the development of a beginning [to Dawkins, John. "A Reconsideration ofreader and the effect books have on him as the Dale-Chall Formula." Ibid.] )(XXIII a person. (Dec. 1956), 520-522. DeBoer, John J. "Controlling Concepts in ExplainstheDale-ChallformulaforReading Instruction." XXII (Feb. 1945), measuring thedifficultyof printed and 61-65, 70. spoken material. Give specific correlations Discusses and evaluates major concepts with areas under study. in reading instruction current in the 1940's.

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De Boer, John J. "Teaching Critical Read-reading has two meanings: the ability to ing." XXIII (Oct. 1946), 251-254. read and the desire to read. Includes 5 Examines these 3 conclusions which werereading abilityfactors and 5 factorsin reached by Roma Cansand Edward study. Glaser in their study of critical reading: it is important; it can be taught; it is neglected Dolch, E. W. "Four 'Methods' of Teaching in the schools. Discusses what critical read-Reading." XXXI (Feb. 1954), 72-76. ing involves and what appropriate criteria Discusses 4 methods of teaching reading: should be in the mind of the reader. Lists (1) all-oral, (2)all-silent, (3) oral-silent, 4 responsibilities for the teacher for instruc- and (4) silent-oral. States uses of each. tion in critical reading. Dolch, E. W. "From Puzzling to Reading." Dent, Harold C. "A Principal Looks atXXXI (Nov. 1954), 395-397. Primers." XIX (Apr. 1942), 140-146. Presents 3 methods of teaching reading Maintains that selection of readers in the and proceeds to discuss these "slow percep- primary gradesisof utmost importance.tion" methods of reading in which the child Criteria:(1)interesting content on thehas to puzzle out the word. Describes vari- child's level, (2) suitable vocabulary, (3) ous methods used to bring about a change illustrations, (4) other physical qualities offrom puzzling to quick perception. a good book, (5) teacheer manuals, balanceDolch, E. W. "How a Child Sounds Out a of worktype material, (6) up-to-date pub-Word." XXII (Nov. 1945), 275-280. lications, (7) contribution to the school's Suggests "sounding out program" as a social study program and aids for the chil- means of teaching reading and comprehen- dren. sion: start with sounds of single letters, go Dickhart, Audrey. "Breaking the Lock-Step to two letters, and so on to long words and in Reading." XXXV (Jan. 1958), 54-56. syllabication. Describes an individualized reading pro- Dolch, E. W. "How Should We Read Sto- gram whichtakesintoconsiderationa readiness period and the necessity of meet-ries?" XXXV (Mar. 1958), 157-159. ing the needs of all ranges of abilities. Ex- Describes how one should read stories plains briefly the procedure followed. with understanding and imagination in order to comprehend their meanings. Dolch, E. W. "Am I Teaching Phonics Right?" XXXIV (Apr. 1957), 227-234. Dolch, E. W. "If Parents Help with Read- Lists criteria for a teacher to use in evalu-ing." XXXII (Mar. 1955), 143-146. ating his effectiveness in teaching phonics. Stressesthat parents should not help teach reading to their child, but tells how Dolch, E. W. " 'Climbing the Word Ladder'parents can aid the teacher with specific in Reading." XXIX (Mar. 1952), 139-142. problems. Discussestheimportanceof teaching reading by the sight method and repetitionDolch, E. W. "'Individualized Reading vs. of words by construction of a reading ladderGroup Reading." (1) XXXVIII (Dec. 1961), as opposed to other well-known methods. 566-575; (2) XXXIX (Jan. 1962), 14-21, 32. Dolch, E. W. "Complete Reading vs. Partial Compares individualizedreading with Reading." XXXIII (Jan. 1956), 11-12. group reading. Concludes, after discussing Distinguishesbetween"reading"andmerits, that individualized reading is the "partialreading," the latterreferringto better method. reading marred by lack of specific skills Describes how to introduce and carry out which, when identified and developed, leadan individualized reading program. to "complete reading." Dolch, E. W. "Memorizing Is Not Reading." Dolch, E. W. "Do Reading Tests TestXI (Oct. 1934), 220-221. Reading?" XXXI (Apr. 1954), 200-204. Discusses memorization of cords as op- Clarifies the fact there are many obstacles posed to reading. States that memorizing is in the construction of reading tests sincenot reading and parents need to know this.

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Memorization is natural at the start andcan be discontinued in grade 3. Prepares gives the learner confidence, but it needschildren to use a dictionary in grade 4. to be discarded as soon as possible for reading,thegetting of meaning fromthe Downing, John. "Can i.t.a. Be Improved?" printed word. XLIV (Dec. 1967), 849-855. Answers Yes to the questionIs it within Dolch, E. W. "Phonics and Polysyllables."the bounds of possibility that a writing sys- XV (Apr. 1938), 120-124. tem better than i.t.a. can be produced? But Discusses two kinds of phonics taught inon the questionIs it permissible to change primary grades and their importance. the conventions of i.t.a. as presently constituted?answers that there is considerable Mich, E. W. "Phonics in the First Grade."doubt because the whole situation is now XXXII (Dec. 1955), 514-518. befogged by copyright controversies. Discusses 3 methods of teaching phonics in1st grade: total memorization method,Downing, John. "Current Misconceptions discovering method, and parallel method. about i.t.a." XLII (May 1965), 492-501. Identifies and attempts to dispel current Dolch, E. W. "School Research in Reading.""misconceptions" about i.t.a., Initial Teach- XXXII' (Feb. 1956), 76-80. ing Alphabet, invented by Sir James Pitman, Suggests minimal guidelines for assuringoffering his arguments. i.t.a. is a system of valid research in reading. spelling English using 44 symbols instead Dolch, E. W. "Should Children Read Si-of 26, intended to help beginners learn to lently First?" XXV (May 1948), 279-285. read and spell more easily and better. It is Points out some of the hazards of assign-not a phonetic alphabet nor does it employ ing certain materials to children to be read an artificial phonetic alphabet. It is not an silently before laying a proper background.absolutely regular code for phonemes. It is not the ultimate in simplification. It is not Dolch, E. W. "Testing Reading with aconcerned with spelling reform. It is not in- Book." XXVIII (Mar. 1951), 124-125, 165.tended to teach children to read at an earlier Suggests a method of testing for vocabu-age. It is not a method of instruction as, for lary, comprehension, and contextual inter- example,look-say,phonetic,eclectic,or pretation reading skills through the use oflanguage-experience.Itscopyright isnot an ordinary textbook. restricted. There is no lack of materials employing i.t.a.orthography. Itis not a Dolch, E. W. "The Use of Vocabulary Listspanacea for reading instruction.Experi- in Predicting Readability and in Developingments with i.t.a. are serving to focus atten- Reading Materials." XXVI (Mar. 1949),tion on reading and spelling as language 142-149, 177. learning. Lists problems which should be kept in mind when using a vocabulary list to pre- Downing. John. "How I.T.A. Began." XLIV dict "readability." (Jan. 1967), 40-46. Presentsthebeginning of theInitial Dolch, Edward William. "Value of Reading Teaching Alphabet and the beginning of Practice." IX (Apr. 1932), 99-101. i.t.a.research.Explainsthedesign and Shows that quick recognition of wordsmethod of the original British i.t.a. reading for reading can be gained with practice.experiment and discusses the current posi- Discusses Kindergarten Union List (1928)tion of the experiment. consisting of 1,759 words; suggests that children learn more easily and better ifDuffy. Thomas F. "Oral Reading for Its they know all these words thoroughly. Own Sake." XLI (Oct. 1964), 597-599. Argues that oral reading deserves a place Dougherty, Mary L. "The Teaching ofin the many facetAd repertoire of the read- Phonics in the Primary Grades." I(Sept. ing teacher; is convinced that oral reading 1924), 181-183. and some oral choral reading can move Explains the use of phonics in gradesschools toward the ideal of a more perfectly 1-4; says that formal instruction probablybalanced reading program.

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Durkin, Dolores.Kindergarten and Read-other word attack methods to discover the ing." XXXIX (Mar. 1962), 274-276. word. Points out that reading can help children become adjusted to school for children findEnstrom, E. A. "Wanted: Unbiased An- security ia daily reading activities. Takingswers." XLIV (Jan. 1967), 47-49, 52. attendance with name cards is one tech- Presents 16 questions concerning i/t/a: nic. If a '.k:acher plans well for her kinder-(1) Has i/t/a been given more publicity garten class, she can associate reading withthan is warranted? (2) Will it really elimi- many other things, such as background. Atnate the current number of reading failures? this age children are receptive and enjoy it(3) Are the gains made with i/tja perma- when they think they are reading. nent or temporary? (4) How easily can children really move to conventional reading Eakin, Gladys A., and Spence, Eugene S.and writing? (5) How difficult will learning "Team Teaching and Independent Read-conventional spelling be? (6) How much ing." XXXIX (Mar. 1962), 266-268. actual,true, published research supports Notes that a team teaching atmospherei/t/a? (7) Are there less confusing ways seems to lend itself to the reading programof reaching similar goals? (8) Will there and moving through the primary grades in be more handwriting failures? (9) What a continuum and at the speed best suitedprovisions are .nade for individual differ- for the pupil. Recommends a 4-day cycle: ences?(10)Willi/t/adevelop "word (1) work in workbooks and reading orallycallers"? (11) What will be the effect on with a partner; (2) literature and sharingchildren of highly ;nobile families? (12) activities; (3) workbook and phonics; (4)Will preschool readers be switched to i/t/a tests and silent reading. when they don't need it? (13) How will i/t/a affect the library habit in preschool- Edwards, D. Lewis. "Teaching Beginnersers? (14) How will conventional reading the Purpose of Reading." XXXIX (Mar.material be used? (15) How will the aver- 1962), 194-195, 215. age teacher perform? (16) Are there un- Presents the idea that the purpose ofdesirable side effects from i/t/a? reading isto get the meaning, not just to say the words with rapidity and expres- Evans, Clara. "The New Approach to Read- sion, and statesthat the children musting." XXVII (May 1950), 309-311, 322. understand this concept. Describes teaching Describes a reading readiness program activities which can be used to help the ascarried out in some modern kinder- child read for meaning, and gives specificgartens. examples of direct applications of the "reading for meaning" activities. Evans, Clara. "Reading Readiness for the Kindergarten." XXII (Apr. 1945), 143-146. Emans, Robert. "Teacher Evaluations of Gives 6 indications of reading readiness Reading Skills and Individualized Reading." the teacher can look for. XLII (Mar. 1965), 258-260. Evans, Clara. "Signs on the Reading High- Discusses a study designed to investigateway." XVII (Apr. 1940), 149-152, 162. the ability of teachers to diagnose reading Enumerates the factors which are impor- problems in individualized reading instruc-tant for reading readiness in kindergarten tion and the results. and 1st grade and gives readiness activities Emans, Robert, and Fisher, Gladys Marcy.for both levels. "Teaching the Use of Context Clues." XLIVEvans, N. Dean. "Individualized Reading (Mar. 1967), 243-246. Myths and Facts." XXXIX (Oct. 1962), Presents a study which used the Gates 580-583. Reading Survey in various forms to study Discusses advantages and disadvantages the use children make of context clues. Re- of individualizedreading. Concludes by sults indicate that the more clues a readerconsidering the practical applications in the has, the easier it is to unlock an unknownelementary schools and presents ideas for word; also, context clues must be used with a balanced program.

97 Developmental keading 1.f;

Evans, N. Dean. "An Individualized Read- States that the main purpose of instruc- ing Program for the Elementary Teacher."tion in word mastery is to develop accuracy XXX (May 1953), 275-280. in word calling, comprehension, and fluency Describes an individual reading programin various types of reading with enjoyment based on self-direction. Includes a list ofas a result. Cites 3 methods for developing activities for the program. independence in word recognition: (1) the incidental method;(2)theextrinsic or Fitz Gerald, Agnes D. "Perception Skills and supplementary method, which incorporates Beginning Reading." XL (Apr. 1963), 415-the use of flash cards and phonetic drills; 419, 427. (3) the intrinsic method. which includes Discusses the psychological processes and word form and contextual clues in its ap- motor skills involved in beginning reading. r roach to word recognition. Considers the Frazier, Alexander. "Individualized Read-intrinsic method the superior one. ing: More than New Forms and Formulas." XXXIX (Dec. 1962), 809-814. Ciipatrick, Naomi. "Getting a Child Ready Prescribes methodology in an individ- to Read." XXXVI (May 1959), 308-311. ualized approach to teaching reading. Lists LL :ts ways to help locate and identify the 7 proceduresfor teachers who use thischild who is ready to read. approach. Goodykoontz, Bess. "The Relation of Pic- Freeman, Sophie. "The Challenge of Phon- turesto Reading Comprehension." XIII ics." XXXIX (Mar. 1962), 250-252. (Apr. 1936), 125-130. Presents a resume of teaching phonics to Explains the function of pictures as a beginning readers, giving an explanation ofteaching device for the reinforcement and a particular method of teaching phonics. clarification of reading. French, Opal. "Guided Free Reading in theCray, William (S.). "Fundamentals in Si- Classroom." XXIV (Jan. 1947), 25-31.. lent Reading." IX (Apr. 1932), 95-98. Suggests a method of "organized" free Describes 3 levels of skill in silent readreading that would stimulate slow, average, ing: (1) recognizing meaning in form, (2) and excellent readers in 7th and 8th grades.interpreting meaning, (3) outlining content. Believes it necessary to guide the child's choice in reading, so that the choice growsGreen, Eva May. "The Filmstrip Explains better: reading groups named for days ofthe Reading Program." XXXII (Dec. 1955), the week meet with the teacher; each indi- 537-541. vidual reports his book to the group; the Suggests how afilmstrip (How Your group prepares a written report. Child Learns to Read) can be used to interpret the reading program to parents. Fry, Edward. "A Frequency Approach to Phonics." XLI (Nov. 1964), 759-765, 816.Greenman, Ruth. andKapilian,Sharon. Describes a researched formulation of a"Individual Reading in Third and Fourth set of phonics rules, ranked according toGrades." XXXVI (Apr. 1959), 234-237. their frequency of use, representing a work- Describes an individualized reading pro- able blend of the findings of modern lin-gram in its first year of use. Results were guistics, frequency counts, and traditional as follows: (1) beiter than average gain in curriculum materials. Points out that fre-reading ability; (2) wider range of reading quency does not tell grade level at whichinterests;(3) no typing of astudent's the phonics rules should be introduced. Theability; (4) increase in comprehension. major rules could be covered by the end of the 1st grade and the minor rules by theGroff, Patrick. "Comparisons of Individual- end of the 2nd grade. The rules apply toized (IR) and Ability-Grouping (AC) Ap- beginning reading materials. proaches as to Reading Achievement." XL (Mar. 1963), 258-264, 276. Gates, Arthur I. "The Development of Inde- Provides a listing of articles and periodi- pendence in Word Recognition." V (Apr.cals containing information on individual- 1928), 113-115. ized and ability grouped reading.

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Groff, Patrick. "Comparisons of Individual- Supports an experience-related approach ized and Ability Grouping Approaches toto the teaching of reading in the primary Teaching Reading: A Supplement." XLI grades. Suggests a renewal of the experience- (Mar. 1964), 238-241. oriented methods used in the 20's and 30's Lists research done in comparing indi-thataccording toresearch have shown vidualized reading and ability grouping.students reading as well as or better than Resultshowed, out of 22 cases, gains inpupils taught from standard basal readers. favor of individualized reading in 8 instances,Hill, Jeraldine. "Teaching Critical Reading in favor of ability grouping in 2, and no in the Middle Grades." XXXIX (Mar. 1962), significant difference in the remaining 12239-243. cases. Gives 13 definite suggestions of how to Groff, Patrick J. "Getting Started with In-teach and develop critical reading, begin- dividualizedReading."XXXVII (Feb.ning in the middle grades. 1960), 105-112. Hi Bedell, Robert L. "An Interpretation of Describes an individualized reading pro-ResearchinReading Readiness." XLIII gram in which (1) the child learns basic (Apr. 1966), 359-364, 372. sight words; (2) he is given opportunity Points out that comparisons of research to select material he wants to read; (3)suggest that many current arguments about teacher-pupilconferencesareheldwith early reading instruction would be deflated regard to any difficulties the student hasif considerations were made more carefully. mei; (4) small groups are used only forSuggests that the profession needs to be basic instruction. more specific in differentiations and more Groff, Patrick j. "Materials for Individual-aware of dates in a bibliography. ized Reading." XXXVIII (Jan. 1961), 1-7. Hillerich, Robert L. "Kindergarteners Are Lists 5 main advantages of an individual-Ready! Are We?" XLII (May 1965;, 569- ized reading program. 573, 576. Habecker, James E. "How Can We Improve Maintains that more attentim, should be Basic Readers?" XXXVI (Dec. 1959), 560-giventoreadingin akindergarten 563. curriculum. Maintains that current basic readers sacri-Hostetler, Beverly. "What Does Individual- fice literary quality for more didactic peda-ized Reading Mean to Your XXXIX (Mar. gogical purposes such as teaching brother-1962), 263-265. hood, moral equality, and respect for others. Reports on questionnaires sent to educa- Pleads that works with literary merit willtors who have been using individualized raise questions that will also fulfill the needsreading programs. They brought results that of understanding human nature. Includesa seemed most favorable to this type of skill. checklist to enable the teacher to determine which basal readers have literary merit. Huber, Miriam Blanton. "Teaching Begin- ners to ReadAn Integrated Process." V Harrison, M. Lucile. "Developing Readiness (Apr. 1928), 116-118. for Word Recognition." XXIII (Mar. 1946), Pleads for an effective and integrated ap- 122-131. proach to the teaching of reading, which Deals with word analysis and a programwould takeintoconsiderationachild's to develop readiness for word recognition. neerE,interests, and potentialforself- Heffernan, Helen. "Reading in the Experi-direction: in teaching beginning reading, a ence Curriculum." XVI (Nov. 1939), 257-limited number of words would be intro- 259. duced to a child in context; a workbook. Shows how to develop an experiencewith a structured arrangement of present- unit that will motivate children to read. ing clues, would provide interesting activitiesto promote reading for meaning; an Hildreth, Gertrude H. "Experience-Relatedaccompanying reader would use the same Reading for School Beginners." XLII (Mar.vocabularyrealistic rather than idealistic 1965), 280-284, 289-297. in describing the child's environment.

99 Developmental Reading 75

iludson, Jess S. "Reading Readiness in the She used a method that was a combination Intermediate Grades." XIX (Apr. 1942),of the Key Word Technique and the teach- 134-137. ing of vowel sounds from their key words. Discusses reading readiness in the intermediate grades.Identifies two types ofJenkins, William A. "ReadingSkillsin readiness in regard to ma. k. a ity: (1) generalTeachingLiteratureintheElementary readiness in most children and (2) specific School." XLI (Nov. 1964), 775 -782. readiness for reading a particular selection. Defines reading as obtaining ii,caning Children must be able to recognize symbolsfrom the structural elements of written lan- and understand the general idea. guage. Literature presents a standard for judging language and experience, and pro- Huglin, Ida. "Language versus Silent Read-vides a background which gives words their ing." III (Nov. 1926), 290-291, 363. meaning. Some skills which a child should Contends that silent reading, an impres-be taught: (1) to interpret life i.i its var'- sional process, and language, an expres-ing degrees of seriousness; (2) to recognize sional process, are different in purpose andthat language has nuances, subtleties, and different in operation. Considers a prob-intricacies; (3) to interpret a wide range lem of silent readingthat of speed andof vocabulary and discourse; (4) to pursue comprehension. Here, language tends toa series of events in order and time; and suffer since children have only a given time(5) to grasp the tone and mood of a reading in which to express their answers. selection. Huser, Mary K. "Reading and More Read-Johnson, Rodney H. "Individualized and ing." XLIV (Apr. 1967), 378-382, 385. Basal Primary Reading Programs." XLII Reports an investigation of 264 inter-(Dec. 1965), 902-904, 915. mediate grade studcnts as to attitudes and Describes a research project on individ- achievement in reading when they wereualized reading versus reading in the basal taught under an individualized method orprogram. Individual reading provides for a a basaltextbookmethod.Conclusion: nonsequential order of presentation of skills. achievement in the experimennil group us-The basal program selects and presents ma- ing the individualized method was not sig-terial, group instr.ction, teacher to group nificantly better than in the control groupreading, and skills in sequence. The pur- using basalreaders;individual studentspose was to study the results of each pro- made gains under either method. gram and cnmpare achievement scores, range of reading scores, oral reading ability, Ide, Alice M., and Oberg, Walda. "Thequantity of material read,self-direction, Content of Present Day School Readers."social adjustment, and parental attitudes VIII (Mar. 1931), 64-68. toward the program. After the 1st grade Shows that the content of present-dayand the 3rd grade, the Metropolitan Achieve- reading material more nearly measures upment ar.Battery Test, the individual pro- tothechild'sinterests and present-daygram s.. -red higher in all the areas. reading objectives than that of the past. Killen, Miriam. "Beginning Reading Experi- Jeidy, Pauline. "Improving the Program in ences in the Nci%., School." XVI (Jan. 1939), Reading." XXVI (Jan. 1949), 27-31, 34. 27-30. Describes improvement which came about Suggests that reading taught by the ex- as a result of selecting supervisors to helpperience method in the "New School" will teachers in specific areas, especially in read-foster appreciation, enjoyment,and curios- ing, so as to improve instruction in 6 differ-ity in reading that had not been attained ent phases of the class activities. in the "old school" methods. Jenkins, Elizabeth M. "Developing Inde-Kennoian, Samuel B. "Teacher Appraisal pendent Readers in the First Grade." XXVIIof First Grade Readiness." XXXIX (Mar. (Mar. 1950), 149-154, 170. 1962), 196-201. Presents author's method of teaching her Reports the results of experiments which 1st graders to become independent readers.were to determine the validity of teachers'

100 Developmental Reading 15 judgment of readiness by relating their Takes a trip with a small boy and tells judgments to the results of the Metropolitanhow reading applied to his everyday experi- Readiness Tests given to children. Pointsences. out that most teachers can judge reading readiness easily and accurately, saving time, McCracken, Glenn. "Have We Overempha- money, and effort. sized the Readiness Factor?" XXIX (May 1952), 271-276. King, Martha L., and El linger, Bernice D. Reports an experiment in which filmstrips "An Annotated Bibliography of Criticaland visual aids were used to accompany a Reading Articles." XLIV (Apr. 1967), 365-basic reading program in 1st grade classes. 377. Results of this experiment over a 2-year Includes articles and research reports per-period were excellent. taining to critical reading during the last decade, listed under these headings: theo-McCreary, Ruth V. "Meeting Individual retical Reading Needs." XXXVI (May 1959), 294- articles, research reports, and de-297. scriptions of teaching methods or materials. Lists some of the common causes of read- King, William A. "Work Reading in theing difficulty: (1) immaturity at the begin- Intermediate Grades." VII (May 1930),ning stage, (2) emotional disturbances, (3) 129-133. low intelligence, (4) absenteeism, (5) lack Discusses study reading and work read-of up-to-date books, (6) faulty teaching. As ing, which are characterized by work atti-a result of a remedial program to meet indi- tudes and appropriate materials to be used.vidual needs in Wooster, Ohio, it was found that the needs of all types of individuals Kingsley, Marjorie. "An Experiment in Indi-were best met through a partial segrega- vidualized Reading." VOW (Feb. 1958),tion from the regular classroom. 113-118. Lists main objectives in an individualizedMcCullough, Constance M. "Broadening reading program which encourages childrenExperiences through Reading in the Ele- to read for enjoyment and as a tool formentary School." XXIII (Mar. 1946), 101- better living. Suggests a procedure for the107. program. Sets forth certain characteristics that need emphasis in a reading program; critically Knapp, Jessie V. "Improving Reading Skillsexamines various reading problems. Puts in Content Areas." XXIV (Dec. 1947), 542-stress on comprehension and training in the 550. improvement of reading. Advocates combining theteaching ofMcCullough, Constance. "Flash CardsThe reading with another content subject. Opiate of the Reading Program?" XXXII Kottmeyer, William. "Readiness for Read- (Oct. 1955), 379-381. ing." (1) XXIV (Oct. 1947), 355-366; (2) Suggests proper uses for flash cards in XXIV (Dec. 1947), 528-535. a reading program, with a less artificial and Discusses problems in teaching readingmechanical basis for word recognition. in blighted areas of large cities. Traces testMcCullough, Constance."Gropingor correlations in St. Louis schools: readinessGrouping?" XXXI (Mar. 1954), 136-138. and intelligence; intelligence and reading Discusses a 3-part reading program: (1) achievement; readiness and reading achieve-building skills, (2) using skills, (3) main- ment; and comparison of teachers' estimatestaining skills. Feels that group reading with of readiness with intelligence and readiness teacher's supervision is needed for reinforce- tests estimates. ment of part (3). Reports on apathy of low income families in St. Louis and strives for better prepara-McCullough, Constance M. "The Recogni- tion of children for reading. tion of Context Clues in Reading." XXII (Jan. 1945), 1-5, 38. Kruzner, Donald L. "Reading as a Live Ex- Tells of the means by which a student perience." XXIV (Dec. 1947), 536-541. can examine the context in which a word

101 Developmental Reading 15 appears and the form of the word itselfMillman, Charlotte L. "An Individualized to get clues to its meaning. Reading Program." XXXV (Oct.1958), 386-388. Mahoney, Sally. "Basic Study Skills and Explains step by step a procedure used Tools."' XLII (Dec. 1965), 905-915. to organize an individualized program. Contends that because all levels of education need overlapping and interdependentMoskowitz. Sue. "Should We Teach Read- study skills, the questions of grade by gradeing in the Kindergarten?" XLII (Nov. 1965), introduction and refinement are important.798-804. Discusses skills involved in primary instruc- Presents the pros and cons of teaching tion in the alphabet, the dictionary, books,reading in the kindergarten. encyclopedias, and libraries. Newman, Robert E. "The Kindergarten Maib, Frances. "Individualizing Reading."Reading Controversy." XLIII (Mar. 1966), XXIX (Feb. 1952), 84-89. 235-239. Discusses the advantages of an individ-. Discusses the kindergarten reading con- ualized reading program over grouping. troversy; suggests the use of assistants for the kindergarten teacher to provide instruc- Mason, George E., and Prater, Norma Jean. tion in reading and writing for those chil- "Early Reading and Reading Instruction."dren who show a readiness for them. XLIII (May 1966), 483-488, 527. Summarizes the pros and cons of readingNewton, Eunice Shaed. "The Basal Primer instruction for very young children. Main- May Be Deceptively Easy." XL (Mar. 1963). tains that early training in reading is both273-274, 334. possible andprofitable and thatfamily Offers a warning to those who want to environmental stimulation is a great helpchange the basal primers. To the child, the to the child. Different studies have suppliedrepetition and gibberish is not gibberish at the following conclusions: (1) younger chil-alladults cannot think as childrendo. dren make less progress than older onesChildren needto he introduced tothe with similar levels of intelligence when ex-English language gradually. posed to the same program; (2) reading readiness may be early reading progress;Nilsen. Don. "Is i/t/a Phonemic?" XLIII (3) control of attention is often difficult in(Apr. 1966). 381-382. young children and may produce ,:motional Gives examples showing that i/t/a is not reactions; (4) improvement of instructionstrictly phonemic. The i/t/a is, from the very beginning, a compromise. It is planned towards the students' abilityto learnis necessary to teach reading to preschoolers. so that the child who has mastered the principles of reading zan make a quick and Mayne, Lucille. "An Individual Study ofeasy transfer to traditional orthography. the Reading Acceleration of Two Kinder-Even to this author, who is critical of the garten Children." XL (Apr. 1963), 406-i/t/a phonemization. this seems to be an 408, 442. end which justifies the means. Reports a case study of two gifted children who went directly from kindergarten Ohanian,Vera."ControlPopulationsin tograde 2 afteridentificationasearly i/t/a Experiments." XLIII (Apr. 1966), readers with high IQ's and an enriched373-380. kindergarten program. Maintains that an analysis of the i/t/a materials prepared by Mazurkiewicz and Micucci, Pat. "Let's Not Teach Reading inTanyzer reveals factors other than orthog- Kindergarten!" XLI (Mar. 1964), 246-250.raphy, any one of which alone or in combina- Advocates an informal experience-activity tion can contribute to the success of i/t/a. type program as opposed to the formal reading readiness program at the kindergartenPease, Marion Ochsner. "Bases for a Read- level. Cites 3 instances of research whiching Program." XVII (May 1940), 179-182. supportanexperience-activityprogram. States the basic principles of a reading Suggests activities to accomplish it. program:(1)individualdifferences,(2)

102 Developmental Reading 15

growth and development,(3)taking a"AReading Activity in Grade One." XV pupil where he is and helping him grow. (May 1938), 170-178. Pennell, Mary E. "Method in Reading." III Analyzes the vocabulary of the daily log (Apr. 1926), 131-133. kept by Sister Richardine's class(April Suggests: (1) purpose in readingfor 1938 issue) and compares it to Gates's and the child, (2) mastery of mechanics in read-Thorndike's lists. ing, (3) evaluation of results of reading,Richards, I. A., and Gibson, Christine. "A (4) child's appreciation of beauty of wordsNew Proposal Concerning Beginning Read- and phrases. ing." XXVI (Dec. 1949), 461-464, 467. Petty, Walter T. "Critical Reading in the Discusses a new plan for teaching begin- Primary Grades." XXXIII (May 1956), 298-ning reading which will balance mechanics 302. with meaningful content. Stressesthe developmental process ofRobison, Eleanor G. "Let's Be Specific about critical reading and thinking and the de-Reading." XXVI (Mar. 1949), 117-121. pendency of one on the other. Emphasizes Suggests questions a teacher could use starting this process with the beginningto evaluate a reading program. reading experiences. Picozzi, Adelaide. "An Approach to Indi-Roosen, Bessie J.F., and Others. "More vidualized Reading." XXXV (May 1958),Experiences in Teaching Reading: A Sym- 302-304. posium." XXI (Feb. 1944), 41-46, 65. Demonstrates the use of individualized Six teachers describe ways of individualiz- reading instruction. ing instruction in reading. Ploghoft, Milton H. "Do Reading ReadinessRothrock, Dayton G. "Heterogeneous, Ho- Workbooks Promote Readiness?" XXXVImogeneous, or Individualized Approach to (Oct. 1959), 424-426. Re-ading." XXXVIII (Apr. 1961), 133-235. Discusses a study done on the use and Discusses a controlled experiment of 4 nonuse of readiness workbooks in kinder-classes of 5th grade students in each of 3 garten and the effect on the child. organizational approachesheterogeneous, homogeneous, and individualized. Prince, Dorothy. "Step-by-Step We Grow in Reading." XL (Apr. 1963), 436-439. Russell, David H. "Teachers' Views on Discusses essential elements for a soundPhonics." XXXII (Oct. 1955), 371-375. reading program in a school system. Reports a study concerning phonics skills teaching, refuting, statements that phonics Pulliam, R. A. "Group Instruction in Read-is not being taught and that this is the ing: A Suggestive Program." XXII (Maybest method of teaching reading. 1945), 18(3-188. Discusses two possible ways of organizing Russell, DavidH.,and Wulfing, Gretchen. instruction in remedial reading in the junior"Supplementary Materials in the First Grade high: grouping students according to weak-Reading Program." XXVIII (Oct. 1951), nesses and strengths and/or having English 347-349, 371. time separated so as to leave some time for Reviews a preliminary study of the ap- reading. propriate time to introduce supplementary reading materials (to be used in association Richardine, Sister. "A Reading Activity inwith a basal reading series) to 1st grade Grade One." XV (Apr. 1938), 129-132, children:(1)after they finish the pre- 160. primers, (2) after they finish the primer, Discusses a daily log kept in a 1st gradeand(3)after they finish half the first class for one year, and gives the advantages reader. The teachers involved in the study and implications for reading readiness andconcluded that the timing of introduction vocabulary growth. of supplementary reading materialswill vary and depends on the learning ability Richardine, Sister, and Wilson, Frank T.of the children concerned.

103 yrt' ) I

Developmental Reading-15

Rystrom, Richard. "Whole Word and Phon-Smith, Gretel D. "Is Your 5-Year-Old Ready ics Methods and Current Linguistic Find-for School?" XXXV (Dec. 1958), 532-534. ings." XLII (Mar. 1965), 265-268. States brief basic criteriaforparents' Presentscriticisms of two methods ofdetermining a child's readiness for formal teaching reading and offers suggestions forinstruction. correction of faults. Smith, Nila Banton. "A New Method of Sabaroff, Rose E. "Challenges in ReadingTeaching Beginning Reading." II(Mar. for the Gifted." XLII (Apr. 1965), 393- 1925), 106-111. 400, 402. Uses the picture story as a means of pro- Describes the attitudes toward learningmoting reading.Includes an experiment and the kinds of learning activities pre-from the Detroit schools. Indicates that chil- ferred by gifted children. They prefer todren using story-picture material far sur- discover principles rather than to be told;passed control group. when they can see the value of drill, they will engage in it. A good reading programSmith, Nila Banton. "Practical Exercises suited to their needs includes (1) basicfor Classroom Use." (1) I (Mar. 1924), reading skills (mechanics of word analysis,34-35; (2) I (Apr. 1924), 74-75. comprehension and critical reading, refer- Concerned with silent reading, the au- ence skills); (2) skill in reading for infor-thor presents suggestions under these head- mation in content fields;(3) recreationalings:(1)IllustratingCompositions;(2) reading and being read to; (4) correctiveMaking "Silent Readers"; (3) Matching Pic- work. The teacher must analyze the skillstures and Stories; (4) Filling Blanks with and teaching outcomes desired in order toPictures; and (5) Solving "Yes" and "No" use materials intelligently. Problems. The second part of this article, "Second Sharpe, Maida Wood. "An Individualizedand Third Grade Activityin Oral and Reading Program." XXXV (Dec. 1958),Written Composition," was presented by 507-512. Maud Bowles, who spoke of stimulation Describes an individualized reading pro-through the presentation of suggestions for gram in Los Angeles in 1957-1958. initiating activities, assistance hints for the Sharpe. Maida Wood. Individualized Read-teacher, and finally items of self-criticism ing: Follow-Up Activities." XXXVI (Jan. or solf-help. 1959), 21-25. Suggests a variety of follow-up activitiesSmith, Nila Banton. "The Present Situa- in reading other than "workbook type" fortion in Phonics." (1) IV (Nov. 1927), 278- primary and upper grade pupils of widely281; (2) IV (Dec. 1927), 303-307. varying ability. Includes a reference list. Discusses the role of phonics in current reading programs. Discusses these aspects: Sheldon, William D., and Hatch, Shirley. (1) Shall we teach word analysis? (2) When "Strengths and Weaknesses in Reading ofshall we teach word analysis? (3) What a Croup of Sixth Grade Children." XXVIII content and processes shall we teach? Be- (Feb. 1951), 86-93. lieves in the need and place for phonics. Reviews the strengths and weaknesses of 6th grade students in reading as reflectedSmith, Nila Banton. "Readiness for Read- in a study of 64 6th graders. Cites readinging." (1) XXVII (Jan. 1950), 31-39; (2) rate as a major factor in reading difficultiesXXVII (Feb. 1950), 91-106. and sees more weaknesses than strengths Gives relationship of physical deficiencies in reading abilities of these students. to reading readiness in several kinds of difficulties. Smith, E. Ehrlich. "Some High Spots in the Discusses findings of several studies done Reading Program." IV (Feb. 1927), 42-44.relating reading success and (1) intellectual Sets up new standards for selecting books readiness, (2) emotional stability, (3) so- for reading instruction that include a varietycial status of family, (4) individual social of topics and interests. characteristics, (5) firsthand environmental

104 Developmental Reading-15 experiences,(6)richor meager back-Staiger, Ralph C. "Agreements about Phon- ground, (7) reading instruction before 1stics." XLI (Mar. 1964), 204-206, 229. grade. Discusses the Policy Conference on Read- Smith, Nila Banton. "Reading Readiness:.ing in Sept. 1961, composed of people in- Semantic Implications." XXVI (Dec. 1949),volved with reading in all parts of the 451-460. country; the purpose was to prepare a state- Makes suggestionsfor developing thement about the components of good reading awareness of the effect of context on mean-instruction, especially the role of phonics. ings,andestablishingthemeaningsof Includes a summary of the findings. words during the reading readiness period. Staiger, Ralph C. "How Are Basal Readers Smith, Nila Banton. "Shall We Teach Phon-Used?" XXXV (Jan. 1958), 46-49. ics?" XX (Feb. 1943), 60-67. Reports on a study made on the use of Presents the history of and argumentsbasalreadersinthe elementary school. for and ,ainst the teaching of phonics.Gives findings based on reports from 474 The resu,t of studies shows that phonics schools:, (1) reasons for using or not using iseffective when taught to children whomore than one basal text, (2) use of work- need it but as an integral part of a well-books, (3) teachers' attitude toward guide- balanced program in reading. books. Smith, Nila Banton. "Silent Reading Exer-Stauffer,RussellC. "Individualized and cises." II (May 1925), 180. Group Type Directed Reading Instruction." Discusses the use of pantomime as a re- XXXVII (Oct. 1960), 375-382. inforcement in the teaching of silent read- Describes group and individualized ap- ing and the method employed in bothproaches to reading instruction emphasiz- primary and intermediate grades. ing the importance of individual endeavor Smith, Nila Banton. "Something Old, Some- and group sharing, and shows how the two thing New in Primary Reading." XXXVIIapproaches may be combined by apportion- (Oct. 1960), 368-374. ing some time for reading a basal series as Discusses current innovations in concepts, a group and some time for reading which methods, and materials in reading includingis individualized through self-selection. evaluation concepts, individualized instruction, and mass media. Stauffer, Russell G. "Individualizing Read- ing InstructionA Backward Look." XXXVI Smith, Nila Banton. 'Teaching Silent Read-(May 1959), 335-341. ing." II (Nov. 1925), 315. Reviews the principles and practices of Suggests two effective means by whichindividualized reading (as outlined in two silent reading can be taught by letting theparts of Twenty-fourth Yearbook of the Na- child give a title to a newspaper story andtional Society for the Study of Education, by letting him write stories regularly. 1923). Observes that present practices (25 Spache, George. "A Phonics Manual foryears later) lag behind the recommenda- Primary and Remedial Teachers." (1) XVItions of authorities of the 1920's, recom- (Apr. 1939), 147-150, 156; (2) XVI (Maymendations which deserve fulfillment. 1939), 191-198. Stauffer, Russell G. "The Role of Croup Part 1 considers arguments against theInstruction in Reading." XLI (Mar. 1964), phonic method and presents results of ex-230-234, 250. periments in teaching reading by the phonic Discusses the advantages of both group- and the intrinsic methods. Suggests usingdirected and individualized activities. The phonics as a supplement to other methodsrole of the teacher in group instruction is in remedial work. to encourage and direct children in their Part 2 identifies content of phonics in-thinking and reading; the goals in the group struction, place of phonics in the curricu-instruction situation include thinking, pro- lum (2nd grade being the most ideal time),ductive reading, and mental activity. and methodology to be used in teaching phonics. Stendler, Celia Burns. "The Ritual of Pri-

105 Developmental Reading 15 mary Reading." XXV (Mar. 1948), 153-160.with severe reading problems were chosen. Lists some of the dangers in the readingThe use of summaries, individual discus- program in the early elementary grades.sions, panel discussions, and book teasers Includes illustrations of individualized read-helped the teacher keep account of the ing as a possible solution. progress of the students. Stone, Clarence R. "Silent Reading in theUhl, Willis L. "The Unification of Reading First Grade." II (June 1925), 215-219. in the Intermediate Grades." XV (Apr. Discusses the importance of silent read-1938), 117-119, 128. ing. Lists the following: (1) available ma- Discusses the merits of a unified reading terials,(2)essentialdifferences betweenprogram in the intermediate grades; diversi- silent and oral reading, (3) objectives infication of materials does not follow the wide reading, (4) teaching methods, andchild's natural development. (5) the problem of response. Includes a sample lesson of cutting and coloring fromUngaro, Daniel. "Split-Vu Reading." XXXIX a reading textbook. (Mar. 1962), 237-238, 252. Reports that teaching reading by the Stone, Clarence R. "Training in Silent Read- Split-Vu method was tested in the Saratoga ing: Grades Two and Three." III(Apr.schools for one year. Small classes with 10 1926), 128-130, 138. or 12 pupils were used in order to have Describes types ofsilentreading for(1) a closeness with the teacher, (2) a close- grades 2 and 3. Suggests training lessonsness to experience to insure meaning, (3) a for comprehension. Enumerates 7 types ofcloseness to reality. Filmstrip stories were responses to silent reading activities. used. After this method was used,tests Stone, David R., and Bartschi, Vilda. "Ashowed thatall the children except one Basic Word List from Basal Readers." XLwere reading above normal, and students (Apr. 1963), 420-427. displayed feelings of security. Reviews recent literature on word lists for spelling and reading. Ungaro, Daniel. "The Split-Vu Reading Program: A Follow-Up." XLII (Mar. 1965), Strang, Ruth. "Reading Development of254-257, 260. Gifted Children." XXXI (Jan. 1954), 35-40. Summarizesanexperimentalreading Briefly covers the reading progress ofproject in the Saratoga schools which in- giftedchildren,touchingthefollowingcludes objectives, procedure, and results. points:(1)initial contact, (2) methods, (3) material, (4) time involved, (5) reac-Veatch, Jeannette. "In Defense of Individ- tion,(6)acquisition of reading matter,ualized Reading." XXXVII (Apr. 1960), (7) habits, (8) suggestions for teachers. 227-234. Contends in this critique of an article Strang, Ruth "A Synthetic Approach to the("Individualized Reading: A Survey and Teaching of Reading." XXXIX (Oct. 1962),Evaluation") by P. Witty in the Oct. 1959 558-561. issue that what lie considers to be individ- Deals with the controversy between theualized reading is not that atall. Feels phonics method and the "look-and-say"that individualized reading is that in which method. Approves an approach to readingthe pupil chooses his own book and ma- that combines both. Discusses advantagesterials, with help, and the instructor teaches of a basic sight vocabulary based on thehim. child's needs. Veatch, Jeannette. "Linguistic Instruction Stuart,Allaire."Individualized Reading."in the Teaching of Reading: Kill or Cure?" XXXIX (Mar. 1962), 256-259. XXXIX (Mar. 1962), 231.233, 243. Reports that an individualized reading Replies to an article by John Dawkins program for a 6th grade class proved suc-in the Oct. 1961 issue. Feels that children cessful when no basal reader was used,will learn to read by means of their own books from the public library were madewords. Three linguistic principles may be available, and special books for childrenused with reading: (1) spoken language is

106 Developmental Reading 15

prior to all written language; (2) sentencesReading." XXI (Oct. 1944), 215-217, 223. make words rather than words makesen- Suggests a plan for circulating and dis- tences;(3) the alphabetic principle takestributing supplementary reading materials advantage of the regularity and dependabil-as tried in Detroit. ity of letter sounds in words. Wiecking, Anna M. "Experimenting with a Veatch, Jeannette. "Structure in the Read-Flexible Reading Program." XIV (Apr. ing Program?' XLIV (Mar. 1967), 252-256. 1937), 129-132. Presents the idea that the reading pro- Describes an experiment attempting to gram must enable children to adapt readingimprove a child's reading by placing him to their own ability and purposes. Programsin a group at his own level of reading, which do this must have certain elements:working with his type of difficulty. (1) self-choice of the majority of instructional materials;(2)the central role ofWilliams, Gertrude. "Provisions for Critical children's normal speech patterns; (3) theReading in Basic Readers." XXXVI (May central role of a variety of genuinely liter-1959), 323-331. ary materials; (4) the meeting of individual Discusses the importance of obtaining differences, purposes, and interests through and stimulating critical reading skills and individual conferences; (5) efficient class-deplores the fact that few basic readers room management through groups orga-include them. nized upon independent tasks. Wilson, C. Richard, and Harrison, R. "Skill Vite, Irene W. "Grouping Practices in In-Growth with Individualized Reading." XL dividualizedReading."XXXVIII(Feb.(Apr. 1963), 433-435. 1961), 91-98. Reports a study that revealed no signifi- Advncates grouping in accord with thecant differences in selected reading skills un;que growth pattern of every child inbetween students following an individual- the classroom and in ways that result inized reading program and those using basal better mental health and learning for chil-readers. dren by providing a more relaxed classroom atmosphere, by removing or reducingWilson, Mary C. "The Teacher's Problems unnecessary pressures, in a Differentiated Reading Program." XXIV and by fostering(Feb. 1947), 77-85, 118. unfettered learning progress. Author was given a 3rd grade class, Warford, Phyllis. "Individualized Readingdivided into 3 groups by readiness and IQ in First Grade." XXXVII (Jan. 1960), 36-tests, in which to teach differentiated read- 37. ing, a task not already being utilized by Reports on an individualized approach tothe rest of the school. All butone cf the reading in the 1st grade in which students,28 readers accomplished one year's growth after being given a foundation in basicthat year, even though classconditions word-attack skills, were allowed to pursuewere poor. an individualized program of reading with teacher guidance and encouragement. Wilt, Miriam E. "Another Way to Meet Individual Differences." XXXV (Jan. 1958), Warnick, Martin J. "The Correlated Read-26-28. ing Spelling Context Method." XXXI (Apr. Points out that an individualized reading 1954), 204-206. program is not a laissez faire, unguided, Presents methods to develop mastery offree-rollingaffair, but rather iscarefully words for the poor reader and good experi-planned and executed and thoughtfully ence for the accelerated reader while help-evaluatedto help each child reach his ing the slower reader with problems. Advo-potential. Includes a bibliography. cates making sure the student can read the words with meaning and understanding inWitty,Paul."Individualized ReadingA context.Listsgroupactivitiesfor poorSummary and Evaluation." XXXVI (Oct. readers as well as for accelerated classes. 1959), 401-412, 450. Presents complete data about individual- Whipple, Gertrude. "Book Kits for Basicized reading.

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Witty, Paul A. "Individualized Reading: scenes.Stressesfeelings,thoughts,and A Postscript." XLI (Mar. 1964), 211-217.environment. Points to the contradictory claims over the success of individualized reading. Feels Beal,Dallas K. "Sixth GI aders Write a that the best approach to efficient instruc-Play." XXX (Mar. 1953),154-159. tion is one that employs a combination of Describesthe majoractivitiesa6th procedures. Advocates a program desig-grade class carried out in writing a play nated as developmental. based on prehistoric times. Witty, Paul A., and Sizemore, Robert A.Bertram, Jean DeSales. "Creative Dramat- "Phonics in the Reading Program: A Re- icsinthe School." XXXV (Dec. 1958), view and an Evaluation." XXXII (Oct.515-518. 1955), 355-371. Consists of reports to a survey seeking Discusses the role of phonicsin thethe extent to which creative dramatics was reading program, citing 7 recommendationsused in elementary classrooms in Florida for effectiveness, and Wisconsin. Describes creative experiences at 1st grade level. Wolfe, Josephine B. "How Effective Are Your Reading Lessons?" XL (Mar. 1963),Boyd, Gertrude A., and Youssi, Myrtle R. 275-276. "Role-Playing Reveals Language Levels." Lists 15 questions for the reading teacherXXXIV (Oct. 1957), 388-393. to ask himself after each reading lesson to Reports on a problem set up with grades test how effective he has been. They fur-K-6 r,:tingitout through conversation. nish a guide to a good lesson. Elaborates on each grade's role playing; indicates social adjustment from one level Wright, Effie B. "Getting Ready for Read-to another. ing: No One Mold." XXVII (Oct. 1950), 368-374. Brack, Kenneth H. "Creative Dramatics:, Discusses reading readiness and the fac-Why? How? When?" XXXVI (Dec. 1959), tors influencing it. 565-567. Sees the teacher as the initiator of cre- Young, William E. "The Language Ap-ative drama in the classroom at all levels. proach to Reading." VII (May 1930), 113-Considers this type of activity well worth 115, 134. the time involved, for it gives every child Cites 6 possible causes for regressive eyethe chance to create spontaneously as he movement in reading. performs. Attempts todispellthe many fears that teachers may have for such a Dramatics I6 seemingly unstructuredactivity. Brazier, Delma Lee, and Famiano, Viola. Anderson,Elizabeth."Verse Choir Plus"Johnny Goes on Trial: An Operetta for Recording Machine Equals Speech Im-Book Week." XVI (Oct. 1939), 216-220. provement." XVI (Dec. 1939), 294-296. Presents an adaptation of Trial by Jury, Suggests using a recording machine whilean operetta by Gilbert and Sullivan, set working on choral reading to improve chil-to the music of the Oliver Ditson edition dren's speech. of the original operetta. This adaptation lends itself to further change. Bache,LouiseFranklin. "The General's Birthday Present." II (Jan. 1925), 15-20. Broening, Mary L. " The Awakening of Consists of a short play about a presentSpring': An Arbor Day Play." II(Apr. for George Washington. 1925), 131-134. Presents a play prepared from poems, Barker, Fred G. "Character Studies fromsongs, and dances arranged by children Shakespeare." II (Apr. 1925), 128 -130. who had taken trips to acquire a mood. Suggests that children should be allowed to play some of Shakespeare's roles andBurke, Lillie A. "A Project in the Writing

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and Production of a Play." II (Sept. 1925), Clem, Or lie M. "Some Characters of Charles 253-254. Dickens in Terms of Modern Psychology." Describes an 8th grade project in cre-XIII (Oct. 1936), 215-219, 224. ative dramatics based on the early history Gives a review of Dickens' best char- of Chicago as part of a study of the west-acters and ways they are used to illustrate ward movement in America. conceptsof modern psychology. Praises Dickens for his ability to portray characters. Busbee, Vivian. "Dramatic Interpretation in the Elementary School." XXXIV (Oct. Cober, Mary E. "Assembly Programs Can 1957), 394-396, 424. Be Fun!" XXXII (Feb. 1955), 90. Gives the importance of dramatic inter- Presents a method for preparing assem- pretation and values of usingitin thebly programs by children. classroom.Thisexperience isusually neglected because of lack of time and fail-Collier, Josephine. "Pageant of America." ure of the teacher to see the value result-XI (Feb. 1934), 36-40, 49. ing from such situations. Describes ahistorical pageant created Carey, Evelyn A. "The Grammatical Errorand produced by students, faculty, and Pirates: Playlet for the Seventh or Eighth othersinBeverlyHills,Calif.,includ- Grade." IV (Sept. 1927), 201-203. ing dance, elocution, pantomime, music, Presents a play for the 7th or 8th gradeand staging. Aim was to combine an in- quiring attitude and historical accuracy. writtentoportraydanglingparticiple, double negative, split infinitive, and John Slang as the pirates who foundered on theCraytor, Hal lie Loomis. "Marionetting from Reefs of Errors and never reached the port the Classroom to Albania." IX (Dec. 1932), of success. 258-259. Describes a marionette project, developed Cavallaro, Ann A. "Choral Speaking in the by a public library and a primary school, Junior High School." XXVIII (Oct. 1951),in which "Snow White" was adapted to an 344-346. Albanian setting to promote international Describes choral speaking as an enjoy-feeling in students. able activityaffording emotionalrelease and enhancing appreciation of literature forCrosby, Muriel. "Creative Dramatics as a junior high school students. Suggests a pro-DevelopmentalProcess."XXXIII(Jan. gram suitable for them. 1956), 13-18. Urges use of creative dramatics as a Children of the Phelps School."Stories means of allowing the students to express from the Life of Washington." V (Feb.themselves freely and creatively; attempts 1928), 46-51. toclarifythisoften misunderstoodap- Describes a marionette play developedproach. and given by a 7th grade class to portray events and facets of George Washington'sCrumrine,Jeannette."HistoricalDrama life. The play was written, the puppetsand the Intermediate Child." XIV (Feb. made of papier-macho, and the scenery de- 1937), 66-67. signed and constructed by the children. Explains bow drama can be used as a culminating activity for many content areas, Clark, Gertrude M. "Creative Expressionand states bow the drama may be ap- through Puppetry." XXVII (Feb. 1950),proached by the children. 88-90. Describes the use of puppets to achieveDann, Janet Anne. "Speaking Thoughts these objectives: (1) development of imag-Together." XXIV (May 1947), 289-292. ination;(2)extension of reading, writ- Believes the material for choral speaking ing,andspeakingskills; (3)writingshould be either literature which stimulates character parts; and (4) reading books tothought and emotion or an original crea- develop character parts. tion, by the group or the teacher, which

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is related to the shared experience of theDobbs, Ella Victoria. "Literature through group. Dramatic and Graphic Art." V (Feb. 1928), 52-53. Davidson, Letha M., andLaird, Troy Postulates that not all children develop Davis. "Peter. Pan's Parade." V (Oct. 1928), a good taste for literature. To make litera- 231-232, 240. ture more palatable, a teacher can coordi- Describes a Book Week pageant whichnate dramatization, making costumes and stimulated children's interest in books. scenery, and writing dialogue. Deegan, Mary M. "'The Legion of Citizen-Fdmonds,Edith."Dramatic Playfrom ship': A Play for Class Presentation." XVIIBooks." XXX (Mar. 1953), 159-162. (Nov. 1940), 274-275. Categorizes 53 books from which stories Provides a play for intermediate gradescan be chosen for dramatization. to teach citizenship to a class or student body. Emerson, Cora P. "A Fifth Grade's Adven- ture in Dramatics." XI (Nov. 1934), 248 - De Goza, Dorothy. "Switzerland and Amer-249. ica in Pageantry." X (Feb. 1933), 45-46, Contends that speech may be a gesture, 48. a picture, or a movement of the hand, and Describes a Swiss folk pageant whichall forms of dramatic activity are, therefore, spurred the author's suggestion for similarlanguage expression. Points out language pageantsinAmerica;alsonotes Aeolaskills that are encouraged and developed Hyatt's Index toChildren's Plays as athrough creative dramatics. possible aid to production of such .pageants. Evans, Clara. "Dramatic Play." XXVI (Apr. DeMav, Amy. "Dramatizing the Story." XX 1949), 201. (Jan. 1943), 29-30, 40. Tells of the importance of dramatic play Describes a typical group of childrenin the early grades. who planaplay,furnishscenery, and write the dialogue. Their interest was in-Fagerlie. Anna M. "Finger Plays." XXXIV spired by books in the library dealing with (Dec. 1957), 557-558. the subject matter of the play. Briefly analyzes finger plays as a way of stimulating creativity. DeMay, Amy J. "A Fifth Grade Dramatiza- tion of the Pied Piper." XIII (Oct. 1936), Ferry, Elizabeth Dudley. "Our Own Plays 220-222. An Experience in Creative Writing." XXVIII Suggeststhatcertainactivitiesmust(Mar. 1951), 133-135. springfromchildrenratherthanthe Describes how presentation of an original teacher. The stage must be set by theplay by a 3rd grade class involves various teacher, so the reactions of the class willlanguage skills such asspeech, writing, bring aboutthedesiredoutcome. Thepunctuation, and the use of the dictionary. teacher needs skill in child psychology andFoster, Florence E., and Pupil Committee. experience with children. "A Joke on .he Imps." XIV (Oct. 1937), DeMay, Amy J. "We Made Our Own213-214. Plays." XXI (Apr. 1944), 151-152, 158. A skit to promote proper care of books. Describes the acting out of plays byGarner, Naomi. "A Puppet PlayModern children for fun and entertainment. Version." XXX (Apr. 1953), 228-231. Presents a puppet play which is a mod- Denecke,Lena."My Country Istheernized version of "The Three Little Pigs." WorldA FifthGradeProject." XXIVIt involves the dialogue and experiences of (Nov. 1947), 435-453. a sly old fox and three little pigsthe tallest, Expresses concern wits- prejudices andthe littlest. the fattest. what can be done for a.:d by students in overcoming prejudices through intergroupCoodrich, Bessie Bacon. "Puppet Players in education. A 5th grade produced a play. Des Moines." III (May 1926), 161-170.

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Describes use of puppets and puppetryElementary School." XVI (Dec. 1939), 297- in an elementary school program. Children302. conceived ways of dramatizing via puppets. Discusses the benefits of choral reading Includes instructions. in improving speech and oral reading and Graubard, Paul S. "Pantom'ime: Anotherproviding ..h.ildren with social and aesthetic Language." XXXVII (May 1960), 302-306. experience. Describes pantomime as nonverbalex-Jordan, Ethel Blair. "May Day Plays and pression which enhances verbal expressionWays." II (Apr. 1925), 141-142. by developing student awareness of word Gives sources of material on May Day meaning and emphasizing the impedanceprograms. of accuracy of word meaning in communication. Suggests pantomime games. Panto-Joseph, Helen Haiman. "The Puppet Play mime can serve to help the retiring childas a Project." VI (Sept. 1929), 174-175, become more outgoing and the awkward 190. child more poised; it may lead children to Suggests how to use puppet plays aridat an interest in dramatics. what grade level they can be utilized best. Cray,Lillian. "A Planfor a SpeakingKamerman, Sylvia E. "Drama as a Teach- Choir." X (Jan. 1933), 19-20, 24. ing Tool." XVIII (Dec. 1941), 295-299. Describestheauthor's procedurefor Stresses the fact that children should getting elementary students to enjoy choral participate actively in the classroom, and reading of poetry. offers drama as a logical means of stimulating such participation. Lists plays of Grimes, Frances. "A Dr. Do little Circus." many XXI (Apr. 1947), 240-243, 249. types and descriptions which are indexes A playlet in which elementary schoolto serve as tools. children can portray circus actor characters.Keener, Beverly M. "Introducing Children to the World of Theater." XLIII (Dec. Hardman, Maud R. "Costumes for 'A Mid-1966), 892-893. Summer Night's Dream'." II (Apr. 1925), 121-127. Describes a project in New Haven which gives experiences in children's theater to Develops child's appreciation of theatri- cal costumes and settings. Gives carefulchildren of low income families. descriptions for making costumes. Also lists Kimball,CecileMae."MotherGoose's materials and properties neededto pro-Christmas." V (Dec. 1928), 296. duce a play. Describes how young children acted out I Hayes, Kathleen C., and Stolinski, Blanche various Mother Goose rhymes. T. "Ariel or The Story of the Shepherd." Kolbe, Nadine A. "'Witches Can Be Fun." IX (Dec. 1932), 265-268. xxxiv (Oct. 1957), 373-374. An original Christmas play by Hayes and Stolinski, set among shepherds. Describes how a teacher helped her children dispose of the fear of witches by first Horowitz,Tillie."ThePlay-ActingPe-reading them a witch story and then letting dod." XXVI (Jan. 1949), 32-34. them act it out. Feels that the best way fora child to develop a better balanced personality isLawrence, Eugenia. "The Making of Toy to have a play acting period in the elemen-Actors." II (Nov. 1925), 316. tary school. Explains the joy which may be involved in making toy actors, but does not include Jennings, Alice. "Incidental Dramatics." IIinstructions for making puppets. (Nov. 1925), 330-331. Believes that spontaneous dramatizationLettvin, Lorelei Joy. "Stories to Dramatize." of stories and plays is more meaningfultoXXXIX (Dec. 1962), 766-769. children than memorization. Reports a collection of material suitable for use in elementary classroom creative Johnston, Fannie B. "Choral Reading in thedramatics.

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Lewis, George L., and Burkart, Ann Kam- fanciful plays which are available for the merling. "Creative Dramatics: A SelectiveChristmas season. Gives a brief summary Bibliography." XXXIX (Feb. 1962), 91-of the story of the play, the number of 100. scenes inthe play, the author, and the Gives a sample of the professional liter-royalty needed to produce the play. ature available about creative dramatics. Lists 34 books, 110 articles, and 19 unpub-Martin, Helen. "A Pageant of Books for lished research papers. Children's Book Week." IV (Oct. 1927), 236-238. Lloyd, Bruce A. "M:_ke Your Own Play." Describes a pageant presented in East XXXVI (Mar. 1959), 176-177. Cleveland during Children's Bock Week as Describes an original play the author'sa joint presentation of school and library. class produced. The children, in workingForty-five books represented by book covers on the entire production themselves, found varying in size according to appeals to dif- fun init, learned to work together, andferent age groups were paraded in pageant learned much about reading, arithmetic,style in an effort to show how good books writing,socialstudies,art,music, andand reading are community ideals. science. Mason, Marcella. "Let's Say It Together." Lorberg, Aileen D. "What, No Stage forXX (May 1943), 200-202. Poetry?" XIII (Feb. 1936), 41-43, 72. Prescribes a choral reading program for Presents a view on the potential of poeticthe elementary school. Gives some attention theaterwiththeproductionof"Darkto methods of selecting material. Beauty" as an example. Gives detailed de- Meader, Emma Grant. "A New Attitude scriptions of the production and the reac-toward Speech." VII (Dec. 1930), 251-254. tion of the audience. States limitations to Criticizes American speech. Suggests that certain types of poetry for this use. every child has two English languagesone, McDonough, Frances D. "A List of Bookshis native speech and the other, his "re- for Puppeteers." IX (Dec. 1932), 260. ceived" speech, the latter one received in Annotates 7 books on puppetry. school. Lists characteristics of good speech. Mack lem, Edna B. "Clothing Town." V Menzel,Flora."PuppetsandPuppet (Nov. 1928), 272-275. Shows." II (Nov. 1925), 320-326. Describes how ft class wrote an original Maintains that getting and maintaining play on the subject of the dependence ofthe interest of the child are first steps to- the world on clothing; the preparation in-ward learning: by letting the child choose cluded 5 steps. and dramatize, with puppets. known situations that are interesting to him. McMillan, Verdie. "The Circus." XVI (Nov. 1939), 260-264. Miller, Edith F. "Dramatization and the Describes the way a 2nd grade class pro-LanguageArtsProgram." XXIX(Jan. duced a playlet featuring circus animals af-1952), 14-18. ter working on a circus unit evolving from Enumerates the following advantages of the children's summer experiences, class dramatization of textbook and library book passages and poetry:(1)improve- Maier, Lucille S. "Bodily Activity and Cre-ment in oral and written language, (2) im- ative Dramatics." XIX (Feb. 1942), 70-71.provement in oral and silent reading, (3) Points out the necessity for physical ac-vocabulary enrichment, (4) development of tivity and creative seif-expression in every- an interest in good literature, (5) improve- day classroom situations. Suggests that notment of diction, and (6)skillinusing just the mind but the whole child mustquotation marks. Dramatization may serve be involved in the learning situation. to generate interest in choral speaking and Marsh, Miriam N. "Christmas Plays forcreative writing. Children." XI (Nov. 1934), 234-236, 250.Miller, Irvin Bennett. "Cative Drama in Lists nativity plays, miracle plays, andBritain." XXXVI (Jan. 1959), 25-27.

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Describes the British system of education,Voice,the Bad Voice, and the Actor." where the children are taught in stages ofXXXI (Feb. 1954), 98. development as shown by their progress DescribesPortiaBoynton's appeal to rather than the progress of the textbook,junior high students with a technic for via creative drama involving writi..g, tap-unrehearsed dialogue demonstrated ina ing, grammar lisage, and critical evaluations.Creative Drama Workshop at Drake Uni- versity. It encouraged creative as well as Miller,MarionLouise."TheSherrardindependent thinking. Verse-Speaking Choir." X (Nov. 1933), 226 -228. Mowry, Susan W. "Dramatization in the Describes the development of a speakingPrimary Grades." II (Feb. 1925), 50-53. choir and relates the benefits an individual Believes storiesin play form make a derives from his participation in it. strong appeal to children. Gives suggestions and summaries of plays suitable for inter- tIillicent, Sister M. "Creative Dramatics inmediate level. the Classroom." XL (Apr. 1963), 382-385, 389. Nau,ElizabethSchieferstein."Making Promotes creative dramatics as an impor-Marionettes for the Classroom." XXIX (Jan. tant activity for the development of the1952), 19-25. elementary school child. Shows how to make puppets and string marionettes and offers the following sug- Milwaukee Journal. "Puppet Shows in thegestions for writing or selecting a play to Elm Street School." II (Nov. 1925), 319. dramatize: (1) do not have too many or Relates theexperienceof areportertoo short scenes; (2) do not use too many who visited a 6th grade class busily in-characters; (3) have only a few characters volved in preparing puppet shows. Includes on stage at a time; and (4) do not have a sample letter of those sent to the reportertoo much scenery. by the children thanking him for the article. Neff, Virginia K. "Children of Other Lands Mortensen, Louise Hovde. "Creative DramaA Sixth Grade Project." XXIV (Nov. Combined with Formal Drama." XXX (Dec. 1947), 454-468. 1953), 513-514. Describes the production of a 6th grade Suggeststhat American historyoffers play which incorporated prior use rf re- many opportunitiesforcreativedrama.search material, audiovisual aids, outside Members of the class read from differentreading, and learning skills. plays, giving the characterization and background. In small groups they work out theirNolan, Paul T. "Children Can Read Plays, own properties, props, costumes, and en-Too." XXXIX (Nov. 1962), 699-701. trances without memorization. Discusses the value for children in reading plays:they heighten the children's Mortensen, Louise Hovde. "Creative Dramaawareness of the bases for evaluation. Place Exercises." XXXI (Mar. 1954), 163. Tells of Portia Boynton's Creative Work-O'Brien, Blanche H. "English at Work in a shop at Drake University. She used fiveSixth Grade." XXIII( Jan. 1946), 21-23. senses as a basis for acting: What do I see? Discusses a project experience in which What do I hear? What do I taste? Whata 6th grade class, applying English and do I touch? What do I smell? art skills, organized and produced a play with marionettes. Mortensen, Louise Hovde. "Make-Up Tech- nique from Hollywood." XXXI (Nov. 1954), Partridge, Deborah Cannon. "Verse- 409-411. Speaking as a Creative Art." XXV (Nov. Lists names of booklets dealing with the1948), 442-445. art of applying make-up for school plays Enumerates benefits of speech choir par- and briefly describes the contents. ticipation. Mortensen,LouiseHovde. "The GoodPearson, Frances. "The Play's the Thing

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for Speech Training." XVI (Dec. 1939), atoolitmay be indeveloping self- 291-293, 296. expression among young children. Suggests using plays correlating literature, speech, science, and art in order toScheer, Bernice C. 'The J's AdventureA improve children's speech. Credits a shadow Marionette Play in Three Acts." IX (Dec. play as helpfulin freeing shy children1932), 269-271. from their inhibitions. An originalplay formarionettes by Scheer, with emphasison childhood fan- Pidge, Florence E. "Choral Reading bytasy and a Dr. Do little theme. Verse-Speaking Choirs." XIII (Feb. 1936), 44-45. Schwartz, Shed% "New Methods in Cre- Introduces a novel facet of choral read- ativeDramatics." XXXVI (Nov.1959), ing in poetry appreciation. Provides back-484-487. ground and guidelines toencourage experi- Tells of a program in creative arts, and mentation with the possibilities of suchangives the philosophy of theprogram direc- activity. tor, at the Children's Center for Creative Arts at Ade 1phi College. Pierson, Howard. "Pupils, Teachers, and Creative Dramatics." XXXII (Feb. 1955),Scott, Louis Binder. "What Values, Pup- 82-89. petry?" XXX (Apr. 1953), 210-213. Describes the presentation of creative Explains a method of puppetryasa dramatics as a reading methodology. medium for bringing about speechhn- provement and correction. Price, William W., and Po ley, Irvin C. "Book-Magic: A Pageant for Book Week."Shaftel, George And Fannie. "Language IX (Oct. 1932), 200-201, 222. Plays a Role." XXVII (May 1950), 297- Reviews pageants written by children305. depicting scenes from some of the classics Gives examples of how sociodramamay of children's literature. be used successfully in the classroom. Rasmussen, Carrie. "Choral Speaking withShepard, Loraine Vista. "There's Music in Children." X (Nov. 1933), 223-225. Their Speech." XVI (Dec. 1939), 307-311, Explains that the chiefpurpose of a 319. chorus is to help a group of children inter- Suggests ways of using choral reading to pret poetry together. Maintains the finestdevelop inchildren an appreciationof poetry. thing choral speaking doesisto bring poetry back to the group, where it began.Smalley, Lois B. "The Builders of the Rotzel, Grace. "Dramatics at Fairhope: ATowers." V (Oct. 1928), 233-234. Bit Out of One Teacher's Notebook." V Describes how the author,a librarian, (June 1928), 174.176. created children's reading interest byuse Discusses the old standard of educationof a pageant. versus the new standard, which utilizesSmith, ElvaS. "Christmas through the dramatization. Ages." V (Dec. 1928), 291-295. Ryan, Calvin T. "Radio Dramatizations in Relates how Christmas through theages the Middle Grades." XV (Nov. 1938), 257-has been celebrated in schools by theuse 258, 264. of songs and plays. Identifies works of Discusses teaching appreciation of radioliterature which can be used to enhance programs through student production ofchildren's appreciation of the Christmas radio plays. spirit. Sawyer, Richard P. "Our Puppets Learr.Smith, Irene. "Puppetry in the Classroom." to Talk." XXXIV (Jan. 1957), 33-34. X (Nov. 1933), 219-222. Maintains that TV has made the puppet Argues that marionettes have unlimited stage a more familiar medium to bothpossibilities in instruction. teachers and pupils and shows how usefulSmith, John F. "Beauty and the Beast:A 114 Grammar 17

Dramatization." III (Feb. 1926), 60-63. Week in Port Jervis." V (Oct. 1928), 235- Dramatization of "Beauty and the Beast." 236. Relates an experience in holding a pag- Smith, Laura Rountree. "A Puppet Play foreant during Book Week. Holly Wreath Day." II (Nov. 1925), 317- 318. Walker, Morillae. "The Drama Yesterday A short puppet play for lower elementary and Today." IV (Jan. 1927), 15-18. children conveying the idea that the best Part One, "The Place of Drama Through Christmas gift is a happy heart. the Ages," traces drama from prehistoric man to the present day, including the time Styles, George. "Stage Craft for the Ele-of ancient Greeks and the 16th century. mentary School Teacher."(1)I(Mar. Part Two discusses the place of drama in 1924), 8-13;(2)I(Apr. 1924), 60-63;present-day education from kindergarten (3) I (June 1924), 130-133; (4) I (Sept. through high school and into community 1924), 184-188. life. The articles were written to assist the teacher assigned the task of school playWard. Winifred. "Creative Dramatics as a production with inadequate facilities. Medium for Teaching Literature." X (Feb. 1933), 40-44. Sweet, Faye. "Some Practical Suggestions Recommends that "creative dramatics" for Dramatics in Rural Schools." V (Juneallowing students #o act out many of the 1928), 177-178. literaryworks:hey studybe adopted Suggeststechnicsfordramaticpro-widely in the schools. ductions in rural schools. Witchev, Mary 0. "The Puppet Show Proj- Tedesco. Phyllis Reynolds. "Ten Don'ts inect." IX (Dec. 1932), 256-257, 268, 273. Producing a Play." XXXVI (Mar. 1959), Describes in detail how a 6th grade class 174-175. constructed puppets for a class show. Recounts10pitfallsforthe unwaryWohlgemuth, Alma. "A Fifth Grade Speaks teacher: (1) Don't assign four-legged roles; and Writes." XXX (Dec. 1953), 506-508. (2) Don't allow mother to ftet into the act; Suggests methods in which all the class (3) Don't permit scenes of violence whencan contribute to a program through choral the curtain is up; (4) Don't use love scenes;reading of prepared material and by pre- (5) Don't require costume changes: (6) Don'tparing original poems. Writing was inspired leave players hidden on stage; (7) Don'tby the presentation of a list of words that leave make-up to children's imagination; (8)rhyme or by suggesting the ending words Don't seat your audience too close to theon a line of poetry and allowing the chil- stage; (9) Don't let backstage players re-dren to complete these lines. main idle; and (10) Don't permit more than one curtain call. To droduce a com- Wright, Rowe. "Five Ghosts: A Halloween edy. however, violate all 10 rules in onePlay." IV (Oct. 1927), 245-248. performance. An entertaining play of an endurance test for 5 boys who attempt to remain in Thune, Berne Caroline. "A Choral Readinga haunted house until midnight. Features Selection." XXV (Mar.1948),177-179, realistic episodes with surprise ending. 186. Contains a selection written for use in choral reading. The contents of the readingGrammar and Usage-17 were suggested by class experiences in a social studies unit. Adler, Mae. "Picture Me." XXXIX (Dec. 1962), 815. Trentelman, Alvina. "Puppets." IX (Dec. Reports on a method for teaching adjec- 1932), 251-255. tives to 4th grade students. Briefly outlines the history of puppetry. Barnes,Walter;Kilbride,EleanorM.; Tuscan°, EstherSara."Children's BookLockwood, Alice M.; and Link, Seymour.

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"Judging Teachers' Judgments in Gram-Cainenisch, Sophia C. "How Much Lan- mar Errors." VI (May 1929), 120-125, 134.guage Form Shall We Teat.h?" XX (Mar. Points out the uncertainty and inade- 1943), 103-107. quacy ofteachers'judgments regarding Discusses oral and written communica- what constitutes a language error. tion based on the pupils' needs and incorporates principles of grammar in the devel- Bernstein, Julius C. "Double Is Nothing."opment of a general language program. XXIV (Jan. 1947), 9-12. Not alldouble negatives arein badCameron, jack R. "Traditionalists, Text- usage, nor are allincorrect. The doublebooks, and Non-English Grammar." XLI negative is avoided in educated usage but (Feb. 1964), 145-148, 153. employed frequently in colloquial usage. Discusses the waste of effort in teaching rules that have little in common with Bou 1ton, Betty. "Pep in Punctuation." XIIthe language as itis written and spoken (June 1935), 155-156. in 1964. Describes punctuation lessons turned into a game for 4th graders by use of punctua-Clapp, Frank L. "A Test for Habits in En- tion people. glish." III (Feb. 1926), 42-46. Maintains that the outcome of school Brede,Alexander."GrammarReconsid-instruction should be the use of correct ered." XVI (Mar. 1939), 86-90, 114. language forms. Discusses atest,gives Describes a few specific problems ofsample items, and analyzes the results of usageinthe English language. Definesthe test. good English as "English which succeeds in communication without misunderstand-Clubb, Merrel D., Jr. "Standard English as ing and which does not draw attention to aForeignLanguage." XXXVIII(Nov. itself because of form or sound." 1961), 497-501. Suggests that standard English should be Brett, Sue M. "A New Measure of Lan-taught as a foreign languagewith drill on guage Maturity." XLII (Oct. 1965), 666- correctgrammaticalpatterns.Concludes 668. that the problem is with speech. Reviews Kellogg Hunt's language maturity test indicating. .. that the T-unit, theCollins. Nora. "I Ain't Got None." XLIV minimal sentence, was also a valid indica- (Jan. 1967), 35-36, 39. tion of maturity" and suggesting a new type Presents a method which uses jingles for of sentence-building program which mighthelping children remember "I don't have be effective in todp.y's schools. any" instead of "I ain't got none." Brueckner, L.J."Dictationin TeachingCook, Luella B. "Teaching Grammar and Punctuation." IV (Nov. 1927), 265-269,Usage in Relation to Speech and Writing." 284. XXIII (May 1946), 193-198, 213. Summarizes a study concerning the ef- Believes that grammatical concepts must fect of dictation in teaching punctuation.be taughtcontinuously. These concepts Nine frequent errors in using the comma,should be introduced inductively, not de- apostrophe,andquotationmarks wereductively, and methods for teaching lan- selected for testing in 4 4th grades. Allguage improvement should be positive in groups were pretestedwithintelligence their aim. and punctuation tests. Three groups were Dawson, Mildred. "Maximum Essentials in dictationgroups;one wasthecontrol. English." XXV (Jan. 1948), 35-38, 63. These methods were used in rotation: (1) Relates Porter G. Perrin's case for the dictate only method,(2)dictate-correctmaximum essentials of English and deplores method, (3) study-dictate-correct method.teachers' preoccupation with minimum es- Conclusion: th,.: use of organized dictation sentialssuch as correct usage and techni- exercises produced greatergainsinthecalities of composition. use of punctuation marks than those not having dictation. Dawson, Mildred A. "Summary of Research

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Concerning English Usage." XXVIII (Mar. Discussion between 20 children and an 1951), 141-147. English professor on the fun of grammar Summarizes research concerning English decides that not less but better grammar usage. Covers (1)items of usage to beteaching is needed. included inthe curriculum,(2)surveys relating to usage and grammar, (3) carry-Falk, Ethel Mabie. "Mechanics and Mean- over values of lessons in usage and gram-ing in Composition." XVII (Nov. 1940), mar, and (4) methods of instruction. Con-269-273. cludes that the primary problem of the Statesthatresearchisneeded inthe teacher is determining what to teach andarea of .nechanies because teachers face eliminating what is not needed by her chil-the problem of how to reduce the emphasis dren. The secondary problemis that ofon mechanics. Sets up these criteria to help selecting the right kind of instruction andconduct research: (1) frequency of need. individualizing it wherever possible. (2)difficulty of teaching,(3)social importance, and (4) importance of conven- Dawson, Mildred A. "Toward Intelligenttion in conveying meaning. Correctness." XXX (Feb. 1953), 76-78. Presents suggestions based on research ofFoley, Louis. "Tell-Tale Verbs." XVI (Mar. current practice for increasing the effective- 1939), 101-106. ness of language instruction for elementary Describes the problems people have in age children. the use of common verbs and points out that "one may classify people rather defi- Dawson, Mildred A. "Traditional versus Pro-nitely as totheir mentality and cultural gressive Practices in Teaching Languagebackground according to their proficiency Usage." IX (Mar. 1932), 53-56, 79. in manipulating common verbs." Common Reviews wasteful and ineffective practices verbs misused are "to be" and "got." of language. Suggests inventory at beginning and end of school year. Furness, Edna Lue. "Pupils, Pedagogues, and Preposition Problems." XLIV (Mar. De May, Amy J. "Teaching Verb Usage in1967), 216-222, 230. the Fifth Crade." XXI (Oct. 1944), 221- Indicates basic facts about the history of 223. prepositions,identifiesmistakeschildren Offers suggestions forthe teaching ofmay make in the use of prepositions, and verb usage in the 5th grade. outlinesteaching procedures forspecific Detjen, Clara; Bradsteen, Zellah G; andproblems with prepositions. Mitchell, Kathryn. "Remedial Work in OralFurness, Edna Lue. "Pupils, Pedagogues, and Written Language." III (Sept. 1926),and Pronoun Pitfalls." XLII (Feb. 1965), 226 -228. 191-196. Compiles exercises for drill on >col, com- Gives examples of common pronoun pit- pound subject and pronoun, and to, too,falls, possible causes, and suggested teach- two. Insists that drill is needed for correcting procedures. Emphasizes the importance usage. of using pronouns according to the usage Drake, Elizabeth J., and Enevoldsen, Jessiestandards of cultured persons as a sign of V. "Solving the Problem of Correct Usage." literacy,social awareness,culturalback- XXXV (Feb. 1958), 101-103. ground, and intellectual awareness. Lists creative ways to encourage children, kindergarten and up. in the properFurness, Edna Lue. "Pupils, Pedagogues, usage of the English language. Suggestsand Punctuation." XXXVII (Mar. 1960), such methods as listening exercises, giving 184-189. directions to follow, use of radio and tele- Attempts to call attention to the defini- vision educational programs, and use oftion of punctuation; to distinguish the com- puppets, art displays, and posters. monly used marks of punctuation; to note the scope of punctuation problems; to point Driggs, Howard R. "Basic Lesson on theout several problem areas; and to suggest Sentence." IX (Mar. 1932), 63-65. diagnostic teaching procedures.

117 Grammar 17

Furness, Edna L. "Teachers, Pupils, anding ability. Unit was called "Good Punctua- Modifiers." XLIV (Feb. 1967), 124-132. tion Highway." After children pass 3 tests, Presents a list of Modern English adjec- they receive a driver's license. tives and adverbs and their Old English counterparts. Offers information about theHoward, Dorothy Mills. "The Bell Always principal problems in modifier usage, alongRang." XVII (Nov. 1940), 262-264. with possible causes, and instructionalpro- Describes how a grammar game aroused cedures for correcting the problems. the interest of a 7th grade English class. Green, Ivah. "Motivation for Correct En-Johnson, Falk S. "Grammars: A Working glish." XXII (Feb. 1945), 50-51, 55. Classification." XLIV (Apr. 1967), 349- Stresses the importance of motivation in352, 362. getting students to speak correctly. Urges Compares 3 types of grammar: the in- frequent oral practice, praise for correct oraltuitive, the analytical, and the pedagogic. usage. Explainstheir interactions and examines their relation to teachers and curriculum. Guiler, Walter Scribner. "Improving Ability to Punctuate." VII (Nov. 1930), 219-222,Kaulfers, Walter V. "Common-Sense in the 234. Teaching of Grammar." XXI (May 1944), Reports on a test conducted with 6th 168-174. graders on a remedial project in punctua- Discusses providing models of good En- tion. With remedial instruction all pupilsglish usage in the classroom. except one attained the grade standard inKaulfers, Walter V. "Grammar for the the final test with the range of achievementMillions."(1) XXVI (Jan. 1949), 1-11; representing 7 grades. (2) XXVI (Feb. 1949), 65-74, 107. Guiler, Walter Scribner. "Survey of English Part I, "A Moratorium on Futilitarianism," presents 8 points concerning English teach- Usage of Elementary SchoolPupilsin Ohio." (1) IX (Sept. 1932), 169-171, 182;ing for current needs of common citizens (2) IX (Oct. 1932), 213-216. and 8 points for a successful speechpro- Describes a survey of English usage gram. con- Part II, "If Not Formal Grammar, Then ducted in Ohio in 1932 witha large sample of children grades 3-12. Survey measuredWhat?" emphasizes needs for diagnostic usage, parts of speech, capitalization, andteaching and urges that grammar books be regarded as reference books for teachers punctuation. Many pupils were unableto detect their own errors. and students, not textbooks. Keener, E. E. "More about 'Current English Guilfoile,Elizabeth. "Improving English Usage." XIX (Mar. 1942), 88-92. Usage'." XI (Sept. 1934), 177-179. Points out that the school is constantly Criticizes CurrentEnglish Usage, the NCTE publication by S. A. Leonard (1932), faced with the problems of enunciation,as to both its research procedures and its pronunciation, choice and construction of conclusions. words by the children. Provides 6practices that are generally accepted by good teach-Lansdowne,Katie."Formal Grammar ers: (1) provide the correct standards; (2)Why? What? Where?" IX (Mar. 1932), create in the child the desire to use good 68-69. English; (3) lead him to recognize hisown Discusses the need of a skilled teacher needs; (4) supply practice underproperto teach grammar. Suggests how to teach guidance; (5) enlist the cooperation ofthe different parts of grammar by integrating home; and (6) fit the child with themeans grammar with all subjects. to help himself. Lefevre, Carl A. "Language and Self: Ful- Hoffman, Hazel Ward. "A Story Unit."Pr -.entor Trauma?"(2)XLIII(Mar. XXXIII (Apr. 1956), 222-224. 19u6), 230-234, 284. [See Lefevre,p. 135.] Tells of a unit developed to improve Discusses teachers' practices of correct- children's composition, grammar, and speak-ing children's grammatical usage at school.

118 Grammar 77

Lehr, Elizabeth. "Language in the Inter- Presents several technics for studying the mediate Grades." XXIII (Apr. 1946), 160-parts of speech. 164, 185. Believes language instruction at the in-Mortensen, Louise Hovde. "Pony Express termediate level should help the student toParticiples." XXXIII (May 1956), 291. engage in language activities, written or Uses the "Pony Express" to show how oral, in any group in which he finds himselfparticiples can express the excitement.of a a member. Presents 8 major language ac-race in written work. tivities and 4 specific needs that must beMortimer,Mildred. "WhyIs Grammar kept in mind for language instruction. Being Shut Out?" XVII (May 1940), 183- Leonard, S. A. "The Wisconsin Tests of 186. Sentence Recognition." III(Sept. 1926), Defends instruction in grammar in the 230-232. elementary school. An abridgement of an article by LeonardMukerji, Rose, and Robinson, Helen F. which appeared in English Journal, May"A Head Start in Language." XLIII (May 1926, discusses "Grammatical Correctness1966), 460-463. A" and "Grammatical Correctness B," tests Authors present an analysis of the many designed to show progression as studentslanguage deficits of disadvantaged children move through grades 7-12. and ways in which to correct them. Miller, Helen Rand. "The War, Grammar,Odom, Robert R. "Sequence and Grade and Hocus Pocus." XIX (Nov. 1941), 257-Placement 258. of Capitalization Skills." XXXVIII (Feb. 1961), 118-121. Gives personal answers to these ques- Reports the results of a study of sequence tions: How should English grammar beand grade placement of capitalization skills taught? Where should the emphasis bein the intermediate grades. Makes 4 spe- placed? Should we stress grammar rulesor grammar as a means of communication?cific recommendations. Has the war brought about a change? Perrin, Porter G. "Teaching Realistic Gram- Milligan, John P. "Learning about Punctua-mar." XXII (Feb. 1945), 41-45. tion in the Primary Grades." XVIII (Mar. Argues for a descriptive approach to 1941), 96-98. teaching grammar and an awareness of Relates a technic for teaching punctu-dialect differences, levels of usage, func- ation (but not mastery) in the primarytional study of grammar. grades based on "experience story" concept Poo ley,Robert C."Eighteenth Century and emphasizing spelling,phonics, andGhosts in Twentieth Century Text Books." capitalization. X (Mar. 1933), 71-73, 78. Millis, Discusses the problems inherent in lan- GeorgeH."Teaching Grammarguage textbooks, such as literary infallibil- through Small Groups." XXX (Dec. 1953),ity,aristocratic 515-518. nicety, moral obligation, Suggests working insmall groups onand grammatical rectitude, and the means grammar. Discusses 4 kinds of difficul-for improvement. ties: (1) using pronouns without anteced-Poo ley, Robert C. "Grammar in the Schools ents, (2) running sentences together with-of Today." MCI (May 1954), 268-272. out proper punctuation, (3) agreement of Presents a brief report of contemporary subject and verb, and (4)difficulties intrends in the teaching of grammar. Illus- bringing conversation into stories' or howtrates gradual shift from the "subject" to to punctuate conversation when it is used.the "tool" method as the most productive Notes 4 direct advantages of the method.method of teaching grammar. Moore, Robert P. "A Structural ApproachPostman, Neil. "Creative Inquiry and the for the Third Grade." XLIV (Feb. 1967),Teachingof Grammar." XXXVII(Feb. 138-147. 1960), 90-92.

119 Grammar 17

Discussesthetraditionalmethodof Stop, Comma,Quote, Apostrophe,and teaching English grammar in the light ofWhat-Do-You-Mean (spelling). Doctors John DeBoer's testimony. Inductive reason- met with teacher to discuss ways of helping applied to the teaching of grammar ising "patients" who were having trouble, cited where the teacher allows the studentand also helped each other. to make observations and to come to his own conclusion. For example, given two Rieman,JanetL."Individualizationof sentences, the student is asked to compareGrammar in the Intermediate Grades." (I) them for form; the student must be helpedVIII (Apr. 1931), 91-94; (2) VIII (May to see similarities and then must generalize1931), 121-123; (3) VIII (Sept. 1931), about the data. 173-175; (4) VIII (Oct. 1931), 197-200. Emphasizes the role of individual differ- Pressey, Luella Cole. "Errors in Writtenences in the teaching of grammar in inter- Composition and Scores on Proof-Readingmediate grades. Following an exploratory Tests." VIII (Sept. 1931), 157-161. test, work sheets for each unit are com- Describes an investigation of grammar pleted at the pupil's own rate. An achieve- errors in writing and M proofreading byment test concludes the unit. means of tests and a writing assignment. Describes a unit on capitalization and Concludes that this system is unsatisfactory punctuation for a 713 grade in which indi- in determining where students need help. vidualized instruction took place. Pribble, Evaline. "Plurals of Proper Names." The third article presents self-help les- XX (Jan. 1943), 20. sons with instructions for the teacher. Describes tests given to 287 11th graders The fourth presents review exercises to on pluralsof names. Errors came from check mastery of capitalization and punctu- faulty knowledge, not confusion with pos- ation for intermediate grade grammar. sessives. Texts did not discuss the subject adequately. Rieman, Janet L. "Tests and Drills in Gram- mar, for Use in Grade VII." (1) V (Dec. Price, Devona M. "Grammar Can Make1928), 297-303; (2) VI (Jan. 1929), 10- Sense." XXXIII (Feb. 1956), 108-114. 16. Presents a unit to aid a student in devel- Provides and discussestests and drills oping skill in written expression by meanswhich help determine which pupils under- of a twofold scheme of motivation andstand and which need help in certain areas group practice in a family. of grammar. Rakow, Edwin. "The Mathematics of Gram- Riley, Noma. "Graphic Grammar." XVII mar." XXV (May 1948), 311. (Nov. 1940), 267-268, 275. Explains how ajuniorhighEnglish Discusses graphic illustrations of gram- teacher used a unique method in substitut- mar rules, parts of speech, and usage for ing mathematical symbols for items of gram- students to use as a key in identification and mar: S=sentence, Cs=complete subject, memorization. Cp=complete predicate, V=verb, etc. Repp, Austin. "A More Effective Use of theSalisbury, Rachel. "The Reading Road to Examination." VI (Mar. 1929), 79-83. Punctuation Skill." XXII (Apr. 1945), 117- Views weaknesses of examinations and 123, 138. offers recommendations for grading exams Recommends teaching punctuation which could increase their effectiveness andthrough use of literary (reading) models decrease their deficiencies. rather than through grammar study; urges postponingform:.] grammar studyuntil Hideout, Irna. "A 'Clinic' Solved Our Punc- grade 12. tuation Problem." XXX (Oct. 1953), 341- 342. Stegall.CarrieC."Motivationfor Cor- Describes a "clinic" approach to solvingrectUsage." XXXI(Oct.1954),340- punctuation problems employed by a 7th 342. gradeclass.Clinic consisted of Doctors Describes a unique way of initiating a

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class discussion which ultimately led to aLanguage Test." VIII (Sept. 1931), 162- lesson in correct language usage. 163. Sunda!, Lorraine D. "Stimulating Language Presents the results of the Wilson Lan- guage Error Test. Shows concernthat Awareness." XXXIII (May 1956), 295-298.standardized tests are often given for ad- Tells how an imaginary character "Ram- ministrative purposes instead of for moti- marg" checked 7th and 8th grade studentsvation and diagnosis. on their "levels of usage" and "appropriateness" in classroom language. HandwritingI 8 Sweet, Mary G., and Wozencraft, Marian. "What about Grammar intheSpecial Andersen, Dan W. "Handwriting Research: Classes?" XL (Jan. 1963), 52-55. Movement and Quality; Style and Prac- Describes teaching grammar to retarded tice."(1) XLII (Jan. 1965), 45-53; (2) children. XLII (Feb. 1965), 115-125. Gives a brief history of the phenomenon Symonds, Percival M. "The Accurate Ex-of handwriting, the importance of legibility pression of Thought." X (Nov. 1933), 235. and how it is still a major concern. Records Replies to Robert Poo ley and continuessome interesting facts which were uncovered the discussion of the Leonard Reportin during a recent study. Current English Usage;states author's posi- Reviews research on styles of handwrit- tion: "I believe that any change in grammaring and describes advantages of manuscript should be in the direction of greater uni-and of cursive writing. formity and consistency and would say that any change which tends to make the gram-Cutright, Prudence. "Script-Print and Be- mar of the language less consistent and lessginning Reading and Spelling." XIII (Apr. logicalis corruption and confusion rather1936), 139-141, 160. than the change from a language which Compares the advantages of manuscript may have at one time been consideredwriting over cursive writing in the early literary." elementary grades in relationto reading and spelling. Treanor, John H. "Verb Forms Can Be Taught." XXIX (Mar. 1952), 155-157. Drohan, Gertrude. "The Extent of the Use Suggests oral drill to correct the usage ofof Manuscript Writing or Print-Script." XIII irregular verbs. (Dec. 1936), 287-290, 305. Reports a survey which was part of the Ward, C. H. "Two Kinds of Grammar." IX Minneapolis school system experiment with (May 1932), 136-138, 141. print-script. Shows the need for research on Reviews two types of grammar, thatthe relation between the use of printing and which is found in texts and is of little valueaccomplishment in related areas of read- in composition and that which makes gram-ing, spelling, and written expression. In- mar useful and necessary for composition. cludes an extensive bibliography of books and magazine articles. Williams,Elizabeth."HelpingChildren Feel Like Someone Elseand Talk LikeEmerson, Caroline D. "Remedial Handwrit- Someone Else." XLIV (Jan. 1967), 57-58,ing." XLIII (Nov. 1.966), 756-758, 761. 61. Presentssuggestionsforclearer,more Suggests several ways to help childrenprecise handwriting. use language:roleplaying,sociodrama,Enstrom, E. A. "The Acceptance of Slant induced speech styles, and puppets. Print:InSecondGradeHandwriting." Wilson, G. M. "New Standards in WrittenXLIII (Apr. 1966), 409-412. English." VI (May 1929), 117-119, 132. Believes that slant print holds a strong Presents 4 studies concerned with lan-advantage for pupils because it is a more guage errors made by children. natural way of writing, it makes successful cursive teaching much easier, it is a style Wilson, G. M. "Right Uses of a Standard in harmony with the cursive script as it is

121 Handwriting 18 being learned, and itpreventspositionwait until the students have full and com- failure with the left-handed writer. p)nte readiness and practice. Enstrom, E. A. "How Shall We TeachFreeman, Frank N. "The Transition from Handwriting?" XLIV (Feb. 1967), 133-ManuscripttoCursive Writing." XXXV 137. (Oct. 1958), 366-372. Stresses the fact that handwriting is a Reports a study to answer questions con- motor skill and must be taught using thecerning the timing of atransition from same psychology applicable to teaching allmanuscript to cursive writing. motor skills. Recommends one 20-minute group session daily. Discusses qualifications Furness, Edna. "Diagnosis and Remediation for teachers and recommends the individ-of Handwriting Defects." XXXII(Apr. ualized group approach in teaching. 1955), 224-228. Discusses briefly the history and goals Enstrom, E. A. "In Teaching Handwriting: of handwriting and describes the relation- Simple Solution to Complex Problems." XLship of handwriting, spelling, and reading. (Jan. 1963), 97-98. Analyzes the sources of handwriting de- Discusses new interest in handwritingfects and measures to remedy them. and the importance of doing something about it. Garfield. Elva Ruth. "Teaching the Tech- nique of Manuscript Form." XIII (Dec. Enstrom. E. A. "The Little Turn That1936), 311-313. Makes the Big Difference." XLIII. (Dec. Discusses adetailed method to teach 1966), 865-868. manuscript form and the advantages of the Reports results of an 8-year study of left-method. handed writers. Gives 3 guides for teaching them: fingers should be placed back onGroff, Patrick J. "New Speeds of Hand- the pencil; the desk should be somewhatwriting." XXXVIII (Dec. 1961), 564-565. lower thannormal; the paper must be Discusses norms established for hand- turned clockwise extra far. writing speed and accounts for different achievement records on two types of tests. Enstrom, E. A. "Paper Placement for Manu- script Writing." XL (May 1963), 518-522, Groff,PatrickJ."Preference for Hand- 552. writing Style by Big Business." XLI (Dec. Discusses the pros and cons of different1964), 863-864, 868. manners of paper placement inwriting. Presents new findings on big business with attention to problems of left-bandedpreference in handwriting. writers. Haw, Jessie K. "Handwriting Is Important." Enstrom, E. A. "Print-Handwriting Today."XLI (Dec. 1964), 851-853, 932. XLI (Dec. 1964), 846-850. Explains how the Seattle schools set up a Presents a brief background of print-comprehensive guide. We Teach Handwrit- handwriting or manuscript writing. ing, a course of study in handwriting for K-12. Enstrom. E. A. and Doris. "Teaching for Greater Legibility." XLI (Dec. 1964), 859-Herrick, Virgil E. "Handwriting and Chil- 862. dren's Writing." XXXVII (Apr. 1960), 248- Urges that students be taught todis-258. cover likenesses and differencesin letter Discusses handwriting as a tool for com- shapes. Likenesses make writing easier andmunication. Handwriting taught through more rapid; differences make writing easypurposeful writing, not copying, should re- to read. sult in adequate differentiation of size and shape of letters, proper spacing, speed, and Enstrom, E. A. and Doris. "To Join or Notlegibility. One study indicates that begin- to Join." XLI (Dec. 1964), 869-872, 936. ners should use regular, not special, pencils. Presents the idea of joining capital lettersTransition from manuscript to cursive writ- to lower case letters, but teachers shoulding is made between grades 2 and 4.

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Further research is needed to help studentsNulton, Lucy. "Readiness to Change from distinguish legibility from illegibility. Manuscript to Cursive." XXXII (Oct. 1955), 382-383. Hildreth,Gertrude. "Manuscript Writing Suggests that readiness for cursive writ- after Sixty Years." XXXVII (Jan. 1960), 3- 13. ing instruction be thoroughly considered before children are taught the change from Reviews the controversy between theuse of manuscript and the manuscript, and lists 5 criteria for judging use of cursive writ- readiness. ing in the primary grades. Refers to research that sees instruction and practiceas morePetty, Walter T. "Handwriting and Spell- important than the type of writing. ing: Their Current Status in the Language Arts Curriculum." XLI (Dec. 1964), 839- Howard, Margarette E. "The Casefor Manuscript Writing." XIV (May 1937),845, 959. 177-178, 187. Recognizes the interrelationships of the Discusses levels for teaching manuscriptlanguage arts, but also sees the need for writing. Lists 7 reasons why manuscript isspecific teaching attention to specific skills. preferable to cursive writing. such as spelling and handwriting. A desired interestandattitudecan beachieved King, Fred M. "Handwriting Practices inby (1) selecting useful words; (2) limiting Our Schools Today." XXXVIII (Nov. 1961),study to those words whichtests have 483-466, 493. shown the pupil unable to spell; (3) foster- Reports a survey made to ascertain theing definite and efficient study habits; (4) degree to which handwriting is emphasizedshowing pupils they are succeeding andpro- in schools in the 1960's. Outlines criteria forgressing; and (5) using materials which an effective handwriting program. have appeal. Lauriana,SisterMary,C.S.S.F."'TenPlattor, Emma R., and Woestehoff, Ells- Commandments' of Good Handwriting."worth S. "The Relationship between Read- XLI (Dec. 1964), 854, 858. ing Manuscript and Cursive Writing." XLIV Lists author's 10 commandments of good(Jan. 1967), 50-52. handwriting. Declares. on the basis of data obtained from a study conducted at grades 1, 3, and Lewis, Edward R. and Hilda P. "Which5, that there would appear to bea pro- Manuscript Letters Are Hard forFirstnounced relationship between the abilities Graders?" XLI (Dec. 1964), 855-858. required to read manuscript and cursive Reports an investigation to find out which writing. manuscript letters are hard for 1st graders. The five most difficult letters wereq, g, p,Renaud, Albert J., Jr., and Groff, Patrick J. y, j; the easiest, 1, o, L, 0, H. "Parents'OpinionsaboutHandwriting McElravy, Anna. "Handwriting and theStyles." XLIII (Dec. 1966), 873-876. Slow Learner." XLI (Dec. 1964), 865-868. Discusses thequestionof cursiveor Points out background material necessarymanuscript writing and the attitudes of and procedures to use in helping slowparents toward the two styles. learners. Rondinella, Oresta R. "An Evaluation of Noble, J. Kendrick, Jr. "Handwriting 'Pro-Subjectivity of Elementary-School Teachers grams in Today's Schools." XL (May 1963), in Grading Handwriting." XL (May 1963), 506-512, 517. 531-532. Discusses the basic issues in the teaching Reports on a study that revealeda high of handwriting. degree of subjectivity and a lack of grading criteria among teachers in evaluating stu- Nu lton, Lucy. "From Manuscript to Cursive dent handwriting. How?" XXXIV (Dec. 1957), 553-556. Gives steps and factors for making theSchell, Leo M., and Burns, Paul C. "Reten- change from manuscript to cursive writing.tion and Changes by College Students of

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Certain Upper-Case Cursive Letter Forms."and legibility with the least expenditure of XL (May 1963), 513-517. time and effort by teachers and pupils. Reports on a study of 67 college students which revealed that they tended to simplifyTreanor, John H. "Pen Points and Ink writing of certain upper case cursive letterSpots." XIX (Mar. 1942), 109-110. Describes the value of motivation in im- forms. provement of handwriting. Instead of a Soltis, Rose Mary. "Handwriting: The Mid-long assignment the students chose to try dle Ir." XL (Oct. 1963), 605-607. for quality in short paragraphs. They fin- Reports a study of methods of hand-ished the paragraphs with great care. Each writing instruction in grades K-6. Instruc-student was then given a folder in which tion started first in the latter part of 1stto keep these models as a guide in future grade, with the emphasis on legibility, bywriting. means of tracinglettersinthe air and going on to crayons and beginner pencils. Issues-19 Stewart, Dorothy H. "Handwriting Up to Date." XXIX (Nov. 1952), 407-410. Adams, John. "Two Worthwhile Sayings." Stresses the importance of manuscriptVIII (Oct. 1931), 185-187. writing in the lower grades. Discusses the Suggests that the teaching of English is advantages and criticismof manuscript.every teacher's job. Recommends the change from manuscriptAllen, Ilarold B. "With New Endeavor." to cursive in late 3rd or early 4th grade. XXXIX (Feb. 1962), 75-83. Sullivan, Mary T. "A Functional Handwrit- Presentsthepresidentialaddressde- ing Program." XXX (Feb. 1953), 85-90. livered at the opening session of the 51st Discusses the basic objectives of a hand-conventionoftheNationalCouncilof writing program, and lists purposeful writ-Teachers of English in1961. Pleads for ing experiences for both primary and inter-all English teachers to concern themselves mediate grade pupils. with the problems of articulation, reading, linguistic applications in the teaching of Tawney, Shirley. "An Analysis of the Ballreading and grammar, developing appre- Point Pen VCs SUS the Pencil as a Beginning ciationofpoetryandofspontaneous HandwritingInstrument."XLIV (Jan.speeches. 1967), 59 61. Reports on a study to answer the ques-Amster, Harriet. "Concept Formationin Children." XLII (May 1965), 543-552. tion "Can children learn to write as well Discusses (1) processes of concept learn- with a ball point pen as with a pencil?" Aing in children, (2) acquisition of word special ball point pen was used in two 1stmeanings, and (3) the role of verbalization grades;the control group used primary in the acquisition of concepts. Distinguishes pencils. Performance was significantly better for the experimental group as decidedbetween associative and deductive processes by 3 judges grading handwriting samples. of learning. Teachers reported that (1) the children didAnderson, Harold A. "The Function of En- not grip the pen as tightly as the pencil;glish Instruction in Education for Democ- (2) handwriting speed was faster; (3) papersracy." XXIII (Jan. 1946), 1-7. were neater; (4) the procedure of no eras- Presents the presidential address given ing encouraged thinking before writing. at the 1945 meeting of the National Council of Teachers of English. Emphasizes the Templin, Elaine. "HandwritingThe Ne-need for abetter understanding of the glected 'R t." XXXVII (Oct. 1960), 386-389. function of English instruction in educat- Observes that of the three R's, handwrit-ing youth. ing has received the least attention; advocates research to determine the kind ofArcher, Marguerite P. "Effective Educa- handwritinginstructionand amount oftional Reporting." XXXVIII (Jan. 1961), practice which produce the greatest skill 22-23.

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States that itis the teachers' responsi-meats show a decided growth in mentality bilityto interpret their school programsand emotional control. to the public. Blackwell, Mrs. E. C. "One Textbook Prob- Bair, Frederick H. "The Articulation of thelem." V (Mar. 1928), 80-82, 86. Elementary with the High School." XVII CitesaneedtodefineEnglishand (Apr. 1940), 156-159. eliminateirrelevantmaterialfromthe Statesthe author's opinion concerningEnglish curriculum, to determine content, the organization of grades. In elementaryand to establish sequence of .presentation. grades and junior high, the students should Criticizesthebreadthofcoverageof stay together in one class with one teacher.English texts to include correct and effective use of the English language, method- Bomberger, Florence E. "The Problem ofology, citizenship, health and safety. En- Individualization: Safety and Danger Pointsglish should not serve as the "catch-all" in in Individualized Instruction in Elementary the curriculum. School English." VI (Mar. 1929), 84-87. Suggests means to provide an environ-Burch, Ruth. "The Perfect Specimen." XXII ment for children which would promote (Feb. 1945), 46-49. the utmost in individual growth and op- Urgespermissiveatmosphereinthe portunities for each child in elementaryclassroom, creating a climate in which the school English. student can function without anxiety. Barnes, Walter. "Opportunities in Elemen-Burns, Paul C. "The Elementary School tary English." VII (Sept. 1930), 179-180.Language Arts Library: A Selected Bibliog- Advocates that language must be realizedraphy." XLI (Dee. 1964), 879-884. as a continuum. Notes that the Elemen- Stresses the importance of outside read- tary Section of the NCTE, working withing to enrich and to further interest and the Elementary English Review, are tryingactivity on the part of the learner. Lists to complete a program forrecreational50 selected elementary books. reading, criteria for organization of profes-Carlson, Ruth Kearney. "Developing an sional courses for teacher training, and aOriginal Person." XLI (Mar. 1964), 268- courseof studyinelementary English278, 292. based on children's interest and activities. Lists requisites necessary to developing an original person: (1) freedom of an open Barton, Nellie E. "Supplementing the Re-education system; (2) development of an port Cards." VI (May 1929), 135, 139. imaginative power, a sense of wonder; and Advocates and shows examples of letters(3) development of a "structural-cognitive" fromteacherstoparents.Conclusionsapproach to learning. showed that occasional lettersto parents promote better relationships. Cox, Riah F. "Personality and the New Education." IV (Mar. 1927), 83-88. Betts, Emmett Albert. "Style Books as a Lists 4 ways in which the "new" edu- Source of Information." X (Nov. 1933),cation of the 1920's withits philosophy 233-234, 238. is a better means of developing personal Investigates the criteria by which ma-qualities than traditional education. terials sold for school use are edited. Dis- cussesthecodeoftypographicalrules Crane,Helen."FatherVisitsSchool." known as a style manual or handbook ofXXXIII (Mar. 1956), 151-156. editorial practices. Discusses the value of parent involvement and cooperation with the school and Blackman, Ruth M. "Emotional Training ofthe differences between schools of the past Children inthe Kindergarten." V (Nov.and those of today. 1928), 276-277. Provides examples of children's emotion-Cranswick, Margaret E. "Practices in the al problems and gives tests for study ofProfessionalTreatmentofEnglish." V children. Regular observations and measure- (June 1928), 168-169.

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Contrasts the functions of a teacherscal Thinking?" XLI (Feb. 1964), 154-155. college and the academic college. States that critical thinking cannot be taughtasa subject byitself.Abilities Crosby, Muriel. "English: New Dimensionsneeded for the critical thinking process are and New Demands." XLIII (Apr. 1966),postulates or mental constructs. That these 327-332. can be translated into reading or listening An address to the NCTE convention inputs the language arts teacher in an im- Boston, 1965, in which the president ofportant position. NCTE maintains that new dimensions and new demands upon teachers of English re-Dobson, Caroline. "Language Arts in Action quire teachers with the "new look," whoin Utah Elementary Schools." XXIII (Feb. have empathy with the children they teach1946), 55-60. and love for the English language. Reports a survey by the Utah Education Association in an attempt to help children Davis, Russell, and Ashabranner, Brent.develop various local projects.Illustrates "Textbooks for the World." XXXVII (Maycertain points regarding language through 1960), 293-295. the use of demonstrations. Considers the problem of obtaining textbooks fcr newly independent, developingDo lch, E. W. "So You Are Going to Be a nations. Dialectal differences among peoples Remedial Teacher." XXXV (Jan. 1958), within these countries often make imprac-12-18. tical the writing of books in a native lan- Gives a well-defined picture of varying guage and suggest a European languageremedial reading jobs which would be of instead. Differences in customs and atti-value to prospective teachers in that field. tudes often render importation of books undesirable.NewlydevelopingnationsDouglas, William 0. "Are We Afraid of hesitatetotakefinancialaid from theIdeas?" XLIII (Feb. 1966), 103-108. United States for fear of strings attached States that although thisis an age of and direct grants of books for fear ofrevolution, books here in America are not propaganda included. American publisherspublished on this topic because of the belief may find newly developing countries athatRevolutionandCommunismare flourishing market. synonymous. Revolution elsewhere in the world today is a revolt against feudalism. Dawson, Mildred A. "Studies in Elemen- tary School English for 1944." XXII (MayDyer,Clara Axle."PupilActivitiesin 1945), 169-176, 185. Elementary English Texts." II (Jan. 1925), Summarizes briefly 14 published studies5-9. having to do with language and grammar, Maintains that (1)texts devote more spelling, and speech as they relate to lan-time to assignments and therefore more guage arts. time to nonexpression than expression activities, and very few assignments are cor- De May, Amy J. "The Teacher and therelatedwith the school work or with Educationr1 Article." XXX (Apr. 1953),activities in which pupils have need for 220-221, 231. expressing themselves; (2) junior high texts Encourages members of the teachingdevote a larger percent of their assignments profession to write, especially about theirto nonexpression activities; (3) texts tend experiences that will benefit others andto decrease the number of nonexpression about some of the methods they employ inassignments and to increase the number of their teaching which present new ideas.expression in the successive grades;(4) Continues with an account of how thetexts vary somewhat in the relative amount author began writing articles for publica-of page space devoted to the 3 types of tion, the pitfalls and headaches involved inactivities; and (5) percent of page space this type of writing, and what one mightfor the expression activities in the elemen- expect in the way of remuneration. tary grades is greater for each series in the 4th and 5th grades than in the 6th. Draws Devine, Thomas G. "Can We Teach Criti-the following conclusions:(1) the child

126 Issues 19 attempts to master usage of language tech-ing and means of studying the problem. nics through nonexpression activities;The use of survey devices to determine and (2) relation of expression activities tothe areas for investigation proved unsatis- school work is almost completely ignored.factory. The National Council of Teachers of English formulated a 4-year plan to Ewing,Marion."Chinain Children'sinvestigate tiie area of communications. Books." XI (Oct. 1934), 203-205, 226. Urges exchange of books between coun- Kitzhaber, Albert R. "NCTE Presidential triesto break down culturalignorance. Address." XLII (Feb. 1965), 107-114. Lists available children's books on China. Cites difficulties facing English teachers, and advocates cooperation with colleagues Frazee, Laura. "Objectives in English." II (Dec. 1925), 351-352. in other fields. Presidential address of 1964. Tries to show that the teacher's utmostKottmeyer, William. "Readiness for Read- objective inEnglishisto find thereal ing." XXIV (Oct. 1947), 355-366. place and spirit which language has in the Describes a study in the St. Louis school dailylivesofchildren.Theteacher's system whichshowsthatproblemsof responsibilityisto encourage sharing ofreadinessareincreasinginlargecities rich ext?eriences through language in allwhere middle and upper classes are leaving. &Mc ci the child's endeavor. Replacement populations of economically Guilfoile,Elizabeth."White and Negrodeprived families bring an increase of chil- Teachers Work and Talk Together." XXIIIdren who lack background to read. (Jan. 1946), 15-20. La Brant, Lou. "Research in Language." Deals with the placing of 7 NegroXXIV (Feb. 1947), 86-94. teachers on the faculty of anall white Cites studies on educational research in staff in an all Negro school in Chicago.language and explains how pediatricians, Discusses values drawn from this situation.child psychologists, and psychiatrists can Harris, Brice. "Act Well Your Part." XXXVIhelp teachers understand better both chil- (Jan. 1959), 3-11. dren and the processes of learning. Presentsthepresidentialaddressde- livered at the 1958 annual convention of Lawson, Lewis A. "Beginning a New Year." the National Council of Teachers of En-XXXVII (Oct. 1960), 383-385. glish.EnumeratescriticismofEnglish Comments that in reality teachers teach teaching from inside and outside the pro-children, not a grade, using textbooks for fession. Maintains that English teachers will continuity and tests as indices of progress, have to articulate their professional efforts.while calling attentiontothe need for remedial and supplementary programs. Hatfield, W. Wilbur. "Humanizingthe Language Arts." XLII (Oct. 1985), 673-Lindahl,Hannah M."Objectivesand 678. Activities in Second Grade English." VI Stressestheimportanceofchildren (Oct. 1929), 214-218. being able to become "personal" with a Outlines 6 objectives, with activities, for storyorpoembeingabletorelate2nd grade English: (1) to secure freedom personal-experience stories is a social asset. in oral expression; (2) to develop sentence sense; (3) to provide exposure to beautiful Hook, J. N. "The National Council Looks poetry and prose; (4) to establish habits Ahead." XXXII (Jan. 1955), 24-32. of correct usage in spoken English; (5) to Traces historically the major accomplish- make a logical organization of a series of ments of the National Council of Teachersideas; (6) to develop the ability to write of English from 1911 to 1954. Poses chal-a composition of 3, 4, or 5 sentences on a lenging areas of activity for the future. single idea. Hopkins, Edwin M. "Is the Light Coming?"Lotze, Amanda. "Co-ordinating Teacher IV (Nov. 1927), 257-258. Effort." XVI (Jan. 1939), 24-26. States a need for reorganization in teach- Discusses problems of organization for

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teacher growth when teachers of a school books for Deprived Areas." XXXVII (Dec. system become departmentalized intheir 1960), 534-535. professional concerns. States belief that texts used in privileged areas are not sufficient for use in deprived Lowe, Orton. "What Is Elementary Schoolareas and that publishers and authors need English?" II (Feb. 1925), 45-48. to remedy the situation. Contends that the primary obligation of the school is to teach children to read print.Pinter, Elizabeth L. "This Is My Robot." Discusses important features of broadeningXLII (Nov. 1965), 775-777. vocabulary and improving reading and the Pictures the primary school in operation legibility of writing. in the British Isles. Cives recommendations Mackintosh, Helen K. "The 1957 World offor the improvement of English teaching the English Teacher." XXXV (Mar. 1958),at this level. 150-156. Poolev, Robert C. "The Language Arts Suggests thattheEnglish teacheris Survey in Wisconsin Elementary Schools." needed to foster good speaking, listening,XXIII (Jan. 1946), 8-14. and reading skills so that children, as they Discusses the results of a survey on the grow up, can keep pace with changingstatus of the teaching of English in the society. The presidential address attheelementary and secondary schools of Wis- 57th annual convention of the Nationalconsin. Findings were negative and critical Council of Teachers of English. of the curricula and the teachers. Meriam, J. L. "The Language Arts in Public Schools." XVI (Mar. 1939), 115-118. Russell.David H."Re-Renewing:The Describes the ferment in thought aboutFuture of the Couridl." XLI (Feb. 1964), the language arts on the part of teachers 112-118. as well as students. Blames this state of Examines the possible future develop- affairs on the stress of exercises made byment of the National Council of Teachers school officials and imposed on students. of English, in the 1963 presidential address. Believes that language arts, as a separateRyan, Calvin T. "English, the Basic Study subject, is taught as form without function, intheElementary School." VIII(Dec. and favors developing the language arts1931), 246-248. only as skills in other subjects and activities. Discusses reasons for the importance of Mersand,Joseph."EnglishMeetsthereading and English as elementary school Challenge." XXXVII (Feb. 1960), 69-80.subject matter. Describes some challenges facing the English teaching profession: the presenta- Sims. Ruth L. "Concept Analysis of Primers tionof subjectmatterina continuous,and Preprimers." XV (Dec; 1938), 302 - sequential form in every grade: the neces- 305. sity for meeting the needs of individual Analyzes 7 preprimers and 6 primers for differences;andupgradingofteacherwords and concepts. Lists concepts that a certification. The presidential address at 1st grade child needs to understand in order the 59th annual convention of the Nationalto be able to read for meaning. Council of Teachers of English. Smallidge. Olive E. "Articulation of En- Milligan, John P. "Standards in English."glish between Elementary and Junior High XIX (Mar. 1942), 85-87. School." XV (Nov. 1938), 259-264. Discusses the standards to be setfor Points out the need for articulation beteaching English and how to arrive at these tween elementary and junior high school standards. Points out why English teachersin the areas of philosophy, psychological should know what comes before and afterdevelopmentofstudents,physiological their own levels of instruction. growth of students, and subject matter to be learned. Ozmon, Howard A., Jr. "A Realistic Ap- proach to the Writing of Children's Text-Smith, Dora V. "Language Arts for Today's

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Children: A Program for the Elementarymethod as a means of educating elementary School." XXXI (May 1954), 287. grade children. In this situation, the role of Presents a review of the second volumethe teacher is to act as a guide. of the curriculum series of the National Council of Teachers of English. Incorpor-Weeks, Ruth Mary. "Teaching the Whole ating the latest thought and practice in theChild." VIII (May 1931), 110-112. teaching of language arts, itis addressed Reports a nationwide study of the En- directly to teachers. glish curriculum conducted by the National Council of Teachers of English. Concludes Smith, Dora V. "Language Growth andthat a curriculum which develops the in- Child Development." XXII (Mar. 1945), tellectual, emotional, and creative elements 81-87, 99. of youngsters in a well-balanced manner Claims that schools have overstressed is necessary. language study as a tool for giving the student more control over usage;suggests Wilson, Estaline. "Objectives in Elementary otherimportantareasofconcern andSchool English." I (Apr. 1924), 53-56. needed research in language development. Maintains that "leaders among teachers of English who have broad experience and Squire, James R. "Form Consciousness, anskill in analyzing needs must turn from the Important Variable in Teaching Language,traditional objectives labeled English and Literature, and Composition." XLII (Apr.begin to search other fields of activity, for 1965), 379-390. example, those which provide appropriate Proposes that attention to form isim- training for better social and civic relation- portantinteaching literature,language,ships, to find new English objectives. Ob- and composition. Suggests that form, likejectives should be sought which do not other concepts, can be acquired by con-vainly attempt year after year to make all scious leading or discovery. Sees knowledge pupils literary producers. of form especially important inteaching composition. Reports that the bulk of re-Wilson, Sloan. "Public Schools Are Better search suggests that sensitivity to form inThan You Think." XXXII (Nov. 1955), one field may transfer awareness to a re- 435-441. lated field. Considers contemporary criticisms of public schools and provides technics for dis- Squire,JamesR. "NewDirectionsin cussion and analyses of issues. Language Learning." XXXIX (Oct. 1962), 535-544. Wilt, Miriam E. "In TeachingThe Right Reflects some of the ways in which newto Wonder." XLII (May 1965), 481-489. developments in form and structure may Emphasizes the need for creativity in the affect programs in language, reading, liter- classroom. Describes the creative process as ature, and composition. Stressesthe factone of bringing order to disorder through that communication is the key to instruc-illuminationorinspiration and identifies tional programs in the language arts. conditions conducivetocreativeexpres- Sternig, John. "Preparing the Columbus of sion:(1)teacher tolerance of individual 1992." XXXIV (Dec. 1957), 517-518. differences;(2) promotion of inner self- Answers the question of what parents control and psychological freedom of chil- and schools can do to prepare their children dren with physical and mental separation for the future. from otherspassible;(3)provisionfor much sensory and emotional experience; Taba, Hilda. "The Teaching of Thinking." (4) establishment of a nonevaluatory at- XLII (May 1965), 534-542. mospherein whichindividualeffortis Outlines tasks and strategies on teachingjudged solely according to its own merit; children to think. and (5) shielding of children from influences which inhibit and deter creative ex- Turner, Alice Lucile. "Elementary Research pression. inEnglish." X (June 1933),148-150. Stresses the importance of the discoveryWomack, Thurston. "Is English a Phonetic

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Language?" XXXIV (Oct. 1957), 386-388.taneous in their language and be encour- Expresses concern with the relationshipaged to make stories and poetry. Teachers between language and writing ina discus-should avoid forcing a performanceor sion of speech sounds called phonemes andfixing patterns. the study of speech sounds called phonics. Beckman, Darold R. "The Fifth Language Young, Doris. "Critical Thinking: Basis forArts:Non-VerbalCommunication." XL Discrimination." XLIII (May 1966), 509-(Feb. 1963), 191-193, 218. 514. Discusses the n le of nonverbalcom- Presents some of the current theory andmunication in the ,anguage arts andsug- research in regardtocriticalthinking. geststhat nonverbal communication be Offers various definitions and aspects ofviewed as a unifying factor for all the other critical thinking. language arts. Beekman, Jan. "Trying Words on for Size." Language-20 XLIV (Dec. 1967), 846-848, 912. Tells of Project Discovery which aims to Anderson, John E. "Principles of Growthresearch and improve the use and admin- and Maturity in Language." XVIII (Nov.istration of a variety of curriculumre- 1941), 250-255, 277. sources, including a greater use of audio- Outlines general principles for instruct-visual materials. Confines itself to onlyone ing children in the language arts. facet of language artsteaching children the power of effective speech,utilizing Ashley, Rosalind. "Linguistic Games andfilms, filmstrips, records, and tapes. Fun Exercises." XLIV (Nov. 1967), 765- 767. Belser, Danylu. "A Point of View in Lan- Makes clearthe distinctions betweenguage Teaching: With Suggestions for the commonly held conceptions of whatcon-Teacher." III (May 1926), 149-153, 170. stitutes "games" as opposed to "work," and States that a child's experiences deter- suggests real language games and workmine his success in language understanding exercises. and development. Believes that in early grades formal grammar instruction is not Barnes, Walter. "Language as Behavior."necessary. Better instruction in language (1) VII (Dec. 1930), 241-245; (2) VIIIincludes dramatizations and letter writing. (Jan1931), 14-17, 24;(3) VIII (Feb. 1931), 44-46, 48. Belser, Danylu. "Theories and Text Books." Attempts to determine the psychological VI (Sept. 1929), 176-182, 190. bases of language so that in the light of Condenses a view of the history of edu- these bases the most widely used methodscational ideas and how they influenced the of teaching may be criticized and evaluated.writing of language texts. Discusses the securing of certain definiteBontrager, 0. R. "Some Possible Origins of results to satisfy a child's needs throughthePrevalenceofVerbalism." XXVIII language, both written and oral, at differ-(Feb. 1951), 94-104, 107. ent age levels. Pleads for more accuracy in the use of Dealswiththerelationship betweenwords to combat "verbalism." Seescom- language and thinking. Explains thepsy-plexity of language and its clanging nature chologicalandbiologicalprocessesofas the chief reason for this failure to use thought which provideinsight intothelanguage economically. uses of language and its relation to educating children of all cultures. Borgb, Enola M. "The Casr for Syntax." XLII (Jan. 1965), 28-34. Baruch, Dorothy W. "Creative Language of Suggests that the earlier a child is in- Kindergarten Children." XIV (Dec. 1937),troduced to the methods of improvingsen- 288-292. tence structures, the less likely he will be- Believes thatkindergartenchildrencome frozen in the syntactical patterns of should be allowed to be free andspon- his environment.

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Brooks, Charlotte K. "Some Approaches toevolving language. Uses those factorsas Teaching Standard English as a Second bases for evaluating language arts programs. Language." XLI (Nov. 1964), 728-733. Discusses the problem of teaching read-Crosby, Muriel. "Enriching the Language ing to the culturally different and deprivedArts Program for Bright Children." XXXIII who have a language or dialect problem. (Mar. 1956), 142-145. Suggests teaching standard English asa Discusses the importance of developing second language, yet not entirely rejectinga language arts program for gifted children the nonstandard English. The "foreign" lan-to emphasize quality of work and sensitivity guage being taught to these children mustto words. be concrete and interesting and use stimulating objects, pictures, and media; basalCrosby, Muriel. "Factors That Influence readers must be revised. Language Growth: Community Influences on Language Growth." XXX (Jan. 1953), Burrows, Alvina Treut. "Language for To-34-41. day's ChildrenA Review." XXXII (Mar. Relates parents' and children's responses 1955), 150-153. tomass media astheyaffect language Reviews Volume II of the NCTE cur-growth, emphasizing the strong influences riculum series (Language Arts for Today'sexerted by the child's community on lan- Children,1954) and considers listening,guage and behavioral development. speaking, reading, and writing in terms of the total curriculum. Crosby, Muriel. "Of the Times and the Campbell, Justine Tandy. "Selection andLanguage." XLIV (Feb. 1967), 106-113, Use of Tests of Elementary English." XIX 147. Presents presidential address at 1966 an- (Jan. 1942), 19-21. nual meeting of NCTE: (1) new educa- Dealswiththepurpose ofteststotional demands for a new generation; (2) measure educational growth. Offers a list of tests and their correct use. establishingthemoralityofAmerican democracy; (3) creating a school climate Carlson, Thelma. "The Sharing Period infor emotional health; and (4) great expec- First Grade." XLIII(Oct.1966), 612-tations. 614, 618. Stresses that a sharing period in 1st gradeCrowley, Dale P. "Language Programs Con- is of value in almost every realm of learn-trasted." XLIV (Nov. 1967), 756-761. ing because it involves personal and edu- Describes the Hilo Language Develop- cational values in a close relationship. Givesment Project at the Keaukaha Elementary hints on the implementation of such a timeSchool, Hilo, Hawaii, which was instituted and ideas for extending concepts introducedto test a strategy for teaching dialect speak- by the children. ers standard English. Observes that the implications call for a careful consideration of Clapp, John M. "English in Everyday Life."the significant differences inherent in vari- II (Oct. 1925), 291-292. ous kinds of language programs. Describes the work of an NCTE committee in sending a questionnaire to peopleCurry, Ida J."Preschool Social Growth of various backgrounds in order to find outthrough Language." XXIX (May 1952), ways in which the language was actually288-290. used by those people. Stresses that children develop language according to their needs and environment. Coyner, N. Irean. "Criteria for Evaluating Programs of Oral and Written Language."Davis, Allison. "Teaching Language and XXVII (May 1950), 323-329, 334. Reading to Disadvantaged Negro Children." Describes 4 factors affecting the growthXLI (Nov. 1965), 791-797. of children's language power: (1) individ- Enumerates ways in which the classroom ualdifferences;(2)environment;(3)teacher can help the disadvantaged child psychology oflearning;(4)concept ofto learn standard English.

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Dawson, Mildred A. "Elementary School Claims that there is too much stress on LanguageTextbooks."(1)XV(Mar. grammar in 25 language-composition texts 1938), 83-90; (2) XV (May 1938), 199-studied, but the trend is toward functional 202; (3) XV (Nov. 1938), 275-284; (4)grammar. Evaluates textsas to indepen- XV (Dec. 1938), 309-317; (5) XVI (Jan.dence allowed pupils; upper grade texts 1939), 31-38. try to raise scholarship standards. Presents a report of an examination and evaluation of elementary school languageDawson, Mildred A. "Recent Language textbooks in three main classifications andTextbooks: A Study of Six Sixth Grade Texts." XIV (Mar. 1937), 89-95. areportof an investigationof current practice in using English textbooks. De- Reportsprogressivetendenciesin6 scribes the content of a desirable languagetexts, in terms of Roy I. Johnson's signifi- textbook for elementary school and makescant tendencies: (1) cumulative standards suggestions for selection of textbooks. are few but consistently carried forward; Compiles 342 responses from 46 states (2)activities are functional socially;(3) in questionnaire survey. Conclusions:(1) reading and expression are correlated to the traditional separate-lesson type book is emphasize common thought functions; (4) more widely used than is the unit-activityenrichment is provided for superior pupils; type; (2) teachers supplement their text- (5) summary tests end each chapter; (6) books generously; (3) whether a textbooksocialized procedures areused; and(7) is used or not most teachers retain a sep-appropriatemodelsappearatfrequent intervals. arateperiodfor teachingEnglish;(4) workbooks are more commonly usedin Dawson, Mildred A. "Recent Sixth Grade schools .where textbooks are not inthe Language Textbooks." XIII (Mar. 1936), pupils' hands;(5) large cities seem less85-89, 100. bound by tradition as they abandon the use Relates the concluded results of a study of textbooks in favor of correlating En-of 6th grade language textbooks. Makes glish with other subjects; and (6) therecomparisons in such categoriesas gram- seems to be no general movement in favormar, literature, composition, and guidance. of abandoning the English textbook. Includes method c'ecording strengths and weaknesses of each. Dawson, Mildred A. "Language Learning Adapted to Learning Pace." XXVIII (Nov.Dearborn, Frar 2s. "A Newspaper Activity 1951), 402-409. with a B3Z Group." II (Sept. 1925), 250- Affirms the importance of pacing lan- 251. guage learning to permit children to grow at Discusses the activities of retarded chil- their own optimal rate and to allow for dren in composing a daily newspaper. Oral individual differences of maturity, experi-language composition and discussion pre- ence, and interest. Child growth and de- ceded all writing. velopment is continuous, but the rate of growth and development is not uniform. DeBoer, John J. "Earmarks of a Modern Factors influencing growth and develop- Language Arts Program in the Elementary ment are both intrinsic and extrinsic andSchool." XXXI (Dec. 1954), 485-493. include sex, capacity to learn, economic Outlines 12 criteria of the language arts stability,qualityoffamilyrelationships, program in the elementary school. and emotional atmosphere in which chil-DeBoer, John J. "Grammar in Language dren live. Content to be learned must beTeaching." XXXVI (Oct. 1959), 413-421. defined and organized sequentially from Discussesseveralaspectsofteaching simplicity to complexity in order to adaptgrammar at different levels. language learning to learning pace. DeBoer, John J. "Some Sociological Factors Dawson, Mildred. "Language Text Books:, in Language Development." XXIX (Dec. A Study of Five Recent Seventh Grade 1952), 482-492. Texts." (1) VI (Feb. 1929), 43-46, 48, 52; Summarizes research findings illuminat- (2) VI (Mar. 1929), 69-73, 78. ing the importance of certain sociological

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factors determining the child's personalityGoodnick, Benjamin. "New Words and New and language arts development. Relationships." XXXV (Feb. 1958), 123. Dobbs, Mary Carolyn. "Autumn Activities Emphasizes the need for better com- in the Special Class." XXXVII (Nov. 1960),munication between adults and children. 451. States that this language deficiency situa- Describes how one teacher of slow learn-tion seems only to be a symptom of much ers used creative art work and sensory andlarger and more serious deficiency. concrete experiences to lead into languageGreene, Harry A. "The Drill Content of activitiesincluding speaking, vocabularyCertainLanguageTestsandPractice building,reading, and writing involvingExercises." VII(Sept.1930),163-169, abstract concepts. 183. Driggs, Howard R. "Life Lines in Lan- Analyzes contentsof15 standardized guage Work." XVII (Jan. 1940), 11-14. language tests and 18 drill booklets and Discusses the controversy of "accuracyfinds overlap in drill and testing; drills to first" vs. "fluency first" in language work. develop language usage were inadequate. Indicatesthe doubtful usefulness of an- Duboc, Jessie L. "Creative Expression inalytical tests and corrective drill exercises the Language Arts." XX (Apr. 1943), 151-in improving instruction. 154. Discusses the importance of recognizingHardre, Rene, and Harriman, Philip L. the interrelationships of the language arts."Some Lessons We May Learn from the Suggests ways of providing for creativeTeachers of France." V (Sept. 1928), 195- expression in the schools. 198. Discusses 5 activities French pupils par- Emig, Janet A. "Language Learning and ticipateinforacquisition of powers of the Teaching Process." XLIV (Oct. 1967), expression. 602-608, 709. Assertsthat some linguists divide theHaw land, Helen Cotton. "A New Procedure teaching of the native language into 3 Teaching Language." XIII (,Mar. 1936), major modes: prescriptive, descriptive, pro-SO-93, 115. ductive. Examines these approaches and Deals with a new method of teaching shows how the various methods requirewriting and spelling in the lower primary definite and different teacher attitudes andgrades. Explains briefly the procedure used aptitudes. and the results obtained. Felton, Wilma. "The Values of WorkbooksHeffron, Pearl M. "Our American Slang." in a First Grade Reading Program." XXXIVXXXIX (May 1962), 429-436, 465. (Oct. 1957), 377-382. Feels that, in general, slang isstill in- Outlines 6 worthwhile features of work-fantile in content and has become decidedly honks and 7 criticisms of workbooks. personal. Habitual slang cripples the vocabulary; it tends toward gross exaggeration Frazier, Alexander. "Helping Poorly Lan- guaged Children." XLI (Feb. 1964), 149-and frequently causes confusion. 153. Herrick,VirgilE.,and Leary,Bernice. Summarizes a point of view on language"Children'sLanguage Development and development of young children. SuggestsHome and School Practices." XXX (Oct. structuringa frameworkforlanguage 1953), 361-373. growth, giving a table for thinking processes Examines 5 specific directions for parents and activities. and teachers in their effort to guide the Fristoe, Dewey. "The Teaching of Lan-language development of children. guage in the One-Room Country School."Hilton, Ernest. "The Teaching of the Lan- XIV (Fed. 1957), 35-41. guage Skills: A Statement of Policy." XXX Shows weaknesses of one-room schools(Apr. 1953), 202-206, 213. and gives suggestions for improving the Formulates a statement of policy on the language instruction. teaching of language skills.

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Holmes, Ethel E. "Vertical Integration in Attacks the "liberals" in English. Main- English." XI (Nov. 1934), 229-233, 249. tains that teachers must coordinate the use Feels that the uses of language in lifeof mental processes in handling ideas with situations demand such qualities as clear-the use of language in expressing ideas. ness,unity, sequence, confidence in the worthwliilenessofone's own thoughts,Jones, Marian I. "Use Your Imagination." respect for the conventions of language,XL (Mar. 1963), 271-272. need for utilization of language skills, and Points out that personal experiences are conscious attentiontoeffective listening.not often sufficient to createthe use of States that the only excuse for any technicone's imagination is necessary. Grade school is its power to make more effective worth-children have not had enough experiences; while information or practice. Integrationthat is why they are asked to use their of content and method as determined byimagination so often. the age and development of the pupil is the desirable goal of education. Knipp, Helen Bachman. "The Development of Thinking and of Concepts." XXVIII Hughes, Marie M., and Cox, Vivian K. "The(May 1951), 290-297. Language of First Grade Children." (1) Gives insights into the field of semantics. XXVI (Nov.1949), 373-380, 406, (2) Encourages efficiency by helping to develop XXVI (Dec. 1949), 465-474, 495. varyingconceptsforthesameword. Reports a study of child speech in 1stStresses teachers' use of semantics to help grade and an analysis of primers and pre-students become better writers and speak- nrimers in California schools, 1946-1949,ers. Includes exercises to develop awareness for speaking and reading vocabularies. and sensitivity to word meanings. Lists 5 observations for writers of beginning readers for children to use in preparingKnode, William P. "There's No Freeze on reading material. Language." XXVIII (Oct. 1951), 336-338, 346. Hussain,Donna."IstheTeachingof Points out how many words over the ForeignLanguagesintheElementaryyears have changed considerably in mean- School Worthwhile?" XL (Dec. 1963), 821-ing. Because language is not a permanent, 824. set thing,it becomes important for the Examines arguments supporting elemen-classroom teacher to understand this con- tary foreign language programs and con-tinuous process of change and to make use circles that the teaching of foreign lan-of it in teaching. guage at this level is not worthwhile. La Brant, Lou L. "The Changing Sentence Johnson. Lois V. "Language Activities andStructure of Children." XI (Mar. 1934), the Study Trip." XXXV (Feb. 1958), 108- 59-65, 86. 111. Presents a study to investigate collective Recommends that study trips not neces-and personal language development and to sarily be limited to motivating children toreport some principles suggested by the write stories and draw pictures. Suggestsstudy. Also discusses a program of core other subsequent activities. teaching at the Ohio State University experimental school. Johnson, Lois V., and Bany, Mary. "Build- ing the Interrelated Arts through SpaceLane, Ralph H. "Just Try to Beat the Dutch Travel." XXXII (Apr. 1955), 229-231. in Language Arts!" XXX (May 1953), 289- Suggests ways the interrelated language292. arts can be taught through a research Discusseslanguageteachinginthe project of space travel, integrating reading,Netherlands and compares it with teaching writing, speaking, andlistening. in the United States. Schools in the Nether- lands do not provide for reading readiness Johnson, Roy Ivan. "The State of theor grouping. Language Reconsidered." XIV (Mar. 1937), 77-79, 95. Lapolla, Garibaldi M. "Problems of Teach-

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ing English inthe Elementary Schools."Lefevre, Carl A. "Language and Self: Ful- XVI (May 1939), 184-190. fillmentt or Trauma?"(1)XLIII (Feb. States that (1) schools should not teach 1966), 124-128. [See also Lefevre, p. 118.] antiquated usage of language; (2) stan- Discusses the importance of the psy- dards for children should be within theirchology of adjustmentinthelearning reach, and identifiable for each class, soprocess for children in the language arts. that each group can judge individual com- positionsinaccordance with establishedLewis, Claudia. "Language and Literature standards; (3) sources of motivation otherin Childhood." XLIV (May 1967), 518- than desire for promotion and desire to 522. please teachers should be identified and Presents some of the relationships be- used: and (4) instruction in English oughttween literature and language. Sugguts to be an outgrowth of experience. involvement in the literature and the use of familiar language. Lawson, DouglasE."The Contentof Elementary Language Textbooks: Objec-Lindahl, Hannah M. "Vitalizing the Lan- tives, guage Program." XXI (Dec. 1944), 286- Grade Placement and DrillFre-291, 300. quency." XII (May 1935), 120-122. Discusses means of making language Examinesto what extent authorsof more exciting in the classroom through ex- elementarytextbooksinlanguageare agreed with regard to the objectives oftensive unit plans. language study, grade placement of ma-Lloyd, Donald J. "The Child Who Goes to terial,and the frequency of drill uponSchool." XXX (Nov. 1953), 411-416. specific items of language and grammar. Expresses afL.Illeesfear and doubts. Discovered that no fundamental agreementabout how the teachers of his daughter's inthe matter of establishing objectivesschool will cope with the 4- to 6,000-word exists. There also seems to be little agree-vocabulary that his daughter knows when ment among authors in regard to whatshe enters school. Expresses concern about content materials should be taught, whereteachers teaching "good English" accord- they should be presented, or in regard toing to adult standards instead of under- the objectives of the lessons presented. standing how the child has built up her own "good English" within the cultural Lawson, DouglasE."The Contentofattitudes and practices of her family and Language Textbooks." XII (Mar. 1935),friends. 57-59. Considers the question: To what extentLoban, Walter. "Human Relations Now." do textbooks for elementary grades agreeXXVIII (Mar. 1951), 121-123, 135. in the matter of content for each particular Points out the need for depth skills in grade? Thirty-four books for grades 5, 6, 7,English courses that enable students to look and 8 were analyzed with the following for ideas over and above external forms of findings: the language. Stresses the need in dem- Grade 5In 7 texts, 145 items of lan-ocratic society for students to differ with guage usage were found with only 12 itemsothers' ideas, to handle group discussions, commanding theattentionofallbooks and to distinguish between fact and opinion studied; grade 6In the study of 7 text-in order to become responsible citizens. books. 140 items were presented with onlyMabie, 6 of the items being included in all 7 texts; Ethel."LanguageAbilityand Personality Adjustment." X (Sept. 1933), grade 7-170 items were presented with 21 165-168. items being included in all 10 texts; grade 8In 11 texts, 218 items and language con- Stresses the value of the unit method of cepts were presented with 18 items beingteaching language so as to meet the needs ofindividualchildren,physically,hy- included inall11 texts. There islittle agreement among textbook writers as togienically, and psychologically. what specific language items should be Mabie, Ethel. "Releasing Language Power." presented to pupils in a particular grade.XII (Mar. 1935), 64-68.

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Feelsthat criticism,competition, andmethod of language instruction ought to constant correction are barriers to language be reevaluated and functional language in- expression. Lists courtesy, interest, natural- struction continued and increased. ness, appropriateness, and correctnessas objectivesofexpression.Activitiesthat Martin,Clyde."Developmen tal In ter - provide a natural opportunity for languagerelationships among Language Variables in development are book talks, story hours, Children of the First Grade." XXXII (Mar. programs, dramatizations, radio programs. 1955), 167-171. Discusses the problem of whether inter- McCarthy, Dorothea."Factors ThatIn- relationshipsexist between reading and fluenceLanguageGrowth:HomeIn- other aspects of language studyoral lan- fluences." XXIX (Nov. 1952), 421-428. guage, motor skill, writing, readiness. Presents a discussion of sociological and psychological home influences asfactors Metz, Elizabeth F. "Poverty, Early Lan- related to a child's academic readiness in guage Deprivation, and Learning Ability." the language skills. XLIII (Feb. 1966), 129-133. Distinguishes some specifics in the task McCowen,Annie M."Opportunityto of teaching language arts to the culturally Develop Skillin Communicating Ideas."deprived. XIX (Mar. 1942), 99-104, 110. Believes that language skills should have Millard, Louise Brand. "What Is Child- hood'sNativeLanguage?"VIII(Feb. adefinitepartin the scheduleinthe elementary schools; after the skills have 1931), 33-34. been taught, they should be correlated with Deplores adults who superimpose their other subjects. manner of expression on children and thus inhibit children's natural thoughts and de- McDavid, RavenI.,Jr."'TheCultural stroy their natural beauty of expression. M trix of American English." XLII (Jan. 19u,,, 13-21, 41. Nikon, Murray S. "The Quality of Qualifica- tion." XLII (May 1965), 553-558. Explains how different dialects make the job of the English teacher complicated. Describes research on natural languages and the psycholinguistic characteristics of Properrecognitionofdialectspromotes understanding among people. the people who speak them. Mackintosh, Helen K. "Elementary Schools Olsen, James. "When Children Are Silent." Set Their Goals for Language Arts." XXX1V XLIII (Dec. 1966), 877-879. (Oct. 1957), 367-370. Discusses the fact that schools play a part Gives reasons and evidence why schoolsin causing the verbal silence of children. should reexamine their goals: (1) increasingSuggests ways to construct atotallan- guage program for helping children to ver- number of children (resultant shortage ofbalize. teachers and classrooms); (2) childrenon the move from school to school; and (3) Painter,Ilelen W. "Meeting Individual modern means of communication exerting Differences through the Language Arts." influence upon education. XXXI (Feb. 1954), 85-91. Marcus, Marie. "A Functional Language Stressesteachers'knowingindividual Program in a Sixth Grade." XXXVII (Oct. needs, tbn background, and the likes of the 1960), 389-391. child. Notes that to get the most out of what he reads, the child must not become frus- Describesa study which compared atrated by his experience. group of 6th grade pupils who were taught functional language with a group taughtPeterson, Robert 0. H. "The Hilo Lan- correct written expression in a conventionalguage Development Project." XLIV (Nov. way: pupils taught functional language did1967), 753-755, 774. significantly better in oral and written ex- Describes the development initspilot pression than those taught conventionally.stages of a project which taught standard Maintainsthatthestructuralanalysis English to children who speak a dialect of

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English which is different, in an endeavorSeegers, J. Conrad. "Interpreting Language to enhance their oral communication, read-An Essential of Understanding." XXVIII ing, writing, and comprehension of other (Jan. 1951), 35-38, 48. areas of the school curriculum. Pleads for reading instruction that stresses reading for meaning from contextual clues Ponder,EddieG."Understandingtheand semantic approach to vocabulary. Lists Language of the Culturally Disadvantaged pitfallsininterpretinglanguage:over- Child." XLII (Nov. 1965), 769-774, 797. generalizctions,figurativelanguage,and Presents the problem of schools facedabstractions that allow for variedinter- with a sizable number of children who arepretations as opposed to precise definitions. considered educationally and culturally disadvantaged. Discusses ways a teacher canSimmers, Mrs. C. L. "The Teacher's En- help to improve the written and spokenglish." III (May 1926), 154. language of these children. Maintains that the teacher's use of language leadsstudentstocorrect usage; Ross, CharlesS. "The Writing System."growth in power of expression is essential XLIV (Nov. 1967), 775-778. to the student or he will remain mute. Offers examples to support the claim that the English writing system is much moreStahl, Stanley S., Jr. "The Language Arts regular than has been supposed. Not onlyin Today's World." XXXVIII (Dec. 1961), phonological rules but also the syntax and 556-560, 565. morphemes added to words provide real Discusses the changing and expanding help to the learner in the complex task oflanguage needs of children in the 1960's. mastering the system. Considers 12 vital factors of language development and instruction. Schicker, Edna. "Teaching Language Fun- damentals." VII (Sept. 1930), 172-174. Staiger, Ralph C. "Misunderstood Davy: A ,Suggests that language fundamentals inFootnote." XXXVII (Mar. 1960), 190-191. Reports the results of a questionnaire to elementary schools should be stressed in all grades, but actually brought to culminationdetermine the adequacy or inadequacy of in 7th and 8th grades. States that there ischildren's understanding of word meaning. a limitation to language teaching in theChildren at the George Hurst School on the elementary school. Training should be de- Mississippi Southern College campus were termined by (1) common language needs;interviewed. The major implication of the (2) specific language habits of need; (3)study was that no matter how familiar amount pupils can acquire with effort inthe materialisto children, parroting of each grade. Includes a course of study. words is no guarantee that they know their meaning. Schleicher. Russell F. "Elementary Hobby Stauffer,Russell G. "Language andthe Show." XXXIV (Feb. 1957), 95-98. Habit of Credulity." XLII (Apr. 1965), Describes how hobbies caninfluence 362-369. language arts growth and ones own de- Traces the stages in learning and using velopmental growth. language from the earliest associative stage, through multiple meaning and figurative Schmidt, Bernardine C. "Creative Ways of language, until one arrives atconcepts. Retarded Children." XX (Jan. 1943), 16-19. Describes the 5 types of thinking involved Believes expression in language arts canin the process as associative, convergent, be creative when a child conceives it as a problem solving, critical, and creative. Sug- purposeful communicationofideasand gests that the teacher has an important role then is given freedom to express his ideas.in directing reading-thinking technics to A securefriendly atmosphere stimulateddevelop skills of reflective thinking. by the teacher is an incentive for retarded children to live creatively and work happilyStrickland, Ruth G. "Creative Activities in and usefully in an atmosphere of comrade- the Language Artsinthe Elementary ship and cooperation. School." XXXII (Mar. 1955), 147-149.

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Defines creativity in children and dis-guage implies more than grammatical ac- cusses the self-concept of the creative child curacy. and the school climate which best fosters Part 2 discusses language as a basis for his development. literary craftsmanship. Strickland, Ruth G. "Factors That InfluenceVerner, Dorothy. "Opportunities for In- LanguageGrowth: SchoolInfluences." cidental Language Teaching." XV (Mar. XXIX (Dec. 1952), 474-481. 1938), 105-107. Delineatesinfluentialfactorsaffecting Discusses a study which was made of language arts development in school. expressionalsituations that arose during classes other than English. Suggests that Thompson, Blanche Jennings. "An Investi-every teacher should use every opportunity gation of a Minor Language Skill." VIIIin every class activity to teach English. (Apr. 1931), 88-90. Shows concern over the lack of attentionWesley, Frank and Mary Rose. "Why Ivan paid by educators to the minor languageCan Read." XXXIX (Mar. 1962), 191-193. skill of copying. Defends copying by say- Presents a comparison of Ivan, a Russian ing it is a skill that carries over from schoolboy, and Johnny, an American boy, in into vocational life. language development. Althorgh Ivan has Tomlinson, Ethel. "Language ArtsSkills 6 more symbols to learn in his alphabet Needed by Lower Class Children." XXXIII than an American child, he learns more (May 1956), 279-283. quickly and easily because ..;ach symbol has Reports a study of selected skills wellan invaluable phonetic constancy. Suggests developed by the middle class child before that correction of our phonetic inconsisten- he enters school and the level of skillscies would give the child more time for development of lower class children of thefurther study, making his entire schooling same age. more profitable and probably more pleasant. Tomlinson, Loren R. "Accepting RegionalWilson, Charles H. "A Superintendent's LanguageDifferencesinSchool." XXXDcbt to His English Teachers." XXX (Nov. (Nov. 1953), 420-423. 1953), 423-426. Points out how regional differences in Gives credit to teachers who recognize speech can become a firsthand enrichmentan immaturity in language development experiencefora classroom. Shows thatand at the same time the evidence of regional differences in language have pre-capability to go on to schools of higher sented no significant barrier to communica-iearning. Relates how his teachers tried to tion; warns against standardizing so muchmotivate him in spelling and language. that English becomes a dead language. Gives credit to teachers for recognizing an individual who may not measure up to the Trabue, M. R. "Devitalizing Elementaryhighest academic grades but has promise Language." XII (Mar. 1935), 53-56. of his own. Describes waystodevitalizepupils' interests in language: (1) generalize: teach Witty,Paul, and Blumenthal, Rochelle. general principles rather than specific hab-"The Language Development of an Ex- its;(2) formalize: make every feature ofceptionally Gifted Pupil." XXXIV (Apr. the language instruction as formal as pos-1957), 214-217. sible; (3) judge: be strictly impartial and Describes the behavior of a highly gifted impersonal; (4) discipline: make the child kindergarten boy. conform. Wrightstone, J. Wayne. "Newer Appraisal Trauger, W. K. "Our Plastic Language."Techniques in Language." XVIII(Nov. (1)XVIII (Apr.1941),155-159;(2) 1941), 243-249, 278. XVIII (May 1941), 182-186. Enumerates the methods and tests avail- Part 1discusses sentences as used inable for measuring achievement in gram- composition.SuggeststhatflexibleIan- mar, usage, composition, and reading.

138 Letters and Letter Writing 21

Letters and Letter Writing -2I Rice, Mabel F. "A Soft Answer Turneth (Letters of Explanation and Apology)." XXI Bauman, Charles. "Sixth Graders Write to (May 1944), 193-194. England." XL (Jan. 1963), 28-29. Uses experience situations as motivators Describes a 6th grade exchange of letters for children's composition. with overseas students providing pleasant motivation for writing. Salisbury, Gordon S."FunctionalLetter Writing." XXXI (Mar. 1954), 156-157. Chubb,Percival."LettersandLetter- Describes letter writing project involv- Writing." XXIII (May 1946), 219-220. ing children who obtained information on Indicates to teachers the need for im-visual aid equipment to be purchased by proving letter writing instruction. Believesthe school. pride in good workmanship must be evoked in the child. Also points out that letter writ-Smith, Harriet J. Metter-Writing as Com- ing lends itself to mastery of good writing position." XV (Mar. 1938), 103-104. technics. Suggests letter writing as a motivating force in teaching good composition. Falk, Ethel Mabie. "Letters to Enrich Chil- dren's Experience." XVIII (Mar. 1941), 77-Tate, Harry L. "A Class Project in Letter 82, 112. Writing." XVI (Mar. 1939), 93-96. Stresses the importance of correct letter Describes an 8th grade class's experience writing for enrichment of relationships within writing letters to children of their own others. ages and grades in other cities and in foreign countries. Fitzgerald, James A., and Knaphle, Law- rence C. "Crucial Language Difficulties inTreanor, John H. "Courtesy through Let- Letter Writing of Elementary School Chil- ters." XXIII (Apr. 1946), 175-177. dren." XXI (Jan. 1944), 14-19. Discusses effective letter writing as a re- Reports analysis of children's letters tofined and useful method of communication. find skills children need to improve letter and sentence writing. Treanor, John H. "The Envelope Needs Teaching, Too." XXIII (Nov. 1946), 299- Grubs, Bernice. "Putting English into Prac-300. tice." XXXVIII (May 1961),292-297. Discusses how the teaching of the enve- Reviews the experiences of a 4th gradelope should be significant in the teaching class with their blind pen pals showingof letter writing. Advocates specific lessons: the similarities and differences in their way(1) concern with communication in general, of life and the importance of written lan-(2) narrowing the field of communication guage. to the letter, (3) study of the letter form, Rice, Mabel F. "Dead Letters." VII (Nov. (4)study of the envelope. The author 1930), 225-228, 238. brought in examples of envelopes actually Stresses necessary skills of letter writingreceived. The pupils examined these. Next taughtintheelementaryintermediate the class evolved the characteristic form classes. of the superscription with emphasis on its position on the envelope. Then came indi- Rice, Mabel F. "Dead Letters." XVIII (Mar. vidual pupil application. Before concluding 1941), 83-88. the lesson, the children were taught how to Uses personal experience in a mail orderfold letters. catalog store to emphasize the importance of legibility and correct and complete returnWagner, Ruby. "An Effective Thank You addresses, and to discourage abbreviationsLetter." XXV (Feb. 1948), 114, 121. in addresses. Presents a warm thank you letter written in simplicity and sincerity from an old dis- Rice, Mabel F. "Letter of Complaint." XXIabled woman. (Jan. 1944), 20-23. Prescribes a method of teaching cour-Walsh, Marian M. "Business Letters." VII teous but purposeful letter writing. (Sept. 1930), 170-171, 178.

139 7

Lexicography 22

Suggests display of business letters and (b) "thank your letters, and (c) pen pal related newspaper clippingstomotivate letters, and further information about ways students. Lists 6 characteristics that "doto improve the content of letters. good" in business letters. Points out that letter writing should interest each child and particularly the boys. Lexicography-22 Walsh, Marian M. "Letter Writing in the Elementary Grades?' X (Sept. 1933), 169-Anderson, Marion A. "Using the Dictionary 173, 182. in the Elementary Classroom?' XLI (Apr. 1964), 334-339. Stressesthe importanceofchildren's Discusses the far-reaching effects when learning to write letters as a result ofanchildren learn the value of dictionaries and experience and not from a copy in a book. the skills in using them. Walsh, Marian M. "A Unit of Study in Let-Art ley, A. Sterl. "Readiness for Dictionary ter Writing." VI (May 1929), 129-132. Usage." XLI (Apr. 1964), 348-350. Presents a unit of work used by the au- Relates the kinds of readiness a child thor in her English class at the Peabodyneeds in order to make the introduction Demonstration School. of the dictionary a meaningful experience: Ware, Inez Marie. "Business Letters That readiness fom locating words, readiness for Should Be Written." XXXV (May 1958),deriving the meaning, readiness for pro- 305-307. nunciation. Shows a way to create interest in writingBaehr, Ann Ediger. "An Evaluation of the business letters. 1952 and 1962 Editions of the Thorndike- West, Lena. "Improving Children's Let-Barnhart Beginning Dictionary." XLI (Apr. ters." XXI (Dec. 1944), 303-305. 1964), 413-419. Recommends that teachers help students Criticizesthe Thorndike-Barnhart Dic- to write more varied letters to fathers over- tionary as a reference book because of its seas (WWII); gives procedure for such an narrow point of view, inadequate defini- approach. tions, and poorly illustrative sentences. Wiedon,Vivian,and Carlson, Ruth Kearney. "A Dictionary Is Hale,Elizabeth. Born." XLI (Apr. 1964), 395-403, 439. "Dearest Safety Council..." XXI (Oct. 1944), 218-220. Gives detailed ' on on the time and effort expend.._.., produce a dictionary. Suggestscorrelatingletterwritingof pupils with a unit on safety. Hansen, Harlan S. "A Talking Dictionary." XLI (Apr. 1964), 362-364, 375. Yee, Albert H. "Purpose and Motivation in Suggests the production of an "oral" dic- TeachingLetterWriting." XLII(Nov. tionary that does an exacting job in giving 1965), 805-807. the correct pronunciation of a word. Sev- Discusses the teaching of letter writingeral companies have come up with the as a real experience. Suggests ways to usetechnological inventions which can make letter *Ming in subjects other than English.such a dictionary possible. Zaner, Gene. "The Currie,' him and Dr. Ein-Hillert, Margaret. "The Dictionary in the stein." XXXII (Nov. 1955), 447-449. First Grade." XLI (Apr. 1964), 346-347. Relates an experience of a 5th grade Describes a 1st grade teacher's experi- teacher whose class wrote and receiveda ences in teaching the use of the dictionary. letter from Dr. Einstein. Hopman, Anne, and Yocham, Pearl. "The Zeligs, Rose. "Letter Writing in the SixthDictionaryAs Children See It." XLI (Apr. Grade." XVIII (Mar. 1941), 89-95, 112. 1964), 327-333. Includes tips to remember when teach- Suggests a plan for evaluating a program ing letter writing, such as:(a) personalof teaching the function of the dictionary and informal letters to relatives and friends,and the skills for dictionary use in the ele-

140 Lexicography 22

mentary schools. Includes the procedureMonroe, Marion. "The Use of Picture Dic- used in the research and the conclusionstionaries in the Primary Grades." XLI (Apr. drawn from the study. 1964), 340-345, 347. Advocates the use of picture dictionaries Kelley, Victor H. "The Use of the Dic-in the primary grades as preparatory for tionary in the Elementary Grades." XIIIthe beginning dictionaryinthe middle (Jan. 1936), 17-19. grades. Concerns the lack of knowledge students possess in the use of the dictionary. ListsMoore, Walter J."The Contribution of skills and technics that should be taughtLexicography to the Teacher of Language for the effective use of the dictionary. Arts." XLI (Apr. 1964), 388-394. Discusses how the language arts play a Lamb,Pose."HelpingtheElementarymajor role in the elementary school cur- School Child Use the Dictionary More Ef-riculum because they represent the content fectively." XLI (Apr. 1964), 404-409, 412.and skills on which most learning is based. Encourages developing in children a re-Reading instructionappears to be sub- gard for the dictionary as a source of inter-standard:some studentsarc esting and informative data. Regards the unableto dictionary as a guidebook rather than aevaluate what they've read: others cannot book of rules and advocates using severalextract meaning because of a deficient reading vocabulary. Ineffective training in using different dictionaries from severallevels, the dictionary may he a source of the dif- so as to allow adjustment of instructionficulty. Suggests perspectives on the prob- to fit individual needs while providing anlem that will help bring about solutions. opportunity for comparison and contrast of the variations in definitions, diacriticalMurray, C. Merrill. "Selecting an Elemen- markings, and pronunciation keys. IncludestarySchoolDictionary." XXXIV (May criteria for selecting dictionaries for class-1957), 293-297. room use: .zize of the vocabulary, the repu- Lists 4 considerations in selecting ele- tation of the publisher and the editor, thementary school dictionaries(scope, relia- format, word treatment, the availability ofbility, format, word treatment), and pro- a guide for teacher and pupils. vides a chart to assist in the selection of dictionaries. Luhway, Raymond A. "Some Practical Con- siderations about Dictionary Work." XLIOlson. Helen F. "The Dictionary asa Basic (Apr. 1964), 376-379, 433. Text." XLI (Apr. 1964), 365-369. States that the present method of mak- Stresses the importance of using the dic- ing a student look up a word and copytionary day by day for practical use. Gives down the definition does not make hima sequence of dictionary study followed by understand the extensive use of abbrevia-Seattle teachers. tions and symbols,thus eliminating the dictionary as a source of information aboutParke, Margaret B. "Picture Dictionaries." pronunciation and historical meaning. Pre-XXXII (Dec. 1955), 519-524. sents some activities to help children over- Discusses the value of picture diction- come the complexities of the dictionary. ariesin engaging the child's interestin words. MacCarthy, Josephine I. "When Elemen- tary Children Use Reference Books." XXXVIPickard. Vera E. 'Training Children to Use (Apr. 1959), 240-243. the Dictionary." X (June 1933), 139-142, Suggests how todealwith reference 150. work done in a 6th grade class; deals with Maintains that the teacher must first fa- the problem of childrencopying whenmilialize herself with the dictionary. Pre- gathering data in reference work; suggestsdictionary work should come in the 2nd that children not use the encyclopedia untilgrade, introducing the dictionary in 4th, they know how to outline or write materialpnd actual training and practice in 5th in their own words. grade.

141 Libraries 23

Poo ley, Robert C. "The School Dictionary: the dictionary can afford for better learn- Source Book for the Study of English." XLIing of vocabulary. (Apr. 1964), 380-387, 394. Objects to the current limited dictionaryWood, Velma. "Developing the Dictiork.fy usage in elementary and junior high schoolsHahiz." X ',Dec. 1933), 263, 266. finding correct spelling and word mean- 'iffersquestionsbelieved valuable in ing. Presents the dictionary as a source..simulating interest in the encyclopedia. book for teaching fundamental concepts about the English language and suggestsLibraries -23 that itwillalways serve students as a readily available reference, more trustworthyAchtenhagen, Olga. "The Children's Li- than a textbook. Establishes a definite rela-brary." I (Sept. 1924), 189-190. tionship between dictionary skills and fa- Describes the main divisions in the chil- cility in English, citing 5 concepts con-dren's library and cites utility of various cerned with the nature of the language. kinds of exhibits, collections of nonfiction, and the "usual" recommended books. Raddatz, Agnes, and McAlister, Gladys M. "The Use of Encyclopedias in ElementaryAgree, Rose H. "Building a Library Enrich- Schools." X (June 1933), 146-147, 160. ment Program." XXXVII (Mar. 1960), 159- Contends that comprehension is the im- 163. portant factor to consider when selecting Describestheprogramofactivities encyclopedias for children. Since many chil-planned by the Library Enrichment Classes dren have interest levels higher than theirat Forest Road School, Valley Stream, N. Y. reading ability, definite training in use ofAn audiovisual approach was agreed upon encyclopedias is important for helping chil- to include: (1) weekly picture book read. dren to absorb the information given ining to the primary grades; (2) tape record- them. ings for local use and foreign exchange; (3) discussionsof television, movies, comics, St. John, Dorris. "Difficulties Met by Sixth and radio, with emphasis on television; (4) Graders in the Use of the Dictionary." XLand creative diAmatics andstorytelling. (Jan. 1963), 30. Consensus of the groups was (1) that none Reports a survey of dictionary use in 6thwould completely forego reading in favor gradesin northern Illinois and lists theof TV; (2) that the best of all media should common problems encountered. be enjoyed and be available to all children; and (3) that contributions can be made by Stephens, Robert. "A Cheerful View of theevery medium if properly used. Concludes Dictionary." XLI (Apr. 1964), 410-412. with a 5-point statement about the role of Gives a practical application in makingthe library in this program. dictionaries enjoyable to use th; tugh games, contests, and exercises. Agree, Rose H. "The School Library, 1958." XXXV (May 1958), 307-309. Stones,Charles. "Dictionaries: A Second Shows the importance and significat:., of Introduction." XLI (Apr. 1964), 370-375. a good school library. Suggests that from 10th grade up stu-Aldrich, Grace L. "A Library Catalogs. dents should be introduced to the dictionaryLesson." XIV (Oct. 1937), 209-212. as a source of information about the human- Explains the role of the librarian in int; - ity of the English languagethe etymologyducing he card catalog to a 4th grade dur- of words. ing three sessions; describes games and tests used in the instruction. Strickland, Ruth G. "The Dictionary... by Way of Introduction." XLI (Apr. 1964),Andrews, Siri. "Books for Adolescents." V 325-326. (June 1928), 161-163. Expresses the desire that children become Discusses ways in which the public li- familiar with the dictionary and with a posi-brary can serve adolescents. Librarians need tive attitude. Points out the many resourcesto be aware of the difficulties associated

142 Libraries 23

with children of various ages and to supplyA knowledge of the essential parts of the them with books that provide informationbook is the first crucial step to take. for answering their questions and satisfying Discusses the index of a book and the their curiosity. abilities for using it successfully. States that training in the basic steps should begin in Antonita, Sister M. "Children's Books in the lower grades and be built on throughout Adult Libraries." XVIII (May 1941), 187-the grades. 189. Traces the brief history of how children's Discusses the importance of the card catalog and the knowledge needed in order books found their way from the school room to use it. Emphasizes teaching the use of to the library. Relates the arrangement thatthe library through its use and explanation evolved into the separate room scheme foras necessary. Includes an informal test in children's books. Discusses the change that took place in the books themselveslife,the use of the library. action, and color replaced the drab sketches Batchelder, Nfildred. "The Teachers Col- and print found in the old books. lege Library and the Elementary S"' of Archer, Marguerite P. "Library Opportu-Teacher." V (June 1928), 166-167, 173. nities for Children in the Primary Grades." Discusses the role the teachers college XXXIX (Feb. 1962), 109-113. library plays in preparing prospective teach- Criticizesthe practice of denying toers to appreciate books and develop dis- primary age children the privilege of bor-criminating taste in their selection, and the rowing library books. Points out the specialrole the elementary school library plays in advantages that a lenient library lendingmeeting the needs of elementary school program would have for problem children. children. Describes libraries of state and national agencies, and city and school li- Bacon, Frances Atchinson. "Epaminondasbraries and their relation to education. at the Library." XII (Dec. 1935), 257-259. Tells of branch library in a deprived area Benson, Rachel. "Child Problems in the of Baltimore. Relates many delightful char-Reading Room." II (Dec. 1925), 362-363. acteristics and favorite categories of the Discusses the advantages of turninga children, and the shortcomings of the li-child loose in a library: the child will feel brary. free to use his instinct of curiosity in choosing reading materials and will have the joy Baginski, Johanna. "A Library in the Third of discovering for himself. Grade." III (Jan. 1926), 19-21. Describes how a class formed a class-Blosser, Mary. "Miss Alcott's Reception." room library and used the library. ListsXIX (Oct. 1942), 194-196. suggested books and magazines. Describes a class's experience when they enacted a reception for Louisa May Alcott Bamberger, Richard. "Foundation and De-in an assembly to stimulate the pupils in velopment of the Austrian Children's Booktheir reading. Only those who had reada s Club." XLIV (Mar. 1967), 223-227. book by Miss Alcott could participate. Since Gives a brief history of the Book Clubno memorization of lines was necessary, and presents its objectives: reviewing cur-there was a spontaneity evenon the part rent books, encouraging book exhibits, andof the slow learners. The children enjoyed producing a Parents' Year Book. Explainsthe idea of attending a reception. special functions of the Club. Broening, Angela M. "Factors Influencing Barker, Vilda. "Informal Testing of the UsePupils' Reading of Library BooksA Balti- of Books and Libraries." (1) X (June 1933),more Book Survey 1931-1933. XI (June 143-145, 159; (2) X (Sept. 1933), 174-1934), 155-158, 161. 176, 182; (3) X (Oct. 1933), 205-208. Describes a survey conducted in Balti- Maintains that the development of skillmore to find why certain library books cir- in the use of a reference book should beculate frequently while others seldomare gradual and should have constant practice.moved from shelves. Includes procedures

143 I Libraries-23 of the survey and a list of 47 books the Certain, C. C. "The Public School Library: survey found popular. An Indispensable Department." III(Jan. 1926), 25-30, 36. Brumbaugh, Florence. "A Library Grows." States why a library is necessary and lists XXII (Oct. 1945), 214-216. the librarian's duties. Discusses ways to involve the students, parents, and community in helping to buildChase, Sara E. "Library Reading without a up the school's library. Library." XI (Oct. 1934), 214-215, 219. Tries to solve the problem of no library Burns, Panl C. "Research in Language Artsin the school. fortheLibrary-Oriented,Mentally Ad-Coburn, Louis."The Educational Chal- vanced Pupil, Grades 4, 5, 6." XXXIX (Maylenges of Librarianship." XLIII (Apr. 1966), 1962), 427-429. 398-399. Feels that one means of challenging tal- Discusses the challenge to librarians to ented pupils in language arts is to providecreate new approaches and develop present opportunities for investigation of encyclo-technics and methods for bringing the pedias. general reference books, and tradelibrary's educational potential to children. books. Lists questions to use for stimulation. Corliss, William S. "Elementary School Li- Calhoun, R. Thomas. "Why Not a Centralbraries." XXXVIII (Nov. 1961), 494-496, Library in Elementary Schools?" XXXVIII 505. (Jan. 1961), 37-40. Presents a plan to introduce, teach, and Lists several of the advantages of a cen-develop independent use of the library from tral library in an attempt to justify its in-kindergarten through 6th grade. clusion in elementary schools. Department of Elementary School Princi- Carney, Catharine D. "The Fifth Graderspals of NEA. "Tentative Report of the Organize the School Library." XIX (Feb.Committee on Elementary School Library 1942), 59-63. Standards." II (Feb. 1925), 64-72. Relates how a group of 5th graders were Defines the purpose and sets up stand- chosen to organize the library in their newards for organizing and maintaining an ele- school building. mentary school library. Dillon, Josephine. "A Library Center in Certain, C. C. "The Elementary School Li- Action." XII (May 1935), 127-130. brary Defined in Dollar and Cents." II Recommends that if a library center is (Mar. 1925), 101-105. to operate most effectively, it should have Advocates that the best libraries are pro-cooperation between school staff and li- vided for in the annual budget and havebrary faculty in such areas as providing qualified librarians. Gives outline of schoolresources, understanding and locating re- libraries for various areas. sources, imparting library standards. and Certain, C. C. "Elementary School Librarybeing familiar with teacher objectives. De- Development." III (Mar. 1926), 83-89. scribes such a situation at Mount Auburn DiscussesdevelopmentofelementaryElementary Training School, Cleveland. school libraries and factors to be consideredDoud, Margery. "Book Problems inthe in selecting books. Beading Room." II (Nov. 1925), 328. Encourages a productive teacher-librarian Certain, C. C. "More about Children's Pref-relationship so that the children will get the erences." IV (Mar. 1927), 74-78. most out of the library. Suggests that the States that librarians and reading roomslibrarian should be an expert in children's should have ample books conveniently avail-literature. able and of high enough literary value to insure good choices by pupils; concludesDouglas, Mary Peacock. "The State School that this is better than handing out book Library Supervisor Aids the Literature Pro- list:. to teachers. gram." XXII (Jan. 1945), 24-26.

144 I

Libraries-23 Describes the role of the state school li-Hilman, Janet E. "Rural School Library brary supervisor in furthering goals of theService." II (Oct. 1925), 290. literature program. Tells how a rural school in Pennsylvania developed a box library by whichbooks Elementary Sub-Committee of the Educa-were rotated among pupils in rural tion Committee of the American Library areas. Association. "A First Purchase List for anHoffman, Elizabeth P."An Anthor-Illustrator Elementary School Library." VIII(JuneExhibit." XXXVII (Mar. 1960),149-158. 1931), 134-140, 148, 152. Describes an exhibit in OakmontEle- Offers a list for a handbook for teachermentary School, Haverford Township,Pa. librarians in elementary schools, withpur-Its purposes were (1) to stimulate interest chase prices listed in 12 different categories.in reading; (2) to show that therewere real people behind the books; (3)to put Engelhardt, Melvin E. "Elementary SchoolEnglish instruction to practicaluse; (4) and Libraries: How the Federal Governmentto teach library skills. Can Help." XLIV (May 1967), 486-491. Discusses the Elementary and SecondaryHorn, Thomas D. "Periodicals forChildren Education Act of 1965: (1) Title I focusesand Youth." XXXVI (May1959), 342-344. attention on children of low income fami- Annotates a list of 70 currentperiodicals. lies; (2) Title II provides for instructional Jansens, Gertrude J. "ExplorationPoint!" tools mid staff salaries; it is a state admin-XXXIX (Jan. 1962), 22-23. istered program; (3) Title III emphasizes Emphasizes that childrenon the elemen- innovations in supplementary centers; (4)tary level should be taught about hooksand Title IV promotes research; (5) Title Vlibraries.Suggeststhat because children stresses strengthening of state departmentshave a natural instinct to findout, teachers of education as well as projects usefultoand librarians should teachchildren "how" other states. Also discusses the Nationalto do their exploring. Defense Education Act of 1958 and the Economic Opportunity Act of 1964 in rela-Kevin, Sister Mary. "Comradesin Aims." tion to libraries. XL (Apr. 1963), 390-391. Promotes a close library-schoolrelation- Gardiner, Jewel. "The Library in the Ele-ship to stimulate readingamong children. mentary School Program." XXVII (May 1950), 312-319. Knade, Oscar. "A Library Isto Serve." XLI (Mar. 1964), 289-292. Discusses the importance of a central library in a modem elementary school. Discusses the importance ofestablishing a central instructional materials centerin Green. Ivah. "Improving the School Li-an elementary school. Includes themany brary." XXIV (Oct. 1947), 367-371. services a library may perform. Offers keys States how the library or reading centerto a successful central library. affects the desire of the child to read. La Brant, Lou L. `The Library and`An Hampel, Margaret, and Cordts, Gertrude.Experience Curriculum in English'."XIII "Growing Up with Books." XVIII (May(Dec. 1936), 295-297, 305. 1941), 163-166, 186. Discusses the defect of the NCTEreport An Experience Curriculumin English: it Relates the origin of a county bookmobile.advocated wide and individualized Points out the worth of this service toa reading community. but hardly mentioned how the schoolli- brary can enrich the curriculumor offer to children experiences in book selection. Hatch, Alice K. "The Children's Libraryas a Factor in Modem Education." IX (MayLongshore, W. T., and Prout, Winifred 1927), 157-159. K. "The Free Reading Period in theLibrary Discusses why the children's library andof an Elementary School." III (Jan.1926), the trained librarian are important factors 22 -24. in education. Points out characteristics of the free read-

145 Libraries-23

ing period and the materials a library should Meyers, Kathryn. "The Public Library Helps have. Primary Children's Reading." =CH (Apr. 1955), 235-236. Lucas, Mary R. "Comme Il Faut." 1V (Oct. Discusses (1) what children find at the 1927), 239-240. library; (2) how the home can help chil- Emphasizes the need for the librariandren's reading; and (3) how the school herself to have a broad knowledge of books, helps recreational reading. to be a voracious reader, as well as to be able to organize her library materials forMiller, Nathan. "A Library and Reading maximum use by students and departmentsStudy." XXII (Apr. 1945), 127-132. of the school. Suggests also that she inspire Describes how a community was enlisted love of reading in children by giving moreto get a new library; reports a follow-up freedom of choice to the reader and lessstudy of library use. direction, though well meant. Moran, Mabel E. "The Court of Books." XV McClellan, Jack. "New Roles for School (Oct. 1938), 236-237, 245. Libraries." XLII (Oct. 1965), 646-650. An amusing and informative playlet on Discusses the situation of school librariesthe correct handling of library books. in 2000 A.D. which, according to the au-O'Brien, Catherine L. "The School Library: thor, will be Utopia. An Aid to Reading." XII (Jan. 1935), 17- McCormick, Alice. "Our LibraryPresent 18. and Future." XXIII (Oct. 1946), 255-261. Urges that the child join the public li- Describes the conditions of the library atbrary just as soon as possible to bring the Columbus School, South Norwalk, Conn.library work and the home close together. The library was new, and the teachersThe results for home and school are both were unfamiliar with the books. No cardformal and cultural. Under formal: im- catalog had been made so the teachers proved care of books, appreciation of library drew up a program of introduction (6 spe-regulations, and increased membership in cific activities). the neighborhood public libraries. Under cultural: realization on the part of the chil- McGuire, AliceBrooks. "The Librarian'sdren of the relation of charts and pictures Roleinthe Literature Program." XLIVto the text, enlargement of the speaking (May 1967), 468-471. vocabularyofthechildren,training in Presents functions of the librarian in re-method of attack for reference work, and lation to the children and teachers in aincreased desire to read more widely. school: (1) providing an inviting reading center; (2) helping specific children findOlson, Barbara V. "Aids for Librarians in books which will suit their needs; (3) sched-Elementary Schools." XXXVIII (May 1961), uling literature sharing programs; (4) help- 336-341. ing teachers with special units; (5) setting Listslibrarymaterials,complete with up special reading activities for groups ofauthor, publisher, price, and short review children. of each of the publications. McLelland, Isabel C. "Action in the SchoolPowell, William R. "Classroom Libraries: Library." XXIII (Jan. 1946), 30-31. Their Frequency of Use." XLIII(Apr. Discusses the use of the school library 1966), 395-397. as an information source and gives sugges- Maintains that classroom libraries lead to tions for the practical use of the library. greater recreational reading and an increase in reading, and they stimulate interest in Mathes, Miriam Snow. "The New Stand- the use of larger library facilities. ards for School Libraries." XXXVII (Dec. 1960), 516-520, 527. Preston, Elinor G. "Current Trends in Ele- Summarizes standards for school librariesmentary Libraries." XXX (Mar. 1953) , 150- prior to the 1950's and in 1960, giving im- 154. plications of the AASL Standards for School Lists the criteria for a good library in Library Programs. the elementary school. Discusses the uses

146 Libraries-23 of the library toward achieving instructional within their own room and among peers and personal goals. and without the formalities of a central library. Offers 6 suggestions. Pritchard, Martha Caroline. "The Begin- nings of an Elementary School Library."Sheppard, Louise E. "Operation U S E." (1) I (May 1924), 108-111; (2) I (Sept.XXXVII (Mar. 1960), ]66 -168. 1924), 193-196. Describes how an elementary school li- Lists books and magazines for help inbrarian in Baltimore stimulated interest in beginning an elementary school library. the use of the books at hand by a new Continues the listing undertaken earlier. project initiated during Book Week. Her giving costs, titles, publishers, and the es-aim was to encourage teachers in schools tablished categories. without libraries to make maximum use of Putnam, Ruth A. "Cultivating a Taste fortheir library books. Cooperation of librarians,administrators,andteacherswas Nonfiction." XVIII (Oct. 1941), 228-229.solicited and engaged through demonstra- Gives information to teachers, librarians, tionlessons by classroomteachersand and others involved in trying to restore apupils. These teachers used the books at continuous interest innonfiction materialhand,sometimesreadingsectionsand for children. stimulating the children through questions, Reed, Mary D. "A Citizenship Unit on themodels, music, exhibits, photographs, and Library." III (Dec. 1926), 331-333. films to widen their reading interests. Presents lessons which intend to instill an appreciation of the library and of books,Silver, Evelyn F. "A School Library for while explaining how the library functionsEvery Child." XXXVII (Mar. 1960), 164- and how it helps students. Includes stories 166. to be read aloud to the children, questions Describes how a New York City school to test comprehension, and follow-up sug-accepted the challenge and changedits gestions for the teacher. defunct library into a flourishing, functioning unit of the school and community. Some Rheay, Mary Louise. "Grading Children'sof the conditions and problems encountered Books." XXXVI (Nov. 1959), 478-479. were (1) deterioration of the area to a low Questions the placing of a grade levelincome area;(2)a high percentage of on every book. non-English speaking children;(3)lack of personnel to operate;(4) no official Rice,Marie. "A Tour through Libraryelementary library positions; (5) worn out Land." IX (June 1932), 156-158. and obsolete fixtures and books; and (6) Introduces students to the school library.inadequate funds. Schott. Vera Winifred. "Reaching the In-Smith, Dorothy Elizabeth. "Child Problems dividual Child through the Library." IVin the Reading Room." II (Nov. 1925), (Dec. 1927), 301-302. 327. Proposes that the child who often is a Gives some good ideas about a reading problem to the classroom teacher can beprogram used in the elementary classroom reached individually through the library,which help children to enjoy and look for- where personal advice and contact withward to library and reading experiences. each one are essential. Here the librarian can assist children of above average ability,Southwick, Margaret. "Recreational Redd- those who are below the average of theing in the School Library." X (Oct. 1933), group, and those who are underachieving. 197-200, 208. Discusses recreational reading and the Schubert, Delwyn G. "A Classroom Librarytasks of the librarian so that desirable out- An Invitation to Reading." XXXI (Apr.comes of this activity can be attained.. 1954), 198-199. . . Encourages students to read by havingSrygley, Sara Krentzman. "The Role and their own classroom library. Interest is stim- Function of the Elementary School Library." ulatedaschildrenfeel"belongingness"XLIV (May 1967), 472-474, 479.

147 Linguistics 24

Presents the idea that the school libraryLinguistics-24 should reflect the purposes of the school. By answeringquestionsof purpose,a Anastasiow, Nicholas J., and Hansen, Dun- faculty will develop a library usefulto can. "Criteria for Linguistic Reading Pro- them. Teachers, administrators, and the li-goms." XLIV (Mar.1967), 231-235. brarian should planthe library andits Presents several aspects of the linguistic materials.Discussesterminology:Should approach as compared to the more tradi- the library be called an ilistructional ma-tional approaches. Explains the Linguistic terials center, learning resource center, edu-Reading Test and tests it for its usefulness. cational media center, or library? StatesStates that it appears to be a stable, reliable that the library can be justified if only formeasure of a child's reading ability in con- its potential in .le teaching of reading. ventional and linguistic type programs. It is currently being tried with children in a Tredick, Florence. "At Work with Books."low socioeconomic levelto obtain more XIII (Nov. 1936), 255-256. data as to its usefulness. Advocates the idea of acquainting children early with reference materials in theBartkowiak, Deanna. "Linguistics and Read- library. If parents enforce this idea, it willing: Four Views." XLIV (Apr. 1967), 386- help children to form a habit of utilizing 391. the library. Discusses views of different linguists in relation to one another. Bloomfield's view Tredick, Florence. "Pupil Participation instates that the teacher's task lies in condi- the Elementary School Library." XX (Oct.tioning the child to utter speech sounds 1943), 239-242. corresponding to their graphic representa- Encourages the participation of studentstions. Soffietti notes the phoneme, the mor- in the school library. Describes an example. pheme, the word, and the utterance; culture Twohig, Laura May. "AnInvitationto and experience also enter in. Read." XXII (Dec. 1945), 310-311, 320. Fries believes that the most important Discusses how anunattractive librarystep in learning to read involves understand- was converted, with the help of teachers,ing the relationship of spelling patterns to students, and parents,into an attractiveword patternsof alanguage.Lefevre one that the students enjoyed using. stresses the child's increasing alertness to words representing things in his environ- Valentine, Marion Gill. "A Second Grade's ment, hiscuriosity over word meanings. Three-Foot-Shelf." VIII (Sept. 1931), 171-Spelling and the alphabetic principle are 172, 175. relevant only secondarily to reading the Shows the ingenuity ofa 2nd gradewritten word. teacherina poor ethnicneighborhood school in the way she provided library ex-Blake, Howard E., and Hammill, Donald periences in her classroom. D. "Structural Linguistics and Children's Writing." XLIV (Mar. 1967), 275-278. Williams, Claude L., and Richards, Enid J. Presentsa study concerned about the "The Elementary School Library as a Means use of structural linguistics without ade- ofIndividualInstruction."XVII(Oct. quate bases for assessment. Suggests that 1940), 221-229. more researchshould be conducted be- Outlines the Wentworth School's libraryforetheeffectsofstructurallinguistics organization to show the effectiveness ofupon the language development of children thelibraryand technicsfor individualcan be established. instruction. Dawkins, John. "Linguistics in the Elemen- Witmer, Eleanor N. "Book Problems in thetary Grades." XLII (Nov. 1965), 762-768, Reading Room." III (Feb. 1926), 56-57. 786. Explains librarians' problems in providing Describes linguistics in the early grades sufficient reference materials. Recommendspositively and informatively. Handles the use of form slips to inform the librariantopic in 4 sections: (1) What is linguistics? of reference work to be done. (2)phonological problem;(3)part-of-

148 Linguistics-24 speech problem;(4)problems for un-terials available in it. Explains the basis of trained linguists. an experiment using this approach. Dawkins, John. "Reading TheoryAn Im-Labacknick, B. Robert. "A Linguist Looks portant Distinction." XXXVIII (Oct. 1961),at Reading: Leonard Bloomfield and the 389-392. Phonemic Criterion." XXXIX (Oct. 1962), Distinguishes between reading (or pro-545-548, 561. nunciation) and understanding (or mean- Attacks the phonics approach to reading ing), showingsignificantdifferencesbe-and also the stress on reading contentas a tween the linguistic and phonics approachesmotivational process. Emphasizes the value to reading. of a controlled vocabulary. Believes in stres- Filbin, Robert, and Vogel, Stefan. "Seman- singtheimportanceofphonemes and tics for America's Schools." XXXVI (Dec.graphemes. 1959), 567-570. Sees semantics as an important part ofLefcourt, Ann. "Linguistics and Elementary School Textbooks." XL (Oct. 1963), 598- language study related to listeningskills 601, 614. and analytical thinking as well as to word Urges a structured, well-articulated study meanings. of grammar as a means of making students Goldberg, Lynn, and Rasmussen, Donald.more aware of the nature of their language "Linguistics and Reading." XL (Mar. 1963),and more proficient in theiruse of it. 242-247, 254. Explains the use of linguistics in a begin-Lefevre, Carl A. "A Comprehensive Lin- ning reading program in a "phonemic-word"guistic Approach to Reading." XLII (Oct. approach. 1965), 651-659. Maintains: "A comprehensive linguistic Goodman, Kenneth S. "Dialect Barriers to approach to reading is... a synthesis de- ReadingComprehension."XLII (Dec.veloped, controlled, and corrected bymeans 1965),853 -860. of an interdisciplinary attackon reading Describes and discusses thedifficulties problems...[a] move far beyond spelling that students with language dialects haveand word attack and into readingprocesses inreading comnrehension, and suggestsat the sentence level." ways in which this problem could be al- leviated.Proposes that language growthLefevre, CarlA. "Social-Class Influences must be a growth outward from the nativeupon Learning:LinguisticImplications." dialect, gradually expanding to encompassXXXVIII (Dec. 1961), 553-555, 575. the socially preferred language. Develops the point thatresearchin methods and materials is needed for lan- Griffith, Albert J. "Linguistics: A Revolu-guage arts instruction. tionin Retrospect." XLIII (May 1966), 504-508, 540. McCullough, Constance M. "Linguistics, Takes a position that linguistics shouldPsychology, and the Teaching of Reading." be taught in the elementary school. XLIV (Apr. 1967), 353-362. Assumes that superior readingprograms Hull, Lorene 13. "New Readers for a Lin-will develop when the teacher becomesin- guistic Approach to Beginning Reading."formed if new findings in linguistics and XLII (Dec. 1965), 883-888, 947. psychology. Describes asurvey by afirstgrade teacher of linguistics-based readers, findingOwen, George H. "Linguistics: An Over- them organized around certain commonview." XXXIX (May 1962), 421-425. types of spoil. g and syntax patterns. De- Acquaints the reader with a general idea fines the linguistic approach to beginning as to the purpose of the study of linguistics. reading in terms of phonemic-graphemicOutlines the structure to providean intro- correspondence and syntax patterns. Dis-duction to this technical, scientific, and in- cusses the Fries Reading Program and ma- teresting phase of language.

149 Linguistics 24

Reed, David W. "A Response to 'A Response Describestheauthor'sacceptanceof to David Reed'." XLIII (Mar. 1966), 289-structural linguistics and her rejection of 290. the strict traditional grammar of the En- Stresses the need to enlarge understand-glish language. ing of the nature and relationships of linguistic forms, speech, writing, meaning, and Strang,Ruth, and Hocker, Mary Elsa. reading. Answers article by Jerry Walker"First Grade Children's Language Patterns." in Dec. 1965 issue. XLII (Jan. 1965), 38-41. Authors point out that TV, radio, and Reed, David W. "A Theory of Language,recordings play an important part in cul- Speech, and Writing." XLII (Dec. 1965),ture for language development. Children 845-851. should be taught material that they are Points out misunderstandings associatedfamiliar with and understand in their phase with linguistics, states some of the thingsof reading. that linguisticstriestoaccomplish, and points out some of the faults of approachesStrickland, Ruth G. "Implication of Research such as phonics. Describes the linguisticin Linguistics for Elementary Teaching." XL (Feb. 1963), 168-171. approach and discussesitinrelation to Relateslinguisticresearchtocurrent varioustopics.Definestheconcept of "linguistic form." methods of teaching language arts. Tilley, Winthrop. "Linguistics: Stern-Faced Ruddell, Robert B. "The Effect of the Science or Deadpan Frivolity?" XLIV (Feb. Similarity of Oral and Written Patterns of1967), 158-159, 161. Language Structure on Reading Compre- Questions the value of linguistics to to- hension." XLII (Apr. 1965), 403-410. Describes a study concerned with theday's young students. effect on reading comprehension of theTyler, Priscilla. "Linguistics in the Elemen- structural similarity in children's oral lan-tary School." XLII (Dec. 1965), 843-844. guage patterns and in written material con- Prefaces the articles that follow,* giving taining these language patterns. Occupa-the reasons for printing the articles and tional and educational background of thesummarizing the different viewpoints of the parents, intelligence, mental age, chrono-authors. States, "The articles of this issue logical age, and sex of the subjects wereof Elementary English bring together con- considered. Testing was done with 4thceptual formulations, studies of data, and graders. classroom practices and materials which are Concludes that reading comprehensionprovocative and helpful to the teachers of is a function of the similarity of readingreading and language." language structure to oral patterns. Read- [ °The Dec. 1965 articles by William ing comprehension scores are higher onCard and Virginia Mc David, Dina Feitelson, materials using high frequency oral lan-Kenneth Goodman, Lorene B. Hull, Lois guage structure than on materials of lowKalb, Jean Pival and George Faust, David frequency oral language structure. W. Reed, and Jerry Walker.] Schlauch, Margaret. "Language toBuildWalker, Jerry. "A Response to David Reed." Understanding." XX (May 1943), 169-174.XLII (Dec. 1965), 852. Sets forth broad functions of language Reviews and criticizes an article in the with a number ofillustrativeexamples. same issue, "A Theory of Language, Speech, Stresses the fact that tolerance is neededand Writing," by David Reed. Calls for not only toward regional differences foundfurther clarification of linguistic form, and in people's own language, but also in thesuggests that from the standpoint of the attitudesthey hold toward foreign lan-reading teacher, the learning of linguistic guages and cultures. forms can most profitably be considered as a second step, after reading, in the more Stegall, Carrie. "Linguistics and I." XXXVIIIgeneralprocessofcomprehendingor (Apr. 1961), 229-231, 263. symbolizing.

150 Listening-25

Listening-25 Discusses the nonlistener and directs attention to the causes of failure to listen, Barbe, Walter B., and Myers, Robert M.which the author locates in patterns that "Developing Listening Ability in Children."form the "American way of life." XXXI (Feb. 1954), 82-84. Dixon,Norman R. "Listening:Most Discusses the need for teaching listeningNeglected ofthe Language Arts." XLI and differentiates appreciative listening and(Mar. 1964), 285-288. critical listening. Encourages use of group Points to the neglect of listening(1) discussions. in textbooks and school programs, (2)in Beery, Althea. "Experiences in Listening."developing standardized tests for measure- XXVIII (Mar. 1951), 130-132. ment, (3) as a research problem. Because Calls attention to listening as one of theof the momentous impact of listening com- language arts skills that teachers need topetence in the lives of children and adults, become more aware of. Urges teachers to the author feels it needs to be raised to a give formal attention to listening skills. place of prominence. Beery, Althea. "Interrelationships betweenDuker, Sam. "Coals of Teaching Listening Listening and Other Language Arts Areas."Skills in the Elementary School." XXXVIII XXXI (Mar. 1954), 164-172. (Mar. 1961), 170-174. Discusses struggles of culturally deprived Lists 10 reasons or purposes for teachchildren in gaining skill in language arts, ing listening. and notes special importance of listening for such children. Fawcett, Annabel C. "Training in Listen- ing." XLIII (May 1966), 473.476, 514. Beery, Althea. "Listening Activities in the Presents a study designed to (1) deter- Elementary School." XXIII (Feb. 1946),mine theeffectivenessofinstructionin 69-79. listening skillsto 638 4th, 5th, and 6th Discusses the need for teaching listeninggraders;(2)investigate the relationship in the school and indicates ways to ac-between severalvariablesandlistening complishit. Compares listening with theability. Conclusions: (1) those who received other language arts. listeninginstruction showed greaterim- provement in listening ability than those Blake, Howard E. "A Code for Teachers ofwho did not; (2) listening ability could be Listening." XXXIX (Jan. 1962), 48-49. improved through instruction; (3) listening Stresses the need to teach children howability was significantly related to reading, to listen and presents 20 points in a codearithmetic, and language; and (4) reading for the teacher. comprehension was significantly related to Burns, Paul C. "TeachingListeningin listening ability. Elementary Schools." XXXVIII (Jan. 1961), Frazier,Alexander."TheTeachingof 11-14. Listening: A Memo to Teachers." XXXV Stressestheimportanceofteaching listening. Recalls findings of research on(Feb. 1958), 111-112. Lists several points to show the relation- subjects who spent 70% of their day in ship between speaking and listening. Talks language communication: 45% of the timeand group discussions can teach students was spentin listening, 30% intalking, 16% in reading, 9% in writing. to become both good listeners and good speakers. Canfield, Robert. "Approaches to Listening Improvement." XXXV (Dec. 1958), 525-Furness, Edna Lue. "Improving Reading 528. through Listening." XXXIV (May 1957), Cites 6 waysofimprovinglistening307-311. instruction. Discusses the relationship between listening comprehension and reading compre- Cardozo, Robert. "He Can Listen But Hehension and the principles for improving Won't." XL (Feb. 1963), 165-167. reading through listening:(1) diagnosis,

151 Listening-25

(2) providing for individual differences,instruction. Describes lessons on how to (3) guides in mastering a sight and listen- teach and improve listening abilities. ing vocabulary, and (4) compensation of many for low reading ability by high aud- Morkovin, Boris V. "Growth through Speak- ing ability. ing and Listening." XXVI (Mar. 1949), 129-131, 141. Furness, Edna Lue. "A Remedial and Insiststhat attention should be given DevelopmentalProgram in Listening."to methods of language development. Ad- XXXII (Dec. 1955), 525-532. vocates a class team for listening and ap- Urges the teaching of listening skills; plying activities. explores the relation between listening andMoyer, Haver ly 0. "Can Ear-Training Im- reading and offers methods of and objec- proveEnglishUsage?" XXXIII(Apr. tives for teaching listening skills. 1956), 216-219. Hampleman, Richard S. "Comparison of Deals with an experiment conductedcon- ListeningandReading cerning improvement of language usage Comprehensionthrough Ability of Fourth and Sixth Grade Pupils." ear-training, by means of tape recorder. Results favored ear-training XXXV (Jan. 1958), 49-53. com- Emphasizes the importance of listeningbined with instruction in written expression. skills to comprehensive reading. Tells of aMurphy, George. "We AlsoLearnby study which compared listening compre-Listening." XXVI (Mar. 1949), 127-128, hension with reading comprehension of 4th 157. and 6th grade children. Reports the findings. Gives ideas on how to teach children to listen well. Horrworth, Gloria L. "Listening: A Facet of Oral Language." XLIII (Dec. 1966),Neville, Mark A. "Listening Isan Art: 856-864, 868. Practice It." XXXVI (Apr. 1959), 226-233. Discusses the concern being shown for Develops the idea of disciplined listening teaching listening. Defines auding, hearing,being a result of early disciplined behavior. and listening. Presents technics used and aLists and elaborates on 4 steps necessary bibliography. to gain the attention of the audience, and discusses both spontaneous and planned Jacobs, Muriel G. "Are You Listening?"listening. XXVII (Jan. 1950), 19-22. Petty, Walter T. "Listening: Directions for Uses a questionnaire about radio in order Research." XXXIX (Oct. 1962), 574-577. to develop listening skills. Outlines exact Deplores the lack of research in listening. procedures and objectives. Analyzes h study done by Goldsteincom- Lieberman,J.Nina. "Listening:Needs,paring reading and listening comprehension Values, and Implications."XL(Apr. at varying rates of presentation. 1963), 379-381. Potter, Mary, and Thurlow, Dorothy. "Lis- Reviewslisteningrelationshipsestab-tening in the Language Arts." XL (Nov. lished early in a child's life. 1963), 757, 791. Lundsteen, Sara W. "Teaching and Testing Describes an experiment dealing with Critical Listening in the Fifth and Sixthlistening activities and the emphasis on the need to make listening an active part of Grades." XLI (Nov. 1964), 743-747, 752.the language arts program. Askstwoquestions:Canelementary school children be taught to listen critically, Russell, David II "A Conspectus of Re- and can the results be measured objec-search on Listening Abilities." XLI (Mar. tively? Critical listening demands analysis,1904 ), 262-267. a questioning attitude, and keeping a stan- Points out research showing that listen- dard in mind while judging. Evidence froming abilities improve with Instruction and child growth and development studies im-that there are different components of listen- plies that the upper elementarygradesing ability. The nature and theory of listen- may be a critical time for testing listeninging still need to be developed and explored.

152 Media 26

Schwartz,Sheila."WhatIsListening?" Auditory Presentationswith Changes in XXXVIII (Apr. 1961), 221-224. Age and Grade Level," reviews experi- Presents a definition of listening and 8ments which indicate that one can learn objectives to be sought in improving it. effectively through either visual or auditory approach. Main differences in learning ef- Treanor, John H.For Every Lesson, Lis- ten!" XXXIII (May 1956), 292-294. ficiency are traced to the difficulty of the Points out the sounds in the everydaymaterial,thepresentation, and itssuit- world that can provide meaningful listeningability to the group. Shows that further research is nec-.ssary. experiences. Part IV, "A Postscript," notes that since Treanor, John H. "Listen Before Writing."listening consumes a large portion of the XXX (Apr. 1953), 207-209. daily lives of children and adults, more Explains a method to use in upper ele-attention should be spent on instruction and mentary grades for training all five senses guidance in it. Offers these suggestions for in perception. Discusses importance of this effectivenessinlistening:(1)prepare a method in relation to ideas for composition.proper atmosphere; (2) choose appropriate opportunities; (3) help the children learn Wachner,Clarence."InanIntegratedwhen, what, how to listen; (4) set a good Language Arts Program." XXXIII (Dec.example; (5) encourage pupils to demand 1956), 491-496. meaning in what they hear; (6) try to have Defines listening as the narrative threadsome action follow listening activities. that holds the integrated language arts program together. Believes that wide oppor-Media-26 tunities to listen to many kinds of people will teach the child to evaluate and drawAdams, Haden M. "Audio-Visual Aids for his own conclusions better. the Language Arts." XX (Nov. 1943), 257- 264. Wilt, Miriam E. "What Is the Listening Establishes the number and variety of Ratioin Your Classroom?" XXVI (Mayaids that may be employed by the resource- 1949), 259-264. ful teacher of the language arts by draw- Points out that teachers should listening attention through proven activities of more; listening is as important in the class-the effectiveness of aids in such areas as room as writing, reading, and speaking. writing, reading, speaking, and listening. Winter, Clotilda. "Listening and Learning."Amar, Wesley Francis. "Children's Maga- XLIII (Oct. 1966), 569-572. zines Today." XX (Nov. 1943), 287-290. Presents problems with listening and in- Compiles a list of children's magazines as telligence and schoolachievement.De-alternatives to comic books. scribes a study done with 563 4th, 5th, andArbuthnot, May Hill. "Children and Motion 6th graders. Describes findings. Pictures." XXIV (Feb. 1947), 97-105. Witty,Paul, and Sizemore,Robert A. States how fiction,nonfiction,animal "Studies in Listening." (1) XXXV (Dec.stories, etc.. are subjects of movies and how 1958), 538-552; (2) XXXVI (Jan. 1959),poorly some arepresented.Deals with 59-70; (3) XXXVI (Feb. 1959), 130-140;each type of movie and how it affects the (4) XXXVI (Mar. 1959), 297-301. child. Discusses how adults should cultivate PartI,"Relative Values of Oral andthe tastes of children for those motion pic- Visual Presentation," presents reviews oftures which impress them positively. research on listening experiments begin-Arbuthnot, May Hill. "Children and Radio." ning with 1892. XXIV (Jan. 1947), 1-8. Part II, "Relative Values of Oral and Cites ways in which radio can be harmful VisualPresentation(Lectures,Movies, or beneficial to children. Emphasizes the Examinations, and Advertising Materials),"fact that adults must guide children in their gives a summary of the studies made inlistening selections, helping them to choose listening in the media listed. the very good over the second rate pro- Part III, "The Effectiveness of Visual andgrams. Schools of the air, good music, chil-

153 Media -26 dren's stories, and adventure are a few ofingly and that good listening habits must the "good listening" offerings in the radiobe developed. medium. Coles, Victor. "Visual Aids in the Language Bailey, Grace D. "A Lesson Using Radio in Arts Program." XXI (Nov. 1944), 256-261. the Classroom." XXIII (Nov. 1946), 290- Discusses the use of all kinds of visual 294, 300. aids in a language arts program with an ap- Describes alesson taught to the 6thpended source list. grade at the laboratory school of Louisiana State University. Includes objectives for the Crocker, Laurel M. "Using the Flannel children, teacher preparation, and discus-Board with Stories." XXX'VIII (Oct. 1961), sion. 404-405, 413. Relates the important aspects of proper Berry, Eloise. "Films and Creative Expres- use of a flannel hoard in storytelling. sion." XXXV (Oct. 1958), 383-386. Relates a research study conducted withCuzner, Fay. "Newspaper Reading Habits." a 3rd grade to see what possibility filmsVII (Feb. 1930), 35-36, 45. have in promoting creative expression. Re- Describes a nonscientific study of the sults failed to support the hypothesis thatnewspaper reading habits of upper grade film viewing stimulates or improves crea-pupils. Draws conclusions about likes and tive writing. dislikes of students. Berwald, Rose. "Learning to Use the News- Dale, Edgar. "Education and the Movies." paper." XVII (Nov. 1940), 257-261, 284. XXIV (Feb. 1947), 65-71. Enumerates uses of the newspaper in the Suggests that education and the movies elementary school. have not come closer because their aims are unrelated. Encourages private agencies to Blakely, W. Paul. "They Still Read Comicband together for more and better educa- Books." XXXV (Apr. 1958), 250. tional films. English teachers need to be Indicates that children do not read asconcerned about better educational films many comic books as they did before TV,because the motion picture is another ex- though they still read them some. cellent way of communicating ideas. Buelke, John A. "Mr. Movie Camera IsDaniel, Walter C Some Experiences with Nominated." XXV (Apr. 1948), 234-235. a Tape Recorder." XXX (Nov. 1953), 427- Advocates the use of home movie films428. (teacher-made films) as a "versatile, efficient, Describes some experiences ateacher liaison agent to classroom society." Listsand a 5th grade class had in using the tape some of their benefits. recorder to enrich the teaching of reading; gives basic ideas for easy use of the tape Carner, Richard L. "The Effects of Tele-recorder. vised Reading Instruction on Attitudes to- wardReading." XXXIX(Mar.1962),Davidson, Edith M. "Motion Picture Expe- 234-236. riences." XXXI (Feb. 1954), 92-97. Notes that television does have some Urges that procedures such as teacher desirable effects on readers who have nega-preparation, class preparation, presentation, tive feelings. An experiment with below-and follow-up evaluation, which are basic average readers shows a decided change in to effective teaching, include the use of the attitudes and achievement in reading motion pictures. Gives a detailed outline of with instruction given on TV. suggestions for their use. Chapman, Myfanwy E. "Radio, Youth andDe Boer, John J. "Using Modern Channels the Teacher." XXIII (May 1946), 221- ofCommunication:Magazines." XXVII 223, 232. (Feb. 1950), 107-125. Summary of a panel discussion, "Radio, Believesthatsince magazines are so Youth, and the Teacher." Calls attention topopular they should be studied in the the fact that radio presents facts entertain-schools. The following objectives should be

154 Media-26 kept in mind: (1) expansion of magazinequality and their realization of the need reading interests, (2) improvement of read-to guide children in selecting programs. ing tastes, (3) development of independent judgment in magazine reading. Goldsmith, Sadie. "Radio's Place inthe Teaching of English." XV (Nov. 1938), De Boer, John J. "Using Modem Channels 253-256. of Communication: Newspapers." XXVII Argues that the radio is a timely, au- (Mar. 1950), 158-170. thentic, and positive addition to the En- Believes that since the newspaper re-glish curriculum when proper technics of mains the chief source of information con-preparation and follow-up are used in cm- cerning current affairs, the teacher is re-nection with educational or informational sponsible for developing student interest programs. in newspapers, an awareness of the major trends and events in current affairs, and theGordon, Dorothy. "Radiofor Children: powers of discrimination. Ours, Our Allies', Our Enemies'." XXI (Apr. 1944), 130-134, 137. Dorey, Mi lnor. "Children and the News- Suggests that more radio time be used paper." XI (Feb. 1934), 51-52. for children's programs to build democratic Endorses the newspaper asa handyprinciples. teaching tool for many subject areas. News- papers can improve writing, speaking, and Guiraud, .._..ouise. "Radio Story Telling and give a sense of participation in meaningthe Use of Books." X (Feb. 1933), 38-39. of human life. Considers the possibilities of the new medium of radio (1933) for storytelling. Erickson, Marion Ihrig. "Developing Read- ing Tastes in Magazine Literature." XVIHamilton, Bernice Finch. The Flashmeter." (Jan. 1939), 10-14. XXIII (Oct. 1946), 272-275. Fresents a 7-step plan for guiding and Describes the flashmeter as a new way of elevating the interests and tastes of students'teaching reading. Tells how lessons may magazine reading. begin and what advantages and disadvantages the machine presents. Evans, Clara: "Television for the Preschool Child." XXXII (Dec. 1955), 541-542. Hazard, Patrick D. "Ladder to Taste on Reports on a summer experiment involv-TV." XXXII' (Mar. 1956), 148-150. ing preschool children and educational tele- Discusses the importance of television and how the English teacher can guide stu- vision programing. dents to watc!e certain programs of literary Ewell, Barbara. "Kid Critics on View."value and relatetelevision to the classroom. XXXII (Apr. 1955), 208-213. Helffrick, Stockton. "Juvenile Kibitzers in Describes methods used in selecting athe Television Age." XXXIV (Dec. 1957), panel of "Kid Critics" and the organization 520-524. of radio and television programs in which Focuses on the influence of television on they participated. children and how industry is accepting its Gessleman, Daisy B. "Television and Read- responsibility in providing good quality and ing." XXVIII (Nov. 1951), 385-391. educational fare for them. Reviews a study which compared chil-Hennock, Frieda B. "Learning English the dren who watched television with childrenHard Way." XXXI (Apr. 1954), 218-222. who did riot to ascertain the effect of tele- Presentsanevaluationof educational vision viewing on achievement and emo-television. Cites objections but also reveals tional well-being: TV viewers' reading com-the compensations and possibilities of non- prehension was not adversely affected bycommercial educational television. their viewing, and they excelled the non- viewers slightly in academic achievement.Horn, Thomas D.; Fisher, Audrey; and Lan- Reports concern on the part of parents andman, James L. "Periodicals for Children and educators for scheduling of programs of highYouth." XLIII (Apr. 1966), 341-358, 399.

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Brings up to date the original compilation Eighth Graders in Current Affairs." XLII which appeared in the May 1959 Elemen-(Feb. 1965), 165-168. tary English. Lists periodicals by subjects, Reports the results of an investigation includes annotations, and indicates probable to obtain an indication of pupil interest in grade level of interest. Aimed at the reluc-current affairs. The subjects were 259 7th tant as well as the voracious reader. and 8th graders from San Lorenzo, Calif. Most popular articles for boysare sports, Hurley, Marie V. "TV, Johnny, and Read- comics. front page; least popular are fashion ing." XXXIV (Dec. 1957), 524-528. page, business news, and editorials. Most Emphasizes the importance of theli- popular for girls are the comics, frontpage, brarian in recommending books to supple-and the motion picture page; the sports ment youngsters' television viewing. section, the editorials, and business news Huns, Helen. "How a TV Program Can Beare the least popular for the girls. News Used as a Springboard to Further Reading."magazines were read by a little less than XXXIV (Feb. 1957), 81-88. half of both groups. Enumerates 7 areas of interest suggested Krippner, Stanley. "Mass Media Influences by a nature film, "Bear Country," to en-and the Vocational Preferences of Junior comage student reading: (1) facts aboutHigh School Pupils." XL (Dec. 1963), 825. bears.(2)fanciful stories with bears as 829. characters,(3)facts about other forest Discusses the results of a questionnaire animals, (4) stories about forest creatures,given to junior high students concerning (5) forest environment and changing sea-vocational interests as related to inlitlenCeS sons, (6) related poetry, (7) technical as-of mass media. pects of the film. Annotated bibliography. Krolik,Richard."The NEA and TV." Johnson, Lois V. "Children's NewspaperXXXIV (Dec. 1957), 529-533. Reading." XL (Apr. 1963), 428-432, 444. Explains two NEA hopes for television: Reports a study of newspaper readingto secure presentation of school problems among students in grades 4-6. on commercial channels and to raise the general level of commercial programing. Johnson, M. Irene. "The Radio in Teaching Fifth and Sixth Grade English." XIV (Jan.Analyzes some of the better informational programs. 1937), 25-27, 32. Contends that teachers concerned aboc.Leestma, Robert. "The Film-Reader Pro- the interests and needs of students may findgram." XXXII! (Feb. 13561, 97-101. the 5th and 6th grades especially suitable Discusses major difficultiesin teaching for considering the educational possibilitiesreading and advocates the film-readeras a of radio. devicetostimulate readingdesir' and eliminate frustrations. Jones,Dorothy R. "Reading and Tele- vision." XXXIV (Dec. 1957), 534-535. Leonard, Emily C. "Radio Transcriptions in Uses television to teach 5th graders howUpper Grade English." XX (Nov. 1943), to read and tells how to utilize TV to ad-268-272. vantage in teaching reading. Describes the ways in which the author utilized transcriptionsin the teaching of Killgallon,Pat. "Recorded Sound Aids."language and litr.sature as a means ofpro- XXVII (Mar. 1950), 171-181. viding in-school listening in all classes. Presents recent developments, summarizes research, and suggests classroom appli- Merciile, Margaret G. "Creatingon the cations for the use of recorded sound. Re-Air." ):(VII (De^. 1950), 507-510. corded sound can be useful in the classroom Describes a project in which children for developing listening, speaking, reading, from 9 to 14 make up and narrate a story and writing skills. on a live 15-minute radio broadcast. With teacher guidance and questioning, these Kravitz, Bernard. "Interest of Seventh andstudents, under the forced live-radio situa-

156 Media-26 tion, achieve improvements in oral commu-teachers. Contains a summary of sponsors. nication as well as in ability to create. Discusses recordings and films, giving brief descriptions with prices and suggested uses. Moore, Annie E. "Magazines for Children." XIV (Feb. 1937), 58-60. Patterson,Leona."TelevisionTipsto Gives reasons for the failure of many Teachers." XXXI (Nov. 1954), 402-403. children's magazines, and suggests getting Shows how television can be used for children's responses to the magazines. motivation of variousactivities such as writing a letter for a contest sponsored on Mortensen, Louise Hovde. "A Robert Louis a television commercial. StevensonBulletin Board." XXXI (May 1954), 275. Peikert, Cecilia H. "C.U.E. for Good Bul- Advocates concentration on one authorletin Boards." XXVI (Apr. 1959),195- for a week as more beneficial than present- 197, 233. ing too many authors on one bulletin board. Gives suggestions for making interesting Norris, Ruth Elizabeth. "A Comparativebulletin board displays. Study in Children's Magazine Interests." VPerrodin, Alex F. "Televiewing, Reading (Oct. 1928), 241-245, 248. Habits,andChildren'sSocialValues." Favors carefully selected periodical liter-XXXVII (Feb. 1960), 86-90. ature for children. Describes a study using 352 middle grade Norvell, George W. "The Challenge ofpupils to determine preferred social be- PeriodicalsinEducation." XLIII(Apr.havior. Evaluates four traits (cooperation, 1966), 402-408. friendliness, leadership, and responsibility) An investigation of periodical literature inrelation to children's TV viewing and reading in grades 3-6 involving 6,000 pupils reading habits. Conclusions: (1) children equally divided among boys and girls, overviewing television the least showed prefer- 4 different states, reveals that magazinesence for undemocratic behavior; (2) chil- are popular at all levels beginning at thedren reading fewest books showed greater primary level.at that of the thousands ofpreference for unfriendly, uncooperative, magazines published, children and adultsand irresponsible behavior; (3) readers of alike are largely uninformed as to whichthe fewest comic books showed largest per- could serve them best. centageof preferencesfor undemocratic behavior; (4) those least successful in read- Novokovsky, Gertrude. "Radio and Lan-ing achievement showed preference for un- guage Arts." XXV (Feb. 1948), 103-108. desirable behavior traits; (5) children not Suggests utilizing daily experiences toshowing leadership traits were unique in develop vocabulary:(1)radio programsreading and TV habits. heardand discussed;(2)studiovisits shared and enjoyed; (3)class activities Pliant,Elizabeth."DisplayDevicesfor motivated by radio shows; (4) excursionsChildren's Literature." XXXI (May 1954), to zoological gardens, museums, historical284-286. sites, libraries. Stresses that the use of display devices Novotny, Lillian E. "Education and theoffers an attractive interpretation of the Mass Media of Communication: Radio."children's classics for the purpose of moti- XXVII (Apr. 1950), 240-246, 253. vating children's interest to read them. Discusses various media and the competition between them for children's at-Price, Devona M., and Mulryan, Kathleen. tention. Gives bibliography of books and"Let Newspapers Improve Your Reading." XXVII (Dec. 1950), 515-520. articles. Reports a study on how to teach the Novotny, Lillian. "Look and Listen." XXVnewspaperintheelementary classroom (Feb. 1948), 115-121. with emphasis on thenature ofnews Presents a reliable guide to radio pro -stories and specialized reading skills needed grains of particular interest to students andto effectively read the paper.

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Rogers, Amy May. "The New .,,aper Inter- Reports on a study of the TV watching prets the School." XVII (Nov. 1940), 265- habits of 623 elementary school children, 266. with implications for the educator. Describes how a 6th grade class setup a school paper to interpret the social andThrope,Elsieliese."It's Howdy Doody working activities of the school to parentsTime." XXXII (Feb. 1950), 84-87. and students. Lists the parental concerns connected with a home TV set as reported during Saucier, Blanche Connelly. "The Rose Bud." a XVIII (Dec. 1941), 293-294, 309. survey made in New York: (1) neighborhood children taking over the set; (2) dis- Gives the background and the history ofcipline problems; (3) effect of TV viewing the first juvenile magazine of the South,on eyes. Feels that TV will become more first published more than 100years ago,of an educational aid as it introduces the called the Rose Bud. Later changed to thechild to the civilization of which he will name The Southern Rose, it was consideredbecome a part, stirs his emotions and imagi- one of the best magazines of its day. nation, and adds information. Sena, Rose M. "We Learn from Television." XXIX (Mar. 1952), 157-159. Vinton,Iris. "Windows on the World." Reviews TV programs recommended forXXXV (Mar. 1958), 194-198. Takesastandagainst children and shows how suchprograms can violent TV influence their work positively. westerns and for more reading of biography, history, geography, and natural science Shayon, Robert Lewis. "Schoolroom Par-to gain a historical perspective of the fron- ables from TV." XXXIII (Mar. 1956), 146-tier in American history. 147. Reveals that though many parents favorWheeler, Lester R. and Viola D. "News- limiting children's TV viewing, childrenpapersinthe Classroom." .XXII(Dec. resist limitations placed upon them. Regrets1945), 324-329. that TV enters into classroom discussions Authors present ways in which thenews- so seldom though it is a popular subject inpaper can be used most profitably in every children's conversations. classroom for instruction in reading. Sheppard, Louise E. "Fun with Books."Willey, Roy DeVerl. "Using Audio-Visual XXXI (Dec. 1954), 468-471. MethodsinTeachingCommunication." Describes the production of a regularXXXI (May 1954), 276-284. radio-televisionbroadcastonchildren's Suggests ways inwhichaudiovisual books. media can be used in the communication arts, adapting the material to immediate Stasncy, Kathryn. "Language Drills fromproblems. Stresses the necessity for well- Rad:o 70C, (Nov. 1943), 264-268.establishedoralcommunicationbefore Reviews the outcomes of bringing intolanguage technics are emphasized. the classroom children's out-of-school listening experiences and claims that childrenWitty, Paul. "Children and TVA Fifth become more responsible, considerate, andReport." XXXI (Oct. 1954), 349-357. critical radio enthusiasts. Presents the results of a research project to determine how the amount of time chil- Storm, Grace E. "Using Sound Motion Pic-dren devoted to watching televisionpro- tures in the Primary Grades." XX (Nov.grams affected their grades. Children who 1943), 273-279. devoted less time to watching TV achieved Discusses use of instructional sound filmhigher grades than the ones who watched in the classroom as a supplement to ex-it more. cursions and other "realistic" contacts. Witty, Paul. "Children and TVA Sixth Theophane, Sister M. "Can Parents andReport." XXXII (Nov. 1955), 469-476. Teachers Cooperate in Children's Use of Summarizes the author's 6-year study of Television?" XXXIII (Jan. 1956), 44-47. the relationship of TV watching and school

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achievement. Offers suggestions for effec-programs with discrimination and to evalu- tively appraising the problem of televisionate them with discernment. in the home. Witty, Paul. "Two Studies of Children's Witty, Patd. "Children of the TelevisionInterest in TV." XXIX (May 1952), 251- Era." XLIV (May 1967), 528-535, 554. 257. Presents the results of studies from 1949 Reports the results of two surveys to to 1965 on pupils in the Chicago area con-determine the amount of time and the type cerning television. Answers the following of program watched by children, parents, questions: (1) What is the extent of tele-and teachers, and their reactions to the viewing by children today? (2) What are programs. the best liked programs? (3) What is the relative popularity of other media? (4) DoWitty, Paul. "The Use of Films in Stimu- parents supervise too frequently? (5) Tolating Creative Expression and Identifying what extent are children 'helped by the TalentedPupils." XXXIII(Oct.1956), mass media? (6) Are the mass media affect-340-344. ing reading adversely? (7)Is success in Deals with the use of the film "The school related to the amount of teleview-Hunter and the ForestA Story Without ing? (8) What is the relationship betweenWords" in stimulating creative writing and televiewing and participation in play andin identifying those writers with talent. hobbies? (9) Is television related to aggres-Witty, Paul; Colper, William; and Stolarz, sive behavior? (10) How can television beTheodore. "Children's Reactions to TVA used to motivate reading and learning? Third Report." XXIX (Dec. 1952), 469- Parents, teachers, and librarians can en- 473. courage reading and help offset anyill effects of television. Reports findings of survey conducted to determine the average amount of TV watch- Witty,Paul."Children's.Parents'and ing time spent by school pupils, parents, Teachers' Reactions to Television." XXVIIand teachersalso indicated preferences. (Oct. 1950), 349-355, 396. Witty, Paul, and Fitzwater, James P. "An Contains data on how TV influences chil-Experiment with Films, Film-Readers, and dren in Evanston, 111. the Magnetic Sound Track Projector." XXX Witty, Paul. "Children's Reactions to TV (Apr. 1953), 232-241. A Fourth Report." XXX (Nov. 1953), Describes an experimentinexploring 444-451. the relationship of 4'm experience to the RelatesstudiesdoneinEvanston,acquisition of skill in silent reading. Calumet City, Skokie, and Chicago schoolsWitty, Paul, and Gustafson, T. F. "Studies con -ruing children's reactions to television.of TVAn Eighth Yearly Report." XXXIV Gives 8 suggestions for parents and teachers (Dec. 1957), 534-535. to pursue when guiding children in TV Looks at the question of how TV has viewing. affected children who can not remember a Witty, Paul. "A Seventh Report on TV."world without it. XXXIII (Dec. 1956), 523-528. Witty, Paul, and Kinsella, Paul. "Children Reports that TV viewing by children hasand TVA Ninth Report." XXXV (Nov. increased rather than lessened. but that the 1958), 450-456. effects are not all bad. Reading interests Reports on the effect of television on have been stirred sometimes. Children canstudents, teachers, and parents. he guided to watch appropriate programs. Witty, Paul A., and Kinsella, Paul J. "A Witty, Paul. "Televiewing by Children andReport on Televiewing in 1961." XXXIX Youth." XXXVI1I (Feb. 1961), 103-113. (Jan. 1962), 24-32. Summarizes the results of 11 studies of Summarizes briefly the results of the TV. Stressesthefactthat parents andstudies and presents data on the latest in- teachers should encourage children to selectvestigation on television (May 1961). Dis-

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Media 26 cusses habits and preferences of children, cational interests as reflected in their read- parents, and teachers in television viewing ing. plus the effect of television viewing on Stresses the importance of taking advan- reading and vocabulary. tage of a child's interests in an attempt to foster improvement in attitude toward read- Witty, Paul, and Kinsella, Paul. "Teleview- ing andto promote skillinreading. A ing: Some Observations from Studies 1949- strong interest in a particular topic is often 1962." XXXIX (Dec. 1962), 772-779, 802. motivation enough for a student to read Reports on surveys in the Chicago areawhat for him would be relatively difficult of TV viewing by children with some pre-material. Also discusses several aspects of dictions of effect. the influence of TV and how it has affected Witty, Paul A.; Kinsella, Paul; and Coomer,the reading of children. Ann. "A Summary of Yearly Studies ofWitty, Paul; with the assistance of Size- Televiewing-1949-1963." XL (Oct. 1963),more, Robert; Kinsella. Paul; and Coomer, 590-597. Ann. "A Tenth Yearly Study and Comments Reports a study of TV watching habits ofon a Decade of Televiewing." XXXVI (Dec. children, with implications for education. 1959), 581-586. Reports a study of television viewing Witty, Paul, and Martin, William. "Anhabits and attitudesconductedinthe Analysis of Children's Compositions Writ-Chicago area in 1959: on number of hours ten in Response to a Film." XXXIV (Mar.spent viewing television, favorite programs, 1957), 158-163. andprogramsconsidereddesirablefor Reports on an experiment in which films elementary and high school students ac- were used to encourage creative writing.cording to parents. Educational benefits: (1) identification of giftedchildren;(2)encouragementofWolfe,Evelyn."Advertisingandthe talentedchildren;(3)differentiationof Elementary Language Arts." XLII(Jan. abilities by ages of children. 1965), 42-44, 79. Contends that advertising of educational Witty, Paul, and Melis, Lloyd. "A 1964 materialshas increased pupils' conscious Study of TV: Comparisons and Comments." thinking. These materials have shown them XLII (Feb. 1965), 134-141. the need for critical and respectfuluse of Discusses the effects of TV on reading,the English language. vocabulary, and child behavior, based on a 1964 study. Wood. Eliza. "One Winter's Night: A Plan -forChildren'sBook Week."IV(Oct. Witty, Paul; Sizemore, Robert; Coomer,1927), 226-230. Ann; Kinsella, Paul; and Krippner, Stanley. Presents a play depicting how a reluctant "StudiesofChildren's InterestABrief reader's interest inradio which brought Summary."(1)XXXVII(Nov.1960), him to the library broadens intoa general 469-475; (2) XXXVII (Dec. 1960), 540-interest in reading more by an attractive 545, 572; (3) XXXVIII (Jan. 1961), 33-36.library bulletin board display on the care Summarizes studies of(1)play andof books. recreation activities and (2) TVchildren'sZucker, Marilyn J. "Television: A Spur to most time-consumingactivity.ConcernsReading." XXXVII (Jan. 1960), 44-46. itself especially with television viewing. Re- Describes one teacher's way of utilizing sults of the studies which were discussedoutside television viewing. The 4th grade provided no evidence for conclusions. Someclass lists on the board a daily "TV tip studies showed that television viewing islist" taken from teacher-suggested viewings detrimental to pupil progress; others showed andcoveringprimarilyvocabulary,but thatteleviewingawakensinterestsin branchingto characters,themes, and pupils and promotes progress. analyses of TV and books by comparing Gives an overview of studies of children's originalsandadaptations.Popularpro- radio and movie interests, reading activities grams are used as a springboard to select- and preferences, and vocational and edu-ing class reading material.

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Methodology-27 (Feb. 1932), 38-41, 47. Describes research questions asked in ac- Albertson, Genevieve. "The Newspaper in tivity planning on Mexico. Standards set for the Elementary School." III (Nov. 1926),a speaker-audience situation. 297-299. Bailey, Grace D. "Teaching Language Arts Favors having a school newspaper sincein Connection with a Unit of Work." XXI children can be made aware of the impor-(Jan. 1944), 26-27. tance of oral and written composition. Dis- Reports author's practice of combining cusses the means of organization within the language arts textbook and social studies school. Suggests that (1)content shouldbook to teach a unit on "Early England" come from each class; (2) finance shouldfor motivation and interest. come through subscription;(3) organization should come from grade 8, class of-Baker, Harry J. "Intelligence and Problems ficers, or staff members. of Instruction in English." I (Mar. 1924), 29-31. Allen,Audrianna."Five-Year-OldsCan Observes that analysis of problems of in- Think! Try Them Out in Discussion Situa-struction growing outof knowledgeof tions." XL (Jan. 1963), 72-74, 98. intelligence levels is of greater importance Describes how to guide discussion groupsthan the method or technic of intelligence in kindergarten for development of think-tests. ing in depth. Bany, Mary. "A Discussion Technique for Allen, Charles Forrest, and Murphy, Eliza- Settling Conflicts." XXXV (Apr. 1958), 223- beth Rawlings. "An Individualized Group 226. Method of Teaching Language Skills." IX Suggests how to settle conflicts and re- (Mar. 1932), 70-72. store feelings of group security by having Describes a plan for individualized in-group discussion in the classroom. struction which bases decisions on the skills pupils in each grade should know and thusBarbe, Walter B. "ILove Jimmy." XXXII determines where to place emphases. (Dec. 1955), 532-534 Traces the growthof a 7-year-old boy as Allen, R. Van. "Communications inthehe responds,afterseveralunsuccessful Modern World." XLI (Jan. 1964), 25-29. school experiences,tothepatience and Points out the need for an examination ofunderstanding of a nun. the educational system to eliminate ineffi-Barber, L. L. "Beginning Teachers in One- ciency and waste and to highlight valuable,Room Schools, a Problem in Teacher Edu- productive, effective methods. Makes sev-cation." XIX (Jan. 1942), 29-35. eral proposals along these lines. Deals with the problem of new, inexperi- enced teachers faced with handling one- Amidon, Edmund, and Flanders, Ned A.room schools. Reports a study made to "Self-Directed Group Work in the Elemen- determine the major problems of these tary School." XL (Apr. 1963), 373-378. teachers:, (1) inexperience, (2) little knowl- Authors discuss a survey concerning self-edge of subject matter, (3) budgeting time, directed group work inthe elementary(4) discipline, class management. school. The conclusions indicate little consistency in using this technic. Bolling.Rexford W. "SoYou've Gota Problem!" XXXIV (Feb. 1957), 92-95. Anglin,Eleanor,andLipscomb,Edra. Describesactionresearch,theartof "Sixes Can Take a Giant Stride." XL (Feb.being as objective and scientific as one can 1963), 174, 179-182, 218. by stating the problem, forming the hypo- Observes the outcomes of 1st grade stu-thesis, and testing the hypothesis. dents' responses to a stimulus story. Bond, George W. "Developing Study Skills Atwater, Catherine Somers. "Achievementsin the Intermediate Grades." XXIX (Nov. in English under Program Activity." IX1952), 397-401, 413.

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Delineates procedures for the student to Describes tests in English for one year's study a textbook chapter, and discusses howprogram, including dictation tests, compo- to take an examination. sition tests, practice experiences, drills, and error index. Boyle,RegisLouise."Bibliographyof TeacherEducation:English,1930-40." "The Civil Service Graphic Rating Scale." XVIII (Nov. 1941), 263-269, 278. II (Jan. 1925), 38-39. Gives a 10-year bibliography on teacher Shows teachers of English a new rating educationinEnglish, includingarticles,scale adopted for rating Civil Service em- monographs, and books. ployees. Diagrams an actual outline of the scale. Bryja, Rose Helen. "Breakdown of Whole Class Activities." XLI (Jan. 1964), 62-63. Comer,Dorothea."UsingLiteratureto Presents an outline to show the teacherExtendChildren'sExperiences." XXXVI the procedures and activities used in the (Jan. 1959), 28-32. elementary language arts area. Stresses the fact that the choice of stories read at the right moment can be a means Buchan, Vivian. "An Open Letter to a Be-of guidance in instruction. ginning Language Arts Teacher." XLIII (Oct. 1966), 615-618. Culmer, Pearl Winifred. "Morale in the Discusses in an open letter to a 5th gradeTeaching of English." III (Dec. 1926), 326- teacher the importance of teaching com-330. munication skills in the elementary school. Sets forth aims for developing healthy pupil attitudes toward learning, a responsi- Butler, Elsie. "Living Together in the Third bility which rests with the teacher: (1) es- Grade." XXVIII (Jan. 1951), 1-13, 55. tablishing an atmosphere of good humor; Reviews the problems that a teacher has(2) developing pupil interest; (3) encourag- in adjusting to the individuals in the class,ing a willingnessto cooperate; and (4) and in adjusting the learning situation tocultivating a sense of personal responsibility. the needs of the individual student without doing violence to the unity of the class. Dakin, Lenore. "Background for Listening Cites the need for teacher's planning with to'The Lonesome Train'." XXIV (Feb. allowances for impromptu situations that1947), 72-76. might aid learning. Outlines a unit of work involving 4th through 8th graders. A record about Lin- Butler, Elsie. "Through the Year with thecoln's funeral train is the prime topic of Second Grade." XXVII (Nov. 1950), 439-interest. The teacher has prepared a unit 445, 460. around Lincoln, the Civil War, slavery, Describes a year of activitiesin 2ndLincoln's death, religion, and Negro church grade. worship. The children enjoyed the record and seemed to appreciate some of the Butler, Elsie. "A Year in the Third Grade."Negro culture upon which the recording XXVII (Dec. 1950), 501-506, 514. was based. Describes a group problem, the activities used to try to bring about greater under-Daniel, Walter C. "Science Gives Material standing, and the results of the work. for Language Arts." XXXIV (Dec. 1957), 544-545. Carmichael, H. Max. "Some Implications of Presents a way for using educational Psychology for the Appreciation Lesson."methodology of years past to introduce in- IX (Jan. 1932), 8-11. formation about outer space. Applies psychological principles to the selection of literary items and the teachingDawson, Mildred A. "Individualization in methodology employed with them. the Language Arts." XXVI (Apr. 1949), 198-200, 238. Certain, C. C. "A Testing Program for the Relates several means of individualized New School Year." HI (Sept. 1926), 211-instruction for reading, spelling, and En- 221. glish usage.

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Dawson, Mildred A. "Systematic versus in-purposes, motivation, references, and a 4- cidentalPracticeonLanguageSkills."part outline of the story. XXVII (Jan. 1950), 26-30. Advocates systematic learning, using both Evans, Clara. "Vacation for Victory." XIX daily drills and a carefully structured pro-(May 1942), 175-176, 186. gram for the year. Particular emphases are Believes that encouragement should be debated, however. given to children for the profitable use of the summer vacation. Teachers should en- Dearborn, Frances R. "CuriosityAn Assetcourage students to make victory gardens in Teaching." III (Jan. 1926), 9. and to take up extra enjoyable reading. Shows how asking and answering ques-Parent-teacher contact was to help motivate tions from a question box is an activity that these projects. helps children find their own answers to things puzzling them. Evertts, Eldonna, and Moore, Walter J. "A Minimal Professional Reference Library DeWitt, Charles M. "Stimulating Leisureon the Language Arts for Elementary School Reading." XXX (Dec. 1953), 514-515. Teachers: 1967." XLIV (May 1967), 536- Discusses a novel method to stimulate the 539. interest of children in free or leisure read- Gives a basic list of minimum essential ing. The use of a popularity poll called "Hittitles for a professional library. Includes Parade of Books" is best suited to elemen-professional journals; the curriculum series tary children with classroom libraries. of the National Council of Teachers of English; general books on methods of teach- Dixon, Margaret S. "The Guard." XXXIII (Feb. 1956), 83-86. ing about curriculum in the language arts; specialized books and references on reading, Relates a story of hoW a librarian helped writing, and speaking, language, grammar, a slow-learning child to develop an interestand usage, literature, and aids for selecting in books. books for children. Do Ich, E. W. "Groups in Reading." XXXI (Dec. 1954), 477-484. Fair, Jessie Francis. "The Demonstration Lesson." IV (May 1927), 146-149. Prescribes a group method of the classroom teaching of reading and 5 factors to Discusses the merits of a demonstration consider in lesson in showing teachers how to achieve determining the appropriate-desired objectives in a revision of a course ness of this method to a group. of study. Dovey, Irma. "Can N Be a Teaching Ma-Farley, H. Kent. "Developing Experience chine?" XXXIX (Apr. 1962), 355-356. Units." XXX (Feb. 1953), 99-102. Points out similarities between teachers Discusses the background of "units" and and machines: both give immediate an-then devotes the remainder of the article swers to questions; they can give step byto a suggested unit outline. step progress; both can reinforce successful learning. Despite this, the author believesFenner, Phyllis. "Why Tell Stories?" XXXIV that a teacher is a better instrument because(Mar. 1957), 155-157. she is human. Encourages teachers to do more storytelling. Dovey, Irma. "Teachers Are Nice, But." XXXIV (Dec. 1957), 552. Fillmer, Henry T. "Programmed Instruc- Gives a picture by a student of a teachertionin Elementary English." XL (Dec. as a human being with his own whims and1963), 833-837. differences. Describes an investigation of a study on theuseofprogramed Durant, Anthonette. "A Plan for Teaching instructionof The Man Without a Country'." XI (Jan. English. 1934), 13-20, 30. Foster, F. Marie. "The Young Reader and Consists of a lesson plan for teaching "AHis Teacher." XIV (Nov. 1937), 246-249, Man Without a Country," which includes266.

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Offers a selected list of articles published Hall, Margaret. "A Rural Teacher Attends during 1936-1937 which illustrate proce- the Convention." XXXI (Feb. 1954), 77-78. dures in the teaching of reading and ex- Reports on the 43rd annual NCTE con- amine all types of reading. vention and tells how points discussed at it affect her teaching situation. Also relates Garnett, Wilma Leslie. "Factualversus suggestions for new kinds of teachers' insti- Story-Factual Material." III(Oct. 1926), tutes and inservice training. 268-271. Reports a study conducted by ErnestHarper, Elsie M., and Hallman, Georgia. Horn to discover which material was more"SocialIndividualizationforaSeventh effective in the teaching of geographyfac- Grade." (1) VI (Sept. 1929),186-188; tual material or story-factual material. Sub- (2) VII (Feb. 1930), 30-34, 48. jects were chosen in grades 3-6 on the Presents a method of teaching the lan- basis of IQ tests and were matched into two guage arts in the 7th grade on an individ- groups.Students in the experiment ex-ualized basis. pressed a slight preference for story-factual Presents in detail, a thoroughly planned material. course of study in English and literature for the 7th grade, based on individual needs Grace, Alonzo G. "Methods of Teachingand social backgrounds of the students. Adults with Special Reference to English." VI (June 1929), 157-160. Herman, Sema Williams. "Cooperative Liv- Explains several methods to use in teach-ing in the Classroom." XXVIII (Dec. 1951), ing English to adults. Gives detailed in- 478-481. structions. Identifies 4 factors inherent in harmonious cooperativeclassroomlivingrecognition, Creenburg, Pearl J. "My Sixth Grade Class: relationship,responsibility,and respect An Attempt to Arouse the Creative Im-which afford a child an opportunity to ex- pulse." III (Nov. 1926), 300-303. press his individual ability and participate Describes how the author, through such in social welfare as well as satisfy his need activities as music, art, and poetry, tried to be a participant and a leader. Providing to arouse the children's creative aspect byindividuals with statusis an attempt to establishing a stimulating and sensitive at-eliminate exclusion and discrimination and mosphere. Her goals were achieved whento encourage good relationships. This mea- the childrenthemselves asked towritesure alone will not eradicate the possibility poetry. of prejudice and disruption of classroom climate because insecurityisnot always Greene, Harry A. "Direct versus Formalexpressed, and latent fears and anxieties Methods inElementary English." XXIVoften inadvertently become aroused. (May 1947), 273-285. Hildreth, Gertrude. "Some Misconceptions Presents history of methodology and ern Concerning Phonics." XXXIV (Jan. 1957), phases on English teaching and contrasts 26 -29. two approaches, formal and direct, in their Identifies 7 fallacies commonly expressed effectiveness in conveying certain mechani-in publications as well as in discussions of cal skills. reading instruction, and asks how these misconceptions, so widely held even among Groff, Patrick. "Dr. Witty's Summary ofteachers and educators, can be corrected. IndividualizedReading." XXXVII(Oct. 1960), 392-393. Hill, Ina H. "Experiences to Talk and Write Argues that research on individualizedAbout." III (Oct. 1926), 262-265. reading, reviewed in Oct. 1959, on which Believes a child is the sum total of his P. Witty based his evaluation, is insufficientexperiences. One way a teacher can help and inadequate; claims that Witty's evalu-enrich a child's life is through language arts. ation perpetuates individualized reading inProvides alist of reading preferences of arolesubservientto group readinginboys and girls. the curriculum. Horowitz, Tillie. "Hobbies in the Audito-

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rium, a Sixth Grade Project." XXII (Nov. Encourages the use of folklore related 1945), 284-285. to occupations to help students experience Stresses the importance of hobby shows the desired empathy with people involved as a means to involve the parents and the in these occupations. community in language arts activities. Kersting, Mary Frey. "Experience Charts Ihffman,Marian."The GiftedChild."in Primary Reading." XXIX (Nov. 1952), XXXV (May 1958), 322-323. 416-418. Humorous poem on how to best meet Delineates the advantages of using expe- the needs of the "gifted" child. rience charts in primary reading: (1) self- stimulation,(2) meaningful word under- Ikenberry, Nelda B. "Teaching Machines."standing, (3) meaning attached to written XXXVIII (Oct. 1961), 395-397, 407. symbols of student's own language. Points out the constant interchange of activity between the machine's program andKersting, Mary F. "Miss Marcia Brown's the student, with samples of programed ma-Day." XXXIII (Mar. 1956), 131-141. terials included. Illustrates how an elementary teacher meets individual differences. Jacobs, Leland B. "Teaching Conversation through the Conference." XV (Mar. 1938),Leonard, Sterling Andrus. "Follow-up in 101-102, 104. English Form." III (Sept. 1926), 222-225, Suggests that a small group conference228. isa step toward the "humanization" of Explains types of tests for proofreading, English. plurals, possessives, singulars and plurals, irregular verbs, and a, an. Maintains that Jewett, Ida A. "A Decade of Research in drill is futile and a sense of need for learn- English in Teachers Colleges." XI(Jan. ing is important. 1934), 21-29. Lieberman, Myron. "Cultivating the Scien- Offers a compilation which attempts totific Method in Group Discussion." XXIX assemble, classify, summarize, and interpret(Apr. 1952), 211-215. studies of English in teacher training institutions in the decade prior to 1934. Classi- Believes the scientific method to be of most value in helping studentsto solve fies the studies under these headings: (1)problems or resolve disagreements. teacher supply and demand, (2) curriculum, (3) classroom technics, and (4) mea-Lien, Marie. "The New Intercultural Edu- surement. Includes resumes of 44 studiescation: Facts or Chauvinistic Myths?" XXI in an appendix. (Mar. 1944), 111-113. Suggests that materials used in teaching Johnson, Roy Ivan. "Thirteen Items of Per-intercultural education be examined:, they sonal Equipment for the Teacher of En-may be of shabby quality and therefore glish." IV (May 1927), 143-145, 156. merely reinforce prejudices. Enumerates desirable personal characteristics that an English teacher might use in Lucas, W. Carman. "A Few 'Ground Rules' evaluating herself as a teacher. for New Teachers." XXXVIII (Oct. 1961), 393-394. Kasdon, Lawrence M. "The Place of Games Stresses the importance for a new teacher in the Language Arts Program." XXXVto begin to develop his own philosophy of (Feb. 1958), 106-107. teaching. Discusses the many uses and the effec-Lund, Mary Graham. "A Quiet Hour." tiveness of games in the learning process inXXIX (Dec. 1952), 466-467. the field of language arts. Stresses the im- Suggests setting aside time in the cur- portance of keeping them consistent withriculum for reflection and evaluation by sound educational principles. the children of their school experiences. Keacli, Everett T., Jr. "Occupational Folk- McKee, Paul. " 'Fact' Form and 'Story' Form lore." XXXVI (Dec. 1959), 573-576. Reading Matter: A Comparison of the Rela-

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five Efficiency of Comprehension of Infor-complete tests with instructions for adminis- mation Presented in 'Fact' Form and in tering, scoring, tabulating results, and iden- `Story' Form." III (Jan. 1926), 3-8. tifying deficiencies. Shows two ways of presenting information to children ("fact" and "story" forms),Mortensen, Louise I-Iovde. "A Casting File." but the more desirableone the authorXXXII (Dec. 1955), 543. found was "fact" form. In experiments the Recommends use of a casting file for a "fact" form insured more efficient compre-positive approach to pupil self-evaluation. hension and retention of material presented. Mortimer, Owen. "Should the Teacher Use Martin, William. "Some Stories Should Bethe Cane?" XXXIX (April 1962), 367-370. Memorized." XXXIV (Mar. 1957), 167-170. Discusses with 35 10-year-olds in London, Defends the position that on certain oc-England, whether or not the teacher should casions stories and poetry told should becane behavior problems. The class agrees memorized. the teacher should not use the cane because there are other ways to teach. Mazurkiewicz, Albert J."An Experience with Democracy in Action." XXXII (Feb.Nees. Ruth Butts. "Needed: Storytellers!" 1955), 76-81. XXXII (May 1955), 277-282. Describes a teaching-learning experience Advocatesstorytellingexperiencesfor in the Reading Clinic Laboratory Schoolstudent teachers as part of their preservice at Temple University. preparation. Miller, Ethel Beryl. "Who Has the Button?" Nettleman, Flora. "A Change for the Bet- XL (Nov. 1963), 753-756. ter." XIV (Nov. 1937),265-266. Deplores the lack of teacher preparation Discusses one community's solution to the in the area of language arts; advocates in-problem of interclass competition when col- tensive training programs and the subdi-lecting for the Community Chest. Each class vision of the various aspects of languagechose one organization to visit and study arts. and eventually to report back the needs of the organization. Miller,HelenRand. "Oh! An English Teacher?" XXVIII (Oct. 1951), 322-325. Newell, Ethel. "At the North End of Pooh." Contends that the stereotype of the En-XXXIV (Jan. 1957), 22-25. glish teacher is wrong and that a more A study of bibliotherapy in which the positive approach to the teaching of theauthor maintains that help from books is subject could change this image. of two general kinds and of many degrees: (11 the slow, steady growth into a deepened Miller, Nathan A. "What IsTeaching?"self from the experiences of reading real XXX (May 1953), 293. literature;(2)an immediate first-aid for Presents author's views on creative teach- emotional illness, which may be found in ing. Calls for a positive approach in which the here-and-now books with a mission, not the teacher accepts the pupil as he is. De-lasting literature, but asnecessary asa clares that creative teaching should be ex-shot of penicillin for a particular infection. ample more than precept. Orndorff,Bernice."Professionalizing En- Moe, Maurice W. "A Simplified Essentialsglish Courses for Normal Schools." IV (May Test." III ( (Dec. 1926), 315-320. 1927), 139-142, 156. Shortens and simplifies the Alpha and Discusses methods and procedures that Beta Briggs Form Tests to use at the ele-teacher training institutions might utilize in mentary level since these tests were usedpreparing students to teach English. primarilyat the secondary level.Eight points are tested: (1) initial capital, (2) finalO'Rourke, Mary A. "We Evaluate Our period, (3) proper nouns, (4) sentence di-Classroom Activities." XXVII (Dec. 1950), vision, (5) question mark, (6) possessive 521-524. singular, (7) commas before "but," (8) the Sets up evaluative criteria for 3 essential apostrophe for contractions. Includes twotypes of student activities, namely, pupils'

166 Methodology 27

oralreports,pupils'participationinan Suggests a program for elementary art interview of a resource visitor to the class-teachers covering broad subjectareas. All room, and the pupils' learning experiencecourses should be observation, demonstra- in an excursion from the classroom. tion, and participation courses; objectives Peeler, Ruth 13. "Helping the Kindergartenand procedures in teaching communication Get Ready for First Grade." xxxii (Apr.skills, especially oral, should predominate. 1955), 221-223. Writing is limited to a research and few Describes bow a 1st grade class helpedbrief papers. a kindergarten prepare for 1st grade bySherwood, Gladys F. "Guides to Discussion inviting them to visit. in the Middle Years." XXIX (Apr. 1952), 206-210. Reid, Ann. "We Learn What We Desire to Offers 11 guidelines to help teachers set Learn." XXXVII (Dec. 1960), 536. up group discussions in the later elemen- Discusses a novel method used to teach tary grades. alphabetizing to a special education class. Shutte, Donald G. "But Where Can We Richardine, Sister Mary. "The ExperienceFind the Materials?" XXXVI (Oct. 1959), Unit in the First Grade." XX (Jan. 1943), 399-400. 23 -26. Annotates a list of books, periodicals, and Believes in the use of the "experiencebulletins containing materials to help the unit" because it comes nearer to her trueteacher meet the child at hisown level. goalbuilding personalities with a purpose inlifeand pointing out the means ofSkelton, Dorothy. "Pupils' Interests in Read- achievement with material at hand. Relatesing." XXXVIII (Apr. 1961), 246-249, 263. 6 outcomes of this method of approach. Lists and discusses the interests of 28 6th graders. Rollins, Charlemae. "Story-TellingIts Value andImportance." XXXIV (Mar.Smith, Dora V. "English inthe Upper 1957), 164-166. Grades." IV (Sept. 1927), 191-195, 200. Relates the history and importance of Contends that English in theupper ele- storytelling. mentary grades takes on importance in light of the unusually impressionablenature of Rounsley, Joann S. "The Old and the New."the students at that level and theireager- XXX (Mar. 1953), 141-144. ness and restlessness to meet with success; Evaluates traditional methods as opposedyet high retention rates of students at this to new Teaming theory in teaching language.level seemed to indicate that the goals in Schaeffer, Frederic J. "Machine TeachingEnglish were not realistic. Maintains that and the Psychology of Learning." XXXIXEnglish teachers should spendmore time (Apr. 1962), 357, 389. on grammar, the key to oral and written Discusses a learning experience of the expression that will help the student attain author's2-year-oldson.Pointsout thethat much sought aftersuccess. obvious pitfalls a psychologist can fall intoSolheim, Adele K. "Let's Get Acquainted." if he theorizes excessively about a simpleXXII (May 1945), 163-164, 181. experience, such as learning to get gum Discusses the importance of motivating from a gum machine. children to study children from other lands Schleicher, RussellF. "Beginner Begin."and possible means or devices touse. XXXIX (Oct. 1962), 556-557. Souther land, A. H. "The Social Individual Encourages the teacher to collect workViewpoint." II (Mar. 1925), 97-99. done by the children in his classes. Suggests Discusses grouping and compares strong keeping objective anecdotal records. Notesand weak groups. Also gives advantages that the teaching career can be one ofre- and disadvantages of groups. search. Southworth, Gay. "The Bakery: A Second Shea, Marion Emory. "Language Arts forGrade Unit." XXVII (Nov. 1950), 425-438, the Teacher." XXIV (Apr. 1947), 244-249.460.

167 Methodology 27

Contains a completely correlated unit on not go to school with a minutely detailed a bakery. list of things she wanted to include in the Sterling, Edna L. "First Things First." XXX day's activities, and instead went with a (Oct. 1953), 325-326. broad framework for the day in mind and Calls for teachers to understand, accept,let the children share in the planning as and guide sharp changes of growth amongthe day began. children. Suggests that the teacher must always be working toward improvement in Ware, Inez Marie. "The Case of Terrible whatever area she is working, but she mustTed." XXXVII (Jan. 1960), 33435. put first things first and move from mean- Tells how a student with behavior and ing to form and correctness. Calls for andiscipline problems is reached through a active, creative, and free school atmosphere. story that allows him to express himself in dialect and how the student subsequently Stewart,MillerJ."Workbooks: Help orimproves in classroom behavior and in his Hindrance?" XLIII (May 1966), 477-479. attitude toward the teacher. Presents both sides of wcukbook usage. They can be valuable if properly used: con-Warshaw, Mimi B. "Reading Activities for tribute to better reading skills when notSubstitute Teachers." XLII (Apr. 1965), used as busywork, satisfactory if teachers 391-392. make proper provision for their use, fill a Provides the following suggestionsfor serious needdrill and practice work (ex-substitute teachers to be used during the perts who plan workbooks have specific skills reading period: (1) use the time allotted which teachers lack). Some limitations: re-for reading for language arts activities (chil- strict the educational program, not educa-dren do not have to read); (2) choose a tionally sound, fail to provide specific lan-lesson of educational value, not for mean- guage improvements, become a crutch foringless busywork; (3) don't infringe upon lazy or poor teachers, and fail to providethe regular teacher's future plans; (4) make adequately for individual differences. sure the activity is easy to explain and Stewart, Miller J. "Workbooks: 1930-1964."initiate; (5) require minimum preparation. XLIII (Feb. 1966), 149-153. Suggests activities which can be adapted Gives an annotated bibliography of maga-to various grade levels: homonyms, cate- zine articles (1930-1964) for researchinggories, similes, descriptive adjectives and workbook materials. adverbs, rewriting basic sentences, puzzling proverbs, think fast and write, abbrevia- Stratton, F. K. "Shade of Samuel Morse." tions, what's missing, Buzz game, and cross- VII (Jan. 1930), 6-7, 10. word. Provides a view of how one teacher successfully used the "Project Method." BasedWashburne, Carleton. "Individualization of on the idea presented, "How to Make aInstruction in English." IX (Sept. 1932), Telegraph," many varied activities evolved, 185, 187. including actual construction and sale of Discusses specific uses of individual and telegraphs, which in turn led to the studygroup activities in English instruction. of keeping simple accounts inarithmetic and the study of Samuel Morse in history. Watts, Charles B., and Caliguri, Joseph. Swats ley, Thelma. "Some Suggestions for"Program for Teacher Language Improve- Fifth Grade English." III (Mar. 1926), 73-ment." XLIII (May 1966), 518-520. 75. Presents an inservice program for teach- Summarizes one 5th grade class's Englishers which was to train the teachers in all activities and the motivation for them. of the language arts skills needed to be effective. Van Gilder, Adalyn. "A Good Day." XXX (Oct. 1953), 333-337. West, Helen, and Wozencraft, Marian, "Can A 1st grade teacher describes the firstWe Meet Individual Differences?" XXXV day in 3 months of teaching that she did(Dec. 1958), 519-521.

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Stresses the need for teachers to knowWitty, Paul A. "The Teacher Who Has the cultural backgrounds of their childrenHelped Me Most." XX1V (Oct. 1947), in order to help the children achieve suc- 345-354. cess on their own level. Reports the findings of contests in 1946- 47 which showed 15 qualities that school Wheeler, Lester R. "Dealing with Visual children look for in a teacher. Problems in the Classroom." XXII (Oct. 1945), 226-232. Suggests the means by which the class- Wolfe, Don M. "Self-Expression: The Heart room teacher can detect visual problems inof the Language Arts." XXXIV (Nov. 1957), 450-455. her students and the ways shecan con- serve the students' eyesight. Presents an argument for teaching En- glish through the functional approachor ex- Williams, Katharine Taylor, "Young Chil- perience curriculum, dren Dramatize a Christmas Carol." XXVII (Dec. 1950), 511, 528. Woodall, Nora. "To a New Teacher of Describes a play presented by a1stGrade Four." XIV (Mar. 1937), 101-102. grade class for the Christmas season based Suggests procedure on how to use the on animals that the children drew and con- textas a guide, not a word for word structed from descriptions in a 12th centuryprescription. carol, "The Friendly Beasts," sung to them by the teacher. Yuen, Jack; Carillo, Lawrence; Bjonerud, Corwin; and Chambers, Dewey. "The Elec- Wilson, Louis Ada. "Aids for Learningtric Portable Typewriter as an Instructional Poetry," XXXIII (May 1956), 234-288. Toolin Fourth Grade Language Arts." Presents a "whole" method for teachingXXXIX (Feb. 1962), 101-108. poetry and tells how it stimulates pupils to Reports research as to what is the proper memory work and even to the writing ofage to begin instruction in typing and if it original poetry. can be used in the elementary school to aid in learning listening, speaking, reading, and Wilt, Miriam E. "Shall We Let Themwriting skills. Indicates that children seem Create?" XL (Apr. 1963), 357-361, 391. to learn language arts skills to a higher Discusses creative expression in the ele-degree with a typewriter than without. mentary school and encourages teachers to help children develop their creativepo-Ze ligs, Rose. "Teaching Character through tential. a Sixth Grade English Club." IX (Feb. 1932), 27-30, 46. Wiswall, Zil la. "The Junior Red Crossas a Defends and justifies a 6th grade English Motivating Force inEnglish." VI (Juneclub for its weekly contributions to char- 1929), 154-156. acter building. Emphasizes the importance of the Junior Red Cross as a motivational tool in teachingZeligs, Rose. "A Year's Growth in Brother- English. Suggests the ways its activities can.hood." XXXVI (Mar. 1959), 166-171. stimulate regular school work. Illustrates how children's attitudes reflect those of their parents and teachers by de- Witty, Paul. "Evaluation of Methods and scribingasuburbanCincinnatischool Devices to Improve Reading Rate andwhere the average grade equivalent of a Comprehension." XXXI (May 1954), 260-6th grade class rose 1.75 per student in 267. a school year. Attributes this improvement Discusses methods and devices beingto intercultural education taught both di- used to improve rate and comprehension.rectly and indirectly through opportunities Concludes that programs for reading devel-presented daily: community incidents,il- opment in schools should be centered onlustrative filmstrips, social studies projects, the fostering of enjoyment in reading. and reading about brotherhood.

169 Miscellaneous 28

Miscellaneous-28 of teachers offered by institutions seeking accreditation, and (2) individual applicants [Anonymous.] "How Much Do Teachers for certification. They should also help col- Know ;bout Current Affairs?" XXV (Nov. leges and universities to develop and eval- 1948), 403-417. uate programs which prepare teachers for Discusses findings that teachersare un-the elementary schools and teachers of En- informed on world affairs, citing especially glishforsecondary schools and should a report by Douglas Waples on t.p readingencourage institutions to select and recruit interests of teachers. good teachers for the procession. Brumbaugh, Florence. "Victory Will Be New York Times Editorial, Sept. 14, 1925. Fun." XXI (Feb. 1944), 63-65. "Exterminating Ducks." II(Sept. 1925), Describes activities of children to raise235, 239. money for the junior Bed Cross d. '',1g Urges much needed and uniform laws World War II. regulating the hunting of wild ducks in different states. Encourages young people Certain, Julia L., and Hatfield, W. Wilbur.and adults to cooperate in the conservation "A Brief Look Backward." XXXI (Oct. of these birds. Suggests some restrictions 1954), 322-325. for hunters. [Article included as part of Mrs. Certain presents a history of the Thought and Action in Composition series.] Elementary English Review (now called Elementary English). Nicholson, James T. "Partners in War Be- Mr.Hatfielddescribes thebirth andlief." XVII (Dec. 1940), 304-306. growth of the Elementary Section of the Tells of the Red Cross appeal for funds National Council of Teachers of English. for European refugees and the fundcam- paign carried on by the Junior Red Cross. Dawson, Mildred A. "Christmas, Yesterday and Today." XXIV (Dec. 1947), 551-555.Non-English Speaking Pupils-29 Compares Christmas observances in the United States with those in some EuropeanAbraham, Willard. "The B-Lingual Child countries and Mexico in 1937 and againand His Teacher." XXXIV (Nov. 1957), in 1947. Emphasizes how war had changed474-478. the happy event. Presentsacurriculumforpreparing "English Teacher Preparation Study: Guide-teachers to teach students whose second lines for the Preparation of Teachers oflanguage is English. English-1967." XLIV (Oct. 1967), 639-Bacher, June. "A Breakthrough on the Lan- 650. guage Barrier." XLIII (Feb. 1966), 119- These guidelines for the preparation of 120. teachers of English in the secondary schools Discusses a method of instant translation and for that portion of the preparation ofknown as the "Language-Gram" whichen- elementary teachers related to the teachingables persons of different languages tocom- ofEnglishemerged fromtheEnglishmunicate without the aid of a translator. Teacher Preparation Study, a projectcon- ducted jointly by the National AssociationBender, Hilda M. "Teaching English to of State Directors of Teacher EducationChildren of Immigrants." III (Mar. 1926), and Certification (NASDTEC), the Nation-76-79. al Council of Teachers of English (NCTE), Provides a procedure to teach oral and and the Modern Language Association ofwritten composition to immigrant children. America (MLA), with the cooperation ofChing, Doris C. "Methods for the Bilingual Western Michigan University, Kalamazoo.Child." XLII (Jan. 1965), 22-27. The guidelines, which suggest desirable Deals with experimental studies made competencies for teachers of English, shouldconcerning methods of teaching bilingual helpstatedepartments of educationchildren. Gives insight into the needs of evaluate (1) programs for the preparationthese children.

170 I

Non-English Speaking Pupils 29 Dann, Janet Anne. "Introducing English lo meanings" test. When compared forIQ, a Bilingual Majority Group." XVII (Ja). bilinguals scored higher in creativity 1940), 18-22, 47. tests. Discusses methods of teaching EnglishJensen, J. Vernon. "Effects of Childhood to a bilingual student. Bilingualism."(1) XXXIX (Feb. 1962), 132-143; (2) XXXIX (Apr. 1962), 358- Decker, Mary. "From 'Si' Yes'." XLII (Jan. 366. 1965), 35-37, 53. Part I discusses the ill effects of biling- Points out the trouble American children, ualism and suggests ten problems. already in the classroom, have with lan- Part II summarizes the beneficial effects guage study, so teachers should expect new-of bilingualism. Agrees thata second lan- comers to have difficulty with the Englishguage may be taught in the conventional language also. formal classroom manner beginningat age Dykstra, Gerald. "The TESL Materials De-8-10; however, the native tongue should velopment Project." XLII (Nov. 1965),be used as the medium of instruction. 787-790, 807. Livsey, Rcscalary Earnshaw. "Maiiana." VI Presents the purposes, sponsorship, and (Dec. 1929), 261-263, 275. research aspects that are underway for the An anecdotal record of how Mexican Teaching English as a Second Language children became interested in readingfor (TESL) Development Project at Columbiathemselves. Teachers College. Long, Ralph B. "Second-Language Teach- Gagne, R. G. "English for the FirstCana- ing and the Schools." XL (Oct. 1963), dians: Eskimos and Indians." XLIII (Oct. 617-619, 622, 663. 1966), 583-586, 595. Stresses the importance of teaching chil- Describes a survey of Canada's educa- dren, early in childhood,a second language. tional policies and the first Can: Tian teach- Emphasizes the importance of teacherat- ing of English as well as teaching the peopletitude and appropriateness of the materials. today. Gorun, Jacqueline. "Englishas a ForeignMartindale, Genevieve. "Teaching English Language." XXXV (Dec. 1958), 513-515. to Mexican Boys." VI (Dec. 1929), 276- Describes procedures and problems fac- 278. ing teachers in Spanish- .:nglish elementary Discusses a way of teaching non-English schools in Mexico City. speaking students to speak and readEn- glish. Recommends that pupilswriteall Hall, Robert King. "English Teachingin reading lessons, that the project methodbe Argentina and Brazil." XIX (Mar. 1942),employed, and that the study of verbsbe 77-84. stressed. Relates the problems encountered inat- tempting to improve English instruction in Mosser,Ann,andMotylewski,Susan. Argentina and Brazil, and calls for changes"From Navaho to White Man'sTongue." in federal education laws of those countries. XVI (Dec. 1939), 303-306. Suggests a program to help teach chil- Jacobs, John F., and Pierce, Marnell L.dren English as a second languagewith "Bilingualism and Creativity." XLIII (May special application to Navaho children. 1966), 499-503. Reports an investigation made basedon Neal, Elma A. "Adapting the Curriculum the possibility that a relationship exists '.)e-to Non-EnglishSpeaking Children.' VI tween bilingualismand creativity.Five (Sept. 1929), 183-185. groups ofchildren-20monolingual,17 Suggests in detail ways to teach English Spanish, 16 Greek, and 18 Czech Americansto non-English speaking children, basedon were interviewed indiviuually. The re-the author's experiences in San Antonio sults indicated that bilinguals scored higherschools. on the nonverbal "uses" test of creativityRice, Mabel F. "Democracy, 1903 Model." and slightly lower on the verbal "wordXVIII (Oct. 1941), 225-227.

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Tells the story of a foreign girl whoseprepared. Results at the close of the school classmates teach her to speak English. year: word sample 500, median comprehension 455. Such its& s indicate that itis Solomon, Esther Marie. "Using the Homepossible to teach a much larger vocabulary Experiences of Foreign Children in an A3than is ordinarily assumed. Retarded Croup." II (Sept. 1925), 244-246. Relates the experiences of a teacher inTircman, L. S., and Hughes, Marie M. "A working with a retarded group of foreignReading ProgramfmSpanish-Speaking students of 12 different nationalities. Stu-Pupils." my (Apr. 1937), 138-140, 152. dents were not at ease with one another, Describes procedures for building read- felt self- con.ccious, and had difficulty- with ing and speaking vocabularies in English the English language. Relates methods usedbefore teaching Spanish-speaking children by the teacher in oral and written com-to read in English. position in overcoming these obstacles. Wallace, Almina. "Bilingualism and Retar- Thompson, Hildegard. "Teaching English dation." XXXIII (May 1956), 303-304. to Indian Children." XLIII (Apr. 1966), Points out That bilingual children need 333-34n. the same understanding as others in regard Explains that the fundamentals of theto child development and language growth. Indian program are based on the following beliefs:(1) the development of spokenWerner, Ruth E. "An Oral English Experi- English precedes the development of En-ment with Navaho Children." XLIII (Nov_ glish reading and writing skills; (2) spoken1966), 777-784. Englishintheearly elementary grades Describes a program for teaching English should be developed in association with to Navaho children using an aural-oral ap- classroom, home, and community experi-proach. en-es; (3) experiences provide the meaning content of language. Wilkinson, D. H."Self-Realizationand Croup Living through Language Develop- Timothy, Sister M., R.S.M. "The Readingment." XXXI (Apr. 1954), 210-213. Problem of the Bilingual Child." XLI (Mar. Provides factors to encourage and develop 1964), 235-237, 241. an effective instructional program for lan- Deals with the dilemma of the child whoguage development in the primary school is accustomed to a foreign language butcenteredenthedomesticlifeofthe has had to adopt English. Suggests positiveMexican-American. Teacher, principal, and ways of handling the situation so that thecurriculum coordinator used this approach child achieves the ability to speak or readto help bilingual children break the barriers more than one language. of insecurity and emotional adjustment. Tireman, L. S. "The Bilingual Child and His Reading Vocabulary." XXXII(Jan. Oral Language-30 1955), 33-35. Exploresneeds andhelpfultechnicsAbney, Louise. "Speech and the Classroom of teaching bilingual children in elementaryTeacher: Some Specific Suggestions." XIX school reading. (Dec. 1942), 298-300. Lists11specificsuggestionsneeded Tireman, L. S.; Dixon, Newel; and Cor-drastically for proper presentation of oral nelius, Vera. "Vocabulary Acquisition ofdelivery before a group of listeners. Spanish-Speak.%Children."XII(May 1935), 118-119. Baker, Elmer E., Jr. "Ten Ways for the Describes a program inaugurated in 1931 Classroom TeachertoAidthe Speech at the San Jose Experimental School toCorrectionist." XXXIV (Nov. 1957), 479- ascertain-the number of English words 480. Spanish chiluren could learn in a school Discusses ways the classroom teacher can year. A list of 500 words, based upon social aid the child needing speech therapy and utility and rate of occurrence in books, wasspeech correctionists.

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Baruch, Dorothy W. "Creative Language Pert I presents a study of 54 textbooks for Grownups and Children." X (Jan.published from 1959 to 1964 in relation to 1933), 13-15, 22. three questions:(1) What criteria guide Advocates teacher transcription of chil- authors and publishers in writing textbooks? dren's extemporaneous storytelling rather(2) To what degree and how are speech than forced creative writing assignments forand listening content emphasized?(3) primary school children. What is the nature of the speech and listening content? Although authors and Beery, Althea. "Oral Language and Inter-publishers express a need for emphasis upon Gmup Harmony." XXV (Mar. 1948), 161-speech and listening, actual emphasis in 173. the books does not support this. There is Explains the impact of the oral languagea tendency to regard oral activity as a les- program of the elementary school in con-son in speech. listening is not emphasized tributing to harmonious human relation-as a distinct area for direct instruction, nor ships.Listswaysinwhich intergroupis improvement in listening frequently re- harmony might be developed. lated to improvement in speaking. Betts. Emmett Albert. "Acres of Diamonds." Part II focuses on the specific nature of XXV (Jan. 1948), 32-34. the speechandlistening content:(1) Compares the infant to a raw diamondspeaking for specific purposesinsocial in his capacity for language development. situationsis emphasized more than the mechanics of speech; (2) teaching listen- Beverley. Clara. "Standards in Oral Com-ing directly is stressed most; (3) creativity position, Grade One." II(Dec. 1925),in speaking is rarely stressed; (4) textbool, 360-361. largely neglect the development and preser- Suggests standards for oral compositionvation of spontaneity in speaking;(5) developed by a1stgradeteacherinbodily actionasa part of speaking is Detroit.Notesthatcharacteristicsandneglected; (6) skill development in voice qualities which may be found in literatureusage and in articulation, pronunciation, are recognizable in children's work. and enunciation presents a problem. Bloom. Robert M. "A Program for OralBrvngelson, Bryng. "The Function of the English." XLI (Feb. 1964), 158-164. Specialist Teacher of Speech." XXIII (Feb. Contends that occasional drillin oral1946), 89-90. English skills is not enough, principles of Discusses speech problems, how they are speech must be taught as consistently asdealt with, and who handles them. Puts arithmetic, and this trainingshould beemphasis on the function of the speech carried over into all subject areas. specialist. Bowden, Florence B. "Conversation andCarey, Marjorie. "Children's Literal,- e and DiscussionintheElementarySchool."Creative Speech." MXXVI (Dec. 1959), XXIV (May 1947), 293.302. 543-548. Gives ways a teacher can plan for and Discusses methods of using literature to involve a class in conversation and discus-motivate proper speech habits with stu- sion; lists discussion standards. dents who have speech difficulties. Sets up guidelines for using literaturethatwill Breinholt, Verna. "Fre Pclom of Specch forhold the interest of the child and encourage Children." XXIX (Feb. 1952), 90-92, 9S..speech activity. Deals with a planned program for the 5-15% of school age children who haveChapin, Alice C. "Speech Correction as a speech problems. School Problem." V (May 1928), 135-136. Suggest)thattheclassroomteacher Brown, Kenneth L. "Speech and Listeningimuld (1) provide an environmentcon- in Language Arts Textbooks."( 1) XLIVducive to good speech, (2) develop an (Apr. 1967), 336-341; (2) XLIV (Mayunderstandingattitudetowardchildren 1967), 461-465, 467. with speech defects on the part of other

173 Oral Language-30 children, (3) give thoughtful attention tothese: At what grade should children begin selection of special materials for childrento take notes while another child gives a with speech defects, and (4) give childrenreport? Are the using of acceptable English with speech defects opportunities to expressand the employing of complete sentence themselves. form being taught as tools for a purpose or Chase, Naomi C. "Speech in the Elemen-practice for the sake of practice? Are chil- tary School." XXX (Mar. 1953), 137-141.dren able to use these skills independently? In what grades do children attain indepen- Itemizes goals for teaching speech in the elementary school. dence in tl,. use of such skills? When items were listed according to frequency of at- Classroom Teachers in the Carter School,tention, the following results were shown: Chicago. "Teaching Oral Composition intop half: work-type aspects of language the Grades." II (Sept. 1925), 252-2:54. and reading, giving and hearing reports, Lists steps the teachers followed in lesson group discussion; median: working in small planning. Explains a project with socialgroups, planning what to do next, parlia- values completed by students of the samementary procedure, and reading aloud; be- school. Gives purpose for the project andlow middle: creative writing, acting out procedure followed. story or play. The emphases in the 3 grades (See also articles by James F. Hosic,were as follows: 4th: learning new words; Mary H. Kinsey, Abby E. Lane, Julia Mc-5th: reading for information: 6th: giving Namee, and Charlotte Scott in this section,reports. The common emphasis in all three: and by Lillie A. Burke in section on reading for information. Dramatics.) DeLawter. Jayne Anne. and Eash, Maurice Davis, Helen C. "The School Assembly: AJ. "Focus on Oral Communication." XLIII Situation for Oral Composition." IV (May(Dec. 1966), 8S0-882. 891, 901. 1927), 153-156. Deplores the lack of emphasis on oral Unfoldstheproceduresforusinga language instruction. Suggests ways of im- monthly assembly program that will helpproving children's language. train pupils in oral expression. Duggan, Anna E. "Oral Composition in Dawson, Mildred A. "Interrelationships be-Sixth Crude." III (Feb. 1926), 52-55. States the importance of oral language. tween Speech and Other Language ArtsGives aims of 6th grade oral composition Areas." XXXI (Apr. 1954), 223 -233. and discusses the field of motivation. Sug- Presentsimportanttechnicsstressed in the relationship between speaking andgests how to carry out aims. listening. Portrays information which canEckelmann. Dorothy. "Books on Speech help one to distinguish barriers in readingCorrection and Speech Improvement for and apply tactics to improve reading (oralElementary School Teachers." XXIV (Jan. and silent) and writing, and obtain good1947), 47-49. concepts in word usage and comprehension. Lists 28 books and their descriptions for the elementary teacher to use with speech De Boer, John J. "New Horizons for thecases. Language Arts." XXIII (Mar. 1946), 108-Eckelmann, Dorothy. "If Johnnie Stutters." 114. XXII (Oct. 1945), 207.213, 235. Expresses the need for developing lan- Suggests that a classroom teacher's role guage art skills and indicates three promis-can arrest or increase a stuttering problem, ing developments inthis area. Discussesnot necessarily by being too sympathetic the functional approach to language. nor by ignoring bet by being in the middle. De La Hunt, Lois. "Are We Teaching Com-Eckelmann. Domtliy. "Overcoming Speech munication?" XXIII (Nov. 1946), 295-298.Difficulties." XXIII (Dec. 1946), 358-362, Describes a study conducted in a Min-366. . neapolis elementary schoolin1946to Feels that, rather than having a daily secure the answers to such questions asclassperiod withexercises,theteacher

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should incorporate such c,:ercises in a lessonshould include patterns of evaluation,un- as they are related to the production of thederstanding, and appreciation as functional specific sound being taught. Advocates parts of daily living. using the available resources of a speech correctionist or a speech clinic; a teacherFaculty Committee Report. "Oral and Writ- might give individual help if the aboveten Expression." XXII (Dec. 1945), 330- mentioned are not available. The teacher,332. if she gives the help, must have a discerning Attempts to show the place of the lan- ear, knowledge offormationof speechguage arts programin the elementary sounds, unlimited ingenuity, and patience.school. 'y rges teachers to develop a func- The steps in speech improvement includetional program in which communication is (1) analysis and study of the speech prob-practiced in social situations; suggestsways lem; (2) testing the childstandardizedor in which this may be accomplished. own tests; (3) referral to proper agency ifFry, Dorthea. "Experiences in Speaking." the problem is physical; (4) making childXXVIII (Mar. 1951), 126-129, 171. await of problem; (5) giving ear training Suggests the primacy of speech in the one sound at .. time. classroom and the need for more student Eckelmann, Dorathy. "The Speech Correc-participation in oral language. Sees the need tionist Talls with the Classroom Teacher."for the teacher to analyze her own oral lan- XXII (May 1945), 157-162. guage to see if it is a good model for the Discusses the means whereby the class-children and if she is monopolizing the class room teacher can help her students in oraltime with her own speaking. communication more realistically. Because many poor speech habits are learned, theyFurness, Edna Lue. "A Remedial and De- can also be unlearned. velopmental Speech Program." XXXII (May 1955), 289-295. Edman, Marion. "Some Implications of Re- Discusses the nature of speech defects search for Speaking." XXVIII (Oct. 1956),and outlines possible causes and teaching 386-389. procedures for remedial work in a develop- Deals with the psychological and socialmental speech program. aspects of verbalizing inthe classroom: personality development, caste and classGabel, Mary Theresa. "Helpieg Children status, and speech as a phenomenon of toExpress ThemselvesOrally." XXXIV group relatedness. (Nov. 1957), 459-461. Stresses attainment of facility and use of Elliott, Una B. "Mother Goose for Earlyoral language by providing daily opportu- Group-Verse-Speaking." XXI (Apr. 1944),nities for children to talk in an atmosphere 146-149. that is relaxed yet stimulating. Discusses groupspeaking as an immediate and a fascinating motivation forCale, R. J. "Steps to the Good Oral Report." speech improvement, through developingXXIII (May 1946), 214-218. a sense of rhythm, crisp and clear articu- Mentions reasons for oral reporting to be used in school. Discusses in detail the steps lation.cartraininganddiscrimination, modulation, better tonal quality, and tongue to achieving a good oral report. Suggests and kip muscle exercises. Mother Goosetopics as subject material for good reports. verse lends itself well to speech practice. Giddings, Frances. "Activities to Improve Everhart, Rodney W. "The Schoolas aEnglish." VI ( Dec. 1929), 269-272. Communication Laboratory." XXXIX (Fcb. Suggests criteria for selecting activities 1962), 129-131, 152. for use in oral language development with Discusses the importance of assisting chil- foreign children in kindergarten and primary grades. dren to develop good habits of oralcom- munication. Suggests that it is up to theGunderson, Agnes G. "The Young Child creativity of the teacher to find ways toand Word Meanings." XIX (Feb. 1942), improve communication habits, ways v'hich 51-54, 58.

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Deals with the young child's understand-has gained experience in social relationships ing of words commonly used in everydayand oral expression before entering a public speech. Studies show that 7-year-olds areschool; (3) opportunities should be created original in their thinking and give a varietyfor the quiet child to practice verbal and of responses, and that younger childrensocial skills; (4) there is some evidence that express themselves more freely than oldermajor adjustments being made in another children. Concludes that teachers must en-phase of the child's life may delay or slow courage an interest and feeling for wordsdown his language development; (5)ex- so that students will have a more effectiveperiences such as field trips and laboratory and interesting way of speaking in theirexperiences are significant in motivating the daily lives. child to develop new concepts and acquire Gunn, M. Agnella. "Speech in the Englishnew symbols. Advocates more attempts on the part of elementary teachers to encourage Program." XXVI (Nov. 1949), 399-403. students to express their ideas in writing at Listsprocedures and suggestions foran earlier age. motivating improvement in reading and speaking. Harrison, M. Lucile. "Need for an Ade- quate Oral Language Program." XVIII Hahn, Elise. "The Speech of First Grade(Mar. 1941), 99-102. Children in Audience Situations." XXV (Jan. 194S), 39-41, 57. Give reasons for a decrease in oral lan- Studies speech of 1st graders and listsguage development in the primary grades ways to improve their speech. and gives suggestions for improving linguistic development: (a) extending spoken Haimbach, David. "Organizing Thinking."vocabulary;(b)enriching andrefining XXXIX (Feb. 1962), 114-118, 143. word meaning; and (3) increasing length Using famous personalities as examplesand complexity of sentence structures. of his theory on how organization of ideas contributes tothe effectiveness of com-Harvey, Mary Lu. "Verse Speaking for munication, the author discusses the posi-Speech Improvement." XXI (Nov. 1944), tions of the speaker and the listener and270-271. suggests skillsthat would improve their Tells of the improvement of children's respective situations. Relates these skills tospeech through more speaking in a Grand the young child. Island, Neb., school. Harbage, Mary. "Once Upon a Time."Heffernan, Helen. "Readiness for Oral and XXVII (Apr. 1950), 209-211, 218. Written Language." XXVII (Apr. 1950), Stresses the values of storytelling as a247-253. method of teaching. Notes that factors contributing to development of language skills include environ- Harring. Sydney. "A Scale for Judging Oralment at home and at school. Suggests that Compositions." V (Mar. 1928), 71-73, 76. types of experiencesthatcallfor social Evaluates oral reading by means of steno-speech should be provided. Readiness for graphic records made while children readwritten expression comes later than oral their compositions; the themes were gradedexpression and must await development of by at least three persons separately. In-thought processes, vocabulary, spelling abil- cludes some of these compositions and aity, and muscular coordination. judgment made of each on its values andHosic, James F. "The Chicago Standards in defects. Oral Composition." (1) II (May 1925), Harris, Dale B. "Child Development and170-177; (2) II (Sept. 1925), 255-261. the Language Arts," XXIII (Dec. 1946), Describes a 3-year experiment of the 367-369. Chicago school system in developinga set Discusses the following hypotheses aboutof composition standards. Five compositions child development:(1)there is a closewere selected from grades 6, 7, and 8 from relationship betweensocialdevelopmenteach of 13 schools. Each composition, a and language development; (2) each childnarrative of a personal experience, had been

176 Oral LanguageSO rated poor, fair, good, excellent, or superior Kinsey, Mary H. 'Oral Composition Grade by the teacher on the bases of aim, mate-2A." II (Jan. 1925), 27-28. rials, and achievement; mechanical errors Reports in dialogue form assist a teacher were ignored. The committee in chargein helping a student to compose orally. listed the skills considered most important at each gade level for the mastering ofKopp, 0. W. "The Evaluation of Oral Lan- written and oral composition. guage Activities: Teaching and Learning." XLIV (Feb. 1967), 114-123. Hottman,Lillian N."GoodEnglish Evaluates listening and speaking as lan- Knights." IV (Nov. 1927), 274-277. guage artsskills;discusses activities for Reports a 6th grade unit on knighthood listening and speaking and their evaluation; and chivalry during which it was observed includes guidelines for teachers. that the students had difficulty in speaking correctly. The class's decision to have aLane, Abby E. "Lesson Procedure in Oral contest for speech improvement resulted Composition for Second and Third Grades." in increased language consciousness, devel-II (Jan. 1925), 25-26. opment of the dictionary baba, and more Presents the outline of procedures as awareness of correct speech. drawn up by the principal of the Carter School, Chicago. Hultzen, LeeS."Pronunciation." XXIXLarson, Elsie R. "An Oral English Lesson (Nov. 1952), 402-406, 413. Grade 4." II (Feb. 1925), 61-63. States that a child's dialect should not Provides a unit on the telegraph for talks be corrected by the teacher to conformand stories. The purpose was to improve to her dialect, or even corrected to conform speeches as a result of class corrections. to the local dialect, because this leads to confusion for the child. Lawrence, Cloe J. "Testing to Discover Prevalent Speech Errors." IX (Mar. 1932), Johnson, Lois V. "Group Discussion and the 73-75. Development of Oral Language." XXXIII Lists most frequent speecherrorsat (Dec. 1956), 496-499. home, school, and elsewhere of 100 pupils. Describes the importance of group discussion in oral language development inLindberg, Lucile. "Oral Language or Else." the early school years. The transition of theXLII (Nov. 1965), 760-761, 804. young learner from preschool habits to Elaborates the benefits of oral language school use of oral language is important. and its place in helping a child develop a positiveself-concept. Stresses the impor- Johnson, Lois V. "The Process of Cial Re-tance of teacher skill in developing in-depth porting." XXXV (May 1958), 309-313. discussions. States that oral reporting is a part of the total communication program in an ele-McConnell, Robert E. "Speech Education mentary school. Gives the process for oralfor the Teacher in Training." XII (Dec. reporting. 1935), 274-276. States a need for work in speech, speech Jones, Daisy M. "So You Have Somethingcorrection, and oratory for public school to Sayl" XXXVI (Apr. 1959), 248-252. teachers. Gives some suggestions for the Points out that in order for oral com-teacher training program. munication to be successful, the chairman, speaker, and listener all have certain re-McNamee, Julia. "Teaching Oral Compo- sition sponsibilities. in the Primary Grades." II(Feb. 1925), 58-61. Jones, Morris Val. "Choral Speaking in the Outlines steps of oral composition: (1) Elementary School." XXXV (Dec. 1958),putting the story together, (2) telling the 535-537. story, (3) judging the story, (4) showing Discusses values of choral speaking incourtesy to the storyteller. Class discussion the elementary school as enumerated byfollowed with pupils writingtheir own Helen Hicks. stories.

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May, Frank B. "The Effects of EnvironmentParent, Norma. "Speech Techniques and on Oral Language Development." (1) XLIIIChildren's Literature." XXVII (Nov. 1950), (Oct.1966). 587-595;(2)XLIII (Nov.450-453. 1966), 720-729. Suggests two speech activities to help Describes ways of developing poise inchildren appreciate literature. siveness of oral language and the influence of environment: (1) parental relationship,Parret, Margaret. "The Program in Spoken (2) siblings,(3)child rearing practices,English." XXIV (Apr. 1947), 225-229. (4) socioeconomic status,(5) factorsof Stresses that elementary school children sex differences in language development,must learn to speak economically,accu- (6) influence of persons in the home. rately, and pleasantly to influence listeners. Every schoolshould employaspeech Mil lsap, Lucille. "Oral Reporting." XLIIteacher and a correctionist who would work (Feb. 1965), 197-200. with class teachers to setup speech pro- Lists the objectives of oral reporting andgrams in all areas. gives suggestions for reports. Peins, Maryann. "For Better Speech." XXVI Murphy, Marie. 'PoiseIsPractice Per-(Nov. 1949), 404-406. fected." XXXVIII (Apr. 1961), 232, 263. Presents logical reasons for early train- Describes ways of developing poisein ing in oral communication and givesa pro- a child. Illustrates a situation where thecedure for daily lesson plans to provide for class set up coals for poise to be achievedspeaking opportunities. by chairman and speaker. Peins, Maryann. "Mechanical Devices in the Netzer, R. F. "Stimuli for Oral Language:Classroom." XXVIII (Mar. 1951), 138-140. An Evaluation of Certain Materials." XV Describes a study to determine howmany (Mar. 1938), 91-94. mechanical devices are used by elementary Reports an evaluation study of newteachers in speech education. Schools in 7 materials, the procedures for stimulatingcities were used in the study. Motion pic- oralcomposition,andtheconclusionstures, phonographs, radios were the most reached. popular devices, but bulletin boards, pictures, visual aids, and toys were alsomen- Oerting, Ella. "May the Child Speak?" VItioned. The device least usedwas the tape (Feb. 1929), 47-48. . recorder. Claims that oral English work should not be dropped from the standpoint of its valuePeins, Maryann. "Speech Techniques for the in social situations. Illustrates how itis Classroom." XXVII (Nov. 1950), 446-449. essential for maintaining good mental health, Discusses ways in which speechmay he and for training in socializing, stabilization,taught in the elementary school. and achieving harmony. Petty, Walter T., and Starkey, Roberta J. Oerting, Ella. "Speech Hygiene." VI (Mar."Oral Language and Personal and Social 1929), 76-78. Development." XLIII (Apr. 1966), 386- Identifies and poses possible solutions for394. some mental causes of speech defects. Studies the effect of language abilityupon personalityandsocialdevelopment and Oerting, Ella. "Speech Technique." VI (Juneupon other behavioral tendencies. 1929), 151-153. Pidge, Florence E. "All Talking Is OralEag- Deals with thenecessityof teachinglish." XVIII (Feb. 1941), 69-70. correct speech and the methods by which this can be accomplished. Emphasizes the importance of training in speaking and 4 main qualities(clear Osband, Helen."StoryTellinginthethinking, poise, tact, and enthusiasm)es- Speech Curriculum." X (Feb. 1933), 35-37.sentialtoeffective speaking. Stresses the Plead; for a IP 3oratory course in story-importance of the pause. telling for elementary school teachers. Pidge, Florence E. "The Most Important

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Tool of All." XIX (Jan. 1942), 22, 28. Rogers, Claire L. "Approach to Primary Maintains that the most important toolSpeech Problems." XVII (Feb. 1940), 77- of all is a person's speech habits as he is 80. judged by others on how he speaks. These Discusses methods of correcting language habits should be learned early.It is thefaults common in the primary grades. teacher's jobtocorrectcareless speech habits such as (1) poor tone quality, (2)Ruddell, Robert B. "Oral Language and careless vowel pronunciation,(3)littlethe Development of Other Language Skills." muscular activity of lips, tongue, and jaw,XLIII (May 1966), 489-498. (4) indistinct throaty utterances. Presents several major purposes concerning oral language and the development of Poole, Irene. "The Elementary Speech Pro-other language skills. gram." X (Feb. 1933), 33-34, 37. Rutherford, Proposes a rudimentary speech program BereniceR."Freedomof Speech." XXIV (Jan. 1947), 50-53. for consideration of elementary school educators. Maintains that, even though speech is one of the most common and fundamental Poole,Irene."Genetic Development oftools used in communication, there is not Articulation of Consonant Sounds in Speech."enough provision made for those children XI (June 1934), 159-161. handicappedinspeech. This leads into Gives a brief account of a 3-year studymore problemsunfavorable behavior. The of the ability of 140 preschool children tocurriculum needs to be planned not oily articulate consonant sounds in words. Thefor the children who talk freely and easily resits show that a normally developingbut also for those who are hampered in child (physically and mentally) may bespeech. expected to have reached maturity of ar-Schofield, Ruth E. "Some Thoughts on Oral ticulation at least,by the age of 8. Language." XXXII (Feb. 1955), 94-97. Prescribes a program for oral language Prentiss, Henrietta "Speech, a Social Prob-improvement, asking and answering 3 cen- lem." X (Feb. 1933), 29-32, 37. tral questions and providing a checklist for Pleads for tolerationof various socialoral language lessons. dialects ,and for a focus on the content of the speaker's utterance rather than on theScott, Charlotte. "Oral Composition GI-ale 'correctness" of his dialect. 4." II (Mar. 1925),0-93. Describes the deveicr-rnent of oral com- Rasmussen, Carrie. "The Role of Speech inposition by using paintn.gs and posing vari- the Elementary School." XXIX (Jan. n52),ous questions. Gives samples. 6-12, 14. Asserts that speech does not have theSimon. Clarence T. "Speech Correction." position of importance in the school cur- XXII (Mar. 1945), 94-99. riculum thatitmerits, based on the use Pleads for special education in general, of speech in daily life. All teachers shouldand notes specifically that speech correction has been a neglected area there. he trained in speech, and every school or,,,, at least every school system should have a Snook, Mary Jane. "Speech le Lan- speechconsultant.Teachertrainingin guage Arts Program." XXII k en 1945), speech should cover the following topics: 139-142, 149. (1) better understanding of the 'ise of the Describes a Ft. Wayne, Ind., program for body in speech;(2) improving tr:chnicsspeech improvement in elementary school for Llks, discussions, and conversation, (3)children. discovering the possibilities of creative dramatics; (4) discovering the art and worth Stark, Joel. "How Does a Speech Handicap of puppets; (5) learning more about theAffect Learning?" XL (Dec. 1963), 830- enjoyment and teaching of poetry; (6) the832. use of audiovisual aids in speech training; Points out 4 main areas of speech defects and (7) fitting speech into the program. voice, pronunciation, linguistics, rhythm

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and emphasizes the importanceofthethus overcoming the problem of beginning classroom teacher in dealing with thesea story and establishing the time. problems. Weber, Julia. "Speaking and Writing in the Stark, Joel. "Stimulating Speech and Lan-Elementary School." XXIV (Apr. 1947), guage Development." XLIII (Nov. 1966),230-236, 239. 762-764. Contendsthatlanguagepatternsare Encourages parents to enjoy the child'sclosely related to the personality of the speech and language development and sug-individual. If the living is natural, whole- gests ways to do it. some, and creative, so will be speaking and Stark, Joel. 'The First Language Art." XLwriting. Gives examples. (Apr. 1963), 386-389. Wells, Charlotte G. "Speech in the Full Reviews the sequences through which a SchoolProgram." XXVIII (Apr.1951), child develops language. 201-204. Stark, Mary 0. "Oralization." IV (Feb. Contends that good sp ech is taken too 1927), 45-46, 54. much for granted and needs muchmore Discusseseffective ways in which a consciousattentioninschoolcurricula. teacher can help pupils achieve socializationMakes specific suggestions: (1) do not take and effective oral speech. speech for granted; (2) create atmosphere conducive to oral work; (3) listen to and Stasney. Cathryn. "Speech Correction andaid prevalent needs; (4) create classaware- the Classroom Teacher." XXI (Apr. 1944),ness; (5) be a good example. 142-145. . Describes stuttering and how to provideWeltring, Clara. "Shall We Discard the a healthful atmosphere in the school. ListsLanguage Game?" VI (Sept. 1929), 171- recommended periodicals and books. 173, 185. Considers whether ornot"language" Strickland, Ruth G. "Developing Languagegames should be used in the classroom. Dis- Power in the Primary Grades." XXIII (Feb.cusses why they are not good practice. 1946), 84-88. Emphasizes the development of languageWeniger, Charles E. "Better Speech Patterns power in the early school years. Discussesand the English Course." XV (Jan. 1938). the importance in teaching language arts 1-4. and points out the relationship of language Finds that one out of ten children has to other areas. a speech defect severe enough to give him feelings of inferiority and that less than Tedesco, Phyllis Reynolds. "Children Should10% of American college freshmen have Be Seen and Heard." XXXVII (Jan. 1960), 47-48. clear speaking voices. Discusses how speech development and rehabilitation are related Insists that teacher - controlled discussionto the work of the classroom teacher. should be replaced some time each week by "just plain talk" stressing that conversa-Werner, Lorna Shogren, and Weaver, Lil- tion etiquette be practiced (not talked aboutlian. "Speech Improvement in the Class- or referred to during the period). Primaryroom." XXIV (May 1947), 303-309. grade topics center on unusual factsor Reports the corrective procedures of one experiences while upper grades are con-semester's 5th grade class in speech im- cerned with family problems, friends, andprovement: (1) diagnostic testing of pu- hobbies. pils; (2) stimulating pupils' desire to speak Treanor, John H. "Telling the Time inmore carefully; (3) providing practice ma- Stories." XXIV (Apr. 1947), 237-239. terial to improve defects; (4) evaluating Suggests that elements of storytellingresults. should be considered by 4th grade chil-White, Margaret L. "A Speech Improve- dren. Advocates making a list of expressionsment Program fok the Primary Levels." XXI of time found in stories by good writers,(Apr. 1944), 138-141.

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Describesmethodsofdetectingand Vada. "Fourth Grade Teachers Experiment ameliorating speech defects in children atwith Cross-Class Grouping for Reading In- primary levels. struction." XXXVI (May 1959), 305-307. Reviews an experiment by 3 4th grade Wilkinson, Helen S. "The Service of Speech teachers of Chase Street School, Athens, to the Content Subjects." XIX (Jan. 1942),Ga., who tried a departmentalized approach 13-18, 37. to reading instruction. The teachers con- Asserts that the aim in teaching the con-cluded that after a period of 6 months the tent subjects isto give children vital ex-approach proved to be more productive and periences which will help them adjust tomore efficient than conventional grouping. the world, and suggests that since intelligent speech is based on these experiences,Baker, Emily V. "Reading Problems Are subjects should not be taught in isolation.Caused." XXV (Oct. 1948), 359-369, 396. Art, music, history, etc., should be inter- Presents 7 main factors for considering mingled freely so children can see them asproblems at all reading levels, and 6 pos- a whole or as a combined unit. sibilities for correcting these problems to enhance a better reading program. Wofford, Kate. "Understanding the Reading and Speech Difficulties of Children: CaseBarbe, Walter B. "For Children Who Have Study." XXI (Dec. 1944), 305 -311. Reading Problems." XXXII (Feb. 1955), Calls for case study of students for a de-91-93. tailed picture of problems, drawing data Describes how a local community and a from a variety of sources. university became involved in a common action project called the "Reading Center" Wright, Mary Belle. "Let's Do: Let's Tell." at Chattanooga. XXVI (Feb. 1949), 60-64. Gives advice on how to teach written Bennett, Annette. "Teaching Ten Thousand and oral language skills to culturally disad- Children to Read." XV (Apr. 1938), 125- vantaged children. 128. Describes favorable results of an indi- Young, William E. "Language asSocial vidualized remedial reading program. Adaptation." XVIII (Feb. 1941), 63-68. Discussesthe development of speechBetts, Emmett Albert. "Corrective and Re- physiologically and iocially and the impli-medial Cases:Analysis and Follow-up." cations for social usage. XXIV (Mar. 1947), 137-150. Discusses 5 areas of corrective and re--_ Reading: Corrective and medial instruction and notes that effective remedial procedures can help the child be- Remedial -3I come rich in spirit. Aaron, I. E. "An Informal Reading Inven-Betts, Emmett Albert. "How a Retarded tory." XXXVII (Nov. 1960), 457-460. Reader Feels." XXXIV (Jan. 1957), 13-18. Gives innovative 3-stepprocedure for Reviews the case of a disturbed and in- conducting an informal reading inventory. effective reader and maintains that all kinds of people can be emotionally disturbed. Aaron,IraE.;Callaway, Byron; Hicks,Sometimes nonreaders' or slow readers' dis- Randall; and Simpson, Hazel D. "Readingabilities are caused by emotional disturb- Achievement ina Summer Reading Pro-ances. The reading disability may be merely gram." XLIV (Dec. 1967), 875-877, 882. a symptom of the emotional disability. Results obtapied froma program for primary children involving 5,678 1st, 2nd, Betts, Emmett Albert. "Prevention and Cor- and 3rd graders seem to say that statementsrection of Reading Disabilities." XII (Feb. made by poor readers about their interests 1935), 25-32, 48. in reading and other factors are of li- cited Givessuggestionsforcorrectingand value in predicting achievement in reading.preventing readingdisabilities:suchas, providing reading readiness programs, cor- Aaron, I. E.; Goodwin, Frances; and Kent,recting ear and eye defects, determining

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psychologicalhandicaps,andpermitting Boney, C. DeWitt, and Agnew, Kate. "Pe- left-handed students to remain left-handed. riods of Awakening or Reading Readiness." Also recommends many technics for de-XIV (May 1937), 183-187. velopment in corrective reading: writing Deals with a study of 20 pupils present words without copy, discouraging thesay- throughout primary grades and theirprog- ing of letters, and conducting individualress; nonreading 1st graders lacked reading oral reading lessons. Gives principles forreadiness. Gives suggestions that might be corrective reading, one of which is "no onemore successful for the child. type of corrective material can be equally effective for all individuals." Bouise, Louise Metoyer. "Emotional and Personality Problems of a Group of Re- Betts, Emmett Albert. "Reading and thetarded Readers." XXXII (Dec. 1955), 544- Fourth R." XXXV (Jan. 1958), 18-25. 548. Discusses the term "average" and its fal- Reports on a study of the relationship lacies when referring to school situations.between poor reading achievement and Points out that the term "differences" hasemotional and personality problems. more meaning in classroom situations. Betts, Emmett Albert. "Retardation in Read- Boyd, Gertrude. "Some Observationson ing." XIV (Apr. 1937), 141-146. Remedial Reading." XXVI (Dec. 1949), Reports on limitation studies in reading 465-467. retardation:definition; Stresses the importance of selecting re- variationofcon- medial work to suit the individual's lacks cepts;investigativeareas (psychology, physiology,and pedagogy of reading);or his capabilities for continuous growth. The child must feel confidence and trainingofinvestigators;researchpro- success cedures. Some findings: 8-15% of inter-in reading experience. mediate grade students are retarded in read-Brabant, Margaret. "Analysis of the Reading ing; 60-80% of retarded readers are boys;of a Child of Seven Years." I (Nov. 1924), most reading difficulties can be prevented; 215-216, 233. all elementary and high school studentscan Discusses the writer's discovery of a girl profit from systematic instruction in reading. whose reading problems stemmed from her Betts, Emmett Albert. "Teacher Analysis ofuse of her exceptional memory rather than Reading Disabilities." XI (Apr. 1934), 99-her ability to comprehend material read. 102. Author's work with her duringa summer Lists 4 ways todevelop technics forresulted in thegirl'sability to read for discovering readingdisabilities.Includesunderstanding and better vocabulary, but factorsfor reading success:maturation,remedial work did not continue in the child's vision, hearing, kinesthetic imagery, lan-subsequent school year. guage, and emotional reactions. AdvocatesChall, Jeanne S. "ReadingDisability and that the teacher do all possible to correctthe Role of the Teacher."XXXV (May a situation causing reading difficulties. 1958), 297-298. Boney, C. DeWitt. "A New Program for the Defines the teacher'srole in handling Late Reader." XXXVIII (May 1961), 316-reading disability cases. 319. Clowes, Helen Coe. "The Reading Clinic." Gives information about the importanceVII (Apr. 1930), 98-100, 111. and quality of nonreadingprograms to aid Cites establishment of a reading clinic at readiness for reading among slow starters. Western Reserve University. Lists theareas Boney, C. DeWitt. "A Visit with Remedialin which each individual child was checked. Teachers." XXX (Jan. 1953), 7-13. Reviews methods, materials, and resultsDavis, 0. L., Jr. "Reading at the School in remedial reading programs; commentsCamp." XXXV (May 1958), 317-321. that the lack of clearly defined objectives Presents the objectives and materials of a reading program at a school camp. and overexposure of students are thereasons why remedial programs fail. Delacato,lanice F. and Carl H. "A Group

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Approach to Remedial Reading." XXIX skills, word analysis skills, word recognition (Mar. 1952), 142-149. skills, oral reading, silent reading, different Reports a study by 3 teachers of 11 boys levels of recall, study skills, and general who were remedial readers. Indicates thatreading habits. Hopes that in the future remedial readers improve academically and each child will be so well taught that re- socially when worked with as a group. medial instruction will not be needed. Delacato, Janice F. and Carl H. "A GroupDurrell, Donald D. "A Vocabulary for Cor- Approach to Remedial Reading." XXX (Jan.rective Reading." XI (Apr. 1934), 106-109. 1953), 31-33. Explains the problem that severely re- Reviews the second study in a permissive tarded readers must have books richin group approach to remedial reading [seemature ideas, but written in simplified vo- same authors, Mar. 1952]. Findings were cabulary. Advocates use of Horn and Thorn- that remedial instruction lost effectivenessdike and Kindergarten Union Lists. Gives when too isolated from class instruction. suggestions to guide the teacher in programing corrective reading. Dickhart, Audrey. "Children Choose Their Books." XXXVII (Apr. 1960), 234-235. Dyer, Clara Axie. "A Plan for a Remedial Describes the causes of problems in learn- Reading Program." (1) XV (Apr. 1938), ing to read:(1)differences in rate and146-148, 158; (2) XV (May 1938), 179- rhythm of eye movement in a so-called 184. homogeneous grouping when all must "fol- Discusses the general principles recog- low" the oral reading; (2) whether a childnized asessential for a remedial reading can progressinrecognizing words andprogram and offers many concrete and spe- comprehending meanings more readily by cific suggestions. reading books at his own rate or by following others who read orally; (3) pupils'Edwards, D. Lewis. "Continuing a Re- reading material being easier than theirmedial Reading Program." XXXII (Apr. reading achievement because of their being1955), 214-220. ' in a group; (4) holding pupils to group Presents 3 problems in continuing a re- reading when they could be finding infor-medial reading program and suggests spe- mation in special interestfields.Believes cific measures to keep the program alive. that individualized reading will adequately Edwards, D. Lewis. "Suggested Materials cope with all of these problems. for the Administration of a Public School Remedial Reading Program." XXXII (May Dolch, E. W. "Success in Remedial Read- 1955), 312-321. ing. XXX (Mar. 1953), 133-137. Advocates using a method in remedial Suggests that remedial programs be fa- cilitated by the transfer of permanentrec- reading vilich revolves around the child'sords and progress reports of students. point of view rather than the point of view of the teacher. Edwards, D. Lewis, and Dolch, E. W. "In- troducing a Remedial Reading Program." Dunmore, Jessie. "An Environmental Prob-XXXII (Jan. 1955), 36-43. . lem." XII (Nov. 1935), 236-237. Prescribes in detail a remedial reading Presents a report of a primary teacherprogram for the elementary school, with who acquired a setting hen to use as anspecial attention to 5 crucial issues. incentive for conversation to develop language skills in her slow readers. Factor, Bernice. "Preventing Reading Fail- ures before First Grade Entrance." XVII Durrell, Donald D. "Tests and Corrective (Apr. 1940), 144-148, 164. Procedures for Reading Disabilities." XII States reasons for the discrepancy be- (Apr. 1935), 91-95. tween ability and actual learning in reading States that ear and eye examinations arebefore 1st grade entrance. Describes apre- a major contribution to the prevention of reading program developed in a Play School reading disabilities.Remedial proceduresfor Habit Training to cope with the dis- should include observations of background crepancy.

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Filbin,RobertL."Prescriptionforthea regular basal reading series. Conclusion: Johnny Who Can't Read." XXXIV (Dec.no significant differences in silent reading 1957), 559-561. ability among the methods. Deals with problems of children who cannot read or learn to read in a conven-Fry, Edward. "Developing a Word List for tional classroom. Recommends phonetic ap-Remedial Reading." XXXIV (Nov. 1957), proach. 456-458. Emphasizes the importance of remedial Fitzgerald, James A. "Psychology in theand classroom teachers having as a tool a Beading Clinic." XIV (Apr. 1937), 133-list of words most frequently used in read- 137, 152. ing. Gives criteria for such a list. Reports a study of causes of reading retardation at elementary level taking intoFurness, Edna Lue. "Perspective on Re- consideration many factors and records inversal Tendencies." XXXIII (Jan. 1956), the children's lives. 38-41. Explains the symptoms and varieties of Flaherty, Rose, and Anderson, Howard B.strephosymbolia and presents a history of "Boys'DifficultyinLearning to Read."attempts to identify the cause and recom- XLIII (May 1966), 471-472, 503. mend a cure. Discusses the difficulties boys have in learning to readas compared to girls' diffi-Gates, Arthur I. "Diagnosis and Remedia- culties. tion in Reading." XIX (Dcc. 1942), 286- 290. Flegge, Thorleif C. "Remedial Arproaches Describes trends in corrective reading to Reading Difficultiesinthe Mentallyand maintains that the teacher's ability to Handicapped." XV (Dec. 1938), 293-296.sense difficulties in reading and then meet Suggests that mentally handicapped chil-children's needs is a vital step towardsuc- dren eln be taught to read in an extendedcessful reading. remedial classroom situation which, through allowances for individual differences, usesGates, ArthurI."Viewpoints Underlying an informal approach to the teaching ofthe Study of Reading Disabilities." XII reading. (Apr. 1935), 85-90, 105. Discussesviewpointsinexperimental Floyd, William D. "My Son Is Learning towork on the causes of disability and types Read!" XXXVI (Dec. 1959), 571-572. of diagnosis and remedial instniction in Describes an elementary principal's reac- Reading disabilities have now ex- tion as a parent to his son's experiences inpanded to include difficulties of compre- learning to read in the 1st grade. Citeshension, muscular imbalance of the eyes. home environment as important in estab-constitutional factors, change of teachers, lishing a positive attitude in the child to-large classes, and inadequacies of materials. ward reading. Explains how individual remedial work is of immense benefit; low reading scores lead Fry, Edward. "A Diacritical Marking Sys- ti low achievement in all scholastic sub- tem to Aid Beginning Reading Instruction." jects; and remedial instruction must make XLI (May 1964), 526-529, 537. use of many and varied means if there is Gives valid reasons for setting tip a sys-to be hope of success. tem of adding diacritical (made) marks for the purpose of regularizing the phoneme-Gist, Arthur. "Remedial Instruction in Read- grapheme relationsbh: for beginning read-ing." V (May 1928), 154, 158. ing instruction. Maintains that remedial instructionin reading must be based on sound psychologi- Fry, Edward 13. "Comparing the Diacriticalcal principles and be thoroughly and intelli- Marking System, ITA, and a Basal Reading gently planned. States: "It is necessary to Series." XLIII (Oct 1966), 607-611. recognize individual differences, interests. Describes a study of 21 1st grades, com-and academic background of the pupilsas paring the uses of a Diacritical Markinga basis for classroom procedure." Describes System, the Initial Teaching Alphabet, anda procedure discussed in Gist and King,

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The Teaching and Supervision of ReadingJorgensen, A. N. "Use of Diagnostic Tests (New York: Charles Scribner's Sons, 1927),in Teaching Silent Reading." IX(Apr. p. 300. 1932), 86-8S, 107. Discusses use of various tests for reading Graubard, Paul S. "Assessment of Readingskill. Lists 10 situations using silent read- Disability." XLIV (Mar. 1967), 228-230. ing. Stresses need for diagnostic devices by Presents a list of aspects which teachersteachers to plan reading program and to can look for because they correlate withprovide instructionto develop skills for reading ability:(a) auditory activity; (b)varying abilities and interests. auditory perception; (c) blending ability; (d) visual acuity; (e) visual discrimination;Kasbohm, Mary Crowley. "Remedial Read- (f) differentiation; (g) physical energy; (h)ing Materials." XLIII (Mar. 1966), 209- emotional handicap; (i) speech. 213. Describes materials used in a graduate Gray, William S. "Problems of Readingcourse in remedial reading at the University DisabilitiesRequiringScientificStudy."of Minnesota. XII (Apr. 1935), 96-100. Deals with scientific research indicatingKeener, Edward E. "Teaching Primary that not all children learn in the same wayReading by the Non-Oral Method." XV nor at the same rate of speed andthat(Dec. 1938), 291-292, 308. methods of instruction should vary to fit Argues for the nonoral method of learn- the needs of the individual. Presents evi-ing to read as more effective than oral and dence that often children with low IQless likely to result in students vocalizing as scores can profit from reading instruction;they re :d.Seesthisthought-getting as there is need for research in both physio-superior to an oral-phonic approach that logical factors and emotional factors thatshould not beginuntilthe student has may inhibit the learner and cause himdif-mastered thought-getting. ficulties. Kirk, Samuel A. and Winifred D. "How Gray, WilliamS."Trends in RemedialJohnny Learns to Read." XXXIII (May Work." XX (Feb. 1943), 47-53. 1956), 266-269. Identifies 4 kinds of remedial readers and AuthorsrefuteRudolf Flesch'sbook, 3 types of remedial work; article is a sourceWhy Johnny Can't Read; analyze "How of information on remedial problems. does Johnny learn to read?" by comparing Hathaway. Winifred. "Sharing Responsi-the process of reading to that of learning bility for Eye Health." XVII (Dec. 1940), to swim. 299-303, 330. Kopel, David. "The trevention of Poor States the responsibility of the teacher toReading." XX (Dec. 1 )43), 321-326. notice and report various eye diseases or Explores the literature and draws con- sight impairments that show up as childrenclusions concerning reading readiness of read. pupils. Johnson, Gertrude E. "Oral Reading as aLaffey, Rose. "A Programin Remedial haject inPersonality Development." VReading." XXVII (Apr. 1950), 230-239. (May 1928), 137-139. From 400 case studies, finds 4 major fac- Supports inclusion of oral reading in the tors contributing to reading disabilities: curriculum to promote personality develop-physical, family, emotional and social, and ment for the following reasons: (I) oralschool. Discusses the organization of the reading encourages attainment of intellec-reading class. tual and emotional balance through development of ease and poise; (2) it requiresLanning, Frank W. "Dyadic Reading." greateraccuracy thanisnecessary forXXXIX (Mar. 1962), 244-245. silent reading; (3) it encourages the reader Notes the advantages of dyadic, paired, to feel greater empathy with others; andor best-friend relationships for a reading (4) it serves as a technic for evaluation groupmethod.Pairsareassignedon of comprehension. either a soeiometric or ability combination.

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At Eastern Illinois Laboratory School, thethose textbooks planned for children below method had decided advantages for 5th4th or 5th grade level. graders and gave them a satisfaction in working with each other. Testing was valu-McCn llum, John A. "An Evaluation of the able to both teacher and student, and otherCardenReadingProgram." XLI(Oct. reading programs were enriched. 1964), 600-612. Describes the Carden reading method, Leary, Bernice E. "They 'Look and Say' oran attempt to present the letter-sound cor- Do They?" XX (Feb. 1943), 41-47. respondences of English orthography in a Maintains that reading inhibitions arehighly systematic manner so that children caused by language barriers and back-will learn to respond to the letters in words ground experiences. Presents two lines ofas guides to the sounds of those words. Con- attack on this problem. Poses 11 questionsclusion of the experiment: pupils taught by to help a teacher evaluate his own teachingbasal materials achieve at a significantly procedures. higher levei in the areas of auditory percep- Lesnik, jean M. "Problems in Developing ation, word-attack skills, comprehension. ,,nd Reading Program for Retarded Educables."total reading achievement. Evidence from XLII (Mar. 1965), 249-253. this study indicates that the majority of Discusses how one teacher handled thechildren don't achieve at a higher level of reading problems of the culturally deprivedcompetenc), through use of the Carden children in her class of 9- to 12-year-olds inreading program. Philadelphia. McCullough, Constance M. "What's Behim: Lewerenz, Alfred S. "Selection of Readingthe Reading Score?" XXX (Jan. 1953), 1-7. Materials by Pupil Ability and Interest." Emphasizes problems that canresult XVI (Apr. 1939), 151-156. when a teacher misinterprets reading test Describes the author's strong feelingsscores. Urges the use of individual scores that children must be consi....:red whenfor diagnostic purposes. teachers select reading materials. Incon- sidering the child, one must think of hisMcKee, Paul. "Preliminary Construction of expected reading level, his actual readinga Course of Study in Reading." III (May level, and his interests. Presents procedures1926), 143-148. for selection of books for classroom Describes main groups of reading situa- use. tions for development of progressive cur- Lewis, Norman. "What about the Childricula:(1)forinformation,(2)for Who Doesn't Like to Read?" XIX (Oct.recreation, (3) (to others) for recreation. 1942), 209-210. Reports thatadaptation of materials for Finds that the interests of childrenre-individual differences is needed in remedial vealed in comics and magazines' can be instruction. used by the teacher as a guide. A librarian and a well-informed teacher can find booksMcNulty, ;ohm "Gee, I Want to Read." to carry these interests further in betterXXXII (Jan. 1955), 9-11. literature at various reading levels. Recallsentertainingconversationbe- tween a father and his small son who has Lichtenstein, Arthur. "The Letter-Sounds:just spent his first day at play school. A Reading Problem." XVII (Jan. 1940), 23-24, 27. McVey, Marcia. "Reading Sure Is Fun Discusses letter sounds as a source of aNow." XXXVII (May 1960), 307.309. reading problem. Describes how a 6th grade teacher implemented an individualized readingpro- Lorge, Irving. "Readability FormulaeAngram with her class: (1) she determined Evaluation." XXVI (Feb. 1949), 86-95. individual ability and interest in agroup Compares 4 methods of evaluating thesituation and encouraged individual selec- readability index of a textbook. Feels thattion and reading of appropriate books; (2) "vocabulary load" has been more meaning-the children met individually with their ful in measuring readability, especially ofteacher twice a week during which time

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they discussed their books and she taught States that a child's difficulty in being skills;(3) the children gave oral reportsable to read stems from perceptual and to their entire group, gave skits, made motor difficulties inherent within the child drawings, and wrote reviews. This method or from environmental factors. Awareness of reading instruction proved so successfulof these difficulties and of the child's needs and enjible that this teacher triedit is the only means of remediation. another year at 4th grade level. Murphy, George E. "Johnny Lives and Madden, Mable. and Pratt, Marjorie. "An Reads." XXIV (Dec. 1947), 513-527. Oral Reading Survey as a Teaching Aid." Shows the likeness of reading to human XVIII (Apr. 1941), 122-126, 159. life and gives examples. Reviews the results of an oral reading test conducted in grades 3-9 in Wisconsin. Nasman, John G. "A Study of a Reading Marcus, Marie S. "Three Charlie Brown Improvement Program in the Junior High School." XLIII (Apr. 1966), 383-385. BlanketsinReadingInstruction." XLII (Mar. 1965), 247-248, 279. Evaluates the growth in reading skills of Considers areas of reading instructionall students involved in a special 6-weeks' that need urgent improvement and cites reading improvement program. reasons why. Nims, Mary Claire. "Tommy Begins to En- Miller,Helen Rand."TopFlightandjoy Reading." XXXVII (Apr. 1960), 236- Pedestrian Readers." XXXIV (Feb. 1957), 237. 72-74. Reports on a 4th grade boy who read Comparesslow andfastreadersto only the required class work, was not in- pedestrians and those who fly. Also posesterested in reading, and was below 4th the problem of how to teach different read- grade reading level. He did not show ining methods for different purposes. terest in the library class, nor did he check out library books. Describes the way he Mingoia, Edwin A. "A Program for Im-began to read on his own. mature Readers." XL! (Oct. 1964), 616- 621. Nolte, Karl F. "The Case Record of Jerry, Maintains that poor readers need severala Nonreader." XXI (Feb. 1944), 66-70. years' delay before they can move into a Describes case study of a child from strongdevelopmentalreadingprogram:kindergarten through grade 6.Series of they need vocabulary, listening, and oraldiagnostic tests and remediation were used language training before basal readers areto keep the child on grade level. used. Procedures are these: teach inter- pretationof pictures;createareadingOliver, Marvin E. "Diagnostic Sophistries." world; teach through games; use verticalXLIV (Oct. 1967), 615-616. filesamass materials to meet the interests. Argues that development of the individ- reading level, and ability of each child; andual's reading strengths, an accentuation of teach a unit on the uses of reading. For the positive, rather than long dwelling and special cases of poorer readers: use creativework on weaknesses may provide the key therapy; teach higher reading skills through which will motivate the disabled reader. a listening approach; and teach phonics inOlson, Arthur V. "The Frostig Develop- the 5th and 6th grades. mental Test of Visual Perception as a Pre- Mingoia, Edwin A. "Possible Causes ofdictor of Specific Reading Abilities with UnderachievementinReading." XXXIX Second-GradeChildren."XLIII(Dec. (Mar. 1962), 220-223. 1966), 869-872. Defines underachievement and reports Discusses visual perception relating to on 3 studies probing the cause of under-reading achievement in a study of 29 girls achievement in reading. and 42 boys given the Frostig Test of Visual Perception to predict difficulties in reading. Monroe, Marion. "Remedial Treatment in Concludes that the test was of little value in Reading." X (Apr. 1933), 95-97, 112. predicting problems.

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O'Rourke, Mary A. "The Evaluation ofHandedness to Reversals in Reading." XI Reading in Terms of Child Development?! (Apr. 1934), 97-98, 118. XXVIII (Jan. 1951), 14-18, 27. Reveals results of 5 tests given to right- Suggests that the use of a reading prog-handed and left-handed individuals. Right- ressprofileforeachstudentevaluateshanded subjects made 757 reversal errors progress in a series of stages set up in thein comparison to 711 reversals by the left- reading program. handedsubjects.Contendsthatleft- handedness does not insure greater diffi- Osburn, W. J. "Remedial Work in Read-culty for the individual. Includes individual ing." (1) V (Apr. 1928), 122-126; (2) Vtests. (May 1928), 150-153. Asserts that the laws of learning apply toReich, Riva R. "More than Remedial Read- reading as well as to other subjects. Drawsing." XXXIX (Mar. 1962), 216-219, 236. attention to 4 kinds of deficiencies in read- Presents some characteristics of remedial ing:(1)careless, rapidsilentreading,readers and some methods used in a reme- which may be improved by having a stu-dial reading program. dent answer short answer questions onBench, Hazel S.. and Moroney, Frances M. selections read, and keep a record of his"A Challenge: I Can't Read." XXXII (Nov. progress in attaining accuracy; (2) slow1955), 455-458. silent reading, which may be diagnosed Emphasizes the need for imaginative through oral reading and improved through planninginteachingreading;offersa work on phonics; (3) lip reading, whichvariety of specific and proven procedures. impedes rate, and may be improved through the use of flash cards to increase eye span; Russell,DavidH."Readingandthe and (4) lack of motivation to read faster,Healthy Personality." XXIX (Apr. 1952), on the part of pupils able to read, which195-200. may be improved through timed readings Lists society's cultural characteristics so and answering questions. the teacher may understand the needs of Discusses the complex nature of readingchildren when helping them select a book. and the difficulties students may encounterBelieves reading is a means of helping chil- in analyzing, organizing, remembering, and dren and adults face problems of living and supplementing thoughts they have read.of fostering adjustments. Includes several silent reading exercises. Russell, David H. "Reading Success and Park, George E. "Growing Up in Reading."PersonalityDevelopment."XXV (Feb. XXXII (May 1955), 299-304. 1948), 73-82. Discusses causes of dyslexia and suggests Presents 6 hypotheses about what read- a remedial program to correct this syndromeing success may do for children. among children.Contrastsdyslexia andSangren, Paul V. "Methods of Diagnosis alexia. in Reading." VII (Apr. 1930), 105-107. Paterra, Mary Elizabeth. "A Study of Suggests methods of diagnosisto be Thirty-Three \VISC Scattergrams of Re-used within a classroom by the teacher, tarded Readers." XL (Apr. 1963), 394-among them:. self-study by the pupil; obser- 405. vation of pupil's reading by the teacher; Reports on a research project in whichanalysis of the results of a single test; and analysis of the results of a battery of tests. scattergramsofretardedreaderswere studied, with implications for the readingSawyer, RichardP. "Helping the Slow program. Learner in the Elementary School." XXXVI (Nov. 1959), 487-490. Payne,CassieSpencer."Helping Non- Provides concrete ideas and methods to Readers in the Earlier Grades." XXI (Feb.help slow learners. 1944), 71-73. Describes a program for nonreaders. Schack Vita. "A Quick Phonics Readiness Check for Retarded Readers." XXXIX (Oct. Phillips,AlbertJ."RelationofLeft- 1962), 584-586.

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Contains a brief checklist for elicitingHandlingReading-PersonalityProblems." readiness information on severely retardedXXXVII (Dec. 1960), 537-539, 559. readers. Lists causes and symptoms of emotional disturbances, to help teachers when teach- Schmidt, Bemardine G. "Reading Habitsing reading. and Interests of Mentally Retarded Girls." XIX (Dec. 1942), 273-281. Schubert, Delwyn G. "Visual Immaturity Reports a program conducted with 116and ReadingDifficulty." XXXIV (May mentally retarded girls aged 13-18. Chang- 1957), 323-325. ing the life pattern of the girls through Notes that visual immaturity in 1st grade enrichment of experiences brought aboutchildren can result in feelings of failure human beings who were sociable, andthrough difficulty in learning to read. Urges beneficial and acceptable to society. that a more thorough visual test rather than the Snellen test be used and these visually Schubert, Delwyn G. "At Home with theimmature children be given only far-point Retarded Reader." XXX (Feb. 1953), 94-reading activities. 95. Stresses teacher-made home visitsforSe lke, Erich. "Word Recognition Difficulties those children having reading problems,of Second-Grade Pupils." XX (Apr. 1943), and includes a list of 7 basic suggestions to 155-156. follow when planning and making home Reports a study to determine the words visits. causing the most difficulty to pupils in 2nd grade. Results showed that instruc- Schubert, Delwyn G. "Comparison between tion in phonics was not functioning as it BestandPoorestClassroomReaders."should. Suggests a planned reading pro- XXXIII (Mar. 1956), 161-162. gram involving word recognition. Compares good readers to poor readers on 12 points: sex, acceleration, retention,Sipay, Edward R. "The Effect of Prenatal speech Meets, second language, languageInstruction on RendingAchievement." of family, physical and emotional maturity,XLII (Apr. 1965), 431-432. stability of the home, desire to read, child's Reports with tongue in cheek a study behavior, left-handedness. involving 112 pregnant women who were divided into 3 groups as to intelligence and Schubert, Delwyn G. "InterestA Key toreading ability of both prospective parents. Reading Retardation." XXX (Dec. 1953),One experimentalgroupusedabasal 518-520. reader, another experimental group used Discusses causes of reading problems.phonics, and the control group used non- Recommends that teachers read professionalsense syllables. A fetoscope placed against books for better understanding of children'sthe mother's abdomen was to transmit to interests; (2) make use of the child's pres-the fetus instructions she received as well ent interests; (3) provide reading materials as her recited responses to her assignments. which are on his reading ability level; (4) Tested in kindergarten, no significant dif- select appropriate materials;(5) be en-ferences in intelligence or reading readiness tlitici2ctie and understanding to make thewere found in the children born to these child feel worthwhile and capable of im-mothers. But tested at the end of grade proving. 6, the experimental groups surpassed the controlgroup, which tendedto stay at Schubert, Delwyn G. "The Reading Teacheractual grade placement. The basal reader as Detective." XXXV (Apr. 1958), 233-group surpassed the phonics group. Author 236. concludes: "Don't believe everything you Gives 6 main topics a good teacher usesread." in becoming a "Detective." Mentions many problems in reading which texts and pam-Slesinger,Betty Sapadin. "Attacking the phlets often overlook. Problem of Retarded Readers." XXXI (Mar. 1954), 144-145. Schubert, Delwyn G. "Understanding and Discusses a remedial program set up in

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a Brooklyn school. WPA Remedial Readingport). "Challenging the Learner." XV (Apr. Bookletswereused,supplemented by1938), 149-158. dramatizations and study of nature through Discussescorrectiveproceduresand walks and use of scrapbooks. principles underlying remedial reading. Southall, Hilda. "Organization of RemedialSutter,Betty. "I Hate Reading." XXIV Reading in the Classroom." XVIII .or. (Mar. 1947), 163-170. 1941), 127-132. Lists comments by 14-year-olds who can't Enumerateswaysthataclassroom read on how they feel and why they hate teacher can help the individual pupil readreading. These commentswere read by better. Tells method to use in settingupother children with the same problems, remedial reading program. who were helped when they discovered other students felt as they did. Spathe, George, and Pollack, Ruth. "Re- medialReadingMaterials." XIX(Apr.Tabarlet, B. E. "Poor Readers and Mental 1942), 131-133. Health." XXXV (Dec. 1958), 522-525. By means of questionnaires sent to read- Lists 4 significant differences found being clinics in colleges, child guidance clinics,tweenbelow-averagereaders(retarded) and psychiatric clinics, these authorscom- and others, concluding thatpoor mental piled a list of remedial reading materialshealth and reading retardation go together. for the elementary schools, including work-Trela, Thaddeus M. "What Do Diagnostic books, basic readers, books on literature,Reading Tests Diagnose?" XLIII(Apr. on science, and in many other areas. Grade1966), 370-372. levels are indicated on each book. Offers a checklist which attempts to show Sprague, Lois. "Non-Fiction Books for Re-specific and general areas of reading that tardedReaders inthe Upper Grades." are covered in several diagnostic tests. XXVIII (Jan. 1951), 28-34. Uhl, Willis L. "Finding Problems While Gives an annotated bibliography of booksReading." XI (Apr. 1934), 94-96, 110. forretardedreadersinupper grades, Believes that human beings try to avoid grouped according to social studies, science,problems rather than find solutions. Sug- physical science, and personal guidance. gests 7 steps to reach good solutions. Em- phasizes that teachers Stauffer, Russell G. "Reading Retardation should encourage bettertechnicsinraisingproblemsin andAssociativeLearningDisabilities." XXVI (Mar. 1949), 150-157. students' minds and in arousing motives for solutions. Points out 3 types of failures in reading due to associative learning disabilities, andVan Such, John E., and Mowrer, Donald. gives corrective and preventive procedures."Screening Test for Binocular Vision." XLI (Mar. 1964), 293, 314. Still, Jane S. "Evaluation of a Community Explains procedure and purpose fora Sponsored Summer Remedial Reading Pro-"cow r test" which can be used in the class- gram." XXXVIII (May 1961), 342-343. boom as a gross screening device for binocu- Reviews the testing procedures and re- lar vision problems. It is not to be usedas sults of the Birmingham summer remediala basis for professional diagnosis but as a reading program. basis for referral to the school nurse. Stullken, Edw. H. "Retardation in ReadingWaldman, John, and Triggs, Frances Ora- and the Problem Boy in School." XIV (Maylind. "The Measurement of Word Attack 1937), 179-182. Skills." XXXV (Nov. 1958), 459-463. Gives a detailed report of retarded read- Tells the importance of word attack skills ers and problem boys sent to Montefioreand in what grade they are learned. Special School, Chicago. Wheeler, Lester R. "The Child Who Dis- SummerSessionReadingClinic,Statelikes Reading: Causes and Remedial Sug- Normal School, Oswego, New York (Re- gestions." XXIII (Oct. 1946), 267-271, 275.

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Describes specific difficulties which might Printed Materials." XXVIII (Nov. 1951), cause anaversiontoreading.Includes392-401, 409. reasons for disliking reading and sugges- Voices concern for readability of printed tions for remedial work. materials which relatetoallaspects of human endeavor,specificallyidentifying Wheeler, Lester R., and Smith, Edwin H. tax forms. Defines readability and suggests "A Modification of the Informal Readingways of improving it. Praises the U.S. Army Inventory." XXXIV (Apr. 1957), 224-225. program for illiterates, which shows that Suggests ways to find a child's readingmost adults can be taught to read through level. systematic instruction and use of readable Wheeler, Lester R., and Smith, Edwin H.materials. "A Practical Readability Formula for theWitty, Paul. "Reading Success and Emo- Classroom Teacher in the Primary Grades." tional Adjustment." XXVII (May 1950), XXXI (Nov. 1954), 397-399. 281-296. Lists the names of 8 readability formulas Discusses the relationship between read- for the classroom teacher to aid her in the ing problems and emotional disorders. Con- selection of books and materials for inde- cludes with measures to help prevent both. pendent reading. Witty, Paul. "Reading to Meet Emotional Wheeler, Lester R. and Viola D. "Dys-Needs." XXIX (Feb. 1952), 75-84. lexaphoria: Symptoms and Remedial Sug- Describes the use of bibliotherapy, giv- gestions." XXXII (May 1955), 305-311. ing case studies as examples. Authors discuss degrees of dyslexia and outline remedial procedures. Wohlgemuth, Alma. "A SuccessStory." XXX (Jan. 1953),22-26. Wilson, Frank T., and Fleming, Cecile Explains the work of a remedial reading White. "Parents' Appraisals of Personalityteacher dealing with "George," a student and Other Measures." (1) XVI (Jan. 1939),who experienced two grade failures and 17-20; (2) XVI (Feb. 1939) , 70-73. the inability to read; tells how the teacher Reports a study of reading readiness andhelped him gain the confidence to help progressof studentsinprimarygrades himself. (Horace Mann School, Teachers College)Wolfson, Bernice J. "Reading about Emo- and the relationship of this readiness and tionsinthe Primary Classroom." XXXI progress with measurable traits and abilities (Mar. 1954), 146-149. of the students. Describes the values discovered in hav- Notes 3 relationshipsof possible im-ing 3 stories read aloud to a 3rd grade portance:(1)the number ofchildren's class with the idea of having the children activities seems to have a conspicuous rela- share in the experiences of being shy or tionship with good personality rating; (2)afraid: (1) children tend to identify with physical development, as shown by suchthe main character; (2) children become measures as tapping, weight, coordination, aware of others experiencing the same emo- and grip, seems possibly to be related to tions;(3)an understanding teacher can desirable personality development;(3)a help children to accept their feelings. fairly high correlation(.40)for personal traits and perseveration attracts attention. Wood, Leroy N. "Readability of Certain Textbooks." XXXI (Apr. 1954), 214-216. Witt, Frank. "Remedial Readinginthe Depicts a rating of teachers' judgments Junior High School: A Practical Report."in comparison with two readability formulas, XXXVI (Jan. 1959), 35-41. the Yoakam and the Dale-Chall. Reports a good source for a clear, concise report on remedial readingphilosophy, Yoakam, Gerald A. "The Reading Difficulty technics,andmethodsforsocialandof School Textbooks." XXII (Dec. 1945), academic development. 304-309. Presents research results which show that Witty,Paul."Improving Readabilityof the average difficulty of reading in school

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textbooks decreased during the period ofinterests in keeping with the highly com- 1935-1945. plex modern age. Young, Norman, and Gaier, Eugene L. Barbe, Walter."State Departmert Cur- "Implications in Emotionally Caused Read- riculum Guides in Reading." XXXIV (Dec. ing Retardation." XXVIII (May 1951), 271- 1957), 546-547. 275. Determines types of reading materials Discusses causation of reading retarda-(curriculum) provided for elementary teach- tion especially that emanating from per-ers by state departments of education. sonality problems. Stressesthe need for social, emotional, and intellectual maturity. Beggs, Bernice B. "Wide Readingon a Calls attention to the need for buildingup Live Topic: Airplanes and Airships." VIII the interest level. Also discusses physio-(June 1931), 145-148, 152. logical reasons for retardation, such aspoor Discusses the possibilities of correlating vision and the slower maturation of boys. various subjects in the study ofa unit topic such as aviation. Bennett, Esther Holt. "Reading Enrich- Reading: General and ment." XXXVI (Dec. 1959), 559. Miscellaneous 32 Reviews the author's method of broadening the reading interests of her pupils by Arbuthnot, May Hill. "To Read or Not todividing her class intogroups and having Read." XXIV (May 1947), 310-321. each group read and reporton a different Surveys the peculiar reading tastes of book. age groups and discusses the types of books Betts, Emmett Albert. "How Well Are We which can compete with television. Teaching Reading?" XXXVIII (Oct. 1961), Ayer, Jean. "Format and Reading Apprecia- 377-381. tion." XVII (Oct. 1940), 213-217. Discusses an evaluation of reading instruction in terms of current practices States what goes into the format ofa re- book and discusses how this influences chil-garding (1) individual differences, (2) in- elren's reading appreciation. terest, (3) phonics, (4) thinking. Sources of information on how well we are teaching Baker, Franklin T. "The Case for Oral reading may come from (1) studiescom- Reading." V (May 1928), 131-134. paring reading instruction now with then; Gives 10 reasons for teaching oral read-(2) experimental studies andsurveys which ing which might serve as a checklist forareveal major needs and point tomeans of good oral reading program. improving instruction;(3)classroom observation by students who have mastered Balch, Ade la L. "What Constitutes Goodthe cognate disciplines basic to reading in- Reading?" IV (Oct. 1927), 234-235, 244. struction. Suggests ways and means of handling basic problems in developing students' in-Betts, Emmett Albert. "Two New Studies terest in reading. Sees basic problems as:of Reading." XIX (Apr. 1942), 147-150. (1) determining the reading interest of the Guiding Children's Reading through Ex- student; (2) broadening the interests of theperiences by Roma Gans and Individual- student; and (3) developing an ability inization of Instruction in Reading by May the student to evaluate what he has read.Lazar are tl:e two books reviewed in this Presents methods of approaching readingarticle. lans relieves that the readingpro- with each of 5 general classes of readers. gram should be based on the child's experiences. Lazar thinks that a challenge should Bamberge; Florence E. "The Correct Eval-be met in the graded readers and fixedcur- uation of Children's Interests." VIII (Mayriculum and that difrerentiated instruction 1931), 106. with individual activgies should be added Believes in using children's interestsas ato reading. Betts recommends a program of starting point in reading activities. The goaldifferentiatedinstruction withindividual in reading should represent varied readingactivities.

192 . al===1.1.,

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Betts, Emmett Albert, and Others. "Whatreading program involves three major du- Shall We Do about Reading Today? Atiesto coordinate,to supervise, and to Symposium." XIX (Nov. 1942), 225-256. promote the program. When these duties Includes views of readingauthorities are carried out, they can lead to a unified Emmett A. Betts, E. W. Dolch, Arthur I. and a sound reading program. The principal Gates, William S. Gray, Ernest Horn, Louthen determines the strength of the program La Brant, Holland Roberts, Dora V. Smith,in his school. Nila Banton Smith, and Paul Witty. Sym- posium was designed to discover a moreBrunot, Eugenia. "The Negro Child and proficient way to teach reading than theHis Reading: A Public Library Point of systems which resulted in the extensive re-View." IX (June 1932), 159-160, 167. Presents observations of a librarian as to jection of men from the armed services on grounds of illiteracy. the reading tastes of deprived Negro children. Blackhurst, J. Herber. "Hygienic Standards in Type and Format of Reading Materials."Bryson, Lyman. "Textbook of the Future." V (Apr. 1928), 101-103, 118. XIV (Feb. 1937), 55-57. Focuses attention on the readability of Points out that people do not enjoy read- writtenmaterialsconsideringheadings,ing because of the texts they used. Gives length of line, margins, size and color -ofsuggestions for improving textbooks. type, and color and composition of paper.Burtt, Harold E. "Typography and Read- Faulty printinginterferes with cognitiveability." XXVI (Apr. 1949), 212-221. processes. Recommends the preparation of Emphasizes the part typography plays in reading materials with a view to enhancingreading speed as afactor inmeasuring the psychological aspect of reading. readability of materials. Blaisdell, Thomas C. "Let the Child Read."Buswell, G. T. "Note on Mr. Rounds' Dis- VII (Jan. 1930), 3-5. Discusses importance of developing incussion of Oral Reading." I (Sept. 1924), children a desire to read. Teachers must 178-179. Comments on thepositionof C. R. show enthusiasm for reading. ClassroomRounds advocating extensive oral reading libraries should make books easily accessible withlittleconsideration giventosilent to pupils. Interest should be the dominantreading. Author cannot understand how the element in cl.weloping a love for reading. teacher of English can overlook the extreme Bonar, Hugh S. "Systematic versusInci-significance of effective silent reading in dental Training in Reading." X (Apr. 1933), the realization of the aims of his subject, 90-94, 112. namely, an appreciation of and wide ac- Reports a study to determine the com-quaintance with good literature. parative effects upon learning to read of formal reading periods and of subject mat- Buswell, C. T. "Silent Reading in the Ele- ter periods of reading instruction. Findingsmentary Grades." I (Mar. 1924), 14-17. indicated that reading must be taught as Emphasizes that children of elementary such but must also be associated with othergrades need silent reading more critically on more occasions than in previous years, subjects. especially those children who may become Boney, C. DeWitt, and Hood, Kathryn. dropouts. "Social Habits and Reading Skills." XXI (Feb. 1944), 59-62, 65. Byingtan, Jean Gregory, and Powys, Alyse Stresses the need to improve social habitsGregory. "An Inside Story of the McGuffey in relation to reading skills. Readers." XL (Nov. 1963), 743-747. Discusses the origin of the McGuffey Bossone, Richard M. "The Principal's RoleReaders (specifically the ideas and title); in the Reading Program." XL (Mar. 1983),the life of the authors' grandfather, who 277-279. succeeded McGuffey as a writer; revision Contends that the principal's role in theof the readers.

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Chambers, James, and Smith, H. L. "Pho- Discusses the fact that there isno single nics, the Only Way of Teaching Reading?"successful method of teaching reading XXXIX (Mar. 1962), 253-255. and that a good teacher drawson many meth- Notes that because of the unphoneticods depending on the situation and the character of :he English language, the studyneeds of the child. of phonics is a quite complicated anddiffi- cult subject adaptedmore to the maturationCrosby, Muriel. "Organizingfor Reading and skills of the 2nd and 3rd graderthan Instruction." XXXVII (Mar. 1960),169- those of the 1st grader. Pointsout that those 173. who begin phonics too early often havea Presents the factors which theauthor slow and labored method of readingandfeels concern supporters ofan individualized finddifficultywiththethought-gettingreading program, suchas teacher know- process. how, children'sown unique patternsof learning and pace of growth,motivation, Clark, Rea. "When Children Praisea Book."and desirable climate. Discussesways of XXXVI (Nlay.1959), 311-313. grouping on the bases ofinterests, needs, Discusses the need for childrento readand social desires, and the problemsin- bookscriticallyandto exchange ideasvolved. freely. Crosson, WilheIntina M. "A PopularSub- Cohan, 11ayme. "Two anda Half andject." XIII (Dec. 1936),283-286, 304. Reading." XXXVIII (Nov. 1961),506-508, Annotates a bibliography of 18 books 517. about dolls and tells how the bookswere Describes the method usedto teach aused in one teacher's classroom.Shows how 2%-year-old child to read. many activities were used to stimulate the children's interests to read these Cohler, Milton J. "Me Uses andAbuses books. of Oral Reading." XX (Dec. 1943),327 - Daniel, John Emerson. 'TheEffectiveness 329. of Various Procedures in ReadingLevel Prescribes methods of using oral read-Placement." XXXIX (Oct. 1962), 590,595- ing as an instructional device; discusses600. valid and invalid aims of itsuse. Shows the results ofa study which sta- Cole, John. "Along the Magic Highway."tistically evaluated the relativeeffectiveness XIV (Oct. 1937), 215-218. of 3 commonly used readingplacement Lists several books for "The Foundationtests to provide the criterion forgrouping Library for Girls and Boys" right bookschildren homogeneously for reading. for right ages. Tells of methods ofgettingDavis, Frederick B. "Pioneersin Reading books for s.:hools without bookmoney. IV: Walter F. Dearborn." XXXV(Jan. 1958), 57-58. Committee on Intercult:,,t1 Education of the National Council of Teachers of En Gives a biographical sketch of WalterF. Dearborn (psychology and educationmen- glish. "Some New Looks at Good Books."tor at Wisconsin, Chicago, and Harvard). XXVI (Oct. 1949), 320-322. Reviews his academic achievements. Presents special notes about materialsin the field of intergroup understanding.ListsDawson, Mildred A. "The Role of Oral 12 books in which childrencan find com-Reading in School and LifeActivities." mon understanding and reading enjoyment.XXXV (Jan. 1958), 30-37. Discusses the use of oral reading in moti- Cooke, Paul. "Army Education and thevating children who can read but don't.Re- Teaching of Reading." XXV (May 1948),veals some of the complexities of oral read- 298-307. ing and stresses proper practices in its Lists the aims for reading instruction ofuse. fered by the army. Dawson, Miirded A. "The Significanceof Discriminate Reading." XIX (Oct. 1942), Crosby,Muriel."Getting Underway in 191-193, 196. Reading." XXXVI (Nov. 1959), 470-474. Maintainsthatreading wellinvolves Reading 32 selecting worthwhile material, using differ-stop trying to find a "best" method and ent methods of reading (skimming, cursory, instead modify procedures to fit goals. deliberate,concentrated),anddetecting and evaluating propaganda; all processes Diack,Hunter."On Seeing Wordsas arc helpful in evaluating the purpose in an 'Wholcs'." XXXV (Oct. 1958). 380-382. article. The teacher should be aware of the Discusses the meanings of the phrase best articles to lead the pupil to these skills"seeing words as wholes." Reports an ex- and which illustrate the values on whichperiment to show the differences h. two the nation was founded. meanings. Docter, Robert L. "Reading Workbooks: Dearborn, Frances II. "A Study of Errone- Boon or Busywork?" XXXIX (Mar. 1962), ous Word Concepts in Reading." VI (Jan. 224-228, 230. 1929), 3.6, 23. Reports on research done inthe Los Attempts to analyze the erroneous wordAngeles city schools to find out whether concepts of 3rd and 4th graders. reading workbooks were a boon or busy- Deaton, Mary B. "Learning the Time Con-work, showing individual results for each ceptthroughHistoricalFiction."XX' III of the first 6 grades. (Nov. 1946), 301-303. Duker, Sam. "Master's Studies of Individ- Believes that children may be led to anualized Reading." XL (Mar. 1963), 280- awareness of dates through reading histori- 282. cal fiction, in which children discover how Lists master's theses dealing with indian author tells when his story happened. vidualized reading; gives authors and titles. DeBoer, JohnJ.;Yoakam, Gerald; and Duker, Sam. "Needed Research on Individ- Editors."Textbooksandthe Educativeualized Reading." XLiit (Mar. 1966), 220- Process: A Discussion." XXII (Dec. 1945),225, 246. 333-336. Presents prerequisites for research into The first part of this article is an answeran individualized reading program. Lists 25 by Delloer to Gerald Yoakam's report on specific questions which should be answered textbook difficulty. DeBoer questions theby research before the individualized read- statement that teachers are able to teaching approach can be evaluated. only the middle group in a typical classroom and feelsit would be practical toDunmore, Jessie, and Brickley, Margaret. teach reading on an individualized plan"Dickens in a One-Room-School." X (May usingmanycopiesofdifferentbooks, 1933), 124-125. rather than a basal reader series. In the Discusses the importance of the teacher second part Yoakam defends his statements tomotivate, create an environmentfor and states again that reading instruction inreading, and act as a guide. groups can be meaningful and useful. He Dyer, Clara Axle. "Pupil Activities in Silent maintains that individualized instruction is Reading Texts." IV (Sept. 1927), 196-197. too *11c-consuming. The third part is the Establishes the mental processes involved editors' report on teachers who, even thoughin studying:(1)association and memory using a basal reader series, are dissatisfied offacts;(2)directattentiontostudy and wish to develop a system which wouldattitudes; (3) stimulation of thought and be more effective for more students. self-expression; and (4) perceptual skills.

Della-Piana, Gabriel. "Teaching BeginningEarly,Margaret. "Reading Skillsinthe Reading in Other Countries." XLI (Mar.Study of Literature inthe Junior High 1964), 251-261. School." XLI (Nov. 1964), 783-787. Reportsstudiesconductedinseveral Maintains that junior high teaching of countries showing that there is no superior-literature consists of teaching what litera- ity in either the analytic (whole-part) orture is while elementary school teaching synthetic (part-whole) method of teachinghelps children to enjoy imaginative writing. reading.Maintainsthatteachersshould Describes Dwight L. Burton's hierarchy of

195 abilities(1) those needed for "imagina-petenc-c has a positive relation to reading tive" entry into a work of literature;(2) achievement. those needed for percent or meaning; and (3) those rtcrcied for perception ofFjeldsted, Lillian W. "Broadening Rending artisticLaity and significanceandtells InterestthroughCreativeExpression." !low to teach these skills. XXXV (Oct. 1958), 391-394. Presents ideas used to involve students Eller, William, and Dykstra, Robert. "Per-in creating new and varied reading ma- suasion and Personality: Readers' Predis- terials. positions as a Factor in Critical Reading."Flesch, Rudolf. "A Dissenting Opinion on XXXVI (Mar. 1959), 191-197, 202. Readability." XXVI (Oct. 1949), 332-334, The authors regret the fact that critical 340. reading is not stressed at the lower levels of Follows up 4 previous -Articlesto clear school and state that a reader's prejudice upmisconceptionsofthem.Describes tends to make him a less effective reader.formulas by Dolch, Dale, Cha II, and Lorge Thesepredispositionsincludeindividualas aids in preparing materials for children. and social considerations. Because of the many differences in any class there will be Frame, Norman. "The Availability of Read- many differences in response to print 1ing Materials for Teachers and Pupils at material. the Primary Level." XLI (Mar. 1964), 224- 2-9. Erdmann, Naomi 13. "Evaluating a Summer Discussestheimportance ofkeeping Library Program." XLIII (Apr. 1966), 400-teachers aware of research and writing in 401. the educational field. Includes the impor- Raises questions which lead to improvedtance of providing children with different readinginstructionquestionsconcerningkinds of written material. Tells the out- word attack skills, summer education, moti-comes of a study conducted on those issues. vation in reading. Garnett, Wilma Leslie. "The Status and Fagerlie, Anna M. "Pupils, Problems, andImprovement of Student Teachers in Read- Books." XXXVIII (Oct. 1961), 406-407. ing." XIV (Apr. 1937), 147-151. Gives examples of specific books which Describes means of improving ability of can be used to explain or smooth out prob-college freshmen to read, write, and speak lems of 1st grade children. The manner in more intelligently, through individual which the problem in the book was solvedguidan-e, training, and testing.Includes enables the child to see his own difficultiestable of a study made. Recommends that from a wholesome point of view. certified teachers have 4 years of college training. Feitelson, Dina. "Structuring the Teaching of Reading According to Major FeaturesGarnett, Wilma Leslie. "Why Read?" XIX of the Language and Its Script." XLII (Dec. (Apr. 19421 122-124, 146. 1965), 870-877. Conten that a child learns to read to Describes a model beginning readinglearnothersubjects.Theelementary teacher has a grave responsibility to teach program in Israel based on scholarship inreading well, for reading may be needed the Hebrew language. Hopes that the basic to earn a living in later life, and it is the principles will prove applicable to otherway to learn the literary heritage. Books languages rather than to a single language will and alphabetic system. stimulatecreativethinking;sheer pleasure comes with reading well. Feldmann, Shirley C. "A Study in DepthGates, Arthur I. "Intelligence and Artistry of First-Grade Reading." XLIII (Oct. 1966),in Teaching Reading." XVII (Apr. 1940), 573-576. 133-138, 162. Describes a study to investigate effects States reasons why only half the children of teacher variables on 1st grade readingin grades 4-6 do not read anything but achievement. Concludes that teacher com-what is required in school: (1) the schzol

196 I Reading 32 has not introduced them to appropriate ma-austere, and contained moralistic pieces of terial; (2) the school has not managed well literature and U.S. history. its reading instruction and activities. Goodman, Kenneth S. "A Communicative Geiser,Cynthia. "NeededA Guideto Theory of the Reading Curriculum." XL Books." XXXVII (May 1960), 296-301. (Mar. 1963), 290-298. Describes several projects of the Uni- Presents a theory for a reading curricu- versity of Hawaii elementary school whichlum based on the actual structure of the encouraged children to read. One involved language, structural linguistics. Feels that reading books on a list of One Hundreda knowledge of how language communi- BestBooksforChildrenpublished bycates thoughts is necessary for good read- McCail's magazine in November 1956; an-ing, but such knowledge is fragmentary. other,readingCaldecottand Newbery Award-winning books; and another, doingGoodykoontz, Bess. "Teaching Pupils to more diversified reading. As rewards forOrganize What They Read." VII (Apr. reaching quotas, children had their names1930), 87-90, 93. placed on honor rolls and were given book- Lists a series of 18 exercises which help marks. Complementary activityincludedchildren organizethoughts and findings making oral and written reviews and de- from their reading. signing book covers. Graff, Ethel J. "Give Them Time." XXII (Oct. 1945), 217-225, 232. Gillingham, Anna. "Correspondence." XXXV Discusses ideas for readiness programs, (Feb. 1958), 119-122. characteristics of children who are ready Discusses and recommends the "Alpha-for the program, and ways to involve the betic Technique" in the teaching of read-parents in this program. ing. Lists some of the problems under discussion andincludesresults fromtests Graves, William H., Jr. "A Blueprint for which were given. Reading." XXXIX (Mar. 1962), 246-249, 255. Gise,Benjamin."StimulatingChildren's Reports on observations in 4 school sys- Growth in Reading." XXXV (Dec. 1958),tems using 4 different approaches to the 529-532. teaching of reading: the Carden system of Lists numerous devices used by class-phonetic training; the McCracken method room teachers to stimulate interest in read- (using filmstrips to project large-sized pic- ing; mentions activities deemed suitable fortures and words on a screen); the Cham- integrating social studies with literature; paign system (uses a phonics-plus method documents the listing through a short an-that combines the Carden system with ex- notated bibliography for both teachers andtensive reading); and the St. Louis system parents. (using an ungraded primary grouping and permitting the group to proceed at its own Gist, ArthurS. "The Teaching of Oralrate of competence). Reading." VII (Dec. 1930), 255-256. Lists the values of oral reading:justGray, William S. "Growth of Interest and taking "turns" in class isn't enough for poor AppreciationinReading." XVII(Apr. oral readers. Advocates the use of inter-1940), 139-143. esting selections two or three times a month Discusses the importance of children's enthusiastically prepared foralisteninginterest and appreciation in reading. Since audience. 1900 several developments have influenced books: (1) child study movement; (2) in- Gleason, Thomas P. "The School Readercrease inattractiveness,readability, and Ninety Years Ago." XXXIII (Feb. 1956),quality of books; and (3) development of 105-108. the writing profession. Compares an elementary reading textbook of 1866 with one of today. The olderGray, William S. "New Issues in Teaching textbooks were plainer informat, moreReading." X (Sept. 1933), 161-164, 182.

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Discusses reforms in reading, innovationsTypewriter on Reading in the Elementary desirable in light of social trends and needs,School." XIII (Dec. 1936), 291-294. and the importance of reading for the Discusses the influence of the typewriter achievement of greater social efficiency andin the elementary school under these head- for the development and growth of per-ings: Reading and Writing, Typing and sonality. Reading Comprehension, Typing and Per- ception in Reading, Typing and Eye Move- Gray, William S. "Reading and Understand-ments in Reading, Typing and Intermediate ing." XXVIII (Mar. 1951), 148-159. Grade Reading, and Typing and Reading Discussesthe problems in promotingin Relation to Native Ability. understanding in reading. Considers these 3 principles basic in improving efficiency:Hampleman, Richard S. "A Study of the (1) reading is essentially a process of inter-ComparativeReadingAchievementsof preting language; (2) reading is associatingEarly and Late School Starters." XXXVI meaning with written forms; and (3) read-(May 1959), 331-334. ing is understanding what is read. Common Relates results of the comparative study. sources of difficulty include: inherent dif-Mere early or late start in learning to read ficultyoftheconcepts presented;theis insignificant unless correlated with find- nature of the language used, its patterns,ings of intelligence tests. etc.; and the characteristics of individualsHarris, Cornelia. "Individualized Reading which limit unde:standing. Also lists essen-Conferences in the Kindergarten." XXXV tialstepsingraspingthemeaningof (Feb. 1958), 96-101. material. Establishes a step by step procedure to Gray, William S. "Reading Problems Thatfollow during reading conferences. Challenge Attention."III(Apr.1926),Hatch, Mice K. "What Fifth and Sixth 105-107. Grade Children Read." II(Oct. 1925), Reports data of reading problems com-284-285. piled in a year's time. Describes how motivation can be stimu- Gray, William S. "The Teaching of Silentlated within a child if he reads books that Reading during the Next Decade." XI (Apr.he likes, whether they serve as substitutes 1934), 91-93, 118. for real experience or not. Supports silent reading as basic to in-Hatch, Shirley, and Sheldon, William D. creasing reading speed and comprehension."Strengths and Weaknesses in Reading of a Silent reading affects number of selectionsGroup of Fourth Grade Children." XXVII read, influences ideals, elevates tastes, and(Apr. 1950), 254-260. provides greater appreciation of literature. Presents an analysis of a study made in Cuilfoile, Elizabeth, and Committee. "De-New York State involving 4th grade readers. veloping the Reading Interests of Children."The purpose was to identify some of the XX (Nov. 1943), 279-286. strengths and weaknesses of both good and Reports the work of a committe in Cin-poor readers and, if possible, the cause or cinnati which explored aspects of children'sremedy for some of the difficulties. literature: individual appeal of materials,Heagy, Dorothy M., and Amato, Anthony J. contrasts in age levels and interest levels,"Everyone Can Learn to Enjoy Reading." relation of reading to school interests, needXXXV (Nov. 1958), 464-468. for materials and guidance, and involve- Consists of a book list to help teachers ment of parents in study of children's books.select books high in interest and requiring low reading ability. Gunderson, Agnes. "When Books Come to Life." VIII (Oct. 1931), 188-193. Healy, Ann Kirtland. "Changing Children's Describes motivational practices for 2ndAttitudestowardReading." XL (Mar. grade reading. 1963), 255-257, 279. Reports on a project in which children's Haefner, Ralph. "TheInfluenceof thereadingattitudes were to be changed:

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students' freedom in choosing groups andHildreth, Gertrude H. "Early Writing as an materials improved their attitudes. Aid to Reading." XL (Jan. 1963), 15-20. Prescribes a method of teaching read- Healy, Ann Kirtland. "Effects of Changinging through using a simultaneous writing- Children's Attitudes toward Reading." XLIIreading approach and employing manu- (Mar. 1965), 269-272. script handwriting. Investigates possible methods to be used to change a child's attitude toward reading.Hoggard, J. Kendall. "Pioneers in Reading VI: Emmett Albert Betts." XXXV (Apr. Heaton. Margaret M. "Reading to Under-1958), 252-254. stand Human Differences." XXVII (Feb. Tells of the contribution of E. A. Betts 1950), 82-83. (reading clinician, researcher, and textbook Stiesses the fact that children learn from author) to the field of reading. States con- their own experiences, neighbors and rela-clusions upon research gathered by Betts tives, and peers. Teachers wishing to under-while working with 20,000 children over stand a child should find ways to see how period of 30 years. a child views his environment. Books can serve as a useful tool in stimulating discus-Homze, Alma Cross. "Reading and the Sell sions, developing friendly 'attitudes towardConcept." XXXIX (Mar. 1962), 210-215. people who are "different," stimulating ex- Describes a child's self concept in rela- plorations of the outside community, andtion to reading, pointing out thatif the extending understandings of people withchild's approach to reading is a positive different backgrounds. one, he will see himself in a favorable light. If, however, he has difficulty in compre- Herbers, Sister M. Benigna. "Comprehen-hending ideas, his self concept is a poor sion Difficulties in a Third Grade Reader."one, and he thinks of himself as a non- XVI (Feb. 1939), 53-57. reader. Reports a study of the comprehensionHorowitz, Tillie. "Into the World of Books." difficultiesina 3rd grade reader: eachXXXV (May 1958), 314-316. pupil was furnished with a copy of a 3rd Describes a project to motivate middle grade reader and instructed to read a par- grade children to read more widely. ticular selection silently; words were pro- nounced by the examiner when necessary,Jantzen, J. Marc. "Teaching Reading in but no explanation of meanings was given;West Germany." XLI (Oct. 1964), 640- the silent reading was followed by two 642. types of informal tests constructed to in- Beginning teachersin West Germany clude the same content but to utilize differ-generally use one of two methods of teach- ent testing devices for determining compre-ing reading: the synthetic method, which hension on the same items. Test I consisted iscomparabletothealphabet-phonics of yes-no, multiplechoice, and picturemethod, and the global method, which is choice tests; test II was a written test con-fairly similar to the whole-word method. sisting of questions on meaning; the sameThose using the synthetic method claim to material was tested a third time by a per-be following the psychological principles sonal interview in which the child was given that one goes from the simple to the com- an opportunity to demonstrate the under-plex, starting with the vowel, then the standing lie had of the selection read. Con-consonant, combining these into syllables, clusions: (1) children had inadequate andfollowed by words and sentences. Finally, erroneous concepts of words, phrases, sen-the learner is taught that each of these parts tences; (2) children could have hazy con-(vowels, consonants. and diphthongs) is a cepts even when their facility was skilled;whole, in itself having specific meaning and (3)children misunderstand evenyes-no sounds.Thus, spelling and phonics are tests;(4)children were inconsistentin taught. The global method, considerably answering the same questions in differentunder attack in the U.S. at present, is the tests. one favored in West Germany.

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Jensen, Amy Elizabeth. "Attracting Chil-Experiences of Children Who Learn to dren to Books." XXXIII (Oct. 1956), 332-Read Successfully." XL (Oct. 1963), 615- 339. 616, 652. Presents several ways to attract children Reports on the social, emotional, physical, to books. Includes a list of various sourcesand environmental characteristics common of children's books, suggestions on getting to 362 children who were successful readers children to share books, and desirable out- out of 406 studied. Characteristics in com- comes of a wide reading program. mon included (1) being well-adjusted in terms of personality; (2) having interested Jewell, Opal M. "Book Week in an Elemen-parents;(3)enjoying excellent physical tary School." XXVI (Oct. 1949), 318-319. health; and (4) belonging to strong family Gives suggestions of activities for Book units. Week. Kibbe, Delia E. "Duplicate Materials in Johnson, William H. "Our Chicago Devel-Elementary Readers." IV (Feb. 1927), 35- opmental Reading Program in Operation." 41. XXI (Feb. 1944), 47-53. Compiles alistof duplicate materials Describes briefly the developmental read-found in elementary readers (grades 3-8) ing program of Chicago schools and thewith a cross-reference by subject and grade. reasons for its success. Josselyn, Clara B. "Reading Aloud." VI Koepke, W. C. "Improving Oral Reading." (Oct. 1929), 219-220. III (Dec. 1926), 311-314, 330. Describes the role of the librarian in pro- Describes a situation set up to facilitate moting interest at the primary level in read-learning through greater pupil activity and ing aloud. interest, while allowing a free choice of material. Pupils chose their own material Keck, Virginia A. "Leading Children to and worked with the teacher or more able Judge Books Wisely." XI (Oct. 1934), 212-students. The readers prepared questions 213. they asked of the audience. The reader's Asserts that children can be taught topreparation was evaluated on the following appreciate better books. criteria:( 1 )corrections, (2) criticism, (3) suggestions for improvement, and (4)a Keckefoth,EthelH.. "HelpingParents aeneral discussion. Guide Children's Reading." XXIV (Oct. 0 1947), 372-380. Kovas, Helen. "The Place of Oral Reading." Offers information for parents on encour-XXXIV (Nov. 1957), 462-466. aging their beginning readers; they are not Defines oral reading as reading aloud in to teach. Includes a bibliography. a natural audience situation. Contends there must be a purpose for reading orally. Keshian, Jerry G. "Is There a Personality Pattern Common to Successful Readers?"Lamers, William M. "Land Where the XXXIX (Mar. 1962), 229-230. Pilgrims Pried." XXIII (Nov. 1946), 308- Defines a successful reader as one whose 310. reading age is equal to or above his mental Notesthatourpatriotic languageis age, and notes that when a child succeeds neither recited correctly nor understood by in reading, his personality problems arethe child: teachers need to make certain often resolved. Personality anomalies oftenthat children are getting the words straight lead to reading difficulties and are some- and getting the proper meaning out of the times caused by reading difficulties. Cau- words. tions teachers not to rely on single personality patterns to help in discriminating Larrick, Nancy. "What Parents Think about sonalitypatternstohelpindiscrimi-Children's Reading." XXXIII (Apr. 1956), nating between successful and unsuccessful 206-209. readers. Reports on a study of the anxieties that parents have about children's reading (par- Keshian, Jerry C. "The Characteristics and ents felt there were two system: of teaching

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reading, sight and/or sound).ListstheWorld,' a Bibliography of Space Literature parents' central concerns. for Boys and Girls." XXXVI (Feb. 1959), Lefevre, Carl A. "A Longer Look at Let's 98-101. Read." XLI (Mar. 1964), 199-203, 261. Lists a bibliography of authoritative and fictional space books. DescribestheBloomfieldmethodof teaching reading, pointing out the short-McCullough, Constance. "How Moral Is comings. Contends that a reading method Oral?" XXV (May 1948), 286-289. 337. must take into account all that is known Indicates the worthlessness of "round- about the structure of the American lan- robin" reading in the classroom. Outlines a guage including intonation, syntax, wordmore meaningful approach in which chil- structure, and word-form changes. dren read a passage orally in order to locate Lerner, Janet W. "A New Focus in Read-key facts, phrases, or sentences per se. ing Research: The Decision-Making Proc-McCullough, Constance M. "Recognizing ess." XLIV (Mar. 1i,g )7), 236-242, 251. Child Development in the Reading Pro- Describes 4 areas in which discrepancygram." XXV (Jan. 1948), 1-11. exists between what should be and what is Presents 5 ways to achieve good results in reading programs: (1) the making ofin teaching skills in reading programs. policy decisions concerning reading and the implementation of these decisions; (2) theMcIntire,Alta. "Reading SocialStudies role of the reading consultant; (3) the wide-Materialsinthe Middle Grades." XXI spread use of basal readers; (4) the adop-(Nov. 1944), 262-266, 271. tionofreadingmethods.Definesthe Presents suggestions to improve the read- decision-making process and discussesits ing of middle grade pupils in the field of application to reading problems. The read-social studies. ing consultant needs to apply the findingsMcKee, Paul. "Certain Matters of Impor- of behavioral sciences to this problem. tance in Teaching Reading." XIV (Apr. Letson, Charles T. "Minimum Standards 1937), 115-118, 151. for Professional Training of Reading Spe- Lists 9 points of importance which affect cialists." XXXVIII (Oct. 1961), 414-415. the effectiveness with which childrenare Subtitled "A Guide for Teachers andtaught to read. Administrators, State and Provincial De- partments of Education, Teacher-TrainingMackintosh, Helen K. "Respect for the R's." XXXVI (Oct. 1959), 395-398. Institutions, Certifying Agencies," this statement was prepared by the Committee on Presents 3 questions for judging one's Professional Standards, International Read-teaching of reading and writing: (1) Have ing Association. you met the problem? How? (2) Have you looked at your ways of working? (3) Do Lindahl, Hannah M. "A Reading Program:you get quantity or quality? Fourth, Fifth and Sixth Grades." III (May 1926), 158-160. McMickle, Gwendolyn G. "De-Emphasizing Discusses the teaching of phases of read-Differences in Reading Performance." XXIX ing on several levelssilent, oral, compre-(Oct. 1952), 336-338. hension,drill,entertainment. Lists books Deemphasizes differences in reading per- read and discussed. formance by grouping children according to ability and using different sets of books in Loretto, Sister M. Francis, S.S.J. "Develop-order to prevent children from realizing the ing Spiritual Values in Children." XXIVdifferences in their ability. (Oct. 1947), 388-395. Tells teachers to help pupils formulateMcMillen, Verdie. "The Farm, the Farmer good moral principles by discussing idealand Food." XVIII (Feb. 1941), 60-62, 68. characteristics in the "right" books. Includes Reviews a farm-unit experience which a book list. was the center for an individualized reading program with a children-designed list for McCauley,VirginiaC. Out of Thisself-evaluation of reading habits.

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Maib, Frances. "Improving Children's Liter-showed that students in Vvanston, Illinois, ary Tastes." XXXVI (Mar. 1959), 180-184, public schools in 1952 were stronger in 204. reading comprehension and word power Feels that children are ignorant of goodthan Evanston students in 1932. literature; one reason is that texts have de- parted from the prose and poetry of goodMoore, Annie E. "Some Aspects of Oral literature. One way to help is to read moreReadingin Primary Grades." IX(Apr. tothe children. By careful selection of 1932), 83-85, 98. books, a teacher may be able to help chil- Compares oral and silent readingmore dren become acquainted with characters,similaritiesthandifferences.The same problems, standards, and ways of life thatphysical processes are used until late 3rd may throw light on their own problems. grade (except those of speech organs). Wants to encourage oral reading at home. Manley, Dorothy Shepard. "Improving Ra- cial Attitudes through Children's Books."Moore, Walter J. "Pioneers in Reading I: XXI (Nov. 1944), 267-269. William Scott Gray." XXXIV (May 1957), Discusses improving children'scultural 326-328. attitudes through reading and notes the Presents a biography of William Scott lack of good books on harmonious inter-Gray (University of Chicago), who held ethnic relations. many outstanding positions and published 407 articles. He pioneered in establishing Master, Helen E. "Fiction in the Later Ele-educational conferences and stressed the mentary Grades." XII (Oct. 1935), 178-184.importance of meaning in reading, a care- Reports that the interest of the later ele-fully coordinated reading program, and the mentary child in reading lies between fairyurgency for raising the literacy level of tales and realistic stories. Discusses manychildren and adults. books for 9-, 10-, and 11-year-olds in cate- goriesof myths,fantasticstories,semi- Moore, Walter J. "Reading in the K-12 adventure,animalstories,andrealistic Language Arts Program." XLI (Mar. 1964), storieswithhistoricaland geographical207-210, 217. background. Points out the importance of all teachers, whatever their content area, being teachers Meiglien, Mary, and Barth, Ethel. "Geo- of reading. Reading skills are both general graphic Material in Third-Grade Readers." and specific; although a student possesses a XV (Dec. 1938), 299-301. general skill, he may not have the skill for Studies the amount of geography mate-a specific kind of reading. Discusses the rial in 3rd grade reading and the existenceimportance of elementary teachers in deal- of supplementary material such as mapsing with higher reading processes. and globes to make geography references in stories meaningful to 3rd graders. Moore, Walter J. "William S. Gray, 1885- 1960." XXXVIII (Mar. 1961), 187-189. Miller, Nathan A. "Activities for Teaching Discusses the work of William S. Gray Study Skills." XIX (Apr. 1942), 138-139,(Professor of Education at the University of 150. Chicago until 1950) and his contributions to Insists that work-study skills are an inter-education in the field of reading. related part of the child's whole reading ability. Reading teachers must be aware of Morgan, Annie Lee. "Recent Experiences the definite study skills needed for eachin Teaching Reading: A Symposium." XX subject area. Gives suggestions to help de- (Dec. 1943), 299-305, 333. velop these study skills. Offers a symposium of 6 views on various aspects of one reading experience. Miller, Vera V., and Lanton, Wendell C. "Reading Achievement of School ChildrenMurphy, George E. "Reading Materials- Then and Now." WWI (Feb. 1956), 91- 1948." XXV (Dec. 1948), 469-477. 97. Emphasizesdoing,thinking, speaking, i Reportsacomparativestudywhichand listening, rather than simply reading, Reading-32

as being basic to language development.dren read. Includes the skills and study Lists many books, articles, and magazines.habits necessary to fulfill reading purposes. Contends that children should read more Murphy, Paul G. "The Role of the Conceptbooks forinformation thanfor personal of Reading Ability." X (Apr. 1933), 86-89, satisfaction. 111. Shows high relationship between formingPaxson, Wayne M. "Wanted: Unbiased clear, concise concepts and the ability toQuestions!" XLIV (Nov. 1967), 748. read: the clearer one's concepts, the better Chargesthatbiasedquestionswere his reading ability. raised by an opponent of the i/t/a ap- Newman, Robert E. "Building Each Child's proach to teaching reading ("Wanted: Un- Desireto ReadA Year-Long Languagebiased Answers," by E. A. Enstrom, Jan. Arts Experience in Second Grade." XXXVII 1967 issue). (May 1960), 310-315. Payne, Anna. "An Enriched Coursein Describes an individualized reading andReading for Grade Six."(1) XII (Dec. creative writing program of a 2nd grade: 1935), 268-270;(2)XIII(Jan.1936), (1) children were permitted to read their25-28. basal readers at their own rate with their Advocates testing child at beginning of teacher making periodic checks on their6th grade by giving Stanford Achievement skills and comprehension; (2) the teacherTest and Gates Silent Reading Test, then taught reading skillsto her entire classstrengthening the child's deficiencies. daily;(3) creative writing began in the Deals with a second objectivein the middle of the year; (4) a mother assistedreading program, the development of ap- the children with spelling for this activity.preciation. Discusses methods of arousing At the end of the year the median readera child's interest and the ethical benefits in this class had made two years' progressof good literature. Includes a specific read- in one. The skill of some children exceededing program based on the Middle Ages their knowledge of correlative social studiesincluding a suggested book list and other concepts. activities for enrichment. O'Keefe, John G. "Overcoming Slow SpeedPence, Helen, and Sallee, Esther. "A Fourth of Reading in Junior High." XXXVI (Feb. Grade Book Journey." XIV (Oct. 1937), 1959), 105. 206-208. Lists two factors affecting rate of reading Gives an account of improvement in read- and offerstechnicsforimproving slowing using grade levels of books from 2-5 readers. and a round-the-world-trip motivation. De- Olson, Arthur V. "An Analysis of the Vo-scribes individual development in several cabulary of Seven Primary Reading Series." facets. XLII (Mar. 1965), 261-264. Pival, Jean, and Faust, George. "Toward Gives the results of a study of the vo-Improved Reading Instruction: A Discus- cabulary of 7 sets of basal readers, howsion of Variation in Pronunciation Linked they differ, and the problems which mightwith Stress." XLII (Dec. 1965), 861-865. be encountered when changing from one Points out that the movable stress pat- series to another. tern of English gives structure words more Orr, EvelynP."Personalized Reading."than one pronunciation. Uses examples of XXXVIII (Apr. 1961), 227-228. words and phrases that are commonly found States the opinion that personalized read-in elementary readers. Investigation shows ing is the best, defines what it is, and ex-that elementary series now most widely plains how to plan and execute a per-used are linguistically unsatisfactory. Calls sonalized reading program. for, in the future, combining familiar structural patterns of the spoken language with Parke, Margaret B. "Reading for Specificnatural pronunciation in reading pedagogy Purposes." XLI (Mar. 1964), 242-245: and material, in an effort to improve read- Points out the various reasons why chil- ing instruction.

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Polhemus, Mary E. "Home-School Coopera-Puhek, Vivian Maddocks. "Opening Magic tionfor Better Readers." XXXII (Nov. Casements." VIII (May 1931), 109, 116. 1955), 461-465. Discusses the question "How canwe Presents results and implications of ajudge the degree of success met by books study to determine the home influenceon presented to children?" reading progress in school, considering social class and the presence of newspapersRiegel, Paula. "Programmed Learning and and books in the borne, among other things. Reading." XL (Mar. 1963), 251-254. Discusses the theoretical background and Potter, Gladys R. "Education through Pub-types of programed materials for a reading lic Signs." VI (Dec. 1929), 279, 282. program and the type of student for whom Second grade children collected public such an approa,th is appropriate. sign directions from %vliat they saw during early activities. After bringing them to class Robert,E.B."DevelopingPermanent and writing on manila paper, the childrenReading Interest in Children." XXVI (Oct. discussed why signs were used and what 1949), 329-331. they meant. Listspoints indeveloping reading interests. Includes a test for the teacher. Pratt, Marjorie, and Meighen, Mary. "What Beginning Readers Read." XIV (Apr. 1937), Roberts, Bertha E. "The City-Wide Reading 125-128, 151. Programin San Francisco." VIII (Mar. Presents a tabulated statistical study of1931), 51-53, 63, 69. nine basic preprimers, primers, and first Relates sampling experiment with 4th readers (1936 copyright). Gives subjectivegrade children, dividing children into 3 classifications. reading groups: slow-moving, average, and fast-moving.Results showed thatin2 Pratt, Willis E. "Going Places in Reading."months some children progressed in read- XXIV (Mar. 1947), 151-162. ing ability as far as they would ordinarily Believes that reading has progressedas in 111 /2 months. an art and a science more in the past 25 years than in the preceding 300. NotesRogers, Helen, and Robinson, H. Alan. progress most observable in 8 areas: readi-"Reading Interests of First Graders." XL ness, attitudes, relation to other subjects, (Nov. 1963), 707-711. remediation, meaning, materials, methods, Reports a study on the reading interests purposeful reading. of. 1st graders. Results: (1) children enjoy that which is familiar; (2) girls and boys Pressnall, Hugo E. "Parents' Opinions ofhave different reading interests; and (3) Reading Instruction." XXXIII (Jan. 1956),good and poor readers have many of the 29-33. same interests. Reports on a survey of parents' ideas about reading instruction, which ultimately Rogers, Orville C. "Let's Make Reading enabled the school to interpret the readingFun." XXIX (Feb. 1952), 99, 108. program more thoroughly to the parents. Discusses the danger of comic books and vat can be done about it. Prince, Jacquelyn White. "Meaning for the Masses." XXXVIII (May 1961), 308-315. Ross, Ramon, and La Pray, Margaret. "Two Presents the results of an experiment inIconoclasts Re-View Reading." XLI (May Chicago using homogeneous grouping for1964), 530-531. instruction in remedial work as well as The authors submit 10 generalizations enrichment. Includes many ideas for oralabout the teaching of reading drawn from reading. dailyobservationsinclassrooms, not Pritchett, Ada Anthis. "AlivenessThen Re- pedagogical texts. tention." XXXVIII (Dec. 1961), 581-583.Rounds, C. R. "A Note in Reply to Dr. Describes one teacher's method of secur-Buswell." I(Sept. 1924), 180, 196. ing retainable reading interest over a period Responds to G. T. Buswell in same issue of time. of Elementary English. Asserts need for

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a study of the problem of oral reading toreading as a means of developing critical determineitspotential value for gradesthinking. 5-8 and suggests suitable methods for determining that value. Russell, David H. "Research on the Pro- cesses of Thinking with Some Applications Rounds, C. R. "The Value of Oral Read-to Reading." XLII (Apr. 1965), 370-378, ing." I (Sept. 1924), 175-177. 432. Indicates the trend of thought of the Suggests the direct teaching of 6 types of time regarding the study of oral reading.thinking that can be applied to reading: Questions the soundness of dissenters in the perceptual, associative, concept formation, area of oral reading usefulness. Relates the problem solving, critical, and creative. background of the premise "oral reading should be taught in the elementary grades."Russell, David H., and Merrill, Anne F. "Children's Librarians Rate the Difficulty Rudisill, Mabel. "Sight, Sound, and Mean-of Well-Known Juvenile Books." XXVIII ing in Learning to Read." XLI (Oct. 1964), (May 1951), 263-268. 622-630. Reports a study of the difficulty of 60 Reports a study which sought to demon-juvenile books as rated by 60 librarians in strate that the reading and spelling achieve-10 states. Six formulas (Dale-Chall, Flesch, ments of 1st grade children can be vastlyLewerenz, Lorge, Winnetka, Yoakam) were increased by a combined phonic and sight-also used to rate some of the books. The context-reading approach based on ma-children's librarians did not agree in rating terialsandactivitieswhichcausethethe difficulty of juvenile books; they rated beginnertoattend wholeheartedly andsome books as much as 5 grade levels apart. efficientlytothe essentills:recognizingSome librarianscriticizedthe Children's printed words and thinking the meaningsCatalog because "it gives a false impression of printed words. of the difficulty of books." Rudolph, Beulah Counts. "Bulletin Boards and Displays to Publicize Books and Read-Ryan, Mary Tuohy."Friday Afternoon ing." XLIV (Jan. 1967), 37-69. Reading Fun." XXII (Jan. 1945), 27-28, Lists books, pamphlets, and articles on 33. technics, ideas,and sources for bulletin Reports an experience which approached boards and displays to publicize books anda nearly ideal reading hour built on chil- reading. dren'sinterests,without compulsionor driving, but characterized by unobtrusive Rusnak, Mary. "What Happens Next?"directing and &lining by the teacher. XXXVIII (Apr. 1961), 225-226. States the importance of children's under- Sattley, Helen R. "Children's Books for standing of sequence and structure in writ-Democratic Survival." XXII (Mar. 1945), tenmaterial, and gives methods to be77-80, 93. employed in readiness programs to improve Recommends use of reading materials for ability to see and interpret structure anddevelopmentoftolerance,concernfor sequence. others, and other democratic ideals.

Russell, David H. "Pioneers in Reading II: Sayers,FrancesClarke."Adventurein Arthur Irving Cates." XXXIV (Oct. 1957),Reading." XIV (Oct. 1937), 203-205, 226. 397-398. Lists books with annotations for Book Presents an overview of Arthur Gates'sWeek. Suggests encouragement of reading (Columbia) career, including his work inas an adventure. general psychology, educational psychology, and reading. Schenk, Esther. "Reading Is Useful, Now That We're Six." XXIV (Dec. 1947), 498- Russell, David H. "The Prerequisite: Know-513, 541, 555, 561, 575. ing How to Read Critically." XL (Oct. States that good functional reading should 1963), 579-582, 597. contain a basic reading vocabulary, mean- Urges more emphasis on teaching critical ing, and vividness.

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Schmidt, Bernardine G. "Auditory Stimuli Comments upon certain aspects of ver- in the Improvement of Reading." XVIIIbalism met in reading. Provides 8 guide- (Apr. 1941), 149-154. lines for a teacher to follow if the teacher Reviews reasons for reading difficulties.wants to help his pupils avoid verbalism. Discusses in detail methods to use to helpPoints up that word recognition is only the correct difficulties. beginning, and that true reading involves thinking about what the words have said. Schoonover, Ruth C. "The Great Adven- ture." XIV (Dec. 1937), 279-283. Sehm, Marjorie Scott. "Out of the Fire of Cites observations and studies and con-the Gods." XL (Mar. 1963), 237-241, 272. cludes that reading, the great adventure. is Gives an account of how a mother proves a natural interest. By providing psycho-to her daughter that reading can be fun. logically sound incentives, it is possible toThis was done not by much reading but by insure practically a 100% participation inreviewing all the basic structures involved an extensive reading program. Pupil en-and creating an awareness of how reading dorsement of books should be given con-can be practical. sideration. Serviss, Trevor. "Reading in the Content Schubert, Delwyn G. "Reading Games:Areas." XXX (Oct. 1953), 353-361. Why, How, 'When." XXXVI (Oct. 1959), Points out the necessity of studying the 422-423. needs and interests of children and the im- Lists criteria to be used when selectingportance of a library with abundant mate- reading games. rials so that children can be guided in the responsibilityofselectingmaterialand Seeds, Nellie M. "Proving Grounds for Ele-evaluating it in terms of their needs and mentary Reading Reforms." XVII (Dec.interests. Calls for reading programs that 1940), 307-310. will make reading a vital part of living and Maintains that reading materials shoulda symbol of pleasurable activity. be changed so that they are more closelyShankman, Florence V. "Developing Perma- associated with children's interests. Though cost is a factor, with improved materialsnent Reading Interests in Children." XL (Apr. 1963), 411-414. children will build an undestroyable inter- Recommends that reading materials re- est which will continue through the years.volve around students' interests and that Authoralsodescribes a WPA readingtheteacherfurtherstimulateinterests labor through using educational media. Seegers, J. C. "Reading for Meaning." XXIIIShaw, Margaret. "A Bridge of Internatk.ial (Oct. 194t$), 247-250, 261. Friendship." XIII (May 1936), 170-173, States that schools should not teach read- 194. ing but should teach the use of reading and Presents a list of 82 books representing in so doing teachthinking.Presents 4 ap-25 countries or parts of the world. Books proaches to achieving this proposal. listed range from preschool picture books Seegers, J. C. "A Study of Children's Read-to junior high and school books, pub- ing." XIII (Nov. 1936), 251-254. lished from 1931 to Sept. 1934. Gives conclusive results of a study madeShaw, Phillip. "Study Activities: A Check- on uncontrolled reading. Shows that agelist." XXXVI (Oct. 1959), 390-394. level, IQ, and sex were factors in selecting Lists 16 questions regarding reading for reading materials. Science and biographical information. materials were read more by boys, while mystery and adventure were read more bySheppard, Lila. "Talk Written Down." XLI girls. A greater variety of books was read(Jan. 1964), 40-43, 61. by both sexes with bigher IQ's. Expresses the idea that reading is talk written down, and advocates ways of draw- Seegers, J. Conrad. "Some Aspects of Ver-ing upon children's experiences and con- balism." XXX (Nov. 1953), 437-443. versations to help them in their reading.

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Shores, J. Harlan. "Are Fast Readers the Deals with the results of a questionnaire Best Readers?" XXXVIII (Apr. 1961), 236-which attempted to find out the reading 245. interests of primary children. Reports an experiment with a 6th grade classto answer the question, "Are fastSmith, Dora V. "Stimulating Interests and readers the best readers?" Concludes thatAppreciation through Reading." XVII (May the purpose for reading determines whether 1940), 171-175, 182. or not fast readers are the best. States 4 standards by which to judge the success of a reading program. The main Shores, J. Harlan. "Reading Interests andgoal in reading is to find joy in books. Informational Needs of Children in Grades Four to Eight." XXXI (Dec. 1954), 493-Smith, Elva S. "Book Friends of 1932." IX 500. (Dec. 1932), 261-264, 274. Surveys the reading interests of pupils in Urges reading with empathy, relating the grade school with a comparison of these oneself to characters in books for significant interests to the interests of adults. literary experience. Shores, J. Harlan. "Reading of Science for Smith, James Steel. "Blind Alleys in Chil- Two Separate Purposes as Perceived bydren's Literature." XXXVI (Apr.1959), Sixth Grade Students and Able Adult Read-223-225. ers." XXXVII (Nov. 1960), 461-468. Lists and elaborates on 8 questions which Presents results of a study to understandobstruct the child's progress in understand- the immaturity of 6th grade children anding children's books and eventually weaken their inability to read science materials forhis interest in them; states thatone must various purposes. Draws 3 conclusions. srart with the positive suggestion of having the child read the book. Shores, J. Harlan. "Reading Science Mate- rials for Two Distinct Purposes." XXXVIISmith, Nila Banton. "The Personal and So- (Dec. 1960), 546-552, 565. cial Values of Reading." XXV (Dec. 1948), Reports a study which indicates that a490-500. reader's purpose for reading is a determinant Presents research bearing on the personal of reading rate and comprehension. and social values acquired byyoung peo- Shores, J. Harlan, and Husbands, Kennethple and adults through reading. Draws5 L. "Are Fast Readers the Best Readers?"conclusions from the data. )XVII (Jan. 1950), 52-57. Smith, Nila Banton. "Some Effects of Read- Tells of various studies to discover whating on Children." XXV (May 1948),271 - factors determine speed in reading. Tests278. show that speed and comprehension both Tells of an inventory takenamong chil- depend on difficulty of the material, thedren to determine the kinds of literature extent to which the reader reads critically,children prefer and if their choice of litera- and the reader's purpose in reading. ture had anything to do with their attitude Simpson, I. Jewell. "Helping the Teachertoward reading. Improve Oral Reading in the Grades." (1) Smith, Nila Banton. "What Have WeAc- VI (Sept. 1929), 167-170; (2) VI (Oct.complished in Reading?A Review of the 1929), 201-203. Past Fifty Years." XXXVIII (Mar. 1961), Lists reasons why oral reading is impor- 141-150. tant in the elementary grades. Enumerates Reviews 50 years of accomplishments in ways in which the teacher may train pupilsthe scientific study of reading. in the art of oral reading. Relates ideas for teachers to use in im-Smith, Nila Banton. "What Is Critical Read- proving oral reading. Restates the need foring?" XL (Apr. 1963), 409-410. improvement in this art. Defines critical reading asone aspect of reading comprehension. Slover,Vera. "ComicBooksvs.Story Books." XXXVI (May 1959), 319-322. Smith, Ruberta N. "A Viewpoint in Prepar-

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ing Teachers of Reading." XII (Dec. 1935), is similar to phonics yet it disagrees with 271-273. some of the practices advocated by pho- Suggests that the curriculum in teachingnicians; the intonational approach takes its and preparing teachers has become one ofbase in the suprasegmental phonemes which preparing one to teach children rather thanare represented by four degrees of loud- subject matter. ness, four degrees of pitch, and four degrees of juncture (pitch-pauses). Feels that Sochor, E. Elona. "The Nature of Criticalthe second method "promises some new Reading." XXXVI (jan. 1959), 47-58. and productive methods" and that children Provides a source of a concise analysisshould start to read material which resem- of the differences betweeii literal readingbles spoken English. and critical reading. Solomon, Lynn Lathin. "Please Cometo aStewart, Robert S. "The Weekly Reading Program." XXV (May 1948), 265-270. Book Week Party." XXXIX (Oct. 1962), Presents an organizational approach to 578-579. conducting a reading program. Relates the Gives directions for planning and execut-advantages of grouping reading classes in ing a simple Book Week party, and listsolder to give a maximum amount of time possible activities involved. to silent reading. Stahl, Stanley, jr. "An In-Service Approach tothe Improvement ofDevelopmentalStorm, Grace E. "Pioneers in Reading V: Reading Instruction." XXXIV (May 1957),Edward W. Dolch, jr." XXXV (Feb. 1958), 312-318. 124-125. Discusses the complexity of the reading Lists some valuable contributions to the process, the large number of failures, theteaching of reading by Edward Do Ich, j.f. importance oftheteacher'sability andIncludes such tools as (1) 220-word list role, and suggests fundamental skills andcomprising 75% of words used in 1st grade approaches. Gives an inservice outline ofbooks, (2) books on the teaching of readreading skills. ing, and (3) games as effective learning aids. Stauffer, R. Nance. "The ABC's of Enjoy- :rent of Reading." XXIII (jan. 1946), 38-Strang, Ruth. "Interest as a Dynamic Force 39. in the Improvement of Reading." XXXIV Emphasizes the importance of forming(Mar. 1957), 170-176. good reading attitudes and practices in Discusses 4 aspects of the effect of inter- young children. Points out what can beest as a motivating force to read. appealing to children in books to stimulateStrickland, Ruth G. "Children, Reading, their reading. and Creativity." XXXIV (Apr. 1957), 234- Stauffer, Russell G. "Reading as a Cognitive 241. Process." XLIV (Apr. 1967), 342-348. States that reading is not just reading Discusses independentand dependentwords but a reading into words so that a variables as influences on reading learning.child finds personal fulfillment and expands Also discusses reflective thinking, discoveryhis experiences. learning,goals,individualizedinstruction as they pertaintothereading-thinkingSutton, Rachel S. "Variations in Reading process. Assimilation and accommodationAchievement of Selected Children." XXXVII arethe cognitive processes involvedin (Feb. 1960), 97-101. reading. Contends that prepared tests, whether achievement, IQ, or readiness, cannot give Stevens, Martin. "Intonation in the Teach-the entire picture of the child in regard ing of Reading." XLII (Mar. 1965), 231- toreading achievement. Continuous ap- 237. praisal by the teacher, with data synchro- Describes approaches to reading instruc-nized around developmental change, must tionthe segmental approach and the into-be carried on. The child must 'ye access national approach. The segmental approach to many books. His environment should

208 Reading 32 stimulate him to read. The child must be Presents 3 views ofcriticalreading: continuously appraised with the help ofpropaganda detection, critical thinking, and standardized tests and teacher-staff study. literary analysis. The habit of judging and Thompson, Mildred E. "Why Not Try Self-an awareness of the uniqueness of com- Selection?" XXXIII (Dec. 1956), 486-490.municating through the printed page are Describes the success of self-selection oftwo common elements in critical reading; reading materials at the 7th grade level.fear and lack of time hinder critical read- Procedures werelefttothe individualing. Time, materials, freedom from pres- teacher, but results created a high interestsure, and receptive teachers are needed to in reading. teach critical reading. Thralls, Zoe A. "Geographic Terms in ThirdWartenberg, Hazel M. "How Come Johnny Crade." XXXVI (Jan. 1959), 32-35. Can Read?" XLIII (Apr. 1966), 365-369. Summarizesthegeographicmaterial Describes readers who can read and read existing in basic readers at 3rd grade level. well, in an area undergoing rapid social covering 14 readers copyrighted 1945-1957.change. Points out some of the values these children hold that may influence their atti- Townsend, Agatha. "Interrelationships be-tudes and drives. tween Reading and Other Language Arts Areas." XXXI (Feb. 1954), 99-109. Weingarten, Samuel. "Pioneers in Reading Stresses the needs for interrelationshipsHI: Paul Witty." XXX!V (Nov. 1957), 481- among the many phases of the language484. artsfromkindergartenthroughcollege. AnalyzesPaulWitty's(Northwestern Suggests teacher methods of planning aUniversity) contributions in the fields of reading program, based on the findings ofeducation,psychology,mentalhygiene, various studies, and types of materials tochild development, and reading. be used. Wheeler, Lester R. "Indirect Methods of Uhl, Willis L. "Reading and Life in theTeaching Reading." XXII (Mar.1945), Upper Grades." III (Apr. 1926), 108-110. 106-108. Describes a change in curriculum and Discusses points to be remembered in technics inthe reading programin thestructuring incidental reading experiences; upper grades in Boston. discusses role of the teacher, use of class- Uhl, Hillis L. "What Children Do When room displays. They Read." (1) VIII (Sept. 1931), 155-Wheeler, Lester R. and Viola D. "Selecting 156. 170; (2) VIII (Oct. 1931), 189-193.Appropriate Reading Materials." XXV (Dec. Enumerates 5 fundamental processes of1948), 478-489. reading and proceeds to analyze them in Authors presentcriteriafor choosing the two issues. Identifies a number of be-reading textbooks, giving 6 factors of dif- haviors common tochildren while theyficulty for selecting a reading text, and sug- read. gesting methods for evaluating the diffi- Von Stein, Lucy W. "Fun with Reading inculty of these textbooks. the Third Grade." XXX (Jan. 1953), 27-30. Shows a multitude of ways to use readingWinston, Gertrude C. "Oral Reading and as a source of entertainment, encourage-Croup Reading." XL (Apr. 1963), 392-393, ment, and enlightenment for 3rd graders. 410. Discusses valid uses of reading aloud in Wagner, Orren II. "What We Really Know class. about Reading." XXVII (Jan. 1950), 23-25. Lists Robinson's summary of causes ofWitty,Paul."Interest and SuccessThe severe reading retardation and basic prin-Antidote to Stress." XXXII (Dec. 1955), ciples of reading instruction. 507-513. Points out 8 possible causes of reading Warbeberg, Helen L. "Critical Reading."failures and suggests measuresto help XLIV (Mar. 1967), 247-251. overcome these problems.

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Witty, Paul. "Promoting Growth and De-Evaluation." (1) XXXI (Dec. 1954), 501- velopment through Reading" XXVII (Dec.506; (2) XXXII (Jan. 1955), 43-49; (3) 1950), 493-500, 556. XXXII (Fel). 1955), 109-114. Discusses the relationship between the Surveysstudieson the development, reading being taught and the influence thepopularity, and influence of comic books. content has on child behavior and attitude. Surveys research on two questions regarding comics: (1) Why are they popular? Witty, Paul. "Reading Instructiot A For-and (2) What are their undesirable fea- ward Look." XXXVIII (Mar. 1061), 151- tures? 164. Cites findingsIfrelationship between Discussbs reading instruction as an indi- reading of comic bocl:c and juvenile delin- vidualized method for each child. Com-quency. Tends to be unrelated to marks in ments on criticisms of reading instructionschool. Gives bibliography for guidance by Flesch and others. in children's reading. Witty, Paul, and Coomer, Ann.."Fostering Wozencroft. Marian. "Word Meaning Dif- a Balanced Reading Program: The Role offictilt;es." XLI (Jan. /964), 44-46. Parent, Teacher, and Librarian." XXVII States that as children progress through (Oct. 1946), 241-246. the grades, their chief meaning problem in Discusses two problems which are com-reading shifts from paragraph meaning to mon to every area of instruction and every word meaning. class: (1) the teacher must understand the nature and needs of the children; (2) theWyatt, Niza M. "Sex Differences in Reading teacher must seek the right materials andAchievement." XLIII (Oct. 1966), 596-600. experiences. Includes a list of worthwhile Presents a study la which boys were books and magazinesfortheprimaryseparated from girls, given special reading grades. material and special help to see if this could eliminate the gap in reading achievement Witty, Paul, and Coomer, Ann. "How Suc-between the sexes. Although there were not cessfulIsReadingInstructionToday?" significantdifferencesasmeasuredby XXVIII (Dec. 1951), 451-457, 491. achievement tests, the sex grouping seemed Considers reading instruction today asmore effective for bays but detrimental to compared with reading instruction 10 yearsgirls. ago. Though schools of today are being criticizedfor neglecting the teaching ofYoakam, Gerald Alan. "How to Remember phonics and failing to teach fundamentals.What One Reads." VII (Apr. 1930), 83-86. this criticism may result from widespread Describes difficulties commonly experi- insecurity and serve as a strong emotional enced in remembering what one reads and reaction to the great heterogeneity of abil-suggests some steps that can be taken to ity characteristic of the typical classroom,improve retention. Emphasizes the impor- as well as a reaction to a change of in-tance of material having meaning to the structionalmaterials. Through evaluating individual. achievement tests, reading attainment to- Young, Marion. "A Report on Self-Selection day and in the past, surveying opinions ofin Reading." XXXV (Mar. 1958), 176-181. teachers,supervisors, and administrators. Presentsauthor's method of selecting and making allowances for wide ranges ofreadings and otherclassactivitiesina ability,the author decides that readingheterogeneous grouping to allow for indi- instruction today is slightly improved over vidual differences. 10 years ago. The heterogeneity of ability Zirbes, and frequency of reading retardationin Laura."BeginningReadingin schools make remedial reading instruction aAmerica and England: A Contrast in Pro- necessity at the junior and senior highgressive Practice." III (Apr. 1926), 126- school levels. 127, 133. Describes phonoscript and phonic method Witty, Paul A., and Sizemore, Robert A.of teaching in a comparative study. Phonic "Reading the Comics: A Summary and anmethod is superior in speed.

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Research-33 Reviews and evaluates the results of in- structioninreading,listening, speaking, Alltucker, Margaret M. "Research Improv-and writing by television as compared to ing the Teaching of Spelling." IV (Juneconventional classroom procedures. 1927), 174-175, 187. Suggests that spelling words be groupedBecker, Samuel L. "Teaching of English in by difficulty and that each pupil be askedthe Mass Media." XXXVIII (Apr. 1961), to spell words at his own level. Speaks of 250-258. inculcatinga"spellingconscience"that Evaluatesexperiments done todeter- gives him a desire to spell correctly as wellmine the ability or inability of television to as the ability to recognize the correct spell-contribute to English teaching. ing and the meaning of the word. Also pre- teachingBetts, Emmett Albert. "Reading Disabilities sentstechnicsforeffectively and Their Correction: A Critical Summary spelling, and lists needs for further researchof Selective Research." (1) XII (Mar. 1935), in spelling. 69-73; (2) XII (Apr. 1935), 106-111; (3) Anderson, Harold A. "Needed Research inXII (May 1935), 131-141; (4) XII (June Listening." XXIX (Apr. 1952), 215-224. 1935), 157-165. Stresses the need for more research in the The chairman of the Committee on the area of listening. Third Annual Research Bulletin submitted tothe:editor 125 abstrar csof scientific Anderson, Marion A., and Staiger, Ralph C.studies relating to reading disabilities and (compiled by). "Language Arts Research,their correction. Eleven authorities were 1956." XXXIV (Apr. 1957), 245-253. asked to select 45 of these abstracts for Lists 289 studies in the language arts inpublication. Of those selected, 8 had some progress during 1956. bearing on preventive measures; 8 on cor- Art ley, A. Sterl. "An Eclectic Approach torective procedures; 24 on suggestions for Reading." XXXVIII (May 1961), 320-327.analysis of disabilities;laterality was in- Presents both sides of the issue of indi-vestigated by 4; and 14 were concerned vidualized vs. group teaching of readingwith the hygiene of reading. Success in with the comments of experts documented.beginning reading 30 years ago was prob- Concludes that the best features of bothably significantly related to psychological might be the best way to satisfy needs ofand physiological maturation. the learner. The second article lists researchers in the field of reading disabilities and the prob- Art ley, A. Sterl "Research Concerning Inter-lems their research has covered. Lists the relationships among the Language Arts."character of the research, the problem, the XXVII (Dec. 1950), 527-537. limitations of the study, the procedure, and Synthesizes some 75 articles of rk- earchspecific findings for each project. on language arts with the objective of draw- The thirdarticle summarizes 25 more ing together different aspects of e.e fieldresearch studies done in the area of reading and raising questions that need to be an-disabilities. Discusses the character of re- swered if the interrelationships are empha-search, the problem, the limitations, pro- sized in school programs. cedure, and conclusion of, among others', Artley, A. Sterl, and Squires, ElizabethB. WalterDearborn's,B.Duffy's,Donald "Progress Report on the Champaign Read-Durrell's,ArthurCates's,andWilliam ing Study 1952-55: A Review and Discus-Cray's reports. sion." XXXIV (Feb. 1957), 102-108. The fourth article concerns research on Reviews and discusses a reading program causes,characteristics,and frequency of initiated in Champaign, III., 1950-1952 andreadingdisabilities;reading achievement conducted until 1955. of pupils with seriously defective sight; the relation of facility in mirror reading to the Becker, Samuel L. "Research in the Teach-functions of speech and reading; the effect ing of English with Mass Media." XXXVIIIof right or left handedness on reversals in (Oct. 1961), 398-403, 410. reading; reading disabilities among higher

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grade mental defectives; identifying pros-usage, handwriting, andspelling,and pective nonreaders; and finding and analyz-chooses one method in each area which ing thefactorscontributingtomarkedoffers the most implications for classroom reading disability. teachers. Purpose is to influence teachers more directly by contact with research. Betts.EmmettAlbert."SystematicSe- quences in Reading." XX (Feb. 1943), 54-Burns, Paul C., and Petty, Walter T. "A 59. Summary of Investigations Relating to the Gives 5 approaches to the study of sys-English Language Arts in Elementary Edu- tematic reading sequences. Presents study cation:1965." XLIII (Mar. 1966), 252- by Warner on retardation and a study by 277. Hilton. Reviews researchinlanguage artsin Betts, Emmett A.; Dolch, E. W.; Gates,elementary school, Dec. 1964-Dec. 1965. Arthur I.; and Russell, David H. "UnsolvedBurns, Paul C., and Troxel, Vernon E. "An- Problems in Reading: A Symposium I."other Year of Research in Language Arts XXXI (Oct. 1954), 325-338. Instruction:1961." XXXIX (Oct. 1962), Consists of a series of short articles writ-549-555, 557. ten by specialists in the field of reading. Gives a report on research in the elemen- Lists both solved and unsolved problems, tary language arts. and presents specific ideas for research. Burns. Paul C., and Troxel, Vernon E. "A Bohnhorst, Ben A., and Sellars, Sophia N.Year of Research in Language Arts Instruc- "Individual Reading Instruction vs. Basaltion: 1960." XXXVIII (Oct. 1961), 384- Textbook Instruction: Some Tentative Ex- 388. plorations." XXXVI (Mar. 1959), 185-190, Presents a resume of published research 202. onbibliographies,handwriting,spelling, Describes a study conducted at Springcreative writing, television, usage, and gen- Street School in Atlanta. Defines the termseral language studies, concluding that hand- individual reading instruction and basal in-writing andspelling have received the struction.Gives the results and possiblegreatest emphasis in published research. implications of the study. Cappa, Dan. "Sources of Appeal in Kinder- Bormuth, John R. "New Developments ingarten Books." XXXIV (Apr. 1957), 259. Readability Research." XLIV (Dec. 1967), Reports a survey in which teachers were 840-845. asked to check the observable sources of Asserts that readability researchers haveappeal after reading a story once. Illustra- made vast strides recently because linguiststions were first, followed by story content; and psychologists have developed more ac-information content and humor were almost curate and reliable methods of measuringequal but below the first two. language difficulties and through descriptive technics have further adapted technicsCarlson, Ruth Kearney. "Recent Research for understanding the features of languagein Originality." XL (Oct. 1963), 583-589. that influence its comprehension difficulty. Reviews research from 1950-1962 on the creative child, with a discussion of his char- 13rumbaugh,Florence."Reading Expec-acteristics and unique problems. tancy." XVII (Apr. 1940), 153-155. States the findings of a study conductedClymer, Theodore. "Research Design in with 700 kindergarten children. The chil-the Language Arts." XXXIX (Apr. 1962), dren were asked what they expected of349-354, 356. reading in 1st grade. Characterizes and analyzes the structure Burns, Paul C. "Language Arts Researchof research procedures, especially as they apply to research in the language arts. That Should Make aDifference." XLI (Mar. 1964), 279-284, 288. Davis, 0. L., Jr., and Seifert, Joan G. "Some Examines research in areas of oral com-Linguistic Features of Five Literature Books position,writtencomposition,listening, for Children." XLIV (Dec. 1967), 878-882.

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Reports a study which sought (1) to re-(Mar. 1936), 101-106, 111; (2) XIII (Apr. veal some features of language used by1936), 149-156;(3) XIII (May 1936), authors of 5 children's literature books, and184-193. (2) to demonstrate the power of the analytic Discusses some of the inhibiting factors procedures introduced in the hope of stimu-in research in the elementary school read- lating more substantial research. ing program. Dil ley, Norman E. "Trade Names and the Lists problems in reading which needed Learning of Spelling and Reading." XXXVresearch investigation in 1929, ranging from (Apr. 1958), 226-229. reading r.;adiness to vocabulary at the ele- Reports on a study investigating whethermentary level. Includes progress reports of research already in progress. or not exposing childrentomisspelled words hinders their progress in learning to Deals with problems relatedto word spell and read. analysis and middle grade reading problems. Gives 3 suggestions for improving re- Dolch, E. W. "Fact Burden and Readingsearch method; which are the greatest Difficulty." XVI (Apr. 1939), 135-138. weakness of experiments in reading. Describes a study designed to determine the number of facts presented in certainEarly, Margaret (editor). "A Summary of content textbooks. Results of the study ledInvestigations Relating to the English Lan- to these conclusions: (1) as the books be-guageArtsinElementaryEducation- came lighter infact burden, they came1961." XXXIX (Apr. 1962), 336-348, 366. more to be story type material;(2) the Presents results of current research in two books with low average fact burden had anareasreading and written communication. uneven distribution of facts within them; (3) a heavy load of facts may not be asEdmund, Neal R. "Story Writing in the Seventh Grade." XXXIV (May 1957), 305- damaging as failure to distinguish between306. important and unimportant facts; (4) the additional factor beyond the quantity of Presents results of a survey of 127 children asking questionsabout their story facts is the difficulty of the facts, writing experiences. Donovan, H. L. "Use of Research in the Teaching of Reading." V (Apr. 1928), 104-Edwards, D. Lewis. "Reading from the 107. Child's Point of View." XXXV (Apr. 1958), Discusses educational research of the 239-241. time and includes the following findings: Notes, in the results of his survey of 66 retarded readers, that children should read (1) modern technics are adopted earlier inslowly and get the true meaning of the urban areas than in rural areas; (2) halfmaterials read. the schools surveyed displayed some evidence of written courses of study, pre-Enstrom, E. A. "Research in Handwriting." primer, and remedial work; (3) 60% ofXLI (Dec. 1964), 873-876. theteachers'collegessurveyedoffered Cautionsagainst hasty conclusionsof courses in reading; (4) there was inade-researchers in using small amounts of in- quate dissemination of information aboutformation. Lists 10 valid points for con- the teaching of reading and educationalsideration when doing research work. theory; and (5) of 23 sets of textbooks, including 346 books, evaluated on the basisEvans, James W. "Needed Research in Lan- of inclusion of current research findings re-guage, Composition, and Grammar." XVI lating to reading, 173 were labeled excel-(Mar. 1939), 97-100. lent, 94 good, 35 fair, and 44 poor. Sug- Suggests that though research has been gests that the quality of textbooks affects,conducted in language, composition, and to a large extent, the quality of readinggrammar, it has not been of a kind help- instruction. ful to the classroom teacher. Suggests directions which future research should take: Durrell, D. D. "Research Problems in Read-(1) part of the research should concern itself ing in the Elementary School." (1) XIIIwith the specifics of language; (2) studies

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of the positive aspects of pupil needs andGoodman, Kenneth S. "A Linguistic Study performance are needed; (3) studies areof Cues and Miscues in Reading." XLII needed about the problem of how pupil(Oct. 1965), 639-643. performance can be motivated;(4)the Describes a research study on 100 chil- problem of difficulty should be redefined to dren in grades 1, 2, 3 and their cues and take into consideration the work, time, andmiscues in readingcomprehensionas attention required by the learner in master-studiedfrom aprivate,oralreading ing the item to be learned. situation. Flesch, Rudolf. "A Readability Formula inGoodykoontz, Bess. "A Bibliography of Un- Practice." XXV (Oct. 1948), 344-351. published Studies in Elementary School En- Presents the author's statistical formulaglish, 1934-1936." (1) XIV (Nov. 1937), for measuring readability and its applica-250-256, 266; (2) XIV (Dec. 1937), 293- tions. Suggests a direction for further re-300. searchin readability, with emphasis on Reports studies dealing primarily with linguistic aspects. the objectives and technicsof oral and Foster, R. A., and Hampel, Margaret. "Un-written English in grades 1-8. Gives brief reports of the following 3 studies:(1) published Studiesin Elementary Schoolintegrating language with other parts of English." (1) XVII (Mar. 1940), 117-122;the curriculum; (2) language problems of (2) XVII (May 1940), 194-198; (3) XVII handicapped children; and(3)creative (Oct. 1940), 240-245;(4) XVII (Nov. writing. 1940), 290-292. Other studies evaluate(1) courses of Summarizes, in 4 installmehts, informa-study and textbooks; (2) error studies and tion about research in elementary schoolremedial drill programs; (3) grammar; (4) English. punctuation; (5) tests, scales, testing tech- Furness, Edna L. "Mispronunciation, Mis-nics; (6) growth in vocabulary and other takes, and Method inSpelling." XXXIIIlanguage elements; and (7) composition. (Dec. 1956), 508-511. Points out that pronunciation plays anGray, William S. "An Evaluation of the important part in learning spelling;sets Yearbook." XIII (Oct. 1936), 228-233. up certainguidepoststoestablishpro- Suggests technics for people interested nunciation instruction as an integral partin reading; criticizes the yearbook (the 4th of the spelling program. bulletin of the National Conference on Re- search in English), discusses problems of Gates, Arthur I. "Needed Research in Ele-research, and gives the reason for studying mentary School Reading." XIII (Dec. 1936),these areas. [See also Arthur I. Gates, Dec. 306-310, 318. 1936, this section.] Evaluates the 4th annual research bulletin of the National Conference on ResearchGray, WilliamS."Needed Research in inElementary School English, ResearchReading." XXIX (Feb. 1952), 100-108. Problems in Reading, edited by Donald D. Classifies reading problems that need to Durrell, and lists areas which need imme-be fully researched under these headings: diate attention. theory and practice; practical issues and problems; characteristics of readers; levels Gibbons, Helen D. "Reading and Sentenceof maturity or school progress. Elements." XVIII (Feb. 1941), 42-46. Reviews a study seeking to determine theGreene, Harry A. "Research in Elementary relation between: (a) parts of a sentence;Language." (1) X (Mar. 1933), 59-66; (2) (b) parts of a sentence and the ability toX (Apr. 1933),101-107;(3) X (May understand the sentence meaning; and (c) 1933), 126-134; (4) X (June 1933), 155- the ability to see relationships between sen-156; (5) X (Sept. 1933), 177-180. tence parts and the abilityto readas Reports on the problems in elementary determined by Gates's standardized readinglanguage. The principal difficultylies in test. the fact that in the past the attack on the

214 Research 33 problems of language as a field of elemen-and Late School Starters in Reading Re- tary schoolinstruction has been mainlylated and Non-Reading Related Areas in philosophical rather than experimental, Fourth and Fifth Grades." XLI (Oct. 1964), Studies the content and placement in the631-639. curriculum of elementary English. The cur- Describes a study conducted for the pur- riculum should place emphasis on the con-pose ofinvestigatingthedifferencesin structive rather than on the error aspect ofachievement in the separate subject mattes language. areas between younger and older 1st grade. Discussestheproblems in elementaryentrants at the end of the 4th and 5th language relatedtosentencestructure, grades. The results of the study showed grammatical forms, single situation in us-that despite the fact that the younger pupils age, relationship of subject and predicate,were significantly inferior to the older pupils and oral and written language activities. in almost every academic area evaluated, Part V consists of a discussion by Robert when the raw scores were converted to C. Poo ley and Percival M. Symondson grade equivalents, the mean grade equiva- "Research in Elementary Language." lents of the younger pupils were still above Groff, Patrick J."Spelling and Languagegrade level. Succumbing to current pres- Achievement ofLeft-Handed Children."sures for an earlier entry date for 1st grade XXXIX (May 1962), 466-469. pupils is difficult to justify in light of these Reports on research of the study of the results. relationship between handedness and reading. Evidence thus far available reports sig-Hampel, Margaret. "Unpublished Studies nificantly little relation between handed-in Elementary School English, 1941." (1) ness and language ability. Gives statisticsXVIII (Nov. 1941), 255-262; (2) XVIII from various studies of grades 5 and 6. (Dec. 1941), 300-305;(3) XIX (Jan. 1942), 23-28; (4) XIX (Feb. 1942), 67- Groff,Patrick. "Research Critiques." XLI 69. (Dec. 1964), 915-924. Consistsofabstractsofunpublished Discusses the substrata-factor theory ofstudies in elementary school English for the reading, its design and its applicability toyear 1941. Lists authors and their unpub- reading in the elementary school. Refers tolished articles. research by Jack Holmes and Harry Singer on this subject. Hanna, Paul R. and Jean S. "Applications of Guiler, Walter Scribner, and Betts, EmmettLinguistics and Psychological Cues to the Albert. "A Critical Summary of SelectiveSpelling Course of Study." XLII (Nov. Research." (1) XI (Mar. 1934), 75-80; (2) 1965), 753-759. XI (Apr. 1934), 111-118; (3) XI (May Offers an overall design for a research 1934), 139-146; (4) XI (June 1934), 164-approach on spelling improvement through 169; (5) XI (Sept. 1934), 188-191; (6) the fields of linguistics and psychology, and XI (Dec. 1934), 272-275, 278. discusses 5 aspects of the spelling program. Reports the outcomes of an NEA meeting in 1933 which resulted in research toHanna, Paul R.; Hanna, Jean S.; and Berg- improve English instruction in elementary quist,Sidney R. "Needed Researchin schools. Results included formation of theSpelling."XLIII(Jan. 1966), 60-66. National Conference on Research in Ele- Contrasts recent spelling reseach with mentary School English, appointment ofthelinguistic approach and suggests 4 committees, and program arrangement ofmajor areas of possible research in these the next conference. Closes with a list oftwo categories. short summaries of research problems submitted by members of the Conference inHarris, AlbertJ.;Strang, hopes of stimulating research. Ruth; Witty, Paul; and Yoakam, Gerald A. "Unsolved Halliwell, Joseph W., and Stein, Belle W.Problems in Reading: A Symposium II." "A Comparison of the Achievement of EarlyXXXI (Nov. 1954), 416-430.

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Presents 4 lists by the authors of areasrect study of words; (5) misspelling in writ- needing research in the field of reading. ten work shows poorly developed conscious- Hiner, Mary Clay. "Looking Backward atness or conscience; and (6) evaluation by Childhood Books." XX (Apr. 1943), 157-standardized testing and spelling scales is 158. defensible. Lists favorite childhood books based onHultz, Helen L., and Zyve, Claire T. "The recall of childhood reading (ages 9-15) byEffect of Phonographic Recording in Im- college students in 1930-1940. Results of provingChildren'sSpeech." XI(Sept. the study showed that the group had read1934), 183-187. all books within their reach and liked all Summarizes a controlled study that was they had read. carried out for a month with two 4th grade Hogenson, Dennis L. "The Role of Interestgroups to determine the effectiveness of inImproving Reading phonographic recording in the improvement Skills." XXXVIIof certain mechanical elements in children's (Apr. 1960), 244-246. use of oral English. Describes a study of two 6th grades to determine the role interest plays in im- Hurley,Elsie M. "Motivating Reluctant proving reading skills. A control group withReaders." XXXVIII (May 1961), 328-329. an IQ range of 80 to 120 read a basal Reviews a study of children with an IQ reader. An experimental group with an IQrange of 76-114 with poor work habits and range of 92 to 124 selected three librarypoor attitudes towardreading.Explains books of differing types, of interest to themmotivational methods, both individual and and on their reading level, and wereen-group. The results showed an improvement couraged to read as much as possible within attitude and work habits. periodic checks of their reading progress. The experimental group made greater gainsJohnson, Roy I.; Smythe, Dallas W.; Shores, on skills than the control group. J.Harlan; and Husbands, Kenneth. "Re- search and Interpretation." XXVII (Jan. Hopkins,Celia."Spelling and the Lan-1950), 40-57. guage Arts." XXXIV (Feb. 1957), 98-101. Discusses possible influence of electronic Combines spelling with language arts bymediaradio, TVon reading time. Some presenting the spelling words in the formTV could be utilized educationally. Man of sentences made up by the pupils. needs to be educated to think critically and to select carefully those media which most Horn, Ernest. "Research in Spelling." XXI (Jan. 1944), 6-13. influence his thinking and acting. Examines the research in spelling andKarlin, Robert. "The Prediction of Reading suggests better use of these studies for the SuccessandReading-ReadinessTests." teaching of spelling. XXXIV (May 1957), 320-322. Horn, Thomas D. "Research in Spelling." Reports aninvestigationof1111st XXXVII (Mar. 1960), 174-177. graders to show the relationship between Lists a selected bibliography of research, reading readiness scores and later reading achievement; scores showed very little rela- with an introductory reference section and tionship between the two. a discussion of research implications for the improvement of modern spelling instruc- Karlin,Robert."ResearchinReading." tion:(1)a spelling program should beXXXVII (Mar. 1960), 177-183. built around a central writing core of from Summarizes research in reading as fol- 2- to 3,000 words including those high fre-lows: (1) reading-readiness tests are not quency words needed by both children andreliable in predicting success or failure in adults;(2)list presentation of words isbeginning reading, and programs of instruc- more efficient than contextual approach; (3) tion must be adjusted to developmental the test-study procedure, child-corrected, islevels of children; (2) phonics instruction superior to the study-test approach; (4)is only a single aspect of word recognition; phonics should be supplemental to the di- (3)there isa marked sex difference in

216 Research 33 reading interest;(4)television does notLevin, Harry. "Reading Research: What, necessarily supplant reading and can beWhy and for Whom?" XLIII (Feb. 1966), used to stimulate more reading; (5) prep- 138-147. aration for reading in content fields is as Discussessomeresearchneedswith important asguidanceinreading fromprescriptions for design. readers; (6) no conclusions can be drawn from research as to the superiority of in-Lichtenstein, Jack. "The New Castle Read- dividualized reading programs over others; ingExperimentinCleveland Heights." and (7) machines of the pacer, ilashmeter,XXXVII (Jan. 1960), 27-28. and film types, to increase reading rate, Reports on an experiment in which read- cannot be recommended. ing was taught throughfilmstripsthat paralleled content in a basic reader text. Keener, Edward E., and Rowe, John R.Attributes this method with significant in- "Practice Materialsin Third Grade En-creases in mean grade level scores and IQ glish." X (Mar. 1933), 55-58, 78. scores. Reports a study to determine the difference between an experimental class usingLipscomb, Lena E. "A Stutly of the Read- practice materials without a textbook oring of a Sixth Grade." VIII (Mar. 1931), other aids, and a control group using a text-60-63. book and any device which the teacher Reports a study conducted to determine could find. The experimental group scoredsome definite plan for selecting books for highest on tests thus proving that English6th grade pupils of high reading ability to can be taught just as well from individualread. Results showed that the ones with assignment sheets. the highest IQ were not necessarily the ones who read the most books. Keshian, Jerry G. "How Many Children Are Successful Readers?" XXXVIII (Oct.Looby,Ruth."UnderstandingsChildren 1961), 408-410. Derive from Their Reading." XVI (Feb. Reviews the results of a 406-child study1939), 58-62. of reading ability and socioeconomic status. Reports a study made to ascertain the Draws 8 conclusions. extent to which children understand words and phrases read in literature. Uses the Knott, Thomas A. "Observations on Vocabu-reactions of a group of 77 6th graders to lary Problems." XVII (Feb. 1940), 63-67. the literaryselection,"Achilles, Famous Comments on the findings of research onLeader of the Greeks," by Alfred J. Church. vocabulary problemsa study reported by the National Conference on Research inMcCracken, Glenn. "The New Castle Read- English. ing ExperimentA Terminal Report." XXX (Jan. 1953), 13-21. Kyker, Charles. "Remedial Reading in a Reviews the experiment and points out Semi-Rural School." XX (Apr. 1943), 161-the psychologicaladvantages gained by 162. shy or retarded readers by using the ma- Describes an experiment in Tennesseeterialswithpicturescorrespondingto for improving reading of children who werereading texts. selected on the bases of a standardized test, teachers' estimates, and vision, hearing, andMcGuire, Edna. "Poem Selection for Pri- intelligence tests. Children improved frommary Grades." XI (Dec. 1934), 263-267. .5 to 2.3 school grades as a result of a Cites the values that poetry has for chil- remedial reading program. dren. Enumerates research concerned with the listing and grade placement of poems. La Brant, Lou; Marcus, Fred; and Stein-Determines a basic list of poems that could berg, Erwin R. "Needed Research in Lan-be used in grades 1, 2, and 3. Is far from guageExpression." XXIX(Jan.1952),satisfied with her results, however, for she 35-38. feels that a study tends to perpetuate itself Discusses points that need to be re-in other studies. Concludes that the scien- searched in the area of language expression. tific problem of finding what poetry is best

217 Research-33 suited for different levels of developmentMazurkiewicz, Albert J. "A Comparison of still remains to be solved. i/t/aand T.0. Reading Achievement Wht...1 Methodology Is Controlled." XLIII McKee, Paul, "Problems of Research: An (Oct. 1966), 601-606, 669. Evaluation." XIII(Nov. ]936), 269-273, Describesthecontrolledmethodof 279. i/t/a(Initial Teaching Alphabet) and T. Gives a constructhe criticism of the bul-0.(traditionalorthography)inreading letin from the fourth annual National Con- achievement. ference in Research in Elementary School English, and commends the chairman forMazurkiewicz, Albert J. "Teaching Reading his selection of subject areas to be studied. inAmerica Using theInitialTeaching The committee's discussion included meth-Alphabet." XLI (Nov. 1964), 766-772. ods of research, correlation of reading and Reports in detail the work done ina language programs, age of reading read-study which is, first, a demonstration of the iness, content of reading primers. use of the i/t/a in reading instruction and, second, an evaluation of its effectiveness, McKee, Paul. "Research Values inChil-building on the research findings of the dren's Writing Vocabularies." VII(Mar.English experiment determining the effec- 1930), 73-77. tiveness of using Pitman's i/t/a. Tentative Points out need for additional researchconclusions are that the i/t/a population is in the field of children's writing vocabu-superiortothecontrolgroupinword laries, suggesting that to get tile commonrecognition, total reading, and comprehen- words that children use, one should studysion along with better rapport in certain children's letters and diaries. Also considerssocial and emotional areas. the matter of selecting spelling vocabulary in terms of spelling difficulty, and the need Milligan, John P. "The English Expression for research in matters concerning gradeProgram." XV (Jan. 1938), 5-10. placement ofparagraphing,punctuation, ReportsastudyinBloomfield, New and reading material. Jersey, concerning English expression. The plan, though observed for one year, was Mac Lately, Josephine H. "A Bibliographytoo short to lead to any conclusion about its ofUnpublishedStudiesin Elementaryeffectiveness. The data did show gains in School English, 1925-1934." (1) XII (Dec. language as revealed by the Progressive 1935), 260-263, 267; (2) XIII (Jan. 1936), test. 20-24, 28; (3) XIII (Feb. 1936), 58-62,Milligan, John P. "An Evaluation of Two 65. Methods of Teaching Written Sentence Lists unpublished research in elementaryStructure." XVI (Mar. 1939), 91-92, 106. school English. Describes an experiment carried out in Includes two reports, one dealing with 1936-37 in grades 4, 5, and 6. Two methods primary grade studies in English and theof teaching functional grammar were set other with intermediate grade studies in up: the formal method in which the subject language. matter of the lessons consisted of items of EmphasizesoralEnglishfor primarygrammar related to the sentence as a unit; grades and composition writing in the inter-and the incidental method in which chil- mediate grades. Stresses the importance ofdren wrote compositions and teachers based reading ability in making use of sentencetheir teaching of grammar as needs were structure. Gives the results of a study maderevealedin thecompositions.Results at intermediate glade level under the head-showed that the incidental method of teach- ingsofgrammar,punctuation,practiceing was slightly more effective in changing material, testing technics, and reading. the sentence structure of elementary school children. Marshall, Gertrude W. "On Our Own in Spelling." XXXIV (Dec. 1957), 543-544. Peltola, Bette J. "A Study of Children's Reports how the author develops herBook Choices." XL (Nov. 1963), 690-695, own devices in teaching spelling. 702.

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Deals with an attempt to investigate theMacie. "Some Implications of Spelling and amount of agreement between children'sReading Research." XLII(Feb.1965), choices of books and those chosen by both142-145, 200. the American Institute of Graphic Arts and Summarizes pertinent researchrelating the catalog 3300 Best Books for Children. to questions of spelling and reading instruc- AIGA books did not fare so well with thetion for poor spellers and poor readers. children as did the catalog's listing. Po ley,IrvinC."VarietyinSentence- Petty, Walter T. "A Summary of Investiga-Structure." VI (May 1929), 126-128. tions Relating to the English Language Presents the results of a study of &h Arts in Elementary Education: 1962." XLgrade pupils in a summer demonstration (Feb. 1963), 150-164, 201. class at Harvard University concerning cor- Reviews 58 research studies in elemen-relation between intelligence and variety tary language arts. in sentence structure. Petty, Walter T., and Burns, Paul C. "APreston, Ralph C. "The Reading Status of Summary of Investigations Relating to theChildrenClassifiedby TeachersasRe- English Language Arts in Elementary Edu-tarded Readers." XXX (Apr. 1953), 225- cation: 1963." XLI (Feb. 1964), 119-137. 227. Presents the 3rd annual review of re- Analyzes the reading of 82 elementary ported research ill the elementary languageschool children from two schools who were arts field. classified as retarded readers. Presents conclusions. Petty, Walter T., and Burns, Paul C. "AReeve, Olive R. "The Vocabulary of Seven Summary of Investigations Relating to thePrimaryReadingSeries." XXXV (Apr. English Language Arts in Elementary Edu-1958), 237-239. cation: 1964." XLII (Apr. 1965), 411-430. Reports on a study using the vocabulary Summarizes 77 research studies havingfrom the Primary Reading series. Results direct classroom application which appearedindicated that more experience at each level in journals from Dec. 1963 to Dec. 1964.of reading built confidence for the next They cover preschool reading and its effect on school reading achievement, i/t/a, thereading level. Joplin plan, the problems of teaching read-Richmond, Arnie E. "Children's Spelling ing to boys, programed instruction, aural-Needs and the Implications of Research." visual discrimination both in the early read-XXXIII (Dec. 1956), 500-505. ing program and in succeeding grades, writ- Describesaresearchstudy aimed at ten communication (spelling, compositionpreventing and solving spelling problems. and mechanical skills), and oral communi-Study was conducted at the 6th grade level. cation. Russell, David H. "Interrelationships of the Petty, Walter T., and Bums, Paul C. "ALanguageArtsandPersonality." XXX Summary of Investigations Relating to the(Mar. 1953), 167-180. English Language Arts in Elementary Edu- Summarizes about 200 studies concern- cation:1966."(1) XLIV (Apr.1967),inginterrelationshipsofpersonality and 392-401, 430;(2) XLIV (May 1967),language behavior. 492-516. Russell, David H. "Progress in Reading: A Part I summarizes articles on the soci-Special Review." XXXIV (Apr. 1957), 242- ology of reading, the psychology of read-244. ing, the physiology of reading, and the Gives a critiqueof a two-year study teaching of reading. Summarizes articles on which indicatessuperiorityof "phonics- language learning, oral communication, andword approach" over "mixed methods." written communication. Notes 7 major inadequacies of the study. Part IIpresentsarticlesdealing with specific studies of reading instruction. Russell, David H. "Reading Research that MakesaDifference."XXXVIII(Feb. Plessas, Gus P.,and Lad ley,Dorothea 1961) , 74-78.

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Selects the 10 best examples of reading137 -166; (2) XVI (May 1939), 199-204; research which have affected the curricu-(3) XVI (Oct. 1939), 234-239; (4) XVI lum in reading and related areas. They in- (Nov. 1939), 279-282;(5) XVI (Dec. volve eye movements, teachers methods, 3939), 320-326;(6) XVII (Jan. 1940), clinical procedures, children's motivations, 28-43. the emotional and personality concomitants Includes a bibliography of the 7th annual of reading, and the problems of reading and research bulletin of the National Conference language all over the world. on Research in English. Russell, David H. "Spelling Ability in Re- Presents findings of research on elemen- lation to Reading and Vocabulary Achieve-tary school vocabulary stating available in- ments." XXIII (Jan. 1946), 32-37. formation,including listsand compilers, Reviews studies by Gates, Betts, Gilbertand identifying areas where more research and Gilbert, Spache, Russell, Bond, andis needed. Dicussess vocabulary building and vocabulary problems in reading, writ- others. ing, and speaking. Sandmeyer, Katherine H. "Spelling: Help Includes a digest of research on elemen- or Hindrance?" XXXV (Jan. 1958), 42-44.tary school vocabularies for listening, speak- Deemphasizes the use of spelling rulesing, and writing, the purpose of which was and relies more heavily upon visual memory to call attention to the difference between method. Encouragescareful observationwords which children actually know and and persistence in learning to spell wordswords which publishers think they know. correctly. Includes a digest of research on vocabulary problems. Schoephoerster,Hugh."Researchinto Reports research which points out prob- VariationsoftheTest-StudyPlanoflems of vocabulary. Teaching Spelling." XXXIX (May 1962), 460-462. Sharpe, Maida Wood. "A Comparison of Statesthat thetest-study method ofThree Approaches to Teaching Spelling." teaching spelling is superior to that of theXXXVII (May 1960), 316-320. study-test method. Compares in value 3 Reviews a study which compared 3 ap- variations of the test-study plan. Relatesproaches to spelling instruction used with 3 findings froei experimental study groups:different groups of children. One group did above average', average, and below average.much independent study with freedom to choosetheiractivities;another,much Seashore, Robert H. "The Importance ofindependentstudywithoutfreedomto Vocabulary in Learning Language Skills."choose their activities; and another followed XXV (Mar. 1948), 137-152, 160. a workbook program. All made the same Describes some of the methods usedgains in spelling achievement. Recommends and results obtained in a study measuringfurtherresearchonteachingspelling. individual differences in the extent and useIdentifies the following as components of a of the English vocabulary at various gradegood spelling program: challenging writing levels.Makes use of the Stanford-Binetsituations; proofreading practice; develop- IntelligenceTest andpersonalresearching rules inductively; following up correc- findings in the experiment. tionof errors; compiling listsof words Seegers, J. Conrad. "Recent Research inbased on needs, abilities, and interests; and Vocabulary Development." XXIII(Feb.workbook practice. 1946), 61-68. Shib les, Burleigh H. "How Many Words Deals with vocabulary problems in text-Does a First-Grade Child Know?" XXXVI books in relationship to developing bothJan. 1959), 42-47. vocabulary andthinking.Citesvarious Presents a brief analysis of the research sources and their ideas in regard to vo-that has been made in recent yearson the cabulary development. vocabulary development of the 1st grade Seegers, J. C. "Vocabulary Problems in thechild. Elementary School." (1) XVI (Apr. 1939),Singleton,Carlton M. "Freedom to Re-

220 Research 33 search." XXXVIII (Feb. 1961), 114-117,Staiger, Ralph C. "Language Arts Research, 121. 1960." XXXVIII (Mar. 1961), 175-186. Discusses steps for guarding researchers' Reports on 312 research studies com- freedom in order to strengthen their studypleted or underway in language artsin when securing the cooperation of those 1960. who may be affected. Staiger, Ralph C. "Language Arts Research: Singleton, Carlton M. "Needed Research1962." XL (Apr. 1963), 362-369, 378. inthe Language Arts." XXXIX (May Lists 221 studies donein1961 and 1962), 495-496. 1962tho 4th in a series of biennial collec- Stresses the need for research in the lan-tions of research studics in the language guage arts, and lists groups of questions arts. that should be answered by this research. Staigcr, Ralph C. "Language Arts Research: Singleton, C. M.; Diederich, P.B.; and1964." (1) XLII (Apr. 1965), 433-445; (2) Hill, Walter. "The Classroom Teacher as aXLII (May 1965), 513-526. Researcher." XXXVIII (May 1961), 330- Part I reports that the number of lan- 335. guage arts research studies more than dou- Reviews, with suggestions, the need forbled those of 1962. Attributes the increase and the way to go about classroom research. in part to the stimulus given by Project English and other research activities of the Smith, Nila Banton. "Areas of ResearchU.S. Office of Education. The language arts InterestintheLanguageArts." XXIXclassification includes correlated programs (jan. 1952), 21-34, 50. compared with isolated teaching, linguistics, Affirms the idea that research needs inand i/t/a in the first grade. language arts are varied and urgent, and Part II includes a comprehensive bibliog- suggests the following topics for researchraphy of master's theses, post master's re- study: (1) continuity of growth, longitu-search, doctoral dissertations and post doc- dinal study of language needs, uses, andtoral study under the followinglistings: development; (2) interrelationships of lan-reading: secondary school; reading: college guage growth with other areas of growth; andadult;reading:corrective;writing; (3) environmental influences on vocabulary,grammar and usage; spelling; handwriting; quantity and quality of expression, andspeaking and speech correction; listening; readingability;and(4)developmentalteacher education; psychological relation- sequences. ships; literature, poetry, appreciation; dra- Spache, George D. "New Approaches tomatics; college English; and library. Research in the Language Arts." XXXIV (Oct. 1957), 374-377. Staiger, Ralph C. "Language Arts Research: Notes that more research is needed in 1966." XLIV (Oct. 1967), 617-638. these areas related to reading and spelling: This is the 6th biennial listing of research (1) mature reading skills (skimming, scan-studies compiled by the author with the ning, critical reading, and proper handlinghelp of the National Conference on Re- of propaganda); (2) individualizing read-search in English. It contains 381 studies inginstructionto learningaptitudesofunderway or completed during 1966. Cate- individual child; (3) the impact of parent-gories: programs and curricula; vocabulary; child relationships upon success in child'slinguistics; dialects; language development; reading; and (4) the reasons for misspell-mass communication; materials and analy- ing. sis; bilingualism; reading: process; reading: elementaryschool;reading:secondary Staiger,Ralph C. "Language Arts Re-school; reading: college and adult; reading: search, 1958." XXXVI (Nov. 1959), 502-corrective;writing; grammar and usage; 510. spelling; speaking and speech correction; Provides a bibliography of 284 researchlistening; teacher education; psychological studies covering 18 areas of language artsrelationships;collegeEnglish;literature, in progress in 1958. poetry, appreciation; library; dramatics.

221 Spelling and Vocabulary 34

Steiger, Ralph C. "Research in the Lan-language variables in children of the 1st guage Arts." XXXIX (May 1962), 490-494. and 2nd grades. Considers research in the language arts, and reasons that since most of the studiesWitty,Paul."Phonic Study and Word reported use some kind of statistical treat-Analysis." (1) XXX (May 1953), 296-305; ment, it might be useful to suggest a se-(2) XXX (Oct. 1953), 373-379, 383. quence of utility for prediction of the sta- (1) Reports a study of the values of pho- tistical technics used in these studies. nics study in elementary school. Relates that Gates and Russell concluded that ex- Steinberg, Erwin R., and Jenkins, William cessiveamounts ofphonicsshould be A. "Needed Research in the Teaching ofavoided, while Donald Agnew, on the other the Elementary School Language Arts."hand, found many advantages from the XXXIX (Dec. 1962), 790-793. teaching of phonics. Presents a program for Reports on a conference recognizing some introducing various phonic elem.tnts. needed research studies on language arts. (2) Further discusses the research on the Stewart, Rebecca W. "I.T.A. After Twoteaching of phonics. Tells some of the Years." XLII (Oct. 1965), 660-665. methods of instruction and points out the Reviews the i/t/a experiment in Bethle-different positions of educators on this sub- hem, Pennsylvania, with 40% of the chil-ject. Emphasizes that a phonics readiness dren coming from low socioeconomic group.should be ascertained before instruction is Results were favorable to i/t/a. given. Strickland, Ruth; Blake, Howard E., andWood, Kenneth Scott. "Needed Research in Amato, Anthony J.; and Petty, Walter T.Speech." XXIX (Mar. 1952), 159-166. "NeededResearchinOralLanguage." Deals with areas that need research in XLIV (Mar. 1967), 257-264. the field of speech. Part I states that research is needed on the dialects children bring to school andWoodfin, Mary Jo. "An Innocent in Lan- guage Arts Land." XXXIX (Jan. 1962), 11- whatteachersshoulddo about them; studies should be conducted on ethnic and 13, 23. regional speech patterns that may hinder Satirizes doctoralresearch studies: the speaker. Research isalso needed ondirected toward language arts scholars; a teaching sound-symbol correspondence tocollection of "in-group" jokes. children whose language differs from thatWorth, Walter, and Shores, J. Harlan. "Does of textbooks. Nonpromotion Improve Achievement in the Part H statesthat information aboutLanguage Arts?" XXXVII (Jan. 1960), 49- listeningshouldbedisseminatedmore 52. widely and more research should be done. Describes a study done by Worth in Discussesspeaking skillswith focus onwhich 66 low achievers repeating the 3rd needed research. grade were matched to 66 who had been Part III calls for research which could bepromoted to the 4th, as to sex, IQ, CA, usedtodevelop teaching methods andand test data. Eight language arts aspects curricula. were measured at the beginning and at the Trabue, M. R. "Vital Studies Needed inend using the California Achievement Test Elementary School English." XXII (Feb.and the Gates Advanced Primary Reading 1945), 56-60. Tests. The results: California teststhe pro- Suggests several areas in which researchmoted gained more than the nonpromoted; is needed. Gates teststhe nonpromoted gained more than the promoted. Winter, Clotilda. "Interrelationships among Language VariablesinChildren of the First and Second Grades." XXXIV (Feb.Spelling and Vocabulary-34 1957), 108-113. Addy, Martha L. "Development of a Mean- Reports that a study showed no conclu-ing Vocabulary in the Intermediate Grades." sive evidence of interrelationships amongXVIII (Jan. 1941), 22-28, 30.

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Discusses the importance of an adequate Explainsthe debate going on asto meaning vocabulary and a study made towhether or not spelling should be taught discover the methods thatintermediateby rules. Takes the stand that rules should grade teachers used in selecting, presenting,be taught, using both inductive and deduc- and securing mastery of words felt to betive methods of learning. states that only essentialtoachild'sgeneral .meaningrules that justify the time should be taught. vocabulary. Archer, Clifford ft.). "Transfer of Training Allen, Jack, and Hullfish, William R. "Whatin Spelling." V (Feb. 1928), 55-61. Can We Do about Spelling through Read- Describes a study conducted by the au- ing?" XLII (Feb. 1965), 153-155. thor to try to determine how and why chil- Cives logical answer to spelling difficul-dren are able to spell words which have ties.Emphasizes how two principles ofnot been formally taught; grades 5 and 7 learning are utilized in the learning of spell-were used for the experiment. Draws con- inglearning by doing and spaced practice.clusions concerning transfer of training. Ames, Wilbur S. "A Comparison of SpellingArcher, Marguerite P. "Building Vocabulary Textbooks." XLII (Feb. 1965), 146-150,with a Fourth -Grade Class." XXXVII (Nov. 214. 1960), 447-448. Reports on a comnarative study of 7 Describes an approach to building vo- spelling texts over sewval grade levels, seek-cabulary. A 4th grade class suggested more ing conformity of identical word introduc-than 100 words to replace the word said tion at identical grade level. Includes chartsand then wrote a story using 20 of the andlists.Points up lack of agreementalternates. This practice involved individual among spelling tests. and group participation and served to inspire greater interest in language and to Ames, Wilbur S. "The Understanding Vo-induce further effort in its use. cabulary of First-Grade Pupils." XLI (Jan. 1964), 64-68. Art ley, A. Sterl. "Teaching Word-Meaning Attempts to construct and validate a testthrough Context." XX (Feb. 1943), 68-74. to measure the estimated size of the basic Discusses getting word meanings from English understanding vocabulary of 1stcontext or from picture clues. al"! lists 10 graders. context aids. Anderson, Donald C. "Vocabulary AbilitiesAshbaugh. E. J. "The Course of Study in and Group Status in the Sixth and NinthSpelling." IV (Apr. 1927). 102-104. Grades." XXV (Dec. 1948), 506-513, 524. Presents a guide for selecting spelling Describes a study which attempted to dis-words and suggests that a method of teach- cover what relationships exist between cer-ing the words and some testing programs tain abilities and a pupil's group status orbe included. classroom popularity. Illustrates a trend toward the study of more specialized vocabu-Ashbaugh, E. J. "An Unsolved Problem in laries rather than a single general one. Spelling." XIV (Jan. 1937). 17, 24. Sugges:s some factors in answer to the Anderson, Marion. "The Quality of the"unsolved problem": What makes a word Adult Writing Vocabulary." XI (May 1934),difficult to spell? 135-138. Reveals results of studies conducted forBabcock, Mildred D. "New Words." XVII the discovery of the words most frequently(Feb. 1940), 81-82, 87. used by the common man and by literary Describes a method to build vocabularies figures. Lists 5,000 commonly used wordsin order to develop creative writing. that were seldom included in the writingsBeard, Elizabeth. "Suggestions for Improved of the literary group. The literary group Spelling in Grade Five." XVII (Feb. 1940), had a wider range of utilized vocabulary. 83 -87. Archer, C(lifford).P."Shall We Teach Describesa study of two 5th grade Spelling by Rule?" VII (Mar. 1930), 61-63.groups. Indicates that spelling failure is due

223 Spelling and Vocabulary34

to faulty word image. Discusses ways tonormal discourse should be used rather improve the teaching of spelling. than those taken from adult lists. Betts, Emmett Albert. "A Study of theBreed, Frederick S. "New-Type Spelling Vocabularies of First Grade Basal Readers."Tests." VII (Mar. 1930), 54-56. XVI (Feb. 1939), 65-69, 73. Presents two new tests to be used by Reports preliminary findings of one sec-the classroom teacher in spelling, namely tion of a major study conducted by thethe error correction test and the multiple Reading Clinic staff at Pennsylvania Statechoice test. Describes validity of these tests. College; deals specifically with the vocabulary count of the preprimers, primers, andBreed, Frederick S. "Ptcsent Trends in the 1st grade readers of 13 basal reading series.Teaching of Spelling." VIII (Nov. 1931), 218-219, 232. Blake, Howard E. "Studying Spelling Inde- Presents ungraded spelling lists and sug- pendently." XXXVII (Jan. 1960), 29-32. gests methods of teaching spelling. Calls for a multimethod approach to teaching spelling with independent studyBreed, Frederick S. "The Words to Be taking a major place in a student's learningTaught in Spelling." IV (Apr. 1927), 9-7- bow to spell. 101. Lists assumptions that are made when Blitz, Theodore F. "An Experiment in Indi-selecting spelling words and emphasizes vidualized Spelling." XXXI (Nov. 1954),the importance of selecting wordsappro- 403-407. priate to a grade level. Presents an individualized spelling program in an effort to meet the spelling needsBremer, Neville H. "Helping Pupils toward of boys and girls; describes various studySelf-Motivation in Learning to Spell and technics that can be used. Write." XLII (Feb. 1965), 128-130, 158. Points out that a teacher should use a Bonney, Margaret K. "Sound and Sense invariety of learning experiences to motivate Spelling." XLII (Mar. 1965), 243-246. a child. Lists activities effective in motivat- States that children learn to spell becauseing accurate spelling. they follow regular patterns. Spelling of words can he divided into four categories: I3remer, Neville H. "Ways to Improve Spell- (I) regular spellings;(2) spellings whereing in the Elementary Crades." XXXVIII the patterns aren't as frequent and there(May 1961), 301-306. areirregularities;(3)irregularpatterns Includes do's anddon'tsin the teaching which do pretty much as they please; andof spelling with suggestions fora variety (4) solecisms. Maintains that spelling should of activities which could be useful in im- begin with the regular words and lead toproving spelling instruction. generalizations. I3rittain, Frances J., and Fitzgerald, James Bradley. Martha H.; Cahill, Loretta A.; andA. "The Vocabulary and Spelling Errors of Tate, Harry L. "Acquisition of a Reading Second -GradeChildren's Themes." XIX Vocabulary." XVIII (Jan. 1941), 19-21, 32.(Feb. 1942), 43-50. Reports the results of a 3rd and 4th series Reports the findings of Brittain, who tried of vocabulary experiments conducted inanto find the most commonly used words in attempt to isolate and measure the influencetheme writing of 2nd grade children and of different factors that enter into vocabu-to show the words which were misspelled lary building. most frequently. Provides tables consisting Breed, Frederick S. "Adult Patterns forof the words with the number of misspell- Children's Clothes." V (Feb. 1928), 43-45,ings for each word. 54. Brumbaugh, Florence. "The Comics and Discusses the compilation of children'sChildren's Vocabularies." XVI (Feb. 1939), word lists and the debate surrounding the63-64. subject of vocabulary. Proponents of spell- Presents evidence that childrenare fa- ing lists feel that the words children use inmiliar with the comic snips and regard

224 Spelling and Vocabulary-34

them as humorous. The effectof themspelling vocabularies, and establishes some upon the written English of children be- criteria for judging word knowledge, among tween the ages of 8 and 13 was shownthem the ability to (1) define a word, (2) when 800 children in grades 3 to 6 in-use the word correctly in a sentence, (3) clusive in the public schools of New Yorkrecognize an illustration of the word, (4) City were asked to draw a funny picture.illustrate the word by describing a situa- The drawings were similar to those of thetion, and (5) choose the meaning of a word cartoonists:thestyle was primitive; andfrom several definitions. when the picture would not suffice the approved method of inserting the balloon Cooper, Jane 'Wilcox. "Developing Spelling was used. Ability through Individual Vocabularies." XXVIII (May 1951), 286-289. Campanole, Eugene A. "Survey of Methods Contends that more attention can be in the Teaching of Spelling." XXXIX (Maygiven to individual vocabulary differences 1962), 446-455. through a spelling program than through a Presentsresearchfindingsconcerningreading program. This would be done many methods used in teaching spelling. through writing, permitting a great amount Lists 3 conclusions. of freedom. The child would learn the words which he desires and needs to use Capron, Clara Hunter. "Improving Instruc- tion in Spelling." XV (Feb. 1938), 43-51,in his writing. If the teacher is aware of individual needs, she can avoid ability level 75. grouping. Spelling is influenced by (1) read- Explains various causes for spelling dif-ing, (2) word-analysis, (3) writing, (4) ac- ficulty:physical,intellectual,emotional, and instructional. Advocates the use of a curate mental imagery, all lifelong processes. limited number ofrulesto be learnedCunningham, Ruth A. "Vocabulary Growth inductively by the students and the Ilse ofin Intermediate Grades." XI (May 1934), variations of the spelling program. 130-132. Chase, Sara E. "Descriptive Adjectives in Describes a report on successful activities Children's Vocabularies." XIV (Jan. 1937),and practices used in promoting vocabulary 11-16, 29. growth. Advocates individualized instruc- Discusses 4th, 5th, and 6th grade descrip-tion and organized grade activities. Lists 3 tive writing, noting especially the lack ofessentials of vocabulary growth. specific details and vivid adjectives. Dale, Edgar. "Vocabulary Development of Clapp, Frank L., and Young, Robert. "Athe Underprivileged Child." XLII (Nov. Self-Marking English Form Test." V (Dec. 1965), 778-786. 1928), 305-306. Discusses the reasons why the under- Illustrates a test devised so that he an-privileged child lacks a good vocabulary: swer of the pupil is automatically right orhe lacks perceptual experiences, sustained wrong, thereby saving time for the teacherauditory span, perseverance toward distant and eliminatingthe chance oferrorin goals. scoring. Dale, Edgar. 'Vocabulary Measurement: Cody, Sherwin. "A New Way to TeachTechniques and Major Findings." XLII Spelling." V (June 1928), 186-190. (Dec. 1965), 895-901, 948. Discusses a 5-teacher experiment on 3 Discusses research in vocabulary develop- methods of eliminating misspelling fromment and interpretation of findings. States compositions. that experience is necessary to aid vocabulary development, and labeling and filing Colvin, Cynthia M. "A Re-Examination ofthese experiences are necessary factors in the Vocabulary Question." XXVIII (Oct.making them flexible and available under 1951), 350-356. many and varied conditions. Reviews studies of size of children's vocabularies pointing out the inequality of Dawson,Mildred."Interdependent,and children's speaking, reading, writing, and Interhelpful." XXX (Nov. 1953), 454-455.

225 Spelling and Vocabulary 34

Urges that learning spelling informally in Demonstrates that textbooks for a certain the 2nd grade is as helpful to the studentsubject and grade level may vary indif- as it was in the 1st grade. Focuses on read-ficulty one from another. ing as one of the chief sources of information and opinions which pupils share as they Devine, Vema C., and Gulten, C. E. "Pre- speak and write. testing and Spelling Ability." 1V (Apr. 1927), 117-121. Delacato, Carl H. "A Comparison of Two Presents experimental data in which two Methods of Teaching Spelling." XXIX (Jan. methods were used in a pretesting situation 1952), 26-30. in spelling and the results that were ob- Describes an experiment involving 4th tained. and 5th grade students which compared two methods of spelling instructiona for-Dickson, Belle. "The Vocabulary and Good mal method including workbook activity, Speech Habits." IX (Jan. 1932), 20-21, 24. much drill on separate lists of words, some Emphasizes vocabulary improvement as creative writing, and weekly spelling tests,an important part of the language arts re- and an experimental method omitting work-quirements. book activity, drawing spelling words fromDolch, E. W. "How Much Word Knowl- children's experience, spending some time edge Do Children Bring to Grade One?" on drill, much time on creative writing, and XIII (May 1936), 177-183. testing only after completing social studies Lists 4 principles used in guiding a re- units. Both methods produced the samesearch on word knowledge of 1st graders average scores on a Stanford test. Poorand 7 problems involved in this research. readers did better using the formal method;The author discovered that 2,703 words good readers did better using the experi-made up a beginner's vocabulary. mental method. The experimental method fostered a better attitude toward spelling Dolch,E.W. "NeededVocabulary." on the part of all children. XXXVII (Dec. 1960), 530-534. States beliefthat children learning to Delacato, Carl H. "SpellingA Five Yearread need some type of controlled vocabu- Study." XXXII (May 1955), 296-298. lary for their reading matter. Compiles lists Reports on two studies of spelling ap-of 684 necessary words and 315 "permitted proachesinwhich formal-informal and words"words which occur onlyonce in formal-intensive methods are compared. the 15 books studied. Delacato, Carl H., and Moyer, S. Richard. "Can We Teach Word Meaning?" XXXDolch, E. W. "Side Lights on a Combined (Feb. 1953), 102-106. Word List. XIV (Jan. 1937), 22-24. Stresses the denotative and connotative Explains the word list and gives the uses of word meanings to insure children's yearly increase in vocabulary words of an understanding of words. average child until 8th grade. Delaney, Arthur A. "An Activity for Enrich-Dolch, E. W. "The Vocabularies of Teach- ingSpellingLessons." XXXVIII(Oct. ing Units." XVI (Feb. 1939), 43-46, 57. 1961), 382-383. Describes author's study of vocabulary Explains a game activity for teaching awhich was developed from the activities spelling list in a classroom. and learning in child-experience centered curricula. Each unit served as a gathering De May, Amy J.'Said,' the Lazy Writer'spoint for experiences which were related, Word." XXX (Feb. 1953), 96-99. and each became a kind of vocabulary Appeals to writers to use substitutes for center. the word "said" and supplies a 376-word list of effective substitutes. Dolch, E. W. "Vocabulary Development." XXX (Feb. 1953), 70-75. Denslow,OrrieneD."Vocabularyand Deals with two forms of vocabulary de- Sentence Study of Eight First Grade Sciencevelopment(accumulating vocabulary by Books." XXXVIII (Nov. 1961), 487-490. memorization and by increasing experience)

226 Spellingand Vocabulary-34 and explains how their combined methods individualized spelling instruction was more may result in the use of new words oreffective than group instruction. synonyms. Falk, Ethel Mabie. "Vocabulary Readiness." Dolch, E. W. "Vocabulary Study by 'Fields XXVII (Mar. 1950), 182-188. of Interest'." XXXII (May 1955), 283-288. Concludes from vocabulary studies that Discusses vocabulary studies of age and (1) the estimate of vocabulary size reveals grade level accomplishments but favors, in-little about actual words known; (2) pupil stead, a field of interest vocabulary assess- variations may be great within a class; (3) ment. no study can reveal the potential vocabulary of a child in a stimulating environment; Dolch, E. W., and Seashore, R. H. "Impli- (4) teacher selection of reading materials cations of the Seashore Vocabulary Report." and procedures in beginning reading should XXVI (Nov. 1949), 407-413. depend on the size and quality of vocabu- Dolch poses certain fundamental ques-laries of her children. tions regarding the controversial report: (1) What kind of vocabulary growth does thisFarrar, Joe. "Are Spelling Needs Local?" report give us indication of? The answer is,VII (June 1930), 143-145. it gives none. (2) Do the figures stated in Compares words used inlocalcorre- the report "check with actual experiencespondence between the southern part of with children"? The answer is, they do not.the country and other regions. Concludes In reply, Seashore observes that the ques-that the difference is so slight as to be of tions raised by Dolch seem to hinge uponlittle value. the following point: Was it better to useFink, David R.,jr., and Hogan, Nancy. the best available research procedure which"A Novel Spelling Plan: From Originator to was feasible at the time and to clearly stateClassroom." XLII (Feb, 1965), 131-133, just what was done and indicate its limita- 155. tions, or should we have postponed any Discusses a new approach to spelling study untilallthealternate forms andwhich lets a child progress at his own rate. twelve years of testing were completed? Fitzgerald, James A. "An Integrating Basic Durrell, Donald D., and Sullivan, HelenCommunication Vocabulary." XL (Mar, Blair."VocabularyInstructioninInter- 1963), 283-289. mediate Grades." (1) XV (Apr. 1938), Lists an integrating vocabulary of 644 138-146, 160; (2) XV (May 1938), 185- words for listening, speaking, reading, writ- 198. ing, spelling, and handwriting to be utilized Includes vocabulary lists for grades 4-6 in communication and basic vocabulary de- drawn from 7 books for each grade, and velopment. describes vocabulary instruction and transfer of skills. Fitzgerald, James A. "The Teaching of Spelling." XXX (Feb. 1953), 79-85. Eisman, Edward. "Individualizing Spelling." Presents a method for helping children XXXIX (May 1962), 478-480. learntospellwords.Discussesrelative Discusses the problem of teaching 30 ormerits of "test-study" versus "study-test" more pupils at individual rates of learning.procedures. Conclusion after an experimental study was that while the results favored the indi- Fleisch, Marian. "Pictures Help Vocabulary vidualized program, the evaluation programGrowth." XXII (Dec. 1945), 317-320. isstillintheinitial phase. Procedures, Discusses a year-long project of a 4th method of instruction, and results weregrade teacher to help and foster vocabulary based on the California Test of Mentalgrowth in her pupils; it involved the use Maturity, 1957 Edition. of pictures to call forth descriptive words to be used in original paragraphs. Eisman, Edward. "Individualizing Spelling: Second Report." XL (May 1963), 529, 530. Foley,Louis. "An Intimate Glimpse of Reports on a study which revealed thatGrammar." XIX (Mar. 1942), 105-108.

227 Spelling and Vocabulary 34

Shows language as a system, as illustrated Cildemeister,Theda. "A Suggestionfor by word endings. Exceptions to the spellingScientific Experimentation in rules are merely old speech-ways; a Method of e.g., /yTeaching Spelling." IV (Apr. 1927),108- used to be an adjective ending beforeit 112, 132. became an adverb ending. Describes a process which the author Foley, Louis. "Plain Anglo-Saxon." XVIII callsthe "thought method" of teaching (Mar. 1941), 103-105. spelling. Argues about derivations of words from Gillett, Norma. "Insuring Spelling Correct- Latin and French in response toan articleness in Written Composition." XV (Feb. in a national magazine about the naming of1938), 55-56. Soldiers' Field in Chicago. Discusses various ways ofpreventing spelling disabilities. Fox, Gladys M. "Are You EnrichingYour Pupils' Vocabulary?" XV (Feb. 1938), 52-Gilstrap,Robert. "Development of Inde- 54. pendent Spelling Skills in the Intermediate Discusses the value of a wide vocabulary Grades." XXXIX (May 1962), 481-483,485. and suggests that the teacheruse real and Supports the present trend to teach spell- vicariousexperiencestohelp the childing by the individual approach.Quotes achieve it. Also suggests otherways to de-Ruth Strickland of Indiana University,who velop verbal ability. believes that children who learn easily will Fry, Edward. "Teaching a Basic Readingdiscard unneeded steps in learningto spell. Cites other specialists also. All expertscon- Vocabulary." XXXVII (Jan. 1960), 38-42. clude that there Encourages an approach to reading that isno one satisfactory would teach a basic vocabulary of method for independent wordstudy for 300 all children, but there is words most frequently encounteredin basic one satisfactory texts. technic for each child. Gray, William Furness, Edna Lue. "Some Do's and Do S. "The Development of Not's for Spelling." XXXI (Nov. 1954),Meaning Vocabularies with Special Refer- 407-409. ence to Reading." XVII (Feb. 1940' 71-76. Lists 3 essential phases in Discusses the development and impor- a spellingtance of a meaning vocabulary program: physiological, psychological,inas a major structional. Discusses some do's and don'tseducational achievement. Explis what is that will help thinking them through. known about the nature andsources of meaning. Furness, Edna Lue. "Teaching Procedures Groff, Patrick J. "Visual and AuditoryPer- forSpellingDisabilities." XXXI(Mar. 1954), 158-162, 172. ception Training and Spelling Achieve- ment." XLII (Feb. 1965), 163-164, 168. Lists 5 objectives of good spelling,comments on source of spelling difficulties in Tells of a study made using the book, DevelopingSpellingPower by Russell, English, and advocates phonicsas essential to good spelling. Murphy, and Durrell, whichattempts to develop the power of listening, observation, Garver, F. M. "Children's Writing Vocabu-and acuity of word perception.Conclusion: laries as Bases for Spelling Lists." XVI the area needs further investigation. (Feb. 1939), 47-49. Grothe, Barbara. "A Study of Spelling Con- Reports the author's attempt to determine science." XLIII (Nov. 1966), 774-776,784. what words belong in a 2nd grade spelling Discusses spelling conscience (concern list. for spelling errorsor desire to spell better). Gates, Arthur I. "Recent Experimental At- Grundlach, Lucy. "Overworked Words: tacks uponCertain A Spelling Problems."Vocabulary Project." IV (Sept. 1927),204 - XIV (Jan. 1937), 6-10. 208, 215. Discusses the spelling studies conducted Describes an 8th grade vocabularyproject by the author and his students. in which the students compileda list of 228 Spelling and Vocabulary-34

"overworked" words and a list of synonymsmay have multiple meanings, the reason- that could be used to replacetheless able meaning must be determined by the original words. total environment of the word. In develop- ingadequatevocabularies,theteacher Cuilfoile, Elizabeth. "Planning the Spellingshould teach students independence in at- Program." XX (Jan. 1943), 13-15. tacking unfamiliar words and teach them Contendsthatlearning proceduresin theshiftsin meaning, metaphorical lan- spelling should be guided by 3 basic con- guage, and connotations. siderations: (1) the child should learn the Negates some faulty methods of teaching words that he needs, when he needs them:language arts:(1)Students should not (2) his uses for words should be determined sacrificetruthforcolor,orvalidityof by his real uses for writing; (3) genuineexperience for vividness by using flowery occasions and opportunities for writing grow words that aren't appropriate. (2) Methods only out of vital activities and experiences. of teaching language, grammar, and com- Compares 3 classroom procedures of spell-position should not be taught so rigidly ing instruction. that they do not allow for flexibility. (3) Lists of words should not be taught. Out of Hahn, W. P. "How to Learn to Spell acontext, the effortis largely wasted.(4) Word in Eight Minutes." XL (May 1963), Language arts should be an integrated pro- 533-534. gram and not several different subjects. Argues for less emphasis on spelling drill and more teaching of spelling through read- Hanna, Paul R.; Hanna, Jean S.; Hodges, ing and writing activities in which wordsRichard E.; and Rudorf, E. Hugh. "Lin- are learned in a meaningful context. guistic Cues forSpelling Improvement." XLIV (Dec. 1967), 862-865. Hall, Norman. "Individualize Your Spelling Explores exhaustively a series of rela- Instruction." XXXIX (May 1962), 476-477. tionshipsbasictothe encoding of the Describes an additional step for a pupil English language, involving a detailed sta- to use after correction of test words, i.e., (I) tistical analysis of more than 17.000 differ- marking out letter or letters missed in aent American English words. Major purse given word, (2) writing correct letter orof the research was to account for the letters above the marked out letters, and (3)phoneme-grapheme correspondences in rewriting correct word to the side of thethese words and to analyze the phonological originally misspelled word. Offers valuablestructure underlying the orthography. aid to the teacher for locating difficulties of individual children. Hanna, Paul R., and Hodges, Richard E. "Spelling and Communications Theory." XL Hammerman, Donald R. "Vitalizing Vo- (May 1963), 483-505, 528. cabulary." XXXI (Apr. 1954), 208-209. Discusses factors involved in the spelling Encourages children to use their ownprocess, with a bibliography of spelling mentality to develop and enlarge their vo- literature. cabulary. Technics include the use of both teacher and pupil selection of new vocabu-Hart, Murlee. "How Do You Serve Your lary words, audiovisual materials in devel-Spelling Drill?" XXXVII (Apr. 1960), 238- oping meaningful vocabularies, and poems 239. or stories told in class for appreciation. Describes several games to lend variety to spelling drill. Handlan,Bertha."VocabularyDevelop - merit." XXIII (Dec. 1946), 350-357. Herzberg, Max J. "Opportunities in Word Maintainsthat, though some teachersStudy." IX (Mar. 1932), 61-62. teach vocabulary through drill and others Reviews tendencies of English teachers feel that a student's reaction to a word givesto continue to embrace certain principles it the final mewling, the realistic teacher involving construction and usage, and advo- helps the child see that the words have thecates practices among teachers which would meaning suggested by the writer's experi-arouselinguisticinquisitivenessamong ence and intention. Since even simple words pupils.

229 Spelling and Vocabulary 34

Hesse, Elizabeth. "Guiding Vocabulary De-linguistic principles. Other words can be velopment in the Kindergarten." XVII (Feb. mastered only through eye and hand learn- 1940), 68-70, 80. ing methods. Suggeststheteachingof Discusses a study to determine factorsetymology of words at the elementary level. which contribute to the growth of vocabulary of kindergarten children. Hoffman, James D. "A Non-Discriminatory Spelling Game." XXXII!! (Apr. 1960), 240- Hildreth, Gertrude. "New Light on the242. Spelling Problem." XXV (Apr. 1948), 201- Describes a game of spelling baseball 207. which is similar to a spelling bee but does Compares the studies of spelling listsnot discriminate between good and poor done by L. P. Ayres in 1915 and H. D.spellers to such an extentas both are Rinsland in 1945. Records the implications.equally likely to draw an "out" card forcing them to sit down without even a chance Hill, Ina H. "Diagnosis of Spelling Difficul-to spell; words of graduated difficulty ac- ties." I (Nov. 1924), 225-230. company "base hits" and "home runs." Describes a method of diagnosing spelling difficulties to help the student knowHollingsworth, Paul M. "Spelling Lists where to concentrate his efforts in improv-Outdated?" XLII (Feb. 1965), 151-152, ing his spelling. Describes the spelling test 188. given to the students and shows in tables Tells of a study of "letters to the editor" the ways each child misspelled words, theto discover the words most commonly used ways certain words were missed, the spell-by adults, for the purpose of determining if ing coefficient of each child, and a group-word lists are outdated. Concludes that they ing of students on basis of spelling diffi-are not. culties. The spelling diagnoses of two of the students were given. Holmes, Eleanor. "Vocabulary Instruction and Reading." XI (Apr. 1934), 103-105, Hobbs, Valine. "The Dictionary as a Spell- 110. ing Aid." XV (Nov. 1938), 268-269. Describes two methods of expanding vo- Refers to the use of a 15-minute-per-daycabulary. Prefers the direct teaching method dictionary drill in a 4th grade class becauseto independent reading without supervised spelling problems most often motivated stu-instruction. dents to use the dictionary on their own. Horn, Ernest. "The Incidental Teaching of Hodges, RichardE. "The PsychologicalSpelling." XIV (Jan. 1937), 3-5, 21. Basis of Spelling." XLII (Oct. 1965), 629- Discusses incidental learning, and sug- 635. gests that words which can be learned inci- Presents a revision of the current teach- dentally may be left out of spelling lessons. ing of spelling practices in view of newHorn, Ernest. "The Rationalization of Spell- evidence from linguistic studies of orthog-ing." VII (Mar. 1930). 51-53, 79. raphy,neuropsychologicalresearch,and Points up the difficulties in spelling pho- psychological investigations. netically. Describes 4 spelling rules that Hodges, Richard E., and Rudorf, E. Hugh.can justifiably be taught since they pertain "Searching Linguisticsfor Cues for theto a large number of words with few ex- Teaching of Spelling." XLII (May 1965),ceptions. 527-533. Horn, Ernest. "Uses of the Ten Thousand Describes a study conducted at StanfordWords Commonest Words [sic]in Writ- University of phonological relationship; re-ing." IV (June 1927), 167-171. lationship between phonemes, sounds, and Summarizes the vocabulary content of 26 graphemes; letter representations of soundstypes of business letters, personal letters, in over 17,000 words. Consistency of rela-letters of 8 noted English writers and 8 tionship between phoneme and grapheme noted American writers, as well as excuses was found to exist in at least 8,300 of thesewritten by parents for teachers. A basic words which could be learned by applyingvocabulary of 36,000 words was found from

230 Spelling and Vocabulary 34

the total of fivemillion running words.in reading for each grade level. Makes Needs in language arts teaching were foundnecessary recommendations and determines for (1) improved teaching of spelling; (2) the overlap. improved dictionaries; (3) better language teaching to foreigners;(4) research, basisJohnson, Mary E. "The Vocabulary Diffi- for generalcurriculum content; and(5) culty of Content Subjects in Grade Five." further research. XXIX (May 1952), 277-280. Reports results of atestto determine Horn, Ernest. "The Validity and Reliability comprehension of meaning of words in con- of Adult VocabularyLists." XVI (Apr.tent subjects. Results indicated that a word 1939), 129-134, 138. enrichment program is needed to help 5th Points out a concern with the evaluationgrade pupils better understandtextbook of adult vocabulary lists. Considers 3 criteria vocabularies. for tI1c evaluation of such lists: pertinence to daily activities, wide geographical distri-Josephina, Sister, C.S.J. "Developing Spell- bution, and permanency. ing Skills." XXXII (Mar. 1955), 164-166. Emphasizes the importance of listening, Horn, Thomas D. "That Straw Man: Thelooking, and evaluating in developing spell- Spelling List." XXIX (May 1952), 2657267. ing skills. Advocates that individual needs as well as the basic lists should be considered inJosephina, Sister, C.S.J. "Spelling Achieve- teaching spelling. ment of Above-Average Pupils." XL (Oct. 1963) , 608-610, 663. Jacobs, Leland B. "Helping Children Under- Reports a study of the spelling compe- standName-calling." XXX (Oct.1953), 337-340. tence of the gifted. Found that spelling must be taught formally and that drillis Suggests that each child should be helped necessary as well as more emphasis on word toward a more natural level of sensitivity inmeaning and the use of multiple meanings using his extended vocabulary so that his of words. highest potential in language development isnot neglected. Discusses how childrenJoy, Joan, and Potter, Marilyn. "Diction- should be taught to see that some name-opolis." XLI (Apr. 1964), 351-361. calling is acceptable and constructive, while Summarizes how a year's program in de- someisharmful anddestructive. Wordveloping word power for the intermediate sensitivity can aid democratic behavior andgrades makes language seem alive, mean- personal effectiveness. ingful, and useful. This new approach for Jacobs, Leland B. "Teaching Children More building vocabulary was tried with success about Words and Their Ways." XLI (Jan.in California's Castro Valley. 1964), 30-34, 94. Kay, Marjorie E. ''The Effect of Errois in Stressestheimportanceofchildren's gaining knowledge about words, and pre-Pronunciation upon Spelling." VII (Mar. sents teachable ideas about words. 1930),64-66. Deals with the problem of how incorrect Johnson, Eric. "Building the Writing Vo-pronunciationaffectsspelling,and how cabulary." XL (Jan. 1963), 85-87. correcting the pronunciation may lessen the Discusses the comparative importance ofnumber of spelling errors. vocabularies: spelling and writing vocabularies are less significant than speaking andKelley, Alice. "A Spelling Procedure with reading vocabularies. Social Values." (1) I (Mar. 1924), 25-28; (2) I (May 1924), 101-107. Johnson, Glenn R. "A Core Vocabulary Two articles describe ability grouping for Study in the Elementary Grades." XXXIXspellingactivitiesforsocialvalues, thus (May 1962), 470-473. permitting pupils to move from group to Recalls a study of the reading vocabularygroup with pupils of like abilities. Included of 7 series of basic readers grades 1-6. Listsare illustrations of a pupil's book, study words believed to be core vocabulary used paper, test papers, and record card.

231 Spelling and Vocabulary-34

Kelley, Victor II. "Techniques for TestingEnglish as a second language and how it is Word MeaningKnowledge."IX(Apr. 'elated to learning English as afirstlan- 1932 ) ,102 -103. guage, and American children's problems Discusses difficulty in measuring wordin leaining spelling as opposed to foreign meaning. Urges better measuring devices students'problemsinlearningtospell or mole accurate testing procedures. words. Foreign students have difficultin low frequency, high regularity words; with Knudson. Rozanne. "What to Do until the American chilchen,theoppositeistine, Teaching Machine Comes; Or, TempoiaryIn making spelling rules for teaching ma- Rx for Seventh Grade Vocabularies." XLIterials for the American child, one must (Feb. 1964), 156.157, 164. strike a balance between the number and Because experts and researchers have complexity of the rules and the reguhuity. found no one best way for dealing with For foreign students, a balance is impossible vocabulary, the author suggests one basicexcept on an individual basis. key to successful vocabulary work:. an interest in words must be kept going atalltimes Lobdell, Lawrence 0. "Let's Update Word rather than merely during the vocabularyLists." XLII (Feb. 1965), 156-158. lesson itself. Lists 3 shortcomings of word lists:.(1) Lake, NIary Louise. "First Aid for Vocabu-they are dated; (2) they limit vocabulary laries." XLIV (Nov. 1967), 783-784. development; (3) they come from nanowly Suggests upper middle grade activities in confinedsources.Suggestsfeasibleap- language arts which center on vocabularyproach for improving a child's vocabulary. growth and development. Logan. Coin ad T. "Noah Webster's Influ- La Rue, Daniel \Volford. "The Shortestence on American Spelling." XIV (Jan. Way to the Mastery of Words." IV (Apr. 19:37 ),18.21. 1927), 105-107, Relates how Noah Webster tiled to per- Discusses a 5. p :wpm:tell to masterysuade university professors, printers, and of spelling words..wclinating voice, eyes, his general leading public to help in spell- and hands. Discusses penmanship and the ing reform, to establish a simplified "Ameri- use of a typewuter. can" spelling system, distinguished from the British spelling. Lee, Dorris May and J. Murray. "Spelling Needs a Teacher." XXIII (May 1946), 203- Lord. F.E."Curricular Validity of the 206. Stanford Achievement Dictation Test." VIII Sets forth important principles to use in (May 1931). 113-116. the teaching of spelling. In.:hales numerous Appraises the curricular validity of the specific suggestions for incorporating these StanfordAchievementDictationTests, principles into a spelling program. Forms A and \V. Concludes that these two forms contained far too many woods that Leifeste, Bertha Victoria. "Developing Vo- lacked the support of scientific curriculum- cabulary in a Second Grade." XI (Maymaking principles and therefore lacked cur- 1934), 133-134, 138. ricular validity. Maintains itis the responsibility of the teacher to help each 2nd grader developLorenz, Elsie L. "The \Vriting Vocabulmy a pleasing, ready, and fluent vocabulary. of Third Grade Children." VIII (Jan. 1931), Allowing freedom of expression, proViding 21 -22, 24. a variety of learning experiences, giving Relates a study of vocabulary of 3rd concrete examples, and providing opportu- graders' written work. Many of the 2,915 nities to explore the meanings of individual words used occurred in lists given in Thorn- words are all necessary. clike's.The Teacher's Word Book and Horn's A Basic Writing Vocabulary. Includes a list Lester, Mark. "Graphemic-Phonemic Cor- of 355 words most frequently used by 3rd respondences as theBasisfor Teaching grade children. Spelling." XLI (Nov. 1964), 748-752. Describes two problems, that of learningLorge, Irving. "Predicting Reading Diffi-

232 Spelling and Vocobulory 34 culty of Selections for Children." XVI (Oct. in writing, phonics, anal%sis Iecognition of 1939), 229-233. voids, remembering visualsymbols, and Considers vocabulary the most important associating spoken avoids with printed word- criterion in judging readability of books for like chin acters. evaluation purposes. The following items ought to be identified in judging readabilityMcIntire. Alta."Spelling Can Be Fun." of books:. (1) size of vocabulary, (2) num-XXII (Nov. 1945), 271-272. 250. ber of new words, (3) number of personal Suggests possible activities to be used in pionouns.(4)number ofplepositionalthe classroom to make spelling more hp: phrases, and (5) frequency of occurrencespelling games, phonetic exercises, student's of words and phrases. own vocabulary 1.s. twhich he continuously adds to, etc. Loyola, Sister M., S.C.L. "A Stand-up Spell McIntire, Alta, and Hampton, H. L. "Spell- Down." XXXII] (Mar. 1956), 162-163. ing Readiness:. A Challenge." XXI (Jan. Discusses the purpose of a spell down, 1944). 24-25. its rules and regulations, and the value of a Pleadsforspellingreadinessthrough spell down in the classroom. the middle grades as a teaching technic. Lyons. Mary Frances."Teaching Good Carefulpi eparation of thestudent and Usage inthe Kindel gluten." XIV (Mar. analysis of his types of en ois will help his 1937 ) , 96-100. improvement. DiscussesfactorsrelatingtoleadingMcKee, Paul. "Word Lists and Vocabulary readiness during a child's early yeasback- Difficulty in Reading Matter." XIV (Nov. ground of conversation, literatme, games, 1937 ) , 241-245. sentences, attention span. Lists devices to Criticizesthemechanicalmisuseof use in kindergarten to build vocabulary and reading-word lists by authors and publishers thus develop a readiness for reading. even though the lists are useful. The Thorn- McCowen, Annie M. "Professional Prepara- dike list has helped maintain a vocabulary tionfor Teaching Spelling."VII(Juneequilibrium in children's books, making it 1930 ) ,139-142. passible for children to get sonic reading Analyzes spelling methods courses offered done. in 23 teachers colleges and withal schools. NIakey, Herman 0. "Giving Spelling Life." Although most schools acquaint studentsXXVII (May 1950), 306.308. with results of research, they do not pin- States that the 500 most common words vide enough practice teaching, demonstra-are best learned by obseivation of these tion lessons, and instruction in diagnosticwords in reading and by use in writing. and remedial spelling. Beyond the learning of these words, spelling should be taught by specific rules. McCullough, Constance M. "Leal flingto Use Context Clues." XX (Apr. 1943), 140-Malone, John R. "The Larger Aspects of 143. Spelling Reform." XXXIX (May 1962), Discusses how differentpeoplereact .135-445. when they encounter unfamiliar words, de- Lists seasons why a "single-sound" alpha- scribes a study of high school and graduatebet is preferable to the world English and students, and concludes that students needaugmented Roman alphabets as a general to develop larger vocabularies. reform. Examples: alfabet, kat, kup. N1cCovney, Margarita. "Spelling Deficiency Marie, Sister Evangelist. "A Study of Teach- in Children of Superior General Ability."ing Rules in Spelling." XL (Oct. 1963), VII (June 1930), 146-148. 602-604, 647. Describes a study of children with an Discusses a study of the values of using IQ of 110 or over selected by the Staterules in teaching spelling. Believes that the University of Iowa. Ocrasionally these chil- development of meaning isthe important dren havedifficulty withspelling. Con-factor and should be given much emphasis sistently poor spellers fall below standardsin a spelling program.

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Spelling and Vocabulary-34

Mast, Edward. "Functional Vocabulary in Nolde,Ellenjarde."SpellingKnowledge EighthGrade Science."XXXIII(Feb.and Skill.'' XXIII (Apr. 1946), 170-174. 1956), 86-88. Discusses difficulties encountered in the Describes a lesson whose goal was toteaching of spelling. Suggests practice in develop precision in use of scientific terms.writing words in context rather than isolation. Cites phonetics, verbalized character- Masters, Harry V. "Possible Value of Fouristics, and dictionary use as further helps in Spelling Rules." V (Sept. 1928), 212-219. spelling mastery. Describes how 4 spelling rules helped students to learn 268 of the most difficultNolte, Karl F. "Simplification of Vocabulary common words. and Comprehension in Reading." XIV (Apr. 1937), 119-124, 146. Masters, Harry V. "A Study of Errors in Describes an experimental study to de- Common Difficult Words: An Investigation termine the difference in comprehension in to Determine the Types and Causes ofmaterial that had been simplified from its Spelling Errors." IV (Apr. 1927), 113-116. original form. Shows that a childcan pick Discusses a study made of the misspellingup facts and comprehend meaning though of common difficult words at the 8th, 12th,he's unfamiliar with some words. and 16th grade levels. O'Leary, Helen F. "Vocabulary Presenta- Mazurkiewicz,AlbertJ.,andLam ana, tion and Enrichment." XLI (Oct. 1964), Peter A. "Spelling Achiesement Following 613-615. i/t/aInstruction."XLIII(Nov. 1966), 759-761. Presents methods of introducing vocabulary by attaching importance to and culti- Deals with resultsof tests of spellingvating enthusiasm for word presentation:. ability of i.t.a. (Initial Teaching Alphabet) (1) choose 4 or 5 magazine pictures which and T.O. (traditional orthography) taught children. T.O. taught children suggest or describe one adjective, such as testedin "happy" or "large"; (2) tell a story ofsome their second year of schriai have no ad-famous person who typifies the meaning of vantage over the others. an abstract word; (3) make a chart which Moscrip, Ruth. "Meeting Individual Dif-demonstrates the use of a word in several ferencesinSpellingAbility." IV (Junesingle sentences, then discuss the sentences } 1927), 172-173, 175. and ask for synonyms which suggest the Suggeststhatspellingdifficultiescan same meaning;(4)in the upper grades, often be traced to a student's inability tointroduce words by contrast, through the determine the syllables of words. Students use of antonyms. with this difficulty are given special helpOliver, Marvin E."Initial while students who are able to spell better Perception of are Word Forms." XLIV (Apr. 1967), 383-385. allowedtowork independentlyon Maintains that the beginning reader can projects that are related to spelling in pro- be taught readiness for initial perception of portiontothestudents'difficulty with spelling. word forms. Asserts that children should be able to discuss similarities in words by Nair, Bertha Virginia. "Means of Develop-themselves;once a child has successfully ing Word Consciousness." XI (May 1934),perceived a word, he will not forget it. 125-129, 146. Observes a lack ofinterest in words,O'Reilly, Robert C. "Phonics and Spelling." indifference to the importance of words,XLII (Feb. 1965), 126-127, 210. and even laziness on the part of instructors Reports the author's analysis of current spelling 1.2xts to see how much phonics is and pupils. Points out findings that high used. school and early college failuresare sometimes the result of inadequate vocabulary.Osburn, W. J. "What Next in Reading?" Suggestsopportunitiesandmethodsto XVI (Apr. 1939), 142-146. assist the teacher who wants to improve States that part of the reason for somany vocabularygrowth. forhimselfandhis poor readers isthatchildrenare being students. driven too rapidly. Feels thata new ap- 234 Spelling andVocabulary-34 proach to vocabularytraining is needed. Describes a Personke, Carl, and program which involvestrain- Knight, Lester. "Proof- ing in vocabularyand thought reading andSpelling: A Report relationships.Program." XLIV and a Palmer, Mary E. (Nov. 1967), 768-774. "Abilities Possessedby the Reports a study of Good Speller." in which sufficient 6th grade children VII (June 1930),149-150, evidence was found 160. warrant further to investigation of theeffec- Relates experimentwith "Good Spellers"tiveness of specific and "Poor Spellers." instruction in proof- Results indicatethatreading asa regular part of the good spellers excelin tests of phonics,program. spelling visual perception, and associativelearning. Personke, Carl,and Yee, AlbertH. "A Parke, MargaretB. "A New Look Model for theAnalysis of Spelling ing." XXXII at Spell-havior." XLIII Be- (Feb. 1955),101-109. (Mar. 1966), Discusses the mental 278-284. Describes individualteaching of spelling processes involved and activitiesto provide for grade-level in the act ofspelling. ferences. dif- Stimulatesdifferentkindsof Phillips, Claude writing by providinga set of progressively Anderson."Teach-Test- difficult lists. Study Plan inSpelling." VII (June 155-157. 1930), Lists Parker, Don H.;Walker, Frederic featuresof Parker, Elizabeth R.; andplan; it utilizes "Teach-Test-Study" C. "Are WeTeaching pronunciation, visualization, Creative Spelling?"XL (M'y 1963), and motoractivity in writing. 528. 523- Picozzi, Adelaide."Spelling Can Be Discusses problemsin teaching XXXVI (Mar. Fun!" (thetransfer of spelling 1959), 178 -1'9. spellingability ona Describes the classroom testto spelling in author's method ofteach- is low), with everyday lifeing spelling. InSeptember, each specific recommendationsforgiven a booklet which child is improvement ofinstruction. list. Monday: is a tentative spelling Word list forthe week is Pease, Marion 0. built. Tuesday:The words "Spelling Errorsin theat a time. Wednesday: are studied one Letters of aSeven-Year-Old." XV The childrenwrite 1938), 57-59. (Feb.words insentences, riddles, shortstories. paragraphs, or Compares a letterwritten by a girl Thursday:Activities and age of 7 with at thevarious gamesare played. 8, with meticulousone written when shewaswords are dictated. Friday: The examination of words Sentences and short used, misspellings, stories are written etc. list. using the wordsin the Pease, Marion Ochsner. "Spelling Plessas, Gus P., SocialScience Errors in and Petty, Walter Notebooks." XVI(Feb.Spelling Plight T. "The 1939), 50-52,62. of the PoorReader." XXXIX Describes the (May 1962),463-465. concern of teachersin Attempts to bring departmentalized gradesof a large attention of educators school for the cityto the needs ofpoor spellers. Individual number of spellingerrors to he foundparticularly in the differences should berecognized in spelling of their students written workas well as readingso that each child in the socialscience field.achieve at his can Spellingerrors were inconsistent own level of understanding. pupils who In general, wrote much spelled Popofsky, Ruth."Can We Drive accurately; students moremons Out of the De- who wrote littlefound Spelling?" XXXIX(May spelling a stumblingblock. 1962), 456-459,473. Peavy, Katherine Lists certain wordsmost people misspell. B. "ModernSpelling IsStates the problemis not with the Integrated." XXIX(May 1952), word but a whole Deals with improved 262-265. part of it. Feelswe can stress methods of teachingthe hard spotin a demon spelling. Includescorrect spelling, a clue to learning but not primarilyas standing of under- as a key to checking. meaning, anduse in sentence. Relates spelling Prelim, Hazel. to other subjects. "Developin,.;aSpelling Morale." VIII (Jan.1931), 10-13. 23$ Spelling and Vocabulary 34

Describes a spelling study project withuses of these studies and statistics of these 24 4th grade children using 3 methods of findings. attack. Indicates evaluations by individual progress charts as well as class progressRoberts, Bertha E. "Resume of Investiga- charts showing continuous success during 5tions Contributing to Content of Spelling weekly tests. and Its Grading." IV (June 1927), 176-185. Relates vocabulary development to the Putnam, Ruth A. "Democracy: Fifth Gradelanguage needs of the child. Spelling tests Version." XXIV (Jan. 1947), 40-42. are conducted only with the words that are Describes a vocabulary "lesson" enriched apart of thechild'severyday written with class activities and experiences. De- vocabulary. mocracy tothe5thgrade class meant "privileges." After two weeks in discussions,Rudorf, E. Hugh. "Measurement of Spelling readings, etc., the teacher again asked theAbility." XLII (Dec. 1965), 889-894. class to write a definition of democracy. Attempts to answer these questions: What This time most students pointed out that isspelling ability? Why do we measure for every "right" there is a correspondingspelling ability? What are the factors under- "duty." lying spelling ability? Factors underlying the structure of language arespelling, Rahja, Jeannette M. "The Written andphonics, and syntax which arc all related Spoken Vocabularies of Children." X (Mar.to the linguistic data. Good spellers utilize 1933), 74-77. phonological cues. The objectiveof the Investigates the oral and written vocabu-spelling curriculum is to teach generaliza- lariesof elementary school children andtions about the structure of the language points to the fact that a reevaluation ofand the relationship of this structure to spelling lists should be made as a resultorthography. of the findings that a spoken vocabulary provides a better measure of the child'sRussell, Alice A. Kelley. "A Selected Spell- spelling needs than the best known themeing Bibliography." I (Dec. 1924), 273-275. studies. Presents a bibliography divided into the following sections: (1) Word listsScales Riemer, G. C. L. "Power Over Words."Studies in measurement; (2) Special refer- XI (May 1934), 123-19.4. 132. ence to disability in spelling and diagnosis Contends that successful teaching mustof difficulties; (3) Classroom procedures. be joinedto keen perceptionof word meanings. Vocabularyisessential.TheRussell,Alice Kelley,and a Group teacher who has power ovor words can helpDetroitTeachers."ASymposium uil pupils to develop better vocabulary. Methods of Teaching Spelling." IV (Apr. 1927), 122-130. Rinsland, Henry D. "Readiness for Spell- Papersdiscussprogressivelessonsin ing." XXVII (Mar. 1950), 189-191. spelling, social characteristics revealed in Relates that research in spelling readiness spelling,coursesand remediesofmis- suggests that spelling readiness hinges uponspelling, spelling problems in free writing, the mental and physical maturity of theand the relation between spelling and hand- pupil;that the eye must be trained towriting problems. move across a word from left to right; that a thorough teaching of phonics as a funda-Rutan, Edward J. "A Meaning Approach to mental is necessary. Spelling." XXVII (Feb. 1950), 79-81. To draw attention to the effect incorrect Rinsland, Henry D. "Word Meanings inspellinghas on distorting meaning, the Children's Writings." XXVIII (Apr. 1951),author notes 221-225. the meaning of words in context.Suggeststhe use of published Expounds on the idea that the meaningsword lists and pupils' original paragraphs. of words are not to be found in the printed form but in men's mindsthat meaning isRyan, Calvin T. "Vocabulary Enlargement a mental function. Offers lengthy explana-in the Middle Grades." XIT (May 1935), tions concerning studies in meanings and 115-117.

238 Spelling and Vocabulcry 34

Gives a concise view of the importancestudent wants a privilege, he must repeat of vocabularydevelopment,as wellas the new password. means of same in the intermediate grades. In these grades, the responsibility for vo-Stewart, Jean P. "Vocabulary Building in cabulary development lies with the teacher,the Library." IV (Sept. 1927), 216-217. who should guide pupils to respect words, to Tells how libraryactivity canhelp understand as well as to pronounce words.broaden till student's vocabulary. Students Teachers should develop "word-conscious-in grades 4 through 8 spent one half hour ness" within their pupils. each week in the library while the librarian read a selection to them and they discussed Salisbury, EthelI. "The Weekly Spellingdifficult vocabulary items. Period spent in List." XXV (Apr.1948), 208-211, 216.the libraryandthesubsequent written Raises the question as to who shouldreport helped increase the students' word select the words for the spelling lists, thepower. teacher or the pupils. Lives an exampleStone, Edward. "Words Have Many Mean- of a form which could be used by childrenings." XXXIII (Apr. 1956), 230-231. in making their lists ald the procedure Describesanenrichmentexperience to follow. using a linguistic approach to learning new Schottman,Thomas."Encouragingthewords. Growth of Vocabulary." XXIX (Oct. 1952),Straub,J.Harold. "An Organismic Ap- 333-335, 355. proach to Spelling." XIX (Feb. 1942), 55- Stresses the importance of extending a58. child's vocabulary especially in intermediate Using the concept that all development grades. Includes teaching tips. progressesfromgeneral toparticular. Schwienher, Lucy M. "Sixth Grade Dicta-author asserts that spelling is being taught tion Material." XV (Jan. 1938), 27-28. backwards. Suggests that procedure must Believes that student-prepared dictationchange,andthat meaning shouldbe materials would be more interesting thanlearned beforethe wordisspelledor those prepared by the teacher. Feels thatwritten out. experience in the use of everyday wordsStrickland, Ruth G. "The Development of is necessary to gain confidence in writing.Vocabulary." XXII (Jan. 1945), 9-12, 35. Seegers, J. C., and Seashore, R. H. "How Describes the child's vocabulary develop- LargeAreChildren'sVocabularies? Ament, with emphasis on the teacher's role of Discussion." XXVI (Apr. 1949), 181-194. encouragement. Discusses the size of children's vocab-Swearingen,Mildred."WhenChildren ularies as determined through the use ofMake Mistakes in Spelling." XXIX (May several tests. 1952), 258-262. Skinner, Blanche. "SpellingA Part of the Describes how Sarasota, Florida. teachers LanguageArtsProgram." XXXI (Feb.conducted a study to find "under what 1954), 79-81. conditions or in what situations does the child care enough to spell correctly." Describes the teaching of spellingat the P.K. Yonge Laboratory School at theThorndilee, Edward Lee. "The Value of University of Florida. Word-Counts." XVII (Feb. 1940), 60-62, 67. Spache, George. "The Selection of Spelling Criticizesa committee which worked Textbooks." XVII (Feb. 1940), 51-59. on counting words instead of spending Presents specific criteria for selecting atime discovering relevant facts about words spelling textbook. and word-learning. Steel, Eric M. "PasswordPerpendicularl"Tiedt, Sidney W. and Iris M. "Word Play." XXXIII (Apr. 1956), 220-221. XLII (Feb. 1965), 189-190, 196. Discusses a device used to build up a Describes various methods of promoting child's vocabulary. Each day a new wordinterest in word study; such as, keeping a isassignedtotheclass;every time aclass word file and using word games.

237 Spelling and Vocabulary-34

Toohy, Elizabeth. "Learning to SpellIsgiven the proper motivation and if they Learning to See." XXXIX (May 1962),are not mentally retarded, all children can 474-475. spell. Suggests making a "fun game" of Feels that children can learn to spell ifspelling and the experience will be more they learn to see, or visualize, the wordmeaningful forchildren. first.Emphasizes correct mental images instead of spelling rules. Wenzel, Evelyn. "CAnmon Sense in Spell- ing Instruction." /OW (Dec. 1948), 514- Veto, John M. "Understanding and Meet-520, 534. ing Individual Needs inSpelling." XLI Wants to put thinking back into spelling (Nov. 1964), 753-754. and suggests spelling should not be a drill, Describes the widespaninspelling automatic and unthinking. abilitiesofchildren. Some, unaware of Willey,Roy visualassociationinvolvementinword DeVerl."Vocabularyfor study technics, learn to spell each wordArithmetic in the Elementary Grades." XIX as a separate entity and therefore need(Feb. 1942), 64-66. extra help in mastering visual perception. Reports a study made to determine what Advocates using a pretest to screen outmathematical terms are used in the ele- thosechildren who already know thementary grades. Gives tables showing ul.ich words before they are presented, then in-words are used most frequently inthe followingareas:(1)words which are dividualizing spelling exercises accordingly.technical; (2) words relating to time; (3) Vigilia, Sister M. "Some Values of Diagnosisterms relating to measurement; (4) com- in Spelling." III (Feb. 1926), 39-41. mercial terms; and (5) terms relating to Maintains that spelling cannot be taughtspatial figures. unless a teacher uses diagnosis for groupingWilson, Louis Ada. "Children's Realistic pupils, analyzes their errors, and explainsVocabulary." XL (Jan. 1963), 37-42, 77. their errors for individual attention. Presents two listsof words compiled Vollbrecht, Dorothy M. "Vocabulary An-fromchildren'swritingvocabulary and alysis of Thirteen Second Grade Readers."compares the lists. XXXI (Apr. 1954), 206-207. Witherow, Rosanna D. "Spelling Is What Presents the fact that reading materialsYou Make It." XXX (May 1953), 273-275. should be closely analyzed especially when Discusses one teacher's method of teach- using materials supplementary to the basicing spelling with emphasis on individual reading series.Factorsto be consideredspelling needs. are (1) the physical character of the book, (2) humor, (3) appeal, (4) the timelinessWolfe, Josephine B. "Step by Stepin of the stories, (5) the length and construc-Spelling." XXXVI (Dec. 1959), 555-558. tion of the sentences. Suggests that the class be broken into several groups in spelling so that each group Wardhaugh, Ronald."Syl-lab-i-ca-tion."dt, Als with spelling words at its own level XLIII (Nov. 1966), 785-788. of difficulty. Also sets up a weekly schedule Discusses the arbitrary syllable divisionsto be followed in presenting spelling words used by texts and the actual manner into each group. which the syllables appear. Yee, Albert H. "The Generalization Con- Weary,Carmen. "VocabularyGrowthtroversyonSpelling Instruction." XLIII through Creative Writing." XXXII (Nov.(Feb. 1966), 154-161, 166. 1955), 441-446. Discusses the controversyover the use Presents a plan to encourage children toofspellersandparticularmethodsof writecreatively,including 5 necessaryteaching spelling. prerequisites. Zeeman, Agnes C. "Words and Teaching." Wells, Dorothy P. "Today's Children CanXXXIX (May 1962), 484-485. Spell." XXXV (Mar. 1958),182-184. Emphasizes the importance of establish. Asserts the belief that when children areing concepts before words. Otherwise words

238 I

World Literature -35

interfere with or even inhibit teaching andbuiltpupils'understanding ofcultural cause confusion. Words are only tools anddifferences among people. are useless unless attached to valid concepts. Gamble, Helen. "Children's Literature 2nd Pan-AmericanRelations."XVIII(Dec. 1941), 283-287, 290. World Literature DescribesattemptstobringNorth and Understanding-35 American children a true picture of their Latin American neighbors through books, Altstetter, Mabel F. "Jane Andrews: Aradio, and motion pictures. Describes at- Pioneer inInternationalism." XIII (Maytempts at setting up criteria for choosing 1936), 165-166, 194. such materialsandthedifficultiesthat Tells of a pioneer in American educationhave been encountered. Points out im- whose aim was to show that childrenareportantpartliteraturehasplayedin alike everywhere. She loved children sobringing the people of North and South well that she opened a small school in herAmerica together. home in Massachusetts and taught childrenHill, Wilhelmina. "Teaching Latin American geography through maps and the globe,Literature in American Schools." XX (Apr. reading, and other practical skills. 1943), 135-139. Arndt, C. 0. "Background Reading on Stresses the need for Americans to develop China." XX (May 1943), 195-199. a real appreciation and tolerance for their ReviewsbookscarefullyselectedtoLatin American neighbors. Lists and dis- develop in the reader a deeper understand-cusses aids for such an elementary program. ing of China,itshistory,culture, andHogan, Marita, and Yeschko, Margaret. people. "Latin American CountriesinChildren's "Around the World in New Books." VIIILiterature."(1) XV (Oct. 1938), 225- (Oct. 1931), 201-206. 232; (2) XV (Nov. 1938), 270-274. Bibliography of children's books listed Discusses significance of books on Latin by topics and countries. America and presents a bibliography of books that describe accurately the Latin Burris,Miriam."JapaninChildren'sAmerican life and satisfya healthy and Fiction." XLII (Jan. 1966), 29-38. inquisitiveattitudetowardourLatin Emphasizes the need for authors topre-American neighbors. sent a realistic picture of other cultures. Second article adds sectionson folklore Children should be able to identify withand fantasy and on nonfiction for inter- the children of other countries as to be-mediate and upper grades. havior,customs,personalities,problems, and adjustments. Fifty-four Japanese fictionHogan,Marita, and Yeschko,Margaret. books are listed under headings "excep-"Latin American Countries in Children's tional" and misleading." Literature." (1) XVII (Oct. 1940), 230- 234, 256; (2) XVII (Nov. 1940), 276-284. Davis, Mary Gould. "Children's Books at Providesa two-part annotatedbibli- the International Bureau of Education." XIography ofchildren'sfictioninLatin (June 1934), 162-163. Americancountries,arevisionofthe Explains how 37 countries listed booksbibliography printed in Oct. and Nov. 1938. that were believed representative of their countries' backgrounds to the DepartmentHunt, ClaraWhitehill. "International of Children's Literature, a branch of theFriendship through Children's Books."I InternationalBureauofEducationin(Nov. 1924), 208-209. Geneva, Switzerland, for more centrally Describes samples of the types of books located information. children should read to develop ideals of justice and generosity and an interest in Edman, Marion. "Building Unity withinainternational friendship. Because of space, Community." XXI (May 1944), 179-185.lists only books for imagination, in 6 cate- Describes ways the Detroit public schoolsgories; includes author, publisher, and price.

239 World Literature 35

Jackson, Annie I. M. "Book Friends of (both books about foreign countries and in Many Nations." VIII (Oct. 1931), 181-184.the foreign language itself) be kept in Presents format for children's books thatlibraries to enhance children's appreciation could be written for purpose of acquaintingof our cultural heritage. children with other countries and conse-Monroe, Frances Taylor. "Folk Songs and quently promoting in them internationalFolk Lore." XIII (Feb. 1936), 46-48. goodwill. Contains a list of such books. Expresses the value and relevance of Jordan, Alice M. "Children's Books as Goodfolk music and folk tales. Encourages cor- Will Messengers." VI (Apr. 1929), 104-relating them with other subject areas for 106. a better understanding of other nations. Reviews many stories about children ofConcludeswithsuggestedactivitiesto foreign lands for classroom use. Includesinterest and inspire pupils. a bibliography. Moscrip, Ruth M. "Children's Reading and Lofting, Hugh. "World Friendship and Chil-World Friendliness."VII(Apr.1930), dren's Literature." I (Nov. 1924), 205-207. 91-93. Argues that if civilization is to go for- Declares that goodwill among neighbors ward, rational internationalism is necessarycan be fostered by having children read and the hope of internationalism and per-about peoples of other countries, in classes manent peace is only to be looked for in the in literature, geography, civics, music, art, enlightened development of children. Sug-and modern languages. Finds that very few gests two classes of books which shouldof 40 children's readers contained stories disappear or be counteracted: stories withof other lands, but realizes that more recent racial animosity or contempt and "Boy'sreaders are touching on this subject. Book of Battle Hero" with outdated notionsPetersen, Vera D. "Dragonsin General." of war and visionary military careers. Con-XXXIX (Jan. 1962), 3-6. cludes with these 7 aims that literature Discusses the place that dragons occupy of world friendship should include: whatin literature of many countries. was a good thing in the past is not necessarily a good thing in the present; every-Rider,Ione Morrison. "Reading Toward thing that helps toward bringing up the newWorld Friendliness." V (May 1928), 143- generation, internationally minded, should144, 157. be considered; all races r-nd nations, given Discusses trend in children's literature to equal chances for enlightenment, are in the promote international understanding. aggregate equal; internationalism does notSalisbury,Rachel. "Book Trails Leading mean violence and bloody riots nor surren-South." XX (May 1943), 189-194. dering individual liberty; the continuance Reviews the leading books dealing with of modern militarism leads but to the ex-the topic of Latin America for the purpose termination of man; there are many heroesof serving as a background for teachers besides those of the battlefield; and "God'sconcerned with creating a better under- Country is not my country but the Universe."standing among students regarding these Mahon', Bertha E. "Far Horizons in Springcountries. Books for Boys and Girls." VI (June 1929),Smith, Dora V. "Children's Books around 143-146. the World." XXXV (Feb. 1958), 81-92. Prescnts a review of 8 books relating to Tells of an author's attempt to locate thestudy of Europeancountries:Thechildren's books in various native languages Bectkoning Road,BoyoftheDesert,which if translated would acquaint Ameri- Falmouth for Orders, Hobnails and Heather,can children with boys and girls in other Kullu of the Carts, Prince Bantam, Satur-lands. day's Children, and Story Book Europe. Sullivan, Mary G. "Books on Other Lands Massee, May. "Children's Foreign Litera-for Second Grade Literature." XVI (May ture." X (Feb. 1933), 27 28, 48. 1939), 179-183. Recommendsthatforeign literature Indicates a need to expose children to

240 World Literature 35

literature about people of other countries in Stressessympathetic understanding of order to promote understanding of themother races, a matter for education and of and development of empathy. Providesa an education that begins at home. Wants bibliography of literature appropriate forprogram for schools extending over years, students and teachers. and lists literature to be included. Thomas, Macklin. "Surveying Our SovietWofford, Azile. "Standards for Choosing Ally." XX (May 1943), 183-188. Books about Other Countries." XXIV (Nov. Contains brief reviews of books selected1947), 469-475, 494. in order to promote a more sympathetic Talks of the standards for choosing books understanding by Americans of the Russianon other countries as proposed by the com- people. mittee on Standards for Books about Other Wisdom, Elizabeth B. "International Friend-Lands of the National Council of Teachers shipinChildren'sReading."II(Mayof English. 1925), 157-161, 163.

241 Author Index

Aaron, Ira E., 181 Anderson, Etoile E., 45, 71 Abernathy, Helen B., 45 Anderson, Harold A., 124, 211 Abney, Louise, 172 Anderson, Howard B., 184 Abraham, Willard, 88, 170 Anderson, John E., 130 Abrams, Dorothy A., 30 Anderson, Lillian E., 20 Achtenhagen, Olga, 142 Anderson, Marion A., 140, 211, 223 Adams, Harlen M., 153 Andrews. Siri, 12, 142 Adams, John, 124 Anglin, Eleanor, 161 Adams, Lady, 2 Anthony, Katherine M., 61 Addy, Martha L., 222 Antonita, Sister M., 143 Adler, Mae, 115 Arbuthnot, May Hill, 21, 22, 153, 192 Agnes, Sister Mary, 45 Archer, Clifford P., 223 Agnew, Kate, 182 Archer, Marguerite P., 2, 22, 124, 143, 223 Agree, Rose H., 142 Arduser, Ruth H., 45 Akins, Thelma Shaw, 89 Armington, Marion S,, 45 Albertson, Genevieve, 161 Armstrong, D. T., 22 Aldrich, Grace L., 142 Arndt, C. 0., 239 Allen, Audrianna, 161 Arnold, Frieda, 71, 89 Allen, Blanche C., 12 Arnold, Myrtle, 64 Allen, Charles Forrest, 161 Arnstein, Flora J., 55 Allen, Grace W., 1 Artley, A. Sterl, 89, 140, 211, 223 Allen, Harold B., 124 Ashabranner, Brent, 126 Allen, Jack, 223 Ashbaugh, E. J., 55, 223 Allen, Paul D., 75 Ashley, Rosalind, 130 Allen, R. Van, 71, 89, 161 Assisi, Sister M. Francis, C.S.A., 89 Allen, Shirley E., 71 Atwater, Catherine Somers, 161 Allmon, Anna, 12 Avegno, T. Sylvia, 45 Alltucker, Margaret M., 211 Avery, Rebekah, 75 Alpren, Patricia Farrell, 75 Ayer, Jean, 2, 192 Altstetter, Mabel F., 2, 21, 64, 239 Ayres, Nelle Wren, 64 Amar, Wesley Francis, 153 Amato, Anthony J., 198, 222 Babcock, Mildred D., 42, 89, 223 Ames, Wilbur S., 223 Bache, Louise Franklin, 108 Amidon, Edmund, 161 Bacher, June, 45, 64, 170 Ammerman, Kathleen, 21, 89 Backer, Vilda, 75 Amster, Harriet, 124 Bacon, Frances Atchinson, 2, 143 Anastasiow, Nicholas J., 148 Baehr, Ann Ediger, 140 Andersen, Dan W., 121 Baginslci, Johanna, 143 Anderson, Alton R., 75 Bailey, Adele, 45 Ariderson, Donald G., 55, 223 Bailey, Grace D., 12, 154, 161 Anderson, Elizabeth, 108 Bailey, John P., 3 243 244 AUTHOR INDEX Bair, Frederick H., 125 Berman, Louise M., 75 Baker, Elmer E., Jr., 172 Bernstein, Julius C., 116 Baker, Emily V., 89, 181 Berry, Eloise, 154 Baker, Frances Elizabeth, 64 Berry, Katharine R., 22 Baker, Franklin T., 192 Bertram, Jean DeSales, 3, 108 Baker, Harry J., 161 Berwald, Rose, 154 Balch, Ade la L., 192 Betts, Emmett Albert, 75, 90, 125, 173, 181, Balow, Irving H., 89 182, 192, 193, 211, 212, 215, 224 Bamberger, Florence E., 125, 192 Beverley, Clara, 45, 58, 71, 173 Bamberger, Richard, 143 Bianco, Margery, 3, 42 Bany, Mary, 55, 62, 69, 81, 134, 161 Bice, Evelyn G., 55 Barbe, Walter B., 89, 151, 161, 181, 192 Bischoff, Constance, 71 Barber, L. L., 161 Bishop, Merrill, 23 Barker, Fred G., 108 Bjonerud, Corwin, 169 Barker, Vilda, 143 Blackhurst, J. Herbert, 90, 193 Barlow, Rowena, 22 Blackman, Ruth M., 125 Barnes, Donald L., 71 Blackwell, Mrs. E. C., 125 Barnes, Mildred Wier, 42 Blaisdell, Thomas C., 64, 75, 193 Barnes, Ruth A., 1, 22, 42, 45 Blake, Howard E., 148, 151, 222, 224 Barnes, Walter, 22, 45, 115, 125, 130 Blakely, W. Paul, 90, 154 Barry, J. Richard, 22 Blayne, Thornton C., 90 Bartell, Joyce, 12 Blitz, Theodore F., 224 Barth, Ethel, 202 Bloom, Robert M., 173 Bartkowiak, Deanna, 148 Bloomfield, Leonard, 90 Barton, Nellie E., 125 Blosser, Mary, 143 Bartschi, Vilda, 106 Blumenfeld, Jacob, 91 Baruch, Dorothy W., 22, 130, 173 Blumenthal, Rochelle, 138 Batchelder, Mildred, 143 Bobbitt, Franklin, 75 Bauman, Charles, 139 Bohnhorst, Ben A., 212 Baxter, Bernice, 58, 75 Bolling, Rexford W., 161 Beal, Dallas K., 108 Bonar, Hugh S., 193 Beale, Harriet, 13 Bond, George W., 161 Beall, Ross H., 75 Bond, Guy L., 91 Bear, Mata V., 55 Bone, Robert, 91 Beard, Elizabeth, 223 Boney, C. DeWitt, 91, 182, 193 Beard, Jess R., 55 Bonner, Mary Graham, 3 Beardwood, Valerie, 3 Bonney, Margaret K., 224 Bechtel, Louise Seaman, 3 Bontrager, 0. R., 130 Becker, May Lamberton, 22 Booth, Miriam B, 75 Becker, Samuel L., 211 Borgh, Enola M., 130 Beckman, Darold R., 130 Bonnuth, John R., 212 Beekman, Jan, 130 Borton, Mildred Frey, 76 Beery, Althea, 151, 173 Bossone, Richard M., 193 Beggs, Bernice B., 192 Bouise, Louise Metoyer, 182 Behn, Harry, 22 Boulton, Betty, 116 Belser, Birdie A., 13 Bovyer, George C., 23 Belser, Danylu, 13, 22, 130 Bowden, Florence B., 173 Bender, Hilda M., 170 Bowers, Mary E., 46, 55, 64 Benjamin, Dayton, 89, 90 Bowes, Fern B., 23 Bennett, Annette, 181 Bowker, Rosa M., 76 Bennett, Esther Holt, 192 Bowles, Elizabeth E., 67 Benson, Rachel, 143 Bowles, Maud, 104 Bentley, Harriett, 90 Boyd, Gertrude A., 108, 182 I3ergfield, Annabelle Wagner, 71 Boyd, Jennemary, 13 Bergquist, Sidney R., 215 Boyle, Regis Louise, 162 AUTHOR INDEX 245 Brabant, Margaret, 182 Burns, Paul C., 4, 6, 91, 123, 125, 144, Brack, Kenneth H., 71, 108 151, 212, 219 Bradbury, Ethleen S., 64 Burris, Mary H., 92 Bradley, Martha H., 224 Burris, Miriam, 239 Bradshaw, Ruth E., 46 Burroughs, Margaret Taylor, 42 Bradsteen, Zellah G., 117 Burrows, Alvina Treut, 24, 42, 53, 58, 65, Brady, Florence A., 23 92, 131 Brandsmark, Mrs. M. L., 64 Burton, Alice, 5 9, 90 Bran ley, Franklyn M., 23 Burton, Dwfght L., 24 Braybrooke, Neville, 3 Burtt, Harold E., 193 Brazier, Delma Lee, 108 Busbee, Vivian, 109 Brecht, Ethel L., 23 Bush, Sadie, 24 Brede, Alexander, 116 B. swell, G. T., 193 Breed, Frederick S., 224 Butler, Elsie, 92, 162 Breinholt, Verna, 173 Byers, June, 46 Bremer, Neville H., 91, 224 Byers, Nell B., 42 Bremm, Hazel G. Stagg, 46 Byington, Jean Gregory, 193 Brett, Sue M., 116 Bynner, Witter, 4 Brewton, John E., 13 Brickley, Margaret, 195 Briggs, Elizabeth D., 3, 91 Cabell, Elvira D., 56 Bright, Winifred M., 23 Cadenhead, Kenneth, 92 Brink, Carol Ryrie, 23 Cahill, Loretta A., 224 Brittain, Frances J., 224 Calhoun, Jean, 65 Britton, Jasmine, 23 Calhoun, R. Thomas, 144 Brodsky, Mimi, 3, 71 California Library Association, 13 Broening, Angela M., 46, 143 Caliguri, Joseph, 168 Broening, Mary L., 108 Callaway, Byron, 181 Brooks, Charlotte K., 131 Callihan, Cordia V., 76 Brown, Alice, 20 Camenisch, Sophia C., 116 Brown, C. G., Jr., 21 Cameron, Jack R., 116 Brown, George I., 3 Camp, Fredrick S., 76 Brown, Kenneth L., 173 Campanole, Eugene A., 225 Brown, Marcia, 3 Campbell, Clara E., 24 Brueckner, Leo J., 76, 91, 116 Campbell, Helen, 76 Brugmann, Gertrude, 76 Campbell, Justine Tandy, 131 Brumbaugh, Florence, 23, 144,170, 212, Canfield, Robert, 151 224 Cann, Muriel E., 24 Brunot, Eugenia, 24, 193 Cappa, Dan, 13, 212 Bryja, Rose Helen, 162 Capron, Clara Hunter, 225 Bryngelson, Bryng, 173 Card, William, 61 Bryson, Lyman, 193 Cardozo, Robert, 151 Buchan, Vivian, 162 Carey, Evelyn A., 109 Buchanan, Inez A., 64 Carey, Marjorie, 173 Buchheimer, Naomi, 3 Carillo, Lawrence, 169 Buckingham, B. R., 76 Carlsen, G. Robert, 76 Buckles, Mary E., 55 Carlson, Ruth Kearney, 46, 56, 65, 125, Buckley, Irene, 3 140, 212 Buelke, John A., 154 Carlson, Thelma, 131 Burch, Ruth, 125 Carmichael, H. Max, 162 Burgess, Eleanor, 3 Carner, Richard L., 154 Burgett, Earlene, 45 Carney, Catharine D., 144 Burkart, Ann Kammerling, 112 Carpenter, Audrey F., 92 Burke, Lillie A., 108 Carr, Constance, 13, 42 Burke, Victor, 76 Carr, John W., 92 246 AUTHOR INDEX Carr, Rose, 76 Collins, Nora, 116 Carroll, John B., 92 Colum, Padraic, 5 Carroll, Marjorie Wight, 92 Colville, Dora T., 77 Carson, Louise G., 92 Colvin, Cynthia M., 225 Carter, Julia F., 24 Comer, Dorothea, 162 Casmir, Fred L., 24 Committee on Intercultural Education of Cavallaro, Ann A., 109 the NCTE, 194 Certain, C. C., 4, 5, 13, 24, 46, 67, 71, 144,Connell, Joanna Z., 13 162 Cook, Luella B., 77, 116 Certain, Julia L., 170 Cooke, Paul, 194 Chall, Jeanne S., 94, 182 Coolidge, Ann Elizabeth, 42 Chambers, Dewey W., 5, 24, 169 Coolidge, Elizabeth H., 42 Chambers, James, 194 Coomer, Ann, 160, 210 Chancles, Sol, 46 Cooper, Bernice, 5 Chapin, Alice C., 173 Cooper, Jane Wilcox, 72, 225 Chapman, Myfanwy E., 154 Cooper, William, 159 Chase, Naomi C., 173 Corbin, Richard, 46 Chase, Sara E., 76, 144, 225 Corcoran, Margaret M., 14 Chavis, Gwendolyn, 77 Cordts, Anna D., 93 Children of the Phelps School, 109 Cordts, Gertrude, 145 Ching, Doris C., 170 Corliss, William S., 144 Chisholm, Francis P., 77 Cormack, Ruth Crain, 67 Chubb, Percival, 139 Cornelius, Vera, 172 Cianciolo, Patricia J., 24, 36 Cortright, Richard W., 93 Civil Service, 162 Coryell, Hubert V., 25 Clapp, Frank L., 116, 225 Cosulich, Bernice, 21 Clapp, John M., 131 Cotner, Edna, 77 Clark, Gertrude M., 109 Council on Books in War Time, 14 Clark, Gwyn R., 67 Courtier, Audrey March, 93 Clark, Margaret M., 25 Cox, Joyce W., 93 Clark, Rea, 194 Cox, Riah F., 125 Classroom Teachers in the Carter School,Cox, Vivian K., 134 174 Coyner, N. Irean, 131 Claude], Alice Moser, 65 Craig, Donald W., 42 Clem, Orlie M., 109 Craig, Dora B., 67 Cleveland Public Library Staff, 17 Crane, Helen, 125 Clotilde, Sister Mary, O.S.F., 72 Crane, William D., 77 Clowes, Helen Coe, 182 Cranswick, Margaret E., 125 Clubb, Merrel D., Jr., 116 Craytor, Hallie Loomis, 109 Clymer, Theodore, 212 Creed, Ester D., 65 Coast, Alice B., 46 Creswell, Thomas J., 93 Cober, Mary E., 25, 67, 109 Crimmins, Leonora A., 93 Coburn, Louis, 144 Crocker, Laurel M., 154 Cody, Sherwin, 225 Cronin, Bernice M., 42 Cohan, Mayme, 194 Crosby, Muriel. 93, 94, 109, 126, 131, 194 Cohen, Beatrice, 46 Cross, A. J. Foy, 77 Cohen, Lorraine Sterling, 92 Cross, Alma, 65 Cohler, Milton J., 194 Crossley, Ruth, 94 Cole, Esther Helm, 67 Crosson, Wilhelmina M., 5, 25, 194 Cole, John, 194 Crowley, Dale P., 131 Cole, Natalie Robinson, 72 Crumrine, Jeannette, 109 Coles, Victor, 154 Crutchfield, Marjorie A., 94 Collier, Josephine, 42, 109 Cuddington, Ruth Abee, 67 Collier, Marilyn, 92 Culmer, Pearl Winifred, 162 Collier, Virginia MacMakin, 5 Cunningham, Ruth A., 225 AUTHOR INDEX 247 Curry, Ida J., 131 Denslow, Orriene D., 226 Curry, Mary Margaret, 46 Dent, Harold C., 95 Cutler, Mary Avis, 25 Department of Elementary School Princi- Cutright, Frank, Jr., 25 pals of NEA, 144 Cutright, Prudence, 94, 121 Detjen, Clara, 117 Cutter, Annie Spencer, 15 Devine, Thomas G., 65, 126 Cutter, Marian, 25 Devine, Verna C., 226 Cuzner, Fay, 154 DeWitt, Charles M., 163 Diack, Hunter, 195 Dakin, Lenore, 162 Dick, Grace I., 14 Dale, Daisy G., 25 Dickey, Leona, 14 Dale, Edgar, 94, 154, 225 Dickhart, Audrey, 95, 183 Dalgliesh, Alice, 25 Dickson, Belle, 226 Dalrymple, May Z., 43 Diederich, P. B., 221 Danforth, Helen, 56 Dilley, Norman E., 213 Daniel, John Emerson, 194 Dillon, Josephine, 144 Daniel, Mary Ann, 94 Dixon, Margaret S., 163 Daniel, Walter C., 154, 162 Dixon, Newel, 172 Dann, Janet Anne, 109, 171 Dixon, Norman R., 151 Darby, Ada Claire, 5 Dobbs, Ella Victoria, 1, 110 Davey, Irma, 25 Dobbs, Mary Carolyn, 133 Davidson, Edith M., 154 Dobson, Caroline, 126 Davidson, Letha M., 25, 110 Docter, Robert L., 195 Davis, Allison, 131 Doherty, Lillian J., 26 Davis, David C., 14, 25, 77, 94 Dolch, Edward W., 43, 95, 96, 126, 163, Davis, Frederick B., 194 183, 213, 226, 227 Davis, Helen C., 174 Dolch, Ida C., 43 Davis, Mary Gould, 239 Donelson, Kenneth L., 14 Davis, 0. L., Jr., 182, 212 Donovan, H. L., 213 Davis, Russell, 126 Dorey, Milnor, 155 Davis, Wylma, 94 Doty, Mildred J., 77 Dawkins, John, 94, 148, 149 Doud, Margery, 144 Dawson, Mildred A., 47, 58, 65, 67, 94,Doudna, Edgar G., 77 116, 117, 126, 132, 162, 163, 170, 174, Dougherty, Mary L., 96 194, 225 Douglas, Mary Peacock, 144 Dearborn, Frances R., 47, 56,77,132, Douglas, William 0., 126 163, 195 Dovey, Irma, 163 Deaton, Mary B., 25, 43, 195 Downing, E. Estelle, 14 DeBase, Lucy, 47 Downing, John, 96 DeBoer, John J., 77, 94, 95, 132, 154, 155, Dozier, Virginia, 65 174, 195 Drake, Elizabeth J., 117 Decker, Mary, 171 Driggs, Howard R., 61, 117, 133 Deed, Mary D., 26 Drohan, Gertrude, 26, 121 Deegan, Mary M., 110 Dubbe, Ann, 47 Dees, Margaret, 14 Duboc, Jessie L., 58, 78, 133 DeGoza, Dorothy E., 14, 110 Duffy, Gerald G., 47 Deksnis, Alma, 5 Duffy, Thomas F., 15, 96 Delacato, Carl H., 182, 183, 226 Duggan, Anna E., 174 Delacato, Janice F., 182, 183 Dukelow, Jean H., 56 De La Hunt, Lois, 174 Duker, Sam, 151, 195 Delaney, Arthur A., 226 Dukler, Margot, 26 DeLawter, Jayne Anne, 174 Dunlap, Vivian H., 72 Della-Piana, Gabriel, 195 Dunsmore, Jessie, 5, 26, 183, 195 DeMay, Amy J., 110, 117, 126, 226 Durant, Anthonette, 163 Denecke, Lena, 26, 110 Durkin, Dolores, 97 248 AUTHOR INDEX Durrell, Donald D., 183, 213, 227 Fagerlie, Anna M., 27, 68,110, 196 Duval, Elizabeth W., 78 Fair, Jessie Francis, 163 Dyer, Clara Axie, 126, 183, 195 Faith, Allen, 27 Dyer, Henry S., 68 Falk, Ethel Mabie, 117, 139, 227 Dykstra, Gerald, 171 Famiano, Viola, 108 Dykstra, Robert, 196 Farley, H. Kent, 163 Farmer, Paul, 78 Eakin, Gladys A., 97 Farquhar, Margaret C., 5 Early, Margaret J., 195, 213 Farrar, Joe, 227 Eash, Maurice J., 174 Farris, Herbert J., 65 Eaton, Anne, 14 Faust, George, 203 Eaton, Jeanette, 78 Fawcett, Annabel C., 151 Ebert, Dorothy W., 16 Fedder, Alice N., 14, 27 Eckelmann, Dorathy, 174, 175 Fediaevsky, Vera, 27 Eckert, Mollie Horton, 47 Feitelson, Dina, 196 Edman, Marion, 78, 175, 239 Feldmann, Shirley C., 196 Edmonds, Edith, 110 Felton, Wilma, 133 Edmund, Neal R., 56, 213 Fenner, Phyllis, 43, 56, 163 Edwards, D. Lewis, 78, 97, 183, 213 Fenton, Mary M., 78 Edwards, Phyllis 0., 72 Fenwick, Sara Innis, 5, 27 Eisenman, Sister M. Victoria, O.S.B., 26 Ferebee, June D., 72 Eisman, Edward, 227 Ferris, Helen, 5 Ekblaw, W. Elmer, 78 Ferry, Elizabeth Dudley, 110 Elementary Sub-Committee of the Educa-Filbin, Robert L., 72, 149, 184 tion Committee of the ALA, 145 Fillmer, Henry T., 163 Eller, William, 196 Finch, Hardy R., 6 Ellinger, Bernice D., 26, 101 Finger, Charles J., 6, 27 Elliott, Una B., 175 Fink, David R., Jr., 227 Emans, Robert, 97 Fisher, Audrey, 155 Emerson, Caroline D., 121 Fisher, Gladys Marcy, 97 Emerson, Cora P., 110 Fitch, Viola K., 14 Emig, Janet A., 133 FitzGerald, Agnes D., 98 Endres, Raymond J., 47 Fitzgerald, James A., 61, 139, 184, 224, 227 Enevoldsen, Jessie V., 117 Fitzwater, James P., 159 Engelhardt, Melvin E., 145 Fjeldsted, Lillian W., 196 Enstrom, Doris, 122 Flaherty, Rose, 184 Enstrom, E. A., 97, 121, 122, 213 Flanagan, Frances, 6 Erdmann, Naomi B., 196 Flanders, Ned A., 161 Erickson, Marion Ihrig, 155 Flegge, Thorleif G., 184 Evans, Clara, 26, 40, 55, 97, 110, 155, 163 Fleisch, Marian, 227 Evans, Eleanor M., 26 Fleming, Cecile White, 191 Evans, James W., 213 Flesch, Rudolf, 196, 214 - Evans, N. Dean, 97, 98 Fletcher, Paul F., 58 Evans, Robert, 58 Flowers, Ida V., 78 Everhart, Rodney W., 78, 175 Floyd, Wallace C., 72 Evertts, Eldonna L., 72, 163 Floyd, William D., 184 Evrard, Connie, 37 Foley, Louis, 117, 227, 228 Ewell, Barbara, 155 Forrest, Vera S., 56 Ewing, Jane, 5 Foster, F. Marie, 14, 163 Ewing, Marion, 127 Foster, Florence E., 110 Eyster, Mary Ltt, 72 Foster, Jane, 14, 15 Foster, R. A., 214 Factor, Bernice, 183 Fox, Gladys M., 228 Faculty Committee Report, 175 Fraim, Emma C., 61 Fagan, Sharon, 14 Frame, Norman, 196 I

AUTHOR INDEX 249 Franc, Lillian, 27 Goldsmith, Sadie, 28, 43, 68, 155 Frazee, Laura, 127 Goodman, Kenneth S., 149, 197, 214 Frazier, Alexander, 27, 98, 133, 151 Goodnick, Benjamin, 133 Frederick, John T., 27 Goodrich, Bessie Bacon, 110 Freeman, Frank N., 122 Goodrich, Catherine, 28 Freeman, Sophie, 73, 98 Goodwin, Blanche M., 65, 68 French, Opal, 98 Goodwin, Frances, 181 French, Ruth, 15 Goodykoontz, Bess, 78, 79, 98, 197, 214 Friend, Mimi, 47 Gordon, Dorothy, 155 Fristoe, Dewey, 27, 133 Gordon, John E., 65 Frogner, Ellen, 15 Gorun, Jacqueline, 171 Frost, Margaret F., 27 Gould, Florence E., 48 Fry, Dorthea, 175 Goy, Naidene, 48 Fry, Edward, 15, 98, 184, 228 Grace, Alonzo G., 164 Furness, Edna Lue, 47, 117, 118, 122, 151,Graff, Ethel J., 197 152, 175, 184, 214, 228 Graubard, Paul S., 111, 185 Graves, William H., Jr., 197 Gabel, Mary Theresa, 175 Gray, Lillian, 111 Gagne, R. G., 171 Gray, William S., 98, 185, 197, 198, 214, Gaier, Eugene L., 192 228 Gale, R. J., 175 Greaney, Katherine B., 6 Gallagher, James J., 73 Green, Eva May, 98 Gamble, Helen, 239 Green, Ivah, 48, 65, 118, 145 Gardiner, Jewel, 145 Greenaway, M. Emily, 73 Garfield, Elva Ruth, 122 Greenburg, Pearl J., 164 Garner, Naomi, 110 Greene, Harry A., 61, 79, 133, 164, 214 Garnett, Wilma Leslie, 27, 28, 164, 196Greenman, Ruth, 98 Garver, F. M., 228 Greet, William Cabell, 6 Garvey, Leone, 36 Griffith, Albert J., 149 Gast, David K., 28 Grimes, Frances, 111 Gates, Arthur I., 98, 184, 196, 212, 214,Gritzner, Florence A., 28 228 Groff, Patrick J.,6, 15, 48, 59, 98, 99, Geboe, Juanita, 43 122, 123, 164, 215, 228 Geiser, Cynthia, 197 Grogan, Agnes Clare, 43 Geltch, Irene, 15, 17, 28 Grommon, Alfred H., 79 Gessleman, Daisy B., 155 Grothe, Barbara, 228 Geyer, Ellen M., 78 Grubnick, Irene M., 79 Giammatteo, Michael C., 80 Grubs, Bernice, 139 Gibbons, Helen D., 214 Grundlach, Lucy, 228 Gibson, Christine, 103 Guiler, Walter Scribner, 118, 215 Giddings, Frances, 175 Guilfoile, Elizabeth, 15, 28, 79, 118, 127, Gildemeister, Theda, 228 198, 229 Gillett, Norma, 47, 78, 228 Guiraud, Louise, 155 Gillett, Odeyne, 47 Gulten, C. E., 226 Gillingham, Anna, 197 Gunderson, Agnes G., 6, 28, 56, 175, 198 Gillis, Lyla Greathouse, 28 Gunderson, Ethel A., 6, 48 Gilpatrick, Naomi, 98 Gunn, M. Agnella, 176 Gilstrap, Robert, 228 Gunterman, Bertha, 28 Girdon, Mary Bowers, 48, 58 Gustafson, T. F., 159 Gise, Benjamin, 197 Guttery, Jean, 28 Gist, Arthur S., 184, 197 Gleason, Thomas P., 197 Habecker, James E., 99 Glenn, Margaret R., 48 Hadlow, Ruth M., 28 Goldberg, Lynn, 149 Haefner, Ralph, 198 Goldberg, Samuel, 88 Hahn, Elise, 176 250 AUTHOR INDEX Hahn, W. P., 229 Heagy, Dorothy M., 198 Haight, Edith C., 48 Healy, Ann Kirtland, 198, 199 Haimbach, David, 176 Heaton, Margaret M., 199 Hale, Elizabeth, 140 Heffernan, Helen, 79, 99, 176 Hall, Cecil B., 21, 48 Heffron, Pearl M., 133 Hall, Margaret, 164 Heineman, Alma, 68 Hall, Nancy, 65 Heischman, Walter B., 79 Hall, Norman, 229 Helffrick, Stockton, 155 Hall, Robert D., 59, 66 Heller, Frieda M., 15 Hall, Robert King, 171 Hemingway, Helen Fitts, 79 Halliwell, Joseph W., 215 Hendrickson, Rulb, 68 Hallman, Georgia, 164 Hennock, Frieda A, 155 Hamilton, Bernice Finch, 155 Herbers, Sister M. Benigna, 199 Hammerman, Donald R., 229 Heriot, Grace Miller, 29 Hammill, Donald D., 148 Herman, Sema Williams, 48, 80, 164 Hampel, Margaret, 145, 214, 215 Herrick, Virgil E., 122, 133 Hampleman, Richard S., 152, 198 Herzberg, Max J., 80, 229 Hampton, H. L., 233 Hesse, Elizabeth, 230 Hand lan, Bertha, 229 Hewitt, Alden, 43 Hanna, Jean S., 215, 229 Hickok, Beulah, 57 Hanna, Paul R., 215, 229 Hicks, Randall, 181 Hansen, Duncan, 148 Higgins, James E., 6, 48 Hansen, Harlan S., 140 Hildreth, Gertrude H., 68, 99, 123, 164, Harbage, Mary, 6, 28, 48, 176 199, 230 Harding, Maude Burbank, 73 Hill, Edwin H., 80 Hardman, Maud R., 111 Hill, Ina H., 164, 230 Hardre, Rene, 133 Hill, Jeraldine, 73, 99 Hardy, Hilda, 57 Hill, Marjorie, 49 Harney, Irene, 48 Hill, May, 49 Harper, Elsie M., 164 Hill, Walter, 221 Harrell, Penelope, 15 Hill, Wilhelmina, 80, 239 Harriman, Philip L., 133 Hillenbrand, Robert, 62 Harring, Sydney, 176 Hillerich, Robert L., 99 Harrington, Mildred P., 48 Hillert, Margaret, 140 Harris, Albert J., 215 Hilman, Janet E., 145 Harris, Brice, 127 Hilton, Ernest, 133 Harris, Cornelia, 198 Hiner, Mary Clay, 216 Harris, Dale B., 176 Hines, Ruth, 4, 6 Harrison, M. Lucile, 99, 176 Hobbs, Valine, 230 Harrison, R., 107 Hocker, Mary Elsa, 150 Hart, Murlee, 229 Hodges, Richard E., 229, 230 Hartman, Juliet, 48 Hofer, Louise B., 49, 66 Harvey, Mary Lu, 176 Hoffman, Elizabeth P., 145 Hatch, Alice K., 145, 198 Hoffman, Hazel Ward, 68, 118 Hatch, Bertha, 15 Hoffman, James D., 230 Hatch, Shirley, 104, 198 Hoffman, Norman C., 21 Hatfield, W. Wilbur, 28, 62, 68,79, 127, Hogan, Marita, 239 170 Hogan, Nancy, 227 Hathaway, Winifred, 185 Hogenson, Dennis L., 216 Haven, Julia M., 79 Hoggard, J. Kendall, 199 Haw, Jessie K., 122 Holliday, Larry, 80 Hawkins, Quail, 15 Hollingsworth, Paul M., 230 Hawland, Helen Cotton, 133 Hollowell, Lillian, 6, 29 Hayes, Kathleen C., 111 Holmes, Eleanor, 230 Hazard, Patrick D., 155 Holmes, Ethel E., 73, 134 AUTHOR INDEX 251 Homze, Alma Cross, 15, 29, 199 Irwin, Martha E., 29 Hood, Kathryn, 193 Issott, Frances, 80 Hook, Edward N., 66 Hook, J. N., 127 Jackson, Annie I. M., 240 Hooper, John, 49 Jackson, Doris C., 49 Hopkins, Celia, 216 Jacobs, Allan D., 80 Hopkins, Edwin M., 127 Jacobs, John F., 171 Hopkins, Lee Bennett, 49 Jacobs, Leland B., 7, 29, 30, 49, 165, 231 Hopman, Anne, 140 Jacobs, Minta E., 62 Hoppen, Rae, 91 Jacobs, Muriel G., 152 Hoppes, William C., 59, 69 Jacobson, Gladys, 30 Horine, Clara, 67 James, Thelma, 30 Horn, Ernest, 230, 231 Jansens, Gertrude J., 145

Horn, Gunnar, 69 , Jantzen, J. Marc, 199 Horn, Thomas D., 16, 145, 155, 216,231 Jarvis, Oscar T., 80 Horowitz, Tillie, 111, 164, 199 Jeidy, Pauline, 100 Horrworth, Gloria L., 152 Jenkins, Elizabeth M., 100 Horwich, Frances R., 80 Jenkins, Frances, 59, 80 Hosic, James F., 176 Jenkins, William A., 30, 36, 81, 100, 222 Hostetler, Beverly, 99 Jennings, Alice, 111 Hottman, Lillian N., 177 Jensen, Amy Elizabeth, 200 Howard, Dorothy Mills, 118 Jensen, Anna C., 66 Howard, Margarette E., 123 Jensen, J. Vernon, 171 Huber, Miriam Blanton, 16, 29, 49, 99 Jewell, Opal M., 200 Huck, Charlotte S., 29, 36 Jewett, Arno, 79 Hudson, Jess S., 100 Jewett, Ida A., 59, 165 Huffman, Marian, 165 Joan, Sister Mary, 7 Hughes, Marie M., 134, 172 Johnson, A. Elizabeth, 49 Huglin, Ida, 100 Johnson, Eric, 231 Hull, Lorene B., 149 Johnson, Falk S., 118 Hullfish, William R., 223 Johnson, Gertrude E., 185 Hultz, Helen L., 216 Johnson, Glenn R., 231 Hultzen, Lee S., 177 Johnson, Lois V., 59, 62, 69, 81, 134, 156, Humble, Emma, 43 177 Hume, Helen Hook, 57 Johnson, M. Irene, 156 Humphreys, Phila, 59 Johnson, Margaret M., 7 Hunt, Clara Whitehill, 29, 239 Johnson, Mary E., 86, 231 Hunt, Kellogg W., 62 Johnson, Rodney H., 100 Hunt, Mata Graye, 7 Johnson, Roy Ivan, 81, 134, 165, 216 Hurley, Beatrice J., 7 Johnson, Warren, 15 Hurley, Elsie M., 216 Johnson, William H., 200 Hurley, Marie V., 156 Johnston, A. Montgomery, 43 Husbands, Kenneth L., 207, 216 Johnston, Fannie B., 111 Huser, Mary K., 100 Joll, Leonard W., 30 Hussain, Donna, 134 Jones, Anthony, 81 Hutchison, Earl R., 43 Jones, Daisy M., 81, 177 Huus, Helen, 29, 156 Jones, Dorothy R., 156 Jones, Marian I., 134 Ide, Alice M., 100 Jones, Morris Val, 177 Ikenberry, Nelda B., 165 Jordan, Alice M., 16, 21, 240 Impecoven, Howard, 88 Jordan, Mrs. Arthur M., 7 Ingalls, Lucille, 80 Jordan, Ethel Blair, 16, 111 Inglis, Rewey Belle, 80 Jorgensen, A. N., 185 Irvine, Ruth R., 7 Joseph, Helen Haiman, 111 Irwin, Irene I., 73 Josephina, Sister, C.S.J., 231 252 AUTHOR INDEX Josselyn, Clara B., 200 Kitzhaber, Albert R., 127 Joy, Joan, 231 Knade, Oscar, 145 Ju litta, Sister Mary, 16 Knaphle, Lawrence C., 139 Knapp, Elizabeth, 30, 50 Kaiser, Leon S., 81 Knapp, Jessie V., 101 Kalb, Lois, 81 Knight, Lester, 235 Ka llen, Miriam, 100 Kniley, Mildred, 94 Kaluger, G., 81 Knipp, Helen Bachman, 134 Kamerman, Sylvia E., 111 Knode, William P., 134 Kane, Ruth B., 7 Knott, Thomas A., 217 Kangley, Lucy, 49 Knudson, Rozanne: 50, 232 Kapilian, Sharon, 98 Koch, Katharine, 31 Kaplan, Ida Lee, 43 K.oepke, W. C., 200 Karlin, Robert, 216 Kolbe, Nadine A., 111 Karp, Mark, 30 Kolson, C. J., 81 Kasbohm, Mary Crowley, 185 Kopel, David, 41, 135 Kasdon, Lawrence M., 165 Kopp, 0. W., 177 Kaulfers, Walter V., 118 Korey, Ruth Anne, 30 Kay, Marjorie E., 231 Kottmeyer, William, 101, 127 Kazlov, Gertrude, 49 Kovas, Helen, 200 Keach, Everett T., Jr., 165 Kozlak, Mary A., ::",` Kcck, Virginia A., 200 Kramer, Bettina, 69 Keckefoth, Ethel H., 200 Kravitz, Bernard, 156 Keener, Beverly M., 111 Kreinheder, Adeline, 44 Keener, Edward E.,62,118,185, 217Krippner, Stanley, 156, 160 Keith, Elizabeth, 30 Krise, Mildred, 16 Kelley, Alice, 231 Krohn, Dorothy, 81 Kelley, Julia G., 73 Krolik, Richard, 156 Kelley, Victor H., 141, 232 Kruzner, Donald L., 101 Kenehan, Kather;ne, 81 Kurtz, Margaret, 81 Kennedy, Dora, 66 Kwiat, Charlotte, 82 Kennedy, Philip E., 81 Kyker, Charles, 217 Kent, Vada, 181 Kermoian, Samuel B,, 100 Labacknick, 9. Robert, 149 Kersting, Mary Frey, 165 La Brant, Lou, 62, 82, 127, 134, 145, 217 Keshian, Jerry G., 200, 217 Lachman, Florence, 50 Ketcham, Alice, 62 Ladley, Dorothea Macie, 219 Kevin, Sister Mary, 145 Laffey, Rose, 185 Kibbe, Delia E., 200 Laidley, Mary Fontaine, 69 Kidd, Elvora L., 50 Laird, Troy Davis, 110 Kilbride, Eleanor M., 115 Lake, Marjorie, 69 Killgallon, Pat, 156 Lake, Mary Louise, 232 Kimball. Cecile Mae, 111 Lantana, Peter A., 234 King, Fred M., 123 Lamb, Pose, 141 King, Martha L., 101 Lamers, William M., 200 King, William A., 69, 101 Landau, Elliott 1)., 31 Kingsley, Marjorie, 101 Lane, Abby E., 177 Kinloch, Lucy M., 30 Lane, Ralph H., 134 Kinsella, Paul J., 159, 160 Lang, Harriet Geneva, 31 Kinsey, Dorothy Anne, 50 Lanman, James L., 155 Kinsey, Mary H., 177 Lanning, Frank W., 185 Kirk, Marguerite, 1 Lansdowne, Katie, 118 Kirk, Samuel A., 185 Lansner, Helen, 7 Kirk, Winifred D., 185 Lanton, Weldell C., 202 Kirkland, Josephine, 50 Lapolla, Garibaldi M., 134 AUTHOR INDEX 253 La Pray, Margaret, 204 Lindsay, Vachel, 50 Larom, Henry V., 66 Link, Seymour, 115 Larrick, Nancy, 7, 31, 200 Linstad, Lina Louise, 82 Larson, Elsie R., 177 Lipscomb, Edra, 161 La Rue, Daniel Wolford, 232 Lipscomb, Lena E., 217 La Rue, Carnette, 50 Livsey, Rosemary Earnshaw, 171 Lathrop, Mary Frost, 16 Lloyd, Bruce A., 112 Lauriana, Sister Mary, C.S.S.F., 123 Lloyd, Donald J., 135 Lawrence, Annette Smith, 82 Loban, Walter, 31, 135 Lawrence, Arta F., 16 Lobdell, Lawrence 0., 232 Lawrence, Cloe J., 177 Lobker, Margaret, 50 Lawrence, Eugenia, 111 Lockwood, Alice M., 115 Lawson, Douglas E., 135 Lodge, William J., 82 Lawson, Lewis A., 127 Loeser, Katinka, 50 Lazar, May, 82 Lofting, Hugh, 240 Leake, Edna R., 82 Logan, Conrad T., 31, 232 Leary, Bernice E., 133, 186 Lohrer, Alice, 31 LeBoit, Lillian J., 82 Lollis, Mary Esther, 16 Lee, Dorris May, 232 Long, Martha Stewart, 69 Lee, Emma, 1 Long, Ralph B., 171 Lee, J. Murray, 232 Longshore, W. T., 145 Leestma, Robert, 156 Looby, Ruth, 217 Lefcourt, Ann, 149 Lorberg, Aileen D., 112 Lefevre, Carl A., 118, 135, 149, 201 Lord, F. E., 232 Lehman, Ezra, 62 Lorenz, Elsie L., 232 Lehr, Elizabeth, 7, 119 Loretto, Sister M. Francis, S.S.J., 201 Leifeste, Bertha Victoria, 232 Lorge, Irving, 186, 232 Lembke, Ruth C., 7 Lothrop, Margaret Mulford, 7 L'Engle, Madeleine, 7 Lotze, Amanda, 127 Leonard, Emily C., 156 Lovis, Marion, 8 Leonard, Eunice E., 73 Lowe, Orton, 31, 50, 128 Leonard, Sterling Andrus, 16, 31, 59,63,Lowenberg, Benjamin, 82 119, 165 Loy, Paula, 69 Lerner, Janet W., 201 Loyola Sister M., S.C.L., 233 Lesnik, Jean M., 186 Litbw Raymond A., 141 Lester, Mark, 232 Lucas, Mary R., 146 Letson, Charles T., 201 Lucas, W. Carman, 165 Lettvin. Lorelei Joy, 111 Lund. Mary Graham, 50, 165 Levin, Harry, 217 Lundsteen, Sara W., 152 Levine, Isidore N., 63 Lupo, Ruth, 51 Lewerenz, Alfred S., 186 Lyman, R. L., 51, 82 Lewis, Claudia, 135 Lynch, Julia E., 91 Lewis, Edward R., 123 Lynn, Vesta, 23 Lewis, George L., 112 Lyons, Mary Frances, 233 Lewis, Hilda P., 123 Lyons, Pearl W., 16 Lewis, Norman, 186 Librarians, Croup of, 15 Mabie, Ethel, 1:35 Lichtenstein, Arthur, 186 Macagnoni, Virginia, 51 Lichtenstein, Jack, 217 McAlister, Gladys M., 142 Lieberman, Myron, 165 MacBean, Dilla W., 17 Liebermann, J. Nina, 152 McCabe, Martha R., 31 Lien, Marie, 27 MacCampbell, James C., 8 Lighthall, Mary, 73 McCartey, Florence E., 31 Lindahl, Hannah M., 31, 127, 135,201 McCarthy, Dorothea, 136 Lindberg, Lucile, 177 MacCarthy, Josephine I., 141 254 AUTHOR INDEX McCauley, Lucile, 51 Marcus, Marie S., 136, 187 McCauley, Virginia C., 17, 201 Harder, Joan V., 83 McClellan, Jack, 146 Marguart, Boneita P., 83 McClelland, E. H., 31 Marie, Sister Ann, F.S.P.A., 51 McCollum, John A., 186 Marie, Sister Evangelist, 233 McConnell, Gaither, 31, 32 Marione, Sister M., 0.P., 83 McConnell, Robert E., 177 Mark, Ruth W., 32 McCormick, Alice, 146 Markey, Lois R., 8 Mc Cowen, Annie M., 136, 233 Marsh, Miriam N., 112 Mc Cowen, Emeline J., 82 Marshall, Gertrude W., 218 McCracken, Glenn. 101, 217 Martin, Allie Beth, 17 McCreary, Anne Phillips, 44 Martin, Anne, 8 McCreary, Ruth V., 101 Martin, Clyde, 136 McCullough, Constance M., 101, 149, 186, Martin, Helen, 1, 32, 112 201, 233 Martin, Kathryn J., 21 McCusker, Lauretta G., 17 Martin, Marvin, 17, 57 McDavid, Raven I., Jr., 136 Martin, Mary R., 66 McDavid, Virginia, 61, 93 Martin, William, 160, 166 McDonough, Frances D., 112 Martindale, Genevieve, 171 McElravy, Anna, 123 Mason, George E., 102 McEnroe, Kathleen, 57 Mason, Marcella, 32, 112 McFadden, Dorothy L., 32 Massee, May, 8, 240 McGovney, Margarita, 233 Mast, Edward, 234 McGuire, Alice Brooks, 146 Master, Helen E., 8, 202 McGuire, Edna, 217 Masters, Harry V., 234 McIntire, Alta, 201, 233 Mathes, Miriam Snow, 146 McKay, Beverly, 90 Mathiews, Franklin K., 32 McKee, Paul, 165, 186, 201, 218, 233 Mathis, Dorothy M., 17 MacKinstry, Eli7obeth, 1 Matilla, Ruth H., 63 Mackintosh, Helen K., 51, 82,128,136, Mattera, Gloria, 69 201 Maurer, Mother Mary Michael, 0.S.U., 63 Macklem, Edna B., 112 Maxwell, John C., 83 MacLatchv, Josephine H., 218 May, Frank B., 63, 178 McLaughlin, Margaret, 32 Mayne, Lucille, 102 McLelland, Isabel C., 146 Mazurkiewicz, AlbertJ..166, 218, 234 McLeod, A. L., 17 Meader, Emma Grant, 112 McManus, Thomas F., Jr., 32 Meighen, Mary, 202, 204 McMickle, Gwendolyn G., 201 Meigs, Cornelia, 8 McMillan, Verdie, 112, 201 Melcher, Frederic G., 8. 17, 33 McNamee, Julia, 177 Melis, Lloyd, 160 McNulty, Florence E., 69 Meloy, Irene B., 15, 17, 28 McNulty, John, 186 Menzel, Flora, 112 McVey, Marcia, 186 Merchant, Louisa P., 33 Madden, Mable, 187 Mercille, Margaret G., 156 Maddock, Lawrence H., 32 Meriam, J. L., 128 Mahoney, Nano, 82 Merrill, Anne F., 205 Mahoney, Sally, 102 Merryman, Donald, 33 Mahony, Bertha E., 240 Mersand, Joseph, 128 Maib, Frances, 17, 102, 202 Messick, Margaret K., 57 Maier, Lucille S., 112 Metz, Elizabeth F., 136 Makey, Herman 0., 233 Meyers, Kathryn, 146 Malone, John R., 233 Michaels, Matilda 0., 92 Manley, Dorothy Shepard, 202 Micucci, Pat, 102 Marcier, Joan, 17, 51 Millard, Louise Brand, 136 Marcus, Fred, 217 .a.i Miller, Clyde R., 83 AUTHOR INDEX 255 Miller, Edith F., 33, 112 Murdoch, Clar; -a, 8, 9,18, 34,83 Miller, Ethel Beryl, 166 Murphy, Elizabeth Rawlings, 161 Miller, Gerald R., 91 Murphy, George E., 152, 187, 202 Miller, Helen Rand, 119, 166, 187 Murphy, Marie, 178 Miller, Irvin Bennett, 112 Murphy, Nellie Appy, 34 Miller, Janet L., 1 Murphy, Paul G., 203 Miller, Mrs. L. A., 33 Murray, C. Merrill, 141 Miller, Leo R., 33 Murray, Walter I., 83 Miller, Lillian, 83 Myers, Robert M., 151 Miller, Marion Louise, 113 Miller, Mamie E., 73 Nair, Bertha Virginia, 57, 63, 234 Miller, Nathan A., 146, 166, 202 Nasman, John G., 187 Miller, Vera V., 202 Nau, Elizabeth Schieferstein, 113 Miller, William A., 1 Neal, Eliza Ann, 69 Millicent, Sister M., 113 Neal, Elma A., 171 Milligan, John P., 59, 66, 119, 128, 218 Nees, Ruth Butts, 166 Millis, George H., 119 Neff, Virginia K., 113 Millman, Charlotte L., 102 Neighbors, Helen, 1 Millsap, Lucille, 178 Nelson, Richard C., 51 At ilwaukee Journal, 113 Nesmith, Mary Ethel, 9 Mingoia, Edwin A., 187 Nettleman, Flora, 69, :66 Miron, Murray S., 136 Netzer, R. F., 178 Mitchell, Kathryn, 117 Neumeyer, Peter F., 34 Mittelman, Hazel R., 84 Neville, Mark A., 152 Moe, Maurice W., 166 New York Times, 170 Monroe, Frances Taylor, 240 Newell, Ethel, 34, 166 Monroe, Marion, 141, 187 Newman, Robert E., 34, 102, 203 Mood, Robert G., 33 Newton, Eunice Shaed, 102 Moore, Annie E., 157,202 Newton, Lesley, 1 Moore, Lucy B., 33 Nicholson, James T., 170 Moore, Robert P., 119 Nielsen, Wilhelmine, 66 Moore, Walter J., 141, 163, 202 Nilsen, Don, 102 Moran, Mabel E., 146 Nims, Mary Claire, 187 Morgan, Annie Lee, 202 Noar, Frances, 81 Morgan, Madeline R., 83 Noble, J. Kendrick, Jr.. 123 Morkovin, Boris V., 152 Nolan, Paul T., 113 Morley, Christopher, 8 Nolde, Ellenjarde, 234 Moroney, Frances M., 57, 188 Nolte, Karl F., 187, 234 Morse, Jane C., 33 Nora, Sister Mary, 15, 37 Mortensen, Louise Hovde, 17, 33, 69, 113,Norris, Ruth Elizabeth, 157 119, 157, 166 Norvell, George W., 157 Mortimer, Mildred, 119 Novak, Barbara, 9 Mortimer, Owen, 166 Novokovsky, Gertrude, 157 Morton, Richard, 44 Novotny, Lillian E., 157 Moscrip, Ruth M., 34, 83, 234, 240 Noyes, Ernest C., 66 Moskowitz, Sue:102 Nulton, Lucy, 35, 123 Mosser, Ann, 171 Motylewski, Susan, 171 Oberg, Walda, 100 Mowrer, Donald, 190 Oberholtzer, E. E., 83 Mowry, Susan W., 113 O'Brien, Blanche H., 113 Moyer, Haverly 0., 152 O'Brien, Catherine L., 146 Moyer, S. Richard, 226 O'Brien, Ida, 83 Mudge, Anna, 34 O'Connor, Helen, 35 Nfukerji, Rose, 119 Odland, Norine, 35 Mulryan, Kathleen, 157 Odom, Robert R., 119 256 AUTHOR INDEX Oerting, Ella, 178 Pence, Helen, 203 Ohanian, Vera, 102 Pennell, Mary E., 103 O'Keefe, John G., 203 Perkins, Lucy Fitch, 9 O'Leary, Helen F., 234 Perrin, Porter G., 119 Oliver, Marvin E., 187, 234 Perrodin, Alex F., 157 Olsen, James, 136 Perry, Frank M., 52 Olson, Arthur V., 187, 203 Personke, Carl, 235 Olson, Barbara V., 146 Petersen, Vera D., 240 Olson, Helen F., 141 Petersham, Maud, 1 O'Reilly, Robert C., 234 Peterson, Barbara G., 35 Orndorff, Bernice, 166 Peterson, Robert O. H., 136 O'Rourke, Mary A., 166, 183 Petty, Walter T., 103, 123, 152, 178, 212, Orr, Catherine E., 83 219, 222, 235 Orr, Evelyn P., 203 Phillips, Albert J., 188 Ort, Lorrene Love, 9, 51 Phillips, Claude Anderson, 235 Osband, Helen, 178 Phillips, Marina, 52 Osburn, W. J., 188, 234 Pickard, Vera E., 141 Overman, Ruth Ann, 21 Picozzi, Adelaide, 103, 235 Overton, Harvey, 84 Pidge, Florence E., 114, 178 Overton, Jacqueline, 35 Pierce, Anne E., 35 Owen, George H., 149 Pierce, Xiamen L., 171 Owen, Nell, 52 Pierrot, George F., 35 Ozman, Howard A., Jr., 128 Pierson, Howard, 114 Page, Dorothy J., 35 Pilant, Elizabeth, 44, 70, 157 Painter, Florence, 23 Pinter, Elizabeth L., 128 Painter, Helen W., 9, 35,136 Pittman, Grace, 52 Palm, Rachel, 52 Pival, Jean, 203 Palmer, Mary E., 235 Plattor, Emma R., 123 Parent, Norma Jones, 84,178 Plessas, Gus P., 219, 235 Park, George E., 188 Ploghoft, Milton H., 103 Parke, Margaret B., 57, 59, 141, 203,235Poley, Irvin C., 114, 219 Parker, Don H., 235 Polhemus, Mary E., 204 Parker, Elizabeth C., 235 Pc !I, Bernard, 35 Parker, Pansy, 52 Pollack, Ruth, 190 Parkinson, Grace M., 52 Ponder, Eddie G., 1:37 Parks, Carrie Belle, 18, 52, 64 Poole, Irene, 179 Parnell Dorothy, 1 Pooley, Robert C., 119, 128, 142, 215 Parret,. largaret,178 Popofsky, Ruth, 235 Partridge, Deborah Cannon, 113 Porter, Eleanor, 66 Paschall, Alma, 57 Postman, Neil, 119 Paterra, Mary Elizabeth, 188 Potter, Gladys R., 204 Patrick, Sister Mary, 70 Potter, Greta Lagro, 9 Patterson, Leona, 157 Potter, Marilyn, 231 Paxson, Wayne M., 203 Potter, Marjorie F., 18 Payne, Anna, 203 Potter, Mary, 152 Payne, Cassie Spencer, 188 Powell, William R., 146 Pcarse, Annette, 70 Power, Effie L., 18 Pearson, Frances, 113 Powers, Mabel, 35 Pearson, Isabel, 35 Powers, Pauline R., 52 Pease, Marion Ochsner, 84, 102, 235 Powys, Alyse Gregory, 193 Navy, Katherine B., 2.35 Prater, Norma Jean, 102 Peeler, Ruth B., 167 Pratt, Marjorie, 187, 204 Peikert, Cecilia H., 157 Pratt, Willis E., 204 Peins, Maryann, 178 Prehm, Hazel, 235 Peltola, Bette J., 218 Prentiss, Henrietta, 179 AUTHOR INDEX 257 Pressey, Luella Cole, 120 Richards, Enid J., 148 Pressnall, Hugo E., 204 Richards, George M., 10 Preston, Elinor G., 146 Richards, I. A., 103 Preston, Ralph C., 73, 219 Richmond, Arnie E., 219 Pribble, Eva line, 120 Rideout, Irna, 66, 120 Price, Devona M., 120, 157 Rider, Ione Morrison, 36, 240 Price, William W., 114 Ridgley, Douglas C., 70 Prince, Dorothy, 103 Riedel], Adaline, 94 Prince, Jacquelyn White, 204 Riegel, Paula, 204 Pringle, Mary R., 84 Rieman, Janet L., 120 Pritchard, Martha Caroline, 147 Riemer, C. C. L., 236 Pritchett, Ada Anthis, 204 Riley, Noma, 120 Prout, Winifred K., 145 Rinsland, Henry D., 236 Pryor, Frances, 60 Robert, E. B., 204 Puhek, Vivian Maddocks, 204 Roberts, Bertha E., 60, 204, 236 Pulliam, R. A., 103 Roberts, Holland, 84 Putnam, Ruth A., 74, 147, 236 Roberts, Katharine 0., 18 Robinson, Edwin Arlington, 10 Raddatz, Agnes, 142 Robinson, H. Alan, 204 Rahja, Jeannette M., 236 Robinson, Helen F.. 119 Rainwater, Cleo, 52 Robinson, Thomas E., 57 Rakow, Edwin, 120 Robison, Eleanor G., 103 Ramsey, Eloise, 35 Rogers, Amy May, 158 Ramsey, Irwin L., 9, 10 Rogers, Bertha M., 53 Ramsey, Lola B., 10 Rogers, Claire L., 179 Randolph, Ethel MacDonald, 66 Rogers, Helen, 204 Rasnkis, Lillian L., 84 Rogers, Orville C., 204 Rasmussen, Carrie, 52, 114, 179 Roller, Bert, 10, 36, 53 Rasmuscen, Donald, 149 Rollins, Charlemae, 10, 18, 19, 167 Ratner, Leanora S., 81 Rollins, Philip Ashton, 10 Rawlings, Grace, 84 Itondinella, Oresta R., 123 Ray, Muriel, 53 Roos, Jean C., 36 Raymond, Margaret Thomse.., 35 Roosen, Bessie J. F., 103 Reasoner, Chuck, 53 Root, Shelton L., Jr., 10, 37 Reece, Cleaves M., 2 Rose, Sylvia, 63 Reed, David W., 153 Rosenbloom, Minnie, 74 Reed, Mary D., 36, 147 Moss, Charles S., 137 Reese, Rosette, 36 Ross, Ramon, 57, 204 Reeve, Olive R., 219 Rothrock, Dayton C., 103 Reich, Riva R., 188 Rotzel, Grace, 114 Reid, Ann, 167 Rounds, C. R., 204, 205 Ileid, Virginia M., 18, 36 Rounsley, Joann S., 167 Reinhardt, Lorraine, 66 Rowe, John R., 217 Renaud, Albert J., Jr., 123 Ruddell, Robert B., 150, 179 Rench, Hazel S., 188 Rudisill, Mabel, 205 Render, Ruth R., 53 Rudolph, Beulah Counts, 205 Renthal, Helen, 36 Rudorf, E. Hugh, 229, 230, 236 Repp, Austin, 84, 120 Rue, Eloise, 2, 19, 37 Rexinger, Lena, 10 Rugg, Sarah Pomeroy, 10 Rheay, Mary Louise, 147 Rusnak, Mary, 205 Rice, Jeannette E., 84 Russell, Alice A. Kelley, 236 Rice, Mabel F., 10, 139, 171 Russell, David H., 19, 103, 128, 152, 188, Rice, Marie, 147 205, 212, 219, 220 Richard, Sister Mary, O.S.F., 57 Rutan, Edward J., 236 Richardine, Sister Mary, 103, 167 Rutherford, Berenice R., 179 258 AUTHOR INDEX Ryan, Calvin T., 37, 44, 53, 70, 114,128, Sebesta, Sam Leaton, 85 236 Seeds, Nellie M., 206 Ryan, Mary Tuohy, 205 Seegers, J. Conrad, 63, 137, 206, 220, 237 Rystrom, Richard, 104 Sehm, Marjorie Scott, 206 Seifert, Joan G., 212 Sabaroff, Rose E., 104 Selke, Erich, 189 St. John, Dorris, 142 Sellars, Sophia N., 212 Salisbury, Ethel I., 70, 84, 237 Sena, Rose M., 158 Salisbury, Gordon S., 139 Seredy, Kate, 11 Salisbury, Rachel, 120, 240 Serviss, Trevor, 206 Sallee, Esther, 203 Shadle, Erma M., 90 Saltus, Elinor, 10 Shaftel, Fannie, 114 Sandmeyer, Katherine H., 220 Shaftel, George, 114 Sangren, Paul V., 188 Shakin, Grace, 11 Sartain, Harry W., 11 Shankman, Florence V., 206 Sattley, Helen R., 19, 84, 205 Shapiro, Leo, 54 Saucier, Blanche Connelly, 158 Sharpe, Maida Wood, 104, 220 Saucier, Earl Noland, 11 Shaw, Debbie, 54 Sawyer, Richard P., 114, 188 Shaw, Margaret, 206 Sayers, Frances Clarke, 37, 205 Shaw, Phillip, 206 Scanlan, William J., 19 Shayon, Robert Lewis, 158 Schach, Vita, 188 Shea, Agatha, 19 Schaeffer, Frederic J., 167 Shea, Marion Emory, 167 Schatz, Esther E., 2, 27 Sheldon, William D., 104, 198 Scheer, Bernice C., 114 Shenk, Dorothy C., 11 Schell, Leo M., 123 Shepard, John P., 37 Schenk, Esther, 205 Shepard, Loraine Vista, 114 Schicker, Edna, 137 Sheppard, Lila, 206 Schlauch, Margaret, 150 Sheppard, Louise E., 85, 147, 158 Schleicher, Russell F., 137, 167 Sherwood, Gladys F., 167 Schmidli, Lilli, 70 Shibles, Burleigh H., 220 Schmidt, Bernardine G., 137, 189, 206 Shippen, Eliza P., 11 Schmidt, Mildred C., 84 Shores, J. Harlan, 207, 216, 222 Schmitt, Yvette, 37 Shutte, Donald G., 167 Schoephoerster, Hugh, 220 Sicherman, Ruth, 11 Schofield, Ruth E., 66, 179 Sickels, Evelyn R., 19, 37 School, Kenneth S., 37 Silver, Evelyn F., 147 Schoonover, Ruth C., 206 Simmers, Mrs. C. L., 137 Schott, Vera Winifred, 147 Simon, Clarence T., 179 Schottman, Thomas, 237 Simonson, Evelyn, 85 Schrader, Emma L., 63 Simonson, Ida S., 19 Schraegle, Adelaide, 85 Simpson, Hazel D., 181 Schrobenhauser, Hazel, 83 Simpson, I. Jewell, 207 Schubert, Delwyn G., 147, 189, 206 Sims, Ruth L., 128 Schumacher, Corinne, 55 Singley, Louise, 19 Schwartz, Sheila, 114, 153 Singleton, Carlton M., 220, 221 Schwienher, Lucy M., 60, 237 Sipay, Edward R., 189 Schwinger, Florence W., 53 Sisters of Saint Dominic, 37 Scofield, Elizabeth, 53 Sizemore, Robert A., 108, 153,160, 210 Scott, Carrie E., 37 Skelton, Dorothy, 167 Scott, Charlotte, 179 Skidmore, Harriet Bond, 11 Scott, Louis Binder, 114 Skinner, Blanche, 237 Scott, William R., 37 Skinner, Constance Lindsay, 11 Seaman, Louise, 11 Slack, Robert C., 85 Seashore, Robert H., 220, 227, 237 Slesinger, Betty Sapadin, 189 AUTHOR INDEX 259 Slover, Vera, 207 Stark, Joel, 179, 180 Smalley, Lois B., 114 Stark, Mary 0., 180 Smallidge, Olive E., 85, 128 Starkey, Roberta J., 178 Smith, Dora V., 19, 44, 63, 70, 85, 128,Stasney, Kathryn, 158, 180 129, 167, 207, 240 Stauffer, R. Nance, 208 Smith, Dorothy Elizabeth, 19, 147 Stauffer, Russell C., 86, 105, 137, 190, 208 Smith, E. Ehrlich, 104 Steel, Eric M., 237 Smith, Edwin H., 191 Stegall, Carrie C., 38, 58, 67, 70, 120, 150 Smith, Elva S., 19, 114, 207 Stein, Belle W., 215 Smith, Gretel D., 104 Steinberg, Erwin R., 217, 222 Smith, H. L., 194 Steinway, Louise S., 20 Smith, Harriet J., 139 Stendler, Celia Bums, 105 Smith, Herbert A., 85 Stephens, Robert, 142 Smith, Irene, 19, 114 Sterling, Edna L., 86, 168 Smith, James Steel, 37, 207 Stemig, John, 129 Smith, Jean Gardiner, 20, 37 Stevens, Bernice A., 54 Smith, Jerome Irving, 38 Stevens, G. D., 60 Smith, John F., 114 Stevens, Martin, 208 Smith, Laura Rountree, 115 Stevens, Olive, 54 Smith, Lillian H., 38 Stevenson, Katherine, 60 Smith, Linda Cleora, 54 Stewart, Dorothy H., 124 Smith, Mabel C., 20, 60 Stewart, Jean P., 237 Smith, Nila Banton, 38, 104, 105, 207, 221Stewart, Joyce, 86 Smith, Rosemary, 11 Stewart, Miller J., 168 Smith, Ruberta N., 207 Stewart, Rebecca W., 222 Smith, Rubie E., 57 Stewart, Robert S., 208 Smith, Ruth C., 38 Stemig, John Warren, 63 Smith, Sally True, 54 Still, Jane S., 190 Smythe, Dallas W., 216 Stinson, Bess L., 53 Snedaker, Mabel, 44, 86 Stirzaker, Blanche, 58 Snedeker, Caroline Dale, 38 Stockwell, Roberta, 74 Snook, Mary Jane, 179 Stoer, Marion West, 39 Soares, Anthony T., 38 Stolarz, Theodore, 159 Sochor, E. Elona, 208 Stolinski, Blanche T., 111 Solheim, Adele K., 167 Stone, Clarence R., 106 Solomon, Esther Marie, 172 Stone, David R., 106 Solomon, Lynn Lathin, 208 Stone, Edward, 237 Soltis, Rose Mary, 124 Stones, Charles, 142 Soroka, Pauline E., 60 Storm, Grace E., 86, 158, 208 Southall, Hilda, 190 Strang, Ruth, 106, 150, 208, 215 Souther land, A. H., 167 Stratton, F. K., 168 Southwick, Margaret, 147 Straub, J. Harold, 237 Southworth, Gay, 167 Strickland, Ruth G., 60. 86, 137, 138, 142, Spache, George D., 38, 105, 190, 221, 237 150, 180, 208, 222, 237 Spence, Eugene S., 97 Stuart, Allaire. 54, 106 Spencer, Hazelton, 11 Stuart, Jesse, 54 Sperzel, Edith Z., 38 Stullken, Edw. H., 190 Sprague, Lois, 190 Styles, George, 115 Squire, James R., 74, 129 Sufinsky, Stella, 39 Squires, Elizabeth B., 211 Sullivan, Helen Blair. 227 Srygley, Sara Krentzman, 147 Sullivan, Mary G., 240 Stahl, Stanley S., Jr., 137, 208 Sullivan, Mary T., 124 Staiger, Ralph C., 105, 137, 211, 221, 222Sullivan, Sheila R., 11 Stanford, Ann, 54 Subway, Irwin J., 86 Stanley, Emma M., 2, 20, 38 Summer Session Reading Clinic, 190 260 AUTHOR INDEX Sunda!, Lorraine D., 121 Tr: ntelman, Alvina, 115 Sutter, Betty, 190 Trezevant, Blanche, 39 Sutton, Rachel S., 208 Triggs, Frances Oralind, 190 Sutton-Smith, B., 74 Trommer, Caroline J., 20 Svoboda, Laura Siel, 67 Trout, John M., Jr., 71, 87 Swats ley, Thelma, 168 Troxel, Vernon E., 212 Swearingen, Mildred, 237 True, Sally R., 54 (See also Sally True Sweet, Faye, 115 Smith.) Sweet, Mary G., 121 Tucker, Mabel H., 54 Swindells, Minnie H., 44 Turner, Alice Lucile, 129 Symonds, Percival M., 86, 121, 215 Turner, Floss Ann, 39 SymposiumbyGrade-SchoolTeachers,Tuscano, Esther Sara, 115 A, 87 Tway, Eileen, 39 Twohig, Laura May, 148 Taba, Hilda, 129 Tyler, Priscilla, 150 Tabarlet, B. E., 190 Tate, Harry L., 139, 224 Uhl, Willis L., 106, 190, 209 Tawney, Shirley, 124 Ungaro, Daniel, 106 Taylor, Mark, 39 U.S. Office of Education, 87 Taylor, Pauline Byrd, 44 Unkel, Esther, 70 Tedesco, Phyllis Reynolds, 115, 180 Usery, Mary Lou, 39 Templin, Elaine, 11, 12, 124 Theobold, Ruth L., 39 Valentine, Marion Gill, 148 Theophane, Sister M., 158 Valletutti, P., 54 Thomas, Macklin, 241 Van Aken, Marie, 39 Thomas, William H., 88 Van Cleve, Jesse Gay, 39 Thompson, Blanche Jennings, 12, 138 Van Gilder, Adalyn, 168 Thompson, Hildegard, 172 Van Horn, Catherine L., 14 Thompson, Maxine, 54 Van Loon, Hendrik W., 12 Thompson, Mildred E., 209 Van Such, John E., 190 Thorndike, Edward Lee, 237 Veatch, Jeannette, 106, 107 Thomley, Gwendella, 54 Verner, Dorothy, 138 Thorpe, Clarence DeWitt, 87 Veronica, Sister M. -Charles, C.S.J., 39 Thralls, Zoe A., 209 Veto, John M., 238 Thrope, Elsieliese, 158 Vigilia, Sister M., 238 Thune, Berne Caroline, 115 Vigus, Robert, 2 Thurlow, Dorothy, 152 Villard, Charlotte, 20 Tidyman, W. F., 63 Vinson, Esther, 39 Tiedt, Iris M., 237 Vinton, Iris, 158 Tiedt, Sidney W., 60, 237 Vite, Irene W., 107 Tilley, Winthrop, 150 Vogel, Mabel, 20 Tilton, N. Edith, 74 Vogel, Stefan, 149 Timothy, Sister M., R.S.M., 172 Vollbrecht, Dorothy M., 238 Tireman, L. S., 172 Von Stein, Lucy W., 209 Tomlinson, Ethel, 138 Tomlinson, Loren R., 138 Wachner, Clarence W., 87, 153 Toohy, Elizabeth, 60, 87, 238 Wade, Duryen E., 70 Tooze, Ruth, 39 Wadsworth, Marian, 20 Townsend, Agatha, 209 Wagner, Orren R., 209 Trabue, M. R., 60, 87, 138, 222 Wagner, Ruby, 139 Trauger, W. K., 138 Wagner, Victoria, 88 Treanor, John H., 64, 121, 124, 139,153,Wagoner, David, 54 180 Wakefield, Catherine F., 12 Tredick, Florence, 148 Walbridge, Bettie, 70 Trela, Thaddeus M., 190 Waldman, John, 190 AUTHOR INDEX 261 Walker, Barbara K., 40 White, Elizabeth Riddell, 20, 21 Walker, Dugald, 2 White, Evelyn Mae, 74 Walker, Edith V., 40 White, Margaret L., 180 Walker, Frederic R., 235 White, Ruth S., 44 Walker, Jerry, 150 Whitehead, Robert, 20 Walker, Marion Sinclair, 58 Whitman, Robert S., 55 Walker, Morillae, 115 Wiecking, Anna M., 88, 107 Walker, Winifred, 69 Wiedon, Vivian, 140 Wallace, Almina, 172 Wiegman, Grace, 40 Wallace, Marion J., 40 Wilcox, Susan E., 12 Walsh, Aline, 74 Wilkinson, D. H., 172 Walsh, Marian M., 21, 70, 139, 140 Wilkinson, Helen S., 181 Walter, Ruth B., 12 Wilkinson, Mary S., 20 Warbeberg, Helen L., 209 Willcockson, Mary, 55 Ward, C. H., 121 Willey, Roy DeVerl, 158, 238 Ward, Pearl L., 40 Williams, Catherine M., 70 Ward, Winifred, 115 Williams, Claude L., 148 Wardhaugh, Ronald, 238 Williams. Elizabeth, 121 Ware, Inez Marie, 140, 168 Williams, Gertrude, 107 Ware, Kay, 88 Williams, Katharine Taylor, 169 Warford, Phyllis, 107 Wilson, Adelaide V. 0., 40 Warrick, Martin J., 107 Wilson, C. Richard, 107 - Warnock, Lucile, 2 Wilson, Charles H., 138 Warrell, Anne L., 64 Wilson, Clara, 40, 55 Warshaw, Mimi B., 168 Wilson, Estaline, 129 Wartenberg, Hazel M., 209 Wilson, Frank T., 103, 191 Washburne, Carleton, 20, 40, 168 Wilson, C. M., 61, 121 Waterhouse, Tina S., 89 Wilson, Mrs. John A., 40 Watnuf, Walter A., 70 Wilson, Lillian Scott, 74 Watson, Katharine W., 55 Wilson, Louis Ada, 169, 238 Watts, Charles B., 168 Wilson, Martha L., 74 Weary, Carmen, 238 Wilson, Mary C., 107 Weaver, Lillian, 180 Wilson, Sloan, 129 Webb, Marian A., 40 Wilt, Miriam E.,12, 107,129, 153,169 Weber, Julia, 180 Winston, Gertrude C., 209 Weeden, Ruth Wilkinson, 40 Winter, Clotilda, 153, 222 Weeks, Ruth Mary, 129 Winters, Margretta, 74 Weingarten, Samuel, 209 Wisdom, Elizabeth B., 241 Welch, Roland A., 74 Wiswall, Zilla, 169 Wells, Charlotte G., 180 Witchey, Mary 0., 115 Wells, Dorothy P., 238 Witherow, Rosanna D., 238 Weltring, Clara, 180 Witmer, Eleanor N., 148 Weniger, Charles E., 180 Witt, Frank, 191 Wenzel, Evelyn, 12, 40, 238 Witty, Paul A., 41, 74, 75, 88, 107, 108, Werner, Lorna Shogren, 180 138, 153, 158, 159, 160, 169, 191, 209, Werner, Ruth E., 172 210, 215, 222 Wesley, Frank, 138 Woestehoff, Ellsworth S., 123 Wesley, Mary Rose, 138 Wofford, Azile, 41, 241 West, Eleanor J., 55 Wofford, Kate, 181 West, Helen, 168 Wohlgemuth, Alma, 115, 191 West, Lena, 140 Wolfe, Don M., 75, 169 Wheeler, Lester R., 158, 169, 190,191,Wolfe, Evelyn, 160 209 Wolfe, Josephine B., 108, 238 Wheeler, Viola D., 158, 191, 209 Wolfson, Bernice J., 191 Whipple, Gertrude, 107 Womack, Thurston, 129 262 AUTHOR INDEX Wood, Eliza, 160 Yeschko, Margaret, 239 Wood, Hugh B., 88 Yoakam, Gerald A., 191, 195, 210, 215 Wood, Kenneth Scott, 222 Yocham, Pearl, 140 Wood, Leroy N., 191 Young, Clare M., 41, 88 Wood, Velma, 142 Young, Doris, 130 Woodall, Nora, 169 Young, Helen H., 71 Woodfin, Mary Jo, 222 Young, Marion, 210 Woodward, Isabel A., 71 Young, Norman, 192 Worth, Walter, 222 Young, Robert, 225 Wozencraft, Marian, 121, 168, 210 Young, William E., 108, 181 Wright, Effie B., 108 Youssi, Myrtle R., 108 Wright, Ethel C., 41 Yuen, Jack, 169 Wright, Mary Belle, 181 Yust, Walter, 41 Wright, May M., 41 Wright, Rowe, 115 Zaner, Gene, 140 Wrightstone, J. Wayne, 88, 138 Zeeman, Agnes C., 238 Wulfing, Gretchen, 103 Zeligs, Rose, 41, 71, 140, 169 Wyatt, Nita M., 210 Zilen, Elizabeth, 88 Zim, Herbert S., 41 Zirbes, Laura, 210 Yee, Albert H., 140, 235, 238 Zucker, Marilyn J., 160 Yehsennohwehs (Powers, Mabel), 35 Zyve, Claire T., 88, 216 c

Topic index

Abbott, Jacob, 2 Bilingualism, 3, 134, 169, 232 Adult Education, 82, 88, 93, 164, 191, 194, See Curriculum-14, 75-88 231 See Non-English Speaking Pupils-29, Agnew, Donald, 222 170-172 Alcott,Louisa May,2,8,9,10,24, 143 Biography, 5, 14, 29, 30, 31, 32, 38, 37, 39, Alden, Isabella MacDonald, 2 73 Aldis, Dorothy, 11, 45 Bloomfield, Leonard, 93, 94, 148, 149, 201 Alphabetic Technique, 96, 97, 102, 197 Bond, Guy L., 220 American and Regional Literature, 4,5,8, Book Clubs, 25, 31, 38, 143 9,16,17,18, 20, 31, 32,33, 35, 40,Book Fairs, 25, 30, 32 44, 72 Book Lists American Association of School Librarians, 146 SeeChildren'sLiterature:Bibliographies American Booksellers Association, 17 and Booklists-3, 12-20 American Institute of Graphic Arts, 219 Book Reports and Reviews, 20, 24, 25, 26, 33, American Library Association, 17, 41, 145 197 Anderson, Sherwood, 34 See Children's Literature: Book Reports-4, Andrews, Jane, 239 20-22 Animal Scones, 3, 4, 9, 10,12,17,18, 35,Book Week, 17, 21, 24, 28, 31, 32, 37, 38, 39, 39, 40, 91, 202 87, 108, 110, 112, 114, 147, 160, 200, 208 Auden, W. H., 81 Boynton, Portia, 113 Audiovisual Aids, 14,15, 23, 24, 28, 43, 44, Brink, Carol Ryrie, 3 47, 51, 52, 84, 98, 113, 142,153, 205,Brown, Marcia, 9 217, 234 Brown, Margaret Wise, 26 See Media-26, 153-160 Bunyan, John, 18 Auslander, Joseph, 50 Burton, Dwight L., 195 Austin, Mary, 45 Burton, Virginia Lee, 4, 8 Award Books Buswell, G. T., 204 Boys Club of America, 29 Caldecott Medal Books, 8, 7,11, 29, 197 Carnegie Medal Books, 8 Carden System, 188, 197 Child Study Association of America, 29 Carroll, Lewis, 3, 9, 13, 44 Follett Awards, 28 Cartoons, 23, 24, 225 Junior Book Awards, 29 Caudill, Rebecca, 4 Lewis Carroll Shelf Award, 12, 14 Censorship, 33 Newbcry Medal Books, 3, 7, 8, 9, 11, 12,Chall, Jeanne, 94 13, 14, 18, 21, 22, 24, 28, 32, 37, 41, 197 Chase, Richard, 9 Ayres, Leonard P., 230 Children's Catalog, 205 Choral Reading, 22, 23, 47, 175 See Dramatics-16, 108-115 Bamberger, Florence E., 26 Chrisman, Arthur, 7, 22 Banks, Helen Ward, 34 Church, Alfred J., 217 Bates, Katherine Lee, 34 Cinquain, 49, 52 Becker, May Lamberton, 37 Citizenship and Democracy, 26, 35, 36, 48, Beebe, William, 9, 18, 34 85, 78, 80, 110, 147, 166, 171, 205, 236 Behn, Harry, 8 Clark, Ann Nolan, 12 Bell, Thelma and Corydon, 4 Classics Bemelmans, Ludwig, 8, 10, 28 SeeChildren's Literature: Mythology-6, Bennett, James O'Donnell, 37 41-45 Betts, Emmett A., 193, 199, 220 Cleary, Beverly, 4 Bianco, Margery, 3 Clement, Marguerite, 34 Bible, The, 20, 43 Coatsworth, Elizabeth, 10 Bibliotherapy, 15, 25, 29, 31, 35, 188, 191 Colum, Padraic, 5 263 TOPIC INDEX Comic Books, 2, 13, 21, 22, 23, 25, 26, 27, 38, Farjeon, Eleanor, 45 154, 204, 207, 210, 225 Farrar, John, 45 Comparative Education, 27, 70, 75, 81, 83, 88, Field, Rachel, 18, 45, 50 113, 133, 134, 138, 143, 171, 195, 196, 199,Fine Arts,1, 5,7,11, 14, 23, 27,35,46, 210 54, 66, 71, 75, 83, 87 Composition, 12, 33, 37, 50, 51, 52, 53, 115, Finger, Charles J., 8, 22 133, 212, 213, 214, 218, 219, 225 Fisher, Aileen, 10 See Composition-8-12, 55-71 Flesch, Rudolf, 185, 205 See Creative Writing-13, 71-75 Folklore and Fairy Tales, 2, 4, 5, 9,11,12, Conkling, Hilda, 9, 45, 50, 51 14, 15, 18, 20, 24, 36, 39, 41, 49,54,55, Cooper, James Fenimore, 34 70, 72, 91, 165, 202, 239, 240 Crapsey, Adelaide, 49 See Children's Literature: Mythology-6, Creativity, 22, 35, 43, 45, 47, 48, 50, 51, 52, 41-45 54, 55, 57, 58, 59, 64, 79, 129, 133, 134, See Children's Literature: Authors-2, 2-12 137, 138, 154, 156, 160, 164, 169, 171, 203, See Children's Literature: Bibliographies and 212, 213, 226, 238 Booklists-3, ]2 -20 See Composition: Motivation-11, 64-67 See Children's Literature: General-5, 21-41 See Creative Writing-13, 71-75 See Children's Literature: Poetry-7, 45-55 Critical Thinking (and Reading), 28, 39, 75, See Composition: Programs-12, 67-71 129, 137, 161, 195, 196, 205, 207, 208, See Methodology-27, 161-170 209, 216 See Reading: General and Miscellaneous- 32, 192-211 See World Literature and Understanding- Dada Movement, 50 35, 239-241 Dale, Edgar, 94 Follen, Eliza, 10 Dale-Chall Readability Formula, 94, 191, 196, Forbes, Edith Emerson, 10 205 Foster, Genevieve, 5 D'Aulaire, Ingri and Edgar Parin, 5 Fries, Charles C., 148, 149 Davis, David C., 34 Frontier Life, 4, 5, 6, 10, 17, 18, 28 Davis, Mary Gould, 37 Frost, Frances, 45 Dawkins, John, 106 Frost, Robert, 4 Day, Mahlon, 38 Frostig Test of Visual Perception, 187 De Angeli, Marguerite L., 5, 6 Fyleman, Rose, 2, 11, 45 Dearborn, Walter F., 194, 211 DeBoer, John J., 120 Gfig, Wanda, 7, 26 Do Jong, Meindert, 3 Gans, Roma, 95, 192 De la Mare, Walter, 50, 51, 71 Gardner, Emelyn E., 37 Dewey, Godfrey, 61 Gates, Arthur I., 97, 103, 193, 205, 211, 214, Diacritical Marking System, 184 220, 222 Dialects, 4, 5, 42, 112, 116, 131, 136, 138, 222, Gates, Doris, 10, 21 227 Geisel, Theodor Seuss, 3, 9 Dickens, Charles, 109, 195 Gilbert, Luther C. and Doris W., 220 Disadvantaged Children, 14, 40, 46, 65, 75, Gilbert and Sullivan, 108 83, 101, 111,119, 127, 131, 136, 137, Gilcrist, B. B., 18 138, 151, 225 Gilman, Caroline Howard, 11 Disney, Walt, 5, 11 Glaser, Edward, 95 Dodge, Mary Mapes, 18 Godden, Rumer, 6 Dolch, E. W., 193, 196, 208 Goldsmith, Oliver, 39 Duffy, B., 211 Goldstein, Harry, 152 Durrell, Donald D., 211, 214, 228 Goodrich, Samuel Griswold, 21 Duvoisin, Roger, 7 Grahame, Kenneth, 3 Dyadic Reading, 185 Gramatky, Hardie, 9, 35 Dyslexia and Alexia, 188, 191 Gray, William S., 193, 202, 211 Greenaway, Kate, 1 Edgeworth, Maria, 5 Einstein, Albert, 140 llader, Berta and Elmer, 2 Emerson, Ellen, 8 Haiku, 45, 53, 54 Emerson, Ralph Waldo, 8, 10 Handwriting, 56, 63, 86, 212, 213, 221 English Teacher Preparation Study, 170 See Handwriting-18, 121-124 Erskine, John, 37 Hansen, Carl, 81 Estes, Eleanor, 2, 44 Harris, Joel Chandler, 42 Ethnic Groups and Nationalities, 4, 5, 6, 9, Hawes Charles Boardman, 8, 22 13, 14, 18, 19, 22, 25, 28, 30, 34, 35, 41, Hawkes, Charles, 34 42, 67, 75, 80, 81, 82, 83, 84, 93, 127, 131, Hawksworth, Hallam, 34 148, 162, 165, 169, 170, 171, 172,193, Hawthorne, Nathaniel, 8 194, 202 Haywood, Carolyn, 11 Ets, Marie Hall, 7 Hemingway, Ernest, 40 TOPIC INDEX 265 Henry, Marguerite, 12 See Composition: Programs-12, 67-71 Hicks, Helen, 177 See Grammar and Usage-17, 115-121 Holidays, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, See Language-20, 130-140 29, 34, 37, 47, 67, 76, 77, 80, 81, 108, 111, See Oral Language-30, 172-181 114, 169,170 See Research-33, 211-222 !lolling, 'lolling C., 9 Laubach Method, 93 Holmes, Jack, 215 Lawson, Robert, 11 Holt, Stephen, 3 Lazar, May, 192 Horn, Ernest, 46, 61, 164, 193, 232 Leaf, Munro, 6 Hudson, W. H., 34 Lefvre, Carl A., 148 Huls, Harry, 93 Lenski, Lois, 7, 36, 40 Hunt, Kellogg W., 116 Leonard, S. A., 188, 121 Hyatt, Acola, 110 Letters, 58, 64, 230, 235 See Letters and Letter Writing-21, 139-140 Immigrants Lewercnz, Readability Formula, 205 Sec Ethnic Groups and Nationalities Librarians and Libraries, 13, 15, 17, 18, 19, 20, 22, 23, 24, 25, 29, 30, 38, 39, 40, 41, 43, 48, Illustration, 36, 40, 98, 193, 197, 212 69, 84, 91, 106, 114, 163, 193, 196, 200, Sec Art and Illustration-I, 1-2 205, 210, 221, 237 Indians See Libraries-23, 142-148 Sec Ethnic Groups and Nationalities Lindsay, Vachel, 4, 6, 8, 10, 11, 12 Individual Differences, 1, 12, 13, 15, 16, 20, Linguistic Approach to Reading, 90, 91, 93, 36, 37, 40, 43, 50, 51, 65, 69, 73, 77, 89, 94, 104, 196, 197, 203, 208, 214 101, 102, 104, 107, 129, 136, 137, 138, See Linguistics-24, 148-150 139, 165, 167, 169, 172, 181, 184, 185, Listening, 53, 72, 134,154,158, 162, 169, 186, 188, 189, 190, 198, 201, 209, 210, 211, 187, 211, 221 213, 217, 219, 225, 231, 233, 234, 235 See Listening-25, 151-153 Initial Teaching Alphabet, 96, 97, 102, 184, Lofting, Hugh, 4, 11, 22, 36, 51 203, 218, 221, 222, 234 Longfellow, Henry Wadsworth, 45 Inner Speech Theory, 62 Lorge, Irving, 196, 205 Intercultural Understanding Lothrop, Margaret, 8 See Ethnic Groups and Nationalities Lovelace, Maud II., 3 International Bureau of Education, 239 International Focus, 1, 6, 7, 11, 12, 14, 15, 17, 18, 19, 20, 37, 38, 39, 78, 82, 84, 109, McCloskey, Robert, 2, 6, 7 110,113, 126, 127, 139, 161, 167, 206 McCuffey Readers, 193 See World Literature and Understanding- McKee, Paul, 76 35, 239-241 Magazines, 11, 22, 35, 56, 65, 68, 70, 84, International Reading Association, 201 89, 145, 180, 197 Irving, Washington, 18, 43, 67 See Media-26, 153-160 Marionettes See Puppets James, Will, 10, 22 Mason, Miriam E., 4 Johnson, Roy I., 132 Mathiews, Franklin, 17 Judson, Clara Ingrain, 10 Means, Florence Crannell, 5 Junior High Grades, 8, 20, 28, 30,37, 38, Meigs, Cornelia, 8, 18 40, 50, 51, 52, 58, 59, 60, 70, 74, 81, 83, 84, Michigan Council of Teachers of English, 87 109, 120, 121, 128, 137, 139, 156, 164, 191, 'Milhous, Katherine, 11 195, 203, 206, 213, 214, 226 Milne, A. A., 6, 9, 34, 36, 45 Justus, May, 4 Modern Language Association of America, 170 Morse, Samuel, 168 Keith, Harold, 9 Mother Goose, 42, 93, 111, 175 Kelly, Eric P., 7 Mukerji, Dhan Copal, 11, 22 Kerlan Collection, 35 Murphy, Helen, 228 Kindergarten, 13, 25, 35, 42, 66, 86, 90, 97, 99, 102, 103, 104, 108, 124, 125, 130,National Associationof StateDirectorsof 131, 167, 187, 198, 212, 230, 233 Teacher Education and Certification, 170 Kindergarten Union List, 96, 183 National Conference on Research in English, Kipling, Rudyard, 50 38, 211, 214, 215, 217, 218, 220, 221 Krauss, Ruth, 8 National Council of Teachers of English, 19, Kreisler, Fritz, 12 46, 76, 80, 85, 86, 124, 125,126, 127, 128, 129, 131, 163, 164, 241 Labastida, Aurora, 7 NCTE Publications, 15,16,19, 29, 38, 85, La Brant, Lou, 193 118, 119, 121, 129, 131, 145, 194 Lagerldf, Selma, 34 National Education Association, 144, 156, 215 Language - Gran, 170 National Society for the Study of Education, Language Skills 105 See Composition: Meehanics--10, 61 -84 Nature Study, 9, 19, 41, 75, 83, 85, 170 266 TOPIC INDEX Negroes Richardine, Sister, 103 See Ethnic Groups and Nationalities Rinsland, H. D., 61, 230 Nesbit, Edith, 7 Robbins, jack, 24 Newbery, John, 8, 32, 39 Roberts, Elizabeth Madox, 45 Newspapers, 21, 55, 67, 68, 69, 70, 71, 86, Roberts, Holland, 193 113, 132, 161, 170 Robinson, Helen Mansfield, 209 Sce Media-26, 153-160 Rossetti, Christina, 7, 51 Norton, Mary, 6 Rounds, C. R., 193 Nusbaum, Aileen, 34 Rural Life, 19, 22, 27, 41, 68, 83, 88, 115, 133,145,161, 164,195, 201, 213, 217 O'Dell, Scott, 3, 6 Russell, David IL, 220, 222, 228 Olcott, Frances Jenkins, 37 Oral Reading, 26, 37, 46, 49, 52, 53, 54,Saint-Exupery, Antoinc de, 6 98,174, 185,187,191,192,194,197, Sandburg, Carl, 8, 34 200, 201, 205, 207, 209 Sawyer, Ruth, 11 See Dramatics-16, 108-115 Schindel, Morton, 12 Orleans, Ilo, 45 Sea Stories, 18, 46, 48 Seashore Spelling Report, 227 Parks, Dr. and Mrs. Edd, 7 Semantics, 78, 134, 137, 149 Perkins, Lucy Fitch, 9 Seredy, Kate, 8, 12 Perrault, Charles, 44 Series Books, 2, 9, 21, 30 Perrin, Porter G., 116 Seuss, Dr., 3, 9, 40 Phonics, 89, 90, 91, 93, 95, 96, 98, 103, 104, Shannon, Monica, 45 105, 108, 130, 164, 188, 192, 194, 208, Shepard, John P., 39 219, 222, 235 Sigoumey, Lydia II., 10 Picture Books, 3, 6,7,8,12,14,15, 27, Sijo, 54 37, 141, 206 Simon, Charlie May, 10 See Art and Illustration-1, 1-2 Singer, Harry, 215 Pitman, Sir James, 96, 218 Slobodkina, Esphyr, 26 Poetry, 3, 4, 5, 6, 8, 9,10, 11, 12, 14, 16, Smith, Dora V., 193 17, 22, 23, 26, 32, 35, 36, 42, 44, 55, Smith, Nila Banton, 193 91, 112, 169, 217, 221 Social Studies, 17, 18, 19, 20, 24, 26, 27, 28, 30. See Children's Literature: Poetry-7, 45-55 37, 39, 41, 46, 49, 50, 69, 70, 75, 76, Politi, Leo, 12 77, 78, 80, 83, 84, 85, 86, 88, 109, 158, Pooley, Robert C., 121 161,162,163, 164, 168, 170, 195, 197, Potter, Bcatrix, 5 201, 202, 203, 209, 226, 235, 239 Preschool, 1, 19, 20, 26, 27, 131, 135, 155, Soffietti, James P., 148 194 Space Age and Aeronautics, 25, 31, 134, 201 Prieto, Mariana, 3 Spache, George, 220 Programed Instruction,163,165,167, 204, Speech 219 Discussion, 27, 46, 161, 165 Prynella, 42 Drama, 43, 82 Puppets, 23, 109, 110, 111, 112, 113, 114, 115 See Dramatics-16, 108-115 See Oral Language-30, 172-181 Radio and Television, 84, 88, 114, 142, 150, See Research-33, 211-222 152, 192, 211, 212, 218, 217, 239 Speech Therapy Sce Media-26, 153-160 See Oral Language-30, 172-181 Ramsey, Eloise, 37 Spelling, 58, 57, 60, 83, 87, 75, 86, 132 Ransome, Arthur, 11 See Research-33, 211-222 Readability, 94, 98, 186, 191, 193, 196, 197, See Spelling and Vocabulary-34, 222-239 205, 212, 213, 214, 232, 233 Split-Vu Reading, 106 Reading, 15, 28, 32, 37, 80, 75, 134, 146, 147, Sports Stories, 20, 23, 24 148, 149, 150, 155, 156, 157, 163, 164, 165, Steele, William 0., 4 167, 169, 172 Storytelling, 8, 9, 11, 23, 24. 25, 29, 30, 35, See Developmental Reading-15, 89-108 37, 39, 40, 42, 54, 55, 154, 155, 163, See Reading: Corrective and Remedial-31, 166, 167, 173 181-192 Strickland, Ruth, 228 See Reading: General and Miscellaneous- Stuart, Jesse, 4 32, 192-211 Substrata-Factor Theory, 215 See Research-33, 211-222 Reed, David, 150 Teacher Education, 77, 79, 125, 126, 143, 161, Research, 23, 24, 26, 49, 56,60, 99,116, 162, 163, 165, 166, 170, 196, 201, 208, 213, 117, 127, 132, 150, 153, 154, 161, 164, 165, 233 179, 181, 183, 184, 188, 189, 191, 195, 196, Team Teaching, 97 199, 200, 202, 204, 205, 206 Television See Research-33, 211-222 See Radio and Television Rey, H. A., 26 See Media-26, 153-161 TOPIC INDEX 267 Tests and Testing, 26, 34, 41 46, 54, 95, 101, See Research-33, 211-222 120,121,131,133,138,162,166,185, See Spelling and Vocabulary-34, 222-239 187, 190, 203, 206, 208, 214, 216, 217, Vogel, Mabel, 18 218, 223, 224, 227, 232 Textbooks, 51, 68, 84, 93, 94, 100, 119, 125, 126, 132,134,135,141, 149, 168, 173, Waples, Douglas, 170 191, 193, 195, 197, 200, 203, 209, 212, 213, WPA Reading Laboratory, 190, 206 214, 219, 222, :24, 226, 231, 237, 238 War Time, 4, 19, 20, 27, 50, 77, 80, 81, 140, Therapy (through Writing), 47, 49, 50, 58, 60, 183, 170 64, 65, 72, 75 Ward, Lynd, 9 Thompson, Blanche Jennings, 18 Warner, Susan, 2 Thompson, Harlan, 3 Washington, George, 109 Thorndike, E. L., 103, 140, 232, 233 Webster, Noah, 232 3300 Best Books for Children, 219 Wells, Anna Marie, 10 Thurber, James, 5 Wheeler, Mary, 8 Tolkien, J. R. R., 44 Whittemore, Constance, 1 Turner, Nancy Byrd, 45 Wiese, Kurt, 3 Wilder, Laura Ingalls, 5, 8, 12, 44 U111, Willis, 18 Wins.etka Reading List,15,16, 19, 20, 205 UnitedStates Office of Education, 85,87, Witt 'au! A., 106, 164, 193, 209 91, 221 Wood, -tamuel, 38 Urban Life, 87, 101, 127, 213, 235 Writing, Professional, 2, 3, 5, 8, 8, 9, 11, 38, 39, 223, 230 Wulfing, Gretchen, 46 Van Loon, Hendrik, 22, 27 Vocabulary See Composition: Mechanics-10, 81 -64 Yates, Elizabeth, 8, 9 See Lexicography-22, 140-142 Yeats, W. B., 81 See Media-26, 153-160 Yoakam, Gerald, 191, 195, 205