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SCHOOL ON EDUCATION

Service Paper

WORKBOOK FOR THE SLOW LEARNER

IN READING

Submitted by

Anna Drinkwater(B.S. in Ed., State Teachers College, Bridgewater , 1936)

In partial fulfillment of the requirements

for the degree of Master of Education

-v

Augus t

1949

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School of Educahoc?!

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https://archive.org/details/workbookforslowlOOdrin

First Reader:

Second Reader:

Donald D. Durrell, Professor of Education

Helen Blair Sullivan, Professor Education

The writer expresses sincere appreciation to Dr.

Helen Blair Sullivan for her guidance and help

in preparing this service paper.

CHAPTER I

THE PROBLEM AhD ITS OBJECTIVES

Statement of the problem . The slow learning group can

achieve success if they are provided with reading material

containing a light vocabulary load. In many instances the

slow learning child is expected to compete with children of

average or superior ability. Therefore it is the purpose of

this study to prepare a set of workbook exercises suitable

for a group of slow learning children.

Justification of study . Educators no longer feel that

every child should be able to do the same things. When look-

ing for material suitable for this slow learning group one

finds it very limited. The workbook accompanying our reader

is most satisfactory for the average or superior pupil but

for the slow learner it is too difficult. It is because of

this that it was decided to make this workbook. The material

is for a group not poor enough to be placed in a special

class but not capable enough to be able to work up to the

standards set for the average or superior children. These

children enjoy the same kind of material as does the normal

child but he needs plenty of repetition and practices with

a low vocabulary load.

*

CHAPTER II

REVIEW OE RESEARCH RELATED TO THE SLOW LEARNING CHILD

Educators believe that reading which is too hard for

this slow learning group should be discouraged. Pupils with

I.Q,. ’s from 80 to 95 are slower in learning the academic sub-

jects than the average or superior pupil but they should be

able to leave school with a fair degree of reading ability at

about the sixth grade level. It has been brought out in

. various studies that from 15 to 25 per cent of our school

children are dull normal. Because of these studies one can

see that the needs of the slow learner should be studied.

Kirk-

1

- speaks of the slow learning child as follows:

The slow learning child is one of low intelli-gence, who is incapable of keeping up with hisclassmates in the regular public schools, and whotherefore requires a modified curriculum for hismaximum growth and development.

2Featherstone points out:

There are no special methods for teaching slowlearning children to read. They learn to read thesame way other children learn to read. Any of thetested methods of teaching reading advocated byspecialists in the field may be used with the slow

learner.

1 Samuel Kirk, Teaching Reading to Slow-Learning Children.(Boston: Houghton Mifflin Companjr, 1940), 225 pp.

2 William 3. Featherstone, Teaching the Slow-Learner .

(New York: Bureau of publications, Teachers College, ColumbiaUniversity, 1941), 100 pp.

«• •

Objectives of the workbook . By using this workbook the

author helps (1) to train the slow learning child to work

independently; (2) to have the child develop confidence in

himself so that he will not feel inferior to the rest of the

class; (3) to develop good study habits and reading skills;

(4) to develop a genuine interest in reading.

Contents of the workbook . This workbook provides simplev

exercises to stimulate interest in the reading activities.

Plenty of repetition and practice will be given using simple

exercises having a meaningful vocabulary in order to promote

independent work. Comprehension will be checked constantly

to be sure no confusions are developing. The exercises are

developed at the child's level which is standard for him.

Exercises providing drill in visual and auditory discrimination

will also be found. The exercises have been built so that the

transition from simple material to more complex has been so

gradual that the child will be successful at every step and

in this way these children can feel a sense of security.

The exercises are to be used with a slow learning group

of second grade children. It is supplementary material to be

used with our basic reading system - Scott Foresman. The

exercises have been built so that they increase in difficulty

as the child proceeds. As the child progresses he develops a

sense of security because he is able to do the exercises with

success

'

}

4

Inskeep-

1

- states: "It has been seen that the bull normal

and mentally retarded have in past decades constituted the

neglected portion of our school children."

? &Later on Inskeep*' points out, "Certain fundamentals in

reading should be developed (1) reading for content, (2)

reading at a fair rate of speed, (3) correct silent reading

habits.

"

Go s sard"' reports that: "Dull normal and remedial pupils

include large numbers found by modern testing to need remedial

treatment to restore them to the levels on which they should

be working."

Later Gossard4 pointed oat, "Grouping within classes has

been used for many years. It has the advantage of being less

apt to have a stigma attached than is the plan of segregating

them into different rooms."

5Baker mentions three ways in which the slow-learner

1 Annie D. Inskeep, Teaching Dull and Retarded Children ,

(New York: The Macmillan Company^ 1926), p. 10.

pInskeep, op . cit . , p. 55.

5 Arthur P. Go s sard, Superior and Backward Children inPublic Schools , (Chicago: University of Chicato Press, 1940),p. 91

.

4Gossard, on. cit .

,

p. 155.

^ Harry 1. Baker, Introduction to Exceptional Children ,

(New York: The Macmillan Company, 1944) , p . 246.

A'

.

' -

.

differs from the average:

1. quantitative differences in intelligence.

2. qualitative differences in learning methods and

in mental functioning.

3. the effects of non-intellectual factors.

1>^ .

Zannon and Cochran pointed out certain teaching

principles:

1. never give a pupil work he is unable to do.

2. recognize success dramatically.

3. keep the pupil informed of his growth.

4. have frequent and interesting drills.

5. eliminate discouragement.

6. let child who recently learned teach others.

7. use abilities possessed by a pupil.

Eildreth found that slow-learners can actually achieve

success even though their ultimate goal is less than that of

the normal child, if they are provided with reading material

containing a light vocabulary load. Failure to make nec-

essary adjustments in the vocabulary for slow-learners has

accounted for many reading failures. The use of frequent

^ Fred Zannon and Mildred Cochran, School Failure Learnsto Head , Journal of Exceptional Children, Dec. 1945, pp 66-72.

2 Gertrude Eildreth, "All in Favor of a Low Vocabulary,"Elementary School Journal . 43:462-470, April, 1943.

'

I

6

repetitions of old words and a gradual introduction of new

words will help cut down the difficulty.

According to Gates-*- after the average pupil has 35 or

40 contacts with the "new" words, he should have many times

as much more material in which no other "new .fords" are con-

tained so that he will be able to read. Pupils having I.Q,’s

of 100 or less, for whom the need of extensive reading matter

unencumbered by word difficulties is particularly great, is

discussed. It is from this group that most reading defects

come

.

pMonroe reports that rapid gains in remedial instruction

are indicative of progress that may be made by certain

children when instruction is suited to the child T s diffi-

culties and to his level and rate of learning. It seems to

point out that if the classroom provides for individual

differences more ranid progress should result.

3 &In another article Marion Monroe states :

The number of years’ retardation which a

-*• Arthur Gates, "Needed Research in Elementary SchoolReading," Elementary English Review , February, 1935, p. 37.

2 Marion Monroe, Children Who Cannot Read , (Chicago:University of Chicago Press, 1932), p. 8.

° Marion Monroe, "Methods for Diagnosis and Treatmentof Cases of Reading Disability," Worcester, Mass., ClarkUniversity, 1928. Genetic Psychology Monographs

,Vol. IV

p. 364.

-

child shows bears little relation to his intelligencequotient. Specific disability in reading does notneed to imply inferior general mental ability.

Factors meeting with success:

1. skill of the teacher in putting the childat ease.

2. feeling of relief on part of child in going backto simple easy tasks in which he could succeedand in which he could find motivation inprogress.

3. modification of method to suit the charac-teristics of each child f s performance.

4. individual instruction.

Durrell-*- points out: "It is unlikely that research

will ever discover a single method v/hich will be the most

efficient one for all pupils and all teachers."

p &Kirk'0 points out that of prime importance in teaching is

the transition from simple materials. This transition should

take place in all activities so that the child will succeed

in every step of his development.

In ^race Fernald’s study of failure she states:

Everyone who has worked with little children

- Donald Durrell, Improvement of Basic Reading: Abilities.(New York: World Book Gompany

,1 940 ) , p. 1.

2 Samuel Kirk, Teaching the Slow Learning Child .

(Boston: Houghton Mifflin Company, 1940), p. 62.

(Grace M. Fernald, Remedial Techniques in Basic SchoolSubjects , (New York: McGraw-Hill Book Company, 1943), p. 7.

'

who have failed to learn ordinary things that otherslearn admits that emotion is part of the total com-plex in these cases. The individual who fails con-stantly in these undertakings which seem to him ofgreat importance and who is conscious of failureis in a chronic state of emotional instability.The child who started school so eagerly eventuallyhates or fears the very things he dreamed of doingwhen at last he could enter school.

1 fa'Dolch reported:

More deficiency in reading can be traced to dis-couragement through failure, and the consequentattitude of antagonism toward reading, than to anyother cause. Many children hate reading simply be-cause it compels them to exhibit before their com-panions their ignorance or lack of skill.

2In Phyll Shane’s article, "Slow Learners Need Special

Help” it is stressed that teaching methods and materials

must be adapted to fit the individual. The child who attends

school daily only to meet with failure is given a conviction

Q_f inferiority. No child, particularly the slow-learner

,

should be asked to accomplish something of which he is not

capable and then be penalized for failure, Our teaching

should emphasize the building of personalities rather than

the acquisition of competitive skills.

1 S. W. Dolch, The Psychology and Teaching of Reading ,

(Boston: Ginn and Company,1S31

)

, p . 241

.

2 Phyll J. Shane, "Slow-Learner s Need Special Help,”Nations Sch. 38:26, August, 1946.

William Gray‘d reports that:

The teacher must constantly make adjustmentsto provide for individual differences in interest,abilities and needs. The fact that many poorreaders participating in recent classroom ex-periments made significant gains provides strikingevidence of the value of available teaching pro-cedures when adjusted to individual needs.

(jj.

According to 3etts a report:

In the light of recent research the followingprinciples may safely be applied to correctivereading:

1. vocabulary burden and sentence structure ofcorrective reading materials should becarefully controlled.

2. most remedial disabilities can be remedied.

3. awareness of success is a significant factorin the progress and achievement of a disabledreader. Super motivation is essential inall cases.

4. No one type of corrective material can beequally effective for all individuals.

Durrell states: "Corrective work is more successful

when many stories or whole books are built around a single

interest center, especially if the work is to be supplemented

William Gray, "Trends in Remedial Work," Engl i shReview , Vol. 20, 1943, pp . 47-53.

cEmmett Betts, Prevention and Correction of Reading

Disabilities , (Evanston; Row Peterson and Company, 1936)

3D. D. Durrell, "A Vocabulary for Corrective Reading,"

Elementary English Review , Vol. 11-12, April, 1934, p. 106-9.

.

- •

-

*,

" •

by picture and object collections, dramatizations, field

trips and otjier f°rms of motivation."

Broom^ points out:

Proper mechanics of reading should be developed,there should be few or no lip movements in silentreading, normal left to right eye progression, widervisual and eye voice span, and a minimum of regressiveeye movements, recognize words and meanings quickly andaccurately, and to comprehend the meanings of wordsand sentences that represent thought units. He mustdevelop independent methods of attacking new wordsand sentences that represent thought units.

2 tkAccording to Bennett:

Data indicates that the beginning and ending ofwords are most frequently used as cues in word recog-nition and that there is almost a two to one chancethat the beginning of the word will be more potentas a dominant one than the ending.

Sharpness in visual discrimination which recog-nizes likenesses and differences in the middle aswell as at the beginning or end of words is a productof growth. Study shows that poor word readers areparticularly deficient in this respect.

Olga Adams0 tells us: "First reading material should in-

volve very few words, and these few should be repeated often in

order to provide child with a feeling of accomplishment."

M. E. Broom, D. Duncan, 1. Steufeer, Effective ReadingInstruction in the Elementary School , (New York and London:Ycuray-uiii

,me.) p. iob.

0 A. Bennett, "An Analysis of Errors in Word Recognitionmade by Retarded Readers," Journal of Ed. Psychology , Vol. 33,January, 1942, pp. 25-38.

° Olga Adams, Improving the Techniques of Reading: Be -

fore Reading is Begun and in the Initial Stages of Learning toRead, (Chicago: University of Chicago, 1942), SupplementaryEducational Monographs, p. 23.

11

Burrell1 states that in research Gates made the follow-

ing "guesses” as to the number of repetitions per word that

must be provided in classroom instruction whose chronological

ages range from 6.1 to 7.5.

I.Q. 's from 90 - 109 - 35 repetitions.

i.q. ’s from 80 - 89 - 40 repetitions

.

Miriam Huber*2 points out: "The child of low intelligence

enjoys the same kind of material as does the normal child, and

he learns most effectively by a program found to be enjoyed by

other pupils."

J- —'After much reading one arrives at the conclusion that mat-

erials used with the slow learning child should be attractive

to the child in order to arouse the child's interest and to

make him desirous of reading. The reading selected should pro-

vide many repetitions of new words, contain concrete illus-

trations and stress the development of word meaning. The mat-

erial should have a low vocabulary load so that the child will

be successful and in this way develop a sense of security. iVKD

With all these things in mind I planned the exercises appearing

in this workbook and presented them in the same light.

1 D. D. Durrell, "Research Problems in Reading in Ele-mentary School," Elementary English Review , February

,1956

, p . 9 .1

2 Miriam B. Huber, The Influence of Intelligence UponChildren's Reading Interests , Teachers College Contributions toEd., No. 312, New York: Bureau of Publications, TeachersCollege, Columbia University, 1928, 128 pp.

.

-

CHAPTER III

PROCEDURE OF STUDY

Plan of teaching . The material in this workbook was

taught as a unit. The group of children using this material

were the slow children in second grade in a small Massa-

chusetts city. The children in this group are from English

speaking families of moderate circumstances. Each child had

a good deal of reading difficulty. In using this material

these children did not feel that they were in a definite

reading group. This group was made to feel that they were

an integral part of the rest of the group. The material is

easy material increasing in difficulty as the pupil pro-

gresses. It uses much of the vocabulary used by the rest of

the class in our basic system. The vocabulary is repeated

often and there are a good many concrete illustrations. The

exercises were prepared so that they progress from simple to

more complex exercises. There are specific exercises to de-

velop the child f s comprehension with no emphasis on speed.

Each child in doing these exercises was allowed to work

along at his own rate of speed. Checks were made to be sure

no confusions were developing. There was no time set as the

exercises were built on a power basis.

Provisions have been made in these exercises to take

.

care of individual differences. Knowing that each child

in the group has certain weaknesses in reading, the ques-

tions were planned to correlate with that child’s experience

By following this plan the child's confidence in himself was

built up and a feeling of security and success was built up

within himself.

The way this workbook was used is best explained by

describing some of the lessons developed. The material in

the workbook is based on children’s pets. The unit was

suggested by our own basic reader which has so man}/- of its

stories about pets.

When this unit was about to begin the children came

into the room and saw many pictures around the room of

various pets. Many books about pets were borrowed from the

public library and put in our library corner. The books

ranged from very easy books for the slow-learning group to

harder books for the more advanced group. Because there

were books ranging in difficulty each child felt he was an

important member of the group. Each child could find some-

thing in the books that he could contribute to class dis-

cussion.

As most children have pets they were most anxious to

talk about their own pet. They told stories about the tricks

their pets could do and how they taught them to do these

tricks. They also told about how they cared for their pets.

All of these stories were excellent for language develop-

ment. Reading charts developed with a controlled vocabulary

during their language period. As the unit progressed a

mural was made using crayon on cloth, depicting the pets

taken up in our workbook. Table scenes were constructed

and drawings made which provided word enrichment. At the

conclusion of this unit we planned a pet show. The children

had much fun planning this affair. It gave them much to

talk about and also a good deal of material for our reading

chart. The slow learning group could participate in all

this and feel just as successful as the other children. In

some instances they were able to contribute some facts that

the others were most interested in.

Interwoven with all of these activities were specific

reading lessons, the superior and average groups reading

many stories about pets, while the slow-learning group spent

their time on the lessons provided in this specially pre-

pared workbook. This slow-learning group progressed at their

own rate of speed thus eliminating unfair competition with

the superior and average group and at the same time they are

acquiring a vocabulary that will enable them to participate

in all activities with the rest of the group. By teaching

this vocabulary so intensively the slow learning group becomes

.

so well acquainted with it that they can use it independently.

The exercises in the workbook provide plenty of repe-

tition and practice using a limited vocabulary. There are

exercises where the pupils are given training in following

directions, in associating pictures with word meanings, in

visual imagery, in motor coordination where the pupils cut

out words and paste them under the correct picture also in

the drawing of lines to matching words, in visual perception

where pupils find words that match, and in word enrichment.

There are also many exercises checking the pupil’s compre-

hension so that the teacher will be sure no faulty concepts

are arrived at and that no confusions are arising.

.

This study was carried out with a group of slow-learning

children in a second grade. They ranged in intelligence from

79 to 97. The information appearing on this chart was ob-

tained by testing. The test used was the Pintner-Cunningham

Primary Test, Form B. This was given in the middle of

January.

Pupil M. A. C . A. hi1 6-2 7-8 79

2 7-0 LO00 83

3 6-7 7-10 83

4 7-0 7-10 90

5 7-10 8^4 97

6i—1

I—1IcO 7-8 90

7 7-1 CD o 89

3 6-9 7-10 86\

9 7-2 8-3 87

10 7-4 8-1 91

After studying this table this is found to be true:

Average G. A. 7-10

Average M. A. 6-10

Average I.Q. 87

. ... . •

' -

.

The first vocabulary test was given at the beginning

of February when the study was started. The second check

was given at the end of the study six weeks later. The

final check was given six weeks after the conclusion of the

workbook exercises. No further drill was given these words

after the completion of the workbook exercises. After a

lapse of six weeks a check was made to see how many of these

words each child had retained.

VOCABULARY CII3CK LIST

Pupil Feb. 1 Mar . 22 May'

1 4 60 58

2 8 63 58

3 5 61 58

4 5 64 61

5 5 64 60

6 4 58 49

7 8 65 62

8 5 66 61

9 7 64 60

10 6 65 63

The following vocabulary has been used in this work-

book. The words besides being used in the Scott Foresman

basic reader were checked against the following vocabulary

lists - Gates, Thorndike’s, International Kindergarten,

Union and '.'/heeler, Howell and also Burrell’s Primary Reme-

dial Reading Vocabulary.

anotheraskbarkbarnbecausebuildingscalfcarecarrotcarrycatchcitycorncountrycrowsdoesn’

t

doordrinksearsfarmfeedfoodforgetsgardengivinggrunthelpedholdhungryisn’tkitchenkittenleftlong

longerlongestmilkmorningnevernightopenedpailpenpetpigpondquackedrainrememberroostershortshortershortestshouldshoutsleepingsmallestsniffssometimesswimmingtailtakethistrainvisitwagwaggedwater

wri teyard

f

'

,

The pages in the workbook that are illustrated and

presenting the vocabulary were accompanied by definite

directions for coloring. These directions were written on

the board. This gave the children good practice in follow-

ing directions, it also reviewed the colors, i.e. page one

in the workbook was accompanied by the following directions:

This is Jane.

Color Jane’s dress red.

Color her hair yellow.

Color her shoes black.

This is Dick.

Color his suit and socks blue.

Color his hair brown.

Color his shoes brown.

Color the grass green.

Similar directions were written on the blackboard for

each page that was telling them the story.

To supplement the exercises found in this workbook

were various games played by the children to give them

additional drill.

Wordo which is the same as Bingo gives added practice

in word recognition. The game can be played individually

or with a group. It is more fun when the group plays.

.''

*

Each child is given a card. On each card ate twenty-four

words using the vocabulary taught. Each card has the same

words but in a different order. The teacher calls the

word on his card. The child who is first to cover five

words in a straight line, horizontally, vertically, or

diagonally, wins the game. The player calls out "Wordo"

and then repeats his words as a check.

WORDOpig because city rain i emember

ask crows pet drinks visit

quacked this FREE rooster isn’t

door farm never milk garden

longer kitchen grunt duck carry

An adaption of "Dominoes" can also be used. Cut cards

about 1" by 2". These cards can be marked off and printed

as dominoes with words taking the place of dots. The game

is played as dominoes.

calf ask ask food food city

r

A game making use of riddles can be What Am I or

Who Am I. The others in the group try to guess.

I am brown and white.

I am Dick’s pet.

I like to eat bones.

I say "bow-wow. ”

Who am I?

Another game using initial sounds - it is also good

using blends.

^See if you can climb the hill. Give a word beginning

with each letter.

mw

s' >

c

hb

f

Game of "Old Maid" is always a favorite. It helps to

improve visual discrimination and helps children to increase

their vocabulary. Prepare a deck of about twenty cards and

have one extra card for the Old Maid. At the top of each

card print a word and on another card print the same word,

making a pair. In all you will have ten pairs and then the

Old Maid card. The word on the Old Maid card can be changed

frequently so they won’t know it. All of the cards are

dealt out. As pairs are formed the words are pronounced and

.

put on the table. Continue drawing from each other until

all cards are matched. One person will be left with the

Old Maid.

Many other games were used and could be added to this

list. These are just suggestions.

CHAPTER IV

WORKBOOK EXERCISES

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vJ V €.'• •;'

CHAPTER V

SUMMARY AMD CONCLUSIONS

The author feels that this workbook on the whole was a

success. The workbook provides the much needed supplemen-

tary material necessary for this slow-learning group. It

was felt that each child moving along at his own rate of

speed developed a feeling of confidence as he found him-

self able to progress successfully while using this spe-

cially prepared workbook.

There were certain educational gains made that the

author feels this group will always profit from. An im-

portant gain was in language development. These children

gained much confidence in themselves and enjoyed standing

up before the rest of the group and telling about their pets.

By presenting their stories to the class their organization

of ideas became better and when it was their turn to listen,

they listened attentively. Children that were most hesitant

at standing up and talking before the group when this unit

was started seemed more anxious to stand up and tell what

they knew about pets after we had started this work. They

found they were able to do this easier and so they no longer

minded standing up and talking before the group. The author

feels the confidence they have gained will be most valuable

to them all through their life.

( At the beginning of this study the author wanted to

develop an interest and love for reading in these pupils.

This objective has been partially fulfilled and it is hoped

that it will continue to be fulfilled as these children

grow. As these children used this workbook and found they

were able to do the work they appeared to be much more

anxious to try to learn. Their work was judged according

to each child 1 s capacity for learning. A child T s confidence

is built up when his work is held up to the rest of the

class as being good. It -was possible to hold ’’good" work

of this slow-learning group up for the others to see be-

cause these children were able to do this specially pre-

pared material well. By being able to praise the work of

these children they were encouraged so that they were

willing to try and work much harder.

It seems as if the life of these children may have

been effected by this study. It seems as if the person-

alities of these children have definitely been effected.

There is nothing that causes a more warped personality

than when a child feels that he can’t do the work and that

he will be ridiculed by the rest of the class as being

"dumb”. These children, if their difficulties are realized

and work commensurate to their ability is given them, will

..

r

not feel that they are different from the rest but instead

will feel themselves a definite part of the whole group

and capable of adding information that interested the

others

.

After finishing the work in this -workbook these child-

ren appeared to have improved in skills and abilities.

Each child after using this prepared workbook appeared to

be more capable of sitting down and working by himself,

and seemed to have gained enough confidence in himself to

be able to do this. Before, because of the lack of con-

fidence in himself he always felt he must either ask the

teacher or some other pupil to help him. The children in

the group became more interested in reading because they

had developed strength in visual discrimination and so

were able to attack new words more easily. This workbook

in all appearances seems to have helped this group over-

come many of their reading difficulties which had needed

special attention.

In summarizing the value of this workbook as a pupil’s

tool it does provide for individual growth.

1. It helped the child to develop the abilit^r to

evaluate his own work by comparison with others in the

gro up

.

2. It strengthened the child in making visual and

'I

1

auditory discriminations.

3. It helped the child to be better at working in-

dependently.

4. It helped the child to follow directions better.

5. It strengthened the ability to recall material

read and to be able to retell it to the class.

6. It helped to develop the ability to organize

material to be told to the class.

7. It strengthened the ability to come before class

and tell about some personal experience.

8. It helped the child to enunciate clearly.

9. It developed growth in both skills and attitudes.

CHAPTER VI

SUGGESTIONS FOR FURTHER RESEARCH

In spite of all the advantages listed in the previous

chapter it is felt that one cannot say that this workbook is

the solution to helping all slow learners. This group of

children definitely profitted from this workbook. These

children were all members of the slow division in a second

grade. It must be admitted that they are all slow learners

but not so slow but what they are capable of going along

with the rest of the class at a modified rate. This work-

book was most satisfactory with them. The exercises can be

modified if necessary to conform another year with another

group

.

The author would like to be able to use this workbook

with a larger group of slow learning children and see if the

children would be just as interested in the exercises as this

group was and if they would be as successful as these child-

ren. Because of the smallness of this group it is not

possible to make any definite statement as to the workbook's

specific value except to say that this group definitely

profited by its use and that it could be used and be helpful

with other similar groups.

As is true of all studies there are certain Questions

*

that arise as the study proceeds such as:

1.

What is the best way of teaching new words to these

slow learners; by context clues, phonetically, or a combinati

of both?

on

2. Does reading material with a controlled vocabulary

prove more satisfactory with this group than material written

for the average child?

3. What type of words cause the most difficulty in

teaching?

4. Do illustrations help to fix word meanings?

5. Does motivation have a great deal to do with the

learning of these slow learning children?

6. Is comprehension improved by keeping a constant

check?

There is still a great deal more to be studied in order

to help this large group of slow learners in our educational

system.

BIBLIOGRAPHY

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,Introduction to Exceptional Children . Hew York:

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Bennett, A., "An Analysis of Errors in Word Recognitionmade by Retarded Readers," Journal of EducationalPsychology , 33:25-38, January, 1942.

Betts, Emmett, "Prevention and Correction of Reading Dis-abilities ," El^menjtarv^^n^lA^h^^view, "Eebruary, 1935,Pp. 25-30.

Broom, M.E.,Duncan, D. and Steuber, J.

,Effective Reading

Instruction in the Elementary School . New York andLondon : McGraw-Hill

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Callan, Erances, "Workbook for the Slow-learning Child,"unpublished Master’s Service paper, Boston UniversitySchool of Education, 1948.

Clark, Katherine, The Nature and Variety of Reading Mat -

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Cole, Luella, Improvement of Reading . New York: Farrarand Rinehart, Inc., 1938.

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Davis, Georgia, "Procedures Effective in Improving Pupilsof Poor Reading Ability in Regular Reading Classes,"Elementary School Journal . 31:336-348, January, 1931.

Dolch, Edward A., "A Basic Sight Vocabulary," ElementarySchool Journal. 36:456-50, February, 1936.

-

' •

%

Duncan, John, The Education of the Ordinary Child . NewYork: Ronald Press Company, 1943. 240 pp.

Durrell, D.D. and Sullivan, Helen B.,

Building Word Power .

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Durrell, Donald D.,"Research Problems in Reading in the

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World Book Company, 1940. P. 1 and 8.

,"A Vocabulary for Corrective Reading," Elementary

English Review , Vol. 11-12, April, 1935. Pp. 106-109.

Evans, Eleanor, "Workbook for the Slow Learning Child," Un-published Master T s Service paper, Boston University,School of Education, 1946.

Featherstone,William, Teaching the Slow-Learner . New York:

Bureau of Publications, Teachers College, ColumbiaUniversity, 1941.

Eernald, Grace M.,

Remedial Techniques in Basic SchoolSubjects. New York: McGraw-Hill Book Company, 1943.?. 7.

Freeman, Frank, Individual Differences: The Nature andVariations in Intelligence and Special Abilities .

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Garrison, S.C. and Heard, M.T., "An Experimental Study ofthe Value of Phonetics," Peobody Journal of Edu-

cation , 9:9-14, July, 1931.

Gates, Arthur I., "A Reading Vocabulary for Primary Grades,"Bureau of Publications, Teachers’ College, ColumbiaUniversity, New York, 1935.

,Interest and Ability in Reading . New York: The

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Elementary English Review, Vol. 13, December, 1936.Pp. 306-310.

,The Improvement of Reading . New York: The Mac-

millan Company, 1925.

,and Peardon, C.

,Practice Exercises in Reading .

Teachers College, Columbia University, 1935.

,and Pritchard, M.D.

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263, January, 1942.

Goslin, Willard, "Co-operative Selection of Reading Mat-erial," Supplementary Educational Monographs ,

Chicago, University of Chicago, 1942, 4:138.

Gossard, Arthur P. ,Superior and Backward Children in

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Gray, William, "Adjusting Reading Programs to Individuals,"Supplementary Educational Monographs , Chicago, Univer-sity of Chicago, Vol. 3, 1941.

,"Summary of Reading Investigations," Supplement

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Harrison, Lucille, "Developing Readiness for Work Recog-nition," Boston: Houghton Mifflin Company, (ServiceBulletin), 1945.

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Ingram., Christine, Education oi1

the Slow-Learning Child .

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"A. Core Vocabulary for the Primary Grades,"Elementary School Journal

, 44:157-166, October, 1943.

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.

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<

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Nations Sch . 38:26, August, 1946.'

Sloman, Laura G., Some Primary Methods . New York: The

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Smith, Nila, One Hundred Ways of Teaching Silent Reading .

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)and Storm, Grace, Reading Activities in the

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, Boston: Ginn and Company, 1930.

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'

APPENDIX

The following pages tabulate the results of the

the three vocabulary tests given to ten indi-

vidual slow learning children during the study.

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