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BOSTON UNIVERSITY
SCHOOL OF EDUCATION
LIBRARY Ed.Service P=
Anna Drinkwater DrinJvratetThe Gift of l.Q.4.9
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BOSTON UNIVERSITY
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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
8 -won UrttvwsRy
School of Educahoc?!
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Digitized byfthe Integiet-iArchive
in 2016?
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
24
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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
,Inc.
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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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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,Improvement of Basic Reading Abilities . New York:
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 .
New York: Henry Holt and Company, 1934.
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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,"Needed Research in Elementary School Reading,"
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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Huber, Miriam B.,
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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
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A Basic Vocabulary of ElementarySchool Children . New York: The Macmillan Company,1945. 323 pp.
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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 .
Chicago: World Book Company, 1932.
)and Storm, Grace, Reading Activities in the
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, Boston: Ginn and Company, 1930.
Stone, Clarence, Better Primary Reading . St Louis:Webster Publishing Company, 1936.
> Stone Vs Graded Vocabulary for Primary Reading .
St. Louis : Webster Publishing Company, 1941.
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,The Teachers Wordbook of 20,000 Words . New York:
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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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