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Abstract
This article is taken from material which was submitted in partial fulfilment of the requirements for the degree of Master of Arts in the Faculty of Teachers College, Columbia University.
The study was made in the second and third grades of Indiana, Pennsylvania to determine the value of self-checking in recreatory reading.
Some similar studies have been made previously by others but under varying conditions. The one which was made by Laura Zirbes in the Lincoln School of Teachers College has had the most direct bearing on this investigation. This study is described in Practice Exercises and Checks on Silent Reading in Primary Grades, published by The Teachers College Bureau of Publication. The present study is a further check on the findings herein reported. It was undertaken under the guidance of Dr. Zirbes who also saw the experiment in process.