- Ernest Horn , Methods of Instruction in the Social Studies ( New York : Charles Scribner's Sons , 1937 ), p. 151 .
- Henry Johnson , “Problems in Adapting History to Children in Elementary School,” Teachers College Record , IX ( November , 1908 ), p. 307 .
- The following studies are representative of the investigations which indicate the incomplete and erroneous misconceptions that May be acquired by children through the reading of factual reading materials: Joseph C. Dewey , “A Case Study of Reading Comprehension Difficulties in American History” (unpublished Ph.D. dissertation, Graduate College, University of Iowa , 1931 ); Lucy Scott, “A Study of Children's Understanding of Certain Statistical Concepts in Social Studies” (unpublished Ph.D. dissertation, Graduate College, University of Iowa, 1941); Kopple C. Friedman, “Time Concepts of Elementary School Children,” Elementary School Journal, XLIV (February, 1944), pp. 337–42; David H. Russell, The Dimensions of Children's Mean-Vocabularies in Grades Four Through Twelve (Berkeley, Calif.: University of California Press, 1954); and John A. Waldo, “The Extent to Which the Quantitative Expressions Found in Fifth Grade Social Studies Materials are Understood by Fifth Grade Pupils” (unpublished Ed.D. research study, Division of Education, Colorado State College, 1956).
- Of the several studies which investigated the effect of the simplification of vocabulary, the following are cited: Charlette Foster , “The Effect Upon Reading Comprehension of Paraphrasing Historical Material into Spoken and Written Vocabulary of Children” (unpublished Master's thesis, Graduate College, University of Iowa, 1931); Huberteen Kueneman, “A Study on the Effect of Vocabulary on Reading Comprehension in a Single Field (unpublished Master's thesis, Graduate College, University of Iowa, 1931); and Karl F. Nolte, “Simplification of Vocabulary and Comprehension in Reading” (unpublished Ph.D. dissertation, Graduate College, University of Iowa, 1936).
- Investigations which have been undertaken to explore the amplification of factual reading materials are those undertaken by Mildred Price , “The Effect of Amplifying Material Upon Comprehension” (unpublished Master's thesis, Graduate College, University of Iowa , 1931 ); Harold Miller, “The Effect of Elaboration Upon Comprehension” (unpublished Ph.D. dissertation, University of Iowa, 1941); Mary Caroline Wilson, “The Effect of Amplifying Material Upon Comprehension” (unpublished Ph.D. dissertation, Graduate College, University of Iowa, 1944); and Charlene Weddle Smith, “An Investigation of the Effect of the Expansion and the Condensation of Science and Social Studies Reading Selections Upon the Comprehension of Fifth Grade Pupils” (unpublished Ed.D. research study, Division of Education, Colorado State College, 1961).
- Some of the more widely used readability formulas which have recognized the vocabulary factor are those devised by William S. Gray and Bernice E. Leary , What Makes a Book Readable ( Chicago : University of Chicago Press , 1935 ); Irving Lorge, “Predicting Readability,” Teachers College Record, XL (March, 1944), pp. 404–19; Gerald A. Yoakum, Basal Reading Instruction (New York: McGraw-Hill Book Company, 1955), pp. 229–340; and Edgar Dale and Jeanne Chall, “A Formula for Predicting Readability: Instructions,” Educational Research Bulletin, XXVII (February 17, 1948), pp. 37–54.
- Luella Cole , in The Teacher's Handbook of Technical Vocabulary ( Bloomington , Ill. : Public School Publishing Company , 1940 ), has developed basic lists of technical terms for thirteen school subjects.
- Jeanne S. Chall , Readability: An Appraisal of Research and Application ( Columbus , Ohio : Bureau of Educational Research, Ohio State University , 1958 ), p. 27 .
The Educational Forum
Volume 27, 1963 - Issue 4