Summary of Reading Investigations (July 1, 1932, to June 30, 1933)

Bibliography

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• Hudson, Alva. “Reading Achievements, Interests, and Habits of Negro Women,” Journal of Negro Education, I (October, 1932), pp. 367–73. Summarizes the results of a study of the reading achievements and interests of 116 negro women in Chicago.
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• Kellogg, W. N. “The Influence of Reading Matter Upon the Effectiveness of Adjacent Advertisements,” Journal of Applied Psychology, XVI (February, 1932), pp. 49–58. Reports the results of measures of the effectiveness “in terms of recognition score of ads which were located beside article (known to have been read)… as contrasted with ads which were not located beside these articles.”
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• Lee, Dorris May. The Importance of Reading for Achieving in Grades Four, Five, and Six. Teachers College Contributions to Education, No. 556 (New York: Teachers College, Columbia University, 1933), pp. viii + 64. Reports the results of a study to determine to what extent reading ability correlates with the difference between the actual achievement of pupils and the achievement that might be expected of them in the light of their mental ability.
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• Lee, J. Murray. “Reading Achievement in First-Grade Activity Programs,” Elementary School Journal, XXXIII (February, 1933), pp. 447–52. Presents the results of a survey of first-grade reading achievement in California; compares the achievement of pupils in schools reporting various amounts of “activity work.”
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• Limb, G., and Parker, H. T. “An Experiment in the Teaching of Reading Comprehension,” Australian Educational Studies (First Series), Educational Research Series, No.14 (Melbourne, Australia: Melbourne University Press, 1932), pp. 30–51. Describes the methods used and the results attained in an experiment to determine the value of directed practice in comprehension for six months in Grades to YII inclusive.
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• Litterer, Oscar F. “An Experimental Analysis of Reading Performance,” Journal of Experimental Education, I (September, 1932), pp. 28–33. Presents and interprets data from subjects varying in number from 49 to 77 to determine the relationship between visual apprehension, eye-movements, and achievement on reading tests.
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• Litterer, Oscar F. “An Experimental Study of Visual Apprehension in Reading,” Journal of Applied Psychology, XVII (June, 1933), pp. 266–276. Reports the results of steps to discover the relationship in the case of college students between visual apprehension and achievement on reading and intelligence tests.
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• Ludwig, Oswald A. “Vocabulary Study of Four Machine Shop Texts,” Detroit Educational Bulletin, XVI (January-February, 1933), pp. 4–7. Presents the results of a study to discover some of the words in four typical machine shop texts whose meanings were not understood by 40 ninth and tenth- grade boys.
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• Manwiller, C. E. “Growth in Reading in the Pittsburgh Public Schools, Grades 4–8,” Pittsburgh Schools, VII (November-December, 1932), pp. 116–27. Summarizes the scores made on the Sangren-Woody reading tests by pupils in grades IV to VIII inclusive before and after a definite remedial program had been adopted.
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• McCallister, James M., and Baker, Grace H. “Corrective Instruction in Reading in Seventh Grade English Classes,” English Journal, XXI (November, 1932), pp. 734–43. Describes the program of corrective reading and the results attained in the seventh-grade English classes of the Roosevelt Junior High School, Aberdeen, S. Dak.
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• Milam, Carl H. (Chairman). Children’s Beading: A Study of Voluntary Reading of Boys and Girls in the United States. Report of the sub-committee on Reading. Section III, Education and Training, White House Conference on Child Health and Protection (New York: Century Company, 1933), pp. xii -f 90. Summarizes current opinion and the results of studies concerning the voluntary reading of children and young people.
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• Murphy, Paul G. “The Role of the Concept in Reading Ability,” University of Iowa Studies in Psychology, No. XVII, pp. 21–73. Psychological Monographs, Vol. XLIV, No. 3. Princeton, New Jersey: Psychological Review Company, 1932. See also Elementary English Review, X (April, 1933), pp. 86-89, 111. Reports the results of studies of the generic differences in the concepts of good and poor readers in the freshman class at the University of Iowa.
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• Otto, Henry J. “Implications for Administration and Teaching Growing Out of Pupil Failures in First Grade,” Elementary School Journal, XXXIII (September, 1932), pp. 25–32. Considers the relation of reading to first-grade failures and reports the bases of promotion from kindergarten to first grade and from first grade to second as indicated by school superintendents.
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• Pierce, Paul R. “Administrative Aspects of Testing in First-Grade Reading,” Elementary School Journal, XXXIII (October, 1932), pp. 112–21. Describes the steps taken in developing and administering informal reading tests at various periods during the first grade.
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• Pressey, L. C., and Elam, M. K. “The Fundamental Vocabulary of Elementary- School Arithmetic,” Elementary School Journal, XXXIII (September, 1932), pp. 46–50. Selects from a list of more than one thousand technical words in arithmetic a fundamental vocabulary based on frequency, importance, and social usefulness.
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• Scheidemann, Norma V., and Smith, Margaret S. “A Survey of an Opportunity Room for Gifted Children,” Journal of Educational Psychology, XXIV (May, 1933), pp. 392–95. Presents the results of a survey of the intellectual, scholastic, physical and emotional characteristics of gifted children in grades IV to VI inclusive.
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• Selzer, Charles A. Lateral Dominance and Visual Fusion: Their Application to Difficulties in Reading, Writing, Spelling, and Speech. Harvard Monographs in Education, No. 12 (Cambridge, Mass., Harvard University Press, 1933), pp. 120. Summarizes related theories and investigations and presents the results of a series of elaborate studies of lateral dominance and visual fusion.
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• Smith, Nila Banton. “Successive Emphases in American Reading Instruction,” Teachers College Record, XXXIV (December, 1932), pp. 188–203. Traces the historical development of reading instruction in America, identifying various important periods of emphasis.
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• Staats, Pauline. “A Vocabulary Study of First-Grade Poetry,” Childhood Education, IX (December, 1932), pp. 127–28. Presents the results of an analysis of the vocabulary of 87 poems recommended by Huber, Bruner and Curry as suitable for first-grade children to read.
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• Teegarden, Lorene. “The Kindergarten and Reading Reversals,” Childhood Education, IX (November, 1932), pp. 82–83. Compares the achievement of kindergarten and non-kindergarten children on tests “devised to measure a child’s tendency to reverse and confuse letters and words.”
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• Tinker, Miles A. “Diagnostic and Remedial Reading, I and II,” Elementary School Journal, XXXIII (December, 1932, and January, 1933), pp. 293–306, 346–357. Presents a bibliography of 180 references relating to diagnosis and remedial teaching and summarizes briefly the causes of reading deficiencies, methods of diagnosis, and remedial techniques.
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• Tinker, Miles A., and Paterson, Donald G. “Reductions in Size of Newspaper Print,” “Studies of Typographical Factors Influencing Speed of Reading, IX,” Journal of Applied Psychology, XVI (October, 1932), pp. 525–31. Measures the effect on scores made on the Chapman Speed of Reading Tests of reducing the size of the type by varying degrees through the use of the planographic off-set printing process.
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• Tipton, John Bryant. “Correlations of Reading Scores with Other Test Scores of the New Stanford Achievement Test, Advanced Form X,” Northern Illinois State Teachers College Bulletin, II (November, 1932), pp. 33–35. DeKalb, Illinois: Northern Illinois State Teachers College. Presents correlations for ten classes in grades four to eight inclusive between average reading scores and other test scores of the Stanford Achievement Test (Advanced Form X).
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• Travis, Boland C. “Experimental Studies in Ocular Behavior: I. The Dodge Mirror-Recorder for Photographing Eye Movements,” Journal of General Psychology, VII (October, 1932), pp. 311–27. Reports data on the Dodge Mirror Recorder when applied to a large number of subjects with voluntarily initiated eye-movements.
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• S3. Traxler, Arthur Edwin. The Measurement and Improvement of Silent Reading at the Junior-High-School Level (private edition). (Chicago: University of Chicago Libraries, 1932), pp. vii + 218. Describes the derivation and validity of a battery of silent reading tests and their use in diagnosis and remedial teaching.
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• Traxler, Arthur Edwin. “The Correlation between Reading Bate and Comprehension,” Journal of Educational Research, XXVI (October, 1932), pp. 97–101. Presents the results of a study of the relationship between rate and comprehension among junior high school pupils.
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• Tyre, Amy May. “Junior High School Pupils and the Newspaper Vocabulary,” Educational Research Record, University of Nebraska Publication, Vol. IV, No. 4 (April, 1932), pp. 118–21; 124–25. Reports the results of a study to determine if the vocabulary used in two daily newspapers was within the grasp of junior high school pupils.
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• Unzicker, Cecilia E., and Flemming, Cecile White. “Bemedial Instruction an Aid to Effective Study,” Teachers College Record, XXXIV (February, 1933), pp. 398–413. Reports the deficiencies of 51 pupils in grades II to IX inclusive in reading, arithmetic, study skills, etc., and describes the methods of remedial treatment used and the general results attained.
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• Wagner, Mazie Earle. “Improving Reading Ability of High School Juniors,” School and Society, XXXVI (December 10, 1932), pp. 767–68. Reports the improvement in reading achievement, as measured by the Nelson- Denny Reading Test, Form A, made by 217 English III pupils as a result of six weeks of training.
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• Walker, Bobert Y. “The Eve-Movements of Good Headers,” University of Iowa Studies in Psychology, No. XVII, pp. 95–117. Psychological Monographs, Vol. XLIV, No. 3. Princeton, New Jersey: Psychological Review Company, 1932.Analyzes the eye movements of good readers, including the effect of changes in difficulty of the material read and of alterations of comprehension upon eye- movements.
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• Waples, Douglas. “Community Studies in Reading. I. Reading in the Lower East Side,” Library Quarterly, III (January, 1933), pp. 1–20. Reports the results of a survey of New York’s Lower East Side to determine the types and proportion of people using the library and the nature of the reading material preferred.
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• Woody, Clifford. Nature and Amount of Arithmetic in Types of Reading Material for the Elementary Schools. Bulletin of Bureau of Educational Reference and Research, No. 145 (Ann Arbor, Michigan: School of Education, University of Michigan), pp. 80. Reviews related studies and presents the results of analyses of books and materials assigned in grades III to VIII inclusive to determine the mathematical terms and concepts used.
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• Zelenv, Florence Kelly. “Remedial Instruction in Reading at the Freshman Level in a Teachers College,” Educational Administration and Supervision, VIII (November, 1932), pp. 607–20. Presents the results of a survey of the reading achievement of students in a state teachers college, describes the procedures used in attempting to improve the achievement of selected freshmen, and summarizes the findings.
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