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The Journal of Educational Research Volume 45, 1952 - Issue 6
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Original Articles

Summary of Reading Investigations July 1, 1950 to June 30, 1951

William S. GrayDirector of Research in Reading University of Chicago
Pages 401-438 | Published online: 22 Dec 2014

  • Ai, J. W., “A Report on Psychological Studies of the Chinese Language in the Past Three Decades,” Journal of Genetic Psychology, LXXVI (June, 1950), pp. 207–20. Presents brief summaries of studies relating to such items as Chinese vocabulary, interest factors in children's reading, and speed of oral and silent reading.
  • Altus, W. D., “The Relationship between Vocabulary and Literacy When Intelligence Is Held Constant,” Journal of Social Psychology, XXXI (May, 1950), pp. 299–301. Bases conclusions on scores made by 156 Negro and native-born white illiterates on the Wechsler Mental Ability Scale, Form B, and the Standardized Oral Reading Paragraphs.
  • Amatora, S. M. and S. M. Edith, “Children's Interest in Free Reading,” School and Society, LXXIII (March 3, 1951), pp. 134–37. Reviews the results of previous scientific studies relating to the interests of children in free reading and presents the results of a study continuing for four years among pupils in Grades II to VIII inclusive.
  • Ammons, Robert B. and Abelardo Aguero, “The Full-Range Picture Vocabulary Test: VII. Results for a Spanish-American School-Age Population,” Journal of Social Psychology. XXXII, First Half (August, 1950), pp. 3–10. Presents scores made by 80 children, 4 boys and 4 girls in each grade from I to X of the Denver public schools on the Full-Range Picture Vocabulary Test and the vocabulary sub-test of the 1937 Stanford-Binet to obtain norms on the former and to evaluate its validity and reliability.
  • Ammons, Robert B. and Neil Manahan, “The Full-Range Picture Vocabulary Test: VI. Results for a Rural Population,” Journal of Educational Research. XLIV (September, 1950), pp. 14–21. Reports the mean scores and standard deviations on Forms A and B of the Full-Range Picture Vocabulary Test for 71 rural pupils, classified into age groups, following preliminary testing and elimination of test items which failed to discriminate between age groups.
  • Artley, A. Sterl, “Research Concerning Interrelationships among the Language Arts,” Elementary English, XXVII (December, 1950), pp. 527–37. Presents conclusions based on research concerning the interrelationships between reading, spelling, hearing comprehension, and other language areas and skills.
  • A Study of the Accumulative Audience of LIFE, conducted for LIFE by Alfred Politz Research, Inc. (New York: Time, Incorporated, 1950), 134 pp. Presents a detailed analysis of the results of 15, 000 interviews among people in 55 general areas of the United States including 110 counties (25 metropolitan districts and 80 non-metropolitan counties) to determine the extent and characteristics of LIFE audiences.
  • Averill, Lawrence A., “The Impact of a Changing Culture upon Pubescent Ideals,” School and Society, LXXII (July 22, 1950), pp. 49–53. Compares the preferred characters selected as their ideals by 1440 children, twelve, thirteen and fourteen years old, in 1898 with those of 1530 seventh graders in 1948.
  • Bergen, Catherine, “The Prevalence of Mathematics in Science from 1900 to 1950,” School Science and Mathematics, LI (June, 1951), pp. 443–46. Presents an analysis of 20 articles for each decade year beginning with 1900 to determine the trend in the amount of mathematical material in scientific articles such as those included in Physical Review.
  • Bills, Robert E., “Play Therapy with Well-Adjusted Retarded Readers,” Journal of Consulting Psychology, XIV (August, 1950), pp. 246–49. Presents data secured from eight third-grade children to test the hypothesis that “significant increases in the reading ability of retarded readers will not occur when retarded readers who exhibit adequate emotional adjustments are given nondirective play therapy.”
  • Bing, Lois B., “A Critical Analysis of the Literature on Certain Visual Functions Which Seem to be Related to Reading Achievement,” Journal of the American Optometric Association, XXII (March, 1951), pp. 454–63. Summarizes the essential findings of the relation of such visual functions as visual acuity, refractive errors, binocular coordination or muscle imbalance, fusion, and visual fields to reading achievement and suggests possible explanations for wide differences in results.
  • Bing, Lois B., “Bibliography: Visual Problems in Schools, 1945-1950,” Journal of the American Optometric Association, XXII (May, 1951), pp. 596–605. Classifies the references cited under the following major headings: “causal factors in reading difficulty,” “eye-movement studies,” “perception,” “physical factors,” “reading rate,” “reading readiness,” “visual fatigue,” “visual surveys in schools.”
  • Bloom, Benjamin S. and Broder Lois J., Problem-Solving Processes of College Students: An Exploratory Investigation. Supplementary Educational Monographs, No. 73 (Chicago: University of Chicago Press, 1950), 109 pp. Presents evidence secured through intensive studies of variations in the problem-solving characteristics of students and in the nature of the problems attacked; applies the findings in remedial efforts with a group of failing students.
  • Boyd, Gertrude and O. C. Schwiering, “Remedial Instruction and Case Records: A Survey of Reading Clinical Practices, II,” Journal of Educational Research, XLIV (February, 1951), pp. 443–55. Presents a summary of questionnaire responses from 76 clinics, associated largely with higher institutions, under the following headings: individual and group instruction for remedial reading; amount of time devoted to such help; psychiatric treatment available; student participation in conferences; case studies; home visits, and follow-up of pupils.
  • Brayfield, Arthur H. and Patricia Aepli Reed, “How Readable Are Occupational Information Booklets?,” Journal of Applied Psychology, XXXIV (October, 1950), pp. 325–28. Presents and interprets data secured through the application of the Flesch method of measuring readability and human interest to 78 pieces of occupational information literature relating to five occupations
  • Burns, D. G., “An Investigation into the Extent of First-Year Vocabulary in French in Boys' Grammar Schools,” British Journal of Educational Psychology, XXI (February, 1951), pp. 36–44. Summarizes the results of tests given to 25 pupils in each of eight schools to determine “the actual achievement in vocabulary of selected groups of pupils during one year's study” and the factors responsible for significant variations.
  • Butterworth, Robert F. and Thompson George G., “Factors Related to Age-Grade Trends and Sex Differences in Children's Preferences for Comic Books,” Journal of Genetic Psychology, LXXVIII (March, 1951), pp. 71–96. Reports the results of a study (a) to determine the reading preferences of pupils in Grades VI to XII for popular “comic” magazines and (b) to identify and classify characteristics of the best-liked comic books.
  • Carlson, Thorsten R., “Effect of Certain Test Factors in Measurement of Speed of Reading,” Journal of Educational Research, XLIV (March, 1951), pp. 543–49. Compares the Pearson Product Moment r for every combination of results on three types of reading tests, each type representing various levels of difficulty, to determine the comparability of test scores when the tests used vary in significant respects.
  • Carter, Homer L. J., “A Combined Oral Reading and Psycholgalvanic Response Technique for Investigating Certain Reading Abilities of College Students,” Journal of Applied Psychology, XXXIV (August, 1950), pp. 267–69. Describes and evaluates a combined achievement (oral reading) and frustration (Psychogalvanic) response technique applied to twenty superior and twenty inferior readers.
  • Committee on Reading, Studies in Reading, Vol. EL Publications of the Scottish Council for Research in Education, XXXIV (University of London Press, Ltd., Warwick Square, London, E.C. 4, 1950), iv + 113 pp. Presents the results of four studies bearing the following titles: “Socio-Economic Status and Reading Ability—A Study in Infant Reading,” “The Effect of Training on Reading Readiness,” “Children's Leisure-Reading Interests,” “Some Reading Deficiencies and Their Remedies.”
  • Croft, John, “A Teacher's Survey of His Backward Class in a Secondary Modern School,” British Journal of Educational Psychology, XXI (June, 1951), pp. 135–44. Summarizes data secured through a series of intelligence, achievement and sociometric tests, and a survey of social background and interests, in an effort to determine the types of backwardness involved in a class of 32 pupils.
  • Davenport, John Scott, “Trends and Cycles in Daily Newspaper Circulation,” Journalism Quarterly, XXVII (Summer, 1950), pp. 282–87. Presents an analysis of daily newspaper circulation in the United States from 1919 to 1949 in terms of “long term trends,” “cycles,” and “irregular influences.”
  • Dolch, E. W., “Tested Word Knowledge vs. Frequency Counts,” Journal of Educational Research, XLIV (February, 1951), pp. 457–70. Compares the findings of the “Interview Vocabulary Study” and “Rinsland's Basic Vocabulary of Elementary School Children” for Grade I to demonstrate the value of “word counts” and “tested word knowledge” as means of ascertaining the word knowledge of children.
  • Dunlap, Carolyn Callis, “Readability of Newspaper Items and of Basic Reading Material,” Elementary School Journal, L (May, 1950), pp. 499–501. Compares the readability of thirty-one samples of newspaper content with that of passages in an eighth-grade reader through the use of the Dale-Chall Readability Formula.
  • Dunlop, Doris C., “Children's Leisure-Reading Interest,” Studies in Reading. Vol. EL Publications of the Scottish Council for Research in Education, XXXIV (University of London Press, Ltd., Warwick Square, London, E.C. 4, 1950), pp. 81–105. Reports the results of library reading surveys in different cities of Great Britain and compares the reading interests of the children studied with those of similar age groups in America.
  • “Factors in the Reading of Weekly Newspapers,” Journalism Quarterly, XXVIII (Winter, 1951), pp. 88–89. Summarizes the data secured through 260 interviews which aimed to secure answers to such questions as when weekly papers are read their retention in the home, “possible” readers of such papers, subscription duration, depth of readership, etc.
  • Faison, Edmund W. J., “Readability of Children's Textbooks,” Journal of Educational Psychology, XLII (January, 1951), pp. 43–51. Compares the readability of the texts used concurrently in different subjects in the fifth, sixth, seventh and eighth grades of two school systems, one using no assigned books for each grade and the other using standard texts in every grade.
  • Figurel, J. Allen, “The Vocabulary of Underprivileged Children,” University of Pittsburgh Bulletin, XLV (June 5, 1949), pp. 1–10. Analyzes the words recorded in a free-association test by children in grades two to six inclusive in the slum areas of two cities to determine the size, source, nature and limitations of the vocabulary of underprivileged children.
  • Flesch, Rudolph, “Measuring the Level of Abstraction,” Journal of Applied Psychology, XXXIV (December, 1950), pp. 384–90. Presents and interprets correlations between the percentage of “definite words” in test passages, as a measure of abstraction, and the grade level of children who answered one-half of the test questions correctly.
  • Fogler, Sigmund, “Remedial. Reading for Selected Retarded Children,” Elementary School Journal, LI (September, 1950), pp. 22–30. Describes the program adopted and the results secured with eighteen pupils in Grades V to VII inclusive who were two years or more retarded in reading when the study began.
  • French, Edward L., “Reading Disability and Mental Deficiency: A Preliminary Report,” Training School Bulletin, XLVII (May, 1950), pp. 47–57. Presents evidence drawn from three case studies supporting the assumption that “remedial reading disabilities can exist in conjunction with retarded intelligence.”
  • Gray, William S., “Summary of Reading Investigations: July 1, 1949 to June 30, 1950,” Journal of Educational Research, XLIV (February, 1951), pp. 400–41. Presents an annotated bibliography of 98 scientific studies relating to reading and a topical summary organized under the sociology, the physiology and psychology, and the teaching of reading.
  • Gregory, Margaret and W. J. McLaughlin, “Teaching the Newspaper in Junior High Schools,” English Journal, XL (January, 1951), pp. 23–28. Presents evidence that junior high school pupils can be “taught to read the newspaper intelligently” and describes methods used in developing efficient newspaper readers.
  • Gunn, Douglas G., “Factors in the Appreciation of Poetry,” British Journal of Educational Psychology, XXI (June, 1951), pp. 96–104. Presents the results of a factorial analysis based on the ratings of 19 poems for nine qualities using a five point scale by 61 third, fourth, and fifth form pupils and 52 university students to find out whether the hypothesis that “artistic appreciation expresses itself through tendencies other than those uniquely aesthetic might apply to poetry as well as to pictures and music.”
  • Hallgren, Bertil, Specific Dyslexia (“Congenital Word Blindness”). A Clinical and Genetic Study. Acta Psychiatrica Et Neurologica, Supplement 65. (Norregade 6, Copenhagen, Denmark: Ejnar Munksgaard, 1950), xiii + 287 pp. Reports the findings and conclusions of a clinical and genetic study of 276 cases of “specific dyslexia” to determine the “possible existence of one or more hereditary forms of specific dyslexia,” “its mode of inheritance if hereditary” and “its relation to certain physical, mental and environmental factors.”
  • Harwood, F. W., “Evaluation of Vocabulary of Reading Material,” Tasmanian Education, V (December, 1950), pp. 368–83. Summarizes the findings of a study in which “methods for analyzing and assessing the vocabulary of books used in English language teaching” were applied to “The Tasmanian Reader, Grade H.”
  • Hughes, J., R. Leander and G. Ketchum, “Electroencephalographic Study of Special Reading Disabilities,” Electroencephalography and Clinical Neurophysiology, I (1949), pp. 377–78. (an abstract) Reports the results of electroencephalographic examinations of 125 patients with special reading disability (i. e., retardation in reading relative to age, intellectual capacity and educational experience).
  • Hull, Raymona E., “Reading Interest of Technical Institute Freshmen, 1950.” Junior College Journal. XXI (January. 1951), pp. 292–97. Presents an analysis of the personally selected readings (during six months) of 36 girls majoring in home economics and 59 boys in agriculture.
  • Hunt, Lyman C., Jr. and Sheldon William D., “Characteristics of the Reading of a Group of Ninth Grade Pupils,” School Review, LVIII (September, 1950), pp. 348–53. Presents an analysis of the scores of 19 good readers and 19 poor readers in the ninth grade on tests of reading, intelligence, personality and vision.
  • Iisager, Holger, “Some Light on the Relationship between Attitudes and Judgment of the Persuasiveness of Propaganda,” Journal of Social Psychology, XXXII (November, 1950), pp. 157–62. Bases conclusions on the responses of 131 Danish adult folk high school and evening high school students who were given four typed propaganda statements to which they indicated agreement or disagreement and then judged objectively the persuasiveness of each statement.
  • Ilg, Frances L. and Louise Bates Ames, “Developmental Trends in Reading Behavior,” Journal of Genetic Psychology, LXXVI (June, 1950), pp. 291–312. Presents evidence from various published sources concerning the nature and course of children's development in ability to read up to about ten years of age.
  • Johnson, Ralph H. and Bond Guy L., “Reading Ease of Commonly Used Tests,” Journal of Applied Psychology, XXXIV (October, 1950), pp. 319–24. Compares the reading levels of adults with I. Q.'s below 100 and the grade and reading ease level of certain intelligence tests through the use of the Flesch Formula of Readability and draws significant conclusions.
  • Jones, Harold D., “The Extracurricular Reading Interests of Students in a State College,” School and Society, LXXII (July 15, 1950), pp. 40–43. Summarizes questionnaire returns from about 500 students in a state college of West Virginia concerning the book, magazine and newspaper reading done on a voluntary basis for their own enjoyment or information.
  • Krathwohl, William C., “Relative Contributions of Vocabulary and an Index of Industriousness for English to Achievement in English, Journal of Educational Psychology, XLII (February, 1951), pp. 97–104. Uses scores of 308 college sophomores to determine how much their achievement in English “was contributed by vocabulary, how much by work habits, and how much still remained to be accounted for.”
  • Leevy, J. Roy, “Leisure Time of the American Housewife,” Sociology and Social Research, XXXV (November-December, 1950), pp. 97–105. Summarizes data secured in 1947 and 1948 through the use of a “Household Information Schedule” submitted to 1250 housewives, 820 of which lived in urban communities and 430 in rural communities.
  • Levin, Janice and Stacey Chalmers L., “Awareness of Vocabulary Size: Its Relation to Class Standing and Sex Differences,” Journal of Educational Psychology, XLII (March, 1951), pp. 174–84. Analyzes vocabulary test scores of 143 college sophomores (67 males and 76 females) to determine the relation of “awareness of vocabulary size” to “class standing and sex differences.”
  • McDonagh, Edward C. with the assistance of Richard Nugent, Nick Massaro, Bruce Pringle, William Lahey, Leroy Just and Marcia Eck Las swell, “Television and the Family,” Sociology and Social Research, XXXV (November-December, 1950), pp. 113–22. Reports the results of interviews with approximately 94 families (every fifth television home) of a representative community of 800 families in Southern California to determine the influence of a television set upon various leisure-time activities, including reading; comparisons made with a corresponding number of adjacent non-television homes.
  • McGinnis, Dorothy J., “A Reading Laboratory at the College Level,” Journal of Higher Education, XXII (February, 1951), pp. 98–101. Compares scores on reading and intelligence tests at the beginning and end of a training period of an experimental group registered in the reading laboratory of Western Michigan College with two other groups matched as far as possible in respect to age, sex, intelligence, academic training and ability in reading.
  • McGinnis, Dorothy J., “Corrective Reading: A Means of Increasing Scholastic Attainment at the College Level,” Journal of Educational Psychology, XLII (March, 1951), pp. 166–73. Compares the progress in reading and the increase in scholastic attainment of an experimental group of 20 college students who received training in reading for a period of 16 weeks with those of a control group.
  • McLaren, Violet M., “Socio-Economic Status and Reading Ability— A Study in Infant Reading,” Studies in Reading, Vol. II. Publications of the Scottish Council for Research in Education, XXXIV (University of London Press, Ltd., Warwick Square, London, E. C. 4, 1950), pp. 1–62. Presents the results of a controlled experiment involving three groups of primary pupils of 24 each, taught by three different methods and representing different levels of socio-economic status, to determine the influence of this factor on reading achievement.
  • Mallinson, George Greisen, Harold E. Sturm and Lois M. Mallinson, “The Reading Difficulty of Textbooks in Junior High Science,” School Review, LVIII (December, 1950), pp. 536–40. Analyzes through the use of the Flesch Formula the reading difficulty of a series of textbooks in science designed for Grades VII, VIII and IX.
  • Measuring Newspaper Readership: Critique and Experiment. Studies in Business Economics, Vol. IV, No. 3 (College Park, Md.: Bureau of Business and Economic Research, College of Business and Public Administration, University of Maryland, December, 1950), 8 pp. Presents a critical appraisal of the adequacy of current techniques of surveying weekly newspaper readership through a comparison of the results of six recent readership surveys with the survey procedures used, the nature of the news involved, methods of interviewing used, and differences in measuring reader responses.
  • Michaelis, John U., “Difficulty Level of United Nations Filmstrip Scripts,” California Journal of Educational Research, I (September, 1950), pp. 163–64. Reports the average raw scores and the grade placement of five filmstrip scripts as determined through the use of the Dale-Chall Formula for Predicting Readability.
  • Milner, Esther, “A Study of the Relationship between Reading Readiness in Grade One School Children and Patterns of Parent-Child Interaction,” Child Development, XXII (June, 1951), pp. 95–112. Presents test and interview data secured concerning children in the first grade of three schools to test the hypothesis that readiness for reading is related to the social status of the family.
  • Moreau, Margaret, “Long Term Prediction of Reading Success,” California Journal of Educational Research, I (September, 1950), pp. 173–76. Compares the reading achievement, as measured by the California Basic Skills Test, of 275 pupils in the low sixth-grade with their scores on the Lee-Clark Reading Readiness Test and the Pintner-Cunningham Primary Test of Mental Ability given during the first month of their first grade.
  • O'Brien, Mae, Children's Reactions to Radio Adaptations of Juvenile Books (New York: King's Crown Press, Columbia University, 1950), 146 pp. Summarizes the written reactions of fourth, fifth and sixth grade pupils to radio adaptations of juvenile books, with emphasis upon the characteristics affecting the children's appraisals.
  • Orear, Margaret Louise, “Social Maturity and First Grade Achievement,” California Journal of Educational Research, n (March, 1951), pp. 84–88. Presents correlations between social maturity scores and ratings and a series of possibly related factors including mental age, reading readiness, reading achievement.
  • Pashalian, Siroon and William J. E. Crissy, “How Readable Are Corporate Annual Reports?,” Journal of Applied Psychology, XXXIV (August, 1950), pp. 244–48. Bases conclusions on the results of applying the new Flesch Readability Formulas to 26 annual reports of “billion dollar corporations”.
  • Pressey, S. L. and W. E. Crates, “Sports and the Public Mind,” School and Society, LXXII (December 9, 1950), pp. 373–74. Presents the results of a survey of the amount of space given to sport news “in samplings at approximately twenty-five year intervals'” over the century beginning in 1850.
  • Raines, Shirley and Tait Arthur T., “Emotional Factors in Reading Retardation,” California Journal of Educational Research, II (March, 1951), pp. 51–56. Summarizes the findings of several objective studies presenting data that bear upon the relationship between emotional factors and reading retardation.
  • Raney, Edward T., “How Readable Is Your Employee Publication?,” Personnel Psychology, II (Winter, 1949), pp. 437–59. Presents a content analysis in terms of percent of space given to seven major topics usually covered in company newspapers and a readability analysis of 307 issues of 27 papers published during a one-year period.
  • Richardson, J., “A Factorial Analysis of Reading Ability in 10-Year-Old Primary School Children,” British Journal of Educational Psychology, XX (November, 1950), pp. 200–01. Summarizes briefly the results of a factorial analysis based on the responses of 260 children to a battery of 21 tests, (reading, language, visual and auditory discrimination) and “assessments of experimental background and of attitude to reading.”
  • Russell, David H. and Merrill Anne F., “Children's Librarians Rate the Difficulty of Well-Known Juvenile Books,” Elementary English, XXVIII (May, 1951), pp. 263–68. Reports the grade placement of 60 juvenile books by 63 children's librarians and compares the grade placement of 12 juvenile books as determined by six readability formulas and as judged by approximately 60 children's librarians.
  • Russell, David H. and Caroline Shrodes, “Contributions of Research in Bibliotherapy to the Language-Arts Program,” I and II, School Review, LVIII (September and October, 1950), pp. 335–42; 411–420. Presents a digest of opinion and research relating to bibliotherapy with special reference to reading and points out implications of the findings for additional research and practice.
  • Sheldon, William D. and Shirley Hatch, “Strengths and Weaknesses in Reading of a Group of Sixth Grade Children,” Elementary English, XXVIII (February, 1951), pp. 86–93. Presents a summary of the errors made in reading by 30 good and 32 poor readers, as measured by the Durrell Analysis of Reading Difficulty.
  • Smith, George Horsley, “Opinions Related to College Expectations and Vocabulary Level,” Journal of Social Psychology, XXXII, (November, 1950), pp. 255–63. Presents the results of a questionnaire study among senior high school pupils to determine if different levels of verbal ability correspond to different opinions held by individuals.
  • Smith, Linda C., “A Study of Laterality Characteristics of Retarded Readers and Reading Achievers,” Journal of Experimental Education, XVIII (June, 1950), pp. 321–29. Summarizes findings of related studies; presents the results of tests given to 100 children ranging in age from 9 to 14, to determine the extent to which “laterality test findings can be used to differentiate between retarded readers and reading achievers.”
  • Soar, Robert, “Readability of Typography in Psychological Journals, Journal of Applied Psychology, XXXV (February, 1951), pp. 64–67. Reports the results of a study of “the degree to which the printing practices of a group of eighteen psychological journals conform with what has been found by research to be optimal” with respect to readability.
  • Spaulding, Seth, “Two Formulas for Estimating the Reading Difficulty of Spanish,” Educational Research Bulletin, XXX (May 16, 1951), pp. 117–24. Reports the steps taken in developing two readability formulas based on objective studies of the relation of various “internal elements of language” to a criterion (“a standard of difficulty, independently determined.”)
  • Stauffer, Russell G., “Certain Basic Concepts in Remedial Reading,” Elementary School Journal, LI (February, 1951), pp. 334–42. Describes the “learning to read” process adopted in the case of an eight-year-old non-reader, the results attained and certain concepts “basic to differentiated reading instruction.”
  • Stern, Bernard, “Upper Versus Lower Case Copy as a Factor in Typesetting Speed for Linotype Trainees,” Journal of Applied Psychology, XXXIV (October, 1950), pp. 351–54. Compares the weekly average speed, lines per minute, and weekly average errors, errors per line, made by operators when setting composition from upper case and from lower case copy.
  • Stern, Bernard, “An Analysis of Readership of the Daily Newspaper ‘Split’ Page,” Journalism Quarterly, XXVIII (Spring, 1951), pp. 225–28, 274. Presents the results of a study of 41 newspapers to determine “the mean readership rations of selected pages,” the reasons for the differences found, and the effect of “second front pages.”
  • Sward, Barbara and Harris Dale B., “The Reading Ease, Human Interest Value, and Thematic Content of St. Nicholas Magazine: A Study of Children's Literature,” Journal of Educational Psychology, XLII (March, 1951), pp. 153–65. Compares samples of the St. Nicholas Magazine and Child Life, selected at ten-year intervals in each case, using objective measures or analyses of their reading ease, human interest value and content.
  • Taylor, Christian D., “The Effect of Training on Reading Readiness,”. Studies in Reading, Vol. II. Publications of the Scottish Council on Research in Education, XXXIV (University of London Press, Ltd., Warwick Square, London, E.C. 4, 1950), pp. 63–80. Compares the scores of Scottish children and American children of the same average chronological age on a reading readiness test and draws inferences concerning the influence of training on readiness.
  • The Cleveland Studies, Conducted by the Research Department, Cowles Magazines, Inc. (1950), 88 pp. Presents the results of a series of correlative research projects “to measure and define the penetration by national magazines of a local marketing area.”
  • The Continuing Study of Newspaper Reading: 138 Study Summary (New York: Advertising Research Foundation, Inc., 1951), iv + 58 pp. Summarizes the results of 62,487 interviews with men and women, 18 years and older, to determine the amount of attention given to the various contents of 138 daily newspapers with a combined circulation of 11, 107,379.
  • The Three R's Hold Their Own at the Midcentury: A Summary of Research Studies Prepared with the Assistance of Directors of Research in City School Systems, Compiled by the Research Division, National Education Association (Washington: National Education Association, April, 1951), 28 pp. (mimeographed) Reports results of standardized tests conducted in city school systems over the last thirty years and derives the general impression “that present day pupils for the most part equal, and often excel, the achievement of pupils in similar grades in the past.”
  • Tinker, Miles A., “Reliability and Validity of Involuntary Blinking as a Measure of Ease of Seeing,” Journal of Educational Psychology, XLI (November, 1950), pp. 417–27. Reviews the results of previous studies and presents as additional evidence changes in rate of blinking in the case of 42 university students “when reading 55 minutes under two and under one hundred foot-candles of light.”
  • Tinker, Miles A., “Fixation Pause Duration in Reading,” Journal of Educational Research, XLIV (February, 1951), pp. 471–79. Coordinates the findings of 17 eye-movement studies at the University of Minnesota to determine the role of pause duration in reading.
  • Tinker, Miles A. and Paterson Donald G., “Typography and Legibility in Reading,” Handbook of Applied Psychology, Vol. II, edited by Freyer Douglas H. (New York: Rinehart and Company, 1950), pp. 55–60. Presents a series of conclusions, based on the results of scientific studies, concerning legibility and visibility of print and optimal printing arrangements.
  • Townsend, Agatha, “Growth of Independent-School Pupils in Achievement on the Stanford Achievement Test,” 1950 Fall Testing Program in Independent Schools and Supplementary Studies, Educational Records Bulletin No. 56 (New York: Educational Records Bureau, 1951), pp. 61–71. Presents an analysis of the scores of 56 independent school pupils on the Stanford Test at five successive half year periods during Grades V, VI and VII to determine the nature and consistency of their growth in reading and other subjects.
  • Traxler, Arthur E., “Reading Growth of Secondary-School Pupils During a Five-Year Period,” 1950 Achievement Testing Program in Independent Schools and Supplementary Studies, Educational Records Bulletin No. 54 (New York: Educational Records Bureau, 1950), pp. 96–107. Bases conclusions upon the progress of 36 pupils in four schools who were in the seventh grade in 1944 and who took various forms of the Cooperative English Test C, Reading Comprehension, each year until 1949.
  • Traxler, Arthur E., “Intercorrelations and Validity of Scores on Three Reading Tests,” 1950 Fall Testing Program in Independent Schools and Supplementary Studies, Educational Records Bulletin No. 56 (New York: Educational Records Bureau, 1951), pp. 79–89. Presents intercorrelations and validity of the scores on the Cooperative Reading Comprehension Test, the Iowa Silent Reading Test, and the Survey Section of the Diagnostic Reading Tests for pupils in Grades IX, XII, inclusive, in an independent school for boys.
  • Turney, Austin H. and Powell Jackson O., “A Note on the Reading Ability of Students Entering the University of Kansas,” University of Kansas Bulletin of Education, V (Fall Issue, 1950), pp. 28–32. Compares the proportion of 1417 entering college students and 458 Guidance Bureau Cases at each decile using the total scores on the American Council of Education Psychological Examination and the Cooperative Reading Comprehension Test.
  • Valentine, Hugh B., “Some Results of Remedial Education in a Child Guidance Centre,” British Journal of Educational Psychology, XXI (June, 1951), pp. 145–49. Reports the gains made by 25 children referred to a child guidance center, who were 18 months or more retarded in reading, as a result of two hours training a week during a period of ten months.
  • Vernon, M. D., “The Visual Presentation of Factual Data,” British Journal of Educational Psychology, XX (November, 1950), pp. 174–85. Compared the relative efficiency with which grammar grade pupils mastered two sets of data on vital statistics: “(a) in each of three forms, as pictorial charts, graphs, and tables of figures; (b) as charts, accompanied by a written text.”
  • Vernon, M. D., “Learning and Understanding,” The Quarterly Journal of Experimental Psychology, III, Part I (February, 1951), pp. 19–23. Analyzes the oral reports, which were recorded verbatim, of eleven girls from 16 to 18 years of age in two texts of about 400 words each, containing rather difficult selections of logical argument, which were presented sometimes with illustrative graphs and sometimes without.
  • Wall, W. D. and W. A. Simson, “The Emotional Responses of Adolescent Groups to Certain Films,” Part I and Part II, The British Journal of Educational Psychology, XX (November, 1950), pp. 153–63, and XXI (June, 1951), pp. 81–88. Bases conclusions on questionnaire responses of 476 boys and 379 girls, varying in age from 13-0 to 16-11 concerning films which they had seen recently (four comedies, four dramas, one musical biography, one thriller, and two westerns).
  • Wallace, W. L., “The Prediction of Grades in Specific College Courses,” Journal of Educational Research, XLIV (April, 1951), pp. 587–97. Presents data showing the value of various tests, including reading, used in the University of Michigan freshmen testing program for predicting course grades and grade averages during the freshman year.
  • Walton, John, “Education in the General Magazines,” School and Society, LXXII (December 9, 1950), pp. 369–73. Presents an analysis of the amount and nature of the writing on education in leading magazines, conceived as media for the expression and formulation of public opinion.
  • Watts, C. E. N., “The Habit of Reading and the Rural Grammar School,” New Era, XXXI (February, 1950), pp. 29–30. Summarizes briefly the responses to 30 questions sent to the homes of 150 children with the request that parents cooperate in supplying the answers.
  • Westfall, Alfred, “Can College Students Expand Their Recognition Vocabularies?,” School and Society, LXXIII (January 13, 1951), pp. 25–28. Describes the methods used and the improvement resulting from efforts during six quarters to increase the recognition vocabularies of students in Colorado A and M College.
  • What's Happening to Leisure Time in Television Homes?, A study of the activities of 5, 657 persons in urban America (Chicago: Batten, Barton, Durstine and Osborn, Inc., 1951). Bases conclusions concerning the impact of television on various leisure-time activities, including reading, on questionnaire returns from an average of 2. 5 individuals 15 years of age or older, belonging to 2,260 households that are members of BBDC National Panel of Consumer Opinion.
  • Zeligs, Rose, “The Meaning of Democracy to Sixth-Grade Children,” Journal of Genetic Psychology, LXXVI (June, 1950), pp. 263–81. Analyzes the responses of 150 sixth-grade children to a series of questions relating to the meaning of the word democracy and the activities through which democracy is practiced.

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