Summary of Investigations Relating to Reading July 1, 1960 to June 30, 1961

Bibliography

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• Bottomly, Forbes. “An Experiment with the Controlled Reader,” Journal of Educational Research, LIV (March 1961), 265–9. Comparative study, involving 460 pupils in grades 5 and 8 in two Spokane Public Schools, of reading progress by pupils in a three-week Controlled Reader program and those in conventional developmental reading classes.
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• Bradley, Beatrice E. “Reading With a Dash of Showmanship,” Elementary School Journal, LXI (October 1960), 28–31. Controlled comparative study of learning to read from basal materials presented conventionally versus slide projection for two groups of 21 pupils in grades 1 and 2 of a Philadelphia school.
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• Durkin, Dolores. “Children Who Read Before Grade One,” Reading Teacher, XIV (January 1961), 163–6. Progress report on two years of a study of 49 California children who learned to read before entering school.
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• Educational Records Bulletin No. 78, 1960 Fall Testing Programs in Independent Schools and Supplementary Studies, February 1961. New York: Educational Records Bureau. Pp. 76. Annual summary and correlation analysis of a comprehensive public and private school achievement testing program, including reading achievement, for elementary and secondary schools.
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• Ervin, Susan M., and Foster, G. “The Development of Meaning in Children’s Descriptive Terms,” Journal of Abnormal and Social Psychology, LVI (September 1960), 271–5. Comparative study of ability of children of average intelligence, 32 in grade one and 36 in grade six, to identify correctly physical attributes (heavy, big, strong) of objects and personal attributes (clean, pretty, happy) of pictured faces.
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• Falconer, George A. “A Mechanical Device for Teaching Sight Vocabulary to Young Deaf Children,” American Annals of the Deaf, CVI (March 1961), 251–7. Description of effects of five minutes of practice for ten days in learning 15 nouns on a Skinner-type teaching machine for eight six- and seven-year -old deaf children.
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• Flavell, J. H., and S ted man, D. J. “A Developmental Study of Judgments of Semantic Similarity,” Journal of Genetic Psychology, XCVIII (June 1961), 279–93. A descriptive cross-sectional study of the ability of 160 children of average intelligence, ten boys and ten girls of each of grades two through nine, to rank-order word-pairs in terms of their semantic similarity according to eleven categories of logicogrammatical relationships.
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• Flores, Ivan. “Methods for Comparing the Legibility of Printed Numerals,” Journal of Psychology, L (July 1960), 3–14. Comparison of effects of rigorous control of exposure time and conditions upon readability of five type faces, including one designed to be “read” by a machine.
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• Gaier, Eugene L., and Collier, M. J. “The Latency-Stage Story Preferences of American and Finnish Children,” Child Development, XXXI (September 1960), 431–51. Cross-cultural study of story preferences, including sex differences, of 199 American children with an average CA of 10.0 and 120 Finnish children with an average age of 11.1.
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• Gates, Arthur I. Reading Attainment in Elementary Schools: 1957 and 1937. New York: Bureau of Publications, Teachers College, 1961. Pp. 26. Comparison of reading attainment in 1937 and 1957 on the Gates Reading Tests.
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• Ghent, Lila. “Recognition by Children of Realistic Figures Presented in Various Orientations,” Canadian Journal of Psychology, XIV (December 1960), 249–56. Laboratory experiment, involving 69 children aged three to seven, to test assumption that children do not have a preferred orientation for recognizing realistic figures.
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• Hermann, Knud. Reading Disability: A Medical Study of Word-Blindness and Related Handicaps, Springfield, Illinois: Charles C. Thomas, 1960. Pp. 183. Clinical analyses of children and adults diagnosed as congenitally word-blind at the Word-Blind Institute in Copenhagen, Denmark.
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• Hinze, Helen K. “The Individual’s Word Associations and His Interpretation of Prose Paragraphs,” Journal of General Psychology, LXIV (January 1961), 193–203: Chi-square analysis of nature and direction of free associative responses in the interpretation of key stimulus words in two paragraphs, among 25 freshmen English students in a California state college.
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• Hirst, Lynne S. “The Usefulness of a Two Way Analysis of WISC Sub-Tests in the Diagnosis of Remedial Reading Problems,” Journal of Experimental Education, XXIX (December I960), 153–60. Analysis of WISC sub-test profiles for 21 severely disabled and 18 mildly disabled readers of normal intelligence with CA’s between 8-0 and 13-6.
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• Hislop, George R. “A Study of Division Two Social Studies Reading Skills,” Alberta Journal of Educational Research, VII (March 196l), 28–38. Comparative study of 28 high versus 28 low achievers in experimental and control groups to examine effects of a four-month program in problemsolving techniques in social studies reading in grades four, five and six.
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• Hoar, Jere. “Book Reading in the Senior Years: The Habits and Preferences of 200 Mississippians,” Journal of Educational Sociology, XXXIV (November 1960) 137–44. Questionnaire survey of reading practices and preferences of 200 people over age 60 in a rural Mississippi town.
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• Hvistendahl, J. K. “Headline Readability Measured in Context,” Journalism Quarterly, (Spring 1961)77 226–8. Comparison of speed of reading by 80 college undergraduates of two groups of 50 one-column, three-line headlines of the same point size placed in normal context, one group of headlines set in capital and lower case letters, and the other in lower case letters only.
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• Ingram, Vivien. “Flint Evaluates Its Primary Cycle,” Elementary School Journal, LXI (November 1960), 76–80. Uncontrolled study of reading achievement of 68 third-grade pupils in an ungraded primary in comparison with 3651 other graded pupils in a Michigan city.
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• Jones, Reginald L., Grass, F. P., and Van Why, E. L. “A Longitudinal Study of Reading Achievement in a Group of Adolescent Institutionalized Mentally Retarded Children,” Training School Bulletin, LVII (August 1960), 41–7. Growth in reading achievement shown by analysis of variance on California Reading Test, by 4 2 mental retardates, aged 16-18 years, in an Ohio institution.
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• Kearl, Bryant, and Powers, R. D. “Estimating Understanding of Scientific Terms,” Journalism Quarterly, XXXVIII (Spring 1961), 221–3. Comparison of difficulty ratings of a test of soils terminology or knowledge by 102 Wisconsin farmers and ratings by groups of 39 soil research specialists, 92 soils extension workers, and 108 agricultural journalists in several states.
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• Kerfoot, James F. “The Vocabulary in Primary Arithmetic Texts,” Reading Teacher, XIV (January 1961), 177–80; Compilation of a first- and second-grade arithmetic word list from six current arithmetic textbook series, coded to the Gates and the Dale primary vocabulary lists.
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• Koppitz, Elizabeth M., Mardis, V., and Stephens, T. “A Note on Screening School Beginners with the Bender Gestalt Test,” Journal of Educational Psychology, LII (April 1961), 80–1. Correlations at the beginning and end of first grade scores of 272 pupils of the Bender Gestalt Test with either the Lee-Clark or Metropolitan readiness test scores, to determine the predictive value of the Bender Gestalt test.
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• Kowitz, G. T., and Armstrong, C. M. “The Effects of Promotion Policy on Academic Achievement,” Elementary School Journal, LXI (May 1961), 435–43. Comparative effects upon reading and arithmetic achievement in a school with a high retention rate and one with a low retention rate as indie ated by longitudinal channels of developmental data.
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• Lachmann, Frank M. “Perceptual Motor Development in Children Retarded in Reading Ability,” Journal of Consulting Psychology, XXIV (October1960), 427–31. Comparative study controlling reading ability and intelligence of performance on the Bender Gestalt Test of 40 retarded readers, 40 normal readers, and 40 emotionally disturbed but normal readers from ages 8-12.
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• Lytton, H. “An Experiment in Selection for Remedial Education,” British Journal of Educational Psychology, XXXI (February 1961), 79-94. Predictive study of the relative merit of selecting 97 elementary pupils for remedial reading on a test-result or teacher-judgment basis as shown by average gains in three “adjustment” centers in England.
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