INDEX ABILITY GROUPING. See Organization of schools and classes ABNEY, LOUISE, 363 ACHIEVEMENT, PUPIL, affected by health, 250: as result of remedial program, 407-10, 415: factors essential to, 273- 76; factors retarding, 237; in an abil- ity-level experiment, 545; in a homo- geneous-grouping experiment, 537-38; in an individualized experiment, 440-41 ; in an individualized remedial experiment, 407-10, 569-70: in a visiting-reader ex- periment, 532: measurement of, 389-90: mental age and, 274; personality fac tors and, 275-76; physical fitness and, 274-75; prediction of, 258-62; under in- dividualized instruction, 325 ADMINISTRATION, and pre-reading pupils, 254: assisting principals thru demon- stration lessons, 594-600: considerations for reconstruction of reading program, 578-85; function of. to improve instruc- tion, 550; helpful measures, 245; inter- preting reading program thru home and school association, 623-27: of a coopera- tive remedial project, 416-21; of a remedial experiment, 565-66: of individ- val and group work, 324-25: need for action in modernizing instruction, 580: responsibility of, in book selection, 426; role of, in elimination of reading diffi- culties, 564; role of principal in inter- preting program to parents, 612-20, 624; selected references on, 628: supervision technics, 586-93: types of school demon- strations, 594-98. See also Organization of schools and classes APPRECIATION, READING FOR. See tional reading Recrea- BEALL, Ross H., 255 BEGINNING INSTRUCTION, activities for pro- viding word background, 313-14; adapt- ing to individual child, 319-27: Chicago project in, 413-14: demonstration les sons in, 595, 596-97; development of word recognition din, 313-18; devising materials for, 458-59: function of. li brary in, 505-508: grouping children by reading levels, 521-22; identifying ma turity of pupils, 255-63; introducing reading thru first-grade activities, 298 304: mental age and, 250; non-oral method in, 805-12; objectives of, 23! physical examination should precede, 274; plan for two years with one teacher, 552-55; procedures in, 239-40; remedial procedures in, 413 ; school-made materials for, 449-56; selected refer- ences on, 337; types of, in same school, 530-81; vocabulary in books for, 328-36. BENZLER, EVELYN, 372 Betts, Emmett A., 578 BIBLIOGRAPHY. See References, Selected Book REPORTS, book tests substituted for, 560; example of a simple type, 349-51, 436-37; examples of forms of, 501-502; for library reading, 499-500; for pri- mary pupils’ library reading, 507-508: often kill reading interests, 436; read ing record cards, 354-55; use of the oral, 438. Books, acquiring, for primary library, 506: annotated list of, on vocabulary, 330-36; choice of, by “book menus,” 356-57 : cooperative selection of, 424-30 ; developing interest in, 353-58; for rec- reational reading, 243; for study read- ing, 242: guidance for parents in selec- tion of, 511; list of, in classroom li- braries, 429-30: lists of, in village school library, 497-98: number read after in- dividualized experiment, 440; number read by pupils, 440, 498-99; number read in summer, 353-54; present trend in, 431-32: rotation plan for selection of, 424-25: sample list of, for individ- ualized reading. 561; selection of, for school library, 489-90; state adoptions, trends in, 433: suited to interest and ability, 343-46: used in remedial experi- ments, 413: variety in, for same grade, 433, 435; work of library committee in choice of, 427-28. See also Materials of reading CHOATE, Ernest A., 623 CLASSROOM LIBRARY. See Library CLASS ORGANIZATION. See Organization schools and classes COoHEE, M. CATHERINE, 594, 601 Conroy, MARIE R., 485 CurTIS, DwiGnt, 376 DAVIS, IRENE POOLE, 282 Dean, Ray B., 557 DEANS, Epwina, 403 DEFICIENCY IN READING, ample material a safeguard against, 522: causes of, 237: commonness of, in reading, 411, 581: diagnosing, in primary grades, 397-402: discovery and causes of, 388-96; extent of, among children, 388; low quality of youth's reading, 339-41; oral methods a major cause of, 305-307 ; preventive pro- grams justified, 273; principles for pre- vention of, 582-85: possibility of early identification of, 265, 583; remediable causes, 264-65: retardation of boys, 581: reversal tendencies, 270; serious among many children, 235-36. See also Diagnos- tic and remedial practises DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS, chairmen of committees, (inside front cover): list of members, 637 : officers of, (inside front cover) ; of- ticers of local, sectional, and state prin- cipals organizations, 630, 633, 6385: re- cent yearbooks listed, (inside back cover) DIAGNOSTIC AND REMEDIAL PRACTISES, a common need, 244-45, 273; a practical approach to, 411-15: an experimental teaching program, 404-407; assistance of library in, 515; Chicago project, 412- 15; cooperative project, 416-21 ; correct- ing disabilities of nine selected pupils, 403-10; diagnosing difficulties in pri- mary grades, 397-402; diagnostic proce- dures, 265-67; difficulties and causes, 388-96; importance of materials, 407, 585; individual interviews, 394; indi- vidualized, in Grade VII, 564-70; inter- est questionnaire, 391-92; materials and methods, 267-71; preventive programs [ 701 ] 702 INDEX justified, 273: procedures with higher grades, 414-15; results of, 401-402, 407- 10; role of teacher in, 267, 391-92: se- lection and treatment of cases, 397-98; teaching program, 404-407 ; the “‘visiting reader” method, 528-32; typical cases, 399-401, 567-69 EXPERIENCE, affording a continuous, for primary children, 552-56; and remedial work, 391-94; and speech development, 285; appraisal of, for remedial instruc- tion, 392-93 ; effect on reading readiness, 249, 251; for vocabulary building, 251, 268; indicates reading interest, 276: means of providing, 292-93; necessary for meaningful concepts, 313; need for enrichment of, 292; needed for develop- ment of reading readiness, 554; pro- vided before instruction, 254; provision of, basic to remedial work, 413; reading material based on, 293-94 FariLure. See Deficiency in reading Fertscn, L. M., 228 FITZGERALD, JAMES A., 388 FORSYTHE, EpMUND M., 546 Foster, RicHarp R., 229 GALVIN, CECELIA, 228 GERSTMYER, Eva E., 397 GIRARDIN, EVELYN R., 457, 505 Gorpon, Dorotuy, 369 GRANGER, GRACE A., 298, 353 GREER, MARGARET R., 424 GROUPING OF PUPILS. See Organization of schools and classes HAHN, JuLIA LETHELD, 586 HANTHORN, ALICE, 464 Harrison, M. Lucie, 264 HEBEL, ELIZABETH ELOISE, 328 HINKLEY, ALIce E., 416 Hopson, Mary M., 298 HotMeEs, MOossiIkg, 255 Horn, Ernest, 339 Hupson, Jess S8S., 229 INDIVIDUAL DIFFERENCES IN CHILDREN, ac- counted for in use of study sheets, 523; basis of pupil grouping, 319-20; curricu- lums suited to, 313; discovery of, for remedial work, 391-94; in specific read- ing abilities, 584; library equipped to satisfy, 505; must be considered in pro- viding reading material, 241, 343-44; necessitate individualized reading, 557; program of early instruction in view of, 319-27; providing for. in same reading program, 539-45: reading-readiness pro- gram important because of, 248; use of, in remedial work, 267 INTELLIGENCE, and chronological age, 257; and reading achievement, 262 ; and read- ing readiness, 250, 256; effect on read- ing readiness, 250; experience and, 264; mental and chronological ages, 257; ne- cessity of materials for low, 240; of retarded readers, 581 ; scores on tests of, used as grouping basis, 319-20; speech development and, 285; testing of, 389- 90; testing, in remedial work, 389-90, 564 KIESLING, LETHAL G., 319 KINDERGARTEN. See Reading readiness LANGUAGE, ability in, basic to reading, 276; ability in, of girls and boys, 581; ability in, of primary child, 404; com- bining instruction in reading and, 571- 75; methods for increasing facility in, 280-81; provision for training in oral, 293. See also Speech, and Vocabulary LEISURE READING. See Recreational reading LIBRARY, appreciation learned in, 491-92; assistance from, to meet child’s reading needs, 555; cooperation of public, with school, 355, 510, 512-17: cooperation with, in book selection, 427-28 ; develop ment of hobbies in, 513-15; equipment for school, 487-88, 508-509; exhibits in, 509-10; in classroom, 428, 505-508: in the home, 511; in village school, 496 504; instruction in use of, 491-93; list of books in classroom, 428-30; Minne- apolis approved library list, 427-28: ob- jectives of work of, 512-13; organization of school, 508-509; personnel, 488-89, 508; place of, in ability-grouping exper- iment, 548; projects for reading stimu- lation, 500-504; providing, for the school, 487-95; provision of individual ized reading thru, 558; reading clubs, 513-14; selection of books for, 489-90; study reading in, 493-94: use of, by chil- dren, 491-94, 505-11; work of library committee in book selection, 427-28 LITERATURE, activities for increasing ap- preciation of, 342-46, 353-58: apprecia- tion of, thru library use, 491-92; choral speaking and, 363-66; need for change in method of teaching, 343; reading elub in Grade VII, 359-62; “step-child”’ of reading program, 347-52. See also Oral reading, and Recreational reading MacDONALD, ISABELLE, 379 Martin, Cora M., 539 MARX, VIRGINIA WISE, 416 MATERIALS OF READING, advertising litera ture for study reading, 474-84; booklets 449-50, 453; charts, 303-304, 452, 453- 54: commercially - prepared, 295-96; composing a class story, 447-48 ; coopera tive selection of, 424-30; criteria for, 460-61, 463; dangers in use of home made, 294; developing, in the school, 442-56, 457-63; examples of school made, 449-56; for beginning instruction, 240, 458-59: for combined reading and language instruction, 571-72; for devel opment of reading readiness, 239; for individual abilities and tastes, 343-46; for individual differences, 343, 431-34; for individualized instruction, 320-21, 435-41; for intermediate-grade testing, 602-604 ; for oral reading, 244; for poor readers, 413; for recreatory reading, 243; for remedial work, 267, 413, 419 20; for study reading, 242; for teaching word recognition, 322, 323; for testing, 244; importance of, in remedial work, 407, 410; labels, 298-99 ; 451-52; learn- ing to find, 240; list of, in classroom library, 428-30; literary criteria for, 294; literary quality of home-made, 444- sai Ai ae os eae in Mibicied a. 45; need for variety and balance in, 432; need for, with interest for boys, 581; newspapers, 452; picture diction- ary, 310; plan for adoption of, 424-30; plan for supplying, 433-34; poems by children, 466-67, 468-69; prepared by teacher, 453-56; pre-primer, 320-21; se- lection of, for ability groups, 522-23; stories by children, 404; study sheets, 523-27; technics for preparing, 443-49; textbook committees, 425-27; to develop social attitudes, 464-73; value of, in remedial work, 585; visual aids, 355-56 ; vocabulary in home-made, 445-46; work- books, value of, 432-33 McBroom, MAUDE, 228, 229, 235 McDape, JAMES E.¢305 MEMBERSHIP LIST, Department of Ele- mentary School Principals, 637 MENTAL AGE. See Intelligence Metuops, differences between oral and non-oral, 311-12; directions, messages, letters, 299-304; dramatization, for in- terest and interpretation, 526-27; exer- cises for oral reading, 243-44; exercises for recreational reading, 242-43; exer- cises for study reading, 241; experimen- tal, for remedial work, 404-407; for choral speaking, 365-66; for class or- ganization in individualized instruction, 560-63 ; for developing auditory abilities, 278-79: for developing motor abilities, 279-80: for developing reading readi ness, 238, 278-81; for developing social attitudes, 464-73; for developing visual abilities, 278 : for developing word recog- nition, 313-18; for improving articula- tion, 280; for increasing language abil- ities, 280-81; for increasing literary ap- preciation, 342-46, 353-58; for instruc- tion on ability levels, 523-27; for non- readers, 411-12; for making reading meaningful, 321; for organizing a read- ing club, 360-61; for organizing work- type reading unit, 379-85; for producing primary-grade materials, 457-60; for providing meaningful experiences, 292- 93; for using advertising literature, 474-84; for using individual reading ma- terial, 436-40; games and projects, non- oral, 310-11; introducing reading thru first-grade activities, 298-304; library projects for reading stimulation, 500- 504; literary map, 439-40; names and labels, 298-99; need for change in, for teaching literature, 343; non-oral, 305- 12; of interpreting reading program to parents, 612-20; of test construction for local use, 601-607; oral, and reading difficulties, 305-307; outline, in work- type reading, 370-71, 377; phonics for word recognition, 315-17; remedial, 267- 71, 410, 413-15; seatwork for word ree- ognition, 317; socialized recitation, 384 INDEX 703 O’BANNON, Mary B., 533 ORAL READING, criticism of, 311-12; dra- matic values of, 287-88; for recreation, 351-52; improved by choral speaking, 364-65; materials for, 244; objections to, 306-307 ; poor readers and, 407; pro- cedure, 243; provision for training in, 293; purposes of, 243; types of lessons, 243-44 O'REILLY, E. P., 487 ORGANIZATION OF SCHOOLS AND CLASSES, ability levels as basis of, 539-45; assis- tance of reading specialist in, 546-51; for individual reading in intermediate grades, 557-63, 564-70; grouping by de- grees of achievement, 521-22 ; homogene- ous grouping as basis of, 533-38; need for flexible, 528-29; procedures for teaching on different reading levels, 523- 27; reading levels as basis of, 520-27: selected references on, 576; to combine reading and language, 571-75; to pro- vide continuity of pupil experience, 552- 56 ORGANIZATIONS OF PRINCIPALS, local, 630; sectional, 633; state, 635 PARENTS, attitudes of, 271; cooperation of, in a reading-level experiment, 530-31; guidance for, in selection of books, 511; interest of, in libraries, 515-17; inter- preting the reading program to, 608- 22; methods misunderstood by, 608-10: remedial measures and, 271, 420; social adjustment and, 270-71 PENNELL, Mary E., 291 PHYSICAL FITNESS, affects reading readi- ness, 238, 249-50, 265; basie to reading, 265; examination necessary before be- ginning reading, 274; eye maturity and reading readiness, 249; eye training in beginning reading, 239; hearing and reading readiness, 249; part of remedial diagnosis, 265; reading success and, 274- 75, 520; vision, importance of, 579 PINKSTON, Eva G., 229 PROGRESS OF PUPILS. See Achievement, Pupil PUBLIC LIBRARY. See Library READING PROGRAM, scope of, in the school, 235-46 READING READINESS, experience of child as factor in, 251, 554; factors affecting, 248-51; function of library in develop- ment of, 506-507; games and exercises for increasing, 278-81; identifying ma- ture and immature entrants, 255-63; materials necessary for developing, 239 ; measures of, 251-53; mental abilities associated with, 250, 258; nature and measurement of, 248-54; personality de- velopment and, 273; physical conditions in relation to, 249-50; principles for increasing, 264-72; procedures for de- MILLER, RutH B., 594, 601 MONROE, MARION, 273 Moscrip, Ruta Maria, 347 veloping, 238, 273-81; selected refer- ences on, 289 ; speech aspects of, 282-88 ; testing program for, in a school system, MUNDY, Bernice, 457, 505 256-62; types of tests for measuring, 252 NEAL, ELISA ANN, 474 RECREATIONAL READING, choral speaking, NELSON, FRANCES PETHICK, 496 363-66 ; confused with reading to develop NIEGOSCH, HELENA PETROVITCH, 608 basic skills, 342; deficiency in, 237, 339- 704 INDEX 42; easy vocabulary for, 242; half of adults do not enjoy, 582: improvement of, 339-46; informal reading period, 437-38, 527: materials for, 243: meth- ods of developing taste for, 342-46; oral reading, 351-52: planned program needed for, 348; purpose of, 242; read- ing clubs organized by publie library, 513-14; selected references on, 367: seventh-grade reading club, 359-62: “step-child” of reading program, 347- 52; summer reading, 353-54: types of exercises, 242-43. See also Library, Lit- erature, and Materials of reading REFERENCES, SELECTED, administrative and supervisory procedures, 628; beginning reading instruction, 337: diagnostic and remedial practises, 422; organization of reading classes, 576; providing class- room materials, 485; reading for appre- ciation, 367; reading readiness, 289: study reading in the content fields, 386; using libraries, 518 REMEDIAL INSTRUCTION. See and remedial practises RETARDATION. See Deficiency in ROCHEFORT, GOLDA MULLINS, 539 Diagnostic reading ScHoor. Liprary. See Library SCHOOL ORGANIZATION. See Individual dif- ferences in children, and Organization of schools and classes Scorr, MARTHA WHELDEN, 353 Suea, Acatua L., 512 SKILLS AND HABITS. See Beginning read- ing, and Study reading Smita, Nita BAaNnTON, 442 SOCIAL ADJUSTMENT, appraisal of, neces- sary for remedial work, 411: ascertained by teacher, 275: basic to success in reading, 270-71, 275-76, 520; remedial work and, 420; role of parents in im- proving, 271; school failure may result in lack of, 580 SOCIAL ATTITUDES, provision of material to develop, 464-73 SPEECH, aspects of, in reading readiness, 238, 249-50, 282-88; “baby talk” and reading success, 286; choral speaking, 363-66 ; development of, 282-85; facility in, related to reading, 265, 269, 276; means of increasing facility in, 280-81; measuring maturity of, 282-84; methods for improving articulation, 280; provi- sion for -oral training, 293; quality and amount unrelated, 286; “reading a para- site on,’”’ 306; relation of, to other fac- tors, 285-87; relation of, to reading ma- terials, 288: sound patterns of primary children, 284-85 STONE, CLARENCE R., 431 STRATTON, Mason A., 230 STuDY READING, bulletin board use, 376; conflicts in information, 377-78: in fifth-grade geography, 376-78 ; in fourth- grade social studies, 372-75; in library, 493-94; in sixth-grade hygiene, 379-85; in the high school, 582; in third-grade science, 369-71; library work in, 493-94; maps and graphs, 373; materials for, 242; organization of facts, 373; outline method, 370-71; purposes of, 240-41 ; so- cialized recitation, 384; story of milk, reading unit on, 474-84; study sheet for, 381-82: summarizing findings, 384; summary sentences, 374; topic headings, 372-73; types of exercises, 241; use of advertis ing material for, 474-84: use of index and table of contents, 376-77; use of outline, 877. SUPERVISION, conferences for intermediate teachers, 590-91; conferences with kin- dergarten teachers, 590; demonstration teaching, 586-89; exhibits of teachers’ work, 591-92 ; group conferences, 589-91 : individual and group studies by teachers, 592-93 ; types of demonstrations, 594-98 ; useful technies in, 586-93 TEACHING. See Methods TESTING, and grouping first-grade en- tants, 277-78; appraising program of, 257-62 ; as basis for remedial work, 389, 398-99, 418, 564; developing local tests, 601-607 ; follow-up, in remedial work. 569-70; for mental age, 250; for read ing readiness, 256-57, 419; gains in scores after remedial work, 407-408; home-made tests on comprehension, 467 68; in a reading-ability experiment, 529; list of readiness tests, 266; materials for, 244; nature of testing materials for intermediate grades, 602-604: neces sary for elimination of individual diffi culties, 564; of progress in phonics, 316: of reading ability, 390-391; of reading readiness factors, 251-53; of results of work-type reading, 878; of vision, hear ing, motor control, 275; practicability of, 253; preferable before school entry, 265: principles of procedure, 244; prog nostic values of, 252-53: program of, for reading readiness, 256-57; purposes of, 244 VAYETTE, KENNETH F., 359 VocaBULARY, and reading 265: annotated list of studies of, 330- 36; building a written, 321-24; develop ing an initial sight, 314-15; developing independence in word recognition, 317; dual basis of word selection, 294; essen- tials in building, 321-22; for early book reading, 315; in beginning instruction, 239: in home-made reading material, 445-46; in work-type reading, 378, 381: means of increasing, 280-81; mental stimulation and, 267-70; repetition in, 294, 295; use of word lists in prepar ing reading materials, 445-46; use of seatwork for word recognition, 317; workbooks and, 432; work-type reading and, 373, 376 readiness, 238, WAHLERT, JENNIE, 552 WALLACE, MARIE F., 313, 601 WatTTs, WINIFRED, 571 WHITE, MARGARET L., 520 WIECKING, ANNA, 528 Witty, Pau A., 411 WORK-TYPE READING. Nee Study reading WRIGHT, WENDELL W., 248 YOUNGMAN, KATHERINE S., 564