INDEX 


ABILITIES, adapting curriculum to indi- 
vidifal, 581 ; appraisal of, in intermediate 
grades, 269-71, 578-79; conversational, 
287889 ; diagnosis of spelling, 496-97; 
reading, 237-40, 403-04, 415,581; teach- 
ing’ language, 243-48. See also Achieve- 
ment, Appraisal, Difficulties of pupils, 
and Individual differences 

ACHIEVEMENT, academic, in integrated cur- 
riculum, 523; handwriting, 444-46, 464- 
67, 470-71; reading, 237-39, 404-05, 
413-16; retarded, due to speech defects, 
314; spelling, 254, 477-79, 487, 496-97. 
See also Abilities, Appraisal, and Diffi- 
culties of pupils 

ACTIVITIES, centered in newspaper as read- 
ing text, 409-14; choral speaking, 302- 
06; conversational, 291-92; creating op- 
portunities for oral language, 583-84; 
English club, 554-61; inspiring creative 
writing, 347-53; language, in publishing 
school newspaper, 272-73, 381-82; lan- 
guage, in safety education program, 547- 
48; letter writing in primary grades, 
320-25, 327-31; meeting spelling needs 
thru activity program, 479-80; oral lan- 
guage, in primary grades, 259-65, 271-75, 
291-92, 302; oral reading, 429-34; play- 
writing, 362-66; promoting vocabulary 
enrichment thru oral, 307-12; radio 
broadcasting, 546-47, 549-52; speech im- 
provement, 574-75; teaching language 
arts as purposeful, 586-87; to promote 
reading readiness, 396-99, 401-02; writ- 
ten language, of primary children, 340- 
43, 371-75. See also Curriculum, Meth- 
ods of teaching, and Unit of work 


ADMINISTRATION AND SUPERVISION, in de- 
veloping language curriculum, 565-69; 
in improving oral expression, 570-77; of 
beginning reading, 400-06; of handwrit- 
ing program, 439-47; of informal dis- 
cussion in separate class periods, 278-86 ; 
of language arts in integrated curricu- 
lum, 516-23; of rural school program in 
English, 578-85 ; of speech improvement, 
314-16; of spelling program, 484-87, 
488-95 

ALLENTOWN, PENNSYLVANIA, wide reading 
without school library, 415-20 

AMARILLO, TEXAS, language in integrated 
curriculum, 516-23 

AMMERMAN, KaTHLEEN G., 510 


APPRAISAL, of abilities during prereading 
period, 393-94; of difficulties in correct 
usage, 377; of difficulties in mechanics 
of letter writing, 335-38; of handwriting 
abilities, 451-52, 453-54; of language 
abilities in intermediate grades, 269-71, 
578-79; of oral language abilities, 269- 
71; of reading abilities, 386-88; of 


spelling abilities, 496-97. See also Evalu- 
ation 

ARRINGTON, STELLA P., 469 

AttitupEs, developing democratic, thru 
use of community resources, 543-48; 
developing patriotism thru language ac- 
tivities, 538-42; of children toward 
letter writing, 334-35; of teachers toward 
creative poetry, 339-40 


BAKER, HAROLD V., 278 

BALTIMORE, MARYLAND, developing read- 
ing skills and interests thru the daily 
newspaper, 407-14; handwriting instruc- 
tion, 448-52; improvement of children’s 
oral expression, 570-77 ; oral language in 
intermediate grades, 269-77; oral lan- 
guage in primary grades, 259-68; read- 
ing readiness activities for slow children, 
393-99; spelling program, 488-95 

BASAL READING, abilities of pupils in, 237- 
39; outline of program in, 236-37. See 
also Beginning reading, Oral reading, 
Reading readiness, and Recreational 
reading 

BEALE, BEULAH P., 448 

Bear, Marta V., 229 

BEGINNING READING, achievement tests in, 
404-05 ; daily program in, 402-03 ; group- 
ing for instruction in, 403-04; prelim- 
inary activities in, 401-02; study mate- 
rials in, 404. See also Basal reading, 
Oral reading, Reading readiness, and 
Recreational reading. 

3ELOIT, WISCONSIN, — spelling 
484-87 

BERGEN, Dorotuy, 429 


program, 


3ow1k, ALICE, 524 


3UTLER, Mary S., 327 


CHORAL SPEAKING, choosing and arranging 


material for, 302-04; illustrative ar- 
rangements for, 304-06; outcomes inci- 
dental to instruction in, 304; speech 
training thru, 265; values of, 302. See 
also Conversation and discussion, and 
Speech 

Ciinton, Iowa, fostering self-expression 
thru language, 370-75 

CoueEE, M. CATHERINE, 259 

Coe, LUELLA, 460 

CommMuNITy, developing language skills 
thru use of resources in, 543-48; in- 
terpreting language program to, 586-89 ; 
providing for recognition of children’s 
creative verse by, 360-61; stimulating 
interest of, thru radio broadcasting by 
children, 552-53. See also Parents 


CONTENT SUBJECTS, correlation of lan- 


[ 667 | 





668 ELEMENTARY ScHOOL PRINCIPALS 





guage with, in radio broadcast, 550; 451, 456-59; practices in teaching, 439- 
correlation of speech improvement with, 47, 448-50; time allotted to instruction 
576; discussion in, as part of oral lan- in, 440-41, 442-43; use of commercial 
guage program, 260; integrating lan- systems in, 441; use of scales to measure 
guage arts with, 516-23; opportunities quality of, 441-42.-See also Manuscript 
for talks and reports in, 527; promoting writing 


vocabulary growth in, 266. See also 
Correlation and integration, and Social DAVEN Port, OLIvE, 586 


studies Denver, CoLorapo, learning to make short 
CONVERSATION AND DISCUSSION, desirable talks, 296-301; study of American flag, 
abilities in, 287-89; guides for, in sepa- 538-42 
rate periods, 282-86; kinds of lessons in, PDrpARTMENT OF ELEMENTARY SCHOOL 
292-95; opportunities for, in integrated PRINCIPALS, chairmen of committees, 
activity unit, 526-27; selection of topics (inside front cover); list of members, 
for, 289-90; studies of content in chil- 602-66 ; officers of, (inside front cover) ; 
dren’s, 278-79; teaching, in primary officers of local, sectional, and state prin- 
grades, 259-61; values of, in separate cipals organizations, 592-95, 596-600, 
class periods, 279-81. See also Choral 600-01: recent yearbooks listed, (inside 
speaking, and Speech back cover) __ 


CoRRECT USAGE, teaching, 247-48, 267-68,  PeppeNnrrock, AupREY R., 570 


-2? - ‘Titi y ‘ P site . . 
376-82. See also Letter writing, and DiaGnosts. See Appraisal, Difficulties ot 


Speech pupils, and Tests and measurements 
payee rage dae dee ae of grey DIFFICULTIES OF PUPILS, in handwriting, 
ee ee ee Seay aeeNpAEe, S52 5 453-59; in letter writing, 332-38; in 


of language with content subjects in 
radio broadcast, 550; of language with 
science, 373-74; of language with social 
studies, 347-48, 517-20; of reading with 
other curriculum activities, 418, 580-81; 
of speech improvement with content sub- 
jects, 576; of speech improvement with 
spelling, 314-15; of spelling and hand- 
writing, 449; of spelling with geography, 
492-93. See also Content subjects, Cur- 
riculum, and Social studies 

CouRSE OF STUDY, aims of, in written com- 
position, 376-77 ; developing a language, 
565-69; in spelling, 488-95; integration EvaLvuaTion, of creative poetry, 359-60; 


spelling, 501-02; in written composition, 
377. See also Appraisal, and Tests and 
measurements 

DRAMATIZATION, during study of American 
flag, 541-42; improving oral language 
thru, 264; use of, in integrated activity 
unit, 514-15, 525-26. See also Play- 
writing, Radio broadcasting, and Speech 


EpITORIAL COMMENT, 257, 319, 385, 437, 
475, 509, 563 
EDITORIAL COMMITTEE, 228, 229 


of language with content subjects, 516- of handwriting instruction, 464-67; of 
23, 525-26; objectives of, in handwriting, oral language program, 277, 577 ; of oral 
453. Sce also Curriculum reading program, 434-35; of program 


integrating language with social studies, 
521-23; of pupils’ handwriting, 444, 451- 
52; of spelling instruction, 505-06; 


CRANSTON, RHODE ISLAND, vocabulary en- 
richment at various grade levels, 307-13 


CREATIVE POETRY, as stimulus for creative standards for, of conversations and dis- 
dance, 372-73; attitudes of teachers cussions, 260-61. See also Appraisal, 
toward, 339-40; evaluating children’s, Outcomes, and Tests and measurements 


359-60; motivation for, 347-48, 356-57, 
360-61; providing opportunities for, FitzGERALD, JAMES A., 332 
354-56 Foster, RicHarp R., 229 

CurRIcuLUM, adapting, to individual dif- ow rer, Mitprep W., 488 
ferences, 581; developing language, in 
intermediate grades, 565-69; interpret- 
ing, to community, 586-89; language 
arts in correlated, 516-23; use of com- (Gares, ArtHUR I., 386 
munity resources in, 543-48. See also 
Course of study 


FREDERICK COUNTY, MARYLAND, super- 
visory program in English, 578-85 


GavuvIN, HELEN M., 307 


, GLantz, MINNIE M., 259 
CURSIVE WRITING, awards for achievement 
in, 444; determining frequency and dif- GLAsPEY, Ester, 314 
ficulty of letters in, 460-61; developing GLENCOE, ILLINOIS, use of imagination and 
exercises in, 460-64; importance of legi- observation in developing language pro- 
bility in, 468; improving instruction in, gram, 510-15 








439- 
‘tion 
rcial 
sure 
-ript 


hort 
Hag, 


OOL 
ees, 
ers, 


rin- 
00, 
side 


ng, 

in 
on, 
and 


“an 
ige 
ity 
ay - 
2ch 


of 
ral 
im 


d 





INDEX 669 








GRADE PLACEMENT, of spelling words, 252- 
53 

GREEN, LuciLLe H., 538 

GROUP COMPOSITION, procedures in, 340- 
43, 374, 539-41 


HANDWRITING. See Cursive writing, and 
Manuscript writing 

HartTMAN, Dorotuy P., 415 

HASKELL, JEAN, 339 

HILDRETH, GERTRUDE, 476 

Hupsown, Jess S., 228, 229 

HuMPHREYsS, PHILA, 421 


INDIANA, PENNSYLVANIA, developing lan- 
guage skills thru use of community re- 
sources, 543-48 

INDIANAPOLIS, INDIANA, speech training, 
314-16 

INDIVIDUAL DIFFERENCES, adapting cur- 
riculum to, 581; in spelling, 479-80, 503 
05. See also Abilities, Achievement, and 
Methods of teaching 

INstRUCTION. Sce Methods of teaching 

INTEGRATION. Sce Correlation and integra- 
tion 

INTELLIGENCE, testing of, in reading readi- 
ness program, 387. Sce also Abilities, 
and Achievement 

INTERESTS OF PUPILS, arousing, in im- 
proved speech, 572-73; in general dis- 
cussion during separate class periods, 
281-82; letter writing, 327-31; oral 
language activities based on, 271-75; 
reading, 391, 415-16, 421-28. Sve also 
Attitudes, and Motivation 

INTERMEDIATE GRADES, choral speaking in, 
302; handwriting instruction in, 450-52; 
language curriculum in, 565-69; letter- 
writing difficulties of pupils in, 332-38; 
oral language in, 269-77; reading inter- 
ests of children in, 421-28; spelling pro- 
gram in, 491-95; vocabulary enrichment 
in, 311-12. See also Kindergarten and 
Primary grades 


Jacos, WALTER, JR., 228 
Jersey City, New Jersey, teaching of 
handwriting, 453-59 


KINDERGARTEN, reading readiness in, 239; 
vocabulary enrichment in, 307-08. See 
also Intermediate grades, and Primary 
grades 

KREMEN, BENJAMIN G., 407 


Lee, CATHERINE J., 376 
Lee, Dorrts May, 484 


Lee, J. Murray, 484 

LETTER WRITING, children’s attitudes 
toward, 334-35; grammar made func- 
tional thru, 581; guiding children in, 
320-26, 380, 526; motivation for, 325, 
327-28; situations calling for, 325, 330, 
332-34; studies of children’s errors in, 
335-38. See also Creative poetry, and 
Playwriting 

Lewis, GERTRUDE, 524 

Linp, NELLIE V., 228, 229 

LirtLeE Rock, ARKANSAS, program for im- 
proving technical aspects of written lan- 
guage, 376-82 


Lone Beacu, CALirorntiA, language course 
of study, 565-69 

Lone Brancu, New Jersey, functional 
oral reading, 429-35 

LONGVIEW, WASHINGTON, radio broadcast 
as a school language experience, 549-53 

Los ANGELES, CALIFORNIA, improving 
written English thru group composition, 
339-45 


LuNpDIN, ETHEL H., 296 


Mapison, WISCONSIN, improvement of 
spelling as tool of written expression, 
496-502 

MAHON, VIRGINIA L., 269 


MANITOWOC, WISCONSIN, reading interests 
and habits of children in intermediate 
grades, 421-28 

MANUSCRIPT WRITING, instruction in, 443- 
44; results of experiments with, 469-70 ; 
teaching of, in primary grades, 254; 
transition from, to cursive writing, 470- 
71. See also Cursive writing 

Martin, SARAH A., 400 


MATERIALS OF INSTRUCTION, in beginning 
reading, 404; in handwriting, 442, 448- 
50; selection of, for English program, 
580; to develop reading readiness, 395- 
96; use of daily newspapers as, 407-14. 
See also Trips and excursions 


McDonatp, ANNIE L., 516 
McKee, Paut, 235 
MEEK, SHIRLEY, 346 


METHODS OF TEACHING, children to listen, 
241-43; correct language usage, 247-48, 
377-82; creative poetry, 357-59; hand- 
writing, 254-55, 443, 448-52, 456-59, 
460-68 ; literature, 240-41, 581-82; oral 
language, 259-68, 282-86; reading with 
daily newspaper as text, 409-12; spell- 
ing, 253-54, 476-77, 481-83, 489-91, 493- 
95, 498-501, 503-05; to develop reading 
readiness, 389-92; written composition 








670 ELEMENTARY SCHOOL PRINCIPALS 





in primary grades, 320-26, 327-31, 340- 
45 

Meyer, IRMA M., 362 

MICHIGAN STATE, handwriting practices, 
439-47 

MILiar, JANET M., 496 

MINNEAPOLIS, MINNEsoTA, teaching lan- 
guage thru experience unit, 530-37 

MISHAWAKA, INDIANA, creative poetry, 
354-61 

MontTcrair, New JERSEY, creative writ- 
ing, 346-53; writing plays for produc- 
tion, 362-69 

MotTivaTion, and achievement in hand- 
writing, 446; for letter writing, 325, 
327-28; for self-expression thru lan- 
guage activities, 371-75; for short talks, 
296-97; for writing poetry, 356-57, 360- 
61; of pupils thru use of community 
resources, 544-48. Sve also Activities, 
Interests of pupils, and Trips and ex- 
cursions 

MuscatTIineE, Iowa, choric speaking, 302-06 

MUSKOGEE, OKLAHOMA, teaching conversa- 
tion and discussion, 287-95 


NEEDS OF PUPILS, for oral language, 269- 
71, 314, 570; in spelling, 252, 498. See 
also Difficulties of pupils, and Interests 
of pupils 

NicHots, Constance P., 453 

NILeEs, Doris, 287 

Norwoop, MAssacHwusetTTs, English club, 
554-61 


ORAL READING, appraisal of program in, 
434-35; guiding principles for program 
*n, 429; in auditorium programs, 430- 
32; in individual interest periods, 429- 
30; value of, 432-34. See also Basal 
reading, Beginning reading, Reading 
readiness, and Recreational reading 

O’REILLy, E. P., 503 

ORGANIZATION OF PUPIL GROUPS, accord- 
ing to reading ability, 581; for begin- 
ning reading instruction, 393-94, 403-04 

ORGANIZATIONS OF PRINCIPALS, local, 592- 
95; sectional, 596-600; state, 600-01 

OsHkosH, WISCONSIN, teachers and par- 
ents develop a modern philosophy of 
teaching, 586-89 

Otrume_r, A. Marea, 302 

Outcomes, of playwriting activities, 366- 
68; of program for vocabulary enrich- 
ment, 312-13; of radio broadcasting, 
553; of reading readiness program, 399; 
of recreational reading program, 419-20. 
See also Appraisal, and Evaluation 


PARENTS, acquainting. with oral language 
program, 532-36, 588; cooperation of, in 
school language activities, 512-13, 576- 
77, 586; familiarizing, with reading 
program, 405-06, 432. See also Com- 
munity 

PiInKSTON, Eva G., 229 

PLAYWRITING, for production, 362-66 ; out- 
comes of, 366-68. See also Dramatiza- 
tion, and Radio broadcasting 

Porter, WILtIs P., 320 

PRIMARY GRADES, handwriting in, 254-55, 
448-50, 469-72; letter writing in, 320-26, 
327-31; oral language in, 259-68; read- 
ing in, 403-06; reading readiness in, 
386-92, 393-99, 401-03; spelling in, 
488-91; vocabulary enrichment in, 308- 
11. See also Kindergarten, and Inter- 
mediate grades 

Proyects. See Activities, and Unit of 
work 


RApIoO BROADCASTING, by children, 262-63, 
550-53; direct observation of, by chil- 
dren, 546-47; improvement of oral lan- 
guage by listening to, 273-75, 573; 
promoting community interest in school 
by, 552-53; training in selection of pro- 
grams, 366-67. See also Dramatization, 
and Playwriting 

READING. Sce Basal reading, Beginning 
reading, Oral reading, Reading readi- 
ness, and Recreational reading 


READING READINESS, abilities involved in, 
389-92 ; activities for developing, 396-99, 
401-02; characteristics of program for 
developing, 386; concept of, 239; out- 
comes of program for developing, 399 ; 
testing, 386-88, 401. See also Abilities, 
Basal reading, and Beginning reading 


RECREATIONAL READING, devices to increase 
interest in, 416-18; discovering pupils’ 
interests and abilities in, 415-16; out- 
comes of program in, 419-20; pupils’ 
choices in, 421-27; teachers’ guidance 
of, 416, 428. See also Abilities, Interests 
of pupils, and Oral reading 

REESE, Sara M., 488 

REFERENCES, SELECTED, activities involving 
a variety of language arts, 562; general 
administrative and supervisory practices, 
590; handwriting, 473; nature and scope 
of language arts program, 256; oral 
language, 317; reading, 436; spelling, 
507; written language, 383 

Rocers, Rutu, 554 

Ross, Aan, 549 

RURAL SCHOOLS, supervising program of 
English in, 578-85 





nguage 
of, in 
,. 576- 
eading 
Com- 


1; Oout- 
latiza- 


54-55, 
20-26, 
read- 
ss in, 
zy in, 

308- 
[nter- 


it of 


2-63, 
chil- 
lan- 
573: 
chool 
pro- 
ition, 


ning 
eadi- 


1 in, 
-99, 
for 
out- 
399: 
ities, 
g 
ease 
pils’ 
out- 
pils’ 
ance 
‘ests 


ving 
eral 
ices, 
‘ope 
oral 
ing, 


of 





INDEX 671 





SACRAMENTO, CALIFORNIA, providing for 
individual differences in spelling, 503-06 

SANFORD, FLorRIDA, manuscript writing ex- 
periment, 469-72 

SCHMIDTMAN, MARGUERITE L., 570 

SELMA, ALABAMA, letter writing, 327-31 

SHANK, ELEANOR R., 393 

SHEARER, Exca M., 565 

Sioux City, Iowa, letter writing in pri- 
mary grades, 320-26 

SocIAL STUDIES, correlation of reading 
with, 412, 418, 580-81; integration of 
other language arts with, 347-48, 516-23, 
525-26; vocabulary enrichment in, 380. 
See also Activities, Content subjects, 
Correlation and integration, and Unit of 
work 

SPEECH, arousing consciousness of, in 
pupils, 551, 572-73; correction of, in 
English club, 556; detecting disabilities 
in, 316; importance of accuracy in, on 
part of teacher, 250-51; needs of chil- 
dren, 314; programs for improvement 
of, 314-16, 570-77 ; remedial practice in, 
275-76; tests of, in reading readiness 
program, 387. See also Choral speaking, 
and Radio broadcasting 

SPELLING, appraisal of program in, 505- 
06; diagnosis of ability in, 254, 496-97; 
individual differences in, 477-79, 503-06; 
methods of teaching, 253-54, 476-77, 
481-83, 489-91, 493-95; needs of pupils 
for, 498; objectives of instruction in, 
492; time allotment for, 491; word 
selection in, 252-53, 480-81, 484-86, 488- 
89, 492, 497-98 

STEVENSON, MARGARET C., 269 

STONE, GENEVIEVE L., 530 

STORYTELLING, by children, 263-64 ; listen- 
ing to, on radio programs, 273-75 

Supervision. Sce Administration and 

supervision 


TALKS AND ORAL REPORTS, adding interest 
to, 299-300; opportunities for, in inte- 
grated curriculum, 527; preparation of, 
243-45, 259, 261-62, 296-301 


TEACHER, assignments given to, in corre- 
lated curriculum, 521; attitudes of, 
toward creative poetry, 339-40; guidance 
by, in improvement of oral expression, 
570-77 ; importance of accuracy in speech 
of, 250-51; role of, in curriculum de- 
velopment, 565-69 ; training of, in speech 
correction, 315-16 

TEACHING METHODS. Sce Methods of teach- 
ing 

TELEPHONING, in oral language program, 
262,. $27, 575 

TESTS AND MEASUREMENTS, in beginning 
reading, 404-05; in handwriting, 441-42, 
444-45; in reading readiness program, 
386-38, 401; in spelling, 254, 496-97. 
See also Appraisal 

Tuomas, Rutu I., 543 

TIME ALLOTMENT, for handwriting, 440, 
445; for poetry writing, 354; for spell- 
ing, 491 

TRIPS AND EXCURSIONS, motivation of lan- 
guage expression by, 348-49, 371-72, 
544-48. See also Motivation 


UNIT OF worRK, correlation of language 
and science in, 530-32; correlation of 
language and social studies in, 347-48, 
517-19, 525-28; illustration of, in inte- 
grated curriculum, 514-15; on the Amer- 
ican flag, 538-42. See also Activities, and 
Curriculum 


VANCOUVER, WASHINGTON, beginning read- 
ing program, 400-06 


VOCABULARY ENRICHMENT, thru oral and 
written activities, 265-66, 307-12, 358, 
380-81, 536-37, 582-83 


WaLtace, Marie E., 393 

Warp, Leta, 354 

Watson, Leone B., 370 

WINCHESTER, MASSACHUSETTS, use of 
English in fifth-grade activity, 524-29 

Woopy, CLiFForD, 439 

WortuHincTon, A. DruciLia, 578