摘要:

Summary.The paper describes an experimental procedure designed to provide a meaningful index of the readability of four elementary reading books.Two hundred‐and‐fifty‐five children, whose reading ages had been assessed individually on a test of Word Recognition, were required to read thirty‐word extracts from each book. From the proportions of children at different reading levels who read an extract with not more than two mistakes, each book's readability, expressed as a threshold in the manner of the Constant Method of psychophysics, was calculated. Reliable readability levels were obtained for each book.A second, parallel experiment, in which children's reading ages were assessed by a reading comprehension test, was also carried out. A sample of 375 children was used. Readability levels which agree substantially with the earlier estimates, were again obtained.Readability levels of the books according to the Spache and Dolch formulae bore no consistent relationship to the experimental findings nor to eac

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1962.tb01746.x

出版商:Blackwell Publishing Ltd    

年代:1962

数据来源: WILEY

摘要:

Summary.This study presents the results obtained on a stratified sample of London primary school children (forty boys and forty girls in each age group, at average ages 8, 9 and 10 years), tested with both the WISC and the Revised Stanford‐Binet. The internal consistency reliability of the Full, Verbal and Performance Scales (and the individual subtests) of the WISC was determined for the three separate age groups, together with correlations of the WISC with the Revised Stanford‐Binet and teachers' ratings of intelligence. A factor analysis of the sub‐test inter‐correlations at 8, 9 and 10 years is also included. Results for this London sample indicate:1That for children of average and above average intelligence, a higher I.Q. is in general found on the Revised Stanford‐Binet than on the WISC when the same child is tested with both. The size of the discrepancy between I.Qs. on the two tests is too large to permit the use of the WISC as a substitute for the Revised Stanford‐Binet.2The reliability coefficients for WISC Full, Verbal and Performance Scale are reasonably high for this sample, but the reliability of the individual subtests, especially for the younger children in the sample, is too low to warrant the diagnostic use of any but the most extreme deviations in sub‐test scores.3The WISC is more valid and reliable at year 10 than at year 8 or 9, for this sample. The factor analysis indicates that the Scale is measuring a common factor (provisionally identified with general intelligence) which accounts for approximately 31 per cent., 37 per cent., and 42 per cent. of the total variance at years 8, 9 and 10, respectively. A second bipolar factor extracted at each age level, although barely significant, was tentatively identified as contrasting verbal and non‐verbal abilities measured by the sub‐tests, or more specifically, the tests requiring verbal comprehension with those depending on visual

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1962.tb01747.x

出版商:Blackwell Publishing Ltd    

年代:1962

数据来源: WILEY

摘要:

Summary.Current learning theories have little direct application to problems of teaching and learning school subjects. The development of a schematic learning theory will, it is hoped, help to remedy this deficiency. Such a theory will also have wider applications.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1962.tb01748.x

出版商:Blackwell Publishing Ltd    

年代:1962

数据来源: WILEY

摘要:

Summary.For the understanding of the nature and causes of backwardness in reading, it is important that backward readers should not be regarded as a homogeneous group whose disability merely varies quantitatively. It seems probable that not only do they differ in their responses to remedial treatment; but also that the nature of their reading difficulties, and the factors associated with these, differ in different cases. In particular, ‘specific dyslexia’ seems to constitute a severe type of disability, particularly resistent to remedial treatment. Several investigations of this disability have recently been carried out, and evidence is adduced from them as to other associated symptoms, and to possible cau

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1962.tb01749.x

出版商:Blackwell Publishing Ltd    

年代:1962

数据来源: WILEY

摘要:

Summary.The results of a relatively culture‐free intelligence test applied to a random sample of fifth grade elementary school classes in the Florence (Italy) area showed a marked superiority of town boys over boys from the country. This superiority remained significant for socio‐economic classes 4 and 5 after differences in social class distribution had been controlled. However, no differences between urban and rural girls were found.Possible explanations of the results are discussed and the importance of further enquiry is emphasi

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1962.tb01750.x

出版商:Blackwell Publishing Ltd    

年代:1962

数据来源: WILEY

摘要:

Summary.Having viewed television lessons in elementary science, pupils did free‐writing exercises in which they set down what they considered the lessons had been about.Using word‐counts as a measure of verbal intelligibility, it was found that the programmes were intelligible to the viewers, because the language standards of the lessons approximated to their own language standards.Using teachers' estimates of the teaching importance and the teaching function of the contents of the lessons, it was found that the lessons were intelligible for subject matter also. This was indicated by the qualities of the statements recalled and set down, in the pupils' exerci

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1962.tb01751.x

出版商:Blackwell Publishing Ltd    

年代:1962

数据来源: WILEY

摘要:

Summary.The current investigation into the effects of providing infant beginners with books printed in a phonemically regular and limited alphabet with consistent spelling has revived interest in the proposition that the unsystematic spelling of English is a major cause of reading failure. Critics of traditional orthography suggest that it makes the development of the skill of reading too complex a task for the young beginner. The excessive number of variations of visual pattern are a hindrance in “Look‐and‐Say” methods, and the inconsistent relations between letters and phonemes are a barrier to success with ‘phonics.’ Previous tests of methods utilising systematic spellings at the commencing stage with a later transfer to conventional English orthography have had significant successes, but these researches were conducted before the days of objective testing and without comparisons with control groups. The results of experiments on children's reading of more or less regularly spelt words suggest at the least that the role of English spelling's inconsistencies in reading failure should be investigated further. The study of the effectiveness of the Augmented Roman Alphabet for the early stages of learning to read promises to provide more conclusive evidence on t

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1962.tb01752.x

出版商:Blackwell Publishing Ltd    

年代:1962

数据来源: WILEY

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1962.tb01753.x

出版商:Blackwell Publishing Ltd    

年代:1962

数据来源: WILEY

摘要:

Summary.This article speaks of the particular responsibility which Institutes of Education have of carrying out research on a collective basis in co‐operation with lectures and teachers outside the universities. It then goes on to describe the attempts to do this in one particular Institute of Education, pointing out the difficulties met as well as speaking of its successe

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1962.tb01754.x

出版商:Blackwell Publishing Ltd    

年代:1962

数据来源: WILEY

摘要:

Summary.Lynn and Gordon have recently reported an experiment the results of which are said to vindicate Eysenck's theory of conditionability. The present paper is an attempt to show (i) that, on theoretical and empirical grounds, Eysenck's theory is itself seriously open to question (ii) that, in any case, Lynn and Gordon's experiment appears to be founded upon a mistaken interpretation of Eysenckian theory, and (iii) that their experiment is liable to certain theoretical and methodological criticisms.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1962.tb01755.x

出版商:Blackwell Publishing Ltd    

年代:1962

数据来源: WILEY