a vocabuiary study op eleven second grade readers …
TRANSCRIPT
A VOCABUIARY STUDY OP ELEVEN SECOND GRADE READERS
AND
A SUGGESTED PROCEDURE FOR ESTABLISHING READER SEQUENCE
THESIS
APPROVED:
THESIS
A VOCABULARY STUDY OF ELEVEN SECOND GRADE READERS
AND
A SUGGESTED PROCEDURE PCR ESTABLISHING READER SEC UENCE
A VOCABULARY STUDY OP ELEVEN SECOND GRADE READERS
AND
A SUGGESTED PROCEDURE FOR ESTABLISHING READER SEQUENCE
THESIS
Presented to the Faculty of the Graduate Division
of
The Texas Tachnological College
in Partial Fulfillment of the
Requirements
For tha Degree of
Master of Arts
By
Emma C* Hill» B. S. in Ed, M
Port Smith, Arkansas
June, 1942
TCTASTKHNOLOGlCAir^'-LEGE
LUBBOCK, TEXAS
LIBRARY
o. CM
A^(X-H3k
Tha study would not have been undertaken had
not tha problem been made evident by preliminary
vocabulary analysis begun by the teachers of tha
Lubbock Public Schools. These vocabulary studies
form tha starting point of this work.
STATEMENT OP THE PROBLEM
Tha purpose of the study is to present a method
for determining satisfactory reader sequence for tha
second grade. The basis for any such saquance is
objective vocabulary data^ and such data for eleven
readers are presented*
GENERAL SUMMARY
Heading materials in the primary grades should be
presented in such order that new words do not occur so
frequently as to impede the child's progress. At
present there exists no way in which a teacher, in her
selection of readers, may know Just how many new words
can be found 5.n each book. Her selection is of the
utmost importance as plateaus in reading progress occur
whenever new vocabularies are out of proportion to
old ones.
The study is conoarned with establishing a method
by which a selection of readers may be made so that
any teacher may determine an adequate sequence for her
own group.
Three types of vocabulary data are used:
a. Vocabulary lists for individual books:
1. Total running words
2. Number of different words in vocabulary
3. Huabar of words repeated tan or more times
4. Wuidber of words found In aach of tha
standard word lists used.
b. VoeabuXarias oross-ehaokad by pairs:
!• Worda foimd only in first of ths pair
2. Words found only in saoond of tha pair
3. Words common to both books.
c* Cback of voeabularias of aaoh reader and of
aaeh pair to datarmina saquanoa:
!• Reader offering most ovar-lapping of
vooabulax^y
2* Raadar presenting fewest new words
3* Raadar containing greatest number of words
previously met, but unused by last book
read.
*Bm re stilt of this stxuiy is a sequenoe calo\xlated
to offer a gradation of material whioh should and will,
if used correctly, help to improve the reading of
primary ehildren.
TABLE OP CONTENTS
Xm Statement of Problem 2
II. Previous Work in this Field 7-17
III* Materials and Methods 21
a. Readers on which Study is Based • . . • 22-27
b. Methods of Analyzing Vocabularies • . • 22-27
c. Measurement of Vocabulary Content . . . 22-27
d* A Suggested Method for Using Vocabulary
Data in Determining Reader Sequence. • . 22-27
IV* Summary and Conclusions 32-33
V. Tables 34-71
LIST OP TABIDS
Page I. Number of Same Words Potmd in Twenty Pre-primers 34
II* Range of Use of the One Hundred Most
£&portant Pre-primer Words • * 35
III* Use of the One Hundred Most Baportant Words
in Twenty Pre-primers • .41
IV* A Study of tha Vocabulary Load of Twenty
Pre-primers • . • 42
V. Vocabulary Characteristics of Average Primary
Grade Readers 44
VI* List of Words Repeated Ten or More Times in
the Readers 45
VII* Vocabulary List Ho. I 58
VIII* Sequenoe of Readers--Vocabulary—Total
Running Words 70
IX. Sequence of Readers—Number of New Words-
Number of Old words 71
PREVIOUS WORK IN THIS FIELD
Several of the foremost educators of the day are
specifically interested in the problem of reader-
sequence. They are continually carrying on research,
investigations of all sorts, and presenting data and
conclusions in educational Journals. Some of the most
pertinent of the methods and data are herewith presented.
1. Wheeler and Howell^ made a first grade vocabulary
studly of primary books. Their method of determining how
well a given book prepares for the reading of other
recent primary books is:
(a) To examine the entire vocabulary in
order to determine those words which according
to Thorndike and Gates, may not be used in the
child's speaking vocabulary.
(b) To eliminate all words used less than
ten times and to find the percentage of the
remaining words which have a high rank in
established word lists. Comparison with the list
given in this study will determine how well a
given book prepares for the reading of other
1. Ella Wheeler and Emma Howell, "First Grade Vocabulary Study," Elementary School Journal, September, 1930, pp. 52-60.
a
recent primary books.
2. Patty and Painter' In measuring tha vocabulary
burden of textbooks state that the longer the text,
the greater is the probability of its having a high
percentage of word repetition. With their completed
material a teacher can select a primer which contains
few or many words not yet presented. For example;
children who have read all the primers listed except
The Boys and Girls ' Reader may learn eighty additional
words by using or reading this book. Those who have
read all except the Elson Readers will have practice
on known words and encounter only eleven new words.
3. Selke^ has made a comparative study of the
vocabularies of twelve beginning books in reading.
His conclusions are:
(a) There is apparently no approximate
agreement as to the number of different words a
beginning book in reading should introduce.
(b) There are still too few words common to
beginning books.
2. Willard W. Patty and W. I* Painter, "Technique for Measuring tha Vocabulary Burden of Textbooks," Journal of Educational Research, September, 1931
3* Erich Selke, "Comparative Study of the Vocabulary of Twelve Beginning Books in Reading," Journal of Educational Research, December, 1930, pp. 369-3TI.
9
(c) There are still too many words that appear
but once in each book and too many words have a
too limited frequency*
4. Stone^ has made a study of tha vocabularies
of twenty pra-prlmars. He s ta tes that:
(a) The report l i s t s one hundred words found
to be most important aiad presents a study of the
pre-primers on the basis of vocabulary load as
determined by the s implicity of words and amount
of repe t i t i on .
(b) The pre-primers studied are:
1* Away We Go
2. Bob and Baby Pony
3* First Steps
4. Off We Go
5. Playmates
6* Hides and Slides
7. Spot
8. Who Knows
9. Runaway Toys
Results: Not a single word appears in all twenty
pre-primers. The total number of different words
4e C. R. Stone, "The Vocabularies of Twenty Pre-primers," Elementary School Journal, February, 1941
10
appearing in the twenty pre-primers i s three hundred
f i f t y - n i n e . Of these , one hundred e ighty-s ix appear
in only one book, f i f ty - four in only two, and twenty-
nine in three.®
Table II contains the l i s t of one hundred words
most widely used In pre-primers. There are ninety
words, not counting names of characters, which appear
in four or more of the twenty books. To round out the
one hundred most important words for pre-primer reading,
ten additional words were se lected from among tha
twenty-nine appearing in three books.^
In the backs of many primers and pre-primers are
commonly found a statement that a certain percentage
of the words are in some standard l i s t s such as Gates.
I t i s evident that each of several pre-primers and
primers might have a high percentage of words in the
Gates l i s t and a l l would s t i l l have only a small over
lapping of vocabulary.
In Table III the writer shows that at l e a s t
seventy-f ive percent of the words in the pre-primers
5. See Table I , p. 34
6. See Table I I , p. 35
11
used as tha child's first textbook in reading, should
be within the most important one hundred words. Nina
of these pre-primers meat this standard, and five
fall below it.'T
Table IV® shows a study of tha vocabulai^^ load of
these twenty pre-primers. A close survey of these
beginning books reveals the varying amount of reading
material; this is shown by the total number of words
and, as has bean stated before, the larger tha amount
of material, the higher tha average repetition of tha
different words. The books having more than a thousand
words range in average repetition from sixteen to
thirty, while the books having fewer than a thousand
words range in average repetition from ten to eighteen.
Mr. Stone, for further accuracy, made a comparison
of vocabulary load in terms of average repetition made
on the basis of the same amount of reading material.
Ha says, "Tha last column in Table IV shows the average
repetition in tha first five hundred words of each book.
On this basis tha books. Friends at Play, Pun for Tom
and Jip, Off We Go, and Playmates attain first rank in
lightness of vocabulary load, and We Come and Go and
7. See Table III, p. 41
8* See Table IV, p. 42
12
Wlr^ei are next. S£0t and Tom's 2pi£ are tha pre-
primers having the heaviest vocabulary load variation;
thus revealing a wide range In vocabulary in the
various beginning booklets studied."
5* ^ohn Hockett of California has studied tha
vocabularies of recant primers and first readers. He
said, "Whan tha six first readers are compared with tha
six pxlmers, it is found that tha former are, on the
average, 1.61 times as long and that tha vocabulary of
tha average reader is 2.14 times as extensive as that
of the average primer . In conclusion, the trend
toward a more restricted vocabulary burden In both
primers and first readers, indicated in the previous
reports, is still in evidenoe. Tha best method is as
follows: count tha words on each two pages, write tha
totals at the bottom, add on machine and check it
against page totals—thus determines the number of
running words in each book."®
6. Hockett and Neely of California also made a
study of twenty-eight first readers. Tha procedures
they used were as follows;
(a) The vocabulary of each reader was
tabulated and tha frequency of each word was
repeated*
9* John A. Hockett, "Vocabularies of Twenty-Eight Readers," Elementary School Journal, January, 1937, pp. 344-352T
13
(b) The t o t a l number of riinning words in each
book was determined by counting the words on each
two pages, wri t ing the t o t a l at the bottom, adding
on the adding machine, and checking the na chine .
Summary; An a n a l y s i s of twenty-e ight f i r s t
readers shows thd; almost 2800 d i f f erent words are used.
More recent readers tend to have much smaller vocabu
l a r i e s and increased r e p e t i t i o n of more words, and Just
a s l i g h t l y larger proportion of their words are to be
found in the f i r s t f i v e hundred of the Gates l i s t ,
7« Mabel Rudi s i l made a vocabulary ana lys i s
"Select ion of Pre-primers and Primers." Her r e s u l t s
are:
(a) Pre-primers and primers tend to vary
widely In t h e i r t o t a l nmober of running words and
the number of d i f f e r e n t words i s from t h i r t y - s i x
to two hundred and for ty -n ine of the pre-primers
and from two hundred tc four hundred and twenty-
nine among the primers analyzed.
(b) The percentages of the vocabularies of
pre-primers vary from nine to one hundred. The
percentages of the vocabulary, or rather , vocabu
l a r i e s of primers contained i n the d i f f erent pre-
primers i s from three to t h i r t y - t w o . The per
centages of the vocabularies of pre-primers
contained in other pre-primers vary from three to
14
eighty-six* The percentages of the vocabularies
of primers vary from nineteen to sixty-seven.
7* The most recent reference to be listed is
George Spache,^^ whose article in the December, 1941,
issue of The Elementary School Journal is most inter
esting and certainly pertinent to this problem.
There have, in recent years, been conspicuous
changes In primary grade readers. The most important
ones are as follows:
(a) Mora comprehensive use of color and
pictures.
(b) A noticeable decrease in vocabulary
burden*
(c) An increase in repetition of tha basic
vocabulary and toward greater integration among
successive readers.
Primary books should really have pict\ires that
have humor, action, and story-telling qualities. That
they be definitely related to tha adjoining text is,
of course, another major factor.
Too much cannot be said of the importance of the
basic vocabulary, and this is best accomplished by
frequent repetition. Repetition may be found for any
10. George Spacha, "New Trends in Primary Grade Readers," Elementary School Journal, December, 1941.
15
book simply by dividing the number of running words by
the number of different words. Such a division shows
Just hew many times tha average words are repeated
throughout the book. Mr. Spaehe says, "The average
number of new words to a page is a supplementary measure
of difficulty, #iich is dependent on the factors of
length and the number of different words. No one knows
exactly how many times a word must be repeated to insure
mastery; however, repetition of a word six times is
possibly close to the minimum."^^
Table I^^ows that the average pre-primer contains
a total of eight hundred forty-two words among which
are about sixty-nine different words that are repeated
approximately eleven times each and an average of one-
half new words are presented on each page. Of all tha
different words, close to two-thirds are repeated six
or more times each.
Mr. Spacha then states, "The trends toward greater
repetition and integration are best accomplished by
presenting parallel, interlocking, or duplicate
readers; by using presentation and absorption units,
and by using extensive supplementary reading materials
11. George Spaehe, "New Trends in Primary Grade Readers," Elementary School Journal, December, 1941, pp. 283-29(n
12* See Table I, p. 34
16
and readers of between-grade difficulty."^
The parallelled readers spoken of make up a series
of two or three readers of tha semie difficulty level
and with part of the new vocabulary and content that are
vary similfio*. The major part of tha new vocabulary is
presented In the first of tha "companion books" and
the second book repeats most of tha basic vocabulary
and introduces a few new words.
The absorption unit provides easy reading material
which repeats the new vocabulary and is relatively tr99
from vocabulary difficulties. Mr. Spaehe thinks this
technique of presenting new vocabulary is probably
superior to the older method of introducing new words
at a uniform rate throughout the entire book because
his method "corresponds to the spurts and plateaux of
the usual learning curve and the reading of easy
material is an enjoyable aid stimulating experience
for children of all levels of reading ability."^*
There seem to be two types of between-grade
readers; those that are for supplementary use with
basal textbooks and those intended to be used between
tha successive books of the basal series. Mr. Spacha
13. George Spaehe, "New Trends In Primary Grade Readers," Elementary School Journal, December, 1941, pp* 283-2901;
14. Op. Clt., pp. 285.
17
gives the following example for classification.
Examples of both types are found in The Reading
Foundation Series. X Know la Story is composed of a
vocabulary of two hundred and twenty-five words,
seventy-two percent of which appear in the pre-primer,
primer, and first reader of that series of books. The
stories of this supplementary book are to be read after
the completion of the various units of the primer and
the first readers. The delightful story of "TOae Ginger
bread Boy" (first in X Know £ Story) may be read after
the first sixty-four pages of the primes*. It would
then introduce only thirteen new words in its twenty-
one pages. Of course the stories may be read later
with even lass vocabulary difficulty.
The popularity of a specific book seems to depend
upon the interest of tha children in the context and
the ease with vAiich the text is read. It seems hi^^ly
probable that the widely ranging opinions of different
teachers, in regard to the same book, depend upon tha
degree of difficulty which their specific group may have
in its use. One group, finding many new, and few old
words, will think it dull and laborious; another group
with another reading background will find few new and
many familiar words and will think it interesting and
deli£^tful* At present there is no way in which a
teacher can determine that factor except by guess*
18
Reading mater ia ls in the primary grades should be
presented i n such order that new words do not occ\ir so
frequent ly as t o impede the c h i l d ' s progress . At
present there e x i s t s no way in which a teacher can
determine such a sequence. The t eacher ' s choice of a
reader i s apt to depend on the books she f inds in the
supply room, and on the one that l ooks , on casual
i n s p e c t i o n , to be "easy enough." Such bases for s e l e c t i o n
are obviously inadequate. The use of a s a t i s f a c t o r y
sequence based on d e t a i l e d vocabulary study, i s e s s e n t i a l
to cons i s tent progress . One determing factor i s a
knowledge of wH ch and how many new words are to be
introduced. Plateaus in reading progress occur Yihen
new vocabular ies are out of proportion to old ones . I t
i s equal ly important that the teacher know likiat words
already encountered, not yet mastered, are omitted by
tha new book* Half - learned words are readi ly forgo t t en
un le s s they are kept in use by d e l i b e r a t e planning.
In the f i r s t grade the l i m i t e d vocabulary of pre-
primers, primers, and even f i r s t readers makes the
problem more ev ident and more e a s i l y so lved than at
h i ^ e r l e v e l s . I t I s comparatively simple at the lower
l e v e l t o choose books with overlapping vocabularies*
Perhaps because the problem at t h i s l e v e l i s so ap
parent , as wel l as because the beginning of reading i s
the l o g i c a l point to s t a r t i n v e s t i g a t i o n , near ly a l l
work done with vocabularies has thus far been concerned
y^
19
with first year books. The problem is Just as perti
nent in second year, but to date little has been done
beyond pre-primers, primers, and first readers. The
second grade readers present vocabularies so large that
the teacher loses sight of the fact that the nusiber
of new words is appalling. Casual inspection is com
pletely inadequate in determining the choice of the
next book to be used. For instance, of tha readers
used in Texas, the book Wheels and Wings is frequently
used or read early in the second year followed by
In Animal Land. This last selection is seemingly the
right one as the book has large, bold print, short
sentences, good, clear, colored pictures, and it
presents interesting loo]|f:ing material, what teacher
would guess, without a source of information concerning
this book, that in reality it has only 604 old words
repeated, that 623 words are dropped and that she will
find 344 new ones. If the teacher has access to such
objective data, there is little chance that she will
make the choice that a casual inspection might dictate*
The problem is repeated every time a child or a class
needs a new book* One of the crying needs of the
second grade teacher is a source of objective data
which she can consult in determining what material her
pupils may reasonably be expected to read and what
20
would be obviously beyond the grasp of any but the more
fluent readers*
If vocabularies are tabulated the teacher has a
record against ndiich she can check the vocabulary of
each new book* Whatever sequence she may detennine
should be made by referring to vocabulary data on the
book concerned, without such vocabulary data the
process of analysis and selection is difficult if not
impossible.
The present study is concerned with establishing
a method by which such select;ion may be made so that
any teacher may determine an adequate sequence of
readers for her own group* It also presents one sug--
gested sequence to illustrate the method.
m the state of Texas a fairly uniform group of
second grade books is used; some twelve or fifteen
comprise the best in this list. It is true that these
readers change from time to time, but the change is
relatively slow. Having the data of these readers now
in use and learning how to use it, will simplify the
problem for the teacher idien she needs to make further
book selections. The readers selected for this study
are not based on the readers at large but are confined
to those in use in Texas today; and let it be clearly
understood that no attempt at an evaluation of readers
is made. The specific problem is to determine a method
21
of establishing a satisfactory sequence and to offer
one such sequence to illustrate the process.
In this particular study, the following second
grade readers, listed alphabetically, were studied:
1. A Holiday With Betty and Jack
2* Down the River Road
3* Everyday Classics
4* Fairy Find Out
5* In Animal Land
6* My Health Habits
7. Round About You
8. Sailing Tub
9* Tales and Travels
10* Wheels and Wings
11* Winter Comes and Goes
22
METHOD USED IN WORKING OUT THE PROBLEM
The vocabulary of each book has been listed
alphabetically and the frequency of each word tallied*
Every different word form was considered separately
except those formed by the addition of the letter "s"
to nouns and verbs. To find the total number of
running words in the book, the words on each page were
counted and the total? added. In this study the only
parts in each book not included were the table of
contents, the concluding word lists, and material for
the teacher.
Other internal data is the average repetition of
words found in each book. This is determined by di
viding the number of running words by the number of
different words used. If a book contains 25,000
running words and used 1250 different words the average
is 25,000/1250 or 20.
Careful survey of the data reveals the fact that
within each book is found a large percentage of words
repeated ten or more tines. For instance, in the book
Wheels and Wings the word "away" occurs 37 times* Further
check in the preceding books shows that the reader will
again meet this word 39 times in Tales end Travels, and
23
51 times in Round About You.
External evidence is found by comparison of each
vocabulary list with the Gates, Thorndike, and Horn
word lists. These three were chosen because they are
the ones most widely used and consequently the most
outstanding. The Gates list is composed of words taken
from children's readers, the Thorndike list is comprised
mainly of adult words, and the Horn list contains words
taken from the spoken vocabulary of kinder-gar ten and
primary children.
Definitions of terms used in this study are:
1. Total number of running words--a measure
of the length of the book.
2. Vocabulary list—numbers of words used
regardless of repetition.
3* Difficulty of a reader is best measured
by the number of different words it intro
duces. It naturally follows that the
greater this number, the more difficult
the reading.
4. Adequate length—length necessary to insure
sufficient repetition of the basic vocabu
lary and distinguishes readers from picture
books •
5. Adequate repetition—a word used ten or
more times.
,f."r. |t ''
24
The raw data consists of alphabetized vocabulary
lists from each of the eleven books. The purpose of
this study is to acquaint teachers with the problem.
It is not, in a sense, a statistical problem, m this
study the words composing the vocabulary found in each
book were carefully checked with these three word
lists. Every reader proved to have a large number of
words that each word list contained, thus scientifically
assuring that the vocabularies consisted of words which
these three outstanding men consider important to a
primary child.
The vocabulary cf each book was checked against
the vocabulary of every other book and as the basis of
the checking three word lists were derived for each
pair of readers; words peculiar to each text, and words
common to both*
Example: (a) Words occurring in Down the River
Road
(b) Words occurring in Tales and Travels
(c) Words occurring In both books^^
The above data are basic in determining any
sequence; the method in which they are used and the
Implications involved are the material of the paper.
15* See Table VII, p.58» This table is presented to illustrate the method used to determine over-lapping. Vocabularies of each pair of texts were similarly tabulated but the results were too voluminous.
25
Regardless of how satisfactory the vocabularies
of second grade books may seem, certain problems exist.
It is an accepted fact that words which are seldom
used are only half learned. Reference to a word list
will show a teacher which words will "grow dim," so to
speak, in a child's memory, from infrequent use, conse
quently requiring particular vigilance on the teacher's
part when these words are encountered. Gaps and
Insufficient over-lapping of vocabularies are bound to
occur; too many new words tend to destroy the eye-
movements already established, and regressive movements
make it impossible for children to get meanings from
contexts. Altogether this makes reading so difficult
that te average child becomes discouraged*
It is possible to minimize these difficulties to
a great extent if the choice of each successive book is
based upon objective data, and in accordance with a
few specific principles. The stabilizing of satis
factory reader-sequence demands that vocabulary data
be studied with three distinct measures in mind.
1. The amount of over-lapping with the vocabulary
of tha last book read.
2. The amount of over-lapping with the vocabulary
previously used but temporarily dropped.
3. The number of entirely new words.
26
If tha percentage of entirely new words in the
reader \inder consideration is high, and if comparatively
few words used earlier in the sequence are introduced,
ths text should be discarded and another one submitted
to analysis. The book selected for use should be the
one which best supplements the book previously used.
Simultaneous use of two books is suggested, one of
which emphasizes nature such as Winter Comes and Goes
with one of literary content such as Everyday Classics;
animal stories may be used with fairy tales such as
tha books jDa Animal Land and Mjr Health Habits. Health
and science books are best used throughout the entire
school year as most of these types of books are written
according to seasons and holidays. Supplementary and
pleasure reading can do much not only in bettering a
child's reading, but in enriching his cultural back
ground; thus books for these two purposes can not be
too carefully selected*
This sequence, or any sequence, should be used with
suitable supplementary material all of which would serve
to enrich and round out the reading program of the
second grade until it is a thing complete and well-
worked out. Mr. Spache^^ highly recommends supple
mentary material if it is suitable and well selected
16. George Spaehe, "New Trends in Primary Grade Readers," Elementary School Journal, December, 1941, pp. 283-29Z3T
H?V
27
to accompany the regular reader being used. If the
words in the books, for both supplementary and pleasure
reading, are well mastered and each successive book is
seen to contain extensive over-lapping with books already
read, reading can and will be speeded and gradually the
ability to master new words will be gained without
excessive drill. The writer is well aware of the fact
that for the very bright child, an enormous amount of
repetition and over-lapping are not essential, but for
the average child who has little interest in reading
they are indespansable*
Most teachers realize the importance of proper
and suitable selection of books and it is hoped that
the sequence here suggested plus appropriate supple
mentary and pleasure reading material will go far in
bettering children's reading.
The following readers presented compose the sequence
of which mention has oeen made:
Wheels and Wings, the first of the sequence; the
material is typed in good clear print; It is of great
Interest to children; introduces only a few words per
page, and there are many colored pictures to illustrate
the stories. The authors of this book have written a
primer. Spot, and a first reader, Jo Boy. The latter
book is very popular and not too difficult. It has a
vocabulary that is largely repeated in the second
28
reader which produces a great amount of over-lapping.
Wheels and Wings is scientifically organized to follow
the first two books of this series because its vocabu
lary of 1314 words contains 470 which are found in
Jo Boy. There are 453 words that are repeated ten or
more times. The book contains 864 words that are found
in the Horn's word list, 713 words are in Gates' list,
and 900 words are in Thorndike's word list. There are
488 new words introduced in the rinining vocabulary
of 21,023 words.
Tales and Travel is the second reader determined
by investigation. It contains material of the old south,
a few folk tales, and some poetry. Of its 880 words
586 appeared in Wheels and Wings. There are 189 words
that are repeated ten or more times. The book is
represented in Horn's word list by a total of 623 words,
in Gates' list 531, and in Thorndike's list 764 words.
There are 294 new words introduced in the running
vocabulary of 9,058 words.
Round About You is the third ri ader determined by
investigation. It contains material divided into parts
or units based on the Eskimo, the airplane, science,
and holidays. There are 981 words in the total vocabu
lary and of these, 770 words appear in Wheels and Wings
and Tales and Travels. There are 722 words in the book
29
that are found in Horn's word list, 583 are in Gates'
word list, and 765 are in Thorndike's list. There are
211 new words that appear in the running vocabulary of
20,577 words.
Fairy Find Out is the reader suggested to follow
Round About You* It has material about ttm Stone Age,
animals, community life, and Eskimos. There are 1114
words In the total vocabxilary and of these, 840 words
appear in Wheels and Wings* Tales and Travels, and
Round About You. Three hundred thirteen words are
repeated ten or more times. Eight hundred sixty-one
words are found in the Horn's word list, 682 words in
Gates' lists, and 916 in Thorndike's word list. Two
hundred seventy-four new words are introduced in the
running vocabulary of 28,001 words.
m Animal Lend is the fifth reader suggested. It
has material about animals that most children know, all
told in a most interesting manner. There are 1063
words in the total vocabulary and of these, 840 appear
^^ >> l3 &nd Wings., Tales and Travels, Round About You,
* * y* yy Find Out. There are 190 words that are
repeated ten or more times. There are 726 words that
are found in the Horn's word list, 600 are in Gates'
list, and 800 are in Thorndike's word list. There are
30
223 new words introduced in the running vocabulary of
10,676 words.
ii Holiday With Betty and Jack i s the s i x t h reader
determined by inves t igat ion . The material in th i s book
is concerned with l i f e on the farm; the experiences of
a brother and s i s t e r are well portrayed. There are
838 words in the to ta l vocabulary and of these 585
appear in the f i v e books preceding this reader. The
f ive books are as fo l lows: Wheels and Wings, Tales
and Travels, Round About You, Fairy Find Out, and
In Animal Landt A Holiday With Betty and Jack has 269
words that are repeated ten or more times. There are
820 words that can be found in Horn's word l i s t , 695
In Gates' and 870 words can be found in Thorndike's.
There are 253 words introduced in the rturning vocabulary
of 14,792 words.
Everyday Classics i s the next reader suggested.
I t has material that i s taken from old accepted
l i t era ture ; s tor ies that have come down through the
ages and which are never o ld . There are 1367 words in
the total vocabulary and of these , 1130 appear in the
preceding books: Wheels and Wings, Tales and Travels,
Round About You, Fairy Find Out, and A Holiday With
Betty and Jack. There are 224 words that are repeated
ten or more times. There are 965 words that can be
found in the Horn's word l i s t , 695 words in Gates' and
1070 words can be found in Thorndike's word l i s t . The
31
new words that are introduced in this reader are 237
of the 12,359 that compose the total running words.
The Sailing Tub is the last reader in this sequence.
It has delightfully realistic material, all of which is
related to present day experiences. It has a total
vocabulary of 1768 words; of these 1435 words appear in
the preceding books: Wheels and Wings, Tales and Travels,
Round About You, Fairy Find Out, A Holiday With Betty
and Jack, and Everyday Classics. There are 360 words
repeated ten or more times. There are 1144 words that
can be found in Horn's word list, 875 in Gates' list,
and 1218 words in Thorndike's word list. The new
words, 216, appear in the total of 21,659 running words.
In conjunction with these readers, it is suggested
that Down the River Road be used as supplementary ma
terial with Wheels and Wings on that selected portions
of Winter Comes and Goes be used throughout the year as
science and health reading as well as }t^ Health Habits.
It is jto be emphasized that if any one of these
readers maj| be used as a beginning text providing that
the teacher has determined that its vocabulary fits
the preparation of the child for irtiich his reading back
ground has prepared him. No matter which book is first
used, successive books should be chosen upon the basis
32
of principle8 whioh determine the sequence above. The
choice of any text to succeed a previous one should be
made on the basis of careful vocabulary study. Whether
any sequence is satisfactory or unsatisfactory depends
upon how well it facilitates reading or how much it
impedes reading. One can predict suitability only on
the basis of careful study of objective data.
Summary and Conclusions: The proper adjustment
of vocabulary burden is of great importance. New
words should not be Introduced, too quiekly nor too
profusely*
1* At present there exists no way in which a teacher
can select a book for her class.
2* Moat of the work thus far dime, has been for
primers, pre-primers, and first readers.
3. The only way that the vocabulary burden can
be adjueted or a sequence determined is by
reference to vocabulary data.
4. At present the determination of a sequence is
seldom based on any objective date.
5. The state of Texas uses some twelve books in
the second grade, but few of them supply
fhformation about the vocabulary content nor
make any suggestion as to use.
6. The vocabulary studies of eleven seoond grade
readers in use now make clear several problems*
33
a. Over-lapping between any two books is apt
to be insufficient.
b. Too many new words tend to destroy eye
movements and to establish regressive
habits.
c* Too many words are dropped when only half
learned and frequently no provision is
made for keeping them in use.
d. Too Biany problems tezsd to discourage the
average reader.
e. The occasional natural reader may master
new words with ease but the slower reader
or the average reader will have more
difficulty with each set of new words.
f. The teacher can not take chances; careful
inspection must be made of each book
befoi^ it is selected for the readers.
7. By systematic use of objective data reader
sequence may be determined which minimizes
the difficulties.
8. One such sequence is suggested as illustrative
of the procedure.
34
TABLE I
NUMBER OF SAME WCRDS POUND IN TWENTY PRE-PRIMERS
Number of Pre-primers
20 <
19
18
17
16 '
16 '
14 '
13
12
11 '
10 '
9 <
8
7
6 '
5 '
4 <
3 '
2 <
1
Number of Same Words
' 0
' 2
' 2
' 3
' 0
' 3
' 5
' 2
' 8
' 1
' 6
' 9
' 3
' 5
' 12
' 12
' 17
r 29
f 54
' 186
359 Total
35
TABLE I I
RANGE OP USE OP
THE ONE HUNDRED MOST IMPORTANT PRE-PRIMER WCEDS
o e m A« ^i-d O a
« •d
4 » 3 . e H O coK . " d
<tf d « 'd o >» H 9 a "d «H d) ^ * * ^ _ f l « d ^ ^ H
8 n o*-^ o oa K«4 P i^ o Old ^ e o t f t ^ d 60 i4X6^Qn«dfr^ "HaiB •d+» d - d H i S ^ . 6 © q f i »
o d c o A f ^ i d A ^ 'd 'd "f^criK t < n o >fltf ' d o 4 • d d a « od S d
fi|Pi4'Hdqe444do PiVi e d d o a o d -P
a x x x x x x x x x x x x x x x x x 17
a f t e r x x x x 4
am XX XX x x 6
and XX x x x x x x x x x x x x x x x 17
are x x x x x x 6
a t X x x x x x X 7
away x x x x x x x x x x x x 12
baby x x x x x x x 7
b a l l X X XX j< X 5
b ig XX x x x XX XX X 10
bow-wow x x x XX X 6
TABLE I I
(Continued)
36
Words
boy
came
can
car
cat
come
did
dog
d o l l
down
fa ther
f ind
for
fun
funny
ge t
g i r l
go
good
good-by
A B P P P H J L L M N O F R R S T WWW Total
x x x X 4
X X X X
x x x x x X X x x x
x x x
x x x x x x x x x x x x x x x x x
X . X
X X X
x x x x
X X X X
X X X
X X X X
x x x x
x x x x
x x x X X X
x x x
X x x x x x x x x X x x x x
X X
X X
X X
X X
X X
XX X x x x x x x x x x
X X x x x X X X X
x x x
4
12
3
5
17
9
7
4
9
12
8
14
3
6
5
4
14
10
4
y^ ~ \
l' "
TABLE I I
(Continued)
37
Words A B P P F H J L L M N OPRRSTWWW Total
guess
bad
have
be
he lp
here
home
house
I
i n
into
i s
i t
Jump
k i t t e n
X
X
X X
X X X
X X X i
X X
X X f X X x x x i
X X
X X XX
x x x x XX X x x x x x x X X
X - V X
X X x x X X
X X X X X X
X X X X X
X X x
X X X
X X X Xx X X X
X X X Xx X X
x x x x x x x x x x x x x x x x x x
X X X
X X
X X X X X X
X X X X X
X X X X
laughed XX
like X
little XX
look X
looked X
X X X X X X X X
x x X X X X X X x x x x
X X x x x X X X X
X X
4
4
6
9
4
15
5
9
14
12
3
18
9
7
6
6
9
14
10
5
^ ^
38
TABLE II
(Continued)
Words ABPPFHJLLMMOPRRSTWW W Total
make x x x x x 5
man x x x 3
ffley X X XX X S
me x x x x x x x x x x x 11
Milk X XX X 4
morning x x x x 4
mother x x x x x x x x x x x x x x x x x x 18
my XX X x x x x x x 9
no x x x x X X 6
not X X X XX x x x x x x x 12
now X X X 3
oh X XX XXX X x x x 10
on X X X X 4
one X x x x 4
out X X X XX 5
play x x x x x x x x x x x x 12
rabbit x x x x 4
ran x x x x x x x x x 9
red XX X X X X 6
r ide X X X Xx X 6
• • , T ^ ^
TABLE II
(Continued)
Words A B F F F H J L LMN0PRR3TWWW Total
run x x x x x x x x x x x x x 13
said x X x x x x XX x x x x x x x ^5
saw x x x x x x x x 3
see X X x x x x x x x x x x x x x ^5
she x x x x X 5
some ^ X X 3
something x x x x 4
thank x x x 5
the x x x x x x x x x x x x x x x x x x x 3 9
tlrien x x * 3
they X X x x 4
th i s X X XX X X 6
to XX x x x x x x XX x x x x X x x x x 19
too X X x x x XX 7
train x x x x 4
two X X X 3
up x x x x x x x x x x IQ
want X XX XX XX x x x x x x 3 3
was «
^e X x x x x XX XX X X X 12
39
TABLE I I
(Continued)
40
Words
went
what
where
white
who
w i l l
wi th
yes
you
A B F P P H J L L M N 0 P R R S T W W W
X X X X X
X X X X
X X X
x x x X X
X X X X
X X
X X X X
X X
X X XX
X X XX X
i ^ JK. Ak J L <M* ^L 4m>
XX
x x x x X X X X X X x x x
Total
10
8
5
3
5
9
12
6
14
41
TABLE I I I
USE OP THE ONE HUNDRED MOST IMPORTANT WORDS
IN TWENTY PRE-PRIMERS
Pre-primers '
We Come and Go <
Mac and M\iff <
Rides and Slides
Friends at Play '
Little Friends
First Steps '
'Number of 'Different' ' Words '
' 58 '
' 52 '
' 67
' 60
' 61
' 67
Words Appearing Among Most Ijaportant One Hundred
Number
49
42
' 54
' 48
' 49
' 52
•
Percent
84
81
81
80
80
78
42
d o
4> a n e • "d di'H u a(k4 o OS >
<p c n 'd tio^ a
o H
01 H
o> O H H ri
O H H H
O H
d a o
e 4i>
> •
a
01 H
10 10 H
ID 03
GO H
(O H H
in
a t« e o«
a d
• d a d d
«H 4» d o o
o d • J !
9 9 %t P V4 O
P <H MP
to GO <0 o
(O
to GO 9 0> H to (O s
o n M *d
4*
e o
00 03 0}
to 0>
lO
to H GO
to 0 1
H H
GO 0>
to to
a bO t o d ^ ^ d
at
^£ o «
o o i o » o > t - t n o t o c O D -t 0 l 0 t 0 l 0 ' * ' < * < 5 | < - ^ l 0 t 0
I I a
s a
t
9 Qi 9
OQ
9
u
>* -d
-P o 9 ^
d 6 d u
i I
d
%
9
OQ
e
o 4
4J a
9 •d d a
a H •p •p
•d
9 O 9
43
GQ
I
ti
o ^ p
fe H
1 PQ
1^
•d o P d •P d o o
<
3 H S 2i t3
VO
CA
B
6H
P
oa
d o
•H 4> a a > a pt* o
4> a <a<d
fU (kK "d
a >• d . <4< «H n
d • o a-p a -P < Sf
a
u -P o a
a u u 9 9 AU &U 3 •H M P
5 u o
O 9
9 to 9 d eiO«H rt "d (U 9
9 UK o u • o o m
I a
O ^ tH H H H
O O H H
GO GO »0 H iO f^ f ^ ^ 1
O Q GO H »0 H
80 OJ
o to 01
GO H
o » e < t o t - a » ^ o i G O i > t o • ^ i ^ t O t O i O t O C ^ i O ^ t -
s H C-tO iH 01 01
H H
o> ^ to •0
lO 01 iO
t> 01 0>
H a» u> H
lO
to IO to
to O 01 to (M •^ lO to ^ to
o> o GO to m Hi ^ to ^ -**•
44 O
g d d a
M
S a
u o
09
a •p
yma
a H P4
•a a •d «H H CO
•d 9 n 5 •d •H «
tt >* o
• « 8 9
$ oa
4> O 0* CO
1: 9 »
g IH
O O
•d s
ome
u a >
a o s 5 >
h ^ d •H ^
44
TABLE V
VOCABULAKy CHARACTERISTICS OP AVERAGE
PRIMARY GRADE READERS
Total Number of Words:
Average
Interquart i l e — Range
Number of Di f ferent wordsi
Averap^
I n t e r q u a r t i l e — Range
Number of t imes words are r e peated per page:
Average
I n t e r q u a r t i l e - -Range
Percentage of Words Used Six Times Bach:
Average
I n t e r q u a r t i l e — ' Range '
'Pre-primers
t 842
» 574— » 1.064
' 69 '
* 55--95 '
I 1 . 7 1
! l . 4 — 2 , 0 !
r 66 '
' 41—79 '
' * F i r s t ' Second 'Primers'Readers'Readers
' 5 ,093 » 8,698 • 20.968
' 4 ,315-1 7,168-^ 17,697— ' 5.600 » 9.679 « 22.427
1 275 J 665 J 1.022
'225-326*486—645^921—1.149
2 .0 , 3 .2 ! 4 .2
1,6—2,7,2.6—4.3 ^3.6—5,1
69 » 52 » —
56—82 '46—65 » —
1 I ft*
GO
M >
13
M M
CO
H 6-1
O
o
l<lV((J»l«i<*>
6
55 o
m
o
•d
a «Q > a Qd r-l h 9 6^
9 H
a d d
fi
09
d o m
45
to H ^ 0 » H C^ l O H tOOl to
w o t - lOO>C*-H *# iH •<<< H H «0 to r-l 00
tOtOlO H O I H
10 0>
01 to to
H t O H O I O I H
to lO 01
to
to to H H
H I 0 0> t O H t O
H 0> 01
01 to 01 to
H t O H
10 to to
t-
s t O O O H H
00 01
0*H
l O H
lO lOt -01H«0
r-to H
to 0» 01 to GO 01 "^ to 01 to
to H
O C O O l O l HGO to to
'#tO to to to
8 01 l O H H too*
-* H "^ • H o» c t -H H l O ^ b t O H O l
IO
G Q ^ t O to W 8 >
s ' * H ^ • H H H
H O H t O
o o r x o 8 to to
I:: i P H H t o t o w GO tr> H to H H 01
t
o o t o H ^ i o r > H o o i o > t o c o H H H H O ^ « < « H H O l 01 H S
^tO
s a a
4> A f d H - ^ . d o a H Q< o ^ a o F 4 - p a > 4 ^ H d o >
a u > ^ a* H a
0 4J» •d*-« o
1
a a a a
N c x a ^ o tH t30^ ^ H r j f ^ H H f l d d d d d o i i ^
9 9 9 9 9
46
O I H H
l> 0> Hfc**co to to to ^ ^ H t O
H I O H H O > t*- to O l l O l O H t O H O I
H t O l O HHrH
^ o t o O I C O H
' ^ H i O t O t O ^ ^ O t O l O t O H H HH to H
to H i e
GOO toe- H
lO 01
to to c -o
t O ' * 01
H to HH
10 H
0 > O to-"**
H t O 8 i M O t o to H O H H
H
to H
t ^ t O 01 01
01 to GO ^H
H >
g A ^ 6<
o-«k
«d
s 5 4J d o o
H O I H C -
t o i o t o to H H
too 01 to
01 to 10- *«
to H
to H
to to tool
toc-co t o o to O l C - H H t O O l
H tOC- tOtO '«l« to l O H l O O l H
aoe-o»oi totoQ to to to HtoGo H O I O I C O O l H ^ ^ l O O l H O H
to 00 H t O a O » O H « O i O
t O H O l H O l 01 to C- to H
0> H t -• ^ 0 1
t O t O H O > I > 0 0 1 H t O O t O C - t O t O H ^ t O t O t 0 ^ t D t O H H e O H t O H C O O l H H H t O l O t O i O i r j H t O O l
H
O O to to O lO H to t o o <«J«
3 •d a ^ a « 4^43 a a a
4>
% 9
>^>%i* a . a p o to » a a a a
S) a
H 4> d _ a •d a a
a d o av4 a a
9 •» 4»
t04> a a p / 3 ^ p p p ^ p ^ p S
K ^ ^ H O 0 4A
tsOH a d a •H H H H O SI C Q P P P
^ a g & 8 >< d ^
47
tot-Ht-
H H ^ « O t 0 t 0 ^ ^HHHiOH
to 00 to O l t O H
o>^• HO* t O H O > ^
l O ^ t O H t O H H to O l O
H
O H
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to to
CO ooi>o«ototo to O 01 t O O l M t O H H ^ l>
to to tool
"^00 01l«t;
t * to
o ^ l O H
t-t-to t O H H
t0 01H<OQO H t O H H O l
to to 01 to
TABL
E V
I
(Con
tin
ued
)
«^o> o to H
COH Olio
to 10 01 GO
0» 03
to 01 to O to H to H
«p H O I tOt-04 O H H t O O l H
H to
O 01
0101 t o o o O l H ^ i O W
t- c- o toto to GO to H H
01
0> 01
too t O H
tOGO H ^ O I H
t O H G O H O t O < O H H t O i O H i O t D l O H O l H C - H lOtO t O O l H H t O H
tooo to to 01 H t O H O l O l
tooo W H
C-H
to " l*
0> H
H 0 > to to
to to
H ^ ^H
^ to O to to 00 to to c-C M i O O l t O ^ H H t O H
^ O - ^ t O H t O i O to H O O G O to t O H H H t - O O H H t O t O H
(OQ
^ a T) n t ^ H O d a a « H O O Q o o O ' d ' d d ' d d ' d ' d ' d
4* • •
Q Q a a •d 'd a a
48
10 H
to O H " * O I H -* 01 to torn
to H H to 0> H
to to HH
O H
to to to to H
to - *
to H
O H
«oc-o t o o o i H H>H H H H
o t o H O I
O H
O t O C O ^ t O H H t O
to c*-H
to <* C4
H H
H H
00 OJ
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01 t o o lO H H
to 01
H O HH
O H
0> H O I H S O
H
H >
6^
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ned
(C
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O l t O i O C - i O Q ' " " I ' H ^ O l H to
O t o HCM
-<• H
to
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t - H O to O I H
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to lO H O I
O C ^ »0 ' J'tO to O l O l H ^HH
H
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to H
Hfr -H lO
to H
to H 3S ?9 0 t o o '^ tOOOOl OIQ to " ^ H 01 H O I H H l O O l H t D H H H
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49
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t*- O 10 H 01 to to 01'^H t O t O t O G O t O t O t O H l > t O H t O t O ^ H H
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TEXAS TECHNOLOGICAL COLLLG^
LUBBOCK, TEXAS
irv
50
GO O t O G O O t O C O t O m c ^ t O t O t O O l O O l O ^ O l O l t O H H G O O l H H C ^ H H H ' ^ ^ t O l O ' ^ H H t - O l t O
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co^•o 'O SM t o o * * H H
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BIBLIOGRAPHY
Gates, Arthur I. *• Construction of a Reading Vocabulary for Primary Grades," Teachers College Record, Vol. 27, Teachers College Columhia, 19SFI
Hockett, John A*, and Heeley, N. Glen, ^The Vocabulary of Twenty-eight First Readers," Elementary School Journal. Vol. 37, University of Chicago, 19371
Patty, Willard, and painter, W. I. "A Technique for Measuring the Vocabulary Burden of Textbooks," Journal of B^ducational Research, Vol- 24, Public School Publishing Company, 1931•
Selke, Erich. "A Comparative Study of the Vocabularies of Twelve Beginning Books In Reading," Journal of Educational Research. Vol. 22, Public School Publishing Company, 1930.
Spaehe, George. "Hew Trends in Primary Grade Readers," Elementary School Journal. University of Chicago,
Stone, Clarence* "The Vocabularies of Twenty Pre-primers," Elementary School Journal. University of Chicago,
Wheeler, Ella, and Howell, Emma. "A First Grade Vocabulary Study," Elementary School Journal, University of Chicago, 1930,
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