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Rudorf, E. Hugh; Graham, Richard T.An Investigation of the Effect of Dialect Variationupon the Learning of Phoneme-Grapheme Relationshipsin American English Spelling. Final Report.Nebraska Univ., Lincoln.Office of Education (DHEW), Washington, D.C. Bureauof Research.BR-8-F-095Feb 70OEG-6-8-008095-0015(057)120p.

EDRS Price MF-$0.50 HC-$6.10Articulation (Speech), Elementary Education, Grade2, Grade 6, *Graphemes, Language Patterns, LanguageUsage, *Phonemes, Pronunciation, *Regional Dialects,*Spelling, Spelling Instruction, *Standard SpokenUsage, Vowels

ABSTRACTThis study focused upon (1) whether the errors of

sixth-grade children in spelling American English words were relatedto the dialect spoken by the children, and (2) what effect theteaching of phoneme-grapheme correspondence rules based upon a singledialect pattern would have on the spelling of second-grade children.First, eight sixth-grade classes in four major geographic dialectareas completed a 150-word spelling test in which each word presenteda particular phoneme whose spelling was predictable on a "regular"basis for the "standard" dictionary pronunciation. The number oftimes the particular phoneme was misspelled was compared to thenumber of times the word was misspelled at any point. Eight phonemes(out of 19) showed significant differences between at least two ofthe geographic groups, indicating that the child's dialect affectedhis perception of phoneme-grapheme correspondences. In the secondinvestigation, eight second-grade classes in the same schools weregiven six week-long lessons on specific phoneme-graphemecorrespondence rules based on dictionary pronunciation. Althoughindefinite, the results indicated that teaching standard patterns hadlittle effect upon the child's personal dialect. (Author/LH)

U.S. DEPARTMENT OF HEALTH, EDUCATION i WELFARE

OFFICE Of EDUCATION

THIS DOCUMENT HAS SEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

OSITION OR POLICY. FINAL REPORT

Project No. 8-F-095

Grant No. OEG -6 -8- 008095 -0015 (057)

CribL11

OsAN INVESTIGATION OF THE EFFECT OF DIALECT

COLa VARIATION UPON THE LEARNING OF PHONEME-GRAPHEMELLB

0

RELATIONSHIPS IN AMERICAN ENGLISH SPELLING

E. Hugh Rudorf.

Richard T. Graham

University of Nebraska

Lincoln, Nebraska

February 1970

The research reported herein was performed pursuant to a grantwith the Office of Education, U. S. Department of Health, Education,and Welfare. Contractors undertaking such projects under Govern-ment sponsorship are encouraged to express freely their profession-al judgment in the conduct of the project. Points of view or opinions-stated do not, _therefore,_ necessartly_represent official Office ofEducation position or policy.

U. S. DEPARTMENT OFHEALTH, EDUCATION, AND WELFARE

Office of EducationBureau of Research

TABLE OF CONTENTS

Page

SUMMARY 1

_CHAPTER I, Introduction 3

CHAPTER II, Methods 8CHAPTER III, Results 16

CHAPTER IV, Conclusions andRecommendations 45

REFERENCES 49-TABLE I, Test Phonemes and Ratios 17

TABLE II, Data on Significant Phonemes 18

TABLE III, /r/ -Added 25Table 1, Phoneme /ow/ 29.

Table 2, Phoneme /e/ 30--Table 3, Phoneme /s / *31

--Table 4, Phoneme /al/ 32Table 5, Phoneme /a21 33

----Table 6, Phoneme /1 34Fig. 1, LaGrange 37Fig. 2, Wellington 38Fig. 3, Dracut 3 9

Fig. 4, Waco 40

Appendix A, Selection From SRA Story taped by Sixth.*Graders a

51

Appendix B, Names of 20 Common Pictures taped bySecond Graders 52

Appendix C, Second Grade Lessons and Tests given 53

-Appendix D, Sixth Gfade Spelling Tests 71

Appendix E, Instructions to Teachers 77Appendix F, Data on_ Insignificant Phonemes 79Appendix G,_ Tabulation of Most Frequently Milspelled

Phonemes 81

SUMMARY

This study investigates the effect of dialect variation upon child-ren's utilization of sound-symbol relationship rules in the spelling ofAmerican English words. It asks two questions:

1. In accomplished spellers (sixth grade children) are spellingerrors related to the dialect spoken by the children?

2. If beginning spellers (second grade children) are taught speci-fic phoneme-grapheme correspondence rules based upon a single dia-lect pattern (in this case, the dialect represented by the pronunciationkey of Merriam Webster's New International Dictionary, 2nd Edition)would the effect of dialect be diminished or erased?

The first question was investigated by administering a 150-wordspelling test to sample sixth grade classes in four major geographicdialect areas.. Each word in the test was selected to present a partic-ular phoneme whose spelling was predictable on a "regular" basis forthe "standard" pronunciation of the dictionary. The number of timesthe particular phoneme was misspelled was compared to the numberof times the word was misspelled at any point, giving a proportionphoneme-error over word-error for each sample from each majordialect area. It was these proportions that were compared statistic-ally to determine whether there was a difference between groups.

The second question was investigated by giving to sample second--grade classes from the same school districts a series of six week--

long lessons on specific phoneme-grapheme correspondence rulesutilizing words grouped according to spelling patterns, again based onpronunciation of Merriam Webster' s 2nd Edition. A similar statistic-al analysis of error was made.

In the sixth grade study of 19 phonemes tested, six were found toshow significant differences in performance between at least two of thefour groups at the . 01 level and two phonemes showed significant dif-ferences at the . 05 level. The significantly different phonemes were,

--as was expected, all vowel phonemes.

The results of the second grade study were more confusing andthis question certainly needs further investigation. But on the basis

--of the evidence here gathered, it seems that little comfort can be givento those who would hope to do away with the effect of dialect by teach-ing a standard group of patterns based upon one dialect to childrenfrom various dialect areas. In fact, in some cases this teaching, seem-ed to actually produce detrimental effects, although one would not 'wishto assert this as absolute fact on the basis of such minimal evidence.

The general conclusions of the study are that there does appear tobe evidence that the dialect of a child affects his perception of phoneme-grapheme correspondences and may produce error of one kind in onearea, -and error of another kind in another area. The evidence seemsto support the claim of some that children do in fact utilize phoneme-

--grapheme correspondence rules in spelling to a significant degree, butit cautions teachers to be aware of possible variation of spelling patternsas they relate to sound patterns -- variations from any "standard"nationally produced textbook--within their local dialect area.

2

CHAPTER I

INTRODUCTION

_This study investigates the effect of dialect 'variation upon child-ren's utilization of sound-symbol relationships in the spelling of Ameri-can English words.

Linguistic science has contributed much to our understanding of thestructure of the writing system that represents our language. Mostlinguists have emphasized the fact that the American English writingsystem is based upon the principle of the phonemic alphabet. Whilethere is not a perfect one-to-one correspondence between phoneme andgrapheme in our orthography, nevertheless, to the extent that the alpha-betic principle operates, learning to encode the language (writing,spelling) and to decode the writing system (reading) may well be en-hanced by teaching spelling in a manner which will facilitate the learn-er's internalization of phoneme-grapheme correspondence rules. Theinfluence of this idea can be seen in a number of the new spelling text-books and some language arts textbooks for elementary school children.

This trend in spelling curricula, that is, to utilize the phonologic-ally based approach, has been supported by the recent USOE-sponsoredstudy,.. "Phoneme-Grapheme Correspondences as Cues to Spelling Im-provement."* which was conducted at Stanford University under thedirection of Paul R. Hanna.1 This study analyzed the phoneme-grapheme_correspondence in some 17, 000 words and produced an algorithm forcomputer which enabled the computer to spell approximately half of thewords in the corpus correctly on the basis of phonological.cues alone.This research and the conclusions drawn from this research have beencriticized by several consultants to the Stanford study, and by AlbertYee, 2 A. Hood Roberts ' and David Reed4 on several points, but spec-ifically on the basis that the, generalizations about phoneme-graphemecorrespondence rules which were made from the data produced by thestudy would not be valid for speakers of dialects markedly differentfrom the dialect used for the study; namely, the dialect represented bythe pronunciation key of the Second Edition of Merriamu Webster's NewInternational Dictionary. "**

There have also been a number of suggestions recently that di-alect variation may contribut to the difficulties some children find inlearning to read and write. Kenneth Goodman, writing in. Elementary

*Hereinafter referred to as "the Stanford study."**Hereinafter referred to as MW

3

English, December, 1965, on "Dialect Barrier to Reading Comprehen-sion" raises the question as it relates to the reading problem. Sugges-tions concerning the effect of dialect on learning to spell have beenraised by Labov, 5 Beryl Bailey, and Shuy, 7 but only in the case ofNegro ghetto speech and with very small samples. Also the work of

_this group has been largely descriptive in nature and emphasized mor-phological and syntactical features more than the phonological. Thisstudy will concentrate on. "Standard" middle class speech, major geo-graphical dialect areas, and the utilization of phonological cues inspelling. .

Hypothesis

The hypothesiS is that spelling errors will be similarly patternedand randomly distributed throughout all dialects, and therefore that(1) the word-groupings and generalizations about phoneme-graphemecorreipondenCes based upon the Stanford study would be applicable tothe development of spelling curricula regardless of dialect withoutserious modification, and that (2) there will be no discernible relation-ship between dialect variation of particular phonemes. and misspellingsof those phonemes, neither in the process of learning to spell nor in theend product of an.accomplished speller. The first phase of the re-search should provide evidence concerning the accomplished speller(sixth graders), and the second phase should provide evidence concern-ing the "learning" speller (second graders).

The hypothesis can be logically defended thus: Though dialects nuydiffer significantly phonologically, each speller's visual perception ofa word according to the standard spelling is related to his own phono-logical dialect. Children from different dialect areas are able to usedictionaries with little apparent confusion as to pronunciation. Forexample; if a student is given the word Cuba to look up in the diction-

_ ary for pronunCiation, and he is an "r-adder" from SoutheasternMassachusetts, his reasoning must be something like this: When theword was presented, and the reference made to a dictionary for pro-nunciation; the child quickly saw that the final a in Cuba was keyed tothe final a in sofa; thus s-o-f-a must be pronounced like' C-u-b-a, andsince s-o-f-a is pronounced Is av for/ in his dialect, then C-u-b-amust be pronounced /k iu bar/. Therefore, a standard dictionary isnot merely adaptable to any dialect, but is read as a dialect, and thusdoes' not interfere with the learning of pronunciation and spelling.

.Thin logic suggests that a similar association may occur in thespelling process. That is, generalizations learned by pupils fromdifferent dialect areas and patterns presented by the teacher speakingthe dialect will not adversely- affect the learning of phoneme-graphemecorrespondences regardless of the dialect. Of course, the linguistically-

based phoneme-grapheme directed spellers are very recent and not evenyet the major methodology in today' s schools. This was an advantageto the research team. The "accomplished" spellers represented bysixth graders were determined to have been taught on primarily amemorative (20 word/week les son) morphological basis. Therefore,if dialect were not a factor, errors ought to be randomly distributedin relationship to phoneme-grapheme correspondences. One, of course,wonders that if error were either random or patterned (in terms ofphoneme-grapheme relationships) as is suggested above, what if thepatterns are presented and perceived by the "learning" speller accord-ing to patterned phoneme-grapheme instruction. This project shouldshed some light on this important question which has been the subjectof large debates and challenges by such noted authorities as Hanna andHorn, 5 as well as textbook publishers.

Limitations of the Study

1. This study is limited to the investigation of four selected dialectareas in the eastern and southern part of the United States: (1) South-

,eastern New England, (2) Central Georgia, (3) the Western Reservearea of Ohio, (4) Central Texas.

-:--The subjects of the study represent a population of native, speak-ers of the standard dialect for-these four areas.

3. Classrooms were composed of sixth grade children of averageachievement for their grade level, and generally of middle class socio-economic status, and second grade classrooms of identical character-istics.

4. Only 19 selected phonemes. with their graphic correspondenceswere considered in the sixth grade study. Six were selected for thesecond grade phase of this study. The reason for the selection of thesephonemes and only these phonemes is explained in the section Design ofthe Instrument.

Related Research

It is, in fact, the dearth of research into this particular problem thatled to, the present study. The basic idea that pronunciation (thereforedialect,) will affect the spelling of words in an alphabetical language isnot new. Much reconstruction of the pronunciation of ancient languagesis based upon this principle. For example, George Friedrick Krapp' smonumental study of the pronunciation of English in the American col-onies derives its data from the written records of town clerks, whowere semi-literate men. Krapp reasons that these people would relyupon their pronunciation of words for spelling when they were unsure

of the standardized orthography, which was just then beginning to bepublicly accepted. 9

The only recent study, however, primarily directing itself to asystematic investigation of the problem of the effect of dialect variationupon the spelling of the English language, was completed by one of theauthors as a pilot for the present study.10

At the 1966 convention of the NCTE in Houston, Texas, ProfessorBeryl Bailey of Yeshiva University presented a paper which indicatedthat dialect interfered with children' s learning to spe11.11 However,Bailey' s evidence was based upon an extremely limited sample fromone freshman class in a small Mississippi college.

Other studies of children's spelling errors, such as the Iowa,12'the Gates, 13 and Fitzgerald' s,14 have ignored the dialect problem.The samplings have been taken from U. S. public schools at randomand have covered the country, thus obscuring any information as towhether, for example, Fitzgerald's "100 Most Misspelled Words"15are the same for pupils in Georgia and in Ohio.

While studies of different methodologies for the teaching of spellingand/or reading abound, none of these has controlled the variable ofdialect differences.

Again at the 1966 convention of NCTE, E. Hugh Rudorf, one of theprincipal research associates on the Stanford study,. and Thomas Hornof the University of Texas debated this issue of the applicability of thegeneralizations drawn from the Stanford data across .major dialectareas, 'Horn challenging the utility of these generalizations, Rudorfarguing the plausibility of the position stated above, i. e. , that phoneme-grapheme correspondence rules would be learned whether'taught orultimately internalized in the accomplished speller in relationship toa particular dialect and, therefore, dialect would not be a Factor inutilizing such generalizations. Both men, however, admitted the needfor .research to provide evidence one way or another.

Petty, in a critique of the earlier Hanna-Moore study,16 of whichthe current Stanford study is basically an extension, indicated that"dialect differences and variability of word pronunciation in differentsentence contexts complicate associating written symbols with givenspeech sounds"; and that "there is a'danger in generalizing about sound-to-letter correspondences from a narrow sample, of American Englishto a more comprehensive sample. "17

. These critics base their comments upon an intuitive feeling thatdialed should affect the internalization of phoneme-grapheme

6

correspondences. The opposite explanation of the adjuitment made byspeakers of different dialects given in the earlier discussion of thehypothesis is also only a rationalization. The authors have searcheddiligently for concrete research evidence to support one position or theother. None of the consultants for the Stanford study was able to 'quote

--research evidence to support his criticism. In the process of conduct-ing the present study, various scholars have been consulted: RavenMcDavid, Richard Venezky, Beryl Bailey, William Long, RichardHodges, Paul Hanna, Thomas Horn, Walter Petty and Roger Shuy;non? of these has been able to refer to any published or unpublishedstudy that directly attempted to answer the problem to which this studyis directed.

.7

CHAPTER II

METHODS

-Selection of Population

Four dialect areas were selected on the basis of- Kurath and Mc-David' s The Pronunciation of English in. the Atlantic States,18 andsuggestions offered by Professor Richard Venezky of the Universityof Wisconsin and .Professor Beryl Bailey of Hunter College, New YorkCity. Selections were made to offer phonological contrasts and as widegeographical distribution as practical.'

The populations to be tested were selected from the following fourdialect areas: (1) Southeastern New England (Dracut, Massachusetts),(2) Central Georgia (LaGrange, Georgia), (3) the Western Reserveareas of Ohio (Wellington, Ohio), and (4) Central Texas (Waco, Texas).Wellington was selected as an example approximating the "standard"pronunciation represented by MW II, which was the basis for the Stan-ford study and therefore serves as the pattern for the selection of thewords to be utilized for the testing.

A chief school officer was contacted in each of the selected areasand was asked to recommend a school district or a particular schoolwithin his jurisdiction which he felt would contain a stable populationrepresenting -standard speech of that dialect area.

From these schools, two sixth and two second grade classroomswere chosen and it was determined that all of the pupils utilized in thestudy were at least first generation natives of the dialect area. Thiswas determined either by school records, teacher knowledge, orquestioning of the pupils. All children of doubtful nativity to the areawere immediately discarded.

Sixth grade classrooms were used since, in most schools, thesixth grade marks the termination of formal spelling instruction as aseparate subject and spelling patterns may be said to have been fairlywell established by this grade. These have been previously, and willbe from now on, considered as the "accomplished"' spellers.

.Second grade classrooms were chosen to test the hypothesis of

early instruction based upon phoneme-grapheme correspondences,since formal spelling instruction normally begins at the second grade.

It was further verified by the administrators of the districts thatthe spelling texts used prior to and through the sixth grade were of the

8

_traditional typethat is, not phonologically based, but based upon othercriteria such as word frequency and children' s usage.

Classes were matched on socio-economic level (middle class) andgeneral ability on the basis of teacher judgment and grouping procedures

followed by the particular school district. Classes were heterogeneousand of "average" ability as determined by the teacher and school super-intendent.

More rigid control of IQ was not practical, since scores were notavailable to the researchers for all children, especially in the secondgrade. General "spelling ability" was controlled after the fact bycomparison of total test scores and elimination of pupils scoring exces-sively high or low on the instrument used in this study.

Specifically, bottom and top quartiles were eliminated in the sixthgrade. It is obvious that in a study of "learning to run" one would notinclude wheel-chair cases nor olympic champions. Accomplishedspellers present no significant amount of error. Extremely poor spell-ers show responses which appear to be random and totally unrelatedto an understanding of the alphabetical principle.

It became clear in looking at the constants, which in this case weredesigned to be the consonants, that with extremely poor spellers (thebottom quartile) the spellings were inconsistent and unrelated to obviousphoneme-grapheme correspondences.

In the second grade ("learning spellers") this same assumptioncould not be made. By the sixth grade one could easily see from theraw data that certain phoneme-grapheme correspondence rules hadbeen established. But in the second grade these were precisely thesame rules that we were attempting to teach. Therefore, all data hadto be considered to determine whether the instruction was effective- -dialect free--as had been assumed by our hypothesis and challengedby Horn and others mentioned previously.

The homogeneity of the dialect of the pupils in these classroomswas tested by having the sixth grade children read into a tape recordera selection from an SRA story at the sixth grade level. (See AppendixA) The second grade children pronounced the names of twenty commonpictul. a s . (See Appendix B)

The tapes of these recordings were analyzed by the investigatorsin consultation with Professor Curt Rulon of North Texas State Univer-sity to determine the homogeneity of the dialect of members of the class.Had any of these pupils, other than those eliminated on. the bases ofpreviously mentioned information, deviated significantly from the

9

standard dialect of the area, they would have been eliminated from thetabulations. However, in no case was this necessary. A descriptionof the various phonological features of their dialect area was providedby the Atlas and by the linguist-consultants to the project, Bailey,Long, and Rulon.

The regular classroom teacher of these children was determinedto be a native of the area, and again this fact was validated by havingthe teacher involved tape the reading of all the tests to the children inboth the sixth and second grades.

Design of the Instrument

Not all phoneme-grapheme correspondences of American Englishwere tested. Kurath and Mc David note that "all dialects of English

. spoken in the Eastern States have the same systems of consonantsexcept that the dialects lacking postvocalic In have an additional con-sonant /.2 /, as in hear, care, four and pore. 1119 Therefore, the onlyconsonant spelling where one might hypothesize spelling errors thatwould differentiate dialect would be those of postvocalic /r/. However,in addition to spellings of /r/, the spelling of /t/, /Y/, and If/ weretabulated as controls. These were added to support the control obtain-ed in Giaham's study by Is/s /k/, and syllabic /n/. The spellingof these latter consonants are sufficiently difficult so that a number ofmisspellings should occur in the samples. However, since there is nodialect variation noted in these consonants, the spelling errors shouldbe random across the dialects.

Venezky also suggested that the contrast /hw/ versus -w/ in wordssuch as where and wear should be investigated.

In the case of the vowel phonemes, Kurath and McDavid have alsostated that "inspection of these (i. e. , Eastern States) dialecticalvowel, systems shows that the differences are largely confined to thelow and raised-low vowels. "20 Therefore, particular attention hasbeen given to the low vowel spellings. These are represented by,according to Kurath and McDavid, six historical types which areillustrated by the following groups of words:

1) hat, bag, ashes2) glass, calves, can't3) car, father, calm4) crop, lot, rod5) frost, lawn, fog6) law, daughter, salt21

These vowel sounds 'do not all represent phonemic differences iii any

10

oneof the examined dialects, but they do represent anywhere from twoto Your contrasts in the pronunciation key of MW II according to whichthe word list for testing was constructed.

In addition to these low vowels, the simple vowels /1/, /ae/, le/,and /u/ were included, as well as the complex vowels /ey/, low!, /iy/./iu/, /au/, and /oi/, since an examination of the dialect desCriptionsin Kurath and Mc David indicates that in certain dialects there mightarise confusion in the spelling of some of those vowel phonemes. Thisgives a total of 19 phonemes (5 consonants and 14 vowels) .to be consid-ered in the testing.

!The second grade words were selected from monosyllabic patternsbased the printouts from the Stanford study (which were as prey-iously.stated based upon MW II), and were -constructed on the basis ofthe standard five-day lesson plan with typical exercises and tests, butfocusing upon regular phoneme-grapheme correspondences in the wordlists and corresponding activities. The final tests were constructedto present words based upon these patterns that were not presented inthe lesson and also words representing possible confusing elements:e. g. , the word mint in the post-test for the phoneme-grapheme corres-pondence /e/ may be written e. (Lessons and tests appear in AppendixC.) To ensure equal and sufficient occurrence of each phoneme, wordlists were constructed to be presented as tests to the classes selected.Since*spelling errors must be made in order to obtain any observeddifferences, words selected for the sixth grade test were mostly. ofsixth to,eighth grade levels of difficulty according to Dale's Children'sKnowledge of Words.2z But considering the heterogeneity of the pupilsin these classes, approximately 20 percent of the words were chosenfrom the fourth grade level to avoid frustration at the task on the partof the poorer spellers.

The second grade lessons contained a pre-test and final test with apost-test given on Monday,- Friday and the following Monday, repeti,tiously for each lesson based upon a particular phoneme-graphemecorrespondence, except for the first lesson which lacked a pre-test andthe final lesson which lacked a post-test.

All-the words used in the test were chosen from the printouts ofwords spelled correctly on phonological cues alone by the algorithm'for the Stanford study. -

A Note on the Classification of Vowels According to MW II

In the case of the low and low-back voWels /0/- and /a/, MW IIutilizes at least four different diacritical marks for the vowels in wordswhich normally contain these vowel types. The diacritic system of

MWII is obviously, influenced by the orthography. For example, thefirst vowel in father is represented by /a/, while the vowel in odd isrepresented by -7MT These two symbols imply two different soundswhen in fact they are certainly no more than allophonic variations inmost dialects. Because of this system, there appear to be fourdifferent vowels of this type according to MW II classification: /a. / asin arm; /g./ as in father, /o/ as in orb, and /o/ as in soft.

It was on this basis that the rules for the algorithm in. the Stanfordstudy were constructed. Therefore, there appear in the test fourgroups of words corresponding to this system of representation. Real-izing, hciwever, that these could not be systematically represented bya standard phonemic alphabet, the symbols /al/ for the vowel in swamp,42/ for the vowel in calm, /.,1/ for the vowel in pawn,. and th for the

scoff, were utilized to represent these four adMittedly arti-ficial distinctions.

Test Construction

In the sixth grade in order to achieve a near-normal classroomsituation for the administration of the test it was decided to presentthe words to the children in the traditional form of a spelling test, i. e.,pronounce the word, give the word in a sentence, and repronouncethe word. Since the purpose of the test is to measure utilization ofphonological cues in spelling, the sentences were designed to offer noreinforcement of morphological cues. In other words, the sentencesconstructed were nondefinitional. * (See Appendix D)

Administration of the Instrument

The instructions to the teachers for the administration of the testare reproduced in Appendix E.

Tabulation of Data

Tests were recorrected by the researchers according to a set ofconsistent criteria for determining misspellings, e. g. :

1) Words omitted were counted as both wOrd=error and phoneme-error.

f

error.

*Morphological cues would certainly be utilized by some of thepupils in spelling some of *the words, but there is no reason tosuspect that these would be other than randomly distributed acrossdialects.

12

2) Whether an item was a spelling error or a handwriting problerh(e.g., undotted i's and uncrossed Vs, and letter reversals--b for d,etc. ) was resolved considering the context and the consistency of thepupil's handwriting patterns..

3) Added e' s at the end of a word were considered part of the vowelspelling and therefore an error in the vowel phoneme spelling. (VCErule)

For each child, and each test, scores were tabulated as to mis-spelled words and the misspellings of the test phomemes. Thus for

__each occurrence of a phoneme in a list word there was a possibility of.the word being misspelled at some other phoneme and/or the particulartest phoneme in that word being misspelled, or both.

The misspellings of the words selected for each test were tabulatedin two different ways: (1) whether the word was or was not misspelled,and (2) whether the test phoneme was misspelled. Obviously if thetest phoneme was misspelled, the word was also. misspelled, but theword could have been misspelled by mis-representations of the otherphonemes in the word while the test phoneme itself was correctlyspelled. For example, the first word on the first test was stature. ThephoneMe being tested was /ae/. If the word were spelled stecher, thiswould be considered both a word error and a phonaine error. It isobviously impossible to have a phoneme-error without also having aword-error.

Thus a comparison was made between -they total misspelling of thatparticular phoneme and the total misspellings of the words. This pro-duced a proportion, phoneme-error over word-error which was subject-ed to statistical analysis for significance of differenct between propor-tions.

Statistical analysis of the data was done as follows:

For the Sixth Grade

A one-Way analysis of variance deSign with unequal group sizes wasused to analyze the data. The actual computations were done by a stat-istical program (ANOVA-1) which is available on tape at the Universityof Nebraska Computing Center.

The four regional samples were compared for differences in errorrates on each of 17 phonemes. Significant differences between thegroups were indicated by an overall index (F). When significant F'swere encountered, post hoc orthogonal comparisons were made between

13

specific groups means to determine wherein the significant differenceslie.

Statistical significance was set at the .05 level of probability. Inother words, when group differences were large enough that the prob-

--ability of the regions, represented by the samples in the study, beingtruly different on the measured task was 95 percent or greater, theassumption of no differences between regions was rejected.

The reader is referred to Dixon, W. and Massey, F. , "Introductionto Statistical Analysis," published by McGraw-Hill, for a more coin-

_ _plate discussion of the analysis of variance design, and. to Edwards, A.,"Experimental rbsigns in Psychological Research," published by Holt,for a discussion of multiple orthogonal comparisons of meanb.

For the Second Grade

On the following pages, the results.of the analysis of variancwith repeated measures for unequal n' sl are summarized and des-cribed. This statistical procedure is repeated for each phoneme.

1. Means and XII s. The means for each of the four groups andtheir respective n's are given. Means for each of the two or threetrials are presented.

2. Graph. The graph is simply a graphical display of the two orthree means for each group. Since the treatment was presented afterthe pretest, and was intended to correct spelling errors, the graphshould show a drop in error rates from pre- to post-test, and thenperhaps a slight increase on the follow-up test. Thus, the.graphshould ideally lo4k like the following example:

900 -

800 -Phoneme/Word 700 -Ratios

600 -

.500 -T2 T3

(These rates andgroup ordeis are,

of course,hypothetical.

The two-way ANOV with repeated Measurements for unequal n'sis morelully-explaiied in Winer, 13. J. , Statistical Principles inExperimental Design, N. Y. , McGraw H3.11-13ook Company, 1962,pp. 374-378.

14

3. Simple Main Effects. (clf numerator, denominator) In a two-way ANOV we get information on:

a) the differences between groups averaged across all trials.

b) the differences between the trials averaged across all groups.Thus the average of the four group means of Trial 1 is corn-pared with similar averages on the remaining trials,

c) Simple main effects for trials. This is the same as a regularone-way ANOV in which the four group means are compared-for Trial 1 and the same procedure is followed for each trial.Thus, by looking at the graph, we are looking at the means of

- -each group in'r±ial 1 which have been analyzed. The F testtells us if the observed differences between groups is truly.significant.

d) Simple main effects for groups. Similarly, a one-way analysisof varlanceis run on the three trial scores for each groupseparately, and if these tneans are significantly different, thedifference is reflected in the F. The means on each trial forany group are sbovcrn on the graph.

Finally, a two-way ANOV indicates interaction effects if they exist.--Simply, this means that in any specific category, e. g.., Group 1, Trial

-2-or-Group 3, Trial 1, etc. that particular interaction resulted in dis---:__-crepant-seeming scores. Graphically, an interaction exists any timethe lines connecting the means for the groups are not at least roughlyparellel. This is the case in this study. It is obviously a disturbingfinding, because it means that the teaching treatment in the four. regions(assuming it was the same kind) did not yield similar effects. In somecases, post-test scores dropped, in other cases they rose. It is _Pos-sible that this paradoxical situation is the result of the phoneme to wordratios used. For example, if children in some group misspelled an.average of four words on a spedific phoneme in the pre-test, and twoof the words had phoneme errors, the average ratio would be .-500. If,after teaching, the rate of spelling errors dropped to one word averageand phoneme errors. to one Phoneme, tlierk the resultant ratio is , 999.

The final table for each phoneme summarizes the two-way ANOV.There are only three meaningful analyses available:

1. The general between-treatments (see a. under simple maineffects).

2. The between.-trials analysis (see b. under simple main effects).3. The interaction effects.

15

CHAPTER III

RESULTS

An Introductory Note

Research is judged to be important on several criteria. It shouldbe relevant, timely, useful, i.e., applicable, designed properly, havestatistical significance, and state clearly its limitations.

The researchers recognized these facts of research life and soproceeded to attempt to meet these criteria as the research was con-ceived, throughout the analysis and investigation, and in the final re-

-port." -Obviously any particular reader could find some fault withnumerous aspects of this study relating to these criteria. It is felt

-though, that most faults have been recognized by the researchers andwill be stated clearly in the limitations, and that they do not signific-antly interfere with the general conclusions, of the study.

Also, as happens to most researchers, when the data returnsfrom the computer phases of analysis, all kinds of questions arise.Some of these questions should probably have been thought of even asfar back as the design stage of the project. These, though, we feelin most cases were beyond the submitted design of the study--and beyondthe financing of the project.

Analysis of the results statistically were at times of little help,even misleading; and the interpretation of these significances were notalways obvious in answering our specific questions relating to dialectand spelling. Possibly the programs chosen for analysis of the dataobscured certain kinds of information and did not provide for answersto certain kinds of questions. But some discoveries seem-clear andsome obvious conclusions can be drawn.

The Sixth Grade Data

This phase of the research is, as earlier stated, designed todetermine whether or not, and to what extent, dialect may be inter-fering with the perception of,phoneme -grapheme correspondence rulesin the dialect areas selected for this study. That is, will the statisticalratio (PE/WE) indicate that a particular phoneme is more difficult todiscriminate, and therefore spell, in one dialect area than another.

.

Table I lists 17 of the 19 phonemes, the F ratios obtained, and thedegree of significance: non-significance, significance at the . 01 level,or significance at the . 05 level. The phonemes /hw/ and /w/ will be

16

TABLE ITest Phonemes and Ratios

.1 PE/WE

Areas:-001 LaGrange,, Georgia002 Wellington, Ohio003 Dracut, Massachusetts004 Waco, Texas

For significant differencesat . 01 level: F 3. 95at . 05 level: F 2. 68

Phonemes F Ratio Significance1.2.3.4-.5.6.

/ae/ 3.3467/e/ 2. 9569/i/ 9.6799/u/ 1. 7356/al/ 1.4771/a2/ 1.1976

.05

. 05

.01NSNSNS

/31 / 9. 7360 .018. /2/ 10.6653 . 019. /ey/ 1.2046 NS

10. /iy/ 2.4597 NS11. /ow/ . 4. 3968 .. 0112. /iu/ 2. 6708 NS13. /aw/ 5.0265, .0114. /oil 4. 7475 . 0115. In 1. 7731 NS16. /t/ 1.6695 NS17. /f/ .1. 2983 NS

17

TABLE IIData on Significant Phonemes

Areas:001 LaGrange, Georgia002 Wellington, Ohio003 Dracut, Massachusetts004 Waco, Texas

1. /ae/ Treatment Area 1 2 3 4Sample Size 31 38 32 49Mean .047 .098 .112. . 035Standard Deviation . 094 .144 .172 . 091

F Ratio 3.3467Significance . 05

GR. 2 and GR 3 are significantly greater than GR. 1 and GR. 4.GR. 3 is not significantly greater than GR. 2.GR. 1 is not significantly greater than GR. 4.

/e/ Treatment Area 1 2 3 4Sample Size 31 38. 32 49Mean .485 .421 .328 .339Standard Deviation . 221 . 272 . 275 . 244

F Ratio 2. 9569Significance . 05

GR. 1 and GR. 2 are significantly greater than Gr. 3 and Gr. 4.GR. 1 is not significantly greater than GR. 2.GR. 4 is not significantly greater than GR. 3.

/i/ Treatment Area 1 2 3 4.Sample Size 31 38 32 49Mean .515 .272 .231 .405Standard Deviation .259 . 221 . 211 . 259

F Ratio 9. 6799Significance 01

GR. 1 and GR. 4 are significantly greater than GR. 2 and Gr. 3.GR. 1 is significantly greater than GR. 4.GR. 2 is significantly greater than GR. 3.

18

TABLE nData on Significant Phonemes

Contt d.

Areas:001 LaGrange, Georgia002 Wellington, Ohio003 Dracut, Massachusetts004 Waco, Texas

4. p / Treatment Area 1 2 3 4Sample Size 31- 3.8 32 49Mean ..482. .524 .646 .462Standard Deviation .151 .149 :153 .168

F Ratio 9. 7360Significance .01

GR. 2 and GR. 3 are significantly greater than GR. 1 and GR. 4.-GR. 3 is significantly greater than GR. 2.GR. 1 is not significantly greater than GR. 4.02/ Treatment Area 1 ,, 2 3 4

Sample Size 31 38 32 49Mean .367 .481 .180 .210Standard Deviation .251 334 .187 . 255

F Ratio 10.6653Significance . 01

GR. 1 and GR. 2 are significantly greater than GR. 3 and GR. 4.GR. 2 is not significantly greater than GR. 1.

GR. 4is not significantly greater than GR. 3.

6:. /ow/ Treatment Area 1 2 3 4Sample Size 31 38 32 49Mean .495 -.464 .506 .291Standard Deviation .249 .324 .314 . 338

F Ratio 4.3968SignificanCe . 01

GR. 1 and GR. 2 and GR. 3 are significantly greater than GR. 4.GR. 3 is not significantly greater than GR. 2 or GR. 1GR. 1 is, not significantly greater than GR. 2.,

7. /aw/ Treatment AreaSample SizeMeanStandird Deviation

1

31

. 706

.341

238

.452

. 385

332

.388

.311

449

. 544

. 348

F Ratio 5. 0265Significance . 01

GR. 1 is significantly greater than GR. 2 and GR. 3 and GR. 4.GR. 2 is not significantly greater than GR. 3.GR. 4 is not significantly greater than GR. 2.-GR. 4 is significantly greater than GR. 3.

8. ,bi / Treatment Area 1 2 3 4--Sample Size -31 38 -49

Mean . 668 .512 .440 . 513

Standard Deviation .185 . 253 .265 . 265

F Ratio . 4.3968Significance . 01

GR. 1 and GR. 2 and GR. 3 are significantly greater than GR. 4.GR. 3 is not significantly greater than GR. 2 or GR. 1.GR. 1 is not significantly greater than GR. 2.

20

treated later. As can be seen, the phonemes /ae/, /e/, //1/,/ow/, /aw/, and/oi/ were found to show significant differences

in the PEPTE ratio between at least two of the four dialect areas.

Table II includes only the data on these phonemes found to be--significant at either the . 01 or .05 level and the areas between whichthere is significance. The statistical data on those found insignificantcan be found in Appendix G. Obviously the focus here is on the signif-icantly different phonemes for it is here that the hypothesis is tested.

The phoneme /ae/ was significant between Groups 1 and 4 versus2 and 3, which indicates a definite distinction between the North andSouth. (LaGrange and Waco versus Wellington and Dracut) Thephoneme /e/ was significant between Groups 1 and 2 versus 3 and 4.This suggests that the sound /e/ caused a greater spelling problemto Wellington and LaGrange than to Dracut and Waco. This seemsstrange when one looks at the next phoneme, /i/.

The phoneme /i/ was significant as expected between Groups 1 and4 versus 2 and 3, again an obvious North-South difference,. But evenbetween 1 and 4 there was a significant difference. LaGrange seems tohave even greater difficulty in distinguishing the phoneme /i/ thandoes Waco. Possibly the phonemes /e/ and /i/ in Waco provide agreater phonemic distinction than in LaGrange. Also Area 2 is signifi-cantly greater than 3. This suggests also that Wellington is less ableto distinguish /e/ and /i/ than Dracut. This seems peculiar, yet thedata and results are clear. Possibly the use of Wellington as a control(in terms of its relation to MW II) is less valid than has been suggested.This phoneme /i/ (and particularly compared with /e/) presentingthe difficulty it apparently does leaves one very dubious (concerned atleast) over instruction based on ."standard" pronunciation in even so-called "standard" areas.

The phoneme /011 was significant between Areas 1 and 4 versus 2and 3 (North-South distinction). Also Area 2 was significantly greatetthan 3. Apparently a major problem with /01/ is involved in Dracut.The distinction here includes the next mentioned phoneme, /a21, and

. there is apparently in Dracut a good deal of confusion between thesetwo sounds.

The phoneme b2/ -'tas significant between Areas 1 and 2 versus3 and 4. Note that according to MW II /3,1/ is in relationship to anaccompanying or the opportunity of an accompanying /r/. Dracutapparently has added the /r/ sound with /..7 / in a number of cases suchas the test word, brtapsiy/ for autopsy as expected, and did not addan r here, since in Dracut lag i/ is to them a distinctive sound clearlydifferent from /21/. Waco seemingly has this same distinction.

21

The phoneme /ow/ was significant between Areas 1, 2, and 3versus 4. Here Waco was the better speller of this phoneme. Thisresult is not readily explainable in terms of dialect. It seems the

-most obvious explanation in this case was that kids in Waco knew the ,

rules concerning the spellingsof /ow/. Again the options for the spell-ings of /ow/ are limited in terms of the graphs which can be used.(This discussion is furthered, again, in the section on misspellings. )

The phoneme /aw/ was significant between Group 1 versus 2, 3,and 4. It can be seen there was greater difficulty in spelling thisphoneme in LaGrange than in the other three areas. Also Area 4 is

_significantly greater than Area 3, suggesting that Waco and LaGrangeare somewhat in the same category. Dracut- seems most able to re-late this particular phoneme to the standard orthography.

The phoneme /oi/ was significant between Area 1 versus 2, 3, and4. Clearly LaGrange suffers a great deal of confusion here, sincethis was obviously one of the worst performances on any phoneme andquite significant from the closest mean score... Interestingly enough,the second closest scores (almost identical) were found in Wellingtonand Waco. This is surprising, since one would expect a distinctdifference between these two areas with respect to this phoneme.Again, Wellington did not perform as expected in terms of a controlfor "standard" midwestern speech based upon MW

Waco and LaGrange again, as v as observed in the discussion of/e/ and /i/, though both are high in the number of errors, still showa significant difference, suggesting that this phoneme /oi/ also maynot be the same for these two areas.

Sixth Grade Data - Misspellings

A Note on Misspellings:

The tabulation of the most frequent misspellings of the test.phon-emes are included in Appendix H. It is not possible in this study tocompletely analyze all of these data. Certain observations, however,can be made in relationship to some of the significant phonemes butalso there are interesting phonemes which do not show in terins ofstatistical differences in analysis.

In certain cases the choice of graph(s) to represent a particulartest phoneme is indicative of a phonological difference as related todescriptive dialectical variances. This is most evident in areas rep-resenting markedly different dialects. According to the newer phon-ology _

(transformational phonology as suggested by Chomsky and Halle,Sound Patterns of English) the traditional orthography is ultimately

22

applicable to any and all dialects. This of course would support theoriginal hypothesis of this study. This theory was only recently madeknown to the investigators so neither will take credit for this hypothesison this basis. The investigators sought only a structural linguisticanalysis of the data. This of course Chomsky and Halle would call asurface structure analysis.

All that this says i s that the actual choice of a graph(s) is limitedby any particular phoneme-grapheme rule. How many ways are there,for example, of spelling the phoneme le/ or /i/ or /owl? Thus not allerror is immediately observable as being dialectical in nature. But asthe newer theory suggests, one might find even dialectically relatedspellings if one were to look closely at the direction in which the soundpatterns of particular areas had moved and therefore the correspond-ing graphs they tend to favor. This analysis of phonological phenomenon,of course, Chomsky and Halle have related to the deep structure.

The tabulation of misspellings was suggested by Bailey and Venezkyas likely to show influence of dialect. However, in most cases wheresignificant differences were obtained between dialect areas, the mis-spellings in both cases do not appear different. For example, one ofthe highest fractions obtained was in the case of the phoneme /i/, yetmisspellings of /i/ were predominantly the graph e in all four areas.Therefore, the misspelling tabulations do not really contribute anythingto the understanding of the dialect problem, but is this surprising?Granted that in certain areas of the counti-y, for example in 1.xas, the/e/-/i/- distinction is not clear, especially before nasals; thereforeeither phoneme should present problems in spelling on phonologicalcues. But what are the alternatives to the spelling of Ii/? In the caseof this phoneme before a nasal, we would only expect the graph e or i,certainly not an a_, o or u. Therefore the tabulation of misspellingin all areas should reasonably only differ in the use of i or e , thoughit may or may not differ in sound.

In other words, a shift in pronunciation resulting in dialecticalvariation in phonology does not necessarily lead to correspondingchange in graph, and the vowel in the underlying or deep structure re-mains the same. To the extent that Chomsky and Halle are right andspellers rely upon some intuition of underlying structure, the graphicrepresentation for neighboring vowels (/e/ and /1/; /0 / and /a/) are -limited to only a pair of alternatives. Thus we would expect only thesealternatives to present themselves in patterns of misspellings, whilethe statistical significances obtained still show the influence of dialect-al vowel changes operating, and a particular dialect area could stillshow a preference for a particular graph.

23

Added r's

Some misspellings, though, are clearly dialectically related, aswas found also in the pilot. These were In added and the distinctionbetween /hw/ and /w/.

In the case of r added (r included as a part of the vowel spelling),Table III indicates what was found. There may have been other addedr' s throughout the study, but they were only tabulated in those caseswhere there was a reasonable hypothesis that they might occur. (e. g. ,in the pilot study r was often added to words like plaza).

Although the vowel /a1/ showed an insignificant difference betweengroups, it is still interesting to note that Dracut and LaGrange weremore prone to adding an r to the vowel spelling than were Waco andWellington.

-b11 and 21, as will be remembered, were significant, but onlyin the case of /011 was the additional r in the spelling of the vowel a-prime contributor to the significance.

Here, Wellington stands out -unquestionably as relating to the"standard" pronunciation of MW II as the "control" with no added r's.Dracut is the worst offender, as was indicated by the pilot study ofGraham. Waco shows the second largest occurrence of added r's.LaGrange, with also a significant number of added es, reflects whatwas found earlier in Zebu lon, Georgia, in Graham's pilot study.

/hw/- versus /w/

The immediate problem with the investigation of these phonemeswas the selection of vocabulary items for testing. /hw/ simply doesnot occur often enough, ,except in a very few "function" words suchas where, when, why, etc. , which are likely to have been learnedmemoratively by the subjects.

Therefore, "nonsense" words were constructed to test theoccurrence of this contrast in the various dialect areas. (The "real"words whet and whim were probably perceived as "nonsense" at thesecond grade level-but might have been perceived as real words bythe sixth graders. )

One problem in doing this, of course, is that nonsense wordscannot be treated statistically in the same manner that the realwords can since there is no correct spelling for the nonsense words.The following table shows the result of the tabulation of the threereal words in the tests by areas. The pronunciations were made by a

24

!

i

TABLE IIIJr/ADDED ...

Dracut LaGrange Waco Wellington

Dl

38 16 28. .

0

32

1 0 0

al

. 4 3 0 1

25

"standard" Midwestern speaker, realizing the consonant blend in whet/hw/ and when /hw/ and of course only the back glide /w/ in welt. Itcan be seen with a quick glance at the table that no significant differ-ence was found between areas for this contrast.

Area: WacoNumber of students: 54/hw/ 36w

whet 37/hw/ 10

whim 10/w/ 7

welt-li wh

Dracut32

LaGrange31

Wellington40

31 18" w_ 30 w31 31'2024 17 18

w.24

w18 18

1 wh No phon- 3 wh1 eme error 3

The nonsense words are not tabulated for either the sixth or thesecond grade. The data here was simply totally confusing and showedno trends whatsoever. For the second grade children, apparently, thetask of being asked to write a nonsense word was so utterly meaning-

-less that their attempts were hardly recognizable. This was a weak-ness in the design which had not been anticipated.

.1n brief, while there is some evidence that a child who in his owndialect does not realize the initial /h/ in wb words, may tend to omitthe h in spelling, this evidence is not statistically established in thisstudy, and it apparently does not relate to major geographic areas./hw/ versus /w/ speakers appear to be randomly distributed and itseems to be an idiolectal rather than a dialectal phenomenon. Theproblem here as far as the teaching of spelling seems to be. mainly.a pedagogical one; that is, to train teachers well enoughin the facts oflanguage so that they realize that it is not "correct" to pronounce theword which as 11w i "C/ and quit wasting time and penalizing childrenwho quite normally and naturally prOnoinc-e it /w i t//.

The Second Grade Data

Preliminary Note:

Suppose the hypothesis for the sixth grade had been validated andindeed there was no significant difference in spelling as it relates todialect. One could easily say that the proposed investigation at thesecond. gradewas unnecessary, since the differences resulting frominstruction would be random. But still another question . seems to exist:Would instruction of this type (i: e. , tristruction based upon phoneme-grapheme correspondence rules) still be legitimate, not causing anydifferences in spelling that could be related to dialect? It could belznportanChere to determine whether the particular phoneme- :grapheme.correspondence rules with word lists contributed on the basis of MW II

a6/ 27

and the Stanford study, might not in fact cause differences in results,because the dialect of the pupils did not match. that of instruction.

The fact, however, that the sixth grade data did show significantdifference between dialect areas, makes the second grade study doubly'

necessary.

The second grade data differs from the sixth grade in that in thesecond grade study there was an attempt to measure the effect of teach-ing certain phoneme-grapheme correspondences. Therefore, we shouldhave for each lesson a pretest, a test of the affect of the teaching, anda posttest. The investigators, limited by a six weeks design, failed toinclude a pretest for the first lesson and a posttest for the final sixthlesson. Therefore, conclusions are limited concerning the effect of theteaching in the first case and the effect of loss of learning in the second

. case.

Tables 1 through 6 show the results by phoneme. Included in eachtable are the mean PE/WE scores for each of the areas and for eachtesting period -- pretest (Ti), test (T2), sand posttest (T3). F ratios andsignificant differences are given for 1) simple main effects for eachtrial, and 2) simple main effects by groups. That is, 1) whether thedifferences in the PE/WE ratio among all groups in any of the threetesting situations was significantly different and 2) whether for anyparticular group the differences between testing situations were ,signi-ficant.

The phoneme /ow/ (Table 1), which was the first of the six testphonemes and, as mentioned, lacks a pretest (TO, shows no significantdifference on the testing between groups in T2. However, on the post-test (T3) a significance appears between T2 and T3 in Waco and Dracut.Of course, without a pretest, one cannot assume they were better orworse_ prior to the instruction. ..But one can suggest that in Areas 3 and4 the effect of the lesson on /ow/ was less effective.' In the sixth grade,/ow/ was also significant in Area 4 compared to Areas 1, or 3.Actually, /ow/ was significantly better in Waco. Dracut (Area 3) inthe sixth grade was the worst, yet the best in the second grade, whichpossibly means that this lesson caused considerable confusion in Dracutsince they had significantly more errors in T3. Waco seems to be in asimilar position.

The phoneme /e/ (Table 2) shows significant differences betweengroups at T1. The effect of the lessons (T2) has produced results whichshow no significant difference between any of the dialect areas. However,T3 again shows significant difference between groups and some interest-ing observations can be made about these differences: 1) Group 4 (Waco)'Which was the best in performance on Ti becomes the best performer 'on

28

TABLE 1

Phoneme low/

r MeansT1 T2

-G1 LaGrange .681 .781 22

G2 Wellington .714 .803 14

G3 Dracut. .580 .893 33

G4 Wco .722 .951 21

Phoneme/

Word .

Ratio

900

800

700

600

500

G1

G3 e

T2 T3

TRIALS

Simple Main Effects-Trials (df=3,86)

T2 T3F= .07 1.06

Sig= N.S. N.S.

Simple Main Effects-Groups (df=1,86)

G1 G2 G3 G4

F= 1.52 0.77 22.37 7.69

Sig= N.S. N.S. .01 .01

(Differehce between T2 and4T3 for these groups was significant)

29

TABLE 2

Phoneme /e/

Means NTi T2 T3

-G1 LaGrange .768 .508 .646 21

G2 Wellington .922 .327 .359 13

G3 Dracut .621 .646 .596 30

G4 Waco .345 .644 .809 21

-Phoneme/

900

800Word

700

Ratio .

600

500

400

300

G4

T1

*G2-G4 sig.G1-G4 sig.

T2 T3 **G4.-G2 sig.

TRIALS

Simple' Main Effects-Trials (df=3,81)

Tl . T2 T3

F = 6.94 2.62 3.98

Sig * .01 N.S. .05**

Simple Main Effects-Groups (df=2,162)

GI G2 G3 G42.62 10.88 .14 8.66

Sig = N.S. .01 N.S. .01

(Dif. between Ti & T2 sig) (Dif. between T1 & T3 sig)"

30

.TABLE 3

APhoneme /s /

4.0

TiMeans

T3N

T2_G1 _LaGrange .585: .428 .454 21

G2 Weilihgton .099 .190 :165 24

G3 Dracut .288 .275 .264 30

G4 Waco .172 .167 .398 36

600 -

Phoneme/. 500

Word400

Ratio300 -

200 -

100 -

G1

T1 T2

TRIALS

Simple 'Main Effects - Trials (df=3,107)

Ti T2 T3F = 11.59 3.55 4.32

Sig = .01 .05**

.01*

T3

*G1 -62, 3, 4 sig.

**GLI.G4, 2 sig.

* * *

Simple Main Effects-GrouPs (df=2,214)

GI G2 .G3 G4F = 2.17 0.76 0.07 9.12

G1 -G2 si

Sig = N.S. N.S. N. S., .b1

(T2 & T3 sig.)

31

G1 LaGrange

G2 Wellington

G3 Dracut

I

G4 Waco

TABLE 4

Phoneme /al/

Means NTi.531

.474

.408

.429

T2

.198

.456

.533

.588

T3.377

.340

.253

.184

16

Phoneme/

-Word

Ratio

600

500 -

400 -

300 -

200

100

G1 fo\

8403 r

T1 T2

TRIALS

Simple Main Effects-Trials (df=3,99)

T3

Tl. T2 T3

F = .044 '4.37 1.11

Sig= N.S. .01* N.S.*G1-(G2,G3,G4) sig.

Simple Main Effects-Groups' (df=2,198)

G1 G2 G3 G4F = 4.02 1.10 5.35 12.74

Sig = .01 N.S. .01 .01

32

TABLE 5

Phoneme /a2/

Ti

Means

T3 NT2

G1 LaGrange .656 .449 .483 15

G2 Wellington .120 .100 .056 27

G3 Dracut .424 .278 .349 31

04 Waco .450 .406 .329 37

G1

600 -

-Phoneme/

Word500 -

G44

400 -Ratio

300 - .

200 -

G2100 -

Ti T2 T3*G1-02 sig.

TRIALS03&4-G2 sig.

Simple Main Effects-Trials (df=1,106)

Ti T2 T3 ***G1 -G2 sig.8.02 4.04 5.29 G3&4-G2 sig.

***

Sig = .01 .01 .01*Irk

Simple. Main Effects-Groups (df=2,212)

Gi G2 63F = 1.64 0.26 1.46 1.22

33

TABLE 6

Phoneme /o/

Means NTi T2

-G1 LaGrange .749 .794 /5

G2 Wellington .691 .694 31

G3 Dracut .790 .867 33

G4 Waco .764 .854 41

Phoneme/

Word

'Ratio,

900-

800 -

700 -

600 -

500 -

G3G4G1

G2

..

T1 T2

TRIALS

Simple Main Effects-Trials (df=3,116)

F =

Sig=

T1 T2-0.51 1.81

N.S. N.S.

Simple Main Effects-Groups (df=1,116)

G1 G2 G3 G4F = 0.17 0.00 1.09 1.88

Sig = N.S. N.S. N.S. W.S.

34

T3. Whatever the cause, the feeling here is that dialect is a majorcontributing factor. A treatment which has been highly effective forone group has been highly detrimental for another and-the end resulthas been divergence significantly as great as the initial divergence butin these two areas in opposite directions from the expected.

The phoneme /11/ (Table 3) was selected as a control, since nodialect variation was expected here. Between groups in T1 we founda significance between Group 1 versus Groups 2, 3, and 4. In spite ofthe prediction that //t/ would produce random error, this was not thecase. LaGrange had a more difficult time spelling /11/ than did the

--othOr groups. It seems quite likely that /s/ may be doubtful as a con-ssonant control.

On T2 the significances are the same, but in the case of LaGrangethe treatment produced a positive result. This observation supportsthe above .suggestionthat is, in LaGrange where this sound was pos-iibly less clear, the treatment seemed to help clear up the problemfor some, yet not sufficiently to overcome the original difference be-tween LaGrange and the other three- groups.

In T3 there is an obvious anomaly on the basis of any reasonableexpectation, that is, the marked and significant increase in error bystudents in Waco. Frankly, the explanation escapes us.

-The phoneme /a1/ (Table 4) shows no significance in T1. Aftertreatment, group 1 demonstrates positive and significant results ascompared to: Groups 2, 3, and 4. But at T3 all significances disappeared.. Yet at T3 in terms of groups, Groups 3 and 4 made significantimprovement.

In the case of the phoneme /a2/ (Table 5), significant differenceswere obtained in T1 between Groups 1 and 2, and. Group 2 versus Groups3. and 4. The same significances were found to obtain at T3. Also, thetreatment produced no effect between Ti; T2, or T3 for any group.' Theyended up where they started and apparently the lessons had -.no .signifi-.cant effect.

For the phoneme /)/ (Table. 6) no significance between groups wasfound at either T1 or T2 and again no significant difference betweentrials for any group.

As an after-thought it was decided to use the data to compare groupsaccording to phonemes as well as phonemes according to groups. Thefollowing charts show these relationships. In looking at The results ofall six phonemes by groups, particular phonemes coul&b.e seen,as moredifficult or easier to spell in different areas and also as more or lesssusceptible to the treatment.

In LaGrange,. (Fig. 1) the phonemes /e/, /a2/, /t/, and /al/ res-ponded positively to the treatment, which were in fact all the phonemesthat had the complete program. In the case of /3/, which has a T1 andT2 showing the effect al treatment, the performance on T2 was worsethan that on T1 (although not significant) but it is the only phonemewhich was not helped by the treatment. It will also be noted that in nogroup was /)/ helped by the treatment, and it was also the most diffi-cult phoneme to spell in three areas and the second most difficult inthe other.

The Wellington chart (Fig. 2) shows once more an apparent anomaly.Why should /e/ be the most difficult to spell and also respOnd mostdramatically to the treatment? In fact the phoneme /e/ is the onlyphoneme in Wellington that was significantly affected by the treatment./al/ and /i2/ appear to be clearly distinguished in Wellington and notsignificantly affected by the treatment.

In Dracut (Fig. 3) the only phoneme which showed positive and ex-pected effect of the treatment was /a2/. This is interesting when oneconsiders the postvocalic In phenoMenon associated with this dialectarea. Since the same effect was found in WrYilington and LaGrange, andto Some extent in Waco, it would appear that the New England post-vocalic In is realized as a part of the vowel spelling and thereforepresents no peculiar spelling problem. /al/ or /a2/ offers an obviousccinparison--positive effect versus a negative effect concerning thetreatment. But the significance was erased at T3.

In Waco, (Fig. 4) the /al/ and /a2/ we find a very similar patternto that of Dracut. A startling effect is seen in the case of /e/. It willbe remembered that in Wellington /e/ showed a very dramatic improve-ment with the treatment. In Waco the exact opposite is true. It wasspelled quite well in T1 but continuously deteriorated through T2 and T3."While a complete explanation of this phenomenon is not possible on thebasis of the data, it is interesting that the /e/-/i/ collapse is particul-arly noted in the dialect of Waco. Here also is where the /s/ distinctionoccurred.

In all groups the phoneme /ow/ showed regression from the treat:.rnent to the posttest, significant regression in Waco and Wellington,but without a pretest any hypothesis about which way they could have orwould have moved would be presumptious.

Comparison of Sixth and Second Grade Data

The .sixth grade study was to determine whether dialect influencedthe spelling of particular phoneme -grapheme correspondence in

36

900

800

700

600

500

400

300

200

100 -

LA GRANGE

Tz

/of odow/

......-.. .0/e/

N "....0..

".

Tl T2 T3

Fig. 1

37

.

WELLINGTON

Ti T2 T3

900 -

800 - _A/ow/

700 /v/

600 -

. -500 -_

400 -

300 -

200 -

100 -

'Si

2/

T1 T2

Fig. 2.

38

3

900

800

700

600

.Ti.

DRACUT

T2 T3

500 _,--A....---.

.

400.....-.---

\., .

300

200_

100

N

\ ,

......... .. e/

..-"'..---'

2 T3

accomplished spellers. Having determined this, the second gradestudy was designed to investigate whether instruction in phoneme-grapheme correspondence (based upon the pronunciation key of MW II)would eliminate this effect. Therefore, the following comparison ofthe significances found in the sixth grade study (where appropriate) withthe treatment effect in the second grade should be the real test of thehypothesis that phonologically-based instruction--of a standard type- -will eliminate the effect of dialect.

The comparison, by phoneme, follows:

Table'l

Phoneme /ow/

2ND GRADE 6TH GRADESig. Groups

Trial Between Groups Involved Sig. Groups Involved1 NS .4111D. .

2 NS n. 01 Gl, G2, G3 G4

3 NS-

The data indicates here that significant differences between groupsLLfound in the accomplished (sixth grade) spellers have been eliminatedin the second grade by the treatment, and the final result remained in-significant. Mere statistics often obscure interesting information. Here,for example, the above table indicates that the area in the sixth gradewhich produced the .01 significance was Waco. Table I (sixth ), showsthat Waco was significantly better in the spelling of /ow/. Table 1(second) shows that although we have no T1 for /ow/ the direction fromT2 to T3 is significantly negative (that is, poorer spelling was obtained)for Waco.. In other words, these facts seem to indicate that the result-ant lack of significance between groups was obtained at the expense ofconfusing Waco pupils about a p-g correspondence which had previouslybeen clear.

Pc

41

Table 2

Phoneme / e /

2ND GRADE 6TH GRADESig. Groups

Trial Between Grou s Involved1 .01 G1 # G4

G2 #G4

'2 . NS

.05 G4# G2

Grou s Involved

. 05 Gl, G2 G3, G4

In the case of le/ the significant differences between Gl and G4were eliminated and the significant difference between G2 and G4 wasdecreased. This decrease was equal to the difference found betweenG2 and G4 in the sixth grade. However, the same direction of changeaccounts for the elimination or decrease of significance between groups.Waco was in the sixth grade better spellers of /e/, and as will be seenfrom Table 3 their performance was worsened by the treatment andfinal result was quite negative. G2 and G4 simply reversed positionfrom Ti to T3.

No table on the phoneme tel/ will appear, because there was nocomparison to be made. /Y/ was not measured in the sixth gradetesting.

Table 3

Phoneme fal/

2ND GRADE 6TH-GRADESig. 'Groups

Trial Between Groups Involved Sig. Groups Involved1 NS

2 . 01 G1 # G2G3, G4

NS

The final results in the second grade show no significance betweenany groups as was true of the sixth grade. At T2 the obvious positiveand significant affect was in LaGrange. Though not significant in thesixth grade, LaGrange was also the poorer spellers of /a1/. G2 im-proved in the final analysis but not significantly. G3 and G4 were

42

adversely affected by the treatment, yet at T3 improved significantly.

2ND GRADE

Table 4

Phoneme /a2/

6TH GRADE

TrialSig. Group's

Between Groups Involved Sig. Groups Involved

1 .01G3, G4, G2,G1 # G2

2 .01 Gl, G4 G2 NS .10 411

3 . O. G3, G4 G2G1 G2

The end result in the second grade is no change; that is, the signif-icances remained the same and the relative positions of the groupsremained the same. The sixth g'ade showed no significance. Theeffect of the dialect here seems to be negated by the later grades,which would be the result of an increasecrunderstanding of this partic-ular generalization- -that /a2/ is generally associated with /r/. Yetthis understanding was, in the second grade, more clearly understoodby Dracut and the least understood by LaGrange.

Table 5

Phoneme bll

2ND GRADE 6TH GRADE, . Sig. _ GroupsTrial Between Groups Involved Sig. Groups Involved

1 NS _ 01 G2, G3 Gl,G4, G3 i G2

2 NS

3 NS

The sixth grade results of the relative position by groups held asbetter-to-worse spellers of /3/ is the same in the second grade (T1),though not significant as was the sixth grade. With the one exception.of /e/ in the case of Waco (see Table 2),, the phoneme / 1/ was the mostdifficult to spell initially and in no case showed improvement. Onepossible explanation for the lack of significance between groups at thesecond grade level, while significance related to dialect area is foundat the sixth grade as follows:

43

This phoneme bl/ at the second grade level is for all groups sodifficult that dialect differences are not observable. However, withthe development of spelling ability by the sixth grade, the difficultyof spelling generally is minimized, thus the difficulty'of spelling /21/is minimized, and the effect of dialect may then be observed.

v

,,

CHAPTER IV

CONCLUSIONS AND RECOMMENDATIONS

.The preceding data were supposed to give answers to the ques-tions: At the sixth grade level do dialectical differences result in .

dialectically related phonological miscues in the accomplished spell-er, or at least indicate particular difficulty in particular areas in thechoice of a certain written representation? For the second grade the

1question was whether or not it would make a difference.if initial spell-inig instruction were based on rile- governed phoneme-grapheme cor-respondences. That is, would dialect difference still affect spellingif a structured lesson on particular phoneme-grapheme correspond-ences were taught? This, of course, has been the suggestion andclaim of authorities and publishers in recent textbooks.

If there are such differences, that is, differences related todialect, what other factors, other than dialect, might have accountedfor this.

The first factor, of course, would be I. Q. Obviously, moreintelligent kids will spell better than less intelligent kids. But errorsin spelling should be random across all intelligence levels in anydialect, if dialectical differences were not the factor. Even if I. Q.were constant, and equally matched across the areas tested, what ifstill, one group had a more difficza time spelling a particular soundthan another? Thus, if differences in the ability to spell a particularphoneme do appear, and are related to a particular dialect, intelligencethen plays, certainly, less than a significant role. Also, it should beremembered that the particular phoneme was the test and not theentire word. The ratio phoneme error over word error, chosen foranalysis balances spelling ability and relegates intelligence at leastto a minor consideration. Bottom and top quartiles were also elimin-ated, 'since 1) error was needed,. and 2) non - spellers distorted thephoneme error over word error ratio due to random, unrelated,sometimes undetectable spellings (for example, clog spelled zod)..This choice of dropping top and bottom quartiles also balances I. Q.as a factor, leaving the I. Q. range more closely matched across pallareas.

Was methodology an important variable? In the sixth grade therewere no instructions except for testing procedures, therefore method-ology should have no, effect. Copies of the procedures for teacherscan be found in Appendix E. In the second grade, in all cases, thesame lesson, by phoneme, was presented by all teachers in the sameorder at generally the same time of day with the same guides and

45

authors notes. Each teacher was acquainted with the procedure bythe investigators prior to their beginning the lessons. They wereinstructed not to deviate from the text of the lesson. In both thesixth and second grade study, the testing procedures were taped, andfound identical.

Could the differences be due to past experiences? All classesand students chosen were determined to have been instructed in spell-ing on primarily a memorative morphological basis, and adminis-trative personnel, in a description of their spelling and reading pro-grams verified this claim. That is, all past instruction, for both thesixth and the second grade, had been of this nature. All teachers hadbeen determined to have had the same general acquaintance withphonologically based spelling programs, that is, it was at a minimum.

Could any difference found, be related to the teacher or her per-sonality? This, of course, in any case, would be uncontrollable. Theonly thing that we could control very closely was whether or not theteachers were native to the area and spoke that particular dialect.This,we did and found that they all were speakers of that particulardialect.

Therefore, do the results of this study support or refute thehypothesis? That is, 1) would spelling errors be similarly patternedthroughout all dialects, and 2) would the instruction of spelling, basedon phoneme-grapheme correspondences, eliminate the effect of dia-lect, if, in fact, it did exist?

In the sixth grade the findings appear to justify, at least tenta-tively, the following conclusions: 1) It seems clear that the general-izations about certain phoneme-grapheme correspondences, based onthe Stanford study, are questionable as to their applicability acrossdialects. This statement is supported by the different significancesresulting from the groupings based.on the Stanford study. 2) Whilethe evidence is not overwhelming, significant differences in the pro-portions of phoneme-error to word-error between the various dialectareas are most easily explained as due to the influence. of dialectupon spelling. An alternative explanation, such as a greater familiar-.ity with particular words in the instrument on the part of the class ismore difficult to accept, particularly when one considers that theanalysis of the raw data utilizes a test of the differences between theproportions cf test phoneme error over word error. If word familiar-ity were playing a significant role, one would expect all parts of theword to be as familiar. as another. But this did not appear to be thecase. 3) The children in th' Sixth grade were utilizing phonologicalcues to spell. This seems obvious since any spelliig resulting fromvisual representations would have been the same for all, and therefore

46

random across all areas. 4) This study substantiates the findingsof the pilot study done by Graham, though certain phonemes ofGraham's were not included in this study. All those that were usedin Graham' s were found to have the same result. Other phonemeswhich were added seemed to extend and substantiate the rejection ofthe hypothesis.

in the second grade one might conclude: 1) To the extent that thefindings are valid, the results would suggest that the standard code(MW II) of phoneme-grapheme correspondences is less applicable tothe speech pattern of one dialect area than it is to. another. Of, thesix phonemes tested, the phonemes le/ and. /a2/ showed significantdifferences between groups in Tl, and the same significant difference3between groups in T3, although in the case of /e/, groups 2 and 4 hadreversed positions. While /ail was not significant either in the sixthgrade or the second grade, the effect of treatment in the second gradeshows significant differences between groups which justify the aboveconclusion, that the correspondences here taught are either more orless effective according to the dialect areas (see Table 4 ). Thephoneme /r/, which was not tested in the sixth.grade; shows, asbefore mentioned, an unexpected significant difference between groupson T1, and also in T3, and one significance within groups betweentrials between T2 and- T3, in the case of G4. While this phoneme wasnot tested in the sixth grade, the results on T1 and the effective treat-ment would substantiate the conclusion that this phoneme-graphemecorrespondence is related to the speech patterns of these variousdialect areas. The remaining two phonemes, /ow/ and /3 /, were,it will be remembered, each lacking one of the trials. The discussionof /, previously given on pages 35, 36, seems clear in establishingthis as a difficult phoneme for which the correspondences were simplynot effective. In the case of /ow/ there were significant differencesbetween T2 and T3, which again suggest that the correspondencesestablished by the lessons, based on MW II, were unequally effeCtiVebetween and among the various dialect groups. 2) The tabulation ofthe misspelling at this level also suggests the conclusion that childrenlearning to spell, do in fact, use phonological cues and relate theseto specific graphemic optirn.

This at least substantiates the rejection of the hypothesis, andputs in question the use of any single, "standard" set of phoneme -grapheme correspondences as the basis of spelling instruction in theprimary grades, if not at any grade level.

Recommendations

1) To the extent that this study has demonstrated that children do,in fact, utilize phonological cues in spelling, it would seem to confirm

47.

the position taken by those who advocate constructing a spelling cur-riculum to maximize the opportunity for learners to internalize thephoneme-grapheme correspondence rules. This is not to be taken as'a recommendation to adopt wholesale any particular packaged programclaiming to be phonologically based. The authors of the Stanford studyhave always recognized the need for multi-sensory apprOa.ches to theteaching of spelling.

2) Therefore, within the limitations of this study, it does appear'that evidence has been uncovered that caution should be maintained inutilizing any packaged program distributed nationwide, which is basedupon patterning of sound-symbol relationships. Yet teachers need notawait complete analysis of possible areas of conflict. Given a spell-ing program which is based upon phonological patterns, an awareteacher could simply ask the pupils to read the word list and,neea notbe a trained phonetician to detect pronunciations which deviate fromthe total pattern. The teacher also ought to be aware of the-possibilityof her own dialect varying significantly from that of the majority of herclass, and be willing to make this fact known to the pupils and utilizeit in the investigation of these phoneme-grapheme correspondences inthe spelling program.

Finally, 3) the insistence of society upon precise spelling abilityas a mark of educational and social competence is irrational,. but it isthere. There are two ways to solve the problem. One, convince thepublic at large that spelling is a relatively trivial skill- -it practicallynever interferes with communication; two, teach spelling more effec-tively and efficiently. Older spelling curricula depended largely uponvisual memorization of individual words; the modern approach is tocapitalize on the alphabetic nature of the orthography and to teachproductive generalizations as the primary source of spelling ability.The superiority of one approach over another has yet to be proven.However, if these generalizations must be adapted to the various majordialect areas, a teacher, unaware of this problem, could frustrate tosome degree the benefits to be obtained from an expanded program.More specific information could be obtained from an expanded and im-proved research project such as this study, but in the meantime theevidence appears to be sufficient to offer the above cautions to teachers.

48

REFERENCES

1Paul R. Hanna and others, Phoneme-Grapheme Correspondenceas Cues to Spelling Improvement (Washington, D. C.: U.S. Dept. ofHealth, Education and Welfare, Office of Education, 1966).

2Albert Yee,. The Generalization Controversy' on SpellingInstruction," Research on Handwriting and Spelling, A ReasearchBulletin Prepared by a Committee of the National Conference onReearch in English (Champaign, Ill. National Council of Teachersof English, 1966).

3A. Hood Roberts, "Review of Hanna and others, Phoneme-.

Grapheme Correspondence as Cues to Spelling Improvement"(unpublished manuscript submitted to Reading Research Quarterly).

`}David Reed, "Review of Hanna and others, Phoneme-Grapheme Correspondence as Cues to. Spelling Improvement"(unpublished manuscript submitted to Reading Research Quarterly).

5William. Labov, Paul Cohen, Clarence Robins, A Study of theStructure of English Used by Negro and Puerto Rican Speakers inNew York City (New York: Department of Linguistics, ColumbiaUniversity, Nov., 1966).

()Beryl L. Bailey, W. Nelson Francis, Robert H. Meskill,Preparation of Materials and Course of Study for Improving theCommand of Standard English of Entering Freshmen at TougalooCollege, Mississippi (Providence, Rhode Island: Brown University,Nov. , 1966).

Roger W. Shuy, A study of Social Dialects in Detroit (EastLansing, Mich. : Dept. of English and Department of Linguistics andOriental and African Languages, Michigan State University, Nov. ,1966).

8Thomas. Horn in an unpublished presentation at the NCTCConvention in Houston Texas, Nov. , 1966.

93eorge Frederick Krapp, The English Language in America(New York: The Century Co. , 1925). k

1%ichard T. Graham, 'An Investigation of the Effect of DialectVariation upon the Learning of Phoneme-Grapheme Relationships inAmerican English Spelling" (unpublished thesis, University ofDeleware, June, 1968).

49

nBeryl L. Bailey, "Language and Learning Styles of MinorityGroup Children in the United States," a report given at the'AnnualMeeting of the American Educational Research Association, Houston,Texas, 1968.

12R. H. Bloomer, "Some Formulae for Predicting SpellingDifficulty," Journal of Educational Research, 57 (April, 1964, 395-401; P. M. .Groff, "New Iowa Spelling Scale: How Phonetic is it?"Elementary School Journal, 62 (October, 1961), 46-49.

13R. Emans and others, "Meaning of Reading Tests - GatesReading Survey and Diagnostic Reading Test," Journal of Reading,9 (May, 1966), 406-407.

14James A. Fitzgerald, "100 Most Frequently MisspelledWords in Grades 2-6," Elementary School Journal, 53 (December,1952).

15Ibid.

16Pau1 R. Hanna and James T. Moore, Jr., "Spelling fromSpoken Word to Written Symbol," Elementary School Journal, 53(February, 1953), 329-337.

-17 Walter T. Petty, "Research Critique," Elementary SchoolJournal, 42 (May, 1965), 584-587.

18 Hans Kurath and Raven I. Mc David, Jr. , The Pronunciationof English in the Atlantic States (Ann Arbor, Michigan: The

University of Michigan Press, 1961),

19-Ibid.,

20 Ibid. ,

21 Ibid.

p. 9.

7

22Edgar Dale and Gerhard Eicholz, Children's Knowledge ofWords (Columbus, Ohio: Ohio State University Press, Bureau ofEducational Research and Service, 1960).

22Hanna, loc. cit.

50

CITY MEN ON A SEAL HUNT

by Ralph Hedlin

Every Eskimo in nib village of Whale Cove was waiting for the chance.

to kill fresh meat for the family table. And Beekman Pool and I had come

to watch them do it.

Pool, a lawyer from New Hampshire, was a "test tourist" sent by

the Canadian government. I was writer-photographer for the expedition.

We went to Whale Cove to discover whether outsiders would find seal

hunting interesting. If it seemed worthwhile, 'Canada would set up a tourist

industry on the west coast of Hudson Bay. Tourist cash would bring new life

to the Eskimo economy.

Pool and I left Winnipeg on a Sunday, intending to make the two air hops

to the Far North in two days. But storms and fog kept us holed up until

the following Saturday, when we finally arrived in Whale Cove.

It was a bleak little community of wooden houses, inhabited by about

150 Eskimos. All winter long the villagers had had to, live on store food.

Every Eskimo in the area was watching the weather, waiting for the hunt

to begin. The arctic spring was almost a month late this year. The

temperature hung around zero--too cold for seals to bask beside cracks

or breathing holes.

It;

APPENDIX. A

51.

COMMON WORDSELICITED FROM PICTURES SHOWN

SECOND GRADERS

*Word

music -wood -flower -bracelet -sun -orange -girl -coat --

Mary -

chair -ice -dog -tree -door -mountain-carear -egg -roof -chimney -horse -stocking -oil -giss

,le -fire -syrup -

- -shoes -marry -merry -

Picture Shows:

Two bars of music.Three boards.Flowers blooming.Hand and wrist with bracelet.Sun depicted with eyes and mouth.Round ball colored orange..A girl.A coat.Mother Goose rhyme, Mary Had a Little Lambwith the name shown M---.A chair.Large block of ice with tongs.A dog.A tree.A door, ajar.Two mountain peaks.An automobile.A large human ear.An egg with crack.-Roof of house in darker detail.A chimney of hokse in darker detail.A horse.A filled Christmas stocking.An oil can shown dripping oil.A drinking glass.Some earth turned up, with spade beside a hole.Logs burning, with red and yellow colors.Bottle of syrup pouring into a plate of pancakes.A pair of shoes.Bride and groom in formal dress before minister.A decorated Christmas tree, with a blank and theword Christmas, thus Christmas.

APPENDIX B

52

Lesson 1.

Test C.

1. goat2. whole3. bone4. stone5. Boat6. toast7. road8. rode9. stove

10. hole

Test E:

1. road2. whole3. stove4. bone5. rode6. hole7. toast8. boat9. goat

10. stone11. mote-12.. stome13. blode14. tove15. mobe

The goat had sharp horns.He ate the whole pie.The dog buried the bone.Who threw the stone through the window?The boat sailed down the river.Do you like jelly on your toast?Which road do I take to town?He rode the horse in the race. .

Mother put the soup on the stove to heat.There is a hole in my sweater.

The road led west to CaliforniaThe whole world lies before us.Our stove is electric.Watch out for the bone in the fish.I rode in my brother' s new car.He fell into a hole in the ground.The toast was burnt to a crisp.He was fishing from a boat.The old-goit had long whiskers.A rolling stone gathers no moss.He threw a mote onto the fire.The stome was painted blue.There was no blode in the room.Have you ever seen a,tove?My mobe is not working.

Supplementary Test -- Monday

. 1. homeZ. pen3. close4. bent5. rode6. lend7.' coat8. led9. toast

10. set

My home is on fifth street.May I borrow. your fountain pen?Do not close the door.The wire was bent in two placed.He rode i cl the parade.Will you lend me some money?My new coat is very warm.He led me down the path.I like toast for breakfast.Will you please set the table for me?

APPENDIX. C

53

goatwholebonestoneboattoastroadrodestovehole

roadwholestovebonerodeholetoastboatgoatstonemotestomeblodetovemobe

homepenclosebentrodelendcoatledtoastset

Lesson 2.

L sent2. read3. penny4. pen5. belt6. head7. nest8. cent9. said

10. tent

.1. get2. bent3. desk4. tell5. said6. led7. went8. felt9. red

10. bed11. gilt12. med

--13. pent,14. renny15. kint

1. pole2. tone3. load4. lion"5. boast6. rent7. list8. fell9. melt

10. bet11. ship12. wish13. shelf14, shell15. shoes.

Test C.I sent a letter to my friend.Have you read this story?I need one more penny to buy this candy.My pen is out of ink.Toe wore a new leather belt.You may go to the head of the class.The bird' s nest had three eggs in it.The lollipop cost one cent.She said she would go.Will you help me put the tent up?

Test E.I hope you get well soon.The pole was bent in the middle.Put your paper on your desk.Can you tell me what happened?She said she could not come.I. led my clog across the street.We went to the store today.I felt very sad when I heard the news.Little Red Riding Hood saw the wolf.You should go to bed early.Does your gilt work all right?Any med is good enough.Is there any more pent left?The book is on the renny.Is that kint straight enough?

Supplementary Test-MondayThe fishing pole was too long for me.The piano has a nice tone.That's a heavy load to lift.Is you mother home today?Do not boast about your score.Did you pay the rent this month?Make a list for Santa Claus.He fell off the wagon.The ice will meltY soon.I bet you can't do it.The ship will sail to England.I wish I could go along.The can was on the top shelf.He found a beautiful shell on the beach.Her shoes were too tight.

54

sentreadpennypenbeltheadnestcent.saidtent

getbentdesktellsaidledwentfeltred-bedgiltmedpentrennykint

poletoneloadhomeboastrentlistfellmeltbetshipwishshelfshellshoes

Lesson 3.Test C.

1. shirt What color is Bill's shirt?2. dish Mary broke a dish.3. church We go to church every Sunday morning.4. motion Listening to music sets one' s feet into motion.5. bush The boy. was sitting behind the bush..6. ship The ship will sail tonight.7. wash Monday is the day to wash clothes.8. nation The United States is a nation.9. (chain The dog caught his' leg in the chain.

10. shoes Please put on your shoes.

. 1. wish.2. nation

shell4.- mission5. ashes

fish7. short8. rush9. shame

10. mesh11. posh12. shum.13. lation14. chim15. gish

1. rest2. felt3 mint4. penny5 fed6. shoot7.' - rash8. chip9. shone

10. -` shin11. chop12: stop-13. wash14. clock15. rot

Test E.'What do you wish to get for Christmas?Which nation did you live in?He found a beautiful shell on the-heath.The airplane was sent on a secret mission.

There was nothing left but the ashes ofburnt paper.

My family and I caught three fish.Will you please hand me a short piece of stringRush to the candy store before it closes.The boy hung his head in shame.Will the machine parts. mesh with one another?The posh was a bright green color.Will you buy me some shum at the store?There is one lation for every person.Will you chim the lights for me please?We had gish for supper.

Supplementary TestAfter our rest we will take a walk.John felt sick after eating three candy bars.Do you like mint candy.Jake, will you lend me a penny?Bob and Bruce fed the new colt some grass.Who will shoot the gun' next?Ten of girls. broke out with a rash.Be careful not to chip, your tooth.The sun shone all afternoon.Have you ever been kicked in the shin?I must chop some 'wood for the fireplaCe.Did you stop for the red light?Wash your hands and face before eating.The clock in our room is broken.The apple will rot if you do not eat it.

55

shirtdishchurchmotionbushshipwashnationchainshoes

wishnationshellmission

ashesfishshortrushshamemeshposhshumlationchimgish

restfeltmintpennyfedshootrashchipshoneshinchopstopwashclockrot

.Test 4".

1. fog2: rock3. body4. stop5. swamp6. orange7. top8. want9.

"

block10.

(washi

1. orange2. fox-3. 1 .nd4.5. wash6. rot7. sod8. chop9.* rob

10. golf11. blop12. tox.13. wand14. tog15. lod

1. mesh2. star3. chain4. wash5. cot6. drop7. shell8. rod

park10., rush

hard

13. swamp-14.. cart#15. nation

Test C.In London there is a great deal of fog.Bill found a small rock in his shoe.Take good care of your body.You must stop' for a red street light.Are there fish in a swamp?My spelling -book is orange.

The paper is in the top drawer of the desk.I want to play with you.Don't stand in the doorway and block traffic.Wash your hands before eating.

Test E.I ate an orange for lunch.

What color is the fox?The ducks swam in the pond.He hit his head on the metal rod.,Mother will wash clothes today.Eat the apple or it will rot.We will have to sod our lawn this year.Will you chop some wood for the fireplace?It is a crime to rob.Does, your father play golf?Will you please bring me the blop?Jack brought a small tox home for Susan.How far is the wand from school?Be careful or the tog will get away.Will you please bring me the fishing lod?

Supplementary TestThe machine parts mu.stmesh together.Have you ever seen a falling star?The truck pulled the car with a chain.I will wash the car for you tomorrow.At camp we slept on a- cot..Please don't drop the eggs.Did you find an egg shell in the salad?I use a rod to aid me when lifting weights.My family went to the park Sunday."Do not rush through your supper:The cement-dried very hard.Luke fell and broke .his arm.The swamp As a very dull: color.

Will you help me cart the package home?..We are all of one nation.

56

fogrockbodystopswamporangetopwantblockwash

orangefoxpondrodwashrotsodchoprobgolfbloptoxwandtoglod

;flesh-,starchainwash

-:cot:drop.shellrod,parkrush

,arm,swampCart.cation'

. .

Test 4.

L fog2: rock3. body4. stop5. swamp6. orange7. top8. want9. !block

10: !wash

1. orange2. fox3. pond-4. rod:5:- wash6, rot7, sod8. _chop

rob-.10: golf

blop; tox_13:- wand14. tog

, 15._ lod

1.; mesh2. star3. chain4. wash

cot6. drop7i, shell8. -, rod9.. park

rush..; hard

12.: armswamp

14.-; cart,15. nation

Test C.In London there is a' great deal of fog.Bill found a small rock in his shoe.Take good care of your body.You must stop. for a red street light.Are there fish in a swamp?My spelling book is orange.

The paper is in the top drawer of the desk.I want to play with you.Don't stand in the doorway and block traffic.Wash your hands before eating.

Test E.I ate an orange for lunch.

What color is the fox?The ducks swam in the pond.He hit his head on the metal rod..Mother will wash clothes today.Eat the 'apple or it will rot.We will have to, sod our lawn this year.Will you chop some wood for the fireplace?It is a crime to rob.Does your father play golf?Will you please bring me the blop?Jack brought a small tox home :for Susan.How ,far is,the wand from school? 7Be -careful or the tog will get away.,Will you please ,bring me the fishing-1.0d?

SupPlementary TestThe machine parts must mesh together.Have you ever seen a falling star?The truck pulled the car `with' a" chain.I will wash the car for you tomorrow.'At camp, we slept on a. cot. 'Please don't drop the eggs:Did. you find. an egg shell .in the Salad?I-use a rodto aid me 'when lifting weights.My family went to the park Sunday. ;

Do not .rush through ycAr supper:The cement -dried very hard.--Luke fell and broke-:his,The swamp ,is a very dull color.--

Will yott help me cart the package home?::We are all of One nation.

56

fogrock,bodystop:,swamporangetopwantblockwash

orangefoxpond'rodwashrotsodchoprobgolf-blop-toXwandtoglod

starchain

el1(1

..;-twanip,--cart.i

Lesson 5 :Test C.

1. bark The bark on the tree was rubbed offo-, bark2. yard We have a white' fence around our yard. yard3. heart Get plenty of exercise and care for your heart. heart4. mark Please do not mark on your arm with the pen. mark5. ark Have you ever seen an ark? ark6. cart The donkey pulled the cart. cart7. chart Did you chart your progress in spelling? chart8. car Mike' s father bought a new car. car9. party You are all invited to my Christmas party. party

10. scarf Wrap a scarf around your neck to keep warm. scarf

Test E.1. farm My parents and I live on a farm. farm2. part Do you have a part in the class play? part3. dark When the sun goes down it gets dark outside. dark4. arm Bill twisted his arm yesterday. arm5. heart When you run your heart pumps faster. heart

. 6. arch The boys built an arch. arch7. harm Please don't harm the baby. harm8. card We were missing a card from the deck. card9. bar Can you chin yourself on the bar? bar

10. scar Greg has a scar on his arm from a burn. scar11. shar Have you ridden in Tim' s new shar? shar12. larp Mike caught a:larp in the like. larp13. parsh Your father has a very parsh voice. parsh14. nark Have you ever heard a dog nark? nark15. bart May I have a bart of your dessert? bart

1. crop2. fork3. doll4. born5. frog6. lawn7. block8. wall9. chop

10. salt11. arch12. bar13. harm-14. scar15. arch

Supplementary TestMy father had a good corn crop last fall.Eat with a fork instead of with your fingers.All I want for Christmas is a new doll.Which day of the week were you born?I have a pet frog at home.Will you please mow the lawn?Our school is one block from my house.The lady backed the car into the brick wall.-Would you chop some wood for the fireplace?Mother forgot to salt the meat.An arch is a curved support.Can you lift the metal bar?You will be punished if you harm the roses.That cut will leave a deep scar.Was itthe Romans who developed the arch .

support? arch

57

cropforkdollbornfroglawnblockwallchopsalt

. archbarharmscar

LESSON I

1. Say the names of picture 1 - 3. Hear the vowel sound in each one.

2. Bow is the long o sound in stove spelled? What other study wordshave a helping letter e at the end?

3. Find the Study Word that rhymes with the name of picture 3. Howis the long o sound spelled in both words?

4. Find two study words that rhyme with the name of picture 2. Howis the long o sound spelled in all three words?

5. Which Study Word begins with the long o sound? How is it spelledin that word?

B.1. Find two Study Words that sound just alike but are not spelled-alike. Are there any more?

2. Name the words missing in these two sentences. How are theydifferent?We on a very windingWe dug a in the sand and put a pail of Waterin it.

STUDY WORDS home soap road bone coatstove rope whole broke rode hole-goat -oak toast stone boat

C. What have you learned?1. Your Study Steps will help you learn in which words the long osound is spelled oa and in which it is spelled with o -and helping a.

2. Number a paper from 1 through 16. Your teacher will tell youwhat word to write after each number.

APPENDIX C Cont' d.

0/ 5

D. Building Spelling Power

1. Write on a paper the letters for each of the two ways you havelearned to write the long o sound. Then write a word that you havenot studied, in this lesson for each of the two ways. Your teacher

_will help you if you have trouble.

2. Here are some common words that look like they should have thelong o sound, but they don't. Can you read these words?

love move dove shove

Waite each word in a sentence.

-E.- -Final Test.

-Number a paper from 1 through 15. Your teacher will tell you which-word to write after each number.

Appendix C - cont'd.

LESSON II

A.1. Say the names of pictures 1 - 3. Hear the vowel sound in each one.

2. How is the short e sound spelled in these words? In what otherways is this vowel sound spelled in your study words?

3. Say the study words bell and belt. How many sounds to you hearin each word? How is the last sound in each spelled?

B.1. What two study words sound alike but are spelled differently?

'2. What two study words mean the same thing but are spelleddifferently and do not sound at all alike?

3. Which study word can you write into both of these sentences butit is pronounced differently in each one?

a. Do you want tob.' I have already

this book?it.

4. What is another word that sounds like the word you put in sentenceb. above? This word is not in your study words. How do you spell it?

STUDY WORDS

get bed said nest

sent desk went head

bell tent net cent

pen penny read belt

C. What have you learned?1. Use-your Study Steps to study this week's words. Notice thiise.Words where the short e sound is not spelled e.

2. Number r fiCan 1 to 10. Your teacher will tell you what we) dto `write -after-each number.

Appendix C cont d.

61

D. How many words can you say that begin with one of the sounds inthe first row and have the short e in the middle and end with one ofthe sounds in the last row?

b

rri

p

s

h

Try to write these words, even if they are not in your study wordS forthis week. Your teacher will help you if you have trouble.

t

e d

-E. Final Test

-Number a paper from 1 through 15. Your teacher will tell youwhich word to write after each number.

Appendix C - cont'd.

62

-LESS oN, III

A.1. Say the names of picture 1 3.

2 How is the first sound in the name of picture 1. spelled?

3. Is this the same sound you hear at the end of the name of thesecond picture?

4. Is. it the same sound you hear at the beginning and the end of thename of picture 3. ? Howis this sound spelled?

5. Use your Study Steps on your study words for this week.

B.1. Do you hear the first sound in shoes in some study words where the -sound is not spelled sh? Write the words.

2. Underline the letters in the word you have written that you thinkspell this sound.

3. What part of all three of these words is spelled just the same?

Which of your, study words means "more than one" of something?

Write the plural form for these study words:dish Wish bush

When a word ends in a sound spelled sh what do we add to make theword plural?

STUDY WORDS

shoes motion shell churchdish , ship .:nation' shutchain Swish dash bushashes wash shirt . action

C. What have you learned?1. Use your Study Steps to study this week' s words. libtice those words,where the sh sound is not . spelled sh.

.Appendix C - coned.

63

2. Number a paper from 1 to 10. Your teacher will tell you what wordto write after each number.

D. Add the first sound of ship or the first sound of chip to each of thefollowing word endings and if you form a word write it as it should be

ut ore inop art ackine ange ain

Appendix C cont' d.

LESSON IV

1. Say the names of pictures 1 -

or°

2. is the vowel sound the same in.all these words?How is this sound spelled in them?

Say the names of all the study words. You teacher will help you ifyou can't read any. Do you hear the same vowel sound in all thestudy words?If yoU don't, which ones are different?

4. What other letter besides o is used to spell the vowel sound in thestudy wordd?

5. Use yoUr study steps on your study words for this week.

STUDY WORDS

frog clock rockblock . wash bodyfox k dog "rodstop want swamp

topfogpondorange

B.1. RemeMber how you made the words dish, wish and bush plural in

last week's lesson:? Say the plural of each study word in the firstcolumn - which words have plural endings like wish? Write them

'on a piece of paper.

2. In the words where .thi vowel sound we hear in the study words is.spelled a,. what sound and what letter come before the vowel? Writethese words on your paper.

How many sounds do you hear in the word fox? How many letters.are used .to spell the word?

C. What have you learned?1. Use your Study. Steps to study this week' s words. Notice those words

where the o sound is not spelled o.Appendix C cont'd;

65

Number a paper from 1 to 10. Your teacher will tell you what wordto write after eachnumber.

I. Write the study word that would come first in. a dictionary? Thetwo that would come last?

2. Write the study word that ends in the same sound that ends theword Miss?

3. Write all the study words that end in the same sound that ends theword like. How is this sound spelled in these study words?Is the vowel in like long or short?Is the vowel in clock long or short?If, the vowel before the k-sound is long we usually spell thesoundIf the vowel before the k-sound is short we usually spell the k-sound

Think of two other words that you know that follow the rules youhave just written.

1.

Appendix C - cont' d.

66

LESSON V

A.1. Say the names of pictures I - 3.

2. Is the vowel sound the same in all these words? How is it spelledin the names of the first two pictures? How is it spelled in the nameof the last picture?

3. What sound follows the vowel in all these words? When the r soundfollows a vowel it almost always changes the sound of the vowel. Saythe word cat and the word car. Do you hear the difference in thevowel sounds of these two words?

4. Use your Study Steps on your Study words for this week.

B.1. Which Study Word will fit into both of these sentences?

-Three feet make oneWe keep our dog in the back

2. Which study word will fit into these two sentences?

Our dog does not at strangers.The on the tree is very rough.

Which study words begin with one sound that is spelled with twoletters?

How many pairs of study words can you find where one word ismade by adding just one sound to the beginning or end of the othe.r?Like these: cart is made by adding a t sound to car.

STUDY WORDS

arm dark farmbark car partysharp yard scarfcart mark heart

C. What have you learned?

Appendix C - contid.

67

chartarkfarpart

1. Use your Study Steps to study this week' s words. Notice thosewords where the a sound is not spelled a.

2. Number a paper from 1 - 10. Your teacher will tell you what wordto write after each number.

D. See if you can fill in the blanks with words that have the samevowel sound followed by r as the study words for this week.

1. The rainbow made an across the sky.

2. !The man is a soldier in the

3. An ace is a playing

4. He threw a at the target.

5. The bright shone in the sky.

6. A man who cuts your hair is a

7. The problem is to for me.

8. In our class we paint pictures.

9. China is a country away.

10. That is a very

Final Test

knife.

Number a paper .from 1 through 15.. Your teacher will tell you whichword to write after each number.

68

LESSON VI

A.1. Say the names of pictures 1 - 3.

2. Do you hear the same vowel sound in each word? How is it spelledin pictures 1 and 3? How is the vowel sound spelled in picture 2?

In pictures 1 and 3 what sound follows the vowel in the name of eachpicture? Do you remember what you learned in your last lessoriabout this sound?

4. What sound follows the vowel in the name of picture 2?

5. Use your Study Steps on your study words for this week.

B.1. Which study words have the vowel sound spelled differently from

the way it is spelled in pictures 1, 2 or three? Make three lists ofwords on a piece of paper. In the first list write all of the studywords where the vowel sound is spelled like it is in the names ofpictures 1 and 3. In the second list write all of the study wordswhere the vowel sound is spelled like it is in the name of picture 2.In the third list write all of the study words where the vowel soundis spelled in a third way.

2. When this vowel sound is heard last in a word, how is it usuallyspelled?'

C. What Have You Learned.

Number a paper from 1 to 10. Your teacher will tell you what wordto write after each number.

STUDY WORDS

salt draw law talkwall ball cork forkstorm corn short northborn smell hawk warm

Appendix C - cont' d.

69

D.1. Write the study words that rhyme with ball.

2. Write the study word that rhymes with born.

-3.. Is there a study word that rhymes with hawk?

4. Which study word begins with a consonant sound that is spelledwith two letters?

Lwhat ways is the /k/ sound spelled in the study words?i

E. Making Sure You Know.

Number a paper from 1 to 15. Your teacher will tell you what

words to write after each number. .

?0

1. stature2. 'whet

34 riddance

4. prudent5. swab

6. tarnish

7. audition

8. scoff

9. plaintiff

10. extremist

11. noble

12. nephew

13. louse

14. doily

15. implore

16. faculty

17. embrace

18. imprint

19. groove

20. modest

21. whab

22. beffer

23. stip

24. plude.

'25. wobby

TEST No. 1

He was staturee

The biloth should whet yotir appetite.

Good riddance to bad rubbish.

They held a very prudent discussion.Those involved in the mutiny had to swab the deckdaily.

They cleaned the tarnish off the silver.

The audition was held in the hotel.

We can not scoff at his ideas.

The plaintiff was an average man.

The extremist had no idea there was a curfew.

It w a s very noble of him to refuse the position.

The poison was found on his nephew.

Only a louse would exploit his friends.

A doily was placed on the table in the lounge.

I implore you not to go to the morgue.

The faculty will enclose a letter to the dean.

I cannot embrace your nephew for his actions.

An imprint was made with the prong of a fork.

The groove in the snow presented a peril tothe toboggan.

He was a man of modest stature.

A large whab was seen jumping around.

Sam gave the beffer a piece of candy.

Don't stip while eating dinner.

The boy and his plude got lost.

That's a wobby in the tree with him.

APPENDIX D

71

staturewhet

riddance

prudent

swab

tarnish

audition

scoff

plaintiff

extremist

noble

nephew

louse

doily

implore

faculty

embrace

imprint

groove

modest

whab

beffer

stip

plude

wobby

1. marvel

2. autopsy

34 lofty

4. quaint

5. theory

6. slope

cubic

8. gout

9. exploit

10. amber

11. entitle

12. rougher

13. infidel

14. juvenile

TEST No. 2

marvel at the assortment of people in the world.

The vet ierfOrtiled an autopsy on the rooster.

The nominee had several lofty ideas to stop thewar.

The noble lived in a quaint castle.

His theory was to launch a massive campaign.

The pro's skis were like magnets on the icy slope.

15. toboggan

16. plaza

accordance

18. prong

19. cascade

We will be pouring fifteen cubic feet of cement.

It was decided he was suffering from the gout.

Let's exploit his great talents and imaginary ideas.

An amber colored fluid was found in the crater.

This does not entitle you to an audition.

Things are bound to get rougher today.

The infidel was thought to be the absentee.

We will employ a juvenile to play the lead inthe play.

The descent of the toboggan was rapid.

A roar was heard from the plaza.

In accordance with the by-laws, the festivalwill be in June.

The object was to form a four-prong attack.

After the thaw, the water will cascade to theriver.

20. magnesium Magnesium was used in the secret formula.

21. parvin

22. aubid

23. woff

24. .adade

. 25. webe

A parvin was destroyed in the battle.

The aroma was aubid to the nose.

After dinner we will go to the woff.

He was adade by the scenery.

Take the webe to mom.

72

marvel

autopsy

lofty

quaint

theory

slope

cubic

gout

exploit

amber

entitle

rougher

infidel

juvenile

toboggan

plaza

accordance

prong

cascade

magnesium

parvin

aubid

woff

adade

webe

1. probe

2; curfew

3. joust

-4. turmoil

5. assortment

6. massive

7. descent

8. whim

9. lagoon

10. artichokes

11. cornea

12. foster

13. baste

14. nominee

15. opera

16. throat

17. fumigate

18. devout

19. employ

20. gourd

21. whope

22. depuse

23. whout

24. stain

25. whoy

TEST No. 3

After we probe we must swab the wound .clean.

In aCcciiCialiCe witil curfew rules we must leave.

I implore you not to joust with the white knight.

Turmoil at the armory was avoided.

Please include an assortment of material.NI{

The treasure was found in a massive crater.

The descent from the mountain was rougher thanwe expected.

This whim of yours is bound to get you in trouble.

A crane was seen in the lagoon.

These artichokes were picked on the slope.

His cornea was thought to be damaged..4

Stubbornness does not foster good relationships.

We will use the sauce to baste the meat.

The nominee has lofty ideas this year.

He was a devout opera fan.

It slid down his throat very quickly.

If we fumigate there will be an odor.

He was noted as a devout extremist.

We must employ soft tactics.

A soggy gourd was found in a trench.

He located a whope to help him.

Can we afford to depuse the boy?

The whout was found in my back yard.

I won't stain if you go.

Can a whoy live under Water?

73

probe

curfew

joust

--turmoil

assortment

massive

descent

whim

lagoon

artichokes

cornea

foster

baste

nominee

opera

throat

fuinigate

devout

employ

gourd

whope

depuse

whout

stain

whoy

1. average

2. welt

3. flint

4. include

5. soggy

6. cardinal

7. auburn

8. mossy

9. crater

10. boast.

11. decent

12. future

13. lounge

14. broiled

15. empire

16., vanity

17. trench

18. flinch

19. fluid

20. object

21. wensy

22. winsil

. 23. floon

24. whaz

25. sparm

TEST No. 4

He caught an average -sized trout..f

The Welt on his back caused him to flinch.Flint was used to create the spark.

We will include a flute solo this year.

A soggy doily resulted from the spill.

On the marble statue was a cardinal.

Her auburn hair glistened in the sunlight.

A mossy tree stump was our picnic table.

An amber glow came from the crater.

It was his vanity that caused him to boast.

He is considered a decent nominee by most.

We will embrace the future with care.

We would like to buy an auburn colored loungechair.

The broiled mushrooms will whet his appetite.

The infidel was refused entrance into the empire.

Vanity would not allow him to appoint his friend.

He didn't bother to fill the trench with dirt.

I flinch to think of the autopsy report.

Can magnesium be made into a fluid?

The object was to examine the cornea.

He became wensy after the results were in.

Harry chased the winsil up a tree.

Don't floon around in here.

The real whaz is over here.

Joe sent the sparm back to his brother.

average

welt

flint

include

Soggy

cardinal

auburn

mossy

crater

boast

decent

future

lounge

broiled

empire

vanity

trench

flinch

fluid

object

wensy

winsil

floon

whaz

sparm

TEST No. 5

1. armory The plaintiff was seen at the armory. armory

2. morgue A probe was made into the newspaper morgue. morgue,

3. briith She spilled broth on her collar. broth

4. create .We will create an opera with sparkle to its music. create

5. absentee That does not entitle you to be an absentee. absentee.

6. hotel An imprint was found in the hotel lobby. hotel

7. mut"iny

Riddance of the gold will save us from mutiny. mutiny

8. pouhce We will pounce on those who boast of defeat. pounce

9. appoint Please appoint prudent people to judge him. appoint

10. peril One should not scoff at the peril. peril

11. magnets Magnets are a marvel to me. magnets

12. festival At the festival a joust was held with brooms. festival

13. slid It slid into the groove. slid

14. flute In the quaint little plaza a man played a flute. flute

15. collar A welt was seen under his collar. collar

16. marble We ordered a marble angel from the catalog. marble

17. sauce The sauce has burnt my throat. sauce

18. soft A cascade of soft water fell into the lagoon. soft

19. crane How are a cardinal and a crane alike? crane

20. idea I had.an idea that the louse in'this case was nota juvenile.

21. worny Can't. that worny be trusted?

22. drong Put the drong back quickly.

23. whame Carry the whame to your mom.

streez We will not allow a streez in here.

25.. womer The wome,r was lost in the dark.

idea

worny

drong

whame

streez

womer

4,4

TEST No. 6

1. odor The artichokes had a terrible odor. odor

2. amuse His new empire seemed to amuse him. amuse

3. bound He is bound to get the flint wet in the storm. 'bound

4. poison A poison was extracted from the mossy plants. poison

5. roar A roar came up from the crowd. roar

imaginary Can you name an imaginary character in the story? imaginary

7. enclose I will enclose 50. cubic feet in your first order. enclose

8. insult Your insult will only foster hard feelings. insult

9. rooster My rooster can't tell time. rooster

10. bother Don't bother to fumigate until next week. bother

11. sparkle Remove the tarnish and it will surely sparkle. sparkle

12. thaw Will we ever thaw out from this cold day? thaw

13. catalog- He sent for a mail order catalog. catalog

14. angel How do you scold an angel? angel

15. secret The cook had a secret recipe to baste a chicken. secret

16. scold Another insult will require me to scold youseverely. scold

17. refuse I refuse to follow your every whim. refuse

18. trout I don't particularly like broiled trout. trout

19. voyage An on the voyage suffered from gout due to theirdiet. voyage

20. pouring We will pounce on the enemy after pouring ourguns on them. pouring

21. buter He found a buter hidden in the closet. buter

22. tort Each guest received a tort. tort

23. wouk He used his wouk to open the door. wouk

24. aboint We must use the aboint immediately. abOint

25. zoring Can we start zoring the plans today? zoring

TEACHER INSTRUCTIONS -- 6th Grade Study

The following procedure is to be adhered to as closely as is human-ly possible. If you have further questions, please write - or better yet,phone - me at the University of Nebraska (Phone: Area 402, 472-2565).

I. Testing

Testing is to be done in the following manner. There are six teststo be given on six consecutive days. Begin, for example, on a Mondayand continue giving the six tests (in order) through that week and thefollowing Monday. Please choose a time that will allow for the children'sbest effort. The time chosen should be the same for each testingsession.

In advance of your testing period, set up a tape recorder which isto be used for taping the testing session. Merely resume your tapingat the next testing period--please indicate by voice the test number youwill be giving in that particular session. Tape is provided in yourmaterials.

In actually giving the test, be careful to give the words in theirorder, first pronouncing the word, then the sentence, then the word.Do not repeat (warn kids ahead of time) any words which children mayhave missed until the end of the testing period. At this time shut offthe recorder and repeat the necessary items. Try to keep these re-peats down to a minimum. Laughing at the sentences or particularlythe nonsense words is all right as long as the children can hear clearlyyour pronunciation of the word.

If a child should be absent, if possible have that child sit some-where with the recorder and listen and take the test as you dictated it.

You may grade these tests if you wish so that the children can seetheir results, but as little discussion of the tests as possible is best.We wish you to be assured, and have yob. assure your class that theyare not expected to do exceptionally well on these tests --they are del-iberately designed to give us sufficient error on which to base the study.

II. Classroom Information Chart

Before I leave your school I will leave with you a Classroom In-formation Chart. There are a few columns which you will need to fillin. These are:

APPENDIX E

77

*1. The child's IQ score (if available).*2.. The child's Verbal score (if available).

*Latest results, indicating grade, when given, andname of tests.

3. Comments on the child as to how native he and his familyare to the particular area (let's say within a hundred milesof your particular city or town. )

In other words, how long and where has his residency been?

Please understand that all this information is classified, andstudents' names will become only numbers prior to any and allanalysis of the data for this project. We are not testing spellingability nor especially are we testing you or their earlier teachers.

III. Spelling and Reading Programs

Please include for me a description of your reading and spellingprograms. Explain your school' s (not just yours.) general procedures,methods, types of activities, texts, and other relevant descriptions.

IV. Returning the Materials

At the close of your testing, (after all six test periods are completeand the majority of absent students have made up the test) please for-ward to us:

1. The six tests for each pupil2. The classroom information sheet3. Your description of the reading and spelling programs4. The tape of your testing sessions,

Upon receiving these materials we will return to you the cost ofs postage and your honorarium. My address is

Richard T. GrahamTri- University ProjectUniversity of Nebraska'Lincoln, Nebraska 68508

Most likely we will have discussed all of the above before our.departure. It is hoped that this study will not present, too much of aburden to you and you will actually see how vital all this is in the nearfuture.

I appreciate very much the cooperation you are giving us and wehope that your contribution will help us all--teachers and kids alike.

, 78'

Sincerely,Richard T. Graham

APPENDIX FData on Insignificant Phonemes

Areas:001 LaGrange, Georgia002 Wellington, Ohio003 Dracut, Massachusetts

'004 Waco, Texas

3.I

/ey/

/iy/

Treatment Area 1 2 3Sample Size 31 38 32Mean .573 . 554 .642Standard Deviation .213 . 252 .236

F Ratio 1. 7356Significance NS

Treatment Area 1 2 3Sample Size 31 38 32.Mean .257 .205 .209Standard Deviation .224 . 262 .209

F Ratio 1.4771Significance NS

Treatment Area 1 2 3Sample Size 31 38 32Mean .117 .076 .128Standard Deviation .176 .135 .171

F Ratio 1.1976Significance NS

Treatment Area 1 2Sample Size 31 38 32Mean .566 . 573 .510Standard Deviation .225 .134

....250

F Ratio 1.2046Significance NS

Treatment Area 1 2 3Sample Size 31 38 32Mean .443 .489 .491Standard Deviation . 233 .206 .217

F Ratio 2.4597Significance NS

449

. 511

. 294

449

.150

.211

449

.072.151

49.612.290

449

.383.198.

79

APPENDIX FData on Insignificant Phonemes

Conti.d.

Areas:001 LaGrange, Georgia002 Wellington, Ohio003 Dracut, Massachusetts004 Waco, Texas

6.. /iu/ Treatment AreaSample SizeMeanStandard Deviation

F Ratio 2.6708Significance NS

1 2 3 431 38 32 49

.491 .376 .447 .338

. 215 247 . 227 308

7. In

8. /t/

9. if/

Treatment Area I 2 3. 4Sample Size 31 38 . 32 49Mean .142 .131 .103 .071Standard Deviation .109 .206 .137 .140

F Ratio 1. 7731Significance NS

Treatment Area 1 2 3 4Sample Size 31 38 32 49Mean .100 .172 . 089 .130Standard Deviation .142 .194 .180 .161

F Ratio 1.6695Significance NS

Treatment Area 1 2 3 4Sample Size 31 38 32 49Mean .415 . 485 . 481 .424Standard Deviation .190 .184 .168 . 216

F Ratio 1. 2983Significance NS

80

.

.

it rt tL. aa 9 ot t. I I I J J peggH 1

*; (

Li' ITaIC. 131: 6Z1 E1 wiw.ig ar.wi.t .

I1 " z 1T I suuec'c

_...,at...4 ft..snt- ..*UaU.'C' .

: j. +1 1e Z ;3 6 ;tej:'gg

..m #a'r - :. 1 eI $.se.Ttg

c/e/ .

lMi tJ*Z.' 33 jI jaa a-i: ii awr1 Iz .sTt og

I '

-

i i: I:Ufl I I 1a-a i: z e L L 9 ;oq 6t :.

-

.1: 1.1 O z.a-a 8 i: 81 ;te'.stH k

I. -I T j'i J e L1' I -a ç 9 ttej: i;t '.

.

I

1 a-a- o ' e /, 3 fl - I

: . x -

-

.

- -

; ,

. . g/e/

.

. _4a U.

T T .1 a Ta z a-a 9 1 L .eBgt I

}

*.-- : i: T i: j31 c; a-a ç1 L PettE

.,gw_* ' .W.tJ..J4w,-) I

.-

ao z U0tCt: 4$# )V.4t'ls %&V4

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I -

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-

-

1/0/

r Tr -

seoq ot

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-

.1

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MO Z ZIjO LI 61 /

- I I MOJI 9Jo I zI

rwa4 a . 48&'% #.UJ 1$t' I 0 00 C (a-01 L I

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. I I I J

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- - - - i--_ ______ ---*

H.. ?....

-- -

------------------------------ - - .

AMA WAco.Page s2

/s126. ship

27. wish

28. shell

29. shelf

30. shoes

/s/231. rash

.11.0 PiE Sp. No. Sp.4,,,_ Ifo. le* No.............. ., .. es-.r., VOW, ,... v ... V....ft. Aft .....j-4-0.M,T;0 No,

19 11

*S.A..= .17re,:p 114 ...A or.'..1 pipt.wlys

/ s 1 10 ch 1..

.

1...

.............,.... ,.....=iveUt

10 2 l' ch I 1 1 se I 1 I I I I

s,~. .4.'0...WV .....,ines.o. 44 1.,I.,%, ...177,24 ...Y.. 4 :1. e,..17.,,,:e

.....I

0.1.41.W1 1

I

~C% NV2.2 41. .

29.T.:. ..../ar.16USA.Yt 33.-7,171T4.50.....c;.el*" :".JL. ezrW-=24& %es t.-, 71,0.1.074:2...,2-

cf-m'r 2.,, O.L... ... ;.§amt r 7loril, om*" .,"rclI-. Wil-t-I 11I^ 1

L I I.22"..ur..wcoa ,1,7 4P.MXP...u,-.....:... 2..1.x.7%forer,. ANerVAIWe Ofraemcft 2 ...." A .ft,.... ftW0...? ft..fts a OD.

11 4 c ch 1 j s 1 1 I se 11 1 ss.k Mgr ts, G=..tt..v.I.X.,-.......4.....242-1.V....WOW : nocity..*.:.

I 13 I s 1 12 1 ejr;V: 0.:1i4:, I 1 1 1 1

..oraczato=.Ars...,n4tra.,c-came weir.A.N.,:vvvvr asvc:os re,. .v....t.rxsaeazt......~%..:.-..-.4Nr.o=.4r,n.totitrv:4,naccersic A

1 1 I5

32. shoot 32

34. shin

35. chip.

/s/336. mesh

37. chain

38. shell

39. rush

40. nation

/i1/141. chop

42. stop

43. wash

44. clock

45. rot

/al /2

46. wash

47. cot

48. drop

49. rod

50. swamp

33. shone 36 I 5 I..1.*Tocer ...retrwatAnser ga-. cper,r. Vs2L.' St4.2.7,4Zh**SoWCIONTO:Z.....,. .70Z0"474.: :...3414,=911..,.41i-

20 I 3 I s 2 ch l 1rr..ft comumermtr.......v, .:14frue.....:vt.c. azia.,vest.t...c. -ft4WSZSWWW.:111t.1.1037.......11.....Mr. ......1 tIr.r.,0.....r.tV...r.1.--121.1..f.roci

17 _ .. -3 3 ;

8 -I 2 ch 2 I 1 I111.~1PCIPot ,nrgt se.- . ..84.1.47.1.,

c-:.74=.t. wira.,ta wi.Lr-vort:..11,4.211 ..1,i7ALI...irn.ez

18 3 s 3'.....7e17.c.-: e.-7 ,. ,0.241. 0=Conf40trenra tt=ft..00laTmr

1 I I I I9 1 s 1 t.7.lesaws;,0...

33 30 I shn I 2 I shon! 2 I toin! 2 cin 1a-14.10,:.==:rivac11d-1A'ararefm" ire :.arrwerm..V 414:416.4.11.0r4.11,...2"11411.1rSOP?1,444:14.1.411./".74 1144.11

5 1 60 18.31.0..."14,..14..r-er,11,147... Arose" -.taper awcps-z.V a fM-Witia.ot-rear441,Vr., n Ln.....2 ,14471m--*817"2..4

4 0

24

V11411!":re e:RC 'TS I Pa...FAY nro

23 1 o 1 19 t or 1 1 r 1 ae -al 1SCIP=./:"~N:14..C.-031,4 ......a.i ...:S..1.:10411` ftylu:,te`,=ers,azarre.... .P247/1,.3;i4Aa arV ......740147 si14.,

20 I 2 1 o-e 1 a I 1 1 I -

1

..CS4,45.AemAlelln...,C..0..WrrVir7r..e.: ...V/ as, a i,...1..;Wt. ,*.y....,; e1.....41 ...Et"; 10c.auti40,01.t...vos, ...".., ,,,,

3 1 o-e I 2 I aot 1 I I4 It

...1.1ftft.r..-.3, iC40,6. X .,(Pft...en.:e ...:V 4. r riftCIZW/...ft.........tery ....Aft rlpft.......** ra. toAma.-..r...... wessee...0- s.

10 10 I 'o t 9 1 o -e' 1 .

%4 ftg .* .-........4Vg..M.P.:2.111C,. ....Mtft*, C41 v.* it .....11a.rxes 00. t ....::

7 1 t a t 1 I I1 +2....v...tsway-.....41,1Y,.. .etale"e": ho! 7. 01. 0,2,..AA l s= .40112..

9 I 3 or 1 2 3 a l I.437. ...Iwo . ::,..; , .. A . v ,...4.8...%:: ..."31. r...........! . A p...11::"..r." vft: tft atl.10. eAr.2......1.C.7......f.r.-.1...,.. ey . t ... ....,.0.1140.f.1.-X.rft

6 5 1 a I 3 too 1 1 1 oe 1 1 1 I

Page -3'.

/a1/351. crop

52. doll

53. black

54. frog

55. chop

1a2/156. cart

57. arm

58. hard

59. park

60. star

/a2/261. arch

62. bar

63. harm

64. scar

65. arch

/a2/366. cart

67. party

68. dark

69. bark

70. chart

/41/1

71. lawn

72. wall

73. salt

74. fork

75. born

WiE St No0 Sp, Nor.sac,. .4 A.:** .,I4 as lo1sowa =L'S"..104

16 I 3 a-e 2. .1 a 1

.

I .7 rfava.V.frol.t.11puse1=1:0*. 214114.

5 2 a 2....=.4.4a-".?- itor.....smonlor.:=tramv.7..m.v=.1 MUIN

18 I 7 a I 3 I- e 1 1-1 oa 1 - ou . 1...,..,.................-.,...............s....,..............,:-........... ........--0,................,...... ..........A.................ilimmtr.. A.S..

8 3 or 1 ra 1 1 I 1. 1- I-' I.

.......--.4.........

R AWACO

AE.Page 4

/01/276. war

77. yawn

78. stork

79. salt

80. cork

W /E PIE S -/To ST) /To. --Sp. ro. Sp.. No.' .&:61.tr kar,}4.tet.ts 1.1:042:.0.411111.S.4:C.; vaA1Ii.O.Int.A.V.:.....~.4P.0Vm.-..e.trst.,....04

32 I 29 o-e 7 . a-e 7 or-

.. .

0.-..vtenr...t nsrumr-41.^..........-rnarsaetwep na.-...somdiw- 047 1101-wIPX

43 I" 41 o I 19 -I o -e 5 a 3 a-e 2.: . -..

mamss........s.tmantr.a"..*:.4twa...=--2,13-41wesma.. .1/./.4...C. l2wIll"Sau.141b es

. I. .

30 -1 23 - -at I -11. 1 .- O I 4 a i i -oe 1....4,...............,........., ..dmt.. gre.awyks wAge"fg. .Vr041.4.07.1.2/Mi...X.P.0:0:"CJICEAIHICIMMP IMIDPICa~gmr.6111111J0

,. . .

. . . .

27 . 23 0* :-

a -'e ,.

4- - ai

asamonnAme lazorsonsuirrsrimros..-. -cartirt..Assatmeskw.k iputIrMrill~te 111.721141% aowne-aeuborx-

28., 20 A -a . 5 ar 5 o too I- : 2 I.,...

.

I..oragswe.yr mise.o.L-Ms.13Plowowingtkilr440i1r4."4:2fA/ICVOKastoflIwilt~IVE;A:R....01M41401

4 firrsdar -...11641.01:0"0

.

'

.

--r

f

is

;

.

,5Eaot40 Gesos

AREA LaGRANGE TOTAL NIABER OF =DEWS 2411W1.4&1"411,4-ertiolafianalK,N40.14/.0"~,-~* flitOrAriseerful.

/ow/21. home

2. close

3. rode

4. coat

5. toast

/0v/36. pole

7. _tone

S. load

9. hose

10.. boast

/e/111._ -.pen

12. bent,

13., tenet::

14. led

15. sett

/4/2 ,

16.: rent;

17. fell18. melt

19. b*20. 141t

21. rest

22. felt

23. '* penny.

24. mint

fed

I

1/E P/C

2 I 0

Most Frequent NisapellIngs.""aft.".."'"*."*.,,....."...4-,ts,P-,r.ino.s.eay.....asas

'Spa TIO Sp. flo. Sp. No. SD ro0

4ve. ..114r1,04.-..11.7...imar../...Are a .....r....3,4Warevor-:.4.4r...- ne.coway : "vac.' Ann.: --Tr...0./:?%%.:41:..

13 I I I I6 o 2 a 1 I oe 1 oles 1

AREA LaGRANGEpageTuri.kossetoaws.

/BA26: ship

4.10,

27. wish

$8. shell.

29. shelf

30. shoes

/s/2 .

31. rash

32. shoot

33. shone

34. shin

35. chip=

/e/3 '36. mesh

/0711Mfr".

1.7/E PIE Si) , Igo{, SI). No, So. No,

15 10 s 10

S90 No ..0.,....., ,,,,,,,,,t,,,,,,,,,..,~,,,:...."1,..=~,.....A. Ney.....,,,,,,,-%,,...ArAbmws pon 8.4rIAC4.14.11.,::,).. 4.4,01:114.11,A11:.

.PV.01 ...11:1W=.02codA.1.4.221. ',$:.,.47,4* Iroc..vo...7tismwlewAWN Va".1004.?".....trZre....Alefinr AillaftWoArcit......1141=etiseru

15 10 s 3 ch I 2 s i 1 .4".~..1.11/.../nrf :!TPreA % =.11,11MY t"......:.ft7..y.s.......4,,,..,fte,.., 7................,..w..

117 i 10 I I 10 I. s ..

.

- 447.111,,,,,02 ......1.....zopirer : .rimmosorr. loslArimel-Arnet or lwer=-=CIP.::.,ct.-.-Vinimmanik. s....arr.oculiros mtmerIPCiala../

21 I 13 s I il.' I.

cs 1 pc I I I1fil.41r.T.rWrall..: emrT41..711.1r1w. Vor,11 sUa...asza-a41.3412r=wispnrc-/ ./.1,..ArVIIMWS,"::%~,..410113,....1*~~111rIasa.~004.110.11r

19 i 10 I s I 10 I I 1 i ......1 .._,.i............ 'Ile=.roa.-rni....-Iimoool, rnoadrAlre.....112SA.w..m....Ar ftv4.4.10 *news 1.--MIIKIP.

. .

.

14 10 1 s 5 s s 2 ..E .k'sc- F.. °e AP.

22 I 10 1 s 1 10lani="e ..a.....init=racP4.7.tmcalts44.,=...,11mc.. 4. ai- ..aciporirfir*Sire./13rnairjawl 4,011.pagr rP7sor zmogreg,-.*.ro.711.;

-

37. chain

38. shell

39. rush

40. nation

/a1/141.- chop

42. stop

43. wash

44. clock.

45. rot

/a1/246. wash

47. cot

48. drop

49. rod

80. swam

21 1 6 1 s 1 3 1 ch 1 I enr' 1 JP' .

silialms.V.......ogrerviemaaroy.sopr

19 7 s 4 ch 2.";.00141... LNIV044.11. ....110.1..P4416/0.0841111.1114112*.124101/4,

.nevtiNs2

8 c 4 2 sh 1 1eVottimlfter....71486

16 1 5 1 h 1- 2 et.....? 1 -1."-' a -I 1 s 1epOrt..T.~.........W.V.X21.1141NTIVIrt.0047:C.111.11%$MILINSWONPAZ.V...le 11%.7~~1"17. 0

18 1 6 I c 1 3I

I 'Sh 2 I c I 1 I I Ilowt..4.r.gomr.rs34.~4.setactrow. .....CL.V... ......o.r.:...teor-avo-ag,

15 I 7 I s .. I 6-

I c I j_ I .I I-

15

13 5 h 2 I *v.- It:.w.fterrureNertzroursuktairar.rtotaVariWilrift ..2,....,....,......,,,,,a,...41.04., CiLicrtj.=m01.§4elmoximpr-t*sijee9011Z

......,..,..4.....,1411.argr.rohtsromoirmitorParaw z c. 1 sn I 2.....,........,.,.............. ton 2 1 sion......,,,............,......vos.vuriMr1reelf

.

17 I 14 I sh 2

111.0. -atarritiralAC.171`,..);TAL,=,.=4Wrzt 1,..7.,..`.1 WOICULCIMIL:Ler.LaWtteeyDersegsVapow...1"111LPUPPLOINN4164

1 0 I1...-Pe ...s.-n-.Ge 101.40.4.1110W.A.firs.vraWorcaremorwino nsacV.Vmoselreops:AfelemftsaelmAlmormiefes`roromiVrinwavar.poseos....ever

7 I. _

r.,.................r......9.......r.A.......t.......1.........i...3............9.27,.................4 ...i.r......4......, .....,.....

14 7 L. oo I 6 I o - e ! 1 I I I,...... -v.iseat.r.+Zuve ......3.....:=Nc...,..Ipor.....1.1me...r.A. oi14.1...alur ous....abstuarom..sompOWINI1N4r wilIMIVAVIRsAriellwitassoldiave

-

Rt LaGRANGE

:.

Pe3: -- ------ , t7/E PiE Ss. 3j, St. N0 S Zt,. EOD I :1

.-

/a1:/aI '.. 51.crop 121 8 ia 1 ar 1' ar-c 1 e iii

- L.t W,t.-_ *%I1, 52.doll 41 2 a 1. ooil '1

&.-t'-

. 53.b1&ck 10 1 arel 1 00 1. a I I. IH- . .y.

54.frag 81 7 orl3 01.3 orn 1113 L= t*.'t' s-J

55. chop 12 2 loan i. oo 1 1 I:

.:1*2/1

: S6.cmrt13 8 or 3 o 3 ra 1 ora1

-

57.sra 131 7 2 or 21ea ito. 1.11WV

.-58.har4 14111 or 2ai1Iu 1

:

59.park.YVMJ?Z.i SUIG*?

liii1'i or 410 4Ia12Iau-- .

. 60.etarI I i I I IH 4

- . %

:- /2/2 - ' -

.- 61. arch: 16 3 on 1. a I r 1..

. ,%3 .

-- 62.bar 1. 1 1 1 1 1 1 1-.

63.Ii*13 8 or 2 o. I e , 1 ,o-e. 1 .

i0I6!or!2Io1,iraIiroa-i£,CtZ a%ZaiC3 W5J3 UnJII

64. scar10 1 or 1 1 I

: I a-et 1

65.srchI 1 11 115 , 4 a 1'%$M on, -1'or

3 .&"*$1 ,r 1.

I

66.cart..

8 , 5P..

or 3 r 1,ra 1_e-_2...i-

67.partyI I I I I

- 13 9 2 o 2,ru 2,o-e: IraZ4. JI34 333.M -

68. dark I 1. I.-

10 1 8 1 or $ ro 2 a 1 o - 1- 1- J4A.I.'l S4 .4-.

-

69. bark I I I I I

- 9 ! 7 orS

2.. ro 2 rou ! 1 ! ore----p.%p.*.t,. ...4 ?t,tci. 14

70.chart ,1 .I-- 15 8 or 3, a 2 to' 1'ra 1

/1/14**. r&J,L

I

U*'V'

?1.lawn 15 ,12 ,o 7 o-e3,.z.,

ow; .1'1ar '1

72.wall 1614 ! 2 e,2, I

IL.?3.Iftlt 15 .9 0 5 ar, i.oe

4qoap1.

--4.., _4 M Mf

-

L 74. fork- 1 10 , Lo'J-rw. v ! ..tr1 .4L-. 1 00W 1

'---,.-

-

I I

$YS-. .

II -I

75.$

born 1 12 ! 9 a-e 2 0-c 1 ou 00 1,. . , jj.,.,; - -4i .

-. 87..

r

AITA LaGRANGEImPtmr.rouqes.........su:J.-"r".....,051.a61

Pale 4 .

P1/276. war

77 Pim

78. stork

79. salt

80. cOrk

WE PrZ Sp. Leo..........twart.-0 ..r.S.,..42..e.: '.'.)/ tra......4ITo. Sp. 11o. SE: ro.

...., ......,.........

-19 1 15 o J 4. I o - . J 4 I oo f 2 t ou. ,.1 w.......:.. -tg.utv-.1 ..t./ 1V ra .1.0.tAar.0,001111 .1111.7"a11"

I 2

ro 2 '1 ar I u

......,............1

1I ......i

.

-moil e.awmss.:7-..: -.c+nl-wiluravv. *.-s..14'..avvvr..mert....4.rzes..trn, 7:-.E. 47eJa.l. -¢1kr.r...

22 21 o 7- o-e 3 oo 2-.4:.z.ier...:.41-r-rwtssores..eways.N.w..,....ser.

16 I o I 4

10 J 5 I ai 1 2 o _____....2 ou 1.............^ilaCWOir.:XJ,1avvrayr...sca.Z...e.troorso worsf,nrautem 4.............v.er, orazoavev.v...?,,ramanw.g...fttv.~eepj ionasnwaro..

1 L 111 7il ..0 3 i a r-e l 1 ar t.......,..w. ..ar-,......rm.r.aretwirienrs.-....dsesmear-.443Zr.m.w.R.OtInelilr-.110w.e.V.3,.,.:.2~4,7.11eX. ,.....1%V. . ve.VPW.P../

88

:. : j:::L:_.L_ . . . .

AREA:::WELLINGTON TOML NUMBER C' -35 BECCND GMD

: : . --*---- Most Frequent Me!pe1!4Ms_____ I- L_: .

:: .. r ----:t----T---

:.:

M'/2.:: ::- 1. hcme

4. 1 be ii Q I i I oa [ 1. f ow I i.' .

:s.øa:*.A_.

ii4i

: .

;

2. close1. oa 3 owI 3 oe .i I I- v.*" ar%Mj $vvf

3. rodi : .

:. .7 7 oa 3 ow 2 ou 1 oa-e4 1-: .

r

ctU _4.&,tr -

: coat; :: 4 4 aa 1 o-e 1. oo-e. 1 a :1; ' . ., W'E1/%fl4 jgSa.tI.. W.xi3.

5. toast L .;I : 12 8 o 2 o-e 2 oae 2 oyl

.-4tJ7 WW1 4t*IV

.'i. /o,/3

..: 6 "ole

: 19 12' oa 6 a 3 ow 2 oe 1-' , .

. : r4 ,UC*I1 t.W

tone 13 11 oa 5 4 owl oo'j.

; .

. .4

rsmr I.a*øW

:J 8. 1Od :' 24 24 o-e 17. 0 5 ow 2

.I*%rn . . P4W

5 oa2 0 2 OW 1. . Pa*1tA ' 1j I%.4*;%t

'.H1O.bout 19 17 o 3 e14 oo3owl.2P,.&ml- **1,seIr *#% zIt C$C,t '.c.s'.i.*

/o/lll. pen 6 5 a i-e 2 el

I '*W -

14 11 e-e 3 a 3 a-e 1Jel'11'WI*SI Ufra.ZI.?2

I

13.. lend j 14' '12 "e-e 4 a 3 a-e 1 1 1.jvsi

14. led 13 12 e-e 3 1ae 3 -ae 2 1- SS

15.set, 9 8 a-e 3 a 21i .2-e-e',1/e/2

'16.:rent 19 10 a 3 ea 2 o-e 2 la .1-

%rr.

17. fell V j7 [8 a-el 1 e-e i-ll-e i 'á iIj' IiVIW!I I*SdJ NVWS

V18.Re1t 1 1917 1 2 ea 1I-o 1 o-e;1-

-'

L --..ii .---i..ir#s

19. bet 12 1 I a-el 3 a 2 1 ai 1 4.ea 1 1- *2WaP

20. list 19 1 17 I e 8 1 i-e 5 ea 2 1 el L 1

/0/3 .-2l.rest1' 6 5 a 3 u 1 -i I$ ?Z

-22. felt, 8 4 '. 11

I I, ,,

II

- 23. 8 1 11

I 1ea%,- uII.wr?a..

24.a1ntI I

-' +- '19,7 e, 5 lu 1-1-e 11 I

') PP%t - %'I1 %Eà'

25.ed ,

9 I 8 1 ee 3 a -'1 ae,

, ''?" *.$A JtI'-' .'

I

-

,-'-

-- 1 . : -

) : , - -.- % ; . ,. -. -- '-'-. . .. . .' . . . . - . * -

ARE! WELLINGTON '

.-. . . . -

V-..::age2 i

-. .. - .. .. S. s . .-.

:

: . .

;

:1: .: : :i;/E ii:c

S

;0- To0*5

- : . f U4 W.' dd' J.V*S.:S /$'/1 I .. I :r .

.5. ..

: a .J12 2 chIl s I

-.-,

I * : : I

LS*fl.?J I'S

c 'S

S

: . .,

n wish .5 19. 2 seI .1. h 1- I

-1w sP&.1

28 shell "i -''-' ' I

J 29 aheif ' I I I

p

30.ahoe$ 251 01 1 1 1

.

S f ,-*%r__5*- *V.MI1 ¶

/p'2 I I. 31. rash .

I 7 I 3 tion 1 5s 3 St I

:S . S

*4$I% l#J4

32.Bhoot 181 ?' si 2v'- ' .

. S,

;:533.ahone 17 '2 s121 .'*

- 34 Shin 15 1 1 s I ch 1 1 1 I I-

I4* I2

35 chip. 9 5 j 2 sIt 25

tM* eri' W3

/s3 4

3 ' 2csh 1.'.."

-_**... _1tw ' spes'.n's -.l,,,.'p MS*E$ S*3

-.54: 37.chain: 14 SIc 4 jtf-:

e 4.AWM

S

S .

38. shell 9 0- I

39.rush 810 I 1*IMt1 4DIWW' PW4I 1

40. natiøn9 j1shun 2 I. I sen1 1 shout 1 1

S S

_S",. JIJt-tw v.* 1

/ili ' -: -

41'. chop- -11 0O 1 1 -o-e 1 ae1

42.atop1 I I I I

-' :'ts*

-' -r . -.

-, 43.waeh.'.

L,. awrLt L.. 2 ar 1

44 c1ock1 12 1 i'et 1 1 1

4 r sD..Ia.J5 .Wa'J'nfl( s?J*5

-45. rot'

-. 1* S 4

I,M*I*.àVS 4.JIr.?SJS* ?PI,*4P rj...Ju-*'.II a.-g.,5t11 '.siJ.r4.i. 4%.qr.*1

/*1/2 . :.

46. --wash5

'-i.wa'g, I4P.-. e *4pI5S_J..S4. .S4?J.*Ip e " ILø.,-d1'141nuIar

47.cot 1 55'51 I-

L:11. 4 a 21a1 1 u1 1I___

-':- 48.drop 1- - i. 1rN*aIi,*.S4a._.,&1a1.*. '.5. .I.7AAIW

5

49. rodf

5

1 1-v- I;- I -'1-'a-'

-I 2 2 a.2

m.mlwI'., S %S II U1.. 4%ISIS 4*WIW 5 &I44'S

I.-- I : .''( I

- -: .15 L13 0 9. !u' 1 .au ail. . I.IrI. IlI't1 f 3. 53.. 5WS*.

490

ItE1Pga of-olau%ftwat

Ati/8.51. crop

52 . doll

53 black

54. frog

55 . chop

/a2/156. cart

57. arm

58. . hard

59. park

60. Star

/a2/261. arch

62. bar

63. harm

64. scar

65. arch

/a2/366. cart

1,1/E PJE Sp. No So. . No. No,ova-sown- trOtotoote.

6 or 3 ar o-eVscr.0111 ItltliraCtoaAalltgor....1 tillana...tecLilLtAas

4 a 4 1 .1 1itrnatoperatalosIaumavame 114..WW0041,..

67. party

68. dark

69. bark'

70. ateri

P1/1

71. lawn.

72. wall

73. salt

74. fork

born T'i

-

No.snawkAS

.4.0.10aetvreallotANNIomaaW 1 13.3-gar.04.11.~1.014~14.1woloallistitataak:t0

1 I Or 1 5 I 4;u I

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le..&Cia .110*prra-oW0.-,.....~419040~

4 . I ra 2- er,

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1..,........5......i....1......

jr 1'1

1

,.................2,... ..-........................i...................,..1

1 -: ra , . I I ; I.,.

2 I it I 1 I r I 1 I I....so.s...7o=o4stroo.c...1r.oaccnotooro.toataa=ortotwotirdros.r.r-ro......-rni.

. .

.

1 . ri....."...4...............4.,...... .-.metabriannalt,AX/0.X.CWX.I.; .11.1101,30.4Ktectls

Ire.::..easetw owl

ra - LL or

I o- e,0.4.,ellta-4}INIP/0~.}M telzr.A3taWsrowast,4014011.4&12IttnataYmi

2 o e 1 . II Io vitmArrot..etesoihros. /1.1paoyorriet.s..00rt=ain?...smi

1

jw115 1 o- e, l' i ,,

17 2 ra , . 2 ,...............,,e-tricattr.w.w..:..kstoesocikre raoloolonumoll 11/11M411,2Str,

1 1or 1 1opswoosorw:=Xtramozot*,460olosotto aC../.a.4..r.c.itlyptsyr400,11C.,MairtM14. ~DM IC,1711.:4

12'7 2 21.1costiVttlet=far..ItlfeC.Pattt~t...rarsaia..wrirlleV F-tagal-

I5 3 or

2 10'wWICE.411artt.P,W.X.:"MTktalrelf.S. .111M10.11CCt8

INtotat..7144.4044,0%~...V.ILWICresfNell.24.:10~ASn...10/0.1.117j6 1 1 ' I a ' 1

toOt.trao.orzyJlattoos000' rton.00 `. I

...~1...ramieorsXf.tretroego.00 1-ronwottairwooms.r4uoitoMwa*.,.torturoutooposor tosomoocoor=os

I

I .

I

22 21 8

1.2 I o* I 9. o- e

Atm seri&VMArt,V41.4. -.terrairwritnetvcr

Ioalmso.s. sosttouroirocir/!COMOrallterMt

. .

ow oa 2 or 2,e *1 1'. ............., 1.-...,,..,..............z,.....t...............t.,.....t................,N.,......,

21 . 12 o 5 aw I 1 or i :LLow.._

........ 1.."1"Watart......1L-AW. raAtA4314.1talitt..tiraStoltMcgi211.,..V.12.0-41,04.114.11,..>Wp40A.,.."7VM........

I ioa ,__.1

-El: '1 har I I -. ou I 1

..

owroarrostammuntooloww..on-a.-VroncrtInt.,,ittnonolgretrourngutont.oco too..

9 I 7 Irö °u 1

&.V.00.4...-..try.

91

AREA WELLINGTONPage7."-"'-

P1/276. war

77: sra'in

78. stork

Pt So-No. S 1/411",J V°. S . Po.

.. w.

16 14 o I 11 ee I:. 1 I ae I 1

t

22 20 I o. 1 ál I 3 I .ar -2laknotertle.1W Viwillutlwaiwe400.

or....................

ar-- o3:080.1miew

r I I

......_____

ar . I 1

lemaloClade

16 13

...L,..7 1

o .awV....Z.V.-

o, I 3 ar

3sAllaVekalar

gk .... , _

A........,ar...,

DRACUT

-_

3

e.

/ow /2

1. be to

2. close

3. rode

4. coat

5. toast

/ow/36. pole

7. tone

8. load

9. home

10.. boast

/e/111. pen

1

12. bent

1OCNISIT G'MAL NUMMI OF STUDENTS 37

---- _Most. Frequent Miss llings

If E Pik D, EQ., So. No 2* S'a V00-,.....c....-...war.

I. OU 1 I I - .* I

.

. I

21 10 I o I. 3 I

aro GRADS

ota oo 2 I oa 1

1 I oa .7 I oe 1 I all: I

5 r::::1'317:1"71-7"57-'13 o-e I 8 I I 5 I. I

18 14. ow'swni.crifsrost...1.eameasw.s.pr

19 1 13

nomeGstirraniAla aotra-Aciallar......

3 ow- e 00 1...441r-reirk.1.1.0PAemestemlat

6 I 'Oa I 3 1 ow

am WrIvIl.r.actafot._. 114.-m.

a I 1,=ar.ralt:Z.Z*IeUKNOOCIIKICluxMr."-MW-A.

28 28 I b-e 12 1' o I 8 -a 2 I e -

2 Ialltsw-AWZgri. 3rsour.rnemess. .IsuotalwartHOORkAeUrraitsrmenfIc3...* .

11 a.1I... cr., rdtracS41.1e."601M0112,e1.2 oeFftele:biMASLif=0-

0 ao 1,

0. :

it j

13. lend 1

14. led

15. set:

/e/2 .

16.. rent

17. fell

18. melt

19. bet

20. list

/0/321. rest

22. felt

23. penny

24. mint

25, fed

31 30NIIkeiweranyr,rittair2oA-

11 -. i 4 a ..

votaranuArtamemprarwul4RaMeCKINI.="... I

-0 - .

15 13 a : 3 e-e 3 1Nowcs.murrifts., earsts.0,.....weraftrwraVonlaA-00... .130.6.--..~4.5.0,..?^A.01.01...M7.1...0.--...

1 _.

1 I i I

.,

20 I 17 '- a ! 4 g-e 4 / ea -e' 1asioqmoisW., 1:41~0naugar mr-140Pi loal,A4.1.10110e, W11.4....1.11011.111A ireimboa.C4621 MI

15 L'e-e __-_____5_ a - 3 i-e . I o-e.........

17 e-e J)! ea 3' -a-.-e- 2 .ae 2.1 -,>,,,. th'f*Wer-r4Nr44.&- gerr407v.witcaorMiprui.eya:CmcetemainsorE.M=...orwrozearmiv-A.NW~f te.**".nr.W.~1111443,

114.1.1gINIM 01:01.

.....J,____8 15 1 a-e 1 3; e--e 3-, ...... askarlextpule Jeo a" Saw

17 15 ! a 1 e -e 4 ea .2 a-e ; 2.

,

- ........,.....,...,...E.......... .

oa.

20 17 a 9 e-e 3 2 ea 1e

4 a-e'telirerimmatrogy

_

22 19 e 12 i-e 1 4 -a 2 _ei 1 -.1--V-Wer-14.621+VertatzforelAwellomawftrre4rowockmrx.r.mma.rx.

14 12 . a e-e 3 ea

9 - 9 a

. I

t--s ff

15 9 a 6

e-e 2 oa a-e,-

oitrapp." 7.r.orlart.406111 , arwr.ri"mirrinfillnuetorwntsi1414./RaslakteMPA VanUraViliele

e-e 1 I,4.....3/4.... Taman .V: Vcrp. wearre41, }WM* ft, ONO V (6.111,11RX 111ft,..P.V.VM.14. 4

ITMOPV tiVelle, Marti.5 2 ! e-e 1. ee I 1 i 1

a

,16. 16 i-e 3 _a4-.e 2 I 1161m 100,-,O.Mt-e.V.sso.u.s0NM*43,

1AftriwINP~amesARASSCP. firrx.e.. a.*4-11. ar.....140.0~4..veor4aaram~-Asyrill....,...~11,04,RempfAscpewoovgisolnr3~1...61H.-14014aws.sWPR41.4...114.; 8 e-e 3 n 1 I ea 1.15 15

1.0.I

ti

Pago 2

/s/126, ship

27. wish

28. shell

29. shelf

30. shoes

/81231: rash

32. shoot

33. shone

34. shin

35. chip.

/5/338. _mesh

37. chain

38. shell

39. rush4

40. -nation!

/a1/141. chop

42. stop

43. washi

clock

45. rot

/a1/246. wash

Pi y; act,I 14 1 6 s 4

18. 7

11

ApE6=323. I

1 1 c I 1 hti 1.,.....,21410r-nomal..-14MedrWIIMI/PeaAmewelm

I s I 10 .

11

1.1I

3 111W11111.1,111.2 -.loarer%``,":"X74.-11greimessare wingIMIezi

s i 2 ss 1

s I I 1 1

s 6.1: I

.,....................

z Chr .1--3

1".0,1olev,.-rott,sna.n

rsorT

Ism 1

s 2 isaMr.1

3 tine I tieol..0.40.01C1~.4.Mw.1471.~.4N ..sftem~).111e-re-wireesprf v `,.....M.445,~QC...X.MaftwomftmeW

al I 1.

i-e1 1. 00 1dindlIAILA1a71111.11171selM1/4~Wrire.pstimeavoillowerAm~4 WolloonunAlorge

o-e 1 1 i.

.

tmc.w. Arowsr40% Ptonnhx........~-0.mn......~

2 o- e 1 'w1 i I 1,........r....,....,.......... AsWiltrims....0. v.ieweeiewente, timmacimse ,1101,111.1.0.1...%

1-1630.1mlivalap

e-e 1

3 I 1 i o-e 1..............3........................0,.

11 7 0 '"14.amiseowarrnspas, mramemarint11: arelonma.

v

meneutfor.kon

8 I

a 1 r 171,,INV60101eWirs. ML0111.1011=1/10K111INAld.141",1~an

o 5 ou 1 r 1 -1amosetwatitilylla.

94 :

whoorwowd...ns

S6

%.**g 1800$4021113,11.~1.0411atieho,MC~2munesiaAsous.1:. Amiss at% Ms. ?-. EC)I t I BIT Col 910 ZI1 IZ

I "10 a .z: .v " I OI bLi

I 8..0 I Elf..i.16.16%.-Norta6C*41.....4.arigVbPV**1/41101.11.1.34 Ana*-4.014AIWAYVIIIC 4rw 140, g 146.1i ilf;,-,IladrzZr,,,,,41, new va,,4,40,1Wires.

/ O 1 L 1

4.,100.5.41.4114vaearalwpi i 111=11MitI -0:,CI04tecAlt..estArV: 1~,,,mcmic .4.4-.6.11,"riv:: c=s1.:..-.:.-1004,4x.-%-ontx.00 G I

I ?I I. C

. 00 c 0-0 6 0 1 SI

,17..ic nr.41=- 20 9 ro gi o zc cc I. .£

sum% atuses~..,.71.. 4101/4-110..14421447/214,16.tre:Atakteettmae.woremaseirxwmocavogr:AVecaal4Wr.V,"110MwPtianValAMACM I valv 1 I i v-T 1 I va 1 i 1. v. 1 17 i: II

,......,,,,,,,,1.......-..0,311r..rWMftheuribletelysiNiRtoorC,.-amileneerslintiterindsraKCIIer-2.1.1011.0 4 01 1 0 Z V1 9 1 8 -:---.....-4 i, 1, ........:...,,,, I

.es-.211.

irranoi.vJaillswruser4eSee.P.11,1410,01.204/centeiteltilry sgralt.r2.64711104100.041Walls

I-. 1 1 I i i I i 1 L : .11

-40Breafassrluillatealur. ,010Jims.~10!CAUNIssmrelatWagosaysorws.rjr...1.6STAMmilbratiaater.fitsteLgarancuLC,,71riravecomr I .

1 1 1 9 i B i : 9 91

..is.46nomessinall~ Ms fonsVacarouseas ear.- eicInlirroftworrIC04.011=.141C-

,

ITIBI L-IritLemr. .....,..m,..ewl-.:10 tsgAw -f.~.11 azallfItalU~NlimIer=ima...14e42C

:::.:;;;;00 1 - pi g e i 1 .. 4 81 .!............, 0... .............,-,......a 11 La-re ; i T.

Mel -flir~k LIII-21:4118MIL.rilireiMaliallr..

illitilK.iVedirle,Mps

..! 47

601111A I 0

................i...... ...........1.....4............. . soczii

.. 0 1 z 1

marl" 4.140.Thma.4verleromourayill

L ST

a -e

1 ,7

- i,../FAIMOInowtem~lass.100-1POICoo. .evIfAs. 4.fIcifarlardre

I , ae : ii - - I a

I

I a z a-1 4 c a I .e.aa-mviewi-cobarat-.%-s= =r.a el14:ta.111Ate=1VINNIviuCamearisireert-4~c$0rant:

oraeMlitsziams91ilismo -4202Lrya.~=rtiletir~c~~1., I 1T. juilosj I VI I re

a. 6- 0_i I

I I L° weessalliolirremsera4.%,..11151rameneyssaavorarspras-y2dpagfi Alms=

6 jae a I 1" I

ramtwaLetemegasawelvatat.1).~....vtiPeslati.,1041Assisa, ,eza..eacJobs,ae40.eviir,4ownlowevra

laasswww..

1 I I 1 I

1 arelfaT a "MO soremros- r1,. Apr A I 00 gi

ern~3,11%. .9. 0 Ga . 4a o cts 3/11

Unq SQL.

3141144 IPL

WI" CL

TVA ZL

uA U

Tit ci

1.1B1t3 'OL

'69'

NaBP '99

3r.aq

19

99 Eig*/

'09

MOOR le

WM g9

,zwq *Z9

up Z/Z1/

zing '09

31.1vd '6S -

Paull '99

Lg-:

4/13 '99 T/ZB/

dotto '09

dozo

gs 1

-'19 grEll/

c ava Ifl3M1 yaw

.

8

WE PIE,......_ Sp., Tio. S Vo. Sp.., V% Sp. V

24 0 I 13 a-e 1 3 o-e I 3 I aw233. 32 I 0 I 8 I or 1 7, I- o- e I 5 I at-p...1 3

17 14 f Q I 7 a Z I ar "41 "2' 1 o-e 1 1ItrriMITMVIVAIIMPAre8161. OA.

4 I o I 2 1 i 1 1 I ai I :1 I.,... ...1....................................;...11

I---a" 2 I ore oo 1

, 3*

./...,.....;,..- ....,../

. 96

\hiked Al

/se/ 1.:1411. stature 1I

2. faculty.1

3. salmi j

4. Massive f

5. average I

7. vanity

7. magnets.

8. :Imaginary

le/49. whet

10. embrace

11. entitle

12. descent

13. welt

14. trench

15. festival

16; enclose

4/1/17. ,riddance.

18 imprint

19. infidel

20, whim

21. flinch

22, flint23. slid

24, insult

TOTAL NUMBER CF STUDENTS 6-14 shrra. Die

Yost Frequent Misspellings*Cos raftip~ '-.....05%..................,,,,:30.

Ste. S No. Sp.

32

4

.. ... 71/rau I

2 au

;$114.4

1. ,...............................1. .

1 1 ao 1

I. I

,

,,

=r

I

40

19

ar,

3 aT11

a21,01,-.WYMmiTiorlimiltlet,I17

ea JIMIFAID111..7110

1 .511

......................r...,......i..................,Sallotow.gmn

0 I I.

34 0 Peraaw-~1161700,-...........

40

-

4

wet."

2.......,.18

vies=lurlistarAsollumnPUK.

a'711=~WIS 1NICSaMotar

32 F.7 .

JIMPM1 .1PIPOJNA/A

34 1.,25 -45 .

IlIrJORIrillrel01.

TalltiMatfAlea..

..,....12

.....=....r.........r.............1

I ea I 2 1 a 1.............r..........0101~111111.1,i 1 1~110106C

14 I 2. . . .

4-

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1 I..

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.

21.

NI.IVIC 111111110110* 1=7IITIP=~0~...0

- 3

21 21 JESm/81/1/111.r.Wer.2raew

.

VollitIMIPM.Pis ..ClPNIAViiimeT

.

52

a7 e 7 ..............-

17 '1 'e rTi

. -

.

14'

I. 52IIPINMllirellomoo-daVimmososs

, .

37/...........

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,.............,.

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8 e, 8 I-631 e 31

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.

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' .

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7

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2 e ....I..nirrAr~ unmanj

1

97

APPENDIX G

r

r

% .AREA WACO

Page 2

- _

/u/25. prudent

26, groove

i 27. juvenile

28. lagoon

I 29. include

30. fluidI/ 31. flute

1 32.

/a1/33. 'swab

rooster

34. modest

35. toboggan

36. operai

37. soggy. :

38. object

39. collar

t 40.. bother:

/a2/41. tarnish

42. marvel

43. plaza

44.

45.

46. armory.

47. marble

48. sparkle

artiChokesi

cardinal

W E PIE S . No. Ste. Vo. Sp IIo. Sp. To

25 10 o

~11Kr.nws...wibiales".

4 ou 2 ue 2

3 I

oo

e

CS,142 35 to

fflo~~AvVe25 u

APAIIMMMt

6 I: o

52 10 ou 4 ue 2 e.................. 2 .. uv 1

14 I 6. o 4 u 2

1

I

11 u

14

.

I ue 3

. rs.u 2 ooe iue 1.WAMOMMON

14 3 o 1recamosamc]w103.:Co.sasemoo I 1 a ill 1Aramsarcnog

27 27 o 15 oa 7 4 ou 1.

24

................

18 0 12 au 3 u 2 i 1-a.."1.-mximaclos.

21

50

31

7

FT-----1

I .I

. I

4 1 ou 2 I e 1

.,

a

a 1 1_

1. 2 au

......

1

WaIrrwicu..1.= .:..170

u 1 I

7 2 a 1 ou 1

9 I 0 I1,...............r.

2 I. 2

.

I ou

.

2.. ...

I 40.110111.

..

., , . .

9 1.

1

.

.

.

2

15 1aloyl 41§21LE

42 7

.,ava 2

.

i 1

,

1161011

I

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f011oMal ..04114.1116

a 4 or 2 ah 1

25 0wapas

2

1.0404110111MIRMIIJIlir.li

1

1114241~m1140%. Arliv41~.8 vorivemor. -V11111

. a I. 2 .

a 141811~4

S 1.1

,

I

40

7

12!Ikedical.arrerailatv10.,..11100:W~orlesPalIIMIAM4/

981.

AltEA WACOPage 3 k;4.

449. audition

50. autopsy

51. accordance

. 52. cornea

53. auburn

54. morgue

55. sauce

56. thaw

/32//,"m57. scoff

58. lofty

59. prong

60. foster

61. glossy

82. broth

63. soft

64. catalog

Ay/-65. plaintiff

66. quaint

674 cascade

68. baste

69. crater

70. create

crane

,angel

W/E P E Sp. ko. N.

11 I

Nom -

moftwucA01.4

6 a 3 ouglf 1;.*tsaa:aslre.--waoesfrWir--d.,r,.,..,....,.....,

-/ I

4 -4 I 2/1 ou I 2 11

31.71 :1, f out'........./..--.........4

53 48'

32

1.5 1.

35 17 a 17

r 3----Te-a2 I. ae 1

3 FT-1 I "--71 1 as 1

9 a 2 ea r.26 0 I -1-71

99

AREA WACO .

Page 4

/17/73. .extremist

74. theory

75. magnesium

76. nominee

77. decent

78. absentee

79. idea

80. secret

/ow/

61. noble

82. slope

83.' probe

84. throat

t 85. -b oa st

86. hotel

87. odor

1 88.\ scold

/1u/89. nephew

90. cubic

91. curfew

1

92. fumigate I

93.. future

9e, mutiny

95. amuse

*i 96. refuse

to.

W E- P E Sv,. So. No, S y No. S

17 ea 8 er

:33 .

46

44 I-

1.6 i 7-r.......r...........

'35 i I 15

.ei. i 1 eu,

ey,a 10 ie

35 ee 1 ea 1 ,

46

5

33 15 ......t.i 8 te 4 ea

10

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14

,

10 ou-abota.1014=m,,

-

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14,-..:' -I 11

2110;100%

8

14

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13

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ought..

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1

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Page 5

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98. gout

98. joust

100. devout.

101. lounge

102. pounce

103. bound

104. trout

/a7"105. doily

100. exploit

1 107. turmoil

108. iiploy

109. broiled

110. appoint

111. poison

112. voyage

113. implore'

114. rougher

115. assortment;

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118. peril

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120. ponring

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124. festival}

125. insult

126. rooster

127. tarnish

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28. lagoon

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34. modest

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38. opera

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38. object

39. collar

40. bother

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43. plaza

44. artichokes;

45. cardinal

46. armory

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86. hotel

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DRACUT

.1t419 'audition-

50. autopsy I

51. *mordants

53. cornea I

53. auburn

54. morgue

55. sauce

56. thaw

/32/scoff

I

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59. prong

60.4 foster

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62. broth

63. soft

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98. gout

99. Joust

100. devout

101. lounge

11 102. pounce

103. bound

104. trout

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106. exploit

107. turmoil

108. employ

109. broiled

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111. poison

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114. rougher

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122. Magnetst.

123. trench

124. festival'

125. Insult-.

126. rooster

127. tarnish

128. autopsy-

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130. flinch_

131. scoff

132. soft

133. plaintiff

134. - nephew

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TOTAL NUMBER OF STUDENTS

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AREA WELLINGTON

Page 2

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427. juvenile

28. lagoon

29. include

30. fluid

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135. toboggan

136. opera

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51. accordance

52. cornea

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54. morgue

55. sauce

56. thaw

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59. prong

60. foster

61. mossy

62. broth

63. soft

64. catalog

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80. secret

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86. hotel

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88. scold

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92. fumigate

93. future

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95. amuse

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99. joust

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104. trout

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122. Magnets

123. trench

124. festival'

125. insult

126. rooster

127. tarnish

128.. autopsy

12/:129... faculty

130. flinch" ".*

131.-MiCoff

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8. 4bRaginsulri

,

/e/49. whet

10. embrace

11. entitle

12. descent

13. welt

14. trench

15. festival

16. enclose

-4/i/17. riddance 1

184. linprint

19. infidel

20. Whim

21. flinch

22. flint

23. i lid

24. insult

WE

2- TOTAL NUMBER OF STUDENTS 31 SIXTH GRADE

P E

Most Frequent Misspellings

;;;-;:-worrgra.oe.mbroo..vxrmswalssaaasow

.

2 1.. au 1

....7.,

I

w

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30 1 au 1.

23 .,

1

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.

.

25

5- ea .

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21

24

17

21

1

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19

20

29-

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1

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10

.

ea

20

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,

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30 5 e_ Sy.,.. ,,

26

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e

AP LaGRANGE

Page 2

Yi

1-

/u/25. prudent

26. groove

juvenile

28. lagoon

129. include

30. fluid

31. flute

32. rooster

/al/33. swab

34. modest

35. toboggan

36. opera

37. soggy

38. object

39. collar

40. bother

/a2/41. tarnish

42. marvel

4

43.

45.

plaza

artichokes

cardinal

46. armory

47. marble

48. sparkle

PIE S 3 No.. SD . No.

0

25

29

Wor::~,.....-act44a....

9

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14 2 ou .........N.....r.1...........

5 3 u 2 eu 1 I I

18 17 r 0 lo , oa

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2 i I' 1

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16

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128 9 a 6 ar

24 9 'i 1 3 au 3 I ar 1 aw J.

16 3 ou 1 oa 1 00 11-:I

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14

116

AEA-Page 3

/./j1/:4449. audition

50. autopsy

51. accordance

52. cornea

53. auburn

54. morgue

55. sauce

56. thaw

2/3/H4k57. scoff4

58. lofty

59. prong

1 60. foster

61. mossy

62. broth

63. soft

64. catalog ,*

/ey/65. plaintiff;

66. quaint

67. cascade

68. baste

69. crater

70. create

71,. crane

72. angel

WE PiE Sp. Sp. No S. SD 10

1 23 16 lor5.

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25 or 6 a 6 al 5 .ou II307 3 ar 1 r 1 oui

17 i. 1 i .

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24 10 a

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.

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15 3 11

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20 ou 1.

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117

AREA LaGRANGE

Page 4

/iy/73. extremist;

74. theory

75. magnesium

76. nominee

1 77. decent

78. absentee

79. idea

80. secret

noble

82. slope

83. probe

I 84. throat

85, boast

*4.86. hotel

87. odor

88. scold

/iu/89. nephew

90. cubic

91. curfew 1,

92. fumigate!

93. future

94. mutiny

95. amuse

96. refuse

.4

E ST). Nb S7. No.. S!,. Sp. No.

27.1124,." wh..P........o.nr.i.r.g.wo

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25 1728 16

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25 2

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,

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118

AREA LaGRANGE

-Rage 5

/aw/-4'97. louse

98. gout

99. joust

100. devout

- 101. lounge

102. pounce

103. bound

104. trout

7105: doily

106. exploit

107. turmoil

1 108. employ

109. broiled

110. appoint

1,111. poison

112. voyage

Implore

114. rougher

1115. assortmen

116. gourd

117. empire

118. peril

119. roar

-45). p9flring

. Igo S No No..°1 ..

17

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19 11cacInastsvumnrooramalts.*-Irs.icr.....oarcterftwaiivemosli

24 3

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.

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ht

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21- 0. . ...............rrXttlauvimearsrowlial

30 I 19

5 I 2

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119

i.

Pzge 6

/t/121. stature

122. Magnets

123. trench

124. festival

125. insult

126. rooster

127. tarnish

128. autopsy

/f/1 129. faculty

130 flinch4^

.1131. scoff

1132. soft

133. plaintiff

134. _Ilephet,

1.5. fumigate. 4

ietuie

S O No.f M

26

a ff O.,1101.1.61

9

.". r- ... lff;40147.8.4.

1

.

.....

1

. ...,ttlet Nfeffe.OMMMI, ..a.MMMMInef.AMCIMMIIMMUS"

.

19 1 v 1.

-

f-_

,

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0 . I, .

I

0 0 1

. .... .

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.

30 -0

.

-22

.......1.....1.7.....T............1- b1 1 .........c.......--.........,.........i."6....."...............

24 2.0 I. 12 ft ph I

. I

1 -I-- l' ...................e-29- f 1 15 'th 1 5 ive a

a

23 -18 f 15 1 ff -11 ....-eev

F8 I . 0 .

1 I.' ... ..............,....4......

120