Vocal Symbol Formation as a Function of Reading Ability

Abstract

Abstract The experiments1 here reported utilized a short test composed of a series of ten subtests which might be regarded as five pairs of equivalent tests, one of which served as a control for the other: (a) a test in the naming of a series of actual objects and one in reading the printed names of the objects previously identified; (b) a similar pair for pictured objects and (c) another for colors; (d) tests in the naming upper and lower case letters, respectively; (e) one in naming digits and one in simple addition. In a, b, and c one series of tests permits a measurement of the capacity for symbol formation essential to naming while the other does the same with respect to reading; one capacity may be stated in terms of the other and the relation between the two is set forth. The test was administered to school pupils who were normal readers of different mental age levels; a series of norms was obtained and ratios were figured; estimates of the distinct capacities at various grade levels and numerical ...