Minimal Word Research Articles

A Suggested Minimum Word List for the O.M.L.T.A.: Grade XI and XII Word List

A Suggested Minimum Word List for the O.M.L.T.A.: Grade XI and XII Word List

A Suggested Minimum Word List for the O.M.L.T.A.

A Suggested Minimum Word List for the O.M.L.T.A.

Internal Relationships of Polynesian Languages and Dialects

Previous articleNext article No AccessInternal Relationships of Polynesian Languages and DialectsSamuel H. ElbertSamuel H. Elbert Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 9, Number 2Summer, 1953 Article DOIhttps://doi.org/10.1086/soutjanth.9.2.3628573 Views: 23Total views on this site Citations: 7Citations are reported from Crossref Journal History This article was published in the Southwestern Journal of Anthropology (1945-1972), which is continued by the Journal of Anthropological Research (1973-present). PDF download Crossref reports the following articles citing this article:John Alderete, Kayleigh MacMillan Reduplication in Hawaiian: variations on a theme of minimal word, Natural Language & Linguistic Theory 33, no.11 (Aug 2014): 1–45.https://doi.org/10.1007/s11049-014-9255-7Simon Greenhill Evolution and Language: Phylogenetic Analyses, (Jan 2015): 370–377.https://doi.org/10.1016/B978-0-08-097086-8.81035-1Robert Langdon The bamboo raft as a key to the introduction of the sweet potato in prehistoric Polynesia, The Journal of Pacific History 36, no.11 (Jun 2001): 51–76.https://doi.org/10.1080/00223340120049442 John Edward. Terrell , Terry L. Hunt , and Chris Gosden The Dimensions of Social Life in the Pacific: Human Diversity and the Myth of the Primitive Isolate Terrell, Hunt, & Gosden, Current Anthropology 38, no.22 (Jul 2015): 155–195.https://doi.org/10.1086/204604Janet M. Davidson Western Polynesia and Fiji: Prehistoric contact, diffusion and differentiation in adjacent archipelagos, World Archaeology 9, no.11 (Jul 2010): 82–94.https://doi.org/10.1080/00438243.1977.9979686S. A. Wurm Linguistics and the prehistory of the South‐Western pacific, The Journal of Pacific History 2, no.11 (Jun 2008): 25–38.https://doi.org/10.1080/00223346708572100S. H. ELBERT, ALEXANDER SPOEHR Linguistic Studies in Polynesia, Nature 174, no.44274427 (Sep 1954): 471–471.https://doi.org/10.1038/174471a0

The Experience Method in Beginning Reading: An Answer

In a recent number of the Elementary School Journal appeared an article by Charles A. Smith,' presenting data purporting to disprove a statement contained in my article2 in an earlier issue to the effect that the current-experience method fails to give systematic repetition of a minimum basic vocabulary in beginning reading. Among the conclusions stated by Smith is the following: Evidence gathered from the first grades of a small city system indicates that, insofar as testable drill materials are concerned, the experience method actually provides as much repetition as does the drill method. Stenographic reports of reading situations show that, for the minimum basic word list, the first-grade child taught by the experience method is even more likely to receive drill or repetition of basic words than is the child taught by the traditional method. The former not only encounters at least as many words, but he is likely to be given more repetitions of the words.

A Word List Correlation

it has been patent that agreement on the matter of minimum or basic word lists is essential.3 Firstly, therefore, the following correlation gives New York State teachers of German in the secondary schools the opportunity to strive toward national as well as local criteria, by merely adding to their lists the words listed below which appear on the AATG List but are not contained in the NYS List. The

Comments on the A. A. T. G. Minimum Word List

in this ideal time, for the student will not be able to progress in his subject-matter field without reading the older German literature and without following modern German writings. Whether this view is Utopian or not is for the future to prove. Until such a plan is put into practice, the language examiners should endeavor to make the German examinations more than hurdles which can be jumped or circumvented, as the student wishes. In an effort to make the examinations at the University of Chicago reliable and valid measuring devices, the tests here described and illustrated have been developed. Possibly German examiners and instructors, who face a similar problem, will find them suggestive.