Reading Recognition Research Articles

Reading recognition vocabulary test as diagnostic instrument

The reading process involves the use of words as symbols of meaning. Meaning can be realized in various ways, such as through pictures, objects, odors, and tones. Nevertheless, in reading, meanings are associated with language symbols. Since printed symbols are, so to speak, the tools by which we stimulate thinking processes, these symbols become of particular concern to those interested in facilitating the reading act in any sound way. There are those who feel that vocabulary lists direct teachers of reading toward an unnatural break-down of material used. They indicate that to deal with words in isolation is contrary to a proper emphasis on reading for meaning. The writers are wholly in sympathy with the view that meaning is the heart of the matter and that it cannot receive too much emphasis. However, since individual words are the basis of meaning, vocabulary lists are important. Satisfactory methods of teaching, as well as preparation of reading content, depend upon their use. This will be touched upon in subsequent paragraphs. McKee' has much to say about the theory of social utility. According to this theory, material selected for use in the elementary schools should be chosen because of: (1) the frequency of use which may be expected of it in life situations, (2) the degree to which it is used by many people in life situations, and (3) the cruciality of the need for it when it is called into use. This analysis of the basis of selection of material seems sound for the selection of the words to be taught to elementary school children. The words to be taught first and to the point of automatic response should be the words which the child will need most often, and most crucially. To objectify and clarify the job to be done, a list of the most important words for a given level should be at hand.

A Core Vocabulary for the Primary Grades

Previous articleNext article No AccessA Core Vocabulary for the Primary GradesGeorge C. KyteGeorge C. Kyte Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 44, Number 3Nov., 1943 Article DOIhttps://doi.org/10.1086/458271 Views: 1Total views on this site Citations: 2Citations are reported from Crossref Copyright 1943 The University of ChicagoPDF download Crossref reports the following articles citing this article:William S. Gray Summary of Reading Investigations: July 1, 1943 to June 30, 1944, The Journal of Educational Research 38, no.66 (Dec 2014): 401–428.https://doi.org/10.1080/00220671.1945.10881361Ullin W. Leavell, Dixie M. Maecum Reading recognition vocabulary test as diagnostic instrument, Peabody Journal of Education 22, no.33 (Nov 1944): 157–169.https://doi.org/10.1080/01619564409535896

A Core Vocabulary for Preprimer Reading

Previous articleNext article No AccessA Core Vocabulary for Preprimer ReadingRoderick G. LangstonRoderick G. Langston Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 41, Number 10Jun., 1941 Article DOIhttps://doi.org/10.1086/457974 Views: 2Total views on this site Citations: 2Citations are reported from Crossref Copyright 1941 The University of ChicagoPDF download Crossref reports the following articles citing this article:Ullin W. Leavell, Dixie M. Maecum Reading recognition vocabulary test as diagnostic instrument, Peabody Journal of Education 22, no.33 (Nov 1944): 157–169.https://doi.org/10.1080/01619564409535896William S. Gray Summary of Reading Investigations, The Journal of Educational Research 35, no.66 (Dec 2014): 401–442.https://doi.org/10.1080/00220671.1942.10881098

A Basic Sight Vocabulary

Teachers of all grades, from Grade II on, find pupils who have very small or no sight vocabularies. The teachers wish to remedy this condition by drilling on the sight words that will be of most value to these children in their reading. But which are those sight words? The vocabulary of a particular primer will not do because the child's reading is now chiefly in books other than the basal series with which he started and also because the vocabularies of most primers contain many words that, though needed at the primer stage, are later not of general usefulness. No standard word list will do because all such lists contain five hundred words or more, too many to be given drill as a sight vocabulary. In view of these facts, it may well be assumed that the most essential of the words that are basic to children's reading, and therefore needed as a sight vocabulary, will surely be included in all the best lists of words used by children. A comparison of those lists was therefore the logical means of securing a basic sight vocabulary. The first list considered was naturally the vocabulary published by the Child Study Committee of the International Kindergarten Union,' which is a summary of many studies in this field. This list contains 2,596 words, which are the most frequent of 7,000 different words found to be known to children before entering Grade I. It was found that, if the words of a frequency of 1oo or more (inflected forms being combined) were chosen from this list, a total of 510 words was secured, which is about the number of words on the other two lists which were used. The second list was the first five hundred of the