The Improvement of Reading: A Program of Diagnostic and Remedial Methods

Front matter

THE MACMILLAN COMPANY

NEW YORK - BOSTON • CHICAGO • DALLAS ATLANTA • SAN FRANCISCO

MACMILLAN & CO., Limited

Preface

This book presents a detailed account of a system of measur¬ ing achievement, diagnosing difficulties, and conducting instruc¬ tion in reading. The plan of diagnosis and all but one of the tests have been developed by the author during more than eight years of research. Probably the most important contri¬ bution of the volume is the demonstration of the utility of a new method of teaching reading. The value of this system has been evident not only in experimental studies of normal children but also when it has been subjected to the most rigid tests by using it as a means of teaching pupils who, because of deafness, dullness, instability, or other types of native and acquired limitations, have been unable to learn to read or have learned but little by other methods. The book describes the application of the new procedure (which the author has termed the “intrin¬ sic method”) to bright, average, and dull normal children, to pupils suffering many sorts of acquired reading difficulties, and to learners deficient in vision, hearing, motor control, speech, and in other capacities and mechanisms.

In order to explain and illustrate fully the new method of teaching reading, the desirable reading skills are described by presenting the performances of pupils who have achieved them and by giving the diagnoses of others who have failed to acquire them, together with the improvements brought about by remedial instruction of the new type. This method of exposi¬ tion, it is hoped, will not only make the instructions for using the new methods concrete but give the reader added insight into the reading process and illustrate the application of the pro¬ cedures to various types of individual learners.

In order to demonstrate the new system of diagnosis and follow-up instruction, the volume gives a detailed description of a series of new diagnostic tests and examinations and the methods of interpreting results in such a way as to indicate the remedial measures to be adopted for each case.

vii

Vlll

PREFACE

Throughout the book, major emphasis has been placed upon the diagnostic significance of all test results and every effort has been made to connect diagnosis with detailed directions for remedial measures. For the large amount of space devoted to illustration and explanation of remedial materials and methods, no apology need be offered.

This treatment of diagnosis and remedial methods in reading has been written for use by two groups of workers. In the first group are included teachers, principals, supervisors, and other members of the staff of instructors. The second class comprises psychologists, psychological examiners in schools and other institutions, and other experts in educational and psychological measurement and diagnosis.

School teachers and supervisors can readily master and put into effect all the directions and suggestions contained in Parts I, II, and III. These sections deal with the milder cases of difficulty in reading. The more elaborate types of examinations are described in Part IV. Although technical knowledge and skill is required to use the instruments adequately and to con¬ duct the examinations described in the last section, teachers should nevertheless become familiar with this section, in order that they may learn how the more detailed diagnoses are made, what the underlying theories are, and what the purposes and types of the remedial work are likely to be. Able teachers can understand everything in this section without actually learning to conduct the tests. Such an understanding will greatly facilitate putting into effect the remedial measures which may be suggested by the technical examiner.

The psychological or educational diagnostician should read the whole book, even though the simpler examinations and remedial procedures are to be left in the hands of teachers. To understand fully the principles underlying Part IV, it will be necessary to study the earlier sections.

During the several years of research, which have made this volume possible, the writer has been ably and faithfully assisted by many persons. To Miss Dorothy Van Alstyne, who co¬ operated in the work for four years, to Miss Jessie La Salle and Dr. Helen Thompson, who helped during two years each, to Mrs. Eloise Boeker Cason, Mrs. Esther Hempke Chase,. Mr.

PREFACE

IX

James E. Mendenhall, Mrs. Helene Searcy Puls, Dr. Ruth Strang, and Mrs. Adelin White Scott, who assisted for one year each, and to many students who served for shorter periods, the writer is deeply grateful. To Mrs. Miriam Blanton Huber, Mrs. Celeste Comegys Peardon, and Mrs. Ina Craig Sartorius, and especially to Dr. Georgina S. Gates, the author is heavily indebted for assistance in preparing the manuscript.

Arthur I. Gates

Teachers College Columbia University June, 1927

Part I

The Need and General Characteristics of the Program for Diagnosis and Remedial Instruction

CHAPTER PAGE

I. the general nature and justification of the program

FOR DIAGNOSIS AND REMEDIAL INSTRUCTION ... 3

II. CHARACTERISTICS OF REMEDIAL INSTRUCTION ... 18

PART II Diagnosis and Remedial Instruction in Grades I and II

III. DIAGNOSIS IN THE PRIMARY GRADES BY MEANS OF A TEAM OF

GROUP TESTS . 39

IV. REMEDIAL INSTRUCTION FOR DEFICIENCIES IN PARAGRAPH

COMPREHENSION . 67

V. REMEDIAL INSTRUCTION FOR DEFICIENCIES IN PHRASE AND

SENTENCE COMPREHENSION . 89

VI. TYPES, CAUSES, AND FURTHER DIAGNOSIS OF DIFFICULTIES IN

VII. REMEDIAL INSTRUCTION FOR DEFICIENCIES IN LEARNING AND

PERCEIVING WORDS . 141

PART III Diagnosis and Remedial Instruction in Grades III and Above

VIII. DIAGNOSIS IN GRADES III AND ABOVE BY MEANS OF A TEAM OF

GROUP TESTS . 179

IX. REMEDIAL INSTRUCTION FOR THE MILDER DEFICIENCIES REVEALED BY THE TEAM OF GROUP TESTS xi

Xll

CONTENTS

CHAPTER PAGE

X. FURTHER DIAGNOSIS AND REMEDIAL INSTRUCTION FOR PUPILS

DEFICIENT IN ALL TYPES OF SILENT READING . . . 224

Part IV

Diagnosis and Instruction for Cases of Extreme Reading Difficulty or Disability

XI. DIAGNOSIS OF FUNDAMENTAL CAPACITIES IN CASES OF EXTREME

READING DISABILITY . 247

XII. REMEDIAL INSTRUCTION FOR EXTREME GENERAL DISABILITY

AND CERTAIN SPECIAL DEFICIENCIES IN READING . . 275

XIII. SOME REPRESENTATIVE CASE STUDIES AND A SUMMARY OF THE

DIAGNOSES OF FOUR HUNDRED ELEVEN BACKWARD READERS 317

Appendix . 355

Summary of Diagnosis of Reading . 415

Index . 433

Part I

THE NEED AND GENERAL CHARACTERIS¬ TICS OF THE PROGRAM FOR DIAGNOSIS AND REMEDIAL INSTRUCTION

Chapter I

THE GENERAL NATURE AND JUSTIFICATION OF THE PROGRAM FOR DIAGNOSIS AND REMEDIAL INSTRUCTION

Reading is both the most important and the most troublesome subject in the elementary school curric¬ ulum. It is most important since it is a tool, mastery of which is essential to the learning of nearly every other school subject; most troublesome since pupils fail in reading far more frequently than in any other elementary skill.

The Importance of Good Reading

The importance of reading is indicated in many ways. That teachers and school officers recognize its signifi¬ cance is indicated by the relatively large time allotment and the wealth of teaching devices originated for this subject in the elementary school. That those engaged in research realize the importance of reading is appar¬ ent in the relatively large number of investigations in this subject that have been made during the last three decades. Both school experience and scientific research have added new evidence of the prime importance of good reading in school work. That spelling is partly dependent upon effective reading, that good methods of study in geography, history, and other subjects are largely due to types of reading techniques, that difficulties in working arithmetic problems frequently result from faulty reading habits; these facts are examples of an increasing number of findings that emphasize the value of establishing good reading habits. For these reasons parents and principals alike expect the teacher to develop with promptness and efficiency the reading skills desirable at each stage of advance¬ ment.

Frequency of Failure in Reading

Despite the quantity of experimental data, the wealth of ingenious teaching devices, the range of inter¬ esting children’s reading material, and the large amount of school time available for teaching reading, a sur¬ prisingly large number of pupils still experience extreme difficulty in acquiring satisfactory reading skills. In the latest study of this type,1 it was found that “ read¬ ing is the most frequent cause of school failure.” Fail¬ ures in the primary grades are almost wholly due to deficiencies in reading. In Grade I, 99.15 per cent of the pupils failing of promotion were marked as “ fail¬ ures in reading ” ; in Grade II, the percentage was

1 Percival, Walter P. A Study of the Causes and Subjects of School Fail¬ ure, a doctor’s dissertation to be published by the Bureau of Publications, Teachers College.

approximately 90; in Grade III, approximately 70. It is commonly agreed that pupils should not be pro¬ moted from the primary grades until they can read intelligently and it is repeatedly found that pupils of good, or even of superior, intelligence, as well as the duller ones, do not always attain satisfactory skill despite every advantage and incentive. No other sub¬ ject presents nearly as serious difficulties to the primary teacher.

It is now understood that while the training in the primary grades is of supreme importance, instruction in reading does not cease with the primary grades and difficulties in teaching are not confined to the lower levels. It is now widely recognized that a pupil does not in Grades I or II learn to read in a final form and for all purposes. On the contrary, there are numerous reading skills to be mastered at different grade levels. When the lower level techniques have been inade¬ quately or imperfectly mastered, the acquisition of the higher level abilities becomes increasingly difficult. But pupils who have made normal progress through the primary grades are not proof against difficulty in mas¬ tering the more subtle skills for the more complex read¬ ing demands of the higher grades. That reading is a subject never fully mastered at any one point and that it affords plenty of difficulties above the second grade is indicated by the results of the study referred to above. Of the pupils failing of promotion in the several grades, the percentages failing in reading were approximately as follows : Grade III, 68 ; Grade IV, 56 ; Grade V, 40 ; Grade VI, 83 ; and Grades VII and VIII 25. These figures do not include the many pupils who, we have reason to believe, failed in geography, history, arith¬ metic, and other subjects primarily because of defi¬ ciencies in reading skill.

Causes of Failure or Difficulty in Reading

Why — we are driven to ask — are defects and deficiencies in reading so numerous? Why should a subject so important and so much studied be so difficult to teach and learn? Why do we find so many pupils, some of superior intelligence in the very best schools and under exceptionally able teachers, failing to learn to read satisfactorily?

Aside from the many causes of difficulty to be found in occasional individual cases — such causes as low mentality, defective vision, scholastic immaturity, etc. — there is one significant fact which makes intel¬ ligible the difficulty in teaching and learning to read. This is the fact that reading comprises highly complex abilities that are not easily detected and observed.

In the proficient reader, the skill seems utterly simple ; the darting eye takes in the words with such facility and with so little obvious effort that one unfa¬ miliar with the processes involved would be inclined to think that reading was a far more simple activity than typewriting, sewing, or dancing. This, however, is certainly not the case. The fluency and ease of profi¬ cient reading is evidence not of its simplicity and ease of acquisition but of the great skill acquired by dint of practice. Words seem literally to pour from the lips of an expert reader as movement sweeps the wheels of an automobile. The result is dependent in a similar way upon the cooperative action of a number of very complex mechanisms. Indeed, the machinery upon which efficient reading depends is doubtless far more complex and the coordinations vastly more subtle than those found in the most elaborate car. And just as in the automobile various defects in one mechanism or function, various types of improper adjustment, vari¬ ous deviations in coordination may singly disturb the operation of the whole machine or stop it altogether, so, in reading, various single defects and deficiencies may produce an inadequate performance or inhibit the function entirely. If an automobile fails to work or operates badly, we at once investigate its parts and adjustments. Difficulties in reading should be attacked in a similar way. In reading, however, the diagnosis is often more difficult not only because of the greater complexity but also because of the greater obscurity of the machinery involved. It is more diffi¬ cult to isolate the several organs and functions, less easy to observe them in operation, impossible to dissemble them, and often difficult or impossible to correct or replace them. Since reading skills cannot be invari¬ ably developed and maintained any more than cars can be built and operated perfectly enough to prevent the appearance of difficulties in performance, the teacher must be prepared with tools that will enable her to detect defects as they arise and to remedy them before they occasion serious disturbance. Until the day is reached, if ever, when methods of teaching read¬ ing are perfect, diagnostic and remedial techniques will be essential. The day of perfection has not yet arrived as the facts concerning failures in reading amply attest. Diagnostic and remedial methods, indeed, are now sorely needed.

The Need of Diagnosis and Remedial Treatment

The diagnostic instruments and techniques to be reported in this book were designed to appraise habits, skills, or acquired functions on the one hand and fun¬ damental capacities or machinery on the other. So far as they are to be utilized by the classroom teacher, the former are more useful and important. Whereas the teacher is not responsible for the organic deficien¬ cies of her pupils and can do little to better them (except to understand them and take them intelligibly into account) she is in large measure responsible for the skills and techniques and may do a great deal to improve them. It is fortunate that the difficulties in reading are mainly due to deficiencies in habit forma¬ tion, since they may often be remedied. The book will, therefore, give primary emphasis to the diagnosis and follow-up treatment of difficulties that may be over¬ come by instruction.

Plan of Presenting the Program for Diagnosis and Remedial Instruction in This Book

Since teachers are highly practical persons with little time to spare from the regular duties of teaching and with many things to do and learn in this time, a program for diagnosis in reading must be so organized as to yield definite diagnostic pictures with a mini¬ mum of time and waste effort. The series of tests and examinations later to be described have, therefore, been developed and arranged to conserve time, to avoid unnecessary work, and to yield as objective diagnoses as possible.

In the first place, all the instruments proposed are designed to measure and to diagnose ability at the same time. The results are scored by objective means and interpreted primarily by use of scales of average achievements (usually called “ norms ”) in such a way that a pupil's attainment and his special needs for remedial work, if any, are disclosed by one and the same operation. The entire program for any class, more¬ over, is so arranged as to make it unnecessary to apply to any child few, if any, tests or examinations which are superfluous. The first tests given are those which all should take. The results of these measurements indi¬ cate which pupils should take still further tests, and so on.

Just as a mere measurement — one which merely indicates that a pupil is above, below, or equal to a “ norm ” — is inadequate without a diagnostic signifi¬ cance, without indicating clearly what abilities are represented, so is a quantitative diagnosis incomplete without a remedial significance, without portraying the type of instruction, if any, that is especially needed. The present series of tests were designed primarily to lead to the application of the most needed type of fol¬ low-up instruction. Each test diagnoses an essential reading skill; each measure suggests whether, and if so how seriously, a pupil is deficient in this skill. Spe¬ cial attention is given, in the discussions of the results, to the methods of developing the techniques in which deficiencies are disclosed, so that measurement, diag¬ nosis, and remedial methods become three intimately related topics. The first two are really preparatory and subordinate to the third, the follow-up instruction.

Since the tests and examinations to be employed, the difficulties found, and the types of remedial exer¬ cises to be used differ according to the age, grade, and general reading ability of the individual pupils, the treatment of these subjects is organized for different levels. Much is to be gained, however, by becoming familiar with the desirable achievements expected and the types of difficulties found at higher and lower levels than the teacher’s own class, partly because in any one grade a wide range of abilities and variety of difficulties are to be found and partly because the best teaching will take into account the experiences of a pupil’s past and the demands of his future.

In each division, the directions follow the order of the steps recommended in conducting a survey; the most widely applicable, necessary, and least technical diagnoses coming first while those designed primarily for the most exceptional and complex “ disabilities ” which require especially detailed diagnoses are given last. How far the teacher will find it possible or prof¬ itable to pursue the study of her most obstinate reading difficulties will vary with circumstances. Some of the more technical methods are offered in order that the teacher, although unable to carry out such extensive studies, may at least secure some understanding of the nature of the methods.

The Number of Pupils Studied

The critical reader, especially one with scientific training, will be interested in knowing the variety and number of pupils studied in the preparation of the present program of diagnosis and remedial instruc¬ tion. Since it is desirable to avoid all impediments to a straightforward exposition of methods of diagnosis and remedial work in the following chapters, a brief summary of the quantitative data on which this pro¬ gram is founded will be given here.

Number of Pupils

I. Pupils serving as subjects in experimental studies re¬ quiring daily practice periods for various periods of time.

1. Daily practice periods for a full academic year; separate groups of very bright, average, dull, deaf-mutes, unselected, and other types included in this

2. Daily practice period of 5 weeks or more .... 712

3. Daily practice periods from 1 to 5 weeks .... 260

Total subjects in practice experiments .... 1264

II. Pupils tested by batteries of three or more achievement tests in work related to construction of present series.

1. First study, 11 different tests given to each ... 155

2. Second study, 4-8 tests given to each . 186

3. Third study, 1-12 experimental test types . . . 980

4. Preliminary forms of Primary Reading, 3-8 tests 2600

5. Preliminary forms Advanced Series, 6-15 tests . . 3200

6. Each tested with preliminary and final forms of

Gates Pronunciation Test . 2100

7. Tested with both Pronunciation and Oral Passages 255

Total pupils tested with batteries of achievement tests 9476

III. Pupils tested and examined with a series of Diagnostic Numbkr Tests.

Pupils

1. With series of 3 to 6 different diagnostic tests

(both good and deficient readers) . 580

2. With series of 9 diagnostic tests (all deficient in

3. With series of 14 (both good and deficient readers) 810

4. With series of 46 (both good and deficient readers) 150

5. With series of 14-42 tests, as needed, to secure

diagnosis (all deficient readers) . 79

6. With the complete present series as outlined in this

book (both good and deficient readers) .... 465

Total number given series of diagnostic tests . . . 2340

Total number pupils studied . 13,080

Thirteen thousand pupils have been tested or exam¬ ined in some definite manner. For over ten thousand of these, the author has in his files diagnostic data secured from 3 to 46 tests; for over nine thousand, from 6 tests or more ; for over four thousand, from 9 tests or more. The entire series of tests, requiring from 3 to 7 hours’ time of mainly individual testing, has been given to six hundred seventy-eight pupils.

Studies Which Justify the Program

The present program for diagnosis and treatment of difficulties in reading is amply justified by the exist¬ ing need. But it requires also another type of justifi¬ cation not satisfied by the number of cases, however impressive, that have been studied. The recommen¬ dations should be validated by means of appropriate experimental and statistical analysis. The tests and remedial materials here offered are the results of studies begun by the writer in 1918 and continued up to the present time. The data from these investigations have been appearing in the literature at intervals since 1921. For the critical reader who may wish to study the original data, a list of these studies to date, includ¬ ing three now in preparation from which materials have been drawn in writing this volume, is given below, with brief annotations, in chronological order. The list includes only those studies made either by the writer or by students working under his supervision. Needless to say, the writer has also taken advantage of the results of other studies ably summarized by W. S. Gray in his Summaries of Investigations Relating to Reading , published by the Department of Education of the University of Chicago in 1925.

1. Gates, A. I., “An Experimental and Statistical Study of Read¬ ing and Reading Tests,” Journal of Educational Psychology, September, October, November, 1921, pp. 303-14, 378-91, 445-64.

A study of the validity, reliability, and significance of differ¬ ent types of reading tests and test elements ; of the merits of different kinds of devices for measuring comprehension ; of the degree to which tests of one reading skill indicate ability in others.

2. Gates, A. I., “The Correlation of Achievement in School Subjects with Intelligence Tests and Other Variables,” Journal of Educational Psychology, March, April, May, 1922, pp. 129- 39, 223-35, 277-85.

A study of reading and its relation to intelligence and other abilities and of the development of reading skill.

3. Gates, A. I., The Psychology of Reading and Spelling with Special Reference to Disability . New York : Teachers College, Bureau of Publications, 1922, pp. viii, 108.

A study based on the results of a series of tests for intelligence, reading and other school attainments, visual acuity, visual per¬ ception, hearing, learning to spell, spelling and pronouncing familiar and unfamiliar words, etc., together with diagnostic analyses of methods of perceiving and learning words, etc., and experimental studies of remedial instruction. One hundred fifty pupils, of which twenty-five were seriously re¬ tarded in reading and spelling or both, were studied intensively. This study summarizes the author’s work on diagnosis and remedial instruction done prior to 1922.

4. Gates, A. I., “Study of Depth and Rate of Comprehension in Reading by Means of a Practice Experiment,” Journal of Educational Research, January, 1923, pp. 37-50.

A study of the characteristics of different types of compre¬ hension and the influence of practice upon them.

5. Gates, A. I., “The Relative Predictive Values of Certain Intelligence and Educational Tests, Etc.,” Journal of Educa¬ tional Psychology, December, 1923, pp. 517-40.

A study of the development of reading ability and its relation to other functions based on consecutive measurements over a period of two years.

6. Gates, A. I., and Boeker, Eloise, “A Study of Initial Stages in Reading by Pre-School Children,” Teachers College Record, November, 1923, pp. 469-90.

A study of the methods of word perception and analysis, etc., utilized by the beginning reader, including experiments on the influence of the length, types of configurations, and other word characters upon difficulty in learning. This problem, which was subsequently studied more extensively and by other methods, is discussed in the following monograph.

7. Meek, Louis., A Study of Learning and Retention in Young Children. New York: Teachers College, Bureau of Publica¬ tions, Contributions to Education No. 164, 1925, pp. ix, 96.

8. Gates, A. I., and Van Alstyne, Dorothy, “The General and Specific Effects of Training in Reading with Observations on the Experimental Techniques,” Teachers College Record, March, 1924, pp. 98-123.

A study of the interrelations of different kinds of reading ability and the degree to which training in one increases skill in others. The results of this study justify the fundamental point of view adopted in this book concerning methods of testing and teaching reading. This study was carried further in Dr. Carroll’s book.

9. Carroll, R. P., An Experimental Study of Comprehension in Reading. New York : Teachers College, Bureau of Publica¬ tions. In press.

10. Gates, A. I., “A Test of Ability in the Pronunciation of Words,” Teachers College Record, November, 1924, pp. 205-20.

Description of one of the diagnostic tests and analysis of results obtained from giving it individually to 1600 pupils.

11. Gates, A. I., “Problems in Beginning Reading,” Teachers College Record , February, 1925, pp. 572-91.

Results of a study of different teaching methods and devices, vocabularies, etc., used in the first year of reading.

12. Gates, A. I., “The Supplementary Device versus the Intrinsic Method of Teaching Reading,” Elementary School Journal, June, 1925, pp. 775-86.

A discussion of two fundamental methods of teaching reading.

13. Gates, A. I., “Experimental Investigations of Learning in the Case of Young Children,” Journal of Educational Research, June, 1925, pp. 41-49.

A discussion and summary of methods of studying the early stages in reading development.

14. Gates, A. I., “Functions of Flash-Card Exercises in Reading: an Experimental Study,” Teachers College Record, December, 1925, pp. 311-27.

A report of various studies made to determine the merits and limitations of the use of flash cards.

15. Gates, A. I., and Taylor, Grace, “An Experimental Study of the Nature of Improvement Resulting from Practice in a Mental Function,” Journal of Educational Research, December, 1925, pp. 583-93.

Results of an experiment made to determine whether the memory span, a deficiency in which is the alleged cause of occasional inability to learn to read, can be permanently im¬ proved by means of intensive training.

16. Gates, A. I., “The Construction of a Reading Vocabulary for the Primary Grades,” Teachers College Record, March, 1926, pp. 625-43.

A description of methods used in selecting and appraising words and the arrangement and use of a vocabulary of 1500 words. These words are used in the tests and remedial materials described later for the primary grades.

17. Gates, A. I., A Reading Vocabulary for the Primary Grades. New York : Teachers College Bureau of Publications, 1926, p. 23.

The list of 1500 words arranged for use.

18. Gates, A. I., Batchelder, Mildred I., and Betzner, Jean. “A Modern Systematic versus an Opportunistic Method of Teaching : an Experimental Study,” Teachers College Record, April, 1926, pp. 679-701.

An experimental study of two methods of teaching reading during the first year.

19. Gates, A. I., “Methods and Theories of Teaching Reading Tested by Studies of the Deaf,” Journal of Educational Research, June, 1926, pp. 21-33.

20. Gates, A. I., “An Experimental Study of Teaching the Deaf to Read,” Volta Review, June, 1926, pp. 295-98.

Two brief statements of the theories underlying a method tried experimentally with deaf-mute subjects as a severe test of the intrinsic merits of the procedure and the possibilities of teaching reading without articulation or phonetic instruction. A full report concerning subjects, methods, materials, and results are given in the following :

21. Thompson, Helen, An Experimental Study of the Beginning Reading of Deaf-mutes, a Doctor’s dissertation to be published in 1927 by the Teachers College Bureau of Publications.

22. Gates, A. I., “Measurement and Diagnosis in Reading and Spelling,” Schoolmen’s Week Proceedings, University of Pennsyl¬ vania School of Education, March, 1926, pp. 376-83.

A brief statement of theories underlying the methods treated in this volume.

23. Gates, A. I., “A Study of the Role of Visual Perception, Intelli¬ gence and Certain Associative Processes in Reading and Spell¬ ing,” Journal of Educational Psychology, October, 1926, pp. 433-45.

A study of the significance of certain conceptions and diag¬ nostic tests utilized in this volume.

24. Gates, A. I., “The Gates Primary Reading Tests,” Teachers College Record, October, 1926, pp. 146-78.

A description and discussion of the uses of a team of tests; results of applying the tests to 1600 pupils.

25. Gates, A. I., Manual of Directions for the Gates Primary Reading Tests. New York : Teachers College Bureau of Publications, 1926, p. 36.

26. Gates, A. I., “A Series of Tests for the Measurement and Diagnosis of Reading in Grades III-VIII,” Teachers College Record, September, 1926, pp. 1-23. _

General description and explanation of uses of tests.

27. Gates, A. I., “The Gates Silent Reading Tests: Methods of Selecting, Constructing and Validating the Tests.” To be published in a forthcoming issue of the Teachers College Record.

28. Gates, A. I., Manual of Directions for the Gates Silent Reading Tests, Grades III-VIII. New York : Teachers College Bureau of Publications, 1926, p. 27.

29. Gates, A. I., New Methods in Primary Reading. New York: Teachers College Bureau of Publications. 1928.

This volume will give an appraisal of current phonetic methods and of the new intrinsic methods advocated in the present book from the point of view of theory, previous experimentation, opinions of experts, and results of use in schools. Two exten¬ sive experimental studies are presented together with detailed directions and illustrations of materials for using the intrinsic method.