AN EXPLORATORY STUDY 0? METHODS
FOR SPEECH IMPROVEMENT 'IN'
LOWER ELEMENTARY GRADES

THESIS FOR THE DEGREE OF M, A.
MICHIGAN STATE UNIVERSITY

HILAH IDA PERRY
1956

M

I

‘u‘

u

AN EXPLORATORY STUDY OF METHODS FOR SPEECH

IMPROVEMENT IN LOWER ELEMENTARY GRADES

By

HILAH IDA PE RRY
M.

A THESIS

Submitted to the College of Communication Arts of Michigan
State University 'of Agriculture and Applied Science
in partial fulfillment for the requirements
for the degree of

MAST ER OF ARTS

Department of Spee ch

1956

01.)

C

k)
K) \

ABSTRACT

The purpose of this study was to review the literature in
the field of speech education in order to determine what methods
and procedures are considered to be most effective in the teaching
of speech improvement in the lower elementary grades and to use
these devices in conducting an exploratory study to determine their
effectiveness when used in an actual classroom situation.

The review of the literature revealed that there is a growing
need for and interest in speech education for the lower elementary
grades; that speech to be taught effectively should be made a part
of the regular classroom work. Many and varied are the techniques
and devices recommended for carrying on this work. Included in
these recommendations are such commonly used: teaching devices
as story-telling, choral readings, dramatizations, creative dramatics,
and games.

In an effort to determine the effectiveness of these techniques
and devices, an exploratory study was carried on in a second grade
classroom which was composed of an unselected group of thirty-five
boys and girls. At the onset and again at the close of the study, a

speech test was administered by three observers, a college supervisor

ii

of teacher training in Speech correction, a college student in ad-
vanced speech correction training, and a second grade classroom
teacher to determine if possible whether or not any improvement
had been made. Following the initial test the daily program was
so organized that the classroom teacher devoted a 20-minute period
each day for 12 weeks to directed speech activities which had been
arbitrarily chosen from among those recommended by the various
writers for the teaching of speech improvement in the lower ele-
mentary grades. During the time that the study was being conducted
no effort was made to give any additional help with speech in any
other class or activity.

An analysis of the test results revealed that at the time of
the final test the observers were agreed that "voice quality" was
the only area in which there was no noticeable imprOvement, but
that no definite corrections had been made in any area. The nu-
merical rating scale proved to be of no value in rating the speech
of young children. The results of this test would seem to indicate
that speech improvement can be brought about by making speech a
part of the regular classroom activities and that many of the
methods, devices, and procedures which are recommended by those

working in the field of speech can be used if they are carefully

iii

adapted to the age, maturity, and size of the group for which they

are being used.

ACKNOWLEDGMENTS

The author wishes to express her most sincere appreciation
to Dr. Hugo David, under whose direction this study was carried on,
for his inspiration and ever helpful guidance.

She is also deeply grateful to Miss Elsie Edwards and to
Dr. Charles Pedrey, who gave so generously of their time for the
reading and criticism of the manuscript and for the valuable assist-
ance they gave when this study was in its initial stages.

To Dr. W. Vernon Hicks, School of Education, the author
expresses her gratitude for his interest in and willingness to assist

with this study.

The author wishes to express appreciation to Miss Frances
Thomas, speech student at Michigan State University, for her as-
sistance in administering the speech tests.

To her family, the author expresses deep appreciation for
their patience and understanding. Especially does she wish to ex—
press her gratitude to her sister, Miss Marjorie Haueter, without
whose unselfish sacrifices this study could never have been com-

pleted.

TABLE OF CONTENTS

CHAPTER

I.

II.

III.

IV.

PURPOSE OF STUDY, DEFINITION OF
TERMS, AND GENERAL PROSPECTUS
OF THESIS ...........................

Purpose of Study .....................
Definition of Terms ...................
General PrOSpectus of Thesis ............

ANALYSIS OF LITERATURE IN THE
AREA OF SPEECH IMPROVEMENT ..........

PROCEDURE. SUBJECTS. AND CLASSROOM
ACTIVITIES USED IN THE EXPLORATORY
STUDY ..............................

Subjects .........................
Clas sroom activitie s .................

ANALYSIS AND INTERPRETATION OF
RESULTS ............................

PAGE

10

14

26

27

29

29

31

32

CHAPTER

EXp re s sion

Over-all ...........................

Summary of Re sults ...................

V. CONCLUSIONS AND RECOMMENDATIONS ......

Conclusions .........................

Conclusions drawn from the study
of the literature

Conclusions drawn from the
experiment .......................

Re commendations .....................

APPENDIXES

BIBLIOGRAPHY

vii

46

52

53

55

55

55

56

57

59

94

LIST OF TABLES

TABLE PAGE
1 Voice Quality ........................... 40
2 Volume ............................... 42
3 Rate ................................. 45
4 Consonant Deviations ..................... 47
5 Articulation ............................ 49

viii

CHAPTER I

PURPOSE OF STUDY, DEFINITION OF TERMS, AND
GENERAL PROSPECTUS OF THESIS

Introduction

When our American forefathers adopted the democratic form
of government they created for themselves and their fellow country-
men a new kind of life. No longer would they be told what they
must do, but rather they must plan for themselves what they would
do. This meant talking, discussing problems, arguing, agreeing, and
disagreeing. This meant that everyone who would take his place in
society and enjoy the rights and privileges offered him by this new
way of life must learn to use oral communication effectively enough
130 adequately express himself. Thus, America became a ”country
of talkers."

This change in the way of life presented a challenge to the
educational system. But schools have been slow in accepting this
Challenge; they have been slow "to recognize the need for giving

. . . 1
tI‘Eumng in speech to all students." "Too often, the top and the

k.

1 Lorna Shogren Werner, Speech in the Elementary School
(Evanston, Illinois: Row Peterson and Company, 1947), p. 5.

l

2
bottom of the scale in speech receive the great emphasis," but it
must be remembered that

The great majority of the school population falls into the
middle group, neither good enough to star in dramatics or
forensics nor poor enough to warrant the highly specialized at-
tention given the speech-handicapped. In any school system this
middle group is the most neglected.

Lassers would explain this apparent neglect on the part of
the schools as the result of the failure of educators and school ad-
ministrators to recognize "the number of children in the public
schools with poor or defective speech" and their failure

. to recognize the role the public school might play in de-

veloping good speech habits and correcting minor speech prob-
lems and defects.

Traditional thinking about speech develoPment in
children has resulted in a laissez faire attitude towards
speech training in the elementary grades.4

"Generally speaking, the American school has been much

5 .
more interested in writing than in speaking." And not only the

 

2 Charlotte 0- Wells, "Speech in the Full School Program,"
Elementary English, XXVIII (April, 1951), p. 201.

 

Clarence T. Simon, "Speech Improvement for Every
Child," National Education Association Journal, XXXVI (February,
1947). p. 96.

 

Leon Lassers, "Oregon's Speech Improvement and Rehabil-
itation Program," The Quarterly Journal of Speech, XXXIII (Febru-
ary, 1947), p. 62.

 

Carrie Rasmussen, '"The Role of Speech in the Elementary
School," Elementary English, XXIX (January, 1952), p. 6.

 

general public, but teachers as well, have felt that so long as a
speaker succeeded in "expressing himself” or "communicating his
ideas," his speech was satisfactory and the manner in which he did
. . . 6
it was of little importance.

However, in this twentieth century democracy “a normal

. 7 .
person speaks more frequently than he writes,” and speech 18
considered by most authorities to be a very important tool.
8 9 10 . ll 12
Barnes, McConnell, Monroe, Pruls, and Rasmussen,

use different words to express their Opinions, but seem to be quite

in agreement that there is a vital need for speech education in the

 

6 Evelyn Konigsberg, "Making Drill Functional," The Speech
Teacher, 1 (March, 1952), p. 128.

 

7
Charles E. Weniger, ”Better Speech Patterns and the
English Course," Elementary EIEliSh, XV (January, 1938), p. 4.

 

Harry G". Barnes, "Basic Concepts of Speech Education,"
The Speech Teacher, 1 (January, 1952), pp. 14-19.

 

9 Robert E. McConnell, ”Speech Education for the Teacher
in Training," Elementary English Review, XII (December, 1935), p. 274.

 

10
Alan H..Monroe, "Today's Need for Effective Speech,"

National Education Association Journal, XXXVI (January, 1947), p. 31.

 

11
John J. Pruis, "Why Teach Speech in the Elementary

School?" The Speech Teacher, 1 (January, 1952), p. 41.

 

12 ,
Rasmussen, Op. Cit.

elementary grades if oral communication skills are to be improved.
Rasmussen also points out that "we do live in a talking age; the
radio, television, moving picture, and telephone all require clear,
understandable speech," and'joins with Monroe in questioning whether
or not the bOys and girls who must live in this "talking age” are
being given adequate preparation by the schools.

Since American children live in an age influenced largely by
oral communication, every teacher becomes a teacher of speech
whether or not she wishes to be or is able to do it well. Because
of this

American education can no longer neglect the develop-
ment of systematic instruction in the field of speech. Tech-
nological developments have multiplied the importance of speech
as a tool of self expression and of communication, and yet the
schools have been slow to recognize this change.

Abney and Miniace state emphatically that "speech needs to

be taught in our schools and it needs to be taught in the early

gradesfi'

 

1
3 M. R. Traube, "Coordinating Professional Responsibilities

in Speech Correction and Speech Education," Journal of Speech Dis-
orders, VI (December, 1941), p. 145.

 

14
Louise Abney and Dorothy Miniace, This Way to Better

Speech Teacher's Manual (Yonkers-on—Hudson, New York: World
Book Company, 1940), p. 3.

 

 

Although schools have been slow in adjusting to the speech
needs of the child, "the future . . . looks more promising for the
. _ 15
speech educat1on of the elementary child" because

Few teachers or administrators today question the im-
portance of giving speech training to all public school students.
Despite this general agreement as to the need for an adequate
program of speech education, there is little agreement in actual
practice as to when and how and by whom this training is to

16

be given.
Rasmussen feels that ”. . . experimentation and study in
fitting speech into the daily program is highly desirable." She is

also of the opinion that

Research with regard to the effectiveness of various ap-
proaches, applications, and ways of integrating speech across
the daily school program . . . should do much to foster utiliza-

tion and power of speech.
Purpose of Study

It is the purpose of this study (1) to review the literature

in the area of speech education and to bring together the ideas and

15
Werner, op. cit., p. 7.

16 Bulletin, Basic Considerations in a Functional Speech Pro-
gram, published by Curriculum Guiding Committee, Wisconsin State
Department of Public Instruction, Madison, Wisconsin, 1948, p. 1.

l7

Rasmussen, op. cit., p. 11.

opinions of those working in the field as to the most effective meth-
ods and procedures for the teaching of speech improvement in the
lower elementary grades; (2) to conduct an exploratory study in a
classroom composed of an unselected group of second grade boys and
girls and applying to an actual classroom situation the recommended
devices and procedures for the teaching of speech improvement.
These devices will be used to determine if possible (1) whether

or not the suggestions of the Speech specialists can be effectively
utilized in the teaching of speech improvement in the lower elemen-
tary grades; (2) whether or not this teaching can be done effectively
without the use of specific correction techniques; (3) whether or not
the classroom teacher needs the help of a trained correctionist to
provide specific techniques; (4) whether or not the speech inventory

Charts recommended by the writers can be used effectively to rate

the speech of second graders.

Definition of Terms

"Exploratory Study" is used to mean an investigation of the
literature dealing with the methods of teaching speech in the lower
Elementary grades for the purpose of determining what ideas have
been advanced and what methods proposed to bring about an improve-

ment in the speech habits of the students in these grades; to use

these methods and ideas in an actual classroom situation to determine
their effectiveness.

"Speech Improvement" is here considered to mean the devel-/
opment of better speaking habits such as the pr0per use of volume,/
effective use of the voice, accurate articulation, and a rate suitable
to the subject.

"Methods” is used to mean the practices, prOCedures, or
means of instruction used by the classroom teacher to develop ade-
quate speech for all students in the classroom.

"Lower Elementary Grades" refers to the kindergarten, first,

second, and third grades of the public schools.

General Prospectus of Thesis

It

In this paper the author will attempt (1) to present the rec—
Ommendations and opinions of some of the workers in the fields of
Speech and education regarding the need for the teaching of speech
improvement in the lower elementary grades, the procedures for
Carrying on the work, and the areas in which speech improvement
Can be brought about; (2) to present the procedures and classroom
activities used in carrying on the exploratory study; (3) to analyze
and interpret the test results to determine whether or not the tech-

niques used brought about speech improvement in the subjects being

studied; and (4) to present the conclusions and recommendations that

can be made as a result of the study.

CHAPTER II

ANALYSIS OF LITERATURE IN THE AR EA OF
SPEECH IMPROVEMENT

Literature reveals that in the past most administrators,
parents, and classroom teachers have thought of Speech in terms of
preparing plays for presentation, oratory, and speaking pieces.
Speech, however, has a much broader and more practical meaning
for the modern educator whose task it is to educate the "whole" child.
In this day of oral communication one must be able to express him-
self adequately, if he is to adjust socially and educationally.

It has come to be recognized that there is a growing need
for speech improvement programs in the elementary schools if edu-
cation is to meet the needs of the "whole" child and prepare him
tO take his place in the democracy in which he lives. With this in
mind, many have written concerning the need for speech training to
1Improve the general Speech of elementary school children. A study
Of this literature reveals that there is not complete agreement as
to the best ways of providing this training and bringing about the
desired improvement. The one point of agreement is that the regular

Classroom teacher is the logical one to assume the responsibility of

10
carrying on this work, but the manner in which it should be done
remains unclear. Thus the teacher who has had little or no training
in the teaching of speech may become confused and uncertain.

It is the purpose of this chapter to present the recommenda-
tions and Opinions of some of the authorities in the fields of education
and speech regarding (I) need, (2) procedures, and (3) areas of

speech improvement for the lower elementary grades.
Need

By the time a child whose speech has developed “normally"
enters school, his speech habits are quite firmly fixed, and "speech
habits once established cannot be easily or quickly supplanted."
This should present a real challenge to the teacher of the lower ele-
mentary grades since “a great many of our children do not learn
how to speak at all well"2 and ”the speech of no child is perfect";

COnsequently, "all children need to work for Speech improvement."

 

 

Harry G. Barnes, ”Basic Concepts of Speech Education,"
:25: Speech Teacher, I (January, 1952), p, 18,

 

2 Alan H. MonrOe, "Today's Need for Effective Speech,"
Mal Education Association Journal, XXXVI (January. 1947),
P- 30.

Robert .Milisen, "Introducing Speech Correction Into a New
SChool System," The Journal of Speech Disorders, IV (September,

1939). p. 241.

.. L-__.r- "i

11

The school, then, must recognize the fact that all children
will profit by speech training and if it assumes the responsibility of
educating the "whole" child, it will also recognize the fact that the
child needs speaking ability to aid him in learning, in adjusting to
group life, and in giving him a greater belief in himself. The child
whose speaking habits actually block his attempts to formulate ideas
and to ask questions has one important channel of learning blocked,
and his learning in the classroom must .suffer. However, if a child
can sound animated and sure of himself in addition to making himself
clear, he may gain acceptance and status more easily than the child

who cannot communicate his ideas well.

"All children need the security provided by successful Speech

experiences that obtain favorable responses from others.“ Yet

thOse who work with children know that many who have no definite
SPeech problem fail to find the desired security and recognition;

they also know that

The child who talks very quietly all the time is seldom
popular with his peers, and is almost never chosen as a leader.

 

4 Elise Hahn, ”A. Speech Curriculum to Meet the Needs of
the Elementary School Child," The Speech Teacher, I (March, 1952),

P. 105.

5 Norma Lee Lucas, "Speech Improvement for the Elementary
Child," The Speech Teacher, 11 (January, 1953), p. 66.

12
The youngster who has a very limited vocabulary suffers the
same fate.

7
Wells and many other educators agree that it is these
children, the middle group whose speech is just adequate or below
the maximum level that could be achieved, who are being neglected

by the schools. Schools have failed to recognize that there is "no

magic" which will give children "adequate communicative ability

at a certain age or time.” Schools have also failed to recognize

that ”speech effectiveness does not just happen" and that adults

talk "as they talked throughout their school life."9

The inadequate communication skills that frequently result
from uncontrolled Speech training are pointed out by Barnes when

he says that at all grade levels, including college,

Large numbers of pupils make sounds incorrectly.
Larger numbers make many of the sounds inaccurately in

connected discourse. Many voices are unpleasant; still more
are monotonous; few are pleasant and flexible. Language is

generalized, inaccurate, and inexpressive. Many pupils are

6 John J. Pruis, ”Why Teach Speech in the Elementary
School?" The Speech Teacher, I (January, 1952), p. 39.

7 Charlotte G. Wells, "Speech in the Full School Program,"
Elimentary English, xxvm (April, 1951), pp. 201-202.

8 Clarence T. Simon, "Speech Improvement for Every Child,"
EEitional Education Association Journal, XXXVI (February, 1947), p. 96.

Loc . cit.

 

13

ill at ease, inhibited, uncertain; few are poised and purposive
when facing the simplest of speaking situations.

Current literature points out the need for speech train-
ing in the elementary school-~not only systematic, planned
practice in speech skills for children but also a well inte-
grated program within the total curricular pattern, in order to
make the best possible use of systematic teaching.ll

Not only are educators and writers concerned abOut speech
. 12
programs for our elementary schools, but according to Mulgrave,
a nationwide interest has been aroused in speech improvement, “and

boards of education throughout the land are insisting that the schools

do something about our speech." If the schools are to meet these

demands, and so develop the child that he can take his rightful place
in this talking world, "what greater responsibility has the school

than to teach the child to express his ideas clearly--to communicate

1
his thoughts to his fellows?”

 

IO Barnes, op. cit., p. 16.

11
Carrie Rasmussen, "The Role of Speech in the Elementary
School,” Elementary English, XXIX (January, 1952), p. 11.

2 Dorothy I. Mulgrave, Speech for the Classroom Teacher
(New York: Prentice—Hall, Inc., 1946). p. vii.

13 Carrie Rasmussen, "Practical Ways of Developing Better
SPeech in the Elementary School," The Quarterly Journal of Speech,

XXIV (October, 1938), p. 485.

14

Procedures

Today there are few in the educational world who question
the importance of speech training in the public schools. While
most schools do not at the present time have a speech program for
the elementary grades, the literature reveals that more and more
emphasis is being placed upon the need for training that will bring
about an improvement in the over-all Speech of our future citizens.
Much thought is also being given to the ways in which this improve-
ment can be brought about most effectively.

Though writers fail to agree as to the most effective way of
meeting the need, they do agree that speech must be given a place
in the school in one way or another, either directly or indirectly,
and that the classroom teacher must provide the necessary activities
t0 fulfill this need.

The average classroom teacher, untrained in the teaching of
speech, may find the literature on the subject rather misleading and
Confusing when confronted with statements such as, "To be sure,
good speech education must be integrated in the total learning and
1iWing activities, but this does not mean that instruction must be in-

. 14
direct," and ”the grade teacher must admit that speech is at

\___

l4 Rasmussen, "The Role of Speech in the Elementary School,"

15

least as important as arithmetic and geography and therefore de-

15
serves a place in the curriculum."

It seems obvious, then, that teachers interested in launching
a program designed to include speech improvement will need to
consult more than one authority, if they are to receive assurance
and guidance. A study of the literature reveals that regardless of
the point of view taken by the writer--whether he believes that the
teaching should be direct or indirect--the same techniques and de-
vices are included in the recommendations. The point of difference,
then, seems to be how best to incorporate these techniques, devices,
and activities in the school program in order to bring about the
desired results.

There is almost unanimous agreement among the writers
that regardless of the method of instruction used, ”every teacher
is a teacher of speech, whether She wishes to be or not," and
Since she is a teacher of Speech, she Should be a good model;

in fact, her speech should be superior. Observations reveal that

15 Charles E. Weniger, "Better Speech Patterns and the
English Course," Elementary English, XV (January, 1938), p. 4.

16
Rasmussen, _o_p.__cfi., p. 7.

17 Ruth Beckey Irwin, Speech and Hearing Therapy (New
YOrk: Prentice-Hall, Inc., 1953), p. 175.

16
it is not uncommon for children who have entered school with their
speech habits quite well developed, to adopt the Speech character-
istics of the teacher without being aware of it. For this reason
"we cannot expect much speech improvement in children if the
teacher has poor diction, a harsh voice, or muffled speech."

"In addition to a good speaking voice, the teacher needs to
know how to incorporate speech education into the work of the
classroom."1 The teacher who has had no training in speech work
is, however, much like the majority of workers in other fields, quite
unaware of her speech or of the effect that it has upon others, and
equally unaware of the opportunities the classroom offers for the de-
velopment of good Speech habits. Teacher-training institutions are,
then, faced with the responsibility of preparing teachers for the role
that they are to play in speech education. It has come to be gen-
erally accepted that the "improvement of oral language and speech
Education" in our schools "may be realized more fully" if teachers
are made more aware of the problem and are more adequately

l9 .
trained. In some systems the administrators are attempting to

18 ,
Loc. c1t.

19 Robert E. McConnell, "Speech Education for the Teacher
in Training," Elementary English Review, XII (December, 1935),

p. 274.

 

l7
compensate for the lack of training by providing in-service training

work for their teachers.

Simon is among those who feel that speech training is largely
the responsibility of the classroom teacher. He says that

A prOgram of speech improvement should be conceived
as a part of the general educational experience of the child; it
should not be separated as an added entity. Good Speech is
learned and formed in the regular classroom. No matter how
many speech specialists may be available, oral communication
cannot be divorced from the total learning situation in the
classroom. (This is not asking the classroom teacher to take
on another subject; it is stressing the fact that interest in the
speech of children is a necessary and convenient educational

tool.20

Thneutfleacher who is attempting to _make speech a part of her
regular classroom work frequently fails to recognize one of the
most important approaches--the ear. Rasmussen refers to the ear
as "the gateway to voice improvement," but perhaps it would be
Well to substitute the more inclusive term, "the gateway to speech,"

Since She goes on to say that ”the first essential is to thinkabout

hearing the right

— ~-¢--l-"

sound. The ear, like the voice, must be retrained,

n sun-n; ‘

fol‘ each individual imitates the voices and the speech patterns he

has heard since infancy."

20
Simon, op. cit., p. 96.

21
Carrie Rasmussen, Speech Methods in the Elementary

Em (New York: The Ronald Press Co., 1949), p. 73.

I8

\
Listening, according to Crink and Buntley, has become "the

first and maybe the most important of the four areas of communica-

tion, since the child listens for some time before he matures enough

to speak, read or write." In other words, ”we talk because we

23
hear and we talk as we hear.‘| This being the case, it would
seem clear that if the school is to be successful in improving the

speech of its pupils, listening should be emphasized and taught in
\
the classroom just as any other needed skill. ‘

sun-q:

2 25 26
Anderson, Van Riper, and Werner also contend that
"ear training” is an important tool for use in speech improvement,

and that articulatory problems as well as indistinct or careless

Speech can be improved through the use of it.

22
Cedric L. Crink and Arline Buntley, ”Learn to Listen,"
{hierade Teacher, LXXII (March, 1955), p. 51.

 

23 Ruth M. Clark, "Talking Takes Teaching," The Speech
T
$33, I (September, 1952), p. 195.

4
Virgil Anderson, Improving the Child's Speech (New York:
Word University Press, 1953), p. 141.

2
5 C. Van Riper, "Ear Training in the Treatment of Articu-
lation Disorders," The Journal of Speech Disorders, IV (June, 1939),

P- 141.

2
6 Lorna Shogren Werner, Speech in the Elementary School
(Evanston: Row Peterson and Co., 1947), p. 21.

19

Writers frequently advise teachers to encourage children to
talk--to express themselves. Raubicheck warns, however, that "un-
directed practice in the use of Speech may overcome shyness, may

produce fluency (even verbosity) but will result in merely ingraining

careless, vulgar, or unpleasant speech patterns.” /

28
This theory tends to be substantiated by Konigsberg, who

says that it is yet to be explained exactly how a person is to learn
to communicate most effectively if he is unskilled or inefficient in
his use of voice and articulation and is given no training to bring
about improvement. It is her contention that just letting the child
practice speaking in functional situations is no answer to the ques-
tion. All normal people speak in functional situations, but repeated
exPerience in those situations does not necessarily result in improved
Skills. Often it results in the fixation of undesirable habits. Chase,

however, feels that

. special times set aside for improvement of speech com-
munication can enhance the pleasure and learning gained from
a unit of work, children can be led to see the immediate values

7 Letitia Raubicheck, How to Teach Good Speech in the
Eiglgientary Schools (New York: Noble and Noble, Inc., 1937), p. 6.

 

8 Evelyn Konigsberg, "Making Drill Functional," The Speech

38333:, 1 (March. 1952), p. 128.

20

of audibility, quality Of voice, and other characteristics that lead
to understanding and enjoyment.2‘9

In order that a Speech improvement prOgram may be success-
ful, not only the classroom teacher, but administrators and super-
visors as well, must be convinced that good Speech is neccessary,
inasmuch as "an effective speech program is not restricted to any
definite grade or period of the day, but is an integral part of all the

. . . 30 . .
act1v1t1es of the school." Furthermore, it must be reallzed

. that training for good speech, like training for character
and citizenship, cannot be accomplished merely through formal
drill, but must indirectly be a part of every activity of the day.
Speech exercises should not be limited to drill on isolated
sounds or syllables, but Should involve situations in which the
child uSes speech naturally. No amount of drill on a given
sound is of value unless the child learns to use that sound
correctly when speaking.31

Much the same thought‘is expressed bleoe and Milisen
When they state that "speech improvement is taught as a regular

School project, and is as much as possible integrated with reading, Ian-

32
guzige and spelling into the regular curriculum of a speech system."

x

29 Naomi C. Chase, ”Speech in the Elementary School,”
Eil‘eflentary English, xxx (March, 1953), p. 139.

 

3O Madeline Marie Sevenans, "An Effective Speech Program,"

kJournal of Speech Disorders, IV (December, 1939), p. 358.

 

l
3 Loc. cit.
32 , .. .
Vivian Roe and Robert Milisen, ”The Effect of Maturation
UPOn the Defective Articulation in Elementary Grades," The Journal

 

mech Disorders, VII (March, 1942), p, 42_

 

21

A study of the literature makes it apparent that those vitally
interested in speech improvement generally agree that the approach
should. be “made through vital activities that are natural to boys and
girls."33 These writers also point out many ways or providing
these natural situations. The most frequently mentioned ways are-
telephone conversations, dramatizations, story-telling, games, group
discussions, and oral reading.

Regardless of the activity chosen, it must, however, be suited
to the group needs, and some purposeful planning must be employed

by the teacher Since

It cannot be assumed that by merely providing oppor-
tunities for the pupil to speak that proper habits will develop
when bad ones exist. AS in other functions, bad habits are
eliminated and new ones acquired through specific and sys-
tematic instruction.3

The trends of the modern school with its activity programs
help the elementary teachers to provide natural speaking Situations
f0r their pupils and to emphasize good speech habits. If a classroom
is to invite communication, it must be pleasant and free from ten—

SiOn; the child must be made to feel that he is a part of the group.

33 Fredrick H. Bair and George W. Norvell, "Speech Im-
provement in New York State," The Quarterly Journal of Speech,

XXXV (February, 1949). p. 56.

34
Barnes, 92;-523" p. 16.

22

It has come to be an accepted fact that a child's speech improves

only in proportion to his emotional and social adjustment. Tidyman

and Butterfield point out that

Generally Speaking the conditions favorable to the de-

velopment of good speech are equally appropriate for the
handicapped child and the capable child; and the conditions

favorable to Speech are those favorable to other phases of the

language program.35

The classroom work can be so organized "that all children
have many opportunities for purposeful speaking, not idle chatter." i
KOnigsberg believes that many opportunities for drill work present
themselves to the alert teacher and states that "the teacher who
does not seize upon a sudden snowfall on the day for drill on the
Previously taught sibilant sounds is working against human nature.
This is substantiated by Rasmussen, who says

Vital Situations that really affect the school, such as a

safety problem, a playground situation, courtesy, plans for a club, a
party or a trip are subjects that stimulate general free discus sion.38

35 Willard F. Tidyman and Marguerite Butterfield, Teaching
93 Language Arts (New York: McGraw-Hill Book Company, 1951),
p. 313.

 

Dorothy Fry, "Experiences in Speaking," Elementary
E\nglish, xxvm (March, 1951), p. 128.

7
Konigsberg, op. cit., p. 129.

—————-——

38 Rasmussen, ”Practical Ways of Developing Better Speech

in the Elementary School," p. 488.

23

In fact, Monroe states that

. there is evidence to Show that pupils learn even arithmetic
better when they talk about it. An ingenious teacher can find
many opportunities for increasing the amount of useful talking by
pupils and can encourage the distinctness and intelligibility of
their speech. Blackboard explanations, oral reports on history
assignments, and dramatizing of stories may teach subject- ,
matter and speech in the same lesson and at the same time.39 ig‘”‘““

Rasmussen criticizes the negative approach taken by many =.
teachers by saying "if teachers would give constructive help instead

of emphasizing the ”don't,” pupils would probably develop more con—

 

fidence and Speak more easily."

Since it is the responsibility of each teacher to adjust the
program, the method of instruction and the materials to fit the needs
of the children with whom she works, nursery rhymes, jingles, stories,
poems, games, and finger plays are frequently used not only to
arouse the interest of the child, but as a device for bringing about
Speech improvement.

In the first three grades the speech work should be pre-
sented chiefly as a play activity so that the child‘s attention is

focused, not upon the drill he is receiving, but upon the pleas-
ure he is deriving from the games.41

 

..w — '— -q—o—wfi .—. ‘ —-.—. ._ -o~——~

3

9 Monroe, 0p. cit., p. 31.

4O .
Rasmussen, op. c1t., p. 488.

41

Sevenans, op. cit., p. 358.

———————-

24
Choral speaking, which is also referred to as choral reading,
choir speaking, and verse Speaking, is another frequently mentioned
device for use in speech improvement. Educators are not entirely
in agreement as to its value. Rasmussen says, ”more improvement
in speech has taken place through the teaching of choral speaking ‘ 3
than through any other device used so far in the elementary school."

. 43 , , 44 . 45 46 , ,
Irw1n, Og11v1e, Pldge, and Wells list it among the recom-

V 'xtrm‘m_-w‘a:.;.x.s-r n~=1

- 4
mended devices for speech improvement, while Fessenden and
48 . . . . . .
Raubicheck feel that its value lies in developing definite areas of
speech. On the other hand, Tidyman and Butterfield point out the
"claims" made for choral speaking and proceed to question its value

by saying, "The debatable question, of course, is whether the

 

42
Rasmussen, "The Role of Speech in the Elementary

School, p. 10.
Irwin, op. cit., p. 181.

4 Mardel Ogilvie, Speech in the Elementary School (New
York; McGraw-Hill Book Company, Inc., 1954), p. 278.

 

4
5 Florence E. Pidge, ”Choral Readings by Verse Speaking

Chorus," Elementary English Review, XIII (January, 1936), p. 44.

46
Wells, op. cit., p. 202.

 

47
Seth A. Fessenden, Speech and the Teacher (New York:

1‘0 hgmans, Green and Co., Inc., 1946), p. 173.

 

48
Raubicheck, op. cit., p. 100.

g

25
training received in choral speaking carries over into ordinary
speaking."

These comments would leave one with the impression that
choral reading, like most devices, has real value only when it is
employed by skillful teachers who have definite goals in mind.

, 50 . . .

A. study made by Pelns to determine Wthh dev1ces were
most used in the classroom for the teaching of speech revealed that
the bulletin board and pictures were considered by elementary
teachers to be the most valuable. Other devices listed by teachers
as being useful were the radio, phonograph, motion pictures, and the

. . . . . 51
least used dev1ce of all, the recording mach1ne. Pelns and
, 52 . . . . .
Ogilv1e agree that the recording mach1ne is a valuable dev1ce in
Speech improvement work, and feel that it is unfortunate that so
many teachers fail to make use of it.
Each individual teacher finds aids to teaching Speech improve-

ment in the activities which are normally carried on in the room among

Which are "Show and tell" of sharing time, rhythm games, pantomimes,

 

 

4
9 Tidyman and Butterfield, op. cit., p. 315.

50
Maryann Peins, ”Mechanical Devices in the Classroom,"

Slaughter” English, xxv111 (March, 1951), pp. 138-139.

 

51
Loc. c__'1_t.

 

52
Ogilvie, op. cit., p. 278.

—-.._.._1

must.“
."
‘l
,

 

v‘hfi-

26

relaxation exercises, music time, creative dramatics, accepting and
giving invitations, making and acknowledging introductions, puppets

and marionettes, all of which, in addition to those previously men-

tioned, are generally recommended by the various writers.
Areas of Speech Improvement

Various writers express the opinion that many of the pre-

viously mentioned teaching aids and techniques can be used to bring

 

about improvement in definite areas of speech.

General speech may be improved through the use of the re-
cording machine which makes it possible for the child to hear and
to understand his speech problems, to compare his speech with that
of his classmates, and to note any improvement that he may make.
Dramatizations, group discussions, informal talks, choral readings,

and creative dramatics are all credited with aiding in the improve-

ment of general Speech.

Voice qualities are said by Rasmussen to be improved by

the means mentioned above, and, in addition to these, the use of

 

53
Peins, op. cit., p. 140.

54 .
Rasmussen, _o_p. c1t., p. 7.

27
. . . . . . 55
puppets, relaxatlon exerClses, and ”imaginative stimulus" are felt
to be valuable.

Articulatory defects may be improved through the Selection
of certain poems, jingles, and specially selected stories that stress
the particular sound or sounds under consideration. from“:

Through the application of mental hygiene principles, the

child may be freed from tension, become poised and relaxed. Speech j

 

reflects the personality and improves in proportion to the social and
emotional adjustment of the person. Therefore, it is the general
opinion of the writers that by deveIOping an awareness of what con-
stitutes good speech and instilling in the child a feeling of confidence,

a teacher will do much to help the child improve his speech.
Summary

As can be seen from the literature referred to in this chap-
ter, much has been written regarding the need for the teaching of
SPeech and for speech improvement training in the lower elementary
grades. This literature reveals what appear to be two schools of
thought‘ as to the way in which this training should be given; one

55 Raubicheck, op. cit., p. 92.

56
Anderson, op. cit., p. 299.

28

that speech should be an integral part of every subject taught and of
every activity carried on in the schoolroom, and the other that

speech Should ”be placed on an even basis with other subjects such

as reading, arithmetic, spelling, and so forth," and ”deserves a

 

place in the curriculum." F...“
To the classroom teacher who is untrained in the teaching of i
speech, these points of view do not seem as contradictory as their
advocates would lead one to believe. It is the Opinion of those who
i.

would teach speech as an integrated subject that the instruction should
not be indirect, but should be given whenever the need arises while

carrying on the normal activities of a classroom.

It is generally agreed that, even if there were enough trained
sPeech teachers available to give the specialized help necessary,
800d speech could not be brought about without the c00peration of
the classroom teacher, since'it is in the classroom that the new pat-
teI‘ns of speech must be put into practice if they are to become

Pel‘manent and carry over into natural Speaking Situations.

 

\
57
Milisen, op. cit., p. 241.
58
Weniger, 92.. cit., p. 4.

CHAPTER III.

PROCEDURE, SUBJECTS, AND CLASSROOM ACTIVITIES
USED IN THE EXPLORATORY STUDY
In an effort to determine whether or not the techniques and
devices recommended by the various writers can be utilized in‘the
classroom with a degree of success and practicality, the author con-
ducted an exploratory study working with a group of unselected

second graders in what was considered to be an average classroom.
Procedure

At the onset of the study an attempt was made to rate the
Speech of the children in the group by administering a speech in—

ventory test (see Appendix A, pages 60 to 62) which was adapted

fI‘om those recommended by the various writers. This adaptation
Was made by selecting from those tests the items felt to be most
applicable to the age group that was being tested and adding a
numerical scale for rating each of the over-all speech qualities.

It was hoped this scale, which rated each quality from 1, excellent,

t0 5, (very) unsatisfactory, would be a means of more definitely

evaluating the speech of each subject. An endeavor was made to

29

30

check the speech in two ways: (1) by conversing with the child; and

(2) by giving each child an articulation test.
On the average, about 4-1/2 minutes were spent in admin-

istering the test to each child. The amount of time varied slightly

with the rate of the child's reaction; the Slower reacting child ob-

viously needed to be given more time. During the period of con-

versation, leading questions were asked the child about himself, his

family, his playmates, and his activities. In this way rapport was

established, background information gained, and the observers were
given an opportunity to hear the child use connected speech.

The articulation test was administered by placing before the
child a case containing such familiar objects as a pig, an airplane,
a-ncl a pipe, arranged in groups of three, and representing the various
sounds in each of the three positions--initial, medial, and final,
reSpectively. The test was carefully explained to each child in

order that he might fully understand what was expected of him and

not become confused or frightened. C00perating in administering
the test were a college supervisor of teacher training in speech
Correction, a college student in advanced speech correction training,
and a second grade classroom teacher.

Following the initial test, the daily program was so organ-

12‘ed that the classroom teacher devoted a 20-minute period each

 

31

day for 12 weeks to directed speech activities which were arbitrarily
chosen from among those activities recommended by various writers
for speech improvement work in the lower elementary grades.
During the time that the study was being conducted, no effort was

put forth in any of the other classes or class activities to correct ’
-- ~:.~——1

 

S“

or to improve the speech of any child with the exception of an oc— :'

cas'ional reminder that the child was not making himself heard or E

correctly repeating a word after a child had said it incorrectly. i
L _

At the conclusion of the study, those who administered the
first test repeated it in an effort to determine what, if any, improve-

ment had taken place in the speech of the children during the time in

Which the study was being conducted.

Subjects. An unselected group of thirty-five second grade

boys and girls, all of whom were in the same classroom, and all

of whom were eight years of age, or were nearing their eighth

birthday, were chosen for this study. The intelligence quotients of

these children ranged from 73 to 148 with an average of 107.8. Of

the original number, seven were absent from either the initial or

the final test, and therefore were not included in the analysis of

the test results.

32

Classroom activities. Since it was the purpose of this study

 

to determine, as far as possible, the effectiveness and the practi-
cality of the techniques and activities recommended for the teaching
of speech improvement in the lower elementary grades, as many of
those activities referred to in the previous chapter as seemed prac-
tical were employed. The following activities were used with varying
degrees of success: auditory discrimination and ear training, choral

reading, creative dramatics, dramatization, group discussion, explan—

 

ations and talks, reports, oral reading, pantomimes, sharing time,
story-telling, relaxation exercises, and telephone conversation. Many
of these general activities were developed still further in an effort
to put into use the more specific suggestions found in the literature.
Auditory discrimination and ear training were developed
through the use of rhyming words, poetry, paired words as, "wing"
a~Ild "ring,” ”then" and ”den," recording the voices, imitating the
Voices of the various characters in a story, listening to the voices
of radio and television personalities, and games devised to aid in
the identifying of children‘s voices. In addition to these techniques,
the children were led to formulate rules which set forth the prin-
CiIDles of good speech after they had listened to talks that were
giVen by various members of the class. Stories were read by the

te'c‘9.cher while the children listened and responded by raising the

33

hand whenever they were able to detect a speech error. Stories
were also used to call attention to definite sounds such as rabbit
stories for the sound of "r,” train stories for the sounds of "ch”
and "tr," and bunny or bear stories for the sound of "b."

The field of choral reading contained such a wealth of ma- ,
terial that it was necessary to select those poems and nursery rhymes
that would best correlate with the other room activities. The choral
readings were used to encourage the shy child to speak and to be-
come a part of the group without having attention focused upon him,
to develop a feeling for the rhythm of Speech, to promote a feeling
of courtesy and sharing, and to encourage distinct speech.

Creative dramatics and dramatizations offered opportunities
for applying the speech skills. These activities served as another
means of encouraging the shy child to participate. They also served
as a means of emphasizing clear expression, the need for adequate
V°1ume and voice control, and as “an incentive for correcting faulty
or Careless habits of speech."1 The specific activities used in—
cluded the children‘s interpretation of shopping trips, introductions,

”(tending and accepting invitations, playing host and hostess, playing

1 Willard F. Tidyman and Marguerite Butterfield, Teaching

kanguage Arts, (New York: McGraw—Hill Book Company, Inc.
1). p. 314.

 

34
store, acting out stories, nursery rhymes, and poems. Following
each dramatization the children were encouraged to discuss the per-
formance and to give constructive criticism.
Group discussions explanations and talks, reports, sharing
time, and story-telling were among the activities that were recom- kw - ’

mended for the improvement of over-all speech. These activities

 

were used to encourage purposeful talking and to emphasize courtesy.
An attempt was made to lead the children to recognize speech as a (:1
"two-way" process-—speaking and listening. It was emphasized that
the speaker, who had something to say, had the responsibility of
saying it in such a way as to be easily understood by all of his
listeners and, in turn, deserved their courteous attention.
Oral reading served much the same purpose as those activities
Which have been mentioned earlier, namely, to attempt to develop good
expression, voice flexibility, and proper volume. Stories, poems, and
Character reading were used in develOping these areas.
Pantomimes were used in an effort to encourage the shy child
to participate, to develop poise, and to serve as a basis for group
discussions. The discussions provided another means of applying the
Speech skills that had been developed in the other areas; that is,
SpeElking distinctly and audibly, practicing courtesy, and giving con-

St 1‘uctive c ritici sm.

35

Relaxation exercises were used to teach the "s" sound, to
bring about better voice quality and smoother flowing Speech.

Telephone conversations were introduced by discussing the
rules for good conversation and were used as a part of such activi-
ties as playing store, extending invitations, and making appointments
in addition to carrying on friendly conversations. Following the
telephone conversations, time was allotted for the evaluation and
constructive criticism of them.

Games were used as a practical form of drill and as a means

of transferring the newly acquired skills into normal Speaking situa-

tions. Singing games like "London Bridge" and "Mary Had a Little

Lamb" were used for drill on the "1" sound. "The Grocery Store
Garne' was used to teach the various sounds. Games were also
used to teach auditory discrimination.

A sampling of the more detailed plans of the activities used
in the study may be found in Appendix B, pages 63 to 93. These
daily plans are not necessarily in the order in which they were used,
nor are all of them included; but they are typical of the activities
Ca~I'ri.ed on. Similar activities were employed in an attempt to bring
abOut improvement in each sound found through the test to be de-
fe Ctive. Many of the activities such as those used in connection

With the unit on bird study, playing store, and the dramatization of

 

(1...... .

36

certain stories required more time than that allotted to a single
class period and, therefore, of necessity several class periods were
frequently devoted to one activity. In such cases, however, time was
devoted each day to the discussion and the evaluation of the activity
in order that the problems might be recognized as they occurred

and the following performances be improved.

As. was stated previously, not all of the activities were re-
ceived with the same degree of enthusiasm and interest; for this
reason, several of those originally planned were not repeated and
others were substituted in their place. Those received most en—
thusiastically were creative dramatics, eSpecially when nursery rhymes
were used, playing store, telephone conversations, and choral readings.
It was found that many of the games suggested did not prove practical
for use with the large group because they did not provide for suf-
ficient activity, and those who were not actively participating soon
lost interest and became restless. Activities such as "Show and
tell,” reports, explanations, and oral readings were well received
by the children. However, these activities required careful planning
and skillful direction by the teacher if all of the members of the
group were to profit by the experiences. These were activities in
which a few were prone to monOpolize the time, while those really

needing the experience of communicating sat quietly by. Those

 

1"

37
speech activities that were based on the larger units of work brought
about more conversation, discussion, and desire to communicate than
those designed specifically to bring about improvement; thus it would
seem that the larger units provide a more profitable device for

teaching speech. (as. .

 

CHAPTER IV
ANALYSIS AND INTERPRETATION OF RESULTS

It was the original plan of the author to use a Speech inven- {mm
tory test adapted from tests recommended by Speech authorities
(see Appendix A). However, in administering the test, it was found

that many of the items could not be applied to the speech of second

 

‘w—a .59

grade children with any degree of accuracy. T'heir age and devel-
opmental stage made it exceptionally difficult to determine whether
or not the qualities were defective or were merly child-like char-
acteristics. Therefore, it became necessary to disregard the
numerical ratings and check for the more objective characteristics.
In interpreting the test results to determine whether or not
the speech of the subjects was improved as a result of the Speech
teaching that was done, the defect was considered corrected if it
was consistently made correctly at the time of the final test; im-
PrOVed if made correctly when the child was conscious of his
SPEECh; and unimproved if the defect was still very much in evi-
dence. even though the child was conscious of his speech. The
allthor was aware of the fact that it was difficult to state definitely
that no improvement was made as a result of the speech experiences.

38

39

However, for the purpose of this study, the defects still consistently

in evidence were considered to be unimproved.

C olumn 1 -

Column 2 -

Column 3 -

C Olumn 4 -

C 01Ilmn 5 -

Key to Tables 1 to 5

Sound or Speech quality being rated.

Person rating qualities of speech

A - College supervisor of teacher training in Speech
correction.

B - College student in advanced Speech correction
training.

C - Second grade classroom teacher.

Number of subjects found to have the defect at the time

of the initial test.

Number of subjects considered by the observers to have

made little or no improvement between the initial and

final tests--defect still very much in evidence.

Number of subjects considered by the observers to have

made some improvement between the time of the initial

and final tests.

Table 1 shows that there was complete agreement among the

Obse rvers as to the number of subjects having defective voice quali-

tieS; each observer noted one subject with the nasal quality; four

TABLE 1

.VOICE QUALITY

40

 

 

 

 

 

 

 

Initial Test Final Test
Quality Observer
No. Defects Unimproved Improved
A 0
Nasal B O
C 0
A 4 4 0
De -nasal B 4 4 O
C 4 4 O
Hoarse A Z Z 0
or B Z Z 0
Husky C 2 2 O
A 3 3 0
Breathy B 3 3 0
C 3 3 0

 

 

,II: t i

41

with the de-nasal quality; two with the hoarse or husky quality; and
three with the breathy quality. All other subjects were considered
to have satisfactory voice quality.

The final test re suits Show that in the opinion of all three
observers the defective qualities were still very much in evidence
at the time of the test, and that apparently there had been little im-

provement or correction during the time that the study was being

carried on.

The results of this test show that the recommended classroom
procedures, when directed by a classroom teacher, did not bring
about an improvement in the voice qualities of the subjects, and indi—
cate that specific training should have been given.

Table 2 is based upon the subjective Opinions of the observers.
A subject who consistently used volume that was unsuited to the
"room and occasion" during the test was considered to have volume
that was unsatisfactory and rated accordingly. Those who failed to
make themselves heard easily were considered as having volume
that was "too weak"; those Speaking too loudly were considered to
have volume that was "too loud." All others were considered to

haVe volume that was satisfactory for their age group.

TABLE 2.

VOLUME

 

42.

 

 

 

 

Initial Test Final Test
Quality Observer
No. Defects Unimproved Improved
A 3 0 3
3:; B 3 o 3
C 3 0 3
T A 2 0 Z
L°°d B 1 o 1
o“ c 2 0 2
S A 0 0 0
mpaji' B o o 0
° c c o 0 o

43

The table shows that the observers were in agreement as to
the number of subjects having inadequate volume; all observers noted
three as having volume that was "too weak."

Observers A and C each noted two subjects as having vol-
ume that was "too loud"; Observer B noted only one subject as
having volume that was "too loud." None were noted by any of
the observers as having "Spasmodic or uncontrolled" voluIne.

On the final te st, as on the initial test, the results were
based entirely upon the opinion of the observers. Those subjects
exhibiting volume that was noticeably weak or loud at the time of
the initial .test but were able to control volume with ease at the
time of the final test were considered improved. On this basis,
all three observers agreed that there was improvement.

The results of this test tend to indicate that the recommended
Classroom procedures can be used effectively by the classroom

teacher to develop the ability of the child to use volume that is

Snitable to the occasion.

Pitch

Item two (Pitch) of the Speech Analysis Test was omitted
from the summary of the test results because the numerical rating

Scale proved difficult to use. Since the voices of most young

44
children are normally high—pitched, none of the subjects were found
to have voices that were considered by any of the observers to be
11.nsatisfactory or abnormal. All were considered to have pitch sat-
isfactory for their age group.

Table 3 shows that on the initial test all observers were in agree.-
ment, each rating two subjects as having Speech that was "too fast."
No observer noted a subject as having a rate of Speech that was
either "too Slow" or "unvaried."

On the final test, those subjects who were considered to have
a rate of Speech that was "too fast" at the time of the initial te st,
but who were able to control the rate during at least a part. of the
final test, were considered to be improved. On this basis, the final
test shows that all observers rated all of those considered initially
to have Speech that was "too fast" as improved. Since none of
the subjects consistently spoke at the "normal" rate, there were
COnsidered to be no corrections.

Psychologists and Speech specialists point out that the rate
with which a person Speaks is controlled largely by the emotions.
A he rvous child usually has Speech that is too rapid. This being
true . the classroom teacher can make use of the recommendations
and provide the child with an atmosphere of calm and relaxation to

bring about improvement in the rate. However, if this fault is to

H: "

TABLE 3

RAT E

45

 

 

 

 

 

 

Initial Test Final Test
Quality Observer
No. Defects Unimproved Improved
A Z 0 Z
"‘13:; B 2 0 2
C 2 0 2
A 0 0 0
:1” B o o o
°w c o o o
A 0 0 0
11111 d B o o 0
var e C 0 0 0

46

be corrected, many factors other than those controlled by the class-
room teacher may need to be improved and frequently need the co-

Ope ration of othe rs.

Exp re s sion

Item five, "15 the expression suited to the subject matter?"
was not included in the summary because it was found to be impos-
sible to rate the subjects with any degree of accuracy; young children
have not learned to use the voice effectively. All subjects were con-
sidered to have satisfactory expression for their age and experience.

Table 4 shows the articulatory deviations other than the in-
accurately made consonants. In the initial rating of consonant devia-
tions, the observers were almost in agreement. No observer noted
a subject "omitting begirming consonants." Observers A and B
each noted three subjects "omitting final consonants"; Observer C
noted two subjects. All observers noted two subjects as having
I'il’ldistinct Speech," and four as "lisping."

Since the numerical rating scale was not being used, it was
necessary to judge the amount of improvement and correction that
had been made purely on a subjective basis. Subjects rated on the
initial test as having definite deviations were led into Speaking Situ-

ations in an effort to determine whether or not the subject consistently

TABLE 4

CONSONANT DEVIATIONS

47

 

 

Ff

 

 

 

 

 

Initial Test Final Test
Quality Observe r _
No. Defects Unimproved Improved
Omits A O 0 0
beginning B 0 O 0
c onsonant C 0 O 0
Omits A 3 O 3
final B 3 0 3
consonant C 2 0 2
A Z 0 2
I
Snaistiinct B 2 0 Z
peec C 2 0 2
A 4 3
L1 Sping B 4 3
C 4 3

 

48
used the better Speech pattern or only when conscious of speech.
Those subjects found to be consistent in the use of good speech were
considered to be corrected; those using good speech only when con-
scious of their Speech were considered as improved; and those con-
sistently using the deviation were considered as unimproved.

On this basis, the final test results Show that the observers
felt that there was some improvement in all areas. All subjects
rated on the initial test by the observers as "omitting final con-
sonants" were considered to be "improved" at the time of the final
test. The observers considered all subjects rated as having "indis-
tinct speech" on the initial test as improved. All observers agreed
that of the subjects rated as "lisping," only one was considered as
"improved"; all others were considered to be "unimproved."

Sounds which no subject was noted as making inaccurately
Were omitted from the articulation summary (Table 5).

Table 5 shows that on the initial test the observers were
a1”lest in agreement as to the number of subjects making the sounds
ina~<=curately; two observers agreeing as to the number of subjects
making twelve of the sounds inaccurately, and all three agreeing as
to the number of subjects making six of the sounds inaccurately.

The final test Shows that all observers agreed that there was

improvement in thirteen sounds, and that there was no apparent

 

TABLE 5

ARTICULATION

Y

49

 

Inaccurately Made Sounds

 

 

 

 

 

 

 

 

 

Sound Observer Initial Test Final Test
No. Defects Unimproved Improved
A 10 3 6
>5 B 9 z 7
C 9 Z 7
A 10 8 2
+5 B 10 7 3
C 8 6 Z
A 8 5 Z
\ B 8 5 3
C 8 5 3
A 19 11 8
S B 19 10 9
C 20 ll 9
A 3 3 0
Ci} B 2 2 o
C 3 3 0
\
A ' 4 1 3
Y‘ B 4 1 3
C 4 1 3

 

TABLE

5 - - Continued

 

50

 

 

Inaccurately Made Sounds

 

 

 

 

 

 

 

 

 

 

Sound Observer Initial Test Final Test
No. Defects Unimproved Improved
A 2 Z O
I B o o o
C 0 0 0
A 3 1 2
-t B 3 1 2
C 3 I 2
A 2 I l
P B Z l 1
C 1 0 1
A 19 16 l
7- B 18 16 2
C 19 16 3
d A l 0 l
B l 0 l
C l 0 l
A 5 0 5
V B 4 1 3
C 4 1 3
N
A ll 7 4
S B 11 6 5
C 11 7 4

TABLE 5- -Continued

 

51

 

Inaccurately Made Sounds

 

 

 

 

 

 

 

 

Sound Observer Initial Test Final Te st
No. Defects Unimproved Improved

A l 1 0
n B o o 0
C 0 0 0
A 1 1 0
(E B o o o
C O 0 0
A 11 4 7
6 B 12 4 8
C 12 4 7
A 6 6 0
5 B 7 5 2
C 6 6 0
A 9 4 5
r) B 9 4 5
C 9 4 3

52
improvement in one sound. Three sounds rated as inaccurate in the
initial test by Observer A were considered unimproved on the final
test. Observer B reported that two subjects were making the sound
' ' " more nearly accurate; ObserversA and C failed to note this im—
provement. One observer stated that one subject had corrected

each of the sounds "5" and "l" and that two subjects had corrected

'2' , another observer was of the Opinion that one subject had corrected
the "a" sound and two the "0." Since only one observer noted each of
the corrections, it was questionable as to whether or not the correc-

tion had actually been made, and therefore, was not included in the

summary.
Over-all

Since the observers found that it was impossible to rate the
Speech of young children with any degree of accuracy through the
use of the numerical rating scale, the numerical ratings were
omitted and the speech of the subjects. considered to be "adequate
for communication" or "inadequate for communication." This, ob-
Viollsly, was definitely a subjective rating. However, the subjects
who Were able to communicate in such a way as to make them-
selves easily understood were considered to have Speech "adequate

for Communication"; those subjects whose Speech was such that it

53

was difficult for them to make themselves understood were considered
to have Speech "inadequate for communication." On this basis the
initial test shows that the observers are agreed that all subjects had
speech "adequate for communication," but needing to be improved to
eliminate minor defects and to develOp good Speech rather than
Speech that was just adequate.

The final test Shows that all observers agree that the over-
all speech of each of the subjects had been improved. In reaching
this decision, the observers considered the manner in which the sub-
jects met a speaking situation, whether or not the articulatory defects
were still very much in evidence, and whether or not he was able to
eXpress himself fluently. All subjects appeared to Speak with confi—

dence at the time of the final test.

Summary of Results

Although this was a very subjective test, all of the observers
agreed that some improvement had been made in all areas except
that of "voice quality"; that the subjects approached Speaking situa—
tions with more confidence and expressed themselves more freely.
H°We Ver, the results Show that in the judgment of the observers,

there was some improvement in the articulation of nearly all sounds

but almost no correction, the greater improvement being made in the

54

sounds that are visibly produced. The sounds "TS ," "l," "s," and
"2" were the least improved.

The results of this test would tend to substantiate the theory
of many authorities in the field of Speech that Speech should be
taught directly, that the classroom teacher needs the assistance of
a trained correctionist who is able to provide her with definite cor—
rection techniques, and that Speech training of a general nature does

not bring about the desired correction.

 

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

Conclusions

The conclusions which have been drawn from the information
obtained through this study will be treated in two parts: (1) con-
clusions drawn from the literature; and (2) conclusions drawn from

the experiment, and are as follows:

Conclusions drawn from the study of the literature.

 

(1) Because there is a greater awareness of the value of
oral communication in our society, there is an increasing need for
SPCGCh education programs in the lower elementary grades M
Which will emphasize oral communication.

(2) There is a need for teacher-training in the teaching of
SpeeCh in the lower elementary grades to

(a) deveIOp an awareness 'of the need for Speech im-
provement;
(b) give a working knowledge of practical methods for

classroom use.

55

.l

56

(3) Though much has been written on the teaching of Speech,
the theories advanced are much the same regardless of the field of
education for which they are written.

(4) Much of the responsibility for bringing about speech im-
provement must necessarily rest with the classroom teacher. m
(5) School administrators need to be made more conscious r

of the value of Speech training in the lower elementary grades in

order to insure c00peration in the planning of speech improvement

 

programs.

Conclusions drawn from the experiment.

(1) There is a need for teacher—training in the teaching of
Speech in the lower elementary grades to give a working knowledge
0f practical methods for classroom use.

(2) Numerical scales proved to have no value in rating the

Speech of young children.
(3) Some items included in the "Speech Analysis Test" could
not be used in rating the Speech of young children.
\/(4) Care must be taken in adapting the suggested activities

to the age level and to the size of the group for which they are

being used.

 

'.. "fl,

57

(5) Although some improvement in the over-all speech of
children can be brought about through classroom teaching, this
teaching could be more effective if a trained correctionist provided
the teacher with specific techniques and devices and assumed the
re Sponsibility for the correction of the more severe defects.

(6) Much of the material presented in the literature is of
too general a nature to be of value to the classroom teacher who
is unskilled in the teaching of speech.

(7) That Speech improvement can be brought about as an
integral part of classroom activities and is probably better motivated

when it is handled in conjunction with other normal class activities.
Recommendations

AS a result of the information gained through the study, the
following recommendations seem appropriate:

(I) That more experiments and studies be carried on by
Classroom teachers in actual classroom situations in order that
more effective and practical Speech improvement methods be de-
ViSEd for regular classroom use.

(2.) That tests be devised Specifically to provide for the
diagnosis of speech problems (other than articulatory) of pupils in

the 10\aver elementary grades.

58

(3) That writers provide materials and information designed
Specifically for use in the lower elementary grades.

(4) That teacher-training institutions make it possible for
teachers who are interested in a speech program for the lower ele-
mentary classroom to receive help through courses designed for
this purpose.

(5) That in-Service training be provided for those teachers
who find it impossible to take regular courses in the teaching of
speech.

(6) That a trained correctionist be made available for con-
sultation to supply the classroom teacher with correction techniques.

(7) That administrators encourage teachers of the lower ele—
mentary grades to provide opportunities for the teaching of speech in

the classroom as a part of the room activities.

 

APP ENDIXES

59

APPENDIX A

SPEECH ANALYSIS T EST

15 the quality of the voice
Excellent Satisfactory Unsatisfactory
I 2 3 4 5
If it is unsatisfactory, can the fault be identified as
Nasal De -nasal
Hoarse or husky Breathy ?
Is the pitch
Excellent Satisfactory Unsatisfactory
l 2 3 4 5
If it is unsatisfactory, can the fault be identified as
Too high Too low
Monopitch Spasmodic, uncontrolled
Is the volume for the room and occasion
Excellent Satisfactory Unsatisfactory
1 Z 3 4 5
If it is unsatisfactory, can the fault be identified as
Too weak Too loud

Spasmodic , uncontrolled ?

61
Is the rate
Excellent Satisfactory Unsatisfactory ?
I 2 3 4 5
If it is unsatisfactory, can the fault be identified as
Too fast Too slow Unvaried ?
Is the expression suited to the subject matter
Excellent Satisfactory_ Unsatisfactory ?
l 2. 3 4 5
If it is unsatisfactory, can the fault be identified as
Monotonous voice Lack of understanding
Lack of feeling ?
Is the articulation
Excellent Satisfactory Unsatisfactory ?
1 2 3 4 5
If it is unsatisfactory, can the chief fault (faults) be identified as
Omission of beginning consonants
Omission of final consonants
Mumbling

Lisping ?

7.

8.

62

Sound 5 inac curate ly made

h...— ?.._. V...._ 9....._ 6.... 5...._

Z.
n... 9._._ /_.. r... J... M...
h»!

a...— 3___ o————— v...— u... A...
’3——-—<9:<9

J
J

QI—-———— 00—...— .31“qu

 

Does the child's over-all Speech seem to be
Excellent Satisfactory Unsatisfactory ?

1 2 3 4 5
What comments can you make regarding the over-all Speech of

the child ?

63

APPENDIX B
GENERAL OBJECTIVES

Appreciation for and understanding of good Speech.
Ability to use volume that is suitable to the occasion and
place.

Ability to use pleasant and adequate Speaking voices.
Skill in articulating sounds accurately.

Ability to use clear-cut and distinct Speech.

Skill in Speaking at a rate suitable to the occasion.

II.

64

Daily Plans

Specific Objective:

An understanding of good conversational Speech.
Procedure:

A. Introduction

A period of the day is given over to "Show and Tell
Time." During this time the children talk about things that
are of interest to them. At the end of the period, the
children will be asked to evaluate the contribution of each
child, pointing out first the strong points, then suggesting
ways of improving. The voices will be recorded as the
talks are being given.

Through discussion, the children will be led to set up
standards for evaluating their Speech. These will be
listed on a chart and posted in the room for reference.

B. A discussion of Speech in general--why good Speech is

de sirable .

C. To help them become more Speech conscious, ask that they

listen to a favorite television or radio star and report what
they liked about his speech. It is hOped that some defects

will be noted.

- ..__ —-—_~'9' 7

II.

65

Daily Plans

Spe cific Obje ctive:

DeveIOp an appreciation for using volume suitable to the occa-

sion.

Procedure:

A. Review the factors contributing to good Speech.

B. Discuss the Speech of the television and radio stars that
were observed.

C. Conduct the usual "Show and Tell Time" with the teacher
Sitting in the far corner of the room. Ask if each one can
make the teacher hear.

D. Ask for constructive criticism. For the Shy child or one

who seldom volunteers, a comment such as, "I liked the
way Tom told us about his ---. He made us all hear,

didn't he?" will be considered sufficient criticism.

r‘4 , ..lll." ‘t’ Lifi

66

Daily Plans

1. Specific Objective:
Ability to recognize and understand own Speech habits.
II. Procedure:
A. Allow time for comments on the speech of any of the
radio or television stars that may have been observed.
B. Children listen to the recordings of their own voices.
C. Allow time for comments about the voices they hear.

I. Call attention to any that have good expression.

2. Discuss why some do not recognize voice.
3. Discuss why classmates recognized the voices of
others.

(It is hoped that the defects will be noted, thus making a lesson on

sound substitution the next natural step.)

 

[1.“ L‘

I“:

II.

67

Daily Plans

Specific Objective:

Ability to hear the sound of f. correctly when it is used in the

initial position.

Procedure:

A. Introduce the subject of the Easter Rabbit, discuss the
rabbit and the part it plays in the Easter customs.

B. Read the story of "The White Easter Rabbit," which was
written by Dorothy Baruch. Read in such a way as to use
as many words beginning with the i sound as possible
without materially changing the story.

C. Have children recall the story by using sentences to tell

what the little rabbit did.

II.

68

Daily Plans

Specific Obje ctive s:

A. Skill in using the 3 sound in a natural Speaking situation.

B. Ability to Speak so as to be heard by all those in the
room.

Procedure:

A. Show the Raggedy Ann doll and talk about her limpness.

B. Play at being "Raggedy Rabbits" until all children become
relaxed.

C. Review the principles of good speech.

D. Have the story of "The White Easter Rabbit" told.

E. Encourage the class to comment favorably on the telling;
then to courteously point out ways in which it could have
been improved.

F. Plan for the dramatization of the story.

II.

69

Daily Plans

Specific Objective 5:

A. Understanding and ability to use Speech to communicate to
an audience.

B. Ability to use the principles of good Speech in a natural
Speaking situation.

C. Skill in using the 5. sound in natural Speech.

Procedure:

A. After a Short discussion of the story, "The White Easter
Rabbit," have several children "try on" each of the var-
ious characters.

B. From among those trying out, choose enough players to do
the play.

C. Dramatize the story.

D. Encourage comments on the presentation, first favorable
comments, then suggestions for improving.

E. Time permitting, play the story a second time using a dif-

fe rent cast .

II.

70

Daily Plans

Spe cific Obje ctive:

Ability to discriminate between the sounds of w and r when

used in the initial position.

Procedure:

A.

Pronounce a list of words in which both initial sounds are
used. Ask child to tell which sound he hears.

List a group of words on the board which have the initial
sounds of w and i‘ Using these words, play "Going Out
Into the Hall," a game in which one child leaves the room
while a second child chooses a word. The first child then
returns to the room and tries to guess the word that was
chosen by pointing to a word and asking, "Is it ?"
If he guesses correctly, he chooses the next word and the
game continues.

Pronounce words in groups of two's. Some may sound the
same, others may not. The child listens with closed eyes,
if the sound is the same, he raises his hand; if not, he

keeps his hand down.

Place combinations of words on the board to be read as:

71

wing .- ring wag — rag
wed - red wake - rake
way - ray woof - roof
won - run wide - ride
west - rest

Ask each child to collect pictures of objects representing
the initial w and the initial r sound for his picture diction-

ary.

II.

72

Daily Plans

Spe cific Objective:

Skill in using the sound r in the initial position.

Procedure:

A.

Have each child Show the pictures he collected for the
picture dictionary and tell something about each one.

Have children suggest things that may be found in the
country that have names beginning with the .1; sound
(raccoon, rabbit, robin, rocks, etc.).

Play "I Went for a Walk in the Country." In this game the
leader begins by saying, "I went for a walk in the country
and saw a ---" (use a word beginning with an i sound).
The second child repeats what the first child has said and
adds a word of his own. Thus the game continues, until it

becomes difficult to find new words.

II.

Daily Plans

Spe cific Obje ctive s:

A. Skill in making the various Speech sounds.

B. Understanding how to overcome Shyness and reluctance to
participate through effective communication.

C. Ability to apply the principles of good. Speech to Speaking
Situations.

Procedure:

A. Review the principles of good speech.

B. Discuss the Mother Goose Rhymes that were illustrated in
art class. Call on various individuals who are volunteering
to say the rhymes.

C. Pantomime the rhymes: "Little Boy Blue"

"Little Jack Horner"
"Little Bo Peep"
"Little Miss Muffett"

D. Have those who illustrated the rhyme repeat it aloud as it
is pantomimed.

E. Encourage favorable comments on the pantomimes.

F. Suggest planning to use these rhymes for creative

dramatics.

1 .531 I 7’ j

II.

74

Daily Plans

Spe cific Objective:

Apply the principles of good Speech and the newly acquired

articulation skills to natural Speaking situations.

Procedure:

A. Remind the children of the need for using good Speech.

B. Select nursery rhyme to be used for creative dramatics.

C. Choose characters from volunteers.

D. Encourage the use of the imagination and free expression.

E. Ask for constructive criticism and suggestions.

F. Repeat performance with a different cast. Do as many
repeat performances as time and interest permit.

G. Encourage suggestions for improvement following each

performance.

an.

I) i i A.

75

Daily Plans

1. Specific Objective:.
Appreciation of the importance of Speaking distinctly and with
the proper volume in telephone conversation.

II. Procedure:

A. Discuss the movie "Telephone Courtesy" which they have
recently seen. Encourage the children to point out What
was good and what was bad about the conversation. Give
reasons.

B. Discuss the importance of using good speaking voices in
telephone conversations.

C. Have various children carry on telephone conversations
using toy telephones.

D. Have the group evaluate the conversations.

(The following day repeat (the same procedures used about except

that the discussion of the movie will be omitted.)

II.

76

Daily Plans

Spe cific Obje ctive s:

A. Skill in using the 3 sound.

B. Appreciation for organizing ideas and presenting them in
such a way as to make them interesting and easy to
understand.

C. Ability in developing self-confidence and poise when speak-
ing before a group.

Procedure:

A. Discuss rules for safety.

B. List words on board that the children suggest might be
used in talking about safety.

C. Call attention to the fact that many of the words. begin with.
the "snake" sound.

D. Ask various ones to pronounce the words having the "snake"
sound.

E. Ask each one in the group to think carefully what he might
say to a little brother or sister that would make him more
careful and less liable to be hurt or to hurt others.

F. Present talks.

77
G. Allow time for constructive criticism.
(NOTE: This will no doubt take more than the allotted time; if so,
continue the second day after reminding them of the principles of
good speech. Choose the best talks and arrange for them to be

given in the kindergarten and first grade rooms.)

II.

78

Daily Plans

Specific Objective 5:

A. Skill in using the .1; and : sounds correctly in general
Speech.

B. Appreciation of good speech in showing courtesy and con-
sideration for others while working and planning together.

C. Ability to Speak distinctly and with proper volume.

Procedure:

A. Relaxation exercise, the pumping up of a tire that continues
to lose its air, S-s-s-s—s, until the air is gone and the
children are relaxed.

B. Name birds that have been studied that might be seen on a
drive in the country. List on board.

C. Play drill games for about 5 minutes using the names of
the birds. Begin by saying, "I am thinking of a bird
that --—." The child called upon asks, "Are you thinking
of the --—?"

D. After the drill, ask each child to choose the bird he would

like to talk about. Then separate into groups, ask each

group to plan a report on the bird and to choose a reporter.

F”

79
If possible, include in each group a child who makes the
sounds well, and one who needs a drill.
Move from group to group and give help when it is needed

and reque sted .

II.

80

Daily Plans

Specific Objective:

Ability to Speak freely before a group, using distinct Speech,

correct articulation, and adequate volume.

Procedure:

A. Discuss the things that make interesting reports, bringing
out the importance of Speaking so as to be heard in all
parts of the room, not talking too rapidly, planning in ad-
vance what is to be said, and speaking distinctly.

B. Reports from each group that was organized yesterday.

C. Students select the reports best liked, giving reasons for
choice.

D. Reports chosen will be given for the other rooms.

81

Daily Plans

1. Spe cific Objective 5:

A.

B.

C.

Skill in the use of distinct, clear-cut speech.
Ability to organize thoughts in an interesting and under-
standable manner.

Ability to recognize good Speech when used by others.

11. Procedure:

A.

B.

F”

(NOTE:

Review the principles of good Speech.

Groups work in committees to revise the talks given yes-
terday to improve them according to suggestions of the
group.

Discuss plans for inviting the other second grade room to
hear the talks.

Compose an invitation, copy it, and send to the other room.
Arrange for host, hostess, and announcer to take charge of
the seating of guests, announcing the program, and anything
else that may be necessary for its presentation.

These talks were also presented in the first grade rooms

at the request of the first grade teachers.)

82.

Daily Plans

I. Spe cific Obje ctive s:

A.

B.

Ability to hear the Speech sounds correctly.

Using the sounds correctly in connected speech.

II. Procedure:

A.

Use the Singing games, "Skip to My Lou" and "London
Bridge," for drill on the i sound.
1. Vary the game by having a group of those making the
sound well Sing the words while the others listen.
2. Having a group of those needing practice on the
sound sing the words while the others do the actions.
Adapt "Here We Go Round The Mulberry Bush" to suit the
actions. used in getting ready for school as brushing the
teeth, washing the face, and combing the hair. Individuals

may suggest suitable words and actions.

83

Daily Plans

I. Spe cific Obje ctive s:

A. Understanding of the Speech sounds.

B.

Ability to carry these sounds over into general Speech in

e ve ryday activitie s .

II. Procedure:

A.

In preparation for playing "The Grocery Store Game," have
the various articles found in a store named and list them
according to the "Snake sound," the "gray goose sound,"
and the various other name sounds.

Play the game. The leader begins the game by saying,
"My father owns a store and sells something that begins
with the --- sound. What does he sell?" The child who
guesses what is sold becomes the next leader, and the game

continue 5.

84

Daily Plans

I. Specific Obje ctive S:

A.

B.

Ability to apply Speech Skills to natural Speaking Situations.
Appreciation of good Speech habits to help overcome Shyness

and to develop self-confidence.

II. Procedure:

A.

B.

C.
D.

(NOTE:

Discuss the "Store Project" that was planned yesterday.
Allow time for each child to Show and tell what he has

brought to contribute to the store before he places it in
the store.

Dramatize several buying Situations.

Group discussions of dramatizations.

Since this activity will necessarily take several class peri-

OdS, the objectives and procedures will remain much the same as

those stated above. AS the activity continues, introduce telephone

Conversations for placing orders and for making inquiries.)

85

Daily Plans

I. Specific Objectives:
A. Skill in use of good speech in natural Speaking situations.
B. Improvement of voice quality.
II. Procedure:
A. Plan for a "Pretend Birthday Party."
I. Group discussion to make plans.
B. Pantomime.
1. Extending invitations by telephone.)
2. Activities of host and hostess.
a. Receiving guests.
b. Making introductions.
C. Use speech and "try on" the character parts.
D. Select characters.
E. Dramatize the party from its planning stage to the departure
of the guests.
F. Allow time for constructive criticism at all points.

(U Se two periods for this if necessary.)

II.

86

Daily Plans

Spe cific Obje ctive s:

A. Skill and practice in making the sounds of l and r.

B. Appreciation for courtesy in social situations.

Procedure:

A. Discuss the way in which birds rest.

B. Relaxation exercise--play at being birds that are asleep.
Wake up as the teacher calls the names of the various
birds; take a deep breath and stretch the wings.

C. Introduce the Mother Goose Rhyme, "Little Robin Redbreast."
Read it with children listening.

D. Have children discuss the poem, then read it a second time
while children listen or join in as they wish.

E. Reread poem pausing occasionally for children to supply

words. Continue until children have the "feeling" of the

poem and have worked out their own interpretation.

II.

87

Daily Plans

Specific Objective:

Awareness of the Speech sounds.

Procedure:

A. Play the guessing game, "What Am I?" The teacher says,
"I am big and black. I say 'ch, ch, ch,‘ What am I?" If
the child answers, "You are a train," it is his turn to ask
a riddle. Sounds such as the bear's voice (gr), the sound
of the teakettle (s-S-S), the warning of gray goose (f-f-f),
etc., may be used. Continue the game until several sounds
have been used.

B. Use a variation of the game, "Musical Chairs," in which
the leader says words that have the initial 1; sound. If an
incorrect word is given, as "wed" for "red," each child

tries to find a seat.

II.

88

Daily Plans

Specific Objective:
Skill in using the voice to portray the feeling behind the thought.
Procedure:

A. Through discussion, lead the children to See that the voice
makes others know our true feelings; if happy we sound
happy, if friendly we sound friendly.

B. "Telling Time" in which the child shares his experiences

with the others, trying to make them know how he feels.

C. Evaluate the talks.

II.

89

Daily Plans

Specific Objective:

Skill in using the voice to help portray the feeling behind the

thought.

PrOCedure:

A. Ask someone to tell the story of the "Three Billy Goats
Gruff."

B. Discuss how each of the characters probably felt.

C. Various students Show how they think the characters
sounded.

D. Choose characters for the dramatization.

E. Dramatize story.

F. Evaluate pe rformance.

II.

90

Daily Plans

Specific Objective:

Recognize the value of pitch change and inflection.

Procedure: 5
A. Discuss the dramatization of "Three Billy Goats Gruff." (2.....-
B. How would the Troll have sounded if he were asking a

que stion ?

 

C. Have different ones demonstrate the difference in the sound L
of the voice when asking a question and when making a

statement.

D. Pantomime spring activities. The child then asks, "What

am I doing, Dick?" Dick answers, "Are you jumping the
rope?" The first child answers, "Yes, I am jumping the
rope," or, "No, I am not jumping the rope." If the child

called upon guesses correctly, he takes a turn and the

game goes on.

II.

91

Daily Plans

Specific Objective:

Ability to recognize a person by his voice as an aid to auditory

 

discrimination. ;
Procedure: Fm” I
A. One child Sits at the front of the room with his eyes

closed. Another child says something to him, disguising

the voice. The first child must guess who it was that Spoke. L

If he is able to guess, the child who spoke is "It" and the
game continues.

B. Play a variation of Blind Man's Buff, in which the child
pointed to answers with nonsense syllables as ree, rah,
roo. The one who is "It" attempts to guess who he has

caught.

II.

92

Daily Plans

Spe cific Obje ctive:

Ability to move the lips for better enunciation.

Procedure: i;
FIST-‘7“
A. Teacher demonstrates the sounds for b, m, and p. The
children give words from the reading lesson that begin
with those sounds.
B. List words on the board. i. g

 

C. Choose those who need drill on the sounds to pronounce
the words.

D. Choose a leader from those who need drill on the sounds.
Play a variation of "Follow the Leader." The leader
makes the sounds as m-m-m-m-m-m-m, b-b-b-b-b-b-b,
p-p-p-p-p-p-p, and the others follow. The sheep can follow;

those who cannot are goats.

II.

93

Daily Plans

Specific Objective:
Skill in the use of eXpressive Speech.
Procedure:
A. Divide students into groups.
B. Each group selects a Short story to be read to the group.
C. Each group prepares the story for presentation in the way
it desires.
1. Read parts of characters.
2. Choose the funniest-part.
3. Members assign parts, etc.
(During the preparation the teacher moves from group to group
to advise and assist. Emphasize the need for using soft voices
when working in smaller groups.)
D. Present story.

E. Evaluate .

(“3" "L111

 

BI BL IOG RA PHY

Sources Cited

 

 

 

 

Books . -...
Anderson, Virgil A., Improving the Child's Speech, New York:
Oxford University Press, 1953. L
Abney, Louise, and D. Miniace, This Way to Better Speech (Teacher's
Manual), Yonkers-on-Hudson, New York: World Book Company, & ._

1940.

Fessenden, Seth A., Speech and the Teacher, New York: Longmans,
Green and Co., Inc., 1946.

 

Irwin, Ruth Beckey, Speech and Hearing Therapy, New York:
Prentice-Hall Inc., 1953.

 

Mulgrave, Dorothy 1., Speech. for the Classroom Teacher, New York:
Prentice—Hall Inc., 1946.

 

Ogilvie, Mardel, Speech in the Elementary School, New York:
McGraw—Hill Book Company, Inc., 1954.

 

Rasmussen, Carrie, Speech Methods in the Elementary School, New
York: The Ronald Press Co., 1949.

 

Raubicheck, Letitia, How to Teach Good Speech in the Elementary
Schools, New York: Noble and Noble Publishers Inc., 1937.

 

Tidyman, Willard F., and M. Butterfield, Teaching the Language
Arts, New York: McGraw-Hill Book Company, 1951.

 

 

Werner, Lorna Shogren, Speech in the Elementary School, Evanston,
Illinois, Row Peterson and Co., 1947.

 

94

95
Periodicals
Bair, Fredrick H.., and G. Norvell, "Speech Improvement in New

York State," Quarterly Journal of Speech, XXXV (February,
1949). pp. 56-59. PP

 

Barnes, Harry G., "Basic Concepts of Speech Education," Speech |
Teacher, I (January, 1952), pp. 14°19. {gs-tuft.
Chase, Naomi C., "Speech in the Elementary School," Elementary

 

English, XXX (March, 1953), pp. 137-141.

Clark, Ruth M., "Talking Takes Teaching," The Speech Teacher, I
(September, 1952.), pp. 193-198.

 

 

Crink, Cedric L., and A. Buntley, "Learn to Listen," The Grade
Teacher, LXXII (March, 1955), p. 51.

 

 

 

Fry, Dorothea, "Experiences in Speaking," Elementary English,
' XXVIII (March, 1951), pp. 126-129.

 

Hahn, Elise, "A Speech Curriculum to Meet the Needs of the
Elementary School Child," The Speech Teacher, I (March,
1952). pp. 105-110.

 

Lucas, Norma Lee, "Speech Improvement for the Elementary Child,"
The Speech Teacher, 11 (January, 1953), p. 66.

 

McConnell, Robert E., "Speech Education for the Teacher in Train-
ing," Elementary English Review, XII (December, 1935), pp.
274-276.

 

Milisen, Robert, "Introducing Speech into a New School System,"
Journal of Speech Disorders, IV (September, 1939), pp. 241-
245.

 

Monroe, Alan H., "Today's Need for Effective Speech," National
Eduation Association Journal, XXVI (January, 1947), pp. 30-
31.

 

Peins, Maryann, "Mechanical Devices in the Classroom," Elementary
English, XXVIII (March, 1951), pp. 138-140.

 

“I.

96

fl

1:... "Choral Readings by Verse Speaking Choirs,"
Elementary English Review, XIII (January, 1936), pp. 44—45.

Pidge, Florence

 

Pruis, John J., "Why Teach Speech in the Elementary School?"
The Speech Teacher, I (January, 1952), pp. 37—41.

 

Rasmussen, Carrie, "The Role of Speech in the Elementary School,"
Elementary English, XXIX (January, 1952.), pp. 6-14.

 

, "Practical Ways of Developing Better Speech in the Ele-
mentary School," Quarterly Journal of Speech, XXIV
(October, 1938), pp. 485-488.

 

Roe, Vivian, and R. Milisen, "The Effect of Maturation Upon the
Defective Articulation in Elementary Grades," Journal of
Speech Disorders, VII (March, 1942.), pp. 37-43.

 

 

Sevenans, Madeliene Marie, "An Effective Speech Program," Journal

of Speech Disorders, IV (December, 1939), p. 358.

 

Simon, Clarence T., "Speech Improvement for Every Child,"
National Education Association Journal, XXXVI (February,
1947), pp. 96-97.

 

Traube, M. R., "Coordinating Professional Responsibilities in
Speech Correction and Speech Education," Journal of Speech
Disorders, VI (December, 1941), pp. 143-147.

 

 

 

Van Riper, C., "Ear Training in the Treatment of Articulation Dis-
orders," Journal of Speech Disorders, IV (June, 1939), pp.
141-142.

Wells, Charlotte G., "Speech in the Full School Program,"
Elementary English, XXVIII (April, 1951), pp. 201-204.

 

Weniger, Charles E., "Better Speech Patterns and the English
Course," Elementary English, XV (January, 1938), pp. 1-4.

 

 

97
Bulletins
Basic Considerations in a Functional Speech Program, published by

Curriculum Guiding Committee, Wisconsin State Department
of Public Instruction, Madison, Wisconsin, 1948, p. 1.

 

Sources Consulted But Not Cited

 

(Iii—’3 °t-' u . .

Books

Ainsworth, Stanley, Speech Correction Methods, New York: Prentice-
Hall, Inc., 1948. (

 

 

Backus, Ollie L., Speech in Education, New York: Longmans, Green
and Co., 1943.

 

Cotrel, Edna, and E. Halsted, Class ’Lessons for Improving Speech,
Boston: Expression Company, 1936.

 

Irwin, John V., and J. Duffy, Speech and Hearing Hurdles, Columbus:
School and College Service Station B, 1951.

 

Johnson, Wendell, S. Brown, J. Curtis, C. Edney, and J. Keaster,
Speech Handicapped School Children, New York: Harper and
Brothers, 1948.

 

Mort, Paul R., and W. Vincent, Modern Educational Practice, New
York: McGraw-Hill Book Company, Inc., 1950.

 

Mulgrave, Dorothy, Speech for the Classroom Teacher (Third Edition),
New York: Prentice-Hall, Inc., 1955.

 

Nemoy, Elizabeth, and S. Davis, The Correction of Defective Con-
sonant Sounds, Magnolia, Mass.: The EXpreSSion Co., 1945.

 

 

98
Periodicals
Cortright, Rupert L., "We Teach Speech in Detroit," National Edu-

cation Association Journal, XXXVI (September, 1947), pp.
440-441.

 

 

Eastman, Milton, "Speech Improvement Activities, The Grade
Teacher, LXX (May, 1953), pp. 60 and 95.

 

Lyons, Mary Frances, "Teaching Good Usage in the Kindergarten,"
Elementary English, XIV (January, 1937), pp. 96-100.

 

 

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