fl‘w A Comparison of the Reading Abilities of Rem! and Village Graded Children of Manistee County Chris Jay Christensen 1 9 3 4' :ffiiblé .\ TABLE OF CONTENTS FOREWORD CHAPTER Page I. Introduction .LLn A. Origin of the Problem. . . . . . . . . . . C. Statement of Problem. . . D. Delimitation of the Study E. Purpose of the Study . . F. Definition of Terms . . G. Procedure . . . . . . . O O O O O C O O O O O C O O O O O O O C O O C O \0 ORNO‘s-FUH II. COMPARISON OF THE ORAL AND SILENT READING ABILITIES OF THIRD GRADE PUPILS OF THE RURAL SCHOOLS WITH PUPILS OF THE VILLAGE GRADED SCHOOLS OF MANISTEE COUNTY. 19' III. COMPARISON OF THE ORAL AND SILENT READING ABILITIES OF FOURTH GRADE PUPILS OF THE RURAL SCHOOLS WITH PUPILS OF THE VILLAGE ‘ GRADED SCHOOLS OF MANISTEE COUNTY. 31 IV. COMPARISON OF THE ORAL AND SILENT READING .ABILITIES OF FOURTH GRADE PUPILS OF THE RURAL SCHOOLS PITH PUPILS OF THE VILLAGE GRADED SCHOOLS OF MANISTEE COUNTY. #1 V. SUMMARY OF CONCLUSIONS . . . . . . . . . . Appendix A. Data relating to Grade E 46 Appendix B. Data relating to Grade 97 Appendix C. Data relating to Grade 5 130 Appendix D. Bibliography. 163 This study was made under the direction of the following committee Dr. E.L;Austin, Chairman Dr. F.T.Mitchell 94633 -1- CHAPTER I A COMPARISON OF THE SILENT AND ORAL READING SCORES OF PUPILS IN THE RURAL SCHOOLS AND PUPILS IN THE VILLAGE GRADED SCHOOLS OF MANISTEE COUNTY, MICHIGAN. A. Origin of the problem. For more than ten years the writer has been interested in the progress of children in the rural and in the village- graded schools of Manistee County, Michigan. For several reasons this interest has become centered on reading. In the first place, most of the difficulty which children seemed to have in writing on the state seventh and eighth grade examina- tions came as a result of being unable to comprehend the mean- ings of the questions. »For instance, story problems in arith- metic have appeared to give children more difficulty than any other type of problem. However, once this prOblem had been interpreted to the child, he had no further difficulty.» In the second place, the writer has found a marked lack of ability on the part of children to follow written directions as given on the new type tests. High school instructors have frequently brought to the attention of the writer the deplorable deficiency of freshmen entering from the rural schools in their ability to read simple reading materials. Reading authorities have‘borne out the suspicions of the writer in regard to the carrybover effects of poor reading habits upon their subjects. For example, one author makes the following statement with regard to the importance of reading: “Whatever the degree or amount of for- mal education that may be attained, it is evident that the train- ing received in reading is of fundamental importance." (1) The success of this formal type of education affects the child throughout his school career and indirectly throughout life. The study led the writer to observe keenly matters occurring in the schools involving reading complications. A few illustrations of these occurrences will reveal the prdblems. In one case, a pupil who had.been doing exceptionally good work in the fundamental processes in freshman algebra, failed utterly to succeed when he was compelled to work very simple story prdblems involving the same processes at which he had previously excelle d. In a second case, children from rural schools made appre- ciably lower scores on the New Stanford Achievement Test in Reading as administered to entering freshmen than freshmen from the village-graded schools. This occurred in view of the fact that the two groups had intelligence quotients which were com- parable. When questioned, the fact was revealed that the children from the rural schools failed utterly to understand the meaning of the subject matter read. In another case, a boy who had been trained in a rural school complained to his teacher that he did not like high school although he had enjoyed his rural school work. (1) Klapper, Paul, ”Teaching Children to Read“, New York, D. Appleton and Company. 1914, p. #2. Questioned regarding the matter he revealed that his difficulty was in reading. Reading consisted in saying the words and when he was compelled to read and to derive meaning from his read- ing he found it difficult and uninteresting. From many examples of this kind there has been a growing consciousness on the part of the writer that a comparison of the reading habits of children from the two types of schools might prove interesting, helpful, and instructive to teachers in‘both types of schools. When such a comparison were made it might result in adaptations which would make the pupil more readily able to succeed in his new environment. .. ’+- B. Statement of the Problem (1) IReading is a subject of fundamental importance“. How the subject is taught and the kind of results derived are problems which are viatal to every teacher and to ever super- visor. Obviously the kind of school, and the training of the teacher wdll be factors which influence the results obtained. To what extent does the rural school with its eight grades and with one teacher in charge equip its pupils in the fundamental subject of reading? To what extent does the village-graded school with possibly two or three grades equip its pupils in the fundamental subject of reading? How do the knowledges and skills in reading of products of these two types of school with vastly different training facilities compare? If it should develop from this study that there are marked differences in the pupils from the two types of schools what changes might be made to better conditions and permit pupils to approach their high school courses with more nearly equivalent funda- mental qualifications for the work. It is the purpose of this study to test a considerable group of pupils from both of these types of schools, to compare the oral and silent reading scores of the two groups and from these results make certain limited deductions, first as to the trends in reading and second as to the comparative efficiency of the two groups. ‘- — —‘-— ‘7— — —— __— _ (l) O Brign,—J. S., “The Psychology and Pedogogy of Reading“ Chicago, Houghton, Mifflin & Co., preface. From such a study it is hoped certain facts may be revealed which wdll enable teachers and supervisors to make adjustments to meet the needs of the child. C. Delimitation of the problem This study is limited to the rural and village-graded schools of Manistee County, Michigan. It does not include the schools of the City of Manistee. It does not include the private~or parochial schools of the county. It is limited to three grades in both types of schools; namely, three, four and five. All the schools of the county were tested. This eliminated errors in results which might have come from samplings. This study is limited to a comparison of oral and silent reading results as determined by certain objective tests which were administered to both groups of children under as nearly identical conditions as were possible to be obtained. D. Purposes of the Study The purposes of the study are: A. To determine by standardized.tests the oral and silent reading abilities of pupils in grades three, four and five of the rural schools of Manistee County in so far as they may be determined by such tests. 3. To determine by the same tests the oral and silent reading abilities of pupils in grades three, four and five of the village-graded schools of Manistee County in so far as they may be revealed by such tests. C. To assemble the results of these tests having a direct relationship to the problem. D. To summarize the findings gleaned from this study in a ferm that is easily usable. E. To determine if there are any trends in reading which indicate a change in the position of the teacher of either type of school relative to the teaching of reading. Rural School: E. Definition of Terms Any school employing one teacher and.having children ranging in grades from one to eight although not necessarily having children in all eight grades in any given year. Villgge-ggaded school: Any school employing three or more Teacher: teachers in grades one to eight and employing a superintendent of schools, and maintaining a high school in connection therewith and located in the small villages of the county. Any'person having duties concerned with the instruction of the school. Stan Mdized dTest: A standardized test is an educational instru- {Rats of Readigg: Comprehension: Raw'Schs: “E“ Score: Rate Score: ment, the material of which has been carefully selected and evaluated, with which accurate measurements can be made. (1) The rapidity of reading. The ability of the reader to interpret what he has read into his own thoughts. The actual percentage score which a pupil secures on a standardized test. “E" Score is the raw score interpreted into an age or grade equivalent. A score indicating the rapidity of reading. Cogprehensign Score: A score indicating the ability of an n ividual to comprehend definite subject reading __ materials in a standardized test, - __ .3— 72..--- ~---- Monroe, W. 8., “Measuring the Results of Teadhing', Houghton, Mifflin & Co., Chicago. F. Procedure In collecting data for this study it was necessary to use standardized tests. The problem immediately was presented as to what tests to use which would best fit the needs of the study. Upon investigation it was found that a large number of tests were procurable which were designed to test oral and silent reading abilities. The number was reduced to four. 1. Pressey Silent Reading Tests (1) 2. Monroe Revised Silent Reading Tests (2) ‘ 3. Gray's Standardized Oral Reading Examination (3) 4. Stanford Achievement Reading Test (h) _ _.._ ‘.__A_ __ ‘_ ._. _ _ (l) Pressey, S. L. and L. C. “Pressey Diagnostic Reading Tests for Grades Three to Nine,‘' Public School Publishing Company, Bloomington, Illinois. (2) Monroe, W. 8. ”Monroe Silent Reading Tests", Ibrld.Book Co., Yonkers on Hudson, N. Y. $2; Gray, 'Gray Standardized Oral Reading Check Test". Stanford, "New Stanford Achievement Test Form B“, WOrld Book Company, N. Y. ' -10- The following scale devised by Prof. E. L. Grover of Michigan State College of Agriculture and Applied Science was used to determine the suitability of the tests for the specific purpose intended: l. 5. SCALE FOR RATING TESTS (1) Explanation of the Items of the Scale Manual: Vallditz: Reliability: Is the test accompanied by a carefully prepared manual of directions explaining in detail exactly how to give and score the test and interpret the results so that the procedure may be entirely uniform? Does the manual contain data on the validity of the test (whether it tests that which it purports to test)? Does the manual give measures of reliability such as the prcbable error of a score or a relia- bility coefficient of correlation? Row'reliable is the test? Reputatign: Has the test been used widely so as to be well known and recommended? Ea e of administrati n: {a5 PEeparation. Is relatively much or little preparation needed in order to administer the test without likelihood of error? (b) Time limits. Are there relatively many or few time limits? The fewer there are the less chance for error. (0) Amount of explanation needed. How much direction or explanation to pupils must be given ‘by examiner? The less explanation needed, the less chance for the personal factor to enter, hence the greater the score. (d) Alternative forms. Are two or more fbrms of equal difficulty furnished? _ _-_-_— __- _‘ w_—“ _-‘— ‘—:---o--..---—-‘ Grover, E. L. Pfgf., Department Of—Education, Michigan State College of Agriculture and Applied Science, East Lansing, Michigan. -11.. 6. Ease of soori : (a; Objectivity. Are exact answers given in all cases so that no judgment is required by the scorer as to correctness of responses? (b) Time required. Do the tests take a relatively short or long time to score? (0) Simplicity. Are the spaces for responses in columns on the test paper for convenience in scoring, or are they scattered over the page? Are the answers in the key spaces to match the items on the test page for convenience in scoring? 7. Ease of inter retation: (a, Norms. Does the manual give reliable norms with which to compare scores (b) Directions for interpreting. Does the manual provide directions for finding a mental or educa- tional age, an IQ_or EQ, etc. from the results? Does it explain how to allow for practice effect, how to find.percentile rank, etc? (o) Class record. Is a class record provided for convenience in recording scores? (d) Application of results. Does the manual give adequate directions and suggestions fer applying the results of the test to the solution of educa- tional prcblems? 8. Convenient packgggg: Are the tests put up in convenient packages, including keys and other supplementary sheets, plainly labeled as to name of test, cons tents, etc? 9. Typoggaphy and.maksup: Is the test in good legible type on good quality paper so that it is easily read and has a pleasing appearance? 10. ngt gervice: Does the publisher of the test offer service 0 users of the test in the way of advice and assistance to the examiner so that he may get the greatest benefit from the results? One other factor not included‘by Professor Grover which had to be considered by the author was the economy of the test. All tests considered were evaluated on the basis of the above factors and the following tests appeared to be the most suitable and satisfactory for the study: A. For oral reading: Standardized.Reading Paragraphs (1) B. For silent reading: Standardized Silent Reading Para- graphs (2) The above tests were used in making the study. “Gray's 'Standardized.Reading Paragraphs“ is an individual test, and.requires from five to 15 minutes for administering the same. Monroe's “Standardized Silent Reading Paragraphs“ is a group test and.requires a total time of four minutes to administer. Detergining Number of Children: The next step in making the study was to determine the number of children in the rural schools and the children in the village-graded schools in grades three, four and five. This information was secured from Child Accounting Forms (3) filed in the office of county commissioner of schools. --.¢-.----—-.-‘--¢--.-n¢---.——_ _“__ .— -- ”-..---..-—---- (1) Gray, W. 8., “Standardized Reading Paragraphs, Form 1 Public School Publishing Company, Bloomington, Illinois. (2) Monroe, Walter S. "Monroe's Standardized Reading Test Revised“, Public School Publishing Company, Bloomington, Illinois. (3) Initial Enrollment Blank Form 9, Office of Commissioner of Schools, Manistee, Michigan. «13.. The following table indicates the enrollments of the various grades in each type of school being studied. TABLE I. THE NUMBER ENROLLED IN GRADES THREE, FOUR, AND FIVE IN RURAL AND VILLAGE-GRADED SCHOOLS OF MANISTEE COUNTY Q Type of School , Grade 3 , Grade u : Grade 5 ; Total ; :Rural : p92 : 76 : 9h : 262 : :Village- : : : : :ggaded : 80 : #90 , : A58 : 228 1. Total E in E 166 E 452 2 N90 2 It will be noted in Table I above that there was a very even distribution of children in the two groups to be tested.:It is significant that total enrollments decrease as the grade increases. That is, the enrollment is greater in grade three than in grade four and greater in grade four than in grade fived It was found that these children.wmrs distributed throughout Manistee County in twenty-eight rural schools and five village- graded schools. Not all schools had all three grades. Table II reveals this fact in more detail. TABLE II. GRADE DISTRIBUTIONS AMONG THE TWENTYIEIGHT RURAL SCHOOLS OF MANISTEE COUNTY Grade43 enrolled only_ Grade A enrolled_only Grade isnrolled only A Grades!) and A enrolled only 0. C. O. O. O. O. .. O. O. O. O. .9 O. O. .. F' .. t. .. .. .. Q. I. O ;_9 Grades 3 and 5 enrolled Only ONU’IHNN Grades 4 andAS enrolled only_ Gradesg3,94, andg5 enrolled only» 2} ~14- Four hundred and ninety children from twenty-eight grads schools and five village-graded schools were considered in the study. Both groups were given the tests simultaneously and during the last month of the school year. In every case the tests were given by the regular classrobm teachers. Each teacher was given sufficient instruction in the administration of the test to enable her to give the test intelligently and correctly. Grades three, four, and five of each type of school were given the test. Grades below three were not tested‘because of certain tendencies which the author believed would invalidate the results. Among these were the great irregularity in the ages at which the child enrolls for the first time. Another was the fact that some schools had kindsrgartens while ethane had none. Grades above five were not tested because of the great variation in reading materials offered in grade six. The village-graded schbols tended to use a junior high school literature series whereas the rural school offered a.more formal type of reading. All tests were given on the same day as far as was possible. Upon completion all tests were sent to the office of the county commissioner of schools of Manistee County. The grading of the tests was done entirely by the author. Grades of each school were sent to the office of the county com- missioner of school. Further use was made of this material by the teacher in analyzing the reading needs of her group. All scores fer a grade were assembled into two groups, rural and village-graded. From this point on, individual scores lost their identities. .45- It was discovered that four factors could be derived from each child's record: 1. The Ram Score: The raw score in oral reading is the actual score which the child made on the Standardized Oral Reading Paragraphs. In other words, the Raw Score is the actual grade of the child in oral reading. It has no value in itself other than it might be used to indicate relative proficiencies of students of the same grade, class, or school. 2. The '3' Score in Oral Reading: The 'B' score repre- sents the grade equivalent of the raw score as determined‘by norms set up by the author of the test. For example, a raw score of 17 is equivalent to a '3' score of 3.2, under certain age conditions. This means that if a child has a 'B' score of 3.2, he has an oral reading ability equivalent to three grades plus two months. 3. The Rate Score in Silent Reading: This score represents the words per minute which a child was able to read silently. 4. The Comprehension Score: This score in silent reading represents the amount which the student was able to comprehend in silent reading based on the plan of the test. It follows that each grade presented data commensurate with each of the factors enumerated above. There were four sets of data for each group. -15- Treatment of Data: Each of the above score factors were treated statistically in the following manner: First, the arithmetic mean was determined. The arithmetic mean is the simple average and is found by determining the sum of the scores and dividing the sum by the number of pupils having scores represented. (The group having the higher arithmetic mean will have the higher score in comprehension generally) Arithmetic mean is not a reliable indicator for it does not set a measuring point by which to make the score intelligible to an individual not familiar with the facts. The mean is considered valuable as an approximate indicator. The frequency distribution indicates the number of pupils attaining each score. The group having higher frequencies about a given point would appear to be a more homogenous group than the group with widely distributed frequencies. ‘Median Score: The median score is that soars which takes a middle place in the scores when arranged in ascending order. (If the median score of one group is higher than the median score of the other, it would indicate that the general comprehension rate of the one is greater than that of the otherJ ~Modal Frequency: The score occurring the greater number of times than any other score in the distribution. In determining this point for both sections of a grade, the pupils wdth the higher mode would.have a majority of better readers than the group wdth the lower mode.- -17- Average deviation: 'This score indicates to what extent the individual pupil varies in his score from the average score of the entire group.. The group wdth the smaller deviation is the more uniform so far as that particular ability is concerned. .. 18.. Method of handling data: Each of the forementioned factors; namely, rate, compre- hension, raw score, and '3' score for both rural and Village- grade scores was treated as outlined in the paragraphs above. It has been possible to gain from this treatment not one measure of the comparable factors of the above but several measures. This gives a composite picture of the present reading status of children in the rural schools and children in the village-graded schools of Manistee County based upon several measures. In the three succeeding chapters comparison of the two groups of children will be made by grade. It has not been possible to measure or even indicate in this study the social factors such as differences of neighborhoods, racial differences and teacher- training differences which would contribute to the variability of these results. -19- CHAPTER II. COMPARISON OF THE ORAL AND SILENT READING ABILITIES OF THIRD GRADE PUPILS OF THE RURAL SCHOOLS WITH PUPILS OF THE VILLAGE-GRADED SCHOOLS OF MANISTEE COUNTY. The third.grade pupils included in this study were rather evenly divided‘between the rural and the village groups. There were ninetybtwo rural pupils and eighty village-graded pupils. It is significant that the pupils in the village were chrono- logically an entire year younger than the pupils in the rural schools of the same grade. This is explainable in part by the fact that village-graded schools maintain kindergarten depart- ments enabling children to start school at a somewhat earlier age than it is possible for them to do in rural schools where no such departments are maintained. This age condition is brought out in the accompanying graph number I, It may be noted from this age graph that the majority of the children in grade three of village schools center about ages seven and sight. It may'bs noted too that the majority of the rural children center about ages eight and nine. It would seem that the older group of children should hare greater powers of com- prehension than the younger less experienced group. Comparison of these children as to reading abilities reveals some very interesting facts. Perhaps the most common means of comparison would be to take the reading scores of the two groups and com- pare them directly. This is impossible because of the number. The first feasable comparison to be made is that of the arith- metic mean. Another name for arithmetic mean is the simple arithmetical average. Table III below shows this comparison. -20- TABLE III: ARITHMETICAL MEAN OF THE RATE, AND COMPRE- HENSION SCORES OF GRADES III RURAL AND VILLAGE-GRADED CHILDREN ON MONROE'S SILENT READING EXAMINATION :of Comprehension : :Rural Scores:Villgge-ggaded Scores : EArithmetic Mean Scores 2 102.7 : 107.8 E :of Rats : : : EArithmetic Mean Scores 2 6.1 r 7.15 O. O. 0. O. O. 0. I I This table shows that children of the rural schools were not quite as rapid readers as children of the village-graded schools. While this difference in the rate of reading is small, yet it is sufficient to indicate the difference in rate of read- ing. It must be borne in mind that this difference is a differ- ence of average rate of reading. Arithmetical mean comprehension score made by the rural children was 6.1. This means that the average reader of this group showed a comprehension of 6.1 paragraphs in four minutes. An average reader of the village-graded group showed a compre- hensicn of 7.15 paragraphs in four minutes. The difference between these readings is 1.05 paragraphs. When it is considered that this is a difference in average comprehension scores it indicates that the children of the village grade group are considerably better readers so far as rate and comprehension average scores are concerned, than rural children of the same ‘s‘v‘ s P 60-694- 50-59 , 40-49 30-39 20-24 70.20 A Fip'ure 1. Frequency distribution of , Rate scores Grade Three Rural. 0-40 é; J. M. I 34. w. ‘ xv V *NdthwaQt—S EQROOOOQ -22... grade. oIt is to be noted further that children of the village-graded group made better scores than pupils of the rural group who were chronologically 1.2 years older.' Per- haps in view of the fact village-graded children spend a greater amount of time on supervised reading than is spent in the rural school, the above results are to be expected. In the rural school more time is spent on oral reading than is spent on silent reading. The very nature of the rural school curriculum makes this necessary. The teacher in the rural school can give only a short time to supervised reading. It might be expected that the rural pupil having had more time in oral reading should excel in this respect. TABLE IV: THE AVERAGE RAW AND 'B' SCORES OF THIRD GRADE PUPILS IN THE RURAL SCHOOLS AND PUPILS IN THE VILLAGE SCHOOLS ON GRAY'S ORAL READING PARAGRAPHS. __.-.——".. ‘r-k' _—.——.—.——-.——— : : Rural Vill__a_.ge-g_1;ded=: gArithmetical Mean Raw ; E ; :Scores : 1h.oh : 13.09 : gArithmetic Mean of 'B" E Q 2 :Scores : 3.53 : 3.51 : Figure 2. Frequency distribution of "B“ scores. Grade Three Rural. '7 Te 9’ t ‘3‘ 1‘ M g» 4: ox \B \Q ‘Q ‘Q \Q It may be seen from the above table that so far as the results of this test go, pupils in the rural schools are better oral readers on the average than are pupils of the village-graded schools. A difference exists between rural and village-graded children in oral reading as exists between rural and village-graded children in silent reading, only in the reverse order. Both groups showed an average '8' score higher than the ''8" score of the author for the grade. Comparisons of the two groups as indicated by this study reveal the following facts: .1. Village-graded children of the third grade are more rapid silent readers than third grade children of the rural schools. 2. Village-graded children are superior in comprehension of silent reading to third grade children of the rural schools. 3. Rural children of the third grade are superior oral readers than are children of the third grades in village-graded schools. 4. The '3' score representing grade equivalents in oral reading of third grade children is higher for rural children than it is for village-graded children. 5. Both rural and village-graded third grade children earned '3' scores above the norms set up by the author of the test. As has been stated earlier in this study,(1)'the arith- metic mean is a crude measure of a group“. -This is because the mean always gives the reader a picture of the performance of an average individual rather than the picture of the group as it actually exists.' It is necessary to use other means of .measuring the results of this study. The next measure to be used was the median score. "The median is the value of the Monroe, W. 8:, ”Measuring Results in Education“, p. 10}, Houghton, Mifflin & Co., Chicago. \G I '\ ti-gp \Q CJ\ 6\ \a on -25— //’/\/’ \ Figure 3. Frequency *1 "tr 1"‘"*1‘n c f Charreteqelcn "cores. Crane Three Village I 9-3756 739/0/fp/3/I/5/F/7. -25- middle score of the distribution.'(1) TABLE V: MEDIAN RATE AND COMPREHENSION SCORES OF THIRD GRADE PUPILS IN VILLAGE-GRADED AND RURAL SCHOOLS, ON MONROE'S SILENT READING EXAMINATION i *7 ‘ Rura1;Score§_;Village-graded : 99.5 111.1 .Median.Rate Score 6.fl1 :Median Comprehension :Score 7.6% I. O. O. O. I. O. O. 00 e. o. o. O. 00 00 00 The middle score, or median score, of the rats scores in silent reading is perceptibly higher in the village-graded group than it is in the rural group. The village-graded median stands 11.6 higher than does the median of the rural group. In comprehension, the village-graded median indicates 1.23 gain over the rural median. It is evident from the above that the middle scores of the village-graded third grade children in silent reading were higher than upre the middle scores of the rural third grade children in silent reading. This tends to show that village-graded children are superior in silent read- ing to a similar group of rural school children. - —.—- _ .— d v____ -——-—_—“----“’..--..--..--------.. (1) Monroe, W. S. ;Measuring the Results of Teaching' Houghton Mifflin Company, N. Y. 29. TABLE VI: COMPARISON OF MEDIANS OF GRADE THREE VILLAGE- GRADED SCHOOLS WITH GRADE THREE RURAL SCHOOLS ON GRAY'S ORAL READING PARAGRAPHS r r '5 : : Rural : Village-graded : :Raw sears Median : 13. 39 : 20. 81 : :"B' Score Median : 3.6 : 3.6 : Although the average score for village-graded third grade pupils was lower than for third grade rural pupils, this condition does not affect the median score. This is accounted for on the basis that the score distribution varied in the two groups. The "B“ score median places the two groups on an equivalent grade‘basis. Average deviation is a measure of uniformity. Deviation measures the amount of departure from a common fixed standard. When this standard is arbitrarly chosen as the average of the scores, the deviation immediately becomes the average deviation, provided.the sum of the deviations are totaled and the sum V divided by the number of scores under consideration. (See Appen- dix A) While the average deviation scores are not in any sense indicators of ability it is possible to derive tendencies from them. For example, the group with the greater deviation would be the group least uniform in ability. -The group of scores with/ the greater average deviation would not arrange as uniformly upon a frequency curve.‘ The less the deviation, the greater the uniformity of the group. Summaries for the chart below are to be found in Appendix A. TABLE VII: COMPARISON OF THE AVERAGE DEVIATION SCORES 0F PUPILS 0F GRADE THREE‘RURAL SCHOOLS WITH PUPILS 0F GRADE THREE VILLAGE-GRADED SCHOOLS IN SILENT READING AS DETERMINED BY MONROE'S SILENT READING EXAMINATION T ___v Rural Villgge-ggaded F 7. Comparison of average deviation ,0 O '0. O. O. O. f rate 10.27 10.7 ;Comparison of average deviation :comprehension 2.63 2.42 so so so so so so so so so H so so so so so so so so so so so so so so so so so so It will be noted in the above table that the average deviation is slightly greater in the village-graded group. This shows that there is a greater range of ability in rate of reading in the village-graded school than in the rural -29- school. If the rural school places the greater emphasis upon oral reading, the rural group would be more carefully graded. One would expect that the village-graded school with the greater emphasis upon comprehension would be more uniform in comprehension and therefore have a smaller average deviation. Such is exactly the case. The average deviation in comprehension of the rural scores is 2.63. The average deviation of the village-graded score in comprehension is 2.42. This indicates that the village-graded group was slightly more uniformly classified in comprehension in reading. The facts which may be derived from the above table are as follows: Rural school scores were slightly more uniform on the average in rate of reading than were village-graded children. Village- graded children were slightly more uniform on the average in comprehension than were rural school pupils. TABLE VIII. COMPARISON OF THE AVERAGE DEVIATION OF'RAW AND 'B' SCORES GRADE THREE RURAL AND GRADE THREE VILLAGE-GRADED ON GRAY' S ORAL READING PARAGRAPHS fi“ - : Rural : Village-graded = :Averags deviation of : : : :raw scores : 5.31 : 3.9’4 : :Average deviation of "B" scores : 2.36 : 3.5M- : The above table is a summary of oral reading scores for grades three rural and village-graded, as shown in Appendix A. Here again are evident indications of the more careful grading -30- of the village-graded pupils. In the raw score averages of deviation, the rural group show a much greater range than is to be found in the village-graded group. One rural school with only a few pupils per grade had a range of 6.2 grades as indicated by the '3' score in oral reading. In the village-graded school, where the emphasis is directed toward silent reading, the range of deviation is far greater in oral reading because children have not been classified upon their ability to read orally. The frequency chart ( See Appendix A ) will immediately indicate the distribution. Rural children are more uniform in oral reading whereas village-graded children are more uniform in silent reading. -31- CHAPTER III. COMPARISON OF THE ORAL AND SILENT READING ABILITIES OF FOURTH GRADE PUPILS OF THE RURAL SCHOOLS WITH PUPILS OF THE VILLAGE-GRADED SCHOOLS OF MANISTEE COUNTY. In the study made of third grade pupils in Chapter II there were slightly more rural pupils than village-graded pupils. In the fourth grade (which will be the subject of this chapter) there are slightly more village—graded children than.rura1 children. In this chapter the author will attempt to compare the reading abilities of children of the fourth grade rural schools with children of the fourth grade village- graded schools in oral and silent reading. In the fourth grade there were seventy-six rural pupils given the oral and silent reading tests. The same tests were given to ninety village-graded children. Children in the rural school will by the nature of their course of study in reading continue to do much more oral reading than is done‘by village-graded children. Fourth grade children by the nature of their course of study will spend more time on silent reading than was spent in the third grade. A comparison of the abilities of the two groups will begin with a comparison of arithmetical means or average scores. Table IX is a summary of the rate and comprehension scores for grade four. Figure 6. Frequency distribution 0- Comprehension scores. Grade Four I Rural JL\ o v ha ~e ‘q s \r 0o \n a t; I; D :\ ck 2: “33.. TABLE IX. A COMPARISON OF THE RATE AND COMPREHENSION IN SILENT READING OF FOURTH GRADE PUPILS OF THE RURAL AND VILLAGE-GRADED SCHOOLS OF MANISTEE COUNTY 1 Rural 3 Village-ggaded . E Arithmetic mean of rate 2 122.3 E 12u.3 ° : Arithmetic mean of : : - : comprehension scores ° 8.08: 8.00 ' It will be seen from a study of the above table that the average rate of silent reading of rural pupils is higher than the average rate of silent reading of village-graded pupils. It is also shown in the above table that village- graded pupils are slightly superior in comprehension. Here again as in grade three we find that rural school pupils are more rapid readers than children of the village schools of the same grade. However, the differences between the general averages of the two groups are not as great as was found in grade three. TABLE X. A COMPARISON OF THE ARITHMETIC MEAN OR AVERAGE SCORES 0F PUPILS OF GRADE FOUR IN THE RURAL AND IN THE VILLAGE-GRADED SCHOOLS ON GRAY'S ORAL READING PARAGRAPHS 3 : Burg; : Villggg:ggggeg : tuean raw score 17.1 13,3 :Mean '3' score : n.02 : n.35 E -341 . 1 r t 3 .1 d v. C n e m. 6 h I. 8 W F 3 e r O C 3 W a R f O n O .1 t u .0 Grade Four Rural &-a‘ n. at 6w.ea us;mi 1.0.-3 ape uRthaaeunncos53355331;a we a diam“: a -35- This table indicates that pupils of the rural schools are slightly less effective oral readers than are pupils of the village-graded schools in the fourth grade. The raw score for the rural group is 17.1 paragraphs per four minute periods, whereas, the average raw score of the village-graded group is 18.8 paragraphs per four minute periods. Regardless of the fact that in the village-graded school more time is spent on silent reading in grade four the village-graded pupil has gained in rate of oral reading over rural pupils. The rural school pupils attained a grade equivalent of 4.02 paragraphs per four minute periods on Gray's Oral Reading Paragraphs. The village-graded pupil attained a grade equiva- lent of 4.35 paragraphs per four minute periods on the same test. These figures reveal that the 28' score, or grade equiva- lent of the raw score is higher in village-graded children than in rural children, indicating that the village-graded child is a more effective oral reader than is the rural school child. This would indicate that there is a direct carry-over from silent to oral reading training. The above scores are averages.(1) While the average as has been previously explained is not an entirely reliable index, it may'bs used as a rough indicator of trends. Williams, L.TSI__E1ementary Statistics. Chicago, IlIinois. Glenn and Company. p.108. Re \a ‘S; K»; V\ \Q Ra \% \ Figure 9. Frequency dis- tribution of Rats scores Grade Four Village TABLE XI. THE MEDIAN SCORES OF PUPILS IN THE FOURTH GRADE RURAL SCHOOLS AND PUPILS IN THE FOURTH GRADE VILLAGE-GRADED SCHOOLS ON MONROE'S SILENT READING EXAMINATION ?‘ = Rural : Village-ggaded : :Median rate scores : 119.66 ; 124.6 : :Median comprehension : : : :scores : 9-55 3 9-73 3 The median reading rate of rural children on the Monroe test was 119.66. Median rate of reading of village-graded children was 12h. 6. (See Appendix B) It is evident that the median score of the village-graded child was 5.0 higher than the median score of the village-graded group. As far as the limits of this study permit, village-graded children in the fourth grade have a slightly higher rate of reading than children of the fourth grade of the rural schools. Other / P studies might reveal differences but the{h.en}appears strong enough in this study to warrant recognition. The median comprehension score of rural children is 9.55. The median comprehension score of children in the village- graded school is 9.73. The village-graded school child there- fore shows a higher median comprehension than do the children of the rural school. Village-graded pupils of the fourth grade are more effective readers than children of the fourth grade rural group. -37- aim a .r.a sr 1G d Ya... CE nr 30 an s... has .RM. Ofl 101.. .1 emv molm wM-ww +u iuo FbF . made “The. usux \w-§ 3-; alw. 1e anaemsuauwuVuaaeuewaunufitw\SN \Eeéeéwh: ea we V org w w a c In oral reading the median of raw and “B" scores are the following table: TABLE XII. A COMPARISON OF THE MEDIAN SCORES IN ORAL READ- ING OF PUPILS OF THE RURAL SCHOOL WITH PUPILS OF THE VILLAGE- GRADED SCHOOLS ON GRAY'S ORAL READING PARAGRAPHS Rural : Villgge-ggaded : Median raw scores : 13.45 : 19.75 : : Median “B" scores ; 4.5 . n.5g E Median oral reading scores for grade four, rural and village-graded, reveal that the village-graded child is a ‘better oral reader than the rural school child. Children of the village-graded school showed a grade equivalent or '8' score higher than the child of the rural school. The village-graded child shows a pronounced superiority over the rural school child‘both in oral and silent reading. Average deviation of pupil scores is a measure of central tendency. 'Average deviation is the average amount that a score varies from the arithmetic mean of the scores.v In table XIII is shown the average deviation in rate‘and comprehension of the two groups of children. TABLE XIII. A COMPARISON OF THE AVERAGE DEVIATIONS OF GRADE FOUR RURAL-AND VILLAGE-GRADED PUPILS IN RATE AND COMPREHENSION IN SILENT READING ON MONROE'S SILENT READING EXAMINATION 3 Average deviation E E E E of rate scores : 37.25 g 30.30 : : Average deviation of : E E : comprehension scores : 3, : 2,505 : -39.. The average deviation in the rural group is 37.25. The average deviation of rate in the village-graded group is 30.30. The village-graded group presents a more uniform set of scores than were presented by the rural group. In comparing the average deviations of the oral scores the same general trend is indicated. TABLE XIV. A COMPARISON OF THE AVERAGE DEVIATION OF GRADE FOUR RURAL AND VILLAGE-GRADED PUPILS IN RAW AND 'B' SCORES ON ORAL READING 0. Rural ‘Villgge-ggaded Average deviation of oral raw scores 6.43 3.03 Average deviation of "B' 2 scores 1.05 : .57 The average deviation of the oral raw scores for grade four is 6.43. The average deviation for “BI scores in the village grade group is 3.03. It is plainly evident that so far as the findings of this study is concerned rural pupils scores deviated from the average far more widely than did the village graded children. Inasmuch as deviation is a measure ‘uniformity it becomes readily evident that the village group are the more uniformly classified. The average deviation of the 'B' scores bring out the same condition. Grade four rural shows an average deviation of 1.05. This means that the variation within the group it- .. 40- self is more than an entire grade. Grade four village shows an average deviation of .57. This would appear to indicate that the village group is much more uniform and and indicates a finer classification than does the rural. The modal frequency curve on page __ shows graphically 2* how the various scores of the groups were distributed in their frequencies. -41- CHAPTER IV. EA“? THE ORAL AND SILENT READING ABILITIES OF FOHRTH GRADE PUPILS OF THE RURAL SCHOOLS AND PUPILS OF THE VILLAGE- GRADED SCHOOLS OF MANISTEE COUNTY. There were 152 fifth grade pupils in this study. There were 92 rural pupils and 52 village-graded pupils. A com- parison of these fifth grade scores of rural and village- graded children reveal certain very definite tendencies. The fifth grade is farther removed from the varying influences of primary training than grades three and four. In the fifth grade, the village-graded pupils by the very nature of the village-graded course of study are doing a very large amount of silent reading. The rural pupils are reading more silently but are still doing a large amount of formal oral reading. TABLE XV. A COMPARISON OF THE AVERAGE RATE AND COMPREHENSION SCORES OF FIFTH GRADE PUPILS ON MONROE'S SILENT READING EXAMINATION : 2 Rura;_: Village-graded : : Average comprehension : : t : score : 9.63 : 10.21 : 2 Average rate score : 144.2 : 156.3 : The average rate score of pupils in the fourth grade rural group was 144.2. The average rate score for pupils in the village-graded group was 156.3.0 Rural pupils are less effective readers than are pupils of the village-graded group in the fifth grade.‘ The increase in rate is accompanied by an increase in \ \ethethSewuunevawn\b Grade Five Rural Figure 11. Frequency distribution of Rate scores -42- comprehension. The average comprehension score of pupils of the rural fifth grade pupils was 9.63. The average comprehension score for village-graded pupils was 10.21. Villagebgraded pupils are more effective silent readers than are rural fifth grade pupils according to this study. The average oral reading scores (See Appendix C) for grades five rural and grades five village are given in the table‘below. TABLE XVI. AVERAGE ORAL READING SCORES FOR GRADES FIVE RURAL AND FIVE VILLAGE-GRADED ON GRAY'S ORAL READING PARA“ GRAPHS 4 ;_ : Rural : Villggeggraded : : Average raw scores : 21.26 : 24.02 : 2 Average '3" scores E 5.08 E 5.29 E Rural raw scores averaged 21.26; village-graded 2u.02. This would indicate that the village-graded children scored higher averages on Gray's Oral Reading Examination than did pupils of the rural schools. In the "B" scores the average grade equivalent is about twenty-five hundredths higher than in the rural group. Even though the nuMber of scores con- sidered is limited, a sufficient number of cases were taken to secure reasonably accurate averages. ‘A comparison of the medians of the two sets of scores verifies the above conclusions. Median scores are more re- A fined.measures than.are averages.‘ Median scores for fifth grade pupils on Monroe's Silent Reading Examination are given in the table below. be!» immune ~mo-~ to -Zo he- K 36-x 3s-§ 57:3 to- .P E» 3 39:8.» e- 3 me-mb Sui n.-ca “a- as- we- a-» 3 n. 0..» Grade Five Village Figure 12. Frequency distribution of rate scores. m“...— _. 43 .. TABLE XVII. THE RATE AND COMPREHENSION SCORES OF FIFTH GRADE RURAL AND VILLAGE-GRADED PUPILS ON MONROE'S SILENT READING TEST O. :YRural : Village-graded Median rate score : 140.6 : 159.3 : Median comprehension score: 11.05: 11.33 : It will be noted here that the mid-score or median is higher for the village-graded group in comprehension. It is significant that the median is slightly higher in rate. This is an indication that the village-graded pupil is a more effective reader than the rural child. The rural comprehension score being lower indicates that the rural child comprehens less than did the village-graded child. TABLE XVIII. RAW AND 'B' MEDIANS OF FIFTH GRADE PUPILS ON GRAY'S ORAL READING PARAGRAPHS T ‘ : : Rural ’ Villgge-ggaded : : Median raw scores : 22.75: 29.27 : : Median 'B' scores : 4.97: 5.94 : In comparing the average deviations of grades five rural and five village-graded, the following table should be consulted. 'u43- TABLE XIX. THE AVERAGE DEVIATION GRADE FIVE VILLAGE AND GRADE FIVE RURAL may; “DW- 4.L Deviation of rate scores (0 so so so so so so so so sq'oq 0.. ; 3u.76 28.84 3 Deviation of comprehension: 3 2 scores ‘ : 3'2 g 2'67 ° 'SThe above table reveals the greater deviation of the rural scores. This indicates a greater lack of uniformity. This shows the village-graded.group to be more evenly classi- ried.3 TABLE XX. AVERAGE DEVIATION OF THE SCORES OF CHILDREN OF GRADE FIVE RURAL AND GRADE FIVE VILLAGE-GRADED IN ORAL READING : : Rura1 : ’Viiiage-graded : : Deviation of raw scores : 4.82 : 4.28 : : Deviation of 'B" scores : 1.12 : .80 : The above table shows that there is a greater deviation of scores made by pupils of the rural group than of pupils in the village-graded group. This indicates a greater uni- formity of classification of the village-graded group. SUGGESTED PROBLEMS FOR FURTHER STUDY With these data available, it would be possible to set up a study concerning what could be done with the condi- tions in the rural schools to better them. It would be necessary to make studies of a similar nature in other subjects also in order to determine whether this condition is a peculiarity of all subjects or is true of reading only. It would be interesting to determine if the same facts would prove true for grades other than grades three, four, and five, considered in this study. With the age lag which has been shown in this study it. would be interesting for the school administrator to make a study showing the economic waste of the present Syetem and how it might be eliminated. —45- GENERAL CONCLUSIONS. Within the limited boundaries of this study the following facts present themselves: 1. Children in rural schools are older per grade than are children of the village-graded schools. 2. Rural third grade pupils are better oral readers than are pupils of the village-graded group. 3. Village-graded pupils of the fourth and fifth grades are 'better oral readers than are children of the village-graded ? group. 4. In grades three, four, and five, children of the village- graded group showed marked superiortiy in silent reading‘both in rate of reading and in comprehension. 5. Village-graded pupils showed much smaller deviations from average which means that village-graded children are a more ‘uniformly classified group. 6. Norms for the fifth grades, when compared with the norms (of the author of the tests showed rural pupils to be .03 below 'the norms set for the grade whereas village-graded norms were -97 above the norms set by the author of the tests. APPENDIX A TABLE XVII: RATE SCORES ATTIINED BY THIRD GRADE RURAL PUPILS 0N MONROE'S SILENT READING TEST r N0. PUPIL SCORE N0. UPI SCORE 10 LOA. 160 340 Bogs 125 2. M.C. 106 35. M.P. 125 3. H.F. 125 36. H.W. 125 4. R.H. 93 37. 11.11. 69 5. C.L. 86 38. E.M. 100 6. A.M. 113 39. H.O. 74 7. JoNo 73 400 woos 153 8. 3.0. 75 41. V.C. 92 9. W.P. 90 42. G.B. 112 10. 3.8. 124 43. H.S. 125 11. M.D. 88 44. M.M. 112 12. 0.0. 47 45.- A.H. 123 13. D.S. 4? 46. L.T. 170 14. V.M. 146 47. J.L. 98 15. 0.0. 125 48. D.B. 125 16. ‘wLo 47 49. P.F. 146 17. D.B. 73 50. W.N. 170 18. H.G. 125 51. H.B. 98 19. Rel. 192 52. F.J. 3? 20. G.P. 146 53. D.B. 98 21. M.Y. 192 54. R.O. 86 22. H.N. 146 55. R.'. 183 23. a.x. 206 56. D.A. 106 34. GoOo 170 57. F.D. 146 25. WtP. 206 58. L.J. 98 26. CoGo 192 590 CoZo 98 2?. 8.8. 22 60. 1.8. 74 28. Hex. 125 61. R.C. 159 29. G.T. 0 62. E.H. 77 30. J.G. 47 63. D.O. 125 31. L.R. 146 64. R.B. 77 330 Co's 49 65. “oz. 36 33. 53 66. 8.A. 64 __4_ TABLE XVII: RATE SCORES ATTAINED BY THIRD GRADE RURAL PUPILS ON MONROE'S SILENT RhADINB TEST (CON'T) g9. PUP g SCORE NO. mpg. SCORE 67. G.T. 34 80. D.Y. 106 680 “all. 89 . Bl. OOGO 36 690 HOB. 33 820 HOP. 86 70. G.J. 34 83. 8.3. 92 71. D.B. 23 84. E.H. 119 72. D.0. 73 85. A.W. 131 73. V.H. 120 86. N.A. 111 74. D.B. 69 87. J.M. 135 75. G.H. ' 108 88. H.F. 47 76. W.M. 0 89. H.W. 171 77. B.L. 74 90. B.A. 125 78. M.W. 87 91. I.R. 83 79. D.L. 67 92. L.P. 135 TABLE III: MEDIAN RATE SCORE ATTAINED BY THIRD GRADE RURAL PUPILS 0N MONROE'S SILENT READING TEST INTERY FEE UENCY 30 - 39 5 20 - 29 3 lo-m o 1 - 9 z ‘95‘ l -- 92 .!.--46 MID-INTERVAL EQUALS 99.5 MEDIAN SCORE EQUALS 99.5 TABLE II: DISTRIBUTION OF RATE SCORE THIRD GRADE RURAL MONROE'S SILENT READING TEST INTERVAL EREQULNQY 300 - 809 2 390 - 199 3 180 - 189 1 170 - 179 4 160 - 169 1 150 - 159 8 140 - 149 6 130 - 139 3 120 - 129 14 110 - 119 6 mid-Qteng 100 - 109 4 9O - 99 10 80 - 89 7 70 - 79 9 60 - 69 3 50 -59 1 4O - 49 6 -49 TABLE XII:DISTRIBUTIOE 0! RATE SCORES ATTAINED BY THIRD GRADE RURAL PUPILS MONROE'S SILENT READING TEST 5 .. ,. g dweummvuoqormpumwwowam a TABLE XXII: COMPILATION OF AVERAGE DEVIATION ATTAINED -51- BY THIRD GRADE RURALIPUPILS ON MONROE'S SILENT READING'TEST 00 DEV ATION 160 106 125 93 86 113 73 90 75 124 98 47 47 146 25 47 73 125 192 146 192 146 206 170 206 192 m22 125 0 47 146 49 53 57.3 3.3 22.3 9.7 16.7 10.3 29.7 12.7 27.7 21.3 4.7 55.7 55.7 43.3 22.3 55.7 29.7 22.3 89.3 43.3 89. 3 43.3 103.3 67.3 103.3 89.3 80.7 22.3 102.7 55.7 43.3 53.7' 45.7 5 £7 34. 125 22.3 35. 125 22.3 36. 125 22.3 37. 69 33.7 39. 100 2.7 39. 74 29.7 40. 153 50.7 41. 92 10.7 42. 112 9.3 43. 125 22.3 44. 112 9.3 45. 123 20.3 46. 170 67.3 47. 99 4.7 49. 125 22. 3 49. 146 43.3 50. 170 67.3 51. 99 4.7 52. 97 15.7 53. 99 4.7 54. 96 16.7 55. 193 90.3 56. 106 1.3 57. 146 43.7 59. 99 4.7 59. 99 4.7 60. 74 19.7 61. 159 56.3 62. 77 25.7 63. 125 22.3 64. 77 25.7 65. 36 66.7 66. 64 39.7 TABLE XXII: COMPILATION OF AVERAGE DEVIATION ATTAINED BY THIRD GRADE RURAL PUPILS ON MONROE'S SILENT READING TEST CON'T 1229.19: 2311411211 67. 34 68.7 82. 86 16.7 68. 39 63.7 83. 92 10.7 69. 23 79.7 84. 119 116. 3 70. 34 68.7 85. 131 128. 3 71. 23 79.7 86. 111 8.3 72. 73 29.7 87. 135 132.7 73. 120 117.3 88. 47 55.7 74. 69 33.7 89. 171 168.7 75. 108 5.3 90. 125 122. 7 76. 0 102.7 91. 83 19. 7 77. 74 28.7 92. 135 32. 3 78. 87 15.7 79. 87 15.7 80. 105 2.3 81. 36 66.7 .53- TABLE XXIII: COMPREHENSION SCORES ATTAINED BY THIRD GRADE RURAL PUPILS 0N MONEDE'S SILENT READING TEST 1. L.A. 12 34. 8.8. 10 2. N.C. 8 35. N.P. 2 30 Rep. 3 360 H.W. 9 4. R.H. 5 37. H.M. 2 5. C.L. 6 38. Edd. 5 6. AJI. 9 39. 8.0. 5 7. JON. a 40. W.G. 10 8. E.O. 4 41. 7.0. 14 9. WRP. 0 42. G.8. 8 10. 8.8. 6 43. M.8. 9 11. N.D. 4 44. N.N. 6 12. 0.0. 4 45. A.H. 8 13. D.8 3 46. L.T. 14 14. V.M. 11 47. J.L. 7 15. 0.0. 3 48. D.B. 10 16. A.L. 3 49. P.P. 11 17. v.8. 6 50. W.W. 13 19. 9.6. 9 51. 8.8. 7 19. RJI. 15 52. F.J. 5 30. G.P. 10 53. D.B. 6 , . 21. 1LT. 9 54. R.O. 7 '22 8.11. 4 55. R.T. 7 23. El. 3 56. D.A. 3 240 G02. 11 57. FCD. 0 25. w.P. 9 58. 1..J. 6 26. GOG. 3 59. 0.2. ' a 27. 8.8. 1 60. 11.8. 6 29. 9.1:. 7 61. 2.0. 1 29. G.T.' 7 62. 2.8. 3 30. J.G. 1 63. D.0. 7 31. L.R. 6 64. R.B. 5 330 00'. 6 650 “.1. 3 330 L080 3 660 30‘. 5 TABLE XXIII: COMPREHENSION SCORES ATTAINED BY THIRD GRADE RURAL PUPILS ON momauz's SILENT READING TEST (DON'T) N0, 2&1}. soon; N0. PU‘PI s om: 67. G.T. 2 80. D.P. 6 68. 11.1.. 3 81. 0.6. 3 69. H.R. 2 82. R.P. 3 70. GOJ. 2 83. BOEO 7 71. D.B. 2 84. £3.11. 8 72. 13.0. 6 85. LI. 7 73. V.H. 9 86. H.A. 4 74. v.3. 4 87. JJI. 9 75. GJI. 6 88. ELF. 2 76. We“. 4 891 HOW. 14. 77. B.LO b 90. B.A. 9 78. LA 7 91. LB. 4 79. D.L. 7 92. L.P. 10. 562 '92 ------ 6.1 -- Arithmetic Mean TABLE XXIV3kLDIAN COMPREHENSION SCORE ATTAINED BY THIRD GRADE RURAL PUPILS 0N MUNRUE'S SILENT READING TEST 90091: 99113911on 17 o 16 o 15 1 14 3 13 1 12 1 11 3 10 4 9 9 9 6 7 1111 $3 3 filé’ 5 7 4 9 3 , 9 a 11 1 3 o 3 9'2— ; -..—- 46 26 - 39 ------7 ‘ _ 7 ‘1; 11 Equals 6.41 Median Score in Comprehension 6.41 TABLI XXV3DISTRIBUTION OF COMPREHENSION SCORbS ATTAINED BY THIRD GRADE RURAL PUPILS MUNRUE'S SILENT READING TEST SCORE FREQUENCY l7 0 16 U 15 1 14 3 13 l 12 1 11 3 10 4 9 9 8 6 7 11 6 12 5 7 4 8 3 9 2 11 1 3 O 3 -57 TABLE XXVI: COMPILATION OF OOHBREHENSION AVERAGE DEVIATION ATTAINED BY THIRD GRADE RURAL PUPILS 0N MONRDE'S SILENT READING TLST SCORE 2121117101! 90999 DLVIATION 1. 12 5,9 34. 10 3.9 3, a 1,9 35. 2 4.1 3. z 4.1 36. 9 2.9 4. 5 1.1 37. 3 4.1 5. 6 .1 38. 5 1.1 6. 19 3.9 39. 5 1.1 7. 3 4.1 40. 10 3.9 8. 4 3.1 41. 14 7.9 9. 0 0 43 8 1.9 10. 6 .1 ' 43. 9 3.9 11. 4 3.1 44. 6 ..1 13. 4 3.1 45. 8 1.9 13. 3 3.1 46. 14 7.9 14. 11 4.9 47. 7 .9 15. 3 3.1 48. 10 2.9 16. 2 4.1 49. 11 3.9 17. 6 1.1 50. 13 6.9 18. 9 3.9 51. 7 .9 19. 15 8.9 52. 5 1.1 30. 10 3.9 53. 6 .1 31. 9 2.9 54. 7 .9 33. 4 3.1 55. 8 1.9 33. 8 1.9 56. 3 3.1 24. 11 4.9 56 0 0 25. 9 2.9 58. 6 .1 36. 3 3.1 590 8 109 2?. 1 5.1 60. 6 .1 28. 7 .9 61. 1 5.1 29. 7 .9 63. 3 3.1 30. 1 5.1 63. 7 .9 31. 6 .1 64. 5 1.1 33. 6 .1 65. 3 3.1 33. 3 4.1 56. 5 1.1 TABLE XXVI: COMPILATION OF COMPREHENSION AVLRAGE DEVIATION ATTAINED BY THIRD GRADE RMRAL PUPILS ON MONRDE'S SILENT READING TEST (OON'T) -58- 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. Average Deviation ---- 2.63 gg g1 qqupmpmmwmmum DEVIATION SQQRE DEVIATION 4.1 so. 6 .1 3.1 81. 3 3.1 4.1 82. 3 3.1 4.1 83. 7 .9 4.1 84. 8 1.9 .1 85. 7 .9 2.9 86. 4 2.1 2.1 87. 9 2.9 .1 88. 3 4.1 2.1 89. 14 7.9 1.1 90. 9 3.9 .9 91. 4 4.1 .9 92. 10 3.9 TABLE XXVII: STANDARD DEVIATION FROM A FREQUENCY DISTRIBUTION OF THE COMPREHENSION SCORES OF PUPILS OF THE THIRD GRADE RURAL ON MONROE'S SILENT READING TEST Mum 1 r m 17 0 11 0 o 16 0 10 o o 15 1 9 9 81 14 3 8 24 192 13 1 7 7 49 12 1 6 6 36 11 3 5 15 75 10 4 4 16 64 9 9 3 27 51 8 6 2 12 24 .3 1% L A]: 1; T ‘7 T 7 7 4 6 2 16 32 3 9 3 27 61 2 11 4 44 176 1 3 5 15 75 o 3 6 16 106 STAflDARD DEVIATION 11.54 TABLE XXVIII: COMPILATION OF RAW SCORES MADE BY THIRD GRADE RURML PUPILS GRAY'S ORAL READING EXAMINATION NO. PUPI SCORE £0, PQEIL SQORE 1. L.A. 25 34. 8.8. 31 3. M.C. 14 35. MAP. 16 3. H.F. O 36. H.W. 19 4. R.H. 14 37. H.M. O 5. C.L. 15 38. E.M 1 6. A.M. 33 39. 3.0. 14 7. J.N. 10 40. W.G. 23 S. E.O. 18 41. v.0. 13 9. “0P. 1.8 420 G08. 19 10. 3.8. 10 43. M.8. 17 11. M.D. 16 44. M.M. 13 130 G00. 18 450 AGE. 17 13. D.B. 9 46. L.T. 35 14. V.N. 14 47. J.L. 18 150 One. 0 48. DOB. 25 16. A.L. 14 49. P.P. 35 17. D.B. 17 50. W.W. 30 18. 3.6. S 51. 3.5. 19 19. R.M. 11 53. F.J 3 20. GuP. 18 53. D.B. 31 21. M.T. 14 54. R.O. 5 22. H.H. 6 55. R.T. 12 23. R.K. 9 56. D.A. 2 24. 0.2. 13 57. D.F. O 35. WOP. 8 58. 10;. 20 36. 0.0. 11 59. 0.2. 23 27. 3.8 8 60. k.B. 7 880 R000 8 61. ROB. 22 29. G.T. 7 68. 5.x. 13 30. J.G. 1 63. S.A. 30 31. L.R. 24 64. G.T. 13 330 00'. &3 650 “CL. 10 33. L.S. 17 66. H.R. 11 TABLE XVIII: COMPILATION OF RAW SCORES MADE BY THIRD GRADE RURML PUPILS GRAY'S ORAL READING EXAMINATION no, gupgg 9005;; No, PUPIL SCORE 67 O GOJ. 17 80. 0 CG. 4 68. D.S. 13 81. RJP. 11 69. D.O. 33 83. 3.1. 14 70. V.H. 36 83. D.B. 10 71. D.B. 10 S4. A.W. 11 73. G.N. 16 S5. H.A. 7 73. I.M. 15 36. J.M. 31 74. A.A. 13 8?. H.F. 3O 75. 8.0. 14 SS. H.W. 33 76. n.w. 13 89. B.A. 13 77. K.A. 13 90. I.R. 16 78. A D.L. 23 910 Lop. 14 79. DmP. 14 -00. TABLE XXIX: MEDIAN OF RAW SCORES OF THIRD GRADE RURAL PUPILS ON GRAY'S ORAL READING EXAMINATION INTERVAL FREQUENQZ 35 - 39 1 3O - 34 O 35 - 39 5 20 - 34 16 15 - 19 19 41 10 - 14 31---‘—~‘ A ~- 5 - 9 11 O - 4 9 :1 93 1 .o..-...-..-.- 4b NO. ABOVE MID-INTERVAL ADDED ----.--- 41 46 IIIUI 41 EQUALS 5 15 MINUS 5 MULTIPLIED BY 5 EQUALS 15 MINUS 1.61 31 MEDIAN 90023 FOR THIS GROUP 19 13.39 TABLE XXX: DISTRIBUTION ON RAW SCORES THIRD GRADE RURAL GREY'S ORAL READING EXAMINATION SCORE NO. MAKING SQQRE 0 4 1 3 3 3 3 O 4 1 5 1 6 1 7 3 8 4 9 2 10 5 11 5 13 1 13 9 14 10 15 3 16 4 17 5 18 4 19 3 20 4 31 3 32. 4 33 3 24 1 35 3 36 3 37 O 29 O 39 0 3O 0 31 O 33 O 33 O 34 O 35 1 ‘92" ~~~~~ «TOTAL TABLE XXII! COMPILATION OF RAW SCORES AVERAGE DEVIATION ATTAINED BY THIRD GRADE RMRML PUPILS ON GRAY'S ORAL READING EXAMINATION SCORE DEVIATION 1. 35 10.96 3. 14 .04 3. O 14.04 4. 14 .04 5. 15 1.96 6. 33 8.96 7. 10 4.04 8. 18 3.96 9. 18 3.96 10. 10 4.04 11 16 1.96 13. 18 3.96 13. 9 5.04 14. 14 .04 15. 0 14.04 16. 14 .04 17. 17. 3.96 18. S 6.04 19. 11 3.04 30. 18 3.96 31. 14 .04 33. 6 8.04 33. 9 5.04 34. 13 1.04 25. 8 6.04 36. 11 3.04 37. 8 6.04 38. 8 6.04 39. 7 7.04 30. 1 13.04 31. 34 9.96 33. 33 8.96 33. 17 3.96 SCORE DEVIATION 6.96 1.96 O O O OOG‘DNHNh Q 0 O O 0 53.561 239882992888888888988 hud Haqmmywmwm «so-now O o 0 com bbm 3.04 TABLE XXXI: COMPILATION OF RAW SCORES AVERAGE DEVIATION ATTAINED BY THIRD GRADE RURAL PUPILS ON GRAY'S ORAL READING EXAMINATION (CON'T) SCORE 67. 17 68. 13 69. 33 70. 36 71. 10 73. 16 73. 15 74. 13 75. 14 76. 13 77. 13 78. 33 79. 14 ARITHMETIO MEAN 499.05 ’92- DEVIATION --—----- 14.04 ~..------—--..---- SCORE 3.96 80. 4 1.04 81. 11 7.96 83. 14 11.96 83. 10 4. 04 84. 11 1.96 85. 7 .96 86. 31 1.04 88. 30 .04 89. 36 1.04 90. 13 1.04 91. 16 7.96 93. 14_ .04 DEVIATION 10.04 3.04 .04 4.04 03 o O 9 HNFMGQ 08988599 3 TABLE XXXII: STANDARD DEVIATION FROM A FREQUENCY DISTRIBUTION OF THE RAW SCORES OF PUPILS OF THE THIRD GRADE RURAL'GRAY'S ORAL READING EXAMINATION -66- INT. FREQUENCY DEVIATION FXD (FXD)2 35 - 39 1 5 5 35 30 - 34 O 4 0 O 35 - 39 5 3 15 45 3O - 34 16 3 33 64 15 - 19 19 1 19 19 __ A 71_. 10 - 14 31 5 - 9 11 1 11 19 O - 4 9 3 18 36 39 93 43 300 92 - 2:32 3.17 - .3035 --------- 1.9675 SQUARE ROOT OF 1.96 PLUS EQUALB 1.40 1.40 x 5 EQUALB 7.0 7.0 EQUALS THE STANDARD DEVIATION. -57- TABLE XXXIII : '8” SCORE OF THIRD GRADE PUPILS IN GHAY'S ORAL READIIG PARAGRAPHS NO. PUPIL SCORE no. Puggg SCORE 1. L.A. 5.4 34. 8.8. 4.7 3. M.C. 3.6 35. M.P. 3.3 3. H.F. O 36. H.W. 4.4 4. R.H. 3.6 37. H.M. O 5. C.L. 3.7 38. E.M. 1.4 6. A.M. 5.1 39. 8.0. 3.6 70 JUN. 209 40. WOG. 4.9 8. L.0. 4.2 41. V00. 3.4 9. 3.P. 3.6 43. G.B. 4.4 10. H.S. 3.9 43. D.B. 4.0 11. M.D. 3.9 44. M.M. 3.4 120 0.0. 4.2 45. AoHo 400 13. [3.8. 2.8 46. LOT. 800 14. V.M. 3.6 47. J.L. 4.3 15. 0.0. 0 48. D.B. 5.4 16. A.L. 3.6 49. P.P. 5.4 17. D.B. 4.0 50. W.W. 4.5 18. H.G. 3.6 51. H.B. 4.4 19. R.M. 3.1 53. F.J. 1.6 30. G.P. 4.3 53. D.R. 4.7 2].. “0T0 306 540 R000 301 33. H.N. 3.3 55. R.T 3.3 230 R.K. 208 56. DOA. 106 34. G.Z. 3.4 57. D.F. O 35. W.P. 3.6 58. L.J. 4.5 36. CgGo 301 b9. G.Z. 3.4 27. B08. 206 600 M05. 501 28. BOX. 206 61. R. CO 109 39. G.T. 3.4 63. E.J. 3.4 30. J.G. 1.4 63. 0.0. 4.5 31. L.R. 5.3 64. R18. 4.9 330 C.W. 501 65. M.K. 3.‘ 33. L.S. 4.0 66. S.A. 4.5 TABLE XXXIII: flB“S(30RE OF THIRD GRADE PUPILS IN GRAY'S ORAL READING PARAGRAPHS NO PUPIL SCORE NO. Pug; SCORE .fié. 6.9. 3.4 81. ELF. 3.6 6 . M.L. 2.9 83. 0.0. 1.9 69. 9.12. 4.0 63. 2.1». 3.1 7O. GOJ. 3.1 84. BOEO 1.4 71. D.B. 3.4 55. E.H. 2.9 72. D.O. 4.9 86. A.W. 3.1 73. 7.3. 5.7 97. 9.4. 2.4 74. D.B. 2.9 99. J.M. 4.7 75. G.M. 3.9 89. 9.7. 4.5 76. 7.5. 3.7 90. H.w. 5.7 77. B.L. 3.6 91. 9.4. 3.4 35. M.w. 3.4 92. 1.3. 3.9 9. D.A. 3.4 93. 3.9. 3.6 so. D.L. 4.9 mm 600m; EQUALS 3.53 TABLE XXIIV: MEDIAN 'B' SCORES OF THIRD GRADE PUPILS A8 DETERMINED FROM FRLQUENCY INTERVAL GRAY'B ORAL READING’PARAGRAPHS INTERVAL FRQQQENCY 8 - 8.9 1 7 - 709 U 6 - 6.9 0 5 - 509 9 3 - 3.9 30 Mid-Interval 1 - 109 7 0 - 9 3 T n ..-.. ........ 92 % .... ......... 43 3 — 3.9 ------- MID-INTERVAL no. or MEASURES ABOVEMID—INTLRVAL ------- 34 no. YET TO BE USED 46 - 34 --_----------- 12 4 - -]3% X 1 ......... 306 MEDIAN SCORE mans 3.6 -70- TABLE XXIV: DISTRIBUTION OF 'B" SCORES THIRD GRADE RURAL PUPILS GRAY'S ORAL READIM} PARAGRAPHB SCORE NO MAILING SCORE SOUR; NO 7.5.11ch SCORE? O 3 3-6 9 1-0 0 3—7 3 1-1 0 3-8 0 1—3 0 3-9 3 1-3 0 4—0 5 1-4 3 4-1 0 1-5 0 4-3 4 1-6 8 4-3 0 1-7 0 4-4 3 1-8 0 4-5 5 1-9 8 406 0 2-0 0 4—7 3 2-1 1 4-8 0 8-2 0 4-9 4 2-3 1 5-0 0 3-4 4 5-1 3 8-5 0 5-2 1 2-6 4 5-3 0 3-7 0 5-4 3 3—8 2 5-5 0 2.9 5 5—6 0 3-0 0 5-7 2 3—1 5 5-8 0 3-2 2 5-9 0 3-3 0 6 to 7 0 3-5 0 8-0 1 92" TABLE XXXVI: STANDARD DEVIATION FROM A FRLQUENCY DISTRIBUTION OF 'B" SCORES OF THIRD GRADE RURAL PUPILS GRAY'S ORAL READING PARAGRAPIB INThPVAL FREQUENCY 997147199 rxn (919;? 7 - 7.9 o 4 o o 6 - 6.9 o 3 o o 5 — 5.9 9 2 19 36 4 - 4.9 24 1 24 49 24 2 - 2.9 19 -1 -18 19 1 - 1.9 3 -3 -14 29 0 '3 09 t -2 - 9 -41 27 9? I33" 9 ——-.--—-- 99099 3 ;3% - (fi'i’ I 1 ---"'-"-"'"‘""' 1030? Standard Deviation -----1.30? -72.. TABLE XXXVII: DETERMINATION OF AVERAGE DEVIATION OF “B” SCORES OF Thu-1D GRADE RURAL PUPILS 0N GRAY'S ORAL RLADIRG PARAGRIPHS W SCORE ULVIATION SCORE DhVIATION I“ 5.4 1.9 34. 4.7 1.3 2. 3.6 .1 35. 3.2 .3 3. 0 3.5 360 404 1.1 4. 3.6 .1 37. 0 3.5 5. 3.7 .2 38. 1.4 2.1 6. 5.1 1.2 39. 3.6 .1 7. 2.9 .6 40. 4.9 1.4 8. 4.2 .7 41. 3.4 .1 9. 3.6 .1 42. 4.4 .9 10. 2.9 .6 43. 4.0 .5 11. 3.9 .4 44. 3.4 .1 12. 4.2 .7 45. 4.0 .5 130 2.8 07 4‘60 800 405 14. 3.6 .1 47. 4.2 .7 15. 0 3.5 48. 5.4 1.9 16. 3.6 .1 49. 5.4 1.9 17. 4.0 .5 50. 4.5 1.0 18. 2.6 .9 51. 4.4 .9 19. 3.1 .4 52. 1.6 1.9 20. 4.3 .7 53. 4.7 1.2 21. 3.6 .1 54. 2.1 1.4 23. 2.3 .2 55. 3.3 .3 23. 3.8 .7 56. 1.6 1.9 24. 3.4 .1 57. 0 3.5 25. 2.6 .9 58. 4.5 1.0 26. 3.1 .4 59. 2.4 1.1 27. 2.6 .9 60. 5.1 1.6 28. 2.6 .9 61. 1.9 1.6 29. 2.4 1.} 62. 2.4 1.1 30. 1.4 2.1 63. 4.5 1.0 31. 5.2 1.7 64. 4.9 1.4 320 501 106 65. 304 01 33. 4.0 .5 66. 4.5 1.0 TABLE XXXVIII: DETERMINATION OF AVERAGE DEVIATION OF “B“ SCORES OF THIRD GRADE RURAL PUPILS ON GRAY‘S ORAL READING PARAGRAPHS 67. 3.4 .1 90. 3.6 .1 69. 2.9 .6 91. 1.9 1.6 69. 4.0 .5 92. 3.1 v.4 70. 3.1 .4 93. 1.4 2.1 71. 3.4 .1 94. 2.9 .6 72. 4.9 1.4 95. 3.1 .4 73. 5.7 2.2 96. 2.4 1.1 74. 2.9 .6 97. 4.7 1.2 75. 3.9 .4 99. 4.5 1.0 76. 3.7 .2 99. 5.7 2.2 77. 3.6 .1 90. 3.4 .1 79. 3.4 .1 91. 3.9 .4 79. 4.9 1.4 92, 3.6 .1 217 4 '7§z"'--—--------- 2.36 AVERAGE DEVIATION- 2.36 TABLE XXIII 3 RATE SCORES ATTAINED BY THIRD GRADE VILLAGE PUPILS MONROE'S SILENT READING TEST ~74- 39. 939;; BGORE 10. mg. 9009: 1. 8.9. 163 31. 8.8. 115 3. YO. 126 38. A.8. 183 3. E.N. 146 33. 8.8. 306 4. RaP. 188 34. K.8. 44 5. v.9. 146 35. L.W. 55 6. S.N. 74 36. J.C. 111 7. K.G. 74 37. V.W. 111 8. R.K. 108 38‘ Flop. 48 9. A41. 163 39. J.J. 73 10. R.M. 119 40. R.C. 73 11 A.K. 77 41. M.B. 163 13. E.D. 98 42. C.Y. 126 13. W.K. 68 43. E.N. 146 14. C.F. 126 44. R.P. 188 15. E.W. 125 45. 8.8. 146 16 P.C. 146 46. N.S. 74 17. A.G. 47 47. 0.8. 108 18. A.K. 47 4S. K.R. 163 19. 1.0. 86 49. E.A. 119 30. D.R. 111 50. M.R. 77 31. 8.8. 111 '51 D.B. 68 23. 8.8. 98 53. K.W. 126 23. W.P. 86 53. F.C. 125 24. L.W. 60 b4. W.M. 146 35. H.L. 73 55. C.P. 47 26. T.M. 146 56. G.A. 47 27. E.B. 98 57. K.A. 86 28. V.N. 111 58. G.K. 111 29. 8.0. 135 59. H.D. 111 30. D.O. 135 60. 8.8. 98 TABLE XXIII: BATE SCORES ATTAINED BY THIRD GRADE VILLAGE PUPILS IONROE'S SILENT READING TEST (CON'T) NO. PUPIL SCORE NO. PUPIL SCORE 61. 3.8. 86 70. 3.5. 183 62. P.W. 60 72. S.A. 72 63. W.L. 73 73. D.S. 206 64. L.R. 146 74. B.K. 55 65. R.T. 98 75. W.L. 44 66. B.E. 119 76. C.J. 111 67. N.V. 135 77. W.B. 113 68. G.H. 125 78. P.F. 48 69. G.D. 115 79. J.J. 73 9 80. COR. .73 AVERAGE .. ----- 107.6 TABLE XL: MEDIAN RATE SCORE ATTAINED BY THIRD GRADE VILLAGE PUPILS ON MONROE'S SILENT READING TEST INTERVAL FREQUENCY 4O — 49 50 - 59 SO - 69 7O - 79 80 - 89 90 - 99 H Npmq 9!:th 10 -109 10 - 9 1 Mid-Intervii -1 130 -139 140 -149 150 -159 160 -169 170 -179 180 -189 190 -199 200 -209 flamaowsowmm N ------~----- 79 % "'“‘“ “ 3905 IO. OF MEASURES BELOW MID-INTERVAL ------- 27 NO. YET TO BE USED 39.5 - 27 -- ------- 12.5 1 20 " 120 5 x 1 -"-"--"--"-“’.""--"""1110 1 MEDIAN SCORE EQUALS nu ---------------- «111.1 TABLE ELI: COMPILATION OF AVERAGE DEVIATION ATTAINED BY THIRD GRADE VILLAGE PUPILS ON MONROES'SILENT READING TEST -77- 30. 937111103 DEVIAgLQN 59.2 31. 7.2 19.2 32. 75.2 39.2 33. 98.2 80.2 34. 63.8 39.2 35. 42.8 33.8 36. 3.2 33.8 37. 3.2 .2 38. 59.8 55.2 39. 24.8 11.2 40. 24.8 30.8 41. 55.2 9.8 42. 18.4 39.8 43. 38.2 18.9 44. 80.2 17.2 45. 38.2 39.2 46. 33.8 60.8 47. .2 50.8 48. 55.2 21.8 49. 11.2 3.2 50. 30.2 3.2 51. 39.8 9.8 52. 18.2 21.8 53. 17.2 47.8 54. 38.2 34.8 55. 50.8 38.2 58. 80.8 9.8 57. 21.8 11.8 58. 3.2 27.2 59. 3.2 17.2 60. 9.8 TABLE XLI: COMPILATION OF AVERAGE DEVIATION ATTAINED BY THIRD GRADE VILLAGE PUPILS ON MONROE'S SILENT READING TEST (CON'T) DEVIATION 61. 21.8 62. 47.8 63. 24.8 64. 38.2 66. 9.8 67. 11.2 68. 27.2 69. 17.3 70. 7.2 AVERQGE DEVIATION 107.8 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. DEVIATION TABLE XLII: COMPREHENSION SCORES ATTAINED BY THIRD GRADE VILLAGE PUPILS ON MONRUE'S SILENT READING TEST go. PUPIL 90091: no. 211211,. 80081; b. 3.11. 17 31. 3.3. 11 2. YoCo 9 320 A080 5 3. 16.11. 12 33, 3,13, 3 4. R.P. 13 34, 1,3, 3 5. V.B. 8 35. L.W. 10 6. So -0 5 36. Joe. 3 7. 11.6. 9 :57. B.W. 5 8. R.K. 10 38. F.P. 3 90 A080 9 39. J.J. 6 10. R.K. 4 40. 3.3. 6 11. A.X. 6 41. M.B. ‘ 13 12. EoD- 5 42. C.Y. 9 130 “OK. 9 43. ENN. 18 140 00F. 9 44. Hop. 13 150 MOW. 8 45. 5.5. 8 16¢ P.C. 3 46. N‘s. 7 170 A000 3 4?. U" . 9 18- 4.x. 6 48. E.A. 9 19. ROG. 6 49. “.171. 8 200 DoHo 9 50. D.E:. 6 210 E03. 7 51. R.w. 9 33. 3.3. 5 52. 171.0. 9 23. W.P. 5 . . . 3 24° 5.3. 4 :2. 8.11:. 5 35. H.L. 7 55, (4.11. S 26. T.M. 5 55, LA. 6 2?. LOB. 5 57. GQKO 8 28. v.N. 9 58. K.R. 12 29. 11.6. 10 59. 8.0. 9 30. D-G- 5 50. B.E. 7 TABLE XLII: COATALHLNSION SCORES ATTAINED BY THIRD GRADE VILLAGE PUPILS 0N MONROE'S SILENT READING TEST (CON'T) NO. PUPIL SCORE NO. PUPIL. SCORE 61. 8.8. 5 72. S.A. 5 62. P.W. 5 78. 9.8. 3 63. w.L. 4 74. 5.1. 3 64. L.H. 7 75. w.L. 10 66. N.‘. 5 76. C.J. 5 67. H.E. 7 77. w.H. 7 68. N.V. 9 78. P.F. 3 69. G.H. 10 79. J.J. 6 70. G.D. 5 80. C.R. 6 71. 8.3. 11 ARITHMETIC MEAN ---------- 7.21 TABLE ILIII: MEDIAN COMPREHENSION SCORES ATTAINED BY THIRD GRADE VILLAGE PUPILS MONROE'S SILENT READING TEST -81.. 0' I q 9-14 10-5 11-2 13 -3 13- 3 17-1 7.9 714.5 11 MEDIAN SCORE EQUALs 7.84 ¥ -83- TABLE XLIV: DISTRIBUTION OF COMPREHENSIUN SCORES ATTAINED BY THIRD GRADE VILLAGE PUPILS ON MONROE'S SILENT READING TEST SCORE FREQUENCY 8 3 3 4 17 5 5 7 8 1 9 TABLE XLV: COMPILATION OF AVERAGE DEVIATION OF COMPREHENSION SCORES OF THIRD GRADE VILLAGE PUPILS ON MONROE'S SILENT READING TEST -83- W DEVIATION 9.79 1.79 4.79 5.79 .79 2.21 1.79 3.79 1.79 3.21 1.21 2.21 1.79 1.79 .79 4.31 4.31 1.31 1.21 1.79 .21 2.21 2.21 3.21 .21 3.31 mm?» NQQN O meH 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. b7. 58. 89. 60. 3.79 2.21 4.21 4.21 2.79 4.21 2.21 4.21 1.21 1.21 5.79 1.79 4.79 5.79 .79 .21 1.79 4.79 1.79 .79 1.21 1.79 1.79 .79 2.21 .79 2.21 .79 1.79 .21 DDIIATION TABLE XLV: COMPELHLASION SCORES OF THIRD GRADE VILLAGE PUPILS COMPILATION OF AVLEAGL DbVlATION 0F ON MONROE'S SILENT READING TEST ‘0"). mvunog DthATIQIj 61. 2.21 71. 3.79 63. 2.21 72. 2.21 63. 3.21 7:5. 4.21 64. .21 74. 5.21 66. 2.21 75. 3.79 67. .21 76. 2.21 68. 1.79 77. .21 69. 2.79 781 4.21 70. 2.21 79. 1.21 80. 1.21 TABLE XLVI: RAW SCORES ATTAIHED BY THIRD GRADE VILLAGE GRADED PUPILS IN URAY'S ORAL READING PARAGRAPHS NO. PUPIL SCURL NO PUPIL SCORE 1. 9.u. 18 31. 3.8 10 3. Y.C. lb 33. A.S. 15 30 LON. 10 33. SOD. 15 4. R.P. 20 34. K.B. 13 5. V.B. 19 35. L.W. 5 6. S.N. 13 36. J.G. 19 7. M.G. 11 37. BO". 30 80 R010 14 380 FOP. 22 90 ACE. 1° 39. JoJo 13 10. m. 15 40. mo. 7 11. ono 15 41’ E B. 7 13. E.D. 13 43. C.Y. 11 13. ”OK. 5 430 LON. 18 14. 0.3. 19 44. R.P. 12 150 “01". 20 45' 3'3 13 16. p,c, 23 46. 11.8. 11 17. A06. 13 4?. G.” 16 18. A.K. 7 48. K.R. 30 19. K.G. 7 49. E.A. 13 30. D.R. 11 50. 11.8. 10 210 EOB. 18 510 Doll. 66 33. B.8. 13 53. K.W. 14 33. W.P. 13 53. F.G. IU 24. L.W. 30 54. W.M. 14 25. I‘LL. 18 55. GOP. 15 36. T.M. 16 56. G.A. 43 27. E.B. 10 57. K.A. 10 38. V.N. 13 5S. G.K. 18 39. H.G. 11 59. H.D. 10 TABLE XLVI: RAW SCORES ATTAINED BY THIRD GRADE VILLAGE GRADED PUPILS IN GRAYS ORAL READING PARAGRAPHS go. PUPIL 800% L0. PUPIL 89031 61. 8.8. 11 71. 8.8. 10 62. P.w. 18 72. 8.11. 14 63. 14.1.. 14 7:5. D.B. 23 64. L.R. 6 74. B.K. 18 65. 13 75. 99.1.. 11 66. rm. 9 76. C.J. 8 67. D.E. 1s 77. ms. 14 68. N.V. 8 78. P.F. 18 69. 6.3. 11 79. LL 14 70. G.D. 33 80. C.R. 19 1114 _____ To 13.9 ARITHMLTIOAL MEAN 13.9 TABLE XLVII: MEDIAN OF RAW SCORLS ATTAINED BY THIRD'GRADE VILLAGE GRADED PUPILS ON GRAY'S ORAL READING PARAGRIPHS -87... INTERVAL 0 - 4 - 0 5—9-11 LO - 14- 37 15-19-20 20-34-10 25-29-11 30-34-0 35-39-0 20 3%? x 5 MEDIAN SCORE EQUALS 30.81 TABLE XLVIII: DISTRIBUTION OF RAW SCORES OF THIRD GRADE VILLAGE GRADED PUPILS ON GRAY'S ORAL READING-PARAGRAPHS -55- SCORE Hamwpmuumapcwwupqm FREQUENCY (DOQOD 10 11 12 13 14 15 16 18 19 30 22 33 36 -39- TABLE XLIX: COMPILATION OF AVERAGE DEVIATION OF RAW SCORES ATTAINED BY THIRD GRADE VILLAGE GRADED PUPILS ON GRAY'S ORAL READING PARAGRAPHS DEVIATIQN 13131.4 TION 1. 4.1 31. 3.9 2. 3.1 32. 1.1 3. 3.9 33. 1.1 4. 6.1 34. 1.9 5. 5.1 35. 8.9 6. .9 36. 5.1 7. 3.9 37. 6.1 8. 1.9 38. 8.1 9. 309 39. 09 10. 2.9 400 8'9 11. 2.9 41. 8.9 139 1.9 42‘ 2‘9 13. 8.9 43. 4.1 14. 5.1 44. 1.9 150 6.1 45. .9 13, 3,1 46. 2.9 17, ,9 47. 2.1 180 609 48' 6’1 19. 609 49. '9 30. 2.9 50. 3'9 21. 4.9 51. 12.1 22. 1.9 52. .1 33, .9 53. 3.9 2‘. 601 54° '1 25. 4.1 55. 1.1 26. 3.1 56. 9.1 37. 3.9 57. 3.9 28, .9 58. 4.1 29. 2.9 59. 3.9 30. .1 600 5.9 ’3‘]- TABLE XLIX: COMPILATION OF AVERAGE DEVIATION OF RAW SCORES ATTAINED BY THIRD GRADE VILLAGE GRADED PUPILS ON GRAY'S ORAL READING PARAGRAPHS DEVIATION DEVIATION 61. 2.9 70. 3.9 62. 1.1 71. .1 63. .1 72. 9.1 64. 7.9 73. 4.1 65. 4.9 74. 3.9 66. .9 75. 5.9 67. 5.5 76. .1 68. 3.9 77. 4.1 69. 9.1 78. .1 79. 5.1 AVERAGE DEVIATION .394 000000000 ooooooooo vvvvvvvvvv .......... TABLE L: 'B” SCORES ATTAINED BY THIRD GRADE VILLAGE GRADED PUPILS ON GRAY'S ORAL READING PARAGRAPHS pg. PUPIL scon_1: NO. PUPIL 80088 1. B.M. 4.5 31. 3.3. 3.9 3. Y.C. 4.2 32. A.S. 3.7 3. E.N. 4.0 33. S.D. 3.7 40 RoPo 209 34. KGB. 302 5. V.B. 4.4 35. L.R. 3.1 6. S.N. 3.4 36. J.C. 4.4 7. “OG. 3.1 37. 80'. 4.5 8. R.K. 3.6 38. F.P. 4.9 90 ACE. 209 39. JOJ. 3'4 10. R.M. 3.7 40. R.C. 3.4 11. A.K. 3.9 41. H.B. 3.4 12. E.D. 3.2 43. C.Y. 3.1 13. ;V.K. 201 430 E.N. 3.1 14. C.P. 4.4 44. R.P. 4.3 15. l.W. 4.5 45. B.B. 3.3 16. P.C. 4.9 46. N.S. 3.1 17. A.G. 3.4 47. G.M. 3.9 18. A.K. 2.4 48. K.R. 4.5 19. 1.6. 3.4 49. E.A. 3.5 20. D.R. 3.1 50. M.R. 2.9 21. D.B. 4.3 51. D.E. 5.6 23. B.8. 3'2 53. KIW. 3.6 33. W.P. 3.4 53. F.C. 3.9 8‘. LOW. 405 54. “OM. 3.6 35. H.L. 4.2 55. C.P. 3.7 26. ‘1‘.M. 3.9 56. G.A. 5.1 270 E03. 2'9 57o KOAO 2'9 28. V.N. 304 58. GoKo 402 29. HOG. 301 590 HOD. 209 30. D.O. 3.6 60. B.E. 2.6 -93- TABLE‘L: 'B' SCORES ATTAINED BY THIRD GRADE VILLAGE GRADED PUPILS ON GRAY'S ORAL READING PARAGRAPRS (CONIT) £0, PUPIL SCORE NO. PUPIL SCORE 61. 8.8. 3.1 71. V.B. 2.9 63. P.W. 4.3 72. S.A. 3.6 63. W.L. 3.6 73. D.S. 5.1 64. L03. 2.3 74. DOK. 402 65. M.T. 2.8 75. W.L. 3.1 67. B.E. 3.3 76. C.J. 3.6 68. N.B. 2.6 77. W.B. 3.6 69. G.H. 3.1 78. P.F. 4.2 70. G.B. 5.1 79. J.J. 3.6 80. G.B. 4.4 ARITHMETIC MEAN 3.51 TABLE LI: MEDIAN OF "B” SCORES ATTAINED BY THIRD GRADE VILLAGED GRADED PUPILS ON GRAY'S ORAL READING PARAGRAPHS INTERVAL FREQUENCY 1 - 1.9 0 2 - 3.9 30 3 - 3.9 35 Mid-Interval 4 - 4.9 . 20 5 - 5.9 4 ‘79" N ------- 79 '% ------- 39.5 3 - 3.9 -------MID—INTERVAL NO. OF'MLASUREB BELOW MID—INTERVAL ----- 24 NO. YET TO BE USED 39.5 - 34 ---------—-15.5 4-1§.§. 35 11 ------ 3.6 MEDIAN SCORE EQUALB 3.6 TABLE LII: DISTRIBUTION OF "B“ SCORES ATTAINED BY THIRD GRADE PUPILS VILLAGE GRADED ON GRAY'S ORAL READING PRARGRAPHS r L -94- SCORE FREQUENCY 2 2.1 1 2.3 4 2.4 3 2.6 1 3.8 9 2.9 10 3.1 6 3.2 6 3.4 7 3.6 4 3.7 3 3.9 2 4.0 7 4.2 4 4.4 5 4.5 1 4.9 3 5.1 1 5.7 .95. TABLE LIII: COMPILATION OF AVERAGE DEVIATION OF “B” SCORES ATTAINED BY THIRD GRADE PUPILS VILLAGE GRADED ON GRAY'S ORAL READING PARAGRAPHS DEVIATIQQV DEVIATION 1. .9 31. .67 2. .63 32. .13 3. .43 33. .13 4. .67 34. .37 5. .83 35. 1.47 6. .17 36. .83 7. .47 37. .93 8. 3.03 38. 1.33 9. .67 39. .17 10. .13 40. 1.17 11. .33 41. 1.17 13. .37 42. .47 13. 1.47 43. .47 14. .83 44. .63 15. .93 45. .37 16. 1.33 46. .47 17. .17 47. .33 18. 1.17 48. .93 19. 1.17 49. .17 20. .4? 50. .67 21. .63 51. 2.13 33. .37 53. .03 23. .17 53. .67 24. .93 b4. .03 25. .63 55. '13 26. .33 56. 1.55 27. .67 b7. .67 28. .17 58. .63 29. .47 59. .67 30. .03 60. .97 TABLE LIII: SCORES ATTAINED BY THIRD GRADE PUPILS VILLAGE GRADED COMPILATION OF AVERAGE DEVIATION OF “B“ ON GRAY'S ORAL READING PARAGRAPHS £96- 61. 62. 63. 64. 65. 66. 68. 69. 70. 71. DEVIATION .4? .63 .03 1.27. .77 .37 .97 .47 1.53 .67 72. 73. 74. 75. 76. 77. 78. 79. 80. DEVIATION .03 1.53 .63 .47 .97 .03 .63 .03 .83 APPENDIX B -97- .TABLE LIV: RATE SCORES ATTAINED BY FOURTH GRADE RURAL PUPILS ON MOHROE'S SILENT READING TEST NO. PUPIL SCORE NO. PUPIL SCORE 1. E.P. 146 39. F.S. 47 2. C.K. 69 40. P.S. 100 3. B.F. 112 41. RJK. 47 4. R.B. 125 42. J.S. 120 5. H.L. 86 43. H.S. 186 6. E.S. 123 44. T.K. 89 7. 1.1. 112 .45. L.S. 120 8. F.B. 170 46. D.B. 89 9. I.T. 170 47. D.P. 135 10. J.Z. 206 48. M.S. 74 11. D.M. 132 49. W.S. 74 12. L.RL 140 50. E.L. 6O 13. H.S. 192 51. M.S. 112 14. J.P. 192 53. M.R. 135 15. H.D. 108 53. R.C. 73 16. B.T. 77 54. F.S. 73 17. M.M. 183 55. G.B. 170 18. 6.x. 95 56. 0.8. 92 19. V.O. 139 57. A.H. 153 20. LOX. 89 ‘ 58. “OK. 55 21. L.J. 130 60. E.M. 145 22. W.K. 92 61. G.R. 206 23. E.J. 100 62 T.6. 173 '24. D.'. 87 63. R.T. 146 25. D.J. 132 64. K.S. 31 26. J.C. 183 65. L.L. 206 27. A.L. 142 66. J.F. 98 28. JOWO 171 67. VOM. 135 29. V.G. 124 68. 3.8. 187 30. B.K. 113 70. R.A. 136 31. G.R. 206 69. E.K. 125 32. L.P. 146 71. P.G. 62 33. J.W. 84 72. B.M. 106 34. B.T. 99 73. MAJ. 206 35. L.R. 158 74. M.R. 135 36. H.S. 111 75. M.P. 146 37. F.L. 98 76. G.R. 206 38. H.D. 135 77 H.S. 98 - u g 0 . o C V U I u t I I o I . . I I I I TABLE LV: DISTRIBUTION OF RATE SCORES ATTAINED BY FOURTH GRADE RURAL PUPILS ON MONROE'S SILENT READING TEST INTERVAL FREQUENCY 200 - 209 7 I90 - 199 180 - 189 160 - 169 150 - 159 2 3 170 - 179 5 O 2 140 - 149 7 'T26‘2'129 ‘7§* Mia-INTEfifiIIT"""' 110 - 119 100 - 109 90 - 99 80 - 89 70 - 79 6O - 69 5O - 59 4O - 49 HNHCRU‘QQQUW 3O - 39 MEDIAN EQUALB 119.66 2/3 TABLE LVI: COMPILATION OF AVERAGE DEVIATION OF RATE SCORES ATTAINED BY FOURTH GRADE RURAL PUPILS 0N MONROE'S SILENT READING TEST DEVIATION DEVIATION 1. 72.9 39. 9.1 2. 72.9 40. 10.1 3. 72.9 41. 13.1 4. 72.9 42. 12.1 5. 72.9 43. 20.1 6. 72.9 44. 21.1 7. 72.9 45. 21.1 8. 68.9 46. 21.1 9. 68.9 47. 22.1 10. 52.9 48. 25.1 ‘ 11. 49.9 59. 33.1 12. 49.9 50. 33.1 13. 39.9 51. 34.1 14. 37.9 52. 35.1 15. 36.9 53. 35.1 16. 36.9 54. 35.1 17. 36.9 55. 38.1 18. 24.9 56. 41.1 19. 19.9 57. 41.1 20. 12.9 58. 44.1 21. 12.9 59. 44.1 22. 12.9 60. 44.1 23. 12.9 61. 46.1 24. 11.9 52. 46.1 25. 8.9 63. 47.1 26. 6.9 84 49.1 27. 5.9 65. 57.1 28. 2.9 66. 59.1 29. 1.9 67. 59.1 30. 1.9 68. 60.1 31. 1.9 70. 60.1 32. 1.9 71. 63.1 33. 1.9 72. 71.1 34. 1.1 73. 73.1 35. .11 74. 78.1 36. 3.1 75. 86.1 37. 8.1 76. 86.1 38. 8.1 77. 102.1 TABLE LVII: COMPREHENSION SCORES ATTAINED BY FOURTH GRADE PUPILS RURAL 0N MONRUE'S SILENT READING TEST -100— UPIL SCORE N0. PUPIL SCORE E.P. 11 39. F.8. 2 C.K. 2 40. P.8. 4 B.F. 9 41. R.K. 4 R.B. 10 42. G.S. 5 H.L. 7 43. 8.8. 6 E.8. 7 44. T.K. 5 I.K. 13 45. L.S. 6 F.B. 13 46. D.R. 7 I.T. 15 47. E.P. 8 J.Z. 9 48. “.8. 10 D.M. 10 49. W.S. 5 L.R. 4 50. L.F. 3 H.S. 14 51. M.S. 8 J.P. 7 52. R.C. 3 R.B. 4 53. M.R. 11 V.T. 6 54. F.S. 5 M.M. 7 55. G.B. 12 G.R. 10 56. 0.8. 6 V.G. 6 57. A.H. 11 E.K. 9 58. W.K. 0 L.J. 5 59. E.M. 9 W.K. 8 60. J.M. 13 1.8. 7 61. T.8. 13 D.F. 8 63. H.T. 0 D.J. 13 63. R.B. 0 J.C. 11 64. L.L. 13 A.L. 11 65. J.F. 5 J.W. 9 66. V.M. 6 V.G. 8 67. 8.8. 7 5.x. 16 68. P.G. 5 G.R. 8 69. E.K. 10 L.P. 6 70. R.A. 8 Jaw. 4 710 EON. 15 B.T. 12 72. M.J. 13 L.R. 9 73. M.R. 10 R.B. 8 74. E.P. 12 F.L. 8 75. G.R. 10 H.D. 3 76. 3.8. 11 -101... TABLE LVIII: MEDIAN SCORE 0F COMPREHENSION SCORES ATTAINED BY FOURTH GRADE RURAL PUPILS 0N MONROE'S SILENT READING TEST INTERVAL \‘J 03 01 IP- 03 N C I Q s: N: 5b 03 O! 03 9... 10 - 11 - 12 - 13 - 14-- 15 - 16 - i 3. 38 - 33 - 5 PMHQNQQO’ MEDIAN SCORE EQUALS 9.55 -102- TABLE LIX: COMPILATION OF AVERAGE DEVIATION COMPRLHLNSIOH SCORES OF FOURTH GRADE RURAL PUPILS ON MONROE'S SILENT READING TEST 35. 37. DEVIATION 3.00 6.00 1.00 2.00 1.00 1.00 5.00 b.00 7.00 1.00 2.00 4.00 6.00 1.00 4.00 3.00 1.00 2.00 3.00 1.00 3.00 0 1.00 0 5.00 3.00 3.00 1.00 0 8.00 0 2.00 4.00 4.00 1.00 0 0 5.00 39. 40. 41. 42. 43. 45. 46. 47. 49. 50. 51. 52. b3. b4. 55. 56. 57. 58. b9. 60. 61. 63. 63. 64. 65. 66. 67. 68. 69. 70. 71. 73. 73. 74. 75. 76. 08888888 0 O O O O O O C) 0 0000.0 8888888888888880888 O O O O O NNUC-EUWHG‘UNQGWCD 03010303 HNODNOJfiiOI O TABLE LX: RAW SCORES ATTAINED BY FOURTH GRADE RURAL PUPILS ON GRAY'S ORAL READING PARAGRAPHS -103- NO. PUPIL SCORE NO. PUPI SCORE 1. E.P: IS 39. F.S. 10 3. 0.x. 9 40. P.S. 17 30 BOF. 25 410 ROI. 3 4. R.B. 27 42. G.S. 15 5. H.L. 24 43. H.S. 17 6. E.S. 17 44. T.K. 19 7. I.K. 14 45. L.S. 15 8. F.B. 26 46. D.M. 10 9. I.T. 23 47. D.P. 23 10. J.Z. 26 48. M.S. 3 11. B.M. 13 49. W.S. 11 13. L.H. 13 50. E.L. 4 13. 3.3. 6 51. M.S. 21 14. J.P. 30. 53. R.C. 7 15. H.D. 15 53. M.R. 3,5 160 voTo 10 54. F080 16 17. M.M. 0 55. G.B. 26 18. G.K. 18 56. P.S. 13 19. V.G. 23 57. A.H. 18 20. E.K. 16 58. W.K. 8 31. L.J. 19 59. EN. 19 33. W.K. 17 60. G.M. 23 33. R.B. 21 61. T.b. 23 34. D.F. 21 63. R.T. 1 25. D.J. 17 63. X.S. 17 26. J00. 23 64. L.L. 24 37. A.L. 30 65. J.F. 19 28. J.W. 25 66. V.M. 13 39. V.G. 12 67. H.S. 13 30. V.K. 13 68. P.G. 22 31. G.R. 29 690 EOK. 16 33. L.P. 16 70. H.L. 24 33. J.W. 13 71. B.N. 24 34. B.T. 8 72. M.J. 0 35. L.R. 3 73. R.B. 28 36. R.S. 31 74. MJP. 30 37. F010. 22 750 G.R. 20 38. H.D. 11 76. H.S. 16 ARITHMETICAL 17.1 -104— TABLE LXI: DISTRIBUTION OF RAW SCORES ATTAINED BY FOURTH GRADE RURAL PUPILS ON GRAY'S ORAL READING PARAGRAPHS INTERVAL FREQUENCY 0 - 4 5 5 - 9 5 15 - 19 27 30 - 24 21 25 - 29 8 30 - 34 1 35 - 59 0 MEDIAN EQUALB 13.45 -105—- TABLE LXII: DISTRIBUTION OF RAW SCORES ATTAINIL‘D BY FOURTH GRADE RURAL PUPILS ON GRAY'S ORAL READING PARAGRAPHS 800 RE FREQUENCY PHHHNUO’O‘IOIUIOIUP»WGU’GHU‘GNGHGHHHHHO H 03 4. TABLE LXIII: COMPILATION OF AVERAGE DEVIATION ON RAW SCORES ATTAINED BY FOURTH GRADE RURAL PUPILS ON GRAY'S ORAL READING PARAGRAPHS DbViATION DEVIATION 1. .9 39. 7.1 3. 8.9 40. .1 3. 7.9 41. 15.1 4. 9.9 42. 2.1 50 bog 43. 01 6. .1 44. 1.9 7. 3.1 45. 2.1 8. 809 460 701 9. 5.9 47. 4.9 10. 8.9 48. 9.1 11. 4.1 49. 6.1 12. 4.1 50. 13.1 13. 11.1 51. 3.9 14. 12.1 52. 10.1 15. 3.1 53. 7.9 16. 7.1 54. 1.1 17. 17.1 55. 8.9 18. .9 56. 4.1 19. .59 57. .9 30. 101 580 I 091 31. 1.9 59. 1.9 33. .1 60. 4.9 33. 3.9 61. 4.9 24. 3.9 62. 16.1 250 01 630 01 26. 5.9 64. 6.9 27. 2.9 65. 1.9 28. 7.9 66. 5.1 39. 5.1 67. 4.1 30. 5.1 68. 4.9 31. 1.9 69. 1.1 32. 1.1 70. 6.9 33. 4.1 71. 5.9 34. ' 9.1 72. 17.1 35. 3.9 73. 10.9 36. 5.9 74. 3.9 37. 4.9 75. 3.9 38. 6.1 76. 1.1 VERA E DEV 02 TABLE LXIV: "B” SCORES ATTAINED BY FOURTH GRADE RURAL PUPILS ON GRAY'S ORAL READING PARAGRAPHS No. PUI_3_I_I_. 8003; NO. PUPIL SCORE 1. E.P. 4.2 39. F.S. 3.1 3. C.X. 3.8 40. P.S. 2.9 3. 8.5. 5.4 41. R.K. 4.0 4. Rob. 5.9 42. Gus. 1.6 5. H.L. 5.3 43. H..S. 3.7 6. E080 4.0 440 T.K. 4.0 7. I.K. 3.6 45. L.S. 4.4 8. F.B. 5.7 46. D.M. 3.7 9. I.T. 5.2 47. D.P. 2.9 10. J.2. 5.7 48. M.S. 4.9 11. D.R. 3.4 49. W.S. 2.6 13. L.R. 3.4 50. L.L. 3.1 13. H.S. 3.3 51. M.S. 1.9 140 JoPo 607 530 R.C. 4.7 15. H.D. 3.7 53. M.R. 3.4 16. V.T. 3.9 54. F.S. 5.4 17. M.M. 0 55. G.B. 3.9 18. GOK. 402 I36. 008. 507 19. V.G. 5.1 57. ACE. 304 30. E.K. 3.9 58. W.K. 3.1 21. L.J. 4.4 59. E.M. 3.6 23. W.K. 4.0 60. E.M. 3.6 230 EoHo 4.7 61. T08. 409 24. D.F. 4.7 63. R.T. 4.9 25. D.J. 4.0 63. K.S. 1.4 36. J.C. 5.1 64. L.L. 4.0 27. A.L. 4.5 65. J.F. 5.3 38. J.W. 5.4 66. V.M. 4.4 39. V.G. 3.2 67. H.S. 3.3 30. V.K. 3.3 68. P.G. 3.4 31. G.R. 6.4 69. E.K. 4.9 33. L.P. 3.9 70. R.A. 3.9 33. J.W. 3.4 71. B.M. 5.2 34. B.T. 4.4 73. M.J. 5.1 35. L.R. 4.7 73. M.R. O 36. R.B. 5.1 74. E.P. 6.1 3?. F.L. 4.7 75. G.R. 4.5 38. Hfi‘Do 409 76. HOFO 400 ARITHMETICAL MEAN 4.03 -105- TABLE LXV: DISTRIBUTION OF “B” SCORES ATTAINED BY FOURTH GRADE RURAL PUPILS ON GRAY'S ORAL READING PARAGRAPHS INTERVAL O -09 - 3 1 -109 - 3 3 -3.9 - 7 3 -3.9 -_;9 6 -609 - 3 7 -709 - 0 8 -809 - 0 MEDIAN EQUALS 4.5 TA BLE LXVI: COMPILATION OF AVERAGE DEVIATION OF SCORLS ATTAINED BY FOURTH GRADE RURAL PUPILS ON GRAY'S ORAL READING PARAGRAPHS uBI ~109- DELLATION DEVIAT ION 1. .18 39. .92 3. 1.12 40. 1.13 3. 1.38 41. .02 4. 1.88 42. 3.43 5. 1.18 43. .32 6. .02 44. .03 70 032 450 O 38 8. 1.68 46. .32 9. 1.18 4?. 1.12 10. 1.68 48. .88 11. .53 49. 1.42 13. .53 50. .93 13. 1.68 51. 2.12 14. 3.68 53. .68 15. 1.28 53. 1.62 16. 3.02 54. 1.38 17. 4.03 55. .13 18. .18 56. 1.68 19. 1.08 57. .62 30. 1.02 58. .92 31. .38 59. 1.42 23. .03 60. .38 23. .68 61. .88 34. .68 63. .88 35. .03 63. 3.62 36. 1.08 64. .02 27. .48 65. 1.18 28. 1.38 66. .38 29. .82 67. .82 30. .83 68. .63 31. 3.38 69. .88 33. 1.03 7O. .12 33. .62 71. 1.18 34. 1.43 72. 1.08 35. .68 73. 4.02 36. 1.08 74. 2.08 37. .68 75. .48 38. .88 76. .02 AVERAGE DEVIATION 1.596 -110- TABLE LXVII: RATLS SCORES ATTAINED BY FOURTH GRADE PUPILS VILLAGE GRADED 0N MONROE'S SILENT READING TEST NO. PUPI;_ SCORE NO. PUPIL SCORE l. B.B. 119 34. 0.0. 73 3. ANP. 135 35. M.B. 119 3. W.C. 115 36. T.M. 158 4. R.F. 135 37. K.C. 149 5. D.P. 102 38. G.B. 158 6. S.P. 111 390 JOD. 198 7. 31.5. 135 40. ms. 171 8. O.R. 69 41. M.D. 130 90 A E.P. 168 43- R.B. 170 11. 0.1. 125 43. E.P. 158 12, 13.3.3; 52 44. R.B. 206 180 LOP. 103 45' GOG. 125 14. A.A. 156 ‘ 46. M.S. 158 15. D.R. 98 47. 8.3. 183 16. E.P. 135 48. R.B. 153 17. E.H. 306 49. V.B. 158 18. G.B. 87 50. B.H. 146 19. J.M. 146 51. ' L.R. 176 30. L.R. 139 52. R.B. 170 31. G.F. 55 53. B.B. 120 33 W.M. 86 54. J.H. 171 33. G.B. 73 55. 5.8. 198 34. B.F. 113 56. F.G. 158 25. 0.0. 135 57. 0.8. 149 26. W.R. 135 58. M.F. 158 37. S.J. 135 59. B.N. 119 28. COT. 60 60. BOG. 73 39. G.R. 135 31. H.C. 108 30. A.H. 113 63. H.M. 73 31. F.B. 68 63. B.K. 68 32 M.E. 73 64. G.H. 112 33: 5.3. 108 65. M.H. 135 TABLE LXVIII: READING TEST 030010030310 2’; O GNPHNNNQNHNIFle-‘Numfimwfi-NNN DISTRIBUTION OF RATE SCORES ATTAINED BY FOURTH GRADE PUPILS VILLAGE GRADED ON MONROE'S SILENT FREQUENCY 62.3 60.3 54.3 53.3 49.3 36.3 35.3 24.3 20.3 14.3 11.3 10.3 7.3 -112— ~11!- TABLE LXIX: DISTRIBUTION OF RATE SCORES ATTAINED BY .FOURTH GRADE PUPILS VILLAGE GRADED 0N MONROE'S SILENT READING TEST £0 -129-i.3f Mid-Interval 130 -139- 9 140 ~149 - 6 150 ~159‘-1O 160 -169‘- 170 -179 - 180 -189 - 190 -199 300 ~209 MEDIA! SCORE EQUALS 124.6 -114- TABLE LXI: COMPILATION OF AVERAGE DEVIATION ON RATE SCORES AlTAINED BY FOURTH GRADE PUPILS VILLAGE GRADED ON MONROE'S SILENT READING TEST QEVIATION DEVIATION 67.3 34. 10.3 67.3 35. 703 62.3 360 703 62.3 37, 3.3 60.3 38. 3.3 60-3 39. 3.3 54-3 40. 2.3 54.3 41. 203 53-8 42. 2.7 53.3 43. 2.7 49.3 44. 207 49.3 45. 2.7 49.3 46. 2.7 479.3 47. 2.7 49-3‘ 48. 2.7 49-3 49. 2.7 35-3 50. 2.7 86.3 51. 2.7 35.3 52. 2.7 §5~3 53. 12.7 24.3 64. 12.7 24-3 55. 12.7 2003 56. 12.7 30-3 57. 12.7 30.3 58. 12.7 30.3 59. 12.7 14.3 50. 15.7 14.3 61. 16.7 11.3 62. 2307 11-3 63. 23.7 10-3 64. 23. 10-3 65. 23.7 10.3 66. 26.7 TABLE 1.11: -115- COMPILATION OF AVERAGE DEVIATION ON RATE SCORES ATTAINED BY FOURTH GRADE PUPILS CILLAGE GRADED ON MONROE'S SILENT READING TEST (CON'T) 67. 68. 69. 70. 71. 73. 73. 74. 75. 76. 77. 78. DEVIATION 36.7 79. 45.7 30.7 80. 47.7 33.7 81. 47.7 33.7 82. 48.7 35.? 83. 48.7 35.7 84. 53.7 35.7 85. 60.7 35.7 86. 75.7 35.7 87. 75.7 35.7 88. 83.7 35.7 89. 83.7 45.7 90. 83.7 DEVIATION TABLE LXXI: COMPREHENSION SCORES ATTAINED BY FOURTH GRADE PUPILS VILLAGE GRADED ON MONROE'S SILENT READING TEST NO. 5 >HUQN0FmUN3>U bkkkéb%%g?wgummmmzmomm muq>oommomoaovuumup Rhwmzfiymaq SCORE N0. PUPIL SCORE a 34. 0.0. 8 8 35. B.B. 8 6 36. F.N. 13 6 37. E.C. 12 7 38. G.B. 12 3 39. J.D. 14 3 40. H.S. 14 5 41. R.B. 9 10 42. R.B. 14 7 43. E.P. 13 5 44. R.B. 17 7 45. O.G. 6 10 45. M.S. 13 7 47. B.B. 12 10 48. R.B. 9 15 49. V.B. 13 4 5% EH. 8 8 51. A.R. 13 7 52. M.R. 14 2 53. D.B. 9 4 540 JoHo 14 9 56. E.G. 12 8 57. 0.8. 12 8 58. MoFo 13 7 b9. BON. 8 4 600 T.C. 4 10 610 H.C. 6 9 62. FJI. 5 5 630 BOX. 5 5 64. GOA. 9 6 65. M.H. 10 -116— ~117- TABLE LXXL: COMPREHENSION SCORES ATTAINED BY FOURTH GRADE PUPILS VILLAGE GRADED ON MONROE'S SILENT READING TEST ( CON'T) no. PUPIL SCORE 170. PUP; SCORE 66. C.S. 4 79. A.D. 7 67. 8.0. 7 SO. A.H. 10 68. C.E. 8 SI. D.I. 7 69. G.R. 8 82. E.P. 5 70. Boo. 9 830 KOG. 7 71. G.B. 3 84. I.P. IO 73. W.M. 4 85. M.O. 5 73. L.G. 2 86. R.B. 8 74. FOB. 7 8?. DOS. 8 75. J.J. 8 88. N.P. 7 76. S.M. 4 89. W.R. 6 77. E.B. .1 90. H.G. 6 78. POM. 10 ARITHMETICAL MEAN 8.17 -118- TABLE LXXII: DISTRIBUTION OF COMPREHENSION SCORES ATTAINED BY FOURTH GRADE PUPILS VILLAGE GRADED ON MONROE'S SILENT READING TEST INTERVAL 2 - 2 H 0‘ I H H O 03 N MEDIAN EQUALS 9.73 TABLE LXIIII: BY FOURTH GRADE PUPILS VILLAGE GRADED ON MONROE'E SILENT READING TEST ~119- COMPILATION OF AVERAGE DEVIATION ATTAINED DEVIATiON DEVIATION 1, .17 34. 4.17 2. 017 35' .17 3, 2,17 36. 4.83 4, 2,17 37. 3.83 5, 1,17 38. 3.83 6. 5.17 39. 5.83 7, ,17 40. 5.83 8. 3,17 41. .83 9. 1083 43’ 5'83 10. 1017 43. 3°83 11. 3.17 44. 8.83 12, 1,17 45. 2.17 13, 1,33 46. 3.83 140 1017 48 '83 15. 1.83 49. 3-83 16. 7.53 500 01? 17. 4.17 510 3083 18. ,17 52. 5.83 19, 1,17 53. .83 20, 5,17 54. 5.83 21, 4,17 55. 5.83 22. 5017 be. 3'83 24, .83 57. 3.83 25, ,17 58. 4.83 26. ,17 59. .17 27, 1,17 60. 4.17 28. 4.17 61. 2.17 29. 1.83 62. 3.17 30. .83 63. 3.17 31. 3.17 64. .83 32. 3.17 65. 1.83 33. 2.17 66. 4.17 -120— TABLE LXXIII: COMPILATION OF AVERAGE DECIATION ATTAINED BY FOURTH GRADE PUPILS VILLAGE GRADED ON MONROE'S SILENT READING TEST (CON'T) DEVIATION 52711710N 67. 1.17 79. 1.17 68. .17 50. 1.83 69. .17 51. 1.17 70. .53 82. 3.17 71. 5.17 83. 1.17 72. 4.17 84. 1.83 73. 6.17 85. 3.17 74. 1.17 86. .17 75. .17 67. 5.17 76. 4.17 88. 1.17 77. 1.83 89. 2.17 78. 1.53 90. 2.17 AVERAGE DEVIATION 2.53 T ABLE LXXLV: PUPILS VILLAGE GRADED IN GRAY'S ORAL READING RAW SCORES ATTAINED BY FOURTH GRADE PARAGRAPHS NO. ug1; SCORE NO. PUPIL SCORE E. D.B. 19 34. 0.0. 9 2. A.R. 22 35. 11.5. 23 3. W.G. 17 36. F.N. 22 4. R.B. 16 3?. 12.0. 22 5. D.N. 25 3S. G.S. 18. 6. S.P. 99 39. J.D. 17 70 111.8. 23 40. Hos. 13 8. 00H. 18 410 MoDo 24 9. E.P. I? 43. R.B. 23 11. 6.1. 14 43. A.P. 16 12. DQH. 15 440 R.B. 8 13. 1.2. 21. 45. 0.6. 9 14. ‘0‘. 25 46. M08. 13 15. 0.2? 15 4?. B.B. 26 16. E.P. 2? 45- W.B. 22 17. 5.3. 37 49. v.8. 1o 18. J.S. 22 50. B.B. 12 190 JON. 23 bl. AORO 19 20. L.M. 15 52' MGR-o 44 21. C.E. 44 53. D.B. 22 230 We“. 32 54' 1101.10 15 23. G.B. 15 55. D.S. 17 24. 8.F. 7 17 56. E.G. 22 250 0.0. ' 22 570 0030 16 26. E.R. 16 58. ALF. 22 2?. SOJ. 25 59. BOND 23 28. C.T. 99 30. P.C. 3? 29. G.M. 27 61. H.C. 25 30. A.H. 18 32. F.M. 18 31. R.B. 22 63. B.K. 9 32. M01. 16 64'. GOA. 27 330 POH. 17 65' MOE. 1.8 -121- TABLE LXXIV: NO. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. -122- RAW SCORES ATTAINED BY FOURTH GRADE PUPILS VILLAGE GRADED IN GRAYS‘ ORAL READING PARAGRAPHS (CONOfl) PUPIL SCORE NO. PUP;L_ SCORL 0.8. 23 79. A.D. 21 8.0. 1? 80. A.H. 19 C.E. 21 81. D.I. 22 G.R. 14 82. H.P. 21 8.0. 15 83. K.G. 23 G.B. 21 84. I.P. 17 W.M. 23 85. M.0. 16 L.G. 29 86. H.S. 29 F.B. 17 87. D.S. 17 J.J. 18 88. H.P. 16 S.M. 24 89. 1.R. 25 DB. 18 90. H.D. 23 P. . 32 MEAN 18.8 ARITHMETICAL TABLE LXXV: READING PARAGRAPHS ‘ —: INTERVAL DISTRIBUTION OF RAW SCORES ATTAINED BY FOURTH GRADE PUPILS VILLAGE GRADED ON GRAY'S ORAL ‘123- 15 20 25 3O -24 -29 -29 -12 -34 - O REDIAN EQUALS 19.75 Mid-Interval -124- TABLE LXXVI: DISTRIBUTION OF RAW SCORES ATTAINED BY FOURTH GRADE PUPILS VILLAGE GRADED ON GRAY'S ORAL READINO’PARAGRAPHS W U! C 0 E5, FREQU EN CY Hump» co NmpHO‘H-‘QOWUIOIUIO‘IWNN A. H TABLE LXVII: COMPILATION OF AVERAGE DEVIATION OF RAW SCORES ATTAINED BY FOURTH GRADE PUPILS VILLAGE GRADED IN GRAY'S ORAL READING PARAGRAPHS DEVIAIIQN DEVIATIQN 1. .2 34. 8.8 2. 3'2 3:). 402 3. 1.8 36. 3.2 4. 2.8 37, 3.3 5. 6.2 33. 1.3 6- 9-8 39. 9.8 70 4.2 40. 5.8 3' 1‘3 410 5.2 . - 4 . . 110 408 4g. 3.3 120 3.8 44. 10.8 13. 2.2 45, 9.8 14. 6.2 46. 5.8 1‘. 08 4?. 7.2 160 8.2 48. 3 2 17. 1802 49. 8.8 180 3.2 50. 6.8 190 3.2 51. :2 200 3.8 52. 14.8 210 408 53. 3 2 22. 3.2 84. 3'8 23. 3.8 55. 1'8 240 108 56. 3.2 250 302 57. 2.8 260 2.8 58. 3.3 27. 6.2 59. 4:2 28. 9-8 60. 18.2 29. 8.3 61. 6.2 30. .8 62. .8 31. 3.8 63. 9.8 33. 3.8 64. 8.3 330 108 65. 10.8 ~126- TABLE LXVII: COMPILATION OF AVERAGE DbVlATION 0F RAW SCORES ATTAINED BY FOURTH GRADE PUPILS VILLAGE GRADED IN GRAY'S ORAL READING PARAGRAPHS DEVIATION DEVIATION 66. 4.2 79. 2.2 6?. 1.8 80. .2 68. 2.2 81. 3.2 69. 4.8 82. 2.2 70. 3.8 83. 4.2 71. 2.2 84. 1.8 72. 4.2 85. 2.8 73. 10.2 86. 11.2 74. 1.8 87. 1.8 75. 10.8 85. 2.8 76. 5.2 99. 6.2 77. 10.2 90. 3.2 78. 3.2 AVERAGE DLVlATION 4.935 h 3 1 . 3 EH BM H 67274997742305701701654201666965 I O C I C O O I O U D O 0 MG w)34435543464444344444333444444334 m 8 HA MP UG . o o o o o C 0 mm H CBNCSDSDBPBGSHBBHRRBHSGSFNCCHKAH C O I O O . O O l I 0 Ya W CmFEGJHuRERCMBWVBAMD DJDACMBPHFBGM BM P D ML MM 0 O C O O O O O O O O O O O O O O O O O O I O O O O O O O O O O O o o 4..067890123M56789012345678901. 34.5 Ma N 3333334444 444443555555555666666 A... 8 Am G 8 EN 0 . MD fl;49094912067742909979714022397998 . O O O O I O W w 44435354433454584431456445444433 I 8 GG nun.” OOOOOOOOO O O O . mm m BRGHNPSHPIHPAAPMSMMFMBFGRJTMHBKH Vn W DAWRDSMOKGDIADEVJJLGWCBCESOGAFMP nv P L 8 an aw m Laam....&.&&L&&t&&mL&&La&hammLa& 5 78 1 TP N 6 11111111122222222223333 TABLE LXXVIII: ”B” SCORES AS ATTAINED BY FOURTH GRADE PUPILS VILLAGE GRADED ON GRAY' 8 ORAL READING PARAGRAPHS -128- W NO, PUPILS SCORE NO. PUPIL SCORE 66. 0.8. 4.0 79. A.D. 3.9 67. 8.0. 4.7 80. A.H. 4.2 68. C.E. 4.1 81. D.I. 4.7 69. G.R. 4.3 82. H.P. 401 70. H.C. 4.0 83. K.G. 4.0 71. G.B. 307 84. I.P. 4.8 72. W.M. 4.1 85. H.C. 4.2 73. L.G. 4.2 86. H.S. 6.3 74. F080 4.4 8?. " D.S. 4.4 75. J.J. 4.5 88. H.P. 4.1 76. S.M. 4.0 89. W.R. 4.0 77. R.B. 5.1 90. H.G. 4.4 78. P.M. 5.3 ARITHRETICAL MEAN , 4.35 -129- TABLE LIXIX: DISTRIBUTION OF "B" SCORLS AS ATTAINLD BY FOURTH GRADE PUPILS VILLAGE GRADED ON GRAY'S ORAL READING PARAGRAPHS INTERVAL FREQU_ENCY U — .9 O I. - 1.9 1 2 - 2.9 2 3 - 3.9 16 4 - £9 56 5 - 5.9 10 6 - 6.9 7 - 7.9 0 8 - 8.9 MEDIAN SCORE EQUALB 4.58 APPENDIX C TABLE LXXX: RATE SCORES ATTAINED BY FIFTH GRADE RURAL 0N MONRDE'S SILENT READING TEST 80. PUP 11L SCORE 803 M SCORE 1. 0.3. 108 34. 8.0. 148 2. A.L. 148 38. H.P. 83 3. A.B. 5b 38. 0.8. 188 4. 0.1. 88 37. W.H. 183 8. 8.0. 89 38. N.I. 180 8. B.T. 165 39. H.R. 188 7. J.L. 58 40. J.C. 128 8. F.T. 128 41. E.D. 188 9. 0.L. 108 42. 8.8. 189 10. 8.8. 128 43. P.H. 208 11. A.M. 146 44. 8.8. 208 12. 8.8. 148 48. D.N. 180 13. A.D. 183 48. w.H. 189 14. 0.0. 128 47. 8.8. 208 18. R.M. 208 48. 0.8. 118 18. J.C. 118 49. J.8. 98 17. L080 130 50. L080 89 18. E.F. 208 81. 00. 183 19. H.P. 98 82. D.S. 148 20. 8.8. 189 83. v.8. 89 21. E.L. 111 84. M.M. 208 22. 8.0. 73 88. I.L. 192 23. H.K. 147 88. 1.A. 208 24. R.F. 88 87. A.L. 98 28. G.C. 128 88. F.M. 128 28. 8.J. 170 89. J.8. 183 27. L.C. 120 80. A.F. 128 28. H.P. 77 81. M.H. 208 29. D.A. 156 82. J.C. 73 30. H.L. 123 83. M.H. 128 31. J.L. 74 84. M.G. 138 32. E.N. 81 88. M.H. 128 33. F.R. 111 88. 3.3. 128 -130— -131- TABLE Lxm RATE 800888 ATTAINED BY FIFTH GRADE RURAL PUPILS ON WNROE'S SILENT 88118180 TEST ( CON'T) 72. LOB. 192 84. BOH. 206 73. D.R. 136 85. M.T. 163 74. H.F. 158 86. M.M. 173 7b. R.W. 83 87. B.B. 153 76. H B. 201 88. S.A. 206 77. P.A. 201 89. J.P. 125 78. L.W. 125 90. B.W. 183 91. H.L. 192 92. P.X. 89 93. B.M. 206 94. AOL. 2C8 ARITHMETICAL MEAN 141.06 0‘ -132— TABLE LXXXI: MEDIAN OF RATE SCORES ATTAINED BY FIFTH GRADE PUPILS RURAL ON MONROE‘S SILENT READIM3 TEST INTERVAL FREQUENCY O - 9 O 20 - 29 0 10 - 9 O - 30 - 39 O 40 - 49 0 50 - 59 5 60 - 69 1 7O - 79 6 80 - 89 4 90 - 99 3 100 - 109 2 110 - 119 5 120 - 129 14 130 - 139 ‘ 5 40 - 149 8 Mid-gnterval 150 - 159 9 160 - 169 4 170 - 179 8 180 - 189 6 190 - 199 4 200 - 309 16 N --------- 94 ‘E 3 -------- 47 MEDIAN SCORE EQUALS 140.8 ‘133— TABLE LXXXII: COMPILATION OF AVERAGE DEVIATION ATTAINED BY FIFTH GRADE RURAL PUPILS ON MONRDE'S SILENT READING TEST DEVIATION DEVIATION 1. 33.06 34. 6 2. 5 35. 88 3. 76 36. 17 4. 55 37. 42 5. 53 38. 9 6. 24 39. 17 7. 83 40. 16 8. 16 41. 17 9. 33 42. 28 10. 16 43. 65 11. 5 44. 65 12 5 45. 19 13. 42 46. 18 14. 16. 47. 65 15. 65 48. 26 16. 25 49. 46 17. 11 50. 52 18. 65 51. 42 19. 43 52. 6 20. 18 53. 72 21. 30 54. 65 22. 68 55. 51 23. 7 56. 65 24. 86 57. 53 25. 16 58. 16 26. 31 59. 42 27. 21 60. 16 28. 64 61. 65 29. 15 62. 68 30. 18 63. 15 31. 67 64. 6 32. 10 65. 16 33. 30 66. 17 -164— TABLE LXX1112 COMPILATION OF AVERAGE DEVIATION ATTAINED BY FIFTH GRADE RURAL PUPILS ON MONROE'S SILENT READING TEST ( CON'T) L l DEVIATIO N 68. 6 68. 68 69. 80 70. 48 71. 6 72. 51 73. 6 74. 17 75. 68 76. 6O 77. 60 78. 16 79. 3 80. 54 AVERAGE DEVIATION 76 81. 82. 83. 84. 85. 86. 87. 88. 89. 90. 91. 93. 93. 94. DEVIATION 65 65 9 65 22 32 TABLE LX111 II: COMPREHENSION SCORES ATTAINED BY FIFTH GRADE PUPILS ON MONRQE'S SILENT READING TEST -135- N0. PUP}; SCORE N0. PUPIL SCORE 1. G.J. 6 34. E.D. 10 2. A.L. 6 35. H.P. 2 3. A.B. 3 36. G.R. 9 4o CoTo 7 37. WoHo 13 5. P.G. 4 381 N.I. O 6. D.T. 11 39. H.R. 13 7. C.L. 3 40. J.C. 8 8. F.T. 8 41. E.D. 13 9. G.L. 12 42. S.R. 12 10. R.L. 10 43. P.H. 17 11. A.M. 11 44. B.B. 13 12. B.F. 11 45. D.N. 12 13. A.D. 13 46. W.H. 12 14. 0.0. 10 47. M.S. 16 15. R.W. 16 48. O.M. 8 16. J.C. 6 49. J.M. 7 17. E.S. 7 50. L.S. 6 18. E.F. 14 51. V.G. 14 19. H.P. 7 52. D.S. 12 20. B.B. 11 53. V.S. 4 21. E.L. 7 54. M.M. 12 22. H.C. 3 55. I.L. 12 33. H.K. 7 56. E.A. 15 24. R.F. 4 57. A.L. 7 35. 0.0. 9 59. F.M. 8 26. R.J. 12 60. J.S. 10 27. L.C. 9 61. A.F. 8 28. H.P. 5 62. M.H. 16 29. D.A. 11 63. J.O. 3 30. H.A. 7 64. M.R. 9 31. J.L. 6 65. N.V. 11 32. E.N. 2 66. H.N. 16 330 FoRO 9 670 Bozo 3 TABLE LXXXIII: COMPREHENSION SCORES ATTAINED BY FIFTH -136- GRADE RURAL PUPILS ON MONROE'S SILENT READING TEST (CONT) NO. PUPIL SCORE NO. PUPI§_‘ SCORE 68. H.z. 9 51. K.R. 15 69. F.M. 11 82. M.A. 13 70. B.B. 4 83. E.T. 9 71. D.S. 8 84. B.B. 7 72. W.W. 15 85. M.T. 14 73. L.B. 12 86. M.M. 12 74. D.B. 16 87. V.H. 9 750 HOFO 12 88 80A. 12 76. R.W. 12 89. J.P. 11 77. H.D. 12 90. B.W. 10 78. P.A. 6 91. H.L. 13 79. L.W. 16 92. P.K. 13 80. O.M. 10 93. B.M. 4 81. E.T. 11 94. A.L. 13 ARITHMETICAL 9.63 TABLE LXXXIV: DISTRIBUTION OF COAPREHENSION SCORES AS ATTAINED BY FIFTH GRADE PUPILS RURAL ON MONROE'S SILENT READING TEST QODUHFOINO Illllll I 03 mm (DmHU'IU'INH H 00 0:0 H H 01 HHHHHH 5mmhmm llllll Hmaumw MEDIAN SCORE EQUALS 11. 33 -138— TABLE Lxxxi: COMPILIATION OF AVERAGE DEVIATION ATTAINED BY FIFTH GRADR RURAL PUPILS ON MONROE'S SILENT READING TEST DEWN 13$va 10 306 34. .4 3. 3'6 35. 7.6 3. 6.3 :53, ,5 4. 3-6 37. 3.4 50 5'6 38. 9.6 6. 1-4 39. 3.4 7- 6.3 40. 1.6 8' 1'6 410 3.4 9. 2‘4 42. 206 10' .4 43. 7.4 11. 1.4 44. 3.4 12. 1.4 45. 2.5 130 304 46. 2.6 140 04 47. 6.4 150 6.4 48. 1.6 16. 3.6 49. 3.5 17. 2.6 50. 3.6 18. 4.4 51. 406 19. 206 52. 2.6 20. 1.4 53. 5.6 21. 2.6 54. 3.4 22. 6.3 55. 2.2 23. 2.6 55. 5.2 24. 5.6 5?. 3.6 250 .6 58. 1.6 26. 3.6 59. .4 27' '6 600 1.6 28. 4.6 61. 6.4 29. 1-4 62. 6.3 300 206 63. .6 31° 3-5 64. 1.4 320 7.6 65. 6.4 33. 06 66. 6.3 -139- TABLE LXXXV: COMPILATION OF AVERAGE DEVIATION ATTAINED BY EIFTHE GRADE RURAL PUPILS ON MONROE'S SILENT READING TEST ( CON'T) DEVlATION DEVIAgggn 67. .6 81. 5.4 68. 1.4 82. 3.4 69. 5.6 83. .6. 70. 1.6 84. 2.6 71. 5.4 85. 4.4 72. 2.4 66. 2.4 73. 6.4 87. .6 74. 2.4 88. 2.4 75. 2.5 89. 1.4 76. 3.3 90. .4 77. 3.6 91. 3.4 78. 6.4 92. 2.4 79. .4 93. 5.6 80. 1.4 94. 3.4 AVERAGE DEVIATION 3.25 TABLE LXXXVI: RAW SCORES ATTAINED BY FIFTH GRADE RURML PUPILS ON GRAY'S ORAL READING-PARAGRAPHS -14O No. U11}, SCORE NO. gag; SCORE 1. G.L. 20. 34. E.D. 17 30 A.L. 19 350 H.P. 35 3. A.B. 16 36. G.R. 29 ‘0 CDT. 16 37. W.Ho 20 5. P.G. l7 38. N.I. 27 6. D.T. 33 39. H.R. 20 7. J.L. 15 40. J.C. 42 S. F.T. 18 41. E.D. 18 9. G.L- 32 42. S.R. 3O 10. R.D. 36 43. P.H. 18 11. A.M. 30 44. 8.8. 26 120 B.B. 21 46. DOM. 23 13. A.D. 36 47. W.H. 33 14. 0.0. 45 47. M.S. 33 15. H.111. 1'? 48. C.E. 27 16. J00. 20 490 91.11. 16 1?. B.B. 2f: 50. L.S. 37 18. ELF. 20 51, v.9, 20 19. H.P. 19 52. D.S. 19 20. B.B. 14 53. V.S. 16 21. E.L. 7 54. M.M. 16 22. H.C. 30 55. 1.1.. 19 23. H.K. 13 56. L.A. 11 24. RIF. 22 57. A.L. 13 25. G.O. 23 58. F.M. 21 360 ROJ. 16 59. J08. 14 27. L.C. 15 60. A.F. 36 280 HOP. 19 61. MOH. 13 29. D.L. 17 62. J.C. 24 30. H.K. 15 63. N.H. 23 31. JOLO 3 64. L106. 40 32. E.N. 25 65. M.H. 21 33. F.R. 25 66. 3.2. 25 TABLE LXXXVI: RAW SCORES ATTAINED BY FIFTH GRADE RURAL -141- PUPILS ON GRAY'S ORAL READING PARAGRAPHS (CUN'T) no. PUPIL SCORE-'7 N0. 7013; SCORE 67. H.C. 26 61. I2ER 17 68. F.M. 16 82. M.A. 32 69. 6.6. 25 83. E.T. 23 70. D.S. 27 84. B.B. 22 71. w.w. 27 85. M.T. 20 72. L.B. 29. 86. M.M. 24 73 D.R. 24 87. B.B. 25 74. H.F. 34 88. 8.A. 20 75. R.W. 19 89. J.P. 28 76. H.B. 24 90. B.W. 20 77. P.A. 23 91. H.L. 17 78. L.W. 27 92. P.K. 24 79. C.M. 30 93. B.M. 17 60. 6.7. 17 94. A.L. 24 ARITHEETIC MEANS 21.26 TABLE LXXXVII: DISTRIBUTION OF RAW SCORES ATTAINED BY FIFTH GRADE RURAL PUPILS ON GRAY'S ORAL READING P ARAGRAPHS -142- INTERVAL ~0 - 4 - 1 4 - 9 - 1 10 -14 - 5 15 -19 - 28 1 20 -24 — 27 25 ~29 - 16 3O —24 - 6 35 ~39 - 6 40 ~44 - 1 45 -49 - 1 N '2 --—------_..---- 47 47 - 32 --------- 15 20 x 15 x 5 -----22.75 ‘27 MEDIAN SCORE EQUALS 22.75 TABLE LXXXVIII: -143— COMPILATION OF AVERAGE DEVIATION ATTAINED BY FIFTH GRADE RURAL PUPILS ON GRAY'S ORAL READING PARAGRAPHS DEVIATION DEVIATION 1. 1.26 35. 13.74 2. 2.26 36. 7.74 3. 5.26 37. 1.26 4. 5.26 38. 5.74 5. 4.26 39. 1.26 6. 11.74 40. 10.74 7. 5.26 41. 3.26 8. 3.26 42 8.74 9. 10.74 43. 3.26 10. 14.74 44. 4.74 11. 1.26 45. 1.74 12. .36 46. 16.74 13. 14.64 47. 11.74 14. 23.74 48. 5.74 15. 4.26 49. 5.26 16. 1.26 50. 15.74 17. 3.74 51. 1.26 18. 1.26 52. 2.26 19. 2.26 53. 5.26 20. 7.26 54. 5.26 21. 14.26 55. 2.26 22. 1.26 56. 10.26 23. .74 57. 8.36 24. 1.74 58. .26 25. 1.26 59. 7.26 26. 6.26 60. 14.74 27. 2.26 61. 8.26 28. 4.26 62. 2.74 29. 6.28 63. 1.74 30. 18.26 64. 18.74 31. 3.74 65. .26 32. 3.74 66. 3.74 33. 4.26 67. 4.74 -144- TABLE LXXXVIII: COMPILATION OF AVERAGE DEVIATION ATTAINED BY FIFTH GRADR RURAL PUPILS BY GRAY'S ORAL READING PARAGRAPHS ( CON' T) DEVIATION DEVIATION 68. 5.26 82. 10.74 69. 3.74 83. 1.74 70. 5.74 84. .74 71. 5.74 85. 1.26 72. 7.74 86. 2.74 73. 2.74 87. 3.74 74. 12.74 88. 1.26 65. 2.26 89. 6.74 76. 2.74 90. 1.26 77. 1.74 91. 4.26 78. 5.74 92. 2.74 79. 8.74 93. 4.26 80. 4.26 94. 2.74 61. 4.26 -145- TABLE LXXXIX: 'B' SCORES ATTAINED BY FIFTH GRADE RURAL PUPILS ON GRAY'S ORAL READING PARAGRAPHS NO. PUPIL SCORE NO. PUPIL SCORE 1. G.J. 4.5 34. E.P. 5.4 2. A.L. 4.4 35. H.P. 5.0 3. A.B. 3.9 36. G.R. 8.0 4. C.T. 3.9 37. W.H. 6.4 5. P.G. 4.0 38. N.I. 4.5 6. D.T. 7.7 39. H.R. 5.9 7. J.L. 3.9 40. J.C. 4.5 8. F.T. 4.2 410 E.D. 703 9. J.L. 7.3 42. S.R. 4.2 10. E.D. 8.0 43. P.H. 6.7 11. A.M. 4.5 44. B.S. 4.2 12. B.S. 4.7 45. D.N. 5.7 130 AoDO 800 46. WIHO 5.1 14. 0.0. 8.0 47. M.S. 8.0 15. R.M. 8.0 48. D.N. 7.7 16. J.C. 4.5 49. J.M. 5.9 17. E.S. 5.4 50. L.S. 3.9 18. E.F. 4.5 51. V.G. 8.0 19. HQP. 4.4 52. D.S. 4.5 20. B.S. 3.5 53. V.S. 4.4 21. E.L. 2.4 54. M.N. 3.9 22. H.C. 2.4 55. I.L. 3.9 23. H.K. 4.5 56. E.A. 4.4 24. R.F. 4.2 57. A.L. 3.1 25. G.O. 4.9 58. F.M. 3.4 26. R.J. 5.1 59. J.S. 4.7 27. L.C. 4.4 60. A.F. 3.6 28. H.P. 3.7 61. M.H. 8.0 29. DOA. 404 63 0 J00. 304 30. H.K. 4.0 63. B.B. 5.2 310 J.L. 307 64c MoGo 5.1 32. E.N. 1.8 65. M.H. 8.0 33. F.R. 5.4 66. B.Z. 4.7 -145- TABLE LXXXIX: "B” SCORES ATTAINED BY FIFTH GRADE PUPILS RURAL ON GRAY'S ORAL READING-PARAGRAPHS (CON'T) NO. PUPIL SCORE NO. PUPIL SCORE 67. H.Z. 5.4 81. K.R. 4.4 68. F.N. 5.7 62. M.A. 4.0 69. 9.8. 3.9 83. E.T. 4.0 70. D.S. 5.4 84. B.H. 7.3 71. W.W. 5.9 85. E.T. 5.1 72. L.B. 5.9 86. E.N. 4.9 73. DOB. 6.4 870 BOH. 4.5 74. HOFO 502 880 80A. 502 75. R.W. 8.0 89. J.P. 5.4 76. R.B. 4.4 90. E.N. 4.5 77. P.A. 5.2 91. H.L. 6.1 78. L.W. 5.1 92. P.J. 4.5 79. C.E. 5.9 93. E.N. 4.0 80. E.T. 6.7 94. A.L. 5.2 ARITHMETICAL MEAN 5.08 -147- TABLE X0: DIS RIBUTION OF ”B” SCORES ATTAINED BY FIFTH GRADE RURAL PUPILS ON GRAY'S ORAL READING PARAGRAPHS W INTELVAL 0 - .9 - 0 1 - 1.9 - 1 2 - 2.9 - 2 5 - 5.9 - 23 6 - 6.9 - 5 7 - 7.9 - 5 8 - 8.9 - 9 MEDIAN SCORE EQUALS 4.97 TABLE XCI: DIATRIBUTION OF ”B” SCORES ATTAINED BY FIFTH GRADE RURAL PUPILS ON GRAY‘S ORAL READING PARAGRAPHS —.L'3£’" SCORE FREQUENCY NH O 0 PG) CONGNNHUINmUIUTNUD-‘mPfiflNHHNHNI—J msadmmmmmmmmubpm-hhkmumuuu NhCfiQIP-HCOQIFNHCDQUHPNOCOQWUTPH -149- TABLE XCII: COMPILATION OF AVERAGE DEVIATION ATTAINED BY FIFTH GRADE RURAL PUPILS ON GRAY'S ORAL READING PARAGRAPHS fl 33. Dgggégggn DEVIATION .58 34. .32 .68 350 1005 1.18 36. 2.92 1-18 37. 1.32 1o08 38. .56 2.62 39. .82 1.%g 4O. .56 - 41. 2.22 2-33 42. .68 3-93 43. 1.62 .58 44. .68 o38 45. .62 3-93 46. .02 3°93 47. 2.92 1-08 48. 2.62 ~58 49. .62 -33 50. 1.16 -58 51. 2.92 .63 52. .56 fi'ZS 53. .66 2'68 54. 1.16 - 55. 1.18 ~58 56. .66 '8? 57. 1.96 '15 58. 1.66 ~03 59. .38 -53 60. 1.49 1°33 61. 2.92 -53 62. 1.68 1‘08 63. .12 1-38 64. .02 3-33 65. 2.92 '33 66. .38 -150 - TABLE XCII :COMPILATION OF AVERAGE DEVIATION ATTAINED BY FIFTH GRADE RURAL PUPILS ON GRAY'S ORAL READING PAMGRAPHS CON'T) DEVIATION DEVIATION 67. .32 61. .66 68. .62 62. 1.06 69. 1.18 63. 1.06 70. .32 84. 2.22 71. .62 65. .02 72. .62 66. .18 73. 1.32 87. .56 74. .12 66. .12 75. 2.92 89. .32 78. .66 90. .56 77. .12 91. 1.02 78. .02 92. .56 79. .62 93. 1.08 80. 1.62 94. .12 AVERAGE DEVIATION 1.13 TABLE XCII: READING RATE SCORES GRADE 5 VILLAGE N00 'Pupi‘ F'COI’e ' N06 P1191]- 1. D. K. 132 . 29- 2. s. 98 g?- 0 J. 73 . E. M. 108 320 5. M. 115 3 . 6. C. 146 55° 7. S. 147 . . 6. P. 135 35- 9. R. 102 37- 10. M. 125 38- 11. v. 183 9~ 12. E. 158 °~ 13. A. 158 41. 1 . C. 192 , 42. . 15. v. 206 h . 16. E 146 h . ammomom>z55>?92996599998963 888>momom99:999H9996663969523 17. v. . 158 “5- 16. R. . 170 1L6- 19. E. 126 47- 20. L. 126 M9. 21. s. . 147 5C. 22. C. 46 51. 2 . E. 146 52. 2 0 Mo 0 132 5 o O 25. w. 206 5 . . 26. J. 160 55. . 27. J. O 165 560 o 26. v. 102 2;. . Arith Mean: 27.9 wmvmowzamhdm>HWPTFFPHPFPPFPR? sCore. 77 176 73 183 153 132 ‘ 176 146 135 123 170 111 146 192 73 176 77 102 165 160 206 132 -150- TABLE XCIII: DISTRIBUTION OF RATE SCORES. IntervaI 0 10 20 30 no 50 60 70 80 90 100 110 120 130 1M0 150 160 170 180 190 200 - 9 - 19 - 29 - 39 - E9 - 59 - 59 ~79 - 89 - 99 -109 -119 -129 -139 -1u9 -159 -169 -179 ~189 -199 -109 I WNNUHOWOONOOOO n---‘ A‘ Score MEDIAN EQUALS: 156 ‘1 ~151— GRADE 5 VILLAGE -152- TABLE XCIV: COMPILATION OF DEVIATION GRADE 5 VILLAGE 1 91+.03 29. 3.97 2 66 3% 33; Z 632 03 32. .; a: 97 5 69-03 33 . .97 6 258; 95 :37 6 63:03 36. 10.97 13 3833 3:3) 123; 11: 34:03 go. 23.97 12 31.03 41. 23.97 1 33.03 he. 26 97 1 19.03 3 . 26 97 15. 17.03 u . 2E 97 6 1'8? .- 9.2; 18: 16:03 #7. 36 97 19. 16.03 #8. 36 97 20. 14.03 49. 6 21. 10.03 50. 1.97 22. 10.03 51. u1.97 2 . 10.03 52. 50.97 2 . 7.03 5 . 38'97 32° 93? 35’ 61+“ 27: 3:97 56. 6u.97 23. 3.97 57.< AVERAGE DEVIATION: 26.6u -153- TABLE VC: COMPREHENSION READING SCORES. GRADE 5 VILLAGE 1. n. K. 10 30. A. F. u 2. s. w. 6 31. I. J. 13 a. J. W. 6 320 B0 Ho 5 . M. c. 7 3 . w. B. 12 2. M. E. 6 3 . v. B. 9 . c. L. 11 35. H. H. 12 7. s. F. 12 36. A. R. 6 6. P. B. 11 37. R. I. 12 9. H. B. 7 36. H. B. 12 10. M. K. 10 9. B. H. 10 11. v. Y. 15 0. D. G. 7 12. E. B. 6 #1. J. H. 12 1 . A. c. 12 #2. I. H. 9 1 . c. A. 16 h . Q. B. 12 15. v. H. ln A . J. I. 15 16. E. R. 10 Hz. F. A. 13 17. v. A. 1 4 . W. B. 16. R. L. 1 47. 0. v. 6 19. E. M. 9 #8. B. J. 11 20. L. M. 9 #9. H. J. 19 21. s. A. 12 50. c. w. 16 22. c. H. u 51. H. M. Z 2 E. c. a 52. c. E. . 1 2 no HO 1 5 O H. C. a 22 w. 0. 7 5 . A. 6. J. H. 16 5 . M. L. 12 J. B. 1n 5. M. E. 9 26. v. G. 11 57. L. H. 9 29. B. H. 6 AVERAGE COMPREHENSION SCORE: 10.21 TABLE XCVI: FREQUENCY 9.11 5 - 1 6-1 £22 - 6 10 - 4 11'- n “756“' 12 - 10 1 .. 1 -2 15 - 2 16 g;3 57 N--57 §--28.5 2 2805 - 28 -- 05 11 plus LE- 1: l -- 11.125 MEDIAN: 11.125 -1- L1- TABLE XCVII: 1. .21 LW9 O O lU-q~¢\HU~4flJflF4hJNhfl~4hr\kfl~dh1 n3 \flanMoHQChFJFH4\NhJ \NUIFHV O O O O O O O O O O O O khthUDFKDFJFKOFJFKOHDFNONOUDF‘ COMPILATION OF AVERAGE DEVIATION. AVERAGE DEVIATION: 2.67 NHU~4RJNFQDW\PV‘4DJNPQ‘J~JNFQDONFQ*J“yfiHU*JNFQTD EJF“OFJFNOOdummhoFJFHOVOUJFKOFJFKOQDFKOPJVDFKOFJ HHHmewmw NmN#HHyw HHmyHympm O C O O C O C O O O O O O O O O O O -155- GRADE 5 VILLAGE TABLE KOVIII: RAW SCORES GRAY'S ORAL READING EXAMINATION GRADE 5 VILLAGE 1. D. K. 2# 30. B. N. 23 2. S. w. 13 31. A. F. 20 a. J. N 16 32. T. J. 16 O M. C. 21 3 O B. H. 18 5. M. E. 22 3 . w. B. 2# 6. O. H. 29 35. v. B. 16 7. S. F. 16 36. R. H. 22 6. P. B. 31 37. A. R. 31 9. R. B. 20 36. R. L. 25 10. M. K. 26 9. H. B. 23 11. V. Y. 31 O. B. H. 23 12. E. B. 16 #1. B. G. 29 1 . A. c. 37 #2. J. H. 16 1 . c. A. 23 # . T. H. 16 15. A. G. 2 # . Q. B. 25 16. V. H. 2 #2. J. I. 16 17. E. R. 2# # . F. A. 26 16. V. A. 29 #7. w. B. 20 19. R. L. 29 #6. G. V. 23 20. E. M. 26 #9. B. J. 26 21. L. M. 31 50. H. J. 27 22. S. A. ‘ 20 51. c. E. 37 2 . O. H. 13 52. H. M. 23 2 . E. c. 27 , 5 . C. E. 27 25. M. H. 23 5 . H. c. 13 26. w. c. 37 55. A. S. 20 27. J. H. 2 56. M. L. 31 26. J. B. 2 57. M. E. 26 29. V. G 26 56.L. H. 29 59. L. E. 22 ARITH MEAN: 24. 2 TABLE XCIX: DISTRIBUTION OF RATE SCORES. GRADE 5 VILLAGE MEDIAN EQUALS: 29.27 0 - # - 0 5 - - O 10 - 1 - 3 10 - 1# - 3 15-19-9 20-213-16 5 - 2 - 21 30-3-5 35~39~3 TABLE C: COMPILATION OF AVERAGE DEVIATION. -153- GRADE 5 VILLAGE 10 02 2. 11.2 a. 6.2 . 2.6 5. 2.2 $° A: 8. 608 9. #.2 10. 1.6 11. 6,6 12. 6.2 1 . 12.6 1 . 1.2 15. .6 16. 1.6 17. .2 16. #.6 19. #.6 200 108 21. 6.6 22. 6.6 2 . 11.2 2 . 2.6 25. 1.2 26. 12.6 27. 2.6 280 1.8 29. 1'8 30. 1.2 31. #.2 32. 6.2 3 O 602 3 O 02 35. 6.2 36. 2.2 37. 6.6 38. .6 9O 08 0. .6 #1. #.6 #2. 6.2 # . 6.2 1+ O .8 #5. 6.2 l‘60 1.8 #7. #.2 #6. 1.2 #9. 1.6 50. 2.6 51. 12.6 52. 1.2 5 . 2.6 5 . 11.2 55. #.2 56. 6.6 57. 1.6 56. #.6 59. 2.2 AVERAGE DEVIATION: #.36 -'L9jc SCORES OF GRAY' 8 ORAL READING GRADE 5 VILLAGE COMPILATION OF 'B" TABLE CI: EXAMINATION. 7.222297611u22u275179012507u. nmLomznnmfiu/mlamomen/mzwuuapzmfiamoflanmkaW 3333333333u44#4#4u4455555555 16429511721224022940754919715 OOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOO ............................. 12345678901234567890123456789 11111111112222222222 5.2 ‘ AVERAGE SCORE: ~160- TABLE CII: FREQUENCY DISERISJTION B SCORES AVEAINED BY P’Y“ILS 06 GRADE FI"E VILLAGE ON GPAY'S ORAL READING PARAGRABHS. _ Interval Frequency 0 - .9 O 1 - 1.9 O 2 - 2.9 O 3.- 3.9 3 4 - 4.9 18 5 - 5.9 28 6 - 6 9 4 7 - 7.9 2 8 - 8.9 2 ‘37— RTABLE CIII: COMPILATION OF AVERAGE DEVIATION. ~161- GRADE 5 VILLAGE l. .1 2. 1.6 a. 1.2 . 1.0 5- .3 6. .7 7. .1 8. 01 9- -5 10. 1.0 11. Cl 12. O 1 . 1.0 1 0 .g 15. 2. 16. 10 17. 1. 16. .7 19. 1.2 200 95 21. 1.6 22. .7 2 O 1.8 2 . .7 25. .1 26. .7 270 05 26. .1 290 .7 AVERAGE DEVIATION: 7.“ Fwd O O F’ rahua m 0 o Nmmflm‘leme-QUIONOONI—‘HFUIVIHOOOUI F‘ +4 :4 0 O O O C O O -162- BIBLIOGRAPHY O'Brien, J.S., “The Psychology and Pedagogy of Reading” Chicago, Houghton, Mifflin & Co., Preface. Monroe, W.S., “Measuring the Results of Teaching", Houghton, Mifflin & Co., Chicago. Pressey, S.L. and L.C. IPressey Diagnostic Reading Tests for Grades Three to Nine,‘ Public School Publishing Company, Bloomington, Illinois. Monroe, E.S. 'MOnrce Silent Reading Tests", werld Book Co., Yonkers on Hudson, N.I. Gray, “Gray Standardized Oral Reading Check Test'. Stanflbrd, INew Stanlord Achievement Test Form.B“, WOrld Book Company, N.I. Grover, E.L. Pro£., Department of Education, Michigan State Collegeof Agriculture and Applied Science, East Lansing, Michigan. Gray, W. S. , 'Standardized Reading Paragraphs, Form 1 Public School Publishing Company, Bloomington, Illinois. Monroe, W.S., 'Monroe's Standardized Reading Test Revised“, Public School Publishing Company, Bloomington, Illinois. Initial Enrollment Blank Form 9, Office of Commissioner of Schools, Manistee, Michigan. Williams, L.S., Elementary Statistics. Chicago, Illinois. Glenn and Company. Hosic, James F., "Elementary School Course in English“. University of Chicago, Press. w. .;~: 1 , 9:. .fimxa ~ .JLI LL! Nov 23 '34 H3136 “0 ”KY3? 2633 36.9612 3'56 M23 40 flovlS’CL ‘45 0M USE ONLY. 16‘“) w P' "” Ang 2 '48 his ‘48 N 14 WK M6! 25 '3 u; 19 '58 16 niar 59 u \ ‘ /—. /I 4 v”...— —- A‘- T378 0554 94633. —-—-u .lll "\ #¢ounty. T372 anlgfiggggy J VA_comparison*n£mthe*zead1ng__ [abilities of rural & village 1 r_____§;§:gg=rt l‘i Ian10'45 0554 94633 Christensen