>326“... 1. 1 ... .u..z.sp_ . 1 . . m .. \ I w . a 2 . 1 14. . AU TEACHENG THE RESEARCH. STUDY SKILLS IN A TEAM TEACHENG SITUATION AT THE SEXTH GRADE LEVEL Dissertation for the Degree of Ph. 8.. MlCHEGAE‘i STATE Uf‘ii‘i'ERSETY DEREK WHGRBLEY 1973 ‘7: 4i; . A *5 v " H {5.955 g S L . #3 £- University" I; /._ t f This is to certify that the thesis entitled ‘\_ TEACHING THE RESEARCH STUDY SKILLS IN A TEAM TEACHING SITUATION AT THE SIXTH GRADE LEVEL presented by DEREK WHORDLEY has been accepted towards fulfillment of the requirements for Ph. D. degree in Education Major professor 0-7 639 '5' magma av ‘7‘ HUAG & SUNS' 800K BINDERY INC. LIBRARY amozns I SPRINGFO". INCH“! 'J t ‘ 7- 9..) ABSTRACT TEACHING THE RESEARCH STUDY SKILLS IN A TEAM TEACHING SITUATION AT THE SIXTH GRADE LEVEL BY Derek Whordley This study was designed to analyze the competencies of two groups of sixth grade students in the research study skills by means of a standardized diagnostic instrument (Research Study Skills Test, Form 1). Selected students were given individualized instruction based on practice exercises to meet particular deficiencies measured by the diagnostic instrument. The effects of these practice materials on student competencies were examined by means of an alternative form of the diagnostic instrument used as a post-test (Research Study Skills Test, Form 2). The study was conducted using seventy-four sixth grade students from two combined sixth and seventh grade classes. Each class was vertically-grouped and team- taught. The students were randomly assigned to an experi- mental or control group within their respective classes. Practice exercises were only administered to the experimental groups on each class, and these were designed Derek Whordley to meet individual needs. An analysis of the pre-test results was used to determine the nature and extent of the materials to be completed by each student. Two teachers from each team accepted primary reSponsibility for instituting instructional procedures in the requisite skills. The program came to an end following the admini- stration of the post-test. Comparisons were then made between all the students in the experimental groups and all the students in the control groups. The experimental and control groups within each class were also compared with each other. The basis for each comparison was an analysis of variance on the means of the weighted sub-skills and means of the individual sub-skill sections on the post-test results. No significant differences at the .05 level of probability were found in any of these relationships. TEACHING THE RESEARCH STUDY SKILLS IN A TEAM TEACHING SITUATION AT THE SIXTH GRADE LEVEL BY Derek Whordley A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Elementary and Special Education 1973 6 is: 3;;7 Dedicated to: Mr. and Mrs. Fred Whordley for their love and understanding as parents ii ACKNOWLEDGMENTS As a graduate student from the United Kingdom I was prepared for a wide range of difficulties in completing programs at the university and in making adjustments to the American way of life. These assumptions were totally unfounded and I am most appreciative of a number of fine individuals who have made meaningful contributions to my doctoral dissertation and related studies, and to my personal happiness in the United States. I am particularly indebted to Dr. James E. Snoddy for his patience, guidance, and assistance as my doctoral committee chairman. His friendship and concern for my well being have made a significant impact on my under- standing and appreciation of the American people. I only regret that his dry Indiana wit has sometimes passed me by. Dr. Ruth Hill Useem, T.C.M., has been an excellent cagnate advisor. Her editorial comments on this disserta- tion have been very much appreciated. I am especially grateful for her ability to perceive cross-cultural impressions and differences, and for her wisdom and vision in discussing a variety of my personal goals and concerns. iii Dr. Bruce Cheney has advised me in several capacities during my three years of graduate work. His efforts on my behalf have been characterized by the devo- tion of time and energy to my program plans, and to this dissertation. This has ensured that both have been profitable. I am also thankful for the assistance of Dr. Dale Alam, a committee member, for his contributions, and to Dr. George Sherman for his assistance in the closing stages of this work. Dr. Bruce Mitchell was kind enough to help me with the statistical details illustrated in this study. His good humor and tolerance made this aspect of the study considerably more tasteful. A special word of thanks must go to Mr. Tony E. Egnatuk, principal of the John A. Hannah Middle School and Mr. Larry A. Freds, the vice principal, for their concern and c00peration during the study. I am similarly appre— ciative of all the efforts of the teachers who contributed their time and devoted their energies to the implementa- tion of the research study skills program. To all the sixth grade students who were involved in this project I must also express my sincere thanks. My wife, Kitti, has been both tolerant and sup- portive of my graduate work. Her love and encouragement iv have sustained me through the writing of this disserta- tion and assured me of graduating before reaching advanced old age and eligibility for an M.S.U. retirement pension. TABLE OF CONTENTS Page LIST OF TABLES . . . . . . . . . . . . . viii Chapter I. STATEMENT OF THE PROBLEM . . . . . . . 1 Importance of the Study . . . . . . . 1 Procedures of the Study . . . . . . 8 Limitations of the Study . . . . . . 9 Hypotheses to be Tested . . . . . . lO Glossary of Terms . . . . . . . . . 11 The Research Study Skills . . . . . 11 The Basic Study Skills or Study Skills . . . . . . . . . 12 Reading in the Content Areas . . . . 13 Class Numbers . . . . . . . . . l3 Vertically Grouped Teams at Hannah Middle School . . . . . . 14 II. REVIEW OF THE LITERATURE . . . . . . . 15 The Relationship of Basic Study Skills to Developmental Reading Programs . . . . . . . . . . 16 Reading with Reference to the Content Subjects . . . . 20 Teaching the Research Study Skills . . 23 Evaluation of Research Study Skills . . 28 vi Chapter III. IV. V. REFERENC APPENDIC Appendix A. B. C. D. DESCRIPTION OF THE STUDY . . . . Research Community . . POpulation of the Middle School . School Personnel and Facilities . Curriculum of Vertically Grouped Teams . . . . . . Description of the Teachers Assessment of Students Prior to Testing . . . . . Design . . . . . . . Procedures . . . . . . ’Problems in the Implementation of Practice Exercises . . Measuring Instrument . . . Analysis of Data . . . . FINDINGS . . . . . . . . Introduction . . . . . Results . . . . . Individual Profiles . . . SUMMARY, FINDINGS, OBSERVATIONS AND RECOMMENDATIONS . . . . Summary . . . Summary of the Results . . Observations . . . . . Recommendations . . . . ES 0 O O O O O O O O 0 ES Team Teachers' Schedules . . . Individual Teacher Planning Weekly Schedules . . . . Practice Exercises . . . Summary Statistics . . . Raw Scores-~Research Study Skills Form 1 and Form 2 . . . vii Page 32 32 33 34 36 37 39 41 42 44 46 47 51 51 52 59 63 63 64 65 69 72 79 82 85 91 134 136 Table 1. LIST OF TABLES Analysis of Variance With Treatments Crossed With Classrooms . . Analysis of Variance With Treatments Nested in Classrooms . . . Analysis of Variance Including Crossed With Classrooms . . Individual Sub-Skill Sections: All Students in Experimental With All Students in Control Treatments Comparing Groups Groups . Analysis of Variance With Treatments Nested in Classrooms . . . Individual Sub—Skill Sections: the Experimental and Control of Class One . . . . . Individual Sub-Skill Sections: the Experimental and Control of Class Two . . . . . Additional Data . . . . . viii Comparing Groups Comparing Groups Page 48 49 53 54 55 56 58 58 CHAPTER I STATEMENT OF THE PROBLEM The purposes of this study were as follows: 1. To analyze the competencies of two groups of sixth grade students in selected research study skills by means of a standardized diagnostic instrument. 2. To provide individualized instruction through prac- tice materials to selected students who exhibited deficiencies in skills measured by the diagnostic instrument. 3. To examine the effects of the practice materials on student competencies by means of an alternative form of the diagnostic instrument as a post-test. Importance of the Study Of the many problems confronting education, the question of curriculum content has posed a particularly difficult dilemma. While some significant curricular changes have occurred to meet the rapid transitions evident in advanced societies, it has been impossible for schools to continually reflect the vast output of information which has characterized technological and scientific prOgress. The following summary by a distinguished educator reflects the position in which many teachers find themselves: Almost every fact I was taught from the first grade through law school is no longer a fact. Almost every tendency that was proclaimed has failed to materialize. The facts and tendencies of today are those nobody foresaw fifty years ago [Hutchins 1965:66]. The speed at which information becomes obsolescent is of concern. Schools are unable to provide the type of factual information which may be accumulated for use and application throughout a student's lifetime (Phenix 1964: 335; Spring 1973:138-47; Toffler 1970:363). The urgency and complexity of the situation is expressed by Carl Rogers in the following statement: The world is changing at an exponential rate. If our society is to meet the challenge of the dizzying changes in science, technology, communications and social relationships, we cannot rest on the answers provided in the past, but must put trust in t e rocess by which new problems are met. For so quickly goes cHange overtake us that answers, ”knowledge," methods, skills, become obsolete almost at the moment of their achievement [ROgers 1969:3031. Nevertheless, a traditional and fundamental task of education has been to deal with the vacillation, diver- sity and variability of modern life. This primary consid- eration is echoes by Postman and Weingartner: . . . there is no more important function for education to fulfill than that of helping us to recoqnize the world we actually live in and, simul- taneously, of helping us to master concepts that will increase our ability to cope with it. This is the essential criterion for judging the relevance of all education [Postman and Weingartner 1969:2121- The problems inherent in the explosion of knowledge are unlikely to be addressed and solved by a panacea. This study has been directed towards one small but significant and practical aSpect of the curriculum of elementary and middle schools, with the object of providing students with the skills to become more self-sufficient and independent in searching for, interpreting, and accumulating informa- tion. These have been termed the "research study skills [Shores 1970]" and may be directed to partially accommodate the broad criteria expressed by Postman and Weingartner. While the "research study skills" may be readily applied to several "content areas" of a school curriculum, notably social studies, mathematics, science and the communication arts, they have been most generally incor- porated into reading. This position has been justified on the basis that children who lack the skills which lead to competencies in basal or develOpmental reading programs are unlikely to be able to pursue the specialized reading requirements demanded in the "research study skills" in other areas. It has been left to reading teachers to pro- vide solutions which lead to the acquisition of a range of reading skills apprOpriate to many differing reading situations. The terminology "research reading skills" as ex- pressed in the ensuing glossary has been useful in delineating this study into five major areas: library skills, dictionary skills, reference skills, reading graphs and tables, and map reading skills. These areas are also included in the "basic study skills." This less precise term has attracted a conglomeration of materials and subjects but provides a satisfactory background to illustrate the development of the "research study skills." Commentaries by a number of authorities in reading education: Bond and Wagner (1966:12), Dawson and Bannan (1963:249), Russell (1960:355), DeBoer and Dallman (1960: 125), and Spache (1964:339) help to illustrate the range of possibilities inherent in the "basic study skills." The following extract indicates that the "research study skills" are regarded as components of the "basic study skills": The skills often thought of as basic study skills are those included in locating information through the use of library aids, tables of contents, the indexes within a book, and the like, the use of basic reference material, such as the dictionary, encyclopedia, atlas, almanac, telephone book, city directory, Who's Who, and newSpaper and magazine files; the reading and effective use of tabular and pictorial material, such as maps, graphs, charts and tables, and schematic drawing, systems of organizing material, such as outlines, classification charts, time lines, and taking notes of materials read: and reading special notations such as formulas, abbreviations and symbols [Bond and Wagner 1966: It may be, as Smith has suggested (1963:306) that the expression "study skills" is not sufficiently well understood in the context of elementary and middle schools, and that difficulties have been met in deciding what it entails. Problems of definition have been paralleled by problems of instruction in school settings even when study skills have been identified and shown to have utility. This may be attributed to several factors. In the first instance, reading instruction has been directed to other concerns: The study skills have been neglected in favor of concentration on the mechanics of reading or the development of reading as a means of securing relaxation and satisfying curiosities [Yoakam 1955:2271. The failure of teachers to offer programs of in- struction in study skills due to their lack of competence or awareness is equally significant. The following comment remains both pertinent and apprOpriate: The reason why more people have not become proficient in the use of reading for information and guidance is the neglect of skillful instruction in the abilities involved in this kind of reading by the schools of the past [Yoakam 1955:37]. The lack of systematic instruction throughout the basic study skills may be regarded as lamentable (McKee 1966:224). Efficiency in locating and using information is an essential tool in finding out about the world we live in and in problem solving (Bond and Wagner 1966:13; Russell l958:7); it also helps in "satisfying personal needs and in promoting social awareness and growth [Smith and Dechant 1961:11." A "reservoir of ideas in printed materials [Russell 1958:12-171" may be denied to those stu- dents who receive inadequate instruction in basic study skills. An additional major problem in teaching any type of study skill is related to the variant notions of when it should be taught. This difficulty is complicated by in— volved ideas, assumptions and evaluative processes which fail to clarify whether or not a skill has been mastered. The following statement reinforces a common dilemma: There is no level at which we can assume the complete mastery of a study skill has been attained, nor is there a level at which a particular skill is most needed [Dawson and Bamman 1962:2421. The interrelationship of curriculum content in elementary and middle schools would seem to indicate that study skills are immediately applicable in several content areas. This supposition is not borne out by research studies and, therefore, complicates questions of diagnosis and remediation of student error. L. Katz, noted in Bond and Wagner, stated that: The study skills appear to be rather specific to the fields to which they relate. They do not appear to be generally applicable. Therefore, the appraisal of a particular study skill should include items taken from several content areas if an overall estimate of a child's level in that skill is to be obtained [L. Katz in Bond and Wagner 1966:3421. As a partial resolution Cuff (1937:301) suggests the creation of a ”study habits inventory." Huebner (l966:5) offers cautionary remarks about using related materials which accompany basal reading materials. Bond and Tinker (1967:420) discuss the need for teacher-made tests and informal observations of student progress. This approach is also included in the work of Tinker and McCullough (1968:351) who go on to state that standardized tests have utility in upper grade levels. A number of recent studies have been closely con- cerned with classroom instruction of research study skills at the fifth grade level (Nold 1971) and at the sixth grade level (Snoddy 1967, Stinson 1970). Among their major findings have been definite indications that the research study skills can be taught systematically with positive results. Nold's work also added credence to the fact that a research study skills test devised by Shores and Newland (1967) could provide a satisfactory diagnostic instrument to detect student problems in specific sub- skill areas. The possibilities for individualized instruc- tion through practice exercises then became more feasible. Those studies which have been addressed specifically to the research study skills have been carried out in self- contained classrooms where children have been grouped hori- zontally according to grade-level-age. This study is con- cerned with team teaching situations in which sixth and seventh graders are part of the same teams, although the study skills activities are addressed only to the sixth grade children. It encompasses the practice exercises, used as treatments, which were devised by Snoddy and Stinson and found equally suitable by Nold. The Research Study Skills Test was used as a primary source of informa- tion in the diagnosis of problems, but its use was expanded to cover a wider range of student reSponse than Nold dealt with. In this instance, the identification of student difficulty throughout the five areas (library, dictionary, reference, graph and table, and map skills) was followed by treatments for all the students involved in the study rather than for a selected group of them. Procedures of the Study The sixth grade children of two vertically grouped sixth and seventh grade teams were selected and used in this study. They were all tested in late February, 1973, using a short diagnostic test of research study skills which will be described in Chapter III. The sixth grade members of the selected teams were assigned to experimental and control groups within their teams by a system of random numbers. All of the informa- tion gained from the pre-test was then scrutinized further. The pre-test results of the experimental groups were analyzed to determine those questions which were answered incorrectly. This was a prerequisite to subse— quent individual treatments through practice exercises in sub-skill areas, where lack of competence was indicated. The selected students in the experimental groups were given instruction using the practice exercises on a daily basis during mathematics or social studies team time. The researcher visited with the teachers involved at least three times each week to discuss problems with implementing the exercises, and observed children working on the practice exercises at least once each week. Indi- vidualized instruction and individualized pacing charac- terized teacher and student reSponse. Post-test informa- tion was gathered from an alternate form of the Research Study_Skills Test taken by the students in the experimental and control groups at the end of May, 1973. A complete description of these procedures may be found in Chapter III. Limitations of the Study Although an attempt was made to deScribe the teachers and their teaching situation in this study, teacher performances are difficult variables to describe or control. Different teachers might have produced dis- similar results. Unlike previous studies in the area of research study skills, this work was undertaken in a unique team teaching situation heavily dependent upon individualized instruction throughout the curriculum. This detracts from precise time limitations and structured instruction which might be more readily achieved in a self-contained 10 classroom in which a whole group of children could be taught at the same time, for a prescribed amount of time. Any conclusions drawn from this study must reflect this Specialized organizational pattern. Minimum time allotments per student in the experi- mental group was set at fifteen minutes per day. This did not restrict students who wished to devote more time to the materials. Attempts to control this variable were im- practical in this setting. However, attempts to describe them were made. Hypotheses to be Tested The null hypotheses to be tested in this study are: Hypothesis 0 There is no significant difference in the mean scores of the experimental and control groups on the weighted sub-skills and on individual sub-skill sections of the Research Study Skills Test, Form 2. Hypothesis 1 There is no significant difference on the mean scores of the experimental group and mean scores of the control group of Class One on the weighted sub-skills and on individual sub-skill sections of the Research Study Skills Test, Form 2. Hypothesis 2 There is no significant difference in the mean scores of the experimental group and the mean scores of the control group of Class Two on the weighted sub-skills and on individual sub-skill sections of the Research Study Skills Test, Form 2. ll Glossary of Terms The Research Study Skills The five major sub-skill areas denoted by this expression are library skills, dictionary skills, reference skills, skills. 1. reading graphs and tables skills and map reading They may be defined more precisely as follows: Library Skills --the purpose of the card catalogue --the use of the card catalogue to locate information --the use of encyclopedic and reference works --the placement of fiction and non-fiction books on library shelves --understanding of parts of a book --understanding the Dewey Decimal System of Classification Dictionary Skills --alphabetizing --guide words ' --correct spelling of words --use of a pronunciation guide --meanings of words --syllabication Reference Skills --use of a table of contents --use of an index --the use of key words in locating information 4. Reading Graphs —-interpreting --interpreting --interpreting -—interpreting --interpreting 12 and Tables Skills bar or column graphs line graphs picture graphs circle or "pie" graphs tabular information 5. Map Reading Skills --drawing information and inferences from physical- political maps and product maps used independently or in conjunction with each other --drawing information and inferences from town plans --drawing information and inferences from popula- tion, elevation and rainfall maps, used inde- pendently or in conjunction with each other The Basic Study Skills or Study SkIlls The basic study skills are generalizable abilities which include research study skills and also embrace broader considerations. Their diversity is exemplified in the following references: Previewing Skimming and scanning Reading graphic materials Map and globe skills Reading charts and graphs Library skills Organizing and reporting Notetaking (Spache 1964:201-14) 13 and 1. Selecting and evaluating information with reference to a particular problem or purpose. 2. Organizing what is read according to the particular task in hand. 3. Remembering what is read, after a decision has been made regarding those parts which should be retained. 4. Following directions (Dawson and Bamman 1959: 215) Reading in the Content Areas Reading in the content areas may be defined as: "The reading of books that contain needed information, such as textbooks or reference books on geography, history or science: to be contrasted with the reading of books for recreation or fun only [Good 1959:4431." Class Numbers The sixth grade components of the teams used in this study were categorized as Class One and Class Two in Chapter III for purposes of statistical analysis. They are also noted as Team Two and Team Three in the "Popula- tion" section of Chapter III. l4 Verticallngrouped Teams at Hannah Middle Schoél "A vertically-grouped team is an organization of grouping students across grade lines for instruction. A vertically-grouped team or a grade level team is not an end in itself, but a means to an end. The end we seek to accomplish is the individualization of learning and instruction." (Circular to parents from Hannah Middle School, April 25, 1973.) CHAPTER II REVIEW OF THE LITERATURE The organizational pattern of this chapter is as follows: 1. The Relationship of Basic Study Skills to Deve10pmental Reading Programs 2. Reading with Reference to the Content Subjects 3. Teaching the Research Study Skills 4. Evaluation of Research Study Skills This approach is intended to deve10p those major consider- ations which most logically and clearly impinge upon this study. As a substantial amount of attention has been devoted to basic study skills by educators in the area of reading, it is appropriate to begin this review with an overview of the relationship between basic study skills and more broadly-defined, developmental reading programs. Particular problems which arise in reading in the content areas will then be considered as an extension of the first section. A more precise determination of research study skills will follow, and the chapter will be concluded with 15 16 a commentary concerning the evaluation of research study skills. The Relationship of Basic Study Skills to DevelopmentaI’Readifig Programs The use of basal reading programs constitutes the most common approach to reading instruction in the primary and intermediate grades. This may be seen as a necessary developmental approach and a prerequisite for teaching basic study skills. Alternate views see the basic study skills as an inherent aspect of develOpmental reading programs, but indicate concern about the relative unim- portance of the skills as expressed in the content mater- ials of these programs. When the variant purposes of read- ing are discussed, the consequences of meaningful instruction in basic study skills with regard to "func- tional reading" are also apparent. Shores (1966:89) argues that as the field of reading enjoys high priorities throughout elementary and high school education, the inclusion of research and instruction in study skills is extremely important. Snoddy (1967:25) sees the basic study skills as an "extension of the reading skills of the develOpmental program" heavily dependent on the pupil's ability with both word recognition and comprehension skills. Spache also feels that the general reading abilities which are stressed in basal programs offer support to work in subject matter areas, 17 but he adds a cautionary note in suggesting that: " . . . because a pupil continues to develop in basic reading skills, we cannot assume that he will therefore grow in subject matter achievement (Spache 1964:200). Berg is even more critical in stating quite cate- gorically that: "Most of the previous training in the basal reading program does not prepare the child for the types of reading tasks that he has to do in the content areas [Berg 1960:371." The inadequacy of basal texts may lie in the teacher's guides which accompany them. Huebner (l966:5) suggests that their content is often determined by the personal viewpoints and experiences of their authors and not on firmly supported research studies. The criticism by Heilman (1963:43) has broader connotations in that the treatment of study skills, and the context in which they are treated, is often inadequate. Yoakam has also identi— fied "failure to acquire common study skills" as a common deficiency in the teaching of reading skills in Schubert and Torgerson (1968:145). The underlying problems may be even more basic if the observation of Smith is accurate: Perhaps because our recognition of the study skills area of reading instruction is recent, we are not yet sure exactly what skills belong under this heading. This fact may explain why, at the present time, there is so much confusion in regard to what the study skills are [Smith 1963:3661. 18 The ineffectual identification of basic study skills by basal textbook writers has resulted in adverse reactions by teachers in classroom settings. Without cohesion in determining content, a major consequence has been the absence of systematic instruction in the study skills. The following remarks reinforce this view: In some schools such skills have not been identified and no teaching of them occurs except that which may take place feebly, incidentally, and unconsciously through the teacher's proper use of questions raised in a group or class discussion or selections read in the basal reader [McKee 1966:2241. Total reading programs have been analyzed as having a number of constituent parts. For example, Russell (1961:323) includes: developmental reading, functional reading, recreational reading and personal reading for enjoyment. Using this framework, he sees the study skills as an aspect of functional reading. The notion of functional reading is widely held, and its importance for other school work strongly supported: No pupil can succeed in school unless he has acquired skill in functional reading, i.e., reading for information. Functional reading requires that the comprehension and study skills be added to the foundations acquired in word recognition and basic comprehension. In reading for information, it becomes necessary to use the specialized skills required for effective reading in the content areas [Tinker and McCullough 1968:2211. Gans (1963:174-75) is supportive of these ideas and makes the additional charge that without the extension of these 19 skills, a student may fail to reach his potential. Yoakam (1955:221) offers a similar reminder that competencies in reading stories for pleasure, which constitute one portion of a total reading program, do not result in students achieving competencies in reading factual material to gather information. The complete success of a reading program is predicated upon the degree to which students react both voluntarily and spontaneously to a variety of materials (Tinker 1952:264). The complexity of the task may be put into per- Spective by reference to the extensive list of basic study skills outlined by Dawson and Bamman which follows. It is indicative of the sc0pe of the study skills and illustrates the problem of precise attention to content materials, the placement of study skills teaching in a total reading program, and the diversity of activities contingent upon them. As he gains the ability to read for himself, he is reaching the stage where he needs to learn to use books efficiently: the table of contents and index for locating desired information; chapter titles and tOpical headings as a means of forecasting main ideas and later receiving them: the captions of pictures to facilitate their interpretation; legends so that lines and shadings on maps or graphs have meaning; the figures in tables so that their signi- ficant ideas will be abstracted. Through the inter- mediate grades, children typically become ready for learning the successive steps in using a dictionary; locating words according to their alphabetical arrangement; determining the correct Spelling or pronunciation of a word; selecting the meaning that best fits the context in which a word is used and so on. Children should be shown how to use 20 encyclOpedias, atlases, card catalogues and the Reader's Guide in the library, and other reference EooEs as soon as they are ready [Dawson and Bamman 1962:61]. Reading with Reference to the Content Subjects Nila Banton Smith indicated that interest in read- ing in the content subjects became noticeable in the 19405 (Smith 1961:145). That interest has increased with the extended acknowledgement among researchers that Special skills are needed to read in a wide variety of curriculum areas. Quoting the work of Artley, Bond and Tinker (1967:400) state that differences in requirements from subject to subject "occur because each kind of content material has its own special accumulation of concepts and vocabulary, its unique relationships, and its own logic, characteristic form of presentation, distinctive assump— tions and fundamental principles." These generalizations are supported by Berg (1960:16), Spache (1964:200), Whipple (1941:13), and led Fay to add that " . . . reading is not a generalized ability but a composite of many skills [1950:541-471." The reasons for reading in the content areas are varied, and in terms of total reading prOgrams they are most readily seen in the context of functional reading. As purposes for reading change from subject to subject, students require specific instruction which is appropriate to their needs (Schubert and Torgerson 1968:143). In an 21 investigation into reading for problem solving, for example, Husbands and Shores concurred that "reading is differentiated into abilities to do Specific jobs for specific purposes within selected content areas [1950: 464]." These ideas are in some contrast to those of Harris (1956:447) who wrote that locating information in printed sources, reading graphic and tabular materials, and out- lining and summarizing, are generalizable to most subject areas. More Specific research with regard to designated subjects is supportive of the existence of specific skills in different content areas. Relating the work of Krantz, Bond and Wagner (1966:342) note that reading study skills in social studies do not necessarily indicate a child's proficiency in study skills related to science or other areas. Maney (1958:57-64) and Socher (1958:49-56) com- pleted research on literal and critical reading skills in science and social studies reSpectively, and expressed concern that the Specific skills needed for Specialized reading tasks are not met by teaching reading as a gener- alized ability. Earlier research comparing reading efficiency in social studies, science and arithmetic, indicated uneven student performances in differing areas (McMahon 1943:228-33). There is evidence to suggest that the particular skills needed to read in the content subjects is neglected 22 by teachers and researchers. Berg and Rentel found that little attention is being given to the problem other than "preachments based on Opinion rather than research [1966: 348].” There is a particular discrepancy between the desire of teachers to improve their efforts in coping with the situation, and in observations of what is happening in their classrooms. Rauch (1968:212-17) found that teachers enrolled in graduate courses were concerned with helping their stu— dents improve reading skills in content areas. This is in juxtaposition to earlier reports that teachers were taking no practical steps to develop the Special Skills required in the content subjects (Howell 1950:384-89; Austin and Morrison 1963:48-77l- These matters are of special concern to teachers at the upper elementary level and beyond. Gray (1952: 8-11) has indicated that these people often have little training in reading, and assume no responsibility for teaching the subject. As content subjects become more readily defined at these upper levels, a Special liability accrues to these teachers. Shores (1965:174) has sug- gested that providing reading skills are given high priority in the subject areas, they may be taught more efficiently there. This is in accord with the writing of Veatch and her contention that: "All the skills related to the upper levels of reading can be taught, and indeed, 23 should be taught as part of the content areas that form the basis of the curriculum at the older age levels [Veatch 1966:3021." Teaching the Research Study SkilIS The research study Skills understood in the con- text of library, dictionary, reference, graph and table, and map reading skills provides a restricted framework from which to view the basic study skills, and to analyze specific problems in teaching. The overall Situation with regard to these mater— ials is summarized in a negative vein by Yoakam: Few children understand either the nature or the purpose behind textbooks, reference materials, maps, pictures, indexes, dictionaries, encyclopedias, news magazines, editorials, book pages and supple- ments, and other useful materials of great value in everyday living [Yoakam 1955:247—48]. This position is reiterated by Spache in a lengthy commen- tary which outlines the incorrect assumptions which are made about basic study Skills, and the training that is necessary to acquire them: Texts commonly employ such devices as headings, summaries, illustrations, glossaries, indexes, diagrams, charts, and other graphic aids. Both the authors of these texts and the teachers who use them often assume that the textual aids Simplify the reading task for the pupil and assist him in his learning. Unfortunately, this assumption is not true, for research Shows that these visual and graphic aids do not insure better understanding or retention for most pupils [Spache 1964:2011. 24 Spache continues by saying that careful training is re- quired to deve10p student proficiency and that, without such training, textbooks become more difficult to read because of the inclusion of the textual aids. Students also benefit from understanding that Skills have practical applications, and in knowing when they have made progress in learning skills (Durr 1967:135). In a seven-week British study, ASpurua-Arrillaga (1968:10) noted the reSponses of thirteen and fourteen- year olds in experimental groups to study Skill training in comprehending and recalling written material. Positive results were recorded. Basic study skills were defined and developed in a larger study by Cheyney (1962:330-32) and evidence of improvement was noted. At the college level, Entwisle (1960:243-51) found that successful com- pletion of a study skills course resulted in grade point improvement in other courses. In the narrower definition of research study skills, there are a number of considerations which infringe upon each sub-Skill. These will be considered separately in the following paragraphs. A major problem in teaching library skills has been created by a paucity of library facilities to the extent that one-third of all elementary schools have no library facilities at all (Barnes 1966:392-94). The presence of the facility is not an end in itself as ”the 25 mere existence of a school library is, of course, no guarantee that it will be effectively used [DeBoer and Dallman 1960:2591." At the expressive level, it has been Shown that children in schools having access to good central libraries administered by qualified libraries check out more books, have broader interests, and fewer reading problems (Gaver 1962:121). The prerequisite for this lies in motivational factors particularly where children have "mistaken or unhealthy attitudes towards the library [Berry and Mercer 1957:811." Sheldon has pointed out that library use, and the application of techniques learned there, are enhanced when pursued by individuals following their own interests and needs. This leads him to state that: "If there is any place for strict attention to individual needs, it is in the study skills area [Sheldon 1961:101." This confirms Snoddy's observation that: "The elementary school central library is essential to the teaching of certain of the study Skills . . . [Snoddy 1967:1161." In the second sub-skill area, Bond and Wagner consider that "probably the most useful Single reference book is the dictionary [1966:2321," and indicate that Mott and Baisden have listed at least twenty-eight uses for these volumes. A partial reiteration of these uses may be found in the work of Dawson and Bamman (1968:250). 26 The problems surrounding dictionary use are many- fold. Beginning instruction in dictionary Skills is not directly related to grade levels. However: . . . formal instruction in the glossary and dictionary should be given to all children by the time they have reached the fourth grade. Planned instruction in the use of the dictionary is far more effective than teaching the Skills incidentally . . . [Dawson and Bamman 1963:2491. Planned instruction is possible as Sleeman (1966:136) found when recording positive reactions to three different methods of teaching dictionary skills to thirty-two groups of fourth graders. Stereotyped training is likely to have less purposeful outcomes: Simply looking up teacher-made or personal lists of words for their meanings does very little to improve vocabulary. Such words are divorced from their associations in reading. Furthermore the practice limits the child's concepts of the value of a dictionary by failing to help him to realize that it may also be a source for assistance in pronunciation, derivation, Spelling and usage [Spache 1964:3391. Kinder's five-day survey among eighth graders of above- average intelligence in keeping records of dictionary usage adds a further dimension. Almost half of the stu- dents failed to use a dictionary at all (1965:96-98). The diversity of research study Skills concerned with reference skills has been pointed out in a long extract by Dawson and Bamman (1962:61) previously noted. By way of re-emphasis, they include tables of contents, indexes, and key words associated with the use of an 27 encyclopedia. Chall has explored the contributions of encyclOpedic materials, and found that: "The paucity of empirically based information on how to use an educational instrument of the potential of an encyclopedia suggests that some of the finesse of the tool may be going to waste [1961:416-171." The use of graphic and tabular representations to communicate significant amounts of information has con- tinued to increase. DeBoer and-Dallman (1960:125) suggests that ”Special instruction in the interpretation of these useful symbols is often necessary.” Bond and Wagner (1966:233) say that they ”constitute a difficult learning that needs to be taught." The plausibility of systematic instruction in the interpretation of graphs in grades one through four was Shown by Thomas (1933) and Strickland (1948). Eighth grade students also responded well to instruction in map interpretation as reported by Bamberger (1942:60), and Weintraub (l967:345~49). These studies have reinforced the idea that the ability to understand graphs follows teaching of the necessary skills. Unfortunately, it has been noted that: Charts and graphs are often taught as a part of the arithmetic curriculum, but no graphic repre- sentation is meaningful unless it is related to a particular problem [Dawson and Bamman 1963:2701. Map reading skills also lend themselves to syste- matic instruction. Rushdoony found this to be the case 28 in successfully teaching third graders map reading skills normally taught to fourth graders in a fifteen-week instructional period. The following extract from the work of Michaelis offers a comprehensive guide to additional major considerations in this sub-Skill: Because maps are symbolic representations, attention must be given to the gradual development of map language. First of all, simple maps with very little detail should be selected for use. The map reading Skills require Specific instruction in the symbols, colors, scale, and network of lines used to represent specific information. Such instruction should be related to specific needs for the use of maps so that children can make immediate application of what they learn. It should never be assumed that children can read maps Simply because maps are in their books and on the walls of their classrooms (1972:5111. Evaluation of Research Wills The expansive nature of basic study skills has made the diagnosis of student needs a difficult task. Informal and standardized testing are recommended in dif- fering researches and writings. The need to provide suitable work to meet the needs of individual students is of paramount importance. These questions are equally pertinent to the research study skills where diagnosis and remediation have been a continual concern. Spache (1963:347) suggests that informal testing and exercises provide for better evaluations and oppor- tunities for applications of study skills than standard- ized tests. Eclectic approaches are suggested by Tinker 29 and McCullough and Cleary. The former recommend observa- tion and informal testing at the primary levels and in the upper levels: Fairly continuous evaluation of growth in study skills through use of informal observation and tests as well as periodic evaluation . . . by means of standardized tests, where the latter are available [Tinker and McCullough 1968:3511. Cleary indicates that the following five ideas were useful in providing information, evidence of application, and evaluation: 1. The use of such standardized tests as the S.R.A. Work Study Skills Test and Iowa Test of Basic Skills. Observations of students using the skills. Observation of students written work. Self evaluation by students. The interest and enthusiasm of students in approaching tasks [Cleary 1957:205-7]. 01an Diagnostic testing to determine needs prior to instruction is also documented by Carroll (1964:352). The major writers in the area of research study Skills have concentrated on determining those Skills to be taught, using diagnostic procedures for gathering information, providing practice exercises to develop skills, and using post-test data as a guideline to the mastery of Skills. They meet the criteria develOped by Bond and Tinker to account for individual differences: One plan recommended for correcting individual differences in basic study skills is to find exactly the study skill in which the child is ineffective and teach the child the skill and give him enough practice to make it part of his permanent reading equipment [Bond and Tinker 1967:3921. 3O Stinson (1970) recommended the develOpment of research study Skills prOgrams based on pre-test scores and incumbent on practice exercises to meet individual differences in student achievement. Snoddy (1967) also found diagnostic testing and systematic instruction in research study skills developed through practice exercises led to improved performances among his experimental group of sixth graders. Nold indicated that "greater individual- ization using pretest data for diagnosis is necessary [1971:1231." The failure of teachers to make use of diagnostic test information was shown by Austin and Morrison (1963: 145). However, as the Specialized research study Skills are now readily approached through the Shores and Newland Research Study Skills Test (which may be completed in forty-five minutes) a useful diagnostic tool is available. Nold found in working with fifth graders that: The use of the Short diagnostic test in this study demonstrated the feasibility of this technique. It greatly reduces the time and effort to collect pretest data necessary for making instructional decisions [Nold 1971:1231. From accurate diagnosis of abilities, practice exercises or treatments may be developed to meet individual needs. This enables the following accurate observation of McCallister to be manipulated successfully: Some individuals may master a study Skill on first introduction to it; others may require several teachings and much individual help [McCallister 1957:1541. 31 Evaluation of the research study skills for this study took the following form: 1. The use of the Research Study Skills Test by J. Harlan Shores and Mary C. Newland as a measure of standardized achievement in pre-test and post-test Situations. The implementation of practice exercises develOped by Snoddy (1967) and Stinson (1970) and found useful by Nold (1971) to meet individual needs. The use of a 2x2x2 design in two team-teaching situations at the sixth grade level. CHAPTER III DESCRIPTION OF THE STUDY Research Community East Lansing, Michigan, is located in the central lower part of the state. It is adjacent to the City of Lansing and is approximately eighty-six miles northwest of Detroit. It was incorporated as a city in 1907, and the Bureau of the Census returns for 1970 indicated a popula— tion of 47,540 (0.8. Department of Commerce 1972:1). The median family income was reported at $11,630 in 1973 (Tri-County Planning Commission 1973). or the population over the age of twenty-five, 92.8 percent had completed high school education, and the median number of school years completed was given as 16.4 years (U.S. Department of Commerce 1972:11). The labor force charac- teristics illustrated that the major occupations were dominated by professional, technical and kindred workers and substantial number of managerial and sales personnel. These facts suggest a community with middle or upper-middle class socio-economic status. 32 33 The existence of Michigan State University in the City of East Lansing had a strong impact on the foregoing statistical information. The total number of students enrolled at the university in the fall quarter of 1972 was given as 41,378; 33,414 of these students were under- graduates and 7,964 were graduate students. The vast majority of students were attending the university on a full-time basis, of whom 30,208 were undergraduates and 4,797, graduate students. There are nine elementary schools in the East Lansing School System for children from kindergarten through fifth grade. The elementary school population was approximately 2,243. Two middle schools serving grades six through eight had an approximate enrollment of 1,122. The high school pOpulation was 1,425. Per-pupil expendi- ture for 1972-1973 was given at $1400.00. Population of the Middle School The John Hannah Middle School was chosen for this study. A primary reason for this choice was the potential for the implementation of a research study Skills prOgram in a team-teaching situation at a sixth grade equivalency level in which the students were also grouped vertically with seventh graders. Of a total school population of 547, 155 were Sixth graders, 193 were seventh graders and 191 were eighth 34 graders. In a unique teaching situation, parents of Sixth grade children were given Opportunities to register their children in horizontal or vertically grouped teams. The following totals emerged: Team One - 53 sixth graders with two teachers Team Two - 77 sixth and seventh graders with three teachers Team Three 109 sixth and seventh graders with four teachers Team Four 109 seventh graders with four teachers 90 eighth graders with three teachers Team Five Team Six - 109 eighth graders with four teachers The children in this study were selected from the sixth grade members of the second and third teams. Each of these teams provided enough students to constitute an experimental and control group from within their numbers. School Personnel and Facilities Administration and leadership were provided by a principal and an assistant principal. The full-time teachers were designated as follows: twenty team teachers, two art teachers, two physical education teachers and individual specialists in band, Spanish, reading, library science, counseling and industrial arts. Teachers were also employed on a part-time basis to supplement teaching in physical education, counseling and industrial arts. Other part—time teachers dealt with media, French, 35 homemaking, "strings" and choral music. The equivalency of full-time teachers amounted to 34.3 people. The classrooms, Special areas and laboratories were comprised of: fifteen classrooms, three science laboratories, two art rooms, three choral music areas, two rooms for instrumental music, a language laboratory, a gymnasium, cafeteria, auditorium, homemaking room, central library and an industrial arts workshop. An extensive central library was very important to this study. The volume count at this middle school was estimated to exceed nine thousand volumes. Their approximate classification based on the Dewey Decimal System was: 000-099 - 250 individual volumes plus General Works eight sets of general ency— clopedia, two sets of science- related encyclOpedia and three historically-related encyclopedia 100-199 - approximately 100 volumes Philosophy 200-299 - approximately 100 volumes Religion 300-399 - approximately 850 volumes Social Science 400-499 - approximately 100 volumes Languages 500-599 - approximately 950 volumes Pure Science 600-699 - approximately 700 volumes Applied Science 36 700-799 - approximately 600 volumes Arts and Recreation 800-899 - approximately 400 volumes Literature 900-999 - approximately 2,150 volumes History Books of fiction accounted for an additional 2,700 volumes. Curriculumof Vertically Grouped Teams All of the Sixth grade students involved in this study were required to take courses in communication arts, social studies, mathematics, science, physical education and music. Elective courses were offered in art, French and Spanish. Each team met for approximately four hours each day to deal with required courses in communication arts, social studies, mathematics and science. During this period of time, students were scheduled by teachers into instructional groups dependent in Size upon the instruc- tional needs of the student for the day. Approaches to curriculum in the school are further reflected in the following statement: The notion that the curriculum consists of prescribed subject matter areas to be covered by all students in a particular grade cannot exist in a school system philos0phically committed to the individualization of instruction. The vertically graded philosophy realizes that, since each student is a unique human being, he can profit best from an educational program Specifically designed for him. It further 37 recognizes that different students must be allowed to complete courses of study in a manner and pace consistent with their own strengths and weaknesses [circular to parents 4/25/721. Examples of weekly program outlines which illustrate methods of weekly planning to accommodate individual and group needs are noted in Appendix C. In the areas of communication arts, social studies, mathematics and science, guidelines for curriculum content were made in curriculum guides or through departmental conferences. Teachers were not committed to follow the guidelines stringently and a diversity of activities, approaches and techniques was evident between the curricu- lum content and organization of teams. These observations of teaching practice were consistent with the commitment to individualized instruction previously noted. Description of the Teachers Team Two (Class One) was comprised of three teachers. Each teacher was involved in teaching two of the required courses. The English-Mathematics teacher was thirty years old, had taught for three years and had accumulated twenty-five hours of credit towards a master's degree. All of her teaching experience had been in team- teaching situations. The Social Studies-Mathematics teacher was thirty-three years old, had Spent his four years of teaching in team settings and had accrued forty credit hours towards a master's degree. These two teachers 38 took primary responsibility for the administration of the study skills materials in their team. The third member of the team taught Science-Mathematics. He was in his first year of teaching and had seven hours of credit towards a master's degree. Team Three (Class Two) was made up of four teachers. The responsibility for implementing the study Skills practice exercises fell to the Social Studies and English teachers. The Social Studies teacher was twenty-four years old and experiencing her first year of teaching. Her colleague was twenty-five years old, had taught for three years in teams and had nine credit hours towards a master's degree. The Science teacher was twenty-two years of age and in his first year of teaching. Mathematics was taught by a woman with twenty-three years teaching experience who had acquired her master's degree. Team teachers' schedules permitted an hour each day for planning and organizing daily or weekly programs as a team. This was a prerequisite to the placement of groups of students in assigned classrooms or laboratories for particular types of instruction. In addition, each teacher was given time for individual planning on three days each week. Examples of schedules are noted in Appendix A. The teachers who accepted primary responsibility for the teaching of the research study Skills materials 39 imposed minimum limitations Of fifteen minutes per day as a requirement on each student in the experimental groups. Students who wished to devote additional time to the prac- tice exercises were not dissuaded from doing so. Assessment of Students Prior mating The researcher obtained information concerning the background of the Sixth grade students in research study skills through discussion with teachers and by reference to curriculum guides. Details are given below according to separate sub-skill divisions: Library skills and reference Skills. All Sixth grade students were provided with an orientation session related to the use of the central library in the fall of 1972. The librarian gave talks on the layout and organ- ization of the facility, make particular note of the value of the card catalogue, and provided a "reference hunt" activity. This final strategy was intended to encourage students to locate books and information for themselves. Subsequent conversations with the librarian indicated that students still preferred to ask her, or her aides, where books were to be found. She looked forward to having future Opportunities to expand orientation activities, and to encourage teacher-librarian cooperation on extended library use. 40 Dictionary skills. The communicative arts courses curriculum guide for 1969-1970 was in use, at least as a reference source, during this study. While the use of dictionaries was inferred to be implicit in the work which is described, no explicit reference to dictionary Skills is made. The communication arts teacher in Team Two expressed concern that dictionary Skills were receiving insufficient attention at the sixth grade level during the academic year. Reading graphs and tables skills. Mathematic teachers from both teams used in this study were confident that the materials used in the Reading Graphs and Tables section of the Research Study_Skills Test had been covered in their courses. There was some indication that most of the sixth grade students had achieved considerable mastery of the skills and concepts inherent in this work. Reading maps skills. The social studies curriculum guide had apparently not been updated from the 1969-1970 version. Therefore, the document did not adequately reflect the variety of newly implemented work. That parti- cular document places map and chart activities at the seventh grade level. The researcher was left with the impression that an introduction to maps was now made at the sixth grade level but that making inferences from maps and problem solving using maps were unlikely to be part Of the course. 41 Design The design for this study may be described as a 2x2x2 factorial design. Factorial designs are discussed in a number of sources including Campbell and Stanley (1967:27-31), Borg and Gall (1971:401-405) and Sax (1968:371-76). This procedure is appropriate to testing hypotheses in which there are three bases for classification. In this study these classifications are represented by the two classes, the pre-test and post-test, and the existence of experimental and control groups. It is further illustrated by the following diagram: EXPERIMENTAL GROUP CONTROL GROUP PRE-TEST POST-TEST PRE-TEST POST-TEST CLASS ONE CLASS TWO An analysis of variance based on this design which will be noted in the Analysis of Data section of this chapter shows a number of sources of variance. The advan- tages Of this approach are reiterated by Sax: a. Factorial designs allow for the analysis of interaction effects. If interaction is significant, we are in a position to better understand the role of the main effects; if it is not, we have additional knowledge concerning the limitations 42 of the variables. In either case, we have more information than we could obtain by running separate experiments. b. . . . more than one variable can be manipulated at the same time. Extraneous variables can be deliberately entered into the design to evaluate their effects. In this way we can gather more information without taking time to equate groups. c. Factorial designs are efficient and economical [1968:374-75]. Procedures The two classes selected for participation in this study were chosen because they represented instruc- tional and organizational groupings which were quite dis- tinct from any used in previous research in this area. Self-contained classrooms had been used in earlier studies (Snoddy 1967; Nold 1971). This study was concerned with sixth grade students who were taught in a team teaching situation in a middle school setting. The Sixth graders were also vertically grouped with seventh graders. Students from each class were assigned to experi- mental and control groups within that class by the use of random numbers. In Class One (Team Two) seventeen students were included in the control group and seventeen in the experimental group. Class Two (Team Three) provided twenty children for the control group and an equal number for the experimental group. These seventy—four students did not constitute all of the Sixth grade members of both teams. Additional information was available concerning the 43 selected students and it was originally planned to use that information. Subsequently, the study was limited to its present form, the selected students retained, and the remaining sixth grade students omitted from consideration. All of the students involved in the study took a pre-test on February 28, 1973 (Shores-Newland Research Study Skills Test, Form 1) . Following an analysis of this information as diagnosed by this measuring instrument it was possible to determine those questions which each stu- dent had answered incorrectly. An individual profile was then developed on each student in the experimental groups. This made it possible to implement those practice exercises designed by Snoddy (1967), and Stinson (1970) and which were used by Nold (1971). Accordingly, it was possible to meet the indi- vidual needs of students in those areas where problems were noted. Students were not required to complete prac— tice exercises in areas where they had illustrated compe- tence in the form of correct answers on the diagnostic test. The first treatments were given in the first week of March, and continued until the post-test (Shores- Newland Research Study Skills Test, Form 2) was adminis- tered on May 29. There were two major breaks in the ad- ministration Of practice exercises which were determined by an Easter vacation, and a one week sojourn at "camp" for each class. 44 Each student was presented with a file of activi- ties to be completed. These were examined by the re- searcher on a regular basis. When students completed work in one area satisfactorily they were given new assignments to meet other needs noted in the diagnosis of difficulties. Practice exercises were eliminated when proficiency in problem areas appeared to have been overcome. Proficiency was determined by accurate student responses to practice exercises associated with each tOpic. Examples of these exercises may be seen in Appendix D. Those teachers who undertook major responsibility for overseeing the treatments, and for teaching the child- ren on an individual basis, were given a file in which copies Of all the practice exercises could be found. These were intended to facilitate Speedy reference to the diver- sity of practice materials under review. Problems in the Implementation of Practice Exercises A number of particular difficulties were found in the implementation of the practice exercises in the ex- perimental groups. The Observer noted that these were associated primarily with students and classroom organ- ization, but were also influenced by the teachers who took reSponsibility for instructional matters. At the beginning of the experiment the students assigned to the experimental groups exhibited a great deal 45 of excitement about their involvement. As the work pro- gressed the enthusiasm of many children diminished. This may be partially attributed to the fact that the school year was drawing to a close, and the preparations for annual journeys to camp detracted from their interest in the practice exercises. Attitudes towards the practice exercises also changed among those children who had exhibited considerable deficiencies in the five sub-skill areas of the pre-test and were required to complete more work than those who had scored highly. Resentment towards some of the exercises was expressed when students decided that they were not "fun” to do. Work associated with dictionary Skills and library skills came into this cate- gory most frequently. AS noted earlier in this chapter students were expected to devote fifteen minutes each day to the com- pletion of required work. However, with the large number of children in each team and the wide range of activities available to them, it was not possible to check this time factor carefully. The materials were designed to meet the needs of individual children and to permit them to complete work at their own pace. Conversations with teachers, observations of students at work, and continuous review of completed work suggested that total commitment to the time schedule was not realized by all the students. 46 The teachers were thoroughly accommodating through- out the experiment. They gave up a great deal of time in discussing the activities, offering insights into student behavior and response, and in trying to ensure that the work was done. Nevertheless they faced several important problems. AS Specialists in one or two curricular areas within a team, they were occasionally dealing with mater- ials which were either outside their fields of expertise and interest or which barely impinged upon them. This necessitated constant review of all the practice exercises which were in their possession. As the research study skills program was completely new to them, and as the instruction was individualized, they were placed under considerable strain to keep in touch with the prOgress of each student. Due to the diversity of on-going activities in each team, and the fact that one teacher or the other might be involved in Special projects, communication be- tween teachers about individual reSponses to the exercises was difficult. The complexity of classroom management made it unrealistic for one teacher in each team to accept total responsibility for the program. . Measuring Instrument Forms 1 and 2 of the Research Study Skills Test were used in this study. Form 1 was administered as a pre-test and Form 2 as a post-test. Both forms were 47 develOped from earlier research by Shores and his col- leagues and include a number of revisions which have increased their reliability. The preceding work included an unpublished Research Study Skills Test (J. H. Shores, Rodgers and Newland 1966) and an unpublished Research Study Skills Test, Form A (Shores and Newland 1969). During the process of develOpment of the Research Study Skills Test the reliability of a Short form, as determined by the Kuder Richardson 21 formula was .77. A longer revision used by Nold (1971:43-44) had a reliability co- efficient of .80 as determined by the Split-half relia- bility coefficient and Spearman Brown Prophecy formula. Nold also used the Research Study Skills Testy Form A which was in the pilot stage of development, and had been validated by content analysis (1971:44). Results of further revisions of Form A were re- ported by Shores in 1970. Form A became the Form 1 of the more refined diagnostic instrument used in this study and a new Form 2 was similarly incorporated. The relia- bility of the present forms of the Research Study Skills Test, Form 1 and Form 2 was given at .863 aS determined by the Kuder-Richardson 21 formula. The summary statis- tics for the test are illustrated in Appendix E. Analysis of Data The hypotheses posed by this study were limited to differences between weighted sub-skill and individual 48 sub—skill scores of all the students in experimental and control groups, and differences between experimental and control groups within each class. This information was to be obtained by making an analysis of variance of the post-test scores obtained on the Research Study Skills Test, Form 2. The sources of variation examined in the first hypothesis are noted in Table l. The hypothesis is vested in the second source of variation [Between Treatments (T)]. Table 1 Analysis of Variance With Treatments Crossed With Classrooms Source of Variation Degrees of Freedom 1. Between classes (C) l 2. Between treatments (T) l 3. Interaction: C x T 1 4. Between measures (M) 1 5. Interaction: C x M l 6. Interaction: T x M l 7. Interaction: C x T x M l To ensure greater numbers of degrees of freedom it was decided to seek information concerning the second and third hypotheses by revising the sources of variation, 49 and analyzing the data again. The second hypothesis is vested in the second source of variation [Between treat- ments (Class One)1, and third hypothesis in the third source of variation [Between treatments (Class Two)], both of which are noted in Table 2. Table 2 Analysis of Variance With Treatments Nested in Classrooms Source of Variation Degrees of Freedom 1. Between classes (C) 2. Between treatments (Class One) 3. Between treatments (Class Two) 4. Between measures (M) 5. Interaction: C x M 6. T x M (Class One) l-‘l-‘l-‘I-‘t-‘HH 7. T x M (Class Two) The 2x2x2 design also permitted the accumulation of considerable additional information. These data were based on other sources of variation which were used, as necessary, to provide a more precise analysis of the results. These are discussed in Chapter V. A further advantage of the additional sources of variation was to reduce the error variance in the data to be considered. 50 A number of individual students were selected for further comment. The basis of this selection was either outstanding improvement in post-test scores or a con- siderable decline in scores on the post-test. An attempt was then made to account for these results based on obser- vations of the students at work, a review of their re- sponses to the practice materials, and discussions with students and teachers. CHAPTER IV FINDINGS ‘ I .115.“ ‘u’ Introduction This chapter is designed to report the statistical analysis of the data. The hypotheses noted in Chapter I “—— are tested and discussed. TO accomplish this end an analysis of variance was carried out on the post-test scores of the Research Study Skill Test, Form 2, and used as a primary source of information. Initial differences between students in the ex- perimental and control groups of Class One and Class Two were accommodated by the random assignment of students to one group or the other within classes. There were seven- teen children in the experimental group of Class One and a similar number in the control group. Twenty children were assigned to the experimental group of Class Two, and the same number to the control group. Two teachers in Class One and two other teachers in Class Two took the responsibility for overseeing the program and providing instruction as necessary. As each teacher was technically accountable for both the experimental and control group 51 52 within a class, the probability of one teacher having un- due impact on a particular experimental group was diminished. To provide additional information it was also decided to examine the hypotheses in the light of gain scores where this was apprOpriate. The analysis of the final four sources of variation noted in Table 1 generated the data from which this information was extrapolated. There was no reason to believe that the pre-test and post-test scores would be wieghted differently as the Research Study Skills Test, Form 2 is an alternative form of the Research Study Skills Test, Form 1. However, the analysis of variance on gain scores provided additional statistical information which could be considered in a broader discussion of the results. The progress and regression of a number of students could be partially accounted for by the researcher. Details are listed later in these findings. Results The first null hypothesis to be tested was that: Hypothesis 0 There is no Significant difference in the mean scores of the experimental and control groups on the weighted sub-skills and on individual sub-Skill sections of the Research Study‘SkillS Test, Form 2. In consideration of this hypothesis it is necessary to refer to Table 3 for preliminary information. 53 Table 3 Analysis of Variance Including Treatments Crossed With Classrooms Degrees Source of Variation of MUIFi— p-value Freedom vagiate 1. Between classes (C) 1 1.3681 .2477 2. Between treatments (T) 1 1.5932 .1743 3. Interactions: CxT 1 1.1198 .3586 4. Between measures (M) 1 2.7628 .0252 5. Interaction: CxM 1 1.2097 .3145 6. Interaction: TxM 1 1.4575 .2158 7. Interaction: CxTxM 1 1.2689 .2879 This table is drawn to illustrate the broad find- ings of the first complete program which was analyzed. Partial testing of the first hypotheses is inherent in the second source of variation [Between treatments (T)] shown in Table 3. The p-value of .1743 indicates that there was no significant difference in the weighted sub-skill scores of the Research Study Skills Test, Form 2, at the .05 level. Table 3 also provides collateral information which shows that there were no significant differences between the classes or unexpected differences in the interactions between classes and treatments. The only Significant 'p' value is listed under item four where the source of variation is represented by the measures on gain scores 54 between pre-testing and post-testing. There is a signifi- cant difference in the means of the gain scores below the .05 level of probability. This indicated that children on both the experimental and control groups improved their scores on the post-test. A closer examination of the individual sub-skill sections denoted by Table 4 indicated that there were no significant differences anywhere. These figures are again based on an analysis of variance using post-test information. Table 4 Individual Sub-Skill Sections: Comparing All Students in Experimental Groups With All Students in Control Groups Variable Mean Square Univariate F pthzis Library Skills 2.2838 .6752 .4141 Dictionary Skills 3.9054 1.4217 .2372 Reference Skills 3.9054 .7928 .3763 Reading Graphs and Tables Skills 1.6351 .4413 .5087 Map Reading Skills .3378 .0655 .7988 Note:. F-ratio for multivariate test of equality of mean vectors = 1.5932. The data expressed in Table 3 and Table 4 provide sufficient evidence to make it impossible to reject the first hypothesis. 55 The second null hypothesis to be tested was that: Hypothesis 1 There is no significant difference in the mean scores of the experimental group and mean scores of the control group of Class One, on the weighted sub- skills and individual sub-Skill sections of the Research Study Skills Test, Form 2. The broad findings related to the second hypothesis are Shown in Table 5. The first, fourth and fifth sources of variation remain the same in this analysis as they are in Table 3. As noted earlier, this analysis is a modified version of the previous program. In this instance the weighted sub-Skill Scores are addressed by the second source of variation [Between treatments (Class One)]. Table 5 Analysis of Variance With Treatments Nested in Classrooms Source of Variation Degrees MulFl- p-value of variate Freedom F 1. Between classes (C) 1 1.3681 .2477 2. Between treatments (Class One) 1 .2764 .9246 3. Between treatments (Class Two) 1 2.4366 .0436 4. Between measures (M) 1 2.7628 .0252 5. Interaction: CxM 1 1.2097 .3145 6. TxM (Class One) 1 .0369 .9993 7. TxM (Class Two) 1 2.6894 .0285 56 The second line of Table 5 indicates that there is no significant difference (p<.9246) in the means of the weighted sub-skill sections of the experimental and con- trol groups of Class One. Table 6 illustrates the mean scores of the indi- vidual sub-skill sections when comparing the experimental and control groups Of Class One. The analysis Of variance on post-test scores does not reflect any Significant dif- ferences at the .05 level between these groups in any individual sub-skill section. Table 6 Individual Sub-Skill Sections: Comparing the Experimental and Control Groups of Class One Variable Mean Square Univariate F pthzis Library Skills .4706 .1391 .7103 Dictionary Skills .2647 .0964 .7572 Reference Skills 1.8824 .3821 .5385 Reading Graphs and Tables Skills 1.0588 .2858 .5947 Map Reading Skills .0294 .0057 .9401 Note: F-ratio for multivariate test of equality of mean vectors = .2764. The evidence provided by the statistical analysis of the data suggests that the second null hypothesis should not be rejected. I‘VE-h—w n... .1...'-.' 57 The third null hypothesis to be tested was that: Hypothesis 2 There is no Significant difference in the mean scores of the experimental group of Class Two on the weighted sub-skills and on individual sub-skill sections of the Research Study Skills Test, Form 2. Reference Should be made to Table 5 in considera- tion of the first part of this hypothesis. The means of the weighted sub-Skill scores are noted in the third source of variation [Between treatments (Class Two)]. This shows that there is a significant difference (p<.0436) at the .05 level on these weighted sub-skill scores. This suggests that either the experimental group of control group of Class Two would also have made signi- ficant gains in one or more of the individual sub-Skill sections. However, Table 7 which is concerned with this information and has a direct bearing on the second part of the hypothesis fails to reveal such details. None of the individual sub-skill sections Show Significant differences at the .05 level between the experimental and control groups of Class Two. Closer examination Of the statistical data iS shown in Table 8 which is an extension of Table 7. This shows differing p-values based on the conditional mean distribution of means rather than the marginal mean distribution for each variable. The marginal mean dis- tribution is most commonly used to determine Significant 58 differences and the conditional mean is typically of less importance. However, the conditional mean provides useful information in this case. Table 7 Individual Sub-Skill Sections: Comparing the Experimental and Control Groups of Class Two Variable Mean Square Univariate F pthzis Library Skills 7.1362 2.1362 .1484 Dictionary Skills 4.9000 1.7837 .1861 Reference Skills 2.0250 .4111 .5236 Reading Graphs and Tables Skills .6250 .1687 .6826 Map Reading Skills .9000 .1744 .6775 Note: F-ratio for multivariate test of equality of mean vectors = 2.4366. Table 8 Additional Data Variable Step down F p less than Library Skills 2.1362 .1484 Dictionary Skills 6.0651 .0163 Reference Skills .5342 .4675 Reading Graphs and Tables Skills .8491 .3602 Map Reading Skills 2.3285 .1319 59 The Significant differences between the groups is in dictionary skills (p<.0163). An examination of further data based on the analysis of variance on the post-test, reveals that the control group of Class Two made greater improvement than the experimental group in dictionary skills. The observed cell means are 5.4000 for the con- trol group and 4.7000 for the experimental group. This information, and the relevant details from Table 5 and Table 7, were regarded as insufficient to reject the third hypothesis. Individual Profiles This section is based on observation and provides supplementary information to the statistical analysis. The researcher came to know all the students in the ex- perimental groups quite well. Observations of these stu- dents at work, inferences drawn from their responses to the practice exercises, and numerous discussions with them were extremely useful in illustrating their views and attitudes towards the research study skills. Similar characterizations of students in the control groups were not possible as they were less well known to the researcher. Although the statistical data did not indicate significant gain in the mean scores Of the experimental and control groups when an analysis Of variance was 60 carried out, a number of students made significant gains on raw scores. These may be seen in their totality in Appendix F. In Class One a number of students expressed their interest in the practice exercises, stated that they enjoyed doing them, and applied themselves to the required work quite vigorously. These students may be identified by their designated student numbers in the raw score tables. In Class One there are two particularly good examples of students who made excellent prOgress which is reflected in their post-test scores. One boy, identi- fied by the number "02," increased his scores in every sub-skill except reading graphs and tables where he main- tained his pre-test score. An equally good example is found by reference to the girl identified by the number "07." Her post-test scores Show improvement in every sub-skill section except map reading skills. There are a number of other students who made quite satisfactory advances in several sub-Skills and enjoyed marginally higher post-test results. These are best represented by students with the numbers "05," "06," "11," and "14" in Appendix F. By way of contrast, one girl (number "08” in the tables), was disdainful of the whole program. She expressed her feelings by refusing to discuss the pro- gram, writing negative comments on her post-test score sheet, and producing significantly lower marks in several sub-skill sections. 61 Class Two provides a comparable number Of positive illustrations. The boy denoted by the number "47" in the raw score tables was among the most enthusiastic partici- pants in the program. He made substantial gains in all sub-Skill sections except reading graphs and tables in which he maintained the same high scores from pre-test to post-test. A second student who displayed particular interest in the research study Skills was a girl (number "38" in the tables) who increased her performance in every sub-skill section on the post-test. There were a sub- stantial number of students who made gains in several sub-skill areas. These are best exemplified by reference to students with the numbers "41," "46," "48" and "49 in the tables. There are no examples in Class Two which match the solitary case of extreme regression mentioned with regard to a Class One Student. On a Speculative level there appeared to be a relationship between the values expressed by students and their responses to the practice exercises. For example, students with real concerns about reporting and grading systems were relieved that their work in research study skills would not be reported to parents. This had a nega- tive effect, and resulted in work being produced which did not characterize their best efforts. On the other hand, students who were highly self-motivated, enthusias- tic about the exercises, and intrigued to be part of 62 the study, generally made good progress. These details are discussed further in Chapter V. CHAPTER V SUMMARY, FINDINGS, OBSERVATIONS AND RECOMMENDATIONS Summary The purpose of this study was to examine the competencies of two groups of sixth grade students in the research study skills, as determined by Form 1 of the Research Study Skills Test. On the basis of the informa- tion Obtained from this test, practice exercises were given to selected students to meet their individual needs. The tOpics included in the program were library skills, dictionary Skills, reference skills, reading graphs and tables skills and map reading skills. The John A. Hannah Middle School of East Lansing, Michigan was chosen for the study. TwO classes which in- cluded Sixth graders were used in this experiment. Both sixth-grade groups were part of a team-teaching arrange- ment, and were vertically grouped with seventh graders. Within each class students were randomly assigned to exper- imental and control groups. There were seventeen students in both the experimental and control groups of Class One, 63 64 and twenty sixth-grade students in both the experimental group and control group of Class Two. Only the students in experimental groups received practice exercises in— tended to ensure their increased proficiency in sub-Skill areas where the diagnostic instrument illustrated that they had made errors. The pre-test was administered in late February, 1973 and the alternative form of the test was given in late May, 1973. Summary of the Results The data were examined in Chapter IV and the major findings were that: l. The gains made by the experimental groups of Class One and Class Two were not Significantly different from the gains made by the control groups of those classes, when tested by an analysis of variance of their scores. This analysis was concerned with the means of the weighted sub- skill scores and the means of individual sub- skill sections of the Research Study Skills Test Form 2. 2. A comparison between the experimental and control group of Class One was made on the basis of an analysis of variance on post-test scores. No 65 significant differences were recorded on weighted sub-skills or individual sub-skill sections of the Research Study Skills Test, Form 2. The experimental and control groups of Class Two were also examined for Significant differences on weighted sub-skill and individual sub—skill sec- tions of the Research Study Skills Test, Form 2. An analysis of variance carried out on these post- test scores failed to reveal significant differ- ences on individual sub-skill sections of the test. A significant difference was found on the weighted sub-skill sections but a closer examina- tion of the data made it impossible to reject the null hypothesis to which these data were pertinent. Observations The observations contained in the following para- graphs have been suggested by the results obtained in this study, conversations with teachers and students, and the personal reflections of the researcher. 1. Organization of the Study: The study was rather short in duration and several advantages may have been gained if the study had begun in the fall term of 1972 rather than in the winter term of 1973. Those team 66 teachers who took primary responsibility for the instructional aSpects of the research study Skills program may have benefitted from a brief in— service workshOp prior to the initiation of the study. This would have enabled them to become more familiar with the concepts and ramifications of the topics, and assisted them in planning for the integration of the work within their weekly teaching schedules. Similarly, a number of stu- dents, particularly those who needed additional time to complete the practice exercises, would have had that Opportunity. Administrative Comments: The program was not really regarded as an integral part of the school curriculum by the students in the experimental groups. Their ini- tial excitement in being part of a university study was not maintained by a substantial number of them. The problem was compounded by the fact that the results of their efforts were not to be reported to parents. This had a negative effect on the work generated by some Of the participants. The students who were most affected were those who had to complete the most practice exercises. Towards the end of the Spring term there were 67 many exciting events in progress at the school. Where students could not join in these activities because they were required to complete work in research study Skills, their resentment became apparent. Problems were also created by the fact that only half of the sixth grade students in each class were required to do the practice exercises. Classroom Organization and Individualized Instruction: The administrators and teachers at the middle school were totally committed to individualized instruction, and this program seemed to meet this approach quite readily. It provided a diagnostic base from which to proceed, and treatments de- signed to meet the needs of individual students. The faculty were also concerned with the principle of students learning to discover information for themselves, and found the program to have merit in this reSpect. Several points already alluded to deserve reiteration in this section. It was extremely difficult for the teachers to keep abreast of the progress of individual students as they began working in differing sub-Skill areas, and com- pleting a wide variety of practice exercises within those sub-Skills. The lack of intimate 68 familiarity of the teachers with those materials mitigated against intensive instructional practices with individual students. Frequent school visits and observation by the researcher, discussions with teachers, and the existence of comprehensive activity files were probably insufficient to meet this difficulty. The research study skills need to be taught systematically. This was not readily achieved in the times set aside for the research study skills. Many differing activities were likely to occur during these periods. The teachers were, there- fore, unable to provide as much individualized instruction as they would have wished. The Practice Exercises: The practice exercises used in this study had been implemented in earlier research in the area of research study Skills, and found to be of con- siderable value. They were applied with minor alterations to the middle school in this study. The teachers reacted positively to the practice exercises. A solitary adverse comment was addressed to the map reading skills section. This related to a map which was quite complicated and poorly drawn, and which was quickly removed from the program. 69 A number of students found difficulty in com- pleting the dictionary Skills section. This had nothing to do with the degree of severity of the work but rather with the repetitious nature of some of the practice materials. The idea that the practice exercises were not "fun" to do recurred several times in conversations with students. 5. The Measuring Instruments: The short diagnostic tests were well received by the teachers and administrators at the school. Each form of the Research Study Skills Test took forty-five minutes to administer and this was re- garded as an ideal amount of time. The pre-test provided useful information to the teachers. Standardized tests in use at the city and state levels did not reveal Similar information and the faculty were able to make new assessments of individual students based on the results which were obtained. Recommendations The following recommendations for further investi- gation in teaching research study skills have arisen from this study: 1. Further investigation needs to be made into the effect of organizational patterns such as team 70 teaching on individualized instruction in the research study skills. The nature and form of the practice exercises used in this study need to be reviewed to deter- mine their interest value to sixth grade students. Teachers intent upon using the Research Study Skills Test should be fully aware of its contents and possibilities to ensure that practice exer- cises are used to their best advantage. A more precise way Should be found to determine when practice exercises have increased proficiency in individual sub-skills, prior to post-testing. The effect of systematic instruction in the re- search study Skills over differing periods of time needs further consideration. The diagnostic instrument may be more sensitive to improvements in students scores over longer periods of time than were illustrated in this study. Attempts should be made to ascertain the sensi- tivity of the Research Study Skills Test to a wide variety of school settings. The high educational level of the East Lansing community, the aspira- tions of parents for their children and the quality of the school system were reflected in the substantial pre-test scores Obtained by many students. It was difficult for these students to 71 improve significantly on the measures of the diagnostic instrument. In other school systems where the research study skills are not approached in the curriculum, the alternative forms of the test and practice exercises might produce very different results. REFERENCES REFERENCES Austin, Mary C. and Morrison, Coleman. 1963. The First R: The Harvard Report on Reading in Elementary schools. New York: TEe MacmiIIan Company. Azpurua-Arrillago, Blanca. February, 1968. "The Effect of Training in Study Skills or theAbility to Recall and Comprehend Written Material." British Journal of Educational Psychology, 38:101. Bamberger, Sister Clara Francis. 1942. "Interpretation of Graphs at the Elementary School Level." Catholic University Of America Educational Research Monograpfis, Vol. 13. washingtbn, fiic.: CathOliciUnIVersity press. Barnes, Donald. March, 1966. "Paradoxes Confronting the Elementary School Library." Education, 86:392-94. 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Durr, William K. 1967. Readinngnstruction: Dimensions and Issues. Boston: HoughEOn Mifflifi’Company. Entwisle, Doris R. March, 1960. "Evaluation of Study Skill Courses: A Review." Journal of Educational Research, 53:244-51. Fay, Leo C. 1956. ”Responsibility for and Methods of Promoting Growth in Reading in Content Areas.” Better Readers for Our Times, ed. William S. Gray and Nancy Ldrrich, VOI.'I} Proceedings Of the Annual Convention of the International Reading Association, Newark, Delaware. 74 Gans, Roma. 1963. Common Sense in TeachingyReading. Indianapolis, Ind.: The BObbS-Merrill ompany, Inc. Gaver, Mary Virginia. February, 1962. "Research in Elementary Libraries." ALA Bulletin, 56:117-26. Good, Carter V. 1959. Dictionary_of Education. New York: McGraw-Hill Book Company, Inc. Gray, William S. 1952. "Progress Achieved and Tasks Faced in Improving Reading in Various Curriculum Areas." Im rovin Readin in All Curriculum Areas, ed. WiIIiam 2. Gray. Supplemefifary Education Monographs, No. 76. Chicago: University of Chicago Press, pp. 6-10. Harris, Albert J. 1956. How to Increase Reading Ability. New York: Longmans, Green and Company, Inc. Heilman, Arthur W. 1961. Principles and Practices of Teaching Reading. Columbus, Ohio: Charles E. Merrill Boo s, Inc. Howell, Wallace J. March, 1950. "Work-Study Skills of Children in Grades IV to VII." Elementary School Journal, 50:384-89. Huebner, Dwayne, 1966. "The Use of Printed and Audio- Visual Materials for Instructional Purposes: Elementary Education.” Final Report of the February, 1966 Confer- ence on the Use of Printed and Audio-Visual Materials for Instructional Purposes, ed. Maurice F. Tauber and Irlene Romer Stephens. New York: Columbia University, pp. 1-25 0 Husbands, K. L. and Shores, Harlan. February, 1950. "Measurement of Reading for Problem-solving: A Critical Review of the Literature.” Journal of Educational Research, 43:453-65. Hutchins, R. M. September, 1965. "Are We for the Wrong Future?" Saturday Review of Literature, p. 66. Kinder, Robert Farrar. 1965. "Teaching Reference Study Skills." Reading’and Inqui , Vol. 10. Proceedings of the Annual COnvention o e International Reading Association, Newark, Delaware. McCallister, James M. November, 1930. "Reading Difficul- ties in Studying Content Subjects." Elementary School Journal, 31:191-201. 75 McMahon, Otis. January, 1943. ”A Study of the Ability of Fifth Grade Children to Read Various Types of Material." Peabody Journal of Education, 20:228-33. Maney, Ethel S. September, 1958. "Literal and Critical Reading in Science.” Journal of Experimental Education, 27:57-64. Michaelis, John U. 1972. Social Studies gdr Children in dDemocracy. Englewood CliffS, N.J.: Prentice-Hall, Inc. Nold, J. T. 1971. "Teaching Research Study Skills in Fifth Grade." Unpublished Doctoral dissertation, The University of Illinois. Phenix, Phillip H. 1964. Realms of Meaning. New York: McGraw-Hill. Postman, Neil and Weingartner, Charles. 1969. Teachin as a Subversive Activity. New York: Delacorte Press. Rauch, Sidney J. 1968. "Reading in the Total Curriculum." For in Ahead in Reading, ed. J. Allen Figurel. VOI. I3. Proceedings of the Annual Convention of the International Reading Association, Newark, Delaware. Rogers, Frederick A. 1966. ”Basic Study Skills as Related to Each Other and to General Achievement, Mental Ability, and Reading Abilities in Grade Six." Unpublished doctoral dissertation, University of Illinois. Rushdoony, Haig A. November, 1963. "Achievement in Map Reading: An Experimental Study." Elementary School Journal, 64:70-75. Russell, David H. 1961. Children Learn to Read. Boston: Ginn and Company. Sax, Gilbert. 1968. Em irical Foundations of Educational Research. Englewood CIiffs, N}J.: Prentice-HaIl, nc. Schubert, Delwyn G. and Torgerson, Theodore L. 1968. Rgadings in Reading. New York: Thomas Y. Crowell Company. 76 Sheldon, William D. 1961. "Meeting the Individual Needs of Students in Reading.” Individualizing Readin Instruction in the Classroom, ed. Paul C. Berg. Second AnnuaI Reading—Conference, School of Education, University of South Carolina, Columbia, South Carolina. Shores, J. Harlan. April, 1943. "Skills Related to the Ability to Read History and Science.” Journal of Educational Research, 36:584-93. . 1952. "Importance, Timeliness, and Challenge of the Conference Theme." Improving Reading in all Curriculum Areas, ed. William S. Gray. Supplementary Education Monographs, No. 76. Chicago: University of Chicago Press. . 1965. "Developing Purposeful and Flexible Reading in Grades Four through Eight." Recent Develop- ments in Reading, ed. H. Alan Robinson. Supplementary Education Monographs, No. 95. Chicago: University of Chicago Press. . 1966. "The Use of Printed and Audio—Visual Materials for Instructional Purposes: Reference Books." Final Report of the February, 1966 Conference on the Use of Printed and Audio-Visual Materials for Instructional Purposes, ed. Maurice F. Tauber and Irlene Romer Stephens. New York: Columbia University. TI, . 1967. ”Teaching the Research-Study Skills.“ Report of a study conducted in Park Forest, Illinois. (Mimeographed.) . August, 1970. "DevelOpment of Diagnostic Instruments for Research Study Skills in Grades 4, 5, and 6: Final Report." Washington, D.C.: Department of Health, Education and Welfare. Sleeman, Phillip Joseph. 1966. "Comparison of the Relative Effectiveness of Overhead Projection, Teaching Proqrams, and Conventional Techniques for Teaching Dictionary Skills." Unpublished Doctoral dissertation, Boston University. Smith, Henry P. and DeChant, Emerald V. 1961. Psychology in‘TeachingReading. Englewood Cliffs, N.J.: Prentice-Hall, Inc. 77 Smith, Nila Banton. March, 1961. "What Have We Accom- plished in Reading?--A Review of the Past Fifty Years." Elementary English, 38:141-50. . 1963. Readin Instruction for Today's Children. EngIewood Cliffs, N.J.: Prentice-Hall, Inc. Snoddy, James Ernest. 1967. "Teaching Research Study Skills in Grade Six." Unpublished Doctoral disserta- tion, The University of Illinois. Sochor, E. Elona. September, 1958. "Literal and Critical Reading in Social Studies.” Journal of Experimental Education, 27:49-56. Spache, George E. 1960. "Effective Reading in the Content Fields." Reading Attitudes and Skills Needed for Our Times, ed.-Pau1 Berg. Columbia: University of South CaroIina. . . 1963. Toward Better Reading. Champaign, 111.: Garrard Publishing company. . 1964. Reading in the ElementarygSchool. Boston: Allyn and Bacon, Inc. Spring, Joel. 1973. "Deschooling as a Form of Social Revolution." Roots of Crisis: American Education in the Twentieth Centur , ed. Clarence J._iarier.ef"al. Chicago: Rana McNaIEy and Company. Stinson, Lillian Power. 1970. "Teaching a Reading Study Skills Program at the Sixth Grade Level.” Unpublished doctoral dissertation, The University of Illinois. Strickland, Ruth G. "A Study of the Possibilities of Graphs as a Means of Instruction in the First Four Grades of Elementary School." Teachers College Contributions to Education. Columbia University. Thomas, Katheryne Colvin. 1933. ”The Ability of Children to Interpret Graphs." The Teaching of Geography. Thirty-Second Yearbook of the NationaI’Society for the Study of Education. Tinker, Miles A. TeachingAElementary Reading. New York: Appleton-Century-Crofts, Inc. 78 Tinker, Miles A. and McCullough, Constance M. 1962. Teaching Elementary Reading. New York: Appleton- Century-Crofts, Inc. Toffler, Alvin. 1970. Future Shock. New York: Random House. Tri-County Regional Planning Commission. March, 1973. CommunityAProfile and Data Book. No. P-72Rl. Lansing, Michigan. U.S. Department of Commerce: Social and Economic Statistics Administration, Bureau of the Census. March, 1972. "Census Tracts: Lansing, Michigan Standard Metropolitan Statistical Area.” No. PHC (l)-106. Washington, D.C. Veatch, Jeannette. 1966. Reading_in the Elementary School. New York: The RonaldfPress Company. Weintraub, Samuel. January, 1967. "Reading Graphs, Charts, and Diagrams." The Reading Teacher, 20:345-49. Yoakam, Gerald A. 1955. Basal Readin Instruction. New York: McGraw-Hill Book COmpany, nc. APPENDICES APPENDIX A TEAM TEACHERS' SCHEDULES APPENDIX A TEAM TEACHERS' SCHEDULES The following schedules for the academic year 1972-1973 have been slightly modified. The names of the teachers have been omitted and the team numbers altered to conform with those denoted in Chapter III. Team planning time was used by the three or four teachers in the respective teams to provide for conversa— tions concerning curriculum content, determinations of grouping procedures, the use of designated classroom and laboratory areas, and preparations for extra-curricular activities. In addition, teachers had individual planning periods to make further preparations in their own fields of Specialization. The research study skills practice exercises were incorporated into morning or afternoon sessions where the single word "team" appears. 79 vow Eoom anaconda some «on 600m cumzumoapsum Hafioom 8O oom 800m numz|oocowom «on 600m fiaZnnmgmcm coda swam same game mozoq .>anH zfloaH same .mosa 00H 00._.. u>umm 24mg mozag saga caaa smog same u>uom sauces umnuo .>flocH nonuo cone maid manna mauma mvuaa maum maum -mflum maumuoanm mau~nomufl umvuma nomuna umvnaa no~.aa mauaaaouuoa mauoauouum nmaum nooum oaaconom .muonoame enmeunoze Enos mnmanunma noomom uqoon m35 same . >85 53. Ca swam quad . 2&8 BEE . >HUGH Emma e809 mug; 58 58 53a . Ema 523 . >85 same . >35 58. was 58 52 . Ema 523 . >35 :48. soon. 83. 58 5.8 can can 8w 53 52 «3 . -33 Ema 823 .32: same some 153 no: 350 350 cos. 3: 3.2 3.2 3“: Sum 26 -mflum mflumuoaua mflumuomua -mquma uo~.~a -mwnaa uoNIHH mauaauownoa ma.oauo~.m umaum uoo.m 3838 33:63.". 53:32.“. 58. 2.3-2.3 q8mom manna: $25: APPENDIX B INDIVIDUAL TEACHER PLANNING APPENDIX B INDIVIDUAL TEACHER PLANNING Two examples from the communication arts teacher's notebook in "Team Three" are illustrated below. They were not intended to provide extensive information, but served as guidelines and represented possible procedures to be adOpted with the Special groupings assigned by the teacher. Such plans were generated in the individual plan- ning ”periods," other service and planning "times" (noted in Appendix A) or outside school time. 82 813 mauo u«n«> I »souauum mcauouz Hosanna aqua : advance Arpsenm Kspsaupan Kspsznqm Ktprza Kspuow 86626 .a 33:86 .w u 3336 .~ 39:36 .n uuou uuou unou uuou .nuoo>\aoaw .H .nuuo>\aoam .H .naoo>\aomm .H naoo>\aomm .H o 4 a m soouuaom .ouuc no condom cHIma> .m oaaaousam moadsoucom noaaaoucdm ug§3§m& g80§ EBUN gao& 3§.H 3§.H 33.H 3&.H 0 Banned monum .< o m novsunnu .N aouauunu .N a monouonu .~ nonaudnu .N soouuaom oaaaousdm so oaasoucsm so u oaaaoucam no cadaoucum so coauuouoom .ouca uoouao .H .ouca uoouao .H .oucw noouao .H .ouaa uoouao .H omnoa mudguam on.» o 4 a m -mauoa nude sauna oonw-ooup seduces .n nuauo .<.o .m maquuum .~ undone“ .N weapons .N .uooz accuses uaaaaoam .H Edam .H .auoo>\aoam .H .nuoo>\aoaw .a .nuoo>\aoam .H soon on.n u voauoa ausum a o m .Haxm .uauz .Haxm .uauz .e .Haxm .uauz .w uawxm .uaus .c .Haxm .uauz .v uou .uuo noususnu .m mouuuunu .m monousno .n movsudno .n mouuudnu .n .msm xuogu .n uuou anon one» uaou uoou .nuoo>\am .u nuau cacao unfio 00 .~ uo>o 00 .N uo>o 00 .N u0>o 00 .N uo>o 00 .N madam oo.muoo.e .nuoo>\aoam .H .nuoo>\aoam .H .naoo>\aoam .H .nuoo>\auam .H .nuoo>\aoam .H so xuogu .H o macho pawuum avsum 4 maouo o msoum m macaw Sign ”a . .n . . . 5 o . . . . \Hoonou gonna mg n me ~ mH.~ ov.H ov.H-mv.~H flax: and mH.HH-mH.oH ma.oauo~.m ma.m-ma.m cause acne whmdlmhmd doomUm mJDQHS =¢22 I .nB mmumlmnnm 33.35 no N «8.3.35 no .3935 90am .uaoa Conn .N nooduanu no n. .vcua oouh .N uo .muusu Baum an.» .vnoz oouh .n uaoa .vaoz count suddcuson: Oozflam .H gzdam .H gzflam 0H UOKHUQMI UUOHHOU O macaw 4 macho a aflouu a Queue nacho niouu umuouu 30H. uuuunawun mfiowu Hanan ham Hanan Mon Hanan now Quad Hagan u u cadaoucam cadaoucsm cadaoucsm .uuuc .aooun oaaaoucam ooaoouucH .« ooavouusn .N 8.6635 .n 9.33... 8.6635 .N . . . nououdnu a nouaudnu A 36285 .3 3...?- uouauafi H a 986 n 96.6 U msouu comvmm .n myouu consangu- uouauafi .v «3328 .v a 38.85 .v 32m .303 a .uuxs com .n £85 com .n u 585 com .n .537 m 00>)”on .N oo>\.nomm .n n. oo>\aomm .N uo>\.nomm- #03 3.3 3.3 3.3 .33 .6889..- Funuom .3 F358 .H 5:03. in gunm- o 996 a 9.96 o 96.6 m 9.86 9:39. 3.... .v uxusa cowuauoso no on: :0 puma .n nonnuanu .m mouaudnu . undonmaao 30335..”me magnum .n 936st . unam- oonmm can «unsung Mom ucowunomoam .N 3.th 33!: .003 so .uducoz mun» vaowu co coauauoav co«uuuoav .nbo cadm- xmqm one: 0:3 anon... uou 00>}on .H anon. .3 anon. . n35 now u 96.8 4 99.6 o 96.6 m 996 Bad. 5.»- DCHUQOM om chdflm .v 83““ . «009.36 .v 32338 .n novouafi . uxuda soaunuoau uo>o 00 .n nxuuz andz .lIlIllI.-l- uo>\.nomm .N cofiiuosa .N sojsuoso . 30323 a: 53$ at.» 33.. .3 3.525 .3 Bo: Siam . U a a msouo a macho a macho 3.?3.“ min-3.3 3.3-3.3 53.3.9.3 3.3-3.3 3.3-3; 35-36 36-86 ooufi. 58. 23-23 Scrum 385.. 225. hpm Rep-cups“ Aspen-m, Repeat-.1, Aupuow APPENDIX C WEEKLY SCHEDULES APPENDIX C WEEKLY SCHEDULES The following weekly schedules indicate the assign- ment of children to various rooms and groupings. They also reflect how a number of special events and activities were incorporated into weekly programs. While some of the abbreviations and notations are obscure to the outsider, they obviously had meaning to the students. The most important abbreviations related to: C.A. - Communication Arts S.S. - Social Studies Sci. - Science Flex. - Flexible use of time by students Lib. - Library While names of teachers were indicated on each schedule, only the initial letter of each name appears on the material presented here. The numbers which appear indicate the rooms to which students were to go for particular activities. To conform with Chapter III, "Team Two" was used to denote the particular team involved. 85 You must attend 2 "Color of Man" Afternoon classes begin at 12:00 and 1:15--You must be in your seat and guiet by these times. TEAM-TWO SCHEDULE 86 Week of January_22, 1973 8:20-9:15 9:20-10:15 11:55 3:15 Math If you are C.A. C.A. not in Metric 3 go to room P u 3' .- Metric Test* 202 during Metric Test* Metric Test‘ {5 g 3 o 300 the test. L E x B ‘2 u s Q B 5: a, a m Math 5.5. 5.5. X g 22nd _ 23rd U C.A. C.A. C.A. '7 Phase I Cblor of Man-- color of Man Color of Men 3‘ Phase I 3 g (Ancient Astro.) 5.3. 3.5. S.S. Phase I (Ancient 9, Astro.) - [s i t: Math C.A. C.A. 8 Phase I 1:20-2:15 s ,. 8 .3 All-School a ' Math Color of Men-- Color of Man Orchestra 3 5 Phase 1 Assembly 3 :2 (Au-i.) ‘é 0 Math 5.5. 5.5. 24th 25th Math Vote on C.A. Catch-up-- Sign up for "Ancient >. H.M.S. room Astro." will -3 Math Color of Men (Incl. Lib.) be shown at a Monogram Phase I will 1:10. é Selection be assigned. Hath 8:15 S.S.-- Phase I 26th Meth-- Math--etc. Parent Conferences in No School-- Phase I Phase I Gym--l:00-4:OO Room 202 A.M. Monday Meth-- (End of Marking Period) starts 1:00 5? Anyone Indian Reports '3 Due - S.S. h Post-test Black in America-- *Bring Reading Book or Math to Metric Test. Hand in math folders. Fill out S.S. and C.A. record cards. TEAM TWO SGiEDULE 87 News Week of April 2-6 8:20-9:15 9:20-10:15 11:55 3315 NO YOUTH Cup ,5' SCHOOL TALENT "m“ g AJL SHOW Stories--204 Stories--204 Stories--204 P Math 14.? .--300 Science Lab 3 Open Science L >. Quiet--3OO ,: 300 .3 Identity-Lib. é, a ' Conference Identity-Lib . 2 Identity-Lib . a Conference '7 conference x Interacting _& Group--202 Interacting a Interacting Group-402 n Groups--202 Stories-~204 Stories--204 Play- , Stories--204 Bring back 0 u >‘ Nature Walk' Hath with H.P. And. a Open Science--300 Handouts for ,3 300 300 g a a, Camp. é am: 202 s .s . Quiet 7 Melanie Reading 3 Study--202 'i Group Lib. Cont. E s . s . Quiet Study Quiet Reading Stories--300 Stories--300 204 u, Bring back Science '1 Open Science % Math 300 Quiet--300 g 300 cap 'u a l to 1 1 to l ,3 Melanie-- handouts! ‘g : Cont. Room 9 Interacting Interacting -§ Groupe--202 Groups--202 a Interacting n Groups-~202 Math 204 Stories--204 Stories-—204 2552 Math 300 Quiet Science a, Open Science Handouts 300 '2'. 300 Identi ty--202 Sweep- 1' Bring Identity--202 stakes 0 Lil). Cont . 5 Quiet Study ,3 Beck .4 Lib. Interacting : S.S. Wrapnup It: Groups 'rest fl Evaluation-- 3 And . all “Nature walk—Only those students who signed up last week (weather peruitting) . TEAM TWO SCHEDULE 88 Week of April 9-13 8:20-9:15 9:20-10:15 11:55-1:00 1:05-2:00 2:15-3:15 C.A.-"Q‘net CeAe Spelling, EtCe Math by Spelling Lib. Cont. 1:15 204 Groups Open Science Electric Models, etc. 5 300 300 3 3 Identity-Gp. I Identity-Gp. II Identity-- ’3 Lib. Conf. Lib. Conf. 3 op. III .5 ‘3 Lib. coats : Special Gp. Interacting g 8 Inter. Gps. 202 Gps. 202 Q ~ 9th N 202 10th Math 204 Strings C.A. 204 L“. C.A. 204 H a. . I '3 Math 300 Assembly Quiet Seience 8 Open Science a 300 :3 300 g 10:20-11:15 Math 202 Interacting '5 Interacting Groups 202 5 Groups 202 Math 204 C.A. 204 C.A. 204 C.A. 204 :n 5, Math 300 Math 300 Quiet Science 3 Open Science .8 300 1 300 ° 8 .5 Quiet Study Quiet Study Quiet Study .3 Lib. Conf. g 202 202 202 .5 1:15 o 5' Quiet Study / 11th 202 , 12th Math 204 C.A. 204 C.A. 204 Lib. Conf. Math 300 Open Science :3 Quiet Science 3., 300 .4 300 3 A g. éxgi?" Identity II :- Identity III a Lib. Conf. Lib. Conf. .5 Lib. Conf. Interacting 8 Interacting “‘u‘ 202 Gps. 202 “ Gps. 202 13th Math 202 Catch-Up Sweep- Spel- o Talent Show (Aud) :h ling 'fi «3 1:30-3:15 3 Math 300 Goal Cards, stakes Test- 8 T ‘G Spelling, And. “:2 a Math, S.S. a Math 202 H 'Hand in Math Folders on Friday. 89 ADVANCED WEEKLY SCHEDULES Where a teacher wished to show progression through a tOpic, unit or center of interest over a number of weeks, additional schedules were develOped. The example given below was prepared by the social studies teacher in "Team Three." It provided a series of guidelines relative to course content, films to be shown and the times at which guest speakers could be heard. 90 cOaumsHs>m Imaom magnummwmsm mofiuw>auu¢ mcer21s0emwomo Hoosom oz cohuesae>m nonemmmm nonmemmm soumomem -maom umoe humane: .35332? nexeummoosm one mnmcaom unaawm omens oneom neon cofiunsae>m \omo mane no e am so mm : ounce maem summed among e um gmmecxuea 3033826 on n m . 335139.152 .0: 32.1-52 geceom coauesae>m peemm=115awm manna :uoucsoo ens :maem omens P \umo mean no us>0= as xooa mmxsummoo3m seemed Havana: summoned onnoa .z.¢ Hoonum oz Sunfish Savannah announces sepuosa mecca: mflbammUm mmDmE QZ£ mmD Gama ma Suwanee S Cmflfim m mumsnnmm mm anesceb APPENDIX D PRACTICE EXERCISES APPENDIX D PRACTICE EXERCISES An example of a practice exercise for each aspect of each sub-skill is included in this appendix. The total number of exercises represented here constitute less than a third of the total number of practice exercises available for use in the study. 91 92 LIBRARY SKILLS--CARD CATALOG The diagram shown below represents the front of the trays of a card catalog. Notice that they are arranged in alphabetical order. All of the cards that fall alpha- betically between the letters shown on the front of the tray are found in that tray. Write the number of the tray that probably contains cards on each of the subjects and titles given below. 1 3 S 7 9 A - B E - H L - M Z - R U - W 2 4 6 8 10 C - D I - K N - P S - T X - Z 1. Transportation 2. Fiji Islands 3. A Boy of Indiana 4. The Spy 5. Harvard 6. Edgar Lee Masters 7. Australia 8. Armistice Day 9. Baseball 10. Chemical bonds 93 LIBRARY SKILLS--SOURCES OF INFORMATION There are two columns below. The column on the left is made up of different sources of information and the column on the right is made up of things you might want to find out about in your school work. Place in the blank the number of the source on the left that might contain the information on the right. The items in the left column may be used more than once, and you may want to place more than one number in each blank. . EncyclOpedia l. The phone number of a . Newspaper friend . Local Health 2. The weather for Department tomorrow ° Atlas 3. The distance from Park . Dictionary Ridge, Ill. to Quincy, . Geography book 111' . World Almanac 4. The places where the . word "behavior" can be . History book hyphenated . Weekly magazine 5. The population of the 10' Road map ten largest cities of 11. Telephone directory the world 12' ggggirggamber Of 6. A short article with pictures about the election 7. Some materials about the prevention of tuberculosis 8. Information concerning the parks in your city 9. A map showing the Appalachian Mountains 10. A brief article con- cerning space travel 11. The address of a department store 94 12. 13. 14. 15. 16. 17. 18. 19. 20. An article about Henry Ford A discussion of Greek culture A brief summary of the past week's events in Asia The winners of the 1932 Olympic games The type of highway that connects St. Louis and Chicago The number of cases of diptheria reported in your city last year A list of all of the automobile dealers in your city The meanings of a word The number of auto— mobiles produced by each EurOpean country 95 LIBRARY SKILLS-~SHELF LOCATION Arrange the following fiction books as you would find them on the library shelf. PIace a number 1 before the one that would come first, a 2 before second, etc. the one that would come House on Arrow Lane of Norway‘ Cats of London Secret Place ______ John C. Curtis The _____ Raymond Olsen Boy _____ Eric Clayton Jones The _____ Norma Brown Jonshon The B. A. Nelson Big Bertha Arrange the following non-fiction books as you would find them on the library shelfT’ Use the Dewey Decimal Classi— fication System. Place a number 1 before the one that would come first, a 2 before the one that would come second, etc. Peter C. Andrews Principles of Accounting _____ Nancy B. Baker Poems About the City _____ Alden Anderson Elementary Economics _____ Pat Summers Photography Made Easy Jon Bean & Mary White A Children's Dictionary 96 PARTS OF A BOOK--PREFACE The preface or introduction is that part of the book that introduces the book to the reader. If a book has a preface, it is usually found on the page following the title page. The preface may include such information as the reasons the author wrote the book, what the book is generally about, the kinds of persons for whom the book was written, the names of the persons the author wishes to thank for their assistance and suggestions for using the book. Using the information above, answer the following questions. The preface (or introduction) of your arithmetic textbook may be helpful in some cases. 1. Which part of a book, the preface or the table of contents, gives you more information about the titles of the chapters of the book? 2. If you want to find out the page numbers of the book that contains information on a certain topic, would you look in the preface or the index? 3. If you want to know why the author wrote the book, where would you look, the preface, the title page, or the glossary? 4. If the author believes the book is most useful if used in a certain way, would he tell you this in the glossary or the preface? 5. If someone other than the author drew the illustration for the book, would you find this information most easily on the title page or in the preface? 97 SKILLS--PARTS OF A BOOK-~TITLE Listed below are the titles of several books as the titles would appear on the front cover. Use this list of books to answer the questions. Place the number of the title in the blank in front of the question. Exploring the Mississippi River One Hundred Science Experiments Silky, the Circus Pony Midwestern America A Collection of Mysteries If you were interested in reading about the kinds of fish found in a midwestern river, which book would you choose? If you wanted to read something that included some information about the Indians of Illinois, which book or books would you choose? If you liked animal stories, which book would you choose? If you wanted to read something that would tell you how to make water evaporate, in which book would you first look? If you liked stories that were full of suspense, which book would you choose? 98 REFERENCE SKILLS--PARTS OF A BOOK--COPYRIGHT DATE The copyright date of a book is usually found on the back of the title page, but occasionally it is included on the title page. The c0pyright date is the date the book was published or if more than one date appears, the most recent date is usually the date of the latest publi- cation of the book. Sometimes the date of publication is important. For example, if you want to know the present population of the state of California, a reference source such as the World Almanac and Book of Facts with a 1966 or 1967 copyright date would have a more recent population figure than would a reference source with a 1950 copyright date. For each of the topics below, draw a circle around the c0pyright dates of reference sources that would be apt to contain accurate, up-to-date information about the topic. The first has been done for you. 1. The dropping of the atom bomb on Hiroshima in 1945. 1910 1941 1946 1951 2. The life of William Shakespeare. 1916 1948 1965 3. How Alaska became a state. 1835 1915 1964 1966 4. The number of children presently attending the public schools of Georgia. 1625 1811 1966 1956 5. The effects of solar radiation on astronauts. 1910 1920 1941 1965 99 USE OF INFORMATIONAL BOOKS The third edition of a book is advertised as a "revised and enlarged edition." In what part of the book would you be most likely to find a statement of the differ— ences between this new edition and preceding editions? . The appendix . The bibliography . The preface . The first chapter 00w!” How can you find out most easily whether a general science textbook gives a description of how the telephone works? A. Read the table of contents B. Leaf through the book quickly C. Look at the list of illustrations D. Look in the index In which part of a mathematics textbook would you be most likely to find such materials as a table of logarithms? A. The appendix B. The glossary C. The foreword D. The bibliography JAPAN Industries and resources Resurgent Japan. Fortune 55:76+ F '57 In the entry from the Readers' Guide to Periodical Literature reproduced above, what is the title of the article? A. "Resurgent Japan" B. "Japan" C. "Industries and Resources of Japan" D. "Resurgent Industries and Resources in Japan" In what volume of the magazine does the article appear? . Volume 55 . Volume 76 . Volume 57 . The volume is not indicated 10. 11. 100 What does the plus sign (+) following the figure 76 mean? A. Article contains statistical tables, in addition to the text B. Article contains illustrations, in addition to the text C. Continued on additional pages D. Printed serially in several issues What method is generally used in an atlas index to help you find a given town on a state map? A. The name of the county is given B. The latitude and longitude, in degrees, are given C. The code tells which small area of the map to examine D. The quarter of the map is given, e.g., "northeast" Which of the following would be most help to you in planning a more extensive study of a certain topic that is treated rather briefly in your textbook? A. The index B. The footnotes C. The appendix D. The bibliography A footnote in a textbook reads "Ibid., p. 237." What does Ibid. mean? A. In the chapter beginning on the indicated page? B. See the diagram on the indicated page C. In the book mentioned in the preceding footnote D. On the indicated page of this textbook In an index the topic under Norway which would most likely refer to a famous Norwegian explorer would be A. Map B. History C. Climate D. Commerce In an index the topic under lumbering, discussing the process would be A. North America B. Exports C. Distribution D. Methods of 12. 13. 14. 15. 101 The most direct reference to the Inca Indians of Peru, South America, would be found in an index under 0053’ In Inca Indians South America Peru Indians an encyc10pedia the best description of steelmaking would be found under A. B. C. D. In Bessemer process Carnegie Industrial Revolution Steel an encyc10pedia the best account of the life of Lincoln would be found under A. B. C. D. In Slavery Civil War Lincoln Lincoln Memorial the index of a science book under planets, the tapic telling why planets do not wander away would be A. B. C. D. Distance from the sun' Courses of Distance from earth Life on the 102 THE DEWEY DECIMAL CLASSIFICATION Non-fiction books are arranged on the shelves in numerical order according to the Dewey Decimal Classification system which divides all books among ten main divisions with numbers as follows: ’ 000-099 100-199 200-299 300-399 400-499 500-599 600-699 700-799 800-899 900-999 FICTION GENERAL WORKS (general encyclopedias, periodicals, newspapers, bibliographies, etc.) PHILOSOPHY (psychology, logic, ethics, Oriental and—anEIent philOSOphy, modern philosophy) RELIGION (Christian and non-Christian beliefs, mythology, Bible) SOCIAL SCIENCES (Government, economics, education, banking, commerce, civics, vocations, law, folk—lore, etc.) LANGUAGE (grammars, dictionaries, readers, etc. in all languages) PURE SCIENCE (mathematics, astronomy, physics, ge610gy,*Ehemistry, biolOgy, botany, zoology, etc.) APPLIED SCIENCE (i.e., USEFUL ARTS) (medicine, engineering, business accounting, salesmanship, agriculture, home economics, radio, television, aviation, building, etc.) FINE ARTS (architecture, painting, photography, music, sculpture, drawing, recreation) LITERATURE (poetry, drama, debates, essays, etc. in allfIanguages) HISTORY, GEOGRAPHY, TRAVEL, AND BIOGRAPHY (books on history Including all countries and all ages; books on traeel in all countries: biography of an individual is arranged alphabetically by the name of the person written about) Fiction books are arranged on the shelves alphabetically by the authors' last names 103 LIBRARY SKILLS-~DEWEY DECIMAL SYSTEM The Dewey Decimal System is a method of classifying books by number so that they can be arranged on the shelves of a library. This makes it easier to locate books on a certain tOpic or to find a book when we know its title. Write the numbers in the blanks that apply to each of the books listed below. The first one has been done for you. 500-599 1. Astronomy for Fun 2. Photography Made Easy . The New York Times . How to Invest Money Wisely 3 4 5. Battles of the Civil War 6 . Cities of EurOpe 7. Skin Diving for Recreation 8. Chemistry for Elementary Schools 9. A Dictionary for Boys and Girls 10. The Life of George Washington 104 DICTIONARY SKILLS-~ALPHABETICAL ORDER A. Write the following words in alphabetical order. clothing 1. shoes 2. mattress 3. bed 4. apron 5. ladle 6. knit 7. dance 8. B. Circle the word which would come first if you looked them up in the dictionary. 1. coward, ballet 2. banana, left 3. money, cowcatcher 4. satellite, date 5. energy, zero 6. water, fruit 7. painful, honey 8. swamp, fudge 9. yellow, color 10. pencil, package C. Fill in the letters which are missing so that the letters will be in alphabetical order. B 0,111 ,P R,UV ,x__ ___.._ _..__.. __.._ _.___ _z__, .P_§_- 105 DICTIONARY SKILLS--GUIDE WORDS The two words printed at the tOp of each page of the dictionary are the first and last words on that page and are called guide words. If the word you are looking for falls in alphabetical order between these two words, it will be found on that page. In the following exercise, place before each word the number of the page on which that word would be found according to the sample guide words. SAMPLE Page Guide Words 401 sedate -- segregate 402 seigneur -- selfless 403 self-made -- Seminole 404 semi-precious -- sensual _____ l. selfish 11. seminary _____ 2. sedition 12. senate _____ 3. self-satisfied 13. seed _____ 4. seizure 14. self-government _____ 5. segment _____15. sensible _____ 6. seine 16. sedge _____ 7. sensitive 17. semester _____ 8. sell 18. sense 9. seer l9. semicolon 10. senior 20. seldom 106 DICTIONARY SKI LLS--SPELLI NG Some words seem to be more difficult to spell than others. Usually these are words that are not often used in our everyday writing. Words of this type are listed below with some of their letters missing. Use your dictionary to help you fill in the missing letters. Word Meaning 1. curr _ c _ lum A course of study 2. conv _’n _ nce Personal comfort 3. fin ___ ce Funds, money on hand 4. crit _ c _ _'m A careful judgment or review 5. col _’_|e1 A military officer 6. char _ ta ___ e Liberal with money 7. hom _’g _ n _ ous Made up of parts that are the same 8. nerv _._ s ness Weakness of the nerves 9. surv l nce Close watch 10. vac _ nation Inoculation 107 DICTIONARY SKILLS--PRONUNCIATION You probably already know how to pronounce most of the words in the two columns below. The words are divided into syllables in both columns but the accent mark is placed before a different syllable both ways, each time saying extra force. Place an X in that is accented correctly. word you do not know. List I 1. 'ar my 15. dra ma 'tic 2. _____ chart 'er 3. ______'wash ing 4. _____;par 'tic u lar 5. _____ 'Op po nent 6. ______ob 'serve 7. _____ '11 on 8. _____ 'grad u a tion 9. _____ cre 'den tials 10. _____ bo 'nan za ll. _____ 'met ro pol i tan 12. _____ 'lin e ar 13. _____ 'in vest l4. _____ 'gar den in each column. Say each word the accented syllable with the blank in front of the word Use your dictionary for any List II ar 'my 'chart er wash 'ing par tic u 'lar 0p 'po nent 'ob serve 1i 'on grad u 'a tion 'cre den tials bo nan 'za met ro 'pol i tan lin e 'ar in 'vest gar 'den dra 'ma tic 108 DICTIONARY SKILLS-~MEANINGS As you know, many words have more than one meaning. The meaning depends partly upon how the word is used in the sentence. Use your dictionary to find correct meanings for each of the underlined words in the sentences below. Write the number of the correct meaning in the blank in front of the sentence. All of the words underlined are used as verbs so be sure that a small v. follows the word in the dictionary. 1. Bill told us he could apprehend danger. 2. We are about to toast some bread for breakfast. 3. The minute the referee gave the signal, the small boy tried to throw his large Opponent. 4. Come over to my house after school and we will play basketball. 5. Germs multiply very quickly. 6. I will jump as many of your checkers as I can. 7. Do you think this dust will irritate your skin? 8. "Invest your money wisely," said his father. 9. Plants usually flourish in the sunshine. 10. Coffee is a product that we import into this country. 109 DICTIONARY SKILLS--SYLLABLES As you know, words with more than one syllable can be divided by syllables to help pronounce them. It is also useful to know syllables when you need to divide a word with a hyphen at the end of a line. Your dictionary has words divided by syllables. Use it to divide the words listed below by syllables. Rewrite the word showing the breaks in the word as shown in the sample in the first word 1. mackintosh mack in tosh 2. veterinarian 3. rotary 4. lingual 5. flexible 6. firmament 7. dignity 8. deputize ‘9. deponent 10. bothersome Write the number of syllables of each word listed below on the line following the word. 1. boss 6. ornament 2. emperor______ 7. ownership 3. foster 8. parsonage 4. jumble 9. quiz 5. maneuver 10. rub A table 110 REFERENCE SKILLS--TABLE OF CONTENTS of contents from a book entitled Fishingffor Boys is shown below. Use this table to answer the questions. TABLE OF CONTENTS Chapter Page I History of Fishing 2 II Species of Fish in North America 11 III Different Kinds of Fishing 24 IV Necessary Equipment for Fishing 38 V Tips from the Experts 46 1. Which chapter will probably tell what kinds of fish are in the waters of your state? ‘Which chapter will give information about how early man caught fish? Does this table of contents tell you the exact page that tells about dry fly fishing? Does this table of contents tell you how many different kinds of fishing are discussed? Even though the exact page number of information about the various kinds of trout is not given, in which chapter would you expect this information be contained? If you wanted to know what Pete Anderson, a famous fishing guide in Canada, has to say about fishing for northern pike, on what page would you begin looking? From this exercise we can begin to see how the table of contents can help us in locating information. List three different kinds of information that are provided by this table of contents. 1. 3. 111 REFERENCE SKILLS-~INDEX The index of a book can be very useful in showing where to look in the book for certain tOpics. The index is located at the back of the book. It is a detailed listing of the contents of the book arranged by topics in alphabetical order. Also included are the page numbers on which information about the topic is found in the book. Part of an index from a social studies book is shown below. Use it to answer the questions. In this index, map pages are shown in parentheses. Memphis (255), 298, 318 Merced River (306), 323 meridians (87-88), 15, 216 Michigan (188), 314-329 cities 69, 315, 324, 327 climate 324 dairy farming 314 forests 315 fruit farming 316 resorts 329 1. On what page would you look for reading material about the Merced River? 2. On what page would you find the Merced River on a map? 3. On what page would you look for information on Detroit, a city in Michigan? 4. Where would you look for information on skiing in Michigan? 5. If you wanted to find out if Memphis was located on a river, where would you look? 6. What two places could you look at to find out if Michigan had a climate suitable for raising apples? 7. This index gives you a hint as to how people in Michigan earn a living. List four ways suggested by the index. I I I ‘ 112 8. Think back to the exercises you did on the uses of the table of contents. List two different kinds of information that can be obtained from an index that are not available in a table of contents. A. B. 113 REFERENCE SKILLS--KEY WORDS Information about a topic can often be found in an encyclopedia by using different key words. For example, information about knighthood might be found under knight- hood, feudalism, middle ages, chivalry, squire, or page. For the tOpics listed below, list three or four key words that you might use to find information for each topic. Put a check beside the one you think is the best place to look. 1. Coal mining 4. Sioux Indians 2. Energy 5. Mars (the planet) 3. Honey 6. Agriculture 114 REFERENCE SKILLS-~ENCYCLOPEDIA LOCATION SKILLS Illustrated below is a set of encyclopedias. Notice that there are letters in the alphabet. Can you see why? It is because some volumes contain the words which start with two or more different letters. Why do you suppose the peOple who made these encyclopedias combined certain letters? ABCDEFGHOJ-KLMNOPQ-RSTU-VW-XY-Z 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 In which volume of this set of encyc10pedias would you expect to find information on the following tOpiCS? Write the number of the volume in the blank space. Homonyms Life Volcanoes Quakers NATO Automobiles Clare Booth Luce Education SEATO Jewelry George Simon Ohm Folklore Muslims Gibraltar X-Rays Kenya Francisco France Elizabeth Barrett Browning Turtles Zionism Allan Pinkerton Civil War Observations United Nations Health Water Dallas Yellowstone National Park Metals and Metallurgy Reptiles 115 GRAPHS AND TABLES-~LOCATING INFORMATION A bar graph is a picture that uses bars to represent various amounts. This makes the amounts easy to compare. The bars can be either vertical or horizontal. Use Graph A which is a bar graph with vertical bars to answer the following questions. 1. How many feet are represented by one space on the graph? 2. Which mountain is highest? 3. Which mountain is lowest? 4. What is the highest mountain in the U.S.A.? 5. How many mountains are represented on this graph? 6. What is the name of the mountain in France? 7. How high is the mountain in France? 8. Which mountain is second highest on this graph? 9. How high is Stalin Peak? 10. Name a mountain in Switzerland. 11. How high is the highest mountain? 12. What is the height of the lowest mountain? 13. What is the height of the highest mountain in the U.S.A.? 14. In what country is Mount Godwin? 15. What mountain is in two countries? Round the following to the nearest 50 feet and make a bar graph with vertical bars. Give your graph a title and name the columns and rows. STRUCTURE HEIGHT Eiffel Tower 984 Empire State Building 1,250 Great Pyramid 451 Washington Monument 555 Hoover Dam 726 116 GRAPHS AND TABLES--MAKING COMPARISONS Graphs can be used to help us compare one thing to another. By looking at a graph we can decide how much larger one amount is than another or how many times larger one amount is than another. Use Graph A to make the following comparisons. 1. How much taller is the highest mountain than the second highest mountain? 2. Four mountains have the same height. They are all located in what country? 3. Mount Godwin is how many times taller than Pike's Peak? 4. How much taller is the mountain in Russia than the mountain in Japan? 5. What mountain is the same height as Mount McKinley? 6. What mountain is three-fourths as high as Mount Blanc? 7. The Matterhorn is how much shorter than Kilimanjaro? 8. Kilimanjaro is how many times as tall as Mont Blanc? Use Graph B to make the following comparisons: 9. How much longer is the Congo River than the Saint Lawrence River? 10. The Amazon River is how many times longer than the Yukon River? 11. The Hwang River is how much shorter than the Yangtze River? 12. What fraction would state the length of the Arkansas River as compared to that of the Yukon River? 13. How muchllonger is the longest river than the shortest river on this graph? 14. The Rio Grand River is how many times longer than the Arkansas River? 15. The longest river is how much longer than the second longest river? 117 GRAPH A Heights of Some of the World's Tallest Mountains (All heights have been rounded to the nearest 1,000 feet) Mountains 0 3 9 2 8 2 7 2 6 2 5 2 4 2 3 2 2 2 l 2 0 2 9 1 87654. 11111 mocemsoga 32 1.1. 109876543210 11 C ems .mumanm .uz semen .Hnsm Mmmo .xsom ceasum nonfiananmmz .ummno>m .uz oceHHeuuHSm .cuonnouunz meanness .onefienEaafiM «85 .5368 .62 «we .uonceem .uz ems .smcuasz .us museum .oceam ucoz ems .moflaneoz .6: «mo .xeom n.6xwm 118 GRAPHS AND TABLES--TRENDS AND INFERENCES Use Graphs C, D, E and F to answer the following questions: 1. Is the population of the U.S. increasing or decreasing? 2. What is happening to the farm pOpulation in the U.S.? 3. Are the number of cattle in the U.S. increasing or decreasing? 4. iNhat could you say about the number of horses? Suppose the 1970 figures were added to each graph. Decide whether you think each bar would go up or down or stay L the same, then circle U if you think it would go up, D for down, or S for same. 5. Total pOpulation U 6. Farm pOpulation U 7. Number of cattle U 8. Number of horses U UUUU (DEDUICD These graphs say nothing about cities. See if you can answer these questions: 9. Did the p0pulation of the cities increase or decrease? 10. Did the size of the cities increase or decrease? Many graphs help us make predictions about the future. 11. Can you see how a graph can indicate a trend? 12. llaes every bar have to be larger than the one before it in order to show a trend? A new bakery has come to town. They sold five pies the first week they were in business, ten pies the second week, fifteen pies the third week, and twenty pies the fourth week. Make a bar graph showing the number of pies you thirflc they sold the first six weeks they were in business. inmuse ommH omma ovmfl ommH oama oaaa Rumo>v : c c z a on \, ow u m om m. n om w m on 7. m. om om con mmumum popes: ecu cw mmumum omuwcs wnu CH mOmuom MO H0952 OHUUMU MO HOQESZ a shame m seams 9 l l Anmo>v Annexe coma omma ova Oman omma came coma omma ovma Oman ommfl oamfl 1D om \I ) oon u n I. I. o 0 one m w 00” mwumum popes: can on wmsmno coflumasmom Show a $30 mounum pouflca ecu cw umsmso cowumasmom Hmuoe U mmfimu 120 GRAPHS AND TABLES--MAKING COMPARISONS Use graphs H through M to answer the following questions: 1. 2. lo. 11. 12. 13. 14. 15. How many more policies did Mr. Brown sell the 6th week than he sold the 5th week? How many less policies did Mr. Glen sell the 5th week than he had sold the 4th week? During what weeks did Mr. Smith sell the same number of policies? Mr. Brown's sales were how many times greater the 4th week than the 2nd week? During what week were Mr. Glen's sales one-third as great as they were the next week? The number of policies Mr. Glen sold the let week is what fraction of what he sold the 2nd week? How many more policies did Mr. Brown sell during the week when he sold the most than he did during the week when he sold the least? How many more policies did Mr. Miller sell the 5th week than he sold the 2nd week? How many less policies did Mr. Jones sell the 6th week than he had sold the 2nd week? During what weeks did Mr. Glen sell the same number of policies? Mr. Miller's sales were how many times greater the 5th week than the 2nd week? During what week were Mr. Miller's sales one-third as great as they were the 5th week? The number of policies Mr. Miller sold the 2nd week is what fraction of what he sold the 3rd week? How many more policies did Mr. Miller sell during the week when he sold the most than he did during the week when he sold the least? How many more policies did Mr. Glen sell the 4th week than he sold the 1st week? 121 GRAPHS AND TABLES--TRENDS AND INFERENCES Study Graphs H through M and see if there are any trends. Look at each man's record and decide if his sales are in- creasing, decreasing, or staying about the same. Circle I if you think they are increasing, D if you think they are decreasing, and S if you think they are staying about the same. 1. Mr. Brown I D S 4. Mr. Miller I D S 2. Mr. Smith I D S 5. Mr. Glen D S 3. Mr. Jones I D S 6. Mr. Payne I D S About how many policies do you think the following men sold during their seventh week? 7. Mr. Brown 8. Mr. Jones 9. Mr. Glen 10. Mr. Payne Pretend that you are the president of this company and answer the following questions: 11. Which of your salesmen is the most dependable? 12. Which man would you fire if you had to let one of them go? 13. Who would be the second man you would fire if you only wanted to keep 4 salesmen? 14. What two men are showing the most progress? 15. Overall, do you feel your business has increased or decreased during the last 6 weeks? 122 NUMBER OF POLICIES SOLD BY SALESMEN OF THE ACME LIFE INSURANCE COMPANY OVER A SIX-WEEK PERIOD H Mr . Brown Policies Sold l—‘b—‘NNww u: c: u: c> u: o. m l 2 3 4 5 6 (Weeks) I Mr. Smith 35 30 25 20 ____/\‘_/ 15 1o Policies Sold 1 2 3 4 5 6 (weeks) J Mr. Jones 35 30 25 20 15 10 Policies Sold 1 2 3 4 5 6 (Weeks) 123 Miller Mr. 5 3 05050 32211.. oaom mmaoaaoa (Weeks) Glen Mr. 50505 33221 oaom mOAOflHom 0 1 (weeks) Mr . Payne 05050 32211 oaom mowowaom (Weeks) 124 GRAPHS AND TABLES-~MAKING GENERALIZATIONS Using Graphs N through S, complete the following generalizations: 1. Jim earns every month. 2. Jim saves . 3. Jim's church offering is always . 4. Entertainment always costs Jim . 5. Jim buys school supplies . Circle T if the following statements are true and F if they are false. Use Graphs N through S in deciding on each statement. 6. Business expenses are very small. T 7. QEEEE things always cost over a dollar. 8. Jim never saves over half of his earnings. 9. Entertainment never costs more than $1.00 *3 0-3 *3 |-3 10. Jim buys school supplies every month. "11 '11 "J '11 125 GRAPHS AND TABLES--PROBLEM SOLVING Use Graphs N through S and answer the following questions: 1. 10. How much would Jim have saved in September if he had saved the money he spent on entertainment? How much more money did Jim save in January than in September? How much money has Jim saved in 6 months? How many movies did Jim see in November if all his entertainment money was spent on movies and it costs .50 to get in each time? How much more was spent on other things during November than during December? How much money was given to the church during these 6 months? How much has Jim Spent for gifts during these 6 months? How much has been spent for school supplies during these 6 months? If Jim had saved half of the money he spent on enter- tainment and half of the money he spent on other things during October, how much could he have saved altogether? There are 5 people besides Jim in his family. He Spent an equal amount for each Christmas gift. If he had increased the amount spent on each gift by .50 and taken it from his savings, how much savings would he have had for the month? -- .._ 4: are“ flflfl II?“ T... 126 Jim earns $10.00 a month delivering newSpapers. with his money for 6 months: N September Entertain- ment $2 P November Savings 3/8 Other 1/8 School Supplies 1/5 Entertain- ment 1/5 Savings $3.75 Supplies $2 Entertain- ment $2 This is what he did 0 Octdber Savings 1/4 Church 1/10 Business Expenses 1/5 Q December $2.5 Savings Gifts $5 Gifts l/10 Savings 1/2 Entertain- ment 1/5 Wes t 127 NORTH 88003. [WITH - ' Shoes t I Parfling ‘ l k ‘ L011 0 h m ———V ‘ not I I . g l I F 1'?» ' I ‘0 Department I L i W - L _ ,l‘ J 412;? EAST Super "’ Fire Police Movie ‘“ Market Static Stetiors Theatre 7 k 0:) I ' Bank High School + E ...._.. fl / 1 WI? TEQ $7".th ""- ' Hospital -. .. ‘- —-——-7 ,-‘ / CIT! :-¥’.-:':::"; Chum“ } -, -"’ '1." IR , -'E"..'::Z. / ‘ “1'2£' ' $-1’ v a: I— a.” \'o:"’ " ‘4 "3’ :- W! l: ‘\ ”""':- :fi—o: Poo". cv f, "r , r ” - VA! 5/ 1":~’-” 1."; ”" W, SOUTH MAP A This is e make-believe picture map of pert of a city 128 MAP READING--LOCATING INFORMATION Using Map A, answer the following questions. 1. Which building is closest to the church? Which building is located on the corner of Water Street and 9th Street? From which two streets could one enter the court house? Which is the shortest street on this map? Which building is located on Davis Street between 8th Street and 9th Street? What street would you walk down to get from the court house to the bank? From which two streets could one enter the supermarket? How far is it from the bank to the high school? How far is it from the park to the depot? How far is it from the school to the high school? 129 MAP READING--MAKING INFERENCES AND PROBLEM SOLVING Use Map A to answer the following questions. Circle the number of the answer you select. 1. On which street would you expect to see this Sign? QUIET ZONE a. Main Street b. Davis Street c. Water Street d. 9th Street 2. On which street would you expect to see this Sign? SCHOOL ZONE a. Davis Street b. 8th Street c. West Street d. Main Street 3. If you live on the corner of 9th Street and Water Street, how far would you have to walk to the candy store? a. One block b. Two blocks c. Three blocks d. Four blocks 130 POII I+ [LCD] f‘)u f;- ). 1K1fi1‘k’. LAW“ p‘ K: .‘II-‘I’IIv-IEEA‘N ’3' ) :1" IQQE ,A" ’1‘ :c‘Ai. __,/ H populu Her; KEV (NEUr-HBER’. or paw-Li: E'h SQUHPE MILE L 1...... .o nn 1.... . {(31% t? ““““ -"'0 Run mas/2.2 \fsl-Jso-Iou ”GALE I 3‘ i7 X, fiwafimm‘uw . )‘CL‘Y - - ~~ STATE ROUNUA HIE!) 0 c Iris.) H—O—H—H—H HAchsApgj ,.\/" R IVE‘ R; 7:" (37-va55 L Fves+ock ( EAL.” MOORE :. I J Ohm-110’) HEA c) Know-3L ~= ’ r. .21.”- F3 Liam-1:; I Eleva‘HOH 1 -.-..—... . .. (ELF. vrvmc.‘-w t N Hg: '1“ ABUVE SEA LEV’E [— ( EACH would: : (oi-u: Hem-:E : 1,000 Tum, ) 5, om;- TOWN.) I) COAL. O IRLN 6!: £31514 9:: \yHc'A‘r' X CAT ”.5- . 1,.“ 51101. O ' "co 'DOO‘ ‘ ()1, con A, o 5 Hem-- :3 “ mane Mickie .- - " 2, - over X OATS A Hocré» 5&5’0 i553?» 10,000 G- Mining FISHI'I‘W‘ 3' Raff, {30” ‘L. V ‘:.\__, [:jwue. IS‘WW 20:25 MI ”’ 57:35-20 @3325-30 WEE“ D CCw-‘I'JEIQ (RAINFALL. w INCHe‘ F’C'K' vamg) .- nc.—.— 131 MAP READING The same outline map can be used for many purposes. Study Maps B through J and you will see that the same map has been used to give different kinds of information. You will see that it is very important to interpret each map. Look at Map E. You will notice that it is similar to the maps we have been studying. Can you think of some things which this map might contain if it were larger? List them: U'IIBUNH O Look at Maps F and G. Both of these maps use symbols to represent various crops, minerals, etc. Do you have some ideas about some similar kinds of things that could be represented on this type of map? Name them and draw the symbols you would use to represent them. 1. 6. 2. 7. 3. 8. 4. 9. 5. 10. Look at Maps H, I and J. Can you think of something else that could be represented in the same way? Use the map below to show your ideas. 132 MAP READING--DIRECTIONS--USING A SCALE--USING A KEY Use maps E through J to answer the following questions. You will have to select the right map to answer each ques- tion. You may have to look at more than one map to answer a question. 1. 13. 14. 15. What direction would you travel to get from Paris to Ross? What direction would you travel to get from Pike to Coe? What direction would you travel to get from the copper mines to the iron mines? What direction does the Rio River flow? What direction would you travel to get from the place of greatest rainfall to the plact of least rainfall? What is the length of this country? How far is it from Paris to Peal? How far is it from Peal to Wayne? How long is the Rio River? How far is it from one mountain to the other? Which state has the largest population? Which city is probably considered the railroad center of the country? Which state has the greatest overall elevation? Which state has the most rainfall? Which state has the least rainfall? 133 In each of the following, name the state which produces the most: 16. Wheat 1?. Corn 18. Cattle r: 19. Sheep . 20. Copper APPENDIX E SUMMARY STATISTICS APPENDIX E SUMMARY STATISTICS The summary statistics for both forms of the Research Study Skills Test follow. They are taken directly from the final report prepared by J. Harlan Shores for the U.S. Department of Health, Education and Welfare which is noted in the Bibliography. 134 135 APPENDIX E--ITEM 8 SUMMARY STATISTICS FOR DIAGNOSTIC TESTS Forms 1 and 2 Form 1 Form 2 Skill Grade No. M S.D. Re1.* No. M S.D. Re1.* n: Library 4 101 4.66 2.01 .424 108 4.40 1.50 Dictionary 4 101 3.36 1.81 .466 108 4.23 1.72 .370 Reference 4 101 4.06 2.17 .541 108 4.92 2.30 .586 Graphs & Tables 4 101 4.50 2.66 .723 108 5.25 2.77 .749 Map Reading 4 101 3.90 2.32 .619 108 3.69 2.47 .686 Total 4 101 20.49 8.31 .848 108 22.49 8.08 .834 :— Library 5 103 5.65 1.87 .327 103 5.35 1.89 .340 Dictionary 5 103 4.15 1.75 .399 103 4.36 1.61 .272 Reference 5 103 5.63 2.10 .489 103 5.75 2.55 .692 Graphs & Tables 5 103 6.46 2.21 .592 103 6.33 2.61 .733 Map Reading 5 103 5.24 2.27 .575 103 5.12 2.33 .599 Total 5 103 27.13 7.47 .806 103 26.90 8.42 .851 Library 6 93 5.81 1.87 .335 100 5.84 1.99 .428 Dictionary 6 93 4.76 1.75 .426 100 4.87 1.69 .377 Reference 6 93 5.84 2.02 .448 100 7.00 2.05 .556 Graphs & Tables 6 93 7.10 2.39 .709 100 7.58 2.03 .615 Map Reading 6 93 6.03 2.32 .617 100 5.83 2.17 .535 Total 6 93 29.54 7.84 .833 100 31.12 7.50 .823 Library 4,5,6 297 5.36 1.98 .403 311 5.18 1.89 .336 Dictionary 4,5,6 297 4.07 1.86 .481 311 4.48 1.69 .354 Reference 4,5,6 297 5.16 2.24 .556 311 5.86 2.46 .665 Graphs & Tables 4,5,6 297 5.99 2.66 .734 311 6.36 2.67 .749 Map Reading 4,5,6 297 5.03 2.46 .651 311 4.85 2.49 .662 Total 4,5,6 297 25.62 8.74 .861 311 26.73 8.74 .863 *Reliability (KR-21) APPENDIX F RAW SCORES--RESEARCH STUDY SKILLS TEST, FORM 1 AND FORM 2 ‘7 APPENDIX F -:._. Appendix F includes the raw scores of all students included in this study. They were assigned to groups as follows: Class One (Team Three) Numbers 1 through 17 Ev --experimental group Class One (Team Three) Numbers 18 through 34 -—control group Class Two (Team Four) Numbers 35 through 54 --experimental group Class Two (Team Four) Numbers 55 through 74 --experimental group Raw scores for pre-test sub-skill scores immed- iately precede post-test scores in each category. Total scores constitute the final two columns. 136 137 Reference Skills Dictionaries Library Skills Student Pre-test Post-test Pre-test Post-test Pre-test Post-test N0. (10)* (8)* (10)* 01 02 10 10 10 O3 O4 05 O6 O7 08 O9 10 11 12 10 13 10 14 15 16 10 10 17 10 10 18 19 20 21 22 23 24 25 10 26 27 28 29 3O 31 32 33 34 35 36 37 38 39 4O 41 10 10 10 10 10 10 10 10 10 *Possible scores. 138 Reference Skills Dictionaries Library Skills Student Pre-test Post-test Pre-test Post-test Pre-test Post-test NO. (10)* (8)* (10)* 42 10 43 10 44 45 46 47 48 49 50 51 52 53 54 55 56 57 10 10 10 58 10 10 59 60 61 62 63 64 65 10 66 67 10 68 69 7O 71 72 73 74 *Possible scores. 139 Reading and Graphs and Tables Map Reading Skills Total Student Skills No. Pre-test Post-test Pre-test Post-test Pre-test Post-test (10)* (10)* (48)* 01 8 9 8 9 39 37 02 8 8 5 7 23 31 03 10 10 7 9 44 42 04 8 10 10 7 40 37 05 7 8 3 8 30 37 06 10 10 7 7 35 40 07 5 10 3 3 16 26 08 9 5 0 l 34 21 09 10 8 8 7 34 32 10 4 6 6 5 24 29 11 10 8 0 4 26 32 12 4 10 7 8 32 32 13 10 10 5 7 37 40 14 10 10 9 8 39 44 15 10 10 10 9 44 39! 16 10 9 8 7 38 35 17 9 10 9 9 39 43 18 9 8 9 9 44 44 19 9 10 8 9 34 41 20 3 9 1 3 18 31 21 7 9 8 5 37 31 22 10 10 9 9 39 43 23 10 9 2 8 33 39 24 10 2 4 l 32 19 25 9 10 9 8 39 39 26 10 9 7 8 39 35 27 7 10 5 4 30 27 28 0 7 0 3 13 29 29 10 9 6 9 36 37 30 10 10 5 7 39 41 31 10 10 7 9 39 46 32 9 9 9 8 39 41 33 4 4 2 4 17 16 34 10 10 10 10 47 46 35 8 10 6 7 33 35 36 10 10 10 9 46 44 37 7 6 10 6 34 29 38 2 9 5 7 15 34 39 8 10 7 4 27 32 40 10 10 6 6 41 38 41 9 10 6 8 36 41 *Possible scores. 140 Reading and Graphs and Tables Map Reading Skills Total Student Skills No' Pre-test Post-test Pre-test Post-test Pre-test Post-test (10)* (10)* (48)* 42 9 8 6 6 33 36 43 4 5 8 9 36 38 44 9 10 10 8 37 39 45 8 9 5 6 25 33 46 4 7 5 4 15 22 47 9 9 2 6 19 30 48 6 7 3 3 19 25 49 8 10 7 6 32 37 50 9 9 6 7 32 31 51 9 10 7 8 35 37 52 10 9 7 7 35 36 53 8 8 4 2 20 23 54 8 7 6 3 29 27 55 3 2 2 3 15 20 56 10 7 5 4 33 27 57 10 9 10 7 44 41 58 9 10 10 9 43 46 59 10 9 7 8 33 40 60 9 8 9 6 36 36 61 9 9 7 7 35 37 62 9 10 7 7 39 41 63 10 9 8 10 42 40 64 10 10 7 7 38 35 65 8 10 8 4 31 29 66 10 10 8 5 36 34 67 10 10 10 9 45 44 68 9 10 6 8 37 38 69 10 8 5 9 33 33 70 8 10 1 6 24 27 71 7 8 7 3 34 30 72 8 8 8 6 34 35 73 8 8 2 5 24 25 74 7 3 6 5 23 16 *Possible scores.