. Spelling ability, its measurement and distribution. -4/^ -SPl. ~Z?i -?£ +^1 f2?i +3Pi. -t^iPi Figs. 31-36. The estimated amount and distribution of elimination andretention. See Table XXXIII. Derived Forms of Distribution 91 The next step was to apply the data of Table XXXIV to thenormal distribution and to derive therefrom for each grade amodified distribution which should take account of the amountand range of elimination as estimated. In order that the validityof our method may be open to inspection, we shall illustrate forthe 6th grade the manner in which these modified distributionswere
. Spelling ability, its measurement and distribution. -4/^ -SPl. ~Z?i -?£ +^1 f2?i +3Pi. -t^iPi Figs. 31-36. The estimated amount and distribution of elimination andretention. See Table XXXIII. Derived Forms of Distribution 91 The next step was to apply the data of Table XXXIV to thenormal distribution and to derive therefrom for each grade amodified distribution which should take account of the amountand range of elimination as estimated. In order that the validityof our method may be open to inspection, we shall illustrate forthe 6th grade the manner in which these modified distributionswere derived. We have adopted certain percentages of retention for desig-nated amounts of general ability (Table XXXIV, 6th grade),and these percentages must not only stand the test of reasonable-ness in themselves, but they must also when applied to a normaltable of frequency (the sum of whose cases is, say, 1000), reducethe number of cases to an amount which represents a reasonablepercentage of retention for the 6th grade (say, 70 or 71). Thatis, the
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Keywords: ., bookcentury1900, bookdecade1910, booksubjectenglishlanguageortho
