Spelling ability, its measurement and distribution . etween the 3d and 8th grades,some pupils of each grade perform like typical children of everyother grade. Since this is true, it serves to fix the location ofthe frequency curves and medians for each grade with referenceto each other. For the purpose of doing so we shall for the pre-sent assume that the distribution of spelling ability in each gradeis normal, , is correctly represented by the curve of error. There is some argument for this assumption. The fact that Overlapping 33 our surfaces of frequency (Figs. 1-6) do not, especially f
Spelling ability, its measurement and distribution . etween the 3d and 8th grades,some pupils of each grade perform like typical children of everyother grade. Since this is true, it serves to fix the location ofthe frequency curves and medians for each grade with referenceto each other. For the purpose of doing so we shall for the pre-sent assume that the distribution of spelling ability in each gradeis normal, , is correctly represented by the curve of error. There is some argument for this assumption. The fact that Overlapping 33 our surfaces of frequency (Figs. 1-6) do not, especially for uppergrades, closely resemble the normal curve, only shows that thetest material was not difficult enough to bring out a distributionin real accordance with spelling ability. The result of using adifferent list of words is shown for grades 6, 7, and 8 by , 9, and 10. The test material in this instance was Rices Sen-tence Test: 396 children in the 6th grade, 367 in the 7th, and244 in the 8th wrote this test in schools II, III, and VIII. The. zs /$/0S O 10 20 to 40 SO 60 70 80 10 0 10 Z0 30 40 SO CO 70 80 90 /oo 4toJS3025 20 IS-10 s 0 /o 20 30 *o so Co 70 &o 90 loo FIdO. Figs. 8, 9 and 10. Frequency of each rating (of per cent of Rice Sen-tence List spelled correctly) in grades 6, 7 and 8, for grade 6; 367 for grade 7; and 244 for grade 8. Thehorizontal scale is for per cent spelled correctly; the vertical scaleis for the percentage of children receiving each rating for percentagecorrect, by steps of 10. surface of frequency for the 6th grade is close to the normalsurface. If that for the 7th and 8th grades is less so, it is stillfar more regular than the surfaces shown for these grades inFigs. 5 and 6 and might be made still more so by an appropriateselection of test material. There seems no good ground for as- 34 Spelling Ability—Its Measurement and Distribution suming that the distribution of spelling ability in any grade isnot accor
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