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Indiana University Studies 



lessening of emphasis on fundamentals attendant on lengthening 

 the term and increasing the teaching staff is more than offset by 

 the improved gradation and specific standards that accompany 

 supervision. 



The Achievement of the Retarded 



A comparison of the scores of the regulars and retarded in 

 Wabash and Huntington counties shows that in Wabash county 

 the regulars exceed in 7 out of 13 determining cases, and in 

 Huntington county in 14 out of 15. Following up this point, 



TABLE III— COMPARISON OF PROFICIENCY IN FUNDAMENTAL 

 PROCESSES OF ARITHMETIC WITH RETARDATION 

 A = Addition; S = Subtraction; M = Multiplication; D = Division. 

 WABASH COUNTY 





Grade 



Grade 



Grade 



Grade 





5 



6 



7 



8 



Average Retardation [ Shorter term group.. . . 



1.9 



1.3 



1.4 



1.2 



in Years \ Longer term group. . . . 



1.3 



1.6 



1.5 



1.2 



f Shorter term group.. . . 



D 



A 



S M D 



A D 



Leading in Courtis \ Neither 



A 



S M 



A 



S M 



Tests [ Longer term group. . . . 



S M 



D 







HUNTINGTON 



COUNTY 









Average Retardation / Shorter term group.. . . 



1.4 



1.5 



1.7 



1.5 



in Years \ Longer term group. . . . 



1.4 



1.3 



1.4 



1.1 



[ Shorter term group.. . . 

 Leading in Courtis \ Neither 



A S 









M 



S 





A 



Tests [ Longer term group. . . . 



D 



AMD 



A S M D 



S M D 



Table III shows that in 2 out of 3 determining cases in Wabash 

 county and in all 3 in Huntington county there is positive corre- 

 lation between amount of retardation and lack of proficiency in 

 the fundamental processes of arithmetic. 



Considering the fact that 69 per cent of those who failed 

 in Wabash county in 1915 eighth-grade diploma examinations, 

 and 87 per cent of those in Huntington county fell below 60 per 

 cent in arithmetic, is there not some evidence towards a con- 

 clusion that lack of proficiency in the fundamentals has been a 

 cause of poor arithmetic work and thus of retardation? At least 

 there is a relation between these in the cases studied. This may, 

 however, be the result of factors affecting similarly the work in 

 both general arithmetic and fundamentals. 



