Haggerty: The Ahility to Read 



57 



VISUAL VOCABULARY 

 Direction for Giving Test 

 I. Preliminary Test 



1. See that each child has at least one, preferably two, well sharpened 

 lead pencils. 



2. Distribute to each child a copy of the test with instructions that the 

 page should not be turned until directions are given. 



3. Have each child write in the proper place his name, sex, age in years 

 and months, city, grade, school, teacher, and the date of the test. Inspect 

 papers to see that this is correctly done. 



4. Doing the test : Direct the children to open the folder to Preliminary 

 Test. Say to them: "At the bottom of this page are some words. The 

 reading at the top tells you to do something to these words. Read the lines 

 at the top and do what it says to do. Read the instructions two or three 

 times if necessary. When you have finished, bring your papers to me so 

 that I can see whether you have done the work correctly or not." 



5. Have each child as he completes his work bring forward his finished 

 page. Look it over at once to see if he has followed directions. Check the 

 use of each direction. Where directions have not been followed, call the 

 child's attention to that part before giving the Scale R Test. 



11. Scale R 



1. The preliminary test should have prepared each child to perform 

 the Scale R Test correctly. Direct them to turn to Scale R. 



2. Say to the children: "On these pages are some words. The read- 

 ing tells you to do something to these words. Read the lines and do what it 

 says to do. Read the instructions two or three times if necessary. When 

 you have finished, bring your papers to me at the desk. At the signal "get 

 ready" take up your pencil and look at me. At the signal "start," begin 

 work. 



3. Have each child as he completes his work bring his paper forward. 

 Keep the time for each pupil. To keep time satisfactorily requires two 

 persons, one to call the time as the papers are handed in, the other to record 

 the time on the papers. The record can best be made by noting on each 

 sheet in hours, minutes and seconds, as 10-15-30, the time of beginning the 

 test and the time each individual finishes. By subtracting, the exact time 

 occupied in the test can be determined. 



Directions for Scoring 

 Computing Individual Scores 



1. Arrange the papers from a single class alphabetically in a pile. 



2. Take from the pile the first paper and read through the child's 

 markings until you come to a line in which an error or omission occurs. 

 Place to the left of this line a figure indicating the number of errors and 

 omissions in that line. Read through the remaining lines and indicate in 



