A Cooperative Study of Reading in Sixteen 

 Cities of Indiana 



Introductory Statement 



During the winter of 1916-17 the Bureau of Cooperative 

 Research of Indiana University conducted an investigation of 

 the results secured thru reading instruction in sixteen school 

 systems of Indiana. Reading was chosen for investigation 

 because teachers and supervisors alike recognize that it is a 

 subject of first importance in the elementary school cur- 

 riculum. In the lower grades, ability to read is frequently 

 accepted as the most important factor in determining pro- 

 motion. In the upper grades, ability to read content sub- 

 jects independently and intelligently is prerequisite to rapid 

 progress. At the same time that increasing recognition has 

 been given to the importance of reading, numerous questions 

 have been asked by progressive supervisors and teachers of 

 Indiana concerning the specific outcomes of reading instruc- 

 tion. The following questions are typical: Do the pupils 

 develop as rapidly as they should in the acquisition of read- 

 ing ability? Which phases of reading are well taught and 

 which are poorly taught as judged by the results secured? 

 Which phases of reading instruction receive most emphasis? 

 What changes should be made in present methods of instruc- 

 tion to improve the character of the results? The investi- 

 gation which is reported in this study was undertaken to 

 determine partial answers at least to some of the questions 

 which progressive teachers are asking in regard to the results 

 of their own teaching. 



The distinction between oral and silent reading which 

 has been emphasized in numerous recent investigations of 

 reading was observed in this study. It is sufficient to state 

 here that this distinction is one of first importance. In the 

 primary grades of the elementary school special emphasis 

 has usually been given to oral reading. This type of read- 

 ing is appropriate and economical during that period in 

 which the pupil is mastering the fundamental steps in read- 

 ing. In the intermediate and upper grades pupils are fre- 



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