Cooperative Study of Reading 



7 



9 



He was approximately six feet tall and his body was well pro- 

 portioned. His complexion inclined to the florid; his eyes were blue 

 and remarkably far apart. A profusion of hair covered the forehead. 

 He was scrupulously neat in his appearance ; and, although he habitually 

 left his tent early, he was well dressed. 



10 



Responding to the impulse of habit, Josephus spoke as of old. The 

 others listened attentively but in grim and contemptuous silence. He 

 spoke at length, continuously, persistently, and ingratiatingly. Finally 

 exhausted through loss of strength he hesitated. As always happens 

 in such exigencies he was lost. 



11 



The attractions of the American prairies as well as of the alluvial 

 deposits of Egypt have been overcome by the azure skies of Italy and 

 the antiquities of Roman architecture. My delight in the antique and 

 my fondness for architectural and archaeological studies verges onto 

 a fanaticism. 



12 



The hypotheses concerning physical phenomena formulated by the 

 early philosophers proved to be inconsistent and in general not uni- 

 versally applicable. Before relatively accurate principles could be estab- 

 lished, physicists, mathematicians, and statisticians had to combine 

 forces and work arduously. 



The directions for giving the tests and for scoring the 

 results are given in detail in the following paragraphs. In 

 most schools the tests were given by the principal or super- 

 intendent after a period of preliminary training. In a few 

 cases, however, the tests were given by classroom teachers 

 after they had been carefully trained by the principal or 

 superintendent. 



DIRECTIONS FOR GIVING THE ORAL READING TESTS 



1. The pupils should be tested individually in a quiet place where 

 they will be free from distraction and where the remainder of the pupils 

 to be tested will not hear the reading. 



2. When everything is in readiness to begin, hand the pupil a copy 

 of the standardized paragi-aphs and give the following directions: "I 

 should like for you to read some of these paragraphs for me. Begin 

 with the first paragraph when I say 'Begin.' Stop at the end of each 

 paragraph until I say 'Next.' If you should find some hard words, read 

 them as best you can without help and continue reading." Pupils above 

 the fourth grade should begin with paragraph 4. If two or more errors 

 are made in this paragraph, ask the pupil to read the preceding para- 



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