8 



Indiana University Studies 



graphs also. In case pupils in the' first two grades hesitate several 

 seconds on a difficult word, pronounce it for the pupil and mark it as 

 mispronounced. 



3. While the pupil is reading, record two sets of facts in regard to 

 the reading: the time required to read each paragraph and the errors 

 made. 



(a) The time record is secured by noting the exact second at which 

 the pupil begins reading a paragraph and the time when he completes 

 it. The number of seconds required to read the paragraph should be 

 recorded in the margin to the right of the paragraph. 



(b) In order to illustrate clearly the character of errors and the 

 method of recording them, the following paragraph is inserted: 



The sun pierced into**m^ large windows. It was the opening of October 



and the^sky was^a dazzling blue. I looked out of my window (and) down 



the street. The white houseDof the long, sleight street were^Jn^ost painful 



to the eyes. The clear atmosphere alltTwed full play to jhg su/j/^Jprightness. 



If a word is wholly mispronounced, underline it as in the case of 

 "atmosphere." If a portion of a word is mispronounced, mark appro- 

 priately as indicated above: "pierced" pronounced in two syllables, 

 sounding long a in "dazzling," omitting the s in "houses" or the al from 

 "almost," or the r in "straight." Omitted words are marked as in the 

 case of "of" and "and" ; substitutions as in the case of "many" for "my" ; 

 insertions as in the case of "clear"; and repetitions as in the case of 

 "to the sun's." Two or more words should be repeated to count as a 

 repetition. 



It is very difficult to record the exact nature of each error. Do 

 this as nearly as you can. In all cases where you are unable to define 

 clearly the specific character of the error, underline the word or portion 

 of the word mispronounced. Be sure you put down a mark for each 

 error. In case you are not sure that an error was made, give the 

 pupil the benefit of the doubt. If the pupil has a slight foreign accent, 

 distinguish carefully between this difficulty and real errors. 



4. Each pupil should be allowed to continue reading until he makes 

 seven errors in each of two paragraphs. 



DIRECTIONS FOR SCORING THE RESULTS 



1. Score the results for each paragraph through the use of the 

 following table. The numbers in the left-hand column refer to the 

 number of seconds required to read a paragraph. The numbers in the 

 horizontal line at the top of the table refer to the number of errors 

 made in reading. The numbers in the horizontal line to the right of 

 40 mean that if a paragraph is read in 40 or more seconds with no 

 errors a credit of 4 is given; with 1 error, a credit of 4; with 2 errors, 

 a credit of 3; with 3 errors, a credit of 2, etc. 



