THE RELATIONSHIP OF
MEASURABLE PERFORMANCE OBJECTIVES
TO READING ACHIEVEMENT
A Research Project Submitted in Partial Fulfillment
of the Requirements for the Degree of
Master of Arts
in Education
by
Virgene Althea Sharp
San Fernando Valley State College
January, 1972
The Research Project of Virgene Althea Sharp is approved:
Dr. Vitki Sharp
Dr. Martha Brockman
----------------:------:--------
Dr. Thomas Potter, Committee Chairman
San Fernando Valley State College
January, 1972
ii
TABLE OF CONTENTS
Page
List o£ Tables • • • • • • • • • • • • • • • • • • •
iv
CHAPTER
I.
THE PROBLEM • • •
....
l
......
4
........
Introduction
Rationale
Research Hypothesis
Definition o£ Terms
II.
REVIEW OF RELATED LITERATURE.
.
The Need £or Objectives in the
Reading Curriculum
The Construction of Objectives
in the Reading Curriculum
The Evaluation of Objectives
in Reading
Summary of Related Literature
III.
RESEARCH METHODS AND PROCEDURES •
24
General Design
Population and Sample
Data and Instrumentation
Analysis of Data
IV.
..........
RESULTS • • • •
27
Analysis of Variance
t-Test to Evaluate Mean Differences
Other Test Results
v.
SUMMARY, CONCLUSIONS, IMPLICATIONS.
33
Summary
Conclusion
Implications
...
BIBLIOGRAPHY
APPENDICES •
..
•
37
g
...
•
iii
40
LIST OF TABLES
Page
Table
Summary of Analysis of Variance
on the Pre-Test • • • • • • • •
27
Summary of Analysis of Variance
on the Post-Test • • • • • • •
28
3
Summary of t-Test Comparisons • • • • • •
29
4
Comparison of Pre-Test and PostTest Mean Scores • • • • • • •
30
1
2
5
....
Distribution of Scores on Pre-Test
and Post-Test • • • • • • • • • •
iv
32
CHAPTER I
THE PROBLEM
Introduction
In recent years there has been a continuous search
£or programs and materials which would assist our schools
in offering a solution to the problem o£ low reading
achievement shown by a considerable number o£ our students.
Many innovations have been suggested in an effort to meet
this challenge.
Among these are behavioral objectives set
up by school districts as well as by private industry.
These behaviorally stated objectives sometimes referred to
as performance or goal-referenced objectives are ones which
describe the behavior the student will exhibit when they
have attained the stated goal (Popham, 1970b).
It has been
suggested that the implementation o£ these innovations would
be best directed and strengthened by teachers in the field
(Lichtman, 1971).
In using the Harper and Row state reading
texts the primary teachers at the McKinna School in Oxnard,
California expressed the need £or an instrument to further
diagnose the student's needs.
It was with this impetus that
the reading teachers with the help o£ the classroom teachers
at this school began to formulate behavioral objectives to
1
2
use in the classroom.
The skills of the Harper and Row
texts were tabulated and analyzed as to their introduction
and reinforcement.
The book sequence was divided into
sections and behavioral stated objectives were established
for each skill with an evaluation tool to measure the proficiency of each.
Rationale
As we used the Harper and Row state reading text the
first year of its adoption there was only the end-of-thebook tests to evaluate and diagnose the student's reading
achievement.
tive.
This appeared to be inadequate and ineffec-
In the second year the behavioral objectives with
evaluation instruments were used at intervals throughout
these same books.
They were designed to better diagnose and
prescribe the teaching of reading skills.
Can we justify
the continued use of these materials as an effective tool in
classroom instruction?
Research Hypothesis
As we are just completing the first year of using these
behavioral objectives with the evaluation instrument in
the reading program of the third grade in our school, I
propose to investigate this hypothesis:
No significant difference was shown between the reading
achievement of the third grade classes taught using the
3
Measurable Performance Objectives o£ the Oxnard School
District and the third grade classes taught in the same
district where these materials were not used.
Definition o£ Terms
Measurable
Attributes which are observable
in a given situation (Mager, 1962).
Performance Objectives
Precise description o£ educational goals in terms o£ desired
behaviors, outcomes or material
items which can be reliably,
validly and objectively measured
(EPIC Evaluation Center, 1970).
Reading
Meaningful interpretation o£
printed and verbal symbols which
becomes reflective and evaluative
as the student progresses to more
mature levels (Harris, 1969).
Reading Achievement
Knowledge attained or skills
developed in reading, usually
designated by test scores or by
marks assigned by teachers, or
by both (Good, 1959).
Evaluation
The process £or determining the
degree to which a change o£ behavior
has actually taken place (Tyler,
1969).
CHAPTER II
REVIEW OF RELATED LITERATURE
With a view toward seeking a solution to the problem,
the literature reviewed will be considered under £our major
areas related to the research, namely:
The Need £or Objectives in the Reading Curriculum
The Construction of Objectives in the Reading
Curriculum
The Evaluation of Objectives in Reading
The Evaluation of Student Performance
The Need £or Objectives in the
Reading Curriculum
In reviewing the related literature the terms o£ goals
and objectives will be used interchangeably throughout the
discussion.
terms.
Some writers drew a distinction between the
Goals often were referred to as broad instructional
intentions and objectives as the intention of classroom
teachers.
Since this project will be concerned only with the
improvement of instruction the terms goals and objectives
will be considered as equivalente
Strang (1961) reminded teachers of reading that goals
are essential to learning.
They should not be considered
as separate steps, but interwoven in the reading process £rom
beginning reading to maturity.
4
General goals should be
5
broken down into specific objectives and stated operationally as definite reading skills or behaviors.
emphasized that objectives
sho~ld
She
be realistic, clearly
stated, and attempt to appraise student's growth.
In
addition, they should show relative importance, recognize
individual differences, and show a sequential pattern of
reading development.
Mager (1962), a proponent of the recent behavior-stated
objectives, suggested that when clearly defined goals are
lacking it is impossible to evaluate a program efficiently
and, in addition to this, there is no ''sound basis for
selecting appropriate materials, content or instructional
methods."
Other needs for objectives are to tell the degree
to which the student is able to perform in the manner desired
and provide a means for the student to evaluate his own
progress throughout the instruction.
According to Harris {1969), having the right objectives
and knowing what they are is the necessary first step in
developing a sound reading program.
In order to determine
the instructional needs of such a program, it was suggested
that there be involvement of setting objectives, measuring
attainment, evaluating the results of measurement, and
diagnosing difficulties.
6
Sullivan {1968) emphasized the need of precise instructional objectives for planning instruction and
assessing its effect.
Such objectives enable the teacher
to know exactly what behavior the learner should be able to
perform as a result of instruction, and thus implement the
selection of materials and activities.
These objectives
permit valid assessment of whether or not the student has
acquired the desired behavior, thereby giving an indication
of the effectiveness of instruction.
Dressler {1970) expressed a need for behavioral-stated
objectives in all areas of the curriculum because education
has seemed to fail to involve the students in his own process
of learning.
Behavioral objectives bring involvement to the
learning process because the student no longer has to be
content with far-o££ values.
He knows now what he is doing,
where he is going, and whether he is getting there.
Teachers need behavioral objectives because they have a clearer idea of what they are doing and can "eliminate much of
the repetition that clogs the present curriculum."
Popham and Baker {1970b) proposed that goal-referenced
instructional objectives are needed because they permit the
teachers to select instructional activities likely to be
successful and allow teachers to evaluate the adequacy of
those decisions so that they improve the quality of their
7
instruction.
In research done by Haberman {1968) it was reported
that the manner in which behavioral objectives are implemented in the classroom is the best indication as to the
value they serve.
However, he implied that objectives
stated in such terms are of benefit because:
(1) Teachers and pupils have a clear purpose.
(2) Broad content is broken down into meaningful
and manageable pieces.
(3) Organizing content into sequences and hierarchies
is facilitated.
(4) Selection of material is clarified.
(5) Research and planning becomes a part of the
mainstream of the educative process.
Such objectives meet the need for setting up long-term goals
of school experience in reading, as well as the purposes of
day-to-day instruction which leads to these goals.
The Construction of Objectives in the
Reading Curriculum
Brackenbury {1967) suggested several tasks that need
to be accomplished in the construction of objectives.
Among
these was the understanding of the nature of objectives.
A distinction was made between objectives which are attainable and aims and purposes which are not.
This author
indicated that objectives should be conceived and stated
8
in terms of the behavioral changes that are sought as well
as the content with which the behavior deals.
Tyler (1969) concurred in this two-dimensional approach
to the construction of objectives.
Beyond this he felt
that it would be necessary to identify the situations where
the student will have the opportunity for the expression
of this behavior.
Next, it would be necessary to provide
evaluation instruments to summarize or appraise the behavior
in terms that are appropriate for the objectives desired.
According to Esbensen (1967), a well constructed objective should specify the conditions and extent of student
performance.
In addition, an objective should be stated in
terms that permit a variety of procedures and measures of
student accomplishment.
Popham and Baker (1970a) referred to student behavior
after instruction as either kinds of behavior the student
will be able to show or the products he can produce.
In
order to construct instructional objectives that improve
the quality of systematic instruction two criteria were
suggested for use:
(1) the teacher's value system regard-
ing the learner behavior he hopes will emerge and (2) a
taxonomic analysis to evaluate the quality of the objectives.
Popham and Baker (1970b) stated that in constructing
objectives it is "one thing to know what you want the
9
student to do, it is another to know how well you want him
to do."
To be considered is the level o£ performance for
a particular student and that for a group o£ students.
Setting performance standards in advance o£ instruction
usually forces the teacher to set higher levels o£ performance.
In writing objectives the teacher must set a level
of proficiency expected o£ a particular student as well as
how well the total class should perform on a given objective.
The student minimal proficiency level is useful in
identifying students who may need remedial instruction.
The class minimal level is useful in determining whether a
sequence o£ instruction is advisable or whether it should
be changed.
In actually writing behavioral objectives EPIC Evaluation Center at Tucson, Arizona (1970) has set up dimensions
for their formulation.
Four variables are combined to
produce a structure upon which behavioral objectives are
to be organized.
These variables to be included in each
objective are:
Institutional - classification o£ all people
Behavioral -people's behavior (cognitive,
.a££ ecti ve or psychomotor)
Instructional - content o£ subject matter to be
treated
Measurement Technique - method used to evaluate
10
Once a variable from each dimension is identified
an objective can be written reflecting how student performance will be measured.
Beyond the four variables,
two additional elements should be included as soon as the
techniques of writing objectives is mastered.
This more
complete objective should include the time needed to
accomplish the objective and a statement as to the proficiency level expected.
Mager (1962) presented a concise description of how to
write objectives for instruction.
He placed two main
qualifications that would be necessary for these objectives
to be helpful in any program.
These were that the ob-
jective should be observable and that they should describe
the terminal behavior expected o£ the learner.
To describe
this terminal behavior would be to:
(1) identify and name the overall behavior act,
(2) define the important conditions under which
the behavior is to occur, and
(3) define the criterion of acceptable performance.
According to Mager, perhaps the most important characteristic of a useful objective is that it "identifies the kind
of performance" that will be accepted as evidence that the
learner has achieved the objective.
In constructing objectives for classroom use a teacher
11
should give some consideration to the matter o£ organization and sequence.
Aaron (1969) implied that most
authorities agree that there is sequence in learning reading skills, but they do not agree on what the sequence is
£or any individual.
Thus, sequence in subject matter cannot
be disregarded in constructing objectives in a reading
curriculum.
It is the teacher's responsibility to discover
the sequence o£ objectives £or reading skills when it is
appropriate.
Gagne (1965) suggested that the complex cognitive behaviors are composed o£ simpler tasks.
He had analyzed
behavior into a hierarchy preceding £rom simple to complex.
He implied that mastery o£ any upper level assured master
o£ all lower-level tasks.
His seven task levels began with
the simple response £rom limited stimulus to complex
problem-solving strategies.
In order to provide sequence and a systematic approach
to instruction in reading comprehension, Barrett (1970)
developed the Taxonomy o£ Reading Comprehension based on
research o£ Bloom and others.
major categories or levels.
He divided it into £our
They are:
(1) literal comprehension including detail, main
idea, and sequence
(2) inferential comprehension including inference
beyond the printed page
12
(3) evaluation including making judgments or conclusions about the content of reading using
outside experience, knowledge and values, and
(4) appreciation including the psychological and
aesthetic impact o£ the selection upon the reader
The four major categories have been ordered to move from the
easy to the difficult in terms o£ the requirements that each
category seemed to need.
Sullivan (1968) devised a classification scheme of
performance terms suggested from the writings o£ Mager and
£rom descriptions published by the American Association £or
the Advancement o£ Science in 1965.
These terms were:
identify, name, describe, construct, order, and demonstrate.
The author suggested that they are not intended to constitute a hierarchy o£ behaviors in fixed order, but possible
sequencing in a similar order might facilitate a learner's
acquisition o£ a desired performance.
Any validation o£
sequencing would come after empirical evidence on their use
in the school curriculum.
The Evaluation o£ the Objectives
in Reading
According to Townsend (1965), the words o£ Francis
Bacon, "Reading maketh the full man," expresses very well
the goals o£ reading.
She suggested that it was important
for people to learn to read because reading will enrich
13
their lives.
Goals vary with the individual and conse-
quently what a person reads is as important as how well he
reads it.
Because of this there are no measures to
evaluate the "wisdom with which persons made their choices"
nor the extent to which they profit from their reading.
It is doubtful if there ever will be measures with which to
evaluate these goals.
Georgiades (1970) implied that the objectives of education and especially reading have changed through the years.
The first objective was to prepare children to read the
Scriptures, later to read to participate in the democratic
process of understanding issues and candidates involved.
Still later, it was to prepare young people for jobs in an
industrial society.
Georgiades inferred that at no time were
the goals to prepare students to become individuals or complete human beings.
In evaluating the objectives it was
suggested that how a child feels about reading is far more
significant than what he knows about it.
As evidence of the
inadequate objectives he cited the example of how few adults
read books in our culture.
He mentioned results of a Gallup
poll a few years ago that found college graduates did not
read on the average of one book a year after graduation.
Travers (1966) reviewed the goals for the elementary
school set up by the Educational Policies Commission of 1948
14
and identified one which well might apply to reading.
It
was "seek to develop basic skills and adequate independence
and initiative to enable our citizens to attack the problems
that £ace them and press forward toward ever-improving
solutions. 11
Travers suggested that these objectives are too
vague and school should spell out in detail particular objectives £or the elementary school to attain.
Each objective
should be tailored to a particular situation in order £or it
to acquire meaningfulness.
Lerner {1967) concluded £rom a review of The First R:
The Harvard Report of Reading in the Elementary School,
that a discrepancy existed between what are the objectives
of a reading program and the reality o£ what is actually
happening in the classroom.
From the data furnished by this
report it was apparent that there was a lack of agreement
over what was being taught and how reading objectives were
being implemented.
It was "obvious there was confusion over
what should have existed in many reading
programs.'~
Accord-
ing to Lerner, on.the point of evaluation of objectives in
reading the Harvard Report is not clear.
She implied that
information given was inadequate to analyze why the gap
existed between the initial policy decisions in reading and
their implementation in the school.
Further studies were
suggested that would trace events of administrative process
15
£rom the beginning through implementation and final evaluation to analyze what happens in reading objectives within
the curriculum.
Congreve (1968) suggested that the greatest weakness
in the field o£ reading was the lack o£ appropriate evaluation o£ its goals.
This he implied was because many
educators felt that evaluation interfered with the creative
process.
Confusion about the basic elements to be evaluated
seemed to make it difficult to distinguish between process
and outcomes.
Evaluation devices should measure process and
outcomes separately so that blame should not always be
placed upon the student, but thought should be given to the
methods used to teach him.
Early and Herber (1970) suggested that due to ordered
priorities in education we need to move away £rom all inclusive goals, as "a full and useful life and enjoyment o£
the world around us," to ones that are more attainable.
Since accountability may be upon us, the expenditures would
have to be justified by results rather than the £act that
dollars may be available.
Allen (1969), in the Right to Read Program, included
goals indicating that reading should be a reality to all
by the end o£ the 1970's.
He suggested that no one should
be leaving our schools without the skill and the desire
16
necessary to read to the full limit o£ his capability.
Kress and Johnson (1970) implied that this is a worthy
goal, but its achievement might be rendered impossible i£
Allen's statements are misinterpreted.
A suggested panacea
which would "bring all children up to grade level" or
"bring all children up to national norms £or age and grade
level" £ails to recognize the implications o£ individual
differences.
They felt that the essential initial step in
achieving this goal is to approach it realistically, with the
full knowledge o£ individual differences in capabilities,
interests, values, and life goals.
Any attempt to stan-
dardize the instructional level, the achievement level, the
materials to be read or the nature o£ the desire to read
would make efforts to reach the goal self-defeating.
Early and Herber (1971) expressed the belie£ that i£
the "Right to Read" is not to become an empty slogan, it
needs continuous examination and reinterpretation.
It is
necessary to define the intermediate goals which will contribute to the final goal as stated by Allen.
Statements o£
objectives such as "teach him to read so well by age ten
that he later becomes a competent adult reader" will do a
serious disservice to our schools.
This would disregard
the potential contribution o£ the junior and senior high
school teachers.
According to Early and Herber, in the last
17
hundred years our goals of commitment to universal literacy
have paid little attention to the teaching of reading beyond the beginning stages.
As a result, we have students
who know how to read, but not to use reading and choose not
to read except for limited utilitarian purposes.
The Evaluation of Student Performance
in Reading
Tyler (1966) reviewed the growing concept of evaluation of reading during the preceding eight years.
As a re-
sult he concluded that evaluation had been used as a term
to cover the process of appraising the results of learning.
It had developed into a process involving educational objectives, educational tests and measurements, the appraisal
of characteristics of the learner, and the assessment of
learning conditions.
Austin and Huebner (1967) implied that when informal
appraisals were conducted skillfully, when results were
interpreted accurately, a teacher may program reading instruction effectively.
They suggested the use of
inventories, questionnaires, checklists, and observation,
as well as teacher-made tests based on the reading that
students are doing in the classroom.
Kender (1970) suggested that informal inventories have
been established as useful instruments for evaluating
18
reading.
When a teacher wants to know which book fits
a student, informal measures are the best tool at the
present time.
In many cases, however, these "instruments
are more pragmatic than scientific."
According to Strang (1969), the standardized test is
one of the most widely used instruments of appraising students' reading proficiency and evaluating their reading
progress.
There are many £rom which to choose but they tend
to measure a narrow range o£ reading abilities.
These
abilities most often are vocabulary and comprehension.
The
individual's performance is compared with performance of
others by using a table of norms, results obtained from preliminary testing of students of the same age and grade in
.
selected schools representative of all schools in the country.
Strang recognized that there were certain limitations in
using these tests for evaluating and diagnosing students.
Among these are the tendency of the tests to overestimate
the student's reading ability, "comparable" forms are not
parallel, and time limits distort the total score, an able
but less efficient test-taker might achieve.
Plessas (1967) criticized the standardized tests for
reading evaluation because they appear to be extremely
limited and do not encourage a student to discern freely and
independently his personal responses in readingo
The time
19
limit imposed tends to encourage him to perform in a
manner unlike that required in normal reading activities.
Farr and Anastasiow (1969) reported that a grade level
score from a standardized reading test more often than not
places a student at frustration reading level.
A misuse of
the group standardized test is to use the grade level norms
as an indication of the level at which a student ought to
be given reading instruction.
Standardized tests were "not
meant to be criterion tests," according to Farr and
Anastasiow.
Popham and Baker (1970b) pointed out that the typically
norm-referenced or standardized test does a disservice to
the accurate evaluation of a student and his instruction.
Because these tests must produce heterogeneous scores they
may use items that are not always very representative of the
skill being tested.
Instead, they suggested the use of the
criterion-referenced tests that are designed exclusively
to measure the objective taught.
The purpose of these tests
is not to make a differentiation among various students,
but to measure accurately how well each student has attained
stated objectives.
They concluded that norm-referenced
tests are "relative measures" and criterion-referenced tests
are "absolute measures."
Kress and Johnson (1971) implied that criterion-
20
referenced testing is diagnostic and does not measure
"general reading ability."
As a diagnostic tool, they may
tell at what level a learner is in the mastery o£ a particular skill or ability.
Criterion-referenced tests can
be constructed and used by individual teachers, as well as
by professional test makers.
In either case, they must be
relevant to the learning experiences which have been provided £or the learner.
When adequately constructed and
properly used to reflect the learning process, criterionreferenced tests may o££er help to evaluation in reading
instruction.
Baker (1970) asserted that norm-referenced tests are
easily procured £rom any number o£ test distributors, but
up to this time, behavioral objective evaluations have not
been accessible.
These available achievement tests have been
written to service a wide variety o£ instruction and not
appropriate to evaluate stated objectives.
The performance
objectives evaluation is a fairer assessment because the
learner is tested only on those goals which the teacher has
attempted to implement.
Lichtman (1971) suggested that it is preferable to have
a continuous evaluation rather than an end o£ term evaluation because it allows £or changes to be made in the instruction immediately.
I£ objectives are not being accomplished
21
it is possible to introduce new techniques following the
evaluation.
I£ a school wishes to utilize standardized
test for evaluating students caution should be used since
the evaluation must be in terms of the stated objectives
to be effective.
Summary of Related Literature
Objectives are necessary for instruction in reading.
They are an incentive and a valuable tool to both the student and the teacher.
The organization of the curriculum
is facilitated, the selection of materials clarified, and
the assessment of effects of an instructional program is
simplified.
Objectives in reading should be set up in behavioral
terms and tell what the learner is to be like when he has
successfully completed the learning experience.
In order
to do this it is necessary to identify the situation or area
of change, define the behavior change or product produced,
and provide an evaluative tool for measuring the change.
Taxo.nomic analysis, hierarchy of learning, or instructional
sequence provide a systematic development of instruction
and evaluation in writing objectives.
Evaluation instru-
ments are designed to reflect the proficiency level that the
learner or group is to achieve on the desired objective.
22
The evaluation of the objectives in the reading
curriculum vary with the concept of how children learn.
Many are vague, not attainable in a realistic situation,
and confusion is evidenced as to by whom and how the
objectives are to be implemented and evaluated.
According
to some research, the evaluation of objectives in reading
is the weakest part of the curriculum.
Objectives and re-
quirements for reading in America have changed through the
years.
Today, the "Right to Read" and accountability have
set in motion objectives which will need continuous examination and interpretation for effective evaluation.
Up to the present time the most readily available
evaluation tools for objectives in reading have been either
the standardized test or informal procedure.
Norm-
referenced or standardized tests do not adequately evaluate
the student in terms of stated objectives.
Instead
criterion-referenced tests, which are designed exclusively
to measure the objective taught, are the most effective
instrument for evaluation.
Continuous, rather than end-of-
the-year, evaluation is more advantageous to the learner
and the reading program.
From a review of the related literature it appears that
there is a need for this investigation.
Up to the present
time there has been a lack of well-stated performance
23
objectives in reading.
The objectives in the past have
usually not been measurable and were difficult to evaluate.
The evaluations have not been valid because they do not
reflect the stated objectives.
The Measurable Performance
Objectives used in this investigation will be clearly
stated in behavioral terms, designed to measure specific
skills in a reading curriculum, and implemented in the
classroom.
The evaluative instrument will be adequate to
measure these skills in observable terms for diagnostic
purposes.
CHAPTER III
RESEARCH METHODS AND PROCEDURES
General Design
This research involved £our classes o£ third grade
students in two schools o£ the Oxnard School District which
were using the Harper and Row state-adopted reading series.
The two experimental classes used the Measurable Performance Objectives that had been implemented by the school
district (See Appendix A and Appendix B).
The two control
groups used only the end-o£-the-book tests provided by the
publisher.
The teachers o£ all the classes were unaware that
these groups were being used in a research project.
This
was to avoid the influence o£ the Hawthorne e££ect.
How-
ever, instruction and in-service workshops were conducted
£or the teachers using the Measurable Performance Objectives.
In using the two approaches to reading instruction,
the basic criterion £or success was the e££ect in reading
achievement as measured by pre- and post-test scores on the
Stanford Achievement Test.
24
25
The independent variable was in the reading treatment.
The dependent variable was the subsequent change in
achievement by students as measured by the above mentioned
test.
Population Sample
There were four classes of approximately thirty students each.
The classes from these two schools were
selected because the median score obtained by all students
on the end-of-the-year second grade Stanford Achievement
Test was similar.
The sample was randomly selected.
Data and Instrumentation
To test the hypothesis, the individual scores from
the Stanford Achievement Test Primary II, Reading Tests,
(Form W) administered in May, 1970, were used as the pretest (See Appendix C).
The scores of the same students on
the Stanford Achievement Test Primary II, Reading Tests,
(Form X) administered in May, 1971, were used as a posttest (See Appendix D).
These tests are achievement tests developed to measure
knowledge, skills, and understandings in the areas of
Word Meaning and Paragraph Meaning.
They are designed for
use from the middle of Grade 2 to the end of Grade 3.
26
Analysis o£ Data
The analysis o£ variance was applied to test the
hYPothesis.
The level necessary to reject the null
hypothesis was set at the .OS level o£ significance.
CHAPTER IV
RESULTS
Analysis of Variance
The results of both the pre-test and the post-test
were examined by an analysis of variance model.
This model
was used to ascertain whether or not to accept the null
hypothesis that there would be no significant difference in
reading scores among the experimental and control groups.
For this research Groups I and III were the experimental
groups and Groups II and IV were the control groups.
Table 1 shows the results of the pre-test and indicates
that there was no significant difference in the reading
achievement measured in these tests of the four groups used
in this research.
The F ratio was .008 for the pre-test.
TABLE 1
SUMMARY OF ANALYSIS OF VARIANCE ON THE PRE-TEST
Source of
Variation
Between
Within
Total
df
Sum of
Squares
3
.11
76
33.26
Mean
Square
F Ratio
.0367
.438
33.37
27
.008 (n.s.)
28
Table 2 shows the results of the post-test and indictates that there was a significant difference in reading
scores after the Measurable Performance Objectives had
been used with two of these groups for a year.
The F ratio.
for the post-test was 3.10 which is above the .05 level of
significance needed to reject the null hypothesis.
TABLE 2
SUMMARY OF ANALYSIS OF VARIANCE ON THE POST-TEST
Source of
Variation
Between
df
Sum of
Squares
3
6.11
76
50.01
Mean
Square
F Ratio
2.04
3.10*
Within
Total
*
.658
56.12
< .05
t-Test to Evaluate Mean Differences
In order to evaluate the significant F, the t-test
was employed to evaluate mean differences.
For this purpose
each group was compared with one other group.
Table 3 shows that significance does exist between
Groups I and II, between Groups I and IV, between Groups
II and III, and between Groups III and IV at the .05 level.
This indicates that there was a significant difference
29
between the experimental groups and the control groups
in all cases.
A comparison o£ the two experimental groups
did not reveal any differences in mean.
This same was
found to be true £or the two control groups when their means
were compared.
TABLE 3
SUMMARY OF t-TEST COMPARISONS
Standard
Deviation
Groups
Mean
I
II
3.49
2.88
.ss
I
III
3.49
3.44
.ss
I
IV
3.49
2.90
.ss
II
III
2.88
3.44
.97
• 71
- 2.07
(p (.OS)
II
IV
2.88
2.90
.97
.86
-
(N .S.)
III
3.44
2.90
.71
.86
IV
d£
t
2.39
.97
.24
.71
2.S2
.86
.09
2.11
(p
<.os)
(N.S.)
(p
<.os)
(p (.OS)
= 38
Other Test Results
Table 4 shows a comparison o£
pre-~est
mean score o£ each group in this research.
and post-test
It indicates
that the pre-test mean scores were all within the 2.2 to
30
2.3 range.
However, in examining the post-test scores
a greater growth was shown by groups one and three, the
experimental groups, than by groups two and four, the
control groups.
The experimental groups each show a growth
of one year and two months, while the control groups show
a growth of only seven months during the same period of time.
TABLE 4
COMPARISON OF PRE-TEST AND POST-TEST MEAN SCORES
Reading
achievement
grade
placement
Pre-test
3.6
~
3.5
3.4
Post-Test
3.3
illllill
3.2
3.1
3.0
2.9
2.8
2.7
2.6
2.5
2.4
2.3
2.2
2.1
2.0
Group
I
Group
II
Group
III
Group
IV
31
Table 5 is a profile chart which shows the distribution o£ pre-test and post-test scores in the experimental
and control groups.
was quite similar.
In the pre-test the range o£ scores
In the post-test the experimental group
shows a larger number o£ students in the higher range o£
scores.
C\l
('()
TABLE 5
DISTRIBUTION OF SCORES ON PRE-TEST AND POST-TEST
No. o£
Students
Experimental Control
pre-test---- pre-test ----post-test- post-test---
15
14
,,
13
h
I \
,
12
,
\
I
11
f
10
f I
.....
,,I I
9
7
6
\
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, "\
\
\
\
\
\
,,
,,•
8
I
'\
\
I
5
If
I
4
I I
3
I I
2
I
i
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0
.
.
.
.
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00
r-1
0
('()
\0
0'1
C\l
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r-1
r-1
C\l
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t--
r-1
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0'1
CHAPTER V
SUMMARY, CONCLUSIONS, IMPLICATIONS
Summary
In this project an attempt was made to answer the
question: Is there an identifiable difference between the
results of teaching reading using the Measurable Perform~
Objectives as a diagnostic tool and using the end-
of-the-book test provided by the publisher?
To answer this
question a null hypothesis was proposed with rejection
necessary at the .05 level of significance.
Four third grade classes using the Harper and Row
state reading series were selected £or this research.
Two
of the classes, the experimental groups, used the Measurable
Performance Objectives throughout the school year for the
diagnosis of all of the students.
The other two classes,
the control groups, used only the end-of-the-book test
provided by the publisher to diagnose the needs of their
students.
A sample was randomly selected.
As a pre-test the Stanford Achievement Test, Primary
II, Reading Test (Form W) was administered.
Scores for
the post-test were obtained from the Stanford Achievement
Test, Primary II, Reading Test (Form X) one year later
(See Appendix E).
33
34
In examining the results o£ the analysis o£ variance
model, it was determined that the null hypothesis should
be rejected at the .OS level o£ significance as the F ratio
was 3.10 and only 2.73 would be required to make this
assumption.
The t-test was used to determine where the significant
difference was in the mean o£ these groups.
The range o£
t-test values in comparing the experimental groups and control groups was from 2.74 £or Groups I and II to 2.10
£or Groups III and IV.
It had been established that 2.02
would be used for determining significance.
Thus, the re-
sults o£ the t-test indicated a significant difference
between the experimental and control groups in all cases.
Just the reverse was true in comparing the experimental
groups with each other and one control group with the other
control group.
In comparing the pre-test and post-test mean scores of
all o£ the groups, the two experimental groups showed a
greater improvement in their total reading achievement.
On
the average, the experimental groups had five months more
growth in reading than did the control groups.
The distribution o£ pre-test scores of the experimental
and control groups were within a similar range.
However,
in the post-test profile the experimental group had a larger
proportion o£ their students in the higher range o£ scores.
35
Conclusions
On the basis of results obtained in this study,
certain conclusions can be reasonably stated.
The null
hypothesis was rejected at the .OS level of significance.
The t-test indicated the difference was between the
experimental groups and the control groups.
The findings of the research led to the conclusion
that the experimental groups using the Measurable Performance Objectives had significantly higher mean scores with
greater growth in reading during the year than the control
groups.
The results established that students in classes
where performance objectives were used as diagnostic and
evaluative tools did significantly better in reading
achievement than those students in classes where they were
not used.
In using these objectives the student's needs were
diagnosed at periodic intervals throughout the book rather
than at the end of each book.
The results indicated that
the utilization of performance objectives did assist the
teachers in their evaluation of the student's achievement
in reading.
36
Implications
It appears that performance objectives do have a
significant effect upon increasing the reading achievement of students.
Implications on both the administrative
and classroom levels should be recognized.
Several are
submitted as worthy of consideration at this time.
Reading programs should incorporate the practice of
preparing and implementing performance objectives in the
classroom.
There should be a continuous evaluation of
the students as they are using these objectives rather
than an end-of-the-term evaluation.
A successful in-service training program should be
developed by the school district to give teachers an
opportunity to develop skill in preparing and implementing
these objectives.
Direction and implementation should
come from within the school.
A program to inform the student of what goals he must
reach and how he can determine when he has reached that
goal is suggested.
BIBLIOGRAPHY
Aaron, Ira E. "Sequence of Reading Skills in Reading:
Is There Really One?" Current Issues in Reading,
Nila B. Smith, editor. Newark, Delaware:
International Reading Association, 1969, pp.
105-119.
Allen, James E.
"The Right to Read- Target of the 70's."
Journal of Reading, 13 (November, 1969), 95-101.
Armstrong, Robert J. and others. Developing and Writing
Objectives, Revised Edition. Tucson, Arizona:
EPIC Evaluation Center, 1970.
Austin, Mary C. and Huebner, Mildred H.
"Evaluating
Progress in Reading Through Informal Procedures."
Reading Instruction: Dimensions and Issues, William
K. Durr, editor. Boston" Houghton Mifflin Co.,
1967, pp. 317-322.
Baker, Eva L. "The Instructional Objectives Exchange:
Assistance in Goal-referenced Evaluation." Journal
of Secondary Education, 45 (April, 1970), 158-162.
Barrett, Thomas C. "Taxonomy of Reading Comprehension."
Madison: University of Wisconsin, 1970. (Mimeographed)
Brackenbury, Robert Lo "Guidelines to Help Schools
Formulate and Validate Objectives." Rational Planning in Curriculum and Instruction, Washington,
D. C.: National Education Association, 1967,
pp. 89-133.
Congreve, Willard J. "Implementing and Evaluating the Use
of Innovations." Innovations and Olange in Reading
Instruction, Pt. II, Helen M. Robinson, editor.
Chicago: University of Chicago Press, 1968, pp.
291-319.
Dressler, Norman. "Behavioral Objectives • • • Something
for Student and Teacher." Journal of Secondary
Education, 45 (April, 1970), 174-176.
37
38
Early, Margaret and Herber, Harold.
"Parkinson and
Priorities." Journal of Reading, 14 (December,
1970)' 155-156.
"Redefining the Right to Read."
Journal of Reading, 14 (January, 1971), 219-220.
Esbensen, Thorwald. "Writing Instructional Objectives."
Phi Delta Kappa, 48 (January, 1967), 246-247.
Farr, Roger and Anastasiow, Nichalas. Tests of Reading
Readiness and Achievement. Newark, Delaware:
International Reading Association, 1969.
Gagne, Robert.
"The Analysis of Instructional Objectives
for the Design of Instruction." Teaching Machines
and Programmed Learning, Vol. II, Robert Glaser,
editor. Washington, D. C.: National Education
Association, 1965, pp. 21-65.
Georgiades, William.
"Evaluating New Strategies in Teaching and Learning." Journal of Secondary Education,
45 (November, 1970), 320-325.
Good, Carter V. (ed.). Dictionary of Education
Edition. New York: McGraw-Hill, 1959.
Second
Haberman, Martin. "Behavioral Objectives: Bandwagon
Breakthrough." Journal of Teacher Education, 19
(Spring, 1968), 91-94.
Harris, Albert J. How to Increase Reading Ability.
New York: David McKay, 1969, pp. 3-8.
Kender, Joseph P. "Informal Reading Inventories."
Teacher, 24 (November, 1970), 165-167.
Reading
Kress, Roy and Johnson, Marjorie. "Commitment in the
Next Decade." Reading Teacher, 23 (April, 1970),
610-699.
Kress, Roy and Johnson, Marjorie. "Task Analysis for
Criterion-referenced Tests." Reading Teacher, 24
(January, 1971), 355-359.
Lerner, Janet.
"A New Focus in Reading Research: The
Decision-Making Process." Elementary English, 44
(March, 1967), 236-242.
39
Lichtman, Marilyn. "Key to a Successful Reading Program."
Reading Teacher, 24 (April, 1971), 652-658.
Mager, Robert F. Preparing Instructional Objectives.
Palo Alto, California: Fearon Publishers, 1962.
Plessas, Gus P.
"Another Look at the Reading Score."
Reading Instruction: Dimensions and Issues, William
K. Durr, Editor. Boston: Houghton Mifflin Co.,
1967, pp. 313-316.
Popham, W. James and Baker, Eva L. Establishing Instructional Goals. Englewood Cliffs, N.J.: PrenticeHall, 1970a.
Systematic Instruction.
Cliffs, N.J.: Prentice-Hall, 1970b.
Englewood
Strang, Ruth.
"Evaluation of Development in a Through
Reading." Development in a Through Reading,
Nelson B. Henry, editor. Chicago: University of
Chicago Press, 1961, pp. 376-397.
Diagnostic Teaching of Reading. San
Francisco: McGraw-Hill, 1969, pp. 123-148.
Sullivan, Howard J. Improving Learner Achievement Through
Evaluation by Objectives. Inglewood, California:
Southwest Regional Laboratory for Educational Research and Development, 1968a
Townsend, Agatha.
"What Research Says to the Reading
Teacher - Evaluation and Tests for Reading Program."
Reading Teacher, 18 (February, 1965), 431-437.
Travers, John Fa "Modern Goals of Elementary Education."
Education, 85 (January, 1966), 263-267a
Tyler, Ralph. Basic Principles of Curriculum and Instruction. Chicago: University of Chicago Press, 1969.
"What is Evaluation?" Reading: Seventyfive Years of Progress, H. Alan Robinson, editor.
Chicago: University of Chicago Press, 1966, pp.
190-198.
APPENDICES
40
APPENDIX A
Measurable Performance Objectives
All Through the Year
Section I
41
42
lv'lEASURABLE
PERFOffiVJUNCE OBJECTIVES
HARPER Arm ROW READING S.ERIES
ALL THROUGH THE YE.A..R
Section I
43
ALL TiiROUCll TilE YEAR
SkH ls:
l.
Performance Object ivL·s:
v,,cabulary
Students will be able to sight read all
words in section one.
2.
Compound Herds
The-student will form and write compound ~ords
when presented with two lists of words writing
correctly 8 out of 10.
Word Structure
The student will identify the endings
ed, and est.
~.
3,
9.
The student will select and circle the correct
phonetic part from a multiple choice group of 3
·in a list of 20 words dictated by the teacher
selecting 16 out of 20 correctly.
The student will write the number of syllables
in each word writing correctly 16 out of 20.
The students will form and write compound
\vords
8.
student will write the vowel which he hears
repeated in a series of three words dictated by
the teacher, writing correctly 8 out of 10.
Syllables
The student will identify the correct
number of syllables in a word.
7.
~he
Phonetic Parts
The student will identify the following
phonetic parts: ~· ow, ar, ~· ir, ~~,
~' er, and e\\'.
6.
The student will write co~rectly at least 20 oi
the final consonant sounds in a list of 25 words
dictated by the teacher.
Vo1vels
The student will identifty the following
a
i
i
vowels:
5.
The student will write the initial digraph or
cluster beneath each picture writing correctly
12 out of 15.
Final Consonants, Clusters, and Digraphs
The student will identify these final
consonants, clusters, and digraphs:~.
!_, .!_, .i, E_, ~· ~ • .!_l, ck, ch, _§~, and er.
4.
The student \vill circle· correctly 18 out of
20 \·Jords cl ictatcd by the teacher
lnit ial D; graphs and Clusters
The student will identify these initial
digraphs and clusters: ~, fl, cr, ~,
g, wh, .::.!!., ~, ~, fr, sh, ~, .9..1:!.· and
sm.
3.
Section I: Pag~s l-66
(Includes Units l and II)
The student will circle the word which correctly
completes the sentence doing 8 out of 10 correct
Comprehension
A.
The student will identify the main
idea of a story.
B.
The student will read a story and
recall the specific details
.
C.
The student will make an inference
from a story.
D.
The student will draw a conclusion
or summarize a story
E".
The student ~~ill number the three
ideas of the story in correct sequence.
The student ~ill demonstrate his comprehension
of a given story by selecting the corr~ct multip
choice answer, having 3 out of 4 correct in each
area of comprehension.
The student will demonstrate his comprehension
of a given story by placing events in sequence,
having 3 out of 4 correct in this area of compre·
hension.
44
1.
Section I: Page 1-66
(Includes Units I and II)
ALL THROUGH THE YEAR
TEACHER'S EDITION
Vocabulary
I know that you remember the Hords vle read in the last stories. You
can shmv me that you do.
I v1ill read one Hord for each box.- You are to circle
the word I read. Let's do the sample together. Circle the word lunch.
~~~a=mLp~l~e~:--~l.unch]
1.
5.
9.
13.
17.
2.
2.
6.
10.
14.
18.
detective
wrong
counting
take
asks
3.
7.
11.
15.
19.
Hhere
trouble
isn't
school
their
Mrs.
never
fault
whispered
does
4.
8.
12.
16.
20.
still
city
hero
tomorrmv
question
Initial Digraphs and Clusters You are going to show me that you know the beginning
sounds of words. There is a list of words at the top of the page with the first
·two letters underlined. You are to use these letters to fill in the blanks under
each picture.
Let's read them together.
(Say dry) \.Jhat two letters are underlined?
(Say chase) Hhat tHo letters are
underlined? (Continue through the list: .£!:y, chase, from, ~ace, gow, ~ack,
~ay, sheep, smart, trade, when, £limb, f!y, £IY·
Let's do the sample together. Hrite the first tHo sounds you hear in clock.
do the rest of the blanks the same way.
3.
Final Consonants, Clusters, and Digraphs You are going to write the letter or
letters for the last or final sounds you hear in the Hords I will say. For the
first fourteen v10rds you \vill Hrite one letter. Listen to this Hord.
(Say Janet.)
Hhat is the final sound? \vhat is the letter that makes that sound? Hrite the
letter on the line in Sample box A. Now here is the first w·ord.
(Say sheep.)
Hrite the letter that makes the final sound you hear, on the line following
·number 1. Continue until \vord 15.)
(NoH say.) NoH you will \vrite two letters
for the final sound.
Listen to this sample word.
(Say branch.) Hhat two letters
make the final sound. Hrite ch on the line in Sample box B. Nmv here is '\vord
number 15. Be sure to Hrite t'\vo letters.
1.
5.
9.
13.
17.
21.
4.
Now
2.
6.
10.
14.
18.
22.
sheep
chair
Moon
great
much
black
3.
goat
sun
girl
rabbit
mother
paper
7.
11.
15.
19 ..
23.
4.
8.
12.
16.
20.
24.
25.
nickel
fault
top
tell
ball
fish
red
Mark
think
duck
lunch
ansHer
Hill
VoHels You are going to shoH me that you knmv the difference between long and
short vmvels. I will read three words. Listen for the same vowel sound in all
three words. You will write the vowel sound you hear on your answer sheet. Let's
do "the sample together. Bag, ham, pack. What vmvel sound do you hear in these
three Hords? It is a short "a." Hrite the letter "a" on the line under the word
short. Now listen to the VO'\·Jels for number one.
1.
2.
3.
bat
take
lip
slam
shade
chill
pad
case
wig
45
Section I:
Pages 1-66
(Includes Units I and II)
4.
vase
ta::k
ride
shine
flag
Blll
lake
5.
6.
7.
8.
9.
10.
grade
track
tire
hi:le
stack
\vish
grade
gat~
cat
kite
1-1ide
rag
pig
base
Let 1 s do t\·,2 sample
You are going to listen for parts of lvvcL tha:: s·.Ja:d a·! i'ce.
together.
I will read twa words.
Listen for the sound that ;, alike in both words.
Find that sound and circle it in the row.
Sample: Curl, turn. Circle the phonetic part that you heard in both words.
it was "ur." Now listen for number one.
1.
st~
m~
2.
show
star
spoon
skirt
crown
mouth
foot
church
her
snm"
party
moon
circle
flower
out
book
burn
after
3.
4.
5.
6.
7.
8.
9.
10.
6.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
farm
count
turtle
fle1v
Yes,
hark
found
fur
grew
d~
pl~
house
curl
dark
girl
broom
ground
purr
far
first
soon
Syllables
Now you.Hill listen for the number of syllables in a Hord.
He Hill do the sample
in the box. Let 1 s say the \vord together.
Da~.
Hmv many syllables do you hear?
Hrite the number 2 on the line. You lvill read each word and 1vrite the number of
syllables on the line after each word.
I
7.
You are going to form compound words.
Look at the first Hord.
It is back.
Nm-1
find a word in the second column to form a compound 1-1ord.
Dra1v a line to yard.
Now write the word backyard on the line.
Do the others.
[
I
I
I
Compound Hords
8.
Word Structure
Look at the sample sentence.
He \vill read it together.
NoH read the three Hords
below.
Hhich \vord \vill correctly complete the sentence? Hill you circle the
correct word?
I
II
1
Sample:
9.
Rusty is
move
moved
~omprehension
You are going to read four stories. After each story are five questions.
Read
each story carefully and check the best answer to each of the first four questions.
Question 5 is to be nllt-nbered in the order in Hhich the ideas happened in the story.
You may go back and reread the story to help you answer the questions.
46
(
Sc·ctiun I: Pa12cs 1-66
t:.1i ts I and II)
fr~cludECs
ALL THROl'CH TilE YEAg
ANSHER KEY
1.
Vocabulary
dectective
wrong
counting
take
asks-
1.
5.
9.
13.
17.
2.
tr
st
sp
8.
12.
10.
14.
18.
where
trouble
is n 1 t
school
their
3.
7.
11.
15.
19.
Hrs.
never
fault
l<'h is pen'd
docs
4.
8.
12.
st i 11
city
hero
] 6.
tor10rro1~
20.
question
1.
fl
5.
9.
IVh
fr
sl
dr
sl
sh
sm
13.
2.
6.
10.
cr
ch
d
3.
7.
1l.
14.
qu
15.
5.
16.
11
21.
ck
ch
cr
ll
ch
22.
Final Consonants, Clusters & Digraphs
8.
9.
10.
11.
12.
13.
14.
p
t
1
d
r
n
t
1.
2.
3.
4.
5.
6.
7.
4.
6.
Initial Digraphs & Clusters
4.
3.
2.
Vol•le1s
I.e:-•£
~)~""~c·rt
,._
1.
p
2. ---
3.
a
4. --c:
.
6.
i
7.
i
B.
a
9.
i
10.
a
---
k
n
1
p
k
t
t
l
17.
18.
19
20.
24:
ck
er
sh
er
25.
11
23.
47
Section I: Pages 1-66
(Includes Units I and II)
ALL THROUGH TilE YEAR
5.
6.
7.
Phonetic Parts
1.
ay
6.
ow
11.
ar
16.
ou
2.
ow
7•
ou
12.
ou
17.
ur
3.
ar
8.
GO
u.
ur
18.
ar
4.
00
9.
ur
14.
e1;v
19.
ir
5.
ir
10.
er
15.
ay
20.
00
Syllables
1.
3
6.
2
11.
3
16.
2
2.
2
7.
2
12.
2
17.
l
3.
2
8.
2
13.
2
18.
2
4.
2
9.
2
14.
2
19.
2
5.
2
10.
l
15.
1
20.
2
Compound
~Vords
doghouse
postman
noontime
yourself
forgot
earrings
highway
something
grandfather
backward
48
Section I: Pages l-66
(Includes Units I and II)
I •
'
ALL THROUGH THE YEAR
8.
Word Structure
~ample
l.
2.
3.
4.
5.
-
moving']
peep
\vagged
scampered
\vhispers
jump
6.
7.
8.
9.
10.
asked
count
going
joking
pictures
Comprehension
3tory J.
3tory 2.
Story l.
Stor:r h.
A.
a colt
A.
a little shark
A. an animal sho\v
A. a house
B.
a shadm·l
B.
sea turtle
B. a ponu
B. in the tree
c.
the barn
door \vas
Ojl_en
c.
c.
c.
D.
a good
dectective
D.
happy
D. happy
D. home
E.
2
E.
3
E. 2
E. 3
3
1
l
l
l
2
3
2
buddies
afraid
a friend
--
49
Secci.J:1 I:
Pages 1-66
Units I and II)
(I~cludes
ALL TEROLGH THE YEt\.R
NAME
DAT2___________________
GRADE ------------------
ROC~~-----
:\um~1er
Total
Items
'
'
-
20
1.
VOCABULARY
2.
INITIAL DIGRAPHS & CLUSTERS
3.
& DIGRA.PHS
4.
VOWELS
10
5.
PHONETIC PARTS
20
6 ..
SYLLABLES
20
7.
COHPOUND WORDS
10
8.
WORD STRUCTURE
10
9.
COMPREHENSION
A KUN IDEA
FINAL CONSONANTS, CWSTERS
II
II
"'fo
Cor:;:ect
Co;:rect
15
25
I
I
~---~
'
4
a.
SPECIFIC DETAIL
4
c
INFERENCE
4
D. DRAWING CONCLUSIO:;!
4
E. SEQUENCE
4
I
I
50
l
,\11 Thr 0 u,.h th< Ye;-r
~
Section I
f~----~~-·~-
I
'I unch
1
or
put
I
l__
i
-~~~~~~--~-2,__--:.....,._.
~1-'
I
ueTec
ve
1 1
d i ffer·ent
doghouse
David
I
block
tr·oub I e
track
bicycle
Wr'Otl q
'--'
i
.
·---q ~
~
-~
•
_j·-.-o
I
coun ting
.
talk rng
grou nd
.
feel 1na
i
...1
v
..
-
Miss
Mr
Mrs.
master
_
___;._
'
answer
around
'-'
isn't
as.ks
any
-A-a i r;
:tnr·ee
step
•.
some
.
srng
city
daddy
'
12e
fe I I ow
fault
that
rocket
I 'm
I itt I e
I i sten
IS.th err
.
they
wi I I
st i I I
hamburger
next
never-foster
II.
bronch
school
shouted
skates
say
8.
Q
I5.
make
to i I
tease
toke
I1
Lf-.
0
7
.J
-1-
~
1
t~ere
s.i no
wr· 1 1 e
· r i dd le
3.
wer' e
6.
•
~J
here·
e
-~
I i aht
~.
where
G
i
!
---5
t
10omole·
I , VOCABULhRY
1:.~
____,
head
hero
hear
home
I 6.
whisperec
scomperec
wonted
whizzed
19. un d er
down
don't
does
together
tumb I i ng
tomorrow
stories
2 0.
1
.
.
1mag1nat1on
quack
question
know
51
.Ul Th ·ough
2~
the Year.
:lection I
INITIAL
_9r:._y
chose
fr'om
DIGRAPHS
S i OW
QJdOCk
_ag
q
um
_ayons
7.
.
ide
o1r
eel
ee
8.
QL y
I
6.
5.
-
-'-
when
ock
If •
fly
smor't
.Jl:. o o e
II-
&
{;:{
or
own
_og
llf
I2 ~
oe
~
r·:< "·~~~'}r--··: ·:~
·'
.·~§
1-
ii-
t.
oon
_eep
I5.
I
. . ;__~.~:{~. ·_ ··"~·
- _}
.;.~··¥'!
est ion·
rna r'-'
"
oke
52
All Through the YeAr
Section I
r
30 FINAL CONSONANTS - CLUSTERS & DIGRAPHS
I r
.. .
.
SAMPLE:
B ~ -SA~ffPLE
A.
Janetbranch
l-
1~
~~~
.
-
2$
-
3·e
49
l8o
5e
l9o
6~
200
7,.
2lo
Be
220.
11.
,11 Through
th~
53
Ye~r.
Section I
4. VO\JvELS
Long
e>l1o rt
Long
Short
Sample:
2.
5.
o.
/'
7.
8.
9.
54
-\ll Throur.h
-:ec t ion T
tl~e
Y('·-r.
5 . PHONETIC PARTS
~~_,...;._p_1_e_:_ _ew
i
I-
.
00
J
-----;
1.
ew
1r
ay
11.
ar
er
00
2.
ar
ow
1r
12o
ew
.
1r
ou
3s
ar
.
1r
00
13.,
ar
ur
ew
4.
00
ar
ou
14.
.
1r
ow
ew
5.
ew
.
1r
ar
15.
ar
ay
ow
6.,
ow
ar
00
16 .
ou
ar
er
7,.
00
ou
ur
17 .
ay
ou
ur
8.
ur
ew-
00
18.,
ew
ar
00
9.
ow
00
ur
19.
.
1r
ow
ay
10 .
er
ew
00
20 .
1r
er
00
i
I
55
All Through the Ye<Jr.
Section I
6~SYLLABLES
c:mple: Da~y_: -J
1.
grandmother
2. ·skater
12 .
runn1ng
today
13 .
bigger
4.
around
14.
better
56
whisper
15~
sad
.
mov1ng
16 .
joking
:'1
-~
:i
detective
3~
- 60
~ .
llo
.
7.
surpr1se
17 .
live
8.
asleep
l8c;
about
9o
waiting
19 .
apple
20')
sadder
''
lQo
hot
--
--
56
r.l
All Through the Year.
Section I
back.
70 COMPOUND WORDS
father
post
self
dog
house
your
.
r1ngs
got
ear
man
time
some
ward
back
thing
\
noon
\
I
.
I
.
for
high
I
\
·.way
I
\
\
grand
I
yard
57
\11
Throu~h
the Ye r
1
~ - ... lJ"Tllr-)•
8 • WCRD :)IK
lJ
/;~t
.-s-·a-m·o--1-e_:_,_R_'u_s_t_y--i_s___ --.-- t_o_a_ new
Section I
move
1
moved
hoU·~-e
·]
. moving
_.;.____.·~------~-
I. Did you hedr the young catbird - - - - - ?
peep
peeped
peep1ng
come home.
2. My doq - - - -his tai I when
wag
wagged
wagg1ng
3. The boys - - - - over the mud.
scomoered
scomper1nq
scomoer
Lf-. Grandmother _____ when the baby IS osleeps
whisoers
wh l s p e r e d
wh i s p e r /119
5. Daddy wi II
JUmp
out of his cor.
JUmps
jumped
6. Rusty ________ his grandfather to take a walk.
ask
asked
7. Mother wi I I
count
8.
postman
~he
go
asking
___ the
....;._.__
counted
rictures tomorrow .
coun' 1na,_,
..j..•
down the street.
goes
IS
go1nq
9. David was __________ about his new dog.
joke
joking
I 0. The - - - - of
picture
joked
I oke ore beaut i fu I.
pictures
t~e
58
'i:
:..:~c
·:-i.rt"lU,"h th(\ YP r ..
t-1
qt
1
l'
•
.,'I
~tor--y
I.
One night Mark could not go to sleepG He
could hear somethin7 bv the barn& Was it a
fox? What -vvas it? H~: w2 fj afraid.. He was no
nero~
Could he be a rlAtoctl· ve'?
":
...___...
......t.
\..,,.!
l.J \J
.
•
He got up~ He poked his hehd out of the door~
He saw a dark shadow at the gitee He moved
softly over the gra2s. What a surprise! The
dark shadow was his new black colte Mark
pat t e q. the c o l t on }-. j_ s no s e and sa i d , " I wi 11
call you Shadow . 11
Ac
What is the storv•' about?
a colt
a hero
.
a no1se
What did Mark
a shadow
a fox.
a tree
Ce
How did the -colt get
the barn
th e e:ctG
the barn
r-.-.r.Le
1.
to the gate?
door was open
was open
door was not open
59
\ll Throut~h rht' Ye;n:
:;ection 1
~ark?
could we call
E.
.
a 1 lD
.
Make a 2 111
1'\!!:?
1.(" p
lv.c.t.,..~..,.J.. h ..._.,
Make a
'/..
0
1n
n
'\
J.
r-• n
~J.-.
~
Y'
~.. !·
r"l
t·.
·~
f
..__
..~
.0
~
~
wnar
b hf.J:._;c;:
~ -~ -- ---n,..,
_ _tt:; dl t:i_ rRt
.c
h.-; +ront of v\1n.lo_
v
h~ppened 1--~1 a xt
front of what happened last.;
I
1
\..t
0
When did it hanuen?
--~Mark poked his head out of the
...1.
;_
door.,
___ Mark
_.;
l~~Q
-v~ ~.r
-~--!flu. 1. ~\.
to sleep .
60
.pctinn J
i
l
i
J
f.
!
•
i.
l
~
}
}
~ror'y.2
Once there was a little shark who was afraid&
He did not like to swim in dark watere He
hated to be by himselfa But one day he lost
his way when he was playing water football~
He could not find his fish friend~) and started
to cry .
A sea turt1e came by and said, 11 What nonsense,
shark1 Don't cry! I will help you find your
.home.. Climb· on my backB"
At first the little
2_fraid of
tumbling off
the t, · rti e s oacKl . But soon he
found it was fun and they vthi zzed home .
1
s}~ar
. ~ -. L.'
v:as
1
I
·A.
1
ll_ -'
A..
What is the story about?
water football
----a little shark
- -dark water
B.
Who helped the little shark?
- - -fish friends
- - -sea turtle
- - -his mother
61
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i
i
!
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t_,
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lS
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of~
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v,, l .. C'- LJ
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r- ,_,..C).- ...,~ .....1 !.3
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1
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shark home.,
the shark 1s lost
<.~ C"\~~
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l.
rs L~
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sea
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62
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r::.J :r;
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1 :.
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out
vvi 11 scamp.er
monkev" will
63
· 1 1 Th r ou ~· h t l c· Y" · r.
;f'C t i on I
,
1
., •
"' "' -, ·'"" , .
l ) l.tUUlG0
D.
~
Hov.r do thev., feel
oa
,._; ...J
haonv
-~oU
----~-
L
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w
_ _ _ _ _ •c•ur-or~l··
..::>
I
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Make a 1,,
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\..\....-'
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J iU.s.)._'--_,...
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When
.
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ron L,
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1"
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'-'
i.
y-,
}-l ~~--; T) r, ~; Y!
r1 c1e
----The snake v:i 11
the doghouse~
------
ll
.'
1.(]]_
.j.._
I I it happen?
The PUPDV
• _ _ _ _ __,.,.
V/1
1
h81.)")~Y
... _._ k ....~ ~-
n .--.:no
:;1\_..,
\_..< \...,-
0 lu
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L;
ll ride the
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0 .:;•
l
A•
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64
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are
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sorne
·c'
c__-~
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Cl J.m,j,
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ner
Ct l\
C- r.:Jl-c:.
some
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\._~~
1J i_,_ r]
_,.Ju....
U.
_tor
c;ame
Jn
--L, ::-•
L.1~
·-j
:': ·;.....-)
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noonc1m.e .
('I
000D
came
1,......
1
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was
1 -:lJ
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;_.u!J~
'-'
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-·------------p
E:~ t 0 =:""V
,._,
~ca1n
a squirrel
tl-.te house?
-·--------
111
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J_.;...
-
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to
fast .
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a ho'cJSe
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Wl1et t
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and
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---~-~=~
Thev jumped out
.........,..,.,.,.........::--.,-.......,...~
Thev
J
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L'
01
the
1n
a tree .
!. ·-~·..
APPENDIX B
Measurable Performance Objectives
From Faraway Places
Section I
66
67
Jv1EASURABLE
PERFORJ.VJANCE OBJECTIVES
HP.RPER AND ROW READING SEHIES
FROH FARAWAY PLACES
Section I
68
FROM FARAWAY PLACES
Section I: pages 1•78
(Includes Units I and II)
Skills:
1.
Performance Objectives:
Vocabulary
The student will read correctly all
words through page 78.
2.
Initial Digraphs and Clusters
The student will
initial digraphs
bl, th, pl, sl,
sn fl cr
r
3.
identify the following
and clusters : st, wh,
sp, ch, gr, dr, sh, sm,
fr s~1 cl.
A.
Verb Forms - The student will add ed
and igg to regular verbs. The student
will drop the final e when adding igg
to some verbs. The student will double
the final consonant in some verbs when
adding ed or i£&. "~en a word ends in
y, the student will change the y to!
before adding ed or es.
A.
The student will correctly change the
verb forms by adding ed, ing or by
changing y to i and adding es to the
words listed, having 16 out of 20
correct.
B.
Adjective Forms - The student will add
er, est and y to descriptive words. The
student will double the final consonant
in some words before adding the ending.
B.
The student will correctly change the
adjective forms by adding y, er or est
to the words listed having 8 out of
10 correct.
Division - The student will recognize the
correct syllabication of 2 syllable words
according to the following rules:
(1) Every syllable must have 1 vmvel.
(2) The word divides between 2 like
consonants.
(3) The word divides between 2 unlike
consonants,
A.
The student will selPct from a group of J.
the correct syllabicati~n ~f a list af ~
syllable Hords having 8 o.:t of HI' correct.
Accent - The student will. identify the
B.
Thre student lvill select frcm a group of 2,
the Hord in which the syllable is correctl·
acc::rented, having 8 out of :i.O correct.
A.
B.
syl~le to be accented and be able to
place the accent mark.
Glossary Skills
The student will identify the respelling
of a one syllable entry word according
to the way it is pronounced. The short
vowel sound will have no mark.
6.
The student will write correctly 16 out 0f
20 initial digraphs or clusters dictated
by the teacher.
Word Structure
'
5.
The student '~ill circle correctly 27 out of
30 words dictated by the teacher.
The sturdent lvill select the correct respellins
of an ~ntry word from a group of 3, having 8
in a In~t of 10 entry words correct.
Comprehension
A.
The student will identify the main idea
of a story.
B.
The student wili reBd a story and
recall specific details.
The student will make an inference
from a story.
The student will draw a conclusion or
stnmnarize a story.
The student will number the three ideas
of the story in correct sequence,
C.
D.
E.
The stu-&!ent \~ill demonstrate his comprehr·nsion
of a gii.wen story by selecting the correct
multipire choice answer, having 3 out of 4
correct in each area of comprehension.
The stmdent Hill demonstrate his camprehensio!l.
of a gfrven story by placing events in sequence,
having ~ out of ~ correct in this area of
compreh{ens ion.
69
Section I, pages 1-78
(Includes Unit I and II)
'l'Et\CHER 1 S EDITION
FROM FARAWAY PLACES
1.
Vocabulary
I will read one word from each box. You are to circle the word that I read.
do the sample together. Circle the \vord tied.
Sample:
1.
5,
9.
13.
17.
21.
25.
29.
2.
Let's
tied
2.
6.
10.
14.
18.
22.
26.
30.
cro\vd
earn
distance
brayed
believe
north
second
woman
3.
7.
11.
15.
19.
23.
27.
shook
\vritten
stood
fasten
finished
proud
country
bridge
4.
8.
12.
16.
20.
24.
28.
gathered
ancestors
exclaimed
solemn
glad
reins
trot
bet\veen
lively
market
hold
harness
toes
stubborn
Initial Digra12hs and Clusters
You are going to show me that you know the beginning sound of cacl1 word that I say.
I will read t1vo words that begin 1vith the same sound. You are to \vrite the t\.;o
consonants you hear at the beginning of each ,,,nrd.
Let's do the sample together. The t1vo 1vords arc J,lo·.,, block. Did vou \vrite bl
in the box? (Teacher checks to see that each child ;,as done the sa~ple correctly.)
3.
-
1.
steep - stared
8.
speak
2.
which - wheels
9.
children
3.
blanket - blond
10.
grei·J
4.
thought - thumb
11.
drmvn
-
5.
plaque - plum
12.
share
6,
slid - slmv
13.
small
7.
treasure - trade
14.
snatch
-
15.
flash
16.
cracks
1 7.
problem
dream
18.
francs
-
short
19.
S'.vamp
-
smooth
20.
clipped
-
spark
-
chase
great
-
flap
-
cry
-
-
-
prize
front
st·leater
-
clea'1
snrn.l
Word Structure
Part A - Verb Forms
You are going to add "ed" and "ing" to some root 1vord-s lis ted, making any
changes necessary in the root words so that the rE\v word is spelled correctly.
You will add "ed" to your root Hords on the first colmnn of lines. You \vill
add "ing" to your root \vords on the second column of lines. Let's do the
sample tog~ther:
SN-!PLE:
carry
add ed
carried
Complete the list of Hords in the same way.
add ing
carrying
70
Section I, pages 1- 78
(Includes Unit I and II)
TEACHER 1 S EDITION
~'rom Faraway Plar'..P.S
Part B - Adjective Forms
Now you are to write the correct form of the adjective given below the blank
in each sentence.
Let's do the sample together.
Ann was
than i"'ary. Think of the
(old)
three forms of old. They are:
old, older, oldest. The sentence should say,
11
Ann was older than Mary. 11 Nmv, do the ten sentences by yourself. Use the
endings er, est, or y.
4.
Syllables
Part A - syllabication
Now you are to choose the correct way to divide a word into syllables.
The \vord in the first box is one you already knmv.
In the last three columns
are possible ways to divide that Hord into svllables. Let's do the sample
together. hlhat is the word in the sample box? Yes, it is mirror.
Put
your finger on the box that has the correct \·:ay to divide mirror. It is the
one in Column B. Put a circle around that one to shmv that you divide
mirror between the two r's. Do the rest of the page by yourself. Read the
word in the first column and then circle the \vord in the last three columns
that is the correct way to divide that word into syllables.
Part B - Accent
Now you are to choose the correct syllable to accent in a word. The word
in the first box you already knmv.
In the other t\vo columns, show where
you might place the accent mark in this 1vord. Let's do the sample together.
What is the word? It is ~uarter.
Put your finger on the box that has the
correct Hay to accent quarter.
It is in Column A. Circle the \vord in that
column as that is the correct way to accent quarter. Do the rest of the
page by yourself, correctly circling the one that has the correct syllable
accented.
5.
Glossary Skills
In a glossary each entry word is respelled according to the Hay it is
pronounced. \-!hen there is no mark over a vmve 1 you knoH it is short.
long vowel is marked.
We will do the sample together.
A
The Hord is:
Sample:
dress
dres
dres
ders
How do we pronounce the first respelling? dres
How do we pronounce the second respelling? dres
How do He pronounce the third respelling? ders
Which respelling is correct? Put a circle around the second respelling.
Now do the following 10 words the same Hay.
Circle the correct respelling.
71
TEACHER 1 S EDl'l'll)N
FRttt J!'aro.way Pl1:1ces
6.
Section I, pages 1 ~ 78
(Includes Unit I and II)
Comprehension
You are going to read four stories. After each story are five questions.
Read each story carefully and check the best ans~ver to each of the first
four questions. Question 5 is to be numbered in the order in which the
ideas happened in the story. You may go back and reread the story to help
you answer the questions.
72
TE,\CHER Is
EDITION
AnS\ver Key ·
Section I, pages 1 - 78
(Includes Unit I and II)
FROM
1.
2. shook
6. ·written
10. stood
14. fasten
18. finished
22. proud
26. country
30. bridge
crmvd
earn
distance
brayed
believe
north
second
1voman
3.
7.
11.
15.
19.
23.
27.
gathered
ancestors
exclaimed
solemn
glad
reins
trot
Initial DigraEhs and Clusters
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
3.
PLACES
Vocabula.E.Y_
1.
5.
9.
13.
17.
21.
25.
29.
2.
FAP~WAY
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
st
wh
bl
th
pl
sl
tr
sp
ch
gr
dr
sh
sm
sn
£1
cr
pr
fr
sw
cl
Word Structure
Part A - Verb Forms
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Part B
1.
2.
3.
4.
5.
danced
cried
grinned
dried
skated
whizzed
tried
hoped
rubbed
liked
dance
cry
grin
dry
skate
whiz
try
hope
rub
like
-
Adjective Forms
louder
sooner
darker
wettest
fatter
6.
7.
8.
9.
10.
sunny
smarter
rounder
fastest
oldest
dancing
crying
grinning
drying
skating
whizzing
trying
hoping
rubbing
liking
4. bet\veen
8. lively
12. market
16. hold
20. harness
24. toes
28. stubborn
73
Section I, pages 1 - 78
(Includes Unit I and II)
TE,\CilER 1 S EDITION
Ans1ver K ey
page 2
..
4.
Syllables
Part A - Syllabication
1.
2.
3.
pic tures
blos sorn
clln ner
mas ter
4.
5'.
6.
cfis tance
but ton
foT1ow
7.
for got
a1. lvays
8.
9.
10.
fin ger
Part B - Accents
1.
2.
3.
hap'pen
bar'gain
lvhis per
sun'ny
4.
5.
6.
lvin ter
big ger
cor ner
7.
8.
9.
cot tage
ear rings
lvin dmv
10.
5.
Glossary Skills
.
2.
1
3
4
5
6
7
8
9
10
.·
.
.
.
.
·chase
tell
cry
knock
bright
duck
tie
._gse _ .
spell
own
'
chas
tel
kri
nok
I
brit
dU!(
I
-~
t1
.-
on
.
us
spel
'
74
Section I, pages 1-78
(Includes Units I and II)
TEACHERS EDITION
Answer Key
6.·
Comprehension
Story I
Story 2
Story 3
Story 4
A.
A Lively Little
Donkey
A.
B.
Baskets of
Vegetables
B.
Princess
c.
Surprised
D.
ls a makebe 1 ieve story
E.
2
1
3
I
I
I
..
A.
Angel and Her Lamb
A.
The \.Jinning Hit
B.
Some oats
B.
Baseball
c.
D.
E.
.·
A Sheep
c.
She was looking
for oats
2
1
3
He looked different
but he v.as a good
player
D.
Sam's team
E.
3
2
1
c.
The cars were
whizzing by
D.
Safe
E.
3
2
1
I
A Girl and Her;
I
Doll
l
!
'
'
'
'
:
75
FROH FARAWAY PlACES
Section I: pages 1-78
(Includes Units I and II)
DATE_____________________
NAME ---------------GRADE
ROOH
-Total
Items
-
..
1.
Vocabulary
-
2. Initial Digraphs and Clus te1.·s
Numbar
Correct
-
. Proficiency
Level
30
27
20
16
"
3.
Word Structure
Part A - Verb Form
20
16
-
10
8
10
8
10
8
Part B
4.
Syllables
Part A - Syllabication
Part
•
Adjective Fo·rm
B
-
Accent
.
5.
Glossary Skills
6.
C~rehension
~
--·
--
20
15
8
~
A.
Hain Idea
4
J
B.
Specific Detail.
c.
Inference
4
D.
Drawing Conclusion
4
E.
Segue nee
4
-
..
10
4
-
76
From Faraway Places
Section I
s~·
10 VOCABULARY
ten
try
t_;1 ___
~-~-~--~-
I shsfts
cart
carry
crowd
colo-rs
each5'
oats
earn
arm
9~
!
~~wrl~·
descendant
vegetable
distance .
donkey
r---··
~
lOa
J
stor.ed
stood
straps
spots
I
i --
13.
bri d.o·e
c
brayed
bravo
~;undl es
I
i
·----·r:e:tors
wa11
writ ten
waved
,
-i
1.
shook
shepherd
sound
garden
gray
f2thered
{~oat skin
14 .
feeding
·fell
feet
fasten
between
believe
behind
bundles
[ea:----~~----
temperment~ ~i vely
as toni shed . lazy
shepherd
lifted
-~------~~.
4 ·-
.- ;
lla
12e
l • d_ ·mirrors
e:xc_alme
•
encerta1ne d Jmuslc
explained
merrily
everyone
market
r
j
I
•
15o
cottage
country
solemn
stubborn . .
4
•
heard
hold
hated
1hero
·----------'~~~~---..,..~-----=-~·=··-·-=····~~..;o~o.wR"I.U'"~'~--
77
From Faraway Places
Section I
I .·.
li
I
I
I
.
believe
brayed
1
f.
j:
·
seat
solemn
second
sound
-~~-
..
u.
wicdow
vvheels
IN oman
waved
I
·rH?-o;'l
d_...,.,_......,_.. ---... y•·e·
1 · 24.
-
re~scn
~toes
re1ns
road
ltie_d -··-- ___ _
:1~
5
?·'
~0
........
~J.-
oOo
')r7
.
t-..J
trot
toes
town
trio
•
- -
28o
summer
swooped
supposed .
~tubborn
~-_j---~~~~,......··---~...4---·~-. ·-·-·~-·- - - r - - - - .
·bridge
brightest
bring
· roken
~
~une
..
0
!
jtovvard
·"""'··--"""-"~·-~-~..,.~.
champions
Jcouldn't
J
·country
course
i
I
IY'
~Deace
~~~-~......,..,.....~~--.........,.,..,_J,i't<..
I.
!i
._proud
~~ushed
o
lhappy
23.
really
22 .
!pasture
"""""" .. .,_.;...........,...~~-! . . .... ....
i
i'
8round
Y101S8
0h
G .. J
I~hambur~er
~-
t~
St>P-~--t~~h--'>:. -~ 6 ~~~!,.-
21~
map
more
north
~uess
finished
clingers
-~~~"'~~~,q.o-1!
~
_.,..__...,.r,...
;
78
!
l
From F~rnw~y Pl&cee
Section I
I
l
l.
And Clusters
l'
l .
l .
l
l
ll~
2.,
5 ..
8 ..
.
'
15o
79
From Faraway Places
S· ction I ,
3e WORD STRUCTURE
..
\
PART A - VERB FOEMS
.·
SAMPLE:
carry
--
_,,..,..,....,..
1~
dance
2.·
cry
'7-.,
Ue
gr1n
I>
LL-'- e
dry
I
5.
skate
6.
whiz
i
I
Il '
l
~
7 ..
-try
8 ..
hope
9.
rub
·~;
'
~i.·
l
!·
••
•
'
'
~
:1).·.
1
~
J
1
1
10 .
like
'
_ . ....... 011!;
add ed
carried
add iD.g
carry1ng
80
From Faraway Places
I
.3ect~on
3o
WORD STRUCTUR£
PART B -· ADJECTIVE FOPJA
-er, -est, -y
.·
SAMPLE:
1..
.2 ..
Ann was
The dog is barking;_________
(loud)
he did at first .
He will come
now thar
than Mary.,
(soon)
3.
It
now than last
1S
night~
(dark)
This is the
year.,
"'
5 ..
day of .the
(wet)
Our cat 1s
than most .
(fz·t)
b..
This 1 s a
dayo
(sun)
7..
\
II • •
I
8..
The dog 1s
rabbit .
A ball is
·
-----------------(smart)
than the
than an acorn.
(round)
9.
Th i s 1 s the
I have ever
run .
(fast)
He 1s the - - - - - - - one 1n the
class.,
(old)
81
From Faraway Places
Section I
'YLL A" ....t. -L .~;-_,..,>
--,Ao•n
~'=>
~
..,
P.l\1
,.
A
.-\
-!.L
.
('I
T'\
i.~~~~~b-;.£J:r:-h.Xt.,.~l~~J:U~-;~~~.,._,.-!-~·~..._~~..,.~~~V<-"Y~~-"~-..::::"'=-~'::".-~r!"-'~~~~:~~~..p;t~~~:!~'~-m.~'Ni.+-~Y.Z~~~~~n...~~
.
-
m1rror
. ~
r~
~
t-
t
rn1 rror
~
J
\1·
m1r ror
1
j ,,,._ .. ,.·"w·<'·'·
1~
I
I
l
•
I.
I
fin~~r
1
-~
I
m1rr
0
v•
l.
82
From FArawCJ.y 'PlaceiJ
Section I -
4
"
S
"'<.iT
-lJ.J
LA"RLI.'('l
L
I.
i'
I
L.
j
1
happe~
winter
l
'
corner
Ul.)
P ,.,....,fTl.l
'
u ...,., '
.... 1.1\
r,
.t
'I
i.J. I
.. ,
,!J.\.J
c~1
, "\
·
T'
r-:1
I
~h l.
CF
83.
From Farawf!y Pli.ilce_e
Section I
59 GLOSSARY SKILLS
.. .
..
_
.·
r---~~
l
_ ...
3. cry
p
I
·-r·· ·
_
krl
----
1 4.
I ; dres I -derS
I
chas
J .~al
2. tell
r-..
dres
'-(~t<-i=-·"""""""'V'"""""""""'~~-
' 1. chase
j
~ -T~~~;i
SAMPLE:l
dressPj
.....
·· ···
I nock
knock
~has __ j
_tel
~
I
cri
~
--
· ---- ...... ···~··L·•w • •
,
6. duck·
,
brit
tel
kri
-[-~:----.._-·-----
nok
. nok
~~~~~~t···-·("·"'•>- .. ,. .. .t'~.~~...m.ln.oo-~·-...
5. bright
chiis
:
brit
---~·K'tll
brith
l{
·ii------+-------,t;,_.............,"""""""'"'""""""'"""""'""~
~
duch
L~---~
!--d.;......a_k__
~~:· ::-:-··-i-~:· . . ~. ~:e . . _'
:: ,
lfl
~~~~-----·-·----4---------~--------~
· 9. spell
-- ---
.10
6
-·-
own
"'"'
""'
.
...
.I
spill
spel
spell
N:ilru't€tt''"""*'i$'1q!~....,..-~-........,..,_..,......._............,............,...........__.,\...-_ __.......--f
~ on
""'"'""'~•-
one
-on
.........,. ..... _ ... _ _r.-..-.,_ _ _ _
~--
84
FRON FARAWAY Fli\CJ:'J3
Section I
Units I and II
Story I
Ansz:el and her lamb stared at the house.
gate looking: mo::.~e and mo::::-0 a3toni.shed.
The oats were not in the right place.
1bey stood at the garden
1{1lere vm s their dinner?
She pushed at the gate with her head. It onened! Trot, trot,
trot she Hent to\omrd the house vli th her babv follovJing. She came
to the front door and stonned. She shook h~r head ana her beJl
went ting-a-ling. ~fhat a Jnerry sound it made. No one answered.
She pushed at the door. It onened, too!
Into the house \Jent An,gel 2.nd her lamb.
made on the wooden floor.
',vhat a noise their feet
"What m·e you doing in the house'?n exclaimed the farmer 1 s \vife.
"Get out of here!., she shouted as she naked at Angel with a stick.
A.
w'hat is this story abo,rt-?
the· f~r:::;r 1 s ,·ri fc
iLngeJ and. her· lamb
1
the garden gate
B.
'v'Jhat did the animals vvant to eat?
some vegetables
a bell
some ogts
C.
What kind of animal \vas Angel?
a sheen
j
--~--
-----
a m.J.:;:my
a calf
D. Why did A.n2el go to the House?
She was cold.
----- She was-tired.
- - - - S h e was looking for oats.
---~-
E. Make a
1 in front of the thing that happened first. Make a 2 in
front- of the thing the.t hanpened second. !·lake a 3 1n front of
the thing that happened last.
_____.An~el nushed onen the front door.
- - - - - Angel- DUi~~ed onen the garden gate.
_____ Ano;el '<·mlked into the house.
85
From Faraway Places
Section I
Story 2
nr
hope we don 1 t have to have David Black Bear on our team,n
whisnered Ann to Marco. 11He looks so different in his goatskin·
coat~ his soft high shoes, and his long black hair.n
Marco looked tovmrd the solemn·- faced boy standing off by himself.
'THe is an Indian. I hear. Do you su-ppose he knov1s how to play
baseball?"
Sam had heard Ann and l•1arco talking.
of our team, I will take David."
3am
said,
nsj nee
I'm ca-ptain
The boys and ~irls had only a little time to play. They gathered
on the playina field. Marco 1 s team was_. up to bat and scored two
runs. Then it was time for 3am 1 s team to bat. Rusty hit a fly ball
and was out, but Janet \.Jalked. Now, Sam made a hit and Janet ran
to second base. It was David's turn.
He fastened his hands on th'3 bat and hit the ball such a long
distance that three runs scored.
nBravo for David Black-Bear,
shouted Sam as the bell rang.
'i
descendant of our first Americans, 11
A.
What is a good name for this story?
________ A Day at School
- - - - - The Football Game
~------- The Winning Hit
B.
What game did they play?
Basketball
Run, 3heen, Run
------~ Baseball
c.
vinat did the
_________ He
_____ He
_____ He
D.
~ho
boys :md girls find out ·about David'?
was a poor nlayer and made an out.
looked different but he w·:1s s good nl3.y2r.
was little and ran slowly.
won the game?
Sam's team
- - - - - Marco's
t:~am
:mn' s team
~~.,...._--
E.
Make a 1 in front of the thing that hanpened first. Make a 2
1n front of the thing that hannened second. Make a 3 in front
of the thin~ that haunened last.
_____ David hit th,:; ball a lonY: distance.
Sam took David for his team
- - - - - Ann and Marco looked at David.
86
From FarawaY Places
Section I "
Story 3
.·
If I run not tem"P.:?n.~1lenta1, '~ brayed :Peppi, the 1 ~ ttle gray donkey,
as he sh0ok his head. "I just don't want to pull my cart to
market. It has too many baskets of v~getables in it. 11
"If your master makes you work too hard, why don't you leave
home·? 11 asked the brovm Dony who ha -:~pened to be trotting by. 11
"That is just \vhat I will 3o! !I answered .Peppi, 11 I have wanted to
see the world anyway.ll
Peppi jumped uu and down until he shook his harness off and.the
shafts of the cart fell on the ground. He lift3d his head to look
around, then trotted merrily down the road ..
Cars whizzed by him. Crm.:ds shouted, ''Look at that silly animal.
He will be hit and r-un over! Catch him!"
At first, Peppi couldn 1 t budge - - he was s.o afraid.
started to run. Before he kre\v it, he
shafts of his cart.
\19.8
sd;andin'~
Then he
beh;een the
"I ~mess I am better off here, after all," said lively little
Peppi.
A.
V.lhat 1s the story about'?
A bro''m nony
_ _ _ _ A li valy little donk·)Y
________ Ma~y cars
B. What was in the cart"?
--------- 8undles of wood
of trees
- - - - - braLches
baskets of vegetables
c.
Why was PeDpi afraid?
The cars were whizzinQ by.
The wind was cold.
·-·
_________ The baskets were falling off.
D.
How did Pepui feel v1hen he was back at lhis cart·:'
- - - - - afraid
3afe
_____ sad
87
E.
..
Nake a 1 1n front of the thing that happened first.
Hake a 2 ln front of the thinF tl-}at h1npened second.
Mak-; a 3 1n front of the thing ttnt h-JDP•~ned last.
Pen pi came ba tk to his cart.
_p e-pp1. tr,)tted dmvn tho3 road.
Peppi would not pull his cart •
,.
I
I
I .
! -
I.
88
From Faravmy Places
Section I
Story
A lon~Z time aq;o
high'..:ay.
..
I
11
'l
Ir .
I
.
nshe knew my
from then o-r., Blossom and her doll, Princess, '~Jere together. i,~hen
Blossom ~.:as hanpy, the doll was hapny. ·v~hen Blossom was sad, the
doll Hould crv.
One I~o ember mornin;c, ill':!TI'J years lg_-i;::;r, on Blossom's birthc:g_y, she
onened her eyes s.nd found that Princess was no longer a doll. Now
sh-::: was :-1 real, C?iggli n:· girL
A.
What is this story
· A
':lbou~?
cotta~e
by the road.
_____ A girl and her doll.
------~-A iittle oli woman.
<I •
I
l
Nay
Come 1n, Blossom.
"D'lddy, that doll talked to me", ·exclaimed Blossom.
nOJlle. ·.\'hat a mystery f !t
)
j
and her daddy came \,·alking by.
As the'T came to the door, a little vo1ce said,
Come ::~.nd hold me in your arms. ll
~
l
;~irl
rroh, :Caddy, look at the rlolls in the window of that cottage.
I have one?" begged the girl.
Il
1
little old woman lived 1n a cottage by a
Many people vmuld come to buy +.h.; beautiful dolls she made. The
oolls in their brightly colored dresses could walk and talk.
One_ day a little
~
'i
4
B.
\\That was the doll's name?
:!Tin cess
Slosson
Ann
C.
How did Slossom feel on
st·1bborn
S!L·nrised
temneramental
D.
This story:
could ha0nerr
is 'in ~~im'3.l story
is '3. make-believe story
h~r
birthrlay"?
89
E.
..
M_tke J 1 in front of the thing that ha:nened first. Iviake
a 2 in front of ths thing that hannened second. M~ke a
3 1n front of the thing that hannened last.
Blossom .md 11~--n~ doll ,,.;ere tog.,;th ~r.
Blo3som and h8r father came to a cottage.
Bl::>ssom founrl 8_ real ~ir l.
APPENDIX C
Pre-Test
Stanford Achievement Test
Primary II, Reading Test
Grade II
(Form W)
90
91
PRIMARY
II
READING
TESTS
for
GRADE 2
NAME ________________________________________________________________
last
BOYD
GIRL D
first
initial
GRADE _ _ TEACHER _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
SCHOOL _____________________________ DATE OF TESTING
CITY OR TOWN ________________________
year
month
day
year
month
day
DATE OF BIRTH
STATE _________________________________
AGE
1nonths
years
RAW
SCORE
GRADE
SCORE
PERCENTILE
RANK*
STANINE*
Word Meaning
1
2
3
4
5
6
Paragraph Meaning
1
2
3
4
5
,6
7
8
9
7
8
9
7
8
9
7
8
9
;
;
TOTAL READING
1
Word Study Skills
(Optional)
1
•Percentile Ranks and Stanines based on tables for Beginning 0
Middle 0
End 0
2
2
3
3
4
4
<6
5
j
'
'
5
\6
of grade (check
arnts'l
'
~-
~--
,_,: ·-·-
RAW SCORE- GRADE SCORE CONVERSION TABLE FOR TOTAL READING
No. Right
Gr. Score
12 3 4 56 7 8 91011121314151617181920 21222324252627282930 31!3!23334353637383940
10111212131314141515 151616161717 17171718 1818181919 19 20 20 20 21 21::102 22 23 23 24 24 2525 25
No. Right (cont'd) 41 42 43 44 45 46 47 48 49 50
Gr. Score
26 26 26 27 27 27 28 28 28 29
51 52 53 54 55 56 57 58 59 GO 61 62 63 64 65 66 67 68 69 70
29 29 30 30 30 31 31 32 32 33 33 34 34 35 35 36 36 37 37 38,
No. Right (cont'd) 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96
Gr. Score
38 39 40 40 41 42 43 44 45 46 47 48 50 51 53 55 57 59 61 64 67 69 72 75+
i!T>'F-"'"
ri2:t_
.r'~
,:;,;~.,:..;;".;,.t.il
NEW Y®RI<
Copyright "9 1965 by Harcourt, Brace & World, Inc. All rights reserved. No part of this pubi'it:ation may be reproduced or utilized in any form or by any means, electronic or mechanical, includmg p1·Jotocopy, recording, or any inforrnation
storage and retrieval system, without permission in writing ftom the publisher. Pnnted in U.S.A.
Word Meaning
92
--Something which does not cost much Is
said to be
DIRECTIONS: Draw a line through the
answer that makes the sentence true, as
shown in the first sample. Look at all four
answers and choose the best one.
SAMPLES
lovely
sing
· Something which is hard to believe is
The name of a color is
food
valuable
wrong immediately steadily backward
paint -hark- read
B
cheap
, . To do something right away is to do it
A dog can
A
poor
wood
blue
common
amazing
untrue
clear
cold
To destroy something is to
praise it
ruin it
When a girl grows up, she becomes a
father
sister
son
woman
cowboy
fireman
swim
pilot
mop
comb
cash
curtain
poem
party
ball
cut
smoke
brave
borrow it
large
heavy
a jar
copy it
brother
kill it
. When
taste it
dirty
catch it
brass
foot
sack
No. Right
Gr. Score
side
center
1 2 3 4 5 6 7 8 9 10
12 13 14 15 16' 17 17 18 18 19
hurt
top
11 12 13 14 15 16 17 18 19 20
20 21 23 25 26 27 27 28 29 30
abundant
an elevator
expands, it becomes
.round
bigger
soft
tood
small
strong
·If you got® the movies frequently, you go
bass
inch
The exact middle of something is called its
edge
hinder
(often
alone
once in a while
A man wh® sings with a low, deep voice
is called a.
There are sixteen ounces m a
pound
cold
plentiful
som~ithing
seldom
dirty
pretty
. · If your hamll..:ds are bound, they are
time
tease it
precious
help
p.oor
smaller
· A diamond is
dull
brave
a sprayer·
a captivator
a cultivatJ!JJr
. If you capture a rabbit, you
hurt it
good
To loosen itlhe ground around the plants
in your gard:en, you might use
guest
forget it
news
polite
scarce
stairs
One who is honest tells the
truth
mill
. When there IS very little to eat, food IS
When you say the same thing more than
once, you
cause
pebble
unusual
encourage
open
a bucket
enemy
.repeat it
remain
To injure is to
A person who visits your house is your
daughter
rock
mean
break it
A pail is another name for
a seat
lose
: If you are not timid, you are
. If a box has nothing in it, it is
empty
increase
ordinary
not selfish
When someone lends you a pen, you
buy it
motionless
A common eold is quite
not poor
lose it
secure
dress
One who is rich is
rapid
eat
A small round stone is called a
brick
drink
play
large
decrease
crumb
We use a pencil to
write
fear
When you gain weight, you
A very small piece of bread is called a
cake
die
heavy
book
look
· -An object which is standing still IS
. A page is a part of a
play
dash
To dine is to
_To sweep a floor, you would use a
broom
develop it
To glance is to
·. A man who flies an airplane is a
postman
defend it
contralto
tenor
If a park iis convenient, it IS
handy
21 22 23 24 25 26 27 28 29 30
31 32 33 35 36 37 38 40 42 44
solJlDrano
31 32 33 34 35 36
47 51 57 64 69 75·
llarge
crowded
closed
STOP
2
Paragraph Meaning
93
We saw a TV show about cowboys.
They rode very fast on their horses and
shot bad men with their guns. Mother
said, "Real ___ jj_____ work hard taking
care of ____;)____ . They do not spend
the1r t'1me _____ :::~-----· b ad men. "
DIRECTIONS: Find the one word or
phrase that belongs in each space, and
draw a line through the word or phrase.
Do not write in the spaces.
SAMPLE
0
I _.,
I have a handle.
I have wheels.
Jack pulls me.
I am a _____ b._ ____ •
A
chair
¥.•ago&
house
puppy
Sarah went to the library.
saw many ____________ .
books
dolls
Tom
colors
wagon
boxes
head
ball
baker
butter
meat
17
8
on
. noise
off
in
picture
builder
airport
hear
songs
see
colors
sky
letter
envelope
typewriter
ink
pencil
spring
snow
freeze
summer
storm
autumn
winter
sell
buy
make
read
1:3
him
her
book
Father
words
letters
2J.
sand
grass
rocks
22
swim.
sing
dive
23
tricks
-·-------··---------··-······-
senten.ces
pictures
water
sail
Jane took a sip of lemonade.
it __ __?:)____ mriDtch too __ j~----·
feel
flight
pen
Ben went t«» the beach. He went wading
in the ----~~L __ , but he stayed near the shore
because he did not know how to ·---~;~----.
under
touch
crayon
l f3
20
The singing birds entertain us. We like
to ____________ their ____________ .
'--
paper
A sentence is made up of words. To
read the sentence you must know most
of the ·---~:~-'----.
bread
day
land
Sue wanted a book for her birthday.
The one she liked best was expensive,
but Father said he would ____ EL_ it for
____ J.;)____ anyway.
Chuck wanted to see the ball game on
TV. He turned his set ___________ and waited
for a clear, bright ____________ .
'
shooting beating shaking scaring
cattle
people
ends
feet
fish
1a
rain
John wanted to buy a cake.
He went to the -----------··
He also bought some ____________ .
country
grass
sheep
men
r.
box
wheels
cowboys
Joe got a new sled for Christmas. He
has not used it much because there has
'
th'Is ____ ::!-...
f ~ ___ •
• le ____ L}____
b een 1Itt
Billy did a trick.
He stood on his head.
His ____________ went up in the air.
hands
12
classrooms
This is how Tim made a red wagon. He
took a large box and painted it ____________ .
He put a handle on one end and then put
four -----------· on it. This made a nice red
wagon.
red
horses
Mary started to write a letter, but she
ran out of ink. She could not find
another -----~-~----' so she had to finish the
___ __!_$____ with a pencil.
There she
animals
ll
tastedl
felt
smelled
heavy
..
sour
soft
She said
sounded
rough
--~--------- ----~---------
3
I' U
fl lh~
!HI
u
1' 0 yI H' E [~" EX""j
~ ,..
k\..
ID nH1;1 !.
Paragraph Meaning (Continued}
94
Sea plants, an important food for most
fish, grow only in shallow water. Many
more ____________ are therefore found in shallow
~ater than in ____________ water.
rocks
sea
shells
warm
snails
deep
As you go farther above sea level, the
air becomes colder. Mountains rise
far above ____________ . Therefore the tops
of many mountains are covered with
fish
sea level
snowfall
fresh
Mr. and Mrs. Kern have run the small
shop on Sloan Street for many years.
It is called the Swiss Bakery. They sell
fresh homemade bread, delicious spice
cakes, and all kinds of cookies. Mrs.
Kern bakes everything herself in the
kitchen of their home behind the store.
Children in the neighborhood like to go
to the· bakery for their mothers, for
Mr. Kern always gives them a cookie.
Although their prices are a little higher
than those at the larger bakeries, the
Kerns do a good business. They are
known for always having fresh, high
quality bakery products.
flowers
money
cookies
apples
trees
candy
wide
narrow
bullets
rifles
food
see
little
chocolate
hats
boots
gloves
neat
dark
thin
tall
build
strong
heavy
He wanted to
put out
light
Ralph was in trouble. He lost his paddle
as his canoe went racing down the ____________ .
road
bread
cherries
roses
belts
J_oe needed a match.
___________ the ·fire.
dairy
What kind of cakes do the Kerns sell?
spice
daisies
potatoes
rifles
polite
The Kerns' store is ____________ .
big
carrots
grass
honest
in the country
not known
bakery
snow
Helen and Sue are very different. Helen
is untidy and rather short. Sue is ___________ _
and quite ___________ .
ice cream
The Kerns have a ____________ shop.
grocery
moss
The journey was going to be long and
dangerous. The captain told his men to
load their __________ and check their supply
of ____________ .
The Kerns' home address is ____________ .
on Sloan Street
in Switzerland
leaves
air
In the north half of her garden, Mrs.
Stone raises vegetables. In the south
half she raises flowers. She planted ___________ _
in the north part and ____________ in the south
part.
Children like to go to the bakery because
they get _____________ .
candy
war:~.n
cold air
cookie
mountain
river
valley
The sun C'@mes up in the east and goes
down in 1dhe west. Boston is east of
Chicago. "lrherefore, morning comes to
Chicago --~---------· than it does to Boston.
Customers like the Swiss Bakery because
it has ____________ .
·
low prices
high prices
good products
many products
later
4
earlier
fresher
easier
Paragraph Meaning (Continued)
For many years the flavor of tomatoes
was destroyed when they were frozen.
Although you could buy canned tomatoes
and tomato juice you never were able to
. . m
. th e ___________ _
fi n d tomatoes or ____________ JUice
section of the market.
Mount Vernon, the home of George
Washington, is on the west bank of the
Potomac River, 15 miles south of the
nation's capital. It was built about 1743
by Lawrence Washington, the halfbrother of our first president. It
was the family seat of the Washington
family until1860, when it was purchased
by the United States to· be a national
shrine.
Seldom has a country been more inappropriately named than Greenland.
Except for a narrow strip around its
southern coast, it is land buried under a
cap of .____________ , which never goes away.
Greenland might better have been called
Our First President
Mount Vernon
Lawrence Washington
George Washington
_____ .,:: __ .;: ___
The Washington family seat was located
on the·----------- shore of the Potomac River.
north
east
south
west
George and Jim are similar in every way.
George is quite heavy for his age; Jim
is -----------·· George excels in most sports;
Jim is a good ____________ .
George Washington
Lawz•ence Washington
the national government
the city of Washington
not
boy
Mount Vernon is now a _______ ,____ .
---~
_.,.= ---- ----. . . •
The Washington estate is now owned by
' ,_,
.
·~,:_:
·suns
lights
stars
clouds
sky is too blue
stars are too far away
sky is too cloudy
sun is too bright
-~--- ..... ,__...~-~---------
u-
~~
--·-----·~
._::.
-----~---. ----~-~-
.. - - - - - - - - - - -
------~·--······ ~---~~>--·-··-
All farmers have to plow, harrow, and
fertilize their land. In places where there
is not enough rainfall, farmers must ___________ _
their land, too.
fertilize
No.Right
Gr. Score
plow
1 2 3 4 5 s 1 8 910
1011 12 13 14 15 15 16 1617
No. Right (cont'd)
Gr. Score
irrigate
I
I
tall
too
athlete
worker
-
-
. - - . .
-
south
east
southwest
The great effect which Donatello's work
had on his mwn and succeeding generations
was that of making sculptors and painte1~s
ashamed of :any affectation. He tried to
make his statues as lifelike and natural as
possible, and!. was the first ___________ of Italy
to have such an ideal.
-........... --~-·-
sculpt<Illn'
~------~
------- .
-
-
-
writer
--~
- -.
~
-
man
..
-- . -- -- --
architect
--
.. .
A copyright :is the exclusive right, given
by law, to mrn;ake and sell a book, picture,
or other sinrrciillar work. When an author
has a story (Copyrighted, it is ·----------- for
another per&on to print the story without
the author''s; ]permission.
harrow
11121314151617181920
17 17 18 18 19 19 20 20 21 21
51 52 53 54 55 56 57 58 59 60
50 53 55 57 60 64 69 75..-
- -- .
north
Lawrence Washington
George Washington's heirs
the federal government
the state of Virginia
Looking at a very bright light makes it
impossible to see smaller ____________ near it.
-- ~We cannot see the stars in the daytime
because the ___________ .
": ·1
light
sport
Egypt is in northeastern Africa and
Greece is in southeastern Europe. But
since Africa is south of Europe, Greece is
·----~--: ___ . of Egypt.
national capital
mode1•n farm
home
national shrine
_____ :_ ______
.
tundra
ice
soil
trees
; ;; Treeland Vinland Darkland Iceland
The family home of the Washingtons
was built by ____________ .
:' i
vegetable frozen canned tomato
vegetable
frozen foods
juice
canned foods
33
What is the title that would tell best the
topic of this paragraph? ___________ _
· ·_,
95
21222324252627282930
22 23 24 24 25 25 26 26 27 28
unfair·
impolite
313233343536l11:as3940
29 29 30 30 31 31 Jl'2.fJ3 34 35
illegal
414243444546474849501
36 37 39 40 41 42 43 44 46 48 1
foolish
STOP
5
APPENDIX D
Post-Test
Stanford Achievement Test
Primary II, Reading Test
Grade III
(Form X)
96