Ca “ FoLcrfors Concerned In S f>ell,n \ \ SOME PSYCHOLOGICAL FACTORS CONCERNED IN SPELLING BY FLORENCE DOROTHEA JONES B. S., University of Illinois, 1920 THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS IN EDUCATION IN THE GRADUATE SCHOOL OF THE UNIVERSITY OF ILLINOIS 1921 \Sl\ UNIVERSITY OF ILLINOIS THE GRADUATE SCHOOL June 2 1 923 I HEREBY RECOMMEND THAT THE THESIS PREPARED UNDER MY SUPERVISION BY F lorence Dorothea Jones ENTITLED - Some Psychological^ factors Concerned in Spelling BE ACCEPTED AS FULFILLING THIS PART OF THE REQUIREMENTS FOR THE DEGREE OF Master of Arts Recommendation concurred in* Committee Final Examination* *Required for doctor’s degree but not for master’s Digitized by the Internet Archive in 2015 https://archive.org/details/somepsychologicaOOjone Contents I. II. III. IV. V. VI. VII. VIII. Introduction Historical Importance of Spelling Previous Studies The Problem and Experiments Illinois General Intelligence Examination Ay res- Buckingham Spelling Test Spelling from Sound Spelling from Short Visual Exposure of Words Statement of Results Range of Scores Medians Relationships Shown by Tests Spelling Ability and General Intelligence Other Correlations Auditory and Visual Presentation of Material Study of Errors Comparison of Difficulty of Columns T and U Range of Variation in Ways and Times Misspelled Pedagogical Aspect of Variation Relation of Errors to Number of Letters Relation of Errors to Number of Syllables Theories of the Causes of Poor Spelling Summary of Conclusions 1 . I Introduction The importance of spelling has been recognized in schools of all times. After the invention of printing and the advance of reading to a position of prime importance among school subjects the spelling method was the means by which this reading was taught . Even in our grandfathers 8 time children were all instructed in the art of reading by the laborious method of learning ab, ac, ad, eb, ec, ed, ib, ic, id, and so on until they knew all combinations. While now we have developed an entirely different method of teaching children to read, and psychological study has shown that children in learning this subject do not need to use the letters and letter names, yet for any adult interpretation of another's thoughts from the printed page and especially in the expression of thought in written form spelling is extremely important. As a criterion of good education spelling has long been held in high esteem. We often hear some person spoken of as illiter- ate, or at least lacking in education because his written letter is full of mistakes in spelling. And though sometimes well educated peo- ple say that they are likely to misspell anything except their own names and we consider it merely an amusing statement, yet when these misspellings appear on paper they are not so lightly regarded. While the unsatisfactory results of the teaching of spelling have for years received so much attention, yet far too little aid has . 2 . been given directly to the teacher who is responsible for the result, and the psychological study of the process is far from exhaustive. Recently serious effort has been gi \ ren to the study of the various phases of the spelling process and the results available are worthy of review. Time and Drill Dr. Rice (43) in 1897 was interested in making a study of methods and results of spelling as actually taught. He visited many schools and gave a number of spelling tests. He found a variation in time spent of from six or ten to fifty minutes a day. As the accura- cy increased gradually from grade to grade regardless of the time spent in study he concluded that "the compensation for time devoted t< spelling is scarcely, if at all, appreciable."* He was led to believ< that maturity and the "personal equation" of the teacher should be considered leading factors. Cornman (15), in his investigations, came to similar con- clusions. Results of tests made before and after an extended period in which spelling drill was abandoned led him to believe that improve- ment in spelling is due to general mental development. He advocated the elimination of all drill and would have spelling taught only in- cidentally. He made a detailed classification of spelling errors referred to in Chapter VI . Wallin (57) in 1910-11 tested the children of grades 4-8 in three Cleveland schools. He used both column and dictated composi- tion tests and secured results that led him to oppose the conclusions of Rice and Cornman, and to believ e that spelling efficiency is in * Rice, J. M. Scientific Management in Education. Hinds, Noble and Eldredge , New York, 1914. Chapters V and VI. . ‘ 3 . large measure dependent upon the method of teaching. He favored well organized drill. Transfer Tidyman (56) studied the question of transfer of spelling ability from column to dictation exercises and found some, though not a large amount . Mead (34) in an examination of English and sociology papers of students at De Pauw found "there was a very general tendency to lower the standard of efficiency in spelling used in sociology themes Winch (60) found that words correotly written in columns could be correctly written in dictation. He learned that easy words if not directly taught were as poorly spelled as more difficult words directly taught. n * Effect of Social Environment Sears (45) worked with children in the Oakland, California schools, finding differences in efficiency of spelling which by in- vestigation he was led to believe were due to social standing of the family. Amount of time spent, he said, would not determine results. Methods of Teaching Pearson (40) tested two methods of teaching homonyms in grades 3-8 of the Horace Mann school. The results clearly favored the together method and in this oppose Burnham’s (S) conclusions that the similarities of words prove a source of confusion. (See Burnham, Chapter V.) In a second study Pearson compared and tested class and individual study methods fin ding that class study produced ♦Mead , A. R. Transfer of Spelling Vocabulary, Journal of Educational Psychology. Vol _ 8: 41 _ 44> 1917 . . ' | | . . :njomd W^z i-L j ‘ 4 . better results. Foster (19) believes that emphasis upon accurate speeoh would eliminate spelling errors due to faulty speech. But as the reliance upon sound may perchance increase spelling errors, his con- clusions as to the percentage of elimination of total spelling er- rors is not clear. He classified spelling errors (referred to in Chapter VI . ) Spelling Lists and Scales. Jones (2S), in a tabulation of all the running words in 75,000 themes written by 1,050 pupils of grades 4-8 found 4,532 dif- ferent words. Cook and O'Shea (14), tabulating 200,000 running words in the family correspondence of thirteen people found 5,200 different words . Eldridge (18) studied the compositions of 17-18 year old boys for fifteen years. He found 900 most frequently misspelled words. This list was compared with the Jones vocabulary. It showed that 50% of the commonly misspelled words of boys 17-18 do not exist in the vocabulary of boys 8-14. He found that such a word as 'which had disappeared from among the trouble making words, in which class Dr. Jones had placed it, and 170 words were now more frequently mis- spelled than either 'there* or 'their'. Ayres (4), by experiments, selected a list of ten words for each grade such that on the average 70% of the words for any grade would be spelled oorrectly by pupils of that grade. Later he determined a list of the one thousand most common words. These were according to results of experimentation so divided and arranged into (* /oj 5 . twenty-six lists that all of the words of any given list are of ap- proximately equal difficulty and that the difficulty of each list is greater than the list before. The steps between the lists are also approximately equal. The scale indicates the percentage of words in eaoh list that pupils of the different grades should be able to spell correctly. Starch (49) made a spelling test by selecting words at cer- tain regular intervals of position in the dictionary, discarding all technical and obsolete words. He later made another test based on the 2,626 most common words of the lists of Eldridge, Ayres, Jones and Cook and O'Shea. Buckingham (8), on the basis of experimentation prepared a list of words carefully scaled in difficulty. These have been added to the Ayres Scale. It is from Buckingham's Extension of the Ayres Spelling Scale that the words for the spelling test used in the pres- ent study were selected. (See appendix.) Reliability of Tests and Scales. Otis (39) has discussed the reliability of these scales. This question will not be included in this study as it concerns our problem but indirectly. Psychological Analysis of Spelling The ability to spell is often treated as though it were a simple thing, but it is in reality extremely complex. It is a sensori-motor habit desirably developed to such an extent that it reaches automatization in the adult. Burnham (9) emphasizes the psychology of the developing process and is here quoted at length: "As Lay points out, the writing movement image of a word is composed of motor images of the separate syllables and letters. The movement images for the separate letters are learned 6 . in the first writing instruction in orthography , but this is an ex- tremely complicated, process. Dozens of muscles must be coordinated with definite strength in a definite sequence and with definite ac- curacy and rapidity. This very complex process goes on unconscious- ly, of course. The process is similar to that in learning any other motor accomplishment . " Of learning to spell a given word he says: "This memory of the word- to-be written is made up of audi- tory images of the different sounds composing the word, or the motor images of the speech movements involved in pronouncing the word, or of the visual images of the different letters, or of the motor ima- ges of the hand movements involved in writing the letters, or it may be made up of any two or all of these classes of image."* Mrs. Hollingworth (34) believed that in the experiments she carried out the fact was shown that the improvement by intensive training is greater than the results of tests could reveal, because of the difficulty of measuring such a complex process as spelling proves to be. More and more study of the psychology of spelling needs to be done. Results and conclusions of tests now available are extreme- ly varied and inconclusive. Much discussion has arisen concerning which senses should be appealed to in teaching spelling. Bormann (5) as early as 1865 placed the greater emphasis upon the eye. Kirkpatrick (28), Abbott (l) , Lester (32), Shields (46), Smedley (47) , Winch (60) , Henmon ( 33) , and Kline (29) urge the ♦Burnham, W. H. The Hygiene and Psychology of Spelling. Ped. Sem. 13: 474-99, 1906. * •; 7 . necessity of appeal to auditory presentation with younger children, but would have the teacher look constantly toward the development of visual imagery in recall which they believe to be most useful to adults . Abbott (l) found that whatever method of presentation had been used the typical recall was by visual imagery of the letters. Carmen (10) insists on appeal being made always to the eye. As a result of experimentation (see chapter V) she states that, "Directing of attention to the appearance of words in the whole field of early reading would fix the correct forms in the mind and establish the habit of noticing spelling so that later read- ing would provide the definite knowledge necessary.”* Of the type of imagery used some investigations have indi- cated that auditory memory is of mors importance than visual. Haw- kins (22) says of an experiment he made that, "There is but one in- stance . . . where the visual-memory excels the auditory, and this was probably due to a lack of attention by a few pupils."** The distinction, however, must be kept in mind that visual presentation does not necessarily involve recall by visual imagery and auditory presentation does not necessarily involve recall by auditory imagery. Thorndike makes this distinction clear: "The fact that a stimulus comes through one sense, say vi- sion, does not imply that it will be remembered through an image of the same sense (here a visual image). The ‘audile* or ‘motile 1 may see words on the blackboard but have them call up non-visual images. What sense avenue is most effective for any individual does not de- pend on what kind of imagery he has, but upon the condition of his j * Carmen, E. Kate, The Cause of Chronic Bad Spelling, Journal of Pedagogy, Vol . 13: 86-91, 1900-1901. ** Hawkins, C. J ., Experiments on Memory Types, Psychological Re- view, Vol. 4: 289-94, 1897. 8 . sense organs and his habits of attention. Children who are notable visualizers may learn better from spoken than from written words."* Burnham (9) describes the work of Gregory (20) thus: "He experimented with two classes. The children were of an average age of eleven years in one class and thirteen in the other. . . . The result ve-ry briefly indicated very clearly this law, according to Mr. Gregory: ’That sound is the dominating element in children's spel- ling,’ and he infers from this also that oral spelling should have a large place."** Wawrzyk (58) was one of the first to stress the benefit gi- ven by the muscle sense along with sight and hearing. He brought out the fact that the kinaesthetic sense of the hands and speech organs is very important in the " comprehension, retention and reproduction of words."*** He rejected oral spelling entirely. Grupe (31) in her review of work done on spelling cites Meumann as saying that the best method of learning a given word is "to combine the sight of the new word with the analytical copying of it, plus at least the whispered pronunciation of its constituent ele- ments ."**** The psychological studies referred to here are discussed more fully in Chapter V. * Thorndike, E. L., The Principles of Teaching, Seiler, New York, 1906. ** Burnham, W. H., The Hygiene and Psychology of Spelling, Pedagog- ical Seminary, Vol. 13: 474-99, 190S. *** Ibid **** Grupe, Mary A., Review of Pedagogical Studies in the Teaching of Spelling, Education, Vol. 34: 11-19, 1913. ”‘.5 9 . II The Problem and Experiments The mass of variable and inconclusive data and the im- portance of spelling as determined by the number of texts that ap- pear one after another, the great amount of time and energy spent upon the subject in schools, and the stigma of illiteracy or at least lack of training and education which the public places upon those who are poor spellers led the writer to make some tests and carry on some experiments in the attempt to learn more concerning the factors involved in the complex process we call spelling. Questions of, (1) the relative importance of the ear and eye, and aid through vocalization, (£) the correlation or lack of correlati on between spelling ability and general intelligence, (3) the equality or inequality of words which by experimentation have been thought to be of approximately equal difficulty, (4) the rela- tivity of the number of syllables and letters of a word to the mis- takes in spelling it, (5) the types of error which children most fre quently make, and, (6) the most frequent cause of poor spelling are some of the larger problems that have engaged our attention. The Experiments The writer secured the cooperation of the Principal of Thornburn Departmental School in Urbana, Illinois, and gave all the 1C. tests there. This school enrolls all children of grades seven and eight in this city. As grade seven contains 201 pupils, divided into sections according to teachers’ estimates of intelligence this grade only was used in the experiments. In October, 1920, the Illinois Intelligence Exami nati on (See appendix) was given to these pupils under the direction of mem- bers of the Bureau of Educational Research of the University of Illinois. The scores of those children who also took the first spelling test were used by the writer. To examine the spelling ability of these children the writer decided to use a test of words from Buckingham's Extension of the Ayres Spelling Scale. (The way in which this Scale was con- structed is described in Chapter I). The remarks which are printed on the Scale sheet may be quoted in abridged form: "All the words in each column are of approximately equal spelling difficulty. The steps in spelling difficulty from each column to the next are approximately equal steps. Numbers at the top indicate about what per cent of correct spelling may be expect- ed among the children of the different grades. ’’Twenty words are enough to secure a reasonably reliable i measure of the spelling ability of a class; but for such a measure of the ability of an individual 100 words will be required. ”In order that the words may be difficult enough really to measure spelling ability, they should be selected from columns for which the standard per cent of correct spellings is close to 50, - say between 50 and 66. ’’The most appropriate measure of spelling ability is se- cured when the words are dictated in sentences at approximately the . 11 . standard rate of handwriting for the grade in question, no test word occurring at the end of a sentence. The placement of words on this scale, however, is on the basis of returns from column dictation. Children spell more accurately when they write words in columns than they do when they write them in sentences. If, therefore, words are dictated in sentences, as suggested, results may be expected to be somewhat lower than the scale indicates. "The 505 words added to the Ayres Scale by Buckingham are printed in italics. They were not chosen, as Ayres' words were, ac- cording to frequency in use in written discourse, but rather accord- ing to agreements among spelling books. They are not, therefore, offered as constituting a fundamental vocabulary in the same sense as do the original 1,000 words selected by Ayres." * The foregoing explanations suggest that words be chosen from columns of such difficulty that the standard per cent of cor- rect spellings for that grade is between 50 and 66. This would mean that our spelling test for grade seven should be composed of words from columns v, w and x. We, however, decided to use words from column T, in which these pupils should score approximately 79 per cent and column U, in which they should score about 73 per cent. Twenty words are stated to be sufficient to secure a "reasonably reliable measure of the spelling ability of a class,"* but as we wished this test to be as reliable as possible and also to furnish material for comparison of difficulty of various words and for types of errors all the words of column T, 74, and all the words of column U, 69, were used making a total of 143 words. * Buckingham's .Extension of the Ayres Spelling Scale (Copies may be had from the Bureau of Educational Research, Uni- versity of Illinois, Urbana, Illinois ' 12 . The desire was to test these words by dictation sentences but the time necessary to write 143 sentences was believed to be impractic- ably long. The writer, therefore, formulated 143 sentences in each of which one of these words was used, but never as the first or the last word of the sentence, (^ee sentences in appendix). In giving this test the sentence was first read by the experimenter and then the word to be spelled was pronounced. Thus, the experimenter gave the example. (Directions given the children are found in the appendix) . On December 7, 1920 all the children present in grade seven, 181, took this spelling test. The results are given in Chapter III. The third test of the series and the second one to be con- ducted by the writer was next given. It was desired to secure by means of this test some indications of the importance of sound in spelling. For this purpose the writer selected about one hundred words from the dictionary. These words were so unusual that they would be nonsense words to most people, and especially to children i to whom the tests were given. The first ten of these words were used ( as a preliminary test by having an advanced class in educational psychology spell them. By a study of the results all doubtful words \ were eliminated and enough of the others to leave 50 words for the test. These were all such that no student in the advanced class had ever heard and were therefore quite sure to be totally unfamiliar to pupilp in grade seven. He lost the pencil you bought. £pell, ' pencil On January 15, 1921, this test was given to the 178 pupils present in grade seven. In the scoring of papers no word was marked incorrect which represented the correct sounds. For example, it had . 13. been impossible to secure 50 words none of which contain sounds that might be represented by two or sometimes more letters. Thus, ’karl- ing ' and 'carling' were considered equally correct, as were ’ hilsa' and ’hilsu’. The results are contained in Chapter III. It was desirable that a fourth test should be given which would indicate the relative importance of vision to audition in spelling. On February 17 this test was given. The words used were the same nonsense words that had been spelled in the test for audit- ory presentation. It was believed that since nothing had been said to the pupils concerning the results of Test III, and as the pupils had not seen what words they had misspelled, that this interval was sufficient for them to forget what they might perchance have remem- bered of some of the words. In order to give visual presentation to the entire group of pupils at once a large chart standing six feet high was constructed. The 50 test words were written in heavy black letters four inches high on a roll of paper. A screen with oblong aperture at eye level covered the front of the chart. By means of a crank the roll could be turned and the words in passing downward behind the screen would be exposed for a moment at the aperture in the screen. As a preliminary test these words were shown to five girls in grade eight and the rapidity with which the word should move and the desired length of exposure determined. On February 17, 1921, 176 children took this test. For results see Chapter III. The latter part of ?v!arch, 1921, the writer gave a series of individual tests to some of the pupils who had made very low spelling scores, or who had made a low score in one test and not in the others : 14 . The first test was Whipple's whisper test for acuity of hearing. Several children were tested together. They were placed at equal distances from the experimenter and directed to hold their heads erect but to keep eyes down or closed. They recorded numbers whispered by the experimenter. Memory span was tested by means of starch's Memory ^pan Test. Then vision was tested by having the children read differ- ent sizes of print on a chart. * * 15 . Ill Statement of Results The scores of all children taking the Illinois General In- telligence Examination had been determined in terms of Mental Age and Intelligence Quotient. In this experiment only the Intelligence Quo- tient was used. Of those children who had taken this general intelli- gence test and also took the first spelling test the scores in terms of Intelligence Quotient ranged from 144 to 53, with the median score at 91. The relation of these scores to the scores in the first spel- ling test is given below. Chart I shows the distribution. As described in Chapter II, the children were tested in spelling ability with words taken from Buckingham's Extension of the Ayres Spelling Scale. The scores on the 143 words spelled by 181 children ranged from 100% to 4.89 % correct, or in terms of error from 0 to 136 with the median score at 68.5% or 45 errors. According to Ayres and Buckingham, pupils in grade seven should score approximate- ly 79% in column T and 73% in column U. (See description of Scale in Chapter I) Since 143 words were spelled, the children may have be- come slightly fatigued and this may to a very slight degree account for the lower percentage. However, such a list of words would neces- sarily not be equally familiar to all pupils in all schools, and one school might, therefore, have a lower percentage and another a higher percentage than the standard score. The relation of the percentage of errors in the two columns is about what Ayres and Buckingham have thou ght normal . In column T there were 30.2 % misspelled and in . . E H RRT I TEST I Illinois General Intelligence ExarninatLon No oj 7 Eases 11 iz 40 n 3 COTT eCt" 21 . the writing of the words on the scroll. If a tachistoscope had been used it would have enabled the experimenter to use the printed let- ters with which the pupils are familiar through their reading, but would have necessitated individual testing. Moreover, this spelling from momentary visual perception was a strange method to the children They are used to spelling from hearing the words pronounced to them for that is the ordinary school-room practice in testing the perfec- tion to which the spelling lesson has been learned, and pupils often write from dictation. But they were probably excited and rather ner- vous at attempting to spell from what they saw at a glance. The complete records of the children are listed below ( Chart V ) . . Chart No. of pupil IQ T 2 T 3 T 4 1 112 100 92 80 2 126 97.2 82 56 3 80 96.5 73 70 4 118 96.5 78 76 5 119 95.8 76 66 6 116 95.8 88 28 7 86 95.1 70 26 8 96 95.1 76 62 9 112 94.4 68 10 109 94.4 90 60 11 104 93.7 84 64 12 104 93.7 88 66 13 144 93.0 86 20 14 118 92.3 92 78 15 108 91.6 60 66 16 91.6 86 74 17 90.9 72 42 18 88 90.9 74 74 19 96 90.9 58 20 115 90.9 82 90 21 113 90 . S 68 60 22 104 90.2 70 50 23 100 90.2 84 64 24 88 89.5 76 66 25 104 89.5 90 62 26 104 88.8 76 62 27 124 88.8 52 28 81 88.8 46 29 96 88.8 72 54 30 99 87.4 31 86.7 68 52 32 112 86.7 88 72 33 80 86.0 62 74 34 140 86.0 72 76 35 115 86.0 90 76 36 76 86.0 37 104 85.3 66 58 38 86 85.3 68 22 39 104 84.6 70 50 40 116 84.6 82 58 41 92 83.9 62 68 42 89 83.2 74 58 43 96 82.5 82 54 44 100 82.5 72 60 45 66 82.5 60 60 46 108 81.8 80 50 47 92 81.8 92 66 48 81.1 49 104 81.1 88 70 50 82 81.1 34 56 51 72 80.4 50 56 52 100 80.4 66 62 53 126 79.7 84 64 54 92 79.7 94 40 No. of pupil IQ T 2 T 3 T 4 55 100 79.7 50 56 100 79.0 57 69 79.0 54 44 58 109 79.0 72 50 59 104 79.0 96 62 60 71 78.3 56 68 61 88 77.6 94 36 62 100 77.6 70 63 82 77.6 60 48 64 92 77.6 76 73 65 92 76.9 70 78 66 86 76.9 67 111 76.9 72 46 68 104 76.2 86 38 69 76.2 76 70 117 76.2 78 60 71 76.2 76 30 72 79 76.2 78 54 73 80 74.1 70 44 74 88 73.4 84 68 75 104 72.7 68 50 76 104 72 .7 58 38 77 116 72.0 46 78 85 72.0 58 79 84 72.0 76 54 80 100 72.0 74 81 100 71.3 80 58 82 81 71.3 86 70 83 108 71.3 70 42 84 71 70.6 62 14 85 69.9 74 68 86 81 69.9 70 87 88 69.2 64 88 88 69.2 56 42 89 104 69.2 68 38 90 104 68.5 64 60 91 95 68.5 64 70 92 85 68.5 80 30 93 112 67.8 60 94 86 67 .8 64 56 9.5 85 67.8 46 50 96 100 67.8 80 70 97 91 67.8 98 104 67.8 66 48 99 67.8 70 58 100 88 65.7 54 60 101 113 64.3 80 66 102 84 62.9 26 62 103 104 62.9 64 58 104 76 62.9 72 40 105 54 62.9 60 106 71 62.2 107 87 61.5 70 66 108 91 60.1 84 23 . No. of pupil IQ t 2 T 3 T 4 109 89 59.4 74 56 110 75 58.7 82 34 111 83 58.7 84 42 112 108 58.7 68 32 113 84 58.7 58 78 114 84 58.7 52 26 115 109 58.7 74 60 116 89 58.0 70 2 117 104 58.0 48 42 118 126 58.0 50 56 119 79 57.3 78 64 120 92 57.3 56 48 121 93 57.3 84 42 122 92 54.5 70 42 123 82 54.5 124 92 54.5 52 30 125 80 54.5 60 38 126 96 54 .5 38 8 127 93 53.1 36 46 128 109 53.1 58 68 129 88 52.4 74 52 130 104 51.7 64 131 69 51.0 42 12 132 71 51.0 56 36 133 72 50.3 32 12 134 80 49.6 46 32 135 120 48.9 82 26 136 96 48.9 52 32 137 77 48.2 62 34 138 76 46.8 62 32 139 78 46.1 40 38 140 100 44.7 70 32 141 69 44.05 72 30 142 81 44.05 54 44 143 96 43.3 64 62 144 71 42.6 46 145 109 42.6 68 146 71 40.5 68 20 147 79 40.5 86 60 148 92 39.8 58 149 85 39.1 42 36 150 66 38.4 46 34 151 72 38.4 34 28 152 84 38.4 48 22 153 76 37.7 64 32 154 77 37.7 62 76 155 79 37.0 34 34 156 88 37.0 48 8 157 88 36.3 50 40 158 96 35.5 159 65 34.2 44 20 160 82 34.2 30 46 161 75 33.5 54 162 33.5 54 No. of pupil IQ T 2 T 3 T 4 163 60 32.8 42 18 164 53 31.4 8 38 165 73 30.7 52 30 166 79 29.3 50 18 167 82 27.9 58 10 168 27.2 62 50 169 109 26.5 62 32 170 82 25.8 72 4 171 65 25.1 26 22 172 77 24.4 54 24 173 96 24.4 52 16 174 71 23.0 42 44 175 67 20.2 176 92 16.7 50 30 177 77 15.3 38 20 178 77 13.9 2 62 179 79 11.8 42 26 180 82 11.8 18 181 79 4.8 0 32 Took only T3, not T3 182 96 72 183 92 58 184 88 185 86 70 186 86 56 187 82 188 78 56 189 72 40 190 70 42 191 70 74 192 64 60 193 64 44 194 60 86 195 30 14 196 30 40 Took only T 4 197 56 198 50 199 14 200 8 201 2 • 24 . IV Relationships as Show by Tests Spelling Ability and Intelligence For the purpose of studying the relations between the types of spelling tests and the relation of spelling ability as determined by these tests to general intelligence , coefficients of correlation between the results of the various tests were corre- lated. Starch and others have reported high correlation between ability in the different school subjects. A few experimenters have attempted to determine the relation between general intelligence and ability in different school subjects. Kline (29 ) in a study of normal school students found that "spelling abilities of the subjects agree remarkably with their school standing and general working efficiency.”* Murray (38) did most of her study on the correlation of spelling ability with other school subjects, but found a positive correlation of .42 for spelling with general ability as determined by academic grades. Of her results she says: "Such correlation as there is, however, is most evident in the upper and lower reaches of the scale : 50$ of the best spellers *Kline, L. W., A study in the Psychology of Spelling, Journal of Educational Psychology, vol. 3:381-400, 1912. . . . . . , , 25. ranking also among the best students, whereas only £$ of the worst spellers fall in this class..,. On the whole, however, it will be found most satisfactory to accept general learning ability as the basic factor in correct spelling, explaining the anomalies by refer- ence to peculiarities of early training, of the individuals sensory or motor equipment, or interests.”* Sears (45) shows the relation between general ability to do all kinds of school work, by which he means general intelligence, and ability to spell. Of this definition of general ability he recognizes the limitations: "While such a definition of the term ’general ability* would be of no use in psychology it does serve a purpose in organizing time schedules, curricula, lesson assignments, etc."** His study was made in the Oakland, California schools and while undertaken in the interests of method and use in teaching rath- er than in the psychology of the subject, yet his conclusions are worthy of notice. He found accelerated pupils average higher, re- tarded pupils are when groups are considered, always lowest and the differences are marked. Houser (25) made a study of unselected children in the Al- meda, California schools with the purpose of determining the relation between teachers* estimate of general intelligence and ability to spell, as measured by meaning vocabularies in terms of defining abil- ity. He had found a high correlation between teachers’ estimates *Murray, Elsie, The Spelling Ability of College Students, Journal of Educational Psychology, vol. 10:357-76, 1919 **Sears, J. B., Spelling Efficiency in the Oakland Schools, School and Society, vol. 2:531-7, 1915. * . . , . . . , : . » •• i . 26 . of intelligence and the scores with the Binet-Simon tests in these schools. According to the Pearson method of determining coefficient of correlation the relations were as follows: Grades Correlation 5B -f. 596 6B +.346 The average coefficient of correlation for grades 4B to 8B inclusive was : Spelling and general intelligence +.530 Spelling and meaning +.624 Meaning and intelligence +.393 His conclusions may well be quoted: "The correlation.... would seem to be high enough to de- serve being called significant. That, however, these relationships within each grade and in the average should indicate in all but one instance a considerably higher correlation between spelling ability and intelligence than between meaning vocabularies (or defining abil- ity) and intelligence is little short of surprising."* Hollingworth (24), in her study of children with special disability in spelling found the correlation between spelling abil- ity and general intelligence. She used the Stanford Revision of the Binet-Simon Scale for testing mental age and intelligence quotient, and the Ayres Measuring Scale for determing the degree of spelling ability. By the Pearson method she found the correlations to be *Houser, J. D. , Spelling Ability and General Intelligence, Elemen- tary School Journal, vol. 16: 190-99, 1915. ' - . . 27. very small. M.A. & Sp. First Semester Group +.237 Second Semester Group +.081 Control Group +.419 Mixed Group +.120 I.Q. & Sp. + .313 + .169 + .470 + .342 Of these results she says : "The inference must therefore be that in the case whioh we have here under consideration inability to spell is not very close- ly connected with general mental capacity. "As to how far this lack of correlation between General Intelligence and Spelling Ability would hold for groups of children selected at random our data do not inform us. It is true that in the case of our Control Group composed of children not selected for special disability in spelling (but for arithmetic ), the correlation between Spelling Ability and General Intelligence is appreciably higher than in the groups composed of poor spellers, and this evi- dence, though not sufficiently extensive to be regarded as a basis for generalization, suggests that among children chosen at random... the correlation between General Intelligence and Spelling Ability might be greatly increased."* Since, however, the study by Houser was made with teachers’ estimates as a measure of intelligence , and the one by Hollingworth dealt particularly with children of special disability either in spelling or arithmetic, and as there has been found a significant if *Hollingworth , Leta S., The Psychology of Special Disability in Spell- ing, Teachers College, Columbia University, Contributions to Education, no. 88, 1918 . ■ , t B , 28 . not high correlation between ability in the various school subjects the results could not in these cases be considered representative of children of unselected groups. Working with all the children of the seventh grade of one city, the writer sought to arrive at rather definite conclusions con- cerning the relation of spelling ability to general intelligence. Two hundred and one children were enrolled in grade seven. The mental tests which form the Illinois General Intelli- gence Examination (See appendix) had been given these children by members of the Bureau of Educational Research of the University of Illinois in October, 1920. The Intelligence Quotient of children taking this test was the measurement of intelligence used. The scores from Test II given December 7, 1920 (See appendix) were used as the measure of ability in spelling. In making the comparison, the scores of all children who took both the Illinois General Intelligence Examination and the spelling test were used. This was 171. The cor- relation was made by the Pearson method. A positive correlation of .53 was found between intelligence quotient and spelling ability. This correlation is significant. While it is not so close a correlation that we can say a child of high general intelligence will be of high ability in spelling, still it is close enough to imply that most children of high general in- telligence are not likely to be very poor in spelling, and that a child of very poor spelling ability will not usually be found among the highest in general intelligence. Such cases as Mrs. Hollingworth (24) studied (special disability in spelling) then seem to be infra- ♦ . * 29 . quently found* In fact among the two hundred and one pupils of grade seven studied, the writer attempted to find a few who were poor in spelling only, and failed. Individual conferences with pupils and a study of teachers’ marks showed only one pupil failing in spelling and not in any other subject. This girl, A.B., explained to us that she has serious difficulty in either oral or silent reading but from knowledge gained in class recitation work was able to pass the exam- inations on content. Her reading mark then did not indicate her dis- ability in that subject while her spelling mark did. (See individual studies in Chapter VII). Certain children who made a very low score in the spelling test were found to have as high as 89 as a semester mark in spelling. They attempted to explain this by saying that they could memorize the lists of words necessary to pass the examinations but were unable to remember correct spelling for a very long time or to spell words they had heard and had themselves used orally but had not studied just previous to the spelling test. A search among the scores of the 20 poorest spellers for some having a high I.Q. revealed but one above 96. This one had an I.Q. of 109. The correlation of the spelling scores to the I.Q. 's was then found, using the 10 best and the 10 poorest spellers. By the Spearman rank method this was found to be +.708. This is much higher than the correlation for the entire group and indicates that the correlations are closer in the upper and lower ends of the curve of distribution. This is the reverse of conditions found by Hollingworth (24). But in selecting the children who were poor in spelling she also made it a condition that they should not g • ... . . . ■ ; 30 . be pupils who were poor in other subjects. This, then, limited her number of poor spellers and prevented the correlations from being representative of the class called *poor spellers.* Our findings agree with the general statement that Murray (38) makes: "Such cor- relation as there is, however, is most evident in the upper and lower reaches of the scale . Other Correlations The spelling test (Test II) and spelling from auditory pre- sentation (Test III) were found by the Pearson method to have a posi- tive correlation of+,71. When the 10 highest and 10 lowest scores were used they were found by the Spearman rank method to have a cor- relation of + .84. The correlation between the spelling test, (Test II) and spelling from visual presentation (Test IV) was +.42. This is much lower and indicates that the factors employed were not those most frequently used in spelling. The fact that the words exposed were in large script rather than the usual print undoubtedly increased the difficulty. Tests III and IV had a correlation of +.46. *Murray, Elsie A., The Spelling Ability of College Students, Journal of Educational Psychology, vol. 10-357-76, 1919. ? . . . ■ . . . . . * . , V Auditory and Visual Presentation of Material This phase of the psychology of the spelling process has probably received more study than any other* It is highly important for it determines much concerning the pedagogical methods to be em- ployed. If visual presentation produces the best results it should be carefully studied and used to most advantage. And so with audit- ory presentation if it prove the more effective. There have been ardent advocates of both types. Lay (31) has done much research on this question. Burnham (9) says of his findings that his "problem was to determine the value of orthographic exercises and wherever possible to determine the share which perceptions of hearing, sight, speech movement, and writ- ing movement have in spelling. " * In an experiment on 3,000 indi- viduals he concluded that "the results were sufficient to demonstrate that the motor presentations which occur by the activity of the vocal organs and the hands have a predominant share in orthography, and that the ear has far less influence than the eye.” * Carmen (10) made three experiments upon adults. The tests were for observation progressively decreasing in likeness to words. °he says, "We see a decrease of the difference in observational abil- ity... as the data to be observed become more and more unlike words. * Burnham, W.H., The Hygiene and Psychology of Spelling, Pedagogical Seminary, vol . 13: 474-99, 1906 ' 32 . Ability to spell well, therefore, implies not a general habit or power of observation, but a special ability to notice small differ- ences in words.” ** Of the manner she thinks best for teaching she suggests that, "Directing the attention to the appearance of words in the whole field of early reading would fix the correct forms in the mind and establish the habit of noticing spelling so that later reading would provide the definite knowledge necessary.” ** According to Bormann (5) ’’There is no simpler or more secure method than that of accurate copying; for every man retains better the impressions received by the eye than those received by the ear. Just as one who hears only correct speech learns to speak correctly, so one who sees always only correct writing learns by this means to write correctly The task of orthography is to help the children to imprint the physiognomy of the words upon the mind, a process which naturally occurs predominantly by means of the eye.” *** Grupe (21) cites Meumann (21 ) as advocating that the best method is ”to combine the sight of the new word with the analytical copying of it, plus at least the whispered pronunciation of its con- stituent elements.” **** While he thus emphasizes motor elements, yet he states ’’that visual presentation is far easier for learning, both for children and adults, and that this rule holds for all ma- terial though more especially for nonsense-syllables.” **** ** Carmen, E.Kate, The Cause of Chronic Bad Spelling, Journal of Pedagogy, vol . 13:86-91 *** Burnham, W.E., The Hygiene and Psychology of Spelling, Pedagogical Seminary, vol. 13:474-99,1906 Grupe, Mary A., Review of Pedagogical studies in the Teaching of °pelling. Education vol. 34: 1-19, 1913 **■»- * • . - „ Abbott (1) cites memory studies and her conclusion is 33 . similar concerning nonsense-syllables • ’’The general result of their studies has been that either the visual or the auditory presentation may be the better, depending, first upon the age of the person, and second, upon whether the material is meaningless, or meaningful. For meaningless material, nonsense syllables, visual presentation is the better irrespective of age.” * ”It is obvious that in the recall the writing of a word may follow, fa) the auditory imagery of the letters, or (b) the visual imagery of the letters, or (e) the incipient vocalization of the letters. It is also obvious that the word may be learned through auditory or through visual perception, and that in either case the learning may be aided by accompanying vocalization, and perhaps also by simultaneously writing it.” * Wawrzyk (58) went to the extreme of maintaining that "along with sight and hearing the muscle sense of the hands and of the speech organs should be considered, since these play an important role in the comprehension, retention and reproduction of words.” ** He would have all oral spelling eliminated. Dependence on Age That appeal to auditibn or vision should depend in great part upon the age of the subject has been advocated by many, ^ome have emphasized the need for more attention to hearing in young children, while others believe that since vision seems to aid more in adult spelling, this appeal should be utilized as much as possible * Abbott, Edwina E., Memory Consciousness in Orthography, Psycholog- ical He view Monograph Supplement XI ** Burnham, W.E., The Hygiene and Psychology of Spelling, Pedagogical Seminary, vol. 13:474-99, 1906 '??y; t - 3471 with children, looking toward the form they will find most useful in later year?. Diesterweg (17) is quoted by Burnham (9): "While the spell- I ing of words in a foreign tongue may be learned by the eye alone, in the living mother-tongue the chief tool is the ear, that the differ- ent branches of instruction in language, hearing, speaking, reading, and writing are interrelated and form a connected whole. No part should be isolated, and in all the aim should be a perfect under- standing of the speech. While in spelling the chief emphasis should be placed on the ear in the lower grades, nevertheless in the later grades the eye should take the lead.” * Lester (32) gives a similar view quoting Lay and Pohlman as authorities, saying they "have made it probable that during the earlier years spelling should be taught by combined appeal to motor memory (articulatory and graphic), together with visual and audit- ory; and that the visual memory improves as the child approaches maturity, and finally becomes the chief resource of the adult." ** Kirkpatrick (28) found by some experiments, that written names were remembered better than spoken names. He attributes the superiority of younger children in memory of spoken words over written to the fact that "they have not had so much practice in deal-! ing with visual as with spoken words.” *** Shields (46) discusses this question at length: "The child of six entering school has a large spoken vocabulary (no writ- ten language) so it follows that we should proceed to build up * Burnham, W.H., The Hygiene and Psychology of Spelling, Pedagogical Seminary, vol. 13:474-99, 1906 ** Lester, J.A., Teaching Freshmen to °pell , English Journal, vol. 5:404-410 ***Kirkpatrick, E.A., An Experimental '’tudy of Memory, Psychological Review, vol. 1: 602-9, 1894 . * 35 . visual word memories from the oral vocabulary developing relation- ships between oral and written words, translating the one into the other. Also, teach the meaning of the written word from its rela- tionship to the thing signified.” According to permanency of results he says, "The teacher who takes this view of the matter will be likely to lay chief em- phasis on the visual method of teaching spelling, and to use the oral method, if at all, in a secondary capacity. "In so far as the oral method may aid in pronunciation and syllabification it is valuable, but these are secondary considera- tions in view of the main end to be attained in teaching spelling, which is correct writing, a process which depends mainly upon the clearness of the visual word image and associated muscle memories."* ** From experimentation Winch (60) says: "I suggest that the degree of mental development is roughly the determining factor, mod- ified somewhat by prevailing school methods "We must in education look forward rather than backward, and as soon as there is a reasonable probability that children will succeed as well by silent (visual) individual methods they should be adopted." *** j Concerning the method of presentation and manner of recall Burnham (9) is particularly interesting: "The memory of the word-to- be written is made up of auditory images of the different sounds com posing the words, or the motor images of the hand movements involved * Shields, T. C., Teaching the Child to speli t Catholic Educational Review, vol. 2: 841-53 * Ibid ***Winch, W. H., Further Experimental Researches on Learning to ^pell. Journal of Educational Psychology, vol. 5: 449-60, 1914 . • 36 . in writing the letters, or it may he made up of any two or all of these classes of imager. "The modality of the imager in any concrete care is deter- mined by two things. First, by the general tendency of the indi- vidual's mind, some being ear-minded or having a special tendency to think in auditory imager; others being eye-minded or having a spec- ial tendency to think in visual imager, and still others motor-minded or having a special preference for motor images, or finally, others of a mixed type. Second, the modality of the images is determined by the method by which one learned to spell the given word, being auditory perhaps if one learned by dictation, or visual if one learn- ed by reading, or speech motor if one learned by oral reading, or hand motor if one learned by copying. "It was found that the different memories cannot be tested as isolated memories. In testing the visual memory, for example, it was noted that many children, in spite of admonitions to the con- trary, moved their lips and throat. In the auditory tests, too, short lip movements were noted in some pupils." * Concerning the manner of receiving stimuli and the express- ive mechanism Kline (29) found in experiments that, "Interference with preferred form of expression proved a handicap in the first series, but became a negligible quantity toward the end of the second; on the contrary interference with the dominant receptive mechanism persisted fairly uniformly throughout both series."** * Burnham, W. H., The Hygiene and Psychology of Spelling, Pedagog- ical Seminary, vol. 13:474-99, 1906 ** Kline, L.W., A 3tudy in the Psychology of spelling, Journal of Educational Psychology, vol. 3:381-400, 1912 ' . ■ - - * * 37 . Appeal to Many Senses ''medley (47) believed that most good spellers are of the visual type and gave tests "to determine how the power of auditory memory compares with visual memory when actually employed in learn- ing to spell." * He pointed out that while he be lie^d auditory mem- ory is stronger with children yet, "audio-visual is always stronger and audio-visual-articulatory best." * Williams (59) also believes in appeal to many senses: "Because of intimate and close connection existing between the dif- ferent areas of the brain, it is clear that knowledge gained through many senses is more permanent than if acquired through only one or two channels. °ince ability to spell correctly depends upon the ac- quisition of correct imagery this must be gained in the first place by the focalization of attention upon the word by means of the senses — visual, auditory, vocal and motor." ** Eenmon (23) discusses this question but does not agree with others in the need for appeal to many types of imagery: "It is generally claimed that with younger children aud- itory presentation gives the better results, except for meaningless material, while in older children and adults visual presentation is better than the auditory." *** But, "too great an increase in the number of possible cues may be distracting and reduce the force of associations. This might * '’medley, F.W., Spelling, U. Q . Commissioner of Education Report, vol . 1:1137-8, 1902 ** Williams, H.R., The Teaching of Spelling, Journal. of Education, vol. 80:665-66, 1914 jlp Henmon, V.A. C. , The Relation Between the Mode of Presentation and Retention. Psychological Review, Vol. 19 : 79-96, 1912 ' - 38. be expected where the natural appeal If to one sense, as in colors or tones ..... .The results of experimental investigation are inconclusive He states that auditory presentation is "superior to visual in immediate memory of adults, a result attributable to the greater ease and freedom of visualization with auditory presentation and the greater effort of attention required." * This relation of auditory and visual presentation to the spelling process was studied by the writer in the series of tests given to grade seven. (Pee Chapter II) In Test III the children were to spell entirely unknown words by hearing the experimenter pronounce them. (Pee Appendix) A month later, when they had for- gotten the words pronounced, they were given Test IV. The words of this test were the same as those of Test III (Pee Appendix) but were now given visual rather than auditory presentation. The tachisto- scopic method used was described in Chapter II, The scores in the auditory presentation were higher than those in visual presentation, the median of the former being 68 and of the latter 50 (Pee charts in Chapter III) . The decisions of some of the experimenters on visual and I auditory presentation of spelling words, have been quoted above. In our tests auditory presentation was superior. Whether most of the previously mentioned writers would class the children of grade seven as young children or with those nearing adult conditions is a ques- tion. Their ages range from 10 to 16. The writer is convinced that because of the visual aid secured from watching the lip movements of the experimenter in Test III and the familiarity of pupils with spelling words from pronun- ciation by the teacher, and the unfamiliarity with a test of the type Henmon, V. a. C. , T he Relation Between the Mode of Presentation and Retention. Psychological Review, y 0 l 19 : 79 “ 96 . 1912 . . , . . » ( of Teet IV together with the limitation caused by the necessity of using pcript instead of print, and large rather than the small letter* with which pupils are familiar. The fact that stood out was the close relation of spelling ability to the ability to hear and see well. This was brought out in Chapter II which discusses correlations. No tests were made to determine the importance of auditory and visual imagery in spelling, but the tests for auditory and visual presenta- tion show the importance of impressions through these two sense avenues in learning to spell. In the automatization of spelling we do not realize the parts that audition, vision, and articulatory and graphic sensations play, for the elements do not stand out, yet they are present and are closely interwoven with each other. Internal Speech When the children were taking the test for auditory pre- sentation of unfamiliar words they watched the movements of the ex- perimenter's lips and were usually seen to form the word with their own lips and mouth. In many cases where there was no visible move- ment there were undoubtedly slight and probably only half formed movements of the speech organs. ?uch concomitant inner speech has been found to be almost invariably present during silent reading and much of it would be found by similar testing of the spelling process. ■ a ■ v 40 . VI Study of Errors Several investigators have studied spelling errors and classified them. The words classified and the methods of classifica- tion have differed. Cornman (15) studied the misspellings of children writing all the words possible in fifteen minutes. He developed a careful classification: (1) those due to motor incoordi nation, including omission, addition, change, confusion of m and n, transposition, wrong letter doubled, sensori-motor attraction and ideo-motor attrac- tion, (2) sensory incoordination including phonetic, standard (depen- dent on standard pronunciation) , local (faulty pronunciation) , con- fusing (ei, ie, doubling of single letters, non doubling) and (3) complication arising from a combination of motor and sensory errors. Foster (19) classified 2005 spelling errors of college stu- dents as : Carelessness 467 Mispronunciation 259 Insertion of silent letters 388 Omission 465 Order of ie and ei 31 Confusion of al and le 33 Confusion of ent and ant 24 Confusion of se , ce, ze 44 . . . 41 . Confusion of able, ible , ance , enoe 28 Spelling er as pronounced. 167 Due to all other causes 99 2005 Hollingworth (24) includes a chapter on determinants of er- ror. These are studied from a psychological point of view according to the oauses of misspellings, as lapses, idiosyncracy , syllabica- tion, and knowledge of meaning. In the course of checking all the misspelled words in the papers from the Ayres-Buckingham Spelling Test, Test II, certain sort i of errors seemed to be more frequent than others; certain words seems . to be misspelled a greater number of times than others; and some words were misspelled many times in but few ways and vice versa. We have hers attempted to reach some conclusions concerning errors in spelling. The words used were 74 words of Column T of Buckingham's Extension of the Ayres Spelling Scale and 69 of Column U, making a total of 143 words. There were 181 children who took this test and, therefore, a total of 25,883 spellings. Of these 438 words were omit' ted or unfinished and 8,711 misspelled, making a total of 9,149 errors or 35.3%. For the sake of clearness this is given below: Chart VI Misspelled T. errors % of errors 8,711 9,149 35.3 Comparison of Columns A tabulation of the total misspellings in the two columns reveals the greater difficulty of Column U: Total spelling words Omitted 25,883 438 . - 42 . Chart VII Spellings Misspellings misspellings Column T 13,394 4036 30.1 Column U 12,489 4675 37.4 Omissions are not included here. These results conform to the exper- imental results of those who formulated the Scale in that Column U shows greater difficulty as a whole than Column T. But as all words within a column were not misspelled an equal number of ways or an equal number of times a tabulation was made to reveal the variations present. In column T the number of ways misspelled varies from 4 to 57. 'Guess' was misspelled in but 4 different ways while 'associate' was misspelled in 57 different ways. In total number of times the range was from 8 for 'folks' to 121 for 'burglar'. This shows that words determined by experimenta- tion to be approximately equally difficult vary greatly in difficulty for a totally different group of pupils even though both groups are of unselected children. In Column U the variation in number of ways misspelled is from 1 for 'meant* to 64 for 'almanac' and in number of times from 19 for 'citizen' to 133 for 'siege'. From this it is seen that the word misspelled the greatest number of ways may not be misspelled the greatest total number of times. Chart VIII below shows this . Chart VIII Column T Column U Ways misspelled Least 4 'guess' 1 'meant' Greatest 57 'associate' 64 'almanac' . ■ . - ' 43 . Chart VIII Continued Column T Column U Times misspelled Least 8 'folks ' 19 'citizen Greatest 121 ' burglar ' 133 ' siege ' Charts IX and X show the variation between words of the same column both in number of ways misspelled and in total number of times misspelled. If the words were of equal diffioulty they would form a straight horizontal line instead of the uneven line of Charts IX and X. Chart X reveals the fact that words in the lower part of Column U tended as a whole, to be misspelled a greater number of times than those in the upper or first part of the column. This variation is of great importance in teaching. Such a word as 'guess' (See Chart VIII) has been misspelled in but 4 ways. Of these 4 ways 5 persons misspelled it 'gess' and 4 misspelled it 'guest', thus comprising 9 of the total 13 times or 69% of the number of times misspelled and 50% of the number of ways. This word would, then, present but few types of difficulty to pupils in school. In contrast, the word 'associate' which is misspelled in 57 different ways and a total of 85 times would present many varied diff iculties . The greatest number of times it is misspelled in any one way is 8 in the form 'accosiate', and second greatest is 7 in the form, 'asociate'. This constitutes only 15 times or 17% of the total 85 misspellings. In the case of a word like this the teacher must watch for and correct, or prevent many types of errors. (See 'associate' in lists in appendix.) Chart XI and XII show % of total errors con- tained in 2 greatest ways misspelled. - . ' 44 a >. o 3 Z 3 UVT3 ° & 0 1 a) f “3 r r z I I ?3 ^5G1 ? *T 10 II 12 13 M)5 /6fl I?l92fl2| ^a^ZTlgrl S23 3031 323334 35 363il3?3n 4213^151*11 $^«5$S&S1 ^5^061 62«61«r66fc1ttM 70*11 *273 7? G h a~rT X" ZlUfcT? 1 ! Hll IZ 13 1^ IS 16 11 (1 ft 20£l 22 23 2627 ZiV\ 30 3l 3233 3 ' 135'3631 3*3? 40*11 4243 ^454*47 4g IS 3651 52 53^ 55 54,57 <0fe) 62fc3 <£ t , . , . 58. Earle indicated that the correlation of ,50 in spelling ability between children of the same family is due in large part to inher- itance. Rice's (43) study, in finding little relation between ability in spelling and methods employed, has led to the conclusion, not that the 'personal equation' of the teacher is the deciding fac- tor, but that direct ancestry through variation and selection makes the greatest difference. That home training is not the basic cause of differences in ability to spell has been brought out by Cornman (15). Hollingworth (24) concluded that, "congenital disabilities result as other mental traits result, from the operation of the un- known laws of heredity and variation, and not from the supervention of a trauma or lesion."* Our own experiments have shown such cases as Mrs. Holling- worth treats to be extremely unusual. Hone were found among the 201 pupils with which the writer worked. The correlations between spelling ability and general in- telligence in our tests of seventh grade children indicated that high spelling ability usually accompanies high general intelligence. Ho child except A. B. was found failing in spelling only. (See in- dividual cases, Chapter IV). More significant were the correlations between the various types of spelling tests (See Chapter IV). These show that children who spell well not only hear well but see well, indicating the gen- *Hollingworth, L. S. , The Psychology of Special Disability in Spell - 88 ea i 918 ^ Colle 8 0 * Columbia Contributions Education, . i , , . - k . . , 59 eral power of observation. This is opposite to the theory of Car- men (10). f The study of individual oases, mentioned above, shows that spelling ability goes with general ability. The children who do not spell well are to be found in the lower part of the scale of distri- j bution if general intelligence, or other school subjects are measur- ed. j While heredity thus accounts for people who are called "constitutional bad spellers", yet it does not imply that there is no place for drill in spelling. That few people ever approach the limit of their capacity to do any one thing has been clearly shown by various practice and training tests (See studies on learning Curves). Study of spelling words, development of better methods of teaching, and training of individual children in observation are all of direct benefit in the improvement of spelling. I I « ' ' ' . , ■' f ■ . , 60 . Summary of Conclusions 1. There is a significant correlation between spelling ability and general intelligence. People who have high general in- telligence will not be expected to be found poor in spelling. 2. Both visual and auditory presentation are found to be of great importance in spelling. Children who spell well observe well in both the visual and auditory field. 3. Words which are determined by a series of tests upon a group of children to be approximately equal in difficulty, may not be equal to an entirely different group of children, even though both groups are composed of unselected children. * \ 4. Words which are misspelled the greatest number of ways are not usually misspelled the greatest total number of times. 5. Words which are misspelled in a great number of ways present more difficulty in teaching than words which are misspelled the same total number of times but in relatively few ways. 6. The two ways that words were misspelled the greatest number of times contain almost one-half the total spelling errors. In Colmmn T 54.8$, and in Column U, 48.3$. 7. Poor spellers mate more errors than good spellers but not always worse errors. 8. The average number of misspellings for any word is directly related to the number of syllables the word contains. 9. The average number of misspellings for any word is not directly related to the number of letters the word contains. Words of 9 or 10 letters produced a higher average number of errors than words of 12 and 13 letters. . . . . ' , • . . 61 . Bibliography 1. Abbott, E., and Kuhlmann, F. On the Analysis of the Memory Con- sciousness in Orthography. Psychological Review Monograph Sup- plement, Vol. XI, 1909. 2. Adsit, Ruth. Spelling-Methods for Study and for Recitation. Nor- mal Instructor and Primary Plans, Vol. 23:34, November, 1913. 3. Aiken, C. Exercises in Mind Training. Harper & Bros. Publish- Company , New lork and London, 1899. 4. Ayres, L. P. A Scale for the Measurement of Spelling Ability. Russell Sage Foundation, 1915. 5. Bormann. Der orthograpische Unterrioht in seiner einfachsten Gestalt. 3. Auflage . Berlin, 1865. (quoted from Burnham) 6. Bronner, A. F. 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Better Spellers- — How Can We Make Them? Normal In- structor and Primary Plans, Vol. 23:37, January, 1914. 17. Diesterweg. Wegweiser zur Bildung fur deutsche Lehrer. Essen, 1895. (quoted from Burnham) 18. Eldridge . (See Starch, Educational Psychology.) * 62 . 19. Foster, W. J. The Spelling of College Students. Journal of Edu- cational Psychology, Vol . 2: 211-215, 1911. 30. Gregory, B. C. The Rationale of Spelling. Elementary School Teacher, Vol. 8: 40-55, 1907. 21. Grupe, M. A. A Review of the Pedagogical Studies in the Teaching of Spelling. Education, Vol. 34: 1-19, 1913. 22. Hawkins, C. J. Experiments on Memory Types. Psychological Re- view, Vol. 4: 287-94, 1897. 23. Henmon, V. A. C. The Relation Between the Mode of Presentation and Retention. Psychological Review, Vol. 19: 79-96, 1912. 24. Hollingworth , L. S. The Psychology of Special Disability in Spel- ling. Teachers College Contributions to Education, No. 88, 1918 . 35. Houser, J. D. Spelling Ability and General Intelligence. Elemen- tary School Journal, Vol. 13: 190-99, 1915. 26. Jones. (See Starch, Educational Psychology.) 27. Kallom, A. W. Some Causes of Misspellings. Journal of Education- al Psychology, Vol. 8: 391-406, 1917. 28. Kirkpatrick, E. A. An Experimental Study of Memory. Psychologi- cal Review, Vol. 1:602-9, 1894. 39. Kline, L. W. Study in the Psychology of Spelling. Journal of Educational Psychology, Vol. 3: 381-400, 1912. 30. Lasher, G. S. Correct Spelling, a Habit. Teaching, Vol. 1:16- 20, November, 1914, 31. Lay, W. A. (See Burnham) 32. Lester, J. A. Teaching Freshmen to Spell. English Journal, Vol. 5: 404-10. 33. Lull, H. G. A Plan for Developing a Spelling Consciousness. Elementary School Journal, Vol, 17:355-61. 34. Mead, E. R. Transfer of Spelling Vocabulary. Journal of Educa- tional Psychology, Vol. 8:41-44, 1917. 35. Mead, W. E. The Lost Art of Spelling. Educational Review, Vol. 19:49-58, 1900. 36. Monk, E. M. The Washington D. C. Spelling List. Elementary School Journal, Vol. 16:96-103, 1915. 37. Monroe, W. S. Measuring the Results of Teaching. Houghton, Mif- flin Company, New York, 1918. 63. 38. Murray, Elsi9. The Spelling Ability of College Students. Jour- nal of Educational Psychology, Vol . 10: 357-76, 1919. 39. Otis, A. S. The Reliability of Spelling Scales. School and So- ciety, Ootober and November, 1916. 40. Pearson, H. C. Scientific Study of the Teaching of Spelling. Journal of Educational Psychology, Vol. 2:241-52, 1911. 41. Pearson, H. C. Experimental Studies in the Teaching of Spelling. Teachers College Record, January, 1912. 42. Randall, J. Phonetic Spelling as an Engineering Problem. Educa- tional Review, Vol. 58: 239-52. 43. Rice, J. M. Scientific Management in Education. Hinds, Noble and Eldredge, New York, 1914. 44. Sackett, L. W. Measuring a School System by the Buckingham Scale. School and Society, Vol. 2: 860-64, 1915. 45. Sears, J. B. Spelling Efficiency in the Oakland Schools. School and Society, Vol. 2: 531-37, 1915. 46. Shields, T. E. Teaching the Child to Spell. Catholic Education- al Review, Vol. 2:841-53, 1911. 47. Smedley, F. W. Child Study Report. Report of the Commission of Education, Vol. 1:1137-8, 1902. 48. Starch, D. Measuring Efficiency in Spelling. Journal of Educa- tional Psychology, Vol. 6:167-86, 1915. 49. Starch, D. Educational Psychology. Maomillan Company, New York, 1919. 50. Suzzalo, H. The Teaching of Spelling. Riverside Educational Monograph Series. Houghton, Mifflin and Company, 1913. 51. Suzzalo, H. The Teaching of Spelling. Teachers College Record, November, 1911. 52. Thorndike, E. L. Means of Measuring School Achievement in Spel- ling. Journal of Educational Administration and Supervision, Vol. 1:306-12, 1915. 53. Thorndike, E. L. Educational Psychology, Vol. III. Teachers College, Columbia, 1914. 54. Tidyman, W. F. A Descriptive and Critical Study of Buckingham's Investigation of Spelling Efficiency. Educational Administra- tion and Supervision, Vol. 2:290-304, 1916. 55. Tidyman, W. F. Rice's Investigation of Spelling Efficiency. Ped- agogical Seminary, Vol. 22: 391-400, 1917. 64 . 56. Tidyman, W. F. and Brown, H. A. The Extent and Meaning of Loss in 'Transfer' in Spelling. Elementary School Journal, Vol. 18: 210-14. 57. Wallin, J. E. W. Spelling Efficiency in Relation to Age, Grade, Sex, and the Question of Transfer. Educational Psychology Monograph, 1S11 . 58. Wawrzyk. Die M^thode des Rechtschreibunterrichts . 4. Band, Jahrbuch er padagogischen Gesellschaf t . (quoted from Burnham) 59. Williams, H. S. Teaching of Spelling. Journal of Education, Vol. 80: 665-6, December, 1914. 60. Winch, W. H. Further Experimental Researches on Learning to Spell. Journal of Educational Psychology, Vol. 5:449-60, 1914 61. Winch, W. H. Researches on Learning to Spell. Journal of Educa- tional Psychology, Vol. 7: 95-110, 1916. 62. Wycoff , A. E. Constitutional B&d Spellers. Pedagogical Seminary Vol. 2: 448-51, 1895. Appendix 65 . Illinois General Intelligence Examination Sentences of Test II Directions Containing words from Columns T and U of Buckingham's Extension of the Ayres Spelling Scale Test III Directions List of words Test IV Directions List of all ways words of Test II were misspelled, together with number of times misspelled each way Words grouped according to number of letters contained Words grouped according to number of syllables ' 65a . Test I University of Illinois Urbana, Illinois Bureau of Educational Research General Intelligence, Operations of Arithmetic and Silent Read- ing The examination consists of three parts: general intelligence, operations of arithmetic and si- lent reading. The plan of test is here given: Test 1 Analogies 2 Arithmetic Problems 3 Sentence Vocabulary 4 Substitution 5 Verbal Ingenuity 6 Arithmetical Ingenuity 7 Synonym — Antonym Monroe's Standardized Silent Reading Test Operations of Arithmetic Test 1 Addition 2. Multiplication 3. Division 4. Subtraction 5. Addition and Subtraction of Fractions . 6. Multiplication and Division of Fractions . 7. Decimal Fractions. 66 . Test II Directions Write your name at the top of the page. Give your present age, the date of your next birth- day and the age you will be then. The purpose of this test is to determine how well you can spell . I will read sentences containing certain words which you are to spell. Listen attentively while I read the sen- tence, but do not write. I will then pronounce the word in that sentence which you are to spell. Watch my lip movements as I pronounce it, then spell it. Spell carefully. Do not hurry. You are not being timed. Example He lost the pencil you bought. Spell "pencil”. Column T 67 Can you guess which apple I took? Give me the circular piece of tin. The argument resulted in a quarrel. This jar has a volume of one gallon. We will organize a basket ball team. Will they summon the witnesses to court? He is an off icial of the city. The bandits murdered their victim quickly. I will estimate the en- tire cost before I buy. As a result of the aooident both bicycles were ruined. When the invitation came the girls were gone. That was the reason they did not accept at once. It will be impossible for us to go. I would not concern myself about the result. Even in business Mr. Smith did not associate with many people. Our automobile is a very old model. Then they tried by various means to remove the ring. Why did they decide to move away? This ticket should entitle me to one of the best seats. Much of the political excitement is over. July fourth is a national day for celebration. On Armistice day we held our most recent celebration. Has he been successful in business here? As I cannot be sure, I refer you to our manager. A minute seems very short when one is busy. Possibly I ought to read the entire book. Must I bring an excuse for my absence ? I will come if the conference is to be short. Please sing for us at the Wednesday afternoon tea. I really ought to start home now. The cele bration lasted all day. Can you spell 'folks’ correctly? My head aches when I read too long. He told funny sto- ries for the amusement of the crowd. Is the teacher's approval nec- essary? A banana tree has enormous leaves. The biscuits were burned badly. He bruised his knee. This unusual burglar took no jewelry. The changeable silk was woven of green and blue threads. That chimney should be cleaned. After the choir sang the minister preached. Does the entertainment commence at noon? Many teams will 68 . oompete in this athletic meet. It is wrong to deceive another. Some discoverie s are of little use. We use ele otricitv for cooking. She made only one error . We often say, "There are exceptions to all rules." Whittier is my favorite author. Are these genuine pearls? I picked a handful of the small berries. What hymn was sung first? We thought the investigation was thorough. Easter lilies sometimes grow very tall. Was the liquor thrown away? He won the gold medal in the broad jump. Will he study medicine later? Someone told me that the nurse was ninety years old. I can scarcely realize that va- cation is so near. Did their first king reign long? Such scenery as this is worth enjoying. A severe cold weakens one. She slipped on the ice and broke the strap of one skate. Do not sneeze so noisily. We use stationary desks and seats. A cow’s stomach is divided into four parts. Draw the line as straight as possible. You will succeed if you keep trying. Yesterday a telegram came for you, I hear the boys whistling now. We should eat only wholesome food. You can make a flower wreath like this. Who would like to wrestle with him? - ■ 69 . Column U I meant to take the smallest sponge. Mother does not like the earlie st peaches. Tell me whether you have polished your shoes. It is easy to distinguish red from blue. Let us give consideration to this telegram. England established colonies on the new continent. Can you assure me that you will not go away? We gave money to the relief of starving children. Your cousin will occupy the house next door. Her husband will probably go to camp soon. Many foreign chil- dren attend our school. As the expense of the trip was heavy, I bor- rowed money. Mary is responsible for breaking the dish. Read four pages beginning with page seven. He was told to make application for a ticket. But he had difficulty in getting to the desk. He saw only the last scene of the play. The oows finally came up from the pas- ture. We knew that tadpoles develop into frogs. What circumstance kept him at home? The daily issue of the paper comes in the morning. Here is the material for your new dress. I wish you would suggest another game. The pond is a mere mudhole. Our Senate is a part of Congress. We all like to receive gifts. Speak respectfully to the visitors. They made an agreement to sell the house. The unfortunate man went to his doom. The majority voted for Mr. Smith. Their dres- ses were too elaborate for street wear. It is an honor to be a cit- izen of the United States. Mary thought it necessary to meet her guests at the train. When we come back we will divide the candy. If he achieves fame he will be happy. Some men try to acquire a large fortune. While we were waiting the druggist gave us an almanac to read. Many ancient piotures are interesting. Buy two pencils apiece if you have enough money. As the cloud approaches dust swirls in the road. Her father is an attorney in Chicago. Each child picked a bouquet for his room. After the last calculation we were told the 70 . correct answer. When the ceremony was over we rode home alone. A shaggy dog was concealed under the chair. Turkey is delicious if stuffed with dressing. The museum described here, has many interest- ing relios. When the stars disappear at night, it becomes very dark. Have you dropped your handkerchief? During the fire the elegant draperies were ruined by smoke. Then the emperor chose a new cabinet Do you expect an excellent grade? He did not seem grateful for the money. Everyone cannot be heir to a fortune. Breathing so much dust will make me hoarse soon. A long icicle hung from the corner of the house. We believe ignorance makes people unhappy. We will come lat- er if that does not interfere with your plans. Perhaps the musician had no home. Holland remained neutral during the war. It takes pa- tience to paint china. All the pigeons here belong to the two boys. Let us rehearse the play every evening. Bow your head with reverence during the prayer. This saucy little bird kept chirping at the win- dow. Did the siege of the fort last a month? This vegetable is com- mon in France. Then the veil was lifted from the monument. The poor wretch lived in a filthy old cabin. List of All Ways Words of Test II Were Misspelled, Together With Number of Times Misspelled Each Way Words underscored were misspelled in that way by one of the twenty poorest spellers but by none of the better spellers. gess 5 gues 2 guest 4 guss 2 4 13 cercular 2 surler 1 arganlze cicurlar 1 29 49 oragenize cilicular 1 oragnize circlelar 1 agiment 1 oranagied circler 2 agrument 2 oranize circulair 1 aguraent 1 organ! ca circulare 2 agurment 1 organ! nze ciroulature 1 arayment 1 organ! sa cirouler 6 ardment 1 organnise oirculiar 2 argement 7 organize circullar 1 argmant 2 orgenrize circuluar 2 arguement 20 orgianse cirgular 1 arguraeant 1 or gi naze cuclier 1 argunment 1 orgini se cuolur 1 arrgamt 1 orginizae culicular 1 arugment 1 orgini ze cullioer 1 arument 2 orginse curcelelar 1 orgument 1 orgonize curcilax 1 15 43 orgni ze ourclar 2 origanize curcular 7 orinize curicular 1 ornization cyolar 1 rezzone securlar 2 23 securler 1 sirculax 3 sirgular 1 8uclier 1 ■ . 77 “] samun 1 valume 1 affect lal 1 serrnt 1 voleum 3 af ishal 1 someof then 1 voluem 1 nessf tion 1 somen 4 volum 13 offacial 1 someun 1 volumn 24 ofechtial 1 sommen 2 volun 1 off ecial 4 sommon 4 6 43 off eseal 1 sumean 1 off ical 44 sumen 1 offichel 1 sum it 1 off ishal 1 slimmed 1 of ical 3 summen 3 oficel 1 summin 4 oficial 7 summine 1 of ictial 1 summond 3 of iscial 1 sunmued 1 of ishal 2 summun 3 16 71 sumn 1 sum non 2 sumon 19 sumune 1 31 55 vestum 1 astimake 1 accadent vicanty 1 a si mate 1 accagant vicom 1 esmintet 1 accadent vicitim 1 a stamate 27 accedient vict am 3 estamitate 2 acctident victen 1 estemant 1 accidant victime 2. estemata 5 aedient victimn 1 estimanta 1 acendant victin 1 estimiate 1 acident victiom 2 estmate 8 ap cadent victiomn 1 e stomata 1 ax cedent viction 1 estumate 1 axes i dent victition 1 extimate 1 axci dent victom 35 extremate 1 axident vie tome 1 14 52 exact ance victon 1 exadent victum 24 excedient victume 2 17 vi t com 1 19 71 > . r endentation 1 erapo sable 1 accei te envltation 1 emposiable 1 accoassate lnde pat lent 1 inf riable 1 accoate indif ention 1 imposable 4 accocate lnfatation 2 imposeable 1 accociate inf i cation 1 impossable 10 accoicate invantation 1 imposible 32 accosaite invatation 24 imposibal 3 accosate invation 24 impossiable 3 accosiate invantation 3 impossi ’oal 1 accosi tate invetation 5 impossibile 1 accossiate invinted 1 impostable 1 aceoceate invitation 1 impssible 1 acocate invition 3 13 60 acoceait ivitation 3 comcernt 1 acosiate 15 72 concerm 3r acquai nte concertain 1 acsociate acept 8 concrne 1 asasioate ackcept 1 concurn 1 asccociate acsept 1 c one c erne 1 ascoate act sept 1 consercion 1 ascoiate axcept 5 consern 35 ascossiate axcessed 1 conserne 1 ascote consested 1 exact 1 asiociate consirn 1 except 3 consirne 1 asocate 8 21 consurn 7 asoceate consume 2 asociate asocnate 14 57 asoiaite V ‘ 76. asoocate 1 osicatate 1 vairous 1 asosciate 1 varais 1 5? 85 asot ite 1 varaous 1 asowitate 1 ar tamable 1 vares 1 assf ual 1 atumobile 1 varieous 1 as si ate 2 atuomibile 1 varies 6 assicate 1 atuomoiable 1 varios 1 assi coate 2 autimobile 1 varous 1 assi slate 1 autmobile 1 varries 6 assoate 3 autoilmoble 1 varrious 5 assocait 1 autombiie 1 veries 1 assocate 2 autorcible 17 verieses associ tate 1 automi bole 1 verious 16 associte 1 automobil 3 verrious 2 assoiate 3 automoible 1 versis 1 assoicate 2 autorooble 8 veryeous 1 assoiciate 2 autumiable 1 veryest i I assoitate 2 out omo bile 1 veryious 1 2 assosiate 3 15 40 veryous 1 I assositate 1 verys i assostate 1 veryses 1 assotiate 1 21 51 oocaitate 1 i I 5 occate 2 occesate 1 ocociate 1 ossiate 1 , . 77 . decied 4 dedice X desiade X deeide 4X decide 2 dlsciede X 6 50 entideX X entidle 4 entiXite X entiXXe X entitaX 3 entiteX X entite X entitiXe X intatXe X inteXtiXe X intiadXe X intictX X intidaX 3 intidXe 5 intiXdXe X intiXe X intiXi tXe X intiXXe X intitaX 6 inti taXe 3 intitXe 22 2X 60 boXiticaX 1 fe ranter 1 flnckel 1 fXoyacaX 1 phaXeticaX 1 plotioial 1 poletitcal X polidical X poXieticaX X poXical X poXlcatal X poXiciaX X poXicicaX X poXiciXate X poXicitas X poXictaX 3 poXictiaX X poXieticaX X poXictXe X poXitacaX 2 poXitaciaX X poXitaciX X poXitaX 2 poXltcaX X poXltoaXe X poXitcial X poXitecaX X poXitiaX 5^ poXiticXe 3 poXltlcoXe X poXitX© X poXi toX 2 poXXiaX X poXoticaX 3 poXttcaX X poticaX 3 poticaXe X poticiaX X poticXiaX X 39 53 78 . masal 1 reacent 1 besness 1 tDOrShi Sll 1 reasant 1 bessness 1 nasanal 1 reasent 1 blni ssessess 1 nashanal 2 reasonent 1 blslness 1 nashial 1 reasont 1 bisness 4 nashinal 1 reccent 2 bi8nessus 1 nashional 1 receant 1 blssness 1 nashionel 1 recenate 1 bue snese 1 nashnel 1 reel ant 1 buiness 1 nasnal 1 recient 5 buinsess 1 nat anal 1 re scent 4 bulsines8 6 nathional 1 reeci te 1 bui 81110 88 1 natinal 4 resent 15 bui sness 35 natinol 1 re slant 1 buisseser 1 natnal 1 resient 1 buissnes 1 natonial 1 reslont 1 buissness 1 noehial 1 re sent 3 bunis sness 1 17 res sent 1 bus! net 1 22 rest ant 1 busness 3 busnless 1 19 43 busseness 1 bus sine s 1 bus si ness 7 bus sness 2 busyness 1 25 76 * 79 . refer© 8 aught 22 comf erence 2 ref err© 1 aut 1 comf re nee 2 ref fer 4 bought 1 comf urence 2 refir 1 bought 1 concurence 1 refur 13 oct 1 conf erance 6 refure 35 oft 1 confernance 1 refurn 1 ott 2 confernce 5 7 53 ough 1 conferres 1 out 3 conferunce 1 menit 1 conflunce 1 oute 2 mienute 1 conforence 2 minate 2 10 35 conf ranee 2 minent 1 abcence 26 conf remce 2 minet 2 abcense 19 conf rence 2 minite 1 abcenuie 1 confurance 1 minitue 2 abcunse 1 confurase 1 minnet 1 abcunte 1 confurnce 3 minniate 1 abenues 1 converence 3 mi nnute 1 absance 1 18 38 mi not 1 absences 3 minte 2 absense 5 minuet 5 absenuess 1 minuit 2 adcence 1 minuite 5 11 57 munite 2 ninute 1 17 31 <■ . 80 . Wedenday 3 Wedensday 2 Wedinsday 1 We dnessday 1 Wednsday 2 Wedsenday 1 Wedsnday 1 Wenday 4 Wendasy 1 Wendensday 1 Wendesday 3 Wendnesday 1 Wends day 2 wenesday 1 We ns day 7 Wensenday 1 We senday 1 Wesnday 1 18 34 readly 2 realey 3 realily 1 reality 1 realy 51 relay 1 relealy 1 cebration 1 oelabration 27 oelbratation 1 celbration 4 celeabration 1 celebartion 1 celebation 2 celebraction 1 celerbration 1 celibration 1 cellebration 1 ce Hi brat ion 1 salo 1 selabration 1 sele brat ion 1 15 45 coaks 1 foax 1 flokes 1 floks 2 fokes 1 foulks 1 f cukes X 7 8 acaks 1 aces 3 achs 11 ackes 25 acks 27 acts 1 ahes 1 akes 11 8 80 7 60 1 81 arae sument 1 afprovel 1 banaa 1 amment 1 alprovel 1 bananaa 1 animus e me nt 2 appoovel 1 bananna 12 ammusment 6 appoval 1 banano 1 amnusment 1 approveal 2 banna 22 amousement 1 appro vel 15 bannaa 1 amousment 2 approve 11 1 bannaba 1 amuesant 1 approvely 1 bannah 1 amuioment 1 appro vl al 14 bannak 1 amument 1 appro vie 2 bannamo 1 amunsment 1 approwel 1 bannana 12 amuse nt 1 appruel 1 bannanna 3 amus lance 1 aproovel 1 bannna 1 amusimate 2 aprovable 1 bene sant 1 amusiment 1 aproval 16 mammoth 1 amusment 45 apr ovale 3 15 60 amusmunt 1 aproveable 1 amusument 1 aproveal 5 amutment 1 aprovel 9 asmoutement 1 aprovial 7 assmusment 1 aprovi 1 1 asumant 1 aprovl 1 22 74 apvoal 1 opproval 2 24 89 ,S >• 82 . bescuits 1 briused 1 buggar 1 biceous 1 brosed 2 buggular 1 bicuats 1 broused 2 bugilar 1 biouits 1 brozed 1 buglar 9 bicusets 1 bruezed 1 bugluar 1 bisoates 1 bruide 1 bugraler 1 bisoiuts 1 brused 51 bugular 9 biscuets 1 brusied 8 bur alar 1 biscuites 3 bruzed 4 burbliar 1 biscutes 3 burised 2 bur gal a r 1 biscuts 31 bursd 1 burgaler 4 biskets 1 bursed 1 burgalery 1 bucits 1 burts 1 burgalor 1 buiscits 2 13 76 bur gar 1 1 buiscuits 2 burghlar 2 buiscuts 4 bargular 1 burghler 17 buscists 1 baruglar 1 burgler 16 busoits 1 begglar 1 burglur 1 busoiuts 1 berber 1 burgular 31 tuscuits 6 berglar 1 burguler 2 busicuts 3 bergular 1 burgurlar 1 busites 1 birgular 1 burgury 1 bus kits 1 brugial 1 burlary 1 23 69 bruglar 2 burleyer 1 buarglar 1 38 121 bugalar 1 bugaler 1 bugeral 1 bugarlr 1 canabul 1 chemey 1 chire 1 ohainable 3 chenney 1 chior 15 chainbuble 1 chimbley 1 choire 3 cha ingable 1 chimbly 1 chore 3 chamible 1 chimely 3 chorus 1 chanabl e 1 chimeny 7 chour 3 ohangabl e 66 chimerv 1 chrov 1 ohang bl e 1 chimge 1 qior 1 changebel 1 chiminev 1 quhor 1 chang eble 13 chimieey 1 quior 4 changebril 1 chimley 1 quir 1 changeful 1 chimraey 3 quire 36 change ible 1 chimminy 1 quoir 1 changibile 1 chimml ev 1 13 58 ohangi bl e 1 chirnmney 1 ch ever able 1 chimmny 1 olangibal 1 chimmy 1 shangable 1 chimne 3 18 96 chimny 6 ohinaeny 1 chimney 1 ohinnev 1 chinny 3 33 39 ■* . ' 84 . oomence 34 comenece 1 oomened 1 ccmensed 1 comense 1 comenst 1 coments 1 comincence 1 commense 4 comments 1 commet 1 comminoe 1 oommints 1 comnence 1 comnenst 1 conmenced 1 oonnensh 1 17 43 compeat 33 compeate 2 oompeet 1 compeit 1 oompelent 1 oompelete 1 compeit e 1 compet 10 compit 1 compleate 1 complet 3 complete 7 conpeat 2 13 64 deceave 1 deced 1 decede 1 decet 1 deceve 1 decieve 46 decive 12 deseave 3 deseive 2 dese ve 1 desident 1 desive 2 desieve 1 diceive 1 decoveries 1 decovery 1 descouvery8 1 disoourveries 1 discoveres 8 discovereys 1 discoverys 11 discovories l discovries 1 discowrys 1 disorovery 1 discularies 1 12 3S 14 74 • 85. eleatri oe 1 electristy 1 aair 1 elecantechs 1 eleotritiay 1 aire 1 eleoitresity 1 electritive 1 arer 1 eleoleotioe 1 eleotry 1 arie 1 elecrasity 1 eleotryiolty 1 arior 1 eleorited 1 eleoty 1 arreo 1 elecriticy 1 eletisoritv 1 arrior 1 eleotcrisity 1 eletri oe 1 arro 1 eleoteristv 1 eletriciety 1 arror 1 ele cticor 1 eletricity 1 ayr 1 eleotiourery 1 eletrioresite 1 eror 4 electirisity 1 eletricy 1 err 2 eleotitv 1 eletrisity 1 errior 1 electory 1 elictrioty 1 erroirer 1 electroely 1 elictrisety 1 erro 1 eleotrio 1 elitircv 1 errour 1 eleotrioey 1 elitrioity 1 16 20 electricly 1 46 77 ao ceptions 20 electrioisioty 1 aceptions 4 eleotricticy 1 eccephion 1 eleotrictly 1 eccept 1 electricts 1 eoceptions 9 electricty 15 eoeptions 7 electricy 2 eopetions 1 electriety 1 ecption 1 electrisis 1 excelded 1 electrisity 15 excipits 1 electrisority 1 exeptions 2 eleotristie 1 expeotion 1 — 86 . exsepations 2 cenget 1 j enuuyne 1 exseption 2 ganuine 1 j inuin 1 14 53 genine 2 j ounion 1 fatrail 1 genion 1 junin 1 favator 1 genioun 3 .iunine 2 faverer 1 geniune 1 34 46 faverite 3 eceniven 1 faveroit 1 gennuine 1 handeful 2 f averoite 1 genouine 1 handful e 1 f aviorite 1 genuin 1 handfull 36 f aviort 1 genuion 4 hand- full 2 faviorte 1 geminn 1 hanful 1 faviroat 1 geuan 1 pan full 1 f avirote 2 geunt 1 6 43 favit 1 eeunual 1 favorate 9 ginuine 1 favorit 6 ginune 1 favort 2 guen 1 favorte 1 guenine 1 f avriot 1 guenurn 1 f eautor 1 guine 1 f eriate 1 guinue 1 flavorate 1 guniea 1 vaforate 1 januin 1 vaveriot 1 januine 2 22 39 .ianwine 1 .i enanlv 1 j enuine 5 j enunian 1 87 . helm 1 envestigation 1 invistation 1 heme 1 envestion 2 invi8 tigation 1 hime 1 e vestigation 1 ivestieation 1 hi mm 1 invast ion 1 32 75 hm 1 invatakation 1 hinny 1 invation 1 lavees 1 hmyn 1 invecestion 1 leles 1 hpym 1 invesagation 2 lellies 1 hunen 1 invesgation 4 lies 1 huym 1 invesgotion 1 lileis 1 hyem 1 investacation 1 liles 4 hygm 1 investagaion 1 lililies 1 hym 11 investagasion 1 liliys 2 hymm 2 investagastion 1 lilies 1 hypm 1 investagation 26 lillies 31 thym 1 investagetion 1 lilyes 6 16 27 investaeion 4 lilys 6 investagition 1 lulies 1 investation 2 Ivies 1 investavigation 1 lylies 1 investegation 4 15 59 investgation 4 investiaation 1 investication 1 investigavtion 1 investion 4 invetagion 1 invetekate 1 invetigation 1 88 leotior 1 raaddl 1 meadison 1 licoor 1 madle 1 meadits 1 licer 1 meadal 1 meoidan 1 licker 4 meadel 1 medaoin 1 lickor 6 raeadle 4 medcian 1 lioor 10 meals 1 medcine 1 licore 1 meatle 1 0 medcion 1 licour 2 medbal 1 medecine 6 licquior 1 meddle 6 medection 1 licquire 1 medel 1 medeson 1 licquor 8 medial 2 medianoe 1 liotor 1 medle 4 medican 8 licture 1 metal 1 medicane 3 lierure 1 metial 1 medicen 3 Hour 1 model 1 raedicene 1 liqior 2 15 27 medician 10 liqiuor 1 medicime 1 liqoir 2 v medicion 1 liqor 3 medicne 1 liqour 2 medicon 2 1 iauar 1 medioson 1 liquer 3 medinane 1 liquior 14 medisen 1 liquir 5 medison 8 liqure 1 medition 1 liuaor 1 medsion 1 26 75 medson 1 menson 1 28 61 mB FWW *'* V . ' minety 2 minty 1 nineghty 1 ninetle 1 ninitine 1 ninity 8 nintey 3 ninty 49 nity 2 9 68 realice 1 reallliBe 1 realilize 1 realise 6 realizize 1 reallize 3 relazie 1 reliace 1 reliase 1 reliaze 2 reliese 1 relieze 1 relige 1 relis 1 relise 6 relisize 1 relizate 1 relize 26 rellzelive 1 rslizine _1 20 58 89. raign 2 rain 7 raine 1 rained 1 raing 1 raingn 1 reaign 1 regien 1 regin 3 regine 1 region 2 regn 1 reigan 1 reigen 1 reighn 2 reigion 1 reigne 1 reigon 3 reigun 1 rein 12 reine 1 riegn 2 rien 2 rign 3 ruin 1 25 53 90 . cenerles 1 cenery 17 oenesany 1 ceniory 1 sceanery 1 scenary 1 soenenery 1 sceney 1 soenry 3 soernery 1 scerney 1 scinery 1 screnary 1 seanary 1 secenery 3 seinery 1 sencery 2 senorly 1 senecy 1 senerey 1 senerie 1 senery 18 seniory 1 sentarv 1 sentry 1 serenry 1 sienerv 1 cever 1 cevier 1 savear 1 savere 1 seavelr 1 seaver 1 senver 1 serivor 1 servear 1 server 2 servere 1 sevar 1 sevear 9 seveior 1 seveir 2 seveoir 1 sever 11 severir 1 severor 1 severy 2 sevier 2 sevire 1 sevor 1 sevre • 1 sirvire 1 si veror 1 surver 1 suv ear 1 suver 2 suverv 1 30 43 scliped 1 s clipped 1 silept 1 sipped 1 sliped 53 slipted 4 6 61 27 65 I chnies 1 sation 1 stomac 4 scheeze 1 spacenarv 1 stomace 1 schneeds 1 stacionary 1 stoma che 5 seneze 2 s tainanerv 1 stomach 26 senzed 1 stainiary 1 st Offiah e 1 smeeze 1 stainitory 1 stomarch 1 smeize 1 staintary 1 stomck 1 smize 1 staionery 2 stomick 1 sneaze 3 s tamary 1 stornit 1 sneese 2 s tanat ionary 1 stommac 1 sneez 2 stanessary 1 stommach 1 snege 1 stanionary 2 stomuck 4 sneige 1 staniory 2 stumach 7 snese 1 stashionory 1 stumaok 1 sneze 19 stasiary 1 stumic 1 snezze 8 statesionary 1 stumick 1 snize 7 statiarv 1 stummach 1 snizz 2 statinory 1 stummest 1 snyze 1 stationananary 1 stump 3 szeeze 1 stationay 1 s tunick 1 20 57 stationery 32 20 63 statoniny 1 statonory 1 33 5 ? 92 . straigh 2 telagram 23 whilling 1 strait 5 telegrah 1 whilating 1 strate 1 tslegrahm 3 whiseling 3 atreight 6 telergrara 1 whiailing 2 striaght 2 telegran 1 whisleting 1 striaight 1 telephone 1 whialing 14 whislting 1 stright 10 tel gram 8 whisltn 1 7 27 telgrame 1 whissling 1 soeed 1 tell scran 1 whiaten 1 soeede 1 tellagram 4 whist ins: 1 succead 1 tellegram 6 whistaling 1 suoced 35 telligram 1 whiateling 9 auccede 6 telogram 1 whistiling 2 aucceede 3 13 52 whisting 1 succeseed 1 whistleing 22 sucoessed 1 whistlen 1 suced 1 whistten 1 sucede 1 whiting 1 suoeed 9 whitselling 1 suoeede 1 wilsing 1 suceided 1 wishl ing 1 aucessed 1 wishtleing 1 sucsseed 1 wisilng 1 suscede 1 wisling 3 susceed 1 wislling 1 auseed 1 wiasling 1 suxoed 1 wistleing 1 19 68 wistling 2 29 78 — 93. holdsome i reaf 3 prestle 1 holesom 3 reaf e 1 raoal 1 holesome 13 reath 17 racel 1 holesum 3 reathe 1 rashel 1 holesume 1 reef 4 ra3 ial 1 hollsome 1 reeth 1 rassel 1 holsim 1 reif 2 rescel 1 holsom 8 reight 1 reseole 1 holsome 16 reigth 1 resel 1 holsone 1 reith 6 res ial 1 holsum 22 rek 1 ressal 1 hoi sum e 3 releve 1 ressel 2 I hornert 1 wearth 1 restle 2 hoslem 1 wreaf 2 russel 1 : houlsome 1 wreaght 1 we sal 1 vlsorne 1 wreah 1 wessle 1 wholesem 1 wregth 1 whrestle 2 wholesom 5 wreith 1 wrasle 1 whole sum 6 wreth 2 wrastle 2 whole sume 1 writh 1 wreasle 5 wholsom 3 20 49 wreastle 2 wholsome 15 wreoh 1 wholsoom 1 wrelst 1 whossome 1 wresale 2 24 110 wreschel 1 wresel 1 wresle 1 wressel 1 L wressle 1 Column U 94. wrestal 1 weather 16 desinzuish 1 wrestal 6 weathor 1 desinguish 1 I wristle 1 wether 3 destinzues 1 32 47 wheazher 1 destinguish 3 wheater 1 dizuished 1 I ment 51 wheather 51 disquinshed 1 1 51 wheathere 1 diequis 1 eairlest 1 wheither 2 disquish 1 ealeryest 1 whelter 1 disqunish 1 i ealist 1 where 1 disqunquish 1 I eariest 1 wheter 1 distanzlish 1 earliest 3 whethe 1 distenzush 1 eariest 17 whever 1 distincurs 1 earlester 1 whither 1 distingish 6 i earlestest 1 wrerler 1 distinglish 2 I earleyist f 1 15 83 distinguesh 1 earlies 2 distinguest 1 earliesed 1 distingulshe 1 earlist 2 distingulisheg 1 earlliest 1 distingulish 1 earlyest 10 distingush S earlyiest 2 di3tingwish 3 earlyi3t 3 distinlish 1 erliest 1 distinquse 1 17 49 distintuished 1 distiunques 1 distivantive 1 distqunish 1 distuinquish 1 * distunges 1 diatungish 1 distunglish 1 distinguish 1 di3tungush 1 distunish 1 diaturion 1 rest i ngu ish 1 37 53 cansiderion 1 concederation 2 conceration 3 concerdation 1 ooncerteration 1 conoideration 5 conderation 4 condieration 1 consederation 1 conseratition 1 conserdionation 1 oonserdition 1 oonsertation 1 considaration 1 considation 1 consiaerashion 1 consider ion 1 considerration 1 considertion 2 consideration 1 considration 1 considsion 1 consiration 1 consisition 1 consisled 1 consiteration 2 consition 1 consitration 1 consteration 1 consyderation 95. 1 30 42 colinesh 1 colinies 5 colinvs 1 edition 1 colmce 1 colnies 1 colone 1 colonest 1 coloneys 1 colonyies 1 colonish 1 colonys 4 conlies 1 13 20 96 ashoure 1 ashsure 1 ashure 1 assere 1 assuar 1 assue 1 assur 1 asure 17 assurie 1 ausur 1 10 26 defeat 1 realef 1 refeel 1 releaf 10 releaf e 2 releave 1 relef 1 releif 11 releif e 1 releive 2 relieath 1 relief e 2 relife 3 relish 1 14 38 aocopy 3 accupie 1 accupy 3 hockpaly 1 occopy 2 occpy 1 ocoup 1 occupany 1 oocuphy 1 oooupie 12 occuply 1 occuppy 3 occupuy 1 ocply 1 P-g-gy. 1 ocuppy 1 ooupy 2 oppay 1 OUOlPV 1 outvourself 1 20 38 perpablv 1 pobably 1 prabaly 1 proabably 1 proably 4 probally 1 probaly 10 probbly 1 probely 2 probibaly 1 probibly 4 probility 1 probily 6 problaly 1 probley 1 problis 1 problis 8 probobly 1 probubly 1 probulay 1 probuly 2 propably 3 proped 1 propily 1 propiply 1 proply 2 propublie 1 provably 1 28 59 Umi foregein 1 foregeon 1 foregion 1 foregin 3 foregn 1 foreigen 2 forein 1 f oren 1 forgein 1 forgien 4 f orgn 1 f oriegn 18 foriegon 1 forien 2 forigen 3 f origien 1 f orign 8 f origne 1 f roien 1 19 52 expeince 1 expence 75 expention 1 expince 1 exspense 2 exspence 2 extence 1 exposabLe 1 8 84 reponiable 1 reponsbility 1 repsonble 1 resonibLe 1 respenclble 1 rss picul ary 1 responable 4 responcable 3 res pone bl 1 responoe 1 responoeable 1 responcebille 1 responciable 1 responcible 10 respondsible 1 responebal 1 responiable 1 responible 3 responilibly 1 responisble 1 responisible 1 responsable 6 res pons ble 1 responseable 3 r es pons ia ble 4 responsibal 2 responsibale 1 responsibile 2 reaponsi table 1 29 57 97. beganning 1 begening 1 begenning 1 beggining 1 begianing 1 beging 1 begining 50 beginnimg 1 begning 1 begnning 1 beiging 1 bigining 1 legine 1 13 63 98 . accpalachian 1 appoliation 1 deff i culty 1 acplcaion 1 appolicition 1 def icul ty 1 af lakation 1 atmation 1 difacolity 1 alicatne 1 atmocation 1 difaoulity 1 alvoukal t 1 oppl cation 2 difaculty 2 aplacation 5 34 96 diclaulty 1 apliacation 1 dicullcult 1 aplication 13 difcoluit 1 appacation 1 dif culty 3 appacition 1 dif faclutv 1 appaclation 1 dif faculty 5 appaction 1 dif favlty 1 appalaoation 2 diff cualty 1 appalaction 1 dif faulty 5 appalalation 1 dif fcutv 1 appalation 1 diffeculty 1 appelachion 1 diffeltv 1 applaoans 1 dif ferculity 1 applacation 39 diff icuility 1 applachian 1 dif f iculaty 1 applachion 1 difficulty 9 applaokian 1 diff icultily 1 applaction 7 dif f icutiy 1 applasion 1 dif f icuty 1 applation 1 diffucaltured 1 applcation 1 dif fucility 1 appleoation 1 dif fuclity 2 applioian 1 diffuclty 3 applycation 1 dif fuctlal 1 ■ 1 I I 99 . diffuculity 1 scean 8 fanilv 1 diffuculty 3 sceen 2 feinally 1 dif fuouty 1 sceign 1 f ialy 1 diffulci ty 1 s ceine 1 f ianaly 1 diffulcul ty 1 scerae 1 f ianlv 1 diffuli tv 1 scence 2 f imalv 1 dif fultly 1 s ciene 1 final 1 dif ioulity 1 scyne 1 f inalie 1 dif icul tie 1 sean 2 f inaly 39 dif icul ty 8 secen 2 f indly 1 difucality 1 secene 1 f inealv 1 difucilty 2 seen 4 finely 12 difuoultie 1 seign 1 finially 5 difuoul tv 10 sein 2 f inialy ? 43 84 seine 3 f inily 5 seion 1 f ininity 1 sence 1 finly 1 sene 2 f innally 2 seun 1 f innaly 2 siean 1 f inolv 1 sien 1 20 85 sienoe 1 si sen 1 23 41 i . 100 . def elup defeoped defloped delevelop delvelop delvop devalep devalope devealped dsvelated develet develip devellop devellope develope dsvelopled develp deverlp de vevlepet dsvlop devlope devolape de volepe devolip : devoloped devolp devolpe devoluped devopped I l 1 1 1 1 1 1 1 1 1 1 1 1 1 2 38 1 1 1 1 1 2 2 7 8 7 1 2 2 1 29 90 101 . m= acederatlon 1 sercups tance 1 eshiey 1 cercanstance 1 sermas tance 1 essue 7 cercomstance 4 sermstand 1 esu 2 cerconstanoe 1 sinstah 1 esuoe 2 oercumstace 1 sircums tance 4 esue 9 ceroumst&n ce 1 suroems tance 2 iesu 1 cernstanoe 1 sur corns tance 3 insue 1 circanstanoe 1 surcuns tance 1 isohoe 1 ci rooms tan ce 7 sur cus pant 1 ishew 1 circomts 1 39 64 ishue 2 c ir curas t ant 2 issure 2 circunstance 5 issus 1 cirounstanse 1 issuved 1 circus tance 2 istem 1 oirumstance 1 isu 1 cors tance 1 isue 13 curcoms tance 1 usure 1 curconstants 1 17 47 curcums tance 3 cur cus tan ce 1 curstamce 2 curstance 2 scercumstance 1 scirmstance 1 secerstant 1 securnstance 1 ser cans tamp 1 sercumstance 1 102 . atirial 1 sggust 1 cenant 1 mataials 1 subj ection 1 cendial 1 matail 1 sugest 5 oenent 1 mateal 1 suggess 1 cennat 1 materal 5 sugguest 6 centent 1 materiel 2 suggus 1 sccenate 1 matieral 2 sugjust 1 scenate 1 matirial 1 (suguest ) ( ) (suguest(ed) ) scenite 1 matral 1 CJ scentie 1 matrial 2 suguset 1 seanate 1 matriel 2 suject 2 senant 2 meartal 1 suj est 5 senat 1 meaturial 1 suj jest 1 senent 4 meri tal 1 sujured 1 senet 2 mertial 2 suj us t 2 senete 2 metaral 1 14 30 seniate 1 metarial 1 mare 1 seninet 1 raetarril 1 meair 1 \ senint 1 meteral 1 mear 36 senit 5 meterial 8 meer 8 senitate 1 metiral 1 meir 3 senite 4 metreal 1 meire 1 sennat 1 metrial 2 mier 4 sennate 5 militarly 1 miere 1 s ennent 1 mitural 1 sennet 2 mire 3 26 43 near 11 sentant 1 sentate 1 nere 1 sentent 1 11 70 103 sentice 1 receptfully 1 respectibly sentor 1 reopeotuly 1 respectifully 30 48 recplcelt 1 respectifuly resept 1 respectily receve 2 respecablely 1 respectivally recieve 49 respecforly 1 respe ctivaly recive 7 respecfully 3 respectivelly reice 1 respeefuly 2 respectively rescieve 1 respeoitaly 1 respectivily reseave 1 respecivaly 1 respectivly 6 61 respeckably 1 respectluty respeckfully 2 respe ctly respeckly 2 respe ctuf ally respecralty 1 respefulv respectably 3 respetably respectable 1 respley respectablity 1 responfuly respectaby 1 resspe ctifuly respectally 1 46 respectaly 2 respectavely 1 respectavily 1 respectavly 2 respectefully 2 respectfuly 7 respectiale 1 respectially 1 respectible 1 ' 104 . acreement 1 unforunate 4 unf ortuneate 1 aggreament 1 unfortant 1 unf ortunenate 1 aggreement 3 unforanate 1 unf ortunite 1 aggrement 8 unforate 1 unf or tun t 1 aggrenent 1 unforcinate 1 unforuate 1 agreeablment 1 unforiant 1 unforunate 6 agreeament 4 unforlant 1 unfurnate 1 agreemeant 1 unf ornanet 1 35 75 agrement 15 unf ornate 6 agrment 1 unf orna tuna te 1 agurment 1 unfornature 3 11 37 unforntion 1 unfornuate 3 unfcrnuit 1 unfortament 1 unfortant 5 unfortante 3 unfortinant 1 « unfort inate 8 unf ortionant 1 unfort ionate 4 unfortit 1 unfortment 1 unfortnate 6 unfortuante 1 unfortument 1 unfortunant 4 unfortune 3 ■' I 105 magarite 1 alabrate 1 elarbrate 1 magarity 1 delaberate 1 el brat e 1 magarty 1 delaborate 3 elebarate 1 mage r at y 1 delaboris 1 elebariot 1 magiorty 1 delaborite 1 eleborate 3 majority 1 delayer! t 1 elebrate 5 majaraty 1 earbort 1 elebraty 1 majarity 9 elabalit 1 elebret 1 majarty 1 elabat 1 elerbarted 1 majirty 1 el abate 1 elevarent 1 majoraty 1 elaberad 1 eleverate 1 major! ety 1 elaborate 13 elevevate 1 majorite 1 elabirate 1 elevort 1 majorrity 1 elablent 1 eliberate 1 majorty 4 elaborade 1 elibertate 1 marge ty 1 elaboret 1 elibrate 1 marigty 2 elaborit 2 ellaberate 1 mar jarity 1 elaborite 7 ellaborate 1 mazoraty 1 elabort 2 ellavbort 1 menyhote 1 elaborte 3 ellibe rate 1 mer jority 1 elabrate 12 elobrate 2 mo j arty 1 elabret 1 irrlavite 1 mor jaraty 1 elabriot 1 50 93 mor.lorty 1 elabroate 1 much j arty 1 elal orate 2 25 3? elaradate 1 elarate 1 elarbores 1 - — 106. cissitante 1 mecary 1 nesseary 1 citen 1 mecesBary 2 nessecary 2 citieen 1 maceseity 1 nesseccary 1 citisene 1 mesecerty 1 nessecary 1 citison 1 messecary 1 nesserey 1 citiz&n 1 ncessasary 1 nesserty 1 citizence 1 necasary 1 nessery 2 citizent 2 necassary 1 nessesary 3 citizon 1 neccesary 4 nessessary 1 citozon 1 naccassary 13 nessiary 1 cityzen 1 neccessatry 1 nessicery 1 cizen 1 necoisary 1 nessisary 1 oizeni 1 necessarily 1 nessissary 1 sicoin 1 necessatory 1 nissiary 1 si si dent 1 necessiary 2 43 69 sition 1 necessitary 1 sitizen 1 nacessry 1 diavice 1 at icon 1 necissary 1 devide 22 18 19 necssary 3 devine 1 necterssy 1 devolt 1 nesceriaty 1 divid 1 neseccary 1 divied 3 nesestay 1 6 29 nessacary 1 nessarity 2 nessarty 1 nessary 2 nesscary 2 nesscery 1 - 107 i— acceaves 1 accheives 1 accheves 1 acchief 1 acchieves 4 accieves 2 accives 1 ache as 1 ach eaves 1 aciheives 12 ach eves 2 acheze 1 achief 3 achieve 2 achives 15 achivite 1 16 49 accoire 1 acc quire 8 accqure 1 accuire 1 achior 1 aohoir 1 achoire 2 achorir 1 aoiour 1 ackwire 1 acoir 1 acquior 1 acquir 2 al quire 1 aqquire 4 aquior 3 aquire 58 aquiror 1 at choir 1 ecquere 1 20 91 alamac 2 alamack 1 alamalic 1 alamanao 1 alambac 1 alamica 1 alamnac 1 allmack 1 aim ace 1 almach 2 almacnio 1 almanace 1 almanach 1 almanack 8 almanac t 3 almanai c 1 almanak 2 almanaque 1 almanc 1 almance 1 almanac te 1 almantic 1 almatach 1 alminac 4 alminake 1 almon 1 almonac 5 almonace 1 108 . almonach 1 aunomack 1 acclent 4 almonack 1 automao 1 accinate 1 almonact 2 olminaoh 1 ace ant 1 almonak 1 omanace 1 achaint 1 almond-ack 1 omanach 1 achange 1 almnao 1 omlaot 1 achant 1 almunac 1 omonack 1 achiant 1 alnmack 1 onancate 1 achiech 1 alnountach 1 ornoct 1 achient 6 alomaok 1 64 94 aciant 2 alomale 1 aciant 1 alumac 1 ac inant 1 alnmack anccient 1 1 anceint 2 alumnae 1 anoeinte 1 amack 8 an chain 1 amanauck 1 anchant 4 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3 calucation 5 ceromonie 1 calulaion 1 ceromony 11 calulatation 1 ceromy 1 calulation 9 ceronany 1 caluquation 1 craray 1 calutation 2 sairamony 2 capulation 1 sairmony 1 • . ' sararaony 2 comceled 1 decelious sarimony 1 conceald 2 decilious sarmony 1 conceilled 1 deolious secermony 1 conceilded 1 deioua ae ramony 3 conceiled 11 delatious ser ©money 1 conceled 9 delcious seremony 2 conceited 1 dele clous serimony 2 concieled 8 deleious seromany 1 conciled 1 deleshes seromony 3 conclead 1 del leas serrneny 1 consceled 2 deliciace serronany 1 conscieled 1 deli elate serymony 1 conseald 1 dellceous severmony 1 consealed 24 delicous 43 10? conseceled 1 delicus consoled 1 delious consoled 1 delirous consield 1 deli sea consielied 1 deliseous consiled 3 deli shed conzeled 1 deli shea cosealed 2 deliahioua 22 74 delishlsh delishous delishus© delislous deli so us delissis delitious delivious 1 da sap ear 2 dissipaar 3 delures 1 desappear 1 disspaar 2 dillcious 1 desepere 1 30 111 dilousios 1 de8ipear 1 dascaribed 1 33 73 dessepear 1 dascibad 5 dassapara 1 droped 28 di appear 1 decribed 4 droptad 1 di sap ear 32 diccribe 1 droption 1 disapar 1 dlscirbe 1 droupad 1 di eapere 3 discrib 4 4 31 disappear a 1 di scribe 34 di soube 1 di sapper 1 disspaar 4 disquiried 2 disapar a 1 distribe 1 disipear 7 10 54 disipeir 1 disipera 1 disipra 1 di spear 3 di spa are 1 di spare 2 dissapar 1 dissapear 29 dissaped 1 dissapear 1 dissapiar 1 dissappear 5 di s se pare 1 114 . agent 1 ellegent 2 eraeper 2 alegant 2 elligant 4 emereler 1 aligant 1 elligent 5 emernor 1 allegant 1 eligant 1 empar 1 alii gent 2 iloquent 1 empear 1 ealgant 1 iligant 1 empeor 1 egenlangent 1 illigent 1 empeore 1 eglegant 1 35 93 empeorrior 1 elagant 5 ernper 2 el agent 5 emperer 3 eleaget 1 emperior 11 eleagant 1 emperoir 2 elecant 1 emperoner 1 elegante 1 emperoor 1 elegate 1 emperorer 1 elegeant 7 emperr 1 elegent 18 emperrer 1 eleghant 1 emperror 6 elegiant 1 empery 1 eleguent 1 empieror 1 elgant 2 empireor 1 elgent 1 empireror 1 el grant 1 empiror 4 elient 1 empor 5 eligant 8 empore 1 eligent 4 emporer 21 ell ag ant 1 emporor 6 ellegant 7 emporror 1 . • 115 enpi re 1 eccelent 1 expalent 1 eperor 1 ecellant 1 exptonent 1 erempor 1 elecenent 1 exulent 1 imperior 1 eleoent 1 31 99 imperor 2 escelent 1 33 86 exalent 2 gratefull 2 exalont 1 gratefulle 1 excalent 1 gratful 2 excel ant 11 greatful 40 excelent 30 greatfull 2 excel! ant 1 greatiful 1 excell ant 21 6 48 excilant 1 excilent 4 exoillent 1 exclant 1 excilent 1 excolent 1 execelent 1 execlent 1 exelant 2 exelent 5 exillent 1 exiloent 1 exlant 1 exlante 1 exleant 1 exlent 1 ■ ns. 1 air 13 corse 2 iccicle 2 aire 3 hoarce 12 iccle 1 are 3 hoars 4 iceal 1 arie 3 horao 1 icecakol 1 arr 1 ho race 3 iceccle 1 aye 1 horas 1 icecele 1 ayr 1 horce 4 icecelley 1 ear 1 horcus 1 icecial 1 earor 1 horice 1 icscical 1 eir 2 horise 2 ioecickel 1 ere 4 horose 1 icecickle 5 eror 2 horrois 1 icecicle 25 err 13 hors 1 icecief er 1 erro 1 horse 9 icecihle 1 hair 2 horses 1 icecilcle 1 hier 1 hource 1 icecile 3 ire 1 hourse 10 iceciycle 2 17 48 17 55 iceckle 1 icecle 1 iceclless 1 icecycle 14 iceicle 2 icekile 1 icekle 1 icesel 1 ice si cal 1 icesiccle 1 ice sickle 4 117 icesicle 3 egarence 1 igornace 3 iceslle 2 egenerence 1 igor nance 3 ideal 3 egerance 1 igorents 1 icicele 1 egerince 1 igornnee 1 iciehle 1 eggorence 1 ingo ranee 1 iciciccle 1 egme nance 1 ingo ranee 2 icicikle 1 egne ranee 2 ingorence 1 icicile 1 egno ranee 5 ingornent8 1 icickdl 1 egnorence 1 ingo mice 1 ideyle 2 egneurence 1 ingrance 1 icilial 1 egorent s 1 inironte 1 icle 1 eignortae 1 innorence 1 idle 1 eigoranoe 1 inorance 1 icycile 1 engernece 1 i rganant s 1 i cycle 15 engo ranee 1 irgonence 1 iscycle 1 engrentac 1 irrigenoe 1 44 113 icnorence 1 44 64 igerence 1 ignance 1 ignerence 1 ignorant s 3 ignornace 1 i gnornance 1 ignorence 9 ignornoe 1 igorance 1 ignorannee 1 igorence 1 ; musucan enterfear 4 enterfer© 2 infear 1 Inferred 1 lnferror 3 intefear 1 intefere 1 inteferior 1 interfear 55 interfeare 1 interf eir 1 interfer 16 interfier 5 interfiere 2 interfire 2 interflor 1 interfure 1 interifer 1 interrfear 1 interver 1 intifere 1 iterfear 1 23 103 mishlon 1 mquclana 1 mshlon 1 muci an 4 mucician 2 mucigian 1 muci sion 4 mucissian 1 muci sum 1 mugician 1 mui si an 1 muscian 1 muscion 1 musesion 1 museum 1 musgimes 1 mush Ion 1 musiacl 1 mu si an 6 musicain 1 musican 16 musication 1 musiccan 1 musicicin 1 musiem 1 musion 4 musision 3 muzetion 30 mu8ition 7 ' . merutal 1 nutrol 2 pagions metral 1 nutrual 1 pegions meutral 2 nutural 4 peigen muteral 3 nuturel 1 peigiona mutral 3 32 132 peigons mutrol 2 pidgens neatral 1 pachinca 1 pidgeons neatrual 1 pacience 2 pidgons neautral 1 pactiase 1 piagions netrual 5 patiance 4 piagons netruel 1 patence 1 pi eon natural 6 patainca 4 pigans neutral 1 patienohas 1 pigeans neutrial 2 patientence 1 pigeions neutrual 1 patient 8 15 pigenos newtral 3 pations 2 pigens notrial 1 pi ance 1 pi gi one a nuetral 2 11 33 pigions nuntile 1 pigon8 nurated 1 £ugon nutaral 1 vi gi Iona nutaral 13 nut a raul 1 21 nuterial 1 nutral 59 nut real 1 nut rial 8 nutril 1 120 . reance 1 he race 1 causy 1 reaverence 1 rehar s 1 sacey 1 reoianeds 1 r eh arse 2 saouas 1 ref erance 1 rehase 1 sacucy 1 reference 16 rehearce 4 sacusy 2 refference 1 rehears 2 sacusy 1 refur ance 1 r eh ease 1 salcy 1 revance 1 reherce 4 sal vice 1 reveance 1 reherse 33 sasay 1 revence 1 rehersh 1 sassy 2 rave ranee 50 rehoress 1 sasucy 1 reveranse 2 rehourse 2 sasy 1 reverent s 1 rehurce 1 sauccy 1 re verse nee 1 rehurs 1 sauce 4 14 79 rehurse 17 saucey 9 reseres 1 sauesy 1 reshese 1 saugace 1 reshouse 1 sauscy 1 reslerse 1 sause 1 resurse 1 sausey 2 resurze 1 saussy 1 reverce 4 sausy 10 reverse 7 sawsey 1 revourse 1 scaucy 2 24 90 schousy 1 scucy 1 sanlated 1 shoslge 1 . , 121 . soccey 1 ceage 2 veatggbles 1 soccing 1 sceage 1 vedgeble 1 socer 1 sceige 1 ve gable 2 socle 1 a che age 1 vega table 33 socosy 1 sciege 3 ve gate able 1 socy 1 sea£ 1 vegatebl 1 sosy 1 seage 21 vegeable 1 soucy 1 s e ague 2 vegestable 2 suacy 1 seagze 1 vs get table 1 succay 1 sedge 1 vegiativle 1 succoss 1 sege 2 vegltable 8 susey 1 segious 1 vegltobe 1 sussy 1 seicege 1 vegtabal 1 susucy 1 seidge 1 vegtabale 1 43 66 eeig 1 vegtable 7 set gee 1 vegt table 2 seige 83 vetagable 1 seigue 1 vigttable 1 seized 5 vi labia 1 siage 1 ye gat able 1 sleage 1 20 68 1 23 133 . 122 . Test III Directions Write your name at the top of the page. The purpose of this test is to determine how well you can spell by sound. I will pronounce fifty- four words that you have never heard. Spell them the way you think is cor- rect from the sound. Listen attentively and spell carefully. Do not hurry. You are not being timed. I will pronounce each word twice. When I pronounce it the first time listen oarefully, watch- ing the movements of my lips, but do not write. Af- ter the word has been pronounced the second time spell it the way it sounds. ■ 123 . TO BE SPELLED BY SOUND 1. oarling 2 . gel ant hum 3. carob 4. fuetanella 5 . loquat 6 . ranula 7. viator 8 . granza 9. pentad 10 . acnode 11. grison 12. fittonia 13. iridol 14. zumatic 15. thorium 16. j actant 17. tappoon 18 . mahout 19. harmost 20. dual in 21 . hilsa 22 . intine 23. ramtil 24. alalite 25. marver 26. behen 27. adipic 28. fodient 29 . bursa 30. incrassate 31. cissoid 32. parvis 33. quis-qualis 34. shikra 35. vulpinism 36. zythum 37. tragopan 38. caftan 39. lekane 40. aleroe 41. quoin 42 . romal 43. acmite 44. laic 45. tampon 46. lithoid 47. gelanthum 48. custrel 49 . holraia 50 . maleo 124 . Test IV Dire ctions Write your name at the top of the page. The purpose of this test is to determine how rapidly and accurately you can observe words. There are fifty words written in black ink on this chart. As the roller on which they are placed turns they will ap- pear for a moment in the opening in the center of the chart. Watch that space olosely and observe each word that passes. As soon as a word passes write it, or as much of it as you have seen. After you have seen one word I will count slowly to ten before I show another word, so you will have plenty of time to write. Remember, when you have written a word watch the screen so that you will not miss seeing the next word. Each word will be shown only once. Column T 125 . 4 letters 5 letters 6 letters hymn 27 guess 13 volume 43 refer 53 summon 55 ought 35 victim 71 folks 8 accept 21 aches 80 de cide 50 choir 58 recent 43 error 20 minute 31 medal 27 really SO reign 53 banana 60 lilies 59 1 iquor 75 ninety 68 severe 43 sneeze 57 wreath 49 7 letters 8 letters concern 57 circular 49 various 51 argument 43 entitle 60 organize 30 absence 57 official 71 bruised 76 estimate 52 burglar 121 accident 28 chimney 39 national 22 compete 64 business 76 deceive 74 approval 89 genuine 46 biscuits 69 handful 43 commence 43 realize 58 favorite 39 scenery 65 medicine 61 slipped 61 straight 27 stomach 63 telegram 52 succeed 68 wrestle 47 . Column T Continued 126 . 9 letters 10 letters 11 letters 13 letters associate 85 invitation 72 celebration 45 investigation 75 political 53 impossible 60 discoveries 29 Wednesday 34 automobile 40 electricity 77 amusement 74 conference 38 whistling 78 changeable 96 wholesome 110 exceptions 53 stationary 57 Column U 127 4 letters 5 letters 6 letters 7 letters 8 letters mere 70 meant 51 assure 26 whether 83 earliest 49 heir 48 scene 41 relief 38 foreign 52 colonies 20 veil 68 issue 47 occupy 38 expense 84 probably 59 saucy 66 senate 48 finally 85 material 43 siege 133 divide 29 develop 90 maj ority 37 apieoe 45 suggest 30 achieves 49 hoarse 55 receive 61 attorney 89 icicle 113 citizen 19 ceremony 107 wretch 82 acquire 91 grateful 48 almanac 94 musician 67 ancient 50 patience 33 bouquet 123 rehearse 90 dropped 31 elegant 93 emperor 86 neutral 132 pigeons 83 ' ■ 138 . Column U Continued 9 letters 10 letters beginning 63 difficulty 84 agreement 37 approaches 97 elaborate 93 necessary 69 conoealed 74 delicious 73 described 54 disappear 111 excellent 99 ignorance 64 interfere 103 reverence 79 .vegetable 68 11 letters 13 letters distinguish 53 circumstance 64 responsible 57 respectfully 81 application 96 calculation 65 unfortunate 75 13 letters consideration 43 129 . Column T Monosyllables Diss yl lable s Polysyllables Polysyllables guess 13 biscuits 69 circular 49 medicine 61 ought 35 burglar 121 argument 43 realize 58 folks 8 chimney 39 organize 30 scenery 65 aches 80 commence 43 official 71 stationary 57 bruised 76 compete 64 estimate 52 telegram 52 choir 58 deceive 74 accident 28 32 1790 hymn 27 error 20 invitation 72 reign 53 handful 43 impossible 60 slipped 61 lilies 59 associate 85 sneeze 57 liquor 75 automobile 40 wreath 49 medal 27 various 51 straight 27 ninety 68 entitle 60 12 544 severe 43 political 53 stomach 63 national 22 Dissyllables succeed 68 conference 38 volume 43 whistling 78 really 60 summon 55 wholesome 110 celebration 45 victim 71 wrestle 47 amusement 74 accept 21 30 1702 approval 89 concern 57 banana 60 decide 50 changeable 96 recent 43 discoveries 29 business 76 electricity 77 refer 53 exceptions 53 minute 31 favorite 39 a tsence 57 genuine 46 Wednesday 34 invest igation75 130 Monosyllables Dissyllables meant 51 bouquet 23 scene 41 concealed 74 mere 70 des cribed 54 dropped 31 grateful 48 heir 48 neutral 32 hoarse 55 patience 33 siege 133 pigeons 83 veil 68 rehearse 90 wretch 82 saucy 66 9 579 23 1510 Dissyllables whether 83 assure 26 relief 38 foreign 52 expense 84 issue 47 suggest 30 senate 48 re ceive 61 divide 29 achieves 49 acquire 91 ancient 50 apiece 45 umn U Polysyllables Polysyllables earliest 49 disappear 111 distinguish 53 elegant 93 consideration 42 emperor 86 colonies 20 ex cellent 99 occupy 38 icicle 113 probably 59 ignorance 64 responsible 57 interfere 102 beginning 62 musician 67 application 96 reverence 79 difficulty 84 vegetable 68 f inally 85 37 2690 develop 90 circumstance 64 material 43 respectfully 81 agreement 37 unfortunate 75 majority 37 elaborate 93 citizen 19 necessary 69 almanac 94 approaches 97 attorney 89 cal culation 65 ceremony 107 delicious 73 131 . thale 1 ratech 1 theial 1 reach 12 vaale 1 reache 1 vail 44 rea ched 1 vaile 3 reacieh 1 value 1 rece 1 vance 1 rech 10 veail 1 recht 1 veal 1 reck 1 veile 3 redge 2 vial 1 reich 1 viel 10 rench 1 12 68 retch 8 retched 2 right 1 urrech 1 wreach 5 wreatch 2 wrech 19 wrectch 2 wrecth 3 wrench 5 wrentched 1 23 82