The significance of the reading factor in measuring security in children.

University of Windsor University of Windsor

Scholarship at UWindsor

Scholarship at UWindsor

Electronic Theses and Dissertations Theses, Dissertations, and Major Papers

1-1-1962

The significance of the reading factor in measuring security in

The significance of the reading factor in measuring security in

children.

children.

Lois M. Brockman University of Windsor

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Brockman, Lois M., "The significance of the reading factor in measuring security in children." (1962). Electronic Theses and Dissertations. 6300.

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THE SIGNIFICANCE OF THE HEADING FACT0B

IN MEASURING SECURITY

IN CHILDREN

'A T te s is

Submitted to the Faculty o f Graduate Studies through the Departm ent o f Psychology in P a rtia l F u lfillm e n t

o f the Requirem ents fo r the Degree o f M aster o f Art® a t Assum ption

U n ive rsity o f W indsor

by

LG© I f . BROCKMAN

B . A .» U n ive rsity o f Saskatchewan, 3.953

UMI Number: EC52479

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ABSTRACT

The present study Investigated the influence o f the reading fa cto r

on the se cu rity score yielded by the In stitu te o f C hild Study S ecurity Test (ICS

S ecurity T est). F ifty hoys in re g u la r classes between grades 4 and 8 were

matched to form two groups: (a) tw enty-five boys (experim ental Ss) diagnosed

by psychologists as em otionally disturbed and in attendance at weekly therapy ses­

sions; (b) tw enty-five boys (control Ss) in re g u la r school attendance and rated by

th e ir teachers as displaying above average level o f security both in the class­

room and on the playground. C hildren in whose home a language other than

E nglish was spoken and/or the physically handicapped were not selected. The

groups were equated by m atching p a irs on: (a) attendance in e ith e r public o r

separate school system ; (b) grade placem ent; (c) non-language IQ determ ined

from the Non-Language M u lti-M e n tal Test o f Term an, M cC all and Loxge;

(d) socio-econom ic background measured by W. L . W arner’s "Index o f Status

C h a ra cte ristics". W ithin the same month the ICS S ecurity Test, the Dom inion

Achievem ent Test in S ilent Reading (Dom inion Reading Test), and the C a lifo rn ia

Test of M ental M a tu rity were adm inistered as group tests to a ll Ss.

Ah analysis o f variance indicated fo r the e n tire sample that the

ICS S ecurity Test distinguished sig n ifica n tly a t. 01 level between the experi­

( grades 6, ? and 8) a id younger subgroup (grades 4 and 5), the difference be­

tween the experim ental and control Ss in ICS S ecurity fe e t scores m s s ig n ifi­

cant fo r both subgroups. . The difference m s , however, g rea te r fo r the younger

. 01 le v e l) than fo r the o ld e r subgroup ( a t. 05 le ve l). Covariance

fidjufftrftw frr o f the ICS S ecurity Tes t scores fedteeted a persistence of' significant

difference between experim ental and co n tro l Ss on the ICS S ecurity Test score®

fo r the e n tire sample (a t, 01 le ve l). However, covariance adjustm ent o f the

Dom inion Wesdbig T est scores showed no sig n ifica n t between t he

experim ental and co n tro l groups e ith e r fo r the whole sample o r w ith in subgroups.

I t was w«w«i«fWi that a fa c to r other thaw reading (as measured by

the Dom inion iRnarfing Test), designated a ’’se cu rity11 fa cto r, was measured by

the ICS S ecurity Test. The breakdown o f the to ta l t emple in to old e r and younger

subgroups yielded little fu rth e r inform ation. Each subgroup seemed to fo llo w

the pattern o f the e n tire sam ple. w ith in the tbwtm o f tM'e a-rpar’irnawtatinn we

may o a tftiA ttia i, aHhrmgh reading d i a tin g iii sihftg tjift secure fro m th# insecure

f^h iifij th** <iiffar c^i~igting thHNw a t w ork is m ore the** reading, he b e tte r

emrttmnfratd by a ’'se cu rity*1 m easure. thaw reading a b ility iwfhmnniwg the

se curity le ve l o f the ch ild , the se cu rity le ve l determ ines sig n ifica n tly the reading

a b ility . T his conclusion holds brae fo r both younger «wd older grade-school age

groups.

ACKNOWLEDGEMENTS

The author g ra te fu lly acknowledges the suggestions and assistance

o f Reverend J . A . Malone, C.S.B. and D r. A . A . Sm ith in the preparation and

w ritin g o f th is thesis. Thanks are due, also, to the o ffic ia ls and personnel

o f the W indsor School Systems and the W indsor Group Therapy P ro je ct, who

so w illin g ly co-operated in testing the children selected as subjects in the

TABLE OF CONTENTS

ABSTRACT

ACKNOWLEDGEMENTS

LIST OF TABLES

LIST OF FIGURES

CHAPTER

I SURVEY OF THE LITERATURE

T fo g A fo g a n d F m n iirn n a T K ta h tH fry

Concept o f S ecurity The ICS S ecurity T e st

The Problem . .

METHOD

Subjects » «

Tests Employed Testing

n

m

w

RESULTS

DISCUSSION AND CONCLUSION jDism stsim ,

Conclusion , « .

APPENDICES: A B C

BIBLIOGRAPHY

VITA AUGT0R3S

i l l

V

v i!

v ili

18

14

24

24 26

28 29 80

81

28

LIST OF TABLES

Taftte Page

% fTI,. h> f t ir-1 i r i j i F I ’A m > 2 m ( U A m m m *r* l A i n i r » 4 t t f i f i r f r t 4 * % *^ * . " P ^ it f - f f P 'ir tit*

T«6 M@d21S| o>8JElC*B4rol D@Vi9>M>0!l6 EQQ t rfttlOS to r »I10 D IuO l^

ences between Mapna o f the Factors o f IQ s«d

Socio-econom ic Level . 10

2 Results o f the A nalysis o f Variance end the Covariance Adjustm ents fo r ICS S ecurity Test Scores (S) and

tn T i n f fc-> jt-jft-in. T3t ja_ j i t t » t _ j mi ^T ^jW iiM A C f jti>xiLiMij*_jg| V Mm** I t t t e & k .M

D ozattiioii B iS ra ^ T©st s c o ^ s (x tj uDtamea oy t&e

E n tire Group (N»50) 17

8 Results o f the A nalysis o f Variance and the Covariance Adjustm ents fo r ICS S ecurity Test Scores (S) and Dom inion Reedfog T est Scores (R) Obtained by the

O lder Subgroup (N*30) 10

4 R esults o f the A nalysis o f Variance and the Covariance Adjustm ents fo r ICS S ecurity T est Scores (ft) and

M.— it 'T*| ■», dr ill. |-wi VTVn &tti#i II iifiiiiMm ta Si—Im nwrH liu */om sxticNDi

M$mmg

LUT OF FIGURES

Figure

1 D istrib u tio n o f Dom inion Reading Test Scores

2 D istrib u tio n o f ICS S ecurity T est Scores

3 E ffe ct o f adjustm ent o f the ICS S ecurity Test score means

4 E ffe ct o f adjustm ent o f the Dom inion Beading Test score means

Page

. 16

IS

• 22

CHAPTER I

SURVEY OP THE LITERATURE

Reading and Em otional S ta b ility

The feeling ©f se cu rity o r em otional w ell-being and reading

achievement have long been recognized as co rre la tive fa cto rs in the develop­

m ent o f the m entally healthy ch ild , Tim reading program form s the core o f

the elem entary school cu rricu lu m . P a rtic u la rly in the fir s t fiv e grades, the

emphasis is on the acquisition o f basic reading s k ills . G. M . G ilb e rt (1957)

found, in a survey o f problem s re fe rre d to a guidance centre, that the m ost

frequently cited reason fo r psychological m aladjustm ent was "academ ic d iffi­

c u lty ". He pointed out that, since there exists a relationship between success

in reading and em otional s ta b ility in children, it is im possible to divorce fa ilu re

caused by d e ficie n t reading s k ills from em otional in s ta b ility .

The relationship o f reading achievement to em otional s ta b ility has been

ftvpiatnftd from d iffe re n t view points. Some investigators claim that reading d is­

a b ility causes em otional in s ta b ility in the ch ild . O thers hold that the em otional

hem tififtp is the p rin cip a l cause o f retarded reading. S till others suggest fost-

reading achievem ent and em otional adjustment are mutually reinforcing.

The d s itn that reading d is a b ility causes in se cu rity seems reasonable

in today’s lite ra te society, which demands o f the individual a fa c ility in using the

symbol o f language. I t would seem th a t a person lacking th is sym bolic a b ility

would n a tu ra lly fe e l insecure in a lite ra te com m unity. C hildren re a d ily recog­

nize that the m astery o f language s k ills is a highly valued objective w ith in the

school program . Bower (I960) pointed out that children unsuccessful in reading

receive little rew ard from academic a c tiv itie s , are perceived negatively by th e ir

peers, and consequently fin d school an unfriendly, often h o s tile ,in s titu tio n .

Non-to in se cu rity in the classroom

situation.

o f 78 case h isto rie s ovflw inod, B f. G. Fem ald (1943) found only fo u r

children who were em otionally disturbed before commencing grads one. Bead­

ing d is a b ility , wfa* is in its e lf t he cause o f em otional disturbance.

Becently Busw ell (1983), in a study o f the in te rre la tio n sh ip o f achievement M

adjustm ent, observed tie d academic achievement preceded social acceptability.

B u rre ll (1935, p. 92) reported a confirm ation o f tills rationale when he observed

that, "(he confidence which a «Mid g»<n« thrangh a waII - planned - yaaiUng program

has an a lle via tin g effect on em otional d iffic u ltie s ."

T a lco tt Parsons (1949) considered expectations o f achievement and

conform ity to behavioral standards a m ajor dim ension o f se cu rity. Thfe c h ild ’ s

parents, teachers and peers expect he w itt compete s a tis fa c to rily and w ill

achieve prescribed standards in reading. I f the c h ild fe e ls he is incapable o f

fu lfillin g mmh expectations, he may refuse to achieve even th««ga he M s the

capacity. Thus, in se cu rity induced by fa ilu re to m eet academic AvpAntntinnsi

s k ills appears to w in lo r toe ch ild social acceptance and ensure a feeling of

se curity In a w orld to s t demands that lie be lite ra te .

A number o f investigators, on the other hard, support toe view th a t

A-mnHnnfti jn c M M m causes reading d is a b ility . M ihsildine (1946,

p, 272) the em otional backgrounds o f 30 children in whom reading d is

-fife** that "reading d is a b ility m ust be considered a

symptom o f underlying em otional Illn e ss In a great many children who* having

trouble w ith reading. do no t resnond orom otlv to SDeclfic techniaues." Recently.

H allock (1958) reported that nervous symptoms, p a rtic u la rly in fo u rth grade

hoys, affe ct reading achievement sig n ifica n tly. The lo o ts o f in s ta b ility ,

Blanchard (1986, p. 411) explains, originate In the child-parent relationship:

"C hildren learn fir s t to pare«**, a»d thw i teachers . . . * I f toe attitudes

towards parents which are tra n sfe rre d to teachers are negative ra th e r thaw posi­

tiv e , in te re st In learning decreases thereby, o r refusal to le a rn re su lts. ”

I f wholesome interpersonal re la tio n s are necessary to le a rn e ffe ctive ly,

and j f em otional is an underlying fa c to r reading d is a b iiiiy ,

then disturbed children in therapy ought to show m arked im provem ent in leading

achievement. B ills (1950) found that, w ith the retarded readers, non-directive

play therapy accelerated th e ir achievement in reading. A xline (1947) designed

an approach to toe reading lesson based on toe techniques o f non-directive

therapy. A fte r to**** and on** h a lf months In the group therapy program , poor

second grade readers mad** achievement g»j«* up to fdKtoe" months in reading

W hether d e ficie n t reading s k ills cause in se cu rity, o r em otional in ­

s ta b ility causes reading retardation, seems to be a problem whose several solu­

tions depend upon the p a rtic u la r points o f view , the experim ental techniques and

the samples tim e fa r studied, Ho general p rin cip le as ye t accounts fo r the m utual

relationship between the experiencing o f em otional s ta b ility and the acquisition o f

adequate reading s k ills . That the two are closely related seems ce rta in . C harles

Peguy (1943, p. 99) w rotet "Teaching people to read, such would be the sole and

tru e snvi o f a education: le t the reader know how to read a ll is saved."

B ut the gnawing doubt p e rsists. W ill reading s k ill brin g w ith it se cu rity and emo­

tio n a l s ta b ility fo r the ch ild ? O r m ust we teach se cu rity emotio nal s ta b ility

in order that the may learn to r ead?

Concept o f S ecurity

In general, se cu rity re fe rs to that q u a lity o f em otional s ta b ility where­

by the individual is able to cope w ith the specific stresses o f h is environm ent

w hile Tnafatfl tofog a state o f w ell-being. In constructing the S ecurity-'

In security Inventory, Maslow (1952) described se curity as the feeling o f being

like d , loved and accepted, the feeling o f safety and unanxiousness. B latz (1944,

P. 165) defined se cu rity as " the State O f which OftaomnanteB a w

ill-ingness to accept the consequences o f one’s own decisions and a ctio n s."

T his la tte r concept o f B latz was adopted by Grapko (1957) in the con­

stru ctio n o f the In stitu te o f CUM Study S ecurity Test (ICS S ecurity Test). S ecurity,

as employed in the ICS S ecurity T est, is sp e cifica lly defined as "the a b ility to com­

consequances la the perform ance o f an a c tiv ity .” (Grapko, 1957, p. 4 ), S ecurity

then requires that the individual consciously make a decision, th a t he be able to

re a lize the decision in action* and fin a lly that he be w illin g to accept the conse­

quences o f the action which follow s fro m such decision* The a b ility and w illin g -

ness to accept the outcome o f the action indicate the q uality, degree o r le ve l o f

operative se cu rity o f the Individual.

S ecurity develops is the ch ild from b irth . In its e a rly development

the c h ild ’ s se cu rity is assured by the parents through th e ir decisions, actions

am, ji w.. n ■■■ -Ss „vy JLVi.... — —— ..— _ ... — _ —— 1.1^. Tfw„%,jr%a-ff a«* ■*•> «i(*4 nn-rp.i* <•*»■ *> m* *•* 3iiu handling 0 1tiifi cobsih|u®9ig6s oh h is P6ft0» « re© su©<|u&cy sjiu 6u©0tiv

of p arents a t ffof** stag© o f t i i i ch ild ’s davelopnient determ ine th&b a sic pattern

from w hich Ms se cu rity e v o lv e s. As the oM ld m atu res he i s exp ected to m ake

dactfainaiB fafiftp«»n<fe>ntiy o f M s p aren ts. The d eg ree to wMch he is w illin g and cap­

a b le o f a d o p tin g ♦ho fmtrvnme* o f SU®h' riAftfptAnff, fpdfoSf* fV* indApowriAnt (hsnCC

healthy) quality o f h is secu rity .

Grapko (1953, Ch. 3) describes the q u a lity o r degree o f se cu rity in

term s o f the c h ild ’ s independence in m aking decisions and readiness in accepting

consequences. A cM ld who Is unable to decide and u n w illin g to accept the conse­

quences o f M# actions* Is insecure. A obitd who can »»ak« up Ms w ind, act on Ms

decision and accept Hie outcome w illin g ly , is independently secure. Between inde­

pendent se cu rity and in se cu rity, Grapko describes three other d egrees o r levels of

se cu rity. The m aturely dependent c h ild is w illin g to accept the outcome o f M s actions

provided he can share such OTa>«pao»ibfflti«s w ith a peer. The Im m a tu rity dependent

■WWfckutt ■ ' & * * & *»■ - fiHiri inifr

T ftft 1Hit T#6t

iS^SS^ 3t^p tll^ilS^ jB^^BEli ti38 ti^it 388^388888 j^f9f8^ 3^E38ft '3^8S888^83^i8IPif^ iiiiiC^8i^i!'^8^88li88^tl^^i88S^J ^^8888

tito ' dpWtitepBWW^ Iif. Mffi&3& Ht^liiSA iM flitit^ feSlilitS*

fittin g , the ch ild reveals the level o£ se cu rity a t Which he habitually acts. The

1C® S ecurity T est yie ld s two measures o f the ch ild ’s te s t perform ance: (a) a

score which is a measure o f the degree o f u n ifo rm ity the c h ild shows

in ranking the statem ents a t the same le ve l o f secu rity; (b) a se cu rity score

w hich is a measure o f the degree a c h ild ’ s behavior agrees w ith an ideal type o f

behavior. The raw consistency and se cu rity scores, ranging fro m 0 to 100, are

transform ed Into percentile scores follow ing the norm s provided in the te s t

manual. Since the mean scores o f the norm ative sample d iffe re d sig n ifica n tly

between the o ld e r children (grades 6, 7 and 8) and the younger children (grades

4 .and 5), and between beys and g irls , fo u r sets o f percentile norm s were p ro ­

vided. The raw consistency and se cu rity scores fo r the o ld e r and younger c h il­

dren are theridOr® interpreted according to th e ir respective percentile norm s.

Tim Problem

The problem o f tM # investigation was 'to determ ine whether

the ICS S ecurity T est, published by M ichael F . Grapko fo r tie purpose o f mea­

suring the se curity le ve l o f children between grades 4 and 8, tru ly yie ld # a

—a mi jr lu ilv . IT*8 .. III! h 1 Ml,t iii'i l ■ ■-—-— ■—JLU .J2 .H.- - - — —.J t

V3J.XQ IB6SISUT6 OI • T«0 Ivw T6SI |^JUm0B tw OMlu tG r6&U

extensively and s ile n tly w ithout fkean ***** te sto r. Tim te st «««rew«F

that the ha« ai'jpi<T‘id reading a»^ that h© is ngpnhla o f com­

prehending the printed word* I t would «*><=*» ti« t tiw .ap*tM whose reading com pre­

hension is poor, readh% vocabulary is am<|^ , is fawMfrfoapp**# a t

t e i a "s e c u rity " estim ate? Perhaps the diagnosis o f "in s e c u rity " concluded

fro m the ICS S ecurity Test score sim ply means that the subject is a Slow o r

otherw ise inadequate reader. The measure o f Ms se cu rity le ve l, te a , would

be la rg e ly determ ined by h is reading comprehension.

The problem , stated in the form o f the n u ll hypothesis, was: the

w ading fa c to r involved in t e ICS S ecurity Test does not influence the se curity

CHAPTER H

• METEOR

Subjects

The sample selected fo r tie present investigation consisted o f two

groups o f boys (Se), an experim ental group and a co n tro l group. The groups

were equated w ith respect te ce rta in relevant variables: fa) attendance in e ith e r

P ublic o r Separate School Systems; (b) grade placem ent; (c) non-language IQ

as measured by Em Non-Language M u lti-M e n tal T est o f Term an, 'M cCall and

Lorge (1942); (d) socio-econom ic background, determ ined according to tee

"Index o f Status C h a ra cte ristics" o f W illia m U oyd W arner (1957). Boys who

were physically te»dteepped and/or in whose home a language other tea** E nglish

was spoken were A iim foafw i from fhA pfimpiA,.

The experim ental group (assumed to be insecure) was composed o f

25 boys between grades 4 and 8 whom psychologists diagnosed as em otionally

disturbed. These boys, a ll o f whom were pupils in the re g u la r classroom s in

the W indsor School System were attending weekly therapy a t tee tim e ■

o f testing. Another 25 boys between grades 4 and 8 were selected from the regu­

la r classroom s in the W indsor School System as co n tro l Ss (assumed to be secure).

Insecure Ss were elim inated fro m tte* co n tro l group on basis o f te** teacher's

1 0

Table 1 shows the closeness o f the m atching on IQ and socio~economlc

background.

Table 1

The Mean®, Standard D eviations and t ratio® fo r the D ifferences between toe Means o f the M atching Factors o f IQa and Socio-economic Level®

Groups

E n tire O lder Younger

Factor S ta tistic E C E C E C

n Mean 91, SO 93.16 97.07 m ,73 98.90 99.80

s .d . 14,. 94 15.15 £ . o o 13.42 14.75 15.19

t ra tio .31 >33 ,13

Socio­ economic

•

M a n n 46.47 46.49 48.93 49.07 42.80 42.60

S.d. 9,51 9,04 8.27 8.49 10,04 8.44

i ra tio .01 i,04 ,05

a As measured by the Hon-Language M ulti-M ental T est by Term an, M cC all and Lorge, 1942.

® As determ ined by the Index o f Status C haracteristics o f W illia m Lloyd W arner, 1957.

The t ra tio fo r toe difference between means indicated that toe means o f the

non-language IQ o f the experim ental and control groups were nonsignificant. L ike ­

1 1

ratings fo r tbs e n tire experim ental and control groups and fo r Hie o ld e r and

younger subgroups.

Tests Employed

The Non-language M ulti-M ental Test by E. L . Term an, W illiam A .

M cC all and Irv in g lo rg e (1041), by means a t p ic to ria l sym bols, provided an ap­

p ra isa l o f intelligence w ithout re q u irin g reading a b ility on the p a rt o f the testee.

The reported re lia b ility o f the te st is . 86 fo r Form A and . 90 fo r Form B. I t has

been standardized fo r children in grades 3 through S on a sample o f 2500 children

representative o f elem entary schools, differences in socio-econom ic backgrounds,

and average intelligence.

The 'In d e x o f Status C h a ra cte ristics" o f W illia m Lloyd W arner (1957)

is p rim a rily an index o f socio-econom ic fa cto rs based an a seven-point weighted

ra tin g scale. The scale includes fo u r fa cto rs: the occupation o f the wage-earaer

in the fa m ily, the source o f income o f the wage earner, the type o f house and the

dw elling area in which Hie ratee liv e s . The present study follow ed W arner's

descriptions o f occupational categories and income brackets. The evaluation o f

house type and dw elling area were determ ined according to the q u a lity ra ting s o f

homes and liv in g areas ouUined by E . 6. F aludi and Associates, the Town Planning

Consultants Lim ited, Toronto, in th eir com prehensive survey o f the City of Windsor

in 1959.

The Dom inion Achievem ent Test in S ilent Beading (Dom inion Beading

1 2

Ss, is a diagnostic la s t in paragra ph reading "designed to measure achievement

to s ile n t re ad in g ." 1*© reported in te rn a l consistency estim ates o f re lia b ility

a re . 858 fo r Form A and . 843 fo r Form B. The Dcantoion Beading Tost has been

standardized to O ntario schools. The revised norm s o f IM S , used to tee present

investigation, were from a sample o f approxim ately 7000 pupils to

O ntario -schools. The measure obtained fro m tee Dominion ra<*»rHng- Test is to

term s o f grade norm s.

The C a lifo rn ia Test o f M ental M a tu rity, Elem entary Form , was

alar, given to ^hw>b the v a lid ity o f fb** g r i T y > ***? o f ♦be Non-Language M ulti**

m ental Test and tee Dom inion Beading T est. T his te st yie ld s tern m easures: a

non-language IQ and a language IQ which can be converted tote grade placement

The ICS S ecurity T est, previously described (supra, p. 6) , provided

an objective measure o f tee assumed se cu rity le ve l o f each S.

To ensure proper selection o f secure Ss as co n tro ls, the teache rs

were provided w ith a d e fin itio n o f the se curity concept underlying tee ICS S ecurity

Test together w ith descriptions and examples o f tee fiv e levels o f se cu rity as out-

lined to tee te st manual. On a fiv e -p o in t ra tin g scale (see Appendix C), the

♦amtfiiwf* frifiteate^ tea estim ate o f ♦♦»*> co n tro l S’s wHFpyfty as he observed

it (a> to the classroom , and (b) on tee playground. C hildren who were rated by

th e ir teachers to tee lo w e r two leve ls o f se cu rity, Deputy Agent o r In se cu rity,

were elim inated fro m tee control sam ple. Seventy per cent o f tee control Ss were

13

a verbal re-estim ate o f the se curity le ve l o f the control Ss by a d iffe re n t teacher

who m s also fa m ilia r w ith the children, confirm ed the In itia l ra ting s in allcases.

Testing

F rie r to testin g , approxim ate m atching w ith regard to P ublic o r

Separate School system s, grade placem ent, IQ , and socio-econom ic background

was possible 'Stem faforraatinn insiri in the oHnioRi file s and in the O ntario

S ite d Records. V is its to each home o f potential Ss provided inform ation neces­

sary to ■enteutete t-hft socio-econom ic ra tin g .

The experim ental group was tested during two 'regular therapy sessions.

H ie fiv e therapy groups each consisted o f six to eight S i. T ie Non-Language M u lti-

M ental

Test

Dean inion Roading Test end t he C a lifo rn ia T est o f Mumtai M ftfuvjty during a second

session.

The co n tro l group m s tested during re gu la r school hours. Those Ss

whose teachers* ra ting s in d icated any doubt o f poss ib le se curity were oH w inftim i

fro m the 'control sample. The fin a l m stehing o f co n tro l and experim ental Ss was

made on the haste o f the Non-Language M u lti-M e n tal Test IQ scores. The control

Ss fin a lly selected were adm inistered ICS S ecurity Test, tee Dom inion w<*ariing

Test and the C a lifo rn ia Test o f M ental M a tu rity.

Testing te****1* «f*An presented many d iffic u ltie s . Whenever

there was any room to doubt optim al conditions in tee testing situation, the B -

CHAPTER III

RESULTS

Figures 1 2 illu s tra te fly* d istrib u tio n s o f Dom inion

Test scores fo r the Ss o f the experim ental and control groups* The d is trib u ­

tio n o f the Dom inion Reading T est scores o f the experim ental Ss m s negatively

skewed w ith a mean score o f S. 35. Reading scores o f the co n tro l Ss were

n orm ally d istrib u te d w ith a mean o f 6.40. A difference o f 1.05 was observed

between the mean scores o f the experim ental control groups on the Dom i­

nion Reading Test scores*

The d is trib u tio n o f ICS S ecurity T est scores o f ties experim ental Ss

approached n o rm a lity, whereas the se cu rity scores o f the co n tro l Ss was

p o sitive ly skewed. The mean se cu rity score o f the experim ental Ss was 64.28;

o f the co n tro l Ss, 75.57, indicating a difference o f 11.29 between the groups in

ICS S ecurity T est scores,

The re su lts o f the analysis o f variance fo r the e n tire group, and fo r

the old e r and the younger subgroups, indicated the differences between fh*

scores obtained by the experim ental and control Ss on (a) the ICS S ecurity Test

and (b) the Dom inion Reading Test. In the e n tire group, as w e ll as in the sub­

groups, the experim ental and co n tro l Ss d iffe re d sig n ifica n tly in th e ir se curity

scores. A sig n ifica n t difference in the means o f the reading scores was obtained

fo r the e n tire group, but not fo r the subgroups.

F

R

E

Q

U

E

N

C

Y

FRE

QUENCY

8 EXPERIMENTAL GROUP

M *5.35

CONTROL GROUP

H J M -6 .4 0 '

READING SCORES (IN GRADES)

10

F ig . V D istrib u tio n o f Dom inion Beading Test Scores

12

EXPERIMENTAL GROUP

CONTROL GROUP

M- 6 4 .2 8

0 10 20 3 0 4 0 5 0 6 0 M„ 7 5 S 7 80 9 0

SECURITY SCORES

16

However, before tbe significance o f these differences could be

assessed, tbe possible dependence o f se cu rity scores on reading a b ility fo r

reading scores on se cu rity) m s considered. Tbe analysis o f covariance ap­

peared the best way to determ ine th is dependence. Each va ria ble has been

separately adjusted fo r its lin e a r dependence ©a the other. As w ill be seen, the

ftyp flritrtftn ta i And control groups d iffe re d sig n ifica n tly in both reading and secu­

r ity scores before covariance adjustm ent. A fte r adjustm ent tbe difference in

reading scores fo r the o ld e r and vouneer subgroups m s no longer significant.

F o r tbe e n tire group (N=50) a difference sig n ifica n t a t the . 01 level

m s observed between the scores o f the experim ental and control Ss on the ICS

S ecurity Test (Table 2). The Dom inion Reading T est scores o f the experim en­

ta l and co n tro l groups also d iffe re d sig n ifica n tly, although a t the low er s ig n ifi­

cance le ve l o f . 05. When the observed difference in reading score m s taken

in to account, the adjusted mean se cu rity scores fo r the experim ental and control

groups s till d iffe re d sig n ifica n tly a t the . 01 le ve l. On the other hand, when

s ta tis tic a l allowance m s made fo r the difference in se curity score, the adjusted

mean reading scores no longer d iffe re d sig n ifica n tly.

F o r the norm ative sample the ICS S ecurity Test manual reports a

sig n ifica n t difference between the mean scores of grades 4 and 5 children and

grades 6, 7 and 8 children (see supra, p. 7). Consequently, the data o f the

e n tire group were considered in term s o f two subgroups: toe ’’younger*1 subgroup

(N«20) and the ’’older*’ subgroup (JJ*S6), in an attem pt to determ ine w hich sub­

Table 2

Analysis of Variance and Covariance Adjustments for ICS Security Test Scores (S) ami Dominion Reading T est Scores (R) Obtained by the Entire

Group (N=5Q)

Total W ithin Between F ra tio

Sun o f products 405.33 265.27 148.06

Sum o f s q .: S 7224.94 8631.07 1593.87 1 3 .5 9 **

Sum o f s q .: R 115.36 101.32 13.95 6.88*

& 49 43 1

A djustedlS2 5306.31 4336.70 m0 .21 7 .7 8 **

Adjusted 2R2 38.12 80.26 2.86 1.49

£ 48 47 1

C orrelation .44 .84

H f© * f 43 47

Sm ™ 1* 8.80 2.81

value .06 .05

18

the experim ental and co n tro l groups o f the e n tire sample* The re s u lts o f th is

breakdown and the subsequent analyses are fo w l in Tables 3 and 4*

In the old e r subgroup (Table 3), the ICS S ecurity Test scores o f the

■aypftrivn i»nfa» i flnri co n tro l Ss d iffe re d g t , 06 le ve l. D ifferences

in the Dom inion Beading Test scores fo r the same Ss, however* were not sig n i­

fica n t. W ith covariance adjustm ent o f the Dom inion Reading T est scores fo r

unequal se cu rity scores, the sig n ifica n t difference between the experim ental

and control Ss, in both th e ir reeding and se cu rity scores, disappeared.

In the younger subgroup (Table 4) the ICS S ecurity Test scores o f the

experim ental and control Ss d iffe re d sig n ifica n tly a t the • 01 le ve l, but th e ir

Dom inion Reading Test score® did not d iffe r sig n ifica n tly even a t the * 06 le ve l.

Covariance adjustm ent o f tfan ICS S ecurity Test scores t he Dom inion R*»sdtng

T est scores resulted in a s h ift o f tfo* nSgnifiAant. differences peyetyd to that

observed fo r the e n tire group and fo r the old e r subgroup* The ICS S ecurity Test

scores adjusted fo r uncontrolled reading scores did not reach a t the

* 05 le ve l; the Dom inion fseedfrsg Test scores adjusted fo r unequal se curity

scores rem ained non- wtg n tftra n t.

I t was therefore observed th a t the ICS S ecurity T est distinguished

sig n ifica n tly between th e and co n tro l groups. T his conclusion per*

mined also to the o ld e r and younger subgroups where se cu rity scores sig n ifica n tly

ffiK ttngnjph between ftntat ««d Sat The Dom inion ffowdtng Test

HiaHngmtgl'uaH betw een on/* C ontrol grvwipa o f tlw e n tire ««w*p1a.

19

Table 8

Analysis of Variance and Covariance Adjustments for ICS Security Test Scores (S) and Dominion lead in g T est Scores <R) Obtained By the Older

Subgroup <N=30)

T otal W ithin Between F ra tio

Sum o f products 148,86 77.04 66.52

Sum o f S q.: S 8861,88 2723.38 538.48 5.54*

Stun of S q.: R 72,5? 64.35 8.22 3.57

<E 29 28 1

Adjusted 2 S2 2977.84 2631.12 346.72 3.56

Adjusted 2R2 66.28 62.17 4.08 1.77

& 28 27 1

C orrelation .30 .18

& 28 27

1.98 1.20

.04 .03

20

Table 4

Analysis of Variance and Covariance Adjustments for ICS Security T est Scores (S) and Dominion Beading T est Scores (R) Obtained by the Younger

Subgroup (N«20)

Total W ithin Between Jf T&tlQ

Sum o f products 201.69 118.66 83.03

Sum o f S q,: S 3502.32 2298.47 1204,35 9 ,4 3 **

Stun o f S q.: R 35.45 29.73 5.72 3,47

d f 19 18 1

Adjusted 2S2 2356.32 1824.87 504.45 3.45

Adjusted 2R2 23.84 23.60 ,00 1.39

€ 18 17 1

C orrelation .54 .46

18 17

b value 5.69 3.99

W®

b value .06 .05

SR

21

scores, Hie significance o f th is difference was not m aintained, to the o ld e r and

younger subgroups even the unadjusted Dom inion Beading Test scores did not

rilg tin g iila 'h between a n tn 1 a n d control Ss.

The effects o f the eovariance adjustm ent o f the IDS S ecurity Test

sco res and the Dominten Reading Test scores o f the experim ental groups in con**

tra s t to the co n tro l group are illu s tra te d in Figures 3 and 4. The mean scores

o f the respective groups and te sts were adjusted by using the appropriate regres­

sion co e fficie n t (bRSo r bgR in Tables 2, 3 and 4).

Tbs scores o f the co n tro l group were in general higher than the

mean scores o f the experim ental group. The mean scores ox the old e r subgroup

were also in general higher than the mean scores fo r the younger subgroup.

Adjustm ent o f the ICS S ecurity score means fo r in itia l differences in

reading scores decreased the difference between the se curity score means o f the

experim ental and control groups. Such lessening o f the difference was due p ri­

m a rily to the ra isin g o f the experim ental security score means w ith adjustm ent.

The se curity score mean o f the younger subgroup, to p a rtic u la r, was raised by

the covariance adjustm ent. The se cu rity scores means o f the co n tro l groups

were low ered only s lig h tly by the covariance adjustm ent.

Covariance adjustm ent o f the Dom inion Reading T est score means fo r

in itia l differences in ICS S ecurity T est scores effected an appreciable decrease

to the difference between-the experim ental co n tro l groups to mean reading

'Scores.

R E A D IN G S C O R E M E A N S S E C U R IT Y S C O R E MEANS m UNADJUSTED • \

\ > ( \ \ \ X X 'o ADJUSTED

S \ ^ S s ' N

S \ Tt

V \

x—--- X ENTIRE GROUP Vk® --- » OLDER SUBGROUP

O--- -- y o u n g e r s u b g r o u p

CONTROL EXPERIMENTAL CONTROL EXPERIMENTAL

GROUP GROUP GROUP GROUP

1% . 3. E ffe ct o f adjustm ent o f the ICS S ecurity Test score means.

UNADJUSTED

•S.'

S S ■N.

s \

ADJUSTED

O

x---k ENTIRE GROUP •--- - * OLDER SUBGROUP

--- o YOUNGER SUBGROUP

CONTROL EXPERIMENTAL CONTROL EXPERIMENTAL

GROUP GROUP GROUP GROUP

covariance adjustm ent o f the scores (Tables 2, 3 and 4) was evidently a ttrib u ­

table to the ra isin g o f tbs reading scores o f the experim ental group a fte r d iffe r­

ences in ICS S ecurity T est score® were taken in to account. Adjustm ent o f the

reading score means lowered the w m h b fo r t he co n tro l croup, whereas it raised

the means o f the experim ental group. The mean reading score o f the younger

experim ental subgroup, in p a rtic u la r, was raised so that it was alm ost equal to

that o f the younger co n tro l subgroup.

m general, the11, **»« «igntfir»an* diff&r'tmt'.e* in se cu rity scores between

the experim ental control group® rem ained, even a fte r f dj ufft******1* fo r possible

differences in reading a b ility . On the other hand, the signficant difference in

reading scores between the experim ental and co n tro l groups vanished a fte r adjust­

CBAPTSB W

DISCUSSION AND CONCLUSION

Discussion

The hypothesis that the language fa c to r involved in the XCS S ecurity

T est does not influence the se curity m easure it yie ld s was generally supported

by the data o f th is study* The se cu rity score was a measure o f the c h ild 's inde­

pendence in making Ms own decisions and o f Ms w illingness to accept the eon-

seouences o f action bv p ic ti decisions. The 'resu lts Indicated that

acquired reading s k ills did not sig n ifica n tly a ffe ct the testee's a b ility to judge

and rank the statem ents representing the fiv e leve ls of se cu rity d e s e rte d in the

JCB Security Test. A deficiency in reading s k ills andjbr reading comprehension

would not then v itia te a se cu rity measure obtained on the ICS S ecurity Test.

The co rre la tio n between se cu rity and reading scores ( j * . 34) indica­

ted that the ICS S ecurity Test and the Dom inion Beading T est were to some

extent m easuring a common fa c to r. Covariance adjustm ent o f the scores in d i­

cated that if the Ss were a ll reading a t the same le ve l the experim ental group

would s till d iffe r sig n ifica n tly from the co n tro l group in se cu rity scores.

The ICS S ecurity Test scores o f the experim ental Ss were d istrib u te d

d iffe re n tly fro m what was expected. ©wing to the selection Of experim ental Ss

who, on the diagnosis o f em otional disturbance, were assumed to be insecure,

S im ila rly , it would lie anticipated that the d is trib u tio n o f the se cu rity scores o f

the control Ss, judged secure by th e ir teachers, would skew p o sitive ly. The

se cu rity scores o f tie co n tro l Ss were p o sitive ly skewed as expected (F ig . 2).

Hbwever, the se cu rity scores o f the experim ental Ss were norm ally d istrib ute d .

Because the experim ental subjects were selected on the assumption that a c h ild

c lin ic a lly diagnosed as em otionally disturbed is insecure, it would seem that

what psychologists consider em otional disturbance may not be in se cu rity as de­

fined by the se cu rity theory on which the ICS S ecurity Test is constructed. The

data o f th is study indicated that the ICS S ecurity Test sig n ifica n tly measured a

fa cto r other than reading as estim ated by the Dom inion Beading T est. However,

it would seem th a t th is fa c to r o f the ICS S ecurity Test is other than, o r but one

o f, the fa cto rs that c lin ic a l psychologists define as em otional disturbance.

The effectiveness o f the ICS S ecurity Test as a to o l w hich teachers

may use to discover the insecure ch ild as defined by the se cu rity concept o f

B latz and Grapko (see supra, pp. 4 f) seems to be confirm ed by the re su lts o f the

present investigation. The cle a r and sim ple instructions fo r adm inistration of

the te st and the percentile in te rp re ta tio n o f the raw scores allow even the untrained

te ste r to use it p ro fita b ly . The ICS S ecurity Test, as a group te s t, proves su it­

able and p ra ctica l fo r use in large school system s. However, the long and

tedious method o f calculating the raw scores may deter a busy teacher from re a d ily

em ploying the te st.

The conclusions o f such investigators as those cited in the introduction

ICS Security Test. T his finding may be due to the fe e t th a t the concept o f secu­ r ity as sp e cifica lly defined in the ICS S ecurity Test does not correspond to emo­

tio n a l in s ta b ility as thought o f by these investigators. The incom patible conclusions

o f these investigators may be the re s u lt o f differences in d e fin itio n o f concepts such

as em otional disturbance o r se cu rity. I t appears tru e that em otional fa cto rs im ­

pede the acquisition o f reading s k ills as suggested by M issildine (1946), Blanchard

(1936), H allock (1958), M ils (1950) ami A xline (1947). K also seems tru e , as

Bower (1960), Fernald (1943), Buswell (IM S ) and Parsons (1949) im p ly, that d e fi­

ciency in acquired reading s k ills does seem to affe ct se cu rity. The ICS S ecurity

Test score does, however, appear to be a sig n ifica n t measure o f a fa cto r other

tha-nt at>d alm ost twdApemii^Ht o f, the reading fa c to r measured by 'the Dom inion

&6&uilk{£ 16 St*

Conclusion

The purpose o f the present investigation m s to determ ine the influence

o f the reading fa c to r involved in the ICS S ecurity Test on the se cu rity measure it

y ie ld s. F o r the e n tire sample §f?90) the ICS S ecurity Test distinguished s ig n ifi­

cantly a t . 01 le ve l between fee AvpAT^Tnentai group (insecure Ss) fee con­

tro l group (secure Ss), whereas the Dom inion Beading Test did not. Some co rre la ­

tio n was evident between se cu rity and reading scores (r * • 34). Covariance

sdtustm ent o f se cu rity scores fo r differences in the in itia l reading scores lowered

the , 001 significance le ve l to the . 01 le v e l. A s im ila r adjustm ent o f reading

scores fo r in itia l differences in se cu rity scores resulted in fee disappearance o f

27

Beading T est scores. F o r both the o ld e r and younger subgroups the ICS S ecurity

Test sig n ifica n tly between the a*p«r iwmnfoi and co n tro l Ss (. os

le ve l) but the Dom inion Tra d in g Test did not. A fte r covariance adiustm ent o f the

reading scores o f the o ld e r and younger subgroups, neither the adjusted security

scores nor the adjusted reading scores were significant..

It was therefore concluded, w ith in the lim its o f th is investigation, that

the ICS S ecurity T est yie ld s a measure o f se curity as it is defined fo r th is te st.

The in itia l hypothesis was thMi supported: the r eading fa cto r involved in the ICS

28

APPENDIX A

T « « !!■ ■ ■ > ■ !!■■■■■ 1 SH ah itm ^ m i A ^ t k # « A i k « i "It flf M -f* Ifc a j — in A *.1 rflr

m am anai scores ootainea on toe Matcned f actors

Factors

IQ a Socio-econom ic*1

Ss Grade E C .. E C

1 3 89 94 39 38

2 1 110 112 53 52

2 101 101 54 55

4 68 65 60 57

5 98 86 53 54

6 97 92 43 44

7 6 74 74 38 37

8 84 89 57 61

9 81 78 44 : 44

10 95 96 33 33

11 72* 92 51 48

I f 86 91 64 63

13 100 107 49 50

14 63 64 51 54

15 88 88 45 46

16 5 124 114 36 36

17 92 96 54 56

18 92 82 40 39

19 182 133 32 34

20 75 77 48 47

21 102 102 25 29

22 m 92 54 54

23 94 93 40 39

24 106 210 58 50

25 4 90 38 41 42

s Scor es fro m toe Non- Language M u l t i - T e s t by Teraasm* and Lorge (1942).

b « _{Ratings determ ined cy toe index or status c n a ra cte ristics ox w illia m} n iln tiirm tnnri W Mu. fnAyg n f PirnthirtmHI mfIrn n f n r ii ii.m

APPENDIX B

Individual Scores Obtained on the ICS S ecurity Test and the Dom inion Beading Test

ICS S ecurity Test Dom inion

r n , n " . : r , m m , : ,:n ' nr, , I"' r,.rnnr:' ri ' nr, :1: ", m , r -

Consistency Security________________Test

Ss E C E ■ C E C

1 15.31 19*80 67.33 71.33 8.9 9.0

1 lia s 58.34 03*88 85.00 8.8 8.0

3 7.70 13*33 56.07 59.67 5 .2 5 .8

4 52.50 59.05 85.33 86,00 3.8 5.2

5 48.22 31.80 79,83 76.33 5.8 5 .4

6 13.73 56.06 08.00 82.67 6.9 7.3

7 10.91 5.84 61.33 59*00 5*0 5.6

8 17.60 27.19 65.07 71.83 3.8 6 .2

0 7.04 21*25 68*88 71*00 5.0 8 .0

10 57.11 85*20 83,00 77.33 7.3 6 .0

11 8.90 49*63 49,30 84.00 3.8 4.7

12 7*30 62.92 59,00 86* 00 5.0 7.7

18 39*90 58.52 79.00 81*67 5.6 8 .6

14 8*45 27.72 01*83 75*33 4*1 5.6

11 42,59 61.51 80.67 83*00 6 .2 6.9

16 9.77 43.56 50.00 81.00 7 .0 7.2

17 1.3d 23.70 45,67 71.80 4.7 6 .0

18 43.74 14.78 79.00 64.33 6 .2 3.5

19 27.78 34.50 75.00 76,50 5.8 6 .4

20 25*52 81.53 65.33 72.84 3.2 5 .2

21 8*80 13.32 36*00 08.86 4.7 4 .4

22 21.47 m u 55*70 30.38 4 .4 3,6

23 18.22 24.55 67.00 68.38 4,1 5 .6

24 11*79 42.86 88*50 80.00 4 .1 6.4

APPENDIX C

ICS S ecurity T est and Scoring Form

Dom inion Beading Test

Non-Language M u lti-M e n tal Test

S ecurity Bating Form fo r Teachers

Name

Boy or Girl (circle one)

School

Grade

Date

ELEMENTARY FORM—Grades 4 to 8

T H E

S T O R Y

OF

J I M M Y

This is a story about Jimmy. This story is similar to a game be­

cause we want to find out what Jimmy is like. In a way, Jimmy is very

much like you. He lives at home with his mother and father, he goes to

school, he likes to play games, and throughout the day he has to make up

his mind about many things.

Now in this story we want to find out what you think Jimmy is most

likely to do when different things happen to him. Each time Jimmy has

to make up his mind, he will have five choices. After you read over the

five choices, pick out what you feel Jimmy is most likely to do. Then pick

out what you feel Jimmy will choose as his second, third, fourth and fifth

choice.

As you read the story about Jimmy and come to a part where Jimmy

has to make up his mind, you will stop and write in the brackets the num­

bers 1, 2, 3, 4, or 5 after each of the five choices, that is in the order that

Jimmy will choose them. Therefore, you will

w rite 1 a fte r w hat you fe e l Jim m y chooses to do f ir s t ... ( 1 ) w rite 2 a fte r w hat you fe e l Jim m y chooses to do second ...( 2 ) w rite 3 a fte r w hat you fe e l Jim m y chooses to do th ird ... ( 3 ) w rite 4 a fte r w hat you fe e l Jim m y chooses to do fo u rth ... ( 4 ) w rite 5 a fte r w hat you fe e l Jim m y chooses to do la s t ... ( 5 )

Before you begin, we want to say that there are no right or wrong

answers. The only right choices are those that

think Jimmy will

make and the order in which Jimmy will make them from one to five. Are

you ready?

Jimmy goes to school. He gets up in the morning, gets washed and

dressed, and then greets his mother at breakfast. This morning, how­

ever, Jimmy slept in and when he awoke he found that he was going to

be late for school. Since Jimmy isn’t usually late for school, he wasn’t too

sure what to do. A fter a moment it occurred to Jimmy to :

give the excuse th a t the alarm clock didn’t r i n g ...

wait for his mother to help him hurry u p ...

rush as fast as possible so as not to be too l a t e ... ...

sta rt to c r y ...

explain to the teacher when he arrived late at school ...

Jimmy was soon downstairs. His breakfast was on the table. Being

late, it seemed to Jimmy that his mother gave him more than usual to eat

this morning. Jimmy looked up at the clock and saw that it was seven

minutes to nine. Jimmy wanted to leave almost half of his breakfast.

However, Jimmy’s mother said that growing boys need to eat all their

breakfast. Jimmy decided to :

ask if she would let him leave some to d a y ...

begin to cry ...

say th at he doesn’t feel too well this morning ...

ask if she would take some a w a y ...

finish eating what was l e f t ...

Jimmy was ready for school. He said good-bye to his mother and

hurried out of the door. He was almost at school when suddenly he

remembered that he was supposed to bring his ball this morning. His

friends planned to play catch at recess, and Jimmy had promised he

would bring his ball. Jimmy was already late so he couldn’t very well

turn back. The boys were certainly going to be disappointed. Jimmy

wondered whether to :

hope th a t his friends would forget he was to bring the b a ll...

ask the teacher if he could borrow the school b a ll...

tell them th at he wasn’t interested in playing catch to d a y ...

suggest another game they could p la y ...

Jimmy arrived at school. The grounds were empty and everyone was

in class. Jimmy went quickly to his room and as he entered he found that

everyone was seated and the teacher had already started the lesson. Jim ­

my felt that he might have to give the teacher some explanation for being

late. He wasn’t too sure what he would say. Jimmy wondered whether to :

say th a t he w ould tr y h is best to plan n o t to be la te a g a in ... count on the teacher n o t asking fo r an explanation ... te ll the teacher th a t he slept in ... hope th a t the teacher w ouldn’t be too a n g ry a t h im ... say th a t i t wasn’t h is fa u lt he was la te ...

After Jimmy sat down in his seat, the teacher continued with the

lesson. This morning the lesson was in arithmetic. Jimmy listened very

carefully, but soon realized that he didn’t understand some of the things.

The other children seemed to know more arithmetic than he did. Jimmy

knew that the teacher was friendly and would give him extra help if nec­

essary. Jimmy wasn’t sure what to do. After some thought Jimmy de­

cided to :

w o rk a little h a rder a t a rith m e tic ... no t w o rry since a rith m e tic isn ’t re a lly im p o rta n t...

w a it fo r the teacher to give h im m ore h e lp ... w o rk a t a rith m e tic together w ith h is frie n d ... cover up h is a rith m e tic w o rk book so no one w ould see i t ...

ask the teacher to te ll F red to give h im the book ....:... ask F red to le t h im have th e book when he was th ro u g h w ith it

go back to h is seat and be glad th a t now he doesn’t have to read a book

s ta rt on another b o o k... ... ...

re tu rn to h is seat and ju s t s it u n til the reading period is over

Finally the recess bell rang and it was time for the children to put

their books away and get ready to go outdoors. Jimmy was thinking about

what he would like to play. He would have played catch with his friends

but of course he had forgotten to bring the ball. Soon the children were

outside running, jumping, yelling and having a lot of fun. Some of the

boys started to play “tag” and in time Jimmy was “it”. Jimmy was a good

runner and before long he had trapped Bobby in the corner of the yard and

tagged him. Bobby quickly turned around and tagged Jimmy right back

and ran away. Jimmy didn’t think that it was fair because he should be

given a “count of ten” to get away. Bobby ran away, yelling that Jimmy

was “it”. Jimmy decided to:

s ta rt to chase someone e ls e ...

go aw ay and p la y by h im s e lf...

have everyone agree on the ru le before s ta rtin g to chase someone else

q u it because th e re isn ’t m uch fu n in p la y in g ta g ...

te ll the o th e r boys n o t to le t Bobby p la y ta g w ith th e m ...

blackboard and drew a picture of a donkey, and printed JIMMY under

it, and hurried back to his seat. Jimmy didn’t think this was funny so

he

the

his

off.

he

his name, the teacher walked into the room. Jimmy realized that it look­

ed as if he were disobeying and really didn’t know what to say to the

teacher. Jimmy wondered whether to:

te ll the teacher he d id n ’t mean to be o u t o f h is s e a t...

te ll th e teacher th a t i t was a ll B illy ’s f a u lt... ...

te ll the teacher he was s o rry and w ould no t leave h is seat a g a in ... ask the teacher to le t h im o ff th is tim e ... face up to the fa c t th a t he was o u t o f h is seat...

Before Jimmy could say anything, the teacher told him to return to

his seat and he would be given some extra work to do. At Jimmy’s school

there is a rule that any boy or girl who disobeys is given extra work

which the children must do after school. Jimmy didn’t feel that it was

entirely his fault. However, he decided to :

say th a t i t wasn’t h is fa u lt a t a ll...

do the e x tra w o rk since he was ou t o f h is seat w ith o u t perm ission ...

accept the e x tra w o rk since i t is im p o rta n t to keep the ru le s ... te ll the teacher th a t she should make an exception in h is case... say the ru le isn ’t f a ir ...

listen carefully to Johnny so it would help him in his reading

practice his re a d in g ...

wait for the teacher to help him more with his re a d in g ...

wait since he wasn’t sure what to do about his re a d in g ...

give up trying to improve since he doesn’t like to read anyway

The rest of the morning went by quickly. A fter lunch the children

made plans for a Hallowe’en party and everyone was excited in prepar­

ing for it. The teacher passed around coloured paper and paste and she

showed the children how they could make their own masks. This was

new for the children since they had never made masks out of paper.

Jimmy listened to the teacher’s instructions but wasn’t quite sure how

to go about it. Jimmy wanted a good mask so he decided to:

tell himself th at he wasn’t good enough to make a mask on his o w n ...

use his own ideas in making a m a sk ...

wait for the teacher to make most of it for h i m ...

buy a mask a t the store since it wasn’t worth the trouble to make o n e ...

work together with another boy on both th eir m a sk s...

ru n home to show h is m o th e r...

give th e fence a good h a rd k ic k ... s ta rt to c r y ... h u rry home to p u t some iodine on i t ...

w ipe th e blood o if w ith h is handkerchief before going o n ...

Finally Jimmy got home and after awhile he asked his mother if he

could go to the store. They had just received the new kind of gun that

Jimmy’s favourite T.V. star uses. It even had the T.V. sta r’s name on

it. Jimmy had saved enough money to be able to buy it. It cost one dollar

and thirty-nine cents. Jimmy’s mother said that he could go and buy the

gun if he wanted to spend his money that way. In a very short time

Jimmy was at the store and had bought the gun.

On his way home, Jimmy played with the gun and was really ex­

cited about it. As Jimmy got closer to home, he met some of his friends.

He showed his new gun to them. They all agreed that it was really swell.

His friends then told Jimmy that they had got their mothers’ permission

to go to the show and they wondered if Jimmy could come along. Jimmy

was certainly interested since his favourite cowboy was playing in the

picture. He was sure his mother would give him permission to go. How­

ever, Jimmy had already spent all his money on the gun. The boys asked

Jimmy to make up his mind. Finally Jimmy decided to :

te ll h is frie n d s th a t he d id n ’t lik e going to shows

fe e l ve ry so rry th a t he had spent a ll h is money on the gun

te ll h is frie n d s he had already spent h is money and couldn’t go w ith them

ask h is m other fo r p a rt o f n e xt week’s allow ance so he could go to the show b orrow some money fro m h is frie n d and pay h im back when he got h is allow ance

to spell some of the names. Jimmy was sure that his father would re­

member and that his father was very good at spelling the names too.

Jimmy looked up from his work and saw that his father was busy read­

ing the newspaper. Jimmy hesitated for a moment and wondered whether

to :

ask h is fa th e r i f he m ig h t borrow the road maps th e y used la s t sum m er ' ( ) ask h is fa th e r to help h im when he finished th e p a p e r... ( ) say n o th in g to h is fa th e r since he gets a n g ry when Jim m y can’t do h is w o rk ( )

no t bother h is fa th e r since he is alw ays too busy ( )

in te rru p t h is fa th e r since he is alw ays w illin g to help h im ...( )

When Jimmy finished his homework, he played with his toys. He

enjoys building things and likes to play with his meccano set. The eve­

ning went by quickly. It was getting late and time for Jimmy to go to bed.

After Jimmy had changed into his pajamas and washed and brushed his

teeth, he was ready to say goodnight to his mother and father. At Jimmy’s

home, his mother and father have taught Jimmy to say his prayers before

going to bed. Sometimes Jimmy forgets unless he is reminded. While Jim ­

my remembered about his prayers to-night, he was so tired that all he

wanted to do was to get into bed. Jimmy paused for a moment and then

decided to:

say h is prayers even though he was tire d ( )

say h is prayers as fa s t as he could since no one w ould m ind ( )

say h is prayers so th a t n o th in g bad w ould h a p p e n ... ( )

say h is prayers since th e y were im p o rta n t to h im ( )

m iss h is prayers ju s t th is on ce ( )

When Jimmy was finished he jumped into bed and soon was fast

asleep. By his face it was easy to see that Jimmy hoped that there

wouldn’t be so many decisions to make tomorrow. And that is the story

of Jimmy.

Copyright, 1957

Michael F. Grapko r Institute of Child Study

Pupil’s Name Age Sex B or

1. sleeping in

DA

IDS IS

IN S MDS

2. a t breakfast

IDS IN S DA

MDS IS

3. forget ball

IN S MDS DA

IS IDS

INSTITUTE OF CHILD STUDY SECUI

T H E STORY OF JIM M Y — Score Sheet #1

6. book II* m aking a mask

IDS MDS DA IS

INS

7. playin g tag

IS

INS MDS DA

IDS

8. at blackboard

IN S DA MDS IDS IS IN S IS IDS DA MDS

12. fa ll from fence

IDS

DA IN S MDS

IS

13. m oney

D A

IN S

IS IDS

MDS

4. arrive late

MDS IDS

IS c

INS DA

5. arithm etic

is

I

DA

IDS MDS

IN S

9. consequences

DA

IS

[ T

MDS IDS

IN S

10. reading

MDS ~

IS c _

IDS INS

DA

14. homework

IS

I

MDS

INS

DA IDS

15. prayers

MDS IDS IN S IS DA RANK

SEC UR ITY CATEGORY 1 2 3 4 5 Total

Independent Security i 1 l 1 i 15

Mature Dependent Security

i

i _i

; 15

Immature Dep. Security

1 i _{i i}

School _______________________________________ Grade _____ Date o f Test

— Elem entary Form

SCORING FORM

TH E STORY OF JIMMY — Score Sheet #2

Consistency Score Security

Score

X Mean Y Y 2 Z

Security

Category

Rank

1 2 3 4 5

IS

0 1 4 9 16

45

MDS

1 0 1 4 9

45

IDS

4 1 0 1 4

45

DA

9 4 1 0 1

45

IN S

16 9 4 1 0

45

Copyright, 1957 Michael F. Grapko, Ph.D.

Institute of Child Study

225

Total Y 2

Multiply by .044

Consistency Score

Percentile

Total Z

D iv id e b y

100 minus

Security Score

Percentile

THE DOMINION TESTS

ACHIEVEMENT TESTS IN SILENT READING

Grades 5 and 6

Cat. No. 820 TYPE II— DIAGNOSTIC TEST IN PARAGRAPH READING Form

A

Name... ... ... ...

F irs t Nam e L a s t Name

Boy or Girl ... Age... Birthdate...

D ate M o nth Y ear

Teacher...G rade...Today's Date ...

School... City, Town or Municipality...

S A M P L E :

Jerry and Joan were on their holidays. Both

of them could swim well and they were playing in the water. All at once, Joan felt something catch her by the leg. Jerry had gone under the water and was pulling her down to the bottom of the lake. Then he let go and soon she and her brother Jerry came to the top again. They were out of breath, and their mouths were full of water.

1. The children were

running sailing swimming fishing rowing

2. Joan was pulled under the water by

her father her brother the weeds

a rope a big fish

3. The best name for this story is

A W a lk in the Country A Party Learning to Swim

Joan Catches a Fish Playing in the Lake

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO

Analysis of Responses Analysis of Errors

Number Correct ...

Number Omitted ...

No. Level General

Number Wrong ...

Grade Level ...

Inference ...