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    Lippincott's Horn-Ashbaugh Speller For Grades One to Eight
    Lippincott's Horn-Ashbaugh Speller For Grades One to Eight
    Lippincott's Horn-Ashbaugh Speller For Grades One to Eight
    Ebook176 pages1 hour

    Lippincott's Horn-Ashbaugh Speller For Grades One to Eight

    By Ernest J. Ashbaugh and Ernest Horn

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    LanguageEnglish
    PublisherArchive Classics
    Release dateNov 26, 2013
    Lippincott's Horn-Ashbaugh Speller For Grades One to Eight

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      Book preview

      Lippincott's Horn-Ashbaugh Speller For Grades One to Eight - Ernest J. Ashbaugh

      The Project Gutenberg EBook of Lippincott's Horn-Ashbaugh Speller, by

      Ernest Horn and Ernest J. Ashbaugh

      This eBook is for the use of anyone anywhere at no cost and with

      almost no restrictions whatsoever. You may copy it, give it away or

      re-use it under the terms of the Project Gutenberg License included

      with this eBook or online at www.gutenberg.org

      Title: Lippincott's Horn-Ashbaugh Speller

      For Grades One to Eight

      Author: Ernest Horn

      Ernest J. Ashbaugh

      Release Date: October 1, 2010 [EBook #33826]

      Language: English

      *** START OF THIS PROJECT GUTENBERG EBOOK LIPPINCOTT'S HORN-ASHBAUGH SPELLER ***

      Produced by Larry B. Harrison and the Online Distributed

      Proofreading Team at http://www.pgdp.net

      LIPPINCOTT'S

      HORN-ASHBAUGH

      SPELLER

      FOR GRADES ONE TO EIGHT

      BY

      ERNEST HORN, Ph.D.

      PROFESSOR OF EDUCATION AND DIRECTOR

      OF THE UNIVERSITY ELEMENTARY SCHOOL

      THE STATE UNIVERSITY OF IOWA

      AND

      ERNEST J. ASHBAUGH, Ph.D.

      ASSOCIATE PROFESSOR OF EDUCATION AND CHIEF OF THE

      BUREAU OF EDUCATIONAL TESTS AND MEASUREMENTS

      THE STATE UNIVERSITY OF IOWA

      PHILADELPHIA, LONDON, CHICAGO

      J. B. LIPPINCOTT COMPANY

      COPYRIGHT, 1920, BY J. B. LIPPINCOTT COMPANY

      PRINTED BY J. B. LIPPINCOTT COMPANY

      AT THE WASHINGTON SQUARE PRESS

      PHILADELPHIA, U. S. A.

      PREFACE

      It is the intention of the authors to include sufficient discussion and directions to teachers so that this book may be taught with the highest possible degree of efficiency. Under general directions to teachers will be found a discussion of those points which concern all teachers regardless of grade. In addition, preceding the word list for each grade will be found supplementary directions to aid the teachers in facing the problems peculiar to that grade.

      Special attention is called to the elaborate provision for making the pupil intelligent and responsible in his attack on his own spelling problems. This result is achieved by the testing plan which discovers to the pupil his deficiencies; by the standard scores which enable him to compare his accomplishment with that of other children; by the efficient method of study which is provided; and by the unusually rigorous follow-up work given in the review lessons. The authors therefore present this book to the pupils and teachers of the United States as a contribution to the solution of the problem of developing a nation of good spellers.

      The Authors.

      December, 1920.

      CONTENTS

      LIPPINCOTT'S

      HORN-ASHBAUGH SPELLER

      GENERAL DIRECTIONS TO TEACHERS.

      How the Teaching of Spelling May be Improved.—The teaching of spelling may be improved in three ways: first, by selecting a better list of words for the pupil to study; second, by placing before the pupils of each grade the words that are most appropriate for them; and third, by introducing economical procedures in learning. The first is the problem of the course of study; the second, the problem of grading; and the third, the problem of method.

      The Vocabulary.—To solve the first problem one must insure that the pupils will study all words they are likely to use in life outside the school. One must also insure that the pupils' time will not be wasted through their being required to learn words which they will never use. This problem has been solved for you by the authors of the text. The vocabulary of the lessons is taken from a compilation which Doctor Horn has made of ten scientific investigations of the words used in writing letters. These investigations, taken together, represent the careful analysis of over three-quarters of a million running words of correspondence. If you will analyze one letter, you will see what a very great amount of work these investigations have required. It seems very unlikely that any word commonly and frequently used should have been overlooked in all of these investigations.

      These ten studies contain all of the information which is available at the present time concerning what words are likely to be used in writing letters. Accordingly, there is no word in this speller which has not been reported in one or more of these investigations. In addition, this vocabulary has been carefully compared with all of the other types of reading and writing vocabularies.

      Among these are the studies of children's themes, such as those by Jones, by the teachers of New Orleans, Kansas City, and Richmond, Virginia; the various studies of adult reading vocabularies, such as those by Eldridge and Knowles, aggregating over 140,000 running words; the studies of the vocabulary of school readers, such as those by Packer, Housh, and Miller, aggregating over one-half million running words. No word has been taken from these studies which did not occur in the investigations of the vocabulary of personal and business letters. On the other hand, these studies showed quite clearly that the words found as the result of the analysis of three-quarters of a million running words of correspondence are really basic in any writing vocabulary.

      If you will examine the book, you will see that most of the lessons are numbered with arabic numerals. These lessons contain a minimum list of 3998 words found to be used most frequently. You will notice, also, that beginning with grade three there are in each grade supplementary lessons, marked S-1, S-2, etc. These lessons include 580 additional words which are somewhat less frequently used. The supplementary lessons are distributed by grades, so that pupils who finish the minimum work for any grade will have additional lessons to study for the remainder of the year. However, before undertaking these supplementary lessons, the teacher should make sure that her pupils have learned thoroughly the minimum list which contains the important words.

      Plan of Review.—The provision for the complete elimination of spelling errors is particularly efficient and thoroughgoing. Not only are those words which most commonly give difficulty arranged for, but the method of testing

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