A Substrata Analysis of Spelling Ability for Elements of Auditory Images

Holmes, Jack A.

doi:10.1080/00220973.1954.11010491

Cited by 8 publications

(6 citation statements)

References 19 publications

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“…Psychoeducationally, the most interesting finding is the evidence which indicates that the writing from dictation type of spelling ability and the proofreader's type of spelling ability are not one and the same ability. The significance of this finding takes on added weight when it is recalled that Holmes (5), in 1954, working with large samples of high school and college students was able to present statistical evidence indicating that these two types of spelling ability, while highly related, were in fact not the same. By a substrata-factor analysis, utilizing some of the same tests used on this case, Holmes was able to show that the subskills underlying the writing from dictation type of spelling ability depended more upon auditory images, while the proofreader's type of spelling ability depended more upon visual images.…”

Section: Discussionmentioning

confidence: 99%

Spelling disability and asyntaxia in a case involving injury to the language formulation area of the brain.

Holmes¹,

Hyman²

1957

Journal of Educational Psychology

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In his 1955 presidential address to the APA Division of Educational Psychology, Guy T. Buswell said: "The ultimate objective, of course, is not merely to relate [psychological] research to currently accepted educational theory, but rather, to do the kind of research [in educational psychology] that will help to formulate an educational theory that is valid" (1, p. 178).In order that learning theory in the field of educational psychology may itself be valid, however, it must be grounded in the neuroanatomy, physiology, and biochemistry of the organism that does the learning, i.e., the human being. To this end, Eames (2), has stressed the importance of association pathways in language disabilities, and Holmes (6) has worked out the relationships between the neurophysiology of the brain and the reading process. In the present paper, the writers intend to show that when, under certain circumstances, neuroanatomical evidence is combined with appropriate psychoeducational behavior, some areas of common ground may emerge.This being the objective, the reader is asked to consider first

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Section: Discussionmentioning

confidence: 99%

Spelling disability and asyntaxia in a case involving injury to the language formulation area of the brain.

Holmes¹,

Hyman²

1957

Journal of Educational Psychology

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“…Aaron (1), in a study of fourth-grade children, found that the spelling of phonetic syllables was the largest contributor to the estimate of the spelling of both phonetic and nonphonetic words, altho visual or structural analysis of words was also an important predictor of spelling success. Holmes (44) also found that spelling ability depends to a large extent upon ability to handle phonetic associations, and that both spelling ability and phonetic ability are dependent to some extent upon the linguistic type of intelli gence. For high-school and college students he found that the elements of auditory images which appear to make contributions to spelling ability either directly or indirectly are tonal movements, tonal memory, pitch, intensity, rhythm, and melodic taste.…”

Section: Spellingmentioning

confidence: 95%

Chapter III: Oral and Written Language

DeBoer¹

1955

Review of Educational Research

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IN THE period since the REVIEW last published its research summary on the language arts, perhaps the most significant development has been the appearance of the first two volumes of the report of the Commission on the English Curriculum of the National Council of Teachers of English. The first of these, The English Language Arts (77), described an over all modern language arts program from kindergarten thru college. The second, Language Arts for Today's Children (78), concerned itself with language arts in the elementary school. Succeeding volumes will deal with the high school, the college, and teacher education. The pub lished reports reveal the areas of agreement that exist among classroom teachers and research workers on the numerous issues involved in the planning of the language arts curriculum.Burrows (11) dealt with the teaching of the language arts in a, recent book on the education of middle-grade children. Burrows and others (12) revised their widely read book on the writing of elementary-school children.Much discussed and debated in the last two years was Fries's new book (38) on the structure of the English sentence which suggests a new approach to the classification of words and the structural patterns of sentences. This book is likely to be more influential among linguists than among textbook makers and teachers, at least in the immediate future. An example of the resistance which his analysis has met is the brochure by Warfel (101).Several recently published volumes are concerned with the study of language. Among these, one of the most useful is that by Carroll (14), who gave a readable and scholarly summary of linguistic, sociological, and psychological studies of language. His volume is an outcome of a report written originally at the request of the Carnegie Corporation of New York. Miller (72) described in detail the verbal behavior of children as part of a broader survey of research in communication. Gans, Stendler, and Almy (39) discussed the language problems of the young child in school. Smith (89, 90) continued her annual annotated lists of selected ref erences on English at the elementary and secondary levels. Carroll's book, already mentioned, supplied extensive bibliographies on many aspects of language and language teaching. Hunt (49) contributed a selected bibliography on communication, and Haugh (42) listed major references on the communication skills to date. McCarthy (64) supplied perhaps the most comprehensive bibliography on language development in children. A bibliography on child language by Leopold (59) included 107

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“…Leaving factor-analytic studies for the moment and turning to investigations involving classroom learning situations, we find several reports of a relationship between the musical elements and the ability to spell or to read English. Holmes (1954) found that sub tests from the Kwalwasser-Dykema Music Test accounted for the following percentages of variance in spelling ability on a sample of 227 high school students: tonal movement, 7.3%; pitch, 6.5%; tonal memory, 1.7%; intensity, 1.4%; rhythm, 1.3%; and melodic taste, .4%. On the college level (N = 193), the following percentages of spelling variance were accounted for by Seashore subtests when the effects of intelli-gence were partialled out: tonal memory, 5.0%; and pitch.…”

Section: Musical Talents and Foreign Languagementioning

confidence: 96%

“…Of course, this trend migh t result largely from the influences of a greater restriction of ability range in the higher levels; but then again there may be a real difference in the importance of pitch discrimination ability at the different levels. Holmes (1954) would tend to think that there is. Further research is needed on this point.…”

Section: Musical Talents and Foreign Languagementioning

confidence: 99%

Musical Talents and Foreign Language Learning Ability

Blickenstaff

1963

The Modern Language Journal

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A Substrata Analysis of Spelling Ability for Elements of Auditory Images

Cited by 8 publications

References 19 publications

Spelling disability and asyntaxia in a case involving injury to the language formulation area of the brain.

Spelling disability and asyntaxia in a case involving injury to the language formulation area of the brain.

Chapter III: Oral and Written Language

Musical Talents and Foreign Language Learning Ability

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