Spelling Report

Pollock, Thomas Clark

doi:10.2307/372487

Cited by 4 publications

(7 citation statements)

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“…At this writing, the most recent study of students' spelling errors at the college level was reported by Pollock (82). Pollock invited college teachers to report words misspelled by their students and listed those most frequently misspelled.…”

Section: Spellingmentioning

confidence: 96%

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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Section: Spellingmentioning

confidence: 96%

Chapter III: Oral and Written Language

DeBoer¹

1955

Review of Educational Research

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“…Fitzgerald (1941) used lists by Brittain (1939) and Jones (1914), along with his own list, to obtain a list of 222 spelling demons. Boyd (1958b, 1959) determined 98 spelling demons for high school and college students from the lists of Corbin and Perrin (1955), Pollock (1954), andShostak andVan Steenbergh (1949). They (Furness & Boyd, 1958c) also compiled a list of 231 spelling demons for high school students from lists by Ayer (1945), Crooks (1957), Pollock (1954), and Studebaker (1916).…”

Section: Recent Researchmentioning

confidence: 99%

“…Boyd (1958b, 1959) determined 98 spelling demons for high school and college students from the lists of Corbin and Perrin (1955), Pollock (1954), andShostak andVan Steenbergh (1949). They (Furness & Boyd, 1958c) also compiled a list of 231 spelling demons for high school students from lists by Ayer (1945), Crooks (1957), Pollock (1954), and Studebaker (1916). Compilations of spelling demons from several lists have the advantage of eliminating words resulting from sample bias.…”

Section: Recent Researchmentioning

confidence: 99%

Spelling Difficulty—A Survey Of The Research

Cahen

Craun

Johnson

1971

Review of Educational Research

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“…Forness and Boyd (1958a) marked the difficult spots in the 1,302 wor-ds that appeared in the lists of AyeI' (1945), Pollock (1954), Horn and. Ashbaugh (1950, Love (1941), Shostak andVan Steenbergh (1949), Gilmartin (1955), Corbin andPerrin (1955), Gray andBach (1955), Greever and Jones (1942), Herzberg, Guild and Hook (1952), Tressler and Christ (1955), Tanner (1931), and Warriner and Griffith (1957).…”

Section: The Demon List: Recent Researchmentioning

confidence: 99%

“…Fitzgerald (1941) used the previous lists of Jones (1914) and Brittain (1939) plus his own list to obtain 222 spelling demons that exhausted the three lists. Furness andBoyd (1958b, 1959) compiled 98 spelling demons for high school and college students from the previous lists of Shostak and Van Steenbergh (1949), Corbin andPerrin (1955), andPollock (1954). The words common to all three lists were included, plus all the remaining words from the Pollock (1916), Ayer (1945L Pollock (195 1 -1 ) and Cr-ooks (1957).…”

Section: The Demon List: Recent Researchmentioning

confidence: 99%