Use of the Terman-Merrill abbreviated scale on the 1960 Stanford-Binet Form L-M on Negro elementary school children of the Southeastern United States.

1963 ◽  
Vol 27 (5) ◽  
pp. 456-457 ◽  
Author(s):  
Wallace A. Kennedy ◽  
Vernon Van De Riet ◽  
James C., Jr. White
Keyword(s):  
United States ◽  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Southeastern United States

Ancient Devices in Teaching Modern Arithmetic

1960 ◽  
Vol 7 (4) ◽  
pp. 206-207
Author(s):  
Daniel J. Healy
Keyword(s):  
United States ◽  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
The United States ◽  
Basic Number ◽  
Mental Computation ◽  
Arithmetic Computation ◽  
Specific Computation ◽  
Number Facts

Most of the Elementary School children throughout the United States learn arithmetic computation through methods evolved from Hindu and Arabic systems of mathematics. In this system basic number combinations are committed to memory and specific computation steps are done mentally. Therefore, number combinations and number facts are developed at early stages. Mental computation involves the process of “carrying” in addition and this process is to be mastered prior to the introduction of multiplication.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

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