An Experiment with the Webster Complete Symbolization
The anticipated difficult words in an elementary-school textbook for the interme diate or upper grades are usually placed in the glossary. In a glossary, a phonetic re spelling with diacritical marks is printed on the right of each anticipated difficult word. The phonetic respelling with diacritics should be used by pupils as a phonetic aid in mak ing an independent analysis of the difficult words which they cannot pronounce from memory when they see them printed in an incomplete symbolization. The problem in the present study was to determine how successfully teachers who are not phonetically trained can help pupils in Grades V-VIII to master the use of a com plete symbolization, as measured by an in dependent analysis of unfamiliar words, following a controlled experience with a spe cific form of instructional material.