A graded series of elementary school readers was analyzed. Specifically, each new word introduced into the series of readers was classified according to (1) derivation and (2) grade-level at which the word was introduced. The results indicated that words derived from Old English sources tend to predominate at the early grade-levels, but that the proportion of such words decreases as grade-level increases. At the same time, words derived from Latin and other sources tend to be introduced more frequently as grade-level increases.
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References
1.
PalermoD. S.JenkinsJ. J.Word association norms: grade school through college. Minneapolis: Univer. Minnesota Press, 1964.
