Article Contentsp. 604p. 605p. 606p. 607p. 608p. 609p. 610p. 611p. 612p. 613p. 614p. 615p. 616p. 617p. 618p. 619p. 620Issue Table of ContentsThe Elementary School Journal, Vol. 30, No. 8 (Apr., 1930), pp. 561-640Educational News and Editorial Comment [pp. 561 - 575]The All-Year School in Aliquippa, Pennsylvania [pp. 576 - 585]The Kindergarten and the Library [pp. 586 - 593]Improving Ability in Spelling [pp. 594 - 603]The Relation of Intelligence and Personality to Speech Defects [pp. 604 - 620]Reading in the Elementary Schools of New Mexico [pp. 621 - 626]Educational WritingsCurrent Publications Received [pp. 638 - 640]Reviews and Book Notesuntitled [pp. 627 - 630]untitled [pp. 630 - 631]untitled [pp. 631 - 633]untitled [pp. 633 - 634]untitled [pp. 634 - 636]untitled [pp. 636 - 637]untitled [p. 637]untitled [pp. 637 - 638]The Relation of Intelligence and Personality to Speech DefectsAuthor(s): Raymond H. BarnardSource: The Elementary School Journal, Vol. 30, No. 8 (Apr., 1930), pp. 604-620Published by: The University of Chicago PressStable URL: http://www.jstor.org/stable/996316Accessed: 04/09/2009 22:13Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available athttp://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unlessyou have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and youmay use content in the JSTOR archive only for your personal, non-commercial use.Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained athttp://www.jstor.org/action/showPublisher?publisherCode=ucpress.Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printedpage of such transmission.JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We work with thescholarly community to preserve their work and the materials they rely upon, and to build a common research platform thatpromotes the discovery and use of these resources. For more information about JSTOR, please contact [email protected] University of Chicago Press is collaborating with JSTOR to digitize, preserve and extend access to TheElementary School Journal.http://www.jstor.orgTHE RELATION OF INTELLIGENCE AND PERSONALITY TO SPEECH DEFECTS RAYMOND H. BARNARD Fellow in Education, University of Wisconsin INTRODUCTION The incidence of speech defects among the population, especially the school population, is great enough to constitute a serious prob- lem. Although early studies estimated that from 2 to 3 per cent of the pupils in school were speech defectives, later and more careful studies give from 5 to 8 per cent as a conservative estimate. Studies of the incidence of stuttering among school children give estimates varying from .7 per cent to .9 per cent. Seven surveys of the speech of school children reported by Wallin (31: 2 14) gave an average per- centage of stutterers of .9. In 1904 Conradi (12: 365) reported an investigation of the incidence of speech defects among 87,440 school children in six American cities: Albany, New York; Cleveland, Ohio; Kansas City, Missouri; Louisville, Kentucky; Milwaukee, Wisconsin; and Springfield, Massachusetts. He found that .87 per cent of the children stuttered and that the total percentage of speech defectives was 2.46. In a study reported in 1916 Wallin (31I: 214) used the questionnaire method in studying 89,057 children in the public schools of St. Louis and found that 2.8 per cent were speech defectives; .7 per cent of the children were stutterers, and 1.6 per cent were lispers (those with defects of articulation). Smiley Blanton made a study of school children in Madison, Wisconsin (8), and another of Freshmen at the University of Wisconsin (7). In the for- mer study (8: 583), reported in 1916, he found that 5.69 per cent of 4,862 children were defective in speech. Seventy-two hundredths per cent were stutterers; 3.27 per cent were lispers; and 1.71 per cent suffered from miscellaneous defects. The percentage of children with speech defects is more than twice as large as the 2.46 per cent found I The first number in parentheses refers to the numbered bibliography at the end of this article; the second number is the page reference. 604STUDIES OF SPEECH DEFECTIVES 605 by Conradi and the 2.8 per cent found by Wallin. The percentage of lispers found by Blanton is more than twice that found by Wallin. This discrepancy may perhaps be accounted for by Wallin's use of the questionnaire. Blanton feels that his estimate is conservative. In 1921 Blanton (7: 822) reported that he had examined 1,400 of the 2,240 Freshmen at the University of Wisconsin and estimated that 409 students in the whole class, or 18.3 per cent, were unable to meet the necessities of English speech. The majority of these students were stutterers and lispers. Root (22: 257-58) summarizes several studies made in the United States. He found that the report of the State Department of Public Instruction of Wisconsin for 1922-24 gave the percentage of pupils with speech defects as 5 to 7. A later study (1923-24) in Madison, Wisconsin, showed that 5.4 per cent of 5,717 pupils were defective in speech. In 1925 in Kenosha, Wisconsin, 5 per cent of 6,051 pupils were said to be speech defectives. "On the basis of ex- aminations given in a survey of about seventy schools in 1925, the supervisor of speech improvement of the public schools of Philadel- phia stated that from io to I2 per cent of the school population suf- fered from defects of speech" (22: 258). In 1925 Reading, Pennsyl- vania, reported that 5.6 per cent of the II,i98 pupils in the grade schools were speech defectives. In 1926 Root (23: 533) reported his own study of 14,072 pupils in the public elementary schools in South Dakota. He found that 6.3 per cent of the children were speech defectives. One and two- tenths per cent of the pupils were stutterers. In 1928 McDowell (19g: 6) reported a study of 7,138 children in seven elementary schools in New York City and found that .87 per cent stuttered. Both Root and Blanton found the percentage of speech defectives to be greater in the first two or three grades than in the higher grades. In Grade I, Blanton (8: 586) found 11.05 per cent; in Grade VIII, 2.65 per cent. Root (23: