Thesis (M.Ed.)--Memorial University of Newfoundland, 2001. / Includes bibliographical references. Also available online.

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 113-120). Also available for download via the World Wide Web; free to University of Oregon users.

The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on December 18, 2009). Thesis advisor: Dr. Paul Bolls. Includes bibliographical references.

Thesis (M.S.)--Rochester Institute of Technology, 2009. / Typescript. Includes bibliographical references (leaves 41-43).

Thesis (M.A.)--Brigham Young University. Dept. of Center for Language Studies, 2008. / Includes bibliographical references (p. 63-71).

Thesis (Ph. D.)--Lehigh University, 2003. / Includes vita. Includes bibliographical references (leaves 73-84).

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Appendix F in Spanish. Typescript. Vita. Includes bibliographical references (leaves 68-73). Also available on the Internet.

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 48-52). Also available for download via the World Wide Web; free to University of Oregon users.

No description available.

This study investigated whether or not the use of specific task motivational instructions, delivered without hypnotic induction, would improve the reading performance of elementary school students reading on a remedial level. The task motivational instructions consisted of two components: fantasy trips and suggestions designed to improve the subject's self-confidence and increase his/her reading performance. Twenty-one students who read on a remedial level, grades two to six, were assigned randomly to one of three experimental groups: Group I (Relaxation plus Task Motivational Instructions), Group II (Task Motivational Instructions only) and Group III (Control). Subjects were seen for one baseline session and six experimental sessions. During baseline and each experimental session, three measures of reading performance (reading comprehension, reading speed, and word recognition) were obtained. A portable EMG system was used to record the forehead muscle tension of each subject. During experimental sessions, Group I received both relaxation training and specific task motivational instructions designed to improve reading performance. Group II received the same specific task motivational instructions, but without the relaxation. Although Group III received neither relaxation training nor task motivational instruction, the subjects in Group III were tested weekly on the three reading measures. The results of the study were as follows: (1) Subjects receiving both relaxation training and task motivational instructions showed (1) a significant increase in reading comprehension scores, (2) a significant increase in the number of words read per second, and (3) no significant increase in word recognition scores. (2) Subjects receiving only task motivational instructions showed (1) a significant increase in reading comprehension scores, (2) a significant increase in the number of words read per second, and (3) no significant increase in word recognition scores. (3) Subjects receiving neither of the experimental treatments showed (1) no significant increase in reading comprehension scores, (2) no significant increase in the number of words read per second, and (3) no significant increase in word recognition scores. (4) Data for all subjects participating in the study showed a significant increase in forehead EMG scores following reading. The results of this study support these conclusions. First, the treatment used resulted in significant increases in reading comprehension and the number of words read per second. Second, children appear to enjoy the treatment activities involving the fantasy trips and the motivational instructions. Third, children do not seem to enjoy the relaxation training method used. Fourth, children who have difficulty reading show greater forehead muscle tension following reading. Fifth, an EMG recording of forehead muscle tension does not appear to be a satisfactory method to measure relaxation in elementary school children. In summary, the results of this study indicate that elementary school children who read on a remedial level appear to increase their reading performance faster when remediation includes task motivational instructions.