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Call number: LD2668 .T4 1945 E3 / Master of Science

Call number: LD2668 .T4 1946 E3 / Master of Science

Call number: LD2668 .T4 1966 F786 / Master of Science

This study aimed to investigate the relationship between rapid automatized naming (RAN) and reading in Chinese through manipulating four processes involved in RAN’s production: access and retrieval, articulation, naming and serial processing, as well as the developmental pattern of this relationship. A total of 126 Hong Kong children with 42 in Grade 1, 41 in Grade 3 and 43 in Grade 5 were assessed on both the digit and picture versions of Discrete RAN, Continuous RAN, Yes/No Naming and Cancellation tasks, in addition to Raven’s Standard Progressive Matrices, Chinese word and text reading fluency. The results of the regression analyses suggested serial processing and articulation were core component processes that underlied the RAN-reading relationship in Chinese across all three grades, while naming, i.e. the oral production of names of stimuli, was found to be a significant underlying process in Grades 1 and 3 only. Comparison between the present findings and those of a past research on an alphabetic language, i.e. Greek, indicated serial processing and naming were common component processes of their RAN-reading relationships, while the role of articulation was only significant in Chinese. Implications for developing visual scanning and articulation training for Chinese poor readers were suggested. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences

The correlation coefficient between an ability test and achievement test is necessary in order to estimate the effects of the regression of IQ on achievement when calculating a discrepancy between them for the purpose of classifying a child as learning disabled. Weighted mean correlations and their respective variances were computed across studies for one of 11 ability-achievement test pairs using a meta-analysis procedure called Validity Generalization. The results indicated that there is no "global correlation coefficient" that will accurately represent the relationship between all ability and achievement tests. Furthermore, critical data necessary to adjust correlations and their respective variances for statistical artifacts were not reported in the literature. Thus, the results obtained from the subgroups could be due to capitalization on chance.

The problem of this study was to develop an instrument to measure the achievement in modern mathematics in the primary grades.

LD2668 .T4 1949 S6 / Master of Science

Digitized by Kansas Correctional Industries

This study examined the effects of the number of columns and type of justification on reading speed, reading comprehension, and satisfaction for online text. Sixty-six participants read a single narrative passage of approximately 2200 words presented in one of six conditions: one, two, or three columns and full- or left-justification. Results from this study found that reading speeds for the two-column full-justified condition and one-column left-justified condition were fastest overall. Fast readers performed best under the two-column full-justified condition, and slow readers performed best under the one-column left-justified condition. No significant differences were found for overall satisfaction or comprehension. Further studies are needed to examine the importance of individual difference in reading ability on online reading performance. / "May 2005." / Thesis (Ph.D.)--Wichita State University, Dept. of Psychology