Thesis (Ed. S.)--Marshall University, 2003. / Title from document title page. Document formatted into pages; contains 48 p. Includes vita. Includes bibliographical references (p. 32-40).

This study was undertaken to investigate the relationship between student reading performance and achievement in science. Many students have difficulties comprehending written materials presented to them in science and many tests used to measure achievement in science rely heavily on reading ability. Students may have trouble demonstrating their science knowledge due to their lack of reading skills.In this study, the reading ages and science achievement scores of students were calculated. Twenty activity cards used to teach the science topic Plants and Animals were modified to reduce the language difficulty level. All students in two Year 8 science classes used the modified activity cards and modified science achievement measures. Five students were selected to form a sub-sample of the class group for in-depth observations, interviews, and analysis. These students were low performance readers who achieved poorly on science topic tests even though they had excellent work habits. The student reading ages in the class groups ranged from 8 years 1 month to above 16 years 10 months.The reading performance data were found to correlate significantly with science achievement as measured on topic tests. Class 1 produced a correlation coefficient of 0.46, while Class 2 produced a correlation coefficient of 0.75. In this study it appears that science achievement is related to reading performance.Qualitative analysis of data from the five students in the sub-sample showed that the modified activity cards were relatively easy to use. Students could work on the cards independently. This study demonstrated that textual material needs to be presented at an appropriate reading level for independent learning to occur.All of the students in the sub-sample demonstrated improved science achievement on the modified Plants and Animals topic test. In addition, most other students in the ++ / study improved their performance on the modified science test. Thus, the modiifications appeared to make it easier for most students to demonstrate their science achievement.A positive correlation was found between student reading age and science achievement. Reading performance may be a critical factor in achievement on science tests. If this is the case, learning strategies must be developed that focus on helping students to utilize textual materials effectively.

Dissertation (Ph. D.)--University of Akron, Dept. of Public Administration and Urban Studies, 2008. / "December, 2008." Title from electronic dissertation title page (viewed 12/29/2008) Advisor, Sonia Alemagno; Co-Advisor, Margaret Stephens; Committee members, Peter Leahy, Huey-Li Li, William Bowen; Department Chair, Annabelle Foos; Dean of the College, Ronald F. Levant; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

Thesis (Ed. Spec.)--University of Wisconsin--Stout, 2006. / Field study. Includes bibliographical references.

A dissertation submitted in partial fulfillment of the requirements for the degree PhD Psychology in the Department of Psychology, at the University of Zululand, South Africa, 2011. / The present study investigated the impact of motivation on academic success by using the impostor phenomenon to understand the experiences of a selected group in a Black Higher Education institution. The researcher used a questionnaire, interviewed and observed research participants. Questionnaires were sent out in the first week of term to ascertain maximum number of participants as well as receive demographical information. The Impostor Phenomenon questionnaire [IP; 6]: which is a 20- item scale developed by Clarence (1985), was used to assess impostor feelings, that is, feelings of not being deserving of one’s success with an associated fear of being found out as a “fake” . The interview was used to obtain narrative information that would have been difficult to gather through the questionnaire. Recordings from the interviews and observations during interviews were captured, forming data for the final analysis. The study revealed that a positive student –teacher relationship enhanced positive self- concepts in students. This support from teachers was found to engender goal motivations despite situational conditions. I have argued in this study that the social, gender based disparities expressed as culture in South African society, impact negatively on the maintenance of intrinsic motivation. The study also supports the impression that psycho-social development of students needs to be integrated into student’s academic lives for a holistic understanding and possibly enhance their academic performance. Findings in this study were found to correspond with other studies of resiliency, especially among traditional African women.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 230-238). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Hong Kong, 1987.

Thesis (Ph. D.)--University of Texas at El Paso, 2007. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Paula Stanovich.

Dissertation (Ph.D.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references (p.84-97).