Thesis (p11.9)--Catholic University of America, 1945. / "List of the magazines mentioned by the students as having had good or bad effects": p. 84-88. "List of books given by the students as having a good or bad effect": p. 88-95. "Selected bibliography of motion picture studies": p. 103-107. "Selected bibliography of pertinent reading studiies": p. 107-111. "Selected bibliography of studies of the comics": p. 112-114.

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xiii, 371 p.: ill. Includes abstract and vita. Advisor: Galal Walker, Dept. of East Asian Languages and Literatures. Includes bibliographical references (p. 295-335).

No description available.

The purpose of this study was to determine the value of emphasizing the teaching of the short story as a means of stimulating young people in reading better literature.

The purpose of this study was to determine the relationship of each of the variables of age, sex, reading -achievement, intelligence, and reading attitude to the preferred reading interests of students in grades four, five, and six.The following information and resources were available for each subject in this study: 1. Age2. Sex3. A reading achievement score4. An intelligence quotient5. A parent consent formThe population of this study consisted of two hundred sixty-nine (269) students in grades four, five, and six from the Muncie Community School Corporation. All students completed the Readinq Interest Survey, and seventy (70) of these students were interviewed utilizing the Reading Interest Student Interview Guide.The Reading Interest Survey consisted of two sections. The first section contained thirty-nine (39) questions describing books in different categories, while the second section consisted of fifteen (15) statements about reading. For the first section the students were asked to select one of the following choices to indicate their feelings about reading a book like each one described: "very much," "some," "little," or "not at all." For the second section the students were asked to select one of the following choices to indicate their feelings about each statement concerning reading: "strongly agree," "agree," "undecided," "disagree," or "strongly disagree."The Reading Interest Student Interview Guide was designed to cover the same areas of interest included in the Readinq Interest Survey. Also, other types of questions were included to find out more about students' attitudes toward reading. An attempt was made to put the students at ease through discussion of their general interests at the beginning of the interview sessions. They were told there were no right or wrong answers but that their judgments were needed. As the students responded, their comments were recorded so important information could be retained.At the conclusion of the study, the data collected from the Reading Interest Survey were examined. Analysis of variance was used to test the data. Pertinent information gathered from student interviews was reported.The identification of variables indicating the preferred reading interests in the two subsets of books about people and books about science used in the Reading Interest Survey is reviewed as follows:1. For books about people the most interest was shown by boys, age twelve; students with above average intelligence quotients, high reading achievement scores, and average reading attitude scores.2. For books about science the most interest was shown by girls, age twelve; students with above average intelligence quotients, high reading achievement scores, and average reading attitude scores.3. For books about people the least interest was shown by girls, age nine; students with below average intelligence quotients, low reading achievement scores, and fair reading attitude scores.4. For books about science the least interest was shown by boys, age thirteen; students with below average intelligence quotients, low reading achievement scores, and fair reading attitude scores.The variables ranked according to the degree of relationship to the preferred reading interests of the students are indicated below with the first variable indicating the most relationship and the last representing the least:1. Sex2. Age3. Intelligence4. Reading attitude5. Reading achievementIn the interviews most students reported having read books within the week and having a variety of reading interests including books about adventure, animals, people, sports, humor and science.

This thesis sets out to identify the books used by John Grandisson, by establishing the principal characteristics of his handwriting and the marks he used when annotating texts. Grandisson annotated not only his own books, but also the Cathedral's, and those he borrowed. He used books to educate himself and to prepare himself for his role as bishop (Chapter II). From his early books, two salient features of his personality appear: his penchant for turning to sources to find truth, which caused him to learn Hebrew; and his predilection to acquire originalia of the Church Fathers, out of which he developed an enduring admiration for Augustine. Chapter III describes Grandisson's activity in Exeter Cathedral books to make them easier to read. He added apparatus for quick-reference: indexes, tables of contents, running titles, chapter and subject headings. His paraph and paragraphus marks indicate beginnings, and his Nota signs, brackets, and excerpt marks identify sententiae. Chapter IV discusses briefly the content of Grandisson's glosses and other annotations, which reveals a wide range of interests, not only in theology and canon law, but also in history and natural science. He assembled the largest extant collection of Anselm's letters. Other interests include Virgil's poetry, Seneca's tragedies, romances of the Grail, and miracles of the Virgin. The Ordinal with Kalendar attributed to Grandisson survives only in s.xv copies which incorporate feasts introduced after Grandisson's time. Chapter V discusses the contemporary evidence (including books he used) for assessing Grandisson's activity in the production of the Ordinal for his Cathedral Church. Grandisson had a lifelong interest in the relative roles of Church and State; thus, he wrote a 'Life of Becket' (Chapter VI), drawing from many contemporary sources. No doubt his study enabled him to take a confident stand in maintaining the liberties of the Church from c. 1340 to the end of his life. Grandisson's ideal was to be a pastoral bishop. Books helped him in decision-making, in learning his vocation, in educating his clergy. They also sustained him, as man and bishop, through a fruitful career.

This study examines the influence of home, classroom and book-reading conditions on emergent and early readers' developing literacy abilities. The study, done with 60 grade 1 children from the inner-city and more affluent areas of Montreal uses complex multivariate designs to assess how these three conditions influence children's developing literacy abilities. Results indicate that variations in the home environment and children's interactions with print have a significant effect on book and code knowledge and print awareness before school instruction. The combined effect of the classroom and home environments have a significant influence on print awareness and reading fluency. After 4 months of instruction children improve significantly in book and code knowledge, print awareness, accuracy and fluency. Across classrooms, children differ in print awareness, fluency and word-reading accuracy. Assisted and unassisted reading conditions with an unfamiliar, patterned book indicate that use of strategies changes as a function of time and assistance given.

Part of Thesis (Ph. D.)--University of Chicago, 1937. / Includes bibliographical references.

Thesis (Ph. D)--Columbia University, 1920. / Vita. Published also as Contributions to education, Teachers College, Columbia University, no. 113. eContent provider-neutral record in process. Description based on print version record.

Thesis (Ph. D)--Columbia University, 1920. / Vita. Published also as Contributions to education, Teachers College, Columbia University, no. 113. eContent provider-neutral record in process. Description based on print version record.