There is no abstract available for this dissertation.

No Child Left Behind (2001) and Individuals with Disabilities Education Act (2004) has put pressure on all teachers to develop proficient readers. In order to do just this, develop proficient readers, teachers must understand the effects that reading attitude has on reading achievement for all students. Research states that individuals with a positive attitude toward reading typically achieve at a higher level than those students with a poor attitude toward reading (Sainsbury & Schagen, 2004). However, there is a limited amount of research that has provided insight into how factors of socioeconomic status, gender, and disability may play a part in both attitudes and achievement in reading. This study examined whether socioeconomic status, gender, and/or disability played a role in the reading attitudes of students in grades one through six. The study also evaluated whether students’ attitude toward reading changed depending on their grade level. / Department of Special Education

This thesis examines the role of analogy in the development of reading and spelling. Analogy is defined as using the spelling-sound pattern of one word (e.g. 'beak') to read or spell a word which shares a common orthographic sequence (e.g. 'bean' or 'peak'). Experiment 1 shows that 6-7 year old children can use analogies when required to select the correct spellings of words which are read to them. Experiment 2 shows that children aged 5-7 years can also use analogies to read new words aloud. Experiment 3 shows that analogy is used in the same way by children at three different reading levels (non-readers, 6 years and 7 years). Experiment 4 shows that 5-7 year old children can also use analogies to spell new words. It is concluded that the use of analogy does not develop, as it is available from the very beginning of learning to read and spell. Experiments 5, 6 and 7 examine the effect of varying spelling-sound consistency on analogies. Children taught pairs of words consistent in spelling and sound (e.g. 'peak-leak') make more analogies in reading than children taught pairs of words consistent in spelling but inconsistent in sound (e.g. 'peak-steak'). This difference does not occur in spelling. It is concluded that spelling-sound consistency only affects children's use of analogies in reading. Experiment 8 shows that children also use analogies to read new words which they encounter in reading prose. This shows that analogy is not restricted to single word reading. Experiment 9 compares analogies between words written in the same case and in mixed case. It shows that analogy relies on orthographic rather than visual information. These results suggest that children should be taught to use analogies to read and spell new words. The broader educational implications of analogy are also discussed. Note. This thesis contains approximately 91,000 words.

Thesis (Ph.D.)--Tufts University, 2001. / Submitted to the Dept. of English. Adviser: John M. Fyler. Includes bibliographical references (leaves 186-196). Access restricted to members of the Tufts University community. Also available via the World Wide Web;

Thesis PlanA (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (Ph. D.)--Columbia University, 1919. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 107. Bibliography: p. 42.

The author's thesis, Heidelberg, 1935. / Reprint of the 1935 ed. pub. by M. Diesterweg, Frankfurt am Main, as Bd. 28 of Deutsche Forschungen. Includes bibliographical references (6th and 7th prelim p. ) and index.

Thesis--Michigan State University. / Authorized facsimile by Xerox University Microfilms, 1975. Includes bibliographical references (leaves 108-112).

No description available.

M.Ed. / Please refer to full text to view abstract