Source: Dissertation Abstracts International, Volume: 38-08, Section: A, page: 4568. / Thesis (Ph.D.)--The Florida State University, 1977.

The purpose of this study was to determine if training children to recognize differences in similar word pairs during message production can facilitate their ability to detect subtle distinctions in similar word pairs during message evaluation. / The subjects, 64 fifth graders, were randomly assigned, 16 each, to a four-group design. One group received a pretest and training, whereas, a second group received a pretest and no training. A third group received training, but no pretest. A fourth group, however, received neither training nor a pretest. All groups were each administered three posttests--a posttest for the immediate effect of training, maintenance of the training effect, and a transferable effect of training. / Data were analyzed using a two-way analysis of variance. Groups were compared in the following manner: (a) the two experimental groups with the two control groups, (b) the two pretested groups with the two unpretested groups, and (c) the pretested experimental and control groups with the unpretested experimental and control groups. / Although the unpretested treatment subjects outperformed the pretested treatment ones, training improved the performance of both groups relative to the control groups. Maintenance of the training effect lasted at least one month. Also, the experimental subjects scored higher than the control subjects on the listener task. Results of this study indicated that training children to speak for the purpose of identifying differences in similar word pairs enhanced their ability to listen for the purpose of evaluating messages on word-pair tasks. / Source: Dissertation Abstracts International, Volume: 47-03, Section: A, page: 0787. / Thesis (Educat.D.)--The Florida State University, 1986.

No description available.

Thesis (Ed.D.)--Liberty University School of Education, 2009. / Description based on print version record. Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Thesis--PlanA (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 155-165).

This dissertation study examines fourth and fifth grade children's response to nonfiction and biography that was read to them or they read alone or in pairs. The following questions guided the qualitative classroom-based case study: What characteristics of the instructional environment influence response to nonfiction? And How do children respond to nonfiction? Data sources include audiotapes of interviews, interactive read alouds and discussions, student artifacts, journals and field notes. The findings from this research demonstrate that an instructional environment in which a variety of fiction and nonfiction resources were available and accessible, where sharing of thoughts and ideas is invited, and in which reading aloud and demonstrating response possibilities occurs, positively affects individual inquiry, continuing exploration and sustained response to nonfiction. Creating an instructional environment where response to nonfiction is invited and supported holds promise for a multitude of responses and for individual, passionate inquiry. Learners thrive in an environment where nonfiction is regarded as more than a repository for facts to be extracted and reported on. When the potential of response to nonfiction is recognized, embraced and supported, students respond in powerful and personal ways. In this study, children responded to nonfiction and biography by documenting facts and retelling information, expressing emotions, feelings, opinions and values, asking questions, telling stories and recalling memories, making generalizations and intertextualizing with other texts. Additional findings from the research demonstrate that individual students respond to nonfiction in varied and often unique and idiosyncratic ways. Different response patterns for each child coalesced into a response style based on the students' preferences and experiences as readers and thinkers. By acknowledging response style of students and challenging them to go beyond a single mode or manner of response, teachers can assist children in developing a repertoire of response to nonfiction. A response repertoire can provide learners with a guide and opportunities to express themselves as they grow and develop into engaged, thoughtful readers. Finally, this study demonstrated the significance of response to nonfiction as a pathway to engage, enhance and enrich the lives of fourth and fifth graders.

This study examines the effects of teaching complex Grapheme-Phoneme Correspondences (GPC) on reading skills and reading motivation for under-achieving readers. Two comparable reading programs were contrasted, one teaching Complex GPC and the other teaching Word Usage as the control condition (n = 9 in each program) using a randomized control trial design with a taught control. Eighteen Grade 2 students participated in the 9 week reading program consisting of 30 sessions in small groups. Reading skills and reading motivation were assessed before and after the reading program. There were significant improvements on all reading skills measures and reading motivation in both groups from pre- to post- test. Furthermore, participants in the Complex GPC group performed significantly better on post-tests than students in the Word Usage group with large added value of Cohen's d at the by-participant and by-item level for Spelling, d = 1.88, d = 1.78, for Word Recognition with words containing taught GPC, d = 1.08, d = 1.08, for Word Recognition, d = 0.84, d = 0.77, and Reading Motivation, d = 1.14, d = 1.38. Implications of these results and suggestions for the role of teaching complex GPC in the classroom are considered in the discussion. / Cette étude examine les effets de l'enseignement complexes correspondances graphème-phonème (CGP) sur les compétences en lecture et en lisant la motivation pour sous-performants lecteurs. Deux programmes de lecture comparables ont été contrastées, une GPC Complexe enseignement et l'utilisation d'autres enseignements Word comme la condition de contrôle (n = 9 dans chaque programme). Dix-huit élèves de 2e année ont participé au programme de lecture 9 semaines composé de 30 séances en petits groups. Les compétences en lecture et en lisant la motivation ont été évalués avant et après le programme de lecture. Il y avait des améliorations significatives sur toute motivation à lire des mesures des compétences et de la lecture dans les deux groupes de pré-et post-test. En outre, les participants au groupe complexe GPC nettement mieux sur les post-tests que les élèves du groupe d'utilisation Parole avec une valeur ajoutée importante de d de Cohen au niveau sous-participant et par poste pour l'orthographe, d = 1,88, d = 1,78 , pour la reconnaissance de texte avec les mots contenant enseigné GPC, d = 1,08, d = 1,08, pour la reconnaissance de parole, d = 0,84, d = 0,77, et la lecture de motivation, d = 1,14, d = 1,38. Cette expérience remet en question certaines des critiques dans la recherche interventionnelle GPC en utilisant un contrôle aléatoire et enseigné, qui traite confond tels que l'effet Hawthorne et les effets de l'enseignant. Les implications de ces résultats et des suggestions relatives au rôle de l'enseignement GPC complexe dans la salle de classe sont pris en compte dans la discussion.