Thesis (Ph.D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xii, 207 p.; also includes graphics. Includes abstract and vita. Advisor: Ralph Gardner, College of Education. Includes bibliographical references (p. 157-172).

Thesis (D.Ed.) in Counselor Education--University of Maine, 2009. / Includes vita. Includes bibliographical references (leaves 102-110).

Thesis (M. Sc.)--University of Hong Kong, 2002. / Includes bibliographical references.

Thesis (M.A.)--Sonoma State University, 2002. / Includes bibliographical references (leaves 35-36).

<p> Since the education system has shifted towards inclusive classrooms, the need for collaboration between teachers and the special education team has increased. This study was a survey design completed by 8 student teachers from California State University, Long Beach. The purpose of this study was to investigate the knowledge base, preparedness, and perceptions of future teachers as these factors relate to collaboration with SLPs in the elementary school setting. The participants' responses suggested positive perceptions of speech-language pathologists, and motivation to collaborate, yet teachers' knowledge is limited regarding speech-language topics and collaboration. Further, student teachers report limited preparedness to collaborate and address the needs of students with speech-language disorders. Clinical implications and the need for further research are discussed.</p>

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<p> This study examined the effects of a self-regulation strategy, self-talk, on the improvement of executive function. Executive functions are a set of cognitive processes that underlie goal-directed behavior. These processes guide, direct, and manage thinking, emotional responses, and behavior. High executive function has been correlated with academic achievement. Early childhood teachers play an important role in helping young children learn to regulate thinking and behavior. This mixed-design experimental study demonstrated the ease of including self-talk in the daily curriculum through the use of children's literature. The 53 participants were third-graders in an elementary school setting. The Teacher Form of the Delis Rating of Executive Function (D-REF) measured executive function as pre- and posttest for the control and experimental groups. A 2 x 2 split-plot ANOVA calculated the effects of the group assigned and executive function. Students in the experimental group were interviewed following the intervention to obtain student perceptions of self-talk and its impact on learning. Results indicated that students in the self-talk classes showed significant improvement in executive function skills. The findings offer useful insight to the benefits of self-talk in the elementary school setting.</p>

First, this study investigated whether the modality in which stories are presented to children affects their reasoning ability. Secondly, it inquired if children process spatial, causal, or consequential stories differently. It compared children's verbatim memory with their ability to draw inferences for three types of stories. Each child was presented with the stories either in pictures, in words, or in a combination of pictures and words. The results show that supporting a verbal presentation with images significantly increases understanding of causal and consequential stories. But, for all types of stories, all children drew significantly more correct inferences when the narrative sequences were presented to them verbally than when they were presented in pictures. Also, the results show that children perform differently on spatial stories than they do linear stories.

<p> This particularistic qualitative case study design examined reading strategies, approaches, and resources teachers of ELL students in kindergarten through third grade use to support reading development and promote the home to school connection regarding literacy proficiency. The purpose of this study was to examine strategies, resources, and approaches used to support home-to-school partnerships focused on reading development of K-3 ELLs in the X Public School District. Data analysis resulted in six emergent themes consisting of 22 teacher interviews. The first finding in this study that was revealed through teacher interviews identified guided reading, visual aides, reader&rsquo;s theater, and modeling/oral reading fluency as strategies that contribute to ELLs reading proficiency. In the second finding, teachers identified inviting parents to volunteer in the classroom, sending home a reading log that helps track the students&rsquo; reading at home, and inviting parent participation in extracurricular activities as approaches to encourage partnerships regarding reading development of ELLs. The results of this study provided recommendations for educational leaders to provide teachers specific professional development to encourage parent participation to focus on increasing students&rsquo; reading development that is tailored to the students&rsquo; and caregivers&rsquo; language needs. For future research, it is recommended that the study be replicated using different school districts to determine if similar findings were consistent across different districts.</p>

This study was designed to validate multiple dimensions of reading motivation and to examine how students with learning/reading disabilities (LRD) differed along these dimensions from non-LRD, same-aged peers. A sample of fourth and fifth grade students completed the Motivation for Reading Questionnaire (MRQ; Wigfield & Guthrie, 1997), a questionnaire designed to assess 11 possible dimensions of reading motivation, including self-efficacy, intrinsic and extrinsic motives for reading, goals for reading, and social aspects of reading. Confirmatory factor analysis, analysis of covariance, and discriminant analysis were employed to demonstrate that the proposed dimensions of reading motivation could be identified, measured reliably, and could discriminate between cohorts of students. Several of the scales were positively related to one another. Scale score means on some of the dimensions differed by grade and LRD status, fourth graders reported stronger motivation than fifth graders, non-LRD reported stronger motivation in Self-Efficacy and Challenge, while LRD students reported stronger motivation in Compliance. Scale score means on most of the dimensions were similar by gender and ethnicity regardless of LRD status. Eight of the 11 scales related to children's report of reading activity. Discriminant analysis revealed three dimensions discriminating between students with and without LRD. This study confirms that reading motivation is multidimensional and should be considered when conducting research and practice.