Thesis (Ph.D.)--Tennessee Technological University, 2007. / Bibliography: leaves 75-80.

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

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1971. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 42-45).

Thesis (Ed.D.)--University of Delaware, 2008. / Principal faculty advisor: Sharon Walpole, School of Education. Includes bibliographical references.

Thesis (Ed. D.)--Teachers College, Columbia University, 1987. / Typescript; issued also on microfilm. Sponsor: Jeannette E. Fleischner. Dissertation Committee: Linda Hickson Bilsky. Bibliography: leaves 141-157.

Thesis (Ph. D.)--University of Washington, 1996. / Vita. Includes bibliographical references (leaves [80]-86).

Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Sept. 7, 2006). Includes bibliographical references.

The purposes of the study were to describe how ten infants who ranged from five to thirteen months old responded to books in a day care setting over a five month period, to explore how teachers supported and/or constrained infants' response behaviors, and to understand teachers' and parents' beliefs about infants' capabilities to respond to books. The qualitative methods of participant-observation, formal and informal interviews, written field notes, audiotapes, videotapes, and photography were used for data collection. The results indicated that the infants were able to respond to books through facial expressions, body movements, and verbal responses. They were active in initiating book reading, and were able to show their book preferences. They tended to look for familiar objects and details in illustrations rather than pay attention to the whole content. After being exposed to book reading events, these infants developed positive attitude and skills toward reading. Gradually, book reading events were no longer solely controlled by the teachers, it became joint teacher-infant participation. The results showed that teachers supported infants' book reading in various ways. They made books accessible to the infants, and respected infants' different levels of interest in books. Through scaffolding and language extension, they provided a framework to allow infants to be involved in interactions during book reading. Meanwhile, teachers also encountered various constraints when engaging infants in book reading in a day care setting. The data also revealed that the parents exposed their infants to books at a very early age with various purposes. They made conscious efforts to make book reading enjoyable experiences for their children. Both parents and teachers perceived book reading as an important activity for infants and believed in infants' capabilities to respond to books. This study further elaborated implications for day care teachers and parents which build on its findings.

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.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 201-219). Available also in a digital version from Dissertation Abstracts.