Literature indicates that science content knowledge has long presented difficulties for preservice elementary teachers. Analyses of 473 scores from participants' attempts on an elementary certification exam, the TExES EC-6 Core Subjects, Science (804), were analyzed for this study to determine the impact of a physical science intervention that included demonstration lessons, microteaching, and reflection as part of a science methods course on science content knowledge. Analyses of scores for participants making repeat attempts to pass indicated that scores were higher for attempts made after participation in the physical science intervention than attempts made before participation. Of 104 participants who made initial unsuccessful attempts and repeat attempts, the 89 attempts made after participation in the physical science intervention had a mean scaled score of 238.24 (SD = 14.93) while the mean score for the 15 attempts made before participation in the intervention was 219.73 (SD = 20.04). The difference between the mean scaled score for these two groups was statistically significant, t = -4.21, df = 102, p<.001. Score reports from Hispanic/Latino and from White/Non-Hispanic participants who passed on the first attempt (n = 85, MS = 259.82, SD = 12.04 and n = 226, MS = 264.12, SD = 11.92, respectively) were compared to score reports from Hispanic/Latino and White/Non-Hispanic participants who were not successful on the initial attempt and made repeat attempts (n = 32, MS = 235.31, SD = 14.86 and n = 51, MS = 240.06, SD = 15.13). Analysis indicated that there was statistically significant difference in mean scaled scores between the groups who passed the initial attempt (t = -2.83, df = 309, p = .005) while there was no statistically significant difference in the mean scaled scores when comparing Hispanic/Latino and White/Non-Hispanic participants completing multiple attempts (t = -1.40, df = 81, p = .165). A final analysis indicated that for White/Non-Hispanic participants who were not successful on their initial attempt and made multiple attempts, the mean scaled score was higher for attempts made after participation in the intervention (n = 51, MS = 240.06, SD = 15.13) when compared to the mean scaled score of attempts made before participation (n = 12, MS = 225.50, SD = 14.71). The difference in the means of these scaled scores was statistically significant (t = -3.01, df = 61, p =.004).

A program for teaching reading for a fifth grade, if well done, will broaden the experience of the children. Effective reading instruction must be based on understanding the developmental needs of the learner and providing adequate guidance. The teaching program must provide large objectives which can be followed throughout the year. An effort must be made to find the best method of creating in the pupils the desire to read both for self-improvement and for leisure time. / Typescript. / "A Paper." / "Submitted to the Graduate Council of the Florida State College for Women in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / "August 3, 1945." / Advisor: R. L. Eyman. / Includes bibliographical references.

"Reading may contribute to personal and social development and may greatly enrich personality. It may also produce undesirable results. For this reason, a well-conceived and intelligently directed reading program should aim to reduce undesirable responses to a minimum. Therefore, the purpose of this paper is to help the writer think through and plan a reading program which will aid the child in developing personally and socially. The paper is intended to apply primarily to a fifth grade level, but may also be used for any upper elementary level"--Introduction. / Typescript. / "May, 1956." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Marian W. Black, Professor Directing Paper. / Includes bibliographical references (leaves 49-51).

The purpose of this study was to secure evidence of factors involved in learning to read. The factors considered for purposes of this study included (1) physical and mental growth and development; (2) peer-peer and socialization processes and factors; (3) emotional maturity.

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