The effect of specific preschool programs on the development of reading readiness, perceptual-motor, language and cognitive skills has been studied by a number of investigators. The majority of the studies reviewed indicated a positive effect on reading readiness, IQ and the development of prerequisite skills. The purpose of this investigation was to determine the effect of diagnostic-prescriptive instruction on the development of prerequisite skills and reading readiness, using the Early Prevention of School Failure Program as a model. The major components of this program are screening, diagnosis of the screening results, individual learning profiles based on the screening results, prescriptions to strengthen weak areas, and parent involvement. Five treatment levels were included in the present study: (1) diagnostic-prescriptive instruction and parent involvement; (2) diagnostic-prescriptive instruction; (3) an attention placebo to control for a possible Hawthorne effect; (4) learning profiles given to the teachers of one group without the benefit of further suggestions or instruction; (5) the control group. The population was defined as "moderate and high risk" children in kindergarten in the Coquitlam school district. The sample was drawn from 21 half-day kindergarten classes situated in 9 schools of the same district. The final sample consisted of 140 "moderate and high risk" children. The investigator assumed the role of a learning assistance teacher and provided the treatment for groups 1 and 2 once a week. The duration of the treatment was 4 months. Six months elapsed between pre-tests and post-tests. An analysis of covariance was conducted on the Peabody Picture Vocabulary Test, Preschool Language Scale and Beery Developmental Test of Visual-Motor Integration with the pre-tests as a covariate. An analysis of variance was conducted on the Lee Clark Reading Readiness Test. There was no significant treatment effect on the prerequisite skills measured by the Peabody Picture Vocabulary Test, nor was there a treatment effect on reading readiness as measured by the Lee Clark Reading Readiness Test. However, results indicated a positive effect of diagnostic-prescriptive instruction on the development of prerequisite skills measured by the Preschool Language Scale and the Beery Developmental Test of Visual-Motor Integration. In addition, the latter test showed that, without intervention, the discrepancy between mental age and chronological age tended to perpetuate. Therefore it was recommended that school districts implement an early intervention program at the beginning of the kindergarten year. Limitations of the study were noted and suggestions for future research included the establishment of a more reliable and valid screening battery, as well as the establishment of local norms. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

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The purpose of this study is to explore the extent, to which professionals in helping professions (PHPS) with learning disabilities are able to name the support, services, and assistance that they require to successfully engage in the full range of activities for their daily living. Additionally, the study explores how PHPS describe their experiences with support, services, and assistance available to them. The study was conducted using a qualitative, phenomenological in-depth interview methodology. The study sample consisted of 10 helping professionals with learning disabilities that work in helping professions. Data was collected using audiotaping of interviews and field notes. Audio tapes were transcribed and data from the transcriptions was analyzed for this study. Nine major themes emerged from the analysis of the study data the themes were disability, daily living, oppression, self-esteem, self-reflection, creative management, creative management adaptive behaviors, services and support. Key findings from the study suggest that professionals in helping professions (PHPs) with learning disabilities are creative, strong willed and persevere despite the odds. Most of the PHPs went through school without accommodations and relied upon their own abilities and determination to pass. Two out of the ten PHPs were diagnosed with learning disabilities when they were children. Three of the PHPs were born before learning disabilities were formalized and labeled as a disability. The data suggests that people with learning disabilities need support, services and assistance in all areas of their daily living. Recommendations for change are provided for addressing the problematic themes that emerged from the data.

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This study examined whether the Symbol Language and Communication Battery (SLCB), a measure of learning disabilities (Lds), could identify children with Lds. In addition, possible behavioral differences were examined between unidentified and identified children. Eighty-five students (26 with school identified Lds; 59 unidentified) in the 4th and 5th grade participated in the study. Results indicated that the SLCB has good potential as a supplemental/screening measure of Lds. The SLCB was most effective in identifying children when SLCB diagnoses were restricted to the areas of reading, math, and writing. This study also found that teachers reported more behavioral problems in children with an SLCB diagnosis than children without a diagnosis, whereas unidentified children with SCLB diagnoses reported more behavioral problems than identified children.

Thesis (Ph. D.)--Ball State University, 2009. / Title from PDF t.p. (viewed on Nov. 12, 2009). Includes bibliographical references (p. 73-90).