Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xv, 210 p.; also includes graphics. Includes bibliographical references (p. 132-138). Available online via OhioLINK's ETD Center

Thesis (Ed. D.)--Illinois State University, 1995. / Title from title page screen, viewed April 20, 2006. Dissertation Committee: Lanny Edward Morreau, Ming-Gon John Lian (co-chairs), Frances E. Anderson, Mack L. Bowen, Julie Brinker. Includes bibliographical references (leaves 112-133) and abstract. Also available in print.

D.Ed. (Educational Psychology) / This study is concerned with the acquisition of language skills by the learning disabled child. A thorough literature survey was conducted, in which the acquisition of both the oral language and the written word were investigated. The survey reveals the importance of certain prerequisites for the mastering of language skills. The research also identifies the causes for and consequences of delay in language development. As a result of this survey, the importance of auditory perceptual skills in the acquisition of reading and spelling performances is emphasized in the design of a model for language acquisition. This survey was conducted to design a model for the acquisition of language skills, with special emphasis on auditory perception. Auditory perception skills are used as aids in the reading process to acquire the necessary skills to decode unfamiliar words in the text to be read. In the design of the model attention was given to the relevant and important matters as described in the literature, as well as to some didactical principles in the teaching of the learning disabled. The design of the model is based on the guidelines as deduced from the description as found in the literature, as well as the investigator's own empirical experience for a number of years in the teaching of identified learning disabled children in an aid class of the TED. This model was applied with great success on a group basis in an aid class at a primary school. It was also successfully applied on a great number of children in need of individual remedial teaching. The applicability and value of the model are verified by an ideographic survey conducted on the pupils in the aid class. A case study on six pupils is described in the thesis and the expected improvement in reading and spelling performance is verified.