Thesis (Ed. D.)--Texas Christian University, 2006. / Title from dissertation title page (viewed Sept. 12, 2006). Includes abstract. Includes bibliographical references.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems and Workforce Development. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 89-96).

Thesis (M.Ed.)--York University, 2004. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 122-123). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11923

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 161-167).

Thesis (Ed.D.)--University of West Florida, 2003. / Title from title page of source document. Document formatted into pages; contains 142 pages. Includes bibliographical references.

Thesis (Ed.D.)--University of West Florida, 2004. / Title from title page of source document. Document formatted into pages; contains 173 pages. Includes bibliographical references.

The purpose of the present study was to explore the coping strategies and learning techniques students with reading difficulties/disabilities (e.g., dyslexia) view as effective and commonly use to cope with the demands of postsecondary education. The present study employed a basic qualitative interpretive research design to discover and understand the perspectives and experiences of the students interviewed for this study (Merriam, 1998). Semi-structured interviews were utilized to provide insight into the experiences of these individuals. Analysis of the data generated from these interviews maintained a focus within the theory of resilience. There were three major themes that emerged from the interviews: (1) struggling to learn: recognizing the impact of learning difficulties and/or disabilities; (2) embracing the positives and negatives of a diagnosis; (3) surviving the learning experience: using coping strategies and learning techniques. Despite the adversities the participants within the current study faced, they all reported instances in which they were able to positively adapt and adjust in order to experience success and resilience in their lives. This study concluded with a discussion of the practical implications of the findings, the limitations and strengths of the study, and areas for future research.

The purpose of this study was to investigate the effectiveness of an intervention drawing on the instructional principles of the Self-Regulated Strategy Development Model (SRSD) to support the use of three writing strategies (PREP, TALK and CHECK) combined with the use of assistive technology for post-secondary students with learning disabilities (LD) and writing difficulties. Participants were four students between the ages of 18 and 32, registered with a campus disability service office at a mid-sized western Canadian university. In a multiple-probe, multiple-baseline within-subjects design, participants received intervention support during one-on-one sessions with a writing tutor. Intervention support covered planning, composing and revision processes and the integration of speech-recognition technology into participants’ academic routines. Percentage of non-overlapping data points (PNDs) indicated strong effects for spelling error rate (PNDs = 100), correct word sequences (PNDs = 91.3) and rate of incorrect word sequences (PNDs = 100). Effects were moderate for word count (PNDs = 82.6) and small for punctuation (PNDs = 60) and précis quality (PNDs = 56.5). Results indicate that the intervention was effective for reducing errors in participants’ writing, particularly along the dimensions of spelling, punctuation, capitalization, grammar and semantics. Results also indicate that the intervention was strongly effective at increasing the sequences of correct words, and therefore aided participants in generating higher-quality writing assignments to meet the academic demands of university. Implications for educators and psychological service providers working with postsecondary students with disabilities are discussed. / Graduate / 2015-11-06 / 0525 / kellyleemcmanus@gmail.com

Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-13T19:16:15Z No. of bitstreams: 1 Dissertacao Gesiel Silva.pdf: 902907 bytes, checksum: 3da0290b49d43551dfdda00827211045 (MD5) / Approved for entry into archive by Rodrigo Meirelles(rodrigomei@ufba.br) on 2013-05-16T17:27:41Z (GMT) No. of bitstreams: 1 Dissertacao Gesiel Silva.pdf: 902907 bytes, checksum: 3da0290b49d43551dfdda00827211045 (MD5) / Made available in DSpace on 2013-05-16T17:27:41Z (GMT). No. of bitstreams: 1 Dissertacao Gesiel Silva.pdf: 902907 bytes, checksum: 3da0290b49d43551dfdda00827211045 (MD5) Previous issue date: 2008 / Este trabalho de pesquisa investiga os efeitos e a importância da autonomia no ensinoaprendizagem de língua inglesa e de que maneira ela contribui para o surgimento ou o desenvolvimento da motivação no estudante. Investiga, também, como isso se relaciona com o uso de estratégias e quais são os tipos de motivação atuantes no comportamento dos educandos, capazes de levá-los a serem independentes e sujeitos transformadores da sua realidade. Para tanto, foram realizadas entrevistas, observações de aulas e aplicação de questionários em duas instituições - uma pública e a outra particular - com o objetivo de verificar, na prática, se os fenômenos de insatisfação e do prazer pelo aprendizado de inglês estão diretamente relacionados às estratégias utilizadas pelos aprendizes e se fortalecem a sua motivação para o exercício da sua autonomia. Discute-se a seguir como as estratégias podem ser usadas para facilitar o aprendizado e a convivência entre alunos e professores na sala de aula com vistas a obter um envolvimento maior com os conteúdos, com os colegas e com a instituição, reforçando a capacidade de tornar os educandos seres críticos e reflexivos sobre a sua prática e as dos outros. Trata-se de um estudo apoiado, principalmente, nos depoimentos dos estudantes, que visa a analisar o contexto em que exercem o seu aprendizado, suas dificuldades e aproveitamento e o que fazem para mudar suas posturas e ações diante dos desafios relacionados à aula de inglês e às exigências sócio-culturais. No marco teórico, serão apresentadas e discutidas idéias de autores como Dale Schunk, Diane Houghton, Dick Allwright, George Snyders, Jean Piaget, Rebecca Oxford, Lieslie Dickinson, Linda Davidoff, Marli Moreira, Myron Dembo, Paulo Freire, Parâmetros Curriculares Nacionais, Philip Riley, Zotan Dörney, entre outros. Busca-se dimensionar a importância da autonomia, que é vista aqui como um conjunto de atitudes, posturas, valores e planejamento, em etapas, das tarefas com vistas a um aprendizado mais consistente e duradouro e um comprometimento com os objetivos e o respeito à alteridade. E, com isso, avaliar como tudo se relaciona com a motivação e as estratégias produzidas pelos educandos na aprendizagem da língua inglesa e na contextualização desses conhecimentos. / Salvador