Thesis (M.A.)--Ohio State University, 2005. / Includes bibliographical references (leaves 70-74). Available online via OhioLINK's ETD Center

Thesis (M. Phil.)--University of Hong Kong, 2006. / Title from title frame. Also available in printed format.

This study examined differences in oral reading behaviour of 58 grade one children attending achool in Richmond, B.C. Half the subjects received initial reading instruction through a phonics approach; half the subjects received initial reading instruction through a language experience approach. Among the findings were that subjects taught by the phonics approach, which emphasized letter-sound correspondence, produced more oral reading errors, more nonwords, and more substitutions with graphic and sound similarity to the response word than did children instructed by the language experience approach. Subjects taught by the language experience approach produced fewer errors and more substitutions syntactically and semantically acceptable, and more substitutions that did not alter the meaning of the sentence than the children instructed by the phonics approach. An analysis of the children's substitution errors for high, middle and low achievement groups was also discussed. / Education, Faculty of / Graduate

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This study aimed to investigate the relationship between rapid automatized naming (RAN) and reading in Chinese through manipulating four processes involved in RAN’s production: access and retrieval, articulation, naming and serial processing, as well as the developmental pattern of this relationship. A total of 126 Hong Kong children with 42 in Grade 1, 41 in Grade 3 and 43 in Grade 5 were assessed on both the digit and picture versions of Discrete RAN, Continuous RAN, Yes/No Naming and Cancellation tasks, in addition to Raven’s Standard Progressive Matrices, Chinese word and text reading fluency. The results of the regression analyses suggested serial processing and articulation were core component processes that underlied the RAN-reading relationship in Chinese across all three grades, while naming, i.e. the oral production of names of stimuli, was found to be a significant underlying process in Grades 1 and 3 only. Comparison between the present findings and those of a past research on an alphabetic language, i.e. Greek, indicated serial processing and naming were common component processes of their RAN-reading relationships, while the role of articulation was only significant in Chinese. Implications for developing visual scanning and articulation training for Chinese poor readers were suggested. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences

Thesis (M.A.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The purpose of this study was to write twenty plays, based on the known interests or primary grade children, to provide material for supplementary oral reading. By controlling the vocabulary, the relative difficulty of parts within each play is such that the plays can be used across conventional homogeneous groups and thus draw together children reading at different levels. / 2031-01-01

Thesis (D.Min.)--Liberty Theological Seminary and Graduate School, 2007.

Dissertation (Ph.D.)--Auburn University,2006. / Abstract. Vita. Includes bibliographic references (p.76-82).