Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2005. / Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4296. Adviser: Thomas J. Huberty. Title from dissertation home page (viewed Oct. 11, 2006).

Research in the area of beginning reading has given educators both, the knowledge of the critical foundational skills that comprise reading, and the tools to assess such skills early to prevent the development of reading problems. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a series of brief measures that can be used to identify children who are at risk of developing reading problems as soon as they enter school. In this era of high stakes testing and accountability, educators must ensure that students are on their way to become proficient readers, well in advance of third grade when standardized tests are typically administered. In the interest of prevention and early intervention, authors of the DIBELS provide a timeline and recommended benchmarks to guide instruction and intervention. This study examines the diagnostic accuracy of DIBELS to predict oral reading fluency using author recommended cut-scores and alternative cut-scores identified as a result of Receiver Operating Characteristic (ROC) analysis. The accuracy of the DIBELS was assessed across the range of all possible cut-scores in an effort to maximize desirable test characteristics such as sensitivity, specificity, predictive power, or more broadly, decision validity. A sample of 122 students were administered the DIBELS measures in kindergarten and the middle of first grade, followed by oral reading fluency at the end of first grade. Analysis of decision accuracy indicated that the DIBELS measures are highly sensitive in identifying students who are at risk of developing reading problems; however, this occurred at the expense of an inordinate number of false positives. This has important implications for the utility of the DIBELS as a decision-making tool. In an effort to maximize the accuracy of the DIBELS, ROC curves were generated and alternative cut-scores were identified which improved specificity, predictive power, and the percentage of correct classifications.

Treatment integrity has always had a presence in research, but now more than ever must become a priority owing to the changes in Special Education Law. The present study intends to explore the relationship between factors of implementation, treatment integrity of intervention implementation, and reading fluency. Participants included students in grades 2 through 5 and their teachers enrolled in an urban elementary school in the southwest area of the United States. Participants were chosen for possible inclusion on the basis of their fall performance relative to oral reading fluency on a universal screening measure used as part of the district’s Response to Intervention (RTI) plan. Classroom teachers were observed implementing reading interventions and asked to respond to surveys aimed at summarizing their opinions regarding factors related to choice of intervention and implementation. Path analysis was conducted to explore the relationship between two factors of implementation (intervention complexity and acceptability), treatment integrity (adherence to intervention protocol) and student outcomes (oral reading fluency scores). It was hypothesized that low scores for intervention complexity would be inversely related to levels of treatment integrity, which would subsequently be positively related to reading fluency. Moreover, it was hypothesized that intervention acceptability and treatment integrity would be positively related, which would subsequently be positively related to reading fluency. Lastly, it was hypothesized that there would be an inverse relationship between intervention complexity and reading fluency, and a positive relationship between intervention acceptability and reading fluency. Results indicated an inverse relationship between intervention complexity and treatment integrity, suggesting that when complexity was low, treatment integrity was high. A positive relationship was found between intervention acceptability and treatment integrity, suggesting that when acceptability was high, treatment integrity was high. Furthermore, when treatment integrity was high, reading fluency scores were found to be high. An inverse relationship was found between complexity and reading fluency, suggesting that when complexity was low, reading fluency scores were high. Lastly, a positive relationship was found between acceptability and reading fluency, suggesting that when acceptability was high, reading fluency scores were high.

Reading is a skill that unlocks the doors of learning and success. It is commonly accepted that reading is a foundational skill that plays a major role in a child's academic success. The history of teaching reading includes many theories about the development of reading, the source of reading difficulties, and interventions for remediation. A large body of research has demonstrated that reading difficulties stem from a phonological basis and interventions that target this area are generally beneficial in helping improving reading skills (National Reading Panel, 2000; Shaywitz, 2003; Stanovich, 1986). However, there are some who even with extensive intervention continue to struggle to read. Helen Irlen (2005) proposed that these people may experience visual-perceptual distortions when reading high-contrast text (black on white background). Irlen claims that symptoms of this disorder, termed Scotopic Sensitivity or Irlen Syndrome, can be alleviated by the use of color overlays or filters (tinted glasses). Research into the existence of this syndrome and the effectiveness of the overlays and filters to remediate reading problems has been inconsistent and criticized for lacking scientific rigor and heavy reliance on subject report of improvement. The present study seeks to evaluate differences that may exist in eye movements and reading fluency when subjects diagnosed with IS read text with and without color overlays. Participants were screened with the Irlen Reading Perceptual Scale (IRPS) to determine whether or not they suffered from the syndrome. From this screening, participants chose an overlay reported to alleviate distortions or discomfort they experienced when reading. They were then asked to read 18 passages under three conditions—with a clear overlay, with their chosen overlay, and with a random overlay—while their eye movements were recorded. Results indicated that participants showed no improvement in eye movement or reading fluency when they read passages with an optimum (chosen) overlay verses a clear overlay or a random overlay.

Thesis (Dip.App.Psych.) -- University of Adelaide, Dept. of Psychology, 1973.

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1990. / Vita. Abstract. Includes bibliographical references (leaves 61-68). Also available via the Internet.

Thesis (Ph.D.)--Syracuse University, 2008. / "Publication number: AAT 3333587."

Issued also as Thesis (Ph. D.)--Columbia University. / Bibliography: p. 123-127.

Thesis (M.S.)--University of Wisconsin--Madison, 1967. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.