Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0504. Adviser: Richard C. Anderson. Includes bibliographical references (leaves 67-72) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Lehigh University, 2008. / Adviser: George J. DuPaul.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph.D.)--McMaster University, 2005. / Advisor: Betty Ann Levy. Includes bibliographical references (leaves 110-119) Also available via World Wide Web.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Janet Swaffar. Vita. Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 2005.

Syntactically ambiguous sentences offer an insight into how sentences generally are processed, by examining how readers recognise and reanalyse the ambiguity. However, it is only more recently that the comprehension product of syntactic analysis has been adequately tested, demonstrating that ambiguities are not always fully processed. This work has led to the good-enough approach to language processing and comprehension (e.g., Ferreira & Patson, 2007), which argues that sentence processing is merely good enough for the current task, and that our comprehension may not exactly match the content of what has been read. The work presented in this thesis set out to examine what it means for syntactic ambiguity processing to be good enough, by monitoring patterns of eye movements as people read sentences containing a temporary syntactic ambiguity. Comprehension questions probed the extent to which the syntactic ambiguity had been resolved. Across six experiments, it was demonstrated that both online sentence processing and comprehension are influenced by the presence of an extrinsic memory load, the presence or absence of comprehension questions, the length of texts being read, and the age of participants. Eye movement patterns were more superficial if the task permitted it; similarly, syntactic ambiguities were misinterpreted more commonly as the task demands increased. The results support a good-enough, adaptive sentence processing system, where initial misinterpretations can linger in the product of syntactic analysis, and which is affected by task demands and individual differences.

This study examined the effects of performance feedback information on parenting practices that contribute to development of vocabulary and pre-literacy skills. Fifty-one dyads of parents and their pre-school aged children were randomly assigned to one of three treatment groups. Group one received full treatment including a workshop and feedback. Group two, designated as the control group, did not receive the feedback portion of the treatment; and group three, designated as a wait list control group, received neither the workshop nor performance feedback. All participating parents were administered a survey of parenting practices that lead to vocabulary and pre-literacy development. Treatment produced significant results for the vocabulary measure; however, the data did not yield a significant result for the cognitive measure. There appeared to be a significant difference between the treatment group and the wait list control group. This difference was not found when comparing the treatment group to the control group, or when comparing the control to the wait list control. Also, feedback was shown to have an effect on only one of the five parenting practices surveyed.

No description available.

This study investigated the effects of two computerized reading programs, Headsprout and Lexia, on the early reading skills of Kindergarten students. The Kindergarteners included typically developing students, as well as students at-risk for reading problems, behavior problems, and both reading and behavior problems. Risk status was determined through the use of the Systematic Screening for Behavior Disorders (SSBD) and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). A treatment comparison design was used, whereby 42 students in one school received computerized supplemental reading instruction via the Headsprout program, while 44 students in another school served as the comparison group and used the computerized reading program, Lexia. Both schools used the computerized programs as supplements to the Scott Foresman reading curriculum. Data were collected on early literacy skill development using the DIBELS and the Group Reading Assessment and Diagnostic Evaluation (GRADE). The social validity of the Headsprout program was assessed through a survey administered to the teachers. Overall, the group receiving the Headsprout intervention outperformed the group receiving the Lexia intervention on all dependent measures, and statistical significance was found for two of the outcome measures. Limitations of the study, implications for educators, and suggestions for future research are also discussed.