Thesis (M.A.)--Ohio State University, 2009. / Title from first page of PDF file. Includes vita. Includes bibliographical references (p. 45-48).

The problem of this thesis is to make a critical analysis of pre-primers, primers, and first readers of ten series of books published since 1938. Examination of books will be made from the standpoint of unusual interest to children, teachability, psychological, and educational soundness of their construction in promoting growth of the individual pupil and his ultimate good as a person and as a member of a social group.

The purpose of this study is to make an investigation of reading trends for the past one hundred years to ascertain and evaluate the extent and changes that have occurred.

The problem was to compare the motivational elements of basal reader stories of the past with those of the present. The purpose of the problem were 1) to determine the motivational content as represented by thema found in current basal reader stories and 2) to find differences, if any, between motivational content basal reader stories and findings of previous research.

Op Saterdag 5 Oktober 1985 het 50 mense indie saal van die Montagu/Ashton-Gemeenskaosdiens bymekaargekom. Almal het te doen met die Lees- en-Skryfprojek : daar was 21 leerders en 15 groepleiers uit die dorp en wyk; La-La, Dawie en ander personeel en vriende van die MAG; en 5 mense van die Kaap wat die afge- lope maande gehelp het met die projek. Die leerders en groepleiers het die stories geskryf wat in hierdie boek verskyn.

Dissertation (Ph. D.)--University of Akron, College of Education, 2005. / "December, 2005." Title from electronic dissertation title page (viewed 08/30/2007) Advisor, Evangeline Newton; Committee members, Harold Foster, Ann Hassenpflug, Carole Newman, Ruth Oswald, Timothy Rasinski; Department Chair, Evonn Welton; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

Thesis (M.S.)--Boston University

Thesis (Ed.M.)--Boston University

This study is a mixed methods analysis of reading processes and language experiences of deaf and hearing readers. The sample includes four groups each with fifteen adults—identified as: deaf/high-achieving readers, deaf/struggling/non-academic readers, hearing/high-achieving readers, and hearing/non-academic readers. The purpose of this study is to identify factors related to reading achievement and to explore themes that emerge in the language experience and reading behaviors. The quantitative measures of the study are: a background demographics form, reading comprehension assessment, phonological skills assessment, metacognition assessment and think-aloud discussion with a reading strategy checklist where readers are guided through the process of decoding and interpreting the scene from a play. Scores from the reading comprehension assessment are correlated with other assessments and demographic statistics to identify factors of achievement. Similarities and differences between groups of readers are tested with one-way ANOVAs to identify mean differences in scores according to achievement level (skilled/struggling) and hearing status (deaf/hearing). Qualitative data are measured by collecting, reviewing and identifying shared themes in the transcripts of reading background interview and think-aloud discussions (open coding), relating codes and categories (axial coding), and determining a central theme (selective category). Results shows that deaf high-achieving readers perform at similar levels as hearing high-achieving readers, and that for all participants, phonology and metacognition are related to reading achievement; there are similarities and differences in their conceptualization of language; and access to varied instructional strategies and meaningful language experiences is an overarching theme in effective reading.

The research describes the experience of a beginning special education teacher who examined and adapted her teaching practices to attempt to meet the learning needs of the young struggling readers and writers with whom she was working. Autoethnography allowed the researcher to probe and analyze her classroom practice. As the researcher shares her teaching experiences simplistic solutions to reading difficulties are discounted as ineffective. The hegemony of standards-based instruction and assessment practices are challenged. An educational system whereby some students are labeled as deficient due to their sociocultural or socioeconomic differences is viewed through a critical lens. The researcher proposes that fostering students’ freedom to express their knowledge using multimodal expression while supporting students within their zones of proximal development is the key to enhancing literacy learning. Creating learning opportunities that allow students to build on their strengths and pursue their interests ameliorates the injustice of the typical skill drill lessons regularly prescribed for students struggling in school. Teachers need to be respected as professionals who can make programming decisions that are specifically designed to support students at their level of need.