The purpose of this study was to develop and test materials for training prospective teachers in appropriate questioning strategy in teaching reading. The intent wasto enhance teacher skill in phrasing comprehension questions that promote children's critical reading behaviors. ProceduresInstructional and evaluative materials and a question classification system were developed based upon a review of literature relative to reading comprehension and instructional questioning. The classification system, titled ASK:Q Comprehension Categories, contained six categories. Vocabulary-Experiential, Literal, and Transformational constituted the Non-Critical categories. The Critical Reading categories included the Inferential, Evaluative, and Creative categories.The instructional material, titled TASK:QS, consisted of a series of four lesson booklets. The acronym was derived from: Teaching for Acquisition of Skill and Knowledge in Questioning Strategy. The booklets were designed to be used by groups of four or five college students in a reading methods class. Each lesson was intended to be self- or group-instructional and required the major portion of a class period. The evaluative material, ASK:Q, consisted of preand post-test forms, each containing three reading selections for which comprehension questions were to be written. The acronym was derived from Assessing Skill and Knowledge in Questioning. ASK:Q was subjected to analysis for validity and rater-reliability.Early in the quarter ASK:Q-1 (pre-test) was administered to students in two sections of a reading methods course at Ball State University to assess the question-phrasing status of the participants. Both sections were taught by the same instructor. Students in one section (control group) experienced the conventional course content. Students in the other section (experimental group) experienced the same course content. In addition, the experimental group used one TASK:QS lesson each week during the fifth, sixth, seventh, and eighth weeks of the quarter. ASK:Q-2 (post-test) was administered to students in both sections at the conclusion of the study to record any changes in question-phrasing ability.Questions written in response to ASK:Q-1 and ASK:Q-2 were scored in terms of assignment to the ASK:Q Comprehension Categories. Analysis of covariance was applied to pre-test and post-test scores. The corresponding F-values were used to determine the significance of changes in questioning strategy. Analysis focused upon changes in total number of Critical Reading questions and changes in the number of questions written in each comprehension category.ConclusionsWhile both groups evidenced gains, the experimental group wrote significantly more Critical Reading questions. Because of the small number of questions, the VocabularyExperiential category was not subjected to analysis. Changes reached statistical significance for only the Literal and Creative categories, the experimental group evidenced improved questioning strategy with respect to increased or decreased use of each of the categories analyzed. Based on statistical evidence it may be concluded that exposure to the instructional materials had only a limited effect upon enhancing the use of questions in specific comprehension categories. Results tend to indicate that questioning strategy may be influenced more effectively with respect to the total Critical Reading category rather than in terms of specific comprehension categories. It would appear that TASK:QS materials provide an effective means for enhancing teachers' skill in phrasing appropriate reading comprehension questions.The present study provided evidence that improvements can be effected in pre-service teachers' reading comprehension questioning. Results of the study also indicated that questioning strategy may be enhanced within the format of a reading methods course. It would appear appropriate to provide experiences similar to TASK:QS for prospective teachers.

There is no abstract available for this dissertation.

The purpose of this study was to determine the relationship between attitudes toward reading and achievement in reading in first grade. It was designed to measure attitudes toward reading prior to, and subsequent to, beginning reading instruction. Construction of an instrument specifically designed to measure first grade pupils' attitudes toward reading constituted an auxiliary purpose.The basic hypothesis was that there is a positive correlation between attitudes toward reading and achievement in reading in first grade. Null hypotheses were established to subject the hypothesis to statistical testing.A Reading Attitude Inventory was constructed to measure attitudes toward reading as verbally expressed by first grade pupils in individual interviews. After establishing face validity, a 35-item instrument was administered to 142 pupils in six classes of second graders in a pilot study. Specially-devised response sheets were utilized. A multiple regression equation led to retention of twenty-seven, items for the refined instrument. A Teacher's Rating Scale, constructed by the researcher, provided empirical validity for the RAI. Procedures and techniques of administration were systematized by administering the instrument in interviews with six beginning first grade pupils.From a population of 294 pupils who satisfied the criteria--no prior exposure to reading instruction, no reading ability, and adequate capacity to learn--a random sample of 97 first graders (54 boys and 43 girls) in one Midwest school corporation was selected. The RAI was administered in individual interviews in September, prior to beginning reading instruction, and again in May, subsequent to reading instruction.The Gates-MacGinitie Reading Test, Primary A, was administered in May. Employing the test as the criterion, a subject's reading achievement was assessed according to the Bond and Tinker Reading Expectancy formula--years in school x I.Q. + 1.0. If a subject achieved a grade equivalent score equal to or greater than his reading expectancy score, he was considered to be successful in learning to read. Conversely, if a subject's reading achievement score was less than his expectancy score, he was considered to be less than successful in learning to read.Statistical procedures employed were: Pearson's product-moment coefficient of correlation, Fisher's t test, and multiple regression equations. Results indicated no significant relationship between initial attitudes toward reading and achievement in reading when RAI items were unweighted. Differential weighting of items resulted in a significant relationship beyond the .001 level of confidence.The correlation between attitudes toward reading subsequent to reading instruction and reading achievement, when RAI items were unweighted, was significant beyond the .001 level of confidence. The t value of the correlation was increased when items were differentially weighted.Findings also showed a significant relationship beyond the .001 level of confidence between reading achievement and change in attitudes toward reading. Successful achievement in reading was positively correlated with a change from less to more positive attitudes toward reading.Based upon the findings, conclusions were: (1) an instrument can be successfully constructed to measure first grade pupils' attitudes toward reading through a quantitative and objective procedure; (2) attitudes toward reading prior to beginning reading instruction do not appear to be well-synthesized; (3) pupils who exhibit more positive attitudes toward reading, subsequent to beginning reading instruction, tend to achieve more successfully in reading than pupils with less positive attitudes; (4) pupils who are successful in learning to read tend to exhibit a change from less to more positive attitudes toward reading; (5) pupils who do not achieve reading grade levels comparable to their expectancy levels tend to exhibit a change from more to less positive attitudes toward reading; and (6) measurement of attitudes toward reading appears to have greater predictability of achievement in reading than measurement of I.Q.

The purpose of this study was to investigate the effect of prestated purposes on the silent reading comprehension of good and poor readers using an informal reading inventory. This study was conducted using 38 third grades and 38 fourth graders from a rural school in east central Indiana. These subjects were designated as good or poor readers by performance on the Metropolitan Achievement Test, Reading subtest. Each subject scored an intelligence quotient of 85 or above on the Peabody Picture Vocabulary Test. Ten good readers and nine poor readers from the third and fourth grades, respectively, were randomly assigned the purpose treatment; and ten good readers and nine poor readers from each grade, respectively, were randomly assigned the nonpurpose treatment.The purpose treatment consisted of giving the oral prestated purpose labeled "examiners introduction" in the Analytical Reading Inventory. The nonpurpose treatment consisted of no prestated purpose prior to the silent reading of the passages.Each subject was administered the Analytical Reading Inventory. Procedures for administration recommended in the Analytical Reading Inventory were followed. A silent reading comprehension score was obtained by adding the total number of questions correct between and including the independent and frustration reading levels.Four null hypotheses were tested using a fully crossed 2x2x2 design with all factors fixed. The Bonferroni t-test 95 percent confidence interval procedure was applied in analyzing the silent reading comprehension scores. No significant differences were found on any of the four hypotheses.The major conclusion drawn from the results of the analysis was that prestated purposes do not appear to aid or hinder the silent reading comprehension of good or poor third and fourth grade readers. The results of this study would appear to indicate that the use of prestated purposes on an informal reading inventory are of little consequence to the total silent reading comprehension score. Therefore, consideration needs to be given as to whether or not to use prestated purposes when administering an informal reading inventory in a diagnostic testing situation. This consideration may be no more than to leave the use of prestated purposes to the discretion of the examiner.

This study primarily addressed two questions. The first question asked if individuals with learning disabilities in reading differ from individuals with other types of learning disabilities and from individuals with no clinical diagnosis on processing speed measured cognitively. The second question asked if subgroups within the two experimental groups with learning disabilities could be identified that conform to the Double Deficit Hypothesis (DDH) (Wolf & Bowers, 2000).Subjects were extracted from an existing data base that consisted of over 2000 individuals in the Mid-Western United States who had been referred for neuropsychological assessment, and were chosen for this study if they had been diagnosed with a learning disability or had received no clinical diagnosis. A total sample of 307 was available for the study, including 211 males and 96 females. The subjects were assigned to one of three groups by the researcher. One group consisted of individuals diagnosed with learning disabilities in reading, a second group consisted of individuals with learning disabilities in areas other than reading, and the third groups consisted of individuals who had received no clinical diagnosis. Scores on the WoodcockJohnson Tests of Cognitive Ability- Revised, and the Woodcock Johnson Tests of Achievement- Revised were used for analysis.The investigation into the first question found that the three groups differed significantly on a cognitive measure of processing speed. The literature search had found that an achievement measure of processing speed discriminated between the three types of individuals. The current findings imply that processing speed problems may be linked to cognitive abilities as well as academic abilities. The results for the second question were not as clear. However, a cluster analysis of both the group with learning disabilities in reading and the group with learning disabilities in areas other than reading found processing speed to be an important factor in describing these individuals' difficulties. For the first group, Wolf and Bowers (2000) Double Deficit Hypothesis was supported for processing speed, but not for phonological processing. For the other group, the DDH was supported for processing speed and phonological processing, but not for the double deficit. / Department of Educational Psychology

The objective of this study was to compare the effects of two types of advance organizers on the comprehension of fourth grade students. The students' reading achievement levels were identified, and prior knowledge of the topics presented in the passages was assessed.Six intact classes were randomly assigned to one of three treatment groups. The first group was given a prose organizer before reading each of the passages; the second group received a discussion organizer; and the third group participated in both types of organizers. All of the activities were presented by the regular classroom teachers.The appropriate treatment and a selected passage were given to each group on the same day. On the following day, the subjects were asked to complete a cloze test constructed from selected portions of the passage. This procedure was repeated four times.A three factor analysis of covariance with repeated measurement of the four posttests was used to analyze the data. Reading achievement was used as the covariate in the analysis. Subjects were classified as to treatment group and high or low prior knowledge. Results indicated that the composite posttest means of the groups differed significantly. There was, however, no interaction between treatment and prior knowledge or between treatment and repeated presentations.The Student-Newman-Keuls procedure was applied post-hoc to test the difference among the means. The treatment group receiving only the prose organizer differed from the other two groups with lower passage comprehension. It was concluded that the discussion organizer alone or with a prose organizer facilitated better passage comprehension. / Department of Elementary Education

The purpose of this study was to evaluate the effectiveness of group thermal biofeedback training and relaxation as a means of changing locus of control. Additionally, the stability of the locus of control change, over time, was examined. Lastly, the proportion of achievement motivation which can be explained by locus of control was determined.Forty-nine ninth grade students were randomly assigned to biofeedback training, relaxation, or control. The nine treatment sessions were of 20 minutes duration and the students in the biofeedback group used mercury thermometers. Autogenic phrases were read as they attempted to increase their skin surface temperature. The relaxation group received the identical autogenic phrases as the biofeedback group, while the control group observed films during the treatment session.After the completion of the treatment, subjects were administered the Nowicki-Strickland Locus of Control Scale for Children and the Junior Index of Motivation (JIM) Scale.Hypothesis #1, which stated that the biofeedback group would change its locus of control toward internality, was rejected (P .7736). Hypothesis #2, which stated that the mean locus of control score for the biofeedback group would be significantly more internal than either the relaxation or control group, was similarly rejected (p .6353 and p .7736, respectively). Since the biofeedback group did not become more internal. Hypothesis #3, which was concerned with the stability of a shift in locus of control, was not tested. The multiple regression analysis resulted in an R of .4296 (p .0037). This suggests that a significant proportion of achievement motivation can be explained by locus of control. Males tended to score more internal than females, regardless of treatment, but not to a significant degree (p .0520). The biofeedback group had significantly increased their skin temperature as a result of the biofeedback ( p .001). It was concluded that while group thermal biofeedback training was effective in teaching the subjects to voluntarily control their skin surface temperature, it was not effective in altering their locus of control. Recommendations were made regarding using smaller group size or individual training, and pre-testing for initial locus of control levels to identify those with more external locus of control.

There is no abstract available for this dissertation.

The purpose of this study was to determine the significance of the correlation between. reading achievement and attitude toward reading. This relationship was further analyzed by comparing correlations utilizing the following variables: sex, grade level, and socioeconomic settings.The following information was available for each subject in the study1. Sex2. A reading achievement score 3. A reading attitude scoreThe population of this study consisted of five hundred fifty-three (553) students in grades four, five, and six from the Dayton City Schools, Kettering City Schools, and Wolfe County Schools. The students were all members of heterogeneously-grouped self-contained classrooms. All students completed the California Reading Achievement Test,Level 3, Form A and the Estes Attitude Scales: Elementary Form, and ninety (90) of these students were interviewed utilizing the Reading Attitude Interview.The California Reading Achievement Test, Level 3, Form A, contained two sections, the first section contained forty (40) vocabulary questions and the second section contained forty-two (42) comprehension questions. Both sections were answered by utilizing one of the four (4) multiple choice answers provided for each question.The Estes Attitude Scales: Elementary Form consisted section contained fourteen Likert rated questions. All three sections were administered but only the reading section was scored.The five (5) students at each grade level in each socioeconomic school setting achieving the highest five (5) pairs of scores on the reading achievement test and reading attitude scale (accounting for forty-five (45) students) were administered the Reading Attitude Interview. The same procedure was followed for the five (5) students at each grade level in each socioeconomic school setting who achieved the lowest five pairs of scores on the reading of three sections: mathematics, reading, and science. Each achievement test and the reading attitude scale (accounting for forty-five (45) students). The aforementioned procedures accounted for an interview population of ninety (90) students. The interview instrument was devised and field tested by the investigator to analyze various possible influences on the student's attitude toward reading.Statistical processing of the data was conducted by calculating Pearson Product-Moment correlations for null hypotheses one, two, and three. Hypotheses four through twelve were statistically treated by computing Pearson Product-Moment correlations, Fisher Z-transformations, and two-tailed t-test values.Twelve major null hypotheses were tested at the.05 level of confidence to determine the relationship between reading achievement and attitude toward reading and also the influences exerted by the variables of sex, grade level, and socioeconomic setting.It appears from this study that reading achievement and attitude toward reading are correlated significantly. The degree of significance varied somewhat but the male students generally produced higher correlations than their female counterparts.Only one instance indicated a significant difference between correlations due to the sex variable. The fifth-grade rural male students produced significantly higher correlations than their female counterparts.One instance indicated a significant difference between correlations due to the variable of grade level. The fifth-grade students in a rural school setting produced significantly higher correlations than their sixth grade counterparts.Two instances of significant differences between correlations due to the variable of socioeconomic school setting occurred. In both instances, the sixth-grade students of rural and urban school settings produced significantly higher correlations than the sixth-grade students in a suburban school setting.Information from the Reading Attitude Interview revealed that the mother in the home appeared to be the greatest single influence on reading attitude, followed closely by the student's school environment and finally by the influence exerted by the student's peers.

The purpose of the study was to compare perceived judgments of building principals and reading teachers relative to identified facets of reading program organization and operation. Response data were received from 216 principals and 134 reading personnel. The chi-square statistic was used to compare reported perceptions of principals and reading personnel. The .01 level was used to indicate the attainment of statistical significance.Findings1. No statistically significant differences were found to exist between reported perceptions of principals and reading personnel relative to cruciality of seventeen of twenty statements.2. A statistically significant difference was found to exist between reported perceptions of principals and reading personnel relative to the cruciality of three statements.3. No statistically significant differences were found to exist between reported perceptions of principals and reading personnel relative to occurrence for one of twenty statements.4. A statistically significant difference was found to exist between reported perceptions of principals and reading personnel relative to occurrence for nineteen of the occurrence statements.5. Sixty percent or more of participating principals and reading personnel perceived all twenty items to be of "moderate" or "great" cruciality.6. Sixty percent or more of participating principals and reading personnel perceived seven items to be of "moderate" or "great" occurrence.7. Nine items were identified by 60 percent or more of participating principals as being of "moderate" or "great" occurrence.8. Fifty percent or more of reading personnel reported "no" or a "limited" degree of occurrence for nine of the twenty statements. Fifty percent of participating principals reported occurrence to be a "moderate" or "great" degree for each of the same nine items.Conclusions1. Administrative support is essential to the success of building level reading programs.2. Administrators should have a knowledge, understanding, and appreciation of the elements of an effective reading program.3. Planned and regularly offered in-service programs for experienced staff and administrators relative to reading programs is essential.4. Administrators should delegate distracting tasks.5. Principals, teachers, and reading personnel need to improve communication.6. Principals need to survey staff at periodic intervals to provide for a school-wide evaluation of the reading program.