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Social background and reading disabilities : variability in decoding, reading comprehension, and listening comprehensive skills /Infante, Marta D., January 2001 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Appendix F in Spanish. Typescript. Vita. Includes bibliographical references (leaves 68-73). Also available on the Internet.
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A parent involvement intervention with elementary school students : the effectiveness of parent tutoring on reading achievement /Goudey, Jennifer. January 2009 (has links)
Thesis (Ph. D.) -- University of Alberta, 2009. / "A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy in School Psychology, Department of Educational Psychology, University of Alberta." Title from pdf file main screen (viewed on September 9, 2009). Includes bibliographical references.
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A balanced reading program for junior high schoolsJarrott, Lois Bennett January 2011 (has links)
Typescript, etc. / Digitized by Kansas State University Libraries
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TRANSITIONS INTO LITERACY: A PSYCHOLINGUISTIC ANALYSIS OF BEGINNING READING IN KINDERGARTEN AND FIRST GRADE CHILDREN.HAUSSLER, MYNA MATLIN. January 1982 (has links)
The purpose of this study is to describe the relationship of developing print awareness in eight kindergarten and first grade children to their development in beginning reading of texts. The following questions are analyzed: (1) What is the relationship of awareness of environmental print to beginning text reading? (2) What is the relationship of book handling knowledge to beginning reading? (3) What is the relationship of metalinguistic awareness to beginning reading? (4) Do these relationships change over time? This descriptive, longitudinal study over one year presents several types of data collected and analyzed with the following instruments: audio taped recordings using the script "Signs of the Environment"; Sand, A Diagnostic Survey: Concepts About Print; informal teacher interviews; parent surveys; tape recordings of the children's reading analyzed with miscue techniques; and classroom observation. The data indicate that the children in this study are aware of environmental print in context. When the print becomes decontextualized, differences are seen between middle- and working-class children. While environmental print awareness was used to select high and low groups, the groups did not remain constant when observed in relationship to reading connected discourse. Children whose parents reported early book experiences demonstrate the greatest knowledge about using books and about the reading of connected discourse. Metalinguistic awareness does not appear to be closely related to success in beginning reading. In their transitions into literacy, children first use personal experience and context to gain meaning from print in the environment and in books. Knowing that print makes sense, children use contextual supports to read print in the environment and apply semantically-oriented transitional reading responses to the reading of connected discourse. As they read from books, their focus narrows from using pictures, knowledge of plot, and past reading experience to focus on print. As children discover that their transitional reading responses do not work on connected discourse, they begin to integrate reading strategies to text. Whole language classrooms, like the one in this study, are important to beginning readers, particularly to those who need additional support for making the transitions into literacy, because it highlights all beginning reading of functional print.
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THE EFFECT OF READING INTEREST ON COMPREHENSION OF EXPOSITORY MATERIALS WITH CONTROLS FOR PRIOR KNOWLEDGE.Osako, Gary Nakamura. January 1983 (has links)
No description available.
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A study of the extent and quality of reading done by a group of fourth, fifth, and sixth grade children in terms of certain factors which might condition their readingUnknown Date (has links)
"The aim of this study is to ascertain the amount and quality of the voluntary reading of the intermediate grades of an elementary school in Clearwater, Florida. The further aim is to determine, if possible, the influence or relation of certain factors on or to this quality and amount. The factors considered are: intelligence, sex, educational background, age, accessibility, supervision, movies, radio, being a tourist, hobbies, reading attainment, arithmetic attainment, group status, educational status of parents, "comics", space in the school building, and play-yard space"--Introduction. / Typescript. / "August, 1949." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: Nita K. Pyburn, Professor Directing Paper. / Includes bibliographical references (leaves 75-76).
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The relationship of attitude and reading comprehension to critical reading responsesBrown, Pauline January 1966 (has links)
Thesis (Ed.D.)--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. / PROBLEM: The purpose of this study was to investigate the relationship of high school readers' attitudes and reading comprehension abilities to critical reading responses. The two topics of communism and Negro racism were chosen for the articles about which critical reading responses were to be made.
PROCEDURE:
Four articles were written on each topic to provide information upon which students could make judgments. A set of questions consisting of three types, fact-opinion, interpretation of conclusions, and evaluation of arguments, was constructed for each article.
Attitude scales on each of the topics were also constructed. A test-retest procedure verified their reliability.
Standardized tests administered to the population were: the NelsonDenny Reading Test, Revised, Form A; the Watson-Glaser Critical Thinking Appraisal, Revised, Form YM; the Otis Quick-Scoring Mental Ability Test: New Edition, Gamma Test.
The experimental population comprised 270 students, 145 boys and 125 girls, in ten college preparatory English classes in grade eleven. The author administered the attitude scales and the standardized tests. After completion of the testing the classroom English teachers presented the articles and questions on alternate days over a period of three weeks. The topics were also alternated. Each student responded to every question [TRUNCATED] / 2031-01-01
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An Analysis of the Reading Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Phonological Processing and MetacognitionSilvestri, Julia A. January 2016 (has links)
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.
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The relationship between speed and accuracy of comprehension in teaching readingAl-Dahiry, Saleem A January 2010 (has links)
Typescript, etc. / Digitized by Kansas Correctional Industries
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Developmental reading programs for early readersRobinson, Lillian R January 2010 (has links)
Typescript, etc. / Digitized by Kansas Correctional Industries
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