No Child Left Behind (2001) and Individuals with Disabilities Education Act (2004) has put pressure on all teachers to develop proficient readers. In order to do just this, develop proficient readers, teachers must understand the effects that reading attitude has on reading achievement for all students. Research states that individuals with a positive attitude toward reading typically achieve at a higher level than those students with a poor attitude toward reading (Sainsbury & Schagen, 2004). However, there is a limited amount of research that has provided insight into how factors of socioeconomic status, gender, and disability may play a part in both attitudes and achievement in reading. This study examined whether socioeconomic status, gender, and/or disability played a role in the reading attitudes of students in grades one through six. The study also evaluated whether students’ attitude toward reading changed depending on their grade level. / Department of Special Education

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The purpose of this study was to detail the implementation of a Response to Intervention program in an urban school district and to measure the impact of the program on the reading achievement and special education population at the elementary school level. The study followed the process used by the district to introduce the RtI philosophy in ten selected elementary schools and then to expand the program to all of the 33 elementary schools within the school district. The author details the methods used and the support provided to teachers and school leaders during the implementation.The reading achievement data was taken from school district records of the DIBELS assessments given at the End of Year (EOY) for the school years 2008-2009, 2009-2010, 2010-2011, and 2011-2012. This data was analyzed for overall growth following the full RtI implementation as well as the resulting EOY 2012 performance. Data was compiled at the school and district level. Title One and non-Title One school performance was compared and placed in rank order of performance. Four schools were identified as strong performers and those principals were interviewed to determine successful strategies for supporting the RtI implementation. The successful schools were found to have stressed fidelity to the district literacy curriculum model for strong Tier One instruction for all students, as well as maintaining fidelity to the selection of students and the intervention program design for those students in Tier Two intervention. Special education student population was analyzed using annual state department of education reports. Consistent decline of identified students at the elementary school level was noted following the RtI implementation. An overall decrease of 824 students receiving special education services was noted across the school district. There was a correlation of an increase in student reading achievement and a decrease in special education population following the RtI implementation. / Department of Educational Leadership

Comparative research on the treatment of animal materials in Chinese elementary language textbooks and American elementary reading textbooks provides an interesting perspective on both Chinese and American cultures. The study uses both quantitative and qualitative methods. From the study, we notice that animals in Chinese textbooks are presented as animals, i.e., creatures closer to nature without human fantasy and illusion attached to them. Animals are used to communicate to children for moral education, wisdom development and so on. By comparison, animals in American textbooks are presented as much closer to humans. Animals dress and act like humans and are found in human setting. Animals can be more human than humans. Idealistic images and dreams are frequently linked to animals rather than humans. Textbooks are cultural mirrors. The different orientations of animal materials indicateenculturation of children. The cultural reasons beneath these surface differences are examined. Predictions are different cultural values and different goals for the provided on the animal enculturation in future China. / Department of Anthropology