Thesis (Ph. D.)--Lehigh University, 2000. / Includes vita. Includes bibliographical references (leaves 69-72).

Thesis (Ph. D.)--Ohio State University, 2002. / Title from first page of PDF file. Document formatted into pages; contains xxiii, 252 p.; also includes graphics. Includes abstract and vita. Advisor: Shari Speer, Dept. of Linguistics; Richard Lewis, Dept. of Psychology, University of Michigan. Includes bibliographical references (p. 240-252).

Thesis (Ph. D.)--Cornell University, 1896. / Cover title. "Reprint from the American journal of psychology, vol. VIII, no. 3."

Thesis (Ph. D.)--University of Chicago, 1920. / "Private edition, distributed by the University of Chicago libraries, Chicago, Illinois." "Reprinted from Supplementary educational monographs, no. 17, December, 1920."

<p> The effectiveness of an incremental rehearsal intervention with and without self-graphing was assessed using an adapted alternating treatments design for reading fluency, comprehension, and vocabulary knowledge. </p>

This study investigates the reading strategies selected junior high school students employ when reading social studies, science, and literature materials in school and a self-selected passage in a non-school setting. In addition interrelationships among their reading strategies and the subjects' purposes for reading, the students' personal models of the reading process, and the readers' attitudes toward reading, as well as the subject areas of social studies, science, and English are also examined. Six subjects from a seventh grade class are administered the Estes Attitude Scales, the Burke Reading Interview, and are questioned concerning their purposes for reading the selected passages. Miscue analysis identifies the reading strategies these subjects employ in their natural environments. Retrospective responses are examined to investigate the subjects' awareness of their reading strategies. The major findings indicate that each of these subjects sample syntactic, semantic, and graphophonic cues when reading. The more efficient readers produce more sentences which are syntactically and semantically acceptable, and result in no change to the intended meaning. The subjects' patterns of self-correction vary depending on the different materials. The students' sampling of graphophonic cues appears not to reflect reader proficiency but varies with different curricular materials. The retelling scores are not always predictable based on the readability formula ratings for the same passage. Other measures do not relate simply to proficiency of reading. These findings indicate a complex interaction between the subjects' reading strategies and their attitudes toward reading or a specific discipline, reading in different settings, the selection of reading materials, and reading for different purposes. The findings support a conclusion that these junior high school students employ recognition, prediction, confirmation, correction, and termination reading strategies when reading for diverse purposes teacher assigned, and self-selected materials in different settings. The subjects vary in their ability to adjust their reading strategies to meet the specific demands of different curricular materials. The subjects have differing perceptions of reading in different settings and among various materials. Students and teachers have different purposes for reading the same passages. The students do not seem to be having as much difficulty reading in terms of using the process as much as they have with flexible use of the process in relation to different materials and settings.

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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.