Thesis (Ph. D.)--Florida State University, 2006. / Includes bibliographical references (leaves 41-45). Also available online.

The Problem.--Today every child is expected to learn to read. What was the accomplishment of a few persons only two or three generations ago is now required of every child. Reading is not easily learned by some children. Therefore educators are constantly seeking to analyze the difficulties children encounter in learning to read and to evolve more effective means of instruction. The purpose of this paper is two-fold. The immediate purpose is to aid the writer, who has recently completed a year in the primary grades after several years experience in teaching of the intermediate grades, to obtain a deeper understanding of the problem involved in the reading program and a wider knowledge of appropriate classroom procedures. / "August, 1951." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Mildred E. Swearingen, Professor Directing Paper. / Includes bibliographical references (leaves 32-33).

Thesis (M.S. in Education)--Shenandoah University, 2002. / Includes bibliographical references.

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.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Feb. 20, 2006). Includes bibliographical references.

The purpose of the study was to investigate relationships between teacher self-concept and pupil reading achievement at the first and second grade levels. Research has verified the relationship between teacher self-concept and pupil self-concept as well as between pupil self-concept and reading achievement. A logical extension would seem to be that teacher self-concept is related to pupil reading achievement. However, this assumption does not appear to have been thoroughly investigated. This study was designed to investigate that relationship.The subjects included 275 pupils and the thirty-two teachers to whom these pupils were assigned in first and second grades. The sample was drawn from four elementary schools in a large midwestern city. Criteria for selection of schools included random assignment of pupils to both first and second grade self-contained classrooms during the 1977-78 and 1978-79 school years.Instruments employed in the study included the Index of Adjustment and Values administered to assess global self-concept of teachers. The discrepancy score (Self-Ideal Self) was used as a basis for classifying teachers into groupings designating range of discrepancy from minimal to maximal. The SRA Assessment Survey Achievement Series, administered to pupils as part of the regular testing program within the school corporation, provided the data on reading achievement.After teacher discrepancy scores were computed, rank ordered, and subdivided into three sections for each grade, these were designated as minimal discrepancy score (Mi DS), medium discrepancy score (Me DS), or maximal discrepancy score (Mx DS). Nine groups representing the nine possible combinations of teachers grouped by discrepancy scores were devised. The reading achievement scores obtained by pupils at the end of second grade were then placed into the appropriate groups based on the designations of their first and second grade teachers. Mean reading achievement scores and standard deviations for pupils in each group were computed.The following null hypotheses were tested:1. No significant relationships exist between teacher self-concept and pupil reading achievement when pupils are identified on the basis of assignment in first and second grades to teachers manifesting varying degrees of discrepancy between self-concept and ideal self-concept.2. No significant differences exist in the reading achievement of pupils having had either a first or second grade Mi DS teacher and pupils who did not.3. No significant differences exist in the reading achievement of pupils having had either a first or second grade Mx DS teacher and pupils who did not.4. No significant differences exist in the reading achievement of pupils having had a Mi DS first grade teacher and pupils who did not.A one-way analysis of variance technique comparing the differences of the means within and between groups was employed. No significant differences were found. Therefore, none of the four null hypotheses was rejected.The most obvious conclusion to be drawn was that teacher self-concept, when assessed by the IAV which provides a global measure, revealed no significant relationship to pupil reading achievement. However, it is possible that several dimensions of self-concept exist and variables demonstrated in the classroom may not have been adequately measured by the self-concept instrument. Also, it is possible that the self-concept's of other, more significant adults such as parents exert a greater influence on children's reading achievement than the self-concept of the teacher. It was recommended that further studies be conducted to investigate these implications.

Thesis (Ed. D.)--Lehigh University, 2000. / Includes vita. Includes bibliographical references.

Thesis (B. Psyc. Sci.(Hons.))--University of Queensland, 2002. / Includes bibliographical references.

Thesis (M.Ed.)--York University, 2007. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 111-116). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR38819

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