Digitized by Kansas Correctional Industries

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The purpose of this study was to determine if instructing secondary learning disabled students in how to use semantic maps and requiring the students to use semantic maps to study a passage would affect the recall of the passage after a 24 hour delay. An attempt was also made to determine if using a sequential list of the main points of the passage would affect delayed recall in the same positive way as did the use of the semantic maps. Four secondary learning disabled students who evidenced difficulty in recalling prose material after a 24 hour delay were selected for this study.A multiple baseline design across subjects using a multiple probe technique was used in this study. During baseline, students read a prose passage and were told to study it as they usually studied for a test since they would be asked questions about the passage the following day. Twenty-four hours later students were read 10 short-answer questions and their answers were recorded. Each student was in turn trained to use a semantic map to study a prose passage after reading it. When students exhibited Proficiency in using the semantic maps, daily assessments ofrecall were again made. Results showed that each of the four students recalled substantially more items when using the semantic map than during baseline.A changing elements design was then used to determine if using a sequential list of the main items from the passage would result in the same high recall scores which resulted from using the semantic maps. The results from this part of the study were inconclusive.It was concluded that training in the use of semantic maps and the requirement that a semantic map be used for study, resulted in increased recall for the secondary leaning disabled students in this study. The question of whether some other organizational format would be as effective as the use of the map needs further investigation.

Thesis (M.A.)--Marshall University, 2003. / Title from document title page. Document formatted into pages; contains vi, 24 p. Includes bibliographical references (p. 19-21).

This study explored the metacognitive awareness of reading strategies used among F.3 English as a Second Language (ESL) students enrolled in a band 1 secondary school in Hong Kong. Usage as well as strategic knowledge of reading strategies of high and low English proficiency students were compared quantitatively and qualitatively. In the quantitative portion of the study, 37 students responded to the Metacognitive Awareness of Reading Strategies Inventory (MARSI), which is designed to assess matacognitive awareness and perceived usage of reading strategies of adolescent and adult ESL readers when they read school-related materials. In the qualitative portion of the study, four participants (2 female and 2 male) from the high proficiency group and four participants (2 female and 2 male) from the low proficiency group participated in a semi-structured interview, which aimed to elicit their strategic knowledge in reading English. Results revealed that Hong Kong ESL students on the whole used a wide range of reading strategies. High-proficiency ESL students were more able to verbalize the strategic knowledge and strategic resources available to them. They showed better understanding on planning for reading, monitoring their comprehension and tackling reading difficulties. In contrast, the low-proficiency group showed limited strategic knowledge on why and how to employ the reading strategies. Moreover, their utilization of reading strategies seemed to be confined to their limited lexical and vocabulary knowledge in ESL reading. Based on the findings, some practical implications for ESL reading-strategy instruction are drawn. Limitations of this study and recommendations for further research were discussed. / published_or_final_version / Linguistics / Master / Master of Arts

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The study concerned the identification of administrative practices relative to secondary reading programs in selected comprehensive high schools in Indiana and the status of certain aspects of secondary reading programs. The overall educational plan for the instruction of reading in selected high schools and administrative procedures to implement the plan were also studied.The review of related literature and research revealed a paucity of studies relative to secondary reading programs and management. The general message taken from the review of literature emphasized the need for active administrative leadership and involvement in the many phases of developing and managing secondary reading programs.Five purposes were developed consistent with the statement of the problem. The purposes were: (1) to identify the activities of the superintendent of schools or appropriate central office staff person in the management and development of secondary reading programs, (2) to ascertain the role of the high school principal in the various phases of managing and assisting the development of the secondary reading program, (3) to collect data relative to certain elements of the status of the secondary reading program in selected Indiana schools and to identify the activities of the high school reading person in the development and implementation of the reading program, (4) to ascertain positive or negative factors relative to the extension and improvement of the high school reading program, and (5) to identify the academic and experiential background of the high school principal and reading person in selected schools.The population for the study was taken from school corporations with a student enrollment of over 7,500. Superintendents of the selected schools were invited to participate in the research and seven of 30 superintendents accepted. The final population sample involved seven school corporations containing 28 high schools. Findings were drawn from collected data and expressed in percentages. Findings were:1. The superintendent of schools in selected Indiana school corporations participates little in facilities planning, program planning, and evaluation relative to secondary reading programs.2. Communication relative to the status and effectiveness of the secondary reading program to the school board and superintendent was limited.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1971. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 48-54).

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1972. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Consultant). Includes bibliographical references (p. 75-77).

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1969. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (31-33 p.).