Thesis (M. A.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 121-126). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M.Ed.)--Bowling Green State University, 2010. / Document formatted into pages; contains vi, 85 p. ; ill. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 88-92).

Thesis (Ph.D.)--Ohio University, November, 2006. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 151-157). Also available for download via the World Wide Web; free to University of Oregon users.

Reading is a complex, communicative, integrative and interactive act and one of the most important s kills any learner has to acquire in the formal learning situation. It forms a primary basis for learning. Timeous identification of possible reading difficulties, with the emphasis on enhancing effective initial instruction rather than on providing learning support later, implies that the reading assessment of learners in the Foundation Phase should be regarded as an intrinsic part of the early instruction of reading. Since no formal, locally developed English reading instrument exists for all South African learners in the Foundation Phase, the aim of the research was to develop diagnostic English reading materials for the heterogeneous population of South African learners in Grades 1 to 3 in English schools, to be used by the regular class teacher. In order to design appropriate reading assessment materials, a literature survey was conducted on the latest developments in the theory of reading assessment and test construction. Theory was integrated with praxis and practice, using case studies to illustrate views adopted, resulting in syntheses for the requirements and criteria for the design of the diagnostic reading materials. Two comparable sets of materials in the multiple-choice question format and a user's manual were developed, starting with the recognition of initial letters in words and progressing to complex paragraph reading, with the emphasis always on comprehension. A pilot study was conducted, items were refined and scrutinised by a panel of experts and the materials were experimentally administered to 726 learners at four schools. The responses were coded, the data were captured and statistically computated, and an item analysis and selection, as well as a frequency distribution analysis of errors per error type were conducted. Conclusions were drawn from the findings. <-p> The reading assessment materials were concluded to be practical, valid and reliable. In final form, the materials held the promise of valuable contributions to the understanding of reading development and reading difficulties. Final recommendations were made concerning the final design and the adminis¬tration and use of the materials. / Thesis (PhD (Educational Psychology))--University of Pretoria, 2007. / Orthopaedic Surgery / unrestricted

Reading Recovery is a relatively new program in California as it was only introduced in 1991-1992 school year. Its growth in the last four years has been gratifying, but still there are many who do not know what Reading Recovery is and how it is different from the other programs that have been used to help children who are at risk. By design, Reading Recovery fits into an educational system and is meant to be something that children get in addition to their classroom learning. Each player in the educational system can contribute a part in the success of this program. For this reason, this media project was created.

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Ho Fuk-chuen. / Questionnaires in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 103-110). / Chapter 1 --- INTRODUCTION --- p.1 / Background --- p.1 / Context of Study Problem --- p.2 / Purpose of Study --- p.5 / Significance of Study --- p.5 / Chapter 2 --- REVIEW OF LITERATURE --- p.7 / Component Processes of Reading --- p.7 / Decoding --- p.7 / Literal Comprehension --- p.8 / Inferential Comprehension --- p.11 / Comprehension Monitoring --- p.16 / Differences between Good and Poor Readers in Reading Process --- p.20 / Decoding --- p.20 / Literal Comprehension --- p.23 / Inferential Comprehension --- p.25 / Comprehension Monitoring --- p.28 / Training Methods for Enhancing Reading Comprehension --- p.30 / Review of Various Reading Programmes --- p.32 / Cooperative Learning --- p.43 / Proposed Reading Model --- p.49 / Chapter 3 --- METHODOLOGY --- p.52 / An Exploratory Study --- p.52 / Subjects --- p.55 / Passages --- p.56 / Treatments --- p.58 / Measures --- p.60 / Procedure --- p.64 / Design --- p.65 / Chapter 4 --- RESULTS --- p.67 / Age --- p.67 / Attainment Test --- p.68 / Pretest --- p.68 / Posttest --- p.70 / Passage Effects --- p.74 / Chapter 5 --- DISCUSSION --- p.75 / The Proposed Reading Model --- p.75 / Direct Instruction --- p.80 / Cooperative Learning with Direct Instruction --- p.82 / Traditional Method --- p.89 / Passages Effects --- p.91 / Chapter 6 --- "RECOMMENDATIONS, LIMITAIONS AND CONCLUSIONS" --- p.92 / Recommendations --- p.92 / The Proposed Reading Model --- p.92 / Direct Instruction --- p.95 / Cooperative Learning with Direct Instruction --- p.95 / Traditional Method --- p.98 / Passages Effects --- p.100 / Limitations --- p.100 / Conclusions --- p.102 / REFERENCES --- p.103 / APPENDICES