Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: Diane Pedrotty Bryant. Vita. Includes bibliographical references.

Thesis (Ed.D.)--Georgia Southern University, 2005. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 250-270) and appendices.

Thesis (Ed.D.)--Georgia Southern University, 2006. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 165-180) and appendices.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Alba A. Ortiz. Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Canterbury, 2007. / Typescript (photocopy). "March 2007." Includes bibliographical references (leaves 216-233). Also available via the World Wide Web.

Thesis (Ed.D.)--Duquesne University, 2006. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 138-157) and index.

Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 151-155). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (doctoral)--La Salle University, 2005. / ProQuest dissertations and theses ; AAT 3227733. Includes bibliographical references (leaves 49-65)

Die kwaliteit van die ouer-kindverhouding het 'n kardinale invloed op die emosionele, sosiale, kognitiewe en konatiewe ontwikkeling van die kind. In hierdie studie is die interaksies tussen die ouer en kind tydens die toepassing van die saamleestegniek bestudeer om te bepaal wat die invloed van die saamleestegniek op die verhouding tussen die ouer en die kind met leesprobeme is. Die studie is vanuit 'n kwalitatiewe benadering voltrek om insig te verkry in die spesifieke aspekte van die saamleestegniek wat die ouer-kindverhouding kan beinvloed. Die moontlikheid word verder ondersoek dat die ouer aspekte vanuit die saamleestegniek kan veralgemeen en daagliks in die ouer-kindverhouding kan toepas om sodoende die verhouding te verbeter. Die finale gevolgtrekking is dat die ouer 'n sleutel-rol vervul tydens die toepassing van die saamleestegniek. Indien die ouer die riglyne van die tegniek kan toepas, sal die verhouding tussen die ouer en die kind met leesprobleme verbeter. / The quality of the parent-child relationship plays an essential role in the sosio­-emotional development of the child. The interaction between parent and child is researched within the context of paired reading, to ascertain whether paired reading influences the relationship between the parent and the child with reading problems. This study is qualitative and gains insight into the unique experiences of the parents and children during paired reading. The researcher aims to identify specific aspects of paired reading that could influence the parent-child relationship. The possibility that certain educational aspects from paired reading can be applied to daily parent-child interaction to improve the relationship, is also researched. The final conclusion is that the parent performs a key role in the application of paired reading: If the parent adheres accurately to the guidelines of the technique, the relationship between the parent and the child with a reading disability will improve. / Psychology of Education / M. Ed. (Voorligting)

The current study explored the relationship between middle frontal gyrus (MFG) volume and working memory in children with Attention-Deficit/Hyperactivity Disorder (ADHD) and dyslexia (RD). it was hypothesized that there would be group differences in middle frontal gyrus volume and working memory performance, and that there would be a relationship between middle frontal gyrus volume and working memory performance. Results indicated that there was a trend of smaller left hemisphere middle frontal gyrus volumes in the RD groups compared to the non-RD groups. In addition, when total brain volume, Passage Comprehension and Attention Problems were included as covariates, Sequences, a verbal working memory task, significantly predicted left MFG volume. Finally, when exploratory analyses were conducted, Passage Comprehension significantly predicted both left and right MFG volumes when both Reading Fluency and Letter Word Identification were also included in the model as predictors. Little research has been conducted on the relationship between MFG volumes and RD and ADHD groups. Significant findings and trends reported here related to RD groups and reading-related tasks indicate that further research exploring the relationship between complex working memory tasks like Passage Comprehension and MFG volumes is warranted.