Issued also as Thesis (Ph. D.)--Columbia University. / Bibliography: p. 123-127.

Thesis (Ph. D.)--Ohio State University, 2004. / Document formatted into pages; contains 275 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2005 July 12.

Thesis (D.A.)--Illinois State University, 1986. / Title from title page screen, viewed July 12, 2005. Dissertation Committee: Ronald J. Fortune (chair), Janice G. Neuleib, Maurice A. Scharton, Janet M. Youga, Fay F. Bowren. Includes bibliographical references (leaves 99-108) and abstract. Also available in print.

Thesis (M.S.)--University of Wisconsin--Madison, 1966. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1967. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--Northwestern university, 1923. / A study of 312 elementary school' readers published since 1860 for the purpose of determining what has been the trend of their typography. cf. p. 25. Bibliography: p. 62-63.

Thesis (M.Psych(ClinNeuro&ClinPsych)) - University of Queensland, 2004. / Includes bibliography.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 158-160).

This study investigated the relationship between living in a foster home and reading achievement among high school students. It involved 71 subjects living in foster and non-foster homes. Nineteen schools in Vancouver, Richmond and Surrey, British Columbia, were Included in the study. The first part of the study was concerned with the relationship between Type of Home and reading achievement, I.Q. and reading scores were obtained using the California Short-Form Test of Mental Maturity and the Reading Battery of the California Achievements Tests. Age, Sex, Grade, I.Q. and Type of Home and the interactions between Type of Home and I.Q. and between Type of Home and Sex were used as predictors in multiple regression analysis of the data obtained. The dependent variable was the grade placement of the subjects on the reading test. The results suggest that there is little relationship between Type of Home and reading achievement. However, there was a significant mean difference in I.Q. between the foster and non-foster children. The predictor variables included in the study accounted for about 75% of the variance in the dependent variable. In the second part of the study, relationship between the reading achievement of the foster children and Age of Admission to Foster Care, Length of Foster Care and the Number of Times the Children Changed Homes was investigated. The interactions between Age at First Admission and Length of Foster Care and between Socioeconomic Status of the foster parents and the Length of Stay in the Present Home were also considered. Again, multiple regressions were used to analyze the data. The results indicated that the number of times the children changed homes was more strongly related to their reading achievement than either Age at First Admission or Length of Foster Care. However, only Grade and I.Q. were found to be significantly related to the reading achievement of the children; they accounted for about 70% of the variance in the dependent variable. There were no significant interactions. It was suggested that future studies of the academic achievement of foster children should include elementary as well as high school students, both in regular and "special" classes. It was also pointed out that further research should consider not only the self-concept, school attendance and the natural home background of the foster children but also teacher expectations and the number of schools attended. Studies regarding the relationship between living in a foster home and the development of intellectual abilities were also recommended. / Arts, Faculty of / Psychology, Department of / Graduate

The purpose of this study was twofold: (1) to determine current concepts of reading comprehension deriving from experimental investigations and theoretical statements, and (2) to establish whether these concepts are represented consistently in currently available secondary professional reading textbooks, instructional materials, and published tests. An extensive search of research and non-research literature pertaining to reading comprehension was undertaken. Current knowledge regarding the nature of reading comprehension was found to derive from three principal sources: experimental investigations, verbal descriptions, and models. Experimental investigations have been of three main types: statistical analyses, studies of the specificity of comprehension, and introspective-retrospective case studies. Statistical analyses, most of which have involved factorial procedures, have been equivocal in their findings. Some indicate comprehension to be a unitary mental ability, while others reveal comprehension as a composite of several specific abilities. Studies of the specificity of comprehension show that the ability to comprehend is to a greater or lesser extent specific to the content area from which the reading material is taken. Introspective-retrospective case studies indicate that the cognitive activity associated with comprehension is characterized by ideational fluency, linguistic fluency, manipulation, variety and flexibility, and objectivity. Verbal definitions of comprehension are of two types, skills-based and cognitive-based. Skills-based definitions conceive comprehension in terms of the specific skills which it is considered a reader must possess in order to understand what he reads. These skills are usually organized hierarchically although some authorities question this organization. When critical and creative reading are discussed as separate types of high-level comprehension, they are described in terms of their associated skills. Cognitive- based definitions have produced widely-diverse explanations of comprehension in terms of the cognitive operations thought to be involved. Various definitions of comprehension have been provided by models. Included are definitions in terms of separate overt skills, hierarchical organizations of educational outcomes, external factors influencing the attainment of comprehension, cognitive operations, and psycholinguistic activity. Concepts of comprehension represented in secondary professional reading textbooks, instructional materials, and published reading tests are generally consistent. The concepts of comprehension represented in secondary professional textbooks are expressed by verbally defined skills-based hierarchies. Instructional materials and published tests generally embody concepts of comprehension represented by verbal non-hierarchical definitions. Many of the difficulties generally associated with verbal definitions of comprehension are apparent in the verbal definitions represented in current secondary professional reading textbooks, instructional materials, and published tests. The conclusion reached by this study was that a basic dichotomy exists between those concepts of comprehension expressed in terms of overt behavior and those described in terms of covert behavior. It is the failure of experimenters and theorists, to establish the relationship between the covert psychological process accounting for comprehension and the overt behaviors by which readers exhibit their understanding of what they read that is responsible for much of the current confusion surrounding comprehension. It would seem that a clearer understanding of comprehension depends on a fuller understanding of its psychological nature. This understanding would, in turn, provide needed precision and consistency in verbal definitions of comprehension. Further research into the psychological nature of comprehension is needed. This research should be coordinated into a program involving the experimental testing of hypotheses suggested by current and future models. The findings of these investigations could then provide the basis for developing materials and procedures for teaching and measuring comprehension. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate