Thesis (PH.D.)--Syracuse University, 2003. / "Publication number AAT 3113257."

Thesis--University of Wisconsin--Madison. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 112-120).

Thesis (Ed. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 3, 2006. Dissertation Committee: Dent Rhodes (chair), Susan Davis Lenski, Fred A. Taylor, Terry Underwood. Includes bibliographical references (leaves 132-140) and abstract. Also available in print.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1970. / 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. 79-86).

Thesis (Ed.D.)--Duquesne University, 2006. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p.101-107) and index.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

No description available.

The purpose of this study was to analyze the differences in mean scores of two groups of preservice teachers on an achievement test covering the content of three reading methods modules when the mastery level for passing individual modules was different for each group. The three modules included in the study were Word Recognition, Comprehension, and Study Skills. The mastery level required for passing individual modules was 80 percent for one group and 90 percent for the other group.Two instructors taught four classes of a beginning reading methods course at Ball State University (69 subjects). During one quarter, one instructor taught a class where the criterion for passing individual modules was set at 80 percent correct; for the other instructor the criterion was 90 percent. During a second quarter this was reversed.An achievement test covering knowledge of the content of the modules and the Nelson-Denny Reading Test were the pretests. Following completion of the three modules each student.was posttested with the achievement test. Success in the course included passing the three modules and also demonstrating skill teaching, planning and teaching a directed reading lesson, and a final examination. Student grades earned in the course were examined along with mastery level grouping and with pre and post test scores. Number of attempts and scores for each attempt were reported for module tests.Multivariate analysis of covariance tested the hypothesis of no differences between mean scores of each mastery level group on each subtest (50 items for each of the three modules). The differences were not found to be statistically significant. Students who had been required to achieve 90 percent correct on individual module tests did not perform better on an achievement test covering the content of these modules than did students who had been required to achieve 80 percent. This finding might suggest that the lower mastery score (80 percent) for passing individual modules may be sufficient. More attempts to pass modules were needed by the 90 percent group. Time then became a function of required mastery level. The lower mastery level permitted students to move through the first three modules more rapidly without significantly reducing the knowledge of the content.A greater percentage of students in the 80 percent mastery group passed individual modules on the first attempt than in the 90 percent group. More students who earned "A"in the course were found from the mid to upper range on the reading test, pretest, and posttest. However, some "A" students were found in the lower half, and some "B" students were found at almost every point.This study assessed a small sample of preservice teachers at a single midwestern university. Assessment was made in terms of knowledge of the content of three reading modules. No conclusions should be drawn regarding transfer of such knowledge to a real teaching situation. Further study should be done with a larger sample before drawing conclusions regarding the optimum mastery level for knowledge of the content of reading modules. An attempt should be made to test the relationship of knowledge of content to planning and implementing reading instruction for children. A way should be sought to allow all students the time to ensure a high level performance at every point of instruction in a reading methods course.5

The purpose of the study was to compare perceived judgments of building principals and reading teachers relative to identified facets of reading program organization and operation. Response data were received from 216 principals and 134 reading personnel. The chi-square statistic was used to compare reported perceptions of principals and reading personnel. The .01 level was used to indicate the attainment of statistical significance.Findings1. No statistically significant differences were found to exist between reported perceptions of principals and reading personnel relative to cruciality of seventeen of twenty statements.2. A statistically significant difference was found to exist between reported perceptions of principals and reading personnel relative to the cruciality of three statements.3. No statistically significant differences were found to exist between reported perceptions of principals and reading personnel relative to occurrence for one of twenty statements.4. A statistically significant difference was found to exist between reported perceptions of principals and reading personnel relative to occurrence for nineteen of the occurrence statements.5. Sixty percent or more of participating principals and reading personnel perceived all twenty items to be of "moderate" or "great" cruciality.6. Sixty percent or more of participating principals and reading personnel perceived seven items to be of "moderate" or "great" occurrence.7. Nine items were identified by 60 percent or more of participating principals as being of "moderate" or "great" occurrence.8. Fifty percent or more of reading personnel reported "no" or a "limited" degree of occurrence for nine of the twenty statements. Fifty percent of participating principals reported occurrence to be a "moderate" or "great" degree for each of the same nine items.Conclusions1. Administrative support is essential to the success of building level reading programs.2. Administrators should have a knowledge, understanding, and appreciation of the elements of an effective reading program.3. Planned and regularly offered in-service programs for experienced staff and administrators relative to reading programs is essential.4. Administrators should delegate distracting tasks.5. Principals, teachers, and reading personnel need to improve communication.6. Principals need to survey staff at periodic intervals to provide for a school-wide evaluation of the reading program.

Review of literature revealed: (1) teachers are a most vital factor in reading instruction, (2) teachers evince weakness in a variety of competencies necessary to effective reading instruction, (3) inadequacies are often traced to the courses included in teacher preparation, (4) meager efforts have been made to evaluate methods courses due to inadequacies in existing instrumentation, and (5) construction of pilot instruments based on situational tasks measuring teacher competence in solving problems related to reading instruction have been undertaken.This study sought to apply existing instrumentation to the measurement of the effectiveness of certain reading methods courses in development of selected teacher competencies.