Originally presented as the author's thesis (Ph. D., Columbia). / Bibliography: p. 87-96.

Thesis (Ph. D.)--University of Wisconsin, 1967. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Summaries in English and Afrikaans / Leesmotivering is van uiterste belang vir toekomstige akademiese sukses. Tog toon heelwat skoolleerlinge 'n geleidelike onwilligheid om te lees soos die jare vorder, met stygende skoolverlating tot gevolg. Een van die moontlike redes hiervoor is reeds in die skrywer se vorige navorsing uitgewys, naamlik, onderontwikkelde leervaardighede as gevolg van morfofonologiese bewustheidstekortkominge. Morfofonologiese bewustheid is leerlingbesef van die klankeenhede van gesproke woorde wat nodig is vir die vloeiende dekodering en begrip van woorde van die geskrewe teks. Leerlinge, geidentifiseer in die vorige studie as potensiele swak lesers, het 'n morfofonologiese bewustheidstekort getoon. Om hierdie skoliere by te staan, is 'n morfofonologiese bewustheidsopleidingsprogram (MSO) deur die navorser opgestel wat vir amper 'n jaar tegelykertyd met die konvensionele leesonderrigmetodes deur die leerkrag geimplementeer is. Daaropvolgende leesresultate het sonder twyfel die kwintessensiele rol van morfofonologiese bewustheid vir leesvaardigheidontwikkeling bevestig, en het verder die rehabiliterende gevolge van die MBO-program vir risiko lesers openbaar. Of hierdle gevofge buite die lmplementeringstydperk kon funksioneer en toekomstige lees kon motiveer, was nog onbekend. Ole doelstelling van die huidige ondersoek was om die vroee bevindinge te verleng deur die langtermyneffekte van die MBO-program op leesvaardighede en motivering oor 'n tydperk van drie jaar na te vors. In die natuurlike klaskameromgewing het die studie op die oorspronklike steekproeflede gefokus wat voorheen vir die eksperimentele en kontrole groep op regverdige wyse geselekteer is. Motiveringsverskynsels is in terme van attribusie teorie, spesifiek, en sosiaal-kognitiewe teorie, oor die algemeen, bespreek. Gestandaardiseerde, projektiewe, waarnemings - en onderhoudsmetodes het openbaar dat, in vergelyking met die kontrole groeplede, eksperimentele leerlinge meer leesmotivering getoon het. Ander konstruktiewe langtermyneffekte van die MBO-program is opgemerk: vir akademiese prestasie, spelling, woordeskat, persoonlikheid, attribusies, emosies, leerling-leerkrag en leerling-ouer interpersoonlike verhoudings wat die motiverende effekte blyk te konsolideer. Daar word beweer dat leesmotivering minstens twee vereistes benodig, naamlik, vroee identifikasie van probleemlesers en vroee implementering van die leerkragvriendelike MBO-program. / Reading motivation is of paramount importance for future academic success. Yet numerous school pupils display gradual reluctance to read in advancing years, the outcomes of which compound drop-out rates. One of the possible reasons for this was already identifioo in the earlier research of the writer, namely, underdeveloped reading skills as a result of morphophonological awareness deficits. Morphophonological awareness is pupil consciousness of the sound units of spoken words whlch are vital to fluently decode and understand the sound elements of written text. Pupils Identified in the previous study as potential at-risk readers capable of later reading difficulties indicated a lack of morphophonological awareness. To assist these pupils, a morpho phonological awareness training (MAT) programme was constructed by the researcher and implemented by the class teacher for almost a year in tandem with the conventional reading instructional methods. Subsequent reading results unequivocally confirmed the quintessential role of morphophonological awareness for reading skill development, and moreover revealed the rehabilitating effects of the MAT programme for at-risk readers. However, it was not known at that time whether these effects could extend beyond the period of application and mollvate future reading. The aim of this current investigation was to extend the earlier findings by exploring the long-term effects ofthe MAT programme on reading skills and motivation ov·er a period of three years. In the naturalistic classroom setting, the study focused on the original sample members previously randomly assigr.ed to experimental and control groups. Motivational phenomena are discussed in terms of attribution theory, in particular, and social-cognitive theory. in general. Standardized, projective, observational and interview methods revealed that, relative to control group rnambers, experimentals exhibited more motivation to read. Other constructive long-term effects of the MAT programme were noted for general academic achievement, spelling, vocabulary, personality. attributions. emotions, pupil-teacher and pupil-parent interpersonal relationships which appear to consolidate the motivational effects. It Is concluded that reading motivation requires at least two conditions to be met, namely, early identification of problem readers and early implementati9n of the teacher-friendly MAT programme. / Psychology / D. Litt. et Phil. (Psychology)

The purpose of the study was to examine the use of a prediction technique during the reading of short stories with surprise endings. Investigated were the effects of instructional setting and content familiarity upon interest, overall reading comprehension, literal comprehension, and inferential comprehension. Verbal predictions and supportive evidence generated at the midpoint and prior the story climax was also examined. The subjects, 54 Chapter I remedial readers in a metropolitan school district in Tucson, Arizona, were randomly assigned to experimental or control groups. The study spanned three days. During this time, the students in the individualized treatment read three stories--one of familiar content, one of neutral content, and one of unfamiliar content. Each subject in this treatment generated hypotheses and support for predictions at both the story midpoint and climax. After each story, individual students completed an interest questionnaire and a comprehension assessment. Those in the group treatment followed the same procedure, with predictions and supportive evidence shared in a small group setting of three. Those in the control group read without predicting. The data analysis yielded these findings: (1) Overall comprehension and literal comprehension were not affected by the prediction treatment or story familiarity. (2) The control group surpassed the interest group on the number of inferential questions answered correctly; both the control group and the group prediction treatment subjects performed better than the individualized prediction treatment subjects on the inferential comprehension items. (3) Both the familiar and the neutral selection were more interesting to the students than the unfamiliar selection. (4) Interest scores for the control, familiar group were substantially higher than those for the group familiar treatment, the group, unfamiliar treatment, and the control, unfamiliar treatment. (5) A relationship did not exist between the interest scores and the total comprehension scores of the three stories. (6) Most predictions at the midpoint and prior to the story climax were inaccurate. (7) Predictions, though diverse, could be categorized into approximately 14 groups at the midpoint and 14 groups at the climax. (8) Most predictions were supported either with textual information or scriptal evidence; seldom were script and text ideas combined.

This item was digitized by the Internet Archive. Thesis (Ed.D.)--Boston University / https://archive.org/details/programsforsocia00tild_0

College requires students to read strategically in order to be academically successful (Caverly, Nicholson, & Radcliffe, 2004). Strategic readers utilize a variety of strategies, including metacognitive reading strategies (Mokhtari & Reichard, 2002; Pressley & Afflerbach, 1995). However, not all students use the same strategies when reading academic text. The purpose of this study was to explore whether students enrolled in a developmental reading course report using different metacognitive reading strategies than students who are enrolled in a college-level English course. The Metacognitive Awareness of Reading Strategies Inventory (Mokhatari & Reichard, 2002) was administered to 423 students at a community college in the southeastern United States. The results of the Tests of Between-Subjects Effects indicated that the main effect for group membership was not significant. The results of the Tests of Within-Subjects Effects indicated that problem solving was reportedly used relatively equally by the two groups, but global and support reading strategies were used less by the English group,with the interaction effect even stronger for support strategies. The implications of this study on teaching and further research were also explored. / by Sophia Munro. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

陈启山. / Thesis (doctoral)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (p. 116-129). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Chen Qishan.

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.

This study investigated whether or not the use of specific task motivational instructions, delivered without hypnotic induction, would improve the reading performance of elementary school students reading on a remedial level. The task motivational instructions consisted of two components: fantasy trips and suggestions designed to improve the subject's self-confidence and increase his/her reading performance. Twenty-one students who read on a remedial level, grades two to six, were assigned randomly to one of three experimental groups: Group I (Relaxation plus Task Motivational Instructions), Group II (Task Motivational Instructions only) and Group III (Control). Subjects were seen for one baseline session and six experimental sessions. During baseline and each experimental session, three measures of reading performance (reading comprehension, reading speed, and word recognition) were obtained. A portable EMG system was used to record the forehead muscle tension of each subject. During experimental sessions, Group I received both relaxation training and specific task motivational instructions designed to improve reading performance. Group II received the same specific task motivational instructions, but without the relaxation. Although Group III received neither relaxation training nor task motivational instruction, the subjects in Group III were tested weekly on the three reading measures. The results of the study were as follows: (1) Subjects receiving both relaxation training and task motivational instructions showed (1) a significant increase in reading comprehension scores, (2) a significant increase in the number of words read per second, and (3) no significant increase in word recognition scores. (2) Subjects receiving only task motivational instructions showed (1) a significant increase in reading comprehension scores, (2) a significant increase in the number of words read per second, and (3) no significant increase in word recognition scores. (3) Subjects receiving neither of the experimental treatments showed (1) no significant increase in reading comprehension scores, (2) no significant increase in the number of words read per second, and (3) no significant increase in word recognition scores. (4) Data for all subjects participating in the study showed a significant increase in forehead EMG scores following reading. The results of this study support these conclusions. First, the treatment used resulted in significant increases in reading comprehension and the number of words read per second. Second, children appear to enjoy the treatment activities involving the fantasy trips and the motivational instructions. Third, children do not seem to enjoy the relaxation training method used. Fourth, children who have difficulty reading show greater forehead muscle tension following reading. Fifth, an EMG recording of forehead muscle tension does not appear to be a satisfactory method to measure relaxation in elementary school children. In summary, the results of this study indicate that elementary school children who read on a remedial level appear to increase their reading performance faster when remediation includes task motivational instructions.

No description available.