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The problem of this study was to determine some relations between changes in reading skills and changes in certain selected aspects of self-concept accompanying a remedial-reading program for elementary school boys with low reading ability and reasonably normal intelligence.

This study examined the effect on reading performance of a controversial treatment for a dysfunction of visual perception known as Scotopic sensitivity/lrlen Syndrome. The treatment, referred to as spectral modification, involved the use of colored transparent overlays for reading by four elementary school children in their actual school environments. The diagnostic, prescriptive and remediation procedures used in this study were originally developed by Helen Irlen, a California psychologist and researcher. Irlen conceptualized Scotopic Sensitivity Syndrome as a difficulty in visual processing of the printed page when perceived through full spectrum light. Spectral modification techniques were considered controversial in that they were employed prior to scientific validation of the syndrome. Previous research used pre-test/post-test experimental designs to test the effect of spectral modification on reading performance. The research problem addressed here was that the technique had not been systematically examined over time in the school setting, and from the practitioner's point of view. Sample selection involved pre-screening and screening phases. The pre-screening procedures of teacher recommendation and file review resulted in a pool of 26 children who were screened with the Irlen Differential Perceptual Interview Survey. Four subjects were selected who were in separate school settings, who demonstrated Irlen Syndrome to a significant extent, and whose profiles did not present variables which would compromise their participation. These four underwent comprehensive vision evaluations as a preliminary assessment procedure. A four-strand single-subject experimental design was used to generate data on subjects' rate and accuracy of oral reading, and comprehension of silent reading. Performance changes during experimental reading trials varied between the four, although three subjects exhibited positive performance change on one indicator. A supporting procedure was that subjects were pre and post-tested on the three performance indicators. Post-test results corroborated the changes demonstrated by three subjects Interview formats were employed to obtain qualitative data from teachers, parents, and the subjects themselves. Recommendations for practitioners intending to implement spectral modification techniques were generated from this data.

This study is an attempt to show the extent of and the probable causes for reading difficulties, to give remedial procedure, and to record results for twenty second-grade pupils of the Elementary School, Plano, Texas. An intensive study of the twenty children was made with emphasis upon the improvement of reading ability. This study deals primarily with the investigate of factors in the creation of reading disabilities.

The purpose of this study is to determine the effect of a teaching technique which involves grouping of students on their ability in reading for the improvement of reading in the school.

Thirty-six randomly selected and assigned, ninth grade, high school students participated in this study which was designed to examine the Impact of a summarization strategy on the comprehension performance of average readers under varied text pattern conditions. The strategy consisted of two phases. Phase I, called BACCA, included the processing steps of brainstorming, accuracy check and arrangement, completing, correcting, and adding. Phase II, DIGC, included the rules of deletion, invention, generalization, and combining to construct the summary. While the treatment group received Instruction with the summarization strategy, a control group received Instruction in question answering but no direct Instruction in summary writing. Results from a two-way analysis of variance conducted on comprehension performance indicated that a significant difference existed between the two treatment groups with regard to total comprehension scores. Differential performance was revealed for the selected text patterns. Performances on chronological and compare contrast passages were not significantly different between the treatment and control, while on the cause-effect passage, a significant difference was revealed In favor of the summarization group. For the naturally occurring text there was a significant interaction effect for treatment by time. Qualitative analysis revealed a difference in the quality of written summaries with regard to the number of main ideas, details produced, accuracy in reporting the content of the passage, and completeness of the writings favoring the treatment group. Finally, an attitude survey reflected positive opinions by the participants toward both conditions. / Ed. D.

The objective of this research was to determine if students who are enrolled in intensive reading intervention classes due to limited reading and comprehension skill, experience greater alienation than students not enrolled in these classes. Ninth and tenth grade students from March Valley School, a small alternative high school in Moreno Valley, CA participated in this study.

The purpose of this research paper is to investigate how dyslexia is currently being defined and debated by both the academic and scientific communities. Additionally, this thesis analyzes how dyslexia is presently being dealt with in the classroom and how this disability is represented in children's literature.

published_or_final_version / Education / Master / Master of Education

A comparison of contingent word and phonics drilling exercises on oral reading errors was made and the effects of a work skipping contingency on reading comprehension were examined. Five learning disabled elementary school children served as subjects. Reading comprehension increased from 30 to 50% over baseline, while subjects progressed an average of two years through a reading series. Subjects responded differentially to the two drills on oral reading errors, but the combined effects of the drills produced a 50% average reduction in errors. Pre- and post-tests of reading achievement showed increases in reading grade levels ranging from .8 to 1.5 years during the 10 week, 30 session study. Results supported the efficacy of a behavioral approach to reading remediation.