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Reading instruction as defined by "successful" teachers and their first grade students within an early intervention program /Handerhan, Eleanor Casagrande January 1990 (has links)
No description available.
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An evaluation of the effectiveness of the remedial mathematics program at the Ohio State University /Zwick, Earl J. January 1964 (has links)
No description available.
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The evaluation of motivation and the effectiveness of modified instruction to promote motivation within remedial education students /Scott, William Wayne January 1971 (has links)
No description available.
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Consonant production in integrated hearing impaired primary children evaluation of training /Tso, Amy. January 1990 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 83-91). Also available in print.
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The effectiveness of certain remedial procedures as they influence reading performance and personality adjustmentWest, William Earl. January 1947 (has links)
LD2668 .T4 1947 W4 / Master of Science
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The effect of three-strategy remedial teaching for word recognition, comprehension, and fluency of a post primary reader with reading difficultyThring, Shelley Marion. 10 April 2008 (has links)
A single-case research design was used to test the effectiveness of combining three
instructional strategies to improve the word recognition, reading comprehension, and
reading fluency of one post-primary child with a history of reading difficulty. The
strategies selected, phonological decoding, metacognitive thinking, and rehearsal were
shown throughout the literature to be effective on their own and in various combinations
for supporting children with reading difficulty. The ten-year old female subject was given
instruction in using these strategies in an intensive 1 : 1 setting. The subject met with a
Research Assistant for three, 1-1 54 hour sessions each week over a ten week period.
Prior to collecting baseline data, pre-testing was conducted using standardized
instruments, the Wechsler Individual Achievement Test 11 (2002) and the Slosson Oral
Reading Test (1 963) and a non-standardized instrument, the Classroom Reading
Inventory (Silvaroli, 1982). Graded word lists and passages taken from the Diagnostic
Reading Program, an inventory prepared for the Alberta Ministry of Education, Student
Evaluation Branch (1 986) were used to assess the subject's skills in word recognition,
comprehension, and fluency.
During Session #9, the intervention, a combination of phonological decoding,
metacognitive thinking, and rehearsal strategies were taught prior to testing and data
collection. At Session #15, the intervention was applied to comprehension. Although data
was collected for fluency scores throughout the study, the intervention was not directly
applied to this variable. Post testing revealed the subject's word recognition and
comprehension skills improved after the intervention was introduced, demonstrated by
the generally positive trend on the multiple baseline whereas fluency scores actually
dropped as she slowed her reading down to use the strategies for decoding unknown
words. The quantitative data collected during post-testing with the WIAT I1 indicates an
increase in percentile and age level scores that the subject's scores in word recognition
(13%, 1 year), comprehension (57%, 4.4 years), and pseudoword decoding (lo%, 1 year)
and scores on the SORT demonstrate a grade level equivalent growth of 1.2 years.
Qualitative data in form of daily field notes by the Research Assistant signifl an
overall positive change in the subject's view of herself as a reader. The strategies gave
her more confidence, she abandoned her key strategy of guessing in favor of
metacognitive thinking and decoding strategies, and focused on meaning, all of which
contributed to higher post-testing scores for word recognition and in particular,
comprehension as well as generally positive trends in baselines. After the study was
completed, the subject was observed by her classroom teacher to have improved her
performance and participation in the reading program and most significantly, was
presenting a more positive and enthusiastic attitude toward reading.
It is acknowledged by the researcher that although provision of intensive 1 : 1
instruction in the use of reading strategies is not always feasible for schools attempting to
provide quality instruction and programming for students with a wide range of abilities,
these strategies, when applied, can significantly improve the word recognition and
reading comprehension skills of a post-primary student with a history of reading
dificulty although they caused a reduction in reading fluency scores.
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A study of the syntactic and semantic performance of good and poor second grade readers on an oral cloze testSchrenker, Cecilia Elaine 03 June 2011 (has links)
The purpose of this study was to determine whether good and poor second grade readers differed in their abilities to respond orally with words which were syntactically correct and were semantically equivalent while reading aloud a fifty item oral cloze test. An extreme range in variance on the dependent measure of semantic equivalence prohibited the planned multivariate analysis of the two dependent measures of syntactic correctness and semantic equivalence. A nonorthogonal univariate analysis of variance was conducted on the dependent measure of syntactic correctness, with intelligence and sex controlled.The subjects for the study were second grade students randomly selected from six middle class elementary schools in a middle size midwestern city. Only students who fit the criteria of a second grade reader and a user of language, employed in this study, formed the population from which the sample was selected. In order to control for the effects of sex, four groups of subjects were used -- twenty male good readers; twenty female good readers; twenty male poor readers; and eighteen female poor readers. Level of reading achievement was based on the subject's score on the reading subtest of the Metropolitan Achievement Tests: Reading Tests, Primary II, Form F. Intelligence was controlled in the statistical analysis through use of the stanine scores of the subjects on the Otis-Lennon Mental Ability Test, Elementary I Level, Form J.The subjects were administered a fifty item cloze test, constructed and piloted by the researcher. Subjects read the cloze test aloud and supplied responses for the deleted items, which were recorded on answer sheets. A trained judge scored the responses. The criterion for syntactic correctness was as follows: A response was considered to be syntactically correct if it belonged to the same grammatical class as the deleted word. The criterion for semantic equivalence was as follows: A response was considered to be semantically equivalent if, when substituted for the deleted word, it did not alter the meaning of the passage up to the point of the deletion and the meaning of the sentence in which it occurred.The three independent variables in the study were intelligence with two levels (high and average), sex with two levels (male and female), and reading achievement with two levels (good and poor.) Intelligence and sex were used as controlling factors. The two dependent measures were syntactic correctness and semantic equivalence. However, the extreme variability within the dependent measure of semantic equivalence prohibited statistical analysis.A nonorthogonal univariate analysis of variance was conducted on the dependent measure of syntactic correctness, with intelligence and sex controlled. The null hypothesis was rejected (F=13.195, with 1 and 70 degrees of freedom p < .0001). Good second grade readers did have significantly higher syntactic correctness scores on the oral cloze test than poor second grade readers. While the difference between the marginal means for good and poor second grade readers was small, it was statistically significant. Although the dependent measure of semantic equivalence was not analyzed, the within-cell correlation between syntactic correctness and semantic equivalence was high (.794).The finding of the study was interpreted to mean that good second grade readers appeared to be more aware of and more able to use the syntactical constraints of the printed text to supply missing words. It was concluded that poor readers may need to be specifically taught to use the syntactical constraints of the printed text, rather than expecting this ability to develop naturally.
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What does it mean to be a learning support teacher? : a life-history investigation of ten learning support teachers in the east-coast of Ireland.Day, Therese. January 2002 (has links)
Thesis (EdD)--Open University.
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Response to varying amounts of time in reading intervention for students demonstrating insufficient response to interventionWanzek, Jeanne Ann 28 August 2008 (has links)
Not available / text
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Alleviation of behavioral problems in emotionally disturbed children through remedial reading techniquesWaldron, Jane Fiegel, 1931- January 1971 (has links)
No description available.
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