Proefschrift Universiteit van Amsterdam. / Met lit. opg. - Met samenvatting in het Engels.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1980. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Special Education). Includes bibliographical references (p.40-43).

"Since reading is a skill of utmost importance for successful academic progress, its teaching has become a topic of major concern to all educators. The promotion of policies of many schools are based on reading achievement as measured by the teacher's informal appraisals and tests. There is a necessity of investigating the conditions present at the beginning stages of reading for there is a higher percentage of pupil failure in the first grade than in any other grade"--Introduction. / Typescript. / "June, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Elizabeth Hamlin, Professor Directing Paper. / Includes bibliographical references (leaves 35-36).

The specific teaching situation described in this paper took place in a large elementary school. The school is located in a fairly prosperous farming and tourist center on the central west coast of Florida. The enrollment of this school is composed chiefly of children who live in the town. Approximately one-fifth of the children lives in outlying areas and about one-fifth are tourists who spend from a week to almost a year in the school. The teacher referred to in this paper is the author. / "August 1949." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts in Education under Plan II." / Advisor: Robert C. Moon, Professor Directing Paper. / Includes bibliographical references (leaves 32-33).

"It is the purpose of this paper to explore the professional literature in the field of reading in order that the writer may improve her teaching techniques, thereby aiding each child to develop further his reading abilities. An effort is made to investigate (1) the factors contributing to poor reading ability, (2) the means a classroom teacher may use in ascertaining factors in reading disability, (3) the ways available to a classroom teacher for increasing reading efficiency for children who have shown signs of difficulty"--Introduction. / "August, 1951." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Mildred E. Swearingen, Professor Directing Paper. / Includes bibliographical references (leaves 54-57).

"If schooling is to contribute more largely in the future than in the past to intelligent self-direction and social progress, it is imperative that children and young people acquire greater independence and efficiency in reading. It is the responsibility of the elementary school to lay the foundation of reading and of the junior and senior high schools to build upon that foundation, consistently, harmoniously, and substantially. Until the time comes that schools will be much different from what they are today, the English class must assume the chief responsibility for that training although instruction in reading should be regarded as a part of the work in such subject-matter fields as geography, history, science, and literature"--Introduction. / "August, 1950." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Mode L. Stone, Professor, Directing Paper. / Includes bibliographical references (leaves 69-70).

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The purpose of this study was explorative, descriptive, and generative. Through systematic observation, interview, and analysis procedures, the researcher addressed the following questions: (1) What occurs in the reading resource rooms visited related to reading teaching/learning? (2) What variables, grounded in the collected data, appear to be core (grounded theory terminology) to reading teaching/learning in the reading resource rooms visited? (3) What substantive research questions related to the teaching/learning of reading can be generated from the data collected? The procedures for data collection and the methods of data analysis were based on grounded theory methodology. Grounded theory methodology provided a means for dealing systematically with descriptive, qualitative data. The data were comprised of (1) written field notes of observations made in seven pull-out reading resource rooms and (2) transcriptions of follow-up tape recorded interviews with teachers from these resource rooms. Observations were made during morning hours on consecutive days in seven (7) pull-out reading resource rooms primarily serving students in the 4th through 6th grades. A few 3rd grade students were also being served. All students were part of the school district's Chapter 1 reading program. Exit interviews were conducted with each reading resource room teacher after completion of observational data collection in all seven resource rooms. Findings and conclusions included the presentation of substantive descriptive details and their conceptual analysis; the discernment of core and salient variables related to the teaching/learning of reading in the reading resource rooms visited; and, the identification of substantive areas for further research.