The problem of this study is to demonstrate the effectiveness of certain recommended procedures in the improvement of reading skills in a sixth-grade class in the Lewisville Elementary School, Lewisville, Texas.

The problem of this study was to determine patterns of response of Texas schools in implementing the Texas Education Agency mandate to phase out below grade level courses. High schools were instructed to phase out these courses, using one of four options outlined by the Texas Education Agency. The study was conducted in two parts with both a telephone survey and a mail survey. The data collected from the telephone survey was used to construct and validate the mail survey instrument. The mail survey was sent to a stratified sample of Texas high schools based on school size, district wealth, and geographical location.

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.

The problem of this study is to determine the cause for the reading difficulties and offer remedial suggestions for the sixth-grade children in the Robert E. Lee School, Denton, Texas.

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This qualitative case study provided a narrative portrait of 12 students in the 11th grade in one north Texas district who failed the initial administration of the Texas Educational Assessment of Minimum Skills (TEAMS) exit-level test. It also presented an account of their perceptions of the test and their efforts to overcome this educational hurdle. The following conclusions were drawn from the study. Limited English proficiency (LEP) students had difficulty mastering the language arts section of the test. A majority of the students reported that TEAMS failure had no social impact. Most of the students declined district-offered remediation. Students tended to perceive the test as a personal challenge. Those students who attended remedial tutoring sessions performed better on the following retest than those who declined remediation. Hispanic and Asian students expressed additional study as being the key to passing the test. Black students felt that the key to passing was to spend sufficient time while taking the test. Those students who were more verbal during their interviews tended to be more successul in passing the language arts section of the TEAMS. The following recommendations were made from the study: (a) students who fail the TEAMS by minimal margins should be encouraged to take remediation; (b) an intensive remedial English course for LEP students should be offered; (c) "high interest" TEAMS mini-lessons should be presented daily for several weeks as a lead-up to the TEAMS; (d) a TEAMS ex it-level orientation program which stresses the importance of the test for the student's future should be implemented; and (e) additional research should be conducted on older students' verbal responses to see if a rich language approach in English classes including listening, reading, writing, and speaking will develop higher level language skills.

Although reasons for avoiding help, goal orientation, and social efficacy have been examined in the context of social adaptive help seeking, researchers have not pursued how these constructs influence computer adaptive help seeking. The three studies in this dissertation addressed both social and computer adaptive help seeking. The purpose of this dissertation was to determine if reasons for avoiding help seeking, personal goal orientation, or social efficacy predict social and computer adaptive help seeking for students enrolled in computer-based, developmental mathematics courses in community college settings. The purpose of the first study was to determine if students differentiate among three help-seeking sources: (a) formal, (b) informal, and (c) computer. Study 1 revealed that this population considered two different sources of help: social and computer help. These results were used to formulate the following questions for Study 2 and Study 3: 1. Do reasons for avoidance of help predict social or computer adaptive help seeking? 2. Does personal goal orientation predict social or computer adaptive help seeking? 3. Does social efficacy predict social or computer adaptive help seeking? Study 2 revealed that ability concerns negatively predict social adaptive help seeking and that mastery goal orientations positively predict both social and computer adaptive help seeking. Study 3 revealed that ability concerns negatively predict social adaptive help seeking and that mastery goal orientations and social efficacy for peers positively predict social adaptive help seeking. Additionally, ability concerns negatively predict computer adaptive help seeking, and mastery goal orientations positively predict computer adaptive help seeking. The finding that students who adopt a mastery-goal orientation use both social and computer means to adaptive help seek was not surprising. The finding that students who have ability concerns do not tend to social adaptive help seek is also consistent with previous research. However, the most important conclusion from Study 3 is that students who have ability concerns do not computer adaptive help seek, regardless of the anonymity provided by the computer. More research is needed in this field to examine why students with ability concerns tend to avoid help seeking altogether. / text

This study was a quantitative multiple regression investigation into the relationships between campus factors of high school students graduating in 2013 who immediately enrolled in first-year college freshman level remedial coursework at a large, Central Texas two-year postsecondary institution. The goal of this study was to determine which high school campus-level factors predicted enrollment into college remedial education coursework. The dependent variable was a continuous variable representing the percentage of students from Texas public high school campuses enrolled into at least one student credit hour of remedial education during their first semester as a first-year college student. Eight high school campus-level independent variables were included in the regression model at the campus-level: at risk percentage, economically disadvantaged percentage, limited English proficient percentage, advanced course/dual-enrollment percentage, college ready math percentage, college ready English percentage, ACT average, and SAT average. Pearson correlations and linear regression results were examined and interpreted to determine the level of relationship between the eight selected variables and first-year college student remedial coursework. The multiple regression model successfully explained 26.3% (F(8,286) = 12.74. p < 0.05, r2 = 0.263) of the variance between first-year college students enrolled into remedial coursework at a large, Central Texas two-year postsecondary institution and the campus-level variables from high schools from which they graduated and indicated campus-level economic disadvantaged percentage and campus-level SAT average to be statistically significant at the p < 0.05 level.