Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

The present study investigated the effects of a specially designed remedial reading program consisting of intensive training sessions which emphasized the direct instruction of vocabulary skills by the use of context clue or by structural analysis and dictionary usage using individual teaching techniques rather than group teaching techniques on the comprehension skills of potential school dropouts. The subjects in this experimental study were grade eight students from a junior secondary school. They were divided into three categories: (1) comprehension and vocabulary scores the same as or less than grade 6.0; (2) comprehension score the same as or less than grade 6.0; but vocabulary score the same as or greater than grade 6.0; and (3) vocabulary score the same as or less than grade 6.0; but comprehension score the same as or greater than grade 6.0. Thirty-six subjects were identified on the basis of these criteria. Each subject in each of the three categories was assigned to one of three treatment conditions at random. They received four treatment lessons; forty minutes each over a period of four weeks. The instructional materials were worksheets prepared by the experimenter. Each subject was given the Gates-MacGinitie Reading Test, Survey E, Form 1, The School Interest Inventory; a pre- and post- paper-pencil Comprehension Test "X", and a common transfer task which consisted of a reading selection and comprehension questions constructed by the experimenter. The findings of this experimental study indicate that the treatment effects observed in terms of the number of correct responses on the transfer task with acquired vocabularies were not significant. The treatment effects in terms of the time in minutes to the completion of the transfer task with acquired vocabularies were significant indicating that the treatment with the use of contextual clues was particularly effective to those subjects in Category 3. Both the treatments with the use of contextual clues and structural analysis with dictionary usage were effective to Category 3 subjects who were lacking in vocabulary skills when the kind of transfer comprehension test with acquired vocabularies via four sessions of treatment were given. The analysis of performance on the transfer test with new vocabularies indicates that the remedial treatments as compared to the non-remedial control treatment are significant. The treatment with the use of contextual clues is no more effective than the treatment with the use of structural analysis with dictionary usage. The treatment effects on comprehension were interpreted on the results of the significant practice effects observed over four exposure treatments. These suggest that extended treatments of the kinds used in the present study would have shown significant remedial training effects via the use of contextual clues in the training of vocabulary skills. / Education, Faculty of / Graduate

The principal concern of this thesis was to examine the role of education in altering the personal and social characteristics of the disadvantaged adult, and to select Information of functional value to program design for those educators or agencies contemplating remedial educational programs with disadvantaged adults. The sources of data for this descriptive study were limited to research reports on special retraining and remedial educational programs for the disadvantaged. Descriptive data on poverty and characteristics of the disadvantaged were also used selectively. As a group, the disadvantaged have the lowest Income, the poorest education, the largest families, the most Inadequate housing, the highest Incidence of III health, and the least hope or promise of a better future. In addition to such socio-economic handicaps, the disadvantaged are hampered by certain psychological disabilities including a lack of self-confidence, low self-esteem and a high degree of dependency. Because of a limited perception of the value of education, the disadvantaged display neither the aspiration nor the motivation to achieve educational goals. They are further handicapped by a lack of verbal facility which limits their communication with society. The research provides a depressing picture of the relationship between the disadvantaged and society. Largely because of discrimination, the poverty sub-culture has been compelled to evolve its own operational way of life. The customary associationaI contacts of the middle-class society are not functional to the disadvantaged and they participate instead through casual, close, and often intimate primary group relationships. Remedial programs are characterized by: programs of lengthy duration with a distinct preference for the classroom method; Instructional agents with little or no specialized training for the clientele; use of a limited number of Instructional techniques; heavy reliance on Instructional devices and materials; extensive use of pre-adult tests for both placement and evaluation; and a preponderant number of descriptive and subjective evaluations. Because of the scarcity of substantial research, specific details of educational planning for the disadvantaged cannot be stated with assurance. The rejection of the Institutionalized patterns of education by the disadvantaged Is Indicative of the need to discover new patterns which will be acceptable to them. The present pattern of remedial educational programs offers little hope of answering the needs of the disadvantaged. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

It was the purpose of this study (1) to present to the College of the Pacific a written record of the history of the Laura Ann Sisk Memorial Reading Clinic since its inception; (2) to trace its growth in scope and philosophy by portraying past and present methods and techniques employed; (3) to analyze the results of clinic practices which were obtained systematically; and (4) to discuss the future plans for the development of the clinic

An increasing interest has been evident during the past several decades in the problem of the normal, slow learning child in education. While educators have been more concerned with the problem during recent years, due in part to the increase in knowledge of the nature and extent of individual differences, there has been much disagreement and uncertainty regarding the actual extent and seriousness of the problem in the schools. Differences of opinion have also existed regarding the value of the more common methods which could be used in attempting a solution of the problem. This study undertakes to more clearly define the problem in terms of actual practice, to indicate its probable scope, and to reveal some of the means used by certain school systems of California in striving to more adequately serve the children involved through the medium of remedial instruction.

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