Thesis (M.Ed.)--University of Hong Kong, 1983. / Also available in print.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1980. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 85-89).

Thesis (Ed. D.)--Illinois State University, 1994. / Title from title page screen, viewed March 22, 2006. Dissertation Committee: Larry D. Kennedy, Raymond A. Davidson (co-chairs), Patricia H. Klass, Barbara L. Nourie. Includes bibliographical references (leaves 85-90) and abstract. Also available in print.

M.A. (Psychology) / Specific learning disability (SLD) implies an inability to learn in an efficient manner. An SLD child may be defined as a child with a disability in one or more of the areas of speech, language, reading writing or other school subjects, where the disability cannot be ascribed to a generally low cognitive ability, sensory disability, emotional disturbance, cultural deprivation or bad teaching methods, but may be attributed to an underlying brain dysfunction. One of the most important symptoms of SLD is an attentional deficit. There are, however, many questions regarding the nature and extent of the attentional deficit and this study attempted to provide more information in this area. Possible attentional deficits may be investigated by considering a person's ability to pay attention to relevant stimuli, as well as his ability to ignore irrelevant stimuli. Two experimental conditions, attention and disregard, were set up in this study. Firstly, the attention and disregard conditions were compared to provide a better understanding of these processes, by establishing whether the two experimental conditions produced differences in level of arousal in the subjects as reflected in the electrical activity of the brain. The primary question was then investigated, namely whether SLD children showed attentional deficits when instructed to pay attention to relevant stimuli as well as when instructed to ignore irrelevant stimuli. The secondary question considered was whether SLD children's attentional deficits were related to a lag in brain development. These issues were investigated by comparing 57 SLD and 57 normal boys of the same age in terms of the auditory evoked potential (AEP). AEPs were analysed in terms of amplitude, latency and complexity (number of components) • Significantly higher amplitudes were found during the attention than during the disregard condition in both SLD and normal boys. This was interpreted as an indication of an increased level of arousal during the attention condition. Longer latencies were found during the attention than during the disregard condition in both groups. This was regarded as an indication that more time was spent on information processing during the attention condition, perhaps as a result of the greater amount of information whi~h had to be processed during this condition. The following statistically significant differences between the SLD and normal groups were obtained. SLD boys had higher amplitudes than normal boys during the attention and especially during the disregard condition. This suggested a higher level of arousal in SLD than in normal children. The SLD child's level of arousal is probably too high to pay efficient attention to relevant stimuli, but especially tbo high to ignore irrelevant stimuli. There were also indications of differences in level of brain development. SLD subjects had longer latencies and fewer components than normals. These were regarded as indications of retarded brain development in SLD as compared with normal boys. Because of the lag in brain development, there is a slower rate of information processing as measured by latency differences, and a less differentiated style of information processing as measured by complexity differences, in SLD subjects. The lag in brain development might, in fact, be the basis for SLD boys attentional deficits. Implications of these findings for areas such as remedial education were also discussed.

The major purpose of this study was to determine the causes for reading difficulties of a group of fifth-grade children. On this study much emphasis was placed on selecting, preparing and applying appropriate remedial measures, and to ascertain the character and the amount of improvement in reading. In this particular study much emphasis was placed on the various methods used in teaching mass remedial reading.

No description available.

Reading Recovery is a relatively new program in California as it was only introduced in 1991-1992 school year. Its growth in the last four years has been gratifying, but still there are many who do not know what Reading Recovery is and how it is different from the other programs that have been used to help children who are at risk. By design, Reading Recovery fits into an educational system and is meant to be something that children get in addition to their classroom learning. Each player in the educational system can contribute a part in the success of this program. For this reason, this media project was created.

It was the purpose of this study to develop and examine a pilot program relating reading instruction specifically to course content and to collect data for seeking answers to the following questions: Can the general reading ability of disabled readers who are considered slow learners be significantly improved by a program emphasizing the development of reading skills in relation to content in two required courses in the ninth grade? What areas of general reading ability, if any, can be improved by such a program? Can specific reading skills be improved by such a program? Which students, if any, benefit more from such a program? What modifications in (1) staff utilization, (2) classroom procedures, (3) teaching techniques, and (4) texts and other materials are necessary to develop such a program?

This study was designed to discover if results from the summer remedial reading program carry over into the following school year. The design intended (1) to show whether skills taught in the summer classes are retained, and (2) to measure the amounts and some of the kinds of retention throughout the following school year.

For twenty-six years the writer has been teaching in the elementary and secondary schools. Here she found one of the most important, as well as one of the most perplexing, problems to be that of teaching the slow-learning child to read to the best of his ability. The problem is serious at all levels, but it is at the secondary level that it becomes more apparent and more serious, particularly so in many secondary schools whose curriculums have not been adjusted to meet the needs and abilities of this slow-learning individual. It is because of experience with this problem and the importance attached to it by authorities in the field of education that the writer has made this study. / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Robert C. Moon, Professor Directing Paper. / Includes bibliographical references (leaves 48-50).