This study examined differential effects of two methods of teaching selected reading skills, scanning, skimming and finding main ideas, on 28 high school graduates who were to enroll in a four-year institution of higher education in the coming fall. In addition, the attitudes of the students were monitored for change. The classroom climate was evaluated for qualitative differences between methods. One method, pluralistic, included extensive teacher-student interaction during lessons. Lesson content was delivered using a wide range of instructional strategies and materials. The alternate method, worktext, included a structured, systematic workbook. After a brief introduction, lessons were primarily conducted through independent workbook activities, keeping student-teacher interaction at a minimum. No significant differences were found for performance between instructional groups on the selected reading skills. While no group differences were apparent for attitude shifts, there were clearly positive changes in attitude for the entire sample towards reading instruction and the participants’ personal reading ability. Systematic observation of teacher's style indicated that a pupil-centered classroom climate was evident in both classrooms. Implications were drawn regarding future instructional programming for underprepared college-bound students. / Ed. D.

published_or_final_version / Education / Master / Master of Education

The subjects of this study are 575 teachers of After School Alternative Program in Tainan City. By doing survey, it aims at investigating those teachers¡¦ perspective of the causes of the underprivileged students¡¦ low achievement, the remedial teaching method and the outcomes of remedial teaching. The results will offer suggestions for the future study and the remedial teaching teachers¡¦ training held by the education administrative organization. According to the outcome of the study, the conclusions are as followings. 1.Most of the After School Alternative Program teachers attribute the causes of the underprivileged students¡¦ low achievement to students¡¦ personal factor. 2.The After School Alternative Program teachers agree with the remedial teaching method and consider ¡¥teaching strategy¡¦ as the most important. 3.Most of the After School Alternative Program teachers agree with the effect of the remedial teaching and think that ¡¥teaching development¡¦ affects the outcomes the most. 4.The teachers with different experiences, different education backgrounds and from different school scales have different opinions of the causes of the underprivileged students¡¦ low achievement, the remedial teaching method and the outcomes of remedial teaching. 5.The After School Alternative Program teachers think that the remedial teaching method positively affects its outcomes.

This study seeks to throw light on the language background of fifty-nine primary school children in schools for Indian South Africans in the Durban area of Natal. The schools were all under the control of the Department of Internal Affairs. At some time before February 1982, each child had been referred to the remedial teacher employed at his school, and had subsequently received help in language, specifically reading, for at least the period from February 1982 - November 1983. Even after that time, the children were not considered able to achieve satisfactorily in the "normal" class without further help. Data were initially collected by remedial teachers who interviewed the adult considered most significant in the child's life, using scheduled interviews. In addition they collected information from the child and the school and filled in personal questionnaires. After the first school term of 1984, Diploma in Specialise Education (Remedial Education) students at the University of Durban-Westville visited the homes of twenty children in the study and tape-recorded unstructured interviews with the adults. Three of these tapes are used in this text. The data collected is used to show that despite the poverty many families experience, the reason for the child's language difficulties is caused less by lack of material possessions than by parental ignorance of how best they can encourage language development and help close the gap between the spoken language of home and both the spoken and written language the children meet in school. The inefficiency of questionnaires as research tools became increasingly apparent as the project progressed, and that there is a real need for a thorough qualitative investigation into the language background of pupils-in-need is clear. / Thesis (M.Ed) - University of Durban-Westville, 1984.

M.Ed. / The African National Congress' (ANC) victory of the 1994 elections in South Africa, and the consequent establishment of the Government of National Unity, led to far reaching changes in many facets of South African lifestyles. The changing political climate resulted in many policy documents, both of a political and professional nature, coming to light. It seems from these documents that all resources (including educational-, health-, and other professional resources) should be redistributed. The changes that may originate from this redistribution, have implications at both meso- and macro-level of society. In the context of Education, training and practical implementation are directly effected. Suggestions in favour of progressive mainstreaming have already been put forward, and it is clearly stated that mainstreaming together with inclusion are seen as specific medium- to longterm goals. The new South African government sees education as a basic human right and the government aims to make education accessible to all learners. Consequently a need for a system which is more effective and accessible, complying with the needs of a post-apartheid South Africa has developed. Inclusive education is seen as a way of complying with educational needs, also with regards to learners with special educational needs. This implies that all schools will eventually be able to accommodate all learners, including those learners who to date received education in schools for special education. Teachers are seen as the key figures in the change to inclusive education policy. Should the teacher have a negative conception with regards to the new policy, the successful implementation thereof may be threatened. When personal negative conception does not change, motivation is lacking and there is no correlation between what happens in practice and the theory of the policy makers. To investigate and gain insight into the conception of teachers and other remedial personnel with regards to the new education policy is indispensable research for the implementation of the new policy. In the light thereof, the over-all aim of this study is to describe the conceptualization of a group of remedial practitioners, which may serve as a point of departure in developing a new approach to training, and test and expand existing literature.

D.Ed. / The purpose of this study was to devise a reading strategy programme to support ex aid class pupils presently placed in standard four who are beginning to manifest reading problems. To attain this goal an in-depth study of learning in general was undertaken. The ultimate goal of emediation is to lead the child to self-regulated learning. The literature study revealed that learning-disabled pupils also experience cognitive, affective and social problems which, in turn, influence their learning activities. These problems inhibit their ability to become self­ regulated learners. Reading is a complex activity and reading problems are the most common learning problem manifested by learning-disabled pupils. The inability to read-to-learn is the cause of their poor academic progress. The study focused on the presentation of reading strategies, as part of learning strategies, to improve reading comprehension. The researcher made use of a metacognitive approach and by so doing, attempted to lead the pupils to problem solving reading behaviour. A needs-analysis of ex aid class pupils with reading problems in Johannesburg confirmed this negative tendency. The pupils' language background, general knowledge and reading ability varied. The researcher thus decided to undertake a qualitative research project in the form of a case study. This decision was supported by the literature study concerning remediation of learning-disabled pupils.For the above reasons it was decided to observe the reading behaviour of the pupils as well as the development of the intensive programme in a small group situation. By so doing, the data would clearly reveal the reading behaviour as well as the development of the programme.

M.Ed. (Subject Didactics) / Mathematics opens doorways for further studies and careers in the technological and information age. Many students experience problems coping with Mathematics in secondary school due to a multitude of factors. Some factors are connected with the student's innate abilities and the extent to which these have been developed, and others with the teaching practice. Problems include lack of conceptual development, skills in problem solving, computation and poor study methods. These problems can be identified and diagnosed through careful observation, questioning and interpretation of written work. Remedial instruction has to address the individual student's needs. To enhance learning, students have to be actively involved through manipulation of models, discussions, verbal writing assignments, practising his skills and studying. The use of visual proj ections, using colour, graphics and sound by computer, facilitates the recall of previous lessons. Videos of lectures can be used as backup for pupils who were absent. These are but two of the creative ideas suggested as aids for remedial teaching. No instant recipes are prescribed, but, for the teacher who really has the interest of his pupils at heart, many guidelines are provided...

Bibliography: pages 252-280. / Special Education encompasses a wide field. It is an expensive form of education and is often criticized for its shortcomings. One part of Special Education is remedial teaching for children with learning disabilities. In order to provide good quality services, it is necessary to evaluate what is currently being offered and what is envisaged as desirable for the future. This study focusses on those two factors by examining the perceptions of remedial teaching as held by educators (principals, regular class teachers and remedial teachers themselves) in fifty-two schools of the Department of Education and Culture - House of Representatives (DEC-HR). Current service provisions and the desired role of the remedial teacher are thus examined to determine whether educators perceive these as adequate and desirable. A study of the literature was undertaken and guided by those insights a questionnaire was drawn up. This was distributed to educators and the information was verified and augmented by personal interviews with remedial educators. Three hundred and twenty questionnaires were distributed. The views of principals, regular class teachers and remedial teachers were surveyed in those primary schools served by a remedial teacher. Descriptive statistical analyses were used to arrive at both quantitative and qualitative assessments of the position of Remedial Services in the Department of Education (House of Representatives). The study revealed a strong correspondence between the three groups of educators regarding their perception of remedial services. The author endeavours to illustrate that the lack of consensus about criteria for definition and classification of Learning Disability and consequently Remedial Education, leads to confusion of the role(s) remedial teachers are expected to fulfil. This affects the provision of adequate and effective remedial services to pupils in need of such specialised educational facilities. Results from this study led the author to draw up a proposed structure for Specialised Education, in particular, Remedial Education, in a unitary Education System in South Africa.

"In this study an experiment was conducted to determine the effectiveness of the S.R.A. Reading Laboratory as compared with other instructional materials used in remedial reading classes for tenth grade pupils at Hillsborough High School, Tampa, Florida, in the school year 1957-58. The S.R.A. Reading Laboratory is a kit of reading materials designed to help pupils improve in reading skills by providing highly interesting factual prose selections of varying degrees of difficulty. Essence of the Reading Laboratory plan is provision for each pupil to read selections of the right degree of difficulty for him. Suitable comprehension and word-study exercises follow each reading activity. Pupils check and evaluate their own work and keep a graphic record of their progress in individual student record books. Each pupil advances to a higher reading level when he is ready"--Introduction. / Typescript. / "August, 1958." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Dwight L. Burton, Professor Directing Paper. / Includes bibliographical references.

The purpose of this study was to identify reading achievement of pupils assigned to the reading clinic and analyze and compare this achievement by grade levels with levels of intelligence. More specifically, the investigation attempted to determine: 1. The grade level at which the reading clinic was most effective; 2. The intelligence level at which the reading clinic was most effective; 3. The statistical significance of the variation in group intelligence test IQ's; and 4. The correlation between group intelligence test IQ's and total reading achievement.