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).

No description available.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

Thesis (M. Ed.)--University of Hong Kong, 1993. / Includes bibliographical references (leaves 101-110).

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 61-77).

Thesis (M.Ed.)--University of Hong Kong, 1993. / Includes bibliographical references (leaves 101-110). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 61-77). Also available in print.

This report is oriented at defining characteristics of children who have problems with school-related skills and abilities (Learning Disabled, N=17) as compared with Brain Damaged children (N=17) and Normals (N=17) as measured by selected measures of the Halstead-Reitan Neuropsychological Test Battery. Also, the Wechsler Intelligence Scale for Children (WISC) and the Wide Range Achievement Test (WRAT) were given to each subject. Subjects were matched for age, sex, and Full Scale Intelligence Quotient as measured by the WISC.It was found that Control children differed significantly on neuropsychological measures when compared to Brain Damaged children. There were no significant differences on the WISC or WRAT. The Learning Disabled children resembled the Brain Damaged children more than they resembled the Control children on several of the neuropsychological measures. No significant lateralized deficits on motor or sensory-motor tasks were found to differentiate between the HV-LP and the LV-HP groups with respect to consistent lateralized deficits on the motor, perceptualmotor, or sensory measures, although both groups were significantly poorer than Controls on some of the sensory measures, particularly perception. of numbers written on the fingertips.

The purpose of the present study was to determine if language delayed toddlers, 18 to 30 months of age, were at one end of the referential/expressive continuum. It was this researcher's hypothesis that due to the restricted vocabulary of children who use an expressive language style, that the delayed toddlers would tend to be more expressive speakers.