Thesis (Ph. D.)--University of Oregon, 2003. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 98-103). Also available for download via the World Wide Web; free to University of Oregon users.

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This formative case study sought to explore the effectiveness of a remedial intervention based on Tier 2 word meanings for students whose primary deficit is phonological. Within the framework of a formative design research study, collaboration between a special education teacher and the researcher allowed for adaption and delivery of content while providing an opportunity to develop teacher capacity as well as student ability. The study found that focusing on the teaching of word meaning enhanced the remedial program due to the inclusion of a greater range of teaching strategies. Too few words were taught in order to bring about a significant improvement in vocabulary knowledge or spelling skill; however, most of the students believed they had improved in spelling and their attitude to writing was more positive at the end of the study. Several students showed improvement in written expression.

This formative case study sought to explore the effectiveness of a remedial intervention based on Tier 2 word meanings for students whose primary deficit is phonological. Within the framework of a formative design research study, collaboration between a special education teacher and the researcher allowed for adaption and delivery of content while providing an opportunity to develop teacher capacity as well as student ability. The study found that focusing on the teaching of word meaning enhanced the remedial program due to the inclusion of a greater range of teaching strategies. Too few words were taught in order to bring about a significant improvement in vocabulary knowledge or spelling skill; however, most of the students believed they had improved in spelling and their attitude to writing was more positive at the end of the study. Several students showed improvement in written expression.

Relationships between various types of orthographic processing and word reading were explored in a sample of 90 second and third grade students in a one and a half year longitudinal study. Participants were administered tests of lexical and sublexical orthographic knowledge, orthographic learning, word reading accuracy, word reading fluency, irregular word reading, nonword decoding, phonological awareness, and nonverbal reasoning. Cross-lag hierarchical regression analyses were used in order to predict growth in the dependent variable. In all analyses, the controls of age, nonverbal reasoning, phonological awareness, and an earlier measure of the dependent variable were entered into the regression before the predictor variable. Generally, it was found that orthographic knowledge measures did not predict growth in word reading (with the exception of irregular word reading), whereas word reading measures predicted growth in orthographic knowledge. Orthographic learning did significantly predict growth in all measures of word reading except nonword decoding. Only word reading accuracy predicted growth in orthographic learning measures. Implications for reading development theory and reading education are discussed.

Thesis (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes bibliographic references (ℓ. 166-184)

Thesis (M.S.)--Montana State University--Bozeman, 2005. / Typescript. Chairperson, Graduate Committee: Richard A. Block. Includes bibliographical references (leaves 24-27).

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1970. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 24-26).

Thesis (Ph. D.)--Lehigh University, 1998. / Includes vita. Includes bibliographical references (leaves 116-133).

Thesis (Ph.D.) -- University of Rhode Island, 2007 / Typescript. Includes bibliographical references (leaves 156-177).