Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1971. / 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.44-48).

Thesis (M.S.)--Rowan University, 2006. / Typescript. Includes bibliographical references.

Thesis (M.S.)--Rowan University, 2008. / Typescript. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 1985. / Includes vita. Includes bibliographical references (leaves 284-296). Available online via OhioLINK's ETD Center.

The purpose of this study was to determine the relationship between articulation ability and reading ability, between articulation ability and language development, and between language development and reading ability. This study examined children with minor difficulties and children with a history of more severe articulation problems separately in order to determine whether severity of articulation disability is related to reading ability.

The purpose of the study was to develop, implement, and evaluate a learning center for arts education in a third grade classroom. Specifically, the learning center was designed to increase opportunities for arts education in an elementary classroom, to emphasize the unity of the arts by offering parallel instruction in several art media, and to provide a resource for arts instruction which would not require direct teacher supervision, Arts included in the study were visual art, music, and movement.

No description available.

This thesis compares reading verses listening comprehension in third grade students. The problem under consideration is to determine whether it is easier for a third-grade child to understand a given meaning when that meaning is presented to him in spoken words than it is when the meaning is presented in printed words.

The purpose of this study is to find the factors that cause maladjustment for third-grade pupils and to find means of eliminating or reducing the causal factors, thereby eliminating the unsatisfactory adjustment.

This study examines the effects of classroom guidance on personal and social adjustment at the third grade level. The problem in this study is to determine the effectiveness of classroom guidance upon the personal and social adjustment of a group of third-grade children. It is the purpose of this study to compare the effects of a planned program of activities upon the personal adjustment of a third-grade group with a similar group who did not participate in such a program of activities.