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The effects of teacher feedback on the reader's performance during oral reading have not been clearly delineated. This study was designed to investigate how two features of sustaining teacher feedback, type (graphophonemic and semantic) and timing (immediate and delayed) influence word recognition and comprehension for low ability second-grade readers. A sample of 9 low ability second-grade readers were selected and randomly assigned to one of 3 treatment sequence conditions. Each group received graphophonemic immediate prompts (The teacher immediately calls the readers attention to the deviation by pointing to the word and prompting, "Look closely at the letters in the word."); graphophonemic delayed prompts (The teacher prompts as above but after the reader has completed reading the sentence or a complete thought within a complex sentence.); and semantic delayed prompts (The teacher prompts the reader by asking, "Does that make sense?" after the reader has completed reading the sentence). A single—subject format (eg. A B A C A D A) was incorporated by using a Latin Square design for presenting the three treatment conditions to all three groups. On each of the twenty-three days the students orally read a different passage. Each treatment condition was conducted for approximately five fifteen minute reading sessions over a three week period. The four baselines had two sessions each. The dependent measures were literal comprehension and qualitative dimensions of word recognition, graphic similarity, semantic acceptability, and self-corrections. Results indicated that the treatments did not differentially affect the graphic similarity of the readers' responses, although the semantic delayed condition did encourage responses which were higher in semantic acceptability. In addition, the semantic delayed conditions influenced comprehension more positively than did the other conditions. / Ed. D.

The Adwolf-Thomas.Bridge area of Smyth County, Virginia is underlain by Paleozoic rocks that crop out in northwest-trending belts. The formations that are considered in this study include in ascending stratigraphic order, the Erwin Formation, Shady Dolomite, Rome Formation, Elbrook Formation and Conococheague of Cambrian age and the uppermost Knox Dolomite, Tumbez Formation, Mosheim Formation, Giesler Limestone, Arline Limestone and Rich Valley Formation of Ordovician age. The area is structurally complex. The southeast dipping Seven Springs thrust brings Late Cambrian rocks of the hanging wall into contact with rocks as young as Middle Ordovician age in the Saltville thrust block. The Holston River syncline and the Glade-Pond Mountain anticlinorium form the area southeast of the Seven Springs fault. The Holston River syncline is an asymmetrical, southweat-plunging syncline in rocks of Cambrian age. The Glade-Pond Mountain anticlinorium is also confined to rocks of Cambrian age and is complicated by a series of small anticlines which have been broken on their northeast limbs by southeast dipping reverse faults. Sands and carbonates were the predominant sediments deposited in Cambrian and Early Ordovician time. In Middle Ordovician time, both carbonates and clayey muds were deposited. As no Silurian or younger Pal~ozoic sediments are present, it is not known when sedimentation ended. Deformation, perhaps in part contemporaneous with sedimentation, appears to have been' climaxed in Mississippian time after sediments of this age were deposited in the area considerably to the north of the area discussed in this report (Butts 1940). / Master of Science