Thesis (M.S.)--Ball State University, 2004. / Includes bibliographical references (leaves 31-32). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: Keith Turner. Vita. Includes bibliographical references.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (Ph. D.)--University of Louisville, 2009. / Department of Teaching and Learning. Vita. "August 2009." Includes bibliographical references (leaves 79-85).

Thesis (Ed. D.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains xii, 531 p. Includes abstract. Includes bibliographical references (p. 475-488).

Thesis (M.S.)--Ball State University, 2004. / Includes bibliographical references (leaves 31-32).

Thesis (D. Ed.)--Ball State University, 2008. / Title from PDF t.p. (viewed on Nov. 09, 2009). Includes bibliographical references (p. 124-133).

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 90-103). Also available on the Internet.

High correlations exist for students who struggle with reading and math, and as a consequence, students who are poor readers tend to do poorly in mathematics. A few studies have investigated the longitudinal growth of the correlation between reading and mathematics. This dissertation outlines the investigation of the relation between reading foundational skills and growth in mathematics achievement for students at risk for reading difficulty and not at risk. This study used extant data from a second grade interim-benchmark reading assessment and a mathematics interim-benchmark for students in third through fifth grade. This study employed a staged approach for the latent growth curve model and discovered estimated differences of students with and without reading difficulties in relation to mathematics achievement. In addition, specific foundational skills were predictive of growth in mathematics for students with and without reading difficulties. The dissertation study developed a theory based on empirical research that early reading skills may lay the foundation for later mathematics achievement.

For students with severe and multiple disabilities who generally need support after high school culminates, the post-secondary transition is a critical time period in which transition professionals and parents/guardians must come together to plan for the child’s future. Researchers from the National Secondary Transition Technical Assistance Center (NSTTAC) have identified secondary transition evidence-based practices (EBPs) that transition professionals can use to help students with severe and multiple disabilities develop critical skills that will enable them to be as successful as possible after high school. The present study utilized a mixed methods design to examine knowledge and implementation of secondary transition EBPs among transition professionals, including special education teachers and transition specialists. In the quantitative component of the study, a broad group of transition professionals who worked with students with severe and multiple disabilities reported on their levels of experience, professional development and training, university preparation, self-efficacy, and knowledge and implementation of transition EBPs. In the qualitative component of the study, semi-structured interviews were conducted among a smaller subset of special education teachers of students with severe and multiple disabilities to further understand their experiences and practices related to secondary transition EBPs and perceived barriers. Results of the quantitative component of the study revealed significant associations among professionals’ reports of self-efficacy and professional development and training, and their knowledge and implementation of transition EBPs. Findings from the qualitative component of the study revealed that special education teachers reported numerous responsibilities in their work with students with severe and multiple disabilities. Additionally, the following barriers were cited to implementing transition EBPs: priority given to academics, legal requirements, and lack of knowledge of transition and the adult service system. Together, both components of the study underscored the importance of continued work on this relatively under-studied population of students, those with severe and multiple disabilities, who are in need of effective post-secondary transition practices to improve their post-school outcomes.