This study determined whether military instructors would be less prone to alter systematically designed instructional procedures that had been changed to compensate for their stated needs and concerns than instructional procedures that had not been so altered. The secondary purpose of the study determined the instructional effectiveness of systematically designed instruction that was altered to compensate for instructor needs and concerns. / The study was conducted at the US Army Military Police School, Ft. McClellan, Alabama. An existing instructional module was revised using the military instructional design procedures. The revised instruction was termed the standard instruction. A focus interview was conducted with seven instructors to identify instructor needs and concerns regarding the instructional procedures contained in the standard instruction. Using instructor input obtained during the focus interview, changes were made to the instructional procedures and materials of the standard instruction. The revised standard instruction was termed the instructor-altered instruction. / To measure the amount of alteration the instructors would make in the instructional procedures, two alteration questionnaires were administered to the instructors; one for each version of the instruction. Sixty-five instructors completed the standard instruction questionnaire and 61 completed the instructor-altered instruction questionnaire. / T-test results for instructor responses on the alteration questionnaires were statistically significant. The hypothesis was supported, i.e., instructors would alter the instructor-altered instruction less than the standard instruction. / The instructional effectiveness of the instructional procedures was measured by administering a criterion referenced posttest after the instruction had been presented. A total of nine groups of students (n = 657) were administered the posttest. Of these nine groups of students, five groups (n = 309) received the standard instruction and four groups (n = 348) received the instructor-altered instruction. / Results of a ANCOVA revealed no difference in student performance for the two versions of the instruction. / Source: Dissertation Abstracts International, Volume: 47-12, Section: A, page: 4278. / Thesis (Ph.D.)--The Florida State University, 1986.

This dissertation is intended as a contribution to reading theory. It attempts to provide a linguistic and psychological answer to the following question: "On what basis do readers infer meaning from context?" / There are several problems with the present theories of reading. Not only are they characterized by a mistrust for the findings of the formal linguist (Smith, 1978, p. 78), but, apart from directing attention to the issue of inference, little attempt is made to characterize its basis or nature. A distinction ought to be made here between 'process models' and 'structural models'. A model of inference is proposed which attempts to reconcile the structural descriptions of linguistics with the process requirements of reading theory. / Chapters 1-3 present the theoretical background to the present model. This is a synthesis of the relevant fields, and is loosely divided according to subject: logic and linguistics (Chapter 1), psychology and verbal memory studies (Chapter 2), text and discourse analysis (Chapter 3). Each make the case for a model of verbal inference based upon situational entailments. / In presenting a new model there is a clear need for empirical validation. The quantitative section of this study describes an experiment involving 800 Haitian and Hispanic subjects. On the basis of our model, hypotheses are made for the distribution of their scores on the 'cloze procedure', a test instrument widely used for the assessment of reading. Texts were randomly selected from a public library and cloze procedures constructed by the arbitrary deletion of every twelfth word. For two of our hypotheses, the results strongly confirmed the predictions of our theoretical model (X('2) < .001). / The implications of these results are believed to be important. The concluding chapters (Chapters 6 and 7) present experimental conclusions and conjectures of general interest to reading theory, materials development and syllabus design. / Source: Dissertation Abstracts International, Volume: 48-03, Section: A, page: 0553. / Thesis (Ph.D.)--The Florida State University, 1987.

In order to answer in what ways the teaching of reading in Portuguese at an English-Portuguese Dual Language Immersion (DLI) Program is supportive of the home language and minority culture in a biliterate community during the very earliest phases of reading acquisition, this single-case qualitative study was designed to count on focus group interviews, classroom and community observations, and material and photographic data collection 1) to explore in and outside classroom biliteracy continuity; 2) to describe Portuguese home language and Brazilian minority culture of reading and/ or lack of it; and, 3) to identify the implementation of the field’s current practices. The sample was selected purposefully as it was an exemplar home-school-community biliterate setting from a U.S. southeastern school district, where English was the majority language and Portuguese was the home language. Under the lens of the Continua of Biliteracy by Hornberger (1989) and Hornberger & Skilton-Sylvester’s (2000), I analyzed macro issues of teaching, research, and planning into biliteracy. The integrated pattern of beliefs, goals, and dynamics around reading were analyzed through the culture of reading (Behrman, 2004), whereas Vukelich & Christie (2009)’s suggestion of Emergent Literacy and Scientifically Based Reading Research Perspectives were applied into instructional methods and micro issues. At a macro level, the results showed that until deliberate efforts are seen to elevate languages other than English and minority cultures to human capital by the responsible bodies, any attempt of reaching a multilingual-multicultural education will be known for its pending adjustments, and not for the European model of multilingual empowering education the U.S. looks up to. At a micro level, there seems to be a greater disparity in COB’s biliteracy content if compared to their context, media, and development analytical endpoints. In the final analysis, the U.S. educational system cannot afford to isolate the nation due to communication limitation; especially in times divisive ideologies are unwelcomingly gaining more space. In seek of maintaining a leading role; the ability to promote dialogue comes from the skill of reading the world beyond the word. Suggestions for further study on a Portuguese pluricentric approach seem relevant since an increase in federal and states initiatives for English-Portuguese dual language immersion programs, due to the fact that Portuguese is considered a critical and less commonly taught language by major federal agencies, such as U.S. Department of Defense. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2018. / April 10, 2018. / Dual Language Immersion, English-Portuguese biliteracy, home language, minority culture, multilingual-multicultural education, reading acquisition / Includes bibliographical references. / Marcy P. Driscoll, Professor Directing Dissertation; Peggy Sharpe, University Representative; Christine Andrews-Larson, Committee Member; John Myers, Committee Member.

The purpose of this study was to evaluate the effects of modified schema-based instruction (MSBI) on teaching post-secondary adolescents with extensive support needs (ESN) mathematical problem solving in a multiple probe across participants design. Participants were taught to self-monitor through the steps of problem solving using a task analysis and with the support of a schema and calculator solved multiplicative comparison word problems. Generalization was also measured within the context of a real-world activity. This study utilized a novel self-monitoring system to facilitate student goal setting and self-graphing of progress to contribute to student self-determination skills. Before and after implementation of the MSBI, three dependent variables were measured: independent steps completed accurately, problems solved, and generalization. Visual analysis indicated a functional relation between MSBI and two of the three dependent variables (primary and secondary). Results and future implications for research are discussed. / A Thesis submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Master of Science. / Fall Semester 2018. / November 14, 2018. / modified schema based instruction, multiplication, multiplicative compare, secondary, severe disabilities, students with exceptional support needs / Includes bibliographical references. / Jenny Root, Professor Directing Thesis; Kelly Whalon, Committee Member; Mary-Frances Hanline, Committee Member.

The relative importance of decoding skill and vocabulary knowledge to reading comprehension was investigated. Ninety-one fourth grade students from Hillsborough County Public School System were assessed on their decoding ability, vocabulary knowledge, and reading comprehension ability. Decoding ability was measured by (a) a 40-item Vocalization Latency Test (VL) utilizing a reaction-time apparatus; (b) a modified form of the Literary Assessment Battery Decoding Test (MLAB); and (c) the decoding section of the Wide Range Achievement Test (WRAT). Vocabulary knowledge was measured by the vocabulary score from the Comprehensive Test of Basic Skills (CTBS). Reading comprehension, the dependent variable, was measured by (a) a multiple choice Cloze #1 Test which contained high frequency words at a fourth grade level; and by (b) an altered multiple choice Cloze #2 Test which contained a portion (up to 10 percent) of low frequency (unfamiliar) words. Significant correlations were found among the variables of interest. / Comparisons were made among several of the correlations. It was found that (a) the correlation between decoding skill (MLAB) and Cloze #2 was significantly lower than the correlation between vocabulary (CTBS) and Cloze #2; and (b) the correlation between decoding skill (MLAB) and Cloze #1 was significantly higher than the correlation between the same measure of decoding (MLAB) and Cloze #2 ((alpha) = .01). / Multiple regression analyses yielded the findings that (a) decoding made a significant contribution to reading comprehension (high frequency words, Cloze #1) when vocabulary was controlled; (b) vocabulary made a significant contribution to reading comprehension (high frequency words, Cloze #1) when decoding was controlled; (c) decoding did not make a significant contribution to reading comprehension (low frequency words, Cloze #2) when vocabulary was controlled; and (d) vocabulary made a significant contribution to reading comprehension (low frequency words, Cloze #2) when decoding was controlled. / The results indicate that students depended on both decoding and vocabulary for reading comprehension in Cloze #1. In contrast, the students were more dependent on their vocabulary knowledge in the comprehension of Cloze #2. / Source: Dissertation Abstracts International, Volume: 43-12, Section: A, page: 3802. / Thesis (Ph.D.)--The Florida State University, 1982.

The effects of a learning module on transfer of training of a principle following spaced and varied practice of that principle were investigated using high school science students (N = 41). Treatment groups received spaced and varied practice, direct instruction for transfer (the transfer module) or both. Dependent measures were tests for near transfer. / The test score means for the combination of treatments was higher than for the spaced and varied practice group or for the transfer module group on the near and far transfer tests. The spaced and varied practice group scored higher on the two dependent measures than the transfer module group. The difference between the combination treatment group and the transfer module group was found statistically significant on the near transfer test. / Essential and supportive procedures used to improve the success and the breadth of the transfer performance were suggested. / Source: Dissertation Abstracts International, Volume: 43-07, Section: A, page: 2227. / Thesis (Ph.D.)--The Florida State University, 1982.

The study investigated the relationship between personality variables found in the Comrey Personality Scales (CPS) and other learner factors (foreign language aptitude, verbal intelligence, attitude and motivation) and success in the study of a second language. / Subjects were given the following tests: Comrey Personality Scales (CPS), Modern Language Aptitude Test (MLAT), Lorge-Thorndike Intelligence Test (LTIT), and Attitude Motivation Questionnaire (AMQ). Information was also used regarding major, second language studied, second language experience, and sex. / Stepwise multiple regression and other analyses were conducted using variables from the tests, Course Grade, and control variables sex, prior language experience, major, and language studied. / Results indicate a significant relationship among personality variables and second language success beyond the .05 level. A statistically significant (p < .01) model for predicting success in the study of a second language was established. / Personality was a rather weak predictor of success in the study of a second language when used alone. However, when personality was utilized in the predictor model with language aptitude, verbal intelligence, and attitude/motivation, its unique contributions were statistically significant. / The researcher believes that the results of this study provided insights into the relationship among personality and other learner variables associated with success in the study of a second language. / Source: Dissertation Abstracts International, Volume: 43-12, Section: A, page: 3805. / Thesis (Ph.D.)--The Florida State University, 1982.

The purpose of this study was to investigate the relationship between the number of selected events of instruction included in an instructional program and the proportion of students reaching mastery of the rule for dividing mixed fractions. / Seventy students from fifth through eighth grades who scored 80% or higher on an entry test and below 80% on a pretest were stratified by grade and sex and randomly assigned to the treatment groups. Group 1, the control group, received a statement of the objective, the stimulus, and assessment. Groups 2, 3, and 4, the experimental groups, received the successively added independent variable events of providing learner guidance, stimulating recall of prerequisite skills, and practice and feedback. The dependent variables were the proportion of students who scored 80% or better on the posttest, which was given immediately following the treatment, and the retention test, which was administered one week following the treatment. / Chi-square analysis of the data revealed no differences among the groups on either the posttest or retention test. Further analysis revealed no differences in performance across treatments or within any particular treatment groups due to sex or grade of the subjects. The sequential addition of learner guidance, recall of prerequisite skill, and practice and feedback to instructional programs did not affect the proportion of students who reached mastery of the rule for dividing mixed fractions. / Source: Dissertation Abstracts International, Volume: 43-12, Section: A, page: 3807. / Thesis (Ph.D.)--The Florida State University, 1982.

The purpose of this study was to examine the procedures and requirements of a formative evaluation conducted on instructional materials designed for a U.S. population, but which also have potential use by a population of another country. The study involved two target populations, the United States and Brazil, and focused on determining if different cultural reactions are discernible through a formative evaluation process. / The methodology consisted of performing three formative evaluations: one-to-one, small group, and field trial. / The principal findings were: (1) The instructional revision decisions that were made based on the U.S. learner feedback were equally as relevant as the instructional revision decisions made on the basis of the Brazilian learner feedback. The format revision decisions made based on the U.S. learner feedback were related more to typographical errors than those format revision decisions made on the basis of the Brazilian feedback. The content revision decisions based on U.S. learner feedback were less useful than the content revision decisions made on the basis of the Brazilian learner feedback. (2) Of the 90 revisions made in the materials used by the U.S. learners, 10 were related to instructional changes, 79 regarded format aspects, and only one related to content modification. In the case of the Portuguese version, of the 59 modifications carried out, 11 were in relation to instructional aspects, 43 to format elements, and 5 regarding content revisions. (3) The analysis of the post-test scores (ANOVA test) determined that there was no significant difference in terms of achievement (F(1.56) = 0.5, p < .05). The U.S. learners attained an average of 7 out of 24 objectives, and the Brazilian learners 8 out of 24 objectives. Eighty percent of the students in both groups missed the same six objectives and only one of the objectives was achieved by both groups. Both groups showed a neutral attitude toward the materials. (4) The formative evaluation is a useful tool in identifying differential cultural responses to instructional materials. / Source: Dissertation Abstracts International, Volume: 45-11, Section: A, page: 3275. / Thesis (Ph.D.)--The Florida State University, 1984.

A study of a sample of 93 randomly selected Island-born 12 and 13 year old Puerto Rican students who received 0, 1, 2-3 or 4-5 years of prior native language (L(,1)) instruction in Puerto Rico was carried out in 1983 within a Chicago public school district characterized by its high concentration of students of low socioeconomic status. The purpose of the study was to determine the relationship of English reading achievement of 12 and 13 year old Island-born Puerto Rican students and the number of years (0-1, 2-3 or 4-5) of formal first language schooling they received in Puerto Rico before migrating to the United States. A questionnaire was used to gather information about the students' prior L(,1) schooling in Puerto Rico and their 1982 English Achievement Scores for reading and mathematics in the Chicago public schools. One way Analyses of Variance were run. Reading and mathematics scores were examined to determine if any significant differences existed between the scores obtained by students whose mother had received a primary school education and those who had received a secondary school education. The scores were also examined to determine if any significant differences existed between the scores for reading and the scores for mathematics as they relate to the number of years of L(,1) schooling the students received in Puerto Rico (1, 2-3 or 4-5). Scores were then examined for differences in relationship to the school setting in which the schooling was received (urban or rural). Two way Analyses of Variance were conducted to examine the interaction of the two independent variables, number of years L(,1) schooling and educational setting, with each of the dependent variables, reading and mathematics achievement. No significant differences were found at the .05 level of significance. The six null hypotheses on the reading and mathematics achievement / could not be rejected. Neither prior L(,1) schooling in Puerto Rico nor the educational setting in which the schooling was received showed a significant relationship to student achievement. / The study supports the Ramsey and Wright (1974) findings of no academic disadvantage for the arriving 6-7 year old children. The Baral (1979) and Lazos (1981) findings of no academic advantage for the recently arrived immigrant students are also supported. / Findings from this study suggest that language minority students of low socioeconomic status could benefit from spending more than 3-4 years in a bilingual program even with a differentiated curriculum. . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of author.) UMI / Source: Dissertation Abstracts International, Volume: 45-10, Section: A, page: 3064. / Thesis (Ph.D.)--The Florida State University, 1984.