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.

This study analyzes 220 free-writing responses of students. A high correlation exists among the scoring by the investigation team and two reliability correlation teams. (The criterion style sheet is included as "Appendix A.") / Each skill needed is tested for statistical significance between and among grade level means for frequency of need and percentage of correct use. The skills are ranked by grade level means for each of the two categories in three groups: combined capitalization and punctuation skills, only capitalization skills, and only punctuation skills. A sequence of skills is identified from those skills for which there are sufficient data for one-way analyses among grade levels and which also occur across grade levels in the top halves of the ranked grade level means for frequency of need. / Persons for whom this research may hold the greatest interest are persons who share in the responsibilities for curriculum development and evaluation in the areas of capitalization and punctuation, but who do not have the privilege of direct contact with students. / Source: Dissertation Abstracts International, Volume: 45-11, Section: A, page: 3272. / Thesis (Ph.D.)--The Florida State University, 1984.

Source: Dissertation Abstracts International, Volume: 40-09, Section: A, page: 4881. / Thesis (Ph.D.)--The Florida State University, 1979.

The purpose of this study was to investigate the effects of images induced by pictures on verbal instruction of intellectual skill learning. The research questions in this study were: (a) Does augmenting printed instruction with pictures facilitate retention and transfer of intellectual skills?; (b) Does augmenting instruction (printed or printed-pictures) by requiring responses to imagery facilitate retention and transfer of intellectual skills?; (c) is there an interaction between the variables of mode of presentation and mode of response?; and (d) Are there interactions of any of these variables with students' reading comprehension ability? Ten hypotheses were established from these questions. / The subjects were 200 seventh grade male students in the Attached Middle School at Seoul National University in Seoul, Korea. On the basis of the scores on reading comprehension test, students were assigned to high and low reading comprehension ability groups. The students in each reading ability group were randomly assigned to four instructional groups depending on the mode of presentation and the mode of response. The four instructional groups were verbal-picture/verbal-picture, verbal-picture/verbal, verbal/verbal-picture, and verbal/verbal group. / Each instructional group received one of four versions of the instructional module which dealt with two concepts and five rules of electric circuits. The verbal-picture/verbal-picture group was presented verbal materials with pictures and asked to make verbal and pictorial responses during acquisition. The verbal-picture/verbal group was presented verbal materials with pictures and asked to make verbal responses during acquisition. The verbal/verbal-picture group was presented verbal materials without pictures and asked to make verbal and pictorial responses during acquisition. The verbal/verbal group was presented verbal materials without pictures and asked to make verbal responses during acquisition. The dependent variable were a retention measure and a transfer measure a week following the acquisition. / The results show the following: (1) Augmenting printed instruction with pictures was found to be more effective than printed instruction without pictures in the retention and transfer of intellectual skills; (2) No significant difference between the verbal-picture response group and the verbal response group was found; (3) No interaction between the variables of presentation mode and response mode was found; (4) No interaction between the variables of presentation mode and response mode and the level of reading comprehension on the retention of intellectal skills and no three-way interaction among the independent variables on both retention and transfer of intellectual skills were found, while a significant interaction between the variable of presentation mode and the level of reading comprehension on the transfer of intellectual skills was found. / Source: Dissertation Abstracts International, Volume: 41-02, Section: A, page: 0645. / Thesis (Ph.D.)--The Florida State University, 1980.

A model was developed to determine the full cost of implementing a PLATO-based system of Computer-Assisted Instruction. Costs were classified into four categories: personnel, facilities, equipment, and courseware. A Cost Data Collection Form was developed to identify the elements of each category and to summarize the results. The study concluded that, while PLATO-based CAI was capable of being a cost-effective instructional delivery system under certain circumstances, its most common application--drill and practice--was very expensive when compared with alternative media. / A management model was also developed for the purpose of effectively integrating PLATO-based CAI into the instructional design effort of Florida Community Colleges. Taking into consideration the diversity of institutional sizes and resources, the model incorporates the most desirable aspects of centralized and decentralized administration. Areas of administrative responsibility were classified as follows: technical direction and administration, program analysis and evaluation, courseware development, and programming and equipment operations. While recommending that strictly administrative functions be centralized, the study recommended that all other functions be delegated to the PLATO Project Steering Committee consisting of all professional users of the system. / Source: Dissertation Abstracts International, Volume: 41-07, Section: A, page: 2907. / Thesis (Ph.D.)--The Florida State University, 1980.