This study addresses the following questions; 1) How does reading The Book of Mormon Diglot Reader compare with reading the Spanish translation of The Book of Mormon in terms of degree of anxiety, frustration, and discouragement experienced by the reader? 2) Will the missionaries using the Diglot Reader experience a greater increase in the amount of Book of Mormon vocabulary acquired as compared with the vocabulary increase experienced by the missionaries who only read from the standard Spanish translation of The Book of Mormon? 3) Does the use of the Diglot Reader increase the missionaries' ability to understand sentences from The Book of Mormon in Spanish compared to the missionaries who do not use the Diglot Reader?

The essay investigates how the e-reader changes the conditions for teaching in a developmentsetting. By applying the theory designs for learning different aspects of the teaching practiceare analyzed. Suzy Peacock Memorial Secondary School in Eldoret, Kenya was used for thecollection of data. The results and the discussion show that while the teachers benefitted to agreat extent from the e-readers while planning their work they did not use them to a greatextent together with their students. Neither did the e-readers change how the teacherscommunicated knowledge nor their idea of what they wanted students to learn. In order forthe e-readers to be implemented in the teaching and for the teachers to use the e-readerstogether with their students more, it is argued that teachers would benefit to a great extentfrom teacher training.

This investigation studied the impact of registered therapy dogs assigned to students in order to improve reading skills. The purpose of this study was to determine if children assigned to registered therapy dogs improve significantly in reading achievement and related school performance such as attendance and discipline when compared to students of similar characteristics not assigned to registered therapy dogs. Specifically, the study used data to ascertain whether students assigned to registered therapy dogs improved their reading skills and if these students demonstrated more or less growth than students of similar characteristics not assigned to registered therapy dogs. This study analyzed data from the Canine Assisted Reading Education (C.A.R.E. to Read) program, data collected from the teacher responses to the C.A.R.E. to Read Teacher Questionnaire, and data provided by Brevard Public School District. Repeated measures analyses and descriptive statistics clearly revealed that students assigned to registered therapy dogs demonstrated more reading growth than their peers who were not assigned to registered therapy dogs. Additionally, students assigned to the registered therapy dogs had a more positive attitude toward schoolwork, were more willing to participate in classroom activities, were more successful with higher level thinking skills, and were more self-confident after being assigned to the registered therapy dogs. Recommendations were made to address teacher training concerning classroom environment, higher level thinking skills, and identifying hesitant and resistant learners. Recommendations also were made for additional research on other uses for registered therapy dogs in the educational setting.

This is the age of accountability in public schools. The public wants to know that the schools are producing high achieving students who are ready for the future. With this push for accountability the rise in standardized testing should not be surprising. However, it is difficult to test an abstract course such as the arts. With the increase of standardized testing and the recent tough economic times, it is no wonder that performing arts classes in our public schools are often the first to be pared down or dissolved (Mendels, 2008). It is the presiding feeling that these courses, while nice and fun for the students, do not offer any tangible, real, or marketable skills. "...imparting knowledge about the arts typically has not been a priority goal in our nation's schools' (Ward, 1983, ¶ 2). This study explored the benefits that students can achieve through their participation in the dramatic arts courses including, but not limited to, enhancement of reading and verbal scores. This study was designed to illustrate that the arts are a natural and necessary part of the high school educational experience and can play an instrumental part of learning even in a distressed economy, and/or in a regulated testing arena. Students who were freshmen or sophomores in 2008-2009 and scored a Level 1 or 2 (below average) score on the reading portion of the state test, the FCAT, and were from Orange and Seminole Counties in Florida became the sample set. These students were disaggregated into categories of students who took a dramatic arts course or not, by gender, by race, and by socioeconomic status to determine if participation in a dramatic arts course in high school would help raise a remedial reading score on the required state test. Although the data did not show a statistical significance, it did show a positive trend in a few of the tested areas. Suggestions for why the data appear to show only a trend and not significance are discussed further in Chapter 5.

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