Thesis (Ed. D.)--UCLA, 2009. / Vita. Includes bibliographical references (leaves 130-140).

Thesis (M.S.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Theses (Ed.S.)--Marshall University, 2006. / Title from document title page. Includes abstract. Document formatted into pages: contains 18 p. Bibliography: p. 15-16.

Theses (Ed.S.)--Marshall University, 2006. / Title from document title page. Includes abstract. Document formatted into pages: contains iii, 20 p. Bibliography: p. 17-20.

Theses (Ed.S.)--Marshall University, 2006. / Title from document title page. Includes abstract. Document formatted into pages: contains 31 p. Bibliography: p. 26-27.

Whilst these industries are embarking on a revolution, it is important to understand where consumer needs will fit in. Over the last decade, technology has enabled many industries to offer a vast array of new services and opportunities to the consumer using a variety of delivery mechanisms with the Internet being the most predominant. / Dissertation (MBA)--University of Pretoria, 2010. / Gordon Institute of Business Science (GIBS) / unrestricted

The problem of this thesis was to explore the relationship between first grade reading failure and certain environmental and developmental factors, using the case study method. The subjects were sixteen boys and six girls from a Vancouver school in a poor neighborhood. They ranged in age from 7 years 1 month to 8 years 2 months, and in IQ from 73 to 113 according to the Pintner-Cunningham Primary Test (Form A). All had been taught by veteran primary teachers using the auditory-visual, basal reader method. Achievement was assessed on the basis of report card grades, a Pupil Rating Scale designed for this project, and the Durrell Analysis of Reading Difficulty. The etiological factors investigated were intelligence, visual perception, style of learning, self-concept and home environment. Eight students repeating grade I were matched with eight who had been regularly promoted to grade II. It was hypothesized that differences in reading achievement between the matched pairs would be accounted for by significant differences in one or more of the factors studied. Evaluative techniques included: Peabody Picture Vocabulary Test, Raven Coloured Matrices, Frostig Developmental Test of Visual Perception, Mills' Learning Methods Test, and a 45-90 minute parent interview for each child. Twenty-two case studies were assembled, in which the beginning stages were noted of a variety of reading disabilities - maturational lag, linguistic handicap, cultural deprivation, inadequate motivation, emotional disturbance, faulty reading habits. The major findings were: 1) The Pintner-Cunningham Primary Test appear to assess inaccurately the functioning intelligence of 10/22 children in this sample. Six of these pupils were successful readers with defects of visual perception revealed by the Frostig Developmental Test of Visual Perception, sub-tests II, III and IV. 2) The Peabody Picture Vocabulary Test had a high correlation with reading success, and did not appear to discriminate against the ten children who came from bilingual or Canadian Indian homes. 3) Anomalies of biological endowment characterized 9/l4 unsuccessful readers - organic defect, slow development, premature birth, hypo- or hyper-activity - although only one was mentally retarded. It) The aspects of home environment basic to reading success in grade I appeared to be parental literacy, standards of behavior adjusted to the child's capacity, reasonable methods of discipline, and a warm relationship between the child and at least one parent. 5) Lack of flexibility in methods of teaching reading were seen as contributing to the high failure rate. For 12/14 pupils, the only solution offered for a wide variety of beginning reading problems was a second year in grade I, with no adjustment of curriculum. / Education, Faculty of / Graduate

It is the purpose of this study to compare the readiness and achievement of older and younger first grade students. Other purposes of the study involved a comparison of girls and boys in the first grade as to their readiness and achievement.

The author will deal with reading readiness in the following ways: Information found in the pedagogical literature, ways of appraising readiness for reading, and suggested activities for a reading readiness program. / Typescript. / "August, 1957." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Marian W. Black, Professor Directing Paper. / Includes bibliographical references (leaves 26-27).

Harris suggests the following as important to readiness for reading: 'general intelligence, visual and auditory perception, physical health, background of experience, comprehension and use of oral English, emotional and social adjustment, and interest in reading'...As a first grade teacher, the writer became especially interested in two of these factors. As a result of such teaching experience, two of these interrelated readiness factors have seemed of special significance: the influence of emotional attitudes on reading readiness and the relation of kindergarten experience to the child's readiness for reading. It seemed wise to learn more about meeting the emotional needs of children whose school adjustment might be affected by lack of kindergarten experience. The purpose of this paper, therefore, is to investigate these two phases of reading readiness: the emotional factors and the influence of kindergarten as a part of the child's background of experience. The relation of these factors to procedures in the first grade classroom will be emphasized. / Typescript. / "August, 1955." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Sarah Lou Hammond, Professor Directing Paper. / Includes bibliographical references (leaves 70-75).