"The writer chose reading readiness for special study and research primarily because she is a trained, experienced, secondary-school teacher now teaching the first grade. She feels that special attention should be given to reading readiness for beginning first graders to try to offset part of the 25 per cent who 'fail' each year due to inability 'to read.' Since a good start on the road to reading is so vitally important, the author feels that she, as a first-grade teacher, should study the causes of reading failures and search for the best methods of prevention that reliable research has found up to this time. The desire to explore the field of reading readiness was further strengthened from the writer's study of child growth and development, especially the study of applying the principles of child growth and development to the classroom and to educational activities"--Introduction. / "August, 1954." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirement for the degree of Master of Science." / Advisor: Marian W. Black, Professor Directing Paper. / Includes bibliographical references (leaves 38-40).

No description available.

No description available.

Postsecondary graduates often do not have the skills needed for entry level employment in today’s workforce. Postsecondary students should have a curriculum that is relevant to today’s workforce needs to increase the graduates marketability and success in our global economy. This study examined the workplace readiness skills desired by the high-tech industries in Alabama compared to the perceived importance of those skills from educators in Alabama’s Two-Year College System and the integration of those skills in the curricula. It was believed that there was no significant difference in the perceptions of educators and industry supervisors in reference to their perceptions of workplace skills and integrating those skills into the curricula. A web-based survey was sent to a select group of high-tech industry supervisors and educators from technical programs in Alabama. A total of 161 responses were received from the educator group for a 51% response rate while there were 62 industry supervisors that responded for a 31% response rate. The findings indicate that high-tech firms are looking for people who have basic workplace skills and competencies that include but are not limited to the following: honesty and integrity, service to customers, responsibility, ability to work in teams, listening skills, and the ability to solve problems. There was general agreement among the educators and supervisors on the importance of 22 of the 36 workplace readiness skills. However, for 14 of the workplace readiness skills, there was sufficient evidence to reject the null hypothesis. Industry supervisors indicated that a worker having the following workplace skills were not as important to their operation as the educator group thought they were: 1) selecting materials and facilities usage, 2) acquiring and evaluating information, 3) organizing and maintaining information, 4) understanding systems, 5) selecting technology, 6) maintaining and troubleshooting equipment, 7) reads well, 8) making good decisions, 9) seeing things in the mind’s eye, 10) knows how to learn, 11) knows how to reason, 12) applies technology to tasks, 13) does simple arithmetic, and 14) has self-esteem. Future research is needed to determine whether the findings in this study can be replicated. The researcher recommends expanding the research to include more participants in the study.

No description available.

Reading readiness is a subject that concerns reading teachers and educators. Inadequate readiness training may cause some students to become late readers, who can be identified as students who score below their age and grade level on a standardized reading test. It is important to define reading readiness and examine the component skills and factors in order to help late readers. This examination was conducted by a study of reading-readiness literature. The reading-readiness skills include auditory discrimination, visual and visual-motor discrimination, development of language, concept formation, and reasoning skills. Readiness factors include fixed factors, social, and emotional factors. Fixed factors cannot be changed or improved by instruction, such as age, sex, I.Q., and physical health. Social and emotional factors can often be improved by manipulating the classroom environment and providing nurturing experiences.

The purpose of this study was to determine the screening measures used to assess students entering kindergarten in the state of Indiana. In addition, this study sought to determine how the data from these measures are used to inform classroom reading instruction. Eighty-nine schools participated in the study and sixty-two of those schools completed the entire survey, as they were amongst the schools that assess students upon entrance into kindergarten. The survey was sent a total of four times. General findings indicated that Indiana schools assess students inconsistently upon entrance into kindergarten, with variations existing in the administration procedures of screening measures and the type of screening measure. Schools who responded to this survey generally expressed dissatisfaction with current screening measures administered and the results gathered from these measures. In addition, schools who participated in this study reported the use of data to inform classroom instruction, but not all schools specified that reading instruction was informed by the data. / Department of Elementary Education

Thesis (M.A.)--University of Wisconsin, Madison, 1961. / Title from title screen (viewed July 17, 2009). Includes bibliographical references (p. [162]-167).

Thesis (M.A.)--University of Wisconsin, Madison, 1961. / Includes bibliographical references (p. [162]-167).

Organisationer förändrar sin verksamhet för att kunna fortsätta vara konkurrenskraftiga, dock visar forskning på att fler än hälften av alla organisationsförändringar misslyckas. Forskare menar att det är inför en organisationsförändring som en stor del av grunden läggs för en lyckad förändring och ett begrepp som myntats i samband med detta är readiness. Denna uppsats har som syfte att undersöka graden av organisatorisk readiness i en organisation inför en organisationsförändring. Kvalitativa intervjuer med anställda har genomförts som grund för datainsamlingen. Studien har visat att fallföretaget inte arbetat aktivt med readiness, och att flera respondenter ansåg att de saknat bland annat tillräcklig kunskap och förståelse för organisationsförändringen. Detta ledde till att förändringen inte riktigt satte sig och det var flera anställda som ansåg att det var för mycket att göra under en period. Hade företaget arbetat aktivt med readiness och förberett sina anställda hade en smidigare förändring kunnat vara möjlig.