Thesis (M. Ed.), Memorial University of Newfoundland, 1999. / Includes bibliographical references (leaves 35-36; 58-59).

Typescript. Includes bibliographical references (leaves 55-58).

Thesis (Ph. D.)--University of Pittsburgh, 1991. / Includes bibliographical references (leaves 144-154).

Thesis (Ph. D.)--University of Pittsburgh, 1991. / Includes bibliographical references (leaves 144-154).

It is the purpose of this study to determine how the pupils' participation in certain lunchroom activities for a two-weeks period affected their acceptance of foods.

The study examines social acceptance factors among elementary school-aged children.

Maternal or paternal absence in one- or two-parent families, the presence of stepparents, and reasons for the disruption of the original family were analyzed in relation to the self-esteem of 501 males and females in grades 3-6 as measured by Coopersmith's Self-Esteem Inventory. The study provided a review of the broken-home literature followed by the methodology, results, and conclusions pertinent to the investigation. A step-wise multiple regression analysis and two-way and three-way factorial analyses of variance revealed no significant differences in the self esteem levels of children from intact or disrupted families. Conclusions suggested that children from all family structures may have experienced both debilitating and nurturing environments. Recommendations supported parent training.

The purpose of this problem was to select audio-visual materials that would enhance the teaching of music in the primary grades. Since audio-visual equipment and materials have gained a place of prominence in the modern education program, the teachers, administrators, and even the architects need to be cognizant of their possibilities and applications. Audio-visual aids should be investigated to disclose ways of improving their utilization in the learning process through the stimulation of the following human senses: sight, hearing, and touch. The results of many experimental research studies in the field of audio-visual education have proved that the application of audio-visual devices in the classroom greatly improves both understanding and retention as compared to conventional teaching methods. It is hoped that the identification, enumeration, and suggestions for utilization of audio-visual aids presented in this study will motivate the reader to give further attention to audio-visual materials as applied to his specific situation, with the awareness of their unlimited possibilities in increasing understandings through sensory experiences.

Auf der Grundlage psycholinguistischer, deutsch-didaktischer und linguistischer Forschungsergebnisse wurde ein Lesetraining auf Silbenbasis entwickelt, in dem Kindern mit Leseschwierigkeiten explizit Strategien zur visuellen Gliederung von Wörtern in größere funktionale Einheiten (Silben, einzelne Wörter (bei Zusammensetzungen), Präfixe) vermittelt werden. Es wird davon ausgegangen, dass Kinder mit Leseschwierigkeiten Wörter in zu kleinen linguistischen Einheiten erlesen. Das Training basiert linguistisch auf der Schreibsilbe als funktionaler Einheit beim Lesen. Basis des Lesetrainings ist ein von Scheerer-Neumann (1981) durchgeführtes Training zur Verbesserung der Lesegenauigkeit von Grundschulkindern. <br><br> Die empirische Überprüfung des Lesetrainings hatte zum einen das Ziel, die Wirksamkeit des Trainingsprogramms als solches zu überprüfen und zum anderen, ob das Training zu einer deutlich verbesserten Lesegeschwindigkeit und -genauigkeit bei Grundschulkindern der 3. und 4. Klassen führt. Das Training wurde von der Autorin ohne den Einsatz von Hilfskräften mit einer relativ kleinen Zahl von Kindern (N=11) durchgeführt, um so intensiv auf die Bedürfnisse der einzelnen Kinder eingehen und gegebenenfalls flexibel reagieren zu können. Aus organisatorischen und ethischen Gründen wurde auf eine Kontrollgruppe verzichtet. Die Wirksamkeit des Trainings wurde als Prätest-Training-Posttest-Follow-up Test-Design überprüft. Das Training umfasst 18 Einheiten (je 45 Minuten) und fand zweimal wöchentlich statt. Trainingsgruppen bestanden aus einer Dreiergruppe und einer Zweiergruppe; die anderen sechs Kinder wurden einzeln trainiert. <br><br> Der Posttest nach Abschluss des Trainings zeigte deutliche Verbesserungen der Lesegeschwindigkeit und -genauigkeit, die zum Teil auch signifikant waren. Der Follow-up Test drei Monate nach Ende des Trainings zeigte weitere Verbesserungen, die ebenfalls zum Teil signifikant waren. <br><br> Die Befunde sprechen dafür, dass das Trainingsprogramm geeignet ist, die Lesefähigkeit von leseschwachen Grundschulkindern der dritten und vierten Klasse zu verbessern. Die Teilnehmerzahl ist allerdings relativ gering, so dass die Ergebnisse nicht ohne weiteres auf die allgemeine Population von Kindern mit Leseschwierigkeiten übertragen werden können. Eine erneute Durchführung des Trainingsprogramms mit einer größeren Stichprobe und einer parallelisierten Kontrollgruppe, bei der die Kinder der Experimentalgruppe in größeren Gruppen trainiert werden, erscheint deshalb sinnvoll. / A syllable-based training program for reading disabled children was developed on the basis of psycholinguistic, educational and linguistic research results. The program teaches explicit strategies to visually segment words in larger functional linguistic units (syllables, prefixes, single words (in compound words)). <br><br> It is assumed that children with reading difficulties process words in linguistic units that are too small to make use of the linguistic structure of words. The training program, Potsdamer Lesetraining, emphasizes the role of the orthographical syllable as a functional unit in reading development. The program is based on a training program developed by Scheerer-Neumann (1981) that aimed at improving reading accuracy in reading disabled elementary school children. <br><br> The aim of the empirical test was to check if the training program had a positive effect on the decoding speed and accuracy of elementary school children with reading disabilities (3rd and 4th grade). The program was carried out by the author with a relatively small sample of children (N=11) and without further staff. This procedure made it possible to react intensively and flexible to the children's individual needs. A control group was not implemented for ethical and organizational reasons. <br><br> The validity of the training program was tested with a pretest-posttest-follow-up-test design. The program consisted of 18 training units (45 minutes each) and took place twice a week. The training groups consisted of one group with three children, another group with two children; the remaining six children were trained individually. <br><br> The posttests which were carried out immediately after training ended, showed significant effects of training for decoding speed and an increase of accuracy for several subtests. Follow-up tests carried out three months after the training had ended showed further improvement in decoding speed and an increase in accuracy; several subtests revealed significant effects. <br><br> The results indicate that the training program is suitable to improve the decoding speed and accuracy of dyslexic elementary school children in 3rd and 4th grade. A transfer of this conclusion to the general dyslexic population, however, is limited due to the small number of participants. <br><br> A replication of the study with a larger sample of reading disabled children trained in groups of two and three children and a matched control group would therefore seem necessary.

Thesis (Ed. D.)--Lehigh University, 2003. / Includes vita. Includes bibliographical references (leaves 128-137).