<div>Information security practitioners and researchers who possess sufficient depth of conceptual understanding to reconstitute systems after attacks or adapt information security concepts to novel situations are in short supply. Education of new information security professionals with sufficient conceptual depth is one method by which this shortage can be reduced. This study reports research that instructed two groups of ten undergraduate, pre-cryptography students majoring in Computer Science in cryptography concepts using representational understanding first and representational fluency first instructional treatment methods. This study compared learning results between the treatment groups using traditional paper-based measures of cognitions and fMRI scans of brain activity during cryptography problem solving. Analysis found no statistical difference in measures of cognitions or in cognitive processing, but did build a statistical model describing the relationships between explanatory variables and cryptography learning, and found common areas of cognitive processing of cryptography among the study’s twenty subjects.</div>

Elementary teachers in a school district in a western state expressed concerns about the reading achievement of students with disabilities (SWDs). SWDs were not developing decoding, comprehension, and fluency skills to become proficient readers. Without mastering these skills, SWDs will experience diminished academic attainment in their school career. To address this problem, teachers in elementary learning centers (LCs) within the district implemented Reader's Theater (RT), an evidenced-based reading approach that incorporates repeated readings using drama-based activities. The purpose of this qualitative bounded case study was to explore elementary LC teachers' use and implementation of RT to improve reading performance with SWDs. Gardner's theory of multiple intelligences served as the conceptual framework for this study. A purposeful sample of 2 LC teachers who implemented RT with SWDs volunteered to participate in semistructured interviews. Qualitative data were analyzed thematically using open coding. The 2 LC teachers noted that RT was useful to increase SWDs' willingness to read, reading fluency, and student investment by integrating repeated reading opportunities in drama-based activities. Based on the research findings, a 3-day RT professional development workshop was developed to assist elementary LC teachers in the district to teach early reading skills to SWDs. This endeavor may contribute to positive social change by providing LC teachers with knowledge about RT that is useful in improving SWDs' fluency, decoding, and comprehension skills and, ultimately, enhancing their reading achievement.

The ability to read is highly valued in American society and important for social and economic advancement. One of the best strategies to prevent reading difficulties is to build basic literacy skills, thereby ensuring that all children are readers early in their educational careers. The purpose of this study was to determine the relationship between third-grade students' oral reading rate and scores on the Florida Comprehensive Assessment Test. The present study examined the relationship between the independent variables of Curriculum-Based Measurement Reading (R-CBM), ethnicity and socioeconomic status and the dependent variable of performance on the reading portion of the Florida Comprehensive Assessment Test (FCAT) in 215 third-grade students. The data presented in this study were collected by the Florida Center for Reading Research (FCRR) as part of a larger assessment battery across three school districts and nine elementary schools in Florida. Student demographic variables as well as performance on three different types of oral reading probes (generic, content, and FCAT passages) were investigated in relation to each student's performance on the reading portion of the FCAT. Results of the current study were similar to investigations in other states; the correlations among the R-CBM probes and between all R-CBM probes and FCAT scores were high and statistically significant. These results indicate that student performance on any or all R-CBM probe types can be used to predict FCAT score. Ethnicity and SES were not significant predictors of FCAT score above R-CBM score. Implications for educators and specifically school psychologists are discussed including opportunities for school psychologists to train educational personnel in the use of R-CBM. As evidenced by the current study, R-CBM may help identify students who are at-risk for reading failure and FCAT failure so that intensive interventions can be implemented early and student progress frequently monitored.

Sammanfattning   Syfte: Att undersöka två läsmetoders effekter på tolv elever från skolår 2, 3 och 4 avseende fonologisk och ortografisk läsförmåga, läsflyt, läsförståelse och RAN (Rapid Automatic Naming) samt jämföra resultaten med en grupp elever som fått traditionell specialundervisning under samma tid.   Metod: 52 elever genomförde en screening med avseende att mäta läsflyt och läsförståelse. Av dessa valdes 12 elever ut som hade svårigheter i läsflyt och korrekt läsning, fyra elever från varje skolår, 5 pojkar och 7 flickor. Eleverna delades i två lika stora grupper som tränade ordavkodning med två olika metoder i en-en-undervisning, 20 minuter tre gånger per vecka i sex veckor. De 18 eleverna fick utföra ytterligare fem läs- och skrivtest före och efter interventionen.   Resultat: De båda interventionsgrupperna förbättrade sina resultat på flera test mer än gruppen som fick traditionell specialundervisning. Elever som tränat Rydaholmsmetoden fick bättre resultat i alla högläsningstest utom ett. Elever som tränat datorprogrammet Hitta ord fick bättre resultat i nonsensordtestet samt de båda tystläsningstesten.   Diskussion: Resultatet skulle kunna tydas så att Rydaholmsmetoden tränar artikulation, ordmobilisering och läsflyt i högläsning medan datorprogrammet Hitta Ord tränar den ortografiska och fonologiska läsningen mer. Vidare skulle studiens resultat kunna tolkas så att en-en-undervisning är effektivare än traditionell specialundervisning. / Abstract Aim: To investigate two reading methods effect on twelve students from school year 2, 3 and 4 in phonologic and orthographic reading, reading fluency and RAN comparing to traditional special education.   Method: 52 students were tested in reading fluency. Twelve students with reading problems were elected, four students from each class, 5 boys and 7 girls. They were divided in two groups and had an intervention in two different word reading program in a one-to-one-torturing for 20 minutes three times a week in six weeks. A group of six students, were chosen as a comparing group. All 18 students were testing the same battery of tests before and after the six weeks.   Result: The result showed that both intervention groups were improved their result more than the group trained with traditional special education. Rydaholms method group improved more in all loud reading tests except Nonsen word reading test while the computer trained group improved more in both cilent reading test and made a small improve in Nonsen word reading test.   Discussion: The result could interpret that Rydaholm method trained articulation, word mobilization and loud reading fluency more while the computer based program trained orthographic and phonological reading more. The result could also interpret that one-to-one-torturing improve reading ability more than traditional special education in this reading abilities.

During the last decade new attention has been paid to reading fluency. One reason might be that training studies often have failed to provide growth in reading rate in spite of the fact that the accuracy problem was remediated. Recent research has also indicated that, in languages with a consistent mapping between graphemes and phonemes, automatization of decoding processes are more difficult to reach than aquiring accurate decoding skills. Several studies have found that computer-based flashcard training seems to be a productive way to develop reading fluency. The aims of this thesis are partly to replicate some of the previous studies with time pressured exposure and partly to examine whether the condition with time pressure is more effective than the flashcard condition with fixed exposure duration. In the time pressure condition, the exposure duration was varied as a function of accuracy. This thesis reports one main study and two case studies. The participants in the main study were 17 males and 11 females between the ages of 11 and 17. All of them were poor readers, scoring below the 11th percentile on standardized reading test for their age group. The two participants of the first case study were the poorest readers of all. Their decoding strategies differed greatly. The younger of them, a slow reader in the fourth grade, can be seen as “a speller” with most impairment in the orthographic processing and the older, a quick reader in the fifth grade, can be seen as “a guesser” with most impairment in the phonological processing. The four participants in the second case study were moderately poor readers between the ages of 12 and 14. Each participant practiced the two different conditions of the computer-based flashcard training with spelling response in sessions about twenty minutes long twice to three times a week during three to four months. Teacher-controlled tuition was only given in some pre-sessions. According to the online results, all participants in both of the exposure conditions were capable of keeping the accuracy at a high level, i.e. fluent reading was expected to be developed. A battery of silent and oral reading tests and spelling-to-dictation tests was used in pre-, middle- and posttest. Both accuracy and rate were measured in reading. Except for “the speller” in the first case study, significant improvements were found on all tests for both conditions. The best progress was during the first training period independent of condition. Positive effects were found for both trained and untrained material and for words and pseudo-words. The reading progress has in general been better than the average student usually develops during the same time. The students reported the time pressured condition as being more effective and motivating but no significant difference was found between the two conditions in the pre- to posttests.

Abstract Behavior Skills Training (BST) typically consists of an initial informational component presented to the learners either vocally, through a handout, presentation, or both. Results from the active student responding literature indicates these methods as the least effective means of conveying important information to learners. This study sought to utilize an alternative instructional component, fluency training, and to evaluate if any effects are observed on implementation of the behavior chain of Discrete Trial Training (DTT). Teacher's had previous training and experience on implementing DTT prior to this study--however, all teachers implemented strategies with low integrity. Teachers were trained to fluent levels on verbally stating the component steps of DTT and were then observed during probe sessions to evaluate percentage of steps implemented correctly. The probes indicate an initial improvement, but decreases over time that are consistent with results on other passive in-service trainings. Teachers then took part in a single session of Modeling, Role-Play, and Feedback. Results suggest that while fluency training had an impact on participants' verbal performance on discrete trial information, and affected overt performance during subsequent probes, the effects were small and transient. Performance improved only after training on the components of BST and additional training had been completed in-situ.

The purpose of this research study was to examine the effects of Interactive Metronome (IM), a non-academic treatment, when integrated with reading intervention. The intention was to analyze the degree to which IM affected fluency when introduced alongside reading intervention. The research questions that guided this study focused on how internal timekeeping affects reading fluency. This study used a multiple baseline across participant’s single-subject design. Three participants were monitored to determine a baseline using Curriculum Based Measures and Correct Word Per Minute data, and then each received a total of 15 hours of Interactive Metronome treatment. Progress was documented with progress monitoring of fluency using Curriculum Based Measures over a period of 17-22 weeks. Results suggest that students did not benefit from the Interactive Metronome treatment. Data derived from the study does not indicate a causal relationship between Interactive Metronome and improved fluency. Future research should investigate a possible connection between Interactive Metronome and comprehension.

Writing is a multifaceted, complex task that involves interaction between physical and cognitive skills. Individuals with physical disabilities vary in terms of both their physical and cognitive abilities. Often they must overcome one or more significant barriers in order to engage in the task of writing. Minimizing or eliminating barriers is important because opportunities are greater for individuals who can effectively communicate their ideas via writing. Assistive technology (AT) is an increasingly effective solution to increase typing fluency. The purpose of this study is to examine if word prediction software, a commonly used software program used with individuals with learning disabilities, will be effective for those with physical impairments to increase typing rate and reduce spelling errors (fluency). Data will be collected for words correct per minute (WCPM) and errors (e.g., spelling). Four middle- or high school-aged participants with diverse physical disabilities will be recruited in this single subject, alternating treatment design. Participants will type for three-minute timed sessions using either a standard word processor or Co:Writer 4000, a word prediction software program. Specific research questions are: (a) to what extent will students with physical and health disabilities produce greater WCPM when writing a draft paper on a common topic using word prediction rather than word processing, (b) to what extent will the use of word prediction software result in the production of different types of errors compared to errors produced using word processing, (c) to what extent will the use of word prediction software increase accuracy by decreasing spelling errors, (d) to what extent will more text be produced using word prediction software than with word processing, and (e) to what extent will word prediction increase motivation or willingness to write? Data will be graphed and analyzed for bifurcation. Bifurcation will be determined by examination of the means, level of performance, and trend. Finally, examination of errors will be used to verify spelling accuracy.

重複式閱讀法(repeated reading)最初在英語為母語的國家施行，藉由重複閱讀同一文章方式，達到認字自動化(automaticity)，用以提升閱讀的速度與理解度。多項實驗研究顯示，口語流暢度與閱讀能力有高度的正向相關，而重複式閱讀法能有效提升口語流暢度。此研究是為期十二週的同儕教導式閱讀教學法(peer-mediated repeated reading)運用於台灣北部一所國中英語課程中，參與者為二十八名八年級學生。以學校教科書內文章和學校採用的學習補充閱讀內容為學習教材。重複閱讀活動每週兩次，共二十四節活動。 此研究採個案研究法，選擇三組學習者作為觀察對象，以深入探討學習者於同儕教導式重複閱讀法中的學習過程，以及觀察探討關鍵事件(critical event)於學習的影響。資料蒐集包含質性資料：(1)課堂觀察記錄，(2)學生學習日誌，(3)四次個人訪談，以及(4)四次文章一分鐘口語閱讀正確字數(correct words read per minute)的量化資料。 根據三組個案研究得到的結果顯示，於國中英語課堂中實行同儕教導式閱讀教學法，對口語流暢度產生的學習機會為：(1)因累積的練習影響與斷句運用而導致口語速度的增加。(2)口語閱讀準確度的增加。同儕提供的口語錯誤糾正，學習者自身對於正確度的自覺提升，以及自我學習狀態監測對正確度提升有正向影響。(3)因閱讀速度增加的學習成果或指導同儕提高自我信心而提升的英語學習動機。而在運用同儕教導式閱讀教學法於課堂活動，可能遭遇到的挑戰為：(1)同儕無法提供糾正性回饋，導致口語錯誤一再重複。(2)因欲增加口語速度或因重複的過程無聊，而未清楚地唸出英文字彙的發音，隨意帶過。(3)過度依賴同伴提供的立即口語回饋，以及標示的中文注音符號來念出不會的單字。最後，依據本研究結果，針對此三項挑戰提出建議。並基於此研究中同儕教導式重複閱讀法對於口語流暢度產生正向的增進效果和提供的學習機會，建議於國中英語課堂中採用此學習法，有助於增進國中生口語能力。 / This study was conducted to determine affordances and challenges pertaining to peer-mediated repeated reading (RR) as a regular classroom activity in junior high schools. Although RR has been widely used in L1 countries as a method to develop oral reading fluency, it has only been studied by Taiwanese researchers in the last decade. However, limited research has been conducted regarding the implementation of RR in junior high school English classrooms. Therefore, this qualitative study was conducted to obtain further understanding of the impact of RR regarding the improvement of oral reading fluency among junior high school students. Changes in oral reading performance among 28 participants from a junior high school in Northern Taiwan were observed over the course of a 12-week peer-mediated RR program; furthermore, the learning processes among all participants, which featured three focused dyads, and the critical events experienced along with the impact of these events, were observed. The collected data included classroom observation notes and videos, students’ learning journals, four interviews, and quantitative oral reading rate data (correct words read per minute). The affordances of this method were determined as follows: (1) oral reading rates increased because of the effect of accumulated practice and more practice with sentence chunking; (2) oral reading accuracy was enhanced because participants were provided corrective feedback and developed a sense of accuracy; furthermore, some high achievers demonstrated an enhanced metacognitive ability; and (3) having a partner motivated the participants to learn and facilitated the development of a sense of self-competence during the RR sessions. The following challenges were also encountered: (1) repeated errors resulted from the lack of corrective feedback from partners, (2) careless oral reading owing to the pursuit of a higher oral reading rate or the boredom arising from repetition, and (3) overreliance on corrective feedback from partners and the use of Mandarin phonetic symbols to read out unknown words. Overall, the findings of this study suggested that the peer-mediated RR method could be effectively applied as a regular classroom activity in junior high schools to enhance the oral reading fluency of students.

The nurturing of creative thinking skills is one of the cornerstones of Outcomes-Based Education (OBE). This study investigated to what extent teachers nurture the development of creative thinking through the choice of teaching methods, which include the application of teaching strategies and the utilization of resources, in the Grade 9 Social Sciences classroom. A literature study was undertaken to highlight the importance and nature of the development of creative thinking skills, and to establish which teaching methods, strategies and resources nurture the development of creative thinking in Social Sciences classrooms. The literature review provided the conceptual framework for the study, as well as the framework for designing a questionnaire that was utilized to obtain the perceptions of learners regarding the teaching methods, strategies and resources that their teachers use to nurture the development of creative thinking in the Grade 9 Social Sciences classroom. By means of a sequential explanatory mixed method research design, quantitative data were collected by means of a self-constructed questionnaire that was administrated to a convenient sample of a purposively selected group of Grade 9 Social Sciences learners (n=399) in the D7 district of the Gauteng Department of Education. Following this, a qualitative interview, which was constructed from the findings in the questionnaire, was conducted with purposively selected Grade 9 Social Sciences teachers (n=6) in order to ascertain the reasons behind the quantitative findings. The combination of quantitative and qualitative data revealed differences and similarities in opinion related to the teaching methods, strategies and resources that teachers use for nurturing creative thinking. In essence, the data revealed that teachers are, to some extent, nurturing creative thinking through their choice of teaching methods and strategies as well as the questioning techniques that they choose. However, the responses did not convincingly indicate to the researcher that the nurturing of creative thinking skills takes place on a regular and frequent basis. According to the learner responses, it appeared that teaching and learning methods and strategies that promote indirect, independent, interactive and experiential learning, are under-used by the Grade 9 Social Sciences teachers. In addition, resources that nurture creative elaboration such as political cartoons and photographs appear to be under-utilized. This study is concluded with recommendations to teachers concerning which teaching methods, strategies and resources could be implemented in order to promote the nurturing of creative thinking in the Grade 9 Social Sciences classroom. / Thesis (MEd (Learning and Teaching))--North-West University, Vaal Triangle Campus, 2013