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A comparison of the effects of two methods of teaching reading on achievement of post I.T.A. childrenShaw, Marjorie P. January 1973 (has links)
The purpose of this study was to compare the effects of two methods of teaching reading in second grade upon children who had learned to read in first grade through the Initial Teaching Alphabet (i.t.a.) medium. The two methods employed were: basal reading and individualized reading procedures. In addition, an interest inventory was administered to assess attitude and interest of the 1972-73 second grade pupils toward reading. The vital role reading plays in enabling students to reach their maximum potential gave this problem significance.
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An experimental study of the effects of a developmental reading course for college bound juniors and seniors /Bosley, Joanne. January 1972 (has links)
Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1972. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 42).
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Reading matters a case study of a community volunteer tutoring program /Haynes, Leslie Clayberger. January 2004 (has links)
Thesis (Ed. D.)--Marshall University, 2004. / Title from document title page. Document formatted into pages; contains vi, 102 p. Includes abstract. Includes bibliographical references (p. 81-87).
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Personalising learning exploring the principles and processes of the IEP for young, gifted readers /Mazza-Davies, Laurie. January 2008 (has links)
Thesis (M.Sp.Ed.)--University of Waikato, 2008. / Title from PDF cover (viewed March 10, 2009) Includes bibliographical references (p. 153-164)
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A study to determine differences in students' attitudes toward an individualized versus a basal reading programCollura, Roxanne. Unknown Date (has links)
Thesis (M.Ed.)--Kutztown University of Pennsylvania, 1978. / Source: Masters Abstracts International, Volume: 45-06, page: 2794.
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Effects of two grouping conditions on measures of reading achievement and efficiency for students at-risk for reading failureHelf, Shawnna Shalvis. January 1900 (has links) (PDF)
Thesis (Ph.D.)--University of North Carolina at Charlotte, 2005. / Includes bibliographical references (leaves 109-115).
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Assessment of a system for individualizing reading instructionAskov, Eunice Nicholson. January 1969 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography (leaves 85-87).
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Examining the Nature of Interactions which Facilitate Learning and Impact Reading Achievement During a Reading Apprenticeship: A Case Study of At-risk Adolescent ReadersArthur, Mary L. 12 1900 (has links)
The purpose of this qualitative case study was to explore the interactions that take place during a reading apprenticeship which facilitate the learning of reading strategies by adolescent students who are at the middle school level and are still at-risk for reading failure and to investigate how a reading apprenticeship affects reading achievement in the areas of fluency, vocabulary development, comprehension, and the self-perception of the reader. The case study was descriptive and interpretive in nature, and examined two students, each of whom was part of a one-to-one reading apprenticeship. The researcher served as participant observer in both cases and was the teacher in each of the one-to-one reading apprenticeships. The primary data set was qualitative in nature, and elements of quantitative data were also considered. Sessions included pretesting and posttesting using the Classroom Assessment of Reading Processes (Swearingen & Allen, 1997), reading from narrative or expository books, working with words, writing, and dialoguing about the reading. Reading strategies were directly taught, modeled, and reinforced by the teacher/researcher with the goal of the students internalizing the strategies and improving their reading in the areas of fluency, vocabulary development, and comprehension, as well as improving their attitudes toward reading and their self-perception about their reading ability. This study described a reading apprenticeship which positively impacted reading achievement for two students in the areas of fluency, comprehension, and vocabulary development, as well as influencing their motivation for reading and their self-perceptions as readers. The environment of the reading apprenticeship, the dialogue that occurred throughout the reading apprenticeship, and strategy instruction, modeling, and reinforcement were found to be factors and interactions which facilitated learning during this intervention.
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Parent tutoring with students with Attention Deficit Hyperactivity Disorder : effects on reading performance and mother-child interactions /Hook, Christine Lyn Bankert, January 1997 (has links)
Thesis (Ph. D.)--Lehigh University, 1997. / Includes vita. Includes bibliographical references (leaves 84-94).
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Relationships between socio-economic status, sex, and reading achievement in basal and individualized primary reading programsJohnson, Rodney Howard, January 1968 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1967. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
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