No description available.

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 113-133).

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 113-133). Also available in print.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xi, 158 p.; also includes graphics (some col.). Includes bibliographical references (p. 115-118). Available online via OhioLINK's ETD Center

Thesis (Ed. D.)--Illinois State University, 1995. / Title from title page screen, viewed May 11, 2006. Dissertation Committee: Lanny Morreau, Mack Bowen (co-chairs), Ming-Gon John Lian, Kenneth Strand, Mark Swerdlik. Includes bibliographical references (leaves 69-77) and abstract. Also available in print.

Thesis (M. Ed.)--University of South Africa, 2002.

Differences in cerebral lateralization of verbal and nonverbal stimuli between left- and right-handed good readers and left- and right-handed reading-disabled children were examined. The study utilized the dichotic listening paradigm and examined the effects of directed attention on the processing of consonant-vowel (CV) and tonal stimuli by the four groups. The sixty subjects included fifteen right-handed good readers (eleven females and four males, mean age 10-3), fifteen left-handed good readers (eight females and seven males, mean age 10-5), fifteen right-handed reading-disabled children (six females and nine males, mean age 10-5), and fifteen left-handed reading-disabled children (four females and eleven males, mean age 10-8). All left-handed subjects had sinistral relatives. A three-factorial analysis of variance resulted in a significant left ear advantage (LEA) for tonal stimuli across all directed attention conditions for all groups. When presented with CV stimuli, the right-handed good readers produced a significant right ear advantage (REA) across all attentional conditions. The left-handed good readers and left-handed reading-disabled children were left ear (LE) dominant in the free recall and directed left conditions but produced a shift toward the right ear (RE) during the directed right condition. Right-handed reading-disabled children demonstrated a REA during free recall and directed right but were able to direct attention to the LE in the directed left condition. The study provided initial findings on the auditory processing of simple tonal stimuli among anomalous groups of children and documented the strong LEA found in previous studies of adult subjects. Verbal processing results for right-handed good readers and reading-disabled children confirmed previous findings with these populations. Reversed verbal processing (right hemisphere) was documented in both left-handed groups in two of the experimental conditions. The results provide additional support for the structural theory of lateralization and suggest reversed or bilaterialized processing abilities for language in strongly left-handed good reader children. Components of the attentional bias model are necessary to explain the effects of directed attention on the auditory perceptual asymmetry found in the reading-disabled groups.

No description available.

The purpose of this study was to examine the effect of background knowledge on comprehension monitoring of learning disabled students when reading expository texts with inconsistencies and when topic interest was controlled. Eight fifth- and sixth-grade learning disabled students were asked to rate their levels of knowledge and interest for 30 topics and then answered a background knowledge survey to determine three high background knowledge and three low background knowledge topics, both of medium interest. An expository passage was adopted for each of the six topics, controlling for readability, length, and structure. Each passage contained inconsistencies in the main idea and in the details, and each was followed by ten probe questions. Responses to text inconsistencies were analyzed with percentages, and a non-parametric statistical method was performed on the use of strategies. The results from the study provided additional support for the conceptualization of learning disabled students as inactive learners.

A Dissertation Submitted to the Faculty of Eduction University of the Witwatersrand, Johannesburg, in Fulfilment of the Requirements for the Degree of Master of Education. Johannesburg November 1983