Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1969. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (33-35).

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Appendix F in Spanish. Typescript. Vita. Includes bibliographical references (leaves 68-73). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Appendix F in Spanish. Typescript. Vita. Includes bibliographical references (leaves 68-73). Also available on the Internet.

The thesis records a study of difference - the difference between reading and hearing biblical texts. It shows that the types of interpretation people make when reading such texts often differ from those they make when they are hearing the same texts read aloud. The extent of the difference is demonstrated in ten studies where theories relating to reading and hearing are applied to the Greek text of Mark 6:30-8:27a. The biblical texts used in the studies vary in the size, as do the themes and issues investigated. Despite this diversity the results are consistent across all ten studies. Almost all the assessments made in these studies are verified by independent data, such as the published opinions of biblical scholars and literary analyses of the Greek text. As elucidated in the thesis; the results attained, the method utilised and the theories employed are relevant for assessing the types of interpretation people are likely to make when reading and listening to other biblical stories. Because the research encompasses a literary issue and concerns the processes that are used in communication, the approach adopted is a literary one and the methodology incorporates media criticism and audience criticism. Other techniques, such as narrative criticism, rhetorical criticism, and reader response criticism are utilised extensively in the various analyses and assessments. The ten studies are preceded in the thesis by data as to the processes people use in reading texts and in listening to non-reciprocal speech. Such data includes information relating to experiments and studies into the communicative processes that have been carried out over the past fifty years. There is also data as to the theories that have been developed by scholars based on the results of such experiments and studies. These are the theories that are used in this thesis. There are also several analyses in the thesis which collectively demonstrate that texts used in Church liturgies should be those that have been specifically translated to meet the needs of listeners. This is a very important issue, because, even in very literate communities, there are still more Christians who listen to biblical texts being read than those who read such texts for themselves.

Listening and reading comprehension form an important part of the educational needs of the child. Learning and development are dynamic processes and educators must take cognisance of the continually changing needs of the environment. The relationship between and development of listening and reading comprehension is complex and interlinked. Theoretical and developmental strategies need to be explored to help us understand assessment and teaching procedures. This study aimed to compare listening and reading comprehension using two assessment tools - the Sentence Verification Technique and the Performance Test: Listening and Reading Comprehension English First Language (HSRC). Three groups, standard 2, 3, and 4 students, were tested on both tests and reading and listening scores were compared in each test. Then the two tests were compared. Some qualitative analyses were carried out. The HSRC test showed listening and reading to be similar in all three groups, while listening was significantly better than reading on the SVT test. These differences may be related to the fact that the subjects were able to reread in the SVT 'reading test. A developmental trend was clear in both tests in that the scores in both reading and listening showed increases with each group. The results between the two tests were similar in the listening mode but showed differences in the reading mode. This implies that they cannot be directly compared but that both still play valuable, but different diagnostic roles. The results led to a discussion of the clinical and future research implications. / Dissertation (MCommunication Pathology)--University of Pretoria, 2012. / Speech-Language Pathology and Audiology / Unrestricted

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