Thesis (Ph. D.)--University of Auckland, 1966. / Includes bibliographical references (leaves 419-445).

Thesis (M.Ed.)--Regis University, Denver, Colo., 2007. / Title from PDF title page (viewed on June 8, 2007). Includes bibliographical references.

Thesis (Specialist in School Psychology)--Eastern Illinois University, 2009. / Includes bibliographical references (leaves 31-33).

Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 226-236). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9978247.

Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 108-116). Also available for download via the World Wide Web; free to University of Oregon users.

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 (p. 53-57).

Thesis (Ed.D.)--Boston University. N.B.:Pages 198-200, 202 are missing.

This study attempts to establish whether or not the ability to comprehend long passages of text-book material is reflected in the usual reading comprehension test score. The skills which result in a high score on a standardized reading test may not be identical with those required in regular classroom reading. A test was constructed to serve as a criterion of the ability to read a Grade 9 science text-book. The study was limited to the kind of reading which is done when the reader's purpose is total grasp of a fairly long passage of new and difficult material. Study skills were specifically excluded. The Criterion Test, and Test 1 of the Stanford Advanced Reading Test, and Part III of the Cooperative Science Test for Grades 7, 8, and 9 were administered to 90 Science 10 students. This group was a representative sample of the Grade 9 population of the public schools of Vancouver, British Columbia. The intercorrelations of the test scores were computed. For the sample used, the correlation between Stanford scores and Criterion scores was .58; between Stanford scores and Cooperative scores, .66; between Cooperative scores and Criterion scores, .72. The main Inferences derived from these data were: 1. The size of the correlation coefficient (.72) between Cooperative scores and Criterion scores implies that the two tests measure groups of skills which are similar but not identical. 2. For most practical purposes, Part III of the Cooperative Science Test could be used to appraise the ability to read material from Science in Action, Book 1.¹ 3. The Stanford Test does not seem to be as good a measure of the ability to understand science text-book material as the Cooperative Test. 4. The correlations obtained suggest that the test scores are affected by content and length of passage, content being the more important factor. It is possible that a better criterion would have resulted from having the students read one long passage directly from the text-book. Such a criterion would be more like a natural reading situation and less like a standardized test. ------------¹ Paterson, G. M., and Cameron, E. E. Toronto: Dent, 1955. / Education, Faculty of / Graduate

The problem of this thesis was to explore the relationship between first grade reading failure and certain environmental and developmental factors, using the case study method. The subjects were sixteen boys and six girls from a Vancouver school in a poor neighborhood. They ranged in age from 7 years 1 month to 8 years 2 months, and in IQ from 73 to 113 according to the Pintner-Cunningham Primary Test (Form A). All had been taught by veteran primary teachers using the auditory-visual, basal reader method. Achievement was assessed on the basis of report card grades, a Pupil Rating Scale designed for this project, and the Durrell Analysis of Reading Difficulty. The etiological factors investigated were intelligence, visual perception, style of learning, self-concept and home environment. Eight students repeating grade I were matched with eight who had been regularly promoted to grade II. It was hypothesized that differences in reading achievement between the matched pairs would be accounted for by significant differences in one or more of the factors studied. Evaluative techniques included: Peabody Picture Vocabulary Test, Raven Coloured Matrices, Frostig Developmental Test of Visual Perception, Mills' Learning Methods Test, and a 45-90 minute parent interview for each child. Twenty-two case studies were assembled, in which the beginning stages were noted of a variety of reading disabilities - maturational lag, linguistic handicap, cultural deprivation, inadequate motivation, emotional disturbance, faulty reading habits. The major findings were: 1) The Pintner-Cunningham Primary Test appear to assess inaccurately the functioning intelligence of 10/22 children in this sample. Six of these pupils were successful readers with defects of visual perception revealed by the Frostig Developmental Test of Visual Perception, sub-tests II, III and IV. 2) The Peabody Picture Vocabulary Test had a high correlation with reading success, and did not appear to discriminate against the ten children who came from bilingual or Canadian Indian homes. 3) Anomalies of biological endowment characterized 9/l4 unsuccessful readers - organic defect, slow development, premature birth, hypo- or hyper-activity - although only one was mentally retarded. It) The aspects of home environment basic to reading success in grade I appeared to be parental literacy, standards of behavior adjusted to the child's capacity, reasonable methods of discipline, and a warm relationship between the child and at least one parent. 5) Lack of flexibility in methods of teaching reading were seen as contributing to the high failure rate. For 12/14 pupils, the only solution offered for a wide variety of beginning reading problems was a second year in grade I, with no adjustment of curriculum. / Education, Faculty of / Graduate

The purpose of the present study was to ascertain from the research literature on alphabet legibility and geometric form discrimination what minimum number and nature of changes could be made to the letters b, d , p and q to increase the ability of preschool children to discriminate vertical, horizontal and rotational changes in orientation of the letters. In accordance with the research evidence the stem of each letter was replaced by a solid black, right-angle triangle. For each letter the smallest angle of the triangle was uppermost, the right-angle was in the bottom left-hand corner, and a small white circle was imbedded in the right-angle. The base of the triangle was equal in width to the diameter of the eye of the letters. To test the hypothesis that for preschool children horizontal, vertical and rotational changes in orientation of the modified letters would be more discriminable than identical orientation changes of the standard letters a four-to-one match to sample format was used. In this format one stimulus letter was to be matched with an identical letter contained within a matrix of three letters each depicting a different orientation of the stimulus letter. Kindergarten children between the ages of 4.6 and 5.6 were selected in terms of their performance on two screening tests. Thirty-six children were included in the sample with 18 subjects in each treatment group. One screening test used simple geometric shapes to assess the child's fundamental understanding of the concept of similarity, and his ability to respond adequately to the four-to-one match to sample format. The second screening and training test reinforced the child, verbally and with candy to attend to orientation cues; the subject was required to manually reorient a response figure to match in sequence a number of sample figures each of which represented one of the three alternative orientations. The subjects were then given an error base-rate test of twenty-four, four-to-one match to sample formats comprising all permutations of the standard letters b, d , p and q . In accordance with their scores on this test (total number of correct discriminations) subjects were assigned by the randomized blocks design to the control and experimental groups. For the treatment, the control group was given the pretest again while the experimental group was given a test in identical format using the modified characters. Statistical analysis of the gain scores (number of correct discriminations on the treatment test minus number of correct discriminations on the error base-rate test) indicated that the modified letters significantly improved discrimination of orientational changes at the .025 level of significance, and that no significant difference existed between the performance of males and females. / Education, Faculty of / Graduate