"The aim of this study is to ascertain if possible, some of the reasons why ten pupils out of seventy in the sixth grade, in Hendricks Avenue Elementary School, Class of 1949-50, Jacksonville, Florida made low in reading rate and comprehension on the California Achievement Test when according to California Mental Maturity Test they could have made high scores"--Introduction. / Typescript. / "August 1950." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Nita K. Pyburn, Professor Directing Paper. / Includes bibliographical references (leaves 58-60).

Digitized by Kansas Correctional Industries

Approximately 80% of students with learning disabilities (LD) experience difficulties learning to read (Shaywitz, Morris, & Shaywitz, 2008). Many schools have begun offering intensive summer reading programs in an effort to enhance the reading of students with and at risk for LD. Yet, remarkably little is known about the teachers who staff these programs and are tasked with teaching students with some of the most significant reading needs. For this reason, this study investigated the relationship between characteristics of summer reading teachers, their knowledge of reading, and the code-focused reading instruction they provided in the classroom during an intensive summer reading program for students with and at risk for LD. Data for this study were collected by the Iowa Reading Research Center as part of its Intensive Summer Reading Program (ISRP) study. In total, 74 teachers participated in this study. In addition to completing the Teacher Knowledge of Early Literacy Skills test, each teacher’s classroom was observed one day each week during the ISRP study. Findings of multiple regression analysis indicate that summer reading teachers certified in special education spent 4.1% less of their overall instructional time on code-focused instruction in comparison to general education teachers. Additionally, summer reading teachers who scored higher on the TKELS spent less time on code-focused instruction. Finally, years of teaching experience and years of experience teaching students achieving below grade level were not useful in predicting variation in the amount of code-focused instruction teachers provided during the intensive summer reading program.

Thesis (M.Ed.)--University of Hong Kong, 1986. / Includes bibliographical references (leaf 73-85) Also available in print.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 168-178).

Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 114-129). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--Lehigh University, 2003. / Includes vita. Includes bibliographical references (leaves 73-84).

Thesis (M.S. in Education)--Shenandoah University, 2004. / Includes bibliographical references.

Thesis (M.S. in Education)--Shenandoah University, 2002. / Includes bibliographical references.

Thesis (M.S.)--Florida State University, 2003. / Advisor: Dr. Richard Wagner, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed Mar. 2, 2004). Includes bibliographical references.