Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (M.S.)--University of Wisconsin--Madison, 1973. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--Syracuse University, 2005. / "Publication number AAT 3177006."

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 161-170).

ix, 45 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / The present synthesis is an extension of Wanzek and Vaughn on early reading interventions for students who did not respond to initial intervention and are at risk for reading difficulties and disabilities. Five studies published between 2005 and 2007 are examined on features of the intervention. Some findings aligned with those of Wanzek and Vaughn, such as duration of interventions did not impact outcomes and earlier intervention starting from kindergarten had larger impact across measures. Other findings differed from the previous findings, such as group size was not a determining factor. Furthermore, there are other features discussed in the present research that were not identified in the previous synthesis, such as role of implementers. Further research suggestions and limitations are also discussed in the present synthesis. / Committee in Charge: Elizabeth Ann Harn, Chair; Kathleen Jungjohann; Danielle Parisi

The Problem The purposes of this study were (1) to investigate and analyze patterns of growth in reading achievement from grade three through grade seven of children with different initial status of reading readiness and (2) to find out what early childhood characteristics distinguished those who have become good and poor readers in grade five. Methods and Procedures The first investigation was a retrospective, longitudinal study of the patterns of the means in Word Meaning and Paragraph Meaning of the Stanford Achievement Test. The subjects were 300 seventh graders who had available scores on the Metropolitan Readiness Tests in grade one and on the Stanford Achievement Test in grades three through seven. These pupils were randomly selected from a population of 517 children from 14 elementary schools. Analysis of variance, t tests and graphs were employed in comparing the growth patterns exhibited by pupils in the superior, high normal, average, low normal, and poor risk categories of reading readiness. The second part was an ex post facto study in which the Fisher exact probability test was used in identifying certain preschool and beginning school characteristics that differentiated the good from the poor grade five readers. Case studies were made on sixteen good readers and sixteen poor readers randomly selected from the top 27 per cent and the bottom 27 per cent of a population of 315 grade five pupils from five elementary schools. Information was obtained from the scores on the Metropolitan Readiness Tests, permanent school records, and interviews with parents. Conclusions 1. The three highest groups of readiness categories, the superior, high normal, and average maintained their relative positions throughout the entire five-year period. This trend indicated that pupils with high initial status of reading readiness continue to perform well in reading throughout the elementary grades. 2. Those in the superior group remained superior, on the average, and even tended to progress at a faster rate than those in the other categories of reading readiness. 3. The slopes of the curves on Paragraph Meaning of the average and the low normal groups and on Word Meaning of the low normal and the poor risk groups tended to be similar. 4. There appeared to be no plateau in grade four in the growth curves of all levels of reading readiness but something like a plateau was noted from grades five to six. 5. There was a steep rise in growth in reading in grade seven for all the five categories of reading readiness. 6. The mean gains from grade three through grade seven were significantly different for all the reading readiness groups. 7. In general, the boys surpassed the girls at all grade levels. The differences, however, were found to be significant in most grades only for the high normal category on Paragraph Meaning and for the high normal and low normal categories on Word Meaning. 8. The characteristics in preschool and early school years that were found to differentiate between the good and the poor readers in the fifth grade were (a) reading readiness category, (b) eagerness to do things by himself, (c) curiosity, (d) interest in reading, (e) congenial relationship with parents, (f) self-confidence, (g) was read to and given help in reading, (h) visual perception, (i) auditory perception, (j) richness of verbal concepts, (k) vocabulary, and (l) number knowledge. / Education, Faculty of / Graduate

From a review of literature related to reading disability, emotional disturbance, identification and attitude formation in young children, it was hypothesized that a major factor in reading disability in boys is the inability of masculinely-oriented boys to accept the feminine values found in the typical primary classroom. The attitudes of twenty-one good male readers and twenty-one poor male readers at the grade two level were measured by means of Osgood's Semantic Differential. The two groups were matched for age, I. Q. and socio-economic status. An analysis of the data indicated that the identification patterns of good and poor male readers revealed by their responses to items on Osgood's Semantic Differential do not differ significantly. However, the direction of the obtained differences was rather consistently in support of the hypothesis. The predictions in this paper could be broken down into forty-two items; eighteen of these predictions were clearly implied. Thirty-seven of the obtained differences between good and poor male readers were in the direction predicted by the hypothesis. The probability of obtaining such consistency can not be attributed to chance. From the present findings two suggestions are made: (1) more refined studies may reveal significant differences in the identification patterns and attitudes of good and poor male readers; (2) a child's pattern of identification may be a contributing factor rather than the factor involved in reading failure. Suggestions for further study concerning the introduction of more masculine elements into the primary classroom are proposed. / Education, Faculty of / Graduate

Within RTI models, Tier 1 instruction represents an important foundation for the prevention and remediation of reading difficulties, but has largely been ignored in previous RTI research. This study examined the amount, type, and quality of core reading instruction provided to fourth-grade struggling readers. Further, this research sought to examine whether specific elements of Tier 1 and/or supplemental reading instruction received, predicted growth in fourth grade students' reading skills. A total of 110 students, receiving school-based reading instruction in 22 classrooms, in four school districts located in two states/sites participated. Tier 1 reading instruction was observed and coded for instructional dimensions, including reading components, grouping, and quality. In general, reading comprehension and vocabulary were the most prevalent components of instruction, while limited time was allocated to word-level reading skills. Several significant differences in time allocated to overall instruction and components of instruction were noted between sites. Overall, there were few unique Tier 1 instructional predictors of student achievement at the end of the year, and the best predictor of student performance at the end of fourth grade was initial status in the fall. Further, students receiving supplemental reading instruction outperformed those students receiving only Tier 1 on measures of oral reading fluency. Implications for classroom instruction and future research are discussed. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester, 2014. / October 30, 2014. / reading instruction, response to intervention, upper elementary / Includes bibliographical references. / Jeanne Wanzek, Professor Directing Dissertation; Young-Suk Kim, Committee Member; Barbara Foorman, Committee Member.

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