The purpose of the study was to investigate the discriminating ability of fifteen predictor variables on the Detroit Tests of Learning Aptitude in reference to the criterion variables or the two clinical types. Cognitive integrative functioning was the theoretical base upon which the study was built reflecting the concepts of Piaget, Bruner, Osgood, and Birch and Belmont.The research was conducted at the Learning Disability Unit of the Pediatric Neurology Department at the Indiana University Medical Center. Each population consisted of thirteen specific developmental dyslexic boys and thirteen normally reading boys who were matched on the extraneous variables of age, intelligence, race, and socioeconomic status. The dyslexic population was selected from those children who had been assigned a case disposition of specific developmental dyslexia or familial dyslexia by a multi-disciplinary team. Predetermined criteria were established by the L-D Unit which consisted of average or above average intelligence, absence of severe emotional problems, absence of brain damage, absence of physical defects, and evidence of at least two years reading retardation. The subjects were evaluated with the Block Design subtests of the WISC or WAIS to determine general intelligence and were administered the WRAT reading section to establish reading grade placement. Fifteen selected subtests of the DTLA were administered to measure cognitive integrative functioning.Statistical treatment of the data consisted of a stepwise discriminant analysis to determine which subtests of the DTLA were the most significant discriminators between the two clinical types. Both predictor variables, Visual Attention Span for Letters and Number Ability were significant at the .05 level, but the former accounted for ninety-seven per cent of the variance. None of the other fifteen predictor variables of the DTLA were significant. Post hoc analyses included an internal consistency reliability coefficient for each subtest of the DTLA ranging from .96 to .77. A factor analysis of the predictor variables yielded three factors, and another discriminant analysis was applied indicating that the factors of Attention and Memory and of Visual Perception and Discrimination were significant predictor variables. However, the raw score predictor variables were significantly superior to the factor score predictor variables in differentiating between the two clinical types.Conclusions based on the findings indicated that performance on tasks of visual sequential ordering of letters and number ability were predictive of specific developmental dyslexia only in this study. The predictor nature of number ability was of minimal value when compared to the other significant predictor variable. Of all of the sequential ordering tasks on the DTLA, the more related to the actual reading process of decoding, the better the subtest would function as a discriminator of specific developmental dyslexia. The factor of Visual Perception and Discrimination was of minor significance as a predictor variable; therefore, a minimal level of visual perceptual skills seemed to be necessary in order to learn to read. The older age range of the experimental group and their lack of visual perceptual inadequacies indicated that this type of problem was more related to maturation or developmental characteristics than to the more permanent and disabling syndrome associated with specific developmental dyslexia. Since the factor of Verbal Abstract Reasoning was not a significant predictor variable of specific developmental dyslexia in this study, conceptualization did not seem to be negatively effected in this type of reading disability. A familial history of specific developmental dyslexia was an important criterion in defining this population and should be included in research with this type of reading disability. In addition, the DTLA in this study proved to be valid and reliable instruments for measuring cognitive integrative functions.

The purpose of this study was to investigate the predictive ability of specific items in the Catch-'Em Early preschool screening instrument with subsequent reading achievement as determined by SRA Achievement Series test scores at the second-, fifth-, and eighth-grade levels.The twenty selected items from the preschool screen were: walking board, jumping, body image, visual sequencing, body localization, gross space, angels-in-the-snow, eye motor coordination, visual figure ground, visual form constancy, spatial relations, reproduction in space, counting, colors, auditory sequencing, chalkboard, visual forms, visual memory, ocular pursuits, visual acuity.A Pearson Point Biserial Correlation technique was used at each grade level to determine the best predictors. The .05 level of significance was established for the non-acceptance of the null hypotheses. A regression analysis was used to determine the best combination of predictors for each grade level.Findings1. The visual form constancy screening item had a significant positive relationship with second-grade reading scores.2. The walking board and auditory sequencing screeningitems had a significant inverse relationship with second-grade reading scores3. The best predictive combination for second-grade reading was: walking board, auditory sequencing, and visual form constancy4. The body image, visual sequencing, body localization, angels-in-the-snow, visual form constancy, reproduction in space, counting, colors, auditory sequencing, chalkboard, and visual forms screening items had a significant positive relationship with fifth-grade reading scores5. The visual memory screening item had a significant inverse relationship with fifth-grade reading scores6. The best predictive combination for fifth-grade reading was: visual sequencing, color discrimination, body image, chalkboard, and visual forms7. The body image, body localization, angels-in-the-snow, eye motor coordination, reproduction in space, counting, colors, auditory sequencing, chalkboard, and visual forms screening items had a significant relationship with eighth-grade reading scores.8. The visual memory relationship with screening item had a significant inverse eight-grade reading scores9. The best predictive combination for eighth-grade reading was: visual sequencing, chalkboard, visual forms, reproduction in space, and eye motor coordination

The study concerned the pre-service preparation of prospective teachers in meeting and comprehending the reading problems they will encounter during their professional teaching careers. The literature and research reviewed for the study revealed a paucity of studies that deal with the pre-service preparation of high school teachers concerning secondary school reading problems. The review, however, supported the need for such preparation at the secondary undergraduate pre-service level.Two purposes were developed concerning the investigation. The first purpose was to determine whether or not an intensive period of instruction for undergraduate prospective teachers in reading skills during pre-service preparation increased their awareness of and willingness to respond to the diversified reading abilities and skills of high school students. The second purpose was to ascertain the affect of an intensive period of instruction on the attitudes of undergraduate prospective high school teachers toward the teaching of reading in selected content fields. Two null hypotheses evolved from these purposes and were tested.The study utilized the methods classes in three subject areas at Ball State University. Fifty students comprised the total number of students for the experimental and control groups, 100 in the total population. Within these classes, five sections provided subgroups of students, each selected and divided at random. The groups were identified as experimental and control.The experimental groups underwent an intensive period of instruction which discussed four areas dealing with reading and its application to high school instruction. These areas were: (1) background nature of reading, (2) the textbook as a learning tool, (3) vocabulary associated with specific disciplines, and (4) comprehension. The experimental and control groups were tested at the conclusion of the intensive period of instruction by use of two instruments adopted for the study. These instruments measured attitudinal change and the awareness of and response to classroom situations related to reading problems presented to prospective secondary school teachers.The collected data from the two measurements were analyzed by using a two way analysis of variance. The analysis utilized two dependent variables in applying F-test ratios in ascertaining acceptance or rejection of the null hypotheses. The results of the analysis indicated the following:1. The experimental group differed from the control group after receiving the intensive period of instruction (treatment) in changing to more positive attitudes toward the teaching of reading at the secondary school level. This was significant at p.> .O1 level.2. After receiving the intensive period of instruction the experimental groups revealed a significant difference (p.> .0005) in ascertaining their awareness of and response to situations involving reading at the high school level as compared with the control groups.3. The experimental groups selected from the three methods classes were more aware of and exhibited a better response to the reading problems as measured by the Question Situation Analysis than the control groups. The differences between methods classes in determining reading problems was significant between classes at the p. x.0005 level.4. In this study, the interaction of the treatments by classes was not significant in testing either of the null hypotheses of the study. The over-all difference between the groups was essentially unchanged by the intensive period of instruction.5. There was significant differences between the two groups. The intensive period of instruction (treatment) produced a more positive change of attitudes and awareness of and response to secondary reading problems. The null hypotheses of no difference between the groups was rejected in both instances.

This study examined the differences between students’ perceptions of teacher-assigned and self-selected literature. Five students from the same grade 8 classroom participated in the study, which consisted of reading either an assigned or self-selected text and participating in semi-structured interviews. The interview transcripts were analyzed and coded according to categories designated by the researcher. Findings indicate that these students were more motivated to read when permitted to select their own texts. Students also seemed to gain a greater understanding of content when reading self-selected material. However, the study participants also spoke positively about certain teacher-assigned books, indicating that quality reading materials with high-interest content may take priority over choice. Recommendations for educators include sharing with students their motivations behind reading assignments, and ensuring that classroom libraries are well stocked with a wide selection of texts.

This study examined how much literacy was depicted in six popular prime time situation comedies—Community, How I Met Your Mother, Modern Family, Parks and Recreation, The Big Bang Theory, and The Office. The first five episodes of each program’s first season were analyzed, as to the number of literacy events present and the durations of such, using a Literacy Events Checklist. Whether there were readers in evidence on the programs was examined. Whether the readers were portrayed in such a way that they, and their reading habits, might be emulated by young people was also investigated. The Literacy Events Checklists were analyzed and coded according to categories designated by the researcher. Findings indicate that literacy is depicted to a certain extent on these programs, in some programs more than in others. Readers were found in each program. A Reader Checklist was employed in order to determine common reader traits among these readers. Findings indicate that, although there are some common reader traits among the readers, they are not entirely negative. The diversity of the readers found in these programs reflects the diversity of readers in society. Recommendations for educators include sharing with students the statistics regarding the time spent reading and the time spent watching television in North America, and having students examine their own habits in this regard. This message could be brought to the community through school-wide initiatives at various levels, and the incorporation of parental involvement.

The purpose of this study was to investigate reading motivation in students from grades one to four. Five Manitoba schools participated in this study. The Motivation to Read Profile (MRP) reading survey (Gambrell, Palmer, Codling, & Mazzoni, 1996) was administered to 225 students. The survey scores provided information about gender and grade level when considering student motivation to read. The study further explored what two highly motivated grade four boys and two highly motivated grade four girls (as identified by the MRP survey) had to say about reading and their personal reading experiences as each of the four students participated in a semi-structured interview with the researcher. The study also identified factors that appeared to influence the students’ reading motivation. The survey results collected from the 225 elementary school students indicated that grade one students valued the task of reading less than students in grade two. The survey results also revealed that boys valued the task of reading less than girls. When students responded to questions in regards to their personal self-concepts as readers, no clear pattern emerged between grades or for gender. Following the completion of the four semi-structured interviews, the ideas the students shared were categorized. 16 categories were identified. Study of the students’ comments revealed that many different factors appeared to have contributed to the students’ high levels of reading motivation. These factors included family members acting as reading role models and a wide variety of reading options. Particular weight was given to the role that peers and friends played in the students’ personal reading choice. Students also indicated that it is important for teachers to expose students to a number of different literacy experiences, and it is equally important to avoid spending excessive amounts of time with a single text. In light of these findings, the author provides suggestions for ways that teachers might restructure current classroom practise to increase the levels of student motivation to read.

This thesis is a close-reading of Manitoba’s senior years ELA framework. It attempts to scrutinize the overall wording, phraseology and intent of the curricular document and determine whether or not it fosters democratic teaching and classrooms. The main democratizing theories, critical pedagogy and Reader Response criticism are teased out to show not only how they coexist but also how they may form oppositions. That is, while these theories can co-exist, they can present contradictions in emphasis, scope and focus. Although populist by many standards, Reader Response theory may not be concrete enough to be housed alongside critical literacy values. This may be connected to a kind of misguided interpretation of critical pedagogy as ‘philanthropy’. Does the framework deal with this problem adequately? Its ability to help teachers deal with this contradiction may indicate not only the overall success of the curricular framework as a democratizing instrument, but may serve as a reminder as to how democratic education remains a paradoxical ideal. It also may suggest that professionalization of teachers in this area is more difficult than previously imagined.

As a classroom teacher, I had found that many of my grade one reluctant readers—those students who could read but chose not to—lacked the motivation to engage in the reading process. Using a qualitative-oriented action research approach I introduced and taught seven classroom practices—Read Aloud, Self-Selected Reading, Literacy Circles, Drama, Reader’s Theatre, Author’s Theatre, and Inquiry—to see which ones helped my reluctant readers increase their motivation to read. By applying multiple methods of data collection and organization—a questionnaire; learning conversations; observations; journaling; and recording sheets—I was able to record what reluctant readers had to say and show about these seven classroom practices. The findings provided that classroom practices that allowed for social interactions, freedom of choice, and the use of voice and movement were the best ways to motivate my young reluctant readers in reading.

No description available.

No description available.