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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
181

A Remedial Reading Program at the Second Grade Level

Keller, Winifred K. January 1946 (has links)
No description available.
182

Effect of distribution of earlier concepts as prelimnary homework exercises upon achievement in a remedial mathematics course at the college level /

Klinger, William Russell January 1973 (has links)
No description available.
183

The Impact of Mentoring on African-American Males Who Test Into Remedial Courses at a Predominantly White Community College

Bass, Leonard C. January 2011 (has links)
In the fall of 2008, after careful review of academic performance data collected from a predominantly White community college in southeastern Pennsylvania, African-American males testing into remedial courses were found to be the most at-risk population enrolled. To address the achievement gap its African-American males were facing, the College involved in this study turned to mentoring to increase these students' academic success rates. The purpose of this study was to explore the impact of mentoring on African-American males who tested into remedial courses at the aforementioned predominantly White community college. This study utilized quantitative analyses of academic and demographic data, and an on-line survey to gain an in-depth understanding of the impact mentoring had on academic performance, persistence, and the student experience. In addition, an on-line survey for mentors was administered to examine the impact of mentoring on mentors' perceptions of African-American males. The study included 1,046 mentored, and non-mentored, African-American male community college students needing remediation in Math, English or Reading, and 40 mentors. The on-line surveys were completed by 194 of the 1,046 African-American male students involved in the study, and 40 out of 48 mentors who served in the college's Minority Male Mentoring Program (MMMP). Findings from the study revealed that students participating in (MMMP) attempted and completed more credits, and had higher cumulative grade point averages. The MMMP students also realized significantly higher persistence rates than non-mentored students. The perception of campus climate was positive, but there was no significant difference in attitude or experience between MMMP and Non-MMMP students. Lastly, the study found that participating in mentoring positively influenced mentors' perceptions of African-American male mentees. / Educational Administration
184

Psychological Factors in the Academic Achievement of Remedial-level English Students in Community College

Jennings, Heather Morgan January 2012 (has links)
Rates of in-coming college students in need of academic remediation are on the rise, for both community college and four-year colleges. Consequently, many of these students will be required to enroll in some level of academic remediation in reading, writing and/or math to develop the basic skills necessary for student success in college-level courses. Poor completion rates in remedial courses and the limited progression by remedial students to enter advanced college-level study make these students more "at-risk" for course failure and subsequent college drop-out. This study is designed to help educators and college administrators understand the cognitive and non-cognitive factors of academic achievement as they develop educational programs that that involve community college students in remediation. This study examines the various factors most associated with academic achievement for community college students in remedial English classes. The predictor variables were categorized into three groups: demographic, psychological and academic aptitude. The relationship between academic achievement and the predictor variables was investigated through self-reported data provided by 395 remedial-level students from a community college in the Northeastern United States. The self-report data were gathered through a questionnaire that contained a combination of sub-scales from standardized instruments. Additional data, such as, official final course grade and Accuplacer pre and post-test scores, matriculation status and degree program were provided by the community college involved in this study. To determine which variables are most predictive of academic success, independent-samples-t-tests and binary logistic regressions were conducted on all the significant demographic, achievement and psychological predictor variables. Results of this study suggest that the Accuplacer reading pre-test scores are the only predictor of academic success in remedial-level College writing, whereas, decreased levels of school engagement and self-doubt, student-predicted final course grade, race and Accuplacer pre-test reading scores predict academic success for remedial reading students. Additionally, this study revealed that students who completed the remedial-course had increased Accuplacer reading scores which demonstrated significant improvement in reading comprehension. However, African-American students performed lower than all other racial groups on this assessment and illustrated the Matthew effect, or a widening of the achievement gap. It is important to acknowledge that this sample deviates significantly from what is expected at both the traditional four-year and community college. This study captured a very large sample of African American students (48%) and other minority groups (32%) in remedial education at a community college. It is likely that the factors that affect academic achievement in this group are very different from what has been previously investigated among a more traditional college population. In light of the evidence presented in this research, higher education administrators, educators and researchers must be aware of the differences that exist between remedial-level students in reading and writing courses. Results from this study can inform students, parents, educators and higher education administrators about the factors most associated with academic success in remedial-English courses at community colleges. These findings could also be used to inform, and provide support for, the development of new student services procedures designed to help incoming and at-risk students achieve success. / Educational Psychology
185

Improving the Reading Achievement of Selected At-Risk Readers: One School Division's Approach

Feret, Alice J. 09 July 2001 (has links)
This study describes the long-term reading achievement of a group of children identified by teachers in 1994 as low-achieving students in reading. Four research questions guided the study, and the 165 participants came from 12 elementary schools in Montgomery County, Virginia. They were selected, because they had participated in Reading Recovery in first grade and had taken the reading portion of the Stanford 9 Achievement Test in the spring of third grade. The literature review covers the history of reading instruction, outlines the Chapter I model, compares and contrasts the New Zealand and American Reading Recovery models, and profiles the impact of Reading Recovery on the research community. Means and standard deviations were analyzed to compare the relative performance of four major populations: Reading Recovery, Reading Recovery/Chapter I, Chapter I, and Waitlisted. The results of the analyses suggest that Reading Recovery students successfully discontinued in any number of lessons had means in the top half of the distribution of means for all populations in the study. With the addition of one to two years of Chapter I instruction after Reading Recovery, some students achieved the highest mean. The scores of Chapter I students with one year of instruction nearly matched the Reading Recovery mean. Two to three years of Chapter I produced lower means. The waitlisted students scored slightly lower than the other three populations. The results of the study confirm the efficacy of Reading Recovery as an early intervention, but indicate that using Chapter I as a transitional step between Reading Recovery and successful independent reading sustains long-term reading achievement. / Ed. D.
186

The development of a remedial reading program in the Roanoke City Schools

Wade, Sadie Crews January 1952 (has links)
An account of the investigation of the remedial reading program in Roanoke City has been recorded in the preceding chapters. The purpose of this chapter is to render judgment as to whether those procedures and methods set forth in the foregoing chapters were adequate to insure an improvement in reading for those children who had been considered disabled in that respect, and to report any weaknesses observed in the program. / M.S.
187

Extending the School Year: Student Achievement, Attendance, and Student, Teacher, and Parent Satisfaction

Hite, William Rodger Jr. 04 December 2001 (has links)
The effects of an Extended School Year Program on student achievement, attendance, and stakeholder satisfaction were examined at one middle school in the Henrico County Public School Division. Several populations were used for this study: participating students, teachers, and parents. Data on English-social studies, math, and science were collected using pretests and posttests. Attendance was taken daily and maintained for participating students. Student and parent satisfaction data were collected using satisfaction surveys. Focus group interviews were conducted to collect teacher satisfaction data. The difference between pretest and posttest scores was used to measure achievement in English-social studies, math, and science. The Average Daily Attendance (ADA) during the Extended School Year Program was compared to the ADA of the school and the division during the previous year. Each student and parent survey response was averaged and reported. Teacher focus group responses were assigned domains and placed into categories and themes. Findings Achievement gains were reported in all subject areas. Attendance results indicated that when compared to the school and the division during the previous year, the Average Daily Attendance (ADA) during the Extended School Year Program was lower. Students were most satisfied with their teachers. Parents were most satisfied with the program being offered at no charge, and the transportation provided. Teachers were most satisfied with the daily schedule. / Ed. D.
188

A comparative study of the effectiveness of various techniques of teaching reading to certain eighth-year pupils

Lovern, Mary Frances January 1957 (has links)
M.S.
189

The influence of sustaining feedback on the oral reading performance of low ability readers

Adkins, Treana January 1985 (has links)
The effects of teacher feedback on the reader's performance during oral reading have not been clearly delineated. This study was designed to investigate how two features of sustaining teacher feedback, type (graphophonemic and semantic) and timing (immediate and delayed) influence word recognition and comprehension for low ability second-grade readers. A sample of 9 low ability second-grade readers were selected and randomly assigned to one of 3 treatment sequence conditions. Each group received graphophonemic immediate prompts (The teacher immediately calls the readers attention to the deviation by pointing to the word and prompting, "Look closely at the letters in the word."); graphophonemic delayed prompts (The teacher prompts as above but after the reader has completed reading the sentence or a complete thought within a complex sentence.); and semantic delayed prompts (The teacher prompts the reader by asking, "Does that make sense?" after the reader has completed reading the sentence). A single—subject format (eg. A B A C A D A) was incorporated by using a Latin Square design for presenting the three treatment conditions to all three groups. On each of the twenty-three days the students orally read a different passage. Each treatment condition was conducted for approximately five fifteen minute reading sessions over a three week period. The four baselines had two sessions each. The dependent measures were literal comprehension and qualitative dimensions of word recognition, graphic similarity, semantic acceptability, and self-corrections. Results indicated that the treatments did not differentially affect the graphic similarity of the readers' responses, although the semantic delayed condition did encourage responses which were higher in semantic acceptability. In addition, the semantic delayed conditions influenced comprehension more positively than did the other conditions. / Ed. D.
190

The effects of corrective feedback and strategy training on the reading comprehension of poor readers in Form one

Yeung, Shin-kam., 楊善錦. January 1987 (has links)
published_or_final_version / Education / Master / Master of Education

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