Thesis (M. Ed.)--University of Hong Kong, 1983.

This single case study explored the relationship between non-academic interventions that supported student psychosocial factors and remedial math success. The theoretical framework proposed that remedial math success was linked to psychosocial factors as described by Bandura’s social cognitive theory rather than merely cognitive factors possessed by the student. The literature review revealed that remedial math success in community colleges was chronically problematic, that psychosocial factors were fundamental to human development and learning and well supported by neuroscience, and that above average academic success has long been positively correlated with programs of non-academic interventions. According to the findings of this study, non-academic interventions such as case management, cohorts, accelerated remedial math coursework, childcare, and emergency financial assistance, provided psychosocial support essential to learning and development, which in turn resulted in extraordinary success in remedial math completion. The conclusion drawn from the findings is that effective psychosocial support is essential to achieving exceptional remedial math success rates. / text

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This study investigated whether or not the use of specific task motivational instructions, delivered without hypnotic induction, would improve the reading performance of elementary school students reading on a remedial level. The task motivational instructions consisted of two components: fantasy trips and suggestions designed to improve the subject's self-confidence and increase his/her reading performance. Twenty-one students who read on a remedial level, grades two to six, were assigned randomly to one of three experimental groups: Group I (Relaxation plus Task Motivational Instructions), Group II (Task Motivational Instructions only) and Group III (Control). Subjects were seen for one baseline session and six experimental sessions. During baseline and each experimental session, three measures of reading performance (reading comprehension, reading speed, and word recognition) were obtained. A portable EMG system was used to record the forehead muscle tension of each subject. During experimental sessions, Group I received both relaxation training and specific task motivational instructions designed to improve reading performance. Group II received the same specific task motivational instructions, but without the relaxation. Although Group III received neither relaxation training nor task motivational instruction, the subjects in Group III were tested weekly on the three reading measures. The results of the study were as follows: (1) Subjects receiving both relaxation training and task motivational instructions showed (1) a significant increase in reading comprehension scores, (2) a significant increase in the number of words read per second, and (3) no significant increase in word recognition scores. (2) Subjects receiving only task motivational instructions showed (1) a significant increase in reading comprehension scores, (2) a significant increase in the number of words read per second, and (3) no significant increase in word recognition scores. (3) Subjects receiving neither of the experimental treatments showed (1) no significant increase in reading comprehension scores, (2) no significant increase in the number of words read per second, and (3) no significant increase in word recognition scores. (4) Data for all subjects participating in the study showed a significant increase in forehead EMG scores following reading. The results of this study support these conclusions. First, the treatment used resulted in significant increases in reading comprehension and the number of words read per second. Second, children appear to enjoy the treatment activities involving the fantasy trips and the motivational instructions. Third, children do not seem to enjoy the relaxation training method used. Fourth, children who have difficulty reading show greater forehead muscle tension following reading. Fifth, an EMG recording of forehead muscle tension does not appear to be a satisfactory method to measure relaxation in elementary school children. In summary, the results of this study indicate that elementary school children who read on a remedial level appear to increase their reading performance faster when remediation includes task motivational instructions.

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Inclusion is not only about philosophy but more importantly about the practical changes that must be brought about in order to help all learners in our school system to excel and unfold their potential. Inclusive education can be seen as an approach that aims to transform our education system in order to respond to the diversity of learners. It aims to enable both teachers and learners to feel comfortable with diversity and to see it as a challenge and enrichment in the learning environment. Good teaching is good for all learners, irrespective of their differences and improved teacher training and on-going professional teacher support may be one of the most important strategies to create quality education for all. This research seeks to understand how a remedial teacher negotiated her role to that of a support teacher and to explore her experiences in providing support to a greater number of learners and teachers. This study was conducted at a primary school in Pinetown. A qualitative approach was used in conducting this research. Data for this study was gathered from the support teacher in an unstructured interview as well as participant observation during the support programme and from some learners in a focus group interview. Willing learners, currently in the grade four support programme were used in the focus group interview. The recorded interviews were then transcribed and analysed. The findings of this research indicate that negotiating her role from a remedial teacher to a support teacher afforded her the opportunity to utilize her expertise, specialist knowledge and experience effectively and cost-efficiently in an ordinary primary school to extend the support to a greater number of learners with computer-aided assistance and to provide support to teachers to manage all learners in a mainstream classroom. / Thesis (M.Ed.)-University of Kwazulu-Natal, 2007.

For years reading improvement programs have been part of the college curriculum. However, with the current trend toward open admissions these programs become even more vital. It is important to discover what methods best serve these students.The purpose of this study was to determine whether providing students with more freedom of choice as to course content would affect their achievement and attitudes in a college reading improvement program. A further purpose was to determine whether there was an interaction between student personality orientation and degree of student control in relationship to reading achievement.A three-group posttest, and in some cases pretest and posttest experimental design was utilized. The treatment groups represented three levels of student control: minimum, moderate and maximum. In the minimum student-controlled situation the instructor assigned all course work. The moderate student-controlled students chose their assignments from the options presented to them by their instructor. Students in the maximum student-controlled group had complete freedom as to type and amount of assignments they would complete. All groups used a weekly contract system for planning their programs. These contracts were assigned and/or chosen during a weekly conference with the instructor. The students worked independently in a laboratory-type setting.There were four major hypotheses tested. Hypotheses I and all its sub-hypotheses proposed there would be no differences in aspects of reading achievement among the three treatment groups. To measure these aspects of reading achievement the Diagnostic Reading Tests: Survey Section edited by Triggs was administered as a pretest and posttest.Hypothesis II stated there would be no differences among the treatment groups in attitude toward reading. To measure attitude toward reading a revised version of Este's Scale to Measure Attitudes Toward Reading was used. This Likert scale was administered as a pretest and posttest.Hypothesis III stated that there would be no differences among the treatment groups in attitude toward the reading improvement course. To test H othesis III a semantic differential developed by Poppen and Thompson was used. This instrument was administered as a posttest.Hypothesis IV proposed there would be no relationship between student personality orientation and reading achievement in the three treatment conditions. Students were classified as having either internal or external loci of reinforcement control based upon their Rotter I-E Scale scores.To test these hypotheses variations of the analysis of variance test were used. When an analysis of covariance was used the pretest score served as the covariate and the posttest score was the criterion measure. For Hypothesis I, total reading achievement was tested using an analysis of covariance. For the components of the total test score and the types of comprehension, two multivariate analyses of covariance were computed. For Hypothesis II two analyses of variance were computed for the pretest and posttest attitude toward reading scores. The attitude toward the course scores used to test Hypothesis III were also examined with an analysis of variance. For Hypothesis IV a two-way analysis of covariance was computed, using treatment by personality orientation, to analyze total reading achievement scores.In all cases the null hypotheses were not rejected. There were no significant differences in reading achievement, attitude toward reading or attitude toward the course among the treatment groups. There was also no relationship between student personality orientation and reading achievement in any of the treatment groups.Although all groups did improve in reading and displayed relatively positive attitudes toward reading and toward the course, the degree of student control experienced throughout the course did not result in any significant differences. Suggestions for further research include more control for the teacher effect and greater differences in treatment groups.

This study was undertaken in an effort to determine the effect of compensatory education on achievement and the self concepts of students in inner city schools. The subjects for this study were chosen from the third, fourth, and fifth grades of the Lincoln, Longfellow, Blaine, and Garfield public elementary schools of Muncie, Indiana. The experimental group received compensatory treatment which consisted of remedial reading, tutorial aid, and counseling, while the control group received the standard type of education given by the schools involved in the study. Both groups were selected by classroom teachers on the basis of personal judgment with no specific criteria given for the selection. Academic achievement was measured by the results of the Iowa Basic Achievement Test. This test was given twice (pre- and post-test) to both the control and experimental groups in grades four, and five. Grade three had been administered the Metropolitan Achievement Test (MAT) as a pre-test the previous spring at the end of grade two. Grade three was tested by the Iowa Basic Achievement Test in a post-test the spring of 1973.Self concept was measured by the results of the test by Waetjen and Liddle, Self Concept as a Learner (SCAL). This test was given twice to both the control and experimental groups; the pre-test in the fall of 1972 and the post-test in the spring of 1973.The results were used to evaluate the eight basic hypotheses. Statistical analysis of the results led to rejecting only one hypothesis. Hypothesis 7 was rejected at the .05 level of significance.In general, any gains shown by the experimental group over the control group were of small statistical magnitude, whether in the area of academic achievement, reading achievement or self concept. The same may be said of any of the differences between the various schools, grades, and class groups. No strong relationship between compensatory education and the probability of success could be clearly established from the data. A strong relationship was established, however, between compensatory and the probability of success for grade three. Since the impact of counseling, tutorial aid, or remedial reading was not analyzed separately, this relationship was attributed to the compensatory treatment as a whole and specifically to any one part of the program.