Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1980. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (37-38 p.).

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

M. Ed. (Educational Psychology) / Reading is a complex activity which is of the utmost importance for successful progress in mainstream education, but which is seldom fully understood by professionals in the field of education. It is also an ability which is often problematic for children to master. The purpose with this study was to gain a better understanding of the reading process and to explore the reasons why some children fail to learn to read effectively. The research was based upon the following research questions: what constitutes beginning reading; how these problems manifest in the reading behaviour of the child with reading problems; and how the child with reading problems describes his knowledge about reading. The first aim of the study was to establish what the nature of reading is, how it develops in beginning readers (in the junior primary phase) and what the possible causes of reading problems are. This was achieved by an analysis of reviewed literature, emphasising the child as a system whereby his inner world is in interaction with the world around him. The additional aim was to conduct a qualitative analysis was undertaken in which the reading actions of two eight year old readers were presented and analyzed by means of a protocol analysis. The data of the two early readers were compared and the following categories of their reading actions identified: the mechanics of reading. construction of meaning and metareading knowledge. It was argued that these categories are interrelated in the sense that the one influences the other to such an extent that they cannot be separated for purposes of teaching reading skills. The mechanics of reading seems to be the foundation of meaning construction as it was apparent that the readers could not answer the comprehension questions when they were unable to recognise the words. This promotes a "back to basics" approach of teaching reading. On the other hand it also came to light that the readers could read certain words, but did not understand them due to the fact that they did not comprehend the context thereof and clearly had not constructed schema in the domain previously. The levels of functioning of the two readers were explained by using comparative matrices which indicated that they function on pre-conceptual and systematic conceptual levels, that is below the level that could be expected for their reading age group. Arguing from the findings of the research it was evident that teachers, as well as therapists concerned with reading remediation, probably address reading problems without fully understanding what the act of reading entails. Furthermore, school curricula which have the teaching of reading skills as objective could adopt a "back to basics" approach whereby phonics teaching and the accompanying emphasis on word recognition could be the point of departure. Thereafter comprehension and meta-reading aspects could be emphasised. It is, however, extremely important to keep in mind that each of these components of the teaching of reading, namely phonic recognition, word recognition, comprehension and meta-reading are not seen in isolation, but that the interaction of these aspects is understood and taught.

M.Ed. (Psychology of Education) / Please refer to full text to view abstract

The state of education in South Africa is of nationwide concern and primary school learners are at serious risk of not learning to read. The lack of parental involvement in children's reading development is one of the main barriers to quality education. Mothers are customarily the parent who is most often involved in the reading development of children but there has been an increased interest in asserting more about how fathers are taking on the reading tasks of children. The focus of the study is on the involvement of fathers in the reading development of their children and aims to determine the fathers’ perceptions regarding their roles in the reading development of their children, the barriers that hinder their involvement as well as the benefits of their involvement. The literature review was done using Bronfenbrenner’s ecological systems theory as theoretical framework. A qualitative research design was employed using phenomenology as a research strategy. The research is underpinned by the interpretive paradigm and involved the fathers of grade 4 learners at a primary school in the Northern Areas of Port Elizabeth, South Africa. Data was collected from these fathers by means of questionnaires, group and semi-structured interviews and narratives. The main findings that emerged from the study revealed that fathers’ lack of support in reading development was embedded in the fact that they perceived their role as provider who underestimated their individual contribution. They acknowledged their participation in uncoordinated reading efforts whilst engagement with teacher and policy document were also findings that emerged from this study.

Despite the current widespread implementation of inclusive education into the South African educational system, it appears that little, if any, studies have been undertaken as to whether South African educators are adequately equipped to manage the changes that will be required with the implementation of this new approach to education. More specifically, whether our educators would be more aptly prepared for the many adaptations should they be in possession of a remedial qualification. This study is aimed at providing a detailed account of the implications of introducing inclusive education into the South African school system, with particular focus being placed on learners who present with barriers to learning as well as the essential curriculum, classroom and teaching adjustments required in order for these learners to reach their full potential within a mainstream classroom environment. The sample for this study firstly comprised of educators’ perceptions regarding their capabilities in coping with the demands of inclusive education. The viewpoints of 122 educators, within the Nelson Mandela Metropolitan area of the Eastern Cape, were recorded through the completion of individual questionnaires and interviews. Secondly, the files of 111 learners, from a remedial practice, who presented with barriers to learning were analysed to determine the effectiveness of appropriate remedial intervention in overcoming the respective barriers. The major findings of the present study were as follows: Many classroom modifications, changes in teaching styles and curriculum adaptations would have to be implemented to adjust to the demands of inclusive education; Educators would have to be trained regarding the different categories of learners with barriers to learning and their special educational needs; The majority of Eastern Cape educators do not feel suitably qualified to cope with the demands of inclusive education; Educators in positions of authority (principals, deputy principals and heads of department) indicated their inadequacies regarding coping and assisting parents and fellow educators with the demands of inclusive education; A large percentage of the responding educators indicated that they would be better suited to cope with the demands of inclusive education with a remedial qualification and were prepared to register at a tertiary institution to obtain such a qualification depending on certain incentives offered by the Education Department. In view of the findings of this study, recommendations have been made to enhance the current qualification levels of educators, to specifically include a remedial qualification, of which guidelines have been provided. This approach should vastly assist educators in coping with the demands of inclusive education and will ensure that they are suitably empowered to meet the needs of learners with barriers, who have been thrust into this system. Guidelines are also offered for a proposed remedial course that could be offered to education students as well as to those educators who are presently in the employ of the Education Department.

This study evaluated the comprehension of inference statements by language-learning disabled (LLD) children and children with normal language development (NL) under two conditions: uncontextualized and contextualized. The contextualized condition was designed to encourage retrieval of information from the subject's general knowledge — a procedure proposed to encourage elaborative inference-making. Two text passages were analyzed according to a model developed by Trabasso and presented by Trabasso, van den Broek & Suh (1989), which yielded a set of bridging causal connections across clause units. Sets of three true and three false causal inference statements were developed to represent bridging inferences for each story. In addition, three true and three premise statements were obtained directly from each story, yielding a total of twelve statements for each text. Subjects were ten language-learning disabled students (7 boys, 3 girls) and ten children with normal language development (5 boys, 5 girls) aged 9 to 11 years old. Mean age for children in both groups was 10 years, 4 months. Children were selected for the LLD group on the basis of the following criteria: (1) enrollment in a learning assistance or learning resource program for learning-disabled students, preferably for remediation of Language Arts; (2) history of speech-language intervention in preschool or early primary grades; (3) normal nonverbal cognitive skills; (4) lexical and syntactic comprehension within normal abilities (as determined by standardized language tests for the LLD group); (5) native English speaker and (6) normal hearing ability. Every subject received both stories and conditions. Story presentation and condition were counterbalanced across 8 of the 10 subjects in each group; condition only was counterbalanced across the remaining two subjects in each group. Inference and premise statements were randomized; each random set was randomly presented to each subject. Items were scored correct or incorrect. Subjects were also asked to answer open-ended wh-questions. Responses were compared and analyzed using a nonparametric statistical method appropriate for small sample sizes. Results indicated significant differences between the LLD and the NL groups on the number of correct responses to inference and premise items. Both groups scored significantly worse on inference than premise items. Analysis did not indicate that the LLD group scored significantly worse on inference items than the NL group did. Results also suggested that a contextualization effect operated for both groups, which affected the retention of premise items but acted to improve scores on inference items. This effect was seen most notably for the LLD group. / Medicine, Faculty of / Audiology and Speech Sciences, School of / Graduate

The purpose of this study was to investigate the effects of special training in motor ability skills on the reading ability of grade two pupils who have a specific reading disability. Thirty subjects, all of them grade two pupils at the Sir Richard McBride Elementary School in Vancouver, British Columbia, were selected. All were classed as poor readers on the basis of the Metropolitan Reading Achievement Test. The subjects were given pre-trainlng standardized tests in Mental Ability, Reading Achievement, Visual Perception, and General Motor Capacity. They were then randomly assigned to five sub-groups for Special Training purposes. Group I was the control group. Group II received extra instruction in motor skills and reading. Group III were given special training in motor skills. Group IV received extra reading instruction, and Group V received special training in both reading and visual perception. The thirty subjects were equally distributed, six in each group. The experimental groups received approximately fifty minutes of special training every day for a period of sixty-five days. Case Studies were made of the six subjects in Group III, the Motor Ability Group. At the conclusion of the Special Training Period, all subjects were again tested in general motor capacity, visual perception, and reading ability. Initial and final test scores in motor capacity, perception, and reading were analysed by Fisher's t statistic and the differences between mean improvements of the five groups were discussed. Case Study Reports were written for each of the subjects in Group III. A review of the Case Study Reports revealed that all of the subjects in the Motor Ability Group improved in reading ability, visual perception, and motor skills. The group mean scores, before and after training, indicated that children who received special training in motor skills (Group III) improved in reading ability as measured by the Metropolitan Reading Achievement Test, but no more than children in any of the remaining groups. It appears also that special training in motor ability skills can cause an improvement in the motor ability and visual perception of children at this age level. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

An experiment was conducted to determine how learners and teachers of English as a foreign language in Japan cooperatively attempt to improve the comprehensibility of their talk in English during performance of various conversational tasks. The basic practical issue under study was the possibility that certain kinds of teacher-led groups and tasks would be more effective in generating repair and negotiation of the language by which tasks are accomplished than others, and that these group-task combinations might eventually be employed as alternatives to traditional teacher-fronted forms of foreign language instruction. The study was operationalized in a 2 x 5 between-and-within subjects, repeated-measures analysis of variance design. Two, six-dyad, teacher-led groups -- homogeneous (Japanese teacher/Japanese learner) and mixed (native English speaking teacher/Japanese learner) -- were formed in order to compare the frequency of 12 repair exponents generated during performance of five tasks. Teaching goals were represented in two tasks, instruction in use of the string-searching function of a laptop computer 1) with and 2) without the computer physically present. Non-teaching (social and cooperative problem-solving) goals were embodied in three additional tasks, 3) free discussion, and construction of a Lego (snap-together) toy accomplished with participants facing 4) away from and 5) towards each other. Task categories were also divided into experiential and expository activities (respectively, Tasks 2 and 5, and Tasks 1 and 4) following a model for use of reference in English. Experiential dyadic activity was related to the occurrence of exophoric (pointing out) reference and expository dyadic activity to the incidence of anaphoric (pointing back) reference in the task transcripts. Results of the analysis of variance indicated that while tasks differed on the basis of repair and reference, the groups did not: Dyadic talk was more responsive to the nature of the task than to the language background of the teacher. Further analysis suggested more frequent and elaborate repair during tasks which combine non-teaching goals and experiential processes as compared with tasks emphasizing teaching goals and expository processes. Qualitative analysis of task transcripts supported this distinction and elaborated specific discourse functions for such repair exponents as referential questions and confirmation checks which characteristically co-occur in conversational discourse. Based on these findings, it was concluded that Japanese teachers are capable of generating appropriate conversational repair in dyadic interaction with learners largely on a par with their native English-speaking counterparts. To this extent, their potential contribution to learners' acquisition of a foreign language is of an equivalent value. Furthermore, teacher-led small groups can be effective contexts for generating a rich supply of conversational repair and. thus should be considered as alternatives to traditional teacher-fronted foreign language classroom instruction. Finally, tasks which support achievement of social and problem-solving (i.e., non-teaching) goals through experiential activity are effective contexts in which normal forms of conversational repair can be generated. Since such tasks can be adapted easily to classroom settings, they merit consideration among the range of task options available to teachers and other instructional planners. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate