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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.

M.S.

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.

published_or_final_version / Education / Master / Master of Education

The purpose of this experimental study is to make a comparison of the progress made in reading and language skills by the regular teaching procedure and the remedial teaching procedure to see whether any significant differences would be manifested in pupil progress when taught by the remedial teaching procedure.

published_or_final_version / Education / Master / Master of Education

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 109-113).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 109-113). Also available in print.

The significance of reading is undoubted today, while learning to read efficiently is a main aim of every educational system. Reading is one of the greatest challenges that pupils, students and adults have to encounter daily at school, university and professional life, especially dyslexics, for whom it is a really hard and demanding process. Given the importance of reading and the various factors can positively or negatively influence the reading ability, the current study aims to investigate to what extent the reading process is affected a) by familiarity with text, and b) by biological-constitutional factors. In this respect, the reading performance a) of Greek language teachers was compared to that of 12th grade pupils, and b) of adult dyslexic students to that of age-matched normal controls in terms of reading speed, accuracy and comprehension. The reading performance of teachers and pupils was evaluated in an Ancient Greek text and its corresponding translation in Modern Greek. The reading performance of adult dyslexics and controls was evaluated in 2 texts of varying difficulty and a list of words of raising difficulty. Participants read both aloud and silently, while being timed and tape- recorded for further analysis. After reading each text, they answered to reading comprehension questions. Pupils made significantly more reading errors compared to teachers in both Ancient (p < .001) and Modern Greek (p <.05). However, they were significantly faster than teachers in all reading procedures (p < .001), while they did not lack in comprehension (p > .05). Both groups made similar reading errors in both Ancient and Modern Greek. Finally, comparing the two languages, both teachers and pupils were significantly faster (p < .001), comprehended better (p < .001) and were more accurate (p < .05) in Modern Greek. Adult dyslexic students were significantly slower (p < .001), attained lower level of comprehension (p < .05) and made significantly more reading errors (p < .001) than the control group in all reading procedures. In contrast to non-dyslexics who read significantly faster silently (p < .05), dyslexics read at almost the same rate in both aloud and silent condition (p > .05). Additionally, the former attained higher level of comprehension in the silent condition, as opposed to the latter, who showed a trend to comprehend better aloud. Comparing reading in context and out of context, dyslexics made significantly more reading errors in the word list (p < .001), whereas non-dyslexics made comparable reading errors in the word list and the two passages (p > .05). Both groups made similar reading errors. Finally, logistic regression analysis revealed that the 2 groups could be almost perfectly differentiated based on only one variable, namely reading speed (classification accuracy 98.1%). Findings confirmed that the reading process in the phonologically consistent Greek language is influenced by factors, such as language structure and familiarity with print as well as by biological-constitutional factors. Results emphasise on the importance of daily extensive reading practice for a better reading speed, at least, which is essential not only for normal-achieving population but dyslexic readers as well, since reading speed was found to be the latter’s main deficit and the main differentiating factor between dyslexics and controls. The results may be useful for effectively addressing the difficulties encountered not only by pupils who are taught but also by teachers who teach Ancient and Modern Greek, as they may lead to new teaching methods and learning strategies. Also, results might be helpful for the accurate diagnosis of adult dyslexics based on reading speed, as well as for the effective treatment of the difficulties dyslexic university students still encounter, due to their constitutional reading deficit.