Thesis (Ph.D.)--University of Delaware, 2007. / Principal faculty advisor: Christopher M. Clark, School of Education. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 1987. / Includes vita. Includes bibliographical references (leaves 273-282). Available online via OhioLINK's ETD Center

The problem of this investigation is to make a comparative study of a group of second grade children to determine, if possible, whether the child who attends kindergarten has any advantage over one who does not attend. Three phases of development are dealt with: behavior and social adjustment to second grade, mental maturity, and scholastic achievement in the second grade.

No description available.

Thesis (D.Min.)--Liberty Theological Seminary and Graduate School, 2007.

Thesis (M.S.)--Rowan University, 2007. / Typescript. Includes bibliographical references.

No description available.

This study focuses on the patterns of similarities and differences found in second grade students' reading data taken from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment test and their Miscue Analysis sessions as measured by the In-Depth Procedure. Data was gathered using audio recordings, interviews and existing DIBELS Oral Reading Fluency subtest scores. Data was organized into five data sets and then analyzed using various groupings including the DIBELS labels <italic>Below/At/Above</italic> Benchmark and descriptors from Miscue Analysis--proficient, moderately proficient and non-proficient. Answers were sought to three research questions:1. What are the patterns of similarities and differences of miscues associated with second grade students' reading transactions with three different authentic texts of children`s literature?2. What relationship, if any, exists between second grade students' patterns of miscues and their DIBELS Oral Reading Fluency subtest scores?3. What are the patterns of retelling scores from Miscue Analysis by students designated at three different levels by the DIBELS Oral Reading Fluency subtest?The findings from this research study indicate that the texts used in assessments play an important role in children's reading transactions and ultimately influence the outcomes. Findings also indicate that the DIBELS Oral Reading Fluency subtest identifies the obvious; that non-proficient readers are not proficient at reading, and as a result the DIBELS provides little new and useful information for teachers and education specialists to use to help children grow as readers. A third and final finding indicates the need for a holistic retelling component within oral reading assessments as a measure of a reader's comprehension.

The purpose of this study is to assess the instructional use of mathematics picture books and teaching activities in the teaching of two second-grade mathematical units: ¡§Multiples¡¨ and ¡§Classification¡¨. In order to achieve this purpose, the researcher created four mathematics picture books. Furthermore, she explored the mathematical learning effects of second-grade elementary school students through mathematics picture book teaching. The stages of this study were three: creation of 4 picture books; implementation of using picture books in mathematics class; and, data analyzes on the collection of pre-test and post-test data; checklists of picture books follow-up activities; mathematics diaries; and, notes on students interview, classroom observations by teacher and investigator. The findings are three: 1) the creation of mathematics picture books; 2) the implementation of mathematics picture books in mathematics teaching; and, 3) the effects of using picture books in second-grade elementary school children's learning of mathematics. The creation of mathematics picture books. While ¡§Multi-colored Ice-cream¡¨ and ¡§Grandpa¡¦s Magic Forest¡¨ were designed in accordance to the unit of ¡§Multiples¡¨, two other books, named ¡§My Swimsuit is Lost¡¨ and ¡§Lala is Sick¡¨ were designed to integrate instruction in ¡§Classification¡¨. In these four stories, the plots were close to real life of students. These vivid presentations of illustrations and compositions not only drew students¡¦ interests and kept their high concentration, but also made them feel happy in exploring mathematical concepts implied in these books. The implementation of mathematics picture books. During the process of picture book teaching activities, students could keep high degrees of participation. Moreover, showing picture books through TV screen was applicable to whole class; using mathematics activities that were highly connected with contents of these picture books could motivate students¡¦ mathematics learning; applying these extensive activities flexibly could limit these activities which were infinite. The effects of using mathematics picture books. There was not only an advance in the cognition and understanding on ¡§Multiples¡¨ and ¡§Classification¡¨, but also positive attitude towards mathematics, mathematics class and mathematics learning. Besides, most students expressed their high expectations in mathematics picture book related teaching activities.

Thesis (Ed. D.)--Lehigh University, 2000. / Includes vita. Includes bibliographical references (leaves 94-104).