Students were performing below grade level in reading, fluency, and comprehension in a suburban school in South Carolina. The purpose of this study was to explore the perceptions of teachers about their preferred differentiated instruction approach (face-to-face vs. computer-based) to meet the needs of at-risk students in 2nd grade. The underlying theoretical framework was drawn from constructivist theory, observation theory, and social development theory. The study questions were on teachers' perceptions of the best form of differentiation, improved reading based on peer socialization in face-to-face instruction, and benefits and limitations of a computer-based approach. The study was a single case study design, with qualitative data from 10 participants; the tools included an attitudinal questionnaire, focus groups, and interviews. Data sources were triangulated and analyzed for emergent themes. The results showed that teachers perceived differentiation as a positive approach to meeting students' needs with a preference for a face-to-face approach because it provided direct contact with the student, but computer-based approach had an advantage in compiling data. The teachers faced challenges using face-to-face instruction, including time management, planning, administrative support, and lack of professional development opportunities. The challenges led to a recommendation for professional development. This study supports positive social change in that educators may apply the results to their efforts to develop student skills in reading, fluency, and comprehension, thus increasing students' opportunities for success and productivity in society.

This study investigated the usefulness of the Black Box Test of Learning Ability as an indicator of children's performance on math and writing tasks. Twelve second grade students, seven to eight years of age, demonstrated naivete on both tasks and were subsequently individually administered the learning test. The subjects were divided into two groups, and each group received a different task presentation order. Composite scores were derived for all subjects and tasks, and individual learning curves were compared. The combined Black Test score produced a significantly high correlate to math (rho = .733) and writing (rho = .841) than either the paired associate or sequential learning tasks alone. Although the length of the learning curve of the BBT was indicative of the learning curve lengths for each school task, trial by trial learning curve comparisons were less reliable. Analysis of these data suggested that the method of instruction (i.e., the amount of attempted practice and appropriate feedback) was the major factor correlating the Black Box Test to each school task. It was suggested that the most useful assessment of "learning ability" would employ a behavioral sample of the task itself, rather than utilize a correlated activity.

Dyad reading, a modified version of the Neurological Impress Method, does not seem to be widely used, although it appears to have the potential to support students at multiple levels of reading proficiency. Dyad reading was implemented in this study with two second-grade English Learners (ELs) paired with English-proficient partners using both fiction and nonfiction texts. This qualitative study employed an action research method, using the following data sources: video observations, student interviews, weekly dyad observations, anecdotal notes, and weekly written reflections.This study reveals that implementing dyad reading is complex. Participants needed modeling and practice with dyad reading procedures, but they learned them over time. The nature of the relationship between partners dramatically affected their dyad reading experience. Each partner had unique strengths and weaknesses that either helped or hindered the collaborative process. The participants, who had limited exposure to nonfiction texts prior to the study, indicated a clear understanding of and appreciation for both fiction and nonfiction. Of these two major genres, nonfiction provided more opportunities for partners to interact and have discussions during dyad reading. ELs appeared to grow in confidence as readers and experienced a sense of satisfaction and success. Adaptations made during the study that improved dyad reading for participants included having daily class discussions, using book logs to increase student accountability, refreshing the classroom library often, and encouraging more discussion between partners about texts.Dyad reading can be used successfully with second-grade ELs who are assisted readers. Participants recognized the value of having competent lead readers who could help them with their reading and with whom they could share the reading experience. Action research methodology provided opportunities to make changes as needed throughout the study. Some adaptations for future practice emerged. Foremost among these recommended adaptations is the inclusion of two additional dyad reading procedures: preview and plan, and stop and share.

No description available.

The problem under consideration is to determine the difference between home-room and departmental methods of teaching second grades, as measured by educational achievement. The study attempts to answer the question, Which one of the foregoing mentioned methods will produce the greatest gain in achievement when applied at second-grade level?

The purpose of this study was to determine if the W%, F%, H, P, and Experience Balance on the Rorschach were related to sociometric status in the second grade.

The present study is a part of a long-time cooperative study of the Home Economics Department of the North Texas State Teachers College, begun in 1940. The purpose is to compare the dark adaptations of second and third-grade children made in 1940 with those made of the same children in 1941 and in 1942. Also included in this study is the comparison of a group of freshmen college men made in 1940 with a group of twenty-five men made in 1942. An attempt is also made to determine whether an individual has higher dark adaptation on sunshiny days than on cloudy days.

The purpose of this study is to determine some of the effects of child security within the family in relation to the achievement in reading in the second grade.

This study is an attempt to show the extent of and the probable causes for reading difficulties, to give remedial procedure, and to record results for twenty second-grade pupils of the Elementary School, Plano, Texas. An intensive study of the twenty children was made with emphasis upon the improvement of reading ability. This study deals primarily with the investigate of factors in the creation of reading disabilities.

The major problem of this study is an investigation, by means of a time-sampling technique, the relationship between social behavior and social acceptance as determined by a sociometric technique.