This study sought to determine: 1. To what extent teachers who possess theoretical and situational knowledge of elementary reading instruction are accurate in estimating the readability levels of materials. 2. To what extent teachers who possess theoretical and situational knowledge of elementary reading instruction are more accurate in estimating the readability levels of materials than a) in-service teachers who possess only situational knowledge of reading from teaching experience? b) pre-service teachers who possess only theoretical knowledge of elementary reading instruction? c) pre-service teachers who possess neither theoretical knowledge of elementary reading instruction nor situational knowledge of reading from teaching experience? Data were collected from 72 subjects who were enrolled in undergraduate classes in the Faculty of Education at The University of British Columbia and who were categorized, in groups of 18, with respect to pre-service or in-service preparation in elementary reading instruction as well as classroom teaching experience at this level. The results indicated that teachers who possessed theoretical and situational knowledge of reading were not more accurate than other teachers in estimating the readability levels of the selected passages, and that the accuracy with which teachers in all groups, estimated the readability levels of passages decreased as the readability levels of the passages increased. / Education, Faculty of / Graduate

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附作者簡歷. / Thesis (M.A.)--香港中文大學敎育學院. / Fu zuo zhe jian li. / Includes bibliographical references (leaves 141-145). / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue yuan. / Chapter 第一章 --- 導言 / 問題說明 --- p.1 / 有關文獻 --- p.10 / 假設 --- p.31 / 定義 --- p.33 / Chapter 第二章 --- 研究方法 --- p.39 / 研究設計 --- p.39 / 研究對象 --- p.44 / 研究工具 --- p.46 / 實驗程序 --- p.56 / 資料分析 --- p.63 / Chapter 第三章 --- 結果與討論 --- p.69 / 結果 --- p.69 / 討論 --- p.101 / Chapter 第四章 --- 摘要，結論及建議 --- p.127 / 摘要與結論 --- p.127 / 建議 --- p.136 / 參考文獻 --- p.141 / 附錄 --- p.146 / Chapter 一 --- 虛實詞式填字測驗試卷 --- p.146 / Chapter 二 --- 實詞式填字測試試卷 --- p.151 / Chapter 三 --- 虛詞式填字測試試卷 --- p.154 / Chapter 四 --- 多項選擇式理解測驗試卷 --- p.157 / Chapter 五 --- 填字測驗各項平均分、標準差及「兩元次重複測量設計」之電腦計算程序 --- p.174 / Chapter 六 --- 填字測驗成績与理解測驗成績相關係數之電腦計算程序 --- p.178 / Chapter 七 --- 填字測驗中倆種計分法所得成績之相關係數之電腦計算程序 --- p.182

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Several studies indicate that more than half of all college freshmen are not prepared to read and analyze college-level texts. The problem of college reading becomes more formidable when it comes to community college students, who often enter college with socio-linguistic factors that pose challenges to literacy learning. Historically, interventions have consisted of developmental, or remedial, courses after which students are expected to demonstrate college-level literacy. While extensive studies have been conducted on the efficacy of remedial programs in community colleges, few studies have examined how students navigate texts in courses that presuppose proficiency in reading. This grounded theory study investigated ways in which students in an introductory chemistry course at a community college in New York City navigated texts. It documented and analyzed both the students’ beliefs and decisions in the chemistry classroom and outside-of-school spaces as well as the professor’s perspectives of the students. The findings revealed that the notion of literacy reaches beyond the text (Moje, 1996; Rosenblatt, 1988); literacy and intertextuality necessitate the consideration of disciplinary context, instruction, and a larger sociocultural context of the reader. Because of the constantly evolving nature of literacy in context, the findings highlight a need to rethink literacy instruction in the college classroom.

The selection of textbooks used at tertiary institutions in South Africa, in the discipline of Accounting, is an area where there is a lack of published studies. Factors citied by academics for selecting prescribed textbooks are the cost of the textbooks, comprehensive coverage of relevant topics and applicability to the South African context. Other criteria, such as readability, are often not taken into consideration. Students feel that the prescribed textbooks are prescribed for the wrong reasons and find them difficult to read and learn from. The research reviews the Managerial Accounting and Finance (MAF) textbooks used at the University of KwaZulu-Natal (UKZN) and other universities. Observations about the textbooks, from staff and students are considered from interviews. / Thesis (M.Ed. (Department of Education)) - University of KwaZulu-Natal, Pietermaritzburg, 2008.

This study provides a rationale for adopting course materials. It demonstrates the relationship between ability to read assigned materials and academic achievement, and that selection of materials creates two groups having different probabilities of success. The sample was selected from a population of all students enrolled in Principles of Economics courses at North Texas State University in the spring semester of 1986. The Nelson-Denny Reading Test was used to determine reading ability. Assigned materials were analyzed for readability. A frustration level was determined and used to divide the sample: the group of interest, those with reading abilities below the frustration level who underwent the treatment of reading materials written above their ability to comprehend; and the comparison group, those with reading abilities above the frustration level who did not undergo the treatment.

Staff of the Cooperative Extension Service develops and distributes educational publications to inform the public of practical applications of research information. However, many of these publications are written in a technical style that makes them difficult for the average 4-H member and adult leader to understand the subject matter presented. The purpose of this study was to investigate a systematic process for improving the understanding or comprehensibility of these educational publications. A model of a publication development process based on learning principles was created. This study investigated the effectiveness of the model with Extension subject-matter specialists developing publications for 4-H youth. Specifically, this study was conducted in three parts: the model of the text-development process was taught to subject-matter specialists; the specialists in turn used the model to develop educational texts for 4-H youth; and finally comprehensibility testing of the text passages produced by the specialists with 4-H youth members and adult leaders was conducted. This study confirmed that the utilization of learning principles within the text-development process can improve the comprehensibility of subject matter information presented in Extension educational publications. / Ph. D.