Stress is being linked increasingly to physiological, psychological, sociological, and educational problems. However, scant attention has been given to stress in recent reading research. This study investigated referral and evaluation statements and diagnostic data from parents, teachers, reading specialists, and counselors regarding signs of stress and potential stressors as factors in the reading difficulties of seventy-seven primary schoolchildren referred for evaluation at the pupil Appraisal Center (PAC) at North Texas State University between 1977 and 1984.
Qualitative methods, specifically situational analysis, were employed to obtain a holistic view of each subject's reading difficulties. The researcher collected data from documented files at PAC. Data analysis via a categorical coding system produced thirty-nine stress related categories, organized under broad headings of family and school environment, readiness for reading/ learning, general stress reactions, and responses to stress when reading/learning becomes a problem.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc332139 |
| Date | 12 1900 |
| Creators | Swain, Claudia Jones |
| Contributors | Gentile, Lance M., Lumsden, D. Barry, Thomas, L. Fred (Lawrence Fred) |
| Publisher | North Texas State University |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vii, 423 leaves, Text |
| Rights | Public, Swain, Claudia Jones, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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