Browsing by Subject "Reading"
Now showing 1 - 20 of 52
Results Per Page
Sort Options
Item A comparative study of reading achievement of children with and without siblings.(Texas Tech University, 1963-06) Ainsworth, Charles Leonard,Not availableItem A study of individualized developmental reading as a basal approach(Texas Tech University, 1967-06) Mamiya, Ellen YukinoNot availableItem A study of Mexican American children taught by a spelling-pattern approach to reading instruction(Texas Tech University, 1970-08) Green, Cecil CalvertThe purpose of this study was to investigate, analyze, and describe the extent to which and the process by which Mexican American first-grade children taught by a spelling-pattern approach to reading instruction (a) change in their control of the phonemes of English, (b) internalize generalizations concerning the orthographic representations of the speech sounds of English, and (c) become motivated and remain motivated to participate in the reading-learning activities used in the experimental classrooms.Item A study of the effects of a controlled auditory distraction factor upon the performance of selected students on an oral reading test(Texas Tech University, 1961-08) Riddle, William TNot availableItem A survey of reading services provided to students with reading disabilities(2009-05-15) Christen, Margaret HardingThis research investigated the extent of special education reading services provided to students with a diagnosed reading disability, and examined potential demographic differences in service delivery. Special education eligibility folders of 512 students from 11 Texas school districts were examined. Trained research teams utilizing a reliable data collection template conducted on-site visits and recorded student folder data during a six-week period. National statistics report that 37% of fourth grade students do not possess basic reading skills. Half of the students presently receiving special education services are qualified as a student with a learning disability and 80% of these students are reported to be learning disabled in the areas of basic reading or reading comprehension. Previous research studies have reported that students with a diagnosed disability in reading are not always provided the specialized instruction needed. This study reported on: (a) current practices in Texas for the 512 students whose files were reviewed with respect to special education reading services: (b) what state demographics may have influenced the provision of services; and (c) to what extent the amount of a student?s reading delay influenced the amount of special education services provided. Results showed that there was minimal provision of special education services for reading disabled students. When the results were analyzed by degree of disability the correlation was weak while the analysis by demographic membership showed a somwhat increased correlation.Item An assessment of university instructors' and their pre-service teachers' knowledge of basic language constructs before and after university instructor professional development(Texas A&M University, 2008-10-10) Binks, Emily SuzanneReading is a basic skill for survival and those who have reading difficulties in early grades continue to struggle in school and later in life. Previous studies have shown that instructional procedures that incorporate basic language constructs with literacy instruction are helpful in improving reading skills. It has also been shown that many teachers and reading professionals are not familiar with such concepts. The purpose of this research is to explore reasons for classroom teachers' poor preparation to teach literacy skills and how this situation might be improved. First, a basic language constructs survey assessing self-perception, knowledge, and ability (46 items, Cronbach's a = .903) and based on recommendations by the National Reading Panel and reading research was administered to university instructors of EC-4 reading education (n=114). Forty-eight of these university instructors completed the survey after at least two years of participation in a professional development program (Higher Education Collaborative, HEC) geared towards the incorporation of scientifically-based reading research (SBRR) and research-based reading instruction (RBRI) into teacher preparation. The other sixty-six university instructors completed the survey prior to their participation in the professional development program (HEC). Second, the same survey was administered to pre-service EC-4 teachers (n=173) at the completion of their reading education coursework. Fifty-five of these pre-service teachers had been taught by the "HEC university instructors." The other 118 pre-service teachers had been taught by "non-HEC university instructors." Results indicate non-HEC university instructors and their pre-service are not familiar with basic language constructs and how to teach these concepts to primary level children. However, while room for improvement exists, HEC university instructors and their pre-service teachers did perform statistically significantly better on the survey than their counterparts. This study indicates pre-service teachers need better preparation in teaching the basic language constructs of the English language and university instructors often lack the knowledge to prepare teachers with such information. However, professional development programs designed for university instructors might be one way to help improve the situation.Item An examination of reading levels of pre-service agricultural education teachers and the TExES exam(2009-06-02) Woodward, Carol Ann CoheaThe objective of this study was to identify factors that may be related to performance of prospective teachers of agricultural science on the TExES. The purposes of this study were to 1) identify demographic characteristics of pre-service agricultural science teachers, 2) describe academic performance and reading abilities of pre-service agricultural science students, 3) describe relationships among demographics, academic performance, reading abilities, and perceptions about their reading, 4) determine if differences existed between students who chose to take the TExES versus those who chose not to take the TExES test, 5) identify relationships between students? reading abilities and their performance on TExES, and 6) explore relationships between performance on the TExES and rival variables (predictors of TExES performance in addition to reading ability). Pre-service agricultural science students from six Texas universities were administered a Reading Placement Appraisal (RPA) which indicates grade equivalent reading levels, reading rates and vocabulary levels. One hundred sixteen students completed the survey, the reading appraisal, and the TExES exam and participated in the research. These students were either in their final semester of school or in their student teaching semester. These students took their Professional Development TExES test during this semester or in the semester following. The instruments used to collect information were a two page questionnaire created by the researcher and a computerized reading appraisal provided by Taylor Associates. The results from the TExES were evaluated on a pass/fail basis instead of a numerical score. The Pearson product moment correlation coefficient revealed a low but positive relationship between gender, age or ethnicity and passing the TExES; however, there were interesting trends observed. Positive relationships were found between reading levels, vocabulary levels, and self perception of students? reading ability. Additionally, a relationship was detected when reading and vocabulary varied by more than two grade levels. The higher discrepancy was found to be indicative of failure on the TExES exam.Item An investigation into reading habits of Texas middle and high school english language arts teachersDonaldson, Tammy Cene FrancisItem An investigation of the use of the sound-film medium in teaching reading to Spanish-speaking children(Texas Tech University, 1955-08) Waltrip, Elizabeth NewellNot availableItem Comprehension instruction in second grade classrooms : investigating pedagogical practices that support comprehension acquisition(2012-05) Beutel, Denise Duncan; Maloch, Beth; Worthy, Jo; Shallert, Diane; Fairbanks, Colleen; Field, SherryThe purpose of this qualitative study was to examine the ways in which teachers scaffold students’ acquisition of reading comprehension skills. This semester-long study employed ethnographic methods of data collection, including classroom observations, teacher interviews, and video and audio recordings of classroom events. Data was analyzed using the constant comparative method as described by Strauss and Corbin (1990) and discourse analysis, informed by Mercer (1987). Two case studies offer detailed portraits of the nature of comprehension instruction in second grade classrooms. Findings indicate that teacher directed scaffolding of comprehension strategies and a classroom environment that supported engagement and understanding of text afforded young readers opportunities to acquire strategies that assist in making meaning from text. Study findings also suggest that a continuum of support within teacher-led lessons provided the students occasions to observe and to participate in comprehension strategy use in a supportive context. This study offers insight on pedagogical practices that support young readers in acquiring comprehension skills and strategies.Item Culturally and Linguistically Responsive Instruction in Primary Reading: The Power of Knowledge and Focused Pedagogy in Eliminating the Achievement Gap for African American Students(2012-04-19) Simpson-Butler, Johnna; White, Cameron; Busch, Steven; MacNeil, Angus; Amine, RayyanThe purpose of this study is to explore best practices in meeting the needs of African American students in the primary grades and to investigate teachers’ knowledge of Culturally and Linguistically Responsive Instruction (CLRI). The mixed method, sequential-explanatory design included the collection of both quantitative and qualitative data. The quantitative portions of the study incorporated cross-sectional, descriptive research to ascertain teachers’ knowledge and perspectives of CLRI, as well as a non-experimental, comparative analysis of African American and Caucasian student performance. Qualitative data collected through a semi-structured discussion group expounded upon the quantitative phases of research. A mixed data analysis integrating all three data sources provided insight into designing effective classroom instruction and addressing the achievement gap. The findings from this research imply that primary educators who endeavor to learn about and value students as individuals, understand each student’s level of progress as a reader, and act upon this collective knowledge with an instructional methodology that influences how students approach new learning will find greater success in meeting the needs of African American students.Item Developing a screening measure for at-risk and advanced beginning readers to enhance response-to-intervention frameworks using the Rasch model(2011-12) Weisenburgh, Amy Boward; Vaughn, Sharon, 1952-; Dodd, Barbara Glenzing; Linan-Thompson, Sylvia; O'Reilly, Mark; Rieth, HerbThe Rasch model was employed to analyze the psychometric properties of a diagnostic reading assessment and then create five short forms (n = 10, 16, 22, 28, 34 items) with an optimal test information function. The goal was to develop a universal screening measure that second grade teachers can use to identify advanced and at-risk readers to enhance Response-to-Intervention frameworks. These groups were targeted because both will need differentiated instruction in order to improve reading skills. The normative dataset of a national reading test developed with classical test theory methods was used to estimate person and item parameters. The measurement precision and classification accuracy of each short form was evaluated with the second grade students in the normative sample. Compared with full bank scores, all short forms produced highly correlated scores. The degree to which each short form identified exceptional readers was also analyzed. In consideration of classification accuracy and time-efficiency, the findings were most robust for the 10-item form.Item Development and evaluation of IRIS: a computer simulation to teach preservice teachers to administer an informal reading inventory(Texas Tech University, 1989-05) Willis, Dee Anna SmithA continual task in any profession is the training of novices. One popular training technique is simulation. For centuries the military has used simulations. Professions such as business and medicine have also used simulations to train students. Although the literature on the use of simulations in higher education is substantial, most consists of general discussions and case reports. Little empirical research has been conducted in higher education. With the advent of inexpensive computers, simulations have grown in popularity. Surprisingly teacher education has been slow to adopt their use. Teacher educators have been even more reticent than their colleagues who are teaching in the public schools. Of the simulations that have been used in teacher education, the great majority have required a substantial investment in personnel and/or equipment. At a time when education on every level is under public attack and budgets are being cut, educators are hard pressed to meet the demands for improved teaching. Computer simulations may be one way of increasing the efficiency and effectiveness of teacher educators. Previous studies have often looked at computer training versus conventional methods. A more pertinent question is whether instruction is more effective when computer-based training is integrated into the existing curriculum. This study involved the development and evaluation of a computer simulation, IRIS: Informal Reading Inventory Simulation, which can be used as an adjunct to classroom instruction on the administration and scoring of an Informal Reading Inventory. IRIS was developed using a new authoring system. Course of Action. Using this system required a good understanding of the content to be presented, but no programming skills. Students from a second reading course at East Carolina University were randomly assigned to either the control (Homework) group (N=17) or the experimental (Simulation) group (N=18). Both groups received the same in-class instruction and guided practice. The control group was given the same homework assignment as had been given in previous semesters. The treatment group received approximately two hours experience with the computer simulation. The experiment ran for eight days. To evaluate the efficacy of the simulation, students were tested using the Test of Essential Judgement and Administrative Skills (TEJAS), an objective test developed for this study. Results strongly support the use of the computer simulation as an adjunct to regular classroom instruction on the Informal Reading Invenicuv.Item Development and evaluation of IRIS: a computer simulation to teach preservice teachers to administer an informal reading inventory(Texas Tech University, 1989-05) Willis, Dee Anna SmithA continual task in any profession is the training of novices. One popular training technique is simulation. For centuries the military has used simulations. Professions such as business and medicine have also used simulations to train students. Although the literature on the use of simulations in higher education is substantial, most consists of general discussions and case reports. Little empirical research has been conducted in higher education. With the advent of inexpensive computers, simulations have grown in popularity. Surprisingly teacher education has been slow to adopt their use. Teacher educators have been even more reticent than their colleagues who are teaching in the public schools. Of the simulations that have been used in teacher education, the great majority have required a substantial investment in personnel and/or equipment. At a time when education on every level is under public attack and budgets are being cut, educators are hard pressed to meet the demands for improved teaching. Computer simulations may be one way of increasing the efficiency and effectiveness of teacher educators. Previous studies have often looked at computer training versus conventional methods. A more pertinent question is whether instruction is more effective when computer-based training is integrated into the existing curriculum. This study involved the development and evaluation of a computer simulation, IRIS: Informal Reading Inventory Simulation, which can be used as an adjunct to classroom instruction on the administration and scoring of an Informal Reading Inventory. IRIS was developed using a new authoring system. Course of Action. Using this system required a good understanding of the content to be presented, but no programming skills. Students from a second reading course at East Carolina University were randomly assigned to either the control (Homework) group (N=17) or the experimental (Simulation) group (N=18). Both groups received the same in-class instruction and guided practice. The control group was given the same homework assignment as had been given in previous semesters. The treatment group received approximately two hours experience with the computer simulation. The experiment ran for eight days. To evaluate the efficacy of the simulation, students were tested using the Test of Essential Judgement and Administrative Skills (TEJAS), an objective test developed for this study. Results strongly support the use of the computer simulation as an adjunct to regular classroom instruction on the Informal Reading Invcntorv.Item Dichotomizing spelling errors to examine language and executive function abilities in children at risk of reading failure(2011-08) Kayser, Kimberly Anne; Nussbaum, Nancy; Carlson, Cindy I., 1949-; Allen, Greg; Beretvas, Tasha; Lasater, LisaSubstantial evidence emphasizing the importance of linguistic systems in reading acquisition, as well as emerging literature identifying the contribution of executive function to linguistic-based difficulties, underscores the importance of clarifying the neurocognitive mechanisms affecting reading performance. Research demonstrating the interrelationship between reading and spelling, coupled with neurocognitive theories of spelling, suggests that analysis of children’s spelling attempts may capture more subtle differences in their understanding of how to decode text. This study aimed to determine the utility of applying a spelling error analysis system as a method for differentiating between reading difficulties resulting from executive dysfunction or language deficits in a sample of children at risk for reading failure. The present study examined the relationship between executive function, language, and spelling achievement in a sample of 82 children aged 6-15 years identified as having a reading deficit and/or diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Hierarchical regression analyses indicated language-based skills, particularly word reading, and age significantly predicted the phonemic equivalency of misspellings. Tasks of executive functioning were not found to significantly contribute to performance on phonological spelling; however, analysis of group differences suggest that ADHD and Reading Deficit groups demonstrated unique cognitive profiles, including distinct performances on executive functioning tasks. Exploratory analyses also revealed that ADHD and Reading Deficit groups differed significantly in phonological spelling performance. Results from the current study provide evidence for the presence of two distinct underlying cognitive processes affecting spelling and, in effect, reading. Current findings have implications for the need to further examine characteristic deficits in language and executive functioning affecting children at risk for reading failure. Findings also provide support for the validity of further investigating the potential to infer differential diagnostic categories using a phonological spelling analysis. The use of an analysis of spelling errors as a diagnostic data source holds promise for a better understanding of reading failure and, ultimately, may contribute to more effective intervention practices.Item DIFFERENCES IN DEVELOPMENTAL EDUCATION ENROLLMENT AND PERFORMANCE AT TEXAS 4-YEAR UNIVERSITIES: A MULTIYEAR, STATEWIDE STUDY(2017-03-21) Priesmeyer, Kimberly; Slate, John R.; Moore, George W.; Lunenburg, Frederick C.Purpose The purpose of this journal-ready dissertation was to analyze the numbers and percentages of students enrolled in developmental education in reading, mathematics, and writing at 4-year universities in Texas from the 2002-2003 through the 2009-2010 academic years. In addition, students who were enrolled in developmental education in reading, mathematics, and writing and who then completed a college-level course were analyzed. Specifically, the differences from the 2002-2003 to the 2009-2010 academic years were examined. The multiple academic years analyzed determined which trends were present in numbers and percentages of developmental education students in reading, mathematics, and writing at 4-year universities in Texas. Method A longitudinal, exploratory investigation was used herein (Johnson, 2001). Archival data were downloaded and analyzed from the Texas Higher Education Board Interactive Accountability System in each of the three empirical studies in this journal-ready dissertation. Specifically, archival data were obtained for the 2002-2003 through the 2009-2010 academic years for the numbers and percentages of students enrolled in developmental education in reading, mathematics, and writing at Texas 4-year universities. Findings Statistically significant differences were present in all academic years for students enrolled in developmental education in reading. Numbers and percentages of students enrolled decreased, and students who completed a college-level course in reading increased. Statistically significant differences were present for numbers of students enrolled in developmental education in mathematics and for percentages of students who completed a college-level course in mathematics. Both the numbers of students enrolled and the percentages of students who completed a college-level course in mathematics increased. However, a statistically significant difference was not present for percentages of students enrolled in developmental education in mathematics. Statistically significant differences were present for percentages of students enrolled in developmental education in writing and for percentages of students who completed a college-level course in writing. The percentages of students enrolled decreased and the percentages of students who completed a college-level course in writing increased. However, a statistically significant difference was not present for numbers of students enrolled in developmental education in writing. The numbers of students remained nearly the same over the years of the study.Item Differences in the college-readiness rates of English Language Learners by gender, economic status, and ethnicity/race: A Texas statewide, multiyear investigation(2017-09-25) Resilla, Clare Amparito; Slate, John R.Purpose The purpose of this journal-ready dissertation was to determine the degree to which differences were present in reading, mathematics, and both subjects college-readiness for English Language Learners who were enrolled in Texas high schools. In the first investigation, the extent to which English Language Learner boys differ in their college-readiness from English Language Learner girls was addressed. In the second study, the degree to which college-readiness differed by the economic status of English Language Learners was ascertained. Finally, in the third investigation, the extent to which college-readiness differed by the ethnicity/race of English Language Learners was determined. In each of these three empirical investigations, eight years of Texas statewide public school data were analyzed. Through this multiyear analysis, the degree to which trends were present in college-readiness of English Language Learners as a function of their gender, economic status, and ethnicity/race was determined. Method A non-experimental, causal-comparative research design (Creswell, 2009) was used in this study. Analyzed were archival data from the Texas Education Agency Public Education Information Management System for the 2004-2005 through the 2010-2011 school years. Independent variables were gender, economic status, and the ethnicity/race of Texas English Language Learners and the dependent variables were the reading, mathematics, and both subjects college-readiness performance. Findings With respect to gender, English Language Learner girls outperformed English Language Learner boys in reading college-readiness and in both subjects college-readiness, whereas English Language Learner boys outperformed English Language Learner girls in mathematics college-readiness. Regarding economic status, English Language Learners who were economically disadvantaged had lower college-readiness in reading, mathematics, and in both subjects than English Language Learners who were not economically disadvantaged. Concerning ethnicity/race, Asian English Language Learner had higher college-readiness in all three areas than did White, Hispanic, and Black English Language Learners. Of note was that no White English Language Learners in Texas were college-ready in any of the three areas in any of the 7 school years and that low percentages of English Language Learners were college-ready. Results were consistent across the 7 years of school data that were analyzed. Implications for policy and recommendations for research were provided.Item Differences in the Reading Achievement of Texas Grade 3 English Language Learners as a Function of their Economic Status, Ethnicity/Race, and Gender: A Multiyear Statewide Study(2017-10-19) Schleeter, Gideon; Slate, John R.Purpose The purpose of this journal-ready dissertation was to examine the degree to which differences were present in the reading achievement of Grade 3 English Language Learners by their economic status, ethnicity/race, and gender. Specifically analyzed in the first investigation were the current Texas state-mandated assessments in reading and the extent to which test scores differed among English Language Learners who were Not Poor (i.e., did not qualify for the reduced or free lunch program), for English Language Learners who were Moderately Poor (i.e., qualified for the reduced lunch program), and for English Language Learners who were Extremely Poor (i.e., qualified for the free lunch program). In the second investigation, the current Texas state-mandated assessment in reading was examined to determine the extent to which test scores differed by the ethnicity/race (i.e., Asian, Black, Hispanic, and White) of English Language Learners. The purpose of the third investigation was to ascertain the degree to which reading scores were different between English Language Learner boys and girls. By examining three years of Texas statewide data in each article, the degree to which trends were present in the reading performance by the economic status, ethnicity/race, and gender of Grade 3 English Language Learners was determined. Method A casual comparative research design was used herein. Texas archival data on English Language Learners were analyzed for the 2012-2013 through the 2014-2015 school years. Inferential statistical procedures were calculated to determine whether differences in reading were present by economic disadvantage, ethnicity/race, and gender. Findings For each statistical analysis, as the poverty level of English Language Learners decreased, their reading performance was statistically significantly lower. Regarding ethnicity/race, Asian English Language Learners had statistically significantly higher reading performance than Hispanic, Black, and White English Language Learners in every analysis. Hispanic English Language Learners had the statistically poorest reading performance in most comparisons. White, Hispanic, and Black English Language Learners, had similar results throughout the comparisons. Concerning gender, English Language Learner girls outperformed English Language Learner boys in all statistical analyses. Results were congruent with existing literature regarding the relationship of economic status, ethnicity/race, and gender with reading performance.Item The effects of morphological awareness training on reading : a systematic review(2011-05) Fink, Tamara Caryl; Sheng, Li, Ph. D.; Bedore, LisaThe results of 17 peer-reviewed studies utilizing morphological intervention were evaluated and compared in this meta-analysis. Participants included children from preschool to ninth-grade studying deep alphabetic, shallow alphabetic, or logographic (i.e., Chinese) orthographies. Cohen’s d was calculated to examine the effects of training on reading outcomes. Effects were analyzed according to child factors (ability level and age), intervention factors (agent, duration, frequency, setting, and group size), and orthographic factors. Additionally, effects were analyzed according to linguistic level (morphological, phonological, lexical, and supralexical) as well as group (experimental treatment group versus control group; experimental treatment group versus alternative treatment group) for the ability level, age, and orthography comparisons. Results indicate that (a) morphological training generally benefits students regardless of ability level and age; however, effectiveness varies per linguistic level, (b) with proper training and scaffolding, a variety of instructors can effectively implement morphological intervention, (c) the push-in school setting is generally the most effective setting, although gains were seen across all settings, (d) treatment was most effective when offered to individuals or large groups, (e) morphological intervention yield the greatest gains when lasting longer than one month, (f) it is effective for all types of orthographies.Item Effects of repeatd readings for increasing reading fluency in elementary students with low vision(Texas Tech University, 1993-12) Layton, Carol A.Reading by students with low vision is a complex process which has received very little emphasis. Research Indicates that appropriate instruction can enhance and improve the visual functioning of children with visual impairments; therefore, training in techniques focusing on efficient and improved reading, which Is a highly visual task, should also be beneficial for the student with low vision. The purpose of this study was to determine the effects of an intervention program using repeated readings to increase reading fluency in elementary students with low vision. The method of repeated readings involves the rereading of a short text passage within each session until a predetermined criterion reading rate is achieved.
- «
- 1 (current)
- 2
- 3
- »