Browsing by Subject "Reading (Elementary)"
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Item A comparative study of the formal versus the informal methods of teaching reading and the development of specific habits in the first grade(Texas Tech University, 1937-08) Smith, Mabel ENot availableItem A comparison of mastery and nonmastery learning approaches to teaching reading comprehension to Title I reading students in grades two through six(Texas Tech University, 1985-05) Bacon, Ann HawkinsThis study sought to determine if a mastery learning approach to teaching reading in a supplemental reading program was more effective in promoting reading achievement than a conventional approach. It followed an experimental pretest, posttest design. The treatment group received supplemental instruction in reading with a mastery learning approach using the composite objectives found on the third and fifth grade Texas Assessment of Basic Skills (TABS) test. The control group received supplemental reading instruction using a nonmastery commercial reading phonics skills approach. The subjects were 240 Title I reading students from three elementary schools in Lubbock, The students in grades 2 through 6 were randomly selected from a pool of 384 Title I youngsters who qualified to participate in the Title I remedial reading program. Teachers in the treatment group received training in mastery learning and in the use of the selected materials. Bloom's (1976) cues, participation, reinforcement, and feedback/corrective strategies were used with the treatment group. Mastery was demonstrated by scoring 80 percent or better on each mastery test. Both the treatment and the control groups received reading instruction in the regular classroom. No mastery learning strategies were practiced in these classrooms. The researcher sought to answer the following questions: (1) Is a mastery learning supplemental reading program more effective than a conventional supplemental reading program in promoting achievement in reading comprehension among Title I students? (2) Will a mastery learning approach taught in a supplemental reading program be more effective for boys or for girls than a nonmastery supplemental reading program in promoting reading achievement? (3) Will there be any statistically significant interaction between sex and approach at each grade level? Significance of differences was tested by an ANCOVA inasmuch as t_ test results indicated significant group difference on the pretest. Results of the ANCOVA revealed no significant differences in the reading achievement of students taught by a mastery approach and those taught by a conventional approach. There were no significant differences between sex and approach, and there was no significant interaction between sex and approach.Item A comparison of the effectiveness of sensory stimuli in teaching beginning reading to disadvantaged children.(Texas Tech University, 1975-08) King, Dwade R.Not availableItem An analysis of the effects of a selected program of listening on reading increments of third grade children(Texas Tech University, 1972-08) Taylor, Hazel ScottNot availableItem An experimental reading program for the fourth and fifth grades of Lamar School, Plainview, Texas(Texas Tech University, 1943-08) Masten, L. ReeseNot availableItem Evaluation of the Reading Diagnostic Inventory(Texas Tech University, 1986-05) Hageman, Candace Kay RasmussenNot availableItem Experimental investigations of procedures in beginning reading(Texas Tech University, 1939-05) Crump, Katie Bell,Not availableItem Fostering pre-service teachers' inquiry as they learn about and tutor struggling readers(2002) Mast, Margie A.; Worthy, Jo; Lindfors, Judith Wells.Item Observing reading instruction provided to elementary students in resource rooms(2008-05) Swanson, Elizabeth Ann, 1975-; Vaughn, Sharon,1952-A series of syntheses and consensus reports provides converging evidence regarding effective reading instruction (e.g. NICHD, 2000; Snow, Burnes & Griffin, 1998; Swanson & Hoskyn, 1998). However, findings from recent observation studies of reading instruction provided to students with learning disabilities (LD) are disappointing, with few scientifically based reading instructional components observed (e.g. Vaughn, Moody & Schumm, 1998; Moody, Vaughn, Hughes & Fischer, 2000). In addition, since 2001, only one observation study of reading instruction for students with LD has been published (Rieth, Bryant, Kinzer, Colburn, Hur, et al., 2003), and only two such dissertations (Brasnahan, 2001; Kethley, 2005) have been completed, all three of which were conducted in classrooms for students in middle or high school. Thus, no observation study of reading instruction for elementary students with LD has been published in the past seven years. Within this timeframe, however, systematic and wide-spread efforts have been made to bridge the gap between research and practice in the area of reading instruction (see Reading First Teacher Education Network at www.rften.org). The purpose of this study was to document the extent to which effective reading instruction was provided to students with LD served in the resource room setting. The amount of student and teacher text reading, grouping strategies used, and student achievement over the course of one semester was examined as well. Ten special education resource room teachers were observed during the spring academic semester. Information was gathered through direct observation and standardized measurement of student academic outcomes. All observations were conducted during reading instructional time. Results indicated a range of scientifically based reading instruction of average to high average quality. Students made no stastically significant growth on more distal measures of reading achievement. However, statistically significant growth was detected in oral reading fluency using passages one grade level below student assignment.Item Provisions for teaching the parts of speech contained in five publishing company reading programs for the first three grades(Texas Tech University, 1957-08) Rucker, DorothyNot availableItem Reading and listening habits of children in Lubbock elementary schools(Texas Tech University, 1955-08) Hinch, NadineNot availableItem Reading Difficulties and Remedial Practices in the Third and Fourth Grades, Evant Elementary School, Evant, Texas(Texas Tech University, 1951-08) Graham, Leta ScottNot Available.Item Supervision as a selected instructional leadership behavior of elementary principals and student achievement in readin(2001-08) Knezek, Ervin John; Ovando, Martha N., 1954-This study examined how principal supervisory leadership behaviors were related to student performance in reading, how the frequency, model and content of supervision differed between high and low performing schools, and to what extent elementary principals possessed a knowledge of reading research, methodology, and pedagogy. The study employed both quantitative and qualitative methodologies. Interactive Qualitative Analysis techniques were used to analyze processes and systems through focus groups and interviews. This methodology provided rich contextual data which were supported by findings from the quantitative portion of the study. The Principal Instructional Management Scale (Hallinger, 1985) was completed electronically by 484 elementary school principals in Texas, selected for the study based on the performance of their school over the past three years. Of those, 343 met all of the criteria for further review. Data from those surveys was analyzed using statistical measures to determine the relationship of gender, teaching certification, teaching specialization, and responses to the ten domains on the survey instrument reflecting specific instructional leadership behaviors related to school achievement as measured by performance on the Texas Assessment of Academic Skills. Four case studies were drawn from that selection of schools. Principals maintained logs of supervisory practices. Focus groups and principal interviews produced thirteen affinities of principal supervisory behaviors that supported higher levels of achievement in reading. System Influence Diagrams were produced to reflect the patterns of influence of each affinity. The findings revealed that there were differences between high and low performing schools in the content, frequency and model of supervisory practices, between the gender, teacher certification, and specialization of the principal and performance at high poverty schools, and in the principal’s knowledge of reading methodology, and knowledge of the achievement of individual students. Collaborative supervisory systems were in place at high performing schools; whereas, low performing schools were characterized by autonomy, devoid of substantive measures of supervisory practice. Based on these findings, a set of recommendations were proposed both to add to current theory on collaborative supervision and to practice for principals, for principal pre-service and inservice programs, as well as for principal selection processes.Item Teaching reading to the disadvantaged child(Texas Tech University, 1967-08) Langford, IdaNot availableItem The development of decoding and comprehension: a comparison of the benefits of three types of reading practice(Texas Tech University, 1999-12) Rynearson, Kimberly Ann PraterTop-down models, bottom-up models, and the interactivecompensatory model of reading acquisition make different assumptions regarding less skilled readers' use of graphic cues and contextual information when identifying words in text (Goodman, 1965, 1967; Gough & Hillinger, 1980; Gough & Tunmer, 1985; Smith, 1971; Stanovich, 1980). This study examined the benefits of three types of extended practice for a sample of first-, second-, and third-grade students in terms of improvement in word recognition accuracy and reading comprehension ability. Specifically, this study examined whether extended practice reading words out of context (e.g., in isolation), practice reading words in the context of a passage, or practice reading words in a passage combined with practice using comprehension strategies (e.g., pre-reading comprehension questions, text lookbacks) will result in greater gains in word recognition accuracy and the ability to correctly answer typical comprehension questions. Additionally, this study investigated whether different types of practice are more or less beneficial for readers at two levels of reading skill, roughly reading grade levels 1-3 and 4-5. The results of this study showed that beginning readers rely on their decoding knowledge to name words. These readers require practice decoding words in order to build reading skill. Additionally, the results of this study indicated that explicit instruction in the use of comprehension strategies and modeling of the effective application of these strategies may improve beginning readers' ability to comprehend text. These findings favor balanced reading instruction that incorporates explicit instruction in word knowledge and the literature-rich activities of the whole-language classroom.Item The effects of a planned daily program of listening on the development of reading achievement of first-grade pupils(Texas Tech University, 1970-05) Ballenger, Marcus Taylor,Not available