DOCUMENT RESUME

ED 251 813 CS 007 872

TITLE Remedial and Compensatory Reading Instruction:Abstracts of Doctoral Dissertations Published in"Dissertation Abstracts International," July throughDecember 1984 (Vol. 45 Nos. 1 through 6).

INSTITUTION ERIC Clearinghouse on Reading and CommunicationSkills, Urbana, Ill.

PUB DATE 84NOTE 12p.; Pages may be marginally legible.PUB TYPE Reference Materials - Bibliographies (131)

EDRS PRICEDESCRIPTORS

ABSTRACT

MF01/PC01 Plus Postage.Academic Aptitude; Annotated Bibliographies; CollegeStudents; *Compensatory Educatici; DoctoralDissertations; Dyslexia; Elementary SecondaryEducation; Federal Programs; Higher Education;Learning Disabilities; Listening Comprehension;Nontraditional Students; Parent Role; ReadingComprehension; Reading Difficulties; *ReadingInstruction; *Reading Programs; *Reading Research;*Reading Strategies; *Remedial Reading; Self Concept;Word Recognition

This collection of abstracts is part of a continuingseries providing information on recent doctoral dissertations. The 19titles deal with a variety of topics, including the following: (1)the effects of group counseling on junior high remedial readers'self-concepts; (2) dysnomia and its relationship to subtypes ofreading disabilities; (3) the effects of the Special Emphasis Projecton the reading achievement of elementary school students; (4) theeffects of syntactic complexity on the listening and readingcomprehension of language disordered children; (5) the relationshipbetween resource program reading instruction and reading achievementfor mildly handicapped students; (6) visual word cues, responsetimes, and incorrect responses of unskilled readers on wordrecognition tasks; (7) the English and reading achievement ofremedial and nonremedial college freshmen; (8) the effects offeedback on oral reading errors of learning disabled children; (9)the effects of a supplementary intervention training program on firstgrade students who lack segmentation ability; (10) the affective andcognitive components of good and poor readers; (11) strategies foridentifying the main idea of expository passages; and (12)neuropsychological deficits and reading performance in dyslexia.(FL)

**********************************************************************Reproductions supplied by EDRS are the best that can be made

from the original document.***********************************************************************

. U.S. DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUCATIONAL RESOURCES INFORMATIONXCENTER [ERIC/

This document has been reproduced asreceived from the person or organizationoriginating it.

I ' Wm, changes have been made to improvereproduction quality.

-.--- ----- --ON Points of view or opinions stated in this docu

ment do not necessarily represent official NIE

r-I position or policy.

COr.4

(NJC:)

LA01

O

Remedial and Compensatory Reading Instruction:

Abstracts of Doctoral Dissertations Published in DissertationAbstracts International, July through December 1984 (Vol. 45Nos. 1 through 6).

Compiled by the Staffof the

ERIC Clearinghouse on Reading and Communication Skills

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

UMI

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

2

The dissertation titles contained here are published with

permission of the University Microfilms International,publishers of Dissertation Abstracts International (copy-

right CD 1984 by University Microfilms International) and

may not be reproduced without their proper permission.

3

This bibliography has been compiled as part of a continuing seriesdesigned to make information on relevant dissertations available to usersof the ERIC system. Monthly issues of Dissertation Abstracts Internationalare reviewed in order to compile abstracts of dissertations on relatedtopics, which thus become accessible in searches of the ERIC data base.Ordering information for dissertations themselves is included at the end ofthe bibliography.

Abstracts of the following dissertations are included in thiscollection:

Baker, Barbara AnnTHE EFFECTS OF GROUP COUN-SELING ON JUNIOR HIGHREMEDIAL READING STUDENTS'SELF-CONCEPT

Felton, Rebecca HobgoodDYSNOMIA AND ITS RELATION-SHIP TO SUBTYPES OF READINGDISABILITIES

Gibbs, Erma Jean ChapmanAN ANALYSIS OF THE EFFECTSOF THE SPECIAL EMPHASISPROJECT UPON THE READINGACHIEVEMENT OF ELEMENTARYSCHOOL STUDENTS

Gordon, Judy AndersonA COMPARISON OF THE ACADEMICACHIEVEMENT AND PERSISTENCEOF HIGH-RISK COMMUNITY COL-LEGE STUDENTS WHO COMPLETEDA REMEDIAL READING COURSEAND COMPARABLE STUDENTS WHOELECTED NOT TO ENROLL IN AREMEDIAL READING COURSE

4

Halpin, Mary ElizabethTHE EFFECTS OF SYNTACTICCOMPLEXITY ON THE LISTENINGAND READING COMPREHENSION OFLANGUAGE DISORDERED CHILDREN

Haynes, Mariana ChristineA STUDY OF THE RELATIONSHIPBETWEEN RESOURCE PROGRAMREADING INSTRUCTION AND READINGACHIEVEMENT FOR MILDLY HANDI-CAPPED STUDENTS

Jennings, Frances DittoIMPLEMENTING A FRAMEWORK FORREMEDIAL READING FOR SEVENTHAND EIGHTH GRADES: A DELPHISTUDY

Leach, Leonora MildredVISUAL WORD CUES, RESPONSETIMES, AND INCORRECT RESPON-SES OF UNSKILLED READERS ONWORD-RECOGNITION TASKS

Meesin, CharoonA COMPARISON OF THE ENGLISHAND READING ACHIEVEMENT OFREMEDIAL AND NON-REMEDIALCOLLEGE FRESHMEN

Nelson, Gwen TarryCOMPARING THE COSTEFFECTIVENESS OF SELECTEDKENTUCKY CHAPTER I READINGPROGRAMS BY INSTRUCTIONALPERSONNEL AND STUDENTACHIEVEMENT

Nickols, Mitchel AntoineA CASE STUDY OF ACADEMICALLYREADING DEFICIENT STUDENTS'PERCEPTIONS OF THE TRANSI-TION FROM AN ELEMENTARYSETTING TO A SECONDARYSETTING

Pace-Chappell, Edwina AnktonA MULTIVARIATE ANALYSIS OFTHE EFFECTS OF A PARENT EDU-CATION MODEL FOLLOW THROUGHPROGRAM VERSUS ENROLLMENT IN ATITLE I SCHOOL ON READING ANDMATHEMATICS COMPETENCE, GRADERETENTION, AND SPECIAL EDUCA-TION PLACEMENT OF BLACK ANDHISPANIC STUDENTS: A LONGI-TUDINAL STUDY

Perkins, Victoria LeighEFFECTS OF FEEDBACK ON ORALREADING ERRORS OF LEARNINGDISABLED CHILDREN

Piatt, Corinne Z.VALIDATION OF A FORMULATO PREDICT POST-INSTRUCTIONALREADING ACHIEVEMENT AND ADESCRIPTION OF THE USE OFTIME ACROSS REMEDIALACTIVITIES

Poe, Lydia Virginia LindTHE EFFECTS OF A SUPPLEMEN-TAL INTERVENTION TRAININGPROGRAM ON FIRST GRADERS WHOLACK SEGMENTATION ABILITY

5

Rankin, Cynthia StevensNEUROPSYCHOLOGICAL DEFICITSAND READING PERFORMANCE INDYSLEXIA: AN EXPLORATORY STUDY

Rashkin, Stephen BruceAN ANALYSIS OF THE AFFECTIVEAND COGNITIVE COMPONENTS OFGOOD AND POOR READERS

Steed, Maurine RobinsA SYSTEM FOR TEACHING WORDRECOGNITION SKILLS TO CHILD-DREN WITH SEVERE READINGDISORDERS

Stevens, Robert JamesSTRATEGIES FOR IDENTIFYING THEMAIN IDEA OF EXPOSITORYPASSAGES: AN EXPERIMENTALSTUDY

THE EFFECTS OF GROUP COUNSELING ON JUNIOR HIGHREMEDIAL READING STUDENTS' SELF-CONCEPT

Order No. DA8411 21 3

BAKER, BARBARA ANN, PH.D. The University of Toledo, 1984. 72pp.

The purpose of this study was to determine the effect of groupcounseling on the self-concept of seventh grade remedial readingstudents. The study also examined the effects of group counseling onreading scores and teacher reported behavior.

The sample consisted of ninety seventh grade students. Thestudents were administered the Piers.Harris Self-Concept Scale forChildren and the reading section of the Iowa Tests of Basic Skills.One teacher for each student completed a Hahneman BehaviorRating Scale. Every child was randomly assigned to one of threegroups: (1) Group I members were thirty remedial reading studentswho received the sixweek, five days a week group counselingtreatment in addition to attending remedial reading classes daily.(2) Group II members were remedial reading students who attendedremedial reading classes five days a week for the sixweek period.(3) Group III members were students who qualified for remedialreading classes but were not enrolled in remedial classes. Thesestudents attended the regular reeding classes daily.

Data were gathered for every student's reported self-concept,Iowa Reading scores and Hahneman Behavior Rating Scale. Pre-testing data were also gathered on sixty of the students forself-

concept Reading pretest scores were gathered for the entire samplefrom an.early testing in the fall.

The analytical procedure used for this study was a one-way andtwo-way analysis of variance. A Solomon four design was used todetermine the effects of pre-testing on posttest scores.

It was concluded that group counseling did not significantly affectthe self-concept of remedial reading students within a six-weekperiod. There were no significant differences in the self.concepts ofstudents participating in group guidance. However, there was asignificant difference in the reported happiness and satisfactionfactor of self-concept for the noncounseled students in remedialclasses. Students in this group scored significantly higher thanstudents in the other groups.

DYSNOMIA AND ITS RELATIONSHIP TO SUBTYPES OrREADING DISABILITIES Order No. DA84089G4FELTON, REBECCA HOOGOOD, PH.D. The University of North Carolina atGreensboro, 1983. 110pp. Director: Dr. J. Nancy White

The purpose of this study was to investigate the relationshipbetween dysnomia and subtypes of reading disabilities. Specifically,three research questions were addressed: (1) Does dysnomia, asIndicated by performance on a battery of naming tests, differentiatebetween subtypes of reading disabilities? (2) How does word retrievalperformance of reedingdisabled subjects compare to other groups(both disabled and Average readers)? (3) If impaired, is thisperformance indicative of a developmental lag or a deficit,'

The subjects were 41 students, ages 8 to 12, who were identifiedby their respective school systems as learning disabled end who hada deficit of at least 1.5 years in reading skills. Thirty-eight of thesubjects were males and three were females. All of the subjectsearned 10 scores of at least 85 on either the Performance o Verbalscales of the Wechsler Intelligence Scale for ChliorenRevised.

The subjects were categorized as to specific type of readingdisability using the Boder Test of PeadIngSpellIng Patterns. Inaddition, a battery of naming tests were administered. These includedthe Boston Naming Test, the Rapid Automatized Naming Test, thePeabody Picture Vocabulary 'Test-Revised, and tests of verbal fluency.

Results of this study failed to confirm the existence of a differentialrelationship between dysnomia and some subtypes of readingdisabilities but not others. Subjects in each subtype demonstratedsignificant wordretrieval problems in comparison both to establishednorms as well as to other reading-disabled and average readers. inaddition, the results indicated that the difficulties in wordretrievaldemonstrated by reading-disabled children reflected a deficit ratherthan a maturational lag.

AN ANALYSIS OF THE EFFECTS OF THE SPECIALEMPHASIS PROJECT UPON THE READING ACHIEVEMENTOF ELEMENTARY SCHOOL STUDENTS

Order No. DA841214 5GIBBS, ERMA JEAN CHAPMAN, PH.D. The University of Michigan, 1984.279pp. Chairman: Herbert Eibler

The purpose of this study was to analyze and assess the effects ofthe Special Emphasis Reading Project and its impact upon thereading achievement of fourth and fifth grade students whoparticipated in the project for two school years. An adjunctive focuswas to examine procedures and processes used to deliver readinginstruction in an attempt to understand the findings that emerged as aresult of the Special Emphasis program treatment. The SpecialEmphasis Reading Project was a federally-funded, educationalexperiment instituted for the purpose of observing the effects ofreading being taught under special conditions. The project site understudy was a small, urban, public school district.

Six major hypotheses were tested. Each dealt with the meanreading achievement gain scores of students at one experimental andone control school. Two hundred elementary students and twenty-fivestaff members who provided services to project students at theexperimental and control schools were investigated as a part of thisstudy.

Analysis of Special Emphasis was set within a "longitudinal"framework that involved data collection over a two-year period. Thestudy design attempted to measure the impact of intensive readnginstruction upon students participating in the project. CaliforniaAchievement Test results, staff questionnaires and a classroompractices rating scale were instruments upon which the researcherrelied to ascertain the effects of the Special Emphasis program onstudent achievement in reading. The reading test data were analyzedusing "t" tests for independent samples. Quasi-qualitative procedureswere used to analyze the survey data.

By in large, project results were not statistically significant. In fact,for the experimental students, the mean gain in reading achievementwas less than would have been expected in the absence of theproject. The Special Emphasis treatment appeared to have produceda negative result. Survey data indicated that the process ofimplementing Special Emphasis may have served as a deterrent tosignificant reading gain. The influence of unmeasured process andschool climate variables may have been strong enough to swamp theeffects of variation in reading practice rendering the projectineffr..ctive.

A COMPARISON OF THE ACADEMIC ACHIEVEMENT ANDPERSISTENCE OF HIGHRISK COMMUNITY COLLEGESTUDENTS WHO COMPLETED A REMEDIAL READINGCOURSE AND COMPARABLE STUDENTS WHO ELECTEDNOT TO ENROLL IN A REMEDIAL READING COURSE

OrderNo. DA8410667GOROON, JUDY ANDERSON, ED.D. Mississippi State University, 1983.136pp. Director: Dr. Sandra P. Bjrkett

The primary purpose of this study was to compare the academicperformance and persistence of high risk students who hadsuccessfully completed a remedial reading course during the fall 1982semester to the academic achievement and persistence ofcomparable students who did not enroll in a reading course duringthat same semester. Further, the study compared the academicperformance and persistence of high-risk students to developmentaland grade-level readers, and sought to analyze the value of selectedfactors as predictors of academic performance and persistence forthose same :rudents. Of the 1142 students who enrolled as first-time,full.time in the fall 1982 semester at Hinds Junior College, 400 weretermed high-risk in respect to reading placement, with 120 at Level 1(grade-level 6.8 or below), and 280 at Level 2 (between grade-levels6.9 and 9.8). To analyze the data of this ex post facto study, threeanalyses of variance, two chi square analyses, three multipleregression analyses and three discriminant analyses were used.

Of the 400 high-risk students who scored 9.8 reathng gradelevelor below, 45% successfully completed a remedial reading coursewhile 55% elected not to enroll in a reading course. At Level 1 there

was no significant difference in fall 1982 grade point average betweenthose students who had taken a reading course and those studentswho had not. At Level 2 those students who had completed a remedialreading course had a significantly (.01 level) higher GPA for the samesemester. Also, there was a significantly (.05 level) higher rate ofpersistence for the 1982.83 academic year for those Level 2 highriskstudents who had completed a remedial reading course than forcomparable students who did not take the course.

Significant predictors of academic achievement among the high.risk freshmen were: major (technical/vocational), gender (female),reading placement, having had a remedial reading course, and ACTscore. Significant predictors of persistence among the high riskfreshmen were: English placement, race (nonwhite), having had aremedial reading course, financial aid, ACT score, and major(academic).

THE EFFECTS OF SYNTACTIC COMPLEXITY ON THELISTENING AND READING COMPREHENSION OF LANGUAGEDISORDERED CHILDREN Order No. DA8409279HALPIN, MARY ELIZABETH, PH.D. Marquette University, 1983. 182pp.

A follow-up study of children diagnosed as language disorderduring the preschool years was conducted to test the validity of twotheoretical perspectives, neuropsychological and linguistic. Sued onneuropsychological theory, it was predicted that there would be twodistinct groups of language disordered children who would performdifferently on both sentence repetition and story comprehension taskswhen the method of task assessment was nonoral rather than oral.While the oral/non-oral predictions were not upheld, the validity oftwo separate groups of language disordered children wasdemonstrated. Based on linguistic theory, It was predicted that bothgroups of language disordered children would perform similarly toaverage children when sentence and stories were composed insimple (activedeclarative) syntax. Conversely, It was predicted thatcomplex (passive) syntax would differentiate language disorderedfrom normal children. While an interaction of syntactic complexity bygroups was not upheld, this study did support other linguisticresearch which has shown that language disordered childrenproduce fewer grammatical morphemes than average children.Futhermore, it was predicted that the performance of all children onthe sentence repetition and story comprehension tasks would be afunction of their Verbal 103, but n heir Performance lOs. Bothpredictions about 10 were upheld. Finally, it was predicted that thelistening condition for sentence and story tasks would be significantlyeasier for all children than the reading condition. This prediction wasupheld for sentence repetition, but not for story comprehension tasks.It was speculated that isolated sentences represent syntactically moredemanding tasks than stories composed in predictable storygrammars. In the present study, both groups of language disorderedchildren exhibited more difficulty on sentence repetition than averagechildren. Conversely, expressiveonly children performed similarly toaverage children on story comprehension where it appeared that theywere able to compensate for their syntactic deficits by utilizing theirconcept of story grammar to aid recall.

A STUDY OF THE RELATIONSHIP BETWEEN RESOURCE

PROGRAM READING INSTRUCTION AND READINGACHIEVEMENT FOR MILDLY HANDICAPPED STUDENTS

Order No. DA8419148

HAYNES, MARIANA CHRISTINE. PH.D. University of Washington, 1984.

188pp. Chairperson: Professor Joseph R. Je-kins

Processproduct research in regular classi,)oms with non-handicapped populations suggests that certain instructional variablesincrease the amount of engaged academic responding which, in turn,affects student achievement. With respect to special education, theextent to which current programs are designed to include effectiveinstructional variables is unknown.

The purpose of this study was to describe reading activities formildly handicapped students in resource programs and regularclassrooms and to determine how teaching behaviors relate tostudent reading activities and how student reading activities relate togrowth in reading ability. Reading instruction in 23 resource programswas examined for 117 fourth-, fifth-, and sixthgrade mildlyhandicapped students. Detailed observations of students' total

resource time were used to describe reading instruction in resourceprograms and to examine relationships among teacher instruction,student reading time, and student reading achievement. In addition,regular classroom observations of a subsampie of mildly handicappedstudents and their non handicapped peers yielded total day measuresof reading instruction for handicapped and nonhandicappedstudents.

Overall, substantial variation was found in the amount of time thatstudents were engaged in reading and reading related activities inboth regular and resource programs. The results indicated thatstudents spent more time proportionally in the resource room ondirect and indirect reading activities than in the regular classroom.However, total day measures of reading instruction showed thathandicapped students received the same amount and type ofinstruction as non-handicapped students.

The results of analyses testing relationships among teacherinstruction, student reading time, and student reading achievementindicated that approximately 75 percent of the variance in posttestreading achievement was explained by pretest reading achievement:student reading time accounted for less than one percent of thevariance in posttest performance after partialing out the effects ofpretest and JO. After controlling for pretest, 44 percent of the variancein student reading time was explained by teacher instruction.

IMPLEMENTING A FRAMEWORK FOR REMEDIAL READINGFOR SEVENTH AND EIGHTH GRADES: A DELPHI STUDY

Order No. DA841 4099JENNINGS, FRANCES DITTO. PH.D. North Texas State University, 1984.

230pp.This study determined the instructional approaches and teaching

techniques and materials reading specialists perceived to be the mosteffective for the seventh and eighth grade remedial reading coursesmandated by Texas House Bill 246.11 also determined the mosteffective inservice procedures for training teachers assigned to teachthese courses.

Fifty-four Texas reading specialists, representing school districts,service centers, and colleges and universities, participated aspanelists in the Delphi, completing three rounds of Questionnaires.Perceived recommendations were rated by panelists according tolevels of effectiveness.

The instructional approach to teaching reading rated as the mosteffective was a diagnostic/prescriptive approach with individualstudent plans. The teaching technique rated as the most effective wasto provide instruction and prentice on a level where students canexperience initial success. Materials rated as the most effective werea wide variety of books for both instruction and independent reading.The procedure for in-service training rated as the most effective wasto provide follow-up/feedback in the classroom after a trainingsession.

Conclusions drawn from this study include (1) there is no one bestapproach to teaching postelementary remedial reading; (2) somemethod should be provided for diagnosing individual student needsfrom which individual plans can be made; (3) actual reading of a widevariety of materials should be an integral part of the remedial readingprogram; (4) more attention should be given to comprehension anddeveloping higher level thinking skills than to isolated skilldeficiencies; (5) the most effective in-service appears to be based onthe selfperceived needs of the teachers; (6) in-service training ismore effective it conducted at the building level, sheduled throughoutthe year or with compensatory time. with follow -up in the classroomprovided; and (7) it. service training provided by local readingspecialists appears to be the most effective, utilizing the formats ofvisitations, sharing sessions, and actual demonstrations.

VISUAL WORD CUES, RESPONSE TIMES, AND INCORRECTRESPONSES OF UNSKILLED READERS ON WORD-RECOGNITION TASKS Order No. D A8409281

LEACH, LEONORA MILDRED, PH.D. Fordham University, 1984. 243pp.Mentor: Carolyn N. Hadley

The purpose of this study was to investigate cue salience, apredisposition for the deployment of attention, in the word-recognition performances of adult remedial readers who differed intheir ability to pronounce isolated words. The hypotheses tested in

relation to response times of subjects and the number of errors madewere as follows: There is no significant difference In the responsetimes of subjects nor in the number of errors made on visual word-recognition tasks as a function of (a) word pronunciation ability level,(b) cue type: orthographic regularity, word beginning, and wordending, or (c) word length, There is no significant interaction In haresponse times of subjects nor in the number of errors made on visual

word-recognition tasks between (a) word pronunciation ability leveland cue type, (b) word pronunciation ability level and word length,(c) cue type and word length, or (d) word pronunciation ability level,cue type, and word length.

The word pronunciation ability level--high, medium, or lowof the36 remedial readers, ages 17 to 24, with reading comprehensionscores below the 11th grade, was determined by performance on aword pronunciation test; cue salience was determined byperformance on a test of matchtosampie tasks manipulatedaccording to cue condition.

Results of a three-way analysis of variance with repeatedmeasures on two factors showed that significant factors In theresponse time scores were (a) cue type: orthographic regularity,word beginning, and word ending, (b) word length, (c) theInteraction between word pronunciation ability level and word length,and (d) the interaction between cue type and word length. Significantfactors in the error scores were (a) cue type, (b) word length, (c) theinteraction between word pronunciation ability level and cue type,(d) the interaction between cue type and word length, and (e) theinteraction between word pronunciation ability level, cue type, andword length.

The most salient wordrecognition cue was word beginning; thenext, word ending; and the least, orthographic regularity. Word lengthwas a significant cue singly and in interaction with the other cues.Word pronunciation ability level interacted principally withorthographic regularity and word length. These findings suggest thatfamiliarity with middleletter sequences in words is important for adultremedial readers.

A COMPARISON OF THE ENGLISH AND READINGACHIEVEMENT OF REMEDIAL AND NON-REMEDIAL COLLEGEFRESHMEN Order No. DA8407 302

Mom, CHANOON, Eo.D. Texas Southern University,11183. 159pp.Adviser: Professor Sumpter L. Brooks, II

The purpose of this study was to compare the academicachievement of remedial and non-remedial college freshmen studentsin Eii,;;Iish and reading at Texas Southern University. In addition, thisstudy examined the effects that the variables of sex, employmentstatus, and academic class loads had upon the remedial students'achievement.

Subjects (N a 326) from the population (N ig 1,327) wererandomly selected in the fall semester of 1981 and spring semester of1982. They were assigned to one of three groups: (1) RemedialGroup (N ar 120), (2) Non-Remedial Group (N 86), and(3) Admission Group (N w 120). Pretest-posttest mean scores andmean changes from the English Placement-Diagnostic Examination(EPDE) and the Nelson-Denny Reading Test, Forms A & B, were usedto measure English and reading achievement, and Meats wereusedto test for significant differences.

Conclusions. (1) While remedial courses did significantly improvethe Remedial Student Group's achievement, the improvement was notenough to bring their achievement up to that of the Non-RemedialStudent Group in English. (2) The achievement at the end of theremedial course for the Remedial Student Group was significantlygreater than the exit achievement of the Admission Student Group(students who did not take the placement pretests and those whotransferred) for both English and reading. (3) The entry achievementof the Non-Remedial Student Group was significantly greater than theexit achievement of the Admission Student Group for both Englishand reading. (4) Sex, employment status, and academic class loadshad no significant effect on the achievement of the Remedial StudentGroup.

Recommendation. Follow-up studies should be conducted toinvestigate the achievement of the Remedial Student Group and theAdmission Student Group who enroll in regular English and readingcourses.

COMPARING THE COST EFFECTIVENESS OF SELECTEDKENTUCKY CHAPTER I READING PROGRAMS 5YINSTRUCTIONAL PERSONNEL AND STUDENT ACHIEVEMENT

Order No. DA8420426NELSON, GWEN TARRY, Eo.D. University of Louisville, 1984. 101pp.

The Elementary and Secondary Education Act (ESEA) of 1965 wasadopted by Congress as a means of equalizing educationalopportunities. From this act came Title I (recently renamed Chapter1), which is the largest educational program administered by thefederal government.

Since its inception. Chapter 1 funding has fluctuated, dependingupon the attitude of each administration. Because of the uncertaintyof each year's funding, local education districts must budget theirproposed allotments efficiently. One way some districts are strivingtoward cost efficiency is to hire instructional aides in lieu of certifiedpersonnel. In this paper. I compare three classifications of Chapter 1instructional personnel and determine which is the most costeffective. The classifications of instructional personnel are:(1) certified teachers (2) direct service aides. and (3) certifiedteacheraide combinations. The cost of each program is compared,as well as the student achievement within each instructional group.

It was decided that if there were no differences in achievementgains of students taught by certified personnel or students taught bydirect service aides or students taught by combinations of aides andteachers, and if aides were less expensive, then the utilization of aideswas the most cost effective.

The sample included the 103 Kentucky school districts that usedthe California Achievement Test to evaluate their 1981.82 Chapter 1reading programs. Of the 103 districts, fifty-four districts utilized eitherdirect service aides or teacheraide combinations. The Chapter 1reading students were enrolled in grades two through six during the1981.82 school year.

No differences were found in the mean achievement gains ofStudents in grades two through five, whether they were taught bydirect service aides, certified teachers, or combinations of teachersand aides. In grade six, students who were taught by combinations ofteachers and aides tended to have a higher achievement gain thanstudents who were taught by certified teachers. However, in grade sixno differences were found In achievement gains of students taught bydirect service aides and students taught by certified teachers norwere any differences found in achievement gains of students taughtby direct service aides and students taught by teacher-aidecombinations. In addition, direct service aides were the leastexpensive of the three instructional groups.

A CASE STUDY OF ACADEMICALLY READING DEFICIENTSTUDENTS' PERCEPTIONS OF THE TRANSITION FROM ANELEMENTARY SETTING TO A SECONDARY SETTING

Order No. DA841 1692NICKOLS, MITCHEL ANTOINE, PH.D. University of Pittsburgh, 1983.226pp.

The purpose of this study was to conduct a case study ofacademically reading deficient students' perceptions of the transitionfrom an elementary setting to a secondary setting. Specifically, giventhe literature review and data gleaned from this study, guidelines weresuggested to help bridge the gap between the two settings. Thetransition was as sixteen E.S.E.A. Title I reading students moved fromthe sixth grade In the elementary setting to the seventh grade in theSecondary setting.

Data for this study were gathered by conducting a semi- structuredInterview which related to reading in the sixth and seventh grades,end the pre- and postyear administration of the Reading StyleInventory, the Estes Attitude Scale (for Reading), and the Test ofReading Comprehension. The findings were charted on tables todetermine and compare the sixteen students' results across casestudies. The data were analyzed by examining and comparing keyconcepts, commonalities. Patterns, and dIsParffles.

8

The findings of this study Indicated that kinesthetically-orientedseventh graders have a more negative attitude toward reading thando students who are auditory- and/or visually-oriented. Other findingsindicated that academically reading deficient students perceived thetransition as being difficult, bt.t they had become visually- and/orauditoryoriented, more selfmotivated, and had a more positiveattitude toward reading b.cause of the support they received in theelementary reading center.

In conclusion, students who expressed a more negative attitudetoward reading as seventh graders should become more self-motivated and at least auditory in preferred learning modality to havea more positive attitude toward reading. Also, students' overallperceptions of the transition consisted of more work, harder classes,teachers who were more strict than elementary teachers, and thedesire to attend a reading center where students could continue toreceive the kind of extra help and attention they had received in thesixth grade.

A MULTIVARIATE ANALYSIS OF THE EFFECTS OF APARENT EDUCATION MODEL FOLLOW THROUGH PROGRAMVERSUS ENROLLMENT IN A TITLE I SCHOOL ON READINGAND MATHEMATICS COMPETENCE, GRADE RETENTION,AND SPECIAL EDUCATION PLACEMENT OF BLACK ANDHISPANIC STUDENTS: A LONGITUDINAL STUDY

Order No. DA8414027PACECHAPPELL, EDWINA ANKTON, PH.D. Southern Illinois University atCarbondale, 1984. 233pp. Major Professor: Dr. Harold R. Bardo

This study examined the long-term effects of a Parent Educationmodel Follow Through program. It was conducted in a southwesternschool district. Dependent variables included reading andmathematics competence, as measured by the ITBS and locallydeveloped minimum competency tests; grade retention; and specialeducation placement. The sample comprised 220 Black and Hispanic,male and female students, 99 Follow Through and 121 non-FollowThrough. The Follow Through students had participated In the projectfor at least two years and were enrolled in Title I schools at the end ofgrade three. Five years later, they still were enrolled in the schooldistrict. The non-Follow Through group attended the same schools asthe Follow Through cohort at the end of grade three and still wereenrolled in the school district five years later.

Statistical techniques employed were multivariate analysis ofvariance (MANOVA), multivariate analysis of covariance (MANCOVA),and stepdown F tests. All variables, except those measured throughthe competency tests, were analyzed through MANOVA at the end ofgrade three. Five years later, the same variables were analyzedthrough MANCOVA, with grade three scores as covariates. Nosignificant main or interaction effects were found through thoseanalyses. Two significant interaction effects, however, were foundthrough the MANCOVA analysis of reading and mathematicscertification status, with grade three achievement scores ascovariates. Certification status, based on scores from the competencytests, also was assessed five years after grade three. Those effects

were program x ethnicity (p = < .005) and program x ethnicity xgender (p a < .05).

Stepdown analysis indicated the significant two-factor interactionwas in favor of Hispanics in Follow Through on reading andmathematics certification status (p = < .05 and < .005, respectively).For the significant three.factor interaction, stepdown analysisindicated a difference in favor of Hispanic males in Follow Through onmathematics certification status (p = < .05). Thus, long-term effectswere found for the Follow Through project, but only for Hispanics,primarily males.

Among the recommendations for further study were exploring whythe project had more impact on Hispanics, especially males, andproviding follow-up at or through grade twelve.

EFFECTS OF FEEDBACK ON ORAL READING ERRORS OFLEARNING DISABLED CHILDREN Order No. DA8418399PERKINS, VICTORIA LIMN, PH.D. University of Virginia, 1983. 102PP.

Learning disabled males in grades one -four were pretested onconsonant-vowel-consonant (CVC) nonsense words to determinesubjects in the acquisition stage of decoding. Forty-eight boys werethen randomly assigned to four feedback treatment conditions. Theone independent variable was the feedback treatment manipulations:(a) general, (b) corrective/modeling, (c) corrective/sound4out.and (d) no feedback. Feedback was provided when oral readingerrors were made on a list of experimental CVC nonsense words.Dependent measures were: (a) experimental words correct in theexperiment, (b) experimental words correct one week later,(c) Transfer words correct on the pretest, and (d) transfer wordscorrect one week later.

A one-way analysis of variance revealed a significant differencebetween types of feedback. Planned orthogonal comparisons usingtwo-tailed t tests demonstrated more correct responses for: (a) anytype of feedback compared to no feecibmzk, (b) corrective feedback(modeling and sound-it-out) compared to general feedback, and(c) modeling compared to sound-itout on the immediate taskmeasure. Maintenance of performance was not demonstrated whenanalyzed by repeated measures of the experimental words. The groupthat received modeling showed the sharpest decline when measuredone week later. Transfer between the experimental and Veneer wordIlsts did not occur. Repeated measures analysis of transfer word listperformance did not reveal any changes due to types of feedback.

VALIDATION OF A FORMULA TO PREDICT POST-INSTRUCTIONAL READING ACHIEVEMENT AND ADESCRIPTION OF THE USE OF TIME ACROSS REMEDIALACTIVITIES Order No. DA8411832PIATT, CORINNE Z., PH.D. University of Pittsburgh, 1983. 225P0.

This two-phase study was carried out at suburban non-publicschools in an attempt to answer the following questions: What is thebest subset of variables among 10, pretest, grade level, and amount oftime in remedial instruction at grades 5.7 for predicting posttestscores? How is time used across remedial activities, and what is itsrelationship to gain as measured by a standardized reading test?

Phase 1. In separate stepwise regressions for 115 boys and 77girls, pretest score was the best predictor with 10 adding a fewpercent to the prediction. The resulting equations after cross.validation predicted 42.8 percent and 40.8 percent of the variance inposttest scores for males and females respectively.

Phase 2. The investigation of the use of time across remedialactivities with 96 pupils, grades 5-7, and 10 reading specialistsrevealed that pupils (a) are engaged for 82 percent of their allocatedtime, and (b) spend more tame on Skills reading than on sustainedreading or on oral reading. Pearson product moment correlationsbetween time and gain, a 3 x 2 analysis of variance in the use of timeacross six subgroups, and the relationship between two teachervariables and gain produced the following results: (1) There was apositive relationship between gain and independent engagement withmaterials that were similar to the reading test and a negativerelationship between gain and the amount of time in groupengagement where help with difficult classroom contentpredominated. (2) Noninteractive teaching, which parallels teachers'monitoring behavior in direct instruction, was positively associatedwith reading gain; interactive teaching time of 67 percent exceededthe point at which more teaching no longer produced gain and wasnegatively associated with reading gain.

THE EFFECTS OF A SUPPLEMENTAL INTERVENTIONTRAINING PROGRAM ON FIRST GRADERS WHO LACKSEGMENTATION ABILITY Order No. DA8414935Poe, LYDIA VIRGINIA LIND, Eo.D. University of Southern Mississippi,1983. 141pp.

This study investigated the effects of segmentation training ondecoding and segmentation ability of children identified as unable tosegment visually and/or orally. Subjects were first grade children,designated by their teachers as having difficulty in learning to read.

A total of 225 children was tested with the Peabody PictureVocabulary Test (PPVT), the Wide Range Achievement Test (WRAT),the Test of Auditory Analysis Skills (TAAS), and the Concepts AboutPrint Test (the Sand test). The population was stratified according toWRAT and PPVT scores. The TAAS and Sand test Identified subjectswho could not segment. There were 159 children who could notsegment orally and/or visually. From this number, the popuiation wasreduced to nor more than 20 per cell and then randomly assigned tothe experimental or control groups. The Glass-Analysis for DecodingOnly (Glass-Analysis) program was utilized in the segmentationtraining.

Using analysis of variance procedures, it was found that: (a) oraland visual segmentation ability were not affected by verbalintelligence, decoding ability, or some interaction between these twovariables; (b) visual segmentation and decoding ability did notimprove significantly after Glass-Analysis training; and (C) oralsegmentation ability did improve significantly following Glass - Analysistraining (p ( .01).

Results of this investigation implied that segmentation training canimprove oral segmentation ability within a 4-week training period butcannot improve visual segmentation ability or the ability to decode (avisually dependent task) within the same time frame. It may be thatbecause first grade children have difficulty attending to visual tasks,visual segmentation and decoding could not be Improved within thistraining period.

NEUROPSYCHOLOGICAL DEFICITS AND READINGPERFORMANCE IN DYSLEXIA: AN EXPLORATORY STUDY

Order No. DA8421220RANKIN, CYNTHI2 STEVENS. Eo.D. Harvard University, 1984. 145pp.

The purpose of the study was to increase knowledge about therelationship betweenneuropsychological functioning and readingperformance in dyslexics. Eleven diagnosed dyslexic boys were givenneuropsychological tests taken from Mattis et al. (1975) and the SoderTest of Reading Spelling Patterns (Borer & Jarrico, 1982) in order todetermine whether they could be assigned to subgroups and whetherthere would be correspondence between membership in the twogroups. Only two subjects were assigned to Mattis et al. (1975)syndromes using their membership criteria; with adjustments sixadditional subjects were classified. Nine of the eleven subjects wereassigned to Soder subgroups with distribution among the subgroupsdifferent from that reported in other studies. Correspondencebetween membership in the neuropsychological and reading-spellingsubgroups was forty-five percent.

In an effort to learn more about the connections betweendyslexics' neuropsychological deficits and their reading performanceanalyses were conducted on subjects' errors on the Mattis et al.(1975) battery and cn errors from tests of word recognition and oralparagraph reading. The analyses failed to reveal patterns in eitherfrequency or distribution of the error types across the subjects. Allsubjects made errors in all categories. Analysis of subjects' readingerrors using category definitions based on those reported in theacquired dyslexia literature was particularly problematic. In contrastto reports from other research (Holmes, 1978; Jorm, 1979), readingerrors proved difficult to categorize; most errors representedcombinations of phoneme, grapheme and associative aspects to thestimulus words.

The small number of subjects severely constrained thegeneralizations to be drawn. The findings did suggest that morecombinations of abilities and disabilities exist within the dyslexicpopulation than were covered by the subgroup classifications.Results hither suggested that dyslexic children's access toneuropsychological subskills on which they do poorly might be slow,limited, or restricted, but the subskills are not inaccessible as they arefor aphasic dyslexic adults. Recommendation was made for directingattention to studying dyslexic performances within the context ofyounger. achievement matched normals.

AN ANALYSIS OF THE AFFECTIVE AND COGNITIVECOMPONENTS OF GOOD AND POOR READERS

Order No. DA8410962RASHKIN, STEPHEN BRUCE, PH.D. Hofstre University. 1983. 102PP.

The present study compared the cognitive and affective styles ofskilled and unskilled comprehenders. Previous literature indicatesthat good and poor readers differ in their ability to monitorcomprehension, the purpose they see for reading, and the quality ofAffective ideation engaged in while reading.

Twenty-four female tenth graders, twelve in each group, wererandomly selected based upon their scores on the reading section ofthe California Achievement Test. Subjects in the control group werefunctioning on grade level in both vocabulary and comprehension.Subjects in the experimental group achieved grade level scores Invocabulary, but were two years below in comprehension.

The experimental procedure required subjects to read a shortstory aloud and verbalize what the story was about or what she wasthinking or doing when she saw a visual cue. Subjects were trainedindividually by the examiner until they met criteria. Each subject wasthen given a story from the SRA Reading Laboratory that wascommensurate with her comprehension level, and recorded whilereading under the experimental condition. The subjects'verbalizations were transcribed and placed in categories indicatingcomprehension monitoring, purpose, affective ideation, and silence.

A simple analysis of variance was used to examine between-groupdifferences for total responses In each category, and the number ofresponses emitted during the first and last third of the activity. Trendsover time were analyzed using a repeated measures analysis ofvariance, and T-Tests were used to examine within-group changesfrom the first to last third of the exercise.

Results indicate that good readers monitor comprehension andsee meaning construction as the goal of reading to a significantlygreater extent than poor readers. Differences did not reachsignificance for overall decoding responses and inhibitive ideation,but poor comprehenders showed significantly more silence than goodcomprehenders. Good readers demonstrated more persistence inmaintaining response rates in each category. In contrast, poorcomprehenders exhibited greater decreases in comprehensionmonitoring and meaning construction responses, while showinggreater Increases In inhibitive ideation and silence during the readingactivity,

Implications of the present study, and suggestions for futureresearch, are discussed.

A SYSTEM FOR TEACHING WORD RECOGNITION SKILLSTO CHILDREN WITH SEVERE READING DISORDERS

Order No. DA841 2488STEEO, MAURINE ROBINS, Eo.D. Brigham Young University, 1984.99pp. Chairman: James W. Dunn

It was the purpose of this study to develop and evaluate aninstructional system for teaching word recognition and identificationskills to children with severe reading disorders. The system wasdeveloped wnile observing and teaching four learning disabledreaders, using traditional and modified special programs. The systemconsists of identified basic concepts, selected word patterns, andnew materials created for the system (magnetized, color-coded, foamrubber letters and letter clusters), and a manual containing a pre andpostest, word lists, presentation techniques, a record keeping system,and the system rationale. The system was evaluated by three specialeducation teachers in three schools, implementing the system withnine learning disabled children for a one month period, byinterviewing the participants, by observing the implementation, and bypresenting the system to a publisher. It was concluded that thechildren made higher than expected gains, and the system isworkable for other special education teachers.

ot

to

STRATEGIES FOR IDENTIFYING THE MAIN IDEA OFEXPOSITORY PASSAGES: AN EXPERIMENTAL STUDY

Order No. DA8410053STEMS, ROBERT JAMES, PH.D. University of Illinois at Urbana.Champaign, 1983. 114pp.

The goal of this study was to test the relative effectiveness ofinstructional interventions designed to teach remedial readingstudents to identify the main idea of expository passages. Theseinterventions were based upon research in cognitive psychology am!task analysis, and were implemented via a computerassistedinstruction program. The study randomly assigned students totreatments in a 2 x 2 factorial design. The Strategy TrainingIntervention taught students strategies for Identifying the topic andmain idea of expository passages. This treatment also taught studentsmetacognitive skills for checking the appropriateness of these mainidea hypotheses. The Classification Skills intervention taught studentsto classify words, phrases and sentences under the appropriate topic.The Control students received practice answering main Ideaquestions, much like main idea instruction in basal reading series.

The results of the analysis of covariance indicated a significanteffect for Strategy Training in terms of students' ability to answer mainidea questions about passages on experimental and nonexperimentalcontent. The Classification Skills treatment had a significant effectonly when the content of the posttest was the same as that used in theinterventions. A stepwise regression analysis indicated that students'condition in the Strategy Training treatment was the best singlepredictor of their posttest achievement, and accounted for 27% of thevariance in their posttest scores. These results suggest that teachingremedial reading students strategies for identifying the main idea ofexpository passages can be both effective and very useful forclassroom instruction in reading.

11

Copies of the Dissertations may be obtained by addressing

your request to:

University Microfilms InternationalDissertation CopiesPost Office Box 1764Ann Arbor, Michigan 48106

or by telephoning (toll-free) 1-800-521-3042