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'ED 155 682' CS 004 208

TITLE Reading Instruction: iesedial and Compensatory:`Abstracts of Doctoral LissertaAions Published in"Dissert&tion Abstracielnternetional,k July through ,

December 1977 (Vol. 38 B. 1 through 6), PartTwo.

'INSTITUTION . ERIC Clearinghouse cn Reading. and CommunicationSkills, Urbana, Ill.

PUB DATE 78NOTE

TOES PRICEDESCRIPTORS

13p.; For related document, see CSC04207 ; Some partsof document say be marginally legible

HP-S0.63 HC-51.67 Plus Postage.Annotated Bibliographies:. Auditory raining; BlackStudents; *Cospensatozy Education; isadvantagedYouth; *Doctoral Theses; Element y SecOndaryEducation; Hyperactivity; Language Develciient;Learning Disabilities; Learning Laboratories; MexicanAmericans; Preschool Education; *Reading Achievement;Reading Comprehension; Reuling Difficulty; *ReddingInstruction; *Reading leseafch; *Remedial Reading;Resident Camp Progress; Self Concept; Student

4 Attitudes; Visual Discrimination

ABSTRIgTThistollection of abstracts is part of a continuing

Aries providing/information on recent doctoral dissertations. The-17 .

titles -deal-With the following topiCk: disadvantaged andnondisadvantaged students' detection cf written fallacies inreasoning; the effects of remedial reading instruction, a camp-stylereading/study program,And-reading laboratory instruction on readingachievement, attitudes, and self concept; the _relationship betieen

---- reading achievement and oral syntactic development; the relationship'of spatial visualisation to reading ability in learning disabledchildren= "the relationship. of self concept to reading achieves. In*Mexican American children; adult/child interaction in a compensa orypreschoOl and a receiving kindergarten program; self - management

'training for children with reading prokleas;. the auditory train g.

component in a colpensatory program; reading performance at _

relaxation trained children; learning disabled children's recallcomprehension abilities; the academic achievement of black children;the effect of color as a facilitator of visual discrisinaticn inpaired associate learning; reading acgujetition in hyperactivechildren; a reading program for special education students; andguidelines for work with disabled readers. (60)

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Reading Instruction: Remedial and Compensatory:

Abstracts of Doctoral Dissertations Published in DissertationAbstracts International, July through December 1977 (Vol. 38_Nos. 1 through 6), Part Two

I

Compiled by the Staff of

ERIC/RCS

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University Microfilms

International

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The dissertation titles' contained here are publishedwith permission of the University Microfilms International,publishers of Dissertation Abstracts.International(copyright(E)19W7 by University Microfilms International),and may not be reproduced without theirprior permission.

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This bibliography h ;s been compiled.as.part of a continuing series designedto make information on relevant dissertations available to users of the ERICsystem. Monthly issues' of Dissertation Abstracts International are reviewedin order to compile abstracti of dissertations on related topics, Which thusbecome accessible in searches of the ERIC data base. Ordering information for,the dissertations themselves is included st_the end of the bibliography.

Abstracts of the following diisertations arfincluded in this ccalection:

Hurst, Jacqueline Elaine-

SIMILARITIES AND'DIFFERENCES IN THERECOGNITION OF WRITTEN FALLACIES IVREASONI$G BETWEEN DISADVANAGEDAND NONDISADVANTAGED SEVENTHGRADE STUDENTS

Jackson; James Clyde

THE INFLUENCE OF REmMDIAL READINGINSTRUCTION IN VOCABU,LARY AND ,

COMPREHENSION-SKILLS ON SELFCOWEN AND READING ACHIEVEMENTOF SELECTED ELEmINTARY STUDENTS

Jenkins, Jackie Womble0

THE RELATIONSHIP BETWEEN READINGACHIEVEMENT AND ORAL SYNTACTICDEVELOPMENT

Konle, Mary Caroline

THE EFFECTS OF A SHORT-TERM, READING-STUDY PROGRAM INVOLVING WE CAMP- ,

STYLE LIVING ON tEADLNG ACHIEVEMENT,SELF-CONCEPT, AND ATTITUDESTOWARD READING -

'Laughton, Regipald Sherman

THE RELATIONSHIP OF TWO AND THREEDIMENSIONAL SPATIAL VISUALIZATIONTO THE READING AZILITY OF'LEARNING DISABLED CHILbREN

Meribbin, Marcy Peck

A STUDY OF THE RELATIONSHIP OFULF-CONCEPT TO READING ACHIEVEMENT07 TWO GROUPS OF FOURTH GRADEMUICAN-AMERICAN STUDENTS

Mainney, Marvin Hayes

Al ECOLOGICAL COMPARATIVE ANALYSIS07 ADULT-CHILD INTERAMOWEETWEENA COMPENSATORY PRESCHOOL AND AIECEIVING KINDERG4RTEN PROGRAM

4

Malamuth, Zipora Niderberg

SELF-MANAGEMENT TRAINING FOR CHILDREN WITH

READLNG pROBLEMS: EFFECTS ON READINGPERFORMANCE AND -SUSTAINED ATTENTION

Moorman, Francie Helm

A DIAGNOSTIC EVALUATION OF-THE AUDITORYTRALNLNG COYYONENT IN A COITENSATORY'PROGRAM

.

Padawer, Davida Dee

WADING PERFORMANCE OF RELAXATIONTRALNED CHILDREN

Quintiliani, Carmen Joseph

READING: THE EFFECT OF READING LABINSTRUCTION ON THE READING ACHIEVEMENTAND READING ATTITUDES OF SEVENTH'GRADE REMEDIAL READING STUDENTS

Roberts, Michael Bradley

THE INFLUENCES OF I.AND DECREASED ERRORON THE RECALL COMPOF LEARNING DISABLED

ED CORRECTREADING RATES

S;ON ABILITIESCHILDREN ,

A Sherman, Thomas Oscar.

THE ACADEMIC ACHIEVEMENT OF FOURTHGRADE NORMAL ABILITY BLACK STUDENTS INREADING AND MATHEMATICS IN PREDOMINANTLYWHITE AND PREDOMINANTLY BLACK SCHOOLS

Sims, Alberta W.

THE EFFECTIVENESS OF THE USE OF COLORCUES TO TEACH LOW-ACHIEVING_ SECONDGRADERS VISUAL DIECRIMLNATEON INPAIRED-ASSOCIATE LEARNING OFPREVIOUSLY ENCOUNTERED SIGHT-VOCABULARYWORDS

Stein, Steven Robert

EFFECT OP PRINT, SIZE AND EXTRANEOUSNOISE ON READING ACQUISITfON FOR

) HYPERACTIVE-AND NON - HYPERACTIVE CHILDREN

-2-

Steiner, Nancy Miller

Al UKKLIATION OF THE EFFECTS' OF THEMONTEREY READING 'PROGRAM Or JUNIOR..HIGH SCHOOL SPECIAL EDUCATION STUDENTS

4

White Hawk, t

Sharon Kay

READING DISABILITY: DIAGNOSIS,PRESCRIPTION AND REMEDIATIONTECHNIQUES FOR SCHOOLPSYCHOLOGISTS

fo.

1/4 5

SIMILARer10 AND_DTFFERENCES IN THE RECOGNITIONblr *MITTEN FALLACIE§ IN REASONING BETWEEN DIS-ADVANTAGE15 AND kNDISADVANTAGED SEVENTH GRADEkrupsysHURST, Jacqueline Elaine. Ph_ DThe Florida-State Cniversity. 1977

Maier Proieesor- Dr C Gleurvm Rowell V

The pnirnary purpose of this study was to determine if thereaxe eipidlcant fa disad:-J caged seventh gra'students and nondisadvantaged seventh grade studenhrrn theability to detect written fallacies in reasoringewhen the readinglevel'of the two groups is field constant

Specifically, Me 'research was conducted: '1 To determineif these were sign:Leant differences inthe zecognize

. various types of fallacies in reasoning between seventh grade

':=Isadvantaged 2 To determine if differences r soeio-who are disadvantaged and seventh grade students who

..000001IC stasis pf seventh grade students affected .the.r abilityto recognize certa.n types of reading-reas.mir.g fallacies'

The 05 les el of significance was used as, tre criterionfor the se:err .s-poth.`eses All hypo: -eses were testes _stag aone way anal) sir of variance

The stwly tested t"e nypothesei that t'.ere is eta: Aicallydifference bet-seen t-e .ear scores d sad

rantaged and rendiiadvantaged seventh grade s'ader.ts or theMiddle Scl-e-y, Fal'.P.c:es Reaso^ing Test (NI-SF-RV, &sad-rant aged ar,d ,-o-o.sa-'rartaged sere -t- gra-2e st,Herts on theitems test r; the,aoil.r. -to recwn za the appeal.ng-to-con-tbrilliTy Tarlaty- M -noorlisldvartagel eeierit- gr.- s ,dents or -.re iter-s testtnetee s' !rt.. data.fa'iar-. as measuredbs MSFP.T, disau..-1-ithzed ard iia?-id,sadvarita.ged seventhgr:de students tre items test,rg the ab::,ty turcognize thestereotyp -g fallar nreasured o; the M.SFR17d.sadvantagedand nondisa.,:,..,-;_za; grade stu-lenis tre iems test-trig the abil t) to re-c4-.ze tr fa:se riitnor.. meal

awed b! the ?S FR T taz ed and no-4 : ...3r!vantagedeleventh grade st-dents or the items testing the ab I:ty to reenit-

. mei the either -Jr !arisey as measured by the M.SFRI' anddisadvantaged and -n-..d.sads an:age-4 seNerith grade sr ...dents onthe items testing the ability to recognize the part-a-Kole fal-lacy as measured b, the N1SFRT

The population 1,1r this st..dy was composed of 110 seventhgrade. students enrolled at too different lon.or high schools,located in an urban area in southeastern Georgia. Studentsenrolled at the Devefopmer.tal Research School of Floridafitate:thfiversity in Tallahassee, Florida were administered theMI IPRT for pilot purposes.

Tine disadvant.3ged students mean scores were statistical/sigaifkantly highir fbr five of the seven hypotheses tested -thee were the mean scores for the nondisadvantaged students.The,diffetences in the mean scores between the disadvantaged

rdthe sondisadvkitaged students could possibly be explainede critical reading instruction received by most of the dis-

idvantaged popuLttion who participated in a corrective readies .program funded under Title 1. OrdeNo. 77-26,979-, 93 pesos

6

THE IFI.t.:ENC,F. OF rEMEDIAL READING INSTr_C-TIONIN \OCABULARY AND COMPREHENSION SY-ILLS ON SELFCONCEPT AND READING ACHIE:EMENT OF SELECT EUELEMENTARY STUDENTS

JACKSON, James Clyde, Ed.DThe Lou.siaha State I:ricer-51:y andAgricultural and Mecharicai ColleZe, 1977

Supervisor Dr Helen M. Cookston1

/The purpose of this study s as to study the i.fluence

medial reading instruction in vocabulary and co rehehsion onself concepts ar.4 reading achievement olse.ect elerrier.tarystudents.'The study took place in five Cerrrinta schools in A

Lafayette Parish, Louisiana.

Statement of the Problem

The foilowing null hypothesis was tested for several vari-ables using the .05 level of significance- no sigrulicar; differ-ence in reading achievement arid self concepts will result fromremedial reading instruction. .

- Procedure

The stuoents who participated in the study were 117 third,fourth, and fifth grade sfikents from five schools, Tile studylasted for tvier.y-17,:r weeks during the 1975-76 schocl year.

Students were selected from a notrandort 'zed populationand were divided into two groups. The experimental group re-ceived approximately 120 minutes of remedial reading trictrac-

-1 s a 1.211 M G, .8

trol group received ail reading instruction in the regulareta oom. Stif clen. were pretested and pceittisted with theNe Reading Tsst,NIForm A and Form B and the Piers-Harris ,Children's Sell Concept Scale. Fifteen teachers .and fairteacher- clerks worked with students along with other studentswino were {members of the regular classroom organization. The

rimental design for this study was the nonrandomized, con -group; pretest-posttest

N

Analysis of Data

In order to adequately test the hypothesis, stucients were di-vided into the following subgroups' group, experimental Andcontrol; sex, male and female, race, black and white. grade,third, founh, and f.ith, ?es:faience, city aria rural, and, socio-economic status, grade completed and income. An aralysis ofcovaria:.ce was commuted for each group for sell concepts

alreschr.g. achievement. The F-ratio was tested for significan$7

Findings

1. Remettal read.ng instruction did not sip.firantiy affectsell concepts and read:rg achievement of stuticnts by crc-mi2. There was ; si,-...1,carz difference between sell coccepts ofthe exioeri.ertal gr_rup a:4 tre contra group by sex. Female

students in the co-,!r-Al .grzr.:? had higher se.1 concepts than fe-male students iri the cxperi:rnental group, The mate controlgroup had h.gher self concepts than the female experimentalgroup. 3. Race and residence (location) were not significantfactors in sell concept differences between gri;ups. 4. Educa-tion and income were not significant factors in self concept dif-ferences between groups..5. There was a significant differencein reading achievement between the ever:mental group andcontroLgroup Tor vocabulary. Th control group achievedhigher than.the experimental gra 8. Sex was not a signifi-cant factor in reading achievement een the experimentalgroup and the control group. 7. Race was not a sigpificant fac-tor to reading achievement between the experimental group andthe control group. 8. Residence (location) was not a significantfactor in achievement between the experimental grotip and con-trol group. 9. Education of parents did significantly influence cacilevement between groups in vocabulary. Income was an asignificant factor in achievement between group..

I

COnclusv,:is

Remedial reading Jistraction did nor sig)...f.cant:y contributeto differences in achievement between one e.per.mental groupand control groupbv sex, race, graot, or res

tarRecorci-nendat.or-s

1. More research should be cone on a par.sh-wde basis in-solving. more remedial readir.g st-dents for a longer period oftime. Th.s '4'11 ai.ww f or treater indepthetucy variables.2. Research should oe c.c.r.icteo fc pw-...p of remedial read-ing instsuct.on and fol1,---....nroogh Zf clar.,s.-.K.:r teachers of

reading 3. Future resercn oh self c.):-.ceps a:: readingachievement snou.d include Score aita )r. pas: exper.ences ofstudents. Orcer 77.25,3F.4. 124 pages.

-THE RE 2,TIONSH:? .-1:1,1E- EMENTAND O?_, TACTiC DEVELLJP`...P;T

JENXINS, --bs..e Li

1977

_Supervthr,r A'-e

The 2._rposes of r-s :_ ti* re-lviosh p peowee- e,-tact.: _:_-g--age andreading act .e.-e-.e-t aid 2, :les a-d ewer mental-y eval-uate tetornnz as for toe complexity

T011e-e4Pel"""Paili"

I

/. r: 1n: _ iii a1,11v.asto ap-proach odz...atinn frcrn orga view, perceivingthe your.g e'udant w;in a re.id.'-g proolern whole person.A sever -wet scitc;o1 and camp program has devised which en.compassed one seek at a r_ral reading camp inco.^?oratingoutdoor aztV.itles d.agnost._ sr-cy a-d reading instructionfollowed by one similar ge -'sgetcer' 0...h.n the

"n,school cont.nuec -as r-aole to maintain a closestudent-teacher r!aoLat.0-..5".12 .7reur.g with these students LIthe deelopmental reading pr gram

Freshmen from Nev. Ber:n Rig-. School who had scored atthe Mtn percentile orbeic- o t-e Iowa Silt Reading Tests,Level 1, Form E, Read.ng -er, :.hicn was admi-,stered tothem i^ tne eighth ghade, were .n, tea to participate in the pro-gram. Forty-six responced fa%crat.-., From these 45, an ex-penrnental and a tort: o: g,-rt,..r, of 2,, each were randomly se-lected_

The following three -).-p.:_neses were tested (1) Therewill be no s gnificant differe-:es ,e read-g achieement asmeasured the Icwa Si.e- Pead.-g Tests of a selected groupof high ecnn1 freshrner wro car..cicate .- a short-term, read-ing-at-3) program irol_o ViteR and a follow-up weekendof camp Lying as corloaredo t-e rea-di-g acnieverr.ent of a se:lectecigro4 of rece.:f only regular.classrocrn reading 21 'There -1.1 be no significantdifferences in sell-o:-cep' as rreas-red the Piers-Harriself-Concept Scale of a se gro_p ^.g^ . scroo: freshmenwho partio.pate .n a s.rig one weer and a fo.,o -..p. -eeke-c of can-p Living as com-pared to tne sell-oo"oep. - of high schoolfreshmen who rece c-.. re;-..ar c.assrporr readi-g .hstruc-tion. (3 T-rere ce ,......ffere-ces in attitudes

renders ard readers fro-a selected t*.rd gradeclasses :-. toe former Raley P-oLc Sonocls A _t-trol grupof twerty-p.even poor readers rot in the treatment &r-z; ip vasselected frQr .-. t'ce same tiur d Fade c.a.,3.,..-

Fteaol:ng ich.e.err-e-t was Treasured cr: the reach..-.g compre-hension s..btest of the jef ro to Achae -lent Test Oralsyntactic c,-.Implecty,Was measured by appLcation of Granow-sky's Form.ila for the Arialys..s of 5-irtactic C:47plexity

Prete and ostiest data were col.ected and handscoredAppropriate staLst.ral procech...reswere appLed and the hy-potheses were tested it tle-trilevel of co-rlidence Thefollowing researqp hypotheses were tested and re;ectedH. There is no difference betweep and poor readers onmeasures of srtact.c con-Plex_ty of oral lang:age Hz Thereis no difference between pre:. arid post-1nstr'-ct.:-.a.1 measuresof oral syntacbc co.rnplex.try c.f the laniciage of the treatireentsample H, There is no differs -ae uetween p--x.r readers in thetreatment group ar.cf' poor readers in the r-ontreatmentgroupon posttest measures of reading co-prehension t

Concl-s.ons were' I) Go-od reader> do n-7,re complexsyntactic structures than do ,00r readers, 2) instruction intrandforrnatioial sentence-combining and embedd.ng resultedin more syntatt.cally complex oral seence structare, and.3) the units fdr en:lance:tient of syntact.c c-..,-plexity weremore effectite to producing gain in reading comprehe-utionthan Isere tipical remedial approaches

Order No 7'7-21,875, 178 pages

TIM EFFECTS OF A SHORT-TERM. READING-STUDYPROGRAM INVOLVING SOME ,CA NIP-STYLE LIVING ON'UADD&G ACHIEVEMENT, SELF-CONCEPT, AND ATTI-TUDES TOWARD READING

1:0111.11, Mary Carol .ne, Ed D.leastaastte University. yrs

This study attempted to demonstrate a feasible method at (incorporating many acsapted values of friendship and

A 7.

Rea fig Survey of a selected zrz.:p of hip scnool freshmen wisc,participate .n a sh-ort-,:rr...-. -ead.-g-st-..:# program IncludIngone weeK a-d ee..e-d of camp Lying Fwrq;nredto the attitudes to-ward reac.-r of a selected group of high schoc,freshmen who receive regu.ar ......la_ssroom reading fnstruc-non. . .

The effect of the program on read ng actie:eraent was eval-uated by posttest oni.: control group des,r, subjecting the IowaSilent Reading Tests Level 2. Form E, Reading Power, staodar-scores to an analysts of cc.,,var a-ce with the selection metro-mere as cova -tat The F-ratio der.v*A, 072, was .-A sign_fi-cant (p> 05), Indicating that tnera was no significant differencefound between the two g?ro.ips in reading attainment.

Hypothesis Ii was testes tripr4test posttest control groupdesign. A t-test was cornp-ted between the experimental andcontrol groups on the gain scores derived from pretest and post-

=total scores on the Piert-Morris Children's Sell - ConceptThe t-value,obtaineci, 1.337, was not signrficant

indicating that there were no signs(ant differences found be-tween the two groups in self - concept'

Attitudes toward reading were e:aluated throup tht usetit the Iowa Silent Reading Tests Reading Survey. TO response"to twelve multiple-choice surrey questions,were subjected tochi square analysis Only one question, 'Do you need extra HelpIn reading'' yielded a significant difference (p! 051. A greaternumber and percentage of the experimental group expressed aneed for t, in reading There were no significant-differencesbetween t experimental aod control groups itPall other vari-ables.

study obtained no eviderce of positive changes in read-ing eveinent and alti.tuaes during a seven-week, short-term,

-study program including' one week and a follow-up wee....of Camp living. However; it may have important value as astudy ofthe effects of tnterspersing during the school year

Periods of camp-style, small-group living in- solving diagnosticteaching and stipervised study Though no changes in eitherreading achievement or attitudes were evidenced in the data pre-sented In this study; it is set-y possible-that the effects of par -ttctpation IS this program maybe demonstrated in future test

c: vitae 5:Jderits It is planned to retest at the end oftir presett school year The Affects of tnis program may beeaser.ed over a innger time though this data wit; rat be avail -hie f-r presentation in this

Order No 77:16161, 69 pages.

THE RELATIONSHIP OF TWO AND THREE D11.'ENSIONALSPATIAL VLSUALIZATION \TO THE READINGABILITY OFLEARNING DISABLED CHILDI4N

LAUGHTON, Reginald Sher-narr, Ph.D.Case Western Reserve Un.:ersity, 1977

This inestigation aas des:gned to ceter-inelho. measuresof two and three dirr,ensional v1s.ai spat. al aoilities were re-Laced to reading con-prenens.on among cni:dren c:assified aslearning 70 children between theages of 7 and 12 Atin :ere attending public scnocl and who hadbeen diagnosed and labeled as learning disabled To and'three dimensicr.al spatial vis-al.zation were rneas-ired withthe Stan-lard Pr-,gr.ess_ .e matrices and s,,oicsts of tne WISC(Block Desir-n, kict..re C2-1:et.sn, Obect Asse- C.:). Thereading score .as der,.E:1 ire rear.rg co- ;:re-,ensionsubtest of the Metr,,pol :an ac Test. C:.:-_nologicalage was ass_-ed to be s correlated 'o r,nti.h the de-pendent and the independent a-d no:re:a:ion andmul14&corre:ati:,n aanal,s.s r-ed it. - ently,chronolog.cal age aaL par' of a.. 1-e ..ar.ables..Thedata obtanred trs-n t s _s -g a step-wise rt....:!;::e s.s effects of chrono-logical age t-ere --ere no sic- f.cant re:at.onships

bf.ttaCE-. :.c v : ar-able. A. Tr - pre-.41c-

r tb-attor ,.2.7 .7-12,5

the pr,--1 -, rE -'ss-rt=s ofdiffer _ -:-; I as EJ-C.4r; Pro-gress,-.e

s-d :I

Procedures

The procedures of the study included.: (I,) a review of se-tented literature on self concept; self-concept of Mexican-Americans; academic achievement of Mexican-Americans; andfactors affecting the relationship of self-concept to readingachievement of Mexican-American students; and (2) the collec-tion and analysis of data from two groups, forty-six each, ofrural, fourth-grade Mexican- American students who were par-ticipants in specific reading prograrns.cb_icHig the 1974-19'75scbool year.

5 1 041. 1: ! r

air P :-_re C.BC:-a_sE :-c :_aced re on

Factor I t-s.r. Fai-_r It tobe a thrEe E4..re s :e-ir t-a'researc' ,7,- be d:-e r--s a-.11 E

Desk as ar sole a_---.: 0: Ass,: :.reCom-piet.on as -..-c"-er ,:e tr*. c andthree spat al an _nes

Ornc- s" r,32, pages

A STUDY OF THE RELATIONSHIP OF SELF-CONCEPT TOREADING A C1,1fars,M ENT-4F TWO GROUPS OF FOURTHGRADE MEXICA.7-AMERICAN STUDENTS

lieSIBBIN, Marcy Peck, Ph DI' University of Nebraska - Lincoln, 1976

Adviser-. 0. W Kapp. a tThe Problem

The purpose of the study was to determine if there was asignificaRt relationship between development of a positive self-ecncept and reading achievement of two groups of fourth grade,Mexican- Anie;ican students. Particular dimensions of self-etmeept development and instructional approaches are fre-quently related to academic achievement problems of Mexican-American children. The study was designed to assess students'development of a positive self-concept In relationship with theirachievement in reading comprehension. The. two measureswere taken, at the beginning and the end of the treatment period,as a group of students participating in a multi-approach read-tagprograin and on a group of students participating in a basalapproach reading program. Comparisons were made to assessParients. cognitive acquisition in consonance with developmentof their self- concept .

Conclusions

The results of this study support the notionth,at differenttypes of reading programs can Influence achievement to read-ing comprehension Mexican- American students participatingin inulti-approach reading program did significantly increasetheir reading achievement In comparison, Mexican-American"Students who were participants in a basal approach readingprogram did -not measure as significant an increase in theirreading achievement

There was no significant difference tre.veen the groups'scores on the Self-Concept Inventory. As a matter of fact,the self-concept scores decreased for both groups-during thetreatment period of the 1974-1975 school year.

A significant result of the study was in the relationship de-tveen reading achievement and self-,concept from beginning toend of the treatment period for subjects in the multi-approachreading program. The results indicate that tine more success-ful students had the highest self-/concept at the end of the treat-ment period. It was found that students in the basal approachreading program showed a positive re atfohship between read-ing achievement and self-concept, both at the beginning and endof the treatment period.

Implications of the Study

The implications of this study appear to indicate pat:1. A successful reading experience seems to be related No stu-dents' development of a positive self - concept. 2. Student par"--ticipsUan to a multi-approach reading program designed toover a personalized learning experience, as compared to a

basal approach, does inf'..ier.ce students achievement in read-

ing_corrprehension. Order No 77-14,677, 73 pages.

Ahr7ICOLOCICAL C0`..PAP_ATI% AL'ISIS Of' ADULT -CHILD INTERACTION FsET.AEEN A COPEs.SATOR4/ PRE-SCHOOL AN1) A RECEI:ING KINDERGARTEN Pi'GGRAM

McKIN'NEY, Hayes, Pr DThe Croi of chgan,

Chairperson Percy Ba'es

ThiPstudy s-bscribed to ni:ronrr.ca: theory in order toanalyze the sirr..larities and fferences be"ween a ccmpehsa-tory preschool program ar, a receiving 'Kindergarten programThe purpose of the swirly aas to explore the suspected involve-ment of ecological considerations as contribi,..ng factors to thephenomenon of compensatory preschool graduates havIng a ten-denc to regress cognitively upon public school entry

The subjects were 148 children, thirteen teachers and twelveeducational assistants who participated in preschool and kin-dergarten classes selected for study The subjects weregrouped on 'he basis of gender, race. a0-;eveme-t arid grade

The constituent of the classroom enviropment which wasthe focus of this study was adult-child interaction. The instru-ment used in the identification, of adult-child interaction was an oneequential, naturalistic observation system, the Pupil Rec-ord cd School Experiences (PROSE). (Medley et al , 1988).

Four classifications of PROSE were used in this study.(1) Type of Interaction; (2) Adult with Whom Child Interacts;(3) Behavior of the Adult; and (4) Nature of the InteractionThese classifications are subsequently defined and divided intosixteen categories.

The statistical methods used were a four -way analysis ofvariance employing gender, race, achievement, and grade levelas the main effects

For (1) Type of Interaction, trade level differences weresignificant on three of kur definition categories, while race xgraglatand race x achievement x grade were significant on twodefinition categories, .For '2) Adult with Whom Child Interacts, two categories

were used, teacher and paraprofessional Grade level differ-ences were significant both of the categories, gender xachievement x grade w s significar.tly different o n o r.e of thecategories

For ,3r Bena.io of the Adult, which -Aas sutsequentlf de-fined by seven categories, foul categor:es :rdicated significantdifferences as a f-nction of grade level

The fourth classification, Nature of the Lnteraction, was de-fined by three categories Significance for grade level differ-ences was attained for all categories 4

The results of data slpp;r.ed 'he heore.cal h,T...thesis that'system differ ekes do ex-is: oet-een he two prcgrams underinvestigation They further sho. that -'e favors of race, gen-der,and ach:eser::ent infl..ence the adult-on-ad interaction be-tween grade lesels The res.l:s also suggest that* such eco-logical factors s'",uld be given conslderation when comparingthe longi.idiriareffects of compensator, programs

Order No 77-18;076N 143 pages

-SELF-MANAGEMENT TRX"SING FOR CHILDREN WITHREADING PROBLEMS EFFECTS ON READ:NG PERFOR-MANCE AND SUSTAINED ATTENTION /

NIALAN=R,2-iporaNe.ferberg. Pr: DCrveraity of Cal forma. Los Angeles. 1977

Chairperson Professor Eva L Baker

Normal children, identified by their teachers as 'poorreaders." o.eee given individual training in self-managementISM) using a paradigm similar to that developed by Donaldtletchenbaurn. Emphasis was placed on the potential utility ofsuch training for.enhancing academic achievement The im-pact of SM training on reading performance and on sustainedattention, an attentional process associated with school per-formance, was examined In addition, the possibility that theprogram would particularly benefit children who evidence at-ent.onal dela. i's was .nvestiated

Subjects were male and female fifth grade students, from aschool with an exclusiy)ly black population, who were identi4tied by their teachers as 'poor readers " These children wererandomly assigned to either the Self-Management or ModelingControl (MC) condition. The central feature of the SM train-ing was the use of internal speech to control behavior. Trainingconsisted of five sequential steps during which task-oriented,*vest verbalizations were gradually faded to covert speech.The control condition resembled a tutorial interaction, studentsin both conditions were exposed to the same materials andtasks.

Six white instructors conducted both the expe;imental andcontrol conditions. They were told that both treatments con-stituted experimental teaching approaches Subjects met in-dildually with one of the instructors. to whom they were as-signed randomly, for Jour half -hour sessions over a twcf weekperiod

3

Tne results in.l.c:Ited that. st.rlerts rce:vio, S'.I trainingfeu efr.errors on a read.-it +a5 than the contro' group

-.5 ef(c.ct Was independent cf #tt e sex of the *A13;ect or ttie:or Morec-,,_ r. in C97.,,,: itn Co: :rot ch.liren,t- t: ained -ina 7 t fe.;cr errors

: an,fested gre-aer irhib tt,:jc,otr )1 o.er tncir behavior: -c Audio T (AVCT), a measure of sus-

ittcotior. S.:,- ific-trt re' a ...hsh.ps heri.een attentional

deficits and S.I tr.r. n. .,cre rot foand, Although trelds in thatdirection ere noted

A post - experimental transfer r:leasi,re tak/m of eachchild's, teach ng stile ...th a peer ..no a'as an accorrplice of theexperir-enter and had not participate-1 in tne study In con-trast with the control group, children in the experimental con-dition consistent': utilized -,cried elements of the SM programin teach rg toe pee:-

Corre1ational data be-ar:ng upon the rlatiohstip berween.experirrental rreasares and teacners' evaluations of attentionalprocesses -ere/also ubtrined Lo. correlations were foundbetween theiexperimental measure of sustained attention andteachers' ratings of distractibility Children's reading perfor-mance cas significantly correlated with the distractibility rat-ings but rot -ith the AVCT

The result§ were irterpreted to siiggest that training,may en-ante the academic achievement of normal ability chil-dren as ;hell as modify attentional processes associated withschool performahce Possible limitations of such a programWere also discussed Finall,, issues that should be addressedin future research .care delineated

Order No 77-23,902, 141 pages

0

A DIAGNOSTIC EVALUATION OF THE AUDITORY TRAININGCOMPONENT IN A COMPENSATORY PROGRAM

MOORNiA_N, Francie Helm, Pt_D.The Une.ersity of Michigan, 1977

Chairman- Donald E.P. Smith

This study is a diagnostic evaluation of the auditory dis-crimination skills perfoirtiance of Title I kindergarten throughfourth grade and Chapter 3 kindergarten through sixth gradschildren Ir. the Willow Run Community School District Thepurpose of the stitdy was to ascertain whether the Chapter 3 andTitle I programs were effective in training auditory discricnina-

-tios skills. In o+der to accomplish this analysis, the teachersin thd two programs administered the objective referenced sub-tests of the Standard Achievement Recording System (STABS)to the participants and results were analyzed to determine pat-terns of deficits.

The instrument used consisted of eighteen subtests adminis-tered to a random sampling of kindergarten through third gradeTitle I and Chapter 3 children. Some of the same subtests wererepeated in grades four through'six. Hence, chi first and fourthgraders took the same seven tests, the second and the fifthgraders took the same Lour and the third and sixth graders tookthe same three tests. .*.

It appears based on this study that, 1 Despite differences Inthe method of selecting children for Title I and Chapter 3 pro-grams, children in both programs are equivalent in auditoryskills. ThereVre, en improvement plan appropriate for onegroup shduld fse appropriate for the other. .2. Children were un-fesellia.r with ta..,....s which require attention .o various parts ofwords. 3. Skill deficiencies differed-by grade level. Earlier

- grade children experience difficulty with such skill's as,rhymlng,wordmatching Ind segmentation. Upper grade childrefi can- ... ,tinned to have difficulty with segmentation skills (hearing somtdoin words and syllabication) but had mastered thymt andmatching. 4. Auditory subtests should be administeredt bebeginning of the school year so that a Oersonalized plan re-median° can be provided the affected student; immediately

. t' Order No. 77-26,320,149 pages.

(

READING PERFOR'.1ANCE OF REI AXATION TRAINEDCHILDREN

PADAKER, Dai.ida Dee, Ph DUnIversit, of Penns)h aria, (977

Supervisor Bartell W Carrion

The purpose of t's study A as to dcrnonstrate that a rela-tionship'exists between ps:chcphysinlogical relaxation andimprovement in reading perfcrmartce by elementary schoolchildren It was expected that relaxation training could facili-tate internal or sell-control, this enablihg students to demon-strate increases in attention, concentration, and memory andconsequently to improve their reading skills

The subects consisted of 35 black students from the Mc-Michael Elementary School in West Philadelphii. This schoolis located in an area of lower-socioeconomic status The chil-dren chosen to participate in the study were selected on thebasis of their poor reading achievemgnt. These children werethe 11 or 12 poorest readers in each of their respectiv4 classes.Teachers and students from a first, second, and fourth gradeparticipated. The experimental group (N ...18). consisted ofthirteen males and five females randorfiTy selected from thethree classes Their mean I.Q was 87.26 The control group(N a 17) consisted of the remaining eleven males and six fe-males from each of the classes Their mean I Q. was 91.28.

The dependent measures were bas upon classroom objec-tives. Each student was individu,ally administered a wordrecognition test, coriprehensicm,,test, and phonics InT,entory.Additional measures were also administered. They included.the Lorge-Thorndike Intelligence Test (nonverbal battery), aletter recognition test, a pre - reading entov, and a childlk,_relaxation scale. Observations on student and teaching be-haviors were periodic ally recorded by the teachers and theexperimenter -

This investigator administered the intelligence tests andthe treatment to the children and teachers. Testing was car-,tied out bfwto testers and the experimenter. The teachersand testers were naive with regard to experimental or controlgroup assignment.

Treatment for the experimental group involved relaxationtraining for approximately 15 minutes each day for 10 schooldays.' During the same two weeks the teachers, also weretrained to relaxation and how to employ it with their students.The control group was seen during4his time period and wereinvolved in activities of attention, memory, and concentration.At the conclusion of the training phase, the teaching period

the relaxation technique to their planned lessons 'for both -followed for two months in which the classroom teachers added ,

pertmental and control students. Following the teaching pe-riod, the dependent measures were administered for the finaltwo weeks of the experiment

A multivariate analysis of variance (IvLkNOV2) was appliedto the data. The main effects of the following measures werecompared word recognition, comprehension, and phonics.T'he relaxation trained students demonstrated significantlyhigher performances for all dependent variables, a .05 forWord Recognition and Comprehension and a .01 for Phonics.The experimental students worked with less impulsivity, weremore attentive, demonstrated greater flexibility of thought,increased concentration, and more sophisticated problem -solving skins.

The results' of this study suggest a new method of classroominstruction which has the potential to facilitate increases inresiding skills in the reading-impaired child The implicationsare further discussed in terms-of teaching models, parf.ntaleducation, and educational goals

$ Order No. 7.7- 19903. 132 pages

10

L

READING THE EFEECT ( READING LAB INSTRUC-,TION ON THE READING ACHIEVEMENT -AND READINGATTITUDES OF SEi,'ENTH GRADE REMEDIAL READING,STUDENTS

QUINTILIANT, Carmen Joseph, Ed.D.Boston University,School of Education, 1977

Major PrOfessor Thomas E Culliton, }r!

Over: iew

This study was undertaken in carder to compare the totalreading gains made by seventh grade remedial reading studentstaught by M.. dif.erent moues of insiricttois, namely, a readinglab and a conventional classroom' It also attempts to determinewhether or not students who ha-ye completed a twenty-week termin the reading lab will shove a significant changein attitudes to-ward reading, The reading lab pi ovides individualized readinginstruction which focuses in on the specific reading problemsmanifested by seventh grade remedial readers.

Pre and post reading achievement tests were administeredto the lab students as well as a pre and post altitude survey.'The same reading achievement test Pfroceckire was carried putt,With stade-qs enrolled in a traditional, self-contained readingclass. However, these students were not administered an atti-tude survey

The major variables associated with each group were con-trolled with the only sign.ficant difference being the mode of in-structinn The reading lab group was taught by a lab approachwhich utilizes a highly individualized system of instructior.,placing heavy emphisis on reading machines and other individ-ualized materials. The basic group was taught by a traditionalapproach which consists of materiels that are used withoutmachine assistance. The teaching strategy is group uriented.Both groups received sixty hours of reading !Instruction or theequivalent of live months (one hall of a regular schoolyear)

Reading perfOrmances were measured by the CaliforniaReading Achie'Vernent Test, 1970 Edition, Level 4, Form A

The reading tudes were measured by the Estes ReadingAttitude Scale

t

Results

1. The analysis of results of the total reading gains madeby tne reading lab gfoup and the basic group reve.ilecl that thegains made by the reading lab group were statistically signifi-cant at the .01 level of confidence, and the gains made by thebasic group were-riot stat.stically significant. 2. An analysisof the pre and past attitude survey on the reading lab groupyielded two results. First, there were no statistically signifi-cant changes by either boys or girls on the positive items of theEstes Attitude Survey Second, there were statistically signifi-cant changes between the pre and post attitude survey on nega-tive,iterns for both boys and girls. The boys' changes wereabove the .01 level of confidence, and the girls' chaigetwereabove the .05 level of confidence

Therefore, it can be concluded that the reading lab did notchange the positive attitudes to a significant degree but that thenegative attitudes were significantly changed from negative Comore positive,

These results were viewed as being impo rtant in that1. It appears that reading alb instruction is a viable alternativeto effectively meet the needs of seventh-grade remedial readingstudents, 2. If a scnool system is interested in developing asuccessful junior high school remedial reading program,reading lab is a most desirable option.

It is hoped that the results of this study will provide schoolsystems with important data which can assist them in decidingwhat typrof reading program would best meet the needs ofpantor high school remedial readers.

Order No 77- 21,673, 153 pages.

THE INFLUENC OF INCREASED CORRECT ANDDECREASED ERROR ORAL READING RATES ON THERECALL COMPREHENSION ABILITIES OF LEARNINGDISABLED CHILDREN

ROBERTS, Michael Bradley, PhD.George Peabody College for Teachers, 1977

111.Major Professor Deborah D, Smith

This research examined the effecte, increased oral oar-rect reading rates and decreased oral e ror rates on learningdisabled children's I-coal, comprehensi abiliti In addition,the influence'of improved recall compre si scores on oralcorrect and error reading rates were ir.vestigated. The designincluded single subject multiple baselines across subjects andwithin subject reversals. Order effects were controlled by al-ternating the sequence of interventions across pairs of subjects.The design facilitated the examination of corn ehension per-formance as a function of the manipulation of ading rates anddirect intervention All interventionsron rem ng rates andcomprehension included- instructions, fn g, and tokenreinforcement. The comprehension questi ns%yeees-i,eneratedby the researcher, and a poeatest indicated that only 134%were answered correctly when the *uhjects bad nct read therelated rdater*,a1 The oolect oitne research ..as to exarninethe effects of creased correct al-cf decreased erro-.fril read=log rates on comprehension, and rr,t to ana:v7c the strategiestnapien.ented to incre7se or decrease those rates Therefore.a cornponen: anal.sis was not percormE.-d on the interventionpackages y

The pge-nise of the stud; tvas establtshed correct oralreading rates ...,err increased and error rates v.E're decreasedCompre-,--,,,:in performance v.as,exan-itie-1 tinier these twoconditio-,s, and alt:-.)ag,h both read n7, rate ,,a_nipsla't,-,ns en-hanced cornprcn,,nrion performance, the effects wereAn intervention strategy designed specifically. to intyr.enfoncomprehension s:rnificantly increased co-rprefi-ension in allsubjects InCrea.:,Ed comprehension perfta_m7rice as shown totn11..ience positively both rate trr,-asares on oral veadirg. Ac-curacy of oral reading, defined as the percentage of correctlyread words, wins influenced positively by both decreased errororal reading rates-and increased comprehension performance.' Atcuracy was not enhanced hIncreased correct oral readingrates.

Limitations of the research were assessed to be: the vari- .'ability of the comprehension data, and the exclusion of the coni-rehension intervention from the alternation of the interventionsequences. The ortgtnal uslarch design had not stipulated acomprehension intervention; therefore, Inciliding' it in the cross-over apiect of the design was not possible.

The Implications of the research Stir educational practiceVert: (a) the efficacy of using a simple intervention. .de ssisthig of instructions, modeling, and token reinforcestOalmeliorate resoling deficiencies; (b) that correct and errororal reading rate interventions did not irhpede comprebanaleaperformance, but rather improved it slightly; 1(t) that the com-

=n intervention used not only enhanced comprehensionce, but also correct and error oral reading ram%

atsd (d) that subjects placed in reading texts, which could bedam:Abed as being at frustration levels, were able to virforiasad siotificantly improve on all measures studied during theresaarch. These implicAtions must be tempered by the con-straints oNgeneralizing from -results obtained with only itiglalearniaglilsabled subjects. Order No, 77-25,10, 146 paps.

V S.

THE ACADEMIC ACHIEVEMENT OF FOURTH GRADENORMAL ABILITY BLACK STUDENTS IN READI-NG AND MATHEMATICS' IN PREDOMINANTLY WHITEAND PREDOMINANTLY BLACK SCHOOLS

SHERNIAN, Thomas Oscar, PH D.The University of Oklahoma, 1977

Major Professor: 0. J Rupiper-

The purpose of this research study was to compare the aca-demic achievement in reading and mathematics, respectiiely,of fourth grade black students whose IQs range from 90 to 110,who were attending predominantly white schools (percentagesof enrollments of black children -ranged betWeen 20-Q and 45%)with black students who were attending predominantly blackschools (percentages of enrollments of white chilciren'ranged'betviten 20% and 45%) located in the same integrated /detro-polftan Area of a Public School District in the South

Thirty males and 30 females were randomly selected from54 black males and 54 black females from 10 predominantlywhite elementary schools subjects whose IQ scores fell withinthe 90 to' 110 range. Then 10 males and 30 females were ran-domly selected from 57 black males and 57.black females fromsiz predominantly black elementary schools' subjects whose

scores fell within the 90 to 110 range. These 16 eleinentary_schools were located in the same integrated Metropolitan Areaof a Public School District in a state in the South. The ran-domization coin tossing method was used to achiee the puredhance selection of the two groups of fourth grade black sub-je.cts trout the predominantly white and thelaredominantly blackelementary schootg.

The fourth grade black populations of the predominantlywhite and the predominantly black elementary schools wereadministered the Short Form Test of Academic Aptitude,Level 2 to determine the IQ scores. The fourth grade blackpopulations of the same two groups of bi-racial schools wereadministered the Comprehensive Tests. of Basgc Skihil, Level 1to measure the academic achievement in reacting and made-malice, respectively.

It was hypothesized that there would be no statistically sig-nificant differences between the mean raw scores in readingand mathematics achievement respectively of the two randomlyselected samples-of these fourth grade black students. Analy-ses of variance were used to test the statistical differ/Met bu-twist% the two groups on achievement in reading and mathe-matics. Theresults'of the analyses revealed no statistically-significant difference in reading and mathematics betweenfourth grade black subjects who ativided the 10, predominantlywhite elementary schools and those who attended the six pre-dominantly black elementary solitels.

, Order-No 77-21,406, 57 pagel

I

/THE EFFECT IVENESS,OF THE USE OF COLOR CUES TOTEACH LOW-ACHIEVING SECOND GRADERS VISUAL DIS-CiUMINATION IN PAIRED-ASSOCIATE LEARNING OFPREVIOUSLY ENCOUNTERED SIGHT-VOCABULARY WORDS

_sails, Alberta Vi?,Michigan State University, 1977

Problem

This study was designed to determine the.effect of color asa facilitator of Vsual discrimination on paired-associate laitrn-stag Specifically, the purpose of the study was to determine

-which of three treatments, maximum color, vanishing color, -

or no color, was more effective in visual dis(riminatioa train-ing when a single color was used as a cue on a variety ofstinseIL It was felt that the use of a single 'color might 'Rimi-est* the problems pfeviously associated with the use of mul-tiple color cues %sale still focusing the subject's attention ontie distInaire features of the stimuli.

ti

ImplicationsTeachers of reiudircir, should consider` the use of sioUshinghue color Cues to assist children with toe lotto' .ing -tasks41) learnIn to i.isuall; discriminate bet.veen words that areconfusing.112) learrun4 to i.isuOly discriminate

between wordsthat have allor many common letters, and (3) learning wordsthat contain letters that-are rotatiors of each other -, Research should be undertaloen inta school setting ifsuigmaterials that employ the vanishing hue color technique forone group and materials with no color for one group for a specified period, of time Comparison of the achievement of thetwo groups would provide information concerning the-relativepotency of the vanished color cuesFinally, publishers may wish to consider using the tech-nique with beginning reading materials

Order No 77-25,286, 128,pages

P'recedure

The population for the stud,/ included steicients from 15schools in one school district, who were identified by class-room teachers and reading specialists as having dIfficAilty inword recognition A random sample-was taken to generatethree groups of 40 second grfders for each treatment

Art instructional enisode thich consisted of 12 pairs ofwords on which some children often make 'static" and 'kinetic"reversals was de.etoPed ernployirg Liu e? sets of 120 cuecardsfor each treatr e-t. t erbal direceiJns for each group remainedthe same througnnut toe treatments. The only source of vari-ation was the method of color highlighting applied to the stim-ulus word

Each subject was taken througn an irstrectional episodeindividually Three posttestsNamipg, Pairs, and Match toForm from Memoryere administered upon completion of theinstruction,

Results

The data ulle:ted were hnal,,z,e, using a two -whyvariate analysis of variance A reatment main effect of .05level of.significarce was reveal

The urmariate F-test was erep oyeel to specify on whichdependent anable the treatment main effect was found to besignificant It ...as esabl,shed that all triree dependent vari-ables were influenced by tne treatment main effect, The um -variate F-tests were found to be semificant at the 01 level

Four post-hoc contrasts were corsti-Jcted to find v.here.thesignificant differences existed among the three groups As aresult of using the t-test to test the contrasts on the three di-pendent variableat toe 01 level, vanishing color was found tobe significant on the three variables

Signify:anti,. better tp 05) aztilecierre t was (mind on thethree tasks faeorinz 'he anisho-1 color -reatnvent user themaximufm color :tr..] nn c'd. ,r treat,

-

Cimclasions

Within tht linitivic.r,s of the stud;, the ini.estigator con-cluded th.it children who receeie instruction that utilizes vanish-ing color cii.ss le In the :asks of s:sial .1,scriur.zation, visualmernoryr, and aster,coioe of a..rtrd res.,,-),se at a significantlyhigher level...( achle..ement than childrer-who receise instruc-tion with maxicreirO color cues and no color cues

Finally, it can be concluded that tl,o use of vanishinc calor'cues series to frus. s attentiJn on tie eiictinctie features of thewords to be lea: neercithout producing interference at transfer

.

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E.,l FEC1 1'RI:s1 ,nILE Ael) EX 111 C1'..

READIM. 10% FOR Ael IVE Atip NON-HYPER ,C I is E. C 11 L,D12F,N

ST1,11., at, n it, PhThe Unisersit), cf \l iertmein-Madiso, 1977

Supervisor Pi,dt.-isor hn Gtcbmk

Following a r es sew of thew les and studies about tt,c h per-active child, the tlfrci of pi in: size area ex:rani-0as noises onreading ac!..iisiti,m for 52 hyperactive and 52 nonhsperactivechildren was invcetigated. Reeent suggest thatthe hyperactive child essentially a sensation' or stir.ali seek-ing individual s.hose overls actise and fidgety behaviors areafunction of his or her internal nerd for'ekternaistiniLlation tocreate an optimal leel of functioning This is'tontrary to themote traditional approaches regarding the environmental re-rnediatApn of the hyperactive child, i e., placement of the njoilci

- in an envitronment yoid of extraneous and irrelevant stimu ation.The aim of this study was to determine if this mous ational

theory can be directly applied to increase the learningiperfor-mance of hyperactive Aildree, by varying two stimulus inputvariables: (1) visual stimulus intensity (print size) and (2) ex-traneous auditory stimulation (children's playground poises)The dependent -ariable was the rarnher of trials it took eachchild to,decode six pr'eviously unlearned words under tour treat-ments: (1) small print (approximately 1/16") and backgroundnoise (20d13-90d8),.(2) small print without noise,, (3) largeprint (approximately one inch).with ncuse-and (4) large printwithout noise Hyperactivity was measured by teacher Nomina-tions and the Conners' Teacher Rating Scale.

Results confirmed the hypothesis that hyperactive subjectstook significantly fewer trials to learn the six words under thetreatment of large print with noise than the other treatments:Also, the rate of learning under the treatment lit large printversus the small print treatments was significaMly greaterfor the hyperattive sample than-for,thernhyperactives How-ever, the hypothesis that the difference between the rate oflearning under the treatments of background noise s'ersus theso -noise treatments would.be significantly greater for the hy-peractive subjects than for the nonhyperactives was rejected

Poet hoc analyses indicated that background noise had no,itiptificant effects on learning-for either sample Large printsipttficantly facilitated learning for the hyperactive children;but had no effect for the nonhyperactive sample

Implications of this study were examined and discussed.Order No. :77-19,734, 95 pages:

AN EXAMINATION OF THE EFFECTS OF THE.MONTEREY READING PROGRAM ON JUNIOR HIGHSCHOOL SPECIAL EDUCATION STUDENTS

'STEllirR, -1:a.ncy Miller, PhD.University bt.Colorado at Boulder, 1977

Director Associate Professor Norma Liao.

.

Recognizing the overwhelming probler'ns of secondary sc 1/4students who read at the primary leyel, the Denver Public

- Schools adopted a program in reading to aid thisPopulatiThis program, Monterey Reading, is currently being used in allbut two of the Denver system's secondary schools

This study was designed to,determine If this programbeat suited to thobe designated as *eclat' Education student'sor whetber it equally Met the needs of all nonreading studentsat these grade levels. It was also structured to determine theeffectiveness c_ i ,.ei t ears i i te..ehir g 1.1- oterey

ar

The data for the study was collected at Lake Junior HighSchool in Denver and included junior high school students,whohad been in the program for up to oneschool year During the1975-975 school yetr, there were 85 students at Lake whowere enrolled in Monterey Reading, and these were.fairlyequally divided into Special Education students and Nonexcep-tional students Path classroom teicilers and peer studentstaught the remedial program

For the study, those Special Education students v.ho re- .

ceived %Itatiterey training were considered as the experimehtalgroup, and the Ntinexceptional students were considered theContrul group Both groups were pre- aid post-tested with anachie%ement test' and an oral Tel:ling test An analysis of co-variance design- was emplo,ed to determine if there weretanysignificant differences to be f..o.rd in caner the Specsai Educa-tion -Nonetetptional category or tne peer-teacner td:or cate-gory

The effect of the'prete,t µ f fad-cl by the r-sost significant efff c' with both groups, V. h Go stattstical et. idence thata beve:ited one group more anoei 'There was minimalsignificance fou-d in the u.e of V,nere; for Special Educationstudez,:e. a-d if,c .arla:,:e f" theuse of teacher or peer tutors "Co interaction effect was foundin comb "le re,uls from the tests of Special Educationstudents, s, _Li 2". q, peer-tu'ored s:Jdnts, ateacher-tutor-:1 A -est ullolp.ed to, dc:er--ine if

KNCOVA ..as the pr^,per tont to cydda i-e tne data'frorn thisstudy indicated that anal:els of c-,.ar,ance was an effectiveinstrument ,n icase

Since 1,"onertr did not test Itr,t V t,u s.f.cnificanfl. Letter fonSpecial Educatitm students, suggested that the schools sr'rarity out more research before consIdering further the pro-posal to limit he use of ontere: lo Special Education studentsIt is also sui.tgested that the success of peer tutor he recog-nized as an effective way to aid britll reme-d,4reeders and peertutors as well as reco-mizing the potential savings in teacherlime and money: In addition. it is suggested that the,sclfoof

.system consider aittririg the program to provide students withbetter content in some areas of the phonics program

Orde.r No 77-24,297, 167 pars

READING DISABILITY: DIAGNOSIS, PRESCRIPTIONAND REMEDIATION TECtiNIQUES FOR SCHOOLPSYCHOLOGISTS

warm HAWK, Sharon Kay, Ed D.University of South Dakota, 1976

1'Director Dr. Dpuna B. Browne

The purpose of this study was to design a han forschool psychologists and other resource people who wort with

- disabled readerg and r classroom te, hers. Two majorplirposes of the are: (1) to the psychologist indisposing and prescribing for the .44. . reader, and (2) toassist thp psychologist in working " re effectively with theclassroom teacher and/or readi specialist.

The content is intended to prdvicre useful information forthe school psychologist. The baSic procedures suggested forwork with a-disability case were discussed in separate sec-tions to prorno/e clarity and understanding of purpose sadallsed. The basic procedures are: (1) diagnosis, (2) pre,scriptIon, and (3) remediation.

A select number of specific reading disabilities were die- -soma to Matra* the Complexity of resins' disability. Stepstoward diagnosis, prescription, and remediation were sug-piled in sach'ssetion, relevant to the given description cri-NAL The manual prolides guidelines for a team approach toworlphllwith specific reading disability calms by reading per-sonas. and school psychologists. Such tispl6it is illustratedthrough stepi of referral. The child who exiJortences cum-

,

13

culty in learning to read is obviously having troilblt with oneor moo skills. At this point the reading teacher works withthe child. If the problem is more severe, the reading spe-cialist And school psychologist are involved in work with thechild. The reading specialis*Ipok; at reading skill develop-ment, and the school psychologist lo9k.s.at detailed psycholog-ical processes that affect reading-abtlity

Following the procedures outlined in'the manual should as-.sist psychologists, in workingetivith school administrators, read-ing teachers and parents towardroore effectively helping chil-dren with reading disabilities.

Order No. 77-43 950, 169 pages,042

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