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Title: The role of protagonist perspective in text comprehension.
Creator: Baldwin, Stella Bocholis., Florida Atlantic University, O'Brien, Edward J.
Abstract/Description: The present study examined two models of text comprehension. The first was the propositional representation proposed by Kintsch and van Dijk (1978), in which coherence is determined by coreference and consistency. The second model was a mental model which incorporates readers' world knowledge, goals, and plans in the comprehension of text. In Experiment 1, subjects were told to assume the protagonist perspective while reading a series of short passages. Results showed that when instructed to...
Show moreThe present study examined two models of text comprehension. The first was the propositional representation proposed by Kintsch and van Dijk (1978), in which coherence is determined by coreference and consistency. The second model was a mental model which incorporates readers' world knowledge, goals, and plans in the comprehension of text. In Experiment 1, subjects were told to assume the protagonist perspective while reading a series of short passages. Results showed that when instructed to do so, subjects formed an image that includes information regarding protagonist location. When this location information was violated, a slowdown in reading time of a target sentence occurred. Experiment 2 showed that when subjects are not instructed to assume the protagonist perspective, they apparently are not aware of inconsistencies in location information.
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Date Issued: 1988
PURL: http://purl.flvc.org/fcla/dt/14457
Subject Headings: Reading comprehension, Reading, Psychology of
Format: Document (PDF)

Title: THE IMPLICATIONS OF STUDENT LEARNING STYLES FOR PRESCRIBING READING SKILL DEVELOPMENT STRATEGIES FOR COMMUNITY COLLEGE STUDENTS.
Creator: ROBERTSON, PIEDAD F., Florida Atlantic University
Abstract/Description: This study established the effectiveness of matching prescriptions in an individualized reading program to the learning styles of students at the Community College level. The study was made at Miami-Dade Community College (South) during the Winter Term, 1977. Two questionnaires were administered to measure the experimental and control group 1 students' perception of the learning experience and to measure the experimental and control group 1 instructors' perception of the students. It was...
Show moreThis study established the effectiveness of matching prescriptions in an individualized reading program to the learning styles of students at the Community College level. The study was made at Miami-Dade Community College (South) during the Winter Term, 1977. Two questionnaires were administered to measure the experimental and control group 1 students' perception of the learning experience and to measure the experimental and control group 1 instructors' perception of the students. It was concluded that the tests selected were valid and reliable for this study. The results obtained by the experimental group students showed that matching produced higher means in posttest scores. The sex and age factors did not influence the students' final scores to the degree that the ethnic factor did. It was recommended that further similar research be done in the matching of student learning style and reading materials.
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Date Issued: 1977
PURL: http://purl.flvc.org/fcla/dt/11696
Subject Headings: Reading (Higher education), Reading, Psychology of
Format: Document (PDF)

Title: KNOWLEDGE BASE EFFECTS ON THE MEMORY PERFORMANCE OF GOOD AND POOR READERS.
Creator: BERNHOLTZ, JEAN ELLEN., Florida Atlantic University, Bjorklund, David F.
Abstract/Description: Good and poor seventh grade readers were given a typicality rating task in session one. In session two subjects were given an incidental cued-recall task with item typicality individually defined. In session three subjects were given two free recall lists, with item typicality for the Self-Generated lists individually defined and item typicality for the Adult-Generated lists based on adult ratings. In session one, poor readers selected fewer items as appropriate category exemplars than did...
Show moreGood and poor seventh grade readers were given a typicality rating task in session one. In session two subjects were given an incidental cued-recall task with item typicality individually defined. In session three subjects were given two free recall lists, with item typicality for the Self-Generated lists individually defined and item typicality for the Adult-Generated lists based on adult ratings. In session one, poor readers selected fewer items as appropriate category exemplars than did good readers or adults, and correlations with adults were greater for the good readers for all twelve categories. Recall was equivalent for both groups for the incidental cued-recall and Self-Generated free recall tasks. Good readers recalled more only for the Adult-Generated free recall task. Poor readers have a different knowledge base than good readers resulting in differences in the extent to which semantic memory relations can be easily activated.
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Date Issued: 1985
PURL: http://purl.flvc.org/fcla/dt/14271
Subject Headings: Reading--Ability testing, Reading comprehension
Format: Document (PDF)

Title: DIFFERENCES BETWEEN GOOD/AVERAGE COMPREHENDERS AND POOR COMPREHENDERS ON RECALL OF EXPOSITORY MATERIAL AT EACH LEVEL OF USE OF TOP-LEVEL STRUCTURE AS AN ORGANIZATIONAL STRATEGY OF RECALL.
Creator: SMISEK, SHARON O'CONNELL, Florida Atlantic University
Abstract/Description: Two basic problems were addressed in this study: (1) Was there a significant difference between good/average and poor comprehenders on level of use of top-level structure as an organizational strategy for recall of expository material? (2) Was there a significant difference in recall at each level of use of top-level structure for good/average comprehenders and for poor comprehenders? To investigate these problems, three phases of research were conducted: At Phase 1, a standardized reading...
Show moreTwo basic problems were addressed in this study: (1) Was there a significant difference between good/average and poor comprehenders on level of use of top-level structure as an organizational strategy for recall of expository material? (2) Was there a significant difference in recall at each level of use of top-level structure for good/average comprehenders and for poor comprehenders? To investigate these problems, three phases of research were conducted: At Phase 1, a standardized reading test was administered to determine the student's level of ability in comprehending literal and inferential types of questions and level of vocabulary. The student's level of prior knowledge of the strategy and his/her performance in free recall were assessed from protocols written in a pretest. At Phase 2 , an experimental manipulation was introduced in which all students received intensive training in the nature of top-level structure, in -how to find it in expository material, and in how to use it to organize written, free recall. Immediately following instruction, use of the strategy and free recall were assessed from protocols written.
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Date Issued: 1980
PURL: http://purl.flvc.org/fcla/dt/11749
Subject Headings: Reading comprehension, Recollection (Psychology)
Format: Document (PDF)

Title: THE DEVELOPMENT OF A MODEL ADMINISTRATION SYSTEM FOR A PRIMARY READING PROGRAM.
Creator: DAMEN, BEVERLY JANE, Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: Purpose. The purpose of this study was to develop a model administration system for a primary reading program. The development of this model was based on identified practices common to successful primary school reading programs. Procedure. The school community included four elementary principals, twenty-six primary teachers, six elementary reading consultants, and two directors of reading. The instrument used in collecting the data for this study was a questionnaire composed of thirty-six...
Show morePurpose. The purpose of this study was to develop a model administration system for a primary reading program. The development of this model was based on identified practices common to successful primary school reading programs. Procedure. The school community included four elementary principals, twenty-six primary teachers, six elementary reading consultants, and two directors of reading. The instrument used in collecting the data for this study was a questionnaire composed of thirty-six items measuring distinct and basic concepts of organizational structure of design, namely, decision making/leadership, evaluation, communication, conflict, problem solving, motivation, and control. Also, information was gathered on the size and composition of an instructional reading group, hours of reading instruction per week, source(s) of reading instruction, parent involvement, and experience of primary reading teachers. In addition to the questionnaire, observations and interviews were made in order to gather more in-depth research and confirm that data received by the questionnaire to be reasonably accurate. The study was conducted in four Connecticut towns, cities, and/or individual schools where a reading program was said to be effective according to Right to Read, Educational Programs That Work, Connecticut Association of Reading Research, and/or the International Reading Association. The data were collected, collated, and converted into percentages for and against a process or program idea in order to develop the organizational model. Frequencies of responses dictated whether or not the process or program idea was included in the model. More than a 50 percent response was accepted as significant. The organizational design of effective reading programs was made and the organizational model was built on the significant responses, a review of the related literature, observations, and interviews.
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Date Issued: 1981
PURL: http://purl.flvc.org/fcla/dt/11781
Subject Headings: Reading (Primary)--Administration
Format: Document (PDF)

Title: Effect of the neurological impress method on oral reading skills in an at-home program.
Creator: Borden, Colleen, Florida Atlantic University, Kumar, David D.
Abstract/Description: Struggling readers need guided and motivating instruction on a daily basis in order to improve their literacy skills in a significant way. One approach for providing this type of instruction is through the use of an at-home literacy program. In this study, parents were given training and feedback in the use of simple, inexpensive, yet motivating reading techniques which they used at home with their children. A comprehensive literature review on the Neurological Impress Method (NIM), oral...
Show moreStruggling readers need guided and motivating instruction on a daily basis in order to improve their literacy skills in a significant way. One approach for providing this type of instruction is through the use of an at-home literacy program. In this study, parents were given training and feedback in the use of simple, inexpensive, yet motivating reading techniques which they used at home with their children. A comprehensive literature review on the Neurological Impress Method (NIM), oral reading fluency, and the connection between parent involvement and student achievement and/or literacy development was conducted. Based on information obtained from the literature review, the study examined the effect of the NIM, used in an at-home program on the oral reading fluency, and word recognition in struggling readers. The study followed an experimental design in which a treatment group and a control group simultaneously completed a ten week at-home program. At the end of the program, two parents in each group were interviewed, and a NIM questionnaire was given to parents in the treatment group. The study showed no significant difference in the gain in oral reading fluency, and increase in word recognition for struggling readers whose parents used the NIM compared to the struggling readers whose parents used the read aloud technique. Based on parent responses obtained from the interviews and the NIM questionnaire, the study also showed that parents demonstrated an attitude of interest and support for the at-home literacy program. The findings of this study can serve as a reference point for educators interested in creating at-home literacy programs, as well as a topic for further research. It appears that the at-home literacy program seemed to create opportunities for parent/child bonding. Since the at-home program offered parents an opportunity to spend one-to-one quality time with their children, it seems likely that the at-home program would have a positive effect on the parent/child relationship. Because this form of parent involvement could motivate children's interest in learning, and perhaps lead to increased literacy development and academic achievement, further research in this area should be conducted.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/12070
Subject Headings: Oral reading, Reading--Parent participation, Reading (Middle school), Reading disability
Format: Document (PDF)

Title: The retrieval of antecedents during reading.
Creator: Plewes, Pamela Sandeau., Florida Atlantic University
Abstract/Description: Two experiments examined the nature of the search for antecedents during reading. Students read passages that contained two possible antecedents: One appearing early in the passages and the other appearing late. The degree of elaboration was varied with one antecedent receiving additional elaboration for half of the passages and the other antecedent receiving additional elaboration for the remaining half. Reading time differences from Experiment 1 demonstrated that late antecedents are...
Show moreTwo experiments examined the nature of the search for antecedents during reading. Students read passages that contained two possible antecedents: One appearing early in the passages and the other appearing late. The degree of elaboration was varied with one antecedent receiving additional elaboration for half of the passages and the other antecedent receiving additional elaboration for the remaining half. Reading time differences from Experiment 1 demonstrated that late antecedents are reinstated more quickly than early antecedents and elaborated antecedents are reinstated more quickly than nonelaborated antecedents. Experiment 1 also showed that this activation is restricted to concepts that are from the same general category as the target antecedent. Experiment 2 demonstrated that there was no difference in the activation level of either antecedent prior to reinstatement. The results of both experiments are discussed in terms of an automatic spread of activation through an integrated network representation.
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Date Issued: 1988
PURL: http://purl.flvc.org/fcla/dt/14462
Subject Headings: Reading, Psychology of
Format: Document (PDF)

Title: AN EVALUATION OF A PARENT-DELIVERED DIALOGIC READING INTERVENTION IN THE HOME WITH YOUNG CHILDREN WITH AUTISM SPECTRUM DISORDER.
Creator: Balsamo, Noelle, Duffy, Mary Louise, Dukes, Charles, Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: Children with Autism Spectrum Disorder (ASD) commonly present with reading comprehension impairments that impede their academic achievement and independent living. Research suggests that intervening on listening comprehension deficits of preschool children with ASD may contribute to improved reading comprehension proficiency in the school aged years. Dialogic reading is an empirically supported shared reading method known to increase the oral language and listening comprehension of young...
Show moreChildren with Autism Spectrum Disorder (ASD) commonly present with reading comprehension impairments that impede their academic achievement and independent living. Research suggests that intervening on listening comprehension deficits of preschool children with ASD may contribute to improved reading comprehension proficiency in the school aged years. Dialogic reading is an empirically supported shared reading method known to increase the oral language and listening comprehension of young children with and without language impairments prior to formalized schooling. This study utilized a single subject repeated acquisition design to evaluate the effect of a parent-delivered dialogic reading intervention on the independent and accurate responding of preschool children with ASD. Overall, results showed that the dialogic reading intervention was highly effective for increasing the independent and accurate responding for two of the three participants; however minimally effective for the third. Although the parent participants demonstrated varying levels of procedural fidelity to the dialogic reading procedures, they perceived the intervention to be both feasible and effective when implemented with their preschool children with ASD. Limitations and implications for future research are discussed.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013285
Subject Headings: Children with autism spectrum disorders, Reading comprehension, Dialogic reading
Format: Document (PDF)

Title: The effects of a Read a Book in an Hour, a wholistic reading technique, on reading comprehension, composition, speaking and listening skills.
Creator: Custureri, Mary Catherine, Florida Atlantic University, Childrey, John
Abstract/Description: This study examined the effects of a wholistic technique to reading instruction called "Read a Book in an Hour" on reading comprehension, vocabulary, reading rate, listening comprehension, and composition. One hundred forty-four control and experimental subjects were drawn from eight independent groups of 48 sixth grade, 20 eighth grade, 44 tenth grade and 32 twelfth grade students in both public and private schools. Sixth and eighth grade students were from English classes, tenth grade...
Show moreThis study examined the effects of a wholistic technique to reading instruction called "Read a Book in an Hour" on reading comprehension, vocabulary, reading rate, listening comprehension, and composition. One hundred forty-four control and experimental subjects were drawn from eight independent groups of 48 sixth grade, 20 eighth grade, 44 tenth grade and 32 twelfth grade students in both public and private schools. Sixth and eighth grade students were from English classes, tenth grade students from religion classes, and twelfth graders from social studies classes. The teachers involved in the experiment were instructed via modeling and discussion in using the Read a Book in an Hour technique and were asked to choose books consistent with the content they were teaching (see Appendix A). A pretest/posttest design in a ten-week study used a thematic sequence of five books with the Read a Book technique. Measures of reading comprehension, vocabulary and reading rate were determined through scores on the Stanford Diagnostic Reading Test Form B, Brown Level, for sixth and eighth grade students and the Stanford Diagnostic Reading Test, Form B Blue Level for tenth and twelfth grade students. A measure of listening comprehension was determined through scores on the Stanford Diagnostic Listening Test, Advanced Form E. Composition scores were assessed with the criteria determined in the Stanford Advanced Writing Assessment Program Guide. ANOVAs and t-tests were used to analyze data in the pilot study and in the present study. T-tests were used for the pretests to determine homogeneity between the Read a Book in an Hour group and the control group, using silent reading activities and lecture. ANOVAs were used to assess the final data. Results of ANOVAs suggested significant change on all measures at the p >.05 level. Anecdotal evidence from interviews with teachers who used the method also suggested the technique generated interest in further reading of the novels studied and increased students' abilities to narrate orally, both quantitatively (number of details) arid qualitatively (significant details, style). Teachers also suggested students became more self-confident in posing questions, in clarifying points, and in answering questions.
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Date Issued: 1989
PURL: http://purl.flvc.org/fcla/dt/11937
Subject Headings: Reading--Language experience approach, Reading--Research
Format: Document (PDF)

Title: The effects of joint book reading emphasizing print focus on print awareness in preschool children with Down syndrome: A preliminary investigation.
Creator: Fries, Barbara J., Florida Atlantic University, Taylor, Ronald L.
Abstract/Description: Most typically developing children experience a wide variety of literary experiences before they ever learn to read. Young children with intellectual impairments may not be as fortunate due to multiple developmental delays and therapeutic needs. Research has supported joint book reading as an effective intervention technique for children with language impairments and other risks for developmental delays. Two research questions were explored in this preliminary investigation. First, to what...
Show moreMost typically developing children experience a wide variety of literary experiences before they ever learn to read. Young children with intellectual impairments may not be as fortunate due to multiple developmental delays and therapeutic needs. Research has supported joint book reading as an effective intervention technique for children with language impairments and other risks for developmental delays. Two research questions were explored in this preliminary investigation. First, to what extent does a specific joint book reading training program, emphasizing a print focus, increase verbal and nonverbal print referencing behaviors in parents during joint book reading? Secondly, to what extent does the same joint book reading program, emphasizing a print focus, affect the print awareness skills in children with Down syndrome? Five mothers and their preschoolers with Down syndrome participated in this study. Two of the mother/child pairs were randomly assigned as controls. The mothers were taught to engage in joint book reading using verbal and nonverbal print references. The effects of this joint book reading technique on the development of print awareness skills in the children were then measured. Results indicated that all three mothers who received training increased their verbal and nonverbal print referencing behaviors. In addition, all three children whose mothers received training made some gains in print awareness skills, in particular in print knowledge. Two of the three children also made gains in alphabet knowledge and sound awareness. The results of this study support the benefit of literacy stimulation (luring joint book reading for young children with Down syndrome.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/12068
Subject Headings: Down syndrome, Reading (Preschool), Reading--Parent participation
Format: Document (PDF)

Title: A comparison of the reading characteristics of college student poor readers with and without learning disabilities.
Creator: Warde, Beverly Aileen, Florida Atlantic University, Taylor, Ronald L., Smiley, Lydia R.
Abstract/Description: Fast, efficient reading skills are essential in college where the majority of learning comes from independent reading. However, reading college-level expository texts is a potential problem for college students with learning disabilities (LD) who classically have difficulty with reading. Since little is known about young adults with LD who attend college, the purpose of this study was to examine the reading abilities of this group. More specifically, reading comprehension scores, from both...
Show moreFast, efficient reading skills are essential in college where the majority of learning comes from independent reading. However, reading college-level expository texts is a potential problem for college students with learning disabilities (LD) who classically have difficulty with reading. Since little is known about young adults with LD who attend college, the purpose of this study was to examine the reading abilities of this group. More specifically, reading comprehension scores, from both oral and silent reading, as well as analyses of oral reading miscues were examined. Additionally, the influence of expository text structures on reading comprehension and oral miscues was explored. A total of forty undergraduate subjects from one state university participated in the study: twenty were upper class (junior/senior status) students with childhood diagnoses of LD in reading; twenty were upper class students without LD who were considered poor college readers. Four passages from a college textbook on social problems were selected for the reading assessment: two passages of an enumeration text structure, and two of an historical text structure. All subjects read two passages silently and two passages orally from each structure, The subjects' oral readings were analyzed for types of miscues. After reading each passage, the subjects then orally summarized the readings. A comprehension score was derived for each passage from the oral retellings. Results revealed that the college students with LD produced a greater total number of oral reading miscues and earned fewer comprehension points than their peers without LD. Text structure did not effect the comprehension scores of the students with LD; however, the type of text structure did effect the oral reading comprehension scores of the students without LD. The subjects with LD also produced a significantly higher percentage of miscues categorized as loss-of-meaning miscues. The results of this study indicated that college students with LD continue to have reading difficulties: difficulty decoding words; poor comprehension; and a lack of metacognitive awareness and use of strategies for comprehending various expository text structures.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/12437
Subject Headings: Reading (Higher education)--Ability testing, Learning disabled youth--Education (Higher), Reading (Higher education), Reading comprehension, Reading disability
Format: Document (PDF)

Title: The Phonological Constraints on the Assembly of Skeletal Structure in Reading: Grammatical or Statistical?.
Creator: Marom, Michal, Florida Atlantic University, Berent, Iris, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Much evidence suggests that readers assemble phonology in reading, yet little is known about the structure of these phonological representations. Linguistic research suggests that speakers represent prosodic structure via skeletal frames and that unmarked frames are preferred to marked frames. Seven experiments explore the role of the skeleton in reading focusing on these three questions: (a) do readers assemble the skeleton of printed words? (b) do readers prefer certain frames to others? (c...
Show moreMuch evidence suggests that readers assemble phonology in reading, yet little is known about the structure of these phonological representations. Linguistic research suggests that speakers represent prosodic structure via skeletal frames and that unmarked frames are preferred to marked frames. Seven experiments explore the role of the skeleton in reading focusing on these three questions: (a) do readers assemble the skeleton of printed words? (b) do readers prefer certain frames to others? (c) are skeletal preferences due to grammatical markedness and/or to the statistical properties of the language? Experiments I and 2 showed that in a forcedchoice task, readers favor non-words with unmarked eve and cvcc frames (e.g. , GOM/ TUSP) to non-words with marked VCC frame (e.g., ELM), regardless of segment similarity. Li!Show less
Date Issued: 2006
PURL: http://purl.flvc.org/fau/fd/FA00000869
Subject Headings: English language--Phonology--Research, Reading--Remedial teaching, Reading, Psychology of, Reading--Phonetic method, Autosegmental theory (Linguistics)
Format: Document (PDF)

Title: Teaching reading strategies through science to middle school below-level readers and its implications for staff development.
Creator: Centrone, Elena Marie, Florida Atlantic University, Urich, Ted R.
Abstract/Description: This study investigated the effect of teaching reading through the content area of science on the reading achievement test scores of middle school below level readers when the science teachers received extensive staff development. Therefore, the staff development model developed and implemented by the researcher was an important part of this study. Participants were 811 seventh and eighth grade students who scored between the 21st and 50th percentile on a standardized measure administered...
Show moreThis study investigated the effect of teaching reading through the content area of science on the reading achievement test scores of middle school below level readers when the science teachers received extensive staff development. Therefore, the staff development model developed and implemented by the researcher was an important part of this study. Participants were 811 seventh and eighth grade students who scored between the 21st and 50th percentile on a standardized measure administered each spring. Four hundred and five students served as the experimental group and 406 students served as the control group. The control group received reading instruction in separate reading classes taught by certified reading teachers. There were 16 teachers from 10 middle schools who volunteered to be a part of this study. The 10 science teachers received 60 hours of staff development that included modeling, coaching, and feedback. There were four full days of training prior to school opening, after school seminars, on site assistance with lesson planning, modeling of lessons, coaching, and feedback. A 2X2 ANCOVA was used to determine statistical relationships between the method of instruction (reading taught through science and reading taught in separate classes) and the grade level of the students (seventh and eighth grades). Informal qualitative data was gathered on the teachers' knowledge base for teaching reading and teacher attitudes regarding their responsibility for teaching reading. A pre- and posttest of teacher knowledge and a pre- and post survey of teacher attitudes were administered to each teacher involved in this study. The results indicated that there was no significant difference in the reading achievement test scores of seventh and eighth grade below-level readers who received reading instruction in science and those who received reading in separate classes of reading taught by certified reading teachers. The informal data showed that the science teachers who were involved in the study did significantly increase their knowledge base about teaching reading through their content area. This was reflected in the difference between their pretest and posttest scores on the test of teacher knowledge. There was also a change in their attitudes about the responsibility for teaching reading. On the pre survey they indicated that the science content should be their main instructional responsibility. On the post survey they indicated that teaching reading should be a major focus of their instruction.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12478
Subject Headings: Reading (Middle school), Science--Study and teaching, Reading comprehension, Teachers--In-service training, Reading teachers--Training of
Format: Document (PDF)

Title: Reading strategies in secondary social studies: teacher reported practice and professional development.
Creator: Newstreet, Carmen L., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This quantitative study investigated the relationship between high school social studies teachers' reading professional development through Project CRISS: Creating Independence through Student-Owned Strategies (CRISS) and the implementation of active reading strategies in the classroom. Quantitative data were collected through an online survey in order to provide a comprehensive picture of high school social studies teachers' self-reported classroom practices relating to the use of active...
Show moreThis quantitative study investigated the relationship between high school social studies teachers' reading professional development through Project CRISS: Creating Independence through Student-Owned Strategies (CRISS) and the implementation of active reading strategies in the classroom. Quantitative data were collected through an online survey in order to provide a comprehensive picture of high school social studies teachers' self-reported classroom practices relating to the use of active prereading, during-reading, and postreading strategies. Additionally, the survey asked teachers to self-report their observations of student independent implementation of the same active reading strategies. These data were used to provide an in-depth look that expanded on high school social studies teachers' self-reported classroom practices relating to reading. The results of this study indicated that there was no significant relationship between teachers' reading professional development through CRISS and their self-reported classroom practices in the implementation of active pre-, during, and postreading strategies. Further findings indicated no significant relationship between teachers' reading professional development through CRISS and their self-reported observations of student independent implementation of the same active reading strategies. Lastly, there were no correlations that indicated that years teaching in the classroom moderated these relationships. Implications and suggestions for future research were offered for future reading professional development for secondary teachers and educational researchers who intend to utilize survey instruments.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3333061
Subject Headings: Social studies, Study and teaching (Secondary), Reading, Psychology of, Teacher effectiveness, Achievement in education, Content area reading, Reading comprehension, Reading (Secondary)
Format: Document (PDF)

Title: An Exploratory Study of the Relationships Among the Cognitive Styles of Teachers, Students and Their Reading Materials in Second and Fourth Grade Classrooms.
Creator: Kuchinskas, Gloria A., Logsdon, James D., Florida Atlantic University
Abstract/Description: In this study, the relationships among cognitive styles of teachers, students and reading rnaterials were studied. Children in second and fourth grade classr:ooms were matched with their teachers on elements on their cognitive style maps. A construct of cognitive style developed by Dr. Joseph Hill of Oakland Community College was used. This construct examines the subject in four areas: 1) the subject's use of theoretical symbols, such as, words and numbers, 2) his reactions to qualitative...
Show moreIn this study, the relationships among cognitive styles of teachers, students and reading rnaterials were studied. Children in second and fourth grade classr:ooms were matched with their teachers on elements on their cognitive style maps. A construct of cognitive style developed by Dr. Joseph Hill of Oakland Community College was used. This construct examines the subject in four areas: 1) the subject's use of theoretical symbols, such as, words and numbers, 2) his reactions to qualitative codes, such as, sensory or kinesic information, 3) the cultural deterrninants of his actions and 4) the modes of reasoning he prefers. This study indicated that it was possible to map young children and their teachers and arrive at a comparison of teachers' and students' maps. Interaction did occur in the classroom based on the similarities and differences between students and teachers. Achievement in reading was affected by this interaction.
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Date Issued: 1974
PURL: http://purl.flvc.org/fau/fd/FA00000674
Subject Headings: Cognitive styles, Cognition in children, Reading comprehension
Format: Document (PDF)

Title: A COMPARISON OF THE READABILITY OF COMMUNITY COLLEGE SOCIAL SCIENCE TEXTBOOKS WITH STUDENT READING LEVELS AND THE EFFECT ON ACADEMIC ACHIEVEMENT.
Creator: BERTALAN, JOHN J., Florida Atlantic University, Cook, Joseph B.
Abstract/Description: The purpose of the study was to determine the reading grade placement levels of junior college students in relationship to the readability grade placement levels of their assigned social science textbook, and determine the relationship of these variables with the grade in course.
Date Issued: 1977
PURL: http://purl.flvc.org/fcla/dt/11698
Subject Headings: Textbooks--Readability, Reading comprehension, Academic achievement
Format: Document (PDF)

Title: Exposure to reading and motivation to read as mediators of the relationship between socioeconomic status and reading comprehension skills in adolescents: A multi-national investigation.
Creator: Vagi, Kevin J., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This study examined the hypothesis that both exposure to reading materials in the home and intrinsic motivation to read mediate the relationship between socioeconomic status and reading comprehension skills in adolescents. Data were derived from the Program for International Student Assessment 2000 dataset (PISA 2000). Six countries out of forty-three were chosen on the basis of country-level SES: two from the bottom 25th percentile (Thailand, Mexico), two at the 50th percentile (Austria,...
Show moreThis study examined the hypothesis that both exposure to reading materials in the home and intrinsic motivation to read mediate the relationship between socioeconomic status and reading comprehension skills in adolescents. Data were derived from the Program for International Student Assessment 2000 dataset (PISA 2000). Six countries out of forty-three were chosen on the basis of country-level SES: two from the bottom 25th percentile (Thailand, Mexico), two at the 50th percentile (Austria, France), and two at the 75th percentile (Norway, United States). Data analysis was conducted on a total of 27,351 participants and 823 schools. Hierarchical linear modeling (HLM) analyses were conducted to examine predictors of reading comprehension skills. Follow-up analyses using logistic regression were conducted to predict group membership (i.e., poor vs. normal readers). Results support the idea that exposure to reading materials in the home mediates the relationship between SES and reading comprehension skills at the child level, regardless of the overall economic state of the country. This relationship did not hold when predicting at the school level. Intrinsic motivation to read was consistently a poor predictor.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12236
Subject Headings: Education, Reading, Psychology, Developmental, Psychology, Experimental
Format: Document (PDF)

Title: The effect of computer-assisted instruction on the reading skills of emergent readers.
Creator: Barnett, Louise B., Florida Atlantic University, Crawley, Sharon J.
Abstract/Description: The purpose of this study was to examine the effect of computer-assisted instruction (CAI) on the reading skills of emergent readers in kindergarten classes at select Reading First schools in the School District of Palm Beach County, Florida. The reading software analyzed was Destination Reading (Riverdeep, 2001), used during the 2004-2005 school year. Comparisons were made between users of the program and nonusers. Comparisons were also made between English language learners who used or did...
Show moreThe purpose of this study was to examine the effect of computer-assisted instruction (CAI) on the reading skills of emergent readers in kindergarten classes at select Reading First schools in the School District of Palm Beach County, Florida. The reading software analyzed was Destination Reading (Riverdeep, 2001), used during the 2004-2005 school year. Comparisons were made between users of the program and nonusers. Comparisons were also made between English language learners who used or did not use the program, as well as Exceptional Education students who used or did not use it. Another factor analyzed was how teacher attitude toward the computer affected student reading achievement. This was established by survey responses. The measures used to compare treatment and non-treatment schools were the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), which tested letter naming ability, initial sound identification, phoneme segmentation ability, and nonsense word decoding. The Word Recognition and Reading Running Record assessments from the School District of Palm Beach County Reading and Writing Assessment System Grades K-1 protocol booklet tested identification of 25 sight words and ability to read continuous text. Students using Destination Reading (Riverdeep, 2001) did not benefit significantly from use of the program compared to nonusers. Only on the letter-naming measure was there a significant advantage for all students in the sample and the English language learner group. The CAI group scored significantly lower on the initial sound fluency measure. Word Recognition and Reading Running Record assessments showed no significant results. ESE students showed no significant advantage in having had supplemental computer-assisted instruction on any measures. Factorial ANOVAs were used to compare DIBELS scores for effectiveness of the treatment, pre- and posttest comparisons, and interaction of treatment with test scores for the CAI compared with the nonuser group. T distributions were used to analyze data from the Reading Running Record and Word Recognition assessments. There were no significant differences between the CAI and comparison schools on these two measures. Teacher attitude toward computers did not affect students' acquisition of reading skills, as survey responses were in the positive range for all participants.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12189
Subject Headings: Reading (Kindergarten)--Computer-assisted instruction, Reading readiness, Media programs (Education), Internet in education
Format: Document (PDF)

Title: The Effects of a Fluency Intervention on the Oral Reading Fluency of First Grade Students At Risk for Reading Failure.
Creator: Ming, Kavin, Smiley, Lydia R., Florida Atlantic University
Abstract/Description: Reading is an essential skill necessary for academic success. However, many children experience difficulties in acquirin,g essential reading skills necessary to support and enhance other areas of learning (Nes, 2003). One major area in which students fail to attain proficiency is in the area of reading fluency (Vaughn et al., 2000). Previous research has demonstrated that repeated reading is an effective intervention for increasing fluency in elementary age readers (Keehn, 2003; Rashotte &...
Show moreReading is an essential skill necessary for academic success. However, many children experience difficulties in acquirin,g essential reading skills necessary to support and enhance other areas of learning (Nes, 2003). One major area in which students fail to attain proficiency is in the area of reading fluency (Vaughn et al., 2000). Previous research has demonstrated that repeated reading is an effective intervention for increasing fluency in elementary age readers (Keehn, 2003; Rashotte & Torgesen, 1985). However, little research has specifically addressed the impact of repeated readings on first grade students. In addition, researchers have called for investigations of additional components (sight words and phonics) on repeated reading interventions (Vaughn et al., 2000). Therefore, the purpose of this study was to examine the effectiveness of combining sight words and spelling pattern instruction with timed repeated readings on the word accuracy, words read correctly per minute and prosody of first grade students who are at risk for reading failure. An ANCOVA yielded significant effects on each of the three dependent variables, and these results demonstrated that the addition of components (sight words and spelling patterns) to timed repeated readings improved the oral reading fluency of low level readers, of which students at risk for reading failure are a part. The outcome of this study also confirmed that first grade students from low socioeconomic backgrounds can increase their oral reading fluency skills with research-based methods.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000681
Subject Headings: Reading (Elementary)--Ability testing, Reading comprehension, Language arts (Elementary), Literacy--Study and teaching (Elementary)
Format: Document (PDF)

Title: The impact of fluency intervention on the oral reading and fluency comprehension of middle school students with learning disabilities.
Creator: Russell, Janice M., College of Education, Department of Exceptional Student Education
Abstract/Description: Proficient reading is a necessary skill for a quality life. While educators would like to believe that most students master the art of reading and can understand what they read, national reports indicate that learning to read and becoming a skilled reader is not mastered by all (No Child Left Behind Act, 2001 ; NICHD, 2000a). One component of successful reading is the ability to read a text with appropriate speed, accuracy, and prosody. The National Assessment of Educational Progress (Pinnell...
Show moreProficient reading is a necessary skill for a quality life. While educators would like to believe that most students master the art of reading and can understand what they read, national reports indicate that learning to read and becoming a skilled reader is not mastered by all (No Child Left Behind Act, 2001 ; NICHD, 2000a). One component of successful reading is the ability to read a text with appropriate speed, accuracy, and prosody. The National Assessment of Educational Progress (Pinnell et al., 1995) reported that 44% of the nation's fourth grade students were not able to read at an acceptable level of fluency that was considered necessary for comprehension. Since the publication of that report, research has shown that with direct instruction and remediation of fluency, students in the elementary grades can increase their reading rate. One of the most common fluency intervention techniques is repeated readings (Samuels,1979). However, most of the studies completed include ele mentary students and were focused on increasing their reading rate. Some students are arriving at the secondary level with reading problems which include fluency and comprehension. Therefore, the purpose of this study was to determine the effect of repeated readings on the rate, accuracy, and comprehension of students with disabilities at the secondary level. This study involved a total of 35 students with learning disabilities in grades 6-9. A quasi-experimental design was used for this study. The treatment group received a total of 20 sessions of repeated reading with immediate feedback., goal setting, and independent practice with graphing of reading rate. The comparison group continued their reading instruction with no fluency intervention.The results indicate that this combination of repeated readings had a significant influence on reading rate only., The other two variables, accuracy and comprehension, did not improve significantly in the treatment group when compared to the comparison group.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3352833
Subject Headings: Reading (Middle school), Remedial teaching, Learning disabled children, Education, Reading comprehension, Language arts (Middle school), Content area reading, Study and teaching (Secondary)
Format: Document (PDF)

FAU Theses and Dissertations (43)	+ -
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Reading comprehension (13)	+ -
Reading, Psychology of (6)	+ -
Reading (4)	+ -
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Language arts (Elementary) (3)	+ -
Reading (Elementary) (3)	+ -
Reading (Middle school) (3)	+ -
Reading--Ability testing (3)	+ -
Achievement in education (2)	+ -
Cognitive styles (2)	+ -
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Learning disabled children (2)	+ -
Oral reading (2)	+ -
Reading (Higher education) (2)	+ -
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Reading--Parent participation (2)	+ -
Reading--Remedial teaching (2)	+ -
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Study and teaching (Secondary) (2)	+ -
Ability testing (1)	+ -
Academic achievement--Social aspects (1)	+ -
Academic achievment (1)	+ -
Action research in education--Case studies. (1)	+ -
Activity programs in education (1)	+ -
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Florida (2)	+ -
United States (2)	+ -
Academic achievement--Florida--Evaluation (1)	+ -
Educational tests and measurements--Florida (1)	+ -
Motivation in education--Florida (1)	+ -

Motivation in education--Florida--Palm Beach County (1)	+ -
Reading (Elementary)--Ability testing--Florida (1)	+ -

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