Dissertations / Theses on the topic 'Children's reading problems'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 29 dissertations / theses for your research on the topic 'Children's reading problems.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Cornelissen, Piers Louis. "What children see affects how they read." Thesis, University of Oxford, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305961.
Full textEtmanskie, Jill Merita. "Reading, spelling, and phonological processing in children with phonological or surface reading problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ37949.pdf.
Full textStothard, Susan E. "Reading difficulties in children : problems of decoding and comprehension." Thesis, University of York, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316209.
Full textMcKenna, Moira K. "The role of function-based academic and behavior support to improve reading achievement /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1253488171&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 151-157). Also available for download via the World Wide Web; free to University of Oregon users.
Crowe, David Alan Darch Craig B. "Reading comprehension instruction in the middle grades for students with learning and behavior problems." Auburn, Ala., 2007. http://repo.lib.auburn.edu/Send%2002-04-08/CROWE_DAVID_35.pdf.
Full textSanford, Amanda Kathleen Connor. "The effects of function-based literacy instruction on problem behavior and reading growth /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1288653871&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 151-155). Also available for download via the World Wide Web; free to University of Oregon users.
Crisp, R. K. "The relationship between the restricted near visual field of partially sighted children and reading problems." Thesis, University of East Anglia, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381745.
Full textWhitcombe-Dobbs, Sarah Anne. "Building Decoding Fluency in Children with Reading Delay and Antisocial Behaviour." Thesis, University of Canterbury. Health Sciences, 2012. http://hdl.handle.net/10092/6299.
Full textMcDuffy, Katharine Walcott Christy. "Effectiveness of a Computer Literacy Intervention for Young Children with Attention and Reading Problems." [Greenville, N.C.] : East Carolina University, 2010. http://hdl.handle.net/10342/2686.
Full textFiveash, Denise. "Music as an educative enrichment medium for the remediation of children with reading problems." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/14956.
Full textThe primary focus of this dissertation was work with a group of children who were experiencing problems in reading and to formulate strategies which incorporates an innovative approach using music. Many learning problems encountered today could be avoided if children's earliest backgrounds were rich in songs, poems set to music, nursery rhymes and musical games. It is necessary for a child to experience rhythm in every possible way to enable him to read with a flowing rhythm and a pleasant intonation. A child must be able to feel and experience the rhythm of the spoken word by repeating rhymes, phrases, chanting children's names, for example. This is done by tapping the word, using body movements (clapping, stamping) and transferring this rhythm to percussion instruments while experiencing the speech rhythm. Many approaches have been used with children who are disabled readers and none use music as a tool. The progress of these children has therefore been slow, tedious and not always successful. Music has not been used before as an approach to assist children with reading disabilities. In this dissertation it has been proved that music helps children overcome their reading problems, as it is the only approach which offers total involvement of the child and therefore the best results are achieved. All children involved in the research enjoyed the activities and derived great pleasure from performing them unaware that the process of remediation was taking place.
Al, hermesi Alhajeri Amina Abdulla. "Screening reading, writing and numeracy learning problems in Bahraini young children aged 5-7 years old." Thesis, University of Strathclyde, 2010. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=12757.
Full textPreciado, Jorge A. "Using a function-based approach to decrease problem behaviors and increase reading academic engagement for Latino English language learners /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1232419031&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 127-136). Also available for download via the World Wide Web; free to University of Oregon users.
Nathan, Kim. "Reading difficulties and psychosocial problems : does social information processing moderate the link? : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Psychology in the University of Canterbury /." Thesis, University of Canterbury. Psychology, 2006. http://hdl.handle.net/10092/1339.
Full textApichatabutra, Chanisa. "The effects of function-based academic and behavior intervention on problem behaviors and reading performance for English language learners in a Thai elementary school /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10066.
Full textSmith, Alan J. "Children with specific learning difficulties of mathematics and reading behavioural, emotional, and social problems : and research portfolio /." Thesis, Connect to e-thesis, 1997. http://theses.gla.ac.uk/1071/.
Full textGranadosin, Adrienne Felice D. "Frequency-based training in the acquisition and retention of reading skills in students with emotional and behavioral disorders." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/655.
Full textJackson, Patricia Anne Hood McKenzie Lian Ming-Gon John Morreau Lanny E. "Effects of interagency collaborative intervention program on self-efficacy, reading achievement, and school attendance of students with emotional or behavioral disabilities." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633430.
Full textTitle from title page screen, viewed March 17, 2006. Dissertation Committee: Ming-Gon Lian, Lanny Morreau (co-chairs), John Godbold, Larry Kennedy, Keith Stearns. Includes bibliographical references (leaves 82-96) and abstract. Also available in print.
Anderson, Melissa S. "Use of empirically-based reading interventions to address the academic skills deficits and escape-maintained target behaviors exhibited by elementary school students." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-08092008-205730.
Full textGeer, Meghan Lynn. "RESPONSE TO INTERVENTION: INCORPORATING PROBLEM VALIDATION AND INCREASING INTENSITY DESIGNS INTO INTERVENTIONS FOR ORAL READING FLUENCY." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1217691358.
Full textKatz, Rachell Anne. "A comparative study of early literacy skill development in first graders identified or at-risk for behavior problems /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136428.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 133-138). Also available for download via the World Wide Web; free to University of Oregon users.
Chilton, Kathryn Beatrice. "Reading programs for culturally diverse middle school students with serious reading problems : a case study of program implementation." 2006. http://hdl.handle.net/2152/13063.
Full textBrewton, Tanesha Al Otaiba Stephanie Dent. "The effect of an evidence-based reading intervention on the reading progress of students with emotional and behavioral disorders." Diss., 2006. http://etd.lib.fsu.edu/theses/available/04102006-181838.
Full textAdvisor: Stephanie Al Otaiba, Florida State University, College of Education, Dept. of Childhood Education, Reading, and Disability Services. Title and description from dissertation home page (viewed June 7, 2006). Document formatted into pages; contains viii, 51 pages. Includes bibliographical references.
Chang, Kuan-Lin, and 張冠琳. "A Longitudinal Study on the Relationships between Children’s Reading Performance And Problem-solving." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/euuxfd.
Full text國立東華大學
幼兒教育學系
102
Children reading performance on problem-solving abilities has significant influence. If the problem-solving abilities affect the reading performance, is it showing reading performance and problem-solving abilities have "causal" relationship? Thus, whether children’s reading performance contribute to problem-solving abilities or problem-solving abilities promote the number of reading and interests in reading, and this issue will be important and valuable. Based on literature review and empirical research, this study was using the survey data by two waves of following up the status quo of early childhood education. The total number was 274. Data were analyzed by structural equation model to clarify the causal relationship among the number of reading, interest in reading, problem-solving abilities, and the ways of problem-solving. The results of this study show that the first wave of "reading performance" has positively significant influence on the second wave of "problem-solving performance", it means that the higher of children's interests in reading and the more number of reading, it will promote the ways and abilities of problem-solving of children in the future. Therefore, the directional hypothesis of “reading is cause and problem-solving is effect” can be acceptable. The first wave of "problem-solving abilities" also has positively significant influence on the interests in reading and number of reading of the second wave, it means that the better of problem-solving abilities and the more ways of problem-solving, it will increase children’s interests in reading and number of reading. Hence, the directional hypothesis of “problem-solving is cause and reading is effect” can be acceptable. As a result, the number of children's reading of the first wave has the positively significant influence. But there still has a different result that the higher of interests in reading wouldn’t have any influence about problem-solving abilities and ways. Furthermore, the better of problem-solving ways in the first wave wouldn’t promote children’s interest in reading and the number of reading. Thus, the hypothesis that reading performance and problem-solving performance as the reciprocal causation can be confirmed. Finally, based on the findings, researcher proposes some suggestions for teaching practices and subsequent related educational study. Keywords: Children’s Reading, Problem-solving Performance, Longitudinal Study
Luo, Min-Ling, and 羅閔齡. "The Implemental Efficacy and Perceived Problems in Educators’ Promotion of the Children’s Cultivating Reading Plan in Taipei." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/71533414927715473406.
Full text國立臺北教育大學
教育政策與管理研究所
97
Abstract The aim of this study is to investigate the correlations between the implemental efficacy and perceived problems in educators’ promotion of the Children’s Cultivating Reading Plan in Taipei(CCRP), and the effect of background variables on CCRP implemental efficacy and problems with a survey conducted on 766 elementary school teachers selected by proportional random sampling. Of 704 questionnaires received, 690 copies were valid (90%). Results of data analyzed with descriptive statistics, independent sample mean t-test, one-way ANOVA, and enter method in multiple regression are as follows: 1. CCRP has been effectively implemented, and support for creative activities employed in the library utilization education attained the highest score. 2. Most problems related to students’ passive attitudes towards reading which needed active guidance activities. 3. CCRP participants perceive implemental efficacy better than non-participants, and senior teachers and teachers at higher positions tend to better perceive CCRP efficacy. 4. Teachers from schools with 25-48 classes better perceive the use of reading strategy, flexi-use of reading skills, support for creative activities, and overall implemental efficacy. 5. Teachers who did not graduate from graduate institutes (including 40-credit programs), colleges and universities of education show better performance in resource integration and sharing, flexi-use of reading skills, and overall implemental efficacy than their counterparts. 6. Teachers of different educational backgrounds show no difference in implemental efficacy. 7. Teachers with an educational background related to the Chinese language are more sensitive to problems in implementing CCRP than teachers from other disciplines; less senior teachers tend to have more problems implementing CCRP; and librarians tend to have more problems in campus atmosphere empowerment and staffing involvement. 8. There is no difference in implemental problems based on whether teachers previously participated in advanced CCRP research, their educational attainment, or the scale of their school. 9. Staffing involvement has a negative effect on the use of reading strategy, resource integration and sharing, flexi-use of reading skills, support for creative activities, and overall implemental efficacy. 10. Student reading performance has a positive effect on the use of reading strategy, resource integration and sharing, flexi-use of reading skills, support for creative activities, and overall implemental efficacy. Campus atmosphere empowerment has a positive effect on resource integration and sharing, flexi-use of reading skills, support for creative activities, and overall implemental efficacy. These conclusions will be recommended to education administrative authorities, school administrative units, elementary school teachers, and those conducting further studies.
WANG, SHU-CHIOA, and 王淑嬌. "The correlation about 4th-graders of elementary school children's performance in mathematical problem-solving and reading comprehension." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/8er4br.
Full text國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
94
This is research was aimed to evaluate the grades scored by the respondents about their mathematical problem solving and reading comprehension so that we could reach the correlation about elementary school children's performance in mathematical problem-solving and reading comprehension. Within this research, we adopted the questionnaires and took empirical subjects of 4th-graders from 5 elementary schools on 5 different cities and counties in Taiwan. We conducted the sampling with 394 valid replies received. The major findings are described as below: About the overall process performance for elementary school children on mathematical problem solving, among them, the performance of “executing plans” brought about the best achievement. Others were “question content comprehension”, “creating plans”, and “review & retrospect” in descending score order. About the performance of reading comprehension, the item of “deduction comprehension” showed the best achievement. Others were “textual comprehension” and “comprehension & monitoring”. Within the research, the reading comprehension of elementary school children showed positive correlation to the capabilities of overall mathematical problem solving. The reading comprehension of respondents came with significant predicting capabilities about the overall mathematical problem solving. Based on the research findings, whenever teachers instruct students about mathematical problem solving, they can previously diagnose children's capabilities of mathematical problem solving and enhance the instructing contents so as to improve the learning achievement of children. During the instructing process of reading comprehension, it can further improve students' capabilities in mathematical problem solving.
Hsuan, Chung-Hui, and 宣崇慧. "The effect of Direct Instruction Model on Chinese dyslexic children with different reading related cognitive problems." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/32216970167419022132.
Full text國立臺灣師範大學
特殊教育學系
96
The effect of Direct Instruction Model on Chinese dyslexic children with different reading related cognitive problems Abstract This research incorporates 2 serial studies. Study 1 investigates the cognitive problems of 20 Chinese-speaking children with reading difficulty (RD group). The RD group’s tonal abilities, visual abilities, Chinese orthographic abilities and naming speed are measured and compared with 2 matched groups, namely the chronological age group (CA group) and the reading level group (RL group). In Study 2, Single-subject multiple-probe design is used to investigate the instructional effects of Direct Instruction Model (DI) on RD children with different cognitive problems. Six RD children participated in Study 2 are recruited from Study 1. The 6 participants are paired and divided into the experimental and controlled groups, in which 3 take part in the DI instructional program as the experimental group, and the other 3 participate in the complex-intervention program consisted of similar phonetic components and monitored learning with mastery processes (SPMM) as the control group. The results of Study 1 and Study 2 are listed below: Study 1 1. Zhu-Yin naming speed of RD group is significantly slower than that of CA and RL groups, suggesting that Chinese RD children’s Zhu-Yin naming speed is deficient. 2. The abilities of tonal awareness, tonal memory, visual memory, Chinese orthographic awareness, understanding the orthographic function of semantic component, number naming, color naming and picture naming of the RD group are significantly poorer than that of the CA group but statistically similar to that of the RL group, suggesting that these abilities of RD children are delayed but not deficient. 3. The differences in the abilities of visual pair, understanding how to use the function of orthographic regularity and phonetic component between the RD, CA and RL groups are not significant, suggesting that these 3 abilities are not the major cognitive problems of Chinese RD children. 4. Six out of the 20 children in the RD group (30%) have merely delayed but not deficient cognitive problems; while 70% of them have at least one reading related cognitive problems in deficient. 5. Thirteen out of the 20 RD children’s (65%) are deficient in naming speed; 7 (35%) are deficient in tonal ability, and 6 out of the 7 children are deficient in naming speed at the same time; 2 (10%) are deficient in visual abilities, and both of them are also deficient in naming speed and tonal awareness. 6. Three pairs of students with different cognitive problems are recruited according to the results of Study 1: one pair of the participants in Study 2 are recruited from the cognitive-delayed group; and the other 2 pairs of the participants are respectively recruited from cognitive-deficient groups of naming speed and multiple deficient groups. Study 2 1. Significant positive effects of both DI and SPMM on the performances of children with different cognitive problems in learning to read Chinese characters and in learning to use a new Chinese word to form new sentences are found; nevertheless, the effects of DI are greater than that of SPMM. 2. Four error-patterns representing different developmental phases of character reading are generalized, they are none response, visual cue error, orthographic cue error and phonetic cue error. 3. According to the participants’ changes of the error-patters in different periods of intervention, both the DI and SPMM can help children to learn to use the more mature strategies to read Chinese characters; nevertheless, children in the DI program make more obvious and stable changes than those in the SPMM program. 4. Children in the DI program gradually make fewer errors than those in the SPMM program. 5. Children with different cognitive problems are satisfied with the all the components of DI, especially in the design of the teaching methods, the processes of mastery and practice, learning the phonological information embedded in the characters, monitoring the progresses and the ways of showing rewards in the middle of teaching.
Su, Pin-Hung, and 蘇品弘. "A Study on relationships among capabilities of problem representation, Chinese reading comprehension and mathematical word problem solving abilities of children." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/44gg5g.
Full text國立臺中教育大學
特殊教育學系碩士班
102
The purpose of the present study aims at exploring the performances on problem representation and Chinese reading tests of students with different abilities on mathematical word problem solving tests; measuring relationships among problem representation ability, Chinese reading comprehension ability and mathematical problem-solving ability; predicting the performances of mathematical word problem solving of the fourth grade students by problem representation ability and Chinese reading comprehension ability. The Raven’s test, Chinese reading comprehension test, the arithmetic problem representation test and mathematical word problem solving test were administered to 213 students of the fourth grade in Chiayi County. Data were analyzed using descriptive statistics, ANCOVA, Pearson Product-Moment Correlation and SEM methods. The results are as followed: 1. There are differences excluding nonverbal IQ interference in the arithmetic problem representation test, Chinese reading comprehension test and component skills on performances of students with different mathematical word problem-solving ability. High and medium scoring students perform better than low scoring group students. 2. Chinese reading comprehension ability, problem representation ability and mathematical word problem solving ability correlated to each other significantly. The correlation between problem representation and mathematical word problem solving is higher than that between reading comprehension and mathematical word problem solving. 3. Linguistic, semantic, and schematic knowledge are measurement indexes of problem representation ability. 4. The problem representation ability has better direct predictability to mathematical word problem solving performances than that of Chinese reading comprehension. 5. Chinese reading comprehension ability could predict problem representation ability significantly. Chinese reading comprehension ability correlated to problem representation ability positively and significantly. 6. Chinese reading comprehension ability could predict the performance of mathematical word problem solving when considering the factor of problem representation ability.
Jesus, Mariana Matos Cunha Conde de. "Resolução de problemas e histórias infantis." Master's thesis, 2016. http://hdl.handle.net/10400.26/16581.
Full textThis study is based on two distinct subjects, children’s stories and mathematical problems solving. The main objective is to understand the way how 2ᵑᵈ grade students solve mathematical problems. It has also the objective to identify the strategies used by the students in the resolution of those mathematical problems related to children’s stories. To understand how the stories associated with the mathematical problems solving promotes the development of reading comprehension was also an objective of this study. The theoretical foundation is divided in three sections: problem solving; reading comprehension; children’s stories. The study follows a qualitative character approach, underlying a interpretative paradigm, focused in a action-research perspective. In this study twenty five students from de 2ᵑᵈ grade have participated. From those, six have been chosen, divided in three pairs for a deeper analysis. The data collection was based through-out the context intervention, complemented with procedures and devices that allowed me to obtain relevant information. The procedures and devices contain participative observation, interviews and documents collection. The conclusions from this study shows that: (i) the majority of the students uses the underlying strategy of the problem; (ii) “make a simulation / drama / trial” and “use additive calculations” are the most used strategies by the students in problems resolution; (iii) students use different strategies to solve problems, however they give privilege to the iconic representations to understand and expose their ideas; (iv) students present distinct ways of resolutions but, in each one of the proposed tasks, they frequently apply the same strategies to solve the problems; (v) the reading of children's stories allowed students to activate the different comprehension processes.
Schmid, Inga. "Arbeitsgedächtnis und Schulleistungen in Mathematik und Schriftsprache bei älteren Grundschülern." Doctoral thesis, 2011. http://hdl.handle.net/11858/00-1735-0000-0006-AE34-E.
Full text