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Dissertations / Theses on the topic 'Reading development'

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Published: 4 June 2021

Last updated: 9 March 2023

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1

Awaida, May M. K. "Early reading development." Thesis, University of Leicester, 1992. http://hdl.handle.net/2381/33572.

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This thesis consists of two studies: In the first study, 236 children, from 3 age groups 4, 5 and 6, were tested for ability on 23 variables which measured ability in reading, spelling, vocabulary, short-term memory, visual discrimination, fluency, phonological awareness, and performance on the Raven's Coloured Matrices. A multiple regression was undertaken on these three groups to elucidate the variables determining reading performance in the second year of the study. Results showed that for the '4-5' group, (tested at 4 years and then one year later) performance on a visual discrimination and an alliteration test predicted later reading success. For the '5-6' group, reading quotient at age 5, alliteraion, short-term memory, SES, nonword reading and the initial sound test predicted reading success at age 6. Finally, for the '6-7' group, reading quotient at age 6, nonword reading, fluency, gender and alliteration predicted reading success at age 7. The second study investigated qualitative differences in normal readers relative to poor readers of the same reading age. Forty normal readers and 38 poor 9-year-old readers were given tests similar to those used in the first study. The principal finding was that the poor readers were worse at reading pseudowords compared with the controls. The results suggest that although there are no differences with reading-age controls in phonological processing, poor readers have worse grapheme-phoneme conversion skills. The results of both studies are mainly discussed in terms of the development of primary and secondary routes for reading.

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2

Vilnay, R. "Cognitive levels in reading development." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378527.

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3

Ricketts, Jessie. "Reciprocal development in vocabulary and reading skills." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:ef73c787-eba9-4ddf-bc85-1700de9c6d3a.

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Data are presented in seven chapters that address the reciprocal relationship between oral vocabulary and reading development. Chapter 2 explores exception word reading in poor comprehenders longitudinally, finding deficits that are pervasive over a period of two years. The results support the hypothesis that weak oral vocabulary skills are causally related to poor exception word reading in this group. In Chapter 3, orthographic and semantic skills in poor comprehenders are investigated in a word learning paradigm. This chapter provides evidence that poor comprehenders have more difficulty learning and retaining semantic information than orthographic information. A similar paradigm is described in Chapter 4 to investigate predictors of orthographic and semantic learning. In a large group of typically developing readers, this demonstrates that decoding is the strongest predictor of orthographic learning while existing oral vocabulary knowledge is the strongest predictor of semantic learning. In Chapters 5 and 6 orthographic and semantic skills in poor comprehenders and children with dyslexia are compared using standard off-line tasks (Chapter 5) and an online word learning experiment (Chapter 6). These chapters indicate similarities as well as differences in the reading and language profiles of these groups. Chapter 7 adopts a different approach by using a word learning study to investigate the benefit of teaching new oral vocabulary in the presence of orthography.

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4

Braga, Denise Bertoli. "Critical reading : a socio-cognitive approach to selective focus in reading." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10018449/.

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This research discusses selective focus in reading a text in relation to the philosophical guidelines of critical education. To pursue this question a model for critical reading is initially sketched, and the literature on selective focus in text reading is reviewed. The existing literature analyses selective focus under the framework of two perspectives: reader-based and text-based. This thesis proposes a third possibility: a social-based perspective. A socio-cognitive conception of selective focus is delineated on the basis of theories that explore the effect of social factors on literacy, language use, and higher cognitive processes. The issues raised at the theoretical level are also investigated in an empirical study. Expert reader's insights about their own reading practices are taken into consideration. Three studies are reported. Two exploratory studies - designed to refine methodological procedures - analyse the response of two groups of four readers. The interview questionnaire that guides the main data collection is based on the results obtained in these initial investigations. The main study considers the data provided by fifteen structured interviews. The sample include readers from three type of course in higher education: initial teacher training for pos-graduate students, master degree students, and doctoral students. A qualitative analysis describes in detail how reader-based, text-based and social-based factors interact within the context of these readers' reading practices. Considering the empirical evidence, the thesis proposes that neither the reader nor the text should be investigated without an appreciation of the social context. However, socio-cultural context is shown not only to provide a further set of variables but also to permeate the development of text-based and reader-based factors. This has important theoretical and educational implications. The final argument of this study is that classroom practices that aim to promote critical reading should give a proper emphasis to the socio-cultural aspect of selective focus.

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5

Katzir, Tami. "Multiple pathways to dysfluent reading : a developmental-componential investigation of the development and breakdown of fluent reading /." Thesis, Connect to Dissertations & Theses @ Tufts University, 2003.

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Thesis (Ph.D.)--Tufts University, 2003.
Adviser: Maryanne Wolf. Submitted to the Dept. of Child Development. Includes bibliographical references (leaves 164-190). Access restricted to members of the Tufts University community. Also available via the World Wide Web;

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6

Hagberg, Joakim. "Development of a News Reading System." Thesis, Umeå universitet, Institutionen för datavetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-58072.

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The goal with this thesis was to build parts of a service that, depending on a user’s interests and previous activity, can deliver interesting news for that user. The service integrates with social medias to gather information about a user’s interests and his or hers friend’s interests. In this way the system can deliver targeted news for the specified user. The system consists of two main parts, a server side system (which consists of several parts) and a user application. The user application is responsible for showing news and communicating with the server side. The server side system consists of three parts.– Front-end server which handles all communication between the user application and the server side. It also crawls social medias for information about a certain user.– Back-end server which delivers targeted news to a certain user.– A database, used by the server on the server side for sharing and storing data. This thesis focuses on a user application (used by a user on e.g an iPhone or Android mobile-phone) and a front-end server (used in the server side system).

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7

Risha, Zachary Joseph. "Interactive Close Reading." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/77914.

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Over the past two decades, the readership of poetry has declined to the point that the art form is seldom engaged with by the public. I argue that reading poetry requires a skillset that must be learned, practiced, and refined. While close reading is traditionally trained in college classrooms, such spaces cannot reach broad audiences. To address this dearth, I have developed a web app that applies interactive learning strategies, through a series of exercises, to cultivate expert reading practices in novice users. Close Reading will guide users through poems by Robert Frost. With each poem, users will progress through exercises grounded in the practices of expert readers. For instance, users will block poems into sections to allow a chunking of the material, slowing down novice reading speeds. Another exercise cognitively models the act of reading by displaying the sequential thoughts of a reader making sense of a work. Furthermore, Socratic questioning will attempt to stimulate an internal dialogue to foster focus and interpretation. These exercises will build on one another and attempt to replicate pedagogical processes observed in the classroom. Performing these pedagogical exercises will provide a resource for developing the skillset necessary for poetry appreciation. This ambitious digital humanities project experiments with a new venue for pedagogy and poetry, promoting an engagement with the public frequently neglected in academic work.
Master of Arts

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8

Kwok, Ka-po Carol. "Development of reading of Chinese characters in school age children an implication to the stage model of reading development /." Click to view the E-thesis via HKU Scholars Hub, 2007. http://lookup.lib.hku.hk/lookup/bib/B42005176.

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Thesis (B.Sc)--University of Hong Kong, 2007.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2007." Includes bibliographical references (p. 29-30). Also available in print.

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9

Jacobson, Christer. "Reading development and reading disability analyses of eye-movements and word recognition /." Stockholm : Lund : Almqvist & Wiksell ; University of Lund, 1998. http://catalog.hathitrust.org/api/volumes/oclc/39314893.html.

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10

Dye, Rebecca Louise Hesse Douglas Dean. "Reading for personal development implementation of Missouri's mandate /." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323732.

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Thesis (D.A.)--Illinois State University, 1993.
Title from title page screen, viewed February 10, 2006. Dissertation Committee: Douglas Hesse (chair), William Woodson, Taimi Ranta, Janice Neuleib. Includes bibliographical references (leaves 193-199) and abstract. Also available in print.

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11

Farenga, Andrea Rhodes Dent. "Design and development of interactive multimedia for preservice reading education." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835903.

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Thesis (Ed. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 3, 2006. Dissertation Committee: Dent Rhodes (chair), Susan Davis Lenski, Fred A. Taylor, Terry Underwood. Includes bibliographical references (leaves 132-140) and abstract. Also available in print.

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12

Litt, Robin A. "On the role of paired associate learning in reading development." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:e2ba6047-8c48-45c1-a309-98367126f119.

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Recent research suggests that visual-verbal paired associate learning (PAL) taps a crossmodal associative learning mechanism involved in reading acquisition. However, evidence from children with dyslexia indicates that deficits in visual-verbal PAL are strongly linked to the verbal demands of the task. The research presented in this thesis had two overarching aims: first, to dissociate crossmodal and verbal demands in driving the PAL-reading relationship, and second, to assess the hypothesis that visual-verbal PAL plays a causal role in reading development. To address the first aim, a series of experiments examined the relationship between reading ability and PAL tasks differing in modality (crossmodal, unimodal) and output demand (visual, verbal). The results supported a verbal account of the PAL-reading relationship. In typically developing children and children with dyslexia, only tasks with a verbal output demand (i.e., visual-verbal PAL, verbal-verbal PAL) demonstrated a relationship with reading ability. In children with dyslexia, poor performance was isolated to difficulties learning novel phonological forms, rather than difficulties specific to crossmodal associative learning. Furthermore, the ability to learn novel phonological forms was found to fully explain visual-verbal PAL performance across reading abilities. In a final experiment, the causal role of visual-verbal PAL in reading development was assessed. The results of a longitudinal study from the start to the end of kindergarten showed that visual-verbal PAL measured in pre-readers did not predict reading ability at the end of kindergarten. Instead, PAL performance was influenced by learning to read.

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13

Pinheiro, Angela M. V. "Reading and spelling development in Brazilian Portuguese." Thesis, University of Dundee, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283860.

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14

Blythe, Hazel Isobel. "Children's development of oculomotor control during reading." Thesis, University of Southampton, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443064.

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15

Smith, Prudence M. "Professional development : teachers' learning in reading recovery." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/298.

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With the national spotlight firmly focused on Australian students attaining benchmark standards in literacy and numeracy and on the capacity of teachers to facilitate student achievement in literacy, questions of effective teacher development have emerged. This study investigated how professional development, which is consistent with the principles of effective practice, builds capacity in teachers. By examining the development of teachers' understandings in the Reading Recovery professional development program, key aspects of teacher development were identified and some suggestions given regarding the preparation and support of literacy teachers generally.

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16

Yau, So-ngor. "Bilingual reading strategy development in L.1 Chinese and L.2 English /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18737237.

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17

Milner, Barbara E. "Syntactic awareness and reading development: A training study with young children." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1994. https://ro.ecu.edu.au/theses/1092.

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A number of previous research studies have examined the relationship between syntactic awareness and reading, but few training studies have been reported. In the present study, a 1 a-week training study employing an experimental design, was conducted with 34 Year 1 and 38 Year 2 children to determine whether training in syntactic awareness increased levels of syntactic awareness and reading performance. Prior to the commencement of training, all children were pretested in syntactic awareness as measured by an oral correction task, and in reading. On the basis of these tests, matched pairs of subjects were assigned to experimental and control groups at each Year level. At the conclusion of the training period all subjects were posttested in alternate forms of the same tests used at pretest. The results showed that there were no significant differences between the experimental and control groups, of either grade, at posttest, in syntactic awareness and reading performance. A significant main effect for grade was recorded in the syntactic awareness task, with the Year 2 children performing at a higher /eve/than the Year 1 children. When pretest and posttest scores in syntactic awareness and reading performance were compared, all children, whether they received training or not, improved significantly in their levels of syntactic awareness and also their levels of reading performance. It is suggested that the Improvement in syntactic awareness across all groups may have reflected the influence of the particular curriculum documents used in Western Australian schools. It is further suggested that more training studies are needed to examine the effects which different language curricula may have on the development of syntactic awareness in early readers.

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18

Keith, Karin, Renee Rice Moran, Huili Hong, and LaShay Jennings. "Reading UPSTREAM." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1007.

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19

Skebo, Crysten M. "The Development of Reading: Which Factors Play a Role?" Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1269963927.

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20

Wilczek-Schroetter, Nancy. "Parent involvement in literacy development." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008wilczekschroettern.pdf.

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21

Sim, Trevor. "Reading as a problem solving activity." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021512/.

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Reading comprehension in pupils in Years Four and Five was investigated in a series of experiments predominantly using error detection in short, narrative passages. The claim that readers of this age may exclusively accept decodability as sufficient to judge text as non-problematic was investigated. Little evidence was found in support of this claim. However evidence was obtained that consonant strings were more often detected than nonsense words and more nonsense words were detected than real words of inappropriate meaning when they were substituted into the same passages at the same points. Fewer real words of inappropriate meaning were detected when they were the same part of speech as the word they replaced than when they were a different part of speech. No evidence was obtained that significant numbers of children exclusively detected only nonsense words. However decreasing the readability of the passages significantly reduced the detection rate for real words of inappropriate meaning while the detection rate for consonant strings and nonsense words remained both higher and more stable. It was suggested that children who are asked to read passages of too low a readability for them may be more likely to exclusively employ a lexical standard of comprehension. No evidence was obtained that asking children to read or listen to a passage a second time before completing an error detection task improved their performance. Moreover no difference in semantic comprehension monitoring was found to be dependent on whether the material was presented orally or visually. Better comprehenders were better than less good comprehenders on both error detection and doze tasks. However there was no difference in the relationship between performance on prompted e.g. doze, as compared to unprompted e.g. error detection, comprehension tasks between better and less good comprehenders. Both groups performed better on the prompted comprehension tasks. Better performance was maintained on doze tasks even when the subjects were not only alerted to having to read the passage for meaning but knew they were to be asked questions on it. The extensive use of unprompted comprehension tasks with feedback was proposed as a method of closing the gap between students' performance on unprompted as contrasted with prompted measures of comprehension. Better comprehenders were better at sequencing sentences to make a story but did not perform better than less good comprehenders at recognising sentences from stories they had just read. Both better and less good comprehenders were less good at rejecting as having just been read sentences semantically congruent with the stories as contrasted with sentences semantically incongruent with the stories. This was consistent with most readers engaging in constructive processing of short stories. The results of this series of experiments were compatible with and discussed in terms of comprehension involving the construction of a mental model of what is heard or read while listening to or reading short stories. Suggestions for further experiments were made.

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Hammond, Lorraine S. "Relationship between early development of spelling and reading." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1513.

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The research reported in this thesis examined the relationship between beginning spelling and reading. More specifically, it focussed on the relationship between the development of early reading and spelling in a context where the approach to early reading instruction includes systematic phonological awareness and decoding instruction. A critical assumption made by proponents of developmental early literacy models is that transfer of skills and knowledge from reading to spelling will occur spontaneously and without formal instruction (Frith, 1980). By contrast instruction-centred approaches make the assumption that there are critical pre-requisite skills that can and should be taught explicitly (Carnine, Silbert & Kameenui, 1997). The difference between these approaches is highlighted in the treatment of invented spelling, a popular activity in Western Australian junior primary classes. A series of studies was undertaken to examine the effect on invented and standard spelling performance of teaching Year 1 children phonological awareness and the strategy of sounding out words. Data were gathered from a range of settings using different research tools. The relationship between phonological awareness and beginning reading and spelling performance was explored initially through a single case study. A post-hoc study was then undertaken with a cohort of students who had received systematic decoding instruction to examine whether proficiency in the decoding of nonwords was related to spelling performance. This permitted an analysis of common sub-skills of decoding and encoding. In the main study the effect on different aspects of reading and spelling performance of using Let's Decode, an approach that includes explicit phonological awareness and systematic decoding instruction, was investigated. In addition, an analysis was made of whether students who received explicit instruction in skills known to contribute to beginning reading and spelling produced superior invented spelling samples. A qualitative analysis was made of the. pre and post invented spelling tests of two pairs of students from the control and intervention groups matched on invented spelling and phonological awareness skills at the beginning of the year, and re tested at the end of Year 1. The final research question involved a single-subject research design to examine the effect of explicit instruction in isolating phonemes in words and prompts to 'listen for sounds' prior to, and during, the process of spelling words. The single case study revealed a child who was regarded as a competent speller and reader but who could only read words in a familiar context and who had developed a strategy for spelling words based on copying an adult model. This was interpreted as evidence supporting the need for phonological awareness instruction as a pre-requisite for spelling. The post-hoc analysis of a class of students who had received systematic decoding instruction showed that no student classified as a 'good decoder' could also be classified as a 'poor speller'. This result was considered evidence of a strong link between the phonological knowledge that is required to decode and the role of alphabetic knowledge in spelling. The main study revealed phonological awareness and systematic decoding instruction was associated with superior invented and conventional spelling and reading performance on all reading and spelling measures. Of particular importance was the finding that students who commenced the study with very weak phonological awareness and who subsequently received systematic phonological and decoding instruction showed greater gains in invented spelling than matched students in the control condition. The single subject design showed the effectiveness of phonological awareness individualised instruction on invented spelling for weak students from both intervention and control conditions. It was concluded that the ability to invent spelling is improved when students receive explicit instruction in phonological awareness and systematic decoding but that some students, namely those with persistent weakness in phonological awareness, also require explicit prompts to apply their alphabetic knowledge to spelling words. The implications for instruction of these findings are discussed.

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23

Campbell, Jean. "The development and evaluation of assessment tools and a model of reading development for supporting pupils within the Scottish policy context of closing the attainment gap in reading." Thesis, University of Dundee, 2018. https://discovery.dundee.ac.uk/en/studentTheses/1cd1113a-4bfa-47c8-969b-3c32f12cf0b0.

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The APL (Module 1), previously submitted for examination, includes a contribution to the Scottish educational psychologists’ professional development programme, illustrating how particular instructional practices and approaches support the aims and objectives of the Scottish Curriculum for Excellence, by analysing how they exemplify models of learning compatible with the CfE philosophy. It also includes the evaluation of a comprehensive literacy programme and a number of evaluation studies of early literacy initiatives the author undertook within the local authority. Module 2, the literature review, explores and extends my understanding of early literacy development, and studies various influences and core skills underpinning it. I also discuss some models of reading development, with a particular focus on the development of early reading. I discuss how these relate to instructional and intervention practices, especially in relation to pupils with weak early skills. The main research focus of Modules 3 and 4 is an evaluation of the use and usefulness of developmentally based screening tools for early reading I had developed, the degree to which they help identify children with poor skills, and the degree to which and conditions within which they support the development of these skills. By using a retrospective approach to gathering test data and investigating test use I identified a number of implementation factors which it is important to identify in order to understand how to promote and embed consistent practice across schools within real-world settings. The limitations I discovered in the mixed results from test use alone and my subsequent exploration of whole school factors led me to a deeper understanding about the many influences and factors that come together to develop literacy in children. The conceptual model and assessment/planning tool I developed in Module 5 thus aims to bring these broader elements within an ecological framework that could be useful for assessment and planning for practitioners. Results of the small feedback study in this module suggest this model and assessment/planning framework would be welcomed by educational practitioners working not only with pupils with ASN, but with a broad range of pupils.

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24

Murphy, Judith E. "The development of a reading test for inferential comprehension /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17122.pdf.

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25

Concha, Judith Seeber. "Reading recovery children and early literacy development investigation into phonological awareness, orthographic knowledge, oral reading processing, and reading comprehension processing /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2832.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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26

Fontasiewicz, Karolina, and Manal Dahdouli. "Reading activities in Swedish EFL textbooks: An analysis of reading activities as a tool for the development of reading strategies." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29547.

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In traditional EFL classrooms, teachers often tend to relay on textbooks where the reading material is a text usually followed by reading activities. Consequently, this material does not really provide students with the reading strategies necessary to become succesful readers. Successful readers should posess the ability to apply appropriate kinds of reading and reading strategies and to do that the teacher needs to provide the students with the right teaching material. Therefore, this degree project analyses three EFL textbooks for upper secondary school in the Swedish context, namely Context 2, Pick & Mix 2 and Viewponts 2. The present study explores if the reading activities in the textbooks provide learners with the opportunity to develop their reading skills by including different kinds of reading and reading strategies. Moreover, the researchers use a qualitative content analysis and criteria to conduct their study. The results reveal that the textbooks do consist of reading activities which allow for different kinds of reading. Two of the textbooks analysed, Pick & Mix 2 and Context 2, entail activities which require the readers to be able to use the majority of different kinds of reading. One textbook, however, shows lack of activities that allow learners to train their skimming ability. Finally, the textbooks do not provide learners with sufficient reading activities that include the three processes: before-, during- and after- reading.

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Stoube, Deanna Mariea Floy. "The emergence and development of preservice teachers' professional belief systems about reading and reading instruction." Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/267.

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Research about preservice teachers' beliefs indicates that the educational beliefs they have developed over time will have an impact on not only how they respond to the various experiences they have while enrolled in a teacher education program, but also their receptiveness to future professional development opportunities. I investigated the developing and emerging beliefs regarding reading and its instruction of four preservice elementary teachers during their participation in two university reading methods courses and the accompanying field-based experiences in the elementary teacher education program that was the site of my study. Two purposes framed the qualitative, longitudinal design of my study. One purpose was to examine the participants' prior, university-, and field-based experiences with reading and its instruction and the meaning they attached to these experiences. The second purpose was to learn how the participants incorporated into their developing belief systems as teachers of reading the various conceptions regarding reading development and its instruction they brought to and encountered during their university coursework and field experiences. Data sources included interviews, archival documents from the courses (reading philosophies, belief survey and autobiographical reading histories), reading expert surveys, reflexive philosophies and personal pedagogies. Results, presented in portraits for each participant, indicated that the participants created fictive images of the teachers they wanted to be that served as the lenses through which they interpreted both their university- and field-based experiences that were the focus of my study. When discussing their action agendas for teaching reading in the future, each participant relied on the fictive image she had created of herself as a teacher of reading. Consistent with existing research in this area, prior and field-based experiences with reading and its instruction seemed more influential in the development of these preservice teachers' beliefs than were the reading "methods of teaching" courses or instructors. A key implication, consistent with the National Commission on Excellence in Elementary Teacher Preparation for Reading Instruction (2003, 2007) recommendations, is for teacher educators to operate from and enact a clear vision of what reading instruction consists of across the elementary grade levels and content areas.

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Aidinis, Athanasios. "Phonemes, morphemes and literacy development : evidence from Greek." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10018894/.

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It has been proposed that literacy development follows a sequence from simple to complex rules: children acquire simple phonological rules before they learn more complex orthographic rules such as conditional rules or morphological rules. I hypothesise that Greek children start reading and spelling by using a simple phonological strategy and later develop more complex phonological and morphological strategies. The hypothesis that young children fail to use complex phonological and morphological rules, the processes involved in reading words with complex phonological rules, the predictors of children's use of morphological strategies in spelling and the relations between different instances of morphological spellings were investigated in six studies. In the first three studies the hypothesis that young children fail to use complex phonological strategies in reading and the processes involved in reading words which involve complex rules were examined. Children (6-8 years) were asked to read words and non-words (analogous and not-analogous to real words) either in isolation or in the context of a sentence, assigned to three categories in tenns of the rules involved in reading them. The children - especially the younger ones - performed better in words and non-words that involve constant relations between graphemes and phonemes than in words and non-words that involve variant relations between graphemes and phonemes. All the age groups performed better in the analogous nonwords that involve complex phonological rules than in the not-analogous non-words. Children and adults read words that involve variant but predictable spelling patterns either by establishing connections to whole words or segments of known words. Younger children benefited more from context than the older ones and the effect was bigger for more difficult words. In the fourth study the hypothesis that younger children fail to use morphological strategies in spelling was tested. Children (7-10 years) were given a task involving three instances of spelling of the final morpheme. Young children spelled the final morpheme using phonological strategies while older children used morphological ones. In the last two studies, children (7-10 years) were given oral measures of grammatical awareness, a standardised verbal ability test, measures of grammatical spelling knowledge and a measure of their ability to interpret novel words. Significant correlations between grammatical awareness, different instances of morphological spelling and children's ability to interpret novel words were found even after age and verbal ability were partialled out. I conclude that even in a language that is transparent (at least from spelling to phonology) a stage model of simple rules first, complex rules later still holds. In reading, complex phonological strategies must be acquired for the reading of words that involve conditional rules. Morphological spelling strategies are important for correct spelling in Greek (which is not transparent from phonology to spelling).

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Powell, Michelle Pettijohn Robinson Eric L. "Teachers and professional reading a study of reading experience and administrative support across traditional, Paideia, and PDS schools /." Waco, Tex. : Baylor University, 2005. http://hdl.handle.net/2104/3001.

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30

Grogan, Martha Susan. "Reading, argumentation, and writing| Collaboration and development of a reading comprehension intervention for struggling adolescents." Thesis, University of Arkansas at Little Rock, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645515.

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The purpose of the study was to develop and implement a new reading intervention with fifth grade struggling readers that included reading across multiple texts, constructing arguments from the texts, engaging in oral argumentation, and writing argumentative essays. A Convergent Mixed Methods design incorporated both quantitative and qualitative data to determine if teacher collaboration influenced the implementation of the new intervention and its subsequent effect on students’ reading and writing outcomes. The intervention focused on a 10-week argumentative unit based on the American Revolution War. Group 1 teacher implemented the intervention in a whole-class setting, plus collaborated with the researcher on implementation issues; Group 2 teacher implemented the intervention in a small pullout group, but did not collaborate with the researcher; and Control Group teacher did not implement the intervention. All student groups took a pre and post reading comprehension assessment, and Groups 1 and 2 students took a pre and post essay writing assessment. The reading comprehension scores showed no significant improvement for any group. The pre and post essay writing scores for Groups 1 and 2 showed significant improvement (p = .000), yet there was no significant difference between the two intervention groups (p =.66). The qualitative results indicate student achievement in the intervention groups may have been affected by five implementation factors: (1) implementation fidelity, (2) short duration, (3) size of group, (4) task complexity, and (5) aligned assessments.

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Duncan, Samantha. "What are we doing when we read novels? : reading circles novels and adult reading development." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10019927/.

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Adult literacy teachers search for effective, engaging and distinctly 'adult' ways to develop adult emergent reading. Reading circles are used in adult English Language Teaching to develop a range of reading and other linguistic skills, and for at least the past two hundred years adults have formed themselves into reading circles to read and discuss novels on a weekly or monthly basis. Why then are reading circles rarely used in formal adult literacy provision? This thesis uses a case study of a reading circle within a London adult literacy workshop to investigate what a reading circle approach can offer adult emergent reading development, as well as what adult literacy learners can tell us about novel reading and the reading circle experience. A qualitative analysis of individual interviews, focus groups and taped reading circle sessions produces six themes for exploration: reading as five acts, reading identity, the nature of knowing words, how a novel is 'built up' by the reader, the relationship between fiction, truth and learning and why it may be 'nice' to read in a group. Areas for discussion include reading as a communal cognitive process (as well'as a communal practice), reading circles as self- and peer-differentiation, and novel reading as a political act. Implications are discussed for both the teaching and learning of adult emergent reading and for our understanding of novel reading processes and practices.

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Askildson, Lance. "Phonological Bootstrapping in Word Recognition & Whole Language Reading: A Composite Pedagogy for L2 Reading Development via Concurrent Reading-Listening Protocols and the Extensive Reading Approach." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/196014.

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The present study investigated the effects of concurrent reading and listening--in the form of the Reading While Listening (RWL) technique--as a means of improving word recognition and reading comprehension among intermediate L2 readers and compared these effects to a distinct top-down reading pedagogy in the form of Extensive Reading (ER) approach, an integrated pedagogy of both RWL and ER and a Control pedagogy of silent in-class reading. Drawing upon innate acquisitional mechanisms of phonological recoding as articulated by Jorm & Share's (1983) Self-Teaching Hypothesis (STH), the present research suggested the simultaneous presentation of identical orthographic and aural input as an ideal protocol for the exploitation of such a route to fluent word recognition in reading. Drawing upon innate acquisitional mechanisms of cognitive inferencing and whole language development as proposed by Goodman (1967, 1988), Krashen (1995, 2007) and Day & Bamford (1998), the present study also proposed the ER pedagogical approach as an effective top-down mechanism for cognitive inferencing in reading and whole language development as well as a tool for addressing L2 reader affect. In order to investigate the efficacy of RWL and ER respectively, while also as an integrated composite pedagogy of both RWL and ER, the present study employed a mixed-methods quasi-experimental design incorporating longitudinal classroom treatments of RWL, ER, RWL-ER and Control reading pedagogies over five weeks and among 51 intermediate ESL readers. Univariate and multivariate statistical analyses, alongside qualitative data reduction and display, supported the respective and significant efficacy of RWL and ER reading pedagogies over Control treatments on measures of reading rate, comprehension, vocabulary and grammatical knowledge gains as well as reader affect. Moreover, the composite RWL-ER treatment group demonstrated superlative gains above all other treatment types in a manner that supports the distinct advantages of such an integrated reading pedagogy, which pairs acquisitional approaches to both bottom-up word recognition and top-down cognitive skills development in tandem. Pedagogical implications for these findings are discussed alongside limitations and area for future research.

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Kershaw, Maxine Y. "Teachers' Knowledge of Dominie Reading and Writing Assessment Portfolio Word-Level Reading." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4069.

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There is confusion among teachers in a school district in a southeastern state about the instructional use of the state-mandated Dominie assessment for word-level reading and phonemic awareness skills for kindergarten and first-grade students. Recent assessment data indicated that 20% of students tested in kindergarten and first grade needed remediation. The purpose of this qualitative, bounded case study of a primary school was to understand teachers' perceptions about using the Dominie assessment for instruction, and how these perceptions contribute to the decline in reading scores. Using constructivism as a conceptual framework, the research questions focused on the trends in students' Domine assessment scores, the perceptions of teachers regarding the use of the assessment in planning and instruction, and the actual use of assessment results for facilitating construction of students' learning in reading. Interview data were collected from 11 participants who are kindergarten and first-grade teachers who had administered the Dominie assessment in one school in the district. Themes emerged after data analysis yielding strategies to address needs for time for assessment, training and supplementary methods, improvements in the assessment itself, and special knowledge to use Dominie data. A professional development project that allows teachers to help students construct their learning in ways that encourages them to reflect on experiences and use prior knowledge to improve reading skills was developed. Positive social change might occur as teachers expand their knowledge and instructional approaches through this professional development project in ways that could improve learning and reading skills for kindergarten and first-grade students in this school and others in the district.

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Callihan, Kristie Dawn. "Emergent literacy activities in preschool years the effects of explicit instruction on rhyming and narrative development /." Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=371.

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Olsson, Elin. "Learning Styles and Reading." Thesis, University of Gävle, Department of Humanities and Social Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-6338.

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Learning styles have been the subject of educational discussion since 1967. The Dunn and Dunn model has been world leading ever since. The Dunn and Dunn theory states that each individual learns differently and that school can help the students’ results by adapting the teaching to each student’s learning style and perceptual preference. This study focuses on learning styles and especially its connection to reading. When, where and why a student chooses to read is of importance and can affect the reading outcome. To get insight into how students read, this study looks at what type of setting students choose to read in when they do not read in school. It also examines students’ attitudes. The study also discusses how learning style-based learning can help teachers in their work.

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Volchko, Elizabeth A. "How Teachers Use the Results of an Informal Reading Inventory: A Case Study of Action Research." Ashland University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1300302467.

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Holmer, Emil. "Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children." Doctoral thesis, Linköpings universitet, Handikappvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-128207.

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Reading development is supported by strong language skills, not least in deaf and hard-of-hearing (DHH) children. The work in the present thesis investigates reading development in DHH children who use sign language, attend Regional Special Needs Schools (RSNS) in Sweden and are learning to read. The primary aim of the present work was to investigate whether the reading skills of these children can be improved via computerized sign language based literacy training. Another aim was to investigate concurrent and longitudinal associations between skills in reading, sign language, and cognition in this population. The results suggest that sign language based literacy training may support development of word reading. In addition, awareness and manipulation of the sub-lexical structure of sign language seem to assist word reading, and imitation of familiar signs (i.e., vocabulary) may be associated with developing reading comprehension. The associations revealed between sign language skills and reading development support the notion that sign language skills provide a foundation for emerging reading skills in DHH signing children. In addition, the results also suggest that working memory and Theory of Mind (ToM) are related to reading comprehension in this population. Furthermore, the results indicate that sign language experience enhances the establishment of representations of manual gestures, and that progression in ToM seems to be typical, although delayed, in RSNS pupils. Working memory has a central role in integrating environmental stimuli and language-mediated representations, and thereby provides a platform for cross-modal language processing and multimodal language development.
En god språklig förmåga bidrar till god läsutveckling, inte minst hos döva och hörselskadade (D/H) barn. Studierna som ingår i avhandlingen undersöker läsutveckling hos D/H elever som går på teckenspråkiga specialskolor och som håller på att lära sig att läsa. Arbetets huvudsakliga syfte var att undersöka om deras läsförmåga kan förbättras via datoriserad teckenspråksbaserad lästräning. Ett annat syfte var att undersöka samtida och longitudinella samband mellan läsförmåga, teckenspråk, och kognition i samma population. Resultaten indikerar att teckenspråksbaserad lästräning kan bidra till ordläsningsutveckling. Vidare pekar resultaten på att medvetenhet om och manipulation av teckenspråkets sublexikala struktur stöttar läsförmågan och dessutom att imitation av kända tecken (i.e., vokabulär) var associerat med utvecklingen av barnens läsförståelse. Dessa fynd visar att teckenspråkskunskaper kan utgöra en grund för läsutveckling hos teckenspråkiga D/H elever. Resultaten indikerade även att arbetsminne och Theory of Mind (ToM) är relaterade till läsförståelse i denna grupp. Vid sidan av resultaten rörande läsutveckling, framkom också att teckenspråkserfarenhet leder till starkare etablering av representationer av manuella gester och vidare att barnens mentaliseringsförmåga (Theory of Mind) uppvisade en förväntad progression, om än försenad. En implikation av detta är att insatser som stöttar utveckling av teckenbaserade representationer och deras användning vid bearbetning av skrivet språk kan främja läsutveckling hos teckenspråkiga D/H elever. Arbetsminne föreslås genom sin roll i integration mellan inkommande stimuli och språkmedierade representationer fungera som en plattform för modalitetsöverskridande språkbearbetning och multimodal språkutveckling.

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Zwick, Michael Jeffrey. "The Effects of Explicit Instruction on the Development of Reading Fluency." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3739.

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Developing reading fluency in a first language (L1) is a topic that has received a considerable amount of attention. Developing reading fluency in a second language (L2), however, has received relatively little attention (Grabe, 2009). Anderson (2008) defines reading fluency as "reading at an appropriate rate with adequate comprehension." For adult ESL learners, Anderson suggests a minimum rate of 200 wpm with at least 70% comprehension. Previous studies that have been conducted on L2 reading fluency focus primarily on reading rate development. This study seeks to combine rate development and comprehension development to effectively foster L2 reading fluency. Doing so will provide an answer to the question, what effect does consistent reading fluency instruction have on adult ESL readers in terms of their reading rate and reading comprehension scores? The 362 participants involved in this study are adult ESL students enrolled at the English Language Center at Brigham Young University in Provo, Utah. At the beginning and the end of each semester of the four semester-long study, each participant's reading rate and reading comprehension were evaluated. Each pretest and posttest used for evaluation included a reading passage and comprehension questions. The reading passages in each test were level appropriate with the posttest always being more difficult than the pretest to account for the natural learning that takes place during the duration of a semester. In between the pretest and posttest assessments, reading teachers were asked to implement one rate development activity or one comprehension development strategy on a daily basis. The results from the McNemar procedure support the hypothesis that consistent reading fluency instruction effectively builds reading fluency by positively influencing rate development and comprehension development (p < .001374). The majority of the participants were not able to attain Anderson's (2008) standard of reading fluency by reading 200 wpm with 70% comprehension. Of the 362 participants that received one semester of treatment, 52 (14.36%) reached Anderson's standard of fluency. Of the 139 participants that received two semesters of treatment, 31 (22.30%) reached Anderson's standard of fluency. An analysis of reading rate and reading comprehension scores shows that the average participant, although still not considered a fluent reader, made notable progress toward fluency. Implications of these results, limitations, and suggestions for future are discussed at the conclusion of this thesis.

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Cox, Lillian Sharon. "Teacher empowerment change and Reading Recovery professional development training /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137691.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2004.
Reading Recovery has registered trademark symbol after the "y" in Recovery in title. Typescript. Vita. Includes bibliographical references (leaves 131-144). Also available on the Internet.

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Bollon, Donna. "Impact of repeated reading on fluency development among kindergartners /." Staten Island, N.Y. : [s.n.], 2005. http://library.wagner.edu/theses/education/2005/thesis_edu_2005_bollo_impac.pdf.

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Butler, Stephen M. "Dream development and cognitive processing in reading disabled children." Thesis, University of Ottawa (Canada), 1987. http://hdl.handle.net/10393/5094.

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Halliday, Tracey Jaye. "The Development of a New Zealand Adult Reading Test." The University of Waikato, 2006. http://hdl.handle.net/10289/2494.

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The National Adult Reading Test (NART), developed in Britain is commonly used in clinical settings to estimate premorbid intelligence in New Zealand. Research suggests psychometric tests are more accurate if normed on the population they are used with. This study attempted to establish norms for the original NART based on a New Zealand population and develop a National Adult Reading Test for use with a New Zealand population (NZART). Sixty-four university students were administered the Wechslers Abbreviated Scale of Intelligence (WASI), the NART and the New Zealand Adult Reading Test (NZART). A regression equation was developed to estimate premorbid intelligence in this sample. Results indicate fewer errors occur on the NZART than the NART suggesting it may be a better indicator of premorbid intelligence for a New Zealand sample. Furthermore, the NZART was more accurate at estimating premorbid WASI IQ across all three subscales of the WASI at a range of IQ levels. Analyses were also conducted to ascertain the impact of demographic variables. Little overall difference was found in test scores in relation to gender, age or income. Although future studies need to be conducted to validate this new measure, initial results suggest that the NZART may be a more accurate predictor of premorbid IQ in a New Zealand population.

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Fermoyle, Catherine Ann. "A longitudinal study of children's spelling and reading development." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ54451.pdf.

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Brunswick, Nicola. "Early cognitive neuropsychological profiles and development of reading skills." Thesis, University of Warwick, 1995. http://wrap.warwick.ac.uk/59517/.

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The present thesis sought to investigate the precise relationship between the cognitive and psychophysiological profiles of developing readers, of established readers and of failed readers. Phonological processing tasks and visuospatial tasks were used to assess relevant auditory and visual cognitive skills; handedness and EEG measures were used to provide indices of cortical organisation and activation. A 21/2 year longitudinal investigation of some 150 pre-readers provided evidence of mutually facilitative relationships between and within specific types of phonological skill and phonological memory. Early significance of visual skills was subsequently superseded by the importance of these phonological skills. The acquisition of early reading skills was associated with a shift towards increased dextrality as measured by hand skill and hand preference; this relationship was not evident in subsequent stages. Cross-sectional studies comparing dyslexic children with chronological- and reading-age matched controls extended these findings. The dyslexic readers displayed impaired phonological processing and phonological memory skills relative to chronological-age matched competent readers; similarities were observed between dyslexics and reading-age matched controls. Visual perceptual skills failed to differentiate between the chronological-age matched competent and impaired readers, although both out-performed younger control readers. ERP measures consistently demonstrated diffuse patterns of bilateral activation in dyslexic readers as opposed to asymmetric activity lateralised to the left hemisphere in control readers. Between group comparisons of inter-hemispheric activity revealed greater levels of right-hemisphere involvement in the dyslexic samples; between group comparisons of intra-hemispheric activity revealed evidence of greater involvement of fronto-central regions in the dyslexic samples. It is proposed that these data provide supportive evidence for the central involvement of phonological processing skills in the development of reading, underpinned by the normal development of asymmetric patterns of cortical lateralisation. Children where this development is delayed or deficient will display the reading difficulties characteristic of developmental dyslexia.

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Perera, Katharine. "The development of prosodic features in children's oral reading." Thesis, University of Manchester, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276094.

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Huxford, Laura Margaret. "The development of phonemic strategies in spelling and reading." Thesis, University of Bristol, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283534.

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Cobbold, Shirley. "The development of skills associated with early reading success." Thesis, University of Gloucestershire, 2001. http://eprints.glos.ac.uk/3390/.

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This thesis investigates the development of phonological awareness, rapid serial naming, speed of learning verbal/visual symbol associations, letter knowledge and verbal short-term memory in children aged 4.0 to 5.5 years and the relationship of these skills to reading ability at age 5.5 years. Data from a longitudinal study of 68 children are analysed and discussed. A review of the literature suggests uncertainties concerning the structure and development of phonological awareness. The current study measures phonological awareness at the linguistic levels of rhyme, syllable, onset-rime and phoneme and investigates whether the various skills comprise a unitary construct. Developmental pathways through the linguistic levels are also investigated. Most previous research investigating the relationship of phonological awareness, verbal short-term memory, letter knowledge and rapid naming with reading ability focuses on the skills of children who have already started learning to read. In such cases, the predictive direction of any relationships cannot be established. The current study therefore also investigates longitudinally predictive relationships between the skills of non-readers and subsequent reading ability. At initial testing, all children were non-readers. Progress in skills was assessed at three time points as children progressed through their first year at school. Reading ability was measured at the end of the study. The results suggest that phonological awareness is a unitary, developmental construct within which most children follow similar developmental patterns, although some children exhibit considerable developmental lag. The phonological awareness and letter knowledge of non-readers were found to be the major significant predictors of subsequent reading ability. In rapid serial naming, the component elements of interstimulus interval (ISI) time and articulation time were measured independently. The results suggest that the ISI component is significantly associated with concurrent reading ability in children aged 5.0 to 5.5 years. The educational implications of the research findings and suggestions for future research are discussed.

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Welch, Renanne C. "the Impact of Reading to a Child From Birth to Age Five." Marietta College / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1145977994.

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Harper, Virginia. "A STUDY OF SOUTHWEST FLORIDA HIGH SCHOOL READING TEACHERS AND THE IMPLMENTATIONOF SCIENTIFICALLY BASD READING RESEARCH INSTRUCTI." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2418.

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The literacy mandates of the No Child Left Behind Act (2001) swiftly and directly have an impact on reading teachers. The literacy directives of the act constitute a paradigm shift in reading reform, especially at the secondary level. Literacy directives require state and district level administrator's to focus on secondary reading teacher pre and in service training. Effecive secondary reading teachers must be well versed in the foundation sof Scientifically Based Reading Research. Florida is among the first states to implement six comptencies of professional development that leads to endorsement in the teaching of reading. Florida teachers of secondary reading are required to earn a reading endorsement. Professional development founded in Scientifically Based Reading Research is a knowledge-driven process. The process requires teachers to be actively engaged in action research that links theory to practice. School districts are to train teachers to implement recommended strategic teaching tools in their classrooms. learning the teaching strategies of reading requires educators to commit time and mental energy to complete a robust professional development track With concern for the success of reading teachers, this qualitative study utilized case studies and the interpretive approach to investigate the question: Will secondary reading teachers implement Scientifically Based Reading Research in the classroom? The research examined the attitudes, reactions, and classroom practices of eight teachers who were assigned to teach secondary reading. data gathering spanned two semesters and an intervening summer in an urban Southwest Florida school district. The results of this dissertation are encouraging but mixed. The researcher discovered that secondary teachers of reading who experienced at least one class of reading professional development were discovering a climate of collaboration, a body of research, and inconstant implementation success. The research also uncovered teacher perspectives of the negative factors of mandated professional development: time pressures, curriculum frustrations, needs for follow-up collaborations and assumptions about administrator neglect.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction

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Nation, Katie Anne. "Children's spelling : phonological and lexical influences." Thesis, University of York, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282277.

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