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Dissertations / Theses on the topic 'Reading skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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1

Cheung, Ngan-hin Elly, and 張顏顯. "The role of orthographic processing skills and writing skills in Chinese reading development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46934947.

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2

Aitkenhead, Lynne. "Reading skills in adolescents with cochlear implants." Thesis, Royal Holloway, University of London, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.588519.

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Reading outcomes following cochlear implantation are extremely variable. Understanding the factors underlying this variability is of clinical importance, and research has concentrated on how children with cochlear implants encode and process information. Existing research has focussed on younger children; the present study investigated the relationship between short-term and working memory and reading outcomes in adolescents with cochlear implants. A cross-sectional comparative design was selected. 18 adolescents with cochlear implants were recruited from a cochlear implant programme in London. All participants completed neuropsycho- logical measures of reading, phonological and visual working memory and non-verbal IQ, and scores were compared with normative data for hearing children: Significantly more adolescents with cochlear implants had below average reading outcomes than would be expected. Reading Composite scores were positively correlated with performance on a phonological working memory task (WISe-IV Digit Span). This correlation was not significantly different from manual norms for normal-hearing children. These findings show that the difference in reading attainment between children with cochlear implants and their hearing peers continues into adolescence. In keeping with previous research, outcomes were highly variable. Reading scores in adolescents are significantly correlated with Digit Span scores, consistent with findings in younger children. The size of this correlation did not differ significantly from normative data for hearing children. The results of this study stress the importance of careful, individualized assessments of reading for children with cochlear implants, and indicate that monitoring should continue into adolescence. The effect of interventions designed to improve or compensate for limited working memory capacity on reading outcomes is an important area for future research.

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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

Darr, Alan Duane. "Utilizing Contextualized Reading in Career and Technical Education to Enhance Reading Skills." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1607.

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The traditional education system in the United States developed a goal of sending a high number of students to post secondary schools. The expectation of going to college starts at elementary school and continues through high school and is pushed by the school district’s hierarchy. Schools annually publish numbers through the Department of Education at state and national levels of students moving to college. College progression has become such a priority that many students feel they have failed if not college bound. Students not considered academic often move toward vocational education with the intent of post-secondary education to support a chosen career field. Students with lower grades and abilities are routed to vocational classes utilizing a shop model. The education system identifies and educates students at expected age and grade level requirements. High stakes testing has been established to determine if students meet those educational requirements considered necessary for success. Students not meeting established math, English and reading requirements are given remediation to bring academic skills to appropriate age and grade levels. My thesis described a contextual reading program for building reading skills. Content area material is used to teach academic skills in writing, reading and math to levels supporting high stakes testing needed for success. Contextual reading has improved reading competencies for vocational education students in the CATER program at Kathleen High School in the Polk County School System as well as in the other statewide settings. This has the potential to improve career and technical education (CTE) in other systems. A contextual approach also has potential to improve teaching and learning in socalled academic areas, and improving scores in high stakes tests. Recommendations for further study include following this line of action for younger and adult students

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5

Cartagena, Pedro A. "Retention of mathematics and reading comprehension skills among Navy Functional Skills Program graduates." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39918.

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6

Blackburn, Judith Frances. "Reading skills in children exposed to domestic violence." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3204531.

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Thesis (Ph.D.)--Indiana University, Dept. of Speech and Hearing Sciences and Cognitive Science, 2006.
Source: Dissertation Abstracts International, Volume: 67-01, Section: B, page: 0226. Adviser: Raquel Anderson. "Title from dissertation home page (viewed Feb. 22, 2007)."

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7

Lenertz, Michele Lynn. "Music as a tool to strengthen reading skills." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2073.

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This project focused on the rate of growth in reading skills of two first grade classrooms. The goal of this project was to improve the reading skills of below grade level students through musical activities.

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8

Whalley, Karen M. "The Role of prosodic skills in reading comprehension." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/107458/1/Karen_Whalley_Thesis.pdf.

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The thesis investigated prosody, often described as the rhythm and melody of spoken language, and largely absent in text, and established its importance in reading comprehension in children and adults. A series of studies showed that prosodic skills played a unique, hitherto largely unrecognised, role in reading comprehension in grade 3 and 4 children, beyond prosody’s indirect role in supporting word identification and listening comprehension. Using electroencephalography (EEG) the real-time processing of spoken complex sentences with and without prosody were investigated in adults. Prosodic speech was processed differently (right hemisphere-based), suggesting an interaction with syntactic processes to support superior comprehension.

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9

Lu, Daisy Tan. "The effects of teaching music skills on the development of reading skills among first graders : an experimental study /." Thesis, Connect to this title online; UW restricted, 1986. http://hdl.handle.net/1773/7929.

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10

Infante, Marta D. "Social background and reading disabilities : variability in decoding, reading comprehension, and listening comprehensive skills /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012981.

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11

Saqui, Sonja. "The effects of a reading fluency and multisyllabic decoding strategy on reading skills." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/62600.

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As students enter the upper-elementary grades, the instructional focus shifts from learning to read to reading to learn (Chall, 1983). Much of the meaning in upper-elementary science texts is carried by previously unseen multisyllabic words. Students are expected to demonstrate proficient reading and decoding skills so they are able to access the curriculum and extract meaning from print. However, this is problematic for a cohort of students who demonstrate proficiency with the alphabetic principle, but lack flexible strategies and processes to employ when encountering a multisyllabic word. A delayed multiple baseline design was employed to determine if a multicomponent intervention combining three flexibly applied ‘think aloud’ multisyllabic word-decoding strategies with evidence-based fluency strategies was effective in improving the expository text reading skills of upper-elementary struggling readers. Gains in generalized reading fluency were observed on both expository and standardized reading passages. Minimal gains of multisyllabic word reading accuracy were observed on researcher-created word-lists and on within-passage measures. Gains in broad reading skills were not consistently observed. Students viewed the intervention favourably and perceived gains in their reading skills. Implications and future directions for research are discussed.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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12

Partridge, Susan Eunice. "Unravelling reading : evaluating the effectiveness of strategies used to support adults' reading skills." Thesis, Open University, 2011. http://oro.open.ac.uk/49114/.

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This thesis reports on research into ways of evaluating the effectiveness of strategies to improve adults' reading skills. It explores what counts as an improvement in reading skills for adults; examines practical and ethical issues in measuring improvements in reading skills; considers Kruidenier's (2002) categorisation of reading into components (alphabetic, vocabulary, fluency and comprehension); evaluates how far individual differences impact on an adult reader's capability to improve; identifies features of good support for adults' reading skills; and recommends changes in policy and practice. The research paradigm is eclectic, exploring approaches for an interventionalist practitioner-researcher. In the tradition of action research, the study seeks to bring about positive change on an individual level for each learner, improvements in practice at a pedagogical level for teachers and, at a policy level, recommendations for more effective teaching and learning. The research is framed as a multiple case study based on Yin (2009). In an initial study, tools for assessment and support were piloted and evaluated. The main study extended the methodology, using 5 fellow practitioners as collaborator researchers. A total of 10 adult learners completed a one-to-one support programme with materials and approaches tailored to each learner's interests and needs. Techniques included work to extend vocabulary, word recognition skills, fluency and comprehension, based on a series of original guidance sheets, linking findings from research to practice. Analysis of results included quantitative measures of changes in accuracy, reading speed and comprehension. Qualitative analysis stemmed from detailed profiles of learners' progress, detailed observational records and evaluation of emerging trends, 'leading to a discussion of key themes for future policy and practice. The key findings include: an increase in individuals' reading skills following even a short period of individualised support; the identification of effective strategies like vocabulary development and paired reading; the importance of taking into consideration the characteristics of learners, their social setting and sources of motivation; the positive impact of one-to-one support; and considerable light cast on assessment practice. The thesis ends with recommendations for: further work on the assessment and support of comprehension skills; using detailed learner profiling as an assessment technique; supporting a claim for the effectiveness of one-to-one support in adult literacy; and guidance for practitioners on implementing a wider range of strategies to support adults' reading.

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13

Ari, Omer. "Effects of Wide Reading Vs. Repeated Readings on Struggling College Readers' Comprehension Monitoring Skills." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/61.

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Fluency instruction has had limited effects on reading comprehension relative to reading rate and prosodic reading (Dowhower, 1987; Herman, 1985; National Institute of Child Health and Human Development, 2000a). More specific components (i.e., error detection) of comprehension may yield larger effects through exposure to a wider range of materials than repeated readings (Kuhn, 2005b). Thirty-three students reading below college level were randomly assigned to a Repeated Readings (RR), a Wide Reading (WR), or a Vocabulary Study (VS) condition and received training in 9 sessions of 30 minutes in a Southeast community college. RR students read an instructional-level text consecutively four times before answering comprehension questions about it; WR students read four instructional-level texts each once and answered questions while the VS group studied and took a quiz on academic vocabulary. An additional 13 students reading at college level provided comparison data. At pretest, all participants completed the Nelson Denny Reading Test, Test of Word Reading Efficiency, Error Detection task (Albrecht & O'Brien, 1993), working memory test, Metacognitive Awareness of Reading Strategies Inventory (MARSI; Mokhtari & Reichard, 2002), a maze test, Author Recognition Test (ART), and reading survey. All pretest measures except for the ART and reading surveys were re-administered at posttest to training groups. Paired-samples t-test analyses revealed (a) significant gains for the WR condition in vocabulary (p = .043), silent reading rate (p < .05), maze (p < .05) and working memory (p < .05) (b) significant gains for the RR students in silent reading rate (p = .05) and maze (p = .006) and (c) significant increases on vocabulary (p < .05), maze (p = .005), and MARSI (p < .005) for the VS group at posttest. Unreliable patterns of error detection were observed for all groups at pretest and post-test. Results suggest that effects of fluency instruction be sought at the local level processes of reading using the maze test, which reliably detected reading improvements from fluency instruction (RR, WR) and vocabulary study (VS) in only 9 sessions. With significant gains on more reading measures, the WR condition appears superior to the RR condition as a fluency program for struggling college readers. Combining the WR condition with vocabulary study may augment students’ gains.

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Man, Chui-fan. "English reading and phonological skills of primary school children under different teaching approaches." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37424269.

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15

Xiao, Xiaoyun, and 肖晓云. "Development of syntactic skills in Chinese children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B43754089.

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Xiao, Xiaoyun. "Development of syntactic skills in Chinese children." Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B43754089.

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17

Matakane, Euphimia Nobuzwe. "An exploration of strategies to enhance grade 8 learners' reading comprehension skills." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004330.

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This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in the Eastern Cape, South Africa. The learners in this study, who were studying English as an additional language, experienced difficulties in comprehending English text. A series of six lessons were designed to teach comprehension strategies to improve the learners' performance in reading comprehension. The purpose of the intervention was to equip the learners with skills that would enable them to improve their reading comprehension and evaluate their effectiveness as readers. The intervention was also intended to assess my teaching, which was challenged by the need to deal with learners' poor levels of reading comprehension. The data was collected using the following research techniques: interviews, questionnaires, non-participant observation, learners' and researcher's journals, document analysis The data analysis revealed that a lack of resources to learn English; limited English language due to lack of exposure; and learners' lack of foundational knowledge from their primary schools were barriers to the successful teaching of comprehension strategies. Despite such barriers, however, this research provides evidence that teaching comprehension strategies can be effective if it is taught systematically, and applied continuously. Personally, I learnt that I had to modify my methods of teaching due to the response of learners to the lessons taught.

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18

Bravo, de Romero Milena. "The reading strategies of Venezuelan university students when reading in Spanish (L1) and in English (L2)." Thesis, University of Essex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310089.

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Chiu, Man-ming Joseph. "The design of an ESL academic reading skills programme." Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B3862638X.

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20

Fidler, Rob. "The reading comprehension skills of adult students with dyslexia." Thesis, University of Surrey, 2009. http://epubs.surrey.ac.uk/933/.

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21

Lee, Mei-yi, and 李美儀. "Enhancing critical thinking skills through ICT in English reading." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29953790.

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Chiu, Man-ming Joseph, and 趙敏明. "The design of an ESL academic reading skills programme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B3862638X.

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23

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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Tomes, Hilary. "Developing literacy skills : a study of bilingual children's reading." Thesis, University of Reading, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262261.

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SANTOS, JUSINETE DOS. "READING SKILLS ASSESSMENT BASED ON ANALYSES OF LITERACY EXAMS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23460@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
Neste trabalho, o foco é principalmente a interação entre leitor, texto, e resolução de questões de múltipla escolha, e como algumas características do texto podem ser utilizadas para se avaliar a dificuldade ou facilidade de compreensão leitora. Assim, a proposta da pesquisa é sugerir elementos para o estabelecimento de análise norteada por uma abordagem interacional, dentro da psicolinguística, acerca da compreensão leitora, a qual congrega resultados de análises computacionais e manuais da performance de alunos nas provas de nivelamento de português da PUC-Rio. Foram avaliadas cinco provas de múltipla escolha aplicadas semestralmente no período de 2009.2 a 2011.2. Os resultados apontam para um leitor que ingressa na universidade com competências leitoras ainda aquém do nível proficiente.
In this work, the focus is primarily the interaction between readers, texts, and multiple-choice questions, and how some of the text features can be used to assess the difficulty or ease of reading comprehension skill. Thus, the proposal of this research is to suggest elements for the establishment of an analysis driven by an approach on a interactionism basis, in the Psycholinguistics field, concerned with the comprehension text skills, which bring together computational and manual analysis of the students` performances in Portuguese proficiency tests in PUC-Rio. Five multiple-choice exams applied within 2009.2 and 2011.2 were analyzed. The data show that reader get into the university with low reading skills, which sort them into the less skilled readers category.

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John, Gilbert. "Exploring ESL students' perceptions of their digital reading skills." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/14080/.

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This study investigates English language learners’ interaction with paper text and web text reading. Four main research questions shape the study: 1) What evidence exists to suggest that ESL learners use different strategies when reading printed text as opposed to reading web text? 2) What metacognitive strategies do ESL students use and report when reading and learning from printed and web-based texts? 3) What issues do ESL learners identify in relation to their use of the Internet? and 4) What are the implications for ESL pedagogy? While research has increasingly been focused on second language reading, it has primarily been centered on how the learner interacts and decodes printed text. However, little research has been conducted on how the English language learner processes web text, navigates the Internet, or evaluates and comprehends what he/she is reading through the use of digital literacy skills and metacognitive strategies. The intention of this study was to gain insight into the online reading strategies of English language learners in order to explore if there was a need for the Teaching of English to Students of Other Languages (TESOL) profession to teach digital literacy in the language classroom. A subjectivist approach was used to examine the metacognitive online reading strategies of intermediate and upper intermediate ESL students. The present writer acted in the role of both workshop facilitator and researcher during the eight-week study between September and November 2011. Data were drawn from the researcher’s observation notes, interviews with the student participants, group discussions, and student participants’ journals. As a result, data generation included both public views (expressed orally through interviews) and private and reflective views (expressed through journal writing). Thus, the data contained both real time and ex post facto viewpoints. The central voices heard were the researcher and the student participants. The research methodology for the study was interpretive and qualitative. Data triangulation was achieved through a series of interviews and text analysis. The findings of this thesis suggest that while students may appear digitally literate enough to randomly surf the Net, they lack sufficient skills to effectively research and evaluate information online. In addition, the study shows that language learners engage in characteristically different reading practices and strategies when reading print and web text. The research also indicates that there is a need for digital literacy skills to be taught in conjunction with the teaching of the target language in the TESOL settings studied. Recommended pedagogical practices include suggestions to teach digital literacies in conjunction with print-based literacy practices; to provide both TESOL teachers-in-training and seasoned TESOL educators the means to develop digital literacy skills through formal instruction or through professional development workshops; to emphasize the need for lifelong learning of digital skills to keep current with the constant changes and development of digital technology; to reshape TESOL curricula to accommodate digital literacy and language teaching practices to meet the needs of the language classroom in the 21st century; to create literacy lesson sequences that will help the language learner develop, strengthen, and apply critical reading strategies; and to promote the wider adoption of more interactive teaching.

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Hollman, John W. "Reading skills in an African language : processing Bari orthography." Thesis, University of Reading, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316361.

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Schatschneider, Christopher. "The relationship between phonological processing and early reading skills." Case Western Reserve University School of Graduate Studies / OhioLINK, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=case1058797643.

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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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Clower, Shannon Montoya. "Using literature circles to improve literacy skills of English language learners." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/SClower2006.pdf.

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Guy, Laurie Ann. "Strategies to increase the critical reading skills of secondary students." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1684.

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This paper will examine what research has revealed about reading and learning in the areas of word recognition, scaffolding to develop understanding, metacognition and application of new knowledge in real world situations. The study then will go on to link what is known about learning to strategies that have already been developed by secondary teachers to increase critical reading skills.

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Rosen, Lindy. "Reading words and reading minds : an investigation of the skills of children diagnosed with hyperlexia." Thesis, City, University of London, 2001. http://openaccess.city.ac.uk/16241/.

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This study presents an investigation of the underlying linguistic profiles often Hyperlexic children and explores the nature of the problems which give rise to their diagnosis. The subjects' unexpected exceptional decoding strength together with their similarly unusual reading comprehension failure form the focus of this study. Reasons accounting for both these phenomena are explored. Diagnosis of these subjects is considered in relation to previous definitions of Hyperlexia and claims about its symptoms, nature and association with other deficits. An overview of the controversy and conceptual confusion regarding explanations of Hyperlexia is emphasized. The sources of the Hyperlexic symptoms observed in the subjects are explored and discussed in relation to current psycho-linguistic models of reading and its development. This inquiry leads to two sets of investigations, the first focusing on the subjects' decoding skills and the second on their comprehension and inferencing abilities. The investigation explores a number of questions regarding the subjects' reading skills. These include determining whether the Hyperlexic subjects prefer one route to reading over another (use lexical or sublexical strategies), whether the deficit is modality specific, whether their unusual reading pattern is consistent over time, whether the subjects can access the semantic system and understand words they read as well as the manner in which they approach the learning of novel words (whether semantic cues help or hinder the learning of new words). Findings from the first set of questions leads to a further investigation of the subjects' comprehension failure. Word, sentence and paragraph level semantic and syntactic skills are explored and ruled out as primary sources of the comprehension breakdown. Instead, pr~gmatic language weaknesses are confirmed and a relationship is established between these symptoms and the comprehension failure. The notions of Relevance, Theory of Mind and Central Coherence are discussed and their application to Hyperlexia considered. The concluding discussion addresses a number of theoretical questions regarding the nature of Hyperlexia. Implications for intervention and possible future directions for research are proposed.

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Ghaed, Zahra. "Code Reading Dojo: Designing an Educationally-oriented Mobile Application Aimed at Promoting Code Reading Skills." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/86189.

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In recent years, much attention has been directed to the use of educational games for learning computer science concepts. The motivation of game-based learning with positive experience has been deeply studied in the literature, but game design for improving code reading skills have much room for improvement. Being good at the reading code is important to a professional developer. To address this issue, we defined a new educationally-oriented mobile game application, aimed at promoting the development of code reading skills in a new and fun way. The strategy of this game is to find errors in pieces of codes. At each level, students should find all syntactic and semantic errors in the code in a certain time in order to advance to the next level. Of the numerous programming languages, we chose Java because it is one of the most popular programming languages. In many colleges, Java plays a major role in introductory courses. Our vision is to allow instructors to employ the game in their introduction to programming in Java course. In addition, we hope it could be adapted for use in introductory courses using different programming languages. Data collected during the project helps us evaluate the impact of game-based learning on code reading in programming languages. We asked undergraduate students at the department of computer science at Virginia Tech to play with the game during Spring 2017 semester. The collected data analyzed, and students believe that Code Reading Dojo improves their code reading skills in Java and overall programming ability, in additions to help them find errors in their own program.
Master of Science

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Linder, Cheryl A. "Informing policymakers of the value of summer school in the recoupment of reading skills /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136432.

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Thesis (D. Ed.)--University of Oregon, 2004.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 98-109). Also available for download via the World Wide Web; free to University of Oregon users.

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Gilroy, Shawn. "Relationships between reading habits and the development of study skills /." Full text available online, 2008. http://www.lib.rowan.edu/find/theses.

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Byrne, Angela. "The development of reading skills in children with Down syndrome." Thesis, University of Portsmouth, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364338.

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This longitudinal study charts the development and achievement in reading, language and memory skills of a representative group of children with Down syndrome in mainstream education. Twenty-four children with Down syndrome were followed over a 2 year period and compared to (i) children matched for reading age (N=31) and, (ii) average readers (N=42), from the same school classes as the children with Down syndrome. A battery of standardised assessments was administered annually to obtain measures of reading, language, memory, number skills, and general intelligence. On all three occasions the children with Down syndrome showed an uneven profile of development with advanced reading ability compared to their other cognitive skills. Two years after the initial assessment there was still no significant difference between the reading scores of the children with Down syndrome and the reading age control group indicating similar rates of progress in the two groups despite the children with Down syndrome being significantly delayed on all of the other measures. Although it was predicted that learning to read may enhance the language and memory skills of children with Down syndrome, partial correlations revealed no significant associations between reading and language ability once age and intelligence had been controlled for. This suggests that reading and language are independent cognitive skills in this age group of children. The relationship between reading and auditory STM was less clear as significant partial correlations were only found at some times. Furthermore, exploratory multiple regression analyses also suggested that there was no clear predictive relationship of language and memory development from early reading ability. Finally, reading strategies were examined longitudinally in an experimental task in which words and nonwords were presented via a computer. The Down syndrome and reading matched groups were similar in their ability to read words but the children with Down syndrome were significantly less accurate when reading nonwords. The results suggested that the majority of the children with Down syndrome were continuing to make progress using a logographic reading strategy. However, there was also some evidence that some children with Down syndrome (those who had the highest reading ages) had developed alphabetic skills.

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Maine, Jane M. "Phonological awareness and reading skills in normal and dyslexic readers." Thesis, Cardiff University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422427.

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Kraut, Rachel Elizabeth. "The Development of Second Language Reading and Morphological Processing Skills." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/596121.

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Decades of research have shed light on the nature of reading in our first language. There is substantial research about how we recognize words, the ways in which we process sentences, and the linguistic and non-linguistic factors which may affect those processes (e.g. Besner & Humphreys, 2009). This has led to more effective pedagogical techniques and methodologies in the teaching of L1 reading (Kamil et al., 2011). With the ever-increasing number of L2 English speakers in U.S. schools and universities, research in more recent has begun to investigate reading in L2. However, this field of inquiry is not nearly as robust as that of L1 reading. Much remains to be explored in terms of how L2 readers process words, sentences, and comprehend what they read (Grabe, 2012). The studies in this dissertation add to the growing body of literature detailing the processes of L2 reading and improvement in L2 reading skills. The first two studies will focus on a topic that has sparked lively discussion in the field over the last 10 years or so: the online processing of L2 morphologically complex words in visual word recognition. Article 3 discusses the effects of a pedagogical intervention and the ways in which it may influence the development of second language reading. Broadly, the studies in this dissertation will address the following research questions: (1) how do L2 readers process morphologically complex words? (2) Is there a connection between their knowledge of written morphology and their ability to use it during word recognition? (3) What is the role of L2 proficiency in these processes? (4) How does extensive reading influence the development of L2 reading skills? Many studies of L2 word processing have been conducted using offline methods. Accordingly, the studies in this dissertation seek to supplement what we know about L2 morphological processing and reading skills with the use of psycholinguistic tasks, namely, traditional masked priming, masked intervenor priming, and timed reading. Secondly, this collection of studies is among the few to explore the relationship between online processing and offline morphological awareness, thereby bridging the two fields of study. Thirdly, unlike most studies of online processing, the data from this dissertation will be discussed in terms of its implications for the teaching of L2 morphologically complex words and L2 reading skills. Thus, this dissertation may be of interest to those working in L2 psycholinguistics of word recognition and sentence processing as well as ESL practitioners.

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JAFFE, LYNNE ELLEN. "READING SKILLS OF SEVERELY LANGUAGE-IMPAIRED CHILDREN (DISORDERED, ACADEMIC, INTERMEDIATE)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/188190.

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The research literature has substantiated that many children diagnosed as having oral language impairments demonstrate reading problems at school-age. Few studies, however, have investigated the achievement of language-impaired children on individual reading skills, or the relationship between type of language deficit and type of reading disability. The purpose of this study was to investigate the performance of children with receptive language impairments (Receptives), children with expressive language impairments (Expressives), and children with no identified language or learning problems (Controls) on the reading skills of word attack, word recognition, vocabulary and comprehension. The subjects, ages 10-0 to 12-11, were 29 children enrolled in self-contained classes for the severely language impaired (SLI), and 37 normal children. The SLI subjects were categorized as Receptives (n = 24) or Expressives (n = 5) based on their performance on the Test of Language Development-Intermediate (TOLD-I). Reading scores were obtained for four subtests of the Woodcock Reading Mastery Tests-Revised (WRMT-R) and for two subtests of the Iowa Tests of Basic Skills (ITBS). Results of univariate analyses demonstrated Controls performed significantly (p < .05) better on all of the reading subtests than did either of the language-impaired groups. No difference was found between the Receptives and the Expressives on any subtest, possibly due to the small number of Expressive subjects. Because no differences were found between the language-impaired groups, they were combined to form a single group. Results of correlational analyses demonstrated correlations above .45 among all reading subtests for the Controls, indicating they measure similar abilities. For the SLI group, the subtests of the WRMT-R were highly correlated with each other (r < .65), but shared moderate correlations (.27 to .49) with the ITBS subtests. For the SLI group, the two ITBS subtests shared a low (.24) correlation. The Control group demonstrated reading achievement within normal limits, whereas the SLI group scored at least 2.4 years below the Controls on all subtests. For each group, profiles of subtest performance were flat, indicating that neither group demonstrates particular reading strengths or weaknesses.

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Guissin, Shmuella. "Developing reading and creative writing skills among 'children at risk'." Thesis, University of Sussex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418498.

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This thesis discusses an action research of exploring and developing reading and creative writing skills of children at risk of failing at school and dropping out of the education system and whose problems are ascribed to family difficulties. The context for this is the Moadonit, an Israeli after school program that aims to act as a bridge between the child, the school and the family. The research stems from my work as counselor of Moadoniot leaders and their work with the children. It investigates how I can help Moadoniot leaders to develop a successful program of literary activities for the children. The thesis focuses both on the continuing series of workshoOps, whereby I interact with the leaders as a group and on their work with the children within their Moadonit. A series of mini case studies tells the story of ten of the leaders. As an action researcher I continuously developed my practice with the leaders in the workshop setting, while working with the children of their Moadoniot and bringing their data into the workshop. A Book of Activities of reading and creative writing for children at risk in the Moadoniot has resulted from this workshop. This book is distributed in the greater Tel Aviv district to be used by all leaders. A narrative approach is used to explore the collaborative work, which is in line with the content matter itself, namely creating personal narratives. I use the image of a funnel hourglass to describe the processes of the action research where the workshops, personal texts of each leader, observations, then the interviews, journals and the writing of the Book of Activities are fed into the frame. These then interact rather like a kaleidoscope, whereby the inner order is changing and emerges as a different pattern of understandings, themes, theories and practices. I have found that painting this assists me to see and understand the process and outcomes more clearly. The problematic nature of the children's lives means that they have experienced both emotional and academic problems, which tend to reinforce each other. Working with these children also presents the leaders with both intellectual and emotional challenges. The research develops and refines a model of practice, which acknowledges both the soft-emotional and hard-cognitive elements that support learning and growth. By integrating the two elements, it develops a way of acting with the children, through the leaders, meeting their needs by reflection in order to provide cognitive scaffolding and affective self-containment. At its best, a personal change through writing and reading activities has created the leaders' personal growth, leading to improved professional performance and initiating similar processes of change and growth of the Moadoniot children. The thesis ends by identifying areas for further research and assessing the implications of the research for policy.

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Molnar, Smith Caroline. "Improving Reading Skills For Dyslexic Students In The English Classroom." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29806.

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The aim of this paper was to investigate what principles and approaches can be utilized when helping dyslexic students to improve their reading skills in the English classroom. The structure of this study is narrative research synthesis which means that the paper is based on articles written by others. The results indicate that there are several approaches to make use of, such as the Orton-Gillingham approach, Phonics and Whole language. Many experts support the principle of multisensory structured learning regarding the teaching of dyslexic students. This means that students use all their senses at the same time: visual, auditory and kinaesthetic. In order to further help students improve reading skills, the teacher can create a safe and calm classroom environment to reduce stress.

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Boggs, Teresa. "Book Reading as a Means for Increasing Oral Language Skills." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1508.

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Han, Seoung-Hoon. "Improving reading skills in college-level English instruction in Korea." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1452.

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44

Snyder, Melissa A. "Dynamic indicators of basic early literacy skills : an effective tool to assess adult literacy students? /." Connect to online version, 2006. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2006/183.pdf.

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Bents, Fafani M. "Concurrent validity of the Group Reading Assessment and Diagnostic Evaluation and Dynamic Indicators of Basic Early LIteracy Skills." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007bentsf.pdf.

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Goff, Deborah, and debannegoff@yahoo co uk. "The relationship between children's reading comprehension, word reading, language skills and memory in a normal sample." La Trobe University. School of Psychological Science, 2004. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20060626.103641.

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The current study aimed to develop a model of reading comprehension for children in middle primary school. As part of this overall aim there was a particular focus on the contribution of different types of memory to reading comprehension. The variables selected for consideration were identified from the child and adult literature and were of three types: word reading, language, and memory. The sample comprised 180 primary school children in grades 3-5 recruited from two primary schools. Their ages ranged from 8 years 7 months to 11 years 11 months. The reading comprehension measure was in a multiple-choice format with the text available when answering the questions. The five word reading measures were phonological recoding, orthographic processing, text reading accuracy, text reading speed, and a measure of exposure to print and reading experience. It is recognised that, although exposure to print is closely associated with word reading skills, it is not a direct measure of word reading. The language measures were oral comprehension, receptive vocabulary and receptive grammatical skills. The memory measures included measures of verbal and visuospatial short-term memory, measures of verbal and visuospatial working memory, a measure of the ability to inhibit irrelevant information from working memory and a measure of longer term verbal learning and retrieval. Correlational and hierachical multiple regression analyses were used to extrapolate the relationships between and among these variables. The results revealed that, after controlling for age and general intellectual ability, the word reading and the language variables had a much stronger relationship with reading comprehension than the memory variables. The strongest independent predictors of reading comprehension were orthographic processing and oral comprehension. An additive combination of these two variables provided a more parsimonious model of reading comprehension than other models under consideration. It was concluded that for the age range in this study, language and word reading skills are the main predictors of reading comprehension and that the different types of memory do not make major contributions to reading comprehension.

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Brenneman, Michele Harrison. "Does a Continuous Measure of Handedness Predict Reading Related Processes and Reading Skills across the Lifespan?" Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/cps_diss/7.

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DOES A CONTINUOUS MEASURE OF HANDEDNESS PREDICT READING RELATED PROCESSES AND READING SKILLS ACROSS THE LIFESPAN? by Michele Harrison Brenneman The purpose of this research was to investigate the relationship between handedness, reading skills, and reading related cognitive processes. The research results with regard to handedness, specific reading skills, and reading related cognitive processes are ambiguous at best. The method in which handedness is measured contributes to these diverse research findings, therefore the present investigation addressed these methodological limitations. A large normative sample of up to 1383 participants that ranged in age from 4 to 80 completed the Woodcock Johnson Psycho-Educational Battery-Revised (Woodcock & Johnson, 1989a; Woodcock & Johnson, 1989b) or the Woodcock Johnson Psycho-Educational Battery-Third Edition (Woodcock, McGrew, & Mather, 2001) in combination with the Dean Woodcock Sensory Motor Battery (Dean & Woodcock, 2003) lateral preference scale, a continuous measure of handedness. Polynomial multiple regression analyses indicated curvilinear relationships between handedness and reading comprehension and basic reading skills, along with handedness and auditory working memory. Individuals towards the extremes of the handedness continuum performed lower on the reading related tasks. Therefore, just knowing a general classification of right, left or mixed handed will not provide significant knowledge regarding lateralization or potential cognitive and academic costs and benefits. One overarching implication of these findings is that laterality is an important predictor variable of reading skills and related reading processes, hence knowledge of an individual’s hand preference on a continuum may well be useful for evaluative purposes.

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Bicknell, Maria Gutierrez. "Effects of a school-wide reading literacy plan on reading skills| A retrospective, quasi-experimental study." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3707413.

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Students’ low academic performance in high-poverty schools has been a prevalent problem in the United States. Educational leaders have curricular options for underperforming students to make academic gains, particularly in Title I schools. Student performance accountability is part of the Elementary and Secondary Education Act (ESEA) of 1965, which was reauthorized as No Child Left Behind Act of 2001 (NCLB). NCLB mandates stipulate students attain academic proficiency. The purpose of the current quantitative, retrospective, quasi-experimental, static group comparison study was to determine if an increase occurred in reading achievement of 10^th grade students with implementation of a school-wide, interdisciplinary reading literacy plan intended to increase student performance on the state’s high-stakes examination. This study used multi-year, successive 10^th grade cohorts from an urban, public Title I high school in Arizona. Academic achievement data were archived and retrospective from Arizona’s high-stakes, criterion-based examination scores. A two-sample, one-tailed t-test was conducted to find differences in mean value, standard deviation, and variance between two cohorts. Statistical analyses revealed a significant statistical difference on the reading portion of the state’s high-stakes examination scores between cohorts, revealing the control group outperformed the treatment group, thus challenging existing results from successful school-wide literacy plans in public Title I schools. Results indicated implementation of a school-wide, interdisciplinary reading literacy plan does not increase achievement for students on the reading portion of the state’s high-stakes examination at a Title I urban high school in Arizona.

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Dixon, Ruth A. "Metacognitive skills and the adult developmental reader : issues in identification and instruction." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720303.

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The purposes of this study were (a) to determine the levels of metacognition in developmental readers before and after ten weeks of instruction in metacognitive reading skills, (b) to examine differences in mastery of metacognitive skills determined by years away from secondary education, and (c) to investigate the effect of instruction in metacognitive skills on the improvement of reading comprehension in less-skilled readers.Participants in this study were 48 adult students (ages 19-56) enrolled in developmental reading courses at Indiana Vocational Technical College on the Muncie campus and at the Anderson site. Students responded to a 20-item, multiple-choice questionnaire, the Adult Index of Reading Awareness (AIRA), specifically formulated by the author to measure levels of metacognition in adult readers.In addition, the usual pre and post comprehension tests (Reading Comprehension, Forms A and B, of the College Board, ETS, Princeton, NJ, 1979) were administered both before and after instruction. Students also indicated the number of years they had been away from secondary education.Data were analyzed using the t test, the paired t test, and repeated-measures with one between-subjects factor to determine whether statistically significant relationships existed in regard to each of the research questions.Findings indicated that:Metacognitive reading awareness as measured by the AIRA significantly increased (.000 level) after ten weeks of instruction.Years away from secondary education did not significantly affect changes in the students' metacognitive awareness as measured by this instrument.There were no significant differences in comprehension growth scores between those who measured high in metacognition and those who scored low.Instruction in metacognitive reading skills significantly (.000 level) improved comprehension asmeasured by College Board Reading Comprehension tests.There were no significant differences in comprehension growth scores between students who graduated from high school within the last four years and those who had been away for five years or more.The following conclusions were drawn from this study: (a) Less-skilled adult readers can be taught the metacognitive reading skills which are acquired intuitively by effective readers. (b) Age is not a factor in increasing levels of metacognition in adults. (c) Instruction in metacognitive reading skills significantly improved comprehension scores of adult readers; therefore, instructors should include this skill instruction in developmental reading courses.
Center for Lifelong Education

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Merrills, J. D. "The word recognition skills of profoundly, prelingually deaf children." Thesis, University of Nottingham, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233691.

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