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TITLE Bending Achievement: Characteristics Associated withSuccess and Failure: Abstracts cf DoctoralDissertations Published in *Dissertation AbstractsInternational, October through December 1977 (Vol.38 Nos. 4 through 6).

INSTITUTION ERIC Clearinghodse on Beading and CcesinicationSkills, 'Urbana, Ill.

PUB DATE 78NOTE 14p.

IDES PRICE RF-SO.b3 RC-61.67 Plus Postage.DESCRIPTORS Adults; Annotated Eibliographies; Auditory

Perception; Disadvantaged loath; *Doctoral Theses;Elementary Secondary Education; *Failure Factors;Family Environment; Foreign Countries; NigherEducation; Intelligence; Learning Disabilities; LowAchievers; Migrant South; Motivation; Oral Beading;*Reaing Achievement; leading Difficulty; BeadingBeadiness; *Beading Research; *Beading Skills; SelfConcept; -Sew Differences; *Success Factors

ABSTRACT.This collection of abstracts is part cf a continuing

series providing inforlation on recent doctoral, dissertations. she 22titles deal with a variety of topics, including the following:relationships between decoding skills and reading comprehension incollege students, speed of retrieval of verbal information andpatterns of oral reading errors, word recognition skills and literalcomprehension in beginning readers, and hemispheric synchronizationand reading disability; relationships between reading and predictionskills, motivation patterns, aural rhytha pattern perception, visualand auditory perception and modality patterns, diet, auditorydiscrimination and segmentation, and preschool behavior and hoseenvironment variables; differences between good and poor readers withregard to thinking patterns, oral reading errors, and accuracy ofself reinforcement behavior; differences between boys' and girls'reading abilities in an Israeli kibbutz; reading abilities of migrantchildren in Florida; self-concept patterns cf adequately andinadegaitely reading adults; intelligence and reading achievement ofdisadvantaged black tenth grade students; and auditory fusion andresponse latency in learning disabled, reading disabled, and normalchildren. (GM)

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Reading Achievement: Characteristics Associated with Success and Failure:

Abstracts of DoctJral Dissertations Published in DissertationAbstracts International, October through December 1977_(Vol. 38Nos. 4 through 6)

S

Compiled by the Staff of

ERIC/RCS

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University Microfilms

International

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER tENIC) ANDUSERS OF THE ERIC SYSTEM

The dissertation titles contained here are publishedwith permission of the University Microfilms International,publishers of Dissertation Abstracts International(copyright c01977 by University Microfilms International),and may not be reproduced without their prior permission.

This bibliography has been compiied as part of a continuing series designedto make information on relevant dissertations available to users of the ERICsystem. Monthly issues of Dissertation Abstracts International are reviewedin order to compile abstracts of dissertations on related topics, which thusbecoms accessible in searches of the ERIC data base. Ordering information forthe dissertations themselves is included at the end of the bibliography.

Abstracts of the following dissertations are included in this collection:

Baker, Meryl Sue

DECODING SKILLS OF COLLEGE STUDENTSIN RELATION TO READING COMPREHENSION

Blumenthal, Susan Hahn

A STUDY OF THE RELATIONSHIPBETWEEN SPEED OF RETRIEVAL OFVERBAL INFORMATION AND PATTERNSOF ORAL READING ERRORS

Bristow, Thomas Cole, Jr.

THE RELATIONSHIP AMONGIDENTIFICATION AND PREDICTIONSKILLS AND READING ABILITY

Brown, Toliver Jackson, Jr.

AN INVESTIGATION OF THE PREDICTIVEAND CAUSAL RELATIONSHIPS AMONGSELECTED PRESCHOOL BEHAVIOR ANDHOME ENVIRONMENT VARIABLES ANDSUBSEQUENT READING READINESSAND ACHIEVEKENT

Burns, Norse

RELATIONSHIPS BETWEEN MOTIVATIONALPATTERNS AND READING ACHIEVEMENTIN FIRST GRADE CHILDREN

Carr, Joyce Badgett

AN EXPLORATORY STUDY ON THERELATIONSHIP BETWEEN MARGINALAND SUCCESSFUL SECOND GRADEREADERS AND THEIR THINKINGPATTERNS

Dowits, Peter Arnold

ORAL READING ERRORS OF GOOD ANDPOOR ELEMENTARY READERS; AN EXAMINATIONOF-DIFFERENCES AND SUSPECTED CAUSES

Fisher, Robert

AN INVESTIGATION OF SELF-REINFORCEMENTBEHAVIOR AND LOCUS OF CONTROL OF ACHIEVINGREADERS AND TWO TYPES OF MILDLYUNDERACHIEVING-READERS

Gross, Alice ;hen

SEX DIFFERENCES IN AN ISRAELI KIBBUTZSYSTEM: READING DISABILITIES,MATURATION AND SEX- -ROLE STANDARDS

Johnson, Arthur Charles

READING ACHIEVEMENT OF FLORIDA MIGRANTCHILDREN WITH DIFFERING LEVELS OFSELF-CONCEPT

Kidder, Herrin Charles

AUDITORY FUSION AND RESPONSE LATENCYAMONG LEARNING DISABLED, READINGDISABLED, AND NORMAL CHILDREN

Klimes, Anna Homenchuk

SELF - CONCEPT PATTERNS OF INADEQUATE-AND ADEQUATE ADULT READERS

Langille, Connit. Martha

AN INVESTIGATION OF THE - RELATIONSHIP

OF AURAL RHYTHM PATTERN PERCEPTIONTO READING SKILLS OF SECOND GRADESTUDENTS

McCormick, Christine Mueller

THE RELATIONSHIPS BETWEEN SPEED ANDACCURACY OF NORD RECOGNITION AND LITERALCOMPREHENSION IN BEGINNING READERS

Manning, Emma Jean

INTELLIGENCE AND READING ACHIEVEMENT OFBLACK DISADVANTAGED TENTH GRADESTUDENTS

Otto, Jean Ann

READING: CUE UTILIZATION,ACHIEVEMENT, AND COMPREHENSION IN,AN ADOLESCENT POPULATION

Peck, Nancy Louise

THE RELATIONSHIP OF VISUAL ANDAUDITORY PERCEPTION AND MODALITYPATTERNS TO READING ACHIEVEMENTAND INTELLIGENCE

Russell, Barbara Brown

THE RELATIONSHIP OF AUDITORY-VOCAL PROCESSING ABILITIES,INTELLIGENCE AND READING IN LEARNINGDISABLED CHILDREN

Scanlon, Paulena A. Paschal

A COMPARISON OF THE DEVELOPMENTOF INTERNAL LOCUS OF CONTROLAND RELATED SCHOOL ADJUSTMENTBETWEEN LANGUAGE DISABLED AND AVERAGESTUDENTS IN SECOND, FOURTH, ANDSIXTH GRADES

Stinson, Elisabeth Ann

AN ANALYSIS OF THE DIETS ANDACADEMIC ACHIEVEMENT INMATHEMATICS AND READING OP THIRDGRADE PUPILS

Vitullo, Marianne Masarchuk

AN INVESTIGATION OF THE RELATIONSHIPBETWEEN AUDITORY DISCUMINATIoN,AUDITORY SEGMENTATION ANDFIRST GRADE READING ACHIEVEMENT

Wells, William

HEMISPHERIC SYNCHRONIZATION AS ITRELATES TO READING DISABILITY

DECODING SKILLS OF COLLEGE STUDENTS IN RELATIONTO READING COMPREHENSION

BAKER, Meryl Sue. Ph.D.The Florida State University. 1977

Maier Professor: Robert it. Gagne

Decoding skills ability of college stunents in relation toreading comprehension was explored. Measures were obtainedof the students' non-verbal intelligence, reading cc .mrehen-sion ability, and decoding ability. Decoding ability was mea-sured by (1) the Decoding Skills Inventory (DSO, a 30-itemmultiple choice test; (2) vocalization latencies recorded in adecoding task requiring subjects to pronounce previously en-countered and previously unencountered pseudowords: and(3) a process decoding score which represented the differencebetween average vocalization-latencies to (a) unfamiliar wordshaving rega!ar spelling, not previously encountered, and (b)un-familiar words having regul.u- spelling, previously encountered

je in the final reading comprehension paragraph. This last mea-ly sore was intended to provide an indication of how much decoding

a subject did while reading. Multiple regression analysis of thedata collected did not indicate a significant relationship betweenreading comprehension and decoding skills ability as measuredby any method employed. De-Mee; ekille at- a. u.eaauiedby the DS' was identified as a predictor of in-process decod-ing. In atlitom. a significant relationship between scores onthe OSI sad 'lecading task scores was obtained. No significantrelationship was found between reading comprehension andn on-verbal intelkzence. A significant positive correlation wasfound between non-verbal intellr.;ence and decoding skills abilityas measured by the DSI. Results were discussed in to:. u.

implications for the design of reading instruction.Order No. 77-24,738. 85 pages.

A STUDY OF THE RELATIONSHIP BETWEEN SPEED OFRETRIEVAL OF VERBAL INFORMATION AND PATTER/8OF ORAL READING ERRORS

BLUMENTHAL, Susan Hahn, Ed.D.Columbia University Teachers College, 1977

Sponsor: Professor Jeanette E. Fleischner

Do children with learning problems who vary in speed ofverbal retrieval tend to use identifiable and tittering readingstrategies? The major objective of this study was the esp/ora-don of the relationship between speed of retrieval of verbaliskamation and patterns of oral reading responses in a popu-lates of children with learning problems.

Sultjects were 91 boys and girls in grades 2 through 5, en-rolled in three suburban elementary schools. All children weree nrolled in regular class and, in addition, were assigned to theresource room program. No child had below average intelli-gence, and none had emotional problems or uncorrected sen-sory defects. Each child was individually tested at two sepa-rate sessions. Session 1--A Naming Task, consisting of eightseparate charts. required the child to name rapidly colors,numbers, upper and lower case letters, and common objects.Tbss and errors were recorded. Sessen. 2 --Reading into atape recorder -- required each child to read a selection fromReadirig Miscue Inventory: Stories for Taping. which was ap-proximately a half grade higher than estinuted reading level.&Hoeft', that is, any differences between the observed re-sponse and the expected response. were analyzed using cate-gories from the Reading Miscue bientia.

Fidisgs of the study show that there was no significant re-'etiolate*, between speed of naming and t!ddren's ern' readingstrategies. In adchtioe, it was shown that speed of retrievalOR the various separate naming tasks was not related to par-tacular oral reading strategies. The findings of the study lendsupport b the supposition that children with learning problemstend to use a variety of strategies in approaching difficult read-ing material. That the children were able to use all availablebguistic cues has implications for reevaluation of specialprograms destped for children with learning problems. SinceIt las been demonstrated that these children can and do useg raphoplionic, syntactic, and semantic cues, it may be advis-able to focus remedial efforts on the development of programsUM support proficiency in all cue systems.

Oder No. 77-22,236, 135 peps.

TEED RELATIONSHIP AMONG IDENTIFICATION AND PRE-DICTION SKILLS-AND READING ABILITY

BRISTOW, Thomas Cole, Jr., Ph.D.University of South Carolina, 1977

The purpose of this investigation was to examine whetherindividuals who are good predictors or guessers are also goodreaders. A number of researchers in the reading field havesuggested that good readers read fewer words on a page andpredict the meaning of the passage better based on the wordsred than do poor readers.

Several tests which measure the abilities to ideldify andpredict or guess the meaning of words or events were admin-istered and scores conelatitUrith several standardized mea-sures of reading ability. The reading tests measures iadudedgeneral reading comprehension, short-term retention and read-ing flexibility.

The subjects selected for the study included a stratifiedrandom sample of 100 students from the freshman class at theUniversity of South Carolina in the fall of 1975. They were se-lected to provide equal numbers of poor, average and goodreaders according to scores an the SAT reading test.

The subjects were administered a battery of five tests dr-aped to measure identification and predictioh skulls in wombs-Lvy memory, structural abstraction, verbal and nonverbal con-textual abstraction and general predictive ability. They alsotook part one of the McGraw-Hill Basic Skills System to mea-sure reading retention and flexibility. The five identificationand prediction tests were used as independent variables andthe three i..easures of reading skills were used as dependentvariables. A number of analyses were done using the midtipleregression and discriminant analysis procedures to examinethe relationship of identification and prediction skills individu-ally and in combinaUon to the three reading measures.

The investigation also examined the relationship of vocabu-lary memory, structural abstraction and contextual abet adiosto predictive ability. It was hypothesized that all three skillswere related to predictive ability and that vocabulary was alower le" sl skill than either type of abstraction ability and aprerequisite to_thein. The analysis of the data led to the fol-lowing conclusions: 1 Identification and prediction skills apositively and sigilificantly correlated with reading ability.2. Verbal skills in vocabulary, structural abstraction and cos-tasal abstraction are more important 'hag noroverhyl skillsin general reading comprehension. 3. The identification andprediction skills interact differently in reading for literal re-tention or r 'rig flexibility than in general comprehesslos.4. V_ memory, structural abstraction and contextualabstraction are all important in reading but more research isneeded to determine the order of their importance. 5. Vocabu-lary memory, structural abstraction and contextual abstractionare important skills used in predicting. 6. Vocabulary eafteiryis a lower level skill than structural or contextual abstraction.

Other conclusions reached through the analyses were: Theidentification and prediction skills are effecuve in discrimilutt-beg between poor, average and good readers: There is DUI*difference between sexes in reaction to identification and pre-diction skills; The identification and prediction skills are aseffective as the SAT score in predicting academic success.

Based on the results of this study it appears that identifica-tion and prediction skills are important in read.ng and othercognitive activities. 1 he discussion suggests that a samplewith a wide range of reading abilities be used in future studiesand several other directions for further research are indicated.

Order No. 77.22,402, 180 pages.

AN INVESTIGATION OF THE PREDICTIVE AND CAUSALRELATIONSH1PS AMONG SELECTED PRESCROOL BE-HAVIOR AND HOME ENVIRONMENT VARIABLES ANDSUBSEQUENT READING READINESS AND ACHIEVEMENT

BROWN, Toliver Jackson, Jr., Ph.D.The Florida State University, 1977

Major Professor: Howard W. Stoker

Progress in a primary grade reading progran. was deter-mined for 106 first-born, second -grade students at the end ofthe sruifil year. Previous data available for this sample in-chukd Thomas-Chess Birch temperament ratings, family la-tsetse's and socioeconomic status at age four, as well as Metro-politan' Readiness Test scores at age six. The Predictive sad

cowl relationships among these variables were determined Ia .

the coated of a path analysis model, except that it was neces-

sary toeiliminate intactness from the model due to attrition of

subjects from nonintact homes. A second model, utilizing tem-perament factor scores was also evaluated and results (or thetwo models were compared. The causal orderings initially hy-

pothesized n :re accepted as the best representation of the data,but correlations among the residuals indicated common causalcontributors external to model, suggesting the need to expand

the model in subsequent research. Readiness test results andtemperament ratings demonstrated significant direct contribu-tions to reading progress, mediating the contribution of socio-economic status. When factor scores were substituted, directcontribution of temperament to reading progress was reduced

to a nonsignificant level, indicating that the specific varianceof the scales had substantially Ac,:ounted for this contritrition.Discussion included limitations to ceneratizability aad implica-

tions for practitioners, theoreticians and researchers.Order No. 77-26,974, 80 pages.

RELATIONSHIPS BETWEEN MOTIVATIONAL PATTERNSMID READING ACHIEVEMENT IN FIRST GRADECRILDREN

SUM, Norma, Ed.D.Raids University, 1977

The major purposes-orthIs-stuifir were: TI) to determine iffirst grate children classified as having high motivation forachieveneent performed differently than first grade childrenclassified as having low motivation for achievement on se-lected measures of reading achievement when intelligence washeld constant; (2) Co determine Me reLitive contribution of Ciemotivitienal variables as factors in predicting the readingachievement of first grade children: and (3) to determine iffirst grade children classified as having high or low motivationfor achievement performed differently on selected measuresof reading achievement given under varying incentive conditions.A stibsidiary purpose was to determine if as interaction be-twees motivation for achievement and sex affected performanceon any of the measures employed.

A first grade sample of 164 middle-class children wasinitially tested with Adkins and Band's standardized test ofmotivation to achieve, Animal Crackers. Eighty subjects wereselected from the total of 164 first grade children by drawing25 percent from the top and 25 percent from the bottom totalraw scores on Arizaal Crackers. with forty subjects this dear____noted as high and forty as low in motivation to achieve. ThePhitner-Cunningi..un Primary Test was administered.tu the

--eighty subjects to assess intelligence. Two equivalen.., alter-nate forms of the 3letropolitin R:acfssg Achievement Test, ,Primary I. were administered, with the first form given to allthe ibleets under standardized procedure or.ly, and the secondfora- given appr 1:treelv one -seek later miler four varyingmetes :::e . izs: A Cceerul perf irmed ewlr stan-dard.red procedure oily. Kno-aled4e of Correctness, Praise,and Material fteware. groups oerfrmed respectively wideroce of the three ...-arvirg laceritive

The major findings indicated: 1. The reading achievementtest scores for high motivation level first grade children weresimlificantly higher than the reading scores for low motivationlevel children with IQ held constant. 2. No significant differ-ence in reading achievement performance was found betweenhigh or low motivation level first grade boys and girls withIQ held constant. 3. The component scores for high motivatedfirst grade children were significantly higher than those forlOw motivated children on the five subscales of Animal Crack-ers. There were no significant differences for high motivatedsubjects within the five subscales. For low motivated subjects.Enjoyment and Self -Evaluation were significantly lower thanPurposiveness and Instrumental Activity. 4. Reading achieve-meet scores for first grade children were signific.mtly pre-dicted from a linear combination of Self-Evaluation, Enjoyment.and felt- Confidence (in that order). The addition of Instra-mantel Activity and Purposiveness did not add significantly toprediction. S. The reading scores for high motivated firstgrade children were significantly higher under Praise and Ma-terial Reward as compared to Control and Kt pwledge of Cor-rectness. While the reading scores for low motivated firstgrade children showed insprovenitnA under Praise and Material

Reward, they did not differ significantly among the four rewardsalisserles.

The findings appearetto support the following conclusiossr(1) The motivational variables are measurable and bear astrong relationship to reading achievement. (2) There is nosignificant interaction between motivation to achieve and sexon reading achievement at the first grade level. (3) High moti-vated first grade els ifiren demonstrate high, positive integra-tion of the motivational components, whereas low motivatedchildren show weaknesses and a lack of integration among themotivational components. (4) A differential predictive fawn=for the motivational variables may exist between first gradschildren according to aifferences in socio-economic or culturalclassification. (5) First grade children appear to respond tothe more concrete rather than abstract forms to reward.(6) Ilse relative strengths of the motivational variables canbe defined and developed through appropriate reinforcementprocedures at the first grade level, thereby increasing thepossibilities for early success in reading.

Order No. 77-26,896, 169 pages.

AN EXPLORATOPY STUDY ON WE RELATIONSHIP BE-TWEEN MARGINAL AND SUCCESSFUL SECOND GRADEREADERS AND THEIR THINKING PATTERNS

CAN, Joyce Badgett, PhD.The American University, 1977

The purpose of this exploratory study was to use Piaget'scogietive tasks to investigate the thinking patterns of marginal .and successful second grade readers. The seven Piaget tasksselected for assessment of the subjects were representative oiltwo areas of thought, logic and space. The experimental designfor the study consisted of an analysis of two watched groups ofsecond grade pupils selected from a city wide school population.The pupils were matched on five variables: sex, race, age,grade, and intelligence quotient with one standard deviance inreading score between each matched pair.

The respouses- given by the matched pairs were analyzedstatistically by the use of the t-test for related measures. Ofthe seven ['Liget tasks employed in the study, one, pictorialspace was found to reveal a significant difference = 4.369,41 = 13. p < .001) in thinking patterns between the two groupspith is rcad:rs significantly belo-r core -ssful readers.Anodier Pia4etian spatial task, projection of a :.tran.lit line,while not significant, clearly showed a trend Gut could becomesigniti: it, if used with a larger population. When the variablesof sex, race, age, grade, and intelligence ouutunit arc-controlled

and subjects are selected from the public school population,.there is, with one exceptions of conservation of form, no aged-leant difference in cognitive functioning between marginal and

successful readers.The results of this exploratory investigation suggest that

Piagetian spatial tasks seem more sensitive to the differencesbetween marginal and successful readers than Piagetian tasksof logic. Puget's spatial task of form recognition and repro-duction would be a viable addition to a diagnostic battery of as-sessments. It is recommended that a study that would examinethe applicability of Piagetian spatial tasks as as accurate indi-cator of reading readiness would be of benefit to the field of

special education. Order No. 77-27,431, 93 pages.

ORAL READING ERRORS OF GOOD AND POOR ELEMEN-TARY READERS; AN EXAMINATION OF DIFFERENCESAND SUSPECTED CAUSES

DEWITZ, Peter Arnold, Ph.D.Claremont Graduate School, 1977

Pr.:such into the nature of realm., disc rears has numerousareas of conflict. A paramount concern of many researchersis isolating the stages in the reading process where poor-read-ers have difficulty. Some theorists contend that the causes ofpoor reading lie at the word level. Disabled readers have dif-ficulty recognizing words and mapping sound patterns ontographic symbols. A contrasting view sees reading failure re-sulting from diff'-ulties with connected text. Disabled readersmay have problems anticipating or predicting words becauiethey misuse the contextual constraints of language. This studyis an attempt to resolve this disagreement and to pressed aclearer pidure of a disabled reader's sources of difficulty.

0111d and poor readers were identified from a middles td'11111h graders :sislootIo'standardized reading tests and Itsidiotic( the c teachers. From these two groups. Mosey-ihee pod and hresty-five poor readers were randomly selected.

Is the curried study a reader's performed, while reeditgparagraphs was compared to his performance on a word listtask. The subjects first read passages which they had weerseen before and their substitution errors were recorded. Foreach sehject an indiviSsal word lid was compiled from thewords which predated difficulty in the paragraph task. Thesubjects' responses to connected discourse were then com-pered te their deposers on the word list in order to tease outthe possible causes of misreading.

The readers' responses were analyzed in three ways.1) The degree cf graphic similarity between the observed

reaperse aod the expected response was determined using.Weber's (1970) Graphic Similarity Index. 2) The grammati-cal acceptability of the substitution errors was determinedusing the criteria in the Reading Miscue Inventory (Goodmanand Berke, 1970). 3) The responses were rated as either realWords or nonsense words and percentages were encereeed.An =dyad. cal variance with repeated measures was used totest the significance of the data for each dependent measure.

The study yielded the following results. Good and poorreaders substitute short words that fit grammatically and pre-serve the syntactic structure of the sentence. While the goodreaders do this consistently, 20 percent of the poor readers'errors on short words do not fit grammatically, bid ratherbotch graphically. The poor reader will ignore grammaticalanistraints to substitute a graphically similar word; the podreader will not.

On difficult long words all subjects tend to ignore gram-matical constraints. The response of the good readers teedto be highly graphically similar nonsense words, while therespires of poor readers are real words not as graphicallystaler. The nonsense word responses of good readers WS-ads that when they encounter difficulty they attempt to 'soundour words; the poor reader responds with a familiar gravid-tally similar real word. The poor reader continues to use aword recognition strategy that is characteristic of beghudagreaders who have not yet begun to use the sound/symbol cor-respondence rules. For all alibieds the less critical errors,those roads on short words, are influenced by coated, whilethe more critical errors are independent of context. Both goodand poor readers have difficulty recognizing some long wordsregardless of the contextual conditions, suggesting that thecede* of misreading lie at the word level.

Order No. 77-22,466, 157 paps.

AN INVESTIGATION OF SELF-REINFORCEMENT BEHAV-IOR AND LOCUS OF CONTROL OF ACHIEVING READERSAND TWO TYPES OF MILDLY UNDERACHIEVING READERS

."'SifER, Robed, EiI.D.Temple University, 1977

The major purpose of this study was to determine whethermeasures of accuracy of self- reinforcement behavior involvingreading and nonreading tasks and a measure of locus of controlrelating to academic pursuits systematically differentiated asacaleving reader posailaia. and two t yies of mildly wider-

. achiding reader populations. A second purpose was to ascer-Ida the interrelationships between accuracy of self-reinforce-ment behavior and locus of control.

Three general relationships were examined: How arereading skill differences relate! to total, positive and negativeerrors of self-reinforcement behavior e« a word recognition,comprehension and nonreading task? How are reading skilldifferences related to locus of control, internal orientation forsecede and internal orientation for failure? When readinggroups are combined, bow are positive and negative errors ofself-reieforcement behavior related to internal orientation forsuccess and failure?

The sample consisted of 45 eq;hth grade boys from a mis-eries school district. On the basis of the Daniels InformalWard Recognition inventory and the Temple University Infor-mal Reading Inventory the sample was divided into an achievingreader group (Group AL a comprehension deficit group (GroupC) and a word recognition deficit group (Group W). The groupswen equated for rim, age, socioeconomic status, grade plate-seed awl freedom from grade failure. Although all subjects

had Slosson Intelligence Test scores between 90 and Ili GroupA had a significantly higher mean IQ score than Group W. Ingroup situations subjects were administered the IntellectualAchievement Responsibility Questionnaire (IAR). The IARyielded measures of internal orientation for success (1 +) andWand orientation for failure (I-). Subjects were individually

administered word recognition, comprehension and nonreadingtasks. Following each trial of these tasks subjects reinforcedthemeelvel by taking 'ero, one or two chips. For each taskthe discrepancy between the number of chips taken and actualperformance was used to obtain three types of accuracy alself-reinforcement scores. The Positive Discrepancy Score(PDS) involved overpositive self-reinforcement and the Nega-tive Discrepancy Score (NDS) imolved overcritical self-rein-forcement. The Total Discrepancy Score (TDS) consisted etthe sum of PDS and LIDS.

The relationship between reading groups and accuracy ofself-reinforcement behavior was eamined by means of a &-way analysis or-covariance desigp with IQ serving as a no-variate. Additionally, thamagnitude Of possible positive dia-crepaucies or the magnitude of possible negative discrepseciesserved as the second covariate when PDS or 18)6 were est-*mimed. The relationship between reading grams and load ofcontrol was examined by use of analysis of covariance with IQas the covariate. The relationship between accuracy of self-reinforcement behavior and locus of control was isvestiptedby means of a partial correlation analysis. IQ and possiblepositive discrepancies or Q and possible negative disc:epo-des were statistically controlled.

Unexpectedly, oa the reading tasks as well as_lhe diaestal-lag task, PDS, Ws and TITS did not differentiate readinggroups. As expected, there were no significant I+ or I- dif-fermaces among groups. Also as expected, when the groupswere combined there was a significant correlation between I+and nonreading task PDS. An unexpected significant correla-tion also occurred between and word recognition task PDS.However, there was no significant relationship between I- andnonreading task NEIL These results suggested that accuracyof self - reinforcement behavior and achievemest locus of awardare sot significantly related to mild reading skill defkats. Theydid, however, partially support the view that there is a sigalfi-cad relationship between accuracy of self-rehdorcemeat be-havior and achievement locus of control.

Order No. 77-21,759, 150 pp*.

8

SEX DIFFERENCES IN AN ISRAELI KIBBUTZ SYSTEM:READING DISADILITIES, MATURATION AND SEX-ROLESTANDARDS

GROSS, Alice Dzen, Ed.D.Boston University School of Education, 1977

Major Professor: Thomas E. Culliton, Jr.

Inconsistent and contradictory findings across cultures,with respect to sex differhnces in reading ability and disabilityraise doubts about three widely accepted physiological explana-tions for such differences. They are as follows: 'Matura-tional Lag,' "Crossed Dominance and "Vulnerability of theMale Organism.' Additional doubts are raised due to recentdisclosures of sex biases in determining who shall be labeledas a reading disability. In order to overcome some of the in-.consistencies found in these explanations, as well as the equiv-ocal evidence from this culture and other cultures, this studywas undertaken.

The particular culture used to test these assumed explana-Uons was a kibbutz system within the State of Israel. Thisspecific population is most appropriate to test hypothesesabout sex differences due to its pulosophy and practices. hoparticular the lack of separation of boys and girls and the rel-ative tack of differentiation of socialization practices helpedclarify the roles physiology and socialization play in reading.

The first three research hypotheses advanced for this shadywere that no differences exist between kibbutz boys and kibbutzgirls on the basis of: (1) reading performance level; (2) read-ing readiness level; and (3) rate of niaturAional growth. Thefourth and fifth research hypotheses advanced the ideas that nodifferences exist between kibbutz children on the basis of sexand reading level with respect to the correlates of (4) crosseddominance and (5) psychopathological scores. Research hy-pothesis (6) auvanced that second-grade boys taught reading

by a male teacher wit! not oerform at a higher reading levelthan second-grade boys taught readingby female teachers.Research hypothesis (7) adanced the idea that both kibbutzgirls will perceive the activity ofveading airoex-appropriate.

Ninety-nine second-graders and one hund'ed and eight fifth- .

graders were administered a reading test and a measure forsex-role standards on reading. The reading scores were fur-ther used to discriminate two sub-groups within the tested aop-ulation; superior readers and disabled readers. The two sub-groups were administered tests for crossed dominance. Inaddition, they were evaluated on 12 additional indices of psycho-

pathology.The Bender-Gestalt visual-motor coordination test served

as both a reading readiness and a maturational measure. FOrty-two frI nd ergarten boys and fifty-five kindergarten girls wereadministered this test.

An analysis of test scores for reading level and for read-ing readiness level, among Israeli kibbutz children demon-strated no sex differences. In addition, no sex differenceswere evident in percentage of reading disability cases and inlevel of maturational development. Crossed Dominance, andtwelve additional indices of psychopathology were found to beunrelated to cases of male reading disability as was sex ofteacher. Therefore, theze analyses do not lend support to the

three physiological explasations purporting to explain malereading disability. Neither do they lend support to the culturalexplanation that assumes male reading teachers will signifi-

cantly improve boys' reading performance. The one variabledemonstrating significance for sex differences was that of sexrole standards for reading. Boys saw reading as significantly

more masculine than girls. In other words, the same kibbutz

children who perceived reading as sex-appropriate also per-

formed at a high reading level. These findings indicate a re-lationship between sex role standards for reading and level of

reading performance. Order No. 77-21,645, 213 Pages.

READING ACHIEVEMENT OF FLORIDA alfGRANT CHIL-DREN WITH DIFFERING LEVELS OF SELF-CONCEPT

JOHNSON, Arthur Charles, Jr.,.Ph.D.The Florida State University, 1977

Major Professor: Herman Frick

The purpose of this study was to determine whether therewas a difference in the reading achievement of migrant chil-dren w':6 differing levels of self-concept. Mexican-Americaninier.Ats (Ne176). in the second through fifth grades, were ad-ministered the Comprehensive Tests of Basic Stills readingsubtests and the Piers-Harris Children's Self-Concept Scale.An analysis of variance revealed a significant difference inthe means of the reading achievement scores assigned to thestudent's corresponding quartile level of self-concept. Sub-sequent testing with the Newman-Keuls statistic indicated thatthe reading achievement mean value in the upper self-conceptquartile was significantly higher than reading achievementmeans of the lower, lower middle and upper middle self -con-cept quartile croups. However, no difference was determinedbetween the reading achievement means values of the lattergroups. Supplementary findings in this study were: migrantchildren had a significantly lower self-concept than nom-migrant children; no pattern of decrease for the migrantchildren's self-concept existed.

Order No. 77-22,120, 99 pages.

AUDITORY FUSION AND RESPONSE LATENCY AMONGLEARNING DISABLED, READING DISABLED, AND NORMALCHILDREN

KIDDER, Herman Charles, Ph.D.Wichita State University, 1977

The purpose of this study was to compare auditory fusionfor successive acoustic events and latency of lesponse by nor-mal children with those of learning disabled and of reading dis-abled children. One hundred thirty -firs subjects ranging inage from seven through nine years listened to 270 pairs oftones which were controlled for frequency (250, 500, 1000,1000, 4000 Hz), intensity (20, 40, SO dB SL) and duration (17

msec). Each stimulus item consisted of two tone-pulses tope-.rated by an interpulse interval that varied systematically from0 through 40 msec. Trials were presented in both ascendingand descending sequences to conform to a Method of LimitsProcedure.

Duplicates of the stimulus tapes created by McCroskey andDavis (1976) were made by using the same tape recorder (Mag-necord 1022) for playback that was us..al for the master tape.The duplicates were recorded on the tape recorder (Magnecord1021) that was used in this investigation. The signals weren easuree with th' "reldeena: etcrage osetilescope and com-pared with signals on the master tape. No difference was found.

The primary statistical tool was an analysis of variancewitte'repeited measures. Result- indicate: (a) auditory fusidnis different among groups of learning disabled, reading dis-abled, did normal children; (b) frequency of stimulus has dif-ferential effects upon auditory fusion of learning disabled,reading disabled, and normal children; (c) ascending anddescending modes of presentation yield the expected differ-ences in fusion thresholds; (d) the latency of response tostimuli varies among learmiigdisabled, reading disabled, andnormal children. (e) response latency on an auditory fus.ontask is shorter for reading disabled children than for learningdisabled and normal children: (f) response latency remainsthe same with regard to variations in stimulus frequency:(g) response latency is influenced by the intensity of the signal.and (h) mode of presentation has no effect on the latency ofresponse of learning disabled, reading disabled. and normalchildren.

It is concluded that: (I) auditory fusion is accomplishedsooner by normal children than is true for either learningdisabled or reading disabled children: and (2) the responselatency of rearLng cLsabled children is distinctly shorter thanthat of normal and learning disabled chilren. The fusion re-sults saggest that the auditory systems of normal children arecapable of mating finer temporal discriminations than the audi-tory systems of children with reading or learning disabilities.

The shorter response latencies of the reading disabled childrenmay rug.:est a possible willingness on the part of the readingdisabled children to guess rather than to ponder the decision. '

Order No. 77-25,055, 145 pages.

SE Li-CONCEPT PATTERNS OF INA DEOl. E ANDADEQUATE AD1'Ll' READERS

KLUiIES, Anna Homencbuk, FAO.Andrews University, 1977

Chairperson: Ruth R. Murdoch

Problem

Mary of the difficulties which people experience are to alarge extent the consequences of faulty perception of themselves.Academic success or failure appears to be deeply rooted in theperson's self-concept. The fitirpose of the study was to analyzethe components of self-concept of inadequate and adequate adultreaders to detern Inc what patterns of self-concept emerge invarious groups. Inadequate and adequate readers were groupedaccording to sex, race, age, and type of educational institution.

Method

. The Tennessee Self Concept Scale was selected for the study.Measuring positive self-concept, it is composed of five self-concept components-physical, moral-ethical, personal, family,and social-and three self-concepeklimensions-- identity, self-satisfaction, and behavior. In addition the Michigan State Gen-eral Self-Concept of Ability Scale was employed to measureacademic self-concept.

Nine hypotheses were developed for the study. The first twocompared the means of the total sample and ten subgroups tothe normal population. This was tested by a z-test to comparea single sample mean to a hypothesized population mean withknown variance. Four hypotheses dealt with comparing theeentroids of self-concept dimensions and components of inade-quate and adequate readers to the centroid of a normal popula-tion. These were tested by a one-sample Ti test. Threehypotheses were tested by discriminant analysis to determine-which dimensions, components, and subcomponents exerted thegreatest relative weights in separating the inadequate from theadieu* readers.

The 569 subjects for the study were drawn from the univer-sities, community Colleges, and continuing-education institutionsof southwestern Michigan during the school year 1976-1977.

O

Results

The self-concept mean of inadequate readers on the wholesample was significantly lower than that of the normal papule-

time. The self-concept mean of adequate readers on the wholesale was also significantly lower than the population mean.Nine apt of ten of the subgroups of inadequate readers had dean

-self-concepts which were significantly lower than that of thenormal' population. Only the mean self-concept of inadequateblack readers was simibl to a normal population. Of the ade-quate-reader subgroups, six out of ten were significantly lfneertime the normal population.

The ceniroids of the dimensions of self-concept and the cen-=of the components of self-concept were significantlythan the population norm tor both the inadequate and the

adequate groups.redetermining the relative weights of the dimensions, the

components, and the subcoinponents of self-concept to bestseparate inadequate and adequate readers, it was found that theacademic self-concept has the greatest weight for readerswere male and female and those who attended universe andcommunity colleges.

Conclusions

On the basis of the findings tke_folicreing conclusionsemer,.ed: 1. Inadequate and adequate adult readers in thisstudy have a lower self-concept than the normal population.2. All categories of inadequate readers except black inadequatereaders show significantly lower self-concepts than the normal

_population. 3. The centroid of the self-concept-dimensions andself-concept components of inadequate and adequate readerswere significantly differeit from the centroid of the normalpopulation of the Tennessee Self Concept Scale. 4. On a linearcombination of the components and subcomponents of self-con-cept, the positive academic self-concept exerts the greatestweight that significantly separates inadequate and adequate adultreaders. 5. Fewer variables separate inadequate and adequatesaiversity-reading students than community college and coding-ing-edscation students. 6. The Asical component and subcem-pollees of self - Concept tended to characterize the inadequatereaders at universities and continuIng-eideation institutionswhile the academic self-concept characterized the adequatereaders. 7. The moral-ethical self-concept somewhat charac-terized all adequate male and female readers but strongly- char-acterized the adequate readers from the continuing - educationInstitutions. Order No. 77-27,582, 143 pages.

AN INVESTIGATION OF THE RELATIONSHIP OF AURALRHYTHM PATTERN PERCEPTION TO READING SKILLSOF SECOND GRADE STUDENTS

LANG1LLE, Connie Martha. Ph.D.The University of Michigan, 1977

Chairman: Charles F Lehmann

It was the purpose of this eady to examine the readingvocabulary and comprehension abilities of second grade stu-dents in relationship to rhythm pattern perception and auditory

?gMahon. In addition the effects of sex and I.Q. on theseitabts were asted.Interpretation of the data indicated that students who pee-

eeive rhythm patterns also score highly cn vocabulary andcomprehension tests. Auditory discrimination skills wererelated to the reading vocabulary and comprehension skills.Sex and 1.Q. did not affect rhythm pattern perception, reading_skills or auditory discrimination skills.

The sample was composed of sixty-two second grade Cau-casian children from a middle class socio-economic environ-ment. The students tested had been taught reading skills fromthe Pramnied Reat_l_ef Sullivan Associates.

PrIreings seemed to indicate that rhythm pattern perceptionMills are related to reading vocabulary and reading compre-hension skills. Fi-lings also seem to indicate that auditorydiscrimination skills were related to reading vocabulary andreading comprehension *kills. Further investigation of syl-labic rhythm patterns and phrase rhythm patterns is neededif we are to define clearly the role of rhythm patterns in thereeling process. Order No. 77-26,289, 113 pages.

THE RELATIONSHIPS BETWEEN SPEED AND ACCURACY-OF WORD RECOGNITION AND LITERAL COMPREHENSIONIN BEGINNING READERS

MeCORMICK, Christine Mueller, Ph.D.University of Minnesota, 1977

The goal of reading is to comprehend, but there are pre-requisites to comprehending, such as decoding. Componentsof decoding include word recognition accuracy and word recog-nition speed. Although factors such as accuracy have beenpreviously explored, the role of word recognition speed is stillin the early stages of investigation. Earlier studies have alsoexamined 4he size of the perceptual unit used by skilled read;era, but no data on the size of the perceptual unit used by be-ginning readers are presently available:

This study investigated the tpllowing questions: 1) How isaccuracy of word recognition related to literal comprehensionin beginning readers? 2) How is speed of word recognition re-lated t iteral comprehension andlicruracy in beginning read-

3) How are words proce.ised (letter-by-letter or pirallel)in beginning readers?

In this study 28 normal second-grade children and 39 edu-cable mentally retarded children were/used as subjects. The a

children were asked to rec.:grime by naming first -glade andsecond-gradc words. Tim data collected from t ach child wereaccuracy of ist.l.ited utod rt cot-,niton aul response latency ofthose words accurately recognized, as well as measures ofcomprehension on both oral and silent passages composed ofthe words rccoinized individually. The data were analyzedusing correlation, Multiple regression and analysis of Yarianceto discover how word recognition accuracy and latency wererelated to literal reading coniprchen ion. Partial correlationswere also used to determine the contribution of accuracy to -

comprehension once latency had been partialled out. The ques-tion of.serial or parallel processing was examined by firstapplying one-way analysis of variance with average respiteselatency as the dependent variable. The independent variablewas word length. Following this overall significance test, trendanalysis and Neuman-Kvuls tests were used on, the average re-sponse latencies across increasing word lengths to clarify therelationship between word length and speed of word recognition."

The results of Questions I and 2 concerning the relation-ships between word recognition accuracy, word recognitionspeed and comprehension may be summarized as follows:, 1.Ac-curacy is significantly correlated with literal comprehension;high accuracy is associated with high comprehension. 2) Speedof word recognition is significantly correlated with high ac-caracy and high Literal comprehension. Jj Speed of word rec-°ignition otters more information about predicting literal com-prehension than accuracy data only when high accuracy (inthis study 95%) has been achieved. Similarly the results toQuestion 3 concerning the unit of perceptual procescseixusedby beginning readers may be summarized: 4) Per pro-cessing in these beginning readers is serial; a linear functionbest describes the trend among latency sums for words of in-creasing lengths for both groups and all accuracy categories.The most aclurate readers (> 95%) in both groups showed the -

slightest increments in latency as word length increased, butwere still taking significantly longer to process 'the longerwords. .

The evidence supports the notion that reading instructionshould consider not only how to best teach decoding skills, butalso consider how to facilitate speed of word recognition oncedeetiding skills have been achieved. Reading instruction shouldconsider how to facilitate the transition from the serial pro-cessing of the beginner to the more parallel processingot theskilled reader. Order NO. 77-28,133, 109 pages.

INTELLIGENCE AND READING ACHIEVEMENT OF BLACKDISADVANTAGED TENTH GRADE STUDENTS

MANNING, Emma Jean Ed.D.The University of Oklahoma, 1977

Major Professor: Robert L. Curry

The purpose of this study was to investigate the relationship 11I between intelligence and reading achievement scores of blackdisadvantaged tenth grade students classiiied as lower socio-economic status by the Two-Factor Index of Social Position.

Data were ollected from fifty students with a proportionateNumber o tales (N,--15) and females (Na25)on the Honmon-Nebo est of Mentai Ability (Form Al, the Stanford -lint .

1 ence.Scale (Form L-M) and the Gates-MacCinitie Read:.Test (Survey F). A Pearson-product moment correlation

coefficient, a multiple correlation analysis and artaly%,ea of vari-ance were used to test three hypotheses of the study.

The restits of the statistical analysis indicated that a Sig-nificant relationship existed between the scores obtained by thestudents on the Henwion-Nelson Test of Mental Ability and theStanford-Binet Intelligence Scale; and between the subtest scoresobtained on the Gates-MacGicitie Readin_gTest and the Stanford -Banat Intelligence Scale. There were no significant differencesbetween the scores of males and females on the subtests of theGates-MacGinitie Reading Test.

Order No. 77-ZI,386, 73 pages.

READDid: CUE UTILIZATION: ACHIEVEMENT. ANDCOMPRPIIENSION IN AN ACOLFSCENT POPULATION

OTTO, Jean Ann. Ed.D.Indiana University. 1977

Chairman: Dr. Carolyn Burke

This study was designed to determine the relationship be-tween adolescehi readers' use of linguistic cues and theirachievement and comprehension. It is embedded in the con-text of Behaviorist and Gestaltistheories of this relationship.Previous research has studied use of these cues in isolationand related this use to reading ability or comprehension inchildren. Here all interrelationships were tested and describedfor readers representing A broad range of background charac-teristlea at the adolescent level. Thus, the study provides abask analysis of reading behavior which is associated withreader success on two dimensions.

OS Eighth and ninth graders from seven Catholic schools in.two midwestern states were presented with passages and com-prehension questions adapted from the California AchievementTests. 5,11300ral reading responses which varied fro:n textWicues) were evaluated. Each miscue was rated for theselevesnent letrel of th, sullict, the c-mprilinnsion of the pasgage ha which it occurred, its graphic, grainmatical and se-mastic soproximation to the text word, and whether or not itwas corrected. It was assumed that cue use is evidenced by achaise is probability of correction as cue match to text changes.

Twelverhypotheses of 31 tested within a factorial design de-scribed significant sources of variation. Ten of these speciii.tally described the nature of cue use and/or its relationshipto reader success. The complete sample showed use .of graph -ics, grammar, and simultaneous use of grammar and seman-tics. Good readers used semantics, while poor readers ig-nored this variable. Poor readers appear to use semantics tocorrect grammatical problems while coed readers use gram-mar to correct semantics. The study also indicated that lowachievers comprehending material and all high achievers uti-lize graphics. Thus its relationship to successful reading issot Milariate. The relationship of graphics to grimmir showsthat poor readers improve comprehension tor, increase,' cor-rection of partial, grammatical, better graphic miscues, while

- toad readers do so by decreasing use of graphics and more at-tention to grammatical differences. Similarly, poor readerscomprehend bettir with increased attention to graphics, whilegoodkreaders gain understanding with increased attention toittpg.fibeft response related to text meaning. Finally, the inter-relationships among all cues was found to vary across the fourgroups. Poor readers who do not comprehend she* minimaluse of all cues trhen match on each dimension is specified.When they do comprehend material, they have done so withMessaged attention to all cues, but without any clear priori-ties. Good readers make more use of semantic differenceseven when they do nui comprehend material, directing infor-mation gain at the graphic and grammatical levels. When goodMars comprehend material they use semantics as the pri-mary cue in verifying responses.

These results were formulated to generate four models ofMidis( behavior Consistent with Gopdman's psycholinguistictheory. Comparison of readers' cue testing behavior indicatesthet primary testing of semantics distinguishes good readersfrom poor.readtro., and that the ease of entry of good semantic

informat.on into memory is associated with comprehension.Patterns Within the models indicate hole good readers developindependent strategies for acquiring new knowledge at thegrammatical and graphic levels, accounting for their abilityto deal with Increasingly complex material over time. In gen-eral, the research reviewed in this study and the results ofdata here suppvt Psycholinguistic theory and a Gestalt Orien-

tation to perception processing fiver comnion hierarchical mod-et, and a Behaviorist 'or lei.12.t op

Order No. 77-27.010. 125 pagi s

THE RELATIONSHIP OF VISUAL AND AUDITORY PER-CEPTION AND MODALFtY PATTERNS TO READDIGACHIEVEMENT AND INTELLIGENCE

PECK. Nancy Louise, Ed.D.University of Miami, 1977

Supervisor: Helen K. Smith

Purpose

The purpose of this study was, first, to investigate the rela-tionship of visual and auditory perceptual abilities of readingdisability children to reading achievement and intelligence and,

second, to determine whether the resulting modality patternsreflecting perceptual strengths and/or weaknesses are relatedto reading achievement and intelligence.

Statement of the Problem

Matching instruction to a pupil's modality strength is a com-mo educational practice, particularlyollkin the pupil has a read-ing disability. Recorded case studies Illdibate that perceptualweaknesses in thc auditory and visual modalities are presentin large munbers of children who also have reading problems.This condition implies that a relationship may exist betweenperceptual modality strengths and weaknesses and readingachievement in children with a reading disability. Thoughteacher observation and recorded case studies appear to bearthis idea out, the research to date does not clearly support sucha position. If this modality concept is to remain a guideline forteachers cf children with readihg problems, further researchappeared to be needed to add clarity to the question of modalityas it relates to reading.

Procedures

The subjects for the study were 53 pupils ranging in agefrom seven to nine years old who had demonstrated at least aone year deficit in reading, adequate visual and auditory acuity.an intelligence quotient of 80 or above, and no priiiry emo-tional problems. Subjects were chosen from two local privateschools designed to serve children with reading disabilitiee.All subjects were given six subtests of the Perceptual TestBattery (PTB) which assessed visual discrimination, visualmemory, spatial orientation, auditory discrimination, auditorymemory, and auditory sequential memory and the Gates-Mac-Ginitie Reading 3'est. The verbal and performanceitaW.dscores on the Wechsler Intelligence Scale for Children werecollected from the subjects' files.

To test the relationships of perceptual abilities with readingachievement and intelligence, data were submitted to an analy-sis of Pearson product moment correlation and canonical corre-lation. Next, on the basis of totaled visual and auditory subtestscores on the PTB, subject's were grouped according to modal-ity strengths and weaknesses into one of five groups: high els-ual-hfgh auditory, high visual-low auditory, low visual-highauditory, low villual-low auditory and no preference. An analy,-cis of variance was compute( on the m.g.n grout, (scores to de- .

termthe if modality patterns were related to reading achieve-ment and intelligence.

11

14Results

Each of the visual perceptual abilities (visual discrimina-' tiow, visual memory and spatial orientation) and each of theauditory perceptual abilitiesc.(suditory discrimination, auditorymemory and auditory sequential memory) generally showed Mg-nificant but small relationships to reading achievement. Whenthese perceptual abilities were combined to reflect the visualand auditory modality. no relationship wap found.

The visual perceptual abilities of visual memory and spatialorientation were slightly related to verbal intelligence, whilevisual discrimination and the auditory perceptual abilities werenot related tc either verbal or performance intelligence. Norelationship to intelligence was found when the perceptual abil-ities were combined to reflect modality.

Modality patterns indicating visual and auditory percep tualstrengths and weaknesses were not related to reading achieve-ment or intelligence. Those subjects displaying strengths inboth the visual and auditory modality did not score higher itreading achievement, nor did they hive significantly higherIQ scores than those who displayed weakness in both mo-dalities.

Conclusions and Implications

The follcwing conclusions were drawn from the results ofthis study: 1. Although a slight relationship was found betweeneach of the perceptual abilities and reading achievement, thisstudy does not support_the popular contention that modalitypreference or weakness is related to the ability to read. 2. Per-ceptual tests separately analyzed may identify individual dif-ferences in reading disability children, but when we combinethe results of these tests to reflect a child's modality we losethis diagnostic information. 3. Though modality patterns maybe ldenlified in children with reading disability, intelligence isnot a factor.

The conclusions from this study imply that the concept ofmodality patterns may be too simplistic and thus misleading toeducators. Therefore, the results of modality testing shouldnot be used to identify a method for teaching reading to Chil-dren with a reading disability.

The lack of re-ationship found between modality patternsand reading achievement and intelligence may indicate thatauditory and visual modalities cannot realistically be mea-sured in isolation when considering reading, since the readingtask is intersensory in nature. Thus, wide scale acceptance ofthe modality concept as it applies to the education of childrenwith reading disabilities appears to be unwarranted.

Order No. 77-21,918, 119 pages.

THE RELATIONSHIP OF AUDITORY -VOCAL PROCESSINGABILITIES, INTELLIGENCE AND READING IN LEARNINGDISABLED CHIT,DREN

RUSSELL, Barbara Brown Ph.D.George Peabody College for Teachers, 1971 .

Major Professor: Earl E. Davis

The purpose of this study ?las to examine the relationshipof proceshinrabilities, reading achievement, and intellectualcharacteristics of children who were having difficulty in learn-ing. The subjects were 151 school age students who resided insteers' northern Mississippi counties. The students were re-tarred to the author by parents and/or teachers to be evaluatedfur placement in either learning disability or educable menle't,retarded special classes. A battery of tests was administeredto each student by trained examiners. The test results werethen utilized to test seven specific hypotheses related to mea-surable characteristics of learning disabled children.

The first major purpose of the research was related toauditory-vocal processing and reading. The results indicatedthat auditory-vocal processing abilities as measured by theDTLA are related to reading achievement. No relationshipwas found between Intraindividual differences in auditory andvisual processing and reading achievement. The relationshipbetween VIQ as nieaszred by the WISC and auditory- vocalprocessing abilities as measured by the DTI.A obtained sig-nificance within only one group of- caildren studied - thoselabeled LD.

The second major purpose of the research was the investi-ption of intellectual characteristics of learning disabled chil-dren. The results showed that VIQ and PIQ were not relatedto reading achievement,

1

Finally, the author looked at recategorized WISC scoresaccordiqg to Bannatyne's analysis. No specific pattern wasfound within any group of this sample nor was the discrepancybetween recategorized scores related to reading achievement.

Order.No. 77-25,127, 115 pages.

A COMPARISON OF THE DEVELOPMENT OF INTERNALLOCUS OF CONTROL AND RELATED SCHOOL ADJUST-MENT BETWEEN LANGUAGE DISABLED AND AVERAGESTUDENTS IN SECOND, FOURTH, AND SIXTH GRADES

SCANLON, Paulena A. Paschal, Ed.D.University of Arkansas, 1977

Major Professor: Dr. Bill R. VanZandt

The purpose of this study was to investigate the develop-ment of internal-external locus of control and to comparerelative school adjustment in language disabled children andchildren with no language disability. The review of relatedresearch indicated that developmental changes take place inloctift of control during the elementary grades for normalchildren. For this lea.,on, grades two, four, aria six wereselected for observing this developmental process. The re-view of related research also supported the theory that inter-ference in language functioning, i.e., a language disability,could have an affect on personality development and adjustment.

Method

Three instruments were used to collect data: the NoWicki-Strickland Locus of Control Scale, the Slingerland ScreeningTests for Identifying Children with Silecific ,Language Disa-bilities, and the School Adjustment Rating Form (developedfor use in this study). Each child completed the first two in-struments sr,

while the regular classroom teacher completed thethird Instrument on each child in her class.

Data were collected on a total of 197 second graders, 173fourtli graders, and 186 sixth graders in regular -Classes in atxtblic school system. Of the total population at each grade'level, only those with average mental ages (90-110 1(4 wereconsidered for selectipn into the samples for this study. Therewere in the total populations tested 91 second graders, 68 fourthgraders, and 78 sixth graders with average mental ages.

The results of the Slingerland Screening Tests for Identify-ing Children with Specific Language Disabilities were used forselecting the language disabled children at each grade level.Groups of 20 language disabled children were matched onchronological age with 20 children with no language disabilityat each grade level.

Results

The locus of control scores were analyzed between thesecond. fourth and sixth grades on each of the followinggroups: the total population, the population of average men-tal age. not-language-disabled. and the samples of languagedisabled and not-language-disabled. Results were significantat the .05 level of probability for all groups except the not-language-disabled sample which was significant at the .06 level.Scores became more internal with age ;or all groups. Thepattern of development varied, however, between groups. Thepattern of the total populations stowed significant differences(at the 05 level of probability) between both the second andfourth grades. and the fourth and the sixth grades. When men-tal age was controlled for, as in the population of averagemental age, not-language-disabled and the sample from thatpopulation, the pattern showed a significant difference only be-tween the second and fourth grades. The differmice betweenthe fourth and sixth grades wai not significInt. In contrast,the difference in the language disabled sample was highly sig-nificant between the fourth and sixth grades with no differencebetween the second and fourth grades.

In comparing the school adjustment scores of the languagedisabled and not-language-disabled samples, there were sig-nificant differences (at the .05 level of probability) at all thteegrade levels with the not-language-disabled groups being betteradjustid.

4,- Conclusions

The following three overall conclusions were drawn as amalt of this study: 1. There are developmental trends Inlotus of control in both language disabled children and childrenwith no language disability, but the patterns of this developmentare not identical. 2. Language disabled children are delayedIs their development of internal locus of control wtier com-pared to children with no language disability and similar mu-tat ages. 3. Children with no pattern of language disability aresipsificantly better adjusted in school than language disabledchildren at all three grade levels tested.

Order No. 77-23,349, 67 pages.

AN ANALYSIS OF THE DIETS AND ACADEMIC ACHIEVE-MENT IN MATHEMATICS AND READING OF THIRD GRADEPUNLS

AMMON, Elizabeth Ann, Ed.D.The University of Toledo, 1977

The purpose of this study was to determine whether or notchildren reared In midrae-income families suffered from mal-ambition, even mild-moderate degrees of malnutrition. If so,If their diets were inadequate, what relationship might thisCud Rion have to their performance iu reading and mathennat-Me? It was hypothesized that there would be no relationship.

The research for this study was conducted in five LucasCounty, Ohio, public schools among selected third gradepepils.The maniple was drawn from a total population of two husdrid .,

Ally -one third grade pupils. The diets and achievement amenof two hundred sixteen of these pupils were analyzed. Nospe-'dal education or learning disabilities pupils were includedin the study.

Each child completed three 24-hour foal intake question-maim. These data were compiled into one average 24-hourIOW intake record. A total dietary score was obtained as wellad scores for the allowing nutrients: dairy, protein, vitaminC, vitamin A, breads apd cereals, and fruits arch vegetables.Saggiementary vitamin intake was recorded. Dessert and soft&bah intake was analyzed for data about equivalent sugar in-Mos. A total food score of 15.0 indicated a diet equivalent totwo-thirds the Recommended Daily Allowance for children

from seven to ten years of age. Only three pupils obtained aScore of 15.0. One hundred forty-six achieved diets whichmet one-half or less the RDA. Protein, dairy, and vitamin Aconsumption followed the national trend with vitamin A beingthe least consumed nutrient. The consumption of breads andcereals was approXimately one-third the RDA. The mean

'dietary score wan 10.0. The res-its of the dessert apd softdrink analyses indicated that more than two-thirds of the chil-dren consumed the equivalent pf one-fourth to three-fourthsawe sugar daily.

.,

Teacher s responded eded to the Conners Parent Questioniw'reby rating each child's behavior according to predetermineditems on e checklist. The data from the questionnaire indlcat* ao important relationship between ediiivalent sugar, con-sumption and short attention span, apathy, hyperactivity, andproblems-with-others.

Pearson Product-Moment Correlation Coefficients wereCalculated to determine the relationship of total dietary. seeresto reading and mathematics. Reading and mathematics achieve-ment had been established through the use of Scholastic Test-tag Service tests given to all third grade pupils attendingLucasComity schools in September and October, 1975. The resultsfailed to indicate any important relationship between inadequatediet aad academic achievement in reading and mathematics.Even with the effects of I.Q. partialled out, no important re-lationships were found between total diet and achievement inreading and mathematics. Order No. 77 23,674, 101 pages.

AN INVESTIGATION OF THE RELATIONSHIP BETWEENAUDITORY DISCRIMINATION, AUDITORY SEGMENTATIONAND FIRST GRADE READING ACHIEVEMENT

VITULLO, Marianne Maxarchuk, t'h.D.University of Ziaryland, 1976

Supervisor: Dorothy D. Sullivan

Reading authorities have suggested th dis-criminate sounds and the ability to segm *.s into pho-nemic units are two skills relevant to success in reading.This study was designed to investigate the relationship ofthese abilities to achievement in decod.ng. The study alsoexamined the interrelationships of the auditory measures andchange over time of performance on these measures.

The following research questions were ir.vestigited: Re-search Questions 1. What is the relationship between theWepman Auditory Discrimination Test and decoding? 2. WhatIs the relationship between the Reproduction Test and decoding?3. What is the relationship between the Wepman Auditory Dis-crimination Test and the Reproduction Test? 4. What is therelationship between the ability to count phonemes in wordsas measured on the Segmentation Test and decoding? 5. Whatis the relationship between the ability to match phonemes asmeasured on the Segms'ation Test and decoding? 6. What isthe relationship between the ability to count phonemes in wordsand the ability to match phonemes in words? 7. What are therelationships among the auditory discrimination measures andsegmenting ability measures? 8. Will test performance dif-ferences be observed between the first and second adminis-tration of each of the auditory measures?

Fifty first-graders were randomly selected from threeschools in Baltimore County, Maryland. The age of the chil-dren ranged from 5 years and S months to 6 years and 6months. Forty-eigtt of the fifty tad attendedtindergartes

Each child was tested individually at the beginning of theschool year. The tests administered were the Wepman Audi-tory Discrimination Test, the Reproduction Test, the CountingPhonemes and Matching Phoneir.ls subtexts, the Betel WordRecognition Test. The tests were reddministered six monthslater.

To provide information on the relationships of the variables,Pearson Product-Moment correlations were computed for thescores on the auditory measures obtained during tthe initial ad-ministration of the tests and the decoding score obtained sixmonths later. A step-wise multiple regression analysis wasused to determine the contribution of each of the auditory vari-ables to the variance In the independent variable, decoding.

it was found that each of the auditory measures was signifi-cantly related to decoding (p < .05). Matching phonemes wasmost-steongly related to decoding (r = .637) and accounted forforty percent of the variance in decoding.

Significant interrelationships (p < .05) were observed be-tvoen the Wepman Auditory Discrimination lest and Countingildonemes (r = .344) and Matching Phonemes (r = .493). TheReproduction Test was significantly related (p < .05) to match-ing phonemes (r = .371).

Pre-test and post-test scores for eacii at the auditory mea-sures were compared using a t-test to determine if perfor-mance changes could be observed betiieen the first and secondadministration of the test. It was found that significant changes

< .05) occurred in the ability to count phonemes (t = 4 39)and matching phonemes (t = 6.90).

Based on these findings and within the limitations of tstudy, the following conclusions are presented: Each of heauditory factors is related to achievement in reading. How-ever, except for the matching phonemes variable, the strengthof the relationship is not sufficient to identify them as pre-dictors of achievement. The matching phonemes task is theonly variable which appears to he related to a degree whichmight suggest it to be a potential predictor.

Order No. 77-24,141, 87 pages.

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F

- HEMISPHERIC SYNCHRONIZATION AS IT RELATES TO4,11SADING DISABILITY

WELLS, William, Ed.D.Osharsity of Maryland, 19713

Supervisor: Dr. Charles H. Flatpr

This :study wis des:gned to study the relationship Whinerhemispheric synchrordzation as measured by the Brain WaveAnalyser and reading disability.

The primary purpose of this study was to determine whetherreeling disabled children can be differentiated from non-ells-:shied (normals) and slow learning children on the basis ofimmdspheric synchronization. A second purpose was to deter-mile if any relationship exists between hemispheric synchron-ised*" and reading achievement. The third purpose was todialmisine tt say relationship cdsts between hemispheric syn-eloremixation and intelligence.

ft there is a relationship between hemispheric synchronize-en aid reading achievement and if learning disabled children

me be differentiated from normal and slow lening childrenes the basis of differences /ti hemispheric synclu\mization,ihm-serious consideration oust be given to the Brain WaveSmokier as an instrument to be utilized for the early and pall-tive identification of reading disabled children.

To c- out these purposes, three research questions wereposed. 'I.. lest question made inquiries about differences inhemispheric synchronization among the three groups, normal',maw disabled, and slow learners, and between the gems asvs& The next question asked about the relationship betweenlossaispheric synchronization and reading achievement Thehost question raised concerned the relationship between head-

*spheric synchronization and intelligence.Involved in the study were three groups of fourth grads

pupils. Each group contained 8 malls and 8 females. Thelest group was composed of sixteen normal subjects, the sec-ond, @Weft reading disabled subjects, and the third, sixteenslaw learners. All had been tested for reading achievementand eon- verbal intelligence. The hemispheric synchronizationof each subject was evaluated, using the Brain Wave Analyzer,Midst -02.

The hemispheric synchronization score of each group wasanalyzed for differences, using a 34 factorial analysis of thevariance procedure. Correlations between hemispheric limn-&radiation and reading achievement and between hemisphericsynchronization and intelligence were analyzed, using the Pear-son r technique.

the analysis, no significant differ,ence in, hemisphericsynchronization were found between northal,reading disabled,mid slow learner groups. Significant differences were notfamed among the sexes, nor were there any significant inter-active, among the variables. The only significant correlationobtained was between hemispheric synchronization and readingachievement fox' the slow learner male group.

No evidence was found to substantiate the major research

question of the study. namely that normal, reading disabled.'and slog learning children can 1k differentiated on the basisof hemispheric synchronization.

The preponderance of evidence did not support a relation-ship between hemispheric synchronization and reading achieve-ment. This same relationship was not supported when the ef-fect of irielligence was partlaled out.

The preponderance of evidence did not support a relation-ship between hemispheric synchronization and intelligence.

On the basis of this research, the use of the Brain WaveAnalyzer in lieu of other diagnostic instruments presentlyused to detect reading disabilities, would be premature.

Order No. 77-28,551, 134 pages.

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