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The Effects Of Learning To Learn: Nine Years Of Data From Western Michigan University, Kimberly A. Morrill
The Effects Of Learning To Learn: Nine Years Of Data From Western Michigan University, Kimberly A. Morrill
Masters Theses
The purpose of this study was to determine what effect the LTL course had on student grade point averages and graduation rates at Western Michigan University. Three hundred fifty seven undergraduate students who took the LTL class between Fall semester 1987 and Winter semester 1995 were selected as the experimental group. The LTL students were divided into categories based on whether they were Beginners, Transfers, or Re-entries. The three groups of students were matched with control subjects based on demographic variables and academic history using logistic regression. Statistics were computed on all subjects in terms of the differences between the …
Phonemic Awareness: One Approach To Individualized Instruction, Kimberly M. Ochs
Phonemic Awareness: One Approach To Individualized Instruction, Kimberly M. Ochs
Masters Theses
This study examined the effectiveness of a recently developed set of individualized lessons for kindergarten children at-risk for reading problems because of limited phonemic awareness skills. Four participants were selected via teacher referral and a score below the 25th percentile on the Test of Phonological Awareness. Sixteen lessons (focusing on six phonemes) and weekly assessments followed the selection of the participants. Each child was individually instructed in two 10-15 minute sessions each week for eight weeks and then given an assessment at the end of each week. Single case design was utilized to document the effectiveness of the …
Ratings Of Assessment Procedures By Learning Disabilities Teachers And School Psychologists, Raquel A. Williams
Ratings Of Assessment Procedures By Learning Disabilities Teachers And School Psychologists, Raquel A. Williams
Masters Theses
This study surveyed the perceptions of school psychologists and learning disabilities teachers (LD teachers) on the frequency of use and usefulness of the following assessment procedures: Standardized tests, curriculum based measures (CBMs), classroom observations, interview with general education teachers, and analysis of class assignments for initial placement of a child, instructional planning, and evaluation of student progress. Further, this study investigated how proficient the two groups felt in administering each of the five assessment procedures. Fifty four school psychologists and 32 LD teachers completed the questionnaire. Results indicated that school psychologists and LD teachers agreed on the frequency of use …