A Long-Range, Diagnostic-Prescriptive Reading Intervention Program Employing the Frostig Test of Visual Perceptual Development and the Illinois Test of Psycholinguistic Abilities with Low Socioeconomic, Semi-Urban, Elementary Students of the Okaloosa County Florida Public Schools.

Autor/in	Stapleton, LeRoy Earl
Titel	A Long-Range, Diagnostic-Prescriptive Reading Intervention Program Employing the Frostig Test of Visual Perceptual Development and the Illinois Test of Psycholinguistic Abilities with Low Socioeconomic, Semi-Urban, Elementary Students of the Okaloosa County Florida Public Schools.
Quelle	(1973), (134 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Arithmetic; Diagnostic Teaching; Disadvantaged Youth; Doctoral Dissertations; Educational Diagnosis; Grade 4; Grade 5; Language Handicaps; Language Instruction; Learning Problems; Reading; Reading Achievement; Reading Improvement; Reading Research; Reading Skills; Frostig Developmental Test of Visual Perception; Illinois Test of Psycholinguistic Abilities + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Diagnostic assessment; Diagnostisches Verfahren; Benachteiligter Jugendlicher; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Pedagogical diagnostics; Pädagogische Diagnostik; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language impairments; Sprachbehinderung; Lernproblem; Leseprozess; Lesen; Leseleistung; Leseforschung; Reading skill; Lesefertigkeit
Abstract	The purpose of this study was to determine the comparative effects of the Frostig Developmental Test of Visual Perception (DTVP) and the Illinois Test of Psycholinguistic Abilities (ITPA) treatment interventions on oral reading, psycholinguistic growth, total achievement, and achievement in the areas of reading, language, and arithmetic. The research subjects remaining in the study after thirty months of treatment were 29 third, fourth, and fifth grade students in the age range of 125 to 140 months, who were assigned to eight different elementary schools. Approximately 70 percent of the subjects were black and 30 percent were white. The experimental subjects worked in a normal school reading laboratory, under the supervision of a certified supervisor of reading and ten para-professional teachers. The combined Frostig-ITPA treatment subjects did not reach significance in oral reading. They reached high significance in psycholinguistic abilities as measured by test and retest scores on the ITPA. They reached significance in language achievement as measured by the California Test of Basic Skills. Significance was not reached on the criterion values of restoring 50 percent of the experimental subjects to reading normalcy. (Author/WR)
Anmerkungen	University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 73-31,563, MFilm $4.00, Xerography $10.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC