{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1498"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1498","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"A Causal-Comparative Study of the Difference in Reading Achievement Scores of Remedial Reading Students Who Are Right Brained Dominant and Those Who Are Left Brained Dominant","abstract":"This study was undertaken to determine if there was a difference in the reading achievement scores of remedial reading students who were identified as having differing hemispheric specializations. The subjects were fourth and fifth grade students who were placed in a remedial reading program of instruction in one school district. The subjects' scores on the Gates-Macginitie Reading Tests. Level D were compared. The Zenhausern Hemispheric Cognitive Style was administered to each subject to determine each one's hemispheric specialization. Test scores of the hemispheric groups were compared by sex by using a two-way analysis of variance. There was close to a significant difference in the scores on the vocabulary subtest of the left hemispheric group and the integrated group (P=.0505). However, no significant difference was found to exist on the comprehension subtest when hemispheric preference was considered. A significant difference was determined between the scores of female remedial reading students and male remedial reading students on both the vocabulary and the comprehension subtests. Female students did achieve significantly greater than male students.","abstract_html":"This study was undertaken to determine if there was a difference in the reading achievement scores of remedial reading students who were identified as having differing hemispheric specializations. The subjects were fourth and fifth grade students who were placed in a remedial reading program of instruction in one school district. The subjects' scores on the Gates-Macginitie Reading Tests. Level D were compared. The Zenhausern Hemispheric Cognitive Style was administered to each subject to determine each one's hemispheric specialization. Test scores of the hemispheric groups were compared by sex by using a two-way analysis of variance. There was close to a significant difference in the scores on the vocabulary subtest of the left hemispheric group and the integrated group (P=.0505). However, no significant difference was found to exist on the comprehension subtest when hemispheric preference was considered. A significant difference was determined between the scores of female remedial reading students and male remedial reading students on both the vocabulary and the comprehension subtests. Female students did achieve significantly greater than male students.","abstract_has_math":false,"creators":["Van Giesen, Angela M."],"institution":null,"degree_name":"Master of Science in Education in Elementary Education","degree_level":"Masters","degree_discipline":"Childhood Education and Family Studies","degree_department":null,"school":null,"contributors":["Darrell Roubinek"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1986,"date_issued":"1986-05-01T07:00:00Z","date_published":"1986-05-01T07:00:00Z","updated_at":"2026-07-24T03:15:35Z","subjects":["Elementary Education and Teaching"],"languages":[],"rights":["© Angela M Van Giesen"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/497","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Darrell Roubinek"]},{"key":"dc:creator","label":"Author","values":["Van Giesen, Angela M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Childhood Education and Family Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Education in Elementary Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Elementary Education and Teaching"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Angela M Van Giesen"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/497"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study was undertaken to determine if there was a difference in the reading achievement scores of remedial reading students who were identified as having differing hemispheric specializations. The subjects were fourth and fifth grade students who were placed in a remedial reading program of instruction in one school district. The subjects' scores on the Gates-Macginitie Reading Tests. Level D were compared. The Zenhausern Hemispheric Cognitive Style was administered to each subject to determine each one's hemispheric specialization. Test scores of the hemispheric groups were compared by sex by using a two-way analysis of variance. There was close to a significant difference in the scores on the vocabulary subtest of the left hemispheric group and the integrated group (P=.0505). However, no significant difference was found to exist on the comprehension subtest when hemispheric preference was considered. A significant difference was determined between the scores of female remedial reading students and male remedial reading students on both the vocabulary and the comprehension subtests. Female students did achieve significantly greater than male students."]},{"key":"dc:title","label":"Title","values":["A Causal-Comparative Study of the Difference in Reading Achievement Scores of Remedial Reading Students Who Are Right Brained Dominant and Those Who Are Left Brained Dominant"]}]}],"canonical_facts":{"dc:contributor":["Darrell Roubinek"],"dc:creator":["Van Giesen, Angela M."],"dc:description.abstract":["This study was undertaken to determine if there was a difference in the reading achievement scores of remedial reading students who were identified as having differing hemispheric specializations. The subjects were fourth and fifth grade students who were placed in a remedial reading program of instruction in one school district. The subjects' scores on the Gates-Macginitie Reading Tests. Level D were compared. The Zenhausern Hemispheric Cognitive Style was administered to each subject to determine each one's hemispheric specialization. Test scores of the hemispheric groups were compared by sex by using a two-way analysis of variance. There was close to a significant difference in the scores on the vocabulary subtest of the left hemispheric group and the integrated group (P=.0505). However, no significant difference was found to exist on the comprehension subtest when hemispheric preference was considered. A significant difference was determined between the scores of female remedial reading students and male remedial reading students on both the vocabulary and the comprehension subtests. Female students did achieve significantly greater than male students."],"dc:identifier":["https://bearworks.missouristate.edu/theses/497"],"dc:rights":["© Angela M Van Giesen"],"dc:subject":["Elementary Education and Teaching"],"dc:title":["A Causal-Comparative Study of the Difference in Reading Achievement Scores of Remedial Reading Students Who Are Right Brained Dominant and Those Who Are Left Brained Dominant"],"thesis:degree_discipline":["Childhood Education and Family Studies"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Education in Elementary Education"]},"updated_at":"2026-07-24T03:15:35Z"}