{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/19368"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/19368","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Low-achieving beginning readers: Early identification, and structural modeling of remedial reading effects","abstract":"Early identification of first-grade and second-grade remedial reading students and the effects of remedial reading in early elementary grades were respectively investigated in three studies. These three studies used the database established by Meyer, Wardrop, and Hastings (1989) for a longitudinal study on reading development conducted with two cohorts of students from kindergarten in three elementary schools in the Midwest. Home background indicators, home support indices for reading development, and measures of reading performance were the three common composites of variables used in the three studies. The first two studies employed the SPSS-X stepwise discriminant procedure to pursue the possibility of identifying new first-grade and second-grade remedial students earlier than their respective grades using Cohort 1 students. Significant discriminant functions found in the first cohort were validated in the second cohort. The major finding of the first two studies was that first-grade and second-grade students' status in remedial reading could be significantly identified as early as beginning kindergarten. However, discriminant analyses conducted at later grade levels demonstrated higher rates of overall correct prediction in both the remedial and non-remedial reading groups. The third study combined two cohorts of students, using LISREL VI, to test a tentative model which illustrated hypothesized relationships among home background, home support activities, end-of-year reading achievement, and students' status in first-grade and second-grade remedial reading. Positive effects of remedial reading were found at both grades, especially at second grade, when significant differences previously found between the remedial and non-remedial students disappeared after second-grade remedial reading. Recommendations based on the findings of the three studies were provided for application by school teachers.","abstract_html":"Early identification of first-grade and second-grade remedial reading students and the effects of remedial reading in early elementary grades were respectively investigated in three studies. These three studies used the database established by Meyer, Wardrop, and Hastings (1989) for a longitudinal study on reading development conducted with two cohorts of students from kindergarten in three elementary schools in the Midwest. Home background indicators, home support indices for reading development, and measures of reading performance were the three common composites of variables used in the three studies. The first two studies employed the SPSS-X stepwise discriminant procedure to pursue the possibility of identifying new first-grade and second-grade remedial students earlier than their respective grades using Cohort 1 students. Significant discriminant functions found in the first cohort were validated in the second cohort. The major finding of the first two studies was that first-grade and second-grade students' status in remedial reading could be significantly identified as early as beginning kindergarten. However, discriminant analyses conducted at later grade levels demonstrated higher rates of overall correct prediction in both the remedial and non-remedial reading groups. The third study combined two cohorts of students, using LISREL VI, to test a tentative model which illustrated hypothesized relationships among home background, home support activities, end-of-year reading achievement, and students' status in first-grade and second-grade remedial reading. Positive effects of remedial reading were found at both grades, especially at second grade, when significant differences previously found between the remedial and non-remedial students disappeared after second-grade remedial reading. Recommendations based on the findings of the three studies were provided for application by school teachers.","abstract_has_math":false,"creators":["Chen, Ya-Mei"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Wardrop, James L."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T12:05:21Z","date_published":"2011-05-07T12:05:21Z","updated_at":"2026-07-22T22:25:12Z","subjects":["Education, Special","Education, Reading"],"languages":["eng"],"rights":["Copyright 1990 Chen, Ya-Mei"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9114197","(UMI)AAI9114197"],"render_values":[{"text":"AAI9114197","href":null,"code":true},{"text":"(UMI)AAI9114197","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/19368","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Wardrop, James L."]},{"key":"dc:creator","label":"Author","values":["Chen, Ya-Mei"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T12:05:21Z","10000-01-01","1990"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Special","Education, Reading"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1990 Chen, Ya-Mei"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9114197","(UMI)AAI9114197","http://hdl.handle.net/2142/19368"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Early identification of first-grade and second-grade remedial reading students and the effects of remedial reading in early elementary grades were respectively investigated in three studies. 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However, discriminant analyses conducted at later grade levels demonstrated higher rates of overall correct prediction in both the remedial and non-remedial reading groups. The third study combined two cohorts of students, using LISREL VI, to test a tentative model which illustrated hypothesized relationships among home background, home support activities, end-of-year reading achievement, and students' status in first-grade and second-grade remedial reading. Positive effects of remedial reading were found at both grades, especially at second grade, when significant differences previously found between the remedial and non-remedial students disappeared after second-grade remedial reading. Recommendations based on the findings of the three studies were provided for application by school teachers.","Made available in DSpace on 2011-05-07T12:05:21Z (GMT). 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These three studies used the database established by Meyer, Wardrop, and Hastings (1989) for a longitudinal study on reading development conducted with two cohorts of students from kindergarten in three elementary schools in the Midwest. Home background indicators, home support indices for reading development, and measures of reading performance were the three common composites of variables used in the three studies. The first two studies employed the SPSS-X stepwise discriminant procedure to pursue the possibility of identifying new first-grade and second-grade remedial students earlier than their respective grades using Cohort 1 students. Significant discriminant functions found in the first cohort were validated in the second cohort. The major finding of the first two studies was that first-grade and second-grade students' status in remedial reading could be significantly identified as early as beginning kindergarten. However, discriminant analyses conducted at later grade levels demonstrated higher rates of overall correct prediction in both the remedial and non-remedial reading groups. The third study combined two cohorts of students, using LISREL VI, to test a tentative model which illustrated hypothesized relationships among home background, home support activities, end-of-year reading achievement, and students' status in first-grade and second-grade remedial reading. Positive effects of remedial reading were found at both grades, especially at second grade, when significant differences previously found between the remedial and non-remedial students disappeared after second-grade remedial reading. Recommendations based on the findings of the three studies were provided for application by school teachers.","Made available in DSpace on 2011-05-07T12:05:21Z (GMT). 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