Remedial reading : an investigation of the neurological impress method, the repeated readings method, and a combined neurological impress-repeated readings method

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dc.contributor.authorLennox, Norman Daviden_US
dc.date.accessioned2024-08-14T21:03:16Z
dc.date.available2024-08-14T21:03:16Z
dc.date.copyright1985en_US
dc.date.issued1985
dc.degree.departmentDepartment of Psychological Foundations in Education
dc.degree.departmentDepartment of Educational Psychology and Leadership Studies
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractThis study consisted of two phases . First, poorer and better readers were compared on reading ability, speed of processing and memory capacity. Second, three remedial reading procedures (the neuro logical impress, repeated readings, and a combination of the first two) were compared for effect on children's oral fluency and silent reading comprehension. Forty students were equally divided into two groups for a comparison of poorer and better readers. Fourteen subjects were selected from the poorer reading group and assigned randomly to one of three experimental conditions or a control condition. Six subjects formed a marginally-delayed reading group, four subjects formed a moderately­-delayed group while the remaining group of four were severely-delayed readers. Subjects in the remedial reading study were measured on a pretest-posttest basis, as well as on a repeated measures during treatment format. Subjects were given 40 remedial sessions of 15 minutes each over a 10-week period. Statistically significant differences were found in reading ability, speed of letter processing and memory capacity. Differences in s peed of processing did not extend on a general basis. Subjects in the neurological impress, combined procedure and control condition demonstrated the greatest improvement across reading levels and skill areas. Treatment techniques had the greatest effect on mildly - and moderately - delayed readers. Treatment approaches also produced measurable improvement in oral reading speed and silent reading comprehension, but to a lesser extent in oral reading accuracy. Across subjects an inconsistent relationship was demonstrated between improved oral fluency and silent reading comprehension. On a group basis, poorer readers who improved in silent reading comprehension also measured more highly on memory capacity. Differences in processing speed and memory capacity have suggested caution in viewing reading deficiencies on purely a phonetic or sight-word basis. The varied effect of treatment conditions across reading levels and skills has emphasized the need for detailed diagnostic procedures to ensure the best match between weakness and remedial procedure.
dc.format.extent157 pages
dc.identifier.urihttps://hdl.handle.net/1828/18626
dc.rightsAvailable to the World Wide Weben_US
dc.titleRemedial reading : an investigation of the neurological impress method, the repeated readings method, and a combined neurological impress-repeated readings methoden_US
dc.typeThesisen_US

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