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open access

Relationship of Attitudes Toward Mathematics, School, and Teachers to Mathematics Achievement

Description: The present study was designed to investigate the interrelationships of various school-related attitudes and mathematics achievement in a sample of 104 fifth-grade students. A version of the Semantic Differential was used to assess student attitudes toward school, mathematics, teachers, and mathematics teachers. Achievement in mathematics was measured using the Wide Range Achievement Test and classroom grade in mathematics. Higher correlations between the attitude and achievement variables were… more
Date: August 1976
Creator: Neumann, Karl F.
Partner: UNT Libraries
open access

Peer Acceptance, Mathematics Achievement, and Birth Order Among Fifth-Grade Students

Description: This study investigated relationships involving peer acceptance, mathematics achievement, and birth order among 74 fifth-grade students. The children were administered a standardized achievement test and a sociometric measurement in one sitting. They were then listed in rank order on the basis of number of choices received for each of two areas-- Social- and Work-acceptance. A comparison of High and Low Social- and Work-acceptance groups in terms of mean mathematics-achievement scores indicated… more
Date: August 1976
Creator: Gerhardt, Vicki
Partner: UNT Libraries
open access

Criteria and Assessment Measures for Diagnosing Learning Disabled Children

Description: A total of 60 school psychologists and educational diagnosticians across Texas completed a survey to identify the instruments used to screen and diagnose learning disabled (LD) students, and to identify the criteria on which the final diagnosis and placement of LD or non-LD is made. The results of this survey indicate that consistent methods and criteria are not being used for identifying children as LD within the state. Many of the instruments currently used may not be technically adequate for… more
Date: May 1986
Creator: Moyer, Melynda Karol
Partner: UNT Libraries
open access

The Effects of School Performance on the Self-Concept and Locus of Control of Learning Disabled and Emotionally Disturbed Elementary Students

Description: A number of authors have suggested recently that the behavioral characteristics and self-perceptions of learning disabled and emotionally disturbed children are so similar as to negate the fruitfulness of trying to differentiate between these two groups. These characteristics are quite similar for the two special education groups when they have been compared independently of each other to regular education students. In order to provide support for these prior studies, the self-concepts and locu… more
Date: May 1984
Creator: Ronalder, Ronnie Lee
Partner: UNT Libraries
open access

Schedules of Reinforcement: Effects on Academic Persistence and Attributional Development

Description: Twenty-one special education children failing to persist after failure on arithmetic problems were given 15 days of treatment in three arithmetic training programs, equivalent in all respects except that success experiences occurred either 46.2%, 76.9%, or 100% of the time. Following training, children in both the 46.2% and 100% reinforcement, groups continued to show serious performance deterioration following failure, while children in the 76.9% group showed marked improvement. An inventory m… more
Date: December 1979
Creator: Dietz, Don Anthony
Partner: UNT Libraries
open access

Educable Mentally Retarded: Classification of Students and Texas State Guidelines

Description: In Texas, placement of educable mentally retarded (EMR) students has required three factors-- intellectual assessment, educational appraisal, and adaptive behavior. This study examined 28 reclassified EMR students to determine which assessment factor is least stable in defining EMR and to determine significance of change in assessment scores. Data were secured from school records. Type of intellectual assessment test used varied greatly and was found to be the most inconsistent placement factor… more
Date: December 1979
Creator: Bonner, Angela Denise
Partner: UNT Libraries
open access

A Comparison of Sight Word and Phonics Contingencies in the Remediation of Oral Reading and Comprehension

Description: A comparison of contingent word and phonics drilling exercises on oral reading errors was made and the effects of a work skipping contingency on reading comprehension were examined. Five learning disabled elementary school children served as subjects. Reading comprehension increased from 30 to 50% over baseline, while subjects progressed an average of two years through a reading series. Subjects responded differentially to the two drills on oral reading errors, but the combined effects of the d… more
Date: August 1983
Creator: Huffine, John Harold
Partner: UNT Libraries
open access

A Parent Questionnaire Examining Learning Disabled and Non-Learning Disabled Children's Spatial Skills

Description: Investigations of children's spatial ability have typically looked at performance on laboratory tasks, and none have examined differences between learning disabled and non-learning disabled children. The present study surveyed sixty-seven parents of third and sixth grade children about the types of spatial activities children engage in everyday. Parents of learning disabled and non-learning disabled children were included. Results provided information about the types of spatial activities child… more
Date: May 1987
Creator: Felini-Smith, Linda
Partner: UNT Libraries
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