The Relationship Between Changes in Child Social Behaviors and Reading Ability Resulting From a Concurrent Program of Counseling for Mothers and Remedial Reading for Their Children
| dc.contributor.author | Bishop, Bruce Kingsley | |
| dc.date.accessioned | 2024-05-13T15:18:11Z | |
| dc.date.available | 2024-05-13T15:18:11Z | |
| dc.date.issued | 1973-03 | |
| dc.description | 222 pages | en_US |
| dc.description.abstract | The relationship between reading retardation and emotional problems has been extensively investigated. There have been at least five hundred studies on this topic in the last fifty years. Unfortunately, the effect has produced little resolution that has proven to be of value in remediating reading problems. Most of these studies provide evidence that reading retardation and emotional problems are functionally or developmentally related. However, there is a considerable difference of opinion as to the number of children with reading problems who also have emotional problems. Many studies have attempted to delineate characteristics which differentiate the retarded reader from the nonretarded reader. Differentiating characteristics have included facets of personality and intellectual, educational and social functioning. Most evidence indicates that retarded readers can be distinguished from nonretarded readers on a number of characteristics of relevance to this study. These characteristics will be discussed later in this chapter. This study takes the point of view that a lack of precision and comprehensiveness in specifying behavioral variables -- and not the absence of a functional relationship between reading problems and emotional problems -- is the primary reason for the lack of a greater consensus that retarded and nonretarded readers can be differentiated on emotional characteristics. The primary contention in the study reported here is that reading problems and emotional problems interact significantly and, further, that this interaction negatively affects a child's social and academic development. Consequently, the concurrent amelioration of those child social behaviors which are considered to be maladjustive by significant others (in this case, mothers) should significantly increase the efficacy of a remedial reading program. It seems that only by selecting and investigating samples in this way can the emotional content of reading problems be given any practical meaning. | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/29438 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | University of Oregon | en_US |
| dc.rights | Creative Commons BY-NC-ND 4.0-US | en_US |
| dc.rights | UO theses and dissertations are provided for research and educational purposes and may be under copyright by the author or the author’s heirs. Please contact us <mailto:scholars@uoregon.edu> with any questions or comments. In your email, please be sure to include the URL and title of the specific items of your inquiry. | |
| dc.subject | special education | en_US |
| dc.subject | reading struggles | en_US |
| dc.subject | emotional problems | en_US |
| dc.subject | reading problems | en_US |
| dc.subject | emotional adjustment | en_US |
| dc.title | The Relationship Between Changes in Child Social Behaviors and Reading Ability Resulting From a Concurrent Program of Counseling for Mothers and Remedial Reading for Their Children | en_US |
| dc.type | Thesis / Dissertation | en_US |