Browsing by Author "Engelhard, Judy B."
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- An analysis of the effects of pre-reading activities on the comprehension monitoring of learning disabled adolescentsBillingsley, Bonnie S. (Virginia Polytechnic Institute and State University, 1987)Reading problems create difficulties for many learning disabled (LD) students. Little is known, however, about the causes of reading failure among LD students. Researchers have recently focused on the comprehension processes of this population, particularly the metacognitive processes involved in reading. An important area of investigation is how comprehension monitoring can be facilitated during reading. Research in reading and learning disabilities suggests that LD students do not adequately monitor their comprehension during reading. According to schema theory, the activation of readers' prior knowledge should enhance LD students' ability to monitor their comprehension during reading. This study assessed the effects of pre-reading schema activation and schema presentation tasks on the comprehension monitoring of LD adolescents. Specifically, this study investigated the effectiveness of self-questions, structured overviews + self-questions, and a control condition on subjects': 1) detection of passage errors and 2) accuracy on two statement identification tasks. Fifty-four LD adolescents in grades 9-12 from public schools in Southwest Virginia participated in this study. All subjects were required to meet specific placement, verbal IQ, reading comprehension and exclusionary criteria before they were included in the study. Subjects were randomly assigned to three experimental conditions (two pre-reading and one control) . Dependent variables were the number of embedded errors detected and accuracy on two statement identification tasks (SIT). The first set of SIT items measured subjects' recognition of information in the passages. The second set was designed to measure subjects' accuracy on determining the plausibility of information in the passages. Data were analyzed using a repeated measures MANOVA and one-way univariate tests. Post hoc tests were used to determine which means were significantly different from each other. In addition, the number and types of questions generated, probe data and interview responses were analyzed and reviewed. Major empirical findings include: 1) subjects in the structured overview and self-questioning condition identified significantly more embedded errors than subjects in either the self-questioning or the control condition; 2) subjects in the control condition recognized less passage information (SIT 1) than subjects in either the self-questioning or the structured overview and self-questioning condition; and 3) no significant differences were found among groups in the identification of statement plausibility (SIT 2) .
- How can parents affect high school student performance by what they do at home?Helmandollar, C. Ben (Virginia Tech, 1992-04-13)The purpose of this study was to investigate the effects of parental involvement on grades and achievement test scores through the variables time on task, general self-esteem, and student attitude about school. The study controlled for the background characteristics of ethnicity, gender, family background, and ability. To do this, structural models were developed based on theory, logic, prior research, and time precedence and were analyzed using 18,141 subjects from the High School and Beyond data set. Although parental involvement in the home had no direct effect on grades or achievement test scores in high school, it did affect time on task, general self-esteem, and attitude about school in such a way as to indirectly improve grades, especially through student attitude about school. When individual components of parental involvement were analyzed, consistent indirect effects on high school grades were found from fathers and mothers. The study suggests that if parents monitor school work, help with school plans, and talk to their child about personal experiences, their child's time on task, general self-esteem, and attitude about school will improve in a way that improves grades in school at the high school level.
- An investigation of the special education process: current practicesEngelhard, Judy B. (Virginia Polytechnic Institute and State University, 1982)The procedural requirements of P.L. 94-142, The Education for All Handicapped Children Act of 1975, are designed to ensure a natural transition from assessment to individualized program planning for handicapped children. Based on a full and individual evaluation, an individualized education program ( IEP) is developed for each identified handicapped child. The literature suggests a failure to achieve a significant relationship between written psychoeducational reports and IEP' s which led to the present investigation which described the procedural aspects of the transition from assessment to IEP development. Information was obtained from individuals directly involved in the process. Through the administration of a survey instrument to 508 special education directors and/or supervisors and learning disability teachers in five eastern states, the process from referral through IEP development as implemented in their districts was described. Data were collected which described, (a) the special education process of decision making and IEP development, (b) the development of IEP's, (c) the perceived problems in the process, and (d) the utilization of the IEP document. The results indicate substantial consistency in the process, with special education teachers appearing to be the most involved person in all IEP related tasks. The major problems in the process are attributed to the amount of paperwork and time required and the extensive degree of responsibility for IEP related tasks assumed by special education teachers. The findings indicate that special education teachers utilize the IEP more often than any other school personnel. This study revealed several needs in the area of special education. Foremost among these needs is increased participation by parents, students, and regular classroom teachers in the IEP process and a reduction in instructional time consumed for noninstructional tasks.
- Special education due process hearings: state differencesRobinett, Melinda Kathleen (Virginia Tech, 1993)Although some literature exists that examines special education due process practices, the studies have been done in different ways and consequently result in different outcomes. Therefore the purpose of this study was to examine the one-and two-tier due process system in the United States. The study focused on national practices of due process, issues disputed, and disability categories involved in special education conflicts. A survey of the 50 state directors of special education and the director from the District of Columbia was conducted to obtain information concerning due process hearings and dispute resolution for the time period 1986-1987 to 1990-1991. Records of all reported special education litigation for the same time period were obtained from the Law Offices of Charles L. Weatherly in Atlanta, Georgia. Data from the states providing due process information were analyzed with a t-test. The remaining data, both from the survey instrument and litigation records, were analyzed using qualitative analysis, frequency counts, and percentages of the raw data. Findings of the study reveal a slight national trend toward a one-tier due process system for special education dispute resolution. Furthermore, placement remains the most frequently litigated issue, and specific learning disability the most frequently involved category in special education disputes. Finally, there is no predictable relationship between the size of the disability population and the volume of special education litigation. The results of the study evidenced the need for continued research of national practices of due process. Additional research is also needed in the areas of mediation, the costs of due process hearings, and hearing officer's authorization to award attorney fees.
- The status of transition services for secondary students with disabilities in Virginia and factors affecting service deliveryAnderson, Alice Glover (Virginia Tech, 1992-04-04)This study addresses systemized transition planning and preparation for adult adjustment of secondary students with disabilities. Transition planning and preparation for youth with disabilities as they move from school to work and community adjustment is essential; however, thorough planning is rarely accomplished. Therefore, it is important to study the level at which transition services are currently delivered for secondary students with disabilities and to examine factors that affect delivery of those services. This study investigates (a) the status of transition services in Virginia school Divisions, (b) the status of specific factors that may affect delivery of transition services, (c) factors related to delivery of transition services and (da) demographics about persons most responsible for coordination of transition in local school divisions. Specifically, four transition service areas were examined: a) integration of students with disabilities with nondisabled peers, b) instructional programs, c) coordinated planning and d) support services. Also investigated were three factors that affect delivery of transition services: a) cooperation of vocational and special education, b) administrative support and c) a formal interagency transition team. Findings indicated the degree to which transition services were delivered across the state, as well as relationships between the level of delivery of transition services and the factors that were examined. Positive correlations demonstrated that the greater the level of administrative support for transition at the local level, the greater the level of delivery of transition services. Further, the greater the level of cooperation of vocational and special education, the greater the level of delivery of transition services. Existence of an interagency team correlated substantially with coordinated planning services.
- Teachers' and supervisors' perceptions of secondary learning disabilities programs: a multi-state surveyCline, Beverly Vineyard (Virginia Tech, 1990-04-05)A comprehensive view of secondary learning disabilities programs is not available in the professional literature. Previous studies have been limited to certain program aspects and often to single states. Therefore, a more integrated investigation is needed into what high school LD teachers do; what their needs are; what teachers and supervisors consider important for their programs; and the impact of these variables on consultative practices. The purpose of this study was to provide a more complete picture of secondary LD programming by investigating LD teachers’ and program supervisors! perspectives on their programs. Surveys were used to gather descriptive data on program practices in seven states: Pennsylvania, Delaware, Maryland, Kentucky, Tennessee, Virginia, and West Virginia. Questionnaire items were based on summaries of open-ended interviews with teachers and supervisors in Virginia and information from the professional literature. Questionnaires were mailed to a random sample stratified by state and district size. Response rates for teachers and supervisors were 72.0% and 69.0% respectively. According to the findings of this study, content area instruction and basic skills remediation are the most frequent instructional emphases in these programs; time devoted to paperwork and non-teaching duties is excessive; and minimal time is devoted to consultation and program planning and development. These findings are consistent with research of the past ten years. However, teachers and supervisors in this sample seem to want more emphasis on learning strategies instruction and consultation and less on content instruction in their program. Lack of time and flexibility were identified as the greatest barriers to consultation. Both teachers and supervisors indicate a need for more comprehensive programming. However, differences in perceptions of what teachers' needs for assistance are, how to meet these needs, and teachers' lack of involvement in program planning and development may contribute to the static quality of these programs and prevent sufficient change in working conditions to accommodate teachers' and supervisors' priorities. Implications of findings for developing action plans in local school systems are discussed.