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    The home literacy environment of school-age autistic children with high support needs.
    (John Wiley and Sons, 2024-08-01) Westerveld MF; Malone SA; Clendon S; Bowen R; Hayley G; Paynter J
    BACKGROUND: As a group, autistic children with high support needs (with adaptive functioning in the range of an intellectual disability) are at risk of significant literacy difficulties. We investigated the parent-reported home literacy environment of this group of children. METHOD: Sixty-two parents of autistic children (4.5 to 18.25 years) attending an autism-specific school completed a home literacy survey reporting on their child's: (1) alphabet knowledge, (2) interest in reading, (3) activities/interactions around books, (4) reading ability, and (5) writing ability. RESULTS: We found significant positive correlations between parent-reported child interest in reading and literacy-related interactions and skills, but not with child age. Children using spoken words to communicate obtained significantly greater scores on four home-literacy subscales, but not on reading interest. CONCLUSIONS: A better understanding of the home literacy activities of autistic children with high-support needs is needed to inform educational practices aimed at promoting literacy development in this vulnerable population.
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    A dialogic reading intervention incorporating AAC modelling and increased communication partner responsiveness during shared storybook reading with children with complex physical, cognitive, and sensory needs who use partner assisted scanning : a thesis presented in partial fulfilment of the requirements for the degree of Master of Speech and Language Therapy at Massey University, Albany, New Zealand
    (Massey University, 2018) Bayldon, Helen Jane
    Children with complex physical, cognitive and sensory needs (CPCSN) who use augmentative and alternative communication (AAC) may use partner assisted scanning (PAS) as their access method. This access method is not well understood and rarely features in existing literature. Children with CPCSN also seldom appear in the literature on aided language. Children who use AAC require significant intervention to build their receptive and expressive language skills and develop communicative competence. This research examined an evidence based dialogic shared reading strategy which incorporated aided language modelling and increased communication partner responsiveness with two children with CPCSN who use PAS to access a Pragmatic Organised Dynamic Display (PODD; Porter, 2012) communication book. The dialogic reading strategy prompted the communication partner to comment on the story, invite a communication turn, and respond contingently to the child. Aided language modelling and increased responsiveness are widely recognised as strategies which support language development in children who use AAC. Data were collected via communication frequency measures, field notes, and observations throughout the intervention process and an interview with the children’s teacher was conducted after the intervention was complete. The quantitative data were analysed using descriptive statistics and graphs, while the qualitative data were analysed using a general inductive approach. In an effort to integrate all of the data sources, the quantitative communication frequency measures were treated as deductive codes and embedded within the qualitative analysis. Two major themes emerged from the data. One theme described the practical challenges associated with the health and physical needs of the children that required consideration when providing intervention, as well as the changes to the clinical protocol that became necessary in response. In addition, the second theme outlined the effects of the intervention on the children’s communication skills. This included positive outcomes in skill areas such as turn taking, efficiency and conveying meaning. Recommendations for further research and clinical practice as a result of the research are presented.
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    An investigation into contextual facilitation effects from a verbal-visual format : a thesis presented in partial fulfilment of the requirements of the degree of Master of Education, Education Department, Massey University, Palmerston North, New Zealand
    (Massey University, 1992) Hyde, Justin Charles Francis
    This study investigated the use of contextual facilitation in children's beginning reading. A verbal-visual format was utilised to examine the way context influences children's ability to identify irregular words (words which do not follow normal spelling to sound relationships). The study also determined whether poor or good readers in each grade utilised context more or less according to a proposed stage pattern of word identification. The sample, comprised 113, children drawn from three grades from a Primary School in New Plymouth. Children were individually tested with the Peabody Picture Vocabulary Test-Revised, BURT Word Reading Test, Isolated Word Test and Contextual Facilitation Test. The BURT, Isolated Word Test and Context Facilitation Test were modified for easier presentation and active participation of the children to reduce confounding variables of earlier research. Two ANOVA's were applied to analyse data in this study. The first was used to assess the difference that exists in contextual facilitation across the grades tested. The second ANOVA assessed the interaction between grade by reading ability by word block difficulty for context facilitation and for movement through the proposed stage pattern in word recognition. A correlation and stepwise regression assessed the link between context facilitation and BURT scores for reading ability differences between the children in relation to contextual facilitation use. The first ANOVA revealed that utilisation of context with childrens' increasing age decreases for simple words, but increases with increasing word difficulty. The second ANOVA indicated a divergence in reading ability and contextual facilitation beginning at about Junior 2 grade, which possibly delayed childrens' development of automatic word decoding skills. The correlation and stepwise regression between contextual facilitation and BURT scores provides the range of the children's word identification ability. This showed a considerable range in ability from poor word decoding where context cannot be utilised, through an alliance between decoding and context to identify words; to highly efficient word decoding without the need for context. Evidence from this study indicates the existence of a stage pattern of sight word acquisition similar to that proposed by Adams and Huggins (1985). This consists of three stages: 1) non-recognition, 2) intermediate and 3) automatic word recognition. Results of. this study provide evidence that an alliance exists between children's decoding and context for words in the intermediate stage before automatic word recognition occurs. As a result, increasing word identification ability into the child's non-recognition stage from intermediate stage expansion. Divergence in the stage pattern proposed begins in Junior 2 grade, where low ability readers lag behind in automatic word decoding and rely more on context. Further research beyond the generalised results from this study should include a longitudinal study to follow the reading development of individual students.
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    Social education ; Aspects of language ; Beyond Maslow and the limits to growth
    (Massey University, 1977) Smithells, Timothy Arthur
    SECTION ONE Social Education The purpose of this paper was to present, in a study format, at a twelve to fourteen year readability level,two areas of everday life ('The Family' and 'Leaving Home') relevant to students, teachers and parents. In the first area, the topics of family groupings, family relationships and family behaviour are covered in detail, using down-to-earth terms taken from Adlerian Psychology, Abraham Maslow, Eric Berne and R.D. Laing. The basic assumption behind this paper was that these two topics are crucial ones for the adolescent to come to terms with, and important for parents, teachers and younger children to grasp. SECTION TWO Aspects of Language In the first of the three papers comprising this section, a set of basic coding/decoding units for the Romanised English alphabet are presented in detail. These are then related to the mechanisms and stages of development in the decoding process, and to the various levels of perceptual discrimination. In the second paper, the concept of decoding patterns was extended by examining the extension units (accents such as the cedilla) used in a cross-section of ten languages.Eleven such extension units were compared and contrasted, as was the internal consistency of the individual letters among the ten languages. High consistency was found to exist between T.O.A's using Romanised script. In the third paper, second language learning,in a New Zealand context, is discussed and related to the concept of language mastery. Three levels of mastery - basic, secondary and advanced - are postulated, together with examples.The conceptual process of spillover from one language to a second, through levels of mastery, to spillover back to the original language, is introduced and discussed. SECTION THREE Bevond Maslow and The Limits to Growth In this paper, Part One looks at Maslow's hierarchy of needs, and the time-space perspectives of individuals, in synthesis form, Time-space constraints are shown to operate in conjunction with the individual's need framework.The ability and capability of the self-actualising person to minimise and/or remove the constraints of time and space, in meeting his or her higher needs, is discussed. The concept of an all-embracing higher need 'the need to serve' is introduced. The ability of self-actualising persons to function effectively both in the future, and world-wide, and to be in the present is expressed in the light of their potential value to the rest of mankind. In part Two, Maslow's concept of the peak-experience is examined in three ways: in terms of the self-actualisiing person, and the methods used to produce or induce peak-experiences, the necessary and sufficient conditions for inducing the peak-experiences, and in the light of a three-tier experiment carried out by the author in 1974.Conclusions reached were that experiences similar to peak-experiences in quality may be able to be induced in oneself or in suitable subjects, under appropriate conditions. Necessary and sufficient conditions included relative silence, a visible focus-object, relative absence of physical tension, a high degree of attentional ability, and an openness to experience on the part of the individual.
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    The role of itinerant teachers of reading : a thesis presented in fulfilment of the requirements for the degree of Master of Education at Massey University
    (Massey University, 1980) Phillips, Rosalie Kay
    The position of Itinerant Teacher of Reading was established following a successful pilot scheme in 1974. The Department of Education indicated that the function of the itinerant teachers was to help alleviate the problem of children who experience severe difficulties in learning to read. Departmental instructions to Education Boards were couched in general terms to allow the Boards some latitude in defining and establishing the role. This study researches the role of Itinerant Teachers of Reading. The major objectives of the study were to describe the underlying purposes of the itinerant service and to clarify the role of Itinerant Teachers of Reading. The literature discussing children at risk in reading reveals a similarity of opinions on the alleviation of the problem. New Zealand authorities on reading agree that there is a minority group of children who require intensive regular and individualised instruction to improve their reading ability. Also apparent is the tendency for the varied methods of instruction to be focussed closely upon text reading rather than isolated skills acquisition. To ascertain the ways in which itinerant teachers were dealing with children at risk information was gathered via a questionnaire from all Itinerant Teachers of Reading in New Zealand. From their responses emerged three clearly discernible role patterns which ranged from an advisory type role to that of a travelling reading clinician. More detailed information was obtained by interviewing six of the fifteen itinerant teachers and observing four of the teachers at their work. To gain a balanced viewpoint of the itinerant service a second questionnaire solicited opinions and data from a representative adviser and an inspector from each of the ten Education Boards. In general their opinions of the true function of itinerant teachers supported their Board's itinerant teacher(s). Some variation between the methods of teaching advocated by this group and those used by the itinerant teachers was apparent. An examination of Departmental documents followed by a lengthy correspondence with personnel involved in the pilot scheme produced a description of the initial purposes of the itinerant service. The first itinerant teachers were required to establish a pool of resource teachers in schools by training selected teachers in appropriate teaching skills. Although the study is a descriptive one, the opinions expressed by the questionnaire respondents were discussed and presented as recommendations for possible future action. The recommendations encompassed the spheres of communications, service support, role clarification and standardisation, and accountability. The study concludes with a brief note on possible future evaluation.
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    Investigating the home literacy environment and emergent literacy skills of children as they start school in New Zealand : a thesis in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand
    (Massey University, 2017) Van Tonder, Brittney Elizabeth
    Home literacy environment (HLE) has been consistently linked with children’s early literacy skills in international research, and is argued to be an important variable influencing the development of children’s emergent literacy. However, there is very limited New Zealand research investigating this relationship. Therefore, to address this gap in the literature, the present study sought to explore whether there is a relationship between HLE and children’s emergent literacy at school entry within the New Zealand context. Additional research aims involved exploring the impact of years spent in early childhood education (ECE) on emergent literacy, and exploring the role of parent education level on both HLE and children’s emergent literacy within the New Zealand context. The study used a correlational research design to explore these research aims. A total of 35 five-year old children and their parents participated in this study. Children were assessed using a range of emergent literacy assessments and HLE was measured through parental questionnaire. Results showed that there was some correlation between HLE and children’s emergent literacy. However the nature of these correlations differed depending on the component of HLE used in the analysis. Additionally, ECE attendance was not positively associated with any measure of children’s emergent literacy. Further, parent educational level showed little or no correlation with children’s emergent skills and HLE. Two particular implications associated with the present study include the importance of using a wide conceptualisation of HLE in research and the importance of considering proximal variables of influence, such as HLE, over distal variables of influence, such as socioeconomic status.
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    The development and evaluation of effective reading programmes : a thesis presented in partial fulfilment of the requirements for the degree of Master of Business Studies at Massey University
    (Massey University, 1982) Wong, Connie Shiuk Hien
    Theoretical constructs of reading and learner-controlled instruction were used to develop an Effective Reading Programme. Based on these concepts, instrument and non-instrument based techniques were applied to achieve its objectives. Evaluation of the Effective Reading Programme was conducted through an Evaluation model, comprised of Theoretical Constructs, Programme Design and Programme Results. The six stages of its development were individually described and evaluated, moving from courses conducted in South Africa, to those conducted in New Zealand. The conclusion at the end of its developmental stages, was a professional programme, which offered a guarantee within its results. Implications and recommendations were made for areas of further investigation.
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    Predicting reading recovery selection and outcomes : is it possible? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Literacy) at Massey University, Manawatū, New Zealand
    (Massey University, 2017) London, Athena
    Purpose: Predictive early literacy assessments are useful to identify students who are at risk of reading difficulty. This study investigated the use of six early literacy assessments, administered when students first entered school (Time 1), and in the middle of their first year at school (Time 2), in order to predict which students would be selected for Reading Recovery and to identify the Reading Recovery (RR) outcomes for students who participated in the intervention. Method: Unpublished data from a longitudinal study (Early Literacy Project, Chapman, Arrow, Tunmer, & Braid, 2016) was analysed to find predictive links between assessment results and later reading outcomes, for a cohort of 300 5-year-old children in New Zealand primary schools. Results: It was not possible to predict which students would be selected for Reading Recovery due to the variations in RR selection processes. It was found that children who participated in RR were more likely to be referred on for further support the lower their phonological awareness scores were. It was also found that if a child scored 20 points or less, in a combination of Time 1 assessments (letter names, letter sounds and three measures of phonological awareness), they were likely to have a body of literacy abilities that meant they would be working at least a year below the National Standard by the end of their second year at school. Implications: The findings indicate that standardising the selection of students for RR may mean students with the lowest literacy attainment all get support. In addition, early literacy assessments, including measures of phonological awareness, should be administered early in a child’s schooling and those identified as being at risk of reading difficulty should receive literacy support without delay. Addressing students’ low levels of phonological awareness in the first year of schooling may lead to better outcomes for students who participate in RR. Keywords: phonological awareness, Reading Recovery, early literacy assessment, letter names, letter sounds, New Zealand, timing of assessment, vocabulary
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    Severe learning disabilities : an investigation into the incidence and treatment of children failing to reach their reading potential : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts at Massey University
    (Massey University, 1981) Smith, Bryce R
    During 1976 teachers in Taranaki, as in other parts of New Zealand, were expressing concern for children who appeared to make scant progress in language skills despite the best endeavours of teacher and pupil. Discussions with psychologists and education department officers resulted, in a research programme being structured to survey such a group. In view of the then current interest in visual and auditory perception deficiencies which were believed to contribute to learning difficulties, investigations were to be made of several strategies. It was planned to institute proceedings which would not only remedy deficiencies but could also become the basis for preventive action with similar pupils at an earlier age. At that time teachers were available to allow staffing of the project and so two schools were selected for field trials. Teacher nominations of candidates were tested and groups of children isolated who would benefit from the programme. Staff training commenced to build up a set of practices which would subsequently be modified as experience was gained. Teachers were also helped to devise monitoring behaviours to ensure adequate and comparable data collection strategies were instituted. During the investigation, changes in approach were made as programmes developed and from new insights resulting from concurrent reviews of the literature which became available. Two major shifts occurred, the second resulting in the abandonment of some major precepts concerning remedial programming. Investigations are still proceeding related to the early identification and preventive aspect. THE PROPOSAL It is now time to go back to the beginning. At that stage the writer held certain beliefs on causation and remediation of reading disabilities which became the basis for examining the hypotheses: • That learning disabled children present a number of neuro-sensory deficits which led to their disability. • That remedial programmes which build up these areas and reading programmes which are tailored to avoid use of those deficits will result in improved performance.
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    Teaching high frequency words to poor readers using flashcards : its effects on novel word acquisition, skill trasfer to in-text word reading, and passage reading competencies : a thesis in partial fulfillment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand
    (Massey University, 2016) Iqbal, Butul Samera
    Several literacy reports published in the last decade have emphasised the large gap in the reading attainment of children in New Zealand. A common barrier that prevents poor readers to catch up to their peers is difficulty in reading fluency, which is theorised to represent underlying difficulty in rapid and automatic word recognition. The ability to rapidly recognise a few common words, also known as high frequency words (HFWs), may increase the fluency of reading the majority of novel text. As such, the National Standards for literacy achievement outline the development of basic HFW vocabulary by the end of the first few years at school. However, past research that has investigated single word training has rarely used HFWs and those that have used HFWs have scarcely investigated its transfer to in-text reading. Therefore, the aims of the current research were to provide an investigation of HFW training and its influence on word reading accuracy, intext word reading, and passage reading accuracy, speed, and comprehension. Experiment 1 was a single case design carried out with one 8 year old participant and was largely used to inform the second experiment. Experiment 2 was a multiple baseline design carried out with five 8-9 year old participants using a modified training procedure. Experiment 1 utilised visual analysis and Cohen’s d effect size analysis whereas Experiment 2 also used statistical analysis, made possible through the Wampold-Worsham method of randomisation incorporated into the experimental design. The results of both experiments indicated that training facilitated word reading accuracy but the successful transfer of target words to in-text reading was only observed in Experiment 2. Post-training increases to passage reading accuracy, speed, and comprehension scores were not apparent in either experiment. The main contribution of the current research is its applicability to classroom practice. Another important contribution of the study to research practice is the rare application of the Wampold-Worsham method of randomisation.