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dc.contributor.author Ryback, David en_US
dc.date.accessioned 2009-09-09T20:05:39Z en_US
dc.date.available 2009-09-09T20:05:39Z en_US
dc.date.issued 1969 en_US
dc.identifier.uri http://hdl.handle.net/10125/11934 en_US
dc.description Typescript. en_US
dc.description Bibliography: leaves [89]-98. en_US
dc.description vii, 98 l en_US
dc.description.abstract The present experiment was an attempt to discover whether parents of children with reading deficits could act successfully as therapy-technicians in helping their own children to overcome these deficits. Four children identified as reading problems were reinforced for appropriate reading behaviors with tokens backed up by monetary value. All four children showed a positively accelerated rate of reading and made from 36.389 to 64.448 single word reading responses during the 30 to 45 hours of training. Pre- and post-test comparisons indicated a significant increase (at the .01 level) in ability to read the training materials. Results add to confidence in learning conceptions of human behavior. en_US
dc.language.iso en-US en_US
dc.publisher [Honolulu] en_US
dc.relation Theses for the degree of Doctor of Philosophy (University of Hawaii at Manoa). Psychology; no. 238 en_US
dc.rights All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner. en_US
dc.subject Reading -- Remedial teaching en_US
dc.subject Parent and child en_US
dc.title Cognitive behavior modification: "Motivated learning" reading treatment with parents as therapy-technicians en_US
dc.title "Motivated learning" reading treatment with parents as therapy-technicians en_US
dc.type Thesis en_US
dc.type.dcmi Text en_US

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