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Date of Award

1983

Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)

Department

Graduate School

First Advisor

Helmut H. Reimer

First Committee Member

Robert Blaney

Second Committee Member

Robert R. Hopkins

Third Committee Member

[?]

Fourth Committee Member

R. Eugene R[?]

Abstract

The purpose of this study was to determine the effectiveness of two counseling models, values clarification and cognitive behavior modification on the improvement of reading skills and the enhancement of self-concept . The subjects were 137 tenth grade students at a central California high school. Two experimental groups and one control group with approximately 25 students each were pre- and posttested with a Nelson Reading Test, Form A and B, and a semantic differential. One experimental group received values clarification training, the other cognitive behavior modification training. The study was replicated once for validity. It was hypothesized that both experimental groups would show significant mean gains in reading on the Nelson Reading Test and also on each of the concepts of the semantic differential, as compared with each other and with the control group. It was also hypothesized that males and females would have equal mean gains in treatment effects. The data was analyzed using the Statistical Package for the Social Sciences (SPSS) . Analysis of covariance was used to analyze the results wlth an explication of the comparisons between groups where the senklntic differential was used. Fisher's LSD Multiple Comparison Test was used with the Nelson Reading Test where statistical significance was indicated from the analysis of covariance. The alpha level was set at .05. The findings revealed that on the semantic differential, neither cognitive behavior modification nor values clarification showed significant gains. There were no significant findings in gender differences . There was a significant finding with the results for the experimental groups for values clarification. Both groups showed a gain of approximately one grade level on the Nelson Reading Test between pre- and post-test.

Pages

144

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