Research methods from both the qualitative and quantitative paradigms were used to answer the question concerning how adult readers navigate through informational text embedded in a hypermedia environment to construct meaning.

The purpose of the study was to describe the use of nonfiction/informational trade books within a literature-based elementary classroom by students and the teacher. Using a qualitative ethnographic approach, the researcher became a participant observer in a third grade classroom during a two and one-half week thematic unit about the westward movement. Data were collected from field notes, audiotapes of class discussions and informal interviews, documents of students' work, photographs, daily observer comment summaries, and memos. These data were coded, analyzed for recurring patterns, and grouped together, resulting in grounded theory.

This study investigated the relationships among the variables of parenting stress, academic self-concept, and reading ability. The purpose of this study was to determine whether parenting stress and academic self-concept contributed to the child's reading ability. Two hypotheses were investigated in an effort to accomplish this purpose. The subjects used in this study were forty-nine children and their primary caretakers referred to The Child and Family Resource Center, The University of North Texas, Denton, Texas, during the academic years of 1994 through 1999. Subjects ranged in age from seven to eighteen years of age. Academically, the subjects ranged from first graders through eleventh graders. All subjects lived in and attended schools in Denton County or neighboring counties. Parental employment ranged from unskilled laborers to medical doctors. The participating families included biological, step, adoptive, single, and divorced families. Abidin's Parenting Stress Index was used to measure parental stress experienced by the primary caretaker. The Intellectual and School Status cluster of the Piers-Harris Children's Self-Concept Scale was used to measure the child's academic self-concept and the Woodcock Reading Mastery Test-Revised provided a measure of the child's reading ability. Test scores were obtained following a review of The Child and Family Resource Center's …

The problem of the study was to examine the effects of Texas legislated basic skills testing as the effects relate to teachers, administrators, and local school districts. Questionnaires consisting of thirty questions were mailed to a stratified random sample of 120 educators from all twenty Regional Service Centers in Texas. Both teachers and administrators were included in the sample. Factual information and personal opinions were solicited to determine how educators and local school districts have been responding to the testing reform directives. Responses of educational groups and demographic types were compared using the chi-square test and presented in descriptive and tabular form.. Nine findings, nine conclusions, and six recommendations resulted from the study.