The effects of thermal biofeedback training in group and individual training sessions on the reading comprehension and locus of control of underachieving readers in the primary grades

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dc.contributor.advisor Wenck, L. Stanley (Lewis Stanley) en_US
dc.contributor.author Pakes, Sandra Jane en_US
dc.date.accessioned 2011-06-03T19:29:43Z
dc.date.available 2011-06-03T19:29:43Z
dc.date.created 1982 en_US
dc.date.issued 1982
dc.identifier LD2489.Z64 1982 .P34 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/179355
dc.description.abstract The primary focus of this study was to determine the effects of thermal biofeedback training on the reading achievement (comprehension) of underachieving readers in the primary grades. A secondary purpose was to determine whether biofeedback training would alter the locus of control of the subjects involved. The study was based on the integration of research data supporting two related principles: (1) the positive relationships between locus of control and improved academic achievement and (2) the positive relationships between biofeedback and locus of control. Consequently, the theoretical foundation assumed that biofeedback should affect academic achievement.The study was conducted in the four largest elementary schools participating in federally funded Title I reading programs within a midwestern city. Participating Title I students in grades one through three were randomly selected and assigned to the experimental group (biofeedback trained) or to the control group (no treatment). The final sample and subsequent data analyses included 112 students: 52 controls and 60 experimentals. There was an even distribution of sex and race. The subjects were administered the California Achievement Test--Reading, 1977 and the Nowicki-Strickland Personal Reaction Survey as pre- and post-test measures.Biofeedback technicians were trained by a doctorate level person in procedural guidelines for thermal training. Instrumentation included the Cyborg J42 thermal trainer, Biotic Band II, and Physiologic trend indicators. Training occurred 15 minutes per session twice a week for a minimum of 12 weeks. Following biofeedback training, reading instruction proceeded as usual.Results of a correlated t test indicated that primary grade subjects were able to learn the technique of biofeedback training (p<.0001) in a group setting, with a recorded mean difference of 4.58 F. from baseline to peak temperature. Pre-post results of the dependent variable were analyzed using a 2x2x2 multivariate analysis of covariance. The three-way interaction for the treatment, race, and sex comparisons was significant at the .0099 probability level. Subsequent analysis indicated significantly improved reading comprehension for the biofeedback trained black females (p<.Ol) and white males (p<.0001). Also, thermal biofeedback training was found to significantly (p<.0001) affect locus of control toward a more internal direction, in all treatment groups. en_US
dc.format.extent ix, 177 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Biofeedback training. en_US
dc.subject.lcsh Reading (Primary) en_US
dc.subject.lcsh Underachievers. en_US
dc.title The effects of thermal biofeedback training in group and individual training sessions on the reading comprehension and locus of control of underachieving readers in the primary grades en_US
dc.title.alternative Effects of thermal biofeedback training en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/440435 en_US


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  • Doctoral Dissertations [3194]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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