Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for +publisher:"McGill University" +contributor:("Robert Savage"). Showing records 1 – 12 of 12 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


McGill University

1. Deault, Louise. Effective classroom contexts to develop literacy and attention skills for typical at-risk first grade students.

Degree: PhD, Department of Educational and Counselling Psychology, 2011, McGill University

Inattention and reading problems are commonly recognized as co-occurring difficulties that are associated with academic underachievement. However, studies in both domains of research tend to… (more)

Subjects/Keywords: Education - Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Deault, L. (2011). Effective classroom contexts to develop literacy and attention skills for typical at-risk first grade students. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile103594.pdf

Chicago Manual of Style (16th Edition):

Deault, Louise. “Effective classroom contexts to develop literacy and attention skills for typical at-risk first grade students.” 2011. Doctoral Dissertation, McGill University. Accessed May 27, 2019. http://digitool.library.mcgill.ca/thesisfile103594.pdf.

MLA Handbook (7th Edition):

Deault, Louise. “Effective classroom contexts to develop literacy and attention skills for typical at-risk first grade students.” 2011. Web. 27 May 2019.

Vancouver:

Deault L. Effective classroom contexts to develop literacy and attention skills for typical at-risk first grade students. [Internet] [Doctoral dissertation]. McGill University; 2011. [cited 2019 May 27]. Available from: http://digitool.library.mcgill.ca/thesisfile103594.pdf.

Council of Science Editors:

Deault L. Effective classroom contexts to develop literacy and attention skills for typical at-risk first grade students. [Doctoral Dissertation]. McGill University; 2011. Available from: http://digitool.library.mcgill.ca/thesisfile103594.pdf


McGill University

2. Sanghera-Sidhu, Sukhbinder. Pan-Canadian abracadabra follow-up: What do we know four years later about students' and teachers' responsiveness to being part of an intervention study?.

Degree: PhD, Department of Educational and Counselling Psychology, 2017, McGill University

 This dissertation is a Canadian-based 4-year follow-up study that examines the long-term effectiveness of the ABRACADABRA (ABRA) web-based literacy intervention on students' (n = 467)… (more)

Subjects/Keywords: Educational and Counselling Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sanghera-Sidhu, S. (2017). Pan-Canadian abracadabra follow-up: What do we know four years later about students' and teachers' responsiveness to being part of an intervention study?. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile145301.pdf

Chicago Manual of Style (16th Edition):

Sanghera-Sidhu, Sukhbinder. “Pan-Canadian abracadabra follow-up: What do we know four years later about students' and teachers' responsiveness to being part of an intervention study?.” 2017. Doctoral Dissertation, McGill University. Accessed May 27, 2019. http://digitool.library.mcgill.ca/thesisfile145301.pdf.

MLA Handbook (7th Edition):

Sanghera-Sidhu, Sukhbinder. “Pan-Canadian abracadabra follow-up: What do we know four years later about students' and teachers' responsiveness to being part of an intervention study?.” 2017. Web. 27 May 2019.

Vancouver:

Sanghera-Sidhu S. Pan-Canadian abracadabra follow-up: What do we know four years later about students' and teachers' responsiveness to being part of an intervention study?. [Internet] [Doctoral dissertation]. McGill University; 2017. [cited 2019 May 27]. Available from: http://digitool.library.mcgill.ca/thesisfile145301.pdf.

Council of Science Editors:

Sanghera-Sidhu S. Pan-Canadian abracadabra follow-up: What do we know four years later about students' and teachers' responsiveness to being part of an intervention study?. [Doctoral Dissertation]. McGill University; 2017. Available from: http://digitool.library.mcgill.ca/thesisfile145301.pdf


McGill University

3. Côté, Marie-France. Cross-linguistic transfer of literacy skills between English and French among grade 1 and 2 elementary school students attending French immersion programs.

Degree: PhD, Department of Educational and Counselling Psychology, 2018, McGill University

 Bilingualism is a common reality for a majority of the world’s population (Aronin, & Singleton, 2008). Biliteracy, that is, learning to read in more than… (more)

Subjects/Keywords: UMIC code is not required - UMIC code is not required

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Côté, M. (2018). Cross-linguistic transfer of literacy skills between English and French among grade 1 and 2 elementary school students attending French immersion programs. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile150872.pdf

Chicago Manual of Style (16th Edition):

Côté, Marie-France. “Cross-linguistic transfer of literacy skills between English and French among grade 1 and 2 elementary school students attending French immersion programs.” 2018. Doctoral Dissertation, McGill University. Accessed May 27, 2019. http://digitool.library.mcgill.ca/thesisfile150872.pdf.

MLA Handbook (7th Edition):

Côté, Marie-France. “Cross-linguistic transfer of literacy skills between English and French among grade 1 and 2 elementary school students attending French immersion programs.” 2018. Web. 27 May 2019.

Vancouver:

Côté M. Cross-linguistic transfer of literacy skills between English and French among grade 1 and 2 elementary school students attending French immersion programs. [Internet] [Doctoral dissertation]. McGill University; 2018. [cited 2019 May 27]. Available from: http://digitool.library.mcgill.ca/thesisfile150872.pdf.

Council of Science Editors:

Côté M. Cross-linguistic transfer of literacy skills between English and French among grade 1 and 2 elementary school students attending French immersion programs. [Doctoral Dissertation]. McGill University; 2018. Available from: http://digitool.library.mcgill.ca/thesisfile150872.pdf


McGill University

4. Zhang, Chao. Associative priming of non-word dictation among young ESL learners with Chinese language backgrounds.

Degree: MA, Department of Educational and Counselling Psychology, 2013, McGill University

The present study adopted Seymour and Dargie's design (1990) and examined the associative priming effect on English non-word spelling in young ESL learners with Chinese… (more)

Subjects/Keywords: Education - Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Zhang, C. (2013). Associative priming of non-word dictation among young ESL learners with Chinese language backgrounds. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile119733.pdf

Chicago Manual of Style (16th Edition):

Zhang, Chao. “Associative priming of non-word dictation among young ESL learners with Chinese language backgrounds.” 2013. Masters Thesis, McGill University. Accessed May 27, 2019. http://digitool.library.mcgill.ca/thesisfile119733.pdf.

MLA Handbook (7th Edition):

Zhang, Chao. “Associative priming of non-word dictation among young ESL learners with Chinese language backgrounds.” 2013. Web. 27 May 2019.

Vancouver:

Zhang C. Associative priming of non-word dictation among young ESL learners with Chinese language backgrounds. [Internet] [Masters thesis]. McGill University; 2013. [cited 2019 May 27]. Available from: http://digitool.library.mcgill.ca/thesisfile119733.pdf.

Council of Science Editors:

Zhang C. Associative priming of non-word dictation among young ESL learners with Chinese language backgrounds. [Masters Thesis]. McGill University; 2013. Available from: http://digitool.library.mcgill.ca/thesisfile119733.pdf


McGill University

5. Chen, Victoria. A pilot study on the impact of complex grapheme-phoneme correspondences on reading skills and motivation in under achieving readers.

Degree: MA, Department of Educational and Counselling Psychology, 2013, McGill University

This study examines the effects of teaching complex Grapheme-Phoneme Correspondences (GPC) on reading skills and reading motivation for under-achieving readers. Two comparable reading programs were… (more)

Subjects/Keywords: Education - Elementary

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Chen, V. (2013). A pilot study on the impact of complex grapheme-phoneme correspondences on reading skills and motivation in under achieving readers. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile119714.pdf

Chicago Manual of Style (16th Edition):

Chen, Victoria. “A pilot study on the impact of complex grapheme-phoneme correspondences on reading skills and motivation in under achieving readers.” 2013. Masters Thesis, McGill University. Accessed May 27, 2019. http://digitool.library.mcgill.ca/thesisfile119714.pdf.

MLA Handbook (7th Edition):

Chen, Victoria. “A pilot study on the impact of complex grapheme-phoneme correspondences on reading skills and motivation in under achieving readers.” 2013. Web. 27 May 2019.

Vancouver:

Chen V. A pilot study on the impact of complex grapheme-phoneme correspondences on reading skills and motivation in under achieving readers. [Internet] [Masters thesis]. McGill University; 2013. [cited 2019 May 27]. Available from: http://digitool.library.mcgill.ca/thesisfile119714.pdf.

Council of Science Editors:

Chen V. A pilot study on the impact of complex grapheme-phoneme correspondences on reading skills and motivation in under achieving readers. [Masters Thesis]. McGill University; 2013. Available from: http://digitool.library.mcgill.ca/thesisfile119714.pdf


McGill University

6. Erten, Ozlem. Effective inclusive classrooms: examining the relationship between perceptions of inclusion, effective teaching and student outcomes.

Degree: PhD, Department of Educational and Counselling Psychology, 2014, McGill University

Over the years, increasing numbers of schools have adopted inclusive education policies. Classroom teachers are responsible for providing support for all students including those with… (more)

Subjects/Keywords: Education - Special

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Erten, O. (2014). Effective inclusive classrooms: examining the relationship between perceptions of inclusion, effective teaching and student outcomes. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile121193.pdf

Chicago Manual of Style (16th Edition):

Erten, Ozlem. “Effective inclusive classrooms: examining the relationship between perceptions of inclusion, effective teaching and student outcomes.” 2014. Doctoral Dissertation, McGill University. Accessed May 27, 2019. http://digitool.library.mcgill.ca/thesisfile121193.pdf.

MLA Handbook (7th Edition):

Erten, Ozlem. “Effective inclusive classrooms: examining the relationship between perceptions of inclusion, effective teaching and student outcomes.” 2014. Web. 27 May 2019.

Vancouver:

Erten O. Effective inclusive classrooms: examining the relationship between perceptions of inclusion, effective teaching and student outcomes. [Internet] [Doctoral dissertation]. McGill University; 2014. [cited 2019 May 27]. Available from: http://digitool.library.mcgill.ca/thesisfile121193.pdf.

Council of Science Editors:

Erten O. Effective inclusive classrooms: examining the relationship between perceptions of inclusion, effective teaching and student outcomes. [Doctoral Dissertation]. McGill University; 2014. Available from: http://digitool.library.mcgill.ca/thesisfile121193.pdf


McGill University

7. Sha, Wing-Yan Kristen. A randomized control trial of computer-based vs. paper ABRACADABRA: impacts on reading and spelling, reading motivation, self-esteem and enjoyment.

Degree: MA, Department of Educational and Counselling Psychology, 2018, McGill University

This pre-test post-test randomized control trial investigated the effectiveness of a web-based early literacy tool, A Balanced Approach for Children Designed to Achieve Best Results… (more)

Subjects/Keywords: Educational and Counselling Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sha, W. K. (2018). A randomized control trial of computer-based vs. paper ABRACADABRA: impacts on reading and spelling, reading motivation, self-esteem and enjoyment. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile161149.pdf

Chicago Manual of Style (16th Edition):

Sha, Wing-Yan Kristen. “A randomized control trial of computer-based vs. paper ABRACADABRA: impacts on reading and spelling, reading motivation, self-esteem and enjoyment.” 2018. Masters Thesis, McGill University. Accessed May 27, 2019. http://digitool.library.mcgill.ca/thesisfile161149.pdf.

MLA Handbook (7th Edition):

Sha, Wing-Yan Kristen. “A randomized control trial of computer-based vs. paper ABRACADABRA: impacts on reading and spelling, reading motivation, self-esteem and enjoyment.” 2018. Web. 27 May 2019.

Vancouver:

Sha WK. A randomized control trial of computer-based vs. paper ABRACADABRA: impacts on reading and spelling, reading motivation, self-esteem and enjoyment. [Internet] [Masters thesis]. McGill University; 2018. [cited 2019 May 27]. Available from: http://digitool.library.mcgill.ca/thesisfile161149.pdf.

Council of Science Editors:

Sha WK. A randomized control trial of computer-based vs. paper ABRACADABRA: impacts on reading and spelling, reading motivation, self-esteem and enjoyment. [Masters Thesis]. McGill University; 2018. Available from: http://digitool.library.mcgill.ca/thesisfile161149.pdf

8. Irannejad, Shahrzad. Is a cerebellar deficit the underlying cause of reading disabilities?.

Degree: PhD, Department of Educational and Counselling Psychology, 2011, McGill University

This thesis critically appraised the Cerebellar Deficit Theory (CDT) which claims to provide a parsimonious explanation of the two most prominent existing cognitive deficit theories… (more)

Subjects/Keywords: Education - Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Irannejad, S. (2011). Is a cerebellar deficit the underlying cause of reading disabilities?. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile96791.pdf

Chicago Manual of Style (16th Edition):

Irannejad, Shahrzad. “Is a cerebellar deficit the underlying cause of reading disabilities?.” 2011. Doctoral Dissertation, McGill University. Accessed May 27, 2019. http://digitool.library.mcgill.ca/thesisfile96791.pdf.

MLA Handbook (7th Edition):

Irannejad, Shahrzad. “Is a cerebellar deficit the underlying cause of reading disabilities?.” 2011. Web. 27 May 2019.

Vancouver:

Irannejad S. Is a cerebellar deficit the underlying cause of reading disabilities?. [Internet] [Doctoral dissertation]. McGill University; 2011. [cited 2019 May 27]. Available from: http://digitool.library.mcgill.ca/thesisfile96791.pdf.

Council of Science Editors:

Irannejad S. Is a cerebellar deficit the underlying cause of reading disabilities?. [Doctoral Dissertation]. McGill University; 2011. Available from: http://digitool.library.mcgill.ca/thesisfile96791.pdf

9. Kozakewich, Meagan. Individual predictors of first and second language sixth-grade writing performance from kindergarten and grade 1 literacy variables.

Degree: MA, Department of Educational and Counselling Psychology, 2013, McGill University

This thesis examined the Simple View of Reading (SVR; Hoover & Gough, 1990) in predicting writing performance. Specifically, the present study measured whether unique variance… (more)

Subjects/Keywords: Education - Language and Literature

…hugely indebted to my supervisor, Dr. Robert Savage, for all of his thoughtful insight and… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kozakewich, M. (2013). Individual predictors of first and second language sixth-grade writing performance from kindergarten and grade 1 literacy variables. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile114550.pdf

Chicago Manual of Style (16th Edition):

Kozakewich, Meagan. “Individual predictors of first and second language sixth-grade writing performance from kindergarten and grade 1 literacy variables.” 2013. Masters Thesis, McGill University. Accessed May 27, 2019. http://digitool.library.mcgill.ca/thesisfile114550.pdf.

MLA Handbook (7th Edition):

Kozakewich, Meagan. “Individual predictors of first and second language sixth-grade writing performance from kindergarten and grade 1 literacy variables.” 2013. Web. 27 May 2019.

Vancouver:

Kozakewich M. Individual predictors of first and second language sixth-grade writing performance from kindergarten and grade 1 literacy variables. [Internet] [Masters thesis]. McGill University; 2013. [cited 2019 May 27]. Available from: http://digitool.library.mcgill.ca/thesisfile114550.pdf.

Council of Science Editors:

Kozakewich M. Individual predictors of first and second language sixth-grade writing performance from kindergarten and grade 1 literacy variables. [Masters Thesis]. McGill University; 2013. Available from: http://digitool.library.mcgill.ca/thesisfile114550.pdf

10. Di Stasio, Maria. Exploring the relationship between classroom characteristics student characteristics and bullying and victimization in junior high school.

Degree: PhD, Department of Educational and Counselling Psychology, 2015, McGill University

 Bullying in schools is a growing phenomenon and a major problem in many countries (Murray-Harvey, Slee, & Taki, 2010). It is an inter-relational problem influenced… (more)

Subjects/Keywords: Education - Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Di Stasio, M. (2015). Exploring the relationship between classroom characteristics student characteristics and bullying and victimization in junior high school. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile130286.pdf

Chicago Manual of Style (16th Edition):

Di Stasio, Maria. “Exploring the relationship between classroom characteristics student characteristics and bullying and victimization in junior high school.” 2015. Doctoral Dissertation, McGill University. Accessed May 27, 2019. http://digitool.library.mcgill.ca/thesisfile130286.pdf.

MLA Handbook (7th Edition):

Di Stasio, Maria. “Exploring the relationship between classroom characteristics student characteristics and bullying and victimization in junior high school.” 2015. Web. 27 May 2019.

Vancouver:

Di Stasio M. Exploring the relationship between classroom characteristics student characteristics and bullying and victimization in junior high school. [Internet] [Doctoral dissertation]. McGill University; 2015. [cited 2019 May 27]. Available from: http://digitool.library.mcgill.ca/thesisfile130286.pdf.

Council of Science Editors:

Di Stasio M. Exploring the relationship between classroom characteristics student characteristics and bullying and victimization in junior high school. [Doctoral Dissertation]. McGill University; 2015. Available from: http://digitool.library.mcgill.ca/thesisfile130286.pdf


McGill University

11. Cankaya, Zeynep. Influence of working memory capacity and reading purpose on young readers' text comprehension.

Degree: MA, Department of Educational and Counselling Psychology, 2008, McGill University

Reading comprehension processes are assumed to be influenced by reading purpose and working memory capacity (WMC). However, it is still unknown how these factors affect… (more)

Subjects/Keywords: Education - Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cankaya, Z. (2008). Influence of working memory capacity and reading purpose on young readers' text comprehension. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile19247.pdf

Chicago Manual of Style (16th Edition):

Cankaya, Zeynep. “Influence of working memory capacity and reading purpose on young readers' text comprehension.” 2008. Masters Thesis, McGill University. Accessed May 27, 2019. http://digitool.library.mcgill.ca/thesisfile19247.pdf.

MLA Handbook (7th Edition):

Cankaya, Zeynep. “Influence of working memory capacity and reading purpose on young readers' text comprehension.” 2008. Web. 27 May 2019.

Vancouver:

Cankaya Z. Influence of working memory capacity and reading purpose on young readers' text comprehension. [Internet] [Masters thesis]. McGill University; 2008. [cited 2019 May 27]. Available from: http://digitool.library.mcgill.ca/thesisfile19247.pdf.

Council of Science Editors:

Cankaya Z. Influence of working memory capacity and reading purpose on young readers' text comprehension. [Masters Thesis]. McGill University; 2008. Available from: http://digitool.library.mcgill.ca/thesisfile19247.pdf


McGill University

12. Daki, Julia. Solution Focused Brief Therapy: addressing academic, motivational, social and emotional difficulties of older children with reading deficits.

Degree: MA, Department of Educational and Counselling Psychology, 2009, McGill University

This study evaluated the effectiveness of the solution-focused approach in addressing academic, motivational, social and emotional needs of children with reading problems. Fourteen children attending… (more)

Subjects/Keywords: Education - Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Daki, J. (2009). Solution Focused Brief Therapy: addressing academic, motivational, social and emotional difficulties of older children with reading deficits. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile32267.pdf

Chicago Manual of Style (16th Edition):

Daki, Julia. “Solution Focused Brief Therapy: addressing academic, motivational, social and emotional difficulties of older children with reading deficits.” 2009. Masters Thesis, McGill University. Accessed May 27, 2019. http://digitool.library.mcgill.ca/thesisfile32267.pdf.

MLA Handbook (7th Edition):

Daki, Julia. “Solution Focused Brief Therapy: addressing academic, motivational, social and emotional difficulties of older children with reading deficits.” 2009. Web. 27 May 2019.

Vancouver:

Daki J. Solution Focused Brief Therapy: addressing academic, motivational, social and emotional difficulties of older children with reading deficits. [Internet] [Masters thesis]. McGill University; 2009. [cited 2019 May 27]. Available from: http://digitool.library.mcgill.ca/thesisfile32267.pdf.

Council of Science Editors:

Daki J. Solution Focused Brief Therapy: addressing academic, motivational, social and emotional difficulties of older children with reading deficits. [Masters Thesis]. McGill University; 2009. Available from: http://digitool.library.mcgill.ca/thesisfile32267.pdf

.