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You searched for +publisher:"SUNY College at Brockport" +contributor:("Dr. Gerald Begy"). Showing records 1 – 30 of 67 total matches.

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SUNY College at Brockport

1. Johnson, Barbara E. Is the Standardized Test Score an Accurate Predictor of Academic Performance?.

Degree: MSEd, Education and Human Development, 1994, SUNY College at Brockport

  The purpose of this study was to determine whether the third grade Pupil Evaluation Program Test or the Otis Lennon School Ability Index or… (more)

Subjects/Keywords: Pupil Evaluation Program; Otis Lennon School Ability Index; academic predictors; English Regents exam; reading scores; Curriculum and Instruction; Education; Elementary Education; Language and Literacy Education; Secondary Education

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

APA (6th Edition):

Johnson, B. E. (1994). Is the Standardized Test Score an Accurate Predictor of Academic Performance?. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1039

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Johnson, Barbara E. “Is the Standardized Test Score an Accurate Predictor of Academic Performance?.” 1994. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/1039.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Johnson, Barbara E. “Is the Standardized Test Score an Accurate Predictor of Academic Performance?.” 1994. Web. 17 Jun 2019.

Vancouver:

Johnson BE. Is the Standardized Test Score an Accurate Predictor of Academic Performance?. [Internet] [Thesis]. SUNY College at Brockport; 1994. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1039.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Johnson BE. Is the Standardized Test Score an Accurate Predictor of Academic Performance?. [Thesis]. SUNY College at Brockport; 1994. Available from: https://digitalcommons.brockport.edu/ehd_theses/1039

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

2. Jones, Hassan. The Impact of Same Gender Dynamics On Cross-Aged Paired Reading.

Degree: MSEd, Education and Human Development, 2000, SUNY College at Brockport

  The purpose of this study was to investigate the dynamics that take place in the relationship between same gender paired readers. The participants in… (more)

Subjects/Keywords: Gender dynamics; cross-aged paired reading; buddy reading; literacy; reading attitudes; Education; Elementary Education; Language and Literacy Education

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APA (6th Edition):

Jones, H. (2000). The Impact of Same Gender Dynamics On Cross-Aged Paired Reading. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1041

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jones, Hassan. “The Impact of Same Gender Dynamics On Cross-Aged Paired Reading.” 2000. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/1041.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jones, Hassan. “The Impact of Same Gender Dynamics On Cross-Aged Paired Reading.” 2000. Web. 17 Jun 2019.

Vancouver:

Jones H. The Impact of Same Gender Dynamics On Cross-Aged Paired Reading. [Internet] [Thesis]. SUNY College at Brockport; 2000. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1041.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jones H. The Impact of Same Gender Dynamics On Cross-Aged Paired Reading. [Thesis]. SUNY College at Brockport; 2000. Available from: https://digitalcommons.brockport.edu/ehd_theses/1041

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

3. Kleemann-Wilson, Amy. First Steps Professional Development: Its Effects on Teachers’ Ability to Understand and to Implement First Steps in their Classrooms.

Degree: MSEd, Education and Human Development, 1999, SUNY College at Brockport

  The purpose of this study was to document and to determine how First Steps professional development was helpful to teachers in their understanding of… (more)

Subjects/Keywords: First steps; professional development; teacher strategies; teacher training; program implementation; Curriculum and Instruction; Education; Educational Methods; Teacher Education and Professional Development

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APA (6th Edition):

Kleemann-Wilson, A. (1999). First Steps Professional Development: Its Effects on Teachers’ Ability to Understand and to Implement First Steps in their Classrooms. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1058

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kleemann-Wilson, Amy. “First Steps Professional Development: Its Effects on Teachers’ Ability to Understand and to Implement First Steps in their Classrooms.” 1999. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/1058.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kleemann-Wilson, Amy. “First Steps Professional Development: Its Effects on Teachers’ Ability to Understand and to Implement First Steps in their Classrooms.” 1999. Web. 17 Jun 2019.

Vancouver:

Kleemann-Wilson A. First Steps Professional Development: Its Effects on Teachers’ Ability to Understand and to Implement First Steps in their Classrooms. [Internet] [Thesis]. SUNY College at Brockport; 1999. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1058.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kleemann-Wilson A. First Steps Professional Development: Its Effects on Teachers’ Ability to Understand and to Implement First Steps in their Classrooms. [Thesis]. SUNY College at Brockport; 1999. Available from: https://digitalcommons.brockport.edu/ehd_theses/1058

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

4. Klehn, Kate. The Effects of Story Previews on the Reading Comprehension of Ninth Grade Students.

Degree: MSEd, Education and Human Development, 1988, SUNY College at Brockport

  This study examined the effects of story previews on fifty ninth grade students from a public high school in Western New York. The students… (more)

Subjects/Keywords: story previews; building background knowledge; high school; short stories; reading comprehension; Education; Educational Methods; Secondary Education

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

APA (6th Edition):

Klehn, K. (1988). The Effects of Story Previews on the Reading Comprehension of Ninth Grade Students. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1059

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Klehn, Kate. “The Effects of Story Previews on the Reading Comprehension of Ninth Grade Students.” 1988. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/1059.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Klehn, Kate. “The Effects of Story Previews on the Reading Comprehension of Ninth Grade Students.” 1988. Web. 17 Jun 2019.

Vancouver:

Klehn K. The Effects of Story Previews on the Reading Comprehension of Ninth Grade Students. [Internet] [Thesis]. SUNY College at Brockport; 1988. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1059.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Klehn K. The Effects of Story Previews on the Reading Comprehension of Ninth Grade Students. [Thesis]. SUNY College at Brockport; 1988. Available from: https://digitalcommons.brockport.edu/ehd_theses/1059

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

5. Knight, Kathryn A. Validity and Reliability of the Cloze Procedure as a Measure of Readability and Comprehension for Prelingually, Profoundly Deaf Students.

Degree: MSEd, Education and Human Development, 1983, SUNY College at Brockport

  The purpose of this study was to determine the validity and reliability of the cloze procedure as a measure of passage readability and the… (more)

Subjects/Keywords: Cloze tests; Fry readability formula; Dale-Chall readability formula; reading comprehension; deaf literacy; Curriculum and Instruction; Education; Elementary Education; Language and Literacy Education; Secondary Education

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APA (6th Edition):

Knight, K. A. (1983). Validity and Reliability of the Cloze Procedure as a Measure of Readability and Comprehension for Prelingually, Profoundly Deaf Students. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1061

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Knight, Kathryn A. “Validity and Reliability of the Cloze Procedure as a Measure of Readability and Comprehension for Prelingually, Profoundly Deaf Students.” 1983. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/1061.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Knight, Kathryn A. “Validity and Reliability of the Cloze Procedure as a Measure of Readability and Comprehension for Prelingually, Profoundly Deaf Students.” 1983. Web. 17 Jun 2019.

Vancouver:

Knight KA. Validity and Reliability of the Cloze Procedure as a Measure of Readability and Comprehension for Prelingually, Profoundly Deaf Students. [Internet] [Thesis]. SUNY College at Brockport; 1983. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1061.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Knight KA. Validity and Reliability of the Cloze Procedure as a Measure of Readability and Comprehension for Prelingually, Profoundly Deaf Students. [Thesis]. SUNY College at Brockport; 1983. Available from: https://digitalcommons.brockport.edu/ehd_theses/1061

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

6. Lercher, Julie Waldinger. Preschooler’s Perception about Reading: Is There a Correlation between Interest Level and Reading Concept Development Among Emergent Readers?.

Degree: MSEd, Education and Human Development, 1997, SUNY College at Brockport

  This study was designed to examine preschoolers' interest levels in reading and their knowledge of basic reading concepts to determine if there is a… (more)

Subjects/Keywords: reading interest; basic reading concepts; interest level; reading concept development; preschoolers; reading process; Curriculum and Instruction; Early Childhood Education; Education; Language and Literacy Education

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APA (6th Edition):

Lercher, J. W. (1997). Preschooler’s Perception about Reading: Is There a Correlation between Interest Level and Reading Concept Development Among Emergent Readers?. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1075

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lercher, Julie Waldinger. “Preschooler’s Perception about Reading: Is There a Correlation between Interest Level and Reading Concept Development Among Emergent Readers?.” 1997. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/1075.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lercher, Julie Waldinger. “Preschooler’s Perception about Reading: Is There a Correlation between Interest Level and Reading Concept Development Among Emergent Readers?.” 1997. Web. 17 Jun 2019.

Vancouver:

Lercher JW. Preschooler’s Perception about Reading: Is There a Correlation between Interest Level and Reading Concept Development Among Emergent Readers?. [Internet] [Thesis]. SUNY College at Brockport; 1997. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1075.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lercher JW. Preschooler’s Perception about Reading: Is There a Correlation between Interest Level and Reading Concept Development Among Emergent Readers?. [Thesis]. SUNY College at Brockport; 1997. Available from: https://digitalcommons.brockport.edu/ehd_theses/1075

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

7. Lisman, Gary J. The Effect of a Neuro-Linguistic Programming Modeled-Reading Comprehension Strategy on Special Education Students.

Degree: MSEd, Education and Human Development, 1995, SUNY College at Brockport

  This study was designed to test the effectiveness of a Neuro-Linguistic Programming modeled-reading comprehension strategy. This lower order thinking strategy treatment was tested on… (more)

Subjects/Keywords: Neuro-Linguistic Programming; reading comprehension; lower order thinking; strategy treatment; special education; reading strategies; Curriculum and Instruction; Education; Language and Literacy Education; Special Education and Teaching

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APA (6th Edition):

Lisman, G. J. (1995). The Effect of a Neuro-Linguistic Programming Modeled-Reading Comprehension Strategy on Special Education Students. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1076

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lisman, Gary J. “The Effect of a Neuro-Linguistic Programming Modeled-Reading Comprehension Strategy on Special Education Students.” 1995. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/1076.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lisman, Gary J. “The Effect of a Neuro-Linguistic Programming Modeled-Reading Comprehension Strategy on Special Education Students.” 1995. Web. 17 Jun 2019.

Vancouver:

Lisman GJ. The Effect of a Neuro-Linguistic Programming Modeled-Reading Comprehension Strategy on Special Education Students. [Internet] [Thesis]. SUNY College at Brockport; 1995. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1076.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lisman GJ. The Effect of a Neuro-Linguistic Programming Modeled-Reading Comprehension Strategy on Special Education Students. [Thesis]. SUNY College at Brockport; 1995. Available from: https://digitalcommons.brockport.edu/ehd_theses/1076

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

8. Lougheed, Judy A. Training of Self-Study Spelling Strategies and their Effectiveness on Fourth Grade Students.

Degree: MSEd, Education and Human Development, 1980, SUNY College at Brockport

  The purpose of this study was to determine the effects of specific study strategy training as a method of improving self-study spelling strategies of… (more)

Subjects/Keywords: study strategies; self-study spelling strategies; study skills; elementary school; word banks; Curriculum and Instruction; Education; Elementary Education; Language and Literacy Education

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APA (6th Edition):

Lougheed, J. A. (1980). Training of Self-Study Spelling Strategies and their Effectiveness on Fourth Grade Students. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1077

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lougheed, Judy A. “Training of Self-Study Spelling Strategies and their Effectiveness on Fourth Grade Students.” 1980. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/1077.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lougheed, Judy A. “Training of Self-Study Spelling Strategies and their Effectiveness on Fourth Grade Students.” 1980. Web. 17 Jun 2019.

Vancouver:

Lougheed JA. Training of Self-Study Spelling Strategies and their Effectiveness on Fourth Grade Students. [Internet] [Thesis]. SUNY College at Brockport; 1980. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1077.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lougheed JA. Training of Self-Study Spelling Strategies and their Effectiveness on Fourth Grade Students. [Thesis]. SUNY College at Brockport; 1980. Available from: https://digitalcommons.brockport.edu/ehd_theses/1077

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

9. Codding, Susan M. Exploring Middle Childhood Reading Responses to Self-Selected Books: A Look at Evaluative and Emotional Responses, Developmental Stages and Personal Associations.

Degree: MSEd, Education and Human Development, 1992, SUNY College at Brockport

  The research for this study centered around three questions: 1. Do children respond emotionally and thoughtfully to the books they read, and are they… (more)

Subjects/Keywords: Literature-based classroom; self-selected books; emotional responses; student reading responses; developmental stage; student associations; Education; Elementary Education; Language and Literacy Education

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APA (6th Edition):

Codding, S. M. (1992). Exploring Middle Childhood Reading Responses to Self-Selected Books: A Look at Evaluative and Emotional Responses, Developmental Stages and Personal Associations. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1082

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Codding, Susan M. “Exploring Middle Childhood Reading Responses to Self-Selected Books: A Look at Evaluative and Emotional Responses, Developmental Stages and Personal Associations.” 1992. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/1082.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Codding, Susan M. “Exploring Middle Childhood Reading Responses to Self-Selected Books: A Look at Evaluative and Emotional Responses, Developmental Stages and Personal Associations.” 1992. Web. 17 Jun 2019.

Vancouver:

Codding SM. Exploring Middle Childhood Reading Responses to Self-Selected Books: A Look at Evaluative and Emotional Responses, Developmental Stages and Personal Associations. [Internet] [Thesis]. SUNY College at Brockport; 1992. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1082.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Codding SM. Exploring Middle Childhood Reading Responses to Self-Selected Books: A Look at Evaluative and Emotional Responses, Developmental Stages and Personal Associations. [Thesis]. SUNY College at Brockport; 1992. Available from: https://digitalcommons.brockport.edu/ehd_theses/1082

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

10. Ferris, Margaret V. Is Cursive Handwriting a Needed Skill for the Twenty-First Century?.

Degree: MSEd, Education and Human Development, 1997, SUNY College at Brockport

  This study compared attitudes of elementary school teachers and secondary school teachers on cursive handwriting. The investigation included secondary and elementary teacher requirements of… (more)

Subjects/Keywords: Cursive handwriting; special education; writing attitudes; teacher expectations; education modifications; Education; Educational Methods; Elementary Education; Secondary Education

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

APA (6th Edition):

Ferris, M. V. (1997). Is Cursive Handwriting a Needed Skill for the Twenty-First Century?. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1000

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ferris, Margaret V. “Is Cursive Handwriting a Needed Skill for the Twenty-First Century?.” 1997. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/1000.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ferris, Margaret V. “Is Cursive Handwriting a Needed Skill for the Twenty-First Century?.” 1997. Web. 17 Jun 2019.

Vancouver:

Ferris MV. Is Cursive Handwriting a Needed Skill for the Twenty-First Century?. [Internet] [Thesis]. SUNY College at Brockport; 1997. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1000.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ferris MV. Is Cursive Handwriting a Needed Skill for the Twenty-First Century?. [Thesis]. SUNY College at Brockport; 1997. Available from: https://digitalcommons.brockport.edu/ehd_theses/1000

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

11. Albrecht, Marguerite. The Relationship between the Cognitive Style of Field Independence/Field Dependence and the Visual Selective Attention Abilities in Kindergarten Children.

Degree: MSEd, Education and Human Development, 1982, SUNY College at Brockport

  This study investigated the relationship between visual selective attention and the cognitive style of field independence/dependence in 20 kindergarten children. The students were given… (more)

Subjects/Keywords: Kindergarten; visual selective attention; CEFT; field independence; field independence; Education; Elementary Education

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APA (6th Edition):

Albrecht, M. (1982). The Relationship between the Cognitive Style of Field Independence/Field Dependence and the Visual Selective Attention Abilities in Kindergarten Children. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/933

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Albrecht, Marguerite. “The Relationship between the Cognitive Style of Field Independence/Field Dependence and the Visual Selective Attention Abilities in Kindergarten Children.” 1982. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/933.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Albrecht, Marguerite. “The Relationship between the Cognitive Style of Field Independence/Field Dependence and the Visual Selective Attention Abilities in Kindergarten Children.” 1982. Web. 17 Jun 2019.

Vancouver:

Albrecht M. The Relationship between the Cognitive Style of Field Independence/Field Dependence and the Visual Selective Attention Abilities in Kindergarten Children. [Internet] [Thesis]. SUNY College at Brockport; 1982. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/933.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Albrecht M. The Relationship between the Cognitive Style of Field Independence/Field Dependence and the Visual Selective Attention Abilities in Kindergarten Children. [Thesis]. SUNY College at Brockport; 1982. Available from: https://digitalcommons.brockport.edu/ehd_theses/933

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

12. Andriatch, Mary Katherine Waple. The Role of the Manual Alphabet in Letter Recognition of Kindergarten Children.

Degree: MSEd, Education and Human Development, 1993, SUNY College at Brockport

  The purpose of this study was to determine if there was a difference between recall of sounds and symbols of the alphabet by students… (more)

Subjects/Keywords: Alphabet; sound recall; symbol recall; fingerspelling; kindergarten; ABC inventory; Education; Elementary Education; Language and Literacy Education

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

APA (6th Edition):

Andriatch, M. K. W. (1993). The Role of the Manual Alphabet in Letter Recognition of Kindergarten Children. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/934

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Andriatch, Mary Katherine Waple. “The Role of the Manual Alphabet in Letter Recognition of Kindergarten Children.” 1993. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/934.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Andriatch, Mary Katherine Waple. “The Role of the Manual Alphabet in Letter Recognition of Kindergarten Children.” 1993. Web. 17 Jun 2019.

Vancouver:

Andriatch MKW. The Role of the Manual Alphabet in Letter Recognition of Kindergarten Children. [Internet] [Thesis]. SUNY College at Brockport; 1993. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/934.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Andriatch MKW. The Role of the Manual Alphabet in Letter Recognition of Kindergarten Children. [Thesis]. SUNY College at Brockport; 1993. Available from: https://digitalcommons.brockport.edu/ehd_theses/934

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

13. Avery, Laurel A. Attitudes Towards Women Among Inner-City Seventh Graders.

Degree: MSEd, Education and Human Development, 1989, SUNY College at Brockport

  The purpose of this study was to explore seventh-grade students’ attitudes about women. This was completed in two phases: An adapted, Attitudes About Women… (more)

Subjects/Keywords: Attitudes about women; gender roles; gender conception; group responses; student responses; Education; Secondary Education

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

APA (6th Edition):

Avery, L. A. (1989). Attitudes Towards Women Among Inner-City Seventh Graders. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/939

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Avery, Laurel A. “Attitudes Towards Women Among Inner-City Seventh Graders.” 1989. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/939.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Avery, Laurel A. “Attitudes Towards Women Among Inner-City Seventh Graders.” 1989. Web. 17 Jun 2019.

Vancouver:

Avery LA. Attitudes Towards Women Among Inner-City Seventh Graders. [Internet] [Thesis]. SUNY College at Brockport; 1989. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/939.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Avery LA. Attitudes Towards Women Among Inner-City Seventh Graders. [Thesis]. SUNY College at Brockport; 1989. Available from: https://digitalcommons.brockport.edu/ehd_theses/939

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

14. Balling, Cristy L. Capitalizing on Multiple Intelligences to Enhance Vocabulary Development in a Sixth Grade Classroom.

Degree: MSEd, Education and Human Development, 2000, SUNY College at Brockport

  This study was designed to determine if Multiple Intelligence Theory is a more effective approach to vocabulary development than direct instruction. Eighty Sixth Grade… (more)

Subjects/Keywords: Multiple intelligence theory; vocabulary development; vocabulary instruction; direct instruction; instructional approach; Education; Language and Literacy Education; Secondary Education

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APA (6th Edition):

Balling, C. L. (2000). Capitalizing on Multiple Intelligences to Enhance Vocabulary Development in a Sixth Grade Classroom. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/941

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Balling, Cristy L. “Capitalizing on Multiple Intelligences to Enhance Vocabulary Development in a Sixth Grade Classroom.” 2000. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/941.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Balling, Cristy L. “Capitalizing on Multiple Intelligences to Enhance Vocabulary Development in a Sixth Grade Classroom.” 2000. Web. 17 Jun 2019.

Vancouver:

Balling CL. Capitalizing on Multiple Intelligences to Enhance Vocabulary Development in a Sixth Grade Classroom. [Internet] [Thesis]. SUNY College at Brockport; 2000. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/941.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Balling CL. Capitalizing on Multiple Intelligences to Enhance Vocabulary Development in a Sixth Grade Classroom. [Thesis]. SUNY College at Brockport; 2000. Available from: https://digitalcommons.brockport.edu/ehd_theses/941

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

15. Barrett-Bassi, Sharon A. Case Study: Effects of a Systematic Method of Vocabulary Instruction on a Disabled Learner.

Degree: MSEd, Education and Human Development, 1996, SUNY College at Brockport

  This descriptive case study examined the effects of instruction in a systematic method of vocabulary instruction which included a mnemonic component on the fifteen-year-old… (more)

Subjects/Keywords: Learning disability; mnemonic devices; vocabulary instruction; memory deficits; special education; education strategy; Accessibility; Curriculum and Instruction; Education; Secondary Education

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APA (6th Edition):

Barrett-Bassi, S. A. (1996). Case Study: Effects of a Systematic Method of Vocabulary Instruction on a Disabled Learner. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/942

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Barrett-Bassi, Sharon A. “Case Study: Effects of a Systematic Method of Vocabulary Instruction on a Disabled Learner.” 1996. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/942.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Barrett-Bassi, Sharon A. “Case Study: Effects of a Systematic Method of Vocabulary Instruction on a Disabled Learner.” 1996. Web. 17 Jun 2019.

Vancouver:

Barrett-Bassi SA. Case Study: Effects of a Systematic Method of Vocabulary Instruction on a Disabled Learner. [Internet] [Thesis]. SUNY College at Brockport; 1996. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/942.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Barrett-Bassi SA. Case Study: Effects of a Systematic Method of Vocabulary Instruction on a Disabled Learner. [Thesis]. SUNY College at Brockport; 1996. Available from: https://digitalcommons.brockport.edu/ehd_theses/942

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

16. Blossom-McRorie, Barbara. The Use of Context as a Word Recognition Strategy by Educable Mentally Retarded Children.

Degree: MSEd, Education and Human Development, 1982, SUNY College at Brockport

  The purpose of this study was to compare the performance of educable mentally retarded children with that of children of average or above average… (more)

Subjects/Keywords: Intellectual disabilities; language-impaired students; non-language-impaired students; Woodcock Reading Mastery Tests; EMR; Education; Elementary Education; Special Education and Teaching

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APA (6th Edition):

Blossom-McRorie, B. (1982). The Use of Context as a Word Recognition Strategy by Educable Mentally Retarded Children. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/948

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Blossom-McRorie, Barbara. “The Use of Context as a Word Recognition Strategy by Educable Mentally Retarded Children.” 1982. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/948.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Blossom-McRorie, Barbara. “The Use of Context as a Word Recognition Strategy by Educable Mentally Retarded Children.” 1982. Web. 17 Jun 2019.

Vancouver:

Blossom-McRorie B. The Use of Context as a Word Recognition Strategy by Educable Mentally Retarded Children. [Internet] [Thesis]. SUNY College at Brockport; 1982. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/948.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Blossom-McRorie B. The Use of Context as a Word Recognition Strategy by Educable Mentally Retarded Children. [Thesis]. SUNY College at Brockport; 1982. Available from: https://digitalcommons.brockport.edu/ehd_theses/948

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

17. Boettger, LeighAnn. A Study of the Vocabulary Growth Made by Intermediate Students with Learning Disabilities When Exposed to Repeated Readings.

Degree: MSEd, Education and Human Development, 1999, SUNY College at Brockport

  For years researchers and educators alike have been looking for successful methods of phonics instruction for students with disabilities. All too often, students with… (more)

Subjects/Keywords: Learning disabilities; phonics instruction; phonological awareness; higher level vocabulary; Woodcock Reading Mastery Test; vocabulary development; Curriculum and Instruction; Education; Language and Literacy Education

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APA (6th Edition):

Boettger, L. (1999). A Study of the Vocabulary Growth Made by Intermediate Students with Learning Disabilities When Exposed to Repeated Readings. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/949

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Boettger, LeighAnn. “A Study of the Vocabulary Growth Made by Intermediate Students with Learning Disabilities When Exposed to Repeated Readings.” 1999. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/949.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Boettger, LeighAnn. “A Study of the Vocabulary Growth Made by Intermediate Students with Learning Disabilities When Exposed to Repeated Readings.” 1999. Web. 17 Jun 2019.

Vancouver:

Boettger L. A Study of the Vocabulary Growth Made by Intermediate Students with Learning Disabilities When Exposed to Repeated Readings. [Internet] [Thesis]. SUNY College at Brockport; 1999. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/949.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Boettger L. A Study of the Vocabulary Growth Made by Intermediate Students with Learning Disabilities When Exposed to Repeated Readings. [Thesis]. SUNY College at Brockport; 1999. Available from: https://digitalcommons.brockport.edu/ehd_theses/949

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

18. Boone, Linda Helen Andrews. Monolingual Teachers with Monolingual and Bilingual Pupils: an Interaction Analysis.

Degree: MSEd, Education and Human Development, 1982, SUNY College at Brockport

  The purpose of this study was to investigate whether there was a significant difference in the verbal interactions of the monolingual teacher with monolingual… (more)

Subjects/Keywords: Withall’s Social-Emotional Climate Index; verbal interactions; monolingual; bilingual; teacher-student interaction; Education; Language and Literacy Education

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APA (6th Edition):

Boone, L. H. A. (1982). Monolingual Teachers with Monolingual and Bilingual Pupils: an Interaction Analysis. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/951

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Boone, Linda Helen Andrews. “Monolingual Teachers with Monolingual and Bilingual Pupils: an Interaction Analysis.” 1982. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/951.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Boone, Linda Helen Andrews. “Monolingual Teachers with Monolingual and Bilingual Pupils: an Interaction Analysis.” 1982. Web. 17 Jun 2019.

Vancouver:

Boone LHA. Monolingual Teachers with Monolingual and Bilingual Pupils: an Interaction Analysis. [Internet] [Thesis]. SUNY College at Brockport; 1982. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/951.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Boone LHA. Monolingual Teachers with Monolingual and Bilingual Pupils: an Interaction Analysis. [Thesis]. SUNY College at Brockport; 1982. Available from: https://digitalcommons.brockport.edu/ehd_theses/951

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

19. Borowiec, Patricia F. An Exploratory Attempt to Measure Certain Comprehension Skills Necessary for the Critical Reading of Two, Topic-Related Expository Selections.

Degree: MSEd, Education and Human Development, 1978, SUNY College at Brockport

  The purpose of this study was to describe the results of a researcher-constructed, critical reading assessment administered to 224 college students (133 first-year students… (more)

Subjects/Keywords: Critical reading; expository selections; reading assessment; literary skills; reading comprehension; Education; Higher Education; Language and Literacy Education

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

APA (6th Edition):

Borowiec, P. F. (1978). An Exploratory Attempt to Measure Certain Comprehension Skills Necessary for the Critical Reading of Two, Topic-Related Expository Selections. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/952

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Borowiec, Patricia F. “An Exploratory Attempt to Measure Certain Comprehension Skills Necessary for the Critical Reading of Two, Topic-Related Expository Selections.” 1978. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/952.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Borowiec, Patricia F. “An Exploratory Attempt to Measure Certain Comprehension Skills Necessary for the Critical Reading of Two, Topic-Related Expository Selections.” 1978. Web. 17 Jun 2019.

Vancouver:

Borowiec PF. An Exploratory Attempt to Measure Certain Comprehension Skills Necessary for the Critical Reading of Two, Topic-Related Expository Selections. [Internet] [Thesis]. SUNY College at Brockport; 1978. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/952.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Borowiec PF. An Exploratory Attempt to Measure Certain Comprehension Skills Necessary for the Critical Reading of Two, Topic-Related Expository Selections. [Thesis]. SUNY College at Brockport; 1978. Available from: https://digitalcommons.brockport.edu/ehd_theses/952

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

20. Brenner, Donna Kay. The Use of the Cloze Procedure in Determining Structural Interference with Eighth and Ninth Grade Spanish/English Bilingual Students.

Degree: MSEd, Education and Human Development, 1984, SUNY College at Brockport

  The purpose of this study was to examine the extent to which structural interference is present in the reading ability of bilingual subjects by… (more)

Subjects/Keywords: Bilingual students; syntax; modified lexical cloze; L1; L2; structural interference; Education; Language and Literacy Education; Secondary Education

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APA (6th Edition):

Brenner, D. K. (1984). The Use of the Cloze Procedure in Determining Structural Interference with Eighth and Ninth Grade Spanish/English Bilingual Students. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/955

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Brenner, Donna Kay. “The Use of the Cloze Procedure in Determining Structural Interference with Eighth and Ninth Grade Spanish/English Bilingual Students.” 1984. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/955.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Brenner, Donna Kay. “The Use of the Cloze Procedure in Determining Structural Interference with Eighth and Ninth Grade Spanish/English Bilingual Students.” 1984. Web. 17 Jun 2019.

Vancouver:

Brenner DK. The Use of the Cloze Procedure in Determining Structural Interference with Eighth and Ninth Grade Spanish/English Bilingual Students. [Internet] [Thesis]. SUNY College at Brockport; 1984. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/955.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brenner DK. The Use of the Cloze Procedure in Determining Structural Interference with Eighth and Ninth Grade Spanish/English Bilingual Students. [Thesis]. SUNY College at Brockport; 1984. Available from: https://digitalcommons.brockport.edu/ehd_theses/955

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

21. Broikou, Deborah. Environmental Awareness as a Distinguishing Factor that Differentiates Special Education Students from their Regular Education Peers.

Degree: MSEd, Education and Human Development, 1995, SUNY College at Brockport

  The purpose of this study was to distinguish the differences between special education and regular education students regarding their awareness of environmental changes in… (more)

Subjects/Keywords: Special education; regular education; environmental changes; awareness; differentiation; Curriculum and Instruction; Education; Elementary Education; Special Education and Teaching

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APA (6th Edition):

Broikou, D. (1995). Environmental Awareness as a Distinguishing Factor that Differentiates Special Education Students from their Regular Education Peers. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/957

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Broikou, Deborah. “Environmental Awareness as a Distinguishing Factor that Differentiates Special Education Students from their Regular Education Peers.” 1995. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/957.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Broikou, Deborah. “Environmental Awareness as a Distinguishing Factor that Differentiates Special Education Students from their Regular Education Peers.” 1995. Web. 17 Jun 2019.

Vancouver:

Broikou D. Environmental Awareness as a Distinguishing Factor that Differentiates Special Education Students from their Regular Education Peers. [Internet] [Thesis]. SUNY College at Brockport; 1995. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/957.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Broikou D. Environmental Awareness as a Distinguishing Factor that Differentiates Special Education Students from their Regular Education Peers. [Thesis]. SUNY College at Brockport; 1995. Available from: https://digitalcommons.brockport.edu/ehd_theses/957

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

22. Carey, Kirsten. A Holistic Comparison of the Writing Abilities of First-Grade Students who Attended Either Full-Day or Half-Day Kindergarten.

Degree: MSEd, Education and Human Development, 1996, SUNY College at Brockport

  Limited research has been conducted to compare full-day and half-day kindergarten programs. Most studies examined reading and math achievement. Standardized tests were generally used… (more)

Subjects/Keywords: Kindergarten programs; student achievement; writing rubric; writing; curriculum; day length; Curriculum and Instruction; Early Childhood Education; Education; Elementary Education

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APA (6th Edition):

Carey, K. (1996). A Holistic Comparison of the Writing Abilities of First-Grade Students who Attended Either Full-Day or Half-Day Kindergarten. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/964

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Carey, Kirsten. “A Holistic Comparison of the Writing Abilities of First-Grade Students who Attended Either Full-Day or Half-Day Kindergarten.” 1996. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/964.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Carey, Kirsten. “A Holistic Comparison of the Writing Abilities of First-Grade Students who Attended Either Full-Day or Half-Day Kindergarten.” 1996. Web. 17 Jun 2019.

Vancouver:

Carey K. A Holistic Comparison of the Writing Abilities of First-Grade Students who Attended Either Full-Day or Half-Day Kindergarten. [Internet] [Thesis]. SUNY College at Brockport; 1996. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/964.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Carey K. A Holistic Comparison of the Writing Abilities of First-Grade Students who Attended Either Full-Day or Half-Day Kindergarten. [Thesis]. SUNY College at Brockport; 1996. Available from: https://digitalcommons.brockport.edu/ehd_theses/964

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

23. Cuccu, Carol Anne. An Investigation of the Visual Selective Attention Abilities of Children Completing a Kindergarten Program.

Degree: MSEd, Education and Human Development, 1978, SUNY College at Brockport

  This study investigated the ability of children completing a kindergarten program to perform a visual selective attention task. It also examined the data to… (more)

Subjects/Keywords: Kindergarten; visual selective attention; reading readiness; student assessment; screening procedure; Education; Elementary Education; Language and Literacy Education

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

APA (6th Edition):

Cuccu, C. A. (1978). An Investigation of the Visual Selective Attention Abilities of Children Completing a Kindergarten Program. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/980

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cuccu, Carol Anne. “An Investigation of the Visual Selective Attention Abilities of Children Completing a Kindergarten Program.” 1978. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/980.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cuccu, Carol Anne. “An Investigation of the Visual Selective Attention Abilities of Children Completing a Kindergarten Program.” 1978. Web. 17 Jun 2019.

Vancouver:

Cuccu CA. An Investigation of the Visual Selective Attention Abilities of Children Completing a Kindergarten Program. [Internet] [Thesis]. SUNY College at Brockport; 1978. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/980.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cuccu CA. An Investigation of the Visual Selective Attention Abilities of Children Completing a Kindergarten Program. [Thesis]. SUNY College at Brockport; 1978. Available from: https://digitalcommons.brockport.edu/ehd_theses/980

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

24. Cummings, Kathleen A. The Effectiveness of a Visual-Verbal Literacy Technique on Certain Targeted Comprehension Skills of Seventh Grade Students.

Degree: MSEd, Education and Human Development, 1983, SUNY College at Brockport

  Forty seventh grade students from a rural community participated in a picture comprehension treatment program. The program was designed to determine if a visual-verbal… (more)

Subjects/Keywords: Visual-verbal literacy technique; written comprehension test; line drawings; picture comprehension; inferential comprehension; Education; Language and Literacy Education; Secondary Education

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

APA (6th Edition):

Cummings, K. A. (1983). The Effectiveness of a Visual-Verbal Literacy Technique on Certain Targeted Comprehension Skills of Seventh Grade Students. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/981

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cummings, Kathleen A. “The Effectiveness of a Visual-Verbal Literacy Technique on Certain Targeted Comprehension Skills of Seventh Grade Students.” 1983. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/981.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cummings, Kathleen A. “The Effectiveness of a Visual-Verbal Literacy Technique on Certain Targeted Comprehension Skills of Seventh Grade Students.” 1983. Web. 17 Jun 2019.

Vancouver:

Cummings KA. The Effectiveness of a Visual-Verbal Literacy Technique on Certain Targeted Comprehension Skills of Seventh Grade Students. [Internet] [Thesis]. SUNY College at Brockport; 1983. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/981.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cummings KA. The Effectiveness of a Visual-Verbal Literacy Technique on Certain Targeted Comprehension Skills of Seventh Grade Students. [Thesis]. SUNY College at Brockport; 1983. Available from: https://digitalcommons.brockport.edu/ehd_theses/981

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

25. Custer, Rosemary Viscardi. The Effects of Detailed Visual Analysis of Words Using Magnetic Letters for Remedial Reading Students in the First Grade.

Degree: MSEd, Education and Human Development, 2000, SUNY College at Brockport

  The purpose of this study was to determine if a detailed analysis of words using magnetic letters during instructional lessons with first grade remedial… (more)

Subjects/Keywords: Magnetic letters; graphemes; remedial reading; vocabulary; sight words; word recognition; Education; Elementary Education; Language and Literacy Education

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APA (6th Edition):

Custer, R. V. (2000). The Effects of Detailed Visual Analysis of Words Using Magnetic Letters for Remedial Reading Students in the First Grade. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/982

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Custer, Rosemary Viscardi. “The Effects of Detailed Visual Analysis of Words Using Magnetic Letters for Remedial Reading Students in the First Grade.” 2000. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/982.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Custer, Rosemary Viscardi. “The Effects of Detailed Visual Analysis of Words Using Magnetic Letters for Remedial Reading Students in the First Grade.” 2000. Web. 17 Jun 2019.

Vancouver:

Custer RV. The Effects of Detailed Visual Analysis of Words Using Magnetic Letters for Remedial Reading Students in the First Grade. [Internet] [Thesis]. SUNY College at Brockport; 2000. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/982.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Custer RV. The Effects of Detailed Visual Analysis of Words Using Magnetic Letters for Remedial Reading Students in the First Grade. [Thesis]. SUNY College at Brockport; 2000. Available from: https://digitalcommons.brockport.edu/ehd_theses/982

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

26. DeChristopher, Mary Elise. An Investigation of the Auditory Selective Attention Abilities of Children Completing a Kindergarten Program.

Degree: MSEd, Education and Human Development, 1978, SUNY College at Brockport

  This study investigated the ability of beginning readers to perform auditory selective attention tasks through the use of dichotic listening tapes. It also examined… (more)

Subjects/Keywords: Writing sample; graphic organizer; Bormuth Grade Level; counterbalance design; Education; Elementary Education; Language and Literacy Education

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APA (6th Edition):

DeChristopher, M. E. (1978). An Investigation of the Auditory Selective Attention Abilities of Children Completing a Kindergarten Program. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/985

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

DeChristopher, Mary Elise. “An Investigation of the Auditory Selective Attention Abilities of Children Completing a Kindergarten Program.” 1978. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/985.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

DeChristopher, Mary Elise. “An Investigation of the Auditory Selective Attention Abilities of Children Completing a Kindergarten Program.” 1978. Web. 17 Jun 2019.

Vancouver:

DeChristopher ME. An Investigation of the Auditory Selective Attention Abilities of Children Completing a Kindergarten Program. [Internet] [Thesis]. SUNY College at Brockport; 1978. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/985.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

DeChristopher ME. An Investigation of the Auditory Selective Attention Abilities of Children Completing a Kindergarten Program. [Thesis]. SUNY College at Brockport; 1978. Available from: https://digitalcommons.brockport.edu/ehd_theses/985

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

27. Devlin, Christine. A Qualitative Study of Personal Philosophies and Teaching Methods Regarding Whole Language.

Degree: MSEd, Education and Human Development, 1997, SUNY College at Brockport

  The term whole language is broad and open to many interpretations. This study examined two aspects of interpretation regarding whole language. The first aspect… (more)

Subjects/Keywords: Whole language; language philosophy; personal action; pedagogical theory; practitioners; Curriculum and Instruction; Education; Language and Literacy Education

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APA (6th Edition):

Devlin, C. (1997). A Qualitative Study of Personal Philosophies and Teaching Methods Regarding Whole Language. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/988

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Devlin, Christine. “A Qualitative Study of Personal Philosophies and Teaching Methods Regarding Whole Language.” 1997. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/988.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Devlin, Christine. “A Qualitative Study of Personal Philosophies and Teaching Methods Regarding Whole Language.” 1997. Web. 17 Jun 2019.

Vancouver:

Devlin C. A Qualitative Study of Personal Philosophies and Teaching Methods Regarding Whole Language. [Internet] [Thesis]. SUNY College at Brockport; 1997. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/988.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Devlin C. A Qualitative Study of Personal Philosophies and Teaching Methods Regarding Whole Language. [Thesis]. SUNY College at Brockport; 1997. Available from: https://digitalcommons.brockport.edu/ehd_theses/988

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

28. Doore, Barbara Yarrington. The Contribution of Mental Imagery to Performance in Specific Targeted Comprehension Skills.

Degree: MSEd, Education and Human Development, 1989, SUNY College at Brockport

  This study was designed to examine the effect mental imagery had on comprehension on poetry, prose and content area reading, and to develop one… (more)

Subjects/Keywords: Mental imagery; literature comprehension; reading comprehension; instruction; drawings; Education; Educational Methods; Language and Literacy Education

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APA (6th Edition):

Doore, B. Y. (1989). The Contribution of Mental Imagery to Performance in Specific Targeted Comprehension Skills. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/990

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Doore, Barbara Yarrington. “The Contribution of Mental Imagery to Performance in Specific Targeted Comprehension Skills.” 1989. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/990.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Doore, Barbara Yarrington. “The Contribution of Mental Imagery to Performance in Specific Targeted Comprehension Skills.” 1989. Web. 17 Jun 2019.

Vancouver:

Doore BY. The Contribution of Mental Imagery to Performance in Specific Targeted Comprehension Skills. [Internet] [Thesis]. SUNY College at Brockport; 1989. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/990.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Doore BY. The Contribution of Mental Imagery to Performance in Specific Targeted Comprehension Skills. [Thesis]. SUNY College at Brockport; 1989. Available from: https://digitalcommons.brockport.edu/ehd_theses/990

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

29. Dovan, Michele J. Parental Reactions to a Computerized Reading Portfolio.

Degree: MSEd, Education and Human Development, 1996, SUNY College at Brockport

  Eighteen second graders participated in an oral reading assessment program that was intended to determine parents' reactions to an electronic reading portfolio. The Grady… (more)

Subjects/Keywords: Grady profile; oral reading samples; reading comprehension; fluency; reading portfolio; electronic portfolio; Education; Elementary Education; Language and Literacy Education

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

APA (6th Edition):

Dovan, M. J. (1996). Parental Reactions to a Computerized Reading Portfolio. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/992

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dovan, Michele J. “Parental Reactions to a Computerized Reading Portfolio.” 1996. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/992.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dovan, Michele J. “Parental Reactions to a Computerized Reading Portfolio.” 1996. Web. 17 Jun 2019.

Vancouver:

Dovan MJ. Parental Reactions to a Computerized Reading Portfolio. [Internet] [Thesis]. SUNY College at Brockport; 1996. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/992.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dovan MJ. Parental Reactions to a Computerized Reading Portfolio. [Thesis]. SUNY College at Brockport; 1996. Available from: https://digitalcommons.brockport.edu/ehd_theses/992

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

30. Drew, Carrie. Kindergarten Entrance Age and Reading Achievement at the End of First and Third Grade.

Degree: MSEd, Education and Human Development, 1987, SUNY College at Brockport

  This study was designed to investigate kindergarten entrance age and its relationship to reading achievement at the end of first and third grade. Standardized… (more)

Subjects/Keywords: CTBS; reading scores; student retention; gifted and talented; reading achievement; entrance age; Education; Elementary Education; Language and Literacy Education

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

APA (6th Edition):

Drew, C. (1987). Kindergarten Entrance Age and Reading Achievement at the End of First and Third Grade. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/993

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Drew, Carrie. “Kindergarten Entrance Age and Reading Achievement at the End of First and Third Grade.” 1987. Thesis, SUNY College at Brockport. Accessed June 17, 2019. https://digitalcommons.brockport.edu/ehd_theses/993.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Drew, Carrie. “Kindergarten Entrance Age and Reading Achievement at the End of First and Third Grade.” 1987. Web. 17 Jun 2019.

Vancouver:

Drew C. Kindergarten Entrance Age and Reading Achievement at the End of First and Third Grade. [Internet] [Thesis]. SUNY College at Brockport; 1987. [cited 2019 Jun 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/993.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Drew C. Kindergarten Entrance Age and Reading Achievement at the End of First and Third Grade. [Thesis]. SUNY College at Brockport; 1987. Available from: https://digitalcommons.brockport.edu/ehd_theses/993

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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