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You searched for +publisher:"Texas A&M University" +contributor:("Joshi, R M."). Showing records 1 – 7 of 7 total matches.

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Texas A&M University

1. Yulia, Astri. DOES THE SPOKEN LANGUAGE HELP OR HINDER THE SPELLING IN THE SECOND LANGUAGE? A CASE OF INDONESIAN AND ACEHNESE LANGUAGE.

Degree: 2010, Texas A&M University

 The general purpose of this study was to examine the spelling of five phonemes that are similar in Acehnese and Indonesian but represented by different… (more)

Subjects/Keywords: N/A

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APA (6th Edition):

Yulia, A. (2010). DOES THE SPOKEN LANGUAGE HELP OR HINDER THE SPELLING IN THE SECOND LANGUAGE? A CASE OF INDONESIAN AND ACEHNESE LANGUAGE. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-530

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):

Yulia, Astri. “DOES THE SPOKEN LANGUAGE HELP OR HINDER THE SPELLING IN THE SECOND LANGUAGE? A CASE OF INDONESIAN AND ACEHNESE LANGUAGE.” 2010. Thesis, Texas A&M University. Accessed March 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-530.

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

MLA Handbook (7th Edition):

Yulia, Astri. “DOES THE SPOKEN LANGUAGE HELP OR HINDER THE SPELLING IN THE SECOND LANGUAGE? A CASE OF INDONESIAN AND ACEHNESE LANGUAGE.” 2010. Web. 20 Mar 2019.

Vancouver:

Yulia A. DOES THE SPOKEN LANGUAGE HELP OR HINDER THE SPELLING IN THE SECOND LANGUAGE? A CASE OF INDONESIAN AND ACEHNESE LANGUAGE. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-530.

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

Council of Science Editors:

Yulia A. DOES THE SPOKEN LANGUAGE HELP OR HINDER THE SPELLING IN THE SECOND LANGUAGE? A CASE OF INDONESIAN AND ACEHNESE LANGUAGE. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-530

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


Texas A&M University

2. Yulia, Astri. Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals.

Degree: 2013, Texas A&M University

 The purpose of this study is to examine the links between family background and home language factors on English reading achievement among bi/multilingual students. To… (more)

Subjects/Keywords: Bilingualism; Reading Achievement

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

APA (6th Edition):

Yulia, A. (2013). Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149440

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):

Yulia, Astri. “Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals.” 2013. Thesis, Texas A&M University. Accessed March 20, 2019. http://hdl.handle.net/1969.1/149440.

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

MLA Handbook (7th Edition):

Yulia, Astri. “Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals.” 2013. Web. 20 Mar 2019.

Vancouver:

Yulia A. Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/1969.1/149440.

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

Council of Science Editors:

Yulia A. Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149440

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


Texas A&M University

3. Abba, Katherine Anne. Community College Students' Writing: Lexical, Syntactic, and Cohesion Differences in L1, L2, and Generation 1.5 Students and Examining Knowledge of the Writing Process.

Degree: 2015, Texas A&M University

 Writing competently is a challenge for many college students. The need to improve writing at the postsecondary level has become a priority for business and… (more)

Subjects/Keywords: Community college students; L1; L2; Generation 1.5

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APA (6th Edition):

Abba, K. A. (2015). Community College Students' Writing: Lexical, Syntactic, and Cohesion Differences in L1, L2, and Generation 1.5 Students and Examining Knowledge of the Writing Process. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156309

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):

Abba, Katherine Anne. “Community College Students' Writing: Lexical, Syntactic, and Cohesion Differences in L1, L2, and Generation 1.5 Students and Examining Knowledge of the Writing Process.” 2015. Thesis, Texas A&M University. Accessed March 20, 2019. http://hdl.handle.net/1969.1/156309.

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

MLA Handbook (7th Edition):

Abba, Katherine Anne. “Community College Students' Writing: Lexical, Syntactic, and Cohesion Differences in L1, L2, and Generation 1.5 Students and Examining Knowledge of the Writing Process.” 2015. Web. 20 Mar 2019.

Vancouver:

Abba KA. Community College Students' Writing: Lexical, Syntactic, and Cohesion Differences in L1, L2, and Generation 1.5 Students and Examining Knowledge of the Writing Process. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/1969.1/156309.

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

Council of Science Editors:

Abba KA. Community College Students' Writing: Lexical, Syntactic, and Cohesion Differences in L1, L2, and Generation 1.5 Students and Examining Knowledge of the Writing Process. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156309

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


Texas A&M University

4. Yeh, Yi-Fen. The Cross-linguistic Morphological Awareness Transfer: The Development of Chinese-speaking Adolescent Learners' English Morphological Awareness.

Degree: 2011, Texas A&M University

 Cross-linguistic transfer has been found to exist, at different degrees, in the process of second/foreign language acquisition. Both the level of orthographic depth and the… (more)

Subjects/Keywords: morphological awareness; cross-linguistic influence; English as a foreign language; language learning

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APA (6th Edition):

Yeh, Y. (2011). The Cross-linguistic Morphological Awareness Transfer: The Development of Chinese-speaking Adolescent Learners' English Morphological Awareness. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7800

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):

Yeh, Yi-Fen. “The Cross-linguistic Morphological Awareness Transfer: The Development of Chinese-speaking Adolescent Learners' English Morphological Awareness.” 2011. Thesis, Texas A&M University. Accessed March 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7800.

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

MLA Handbook (7th Edition):

Yeh, Yi-Fen. “The Cross-linguistic Morphological Awareness Transfer: The Development of Chinese-speaking Adolescent Learners' English Morphological Awareness.” 2011. Web. 20 Mar 2019.

Vancouver:

Yeh Y. The Cross-linguistic Morphological Awareness Transfer: The Development of Chinese-speaking Adolescent Learners' English Morphological Awareness. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7800.

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

Council of Science Editors:

Yeh Y. The Cross-linguistic Morphological Awareness Transfer: The Development of Chinese-speaking Adolescent Learners' English Morphological Awareness. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7800

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


Texas A&M University

5. Hewitt, Lisa A. The Effects of Bilingual Education on Language, Achievement, and Self-Efficacy of Hispanic Students.

Degree: 2010, Texas A&M University

 Much controversy exists surrounding the education of Hispanic English Language Learners (ELLs). This large and growing group presents significant challenges to educators. Foremost among these… (more)

Subjects/Keywords: Bilingual Education; School Psychology; Academic Self-Efficacy; English Language Learners; Hispanic

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

APA (6th Edition):

Hewitt, L. A. (2010). The Effects of Bilingual Education on Language, Achievement, and Self-Efficacy of Hispanic Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-128

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):

Hewitt, Lisa A. “The Effects of Bilingual Education on Language, Achievement, and Self-Efficacy of Hispanic Students.” 2010. Thesis, Texas A&M University. Accessed March 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-128.

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

MLA Handbook (7th Edition):

Hewitt, Lisa A. “The Effects of Bilingual Education on Language, Achievement, and Self-Efficacy of Hispanic Students.” 2010. Web. 20 Mar 2019.

Vancouver:

Hewitt LA. The Effects of Bilingual Education on Language, Achievement, and Self-Efficacy of Hispanic Students. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-128.

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

Council of Science Editors:

Hewitt LA. The Effects of Bilingual Education on Language, Achievement, and Self-Efficacy of Hispanic Students. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-128

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

6. Conway, Barbara Tenney. Analysis of Third- and Fifth-Grade Spelling Errors on the Test of Written Spelling-4: Do Error Types Indicate Levels of Linguistic Knowledge?.

Degree: 2012, Texas A&M University

 A standardized test of spelling ability, Test of Written Spelling ? 4, was used to explore the error patterns of Grade 3 and Grade 5… (more)

Subjects/Keywords: spelling; spelling error anaylysis; analysis of spelling errors; test of written spelling - 4

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APA (6th Edition):

Conway, B. T. (2012). Analysis of Third- and Fifth-Grade Spelling Errors on the Test of Written Spelling-4: Do Error Types Indicate Levels of Linguistic Knowledge?. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9727

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):

Conway, Barbara Tenney. “Analysis of Third- and Fifth-Grade Spelling Errors on the Test of Written Spelling-4: Do Error Types Indicate Levels of Linguistic Knowledge?.” 2012. Thesis, Texas A&M University. Accessed March 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9727.

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

MLA Handbook (7th Edition):

Conway, Barbara Tenney. “Analysis of Third- and Fifth-Grade Spelling Errors on the Test of Written Spelling-4: Do Error Types Indicate Levels of Linguistic Knowledge?.” 2012. Web. 20 Mar 2019.

Vancouver:

Conway BT. Analysis of Third- and Fifth-Grade Spelling Errors on the Test of Written Spelling-4: Do Error Types Indicate Levels of Linguistic Knowledge?. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9727.

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

Council of Science Editors:

Conway BT. Analysis of Third- and Fifth-Grade Spelling Errors on the Test of Written Spelling-4: Do Error Types Indicate Levels of Linguistic Knowledge?. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9727

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

7. Smith, Stacey Rafferty. Testing a Multicomponent Model of Reading Comprehension for Seventh- and Eighth-Grade Students.

Degree: 2013, Texas A&M University

 Reading is a complex construct with multiple components that have been theorized and empirically tested. Two multicomponent reading comprehension models were tested in this study… (more)

Subjects/Keywords: reading comprehension; reading comprehension model; DIME; MMRC; motivation

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

APA (6th Edition):

Smith, S. R. (2013). Testing a Multicomponent Model of Reading Comprehension for Seventh- and Eighth-Grade Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149630

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):

Smith, Stacey Rafferty. “Testing a Multicomponent Model of Reading Comprehension for Seventh- and Eighth-Grade Students.” 2013. Thesis, Texas A&M University. Accessed March 20, 2019. http://hdl.handle.net/1969.1/149630.

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

MLA Handbook (7th Edition):

Smith, Stacey Rafferty. “Testing a Multicomponent Model of Reading Comprehension for Seventh- and Eighth-Grade Students.” 2013. Web. 20 Mar 2019.

Vancouver:

Smith SR. Testing a Multicomponent Model of Reading Comprehension for Seventh- and Eighth-Grade Students. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/1969.1/149630.

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

Council of Science Editors:

Smith SR. Testing a Multicomponent Model of Reading Comprehension for Seventh- and Eighth-Grade Students. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149630

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

.