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You searched for +publisher:"Texas A&M University" +contributor:("Joshi, R. Malatesha"). Showing records 1 – 21 of 21 total matches.

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Texas A&M University

1. Allaith, Zainab A. ANALYSIS OF SPELLING PERFORMANCE IN ENGLISH AMONG STUDENTS WHOSE FIRST LANGUAGE IS ARABIC.

Degree: 2010, Texas A&M University

 One of the main differences between English monolinguals and English language learners is that the latter use their knowledge of their first language in spelling… (more)

Subjects/Keywords: Arabic; Literacy; Second language; Spelling; Transfer

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APA (6th Edition):

Allaith, Z. A. (2010). ANALYSIS OF SPELLING PERFORMANCE IN ENGLISH AMONG STUDENTS WHOSE FIRST LANGUAGE IS ARABIC. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-528

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):

Allaith, Zainab A. “ANALYSIS OF SPELLING PERFORMANCE IN ENGLISH AMONG STUDENTS WHOSE FIRST LANGUAGE IS ARABIC.” 2010. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-528.

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

MLA Handbook (7th Edition):

Allaith, Zainab A. “ANALYSIS OF SPELLING PERFORMANCE IN ENGLISH AMONG STUDENTS WHOSE FIRST LANGUAGE IS ARABIC.” 2010. Web. 17 Feb 2019.

Vancouver:

Allaith ZA. ANALYSIS OF SPELLING PERFORMANCE IN ENGLISH AMONG STUDENTS WHOSE FIRST LANGUAGE IS ARABIC. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-528.

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

Council of Science Editors:

Allaith ZA. ANALYSIS OF SPELLING PERFORMANCE IN ENGLISH AMONG STUDENTS WHOSE FIRST LANGUAGE IS ARABIC. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-528

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


Texas A&M University

2. Washburn, Erin Kuhl. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.

Degree: 2011, Texas A&M University

 The National Institute of Child Health and Human Development (NICHD) has declared reading failure a national public health issue. Approximately 15-20 % of the US… (more)

Subjects/Keywords: teacher education; literacy; Teacher knowledge

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APA (6th Edition):

Washburn, E. K. (2011). Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360

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):

Washburn, Erin Kuhl. “Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.” 2011. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360.

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

MLA Handbook (7th Edition):

Washburn, Erin Kuhl. “Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?.” 2011. Web. 17 Feb 2019.

Vancouver:

Washburn EK. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360.

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

Council of Science Editors:

Washburn EK. Teacher Knowledge of Basic Language Concepts and Dyslexia: Are Teachers Prepared to Teach Struggling Readers?. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7360

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


Texas A&M University

3. Yeon, Sookkyung. Metalinguistic Awareness Contributions: Evidence from Spelling in Korean and English.

Degree: 2012, Texas A&M University

 Metalinguistic awareness skills (i.e., phonological awareness, orthographic awareness, morphological awareness) contribute to children?s spelling as well as reading. Although the multidimensional nature of these metalinguistic… (more)

Subjects/Keywords: Korean Hangul; Cross-language transfer; Spelling; Metalinguistic Awareness

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APA (6th Edition):

Yeon, S. (2012). Metalinguistic Awareness Contributions: Evidence from Spelling in Korean and English. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148229

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):

Yeon, Sookkyung. “Metalinguistic Awareness Contributions: Evidence from Spelling in Korean and English.” 2012. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/148229.

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

MLA Handbook (7th Edition):

Yeon, Sookkyung. “Metalinguistic Awareness Contributions: Evidence from Spelling in Korean and English.” 2012. Web. 17 Feb 2019.

Vancouver:

Yeon S. Metalinguistic Awareness Contributions: Evidence from Spelling in Korean and English. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/148229.

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

Council of Science Editors:

Yeon S. Metalinguistic Awareness Contributions: Evidence from Spelling in Korean and English. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148229

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


Texas A&M University

4. Allaith, Zainab A. Engagement in Reading and Access to Print: The Relationship of Home and School to Overall Reading Achievement Among Fourth Grade English Speakers.

Degree: 2013, Texas A&M University

 The present study puts forward two models which examine the relationship between at home at school variables of (1) engagement in shared and independent reading… (more)

Subjects/Keywords: reading; engagement in reading; reading achievement; reading comprehension; shared reading; shared book reading; independent reading; leisure reading; free reading; silent reading; access to print; number of books; library; home; school; fourth grade; Canada; Alberta; British Columbia; Nova Scotia; England; USA; New Zealand; International Reading Literacy Study; PIRLS; hierarchical linear modeling; HLM

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APA (6th Edition):

Allaith, Z. A. (2013). Engagement in Reading and Access to Print: The Relationship of Home and School to Overall Reading Achievement Among Fourth Grade English Speakers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149385

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):

Allaith, Zainab A. “Engagement in Reading and Access to Print: The Relationship of Home and School to Overall Reading Achievement Among Fourth Grade English Speakers.” 2013. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/149385.

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

MLA Handbook (7th Edition):

Allaith, Zainab A. “Engagement in Reading and Access to Print: The Relationship of Home and School to Overall Reading Achievement Among Fourth Grade English Speakers.” 2013. Web. 17 Feb 2019.

Vancouver:

Allaith ZA. Engagement in Reading and Access to Print: The Relationship of Home and School to Overall Reading Achievement Among Fourth Grade English Speakers. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/149385.

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

Council of Science Editors:

Allaith ZA. Engagement in Reading and Access to Print: The Relationship of Home and School to Overall Reading Achievement Among Fourth Grade English Speakers. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149385

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


Texas A&M University

5. Kaani, Bestern. The Influence of Orthographic Opacity on Reading Development among Nyanja-English Bilinguals in Zambia: A Cross-Linguistic Study.

Degree: 2014, Texas A&M University

 Learning to read is critical to school success and also plays an important role in everyday life. Several studies show that reading proficiency among students… (more)

Subjects/Keywords: Language; Nyanja; Orthography; Opaque; Reading; Transparent; Zambia.

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APA (6th Edition):

Kaani, B. (2014). The Influence of Orthographic Opacity on Reading Development among Nyanja-English Bilinguals in Zambia: A Cross-Linguistic Study. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153980

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):

Kaani, Bestern. “The Influence of Orthographic Opacity on Reading Development among Nyanja-English Bilinguals in Zambia: A Cross-Linguistic Study.” 2014. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/153980.

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

MLA Handbook (7th Edition):

Kaani, Bestern. “The Influence of Orthographic Opacity on Reading Development among Nyanja-English Bilinguals in Zambia: A Cross-Linguistic Study.” 2014. Web. 17 Feb 2019.

Vancouver:

Kaani B. The Influence of Orthographic Opacity on Reading Development among Nyanja-English Bilinguals in Zambia: A Cross-Linguistic Study. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/153980.

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

Council of Science Editors:

Kaani B. The Influence of Orthographic Opacity on Reading Development among Nyanja-English Bilinguals in Zambia: A Cross-Linguistic Study. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153980

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


Texas A&M University

6. Bae, Han Suk Han. Role of Morphological Awareness in Biliteracy Development: Within- and Cross-language Perspectives among Korean ESL/EFL Learners in Grades Five and Six.

Degree: 2015, Texas A&M University

 This dissertation consists of three studies that explored the role of morphological awareness (MA) in biliteracy development among upper elementary students who learn to read… (more)

Subjects/Keywords: meta-linguistic awareness(phonological, orthographic, morphological); biliteracy development; vocabulary and reading comprehension; cross-language transfer; ESL and EFL

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APA (6th Edition):

Bae, H. S. H. (2015). Role of Morphological Awareness in Biliteracy Development: Within- and Cross-language Perspectives among Korean ESL/EFL Learners in Grades Five and Six. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155016

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):

Bae, Han Suk Han. “Role of Morphological Awareness in Biliteracy Development: Within- and Cross-language Perspectives among Korean ESL/EFL Learners in Grades Five and Six.” 2015. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/155016.

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

MLA Handbook (7th Edition):

Bae, Han Suk Han. “Role of Morphological Awareness in Biliteracy Development: Within- and Cross-language Perspectives among Korean ESL/EFL Learners in Grades Five and Six.” 2015. Web. 17 Feb 2019.

Vancouver:

Bae HSH. Role of Morphological Awareness in Biliteracy Development: Within- and Cross-language Perspectives among Korean ESL/EFL Learners in Grades Five and Six. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/155016.

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

Council of Science Editors:

Bae HSH. Role of Morphological Awareness in Biliteracy Development: Within- and Cross-language Perspectives among Korean ESL/EFL Learners in Grades Five and Six. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155016

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


Texas A&M University

7. Beerwinkle, Andrea Lynne. A Quasi-Experimental Study of an Intervention Using the Text Structure Strategy in Grade 7 Science.

Degree: PhD, Curriculum and Instruction, 2018, Texas A&M University

 The ability to comprehend science texts is not only an academic skill but a life skill. Currently, however, the majority of students across grade levels… (more)

Subjects/Keywords: text structure; reading comprehension; science; middle school

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APA (6th Edition):

Beerwinkle, A. L. (2018). A Quasi-Experimental Study of an Intervention Using the Text Structure Strategy in Grade 7 Science. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174033

Chicago Manual of Style (16th Edition):

Beerwinkle, Andrea Lynne. “A Quasi-Experimental Study of an Intervention Using the Text Structure Strategy in Grade 7 Science.” 2018. Doctoral Dissertation, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/174033.

MLA Handbook (7th Edition):

Beerwinkle, Andrea Lynne. “A Quasi-Experimental Study of an Intervention Using the Text Structure Strategy in Grade 7 Science.” 2018. Web. 17 Feb 2019.

Vancouver:

Beerwinkle AL. A Quasi-Experimental Study of an Intervention Using the Text Structure Strategy in Grade 7 Science. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/174033.

Council of Science Editors:

Beerwinkle AL. A Quasi-Experimental Study of an Intervention Using the Text Structure Strategy in Grade 7 Science. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174033


Texas A&M University

8. Taylor, Brenda Kaye. Pre-service Teachers' Knowledge of Reading and Assessment for Providing Differentiated Instruction to Struggling Readers and How This Knowledge Relates to Their Perceptions for the Use of Retention.

Degree: PhD, Curriculum and Instruction, 2016, Texas A&M University

 The purpose of the present study was twofold: (1) to examine what preservice teachers (PSTs) understand about reading and assessment processes within the RTI framework… (more)

Subjects/Keywords: reading instruction; teacher knowledge; assessment; Response to Intervention (RTI); at-risk readers; grade retention

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APA (6th Edition):

Taylor, B. K. (2016). Pre-service Teachers' Knowledge of Reading and Assessment for Providing Differentiated Instruction to Struggling Readers and How This Knowledge Relates to Their Perceptions for the Use of Retention. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157142

Chicago Manual of Style (16th Edition):

Taylor, Brenda Kaye. “Pre-service Teachers' Knowledge of Reading and Assessment for Providing Differentiated Instruction to Struggling Readers and How This Knowledge Relates to Their Perceptions for the Use of Retention.” 2016. Doctoral Dissertation, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/157142.

MLA Handbook (7th Edition):

Taylor, Brenda Kaye. “Pre-service Teachers' Knowledge of Reading and Assessment for Providing Differentiated Instruction to Struggling Readers and How This Knowledge Relates to Their Perceptions for the Use of Retention.” 2016. Web. 17 Feb 2019.

Vancouver:

Taylor BK. Pre-service Teachers' Knowledge of Reading and Assessment for Providing Differentiated Instruction to Struggling Readers and How This Knowledge Relates to Their Perceptions for the Use of Retention. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/157142.

Council of Science Editors:

Taylor BK. Pre-service Teachers' Knowledge of Reading and Assessment for Providing Differentiated Instruction to Struggling Readers and How This Knowledge Relates to Their Perceptions for the Use of Retention. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157142


Texas A&M University

9. Dean, Emily Ocker. The efficacy of systematic, explicit literacy instruction in kindergarten and first grade.

Degree: 2009, Texas A&M University

 This investigation examined the extent to which teacher implemented systematic, explicit instruction affected the literacy achievement of kindergarten and first grade students. Two cohorts of… (more)

Subjects/Keywords: literacy; explicit instruction; reading

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

APA (6th Edition):

Dean, E. O. (2009). The efficacy of systematic, explicit literacy instruction in kindergarten and first grade. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1285

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):

Dean, Emily Ocker. “The efficacy of systematic, explicit literacy instruction in kindergarten and first grade.” 2009. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1285.

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

MLA Handbook (7th Edition):

Dean, Emily Ocker. “The efficacy of systematic, explicit literacy instruction in kindergarten and first grade.” 2009. Web. 17 Feb 2019.

Vancouver:

Dean EO. The efficacy of systematic, explicit literacy instruction in kindergarten and first grade. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1285.

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

Council of Science Editors:

Dean EO. The efficacy of systematic, explicit literacy instruction in kindergarten and first grade. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1285

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


Texas A&M University

10. Chen, Hsin-Chin. Mapping orthographic and phonological neighborhood density effects in visual word recognition in two distinct orthographies.

Degree: 2009, Texas A&M University

 A central issue in word recognition is how readers retrieve and select the right representation among others in the mental lexicon. Recently, it has been… (more)

Subjects/Keywords: Orthographic Neighborhood Density; Phonological Neighborhood Density; Visual Word Recognition; Near Intrared Spectroscopy

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

APA (6th Edition):

Chen, H. (2009). Mapping orthographic and phonological neighborhood density effects in visual word recognition in two distinct orthographies. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1365

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):

Chen, Hsin-Chin. “Mapping orthographic and phonological neighborhood density effects in visual word recognition in two distinct orthographies.” 2009. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1365.

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

MLA Handbook (7th Edition):

Chen, Hsin-Chin. “Mapping orthographic and phonological neighborhood density effects in visual word recognition in two distinct orthographies.” 2009. Web. 17 Feb 2019.

Vancouver:

Chen H. Mapping orthographic and phonological neighborhood density effects in visual word recognition in two distinct orthographies. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1365.

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

Council of Science Editors:

Chen H. Mapping orthographic and phonological neighborhood density effects in visual word recognition in two distinct orthographies. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1365

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


Texas A&M University

11. Chen, Tsuei-Fen. Dual Coding Theory and Chinese: Recall of Concrete and Abstract Sentences in Chinese-English Bilinguals.

Degree: 2010, Texas A&M University

 Theories of reading have seldom been examined across orthographies. In the present study, Dual Coding Theory (DCT), a general theory of cognition applied to literacy,… (more)

Subjects/Keywords: reading; dual coding; Chinese; reading theory

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APA (6th Edition):

Chen, T. (2010). Dual Coding Theory and Chinese: Recall of Concrete and Abstract Sentences in Chinese-English Bilinguals. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8322

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):

Chen, Tsuei-Fen. “Dual Coding Theory and Chinese: Recall of Concrete and Abstract Sentences in Chinese-English Bilinguals.” 2010. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8322.

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

MLA Handbook (7th Edition):

Chen, Tsuei-Fen. “Dual Coding Theory and Chinese: Recall of Concrete and Abstract Sentences in Chinese-English Bilinguals.” 2010. Web. 17 Feb 2019.

Vancouver:

Chen T. Dual Coding Theory and Chinese: Recall of Concrete and Abstract Sentences in Chinese-English Bilinguals. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8322.

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

Council of Science Editors:

Chen T. Dual Coding Theory and Chinese: Recall of Concrete and Abstract Sentences in Chinese-English Bilinguals. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8322

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


Texas A&M University

12. Graham, Lori Dear. From research to practice: the effect of multi-component vocabulary instruction on fourth grade students' social studies vocabulary and comprehension performance.

Degree: 2009, Texas A&M University

 This study was designed to demonstrate the effect of implementation of multicomponent vocabulary strategy instruction in fourth grade social studies. The components used included explicit… (more)

Subjects/Keywords: vocabulary; comprehension

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APA (6th Edition):

Graham, L. D. (2009). From research to practice: the effect of multi-component vocabulary instruction on fourth grade students' social studies vocabulary and comprehension performance. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1680

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):

Graham, Lori Dear. “From research to practice: the effect of multi-component vocabulary instruction on fourth grade students' social studies vocabulary and comprehension performance.” 2009. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1680.

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

MLA Handbook (7th Edition):

Graham, Lori Dear. “From research to practice: the effect of multi-component vocabulary instruction on fourth grade students' social studies vocabulary and comprehension performance.” 2009. Web. 17 Feb 2019.

Vancouver:

Graham LD. From research to practice: the effect of multi-component vocabulary instruction on fourth grade students' social studies vocabulary and comprehension performance. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1680.

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

Council of Science Editors:

Graham LD. From research to practice: the effect of multi-component vocabulary instruction on fourth grade students' social studies vocabulary and comprehension performance. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1680

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


Texas A&M University

13. Barr, Sheldon Martin. Perceptions and Knowledge of Evidence-based Literacy Instruction among Elementary School Teachers of English Language Learners.

Degree: 2013, Texas A&M University

 There is evidence that ineffective classroom instruction, particularly in the early primary grades, is a major contributor to the high incidence of reading problems in… (more)

Subjects/Keywords: Evidence-based literacy instruction; elementary school teachers; English Language Learners

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APA (6th Edition):

Barr, S. M. (2013). Perceptions and Knowledge of Evidence-based Literacy Instruction among Elementary School Teachers of English Language Learners. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149253

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):

Barr, Sheldon Martin. “Perceptions and Knowledge of Evidence-based Literacy Instruction among Elementary School Teachers of English Language Learners.” 2013. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/149253.

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

MLA Handbook (7th Edition):

Barr, Sheldon Martin. “Perceptions and Knowledge of Evidence-based Literacy Instruction among Elementary School Teachers of English Language Learners.” 2013. Web. 17 Feb 2019.

Vancouver:

Barr SM. Perceptions and Knowledge of Evidence-based Literacy Instruction among Elementary School Teachers of English Language Learners. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/149253.

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

Council of Science Editors:

Barr SM. Perceptions and Knowledge of Evidence-based Literacy Instruction among Elementary School Teachers of English Language Learners. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149253

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


Texas A&M University

14. Miller, Diane Morris. Writing Tasks in Content-area Instruction: A Systematic Review of the Literature.

Degree: 2014, Texas A&M University

 Situated within the historical and current state of writing and adolescent literacy research, this systematic literature review screened 2,871 articles to determine the prevalent themes… (more)

Subjects/Keywords: Writing; content areas; content-area literacy; disciplinary literacy; adolescent literacy; secondary education

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APA (6th Edition):

Miller, D. M. (2014). Writing Tasks in Content-area Instruction: A Systematic Review of the Literature. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152458

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):

Miller, Diane Morris. “Writing Tasks in Content-area Instruction: A Systematic Review of the Literature.” 2014. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/152458.

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

MLA Handbook (7th Edition):

Miller, Diane Morris. “Writing Tasks in Content-area Instruction: A Systematic Review of the Literature.” 2014. Web. 17 Feb 2019.

Vancouver:

Miller DM. Writing Tasks in Content-area Instruction: A Systematic Review of the Literature. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/152458.

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

Council of Science Editors:

Miller DM. Writing Tasks in Content-area Instruction: A Systematic Review of the Literature. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152458

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

15. Carreker, Suzanne Huff. Effects of preservice and inservice teacher knowledge on the analysis of spelling errors and choice of appropriate instructional activities.

Degree: 2009, Texas A&M University

 Teacher knowledge enhances instruction. Of particular importance for spelling instruction is literacy-related content teacher knowledge. This knowledge includes awareness of individual speech sounds, syllables, and… (more)

Subjects/Keywords: teacher knowledge; spelling; informed instruction

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

APA (6th Edition):

Carreker, S. H. (2009). Effects of preservice and inservice teacher knowledge on the analysis of spelling errors and choice of appropriate instructional activities. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1480

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):

Carreker, Suzanne Huff. “Effects of preservice and inservice teacher knowledge on the analysis of spelling errors and choice of appropriate instructional activities.” 2009. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1480.

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

MLA Handbook (7th Edition):

Carreker, Suzanne Huff. “Effects of preservice and inservice teacher knowledge on the analysis of spelling errors and choice of appropriate instructional activities.” 2009. Web. 17 Feb 2019.

Vancouver:

Carreker SH. Effects of preservice and inservice teacher knowledge on the analysis of spelling errors and choice of appropriate instructional activities. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1480.

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

Council of Science Editors:

Carreker SH. Effects of preservice and inservice teacher knowledge on the analysis of spelling errors and choice of appropriate instructional activities. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1480

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

16. Chuang, Hui-Kai. Cross-language Transfer of Reading Ability: Evidence from Taiwanese Ninth-grade Adolescents.

Degree: 2012, Texas A&M University

 The influence of reading ability on cross-language transfer in Mandarin-speaking ninth graders was explored. Each participant's native language (L1-Mandarin Chinese) and second language (L2-English) were… (more)

Subjects/Keywords: Reading ability transfer; Cross-language transfer; Linguistic Interdependent Hypothesis; Reading competence; English Education in Taiwan; English as a Foreign Language

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APA (6th Edition):

Chuang, H. (2012). Cross-language Transfer of Reading Ability: Evidence from Taiwanese Ninth-grade Adolescents. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7765

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):

Chuang, Hui-Kai. “Cross-language Transfer of Reading Ability: Evidence from Taiwanese Ninth-grade Adolescents.” 2012. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7765.

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

MLA Handbook (7th Edition):

Chuang, Hui-Kai. “Cross-language Transfer of Reading Ability: Evidence from Taiwanese Ninth-grade Adolescents.” 2012. Web. 17 Feb 2019.

Vancouver:

Chuang H. Cross-language Transfer of Reading Ability: Evidence from Taiwanese Ninth-grade Adolescents. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7765.

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

Council of Science Editors:

Chuang H. Cross-language Transfer of Reading Ability: Evidence from Taiwanese Ninth-grade Adolescents. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7765

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

17. Zhao, Jing. Spelling English Words: Contributions of Phonological, Morphological and Orthographic Knowledge in Speakers of English and Chinese.

Degree: 2011, Texas A&M University

 A growing body of literature has provided evidence of the contribution of various metalinguistic skills to children's English literacy development; however, most of the studies… (more)

Subjects/Keywords: spelling; ESL; metalinguistic skills; SEM

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APA (6th Edition):

Zhao, J. (2011). Spelling English Words: Contributions of Phonological, Morphological and Orthographic Knowledge in Speakers of English and Chinese. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9523

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):

Zhao, Jing. “Spelling English Words: Contributions of Phonological, Morphological and Orthographic Knowledge in Speakers of English and Chinese.” 2011. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9523.

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

MLA Handbook (7th Edition):

Zhao, Jing. “Spelling English Words: Contributions of Phonological, Morphological and Orthographic Knowledge in Speakers of English and Chinese.” 2011. Web. 17 Feb 2019.

Vancouver:

Zhao J. Spelling English Words: Contributions of Phonological, Morphological and Orthographic Knowledge in Speakers of English and Chinese. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9523.

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

Council of Science Editors:

Zhao J. Spelling English Words: Contributions of Phonological, Morphological and Orthographic Knowledge in Speakers of English and Chinese. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9523

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

18. Binks, Emily Suzanne. An assessment of university instructors' and their pre-service teachers' knowledge of basic language constructs before and after university instructor professional development.

Degree: 2008, Texas A&M University

 Reading is a basic skill for survival and those who have reading difficulties in early grades continue to struggle in school and later in life.… (more)

Subjects/Keywords: Teacher education; Reading

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APA (6th Edition):

Binks, E. S. (2008). An assessment of university instructors' and their pre-service teachers' knowledge of basic language constructs before and after university instructor professional development. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/85925

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):

Binks, Emily Suzanne. “An assessment of university instructors' and their pre-service teachers' knowledge of basic language constructs before and after university instructor professional development.” 2008. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/85925.

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

MLA Handbook (7th Edition):

Binks, Emily Suzanne. “An assessment of university instructors' and their pre-service teachers' knowledge of basic language constructs before and after university instructor professional development.” 2008. Web. 17 Feb 2019.

Vancouver:

Binks ES. An assessment of university instructors' and their pre-service teachers' knowledge of basic language constructs before and after university instructor professional development. [Internet] [Thesis]. Texas A&M University; 2008. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/85925.

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

Council of Science Editors:

Binks ES. An assessment of university instructors' and their pre-service teachers' knowledge of basic language constructs before and after university instructor professional development. [Thesis]. Texas A&M University; 2008. Available from: http://hdl.handle.net/1969.1/85925

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

19. Pittman, Ramona Trinette. Improving spelling ability among speakers of African American vernacular English: an intervention based on phonological, morphological, and orthographic principles.

Degree: 2009, Texas A&M University

 Given the importance of the role of spelling in literacy, it is important to have knowledge of the linguistic features that allow students to be… (more)

Subjects/Keywords: AAVE; Spelling; Dialect; Phonology; Morphology; Orthography

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APA (6th Edition):

Pittman, R. T. (2009). Improving spelling ability among speakers of African American vernacular English: an intervention based on phonological, morphological, and orthographic principles. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1483

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):

Pittman, Ramona Trinette. “Improving spelling ability among speakers of African American vernacular English: an intervention based on phonological, morphological, and orthographic principles.” 2009. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1483.

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

MLA Handbook (7th Edition):

Pittman, Ramona Trinette. “Improving spelling ability among speakers of African American vernacular English: an intervention based on phonological, morphological, and orthographic principles.” 2009. Web. 17 Feb 2019.

Vancouver:

Pittman RT. Improving spelling ability among speakers of African American vernacular English: an intervention based on phonological, morphological, and orthographic principles. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1483.

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

Council of Science Editors:

Pittman RT. Improving spelling ability among speakers of African American vernacular English: an intervention based on phonological, morphological, and orthographic principles. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1483

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

20. Carreker, Suzanne 1954-. The Development of Listening and Reading Comprehension Screening Measures to Inform Instructional Decisions for End-of-Second-Grade Students.

Degree: 2012, Texas A&M University

 The premise of the Simple View of Reading is that reading comprehension is the product of two components ? decoding and language comprehension. Each component… (more)

Subjects/Keywords: literacy screenings; reading comprehension; listening comprehension

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APA (6th Edition):

Carreker, S. 1. (2012). The Development of Listening and Reading Comprehension Screening Measures to Inform Instructional Decisions for End-of-Second-Grade Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149209

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):

Carreker, Suzanne 1954-. “The Development of Listening and Reading Comprehension Screening Measures to Inform Instructional Decisions for End-of-Second-Grade Students.” 2012. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/149209.

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

MLA Handbook (7th Edition):

Carreker, Suzanne 1954-. “The Development of Listening and Reading Comprehension Screening Measures to Inform Instructional Decisions for End-of-Second-Grade Students.” 2012. Web. 17 Feb 2019.

Vancouver:

Carreker S1. The Development of Listening and Reading Comprehension Screening Measures to Inform Instructional Decisions for End-of-Second-Grade Students. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/149209.

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

Council of Science Editors:

Carreker S1. The Development of Listening and Reading Comprehension Screening Measures to Inform Instructional Decisions for End-of-Second-Grade Students. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/149209

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


Texas A&M University

21. Olson, Elizabeth Bubonic. Improving the skills of low-performing readers in an alternative school program.

Degree: 2004, Texas A&M University

 Research has demonstrated that many children and adolescents exhibiting behavior problems also evidence serious reading problems as well as a low self-efficacy (i.e., belief in… (more)

Subjects/Keywords: reading intervention; alternative school program

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APA (6th Edition):

Olson, E. B. (2004). Improving the skills of low-performing readers in an alternative school program. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/1119

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):

Olson, Elizabeth Bubonic. “Improving the skills of low-performing readers in an alternative school program.” 2004. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/1119.

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

MLA Handbook (7th Edition):

Olson, Elizabeth Bubonic. “Improving the skills of low-performing readers in an alternative school program.” 2004. Web. 17 Feb 2019.

Vancouver:

Olson EB. Improving the skills of low-performing readers in an alternative school program. [Internet] [Thesis]. Texas A&M University; 2004. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/1119.

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

Council of Science Editors:

Olson EB. Improving the skills of low-performing readers in an alternative school program. [Thesis]. Texas A&M University; 2004. Available from: http://hdl.handle.net/1969.1/1119

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

.