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You searched for +publisher:"Texas A&M University" +contributor:("McTigue, Erin"). Showing records 1 – 30 of 39 total matches.

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Texas A&M University

1. Esposito, Nicole Elise. Principles of Green Design: Developing a Framework for Product Testing.

Degree: 2012, Texas A&M University

 A problem exists that many eco-friendly products on the market today are not widely accepted by consumers. Three pilot experiments were conducted to examine a… (more)

Subjects/Keywords: environmental design; persuasive design; eco-friendly product design

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APA (6th Edition):

Esposito, N. E. (2012). Principles of Green Design: Developing a Framework for Product Testing. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148165

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):

Esposito, Nicole Elise. “Principles of Green Design: Developing a Framework for Product Testing.” 2012. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/148165.

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

MLA Handbook (7th Edition):

Esposito, Nicole Elise. “Principles of Green Design: Developing a Framework for Product Testing.” 2012. Web. 16 Feb 2019.

Vancouver:

Esposito NE. Principles of Green Design: Developing a Framework for Product Testing. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/148165.

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

Council of Science Editors:

Esposito NE. Principles of Green Design: Developing a Framework for Product Testing. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148165

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


Texas A&M University

2. Davis, Heather Stephens. A Two-study Investigation of the Home Literacy Environment: Examination of Latino Children?s Literacy Growth and a Critical Review of Assessment Practices in the Home Literacy Environment.

Degree: 2016, Texas A&M University

 This two-study examination was designed to explore aspects of the home literacy environment (HLE) in relation to young English Language Learners? (ELLs) Spanish literacy development… (more)

Subjects/Keywords: home literacy environment; English Language Learner; literacy development; assessment of the home literacy environment

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APA (6th Edition):

Davis, H. S. (2016). A Two-study Investigation of the Home Literacy Environment: Examination of Latino Children?s Literacy Growth and a Critical Review of Assessment Practices in the Home Literacy Environment. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158631

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):

Davis, Heather Stephens. “A Two-study Investigation of the Home Literacy Environment: Examination of Latino Children?s Literacy Growth and a Critical Review of Assessment Practices in the Home Literacy Environment.” 2016. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/158631.

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

MLA Handbook (7th Edition):

Davis, Heather Stephens. “A Two-study Investigation of the Home Literacy Environment: Examination of Latino Children?s Literacy Growth and a Critical Review of Assessment Practices in the Home Literacy Environment.” 2016. Web. 16 Feb 2019.

Vancouver:

Davis HS. A Two-study Investigation of the Home Literacy Environment: Examination of Latino Children?s Literacy Growth and a Critical Review of Assessment Practices in the Home Literacy Environment. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/158631.

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

Council of Science Editors:

Davis HS. A Two-study Investigation of the Home Literacy Environment: Examination of Latino Children?s Literacy Growth and a Critical Review of Assessment Practices in the Home Literacy Environment. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158631

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


Texas A&M University

3. Beachy, Rachel Rayburn. Data Literacy of Reading Educators: Teacher Perception and Knowledge of the Use of Reading Data to Influence Instruction.

Degree: 2017, Texas A&M University

 This dissertation is developed around two studies created with the goal of describing and quantifying current educators? knowledge and perceptions of reading assessment and subsequent… (more)

Subjects/Keywords: Reading; Reading Assessment; Teacher Survey; Knowledge Survey; Perception Survey

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APA (6th Edition):

Beachy, R. R. (2017). Data Literacy of Reading Educators: Teacher Perception and Knowledge of the Use of Reading Data to Influence Instruction. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/161406

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):

Beachy, Rachel Rayburn. “Data Literacy of Reading Educators: Teacher Perception and Knowledge of the Use of Reading Data to Influence Instruction.” 2017. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/161406.

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

MLA Handbook (7th Edition):

Beachy, Rachel Rayburn. “Data Literacy of Reading Educators: Teacher Perception and Knowledge of the Use of Reading Data to Influence Instruction.” 2017. Web. 16 Feb 2019.

Vancouver:

Beachy RR. Data Literacy of Reading Educators: Teacher Perception and Knowledge of the Use of Reading Data to Influence Instruction. [Internet] [Thesis]. Texas A&M University; 2017. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/161406.

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

Council of Science Editors:

Beachy RR. Data Literacy of Reading Educators: Teacher Perception and Knowledge of the Use of Reading Data to Influence Instruction. [Thesis]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/161406

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


Texas A&M University

4. 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 16, 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. 16 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 16]. 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

5. Su, Jung-Hsuan. 11th Grade Students' English Reading Motivation, Language Problems and Reading Achievement in Taiwan.

Degree: 2012, Texas A&M University

 Motivation has been viewed as a very influential factor to successful reading for English as foreign language learners. Learners can be motivated to read English… (more)

Subjects/Keywords: English reading motivation; English language problems; reading achievement; EFL learners

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

APA (6th Edition):

Su, J. (2012). 11th Grade Students' English Reading Motivation, Language Problems and Reading Achievement in Taiwan. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11187

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):

Su, Jung-Hsuan. “11th Grade Students' English Reading Motivation, Language Problems and Reading Achievement in Taiwan.” 2012. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11187.

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

MLA Handbook (7th Edition):

Su, Jung-Hsuan. “11th Grade Students' English Reading Motivation, Language Problems and Reading Achievement in Taiwan.” 2012. Web. 16 Feb 2019.

Vancouver:

Su J. 11th Grade Students' English Reading Motivation, Language Problems and Reading Achievement in Taiwan. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11187.

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

Council of Science Editors:

Su J. 11th Grade Students' English Reading Motivation, Language Problems and Reading Achievement in Taiwan. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11187

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


Texas A&M University

6. Fogarty, Melissa. A Two-Study Investigation of Fidelity of Early Reading Interventions: Examining the Quality of the Research Base and an Application of Program Differentiation.

Degree: 2012, Texas A&M University

 This research consisted of two studies. The purpose of the first study was to examine the presence and quality of fidelity of implementation as reported… (more)

Subjects/Keywords: fidelity; early reading intervetnion

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APA (6th Edition):

Fogarty, M. (2012). A Two-Study Investigation of Fidelity of Early Reading Interventions: Examining the Quality of the Research Base and an Application of Program Differentiation. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11667

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):

Fogarty, Melissa. “A Two-Study Investigation of Fidelity of Early Reading Interventions: Examining the Quality of the Research Base and an Application of Program Differentiation.” 2012. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11667.

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

MLA Handbook (7th Edition):

Fogarty, Melissa. “A Two-Study Investigation of Fidelity of Early Reading Interventions: Examining the Quality of the Research Base and an Application of Program Differentiation.” 2012. Web. 16 Feb 2019.

Vancouver:

Fogarty M. A Two-Study Investigation of Fidelity of Early Reading Interventions: Examining the Quality of the Research Base and an Application of Program Differentiation. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11667.

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

Council of Science Editors:

Fogarty M. A Two-Study Investigation of Fidelity of Early Reading Interventions: Examining the Quality of the Research Base and an Application of Program Differentiation. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11667

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


Texas A&M University

7. Vides Ceron, Francisco. TAYouKi: A Sketch-Based Tutoring System for Young Kids.

Degree: 2012, Texas A&M University

 Intelligent tutoring systems (ITS) have proven to be effective tools for aiding in the instruction of new skills for young kids; however, interaction methods that… (more)

Subjects/Keywords: Sketch Recognition; Literacy Education; ITS; CHI; IUI

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APA (6th Edition):

Vides Ceron, F. (2012). TAYouKi: A Sketch-Based Tutoring System for Young Kids. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11497

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):

Vides Ceron, Francisco. “TAYouKi: A Sketch-Based Tutoring System for Young Kids.” 2012. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11497.

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

MLA Handbook (7th Edition):

Vides Ceron, Francisco. “TAYouKi: A Sketch-Based Tutoring System for Young Kids.” 2012. Web. 16 Feb 2019.

Vancouver:

Vides Ceron F. TAYouKi: A Sketch-Based Tutoring System for Young Kids. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11497.

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

Council of Science Editors:

Vides Ceron F. TAYouKi: A Sketch-Based Tutoring System for Young Kids. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11497

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


Texas A&M University

8. Kim, Hong-Hoe. Analysis of Children's Sketches to Improve Recognition Accuracy in Sketch-Based Applications.

Degree: 2012, Texas A&M University

 The current education systems in elementary schools are usually using traditional teaching methods such as paper and pencil or drawing on the board. The benefit… (more)

Subjects/Keywords: Sketch Recognition; Children's Sketch

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APA (6th Edition):

Kim, H. (2012). Analysis of Children's Sketches to Improve Recognition Accuracy in Sketch-Based Applications. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148207

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):

Kim, Hong-Hoe. “Analysis of Children's Sketches to Improve Recognition Accuracy in Sketch-Based Applications.” 2012. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/148207.

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

MLA Handbook (7th Edition):

Kim, Hong-Hoe. “Analysis of Children's Sketches to Improve Recognition Accuracy in Sketch-Based Applications.” 2012. Web. 16 Feb 2019.

Vancouver:

Kim H. Analysis of Children's Sketches to Improve Recognition Accuracy in Sketch-Based Applications. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/148207.

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

Council of Science Editors:

Kim H. Analysis of Children's Sketches to Improve Recognition Accuracy in Sketch-Based Applications. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148207

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


Texas A&M University

9. 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 16, 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. 16 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 16]. 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

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

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 16, 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. 16 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 16]. 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

11. 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 (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 February 16, 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. 16 Feb 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 Feb 16]. 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

12. Scott, Chyllis Elayne. Every Teacher a Teacher of Reading?: A Systematic Literature Review of Content-Area Literacy.

Degree: 2013, Texas A&M University

 Appropriate preparation for preservice and inservice teachers for teaching content-area literacy continues to influence twenty-first century research agendas. In this systematic review (which analyzed 2,179… (more)

Subjects/Keywords: Content-area literacy Education Reading

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APA (6th Edition):

Scott, C. E. (2013). Every Teacher a Teacher of Reading?: A Systematic Literature Review of Content-Area Literacy. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151284

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):

Scott, Chyllis Elayne. “Every Teacher a Teacher of Reading?: A Systematic Literature Review of Content-Area Literacy.” 2013. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/151284.

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

MLA Handbook (7th Edition):

Scott, Chyllis Elayne. “Every Teacher a Teacher of Reading?: A Systematic Literature Review of Content-Area Literacy.” 2013. Web. 16 Feb 2019.

Vancouver:

Scott CE. Every Teacher a Teacher of Reading?: A Systematic Literature Review of Content-Area Literacy. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/151284.

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

Council of Science Editors:

Scott CE. Every Teacher a Teacher of Reading?: A Systematic Literature Review of Content-Area Literacy. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151284

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


Texas A&M University

13. Simek, Amber. Effects of a Parent-Delivered Shared Reading Intervention on Preschoolers' Vocabulary Acquisition.

Degree: 2014, Texas A&M University

 Many diverse children, especially the economically disadvantaged, enter school experiencing large gaps in oral language that adversely affect their reading comprehension in later years. Vocabulary… (more)

Subjects/Keywords: preschool; early literacy

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

APA (6th Edition):

Simek, A. (2014). Effects of a Parent-Delivered Shared Reading Intervention on Preschoolers' Vocabulary Acquisition. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153209

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):

Simek, Amber. “Effects of a Parent-Delivered Shared Reading Intervention on Preschoolers' Vocabulary Acquisition.” 2014. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/153209.

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

MLA Handbook (7th Edition):

Simek, Amber. “Effects of a Parent-Delivered Shared Reading Intervention on Preschoolers' Vocabulary Acquisition.” 2014. Web. 16 Feb 2019.

Vancouver:

Simek A. Effects of a Parent-Delivered Shared Reading Intervention on Preschoolers' Vocabulary Acquisition. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/153209.

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

Council of Science Editors:

Simek A. Effects of a Parent-Delivered Shared Reading Intervention on Preschoolers' Vocabulary Acquisition. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153209

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


Texas A&M University

14. Anderson, Sarah J. An Analysis of Graphical Representations in Electronic Science Textbooks.

Degree: 2014, Texas A&M University

 Advances in publishing and changes in the format of instructional materials have dramatically changed how we view the traditional textbook. This study investigates the nature… (more)

Subjects/Keywords: electronic textbooks; graphics in textbooks; digital resources

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APA (6th Edition):

Anderson, S. J. (2014). An Analysis of Graphical Representations in Electronic Science Textbooks. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153479

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):

Anderson, Sarah J. “An Analysis of Graphical Representations in Electronic Science Textbooks.” 2014. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/153479.

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

MLA Handbook (7th Edition):

Anderson, Sarah J. “An Analysis of Graphical Representations in Electronic Science Textbooks.” 2014. Web. 16 Feb 2019.

Vancouver:

Anderson SJ. An Analysis of Graphical Representations in Electronic Science Textbooks. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/153479.

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

Council of Science Editors:

Anderson SJ. An Analysis of Graphical Representations in Electronic Science Textbooks. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153479

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


Texas A&M University

15. Grande, Robert John. Effect of Special Education Proportion on School-Level Achievement in Texas Elementary Schools.

Degree: 2014, Texas A&M University

 For almost thirty years researchers have attempted to measure the impact that educating special education students with their regular education peers has on academic achievement.… (more)

Subjects/Keywords: School Level Effects; Special Education Effects on Peer Achievement

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APA (6th Edition):

Grande, R. J. (2014). Effect of Special Education Proportion on School-Level Achievement in Texas Elementary Schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153971

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):

Grande, Robert John. “Effect of Special Education Proportion on School-Level Achievement in Texas Elementary Schools.” 2014. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/153971.

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

MLA Handbook (7th Edition):

Grande, Robert John. “Effect of Special Education Proportion on School-Level Achievement in Texas Elementary Schools.” 2014. Web. 16 Feb 2019.

Vancouver:

Grande RJ. Effect of Special Education Proportion on School-Level Achievement in Texas Elementary Schools. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/153971.

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

Council of Science Editors:

Grande RJ. Effect of Special Education Proportion on School-Level Achievement in Texas Elementary Schools. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153971

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


Texas A&M University

16. Kelly, Lynisha R. Promoting Teacher Reflection To Enhance Head Start Teachers' Social-Emotional Practices: A Pilot Investigation.

Degree: 2015, Texas A&M University

 This dissertation investigated the development and validation of a measure of reflection-focused problem solving (RFPS) consultation model and the effects of RFPS consultation on observed… (more)

Subjects/Keywords: Measure of Reflection; Consultation

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APA (6th Edition):

Kelly, L. R. (2015). Promoting Teacher Reflection To Enhance Head Start Teachers' Social-Emotional Practices: A Pilot Investigation. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/154985

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):

Kelly, Lynisha R. “Promoting Teacher Reflection To Enhance Head Start Teachers' Social-Emotional Practices: A Pilot Investigation.” 2015. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/154985.

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

MLA Handbook (7th Edition):

Kelly, Lynisha R. “Promoting Teacher Reflection To Enhance Head Start Teachers' Social-Emotional Practices: A Pilot Investigation.” 2015. Web. 16 Feb 2019.

Vancouver:

Kelly LR. Promoting Teacher Reflection To Enhance Head Start Teachers' Social-Emotional Practices: A Pilot Investigation. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/154985.

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

Council of Science Editors:

Kelly LR. Promoting Teacher Reflection To Enhance Head Start Teachers' Social-Emotional Practices: A Pilot Investigation. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/154985

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


Texas A&M University

17. 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 February 16, 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. 16 Feb 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 Feb 16]. 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

18. 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 16, 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. 16 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 16]. 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

19. Cerda, Carissa Analise. Behavioral Self-Regulation and Relations to Academic Achievement across a Four Year Time Period.

Degree: 2015, Texas A&M University

 Research demonstrates that behavioral self-regulation (BSR) serves as a concurrent, explanatory factor of academic achievement in various elementary grades, and that kindergarten BSR predicts growth… (more)

Subjects/Keywords: self-regulation; behavioral self-regulation; academic achievement

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APA (6th Edition):

Cerda, C. A. (2015). Behavioral Self-Regulation and Relations to Academic Achievement across a Four Year Time Period. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155583

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):

Cerda, Carissa Analise. “Behavioral Self-Regulation and Relations to Academic Achievement across a Four Year Time Period.” 2015. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/155583.

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

MLA Handbook (7th Edition):

Cerda, Carissa Analise. “Behavioral Self-Regulation and Relations to Academic Achievement across a Four Year Time Period.” 2015. Web. 16 Feb 2019.

Vancouver:

Cerda CA. Behavioral Self-Regulation and Relations to Academic Achievement across a Four Year Time Period. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/155583.

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

Council of Science Editors:

Cerda CA. Behavioral Self-Regulation and Relations to Academic Achievement across a Four Year Time Period. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155583

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


Texas A&M University

20. Reyna-Barron, Elsa Yvonne. An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text.

Degree: 2016, Texas A&M University

 The primary purpose of this mixed methods study was to identify the amount of time teachers spent implementing reading comprehension and vocabulary instruction to facilitate… (more)

Subjects/Keywords: comprehension instruction; reading comprehension strategies; vocabulary strategies

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APA (6th Edition):

Reyna-Barron, E. Y. (2016). An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157058

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):

Reyna-Barron, Elsa Yvonne. “An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text.” 2016. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/157058.

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

MLA Handbook (7th Edition):

Reyna-Barron, Elsa Yvonne. “An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text.” 2016. Web. 16 Feb 2019.

Vancouver:

Reyna-Barron EY. An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/157058.

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

Council of Science Editors:

Reyna-Barron EY. An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157058

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


Texas A&M University

21. 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 February 16, 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. 16 Feb 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 Feb 16]. 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

22. 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 16, 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. 16 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 16]. 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


Texas A&M University

23. Bae, Yunhee. The Relationships among Motivation, Self-Regulated Learning, and Academic Achievement.

Degree: 2014, Texas A&M University

 This dissertation consists of two articles investigating the relationships among motivation, self-regulated learning (SRL), and academic achievement for adolescents: (a) a meta-analytic review of the… (more)

Subjects/Keywords: Motivation; Self-Regulated Learning; Academic Achievement; Adolescents

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APA (6th Edition):

Bae, Y. (2014). The Relationships among Motivation, Self-Regulated Learning, and Academic Achievement. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153862

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, Yunhee. “The Relationships among Motivation, Self-Regulated Learning, and Academic Achievement.” 2014. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/153862.

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

MLA Handbook (7th Edition):

Bae, Yunhee. “The Relationships among Motivation, Self-Regulated Learning, and Academic Achievement.” 2014. Web. 16 Feb 2019.

Vancouver:

Bae Y. The Relationships among Motivation, Self-Regulated Learning, and Academic Achievement. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/153862.

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

Council of Science Editors:

Bae Y. The Relationships among Motivation, Self-Regulated Learning, and Academic Achievement. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153862

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


Texas A&M University

24. Bravo Paniagua, Tamara Andrea. Questioning beyond the Book in Teacher-Child Reading: The Effect of High Cognitively Demanding Questions on Children?s Vocabulary Growth.

Degree: 2015, Texas A&M University

 Shared book reading (SBR) is considered the standard in fostering preschool children?s oral language skills. However, research has emphasized that extratextual conversation around book reading… (more)

Subjects/Keywords: Vocabulary; Shared Book Reading; Extratextual Talk; Questioning; Preschool

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APA (6th Edition):

Bravo Paniagua, T. A. (2015). Questioning beyond the Book in Teacher-Child Reading: The Effect of High Cognitively Demanding Questions on Children?s Vocabulary Growth. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/154976

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):

Bravo Paniagua, Tamara Andrea. “Questioning beyond the Book in Teacher-Child Reading: The Effect of High Cognitively Demanding Questions on Children?s Vocabulary Growth.” 2015. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/154976.

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

MLA Handbook (7th Edition):

Bravo Paniagua, Tamara Andrea. “Questioning beyond the Book in Teacher-Child Reading: The Effect of High Cognitively Demanding Questions on Children?s Vocabulary Growth.” 2015. Web. 16 Feb 2019.

Vancouver:

Bravo Paniagua TA. Questioning beyond the Book in Teacher-Child Reading: The Effect of High Cognitively Demanding Questions on Children?s Vocabulary Growth. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/154976.

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

Council of Science Editors:

Bravo Paniagua TA. Questioning beyond the Book in Teacher-Child Reading: The Effect of High Cognitively Demanding Questions on Children?s Vocabulary Growth. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/154976

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


Texas A&M University

25. Anderson, Leah A. A Two-Study Examination Of Student Engagement And Its Relation To Adolescent Reading Comprehension.

Degree: 2015, Texas A&M University

 The purpose of this research?which was divided into two parts?was to evaluate the extent to which adolescent reading comprehension research has addressed student engagement and… (more)

Subjects/Keywords: Comprehension; Engagement

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APA (6th Edition):

Anderson, L. A. (2015). A Two-Study Examination Of Student Engagement And Its Relation To Adolescent Reading Comprehension. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155109

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):

Anderson, Leah A. “A Two-Study Examination Of Student Engagement And Its Relation To Adolescent Reading Comprehension.” 2015. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/155109.

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

MLA Handbook (7th Edition):

Anderson, Leah A. “A Two-Study Examination Of Student Engagement And Its Relation To Adolescent Reading Comprehension.” 2015. Web. 16 Feb 2019.

Vancouver:

Anderson LA. A Two-Study Examination Of Student Engagement And Its Relation To Adolescent Reading Comprehension. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/155109.

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

Council of Science Editors:

Anderson LA. A Two-Study Examination Of Student Engagement And Its Relation To Adolescent Reading Comprehension. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155109

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


Texas A&M University

26. Hodges, Tracey S. The Impact of Teacher Education Writing-Intensive Courses On Preservice Teachers? Self-Efficacy for Writing and Writing Instruction.

Degree: 2015, Texas A&M University

 In the United States, changes to policy as well as practice are negatively affecting writing instruction for K-12 students. While workforce demands continue to require… (more)

Subjects/Keywords: Preservice teachers; self-efficacy; mixed methods; writing; writing instruction

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

APA (6th Edition):

Hodges, T. S. (2015). The Impact of Teacher Education Writing-Intensive Courses On Preservice Teachers? Self-Efficacy for Writing and Writing Instruction. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155427

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):

Hodges, Tracey S. “The Impact of Teacher Education Writing-Intensive Courses On Preservice Teachers? Self-Efficacy for Writing and Writing Instruction.” 2015. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/155427.

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

MLA Handbook (7th Edition):

Hodges, Tracey S. “The Impact of Teacher Education Writing-Intensive Courses On Preservice Teachers? Self-Efficacy for Writing and Writing Instruction.” 2015. Web. 16 Feb 2019.

Vancouver:

Hodges TS. The Impact of Teacher Education Writing-Intensive Courses On Preservice Teachers? Self-Efficacy for Writing and Writing Instruction. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/155427.

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

Council of Science Editors:

Hodges TS. The Impact of Teacher Education Writing-Intensive Courses On Preservice Teachers? Self-Efficacy for Writing and Writing Instruction. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155427

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


Texas A&M University

27. Wright, Katherine Elizabeth Landau. Methods and Measures for Using Writing to Transform Knowledge in Science Classes.

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

 This dissertation documents three connected studies addressing critical issues in writing-to-learn research: a) how to measure students’ feelings about writing, b) how to assess scientific… (more)

Subjects/Keywords: Writing; Self-Efficacy; Writing Assessment; Writing-to-learn; Science Literacy

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

APA (6th Edition):

Wright, K. E. L. (2016). Methods and Measures for Using Writing to Transform Knowledge in Science Classes. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157881

Chicago Manual of Style (16th Edition):

Wright, Katherine Elizabeth Landau. “Methods and Measures for Using Writing to Transform Knowledge in Science Classes.” 2016. Doctoral Dissertation, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/157881.

MLA Handbook (7th Edition):

Wright, Katherine Elizabeth Landau. “Methods and Measures for Using Writing to Transform Knowledge in Science Classes.” 2016. Web. 16 Feb 2019.

Vancouver:

Wright KEL. Methods and Measures for Using Writing to Transform Knowledge in Science Classes. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/157881.

Council of Science Editors:

Wright KEL. Methods and Measures for Using Writing to Transform Knowledge in Science Classes. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157881

28. Goolsby, Rhonda Denise. Revising Selected Written Patient Education Materials Through Readability and Concreteness.

Degree: 2011, Texas A&M University

 The current state of much research on written patient education materials (WPEM) suggests that they are written in a manner that is too difficult even… (more)

Subjects/Keywords: Health literacy; reading comprehension; Dual Coding Theory; mental imagery; readability; memory

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

APA (6th Edition):

Goolsby, R. D. (2011). Revising Selected Written Patient Education Materials Through Readability and Concreteness. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8505

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):

Goolsby, Rhonda Denise. “Revising Selected Written Patient Education Materials Through Readability and Concreteness.” 2011. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8505.

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

MLA Handbook (7th Edition):

Goolsby, Rhonda Denise. “Revising Selected Written Patient Education Materials Through Readability and Concreteness.” 2011. Web. 16 Feb 2019.

Vancouver:

Goolsby RD. Revising Selected Written Patient Education Materials Through Readability and Concreteness. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8505.

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

Council of Science Editors:

Goolsby RD. Revising Selected Written Patient Education Materials Through Readability and Concreteness. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8505

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

29. Cude, Kellie Carpenter. Implementation of a Writing Intervention: Impact on Early Writing Development in Kindergarten and First Grade Writers.

Degree: 2012, Texas A&M University

 Process writing research began with adult writers, eventually expanding to include school age children and more recently, emergent writers. Research at the early childhood level… (more)

Subjects/Keywords: early writing; writing development; writing intervention; emergent writers; early writers

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

APA (6th Edition):

Cude, K. C. (2012). Implementation of a Writing Intervention: Impact on Early Writing Development in Kindergarten and First Grade Writers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9528

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):

Cude, Kellie Carpenter. “Implementation of a Writing Intervention: Impact on Early Writing Development in Kindergarten and First Grade Writers.” 2012. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9528.

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

MLA Handbook (7th Edition):

Cude, Kellie Carpenter. “Implementation of a Writing Intervention: Impact on Early Writing Development in Kindergarten and First Grade Writers.” 2012. Web. 16 Feb 2019.

Vancouver:

Cude KC. Implementation of a Writing Intervention: Impact on Early Writing Development in Kindergarten and First Grade Writers. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9528.

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

Council of Science Editors:

Cude KC. Implementation of a Writing Intervention: Impact on Early Writing Development in Kindergarten and First Grade Writers. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9528

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

30. Terry, Megan. Exploring the Additive Benefit of Parental Nurturance Training on Parent and Child Shared Reading Outcomes: A Pilot Intervention Study.

Degree: 2012, Texas A&M University

 A six week parent-child shared reading intervention targeting children's emergent literacy and emotion knowledge was implemented for 33 Head Start home-based families. This pilot study… (more)

Subjects/Keywords: emergent literacy; parent-child shared reading; early intervention; school readiness

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

APA (6th Edition):

Terry, M. (2012). Exploring the Additive Benefit of Parental Nurturance Training on Parent and Child Shared Reading Outcomes: A Pilot Intervention Study. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9952

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):

Terry, Megan. “Exploring the Additive Benefit of Parental Nurturance Training on Parent and Child Shared Reading Outcomes: A Pilot Intervention Study.” 2012. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9952.

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

MLA Handbook (7th Edition):

Terry, Megan. “Exploring the Additive Benefit of Parental Nurturance Training on Parent and Child Shared Reading Outcomes: A Pilot Intervention Study.” 2012. Web. 16 Feb 2019.

Vancouver:

Terry M. Exploring the Additive Benefit of Parental Nurturance Training on Parent and Child Shared Reading Outcomes: A Pilot Intervention Study. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9952.

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

Council of Science Editors:

Terry M. Exploring the Additive Benefit of Parental Nurturance Training on Parent and Child Shared Reading Outcomes: A Pilot Intervention Study. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9952

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

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