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You searched for +publisher:"Texas A&M University" +contributor:("Simmons, Deborah"). Showing records 1 – 13 of 13 total matches.

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Texas A&M University

1. Morgan, Stacy W. The Effects of Behavioral Monitoring Programs on Reading Acquisition of Elementary Students with or At-Risk for Emotional or Behavioral Disorder.

Degree: 2010, Texas A&M University

 The Behavior Education Program was implemented with four students at a large sub-urban elementary school in central Texas. The elementary school has a diverse population… (more)

Subjects/Keywords: behavior; reading; EBD; check-in/check-out; progress monitoring

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APA (6th Edition):

Morgan, S. W. (2010). The Effects of Behavioral Monitoring Programs on Reading Acquisition of Elementary Students with or At-Risk for Emotional or Behavioral Disorder. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7547

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):

Morgan, Stacy W. “The Effects of Behavioral Monitoring Programs on Reading Acquisition of Elementary Students with or At-Risk for Emotional or Behavioral Disorder.” 2010. Thesis, Texas A&M University. Accessed April 05, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7547.

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

MLA Handbook (7th Edition):

Morgan, Stacy W. “The Effects of Behavioral Monitoring Programs on Reading Acquisition of Elementary Students with or At-Risk for Emotional or Behavioral Disorder.” 2010. Web. 05 Apr 2020.

Vancouver:

Morgan SW. The Effects of Behavioral Monitoring Programs on Reading Acquisition of Elementary Students with or At-Risk for Emotional or Behavioral Disorder. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2020 Apr 05]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7547.

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

Council of Science Editors:

Morgan SW. The Effects of Behavioral Monitoring Programs on Reading Acquisition of Elementary Students with or At-Risk for Emotional or Behavioral Disorder. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7547

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


Texas A&M University

2. 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 April 05, 2020. 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. 05 Apr 2020.

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 2020 Apr 05]. 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

3. 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 April 05, 2020. 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. 05 Apr 2020.

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 2020 Apr 05]. 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

4. 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 April 05, 2020. 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. 05 Apr 2020.

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 2020 Apr 05]. 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

5. Oslund, Eric. An Examination of the Predictive Validity of Curriculum-Embedded Measures for Kindergarten Students.

Degree: 2012, Texas A&M University

 The purpose of the present research was to examine the predictive validity of curriculum-embedded mastery-check measures (CEMs) for kindergarten students in Tier 2 intervention. Two… (more)

Subjects/Keywords: Assessment; Early Reading; Intervention; Progress-Monitoring

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APA (6th Edition):

Oslund, E. (2012). An Examination of the Predictive Validity of Curriculum-Embedded Measures for Kindergarten Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11601

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):

Oslund, Eric. “An Examination of the Predictive Validity of Curriculum-Embedded Measures for Kindergarten Students.” 2012. Thesis, Texas A&M University. Accessed April 05, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11601.

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

MLA Handbook (7th Edition):

Oslund, Eric. “An Examination of the Predictive Validity of Curriculum-Embedded Measures for Kindergarten Students.” 2012. Web. 05 Apr 2020.

Vancouver:

Oslund E. An Examination of the Predictive Validity of Curriculum-Embedded Measures for Kindergarten Students. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2020 Apr 05]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11601.

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

Council of Science Editors:

Oslund E. An Examination of the Predictive Validity of Curriculum-Embedded Measures for Kindergarten Students. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11601

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


Texas A&M University

6. 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 April 05, 2020. 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. 05 Apr 2020.

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 2020 Apr 05]. 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

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

Degree: 2012, Texas A&M University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Conway, Barbara Tenney. “Analysis of Third- and Fifth-Grade Spelling Errors on the Test of Written Spelling-4: Do Error Types Indicate Levels of Linguistic Knowledge?.” 2012. Thesis, Texas A&M University. Accessed April 05, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9727.

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

MLA Handbook (7th Edition):

Conway, Barbara Tenney. “Analysis of Third- and Fifth-Grade Spelling Errors on the Test of Written Spelling-4: Do Error Types Indicate Levels of Linguistic Knowledge?.” 2012. Web. 05 Apr 2020.

Vancouver:

Conway BT. Analysis of Third- and Fifth-Grade Spelling Errors on the Test of Written Spelling-4: Do Error Types Indicate Levels of Linguistic Knowledge?. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2020 Apr 05]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9727.

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

Council of Science Editors:

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

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

8. Hairrell, Angela R. A two-study investigation of research on vocabulary strategies and their implementation in fourth grade social studies classrooms.

Degree: 2009, Texas A&M University

 Among the multiple dimensions of reading, vocabulary knowledge and strategies are essential to skilled reading. As a result, this two-part dissertation (a) systematically examines the… (more)

Subjects/Keywords: vocabulary; reading; professional development

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APA (6th Edition):

Hairrell, A. R. (2009). A two-study investigation of research on vocabulary strategies and their implementation in fourth grade social studies classrooms. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2939

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):

Hairrell, Angela R. “A two-study investigation of research on vocabulary strategies and their implementation in fourth grade social studies classrooms.” 2009. Thesis, Texas A&M University. Accessed April 05, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2939.

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

MLA Handbook (7th Edition):

Hairrell, Angela R. “A two-study investigation of research on vocabulary strategies and their implementation in fourth grade social studies classrooms.” 2009. Web. 05 Apr 2020.

Vancouver:

Hairrell AR. A two-study investigation of research on vocabulary strategies and their implementation in fourth grade social studies classrooms. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Apr 05]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2939.

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

Council of Science Editors:

Hairrell AR. A two-study investigation of research on vocabulary strategies and their implementation in fourth grade social studies classrooms. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2939

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

9. Balzer, Jill Francene. Relationship between Teachers? Beliefs and Student Achievement in Middle School Mathematics.

Degree: 2014, Texas A&M University

 The purpose of this study was to determine whether there was a relationship between teachers? beliefs and student achievement in middle school mathematics. A total… (more)

Subjects/Keywords: Teacher; Beliefs; Mindset; Math

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APA (6th Edition):

Balzer, J. F. (2014). Relationship between Teachers? Beliefs and Student Achievement in Middle School Mathematics. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153939

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):

Balzer, Jill Francene. “Relationship between Teachers? Beliefs and Student Achievement in Middle School Mathematics.” 2014. Thesis, Texas A&M University. Accessed April 05, 2020. http://hdl.handle.net/1969.1/153939.

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

MLA Handbook (7th Edition):

Balzer, Jill Francene. “Relationship between Teachers? Beliefs and Student Achievement in Middle School Mathematics.” 2014. Web. 05 Apr 2020.

Vancouver:

Balzer JF. Relationship between Teachers? Beliefs and Student Achievement in Middle School Mathematics. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2020 Apr 05]. Available from: http://hdl.handle.net/1969.1/153939.

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

Council of Science Editors:

Balzer JF. Relationship between Teachers? Beliefs and Student Achievement in Middle School Mathematics. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153939

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

10. Neely, Leslie. Preparing Behavioral Interventionists for Individuals with Autism Spectrum Disorder via Telepractice.

Degree: 2015, Texas A&M University

 The prevalence of autism spectrum disorder (ASD) in the United States has increased exponentially within the past decade. The increasing prevalence has strained the current… (more)

Subjects/Keywords: autism; telepractice; incidental teaching; pyramidal training

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APA (6th Edition):

Neely, L. (2015). Preparing Behavioral Interventionists for Individuals with Autism Spectrum Disorder via Telepractice. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155065

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):

Neely, Leslie. “Preparing Behavioral Interventionists for Individuals with Autism Spectrum Disorder via Telepractice.” 2015. Thesis, Texas A&M University. Accessed April 05, 2020. http://hdl.handle.net/1969.1/155065.

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

MLA Handbook (7th Edition):

Neely, Leslie. “Preparing Behavioral Interventionists for Individuals with Autism Spectrum Disorder via Telepractice.” 2015. Web. 05 Apr 2020.

Vancouver:

Neely L. Preparing Behavioral Interventionists for Individuals with Autism Spectrum Disorder via Telepractice. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2020 Apr 05]. Available from: http://hdl.handle.net/1969.1/155065.

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

Council of Science Editors:

Neely L. Preparing Behavioral Interventionists for Individuals with Autism Spectrum Disorder via Telepractice. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155065

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

11. Lopez, Esmeralda. Assessing Spanish Early Writing Development of Preschool English Language Learners and Its Link to English Early Writing Development.

Degree: 2012, Texas A&M University

 Children who speak limited English are at particular jeopardy of school failure because of multiple risk factors. In the later grades, these children have difficult… (more)

Subjects/Keywords: Spanish Preschool Writing; Preschool English Language Learners; English Preschool Writing; Cross Linguistic Transfer

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APA (6th Edition):

Lopez, E. (2012). Assessing Spanish Early Writing Development of Preschool English Language Learners and Its Link to English Early Writing Development. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9870

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):

Lopez, Esmeralda. “Assessing Spanish Early Writing Development of Preschool English Language Learners and Its Link to English Early Writing Development.” 2012. Thesis, Texas A&M University. Accessed April 05, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9870.

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

MLA Handbook (7th Edition):

Lopez, Esmeralda. “Assessing Spanish Early Writing Development of Preschool English Language Learners and Its Link to English Early Writing Development.” 2012. Web. 05 Apr 2020.

Vancouver:

Lopez E. Assessing Spanish Early Writing Development of Preschool English Language Learners and Its Link to English Early Writing Development. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2020 Apr 05]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9870.

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

Council of Science Editors:

Lopez E. Assessing Spanish Early Writing Development of Preschool English Language Learners and Its Link to English Early Writing Development. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9870

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

12. 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 April 05, 2020. 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. 05 Apr 2020.

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 2020 Apr 05]. 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

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

Degree: 2013, Texas A&M University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Smith, Stacey Rafferty. “Testing a Multicomponent Model of Reading Comprehension for Seventh- and Eighth-Grade Students.” 2013. Thesis, Texas A&M University. Accessed April 05, 2020. http://hdl.handle.net/1969.1/149630.

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

MLA Handbook (7th Edition):

Smith, Stacey Rafferty. “Testing a Multicomponent Model of Reading Comprehension for Seventh- and Eighth-Grade Students.” 2013. Web. 05 Apr 2020.

Vancouver:

Smith SR. Testing a Multicomponent Model of Reading Comprehension for Seventh- and Eighth-Grade Students. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2020 Apr 05]. Available from: http://hdl.handle.net/1969.1/149630.

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

Council of Science Editors:

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

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

.