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You searched for +publisher:"The Ohio State University" +contributor:("Konrad, Moira"). Showing records 1 – 16 of 16 total matches.

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The Ohio State University

1. Itoi, Madoka. Effects Of Distributed And Massed Practices Of Vocabulary Aspects Embedded In A Response Card Activity On Acquisition, Generalization, And Maintenance Of Vocabulary Knowledge.

Degree: PhD, ED Physical Activities and Educational Services, 2008, The Ohio State University

 Extensive vocabulary knowledge is critical to a student’s academic and social performance in school. However, vocabulary is a complex skill that overlaps with many different… (more)

Subjects/Keywords: Education; Educational Evaluation; Educational Psychology; vocabulary instruction; middle-school students; disabilities

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APA (6th Edition):

Itoi, M. (2008). Effects Of Distributed And Massed Practices Of Vocabulary Aspects Embedded In A Response Card Activity On Acquisition, Generalization, And Maintenance Of Vocabulary Knowledge. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1218594505

Chicago Manual of Style (16th Edition):

Itoi, Madoka. “Effects Of Distributed And Massed Practices Of Vocabulary Aspects Embedded In A Response Card Activity On Acquisition, Generalization, And Maintenance Of Vocabulary Knowledge.” 2008. Doctoral Dissertation, The Ohio State University. Accessed April 07, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218594505.

MLA Handbook (7th Edition):

Itoi, Madoka. “Effects Of Distributed And Massed Practices Of Vocabulary Aspects Embedded In A Response Card Activity On Acquisition, Generalization, And Maintenance Of Vocabulary Knowledge.” 2008. Web. 07 Apr 2020.

Vancouver:

Itoi M. Effects Of Distributed And Massed Practices Of Vocabulary Aspects Embedded In A Response Card Activity On Acquisition, Generalization, And Maintenance Of Vocabulary Knowledge. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2020 Apr 07]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1218594505.

Council of Science Editors:

Itoi M. Effects Of Distributed And Massed Practices Of Vocabulary Aspects Embedded In A Response Card Activity On Acquisition, Generalization, And Maintenance Of Vocabulary Knowledge. [Doctoral Dissertation]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1218594505


The Ohio State University

2. Moser, Lauren Ashley. The Effects of the Copy, Cover, and Compare Strategy on the Acquisition, Maintenance, and Generalization of Spelling Sight Words for Elementary Students with Disabilities.

Degree: MA, ED Physical Activities and Educational Services, 2009, The Ohio State University

 This study examined the effects of the copy, cover, and compare (CCC) self-correction strategy on the acquisition, maintenance, and generalization of spelling sight words for… (more)

Subjects/Keywords: Special Education; spelling; copy, cover, and compare; self-correction

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APA (6th Edition):

Moser, L. A. (2009). The Effects of the Copy, Cover, and Compare Strategy on the Acquisition, Maintenance, and Generalization of Spelling Sight Words for Elementary Students with Disabilities. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1249662074

Chicago Manual of Style (16th Edition):

Moser, Lauren Ashley. “The Effects of the Copy, Cover, and Compare Strategy on the Acquisition, Maintenance, and Generalization of Spelling Sight Words for Elementary Students with Disabilities.” 2009. Masters Thesis, The Ohio State University. Accessed April 07, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249662074.

MLA Handbook (7th Edition):

Moser, Lauren Ashley. “The Effects of the Copy, Cover, and Compare Strategy on the Acquisition, Maintenance, and Generalization of Spelling Sight Words for Elementary Students with Disabilities.” 2009. Web. 07 Apr 2020.

Vancouver:

Moser LA. The Effects of the Copy, Cover, and Compare Strategy on the Acquisition, Maintenance, and Generalization of Spelling Sight Words for Elementary Students with Disabilities. [Internet] [Masters thesis]. The Ohio State University; 2009. [cited 2020 Apr 07]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1249662074.

Council of Science Editors:

Moser LA. The Effects of the Copy, Cover, and Compare Strategy on the Acquisition, Maintenance, and Generalization of Spelling Sight Words for Elementary Students with Disabilities. [Masters Thesis]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1249662074


The Ohio State University

3. Luu, Cuong (Ken) Thoi. Effects of Joint-Control Training on Producing Letter-Sound Bi-directionality in Children with Autism.

Degree: PhD, ED Physical Activities and Educational Services, 2009, The Ohio State University

 The current investigation employed a multiple-baseline design to evaluate the effects of joint-control training as a method of phonics instruction. Three children with autism participated… (more)

Subjects/Keywords: Education; Joint-control; Tact; children with autism; phonics instruction; reading instruction; bi-directionality; letter-sound correspondences

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APA (6th Edition):

Luu, C. (. T. (2009). Effects of Joint-Control Training on Producing Letter-Sound Bi-directionality in Children with Autism. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1249920604

Chicago Manual of Style (16th Edition):

Luu, Cuong (Ken) Thoi. “Effects of Joint-Control Training on Producing Letter-Sound Bi-directionality in Children with Autism.” 2009. Doctoral Dissertation, The Ohio State University. Accessed April 07, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249920604.

MLA Handbook (7th Edition):

Luu, Cuong (Ken) Thoi. “Effects of Joint-Control Training on Producing Letter-Sound Bi-directionality in Children with Autism.” 2009. Web. 07 Apr 2020.

Vancouver:

Luu C(T. Effects of Joint-Control Training on Producing Letter-Sound Bi-directionality in Children with Autism. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2020 Apr 07]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1249920604.

Council of Science Editors:

Luu C(T. Effects of Joint-Control Training on Producing Letter-Sound Bi-directionality in Children with Autism. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1249920604


The Ohio State University

4. Fishley, Katelyn M. Effects of GO FASTER on Morpheme Definition Fluency of High School Students with High Incidence Disabilities.

Degree: PhD, EDU Physical Activity and Educational Services, 2011, The Ohio State University

 Although it is well-documented that vocabulary instruction can affect student achievement in many areas of literacy, there is a paucity of research on the most… (more)

Subjects/Keywords: Special Education; morphology; morphemic analysis; morphemes; fluency; self-graphing; flashcards; graphic organizer; vocabulary; high school; high-incidence disabilities; special education

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APA (6th Edition):

Fishley, K. M. (2011). Effects of GO FASTER on Morpheme Definition Fluency of High School Students with High Incidence Disabilities. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1311904390

Chicago Manual of Style (16th Edition):

Fishley, Katelyn M. “Effects of GO FASTER on Morpheme Definition Fluency of High School Students with High Incidence Disabilities.” 2011. Doctoral Dissertation, The Ohio State University. Accessed April 07, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1311904390.

MLA Handbook (7th Edition):

Fishley, Katelyn M. “Effects of GO FASTER on Morpheme Definition Fluency of High School Students with High Incidence Disabilities.” 2011. Web. 07 Apr 2020.

Vancouver:

Fishley KM. Effects of GO FASTER on Morpheme Definition Fluency of High School Students with High Incidence Disabilities. [Internet] [Doctoral dissertation]. The Ohio State University; 2011. [cited 2020 Apr 07]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1311904390.

Council of Science Editors:

Fishley KM. Effects of GO FASTER on Morpheme Definition Fluency of High School Students with High Incidence Disabilities. [Doctoral Dissertation]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1311904390


The Ohio State University

5. Ott, Jenna C. The Effects of Time Delay Procedures on the Acquisition, Maintenance, and Generalization of Spelling Sight Words for Elementary Students with High-incidence Disabilities.

Degree: MA, Educational Studies, 2019, The Ohio State University

 Reading is a skill in which many students with disabilities perform at a lower level than their peers without disabilities. While previous studies have shown… (more)

Subjects/Keywords: Education; Special Education; Time Delay, Technology, Sight Words, High Incidence Disabilities

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APA (6th Edition):

Ott, J. C. (2019). The Effects of Time Delay Procedures on the Acquisition, Maintenance, and Generalization of Spelling Sight Words for Elementary Students with High-incidence Disabilities. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1574421678377596

Chicago Manual of Style (16th Edition):

Ott, Jenna C. “The Effects of Time Delay Procedures on the Acquisition, Maintenance, and Generalization of Spelling Sight Words for Elementary Students with High-incidence Disabilities.” 2019. Masters Thesis, The Ohio State University. Accessed April 07, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1574421678377596.

MLA Handbook (7th Edition):

Ott, Jenna C. “The Effects of Time Delay Procedures on the Acquisition, Maintenance, and Generalization of Spelling Sight Words for Elementary Students with High-incidence Disabilities.” 2019. Web. 07 Apr 2020.

Vancouver:

Ott JC. The Effects of Time Delay Procedures on the Acquisition, Maintenance, and Generalization of Spelling Sight Words for Elementary Students with High-incidence Disabilities. [Internet] [Masters thesis]. The Ohio State University; 2019. [cited 2020 Apr 07]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1574421678377596.

Council of Science Editors:

Ott JC. The Effects of Time Delay Procedures on the Acquisition, Maintenance, and Generalization of Spelling Sight Words for Elementary Students with High-incidence Disabilities. [Masters Thesis]. The Ohio State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1574421678377596

6. Grashel, Katherine. THE EFFECTS OF DUET READING ON THE READING FLUENCY OF ELEMENTARY STUDENTS WITH MILD DISABILITIES.

Degree: MA, Educational Studies, 2017, The Ohio State University

 The purpose of this study was to examine the effects of duet reading, a reading fluency intervention, for increasing the reading fluency of three elementary… (more)

Subjects/Keywords: Special Education; Disabilities; duet reading; reading fluency; elementary students

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APA (6th Edition):

Grashel, K. (2017). THE EFFECTS OF DUET READING ON THE READING FLUENCY OF ELEMENTARY STUDENTS WITH MILD DISABILITIES. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1492547871553724

Chicago Manual of Style (16th Edition):

Grashel, Katherine. “THE EFFECTS OF DUET READING ON THE READING FLUENCY OF ELEMENTARY STUDENTS WITH MILD DISABILITIES.” 2017. Masters Thesis, The Ohio State University. Accessed April 07, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492547871553724.

MLA Handbook (7th Edition):

Grashel, Katherine. “THE EFFECTS OF DUET READING ON THE READING FLUENCY OF ELEMENTARY STUDENTS WITH MILD DISABILITIES.” 2017. Web. 07 Apr 2020.

Vancouver:

Grashel K. THE EFFECTS OF DUET READING ON THE READING FLUENCY OF ELEMENTARY STUDENTS WITH MILD DISABILITIES. [Internet] [Masters thesis]. The Ohio State University; 2017. [cited 2020 Apr 07]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492547871553724.

Council of Science Editors:

Grashel K. THE EFFECTS OF DUET READING ON THE READING FLUENCY OF ELEMENTARY STUDENTS WITH MILD DISABILITIES. [Masters Thesis]. The Ohio State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492547871553724

7. Oif, Alana. A Culturally Responsive Reading Intervention for African American Students At Risk for Reading Failure.

Degree: MA, Educational Studies, 2017, The Ohio State University

 Previous reading studies have emphasized the importance of providing systematic, explicit, reading instruction for emergent readers. This study sought to determine the effectiveness of Reading… (more)

Subjects/Keywords: African Americans; Educational Technology; Education; Reading Instruction; African American Students At Risk for Reading Failure; Reading Intervention; Reading RACES

…departments at The Ohio State University. Initially, the project was funded by a threeyear U.S… 

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APA (6th Edition):

Oif, A. (2017). A Culturally Responsive Reading Intervention for African American Students At Risk for Reading Failure. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu149211825867405

Chicago Manual of Style (16th Edition):

Oif, Alana. “A Culturally Responsive Reading Intervention for African American Students At Risk for Reading Failure.” 2017. Masters Thesis, The Ohio State University. Accessed April 07, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu149211825867405.

MLA Handbook (7th Edition):

Oif, Alana. “A Culturally Responsive Reading Intervention for African American Students At Risk for Reading Failure.” 2017. Web. 07 Apr 2020.

Vancouver:

Oif A. A Culturally Responsive Reading Intervention for African American Students At Risk for Reading Failure. [Internet] [Masters thesis]. The Ohio State University; 2017. [cited 2020 Apr 07]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu149211825867405.

Council of Science Editors:

Oif A. A Culturally Responsive Reading Intervention for African American Students At Risk for Reading Failure. [Masters Thesis]. The Ohio State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu149211825867405

8. Montgomery, Quinn Vickers. The Effects of Parent Training on Parents’ Use of Appropriate Praise and Child's Quantity of Spoken Words.

Degree: MA, ED Physical Activities and Educational Services, 2008, The Ohio State University

 The purpose of this study was to examine the effects of a parent-training package on parents’ use of general and behavior-specific praise statements. The parent-training… (more)

Subjects/Keywords: Special Education; Parent training; Feedback; Praise; Communication

Ohio State University. She was a full-time teacher in a primary multiple disabilities unit in… …was a Master’s student in the Special Education and Applied Behavior Analysis Program at The… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Sample image

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APA (6th Edition):

Montgomery, Q. V. (2008). The Effects of Parent Training on Parents’ Use of Appropriate Praise and Child's Quantity of Spoken Words. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1218559007

Chicago Manual of Style (16th Edition):

Montgomery, Quinn Vickers. “The Effects of Parent Training on Parents’ Use of Appropriate Praise and Child's Quantity of Spoken Words.” 2008. Masters Thesis, The Ohio State University. Accessed April 07, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218559007.

MLA Handbook (7th Edition):

Montgomery, Quinn Vickers. “The Effects of Parent Training on Parents’ Use of Appropriate Praise and Child's Quantity of Spoken Words.” 2008. Web. 07 Apr 2020.

Vancouver:

Montgomery QV. The Effects of Parent Training on Parents’ Use of Appropriate Praise and Child's Quantity of Spoken Words. [Internet] [Masters thesis]. The Ohio State University; 2008. [cited 2020 Apr 07]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1218559007.

Council of Science Editors:

Montgomery QV. The Effects of Parent Training on Parents’ Use of Appropriate Praise and Child's Quantity of Spoken Words. [Masters Thesis]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1218559007

9. Keesey, Susan. Effects of Word Box Instruction on the Phonemic Awareness Skills of Older, Struggling Readers and Young Children at Risk for Reading Failure.

Degree: PhD, EDU Physical Activity and Educational Services, 2012, The Ohio State University

 Teaching a child to read is one of the greatest gifts we can give to that individual and to society as a whole, and yet… (more)

Subjects/Keywords: Special Education; Phonemic awareness; phonological awareness; struggling readers; treatment resisters; word box instruction

…Student Teacher Supervisor Special Education Department The Ohio State University ! #"… …Development Workshop The Ohio State University Columbus, Ohio 2011–2012 Instructor… …Introduction to Special Education The Ohio State University Columbus, Ohio 2009–present… …Doctoral Student Special Education The Ohio State University Columbus, Ohio Publications Fishley… 

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APA (6th Edition):

Keesey, S. (2012). Effects of Word Box Instruction on the Phonemic Awareness Skills of Older, Struggling Readers and Young Children at Risk for Reading Failure. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1342804885

Chicago Manual of Style (16th Edition):

Keesey, Susan. “Effects of Word Box Instruction on the Phonemic Awareness Skills of Older, Struggling Readers and Young Children at Risk for Reading Failure.” 2012. Doctoral Dissertation, The Ohio State University. Accessed April 07, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1342804885.

MLA Handbook (7th Edition):

Keesey, Susan. “Effects of Word Box Instruction on the Phonemic Awareness Skills of Older, Struggling Readers and Young Children at Risk for Reading Failure.” 2012. Web. 07 Apr 2020.

Vancouver:

Keesey S. Effects of Word Box Instruction on the Phonemic Awareness Skills of Older, Struggling Readers and Young Children at Risk for Reading Failure. [Internet] [Doctoral dissertation]. The Ohio State University; 2012. [cited 2020 Apr 07]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1342804885.

Council of Science Editors:

Keesey S. Effects of Word Box Instruction on the Phonemic Awareness Skills of Older, Struggling Readers and Young Children at Risk for Reading Failure. [Doctoral Dissertation]. The Ohio State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1342804885

10. Barber, Mariah E. The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade English Language Learners Who Are At-Risk for Reading Failure.

Degree: MA, Educational Studies, 2015, The Ohio State University

 This study examined the effects of a novel computer software program, Reading RACES (Relevant and Culturally Engaging Stories), on the oral reading fluency and comprehension… (more)

Subjects/Keywords: Special Education; urban learners, culturally relevant, English Language Learner, oral reading fluency, computer-assisted instruction, repeated reading

…State University 2013- Present ................................................ M.A. The Ohio… …State University Fields of Study Major Field: Educational Studies Area of Emphasis: Special… 

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APA (6th Edition):

Barber, M. E. (2015). The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade English Language Learners Who Are At-Risk for Reading Failure. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1436982583

Chicago Manual of Style (16th Edition):

Barber, Mariah E. “The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade English Language Learners Who Are At-Risk for Reading Failure.” 2015. Masters Thesis, The Ohio State University. Accessed April 07, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436982583.

MLA Handbook (7th Edition):

Barber, Mariah E. “The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade English Language Learners Who Are At-Risk for Reading Failure.” 2015. Web. 07 Apr 2020.

Vancouver:

Barber ME. The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade English Language Learners Who Are At-Risk for Reading Failure. [Internet] [Masters thesis]. The Ohio State University; 2015. [cited 2020 Apr 07]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1436982583.

Council of Science Editors:

Barber ME. The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade English Language Learners Who Are At-Risk for Reading Failure. [Masters Thesis]. The Ohio State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1436982583

11. Green, DeLayna R. The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade Students At-Risk.

Degree: MA, Educational Studies, 2015, The Ohio State University

 This study examined the effects of a novel computer software program titled “Reading Relevant and Culturally Engaging Stories (R.A.C.E.S)” on the oral reading fluency and… (more)

Subjects/Keywords: Education; oral reading fluency, repeated reading, computer-assisted instruction, culturally relevant, urban learners

…University Frankfort, Kentucky 2013-2015 …Graduate Research Associate The Ohio… …State University Field of Study Major Field: Educational Studies Special Education/ Mild… 

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APA (6th Edition):

Green, D. R. (2015). The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade Students At-Risk. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1437495064

Chicago Manual of Style (16th Edition):

Green, DeLayna R. “The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade Students At-Risk.” 2015. Masters Thesis, The Ohio State University. Accessed April 07, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437495064.

MLA Handbook (7th Edition):

Green, DeLayna R. “The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade Students At-Risk.” 2015. Web. 07 Apr 2020.

Vancouver:

Green DR. The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade Students At-Risk. [Internet] [Masters thesis]. The Ohio State University; 2015. [cited 2020 Apr 07]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1437495064.

Council of Science Editors:

Green DR. The Effects of a Computer-Assisted and Culturally Relevant Repeated Reading Intervention on the Oral Reading Fluency of First Grade Students At-Risk. [Masters Thesis]. The Ohio State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1437495064

12. Dole, Alecia A. The Effects of Self-Graphing and Feedback on the Quantity and Quality of Written Responses to Mathematical Word Problems.

Degree: MA, Educational Studies, 2016, The Ohio State University

 Education in the United States has undergone major changes over the last 15 years. Between No Child Left Behind and Common Core State Standards, teachers… (more)

Subjects/Keywords: Education; Educational Tests and Measurements; Elementary Education; Teaching; No Child Left Behind, Common State Standards, Mathematical Word Problems, Education

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APA (6th Edition):

Dole, A. A. (2016). The Effects of Self-Graphing and Feedback on the Quantity and Quality of Written Responses to Mathematical Word Problems. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1468921405

Chicago Manual of Style (16th Edition):

Dole, Alecia A. “The Effects of Self-Graphing and Feedback on the Quantity and Quality of Written Responses to Mathematical Word Problems.” 2016. Masters Thesis, The Ohio State University. Accessed April 07, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468921405.

MLA Handbook (7th Edition):

Dole, Alecia A. “The Effects of Self-Graphing and Feedback on the Quantity and Quality of Written Responses to Mathematical Word Problems.” 2016. Web. 07 Apr 2020.

Vancouver:

Dole AA. The Effects of Self-Graphing and Feedback on the Quantity and Quality of Written Responses to Mathematical Word Problems. [Internet] [Masters thesis]. The Ohio State University; 2016. [cited 2020 Apr 07]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1468921405.

Council of Science Editors:

Dole AA. The Effects of Self-Graphing and Feedback on the Quantity and Quality of Written Responses to Mathematical Word Problems. [Masters Thesis]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1468921405

13. Davenport, Carrie, Davenport. Effective Literacy Interventions for Students Who Are Deaf or Hard of Hearing.

Degree: PhD, Educational Studies, 2017, The Ohio State University

 This dissertation will serve four purposes. First, findings will be presented from a systematic review of the literature related to literacy interventions for students who… (more)

Subjects/Keywords: Special Education; literacy, interventions, deaf, hard of hearing

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APA (6th Edition):

Davenport, Carrie, D. (2017). Effective Literacy Interventions for Students Who Are Deaf or Hard of Hearing. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1500392867988732

Chicago Manual of Style (16th Edition):

Davenport, Carrie, Davenport. “Effective Literacy Interventions for Students Who Are Deaf or Hard of Hearing.” 2017. Doctoral Dissertation, The Ohio State University. Accessed April 07, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500392867988732.

MLA Handbook (7th Edition):

Davenport, Carrie, Davenport. “Effective Literacy Interventions for Students Who Are Deaf or Hard of Hearing.” 2017. Web. 07 Apr 2020.

Vancouver:

Davenport, Carrie D. Effective Literacy Interventions for Students Who Are Deaf or Hard of Hearing. [Internet] [Doctoral dissertation]. The Ohio State University; 2017. [cited 2020 Apr 07]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1500392867988732.

Council of Science Editors:

Davenport, Carrie D. Effective Literacy Interventions for Students Who Are Deaf or Hard of Hearing. [Doctoral Dissertation]. The Ohio State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1500392867988732

14. Chan, Paula E. Student Involvement in Functional Behavior Assessments and the Development of Behavior Intervention Plans.

Degree: PhD, Educational Studies, 2015, The Ohio State University

 This dissertation consists of an introduction, followed by three, stand-alone papers and a research statement. Chapter 1 is an introduction to the dissertation and a… (more)

Subjects/Keywords: Special Education; Functional Behavior Assessment, Behavior Intervention Plans, Student Involvement, High School, Transition

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

APA (6th Edition):

Chan, P. E. (2015). Student Involvement in Functional Behavior Assessments and the Development of Behavior Intervention Plans. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1436890121

Chicago Manual of Style (16th Edition):

Chan, Paula E. “Student Involvement in Functional Behavior Assessments and the Development of Behavior Intervention Plans.” 2015. Doctoral Dissertation, The Ohio State University. Accessed April 07, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436890121.

MLA Handbook (7th Edition):

Chan, Paula E. “Student Involvement in Functional Behavior Assessments and the Development of Behavior Intervention Plans.” 2015. Web. 07 Apr 2020.

Vancouver:

Chan PE. Student Involvement in Functional Behavior Assessments and the Development of Behavior Intervention Plans. [Internet] [Doctoral dissertation]. The Ohio State University; 2015. [cited 2020 Apr 07]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1436890121.

Council of Science Editors:

Chan PE. Student Involvement in Functional Behavior Assessments and the Development of Behavior Intervention Plans. [Doctoral Dissertation]. The Ohio State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1436890121

15. Hatcher, Christine Benson. Examining the Effects of “GO 4 IT… NOW!” Strategy Instruction for a Student with Attention-Deficit/Hyperactivity Disorder Paragraph Writing.

Degree: MA, Educational Studies, 2015, The Ohio State University

 The development and adoption of the Common Core State Standards and new teacher evaluation systems that emphasize the teaching of academics schools brings new rigor… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Hatcher, C. B. (2015). Examining the Effects of “GO 4 IT… NOW!” Strategy Instruction for a Student with Attention-Deficit/Hyperactivity Disorder Paragraph Writing. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1429832408

Chicago Manual of Style (16th Edition):

Hatcher, Christine Benson. “Examining the Effects of “GO 4 IT… NOW!” Strategy Instruction for a Student with Attention-Deficit/Hyperactivity Disorder Paragraph Writing.” 2015. Masters Thesis, The Ohio State University. Accessed April 07, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429832408.

MLA Handbook (7th Edition):

Hatcher, Christine Benson. “Examining the Effects of “GO 4 IT… NOW!” Strategy Instruction for a Student with Attention-Deficit/Hyperactivity Disorder Paragraph Writing.” 2015. Web. 07 Apr 2020.

Vancouver:

Hatcher CB. Examining the Effects of “GO 4 IT… NOW!” Strategy Instruction for a Student with Attention-Deficit/Hyperactivity Disorder Paragraph Writing. [Internet] [Masters thesis]. The Ohio State University; 2015. [cited 2020 Apr 07]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1429832408.

Council of Science Editors:

Hatcher CB. Examining the Effects of “GO 4 IT… NOW!” Strategy Instruction for a Student with Attention-Deficit/Hyperactivity Disorder Paragraph Writing. [Masters Thesis]. The Ohio State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1429832408

16. Garcia, Dru E. Examining the Efficiency of Incremental Rehearsal Oral and Written Procedures for Spelling.

Degree: PhD, EDU Physical Activity and Educational Services, 2012, The Ohio State University

 The ability to spell words correctly is a skill that is necessary for success in school and adult life. Mastery of spelling skills continues to… (more)

Subjects/Keywords: Education; incremental rehearsal; spelling

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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

APA (6th Edition):

Garcia, D. E. (2012). Examining the Efficiency of Incremental Rehearsal Oral and Written Procedures for Spelling. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1335832759

Chicago Manual of Style (16th Edition):

Garcia, Dru E. “Examining the Efficiency of Incremental Rehearsal Oral and Written Procedures for Spelling.” 2012. Doctoral Dissertation, The Ohio State University. Accessed April 07, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1335832759.

MLA Handbook (7th Edition):

Garcia, Dru E. “Examining the Efficiency of Incremental Rehearsal Oral and Written Procedures for Spelling.” 2012. Web. 07 Apr 2020.

Vancouver:

Garcia DE. Examining the Efficiency of Incremental Rehearsal Oral and Written Procedures for Spelling. [Internet] [Doctoral dissertation]. The Ohio State University; 2012. [cited 2020 Apr 07]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1335832759.

Council of Science Editors:

Garcia DE. Examining the Efficiency of Incremental Rehearsal Oral and Written Procedures for Spelling. [Doctoral Dissertation]. The Ohio State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1335832759

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