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You searched for +publisher:"University of Georgia" +contributor:("Paula Schwanenflugel"). Showing records 1 – 14 of 14 total matches.

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University of Georgia

1. Westmoreland, Matthew. Analysis of the development of reading prosody as an element of children's developing reading fluency.

Degree: MA, Educational Psychology, 2013, University of Georgia

 This study examines the development of reading prosody, specifically, linguistic focus prosody as an element of reading by recording the readings of 120 third grade… (more)

Subjects/Keywords: Reading Prosody

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APA (6th Edition):

Westmoreland, M. (2013). Analysis of the development of reading prosody as an element of children's developing reading fluency. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/westmoreland_matthew_201312_ma

Chicago Manual of Style (16th Edition):

Westmoreland, Matthew. “Analysis of the development of reading prosody as an element of children's developing reading fluency.” 2013. Masters Thesis, University of Georgia. Accessed May 20, 2019. http://purl.galileo.usg.edu/uga_etd/westmoreland_matthew_201312_ma.

MLA Handbook (7th Edition):

Westmoreland, Matthew. “Analysis of the development of reading prosody as an element of children's developing reading fluency.” 2013. Web. 20 May 2019.

Vancouver:

Westmoreland M. Analysis of the development of reading prosody as an element of children's developing reading fluency. [Internet] [Masters thesis]. University of Georgia; 2013. [cited 2019 May 20]. Available from: http://purl.galileo.usg.edu/uga_etd/westmoreland_matthew_201312_ma.

Council of Science Editors:

Westmoreland M. Analysis of the development of reading prosody as an element of children's developing reading fluency. [Masters Thesis]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/westmoreland_matthew_201312_ma


University of Georgia

2. MacLean, Christopher. Language expansion and oral communication skills in preschool children.

Degree: MA, Educational Psychology, 2008, University of Georgia

 Preschool children who live poverty may have fewer opportunities to practice complex language skills, resulting in their kindergarten entrance with a smaller repertoire of linguistic… (more)

Subjects/Keywords: Complex input

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APA (6th Edition):

MacLean, C. (2008). Language expansion and oral communication skills in preschool children. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/maclean_christopher_200805_ma

Chicago Manual of Style (16th Edition):

MacLean, Christopher. “Language expansion and oral communication skills in preschool children.” 2008. Masters Thesis, University of Georgia. Accessed May 20, 2019. http://purl.galileo.usg.edu/uga_etd/maclean_christopher_200805_ma.

MLA Handbook (7th Edition):

MacLean, Christopher. “Language expansion and oral communication skills in preschool children.” 2008. Web. 20 May 2019.

Vancouver:

MacLean C. Language expansion and oral communication skills in preschool children. [Internet] [Masters thesis]. University of Georgia; 2008. [cited 2019 May 20]. Available from: http://purl.galileo.usg.edu/uga_etd/maclean_christopher_200805_ma.

Council of Science Editors:

MacLean C. Language expansion and oral communication skills in preschool children. [Masters Thesis]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/maclean_christopher_200805_ma


University of Georgia

3. Benjamin, Rebekah Anne. The predictive value of prosody: differences between simple and difficult texts in the oral reading of second graders.

Degree: MA, Educational Psychology, 2009, University of Georgia

 Fluency in reading is ideally determined by measuring rate, accuracy, and prosodic qualities in the oral reading of a child. However, prosodic measures vary widely… (more)

Subjects/Keywords: Fluency

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APA (6th Edition):

Benjamin, R. A. (2009). The predictive value of prosody: differences between simple and difficult texts in the oral reading of second graders. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/benjamin_rebekah_a_200908_ma

Chicago Manual of Style (16th Edition):

Benjamin, Rebekah Anne. “The predictive value of prosody: differences between simple and difficult texts in the oral reading of second graders.” 2009. Masters Thesis, University of Georgia. Accessed May 20, 2019. http://purl.galileo.usg.edu/uga_etd/benjamin_rebekah_a_200908_ma.

MLA Handbook (7th Edition):

Benjamin, Rebekah Anne. “The predictive value of prosody: differences between simple and difficult texts in the oral reading of second graders.” 2009. Web. 20 May 2019.

Vancouver:

Benjamin RA. The predictive value of prosody: differences between simple and difficult texts in the oral reading of second graders. [Internet] [Masters thesis]. University of Georgia; 2009. [cited 2019 May 20]. Available from: http://purl.galileo.usg.edu/uga_etd/benjamin_rebekah_a_200908_ma.

Council of Science Editors:

Benjamin RA. The predictive value of prosody: differences between simple and difficult texts in the oral reading of second graders. [Masters Thesis]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/benjamin_rebekah_a_200908_ma


University of Georgia

4. Drumhiller, Marcia Foresee. An investigation of native language vocabulary and topic knowledge as predictors of foreign language vocabulary learning in healthcare providers.

Degree: PhD, Educational Psychology, 2009, University of Georgia

 The problem of insufficient foreign language acquisition by professional learners through examination of the roles of native language vocabulary and topic knowledge in adult foreign… (more)

Subjects/Keywords: background knowledge

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APA (6th Edition):

Drumhiller, M. F. (2009). An investigation of native language vocabulary and topic knowledge as predictors of foreign language vocabulary learning in healthcare providers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/drumhiller_marcia_f_200908_phd

Chicago Manual of Style (16th Edition):

Drumhiller, Marcia Foresee. “An investigation of native language vocabulary and topic knowledge as predictors of foreign language vocabulary learning in healthcare providers.” 2009. Doctoral Dissertation, University of Georgia. Accessed May 20, 2019. http://purl.galileo.usg.edu/uga_etd/drumhiller_marcia_f_200908_phd.

MLA Handbook (7th Edition):

Drumhiller, Marcia Foresee. “An investigation of native language vocabulary and topic knowledge as predictors of foreign language vocabulary learning in healthcare providers.” 2009. Web. 20 May 2019.

Vancouver:

Drumhiller MF. An investigation of native language vocabulary and topic knowledge as predictors of foreign language vocabulary learning in healthcare providers. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 May 20]. Available from: http://purl.galileo.usg.edu/uga_etd/drumhiller_marcia_f_200908_phd.

Council of Science Editors:

Drumhiller MF. An investigation of native language vocabulary and topic knowledge as predictors of foreign language vocabulary learning in healthcare providers. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/drumhiller_marcia_f_200908_phd


University of Georgia

5. Foels, Patricia Ann. Season of birth and reading problems.

Degree: PhD, School Psychology, 2009, University of Georgia

 Research investigating seasonal birth patterns and various psychological, educational, and/or social phenomena has for some time included the “summer birthday” issue in children’s early academic… (more)

Subjects/Keywords: Season of birth; reading achievement; dyslexia; relative age

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APA (6th Edition):

Foels, P. A. (2009). Season of birth and reading problems. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/foels_patricia_a_200908_phd

Chicago Manual of Style (16th Edition):

Foels, Patricia Ann. “Season of birth and reading problems.” 2009. Doctoral Dissertation, University of Georgia. Accessed May 20, 2019. http://purl.galileo.usg.edu/uga_etd/foels_patricia_a_200908_phd.

MLA Handbook (7th Edition):

Foels, Patricia Ann. “Season of birth and reading problems.” 2009. Web. 20 May 2019.

Vancouver:

Foels PA. Season of birth and reading problems. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 May 20]. Available from: http://purl.galileo.usg.edu/uga_etd/foels_patricia_a_200908_phd.

Council of Science Editors:

Foels PA. Season of birth and reading problems. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/foels_patricia_a_200908_phd


University of Georgia

6. Mira, William A. The impact of expressiveness on the listening comprehension of storybooks by prekindergarten children.

Degree: MA, Educational Psychology, 2011, University of Georgia

 The purpose of the study was to determine the effect of expressiveness on the comprehension of storybooks by four and five year old pre-kindergarten children.… (more)

Subjects/Keywords: Prosody; Comprehension; Prekindergarteners

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APA (6th Edition):

Mira, W. A. (2011). The impact of expressiveness on the listening comprehension of storybooks by prekindergarten children. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/mira_william_a_201112_ma

Chicago Manual of Style (16th Edition):

Mira, William A. “The impact of expressiveness on the listening comprehension of storybooks by prekindergarten children.” 2011. Masters Thesis, University of Georgia. Accessed May 20, 2019. http://purl.galileo.usg.edu/uga_etd/mira_william_a_201112_ma.

MLA Handbook (7th Edition):

Mira, William A. “The impact of expressiveness on the listening comprehension of storybooks by prekindergarten children.” 2011. Web. 20 May 2019.

Vancouver:

Mira WA. The impact of expressiveness on the listening comprehension of storybooks by prekindergarten children. [Internet] [Masters thesis]. University of Georgia; 2011. [cited 2019 May 20]. Available from: http://purl.galileo.usg.edu/uga_etd/mira_william_a_201112_ma.

Council of Science Editors:

Mira WA. The impact of expressiveness on the listening comprehension of storybooks by prekindergarten children. [Masters Thesis]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/mira_william_a_201112_ma


University of Georgia

7. Lai, Stephanie Alice. Validating the use of D: measuring lexical diversity in low-income children.

Degree: PhD, Educational Psychology, 2014, University of Georgia

 Children from low socioeconomic (SES) families are exposed fewer words compared to children from middle-income families, and as a consequence, often score lower on standardized… (more)

Subjects/Keywords: lexical diversity

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APA (6th Edition):

Lai, S. A. (2014). Validating the use of D: measuring lexical diversity in low-income children. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lai_stephanie_a_201408_phd

Chicago Manual of Style (16th Edition):

Lai, Stephanie Alice. “Validating the use of D: measuring lexical diversity in low-income children.” 2014. Doctoral Dissertation, University of Georgia. Accessed May 20, 2019. http://purl.galileo.usg.edu/uga_etd/lai_stephanie_a_201408_phd.

MLA Handbook (7th Edition):

Lai, Stephanie Alice. “Validating the use of D: measuring lexical diversity in low-income children.” 2014. Web. 20 May 2019.

Vancouver:

Lai SA. Validating the use of D: measuring lexical diversity in low-income children. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2019 May 20]. Available from: http://purl.galileo.usg.edu/uga_etd/lai_stephanie_a_201408_phd.

Council of Science Editors:

Lai SA. Validating the use of D: measuring lexical diversity in low-income children. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/lai_stephanie_a_201408_phd


University of Georgia

8. Zheng, Guoguo. Emergent motivation for reading in pre-kindergarten children.

Degree: MA, Educational Psychology, 2014, University of Georgia

 This study aimed to develop and validate a measure of emergent reading motivation designed for pre-kindergarten children, called the Emergent Reading Motivation Scale (ERMS). The… (more)

Subjects/Keywords: pre-kindergarten children

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APA (6th Edition):

Zheng, G. (2014). Emergent motivation for reading in pre-kindergarten children. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/zheng_guoguo_201408_ma

Chicago Manual of Style (16th Edition):

Zheng, Guoguo. “Emergent motivation for reading in pre-kindergarten children.” 2014. Masters Thesis, University of Georgia. Accessed May 20, 2019. http://purl.galileo.usg.edu/uga_etd/zheng_guoguo_201408_ma.

MLA Handbook (7th Edition):

Zheng, Guoguo. “Emergent motivation for reading in pre-kindergarten children.” 2014. Web. 20 May 2019.

Vancouver:

Zheng G. Emergent motivation for reading in pre-kindergarten children. [Internet] [Masters thesis]. University of Georgia; 2014. [cited 2019 May 20]. Available from: http://purl.galileo.usg.edu/uga_etd/zheng_guoguo_201408_ma.

Council of Science Editors:

Zheng G. Emergent motivation for reading in pre-kindergarten children. [Masters Thesis]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/zheng_guoguo_201408_ma

9. Benjamin, Rebekah Anne. Development and validation of the comprehensive oral reading fluency scale.

Degree: PhD, Educational Psychology, 2012, University of Georgia

 Continued technological advances as well as a renewed interest in the construct of reading fluency have made scientific studies of fluency’s component parts more accessible… (more)

Subjects/Keywords: Reading fluency; Prosody; Oral reading; Assessment; Rating scale; Elementary school; Reading; Comprehension; Spectrographic measurement

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APA (6th Edition):

Benjamin, R. A. (2012). Development and validation of the comprehensive oral reading fluency scale. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/benjamin_rebekah_a_201208_phd

Chicago Manual of Style (16th Edition):

Benjamin, Rebekah Anne. “Development and validation of the comprehensive oral reading fluency scale.” 2012. Doctoral Dissertation, University of Georgia. Accessed May 20, 2019. http://purl.galileo.usg.edu/uga_etd/benjamin_rebekah_a_201208_phd.

MLA Handbook (7th Edition):

Benjamin, Rebekah Anne. “Development and validation of the comprehensive oral reading fluency scale.” 2012. Web. 20 May 2019.

Vancouver:

Benjamin RA. Development and validation of the comprehensive oral reading fluency scale. [Internet] [Doctoral dissertation]. University of Georgia; 2012. [cited 2019 May 20]. Available from: http://purl.galileo.usg.edu/uga_etd/benjamin_rebekah_a_201208_phd.

Council of Science Editors:

Benjamin RA. Development and validation of the comprehensive oral reading fluency scale. [Doctoral Dissertation]. University of Georgia; 2012. Available from: http://purl.galileo.usg.edu/uga_etd/benjamin_rebekah_a_201208_phd


University of Georgia

10. Meisinger, Elizabeth Benton. Quality of the interaction during partner reading.

Degree: MA, Educational Psychology, 2002, University of Georgia

 Partner reading is a classroom reading strategy used to increase the amount of time children spend orally reading connected text. The aim of this study… (more)

Subjects/Keywords: Partner reading

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APA (6th Edition):

Meisinger, E. B. (2002). Quality of the interaction during partner reading. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/meisinger_elizabeth_b_200212_ma

Chicago Manual of Style (16th Edition):

Meisinger, Elizabeth Benton. “Quality of the interaction during partner reading.” 2002. Masters Thesis, University of Georgia. Accessed May 20, 2019. http://purl.galileo.usg.edu/uga_etd/meisinger_elizabeth_b_200212_ma.

MLA Handbook (7th Edition):

Meisinger, Elizabeth Benton. “Quality of the interaction during partner reading.” 2002. Web. 20 May 2019.

Vancouver:

Meisinger EB. Quality of the interaction during partner reading. [Internet] [Masters thesis]. University of Georgia; 2002. [cited 2019 May 20]. Available from: http://purl.galileo.usg.edu/uga_etd/meisinger_elizabeth_b_200212_ma.

Council of Science Editors:

Meisinger EB. Quality of the interaction during partner reading. [Masters Thesis]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/meisinger_elizabeth_b_200212_ma


University of Georgia

11. Quirk, Matthew Pierce. Do second and third grade children make causal inferences when reading expository texts?.

Degree: MA, Educational Psychology, 2002, University of Georgia

 Prior studies have suggested that children as young as the second grade are able to draw inferences when reading narrative texts (Casteel, 1993; Casteel &… (more)

Subjects/Keywords: Causal Inferences

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APA (6th Edition):

Quirk, M. P. (2002). Do second and third grade children make causal inferences when reading expository texts?. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/quirk_matthew_p_200212_ma

Chicago Manual of Style (16th Edition):

Quirk, Matthew Pierce. “Do second and third grade children make causal inferences when reading expository texts?.” 2002. Masters Thesis, University of Georgia. Accessed May 20, 2019. http://purl.galileo.usg.edu/uga_etd/quirk_matthew_p_200212_ma.

MLA Handbook (7th Edition):

Quirk, Matthew Pierce. “Do second and third grade children make causal inferences when reading expository texts?.” 2002. Web. 20 May 2019.

Vancouver:

Quirk MP. Do second and third grade children make causal inferences when reading expository texts?. [Internet] [Masters thesis]. University of Georgia; 2002. [cited 2019 May 20]. Available from: http://purl.galileo.usg.edu/uga_etd/quirk_matthew_p_200212_ma.

Council of Science Editors:

Quirk MP. Do second and third grade children make causal inferences when reading expository texts?. [Masters Thesis]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/quirk_matthew_p_200212_ma


University of Georgia

12. Ruston, Hilary Pringle. Building vocabulary in early learners: a look at instructional strategy impact and differences between labeling, N3C and storybook context.

Degree: MA, Educational Psychology, 2004, University of Georgia

 The effects of two different methods of vocabulary instruction, (a) explicit and implicit vocabulary and (b) implicit only vocabulary, on the vocabulary learning strategies of… (more)

Subjects/Keywords: Vocabulary Development

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APA (6th Edition):

Ruston, H. P. (2004). Building vocabulary in early learners: a look at instructional strategy impact and differences between labeling, N3C and storybook context. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/ruston_hilary_p_200404_ma

Chicago Manual of Style (16th Edition):

Ruston, Hilary Pringle. “Building vocabulary in early learners: a look at instructional strategy impact and differences between labeling, N3C and storybook context.” 2004. Masters Thesis, University of Georgia. Accessed May 20, 2019. http://purl.galileo.usg.edu/uga_etd/ruston_hilary_p_200404_ma.

MLA Handbook (7th Edition):

Ruston, Hilary Pringle. “Building vocabulary in early learners: a look at instructional strategy impact and differences between labeling, N3C and storybook context.” 2004. Web. 20 May 2019.

Vancouver:

Ruston HP. Building vocabulary in early learners: a look at instructional strategy impact and differences between labeling, N3C and storybook context. [Internet] [Masters thesis]. University of Georgia; 2004. [cited 2019 May 20]. Available from: http://purl.galileo.usg.edu/uga_etd/ruston_hilary_p_200404_ma.

Council of Science Editors:

Ruston HP. Building vocabulary in early learners: a look at instructional strategy impact and differences between labeling, N3C and storybook context. [Masters Thesis]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/ruston_hilary_p_200404_ma


University of Georgia

13. Zareva, Alla Petrova. A model of lexical knowledge assessment of adult native and non-native speakers of English: structure of the mental lexicon of advanced and intermediate non-native speakers of English.

Degree: PhD, Linguistics, 2004, University of Georgia

 The study focused on adult second language (L2) learners’ structure of the mental lexicon and the dimensions on which the overall state of their vocabulary… (more)

Subjects/Keywords: Lexical Competence

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APA (6th Edition):

Zareva, A. P. (2004). A model of lexical knowledge assessment of adult native and non-native speakers of English: structure of the mental lexicon of advanced and intermediate non-native speakers of English. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/zareva_alla_p_200405_phd

Chicago Manual of Style (16th Edition):

Zareva, Alla Petrova. “A model of lexical knowledge assessment of adult native and non-native speakers of English: structure of the mental lexicon of advanced and intermediate non-native speakers of English.” 2004. Doctoral Dissertation, University of Georgia. Accessed May 20, 2019. http://purl.galileo.usg.edu/uga_etd/zareva_alla_p_200405_phd.

MLA Handbook (7th Edition):

Zareva, Alla Petrova. “A model of lexical knowledge assessment of adult native and non-native speakers of English: structure of the mental lexicon of advanced and intermediate non-native speakers of English.” 2004. Web. 20 May 2019.

Vancouver:

Zareva AP. A model of lexical knowledge assessment of adult native and non-native speakers of English: structure of the mental lexicon of advanced and intermediate non-native speakers of English. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 May 20]. Available from: http://purl.galileo.usg.edu/uga_etd/zareva_alla_p_200405_phd.

Council of Science Editors:

Zareva AP. A model of lexical knowledge assessment of adult native and non-native speakers of English: structure of the mental lexicon of advanced and intermediate non-native speakers of English. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/zareva_alla_p_200405_phd


University of Georgia

14. Miller, Justin. The role of complex prosody in the oral reading of young children.

Degree: MA, School Psychology, 2005, University of Georgia

 Prosodic, or expressive, reading is considered to be one of the essential features of the achievement of reading fluency. The purpose of this study was… (more)

Subjects/Keywords: Prosody

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APA (6th Edition):

Miller, J. (2005). The role of complex prosody in the oral reading of young children. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/miller_justin_200508_ma

Chicago Manual of Style (16th Edition):

Miller, Justin. “The role of complex prosody in the oral reading of young children.” 2005. Masters Thesis, University of Georgia. Accessed May 20, 2019. http://purl.galileo.usg.edu/uga_etd/miller_justin_200508_ma.

MLA Handbook (7th Edition):

Miller, Justin. “The role of complex prosody in the oral reading of young children.” 2005. Web. 20 May 2019.

Vancouver:

Miller J. The role of complex prosody in the oral reading of young children. [Internet] [Masters thesis]. University of Georgia; 2005. [cited 2019 May 20]. Available from: http://purl.galileo.usg.edu/uga_etd/miller_justin_200508_ma.

Council of Science Editors:

Miller J. The role of complex prosody in the oral reading of young children. [Masters Thesis]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/miller_justin_200508_ma

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