Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for +publisher:"University of Georgia" +contributor:("Scott Ardoin"). Showing records 1 – 12 of 12 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


University of Georgia

1. Baxter, Stacy-Ann A. Does passage context and word type impact accuracy in maze tasks?.

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

 Despite evidence that the maze is a reliable measure of reading comprehension, research suggests great potential for improvement. Specifically, distracters are susceptible to guessing and… (more)

Subjects/Keywords: maze

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Baxter, S. A. (2011). Does passage context and word type impact accuracy in maze tasks?. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/baxter_stacy-ann_a_201105_ma

Chicago Manual of Style (16th Edition):

Baxter, Stacy-Ann A. “Does passage context and word type impact accuracy in maze tasks?.” 2011. Masters Thesis, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/baxter_stacy-ann_a_201105_ma.

MLA Handbook (7th Edition):

Baxter, Stacy-Ann A. “Does passage context and word type impact accuracy in maze tasks?.” 2011. Web. 23 Apr 2019.

Vancouver:

Baxter SA. Does passage context and word type impact accuracy in maze tasks?. [Internet] [Masters thesis]. University of Georgia; 2011. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/baxter_stacy-ann_a_201105_ma.

Council of Science Editors:

Baxter SA. Does passage context and word type impact accuracy in maze tasks?. [Masters Thesis]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/baxter_stacy-ann_a_201105_ma


University of Georgia

2. Morena, Laura. Evaluating the impact of Headsprout on the reading achievement of English language learners.

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

 As the number of English Language Learners (ELLs) in American schools increases so does the need for effective reading interventions for this at-risk population. However,… (more)

Subjects/Keywords: English Language Learners

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Morena, L. (2011). Evaluating the impact of Headsprout on the reading achievement of English language learners. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/morena_laura_201105_ma

Chicago Manual of Style (16th Edition):

Morena, Laura. “Evaluating the impact of Headsprout on the reading achievement of English language learners.” 2011. Masters Thesis, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/morena_laura_201105_ma.

MLA Handbook (7th Edition):

Morena, Laura. “Evaluating the impact of Headsprout on the reading achievement of English language learners.” 2011. Web. 23 Apr 2019.

Vancouver:

Morena L. Evaluating the impact of Headsprout on the reading achievement of English language learners. [Internet] [Masters thesis]. University of Georgia; 2011. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/morena_laura_201105_ma.

Council of Science Editors:

Morena L. Evaluating the impact of Headsprout on the reading achievement of English language learners. [Masters Thesis]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/morena_laura_201105_ma


University of Georgia

3. January, Stacy-Ann Allicia. An examination of the concurrent validity, unique contributions, and teacher acceptability of universal screening assessments.

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

 Schools employ curriculum-based measurement of oral reading (CBM-R) and the Measures of Academic Progress (MAP) in their universal screening efforts to identify struggling readers. Among… (more)

Subjects/Keywords: Curriculum-based measurement

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

January, S. A. (2014). An examination of the concurrent validity, unique contributions, and teacher acceptability of universal screening assessments. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/january_stacy-ann_a_201408_phd

Chicago Manual of Style (16th Edition):

January, Stacy-Ann Allicia. “An examination of the concurrent validity, unique contributions, and teacher acceptability of universal screening assessments.” 2014. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/january_stacy-ann_a_201408_phd.

MLA Handbook (7th Edition):

January, Stacy-Ann Allicia. “An examination of the concurrent validity, unique contributions, and teacher acceptability of universal screening assessments.” 2014. Web. 23 Apr 2019.

Vancouver:

January SA. An examination of the concurrent validity, unique contributions, and teacher acceptability of universal screening assessments. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/january_stacy-ann_a_201408_phd.

Council of Science Editors:

January SA. An examination of the concurrent validity, unique contributions, and teacher acceptability of universal screening assessments. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/january_stacy-ann_a_201408_phd


University of Georgia

4. Oddone, Cameron Grace. Exploring comprehension monitoring in sentence reading with English language learners.

Degree: MA, Educational Psychology, 2015, University of Georgia

 Past research results indicate a strong relationship between oral reading fluency (ORF) and reading comprehension for native English speaking (EL1) students; however, little is known… (more)

Subjects/Keywords: English Language Learners

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Oddone, C. G. (2015). Exploring comprehension monitoring in sentence reading with English language learners. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/oddone_cameron_g_201505_ma

Chicago Manual of Style (16th Edition):

Oddone, Cameron Grace. “Exploring comprehension monitoring in sentence reading with English language learners.” 2015. Masters Thesis, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/oddone_cameron_g_201505_ma.

MLA Handbook (7th Edition):

Oddone, Cameron Grace. “Exploring comprehension monitoring in sentence reading with English language learners.” 2015. Web. 23 Apr 2019.

Vancouver:

Oddone CG. Exploring comprehension monitoring in sentence reading with English language learners. [Internet] [Masters thesis]. University of Georgia; 2015. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/oddone_cameron_g_201505_ma.

Council of Science Editors:

Oddone CG. Exploring comprehension monitoring in sentence reading with English language learners. [Masters Thesis]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/oddone_cameron_g_201505_ma


University of Georgia

5. Hine, Jeffrey Frank. Research-to-practice and practice-to-research: closing the gap through improving implementation of token economies and reducing classroom transitions.

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

 The increasing emphasis on implementation of evidence-based practices has been accompanied by a growing awareness of the gap between research and practice, and has become… (more)

Subjects/Keywords: Token economies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hine, J. F. (2014). Research-to-practice and practice-to-research: closing the gap through improving implementation of token economies and reducing classroom transitions. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/hine_jeffrey_f_201408_phd

Chicago Manual of Style (16th Edition):

Hine, Jeffrey Frank. “Research-to-practice and practice-to-research: closing the gap through improving implementation of token economies and reducing classroom transitions.” 2014. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/hine_jeffrey_f_201408_phd.

MLA Handbook (7th Edition):

Hine, Jeffrey Frank. “Research-to-practice and practice-to-research: closing the gap through improving implementation of token economies and reducing classroom transitions.” 2014. Web. 23 Apr 2019.

Vancouver:

Hine JF. Research-to-practice and practice-to-research: closing the gap through improving implementation of token economies and reducing classroom transitions. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/hine_jeffrey_f_201408_phd.

Council of Science Editors:

Hine JF. Research-to-practice and practice-to-research: closing the gap through improving implementation of token economies and reducing classroom transitions. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/hine_jeffrey_f_201408_phd

6. Simmons, Christina Anne. Evidence-based practice for homeschooled children with ASD: group comparison and parent-implemented intervention.

Degree: PhD, Educational Psychology, 2016, University of Georgia

 A sample of 114 parents of children with autism spectrum disorder (61 homeschool; 53 traditional school) from across the U.S. completed an online survey on… (more)

Subjects/Keywords: autism spectrum disorder

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Simmons, C. A. (2016). Evidence-based practice for homeschooled children with ASD: group comparison and parent-implemented intervention. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/simmons_christina_a_201608_phd

Chicago Manual of Style (16th Edition):

Simmons, Christina Anne. “Evidence-based practice for homeschooled children with ASD: group comparison and parent-implemented intervention.” 2016. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/simmons_christina_a_201608_phd.

MLA Handbook (7th Edition):

Simmons, Christina Anne. “Evidence-based practice for homeschooled children with ASD: group comparison and parent-implemented intervention.” 2016. Web. 23 Apr 2019.

Vancouver:

Simmons CA. Evidence-based practice for homeschooled children with ASD: group comparison and parent-implemented intervention. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/simmons_christina_a_201608_phd.

Council of Science Editors:

Simmons CA. Evidence-based practice for homeschooled children with ASD: group comparison and parent-implemented intervention. [Doctoral Dissertation]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/simmons_christina_a_201608_phd


University of Georgia

7. Foster, Tori Ella. Monitoring eye movements to measure reading behavior and instructional effects.

Degree: PhD, Educational Psychology, 2016, University of Georgia

 Recent developments in eye movement recording have led to its increased use in research with previously “hard-to-track” individuals, including young children. In addition, in light… (more)

Subjects/Keywords: Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Foster, T. E. (2016). Monitoring eye movements to measure reading behavior and instructional effects. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/foster_tori_e_201608_phd

Chicago Manual of Style (16th Edition):

Foster, Tori Ella. “Monitoring eye movements to measure reading behavior and instructional effects.” 2016. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/foster_tori_e_201608_phd.

MLA Handbook (7th Edition):

Foster, Tori Ella. “Monitoring eye movements to measure reading behavior and instructional effects.” 2016. Web. 23 Apr 2019.

Vancouver:

Foster TE. Monitoring eye movements to measure reading behavior and instructional effects. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/foster_tori_e_201608_phd.

Council of Science Editors:

Foster TE. Monitoring eye movements to measure reading behavior and instructional effects. [Doctoral Dissertation]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/foster_tori_e_201608_phd


University of Georgia

8. Oddone, Cameron Grace. Exploring predictors of reading comprehension for English language learners.

Degree: PhD, School Psychology, 2017, University of Georgia

 Past reading research with English Language Learners (ELLs) in elementary school suggests that a number of component factors contribute to reading comprehension performance. Although comprehensive… (more)

Subjects/Keywords: English Language Learners; Reading; Comprehension; Simple view of reading; Language proficiency; Children

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Oddone, C. G. (2017). Exploring predictors of reading comprehension for English language learners. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37463

Chicago Manual of Style (16th Edition):

Oddone, Cameron Grace. “Exploring predictors of reading comprehension for English language learners.” 2017. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://hdl.handle.net/10724/37463.

MLA Handbook (7th Edition):

Oddone, Cameron Grace. “Exploring predictors of reading comprehension for English language learners.” 2017. Web. 23 Apr 2019.

Vancouver:

Oddone CG. Exploring predictors of reading comprehension for English language learners. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10724/37463.

Council of Science Editors:

Oddone CG. Exploring predictors of reading comprehension for English language learners. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37463

9. Morin, Patrick Roland. The effect of context in sight word acquisition of young readers.

Degree: MA, School Psychology, 2015, University of Georgia

 Instruction on sight words, or words read from memory without the need for decoding, are a common focus for beginning readers. However, young readers often… (more)

Subjects/Keywords: Incremental rehearsal

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Morin, P. R. (2015). The effect of context in sight word acquisition of young readers. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/morin_patrick_r_201508_ma

Chicago Manual of Style (16th Edition):

Morin, Patrick Roland. “The effect of context in sight word acquisition of young readers.” 2015. Masters Thesis, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/morin_patrick_r_201508_ma.

MLA Handbook (7th Edition):

Morin, Patrick Roland. “The effect of context in sight word acquisition of young readers.” 2015. Web. 23 Apr 2019.

Vancouver:

Morin PR. The effect of context in sight word acquisition of young readers. [Internet] [Masters thesis]. University of Georgia; 2015. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/morin_patrick_r_201508_ma.

Council of Science Editors:

Morin PR. The effect of context in sight word acquisition of young readers. [Masters Thesis]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/morin_patrick_r_201508_ma

10. Rogers, Laura Sophia. Investigating eye-movement behavior during reading utilizing eye-tracking technology.

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

 Fluent reading is considered to be a necessary component for reading comprehension because it frees attentional resources that can then be used to understand what… (more)

Subjects/Keywords: curriculum-based measurement

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rogers, L. S. (2014). Investigating eye-movement behavior during reading utilizing eye-tracking technology. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/rogers_laura_s_201408_phd

Chicago Manual of Style (16th Edition):

Rogers, Laura Sophia. “Investigating eye-movement behavior during reading utilizing eye-tracking technology.” 2014. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/rogers_laura_s_201408_phd.

MLA Handbook (7th Edition):

Rogers, Laura Sophia. “Investigating eye-movement behavior during reading utilizing eye-tracking technology.” 2014. Web. 23 Apr 2019.

Vancouver:

Rogers LS. Investigating eye-movement behavior during reading utilizing eye-tracking technology. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/rogers_laura_s_201408_phd.

Council of Science Editors:

Rogers LS. Investigating eye-movement behavior during reading utilizing eye-tracking technology. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/rogers_laura_s_201408_phd

11. Zawoyski, Andrea Marie. Using eye tracking to observe differential effects of repeated readings for low- and high-performing readers.

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

 Repeated Readings (RR) is an evidence-based fluency intervention in which students read the same text multiple times. Currently, it remains unknown whether readers of different… (more)

Subjects/Keywords: Elementary students

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Zawoyski, A. M. (2013). Using eye tracking to observe differential effects of repeated readings for low- and high-performing readers. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/zawoyski_andrea_m_201312_ma

Chicago Manual of Style (16th Edition):

Zawoyski, Andrea Marie. “Using eye tracking to observe differential effects of repeated readings for low- and high-performing readers.” 2013. Masters Thesis, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/zawoyski_andrea_m_201312_ma.

MLA Handbook (7th Edition):

Zawoyski, Andrea Marie. “Using eye tracking to observe differential effects of repeated readings for low- and high-performing readers.” 2013. Web. 23 Apr 2019.

Vancouver:

Zawoyski AM. Using eye tracking to observe differential effects of repeated readings for low- and high-performing readers. [Internet] [Masters thesis]. University of Georgia; 2013. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/zawoyski_andrea_m_201312_ma.

Council of Science Editors:

Zawoyski AM. Using eye tracking to observe differential effects of repeated readings for low- and high-performing readers. [Masters Thesis]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/zawoyski_andrea_m_201312_ma

12. Blevins, Leslie Adline. Difficulty of curriculum-based measures in reading (CBM-R) passages on oral and silent reading assessments.

Degree: MA, School Psychology, 2015, University of Georgia

 Curriculum based measures in reading (CBM-R) are used in schools to progress monitor elementary students’ growth in oral reading fluency. CBM-R uses alternate forms of… (more)

Subjects/Keywords: elementary students; eye-tracking; eye movements; silent reading; oral reading; Curriculum-based Measures in Reading (CBM-R); spectrographic; oral reading fluency

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Blevins, L. A. (2015). Difficulty of curriculum-based measures in reading (CBM-R) passages on oral and silent reading assessments. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/blevins_leslie_a_201505_ma

Chicago Manual of Style (16th Edition):

Blevins, Leslie Adline. “Difficulty of curriculum-based measures in reading (CBM-R) passages on oral and silent reading assessments.” 2015. Masters Thesis, University of Georgia. Accessed April 23, 2019. http://purl.galileo.usg.edu/uga_etd/blevins_leslie_a_201505_ma.

MLA Handbook (7th Edition):

Blevins, Leslie Adline. “Difficulty of curriculum-based measures in reading (CBM-R) passages on oral and silent reading assessments.” 2015. Web. 23 Apr 2019.

Vancouver:

Blevins LA. Difficulty of curriculum-based measures in reading (CBM-R) passages on oral and silent reading assessments. [Internet] [Masters thesis]. University of Georgia; 2015. [cited 2019 Apr 23]. Available from: http://purl.galileo.usg.edu/uga_etd/blevins_leslie_a_201505_ma.

Council of Science Editors:

Blevins LA. Difficulty of curriculum-based measures in reading (CBM-R) passages on oral and silent reading assessments. [Masters Thesis]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/blevins_leslie_a_201505_ma

.