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You searched for +publisher:"University of Illinois – Chicago" +contributor:("Tejero Hughes, Marie"). Showing records 1 – 11 of 11 total matches.

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University of Illinois – Chicago

1. Nunez, Giselle. A Home-Based Language Intervention with Mexican Immigrant Mothers and Their Children.

Degree: 2019, University of Illinois – Chicago

 A reality for a child’s academic future is that his or her language abilities are an essential component to academic success (Hammer et al., 2017).… (more)

Subjects/Keywords: Home-based language intervention; Mexican mother language intervention; qualitative study; mothers' perspectives; speech and language intervention

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APA (6th Edition):

Nunez, G. (2019). A Home-Based Language Intervention with Mexican Immigrant Mothers and Their Children. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/23838

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):

Nunez, Giselle. “A Home-Based Language Intervention with Mexican Immigrant Mothers and Their Children.” 2019. Thesis, University of Illinois – Chicago. Accessed December 01, 2020. http://hdl.handle.net/10027/23838.

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

MLA Handbook (7th Edition):

Nunez, Giselle. “A Home-Based Language Intervention with Mexican Immigrant Mothers and Their Children.” 2019. Web. 01 Dec 2020.

Vancouver:

Nunez G. A Home-Based Language Intervention with Mexican Immigrant Mothers and Their Children. [Internet] [Thesis]. University of Illinois – Chicago; 2019. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/10027/23838.

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

Council of Science Editors:

Nunez G. A Home-Based Language Intervention with Mexican Immigrant Mothers and Their Children. [Thesis]. University of Illinois – Chicago; 2019. Available from: http://hdl.handle.net/10027/23838

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


University of Illinois – Chicago

2. Williams, Suzanne H. Mothers' Use of Mental State Language in Children of Varying Language Abilities.

Degree: 2016, University of Illinois – Chicago

 SUMMARY This study extended research on child-directed speech by exploring mothers’ use of mental state language during a shared book reading task with four-year-old children… (more)

Subjects/Keywords: Keyword 1 phrase: mental state language; Keyword 2 phrase: child-directed speech; Keyword 3: children's language ability; Keyword 4: mean length of utterance; Keyword phrase 5: mental state language category; Keyword phrase 6: social-cognitive

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APA (6th Edition):

Williams, S. H. (2016). Mothers' Use of Mental State Language in Children of Varying Language Abilities. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/20959

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):

Williams, Suzanne H. “Mothers' Use of Mental State Language in Children of Varying Language Abilities.” 2016. Thesis, University of Illinois – Chicago. Accessed December 01, 2020. http://hdl.handle.net/10027/20959.

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

MLA Handbook (7th Edition):

Williams, Suzanne H. “Mothers' Use of Mental State Language in Children of Varying Language Abilities.” 2016. Web. 01 Dec 2020.

Vancouver:

Williams SH. Mothers' Use of Mental State Language in Children of Varying Language Abilities. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/10027/20959.

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

Council of Science Editors:

Williams SH. Mothers' Use of Mental State Language in Children of Varying Language Abilities. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/20959

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


University of Illinois – Chicago

3. McGrath, Allison L. Science in Middle School Inclusive Classrooms: Are Students with Learning Disabilities Succeeding?.

Degree: 2016, University of Illinois – Chicago

 More than two-thirds of students with disabilities receive science instruction in general education classrooms (National Center for Education Statistics, 2011). However, little is known about… (more)

Subjects/Keywords: Special Education; Learning Disabilities; Science; Inclusion; Middle School

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APA (6th Edition):

McGrath, A. L. (2016). Science in Middle School Inclusive Classrooms: Are Students with Learning Disabilities Succeeding?. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21191

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):

McGrath, Allison L. “Science in Middle School Inclusive Classrooms: Are Students with Learning Disabilities Succeeding?.” 2016. Thesis, University of Illinois – Chicago. Accessed December 01, 2020. http://hdl.handle.net/10027/21191.

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

MLA Handbook (7th Edition):

McGrath, Allison L. “Science in Middle School Inclusive Classrooms: Are Students with Learning Disabilities Succeeding?.” 2016. Web. 01 Dec 2020.

Vancouver:

McGrath AL. Science in Middle School Inclusive Classrooms: Are Students with Learning Disabilities Succeeding?. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/10027/21191.

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

Council of Science Editors:

McGrath AL. Science in Middle School Inclusive Classrooms: Are Students with Learning Disabilities Succeeding?. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21191

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


University of Illinois – Chicago

4. Solomon, Bonnie J. Programs Don’t Implement Themselves: Giving Voice to Teachers’ Experiences with Prevention.

Degree: 2016, University of Illinois – Chicago

 In recent years, growing pressures for accountability and effectiveness have fueled a push for evidence-based practice in education. In many instances, evidence-based practice has been… (more)

Subjects/Keywords: Prevention; Program Implementation; Teacher Practice

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APA (6th Edition):

Solomon, B. J. (2016). Programs Don’t Implement Themselves: Giving Voice to Teachers’ Experiences with Prevention. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21255

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):

Solomon, Bonnie J. “Programs Don’t Implement Themselves: Giving Voice to Teachers’ Experiences with Prevention.” 2016. Thesis, University of Illinois – Chicago. Accessed December 01, 2020. http://hdl.handle.net/10027/21255.

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

MLA Handbook (7th Edition):

Solomon, Bonnie J. “Programs Don’t Implement Themselves: Giving Voice to Teachers’ Experiences with Prevention.” 2016. Web. 01 Dec 2020.

Vancouver:

Solomon BJ. Programs Don’t Implement Themselves: Giving Voice to Teachers’ Experiences with Prevention. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/10027/21255.

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

Council of Science Editors:

Solomon BJ. Programs Don’t Implement Themselves: Giving Voice to Teachers’ Experiences with Prevention. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21255

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


University of Illinois – Chicago

5. Burke, Lisa G. Reading Practices in Social Studies Classrooms: Teacher Support for Middle School Students with ASD.

Degree: 2012, University of Illinois – Chicago

 Teachers face the challenge of meeting the reading comprehension needs of students with autism spectrum disorder (ASD) in content area classrooms with the increased focus… (more)

Subjects/Keywords: content area reading; reading comprehension practices; autism spectrum disorder

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

APA (6th Edition):

Burke, L. G. (2012). Reading Practices in Social Studies Classrooms: Teacher Support for Middle School Students with ASD. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/8644

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):

Burke, Lisa G. “Reading Practices in Social Studies Classrooms: Teacher Support for Middle School Students with ASD.” 2012. Thesis, University of Illinois – Chicago. Accessed December 01, 2020. http://hdl.handle.net/10027/8644.

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

MLA Handbook (7th Edition):

Burke, Lisa G. “Reading Practices in Social Studies Classrooms: Teacher Support for Middle School Students with ASD.” 2012. Web. 01 Dec 2020.

Vancouver:

Burke LG. Reading Practices in Social Studies Classrooms: Teacher Support for Middle School Students with ASD. [Internet] [Thesis]. University of Illinois – Chicago; 2012. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/10027/8644.

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

Council of Science Editors:

Burke LG. Reading Practices in Social Studies Classrooms: Teacher Support for Middle School Students with ASD. [Thesis]. University of Illinois – Chicago; 2012. Available from: http://hdl.handle.net/10027/8644

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


University of Illinois – Chicago

6. Jones, Valerie R. Comprehension Questioning: Small Group Reading Instruction for Urban Students with Learning Disabilities.

Degree: 2012, University of Illinois – Chicago

 It is evident from reading research that students with learning disabilities (LD) greatly benefit from teacher-student interactions during small group comprehension instruction (e.g., Berkeley, Scruggs,… (more)

Subjects/Keywords: learning disabilities; comprehension; African American students; small group instruction; urban

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

APA (6th Edition):

Jones, V. R. (2012). Comprehension Questioning: Small Group Reading Instruction for Urban Students with Learning Disabilities. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/9311

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):

Jones, Valerie R. “Comprehension Questioning: Small Group Reading Instruction for Urban Students with Learning Disabilities.” 2012. Thesis, University of Illinois – Chicago. Accessed December 01, 2020. http://hdl.handle.net/10027/9311.

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

MLA Handbook (7th Edition):

Jones, Valerie R. “Comprehension Questioning: Small Group Reading Instruction for Urban Students with Learning Disabilities.” 2012. Web. 01 Dec 2020.

Vancouver:

Jones VR. Comprehension Questioning: Small Group Reading Instruction for Urban Students with Learning Disabilities. [Internet] [Thesis]. University of Illinois – Chicago; 2012. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/10027/9311.

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

Council of Science Editors:

Jones VR. Comprehension Questioning: Small Group Reading Instruction for Urban Students with Learning Disabilities. [Thesis]. University of Illinois – Chicago; 2012. Available from: http://hdl.handle.net/10027/9311

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


University of Illinois – Chicago

7. Weisling, Nina F. Experiences and Practices of General Education Teachers Supporting Students with Emotional Disturbance.

Degree: 2013, University of Illinois – Chicago

 This study describes the classroom practices of middle school general education teachers working with students with and without emotional disturbance (ED), including the predictability of… (more)

Subjects/Keywords: emotional disturbance; teacher practices

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APA (6th Edition):

Weisling, N. F. (2013). Experiences and Practices of General Education Teachers Supporting Students with Emotional Disturbance. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/9799

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):

Weisling, Nina F. “Experiences and Practices of General Education Teachers Supporting Students with Emotional Disturbance.” 2013. Thesis, University of Illinois – Chicago. Accessed December 01, 2020. http://hdl.handle.net/10027/9799.

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

MLA Handbook (7th Edition):

Weisling, Nina F. “Experiences and Practices of General Education Teachers Supporting Students with Emotional Disturbance.” 2013. Web. 01 Dec 2020.

Vancouver:

Weisling NF. Experiences and Practices of General Education Teachers Supporting Students with Emotional Disturbance. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/10027/9799.

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

Council of Science Editors:

Weisling NF. Experiences and Practices of General Education Teachers Supporting Students with Emotional Disturbance. [Thesis]. University of Illinois – Chicago; 2013. Available from: http://hdl.handle.net/10027/9799

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


University of Illinois – Chicago

8. Ciupe, Antonela A. Examining Caregivers’ Independence in Early Intervention Home Visit Sessions.

Degree: 2017, University of Illinois – Chicago

 In recent years, the field of early intervention (EI) has had to cope with a significant increase in the number of children with developmental delays.… (more)

Subjects/Keywords: early intervention; caregiver coaching

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APA (6th Edition):

Ciupe, A. A. (2017). Examining Caregivers’ Independence in Early Intervention Home Visit Sessions. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22140

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):

Ciupe, Antonela A. “Examining Caregivers’ Independence in Early Intervention Home Visit Sessions.” 2017. Thesis, University of Illinois – Chicago. Accessed December 01, 2020. http://hdl.handle.net/10027/22140.

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

MLA Handbook (7th Edition):

Ciupe, Antonela A. “Examining Caregivers’ Independence in Early Intervention Home Visit Sessions.” 2017. Web. 01 Dec 2020.

Vancouver:

Ciupe AA. Examining Caregivers’ Independence in Early Intervention Home Visit Sessions. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/10027/22140.

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

Council of Science Editors:

Ciupe AA. Examining Caregivers’ Independence in Early Intervention Home Visit Sessions. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/22140

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


University of Illinois – Chicago

9. Smith, Kari L. School Climate and Connectedness for African American Students with and without Disabilities.

Degree: 2017, University of Illinois – Chicago

 For many African American students and students with disabilities, perceptions of a positive school climate at the school-level can foster a positive connection to school… (more)

Subjects/Keywords: School Climate; School Connectedness

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APA (6th Edition):

Smith, K. L. (2017). School Climate and Connectedness for African American Students with and without Disabilities. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22239

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, Kari L. “School Climate and Connectedness for African American Students with and without Disabilities.” 2017. Thesis, University of Illinois – Chicago. Accessed December 01, 2020. http://hdl.handle.net/10027/22239.

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

MLA Handbook (7th Edition):

Smith, Kari L. “School Climate and Connectedness for African American Students with and without Disabilities.” 2017. Web. 01 Dec 2020.

Vancouver:

Smith KL. School Climate and Connectedness for African American Students with and without Disabilities. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/10027/22239.

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

Council of Science Editors:

Smith KL. School Climate and Connectedness for African American Students with and without Disabilities. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/22239

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

10. Koonce, Nicole M. Oral Discourse and Reading Comprehension Abilities of African American School-Age Children.

Degree: 2012, University of Illinois – Chicago

 The reading underachievement of African American (AA) school-age children has received considerable attention in educational circles. Unfortunately, there are relatively few studies designed to uncover… (more)

Subjects/Keywords: oral discourse; reading comprehension; language sampling; African American children

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

APA (6th Edition):

Koonce, N. M. (2012). Oral Discourse and Reading Comprehension Abilities of African American School-Age Children. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/9285

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):

Koonce, Nicole M. “Oral Discourse and Reading Comprehension Abilities of African American School-Age Children.” 2012. Thesis, University of Illinois – Chicago. Accessed December 01, 2020. http://hdl.handle.net/10027/9285.

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

MLA Handbook (7th Edition):

Koonce, Nicole M. “Oral Discourse and Reading Comprehension Abilities of African American School-Age Children.” 2012. Web. 01 Dec 2020.

Vancouver:

Koonce NM. Oral Discourse and Reading Comprehension Abilities of African American School-Age Children. [Internet] [Thesis]. University of Illinois – Chicago; 2012. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/10027/9285.

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

Council of Science Editors:

Koonce NM. Oral Discourse and Reading Comprehension Abilities of African American School-Age Children. [Thesis]. University of Illinois – Chicago; 2012. Available from: http://hdl.handle.net/10027/9285

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

11. Maiorano, Michael J. Using a Decoding Strategy with Constant Time Delay to Teach Word Reading to Children with Down Syndrome.

Degree: 2014, University of Illinois – Chicago

 In the United States, about 6,000 infants are born each year with Down syndrome or about 1 in 691 live births affecting approximately 400,000 families.… (more)

Subjects/Keywords: Decoding; Children; Down syndrome

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

APA (6th Edition):

Maiorano, M. J. (2014). Using a Decoding Strategy with Constant Time Delay to Teach Word Reading to Children with Down Syndrome. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/18830

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):

Maiorano, Michael J. “Using a Decoding Strategy with Constant Time Delay to Teach Word Reading to Children with Down Syndrome.” 2014. Thesis, University of Illinois – Chicago. Accessed December 01, 2020. http://hdl.handle.net/10027/18830.

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

MLA Handbook (7th Edition):

Maiorano, Michael J. “Using a Decoding Strategy with Constant Time Delay to Teach Word Reading to Children with Down Syndrome.” 2014. Web. 01 Dec 2020.

Vancouver:

Maiorano MJ. Using a Decoding Strategy with Constant Time Delay to Teach Word Reading to Children with Down Syndrome. [Internet] [Thesis]. University of Illinois – Chicago; 2014. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/10027/18830.

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

Council of Science Editors:

Maiorano MJ. Using a Decoding Strategy with Constant Time Delay to Teach Word Reading to Children with Down Syndrome. [Thesis]. University of Illinois – Chicago; 2014. Available from: http://hdl.handle.net/10027/18830

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

.