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You searched for +publisher:"University of Texas – Austin" +contributor:("Toste, Jessica"). Showing records 1 – 7 of 7 total matches.

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University of Texas – Austin

1. Lee, Chung eun, M.A. Perceptions of Korean and Korean-American mothers of children with autism : the impact of disability on the family and sibling relationships.

Degree: MA, Special Education, 2015, University of Texas – Austin

 The purpose of this study was to understand Korean and Korean-American mothers’ perspectives under cultural contexts in regard to the disability itself, family/sibling adjustment to… (more)

Subjects/Keywords: Family support; Sibling relationship; Children with Autism Spectrum Disorder

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

APA (6th Edition):

Lee, Chung eun, M. A. (2015). Perceptions of Korean and Korean-American mothers of children with autism : the impact of disability on the family and sibling relationships. (Masters Thesis). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/1425

Chicago Manual of Style (16th Edition):

Lee, Chung eun, M A. “Perceptions of Korean and Korean-American mothers of children with autism : the impact of disability on the family and sibling relationships.” 2015. Masters Thesis, University of Texas – Austin. Accessed October 23, 2019. http://dx.doi.org/10.26153/tsw/1425.

MLA Handbook (7th Edition):

Lee, Chung eun, M A. “Perceptions of Korean and Korean-American mothers of children with autism : the impact of disability on the family and sibling relationships.” 2015. Web. 23 Oct 2019.

Vancouver:

Lee, Chung eun MA. Perceptions of Korean and Korean-American mothers of children with autism : the impact of disability on the family and sibling relationships. [Internet] [Masters thesis]. University of Texas – Austin; 2015. [cited 2019 Oct 23]. Available from: http://dx.doi.org/10.26153/tsw/1425.

Council of Science Editors:

Lee, Chung eun MA. Perceptions of Korean and Korean-American mothers of children with autism : the impact of disability on the family and sibling relationships. [Masters Thesis]. University of Texas – Austin; 2015. Available from: http://dx.doi.org/10.26153/tsw/1425


University of Texas – Austin

2. -4955-9879. Examining the role of treatment adherence and instructional quality in the context of a content-area reading instructional treatment for eighth graders.

Degree: PhD, Special education, 2018, University of Texas – Austin

 Relatively few reading intervention studies have investigated treatment fidelity data and the extent to which fidelity is associated with student outcomes. This study extends the… (more)

Subjects/Keywords: Reading intervention; Treatment fidelity; Treatment integrity; Fidelity of implementation; Intervention research

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APA (6th Edition):

-4955-9879. (2018). Examining the role of treatment adherence and instructional quality in the context of a content-area reading instructional treatment for eighth graders. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65762

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-4955-9879. “Examining the role of treatment adherence and instructional quality in the context of a content-area reading instructional treatment for eighth graders.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed October 23, 2019. http://hdl.handle.net/2152/65762.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-4955-9879. “Examining the role of treatment adherence and instructional quality in the context of a content-area reading instructional treatment for eighth graders.” 2018. Web. 23 Oct 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-4955-9879. Examining the role of treatment adherence and instructional quality in the context of a content-area reading instructional treatment for eighth graders. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/2152/65762.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-4955-9879. Examining the role of treatment adherence and instructional quality in the context of a content-area reading instructional treatment for eighth graders. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65762

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Texas – Austin

3. Yang, Man. The effect of grade retention on academic and social-behavioral outcomes for students with disabilities in elementary grades.

Degree: PhD, Special Education, 2019, University of Texas – Austin

 There is a lack of research examining the rates and effect of grade retention, a widely used intervention at schools, among students with disabilities. The… (more)

Subjects/Keywords: Special education; Grade retention

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

APA (6th Edition):

Yang, M. (2019). The effect of grade retention on academic and social-behavioral outcomes for students with disabilities in elementary grades. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/1477

Chicago Manual of Style (16th Edition):

Yang, Man. “The effect of grade retention on academic and social-behavioral outcomes for students with disabilities in elementary grades.” 2019. Doctoral Dissertation, University of Texas – Austin. Accessed October 23, 2019. http://dx.doi.org/10.26153/tsw/1477.

MLA Handbook (7th Edition):

Yang, Man. “The effect of grade retention on academic and social-behavioral outcomes for students with disabilities in elementary grades.” 2019. Web. 23 Oct 2019.

Vancouver:

Yang M. The effect of grade retention on academic and social-behavioral outcomes for students with disabilities in elementary grades. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2019. [cited 2019 Oct 23]. Available from: http://dx.doi.org/10.26153/tsw/1477.

Council of Science Editors:

Yang M. The effect of grade retention on academic and social-behavioral outcomes for students with disabilities in elementary grades. [Doctoral Dissertation]. University of Texas – Austin; 2019. Available from: http://dx.doi.org/10.26153/tsw/1477


University of Texas – Austin

4. -3243-313X. Effects of an intensive reading intervention on reading outcomes for adolescent English learners with disabilities and comprehension deficits.

Degree: PhD, Special Education, 2018, University of Texas – Austin

 English Learners with disabilities (ELSWDs) in both eighth and twelfth grades scored significantly lower on the 2015 NAEP reading assessment than English Learners (ELs) only… (more)

Subjects/Keywords: Intervention; Reading; English learners; Adolescents; High school; Students with disabilities

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

APA (6th Edition):

-3243-313X. (2018). Effects of an intensive reading intervention on reading outcomes for adolescent English learners with disabilities and comprehension deficits. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63717

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-3243-313X. “Effects of an intensive reading intervention on reading outcomes for adolescent English learners with disabilities and comprehension deficits.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed October 23, 2019. http://hdl.handle.net/2152/63717.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-3243-313X. “Effects of an intensive reading intervention on reading outcomes for adolescent English learners with disabilities and comprehension deficits.” 2018. Web. 23 Oct 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-3243-313X. Effects of an intensive reading intervention on reading outcomes for adolescent English learners with disabilities and comprehension deficits. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/2152/63717.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-3243-313X. Effects of an intensive reading intervention on reading outcomes for adolescent English learners with disabilities and comprehension deficits. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/63717

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Texas – Austin

5. Carroll, Megan Lea. The impact of using self-regulated strategy development to increase expository writing outcomes in students at-risk for emotional and behavioral disorders.

Degree: PhD, Special Education, 2018, University of Texas – Austin

 This single-subject study compared the effects of a typical practice baseline phase to those of a treatment phase. Four participants at-risk for emotional/behavioral disorders (EBD)… (more)

Subjects/Keywords: Emotional and behavioral disorders; Writing difficulties

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

APA (6th Edition):

Carroll, M. L. (2018). The impact of using self-regulated strategy development to increase expository writing outcomes in students at-risk for emotional and behavioral disorders. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68132

Chicago Manual of Style (16th Edition):

Carroll, Megan Lea. “The impact of using self-regulated strategy development to increase expository writing outcomes in students at-risk for emotional and behavioral disorders.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed October 23, 2019. http://hdl.handle.net/2152/68132.

MLA Handbook (7th Edition):

Carroll, Megan Lea. “The impact of using self-regulated strategy development to increase expository writing outcomes in students at-risk for emotional and behavioral disorders.” 2018. Web. 23 Oct 2019.

Vancouver:

Carroll ML. The impact of using self-regulated strategy development to increase expository writing outcomes in students at-risk for emotional and behavioral disorders. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/2152/68132.

Council of Science Editors:

Carroll ML. The impact of using self-regulated strategy development to increase expository writing outcomes in students at-risk for emotional and behavioral disorders. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/68132


University of Texas – Austin

6. McCulley, Elisabeth Vanessa. Listening comprehension and language as scaffolds for reading comprehension with secondary struggling readers.

Degree: PhD, Special Education, 2015, University of Texas – Austin

 This experimental study examined the effects of a reading intervention using listening comprehension and oral language as scaffolds to improve reading comprehension of middle school… (more)

Subjects/Keywords: Reading comprehension; Language; Struggling readers; Intervention

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

APA (6th Edition):

McCulley, E. V. (2015). Listening comprehension and language as scaffolds for reading comprehension with secondary struggling readers. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31692

Chicago Manual of Style (16th Edition):

McCulley, Elisabeth Vanessa. “Listening comprehension and language as scaffolds for reading comprehension with secondary struggling readers.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed October 23, 2019. http://hdl.handle.net/2152/31692.

MLA Handbook (7th Edition):

McCulley, Elisabeth Vanessa. “Listening comprehension and language as scaffolds for reading comprehension with secondary struggling readers.” 2015. Web. 23 Oct 2019.

Vancouver:

McCulley EV. Listening comprehension and language as scaffolds for reading comprehension with secondary struggling readers. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/2152/31692.

Council of Science Editors:

McCulley EV. Listening comprehension and language as scaffolds for reading comprehension with secondary struggling readers. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31692


University of Texas – Austin

7. Kang, Eun Young, Ph. D. The contribution of reading fluency and decoding on reading comprehension and the relation between reading fluency and writing fluency in upper elementary grades.

Degree: PhD, Special Education, 2015, University of Texas – Austin

 Reading comprehension is considered to consist of decoding and linguistic comprehension. However, some researchers have argued that a third component should be considered – reading fluency.… (more)

Subjects/Keywords: Reading fluency; Reading comprehension

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

APA (6th Edition):

Kang, Eun Young, P. D. (2015). The contribution of reading fluency and decoding on reading comprehension and the relation between reading fluency and writing fluency in upper elementary grades. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31621

Chicago Manual of Style (16th Edition):

Kang, Eun Young, Ph D. “The contribution of reading fluency and decoding on reading comprehension and the relation between reading fluency and writing fluency in upper elementary grades.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed October 23, 2019. http://hdl.handle.net/2152/31621.

MLA Handbook (7th Edition):

Kang, Eun Young, Ph D. “The contribution of reading fluency and decoding on reading comprehension and the relation between reading fluency and writing fluency in upper elementary grades.” 2015. Web. 23 Oct 2019.

Vancouver:

Kang, Eun Young PD. The contribution of reading fluency and decoding on reading comprehension and the relation between reading fluency and writing fluency in upper elementary grades. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/2152/31621.

Council of Science Editors:

Kang, Eun Young PD. The contribution of reading fluency and decoding on reading comprehension and the relation between reading fluency and writing fluency in upper elementary grades. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31621

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