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You searched for +publisher:"Vanderbilt University" +contributor:("Donald L. Compton"). Showing records 1 – 16 of 16 total matches.

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Vanderbilt University

1. Cho, Eunsoo. Examining the Predictive Validity of a Dynamic Assessment of Decoding to Forecast Response to Tier 2 Intervention.

Degree: MS, Special Education, 2014, Vanderbilt University

 The purpose of this study was to examine the role of a dynamic assessment (DA) of decoding in predicting responsiveness to Tier 2 small group… (more)

Subjects/Keywords: response to intervention; dynamic assessment; word reading; individual growth modeling

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APA (6th Edition):

Cho, E. (2014). Examining the Predictive Validity of a Dynamic Assessment of Decoding to Forecast Response to Tier 2 Intervention. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11330

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):

Cho, Eunsoo. “Examining the Predictive Validity of a Dynamic Assessment of Decoding to Forecast Response to Tier 2 Intervention.” 2014. Thesis, Vanderbilt University. Accessed November 28, 2020. http://hdl.handle.net/1803/11330.

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

MLA Handbook (7th Edition):

Cho, Eunsoo. “Examining the Predictive Validity of a Dynamic Assessment of Decoding to Forecast Response to Tier 2 Intervention.” 2014. Web. 28 Nov 2020.

Vancouver:

Cho E. Examining the Predictive Validity of a Dynamic Assessment of Decoding to Forecast Response to Tier 2 Intervention. [Internet] [Thesis]. Vanderbilt University; 2014. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1803/11330.

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

Council of Science Editors:

Cho E. Examining the Predictive Validity of a Dynamic Assessment of Decoding to Forecast Response to Tier 2 Intervention. [Thesis]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/11330

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


Vanderbilt University

2. Collins, Alyson Alexander. Performance Variations Across Response Formats on Reading Comprehension Assessments.

Degree: PhD, Special Education, 2015, Vanderbilt University

 Findings of recent studies suggest variations in performance across reading comprehension tests may be a product of differences among assessment dimensions (e.g., response format, genre)… (more)

Subjects/Keywords: reading comprehension; assessment; listening comprehension; attention; working memory; word reading

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APA (6th Edition):

Collins, A. A. (2015). Performance Variations Across Response Formats on Reading Comprehension Assessments. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10902

Chicago Manual of Style (16th Edition):

Collins, Alyson Alexander. “Performance Variations Across Response Formats on Reading Comprehension Assessments.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed November 28, 2020. http://hdl.handle.net/1803/10902.

MLA Handbook (7th Edition):

Collins, Alyson Alexander. “Performance Variations Across Response Formats on Reading Comprehension Assessments.” 2015. Web. 28 Nov 2020.

Vancouver:

Collins AA. Performance Variations Across Response Formats on Reading Comprehension Assessments. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1803/10902.

Council of Science Editors:

Collins AA. Performance Variations Across Response Formats on Reading Comprehension Assessments. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/10902


Vanderbilt University

3. Rouse, Robert James. Investigating how K-12 students engage in engineering practices.

Degree: PhD, Learning, Teaching and Diversity, 2014, Vanderbilt University

 Recently, the field of science education has advocated for systematic explorations of the affordances of an integrated STEM education. Accordingly, in this three-paper dissertation I… (more)

Subjects/Keywords: design-based science; Engineering design; practices

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APA (6th Edition):

Rouse, R. J. (2014). Investigating how K-12 students engage in engineering practices. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13759

Chicago Manual of Style (16th Edition):

Rouse, Robert James. “Investigating how K-12 students engage in engineering practices.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed November 28, 2020. http://hdl.handle.net/1803/13759.

MLA Handbook (7th Edition):

Rouse, Robert James. “Investigating how K-12 students engage in engineering practices.” 2014. Web. 28 Nov 2020.

Vancouver:

Rouse RJ. Investigating how K-12 students engage in engineering practices. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1803/13759.

Council of Science Editors:

Rouse RJ. Investigating how K-12 students engage in engineering practices. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/13759


Vanderbilt University

4. Hollo, Alexandra Elizabeth. Teacher Talk in General and Special Education Classrooms That Included Children with Problem Behavior.

Degree: PhD, Special Education, 2013, Vanderbilt University

 Teachers’ oral language use may be an important factor in student performance, particularly for students with problem behavior and low language skills. To determine whether… (more)

Subjects/Keywords: verbal behavior; oral language; Teacher talk; classroom communication; emotional disturbance; behavior disorder; at-risk

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APA (6th Edition):

Hollo, A. E. (2013). Teacher Talk in General and Special Education Classrooms That Included Children with Problem Behavior. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12898

Chicago Manual of Style (16th Edition):

Hollo, Alexandra Elizabeth. “Teacher Talk in General and Special Education Classrooms That Included Children with Problem Behavior.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed November 28, 2020. http://hdl.handle.net/1803/12898.

MLA Handbook (7th Edition):

Hollo, Alexandra Elizabeth. “Teacher Talk in General and Special Education Classrooms That Included Children with Problem Behavior.” 2013. Web. 28 Nov 2020.

Vancouver:

Hollo AE. Teacher Talk in General and Special Education Classrooms That Included Children with Problem Behavior. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1803/12898.

Council of Science Editors:

Hollo AE. Teacher Talk in General and Special Education Classrooms That Included Children with Problem Behavior. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/12898


Vanderbilt University

5. Barquero, Laura Alley. Predicting Responsiveness to Reading Intervention with fMRI.

Degree: PhD, Special Education, 2015, Vanderbilt University

 Previous studies have shown that some children with reading difficulties (RD) respond well to reading intervention while others do not. The purpose of this study… (more)

Subjects/Keywords: reading intervention; fMRI; reading difficulties; neuroimaging

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APA (6th Edition):

Barquero, L. A. (2015). Predicting Responsiveness to Reading Intervention with fMRI. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10811

Chicago Manual of Style (16th Edition):

Barquero, Laura Alley. “Predicting Responsiveness to Reading Intervention with fMRI.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed November 28, 2020. http://hdl.handle.net/1803/10811.

MLA Handbook (7th Edition):

Barquero, Laura Alley. “Predicting Responsiveness to Reading Intervention with fMRI.” 2015. Web. 28 Nov 2020.

Vancouver:

Barquero LA. Predicting Responsiveness to Reading Intervention with fMRI. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1803/10811.

Council of Science Editors:

Barquero LA. Predicting Responsiveness to Reading Intervention with fMRI. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/10811


Vanderbilt University

6. Brindle, Mary Elisabeth. Examining relationships among teachers’ preparation, efficacy, and writing practices.

Degree: PhD, Special Education, 2013, Vanderbilt University

 The present study examined teacher characteristics that may impact teacher efficacy or distinguish between teachers with high and low efficacy in the area of writing.… (more)

Subjects/Keywords: Writing Efficacy; Writing; Teacher Development; Teacher Preparation; Attitudes; Teacher Efficacy; Classroom Writing Practices

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APA (6th Edition):

Brindle, M. E. (2013). Examining relationships among teachers’ preparation, efficacy, and writing practices. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12513

Chicago Manual of Style (16th Edition):

Brindle, Mary Elisabeth. “Examining relationships among teachers’ preparation, efficacy, and writing practices.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed November 28, 2020. http://hdl.handle.net/1803/12513.

MLA Handbook (7th Edition):

Brindle, Mary Elisabeth. “Examining relationships among teachers’ preparation, efficacy, and writing practices.” 2013. Web. 28 Nov 2020.

Vancouver:

Brindle ME. Examining relationships among teachers’ preparation, efficacy, and writing practices. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1803/12513.

Council of Science Editors:

Brindle ME. Examining relationships among teachers’ preparation, efficacy, and writing practices. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/12513


Vanderbilt University

7. Kurz, Alexander. Opportunity to learn the intended curriculum: measuring key instructional indicators and examining relations to achievement for students with disabilities.

Degree: PhD, Special Education, 2011, Vanderbilt University

 For purposes of this study, I developed an OTL measurement tool called the Instructional Learning Opportunities Guidance System (MyiLOGS) to quantify the extent to which… (more)

Subjects/Keywords: Opportunity-to-learn; intended curriculum model; differentiated opportunity structure; validity; equality; access

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APA (6th Edition):

Kurz, A. (2011). Opportunity to learn the intended curriculum: measuring key instructional indicators and examining relations to achievement for students with disabilities. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/15217

Chicago Manual of Style (16th Edition):

Kurz, Alexander. “Opportunity to learn the intended curriculum: measuring key instructional indicators and examining relations to achievement for students with disabilities.” 2011. Doctoral Dissertation, Vanderbilt University. Accessed November 28, 2020. http://hdl.handle.net/1803/15217.

MLA Handbook (7th Edition):

Kurz, Alexander. “Opportunity to learn the intended curriculum: measuring key instructional indicators and examining relations to achievement for students with disabilities.” 2011. Web. 28 Nov 2020.

Vancouver:

Kurz A. Opportunity to learn the intended curriculum: measuring key instructional indicators and examining relations to achievement for students with disabilities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2011. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1803/15217.

Council of Science Editors:

Kurz A. Opportunity to learn the intended curriculum: measuring key instructional indicators and examining relations to achievement for students with disabilities. [Doctoral Dissertation]. Vanderbilt University; 2011. Available from: http://hdl.handle.net/1803/15217


Vanderbilt University

8. Steacy, Laura Marianne. The Role of Imageability in Word Learning Efficiency and Transfer among First and Second Graders At-Risk for Reading Disabilities.

Degree: PhD, Special Education, 2015, Vanderbilt University

 This paper explores efficiency and transfer of word learning in first and second grade students. In two studies, students participated in a short training in… (more)

Subjects/Keywords: individual differences; imageability; irregular word reading; reading disability

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APA (6th Edition):

Steacy, L. M. (2015). The Role of Imageability in Word Learning Efficiency and Transfer among First and Second Graders At-Risk for Reading Disabilities. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11132

Chicago Manual of Style (16th Edition):

Steacy, Laura Marianne. “The Role of Imageability in Word Learning Efficiency and Transfer among First and Second Graders At-Risk for Reading Disabilities.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed November 28, 2020. http://hdl.handle.net/1803/11132.

MLA Handbook (7th Edition):

Steacy, Laura Marianne. “The Role of Imageability in Word Learning Efficiency and Transfer among First and Second Graders At-Risk for Reading Disabilities.” 2015. Web. 28 Nov 2020.

Vancouver:

Steacy LM. The Role of Imageability in Word Learning Efficiency and Transfer among First and Second Graders At-Risk for Reading Disabilities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1803/11132.

Council of Science Editors:

Steacy LM. The Role of Imageability in Word Learning Efficiency and Transfer among First and Second Graders At-Risk for Reading Disabilities. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/11132


Vanderbilt University

9. Cho, Eunsoo. Construct and incremental validity of dynamic assessment of decoding within and across domains.

Degree: PhD, Special Education, 2014, Vanderbilt University

 Dissertation under the direction of Professor Donald L. Compton In contrast to conventional static assessments measuring what students have learned, dynamic assessments (DA) measure how… (more)

Subjects/Keywords: assessment; word reading; decoding; validity; dynamic assessment

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APA (6th Edition):

Cho, E. (2014). Construct and incremental validity of dynamic assessment of decoding within and across domains. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11329

Chicago Manual of Style (16th Edition):

Cho, Eunsoo. “Construct and incremental validity of dynamic assessment of decoding within and across domains.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed November 28, 2020. http://hdl.handle.net/1803/11329.

MLA Handbook (7th Edition):

Cho, Eunsoo. “Construct and incremental validity of dynamic assessment of decoding within and across domains.” 2014. Web. 28 Nov 2020.

Vancouver:

Cho E. Construct and incremental validity of dynamic assessment of decoding within and across domains. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1803/11329.

Council of Science Editors:

Cho E. Construct and incremental validity of dynamic assessment of decoding within and across domains. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/11329


Vanderbilt University

10. Morphy, Paul. Frederick Douglass and I: writing to read and relate history with life among African American adolescents at a high poverty urban school.

Degree: PhD, Special Education, 2013, Vanderbilt University

 Purpose. Black history as represented in social studies textbooks often lacks depth demanded by historians and authenticity required for cultural relevance to African American students.… (more)

Subjects/Keywords: interest; motivation; culturally responsive instruction; urban education; reading; writing; history instruction; knowledge; black education

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APA (6th Edition):

Morphy, P. (2013). Frederick Douglass and I: writing to read and relate history with life among African American adolescents at a high poverty urban school. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13027

Chicago Manual of Style (16th Edition):

Morphy, Paul. “Frederick Douglass and I: writing to read and relate history with life among African American adolescents at a high poverty urban school.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed November 28, 2020. http://hdl.handle.net/1803/13027.

MLA Handbook (7th Edition):

Morphy, Paul. “Frederick Douglass and I: writing to read and relate history with life among African American adolescents at a high poverty urban school.” 2013. Web. 28 Nov 2020.

Vancouver:

Morphy P. Frederick Douglass and I: writing to read and relate history with life among African American adolescents at a high poverty urban school. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1803/13027.

Council of Science Editors:

Morphy P. Frederick Douglass and I: writing to read and relate history with life among African American adolescents at a high poverty urban school. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/13027


Vanderbilt University

11. Kearns, Devin McCready. Describing the cognitive characteristics of reading disability.

Degree: PhD, Special Education, 2010, Vanderbilt University

 The present study examined cognitive correlates of reading disability (RD) as a function of comorbidity. Students with RD vs. RD+MD (math disability) vs. RD+ADHD (attention-deficit/hyperactivity… (more)

Subjects/Keywords: profile analysis; cognitive processes; attention-deficit/hyperactivity disorder; dyscalculia; Reading disability; learning disability; dyslexia; math disability

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APA (6th Edition):

Kearns, D. M. (2010). Describing the cognitive characteristics of reading disability. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14027

Chicago Manual of Style (16th Edition):

Kearns, Devin McCready. “Describing the cognitive characteristics of reading disability.” 2010. Doctoral Dissertation, Vanderbilt University. Accessed November 28, 2020. http://hdl.handle.net/1803/14027.

MLA Handbook (7th Edition):

Kearns, Devin McCready. “Describing the cognitive characteristics of reading disability.” 2010. Web. 28 Nov 2020.

Vancouver:

Kearns DM. Describing the cognitive characteristics of reading disability. [Internet] [Doctoral dissertation]. Vanderbilt University; 2010. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1803/14027.

Council of Science Editors:

Kearns DM. Describing the cognitive characteristics of reading disability. [Doctoral Dissertation]. Vanderbilt University; 2010. Available from: http://hdl.handle.net/1803/14027


Vanderbilt University

12. Elleman, Amy M. Exploring Dynamic Assessment as a Means of Identifying Children At-Risk of Developing Comprehension Difficulties.

Degree: PhD, Special Education, 2009, Vanderbilt University

 We conducted two studies to explore a newly constructed dynamic assessment (DA) intended to tap inference making skills which we hypothesize will be predictive of… (more)

Subjects/Keywords: dynamic testing; listening comprehension; early identification; inference; instruction

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APA (6th Edition):

Elleman, A. M. (2009). Exploring Dynamic Assessment as a Means of Identifying Children At-Risk of Developing Comprehension Difficulties. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13749

Chicago Manual of Style (16th Edition):

Elleman, Amy M. “Exploring Dynamic Assessment as a Means of Identifying Children At-Risk of Developing Comprehension Difficulties.” 2009. Doctoral Dissertation, Vanderbilt University. Accessed November 28, 2020. http://hdl.handle.net/1803/13749.

MLA Handbook (7th Edition):

Elleman, Amy M. “Exploring Dynamic Assessment as a Means of Identifying Children At-Risk of Developing Comprehension Difficulties.” 2009. Web. 28 Nov 2020.

Vancouver:

Elleman AM. Exploring Dynamic Assessment as a Means of Identifying Children At-Risk of Developing Comprehension Difficulties. [Internet] [Doctoral dissertation]. Vanderbilt University; 2009. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1803/13749.

Council of Science Editors:

Elleman AM. Exploring Dynamic Assessment as a Means of Identifying Children At-Risk of Developing Comprehension Difficulties. [Doctoral Dissertation]. Vanderbilt University; 2009. Available from: http://hdl.handle.net/1803/13749


Vanderbilt University

13. Lindo, Endia Jones. Family background: a predictor of comprehension difficulty in the elementary grades.

Degree: PhD, Special Education, 2008, Vanderbilt University

 This study examines how family background impacts the comprehension of struggling readers in grades 2-6. Background surveys were administered to parents (N = 51), who… (more)

Subjects/Keywords: human capital; financial capital; social capital

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APA (6th Edition):

Lindo, E. J. (2008). Family background: a predictor of comprehension difficulty in the elementary grades. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10396

Chicago Manual of Style (16th Edition):

Lindo, Endia Jones. “Family background: a predictor of comprehension difficulty in the elementary grades.” 2008. Doctoral Dissertation, Vanderbilt University. Accessed November 28, 2020. http://hdl.handle.net/1803/10396.

MLA Handbook (7th Edition):

Lindo, Endia Jones. “Family background: a predictor of comprehension difficulty in the elementary grades.” 2008. Web. 28 Nov 2020.

Vancouver:

Lindo EJ. Family background: a predictor of comprehension difficulty in the elementary grades. [Internet] [Doctoral dissertation]. Vanderbilt University; 2008. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1803/10396.

Council of Science Editors:

Lindo EJ. Family background: a predictor of comprehension difficulty in the elementary grades. [Doctoral Dissertation]. Vanderbilt University; 2008. Available from: http://hdl.handle.net/1803/10396


Vanderbilt University

14. Gilbert, Jennifer K. Word and Person Effects on Decoding Accuracy.

Degree: PhD, Special Education, 2010, Vanderbilt University

 The purpose of the current study was to extend the literature on decoding by bringing together two lines of research, namely person and word factors… (more)

Subjects/Keywords: crossed random-effects model; decoding; person-by-word interaction

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APA (6th Edition):

Gilbert, J. K. (2010). Word and Person Effects on Decoding Accuracy. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13433

Chicago Manual of Style (16th Edition):

Gilbert, Jennifer K. “Word and Person Effects on Decoding Accuracy.” 2010. Doctoral Dissertation, Vanderbilt University. Accessed November 28, 2020. http://hdl.handle.net/1803/13433.

MLA Handbook (7th Edition):

Gilbert, Jennifer K. “Word and Person Effects on Decoding Accuracy.” 2010. Web. 28 Nov 2020.

Vancouver:

Gilbert JK. Word and Person Effects on Decoding Accuracy. [Internet] [Doctoral dissertation]. Vanderbilt University; 2010. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1803/13433.

Council of Science Editors:

Gilbert JK. Word and Person Effects on Decoding Accuracy. [Doctoral Dissertation]. Vanderbilt University; 2010. Available from: http://hdl.handle.net/1803/13433


Vanderbilt University

15. Wong, Alan Chun-Nang. The effect of different training experiences on object recognition in the visual system.

Degree: PhD, Psychology, 2007, Vanderbilt University

 Functional specialization occurs in the visual object recognition system in terms of specific behavioral phenomena assoicated with different object categories, and their selective activations of… (more)

Subjects/Keywords: Human information processing; eccentricity; fMRI; Face perception; Visual perception  – Study and teaching; Categorization (Psychology)

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APA (6th Edition):

Wong, A. C. (2007). The effect of different training experiences on object recognition in the visual system. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13803

Chicago Manual of Style (16th Edition):

Wong, Alan Chun-Nang. “The effect of different training experiences on object recognition in the visual system.” 2007. Doctoral Dissertation, Vanderbilt University. Accessed November 28, 2020. http://hdl.handle.net/1803/13803.

MLA Handbook (7th Edition):

Wong, Alan Chun-Nang. “The effect of different training experiences on object recognition in the visual system.” 2007. Web. 28 Nov 2020.

Vancouver:

Wong AC. The effect of different training experiences on object recognition in the visual system. [Internet] [Doctoral dissertation]. Vanderbilt University; 2007. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1803/13803.

Council of Science Editors:

Wong AC. The effect of different training experiences on object recognition in the visual system. [Doctoral Dissertation]. Vanderbilt University; 2007. Available from: http://hdl.handle.net/1803/13803


Vanderbilt University

16. Maggin, Daniel Montagne. A comparison of teacher and student responsiveness for students at high and low risk for externalizing behavior problems.

Degree: PhD, Special Education, 2009, Vanderbilt University

 Students at risk for developing externalizing behavior disorders (EBD) are among the most challenging students to teach. The combination of instructional and behavioral demands that… (more)

Subjects/Keywords: teacher-student interactions; sequential analysis; general education; externalizing behavior; classroom behavior

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APA (6th Edition):

Maggin, D. M. (2009). A comparison of teacher and student responsiveness for students at high and low risk for externalizing behavior problems. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13057

Chicago Manual of Style (16th Edition):

Maggin, Daniel Montagne. “A comparison of teacher and student responsiveness for students at high and low risk for externalizing behavior problems.” 2009. Doctoral Dissertation, Vanderbilt University. Accessed November 28, 2020. http://hdl.handle.net/1803/13057.

MLA Handbook (7th Edition):

Maggin, Daniel Montagne. “A comparison of teacher and student responsiveness for students at high and low risk for externalizing behavior problems.” 2009. Web. 28 Nov 2020.

Vancouver:

Maggin DM. A comparison of teacher and student responsiveness for students at high and low risk for externalizing behavior problems. [Internet] [Doctoral dissertation]. Vanderbilt University; 2009. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1803/13057.

Council of Science Editors:

Maggin DM. A comparison of teacher and student responsiveness for students at high and low risk for externalizing behavior problems. [Doctoral Dissertation]. Vanderbilt University; 2009. Available from: http://hdl.handle.net/1803/13057

.