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

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Vanderbilt University

1. Patton III, Samuel Allen. Embedding Explicit Instruction of Transfer to Improve At-Risk Students’ Reading Comprehension in Informational Texts.

Degree: PhD, Special Education, 2019, Vanderbilt University

 The capacity to read nonfiction text with understanding is of obvious and vital importance, yet many students struggle to do so. This randomized control trial… (more)

Subjects/Keywords: reading intervention; reading comprehension; elementary

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APA (6th Edition):

Patton III, S. A. (2019). Embedding Explicit Instruction of Transfer to Improve At-Risk Students’ Reading Comprehension in Informational Texts. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14128

Chicago Manual of Style (16th Edition):

Patton III, Samuel Allen. “Embedding Explicit Instruction of Transfer to Improve At-Risk Students’ Reading Comprehension in Informational Texts.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed April 18, 2021. http://hdl.handle.net/1803/14128.

MLA Handbook (7th Edition):

Patton III, Samuel Allen. “Embedding Explicit Instruction of Transfer to Improve At-Risk Students’ Reading Comprehension in Informational Texts.” 2019. Web. 18 Apr 2021.

Vancouver:

Patton III SA. Embedding Explicit Instruction of Transfer to Improve At-Risk Students’ Reading Comprehension in Informational Texts. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/1803/14128.

Council of Science Editors:

Patton III SA. Embedding Explicit Instruction of Transfer to Improve At-Risk Students’ Reading Comprehension in Informational Texts. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://hdl.handle.net/1803/14128


Vanderbilt University

2. Hendricks, Emma Lu. Predicting Poor Readers’ Response to a Multi-Component Reading Comprehension Intervention.

Degree: PhD, Special Education, 2019, Vanderbilt University

 This study’s primary purpose was to identify predictors of response to a multi-component reading comprehension intervention in a sample of poor readers in grades 4-5.… (more)

Subjects/Keywords: near transfer; strategy instruction; reading comprehension; expository text; intervention; poor comprehenders

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APA (6th Edition):

Hendricks, E. L. (2019). Predicting Poor Readers’ Response to a Multi-Component Reading Comprehension Intervention. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11088

Chicago Manual of Style (16th Edition):

Hendricks, Emma Lu. “Predicting Poor Readers’ Response to a Multi-Component Reading Comprehension Intervention.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed April 18, 2021. http://hdl.handle.net/1803/11088.

MLA Handbook (7th Edition):

Hendricks, Emma Lu. “Predicting Poor Readers’ Response to a Multi-Component Reading Comprehension Intervention.” 2019. Web. 18 Apr 2021.

Vancouver:

Hendricks EL. Predicting Poor Readers’ Response to a Multi-Component Reading Comprehension Intervention. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/1803/11088.

Council of Science Editors:

Hendricks EL. Predicting Poor Readers’ Response to a Multi-Component Reading Comprehension Intervention. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://hdl.handle.net/1803/11088


Vanderbilt University

3. Krowka, Sarah Kathryn. Cognitive Profiles of Inadequate Responders to Fractions Intervention.

Degree: PhD, Special Education, 2019, Vanderbilt University

 The purpose of the study was to explore the cognitive profiles associated with inadequate responsiveness to fractions intervention on 3 fractions outcomes (calculations, ordering, and… (more)

Subjects/Keywords: cognitive profile; mathematics; learning disabilities; fractions

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APA (6th Edition):

Krowka, S. K. (2019). Cognitive Profiles of Inadequate Responders to Fractions Intervention. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11722

Chicago Manual of Style (16th Edition):

Krowka, Sarah Kathryn. “Cognitive Profiles of Inadequate Responders to Fractions Intervention.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed April 18, 2021. http://hdl.handle.net/1803/11722.

MLA Handbook (7th Edition):

Krowka, Sarah Kathryn. “Cognitive Profiles of Inadequate Responders to Fractions Intervention.” 2019. Web. 18 Apr 2021.

Vancouver:

Krowka SK. Cognitive Profiles of Inadequate Responders to Fractions Intervention. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/1803/11722.

Council of Science Editors:

Krowka SK. Cognitive Profiles of Inadequate Responders to Fractions Intervention. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://hdl.handle.net/1803/11722


Vanderbilt University

4. 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 April 18, 2021. http://hdl.handle.net/1803/10902.

MLA Handbook (7th Edition):

Collins, Alyson Alexander. “Performance Variations Across Response Formats on Reading Comprehension Assessments.” 2015. Web. 18 Apr 2021.

Vancouver:

Collins AA. Performance Variations Across Response Formats on Reading Comprehension Assessments. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2021 Apr 18]. 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

5. Gilmour, Allison Frances. Examining the Inclusion of Students with Disabilities and Teacher Attrition.

Degree: PhD, Special Education, 2017, Vanderbilt University

 Prior research has examined how students with disabilities influence their peers’ academic and behavioral outcomes but little current research has examined how students with disabilities… (more)

Subjects/Keywords: teacher labor markets; teacher attrition; teacher turnover; inclusion; special education

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APA (6th Edition):

Gilmour, A. F. (2017). Examining the Inclusion of Students with Disabilities and Teacher Attrition. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10685

Chicago Manual of Style (16th Edition):

Gilmour, Allison Frances. “Examining the Inclusion of Students with Disabilities and Teacher Attrition.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed April 18, 2021. http://hdl.handle.net/1803/10685.

MLA Handbook (7th Edition):

Gilmour, Allison Frances. “Examining the Inclusion of Students with Disabilities and Teacher Attrition.” 2017. Web. 18 Apr 2021.

Vancouver:

Gilmour AF. Examining the Inclusion of Students with Disabilities and Teacher Attrition. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/1803/10685.

Council of Science Editors:

Gilmour AF. Examining the Inclusion of Students with Disabilities and Teacher Attrition. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/10685


Vanderbilt University

6. Malone, Amelia Schneider. Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students.

Degree: PhD, Special Education, 2014, Vanderbilt University

 The study had four purposes: (a) to describe fraction ordering errors among 227 at-risk 4th-grade students; (b) to examine performance differences among 3 cohorts; (c)… (more)

Subjects/Keywords: special education; mathematics education; error analysis

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APA (6th Edition):

Malone, A. S. (2014). Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12478

Chicago Manual of Style (16th Edition):

Malone, Amelia Schneider. “Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed April 18, 2021. http://hdl.handle.net/1803/12478.

MLA Handbook (7th Edition):

Malone, Amelia Schneider. “Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students.” 2014. Web. 18 Apr 2021.

Vancouver:

Malone AS. Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/1803/12478.

Council of Science Editors:

Malone AS. Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/12478


Vanderbilt University

7. Peng, Peng. Drill and Practice Versus Rehearsal: An Experimental Study of Two Approaches to Strengthen Verbal Working Memory and Comprehension among Young Children.

Degree: PhD, Special Education, 2014, Vanderbilt University

 Researchers are increasingly interested in working memory (WM) training. However, it remains unclear whether it strengthens WM and comprehension among young children. We investigated whether… (more)

Subjects/Keywords: drill and practice; verbal working memory; young children; listening comprehension; rehearsal strategy

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APA (6th Edition):

Peng, P. (2014). Drill and Practice Versus Rehearsal: An Experimental Study of Two Approaches to Strengthen Verbal Working Memory and Comprehension among Young Children. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10603

Chicago Manual of Style (16th Edition):

Peng, Peng. “Drill and Practice Versus Rehearsal: An Experimental Study of Two Approaches to Strengthen Verbal Working Memory and Comprehension among Young Children.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed April 18, 2021. http://hdl.handle.net/1803/10603.

MLA Handbook (7th Edition):

Peng, Peng. “Drill and Practice Versus Rehearsal: An Experimental Study of Two Approaches to Strengthen Verbal Working Memory and Comprehension among Young Children.” 2014. Web. 18 Apr 2021.

Vancouver:

Peng P. Drill and Practice Versus Rehearsal: An Experimental Study of Two Approaches to Strengthen Verbal Working Memory and Comprehension among Young Children. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/1803/10603.

Council of Science Editors:

Peng P. Drill and Practice Versus Rehearsal: An Experimental Study of Two Approaches to Strengthen Verbal Working Memory and Comprehension among Young Children. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/10603


Vanderbilt University

8. Lindström, Esther Ritva. Reading Instruction Provided to Children with Intellectual Disability: An Observation Study.

Degree: PhD, Special Education, 2017, Vanderbilt University

 This study documents the content and quality of reading instruction provided to students with intellectual disability in kindergarten through third grade. Seven special education teachers… (more)

Subjects/Keywords: reading; mixed method; special education; intellectual disability; reading instruction; observation

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APA (6th Edition):

Lindström, E. R. (2017). Reading Instruction Provided to Children with Intellectual Disability: An Observation Study. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13696

Chicago Manual of Style (16th Edition):

Lindström, Esther Ritva. “Reading Instruction Provided to Children with Intellectual Disability: An Observation Study.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed April 18, 2021. http://hdl.handle.net/1803/13696.

MLA Handbook (7th Edition):

Lindström, Esther Ritva. “Reading Instruction Provided to Children with Intellectual Disability: An Observation Study.” 2017. Web. 18 Apr 2021.

Vancouver:

Lindström ER. Reading Instruction Provided to Children with Intellectual Disability: An Observation Study. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/1803/13696.

Council of Science Editors:

Lindström ER. Reading Instruction Provided to Children with Intellectual Disability: An Observation Study. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/13696


Vanderbilt University

9. 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 April 18, 2021. 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. 18 Apr 2021.

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 2021 Apr 18]. 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

10. 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 April 18, 2021. 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. 18 Apr 2021.

Vancouver:

Cho E. Construct and incremental validity of dynamic assessment of decoding within and across domains. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2021 Apr 18]. 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

11. Lemons, Christopher Jay. Exploring the Effectiveness of Phonics-Based Instruction for Children with Down Syndrome.

Degree: PhD, Special Education, 2008, Vanderbilt University

 Practitioners are increasingly expected to provide reading instruction to students with cognitive disabilities to help them become literate. Whereas a phonics-based approach to reading instruction… (more)

Subjects/Keywords: Down syndrome; reading; phonics; mental retardation; individual growth modeling

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APA (6th Edition):

Lemons, C. J. (2008). Exploring the Effectiveness of Phonics-Based Instruction for Children with Down Syndrome. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14138

Chicago Manual of Style (16th Edition):

Lemons, Christopher Jay. “Exploring the Effectiveness of Phonics-Based Instruction for Children with Down Syndrome.” 2008. Doctoral Dissertation, Vanderbilt University. Accessed April 18, 2021. http://hdl.handle.net/1803/14138.

MLA Handbook (7th Edition):

Lemons, Christopher Jay. “Exploring the Effectiveness of Phonics-Based Instruction for Children with Down Syndrome.” 2008. Web. 18 Apr 2021.

Vancouver:

Lemons CJ. Exploring the Effectiveness of Phonics-Based Instruction for Children with Down Syndrome. [Internet] [Doctoral dissertation]. Vanderbilt University; 2008. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/1803/14138.

Council of Science Editors:

Lemons CJ. Exploring the Effectiveness of Phonics-Based Instruction for Children with Down Syndrome. [Doctoral Dissertation]. Vanderbilt University; 2008. Available from: http://hdl.handle.net/1803/14138


Vanderbilt University

12. Stein, Marc Landon. Race-Ethnicity and Socioeconomic Status in Contemporary Educational Policy.

Degree: PhD, Leadership and Policy Studies, 2009, Vanderbilt University

 This dissertation uses a sociological lens to investigate the roles that race-ethnicity and socioeconomic status — at the individual, school and neighborhood levels—play in three… (more)

Subjects/Keywords: school choice; seasonal learning; charter schools; instruction

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APA (6th Edition):

Stein, M. L. (2009). Race-Ethnicity and Socioeconomic Status in Contemporary Educational Policy. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13301

Chicago Manual of Style (16th Edition):

Stein, Marc Landon. “Race-Ethnicity and Socioeconomic Status in Contemporary Educational Policy.” 2009. Doctoral Dissertation, Vanderbilt University. Accessed April 18, 2021. http://hdl.handle.net/1803/13301.

MLA Handbook (7th Edition):

Stein, Marc Landon. “Race-Ethnicity and Socioeconomic Status in Contemporary Educational Policy.” 2009. Web. 18 Apr 2021.

Vancouver:

Stein ML. Race-Ethnicity and Socioeconomic Status in Contemporary Educational Policy. [Internet] [Doctoral dissertation]. Vanderbilt University; 2009. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/1803/13301.

Council of Science Editors:

Stein ML. Race-Ethnicity and Socioeconomic Status in Contemporary Educational Policy. [Doctoral Dissertation]. Vanderbilt University; 2009. Available from: http://hdl.handle.net/1803/13301


Vanderbilt University

13. Caffrey, Erin. A comparison of dynamic assessment and progress monitoring in the prediction of reading achievement for students in kindergarten and first grade.

Degree: EdD, Special Education, 2006, Vanderbilt University

 SPECIAL EDUCATION A COMPARISON OF DYNAMIC ASSESSMENT AND PROGRESS MONITORING IN THE PREDICTION OF READING ACHIEVEMENT FOR STUDENTS IN KINDERGARTEN AND FIRST GRADE ERIN CAFFREY… (more)

Subjects/Keywords: Assessment; Progress Monitoring; Dynamic Assessment; Reading

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APA (6th Edition):

Caffrey, E. (2006). A comparison of dynamic assessment and progress monitoring in the prediction of reading achievement for students in kindergarten and first grade. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14792

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):

Caffrey, Erin. “A comparison of dynamic assessment and progress monitoring in the prediction of reading achievement for students in kindergarten and first grade.” 2006. Thesis, Vanderbilt University. Accessed April 18, 2021. http://hdl.handle.net/1803/14792.

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

MLA Handbook (7th Edition):

Caffrey, Erin. “A comparison of dynamic assessment and progress monitoring in the prediction of reading achievement for students in kindergarten and first grade.” 2006. Web. 18 Apr 2021.

Vancouver:

Caffrey E. A comparison of dynamic assessment and progress monitoring in the prediction of reading achievement for students in kindergarten and first grade. [Internet] [Thesis]. Vanderbilt University; 2006. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/1803/14792.

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

Council of Science Editors:

Caffrey E. A comparison of dynamic assessment and progress monitoring in the prediction of reading achievement for students in kindergarten and first grade. [Thesis]. Vanderbilt University; 2006. Available from: http://hdl.handle.net/1803/14792

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


Vanderbilt University

14. 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 April 18, 2021. http://hdl.handle.net/1803/14027.

MLA Handbook (7th Edition):

Kearns, Devin McCready. “Describing the cognitive characteristics of reading disability.” 2010. Web. 18 Apr 2021.

Vancouver:

Kearns DM. Describing the cognitive characteristics of reading disability. [Internet] [Doctoral dissertation]. Vanderbilt University; 2010. [cited 2021 Apr 18]. 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

15. Zumeta, Rebecca O'Rand. Enhancing the Accuracy of Kindergarten Screening.

Degree: PhD, Special Education, 2010, Vanderbilt University

 The Phoneme Segmentation Fluency (PSF) subtest of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) has acceptable reliability and moderate validity, but limited diagnostic… (more)

Subjects/Keywords: dynamic assessment; PSF; phoneme segmentation fluency; DIBELS; screening

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APA (6th Edition):

Zumeta, R. O. (2010). Enhancing the Accuracy of Kindergarten Screening. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13943

Chicago Manual of Style (16th Edition):

Zumeta, Rebecca O'Rand. “Enhancing the Accuracy of Kindergarten Screening.” 2010. Doctoral Dissertation, Vanderbilt University. Accessed April 18, 2021. http://hdl.handle.net/1803/13943.

MLA Handbook (7th Edition):

Zumeta, Rebecca O'Rand. “Enhancing the Accuracy of Kindergarten Screening.” 2010. Web. 18 Apr 2021.

Vancouver:

Zumeta RO. Enhancing the Accuracy of Kindergarten Screening. [Internet] [Doctoral dissertation]. Vanderbilt University; 2010. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/1803/13943.

Council of Science Editors:

Zumeta RO. Enhancing the Accuracy of Kindergarten Screening. [Doctoral Dissertation]. Vanderbilt University; 2010. Available from: http://hdl.handle.net/1803/13943


Vanderbilt University

16. Yang, Jiaxiu. A meta-analysis of the effects of interventions to increase reading fluency among elementary school students.

Degree: PhD, Education & Human Development, 2006, Vanderbilt University

 This meta-analysis reviews research published between 1966 and 2001 that explores the effects of various reading treatments on the reading fluency of elementary school students.… (more)

Subjects/Keywords: multiple treatment studies; previewing; effect size coding; peer tutoring; repeated reading; reading problems; fluency theories; multiple regression; effect size coding; effect size adjustment

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APA (6th Edition):

Yang, J. (2006). A meta-analysis of the effects of interventions to increase reading fluency among elementary school students. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13729

Chicago Manual of Style (16th Edition):

Yang, Jiaxiu. “A meta-analysis of the effects of interventions to increase reading fluency among elementary school students.” 2006. Doctoral Dissertation, Vanderbilt University. Accessed April 18, 2021. http://hdl.handle.net/1803/13729.

MLA Handbook (7th Edition):

Yang, Jiaxiu. “A meta-analysis of the effects of interventions to increase reading fluency among elementary school students.” 2006. Web. 18 Apr 2021.

Vancouver:

Yang J. A meta-analysis of the effects of interventions to increase reading fluency among elementary school students. [Internet] [Doctoral dissertation]. Vanderbilt University; 2006. [cited 2021 Apr 18]. Available from: http://hdl.handle.net/1803/13729.

Council of Science Editors:

Yang J. A meta-analysis of the effects of interventions to increase reading fluency among elementary school students. [Doctoral Dissertation]. Vanderbilt University; 2006. Available from: http://hdl.handle.net/1803/13729

.