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You searched for subject:( Education Elementary Reading). Showing records 1 – 30 of 144394 total matches.

[1] [2] [3] [4] [5] … [4814]

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1. Morris, Elizabeth Wheeler. The effects of readers' theater on reading fluency and attitudes towards reading.

Degree: 2011, Saint Mary's College of California

  The purpose of this study was to examine the effects of Readers' Theater on second grade student's oral reading fluency and prosody, reading comprehension,… (more)

Subjects/Keywords: Theater; Education, Elementary; Education, Reading

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

APA (6th Edition):

Morris, E. W. (2011). The effects of readers' theater on reading fluency and attitudes towards reading. (Thesis). Saint Mary's College of California. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1502793

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):

Morris, Elizabeth Wheeler. “The effects of readers' theater on reading fluency and attitudes towards reading.” 2011. Thesis, Saint Mary's College of California. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=1502793.

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

MLA Handbook (7th Edition):

Morris, Elizabeth Wheeler. “The effects of readers' theater on reading fluency and attitudes towards reading.” 2011. Web. 15 Dec 2017.

Vancouver:

Morris EW. The effects of readers' theater on reading fluency and attitudes towards reading. [Internet] [Thesis]. Saint Mary's College of California; 2011. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1502793.

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

Council of Science Editors:

Morris EW. The effects of readers' theater on reading fluency and attitudes towards reading. [Thesis]. Saint Mary's College of California; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1502793

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


The University of Oklahoma

2. Dewoody, Marilyn Tignor. A program evaluation of Developmental First Grade and Reading Recovery.

Degree: 2011, The University of Oklahoma

  This program evaluation investigated differences in reading achievement for students receiving Reading Recovery or Developmental First Grade. The researcher examined DRA reading scores during… (more)

Subjects/Keywords: Education, Elementary; Education, Reading

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

APA (6th Edition):

Dewoody, M. T. (2011). A program evaluation of Developmental First Grade and Reading Recovery. (Thesis). The University of Oklahoma. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3454012

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):

Dewoody, Marilyn Tignor. “A program evaluation of Developmental First Grade and Reading Recovery.” 2011. Thesis, The University of Oklahoma. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3454012.

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

MLA Handbook (7th Edition):

Dewoody, Marilyn Tignor. “A program evaluation of Developmental First Grade and Reading Recovery.” 2011. Web. 15 Dec 2017.

Vancouver:

Dewoody MT. A program evaluation of Developmental First Grade and Reading Recovery. [Internet] [Thesis]. The University of Oklahoma; 2011. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3454012.

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

Council of Science Editors:

Dewoody MT. A program evaluation of Developmental First Grade and Reading Recovery. [Thesis]. The University of Oklahoma; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3454012

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

3. Kelly, Clarissa. Implementation of reading improvement strategies at a small elementary school in a rural area.

Degree: 2009, Nova Southeastern University

  This applied dissertation was designed to improve reading achievement of 2nd- and 3rd-grade students in 2004–2005. For 6 years, on end-of-grade tests, no higher… (more)

Subjects/Keywords: Education, Elementary; Education, Reading

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

APA (6th Edition):

Kelly, C. (2009). Implementation of reading improvement strategies at a small elementary school in a rural area. (Thesis). Nova Southeastern University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3345061

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):

Kelly, Clarissa. “Implementation of reading improvement strategies at a small elementary school in a rural area.” 2009. Thesis, Nova Southeastern University. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3345061.

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

MLA Handbook (7th Edition):

Kelly, Clarissa. “Implementation of reading improvement strategies at a small elementary school in a rural area.” 2009. Web. 15 Dec 2017.

Vancouver:

Kelly C. Implementation of reading improvement strategies at a small elementary school in a rural area. [Internet] [Thesis]. Nova Southeastern University; 2009. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3345061.

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

Council of Science Editors:

Kelly C. Implementation of reading improvement strategies at a small elementary school in a rural area. [Thesis]. Nova Southeastern University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3345061

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

4. Arnold, Theresa F. The effects of early reading interventions on student reading levels and achievement.

Degree: 2010, Lindenwood University

  The purpose of this study was to investigate the academic impact of reading interventions provided to kindergarten through third grade students identified as at-risk… (more)

Subjects/Keywords: Education, Elementary; Education, Reading

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

APA (6th Edition):

Arnold, T. F. (2010). The effects of early reading interventions on student reading levels and achievement. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3380429

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):

Arnold, Theresa F. “The effects of early reading interventions on student reading levels and achievement.” 2010. Thesis, Lindenwood University. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3380429.

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

MLA Handbook (7th Edition):

Arnold, Theresa F. “The effects of early reading interventions on student reading levels and achievement.” 2010. Web. 15 Dec 2017.

Vancouver:

Arnold TF. The effects of early reading interventions on student reading levels and achievement. [Internet] [Thesis]. Lindenwood University; 2010. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3380429.

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

Council of Science Editors:

Arnold TF. The effects of early reading interventions on student reading levels and achievement. [Thesis]. Lindenwood University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3380429

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

5. Haag Guyne, Rebecca Josephine. The implementation of interventions and strategies for children who struggle with reading utilizing the Read 180 program.

Degree: 2010, Lindenwood University

  All children can learn if given the opportunity, correct assistance, and appropriate instruction. Finding the learning tools which will enhance and encourage learning is… (more)

Subjects/Keywords: Education, Elementary; Education, Reading

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

APA (6th Edition):

Haag Guyne, R. J. (2010). The implementation of interventions and strategies for children who struggle with reading utilizing the Read 180 program. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3389735

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):

Haag Guyne, Rebecca Josephine. “The implementation of interventions and strategies for children who struggle with reading utilizing the Read 180 program.” 2010. Thesis, Lindenwood University. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3389735.

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

MLA Handbook (7th Edition):

Haag Guyne, Rebecca Josephine. “The implementation of interventions and strategies for children who struggle with reading utilizing the Read 180 program.” 2010. Web. 15 Dec 2017.

Vancouver:

Haag Guyne RJ. The implementation of interventions and strategies for children who struggle with reading utilizing the Read 180 program. [Internet] [Thesis]. Lindenwood University; 2010. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3389735.

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

Council of Science Editors:

Haag Guyne RJ. The implementation of interventions and strategies for children who struggle with reading utilizing the Read 180 program. [Thesis]. Lindenwood University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3389735

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

6. Sullivan, Sunshine R. Classroom talk in a fourth grade inclusive rural learning community.

Degree: 2012, State University of New York at Buffalo

  In this qualitative research study, I investigated a fourth grade inclusive rural learning community and patterns of classroom talk across two differently informed types… (more)

Subjects/Keywords: Education, Elementary; Education, Reading

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

APA (6th Edition):

Sullivan, S. R. (2012). Classroom talk in a fourth grade inclusive rural learning community. (Thesis). State University of New York at Buffalo. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3541160

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):

Sullivan, Sunshine R. “Classroom talk in a fourth grade inclusive rural learning community.” 2012. Thesis, State University of New York at Buffalo. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3541160.

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

MLA Handbook (7th Edition):

Sullivan, Sunshine R. “Classroom talk in a fourth grade inclusive rural learning community.” 2012. Web. 15 Dec 2017.

Vancouver:

Sullivan SR. Classroom talk in a fourth grade inclusive rural learning community. [Internet] [Thesis]. State University of New York at Buffalo; 2012. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3541160.

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

Council of Science Editors:

Sullivan SR. Classroom talk in a fourth grade inclusive rural learning community. [Thesis]. State University of New York at Buffalo; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3541160

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

7. Bland, Adrienne Lynn. Outcome Evaluation of The Instant Word Notebook.

Degree: 2012, Lindenwood University

  The Instant Word Notebook study was a program evaluation completed by two educators who saw a need for an instructional tool to teach and… (more)

Subjects/Keywords: Education, Elementary; Education, Reading

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

APA (6th Edition):

Bland, A. L. (2012). Outcome Evaluation of The Instant Word Notebook. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3544020

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):

Bland, Adrienne Lynn. “Outcome Evaluation of The Instant Word Notebook.” 2012. Thesis, Lindenwood University. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3544020.

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

MLA Handbook (7th Edition):

Bland, Adrienne Lynn. “Outcome Evaluation of The Instant Word Notebook.” 2012. Web. 15 Dec 2017.

Vancouver:

Bland AL. Outcome Evaluation of The Instant Word Notebook. [Internet] [Thesis]. Lindenwood University; 2012. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3544020.

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

Council of Science Editors:

Bland AL. Outcome Evaluation of The Instant Word Notebook. [Thesis]. Lindenwood University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3544020

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


Liberty University

8. Blackmon, Cheryl McClure. The efficacy of Foundations & Frameworks on elementary students' reading achievement in urban Christian schools.

Degree: 2008, Liberty University

  This study was designed to assess the efficacy of <i>Foundations & Frameworks</i> (F&F), an instructional program emphasizing reading comprehension, on fourth and fifth grade… (more)

Subjects/Keywords: Education, Elementary; Education, Reading

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

APA (6th Edition):

Blackmon, C. M. (2008). The efficacy of Foundations & Frameworks on elementary students' reading achievement in urban Christian schools. (Thesis). Liberty University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3297584

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):

Blackmon, Cheryl McClure. “The efficacy of Foundations & Frameworks on elementary students' reading achievement in urban Christian schools.” 2008. Thesis, Liberty University. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3297584.

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

MLA Handbook (7th Edition):

Blackmon, Cheryl McClure. “The efficacy of Foundations & Frameworks on elementary students' reading achievement in urban Christian schools.” 2008. Web. 15 Dec 2017.

Vancouver:

Blackmon CM. The efficacy of Foundations & Frameworks on elementary students' reading achievement in urban Christian schools. [Internet] [Thesis]. Liberty University; 2008. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3297584.

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

Council of Science Editors:

Blackmon CM. The efficacy of Foundations & Frameworks on elementary students' reading achievement in urban Christian schools. [Thesis]. Liberty University; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3297584

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

9. Roberts, Jeannie Ellen. Process evaluation of the Instant Word Notebook.

Degree: 2010, Lindenwood University

  This program evaluation of The Instant Word Notebook was conducted by two educators who created an instructional tool to teach and assess the most… (more)

Subjects/Keywords: Education, Elementary; Education, Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Roberts, J. E. (2010). Process evaluation of the Instant Word Notebook. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3426997

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):

Roberts, Jeannie Ellen. “Process evaluation of the Instant Word Notebook.” 2010. Thesis, Lindenwood University. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3426997.

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

MLA Handbook (7th Edition):

Roberts, Jeannie Ellen. “Process evaluation of the Instant Word Notebook.” 2010. Web. 15 Dec 2017.

Vancouver:

Roberts JE. Process evaluation of the Instant Word Notebook. [Internet] [Thesis]. Lindenwood University; 2010. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3426997.

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

Council of Science Editors:

Roberts JE. Process evaluation of the Instant Word Notebook. [Thesis]. Lindenwood University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3426997

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

10. Gillan-Sanderson, Nicole A. A Study of the Effect of Additional Reading Assistance on Student Achievement.

Degree: 2012, Lindenwood University

  This study describes a procedure one school district used to increase students' reading abilities through reviewing data and adjusting the instruction to give students… (more)

Subjects/Keywords: Education, Elementary; Education, Reading

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

APA (6th Edition):

Gillan-Sanderson, N. A. (2012). A Study of the Effect of Additional Reading Assistance on Student Achievement. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3510378

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):

Gillan-Sanderson, Nicole A. “A Study of the Effect of Additional Reading Assistance on Student Achievement.” 2012. Thesis, Lindenwood University. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3510378.

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

MLA Handbook (7th Edition):

Gillan-Sanderson, Nicole A. “A Study of the Effect of Additional Reading Assistance on Student Achievement.” 2012. Web. 15 Dec 2017.

Vancouver:

Gillan-Sanderson NA. A Study of the Effect of Additional Reading Assistance on Student Achievement. [Internet] [Thesis]. Lindenwood University; 2012. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3510378.

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

Council of Science Editors:

Gillan-Sanderson NA. A Study of the Effect of Additional Reading Assistance on Student Achievement. [Thesis]. Lindenwood University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3510378

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

11. Harms, Paula J. Improving K-2 reading instruction through the use of a coaching model with onsite professional development| An action research study.

Degree: 2013, Capella University

Reading instruction at the K-2 grade levels is of utmost importance for a student's education. The foundational skills acquired during this time period will… (more)

Subjects/Keywords: Education, Elementary; Education, Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Harms, P. J. (2013). Improving K-2 reading instruction through the use of a coaching model with onsite professional development| An action research study. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3596147

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):

Harms, Paula J. “Improving K-2 reading instruction through the use of a coaching model with onsite professional development| An action research study.” 2013. Thesis, Capella University. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3596147.

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

MLA Handbook (7th Edition):

Harms, Paula J. “Improving K-2 reading instruction through the use of a coaching model with onsite professional development| An action research study.” 2013. Web. 15 Dec 2017.

Vancouver:

Harms PJ. Improving K-2 reading instruction through the use of a coaching model with onsite professional development| An action research study. [Internet] [Thesis]. Capella University; 2013. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3596147.

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

Council of Science Editors:

Harms PJ. Improving K-2 reading instruction through the use of a coaching model with onsite professional development| An action research study. [Thesis]. Capella University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3596147

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

12. Fedor, Linda C. The Relationship between the Level of Implementation of Scientifically Based Reading Instructional Practices in K-3 and Grade 3 Pennsylvania System of School Assessment Reading Achievement in Northeastern Pennsylvania.

Degree: 2014, Wilkes University

  In 2000, the National Reading Panel (NRP) identified scientifically based reading instructional practices in the five key areas of phonemic awareness, phonics, fluency vocabulary,… (more)

Subjects/Keywords: Education, Elementary; Education, Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fedor, L. C. (2014). The Relationship between the Level of Implementation of Scientifically Based Reading Instructional Practices in K-3 and Grade 3 Pennsylvania System of School Assessment Reading Achievement in Northeastern Pennsylvania. (Thesis). Wilkes University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3602332

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):

Fedor, Linda C. “The Relationship between the Level of Implementation of Scientifically Based Reading Instructional Practices in K-3 and Grade 3 Pennsylvania System of School Assessment Reading Achievement in Northeastern Pennsylvania.” 2014. Thesis, Wilkes University. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3602332.

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

MLA Handbook (7th Edition):

Fedor, Linda C. “The Relationship between the Level of Implementation of Scientifically Based Reading Instructional Practices in K-3 and Grade 3 Pennsylvania System of School Assessment Reading Achievement in Northeastern Pennsylvania.” 2014. Web. 15 Dec 2017.

Vancouver:

Fedor LC. The Relationship between the Level of Implementation of Scientifically Based Reading Instructional Practices in K-3 and Grade 3 Pennsylvania System of School Assessment Reading Achievement in Northeastern Pennsylvania. [Internet] [Thesis]. Wilkes University; 2014. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3602332.

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

Council of Science Editors:

Fedor LC. The Relationship between the Level of Implementation of Scientifically Based Reading Instructional Practices in K-3 and Grade 3 Pennsylvania System of School Assessment Reading Achievement in Northeastern Pennsylvania. [Thesis]. Wilkes University; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3602332

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

13. Miller, Heidi Thomson. Evaluating the effectiveness of first grade literacy interventions| Reading Recovery and Leveled Literacy Intervention.

Degree: 2015, Bethel University

  This is a quantitative research project utilizing secondary data. Reading Recovery and Leveled Literacy Intervention are two early literacy interventions based on a whole… (more)

Subjects/Keywords: Education, Elementary; Education, Reading

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

APA (6th Edition):

Miller, H. T. (2015). Evaluating the effectiveness of first grade literacy interventions| Reading Recovery and Leveled Literacy Intervention. (Thesis). Bethel University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3690941

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):

Miller, Heidi Thomson. “Evaluating the effectiveness of first grade literacy interventions| Reading Recovery and Leveled Literacy Intervention.” 2015. Thesis, Bethel University. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3690941.

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

MLA Handbook (7th Edition):

Miller, Heidi Thomson. “Evaluating the effectiveness of first grade literacy interventions| Reading Recovery and Leveled Literacy Intervention.” 2015. Web. 15 Dec 2017.

Vancouver:

Miller HT. Evaluating the effectiveness of first grade literacy interventions| Reading Recovery and Leveled Literacy Intervention. [Internet] [Thesis]. Bethel University; 2015. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3690941.

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

Council of Science Editors:

Miller HT. Evaluating the effectiveness of first grade literacy interventions| Reading Recovery and Leveled Literacy Intervention. [Thesis]. Bethel University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3690941

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

14. Nash, Mykie C. Reading Achievement| A Study of Perceptions of First-Grade Teachers and the Relationship Between Attendance and Reading Achievement.

Degree: 2017, Lindenwood University

  This mixed-methods study included an in-depth look at the perceptions of first-grade teachers in southwest Missouri to gain insight into the knowledge, understanding, and… (more)

Subjects/Keywords: Elementary education; Reading instruction

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

APA (6th Edition):

Nash, M. C. (2017). Reading Achievement| A Study of Perceptions of First-Grade Teachers and the Relationship Between Attendance and Reading Achievement. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10283563

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):

Nash, Mykie C. “Reading Achievement| A Study of Perceptions of First-Grade Teachers and the Relationship Between Attendance and Reading Achievement.” 2017. Thesis, Lindenwood University. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10283563.

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

MLA Handbook (7th Edition):

Nash, Mykie C. “Reading Achievement| A Study of Perceptions of First-Grade Teachers and the Relationship Between Attendance and Reading Achievement.” 2017. Web. 15 Dec 2017.

Vancouver:

Nash MC. Reading Achievement| A Study of Perceptions of First-Grade Teachers and the Relationship Between Attendance and Reading Achievement. [Internet] [Thesis]. Lindenwood University; 2017. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10283563.

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

Council of Science Editors:

Nash MC. Reading Achievement| A Study of Perceptions of First-Grade Teachers and the Relationship Between Attendance and Reading Achievement. [Thesis]. Lindenwood University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10283563

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


University of California, Riverside

15. Patterson, Daniel Lee. An Investigation of the Effectiveness of an Orton-Gillingham Based Reading Intervention in Kindergarten and First Grade Using a Fuzzy Regression Discontinuity Design.

Degree: 2016, University of California, Riverside

  Delays in the development of early literacy skills are associated with a wrath of negative educational outcomes and so addressing such delays is one… (more)

Subjects/Keywords: Elementary education; Reading instruction

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APA (6th Edition):

Patterson, D. L. (2016). An Investigation of the Effectiveness of an Orton-Gillingham Based Reading Intervention in Kindergarten and First Grade Using a Fuzzy Regression Discontinuity Design. (Thesis). University of California, Riverside. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10153604

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):

Patterson, Daniel Lee. “An Investigation of the Effectiveness of an Orton-Gillingham Based Reading Intervention in Kindergarten and First Grade Using a Fuzzy Regression Discontinuity Design.” 2016. Thesis, University of California, Riverside. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10153604.

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

MLA Handbook (7th Edition):

Patterson, Daniel Lee. “An Investigation of the Effectiveness of an Orton-Gillingham Based Reading Intervention in Kindergarten and First Grade Using a Fuzzy Regression Discontinuity Design.” 2016. Web. 15 Dec 2017.

Vancouver:

Patterson DL. An Investigation of the Effectiveness of an Orton-Gillingham Based Reading Intervention in Kindergarten and First Grade Using a Fuzzy Regression Discontinuity Design. [Internet] [Thesis]. University of California, Riverside; 2016. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10153604.

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

Council of Science Editors:

Patterson DL. An Investigation of the Effectiveness of an Orton-Gillingham Based Reading Intervention in Kindergarten and First Grade Using a Fuzzy Regression Discontinuity Design. [Thesis]. University of California, Riverside; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10153604

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

16. Hardison, Ashley. Achieving Literacy Excellence through Identifying and Utilizing High Yield Strategies.

Degree: 2017, Pepperdine University

  The purpose of this study was to delve into the literacy instructional strategies of selected high-performing K-2 teachers in a Clark County, Nevada school… (more)

Subjects/Keywords: Elementary education; Reading instruction

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

APA (6th Edition):

Hardison, A. (2017). Achieving Literacy Excellence through Identifying and Utilizing High Yield Strategies. (Thesis). Pepperdine University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10640616

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):

Hardison, Ashley. “Achieving Literacy Excellence through Identifying and Utilizing High Yield Strategies.” 2017. Thesis, Pepperdine University. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10640616.

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

MLA Handbook (7th Edition):

Hardison, Ashley. “Achieving Literacy Excellence through Identifying and Utilizing High Yield Strategies.” 2017. Web. 15 Dec 2017.

Vancouver:

Hardison A. Achieving Literacy Excellence through Identifying and Utilizing High Yield Strategies. [Internet] [Thesis]. Pepperdine University; 2017. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10640616.

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

Council of Science Editors:

Hardison A. Achieving Literacy Excellence through Identifying and Utilizing High Yield Strategies. [Thesis]. Pepperdine University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10640616

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


Liberty University

17. Blackmon, Cheryl McClure. The Efficacy of Foundations & Frameworks on Elementary Students' Reading Achievement in Urban Christian Schools.

Degree: 2008, Liberty University

 This study was designed to assess the efficacy of Foundations & Frameworks (F&F), an instructional program emphasizing reading comprehension, on fourth and fifth grade students'… (more)

Subjects/Keywords: reading, elementary, urban schools, Christian schools, Philadelphia; Education, Elementary; Education, Reading

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

APA (6th Edition):

Blackmon, C. M. (2008). The Efficacy of Foundations & Frameworks on Elementary Students' Reading Achievement in Urban Christian Schools. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/68

Chicago Manual of Style (16th Edition):

Blackmon, Cheryl McClure. “The Efficacy of Foundations & Frameworks on Elementary Students' Reading Achievement in Urban Christian Schools.” 2008. Doctoral Dissertation, Liberty University. Accessed December 15, 2017. http://digitalcommons.liberty.edu/doctoral/68.

MLA Handbook (7th Edition):

Blackmon, Cheryl McClure. “The Efficacy of Foundations & Frameworks on Elementary Students' Reading Achievement in Urban Christian Schools.” 2008. Web. 15 Dec 2017.

Vancouver:

Blackmon CM. The Efficacy of Foundations & Frameworks on Elementary Students' Reading Achievement in Urban Christian Schools. [Internet] [Doctoral dissertation]. Liberty University; 2008. [cited 2017 Dec 15]. Available from: http://digitalcommons.liberty.edu/doctoral/68.

Council of Science Editors:

Blackmon CM. The Efficacy of Foundations & Frameworks on Elementary Students' Reading Achievement in Urban Christian Schools. [Doctoral Dissertation]. Liberty University; 2008. Available from: http://digitalcommons.liberty.edu/doctoral/68

18. Embrey, Stephanie Lee. Skill versus will| An investigation of a relationship between motivation to read, oral reading fluency, and demographics for third-grade elementary students.

Degree: 2011, Walden University

  With the demands of the No Child Left Behind legislation to utilize research-based instructional practices and teach all children to read by the end… (more)

Subjects/Keywords: Education, Elementary; Education, Educational Psychology; Education, Reading

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

APA (6th Edition):

Embrey, S. L. (2011). Skill versus will| An investigation of a relationship between motivation to read, oral reading fluency, and demographics for third-grade elementary students. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3445344

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):

Embrey, Stephanie Lee. “Skill versus will| An investigation of a relationship between motivation to read, oral reading fluency, and demographics for third-grade elementary students.” 2011. Thesis, Walden University. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3445344.

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

MLA Handbook (7th Edition):

Embrey, Stephanie Lee. “Skill versus will| An investigation of a relationship between motivation to read, oral reading fluency, and demographics for third-grade elementary students.” 2011. Web. 15 Dec 2017.

Vancouver:

Embrey SL. Skill versus will| An investigation of a relationship between motivation to read, oral reading fluency, and demographics for third-grade elementary students. [Internet] [Thesis]. Walden University; 2011. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3445344.

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

Council of Science Editors:

Embrey SL. Skill versus will| An investigation of a relationship between motivation to read, oral reading fluency, and demographics for third-grade elementary students. [Thesis]. Walden University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3445344

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

19. Harris, Eileen. Evaluating the efficacy of reading fluency education.

Degree: 2011, University of Southern Maine

  Students with weak reading skills are at risk for school difficulty. Among the indicators of reading difficulty, reading fluency is a strong predictor of… (more)

Subjects/Keywords: Education, Instructional Design; Education, Elementary; Education, Reading

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

APA (6th Edition):

Harris, E. (2011). Evaluating the efficacy of reading fluency education. (Thesis). University of Southern Maine. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3449457

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):

Harris, Eileen. “Evaluating the efficacy of reading fluency education.” 2011. Thesis, University of Southern Maine. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3449457.

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

MLA Handbook (7th Edition):

Harris, Eileen. “Evaluating the efficacy of reading fluency education.” 2011. Web. 15 Dec 2017.

Vancouver:

Harris E. Evaluating the efficacy of reading fluency education. [Internet] [Thesis]. University of Southern Maine; 2011. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3449457.

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

Council of Science Editors:

Harris E. Evaluating the efficacy of reading fluency education. [Thesis]. University of Southern Maine; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3449457

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

20. Burris, LaPonya Alexandria. A Case Study of Differentiated Instruction in Upper Elementary Mathematics and Reading Classrooms.

Degree: 2011, Walden University

Elementary students in one school have shown a decline in proficient and advanced performance on statewide assessments. This decline increased for reading and mathematics… (more)

Subjects/Keywords: Education, Mathematics; Education, Elementary; Education, Reading

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

APA (6th Edition):

Burris, L. A. (2011). A Case Study of Differentiated Instruction in Upper Elementary Mathematics and Reading Classrooms. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3469057

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):

Burris, LaPonya Alexandria. “A Case Study of Differentiated Instruction in Upper Elementary Mathematics and Reading Classrooms.” 2011. Thesis, Walden University. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3469057.

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

MLA Handbook (7th Edition):

Burris, LaPonya Alexandria. “A Case Study of Differentiated Instruction in Upper Elementary Mathematics and Reading Classrooms.” 2011. Web. 15 Dec 2017.

Vancouver:

Burris LA. A Case Study of Differentiated Instruction in Upper Elementary Mathematics and Reading Classrooms. [Internet] [Thesis]. Walden University; 2011. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3469057.

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

Council of Science Editors:

Burris LA. A Case Study of Differentiated Instruction in Upper Elementary Mathematics and Reading Classrooms. [Thesis]. Walden University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3469057

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

21. Salters, Denecise Darcell. The effects of independent reading on the reading comprehension skills of sixth-grade students.

Degree: 2012, University of Phoenix

  Educational stakeholders and policy makers need research results to show the effectiveness of various reading comprehension strategies. The purpose of this quantitative experimental study… (more)

Subjects/Keywords: Education, Leadership; Education, Elementary; Education, Reading

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

APA (6th Edition):

Salters, D. D. (2012). The effects of independent reading on the reading comprehension skills of sixth-grade students. (Thesis). University of Phoenix. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3501605

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):

Salters, Denecise Darcell. “The effects of independent reading on the reading comprehension skills of sixth-grade students.” 2012. Thesis, University of Phoenix. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3501605.

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

MLA Handbook (7th Edition):

Salters, Denecise Darcell. “The effects of independent reading on the reading comprehension skills of sixth-grade students.” 2012. Web. 15 Dec 2017.

Vancouver:

Salters DD. The effects of independent reading on the reading comprehension skills of sixth-grade students. [Internet] [Thesis]. University of Phoenix; 2012. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3501605.

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

Council of Science Editors:

Salters DD. The effects of independent reading on the reading comprehension skills of sixth-grade students. [Thesis]. University of Phoenix; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3501605

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

22. Haughton-Williams, Judith. Response to intervention| An examination of the impact of the model in increasing the reading fluency levels for third and fourth grade at-risk learners.

Degree: 2009, Bowie State University

  Since the inception of the Individual with Disabilities Education Act (IDEA) of 1975, an increasing percentage of children between the ages of 3–21 have… (more)

Subjects/Keywords: Education, Elementary; Education, Special; Education, Reading

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

APA (6th Edition):

Haughton-Williams, J. (2009). Response to intervention| An examination of the impact of the model in increasing the reading fluency levels for third and fourth grade at-risk learners. (Thesis). Bowie State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3365811

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):

Haughton-Williams, Judith. “Response to intervention| An examination of the impact of the model in increasing the reading fluency levels for third and fourth grade at-risk learners.” 2009. Thesis, Bowie State University. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3365811.

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

MLA Handbook (7th Edition):

Haughton-Williams, Judith. “Response to intervention| An examination of the impact of the model in increasing the reading fluency levels for third and fourth grade at-risk learners.” 2009. Web. 15 Dec 2017.

Vancouver:

Haughton-Williams J. Response to intervention| An examination of the impact of the model in increasing the reading fluency levels for third and fourth grade at-risk learners. [Internet] [Thesis]. Bowie State University; 2009. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3365811.

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

Council of Science Editors:

Haughton-Williams J. Response to intervention| An examination of the impact of the model in increasing the reading fluency levels for third and fourth grade at-risk learners. [Thesis]. Bowie State University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3365811

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

23. Walker, Joy M. Perceptions of recess and the effects of a morning recess break on the oral reading fluency of second grade students.

Degree: 2010, Walden University

  A recent trend in schools has been to reduce or eliminate recess. The assumption behind this elimination is that less recess time provides more… (more)

Subjects/Keywords: Education, Physical; Education, Elementary; Education, Reading

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

APA (6th Edition):

Walker, J. M. (2010). Perceptions of recess and the effects of a morning recess break on the oral reading fluency of second grade students. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3379868

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):

Walker, Joy M. “Perceptions of recess and the effects of a morning recess break on the oral reading fluency of second grade students.” 2010. Thesis, Walden University. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3379868.

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

MLA Handbook (7th Edition):

Walker, Joy M. “Perceptions of recess and the effects of a morning recess break on the oral reading fluency of second grade students.” 2010. Web. 15 Dec 2017.

Vancouver:

Walker JM. Perceptions of recess and the effects of a morning recess break on the oral reading fluency of second grade students. [Internet] [Thesis]. Walden University; 2010. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3379868.

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

Council of Science Editors:

Walker JM. Perceptions of recess and the effects of a morning recess break on the oral reading fluency of second grade students. [Thesis]. Walden University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3379868

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

24. Pritts, Amy M. The relationship between vocabulary development, low socioeconomic status, and teacher discourse.

Degree: 2010, Walden University

Elementary students from low socioeconomic households often begin and remain behind other socioeconomic groups in vocabulary knowledge. Many reasons for this gap, including cognitive,… (more)

Subjects/Keywords: Education, Elementary; Education, Teacher Training; Education, Reading

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

APA (6th Edition):

Pritts, A. M. (2010). The relationship between vocabulary development, low socioeconomic status, and teacher discourse. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3379869

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):

Pritts, Amy M. “The relationship between vocabulary development, low socioeconomic status, and teacher discourse.” 2010. Thesis, Walden University. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3379869.

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

MLA Handbook (7th Edition):

Pritts, Amy M. “The relationship between vocabulary development, low socioeconomic status, and teacher discourse.” 2010. Web. 15 Dec 2017.

Vancouver:

Pritts AM. The relationship between vocabulary development, low socioeconomic status, and teacher discourse. [Internet] [Thesis]. Walden University; 2010. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3379869.

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

Council of Science Editors:

Pritts AM. The relationship between vocabulary development, low socioeconomic status, and teacher discourse. [Thesis]. Walden University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3379869

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

25. Jackson, Sherry D. Direct instruction in reading in special education| Evaluation of an innovation.

Degree: 2010, Lindenwood University

  All children can learn. Each child learns in numerous ways and at a different pace. When children are given opportunity, appropriate foundation, support, and… (more)

Subjects/Keywords: Education, Elementary; Education, Special; Education, Reading

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

APA (6th Edition):

Jackson, S. D. (2010). Direct instruction in reading in special education| Evaluation of an innovation. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3396904

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):

Jackson, Sherry D. “Direct instruction in reading in special education| Evaluation of an innovation.” 2010. Thesis, Lindenwood University. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3396904.

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

MLA Handbook (7th Edition):

Jackson, Sherry D. “Direct instruction in reading in special education| Evaluation of an innovation.” 2010. Web. 15 Dec 2017.

Vancouver:

Jackson SD. Direct instruction in reading in special education| Evaluation of an innovation. [Internet] [Thesis]. Lindenwood University; 2010. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3396904.

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

Council of Science Editors:

Jackson SD. Direct instruction in reading in special education| Evaluation of an innovation. [Thesis]. Lindenwood University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3396904

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

26. Godbey, Rebecca Jane. Parents' Perceptions of Partners in Print, a Family Literacy Program.

Degree: 2012, Loyola Marymount University

  Partners in Print, a family literacy program, was brought to the urban elementary school in this study to educate and empower kindergarten and first… (more)

Subjects/Keywords: Education, Early Childhood; Education, Elementary; Education, Reading

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

APA (6th Edition):

Godbey, R. J. (2012). Parents' Perceptions of Partners in Print, a Family Literacy Program. (Thesis). Loyola Marymount University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3524108

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):

Godbey, Rebecca Jane. “Parents' Perceptions of Partners in Print, a Family Literacy Program.” 2012. Thesis, Loyola Marymount University. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3524108.

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

MLA Handbook (7th Edition):

Godbey, Rebecca Jane. “Parents' Perceptions of Partners in Print, a Family Literacy Program.” 2012. Web. 15 Dec 2017.

Vancouver:

Godbey RJ. Parents' Perceptions of Partners in Print, a Family Literacy Program. [Internet] [Thesis]. Loyola Marymount University; 2012. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3524108.

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

Council of Science Editors:

Godbey RJ. Parents' Perceptions of Partners in Print, a Family Literacy Program. [Thesis]. Loyola Marymount University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3524108

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

27. Salcedo-Gonzalez, Trena. Homogeneous grouping in the context of high-stakes testing| Does it improve reading achievement?.

Degree: 2012, California State University, Fullerton

  As accountability reform intensifies, urban school districts strive to meet No Child Left Behind mandates to avoid severe penalties. This study investigated the resurgence… (more)

Subjects/Keywords: Education, Instructional Design; Education, Elementary; Education, Reading

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

APA (6th Edition):

Salcedo-Gonzalez, T. (2012). Homogeneous grouping in the context of high-stakes testing| Does it improve reading achievement?. (Thesis). California State University, Fullerton. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3528261

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):

Salcedo-Gonzalez, Trena. “Homogeneous grouping in the context of high-stakes testing| Does it improve reading achievement?.” 2012. Thesis, California State University, Fullerton. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3528261.

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

MLA Handbook (7th Edition):

Salcedo-Gonzalez, Trena. “Homogeneous grouping in the context of high-stakes testing| Does it improve reading achievement?.” 2012. Web. 15 Dec 2017.

Vancouver:

Salcedo-Gonzalez T. Homogeneous grouping in the context of high-stakes testing| Does it improve reading achievement?. [Internet] [Thesis]. California State University, Fullerton; 2012. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3528261.

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

Council of Science Editors:

Salcedo-Gonzalez T. Homogeneous grouping in the context of high-stakes testing| Does it improve reading achievement?. [Thesis]. California State University, Fullerton; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3528261

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

28. Pryor, David. Digital readers as a tool for engaging elementary school age children in deep structure comprehension.

Degree: 2013, Lewis and Clark College

  The nature of text is rapidly changing as digital forms of communication replace traditional print-based text. Readers in the 21 st Century increasingly interact… (more)

Subjects/Keywords: Education, Elementary; Education, Reading; Education, Technology of

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

APA (6th Edition):

Pryor, D. (2013). Digital readers as a tool for engaging elementary school age children in deep structure comprehension. (Thesis). Lewis and Clark College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3556374

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):

Pryor, David. “Digital readers as a tool for engaging elementary school age children in deep structure comprehension.” 2013. Thesis, Lewis and Clark College. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3556374.

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

MLA Handbook (7th Edition):

Pryor, David. “Digital readers as a tool for engaging elementary school age children in deep structure comprehension.” 2013. Web. 15 Dec 2017.

Vancouver:

Pryor D. Digital readers as a tool for engaging elementary school age children in deep structure comprehension. [Internet] [Thesis]. Lewis and Clark College; 2013. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3556374.

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

Council of Science Editors:

Pryor D. Digital readers as a tool for engaging elementary school age children in deep structure comprehension. [Thesis]. Lewis and Clark College; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3556374

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

29. Fealy, Erin Marie. Explicit instruction of graphic organizers as an informational text reading comprehension strategy| Third-grade students' strategies and perceptions.

Degree: 2010, Fordham University

  The purpose of this case study research was to explore the effects of explicit instruction of graphic organizers to support students' understandings of informational… (more)

Subjects/Keywords: Education, Elementary; Education, Social Sciences; Education, Reading

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

APA (6th Edition):

Fealy, E. M. (2010). Explicit instruction of graphic organizers as an informational text reading comprehension strategy| Third-grade students' strategies and perceptions. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3420969

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):

Fealy, Erin Marie. “Explicit instruction of graphic organizers as an informational text reading comprehension strategy| Third-grade students' strategies and perceptions.” 2010. Thesis, Fordham University. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3420969.

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

MLA Handbook (7th Edition):

Fealy, Erin Marie. “Explicit instruction of graphic organizers as an informational text reading comprehension strategy| Third-grade students' strategies and perceptions.” 2010. Web. 15 Dec 2017.

Vancouver:

Fealy EM. Explicit instruction of graphic organizers as an informational text reading comprehension strategy| Third-grade students' strategies and perceptions. [Internet] [Thesis]. Fordham University; 2010. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3420969.

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

Council of Science Editors:

Fealy EM. Explicit instruction of graphic organizers as an informational text reading comprehension strategy| Third-grade students' strategies and perceptions. [Thesis]. Fordham University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3420969

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


University of Delaware

30. Haria, Priti Damji. The effects of teaching a genre-specific reading comprehension strategy on struggling fifth grade students' ability to summarize and analyze argumentative texts.

Degree: 2010, University of Delaware

  This study examined the effectiveness of instruction in a genre-specific reading comprehension strategy, <i>Critical Analysis of Argumentative Text</i> (CAAT), which was designed to help… (more)

Subjects/Keywords: Education, Elementary; Education, Special; Education, Reading

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

APA (6th Edition):

Haria, P. D. (2010). The effects of teaching a genre-specific reading comprehension strategy on struggling fifth grade students' ability to summarize and analyze argumentative texts. (Thesis). University of Delaware. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3423407

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):

Haria, Priti Damji. “The effects of teaching a genre-specific reading comprehension strategy on struggling fifth grade students' ability to summarize and analyze argumentative texts.” 2010. Thesis, University of Delaware. Accessed December 15, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=3423407.

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

MLA Handbook (7th Edition):

Haria, Priti Damji. “The effects of teaching a genre-specific reading comprehension strategy on struggling fifth grade students' ability to summarize and analyze argumentative texts.” 2010. Web. 15 Dec 2017.

Vancouver:

Haria PD. The effects of teaching a genre-specific reading comprehension strategy on struggling fifth grade students' ability to summarize and analyze argumentative texts. [Internet] [Thesis]. University of Delaware; 2010. [cited 2017 Dec 15]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3423407.

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

Council of Science Editors:

Haria PD. The effects of teaching a genre-specific reading comprehension strategy on struggling fifth grade students' ability to summarize and analyze argumentative texts. [Thesis]. University of Delaware; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3423407

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

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