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You searched for subject:( Reading Intervention). Showing records 1 – 30 of 338 total matches.

[1] [2] [3] [4] [5] … [12]

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Vanderbilt University

1. Patton III, Samuel Allen. Embedding Explicit Instruction of Transfer to Improve At-Risk Studentsâ 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 Studentsâ Reading Comprehension in Informational Texts. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-09122019-143548/ ;

Chicago Manual of Style (16th Edition):

Patton III, Samuel Allen. “Embedding Explicit Instruction of Transfer to Improve At-Risk Studentsâ Reading Comprehension in Informational Texts.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed October 18, 2019. http://etd.library.vanderbilt.edu/available/etd-09122019-143548/ ;.

MLA Handbook (7th Edition):

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

Vancouver:

Patton III SA. Embedding Explicit Instruction of Transfer to Improve At-Risk Studentsâ Reading Comprehension in Informational Texts. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2019 Oct 18]. Available from: http://etd.library.vanderbilt.edu/available/etd-09122019-143548/ ;.

Council of Science Editors:

Patton III SA. Embedding Explicit Instruction of Transfer to Improve At-Risk Studentsâ Reading Comprehension in Informational Texts. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://etd.library.vanderbilt.edu/available/etd-09122019-143548/ ;


University of Southern California

2. Bixler, Josephine Tidalgo. The effectiveness of the literacy for success intervention at Wilson Middle School.

Degree: EdD, Education, 2009, University of Southern California

 The purpose of the study was to determine if Literacy for Success brought students nearer to proficiency on the English Language Arts (ELA) portion of… (more)

Subjects/Keywords: reading; intervention; middle school

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APA (6th Edition):

Bixler, J. T. (2009). The effectiveness of the literacy for success intervention at Wilson Middle School. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/251175/rec/6630

Chicago Manual of Style (16th Edition):

Bixler, Josephine Tidalgo. “The effectiveness of the literacy for success intervention at Wilson Middle School.” 2009. Doctoral Dissertation, University of Southern California. Accessed October 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/251175/rec/6630.

MLA Handbook (7th Edition):

Bixler, Josephine Tidalgo. “The effectiveness of the literacy for success intervention at Wilson Middle School.” 2009. Web. 18 Oct 2019.

Vancouver:

Bixler JT. The effectiveness of the literacy for success intervention at Wilson Middle School. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Oct 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/251175/rec/6630.

Council of Science Editors:

Bixler JT. The effectiveness of the literacy for success intervention at Wilson Middle School. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/251175/rec/6630


University of Illinois – Urbana-Champaign

3. Kubalanza, Mary Christine. An interactive approach to vocabulary intervention for speech-language pathologists in the classroom: multiple language levels and modalities.

Degree: PhD, Speech & Hearing Science, 2015, University of Illinois – Urbana-Champaign

 Language and literacy research suggests a strong correlation between reading comprehension and vocabulary knowledge. Intervention research suggests that students who are struggling to read at… (more)

Subjects/Keywords: vocabulary intervention; reading comprehension

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APA (6th Edition):

Kubalanza, M. C. (2015). An interactive approach to vocabulary intervention for speech-language pathologists in the classroom: multiple language levels and modalities. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78747

Chicago Manual of Style (16th Edition):

Kubalanza, Mary Christine. “An interactive approach to vocabulary intervention for speech-language pathologists in the classroom: multiple language levels and modalities.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed October 18, 2019. http://hdl.handle.net/2142/78747.

MLA Handbook (7th Edition):

Kubalanza, Mary Christine. “An interactive approach to vocabulary intervention for speech-language pathologists in the classroom: multiple language levels and modalities.” 2015. Web. 18 Oct 2019.

Vancouver:

Kubalanza MC. An interactive approach to vocabulary intervention for speech-language pathologists in the classroom: multiple language levels and modalities. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/2142/78747.

Council of Science Editors:

Kubalanza MC. An interactive approach to vocabulary intervention for speech-language pathologists in the classroom: multiple language levels and modalities. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78747


University of Connecticut

4. Richard, Marilyn Elizabeth. The Effect of an Intensive Oral Reading Program on Discourse in Chronic Mild Aphasia.

Degree: MA, Speech, Language, and Hearing Sciences, 2015, University of Connecticut

  Background: There is limited research specific to deficits and interventions for people with mild aphasia (PWMA), although they have the greatest potential to return… (more)

Subjects/Keywords: Aphasia; Intervention; Discourse; Reading

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APA (6th Edition):

Richard, M. E. (2015). The Effect of an Intensive Oral Reading Program on Discourse in Chronic Mild Aphasia. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/764

Chicago Manual of Style (16th Edition):

Richard, Marilyn Elizabeth. “The Effect of an Intensive Oral Reading Program on Discourse in Chronic Mild Aphasia.” 2015. Masters Thesis, University of Connecticut. Accessed October 18, 2019. https://opencommons.uconn.edu/gs_theses/764.

MLA Handbook (7th Edition):

Richard, Marilyn Elizabeth. “The Effect of an Intensive Oral Reading Program on Discourse in Chronic Mild Aphasia.” 2015. Web. 18 Oct 2019.

Vancouver:

Richard ME. The Effect of an Intensive Oral Reading Program on Discourse in Chronic Mild Aphasia. [Internet] [Masters thesis]. University of Connecticut; 2015. [cited 2019 Oct 18]. Available from: https://opencommons.uconn.edu/gs_theses/764.

Council of Science Editors:

Richard ME. The Effect of an Intensive Oral Reading Program on Discourse in Chronic Mild Aphasia. [Masters Thesis]. University of Connecticut; 2015. Available from: https://opencommons.uconn.edu/gs_theses/764


Vanderbilt University

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

Degree: PhD, Special Education, 2015, Vanderbilt University

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

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

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APA (6th Edition):

Barquero, L. A. (2015). Predicting Responsiveness to Reading Intervention with fMRI. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03162015-085812/ ;

Chicago Manual of Style (16th Edition):

Barquero, Laura Alley. “Predicting Responsiveness to Reading Intervention with fMRI.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed October 18, 2019. http://etd.library.vanderbilt.edu/available/etd-03162015-085812/ ;.

MLA Handbook (7th Edition):

Barquero, Laura Alley. “Predicting Responsiveness to Reading Intervention with fMRI.” 2015. Web. 18 Oct 2019.

Vancouver:

Barquero LA. Predicting Responsiveness to Reading Intervention with fMRI. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2019 Oct 18]. Available from: http://etd.library.vanderbilt.edu/available/etd-03162015-085812/ ;.

Council of Science Editors:

Barquero LA. Predicting Responsiveness to Reading Intervention with fMRI. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://etd.library.vanderbilt.edu/available/etd-03162015-085812/ ;

6. Grauer, Amber. Response to Intervention: Differentiated Reading Curriculum Manual .

Degree: 2013, California State University – San Marcos

 Educators have created and begun implementing Response to Intervention as a means to lower over-identification of students with disabilities and to meet the needs of… (more)

Subjects/Keywords: Response to Intervention; Reading Intervention; Differentiated Reading Curriculum; RTI Tier 2

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APA (6th Edition):

Grauer, A. (2013). Response to Intervention: Differentiated Reading Curriculum Manual . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/536

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):

Grauer, Amber. “Response to Intervention: Differentiated Reading Curriculum Manual .” 2013. Thesis, California State University – San Marcos. Accessed October 18, 2019. http://hdl.handle.net/10211.8/536.

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

MLA Handbook (7th Edition):

Grauer, Amber. “Response to Intervention: Differentiated Reading Curriculum Manual .” 2013. Web. 18 Oct 2019.

Vancouver:

Grauer A. Response to Intervention: Differentiated Reading Curriculum Manual . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10211.8/536.

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

Council of Science Editors:

Grauer A. Response to Intervention: Differentiated Reading Curriculum Manual . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/536

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


University of Cincinnati

7. Hall, Lyndsie A. Evaluating the Effectiveness of a Sibling-Mediated Repeated Reading Intervention.

Degree: PhD, Education, Criminal Justice, and Human Services: School Psychology, 2017, University of Cincinnati

 A multiple baseline across sibling pairs design was used to analyze the effects of a home-based, sibling-implemented repeated reading (RR) intervention on younger sibling oral… (more)

Subjects/Keywords: Reading Instruction; Academic Intervention; Repeated Reading; Home-Based Intervention; Siblings; Oral Reading Fluency; Audio Recording

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APA (6th Edition):

Hall, L. A. (2017). Evaluating the Effectiveness of a Sibling-Mediated Repeated Reading Intervention. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin150487199890735

Chicago Manual of Style (16th Edition):

Hall, Lyndsie A. “Evaluating the Effectiveness of a Sibling-Mediated Repeated Reading Intervention.” 2017. Doctoral Dissertation, University of Cincinnati. Accessed October 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin150487199890735.

MLA Handbook (7th Edition):

Hall, Lyndsie A. “Evaluating the Effectiveness of a Sibling-Mediated Repeated Reading Intervention.” 2017. Web. 18 Oct 2019.

Vancouver:

Hall LA. Evaluating the Effectiveness of a Sibling-Mediated Repeated Reading Intervention. [Internet] [Doctoral dissertation]. University of Cincinnati; 2017. [cited 2019 Oct 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin150487199890735.

Council of Science Editors:

Hall LA. Evaluating the Effectiveness of a Sibling-Mediated Repeated Reading Intervention. [Doctoral Dissertation]. University of Cincinnati; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin150487199890735


University of Southern California

8. Klijian, Giuliana Milagros. What about the children left-behind? An evaluation of a reading intervention program.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 Scholars and educators in the field of education continue to express concern about the "underachievement" of minority students, and suggest that the data reflects the… (more)

Subjects/Keywords: reading intervention; nonproficient reader; reading achievement; elementary school; at-risk students; reading program; Language! program; reading intervention program; reading intervention effect; poor reading performance; basic reading skills.

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APA (6th Edition):

Klijian, G. M. (2011). What about the children left-behind? An evaluation of a reading intervention program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/407345/rec/7882

Chicago Manual of Style (16th Edition):

Klijian, Giuliana Milagros. “What about the children left-behind? An evaluation of a reading intervention program.” 2011. Doctoral Dissertation, University of Southern California. Accessed October 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/407345/rec/7882.

MLA Handbook (7th Edition):

Klijian, Giuliana Milagros. “What about the children left-behind? An evaluation of a reading intervention program.” 2011. Web. 18 Oct 2019.

Vancouver:

Klijian GM. What about the children left-behind? An evaluation of a reading intervention program. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Oct 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/407345/rec/7882.

Council of Science Editors:

Klijian GM. What about the children left-behind? An evaluation of a reading intervention program. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/407345/rec/7882


Arizona State University

9. Ashby, Kristina. Initial Effects of Wilson Reading System on Student Reading and Spelling Achievement.

Degree: PhD, Educational Psychology, 2013, Arizona State University

 This study examined the effects of an intensive remedial program, Wilson Reading System (WRS), on 43 struggling readers from second to twelfth grade. The students,… (more)

Subjects/Keywords: Educational psychology; Reading instruction; Intervention Effectiveness; Reading; Wilson Reading System

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

APA (6th Edition):

Ashby, K. (2013). Initial Effects of Wilson Reading System on Student Reading and Spelling Achievement. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/18812

Chicago Manual of Style (16th Edition):

Ashby, Kristina. “Initial Effects of Wilson Reading System on Student Reading and Spelling Achievement.” 2013. Doctoral Dissertation, Arizona State University. Accessed October 18, 2019. http://repository.asu.edu/items/18812.

MLA Handbook (7th Edition):

Ashby, Kristina. “Initial Effects of Wilson Reading System on Student Reading and Spelling Achievement.” 2013. Web. 18 Oct 2019.

Vancouver:

Ashby K. Initial Effects of Wilson Reading System on Student Reading and Spelling Achievement. [Internet] [Doctoral dissertation]. Arizona State University; 2013. [cited 2019 Oct 18]. Available from: http://repository.asu.edu/items/18812.

Council of Science Editors:

Ashby K. Initial Effects of Wilson Reading System on Student Reading and Spelling Achievement. [Doctoral Dissertation]. Arizona State University; 2013. Available from: http://repository.asu.edu/items/18812


Massey University

10. Jeriffe, Desma. Improving the reading comprehension and motivation level of struggling adolescent readers.

Degree: MEd, 2013, Massey University

 Adolescents from many parts of the world are struggling to read and comprehend text at their appropriate grade level. As a result of their repeated… (more)

Subjects/Keywords: Reading comprehension; Teenagers and reading; Reading comprehension, Saint Lucia; Adolescent readers; Reading motivation; Reading ability; Reading intervention programme

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APA (6th Edition):

Jeriffe, D. (2013). Improving the reading comprehension and motivation level of struggling adolescent readers. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/5510

Chicago Manual of Style (16th Edition):

Jeriffe, Desma. “Improving the reading comprehension and motivation level of struggling adolescent readers.” 2013. Masters Thesis, Massey University. Accessed October 18, 2019. http://hdl.handle.net/10179/5510.

MLA Handbook (7th Edition):

Jeriffe, Desma. “Improving the reading comprehension and motivation level of struggling adolescent readers.” 2013. Web. 18 Oct 2019.

Vancouver:

Jeriffe D. Improving the reading comprehension and motivation level of struggling adolescent readers. [Internet] [Masters thesis]. Massey University; 2013. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10179/5510.

Council of Science Editors:

Jeriffe D. Improving the reading comprehension and motivation level of struggling adolescent readers. [Masters Thesis]. Massey University; 2013. Available from: http://hdl.handle.net/10179/5510


Texas A&M University

11. Oslund, Eric. An Examination of the Predictive Validity of Curriculum-Embedded Measures for Kindergarten Students.

Degree: 2012, Texas A&M University

 The purpose of the present research was to examine the predictive validity of curriculum-embedded mastery-check measures (CEMs) for kindergarten students in Tier 2 intervention. Two… (more)

Subjects/Keywords: Assessment; Early Reading; Intervention; Progress-Monitoring

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APA (6th Edition):

Oslund, E. (2012). An Examination of the Predictive Validity of Curriculum-Embedded Measures for Kindergarten Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11601

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):

Oslund, Eric. “An Examination of the Predictive Validity of Curriculum-Embedded Measures for Kindergarten Students.” 2012. Thesis, Texas A&M University. Accessed October 18, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11601.

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

MLA Handbook (7th Edition):

Oslund, Eric. “An Examination of the Predictive Validity of Curriculum-Embedded Measures for Kindergarten Students.” 2012. Web. 18 Oct 2019.

Vancouver:

Oslund E. An Examination of the Predictive Validity of Curriculum-Embedded Measures for Kindergarten Students. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11601.

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

Council of Science Editors:

Oslund E. An Examination of the Predictive Validity of Curriculum-Embedded Measures for Kindergarten Students. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11601

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


California State University – Sacramento

12. Bruce, Gail Inouye. Implementation of response to intervention: a program model for Title I targeted assistance schools.

Degree: MA, Education (Language and Literacy, 2010, California State University – Sacramento

 In 2004 when the Individuals with Disabilities Education Improvement Act (IDEA) was reauthorized, Response to Intervention (RtI) was specified as an alternative or supplement to… (more)

Subjects/Keywords: Compensatory education; Reading intervention models; Special education

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APA (6th Edition):

Bruce, G. I. (2010). Implementation of response to intervention: a program model for Title I targeted assistance schools. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/192

Chicago Manual of Style (16th Edition):

Bruce, Gail Inouye. “Implementation of response to intervention: a program model for Title I targeted assistance schools.” 2010. Masters Thesis, California State University – Sacramento. Accessed October 18, 2019. http://hdl.handle.net/10211.9/192.

MLA Handbook (7th Edition):

Bruce, Gail Inouye. “Implementation of response to intervention: a program model for Title I targeted assistance schools.” 2010. Web. 18 Oct 2019.

Vancouver:

Bruce GI. Implementation of response to intervention: a program model for Title I targeted assistance schools. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10211.9/192.

Council of Science Editors:

Bruce GI. Implementation of response to intervention: a program model for Title I targeted assistance schools. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/192


University of Saskatchewan

13. Reid-Shea, Theresa. Reid-Shea,Theresa_SchoolCounsellingandPsychology_InvestigatingtheuseofaTierThreeReadingIntervetionwithStrugglingReaders_November_2015.

Degree: 2015, University of Saskatchewan

 This investigation used a one-group pretest-posttest design to examine the relationship between a tier three reading intervention program (i.e., a program designed for students that… (more)

Subjects/Keywords: Response to Intervention Tier Three Reading

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APA (6th Edition):

Reid-Shea, T. (2015). Reid-Shea,Theresa_SchoolCounsellingandPsychology_InvestigatingtheuseofaTierThreeReadingIntervetionwithStrugglingReaders_November_2015. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2015-11-2280

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):

Reid-Shea, Theresa. “Reid-Shea,Theresa_SchoolCounsellingandPsychology_InvestigatingtheuseofaTierThreeReadingIntervetionwithStrugglingReaders_November_2015.” 2015. Thesis, University of Saskatchewan. Accessed October 18, 2019. http://hdl.handle.net/10388/ETD-2015-11-2280.

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

MLA Handbook (7th Edition):

Reid-Shea, Theresa. “Reid-Shea,Theresa_SchoolCounsellingandPsychology_InvestigatingtheuseofaTierThreeReadingIntervetionwithStrugglingReaders_November_2015.” 2015. Web. 18 Oct 2019.

Vancouver:

Reid-Shea T. Reid-Shea,Theresa_SchoolCounsellingandPsychology_InvestigatingtheuseofaTierThreeReadingIntervetionwithStrugglingReaders_November_2015. [Internet] [Thesis]. University of Saskatchewan; 2015. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10388/ETD-2015-11-2280.

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

Council of Science Editors:

Reid-Shea T. Reid-Shea,Theresa_SchoolCounsellingandPsychology_InvestigatingtheuseofaTierThreeReadingIntervetionwithStrugglingReaders_November_2015. [Thesis]. University of Saskatchewan; 2015. Available from: http://hdl.handle.net/10388/ETD-2015-11-2280

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


University of Florida

14. Ozdemir, Merve Kubra. The Effectiveness of Storybooks Readings about Emotions for Improving Social and Emotional Learning of Young Children An Intervention Case Study.

Degree: MA, Early Childhood Education - Special Education, School Psychology and Early Childhood Studies, 2017, University of Florida

 As the number of children diagnosed with autism spectrum disorder (ASD) increases, the demand for evidence-based practices aimed at improving social skills is also rising.… (more)

Subjects/Keywords: autism  – emotion  – intervention  – reading  – recognition  – storybook  – vocabulary

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APA (6th Edition):

Ozdemir, M. K. (2017). The Effectiveness of Storybooks Readings about Emotions for Improving Social and Emotional Learning of Young Children An Intervention Case Study. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0051640

Chicago Manual of Style (16th Edition):

Ozdemir, Merve Kubra. “The Effectiveness of Storybooks Readings about Emotions for Improving Social and Emotional Learning of Young Children An Intervention Case Study.” 2017. Masters Thesis, University of Florida. Accessed October 18, 2019. http://ufdc.ufl.edu/UFE0051640.

MLA Handbook (7th Edition):

Ozdemir, Merve Kubra. “The Effectiveness of Storybooks Readings about Emotions for Improving Social and Emotional Learning of Young Children An Intervention Case Study.” 2017. Web. 18 Oct 2019.

Vancouver:

Ozdemir MK. The Effectiveness of Storybooks Readings about Emotions for Improving Social and Emotional Learning of Young Children An Intervention Case Study. [Internet] [Masters thesis]. University of Florida; 2017. [cited 2019 Oct 18]. Available from: http://ufdc.ufl.edu/UFE0051640.

Council of Science Editors:

Ozdemir MK. The Effectiveness of Storybooks Readings about Emotions for Improving Social and Emotional Learning of Young Children An Intervention Case Study. [Masters Thesis]. University of Florida; 2017. Available from: http://ufdc.ufl.edu/UFE0051640


Virginia Tech

15. Collins, Keith Ryan. The Development and Implementation of Response to Intervention in an Elementary School Setting.

Degree: EdD, Educational Leadership and Policy Studies, 2014, Virginia Tech

 RTI has gained popularity in recent years. RTI uses research-based instruction, data based decisions, and early interventions to identify and remediate students early. However, little… (more)

Subjects/Keywords: Response to Intervention; RTI; Reading Grouping

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APA (6th Edition):

Collins, K. R. (2014). The Development and Implementation of Response to Intervention in an Elementary School Setting. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/71326

Chicago Manual of Style (16th Edition):

Collins, Keith Ryan. “The Development and Implementation of Response to Intervention in an Elementary School Setting.” 2014. Doctoral Dissertation, Virginia Tech. Accessed October 18, 2019. http://hdl.handle.net/10919/71326.

MLA Handbook (7th Edition):

Collins, Keith Ryan. “The Development and Implementation of Response to Intervention in an Elementary School Setting.” 2014. Web. 18 Oct 2019.

Vancouver:

Collins KR. The Development and Implementation of Response to Intervention in an Elementary School Setting. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10919/71326.

Council of Science Editors:

Collins KR. The Development and Implementation of Response to Intervention in an Elementary School Setting. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/71326


University of Houston

16. O'Hare, John 1977-. Instructional Leadership: Using a Research Approach to Evaluate the Impact of a Reading Intervention Program.

Degree: Educational Leadership and Cultural Studies, Department of, 2012, University of Houston

 Though campus principals must take on many leadership roles, their primary responsibility is to facilitate effective teaching and learning with the overall mission of enhancing… (more)

Subjects/Keywords: instructional leadership; reading intervention; leadership; education

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

APA (6th Edition):

O'Hare, J. 1. (2012). Instructional Leadership: Using a Research Approach to Evaluate the Impact of a Reading Intervention Program. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/606

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):

O'Hare, John 1977-. “Instructional Leadership: Using a Research Approach to Evaluate the Impact of a Reading Intervention Program.” 2012. Thesis, University of Houston. Accessed October 18, 2019. http://hdl.handle.net/10657/606.

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

MLA Handbook (7th Edition):

O'Hare, John 1977-. “Instructional Leadership: Using a Research Approach to Evaluate the Impact of a Reading Intervention Program.” 2012. Web. 18 Oct 2019.

Vancouver:

O'Hare J1. Instructional Leadership: Using a Research Approach to Evaluate the Impact of a Reading Intervention Program. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10657/606.

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

Council of Science Editors:

O'Hare J1. Instructional Leadership: Using a Research Approach to Evaluate the Impact of a Reading Intervention Program. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/606

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


University of Southern California

17. Curry, Felicia Marguerite. Reading prereferral intervention: developing, implementing and monitoring.

Degree: EdD, Education (Psychology & Technology), 2007, University of Southern California

 Successfully teaching all children to read continues to be one of the most challenging issues in classrooms across the nation. Students are being identified with… (more)

Subjects/Keywords: reading; prereferral; intervention

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

APA (6th Edition):

Curry, F. M. (2007). Reading prereferral intervention: developing, implementing and monitoring. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/515361/rec/5413

Chicago Manual of Style (16th Edition):

Curry, Felicia Marguerite. “Reading prereferral intervention: developing, implementing and monitoring.” 2007. Doctoral Dissertation, University of Southern California. Accessed October 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/515361/rec/5413.

MLA Handbook (7th Edition):

Curry, Felicia Marguerite. “Reading prereferral intervention: developing, implementing and monitoring.” 2007. Web. 18 Oct 2019.

Vancouver:

Curry FM. Reading prereferral intervention: developing, implementing and monitoring. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2019 Oct 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/515361/rec/5413.

Council of Science Editors:

Curry FM. Reading prereferral intervention: developing, implementing and monitoring. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/515361/rec/5413


University of Texas – Austin

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

McCulley, Elisabeth Vanessa. “Listening comprehension and language as scaffolds for reading comprehension with secondary struggling readers.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed October 18, 2019. http://hdl.handle.net/2152/31692.

MLA Handbook (7th Edition):

McCulley, Elisabeth Vanessa. “Listening comprehension and language as scaffolds for reading comprehension with secondary struggling readers.” 2015. Web. 18 Oct 2019.

Vancouver:

McCulley EV. Listening comprehension and language as scaffolds for reading comprehension with secondary struggling readers. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/2152/31692.

Council of Science Editors:

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


University of Texas – Austin

19. -0344-354X. Effects of description text structure instruction on second and third grade students with disabilities.

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

 The present study examined effects of an intervention that focused on description text structure on the reading comprehension skills of second and third grade students… (more)

Subjects/Keywords: Students with disabilities; Reading comprehension intervention

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APA (6th Edition):

-0344-354X. (2015). Effects of description text structure instruction on second and third grade students with disabilities. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31697

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

Chicago Manual of Style (16th Edition):

-0344-354X. “Effects of description text structure instruction on second and third grade students with disabilities.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed October 18, 2019. http://hdl.handle.net/2152/31697.

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

MLA Handbook (7th Edition):

-0344-354X. “Effects of description text structure instruction on second and third grade students with disabilities.” 2015. Web. 18 Oct 2019.

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

Vancouver:

-0344-354X. Effects of description text structure instruction on second and third grade students with disabilities. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/2152/31697.

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

Council of Science Editors:

-0344-354X. Effects of description text structure instruction on second and third grade students with disabilities. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31697

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


East Carolina University

20. Gray, Alysha C. EFFECTIVENESS OF A REPEATED READING INTERVENTION FOR POSTSECONDARY STUDENTS.

Degree: 2017, East Carolina University

Reading is a necessary skill in today's society. However, many students are graduating from high school, entering the workforce, and being accepted into college without… (more)

Subjects/Keywords: Fluency; Repeated Reading Intervention; Reading Fluency Intervention; Functional literacy; Postsecondary education; Operant behavior

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APA (6th Edition):

Gray, A. C. (2017). EFFECTIVENESS OF A REPEATED READING INTERVENTION FOR POSTSECONDARY STUDENTS. (Thesis). East Carolina University. Retrieved from http://hdl.handle.net/10342/6146

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):

Gray, Alysha C. “EFFECTIVENESS OF A REPEATED READING INTERVENTION FOR POSTSECONDARY STUDENTS.” 2017. Thesis, East Carolina University. Accessed October 18, 2019. http://hdl.handle.net/10342/6146.

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

MLA Handbook (7th Edition):

Gray, Alysha C. “EFFECTIVENESS OF A REPEATED READING INTERVENTION FOR POSTSECONDARY STUDENTS.” 2017. Web. 18 Oct 2019.

Vancouver:

Gray AC. EFFECTIVENESS OF A REPEATED READING INTERVENTION FOR POSTSECONDARY STUDENTS. [Internet] [Thesis]. East Carolina University; 2017. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10342/6146.

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

Council of Science Editors:

Gray AC. EFFECTIVENESS OF A REPEATED READING INTERVENTION FOR POSTSECONDARY STUDENTS. [Thesis]. East Carolina University; 2017. Available from: http://hdl.handle.net/10342/6146

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


Northeastern University

21. McDowell, Aly M. Exploring The Self-concept Of Students With Dyslexia Exited From A Multisensory Language Therapy Program.

Degree: EdD, School of Education, 2018, Northeastern University

 To learn to read is to light a fire; every syllable that is spelled out is a spark. -Victor Hugo Schools and districts across the… (more)

Subjects/Keywords: Dyslexia; Dyslexia Intervention; Learning Disabilities; Reading Difficulties; Reading Intervention; Self-Concept; Education

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APA (6th Edition):

McDowell, A. M. (2018). Exploring The Self-concept Of Students With Dyslexia Exited From A Multisensory Language Therapy Program. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20315076

Chicago Manual of Style (16th Edition):

McDowell, Aly M. “Exploring The Self-concept Of Students With Dyslexia Exited From A Multisensory Language Therapy Program.” 2018. Doctoral Dissertation, Northeastern University. Accessed October 18, 2019. http://hdl.handle.net/2047/D20315076.

MLA Handbook (7th Edition):

McDowell, Aly M. “Exploring The Self-concept Of Students With Dyslexia Exited From A Multisensory Language Therapy Program.” 2018. Web. 18 Oct 2019.

Vancouver:

McDowell AM. Exploring The Self-concept Of Students With Dyslexia Exited From A Multisensory Language Therapy Program. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/2047/D20315076.

Council of Science Editors:

McDowell AM. Exploring The Self-concept Of Students With Dyslexia Exited From A Multisensory Language Therapy Program. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20315076


The Ohio State University

22. Flaum, Shannon Kathleen. Application of the Regression Discontinuity Technique to the Response to Intervention (RTI) Model of Service Delivery for Determining the Effects of Early Intervention in Reading.

Degree: PhD, ED Policy and Leadership, 2009, The Ohio State University

  The recent reauthorization of the Individuals with Disabilities Education Act (IDEA) into the Individuals with Disabilities Education Improvement Act (IDEIA) has had a profound… (more)

Subjects/Keywords: Education; Response to Intervention; Regression Discontinuity; Reading Intervention

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APA (6th Edition):

Flaum, S. K. (2009). Application of the Regression Discontinuity Technique to the Response to Intervention (RTI) Model of Service Delivery for Determining the Effects of Early Intervention in Reading. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1243532813

Chicago Manual of Style (16th Edition):

Flaum, Shannon Kathleen. “Application of the Regression Discontinuity Technique to the Response to Intervention (RTI) Model of Service Delivery for Determining the Effects of Early Intervention in Reading.” 2009. Doctoral Dissertation, The Ohio State University. Accessed October 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243532813.

MLA Handbook (7th Edition):

Flaum, Shannon Kathleen. “Application of the Regression Discontinuity Technique to the Response to Intervention (RTI) Model of Service Delivery for Determining the Effects of Early Intervention in Reading.” 2009. Web. 18 Oct 2019.

Vancouver:

Flaum SK. Application of the Regression Discontinuity Technique to the Response to Intervention (RTI) Model of Service Delivery for Determining the Effects of Early Intervention in Reading. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2019 Oct 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1243532813.

Council of Science Editors:

Flaum SK. Application of the Regression Discontinuity Technique to the Response to Intervention (RTI) Model of Service Delivery for Determining the Effects of Early Intervention in Reading. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1243532813


University of North Texas

23. Batts, Troy D. The Effects of the Texas Reading First Response to Intervention Program on Student Achievement and Campus Special Education Rates.

Degree: 2013, University of North Texas

 The purpose of this study was to examine special education populations, special education reading achievement, and regular education reading achievement in relation to the implementation… (more)

Subjects/Keywords: Intervention; special education; student achievement; reading; response to intervention

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APA (6th Edition):

Batts, T. D. (2013). The Effects of the Texas Reading First Response to Intervention Program on Student Achievement and Campus Special Education Rates. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc283855/

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):

Batts, Troy D. “The Effects of the Texas Reading First Response to Intervention Program on Student Achievement and Campus Special Education Rates.” 2013. Thesis, University of North Texas. Accessed October 18, 2019. https://digital.library.unt.edu/ark:/67531/metadc283855/.

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

MLA Handbook (7th Edition):

Batts, Troy D. “The Effects of the Texas Reading First Response to Intervention Program on Student Achievement and Campus Special Education Rates.” 2013. Web. 18 Oct 2019.

Vancouver:

Batts TD. The Effects of the Texas Reading First Response to Intervention Program on Student Achievement and Campus Special Education Rates. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Oct 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc283855/.

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

Council of Science Editors:

Batts TD. The Effects of the Texas Reading First Response to Intervention Program on Student Achievement and Campus Special Education Rates. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc283855/

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


University of Texas – Austin

24. -4955-9879. Examining the role of treatment adherence and instructional quality in the context of a content-area reading instructional treatment for eighth graders.

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

-4955-9879. “Examining the role of treatment adherence and instructional quality in the context of a content-area reading instructional treatment for eighth graders.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed October 18, 2019. http://hdl.handle.net/2152/65762.

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

MLA Handbook (7th Edition):

-4955-9879. “Examining the role of treatment adherence and instructional quality in the context of a content-area reading instructional treatment for eighth graders.” 2018. Web. 18 Oct 2019.

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

Vancouver:

-4955-9879. Examining the role of treatment adherence and instructional quality in the context of a content-area reading instructional treatment for eighth graders. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/2152/65762.

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

Council of Science Editors:

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

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

25. Littmann, Sarah Ellen. Response to Intervention: Raising the Achievement of Struggling Readers.

Degree: PhD, Curriculum and Instruction, 2010, U of Denver

  Two purposes guided this concurrent nested mixed methods research. It examined and described the processes followed and experiences had by the administrators, teachers, and… (more)

Subjects/Keywords: Intervention; Literacy; Reading Intervention; Response to Intervention; Curriculum and Instruction; Curriculum and Social Inquiry

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APA (6th Edition):

Littmann, S. E. (2010). Response to Intervention: Raising the Achievement of Struggling Readers. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/860

Chicago Manual of Style (16th Edition):

Littmann, Sarah Ellen. “Response to Intervention: Raising the Achievement of Struggling Readers.” 2010. Doctoral Dissertation, U of Denver. Accessed October 18, 2019. https://digitalcommons.du.edu/etd/860.

MLA Handbook (7th Edition):

Littmann, Sarah Ellen. “Response to Intervention: Raising the Achievement of Struggling Readers.” 2010. Web. 18 Oct 2019.

Vancouver:

Littmann SE. Response to Intervention: Raising the Achievement of Struggling Readers. [Internet] [Doctoral dissertation]. U of Denver; 2010. [cited 2019 Oct 18]. Available from: https://digitalcommons.du.edu/etd/860.

Council of Science Editors:

Littmann SE. Response to Intervention: Raising the Achievement of Struggling Readers. [Doctoral Dissertation]. U of Denver; 2010. Available from: https://digitalcommons.du.edu/etd/860


Universiteit Utrecht

26. Piron, S. The effectiveness of a new reading intervention to improve reading fluency: Tow-Reading.

Degree: 2013, Universiteit Utrecht

 In this article the new reading intervention Tow-Reading is evaluated. This intervention aims at improving reading fluency and increasing reading rate of children with reading(more)

Subjects/Keywords: Sociale Wetenschappen; Tow-Reading, dyslexia, reading rate, intervention

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APA (6th Edition):

Piron, S. (2013). The effectiveness of a new reading intervention to improve reading fluency: Tow-Reading. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/282699

Chicago Manual of Style (16th Edition):

Piron, S. “The effectiveness of a new reading intervention to improve reading fluency: Tow-Reading.” 2013. Masters Thesis, Universiteit Utrecht. Accessed October 18, 2019. http://dspace.library.uu.nl:8080/handle/1874/282699.

MLA Handbook (7th Edition):

Piron, S. “The effectiveness of a new reading intervention to improve reading fluency: Tow-Reading.” 2013. Web. 18 Oct 2019.

Vancouver:

Piron S. The effectiveness of a new reading intervention to improve reading fluency: Tow-Reading. [Internet] [Masters thesis]. Universiteit Utrecht; 2013. [cited 2019 Oct 18]. Available from: http://dspace.library.uu.nl:8080/handle/1874/282699.

Council of Science Editors:

Piron S. The effectiveness of a new reading intervention to improve reading fluency: Tow-Reading. [Masters Thesis]. Universiteit Utrecht; 2013. Available from: http://dspace.library.uu.nl:8080/handle/1874/282699


Louisiana State University

27. Brinkley, Shara. Investigation of a classroom-based reading intervention strategy for older elementary students with poor decoding skills.

Degree: PhD, Communication Sciences and Disorders, 2010, Louisiana State University

 Using a response to intervention framework, this study investigates the efficacy of a classroom-based intervention for struggling readers with decoding deficits in the upper elementary… (more)

Subjects/Keywords: classroom-based; decoding; poor readers; older readers; reading instruction; intervention; reading

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

APA (6th Edition):

Brinkley, S. (2010). Investigation of a classroom-based reading intervention strategy for older elementary students with poor decoding skills. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-04222010-135546 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1882

Chicago Manual of Style (16th Edition):

Brinkley, Shara. “Investigation of a classroom-based reading intervention strategy for older elementary students with poor decoding skills.” 2010. Doctoral Dissertation, Louisiana State University. Accessed October 18, 2019. etd-04222010-135546 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1882.

MLA Handbook (7th Edition):

Brinkley, Shara. “Investigation of a classroom-based reading intervention strategy for older elementary students with poor decoding skills.” 2010. Web. 18 Oct 2019.

Vancouver:

Brinkley S. Investigation of a classroom-based reading intervention strategy for older elementary students with poor decoding skills. [Internet] [Doctoral dissertation]. Louisiana State University; 2010. [cited 2019 Oct 18]. Available from: etd-04222010-135546 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1882.

Council of Science Editors:

Brinkley S. Investigation of a classroom-based reading intervention strategy for older elementary students with poor decoding skills. [Doctoral Dissertation]. Louisiana State University; 2010. Available from: etd-04222010-135546 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1882


Louisiana State University

28. Boudreaux-Johnson, Marcy. An Evaluation of Close Reading for Fourth Grade Students Receiving Tier 2 Responsiveness to Intervention Services.

Degree: PhD, Education, 2015, Louisiana State University

 The primary purpose of the present study was to evaluate the effectiveness of a close reading instructional routine (also known as analytical reading decades ago)… (more)

Subjects/Keywords: response to intervention; collaborative strategic reading; close reading

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APA (6th Edition):

Boudreaux-Johnson, M. (2015). An Evaluation of Close Reading for Fourth Grade Students Receiving Tier 2 Responsiveness to Intervention Services. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-05292015-151433 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3222

Chicago Manual of Style (16th Edition):

Boudreaux-Johnson, Marcy. “An Evaluation of Close Reading for Fourth Grade Students Receiving Tier 2 Responsiveness to Intervention Services.” 2015. Doctoral Dissertation, Louisiana State University. Accessed October 18, 2019. etd-05292015-151433 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3222.

MLA Handbook (7th Edition):

Boudreaux-Johnson, Marcy. “An Evaluation of Close Reading for Fourth Grade Students Receiving Tier 2 Responsiveness to Intervention Services.” 2015. Web. 18 Oct 2019.

Vancouver:

Boudreaux-Johnson M. An Evaluation of Close Reading for Fourth Grade Students Receiving Tier 2 Responsiveness to Intervention Services. [Internet] [Doctoral dissertation]. Louisiana State University; 2015. [cited 2019 Oct 18]. Available from: etd-05292015-151433 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3222.

Council of Science Editors:

Boudreaux-Johnson M. An Evaluation of Close Reading for Fourth Grade Students Receiving Tier 2 Responsiveness to Intervention Services. [Doctoral Dissertation]. Louisiana State University; 2015. Available from: etd-05292015-151433 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3222


University of Southern California

29. Plenty, Shenora Nicole. Play, read, learn: building young Black males literacy skills through an activity-based intervention.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 In the realm of education, there is a debate between opponents and proponents of activity‐based pedagogy as educators move beyond direct instruction to a more… (more)

Subjects/Keywords: Black males; intervention; play; reading attitudes; reading behaviors; self-efficacy

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

APA (6th Edition):

Plenty, S. N. (2014). Play, read, learn: building young Black males literacy skills through an activity-based intervention. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/405970/rec/5080

Chicago Manual of Style (16th Edition):

Plenty, Shenora Nicole. “Play, read, learn: building young Black males literacy skills through an activity-based intervention.” 2014. Doctoral Dissertation, University of Southern California. Accessed October 18, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/405970/rec/5080.

MLA Handbook (7th Edition):

Plenty, Shenora Nicole. “Play, read, learn: building young Black males literacy skills through an activity-based intervention.” 2014. Web. 18 Oct 2019.

Vancouver:

Plenty SN. Play, read, learn: building young Black males literacy skills through an activity-based intervention. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Oct 18]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/405970/rec/5080.

Council of Science Editors:

Plenty SN. Play, read, learn: building young Black males literacy skills through an activity-based intervention. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/405970/rec/5080


University of Sydney

30. Lim, Lisa Su Li. Reading and Spelling Intervention in Singaporean Children with Down syndrome .

Degree: 2015, University of Sydney

 It is important for children with Down syndrome to achieve their full potential with regards to literacy skills. This behoves educators, clinicians, researchers, parents, and… (more)

Subjects/Keywords: Down syndrome; Literacy; Intervention; Spelling; Reading; Shared book reading

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

APA (6th Edition):

Lim, L. S. L. (2015). Reading and Spelling Intervention in Singaporean Children with Down syndrome . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/14375

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):

Lim, Lisa Su Li. “Reading and Spelling Intervention in Singaporean Children with Down syndrome .” 2015. Thesis, University of Sydney. Accessed October 18, 2019. http://hdl.handle.net/2123/14375.

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

MLA Handbook (7th Edition):

Lim, Lisa Su Li. “Reading and Spelling Intervention in Singaporean Children with Down syndrome .” 2015. Web. 18 Oct 2019.

Vancouver:

Lim LSL. Reading and Spelling Intervention in Singaporean Children with Down syndrome . [Internet] [Thesis]. University of Sydney; 2015. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/2123/14375.

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

Council of Science Editors:

Lim LSL. Reading and Spelling Intervention in Singaporean Children with Down syndrome . [Thesis]. University of Sydney; 2015. Available from: http://hdl.handle.net/2123/14375

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

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