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You searched for subject:( college readers). Showing records 1 – 6 of 6 total matches.

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University of Minnesota

1. Willcutt, Jennifer Ruth. A comparison of academically-successful struggling adult readers' and academically-successful non-struggling adult readers' fluency skills: Implications for college reading instruction.

Degree: PhD, Educational Psychology, 2008, University of Minnesota

 Students who are struggling readers manage to succeed in college despite their difficulties. How do they manage to overcome their reading difficulties? This study addressed… (more)

Subjects/Keywords: Fluency; Reading; Disability; Dyslexia; College; Instruction; Adult readers; Struggling readers; Educational Psychology

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

APA (6th Edition):

Willcutt, J. R. (2008). A comparison of academically-successful struggling adult readers' and academically-successful non-struggling adult readers' fluency skills: Implications for college reading instruction. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/91714

Chicago Manual of Style (16th Edition):

Willcutt, Jennifer Ruth. “A comparison of academically-successful struggling adult readers' and academically-successful non-struggling adult readers' fluency skills: Implications for college reading instruction.” 2008. Doctoral Dissertation, University of Minnesota. Accessed March 22, 2019. http://purl.umn.edu/91714.

MLA Handbook (7th Edition):

Willcutt, Jennifer Ruth. “A comparison of academically-successful struggling adult readers' and academically-successful non-struggling adult readers' fluency skills: Implications for college reading instruction.” 2008. Web. 22 Mar 2019.

Vancouver:

Willcutt JR. A comparison of academically-successful struggling adult readers' and academically-successful non-struggling adult readers' fluency skills: Implications for college reading instruction. [Internet] [Doctoral dissertation]. University of Minnesota; 2008. [cited 2019 Mar 22]. Available from: http://purl.umn.edu/91714.

Council of Science Editors:

Willcutt JR. A comparison of academically-successful struggling adult readers' and academically-successful non-struggling adult readers' fluency skills: Implications for college reading instruction. [Doctoral Dissertation]. University of Minnesota; 2008. Available from: http://purl.umn.edu/91714


University of Arizona

2. Allen, Kelly Lee. Restorying Literacy: The Role of Anomaly in Shifting Perceptions of College Readers .

Degree: 2016, University of Arizona

College reading programs are traditionally remedial or developmental in nature and often take a decontextualized skills based approach to reading and to supporting college readers(more)

Subjects/Keywords: literacy; literacy instruction; miscue analysis; perceptions of reading; reading attitudes and beliefs; Language, Reading & Culture; college readers

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APA (6th Edition):

Allen, K. L. (2016). Restorying Literacy: The Role of Anomaly in Shifting Perceptions of College Readers . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/613346

Chicago Manual of Style (16th Edition):

Allen, Kelly Lee. “Restorying Literacy: The Role of Anomaly in Shifting Perceptions of College Readers .” 2016. Doctoral Dissertation, University of Arizona. Accessed March 22, 2019. http://hdl.handle.net/10150/613346.

MLA Handbook (7th Edition):

Allen, Kelly Lee. “Restorying Literacy: The Role of Anomaly in Shifting Perceptions of College Readers .” 2016. Web. 22 Mar 2019.

Vancouver:

Allen KL. Restorying Literacy: The Role of Anomaly in Shifting Perceptions of College Readers . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Mar 22]. Available from: http://hdl.handle.net/10150/613346.

Council of Science Editors:

Allen KL. Restorying Literacy: The Role of Anomaly in Shifting Perceptions of College Readers . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/613346


University of Canberra

3. Bailey, John A. The effects of staging on the reader's comprehension of informational discourses.

Degree: 1980, University of Canberra

 The study was concerned with the variable of staging which is a component of text structure. Staging is known to affect the comprehension process of proficient readers. Two… (more)

Subjects/Keywords: staging; experimental texts; discourse; Riverina College of Advanced Education; readers' comprehension

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APA (6th Edition):

Bailey, J. A. (1980). The effects of staging on the reader's comprehension of informational discourses. (Thesis). University of Canberra. Retrieved from http://erl.canberra.edu.au./public/adt-AUC20060605.145033

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):

Bailey, John A. “The effects of staging on the reader's comprehension of informational discourses.” 1980. Thesis, University of Canberra. Accessed March 22, 2019. http://erl.canberra.edu.au./public/adt-AUC20060605.145033.

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

MLA Handbook (7th Edition):

Bailey, John A. “The effects of staging on the reader's comprehension of informational discourses.” 1980. Web. 22 Mar 2019.

Vancouver:

Bailey JA. The effects of staging on the reader's comprehension of informational discourses. [Internet] [Thesis]. University of Canberra; 1980. [cited 2019 Mar 22]. Available from: http://erl.canberra.edu.au./public/adt-AUC20060605.145033.

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

Council of Science Editors:

Bailey JA. The effects of staging on the reader's comprehension of informational discourses. [Thesis]. University of Canberra; 1980. Available from: http://erl.canberra.edu.au./public/adt-AUC20060605.145033

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


California State University – San Bernardino

4. Owen, Teresa Nanette. Responding to personal issues in personal/experiential essays.

Degree: MAin English Composition, English, 1994, California State University – San Bernardino

Subjects/Keywords: English language  – Rhetoric  – Study and teaching (Higher); English language  – Style  – Study and teaching (Higher); College readers; Pain  – Psychological aspects; Authorship  – Psychological aspects; Rhetoric and Composition

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

APA (6th Edition):

Owen, T. N. (1994). Responding to personal issues in personal/experiential essays. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/956

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):

Owen, Teresa Nanette. “Responding to personal issues in personal/experiential essays.” 1994. Thesis, California State University – San Bernardino. Accessed March 22, 2019. http://scholarworks.lib.csusb.edu/etd-project/956.

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

MLA Handbook (7th Edition):

Owen, Teresa Nanette. “Responding to personal issues in personal/experiential essays.” 1994. Web. 22 Mar 2019.

Vancouver:

Owen TN. Responding to personal issues in personal/experiential essays. [Internet] [Thesis]. California State University – San Bernardino; 1994. [cited 2019 Mar 22]. Available from: http://scholarworks.lib.csusb.edu/etd-project/956.

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

Council of Science Editors:

Owen TN. Responding to personal issues in personal/experiential essays. [Thesis]. California State University – San Bernardino; 1994. Available from: http://scholarworks.lib.csusb.edu/etd-project/956

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


California State University – San Bernardino

5. Cowles, Randee Teresa. The role of imaginative literature in First Year Composition.

Degree: MAin English Composition, English, 2004, California State University – San Bernardino

 This study steps into a long running discussion of the place of imaginative literature in First Year Composition (FYC) courses. Chapter one surveys the scholarship,… (more)

Subjects/Keywords: Crafton Hills College  – California  – Yucaipa; English language  – Rhetoric  – Study and teaching (Higher) College readers; English language  – Style; Reading (Higher education) English teachers  – Training of; Language and Literacy Education

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

APA (6th Edition):

Cowles, R. T. (2004). The role of imaginative literature in First Year Composition. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2516

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):

Cowles, Randee Teresa. “The role of imaginative literature in First Year Composition.” 2004. Thesis, California State University – San Bernardino. Accessed March 22, 2019. http://scholarworks.lib.csusb.edu/etd-project/2516.

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

MLA Handbook (7th Edition):

Cowles, Randee Teresa. “The role of imaginative literature in First Year Composition.” 2004. Web. 22 Mar 2019.

Vancouver:

Cowles RT. The role of imaginative literature in First Year Composition. [Internet] [Thesis]. California State University – San Bernardino; 2004. [cited 2019 Mar 22]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2516.

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

Council of Science Editors:

Cowles RT. The role of imaginative literature in First Year Composition. [Thesis]. California State University – San Bernardino; 2004. Available from: http://scholarworks.lib.csusb.edu/etd-project/2516

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


University of Florida

6. Thomason, Rose S., 1937-. Relationships of chronological age, psychological type, and reading comprehension of college students.

Degree: 1983, University of Florida

Subjects/Keywords: Age groups; College students; Critical reading; Intuition; Mathematical independent variables; Multiple regression; Performance readers; Reading comprehension; Reading tests; Wechsler scales; Age; Curriculum and Instruction thesis Ed. D; Reading (Higher education); Reading comprehension; Typology (Psychology)

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

APA (6th Edition):

Thomason, Rose S., 1. (1983). Relationships of chronological age, psychological type, and reading comprehension of college students. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00048411

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):

Thomason, Rose S., 1937-. “Relationships of chronological age, psychological type, and reading comprehension of college students.” 1983. Thesis, University of Florida. Accessed March 22, 2019. http://ufdc.ufl.edu/AA00048411.

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

MLA Handbook (7th Edition):

Thomason, Rose S., 1937-. “Relationships of chronological age, psychological type, and reading comprehension of college students.” 1983. Web. 22 Mar 2019.

Vancouver:

Thomason, Rose S. 1. Relationships of chronological age, psychological type, and reading comprehension of college students. [Internet] [Thesis]. University of Florida; 1983. [cited 2019 Mar 22]. Available from: http://ufdc.ufl.edu/AA00048411.

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

Council of Science Editors:

Thomason, Rose S. 1. Relationships of chronological age, psychological type, and reading comprehension of college students. [Thesis]. University of Florida; 1983. Available from: http://ufdc.ufl.edu/AA00048411

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

.