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You searched for subject:( early literacy). Showing records 1 – 30 of 467 total matches.

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University of Georgia

1. Sandberg, Karen Louise. An examination of early literacy skills across the school year and summer.

Degree: MA, School Psychology, 2008, University of Georgia

 Children’s early learning and development are affected by the school/academic and home environments. Therefore, in order to accurately depict the differential growth and loss of… (more)

Subjects/Keywords: Early literacy skills

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APA (6th Edition):

Sandberg, K. L. (2008). An examination of early literacy skills across the school year and summer. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/sandberg_karen_l_200812_ma

Chicago Manual of Style (16th Edition):

Sandberg, Karen Louise. “An examination of early literacy skills across the school year and summer.” 2008. Masters Thesis, University of Georgia. Accessed April 20, 2019. http://purl.galileo.usg.edu/uga_etd/sandberg_karen_l_200812_ma.

MLA Handbook (7th Edition):

Sandberg, Karen Louise. “An examination of early literacy skills across the school year and summer.” 2008. Web. 20 Apr 2019.

Vancouver:

Sandberg KL. An examination of early literacy skills across the school year and summer. [Internet] [Masters thesis]. University of Georgia; 2008. [cited 2019 Apr 20]. Available from: http://purl.galileo.usg.edu/uga_etd/sandberg_karen_l_200812_ma.

Council of Science Editors:

Sandberg KL. An examination of early literacy skills across the school year and summer. [Masters Thesis]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/sandberg_karen_l_200812_ma


Texas A&M University

2. Simek, Amber. Effects of a Parent-Delivered Shared Reading Intervention on Preschoolers' Vocabulary Acquisition.

Degree: 2014, Texas A&M University

 Many diverse children, especially the economically disadvantaged, enter school experiencing large gaps in oral language that adversely affect their reading comprehension in later years. Vocabulary… (more)

Subjects/Keywords: preschool; early literacy

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APA (6th Edition):

Simek, A. (2014). Effects of a Parent-Delivered Shared Reading Intervention on Preschoolers' Vocabulary Acquisition. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153209

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):

Simek, Amber. “Effects of a Parent-Delivered Shared Reading Intervention on Preschoolers' Vocabulary Acquisition.” 2014. Thesis, Texas A&M University. Accessed April 20, 2019. http://hdl.handle.net/1969.1/153209.

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

MLA Handbook (7th Edition):

Simek, Amber. “Effects of a Parent-Delivered Shared Reading Intervention on Preschoolers' Vocabulary Acquisition.” 2014. Web. 20 Apr 2019.

Vancouver:

Simek A. Effects of a Parent-Delivered Shared Reading Intervention on Preschoolers' Vocabulary Acquisition. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1969.1/153209.

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

Council of Science Editors:

Simek A. Effects of a Parent-Delivered Shared Reading Intervention on Preschoolers' Vocabulary Acquisition. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153209

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


University of Houston

3. Beyer, Haley. ENGLISH LEARNERS: QUALITY INDICATORS OF EFFECTIVE PROFESSIONAL DEVELOPMENT IN EARLY LITERACY FOR TEACHERS AND COACHES.

Degree: Curriculum and Instruction, Department of, 2014, University of Houston

 To compete in global markets American children need the opportunity to develop critical educational skills that will be necessary to enter an ever-changing workforce. Many… (more)

Subjects/Keywords: ELL; Early Literacy

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APA (6th Edition):

Beyer, H. (2014). ENGLISH LEARNERS: QUALITY INDICATORS OF EFFECTIVE PROFESSIONAL DEVELOPMENT IN EARLY LITERACY FOR TEACHERS AND COACHES. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1436

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):

Beyer, Haley. “ENGLISH LEARNERS: QUALITY INDICATORS OF EFFECTIVE PROFESSIONAL DEVELOPMENT IN EARLY LITERACY FOR TEACHERS AND COACHES.” 2014. Thesis, University of Houston. Accessed April 20, 2019. http://hdl.handle.net/10657/1436.

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

MLA Handbook (7th Edition):

Beyer, Haley. “ENGLISH LEARNERS: QUALITY INDICATORS OF EFFECTIVE PROFESSIONAL DEVELOPMENT IN EARLY LITERACY FOR TEACHERS AND COACHES.” 2014. Web. 20 Apr 2019.

Vancouver:

Beyer H. ENGLISH LEARNERS: QUALITY INDICATORS OF EFFECTIVE PROFESSIONAL DEVELOPMENT IN EARLY LITERACY FOR TEACHERS AND COACHES. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10657/1436.

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

Council of Science Editors:

Beyer H. ENGLISH LEARNERS: QUALITY INDICATORS OF EFFECTIVE PROFESSIONAL DEVELOPMENT IN EARLY LITERACY FOR TEACHERS AND COACHES. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1436

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


University of Illinois – Chicago

4. Whittingham, Colleen E. Places & Spaces of Literacy [Inter]action:   Preschool Practices Providing Equitable Opportunities to Learn.

Degree: 2017, University of Illinois – Chicago

 schoolchildren and the increasing uniformity of early learning standards and classroom practices. To help children achieve maximum benefit from their preschool experience, early literacy instruction… (more)

Subjects/Keywords: early literacy; language; mediation

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APA (6th Edition):

Whittingham, C. E. (2017). Places & Spaces of Literacy [Inter]action:   Preschool Practices Providing Equitable Opportunities to Learn. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21890

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):

Whittingham, Colleen E. “Places & Spaces of Literacy [Inter]action:   Preschool Practices Providing Equitable Opportunities to Learn.” 2017. Thesis, University of Illinois – Chicago. Accessed April 20, 2019. http://hdl.handle.net/10027/21890.

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

MLA Handbook (7th Edition):

Whittingham, Colleen E. “Places & Spaces of Literacy [Inter]action:   Preschool Practices Providing Equitable Opportunities to Learn.” 2017. Web. 20 Apr 2019.

Vancouver:

Whittingham CE. Places & Spaces of Literacy [Inter]action:   Preschool Practices Providing Equitable Opportunities to Learn. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10027/21890.

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

Council of Science Editors:

Whittingham CE. Places & Spaces of Literacy [Inter]action:   Preschool Practices Providing Equitable Opportunities to Learn. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/21890

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


University of Toronto

5. Zhang, Jing. Implementation and Evaluation of a Chinese Language Family Literacy Program: Impact on Young Children's Literacy Development in Chinese and English.

Degree: 2010, University of Toronto

Previous research on family literacy in North America has generally been conducted in English, even if the program targets English for speakers of other languages.… (more)

Subjects/Keywords: family literacy; early childhood education; Chinese; early literacy development; Early Chinese literacy development; Early English literacy development; 0518; 0535

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APA (6th Edition):

Zhang, J. (2010). Implementation and Evaluation of a Chinese Language Family Literacy Program: Impact on Young Children's Literacy Development in Chinese and English. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/24922

Chicago Manual of Style (16th Edition):

Zhang, Jing. “Implementation and Evaluation of a Chinese Language Family Literacy Program: Impact on Young Children's Literacy Development in Chinese and English.” 2010. Doctoral Dissertation, University of Toronto. Accessed April 20, 2019. http://hdl.handle.net/1807/24922.

MLA Handbook (7th Edition):

Zhang, Jing. “Implementation and Evaluation of a Chinese Language Family Literacy Program: Impact on Young Children's Literacy Development in Chinese and English.” 2010. Web. 20 Apr 2019.

Vancouver:

Zhang J. Implementation and Evaluation of a Chinese Language Family Literacy Program: Impact on Young Children's Literacy Development in Chinese and English. [Internet] [Doctoral dissertation]. University of Toronto; 2010. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1807/24922.

Council of Science Editors:

Zhang J. Implementation and Evaluation of a Chinese Language Family Literacy Program: Impact on Young Children's Literacy Development in Chinese and English. [Doctoral Dissertation]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/24922


University of Minnesota

6. Besner, Amanda. Comparison of placement decisions based on picture Naming 1.0 and Picture Naming 2.0.

Degree: PhD, Educational Psychology, 2014, University of Minnesota

 Learning to read is a lifelong skill that begins during early childhood. There are a number of foundational skills that children should have before they… (more)

Subjects/Keywords: Early Literacy; Preschool; Screening

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APA (6th Edition):

Besner, A. (2014). Comparison of placement decisions based on picture Naming 1.0 and Picture Naming 2.0. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/164725

Chicago Manual of Style (16th Edition):

Besner, Amanda. “Comparison of placement decisions based on picture Naming 1.0 and Picture Naming 2.0.” 2014. Doctoral Dissertation, University of Minnesota. Accessed April 20, 2019. http://hdl.handle.net/11299/164725.

MLA Handbook (7th Edition):

Besner, Amanda. “Comparison of placement decisions based on picture Naming 1.0 and Picture Naming 2.0.” 2014. Web. 20 Apr 2019.

Vancouver:

Besner A. Comparison of placement decisions based on picture Naming 1.0 and Picture Naming 2.0. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/11299/164725.

Council of Science Editors:

Besner A. Comparison of placement decisions based on picture Naming 1.0 and Picture Naming 2.0. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/164725


University of Oregon

7. Ryan Jackson, Kathleen. Program Evaluation: Effective Behavioral and Instructional Support Systems and Student Reading Outcomes.

Degree: 2014, University of Oregon

 This program evaluation studied Effective Behavioral and Instructional Support Systems (EBISS), a Response to Intervention (RTI) initiative focused at changing district leadership behaviors to close… (more)

Subjects/Keywords: Early literacy; Leadership; Policy

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APA (6th Edition):

Ryan Jackson, K. (2014). Program Evaluation: Effective Behavioral and Instructional Support Systems and Student Reading Outcomes. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/17927

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):

Ryan Jackson, Kathleen. “Program Evaluation: Effective Behavioral and Instructional Support Systems and Student Reading Outcomes.” 2014. Thesis, University of Oregon. Accessed April 20, 2019. http://hdl.handle.net/1794/17927.

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

MLA Handbook (7th Edition):

Ryan Jackson, Kathleen. “Program Evaluation: Effective Behavioral and Instructional Support Systems and Student Reading Outcomes.” 2014. Web. 20 Apr 2019.

Vancouver:

Ryan Jackson K. Program Evaluation: Effective Behavioral and Instructional Support Systems and Student Reading Outcomes. [Internet] [Thesis]. University of Oregon; 2014. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1794/17927.

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

Council of Science Editors:

Ryan Jackson K. Program Evaluation: Effective Behavioral and Instructional Support Systems and Student Reading Outcomes. [Thesis]. University of Oregon; 2014. Available from: http://hdl.handle.net/1794/17927

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


George Mason University

8. Cossa, Nedra Lee. Parents' Understandings of Young Children's Symbolic Representation .

Degree: 2016, George Mason University

 Children’s lives reflect the social and cultural practices of their families and communities, heavily influencing their development and learning (NAEYC, 2002; Lankshear & Lawler, 1993;… (more)

Subjects/Keywords: Early childhood education; Early childhood; Literacy; Parents

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APA (6th Edition):

Cossa, N. L. (2016). Parents' Understandings of Young Children's Symbolic Representation . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/10424

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):

Cossa, Nedra Lee. “Parents' Understandings of Young Children's Symbolic Representation .” 2016. Thesis, George Mason University. Accessed April 20, 2019. http://hdl.handle.net/1920/10424.

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

MLA Handbook (7th Edition):

Cossa, Nedra Lee. “Parents' Understandings of Young Children's Symbolic Representation .” 2016. Web. 20 Apr 2019.

Vancouver:

Cossa NL. Parents' Understandings of Young Children's Symbolic Representation . [Internet] [Thesis]. George Mason University; 2016. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1920/10424.

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

Council of Science Editors:

Cossa NL. Parents' Understandings of Young Children's Symbolic Representation . [Thesis]. George Mason University; 2016. Available from: http://hdl.handle.net/1920/10424

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

9. Benmeleh, Eva. Get Ready To Read!: Assessing the Efficacy of an Emergent Literacy Screening Tool.

Degree: 2011, Nova Southeastern University

Early identification and targeted intervention during the preschool years can help to prevent later reading difficulties among school-age children. The GRTR! was developed by the… (more)

Subjects/Keywords: early childhood assessments; early literacy; emergent literacy; preschool; Screening tools; Psychology

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APA (6th Edition):

Benmeleh, E. (2011). Get Ready To Read!: Assessing the Efficacy of an Emergent Literacy Screening Tool. (Thesis). Nova Southeastern University. Retrieved from https://nsuworks.nova.edu/cps_stuetd/7

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):

Benmeleh, Eva. “Get Ready To Read!: Assessing the Efficacy of an Emergent Literacy Screening Tool.” 2011. Thesis, Nova Southeastern University. Accessed April 20, 2019. https://nsuworks.nova.edu/cps_stuetd/7.

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

MLA Handbook (7th Edition):

Benmeleh, Eva. “Get Ready To Read!: Assessing the Efficacy of an Emergent Literacy Screening Tool.” 2011. Web. 20 Apr 2019.

Vancouver:

Benmeleh E. Get Ready To Read!: Assessing the Efficacy of an Emergent Literacy Screening Tool. [Internet] [Thesis]. Nova Southeastern University; 2011. [cited 2019 Apr 20]. Available from: https://nsuworks.nova.edu/cps_stuetd/7.

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

Council of Science Editors:

Benmeleh E. Get Ready To Read!: Assessing the Efficacy of an Emergent Literacy Screening Tool. [Thesis]. Nova Southeastern University; 2011. Available from: https://nsuworks.nova.edu/cps_stuetd/7

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


Miami University

10. Whitehead, Shawna L. Preschool Impact on Emergent Literacy in Kindergarten Students: A Case Study.

Degree: Specialist in Education, School Psychology, 2018, Miami University

 The current study explored the role of preschool attendance in early literacy attainment (as measured by scores on the STAR Early Literacy assessment) for students… (more)

Subjects/Keywords: Educational Psychology; preschool; kindergarten; early literacy; emergent literacy; preschool impact; literacy

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APA (6th Edition):

Whitehead, S. L. (2018). Preschool Impact on Emergent Literacy in Kindergarten Students: A Case Study. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1532347290748974

Chicago Manual of Style (16th Edition):

Whitehead, Shawna L. “Preschool Impact on Emergent Literacy in Kindergarten Students: A Case Study.” 2018. Doctoral Dissertation, Miami University. Accessed April 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1532347290748974.

MLA Handbook (7th Edition):

Whitehead, Shawna L. “Preschool Impact on Emergent Literacy in Kindergarten Students: A Case Study.” 2018. Web. 20 Apr 2019.

Vancouver:

Whitehead SL. Preschool Impact on Emergent Literacy in Kindergarten Students: A Case Study. [Internet] [Doctoral dissertation]. Miami University; 2018. [cited 2019 Apr 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1532347290748974.

Council of Science Editors:

Whitehead SL. Preschool Impact on Emergent Literacy in Kindergarten Students: A Case Study. [Doctoral Dissertation]. Miami University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1532347290748974


California State University – Sacramento

11. Flores, Christina Louise. Supporting literacy development for English learners: a professional development workshop for preschool teachers.

Degree: MA, Child Development (Applied Settings, 2010, California State University – Sacramento

 Statement of Problem The purpose of this project was to develop a workshop series about language and literacy in preschoolers. Many preschool teachers in California… (more)

Subjects/Keywords: Early literacy; Preschool staff development; Language development

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APA (6th Edition):

Flores, C. L. (2010). Supporting literacy development for English learners: a professional development workshop for preschool teachers. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/628

Chicago Manual of Style (16th Edition):

Flores, Christina Louise. “Supporting literacy development for English learners: a professional development workshop for preschool teachers.” 2010. Masters Thesis, California State University – Sacramento. Accessed April 20, 2019. http://hdl.handle.net/10211.9/628.

MLA Handbook (7th Edition):

Flores, Christina Louise. “Supporting literacy development for English learners: a professional development workshop for preschool teachers.” 2010. Web. 20 Apr 2019.

Vancouver:

Flores CL. Supporting literacy development for English learners: a professional development workshop for preschool teachers. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10211.9/628.

Council of Science Editors:

Flores CL. Supporting literacy development for English learners: a professional development workshop for preschool teachers. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/628


California State University – Sacramento

12. Gomez, Jennifer Suzanne. Preschool teacher's knowledge of early language and literacy and its relationship to teaching practices and classroom environments.

Degree: MA, Child Development, 2010, California State University – Sacramento

Early childhood educators (ECEs) play an important role in fostering children???s literacy. This study examined the literacy knowledge and practices of early childhood educators as… (more)

Subjects/Keywords: Early childhood education; Emergent literacy; Preschool curriculum

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

APA (6th Edition):

Gomez, J. S. (2010). Preschool teacher's knowledge of early language and literacy and its relationship to teaching practices and classroom environments. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/120

Chicago Manual of Style (16th Edition):

Gomez, Jennifer Suzanne. “Preschool teacher's knowledge of early language and literacy and its relationship to teaching practices and classroom environments.” 2010. Masters Thesis, California State University – Sacramento. Accessed April 20, 2019. http://hdl.handle.net/10211.9/120.

MLA Handbook (7th Edition):

Gomez, Jennifer Suzanne. “Preschool teacher's knowledge of early language and literacy and its relationship to teaching practices and classroom environments.” 2010. Web. 20 Apr 2019.

Vancouver:

Gomez JS. Preschool teacher's knowledge of early language and literacy and its relationship to teaching practices and classroom environments. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10211.9/120.

Council of Science Editors:

Gomez JS. Preschool teacher's knowledge of early language and literacy and its relationship to teaching practices and classroom environments. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/120


Miami University

13. Wilson, Judith Ann. The Effects of the PowerTouch Learning System on Emergent Literacy Skills.

Degree: Specialist in Education, Educational Psychology, 2007, Miami University

 This thesis reports on a study of the effects of a technology enhanced toy on emergent literacy skills of young children. The effects of a… (more)

Subjects/Keywords: Early Literacy; technology enhanced toys; headstart; reading

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APA (6th Edition):

Wilson, J. A. (2007). The Effects of the PowerTouch Learning System on Emergent Literacy Skills. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1171411509

Chicago Manual of Style (16th Edition):

Wilson, Judith Ann. “The Effects of the PowerTouch Learning System on Emergent Literacy Skills.” 2007. Doctoral Dissertation, Miami University. Accessed April 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1171411509.

MLA Handbook (7th Edition):

Wilson, Judith Ann. “The Effects of the PowerTouch Learning System on Emergent Literacy Skills.” 2007. Web. 20 Apr 2019.

Vancouver:

Wilson JA. The Effects of the PowerTouch Learning System on Emergent Literacy Skills. [Internet] [Doctoral dissertation]. Miami University; 2007. [cited 2019 Apr 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1171411509.

Council of Science Editors:

Wilson JA. The Effects of the PowerTouch Learning System on Emergent Literacy Skills. [Doctoral Dissertation]. Miami University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1171411509

14. Hodgeon, Julia. Tracing the patterns : boys and their literacy in the early years.

Degree: Thesis (EdD), 2003, Open University

 The purpose of this ethnographic study is to uncover relationships between the development of masculinities, the acquisition of early literacy and classroom processes. These processes… (more)

Subjects/Keywords: 371; Early literacy

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APA (6th Edition):

Hodgeon, J. (2003). Tracing the patterns : boys and their literacy in the early years. (Doctoral Dissertation). Open University. Retrieved from http://oro.open.ac.uk/49392/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271935

Chicago Manual of Style (16th Edition):

Hodgeon, Julia. “Tracing the patterns : boys and their literacy in the early years.” 2003. Doctoral Dissertation, Open University. Accessed April 20, 2019. http://oro.open.ac.uk/49392/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271935.

MLA Handbook (7th Edition):

Hodgeon, Julia. “Tracing the patterns : boys and their literacy in the early years.” 2003. Web. 20 Apr 2019.

Vancouver:

Hodgeon J. Tracing the patterns : boys and their literacy in the early years. [Internet] [Doctoral dissertation]. Open University; 2003. [cited 2019 Apr 20]. Available from: http://oro.open.ac.uk/49392/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271935.

Council of Science Editors:

Hodgeon J. Tracing the patterns : boys and their literacy in the early years. [Doctoral Dissertation]. Open University; 2003. Available from: http://oro.open.ac.uk/49392/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271935


Montana Tech

15. Froehlich Collins, Bethany M. The Effects of Modeled Writing on Early Literacy Development in Preschool Children.

Degree: MS, 2012, Montana Tech

 The purpose of this thesis was to investigate the impacts on early literacy development in preschool children by engaging them in writing activities that were… (more)

Subjects/Keywords: early childhood education; literacy; preschool; writing development

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APA (6th Edition):

Froehlich Collins, B. M. (2012). The Effects of Modeled Writing on Early Literacy Development in Preschool Children. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/1006

Chicago Manual of Style (16th Edition):

Froehlich Collins, Bethany M. “The Effects of Modeled Writing on Early Literacy Development in Preschool Children.” 2012. Masters Thesis, Montana Tech. Accessed April 20, 2019. https://scholarworks.umt.edu/etd/1006.

MLA Handbook (7th Edition):

Froehlich Collins, Bethany M. “The Effects of Modeled Writing on Early Literacy Development in Preschool Children.” 2012. Web. 20 Apr 2019.

Vancouver:

Froehlich Collins BM. The Effects of Modeled Writing on Early Literacy Development in Preschool Children. [Internet] [Masters thesis]. Montana Tech; 2012. [cited 2019 Apr 20]. Available from: https://scholarworks.umt.edu/etd/1006.

Council of Science Editors:

Froehlich Collins BM. The Effects of Modeled Writing on Early Literacy Development in Preschool Children. [Masters Thesis]. Montana Tech; 2012. Available from: https://scholarworks.umt.edu/etd/1006


University of North Texas

16. Gonzalez, Lauren. Home Literacy Practices in Diverse Families: Parental Involvement in Kindergarten Children's Literacy Development.

Degree: 2013, University of North Texas

 Although prior research has shown that parental involvement positively affects a child's literacy development, attention should also be directed to the factors that keep parents… (more)

Subjects/Keywords: Parent involvement; literacy development; early childhood education

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

APA (6th Edition):

Gonzalez, L. (2013). Home Literacy Practices in Diverse Families: Parental Involvement in Kindergarten Children's Literacy Development. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271820/

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):

Gonzalez, Lauren. “Home Literacy Practices in Diverse Families: Parental Involvement in Kindergarten Children's Literacy Development.” 2013. Thesis, University of North Texas. Accessed April 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc271820/.

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

MLA Handbook (7th Edition):

Gonzalez, Lauren. “Home Literacy Practices in Diverse Families: Parental Involvement in Kindergarten Children's Literacy Development.” 2013. Web. 20 Apr 2019.

Vancouver:

Gonzalez L. Home Literacy Practices in Diverse Families: Parental Involvement in Kindergarten Children's Literacy Development. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Apr 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271820/.

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

Council of Science Editors:

Gonzalez L. Home Literacy Practices in Diverse Families: Parental Involvement in Kindergarten Children's Literacy Development. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271820/

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


Vanderbilt University

17. Kinder, Kiersten Ann. Comparing the effects of descriptive comments versus descriptive comments plus prompted trials on children's letter naming.

Degree: PhD, Special Education, 2010, Vanderbilt University

 The purpose of this study was to evaluate the relative effects of a commenting intervention and a commenting plus trials intervention for teaching preschool children… (more)

Subjects/Keywords: instructional procedures; embedded instruction; early literacy; preschool

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APA (6th Edition):

Kinder, K. A. (2010). Comparing the effects of descriptive comments versus descriptive comments plus prompted trials on children's letter naming. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-10212010-030039/ ;

Chicago Manual of Style (16th Edition):

Kinder, Kiersten Ann. “Comparing the effects of descriptive comments versus descriptive comments plus prompted trials on children's letter naming.” 2010. Doctoral Dissertation, Vanderbilt University. Accessed April 20, 2019. http://etd.library.vanderbilt.edu/available/etd-10212010-030039/ ;.

MLA Handbook (7th Edition):

Kinder, Kiersten Ann. “Comparing the effects of descriptive comments versus descriptive comments plus prompted trials on children's letter naming.” 2010. Web. 20 Apr 2019.

Vancouver:

Kinder KA. Comparing the effects of descriptive comments versus descriptive comments plus prompted trials on children's letter naming. [Internet] [Doctoral dissertation]. Vanderbilt University; 2010. [cited 2019 Apr 20]. Available from: http://etd.library.vanderbilt.edu/available/etd-10212010-030039/ ;.

Council of Science Editors:

Kinder KA. Comparing the effects of descriptive comments versus descriptive comments plus prompted trials on children's letter naming. [Doctoral Dissertation]. Vanderbilt University; 2010. Available from: http://etd.library.vanderbilt.edu/available/etd-10212010-030039/ ;


Oklahoma State University

18. Foyil, Kristine Elizabeth. Exploring the Nonficition Literacy Experiences of Young Children.

Degree: School of Teaching and Curriculum Leadership, 2011, Oklahoma State University

 Research has demonstrated that before fourth grade, young children have limited experiences with nonfiction texts. The majority of studies about nonfiction literacy development focus on… (more)

Subjects/Keywords: early literacy; informational speech genre; nonfiction; sponsorship

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APA (6th Edition):

Foyil, K. E. (2011). Exploring the Nonficition Literacy Experiences of Young Children. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7402

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):

Foyil, Kristine Elizabeth. “Exploring the Nonficition Literacy Experiences of Young Children.” 2011. Thesis, Oklahoma State University. Accessed April 20, 2019. http://hdl.handle.net/11244/7402.

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

MLA Handbook (7th Edition):

Foyil, Kristine Elizabeth. “Exploring the Nonficition Literacy Experiences of Young Children.” 2011. Web. 20 Apr 2019.

Vancouver:

Foyil KE. Exploring the Nonficition Literacy Experiences of Young Children. [Internet] [Thesis]. Oklahoma State University; 2011. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/11244/7402.

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

Council of Science Editors:

Foyil KE. Exploring the Nonficition Literacy Experiences of Young Children. [Thesis]. Oklahoma State University; 2011. Available from: http://hdl.handle.net/11244/7402

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

19. Simon, Barbara. Parent and Teacher Perceptions of Students' Early Literacy Behaviors Within Various Pre-School Models.

Degree: 2018, SUNY College at Fredonia

 Parents have many options when it comes to choosing a pre-K program for their child (full day, half day, or part time). Educators are also… (more)

Subjects/Keywords: Early childhood education.; Literacy; Parent-teacher relationships.

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APA (6th Edition):

Simon, B. (2018). Parent and Teacher Perceptions of Students' Early Literacy Behaviors Within Various Pre-School Models. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/70517

Chicago Manual of Style (16th Edition):

Simon, Barbara. “Parent and Teacher Perceptions of Students' Early Literacy Behaviors Within Various Pre-School Models. ” 2018. Masters Thesis, SUNY College at Fredonia. Accessed April 20, 2019. http://hdl.handle.net/1951/70517.

MLA Handbook (7th Edition):

Simon, Barbara. “Parent and Teacher Perceptions of Students' Early Literacy Behaviors Within Various Pre-School Models. ” 2018. Web. 20 Apr 2019.

Vancouver:

Simon B. Parent and Teacher Perceptions of Students' Early Literacy Behaviors Within Various Pre-School Models. [Internet] [Masters thesis]. SUNY College at Fredonia; 2018. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1951/70517.

Council of Science Editors:

Simon B. Parent and Teacher Perceptions of Students' Early Literacy Behaviors Within Various Pre-School Models. [Masters Thesis]. SUNY College at Fredonia; 2018. Available from: http://hdl.handle.net/1951/70517


University of Rochester

20. Thurley, Julie A. An action research study: engaging urban families as partners to enhance emergent literacy.

Degree: EdD, 2017, University of Rochester

 Although family engagement has long been associated with positive outcomes, it is not easy to establish, particularly in urban classrooms. Teachers whose ethnic and social-economic… (more)

Subjects/Keywords: Urban communities; Literacy; Early childhood; Family engagement

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

APA (6th Edition):

Thurley, J. A. (2017). An action research study: engaging urban families as partners to enhance emergent literacy. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/32846

Chicago Manual of Style (16th Edition):

Thurley, Julie A. “An action research study: engaging urban families as partners to enhance emergent literacy.” 2017. Doctoral Dissertation, University of Rochester. Accessed April 20, 2019. http://hdl.handle.net/1802/32846.

MLA Handbook (7th Edition):

Thurley, Julie A. “An action research study: engaging urban families as partners to enhance emergent literacy.” 2017. Web. 20 Apr 2019.

Vancouver:

Thurley JA. An action research study: engaging urban families as partners to enhance emergent literacy. [Internet] [Doctoral dissertation]. University of Rochester; 2017. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1802/32846.

Council of Science Editors:

Thurley JA. An action research study: engaging urban families as partners to enhance emergent literacy. [Doctoral Dissertation]. University of Rochester; 2017. Available from: http://hdl.handle.net/1802/32846


Virginia Tech

21. Lyon, Anna Faye. The Transition To Reader: Multiple Perspectives.

Degree: EdD, Teaching and Learning, 1999, Virginia Tech

 The observation of first grade children as they became readers led the researcher to this study. Some children found reading an effortless task, some progressed… (more)

Subjects/Keywords: reading; early literacy

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APA (6th Edition):

Lyon, A. F. (1999). The Transition To Reader: Multiple Perspectives. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28497

Chicago Manual of Style (16th Edition):

Lyon, Anna Faye. “The Transition To Reader: Multiple Perspectives.” 1999. Doctoral Dissertation, Virginia Tech. Accessed April 20, 2019. http://hdl.handle.net/10919/28497.

MLA Handbook (7th Edition):

Lyon, Anna Faye. “The Transition To Reader: Multiple Perspectives.” 1999. Web. 20 Apr 2019.

Vancouver:

Lyon AF. The Transition To Reader: Multiple Perspectives. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10919/28497.

Council of Science Editors:

Lyon AF. The Transition To Reader: Multiple Perspectives. [Doctoral Dissertation]. Virginia Tech; 1999. Available from: http://hdl.handle.net/10919/28497


Florida International University

22. Marin, Maria M. The Effects of Classroom Environmental Quality on the Early Literacy Outcomes of a Regionally Heterogeneous Population of Latino Children.

Degree: Curriculum and Instruction, 2010, Florida International University

  The purpose of this study was to examine the relation between classroom environmental quality and early literacy outcomes amongst a sample of Latino children… (more)

Subjects/Keywords: Early Childhood; Environment; Development; Literacy; Early Literacy; Environmental Quality; Childcare Quality; Education; Other Education

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APA (6th Edition):

Marin, M. M. (2010). The Effects of Classroom Environmental Quality on the Early Literacy Outcomes of a Regionally Heterogeneous Population of Latino Children. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/162 ; 10.25148/etd.FI10041634 ; FI10041634

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):

Marin, Maria M. “The Effects of Classroom Environmental Quality on the Early Literacy Outcomes of a Regionally Heterogeneous Population of Latino Children.” 2010. Thesis, Florida International University. Accessed April 20, 2019. http://digitalcommons.fiu.edu/etd/162 ; 10.25148/etd.FI10041634 ; FI10041634.

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

MLA Handbook (7th Edition):

Marin, Maria M. “The Effects of Classroom Environmental Quality on the Early Literacy Outcomes of a Regionally Heterogeneous Population of Latino Children.” 2010. Web. 20 Apr 2019.

Vancouver:

Marin MM. The Effects of Classroom Environmental Quality on the Early Literacy Outcomes of a Regionally Heterogeneous Population of Latino Children. [Internet] [Thesis]. Florida International University; 2010. [cited 2019 Apr 20]. Available from: http://digitalcommons.fiu.edu/etd/162 ; 10.25148/etd.FI10041634 ; FI10041634.

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

Council of Science Editors:

Marin MM. The Effects of Classroom Environmental Quality on the Early Literacy Outcomes of a Regionally Heterogeneous Population of Latino Children. [Thesis]. Florida International University; 2010. Available from: http://digitalcommons.fiu.edu/etd/162 ; 10.25148/etd.FI10041634 ; FI10041634

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

23. Godbey, Rebecca Jane. Parents’ Perceptions of Partners in Print, a Family Literacy Program.

Degree: Doctorate in Education, Education, 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: early literacy; family literacy; family literacy program; home literacy environment; literacy; parent empowerment; Education; Family, Life Course, and Society

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APA (6th Edition):

Godbey, R. J. (2012). Parents’ Perceptions of Partners in Print, a Family Literacy Program. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/239

Chicago Manual of Style (16th Edition):

Godbey, Rebecca Jane. “Parents’ Perceptions of Partners in Print, a Family Literacy Program.” 2012. Doctoral Dissertation, Loyola Marymount University. Accessed April 20, 2019. https://digitalcommons.lmu.edu/etd/239.

MLA Handbook (7th Edition):

Godbey, Rebecca Jane. “Parents’ Perceptions of Partners in Print, a Family Literacy Program.” 2012. Web. 20 Apr 2019.

Vancouver:

Godbey RJ. Parents’ Perceptions of Partners in Print, a Family Literacy Program. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2012. [cited 2019 Apr 20]. Available from: https://digitalcommons.lmu.edu/etd/239.

Council of Science Editors:

Godbey RJ. Parents’ Perceptions of Partners in Print, a Family Literacy Program. [Doctoral Dissertation]. Loyola Marymount University; 2012. Available from: https://digitalcommons.lmu.edu/etd/239


The Ohio State University

24. Brownfield, Katherine Singleton. Scaffolding in Literacy Learning and Teaching: The Impact of Teacher Responsiveness During Writing on First Grade Students’ Literacy Learning.

Degree: PhD, EDU Teaching and Learning, 2016, The Ohio State University

 The notion of scaffolding is commonly referred to in educational research and practice, however there is little empirical evidence on its role in literacy learning,… (more)

Subjects/Keywords: Education; Literacy; Literacy; Scaffolding; Writing; Early Childhood; Reading Recovery

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APA (6th Edition):

Brownfield, K. S. (2016). Scaffolding in Literacy Learning and Teaching: The Impact of Teacher Responsiveness During Writing on First Grade Students’ Literacy Learning. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1461144877

Chicago Manual of Style (16th Edition):

Brownfield, Katherine Singleton. “Scaffolding in Literacy Learning and Teaching: The Impact of Teacher Responsiveness During Writing on First Grade Students’ Literacy Learning.” 2016. Doctoral Dissertation, The Ohio State University. Accessed April 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461144877.

MLA Handbook (7th Edition):

Brownfield, Katherine Singleton. “Scaffolding in Literacy Learning and Teaching: The Impact of Teacher Responsiveness During Writing on First Grade Students’ Literacy Learning.” 2016. Web. 20 Apr 2019.

Vancouver:

Brownfield KS. Scaffolding in Literacy Learning and Teaching: The Impact of Teacher Responsiveness During Writing on First Grade Students’ Literacy Learning. [Internet] [Doctoral dissertation]. The Ohio State University; 2016. [cited 2019 Apr 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1461144877.

Council of Science Editors:

Brownfield KS. Scaffolding in Literacy Learning and Teaching: The Impact of Teacher Responsiveness During Writing on First Grade Students’ Literacy Learning. [Doctoral Dissertation]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1461144877

25. Corbisiero, Amii. Evaluating the Efficacy of the Parents Activate Literacy Skills Program.

Degree: 2009, Nova Southeastern University

 The present study explored the efficacy of a parent implemented emergent literacy intervention to promote reading readiness and to improve parent-child relationships among preschoolers and… (more)

Subjects/Keywords: children; early literacy; emergent literacy; intervention; preschool; social emotional; Psychology

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APA (6th Edition):

Corbisiero, A. (2009). Evaluating the Efficacy of the Parents Activate Literacy Skills Program. (Thesis). Nova Southeastern University. Retrieved from http://nsuworks.nova.edu/cps_stuetd/21

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):

Corbisiero, Amii. “Evaluating the Efficacy of the Parents Activate Literacy Skills Program.” 2009. Thesis, Nova Southeastern University. Accessed April 20, 2019. http://nsuworks.nova.edu/cps_stuetd/21.

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

MLA Handbook (7th Edition):

Corbisiero, Amii. “Evaluating the Efficacy of the Parents Activate Literacy Skills Program.” 2009. Web. 20 Apr 2019.

Vancouver:

Corbisiero A. Evaluating the Efficacy of the Parents Activate Literacy Skills Program. [Internet] [Thesis]. Nova Southeastern University; 2009. [cited 2019 Apr 20]. Available from: http://nsuworks.nova.edu/cps_stuetd/21.

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

Council of Science Editors:

Corbisiero A. Evaluating the Efficacy of the Parents Activate Literacy Skills Program. [Thesis]. Nova Southeastern University; 2009. Available from: http://nsuworks.nova.edu/cps_stuetd/21

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


Leiden University

26. Eijk, Simone. The influence of preschool home literacy activities on early language development.

Degree: 2015, Leiden University

 In this study we tested whether the richness of the home literacy environment, operationalized by the number of baby books at home, influences the language… (more)

Subjects/Keywords: home literacy; language environment analysis system; early language development; literacy environment

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APA (6th Edition):

Eijk, S. (2015). The influence of preschool home literacy activities on early language development. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/35544

Chicago Manual of Style (16th Edition):

Eijk, Simone. “The influence of preschool home literacy activities on early language development.” 2015. Masters Thesis, Leiden University. Accessed April 20, 2019. http://hdl.handle.net/1887/35544.

MLA Handbook (7th Edition):

Eijk, Simone. “The influence of preschool home literacy activities on early language development.” 2015. Web. 20 Apr 2019.

Vancouver:

Eijk S. The influence of preschool home literacy activities on early language development. [Internet] [Masters thesis]. Leiden University; 2015. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1887/35544.

Council of Science Editors:

Eijk S. The influence of preschool home literacy activities on early language development. [Masters Thesis]. Leiden University; 2015. Available from: http://hdl.handle.net/1887/35544


Miami University

27. Anderson, Maren M. EFFECTIVENESS OF AN EARLY LITERACY PROGRAM FOR DIVERSE CHILDREN: AN EXAMINATION OF TEACHER-DIRECTED PATHS TO ACHIEVING LITERACY SUCCESS.

Degree: Specialist in Education, Educational Psychology, 2009, Miami University

 The present study examined the effectiveness of Teacher Directed: Paths to Achieving Literacy Success (PALS), an early literacy supplemental program, with 8 diverse students including… (more)

Subjects/Keywords: Literacy; phonemic awareness; early literacy; Teacher Directed PALS; IDEL

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APA (6th Edition):

Anderson, M. M. (2009). EFFECTIVENESS OF AN EARLY LITERACY PROGRAM FOR DIVERSE CHILDREN: AN EXAMINATION OF TEACHER-DIRECTED PATHS TO ACHIEVING LITERACY SUCCESS. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1246655726

Chicago Manual of Style (16th Edition):

Anderson, Maren M. “EFFECTIVENESS OF AN EARLY LITERACY PROGRAM FOR DIVERSE CHILDREN: AN EXAMINATION OF TEACHER-DIRECTED PATHS TO ACHIEVING LITERACY SUCCESS.” 2009. Doctoral Dissertation, Miami University. Accessed April 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1246655726.

MLA Handbook (7th Edition):

Anderson, Maren M. “EFFECTIVENESS OF AN EARLY LITERACY PROGRAM FOR DIVERSE CHILDREN: AN EXAMINATION OF TEACHER-DIRECTED PATHS TO ACHIEVING LITERACY SUCCESS.” 2009. Web. 20 Apr 2019.

Vancouver:

Anderson MM. EFFECTIVENESS OF AN EARLY LITERACY PROGRAM FOR DIVERSE CHILDREN: AN EXAMINATION OF TEACHER-DIRECTED PATHS TO ACHIEVING LITERACY SUCCESS. [Internet] [Doctoral dissertation]. Miami University; 2009. [cited 2019 Apr 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1246655726.

Council of Science Editors:

Anderson MM. EFFECTIVENESS OF AN EARLY LITERACY PROGRAM FOR DIVERSE CHILDREN: AN EXAMINATION OF TEACHER-DIRECTED PATHS TO ACHIEVING LITERACY SUCCESS. [Doctoral Dissertation]. Miami University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1246655726


University of California – San Diego

28. O'Connor, Wendy Lynn. Sociocultural Early Literacy Practices in the School and Home Context: The Role of a Digital Library.

Degree: Teaching and Learning, 2017, University of California – San Diego

 This mixed-methods study explored TK-2 students’ literacy experiences in school and home in regards to their use of print books and the digital library, myON,… (more)

Subjects/Keywords: Elementary education; Digital Library; Early Literacy; e-Books; Language and Literacy

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APA (6th Edition):

O'Connor, W. L. (2017). Sociocultural Early Literacy Practices in the School and Home Context: The Role of a Digital Library. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/1j95c5k2

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'Connor, Wendy Lynn. “Sociocultural Early Literacy Practices in the School and Home Context: The Role of a Digital Library.” 2017. Thesis, University of California – San Diego. Accessed April 20, 2019. http://www.escholarship.org/uc/item/1j95c5k2.

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

MLA Handbook (7th Edition):

O'Connor, Wendy Lynn. “Sociocultural Early Literacy Practices in the School and Home Context: The Role of a Digital Library.” 2017. Web. 20 Apr 2019.

Vancouver:

O'Connor WL. Sociocultural Early Literacy Practices in the School and Home Context: The Role of a Digital Library. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2019 Apr 20]. Available from: http://www.escholarship.org/uc/item/1j95c5k2.

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

Council of Science Editors:

O'Connor WL. Sociocultural Early Literacy Practices in the School and Home Context: The Role of a Digital Library. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/1j95c5k2

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


East Tennessee State University

29. Austin, Kimberly. Parental Perceptions of Preschool-Age Children’s Literacy Development in a Rural Appalachian Community.

Degree: PhD, Early Childhood Education, 2017, East Tennessee State University

Early Childhood educators agree on the significant influence of a parent on a child’s literacy development. The environment a parent provides, in addition to… (more)

Subjects/Keywords: Parental Perceptions; Emergent Literacy; Literacy Development; Parent Training; Early Childhood Education

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

APA (6th Edition):

Austin, K. (2017). Parental Perceptions of Preschool-Age Children’s Literacy Development in a Rural Appalachian Community. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3341

Chicago Manual of Style (16th Edition):

Austin, Kimberly. “Parental Perceptions of Preschool-Age Children’s Literacy Development in a Rural Appalachian Community.” 2017. Doctoral Dissertation, East Tennessee State University. Accessed April 20, 2019. https://dc.etsu.edu/etd/3341.

MLA Handbook (7th Edition):

Austin, Kimberly. “Parental Perceptions of Preschool-Age Children’s Literacy Development in a Rural Appalachian Community.” 2017. Web. 20 Apr 2019.

Vancouver:

Austin K. Parental Perceptions of Preschool-Age Children’s Literacy Development in a Rural Appalachian Community. [Internet] [Doctoral dissertation]. East Tennessee State University; 2017. [cited 2019 Apr 20]. Available from: https://dc.etsu.edu/etd/3341.

Council of Science Editors:

Austin K. Parental Perceptions of Preschool-Age Children’s Literacy Development in a Rural Appalachian Community. [Doctoral Dissertation]. East Tennessee State University; 2017. Available from: https://dc.etsu.edu/etd/3341


University of Minnesota

30. Schleisman Scalia, Leann. Literacy Microsystems of Children Ages Birth to Four: A Strength Approach.

Degree: PhD, Education, Curriculum and Instruction, 2017, University of Minnesota

 Abstract The purpose of the study was to ascertain which human, material, and experiential resources supporting emergent literacy of children were present in the microsystems… (more)

Subjects/Keywords: early childhood; education; emergent literacy; literacy; low income; teacher education

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APA (6th Edition):

Schleisman Scalia, L. (2017). Literacy Microsystems of Children Ages Birth to Four: A Strength Approach. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/194552

Chicago Manual of Style (16th Edition):

Schleisman Scalia, Leann. “Literacy Microsystems of Children Ages Birth to Four: A Strength Approach.” 2017. Doctoral Dissertation, University of Minnesota. Accessed April 20, 2019. http://hdl.handle.net/11299/194552.

MLA Handbook (7th Edition):

Schleisman Scalia, Leann. “Literacy Microsystems of Children Ages Birth to Four: A Strength Approach.” 2017. Web. 20 Apr 2019.

Vancouver:

Schleisman Scalia L. Literacy Microsystems of Children Ages Birth to Four: A Strength Approach. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/11299/194552.

Council of Science Editors:

Schleisman Scalia L. Literacy Microsystems of Children Ages Birth to Four: A Strength Approach. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/194552

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