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You searched for subject:(Childhood AND Literacy). Showing records 1 – 30 of 335 total matches.

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George Mason University

1. 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 August 06, 2020. 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. 06 Aug 2020.

Vancouver:

Cossa NL. Parents' Understandings of Young Children's Symbolic Representation . [Internet] [Thesis]. George Mason University; 2016. [cited 2020 Aug 06]. 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


University of Zambia

2. Mubanga, Ebby. Differential effects of child-characteristics on early literacy and numeracy skill-attainment at selected low and high performing Schools in the Northern Province of Zambia .

Degree: 2015, University of Zambia

 The main purpose of this study was to the identify differential effects of child-characteristics on early literacy and numeracy skill-attainment (in the first grade) at… (more)

Subjects/Keywords: Childhood and literacy; Literacy; Language Arts(elementary)

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APA (6th Edition):

Mubanga, E. (2015). Differential effects of child-characteristics on early literacy and numeracy skill-attainment at selected low and high performing Schools in the Northern Province of Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/4171

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):

Mubanga, Ebby. “Differential effects of child-characteristics on early literacy and numeracy skill-attainment at selected low and high performing Schools in the Northern Province of Zambia .” 2015. Thesis, University of Zambia. Accessed August 06, 2020. http://hdl.handle.net/123456789/4171.

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

MLA Handbook (7th Edition):

Mubanga, Ebby. “Differential effects of child-characteristics on early literacy and numeracy skill-attainment at selected low and high performing Schools in the Northern Province of Zambia .” 2015. Web. 06 Aug 2020.

Vancouver:

Mubanga E. Differential effects of child-characteristics on early literacy and numeracy skill-attainment at selected low and high performing Schools in the Northern Province of Zambia . [Internet] [Thesis]. University of Zambia; 2015. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/123456789/4171.

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

Council of Science Editors:

Mubanga E. Differential effects of child-characteristics on early literacy and numeracy skill-attainment at selected low and high performing Schools in the Northern Province of Zambia . [Thesis]. University of Zambia; 2015. Available from: http://hdl.handle.net/123456789/4171

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

3. Khandaker, Naima. Academic and Motivational Outcomes of Reading Ability Grouping in the Early Grades.

Degree: PhD, Educational Studies, 2019, The Ohio State University

 Ability grouping is a common instructional practice in the early grades, but little is known about its effects over time. This study examined long-term academic… (more)

Subjects/Keywords: Early Childhood Education; Literacy

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APA (6th Edition):

Khandaker, N. (2019). Academic and Motivational Outcomes of Reading Ability Grouping in the Early Grades. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1563183603661756

Chicago Manual of Style (16th Edition):

Khandaker, Naima. “Academic and Motivational Outcomes of Reading Ability Grouping in the Early Grades.” 2019. Doctoral Dissertation, The Ohio State University. Accessed August 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563183603661756.

MLA Handbook (7th Edition):

Khandaker, Naima. “Academic and Motivational Outcomes of Reading Ability Grouping in the Early Grades.” 2019. Web. 06 Aug 2020.

Vancouver:

Khandaker N. Academic and Motivational Outcomes of Reading Ability Grouping in the Early Grades. [Internet] [Doctoral dissertation]. The Ohio State University; 2019. [cited 2020 Aug 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1563183603661756.

Council of Science Editors:

Khandaker N. Academic and Motivational Outcomes of Reading Ability Grouping in the Early Grades. [Doctoral Dissertation]. The Ohio State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1563183603661756


University of Houston

4. Meyers, Gregory. Texas School Accountability: A Blueprint for Literacy?.

Degree: EdD, Higher Education Leadership and Policy, 2019, University of Houston

 Background: The literacy skills acquired by children by the third grade is a predictor of their ability to successfully navigate school and achieve success in… (more)

Subjects/Keywords: Accountability; Literacy; Early childhood

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APA (6th Edition):

Meyers, G. (2019). Texas School Accountability: A Blueprint for Literacy?. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4474

Chicago Manual of Style (16th Edition):

Meyers, Gregory. “Texas School Accountability: A Blueprint for Literacy?.” 2019. Doctoral Dissertation, University of Houston. Accessed August 06, 2020. http://hdl.handle.net/10657/4474.

MLA Handbook (7th Edition):

Meyers, Gregory. “Texas School Accountability: A Blueprint for Literacy?.” 2019. Web. 06 Aug 2020.

Vancouver:

Meyers G. Texas School Accountability: A Blueprint for Literacy?. [Internet] [Doctoral dissertation]. University of Houston; 2019. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10657/4474.

Council of Science Editors:

Meyers G. Texas School Accountability: A Blueprint for Literacy?. [Doctoral Dissertation]. University of Houston; 2019. Available from: http://hdl.handle.net/10657/4474


University of Rochester

5. 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 (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 August 06, 2020. 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. 06 Aug 2020.

Vancouver:

Thurley JA. An action research study: engaging urban families as partners to enhance emergent literacy. [Internet] [Doctoral dissertation]. University of Rochester; 2017. [cited 2020 Aug 06]. 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


Montana Tech

6. 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 August 06, 2020. 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. 06 Aug 2020.

Vancouver:

Froehlich Collins BM. The Effects of Modeled Writing on Early Literacy Development in Preschool Children. [Internet] [Masters thesis]. Montana Tech; 2012. [cited 2020 Aug 06]. 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

7. 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 August 06, 2020. 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. 06 Aug 2020.

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 2020 Aug 06]. 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 North Texas

8. 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 (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 August 06, 2020. 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. 06 Aug 2020.

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 2020 Aug 06]. 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

9. Knutsen, Susan Marie. The Effect of Book Provision on Family Shared Reading Patterns Among Women Participating in the Nurse-Family Partnership.

Degree: 2018, Seattle Pacific University

 This study sought to determine whether a book provision intervention delivered to low-income mothers participating in the Nurse-Family Partnership had an effect on family shared… (more)

Subjects/Keywords: literacy interventions; family literacy interventions; early literacy; literacy; shared book reading; Early Childhood Education; Language and Literacy Education

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APA (6th Edition):

Knutsen, S. M. (2018). The Effect of Book Provision on Family Shared Reading Patterns Among Women Participating in the Nurse-Family Partnership. (Thesis). Seattle Pacific University. Retrieved from https://digitalcommons.spu.edu/soe_etd/42

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):

Knutsen, Susan Marie. “The Effect of Book Provision on Family Shared Reading Patterns Among Women Participating in the Nurse-Family Partnership.” 2018. Thesis, Seattle Pacific University. Accessed August 06, 2020. https://digitalcommons.spu.edu/soe_etd/42.

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

MLA Handbook (7th Edition):

Knutsen, Susan Marie. “The Effect of Book Provision on Family Shared Reading Patterns Among Women Participating in the Nurse-Family Partnership.” 2018. Web. 06 Aug 2020.

Vancouver:

Knutsen SM. The Effect of Book Provision on Family Shared Reading Patterns Among Women Participating in the Nurse-Family Partnership. [Internet] [Thesis]. Seattle Pacific University; 2018. [cited 2020 Aug 06]. Available from: https://digitalcommons.spu.edu/soe_etd/42.

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

Council of Science Editors:

Knutsen SM. The Effect of Book Provision on Family Shared Reading Patterns Among Women Participating in the Nurse-Family Partnership. [Thesis]. Seattle Pacific University; 2018. Available from: https://digitalcommons.spu.edu/soe_etd/42

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


Texas A&M University

10. Godwin, Amber Joyce. Exploring Reading and Mathematics Integration in Preschool-Aged Children.

Degree: 2015, Texas A&M University

 The purpose of this dissertation was to add further support to the claim that concurrent reading and mathematics instruction with young children could not only… (more)

Subjects/Keywords: Reading; mathematics; early childhood; family literacy programs; early childhood teacher programs

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APA (6th Edition):

Godwin, A. J. (2015). Exploring Reading and Mathematics Integration in Preschool-Aged Children. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155573

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):

Godwin, Amber Joyce. “Exploring Reading and Mathematics Integration in Preschool-Aged Children.” 2015. Thesis, Texas A&M University. Accessed August 06, 2020. http://hdl.handle.net/1969.1/155573.

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

MLA Handbook (7th Edition):

Godwin, Amber Joyce. “Exploring Reading and Mathematics Integration in Preschool-Aged Children.” 2015. Web. 06 Aug 2020.

Vancouver:

Godwin AJ. Exploring Reading and Mathematics Integration in Preschool-Aged Children. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/1969.1/155573.

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

Council of Science Editors:

Godwin AJ. Exploring Reading and Mathematics Integration in Preschool-Aged Children. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155573

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


Portland State University

11. Adkins, Deborah. Is Decoding Sufficient to Predict Reading Ability in Kindergarten Through 2nd Grade Students?.

Degree: MS(M.S.) in Systems Science, Systems Science, 2011, Portland State University

  This research considers the predictive utility of 10 decoding skills on a student's ability to read. The 10 skills are Consonant Blends/Digraphs, Decode Multi-Syllable… (more)

Subjects/Keywords: Literacy  – Study and teaching (Early childhood); Reading (Early childhood)  – Research

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APA (6th Edition):

Adkins, D. (2011). Is Decoding Sufficient to Predict Reading Ability in Kindergarten Through 2nd Grade Students?. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/178

Chicago Manual of Style (16th Edition):

Adkins, Deborah. “Is Decoding Sufficient to Predict Reading Ability in Kindergarten Through 2nd Grade Students?.” 2011. Masters Thesis, Portland State University. Accessed August 06, 2020. https://pdxscholar.library.pdx.edu/open_access_etds/178.

MLA Handbook (7th Edition):

Adkins, Deborah. “Is Decoding Sufficient to Predict Reading Ability in Kindergarten Through 2nd Grade Students?.” 2011. Web. 06 Aug 2020.

Vancouver:

Adkins D. Is Decoding Sufficient to Predict Reading Ability in Kindergarten Through 2nd Grade Students?. [Internet] [Masters thesis]. Portland State University; 2011. [cited 2020 Aug 06]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/178.

Council of Science Editors:

Adkins D. Is Decoding Sufficient to Predict Reading Ability in Kindergarten Through 2nd Grade Students?. [Masters Thesis]. Portland State University; 2011. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/178


The Ohio State University

12. Miller, Kimberly K. Pretend play and literacy learning in one early childhood classroom.

Degree: PhD, Educational Theory and Practice, 2007, The Ohio State University

 This study explored how in the imagined spaces of pretend play, children and adults together engaged in literacy practices. Specifically, this study sought to find… (more)

Subjects/Keywords: Education, Early Childhood; play; literacy; early childhood education

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APA (6th Edition):

Miller, K. K. (2007). Pretend play and literacy learning in one early childhood classroom. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1190063031

Chicago Manual of Style (16th Edition):

Miller, Kimberly K. “Pretend play and literacy learning in one early childhood classroom.” 2007. Doctoral Dissertation, The Ohio State University. Accessed August 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1190063031.

MLA Handbook (7th Edition):

Miller, Kimberly K. “Pretend play and literacy learning in one early childhood classroom.” 2007. Web. 06 Aug 2020.

Vancouver:

Miller KK. Pretend play and literacy learning in one early childhood classroom. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2020 Aug 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1190063031.

Council of Science Editors:

Miller KK. Pretend play and literacy learning in one early childhood classroom. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1190063031

13. Gangi, Ashley. The Effect of Home Literacy Practices on Emergent Literacy Skills .

Degree: 2018, SUNY College at Fredonia

 If we want students to succeed and reach high levels of achievement in their reading abilities, it is important to recognize the development of emergent… (more)

Subjects/Keywords: Literacy; Reading (Early childhood); Language arts (Early childhood)

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APA (6th Edition):

Gangi, A. (2018). The Effect of Home Literacy Practices on Emergent Literacy Skills . (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/70514

Chicago Manual of Style (16th Edition):

Gangi, Ashley. “The Effect of Home Literacy Practices on Emergent Literacy Skills .” 2018. Masters Thesis, SUNY College at Fredonia. Accessed August 06, 2020. http://hdl.handle.net/1951/70514.

MLA Handbook (7th Edition):

Gangi, Ashley. “The Effect of Home Literacy Practices on Emergent Literacy Skills .” 2018. Web. 06 Aug 2020.

Vancouver:

Gangi A. The Effect of Home Literacy Practices on Emergent Literacy Skills . [Internet] [Masters thesis]. SUNY College at Fredonia; 2018. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/1951/70514.

Council of Science Editors:

Gangi A. The Effect of Home Literacy Practices on Emergent Literacy Skills . [Masters Thesis]. SUNY College at Fredonia; 2018. Available from: http://hdl.handle.net/1951/70514


The Ohio State University

14. 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 August 06, 2020. 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. 06 Aug 2020.

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 2020 Aug 06]. 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


East Tennessee State University

15. 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 (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 August 06, 2020. 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. 06 Aug 2020.

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 2020 Aug 06]. 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

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

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 August 06, 2020. 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. 06 Aug 2020.

Vancouver:

Benmeleh E. Get Ready To Read!: Assessing the Efficacy of an Emergent Literacy Screening Tool. [Internet] [Thesis]. Nova Southeastern University; 2011. [cited 2020 Aug 06]. 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


University of Minnesota

17. 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 August 06, 2020. 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. 06 Aug 2020.

Vancouver:

Schleisman Scalia L. Literacy Microsystems of Children Ages Birth to Four: A Strength Approach. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2020 Aug 06]. 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

18. Godfrey, James B. Using Interactive Reading Techniques with <i>Word World</i> to Enhance Emergent Literacy.

Degree: PhD, Comm Disorders & Special Educ, 2014, Old Dominion University

  Facets of emergent literacy such as phonological awareness (PA) and alphabet knowledge (AK) are precursors to later conventional literacy (Dockrell, Stuart & King, 2010;… (more)

Subjects/Keywords: Emergent literacy; Interactive Reading Techniques; Literacy; Reading; Early Childhood Education; Language and Literacy Education

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

APA (6th Edition):

Godfrey, J. B. (2014). Using Interactive Reading Techniques with <i>Word World</i> to Enhance Emergent Literacy. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781321833409 ; https://digitalcommons.odu.edu/earlychildhood_etds/1

Chicago Manual of Style (16th Edition):

Godfrey, James B. “Using Interactive Reading Techniques with <i>Word World</i> to Enhance Emergent Literacy.” 2014. Doctoral Dissertation, Old Dominion University. Accessed August 06, 2020. 9781321833409 ; https://digitalcommons.odu.edu/earlychildhood_etds/1.

MLA Handbook (7th Edition):

Godfrey, James B. “Using Interactive Reading Techniques with <i>Word World</i> to Enhance Emergent Literacy.” 2014. Web. 06 Aug 2020.

Vancouver:

Godfrey JB. Using Interactive Reading Techniques with <i>Word World</i> to Enhance Emergent Literacy. [Internet] [Doctoral dissertation]. Old Dominion University; 2014. [cited 2020 Aug 06]. Available from: 9781321833409 ; https://digitalcommons.odu.edu/earlychildhood_etds/1.

Council of Science Editors:

Godfrey JB. Using Interactive Reading Techniques with <i>Word World</i> to Enhance Emergent Literacy. [Doctoral Dissertation]. Old Dominion University; 2014. Available from: 9781321833409 ; https://digitalcommons.odu.edu/earlychildhood_etds/1


Liberty University

19. LaCour, Misty Mae. The Impact of a Caregiver Workshop Regarding Storybook Reading on Pre-Kindergarten Children's Readiness for Reading.

Degree: 2010, Liberty University

 This study examined if, by providing caregivers with a workshop regarding effective storybook reading coupled with the receipt of storybooks, Pre-Kindergarten students' emergent literacy development… (more)

Subjects/Keywords: dialogic reading; early childhood; Emergent literacy development; storybook reading; Education, Early Childhood; Education, Reading

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APA (6th Edition):

LaCour, M. M. (2010). The Impact of a Caregiver Workshop Regarding Storybook Reading on Pre-Kindergarten Children's Readiness for Reading. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/310

Chicago Manual of Style (16th Edition):

LaCour, Misty Mae. “The Impact of a Caregiver Workshop Regarding Storybook Reading on Pre-Kindergarten Children's Readiness for Reading.” 2010. Doctoral Dissertation, Liberty University. Accessed August 06, 2020. http://digitalcommons.liberty.edu/doctoral/310.

MLA Handbook (7th Edition):

LaCour, Misty Mae. “The Impact of a Caregiver Workshop Regarding Storybook Reading on Pre-Kindergarten Children's Readiness for Reading.” 2010. Web. 06 Aug 2020.

Vancouver:

LaCour MM. The Impact of a Caregiver Workshop Regarding Storybook Reading on Pre-Kindergarten Children's Readiness for Reading. [Internet] [Doctoral dissertation]. Liberty University; 2010. [cited 2020 Aug 06]. Available from: http://digitalcommons.liberty.edu/doctoral/310.

Council of Science Editors:

LaCour MM. The Impact of a Caregiver Workshop Regarding Storybook Reading on Pre-Kindergarten Children's Readiness for Reading. [Doctoral Dissertation]. Liberty University; 2010. Available from: http://digitalcommons.liberty.edu/doctoral/310


Temple University

20. Allison, Jean Caramanico. Electronic Picturebooks: Do they Support the Construction of Print Knowledge in Young Emergent Literacy Learners?.

Degree: PhD, 2016, Temple University

Educational Psychology

This dissertation presents the results of an intervention study examining whether electronic picturebook applications on a tablet computer support the development of print… (more)

Subjects/Keywords: Early childhood education; Teacher education; Reading instruction;

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APA (6th Edition):

Allison, J. C. (2016). Electronic Picturebooks: Do they Support the Construction of Print Knowledge in Young Emergent Literacy Learners?. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,405518

Chicago Manual of Style (16th Edition):

Allison, Jean Caramanico. “Electronic Picturebooks: Do they Support the Construction of Print Knowledge in Young Emergent Literacy Learners?.” 2016. Doctoral Dissertation, Temple University. Accessed August 06, 2020. http://digital.library.temple.edu/u?/p245801coll10,405518.

MLA Handbook (7th Edition):

Allison, Jean Caramanico. “Electronic Picturebooks: Do they Support the Construction of Print Knowledge in Young Emergent Literacy Learners?.” 2016. Web. 06 Aug 2020.

Vancouver:

Allison JC. Electronic Picturebooks: Do they Support the Construction of Print Knowledge in Young Emergent Literacy Learners?. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2020 Aug 06]. Available from: http://digital.library.temple.edu/u?/p245801coll10,405518.

Council of Science Editors:

Allison JC. Electronic Picturebooks: Do they Support the Construction of Print Knowledge in Young Emergent Literacy Learners?. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,405518


University of Kansas

21. Dennis, Lindsay. Effects of Training on Teacher's Use of Early Literacy Strategies During Book Reading.

Degree: PhD, Special Education, 2010, University of Kansas

 This study investigated the impact of professional development (i.e. components of dialogic reading, print referencing, and quality of interactions) on the instructional behaviors of teachers… (more)

Subjects/Keywords: Early childhood education; Book reading; Early childhood; Early literacy; Professional development; Single subject; Training

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

APA (6th Edition):

Dennis, L. (2010). Effects of Training on Teacher's Use of Early Literacy Strategies During Book Reading. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/7086

Chicago Manual of Style (16th Edition):

Dennis, Lindsay. “Effects of Training on Teacher's Use of Early Literacy Strategies During Book Reading.” 2010. Doctoral Dissertation, University of Kansas. Accessed August 06, 2020. http://hdl.handle.net/1808/7086.

MLA Handbook (7th Edition):

Dennis, Lindsay. “Effects of Training on Teacher's Use of Early Literacy Strategies During Book Reading.” 2010. Web. 06 Aug 2020.

Vancouver:

Dennis L. Effects of Training on Teacher's Use of Early Literacy Strategies During Book Reading. [Internet] [Doctoral dissertation]. University of Kansas; 2010. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/1808/7086.

Council of Science Editors:

Dennis L. Effects of Training on Teacher's Use of Early Literacy Strategies During Book Reading. [Doctoral Dissertation]. University of Kansas; 2010. Available from: http://hdl.handle.net/1808/7086


Columbia University

22. Ferguson, Daniel Edward. The Materiality of Early Literacy Curriculum: A Network Case Study of one Kindergarten Classroom in New York City.

Degree: 2018, Columbia University

 This dissertation draws on data from a six-month study of the materiality of one Kindergarten classroom undergoing curriculum reform in an urban public elementary school.… (more)

Subjects/Keywords: Early childhood education; Literacy – Study and teaching (Early childhood); Teaching; Kindergarten – Curricula

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APA (6th Edition):

Ferguson, D. E. (2018). The Materiality of Early Literacy Curriculum: A Network Case Study of one Kindergarten Classroom in New York City. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D86T2468

Chicago Manual of Style (16th Edition):

Ferguson, Daniel Edward. “The Materiality of Early Literacy Curriculum: A Network Case Study of one Kindergarten Classroom in New York City.” 2018. Doctoral Dissertation, Columbia University. Accessed August 06, 2020. https://doi.org/10.7916/D86T2468.

MLA Handbook (7th Edition):

Ferguson, Daniel Edward. “The Materiality of Early Literacy Curriculum: A Network Case Study of one Kindergarten Classroom in New York City.” 2018. Web. 06 Aug 2020.

Vancouver:

Ferguson DE. The Materiality of Early Literacy Curriculum: A Network Case Study of one Kindergarten Classroom in New York City. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2020 Aug 06]. Available from: https://doi.org/10.7916/D86T2468.

Council of Science Editors:

Ferguson DE. The Materiality of Early Literacy Curriculum: A Network Case Study of one Kindergarten Classroom in New York City. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D86T2468


The Ohio State University

23. Grigorenko, Margaret Crook. Socially Constituting Middle Childhood Students As Struggling Readers in Peer Interactions.

Degree: PhD, ED Teaching and Learning (Columbus campus), 2010, The Ohio State University

 This study investigates how students in third-, fourth- and fifth-grade classes at a rural school are socially constituted as “struggling readers,” and how this social… (more)

Subjects/Keywords: Literacy; Struggling Readers; Peer Interaction; Reading-Research; Middle-Childhood; Microethnographic; discourse analysis; Literacy; Sociolinguistics

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APA (6th Edition):

Grigorenko, M. C. (2010). Socially Constituting Middle Childhood Students As Struggling Readers in Peer Interactions. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1267131223

Chicago Manual of Style (16th Edition):

Grigorenko, Margaret Crook. “Socially Constituting Middle Childhood Students As Struggling Readers in Peer Interactions.” 2010. Doctoral Dissertation, The Ohio State University. Accessed August 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1267131223.

MLA Handbook (7th Edition):

Grigorenko, Margaret Crook. “Socially Constituting Middle Childhood Students As Struggling Readers in Peer Interactions.” 2010. Web. 06 Aug 2020.

Vancouver:

Grigorenko MC. Socially Constituting Middle Childhood Students As Struggling Readers in Peer Interactions. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2020 Aug 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1267131223.

Council of Science Editors:

Grigorenko MC. Socially Constituting Middle Childhood Students As Struggling Readers in Peer Interactions. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1267131223


Massey University

24. McLachlan-Smith, Claire Jane. Emergent literacy in New Zealand kindergartens : an examination of policy and practices.

Degree: PhD, 1996, Massey University

 Current research into emergent literacy suggests that children learn about literacy prior to formal education. Children develop the knowledge and skills of literacy within the… (more)

Subjects/Keywords: Literacy; Children's literacy; Early childhood education

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APA (6th Edition):

McLachlan-Smith, C. J. (1996). Emergent literacy in New Zealand kindergartens : an examination of policy and practices. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/2642

Chicago Manual of Style (16th Edition):

McLachlan-Smith, Claire Jane. “Emergent literacy in New Zealand kindergartens : an examination of policy and practices.” 1996. Doctoral Dissertation, Massey University. Accessed August 06, 2020. http://hdl.handle.net/10179/2642.

MLA Handbook (7th Edition):

McLachlan-Smith, Claire Jane. “Emergent literacy in New Zealand kindergartens : an examination of policy and practices.” 1996. Web. 06 Aug 2020.

Vancouver:

McLachlan-Smith CJ. Emergent literacy in New Zealand kindergartens : an examination of policy and practices. [Internet] [Doctoral dissertation]. Massey University; 1996. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10179/2642.

Council of Science Editors:

McLachlan-Smith CJ. Emergent literacy in New Zealand kindergartens : an examination of policy and practices. [Doctoral Dissertation]. Massey University; 1996. Available from: http://hdl.handle.net/10179/2642


Vanderbilt University

25. Jocius, Robin K. Collaborative Composing in the Digital Dimension: An Investigation of Young Adolescentsâ Multimodal Processes and Products.

Degree: PhD, Learning, Teaching and Diversity, 2015, Vanderbilt University

 An emerging body of research has demonstrated that multimodal composing is a complicated and multifaceted process which involves the coordination of semiotic, material, and interactional… (more)

Subjects/Keywords: middle childhood literacy; adolescent literacy; digital tools; multimodal composition; collaboration; qualitative methods

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APA (6th Edition):

Jocius, R. K. (2015). Collaborative Composing in the Digital Dimension: An Investigation of Young Adolescentsâ Multimodal Processes and Products. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-05072015-143541/ ;

Chicago Manual of Style (16th Edition):

Jocius, Robin K. “Collaborative Composing in the Digital Dimension: An Investigation of Young Adolescentsâ Multimodal Processes and Products.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed August 06, 2020. http://etd.library.vanderbilt.edu/available/etd-05072015-143541/ ;.

MLA Handbook (7th Edition):

Jocius, Robin K. “Collaborative Composing in the Digital Dimension: An Investigation of Young Adolescentsâ Multimodal Processes and Products.” 2015. Web. 06 Aug 2020.

Vancouver:

Jocius RK. Collaborative Composing in the Digital Dimension: An Investigation of Young Adolescentsâ Multimodal Processes and Products. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2020 Aug 06]. Available from: http://etd.library.vanderbilt.edu/available/etd-05072015-143541/ ;.

Council of Science Editors:

Jocius RK. Collaborative Composing in the Digital Dimension: An Investigation of Young Adolescentsâ Multimodal Processes and Products. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://etd.library.vanderbilt.edu/available/etd-05072015-143541/ ;


Virginia Tech

26. Felderman, Carol Branigan. Critical Literacy and Podcasting in a 2nd Grade Classroom.

Degree: PhD, Teaching and Learning, 2010, Virginia Tech

 Research with young children, critical literacy and new technology is limited (Burnett, 2009; Carrington, 2006; Marsh, 2005.) The purpose of this study is to describe… (more)

Subjects/Keywords: identity; podcasting; new technology; literacy; classroom; case study; critical literacy; new literacies; Early childhood education

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APA (6th Edition):

Felderman, C. B. (2010). Critical Literacy and Podcasting in a 2nd Grade Classroom. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30122

Chicago Manual of Style (16th Edition):

Felderman, Carol Branigan. “Critical Literacy and Podcasting in a 2nd Grade Classroom.” 2010. Doctoral Dissertation, Virginia Tech. Accessed August 06, 2020. http://hdl.handle.net/10919/30122.

MLA Handbook (7th Edition):

Felderman, Carol Branigan. “Critical Literacy and Podcasting in a 2nd Grade Classroom.” 2010. Web. 06 Aug 2020.

Vancouver:

Felderman CB. Critical Literacy and Podcasting in a 2nd Grade Classroom. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10919/30122.

Council of Science Editors:

Felderman CB. Critical Literacy and Podcasting in a 2nd Grade Classroom. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/30122

27. Qurik, Yvonne. ”Om man börjar från början”. Litteracitetspraktiker i flerspråkiga familjer med små barn.

Degree: Swedish School of Library and Information Science, 2014, University of Borås

The aim of this master thesis is to investigate how parents’ in multilingual families perceive language learning and reading for young children, and how… (more)

Subjects/Keywords: early childhood literacy; family literacy; flerspråkighet; mångspråkiga bibliotek; sociokulturellt perspektiv; Social Sciences; Samhällsvetenskap

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APA (6th Edition):

Qurik, Y. (2014). ”Om man börjar från början”. Litteracitetspraktiker i flerspråkiga familjer med små barn. (Thesis). University of Borås. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-17553

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):

Qurik, Yvonne. “”Om man börjar från början”. Litteracitetspraktiker i flerspråkiga familjer med små barn.” 2014. Thesis, University of Borås. Accessed August 06, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-17553.

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

MLA Handbook (7th Edition):

Qurik, Yvonne. “”Om man börjar från början”. Litteracitetspraktiker i flerspråkiga familjer med små barn.” 2014. Web. 06 Aug 2020.

Vancouver:

Qurik Y. ”Om man börjar från början”. Litteracitetspraktiker i flerspråkiga familjer med små barn. [Internet] [Thesis]. University of Borås; 2014. [cited 2020 Aug 06]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-17553.

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

Council of Science Editors:

Qurik Y. ”Om man börjar från början”. Litteracitetspraktiker i flerspråkiga familjer med små barn. [Thesis]. University of Borås; 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-17553

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


Cape Peninsula University of Technology

28. Stead, Jennifer. Emergent literacy and agency among disadvantaged parents and caregivers .

Degree: 2017, Cape Peninsula University of Technology

 A qualitative investigation into the emergence of literacy among five adult socio-economically disadvantaged subjects in a semi-rural setting complements concerns that a lack of specific… (more)

Subjects/Keywords: Language arts (Early childhood); Reading (Early childhood); Early childhood education; Reading (Preschool); Literacy  – Social aspects; Reading  – Parent participation

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APA (6th Edition):

Stead, J. (2017). Emergent literacy and agency among disadvantaged parents and caregivers . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2659

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):

Stead, Jennifer. “Emergent literacy and agency among disadvantaged parents and caregivers .” 2017. Thesis, Cape Peninsula University of Technology. Accessed August 06, 2020. http://etd.cput.ac.za/handle/20.500.11838/2659.

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

MLA Handbook (7th Edition):

Stead, Jennifer. “Emergent literacy and agency among disadvantaged parents and caregivers .” 2017. Web. 06 Aug 2020.

Vancouver:

Stead J. Emergent literacy and agency among disadvantaged parents and caregivers . [Internet] [Thesis]. Cape Peninsula University of Technology; 2017. [cited 2020 Aug 06]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2659.

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

Council of Science Editors:

Stead J. Emergent literacy and agency among disadvantaged parents and caregivers . [Thesis]. Cape Peninsula University of Technology; 2017. Available from: http://etd.cput.ac.za/handle/20.500.11838/2659

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


University of Namibia

29. Henok, Penehafo. Literacy practices at home and in preschools settings in the Khomas education region in Namibia.

Degree: 2014, University of Namibia

 The purpose of this study was to investigate whether pre-school children came from homes to pre-schools already exposed to writing and reading skills and whether… (more)

Subjects/Keywords: Literacy practices ; Language and languages, Study and teaching ; Literacy, Study and teaching (Early childhood) ; Literacy, Study and teaching (Preschool)

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APA (6th Edition):

Henok, P. (2014). Literacy practices at home and in preschools settings in the Khomas education region in Namibia. (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/853

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):

Henok, Penehafo. “Literacy practices at home and in preschools settings in the Khomas education region in Namibia. ” 2014. Thesis, University of Namibia. Accessed August 06, 2020. http://hdl.handle.net/11070/853.

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

MLA Handbook (7th Edition):

Henok, Penehafo. “Literacy practices at home and in preschools settings in the Khomas education region in Namibia. ” 2014. Web. 06 Aug 2020.

Vancouver:

Henok P. Literacy practices at home and in preschools settings in the Khomas education region in Namibia. [Internet] [Thesis]. University of Namibia; 2014. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/11070/853.

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

Council of Science Editors:

Henok P. Literacy practices at home and in preschools settings in the Khomas education region in Namibia. [Thesis]. University of Namibia; 2014. Available from: http://hdl.handle.net/11070/853

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


University of Louisville

30. Andris, Jane E. Children's play, early literacy, and educational (in)equities.

Degree: PhD, 2018, University of Louisville

  This study is about the inclusion of play in early childhood school settings, the contested nature of curricula that are not strictly quantifiable, and… (more)

Subjects/Keywords: play; literacy; educational inequity; critical literacy; play/literacy nexus; teachers' understandings of play; Early Childhood Education

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APA (6th Edition):

Andris, J. E. (2018). Children's play, early literacy, and educational (in)equities. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/3098 ; https://ir.library.louisville.edu/etd/3098

Chicago Manual of Style (16th Edition):

Andris, Jane E. “Children's play, early literacy, and educational (in)equities.” 2018. Doctoral Dissertation, University of Louisville. Accessed August 06, 2020. 10.18297/etd/3098 ; https://ir.library.louisville.edu/etd/3098.

MLA Handbook (7th Edition):

Andris, Jane E. “Children's play, early literacy, and educational (in)equities.” 2018. Web. 06 Aug 2020.

Vancouver:

Andris JE. Children's play, early literacy, and educational (in)equities. [Internet] [Doctoral dissertation]. University of Louisville; 2018. [cited 2020 Aug 06]. Available from: 10.18297/etd/3098 ; https://ir.library.louisville.edu/etd/3098.

Council of Science Editors:

Andris JE. Children's play, early literacy, and educational (in)equities. [Doctoral Dissertation]. University of Louisville; 2018. Available from: 10.18297/etd/3098 ; https://ir.library.louisville.edu/etd/3098

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