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You searched for subject:(Comprehension ). Showing records 1 – 30 of 2730 total matches.

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University of Alberta

1. Logan, Kathy Anne. A comparison of comprehension monitoring abilities in young and healthy elderly adults.

Degree: MS, Department of Speech Pathology and Audiology, 1990, University of Alberta

Subjects/Keywords: Comprehension.

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APA (6th Edition):

Logan, K. A. (1990). A comparison of comprehension monitoring abilities in young and healthy elderly adults. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/ws859h981

Chicago Manual of Style (16th Edition):

Logan, Kathy Anne. “A comparison of comprehension monitoring abilities in young and healthy elderly adults.” 1990. Masters Thesis, University of Alberta. Accessed August 20, 2019. https://era.library.ualberta.ca/files/ws859h981.

MLA Handbook (7th Edition):

Logan, Kathy Anne. “A comparison of comprehension monitoring abilities in young and healthy elderly adults.” 1990. Web. 20 Aug 2019.

Vancouver:

Logan KA. A comparison of comprehension monitoring abilities in young and healthy elderly adults. [Internet] [Masters thesis]. University of Alberta; 1990. [cited 2019 Aug 20]. Available from: https://era.library.ualberta.ca/files/ws859h981.

Council of Science Editors:

Logan KA. A comparison of comprehension monitoring abilities in young and healthy elderly adults. [Masters Thesis]. University of Alberta; 1990. Available from: https://era.library.ualberta.ca/files/ws859h981


Texas A&M University

2. Graham, Lori Dear. From research to practice: the effect of multi-component vocabulary instruction on fourth grade students' social studies vocabulary and comprehension performance.

Degree: 2009, Texas A&M University

 This study was designed to demonstrate the effect of implementation of multicomponent vocabulary strategy instruction in fourth grade social studies. The components used included explicit… (more)

Subjects/Keywords: vocabulary; comprehension

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APA (6th Edition):

Graham, L. D. (2009). From research to practice: the effect of multi-component vocabulary instruction on fourth grade students' social studies vocabulary and comprehension performance. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1680

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):

Graham, Lori Dear. “From research to practice: the effect of multi-component vocabulary instruction on fourth grade students' social studies vocabulary and comprehension performance.” 2009. Thesis, Texas A&M University. Accessed August 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1680.

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

MLA Handbook (7th Edition):

Graham, Lori Dear. “From research to practice: the effect of multi-component vocabulary instruction on fourth grade students' social studies vocabulary and comprehension performance.” 2009. Web. 20 Aug 2019.

Vancouver:

Graham LD. From research to practice: the effect of multi-component vocabulary instruction on fourth grade students' social studies vocabulary and comprehension performance. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1680.

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

Council of Science Editors:

Graham LD. From research to practice: the effect of multi-component vocabulary instruction on fourth grade students' social studies vocabulary and comprehension performance. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1680

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


Texas A&M University

3. Anderson, Leah A. A Two-Study Examination Of Student Engagement And Its Relation To Adolescent Reading Comprehension.

Degree: 2015, Texas A&M University

 The purpose of this research?which was divided into two parts?was to evaluate the extent to which adolescent reading comprehension research has addressed student engagement and… (more)

Subjects/Keywords: Comprehension; Engagement

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APA (6th Edition):

Anderson, L. A. (2015). A Two-Study Examination Of Student Engagement And Its Relation To Adolescent Reading Comprehension. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155109

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):

Anderson, Leah A. “A Two-Study Examination Of Student Engagement And Its Relation To Adolescent Reading Comprehension.” 2015. Thesis, Texas A&M University. Accessed August 20, 2019. http://hdl.handle.net/1969.1/155109.

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

MLA Handbook (7th Edition):

Anderson, Leah A. “A Two-Study Examination Of Student Engagement And Its Relation To Adolescent Reading Comprehension.” 2015. Web. 20 Aug 2019.

Vancouver:

Anderson LA. A Two-Study Examination Of Student Engagement And Its Relation To Adolescent Reading Comprehension. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/1969.1/155109.

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

Council of Science Editors:

Anderson LA. A Two-Study Examination Of Student Engagement And Its Relation To Adolescent Reading Comprehension. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155109

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


University of Namibia

4. Bruwer, Wilhelmina M. A study of teachers' and learners knowledge and application of reading comprehension strategies in selected primary schools in the Khomas region.

Degree: 2013, University of Namibia

 Reading with comprehension is a matter of concern in Namibian schools. To read with understanding, reading comprehension strategies should explicitly be taught to learners. Six… (more)

Subjects/Keywords: Reading comprehension

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APA (6th Edition):

Bruwer, W. M. (2013). A study of teachers' and learners knowledge and application of reading comprehension strategies in selected primary schools in the Khomas region. (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/895

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):

Bruwer, Wilhelmina M. “A study of teachers' and learners knowledge and application of reading comprehension strategies in selected primary schools in the Khomas region. ” 2013. Thesis, University of Namibia. Accessed August 20, 2019. http://hdl.handle.net/11070/895.

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

MLA Handbook (7th Edition):

Bruwer, Wilhelmina M. “A study of teachers' and learners knowledge and application of reading comprehension strategies in selected primary schools in the Khomas region. ” 2013. Web. 20 Aug 2019.

Vancouver:

Bruwer WM. A study of teachers' and learners knowledge and application of reading comprehension strategies in selected primary schools in the Khomas region. [Internet] [Thesis]. University of Namibia; 2013. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/11070/895.

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

Council of Science Editors:

Bruwer WM. A study of teachers' and learners knowledge and application of reading comprehension strategies in selected primary schools in the Khomas region. [Thesis]. University of Namibia; 2013. Available from: http://hdl.handle.net/11070/895

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


California State University – Chico

5. Robles, Oralia. Using Cognates with English Learners at 5th Grade Level: Strategies for Teachers and Parents to Build Reading Comprehension in Science .

Degree: 2010, California State University – Chico

 ABSTRACT USING COGNATES WITH ENGLISH LEARNERS AT 5TH GRADE LEVEL: STRATEGIES FOR TEACHERS AND PARENTS TO BUILD READING COMPREHENSION IN SCIENCE by Oralia Robles Master… (more)

Subjects/Keywords: Reading Comprehension

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APA (6th Edition):

Robles, O. (2010). Using Cognates with English Learners at 5th Grade Level: Strategies for Teachers and Parents to Build Reading Comprehension in Science . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/215

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):

Robles, Oralia. “Using Cognates with English Learners at 5th Grade Level: Strategies for Teachers and Parents to Build Reading Comprehension in Science .” 2010. Thesis, California State University – Chico. Accessed August 20, 2019. http://hdl.handle.net/10211.4/215.

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

MLA Handbook (7th Edition):

Robles, Oralia. “Using Cognates with English Learners at 5th Grade Level: Strategies for Teachers and Parents to Build Reading Comprehension in Science .” 2010. Web. 20 Aug 2019.

Vancouver:

Robles O. Using Cognates with English Learners at 5th Grade Level: Strategies for Teachers and Parents to Build Reading Comprehension in Science . [Internet] [Thesis]. California State University – Chico; 2010. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10211.4/215.

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

Council of Science Editors:

Robles O. Using Cognates with English Learners at 5th Grade Level: Strategies for Teachers and Parents to Build Reading Comprehension in Science . [Thesis]. California State University – Chico; 2010. Available from: http://hdl.handle.net/10211.4/215

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


Southern Illinois University

6. Nguyen, Trang Thi Thuy. THE IMPACT OF BACKGROUND KNOWLEDGE AND TIME CONSTRAINT ON READING COMPREHENSION OF VIETNAMESE LEARNERS OF ENGLISH AS A SECOND LANGUAGE.

Degree: MA, Teaching English to Speakers of Other Languages, 2012, Southern Illinois University

  Reading in a second language is an interesting area of research because the factors affecting reading have brought about much controversy in related theory… (more)

Subjects/Keywords: Reading comprehension

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APA (6th Edition):

Nguyen, T. T. T. (2012). THE IMPACT OF BACKGROUND KNOWLEDGE AND TIME CONSTRAINT ON READING COMPREHENSION OF VIETNAMESE LEARNERS OF ENGLISH AS A SECOND LANGUAGE. (Masters Thesis). Southern Illinois University. Retrieved from http://opensiuc.lib.siu.edu/theses/931

Chicago Manual of Style (16th Edition):

Nguyen, Trang Thi Thuy. “THE IMPACT OF BACKGROUND KNOWLEDGE AND TIME CONSTRAINT ON READING COMPREHENSION OF VIETNAMESE LEARNERS OF ENGLISH AS A SECOND LANGUAGE.” 2012. Masters Thesis, Southern Illinois University. Accessed August 20, 2019. http://opensiuc.lib.siu.edu/theses/931.

MLA Handbook (7th Edition):

Nguyen, Trang Thi Thuy. “THE IMPACT OF BACKGROUND KNOWLEDGE AND TIME CONSTRAINT ON READING COMPREHENSION OF VIETNAMESE LEARNERS OF ENGLISH AS A SECOND LANGUAGE.” 2012. Web. 20 Aug 2019.

Vancouver:

Nguyen TTT. THE IMPACT OF BACKGROUND KNOWLEDGE AND TIME CONSTRAINT ON READING COMPREHENSION OF VIETNAMESE LEARNERS OF ENGLISH AS A SECOND LANGUAGE. [Internet] [Masters thesis]. Southern Illinois University; 2012. [cited 2019 Aug 20]. Available from: http://opensiuc.lib.siu.edu/theses/931.

Council of Science Editors:

Nguyen TTT. THE IMPACT OF BACKGROUND KNOWLEDGE AND TIME CONSTRAINT ON READING COMPREHENSION OF VIETNAMESE LEARNERS OF ENGLISH AS A SECOND LANGUAGE. [Masters Thesis]. Southern Illinois University; 2012. Available from: http://opensiuc.lib.siu.edu/theses/931


University of Houston

7. Scott, Melanie. Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction.

Degree: Curriculum and Instruction, Department of, 2018, University of Houston

 Background: Reading instruction begins at the primary level with reading comprehension issues manifesting themselves by the 3rd-grade and becoming more pronounced by fourth-grade. While primary… (more)

Subjects/Keywords: Reading Comprehension

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APA (6th Edition):

Scott, M. (2018). Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3111

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):

Scott, Melanie. “Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction.” 2018. Thesis, University of Houston. Accessed August 20, 2019. http://hdl.handle.net/10657/3111.

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

MLA Handbook (7th Edition):

Scott, Melanie. “Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction.” 2018. Web. 20 Aug 2019.

Vancouver:

Scott M. Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10657/3111.

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

Council of Science Editors:

Scott M. Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3111

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


Victoria University of Wellington

8. Protheroe, Pamela Irene Mary. The Effect of Illustrations on the Ability of Children to Draw Inferences While Reading Narrative Texts.

Degree: 2010, Victoria University of Wellington

 Materials used to teach reading in New Zealand schools, as elsewhere, generally include illustrations to help learners develop reading skills. The present research tests the… (more)

Subjects/Keywords: Comprehension; Pictures

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APA (6th Edition):

Protheroe, P. I. M. (2010). The Effect of Illustrations on the Ability of Children to Draw Inferences While Reading Narrative Texts. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1290

Chicago Manual of Style (16th Edition):

Protheroe, Pamela Irene Mary. “The Effect of Illustrations on the Ability of Children to Draw Inferences While Reading Narrative Texts.” 2010. Doctoral Dissertation, Victoria University of Wellington. Accessed August 20, 2019. http://hdl.handle.net/10063/1290.

MLA Handbook (7th Edition):

Protheroe, Pamela Irene Mary. “The Effect of Illustrations on the Ability of Children to Draw Inferences While Reading Narrative Texts.” 2010. Web. 20 Aug 2019.

Vancouver:

Protheroe PIM. The Effect of Illustrations on the Ability of Children to Draw Inferences While Reading Narrative Texts. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2010. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10063/1290.

Council of Science Editors:

Protheroe PIM. The Effect of Illustrations on the Ability of Children to Draw Inferences While Reading Narrative Texts. [Doctoral Dissertation]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1290


Università della Svizzera italiana

9. Minelli, Roberto. Interaction-aware development environments: recording, mining, and leveraging IDE interactions to analyze and support the development flow.

Degree: 2017, Università della Svizzera italiana

 Nowadays, software development is largely carried out using Integrated Development Environments, or IDEs. An IDE is a collection of tools and facilities to support the… (more)

Subjects/Keywords: Program comprehension

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APA (6th Edition):

Minelli, R. (2017). Interaction-aware development environments: recording, mining, and leveraging IDE interactions to analyze and support the development flow. (Thesis). Università della Svizzera italiana. Retrieved from http://doc.rero.ch/record/306362

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):

Minelli, Roberto. “Interaction-aware development environments: recording, mining, and leveraging IDE interactions to analyze and support the development flow.” 2017. Thesis, Università della Svizzera italiana. Accessed August 20, 2019. http://doc.rero.ch/record/306362.

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

MLA Handbook (7th Edition):

Minelli, Roberto. “Interaction-aware development environments: recording, mining, and leveraging IDE interactions to analyze and support the development flow.” 2017. Web. 20 Aug 2019.

Vancouver:

Minelli R. Interaction-aware development environments: recording, mining, and leveraging IDE interactions to analyze and support the development flow. [Internet] [Thesis]. Università della Svizzera italiana; 2017. [cited 2019 Aug 20]. Available from: http://doc.rero.ch/record/306362.

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

Council of Science Editors:

Minelli R. Interaction-aware development environments: recording, mining, and leveraging IDE interactions to analyze and support the development flow. [Thesis]. Università della Svizzera italiana; 2017. Available from: http://doc.rero.ch/record/306362

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


Texas A&M University

10. Reyna-Barron, Elsa Yvonne. An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text.

Degree: 2016, Texas A&M University

 The primary purpose of this mixed methods study was to identify the amount of time teachers spent implementing reading comprehension and vocabulary instruction to facilitate… (more)

Subjects/Keywords: comprehension instruction; reading comprehension strategies; vocabulary strategies

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APA (6th Edition):

Reyna-Barron, E. Y. (2016). An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157058

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):

Reyna-Barron, Elsa Yvonne. “An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text.” 2016. Thesis, Texas A&M University. Accessed August 20, 2019. http://hdl.handle.net/1969.1/157058.

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

MLA Handbook (7th Edition):

Reyna-Barron, Elsa Yvonne. “An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text.” 2016. Web. 20 Aug 2019.

Vancouver:

Reyna-Barron EY. An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/1969.1/157058.

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

Council of Science Editors:

Reyna-Barron EY. An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157058

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


Penn State University

11. Ray, Melissa N. Individual Differences In Deep Level Comprehension: Contributions of Text Structure, Comprehension Skill, and Prior.

Degree: EdD, Educational Psychology, 2013, Penn State University

 This study investigated the influence of expository text structure on college readers’ inferencing after reading. I examined whether type of expository text structure influenced bridging… (more)

Subjects/Keywords: Text Structure; Inferences; Comprehension; Comprehension Skill

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

APA (6th Edition):

Ray, M. N. (2013). Individual Differences In Deep Level Comprehension: Contributions of Text Structure, Comprehension Skill, and Prior. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/19297

Chicago Manual of Style (16th Edition):

Ray, Melissa N. “Individual Differences In Deep Level Comprehension: Contributions of Text Structure, Comprehension Skill, and Prior.” 2013. Doctoral Dissertation, Penn State University. Accessed August 20, 2019. https://etda.libraries.psu.edu/catalog/19297.

MLA Handbook (7th Edition):

Ray, Melissa N. “Individual Differences In Deep Level Comprehension: Contributions of Text Structure, Comprehension Skill, and Prior.” 2013. Web. 20 Aug 2019.

Vancouver:

Ray MN. Individual Differences In Deep Level Comprehension: Contributions of Text Structure, Comprehension Skill, and Prior. [Internet] [Doctoral dissertation]. Penn State University; 2013. [cited 2019 Aug 20]. Available from: https://etda.libraries.psu.edu/catalog/19297.

Council of Science Editors:

Ray MN. Individual Differences In Deep Level Comprehension: Contributions of Text Structure, Comprehension Skill, and Prior. [Doctoral Dissertation]. Penn State University; 2013. Available from: https://etda.libraries.psu.edu/catalog/19297


Michigan State University

12. Mignerey, Joan Mc Cartney, 1936-. The relationship of rates of language processing using aural and visual modalities : listening comprehension of time-compressed speech and reading comprehension using speeded reading.

Degree: PhD, Department of Education, 1975, Michigan State University

Subjects/Keywords: Comprehension; Reading comprehension

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APA (6th Edition):

Mignerey, Joan Mc Cartney, 1. (1975). The relationship of rates of language processing using aural and visual modalities : listening comprehension of time-compressed speech and reading comprehension using speeded reading. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:41680

Chicago Manual of Style (16th Edition):

Mignerey, Joan Mc Cartney, 1936-. “The relationship of rates of language processing using aural and visual modalities : listening comprehension of time-compressed speech and reading comprehension using speeded reading.” 1975. Doctoral Dissertation, Michigan State University. Accessed August 20, 2019. http://etd.lib.msu.edu/islandora/object/etd:41680.

MLA Handbook (7th Edition):

Mignerey, Joan Mc Cartney, 1936-. “The relationship of rates of language processing using aural and visual modalities : listening comprehension of time-compressed speech and reading comprehension using speeded reading.” 1975. Web. 20 Aug 2019.

Vancouver:

Mignerey, Joan Mc Cartney 1. The relationship of rates of language processing using aural and visual modalities : listening comprehension of time-compressed speech and reading comprehension using speeded reading. [Internet] [Doctoral dissertation]. Michigan State University; 1975. [cited 2019 Aug 20]. Available from: http://etd.lib.msu.edu/islandora/object/etd:41680.

Council of Science Editors:

Mignerey, Joan Mc Cartney 1. The relationship of rates of language processing using aural and visual modalities : listening comprehension of time-compressed speech and reading comprehension using speeded reading. [Doctoral Dissertation]. Michigan State University; 1975. Available from: http://etd.lib.msu.edu/islandora/object/etd:41680


University of Georgia

13. Mira, William A. The impact of expressiveness on the listening comprehension of storybooks by prekindergarten children.

Degree: MA, Educational Psychology, 2011, University of Georgia

 The purpose of the study was to determine the effect of expressiveness on the comprehension of storybooks by four and five year old pre-kindergarten children.… (more)

Subjects/Keywords: Prosody; Comprehension; Prekindergarteners

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APA (6th Edition):

Mira, W. A. (2011). The impact of expressiveness on the listening comprehension of storybooks by prekindergarten children. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/mira_william_a_201112_ma

Chicago Manual of Style (16th Edition):

Mira, William A. “The impact of expressiveness on the listening comprehension of storybooks by prekindergarten children.” 2011. Masters Thesis, University of Georgia. Accessed August 20, 2019. http://purl.galileo.usg.edu/uga_etd/mira_william_a_201112_ma.

MLA Handbook (7th Edition):

Mira, William A. “The impact of expressiveness on the listening comprehension of storybooks by prekindergarten children.” 2011. Web. 20 Aug 2019.

Vancouver:

Mira WA. The impact of expressiveness on the listening comprehension of storybooks by prekindergarten children. [Internet] [Masters thesis]. University of Georgia; 2011. [cited 2019 Aug 20]. Available from: http://purl.galileo.usg.edu/uga_etd/mira_william_a_201112_ma.

Council of Science Editors:

Mira WA. The impact of expressiveness on the listening comprehension of storybooks by prekindergarten children. [Masters Thesis]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/mira_william_a_201112_ma


University of Houston

14. Arreola, Dana. The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders.

Degree: Educational Leadership and Policy Studies, Department of, 2015, University of Houston

 Reading instruction for older students with reading difficulties is a topic increasingly in need of well-informed support and research-based guidance. Recent reform efforts have resulted… (more)

Subjects/Keywords: Vocabulary; Reading Comprehension

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APA (6th Edition):

Arreola, D. (2015). The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1992

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):

Arreola, Dana. “The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders.” 2015. Thesis, University of Houston. Accessed August 20, 2019. http://hdl.handle.net/10657/1992.

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

MLA Handbook (7th Edition):

Arreola, Dana. “The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders.” 2015. Web. 20 Aug 2019.

Vancouver:

Arreola D. The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders. [Internet] [Thesis]. University of Houston; 2015. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10657/1992.

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

Council of Science Editors:

Arreola D. The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders. [Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1992

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


University of Notre Dame

15. Andrea Kay Tamplin. Interference from Emotional Items Within and Across Events</h1>.

Degree: PhD, Psychology, 2013, University of Notre Dame

  The kind of information we perceive influences what we remember in many ways. One profound perception is the influence of emotional content on memory… (more)

Subjects/Keywords: Comprehension; Emotion; Memory

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APA (6th Edition):

Tamplin, A. K. (2013). Interference from Emotional Items Within and Across Events</h1>. (Doctoral Dissertation). University of Notre Dame. Retrieved from https://curate.nd.edu/show/4x51hh65q73

Chicago Manual of Style (16th Edition):

Tamplin, Andrea Kay. “Interference from Emotional Items Within and Across Events</h1>.” 2013. Doctoral Dissertation, University of Notre Dame. Accessed August 20, 2019. https://curate.nd.edu/show/4x51hh65q73.

MLA Handbook (7th Edition):

Tamplin, Andrea Kay. “Interference from Emotional Items Within and Across Events</h1>.” 2013. Web. 20 Aug 2019.

Vancouver:

Tamplin AK. Interference from Emotional Items Within and Across Events</h1>. [Internet] [Doctoral dissertation]. University of Notre Dame; 2013. [cited 2019 Aug 20]. Available from: https://curate.nd.edu/show/4x51hh65q73.

Council of Science Editors:

Tamplin AK. Interference from Emotional Items Within and Across Events</h1>. [Doctoral Dissertation]. University of Notre Dame; 2013. Available from: https://curate.nd.edu/show/4x51hh65q73


University of Notre Dame

16. Kyle Pettijohn. Causality and Expectedness in Establishing Event Boundaries</h1>.

Degree: MA, Psychology, 2014, University of Notre Dame

  During text comprehension, readers maintain a mental representation of the described events in a situation model. When new information is encountered, this model must… (more)

Subjects/Keywords: reading; segmentation; comprehension

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APA (6th Edition):

Pettijohn, K. (2014). Causality and Expectedness in Establishing Event Boundaries</h1>. (Masters Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/g158bg27d60

Chicago Manual of Style (16th Edition):

Pettijohn, Kyle. “Causality and Expectedness in Establishing Event Boundaries</h1>.” 2014. Masters Thesis, University of Notre Dame. Accessed August 20, 2019. https://curate.nd.edu/show/g158bg27d60.

MLA Handbook (7th Edition):

Pettijohn, Kyle. “Causality and Expectedness in Establishing Event Boundaries</h1>.” 2014. Web. 20 Aug 2019.

Vancouver:

Pettijohn K. Causality and Expectedness in Establishing Event Boundaries</h1>. [Internet] [Masters thesis]. University of Notre Dame; 2014. [cited 2019 Aug 20]. Available from: https://curate.nd.edu/show/g158bg27d60.

Council of Science Editors:

Pettijohn K. Causality and Expectedness in Establishing Event Boundaries</h1>. [Masters Thesis]. University of Notre Dame; 2014. Available from: https://curate.nd.edu/show/g158bg27d60


University of Toronto

17. Mackenzie, Genevieve. The Relationship between Reading Comprehension and Adolescents with and without ADHD.

Degree: 2012, University of Toronto

This study examined reading comprehension in adolescents with and without attention deficit hyperactivity disorder (ADHD). Forty-five youth with ADHD (26 males, 19 females) and 42… (more)

Subjects/Keywords: ADHD; comprehension; 0525

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

APA (6th Edition):

Mackenzie, G. (2012). The Relationship between Reading Comprehension and Adolescents with and without ADHD. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/32220

Chicago Manual of Style (16th Edition):

Mackenzie, Genevieve. “The Relationship between Reading Comprehension and Adolescents with and without ADHD.” 2012. Masters Thesis, University of Toronto. Accessed August 20, 2019. http://hdl.handle.net/1807/32220.

MLA Handbook (7th Edition):

Mackenzie, Genevieve. “The Relationship between Reading Comprehension and Adolescents with and without ADHD.” 2012. Web. 20 Aug 2019.

Vancouver:

Mackenzie G. The Relationship between Reading Comprehension and Adolescents with and without ADHD. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/1807/32220.

Council of Science Editors:

Mackenzie G. The Relationship between Reading Comprehension and Adolescents with and without ADHD. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/32220

18. Gäfvert, Molly. Att undervisa i läsförståelse. : En kvalitativ studie om lärares reflektioner kring och undervisning i läsförståelse.

Degree: Teacher Education, 2015, Södertörn University

  The purpose of this study is to investigate how teachers in grades 1-3 work with reading comprehension in the classroom. This essey will further… (more)

Subjects/Keywords: Poor comprehenders; reading comprehension; reading comprehension teaching; reading comprehension strategies; Specifika läsförståelseproblem; läsförståelse; läsförståelseundervisning; läsförståelsestrategier

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

APA (6th Edition):

Gäfvert, M. (2015). Att undervisa i läsförståelse. : En kvalitativ studie om lärares reflektioner kring och undervisning i läsförståelse. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29127

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):

Gäfvert, Molly. “Att undervisa i läsförståelse. : En kvalitativ studie om lärares reflektioner kring och undervisning i läsförståelse.” 2015. Thesis, Södertörn University. Accessed August 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29127.

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

MLA Handbook (7th Edition):

Gäfvert, Molly. “Att undervisa i läsförståelse. : En kvalitativ studie om lärares reflektioner kring och undervisning i läsförståelse.” 2015. Web. 20 Aug 2019.

Vancouver:

Gäfvert M. Att undervisa i läsförståelse. : En kvalitativ studie om lärares reflektioner kring och undervisning i läsförståelse. [Internet] [Thesis]. Södertörn University; 2015. [cited 2019 Aug 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29127.

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

Council of Science Editors:

Gäfvert M. Att undervisa i läsförståelse. : En kvalitativ studie om lärares reflektioner kring och undervisning i läsförståelse. [Thesis]. Södertörn University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29127

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

19. Stålhandske, Johanna. Hur effektiva är undervisningsmetoder som inkluderar grundskoleelevers bakgrundskunskaper för deras utveckling av läsförståelse? : En systematisk litteraturstudie.

Degree: Educational Work, 2016, Dalarna University

The results from the international surveys PISA 2011 and PIRLS 2011 shows that Swedish students have been deteriorating in reading comprehension. The main purpose… (more)

Subjects/Keywords: Reading comprehension. Background knowledge. Reading comprehension methods. Teaching reading comprehension.; Läsförståelse. Bakgrundskunskaper. Läsförståelsemetoder. Läsförståelseundervisning

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

APA (6th Edition):

Stålhandske, J. (2016). Hur effektiva är undervisningsmetoder som inkluderar grundskoleelevers bakgrundskunskaper för deras utveckling av läsförståelse? : En systematisk litteraturstudie. (Thesis). Dalarna University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:du-22596

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):

Stålhandske, Johanna. “Hur effektiva är undervisningsmetoder som inkluderar grundskoleelevers bakgrundskunskaper för deras utveckling av läsförståelse? : En systematisk litteraturstudie.” 2016. Thesis, Dalarna University. Accessed August 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-22596.

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

MLA Handbook (7th Edition):

Stålhandske, Johanna. “Hur effektiva är undervisningsmetoder som inkluderar grundskoleelevers bakgrundskunskaper för deras utveckling av läsförståelse? : En systematisk litteraturstudie.” 2016. Web. 20 Aug 2019.

Vancouver:

Stålhandske J. Hur effektiva är undervisningsmetoder som inkluderar grundskoleelevers bakgrundskunskaper för deras utveckling av läsförståelse? : En systematisk litteraturstudie. [Internet] [Thesis]. Dalarna University; 2016. [cited 2019 Aug 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-22596.

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

Council of Science Editors:

Stålhandske J. Hur effektiva är undervisningsmetoder som inkluderar grundskoleelevers bakgrundskunskaper för deras utveckling av läsförståelse? : En systematisk litteraturstudie. [Thesis]. Dalarna University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-22596

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


The Ohio State University

20. Bradley, Edward. Reconstruction of fragmentary sentences presented aurally .

Degree: PhD, Graduate School, 1963, The Ohio State University

Subjects/Keywords: Theater; Comprehension

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APA (6th Edition):

Bradley, E. (1963). Reconstruction of fragmentary sentences presented aurally . (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486551236897964

Chicago Manual of Style (16th Edition):

Bradley, Edward. “Reconstruction of fragmentary sentences presented aurally .” 1963. Doctoral Dissertation, The Ohio State University. Accessed August 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486551236897964.

MLA Handbook (7th Edition):

Bradley, Edward. “Reconstruction of fragmentary sentences presented aurally .” 1963. Web. 20 Aug 2019.

Vancouver:

Bradley E. Reconstruction of fragmentary sentences presented aurally . [Internet] [Doctoral dissertation]. The Ohio State University; 1963. [cited 2019 Aug 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486551236897964.

Council of Science Editors:

Bradley E. Reconstruction of fragmentary sentences presented aurally . [Doctoral Dissertation]. The Ohio State University; 1963. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486551236897964


University of Edinburgh

21. Graham, Kirsten. The relationship between heuristic and algorithmic processing in sentence comprehension.

Degree: 2010, University of Edinburgh

 In a word-by-word, self-paced reading experiment, we examined the effect of voice and plausibility on reading time, as well as accuracy and reaction time to… (more)

Subjects/Keywords: heuristic processing; sentence comprehension

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APA (6th Edition):

Graham, K. (2010). The relationship between heuristic and algorithmic processing in sentence comprehension. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/4933

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):

Graham, Kirsten. “The relationship between heuristic and algorithmic processing in sentence comprehension.” 2010. Thesis, University of Edinburgh. Accessed August 20, 2019. http://hdl.handle.net/1842/4933.

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

MLA Handbook (7th Edition):

Graham, Kirsten. “The relationship between heuristic and algorithmic processing in sentence comprehension.” 2010. Web. 20 Aug 2019.

Vancouver:

Graham K. The relationship between heuristic and algorithmic processing in sentence comprehension. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/1842/4933.

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

Council of Science Editors:

Graham K. The relationship between heuristic and algorithmic processing in sentence comprehension. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/4933

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


University of Edinburgh

22. Graham, Kirsten. The relationship between heuristic and algorithmic processing in sentence comprehension.

Degree: 2010, University of Edinburgh

 In a word-by-word, self-paced reading experiment, we examined the effect of voice and plausibility on reading time, as well as accuracy and reaction time to… (more)

Subjects/Keywords: heuristic processing; sentence comprehension

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

APA (6th Edition):

Graham, K. (2010). The relationship between heuristic and algorithmic processing in sentence comprehension. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/4936

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):

Graham, Kirsten. “The relationship between heuristic and algorithmic processing in sentence comprehension.” 2010. Thesis, University of Edinburgh. Accessed August 20, 2019. http://hdl.handle.net/1842/4936.

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

MLA Handbook (7th Edition):

Graham, Kirsten. “The relationship between heuristic and algorithmic processing in sentence comprehension.” 2010. Web. 20 Aug 2019.

Vancouver:

Graham K. The relationship between heuristic and algorithmic processing in sentence comprehension. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/1842/4936.

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

Council of Science Editors:

Graham K. The relationship between heuristic and algorithmic processing in sentence comprehension. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/4936

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


University of Georgia

23. Stahl, Katherine A. The effects of three instructional methods on the reading comprehension and content acquisition of novice readers.

Degree: EdD, Reading Education, 2003, University of Georgia

 This study was designed to explore the effects of three instructional methods, the Directed Reading–Thinking Activity (Stauffer, 1969), KWL (Ogle, 1986), and picture walks (Clay,… (more)

Subjects/Keywords: Reading comprehension

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APA (6th Edition):

Stahl, K. A. (2003). The effects of three instructional methods on the reading comprehension and content acquisition of novice readers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/stahl_katherine_a_200305_edd

Chicago Manual of Style (16th Edition):

Stahl, Katherine A. “The effects of three instructional methods on the reading comprehension and content acquisition of novice readers.” 2003. Doctoral Dissertation, University of Georgia. Accessed August 20, 2019. http://purl.galileo.usg.edu/uga_etd/stahl_katherine_a_200305_edd.

MLA Handbook (7th Edition):

Stahl, Katherine A. “The effects of three instructional methods on the reading comprehension and content acquisition of novice readers.” 2003. Web. 20 Aug 2019.

Vancouver:

Stahl KA. The effects of three instructional methods on the reading comprehension and content acquisition of novice readers. [Internet] [Doctoral dissertation]. University of Georgia; 2003. [cited 2019 Aug 20]. Available from: http://purl.galileo.usg.edu/uga_etd/stahl_katherine_a_200305_edd.

Council of Science Editors:

Stahl KA. The effects of three instructional methods on the reading comprehension and content acquisition of novice readers. [Doctoral Dissertation]. University of Georgia; 2003. Available from: http://purl.galileo.usg.edu/uga_etd/stahl_katherine_a_200305_edd


University of Georgia

24. Jones, LARA LYNN. Metaphor comprehension: an exemplar of ad hoc category creation.

Degree: MS, Psychology, 2004, University of Georgia

 Do people understand metaphors (e.g., That room is an oven) in the same way they understand literal categorical assertions (e.g., That fern is a plant)?… (more)

Subjects/Keywords: metaphor comprehension

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APA (6th Edition):

Jones, L. L. (2004). Metaphor comprehension: an exemplar of ad hoc category creation. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/jones_lara_l_200405_ms

Chicago Manual of Style (16th Edition):

Jones, LARA LYNN. “Metaphor comprehension: an exemplar of ad hoc category creation.” 2004. Masters Thesis, University of Georgia. Accessed August 20, 2019. http://purl.galileo.usg.edu/uga_etd/jones_lara_l_200405_ms.

MLA Handbook (7th Edition):

Jones, LARA LYNN. “Metaphor comprehension: an exemplar of ad hoc category creation.” 2004. Web. 20 Aug 2019.

Vancouver:

Jones LL. Metaphor comprehension: an exemplar of ad hoc category creation. [Internet] [Masters thesis]. University of Georgia; 2004. [cited 2019 Aug 20]. Available from: http://purl.galileo.usg.edu/uga_etd/jones_lara_l_200405_ms.

Council of Science Editors:

Jones LL. Metaphor comprehension: an exemplar of ad hoc category creation. [Masters Thesis]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/jones_lara_l_200405_ms


University of Georgia

25. Inyega, Hellen Nasimiyuh. Reading to learn in the content areas: a case study of Elimu teachers college in Kenya.

Degree: PhD, Reading Education, 2006, University of Georgia

 The purpose of this qualitative case study research was to investigate reading to learn with specific focus on Elimu teachers college in Kenya. The significance… (more)

Subjects/Keywords: Comprehension Instruction

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

APA (6th Edition):

Inyega, H. N. (2006). Reading to learn in the content areas: a case study of Elimu teachers college in Kenya. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/inyega_hellen_n_200608_phd

Chicago Manual of Style (16th Edition):

Inyega, Hellen Nasimiyuh. “Reading to learn in the content areas: a case study of Elimu teachers college in Kenya.” 2006. Doctoral Dissertation, University of Georgia. Accessed August 20, 2019. http://purl.galileo.usg.edu/uga_etd/inyega_hellen_n_200608_phd.

MLA Handbook (7th Edition):

Inyega, Hellen Nasimiyuh. “Reading to learn in the content areas: a case study of Elimu teachers college in Kenya.” 2006. Web. 20 Aug 2019.

Vancouver:

Inyega HN. Reading to learn in the content areas: a case study of Elimu teachers college in Kenya. [Internet] [Doctoral dissertation]. University of Georgia; 2006. [cited 2019 Aug 20]. Available from: http://purl.galileo.usg.edu/uga_etd/inyega_hellen_n_200608_phd.

Council of Science Editors:

Inyega HN. Reading to learn in the content areas: a case study of Elimu teachers college in Kenya. [Doctoral Dissertation]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/inyega_hellen_n_200608_phd


University of Edinburgh

26. MacGregor, Lucy J. Disfluencies affect language comprehension : evidence from event-related potentials and recognition memory.

Degree: PhD, 2008, University of Edinburgh

 Everyday speech is littered with disfluencies such as filled pauses, silent pauses, repetitions and repairs which reflect a speaker’s language production difficulties. But what are… (more)

Subjects/Keywords: 150.724; Psychology; Language comprehension

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APA (6th Edition):

MacGregor, L. J. (2008). Disfluencies affect language comprehension : evidence from event-related potentials and recognition memory. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/3311

Chicago Manual of Style (16th Edition):

MacGregor, Lucy J. “Disfluencies affect language comprehension : evidence from event-related potentials and recognition memory.” 2008. Doctoral Dissertation, University of Edinburgh. Accessed August 20, 2019. http://hdl.handle.net/1842/3311.

MLA Handbook (7th Edition):

MacGregor, Lucy J. “Disfluencies affect language comprehension : evidence from event-related potentials and recognition memory.” 2008. Web. 20 Aug 2019.

Vancouver:

MacGregor LJ. Disfluencies affect language comprehension : evidence from event-related potentials and recognition memory. [Internet] [Doctoral dissertation]. University of Edinburgh; 2008. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/1842/3311.

Council of Science Editors:

MacGregor LJ. Disfluencies affect language comprehension : evidence from event-related potentials and recognition memory. [Doctoral Dissertation]. University of Edinburgh; 2008. Available from: http://hdl.handle.net/1842/3311


University of Alberta

27. Ally, Mohamed. Effectiveness of instructor-provided and student-generated spatial synthesizers on learning from prose.

Degree: PhD, Department of Educational Psychology, 1990, University of Alberta

Subjects/Keywords: Reading comprehension.

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APA (6th Edition):

Ally, M. (1990). Effectiveness of instructor-provided and student-generated spatial synthesizers on learning from prose. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/pg15bg886

Chicago Manual of Style (16th Edition):

Ally, Mohamed. “Effectiveness of instructor-provided and student-generated spatial synthesizers on learning from prose.” 1990. Doctoral Dissertation, University of Alberta. Accessed August 20, 2019. https://era.library.ualberta.ca/files/pg15bg886.

MLA Handbook (7th Edition):

Ally, Mohamed. “Effectiveness of instructor-provided and student-generated spatial synthesizers on learning from prose.” 1990. Web. 20 Aug 2019.

Vancouver:

Ally M. Effectiveness of instructor-provided and student-generated spatial synthesizers on learning from prose. [Internet] [Doctoral dissertation]. University of Alberta; 1990. [cited 2019 Aug 20]. Available from: https://era.library.ualberta.ca/files/pg15bg886.

Council of Science Editors:

Ally M. Effectiveness of instructor-provided and student-generated spatial synthesizers on learning from prose. [Doctoral Dissertation]. University of Alberta; 1990. Available from: https://era.library.ualberta.ca/files/pg15bg886


Victoria University of Wellington

28. Titter, Anita. Is adolescents’ progress in reading comprehension served by particular attributional views in addition to learning the reading comprehension strategies of reciprocal teaching? A mixed-methods intervention study.

Degree: 2014, Victoria University of Wellington

 A mixed-methods quasi-experimental design was used to identify relationships between adolescent students’ attributions for their reading performance and their reading achievement by gathering baseline data… (more)

Subjects/Keywords: Reading comprehension; Adolescent; Attribution

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APA (6th Edition):

Titter, A. (2014). Is adolescents’ progress in reading comprehension served by particular attributional views in addition to learning the reading comprehension strategies of reciprocal teaching? A mixed-methods intervention study. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/3308

Chicago Manual of Style (16th Edition):

Titter, Anita. “Is adolescents’ progress in reading comprehension served by particular attributional views in addition to learning the reading comprehension strategies of reciprocal teaching? A mixed-methods intervention study.” 2014. Masters Thesis, Victoria University of Wellington. Accessed August 20, 2019. http://hdl.handle.net/10063/3308.

MLA Handbook (7th Edition):

Titter, Anita. “Is adolescents’ progress in reading comprehension served by particular attributional views in addition to learning the reading comprehension strategies of reciprocal teaching? A mixed-methods intervention study.” 2014. Web. 20 Aug 2019.

Vancouver:

Titter A. Is adolescents’ progress in reading comprehension served by particular attributional views in addition to learning the reading comprehension strategies of reciprocal teaching? A mixed-methods intervention study. [Internet] [Masters thesis]. Victoria University of Wellington; 2014. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10063/3308.

Council of Science Editors:

Titter A. Is adolescents’ progress in reading comprehension served by particular attributional views in addition to learning the reading comprehension strategies of reciprocal teaching? A mixed-methods intervention study. [Masters Thesis]. Victoria University of Wellington; 2014. Available from: http://hdl.handle.net/10063/3308


Addis Ababa University

29. Edaso, Mulu. An Exploration of Factors Affecting Preparatory I School Students Reading Comprehension Skill .

Degree: 2007, Addis Ababa University

 The objective of this study is to explore into factors affecting government school students’ reading comprehension attainment. The study was carried out in one of… (more)

Subjects/Keywords: Reading; Comprehension

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

APA (6th Edition):

Edaso, M. (2007). An Exploration of Factors Affecting Preparatory I School Students Reading Comprehension Skill . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/5955

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):

Edaso, Mulu. “An Exploration of Factors Affecting Preparatory I School Students Reading Comprehension Skill .” 2007. Thesis, Addis Ababa University. Accessed August 20, 2019. http://etd.aau.edu.et/dspace/handle/123456789/5955.

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

MLA Handbook (7th Edition):

Edaso, Mulu. “An Exploration of Factors Affecting Preparatory I School Students Reading Comprehension Skill .” 2007. Web. 20 Aug 2019.

Vancouver:

Edaso M. An Exploration of Factors Affecting Preparatory I School Students Reading Comprehension Skill . [Internet] [Thesis]. Addis Ababa University; 2007. [cited 2019 Aug 20]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/5955.

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

Council of Science Editors:

Edaso M. An Exploration of Factors Affecting Preparatory I School Students Reading Comprehension Skill . [Thesis]. Addis Ababa University; 2007. Available from: http://etd.aau.edu.et/dspace/handle/123456789/5955

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


California State University – Sacramento

30. Foley, Sarah P. Improving reading comprehension for adequate decoders.

Degree: MA, Education (Language and Literacy, 2011, California State University – Sacramento

 There are students who are able to decode adequately but continue to struggle with reading due to their comprehension. These students need to be provided… (more)

Subjects/Keywords: Instructional model; Intervention; Comprehension strategies

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

APA (6th Edition):

Foley, S. P. (2011). Improving reading comprehension for adequate decoders. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1079

Chicago Manual of Style (16th Edition):

Foley, Sarah P. “Improving reading comprehension for adequate decoders.” 2011. Masters Thesis, California State University – Sacramento. Accessed August 20, 2019. http://hdl.handle.net/10211.9/1079.

MLA Handbook (7th Edition):

Foley, Sarah P. “Improving reading comprehension for adequate decoders.” 2011. Web. 20 Aug 2019.

Vancouver:

Foley SP. Improving reading comprehension for adequate decoders. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10211.9/1079.

Council of Science Editors:

Foley SP. Improving reading comprehension for adequate decoders. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1079

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