Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(Comprehension). Showing records 1 – 30 of 2985 total matches.

[1] [2] [3] [4] [5] … [100]

Search Limiters

Last 2 Years | English Only

Degrees

Levels

Languages

Country

▼ Search Limiters


University of Namibia

1. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 October 26, 2020. 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. 26 Oct 2020.

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 2020 Oct 26]. 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


University of Alberta

2. 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.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 October 26, 2020. 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. 26 Oct 2020.

Vancouver:

Logan KA. A comparison of comprehension monitoring abilities in young and healthy elderly adults. [Internet] [Masters thesis]. University of Alberta; 1990. [cited 2020 Oct 26]. 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

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

Degree: PhD, Educational Psychology, 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Anderson, Leah A. “A Two-Study Examination Of Student Engagement And Its Relation To Adolescent Reading Comprehension.” 2015. Doctoral Dissertation, Texas A&M University. Accessed October 26, 2020. http://hdl.handle.net/1969.1/155109.

MLA Handbook (7th Edition):

Anderson, Leah A. “A Two-Study Examination Of Student Engagement And Its Relation To Adolescent Reading Comprehension.” 2015. Web. 26 Oct 2020.

Vancouver:

Anderson LA. A Two-Study Examination Of Student Engagement And Its Relation To Adolescent Reading Comprehension. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/1969.1/155109.

Council of Science Editors:

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


Victoria University of Wellington

4. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 October 26, 2020. 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. 26 Oct 2020.

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 2020 Oct 26]. 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

5. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 October 26, 2020. 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. 26 Oct 2020.

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 2020 Oct 26]. 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


University of Houston

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

Degree: EdD, Curriculum and Instruction, 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

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. Doctoral Dissertation, University of Houston. Accessed October 26, 2020. http://hdl.handle.net/10657/3111.

MLA Handbook (7th Edition):

Scott, Melanie. “Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction.” 2018. Web. 26 Oct 2020.

Vancouver:

Scott M. Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction. [Internet] [Doctoral dissertation]. University of Houston; 2018. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/10657/3111.

Council of Science Editors:

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


Southern Illinois University

7. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 https://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 October 26, 2020. https://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. 26 Oct 2020.

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 2020 Oct 26]. Available from: https://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: https://opensiuc.lib.siu.edu/theses/931


Texas A&M University

8. 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: PhD, Curriculum and Instruction, 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157058

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. Doctoral Dissertation, Texas A&M University. Accessed October 26, 2020. http://hdl.handle.net/1969.1/157058.

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. 26 Oct 2020.

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] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/1969.1/157058.

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. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157058


Texas A&M University

9. Sweeney, David Sean. The Effect of Enhanced Navigational Affordances on College Students' Comprehension of Informational Auditory Text, and the Role of Metacognitive and Motivational Factors.

Degree: PhD, Educational Psychology, 2018, Texas A&M University

 A proliferation of natural speech audio texts as well as improvements in synthetic text-to-speech technology have created new opportunities for learners. While many studies have… (more)

Subjects/Keywords: comprehension; audio comprehension; metacognition; affordances; metacognition; motivation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sweeney, D. S. (2018). The Effect of Enhanced Navigational Affordances on College Students' Comprehension of Informational Auditory Text, and the Role of Metacognitive and Motivational Factors. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173942

Chicago Manual of Style (16th Edition):

Sweeney, David Sean. “The Effect of Enhanced Navigational Affordances on College Students' Comprehension of Informational Auditory Text, and the Role of Metacognitive and Motivational Factors.” 2018. Doctoral Dissertation, Texas A&M University. Accessed October 26, 2020. http://hdl.handle.net/1969.1/173942.

MLA Handbook (7th Edition):

Sweeney, David Sean. “The Effect of Enhanced Navigational Affordances on College Students' Comprehension of Informational Auditory Text, and the Role of Metacognitive and Motivational Factors.” 2018. Web. 26 Oct 2020.

Vancouver:

Sweeney DS. The Effect of Enhanced Navigational Affordances on College Students' Comprehension of Informational Auditory Text, and the Role of Metacognitive and Motivational Factors. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/1969.1/173942.

Council of Science Editors:

Sweeney DS. The Effect of Enhanced Navigational Affordances on College Students' Comprehension of Informational Auditory Text, and the Role of Metacognitive and Motivational Factors. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173942


Penn State University

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

Degree: 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 knowledge . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/19297

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):

Ray, Melissa N. “Individual Differences In Deep Level Comprehension: Contributions of Text Structure, Comprehension Skill, and Prior knowledge .” 2013. Thesis, Penn State University. Accessed October 26, 2020. https://submit-etda.libraries.psu.edu/catalog/19297.

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

MLA Handbook (7th Edition):

Ray, Melissa N. “Individual Differences In Deep Level Comprehension: Contributions of Text Structure, Comprehension Skill, and Prior knowledge .” 2013. Web. 26 Oct 2020.

Vancouver:

Ray MN. Individual Differences In Deep Level Comprehension: Contributions of Text Structure, Comprehension Skill, and Prior knowledge . [Internet] [Thesis]. Penn State University; 2013. [cited 2020 Oct 26]. Available from: https://submit-etda.libraries.psu.edu/catalog/19297.

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

Council of Science Editors:

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

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


Michigan State University

11. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 October 26, 2020. 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. 26 Oct 2020.

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 2020 Oct 26]. 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


Delft University of Technology

12. Yu, Chak Shun (author). Towards Understanding How Developers Comprehend Tests.

Degree: 2018, Delft University of Technology

Developers spend the majority of their time and effort on reading and comprehending source code. In order to improve this process of program comprehension for… (more)

Subjects/Keywords: Tests Comprehension; Program Comprehension; Empirical Research; Fundamentals

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Yu, C. S. (. (2018). Towards Understanding How Developers Comprehend Tests. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:3d251634-5499-4423-ab66-d9803a6ae877

Chicago Manual of Style (16th Edition):

Yu, Chak Shun (author). “Towards Understanding How Developers Comprehend Tests.” 2018. Masters Thesis, Delft University of Technology. Accessed October 26, 2020. http://resolver.tudelft.nl/uuid:3d251634-5499-4423-ab66-d9803a6ae877.

MLA Handbook (7th Edition):

Yu, Chak Shun (author). “Towards Understanding How Developers Comprehend Tests.” 2018. Web. 26 Oct 2020.

Vancouver:

Yu CS(. Towards Understanding How Developers Comprehend Tests. [Internet] [Masters thesis]. Delft University of Technology; 2018. [cited 2020 Oct 26]. Available from: http://resolver.tudelft.nl/uuid:3d251634-5499-4423-ab66-d9803a6ae877.

Council of Science Editors:

Yu CS(. Towards Understanding How Developers Comprehend Tests. [Masters Thesis]. Delft University of Technology; 2018. Available from: http://resolver.tudelft.nl/uuid:3d251634-5499-4423-ab66-d9803a6ae877


University of Maryland

13. Santoro, Julie. CLARIFYING LINGUISTIC COMPREHENSION IN THE SIMPLE VIEW OF READING: THE INFLUENCE OF WORD-, SENTENCE-, AND DISCOURSE-LEVEL LINGUISTIC SKILLS ON READING COMPREHENSION.

Degree: Special Education, 2012, University of Maryland

 There are a high number of students who struggle with reading comprehension beyond the primary grades and understanding the skills involved in successful reading comprehension(more)

Subjects/Keywords: Special education; Education; Linguistic comprehension; Reading comprehension

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Santoro, J. (2012). CLARIFYING LINGUISTIC COMPREHENSION IN THE SIMPLE VIEW OF READING: THE INFLUENCE OF WORD-, SENTENCE-, AND DISCOURSE-LEVEL LINGUISTIC SKILLS ON READING COMPREHENSION. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/12563

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):

Santoro, Julie. “CLARIFYING LINGUISTIC COMPREHENSION IN THE SIMPLE VIEW OF READING: THE INFLUENCE OF WORD-, SENTENCE-, AND DISCOURSE-LEVEL LINGUISTIC SKILLS ON READING COMPREHENSION.” 2012. Thesis, University of Maryland. Accessed October 26, 2020. http://hdl.handle.net/1903/12563.

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

MLA Handbook (7th Edition):

Santoro, Julie. “CLARIFYING LINGUISTIC COMPREHENSION IN THE SIMPLE VIEW OF READING: THE INFLUENCE OF WORD-, SENTENCE-, AND DISCOURSE-LEVEL LINGUISTIC SKILLS ON READING COMPREHENSION.” 2012. Web. 26 Oct 2020.

Vancouver:

Santoro J. CLARIFYING LINGUISTIC COMPREHENSION IN THE SIMPLE VIEW OF READING: THE INFLUENCE OF WORD-, SENTENCE-, AND DISCOURSE-LEVEL LINGUISTIC SKILLS ON READING COMPREHENSION. [Internet] [Thesis]. University of Maryland; 2012. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/1903/12563.

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

Council of Science Editors:

Santoro J. CLARIFYING LINGUISTIC COMPREHENSION IN THE SIMPLE VIEW OF READING: THE INFLUENCE OF WORD-, SENTENCE-, AND DISCOURSE-LEVEL LINGUISTIC SKILLS ON READING COMPREHENSION. [Thesis]. University of Maryland; 2012. Available from: http://hdl.handle.net/1903/12563

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


University of Georgia

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

Degree: 2014, 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mira, W. A. (2014). The impact of expressiveness on the listening comprehension of storybooks by prekindergarten children. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27769

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):

Mira, William A. “The impact of expressiveness on the listening comprehension of storybooks by prekindergarten children.” 2014. Thesis, University of Georgia. Accessed October 26, 2020. http://hdl.handle.net/10724/27769.

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

MLA Handbook (7th Edition):

Mira, William A. “The impact of expressiveness on the listening comprehension of storybooks by prekindergarten children.” 2014. Web. 26 Oct 2020.

Vancouver:

Mira WA. The impact of expressiveness on the listening comprehension of storybooks by prekindergarten children. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/10724/27769.

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

Council of Science Editors:

Mira WA. The impact of expressiveness on the listening comprehension of storybooks by prekindergarten children. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27769

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


University of Toronto

15. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 October 26, 2020. 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. 26 Oct 2020.

Vancouver:

Mackenzie G. The Relationship between Reading Comprehension and Adolescents with and without ADHD. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2020 Oct 26]. 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


University of Houston

16. 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: EdD, Professional Leadership, 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1992

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. Doctoral Dissertation, University of Houston. Accessed October 26, 2020. http://hdl.handle.net/10657/1992.

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. 26 Oct 2020.

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] [Doctoral dissertation]. University of Houston; 2015. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/10657/1992.

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. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1992


University of Notre Dame

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

Degree: 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

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):

Tamplin, Andrea Kay. “Interference from Emotional Items Within and Across Events</h1>.” 2013. Thesis, University of Notre Dame. Accessed October 26, 2020. https://curate.nd.edu/show/4x51hh65q73.

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

MLA Handbook (7th Edition):

Tamplin, Andrea Kay. “Interference from Emotional Items Within and Across Events</h1>.” 2013. Web. 26 Oct 2020.

Vancouver:

Tamplin AK. Interference from Emotional Items Within and Across Events</h1>. [Internet] [Thesis]. University of Notre Dame; 2013. [cited 2020 Oct 26]. Available from: https://curate.nd.edu/show/4x51hh65q73.

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

Council of Science Editors:

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

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


University of Notre Dame

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

Degree: 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

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):

Pettijohn, Kyle. “Causality and Expectedness in Establishing Event Boundaries</h1>.” 2014. Thesis, University of Notre Dame. Accessed October 26, 2020. https://curate.nd.edu/show/g158bg27d60.

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

MLA Handbook (7th Edition):

Pettijohn, Kyle. “Causality and Expectedness in Establishing Event Boundaries</h1>.” 2014. Web. 26 Oct 2020.

Vancouver:

Pettijohn K. Causality and Expectedness in Establishing Event Boundaries</h1>. [Internet] [Thesis]. University of Notre Dame; 2014. [cited 2020 Oct 26]. Available from: https://curate.nd.edu/show/g158bg27d60.

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

Council of Science Editors:

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 October 26, 2020. 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. 26 Oct 2020.

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 2020 Oct 26]. 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

20. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 October 26, 2020. 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. 26 Oct 2020.

Vancouver:

Gäfvert M. Att undervisa i läsförståelse. : En kvalitativ studie om lärares reflektioner kring och undervisning i läsförståelse. [Internet] [Thesis]. Södertörn University; 2015. [cited 2020 Oct 26]. 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


University of Zambia

21. Tembo, Bessie. Investigation of learners thinking skills through reading comprehension: A study of grade 12 pupils in selected High Schools in Central Province .

Degree: 2011, University of Zambia

 Literate citizens of any country are an asset to that particular country. Furthermore, if a country has got human resource that is literate, then that… (more)

Subjects/Keywords: Learners – Thinking skills; Reading Comprehension

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Tembo, B. (2011). Investigation of learners thinking skills through reading comprehension: A study of grade 12 pupils in selected High Schools in Central Province . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/808

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):

Tembo, Bessie. “Investigation of learners thinking skills through reading comprehension: A study of grade 12 pupils in selected High Schools in Central Province .” 2011. Thesis, University of Zambia. Accessed October 26, 2020. http://hdl.handle.net/123456789/808.

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

MLA Handbook (7th Edition):

Tembo, Bessie. “Investigation of learners thinking skills through reading comprehension: A study of grade 12 pupils in selected High Schools in Central Province .” 2011. Web. 26 Oct 2020.

Vancouver:

Tembo B. Investigation of learners thinking skills through reading comprehension: A study of grade 12 pupils in selected High Schools in Central Province . [Internet] [Thesis]. University of Zambia; 2011. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/123456789/808.

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

Council of Science Editors:

Tembo B. Investigation of learners thinking skills through reading comprehension: A study of grade 12 pupils in selected High Schools in Central Province . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/808

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


University of Zambia

22. Kalabula, Mutale. Challenges faced by grade twelve learners in reading comprehension: A case of a selected School in Kafue District .

Degree: 2013, University of Zambia

 The purpose of this study was to ascertain what challenges grade twelve learners faced in reading comprehension. Another aim was to examine the reading strategies… (more)

Subjects/Keywords: Reading(Secondary); Reading Comprehension

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kalabula, M. (2013). Challenges faced by grade twelve learners in reading comprehension: A case of a selected School in Kafue District . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3003

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):

Kalabula, Mutale. “Challenges faced by grade twelve learners in reading comprehension: A case of a selected School in Kafue District .” 2013. Thesis, University of Zambia. Accessed October 26, 2020. http://hdl.handle.net/123456789/3003.

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

MLA Handbook (7th Edition):

Kalabula, Mutale. “Challenges faced by grade twelve learners in reading comprehension: A case of a selected School in Kafue District .” 2013. Web. 26 Oct 2020.

Vancouver:

Kalabula M. Challenges faced by grade twelve learners in reading comprehension: A case of a selected School in Kafue District . [Internet] [Thesis]. University of Zambia; 2013. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/123456789/3003.

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

Council of Science Editors:

Kalabula M. Challenges faced by grade twelve learners in reading comprehension: A case of a selected School in Kafue District . [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/3003

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

23. 中川, 尊雄. 脳血流計測を用いたプログラム理解の困難さの測定 : Quantifying the Difficulty of Program Comprehension Based on Cerebral Blood Flow Measurement; ノウ ケツリュウ ケイソク オ モチイタ プログラム リカイ ノ コンナンサ ノ ソクテイ.

Degree: Nara Institute of Science and Technology / 奈良先端科学技術大学院大学

Subjects/Keywords: Program Comprehension

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

中川, . (n.d.). 脳血流計測を用いたプログラム理解の困難さの測定 : Quantifying the Difficulty of Program Comprehension Based on Cerebral Blood Flow Measurement; ノウ ケツリュウ ケイソク オ モチイタ プログラム リカイ ノ コンナンサ ノ ソクテイ. (Thesis). Nara Institute of Science and Technology / 奈良先端科学技術大学院大学. Retrieved from http://hdl.handle.net/10061/9420

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

中川, 尊雄. “脳血流計測を用いたプログラム理解の困難さの測定 : Quantifying the Difficulty of Program Comprehension Based on Cerebral Blood Flow Measurement; ノウ ケツリュウ ケイソク オ モチイタ プログラム リカイ ノ コンナンサ ノ ソクテイ.” Thesis, Nara Institute of Science and Technology / 奈良先端科学技術大学院大学. Accessed October 26, 2020. http://hdl.handle.net/10061/9420.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

中川, 尊雄. “脳血流計測を用いたプログラム理解の困難さの測定 : Quantifying the Difficulty of Program Comprehension Based on Cerebral Blood Flow Measurement; ノウ ケツリュウ ケイソク オ モチイタ プログラム リカイ ノ コンナンサ ノ ソクテイ.” Web. 26 Oct 2020.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

中川 . 脳血流計測を用いたプログラム理解の困難さの測定 : Quantifying the Difficulty of Program Comprehension Based on Cerebral Blood Flow Measurement; ノウ ケツリュウ ケイソク オ モチイタ プログラム リカイ ノ コンナンサ ノ ソクテイ. [Internet] [Thesis]. Nara Institute of Science and Technology / 奈良先端科学技術大学院大学; [cited 2020 Oct 26]. Available from: http://hdl.handle.net/10061/9420.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

中川 . 脳血流計測を用いたプログラム理解の困難さの測定 : Quantifying the Difficulty of Program Comprehension Based on Cerebral Blood Flow Measurement; ノウ ケツリュウ ケイソク オ モチイタ プログラム リカイ ノ コンナンサ ノ ソクテイ. [Thesis]. Nara Institute of Science and Technology / 奈良先端科学技術大学院大学; Available from: http://hdl.handle.net/10061/9420

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


University of Edinburgh

24. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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/1842/4933

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 October 26, 2020. 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. 26 Oct 2020.

Vancouver:

Graham K. The relationship between heuristic and algorithmic processing in sentence comprehension. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2020 Oct 26]. 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

25. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 October 26, 2020. 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. 26 Oct 2020.

Vancouver:

Graham K. The relationship between heuristic and algorithmic processing in sentence comprehension. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2020 Oct 26]. 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


Montana State University

26. Piccillo, Alanna. Effects of making connections between science concepts and the outdoors on student comprehension.

Degree: Graduate School, 2011, Montana State University

 In this investigation, science concepts were taught in an outdoor setting with the intent of students making connections between the science concepts and the outdoors… (more)

Subjects/Keywords: Science Study and teaching.; Comprehension.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Piccillo, A. (2011). Effects of making connections between science concepts and the outdoors on student comprehension. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2057

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):

Piccillo, Alanna. “Effects of making connections between science concepts and the outdoors on student comprehension.” 2011. Thesis, Montana State University. Accessed October 26, 2020. https://scholarworks.montana.edu/xmlui/handle/1/2057.

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

MLA Handbook (7th Edition):

Piccillo, Alanna. “Effects of making connections between science concepts and the outdoors on student comprehension.” 2011. Web. 26 Oct 2020.

Vancouver:

Piccillo A. Effects of making connections between science concepts and the outdoors on student comprehension. [Internet] [Thesis]. Montana State University; 2011. [cited 2020 Oct 26]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2057.

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

Council of Science Editors:

Piccillo A. Effects of making connections between science concepts and the outdoors on student comprehension. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2057

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


Montana State University

27. Swartz, Clinton Keith. Digital data collection and analysis : what are the effects on students' understanding of chemistry concepts.

Degree: Graduate School, 2012, Montana State University

 In this project, digital data collection and analysis methods were implemented to determine their effects on student understanding of chemistry concepts, data analysis and conclusion… (more)

Subjects/Keywords: Chemistry.; Comprehension.; High school students.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Swartz, C. K. (2012). Digital data collection and analysis : what are the effects on students' understanding of chemistry concepts. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2383

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):

Swartz, Clinton Keith. “Digital data collection and analysis : what are the effects on students' understanding of chemistry concepts.” 2012. Thesis, Montana State University. Accessed October 26, 2020. https://scholarworks.montana.edu/xmlui/handle/1/2383.

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

MLA Handbook (7th Edition):

Swartz, Clinton Keith. “Digital data collection and analysis : what are the effects on students' understanding of chemistry concepts.” 2012. Web. 26 Oct 2020.

Vancouver:

Swartz CK. Digital data collection and analysis : what are the effects on students' understanding of chemistry concepts. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Oct 26]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2383.

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

Council of Science Editors:

Swartz CK. Digital data collection and analysis : what are the effects on students' understanding of chemistry concepts. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2383

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


Rochester Institute of Technology

28. Curtze, Kristen. Reading on the internet: The Presentation of online news articles and its relationship to reader’s recall and comprehension.

Degree: Department of Communication (CLA), 2011, Rochester Institute of Technology

 Since 1995, the number of Internet users has increased by 1.88 billion people. As the population increased, so did the number of websites, news portals,… (more)

Subjects/Keywords: Comprehension; News; Online; Reading; Recall

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Curtze, K. (2011). Reading on the internet: The Presentation of online news articles and its relationship to reader’s recall and comprehension. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/4577

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):

Curtze, Kristen. “Reading on the internet: The Presentation of online news articles and its relationship to reader’s recall and comprehension.” 2011. Thesis, Rochester Institute of Technology. Accessed October 26, 2020. https://scholarworks.rit.edu/theses/4577.

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

MLA Handbook (7th Edition):

Curtze, Kristen. “Reading on the internet: The Presentation of online news articles and its relationship to reader’s recall and comprehension.” 2011. Web. 26 Oct 2020.

Vancouver:

Curtze K. Reading on the internet: The Presentation of online news articles and its relationship to reader’s recall and comprehension. [Internet] [Thesis]. Rochester Institute of Technology; 2011. [cited 2020 Oct 26]. Available from: https://scholarworks.rit.edu/theses/4577.

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

Council of Science Editors:

Curtze K. Reading on the internet: The Presentation of online news articles and its relationship to reader’s recall and comprehension. [Thesis]. Rochester Institute of Technology; 2011. Available from: https://scholarworks.rit.edu/theses/4577

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


University of Alberta

29. 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.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 October 26, 2020. 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. 26 Oct 2020.

Vancouver:

Ally M. Effectiveness of instructor-provided and student-generated spatial synthesizers on learning from prose. [Internet] [Doctoral dissertation]. University of Alberta; 1990. [cited 2020 Oct 26]. 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


University of Manchester

30. Halai, Ajay Devshi. Multi-modal imaging of brain networks subserving speech comprehension.

Degree: 2013, University of Manchester

 Neurocognitive models of speech comprehension generally outline either the spatial or temporal organisation of speech processing and rarely consider combining the two to provide a… (more)

Subjects/Keywords: fMRI; EEG; intelligibility; speech comprehension

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Halai, A. D. (2013). Multi-modal imaging of brain networks subserving speech comprehension. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:214559

Chicago Manual of Style (16th Edition):

Halai, Ajay Devshi. “Multi-modal imaging of brain networks subserving speech comprehension.” 2013. Doctoral Dissertation, University of Manchester. Accessed October 26, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:214559.

MLA Handbook (7th Edition):

Halai, Ajay Devshi. “Multi-modal imaging of brain networks subserving speech comprehension.” 2013. Web. 26 Oct 2020.

Vancouver:

Halai AD. Multi-modal imaging of brain networks subserving speech comprehension. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2020 Oct 26]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:214559.

Council of Science Editors:

Halai AD. Multi-modal imaging of brain networks subserving speech comprehension. [Doctoral Dissertation]. University of Manchester; 2013. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:214559

[1] [2] [3] [4] [5] … [100]

.