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You searched for subject:(Developmental Reading Assessment). Showing records 1 – 16 of 16 total matches.

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1. Volchko, Elizabeth A. How Teachers Use the Results of an Informal Reading Inventory: A Case Study of Action Research.

Degree: EdD, College of Education, 2010, Ashland University

  Using qualitative methodology, this case study of action research investigated how fifteen elementary teachers used the results of an informal reading inventory, the Developmental(more)

Subjects/Keywords: Education; Reading Instruction; Action research; case study; reading assessment; professional development; Developmental Reading Assessment; informal reading inventory

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

APA (6th Edition):

Volchko, E. A. (2010). How Teachers Use the Results of an Informal Reading Inventory: A Case Study of Action Research. (Doctoral Dissertation). Ashland University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ashland1300302467

Chicago Manual of Style (16th Edition):

Volchko, Elizabeth A. “How Teachers Use the Results of an Informal Reading Inventory: A Case Study of Action Research.” 2010. Doctoral Dissertation, Ashland University. Accessed March 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1300302467.

MLA Handbook (7th Edition):

Volchko, Elizabeth A. “How Teachers Use the Results of an Informal Reading Inventory: A Case Study of Action Research.” 2010. Web. 18 Mar 2019.

Vancouver:

Volchko EA. How Teachers Use the Results of an Informal Reading Inventory: A Case Study of Action Research. [Internet] [Doctoral dissertation]. Ashland University; 2010. [cited 2019 Mar 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1300302467.

Council of Science Editors:

Volchko EA. How Teachers Use the Results of an Informal Reading Inventory: A Case Study of Action Research. [Doctoral Dissertation]. Ashland University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ashland1300302467


SUNY College at Brockport

2. Maxwell, Kristen K. Outside of School Activities that May Foster Emergent Literacy Abilities of First Graders.

Degree: MSEd, Education and Human Development, 2011, SUNY College at Brockport

  As I have shown through the finding of my research, reading, writing, listening, speaking, viewing, and visually representing begin at an early age and… (more)

Subjects/Keywords: THESIS 2066; Brockport Thesis Collection; Education; Developmental Reading Assessment; Education

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APA (6th Edition):

Maxwell, K. K. (2011). Outside of School Activities that May Foster Emergent Literacy Abilities of First Graders. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/60

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):

Maxwell, Kristen K. “Outside of School Activities that May Foster Emergent Literacy Abilities of First Graders.” 2011. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/60.

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

MLA Handbook (7th Edition):

Maxwell, Kristen K. “Outside of School Activities that May Foster Emergent Literacy Abilities of First Graders.” 2011. Web. 18 Mar 2019.

Vancouver:

Maxwell KK. Outside of School Activities that May Foster Emergent Literacy Abilities of First Graders. [Internet] [Thesis]. SUNY College at Brockport; 2011. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/60.

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

Council of Science Editors:

Maxwell KK. Outside of School Activities that May Foster Emergent Literacy Abilities of First Graders. [Thesis]. SUNY College at Brockport; 2011. Available from: https://digitalcommons.brockport.edu/ehd_theses/60

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


SUNY College at Brockport

3. Wadhams, Kelsey. Multiple Measures of Reading Assessment and the Effects on Data-Driven Instruction.

Degree: MSEd, Education and Human Development, 2017, SUNY College at Brockport

  This research study takes a closer examination of two reading assessments used at the intermediate level: the Developmental Reading Assessment and the Scholastic Reading(more)

Subjects/Keywords: Reading assessments; Developmental Reading Assessment; Scholastic Reading Inventory; data-driven instruction; professional development; professional learning communities; Education

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APA (6th Edition):

Wadhams, K. (2017). Multiple Measures of Reading Assessment and the Effects on Data-Driven Instruction. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/751

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):

Wadhams, Kelsey. “Multiple Measures of Reading Assessment and the Effects on Data-Driven Instruction.” 2017. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/751.

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

MLA Handbook (7th Edition):

Wadhams, Kelsey. “Multiple Measures of Reading Assessment and the Effects on Data-Driven Instruction.” 2017. Web. 18 Mar 2019.

Vancouver:

Wadhams K. Multiple Measures of Reading Assessment and the Effects on Data-Driven Instruction. [Internet] [Thesis]. SUNY College at Brockport; 2017. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/751.

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

Council of Science Editors:

Wadhams K. Multiple Measures of Reading Assessment and the Effects on Data-Driven Instruction. [Thesis]. SUNY College at Brockport; 2017. Available from: https://digitalcommons.brockport.edu/ehd_theses/751

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


University of Colorado

4. Wu, Sarah S. Measurement and Classification Issues in Mathematics and Reading Disorders.

Degree: PhD, Psychology & Neuroscience, 2015, University of Colorado

  In the past, specific learning disorders in reading and mathematics have been conceptualized as distinct and content-specific disorders of learning. The procedure for diagnosing… (more)

Subjects/Keywords: Classification; Learning Disorders; Mathematics; Measurement; Reading; Developmental Psychology; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Wu, S. S. (2015). Measurement and Classification Issues in Mathematics and Reading Disorders. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/psyc_gradetds/92

Chicago Manual of Style (16th Edition):

Wu, Sarah S. “Measurement and Classification Issues in Mathematics and Reading Disorders.” 2015. Doctoral Dissertation, University of Colorado. Accessed March 18, 2019. http://scholar.colorado.edu/psyc_gradetds/92.

MLA Handbook (7th Edition):

Wu, Sarah S. “Measurement and Classification Issues in Mathematics and Reading Disorders.” 2015. Web. 18 Mar 2019.

Vancouver:

Wu SS. Measurement and Classification Issues in Mathematics and Reading Disorders. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2019 Mar 18]. Available from: http://scholar.colorado.edu/psyc_gradetds/92.

Council of Science Editors:

Wu SS. Measurement and Classification Issues in Mathematics and Reading Disorders. [Doctoral Dissertation]. University of Colorado; 2015. Available from: http://scholar.colorado.edu/psyc_gradetds/92


SUNY College at Brockport

5. Heirigs, Sean D. A Case Study: How Do Students with Severe Lead Poisoning Develop and Perform as Readers, and What, as Educators, Can We Do to Help?.

Degree: MSEd, Education and Human Development, 2008, SUNY College at Brockport

  Lead poisoning is a serious problem in the United States found primarily in lower socioeconomic regions. This often overlooked, national topic is the catalyst… (more)

Subjects/Keywords: toxicity; socioeconomic status; urban; neuropsychiatric; neurological; Developmental Reading Assessment; Disorders of Environmental Origin; Education

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APA (6th Edition):

Heirigs, S. D. (2008). A Case Study: How Do Students with Severe Lead Poisoning Develop and Perform as Readers, and What, as Educators, Can We Do to Help?. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/776

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):

Heirigs, Sean D. “A Case Study: How Do Students with Severe Lead Poisoning Develop and Perform as Readers, and What, as Educators, Can We Do to Help?.” 2008. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/776.

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

MLA Handbook (7th Edition):

Heirigs, Sean D. “A Case Study: How Do Students with Severe Lead Poisoning Develop and Perform as Readers, and What, as Educators, Can We Do to Help?.” 2008. Web. 18 Mar 2019.

Vancouver:

Heirigs SD. A Case Study: How Do Students with Severe Lead Poisoning Develop and Perform as Readers, and What, as Educators, Can We Do to Help?. [Internet] [Thesis]. SUNY College at Brockport; 2008. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/776.

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

Council of Science Editors:

Heirigs SD. A Case Study: How Do Students with Severe Lead Poisoning Develop and Perform as Readers, and What, as Educators, Can We Do to Help?. [Thesis]. SUNY College at Brockport; 2008. Available from: https://digitalcommons.brockport.edu/ehd_theses/776

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

6. Patrick, Carla J. Developmentally appropriate spelling and phonics instruction and its impact on student level of orthography, decoding ability, and reading accuracy.

Degree: MA, Education, 2018, Wittenberg University

 The purpose of this study was to examine how a students’ level of orthography, decoding ability, and reading accuracy change because of participating in developmentally… (more)

Subjects/Keywords: Elementary Education; Education; Reading Instruction; reading, spelling, phonics, Consortium on Reading Excellence Phonics Survey, CORE Phonics Survey, DRA2, Developmental Reading Assessment, Words Their Way Primary Spelling Inventory

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APA (6th Edition):

Patrick, C. J. (2018). Developmentally appropriate spelling and phonics instruction and its impact on student level of orthography, decoding ability, and reading accuracy. (Masters Thesis). Wittenberg University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=witt1534160012802077

Chicago Manual of Style (16th Edition):

Patrick, Carla J. “Developmentally appropriate spelling and phonics instruction and its impact on student level of orthography, decoding ability, and reading accuracy.” 2018. Masters Thesis, Wittenberg University. Accessed March 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=witt1534160012802077.

MLA Handbook (7th Edition):

Patrick, Carla J. “Developmentally appropriate spelling and phonics instruction and its impact on student level of orthography, decoding ability, and reading accuracy.” 2018. Web. 18 Mar 2019.

Vancouver:

Patrick CJ. Developmentally appropriate spelling and phonics instruction and its impact on student level of orthography, decoding ability, and reading accuracy. [Internet] [Masters thesis]. Wittenberg University; 2018. [cited 2019 Mar 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=witt1534160012802077.

Council of Science Editors:

Patrick CJ. Developmentally appropriate spelling and phonics instruction and its impact on student level of orthography, decoding ability, and reading accuracy. [Masters Thesis]. Wittenberg University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=witt1534160012802077


Rochester Institute of Technology

7. Zonneville, Adrienne M. Establishing universal screening risk indicators using reading curriculum-based measurement and the developmental reading assessment.

Degree: Department of Psychology (CLA), 2008, Rochester Institute of Technology

 The current study examined the abilities of Dynamic Indicator of Basic Early Literacy Skills Oral Reading Fluency (DORF) and the Developmental Reading Assessment (DRA) to… (more)

Subjects/Keywords: Developmental reading assessment; DORF; English language arts; Literacy skills; Low reading abilities

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APA (6th Edition):

Zonneville, A. M. (2008). Establishing universal screening risk indicators using reading curriculum-based measurement and the developmental reading assessment. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/7301

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):

Zonneville, Adrienne M. “Establishing universal screening risk indicators using reading curriculum-based measurement and the developmental reading assessment.” 2008. Thesis, Rochester Institute of Technology. Accessed March 18, 2019. https://scholarworks.rit.edu/theses/7301.

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

MLA Handbook (7th Edition):

Zonneville, Adrienne M. “Establishing universal screening risk indicators using reading curriculum-based measurement and the developmental reading assessment.” 2008. Web. 18 Mar 2019.

Vancouver:

Zonneville AM. Establishing universal screening risk indicators using reading curriculum-based measurement and the developmental reading assessment. [Internet] [Thesis]. Rochester Institute of Technology; 2008. [cited 2019 Mar 18]. Available from: https://scholarworks.rit.edu/theses/7301.

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

Council of Science Editors:

Zonneville AM. Establishing universal screening risk indicators using reading curriculum-based measurement and the developmental reading assessment. [Thesis]. Rochester Institute of Technology; 2008. Available from: https://scholarworks.rit.edu/theses/7301

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

8. Higgins, Mildred Norene. Relationship Between Perceptual Mode and Reading Ability in College Students Enrolled in a Reading Improvement Program.

Degree: MEd, Education, 1967, Central Washington University

 It was the purpose of this study (1) to determine the relationship between mode of visual perceptual discrimination and the ability to benefit from a… (more)

Subjects/Keywords: Education; Academic theses; Developmental reading; Reading; Psychology of; Reading (Higher education); Education; Educational Assessment, Evaluation, and Research; Educational Methods

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APA (6th Edition):

Higgins, M. N. (1967). Relationship Between Perceptual Mode and Reading Ability in College Students Enrolled in a Reading Improvement Program. (Thesis). Central Washington University. Retrieved from https://digitalcommons.cwu.edu/etd/694

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):

Higgins, Mildred Norene. “Relationship Between Perceptual Mode and Reading Ability in College Students Enrolled in a Reading Improvement Program.” 1967. Thesis, Central Washington University. Accessed March 18, 2019. https://digitalcommons.cwu.edu/etd/694.

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

MLA Handbook (7th Edition):

Higgins, Mildred Norene. “Relationship Between Perceptual Mode and Reading Ability in College Students Enrolled in a Reading Improvement Program.” 1967. Web. 18 Mar 2019.

Vancouver:

Higgins MN. Relationship Between Perceptual Mode and Reading Ability in College Students Enrolled in a Reading Improvement Program. [Internet] [Thesis]. Central Washington University; 1967. [cited 2019 Mar 18]. Available from: https://digitalcommons.cwu.edu/etd/694.

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

Council of Science Editors:

Higgins MN. Relationship Between Perceptual Mode and Reading Ability in College Students Enrolled in a Reading Improvement Program. [Thesis]. Central Washington University; 1967. Available from: https://digitalcommons.cwu.edu/etd/694

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


SUNY College at Brockport

9. Moriarty, Heather Marie. How Does Teacher Modeling of Fluent Reading Strategies Impact Students' Fluency?.

Degree: MSEd, Education and Human Development, 2007, SUNY College at Brockport

  The purpose of this study was to discover how teacher modeling of fluent reading strategies impacted students' fluency. This research was conducted because in… (more)

Subjects/Keywords: elementary education; literacy; Developmental Reading Assessment; Education; Elementary Education and Teaching

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APA (6th Edition):

Moriarty, H. M. (2007). How Does Teacher Modeling of Fluent Reading Strategies Impact Students' Fluency?. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/415

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):

Moriarty, Heather Marie. “How Does Teacher Modeling of Fluent Reading Strategies Impact Students' Fluency?.” 2007. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/415.

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

MLA Handbook (7th Edition):

Moriarty, Heather Marie. “How Does Teacher Modeling of Fluent Reading Strategies Impact Students' Fluency?.” 2007. Web. 18 Mar 2019.

Vancouver:

Moriarty HM. How Does Teacher Modeling of Fluent Reading Strategies Impact Students' Fluency?. [Internet] [Thesis]. SUNY College at Brockport; 2007. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/415.

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

Council of Science Editors:

Moriarty HM. How Does Teacher Modeling of Fluent Reading Strategies Impact Students' Fluency?. [Thesis]. SUNY College at Brockport; 2007. Available from: https://digitalcommons.brockport.edu/ehd_theses/415

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


SUNY College at Brockport

10. Pietrantoni, Danielle Adelina. How Listening While Reading Affects Oral Reading Fluency With At-Risk Third Grade Readers.

Degree: MSEd, Education and Human Development, 2006, SUNY College at Brockport

  This research attempted to answer the question, how does listening while reading affect reading fluency with at-risk readers? The researcher collected data from four… (more)

Subjects/Keywords: elementary education; literacy; Developmental Reading Assessment; read aloud; Education; Elementary Education and Teaching

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APA (6th Edition):

Pietrantoni, D. A. (2006). How Listening While Reading Affects Oral Reading Fluency With At-Risk Third Grade Readers. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/417

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):

Pietrantoni, Danielle Adelina. “How Listening While Reading Affects Oral Reading Fluency With At-Risk Third Grade Readers.” 2006. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/417.

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

MLA Handbook (7th Edition):

Pietrantoni, Danielle Adelina. “How Listening While Reading Affects Oral Reading Fluency With At-Risk Third Grade Readers.” 2006. Web. 18 Mar 2019.

Vancouver:

Pietrantoni DA. How Listening While Reading Affects Oral Reading Fluency With At-Risk Third Grade Readers. [Internet] [Thesis]. SUNY College at Brockport; 2006. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/417.

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

Council of Science Editors:

Pietrantoni DA. How Listening While Reading Affects Oral Reading Fluency With At-Risk Third Grade Readers. [Thesis]. SUNY College at Brockport; 2006. Available from: https://digitalcommons.brockport.edu/ehd_theses/417

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


SUNY College at Brockport

11. Quackenbush, Jennifer. Effectiveness of Dynamic Indicators of Basic Early Literacy Skills (DIBELS).

Degree: MSEd, Education and Human Development, 2007, SUNY College at Brockport

  This research shows the effectiveness of Dynamic Indicators of Basic Early Literacy Skills (DIBELS) at identifying students in need of reading intervention compared to… (more)

Subjects/Keywords: elementary education; literacy; Developmental Reading Assessment; DIBELS; Education; Elementary Education and Teaching

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APA (6th Edition):

Quackenbush, J. (2007). Effectiveness of Dynamic Indicators of Basic Early Literacy Skills (DIBELS). (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/418

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):

Quackenbush, Jennifer. “Effectiveness of Dynamic Indicators of Basic Early Literacy Skills (DIBELS).” 2007. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/418.

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

MLA Handbook (7th Edition):

Quackenbush, Jennifer. “Effectiveness of Dynamic Indicators of Basic Early Literacy Skills (DIBELS).” 2007. Web. 18 Mar 2019.

Vancouver:

Quackenbush J. Effectiveness of Dynamic Indicators of Basic Early Literacy Skills (DIBELS). [Internet] [Thesis]. SUNY College at Brockport; 2007. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/418.

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

Council of Science Editors:

Quackenbush J. Effectiveness of Dynamic Indicators of Basic Early Literacy Skills (DIBELS). [Thesis]. SUNY College at Brockport; 2007. Available from: https://digitalcommons.brockport.edu/ehd_theses/418

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


Utah State University

12. Cook, Gina A. Environmental and Developmental Indicators in Early Childhood: Relations to Second-Grade Reading Comprehension.

Degree: PhD, Family, Consumer, and Human Development, 2010, Utah State University

Reading success has been linked to high school completion, future job success, and future generations of children who can read. Unfortunately, children who are unable… (more)

Subjects/Keywords: at risk; early intervention; environmental indicators; language development; parenting behaviors; reading comprehension; Developmental Psychology; Educational Assessment, Evaluation, and Research; Pre-Elementary, Early Childhood, Kindergarten Teacher Education

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APA (6th Edition):

Cook, G. A. (2010). Environmental and Developmental Indicators in Early Childhood: Relations to Second-Grade Reading Comprehension. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/791

Chicago Manual of Style (16th Edition):

Cook, Gina A. “Environmental and Developmental Indicators in Early Childhood: Relations to Second-Grade Reading Comprehension.” 2010. Doctoral Dissertation, Utah State University. Accessed March 18, 2019. https://digitalcommons.usu.edu/etd/791.

MLA Handbook (7th Edition):

Cook, Gina A. “Environmental and Developmental Indicators in Early Childhood: Relations to Second-Grade Reading Comprehension.” 2010. Web. 18 Mar 2019.

Vancouver:

Cook GA. Environmental and Developmental Indicators in Early Childhood: Relations to Second-Grade Reading Comprehension. [Internet] [Doctoral dissertation]. Utah State University; 2010. [cited 2019 Mar 18]. Available from: https://digitalcommons.usu.edu/etd/791.

Council of Science Editors:

Cook GA. Environmental and Developmental Indicators in Early Childhood: Relations to Second-Grade Reading Comprehension. [Doctoral Dissertation]. Utah State University; 2010. Available from: https://digitalcommons.usu.edu/etd/791

13. Koosmann, Wendy Michele. Neuropsychological Profiles and Predictors of Reading Performance of Children with Developmental Delay with and without Cognitive Difficulties .

Degree: 2016, University of Arizona

 Abstract A revised Developmental Delay (DD) category became effective in Arizona on September 30, 2009 and allows children who demonstrate significant delays in at least… (more)

Subjects/Keywords: Developmental Delay; Neuropsychological Assessment; Predictors; Reading; School Psychology; Children

…with DD that have higher reading skills. Keywords: Developmental delay, neuropsychological… …assessment, reading, predictors, children. NEUROPSYCHOLOGICAL PROFILES AND PREDICTORS OF DD 17… …Reading Performance (Question 2) Exploratory Analyses (Question 3) 105 V… …without Cognitive Delay Predictors of Reading Performance for Children with DD Exploratory… …Assessment scores used in analysis ….. …...… 99 4. Descriptive Statistics for… 

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APA (6th Edition):

Koosmann, W. M. (2016). Neuropsychological Profiles and Predictors of Reading Performance of Children with Developmental Delay with and without Cognitive Difficulties . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/621831

Chicago Manual of Style (16th Edition):

Koosmann, Wendy Michele. “Neuropsychological Profiles and Predictors of Reading Performance of Children with Developmental Delay with and without Cognitive Difficulties .” 2016. Doctoral Dissertation, University of Arizona. Accessed March 18, 2019. http://hdl.handle.net/10150/621831.

MLA Handbook (7th Edition):

Koosmann, Wendy Michele. “Neuropsychological Profiles and Predictors of Reading Performance of Children with Developmental Delay with and without Cognitive Difficulties .” 2016. Web. 18 Mar 2019.

Vancouver:

Koosmann WM. Neuropsychological Profiles and Predictors of Reading Performance of Children with Developmental Delay with and without Cognitive Difficulties . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Mar 18]. Available from: http://hdl.handle.net/10150/621831.

Council of Science Editors:

Koosmann WM. Neuropsychological Profiles and Predictors of Reading Performance of Children with Developmental Delay with and without Cognitive Difficulties . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/621831


Liberty University

14. Ibrahim, Indrani. Academic Vocabulary Instruction and Adult English Language Learners in the Arabian Gulf: A Phenomenological Study of Instructor Perspectives.

Degree: 2016, Liberty University

 The purpose of this phenomenological study was to describe 11 ESL instructors’ experiences and perceptions of why some adult learners in their college level ESL… (more)

Subjects/Keywords: Academic Reading Comprehension; Academic Vocabulary Instruction; Adult English Language Learner; Developmental ESL Programs; GCC University ESL Programs; Instructional Efficacy; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Other Education

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

APA (6th Edition):

Ibrahim, I. (2016). Academic Vocabulary Instruction and Adult English Language Learners in the Arabian Gulf: A Phenomenological Study of Instructor Perspectives. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1258

Chicago Manual of Style (16th Edition):

Ibrahim, Indrani. “Academic Vocabulary Instruction and Adult English Language Learners in the Arabian Gulf: A Phenomenological Study of Instructor Perspectives.” 2016. Doctoral Dissertation, Liberty University. Accessed March 18, 2019. http://digitalcommons.liberty.edu/doctoral/1258.

MLA Handbook (7th Edition):

Ibrahim, Indrani. “Academic Vocabulary Instruction and Adult English Language Learners in the Arabian Gulf: A Phenomenological Study of Instructor Perspectives.” 2016. Web. 18 Mar 2019.

Vancouver:

Ibrahim I. Academic Vocabulary Instruction and Adult English Language Learners in the Arabian Gulf: A Phenomenological Study of Instructor Perspectives. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2019 Mar 18]. Available from: http://digitalcommons.liberty.edu/doctoral/1258.

Council of Science Editors:

Ibrahim I. Academic Vocabulary Instruction and Adult English Language Learners in the Arabian Gulf: A Phenomenological Study of Instructor Perspectives. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1258

15. Daw, Brenda Shill. The influence of peer tutors and technology-actuated reading instruction process on third-grade students' self-perceptions as readers: A multiple case study.

Degree: PhD, Educational Research Cognition and Development, 2011, University of Nevada – Las Vegas

  Driven by Lev Vygotsky's Sociocultural Theory (1986), my study investigated the self-perceptions and interactions of seven underperforming, third-grade readers while using Technology-Actuated Reading Instruction… (more)

Subjects/Keywords: Developmental reading; Education; Lev Semenovich; Peer teaching; Peer tutoring; Reader; Reading — Remedial teaching — Aids and devices; Self-perception; Technology; Technology-actuated instruction; Third grade (Education); Tutoring; Underachievers; Underperforming; Vygotsky; Education; Educational Assessment, Evaluation, and Research; Elementary Education and Teaching; Instructional Media Design; Reading and Language

…LEXILES, NUMBER OF PAGES. 238 APPENDIX D READING FREQUENCY LOG… …239 APPENDIX E READING FREQUENCY LOG DATA TABLE: KANISHAH ..... 240 APPENDIX F READING… …FREQUENCY LOG DATA TABLE: RASHAWN ...... 241 APPENDIX G READING FREQUENCY LOG DATA TABLE: JAMAL… …242 APPENDIX H READING FREQUENCY LOG DATA TABLE: BAILEY ........... 243 APPENDIX I READING… …FREQUENCY LOG DATA TABLE: MARIA ............. 244 APPENDIX J READING FREQUENCY LOG DATA TABLE… 

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

APA (6th Edition):

Daw, B. S. (2011). The influence of peer tutors and technology-actuated reading instruction process on third-grade students' self-perceptions as readers: A multiple case study. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/1252

Chicago Manual of Style (16th Edition):

Daw, Brenda Shill. “The influence of peer tutors and technology-actuated reading instruction process on third-grade students' self-perceptions as readers: A multiple case study.” 2011. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed March 18, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/1252.

MLA Handbook (7th Edition):

Daw, Brenda Shill. “The influence of peer tutors and technology-actuated reading instruction process on third-grade students' self-perceptions as readers: A multiple case study.” 2011. Web. 18 Mar 2019.

Vancouver:

Daw BS. The influence of peer tutors and technology-actuated reading instruction process on third-grade students' self-perceptions as readers: A multiple case study. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2011. [cited 2019 Mar 18]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1252.

Council of Science Editors:

Daw BS. The influence of peer tutors and technology-actuated reading instruction process on third-grade students' self-perceptions as readers: A multiple case study. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2011. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1252

16. Williamson, Amy. Heritage learner to professional interpreter: who are deaf-parented interpreters and how do they achieve professional status?.

Degree: MA, 2015, Western Oregon University

  Individuals who have one or more deaf parent can be considered heritage learners of a signed language (Compton, 2014; Valdes, 2005). These individuals have… (more)

Subjects/Keywords: Coda; heritage language; child language broker; American Sign Language; bilingual; Accessibility; Anthropological Linguistics and Sociolinguistics; Bilingual, Multilingual, and Multicultural Education; Cognition and Perception; Community-Based Learning; Comparative and Historical Linguistics; Counseling; Critical and Cultural Studies; Cultural History; Curriculum and Instruction; Curriculum and Social Inquiry; Demography, Population, and Ecology; Developmental Psychology; Disability and Equity in Education; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Educational Sociology; Family, Life Course, and Society; First and Second Language Acquisition; Inequality and Stratification; International and Comparative Education; International and Intercultural Communication; Interpersonal and Small Group Communication; Language Description and Documentation; Linguistic Anthropology; Literature in English, North America, Ethnic and Cultural Minority; Online and Distance Education; Other Social and Behavioral Sciences; Race, Ethnicity and Post-Colonial Studies; Reading and Language; Scholarship of Teaching and Learning; Social and Cultural Anthropology; Social Psychology; Sociology of Culture; Student Counseling and Personnel Services; Women's Studies

…a degree or have gone through an alternate pathway assessment system to ensure… …Interpreter Education Centers (NCIEC) conducted a needs assessment survey of practitioners… …Assessment. Based on that analysis, Godfrey then conducted interviews with five institutions that… …assessment survey conducted by the National Consortium of Interpreter Education Centers (NCIEC… 

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

APA (6th Edition):

Williamson, A. (2015). Heritage learner to professional interpreter: who are deaf-parented interpreters and how do they achieve professional status?. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/22

Chicago Manual of Style (16th Edition):

Williamson, Amy. “Heritage learner to professional interpreter: who are deaf-parented interpreters and how do they achieve professional status?.” 2015. Masters Thesis, Western Oregon University. Accessed March 18, 2019. https://digitalcommons.wou.edu/theses/22.

MLA Handbook (7th Edition):

Williamson, Amy. “Heritage learner to professional interpreter: who are deaf-parented interpreters and how do they achieve professional status?.” 2015. Web. 18 Mar 2019.

Vancouver:

Williamson A. Heritage learner to professional interpreter: who are deaf-parented interpreters and how do they achieve professional status?. [Internet] [Masters thesis]. Western Oregon University; 2015. [cited 2019 Mar 18]. Available from: https://digitalcommons.wou.edu/theses/22.

Council of Science Editors:

Williamson A. Heritage learner to professional interpreter: who are deaf-parented interpreters and how do they achieve professional status?. [Masters Thesis]. Western Oregon University; 2015. Available from: https://digitalcommons.wou.edu/theses/22

.