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:(Education Reading ). Showing records 1 – 30 of 4144 total matches.

[1] [2] [3] [4] [5] … [139]

Search Limiters

Last 2 Years | English Only

Levels

Languages

Country

▼ Search Limiters

1. Abdur-Rahim, Mira Giselle LaBelle. Are struggling adult readers kinesthetic? An analysis.

Degree: 2011, Saint Mary's College of California

  The research shows that struggling readers in grade school are predominantly kinesthetic, rather than visual or auditory. This research project was designed to determine… (more)

Subjects/Keywords: Education; Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Abdur-Rahim, M. G. L. (2011). Are struggling adult readers kinesthetic? An analysis. (Thesis). Saint Mary's College of California. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1501364

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):

Abdur-Rahim, Mira Giselle LaBelle. “Are struggling adult readers kinesthetic? An analysis.” 2011. Thesis, Saint Mary's College of California. Accessed September 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=1501364.

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

MLA Handbook (7th Edition):

Abdur-Rahim, Mira Giselle LaBelle. “Are struggling adult readers kinesthetic? An analysis.” 2011. Web. 23 Sep 2020.

Vancouver:

Abdur-Rahim MGL. Are struggling adult readers kinesthetic? An analysis. [Internet] [Thesis]. Saint Mary's College of California; 2011. [cited 2020 Sep 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1501364.

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

Council of Science Editors:

Abdur-Rahim MGL. Are struggling adult readers kinesthetic? An analysis. [Thesis]. Saint Mary's College of California; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1501364

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

2. Wilson, Diedra L. Teachers' self-reports of their preference for and use of Reading Recovery.

Degree: 2007, Pepperdine University

  The Reading Recovery Program is self-described as a preventative intervention that targets the lowest achieving first grade students who are in danger of failure.… (more)

Subjects/Keywords: Education; Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wilson, D. L. (2007). Teachers' self-reports of their preference for and use of Reading Recovery. (Thesis). Pepperdine University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3256095

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):

Wilson, Diedra L. “Teachers' self-reports of their preference for and use of Reading Recovery.” 2007. Thesis, Pepperdine University. Accessed September 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3256095.

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

MLA Handbook (7th Edition):

Wilson, Diedra L. “Teachers' self-reports of their preference for and use of Reading Recovery.” 2007. Web. 23 Sep 2020.

Vancouver:

Wilson DL. Teachers' self-reports of their preference for and use of Reading Recovery. [Internet] [Thesis]. Pepperdine University; 2007. [cited 2020 Sep 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3256095.

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

Council of Science Editors:

Wilson DL. Teachers' self-reports of their preference for and use of Reading Recovery. [Thesis]. Pepperdine University; 2007. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3256095

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

3. Yearian, Stephanie Jo. Empowerment of Teachers and Students through Innovative Literacy Practices.

Degree: 2011, Lindenwood University

  In 1997, The National Institute for Child Health and Human Development, appointed a National Reading Panel (NRP). The NRP findings, released in 2000, summarized… (more)

Subjects/Keywords: Education; Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Yearian, S. J. (2011). Empowerment of Teachers and Students through Innovative Literacy Practices. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3474300

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):

Yearian, Stephanie Jo. “Empowerment of Teachers and Students through Innovative Literacy Practices.” 2011. Thesis, Lindenwood University. Accessed September 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3474300.

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

MLA Handbook (7th Edition):

Yearian, Stephanie Jo. “Empowerment of Teachers and Students through Innovative Literacy Practices.” 2011. Web. 23 Sep 2020.

Vancouver:

Yearian SJ. Empowerment of Teachers and Students through Innovative Literacy Practices. [Internet] [Thesis]. Lindenwood University; 2011. [cited 2020 Sep 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3474300.

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

Council of Science Editors:

Yearian SJ. Empowerment of Teachers and Students through Innovative Literacy Practices. [Thesis]. Lindenwood University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3474300

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

4. Spencer, Rebecka R. Reading Aloud and Student Achievement.

Degree: 2012, Lindenwood University

  Although numerous studies have been conducted on reading aloud to elementary students, there is a need for additional research in reading aloud to middle… (more)

Subjects/Keywords: Education; Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Spencer, R. R. (2012). Reading Aloud and Student Achievement. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3487783

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):

Spencer, Rebecka R. “Reading Aloud and Student Achievement.” 2012. Thesis, Lindenwood University. Accessed September 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3487783.

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

MLA Handbook (7th Edition):

Spencer, Rebecka R. “Reading Aloud and Student Achievement.” 2012. Web. 23 Sep 2020.

Vancouver:

Spencer RR. Reading Aloud and Student Achievement. [Internet] [Thesis]. Lindenwood University; 2012. [cited 2020 Sep 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3487783.

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

Council of Science Editors:

Spencer RR. Reading Aloud and Student Achievement. [Thesis]. Lindenwood University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3487783

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

5. Anderson, Kimberly L. The effects of professional development on early reading skills| A comparison of two approaches to word solving.

Degree: 2009, State University of New York at Albany

  This study examined the differential effects of two components of the Interactive Strategies Approach (ISA) professional development program on outcomes related to teacher knowledge,… (more)

Subjects/Keywords: Education; Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Anderson, K. L. (2009). The effects of professional development on early reading skills| A comparison of two approaches to word solving. (Thesis). State University of New York at Albany. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3365837

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

Chicago Manual of Style (16th Edition):

Anderson, Kimberly L. “The effects of professional development on early reading skills| A comparison of two approaches to word solving.” 2009. Thesis, State University of New York at Albany. Accessed September 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3365837.

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

MLA Handbook (7th Edition):

Anderson, Kimberly L. “The effects of professional development on early reading skills| A comparison of two approaches to word solving.” 2009. Web. 23 Sep 2020.

Vancouver:

Anderson KL. The effects of professional development on early reading skills| A comparison of two approaches to word solving. [Internet] [Thesis]. State University of New York at Albany; 2009. [cited 2020 Sep 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3365837.

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

Council of Science Editors:

Anderson KL. The effects of professional development on early reading skills| A comparison of two approaches to word solving. [Thesis]. State University of New York at Albany; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3365837

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

6. Underwood, Vanda Lea. The effect of guided reading instruction on reading achievement.

Degree: 2010, Lindenwood University

  Although reading achievement correlates highly with a student's ability to do well in school, not all children achieve in reading. The purpose of this… (more)

Subjects/Keywords: Education; Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Underwood, V. L. (2010). The effect of guided reading instruction on reading achievement. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3408060

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):

Underwood, Vanda Lea. “The effect of guided reading instruction on reading achievement.” 2010. Thesis, Lindenwood University. Accessed September 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3408060.

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

MLA Handbook (7th Edition):

Underwood, Vanda Lea. “The effect of guided reading instruction on reading achievement.” 2010. Web. 23 Sep 2020.

Vancouver:

Underwood VL. The effect of guided reading instruction on reading achievement. [Internet] [Thesis]. Lindenwood University; 2010. [cited 2020 Sep 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3408060.

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

Council of Science Editors:

Underwood VL. The effect of guided reading instruction on reading achievement. [Thesis]. Lindenwood University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3408060

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

7. Niedringhaus, Bridgett. Best Practice in Early Reading Intervention| Implementing a Reading Intervention Program to Reach Below Level Readers.

Degree: 2013, Lindenwood University

  The purpose of this study was to investigate the impact of a reading intervention program used with second and third grade students identified as… (more)

Subjects/Keywords: Education; Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Niedringhaus, B. (2013). Best Practice in Early Reading Intervention| Implementing a Reading Intervention Program to Reach Below Level Readers. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3550872

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):

Niedringhaus, Bridgett. “Best Practice in Early Reading Intervention| Implementing a Reading Intervention Program to Reach Below Level Readers.” 2013. Thesis, Lindenwood University. Accessed September 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3550872.

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

MLA Handbook (7th Edition):

Niedringhaus, Bridgett. “Best Practice in Early Reading Intervention| Implementing a Reading Intervention Program to Reach Below Level Readers.” 2013. Web. 23 Sep 2020.

Vancouver:

Niedringhaus B. Best Practice in Early Reading Intervention| Implementing a Reading Intervention Program to Reach Below Level Readers. [Internet] [Thesis]. Lindenwood University; 2013. [cited 2020 Sep 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3550872.

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

Council of Science Editors:

Niedringhaus B. Best Practice in Early Reading Intervention| Implementing a Reading Intervention Program to Reach Below Level Readers. [Thesis]. Lindenwood University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3550872

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

8. Parsons, Seth Arthur. Case studies of four teachers| The openness of the tasks they implement, the adaptations they make, and the rationales they offer for adapting.

Degree: 2008, The University of North Carolina at Greensboro

  Research has demonstrated that open literacy tasks—assignments that are authentic, collaborative, challenging, student-directed, and sustained—are beneficial for students' motivation and learning. Researchers contend that… (more)

Subjects/Keywords: Education; Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Parsons, S. A. (2008). Case studies of four teachers| The openness of the tasks they implement, the adaptations they make, and the rationales they offer for adapting. (Thesis). The University of North Carolina at Greensboro. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3307319

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):

Parsons, Seth Arthur. “Case studies of four teachers| The openness of the tasks they implement, the adaptations they make, and the rationales they offer for adapting.” 2008. Thesis, The University of North Carolina at Greensboro. Accessed September 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3307319.

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

MLA Handbook (7th Edition):

Parsons, Seth Arthur. “Case studies of four teachers| The openness of the tasks they implement, the adaptations they make, and the rationales they offer for adapting.” 2008. Web. 23 Sep 2020.

Vancouver:

Parsons SA. Case studies of four teachers| The openness of the tasks they implement, the adaptations they make, and the rationales they offer for adapting. [Internet] [Thesis]. The University of North Carolina at Greensboro; 2008. [cited 2020 Sep 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3307319.

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

Council of Science Editors:

Parsons SA. Case studies of four teachers| The openness of the tasks they implement, the adaptations they make, and the rationales they offer for adapting. [Thesis]. The University of North Carolina at Greensboro; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3307319

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

9. Barone, Toni-Ann. The immediate and long term impact of a summer literacy approach on writing performance and self-perception of writing of urban Housing Authority children.

Degree: 2013, St. John's University, School of Education and Human Services

  In this quasi-experimental design study, I investigated the impact of a current summer literacy approach on writing performance and writer self-perception of urban Housing… (more)

Subjects/Keywords: Education; Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Barone, T. (2013). The immediate and long term impact of a summer literacy approach on writing performance and self-perception of writing of urban Housing Authority children. (Thesis). St. John's University, School of Education and Human Services. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3537048

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):

Barone, Toni-Ann. “The immediate and long term impact of a summer literacy approach on writing performance and self-perception of writing of urban Housing Authority children.” 2013. Thesis, St. John's University, School of Education and Human Services. Accessed September 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3537048.

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

MLA Handbook (7th Edition):

Barone, Toni-Ann. “The immediate and long term impact of a summer literacy approach on writing performance and self-perception of writing of urban Housing Authority children.” 2013. Web. 23 Sep 2020.

Vancouver:

Barone T. The immediate and long term impact of a summer literacy approach on writing performance and self-perception of writing of urban Housing Authority children. [Internet] [Thesis]. St. John's University, School of Education and Human Services; 2013. [cited 2020 Sep 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3537048.

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

Council of Science Editors:

Barone T. The immediate and long term impact of a summer literacy approach on writing performance and self-perception of writing of urban Housing Authority children. [Thesis]. St. John's University, School of Education and Human Services; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3537048

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


Temple University

10. Diamond, Martha S. The Impact of Text-Picture Relationships on Reader Recall and Inference Making: A Study of Fourth Graders' Responses to Narrative Picturebooks.

Degree: 2008, Temple University

CITE/Language Arts

Ed.D.

Picturebooks play an important role in elementary education, but few teachers focus on their text-picture relationships. This qualitative study examined the impact… (more)

Subjects/Keywords: Education; Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Diamond, M. S. (2008). The Impact of Text-Picture Relationships on Reader Recall and Inference Making: A Study of Fourth Graders' Responses to Narrative Picturebooks. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,6680

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):

Diamond, Martha S. “The Impact of Text-Picture Relationships on Reader Recall and Inference Making: A Study of Fourth Graders' Responses to Narrative Picturebooks.” 2008. Thesis, Temple University. Accessed September 23, 2020. http://digital.library.temple.edu/u?/p245801coll10,6680.

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

MLA Handbook (7th Edition):

Diamond, Martha S. “The Impact of Text-Picture Relationships on Reader Recall and Inference Making: A Study of Fourth Graders' Responses to Narrative Picturebooks.” 2008. Web. 23 Sep 2020.

Vancouver:

Diamond MS. The Impact of Text-Picture Relationships on Reader Recall and Inference Making: A Study of Fourth Graders' Responses to Narrative Picturebooks. [Internet] [Thesis]. Temple University; 2008. [cited 2020 Sep 23]. Available from: http://digital.library.temple.edu/u?/p245801coll10,6680.

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

Council of Science Editors:

Diamond MS. The Impact of Text-Picture Relationships on Reader Recall and Inference Making: A Study of Fourth Graders' Responses to Narrative Picturebooks. [Thesis]. Temple University; 2008. Available from: http://digital.library.temple.edu/u?/p245801coll10,6680

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


Temple University

11. Norris, Katherine. Studying the Effects of Increased Volume of On-level, Self-selected Reading on Ninth Graders' Fluency, Comprehension, and Motivation.

Degree: 2008, Temple University

CITE/Language Arts

Ed.D.

In response to the literacy achievement gap that exists between high-poverty, high-minority school districts and their counterparts, a quasi-experimental multi-measure study was… (more)

Subjects/Keywords: Education; Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Norris, K. (2008). Studying the Effects of Increased Volume of On-level, Self-selected Reading on Ninth Graders' Fluency, Comprehension, and Motivation. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,11959

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):

Norris, Katherine. “Studying the Effects of Increased Volume of On-level, Self-selected Reading on Ninth Graders' Fluency, Comprehension, and Motivation.” 2008. Thesis, Temple University. Accessed September 23, 2020. http://digital.library.temple.edu/u?/p245801coll10,11959.

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

MLA Handbook (7th Edition):

Norris, Katherine. “Studying the Effects of Increased Volume of On-level, Self-selected Reading on Ninth Graders' Fluency, Comprehension, and Motivation.” 2008. Web. 23 Sep 2020.

Vancouver:

Norris K. Studying the Effects of Increased Volume of On-level, Self-selected Reading on Ninth Graders' Fluency, Comprehension, and Motivation. [Internet] [Thesis]. Temple University; 2008. [cited 2020 Sep 23]. Available from: http://digital.library.temple.edu/u?/p245801coll10,11959.

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

Council of Science Editors:

Norris K. Studying the Effects of Increased Volume of On-level, Self-selected Reading on Ninth Graders' Fluency, Comprehension, and Motivation. [Thesis]. Temple University; 2008. Available from: http://digital.library.temple.edu/u?/p245801coll10,11959

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

12. Towle, Brenna Renee. Literacy mentorship| Negotiating pedagogical identities around disciplinary literacy strategy instruction.

Degree: 2014, State University of New York at Buffalo

  This qualitative study examined a professional development model of literacy coaching in which secondary content teachers were trained in literacy strategy instruction and in… (more)

Subjects/Keywords: Education; Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Towle, B. R. (2014). Literacy mentorship| Negotiating pedagogical identities around disciplinary literacy strategy instruction. (Thesis). State University of New York at Buffalo. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3629864

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):

Towle, Brenna Renee. “Literacy mentorship| Negotiating pedagogical identities around disciplinary literacy strategy instruction.” 2014. Thesis, State University of New York at Buffalo. Accessed September 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3629864.

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

MLA Handbook (7th Edition):

Towle, Brenna Renee. “Literacy mentorship| Negotiating pedagogical identities around disciplinary literacy strategy instruction.” 2014. Web. 23 Sep 2020.

Vancouver:

Towle BR. Literacy mentorship| Negotiating pedagogical identities around disciplinary literacy strategy instruction. [Internet] [Thesis]. State University of New York at Buffalo; 2014. [cited 2020 Sep 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3629864.

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

Council of Science Editors:

Towle BR. Literacy mentorship| Negotiating pedagogical identities around disciplinary literacy strategy instruction. [Thesis]. State University of New York at Buffalo; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3629864

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

13. Fransen, Shelly Lynette. A Study of Student Engagement Activities, Discipline Referrals, and Student Achievement in Reading First Schools.

Degree: 2013, Lindenwood University

  High quality student engagement activities are essential if students are to be successful learners. Over the years, many instructional strategies and models have been… (more)

Subjects/Keywords: Education; Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fransen, S. L. (2013). A Study of Student Engagement Activities, Discipline Referrals, and Student Achievement in Reading First Schools. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3598022

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):

Fransen, Shelly Lynette. “A Study of Student Engagement Activities, Discipline Referrals, and Student Achievement in Reading First Schools.” 2013. Thesis, Lindenwood University. Accessed September 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3598022.

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

MLA Handbook (7th Edition):

Fransen, Shelly Lynette. “A Study of Student Engagement Activities, Discipline Referrals, and Student Achievement in Reading First Schools.” 2013. Web. 23 Sep 2020.

Vancouver:

Fransen SL. A Study of Student Engagement Activities, Discipline Referrals, and Student Achievement in Reading First Schools. [Internet] [Thesis]. Lindenwood University; 2013. [cited 2020 Sep 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3598022.

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

Council of Science Editors:

Fransen SL. A Study of Student Engagement Activities, Discipline Referrals, and Student Achievement in Reading First Schools. [Thesis]. Lindenwood University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3598022

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


University of Cincinnati

14. MILLER, ANGELA MARIA. "GETTING IT RIGHT" AND "KEEPING IT REAL": USING NARRATIVE SOUNDTRACKS AS A TRANSMEDIATORY ACTIVITY IN A SECONDARY SCHOOL.

Degree: EdD, Education : Literacy, 2007, University of Cincinnati

 There are many learners who find it difficult to navigate in strictly verbocentric classrooms where reading and writing are the central, and sometimes only, means… (more)

Subjects/Keywords: Education; Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

MILLER, A. M. (2007). "GETTING IT RIGHT" AND "KEEPING IT REAL": USING NARRATIVE SOUNDTRACKS AS A TRANSMEDIATORY ACTIVITY IN A SECONDARY SCHOOL. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1193924523

Chicago Manual of Style (16th Edition):

MILLER, ANGELA MARIA. “"GETTING IT RIGHT" AND "KEEPING IT REAL": USING NARRATIVE SOUNDTRACKS AS A TRANSMEDIATORY ACTIVITY IN A SECONDARY SCHOOL.” 2007. Doctoral Dissertation, University of Cincinnati. Accessed September 23, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1193924523.

MLA Handbook (7th Edition):

MILLER, ANGELA MARIA. “"GETTING IT RIGHT" AND "KEEPING IT REAL": USING NARRATIVE SOUNDTRACKS AS A TRANSMEDIATORY ACTIVITY IN A SECONDARY SCHOOL.” 2007. Web. 23 Sep 2020.

Vancouver:

MILLER AM. "GETTING IT RIGHT" AND "KEEPING IT REAL": USING NARRATIVE SOUNDTRACKS AS A TRANSMEDIATORY ACTIVITY IN A SECONDARY SCHOOL. [Internet] [Doctoral dissertation]. University of Cincinnati; 2007. [cited 2020 Sep 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1193924523.

Council of Science Editors:

MILLER AM. "GETTING IT RIGHT" AND "KEEPING IT REAL": USING NARRATIVE SOUNDTRACKS AS A TRANSMEDIATORY ACTIVITY IN A SECONDARY SCHOOL. [Doctoral Dissertation]. University of Cincinnati; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1193924523

15. Phillips Galloway, Emily. The Development of Core Academic Language and Reading Comprehension in Pre-Adolescent and Adolescent Learners.

Degree: Doctor of Education (EdD), 2016, Harvard University

 Many adolescents struggle to comprehend text, a fact which has led educational researchers to speculate that these reading struggles might be linked with students’ levels… (more)

Subjects/Keywords: Education; Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Phillips Galloway, E. (2016). The Development of Core Academic Language and Reading Comprehension in Pre-Adolescent and Adolescent Learners. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112709

Chicago Manual of Style (16th Edition):

Phillips Galloway, Emily. “The Development of Core Academic Language and Reading Comprehension in Pre-Adolescent and Adolescent Learners.” 2016. Doctoral Dissertation, Harvard University. Accessed September 23, 2020. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112709.

MLA Handbook (7th Edition):

Phillips Galloway, Emily. “The Development of Core Academic Language and Reading Comprehension in Pre-Adolescent and Adolescent Learners.” 2016. Web. 23 Sep 2020.

Vancouver:

Phillips Galloway E. The Development of Core Academic Language and Reading Comprehension in Pre-Adolescent and Adolescent Learners. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2020 Sep 23]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112709.

Council of Science Editors:

Phillips Galloway E. The Development of Core Academic Language and Reading Comprehension in Pre-Adolescent and Adolescent Learners. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112709


Florida State University

16. Pilcher, Heather. Classroom Organization by Prior Performance Interactions as Predictors of Literacy and Language Achievement.

Degree: PhD, Teacher Education, 2016, Florida State University

Teachers' interactions with children represent an important source of influence in children's learning and development. Classroom organization, or the way the teacher manages the physical… (more)

Subjects/Keywords: Education; Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pilcher, H. (2016). Classroom Organization by Prior Performance Interactions as Predictors of Literacy and Language Achievement. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2016SP_Pilcher_fsu_0071E_13101 ;

Chicago Manual of Style (16th Edition):

Pilcher, Heather. “Classroom Organization by Prior Performance Interactions as Predictors of Literacy and Language Achievement.” 2016. Doctoral Dissertation, Florida State University. Accessed September 23, 2020. http://purl.flvc.org/fsu/fd/FSU_2016SP_Pilcher_fsu_0071E_13101 ;.

MLA Handbook (7th Edition):

Pilcher, Heather. “Classroom Organization by Prior Performance Interactions as Predictors of Literacy and Language Achievement.” 2016. Web. 23 Sep 2020.

Vancouver:

Pilcher H. Classroom Organization by Prior Performance Interactions as Predictors of Literacy and Language Achievement. [Internet] [Doctoral dissertation]. Florida State University; 2016. [cited 2020 Sep 23]. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SP_Pilcher_fsu_0071E_13101 ;.

Council of Science Editors:

Pilcher H. Classroom Organization by Prior Performance Interactions as Predictors of Literacy and Language Achievement. [Doctoral Dissertation]. Florida State University; 2016. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SP_Pilcher_fsu_0071E_13101 ;


Florida State University

17. Cannon Wilson, Iris Chloris. Art Integration and Reading Achievement.

Degree: PhD, Educational Leadership and Policy Studies, 2016, Florida State University

Accountability pressures have impacted pedagogy in many K-12 schools in the United States. Low achievement on standardized assessments may be attributed to many factors, including… (more)

Subjects/Keywords: Education; Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cannon Wilson, I. C. (2016). Art Integration and Reading Achievement. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2016SP_CannonWilson_fsu_0071E_13113 ;

Chicago Manual of Style (16th Edition):

Cannon Wilson, Iris Chloris. “Art Integration and Reading Achievement.” 2016. Doctoral Dissertation, Florida State University. Accessed September 23, 2020. http://purl.flvc.org/fsu/fd/FSU_2016SP_CannonWilson_fsu_0071E_13113 ;.

MLA Handbook (7th Edition):

Cannon Wilson, Iris Chloris. “Art Integration and Reading Achievement.” 2016. Web. 23 Sep 2020.

Vancouver:

Cannon Wilson IC. Art Integration and Reading Achievement. [Internet] [Doctoral dissertation]. Florida State University; 2016. [cited 2020 Sep 23]. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SP_CannonWilson_fsu_0071E_13113 ;.

Council of Science Editors:

Cannon Wilson IC. Art Integration and Reading Achievement. [Doctoral Dissertation]. Florida State University; 2016. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SP_CannonWilson_fsu_0071E_13113 ;


University of Oklahoma

18. Qi, Yanrong. The Impact of Text Conditions on Oral Reading Behaviors and Reading Comprehension of American College Chinese as a Foreign Language Learners.

Degree: PhD, 2016, University of Oklahoma

 This study aimed to explore American college intermediate-level Chinese as a foreign language (CFL) learners’ oral reading behaviors and comprehension under different text conditions. It… (more)

Subjects/Keywords: Education; Reading.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Qi, Y. (2016). The Impact of Text Conditions on Oral Reading Behaviors and Reading Comprehension of American College Chinese as a Foreign Language Learners. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/47043

Chicago Manual of Style (16th Edition):

Qi, Yanrong. “The Impact of Text Conditions on Oral Reading Behaviors and Reading Comprehension of American College Chinese as a Foreign Language Learners.” 2016. Doctoral Dissertation, University of Oklahoma. Accessed September 23, 2020. http://hdl.handle.net/11244/47043.

MLA Handbook (7th Edition):

Qi, Yanrong. “The Impact of Text Conditions on Oral Reading Behaviors and Reading Comprehension of American College Chinese as a Foreign Language Learners.” 2016. Web. 23 Sep 2020.

Vancouver:

Qi Y. The Impact of Text Conditions on Oral Reading Behaviors and Reading Comprehension of American College Chinese as a Foreign Language Learners. [Internet] [Doctoral dissertation]. University of Oklahoma; 2016. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/11244/47043.

Council of Science Editors:

Qi Y. The Impact of Text Conditions on Oral Reading Behaviors and Reading Comprehension of American College Chinese as a Foreign Language Learners. [Doctoral Dissertation]. University of Oklahoma; 2016. Available from: http://hdl.handle.net/11244/47043

19. Khieu, Tema Leah. Small, peer-led literature discussion groups using nonfiction text in fourth grade.

Degree: 2014, Texas Woman's University

 The purpose of this study was to provide an in-depth exploration and describe the nature of fourth graders' responses to nonfiction text in the context… (more)

Subjects/Keywords: Reading Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Khieu, T. L. (2014). Small, peer-led literature discussion groups using nonfiction text in fourth grade. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/3657

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):

Khieu, Tema Leah. “Small, peer-led literature discussion groups using nonfiction text in fourth grade.” 2014. Thesis, Texas Woman's University. Accessed September 23, 2020. http://hdl.handle.net/11274/3657.

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

MLA Handbook (7th Edition):

Khieu, Tema Leah. “Small, peer-led literature discussion groups using nonfiction text in fourth grade.” 2014. Web. 23 Sep 2020.

Vancouver:

Khieu TL. Small, peer-led literature discussion groups using nonfiction text in fourth grade. [Internet] [Thesis]. Texas Woman's University; 2014. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/11274/3657.

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

Council of Science Editors:

Khieu TL. Small, peer-led literature discussion groups using nonfiction text in fourth grade. [Thesis]. Texas Woman's University; 2014. Available from: http://hdl.handle.net/11274/3657

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

20. Lee, Yassmin Caram. Disciplinary literacy: The role of the principal and improving content area knowledge through literacy and the collaborative work of teachers.

Degree: 2014, Texas Woman's University

 Current research in secondary literacy suggests students in high school academic programs continue to need additional support in major content areas, such as Math, Science… (more)

Subjects/Keywords: Reading Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lee, Y. C. (2014). Disciplinary literacy: The role of the principal and improving content area knowledge through literacy and the collaborative work of teachers. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/3659

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):

Lee, Yassmin Caram. “Disciplinary literacy: The role of the principal and improving content area knowledge through literacy and the collaborative work of teachers.” 2014. Thesis, Texas Woman's University. Accessed September 23, 2020. http://hdl.handle.net/11274/3659.

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

MLA Handbook (7th Edition):

Lee, Yassmin Caram. “Disciplinary literacy: The role of the principal and improving content area knowledge through literacy and the collaborative work of teachers.” 2014. Web. 23 Sep 2020.

Vancouver:

Lee YC. Disciplinary literacy: The role of the principal and improving content area knowledge through literacy and the collaborative work of teachers. [Internet] [Thesis]. Texas Woman's University; 2014. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/11274/3659.

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

Council of Science Editors:

Lee YC. Disciplinary literacy: The role of the principal and improving content area knowledge through literacy and the collaborative work of teachers. [Thesis]. Texas Woman's University; 2014. Available from: http://hdl.handle.net/11274/3659

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


Bowling Green State University

21. Cipiti, Ashley Faye. Condense the Nonsense: On-task versus Off-task Sustained Silent Reading as Related to Reading Motivation.

Degree: MEd, Reading, 2010, Bowling Green State University

 Sustained Silent Reading is an instructional practice utilized by many schools throughout the world. A decade ago, the National Reading Panel (NICHHD, 2000) reported that… (more)

Subjects/Keywords: Education; silent reading; reading motivation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cipiti, A. F. (2010). Condense the Nonsense: On-task versus Off-task Sustained Silent Reading as Related to Reading Motivation. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269270263

Chicago Manual of Style (16th Edition):

Cipiti, Ashley Faye. “Condense the Nonsense: On-task versus Off-task Sustained Silent Reading as Related to Reading Motivation.” 2010. Masters Thesis, Bowling Green State University. Accessed September 23, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269270263.

MLA Handbook (7th Edition):

Cipiti, Ashley Faye. “Condense the Nonsense: On-task versus Off-task Sustained Silent Reading as Related to Reading Motivation.” 2010. Web. 23 Sep 2020.

Vancouver:

Cipiti AF. Condense the Nonsense: On-task versus Off-task Sustained Silent Reading as Related to Reading Motivation. [Internet] [Masters thesis]. Bowling Green State University; 2010. [cited 2020 Sep 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269270263.

Council of Science Editors:

Cipiti AF. Condense the Nonsense: On-task versus Off-task Sustained Silent Reading as Related to Reading Motivation. [Masters Thesis]. Bowling Green State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269270263

22. Duncan, Kirk F. Middle school teachers' self-perceptions of response to intervention.

Degree: 2016, Capella University

  No Child Left Behind (NCLB) along with the reauthorization of the Individuals with Disability Education Act (IDEA) have provided students with the opportunity to… (more)

Subjects/Keywords: Education; Reading instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Duncan, K. F. (2016). Middle school teachers' self-perceptions of response to intervention. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10137564

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):

Duncan, Kirk F. “Middle school teachers' self-perceptions of response to intervention.” 2016. Thesis, Capella University. Accessed September 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10137564.

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

MLA Handbook (7th Edition):

Duncan, Kirk F. “Middle school teachers' self-perceptions of response to intervention.” 2016. Web. 23 Sep 2020.

Vancouver:

Duncan KF. Middle school teachers' self-perceptions of response to intervention. [Internet] [Thesis]. Capella University; 2016. [cited 2020 Sep 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10137564.

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

Council of Science Editors:

Duncan KF. Middle school teachers' self-perceptions of response to intervention. [Thesis]. Capella University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10137564

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

23. Donohue, Brianne V. Picturing meaning| The role of picture books in a fourth grade classroom.

Degree: 2015, The William Paterson University of New Jersey

  This qualitative study explored how incorporating picture books into a fourth grade reading program can enhance literacy instruction. Ten fourth grade students read, listened… (more)

Subjects/Keywords: Education; Reading instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Donohue, B. V. (2015). Picturing meaning| The role of picture books in a fourth grade classroom. (Thesis). The William Paterson University of New Jersey. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1592292

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):

Donohue, Brianne V. “Picturing meaning| The role of picture books in a fourth grade classroom.” 2015. Thesis, The William Paterson University of New Jersey. Accessed September 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=1592292.

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

MLA Handbook (7th Edition):

Donohue, Brianne V. “Picturing meaning| The role of picture books in a fourth grade classroom.” 2015. Web. 23 Sep 2020.

Vancouver:

Donohue BV. Picturing meaning| The role of picture books in a fourth grade classroom. [Internet] [Thesis]. The William Paterson University of New Jersey; 2015. [cited 2020 Sep 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1592292.

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

Council of Science Editors:

Donohue BV. Picturing meaning| The role of picture books in a fourth grade classroom. [Thesis]. The William Paterson University of New Jersey; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1592292

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

24. Cox-Hines, Sheila. The Study of Effective Tier II Reading Interventions for Primary Grade Students.

Degree: 2016, Lindenwood University

  The purpose of this study was to determine effective reading interventions for primary grade students, utilizing the Response to Intervention (RtI) model. The purpose… (more)

Subjects/Keywords: Education; Reading instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cox-Hines, S. (2016). The Study of Effective Tier II Reading Interventions for Primary Grade Students. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10027095

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):

Cox-Hines, Sheila. “The Study of Effective Tier II Reading Interventions for Primary Grade Students.” 2016. Thesis, Lindenwood University. Accessed September 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10027095.

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

MLA Handbook (7th Edition):

Cox-Hines, Sheila. “The Study of Effective Tier II Reading Interventions for Primary Grade Students.” 2016. Web. 23 Sep 2020.

Vancouver:

Cox-Hines S. The Study of Effective Tier II Reading Interventions for Primary Grade Students. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2020 Sep 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10027095.

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

Council of Science Editors:

Cox-Hines S. The Study of Effective Tier II Reading Interventions for Primary Grade Students. [Thesis]. Lindenwood University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10027095

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

25. Wright, Jill. Early Literacy Acquisition with the Inclusion of the Five Components of Research Based Reading Instruction.

Degree: 2016, Lindenwood University

  The purpose of this study was to examine the existing research on early literacy and the types of approaches used in schools at the… (more)

Subjects/Keywords: Education; Reading instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wright, J. (2016). Early Literacy Acquisition with the Inclusion of the Five Components of Research Based Reading Instruction. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10027096

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):

Wright, Jill. “Early Literacy Acquisition with the Inclusion of the Five Components of Research Based Reading Instruction.” 2016. Thesis, Lindenwood University. Accessed September 23, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10027096.

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

MLA Handbook (7th Edition):

Wright, Jill. “Early Literacy Acquisition with the Inclusion of the Five Components of Research Based Reading Instruction.” 2016. Web. 23 Sep 2020.

Vancouver:

Wright J. Early Literacy Acquisition with the Inclusion of the Five Components of Research Based Reading Instruction. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2020 Sep 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10027096.

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

Council of Science Editors:

Wright J. Early Literacy Acquisition with the Inclusion of the Five Components of Research Based Reading Instruction. [Thesis]. Lindenwood University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10027096

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


West Virginia University

26. Samples, Tammy J. Response to Intervention Implementation: The Successes and Challenges in the Mid Appalachian Counties.

Degree: EdD, Learning Sciences and Human Development, 2013, West Virginia University

Education reform has been on a new path over the last 15 years; a path that leads to more accountability, more choice for students and… (more)

Subjects/Keywords: Reading instruction; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Samples, T. J. (2013). Response to Intervention Implementation: The Successes and Challenges in the Mid Appalachian Counties. (Thesis). West Virginia University. Retrieved from https://doi.org/10.33915/etd.112 ; https://researchrepository.wvu.edu/etd/112

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):

Samples, Tammy J. “Response to Intervention Implementation: The Successes and Challenges in the Mid Appalachian Counties.” 2013. Thesis, West Virginia University. Accessed September 23, 2020. https://doi.org/10.33915/etd.112 ; https://researchrepository.wvu.edu/etd/112.

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

MLA Handbook (7th Edition):

Samples, Tammy J. “Response to Intervention Implementation: The Successes and Challenges in the Mid Appalachian Counties.” 2013. Web. 23 Sep 2020.

Vancouver:

Samples TJ. Response to Intervention Implementation: The Successes and Challenges in the Mid Appalachian Counties. [Internet] [Thesis]. West Virginia University; 2013. [cited 2020 Sep 23]. Available from: https://doi.org/10.33915/etd.112 ; https://researchrepository.wvu.edu/etd/112.

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

Council of Science Editors:

Samples TJ. Response to Intervention Implementation: The Successes and Challenges in the Mid Appalachian Counties. [Thesis]. West Virginia University; 2013. Available from: https://doi.org/10.33915/etd.112 ; https://researchrepository.wvu.edu/etd/112

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

27. Kirkland, Janice L. How Does Creative Drama Instruction Increase the Reading Engagement of Eighth Grade Students with Learning Disabilities?.

Degree: 2013, Texas Woman's University

 Students with learning disabilities may experience difficulty engaging in literacy activities, as they risk being hindered by negative attitudes and doubt of their intellectual abilities,… (more)

Subjects/Keywords: Reading instruction; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kirkland, J. L. (2013). How Does Creative Drama Instruction Increase the Reading Engagement of Eighth Grade Students with Learning Disabilities?. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/344

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):

Kirkland, Janice L. “How Does Creative Drama Instruction Increase the Reading Engagement of Eighth Grade Students with Learning Disabilities?.” 2013. Thesis, Texas Woman's University. Accessed September 23, 2020. http://hdl.handle.net/11274/344.

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

MLA Handbook (7th Edition):

Kirkland, Janice L. “How Does Creative Drama Instruction Increase the Reading Engagement of Eighth Grade Students with Learning Disabilities?.” 2013. Web. 23 Sep 2020.

Vancouver:

Kirkland JL. How Does Creative Drama Instruction Increase the Reading Engagement of Eighth Grade Students with Learning Disabilities?. [Internet] [Thesis]. Texas Woman's University; 2013. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/11274/344.

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

Council of Science Editors:

Kirkland JL. How Does Creative Drama Instruction Increase the Reading Engagement of Eighth Grade Students with Learning Disabilities?. [Thesis]. Texas Woman's University; 2013. Available from: http://hdl.handle.net/11274/344

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


SUNY College at Brockport

28. Moomaw, Jed. Factors That Foster or Hinder Student Reading Motivation in a Suburban Primary School.

Degree: MSEd, Education and Human Development, 2013, SUNY College at Brockport

  Readingtakes a large amount of effort, but if students are without the motivation to read, they will put little effort into the task of… (more)

Subjects/Keywords: Reading Motivation; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Moomaw, J. (2013). Factors That Foster or Hinder Student Reading Motivation in a Suburban Primary School. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/198

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):

Moomaw, Jed. “Factors That Foster or Hinder Student Reading Motivation in a Suburban Primary School.” 2013. Thesis, SUNY College at Brockport. Accessed September 23, 2020. https://digitalcommons.brockport.edu/ehd_theses/198.

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

MLA Handbook (7th Edition):

Moomaw, Jed. “Factors That Foster or Hinder Student Reading Motivation in a Suburban Primary School.” 2013. Web. 23 Sep 2020.

Vancouver:

Moomaw J. Factors That Foster or Hinder Student Reading Motivation in a Suburban Primary School. [Internet] [Thesis]. SUNY College at Brockport; 2013. [cited 2020 Sep 23]. Available from: https://digitalcommons.brockport.edu/ehd_theses/198.

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

Council of Science Editors:

Moomaw J. Factors That Foster or Hinder Student Reading Motivation in a Suburban Primary School. [Thesis]. SUNY College at Brockport; 2013. Available from: https://digitalcommons.brockport.edu/ehd_theses/198

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


University of Florida

29. Fennessy, Maureen P. Reading and Writing in Sixth-Grade Science Classrooms.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2019, University of Florida

Reading and writing are central to the conception of science and the work of scientists. While recent scholarship on science literacy suggests the benefits of… (more)

Subjects/Keywords: education  – reading  – science

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fennessy, M. P. (2019). Reading and Writing in Sixth-Grade Science Classrooms. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0052671

Chicago Manual of Style (16th Edition):

Fennessy, Maureen P. “Reading and Writing in Sixth-Grade Science Classrooms.” 2019. Doctoral Dissertation, University of Florida. Accessed September 23, 2020. https://ufdc.ufl.edu/UFE0052671.

MLA Handbook (7th Edition):

Fennessy, Maureen P. “Reading and Writing in Sixth-Grade Science Classrooms.” 2019. Web. 23 Sep 2020.

Vancouver:

Fennessy MP. Reading and Writing in Sixth-Grade Science Classrooms. [Internet] [Doctoral dissertation]. University of Florida; 2019. [cited 2020 Sep 23]. Available from: https://ufdc.ufl.edu/UFE0052671.

Council of Science Editors:

Fennessy MP. Reading and Writing in Sixth-Grade Science Classrooms. [Doctoral Dissertation]. University of Florida; 2019. Available from: https://ufdc.ufl.edu/UFE0052671


Queens University

30. Kincaid, Patricia Mable Teresa. Exploring the Use of Auditory and Verbal Strategies and Specific Visual Teaching Systems of Itinerant Teachers of Students who are Deaf and Hard-of-Hearing .

Degree: Education, 2012, Queens University

 This qualitative study explored the experiences of itinerant teachers supporting students who are Deaf and Hard-of-Hearing develop literacy skills using auditory and verbal strategies and… (more)

Subjects/Keywords: Special Education ; Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kincaid, P. M. T. (2012). Exploring the Use of Auditory and Verbal Strategies and Specific Visual Teaching Systems of Itinerant Teachers of Students who are Deaf and Hard-of-Hearing . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/7228

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):

Kincaid, Patricia Mable Teresa. “Exploring the Use of Auditory and Verbal Strategies and Specific Visual Teaching Systems of Itinerant Teachers of Students who are Deaf and Hard-of-Hearing .” 2012. Thesis, Queens University. Accessed September 23, 2020. http://hdl.handle.net/1974/7228.

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

MLA Handbook (7th Edition):

Kincaid, Patricia Mable Teresa. “Exploring the Use of Auditory and Verbal Strategies and Specific Visual Teaching Systems of Itinerant Teachers of Students who are Deaf and Hard-of-Hearing .” 2012. Web. 23 Sep 2020.

Vancouver:

Kincaid PMT. Exploring the Use of Auditory and Verbal Strategies and Specific Visual Teaching Systems of Itinerant Teachers of Students who are Deaf and Hard-of-Hearing . [Internet] [Thesis]. Queens University; 2012. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/1974/7228.

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

Council of Science Editors:

Kincaid PMT. Exploring the Use of Auditory and Verbal Strategies and Specific Visual Teaching Systems of Itinerant Teachers of Students who are Deaf and Hard-of-Hearing . [Thesis]. Queens University; 2012. Available from: http://hdl.handle.net/1974/7228

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

[1] [2] [3] [4] [5] … [139]

.