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You searched for subject:(Education Reading). Showing records 1 – 30 of 3658 total matches.

[1] [2] [3] [4] [5] … [122]

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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

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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 April 21, 2019. 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. 21 Apr 2019.

Vancouver:

Abdur-Rahim MGL. Are struggling adult readers kinesthetic? An analysis. [Internet] [Thesis]. Saint Mary's College of California; 2011. [cited 2019 Apr 21]. 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

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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 April 21, 2019. 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. 21 Apr 2019.

Vancouver:

Wilson DL. Teachers' self-reports of their preference for and use of Reading Recovery. [Internet] [Thesis]. Pepperdine University; 2007. [cited 2019 Apr 21]. 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

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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 April 21, 2019. 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. 21 Apr 2019.

Vancouver:

Yearian SJ. Empowerment of Teachers and Students through Innovative Literacy Practices. [Internet] [Thesis]. Lindenwood University; 2011. [cited 2019 Apr 21]. 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

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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 April 21, 2019. 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. 21 Apr 2019.

Vancouver:

Spencer RR. Reading Aloud and Student Achievement. [Internet] [Thesis]. Lindenwood University; 2012. [cited 2019 Apr 21]. 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

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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 April 21, 2019. 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. 21 Apr 2019.

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 2019 Apr 21]. 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

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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 April 21, 2019. 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. 21 Apr 2019.

Vancouver:

Underwood VL. The effect of guided reading instruction on reading achievement. [Internet] [Thesis]. Lindenwood University; 2010. [cited 2019 Apr 21]. 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

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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 April 21, 2019. 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. 21 Apr 2019.

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 2019 Apr 21]. 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

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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 April 21, 2019. 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. 21 Apr 2019.

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 2019 Apr 21]. 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

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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 April 21, 2019. 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. 21 Apr 2019.

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 2019 Apr 21]. 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

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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 April 21, 2019. 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. 21 Apr 2019.

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 2019 Apr 21]. 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

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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 April 21, 2019. 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. 21 Apr 2019.

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 2019 Apr 21]. 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

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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 April 21, 2019. 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. 21 Apr 2019.

Vancouver:

Towle BR. Literacy mentorship| Negotiating pedagogical identities around disciplinary literacy strategy instruction. [Internet] [Thesis]. State University of New York at Buffalo; 2014. [cited 2019 Apr 21]. 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

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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 April 21, 2019. 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. 21 Apr 2019.

Vancouver:

Fransen SL. A Study of Student Engagement Activities, Discipline Referrals, and Student Achievement in Reading First Schools. [Internet] [Thesis]. Lindenwood University; 2013. [cited 2019 Apr 21]. 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

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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 April 21, 2019. 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. 21 Apr 2019.

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 2019 Apr 21]. 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


Florida State University

15. 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

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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 April 21, 2019. 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. 21 Apr 2019.

Vancouver:

Pilcher H. Classroom Organization by Prior Performance Interactions as Predictors of Literacy and Language Achievement. [Internet] [Doctoral dissertation]. Florida State University; 2016. [cited 2019 Apr 21]. 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

16. 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

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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 April 21, 2019. 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. 21 Apr 2019.

Vancouver:

Cannon Wilson IC. Art Integration and Reading Achievement. [Internet] [Doctoral dissertation]. Florida State University; 2016. [cited 2019 Apr 21]. 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 ;

17. 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

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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 April 21, 2019. 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. 21 Apr 2019.

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 2019 Apr 21]. 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


McGill University

18. Zhang, Chao. Associative priming of non-word dictation among young ESL learners with Chinese language backgrounds.

Degree: MA, Department of Educational and Counselling Psychology, 2013, McGill University

The present study adopted Seymour and Dargie's design (1990) and examined the associative priming effect on English non-word spelling in young ESL learners with Chinese… (more)

Subjects/Keywords: Education - Reading

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

APA (6th Edition):

Zhang, C. (2013). Associative priming of non-word dictation among young ESL learners with Chinese language backgrounds. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile119733.pdf

Chicago Manual of Style (16th Edition):

Zhang, Chao. “Associative priming of non-word dictation among young ESL learners with Chinese language backgrounds.” 2013. Masters Thesis, McGill University. Accessed April 21, 2019. http://digitool.library.mcgill.ca/thesisfile119733.pdf.

MLA Handbook (7th Edition):

Zhang, Chao. “Associative priming of non-word dictation among young ESL learners with Chinese language backgrounds.” 2013. Web. 21 Apr 2019.

Vancouver:

Zhang C. Associative priming of non-word dictation among young ESL learners with Chinese language backgrounds. [Internet] [Masters thesis]. McGill University; 2013. [cited 2019 Apr 21]. Available from: http://digitool.library.mcgill.ca/thesisfile119733.pdf.

Council of Science Editors:

Zhang C. Associative priming of non-word dictation among young ESL learners with Chinese language backgrounds. [Masters Thesis]. McGill University; 2013. Available from: http://digitool.library.mcgill.ca/thesisfile119733.pdf


University of Oklahoma

19. 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.

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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 April 21, 2019. 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. 21 Apr 2019.

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 2019 Apr 21]. 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


McGill University

20. Obeid, Hoda. Think-alouds' effects on first language and second language reading comprehension of English as a foreign language students in a Lebanese context.

Degree: PhD, Department of Integrated Studies in Education, 2010, McGill University

The present study aimed at investigating the effect of training in think-alouds on Arabic (L1) and English (L2) reading of eighth grade EFL students in… (more)

Subjects/Keywords: Education - Reading

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APA (6th Edition):

Obeid, H. (2010). Think-alouds' effects on first language and second language reading comprehension of English as a foreign language students in a Lebanese context. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile94927.pdf

Chicago Manual of Style (16th Edition):

Obeid, Hoda. “Think-alouds' effects on first language and second language reading comprehension of English as a foreign language students in a Lebanese context.” 2010. Doctoral Dissertation, McGill University. Accessed April 21, 2019. http://digitool.library.mcgill.ca/thesisfile94927.pdf.

MLA Handbook (7th Edition):

Obeid, Hoda. “Think-alouds' effects on first language and second language reading comprehension of English as a foreign language students in a Lebanese context.” 2010. Web. 21 Apr 2019.

Vancouver:

Obeid H. Think-alouds' effects on first language and second language reading comprehension of English as a foreign language students in a Lebanese context. [Internet] [Doctoral dissertation]. McGill University; 2010. [cited 2019 Apr 21]. Available from: http://digitool.library.mcgill.ca/thesisfile94927.pdf.

Council of Science Editors:

Obeid H. Think-alouds' effects on first language and second language reading comprehension of English as a foreign language students in a Lebanese context. [Doctoral Dissertation]. McGill University; 2010. Available from: http://digitool.library.mcgill.ca/thesisfile94927.pdf


McGill University

21. LeBlanc, Robert. A cross-comparison case study of three new secondary English teachers' reading instruction and beliefs.

Degree: MA, Department of Integrated Studies in Education, 2011, McGill University

Reading instruction has become a prime locus of attention for high school English classrooms and a challenge of intense political, cultural, and ideological pressure for… (more)

Subjects/Keywords: Education - Reading

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APA (6th Edition):

LeBlanc, R. (2011). A cross-comparison case study of three new secondary English teachers' reading instruction and beliefs. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile103777.pdf

Chicago Manual of Style (16th Edition):

LeBlanc, Robert. “A cross-comparison case study of three new secondary English teachers' reading instruction and beliefs.” 2011. Masters Thesis, McGill University. Accessed April 21, 2019. http://digitool.library.mcgill.ca/thesisfile103777.pdf.

MLA Handbook (7th Edition):

LeBlanc, Robert. “A cross-comparison case study of three new secondary English teachers' reading instruction and beliefs.” 2011. Web. 21 Apr 2019.

Vancouver:

LeBlanc R. A cross-comparison case study of three new secondary English teachers' reading instruction and beliefs. [Internet] [Masters thesis]. McGill University; 2011. [cited 2019 Apr 21]. Available from: http://digitool.library.mcgill.ca/thesisfile103777.pdf.

Council of Science Editors:

LeBlanc R. A cross-comparison case study of three new secondary English teachers' reading instruction and beliefs. [Masters Thesis]. McGill University; 2011. Available from: http://digitool.library.mcgill.ca/thesisfile103777.pdf

22. 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

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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 April 21, 2019. 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. 21 Apr 2019.

Vancouver:

Khieu TL. Small, peer-led literature discussion groups using nonfiction text in fourth grade. [Internet] [Thesis]. Texas Woman's University; 2014. [cited 2019 Apr 21]. 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

23. 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

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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 April 21, 2019. 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. 21 Apr 2019.

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 2019 Apr 21]. 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

24. 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

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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 April 21, 2019. 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. 21 Apr 2019.

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 2019 Apr 21]. 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


Texas A&M University

25. Christen, Margaret Harding. A survey of reading services provided to students with reading disabilities.

Degree: 2009, Texas A&M University

 This research investigated the extent of special education reading services provided to students with a diagnosed reading disability, and examined potential demographic differences in service… (more)

Subjects/Keywords: Reading; Special Education

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APA (6th Edition):

Christen, M. H. (2009). A survey of reading services provided to students with reading disabilities. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1011

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):

Christen, Margaret Harding. “A survey of reading services provided to students with reading disabilities.” 2009. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1011.

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

MLA Handbook (7th Edition):

Christen, Margaret Harding. “A survey of reading services provided to students with reading disabilities.” 2009. Web. 21 Apr 2019.

Vancouver:

Christen MH. A survey of reading services provided to students with reading disabilities. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1011.

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

Council of Science Editors:

Christen MH. A survey of reading services provided to students with reading disabilities. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1011

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

26. 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

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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 April 21, 2019. 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. 21 Apr 2019.

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 2019 Apr 21]. 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

27. 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

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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 April 21, 2019. 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. 21 Apr 2019.

Vancouver:

Cox-Hines S. The Study of Effective Tier II Reading Interventions for Primary Grade Students. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2019 Apr 21]. 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

28. 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

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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 April 21, 2019. 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. 21 Apr 2019.

Vancouver:

Wright J. Early Literacy Acquisition with the Inclusion of the Five Components of Research Based Reading Instruction. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2019 Apr 21]. 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

29. 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

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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 April 21, 2019. 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. 21 Apr 2019.

Vancouver:

Duncan KF. Middle school teachers' self-perceptions of response to intervention. [Internet] [Thesis]. Capella University; 2016. [cited 2019 Apr 21]. 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


SUNY College at Brockport

30. 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 April 21, 2019. 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. 21 Apr 2019.

Vancouver:

Moomaw J. Factors That Foster or Hinder Student Reading Motivation in a Suburban Primary School. [Internet] [Thesis]. SUNY College at Brockport; 2013. [cited 2019 Apr 21]. 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

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