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You searched for subject:(Emergent literacy). Showing records 1 – 30 of 234 total matches.

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Vanderbilt University

1. Flushman, Tanya. Nonfiction writing in prekindergarten: understandings of informational text features and use of science journals.

Degree: PhD, Teaching and Learning, 2012, Vanderbilt University

 This study provides qualitative findings about informational text writing in a prekindergarten classroom. First, I examined children’s understandings of informational text features. Second, I analyzed… (more)

Subjects/Keywords: content literacy; emergent writing; early childhood; emergent literacy; literacy

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APA (6th Edition):

Flushman, T. (2012). Nonfiction writing in prekindergarten: understandings of informational text features and use of science journals. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13244

Chicago Manual of Style (16th Edition):

Flushman, Tanya. “Nonfiction writing in prekindergarten: understandings of informational text features and use of science journals.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed September 28, 2020. http://hdl.handle.net/1803/13244.

MLA Handbook (7th Edition):

Flushman, Tanya. “Nonfiction writing in prekindergarten: understandings of informational text features and use of science journals.” 2012. Web. 28 Sep 2020.

Vancouver:

Flushman T. Nonfiction writing in prekindergarten: understandings of informational text features and use of science journals. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/1803/13244.

Council of Science Editors:

Flushman T. Nonfiction writing in prekindergarten: understandings of informational text features and use of science journals. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/13244

2. Driest, Jill. Teachers' Judgments of Emergent Literacy Skills among Preschoolers.

Degree: 2012, Nova Southeastern University

 The present study explored the relationship between indirect and direct assessment of preschoolers' emergent literacy skills. Subjects were 207 preschool-aged children, ranging in age from… (more)

Subjects/Keywords: Emergent Literacy; Preschoolers; Psychology

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APA (6th Edition):

Driest, J. (2012). Teachers' Judgments of Emergent Literacy Skills among Preschoolers. (Thesis). Nova Southeastern University. Retrieved from http://nsuworks.nova.edu/cps_stuetd/26

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):

Driest, Jill. “Teachers' Judgments of Emergent Literacy Skills among Preschoolers.” 2012. Thesis, Nova Southeastern University. Accessed September 28, 2020. http://nsuworks.nova.edu/cps_stuetd/26.

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

MLA Handbook (7th Edition):

Driest, Jill. “Teachers' Judgments of Emergent Literacy Skills among Preschoolers.” 2012. Web. 28 Sep 2020.

Vancouver:

Driest J. Teachers' Judgments of Emergent Literacy Skills among Preschoolers. [Internet] [Thesis]. Nova Southeastern University; 2012. [cited 2020 Sep 28]. Available from: http://nsuworks.nova.edu/cps_stuetd/26.

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

Council of Science Editors:

Driest J. Teachers' Judgments of Emergent Literacy Skills among Preschoolers. [Thesis]. Nova Southeastern University; 2012. Available from: http://nsuworks.nova.edu/cps_stuetd/26

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


Vanderbilt University

3. -5351-7976. A Teacher's Supportive Practices for Preschoolers' Writing.

Degree: PhD, Learning, Teaching & Diversity, 2020, Vanderbilt University

 Although extensive research has focused on young children’s writing and identified the importance of early writing experiences, there is a limited amount of writing occurring… (more)

Subjects/Keywords: early literacy; emergent writing

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APA (6th Edition):

-5351-7976. (2020). A Teacher's Supportive Practices for Preschoolers' Writing. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/15963

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-5351-7976. “A Teacher's Supportive Practices for Preschoolers' Writing.” 2020. Doctoral Dissertation, Vanderbilt University. Accessed September 28, 2020. http://hdl.handle.net/1803/15963.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-5351-7976. “A Teacher's Supportive Practices for Preschoolers' Writing.” 2020. Web. 28 Sep 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-5351-7976. A Teacher's Supportive Practices for Preschoolers' Writing. [Internet] [Doctoral dissertation]. Vanderbilt University; 2020. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/1803/15963.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-5351-7976. A Teacher's Supportive Practices for Preschoolers' Writing. [Doctoral Dissertation]. Vanderbilt University; 2020. Available from: http://hdl.handle.net/1803/15963

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

4. Halléhn, Lena. ”Det är ju alltid på tapeten med högläsning” : En kvalitativ studie om åtta lärares uppfattningar om sitt arbete med högläsning i årskurs 1–3.

Degree: Culture and Communication, 2020, Mälardalen University

  Syftet med denna forskningsstudie var att undersöka hur högläsning används enligt lärare i lågstadiet samt vilka uppfattningar de har om dess nytta och effektiva… (more)

Subjects/Keywords: emergent comprehension; emergent literacy; högläsning; läsförståelse; Educational Sciences; Utbildningsvetenskap

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APA (6th Edition):

Halléhn, L. (2020). ”Det är ju alltid på tapeten med högläsning” : En kvalitativ studie om åtta lärares uppfattningar om sitt arbete med högläsning i årskurs 1–3. (Thesis). Mälardalen University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-49032

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):

Halléhn, Lena. “”Det är ju alltid på tapeten med högläsning” : En kvalitativ studie om åtta lärares uppfattningar om sitt arbete med högläsning i årskurs 1–3.” 2020. Thesis, Mälardalen University. Accessed September 28, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-49032.

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

MLA Handbook (7th Edition):

Halléhn, Lena. “”Det är ju alltid på tapeten med högläsning” : En kvalitativ studie om åtta lärares uppfattningar om sitt arbete med högläsning i årskurs 1–3.” 2020. Web. 28 Sep 2020.

Vancouver:

Halléhn L. ”Det är ju alltid på tapeten med högläsning” : En kvalitativ studie om åtta lärares uppfattningar om sitt arbete med högläsning i årskurs 1–3. [Internet] [Thesis]. Mälardalen University; 2020. [cited 2020 Sep 28]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-49032.

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

Council of Science Editors:

Halléhn L. ”Det är ju alltid på tapeten med högläsning” : En kvalitativ studie om åtta lärares uppfattningar om sitt arbete med högläsning i årskurs 1–3. [Thesis]. Mälardalen University; 2020. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-49032

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

5. Quinn, Margaret. Theoretical Understandings and Empirical Approaches to the Measurement of Children's Early Composing.

Degree: PhD, Early Childhood Education, 2017, Georgia State University

  Whereas interest in young children’s writing has increased in recent years, the focus has centered more around transcription skills (i.e., letter formation and spelling)… (more)

Subjects/Keywords: Writing (composition); Emergent literacy; Emergent writing; Preschool; Assessment; Early childhood education

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APA (6th Edition):

Quinn, M. (2017). Theoretical Understandings and Empirical Approaches to the Measurement of Children's Early Composing. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/32

Chicago Manual of Style (16th Edition):

Quinn, Margaret. “Theoretical Understandings and Empirical Approaches to the Measurement of Children's Early Composing.” 2017. Doctoral Dissertation, Georgia State University. Accessed September 28, 2020. https://scholarworks.gsu.edu/ece_diss/32.

MLA Handbook (7th Edition):

Quinn, Margaret. “Theoretical Understandings and Empirical Approaches to the Measurement of Children's Early Composing.” 2017. Web. 28 Sep 2020.

Vancouver:

Quinn M. Theoretical Understandings and Empirical Approaches to the Measurement of Children's Early Composing. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2020 Sep 28]. Available from: https://scholarworks.gsu.edu/ece_diss/32.

Council of Science Editors:

Quinn M. Theoretical Understandings and Empirical Approaches to the Measurement of Children's Early Composing. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/ece_diss/32


Miami University

6. Whitehead, Shawna L. Preschool Impact on Emergent Literacy in Kindergarten Students: A Case Study.

Degree: Specialist in Education, School Psychology, 2018, Miami University

 The current study explored the role of preschool attendance in early literacy attainment (as measured by scores on the STAR Early Literacy assessment) for students… (more)

Subjects/Keywords: Educational Psychology; preschool; kindergarten; early literacy; emergent literacy; preschool impact; literacy

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APA (6th Edition):

Whitehead, S. L. (2018). Preschool Impact on Emergent Literacy in Kindergarten Students: A Case Study. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1532347290748974

Chicago Manual of Style (16th Edition):

Whitehead, Shawna L. “Preschool Impact on Emergent Literacy in Kindergarten Students: A Case Study.” 2018. Doctoral Dissertation, Miami University. Accessed September 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1532347290748974.

MLA Handbook (7th Edition):

Whitehead, Shawna L. “Preschool Impact on Emergent Literacy in Kindergarten Students: A Case Study.” 2018. Web. 28 Sep 2020.

Vancouver:

Whitehead SL. Preschool Impact on Emergent Literacy in Kindergarten Students: A Case Study. [Internet] [Doctoral dissertation]. Miami University; 2018. [cited 2020 Sep 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1532347290748974.

Council of Science Editors:

Whitehead SL. Preschool Impact on Emergent Literacy in Kindergarten Students: A Case Study. [Doctoral Dissertation]. Miami University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1532347290748974

7. O'SULLIVAN, JENNIFER. A Sound Beginning for Reading: The impact of a phonological awareness programme on junior infant children attending a DEIS urban Band 1 school.

Degree: School of Education. Discipline of Education, 2019, Trinity College Dublin

 Phonemic awareness -"the conscious awareness that spoken words are made up of individual speech sounds?" (Walsh, 2009)- is an important prerequisite for later reading proficiency,… (more)

Subjects/Keywords: Phonemic awareness; Phonological awareness; Reading; Emergent literacy

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APA (6th Edition):

O'SULLIVAN, J. (2019). A Sound Beginning for Reading: The impact of a phonological awareness programme on junior infant children attending a DEIS urban Band 1 school. (Thesis). Trinity College Dublin. Retrieved from http://hdl.handle.net/2262/89460

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):

O'SULLIVAN, JENNIFER. “A Sound Beginning for Reading: The impact of a phonological awareness programme on junior infant children attending a DEIS urban Band 1 school.” 2019. Thesis, Trinity College Dublin. Accessed September 28, 2020. http://hdl.handle.net/2262/89460.

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

MLA Handbook (7th Edition):

O'SULLIVAN, JENNIFER. “A Sound Beginning for Reading: The impact of a phonological awareness programme on junior infant children attending a DEIS urban Band 1 school.” 2019. Web. 28 Sep 2020.

Vancouver:

O'SULLIVAN J. A Sound Beginning for Reading: The impact of a phonological awareness programme on junior infant children attending a DEIS urban Band 1 school. [Internet] [Thesis]. Trinity College Dublin; 2019. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2262/89460.

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

Council of Science Editors:

O'SULLIVAN J. A Sound Beginning for Reading: The impact of a phonological awareness programme on junior infant children attending a DEIS urban Band 1 school. [Thesis]. Trinity College Dublin; 2019. Available from: http://hdl.handle.net/2262/89460

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


University of Toronto

8. Sandra Ferrari, Julia Lucie. The Effects of a Supplemental Early Reading Intervention on the Literacy Development of Kindergarten Children Exhibiting Concurrent Weaknesses in Attention and Emergent Literacy Skills.

Degree: PhD, 2015, University of Toronto

 This study investigated the effects of a supplemental prereading intervention on the early literacy skills of kindergarten children with co-existing weaknesses in emergent literacy skills… (more)

Subjects/Keywords: Emergent literacy; Inattention; Intervention; Kindergarten; 0535

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APA (6th Edition):

Sandra Ferrari, J. L. (2015). The Effects of a Supplemental Early Reading Intervention on the Literacy Development of Kindergarten Children Exhibiting Concurrent Weaknesses in Attention and Emergent Literacy Skills. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/70788

Chicago Manual of Style (16th Edition):

Sandra Ferrari, Julia Lucie. “The Effects of a Supplemental Early Reading Intervention on the Literacy Development of Kindergarten Children Exhibiting Concurrent Weaknesses in Attention and Emergent Literacy Skills.” 2015. Doctoral Dissertation, University of Toronto. Accessed September 28, 2020. http://hdl.handle.net/1807/70788.

MLA Handbook (7th Edition):

Sandra Ferrari, Julia Lucie. “The Effects of a Supplemental Early Reading Intervention on the Literacy Development of Kindergarten Children Exhibiting Concurrent Weaknesses in Attention and Emergent Literacy Skills.” 2015. Web. 28 Sep 2020.

Vancouver:

Sandra Ferrari JL. The Effects of a Supplemental Early Reading Intervention on the Literacy Development of Kindergarten Children Exhibiting Concurrent Weaknesses in Attention and Emergent Literacy Skills. [Internet] [Doctoral dissertation]. University of Toronto; 2015. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/1807/70788.

Council of Science Editors:

Sandra Ferrari JL. The Effects of a Supplemental Early Reading Intervention on the Literacy Development of Kindergarten Children Exhibiting Concurrent Weaknesses in Attention and Emergent Literacy Skills. [Doctoral Dissertation]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/70788


Miami University

9. Cullen-Conway, Margaret Anne. Exploring Cognition, Language, and Emergent Literacy in Young Children with Asthma.

Degree: MA, Speech Pathology and Audiology, 2020, Miami University

 Children and adolescents with asthma are at a heightened risk for developing language, literacy, and cognitive deficits. However, there is limited research focusing on young… (more)

Subjects/Keywords: Speech Therapy; Emergent literacy; language; asthma

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APA (6th Edition):

Cullen-Conway, M. A. (2020). Exploring Cognition, Language, and Emergent Literacy in Young Children with Asthma. (Masters Thesis). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1587571251522506

Chicago Manual of Style (16th Edition):

Cullen-Conway, Margaret Anne. “Exploring Cognition, Language, and Emergent Literacy in Young Children with Asthma.” 2020. Masters Thesis, Miami University. Accessed September 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1587571251522506.

MLA Handbook (7th Edition):

Cullen-Conway, Margaret Anne. “Exploring Cognition, Language, and Emergent Literacy in Young Children with Asthma.” 2020. Web. 28 Sep 2020.

Vancouver:

Cullen-Conway MA. Exploring Cognition, Language, and Emergent Literacy in Young Children with Asthma. [Internet] [Masters thesis]. Miami University; 2020. [cited 2020 Sep 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1587571251522506.

Council of Science Editors:

Cullen-Conway MA. Exploring Cognition, Language, and Emergent Literacy in Young Children with Asthma. [Masters Thesis]. Miami University; 2020. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1587571251522506

10. Benmeleh, Eva. Get Ready To Read!: Assessing the Efficacy of an Emergent Literacy Screening Tool.

Degree: 2011, Nova Southeastern University

 Early identification and targeted intervention during the preschool years can help to prevent later reading difficulties among school-age children. The GRTR! was developed by the… (more)

Subjects/Keywords: early childhood assessments; early literacy; emergent literacy; preschool; Screening tools; Psychology

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APA (6th Edition):

Benmeleh, E. (2011). Get Ready To Read!: Assessing the Efficacy of an Emergent Literacy Screening Tool. (Thesis). Nova Southeastern University. Retrieved from https://nsuworks.nova.edu/cps_stuetd/7

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):

Benmeleh, Eva. “Get Ready To Read!: Assessing the Efficacy of an Emergent Literacy Screening Tool.” 2011. Thesis, Nova Southeastern University. Accessed September 28, 2020. https://nsuworks.nova.edu/cps_stuetd/7.

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

MLA Handbook (7th Edition):

Benmeleh, Eva. “Get Ready To Read!: Assessing the Efficacy of an Emergent Literacy Screening Tool.” 2011. Web. 28 Sep 2020.

Vancouver:

Benmeleh E. Get Ready To Read!: Assessing the Efficacy of an Emergent Literacy Screening Tool. [Internet] [Thesis]. Nova Southeastern University; 2011. [cited 2020 Sep 28]. Available from: https://nsuworks.nova.edu/cps_stuetd/7.

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

Council of Science Editors:

Benmeleh E. Get Ready To Read!: Assessing the Efficacy of an Emergent Literacy Screening Tool. [Thesis]. Nova Southeastern University; 2011. Available from: https://nsuworks.nova.edu/cps_stuetd/7

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


The Ohio State University

11. Kupsky, Dorothy D. Volunteer Tutors’ and First Graders’ Literacy Learning: Navigating Assumptions, Social Positions, and Phonics.

Degree: PhD, EDU Teaching and Learning, 2010, The Ohio State University

  This qualitative study offers an examination of volunteer literacy tutors’developing complex relationships with their first-grade students as they negotiatedliteracy teaching and learning over the… (more)

Subjects/Keywords: Education; volunteer; tutor; literacy; emergent readers; volunteer literacy tutors

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APA (6th Edition):

Kupsky, D. D. (2010). Volunteer Tutors’ and First Graders’ Literacy Learning: Navigating Assumptions, Social Positions, and Phonics. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1275398236

Chicago Manual of Style (16th Edition):

Kupsky, Dorothy D. “Volunteer Tutors’ and First Graders’ Literacy Learning: Navigating Assumptions, Social Positions, and Phonics.” 2010. Doctoral Dissertation, The Ohio State University. Accessed September 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275398236.

MLA Handbook (7th Edition):

Kupsky, Dorothy D. “Volunteer Tutors’ and First Graders’ Literacy Learning: Navigating Assumptions, Social Positions, and Phonics.” 2010. Web. 28 Sep 2020.

Vancouver:

Kupsky DD. Volunteer Tutors’ and First Graders’ Literacy Learning: Navigating Assumptions, Social Positions, and Phonics. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2020 Sep 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1275398236.

Council of Science Editors:

Kupsky DD. Volunteer Tutors’ and First Graders’ Literacy Learning: Navigating Assumptions, Social Positions, and Phonics. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1275398236

12. Corbisiero, Amii. Evaluating the Efficacy of the Parents Activate Literacy Skills Program.

Degree: 2009, Nova Southeastern University

 The present study explored the efficacy of a parent implemented emergent literacy intervention to promote reading readiness and to improve parent-child relationships among preschoolers and… (more)

Subjects/Keywords: children; early literacy; emergent literacy; intervention; preschool; social emotional; Psychology

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APA (6th Edition):

Corbisiero, A. (2009). Evaluating the Efficacy of the Parents Activate Literacy Skills Program. (Thesis). Nova Southeastern University. Retrieved from http://nsuworks.nova.edu/cps_stuetd/21

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):

Corbisiero, Amii. “Evaluating the Efficacy of the Parents Activate Literacy Skills Program.” 2009. Thesis, Nova Southeastern University. Accessed September 28, 2020. http://nsuworks.nova.edu/cps_stuetd/21.

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

MLA Handbook (7th Edition):

Corbisiero, Amii. “Evaluating the Efficacy of the Parents Activate Literacy Skills Program.” 2009. Web. 28 Sep 2020.

Vancouver:

Corbisiero A. Evaluating the Efficacy of the Parents Activate Literacy Skills Program. [Internet] [Thesis]. Nova Southeastern University; 2009. [cited 2020 Sep 28]. Available from: http://nsuworks.nova.edu/cps_stuetd/21.

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

Council of Science Editors:

Corbisiero A. Evaluating the Efficacy of the Parents Activate Literacy Skills Program. [Thesis]. Nova Southeastern University; 2009. Available from: http://nsuworks.nova.edu/cps_stuetd/21

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


East Tennessee State University

13. Austin, Kimberly. Parental Perceptions of Preschool-Age Children’s Literacy Development in a Rural Appalachian Community.

Degree: PhD, Early Childhood Education, 2017, East Tennessee State University

  Early Childhood educators agree on the significant influence of a parent on a child’s literacy development. The environment a parent provides, in addition to… (more)

Subjects/Keywords: Parental Perceptions; Emergent Literacy; Literacy Development; Parent Training; Early Childhood Education

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APA (6th Edition):

Austin, K. (2017). Parental Perceptions of Preschool-Age Children’s Literacy Development in a Rural Appalachian Community. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3341

Chicago Manual of Style (16th Edition):

Austin, Kimberly. “Parental Perceptions of Preschool-Age Children’s Literacy Development in a Rural Appalachian Community.” 2017. Doctoral Dissertation, East Tennessee State University. Accessed September 28, 2020. https://dc.etsu.edu/etd/3341.

MLA Handbook (7th Edition):

Austin, Kimberly. “Parental Perceptions of Preschool-Age Children’s Literacy Development in a Rural Appalachian Community.” 2017. Web. 28 Sep 2020.

Vancouver:

Austin K. Parental Perceptions of Preschool-Age Children’s Literacy Development in a Rural Appalachian Community. [Internet] [Doctoral dissertation]. East Tennessee State University; 2017. [cited 2020 Sep 28]. Available from: https://dc.etsu.edu/etd/3341.

Council of Science Editors:

Austin K. Parental Perceptions of Preschool-Age Children’s Literacy Development in a Rural Appalachian Community. [Doctoral Dissertation]. East Tennessee State University; 2017. Available from: https://dc.etsu.edu/etd/3341


University of Illinois – Chicago

14. Machado, Emily. Young Children's Translingual and Transnational Writing in an Urban Literacy Classroom.

Degree: 2018, University of Illinois – Chicago

 Although published children’s book authors often draw on multiple languages in their writing, young children are rarely invited to bring these funds of knowledge (Moll,… (more)

Subjects/Keywords: writing; literacy; emergent literacy; elementary; translanguaging; transnational; poetry

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APA (6th Edition):

Machado, E. (2018). Young Children's Translingual and Transnational Writing in an Urban Literacy Classroom. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/23141

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):

Machado, Emily. “Young Children's Translingual and Transnational Writing in an Urban Literacy Classroom.” 2018. Thesis, University of Illinois – Chicago. Accessed September 28, 2020. http://hdl.handle.net/10027/23141.

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

MLA Handbook (7th Edition):

Machado, Emily. “Young Children's Translingual and Transnational Writing in an Urban Literacy Classroom.” 2018. Web. 28 Sep 2020.

Vancouver:

Machado E. Young Children's Translingual and Transnational Writing in an Urban Literacy Classroom. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10027/23141.

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

Council of Science Editors:

Machado E. Young Children's Translingual and Transnational Writing in an Urban Literacy Classroom. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/23141

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

15. Hällström, Johanna. Högläsningens betydelse för barns utveckling av literacy.

Degree: Curriculum studies, 2018, University of Gävle

  Syftet med det här examensarbetet är att ur ett förskollärarperspektiv undersöka vad högläsningen har för betydelse för barns utveckling av literacy. De teoretiska utgångspunkterna… (more)

Subjects/Keywords: Emergent Literacy; Literacy; Delaktighet; Högläsning; Lek; Språk; Utveckling; Didactics; Didaktik

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APA (6th Edition):

Hällström, J. (2018). Högläsningens betydelse för barns utveckling av literacy. (Thesis). University of Gävle. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29110

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):

Hällström, Johanna. “Högläsningens betydelse för barns utveckling av literacy.” 2018. Thesis, University of Gävle. Accessed September 28, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29110.

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

MLA Handbook (7th Edition):

Hällström, Johanna. “Högläsningens betydelse för barns utveckling av literacy.” 2018. Web. 28 Sep 2020.

Vancouver:

Hällström J. Högläsningens betydelse för barns utveckling av literacy. [Internet] [Thesis]. University of Gävle; 2018. [cited 2020 Sep 28]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29110.

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

Council of Science Editors:

Hällström J. Högläsningens betydelse för barns utveckling av literacy. [Thesis]. University of Gävle; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29110

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


University of Minnesota

16. Schleisman Scalia, Leann. Literacy Microsystems of Children Ages Birth to Four: A Strength Approach.

Degree: PhD, Education, Curriculum and Instruction, 2017, University of Minnesota

 Abstract The purpose of the study was to ascertain which human, material, and experiential resources supporting emergent literacy of children were present in the microsystems… (more)

Subjects/Keywords: early childhood; education; emergent literacy; literacy; low income; teacher education

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APA (6th Edition):

Schleisman Scalia, L. (2017). Literacy Microsystems of Children Ages Birth to Four: A Strength Approach. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/194552

Chicago Manual of Style (16th Edition):

Schleisman Scalia, Leann. “Literacy Microsystems of Children Ages Birth to Four: A Strength Approach.” 2017. Doctoral Dissertation, University of Minnesota. Accessed September 28, 2020. http://hdl.handle.net/11299/194552.

MLA Handbook (7th Edition):

Schleisman Scalia, Leann. “Literacy Microsystems of Children Ages Birth to Four: A Strength Approach.” 2017. Web. 28 Sep 2020.

Vancouver:

Schleisman Scalia L. Literacy Microsystems of Children Ages Birth to Four: A Strength Approach. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/11299/194552.

Council of Science Editors:

Schleisman Scalia L. Literacy Microsystems of Children Ages Birth to Four: A Strength Approach. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/194552


University of Hawaii – Manoa

17. Hee, Puanani Jennifer. The home environments and emergent literacy skills among children in a Hawaiian community on Kauaʻi.

Degree: 2015, University of Hawaii – Manoa

M.A. University of Hawaii at Manoa 2014.

Abundant studies conducted with monoracial Caucasian and minority families have shown that home environments play an important role… (more)

Subjects/Keywords: emergent literacy; home literacy environment; family background; parenting stress; Hawaiian

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APA (6th Edition):

Hee, P. J. (2015). The home environments and emergent literacy skills among children in a Hawaiian community on Kauaʻi. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101083

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):

Hee, Puanani Jennifer. “The home environments and emergent literacy skills among children in a Hawaiian community on Kauaʻi.” 2015. Thesis, University of Hawaii – Manoa. Accessed September 28, 2020. http://hdl.handle.net/10125/101083.

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

MLA Handbook (7th Edition):

Hee, Puanani Jennifer. “The home environments and emergent literacy skills among children in a Hawaiian community on Kauaʻi.” 2015. Web. 28 Sep 2020.

Vancouver:

Hee PJ. The home environments and emergent literacy skills among children in a Hawaiian community on Kauaʻi. [Internet] [Thesis]. University of Hawaii – Manoa; 2015. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10125/101083.

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

Council of Science Editors:

Hee PJ. The home environments and emergent literacy skills among children in a Hawaiian community on Kauaʻi. [Thesis]. University of Hawaii – Manoa; 2015. Available from: http://hdl.handle.net/10125/101083

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


SUNY College at Brockport

18. Bessing, Gina. The Use of Confidence Building Strategies and Self-Concept of Emergent Readers.

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

  This research study explores how confidence building strategies impact students’ self-concept as readers. The purpose of this research was to discover strategies or teaching… (more)

Subjects/Keywords: self-concept; emergent readers; emergent literacy; confidence building strategies; Early Childhood Education; Education

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APA (6th Edition):

Bessing, G. (2017). The Use of Confidence Building Strategies and Self-Concept of Emergent Readers. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/754

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):

Bessing, Gina. “The Use of Confidence Building Strategies and Self-Concept of Emergent Readers.” 2017. Thesis, SUNY College at Brockport. Accessed September 28, 2020. https://digitalcommons.brockport.edu/ehd_theses/754.

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

MLA Handbook (7th Edition):

Bessing, Gina. “The Use of Confidence Building Strategies and Self-Concept of Emergent Readers.” 2017. Web. 28 Sep 2020.

Vancouver:

Bessing G. The Use of Confidence Building Strategies and Self-Concept of Emergent Readers. [Internet] [Thesis]. SUNY College at Brockport; 2017. [cited 2020 Sep 28]. Available from: https://digitalcommons.brockport.edu/ehd_theses/754.

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

Council of Science Editors:

Bessing G. The Use of Confidence Building Strategies and Self-Concept of Emergent Readers. [Thesis]. SUNY College at Brockport; 2017. Available from: https://digitalcommons.brockport.edu/ehd_theses/754

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

19. Maynard, Paige Renee. Toward Writing Skill With A Toddler Who Is Blind Using A Braille Writer.

Degree: MSin Education in Special Education, Counseling, Leadership, and Special Education, 2016, Missouri State University

 The topic of emergent literacy development in children younger than 36 months has not been extensively researched, while the topic of emergent literacy development in… (more)

Subjects/Keywords: infant; toddler; emergent literacy; braille; early intervention; emergent writing; braille writer; Special Education and Teaching

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APA (6th Edition):

Maynard, P. R. (2016). Toward Writing Skill With A Toddler Who Is Blind Using A Braille Writer. (Masters Thesis). Missouri State University. Retrieved from https://bearworks.missouristate.edu/theses/2356

Chicago Manual of Style (16th Edition):

Maynard, Paige Renee. “Toward Writing Skill With A Toddler Who Is Blind Using A Braille Writer.” 2016. Masters Thesis, Missouri State University. Accessed September 28, 2020. https://bearworks.missouristate.edu/theses/2356.

MLA Handbook (7th Edition):

Maynard, Paige Renee. “Toward Writing Skill With A Toddler Who Is Blind Using A Braille Writer.” 2016. Web. 28 Sep 2020.

Vancouver:

Maynard PR. Toward Writing Skill With A Toddler Who Is Blind Using A Braille Writer. [Internet] [Masters thesis]. Missouri State University; 2016. [cited 2020 Sep 28]. Available from: https://bearworks.missouristate.edu/theses/2356.

Council of Science Editors:

Maynard PR. Toward Writing Skill With A Toddler Who Is Blind Using A Braille Writer. [Masters Thesis]. Missouri State University; 2016. Available from: https://bearworks.missouristate.edu/theses/2356

20. Silvestre, Susana Margarida dos Santos. Partilhar livros com bébés dos 9 meses aos 3 anos: o papel das bibliotecas públicas portuguesas no suporte à literacia emergente.

Degree: 2008, Universidade de Évora

 Este estudo tem como objectivo percepcionar o papel das bibliotecas públicas portuguesas na criação de competências de leitura em idade pré-escolar, através da implementação de… (more)

Subjects/Keywords: Bibliotecas; Literacia; Literacia emergente; Literacia familiar; Leitura; Libraries; Literacy; Emergent literacy; Familiar literacy; Reading

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APA (6th Edition):

Silvestre, S. M. d. S. (2008). Partilhar livros com bébés dos 9 meses aos 3 anos: o papel das bibliotecas públicas portuguesas no suporte à literacia emergente. (Thesis). Universidade de Évora. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/18207

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):

Silvestre, Susana Margarida dos Santos. “Partilhar livros com bébés dos 9 meses aos 3 anos: o papel das bibliotecas públicas portuguesas no suporte à literacia emergente.” 2008. Thesis, Universidade de Évora. Accessed September 28, 2020. http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/18207.

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

MLA Handbook (7th Edition):

Silvestre, Susana Margarida dos Santos. “Partilhar livros com bébés dos 9 meses aos 3 anos: o papel das bibliotecas públicas portuguesas no suporte à literacia emergente.” 2008. Web. 28 Sep 2020.

Vancouver:

Silvestre SMdS. Partilhar livros com bébés dos 9 meses aos 3 anos: o papel das bibliotecas públicas portuguesas no suporte à literacia emergente. [Internet] [Thesis]. Universidade de Évora; 2008. [cited 2020 Sep 28]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/18207.

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

Council of Science Editors:

Silvestre SMdS. Partilhar livros com bébés dos 9 meses aos 3 anos: o papel das bibliotecas públicas portuguesas no suporte à literacia emergente. [Thesis]. Universidade de Évora; 2008. Available from: http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/18207

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

21. Godfrey, James B. Using Interactive Reading Techniques with <i>Word World</i> to Enhance Emergent Literacy.

Degree: PhD, Comm Disorders & Special Educ, 2014, Old Dominion University

  Facets of emergent literacy such as phonological awareness (PA) and alphabet knowledge (AK) are precursors to later conventional literacy (Dockrell, Stuart & King, 2010;… (more)

Subjects/Keywords: Emergent literacy; Interactive Reading Techniques; Literacy; Reading; Early Childhood Education; Language and Literacy Education

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APA (6th Edition):

Godfrey, J. B. (2014). Using Interactive Reading Techniques with <i>Word World</i> to Enhance Emergent Literacy. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781321833409 ; https://digitalcommons.odu.edu/earlychildhood_etds/1

Chicago Manual of Style (16th Edition):

Godfrey, James B. “Using Interactive Reading Techniques with <i>Word World</i> to Enhance Emergent Literacy.” 2014. Doctoral Dissertation, Old Dominion University. Accessed September 28, 2020. 9781321833409 ; https://digitalcommons.odu.edu/earlychildhood_etds/1.

MLA Handbook (7th Edition):

Godfrey, James B. “Using Interactive Reading Techniques with <i>Word World</i> to Enhance Emergent Literacy.” 2014. Web. 28 Sep 2020.

Vancouver:

Godfrey JB. Using Interactive Reading Techniques with <i>Word World</i> to Enhance Emergent Literacy. [Internet] [Doctoral dissertation]. Old Dominion University; 2014. [cited 2020 Sep 28]. Available from: 9781321833409 ; https://digitalcommons.odu.edu/earlychildhood_etds/1.

Council of Science Editors:

Godfrey JB. Using Interactive Reading Techniques with <i>Word World</i> to Enhance Emergent Literacy. [Doctoral Dissertation]. Old Dominion University; 2014. Available from: 9781321833409 ; https://digitalcommons.odu.edu/earlychildhood_etds/1


Massey University

22. Wright, Julia. Emergent literacy practices for preschool children with autism spectrum disorders.

Degree: Master of Speech [and] Language Therapy, 2014, Massey University

Literacy is essential to success in education and employment, and in the modern world plays an important role in our daily communication and social participation.… (more)

Subjects/Keywords: Autistic children; Preschool literacy; Literacy learning; Autism spectrum disorder (ASD); Emergent literacy

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APA (6th Edition):

Wright, J. (2014). Emergent literacy practices for preschool children with autism spectrum disorders. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/6736

Chicago Manual of Style (16th Edition):

Wright, Julia. “Emergent literacy practices for preschool children with autism spectrum disorders.” 2014. Masters Thesis, Massey University. Accessed September 28, 2020. http://hdl.handle.net/10179/6736.

MLA Handbook (7th Edition):

Wright, Julia. “Emergent literacy practices for preschool children with autism spectrum disorders.” 2014. Web. 28 Sep 2020.

Vancouver:

Wright J. Emergent literacy practices for preschool children with autism spectrum disorders. [Internet] [Masters thesis]. Massey University; 2014. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10179/6736.

Council of Science Editors:

Wright J. Emergent literacy practices for preschool children with autism spectrum disorders. [Masters Thesis]. Massey University; 2014. Available from: http://hdl.handle.net/10179/6736


SUNY College at Brockport

23. Orenberg, Rachel Turner. The Impact of Promoting Literacy Through Educational Songs.

Degree: MSEd, Education and Human Development, 2016, SUNY College at Brockport

  The purpose of this study was to determine how singing educational songs can promote literacy growth and development in emergent literacy learners. I wanted… (more)

Subjects/Keywords: Music; songs; Educational Songs; Literacy Growth and Development. Emergent Literacy; Emergent Learners; Education; Pre-Elementary, Early Childhood, Kindergarten Teacher Education

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APA (6th Edition):

Orenberg, R. T. (2016). The Impact of Promoting Literacy Through Educational Songs. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/746

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):

Orenberg, Rachel Turner. “The Impact of Promoting Literacy Through Educational Songs.” 2016. Thesis, SUNY College at Brockport. Accessed September 28, 2020. https://digitalcommons.brockport.edu/ehd_theses/746.

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

MLA Handbook (7th Edition):

Orenberg, Rachel Turner. “The Impact of Promoting Literacy Through Educational Songs.” 2016. Web. 28 Sep 2020.

Vancouver:

Orenberg RT. The Impact of Promoting Literacy Through Educational Songs. [Internet] [Thesis]. SUNY College at Brockport; 2016. [cited 2020 Sep 28]. Available from: https://digitalcommons.brockport.edu/ehd_theses/746.

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

Council of Science Editors:

Orenberg RT. The Impact of Promoting Literacy Through Educational Songs. [Thesis]. SUNY College at Brockport; 2016. Available from: https://digitalcommons.brockport.edu/ehd_theses/746

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


University of Alberta

24. Stephenson, Kathy. Environmental, behavioural, and cognitive predictors of emergent literacy and reading skills.

Degree: PhD, Department of Educational Psychology, 2011, University of Alberta

 This thesis consists of three separate papers broadly examining how different environmental and child variables affect language and literacy acquisition in two or more orthographies.… (more)

Subjects/Keywords: shared book reading; emergent literacy skills; reading skills; motivation; home literacy environment

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APA (6th Edition):

Stephenson, K. (2011). Environmental, behavioural, and cognitive predictors of emergent literacy and reading skills. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/qz20ss52b

Chicago Manual of Style (16th Edition):

Stephenson, Kathy. “Environmental, behavioural, and cognitive predictors of emergent literacy and reading skills.” 2011. Doctoral Dissertation, University of Alberta. Accessed September 28, 2020. https://era.library.ualberta.ca/files/qz20ss52b.

MLA Handbook (7th Edition):

Stephenson, Kathy. “Environmental, behavioural, and cognitive predictors of emergent literacy and reading skills.” 2011. Web. 28 Sep 2020.

Vancouver:

Stephenson K. Environmental, behavioural, and cognitive predictors of emergent literacy and reading skills. [Internet] [Doctoral dissertation]. University of Alberta; 2011. [cited 2020 Sep 28]. Available from: https://era.library.ualberta.ca/files/qz20ss52b.

Council of Science Editors:

Stephenson K. Environmental, behavioural, and cognitive predictors of emergent literacy and reading skills. [Doctoral Dissertation]. University of Alberta; 2011. Available from: https://era.library.ualberta.ca/files/qz20ss52b

25. Pope, H. Lawrence. Differentiating the impact of literacy and language skill development on reading acquisition : an exploratory study.

Degree: PhD, Education, 2011, Oregon State University

 This study examined relationships between pre-tested early literacy skills and post-tested reading achievement in 52 kindergarten and 39 first-grade children. An archival data set was… (more)

Subjects/Keywords: Emergent Literacy; Literacy  – Northwest, Pacific

…component skills in emergent literacy and spoken language. This test is further described in… …complete picture of the emergent literacy literature, teachers would need to read several… …4. Which entry-level emergent literacy or spoken language skills best predicted endof-year… …which entry-level emergent literacy or spoken language skills best predict end-of-year word… …emergent literacy and spoken language skills are most highly correlated with reading… 

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APA (6th Edition):

Pope, H. L. (2011). Differentiating the impact of literacy and language skill development on reading acquisition : an exploratory study. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/24021

Chicago Manual of Style (16th Edition):

Pope, H Lawrence. “Differentiating the impact of literacy and language skill development on reading acquisition : an exploratory study.” 2011. Doctoral Dissertation, Oregon State University. Accessed September 28, 2020. http://hdl.handle.net/1957/24021.

MLA Handbook (7th Edition):

Pope, H Lawrence. “Differentiating the impact of literacy and language skill development on reading acquisition : an exploratory study.” 2011. Web. 28 Sep 2020.

Vancouver:

Pope HL. Differentiating the impact of literacy and language skill development on reading acquisition : an exploratory study. [Internet] [Doctoral dissertation]. Oregon State University; 2011. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/1957/24021.

Council of Science Editors:

Pope HL. Differentiating the impact of literacy and language skill development on reading acquisition : an exploratory study. [Doctoral Dissertation]. Oregon State University; 2011. Available from: http://hdl.handle.net/1957/24021


University of Guelph

26. Willoughby, David. From Paper to Tablets: The Effect of Alphabet E-Books on Emergent Literacy.

Degree: MA, Department of Psychology, 2013, University of Guelph

 Alphabet books are an important instructional text used in early education. Advances in mobile technology have led to a new format of alphabet books –those… (more)

Subjects/Keywords: Literacy; Reading; Emergent literacy; E-books; Early reading; Alphabet; Alphabet books; Alphabet knowledge; Alphabetic knowledge

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APA (6th Edition):

Willoughby, D. (2013). From Paper to Tablets: The Effect of Alphabet E-Books on Emergent Literacy. (Masters Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/7517

Chicago Manual of Style (16th Edition):

Willoughby, David. “From Paper to Tablets: The Effect of Alphabet E-Books on Emergent Literacy.” 2013. Masters Thesis, University of Guelph. Accessed September 28, 2020. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/7517.

MLA Handbook (7th Edition):

Willoughby, David. “From Paper to Tablets: The Effect of Alphabet E-Books on Emergent Literacy.” 2013. Web. 28 Sep 2020.

Vancouver:

Willoughby D. From Paper to Tablets: The Effect of Alphabet E-Books on Emergent Literacy. [Internet] [Masters thesis]. University of Guelph; 2013. [cited 2020 Sep 28]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/7517.

Council of Science Editors:

Willoughby D. From Paper to Tablets: The Effect of Alphabet E-Books on Emergent Literacy. [Masters Thesis]. University of Guelph; 2013. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/7517


George Mason University

27. Irish, Christy K. Dialogic Reading in the Home Environment: A Multiple Case Study of Six Families .

Degree: 2016, George Mason University

 The purpose of this multiple case study was to describe the experiences of six families of varying ethnicities and social classes being taught to use… (more)

Subjects/Keywords: Reading instruction; Dialogic Reading; Emergent Literacy; Family Literacy; Family Reading; Home Reading; Parental Engagement

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APA (6th Edition):

Irish, C. K. (2016). Dialogic Reading in the Home Environment: A Multiple Case Study of Six Families . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/10572

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):

Irish, Christy K. “Dialogic Reading in the Home Environment: A Multiple Case Study of Six Families .” 2016. Thesis, George Mason University. Accessed September 28, 2020. http://hdl.handle.net/1920/10572.

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

MLA Handbook (7th Edition):

Irish, Christy K. “Dialogic Reading in the Home Environment: A Multiple Case Study of Six Families .” 2016. Web. 28 Sep 2020.

Vancouver:

Irish CK. Dialogic Reading in the Home Environment: A Multiple Case Study of Six Families . [Internet] [Thesis]. George Mason University; 2016. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/1920/10572.

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

Council of Science Editors:

Irish CK. Dialogic Reading in the Home Environment: A Multiple Case Study of Six Families . [Thesis]. George Mason University; 2016. Available from: http://hdl.handle.net/1920/10572

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


University of Iowa

28. Armstead-Flowers, Tiffany Armstead. Investigating teachers' beliefs about and self-reported practices in early literacy teaching.

Degree: PhD, Education, 2015, University of Iowa

  The purpose of this study was to examine the following: (a) What is the nature of Kindergarten and First grade teachers’ beliefs and self-reported… (more)

Subjects/Keywords: publicabstract; Early Literacy; Educational Background; Emergent Literacy; Professional Development; Teachers Beliefs; Teaching Practices; Education

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

APA (6th Edition):

Armstead-Flowers, T. A. (2015). Investigating teachers' beliefs about and self-reported practices in early literacy teaching. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/1534

Chicago Manual of Style (16th Edition):

Armstead-Flowers, Tiffany Armstead. “Investigating teachers' beliefs about and self-reported practices in early literacy teaching.” 2015. Doctoral Dissertation, University of Iowa. Accessed September 28, 2020. https://ir.uiowa.edu/etd/1534.

MLA Handbook (7th Edition):

Armstead-Flowers, Tiffany Armstead. “Investigating teachers' beliefs about and self-reported practices in early literacy teaching.” 2015. Web. 28 Sep 2020.

Vancouver:

Armstead-Flowers TA. Investigating teachers' beliefs about and self-reported practices in early literacy teaching. [Internet] [Doctoral dissertation]. University of Iowa; 2015. [cited 2020 Sep 28]. Available from: https://ir.uiowa.edu/etd/1534.

Council of Science Editors:

Armstead-Flowers TA. Investigating teachers' beliefs about and self-reported practices in early literacy teaching. [Doctoral Dissertation]. University of Iowa; 2015. Available from: https://ir.uiowa.edu/etd/1534


East Carolina University

29. Boorom, Olivia. The Influence of Language Phenotype on Predictors of Emergent Literacy in Children with an Autism Spectrum Disorder.

Degree: MS, MS-Communic Sci and Disorders, 2018, East Carolina University

 The development of emergent literacy skills in children with Autism Spectrum Disorders (ASD) is a growing subject of inquiry in the field of communication sciences… (more)

Subjects/Keywords: emergent literacy; Autism Spectrum Disorder; Child; Literacy; Language; Phenotype; Language Disorders; Reading

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

APA (6th Edition):

Boorom, O. (2018). The Influence of Language Phenotype on Predictors of Emergent Literacy in Children with an Autism Spectrum Disorder. (Masters Thesis). East Carolina University. Retrieved from http://hdl.handle.net/10342/6750

Chicago Manual of Style (16th Edition):

Boorom, Olivia. “The Influence of Language Phenotype on Predictors of Emergent Literacy in Children with an Autism Spectrum Disorder.” 2018. Masters Thesis, East Carolina University. Accessed September 28, 2020. http://hdl.handle.net/10342/6750.

MLA Handbook (7th Edition):

Boorom, Olivia. “The Influence of Language Phenotype on Predictors of Emergent Literacy in Children with an Autism Spectrum Disorder.” 2018. Web. 28 Sep 2020.

Vancouver:

Boorom O. The Influence of Language Phenotype on Predictors of Emergent Literacy in Children with an Autism Spectrum Disorder. [Internet] [Masters thesis]. East Carolina University; 2018. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10342/6750.

Council of Science Editors:

Boorom O. The Influence of Language Phenotype on Predictors of Emergent Literacy in Children with an Autism Spectrum Disorder. [Masters Thesis]. East Carolina University; 2018. Available from: http://hdl.handle.net/10342/6750


University of Arizona

30. Herbold, Jennifer. Emergent Literacy Development: Case Studies of Four Deaf ASL-English Bilinguals .

Degree: 2008, University of Arizona

 The research is clear; given the opportunity to do so, children begin transacting with print at very young ages (Ferreiro & Teberosky, 1982). Deaf children… (more)

Subjects/Keywords: Deaf; literacy; emergent literacy; ASL; bilingual

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

APA (6th Edition):

Herbold, J. (2008). Emergent Literacy Development: Case Studies of Four Deaf ASL-English Bilinguals . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/196038

Chicago Manual of Style (16th Edition):

Herbold, Jennifer. “Emergent Literacy Development: Case Studies of Four Deaf ASL-English Bilinguals .” 2008. Doctoral Dissertation, University of Arizona. Accessed September 28, 2020. http://hdl.handle.net/10150/196038.

MLA Handbook (7th Edition):

Herbold, Jennifer. “Emergent Literacy Development: Case Studies of Four Deaf ASL-English Bilinguals .” 2008. Web. 28 Sep 2020.

Vancouver:

Herbold J. Emergent Literacy Development: Case Studies of Four Deaf ASL-English Bilinguals . [Internet] [Doctoral dissertation]. University of Arizona; 2008. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10150/196038.

Council of Science Editors:

Herbold J. Emergent Literacy Development: Case Studies of Four Deaf ASL-English Bilinguals . [Doctoral Dissertation]. University of Arizona; 2008. Available from: http://hdl.handle.net/10150/196038

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