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You searched for subject:(Learning disabled children). Showing records 1 – 30 of 365 total matches.

[1] [2] [3] [4] [5] … [13]

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University of KwaZulu-Natal

1. Flack, Penelope. Citrus clouds on planet goofy : the reported experiences of children with learning disability.

Degree: Education, 2009, University of KwaZulu-Natal

 The purpose of this study is to illuminate the lived experiences of children with specific learning disability in an attempt to move beyond the deficit… (more)

Subjects/Keywords: Learning disabled children – Education.; Education.

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

APA (6th Edition):

Flack, P. (2009). Citrus clouds on planet goofy : the reported experiences of children with learning disability. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/468

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):

Flack, Penelope. “Citrus clouds on planet goofy : the reported experiences of children with learning disability. ” 2009. Thesis, University of KwaZulu-Natal. Accessed April 04, 2020. http://hdl.handle.net/10413/468.

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

MLA Handbook (7th Edition):

Flack, Penelope. “Citrus clouds on planet goofy : the reported experiences of children with learning disability. ” 2009. Web. 04 Apr 2020.

Vancouver:

Flack P. Citrus clouds on planet goofy : the reported experiences of children with learning disability. [Internet] [Thesis]. University of KwaZulu-Natal; 2009. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/10413/468.

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

Council of Science Editors:

Flack P. Citrus clouds on planet goofy : the reported experiences of children with learning disability. [Thesis]. University of KwaZulu-Natal; 2009. Available from: http://hdl.handle.net/10413/468

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


University of Wisconsin – La Cross

2. Gallagher, Alissa. Teacher knowledge and views of the response to intervention initiative.

Degree: 2010, University of Wisconsin – La Cross

 Since Congress added new provisions to federal educational laws (IDIEA, 2004; NCLB, 2001), a progressive movement in education called Response to Intervention (RTI) has become… (more)

Subjects/Keywords: Learning disabled children  – Identification; Response to intervention (Learning disabled children)  – Evaluation

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

APA (6th Edition):

Gallagher, A. (2010). Teacher knowledge and views of the response to intervention initiative. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/46614

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):

Gallagher, Alissa. “Teacher knowledge and views of the response to intervention initiative.” 2010. Thesis, University of Wisconsin – La Cross. Accessed April 04, 2020. http://digital.library.wisc.edu/1793/46614.

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

MLA Handbook (7th Edition):

Gallagher, Alissa. “Teacher knowledge and views of the response to intervention initiative.” 2010. Web. 04 Apr 2020.

Vancouver:

Gallagher A. Teacher knowledge and views of the response to intervention initiative. [Internet] [Thesis]. University of Wisconsin – La Cross; 2010. [cited 2020 Apr 04]. Available from: http://digital.library.wisc.edu/1793/46614.

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

Council of Science Editors:

Gallagher A. Teacher knowledge and views of the response to intervention initiative. [Thesis]. University of Wisconsin – La Cross; 2010. Available from: http://digital.library.wisc.edu/1793/46614

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


University of Johannesburg

3. Cloete, Gideon Stephanus. Die vroeë evaluering van en hulpverlening aan potensieël leergestremde sub A-leerlinge.

Degree: 2014, University of Johannesburg

M.Ed. (Educational Psychology)

In every classroom there are probably pupils with learning problems. If these children can be identified before they fail and appropriate assistance… (more)

Subjects/Keywords: Learning disabled children - Education; Learning disabilities - Testing

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APA (6th Edition):

Cloete, G. S. (2014). Die vroeë evaluering van en hulpverlening aan potensieël leergestremde sub A-leerlinge. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11204

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):

Cloete, Gideon Stephanus. “Die vroeë evaluering van en hulpverlening aan potensieël leergestremde sub A-leerlinge.” 2014. Thesis, University of Johannesburg. Accessed April 04, 2020. http://hdl.handle.net/10210/11204.

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

MLA Handbook (7th Edition):

Cloete, Gideon Stephanus. “Die vroeë evaluering van en hulpverlening aan potensieël leergestremde sub A-leerlinge.” 2014. Web. 04 Apr 2020.

Vancouver:

Cloete GS. Die vroeë evaluering van en hulpverlening aan potensieël leergestremde sub A-leerlinge. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/10210/11204.

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

Council of Science Editors:

Cloete GS. Die vroeë evaluering van en hulpverlening aan potensieël leergestremde sub A-leerlinge. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11204

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


University of Johannesburg

4. Lessing, A.C. Ouditiewe persepsie in 'n taalverwerwingsmodel vir Afrikaanssprekende leergeremde kinders.

Degree: 2014, University of Johannesburg

D.Ed. (Educational Psychology)

This study is concerned with the acquisition of language skills by the learning disabled child. A thorough literature survey was conducted, in… (more)

Subjects/Keywords: Auditory perception in children; Learning disabled children - Education; Learning disabled children - Language

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APA (6th Edition):

Lessing, A. C. (2014). Ouditiewe persepsie in 'n taalverwerwingsmodel vir Afrikaanssprekende leergeremde kinders. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8948

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):

Lessing, A C. “Ouditiewe persepsie in 'n taalverwerwingsmodel vir Afrikaanssprekende leergeremde kinders.” 2014. Thesis, University of Johannesburg. Accessed April 04, 2020. http://hdl.handle.net/10210/8948.

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

MLA Handbook (7th Edition):

Lessing, A C. “Ouditiewe persepsie in 'n taalverwerwingsmodel vir Afrikaanssprekende leergeremde kinders.” 2014. Web. 04 Apr 2020.

Vancouver:

Lessing AC. Ouditiewe persepsie in 'n taalverwerwingsmodel vir Afrikaanssprekende leergeremde kinders. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/10210/8948.

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

Council of Science Editors:

Lessing AC. Ouditiewe persepsie in 'n taalverwerwingsmodel vir Afrikaanssprekende leergeremde kinders. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/8948

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


Ryerson University

5. Thornton, Colleen. Is A Partnership Possible? A Comparison Of Elementary Teachers' And Early Childhood Educators' Perceptions Of Disability And Inclusion.

Degree: 2010, Ryerson University

 Education literature presents diverse perceptions of disability and inclusion by educators and scholars. Past research has shown that educators' beliefs influence their practice. The Full-Day… (more)

Subjects/Keywords: Learning disabled children  – Education; Learning disabled children  – Ontario; Children with disabilities  – Education

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

APA (6th Edition):

Thornton, C. (2010). Is A Partnership Possible? A Comparison Of Elementary Teachers' And Early Childhood Educators' Perceptions Of Disability And Inclusion. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A6595

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):

Thornton, Colleen. “Is A Partnership Possible? A Comparison Of Elementary Teachers' And Early Childhood Educators' Perceptions Of Disability And Inclusion.” 2010. Thesis, Ryerson University. Accessed April 04, 2020. https://digital.library.ryerson.ca/islandora/object/RULA%3A6595.

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

MLA Handbook (7th Edition):

Thornton, Colleen. “Is A Partnership Possible? A Comparison Of Elementary Teachers' And Early Childhood Educators' Perceptions Of Disability And Inclusion.” 2010. Web. 04 Apr 2020.

Vancouver:

Thornton C. Is A Partnership Possible? A Comparison Of Elementary Teachers' And Early Childhood Educators' Perceptions Of Disability And Inclusion. [Internet] [Thesis]. Ryerson University; 2010. [cited 2020 Apr 04]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6595.

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

Council of Science Editors:

Thornton C. Is A Partnership Possible? A Comparison Of Elementary Teachers' And Early Childhood Educators' Perceptions Of Disability And Inclusion. [Thesis]. Ryerson University; 2010. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6595

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


Ryerson University

6. Thornton, Colleen. Is a partnership possible? : a comparison of elementary teachers' and early childhood educators' perceptions of disability and inclusion.

Degree: 2010, Ryerson University

 Education literature presents diverse perceptions of disability and inclusion by educators and scholars. Past research has shown that educators' beliefs influence their practice. The Full-Day… (more)

Subjects/Keywords: Children with disabilities  – Education.; Learning disabled children  – Education.; Learning disabled children  – Ontario.

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

APA (6th Edition):

Thornton, C. (2010). Is a partnership possible? : a comparison of elementary teachers' and early childhood educators' perceptions of disability and inclusion. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A6166

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):

Thornton, Colleen. “Is a partnership possible? : a comparison of elementary teachers' and early childhood educators' perceptions of disability and inclusion.” 2010. Thesis, Ryerson University. Accessed April 04, 2020. https://digital.library.ryerson.ca/islandora/object/RULA%3A6166.

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

MLA Handbook (7th Edition):

Thornton, Colleen. “Is a partnership possible? : a comparison of elementary teachers' and early childhood educators' perceptions of disability and inclusion.” 2010. Web. 04 Apr 2020.

Vancouver:

Thornton C. Is a partnership possible? : a comparison of elementary teachers' and early childhood educators' perceptions of disability and inclusion. [Internet] [Thesis]. Ryerson University; 2010. [cited 2020 Apr 04]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6166.

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

Council of Science Editors:

Thornton C. Is a partnership possible? : a comparison of elementary teachers' and early childhood educators' perceptions of disability and inclusion. [Thesis]. Ryerson University; 2010. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6166

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


University of North Carolina – Greensboro

7. Alhusayni, Faisal A. A qualitative study of RTI/Multi-tiered instruction in reading and LD identification from educators’ perspectives through the lens of implementation science.

Degree: 2016, University of North Carolina – Greensboro

 Response to Intervention (RTI) represents a promising approach for producing more positive student achievement outcomes for all students, including students with special needs, while at… (more)

Subjects/Keywords: Response to intervention (Learning disabled children); Remedial teaching – United States; Learning disabled children – Education

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

APA (6th Edition):

Alhusayni, F. A. (2016). A qualitative study of RTI/Multi-tiered instruction in reading and LD identification from educators’ perspectives through the lens of implementation science. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=20924

Chicago Manual of Style (16th Edition):

Alhusayni, Faisal A. “A qualitative study of RTI/Multi-tiered instruction in reading and LD identification from educators’ perspectives through the lens of implementation science.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed April 04, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=20924.

MLA Handbook (7th Edition):

Alhusayni, Faisal A. “A qualitative study of RTI/Multi-tiered instruction in reading and LD identification from educators’ perspectives through the lens of implementation science.” 2016. Web. 04 Apr 2020.

Vancouver:

Alhusayni FA. A qualitative study of RTI/Multi-tiered instruction in reading and LD identification from educators’ perspectives through the lens of implementation science. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2020 Apr 04]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=20924.

Council of Science Editors:

Alhusayni FA. A qualitative study of RTI/Multi-tiered instruction in reading and LD identification from educators’ perspectives through the lens of implementation science. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=20924


Massey University

8. Clerkin, Conor. Beyond imitation, without limitations : a student music therapist supports the participation and development of young people with profound and multiple learning difficulties in a school setting : an exegesis submitted to Massey University and Victoria University of Wellington in partial fulfilment for the degree of Master of Music Therapy New Zealand School of Music .

Degree: 2013, Massey University

 This exploratory study sought to uncover the methods and techniques a student music therapist employed to support the participation of young people with complex needs… (more)

Subjects/Keywords: Music therapy; Learning disabled children; Learning disabled youth; Learning disability; Treatment; New Zealand

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

APA (6th Edition):

Clerkin, C. (2013). Beyond imitation, without limitations : a student music therapist supports the participation and development of young people with profound and multiple learning difficulties in a school setting : an exegesis submitted to Massey University and Victoria University of Wellington in partial fulfilment for the degree of Master of Music Therapy New Zealand School of Music . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/4321

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):

Clerkin, Conor. “Beyond imitation, without limitations : a student music therapist supports the participation and development of young people with profound and multiple learning difficulties in a school setting : an exegesis submitted to Massey University and Victoria University of Wellington in partial fulfilment for the degree of Master of Music Therapy New Zealand School of Music .” 2013. Thesis, Massey University. Accessed April 04, 2020. http://hdl.handle.net/10179/4321.

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

MLA Handbook (7th Edition):

Clerkin, Conor. “Beyond imitation, without limitations : a student music therapist supports the participation and development of young people with profound and multiple learning difficulties in a school setting : an exegesis submitted to Massey University and Victoria University of Wellington in partial fulfilment for the degree of Master of Music Therapy New Zealand School of Music .” 2013. Web. 04 Apr 2020.

Vancouver:

Clerkin C. Beyond imitation, without limitations : a student music therapist supports the participation and development of young people with profound and multiple learning difficulties in a school setting : an exegesis submitted to Massey University and Victoria University of Wellington in partial fulfilment for the degree of Master of Music Therapy New Zealand School of Music . [Internet] [Thesis]. Massey University; 2013. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/10179/4321.

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

Council of Science Editors:

Clerkin C. Beyond imitation, without limitations : a student music therapist supports the participation and development of young people with profound and multiple learning difficulties in a school setting : an exegesis submitted to Massey University and Victoria University of Wellington in partial fulfilment for the degree of Master of Music Therapy New Zealand School of Music . [Thesis]. Massey University; 2013. Available from: http://hdl.handle.net/10179/4321

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


Ryerson University

9. Saunders, Samantha Faith. An investigation of a strength-based model as an approach to helping children cope with a learning disability.

Degree: 2009, Ryerson University

 Interventions used in helping children with learning disabilities (LD) should consider the impact on the whole child and not only on his/her academic success. This… (more)

Subjects/Keywords: Learning disabled children  – Education; Cognitive styles in children; Learning ability

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

APA (6th Edition):

Saunders, S. F. (2009). An investigation of a strength-based model as an approach to helping children cope with a learning disability. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A1290

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):

Saunders, Samantha Faith. “An investigation of a strength-based model as an approach to helping children cope with a learning disability.” 2009. Thesis, Ryerson University. Accessed April 04, 2020. https://digital.library.ryerson.ca/islandora/object/RULA%3A1290.

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

MLA Handbook (7th Edition):

Saunders, Samantha Faith. “An investigation of a strength-based model as an approach to helping children cope with a learning disability.” 2009. Web. 04 Apr 2020.

Vancouver:

Saunders SF. An investigation of a strength-based model as an approach to helping children cope with a learning disability. [Internet] [Thesis]. Ryerson University; 2009. [cited 2020 Apr 04]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A1290.

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

Council of Science Editors:

Saunders SF. An investigation of a strength-based model as an approach to helping children cope with a learning disability. [Thesis]. Ryerson University; 2009. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A1290

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


University of Alberta

10. McGuire, Katherine Lesley. Gifted learning disabled: metacognitive reading strategies.

Degree: Master of Education in Special Education, Department of Educational Psychology, 1991, University of Alberta

Subjects/Keywords: Learning disabled children.; Gifted children.

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

APA (6th Edition):

McGuire, K. L. (1991). Gifted learning disabled: metacognitive reading strategies. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/1j92g9289

Chicago Manual of Style (16th Edition):

McGuire, Katherine Lesley. “Gifted learning disabled: metacognitive reading strategies.” 1991. Masters Thesis, University of Alberta. Accessed April 04, 2020. https://era.library.ualberta.ca/files/1j92g9289.

MLA Handbook (7th Edition):

McGuire, Katherine Lesley. “Gifted learning disabled: metacognitive reading strategies.” 1991. Web. 04 Apr 2020.

Vancouver:

McGuire KL. Gifted learning disabled: metacognitive reading strategies. [Internet] [Masters thesis]. University of Alberta; 1991. [cited 2020 Apr 04]. Available from: https://era.library.ualberta.ca/files/1j92g9289.

Council of Science Editors:

McGuire KL. Gifted learning disabled: metacognitive reading strategies. [Masters Thesis]. University of Alberta; 1991. Available from: https://era.library.ualberta.ca/files/1j92g9289


Nelson Mandela Metropolitan University

11. Kok, Mandie. Enabling autism educators to identify and address challenges using participatory action research.

Degree: Faculty of Education, 2015, Nelson Mandela Metropolitan University

 Teachers in the field of autism education encounter multiple professional challenges in their roles as educators. Autism spectrum disorder presents with a broad range of… (more)

Subjects/Keywords: Autistic children  – Education  – South Africa; Learning disabled children  – Education  – South Africa

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

APA (6th Edition):

Kok, M. (2015). Enabling autism educators to identify and address challenges using participatory action research. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/7881

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):

Kok, Mandie. “Enabling autism educators to identify and address challenges using participatory action research.” 2015. Thesis, Nelson Mandela Metropolitan University. Accessed April 04, 2020. http://hdl.handle.net/10948/7881.

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

MLA Handbook (7th Edition):

Kok, Mandie. “Enabling autism educators to identify and address challenges using participatory action research.” 2015. Web. 04 Apr 2020.

Vancouver:

Kok M. Enabling autism educators to identify and address challenges using participatory action research. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2015. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/10948/7881.

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

Council of Science Editors:

Kok M. Enabling autism educators to identify and address challenges using participatory action research. [Thesis]. Nelson Mandela Metropolitan University; 2015. Available from: http://hdl.handle.net/10948/7881

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


University of Wisconsin – La Cross

12. Phillips, Jessica. Comparison of CHC factors in the Woodcock Johnson-III and the Kaufman Assesment Battery for Children-II.

Degree: 2010, University of Wisconsin – La Cross

 Assessments such as the Woodcock Johnson III, Tests of Cognitive Abilities (WJ III COG) and the Kaufman Assessment for Children-II (KABC-II) are administered by practitioners… (more)

Subjects/Keywords: Intelligence tests; Cognition in children  – Testing; Learning disabled children  – Intelligence testing

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

APA (6th Edition):

Phillips, J. (2010). Comparison of CHC factors in the Woodcock Johnson-III and the Kaufman Assesment Battery for Children-II. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/46650

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):

Phillips, Jessica. “Comparison of CHC factors in the Woodcock Johnson-III and the Kaufman Assesment Battery for Children-II.” 2010. Thesis, University of Wisconsin – La Cross. Accessed April 04, 2020. http://digital.library.wisc.edu/1793/46650.

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

MLA Handbook (7th Edition):

Phillips, Jessica. “Comparison of CHC factors in the Woodcock Johnson-III and the Kaufman Assesment Battery for Children-II.” 2010. Web. 04 Apr 2020.

Vancouver:

Phillips J. Comparison of CHC factors in the Woodcock Johnson-III and the Kaufman Assesment Battery for Children-II. [Internet] [Thesis]. University of Wisconsin – La Cross; 2010. [cited 2020 Apr 04]. Available from: http://digital.library.wisc.edu/1793/46650.

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

Council of Science Editors:

Phillips J. Comparison of CHC factors in the Woodcock Johnson-III and the Kaufman Assesment Battery for Children-II. [Thesis]. University of Wisconsin – La Cross; 2010. Available from: http://digital.library.wisc.edu/1793/46650

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


University of Zambia

13. Busiku, Charity D. Management strategies of children with autistic spectrum disorders: a case of selected primary schools of Lusaka district,Zambia .

Degree: 2017, University of Zambia

 The study investigated management of children with Autism Spectrum Disorders in primary special schools and units of Lusaka district. It also established parental involvement in… (more)

Subjects/Keywords: Autistic children – Education(Early childhood) – Zambia; Learning disabled children – Education – Zambia

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

APA (6th Edition):

Busiku, C. D. (2017). Management strategies of children with autistic spectrum disorders: a case of selected primary schools of Lusaka district,Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/5599

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):

Busiku, Charity D. “Management strategies of children with autistic spectrum disorders: a case of selected primary schools of Lusaka district,Zambia .” 2017. Thesis, University of Zambia. Accessed April 04, 2020. http://dspace.unza.zm:8080/xmlui/handle/123456789/5599.

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

MLA Handbook (7th Edition):

Busiku, Charity D. “Management strategies of children with autistic spectrum disorders: a case of selected primary schools of Lusaka district,Zambia .” 2017. Web. 04 Apr 2020.

Vancouver:

Busiku CD. Management strategies of children with autistic spectrum disorders: a case of selected primary schools of Lusaka district,Zambia . [Internet] [Thesis]. University of Zambia; 2017. [cited 2020 Apr 04]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5599.

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

Council of Science Editors:

Busiku CD. Management strategies of children with autistic spectrum disorders: a case of selected primary schools of Lusaka district,Zambia . [Thesis]. University of Zambia; 2017. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/5599

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


University of Johannesburg

14. Frade, Nelia. A community psychology perspective of learning disabled children : an alternative intervention program.

Degree: 2012, University of Johannesburg

M.A.

Tho history of education for black learners with learning disabilities and education support services in South Africa (S.A), like much of the history of… (more)

Subjects/Keywords: Community psychology; Learning disabilities; Learning disabled children; Operant behavior

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

APA (6th Edition):

Frade, N. (2012). A community psychology perspective of learning disabled children : an alternative intervention program. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/4411

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):

Frade, Nelia. “A community psychology perspective of learning disabled children : an alternative intervention program.” 2012. Thesis, University of Johannesburg. Accessed April 04, 2020. http://hdl.handle.net/10210/4411.

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

MLA Handbook (7th Edition):

Frade, Nelia. “A community psychology perspective of learning disabled children : an alternative intervention program.” 2012. Web. 04 Apr 2020.

Vancouver:

Frade N. A community psychology perspective of learning disabled children : an alternative intervention program. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/10210/4411.

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

Council of Science Editors:

Frade N. A community psychology perspective of learning disabled children : an alternative intervention program. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/4411

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

15. Ankenbruck, Jana L. The impact of Response to Intervention on reading achievement and special education student population in an urban midwestern school district.

Degree: Thesis (D. Ed.), 2013, Ball State University

 The purpose of this study was to detail the implementation of a Response to Intervention program in an urban school district and to measure the… (more)

Subjects/Keywords: Response to intervention (Learning disabled children)  – United States; Reading (Elementary)  – United States; Learning disabled children  – United States

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APA (6th Edition):

Ankenbruck, J. L. (2013). The impact of Response to Intervention on reading achievement and special education student population in an urban midwestern school district. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/197128

Chicago Manual of Style (16th Edition):

Ankenbruck, Jana L. “The impact of Response to Intervention on reading achievement and special education student population in an urban midwestern school district.” 2013. Doctoral Dissertation, Ball State University. Accessed April 04, 2020. http://cardinalscholar.bsu.edu/handle/123456789/197128.

MLA Handbook (7th Edition):

Ankenbruck, Jana L. “The impact of Response to Intervention on reading achievement and special education student population in an urban midwestern school district.” 2013. Web. 04 Apr 2020.

Vancouver:

Ankenbruck JL. The impact of Response to Intervention on reading achievement and special education student population in an urban midwestern school district. [Internet] [Doctoral dissertation]. Ball State University; 2013. [cited 2020 Apr 04]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/197128.

Council of Science Editors:

Ankenbruck JL. The impact of Response to Intervention on reading achievement and special education student population in an urban midwestern school district. [Doctoral Dissertation]. Ball State University; 2013. Available from: http://cardinalscholar.bsu.edu/handle/123456789/197128

16. Alhusayni, Faisal A. A qualitative study of RTI/Multi-tiered instruction in reading and LD identification from educators’ perspectives through the lens of implementation science.

Degree: 2016, NC Docks

 Response to Intervention (RTI) represents a promising approach for producing more positive student achievement outcomes for all students, including students with special needs, while at… (more)

Subjects/Keywords: Response to intervention (Learning disabled children); Remedial teaching $z United States; Learning disabled children $x Education

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

APA (6th Edition):

Alhusayni, F. A. (2016). A qualitative study of RTI/Multi-tiered instruction in reading and LD identification from educators’ perspectives through the lens of implementation science. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Alhusayni_uncg_0154D_12067.pdf

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):

Alhusayni, Faisal A. “A qualitative study of RTI/Multi-tiered instruction in reading and LD identification from educators’ perspectives through the lens of implementation science.” 2016. Thesis, NC Docks. Accessed April 04, 2020. http://libres.uncg.edu/ir/uncg/f/Alhusayni_uncg_0154D_12067.pdf.

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

MLA Handbook (7th Edition):

Alhusayni, Faisal A. “A qualitative study of RTI/Multi-tiered instruction in reading and LD identification from educators’ perspectives through the lens of implementation science.” 2016. Web. 04 Apr 2020.

Vancouver:

Alhusayni FA. A qualitative study of RTI/Multi-tiered instruction in reading and LD identification from educators’ perspectives through the lens of implementation science. [Internet] [Thesis]. NC Docks; 2016. [cited 2020 Apr 04]. Available from: http://libres.uncg.edu/ir/uncg/f/Alhusayni_uncg_0154D_12067.pdf.

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

Council of Science Editors:

Alhusayni FA. A qualitative study of RTI/Multi-tiered instruction in reading and LD identification from educators’ perspectives through the lens of implementation science. [Thesis]. NC Docks; 2016. Available from: http://libres.uncg.edu/ir/uncg/f/Alhusayni_uncg_0154D_12067.pdf

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


University of Alberta

17. Williams, Barbara. The relationship between method of discourse elicitation and linguistic subgroups of learning disabled children.

Degree: MS, Department of Speech Pathology and Audiology, 1992, University of Alberta

Subjects/Keywords: Learning disabled children – Language.

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

APA (6th Edition):

Williams, B. (1992). The relationship between method of discourse elicitation and linguistic subgroups of learning disabled children. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/fb494b996

Chicago Manual of Style (16th Edition):

Williams, Barbara. “The relationship between method of discourse elicitation and linguistic subgroups of learning disabled children.” 1992. Masters Thesis, University of Alberta. Accessed April 04, 2020. https://era.library.ualberta.ca/files/fb494b996.

MLA Handbook (7th Edition):

Williams, Barbara. “The relationship between method of discourse elicitation and linguistic subgroups of learning disabled children.” 1992. Web. 04 Apr 2020.

Vancouver:

Williams B. The relationship between method of discourse elicitation and linguistic subgroups of learning disabled children. [Internet] [Masters thesis]. University of Alberta; 1992. [cited 2020 Apr 04]. Available from: https://era.library.ualberta.ca/files/fb494b996.

Council of Science Editors:

Williams B. The relationship between method of discourse elicitation and linguistic subgroups of learning disabled children. [Masters Thesis]. University of Alberta; 1992. Available from: https://era.library.ualberta.ca/files/fb494b996


University of Johannesburg

18. Swart, Regina Estelle. Leerstrategieë vir leergestremde adolessente.

Degree: 2014, University of Johannesburg

M.Ed. (Psychology of Education)

Please refer to full text to view abstract

Subjects/Keywords: Learning disabled children - Education (Secondary)

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

APA (6th Edition):

Swart, R. E. (2014). Leerstrategieë vir leergestremde adolessente. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/12763

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):

Swart, Regina Estelle. “Leerstrategieë vir leergestremde adolessente.” 2014. Thesis, University of Johannesburg. Accessed April 04, 2020. http://hdl.handle.net/10210/12763.

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

MLA Handbook (7th Edition):

Swart, Regina Estelle. “Leerstrategieë vir leergestremde adolessente.” 2014. Web. 04 Apr 2020.

Vancouver:

Swart RE. Leerstrategieë vir leergestremde adolessente. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/10210/12763.

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

Council of Science Editors:

Swart RE. Leerstrategieë vir leergestremde adolessente. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/12763

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


Brock University

19. Stockley, Denise. Elaborative interrogation as a learning technique for students with learning disabilities .

Degree: Department of Graduate and Undergraduate Studies in Education, 1995, Brock University

 This study examined whether or not students with learning disabilities could effectively use a question and answer strategy known as elaborative interrogation. This technique involved… (more)

Subjects/Keywords: Questioning.; Learning disabled children – Education.

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APA (6th Edition):

Stockley, D. (1995). Elaborative interrogation as a learning technique for students with learning disabilities . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/1845

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):

Stockley, Denise. “Elaborative interrogation as a learning technique for students with learning disabilities .” 1995. Thesis, Brock University. Accessed April 04, 2020. http://hdl.handle.net/10464/1845.

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

MLA Handbook (7th Edition):

Stockley, Denise. “Elaborative interrogation as a learning technique for students with learning disabilities .” 1995. Web. 04 Apr 2020.

Vancouver:

Stockley D. Elaborative interrogation as a learning technique for students with learning disabilities . [Internet] [Thesis]. Brock University; 1995. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/10464/1845.

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

Council of Science Editors:

Stockley D. Elaborative interrogation as a learning technique for students with learning disabilities . [Thesis]. Brock University; 1995. Available from: http://hdl.handle.net/10464/1845

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


California State University – East Bay

20. Diolazo, Edward B. The Stability and Change of IQ and Achievement Scores of Children in Special Education Programs.

Degree: 1995, California State University – East Bay

 This study investigates the stability of IQ and achievement standard scores of a group of 50 special education children, between the time of initial assessment… (more)

Subjects/Keywords: Learning disabled children  – Education

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APA (6th Edition):

Diolazo, E. B. (1995). The Stability and Change of IQ and Achievement Scores of Children in Special Education Programs. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/59

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):

Diolazo, Edward B. “The Stability and Change of IQ and Achievement Scores of Children in Special Education Programs.” 1995. Thesis, California State University – East Bay. Accessed April 04, 2020. http://hdl.handle.net/10211.5/59.

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

MLA Handbook (7th Edition):

Diolazo, Edward B. “The Stability and Change of IQ and Achievement Scores of Children in Special Education Programs.” 1995. Web. 04 Apr 2020.

Vancouver:

Diolazo EB. The Stability and Change of IQ and Achievement Scores of Children in Special Education Programs. [Internet] [Thesis]. California State University – East Bay; 1995. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/10211.5/59.

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

Council of Science Editors:

Diolazo EB. The Stability and Change of IQ and Achievement Scores of Children in Special Education Programs. [Thesis]. California State University – East Bay; 1995. Available from: http://hdl.handle.net/10211.5/59

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


McGill University

21. Ruttner, Jeffrey D. Motivational deficits among adolescents with mental handicaps.

Degree: MA, Department of Educational Psychology and Counselling., 1992, McGill University

 Carol Dweck's (1988) social-cognitive theory of achievement proposes that individuals will be most likely to pursue challenges and persevere in the face of obstacles if… (more)

Subjects/Keywords: Motivation (Psychology); Learning disabled children

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APA (6th Edition):

Ruttner, J. D. (1992). Motivational deficits among adolescents with mental handicaps. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile56623.pdf

Chicago Manual of Style (16th Edition):

Ruttner, Jeffrey D. “Motivational deficits among adolescents with mental handicaps.” 1992. Masters Thesis, McGill University. Accessed April 04, 2020. http://digitool.library.mcgill.ca/thesisfile56623.pdf.

MLA Handbook (7th Edition):

Ruttner, Jeffrey D. “Motivational deficits among adolescents with mental handicaps.” 1992. Web. 04 Apr 2020.

Vancouver:

Ruttner JD. Motivational deficits among adolescents with mental handicaps. [Internet] [Masters thesis]. McGill University; 1992. [cited 2020 Apr 04]. Available from: http://digitool.library.mcgill.ca/thesisfile56623.pdf.

Council of Science Editors:

Ruttner JD. Motivational deficits among adolescents with mental handicaps. [Masters Thesis]. McGill University; 1992. Available from: http://digitool.library.mcgill.ca/thesisfile56623.pdf


Massey University

22. Person, Angela C. Self-concept in learning disabled children : relationship to perceived competence, social support and task performance.

Degree: MS, 1998, Massey University

 Examined how some children with learning disabilities (LD) sustain higher levels of general self-worth despite academic difficulties. Global self-worth was examined for a relationship with… (more)

Subjects/Keywords: Learning disabled children; Psychology

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APA (6th Edition):

Person, A. C. (1998). Self-concept in learning disabled children : relationship to perceived competence, social support and task performance. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/11378

Chicago Manual of Style (16th Edition):

Person, Angela C. “Self-concept in learning disabled children : relationship to perceived competence, social support and task performance.” 1998. Masters Thesis, Massey University. Accessed April 04, 2020. http://hdl.handle.net/10179/11378.

MLA Handbook (7th Edition):

Person, Angela C. “Self-concept in learning disabled children : relationship to perceived competence, social support and task performance.” 1998. Web. 04 Apr 2020.

Vancouver:

Person AC. Self-concept in learning disabled children : relationship to perceived competence, social support and task performance. [Internet] [Masters thesis]. Massey University; 1998. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/10179/11378.

Council of Science Editors:

Person AC. Self-concept in learning disabled children : relationship to perceived competence, social support and task performance. [Masters Thesis]. Massey University; 1998. Available from: http://hdl.handle.net/10179/11378


Stellenbosch University

23. Van Vuuren, Lidia. Veerkragtigheidskenmerke by gesinne met 'n kind met 'n leergestremdheid en die effek van 'n gesinsroetine-intervensieprogram.

Degree: PhD, Psychology, 2012, Stellenbosch University

 ENGLISH ABSTRACT: The aim of this study was to identify and enhance specific resilience qualities within families having a child with a learning disability. The… (more)

Subjects/Keywords: Psychology; Resilience (Personality trait); Learning disabled children  – Family relationships

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APA (6th Edition):

Van Vuuren, L. (2012). Veerkragtigheidskenmerke by gesinne met 'n kind met 'n leergestremdheid en die effek van 'n gesinsroetine-intervensieprogram. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/71929

Chicago Manual of Style (16th Edition):

Van Vuuren, Lidia. “Veerkragtigheidskenmerke by gesinne met 'n kind met 'n leergestremdheid en die effek van 'n gesinsroetine-intervensieprogram.” 2012. Doctoral Dissertation, Stellenbosch University. Accessed April 04, 2020. http://hdl.handle.net/10019.1/71929.

MLA Handbook (7th Edition):

Van Vuuren, Lidia. “Veerkragtigheidskenmerke by gesinne met 'n kind met 'n leergestremdheid en die effek van 'n gesinsroetine-intervensieprogram.” 2012. Web. 04 Apr 2020.

Vancouver:

Van Vuuren L. Veerkragtigheidskenmerke by gesinne met 'n kind met 'n leergestremdheid en die effek van 'n gesinsroetine-intervensieprogram. [Internet] [Doctoral dissertation]. Stellenbosch University; 2012. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/10019.1/71929.

Council of Science Editors:

Van Vuuren L. Veerkragtigheidskenmerke by gesinne met 'n kind met 'n leergestremdheid en die effek van 'n gesinsroetine-intervensieprogram. [Doctoral Dissertation]. Stellenbosch University; 2012. Available from: http://hdl.handle.net/10019.1/71929


University of North Carolina – Greensboro

24. Kissell, Tina Marie Eberly. Interventions with good intentions: effective implementation of response to intervention in two rural school districts.

Degree: 2013, University of North Carolina – Greensboro

 This dissertation examined the implementation of Response to Intervention (RtI) in two rural school districts in south central North Carolina. Federal legislation requiring an increase… (more)

Subjects/Keywords: Response to intervention (Learning disabled children) – Evaluation; Rural schools – North Carolina

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APA (6th Edition):

Kissell, T. M. E. (2013). Interventions with good intentions: effective implementation of response to intervention in two rural school districts. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15564

Chicago Manual of Style (16th Edition):

Kissell, Tina Marie Eberly. “Interventions with good intentions: effective implementation of response to intervention in two rural school districts.” 2013. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed April 04, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15564.

MLA Handbook (7th Edition):

Kissell, Tina Marie Eberly. “Interventions with good intentions: effective implementation of response to intervention in two rural school districts.” 2013. Web. 04 Apr 2020.

Vancouver:

Kissell TME. Interventions with good intentions: effective implementation of response to intervention in two rural school districts. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2013. [cited 2020 Apr 04]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15564.

Council of Science Editors:

Kissell TME. Interventions with good intentions: effective implementation of response to intervention in two rural school districts. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2013. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=15564


Drexel University

25. Walker, Jr., William Michael. Factors that Affect the Success of Students with Disabilities in Online Postsecondary Education Programs.

Degree: 2018, Drexel University

Administrators, faculty, and staff at institutions of higher education (IHEs) strive to provide equal access to all areas of student life, both academic and non-academic.… (more)

Subjects/Keywords: Education; Special education; Learning disabled children – Education; Postsecondary Education

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APA (6th Edition):

Walker, Jr., W. M. (2018). Factors that Affect the Success of Students with Disabilities in Online Postsecondary Education Programs. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A8172

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):

Walker, Jr., William Michael. “Factors that Affect the Success of Students with Disabilities in Online Postsecondary Education Programs.” 2018. Thesis, Drexel University. Accessed April 04, 2020. https://idea.library.drexel.edu/islandora/object/idea%3A8172.

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

MLA Handbook (7th Edition):

Walker, Jr., William Michael. “Factors that Affect the Success of Students with Disabilities in Online Postsecondary Education Programs.” 2018. Web. 04 Apr 2020.

Vancouver:

Walker, Jr. WM. Factors that Affect the Success of Students with Disabilities in Online Postsecondary Education Programs. [Internet] [Thesis]. Drexel University; 2018. [cited 2020 Apr 04]. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A8172.

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

Council of Science Editors:

Walker, Jr. WM. Factors that Affect the Success of Students with Disabilities in Online Postsecondary Education Programs. [Thesis]. Drexel University; 2018. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A8172

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

26. Robinson, Martha Mary Whelan. The efficacy of Sounds first reading system in contrast to an Orton-Gillingham approach for children who have language learning disabilities: Title on signature form:|aEfficacy of sounds first reading system in contrast to an Orton-Gillingham approach for children who have language learning disabilitis: Sounds first reading system.

Degree: PhD, 2013, Ball State University

 This is the first study to explore the efficacy of Sounds First Reading System (SFRS). The study is of SFRS in contrast to an Orton-Gillingham… (more)

Subjects/Keywords: Reading (Elementary); Reading  – Phonetic method; Learning disabled children  – Education (Elementary)

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

APA (6th Edition):

Robinson, M. M. W. (2013). The efficacy of Sounds first reading system in contrast to an Orton-Gillingham approach for children who have language learning disabilities: Title on signature form:|aEfficacy of sounds first reading system in contrast to an Orton-Gillingham approach for children who have language learning disabilitis: Sounds first reading system. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/197794

Chicago Manual of Style (16th Edition):

Robinson, Martha Mary Whelan. “The efficacy of Sounds first reading system in contrast to an Orton-Gillingham approach for children who have language learning disabilities: Title on signature form:|aEfficacy of sounds first reading system in contrast to an Orton-Gillingham approach for children who have language learning disabilitis: Sounds first reading system.” 2013. Doctoral Dissertation, Ball State University. Accessed April 04, 2020. http://cardinalscholar.bsu.edu/handle/123456789/197794.

MLA Handbook (7th Edition):

Robinson, Martha Mary Whelan. “The efficacy of Sounds first reading system in contrast to an Orton-Gillingham approach for children who have language learning disabilities: Title on signature form:|aEfficacy of sounds first reading system in contrast to an Orton-Gillingham approach for children who have language learning disabilitis: Sounds first reading system.” 2013. Web. 04 Apr 2020.

Vancouver:

Robinson MMW. The efficacy of Sounds first reading system in contrast to an Orton-Gillingham approach for children who have language learning disabilities: Title on signature form:|aEfficacy of sounds first reading system in contrast to an Orton-Gillingham approach for children who have language learning disabilitis: Sounds first reading system. [Internet] [Doctoral dissertation]. Ball State University; 2013. [cited 2020 Apr 04]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/197794.

Council of Science Editors:

Robinson MMW. The efficacy of Sounds first reading system in contrast to an Orton-Gillingham approach for children who have language learning disabilities: Title on signature form:|aEfficacy of sounds first reading system in contrast to an Orton-Gillingham approach for children who have language learning disabilitis: Sounds first reading system. [Doctoral Dissertation]. Ball State University; 2013. Available from: http://cardinalscholar.bsu.edu/handle/123456789/197794


Central Connecticut State University

27. Field, Katherine W. The Impact of Homework on Students with Learning Disabilities at the Secondary School Level.

Degree: Department of Educational Leadership, 2012, Central Connecticut State University

Homework is an important part of most classes at the secondary school level. While homework benefits most students academically, its impact on students with learning(more)

Subjects/Keywords: Learning disabled children – Study and teaching (Secondary) – Connecticut.; Homework.

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

APA (6th Edition):

Field, K. W. (2012). The Impact of Homework on Students with Learning Disabilities at the Secondary School Level. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1821

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):

Field, Katherine W. “The Impact of Homework on Students with Learning Disabilities at the Secondary School Level.” 2012. Thesis, Central Connecticut State University. Accessed April 04, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1821.

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

MLA Handbook (7th Edition):

Field, Katherine W. “The Impact of Homework on Students with Learning Disabilities at the Secondary School Level.” 2012. Web. 04 Apr 2020.

Vancouver:

Field KW. The Impact of Homework on Students with Learning Disabilities at the Secondary School Level. [Internet] [Thesis]. Central Connecticut State University; 2012. [cited 2020 Apr 04]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1821.

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

Council of Science Editors:

Field KW. The Impact of Homework on Students with Learning Disabilities at the Secondary School Level. [Thesis]. Central Connecticut State University; 2012. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1821

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


University of Oklahoma

28. Morris, Rhonda. Response to Intervention: Initiating a School's Change.

Degree: PhD, 2012, University of Oklahoma

 Findings show that change occurred from the inside, the inside-out, and the outside-in. A paradigm shift was experienced when these changes took place. Teachers began… (more)

Subjects/Keywords: Response to intervention (Learning disabled children); Educational change – Case studies

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

APA (6th Edition):

Morris, R. (2012). Response to Intervention: Initiating a School's Change. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318760

Chicago Manual of Style (16th Edition):

Morris, Rhonda. “Response to Intervention: Initiating a School's Change.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed April 04, 2020. http://hdl.handle.net/11244/318760.

MLA Handbook (7th Edition):

Morris, Rhonda. “Response to Intervention: Initiating a School's Change.” 2012. Web. 04 Apr 2020.

Vancouver:

Morris R. Response to Intervention: Initiating a School's Change. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2020 Apr 04]. Available from: http://hdl.handle.net/11244/318760.

Council of Science Editors:

Morris R. Response to Intervention: Initiating a School's Change. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/318760

29. Peter, Barbara Mary. Clinical and quantitative classification of learning disabled children.

Degree: Department of Psychology, 2018, University of Victoria

 It is now commonly acknowledged that learning disabled children are not a homogeneous population, and current neuropsychological research in this area has focussed on attempts… (more)

Subjects/Keywords: Learning disabled children

…underlying variable that would discriminate between groups of learning disabled and normal children… …classification of learning disabled children should provide not only a greater understanding of… …various different population samples of learning disabled children, as well as a variety of… …disabled children. However, almost all recent neuropsychological research in this involved a… …issues relating to the d e fin it ion and sampling of a popul at io n of learning disabled… 

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

APA (6th Edition):

Peter, B. M. (2018). Clinical and quantitative classification of learning disabled children. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/9501

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):

Peter, Barbara Mary. “Clinical and quantitative classification of learning disabled children.” 2018. Thesis, University of Victoria. Accessed April 04, 2020. https://dspace.library.uvic.ca//handle/1828/9501.

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

MLA Handbook (7th Edition):

Peter, Barbara Mary. “Clinical and quantitative classification of learning disabled children.” 2018. Web. 04 Apr 2020.

Vancouver:

Peter BM. Clinical and quantitative classification of learning disabled children. [Internet] [Thesis]. University of Victoria; 2018. [cited 2020 Apr 04]. Available from: https://dspace.library.uvic.ca//handle/1828/9501.

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

Council of Science Editors:

Peter BM. Clinical and quantitative classification of learning disabled children. [Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/9501

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


Drexel University

30. Polko, Nicholas Allen. Response to Intervention and the Perceived Academic Self-Efficacy of Urban Elementary Students.

Degree: 2019, Drexel University

Response to Intervention (RtI) is a multi-tiered system of support that provides varying levels of intervention to address academic achievement. This data-driven framework allows educators… (more)

Subjects/Keywords: Education; Education, Elementary; Response to intervention (Learning disabled children); Self-efficacy

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

APA (6th Edition):

Polko, N. A. (2019). Response to Intervention and the Perceived Academic Self-Efficacy of Urban Elementary Students. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A9498

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):

Polko, Nicholas Allen. “Response to Intervention and the Perceived Academic Self-Efficacy of Urban Elementary Students.” 2019. Thesis, Drexel University. Accessed April 04, 2020. https://idea.library.drexel.edu/islandora/object/idea%3A9498.

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

MLA Handbook (7th Edition):

Polko, Nicholas Allen. “Response to Intervention and the Perceived Academic Self-Efficacy of Urban Elementary Students.” 2019. Web. 04 Apr 2020.

Vancouver:

Polko NA. Response to Intervention and the Perceived Academic Self-Efficacy of Urban Elementary Students. [Internet] [Thesis]. Drexel University; 2019. [cited 2020 Apr 04]. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9498.

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

Council of Science Editors:

Polko NA. Response to Intervention and the Perceived Academic Self-Efficacy of Urban Elementary Students. [Thesis]. Drexel University; 2019. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9498

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

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