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You searched for subject:(Learning disabled). Showing records 1 – 30 of 521 total matches.

[1] [2] [3] [4] [5] … [18]

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Oregon State University

1. Keller, Linda U. Personality and interest assessment of the adult learner with learning disabilities.

Degree: PhD, Counseling, 1996, Oregon State University

 The purpose of this research was to determine if there were any relationships between measured personality traits and vocational interests between the Adult Learner with… (more)

Subjects/Keywords: Learning disabled

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APA (6th Edition):

Keller, L. U. (1996). Personality and interest assessment of the adult learner with learning disabilities. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/34393

Chicago Manual of Style (16th Edition):

Keller, Linda U. “Personality and interest assessment of the adult learner with learning disabilities.” 1996. Doctoral Dissertation, Oregon State University. Accessed August 13, 2020. http://hdl.handle.net/1957/34393.

MLA Handbook (7th Edition):

Keller, Linda U. “Personality and interest assessment of the adult learner with learning disabilities.” 1996. Web. 13 Aug 2020.

Vancouver:

Keller LU. Personality and interest assessment of the adult learner with learning disabilities. [Internet] [Doctoral dissertation]. Oregon State University; 1996. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/1957/34393.

Council of Science Editors:

Keller LU. Personality and interest assessment of the adult learner with learning disabilities. [Doctoral Dissertation]. Oregon State University; 1996. Available from: http://hdl.handle.net/1957/34393


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 (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 August 13, 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. 13 Aug 2020.

Vancouver:

Gallagher A. Teacher knowledge and views of the response to intervention initiative. [Internet] [Thesis]. University of Wisconsin – La Cross; 2010. [cited 2020 Aug 13]. 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 August 13, 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. 13 Aug 2020.

Vancouver:

Cloete GS. Die vroeë evaluering van en hulpverlening aan potensieël leergestremde sub A-leerlinge. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Aug 13]. 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


Massey University

4. 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 (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 August 13, 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. 13 Aug 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 Aug 13]. 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


Humboldt State University

5. Madjedi, Laura. A brief analysis of the comparative effects of two reading interventions on the reading comprehension growth of a selected group of learning disabled students.

Degree: MA, Education, 2008, Humboldt State University

 The purpose of this investigation was to compare guided oral reading and paired reading outcomes on both fluency and reading comprehension in a group of… (more)

Subjects/Keywords: Reading interventions; Secondary learning disabled students

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

APA (6th Edition):

Madjedi, L. (2008). A brief analysis of the comparative effects of two reading interventions on the reading comprehension growth of a selected group of learning disabled students. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/2148/353

Chicago Manual of Style (16th Edition):

Madjedi, Laura. “A brief analysis of the comparative effects of two reading interventions on the reading comprehension growth of a selected group of learning disabled students.” 2008. Masters Thesis, Humboldt State University. Accessed August 13, 2020. http://hdl.handle.net/2148/353.

MLA Handbook (7th Edition):

Madjedi, Laura. “A brief analysis of the comparative effects of two reading interventions on the reading comprehension growth of a selected group of learning disabled students.” 2008. Web. 13 Aug 2020.

Vancouver:

Madjedi L. A brief analysis of the comparative effects of two reading interventions on the reading comprehension growth of a selected group of learning disabled students. [Internet] [Masters thesis]. Humboldt State University; 2008. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/2148/353.

Council of Science Editors:

Madjedi L. A brief analysis of the comparative effects of two reading interventions on the reading comprehension growth of a selected group of learning disabled students. [Masters Thesis]. Humboldt State University; 2008. Available from: http://hdl.handle.net/2148/353


North-West University

6. Mpete, Talitha Meiki. Impact of national curriculum statement (NCS) on learners with severe intellectual disability in the Rustenburg district of Bojanala region, North West province / Talitha Meiki Mpete .

Degree: 2010, North-West University

 Background: Learners with severe intellectual disability are those with a serious condition of learning disability due to the· limitation in intellectual functioning. These learners participate… (more)

Subjects/Keywords: Education; Curricula; South Africa; Learning disabled; Attitudes

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APA (6th Edition):

Mpete, T. M. (2010). Impact of national curriculum statement (NCS) on learners with severe intellectual disability in the Rustenburg district of Bojanala region, North West province / Talitha Meiki Mpete . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/16016

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):

Mpete, Talitha Meiki. “Impact of national curriculum statement (NCS) on learners with severe intellectual disability in the Rustenburg district of Bojanala region, North West province / Talitha Meiki Mpete .” 2010. Thesis, North-West University. Accessed August 13, 2020. http://hdl.handle.net/10394/16016.

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

MLA Handbook (7th Edition):

Mpete, Talitha Meiki. “Impact of national curriculum statement (NCS) on learners with severe intellectual disability in the Rustenburg district of Bojanala region, North West province / Talitha Meiki Mpete .” 2010. Web. 13 Aug 2020.

Vancouver:

Mpete TM. Impact of national curriculum statement (NCS) on learners with severe intellectual disability in the Rustenburg district of Bojanala region, North West province / Talitha Meiki Mpete . [Internet] [Thesis]. North-West University; 2010. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10394/16016.

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

Council of Science Editors:

Mpete TM. Impact of national curriculum statement (NCS) on learners with severe intellectual disability in the Rustenburg district of Bojanala region, North West province / Talitha Meiki Mpete . [Thesis]. North-West University; 2010. Available from: http://hdl.handle.net/10394/16016

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


Ryerson University

7. 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 August 13, 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. 13 Aug 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 Aug 13]. 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

8. 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 August 13, 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. 13 Aug 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 Aug 13]. 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 Johannesburg

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

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 August 13, 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. 13 Aug 2020.

Vancouver:

Lessing AC. Ouditiewe persepsie in 'n taalverwerwingsmodel vir Afrikaanssprekende leergeremde kinders. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Aug 13]. 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


University of North Carolina – Greensboro

10. 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 August 13, 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. 13 Aug 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 Aug 13]. 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


University of Windsor

11. Del Dotto, Jerel E. Differential subtypes of sinistral learning disabled children: A neuropsychological, taxonomic approach.

Degree: PhD, Psychology, 1982, University of Windsor

Subjects/Keywords: A; APPROACH; CHILDREN; DIFFERENTIAL; DISABLED; LEARNING; LEARNING-DISABLED; Learning-disabled; NEUROPSYCHOLOGICAL; Neuropsychological; SINISTRAL; SINISTRAL LEARNING-DISABLED; SUBTYPES; Sinistral learning-disabled; TAXONOMIC

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

APA (6th Edition):

Del Dotto, J. E. (1982). Differential subtypes of sinistral learning disabled children: A neuropsychological, taxonomic approach. (Doctoral Dissertation). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/6126

Chicago Manual of Style (16th Edition):

Del Dotto, Jerel E. “Differential subtypes of sinistral learning disabled children: A neuropsychological, taxonomic approach.” 1982. Doctoral Dissertation, University of Windsor. Accessed August 13, 2020. https://scholar.uwindsor.ca/etd/6126.

MLA Handbook (7th Edition):

Del Dotto, Jerel E. “Differential subtypes of sinistral learning disabled children: A neuropsychological, taxonomic approach.” 1982. Web. 13 Aug 2020.

Vancouver:

Del Dotto JE. Differential subtypes of sinistral learning disabled children: A neuropsychological, taxonomic approach. [Internet] [Doctoral dissertation]. University of Windsor; 1982. [cited 2020 Aug 13]. Available from: https://scholar.uwindsor.ca/etd/6126.

Council of Science Editors:

Del Dotto JE. Differential subtypes of sinistral learning disabled children: A neuropsychological, taxonomic approach. [Doctoral Dissertation]. University of Windsor; 1982. Available from: https://scholar.uwindsor.ca/etd/6126


Ryerson University

12. 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 (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 August 13, 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. 13 Aug 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 Aug 13]. 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 Johannesburg

13. 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 August 13, 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. 13 Aug 2020.

Vancouver:

Frade N. A community psychology perspective of learning disabled children : an alternative intervention program. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2020 Aug 13]. 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


Ryerson University

14. Mendes Bronze, Sofia Alexandra. The inner self-narratives and academic self-perceptions of those with learning disabilities in post-secondary settings.

Degree: 2014, Ryerson University

 The purpose of this study was to explore the various disabled identities of those with learning disabilities in higher educational settings, and its impact on… (more)

Subjects/Keywords: Learning disabled teenagers  – Psychology; High school students  – Psychology; Self-perception in adolescents; Learning disabled teenagers  – Attitudes; Narrative inquiry (Research method)

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

APA (6th Edition):

Mendes Bronze, S. A. (2014). The inner self-narratives and academic self-perceptions of those with learning disabilities in post-secondary settings. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A3368

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):

Mendes Bronze, Sofia Alexandra. “The inner self-narratives and academic self-perceptions of those with learning disabilities in post-secondary settings.” 2014. Thesis, Ryerson University. Accessed August 13, 2020. https://digital.library.ryerson.ca/islandora/object/RULA%3A3368.

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

MLA Handbook (7th Edition):

Mendes Bronze, Sofia Alexandra. “The inner self-narratives and academic self-perceptions of those with learning disabilities in post-secondary settings.” 2014. Web. 13 Aug 2020.

Vancouver:

Mendes Bronze SA. The inner self-narratives and academic self-perceptions of those with learning disabilities in post-secondary settings. [Internet] [Thesis]. Ryerson University; 2014. [cited 2020 Aug 13]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A3368.

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

Council of Science Editors:

Mendes Bronze SA. The inner self-narratives and academic self-perceptions of those with learning disabilities in post-secondary settings. [Thesis]. Ryerson University; 2014. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A3368

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

15. 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 August 13, 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. 13 Aug 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 Aug 13]. 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

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

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 August 13, 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. 13 Aug 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 Aug 13]. 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


Drexel University

17. Svetkovich, Lydia Marie. The Impact of Response to Intervention/Multi-Tiered System of Supports for Literacy on Student Outcomes in a Pennsylvania Elementary School: A Quasi-Experimental Cohort Study.

Degree: 2019, Drexel University

The Response to Intervention/Multi-Tiered System of Supports (RtI/MTSS) framework for literacy is a tiered instructional framework that is intended to improve the reading achievement of… (more)

Subjects/Keywords: Education; Educational psychology; Educational evaluation; Learning disabled children – Education; Literacy programs; Response to intervention (Learning disabled children)

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

APA (6th Edition):

Svetkovich, L. M. (2019). The Impact of Response to Intervention/Multi-Tiered System of Supports for Literacy on Student Outcomes in a Pennsylvania Elementary School: A Quasi-Experimental Cohort Study. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:11317

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):

Svetkovich, Lydia Marie. “The Impact of Response to Intervention/Multi-Tiered System of Supports for Literacy on Student Outcomes in a Pennsylvania Elementary School: A Quasi-Experimental Cohort Study.” 2019. Thesis, Drexel University. Accessed August 13, 2020. http://hdl.handle.net/1860/idea:11317.

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

MLA Handbook (7th Edition):

Svetkovich, Lydia Marie. “The Impact of Response to Intervention/Multi-Tiered System of Supports for Literacy on Student Outcomes in a Pennsylvania Elementary School: A Quasi-Experimental Cohort Study.” 2019. Web. 13 Aug 2020.

Vancouver:

Svetkovich LM. The Impact of Response to Intervention/Multi-Tiered System of Supports for Literacy on Student Outcomes in a Pennsylvania Elementary School: A Quasi-Experimental Cohort Study. [Internet] [Thesis]. Drexel University; 2019. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/1860/idea:11317.

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

Council of Science Editors:

Svetkovich LM. The Impact of Response to Intervention/Multi-Tiered System of Supports for Literacy on Student Outcomes in a Pennsylvania Elementary School: A Quasi-Experimental Cohort Study. [Thesis]. Drexel University; 2019. Available from: http://hdl.handle.net/1860/idea:11317

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


Simon Fraser University

18. Komar, Patricia Ruth. Dramatherapy and Students with Learning Disabilities.

Degree: 1992, Simon Fraser University

 For students with learning disabilities, the school may represent a place of failure and frustration. It is a place where the student often receives assistance… (more)

Subjects/Keywords: Drama  – Therapeutic use; Learning disabled children; Learning disabled youth

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

APA (6th Edition):

Komar, P. R. (1992). Dramatherapy and Students with Learning Disabilities. (Thesis). Simon Fraser University. Retrieved from http://summit.sfu.ca/item/16483

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):

Komar, Patricia Ruth. “Dramatherapy and Students with Learning Disabilities.” 1992. Thesis, Simon Fraser University. Accessed August 13, 2020. http://summit.sfu.ca/item/16483.

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

MLA Handbook (7th Edition):

Komar, Patricia Ruth. “Dramatherapy and Students with Learning Disabilities.” 1992. Web. 13 Aug 2020.

Vancouver:

Komar PR. Dramatherapy and Students with Learning Disabilities. [Internet] [Thesis]. Simon Fraser University; 1992. [cited 2020 Aug 13]. Available from: http://summit.sfu.ca/item/16483.

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

Council of Science Editors:

Komar PR. Dramatherapy and Students with Learning Disabilities. [Thesis]. Simon Fraser University; 1992. Available from: http://summit.sfu.ca/item/16483

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


University of Alberta

19. Kovach, Karen. Perceptions of ability: students with and without learning disabilities at postsecondary institutions.

Degree: PhD, Department of Educational Psychology, 1992, University of Alberta

Subjects/Keywords: Learning disabled – Education (Higher)

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

APA (6th Edition):

Kovach, K. (1992). Perceptions of ability: students with and without learning disabilities at postsecondary institutions. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/8049g717z

Chicago Manual of Style (16th Edition):

Kovach, Karen. “Perceptions of ability: students with and without learning disabilities at postsecondary institutions.” 1992. Doctoral Dissertation, University of Alberta. Accessed August 13, 2020. https://era.library.ualberta.ca/files/8049g717z.

MLA Handbook (7th Edition):

Kovach, Karen. “Perceptions of ability: students with and without learning disabilities at postsecondary institutions.” 1992. Web. 13 Aug 2020.

Vancouver:

Kovach K. Perceptions of ability: students with and without learning disabilities at postsecondary institutions. [Internet] [Doctoral dissertation]. University of Alberta; 1992. [cited 2020 Aug 13]. Available from: https://era.library.ualberta.ca/files/8049g717z.

Council of Science Editors:

Kovach K. Perceptions of ability: students with and without learning disabilities at postsecondary institutions. [Doctoral Dissertation]. University of Alberta; 1992. Available from: https://era.library.ualberta.ca/files/8049g717z


University of Alberta

20. 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 August 13, 2020. https://era.library.ualberta.ca/files/1j92g9289.

MLA Handbook (7th Edition):

McGuire, Katherine Lesley. “Gifted learning disabled: metacognitive reading strategies.” 1991. Web. 13 Aug 2020.

Vancouver:

McGuire KL. Gifted learning disabled: metacognitive reading strategies. [Internet] [Masters thesis]. University of Alberta; 1991. [cited 2020 Aug 13]. 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


University of Alberta

21. LeMaître, Lesley J. Mathematical comprehension of adults with learning difficulties.

Degree: MEd, Department of Educational Psychology, 1993, University of Alberta

Subjects/Keywords: Mathematical ability.; Learning disabled.

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

APA (6th Edition):

LeMaître, L. J. (1993). Mathematical comprehension of adults with learning difficulties. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/jq085n47s

Chicago Manual of Style (16th Edition):

LeMaître, Lesley J. “Mathematical comprehension of adults with learning difficulties.” 1993. Masters Thesis, University of Alberta. Accessed August 13, 2020. https://era.library.ualberta.ca/files/jq085n47s.

MLA Handbook (7th Edition):

LeMaître, Lesley J. “Mathematical comprehension of adults with learning difficulties.” 1993. Web. 13 Aug 2020.

Vancouver:

LeMaître LJ. Mathematical comprehension of adults with learning difficulties. [Internet] [Masters thesis]. University of Alberta; 1993. [cited 2020 Aug 13]. Available from: https://era.library.ualberta.ca/files/jq085n47s.

Council of Science Editors:

LeMaître LJ. Mathematical comprehension of adults with learning difficulties. [Masters Thesis]. University of Alberta; 1993. Available from: https://era.library.ualberta.ca/files/jq085n47s


University of Alberta

22. 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 August 13, 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. 13 Aug 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 Aug 13]. 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


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

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 August 13, 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. 13 Aug 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 Aug 13]. 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

24. NC DOCKS at The University of North Carolina at Greensboro; Santoro, Patricia A. WISC, VMI, and behavioral characteristics of reading disabled children identified by the Z-Score method.

Degree: 1974, NC Docks

 Ninety-nine third grade children were administered the Slosson Intelligence Test and the Slosson Oral Reading Test. Fifteen percent of those children with the largest discrepancies… (more)

Subjects/Keywords: Reading disability; Learning disabled children

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APA (6th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Santoro, P. A. (1974). WISC, VMI, and behavioral characteristics of reading disabled children identified by the Z-Score method. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/santoro_patricia_1974.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):

NC DOCKS at The University of North Carolina at Greensboro; Santoro, Patricia A. “WISC, VMI, and behavioral characteristics of reading disabled children identified by the Z-Score method.” 1974. Thesis, NC Docks. Accessed August 13, 2020. http://libres.uncg.edu/ir/uncg/f/santoro_patricia_1974.pdf.

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

MLA Handbook (7th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Santoro, Patricia A. “WISC, VMI, and behavioral characteristics of reading disabled children identified by the Z-Score method.” 1974. Web. 13 Aug 2020.

Vancouver:

NC DOCKS at The University of North Carolina at Greensboro; Santoro PA. WISC, VMI, and behavioral characteristics of reading disabled children identified by the Z-Score method. [Internet] [Thesis]. NC Docks; 1974. [cited 2020 Aug 13]. Available from: http://libres.uncg.edu/ir/uncg/f/santoro_patricia_1974.pdf.

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

Council of Science Editors:

NC DOCKS at The University of North Carolina at Greensboro; Santoro PA. WISC, VMI, and behavioral characteristics of reading disabled children identified by the Z-Score method. [Thesis]. NC Docks; 1974. Available from: http://libres.uncg.edu/ir/uncg/f/santoro_patricia_1974.pdf

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

25. Poch, Apryl Lynn. An examination of the structural relationships of adolescent writing : implications of the Simple View of Writing.

Degree: 2016, University of Missouri – Columbia

 Writing is a complex process for many students, especially for students with learning disabilities and those who experience difficulties with language and the writing process.… (more)

Subjects/Keywords: Writing  – Study and teaching (Secondary); Learning disabled youth  – Education (Secondary)

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

APA (6th Edition):

Poch, A. L. (2016). An examination of the structural relationships of adolescent writing : implications of the Simple View of Writing. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/56828

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):

Poch, Apryl Lynn. “An examination of the structural relationships of adolescent writing : implications of the Simple View of Writing.” 2016. Thesis, University of Missouri – Columbia. Accessed August 13, 2020. http://hdl.handle.net/10355/56828.

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

MLA Handbook (7th Edition):

Poch, Apryl Lynn. “An examination of the structural relationships of adolescent writing : implications of the Simple View of Writing.” 2016. Web. 13 Aug 2020.

Vancouver:

Poch AL. An examination of the structural relationships of adolescent writing : implications of the Simple View of Writing. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10355/56828.

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

Council of Science Editors:

Poch AL. An examination of the structural relationships of adolescent writing : implications of the Simple View of Writing. [Thesis]. University of Missouri – Columbia; 2016. Available from: http://hdl.handle.net/10355/56828

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


University of Johannesburg

26. Veldsman, Talita. Utilising sociodrama as therapeutic intervention to address the sensory integration development of adolescents who present with intellectual impairment.

Degree: 2015, University of Johannesburg

D.Ed. (Educational Psychology)

This research was done in response to the need of educational psychologists to intervene on a sensory integration level as it affects… (more)

Subjects/Keywords: Drama - Therapeutic use; Sociodrama; Constructivism (Education); Learning disabled teenagers; Adolescent psychotherapy

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

APA (6th Edition):

Veldsman, T. (2015). Utilising sociodrama as therapeutic intervention to address the sensory integration development of adolescents who present with intellectual impairment. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/14118

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):

Veldsman, Talita. “Utilising sociodrama as therapeutic intervention to address the sensory integration development of adolescents who present with intellectual impairment.” 2015. Thesis, University of Johannesburg. Accessed August 13, 2020. http://hdl.handle.net/10210/14118.

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

MLA Handbook (7th Edition):

Veldsman, Talita. “Utilising sociodrama as therapeutic intervention to address the sensory integration development of adolescents who present with intellectual impairment.” 2015. Web. 13 Aug 2020.

Vancouver:

Veldsman T. Utilising sociodrama as therapeutic intervention to address the sensory integration development of adolescents who present with intellectual impairment. [Internet] [Thesis]. University of Johannesburg; 2015. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10210/14118.

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

Council of Science Editors:

Veldsman T. Utilising sociodrama as therapeutic intervention to address the sensory integration development of adolescents who present with intellectual impairment. [Thesis]. University of Johannesburg; 2015. Available from: http://hdl.handle.net/10210/14118

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


University of Johannesburg

27. 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 August 13, 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. 13 Aug 2020.

Vancouver:

Swart RE. Leerstrategieë vir leergestremde adolessente. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Aug 13]. 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


Nelson Mandela Metropolitan University

28. 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 August 13, 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. 13 Aug 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 Aug 13]. 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


Massey University

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

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 August 13, 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. 13 Aug 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 Aug 13]. 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


Rhodes University

30. Cooke, Nicole. A case-series evaluation of the impact and processes of a service-learning programme on and for caregivers and their children with neurodevelopmental disabilities.

Degree: Faculty of Humanities, Psychology, 2019, Rhodes University

 This thesis presents a series of three case studies from data collected as part of a research project exploring the process and impact of a… (more)

Subjects/Keywords: Developmentally disabled children  – Care; Caregivers  – Training of; Service learning  – Case studies

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

APA (6th Edition):

Cooke, N. (2019). A case-series evaluation of the impact and processes of a service-learning programme on and for caregivers and their children with neurodevelopmental disabilities. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/96691

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):

Cooke, Nicole. “A case-series evaluation of the impact and processes of a service-learning programme on and for caregivers and their children with neurodevelopmental disabilities.” 2019. Thesis, Rhodes University. Accessed August 13, 2020. http://hdl.handle.net/10962/96691.

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

MLA Handbook (7th Edition):

Cooke, Nicole. “A case-series evaluation of the impact and processes of a service-learning programme on and for caregivers and their children with neurodevelopmental disabilities.” 2019. Web. 13 Aug 2020.

Vancouver:

Cooke N. A case-series evaluation of the impact and processes of a service-learning programme on and for caregivers and their children with neurodevelopmental disabilities. [Internet] [Thesis]. Rhodes University; 2019. [cited 2020 Aug 13]. Available from: http://hdl.handle.net/10962/96691.

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

Council of Science Editors:

Cooke N. A case-series evaluation of the impact and processes of a service-learning programme on and for caregivers and their children with neurodevelopmental disabilities. [Thesis]. Rhodes University; 2019. Available from: http://hdl.handle.net/10962/96691

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

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