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You searched for subject:(Literary reading AND writing). Showing records 1 – 30 of 702 total matches.

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Boston University

1. Rabold, Jennifer. Approximations of disciplinary literacy in English language arts: an analysis of high school students' developing understanding of literary analysis.

Degree: EdD, Education, 2019, Boston University

 This study investigated the approximations of disciplinary literacy in high school English Language Arts students’ writing. To study the development of these disciplinary conventions, the… (more)

Subjects/Keywords: Reading instruction; Disciplinary literacy; English language arts; Literacy instruction; Literary analysis; Literary studies; Writing development

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

APA (6th Edition):

Rabold, J. (2019). Approximations of disciplinary literacy in English language arts: an analysis of high school students' developing understanding of literary analysis. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/36008

Chicago Manual of Style (16th Edition):

Rabold, Jennifer. “Approximations of disciplinary literacy in English language arts: an analysis of high school students' developing understanding of literary analysis.” 2019. Doctoral Dissertation, Boston University. Accessed July 17, 2019. http://hdl.handle.net/2144/36008.

MLA Handbook (7th Edition):

Rabold, Jennifer. “Approximations of disciplinary literacy in English language arts: an analysis of high school students' developing understanding of literary analysis.” 2019. Web. 17 Jul 2019.

Vancouver:

Rabold J. Approximations of disciplinary literacy in English language arts: an analysis of high school students' developing understanding of literary analysis. [Internet] [Doctoral dissertation]. Boston University; 2019. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/2144/36008.

Council of Science Editors:

Rabold J. Approximations of disciplinary literacy in English language arts: an analysis of high school students' developing understanding of literary analysis. [Doctoral Dissertation]. Boston University; 2019. Available from: http://hdl.handle.net/2144/36008


University of New Mexico

2. Reed, Jolene. An Investigation of the Role of Guided Reading in Proficient First Grade Reader's In-School Writing.

Degree: Language, Literacy, and Sociocultural Studies, 2014, University of New Mexico

 This participant observation research study explored relationships between the role of guided reading and in-school writing of three proficient first-grade literacy learners during the first… (more)

Subjects/Keywords: participant observation; guided reading; writing; case study; portraiture; orthography; literary language

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APA (6th Edition):

Reed, J. (2014). An Investigation of the Role of Guided Reading in Proficient First Grade Reader's In-School Writing. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/24642

Chicago Manual of Style (16th Edition):

Reed, Jolene. “An Investigation of the Role of Guided Reading in Proficient First Grade Reader's In-School Writing.” 2014. Doctoral Dissertation, University of New Mexico. Accessed July 17, 2019. http://hdl.handle.net/1928/24642.

MLA Handbook (7th Edition):

Reed, Jolene. “An Investigation of the Role of Guided Reading in Proficient First Grade Reader's In-School Writing.” 2014. Web. 17 Jul 2019.

Vancouver:

Reed J. An Investigation of the Role of Guided Reading in Proficient First Grade Reader's In-School Writing. [Internet] [Doctoral dissertation]. University of New Mexico; 2014. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1928/24642.

Council of Science Editors:

Reed J. An Investigation of the Role of Guided Reading in Proficient First Grade Reader's In-School Writing. [Doctoral Dissertation]. University of New Mexico; 2014. Available from: http://hdl.handle.net/1928/24642


UCLA

3. Cleath, Lisa Joann. Reading Ceremonies in the Hebrew Bible: Ideologies of Textual Authority in Joshua 8, 2 Kings 22-23, and Nehemiah 8.

Degree: Near Eastern Languages & Cultures, 2016, UCLA

 The covenant reading ceremonies in Joshua 8:30-35, 2 Kings 22-23, and Nehemiah 7:72b-8:18 betray a developing interplay between the people of Israel and the book… (more)

Subjects/Keywords: Biblical studies; Religion; Near Eastern studies; Hebrew Bible; Literary Analysis; Performance; Reading; Textual Authority; Writing

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APA (6th Edition):

Cleath, L. J. (2016). Reading Ceremonies in the Hebrew Bible: Ideologies of Textual Authority in Joshua 8, 2 Kings 22-23, and Nehemiah 8. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/6tr527hj

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):

Cleath, Lisa Joann. “Reading Ceremonies in the Hebrew Bible: Ideologies of Textual Authority in Joshua 8, 2 Kings 22-23, and Nehemiah 8.” 2016. Thesis, UCLA. Accessed July 17, 2019. http://www.escholarship.org/uc/item/6tr527hj.

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

MLA Handbook (7th Edition):

Cleath, Lisa Joann. “Reading Ceremonies in the Hebrew Bible: Ideologies of Textual Authority in Joshua 8, 2 Kings 22-23, and Nehemiah 8.” 2016. Web. 17 Jul 2019.

Vancouver:

Cleath LJ. Reading Ceremonies in the Hebrew Bible: Ideologies of Textual Authority in Joshua 8, 2 Kings 22-23, and Nehemiah 8. [Internet] [Thesis]. UCLA; 2016. [cited 2019 Jul 17]. Available from: http://www.escholarship.org/uc/item/6tr527hj.

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

Council of Science Editors:

Cleath LJ. Reading Ceremonies in the Hebrew Bible: Ideologies of Textual Authority in Joshua 8, 2 Kings 22-23, and Nehemiah 8. [Thesis]. UCLA; 2016. Available from: http://www.escholarship.org/uc/item/6tr527hj

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

4. Mayer, Ariane. Lecteur de soi-même : le sujet contemporain à l’épreuve des lectures numériques : Reader of oneself : the contemporary subject in the light of digital readings.

Degree: Docteur es, Connaissance, Organisation et Systèmes Techniques, 2016, Compiègne

Ce travail s’inscrit dans une réflexion philosophique sur les transformations de la lecture littéraire dans l’environnement numérique. Nous questionnons les enjeux des nouvelles formes et… (more)

Subjects/Keywords: Environnement numérique; Aesthetics; Hermeneutics; Literature; Literary theory; Subjectivity; Digital; Reading; Writing; Text

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APA (6th Edition):

Mayer, A. (2016). Lecteur de soi-même : le sujet contemporain à l’épreuve des lectures numériques : Reader of oneself : the contemporary subject in the light of digital readings. (Doctoral Dissertation). Compiègne. Retrieved from http://www.theses.fr/2016COMP2306

Chicago Manual of Style (16th Edition):

Mayer, Ariane. “Lecteur de soi-même : le sujet contemporain à l’épreuve des lectures numériques : Reader of oneself : the contemporary subject in the light of digital readings.” 2016. Doctoral Dissertation, Compiègne. Accessed July 17, 2019. http://www.theses.fr/2016COMP2306.

MLA Handbook (7th Edition):

Mayer, Ariane. “Lecteur de soi-même : le sujet contemporain à l’épreuve des lectures numériques : Reader of oneself : the contemporary subject in the light of digital readings.” 2016. Web. 17 Jul 2019.

Vancouver:

Mayer A. Lecteur de soi-même : le sujet contemporain à l’épreuve des lectures numériques : Reader of oneself : the contemporary subject in the light of digital readings. [Internet] [Doctoral dissertation]. Compiègne; 2016. [cited 2019 Jul 17]. Available from: http://www.theses.fr/2016COMP2306.

Council of Science Editors:

Mayer A. Lecteur de soi-même : le sujet contemporain à l’épreuve des lectures numériques : Reader of oneself : the contemporary subject in the light of digital readings. [Doctoral Dissertation]. Compiègne; 2016. Available from: http://www.theses.fr/2016COMP2306


Karlstad University

5. Guttke, Therese. Gynnsam lärmiljö för elevers läs- och skrivutveckling : En studie om några yngre elevers tankar och erfarenheter av framgångsfaktorer i den litterära lärmiljön.

Degree: Educational Studies, 2017, Karlstad University

The purpose of this study is to investigate how some students in the early school years experience their literary learning environment, as well as… (more)

Subjects/Keywords: Literary learning environment; factors for success; reading skills; writing skills; pupil perspective; Litterär lärmiljö; framgångsfaktorer; läsutveckling; skrivutveckling; elevperspektiv

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APA (6th Edition):

Guttke, T. (2017). Gynnsam lärmiljö för elevers läs- och skrivutveckling : En studie om några yngre elevers tankar och erfarenheter av framgångsfaktorer i den litterära lärmiljön. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47867

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):

Guttke, Therese. “Gynnsam lärmiljö för elevers läs- och skrivutveckling : En studie om några yngre elevers tankar och erfarenheter av framgångsfaktorer i den litterära lärmiljön.” 2017. Thesis, Karlstad University. Accessed July 17, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47867.

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

MLA Handbook (7th Edition):

Guttke, Therese. “Gynnsam lärmiljö för elevers läs- och skrivutveckling : En studie om några yngre elevers tankar och erfarenheter av framgångsfaktorer i den litterära lärmiljön.” 2017. Web. 17 Jul 2019.

Vancouver:

Guttke T. Gynnsam lärmiljö för elevers läs- och skrivutveckling : En studie om några yngre elevers tankar och erfarenheter av framgångsfaktorer i den litterära lärmiljön. [Internet] [Thesis]. Karlstad University; 2017. [cited 2019 Jul 17]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47867.

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

Council of Science Editors:

Guttke T. Gynnsam lärmiljö för elevers läs- och skrivutveckling : En studie om några yngre elevers tankar och erfarenheter av framgångsfaktorer i den litterära lärmiljön. [Thesis]. Karlstad University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-47867

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


Victoria University of Wellington

6. Simms, Elspeth Jane. Just a Hunch: Reading, Writing, ... and Architecture.

Degree: 2010, Victoria University of Wellington

 Victor Hugo’s character, Claude Frollo, expressed Hugo’s linguistic analogy for architecture in his novel of 1831, Notre-Dame de Paris. Frollo directs the eyes of his… (more)

Subjects/Keywords: Reading; Writing; Architecture

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APA (6th Edition):

Simms, E. J. (2010). Just a Hunch: Reading, Writing, ... and Architecture. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1713

Chicago Manual of Style (16th Edition):

Simms, Elspeth Jane. “Just a Hunch: Reading, Writing, ... and Architecture.” 2010. Masters Thesis, Victoria University of Wellington. Accessed July 17, 2019. http://hdl.handle.net/10063/1713.

MLA Handbook (7th Edition):

Simms, Elspeth Jane. “Just a Hunch: Reading, Writing, ... and Architecture.” 2010. Web. 17 Jul 2019.

Vancouver:

Simms EJ. Just a Hunch: Reading, Writing, ... and Architecture. [Internet] [Masters thesis]. Victoria University of Wellington; 2010. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10063/1713.

Council of Science Editors:

Simms EJ. Just a Hunch: Reading, Writing, ... and Architecture. [Masters Thesis]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1713

7. Barbosa, Amilcar Bettega. Da leitura à escrita. A construção de um texto, a formação de um escritor : De la lecture à l'écriture. La construction d'un texte, la formation d'un écrivain.

Degree: Docteur es, Études portugaises, bresiliennes et de l'afrique lusophone, 2012, Université Sorbonne Nouvelle – Paris III

Ce travail est constitué de deux parties distinctes et complémentaires : l'une théorique, l'autre fictionnelle. La première partie s’appuie sur l’expérience personnelle de l’auteur en… (more)

Subjects/Keywords: Littérature Brésilienne; Écriture; Lecture; Atelier Littéraire; Écriture Créative; Brazilian Literature; Writing; Reading; Literary Workshop; Creative Writing; Literatura Brasileira; Escrita; Leitura; Oficina Literária; Escrita Criativa; 860

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APA (6th Edition):

Barbosa, A. B. (2012). Da leitura à escrita. A construção de um texto, a formação de um escritor : De la lecture à l'écriture. La construction d'un texte, la formation d'un écrivain. (Doctoral Dissertation). Université Sorbonne Nouvelle – Paris III. Retrieved from http://www.theses.fr/2012PA030186

Chicago Manual of Style (16th Edition):

Barbosa, Amilcar Bettega. “Da leitura à escrita. A construção de um texto, a formação de um escritor : De la lecture à l'écriture. La construction d'un texte, la formation d'un écrivain.” 2012. Doctoral Dissertation, Université Sorbonne Nouvelle – Paris III. Accessed July 17, 2019. http://www.theses.fr/2012PA030186.

MLA Handbook (7th Edition):

Barbosa, Amilcar Bettega. “Da leitura à escrita. A construção de um texto, a formação de um escritor : De la lecture à l'écriture. La construction d'un texte, la formation d'un écrivain.” 2012. Web. 17 Jul 2019.

Vancouver:

Barbosa AB. Da leitura à escrita. A construção de um texto, a formação de um escritor : De la lecture à l'écriture. La construction d'un texte, la formation d'un écrivain. [Internet] [Doctoral dissertation]. Université Sorbonne Nouvelle – Paris III; 2012. [cited 2019 Jul 17]. Available from: http://www.theses.fr/2012PA030186.

Council of Science Editors:

Barbosa AB. Da leitura à escrita. A construção de um texto, a formação de um escritor : De la lecture à l'écriture. La construction d'un texte, la formation d'un écrivain. [Doctoral Dissertation]. Université Sorbonne Nouvelle – Paris III; 2012. Available from: http://www.theses.fr/2012PA030186

8. Călin, Anca. La question de la nomination dans l’œuvre de Maurice Blanchot : The question of nomination in Maurice Blanchot’s works.

Degree: Docteur es, Littératures française et francophone, 2013, Université Paris X – Nanterre

Qu’est-ce que lire ? Qu’est-ce qu’écrire ? Ou plus généralement, qu’est-ce que la littérature et comment se ‘fabrique’-t-elle ? Ce sont les questions qui obsèdent… (more)

Subjects/Keywords: Nomination; Littérature; Langage littéraire; Langage ordinaire; Lecture; Ecriture; Thomas l’Obscur; Maurice Blanchot; Nomination; Literature; Literary language; Ordinary language; Reading; Writing; Thomas l’Obscur; Maurice Blanchot; 840

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APA (6th Edition):

Călin, A. (2013). La question de la nomination dans l’œuvre de Maurice Blanchot : The question of nomination in Maurice Blanchot’s works. (Doctoral Dissertation). Université Paris X – Nanterre. Retrieved from http://www.theses.fr/2013PA100113

Chicago Manual of Style (16th Edition):

Călin, Anca. “La question de la nomination dans l’œuvre de Maurice Blanchot : The question of nomination in Maurice Blanchot’s works.” 2013. Doctoral Dissertation, Université Paris X – Nanterre. Accessed July 17, 2019. http://www.theses.fr/2013PA100113.

MLA Handbook (7th Edition):

Călin, Anca. “La question de la nomination dans l’œuvre de Maurice Blanchot : The question of nomination in Maurice Blanchot’s works.” 2013. Web. 17 Jul 2019.

Vancouver:

Călin A. La question de la nomination dans l’œuvre de Maurice Blanchot : The question of nomination in Maurice Blanchot’s works. [Internet] [Doctoral dissertation]. Université Paris X – Nanterre; 2013. [cited 2019 Jul 17]. Available from: http://www.theses.fr/2013PA100113.

Council of Science Editors:

Călin A. La question de la nomination dans l’œuvre de Maurice Blanchot : The question of nomination in Maurice Blanchot’s works. [Doctoral Dissertation]. Université Paris X – Nanterre; 2013. Available from: http://www.theses.fr/2013PA100113


Université de Grenoble

9. Shawky-Milcent, Bénédicte. L'appropriation des oeuvres littéraires en classe de seconde : Appropriating literary works for year 11 / 10th grade French students.

Degree: Docteur es, Littératures française et francophone, 2014, Université de Grenoble

L’appropriation peut être considérée comme l’aboutissement de la lecture et le point de fuite de toute réflexion sur la réception et les enjeux de la… (more)

Subjects/Keywords: Appropriation; Oeuvres littéraires; Seconde; Lecture; Écriture créative; Herméneutique; Appropriation; Literary works; 11 / 10th grade French students; Reading; Creative writing; Hermeneutics; 370; 840

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APA (6th Edition):

Shawky-Milcent, B. (2014). L'appropriation des oeuvres littéraires en classe de seconde : Appropriating literary works for year 11 / 10th grade French students. (Doctoral Dissertation). Université de Grenoble. Retrieved from http://www.theses.fr/2014GRENL026

Chicago Manual of Style (16th Edition):

Shawky-Milcent, Bénédicte. “L'appropriation des oeuvres littéraires en classe de seconde : Appropriating literary works for year 11 / 10th grade French students.” 2014. Doctoral Dissertation, Université de Grenoble. Accessed July 17, 2019. http://www.theses.fr/2014GRENL026.

MLA Handbook (7th Edition):

Shawky-Milcent, Bénédicte. “L'appropriation des oeuvres littéraires en classe de seconde : Appropriating literary works for year 11 / 10th grade French students.” 2014. Web. 17 Jul 2019.

Vancouver:

Shawky-Milcent B. L'appropriation des oeuvres littéraires en classe de seconde : Appropriating literary works for year 11 / 10th grade French students. [Internet] [Doctoral dissertation]. Université de Grenoble; 2014. [cited 2019 Jul 17]. Available from: http://www.theses.fr/2014GRENL026.

Council of Science Editors:

Shawky-Milcent B. L'appropriation des oeuvres littéraires en classe de seconde : Appropriating literary works for year 11 / 10th grade French students. [Doctoral Dissertation]. Université de Grenoble; 2014. Available from: http://www.theses.fr/2014GRENL026


University of Queensland

10. Edwards, Christine. Marlowe's books: reading, writing, and early modern drama.

Degree: School of Communication and Arts, 2018, University of Queensland

Subjects/Keywords: Marlowe; Renaissance literature; Books; Reading; Writing; Imitation; Intertextuality; 2005 Literary Studies

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APA (6th Edition):

Edwards, C. (2018). Marlowe's books: reading, writing, and early modern drama. (Thesis). University of Queensland. Retrieved from http://espace.library.uq.edu.au/view/UQ:f7105a9/s4142471_final_thesis.pdf ; http://espace.library.uq.edu.au/view/UQ:f7105a9

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):

Edwards, Christine. “Marlowe's books: reading, writing, and early modern drama.” 2018. Thesis, University of Queensland. Accessed July 17, 2019. http://espace.library.uq.edu.au/view/UQ:f7105a9/s4142471_final_thesis.pdf ; http://espace.library.uq.edu.au/view/UQ:f7105a9.

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

MLA Handbook (7th Edition):

Edwards, Christine. “Marlowe's books: reading, writing, and early modern drama.” 2018. Web. 17 Jul 2019.

Vancouver:

Edwards C. Marlowe's books: reading, writing, and early modern drama. [Internet] [Thesis]. University of Queensland; 2018. [cited 2019 Jul 17]. Available from: http://espace.library.uq.edu.au/view/UQ:f7105a9/s4142471_final_thesis.pdf ; http://espace.library.uq.edu.au/view/UQ:f7105a9.

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

Council of Science Editors:

Edwards C. Marlowe's books: reading, writing, and early modern drama. [Thesis]. University of Queensland; 2018. Available from: http://espace.library.uq.edu.au/view/UQ:f7105a9/s4142471_final_thesis.pdf ; http://espace.library.uq.edu.au/view/UQ:f7105a9

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


University of Miami

11. Malova, Irina. Integrated Reading-Writing Instruction for Elementary School Emergent Bilingual Students.

Degree: PhD, Teaching and Learning (Education), 2017, University of Miami

 This comparative case study investigated integrated reading-writing instruction (IRWI) as an approach for writing instruction implemented after the adoption of Common Core State Standards (NGA… (more)

Subjects/Keywords: Reading-writing; analytic text-based writing

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APA (6th Edition):

Malova, I. (2017). Integrated Reading-Writing Instruction for Elementary School Emergent Bilingual Students. (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/1909

Chicago Manual of Style (16th Edition):

Malova, Irina. “Integrated Reading-Writing Instruction for Elementary School Emergent Bilingual Students.” 2017. Doctoral Dissertation, University of Miami. Accessed July 17, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/1909.

MLA Handbook (7th Edition):

Malova, Irina. “Integrated Reading-Writing Instruction for Elementary School Emergent Bilingual Students.” 2017. Web. 17 Jul 2019.

Vancouver:

Malova I. Integrated Reading-Writing Instruction for Elementary School Emergent Bilingual Students. [Internet] [Doctoral dissertation]. University of Miami; 2017. [cited 2019 Jul 17]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1909.

Council of Science Editors:

Malova I. Integrated Reading-Writing Instruction for Elementary School Emergent Bilingual Students. [Doctoral Dissertation]. University of Miami; 2017. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1909


University of Hong Kong

12. 亓玉杰; Qi, Yujie. Investigating cognitive abilities in Chinese reading and dictation : a training and correlation study.

Degree: PhD, 2016, University of Hong Kong

 This thesis examines the unique role of writing in reading and dictation as well as the common and unique cognitive abilities related to reading and… (more)

Subjects/Keywords: Reading; Chinese characters; childen Writing

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APA (6th Edition):

亓玉杰; Qi, Y. (2016). Investigating cognitive abilities in Chinese reading and dictation : a training and correlation study. (Doctoral Dissertation). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/233929

Chicago Manual of Style (16th Edition):

亓玉杰; Qi, Yujie. “Investigating cognitive abilities in Chinese reading and dictation : a training and correlation study.” 2016. Doctoral Dissertation, University of Hong Kong. Accessed July 17, 2019. http://hdl.handle.net/10722/233929.

MLA Handbook (7th Edition):

亓玉杰; Qi, Yujie. “Investigating cognitive abilities in Chinese reading and dictation : a training and correlation study.” 2016. Web. 17 Jul 2019.

Vancouver:

亓玉杰; Qi Y. Investigating cognitive abilities in Chinese reading and dictation : a training and correlation study. [Internet] [Doctoral dissertation]. University of Hong Kong; 2016. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10722/233929.

Council of Science Editors:

亓玉杰; Qi Y. Investigating cognitive abilities in Chinese reading and dictation : a training and correlation study. [Doctoral Dissertation]. University of Hong Kong; 2016. Available from: http://hdl.handle.net/10722/233929


University of Victoria

13. Shook, Sandra Ellen. Consulting 3- to 6-year-old children about their reading and writing concepts and practices.

Degree: Department of Curriculum and Instruction, 2018, University of Victoria

 As members of a literate society young children construct their own literacy (Sulzby & Teale, 1991) and participate in literacy events from birth (Baghban, 1984;… (more)

Subjects/Keywords: Reading (Primary); Children; Writing

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APA (6th Edition):

Shook, S. E. (2018). Consulting 3- to 6-year-old children about their reading and writing concepts and practices. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/9719

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):

Shook, Sandra Ellen. “Consulting 3- to 6-year-old children about their reading and writing concepts and practices.” 2018. Thesis, University of Victoria. Accessed July 17, 2019. https://dspace.library.uvic.ca//handle/1828/9719.

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

MLA Handbook (7th Edition):

Shook, Sandra Ellen. “Consulting 3- to 6-year-old children about their reading and writing concepts and practices.” 2018. Web. 17 Jul 2019.

Vancouver:

Shook SE. Consulting 3- to 6-year-old children about their reading and writing concepts and practices. [Internet] [Thesis]. University of Victoria; 2018. [cited 2019 Jul 17]. Available from: https://dspace.library.uvic.ca//handle/1828/9719.

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

Council of Science Editors:

Shook SE. Consulting 3- to 6-year-old children about their reading and writing concepts and practices. [Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/9719

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


University of Florida

14. Goff, Lauren C. Defying the Odds A Case Study of a Title 1 Middle School's Sharp Increase in Reading and Writing Proficiency for Free and Reduced Lunch Students.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2017, University of Florida

 While all students can achieve at high levels, high poverty schools tend to be associated with low achievement across the nation. This qualitative case study… (more)

Subjects/Keywords: achievement  – literacy  – reading  – writing

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APA (6th Edition):

Goff, L. C. (2017). Defying the Odds A Case Study of a Title 1 Middle School's Sharp Increase in Reading and Writing Proficiency for Free and Reduced Lunch Students. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0051750

Chicago Manual of Style (16th Edition):

Goff, Lauren C. “Defying the Odds A Case Study of a Title 1 Middle School's Sharp Increase in Reading and Writing Proficiency for Free and Reduced Lunch Students.” 2017. Doctoral Dissertation, University of Florida. Accessed July 17, 2019. http://ufdc.ufl.edu/UFE0051750.

MLA Handbook (7th Edition):

Goff, Lauren C. “Defying the Odds A Case Study of a Title 1 Middle School's Sharp Increase in Reading and Writing Proficiency for Free and Reduced Lunch Students.” 2017. Web. 17 Jul 2019.

Vancouver:

Goff LC. Defying the Odds A Case Study of a Title 1 Middle School's Sharp Increase in Reading and Writing Proficiency for Free and Reduced Lunch Students. [Internet] [Doctoral dissertation]. University of Florida; 2017. [cited 2019 Jul 17]. Available from: http://ufdc.ufl.edu/UFE0051750.

Council of Science Editors:

Goff LC. Defying the Odds A Case Study of a Title 1 Middle School's Sharp Increase in Reading and Writing Proficiency for Free and Reduced Lunch Students. [Doctoral Dissertation]. University of Florida; 2017. Available from: http://ufdc.ufl.edu/UFE0051750


University of Zambia

15. Mubanga, Ebby. The Nature and Prevalence of Reading and Writing difficulties in grade two under the Primary Reading Programme: The Case of Twelve Basic Schools in the Northern Province of Zambia .

Degree: 2011, University of Zambia

 The purpose of this study was to investigate the nature and prevalence of reading and writing difficulties and factors responsible for these difficulties in English… (more)

Subjects/Keywords: Reading and Writing; Reading and Writing-Basic Schools-Zambia; Primary Reading Programme-Northern Province

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

APA (6th Edition):

Mubanga, E. (2011). The Nature and Prevalence of Reading and Writing difficulties in grade two under the Primary Reading Programme: The Case of Twelve Basic Schools in the Northern Province of Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/427

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):

Mubanga, Ebby. “The Nature and Prevalence of Reading and Writing difficulties in grade two under the Primary Reading Programme: The Case of Twelve Basic Schools in the Northern Province of Zambia .” 2011. Thesis, University of Zambia. Accessed July 17, 2019. http://hdl.handle.net/123456789/427.

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

MLA Handbook (7th Edition):

Mubanga, Ebby. “The Nature and Prevalence of Reading and Writing difficulties in grade two under the Primary Reading Programme: The Case of Twelve Basic Schools in the Northern Province of Zambia .” 2011. Web. 17 Jul 2019.

Vancouver:

Mubanga E. The Nature and Prevalence of Reading and Writing difficulties in grade two under the Primary Reading Programme: The Case of Twelve Basic Schools in the Northern Province of Zambia . [Internet] [Thesis]. University of Zambia; 2011. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/123456789/427.

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

Council of Science Editors:

Mubanga E. The Nature and Prevalence of Reading and Writing difficulties in grade two under the Primary Reading Programme: The Case of Twelve Basic Schools in the Northern Province of Zambia . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/427

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

16. Andrade, Fabíola Fernandes [UNESP]. Leitura literária no ensino fundamental: uma proposta didática para crianças de quarto e quinto anos.

Degree: 2016, Universidade Estadual Paulista

 A presente tese está inserida na linha de pesquisa Teoria e Práticas Pedagógicas do Programa de Pós-Graduação em Educação, da Faculdade de Filosofia e Ciência… (more)

Subjects/Keywords: Ensino Fundamental; Práticas de leitura e escrita literária; Criação de necessidades de leitura; Formação de crianças leitoras; Elementary School; Reading practices and literary writing; Creating reading needs; Formation of children readers

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APA (6th Edition):

Andrade, F. F. [. (2016). Leitura literária no ensino fundamental: uma proposta didática para crianças de quarto e quinto anos. (Thesis). Universidade Estadual Paulista. Retrieved from http://hdl.handle.net/11449/144282

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):

Andrade, Fabíola Fernandes [UNESP]. “Leitura literária no ensino fundamental: uma proposta didática para crianças de quarto e quinto anos.” 2016. Thesis, Universidade Estadual Paulista. Accessed July 17, 2019. http://hdl.handle.net/11449/144282.

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

MLA Handbook (7th Edition):

Andrade, Fabíola Fernandes [UNESP]. “Leitura literária no ensino fundamental: uma proposta didática para crianças de quarto e quinto anos.” 2016. Web. 17 Jul 2019.

Vancouver:

Andrade FF[. Leitura literária no ensino fundamental: uma proposta didática para crianças de quarto e quinto anos. [Internet] [Thesis]. Universidade Estadual Paulista; 2016. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/11449/144282.

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

Council of Science Editors:

Andrade FF[. Leitura literária no ensino fundamental: uma proposta didática para crianças de quarto e quinto anos. [Thesis]. Universidade Estadual Paulista; 2016. Available from: http://hdl.handle.net/11449/144282

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


Indiana University of Pennsylvania

17. Ganni, Jessica Ann. Validating Placement for Teaching and Learning.

Degree: PhD, English, 2016, Indiana University of Pennsylvania

  This study contributed to teaching and learning based writing assessment literature (Huot, 2002) by beginning the process of crafting a validity argument for writing(more)

Subjects/Keywords: academic reading and writing; college writing programs; placement; validation studies; writing assessment; writing instruction

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APA (6th Edition):

Ganni, J. A. (2016). Validating Placement for Teaching and Learning. (Doctoral Dissertation). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1413

Chicago Manual of Style (16th Edition):

Ganni, Jessica Ann. “Validating Placement for Teaching and Learning.” 2016. Doctoral Dissertation, Indiana University of Pennsylvania. Accessed July 17, 2019. https://knowledge.library.iup.edu/etd/1413.

MLA Handbook (7th Edition):

Ganni, Jessica Ann. “Validating Placement for Teaching and Learning.” 2016. Web. 17 Jul 2019.

Vancouver:

Ganni JA. Validating Placement for Teaching and Learning. [Internet] [Doctoral dissertation]. Indiana University of Pennsylvania; 2016. [cited 2019 Jul 17]. Available from: https://knowledge.library.iup.edu/etd/1413.

Council of Science Editors:

Ganni JA. Validating Placement for Teaching and Learning. [Doctoral Dissertation]. Indiana University of Pennsylvania; 2016. Available from: https://knowledge.library.iup.edu/etd/1413

18. Costa, Maria da Conceição. Da vivência à elaboração: uma proposta de plano de ensino de língua portuguesa nos anos iniciais do ensino fundamental.

Degree: PhD, Educação, 2015, University of São Paulo

Neste trabalho, analisam-se os entraves e as possibilidades postas pelas condições reais em que o trabalho escolar se materializa nos anos iniciais, durante a elaboração… (more)

Subjects/Keywords: Escrita; Leitura; Oralidade; Orality; Reading; Writing

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APA (6th Edition):

Costa, M. d. C. (2015). Da vivência à elaboração: uma proposta de plano de ensino de língua portuguesa nos anos iniciais do ensino fundamental. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-25112015-124149/ ;

Chicago Manual of Style (16th Edition):

Costa, Maria da Conceição. “Da vivência à elaboração: uma proposta de plano de ensino de língua portuguesa nos anos iniciais do ensino fundamental.” 2015. Doctoral Dissertation, University of São Paulo. Accessed July 17, 2019. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-25112015-124149/ ;.

MLA Handbook (7th Edition):

Costa, Maria da Conceição. “Da vivência à elaboração: uma proposta de plano de ensino de língua portuguesa nos anos iniciais do ensino fundamental.” 2015. Web. 17 Jul 2019.

Vancouver:

Costa MdC. Da vivência à elaboração: uma proposta de plano de ensino de língua portuguesa nos anos iniciais do ensino fundamental. [Internet] [Doctoral dissertation]. University of São Paulo; 2015. [cited 2019 Jul 17]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-25112015-124149/ ;.

Council of Science Editors:

Costa MdC. Da vivência à elaboração: uma proposta de plano de ensino de língua portuguesa nos anos iniciais do ensino fundamental. [Doctoral Dissertation]. University of São Paulo; 2015. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-25112015-124149/ ;

19. Boyat-Chartier, Stephanie. Analysis of Writing in Connection to Reading with Primary Students.

Degree: 2011, University of Wisconsin – Superior

Thesis (M.S.)- University of Wisconsin, Superior, 2011.

The study looked at the success of students who used the strategies of writing to learn. The data… (more)

Subjects/Keywords: reading; elementary students; Educational Leadership; writing; comprehension

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

APA (6th Edition):

Boyat-Chartier, S. (2011). Analysis of Writing in Connection to Reading with Primary Students. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/56440

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):

Boyat-Chartier, Stephanie. “Analysis of Writing in Connection to Reading with Primary Students.” 2011. Thesis, University of Wisconsin – Superior. Accessed July 17, 2019. http://digital.library.wisc.edu/1793/56440.

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

MLA Handbook (7th Edition):

Boyat-Chartier, Stephanie. “Analysis of Writing in Connection to Reading with Primary Students.” 2011. Web. 17 Jul 2019.

Vancouver:

Boyat-Chartier S. Analysis of Writing in Connection to Reading with Primary Students. [Internet] [Thesis]. University of Wisconsin – Superior; 2011. [cited 2019 Jul 17]. Available from: http://digital.library.wisc.edu/1793/56440.

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

Council of Science Editors:

Boyat-Chartier S. Analysis of Writing in Connection to Reading with Primary Students. [Thesis]. University of Wisconsin – Superior; 2011. Available from: http://digital.library.wisc.edu/1793/56440

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

20. Alber, Rebecca. Writing for Transformation| Teen Girls of Color and Critical Literacy in a Creative Writing Program.

Degree: 2016, Loyola Marymount University

  This qualitative study explored the experiences and insights of four alumnae from a girls’ after-school writing program and the program’s transformative impact on development… (more)

Subjects/Keywords: Creative writing; Women's studies; Reading instruction

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APA (6th Edition):

Alber, R. (2016). Writing for Transformation| Teen Girls of Color and Critical Literacy in a Creative Writing Program. (Thesis). Loyola Marymount University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10144143

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):

Alber, Rebecca. “Writing for Transformation| Teen Girls of Color and Critical Literacy in a Creative Writing Program.” 2016. Thesis, Loyola Marymount University. Accessed July 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10144143.

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

MLA Handbook (7th Edition):

Alber, Rebecca. “Writing for Transformation| Teen Girls of Color and Critical Literacy in a Creative Writing Program.” 2016. Web. 17 Jul 2019.

Vancouver:

Alber R. Writing for Transformation| Teen Girls of Color and Critical Literacy in a Creative Writing Program. [Internet] [Thesis]. Loyola Marymount University; 2016. [cited 2019 Jul 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10144143.

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

Council of Science Editors:

Alber R. Writing for Transformation| Teen Girls of Color and Critical Literacy in a Creative Writing Program. [Thesis]. Loyola Marymount University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10144143

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


California State University – Sacramento

21. Prilepina, Julia V. Building and analyzing texts through reading and writing processes in the college composition classroom.

Degree: MA, English (Composition, 2015, California State University – Sacramento

 This project explores the role of reading process(es) in the college composition classroom. It seeks to present college composition students and teachers with useful reading(more)

Subjects/Keywords: Social construction; Reading/writing connections; Understanding texts

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APA (6th Edition):

Prilepina, J. V. (2015). Building and analyzing texts through reading and writing processes in the college composition classroom. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/159317

Chicago Manual of Style (16th Edition):

Prilepina, Julia V. “Building and analyzing texts through reading and writing processes in the college composition classroom.” 2015. Masters Thesis, California State University – Sacramento. Accessed July 17, 2019. http://hdl.handle.net/10211.3/159317.

MLA Handbook (7th Edition):

Prilepina, Julia V. “Building and analyzing texts through reading and writing processes in the college composition classroom.” 2015. Web. 17 Jul 2019.

Vancouver:

Prilepina JV. Building and analyzing texts through reading and writing processes in the college composition classroom. [Internet] [Masters thesis]. California State University – Sacramento; 2015. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10211.3/159317.

Council of Science Editors:

Prilepina JV. Building and analyzing texts through reading and writing processes in the college composition classroom. [Masters Thesis]. California State University – Sacramento; 2015. Available from: http://hdl.handle.net/10211.3/159317


Universidade Federal de Mato Grosso do Sul

22. Angelis, Paloma Bispo de. Práticas diferenciadas: o “antes” e o “depois” na escrita de poemas de alunos do ensino fundamental .

Degree: 2015, Universidade Federal de Mato Grosso do Sul

 Esta pesquisa investiga como o uso das práticas multimodais integradas ao método tradicional de ensino promove resultados satisfatórios na aquisição de competências e habilidades referentes… (more)

Subjects/Keywords: Leitura; Reading; Escrita; Writing; Poesia; Poetry

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APA (6th Edition):

Angelis, P. B. d. (2015). Práticas diferenciadas: o “antes” e o “depois” na escrita de poemas de alunos do ensino fundamental . (Thesis). Universidade Federal de Mato Grosso do Sul. Retrieved from http://repositorio.cbc.ufms.br:8080/jspui/handle/123456789/2652

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):

Angelis, Paloma Bispo de. “Práticas diferenciadas: o “antes” e o “depois” na escrita de poemas de alunos do ensino fundamental .” 2015. Thesis, Universidade Federal de Mato Grosso do Sul. Accessed July 17, 2019. http://repositorio.cbc.ufms.br:8080/jspui/handle/123456789/2652.

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

MLA Handbook (7th Edition):

Angelis, Paloma Bispo de. “Práticas diferenciadas: o “antes” e o “depois” na escrita de poemas de alunos do ensino fundamental .” 2015. Web. 17 Jul 2019.

Vancouver:

Angelis PBd. Práticas diferenciadas: o “antes” e o “depois” na escrita de poemas de alunos do ensino fundamental . [Internet] [Thesis]. Universidade Federal de Mato Grosso do Sul; 2015. [cited 2019 Jul 17]. Available from: http://repositorio.cbc.ufms.br:8080/jspui/handle/123456789/2652.

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

Council of Science Editors:

Angelis PBd. Práticas diferenciadas: o “antes” e o “depois” na escrita de poemas de alunos do ensino fundamental . [Thesis]. Universidade Federal de Mato Grosso do Sul; 2015. Available from: http://repositorio.cbc.ufms.br:8080/jspui/handle/123456789/2652

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


University of Louisville

23. Block, Rebecca Ryan, 1979-. Reading aloud in the writing center : a comparative analysis of three tutoring methods.

Degree: PhD, 2010, University of Louisville

Reading aloud in writing center sessions is a common practice, one that is both under-studied and under-theorized. In an attempt to begin to address this… (more)

Subjects/Keywords: Reading aloud; Tutoring methods; Writing centers

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APA (6th Edition):

Block, Rebecca Ryan, 1. (2010). Reading aloud in the writing center : a comparative analysis of three tutoring methods. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/117 ; https://ir.library.louisville.edu/etd/117

Chicago Manual of Style (16th Edition):

Block, Rebecca Ryan, 1979-. “Reading aloud in the writing center : a comparative analysis of three tutoring methods.” 2010. Doctoral Dissertation, University of Louisville. Accessed July 17, 2019. 10.18297/etd/117 ; https://ir.library.louisville.edu/etd/117.

MLA Handbook (7th Edition):

Block, Rebecca Ryan, 1979-. “Reading aloud in the writing center : a comparative analysis of three tutoring methods.” 2010. Web. 17 Jul 2019.

Vancouver:

Block, Rebecca Ryan 1. Reading aloud in the writing center : a comparative analysis of three tutoring methods. [Internet] [Doctoral dissertation]. University of Louisville; 2010. [cited 2019 Jul 17]. Available from: 10.18297/etd/117 ; https://ir.library.louisville.edu/etd/117.

Council of Science Editors:

Block, Rebecca Ryan 1. Reading aloud in the writing center : a comparative analysis of three tutoring methods. [Doctoral Dissertation]. University of Louisville; 2010. Available from: 10.18297/etd/117 ; https://ir.library.louisville.edu/etd/117

24. Fantinel, Fernando Sidnei. Leitura e deliberação : um retorno a Aristóteles.

Degree: 2016, Universidade de Caxias do Sul

 A Tese investiga uma possível contribuição de Aristóteles à sistematização da leitura no ocidente. Parte do princípio de que a leitura é desencadeada pela admiração… (more)

Subjects/Keywords: Aristóteles; Leitura; Escrita; Oralidade; Reading; Writing; Orality

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APA (6th Edition):

Fantinel, F. S. (2016). Leitura e deliberação : um retorno a Aristóteles. (Doctoral Dissertation). Universidade de Caxias do Sul. Retrieved from http://hdl.handle.net/11338/1627

Chicago Manual of Style (16th Edition):

Fantinel, Fernando Sidnei. “Leitura e deliberação : um retorno a Aristóteles.” 2016. Doctoral Dissertation, Universidade de Caxias do Sul. Accessed July 17, 2019. http://hdl.handle.net/11338/1627.

MLA Handbook (7th Edition):

Fantinel, Fernando Sidnei. “Leitura e deliberação : um retorno a Aristóteles.” 2016. Web. 17 Jul 2019.

Vancouver:

Fantinel FS. Leitura e deliberação : um retorno a Aristóteles. [Internet] [Doctoral dissertation]. Universidade de Caxias do Sul; 2016. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/11338/1627.

Council of Science Editors:

Fantinel FS. Leitura e deliberação : um retorno a Aristóteles. [Doctoral Dissertation]. Universidade de Caxias do Sul; 2016. Available from: http://hdl.handle.net/11338/1627

25. Rosenqvist, Simon. Developing pause thresholds for keystroke logging analysis.

Degree: Psychology, 2015, Umeå University

Research on the process of writing uses bursts and pauses as key artifacts of underlying cognitive processes. However, the definition of a pause in… (more)

Subjects/Keywords: cognitive; writing; keystroke; keystroke logging; language; reading

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

APA (6th Edition):

Rosenqvist, S. (2015). Developing pause thresholds for keystroke logging analysis. (Thesis). Umeå University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105870

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):

Rosenqvist, Simon. “Developing pause thresholds for keystroke logging analysis.” 2015. Thesis, Umeå University. Accessed July 17, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105870.

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

MLA Handbook (7th Edition):

Rosenqvist, Simon. “Developing pause thresholds for keystroke logging analysis.” 2015. Web. 17 Jul 2019.

Vancouver:

Rosenqvist S. Developing pause thresholds for keystroke logging analysis. [Internet] [Thesis]. Umeå University; 2015. [cited 2019 Jul 17]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105870.

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

Council of Science Editors:

Rosenqvist S. Developing pause thresholds for keystroke logging analysis. [Thesis]. Umeå University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105870

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

26. Antepohl, Maria. Samband mellan läsning och skrivning. : En studie med i huvudsak kvantitativ ansats om elevers läs- och skrivförmåga.

Degree: Faculty of Educational Sciences, 2015, Linköping UniversityLinköping University

  Uppsatsen fokuserar på elevers kunskaper och förmågor ur främst ett kognitivt perspektiv. Syftet är att mäta och jämföra elevprestationer för läsning och skrivning för… (more)

Subjects/Keywords: reading; writing; assessment; läsning; skrivning; testning; bedömning

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

APA (6th Edition):

Antepohl, M. (2015). Samband mellan läsning och skrivning. : En studie med i huvudsak kvantitativ ansats om elevers läs- och skrivförmåga. (Thesis). Linköping UniversityLinköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-121264

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):

Antepohl, Maria. “Samband mellan läsning och skrivning. : En studie med i huvudsak kvantitativ ansats om elevers läs- och skrivförmåga.” 2015. Thesis, Linköping UniversityLinköping University. Accessed July 17, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-121264.

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

MLA Handbook (7th Edition):

Antepohl, Maria. “Samband mellan läsning och skrivning. : En studie med i huvudsak kvantitativ ansats om elevers läs- och skrivförmåga.” 2015. Web. 17 Jul 2019.

Vancouver:

Antepohl M. Samband mellan läsning och skrivning. : En studie med i huvudsak kvantitativ ansats om elevers läs- och skrivförmåga. [Internet] [Thesis]. Linköping UniversityLinköping University; 2015. [cited 2019 Jul 17]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-121264.

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

Council of Science Editors:

Antepohl M. Samband mellan läsning och skrivning. : En studie med i huvudsak kvantitativ ansats om elevers läs- och skrivförmåga. [Thesis]. Linköping UniversityLinköping University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-121264

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


George Mason University

27. Foroughi, Cyrus Khan. Do Interruptions Affect Writing and Reading? .

Degree: 2016, George Mason University

 This thesis showcases a series of studies that investigated whether interruptions disrupt writing and reading. Although time- and error-based metrics have often been used to… (more)

Subjects/Keywords: Psychology; disrupt; interruptions; reading comprehension; writing

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

APA (6th Edition):

Foroughi, C. K. (2016). Do Interruptions Affect Writing and Reading? . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/10418

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):

Foroughi, Cyrus Khan. “Do Interruptions Affect Writing and Reading? .” 2016. Thesis, George Mason University. Accessed July 17, 2019. http://hdl.handle.net/1920/10418.

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

MLA Handbook (7th Edition):

Foroughi, Cyrus Khan. “Do Interruptions Affect Writing and Reading? .” 2016. Web. 17 Jul 2019.

Vancouver:

Foroughi CK. Do Interruptions Affect Writing and Reading? . [Internet] [Thesis]. George Mason University; 2016. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1920/10418.

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

Council of Science Editors:

Foroughi CK. Do Interruptions Affect Writing and Reading? . [Thesis]. George Mason University; 2016. Available from: http://hdl.handle.net/1920/10418

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


University of Florida

28. Manak, Jennifer. Intertextual Connections The Impact of Interactive Read Alouds on the Writing of Third Graders during Writing Workshop.

Degree: PhD, Curriculum and Instruction (ISC) - Teaching and Learning, 2009, University of Florida

 Intertextual Connections: The Impact of Interactive Read Alouds on the Writing of Third Graders During Writing Workshop Teachers frequently read aloud as a part of… (more)

Subjects/Keywords: Authors; Literacy; Mentors; Nonfiction; Students; Teachers; Writing; Writing instruction; Writing teachers; Writing workshops; curriculum, instruction, intertextuality, literature, reading, workshop, writing

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

APA (6th Edition):

Manak, J. (2009). Intertextual Connections The Impact of Interactive Read Alouds on the Writing of Third Graders during Writing Workshop. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0024950

Chicago Manual of Style (16th Edition):

Manak, Jennifer. “Intertextual Connections The Impact of Interactive Read Alouds on the Writing of Third Graders during Writing Workshop.” 2009. Doctoral Dissertation, University of Florida. Accessed July 17, 2019. http://ufdc.ufl.edu/UFE0024950.

MLA Handbook (7th Edition):

Manak, Jennifer. “Intertextual Connections The Impact of Interactive Read Alouds on the Writing of Third Graders during Writing Workshop.” 2009. Web. 17 Jul 2019.

Vancouver:

Manak J. Intertextual Connections The Impact of Interactive Read Alouds on the Writing of Third Graders during Writing Workshop. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2019 Jul 17]. Available from: http://ufdc.ufl.edu/UFE0024950.

Council of Science Editors:

Manak J. Intertextual Connections The Impact of Interactive Read Alouds on the Writing of Third Graders during Writing Workshop. [Doctoral Dissertation]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0024950

29. Pedro Ivo Silveira Andretta. O leitor contemporâneo e a obra de Machado de Assis: uma análise discursiva da crítica amadora em blogs.

Degree: 2013, Universidade Federal de São Carlos

 Nesta pesquisa, procuramos apreender o modo como lê uma comunidade de leitores brasileiros contemporâneos, bem peculiar, composta daqueles que atuam, ao mesmo tempo, como novos… (more)

Subjects/Keywords: Leitura e escrita na Internet; Crítica literária; Leitor contemporâneo; Assis, Joaquim Maria Machado de, 1839-1908; Análise do discurso; História cultural; Blogs (Internet); Leitores; Leitura; LINGUISTICA; Contemporary reader; Literary criticism; Discourse Analysis; Cultural History; Internet reading and writing; Machado de Assis

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

APA (6th Edition):

Andretta, P. I. S. (2013). O leitor contemporâneo e a obra de Machado de Assis: uma análise discursiva da crítica amadora em blogs. (Thesis). Universidade Federal de São Carlos. Retrieved from http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6393 ; http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6502 ; http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6501 ; http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6496 ; http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6497 ; http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6498 ; http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6499

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):

Andretta, Pedro Ivo Silveira. “O leitor contemporâneo e a obra de Machado de Assis: uma análise discursiva da crítica amadora em blogs.” 2013. Thesis, Universidade Federal de São Carlos. Accessed July 17, 2019. http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6393 ; http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6502 ; http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6501 ; http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6496 ; http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6497 ; http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6498 ; http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6499.

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

MLA Handbook (7th Edition):

Andretta, Pedro Ivo Silveira. “O leitor contemporâneo e a obra de Machado de Assis: uma análise discursiva da crítica amadora em blogs.” 2013. Web. 17 Jul 2019.

Vancouver:

Andretta PIS. O leitor contemporâneo e a obra de Machado de Assis: uma análise discursiva da crítica amadora em blogs. [Internet] [Thesis]. Universidade Federal de São Carlos; 2013. [cited 2019 Jul 17]. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6393 ; http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6502 ; http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6501 ; http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6496 ; http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6497 ; http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6498 ; http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6499.

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

Council of Science Editors:

Andretta PIS. O leitor contemporâneo e a obra de Machado de Assis: uma análise discursiva da crítica amadora em blogs. [Thesis]. Universidade Federal de São Carlos; 2013. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6393 ; http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6502 ; http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6501 ; http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6496 ; http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6497 ; http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6498 ; http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6499

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


University of South Africa

30. Dube, Christopher. Spirit scribing: textual sensitivities of writing and reading spirituality .

Degree: 2002, University of South Africa

 There are certain texts and certain ways of writing which when we encounter, we feel we are touching the edge of mystery. What obtains in… (more)

Subjects/Keywords: Spirituality; Spirituality - Study of; Spirituality literature - Writing and Reading; Literary arts - Spiritual aspects; Education - Spiritual aspects

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

APA (6th Edition):

Dube, C. (2002). Spirit scribing: textual sensitivities of writing and reading spirituality . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/599

Chicago Manual of Style (16th Edition):

Dube, Christopher. “Spirit scribing: textual sensitivities of writing and reading spirituality .” 2002. Doctoral Dissertation, University of South Africa. Accessed July 17, 2019. http://hdl.handle.net/10500/599.

MLA Handbook (7th Edition):

Dube, Christopher. “Spirit scribing: textual sensitivities of writing and reading spirituality .” 2002. Web. 17 Jul 2019.

Vancouver:

Dube C. Spirit scribing: textual sensitivities of writing and reading spirituality . [Internet] [Doctoral dissertation]. University of South Africa; 2002. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10500/599.

Council of Science Editors:

Dube C. Spirit scribing: textual sensitivities of writing and reading spirituality . [Doctoral Dissertation]. University of South Africa; 2002. Available from: http://hdl.handle.net/10500/599

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