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You searched for subject:(Middle School Reading). Showing records 1 – 30 of 244 total matches.

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University of Cincinnati

1. Ploehs, John Ralph. The literacy benefits of middle school tutors who tutor emergent readers.

Degree: 2010, University of Cincinnati

  A qualitative case study was completed over approximately a five week period from April 20 to May 25, 2007. The goal of the study… (more)

Subjects/Keywords: Education, Middle School; Education, Reading

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APA (6th Edition):

Ploehs, J. R. (2010). The literacy benefits of middle school tutors who tutor emergent readers. (Thesis). University of Cincinnati. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1478569

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):

Ploehs, John Ralph. “The literacy benefits of middle school tutors who tutor emergent readers.” 2010. Thesis, University of Cincinnati. Accessed April 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1478569.

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

MLA Handbook (7th Edition):

Ploehs, John Ralph. “The literacy benefits of middle school tutors who tutor emergent readers.” 2010. Web. 20 Apr 2019.

Vancouver:

Ploehs JR. The literacy benefits of middle school tutors who tutor emergent readers. [Internet] [Thesis]. University of Cincinnati; 2010. [cited 2019 Apr 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1478569.

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

Council of Science Editors:

Ploehs JR. The literacy benefits of middle school tutors who tutor emergent readers. [Thesis]. University of Cincinnati; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1478569

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

2. Smith, Jamie Alexander. The effects of a systematic progress monitoring program on sixth grade middle school reading scores and teacher perceptions.

Degree: 2011, Lindenwood University

  The development of quality educational programs, designed to meet the needs of all students, is a pivotal responsibility of educators and yet a considerable… (more)

Subjects/Keywords: Education, Middle School; Education, Reading

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

APA (6th Edition):

Smith, J. A. (2011). The effects of a systematic progress monitoring program on sixth grade middle school reading scores and teacher perceptions. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3450240

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):

Smith, Jamie Alexander. “The effects of a systematic progress monitoring program on sixth grade middle school reading scores and teacher perceptions.” 2011. Thesis, Lindenwood University. Accessed April 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3450240.

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

MLA Handbook (7th Edition):

Smith, Jamie Alexander. “The effects of a systematic progress monitoring program on sixth grade middle school reading scores and teacher perceptions.” 2011. Web. 20 Apr 2019.

Vancouver:

Smith JA. The effects of a systematic progress monitoring program on sixth grade middle school reading scores and teacher perceptions. [Internet] [Thesis]. Lindenwood University; 2011. [cited 2019 Apr 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3450240.

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

Council of Science Editors:

Smith JA. The effects of a systematic progress monitoring program on sixth grade middle school reading scores and teacher perceptions. [Thesis]. Lindenwood University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3450240

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

3. Hampton, Angela Joy. Sustaining hope| A teacher's stories of teaching reading for 46 years in one urban school.

Degree: 2012, The University of Texas at Austin

  This dissertation examines the life stories of Marsha Ethridge (all names are pseudonyms), a teacher who has taught for 46 years in one urban… (more)

Subjects/Keywords: Education, Middle School; Education, Reading

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APA (6th Edition):

Hampton, A. J. (2012). Sustaining hope| A teacher's stories of teaching reading for 46 years in one urban school. (Thesis). The University of Texas at Austin. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3530289

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):

Hampton, Angela Joy. “Sustaining hope| A teacher's stories of teaching reading for 46 years in one urban school.” 2012. Thesis, The University of Texas at Austin. Accessed April 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3530289.

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

MLA Handbook (7th Edition):

Hampton, Angela Joy. “Sustaining hope| A teacher's stories of teaching reading for 46 years in one urban school.” 2012. Web. 20 Apr 2019.

Vancouver:

Hampton AJ. Sustaining hope| A teacher's stories of teaching reading for 46 years in one urban school. [Internet] [Thesis]. The University of Texas at Austin; 2012. [cited 2019 Apr 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3530289.

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

Council of Science Editors:

Hampton AJ. Sustaining hope| A teacher's stories of teaching reading for 46 years in one urban school. [Thesis]. The University of Texas at Austin; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3530289

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

4. Ware, Regina J. Middle School Students' Perceptions of Their Interests in Reading As Defined By Engagement and Social Interaction When Using Sustained Silent Reading, SSR, and Peer Interests Reading Strategies, PIRS.

Degree: 2012, Lindenwood University

  Alarming statistics report that middle school students are not reading as much as they should be reading. This study is an examination of two… (more)

Subjects/Keywords: Education, Middle School; Education, Reading

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APA (6th Edition):

Ware, R. J. (2012). Middle School Students' Perceptions of Their Interests in Reading As Defined By Engagement and Social Interaction When Using Sustained Silent Reading, SSR, and Peer Interests Reading Strategies, PIRS. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3510460

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):

Ware, Regina J. “Middle School Students' Perceptions of Their Interests in Reading As Defined By Engagement and Social Interaction When Using Sustained Silent Reading, SSR, and Peer Interests Reading Strategies, PIRS.” 2012. Thesis, Lindenwood University. Accessed April 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3510460.

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

MLA Handbook (7th Edition):

Ware, Regina J. “Middle School Students' Perceptions of Their Interests in Reading As Defined By Engagement and Social Interaction When Using Sustained Silent Reading, SSR, and Peer Interests Reading Strategies, PIRS.” 2012. Web. 20 Apr 2019.

Vancouver:

Ware RJ. Middle School Students' Perceptions of Their Interests in Reading As Defined By Engagement and Social Interaction When Using Sustained Silent Reading, SSR, and Peer Interests Reading Strategies, PIRS. [Internet] [Thesis]. Lindenwood University; 2012. [cited 2019 Apr 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3510460.

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

Council of Science Editors:

Ware RJ. Middle School Students' Perceptions of Their Interests in Reading As Defined By Engagement and Social Interaction When Using Sustained Silent Reading, SSR, and Peer Interests Reading Strategies, PIRS. [Thesis]. Lindenwood University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3510460

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

5. Haug, Jeffrey Joseph. A summer literacy intervention for struggling readers at the middle school level using strategies in comprehension, fluency, vocabulary, and positive school climate to improve reading comprehension| An evaluation study.

Degree: 2011, Lindenwood University

  A middle school created an intervention called the Summer Literacy Program to increase reading comprehension levels. The middle school believed that by exposing students… (more)

Subjects/Keywords: Education, Middle School; Education, Reading

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

APA (6th Edition):

Haug, J. J. (2011). A summer literacy intervention for struggling readers at the middle school level using strategies in comprehension, fluency, vocabulary, and positive school climate to improve reading comprehension| An evaluation study. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3433097

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):

Haug, Jeffrey Joseph. “A summer literacy intervention for struggling readers at the middle school level using strategies in comprehension, fluency, vocabulary, and positive school climate to improve reading comprehension| An evaluation study.” 2011. Thesis, Lindenwood University. Accessed April 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3433097.

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

MLA Handbook (7th Edition):

Haug, Jeffrey Joseph. “A summer literacy intervention for struggling readers at the middle school level using strategies in comprehension, fluency, vocabulary, and positive school climate to improve reading comprehension| An evaluation study.” 2011. Web. 20 Apr 2019.

Vancouver:

Haug JJ. A summer literacy intervention for struggling readers at the middle school level using strategies in comprehension, fluency, vocabulary, and positive school climate to improve reading comprehension| An evaluation study. [Internet] [Thesis]. Lindenwood University; 2011. [cited 2019 Apr 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3433097.

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

Council of Science Editors:

Haug JJ. A summer literacy intervention for struggling readers at the middle school level using strategies in comprehension, fluency, vocabulary, and positive school climate to improve reading comprehension| An evaluation study. [Thesis]. Lindenwood University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3433097

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


University of Cincinnati

6. BURNS, MARGARET. THE GREAT DISCONNECT: HOW MIDDLE SCHOOOL TEACHERS DESCRIBE THEIR USE OF EXPOSITORY AND NARRATIVE TEXT.

Degree: MEd, Education : Curriculum and Instruction, 2007, University of Cincinnati

 I explored what type of texts eight teachers say they regularly use in their language arts and reading classrooms. Of particular interest to me was… (more)

Subjects/Keywords: expository; reading instruction; middle school

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

APA (6th Edition):

BURNS, M. (2007). THE GREAT DISCONNECT: HOW MIDDLE SCHOOOL TEACHERS DESCRIBE THEIR USE OF EXPOSITORY AND NARRATIVE TEXT. (Masters Thesis). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196084761

Chicago Manual of Style (16th Edition):

BURNS, MARGARET. “THE GREAT DISCONNECT: HOW MIDDLE SCHOOOL TEACHERS DESCRIBE THEIR USE OF EXPOSITORY AND NARRATIVE TEXT.” 2007. Masters Thesis, University of Cincinnati. Accessed April 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196084761.

MLA Handbook (7th Edition):

BURNS, MARGARET. “THE GREAT DISCONNECT: HOW MIDDLE SCHOOOL TEACHERS DESCRIBE THEIR USE OF EXPOSITORY AND NARRATIVE TEXT.” 2007. Web. 20 Apr 2019.

Vancouver:

BURNS M. THE GREAT DISCONNECT: HOW MIDDLE SCHOOOL TEACHERS DESCRIBE THEIR USE OF EXPOSITORY AND NARRATIVE TEXT. [Internet] [Masters thesis]. University of Cincinnati; 2007. [cited 2019 Apr 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196084761.

Council of Science Editors:

BURNS M. THE GREAT DISCONNECT: HOW MIDDLE SCHOOOL TEACHERS DESCRIBE THEIR USE OF EXPOSITORY AND NARRATIVE TEXT. [Masters Thesis]. University of Cincinnati; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196084761

7. Guillory, Starlette Dionne St. Julien. Readiness of Middle School Students for High School English| Perceptions of English Teachers in Southwestern Louisiana.

Degree: 2016, University of Louisiana at Lafayette

  The overarching goal of this study was to obtain the perceptions of 5th, 6th, 7th, 8th, and 9th grade English Language Arts teachers of… (more)

Subjects/Keywords: Middle school education; Reading instruction

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APA (6th Edition):

Guillory, S. D. S. J. (2016). Readiness of Middle School Students for High School English| Perceptions of English Teachers in Southwestern Louisiana. (Thesis). University of Louisiana at Lafayette. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10163304

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):

Guillory, Starlette Dionne St Julien. “Readiness of Middle School Students for High School English| Perceptions of English Teachers in Southwestern Louisiana.” 2016. Thesis, University of Louisiana at Lafayette. Accessed April 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10163304.

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

MLA Handbook (7th Edition):

Guillory, Starlette Dionne St Julien. “Readiness of Middle School Students for High School English| Perceptions of English Teachers in Southwestern Louisiana.” 2016. Web. 20 Apr 2019.

Vancouver:

Guillory SDSJ. Readiness of Middle School Students for High School English| Perceptions of English Teachers in Southwestern Louisiana. [Internet] [Thesis]. University of Louisiana at Lafayette; 2016. [cited 2019 Apr 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10163304.

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

Council of Science Editors:

Guillory SDSJ. Readiness of Middle School Students for High School English| Perceptions of English Teachers in Southwestern Louisiana. [Thesis]. University of Louisiana at Lafayette; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10163304

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


University of Southern California

8. Bixler, Josephine Tidalgo. The effectiveness of the literacy for success intervention at Wilson Middle School.

Degree: EdD, Education, 2009, University of Southern California

 The purpose of the study was to determine if Literacy for Success brought students nearer to proficiency on the English Language Arts (ELA) portion of… (more)

Subjects/Keywords: reading; intervention; middle school

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

APA (6th Edition):

Bixler, J. T. (2009). The effectiveness of the literacy for success intervention at Wilson Middle School. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/251175/rec/6630

Chicago Manual of Style (16th Edition):

Bixler, Josephine Tidalgo. “The effectiveness of the literacy for success intervention at Wilson Middle School.” 2009. Doctoral Dissertation, University of Southern California. Accessed April 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/251175/rec/6630.

MLA Handbook (7th Edition):

Bixler, Josephine Tidalgo. “The effectiveness of the literacy for success intervention at Wilson Middle School.” 2009. Web. 20 Apr 2019.

Vancouver:

Bixler JT. The effectiveness of the literacy for success intervention at Wilson Middle School. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Apr 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/251175/rec/6630.

Council of Science Editors:

Bixler JT. The effectiveness of the literacy for success intervention at Wilson Middle School. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/251175/rec/6630


University of New Orleans

9. Theriot, Alyson A. A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School.

Degree: PhD, Curriculum and Instruction, 2018, University of New Orleans

  It has been common for elementary teachers to read aloud to their students; however, it has not been so common in the middle school.… (more)

Subjects/Keywords: Read-alouds; Middle School Teachers; Middle School Students; Middle School Reading; Language and Literacy Education

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

APA (6th Edition):

Theriot, A. A. (2018). A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2498

Chicago Manual of Style (16th Edition):

Theriot, Alyson A. “A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School.” 2018. Doctoral Dissertation, University of New Orleans. Accessed April 20, 2019. https://scholarworks.uno.edu/td/2498.

MLA Handbook (7th Edition):

Theriot, Alyson A. “A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School.” 2018. Web. 20 Apr 2019.

Vancouver:

Theriot AA. A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School. [Internet] [Doctoral dissertation]. University of New Orleans; 2018. [cited 2019 Apr 20]. Available from: https://scholarworks.uno.edu/td/2498.

Council of Science Editors:

Theriot AA. A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School. [Doctoral Dissertation]. University of New Orleans; 2018. Available from: https://scholarworks.uno.edu/td/2498

10. Kochanski, Kiri. Middle School Reading Comprehension Strategies and Metacognition.

Degree: 2018, SUNY College at Fredonia

 By the end of each school year it is the expectation that students meet the Common Core State Standards. With this expectation, students must use… (more)

Subjects/Keywords: Language arts (Middle school).; Reading comprehension.; Middle school students.

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APA (6th Edition):

Kochanski, K. (2018). Middle School Reading Comprehension Strategies and Metacognition. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/70515

Chicago Manual of Style (16th Edition):

Kochanski, Kiri. “Middle School Reading Comprehension Strategies and Metacognition. ” 2018. Masters Thesis, SUNY College at Fredonia. Accessed April 20, 2019. http://hdl.handle.net/1951/70515.

MLA Handbook (7th Edition):

Kochanski, Kiri. “Middle School Reading Comprehension Strategies and Metacognition. ” 2018. Web. 20 Apr 2019.

Vancouver:

Kochanski K. Middle School Reading Comprehension Strategies and Metacognition. [Internet] [Masters thesis]. SUNY College at Fredonia; 2018. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1951/70515.

Council of Science Editors:

Kochanski K. Middle School Reading Comprehension Strategies and Metacognition. [Masters Thesis]. SUNY College at Fredonia; 2018. Available from: http://hdl.handle.net/1951/70515

11. Williams, Rebecca Sue. Leadership distinctions| The impact of leadership on teachers of Second Chance Reading.

Degree: 2013, University of Northern Iowa

  For as long as time, struggling adolescent readers have filled classrooms and communities. In many cases, these functional aliterates typically could read, yet could… (more)

Subjects/Keywords: Education, Leadership; Education, Middle School; Education, Reading

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

APA (6th Edition):

Williams, R. S. (2013). Leadership distinctions| The impact of leadership on teachers of Second Chance Reading. (Thesis). University of Northern Iowa. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3535651

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):

Williams, Rebecca Sue. “Leadership distinctions| The impact of leadership on teachers of Second Chance Reading.” 2013. Thesis, University of Northern Iowa. Accessed April 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3535651.

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

MLA Handbook (7th Edition):

Williams, Rebecca Sue. “Leadership distinctions| The impact of leadership on teachers of Second Chance Reading.” 2013. Web. 20 Apr 2019.

Vancouver:

Williams RS. Leadership distinctions| The impact of leadership on teachers of Second Chance Reading. [Internet] [Thesis]. University of Northern Iowa; 2013. [cited 2019 Apr 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3535651.

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

Council of Science Editors:

Williams RS. Leadership distinctions| The impact of leadership on teachers of Second Chance Reading. [Thesis]. University of Northern Iowa; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3535651

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

12. Sims, Regina. A Case Study Investigating Teachers' Knowledge and Implementation of Response to Intervention.

Degree: 2013, Walden University

  The local school district in the current study was struggling to meet adequate yearly progress (AYP) targets in reading because secondary students were scoring… (more)

Subjects/Keywords: Education, Middle School; Education, Secondary; Education, Reading

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

APA (6th Edition):

Sims, R. (2013). A Case Study Investigating Teachers' Knowledge and Implementation of Response to Intervention. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3595442

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):

Sims, Regina. “A Case Study Investigating Teachers' Knowledge and Implementation of Response to Intervention.” 2013. Thesis, Walden University. Accessed April 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3595442.

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

MLA Handbook (7th Edition):

Sims, Regina. “A Case Study Investigating Teachers' Knowledge and Implementation of Response to Intervention.” 2013. Web. 20 Apr 2019.

Vancouver:

Sims R. A Case Study Investigating Teachers' Knowledge and Implementation of Response to Intervention. [Internet] [Thesis]. Walden University; 2013. [cited 2019 Apr 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3595442.

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

Council of Science Editors:

Sims R. A Case Study Investigating Teachers' Knowledge and Implementation of Response to Intervention. [Thesis]. Walden University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3595442

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

13. Grogan, Martha Susan. Reading, argumentation, and writing| Collaboration and development of a reading comprehension intervention for struggling adolescents.

Degree: 2014, University of Arkansas at Little Rock

  The purpose of the study was to develop and implement a new reading intervention with fifth grade struggling readers that included reading across multiple… (more)

Subjects/Keywords: Education, Middle School; Education, Elementary; Education, Reading

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

APA (6th Edition):

Grogan, M. S. (2014). Reading, argumentation, and writing| Collaboration and development of a reading comprehension intervention for struggling adolescents. (Thesis). University of Arkansas at Little Rock. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3645515

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):

Grogan, Martha Susan. “Reading, argumentation, and writing| Collaboration and development of a reading comprehension intervention for struggling adolescents.” 2014. Thesis, University of Arkansas at Little Rock. Accessed April 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3645515.

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

MLA Handbook (7th Edition):

Grogan, Martha Susan. “Reading, argumentation, and writing| Collaboration and development of a reading comprehension intervention for struggling adolescents.” 2014. Web. 20 Apr 2019.

Vancouver:

Grogan MS. Reading, argumentation, and writing| Collaboration and development of a reading comprehension intervention for struggling adolescents. [Internet] [Thesis]. University of Arkansas at Little Rock; 2014. [cited 2019 Apr 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3645515.

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

Council of Science Editors:

Grogan MS. Reading, argumentation, and writing| Collaboration and development of a reading comprehension intervention for struggling adolescents. [Thesis]. University of Arkansas at Little Rock; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3645515

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


University of Wisconsin – Stout

14. Schumacher, Tracy A. Study to determine the relationship between motivation and reading engagement in adolescence.

Degree: 2001, University of Wisconsin – Stout

Subjects/Keywords: Reading (Middle school)

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

APA (6th Edition):

Schumacher, T. A. (2001). Study to determine the relationship between motivation and reading engagement in adolescence. (Thesis). University of Wisconsin – Stout. Retrieved from http://digital.library.wisc.edu/1793/40161 ; http://www.uwstout.edu/lib/thesis/2001/2001schumachert.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):

Schumacher, Tracy A. “Study to determine the relationship between motivation and reading engagement in adolescence.” 2001. Thesis, University of Wisconsin – Stout. Accessed April 20, 2019. http://digital.library.wisc.edu/1793/40161 ; http://www.uwstout.edu/lib/thesis/2001/2001schumachert.pdf.

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

MLA Handbook (7th Edition):

Schumacher, Tracy A. “Study to determine the relationship between motivation and reading engagement in adolescence.” 2001. Web. 20 Apr 2019.

Vancouver:

Schumacher TA. Study to determine the relationship between motivation and reading engagement in adolescence. [Internet] [Thesis]. University of Wisconsin – Stout; 2001. [cited 2019 Apr 20]. Available from: http://digital.library.wisc.edu/1793/40161 ; http://www.uwstout.edu/lib/thesis/2001/2001schumachert.pdf.

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

Council of Science Editors:

Schumacher TA. Study to determine the relationship between motivation and reading engagement in adolescence. [Thesis]. University of Wisconsin – Stout; 2001. Available from: http://digital.library.wisc.edu/1793/40161 ; http://www.uwstout.edu/lib/thesis/2001/2001schumachert.pdf

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


Texas A&M University

15. Beerwinkle, Andrea Lynne. A Quasi-Experimental Study of an Intervention Using the Text Structure Strategy in Grade 7 Science.

Degree: PhD, Curriculum and Instruction, 2018, Texas A&M University

 The ability to comprehend science texts is not only an academic skill but a life skill. Currently, however, the majority of students across grade levels… (more)

Subjects/Keywords: text structure; reading comprehension; science; middle school

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

APA (6th Edition):

Beerwinkle, A. L. (2018). A Quasi-Experimental Study of an Intervention Using the Text Structure Strategy in Grade 7 Science. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174033

Chicago Manual of Style (16th Edition):

Beerwinkle, Andrea Lynne. “A Quasi-Experimental Study of an Intervention Using the Text Structure Strategy in Grade 7 Science.” 2018. Doctoral Dissertation, Texas A&M University. Accessed April 20, 2019. http://hdl.handle.net/1969.1/174033.

MLA Handbook (7th Edition):

Beerwinkle, Andrea Lynne. “A Quasi-Experimental Study of an Intervention Using the Text Structure Strategy in Grade 7 Science.” 2018. Web. 20 Apr 2019.

Vancouver:

Beerwinkle AL. A Quasi-Experimental Study of an Intervention Using the Text Structure Strategy in Grade 7 Science. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1969.1/174033.

Council of Science Editors:

Beerwinkle AL. A Quasi-Experimental Study of an Intervention Using the Text Structure Strategy in Grade 7 Science. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174033


Florida State University

16. Teeter, Gladys P. Methods of improving instruction in reading in the intermediate grades.

Degree: 1952, Florida State University

One of the most important responsibilities of the elementary school is the teaching of reading. It is more important today than ever before for children… (more)

Subjects/Keywords: Reading (Middle school)

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APA (6th Edition):

Teeter, G. P. (1952). Methods of improving instruction in reading in the intermediate grades. (Masters Thesis). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_historic_akw1829 ;

Chicago Manual of Style (16th Edition):

Teeter, Gladys P. “Methods of improving instruction in reading in the intermediate grades.” 1952. Masters Thesis, Florida State University. Accessed April 20, 2019. http://purl.flvc.org/fsu/fd/FSU_historic_akw1829 ;.

MLA Handbook (7th Edition):

Teeter, Gladys P. “Methods of improving instruction in reading in the intermediate grades.” 1952. Web. 20 Apr 2019.

Vancouver:

Teeter GP. Methods of improving instruction in reading in the intermediate grades. [Internet] [Masters thesis]. Florida State University; 1952. [cited 2019 Apr 20]. Available from: http://purl.flvc.org/fsu/fd/FSU_historic_akw1829 ;.

Council of Science Editors:

Teeter GP. Methods of improving instruction in reading in the intermediate grades. [Masters Thesis]. Florida State University; 1952. Available from: http://purl.flvc.org/fsu/fd/FSU_historic_akw1829 ;


Columbia University

17. Johnston, Kelly. (Re)Imagining Possibilities for Youth in Schools: a Rhizomatic Exploration of Youth’s Affective Engagements With Literacy.

Degree: 2018, Columbia University

 The purpose of this post-qualitative study was to examine the rhizomatic functioning of youth’s engagements with literacy in a 7th grade English Language Arts classroom.… (more)

Subjects/Keywords: Education; Reading; Language arts (Middle school); Literacy

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APA (6th Edition):

Johnston, K. (2018). (Re)Imagining Possibilities for Youth in Schools: a Rhizomatic Exploration of Youth’s Affective Engagements With Literacy. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8903GB7

Chicago Manual of Style (16th Edition):

Johnston, Kelly. “(Re)Imagining Possibilities for Youth in Schools: a Rhizomatic Exploration of Youth’s Affective Engagements With Literacy.” 2018. Doctoral Dissertation, Columbia University. Accessed April 20, 2019. https://doi.org/10.7916/D8903GB7.

MLA Handbook (7th Edition):

Johnston, Kelly. “(Re)Imagining Possibilities for Youth in Schools: a Rhizomatic Exploration of Youth’s Affective Engagements With Literacy.” 2018. Web. 20 Apr 2019.

Vancouver:

Johnston K. (Re)Imagining Possibilities for Youth in Schools: a Rhizomatic Exploration of Youth’s Affective Engagements With Literacy. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2019 Apr 20]. Available from: https://doi.org/10.7916/D8903GB7.

Council of Science Editors:

Johnston K. (Re)Imagining Possibilities for Youth in Schools: a Rhizomatic Exploration of Youth’s Affective Engagements With Literacy. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D8903GB7


Bowling Green State University

18. Ludwig, Angie N. THE DIFFERENCES IN THE ATTITUDES TOWARD AND PERCEPTIONS OF READING IN SUCCESSFUL AND STRUGGLING MIDDLE SCHOOL READERS.

Degree: MEd, Reading, 2007, Bowling Green State University

 The purpose of this study was to determine whether or not there was a significant difference in the attitudes toward and perceptions of reading between… (more)

Subjects/Keywords: Education, Reading; middle school readers; middle school attitudes and interests; perceptions of reading

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APA (6th Edition):

Ludwig, A. N. (2007). THE DIFFERENCES IN THE ATTITUDES TOWARD AND PERCEPTIONS OF READING IN SUCCESSFUL AND STRUGGLING MIDDLE SCHOOL READERS. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1168345123

Chicago Manual of Style (16th Edition):

Ludwig, Angie N. “THE DIFFERENCES IN THE ATTITUDES TOWARD AND PERCEPTIONS OF READING IN SUCCESSFUL AND STRUGGLING MIDDLE SCHOOL READERS.” 2007. Masters Thesis, Bowling Green State University. Accessed April 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1168345123.

MLA Handbook (7th Edition):

Ludwig, Angie N. “THE DIFFERENCES IN THE ATTITUDES TOWARD AND PERCEPTIONS OF READING IN SUCCESSFUL AND STRUGGLING MIDDLE SCHOOL READERS.” 2007. Web. 20 Apr 2019.

Vancouver:

Ludwig AN. THE DIFFERENCES IN THE ATTITUDES TOWARD AND PERCEPTIONS OF READING IN SUCCESSFUL AND STRUGGLING MIDDLE SCHOOL READERS. [Internet] [Masters thesis]. Bowling Green State University; 2007. [cited 2019 Apr 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1168345123.

Council of Science Editors:

Ludwig AN. THE DIFFERENCES IN THE ATTITUDES TOWARD AND PERCEPTIONS OF READING IN SUCCESSFUL AND STRUGGLING MIDDLE SCHOOL READERS. [Masters Thesis]. Bowling Green State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1168345123


Youngstown State University

19. Kohart, Jennifer N. Structured Read-Aloud in Middle School: the Initial Impact on Reading Assessment Scores.

Degree: Doctor of Education (Educational Leadership), Department of Educational Foundations, Research, Technology and Leadership, 2012, Youngstown State University

 Read-aloud is a technique predominantly utilized at the elementary level. This study was designed to research the effectiveness of this technique at the middle school(more)

Subjects/Keywords: Education; Educational Tests and Measurements; Literacy; Middle School Education; Reading Instruction; Teacher Education; Teaching; Education; middle school; reading; read-aloud; reading assessment; reading strategies; middle school education; literacy; teaching reading

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

APA (6th Edition):

Kohart, J. N. (2012). Structured Read-Aloud in Middle School: the Initial Impact on Reading Assessment Scores. (Doctoral Dissertation). Youngstown State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ysu1363874120

Chicago Manual of Style (16th Edition):

Kohart, Jennifer N. “Structured Read-Aloud in Middle School: the Initial Impact on Reading Assessment Scores.” 2012. Doctoral Dissertation, Youngstown State University. Accessed April 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1363874120.

MLA Handbook (7th Edition):

Kohart, Jennifer N. “Structured Read-Aloud in Middle School: the Initial Impact on Reading Assessment Scores.” 2012. Web. 20 Apr 2019.

Vancouver:

Kohart JN. Structured Read-Aloud in Middle School: the Initial Impact on Reading Assessment Scores. [Internet] [Doctoral dissertation]. Youngstown State University; 2012. [cited 2019 Apr 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1363874120.

Council of Science Editors:

Kohart JN. Structured Read-Aloud in Middle School: the Initial Impact on Reading Assessment Scores. [Doctoral Dissertation]. Youngstown State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1363874120

20. Brown, Mamie Lee. The role of the principal in improving adolescent reading skills.

Degree: Thesis (D. Ed.), 2010, Ball State University

 This purpose of this research study was to investigate the role of effective principals and how that role relates to the improvement of adolescent reading(more)

Subjects/Keywords: Junior high school principals; High school principals; Reading (Middle school); Reading (Secondary)

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

APA (6th Edition):

Brown, M. L. (2010). The role of the principal in improving adolescent reading skills. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/193348

Chicago Manual of Style (16th Edition):

Brown, Mamie Lee. “The role of the principal in improving adolescent reading skills.” 2010. Doctoral Dissertation, Ball State University. Accessed April 20, 2019. http://cardinalscholar.bsu.edu/handle/123456789/193348.

MLA Handbook (7th Edition):

Brown, Mamie Lee. “The role of the principal in improving adolescent reading skills.” 2010. Web. 20 Apr 2019.

Vancouver:

Brown ML. The role of the principal in improving adolescent reading skills. [Internet] [Doctoral dissertation]. Ball State University; 2010. [cited 2019 Apr 20]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/193348.

Council of Science Editors:

Brown ML. The role of the principal in improving adolescent reading skills. [Doctoral Dissertation]. Ball State University; 2010. Available from: http://cardinalscholar.bsu.edu/handle/123456789/193348


University of Oregon

21. Caplinger, Robert. The Impact of Flexible Interdisciplinary Block Scheduling on Reading Achievement.

Degree: 2013, University of Oregon

 The purpose of this study was to examine whether the use of a middle school flexible interdisciplinary block schedule would increase eighth-grade students' reading scores,… (more)

Subjects/Keywords: Block scheduling; Flexible scheduling; Interdisciplinary; Middle level; Middle school; Reading achievement

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

APA (6th Edition):

Caplinger, R. (2013). The Impact of Flexible Interdisciplinary Block Scheduling on Reading Achievement. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/13226

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):

Caplinger, Robert. “The Impact of Flexible Interdisciplinary Block Scheduling on Reading Achievement.” 2013. Thesis, University of Oregon. Accessed April 20, 2019. http://hdl.handle.net/1794/13226.

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

MLA Handbook (7th Edition):

Caplinger, Robert. “The Impact of Flexible Interdisciplinary Block Scheduling on Reading Achievement.” 2013. Web. 20 Apr 2019.

Vancouver:

Caplinger R. The Impact of Flexible Interdisciplinary Block Scheduling on Reading Achievement. [Internet] [Thesis]. University of Oregon; 2013. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1794/13226.

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

Council of Science Editors:

Caplinger R. The Impact of Flexible Interdisciplinary Block Scheduling on Reading Achievement. [Thesis]. University of Oregon; 2013. Available from: http://hdl.handle.net/1794/13226

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


University of Louisville

22. Caldwell, Reginald L. The study of predictive factors of reading in low-performing readers in an urban setting.

Degree: PhD, Department of Teaching and Learning, 2009, University of Louisville

 The middle school years are most difficult because students now have to use reading to learn in all content areas. Low-performing students who daily face… (more)

Subjects/Keywords: Urban education; Read 180; Corrective Reading; Middle school students; Reading

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

APA (6th Edition):

Caldwell, R. L. (2009). The study of predictive factors of reading in low-performing readers in an urban setting. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/197 ; https://ir.library.louisville.edu/etd/197

Chicago Manual of Style (16th Edition):

Caldwell, Reginald L. “The study of predictive factors of reading in low-performing readers in an urban setting.” 2009. Doctoral Dissertation, University of Louisville. Accessed April 20, 2019. 10.18297/etd/197 ; https://ir.library.louisville.edu/etd/197.

MLA Handbook (7th Edition):

Caldwell, Reginald L. “The study of predictive factors of reading in low-performing readers in an urban setting.” 2009. Web. 20 Apr 2019.

Vancouver:

Caldwell RL. The study of predictive factors of reading in low-performing readers in an urban setting. [Internet] [Doctoral dissertation]. University of Louisville; 2009. [cited 2019 Apr 20]. Available from: 10.18297/etd/197 ; https://ir.library.louisville.edu/etd/197.

Council of Science Editors:

Caldwell RL. The study of predictive factors of reading in low-performing readers in an urban setting. [Doctoral Dissertation]. University of Louisville; 2009. Available from: 10.18297/etd/197 ; https://ir.library.louisville.edu/etd/197


Montana State University

23. Workman, Beth. The effects of reading the textbook in a seventh grade science classroom.

Degree: Graduate School, 2011, Montana State University

 In this investigation the science textbook was read orally through 12 weeks of our 7th grade science curriculum. Formative assessments were given throughout this period… (more)

Subjects/Keywords: Science Study and teaching.; Silent reading.; Oral reading.; Middle school students.

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

APA (6th Edition):

Workman, B. (2011). The effects of reading the textbook in a seventh grade science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2577

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):

Workman, Beth. “The effects of reading the textbook in a seventh grade science classroom.” 2011. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2577.

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

MLA Handbook (7th Edition):

Workman, Beth. “The effects of reading the textbook in a seventh grade science classroom.” 2011. Web. 20 Apr 2019.

Vancouver:

Workman B. The effects of reading the textbook in a seventh grade science classroom. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2577.

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

Council of Science Editors:

Workman B. The effects of reading the textbook in a seventh grade science classroom. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2577

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

24. Jones, Mapuana Helen. Igniting and inspiring middle school readers in the classroom: A comparative study of the effects of booktalks and book displays on middle school readers .

Degree: 2016, Texas A&M University – Corpus Christi

Reading motivation and attitude are salient issues for adolescent students because their enjoyment of reading declines from early elementary years to middle school. Literacy authorities… (more)

Subjects/Keywords: Book displays; Booktalks; Middle School; Reading attitudes; Reading motivation

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APA (6th Edition):

Jones, M. H. (2016). Igniting and inspiring middle school readers in the classroom: A comparative study of the effects of booktalks and book displays on middle school readers . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/700

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):

Jones, Mapuana Helen. “Igniting and inspiring middle school readers in the classroom: A comparative study of the effects of booktalks and book displays on middle school readers .” 2016. Thesis, Texas A&M University – Corpus Christi. Accessed April 20, 2019. http://hdl.handle.net/1969.6/700.

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

MLA Handbook (7th Edition):

Jones, Mapuana Helen. “Igniting and inspiring middle school readers in the classroom: A comparative study of the effects of booktalks and book displays on middle school readers .” 2016. Web. 20 Apr 2019.

Vancouver:

Jones MH. Igniting and inspiring middle school readers in the classroom: A comparative study of the effects of booktalks and book displays on middle school readers . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2016. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1969.6/700.

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

Council of Science Editors:

Jones MH. Igniting and inspiring middle school readers in the classroom: A comparative study of the effects of booktalks and book displays on middle school readers . [Thesis]. Texas A&M University – Corpus Christi; 2016. Available from: http://hdl.handle.net/1969.6/700

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


SUNY College at Brockport

25. Tavolino, Nicole L. Cultivating Reading Motivation in a Middle School Classroom Using Independent Reading.

Degree: MSEd, Education and Human Development, 2013, SUNY College at Brockport

Reading motivation is clearly tied to interest in reading material, especially for middle school students. This study explores just how much the selection of reading material, and the motivation students have for reading independently impact level of reading. Advisors/Committee Members: Thomas Giblin.

Subjects/Keywords: Reading Motivation; Independent Reading; Middle School; Curriculum and Instruction; Education

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APA (6th Edition):

Tavolino, N. L. (2013). Cultivating Reading Motivation in a Middle School Classroom Using Independent Reading. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/216

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):

Tavolino, Nicole L. “Cultivating Reading Motivation in a Middle School Classroom Using Independent Reading.” 2013. Thesis, SUNY College at Brockport. Accessed April 20, 2019. https://digitalcommons.brockport.edu/ehd_theses/216.

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

MLA Handbook (7th Edition):

Tavolino, Nicole L. “Cultivating Reading Motivation in a Middle School Classroom Using Independent Reading.” 2013. Web. 20 Apr 2019.

Vancouver:

Tavolino NL. Cultivating Reading Motivation in a Middle School Classroom Using Independent Reading. [Internet] [Thesis]. SUNY College at Brockport; 2013. [cited 2019 Apr 20]. Available from: https://digitalcommons.brockport.edu/ehd_theses/216.

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

Council of Science Editors:

Tavolino NL. Cultivating Reading Motivation in a Middle School Classroom Using Independent Reading. [Thesis]. SUNY College at Brockport; 2013. Available from: https://digitalcommons.brockport.edu/ehd_theses/216

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


Florida State University

26. Tyner, Mayme. A study for improving reading in Laurel Hill Junior High School.

Degree: 1950, Florida State University

"We accept the fact that reading is essential to modern thinking and living both as a tool and as a basis for aesthetic value. Because… (more)

Subjects/Keywords: Developmental reading; Reading (Middle school)

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APA (6th Edition):

Tyner, M. (1950). A study for improving reading in Laurel Hill Junior High School. (Masters Thesis). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_historic_akp2752 ;

Chicago Manual of Style (16th Edition):

Tyner, Mayme. “A study for improving reading in Laurel Hill Junior High School.” 1950. Masters Thesis, Florida State University. Accessed April 20, 2019. http://purl.flvc.org/fsu/fd/FSU_historic_akp2752 ;.

MLA Handbook (7th Edition):

Tyner, Mayme. “A study for improving reading in Laurel Hill Junior High School.” 1950. Web. 20 Apr 2019.

Vancouver:

Tyner M. A study for improving reading in Laurel Hill Junior High School. [Internet] [Masters thesis]. Florida State University; 1950. [cited 2019 Apr 20]. Available from: http://purl.flvc.org/fsu/fd/FSU_historic_akp2752 ;.

Council of Science Editors:

Tyner M. A study for improving reading in Laurel Hill Junior High School. [Masters Thesis]. Florida State University; 1950. Available from: http://purl.flvc.org/fsu/fd/FSU_historic_akp2752 ;


Central Connecticut State University

27. François, Dionne, 1977-. The Effects of Reading and Writing Strategies to Improve Fluency in Mathematics.

Degree: Department of Mathematical Sciences, 2013, Central Connecticut State University

The Common Core State Standards for Mathematics (CCSS-M) initiative and its implications have caused teachers to examine students' growth and their development through multiple lenses.… (more)

Subjects/Keywords: Reading (Middle school); Composition (Language arts) – Study and teaching (Middle school); Mathematics – Study and teaching (Middle school)

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APA (6th Edition):

François, Dionne, 1. (2013). The Effects of Reading and Writing Strategies to Improve Fluency in Mathematics. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1929

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):

François, Dionne, 1977-. “The Effects of Reading and Writing Strategies to Improve Fluency in Mathematics.” 2013. Thesis, Central Connecticut State University. Accessed April 20, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1929.

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

MLA Handbook (7th Edition):

François, Dionne, 1977-. “The Effects of Reading and Writing Strategies to Improve Fluency in Mathematics.” 2013. Web. 20 Apr 2019.

Vancouver:

François, Dionne 1. The Effects of Reading and Writing Strategies to Improve Fluency in Mathematics. [Internet] [Thesis]. Central Connecticut State University; 2013. [cited 2019 Apr 20]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1929.

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

Council of Science Editors:

François, Dionne 1. The Effects of Reading and Writing Strategies to Improve Fluency in Mathematics. [Thesis]. Central Connecticut State University; 2013. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1929

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


University of Cincinnati

28. Davis, Hope Smith. Student and Teacher Conceptualizations of Reading: A Metaphor Analysis Study of Scripted Reading Interventions in Secondary Classrooms.

Degree: EdD, Education : Literacy, 2009, University of Cincinnati

  This dissertation is an analysis of student and teacher conceptualizations of reading and learning in two separate scripted reading intervention environments, as implemented in… (more)

Subjects/Keywords: Education; Language Arts; Literacy; Reading Instruction; Special Education; Teaching; scripted reading; metaphor analysis; corrective reading; rewards plus; secondary; reading intervention; reading conceptualizations; reading; high school; middle school; qualitative research; ethnography

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

APA (6th Edition):

Davis, H. S. (2009). Student and Teacher Conceptualizations of Reading: A Metaphor Analysis Study of Scripted Reading Interventions in Secondary Classrooms. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1240938743

Chicago Manual of Style (16th Edition):

Davis, Hope Smith. “Student and Teacher Conceptualizations of Reading: A Metaphor Analysis Study of Scripted Reading Interventions in Secondary Classrooms.” 2009. Doctoral Dissertation, University of Cincinnati. Accessed April 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1240938743.

MLA Handbook (7th Edition):

Davis, Hope Smith. “Student and Teacher Conceptualizations of Reading: A Metaphor Analysis Study of Scripted Reading Interventions in Secondary Classrooms.” 2009. Web. 20 Apr 2019.

Vancouver:

Davis HS. Student and Teacher Conceptualizations of Reading: A Metaphor Analysis Study of Scripted Reading Interventions in Secondary Classrooms. [Internet] [Doctoral dissertation]. University of Cincinnati; 2009. [cited 2019 Apr 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1240938743.

Council of Science Editors:

Davis HS. Student and Teacher Conceptualizations of Reading: A Metaphor Analysis Study of Scripted Reading Interventions in Secondary Classrooms. [Doctoral Dissertation]. University of Cincinnati; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1240938743


Temple University

29. Bergman, David Murphy. Motivation and Middle School Readers: The nature of motivation among adolescent struggling readers who made notable gains while in middle school.

Degree: 2013, Temple University

CITE/Language Arts

Ed.D.

This qualitative case study investigated the nature of motivational change among eight adolescent participants who made notable advances in reading while in… (more)

Subjects/Keywords: Education; Middle school education; Reading instruction;

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APA (6th Edition):

Bergman, D. M. (2013). Motivation and Middle School Readers: The nature of motivation among adolescent struggling readers who made notable gains while in middle school. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,234823

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):

Bergman, David Murphy. “Motivation and Middle School Readers: The nature of motivation among adolescent struggling readers who made notable gains while in middle school.” 2013. Thesis, Temple University. Accessed April 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,234823.

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

MLA Handbook (7th Edition):

Bergman, David Murphy. “Motivation and Middle School Readers: The nature of motivation among adolescent struggling readers who made notable gains while in middle school.” 2013. Web. 20 Apr 2019.

Vancouver:

Bergman DM. Motivation and Middle School Readers: The nature of motivation among adolescent struggling readers who made notable gains while in middle school. [Internet] [Thesis]. Temple University; 2013. [cited 2019 Apr 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,234823.

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

Council of Science Editors:

Bergman DM. Motivation and Middle School Readers: The nature of motivation among adolescent struggling readers who made notable gains while in middle school. [Thesis]. Temple University; 2013. Available from: http://digital.library.temple.edu/u?/p245801coll10,234823

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


The Ohio State University

30. Dennis, Jennifer Wolf. Middle school students' conceptions of authorship in history texts.

Degree: PhD, Educational Theory and Practice, 2007, The Ohio State University

Middle school students are expected to use higher-level literacy strategies in order to read history texts interpretively and critically. However, history and social studies textbooks… (more)

Subjects/Keywords: Education, Reading; critical reading; middle school students; historical thinking; schematic narrative template; collective memory

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

APA (6th Edition):

Dennis, J. W. (2007). Middle school students' conceptions of authorship in history texts. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1196183889

Chicago Manual of Style (16th Edition):

Dennis, Jennifer Wolf. “Middle school students' conceptions of authorship in history texts.” 2007. Doctoral Dissertation, The Ohio State University. Accessed April 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1196183889.

MLA Handbook (7th Edition):

Dennis, Jennifer Wolf. “Middle school students' conceptions of authorship in history texts.” 2007. Web. 20 Apr 2019.

Vancouver:

Dennis JW. Middle school students' conceptions of authorship in history texts. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2019 Apr 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1196183889.

Council of Science Editors:

Dennis JW. Middle school students' conceptions of authorship in history texts. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1196183889

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