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You searched for subject:(Read alouds). Showing records 1 – 30 of 33 total matches.

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Texas A&M University

1. Garcia, Norma Garza. A study of teacher solicitations and student responses during read-alouds with kindergarten, first grade, and second grade students.

Degree: 2009, Texas A&M University

Read-alouds can be very useful in the classroom to assist students in gaining knowledge and improving reading skills. Educational research documents that there is a… (more)

Subjects/Keywords: Read-Alouds

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

APA (6th Edition):

Garcia, N. G. (2009). A study of teacher solicitations and student responses during read-alouds with kindergarten, first grade, and second grade students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1919

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):

Garcia, Norma Garza. “A study of teacher solicitations and student responses during read-alouds with kindergarten, first grade, and second grade students.” 2009. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1919.

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

MLA Handbook (7th Edition):

Garcia, Norma Garza. “A study of teacher solicitations and student responses during read-alouds with kindergarten, first grade, and second grade students.” 2009. Web. 21 Apr 2019.

Vancouver:

Garcia NG. A study of teacher solicitations and student responses during read-alouds with kindergarten, first grade, and second grade students. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1919.

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

Council of Science Editors:

Garcia NG. A study of teacher solicitations and student responses during read-alouds with kindergarten, first grade, and second grade students. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1919

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


Bowling Green State University

2. Primeau, Jessica M. WHAT TYPES OF READ-ALOUD PRACTICES DO SECONDARY TEACHERS ENGAGE IN? WHAT ARE THE STUDENTS' PERCEPTIONS OF THE SECONDARY READ-ALOUD PRACTICE?.

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

 The purpose of this study was to examine the read-aloud practices of secondary language arts teachers as well as the secondary students’ perception of teacher… (more)

Subjects/Keywords: Education, Reading; teacher read-alouds; student perception; secondary read-aloud practices; conclusions

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APA (6th Edition):

Primeau, J. M. (2007). WHAT TYPES OF READ-ALOUD PRACTICES DO SECONDARY TEACHERS ENGAGE IN? WHAT ARE THE STUDENTS' PERCEPTIONS OF THE SECONDARY READ-ALOUD PRACTICE?. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174664271

Chicago Manual of Style (16th Edition):

Primeau, Jessica M. “WHAT TYPES OF READ-ALOUD PRACTICES DO SECONDARY TEACHERS ENGAGE IN? WHAT ARE THE STUDENTS' PERCEPTIONS OF THE SECONDARY READ-ALOUD PRACTICE?.” 2007. Masters Thesis, Bowling Green State University. Accessed April 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174664271.

MLA Handbook (7th Edition):

Primeau, Jessica M. “WHAT TYPES OF READ-ALOUD PRACTICES DO SECONDARY TEACHERS ENGAGE IN? WHAT ARE THE STUDENTS' PERCEPTIONS OF THE SECONDARY READ-ALOUD PRACTICE?.” 2007. Web. 21 Apr 2019.

Vancouver:

Primeau JM. WHAT TYPES OF READ-ALOUD PRACTICES DO SECONDARY TEACHERS ENGAGE IN? WHAT ARE THE STUDENTS' PERCEPTIONS OF THE SECONDARY READ-ALOUD PRACTICE?. [Internet] [Masters thesis]. Bowling Green State University; 2007. [cited 2019 Apr 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174664271.

Council of Science Editors:

Primeau JM. WHAT TYPES OF READ-ALOUD PRACTICES DO SECONDARY TEACHERS ENGAGE IN? WHAT ARE THE STUDENTS' PERCEPTIONS OF THE SECONDARY READ-ALOUD PRACTICE?. [Masters Thesis]. Bowling Green State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174664271

3. Ratliff, Lauren E. Using Teacher Read-Alouds to Enhance First Grade Student's Vocabulary Development and Comprehension.

Degree: MA, Education, 2015, Wittenberg University

 This study examined how the use of read-alouds impacted first grade students vocabulary, background knowledge, and comprehension. Specifically, the research questions were “How do read-alouds(more)

Subjects/Keywords: Education; Elementary Education; Literacy; vocabulary, background knowledge, read-alouds, and comprehension

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APA (6th Edition):

Ratliff, L. E. (2015). Using Teacher Read-Alouds to Enhance First Grade Student's Vocabulary Development and Comprehension. (Masters Thesis). Wittenberg University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=witt1438787550

Chicago Manual of Style (16th Edition):

Ratliff, Lauren E. “Using Teacher Read-Alouds to Enhance First Grade Student's Vocabulary Development and Comprehension.” 2015. Masters Thesis, Wittenberg University. Accessed April 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=witt1438787550.

MLA Handbook (7th Edition):

Ratliff, Lauren E. “Using Teacher Read-Alouds to Enhance First Grade Student's Vocabulary Development and Comprehension.” 2015. Web. 21 Apr 2019.

Vancouver:

Ratliff LE. Using Teacher Read-Alouds to Enhance First Grade Student's Vocabulary Development and Comprehension. [Internet] [Masters thesis]. Wittenberg University; 2015. [cited 2019 Apr 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=witt1438787550.

Council of Science Editors:

Ratliff LE. Using Teacher Read-Alouds to Enhance First Grade Student's Vocabulary Development and Comprehension. [Masters Thesis]. Wittenberg University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=witt1438787550

4. Guerra-Castañeda, Jessica Loraine. R2 = Collaboration: a comparison of the effects of interactive read-alouds and read-alouds on student achievement and student attitude in grade-three mathematics .

Degree: 2015, Texas A&M University – Corpus Christi

 The mathematical achievement for United States’ students is a continuing concern; a concern that has existed for more than 20 years (Kornell, 2012; Smith, 2002).… (more)

Subjects/Keywords: children's literature; interactive; mathematics; read-alouds; student achievement; student attitude

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APA (6th Edition):

Guerra-Castañeda, J. L. (2015). R2 = Collaboration: a comparison of the effects of interactive read-alouds and read-alouds on student achievement and student attitude in grade-three mathematics . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/663

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):

Guerra-Castañeda, Jessica Loraine. “R2 = Collaboration: a comparison of the effects of interactive read-alouds and read-alouds on student achievement and student attitude in grade-three mathematics .” 2015. Thesis, Texas A&M University – Corpus Christi. Accessed April 21, 2019. http://hdl.handle.net/1969.6/663.

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

MLA Handbook (7th Edition):

Guerra-Castañeda, Jessica Loraine. “R2 = Collaboration: a comparison of the effects of interactive read-alouds and read-alouds on student achievement and student attitude in grade-three mathematics .” 2015. Web. 21 Apr 2019.

Vancouver:

Guerra-Castañeda JL. R2 = Collaboration: a comparison of the effects of interactive read-alouds and read-alouds on student achievement and student attitude in grade-three mathematics . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.6/663.

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

Council of Science Editors:

Guerra-Castañeda JL. R2 = Collaboration: a comparison of the effects of interactive read-alouds and read-alouds on student achievement and student attitude in grade-three mathematics . [Thesis]. Texas A&M University – Corpus Christi; 2015. Available from: http://hdl.handle.net/1969.6/663

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


SUNY College at Brockport

5. Walch, Rebecca L. Read Alouds and Their Impact on Students' Literacy Development.

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

  This qualitative study explores the impact of reading aloud to upper or intermediate elementary students. The purpose of this study is to research how… (more)

Subjects/Keywords: Read Alouds; Reading; Elementary; Literacy; Curriculum and Instruction; Education

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APA (6th Edition):

Walch, R. L. (2016). Read Alouds and Their Impact on Students' Literacy Development. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/669

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):

Walch, Rebecca L. “Read Alouds and Their Impact on Students' Literacy Development.” 2016. Thesis, SUNY College at Brockport. Accessed April 21, 2019. https://digitalcommons.brockport.edu/ehd_theses/669.

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

MLA Handbook (7th Edition):

Walch, Rebecca L. “Read Alouds and Their Impact on Students' Literacy Development.” 2016. Web. 21 Apr 2019.

Vancouver:

Walch RL. Read Alouds and Their Impact on Students' Literacy Development. [Internet] [Thesis]. SUNY College at Brockport; 2016. [cited 2019 Apr 21]. Available from: https://digitalcommons.brockport.edu/ehd_theses/669.

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

Council of Science Editors:

Walch RL. Read Alouds and Their Impact on Students' Literacy Development. [Thesis]. SUNY College at Brockport; 2016. Available from: https://digitalcommons.brockport.edu/ehd_theses/669

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


SUNY College at Brockport

6. Dennis, Kaitlin. Using Read Alouds to Support a Pre-Kindergarten Student's Emergent Literacy Skills.

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

  This research explores how read alouds may support a Pre-Kindergarten student’s emergent literacy skills. The purpose of this research is to see whether or… (more)

Subjects/Keywords: Pre-K; Emergent Literacy; Read Alouds; Reading; Writing; Education

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APA (6th Edition):

Dennis, K. (2017). Using Read Alouds to Support a Pre-Kindergarten Student's Emergent Literacy Skills. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/758

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):

Dennis, Kaitlin. “Using Read Alouds to Support a Pre-Kindergarten Student's Emergent Literacy Skills.” 2017. Thesis, SUNY College at Brockport. Accessed April 21, 2019. https://digitalcommons.brockport.edu/ehd_theses/758.

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

MLA Handbook (7th Edition):

Dennis, Kaitlin. “Using Read Alouds to Support a Pre-Kindergarten Student's Emergent Literacy Skills.” 2017. Web. 21 Apr 2019.

Vancouver:

Dennis K. Using Read Alouds to Support a Pre-Kindergarten Student's Emergent Literacy Skills. [Internet] [Thesis]. SUNY College at Brockport; 2017. [cited 2019 Apr 21]. Available from: https://digitalcommons.brockport.edu/ehd_theses/758.

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

Council of Science Editors:

Dennis K. Using Read Alouds to Support a Pre-Kindergarten Student's Emergent Literacy Skills. [Thesis]. SUNY College at Brockport; 2017. Available from: https://digitalcommons.brockport.edu/ehd_theses/758

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


Karlstad University

7. Buchholtz, Carolina. Högläsning i förskolan : En studie om hur barns språkutveckling uppmärksammas i högläsningen i relationen mellan pedagog och barn ur ett sociokulturellt perspektiv.

Degree: Educational Studies, 2016, Karlstad University

  The main purpose of this study is to examine the interaction between educators and children during reading aloud and how the educators recognize this.… (more)

Subjects/Keywords: preschool; read-alouds; language developement; förskola; högläsning; språkutveckling

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APA (6th Edition):

Buchholtz, C. (2016). Högläsning i förskolan : En studie om hur barns språkutveckling uppmärksammas i högläsningen i relationen mellan pedagog och barn ur ett sociokulturellt perspektiv. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43511

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):

Buchholtz, Carolina. “Högläsning i förskolan : En studie om hur barns språkutveckling uppmärksammas i högläsningen i relationen mellan pedagog och barn ur ett sociokulturellt perspektiv.” 2016. Thesis, Karlstad University. Accessed April 21, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43511.

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

MLA Handbook (7th Edition):

Buchholtz, Carolina. “Högläsning i förskolan : En studie om hur barns språkutveckling uppmärksammas i högläsningen i relationen mellan pedagog och barn ur ett sociokulturellt perspektiv.” 2016. Web. 21 Apr 2019.

Vancouver:

Buchholtz C. Högläsning i förskolan : En studie om hur barns språkutveckling uppmärksammas i högläsningen i relationen mellan pedagog och barn ur ett sociokulturellt perspektiv. [Internet] [Thesis]. Karlstad University; 2016. [cited 2019 Apr 21]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43511.

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

Council of Science Editors:

Buchholtz C. Högläsning i förskolan : En studie om hur barns språkutveckling uppmärksammas i högläsningen i relationen mellan pedagog och barn ur ett sociokulturellt perspektiv. [Thesis]. Karlstad University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43511

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


Virginia Tech

8. DeFilippo, Carol Lynne. Sparks, Celebrations, and Kids: An Ethnographic Study of Writers Club.

Degree: EdD, Curriculum and Instruction, 2009, Virginia Tech

 This descriptive study was designed to be an in-depth, ethnographic study of an after-school Writers Club that had been part of the fabric of a… (more)

Subjects/Keywords: writing with children; read alouds

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APA (6th Edition):

DeFilippo, C. L. (2009). Sparks, Celebrations, and Kids: An Ethnographic Study of Writers Club. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/40475

Chicago Manual of Style (16th Edition):

DeFilippo, Carol Lynne. “Sparks, Celebrations, and Kids: An Ethnographic Study of Writers Club.” 2009. Doctoral Dissertation, Virginia Tech. Accessed April 21, 2019. http://hdl.handle.net/10919/40475.

MLA Handbook (7th Edition):

DeFilippo, Carol Lynne. “Sparks, Celebrations, and Kids: An Ethnographic Study of Writers Club.” 2009. Web. 21 Apr 2019.

Vancouver:

DeFilippo CL. Sparks, Celebrations, and Kids: An Ethnographic Study of Writers Club. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10919/40475.

Council of Science Editors:

DeFilippo CL. Sparks, Celebrations, and Kids: An Ethnographic Study of Writers Club. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/40475


Virginia Tech

9. Fariss, Laura Lester. The Effects of Small Group Vocabulary Instruction on Second Grade Students' Expressive Vocabularies.

Degree: PhD, Teaching and Learning, 2013, Virginia Tech

 The purpose of this study was to investigate the effectiveness of small group vocabulary instruction above and beyond whole group, read aloud vocabulary instruction, on… (more)

Subjects/Keywords: expressive vocabulary; small group instruction; read alouds; primary grades

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

APA (6th Edition):

Fariss, L. L. (2013). The Effects of Small Group Vocabulary Instruction on Second Grade Students' Expressive Vocabularies. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/23685

Chicago Manual of Style (16th Edition):

Fariss, Laura Lester. “The Effects of Small Group Vocabulary Instruction on Second Grade Students' Expressive Vocabularies.” 2013. Doctoral Dissertation, Virginia Tech. Accessed April 21, 2019. http://hdl.handle.net/10919/23685.

MLA Handbook (7th Edition):

Fariss, Laura Lester. “The Effects of Small Group Vocabulary Instruction on Second Grade Students' Expressive Vocabularies.” 2013. Web. 21 Apr 2019.

Vancouver:

Fariss LL. The Effects of Small Group Vocabulary Instruction on Second Grade Students' Expressive Vocabularies. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10919/23685.

Council of Science Editors:

Fariss LL. The Effects of Small Group Vocabulary Instruction on Second Grade Students' Expressive Vocabularies. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/23685


University of New Orleans

10. 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 21, 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. 21 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 21]. 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


SUNY College at Brockport

11. Gross, Shannon. Exploring the Literacy Development of Preschoolers Through Theme-Based Center Activities.

Degree: MSEd, Education and Human Development, 2012, SUNY College at Brockport

  With the integration of an increased literacy and math based curriculum for young children, it is important to keep students engaged while maintaining efficient… (more)

Subjects/Keywords: elementary education; read-alouds; literacy; play center; Education; Elementary Education and Teaching

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APA (6th Edition):

Gross, S. (2012). Exploring the Literacy Development of Preschoolers Through Theme-Based Center Activities. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/720

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):

Gross, Shannon. “Exploring the Literacy Development of Preschoolers Through Theme-Based Center Activities.” 2012. Thesis, SUNY College at Brockport. Accessed April 21, 2019. https://digitalcommons.brockport.edu/ehd_theses/720.

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

MLA Handbook (7th Edition):

Gross, Shannon. “Exploring the Literacy Development of Preschoolers Through Theme-Based Center Activities.” 2012. Web. 21 Apr 2019.

Vancouver:

Gross S. Exploring the Literacy Development of Preschoolers Through Theme-Based Center Activities. [Internet] [Thesis]. SUNY College at Brockport; 2012. [cited 2019 Apr 21]. Available from: https://digitalcommons.brockport.edu/ehd_theses/720.

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

Council of Science Editors:

Gross S. Exploring the Literacy Development of Preschoolers Through Theme-Based Center Activities. [Thesis]. SUNY College at Brockport; 2012. Available from: https://digitalcommons.brockport.edu/ehd_theses/720

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


SUNY College at Brockport

12. Harradine, Sarah. Emergent Literacy Learners and the Achievement Gap: Strategies to Help Struggling Students.

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

  This research is a qualitative case study of the achievement gap among struggling emergent literacy learners and strategies to help those students succeed. Data… (more)

Subjects/Keywords: achievement gap; interactive read-alouds; popular culture print; emergent literacy learners; Education

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APA (6th Edition):

Harradine, S. (2017). Emergent Literacy Learners and the Achievement Gap: Strategies to Help Struggling Students. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/768

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):

Harradine, Sarah. “Emergent Literacy Learners and the Achievement Gap: Strategies to Help Struggling Students.” 2017. Thesis, SUNY College at Brockport. Accessed April 21, 2019. https://digitalcommons.brockport.edu/ehd_theses/768.

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

MLA Handbook (7th Edition):

Harradine, Sarah. “Emergent Literacy Learners and the Achievement Gap: Strategies to Help Struggling Students.” 2017. Web. 21 Apr 2019.

Vancouver:

Harradine S. Emergent Literacy Learners and the Achievement Gap: Strategies to Help Struggling Students. [Internet] [Thesis]. SUNY College at Brockport; 2017. [cited 2019 Apr 21]. Available from: https://digitalcommons.brockport.edu/ehd_theses/768.

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

Council of Science Editors:

Harradine S. Emergent Literacy Learners and the Achievement Gap: Strategies to Help Struggling Students. [Thesis]. SUNY College at Brockport; 2017. Available from: https://digitalcommons.brockport.edu/ehd_theses/768

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

13. Southwell, Kimberly. What happens when parent volunteers provide literacy support for preschool students using interactive read alouds in a private reading?.

Degree: 2015, Texas Woman's University

 The purpose of this study was to examine and measure how a read aloud training program could be used to train parents in the early… (more)

Subjects/Keywords: Education; Family literacy; Parent reading support; Preschool; Read alouds; Reading behaviors; Volunteer tutors

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

APA (6th Edition):

Southwell, K. (2015). What happens when parent volunteers provide literacy support for preschool students using interactive read alouds in a private reading?. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/9970

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):

Southwell, Kimberly. “What happens when parent volunteers provide literacy support for preschool students using interactive read alouds in a private reading?.” 2015. Thesis, Texas Woman's University. Accessed April 21, 2019. http://hdl.handle.net/11274/9970.

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

MLA Handbook (7th Edition):

Southwell, Kimberly. “What happens when parent volunteers provide literacy support for preschool students using interactive read alouds in a private reading?.” 2015. Web. 21 Apr 2019.

Vancouver:

Southwell K. What happens when parent volunteers provide literacy support for preschool students using interactive read alouds in a private reading?. [Internet] [Thesis]. Texas Woman's University; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/11274/9970.

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

Council of Science Editors:

Southwell K. What happens when parent volunteers provide literacy support for preschool students using interactive read alouds in a private reading?. [Thesis]. Texas Woman's University; 2015. Available from: http://hdl.handle.net/11274/9970

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

14. Svärd, Sofia. Om boksamtal och bilderböcker : Och boksamtal om bilderböcker.

Degree: Education and Social Sciences, 2017, Örebro University

  Today’s society stresses the importance of written communication. Therefore the picture book seems less important to the public. As soon as one has learnt… (more)

Subjects/Keywords: Book talk; picture book; read-alouds; literary talk; literary activities; Languages and Literature; Språk och litteratur

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APA (6th Edition):

Svärd, S. (2017). Om boksamtal och bilderböcker : Och boksamtal om bilderböcker. (Thesis). Örebro University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58731

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):

Svärd, Sofia. “Om boksamtal och bilderböcker : Och boksamtal om bilderböcker.” 2017. Thesis, Örebro University. Accessed April 21, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58731.

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

MLA Handbook (7th Edition):

Svärd, Sofia. “Om boksamtal och bilderböcker : Och boksamtal om bilderböcker.” 2017. Web. 21 Apr 2019.

Vancouver:

Svärd S. Om boksamtal och bilderböcker : Och boksamtal om bilderböcker. [Internet] [Thesis]. Örebro University; 2017. [cited 2019 Apr 21]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58731.

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

Council of Science Editors:

Svärd S. Om boksamtal och bilderböcker : Och boksamtal om bilderböcker. [Thesis]. Örebro University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58731

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


Karlstad University

15. Sundler, Caroline. Användande av ljudböcker respektive högläsning på förskolan : En studie av pedagogers arbete och erfarenheter.

Degree: Educational Studies (from 2013), 2018, Karlstad University

The purpose of this study is to investigate how a selected group of educators work with and experience the use of audiobooks and read-alouds(more)

Subjects/Keywords: audiobooks; read-alouds; educators; preschool; working methods; experiences; ljudböcker; högläsning; pedagoger; förskola; arbetsformer; erfarenheter; Languages and Literature; Språk och litteratur

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

APA (6th Edition):

Sundler, C. (2018). Användande av ljudböcker respektive högläsning på förskolan : En studie av pedagogers arbete och erfarenheter. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68303

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):

Sundler, Caroline. “Användande av ljudböcker respektive högläsning på förskolan : En studie av pedagogers arbete och erfarenheter.” 2018. Thesis, Karlstad University. Accessed April 21, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68303.

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

MLA Handbook (7th Edition):

Sundler, Caroline. “Användande av ljudböcker respektive högläsning på förskolan : En studie av pedagogers arbete och erfarenheter.” 2018. Web. 21 Apr 2019.

Vancouver:

Sundler C. Användande av ljudböcker respektive högläsning på förskolan : En studie av pedagogers arbete och erfarenheter. [Internet] [Thesis]. Karlstad University; 2018. [cited 2019 Apr 21]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68303.

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

Council of Science Editors:

Sundler C. Användande av ljudböcker respektive högläsning på förskolan : En studie av pedagogers arbete och erfarenheter. [Thesis]. Karlstad University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68303

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

16. Atterlid, Niclas. Högläsning i skolan - ett sätt för elever att kliva in i berättelsens värld : En kvalitativ studie om hur lärare i årskurs F-3 arbetar med högläsning av skönlitteratur i svenskundervisningen.

Degree: Teacher Education, 2018, Södertörn University

  The aim of this study was to examine how a group of teachers in the same primary school work with fiction read-alouds in the… (more)

Subjects/Keywords: Read-alouds; reading aloud; storytelling; fiction; Swedish teaching; teachers; kindergarten; third grade; högläsning; skönlitteratur; svenskundervisning; lärare; årskurs F-3; Didactics; Didaktik

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APA (6th Edition):

Atterlid, N. (2018). Högläsning i skolan - ett sätt för elever att kliva in i berättelsens värld : En kvalitativ studie om hur lärare i årskurs F-3 arbetar med högläsning av skönlitteratur i svenskundervisningen. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-37077

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):

Atterlid, Niclas. “Högläsning i skolan - ett sätt för elever att kliva in i berättelsens värld : En kvalitativ studie om hur lärare i årskurs F-3 arbetar med högläsning av skönlitteratur i svenskundervisningen.” 2018. Thesis, Södertörn University. Accessed April 21, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-37077.

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

MLA Handbook (7th Edition):

Atterlid, Niclas. “Högläsning i skolan - ett sätt för elever att kliva in i berättelsens värld : En kvalitativ studie om hur lärare i årskurs F-3 arbetar med högläsning av skönlitteratur i svenskundervisningen.” 2018. Web. 21 Apr 2019.

Vancouver:

Atterlid N. Högläsning i skolan - ett sätt för elever att kliva in i berättelsens värld : En kvalitativ studie om hur lärare i årskurs F-3 arbetar med högläsning av skönlitteratur i svenskundervisningen. [Internet] [Thesis]. Södertörn University; 2018. [cited 2019 Apr 21]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-37077.

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

Council of Science Editors:

Atterlid N. Högläsning i skolan - ett sätt för elever att kliva in i berättelsens värld : En kvalitativ studie om hur lärare i årskurs F-3 arbetar med högläsning av skönlitteratur i svenskundervisningen. [Thesis]. Södertörn University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-37077

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


University of Florida

17. Duggins, Shaunte Shamar. Teacher-Student Discourse during Read-Alouds of Informational Texts in High-Poverty Schools.

Degree: PhD, Special Education - Special Education, School Psychology and Early Childhood Studies, 2015, University of Florida

 Many children fail to develop as proficient readers. Students reading profiles are influenced by factors including oral language, vocabulary, and inferential abilities. Reading aloud an… (more)

Subjects/Keywords: Classrooms; Discourse; Language teachers; Learning; Literacy; Observational research; Poverty; Schools; Students; Teachers; books  – high-poverty  – informational  – observational  – read-alouds

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

APA (6th Edition):

Duggins, S. S. (2015). Teacher-Student Discourse during Read-Alouds of Informational Texts in High-Poverty Schools. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049184

Chicago Manual of Style (16th Edition):

Duggins, Shaunte Shamar. “Teacher-Student Discourse during Read-Alouds of Informational Texts in High-Poverty Schools.” 2015. Doctoral Dissertation, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/UFE0049184.

MLA Handbook (7th Edition):

Duggins, Shaunte Shamar. “Teacher-Student Discourse during Read-Alouds of Informational Texts in High-Poverty Schools.” 2015. Web. 21 Apr 2019.

Vancouver:

Duggins SS. Teacher-Student Discourse during Read-Alouds of Informational Texts in High-Poverty Schools. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/UFE0049184.

Council of Science Editors:

Duggins SS. Teacher-Student Discourse during Read-Alouds of Informational Texts in High-Poverty Schools. [Doctoral Dissertation]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0049184


University of Florida

18. Chalfant, Pamela K. Teacher Professional Development and Storybook Reading Supporting Oral Language Development.

Degree: PhD, Special Education - Special Education, School Psychology and Early Childhood Studies, 2013, University of Florida

 Many students enter school with deficits in early literacy skills and oral language already in place.  Research shows that early literacy and oral language skills… (more)

Subjects/Keywords: Classrooms; Coaching; Language teachers; Mathematical dependent variables; Professional development; Reading comprehension; Students; Teachers; Vocabulary; Vocabulary skills; read-alouds

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

APA (6th Edition):

Chalfant, P. K. (2013). Teacher Professional Development and Storybook Reading Supporting Oral Language Development. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0045914

Chicago Manual of Style (16th Edition):

Chalfant, Pamela K. “Teacher Professional Development and Storybook Reading Supporting Oral Language Development.” 2013. Doctoral Dissertation, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/UFE0045914.

MLA Handbook (7th Edition):

Chalfant, Pamela K. “Teacher Professional Development and Storybook Reading Supporting Oral Language Development.” 2013. Web. 21 Apr 2019.

Vancouver:

Chalfant PK. Teacher Professional Development and Storybook Reading Supporting Oral Language Development. [Internet] [Doctoral dissertation]. University of Florida; 2013. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/UFE0045914.

Council of Science Editors:

Chalfant PK. Teacher Professional Development and Storybook Reading Supporting Oral Language Development. [Doctoral Dissertation]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/UFE0045914


University of Victoria

19. Stacey, Adrianne. Young children's oral and artistic responses to five picturebooks by Anthony Browne.

Degree: Dept. of Curriculum and Instruction, 2011, University of Victoria

 Abstract The purpose of the 6-week qualitative study was to explore how Grade 1 children responded to five picturebooks by Anthony Browne during interactive read-alouds.… (more)

Subjects/Keywords: picturebooks; interactive read-alouds; young children; conversations; interthinking; reading; Anthony Browne; autobiographical; intertextual; character; oral language; fiction

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

APA (6th Edition):

Stacey, A. (2011). Young children's oral and artistic responses to five picturebooks by Anthony Browne. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/3254

Chicago Manual of Style (16th Edition):

Stacey, Adrianne. “Young children's oral and artistic responses to five picturebooks by Anthony Browne.” 2011. Masters Thesis, University of Victoria. Accessed April 21, 2019. http://hdl.handle.net/1828/3254.

MLA Handbook (7th Edition):

Stacey, Adrianne. “Young children's oral and artistic responses to five picturebooks by Anthony Browne.” 2011. Web. 21 Apr 2019.

Vancouver:

Stacey A. Young children's oral and artistic responses to five picturebooks by Anthony Browne. [Internet] [Masters thesis]. University of Victoria; 2011. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1828/3254.

Council of Science Editors:

Stacey A. Young children's oral and artistic responses to five picturebooks by Anthony Browne. [Masters Thesis]. University of Victoria; 2011. Available from: http://hdl.handle.net/1828/3254

20. Erb, Casey M. Methods Used to Think Critically in Literacy.

Degree: MSEd, Education and Human Development, 2014, SUNY College at Brockport

  This study explores the teaching methods a second grade teacher, Miss Naz, used to motivate and engage her students to look deeper (critically) into… (more)

Subjects/Keywords: interactive read alouds; critical thinking; literacy; Education

read aloud Lessons-Think alouds… …recommends read alouds should happen daily in the first three years of school (Fox, 2013)… …hold mandatory trainings and professional development seminars on interactive read alouds… …new ways of learning. Interactive read alouds today include “word-work, comprehension, and… …been conducted about interactive read alouds. In an interactive read aloud, students are not… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Erb, C. M. (2014). Methods Used to Think Critically in Literacy. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/382

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):

Erb, Casey M. “Methods Used to Think Critically in Literacy.” 2014. Thesis, SUNY College at Brockport. Accessed April 21, 2019. https://digitalcommons.brockport.edu/ehd_theses/382.

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

MLA Handbook (7th Edition):

Erb, Casey M. “Methods Used to Think Critically in Literacy.” 2014. Web. 21 Apr 2019.

Vancouver:

Erb CM. Methods Used to Think Critically in Literacy. [Internet] [Thesis]. SUNY College at Brockport; 2014. [cited 2019 Apr 21]. Available from: https://digitalcommons.brockport.edu/ehd_theses/382.

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

Council of Science Editors:

Erb CM. Methods Used to Think Critically in Literacy. [Thesis]. SUNY College at Brockport; 2014. Available from: https://digitalcommons.brockport.edu/ehd_theses/382

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


University of Nevada – Las Vegas

21. Ladd, Sophie M. “You can pick really good literature that will lead them there”: Investigating the instructional roles teachers utilize when conducting literature discussions.

Degree: PhD, Curriculum & Instruction, 2010, University of Nevada – Las Vegas

  The purpose of this multi-case study was to investigate the instructional roles teachers utilize in whole group and small group discussion. This study highlights… (more)

Subjects/Keywords: Book selection; Children's literature; Group reading; Literature discussions; Picture books for children; Oral reading; Read alouds; Teacher's instructional role; Curriculum and Instruction; Elementary Education and Teaching; Reading and Language

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

APA (6th Edition):

Ladd, S. M. (2010). “You can pick really good literature that will lead them there”: Investigating the instructional roles teachers utilize when conducting literature discussions. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/777

Chicago Manual of Style (16th Edition):

Ladd, Sophie M. ““You can pick really good literature that will lead them there”: Investigating the instructional roles teachers utilize when conducting literature discussions.” 2010. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed April 21, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/777.

MLA Handbook (7th Edition):

Ladd, Sophie M. ““You can pick really good literature that will lead them there”: Investigating the instructional roles teachers utilize when conducting literature discussions.” 2010. Web. 21 Apr 2019.

Vancouver:

Ladd SM. “You can pick really good literature that will lead them there”: Investigating the instructional roles teachers utilize when conducting literature discussions. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2010. [cited 2019 Apr 21]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/777.

Council of Science Editors:

Ladd SM. “You can pick really good literature that will lead them there”: Investigating the instructional roles teachers utilize when conducting literature discussions. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2010. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/777

22. Doorn, Kristen. A First Grade Teacher’s Implementation of the Multicultural Read Aloud Lesson in Voices Reading: How Active Participatory Structure and Personal Relevance are Used to Mediate Text Engagement.

Degree: PhD, Teaching and Learning (Education), 2014, University of Miami

 This study focuses on the implementation of a multicultural, instructional read aloud lesson by a first grade teacher using the Voices Reading literacy curriculum during… (more)

Subjects/Keywords: Read Alouds; Multicultural Literature; Literacy; Reading; Multicultural Literacy

…26 Read alouds as an effective literacy tool… …31 Instructional practices during read alouds… …37 Instructional practices during read alouds that encourage active engagement… …48 Most commonly employed instructional practices during read alouds… …effective read alouds based upon models of successful reading argue that readers actively… 

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APA (6th Edition):

Doorn, K. (2014). A First Grade Teacher’s Implementation of the Multicultural Read Aloud Lesson in Voices Reading: How Active Participatory Structure and Personal Relevance are Used to Mediate Text Engagement. (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/1184

Chicago Manual of Style (16th Edition):

Doorn, Kristen. “A First Grade Teacher’s Implementation of the Multicultural Read Aloud Lesson in Voices Reading: How Active Participatory Structure and Personal Relevance are Used to Mediate Text Engagement.” 2014. Doctoral Dissertation, University of Miami. Accessed April 21, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/1184.

MLA Handbook (7th Edition):

Doorn, Kristen. “A First Grade Teacher’s Implementation of the Multicultural Read Aloud Lesson in Voices Reading: How Active Participatory Structure and Personal Relevance are Used to Mediate Text Engagement.” 2014. Web. 21 Apr 2019.

Vancouver:

Doorn K. A First Grade Teacher’s Implementation of the Multicultural Read Aloud Lesson in Voices Reading: How Active Participatory Structure and Personal Relevance are Used to Mediate Text Engagement. [Internet] [Doctoral dissertation]. University of Miami; 2014. [cited 2019 Apr 21]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1184.

Council of Science Editors:

Doorn K. A First Grade Teacher’s Implementation of the Multicultural Read Aloud Lesson in Voices Reading: How Active Participatory Structure and Personal Relevance are Used to Mediate Text Engagement. [Doctoral Dissertation]. University of Miami; 2014. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1184


University of Florida

23. Rogers, Kathryn. The Influence of Race, Culture and Gender of Storybook Characters on Students’ Picture Book Choices and Interest and Engagement During Read-Alouds.

Degree: 2013, University of Florida

 The purpose of this inquiry is to investigate students’ pertinent connections developed with books that are obtained through critical thinking and determine the importance of… (more)

Subjects/Keywords: African Americans; Books; Childrens literature; Classrooms; Collection policy; Hispanics; Multicultural education; Multiculturalism; Students; Teachers; Book Choice; Book Selection; Culture; Engagement; Read-Alouds

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APA (6th Edition):

Rogers, K. (2013). The Influence of Race, Culture and Gender of Storybook Characters on Students’ Picture Book Choices and Interest and Engagement During Read-Alouds. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00019323

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):

Rogers, Kathryn. “The Influence of Race, Culture and Gender of Storybook Characters on Students’ Picture Book Choices and Interest and Engagement During Read-Alouds.” 2013. Thesis, University of Florida. Accessed April 21, 2019. http://ufdc.ufl.edu/AA00019323.

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

MLA Handbook (7th Edition):

Rogers, Kathryn. “The Influence of Race, Culture and Gender of Storybook Characters on Students’ Picture Book Choices and Interest and Engagement During Read-Alouds.” 2013. Web. 21 Apr 2019.

Vancouver:

Rogers K. The Influence of Race, Culture and Gender of Storybook Characters on Students’ Picture Book Choices and Interest and Engagement During Read-Alouds. [Internet] [Thesis]. University of Florida; 2013. [cited 2019 Apr 21]. Available from: http://ufdc.ufl.edu/AA00019323.

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

Council of Science Editors:

Rogers K. The Influence of Race, Culture and Gender of Storybook Characters on Students’ Picture Book Choices and Interest and Engagement During Read-Alouds. [Thesis]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/AA00019323

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


SUNY College at Brockport

24. Kociuba, Leslie H. A Description of the Read Aloud Practices of Elementary School Teachers.

Degree: MSEd, Education and Human Development, 1991, SUNY College at Brockport

  This study was designed to examine the read aloud practices of elementary school teachers. It also looked at those practices in regards to the… (more)

Subjects/Keywords: Read alouds; teacher philosophy; literacy exposure; teacher strategy; reading habits; read aloud behaviors; Curriculum and Instruction; Education; Elementary Education; Language and Literacy Education

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APA (6th Edition):

Kociuba, L. H. (1991). A Description of the Read Aloud Practices of Elementary School Teachers. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1062

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):

Kociuba, Leslie H. “A Description of the Read Aloud Practices of Elementary School Teachers.” 1991. Thesis, SUNY College at Brockport. Accessed April 21, 2019. https://digitalcommons.brockport.edu/ehd_theses/1062.

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

MLA Handbook (7th Edition):

Kociuba, Leslie H. “A Description of the Read Aloud Practices of Elementary School Teachers.” 1991. Web. 21 Apr 2019.

Vancouver:

Kociuba LH. A Description of the Read Aloud Practices of Elementary School Teachers. [Internet] [Thesis]. SUNY College at Brockport; 1991. [cited 2019 Apr 21]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1062.

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

Council of Science Editors:

Kociuba LH. A Description of the Read Aloud Practices of Elementary School Teachers. [Thesis]. SUNY College at Brockport; 1991. Available from: https://digitalcommons.brockport.edu/ehd_theses/1062

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


Liberty University

25. Durham, Christina. Middle School Teachers' Read-Aloud Practices in the Classroom: A Phenomenological Study.

Degree: 2014, Liberty University

 The possession of strong literacy skills will improve the quality of life for all children. Teacher read-alouds is a well-used practice within the elementary grades… (more)

Subjects/Keywords: middle school; middle school content areas; reading specialists; shared story reading; Social Learning Theory; teacher read-alouds; Curriculum and Instruction; Education; Educational Methods; Junior High, Intermediate, Middle School Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Durham, C. (2014). Middle School Teachers' Read-Aloud Practices in the Classroom: A Phenomenological Study. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/975

Chicago Manual of Style (16th Edition):

Durham, Christina. “Middle School Teachers' Read-Aloud Practices in the Classroom: A Phenomenological Study.” 2014. Doctoral Dissertation, Liberty University. Accessed April 21, 2019. http://digitalcommons.liberty.edu/doctoral/975.

MLA Handbook (7th Edition):

Durham, Christina. “Middle School Teachers' Read-Aloud Practices in the Classroom: A Phenomenological Study.” 2014. Web. 21 Apr 2019.

Vancouver:

Durham C. Middle School Teachers' Read-Aloud Practices in the Classroom: A Phenomenological Study. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2019 Apr 21]. Available from: http://digitalcommons.liberty.edu/doctoral/975.

Council of Science Editors:

Durham C. Middle School Teachers' Read-Aloud Practices in the Classroom: A Phenomenological Study. [Doctoral Dissertation]. Liberty University; 2014. Available from: http://digitalcommons.liberty.edu/doctoral/975

26. Reilly, Cole. Reading Gender(ing) through Pedagoggy in Action: A Multiple Case Study Employing Critical Discourse Analysis.

Degree: PhD, Curriculum and Instruction, 2009, Penn State University

 Feminism as a frame of reference (and feminist pedagogy in particular) attributes the socialization process of gendering primarily to cultural influences and media representations along… (more)

Subjects/Keywords: feminist pedagogy; pedagogy; read-alouds; discourse analysis; gendering; gender; class discussions; social constructivism

…teachers routinely make time for read-alouds as a regular feature in their curriculum – ranging… …in elementary classrooms, it seems appropriate to clarify what exactly read-alouds are. 4… …As the name suggests, read-alouds call for one player to read a written text aloud to/for… …classroom read-alouds, the teacher-reader assumes a facilitative role, effectively holding court… …the read-aloud performance. Seeing read-alouds within the context of a play-within-a-play… 

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

APA (6th Edition):

Reilly, C. (2009). Reading Gender(ing) through Pedagoggy in Action: A Multiple Case Study Employing Critical Discourse Analysis. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/10007

Chicago Manual of Style (16th Edition):

Reilly, Cole. “Reading Gender(ing) through Pedagoggy in Action: A Multiple Case Study Employing Critical Discourse Analysis.” 2009. Doctoral Dissertation, Penn State University. Accessed April 21, 2019. https://etda.libraries.psu.edu/catalog/10007.

MLA Handbook (7th Edition):

Reilly, Cole. “Reading Gender(ing) through Pedagoggy in Action: A Multiple Case Study Employing Critical Discourse Analysis.” 2009. Web. 21 Apr 2019.

Vancouver:

Reilly C. Reading Gender(ing) through Pedagoggy in Action: A Multiple Case Study Employing Critical Discourse Analysis. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2019 Apr 21]. Available from: https://etda.libraries.psu.edu/catalog/10007.

Council of Science Editors:

Reilly C. Reading Gender(ing) through Pedagoggy in Action: A Multiple Case Study Employing Critical Discourse Analysis. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/10007


The Ohio State University

27. Montgomery, Connie M. Caught Between Regulations and Meaning: Fifth Grade Students and Their Teachers Respond to Multicultural Children's Literature.

Degree: PhD, ED Teaching and Learning (Columbus campus), 2009, The Ohio State University

 Many students are being taught by teachers who have little background in the children’s culture and language. This study explored how authentic ethnic literature could… (more)

Subjects/Keywords: Curricula; Education; Elementary Education; Language Arts; Literacy; Literature; Multicultural Education; Reading Instruction; Teaching; Reading; Multicultural literature; Latino picture books; peer group discussions; read alouds; whole class literature discussions; Latino second language learners; cultural gap; core curriculum

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

APA (6th Edition):

Montgomery, C. M. (2009). Caught Between Regulations and Meaning: Fifth Grade Students and Their Teachers Respond to Multicultural Children's Literature. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1245202435

Chicago Manual of Style (16th Edition):

Montgomery, Connie M. “Caught Between Regulations and Meaning: Fifth Grade Students and Their Teachers Respond to Multicultural Children's Literature.” 2009. Doctoral Dissertation, The Ohio State University. Accessed April 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245202435.

MLA Handbook (7th Edition):

Montgomery, Connie M. “Caught Between Regulations and Meaning: Fifth Grade Students and Their Teachers Respond to Multicultural Children's Literature.” 2009. Web. 21 Apr 2019.

Vancouver:

Montgomery CM. Caught Between Regulations and Meaning: Fifth Grade Students and Their Teachers Respond to Multicultural Children's Literature. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2019 Apr 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1245202435.

Council of Science Editors:

Montgomery CM. Caught Between Regulations and Meaning: Fifth Grade Students and Their Teachers Respond to Multicultural Children's Literature. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1245202435


SUNY College at Brockport

28. Kogler, Nancy L. To Sing or Not to Sing: The Effect of Singing on Recall of Nursery Rhymes with Preschoolers.

Degree: MSEd, Education and Human Development, 1992, SUNY College at Brockport

  Much research has been cited which notes a positive regard for the incorporation of music and singing with young children. The study conducted here… (more)

Subjects/Keywords: Nursery rhymes; read alouds; recall; teacher strategy; singing; preschool; Early Childhood Education; Education; Educational Methods; Language and Literacy Education

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

APA (6th Edition):

Kogler, N. L. (1992). To Sing or Not to Sing: The Effect of Singing on Recall of Nursery Rhymes with Preschoolers. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1063

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):

Kogler, Nancy L. “To Sing or Not to Sing: The Effect of Singing on Recall of Nursery Rhymes with Preschoolers.” 1992. Thesis, SUNY College at Brockport. Accessed April 21, 2019. https://digitalcommons.brockport.edu/ehd_theses/1063.

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

MLA Handbook (7th Edition):

Kogler, Nancy L. “To Sing or Not to Sing: The Effect of Singing on Recall of Nursery Rhymes with Preschoolers.” 1992. Web. 21 Apr 2019.

Vancouver:

Kogler NL. To Sing or Not to Sing: The Effect of Singing on Recall of Nursery Rhymes with Preschoolers. [Internet] [Thesis]. SUNY College at Brockport; 1992. [cited 2019 Apr 21]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1063.

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

Council of Science Editors:

Kogler NL. To Sing or Not to Sing: The Effect of Singing on Recall of Nursery Rhymes with Preschoolers. [Thesis]. SUNY College at Brockport; 1992. Available from: https://digitalcommons.brockport.edu/ehd_theses/1063

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

29. Holderness, Virginia Lynn Shoup. The Use of Visualization, Onset-and-Rime, Story Read-Alouds, and Discussion to Improve Diverse First Graders' Vocabulary and Comprehension.

Degree: Doctor of Education (EdD), Curriculum and Instruction, 2013, Florida International University

  It has long been known that vocabulary is essential in the development of reading. Because vocabulary leading to increased comprehension is important, it necessary… (more)

Subjects/Keywords: visualization; onset-and-rime; story read alouds; discussion; vocabulary; comprehension; Curriculum and Instruction

…teacher read-alouds and discussion of the reading, especially for at-risk students. Third… …pictures for onset-and-rime-patterned vocabulary, and story read-alouds including those words… …generated pictures for onset-and-rimepatterned vocabulary, and story read-alouds including those… …vocabulary strategy, involving visualization, teacher read-alouds, and teacher-student discussion… …words and story read-alouds with discussion focusing on those words, the current study… 

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

APA (6th Edition):

Holderness, V. L. S. (2013). The Use of Visualization, Onset-and-Rime, Story Read-Alouds, and Discussion to Improve Diverse First Graders' Vocabulary and Comprehension. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1007 ; 10.25148/etd.FI13120908 ; FI13120908

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):

Holderness, Virginia Lynn Shoup. “The Use of Visualization, Onset-and-Rime, Story Read-Alouds, and Discussion to Improve Diverse First Graders' Vocabulary and Comprehension.” 2013. Thesis, Florida International University. Accessed April 21, 2019. http://digitalcommons.fiu.edu/etd/1007 ; 10.25148/etd.FI13120908 ; FI13120908.

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

MLA Handbook (7th Edition):

Holderness, Virginia Lynn Shoup. “The Use of Visualization, Onset-and-Rime, Story Read-Alouds, and Discussion to Improve Diverse First Graders' Vocabulary and Comprehension.” 2013. Web. 21 Apr 2019.

Vancouver:

Holderness VLS. The Use of Visualization, Onset-and-Rime, Story Read-Alouds, and Discussion to Improve Diverse First Graders' Vocabulary and Comprehension. [Internet] [Thesis]. Florida International University; 2013. [cited 2019 Apr 21]. Available from: http://digitalcommons.fiu.edu/etd/1007 ; 10.25148/etd.FI13120908 ; FI13120908.

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

Council of Science Editors:

Holderness VLS. The Use of Visualization, Onset-and-Rime, Story Read-Alouds, and Discussion to Improve Diverse First Graders' Vocabulary and Comprehension. [Thesis]. Florida International University; 2013. Available from: http://digitalcommons.fiu.edu/etd/1007 ; 10.25148/etd.FI13120908 ; FI13120908

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


SUNY College at Brockport

30. Coccitto, Tracey L. An Investigation of the Effects of Reading Aloud to Intermediate Students.

Degree: MSEd, Education and Human Development, 2001, SUNY College at Brockport

  This study explored the effects of reading aloud to intermediate school students. The researcher read aloud to her students from September through February. The… (more)

Subjects/Keywords: read-alouds; aural literacy; qualitative methods; leisure reading; reading appreciation; Education; Educational Methods; Language and Literacy Education

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

APA (6th Edition):

Coccitto, T. L. (2001). An Investigation of the Effects of Reading Aloud to Intermediate Students. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/974

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):

Coccitto, Tracey L. “An Investigation of the Effects of Reading Aloud to Intermediate Students.” 2001. Thesis, SUNY College at Brockport. Accessed April 21, 2019. https://digitalcommons.brockport.edu/ehd_theses/974.

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

MLA Handbook (7th Edition):

Coccitto, Tracey L. “An Investigation of the Effects of Reading Aloud to Intermediate Students.” 2001. Web. 21 Apr 2019.

Vancouver:

Coccitto TL. An Investigation of the Effects of Reading Aloud to Intermediate Students. [Internet] [Thesis]. SUNY College at Brockport; 2001. [cited 2019 Apr 21]. Available from: https://digitalcommons.brockport.edu/ehd_theses/974.

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

Council of Science Editors:

Coccitto TL. An Investigation of the Effects of Reading Aloud to Intermediate Students. [Thesis]. SUNY College at Brockport; 2001. Available from: https://digitalcommons.brockport.edu/ehd_theses/974

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

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