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You searched for subject:(Read alouds). Showing records 1 – 30 of 37 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: PhD, Curriculum and Instruction, 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 (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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1919

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. Doctoral Dissertation, Texas A&M University. Accessed September 21, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-1919.

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 Sep 2020.

Vancouver:

Garcia NG. A study of teacher solicitations and student responses during read-alouds with kindergarten, first grade, and second grade students. [Internet] [Doctoral dissertation]. Texas A&M University; 2009. [cited 2020 Sep 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1919.

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. [Doctoral Dissertation]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1919


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 September 21, 2020. 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 Sep 2020.

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 2020 Sep 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

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 September 21, 2020. 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 Sep 2020.

Vancouver:

Ratliff LE. Using Teacher Read-Alouds to Enhance First Grade Student's Vocabulary Development and Comprehension. [Internet] [Masters thesis]. Wittenberg University; 2015. [cited 2020 Sep 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


Virginia Tech

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

Degree: PhD, Curriculum and Instruction, 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 (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 September 21, 2020. 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 Sep 2020.

Vancouver:

Fariss LL. The Effects of Small Group Vocabulary Instruction on Second Grade Students' Expressive Vocabularies. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2020 Sep 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


Virginia Tech

5. 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 September 21, 2020. 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 Sep 2020.

Vancouver:

DeFilippo CL. Sparks, Celebrations, and Kids: An Ethnographic Study of Writers Club. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2020 Sep 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

6. 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 September 21, 2020. 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 Sep 2020.

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 2020 Sep 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


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 September 21, 2020. 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 Sep 2020.

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 2020 Sep 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


SUNY College at Brockport

8. 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 September 21, 2020. 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 Sep 2020.

Vancouver:

Walch RL. Read Alouds and Their Impact on Students' Literacy Development. [Internet] [Thesis]. SUNY College at Brockport; 2016. [cited 2020 Sep 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

9. 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 September 21, 2020. 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 Sep 2020.

Vancouver:

Dennis K. Using Read Alouds to Support a Pre-Kindergarten Student's Emergent Literacy Skills. [Internet] [Thesis]. SUNY College at Brockport; 2017. [cited 2020 Sep 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

10. 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 (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 September 21, 2020. 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 Sep 2020.

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 2020 Sep 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

11. Carlson, Amy. Read-alouds and technology in a 5th grade social studies classroom.

Degree: 2012, Texas Tech University

 When school districts invest resources into acquiring updated technology, they need evidence of the effective integration of that technology to promote student learning. The current… (more)

Subjects/Keywords: Technology; Read-alouds; Social studies

…purpose for this study is to determine the impact of the use of picture books as read-alouds and… …fifth and sixth grade teacher, I assumed that students would benefit from read-alouds and the… …education, picture books, and read-alouds as well as using read-alouds as instruction, learning… …Introduction Direction for this study came from aspects of using read-alouds in the content area… …These aspects are literature education, social studies education, picture books, read-alouds… 

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

APA (6th Edition):

Carlson, A. (2012). Read-alouds and technology in a 5th grade social studies classroom. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/46947

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):

Carlson, Amy. “Read-alouds and technology in a 5th grade social studies classroom.” 2012. Thesis, Texas Tech University. Accessed September 21, 2020. http://hdl.handle.net/2346/46947.

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

MLA Handbook (7th Edition):

Carlson, Amy. “Read-alouds and technology in a 5th grade social studies classroom.” 2012. Web. 21 Sep 2020.

Vancouver:

Carlson A. Read-alouds and technology in a 5th grade social studies classroom. [Internet] [Thesis]. Texas Tech University; 2012. [cited 2020 Sep 21]. Available from: http://hdl.handle.net/2346/46947.

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

Council of Science Editors:

Carlson A. Read-alouds and technology in a 5th grade social studies classroom. [Thesis]. Texas Tech University; 2012. Available from: http://hdl.handle.net/2346/46947

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


SUNY College at Brockport

12. 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 September 21, 2020. 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 Sep 2020.

Vancouver:

Gross S. Exploring the Literacy Development of Preschoolers Through Theme-Based Center Activities. [Internet] [Thesis]. SUNY College at Brockport; 2012. [cited 2020 Sep 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

13. 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 September 21, 2020. 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 Sep 2020.

Vancouver:

Harradine S. Emergent Literacy Learners and the Achievement Gap: Strategies to Help Struggling Students. [Internet] [Thesis]. SUNY College at Brockport; 2017. [cited 2020 Sep 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


University of Georgia

14. Spruill, Dawn Moon. A survey of elementary principals' perceptions on the value of teacher read-alouds in primary-grade classrooms.

Degree: 2014, University of Georgia

 The researcher investigated the perceptions of elementary public school principals on the value of teacher read-alouds in primary-grade classrooms. Participants were 209 public school principals… (more)

Subjects/Keywords: elementary principals; literacy instruction; survey research; primary-grade students; teacher read-alouds

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APA (6th Edition):

Spruill, D. M. (2014). A survey of elementary principals' perceptions on the value of teacher read-alouds in primary-grade classrooms. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/24503

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):

Spruill, Dawn Moon. “A survey of elementary principals' perceptions on the value of teacher read-alouds in primary-grade classrooms.” 2014. Thesis, University of Georgia. Accessed September 21, 2020. http://hdl.handle.net/10724/24503.

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

MLA Handbook (7th Edition):

Spruill, Dawn Moon. “A survey of elementary principals' perceptions on the value of teacher read-alouds in primary-grade classrooms.” 2014. Web. 21 Sep 2020.

Vancouver:

Spruill DM. A survey of elementary principals' perceptions on the value of teacher read-alouds in primary-grade classrooms. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 21]. Available from: http://hdl.handle.net/10724/24503.

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

Council of Science Editors:

Spruill DM. A survey of elementary principals' perceptions on the value of teacher read-alouds in primary-grade classrooms. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/24503

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

15. Nordas, Idamaria. Högläsning och boksamtal : En kvalitativ studie om högläsning och boksamtal.

Degree: Humanities, 2020, University of Gävle

  Att undersöka uppfattningar och ta del av lärares erfarenheter rörande högläsning, boksamtal kopplat till elevernas språkutveckling inom årskurs 1–4 ger en bild av hur… (more)

Subjects/Keywords: högläsning; boksamtal; språkutveckling; språkutvecklande arbetssätt; read-alouds; reading aloud; booktalk; Languages and Literature; Språk och litteratur

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APA (6th Edition):

Nordas, I. (2020). Högläsning och boksamtal : En kvalitativ studie om högläsning och boksamtal. (Thesis). University of Gävle. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32541

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):

Nordas, Idamaria. “Högläsning och boksamtal : En kvalitativ studie om högläsning och boksamtal.” 2020. Thesis, University of Gävle. Accessed September 21, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32541.

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

MLA Handbook (7th Edition):

Nordas, Idamaria. “Högläsning och boksamtal : En kvalitativ studie om högläsning och boksamtal.” 2020. Web. 21 Sep 2020.

Vancouver:

Nordas I. Högläsning och boksamtal : En kvalitativ studie om högläsning och boksamtal. [Internet] [Thesis]. University of Gävle; 2020. [cited 2020 Sep 21]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32541.

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

Council of Science Editors:

Nordas I. Högläsning och boksamtal : En kvalitativ studie om högläsning och boksamtal. [Thesis]. University of Gävle; 2020. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32541

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

16. 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 September 21, 2020. 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 Sep 2020.

Vancouver:

Svärd S. Om boksamtal och bilderböcker : Och boksamtal om bilderböcker. [Internet] [Thesis]. Örebro University; 2017. [cited 2020 Sep 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


University of Victoria

17. 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 (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 September 21, 2020. 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 Sep 2020.

Vancouver:

Stacey A. Young children's oral and artistic responses to five picturebooks by Anthony Browne. [Internet] [Masters thesis]. University of Victoria; 2011. [cited 2020 Sep 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

18. 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… 

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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 September 21, 2020. 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 Sep 2020.

Vancouver:

Erb CM. Methods Used to Think Critically in Literacy. [Internet] [Thesis]. SUNY College at Brockport; 2014. [cited 2020 Sep 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 Florida

19. 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 https://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 September 21, 2020. https://ufdc.ufl.edu/UFE0045914.

MLA Handbook (7th Edition):

Chalfant, Pamela K. “Teacher Professional Development and Storybook Reading Supporting Oral Language Development.” 2013. Web. 21 Sep 2020.

Vancouver:

Chalfant PK. Teacher Professional Development and Storybook Reading Supporting Oral Language Development. [Internet] [Doctoral dissertation]. University of Florida; 2013. [cited 2020 Sep 21]. Available from: https://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: https://ufdc.ufl.edu/UFE0045914


The Ohio State University

20. DeVore, Trenton Michael Tremains. Effect of Single vs. Immediate Repeated Read-Aloud on Preschoolers’ Listening Comprehension.

Degree: PhD, EDU Physical Activity and Educational Services, 2020, The Ohio State University

 The purpose of this study was to examine the effects of traditional, single vs. immediate repeated read-aloud on the listening comprehension of preschool-aged children. An… (more)

Subjects/Keywords: Preschool Education; Reading Instruction; Early Childhood Education; traditional; single read-aloud, read-alouds; shared-book reading; repeated book-sharing; repeated read-aloud; immediate repeated read-aloud; listening comprehension; inference; inferencing; preschool; preschoolers

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APA (6th Edition):

DeVore, T. M. T. (2020). Effect of Single vs. Immediate Repeated Read-Aloud on Preschoolers’ Listening Comprehension. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1576846029729625

Chicago Manual of Style (16th Edition):

DeVore, Trenton Michael Tremains. “Effect of Single vs. Immediate Repeated Read-Aloud on Preschoolers’ Listening Comprehension.” 2020. Doctoral Dissertation, The Ohio State University. Accessed September 21, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1576846029729625.

MLA Handbook (7th Edition):

DeVore, Trenton Michael Tremains. “Effect of Single vs. Immediate Repeated Read-Aloud on Preschoolers’ Listening Comprehension.” 2020. Web. 21 Sep 2020.

Vancouver:

DeVore TMT. Effect of Single vs. Immediate Repeated Read-Aloud on Preschoolers’ Listening Comprehension. [Internet] [Doctoral dissertation]. The Ohio State University; 2020. [cited 2020 Sep 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1576846029729625.

Council of Science Editors:

DeVore TMT. Effect of Single vs. Immediate Repeated Read-Aloud on Preschoolers’ Listening Comprehension. [Doctoral Dissertation]. The Ohio State University; 2020. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1576846029729625


Penn State University

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

Degree: 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

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APA (6th Edition):

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

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):

Reilly, Cole. “Reading Gender(ing) through Pedagoggy in Action: A Multiple Case Study Employing Critical Discourse Analysis .” 2009. Thesis, Penn State University. Accessed September 21, 2020. https://submit-etda.libraries.psu.edu/catalog/10007.

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

MLA Handbook (7th Edition):

Reilly, Cole. “Reading Gender(ing) through Pedagoggy in Action: A Multiple Case Study Employing Critical Discourse Analysis .” 2009. Web. 21 Sep 2020.

Vancouver:

Reilly C. Reading Gender(ing) through Pedagoggy in Action: A Multiple Case Study Employing Critical Discourse Analysis . [Internet] [Thesis]. Penn State University; 2009. [cited 2020 Sep 21]. Available from: https://submit-etda.libraries.psu.edu/catalog/10007.

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

Council of Science Editors:

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

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

22. Doorn, Kristen B. 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… (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. B. (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 B. “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 September 21, 2020. https://scholarlyrepository.miami.edu/oa_dissertations/1184.

MLA Handbook (7th Edition):

Doorn, Kristen B. “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 Sep 2020.

Vancouver:

Doorn KB. 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 2020 Sep 21]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1184.

Council of Science Editors:

Doorn KB. 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

23. Elovsson, Cecilia. Lärarens didaktiska högläsning : Ett redskap in i förståelsen och upplevelsen.

Degree: Literacy Research, 2014, Jönköping University

  Högläsning är en vanligt förekommande aktivitet i dagens klassrum. Forskning visar dock på att lärarens högläsning i många fall behöver effektiviseras. Syftet med arbetet… (more)

Subjects/Keywords: reading aloud; effective read-alouds; story reading; reading comprehension

…x28;2005). Tapping the potential of teacher read-alouds in middle schools. JOUNAL OF… …effective reading och effective read-aloud. Informationssökningen ägde rum i databaserna… …delaktiga i någon högläsningsstund. ”I want to read in this class when the teacher reads a little… …x28;2006). A Suvery of Teachers’ Read-Aloud Practices in Middle Schools. Reading Research… …x29;. The Effects of Reading Aloud In Motivating and Enhancing Students' Desire to Read… 

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APA (6th Edition):

Elovsson, C. (2014). Lärarens didaktiska högläsning : Ett redskap in i förståelsen och upplevelsen. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-23848

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):

Elovsson, Cecilia. “Lärarens didaktiska högläsning : Ett redskap in i förståelsen och upplevelsen.” 2014. Thesis, Jönköping University. Accessed September 21, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-23848.

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

MLA Handbook (7th Edition):

Elovsson, Cecilia. “Lärarens didaktiska högläsning : Ett redskap in i förståelsen och upplevelsen.” 2014. Web. 21 Sep 2020.

Vancouver:

Elovsson C. Lärarens didaktiska högläsning : Ett redskap in i förståelsen och upplevelsen. [Internet] [Thesis]. Jönköping University; 2014. [cited 2020 Sep 21]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-23848.

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

Council of Science Editors:

Elovsson C. Lärarens didaktiska högläsning : Ett redskap in i förståelsen och upplevelsen. [Thesis]. Jönköping University; 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-23848

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

24. Yilda, Sandra. Högläsning : En intervjustudie om högläsning i förskolan.

Degree: Education and IT, 2019, University of Borås

  Sammanfattning I denna studie undersöks högläsning i förskolan utifrån ett pedagogperspektiv. Vi tar vår utgångspunkt i tidigare forskning som visar att högläsning är betydelsefull… (more)

Subjects/Keywords: högläsning; språkutveckling; pedagoger; read-alouds; Pedagogical Work; Pedagogiskt arbete

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APA (6th Edition):

Yilda, S. (2019). Högläsning : En intervjustudie om högläsning i förskolan. (Thesis). University of Borås. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-21154

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):

Yilda, Sandra. “Högläsning : En intervjustudie om högläsning i förskolan.” 2019. Thesis, University of Borås. Accessed September 21, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-21154.

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

MLA Handbook (7th Edition):

Yilda, Sandra. “Högläsning : En intervjustudie om högläsning i förskolan.” 2019. Web. 21 Sep 2020.

Vancouver:

Yilda S. Högläsning : En intervjustudie om högläsning i förskolan. [Internet] [Thesis]. University of Borås; 2019. [cited 2020 Sep 21]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-21154.

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

Council of Science Editors:

Yilda S. Högläsning : En intervjustudie om högläsning i förskolan. [Thesis]. University of Borås; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-21154

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


University of Florida

25. 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; City of Indian Rocks Beach ( local )

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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 https://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 September 21, 2020. https://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 Sep 2020.

Vancouver:

Duggins SS. Teacher-Student Discourse during Read-Alouds of Informational Texts in High-Poverty Schools. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2020 Sep 21]. Available from: https://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: https://ufdc.ufl.edu/UFE0049184


University of Maryland

26. Gibson, Rebecca April. The Effects of Parent-Led Read-Alouds of Nonfiction Books on First-Graders' Vocabulary Acquisition and Motivation to Read.

Degree: Curriculum and Instruction, 2007, University of Maryland

 ABSTRACT Title of dissertation: THE EFFECTS OF PARENT- LED READ-ALOUDS OF NONFICTION BOOKS ON FIRST-GRADERS' VOCABULARY ACQUISITION AND MOTIVATION TO READ Rebecca April Gibson, Doctor… (more)

Subjects/Keywords: Education, Reading; interactive read-alouds; nonfiction books; incidental vocabulary acquisition

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APA (6th Edition):

Gibson, R. A. (2007). The Effects of Parent-Led Read-Alouds of Nonfiction Books on First-Graders' Vocabulary Acquisition and Motivation to Read. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/6689

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):

Gibson, Rebecca April. “The Effects of Parent-Led Read-Alouds of Nonfiction Books on First-Graders' Vocabulary Acquisition and Motivation to Read.” 2007. Thesis, University of Maryland. Accessed September 21, 2020. http://hdl.handle.net/1903/6689.

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

MLA Handbook (7th Edition):

Gibson, Rebecca April. “The Effects of Parent-Led Read-Alouds of Nonfiction Books on First-Graders' Vocabulary Acquisition and Motivation to Read.” 2007. Web. 21 Sep 2020.

Vancouver:

Gibson RA. The Effects of Parent-Led Read-Alouds of Nonfiction Books on First-Graders' Vocabulary Acquisition and Motivation to Read. [Internet] [Thesis]. University of Maryland; 2007. [cited 2020 Sep 21]. Available from: http://hdl.handle.net/1903/6689.

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

Council of Science Editors:

Gibson RA. The Effects of Parent-Led Read-Alouds of Nonfiction Books on First-Graders' Vocabulary Acquisition and Motivation to Read. [Thesis]. University of Maryland; 2007. Available from: http://hdl.handle.net/1903/6689

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


SUNY College at Brockport

27. 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 September 21, 2020. 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 Sep 2020.

Vancouver:

Kociuba LH. A Description of the Read Aloud Practices of Elementary School Teachers. [Internet] [Thesis]. SUNY College at Brockport; 1991. [cited 2020 Sep 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

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

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 September 21, 2020. 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 Sep 2020.

Vancouver:

Durham C. Middle School Teachers' Read-Aloud Practices in the Classroom: A Phenomenological Study. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2020 Sep 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


The Ohio State University

29. 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 September 21, 2020. 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 Sep 2020.

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 2020 Sep 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


University of Texas – Austin

30. -0882-5333. Interactive read alouds : developing literacy in bilingual second grade classrooms.

Degree: PhD, Curriculum and Instruction, 2017, University of Texas – Austin

 The qualitative case study investigated how a Latino bilingual teacher incorporated students' linguistic, cultural, and experiences of the Latina/o community through interactive read alouds during… (more)

Subjects/Keywords: Biliteracy; Bilingualism; Biculturalism; Experiential knowledge; Cultural practices; Latcrit; Continua of biliteracy; Latino; Code switching; Immigration; Dia de los Muertos; Religion; Language ideologies; Language policy; Bilingual teacher; Bilingual education; Interactive read alouds; Parental involvement

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

APA (6th Edition):

-0882-5333. (2017). Interactive read alouds : developing literacy in bilingual second grade classrooms. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/60410

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-0882-5333. “Interactive read alouds : developing literacy in bilingual second grade classrooms.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed September 21, 2020. http://hdl.handle.net/2152/60410.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-0882-5333. “Interactive read alouds : developing literacy in bilingual second grade classrooms.” 2017. Web. 21 Sep 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-0882-5333. Interactive read alouds : developing literacy in bilingual second grade classrooms. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2020 Sep 21]. Available from: http://hdl.handle.net/2152/60410.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-0882-5333. Interactive read alouds : developing literacy in bilingual second grade classrooms. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/60410

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

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