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You searched for subject:(Reading Computer assisted instruction ). Showing records 1 – 30 of 109865 total matches.

[1] [2] [3] [4] [5] … [3663]

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University of Arizona

1. Kealey, Meredyth. Meeting the Diverse Needs of Community College Students: Using Computer Assisted Instruction to Improve Reading Skills .

Degree: 2017, University of Arizona

 Approximately two-thirds of community college students nationwide are considered academically underprepared and required to enroll in at least one developmental education course (Anderson & Horn,… (more)

Subjects/Keywords: adult literacy; computer assisted instruction; higher education; reading disabilities; reading instruction; technology

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APA (6th Edition):

Kealey, M. (2017). Meeting the Diverse Needs of Community College Students: Using Computer Assisted Instruction to Improve Reading Skills . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/625372

Chicago Manual of Style (16th Edition):

Kealey, Meredyth. “Meeting the Diverse Needs of Community College Students: Using Computer Assisted Instruction to Improve Reading Skills .” 2017. Doctoral Dissertation, University of Arizona. Accessed October 14, 2019. http://hdl.handle.net/10150/625372.

MLA Handbook (7th Edition):

Kealey, Meredyth. “Meeting the Diverse Needs of Community College Students: Using Computer Assisted Instruction to Improve Reading Skills .” 2017. Web. 14 Oct 2019.

Vancouver:

Kealey M. Meeting the Diverse Needs of Community College Students: Using Computer Assisted Instruction to Improve Reading Skills . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10150/625372.

Council of Science Editors:

Kealey M. Meeting the Diverse Needs of Community College Students: Using Computer Assisted Instruction to Improve Reading Skills . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/625372

2. Potocki, Anna. Approche longitudinale et différentielle de l’apprentissage de la lecture : Etude de l’impact d’aides adaptées aux profils des faibles lecteurs : Longitudinal and differential approaches of learning to read : A study on the impact of computer-assisted learning adapted to low readers’ profiles.

Degree: Docteur es, Psychologie cognitive, 2012, Université Lumière – Lyon II

Cette thèse s’inscrit dans un double objectif. Il s’agit d’une part d’approfondir notre connaissance des processus de lecture et de compréhension au début de l’apprentissage… (more)

Subjects/Keywords: Lecture; Compréhensions; Inférences; Aides informatisées; Reading; Comprehension; Inferences; Computer-assisted instruction

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APA (6th Edition):

Potocki, A. (2012). Approche longitudinale et différentielle de l’apprentissage de la lecture : Etude de l’impact d’aides adaptées aux profils des faibles lecteurs : Longitudinal and differential approaches of learning to read : A study on the impact of computer-assisted learning adapted to low readers’ profiles. (Doctoral Dissertation). Université Lumière – Lyon II. Retrieved from http://www.theses.fr/2012LYO20074

Chicago Manual of Style (16th Edition):

Potocki, Anna. “Approche longitudinale et différentielle de l’apprentissage de la lecture : Etude de l’impact d’aides adaptées aux profils des faibles lecteurs : Longitudinal and differential approaches of learning to read : A study on the impact of computer-assisted learning adapted to low readers’ profiles.” 2012. Doctoral Dissertation, Université Lumière – Lyon II. Accessed October 14, 2019. http://www.theses.fr/2012LYO20074.

MLA Handbook (7th Edition):

Potocki, Anna. “Approche longitudinale et différentielle de l’apprentissage de la lecture : Etude de l’impact d’aides adaptées aux profils des faibles lecteurs : Longitudinal and differential approaches of learning to read : A study on the impact of computer-assisted learning adapted to low readers’ profiles.” 2012. Web. 14 Oct 2019.

Vancouver:

Potocki A. Approche longitudinale et différentielle de l’apprentissage de la lecture : Etude de l’impact d’aides adaptées aux profils des faibles lecteurs : Longitudinal and differential approaches of learning to read : A study on the impact of computer-assisted learning adapted to low readers’ profiles. [Internet] [Doctoral dissertation]. Université Lumière – Lyon II; 2012. [cited 2019 Oct 14]. Available from: http://www.theses.fr/2012LYO20074.

Council of Science Editors:

Potocki A. Approche longitudinale et différentielle de l’apprentissage de la lecture : Etude de l’impact d’aides adaptées aux profils des faibles lecteurs : Longitudinal and differential approaches of learning to read : A study on the impact of computer-assisted learning adapted to low readers’ profiles. [Doctoral Dissertation]. Université Lumière – Lyon II; 2012. Available from: http://www.theses.fr/2012LYO20074


Louisiana State University

3. Koenig, Jennifer Lynne. Evaluation of computerized reading intervention.

Degree: MA, Psychology, 2003, Louisiana State University

 The purpose of this study was to evaluate the effectiveness of a computer-based reading intervention with eight elementary school children. This program, called the Reading(more)

Subjects/Keywords: reading fluency; computer-assisted instruction

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APA (6th Edition):

Koenig, J. L. (2003). Evaluation of computerized reading intervention. (Masters Thesis). Louisiana State University. Retrieved from etd-1112103-160619 ; https://digitalcommons.lsu.edu/gradschool_theses/2249

Chicago Manual of Style (16th Edition):

Koenig, Jennifer Lynne. “Evaluation of computerized reading intervention.” 2003. Masters Thesis, Louisiana State University. Accessed October 14, 2019. etd-1112103-160619 ; https://digitalcommons.lsu.edu/gradschool_theses/2249.

MLA Handbook (7th Edition):

Koenig, Jennifer Lynne. “Evaluation of computerized reading intervention.” 2003. Web. 14 Oct 2019.

Vancouver:

Koenig JL. Evaluation of computerized reading intervention. [Internet] [Masters thesis]. Louisiana State University; 2003. [cited 2019 Oct 14]. Available from: etd-1112103-160619 ; https://digitalcommons.lsu.edu/gradschool_theses/2249.

Council of Science Editors:

Koenig JL. Evaluation of computerized reading intervention. [Masters Thesis]. Louisiana State University; 2003. Available from: etd-1112103-160619 ; https://digitalcommons.lsu.edu/gradschool_theses/2249


University of Minnesota

4. Kunkel, Amy. The Effects of Computer-Assisted Instruction in Reading: A Meta-Analysis.

Degree: PhD, Educational Psychology, 2015, University of Minnesota

 The purpose of this study was to investigate the effectiveness of computer-assisted instruction (CAI) to improve the reading outcomes of students in preschool through high… (more)

Subjects/Keywords: Computer-Assisted Instruction; Education; Intervention; Reading; Special Education; Technology

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APA (6th Edition):

Kunkel, A. (2015). The Effects of Computer-Assisted Instruction in Reading: A Meta-Analysis. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/175221

Chicago Manual of Style (16th Edition):

Kunkel, Amy. “The Effects of Computer-Assisted Instruction in Reading: A Meta-Analysis.” 2015. Doctoral Dissertation, University of Minnesota. Accessed October 14, 2019. http://hdl.handle.net/11299/175221.

MLA Handbook (7th Edition):

Kunkel, Amy. “The Effects of Computer-Assisted Instruction in Reading: A Meta-Analysis.” 2015. Web. 14 Oct 2019.

Vancouver:

Kunkel A. The Effects of Computer-Assisted Instruction in Reading: A Meta-Analysis. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/11299/175221.

Council of Science Editors:

Kunkel A. The Effects of Computer-Assisted Instruction in Reading: A Meta-Analysis. [Doctoral Dissertation]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/175221


The Ohio State University

5. Gibson, Lenwood, Jr. The Effects of a Computer Assisted Reading Program on the Oral Reading Fluency and Comprehension of At-Risk, Urban First Grade Students.

Degree: PhD, ED Physical Activities and Educational Services, 2009, The Ohio State University

  The current investigation studied the effects of a computer software program of the oral reading fluency and comprehension of eight, first grade students. These… (more)

Subjects/Keywords: African Americans; Education; Reading Instruction; Special Education; oral reading fluency; comprehension; generalization; computer assisted reading instruction; Read Naturally; urban education

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APA (6th Edition):

Gibson, Lenwood, J. (2009). The Effects of a Computer Assisted Reading Program on the Oral Reading Fluency and Comprehension of At-Risk, Urban First Grade Students. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1249578049

Chicago Manual of Style (16th Edition):

Gibson, Lenwood, Jr. “The Effects of a Computer Assisted Reading Program on the Oral Reading Fluency and Comprehension of At-Risk, Urban First Grade Students.” 2009. Doctoral Dissertation, The Ohio State University. Accessed October 14, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249578049.

MLA Handbook (7th Edition):

Gibson, Lenwood, Jr. “The Effects of a Computer Assisted Reading Program on the Oral Reading Fluency and Comprehension of At-Risk, Urban First Grade Students.” 2009. Web. 14 Oct 2019.

Vancouver:

Gibson, Lenwood J. The Effects of a Computer Assisted Reading Program on the Oral Reading Fluency and Comprehension of At-Risk, Urban First Grade Students. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2019 Oct 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1249578049.

Council of Science Editors:

Gibson, Lenwood J. The Effects of a Computer Assisted Reading Program on the Oral Reading Fluency and Comprehension of At-Risk, Urban First Grade Students. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1249578049


The Ohio State University

6. Council, Morris R, III. Investigating the Effects of Reading RACES on the Achievement of Second-Graders in an Urban School who have Reading Risk.

Degree: PhD, Educational Studies, 2016, The Ohio State University

 Previous research suggests that computer assisted instruction can provide pedagogically sound instruction when learners utilize software with procedural fidelity. This study sought to extend previous… (more)

Subjects/Keywords: Special Education; oral reading fluency, reading, culturally relevant pedagogy, computer-assisted instruction, urban education

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APA (6th Edition):

Council, Morris R, I. (2016). Investigating the Effects of Reading RACES on the Achievement of Second-Graders in an Urban School who have Reading Risk. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1467375836

Chicago Manual of Style (16th Edition):

Council, Morris R, III. “Investigating the Effects of Reading RACES on the Achievement of Second-Graders in an Urban School who have Reading Risk.” 2016. Doctoral Dissertation, The Ohio State University. Accessed October 14, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467375836.

MLA Handbook (7th Edition):

Council, Morris R, III. “Investigating the Effects of Reading RACES on the Achievement of Second-Graders in an Urban School who have Reading Risk.” 2016. Web. 14 Oct 2019.

Vancouver:

Council, Morris R I. Investigating the Effects of Reading RACES on the Achievement of Second-Graders in an Urban School who have Reading Risk. [Internet] [Doctoral dissertation]. The Ohio State University; 2016. [cited 2019 Oct 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1467375836.

Council of Science Editors:

Council, Morris R I. Investigating the Effects of Reading RACES on the Achievement of Second-Graders in an Urban School who have Reading Risk. [Doctoral Dissertation]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1467375836

7. Nally, Amanda. An investigation of reading abilities and the impact of programmed instruction on reading outcomes in children with autism specrtum disorder.

Degree: 2018, NUI Galway

 This thesis investigates reading abilities and programmed instruction, i.e., instruction that is scripted and sequenced, with explicit learning goals, based on the principles of Applied… (more)

Subjects/Keywords: reading; autism spectrum disorder; headsprout; edmark reading program; computer assisted instruction; Psychology

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APA (6th Edition):

Nally, A. (2018). An investigation of reading abilities and the impact of programmed instruction on reading outcomes in children with autism specrtum disorder. (Thesis). NUI Galway. Retrieved from http://hdl.handle.net/10379/7348

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):

Nally, Amanda. “An investigation of reading abilities and the impact of programmed instruction on reading outcomes in children with autism specrtum disorder.” 2018. Thesis, NUI Galway. Accessed October 14, 2019. http://hdl.handle.net/10379/7348.

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

MLA Handbook (7th Edition):

Nally, Amanda. “An investigation of reading abilities and the impact of programmed instruction on reading outcomes in children with autism specrtum disorder.” 2018. Web. 14 Oct 2019.

Vancouver:

Nally A. An investigation of reading abilities and the impact of programmed instruction on reading outcomes in children with autism specrtum disorder. [Internet] [Thesis]. NUI Galway; 2018. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10379/7348.

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

Council of Science Editors:

Nally A. An investigation of reading abilities and the impact of programmed instruction on reading outcomes in children with autism specrtum disorder. [Thesis]. NUI Galway; 2018. Available from: http://hdl.handle.net/10379/7348

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


The Ohio State University

8. Woolard, Christina Ann. A Descriptive Study of the Impact of Parental Involvement on the Reading Performance of Students with Disabilities Enrolled in an Online Public Charter School.

Degree: MEd, EDU Physical Activity and Educational Services, 2010, The Ohio State University

 A descriptive study was completed on the impact of computer-assisted instruction (CAI) and parental involvement on the reading performance of students identified with disabilities. This… (more)

Subjects/Keywords: Education; parental involvement; reading instruction; special needs; online school; computer assisted instruction

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APA (6th Edition):

Woolard, C. A. (2010). A Descriptive Study of the Impact of Parental Involvement on the Reading Performance of Students with Disabilities Enrolled in an Online Public Charter School. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1280407059

Chicago Manual of Style (16th Edition):

Woolard, Christina Ann. “A Descriptive Study of the Impact of Parental Involvement on the Reading Performance of Students with Disabilities Enrolled in an Online Public Charter School.” 2010. Masters Thesis, The Ohio State University. Accessed October 14, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280407059.

MLA Handbook (7th Edition):

Woolard, Christina Ann. “A Descriptive Study of the Impact of Parental Involvement on the Reading Performance of Students with Disabilities Enrolled in an Online Public Charter School.” 2010. Web. 14 Oct 2019.

Vancouver:

Woolard CA. A Descriptive Study of the Impact of Parental Involvement on the Reading Performance of Students with Disabilities Enrolled in an Online Public Charter School. [Internet] [Masters thesis]. The Ohio State University; 2010. [cited 2019 Oct 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1280407059.

Council of Science Editors:

Woolard CA. A Descriptive Study of the Impact of Parental Involvement on the Reading Performance of Students with Disabilities Enrolled in an Online Public Charter School. [Masters Thesis]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1280407059


University of Hong Kong

9. Xu, Yalin, Irene. Developing and examining Collaboration and regulation in a CSCL environment.

Degree: MEd, 2017, University of Hong Kong

This is a case study of the development of collaborative and regulatory learning supported by knowledge-building principles and technology. This study designed and examined a… (more)

Subjects/Keywords: Computer-assisted instruction

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APA (6th Edition):

Xu, Yalin, I. (2017). Developing and examining Collaboration and regulation in a CSCL environment. (Masters Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/252468

Chicago Manual of Style (16th Edition):

Xu, Yalin, Irene. “Developing and examining Collaboration and regulation in a CSCL environment.” 2017. Masters Thesis, University of Hong Kong. Accessed October 14, 2019. http://hdl.handle.net/10722/252468.

MLA Handbook (7th Edition):

Xu, Yalin, Irene. “Developing and examining Collaboration and regulation in a CSCL environment.” 2017. Web. 14 Oct 2019.

Vancouver:

Xu, Yalin I. Developing and examining Collaboration and regulation in a CSCL environment. [Internet] [Masters thesis]. University of Hong Kong; 2017. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10722/252468.

Council of Science Editors:

Xu, Yalin I. Developing and examining Collaboration and regulation in a CSCL environment. [Masters Thesis]. University of Hong Kong; 2017. Available from: http://hdl.handle.net/10722/252468


East Carolina University

10. McDuffy, Katie. Effectiveness of a Computer Literacy Intervention for Young Children with Attention and Reading Problems.

Degree: 2010, East Carolina University

 An adverse relationship between inattention and literacy has been documented in the research literature. This relationship appears to be pervasive and detrimental, leading many inattentive… (more)

Subjects/Keywords: Psychology, General; Computer-assisted instruction – Research; Computers and literacy; Attention in children; Reading (Primary) – Research; Reading (Early childhood); Reading comprehension – Research

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APA (6th Edition):

McDuffy, K. (2010). Effectiveness of a Computer Literacy Intervention for Young Children with Attention and Reading Problems. (Thesis). East Carolina University. Retrieved from http://hdl.handle.net/10342/2686

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):

McDuffy, Katie. “Effectiveness of a Computer Literacy Intervention for Young Children with Attention and Reading Problems.” 2010. Thesis, East Carolina University. Accessed October 14, 2019. http://hdl.handle.net/10342/2686.

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

MLA Handbook (7th Edition):

McDuffy, Katie. “Effectiveness of a Computer Literacy Intervention for Young Children with Attention and Reading Problems.” 2010. Web. 14 Oct 2019.

Vancouver:

McDuffy K. Effectiveness of a Computer Literacy Intervention for Young Children with Attention and Reading Problems. [Internet] [Thesis]. East Carolina University; 2010. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10342/2686.

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

Council of Science Editors:

McDuffy K. Effectiveness of a Computer Literacy Intervention for Young Children with Attention and Reading Problems. [Thesis]. East Carolina University; 2010. Available from: http://hdl.handle.net/10342/2686

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

11. McGinnis, J. Roddy (John Roddy). Student Attitudes Toward Reading Following Computer-Assisted Reading Instruction.

Degree: 1981, North Texas State University

 The problem investigated in this study was whether students who received computer-assisted reading instruction would display positive attitudes toward reading six or more months after… (more)

Subjects/Keywords: reading ability; adolescent students; computer-assisted instruction; Reading.; Computer-assisted instruction.

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APA (6th Edition):

McGinnis, J. R. (. R. (1981). Student Attitudes Toward Reading Following Computer-Assisted Reading Instruction. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc504484/

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):

McGinnis, J Roddy (John Roddy). “Student Attitudes Toward Reading Following Computer-Assisted Reading Instruction.” 1981. Thesis, North Texas State University. Accessed October 14, 2019. https://digital.library.unt.edu/ark:/67531/metadc504484/.

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

MLA Handbook (7th Edition):

McGinnis, J Roddy (John Roddy). “Student Attitudes Toward Reading Following Computer-Assisted Reading Instruction.” 1981. Web. 14 Oct 2019.

Vancouver:

McGinnis JR(R. Student Attitudes Toward Reading Following Computer-Assisted Reading Instruction. [Internet] [Thesis]. North Texas State University; 1981. [cited 2019 Oct 14]. Available from: https://digital.library.unt.edu/ark:/67531/metadc504484/.

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

Council of Science Editors:

McGinnis JR(R. Student Attitudes Toward Reading Following Computer-Assisted Reading Instruction. [Thesis]. North Texas State University; 1981. Available from: https://digital.library.unt.edu/ark:/67531/metadc504484/

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


Florida Atlantic University

12. Worrell, Jamie L. Effects of an interactive computer-based reading strategy on student comprehension.

Degree: EdD, 2011, Florida Atlantic University

Summary: The computer-based testing mode has received limited research as a task condition for elementary students as it relates to comprehension for both narrative and… (more)

Subjects/Keywords: Reading comprehension – Computer-assisted instruction; Educational tests and meausrements – United States; School improvement programs – United States; Academic achievment; Reading – Ability testing – Computer-assisted instruction

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APA (6th Edition):

Worrell, J. L. (2011). Effects of an interactive computer-based reading strategy on student comprehension. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/3322518

Chicago Manual of Style (16th Edition):

Worrell, Jamie L. “Effects of an interactive computer-based reading strategy on student comprehension.” 2011. Doctoral Dissertation, Florida Atlantic University. Accessed October 14, 2019. http://purl.flvc.org/FAU/3322518.

MLA Handbook (7th Edition):

Worrell, Jamie L. “Effects of an interactive computer-based reading strategy on student comprehension.” 2011. Web. 14 Oct 2019.

Vancouver:

Worrell JL. Effects of an interactive computer-based reading strategy on student comprehension. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2011. [cited 2019 Oct 14]. Available from: http://purl.flvc.org/FAU/3322518.

Council of Science Editors:

Worrell JL. Effects of an interactive computer-based reading strategy on student comprehension. [Doctoral Dissertation]. Florida Atlantic University; 2011. Available from: http://purl.flvc.org/FAU/3322518


The Ohio State University

13. Keyes, Starr E. The Effects of a Computer-Assisted Reading Program on the Oral Reading Fluency, Comprehension, and Generalization of At-Risk, Urban Second-Grade Students.

Degree: PhD, EDU Physical Activity and Educational Services, 2010, The Ohio State University

  This study examined the effectiveness of a computer-assisted reading program, Read Naturally (RN), on the oral reading fluency (ORF), comprehension, and generalization of second… (more)

Subjects/Keywords: Education; Special Education; oral reading fluency; computer-assisted instruction; urban learners; early intervention

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APA (6th Edition):

Keyes, S. E. (2010). The Effects of a Computer-Assisted Reading Program on the Oral Reading Fluency, Comprehension, and Generalization of At-Risk, Urban Second-Grade Students. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1280881850

Chicago Manual of Style (16th Edition):

Keyes, Starr E. “The Effects of a Computer-Assisted Reading Program on the Oral Reading Fluency, Comprehension, and Generalization of At-Risk, Urban Second-Grade Students.” 2010. Doctoral Dissertation, The Ohio State University. Accessed October 14, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280881850.

MLA Handbook (7th Edition):

Keyes, Starr E. “The Effects of a Computer-Assisted Reading Program on the Oral Reading Fluency, Comprehension, and Generalization of At-Risk, Urban Second-Grade Students.” 2010. Web. 14 Oct 2019.

Vancouver:

Keyes SE. The Effects of a Computer-Assisted Reading Program on the Oral Reading Fluency, Comprehension, and Generalization of At-Risk, Urban Second-Grade Students. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2019 Oct 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1280881850.

Council of Science Editors:

Keyes SE. The Effects of a Computer-Assisted Reading Program on the Oral Reading Fluency, Comprehension, and Generalization of At-Risk, Urban Second-Grade Students. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1280881850


University of South Carolina

14. Mann, Kara. Effects Of The Mindplay Computer Program On Student Reading Achievement: An Action Research Study.

Degree: EdD, Educational Studies, 2017, University of South Carolina

  This quantitative Action Research study examined how a computer-assisted reading program, called MindPlay, affected reading achievement in four second-grade classrooms within a Title I… (more)

Subjects/Keywords: Curriculum and Instruction; Education; MindPlay; computer-assisted technology; Title I; at-risk students; reading achievement

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APA (6th Edition):

Mann, K. (2017). Effects Of The Mindplay Computer Program On Student Reading Achievement: An Action Research Study. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4082

Chicago Manual of Style (16th Edition):

Mann, Kara. “Effects Of The Mindplay Computer Program On Student Reading Achievement: An Action Research Study.” 2017. Doctoral Dissertation, University of South Carolina. Accessed October 14, 2019. https://scholarcommons.sc.edu/etd/4082.

MLA Handbook (7th Edition):

Mann, Kara. “Effects Of The Mindplay Computer Program On Student Reading Achievement: An Action Research Study.” 2017. Web. 14 Oct 2019.

Vancouver:

Mann K. Effects Of The Mindplay Computer Program On Student Reading Achievement: An Action Research Study. [Internet] [Doctoral dissertation]. University of South Carolina; 2017. [cited 2019 Oct 14]. Available from: https://scholarcommons.sc.edu/etd/4082.

Council of Science Editors:

Mann K. Effects Of The Mindplay Computer Program On Student Reading Achievement: An Action Research Study. [Doctoral Dissertation]. University of South Carolina; 2017. Available from: https://scholarcommons.sc.edu/etd/4082


Montana Tech

15. Hollingsworth, Sandra. The effect of CAI and PT as supplements to the basal reading program.

Degree: MEd, 1982, Montana Tech

Subjects/Keywords: Reading.; Reading Computer-assisted instruction.; Educational tests and measurements.

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APA (6th Edition):

Hollingsworth, S. (1982). The effect of CAI and PT as supplements to the basal reading program. (Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/7854

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):

Hollingsworth, Sandra. “The effect of CAI and PT as supplements to the basal reading program.” 1982. Thesis, Montana Tech. Accessed October 14, 2019. https://scholarworks.umt.edu/etd/7854.

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

MLA Handbook (7th Edition):

Hollingsworth, Sandra. “The effect of CAI and PT as supplements to the basal reading program.” 1982. Web. 14 Oct 2019.

Vancouver:

Hollingsworth S. The effect of CAI and PT as supplements to the basal reading program. [Internet] [Thesis]. Montana Tech; 1982. [cited 2019 Oct 14]. Available from: https://scholarworks.umt.edu/etd/7854.

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

Council of Science Editors:

Hollingsworth S. The effect of CAI and PT as supplements to the basal reading program. [Thesis]. Montana Tech; 1982. Available from: https://scholarworks.umt.edu/etd/7854

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


Simon Fraser University

16. Lamy, Georgette. Evaluating the interaction of primary students with computerized books.

Degree: 1990, Simon Fraser University

Subjects/Keywords: Reading (Primary)  – Computer-assisted instruction.; Reading (Primary)  – Computer-assisted instruction  – Case studies.; Language arts (Primary)  – Computer-assisted instruction.

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

APA (6th Edition):

Lamy, G. (1990). Evaluating the interaction of primary students with computerized books. (Thesis). Simon Fraser University. Retrieved from http://summit.sfu.ca/item/4957

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):

Lamy, Georgette. “Evaluating the interaction of primary students with computerized books.” 1990. Thesis, Simon Fraser University. Accessed October 14, 2019. http://summit.sfu.ca/item/4957.

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

MLA Handbook (7th Edition):

Lamy, Georgette. “Evaluating the interaction of primary students with computerized books.” 1990. Web. 14 Oct 2019.

Vancouver:

Lamy G. Evaluating the interaction of primary students with computerized books. [Internet] [Thesis]. Simon Fraser University; 1990. [cited 2019 Oct 14]. Available from: http://summit.sfu.ca/item/4957.

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

Council of Science Editors:

Lamy G. Evaluating the interaction of primary students with computerized books. [Thesis]. Simon Fraser University; 1990. Available from: http://summit.sfu.ca/item/4957

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


University of Aberdeen

17. Aphale, Mukta S. Intelligent agent support for policy authoring and refinement.

Degree: PhD, 2015, University of Aberdeen

 A policy (or norm) can be defined as a guideline stating what is allowed, what is forbidden and what is obligated for an entity, in… (more)

Subjects/Keywords: Decision making; Computer-assisted instruction

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APA (6th Edition):

Aphale, M. S. (2015). Intelligent agent support for policy authoring and refinement. (Doctoral Dissertation). University of Aberdeen. Retrieved from http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=225826 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648922

Chicago Manual of Style (16th Edition):

Aphale, Mukta S. “Intelligent agent support for policy authoring and refinement.” 2015. Doctoral Dissertation, University of Aberdeen. Accessed October 14, 2019. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=225826 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648922.

MLA Handbook (7th Edition):

Aphale, Mukta S. “Intelligent agent support for policy authoring and refinement.” 2015. Web. 14 Oct 2019.

Vancouver:

Aphale MS. Intelligent agent support for policy authoring and refinement. [Internet] [Doctoral dissertation]. University of Aberdeen; 2015. [cited 2019 Oct 14]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=225826 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648922.

Council of Science Editors:

Aphale MS. Intelligent agent support for policy authoring and refinement. [Doctoral Dissertation]. University of Aberdeen; 2015. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=225826 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648922


University of KwaZulu-Natal

18. [No author]. Educators' experiences of information communications technology (ICT) policy implementation in Lesotho secondary schools : a case study of the two schools.

Degree: Education, 2007, University of KwaZulu-Natal

 This research focuses on the Information and Communications Technology (ICT) policy implementation at the secondary schools in Lesotho. This is a country where global disparities… (more)

Subjects/Keywords: Computer-assisted instruction – Lesotho.; Education.

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

APA (6th Edition):

author], [. (2007). Educators' experiences of information communications technology (ICT) policy implementation in Lesotho secondary schools : a case study of the two schools. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/1069

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):

author], [No. “Educators' experiences of information communications technology (ICT) policy implementation in Lesotho secondary schools : a case study of the two schools. ” 2007. Thesis, University of KwaZulu-Natal. Accessed October 14, 2019. http://hdl.handle.net/10413/1069.

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

MLA Handbook (7th Edition):

author], [No. “Educators' experiences of information communications technology (ICT) policy implementation in Lesotho secondary schools : a case study of the two schools. ” 2007. Web. 14 Oct 2019.

Vancouver:

author] [. Educators' experiences of information communications technology (ICT) policy implementation in Lesotho secondary schools : a case study of the two schools. [Internet] [Thesis]. University of KwaZulu-Natal; 2007. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10413/1069.

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

Council of Science Editors:

author] [. Educators' experiences of information communications technology (ICT) policy implementation in Lesotho secondary schools : a case study of the two schools. [Thesis]. University of KwaZulu-Natal; 2007. Available from: http://hdl.handle.net/10413/1069

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


University of Hong Kong

19. 李曉蕾; Li, Xiaolei. Obstacles of using tablet computers as a learning tool in primary schools.

Degree: MSin Information Technology in, 2014, University of Hong Kong

With the development of using tablet computers in the classrooms, it is raised concern in education how to enhance the effectiveness of using tablet computers… (more)

Subjects/Keywords: Education; Primary - Computer-assisted instruction

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

APA (6th Edition):

李曉蕾; Li, X. (2014). Obstacles of using tablet computers as a learning tool in primary schools. (Masters Thesis). University of Hong Kong. Retrieved from Li, X. [李曉蕾]. (2014). Obstacles of using tablet computers as a learning tool in primary schools. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5318802 ; http://dx.doi.org/10.5353/th_b5318802 ; http://hdl.handle.net/10722/206571

Chicago Manual of Style (16th Edition):

李曉蕾; Li, Xiaolei. “Obstacles of using tablet computers as a learning tool in primary schools.” 2014. Masters Thesis, University of Hong Kong. Accessed October 14, 2019. Li, X. [李曉蕾]. (2014). Obstacles of using tablet computers as a learning tool in primary schools. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5318802 ; http://dx.doi.org/10.5353/th_b5318802 ; http://hdl.handle.net/10722/206571.

MLA Handbook (7th Edition):

李曉蕾; Li, Xiaolei. “Obstacles of using tablet computers as a learning tool in primary schools.” 2014. Web. 14 Oct 2019.

Vancouver:

李曉蕾; Li X. Obstacles of using tablet computers as a learning tool in primary schools. [Internet] [Masters thesis]. University of Hong Kong; 2014. [cited 2019 Oct 14]. Available from: Li, X. [李曉蕾]. (2014). Obstacles of using tablet computers as a learning tool in primary schools. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5318802 ; http://dx.doi.org/10.5353/th_b5318802 ; http://hdl.handle.net/10722/206571.

Council of Science Editors:

李曉蕾; Li X. Obstacles of using tablet computers as a learning tool in primary schools. [Masters Thesis]. University of Hong Kong; 2014. Available from: Li, X. [李曉蕾]. (2014). Obstacles of using tablet computers as a learning tool in primary schools. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5318802 ; http://dx.doi.org/10.5353/th_b5318802 ; http://hdl.handle.net/10722/206571


University of New Mexico

20. Aguilar, Annalisa. Preliminary Investigations Toward a Theory of Pattern for Technology Design.

Degree: Organization, Information & Learning Sciences, 2012, University of New Mexico

 It is argued that today's scarcity of computer tools compatible with human experience derives from an antiquated dualistic model of mind, as passed down through… (more)

Subjects/Keywords: Educational technology; Computer-assisted instruction

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APA (6th Edition):

Aguilar, A. (2012). Preliminary Investigations Toward a Theory of Pattern for Technology Design. (Masters Thesis). University of New Mexico. Retrieved from http://hdl.handle.net/1928/20897

Chicago Manual of Style (16th Edition):

Aguilar, Annalisa. “Preliminary Investigations Toward a Theory of Pattern for Technology Design.” 2012. Masters Thesis, University of New Mexico. Accessed October 14, 2019. http://hdl.handle.net/1928/20897.

MLA Handbook (7th Edition):

Aguilar, Annalisa. “Preliminary Investigations Toward a Theory of Pattern for Technology Design.” 2012. Web. 14 Oct 2019.

Vancouver:

Aguilar A. Preliminary Investigations Toward a Theory of Pattern for Technology Design. [Internet] [Masters thesis]. University of New Mexico; 2012. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/1928/20897.

Council of Science Editors:

Aguilar A. Preliminary Investigations Toward a Theory of Pattern for Technology Design. [Masters Thesis]. University of New Mexico; 2012. Available from: http://hdl.handle.net/1928/20897


University of Johannesburg

21. Govender, J. An assessment of the issues that have a negative effect on the implementation of e-learning in schools in the Kwazulu Natal and Eastern Cape regions.

Degree: 2014, University of Johannesburg

M.B.A.

We are In the midst of the Information age wherein Information and communication technology has been growing exponentially to the extent that we are… (more)

Subjects/Keywords: Education - Computer-assisted instruction

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APA (6th Edition):

Govender, J. (2014). An assessment of the issues that have a negative effect on the implementation of e-learning in schools in the Kwazulu Natal and Eastern Cape regions. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11473

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):

Govender, J. “An assessment of the issues that have a negative effect on the implementation of e-learning in schools in the Kwazulu Natal and Eastern Cape regions.” 2014. Thesis, University of Johannesburg. Accessed October 14, 2019. http://hdl.handle.net/10210/11473.

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

MLA Handbook (7th Edition):

Govender, J. “An assessment of the issues that have a negative effect on the implementation of e-learning in schools in the Kwazulu Natal and Eastern Cape regions.” 2014. Web. 14 Oct 2019.

Vancouver:

Govender J. An assessment of the issues that have a negative effect on the implementation of e-learning in schools in the Kwazulu Natal and Eastern Cape regions. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10210/11473.

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

Council of Science Editors:

Govender J. An assessment of the issues that have a negative effect on the implementation of e-learning in schools in the Kwazulu Natal and Eastern Cape regions. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11473

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


University of Texas Southwestern Medical Center

22. Swensen, Jennie. The Development of an Animated Teaching Module Designed to Increase Understanding of the Basic Concepts of DNA, RNA, and Protein Synthesis Among Ninth Grade Biology Students.

Degree: 2011, University of Texas Southwestern Medical Center

The file named "SwensenJennie.pdf" is the primary dissertation file. To access the supplemental video, click on the file named "thesis.mp4".

Can a two-dimensional Flash animation… (more)

Subjects/Keywords: DNA; Instruction, Computer-Assisted; Adolescent

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APA (6th Edition):

Swensen, J. (2011). The Development of an Animated Teaching Module Designed to Increase Understanding of the Basic Concepts of DNA, RNA, and Protein Synthesis Among Ninth Grade Biology Students. (Thesis). University of Texas Southwestern Medical Center. Retrieved from http://hdl.handle.net/2152.5/953

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):

Swensen, Jennie. “The Development of an Animated Teaching Module Designed to Increase Understanding of the Basic Concepts of DNA, RNA, and Protein Synthesis Among Ninth Grade Biology Students.” 2011. Thesis, University of Texas Southwestern Medical Center. Accessed October 14, 2019. http://hdl.handle.net/2152.5/953.

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

MLA Handbook (7th Edition):

Swensen, Jennie. “The Development of an Animated Teaching Module Designed to Increase Understanding of the Basic Concepts of DNA, RNA, and Protein Synthesis Among Ninth Grade Biology Students.” 2011. Web. 14 Oct 2019.

Vancouver:

Swensen J. The Development of an Animated Teaching Module Designed to Increase Understanding of the Basic Concepts of DNA, RNA, and Protein Synthesis Among Ninth Grade Biology Students. [Internet] [Thesis]. University of Texas Southwestern Medical Center; 2011. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/2152.5/953.

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

Council of Science Editors:

Swensen J. The Development of an Animated Teaching Module Designed to Increase Understanding of the Basic Concepts of DNA, RNA, and Protein Synthesis Among Ninth Grade Biology Students. [Thesis]. University of Texas Southwestern Medical Center; 2011. Available from: http://hdl.handle.net/2152.5/953

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


University of North Texas

23. Putman, Rebecca S. Does Technology = More Knowledgeable Other? an Investigation of the Effects of an Integrated Learning System on the Literacy Learning of Emergent Readers.

Degree: 2014, University of North Texas

 Professionals in education continue to explore technology as a way to instruct young students, and there is an accompanying belief that this technology can make… (more)

Subjects/Keywords: early literacy; technology; integrated learning system; propensity scores; kindergarten; Istation; Reading (Early childhood)  – Computer-assisted instruction.; Language arts (Early childhood)  – Computer-assisted instruction.; Computers and literacy.

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

APA (6th Edition):

Putman, R. S. (2014). Does Technology = More Knowledgeable Other? an Investigation of the Effects of an Integrated Learning System on the Literacy Learning of Emergent Readers. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699976/

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):

Putman, Rebecca S. “Does Technology = More Knowledgeable Other? an Investigation of the Effects of an Integrated Learning System on the Literacy Learning of Emergent Readers.” 2014. Thesis, University of North Texas. Accessed October 14, 2019. https://digital.library.unt.edu/ark:/67531/metadc699976/.

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

MLA Handbook (7th Edition):

Putman, Rebecca S. “Does Technology = More Knowledgeable Other? an Investigation of the Effects of an Integrated Learning System on the Literacy Learning of Emergent Readers.” 2014. Web. 14 Oct 2019.

Vancouver:

Putman RS. Does Technology = More Knowledgeable Other? an Investigation of the Effects of an Integrated Learning System on the Literacy Learning of Emergent Readers. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Oct 14]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699976/.

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

Council of Science Editors:

Putman RS. Does Technology = More Knowledgeable Other? an Investigation of the Effects of an Integrated Learning System on the Literacy Learning of Emergent Readers. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699976/

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


University of Johannesburg

24. Quevauvilliers, Nola. The suitability and effectiveness of teaching programming in an e-learning environment.

Degree: 2012, University of Johannesburg

M.Tech.

E-learning is the industry-accepted term for electronic learning. It is the blending of learning and computer technology with facilitator support, to provide education over… (more)

Subjects/Keywords: Computer-assisted instruction.; Computer programming - Computer-assisted instruction.; Internet in education.

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

APA (6th Edition):

Quevauvilliers, N. (2012). The suitability and effectiveness of teaching programming in an e-learning environment. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7650

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):

Quevauvilliers, Nola. “The suitability and effectiveness of teaching programming in an e-learning environment.” 2012. Thesis, University of Johannesburg. Accessed October 14, 2019. http://hdl.handle.net/10210/7650.

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

MLA Handbook (7th Edition):

Quevauvilliers, Nola. “The suitability and effectiveness of teaching programming in an e-learning environment.” 2012. Web. 14 Oct 2019.

Vancouver:

Quevauvilliers N. The suitability and effectiveness of teaching programming in an e-learning environment. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10210/7650.

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

Council of Science Editors:

Quevauvilliers N. The suitability and effectiveness of teaching programming in an e-learning environment. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7650

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

25. Coomes, Pat. The Effects of Computer Assisted Instruction on the Development of Reading and Language Skills.

Degree: 1985, North Texas State University

 This research investigates the effects of a planned program of computer assisted instruction on reading and language development of fourth grade students. The purpose of… (more)

Subjects/Keywords: computer assisted instruction; language development; reading development; elementary students; Reading (Elementary)  – Computer-assisted instruction.; Language arts (Elementary)  – Computer-assisted instruction.; Computer-assisted instruction.

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

APA (6th Edition):

Coomes, P. (1985). The Effects of Computer Assisted Instruction on the Development of Reading and Language Skills. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc330663/

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):

Coomes, Pat. “The Effects of Computer Assisted Instruction on the Development of Reading and Language Skills.” 1985. Thesis, North Texas State University. Accessed October 14, 2019. https://digital.library.unt.edu/ark:/67531/metadc330663/.

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

MLA Handbook (7th Edition):

Coomes, Pat. “The Effects of Computer Assisted Instruction on the Development of Reading and Language Skills.” 1985. Web. 14 Oct 2019.

Vancouver:

Coomes P. The Effects of Computer Assisted Instruction on the Development of Reading and Language Skills. [Internet] [Thesis]. North Texas State University; 1985. [cited 2019 Oct 14]. Available from: https://digital.library.unt.edu/ark:/67531/metadc330663/.

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

Council of Science Editors:

Coomes P. The Effects of Computer Assisted Instruction on the Development of Reading and Language Skills. [Thesis]. North Texas State University; 1985. Available from: https://digital.library.unt.edu/ark:/67531/metadc330663/

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

26. Alsharif, Rasha. The impact of home computer use on ELL's reading performance .

Degree: 2018, SUNY College at Fredonia

 This research study investigated the impact of home computer use on English Language Learners' reading performance. The primary research question was: What is the relationship… (more)

Subjects/Keywords: Computer-assisted instruction.; Preparedness.; English language – Study and teaching (Secondary) – Foreign speakers.; Reading (Middle school).; Home computer usage

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

APA (6th Edition):

Alsharif, R. (2018). The impact of home computer use on ELL's reading performance . (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/70441

Chicago Manual of Style (16th Edition):

Alsharif, Rasha. “The impact of home computer use on ELL's reading performance .” 2018. Masters Thesis, SUNY College at Fredonia. Accessed October 14, 2019. http://hdl.handle.net/1951/70441.

MLA Handbook (7th Edition):

Alsharif, Rasha. “The impact of home computer use on ELL's reading performance .” 2018. Web. 14 Oct 2019.

Vancouver:

Alsharif R. The impact of home computer use on ELL's reading performance . [Internet] [Masters thesis]. SUNY College at Fredonia; 2018. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/1951/70441.

Council of Science Editors:

Alsharif R. The impact of home computer use on ELL's reading performance . [Masters Thesis]. SUNY College at Fredonia; 2018. Available from: http://hdl.handle.net/1951/70441


Massey University

27. Suwannasom, Thitirat. Teacher cognition about technology-mediated EFL instruction in the Thai tertiary context.

Degree: PhD, Second Language Teaching, 2010, Massey University

 Drawing on theories of teacher cognition and sociocultural frameworks, this study investigates Thai university English lecturers’ cognition about integrating Information and Communication Technology (ICT) in… (more)

Subjects/Keywords: English language instruction; Computer-assisted instruction

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

APA (6th Edition):

Suwannasom, T. (2010). Teacher cognition about technology-mediated EFL instruction in the Thai tertiary context. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/1853

Chicago Manual of Style (16th Edition):

Suwannasom, Thitirat. “Teacher cognition about technology-mediated EFL instruction in the Thai tertiary context.” 2010. Doctoral Dissertation, Massey University. Accessed October 14, 2019. http://hdl.handle.net/10179/1853.

MLA Handbook (7th Edition):

Suwannasom, Thitirat. “Teacher cognition about technology-mediated EFL instruction in the Thai tertiary context.” 2010. Web. 14 Oct 2019.

Vancouver:

Suwannasom T. Teacher cognition about technology-mediated EFL instruction in the Thai tertiary context. [Internet] [Doctoral dissertation]. Massey University; 2010. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10179/1853.

Council of Science Editors:

Suwannasom T. Teacher cognition about technology-mediated EFL instruction in the Thai tertiary context. [Doctoral Dissertation]. Massey University; 2010. Available from: http://hdl.handle.net/10179/1853


University of Johannesburg

28. Assefa, Sorene. An information security reference framework for e-learning management systems.

Degree: 2011, University of Johannesburg

M.Sc. (Computer Science)

Knowledge sharing technique has been revolutionized over the past years, and the use of Information and Communication Technologies (ICTs) is one of… (more)

Subjects/Keywords: Computer-assisted instruction; Educational technology; Programmed instruction

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APA (6th Edition):

Assefa, S. (2011). An information security reference framework for e-learning management systems. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3901

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):

Assefa, Sorene. “An information security reference framework for e-learning management systems.” 2011. Thesis, University of Johannesburg. Accessed October 14, 2019. http://hdl.handle.net/10210/3901.

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

MLA Handbook (7th Edition):

Assefa, Sorene. “An information security reference framework for e-learning management systems.” 2011. Web. 14 Oct 2019.

Vancouver:

Assefa S. An information security reference framework for e-learning management systems. [Internet] [Thesis]. University of Johannesburg; 2011. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10210/3901.

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

Council of Science Editors:

Assefa S. An information security reference framework for e-learning management systems. [Thesis]. University of Johannesburg; 2011. Available from: http://hdl.handle.net/10210/3901

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

29. Easterling, Barbara Ann. The Effects of Computer Assisted Instruction as a Supplement to Classroom Instruction in Reading Comprehension and Arithmetic.

Degree: 1982, North Texas State University

 The present research was an investigation of the effects of computer assisted instruction as a supplement to classroom instruction in reading and arithmetic. The purposes… (more)

Subjects/Keywords: microcomputers; math skills; reading skills; fifth grade students; computer assisted teaching; Arithmetic  – Computer-assisted instruction.; Reading  – Computer-assisted instruction.

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

APA (6th Edition):

Easterling, B. A. (1982). The Effects of Computer Assisted Instruction as a Supplement to Classroom Instruction in Reading Comprehension and Arithmetic. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc331750/

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):

Easterling, Barbara Ann. “The Effects of Computer Assisted Instruction as a Supplement to Classroom Instruction in Reading Comprehension and Arithmetic.” 1982. Thesis, North Texas State University. Accessed October 14, 2019. https://digital.library.unt.edu/ark:/67531/metadc331750/.

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

MLA Handbook (7th Edition):

Easterling, Barbara Ann. “The Effects of Computer Assisted Instruction as a Supplement to Classroom Instruction in Reading Comprehension and Arithmetic.” 1982. Web. 14 Oct 2019.

Vancouver:

Easterling BA. The Effects of Computer Assisted Instruction as a Supplement to Classroom Instruction in Reading Comprehension and Arithmetic. [Internet] [Thesis]. North Texas State University; 1982. [cited 2019 Oct 14]. Available from: https://digital.library.unt.edu/ark:/67531/metadc331750/.

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

Council of Science Editors:

Easterling BA. The Effects of Computer Assisted Instruction as a Supplement to Classroom Instruction in Reading Comprehension and Arithmetic. [Thesis]. North Texas State University; 1982. Available from: https://digital.library.unt.edu/ark:/67531/metadc331750/

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


University of KwaZulu-Natal

30. [No author]. Development of a constructivist instructional design model for corporate e-learning in South Africa : a best e-learning practices case study.

Degree: Digital media, 2009, University of KwaZulu-Natal

 The goal of this research was the development of an e-learning model to address the needs of the South African corporate sector. To do this… (more)

Subjects/Keywords: Employees – Training of – Computer-assisted instruction.; Computer-assisted instruction.; Digital media.

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

APA (6th Edition):

author], [. (2009). Development of a constructivist instructional design model for corporate e-learning in South Africa : a best e-learning practices case study. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/593

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):

author], [No. “Development of a constructivist instructional design model for corporate e-learning in South Africa : a best e-learning practices case study. ” 2009. Thesis, University of KwaZulu-Natal. Accessed October 14, 2019. http://hdl.handle.net/10413/593.

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

MLA Handbook (7th Edition):

author], [No. “Development of a constructivist instructional design model for corporate e-learning in South Africa : a best e-learning practices case study. ” 2009. Web. 14 Oct 2019.

Vancouver:

author] [. Development of a constructivist instructional design model for corporate e-learning in South Africa : a best e-learning practices case study. [Internet] [Thesis]. University of KwaZulu-Natal; 2009. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10413/593.

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

Council of Science Editors:

author] [. Development of a constructivist instructional design model for corporate e-learning in South Africa : a best e-learning practices case study. [Thesis]. University of KwaZulu-Natal; 2009. Available from: http://hdl.handle.net/10413/593

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

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