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You searched for subject:(Reading Instruction). Showing records 1 – 30 of 1333 total matches.

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1. Hamilton, Diane M. Postmodern picturebooks, gender, and reading difficulties| A phenomenological exploration of one boy's experiences.

Degree: 2016, State University of New York at Albany

  The study presented in this dissertation emerged from a theoretical connection noted in the literature between the potential of postmodern picturebooks to affect change,… (more)

Subjects/Keywords: Reading instruction

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

APA (6th Edition):

Hamilton, D. M. (2016). Postmodern picturebooks, gender, and reading difficulties| A phenomenological exploration of one boy's experiences. (Thesis). State University of New York at Albany. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10140937

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):

Hamilton, Diane M. “Postmodern picturebooks, gender, and reading difficulties| A phenomenological exploration of one boy's experiences.” 2016. Thesis, State University of New York at Albany. Accessed July 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10140937.

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

MLA Handbook (7th Edition):

Hamilton, Diane M. “Postmodern picturebooks, gender, and reading difficulties| A phenomenological exploration of one boy's experiences.” 2016. Web. 16 Jul 2019.

Vancouver:

Hamilton DM. Postmodern picturebooks, gender, and reading difficulties| A phenomenological exploration of one boy's experiences. [Internet] [Thesis]. State University of New York at Albany; 2016. [cited 2019 Jul 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10140937.

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

Council of Science Editors:

Hamilton DM. Postmodern picturebooks, gender, and reading difficulties| A phenomenological exploration of one boy's experiences. [Thesis]. State University of New York at Albany; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10140937

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

2. Dirnbeck, Susan M. Fifth Grade Teachers' Knowledge About Reading Instruction and Its Effects on Classroom Literacy Practices and Reading Achievement.

Degree: 2016, Lindenwood University

  The purpose of this mixed-methods study was to discover the effectiveness of then-current teaching practices in fifth grade classrooms and to determine whether any… (more)

Subjects/Keywords: Reading instruction

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APA (6th Edition):

Dirnbeck, S. M. (2016). Fifth Grade Teachers' Knowledge About Reading Instruction and Its Effects on Classroom Literacy Practices and Reading Achievement. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10170203

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):

Dirnbeck, Susan M. “Fifth Grade Teachers' Knowledge About Reading Instruction and Its Effects on Classroom Literacy Practices and Reading Achievement.” 2016. Thesis, Lindenwood University. Accessed July 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10170203.

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

MLA Handbook (7th Edition):

Dirnbeck, Susan M. “Fifth Grade Teachers' Knowledge About Reading Instruction and Its Effects on Classroom Literacy Practices and Reading Achievement.” 2016. Web. 16 Jul 2019.

Vancouver:

Dirnbeck SM. Fifth Grade Teachers' Knowledge About Reading Instruction and Its Effects on Classroom Literacy Practices and Reading Achievement. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2019 Jul 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10170203.

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

Council of Science Editors:

Dirnbeck SM. Fifth Grade Teachers' Knowledge About Reading Instruction and Its Effects on Classroom Literacy Practices and Reading Achievement. [Thesis]. Lindenwood University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10170203

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


University of Hawaii – Manoa

3. Baldwin, Marybeth Patricia Hamilton. An experimental investigation of the effects of an imagery strategy on vocabulary learning and retention.

Degree: 2016, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2013.

Policy mandates to increase the time dedicated to the teaching of reading and mathematics has left little time… (more)

Subjects/Keywords: reading instruction

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

APA (6th Edition):

Baldwin, M. P. H. (2016). An experimental investigation of the effects of an imagery strategy on vocabulary learning and retention. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101890

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):

Baldwin, Marybeth Patricia Hamilton. “An experimental investigation of the effects of an imagery strategy on vocabulary learning and retention.” 2016. Thesis, University of Hawaii – Manoa. Accessed July 16, 2019. http://hdl.handle.net/10125/101890.

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

MLA Handbook (7th Edition):

Baldwin, Marybeth Patricia Hamilton. “An experimental investigation of the effects of an imagery strategy on vocabulary learning and retention.” 2016. Web. 16 Jul 2019.

Vancouver:

Baldwin MPH. An experimental investigation of the effects of an imagery strategy on vocabulary learning and retention. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10125/101890.

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

Council of Science Editors:

Baldwin MPH. An experimental investigation of the effects of an imagery strategy on vocabulary learning and retention. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/101890

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


Boston University

4. Abercrombie, Jamie Baughan. Professional development and disciplinary literacy: impacting secondary teachers' perceptions and practices.

Degree: EdD, Education, 2018, Boston University

 This mixed-methods study examined the ways secondary teachers’ participation in a year-long disciplinary literacy professional development impacted the ways teachers described and implemented disciplinary literacy… (more)

Subjects/Keywords: Reading instruction

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APA (6th Edition):

Abercrombie, J. B. (2018). Professional development and disciplinary literacy: impacting secondary teachers' perceptions and practices. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/27515

Chicago Manual of Style (16th Edition):

Abercrombie, Jamie Baughan. “Professional development and disciplinary literacy: impacting secondary teachers' perceptions and practices.” 2018. Doctoral Dissertation, Boston University. Accessed July 16, 2019. http://hdl.handle.net/2144/27515.

MLA Handbook (7th Edition):

Abercrombie, Jamie Baughan. “Professional development and disciplinary literacy: impacting secondary teachers' perceptions and practices.” 2018. Web. 16 Jul 2019.

Vancouver:

Abercrombie JB. Professional development and disciplinary literacy: impacting secondary teachers' perceptions and practices. [Internet] [Doctoral dissertation]. Boston University; 2018. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2144/27515.

Council of Science Editors:

Abercrombie JB. Professional development and disciplinary literacy: impacting secondary teachers' perceptions and practices. [Doctoral Dissertation]. Boston University; 2018. Available from: http://hdl.handle.net/2144/27515


Boston University

5. Al Ghanem, Reem. Learning to read and write polysyllabic words: the effects of morphology and context on the acquisition of whole-word representations in fourth and fifth grade.

Degree: EdD, Education, 2017, Boston University

 Accurate and rapid word recognition requires highly-specified phonological, orthographic, and semantic word-specific representations. It has been established that children acquire these representations through phonological decoding… (more)

Subjects/Keywords: Reading instruction

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

APA (6th Edition):

Al Ghanem, R. (2017). Learning to read and write polysyllabic words: the effects of morphology and context on the acquisition of whole-word representations in fourth and fifth grade. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/26474

Chicago Manual of Style (16th Edition):

Al Ghanem, Reem. “Learning to read and write polysyllabic words: the effects of morphology and context on the acquisition of whole-word representations in fourth and fifth grade.” 2017. Doctoral Dissertation, Boston University. Accessed July 16, 2019. http://hdl.handle.net/2144/26474.

MLA Handbook (7th Edition):

Al Ghanem, Reem. “Learning to read and write polysyllabic words: the effects of morphology and context on the acquisition of whole-word representations in fourth and fifth grade.” 2017. Web. 16 Jul 2019.

Vancouver:

Al Ghanem R. Learning to read and write polysyllabic words: the effects of morphology and context on the acquisition of whole-word representations in fourth and fifth grade. [Internet] [Doctoral dissertation]. Boston University; 2017. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2144/26474.

Council of Science Editors:

Al Ghanem R. Learning to read and write polysyllabic words: the effects of morphology and context on the acquisition of whole-word representations in fourth and fifth grade. [Doctoral Dissertation]. Boston University; 2017. Available from: http://hdl.handle.net/2144/26474

6. Donohue, Brianne V. Picturing meaning| The role of picture books in a fourth grade classroom.

Degree: 2015, The William Paterson University of New Jersey

  This qualitative study explored how incorporating picture books into a fourth grade reading program can enhance literacy instruction. Ten fourth grade students read, listened… (more)

Subjects/Keywords: Education; Reading instruction

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

APA (6th Edition):

Donohue, B. V. (2015). Picturing meaning| The role of picture books in a fourth grade classroom. (Thesis). The William Paterson University of New Jersey. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1592292

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):

Donohue, Brianne V. “Picturing meaning| The role of picture books in a fourth grade classroom.” 2015. Thesis, The William Paterson University of New Jersey. Accessed July 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1592292.

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

MLA Handbook (7th Edition):

Donohue, Brianne V. “Picturing meaning| The role of picture books in a fourth grade classroom.” 2015. Web. 16 Jul 2019.

Vancouver:

Donohue BV. Picturing meaning| The role of picture books in a fourth grade classroom. [Internet] [Thesis]. The William Paterson University of New Jersey; 2015. [cited 2019 Jul 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1592292.

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

Council of Science Editors:

Donohue BV. Picturing meaning| The role of picture books in a fourth grade classroom. [Thesis]. The William Paterson University of New Jersey; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1592292

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

7. Cox-Hines, Sheila. The Study of Effective Tier II Reading Interventions for Primary Grade Students.

Degree: 2016, Lindenwood University

  The purpose of this study was to determine effective reading interventions for primary grade students, utilizing the Response to Intervention (RtI) model. The purpose… (more)

Subjects/Keywords: Education; Reading instruction

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

APA (6th Edition):

Cox-Hines, S. (2016). The Study of Effective Tier II Reading Interventions for Primary Grade Students. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10027095

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):

Cox-Hines, Sheila. “The Study of Effective Tier II Reading Interventions for Primary Grade Students.” 2016. Thesis, Lindenwood University. Accessed July 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10027095.

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

MLA Handbook (7th Edition):

Cox-Hines, Sheila. “The Study of Effective Tier II Reading Interventions for Primary Grade Students.” 2016. Web. 16 Jul 2019.

Vancouver:

Cox-Hines S. The Study of Effective Tier II Reading Interventions for Primary Grade Students. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2019 Jul 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10027095.

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

Council of Science Editors:

Cox-Hines S. The Study of Effective Tier II Reading Interventions for Primary Grade Students. [Thesis]. Lindenwood University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10027095

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

8. Wright, Jill. Early Literacy Acquisition with the Inclusion of the Five Components of Research Based Reading Instruction.

Degree: 2016, Lindenwood University

  The purpose of this study was to examine the existing research on early literacy and the types of approaches used in schools at the… (more)

Subjects/Keywords: Education; Reading instruction

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

APA (6th Edition):

Wright, J. (2016). Early Literacy Acquisition with the Inclusion of the Five Components of Research Based Reading Instruction. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10027096

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):

Wright, Jill. “Early Literacy Acquisition with the Inclusion of the Five Components of Research Based Reading Instruction.” 2016. Thesis, Lindenwood University. Accessed July 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10027096.

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

MLA Handbook (7th Edition):

Wright, Jill. “Early Literacy Acquisition with the Inclusion of the Five Components of Research Based Reading Instruction.” 2016. Web. 16 Jul 2019.

Vancouver:

Wright J. Early Literacy Acquisition with the Inclusion of the Five Components of Research Based Reading Instruction. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2019 Jul 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10027096.

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

Council of Science Editors:

Wright J. Early Literacy Acquisition with the Inclusion of the Five Components of Research Based Reading Instruction. [Thesis]. Lindenwood University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10027096

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

9. Guerra-Castaneda, 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,… (more)

Subjects/Keywords: Mathematics; Reading instruction

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

APA (6th Edition):

Guerra-Castaneda, 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://pqdtopen.proquest.com/#viewpdf?dispub=3737730

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-Castaneda, 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 July 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3737730.

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

MLA Handbook (7th Edition):

Guerra-Castaneda, 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. 16 Jul 2019.

Vancouver:

Guerra-Castaneda JL. R2 = Collaboration| A comparison of the effects of interactive read-alouds and read-alouds on student achievement and student attitude in grade-three mathematics. [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2015. [cited 2019 Jul 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3737730.

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

Council of Science Editors:

Guerra-Castaneda 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://pqdtopen.proquest.com/#viewpdf?dispub=3737730

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

10. Duncan, Kirk F. Middle school teachers' self-perceptions of response to intervention.

Degree: 2016, Capella University

  No Child Left Behind (NCLB) along with the reauthorization of the Individuals with Disability Education Act (IDEA) have provided students with the opportunity to… (more)

Subjects/Keywords: Education; Reading instruction

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

APA (6th Edition):

Duncan, K. F. (2016). Middle school teachers' self-perceptions of response to intervention. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10137564

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):

Duncan, Kirk F. “Middle school teachers' self-perceptions of response to intervention.” 2016. Thesis, Capella University. Accessed July 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10137564.

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

MLA Handbook (7th Edition):

Duncan, Kirk F. “Middle school teachers' self-perceptions of response to intervention.” 2016. Web. 16 Jul 2019.

Vancouver:

Duncan KF. Middle school teachers' self-perceptions of response to intervention. [Internet] [Thesis]. Capella University; 2016. [cited 2019 Jul 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10137564.

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

Council of Science Editors:

Duncan KF. Middle school teachers' self-perceptions of response to intervention. [Thesis]. Capella University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10137564

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


University of Hawaii – Manoa

11. Nautu, Leilani Marie. Differentiation and diversity pedagogies together : a mixed methods look at teaching reading to 4th grade students in Hawaiʻi.

Degree: 2016, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2012.

Increased diversity in our schools and changes in legislation have prompted educators to address the needs of all… (more)

Subjects/Keywords: reading instruction; Hawaii

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

APA (6th Edition):

Nautu, L. M. (2016). Differentiation and diversity pedagogies together : a mixed methods look at teaching reading to 4th grade students in Hawaiʻi. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101001

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):

Nautu, Leilani Marie. “Differentiation and diversity pedagogies together : a mixed methods look at teaching reading to 4th grade students in Hawaiʻi.” 2016. Thesis, University of Hawaii – Manoa. Accessed July 16, 2019. http://hdl.handle.net/10125/101001.

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

MLA Handbook (7th Edition):

Nautu, Leilani Marie. “Differentiation and diversity pedagogies together : a mixed methods look at teaching reading to 4th grade students in Hawaiʻi.” 2016. Web. 16 Jul 2019.

Vancouver:

Nautu LM. Differentiation and diversity pedagogies together : a mixed methods look at teaching reading to 4th grade students in Hawaiʻi. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10125/101001.

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

Council of Science Editors:

Nautu LM. Differentiation and diversity pedagogies together : a mixed methods look at teaching reading to 4th grade students in Hawaiʻi. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/101001

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


Bowling Green State University

12. Chassee, Emily Nicole. Children Speak Out On Classroom Factors that Negatively Impact Reading Motivation.

Degree: MEd, Reading, 2008, Bowling Green State University

 The purpose of this study was to investigate the classroom factors the negatively impact a childs motivation to read. This investigation utilized the reading survey… (more)

Subjects/Keywords: Reading Instruction; Motivation

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

APA (6th Edition):

Chassee, E. N. (2008). Children Speak Out On Classroom Factors that Negatively Impact Reading Motivation. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206059419

Chicago Manual of Style (16th Edition):

Chassee, Emily Nicole. “Children Speak Out On Classroom Factors that Negatively Impact Reading Motivation.” 2008. Masters Thesis, Bowling Green State University. Accessed July 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206059419.

MLA Handbook (7th Edition):

Chassee, Emily Nicole. “Children Speak Out On Classroom Factors that Negatively Impact Reading Motivation.” 2008. Web. 16 Jul 2019.

Vancouver:

Chassee EN. Children Speak Out On Classroom Factors that Negatively Impact Reading Motivation. [Internet] [Masters thesis]. Bowling Green State University; 2008. [cited 2019 Jul 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206059419.

Council of Science Editors:

Chassee EN. Children Speak Out On Classroom Factors that Negatively Impact Reading Motivation. [Masters Thesis]. Bowling Green State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206059419


West Virginia University

13. Samples, Tammy J. Response to Intervention Implementation: The Successes and Challenges in the Mid Appalachian Counties.

Degree: EdD, Learning Sciences and Human Development, 2013, West Virginia University

 Education reform has been on a new path over the last 15 years; a path that leads to more accountability, more choice for students and… (more)

Subjects/Keywords: Reading instruction; Education

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

APA (6th Edition):

Samples, T. J. (2013). Response to Intervention Implementation: The Successes and Challenges in the Mid Appalachian Counties. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/112

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):

Samples, Tammy J. “Response to Intervention Implementation: The Successes and Challenges in the Mid Appalachian Counties.” 2013. Thesis, West Virginia University. Accessed July 16, 2019. https://researchrepository.wvu.edu/etd/112.

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

MLA Handbook (7th Edition):

Samples, Tammy J. “Response to Intervention Implementation: The Successes and Challenges in the Mid Appalachian Counties.” 2013. Web. 16 Jul 2019.

Vancouver:

Samples TJ. Response to Intervention Implementation: The Successes and Challenges in the Mid Appalachian Counties. [Internet] [Thesis]. West Virginia University; 2013. [cited 2019 Jul 16]. Available from: https://researchrepository.wvu.edu/etd/112.

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

Council of Science Editors:

Samples TJ. Response to Intervention Implementation: The Successes and Challenges in the Mid Appalachian Counties. [Thesis]. West Virginia University; 2013. Available from: https://researchrepository.wvu.edu/etd/112

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

14. Kirkland, Janice L. How Does Creative Drama Instruction Increase the Reading Engagement of Eighth Grade Students with Learning Disabilities?.

Degree: 2013, Texas Woman's University

 Students with learning disabilities may experience difficulty engaging in literacy activities, as they risk being hindered by negative attitudes and doubt of their intellectual abilities,… (more)

Subjects/Keywords: Reading instruction; Education

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

APA (6th Edition):

Kirkland, J. L. (2013). How Does Creative Drama Instruction Increase the Reading Engagement of Eighth Grade Students with Learning Disabilities?. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/344

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):

Kirkland, Janice L. “How Does Creative Drama Instruction Increase the Reading Engagement of Eighth Grade Students with Learning Disabilities?.” 2013. Thesis, Texas Woman's University. Accessed July 16, 2019. http://hdl.handle.net/11274/344.

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

MLA Handbook (7th Edition):

Kirkland, Janice L. “How Does Creative Drama Instruction Increase the Reading Engagement of Eighth Grade Students with Learning Disabilities?.” 2013. Web. 16 Jul 2019.

Vancouver:

Kirkland JL. How Does Creative Drama Instruction Increase the Reading Engagement of Eighth Grade Students with Learning Disabilities?. [Internet] [Thesis]. Texas Woman's University; 2013. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11274/344.

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

Council of Science Editors:

Kirkland JL. How Does Creative Drama Instruction Increase the Reading Engagement of Eighth Grade Students with Learning Disabilities?. [Thesis]. Texas Woman's University; 2013. Available from: http://hdl.handle.net/11274/344

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


Bowling Green State University

15. Cummings, Brienne M. Reading Instruction for All: A Study of the Status of Reading Instruction in Ohio High Schools.

Degree: MEd, Reading, 2008, Bowling Green State University

  The purpose of this study was to determine the status of reading instruction in Ohio high schools. Research supports continuous reading instruction throughout the… (more)

Subjects/Keywords: Reading Instruction; Reading Instruction; Adolescent Literacy; High School Reading Instruction

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

APA (6th Edition):

Cummings, B. M. (2008). Reading Instruction for All: A Study of the Status of Reading Instruction in Ohio High Schools. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206195511

Chicago Manual of Style (16th Edition):

Cummings, Brienne M. “Reading Instruction for All: A Study of the Status of Reading Instruction in Ohio High Schools.” 2008. Masters Thesis, Bowling Green State University. Accessed July 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206195511.

MLA Handbook (7th Edition):

Cummings, Brienne M. “Reading Instruction for All: A Study of the Status of Reading Instruction in Ohio High Schools.” 2008. Web. 16 Jul 2019.

Vancouver:

Cummings BM. Reading Instruction for All: A Study of the Status of Reading Instruction in Ohio High Schools. [Internet] [Masters thesis]. Bowling Green State University; 2008. [cited 2019 Jul 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206195511.

Council of Science Editors:

Cummings BM. Reading Instruction for All: A Study of the Status of Reading Instruction in Ohio High Schools. [Masters Thesis]. Bowling Green State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206195511


University of Southern California

16. Mejia, Madeleine. Self-reflective practices and procedures to systematically examine reading comprehension instruction.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 The purpose of this study was to examine the processes and practices teachers use to engage in self-reflection of reading comprehension instruction. The aim was… (more)

Subjects/Keywords: self-reflection; reading comprehension; reading; reading instruction; reading comprehension instruction

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

APA (6th Edition):

Mejia, M. (2015). Self-reflective practices and procedures to systematically examine reading comprehension instruction. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550001/rec/5772

Chicago Manual of Style (16th Edition):

Mejia, Madeleine. “Self-reflective practices and procedures to systematically examine reading comprehension instruction.” 2015. Doctoral Dissertation, University of Southern California. Accessed July 16, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550001/rec/5772.

MLA Handbook (7th Edition):

Mejia, Madeleine. “Self-reflective practices and procedures to systematically examine reading comprehension instruction.” 2015. Web. 16 Jul 2019.

Vancouver:

Mejia M. Self-reflective practices and procedures to systematically examine reading comprehension instruction. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Jul 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550001/rec/5772.

Council of Science Editors:

Mejia M. Self-reflective practices and procedures to systematically examine reading comprehension instruction. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550001/rec/5772


University of Alberta

17. Reston, Mary Jean. The Professional Lives of Reading Teachers in Non-metropolitan School Districts.

Degree: EdD, Department of Elementary Education, 2009, University of Alberta

 ABSTRACT Research suggests that highly qualified teachers are an important factor in improving the reading performance of children. This study began with a question about… (more)

Subjects/Keywords: Teacher leadership; Reading instruction; Reading specialist

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

APA (6th Edition):

Reston, M. J. (2009). The Professional Lives of Reading Teachers in Non-metropolitan School Districts. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/bg257g44c

Chicago Manual of Style (16th Edition):

Reston, Mary Jean. “The Professional Lives of Reading Teachers in Non-metropolitan School Districts.” 2009. Doctoral Dissertation, University of Alberta. Accessed July 16, 2019. https://era.library.ualberta.ca/files/bg257g44c.

MLA Handbook (7th Edition):

Reston, Mary Jean. “The Professional Lives of Reading Teachers in Non-metropolitan School Districts.” 2009. Web. 16 Jul 2019.

Vancouver:

Reston MJ. The Professional Lives of Reading Teachers in Non-metropolitan School Districts. [Internet] [Doctoral dissertation]. University of Alberta; 2009. [cited 2019 Jul 16]. Available from: https://era.library.ualberta.ca/files/bg257g44c.

Council of Science Editors:

Reston MJ. The Professional Lives of Reading Teachers in Non-metropolitan School Districts. [Doctoral Dissertation]. University of Alberta; 2009. Available from: https://era.library.ualberta.ca/files/bg257g44c


Bowling Green State University

18. Sauber, Andrea. Sleep and Its Relationship with Reading Comprehension.

Degree: MEd, Reading, 2010, Bowling Green State University

  Since reading comprehension is such a critical component in all aspects of education, it is important to take into consideration all aspects of reading(more)

Subjects/Keywords: Reading Instruction; Teaching; reading comprehension; sleep loss

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APA (6th Edition):

Sauber, A. (2010). Sleep and Its Relationship with Reading Comprehension. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269030966

Chicago Manual of Style (16th Edition):

Sauber, Andrea. “Sleep and Its Relationship with Reading Comprehension.” 2010. Masters Thesis, Bowling Green State University. Accessed July 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269030966.

MLA Handbook (7th Edition):

Sauber, Andrea. “Sleep and Its Relationship with Reading Comprehension.” 2010. Web. 16 Jul 2019.

Vancouver:

Sauber A. Sleep and Its Relationship with Reading Comprehension. [Internet] [Masters thesis]. Bowling Green State University; 2010. [cited 2019 Jul 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269030966.

Council of Science Editors:

Sauber A. Sleep and Its Relationship with Reading Comprehension. [Masters Thesis]. Bowling Green State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269030966


Case Western Reserve University

19. Skebo, Crysten M. The Development of Reading: Which Factors Play a Role?.

Degree: MA, Communication Sciences, 2010, Case Western Reserve University

 Factors that have been used to predict reading competence vary widely from study to study. Phonological awareness is a well-documented factor in reading development, but… (more)

Subjects/Keywords: Reading Instruction; Speech Therapy; reading development

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APA (6th Edition):

Skebo, C. M. (2010). The Development of Reading: Which Factors Play a Role?. (Masters Thesis). Case Western Reserve University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=case1269963927

Chicago Manual of Style (16th Edition):

Skebo, Crysten M. “The Development of Reading: Which Factors Play a Role?.” 2010. Masters Thesis, Case Western Reserve University. Accessed July 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1269963927.

MLA Handbook (7th Edition):

Skebo, Crysten M. “The Development of Reading: Which Factors Play a Role?.” 2010. Web. 16 Jul 2019.

Vancouver:

Skebo CM. The Development of Reading: Which Factors Play a Role?. [Internet] [Masters thesis]. Case Western Reserve University; 2010. [cited 2019 Jul 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1269963927.

Council of Science Editors:

Skebo CM. The Development of Reading: Which Factors Play a Role?. [Masters Thesis]. Case Western Reserve University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1269963927


California State University – Chico

20. Delight-Frederking, Shawn Marie. Re-Envisioning a Community College Reading Program: Academic Reading Instruction as an Integrated and Recursive Process .

Degree: 2011, California State University – Chico

 ABSTRACT RE-ENVISIONING A COMMUNITY COLLEGE READING PROGRAM: ACADEMIC READING INSTRUCTION AS AN INTEGRATED AND RECURSIVE PROCESS by ?? Shawn Marie Delight-Frederking 2010 Master of Arts… (more)

Subjects/Keywords: Community College Reading Program; Academic Reading Instruction

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APA (6th Edition):

Delight-Frederking, S. M. (2011). Re-Envisioning a Community College Reading Program: Academic Reading Instruction as an Integrated and Recursive Process . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/262

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):

Delight-Frederking, Shawn Marie. “Re-Envisioning a Community College Reading Program: Academic Reading Instruction as an Integrated and Recursive Process .” 2011. Thesis, California State University – Chico. Accessed July 16, 2019. http://hdl.handle.net/10211.4/262.

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

MLA Handbook (7th Edition):

Delight-Frederking, Shawn Marie. “Re-Envisioning a Community College Reading Program: Academic Reading Instruction as an Integrated and Recursive Process .” 2011. Web. 16 Jul 2019.

Vancouver:

Delight-Frederking SM. Re-Envisioning a Community College Reading Program: Academic Reading Instruction as an Integrated and Recursive Process . [Internet] [Thesis]. California State University – Chico; 2011. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10211.4/262.

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

Council of Science Editors:

Delight-Frederking SM. Re-Envisioning a Community College Reading Program: Academic Reading Instruction as an Integrated and Recursive Process . [Thesis]. California State University – Chico; 2011. Available from: http://hdl.handle.net/10211.4/262

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


Miami University

21. Vincent, Erin. EFFECTS OF REPEATED READING AND SEQUENTIAL READING ON FLUNECY AND WORD ACQUISTION.

Degree: Specialist in Education, Educational Psychology, 2009, Miami University

 Repeated reading (RR) is a well established reading intervention to increase fluency. However, few studies have examined if repeated reading is more effective than having… (more)

Subjects/Keywords: Reading Instruction; repeated reading; sequential reading; oral reading fluency; word acquisition

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APA (6th Edition):

Vincent, E. (2009). EFFECTS OF REPEATED READING AND SEQUENTIAL READING ON FLUNECY AND WORD ACQUISTION. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1245336955

Chicago Manual of Style (16th Edition):

Vincent, Erin. “EFFECTS OF REPEATED READING AND SEQUENTIAL READING ON FLUNECY AND WORD ACQUISTION.” 2009. Doctoral Dissertation, Miami University. Accessed July 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1245336955.

MLA Handbook (7th Edition):

Vincent, Erin. “EFFECTS OF REPEATED READING AND SEQUENTIAL READING ON FLUNECY AND WORD ACQUISTION.” 2009. Web. 16 Jul 2019.

Vancouver:

Vincent E. EFFECTS OF REPEATED READING AND SEQUENTIAL READING ON FLUNECY AND WORD ACQUISTION. [Internet] [Doctoral dissertation]. Miami University; 2009. [cited 2019 Jul 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1245336955.

Council of Science Editors:

Vincent E. EFFECTS OF REPEATED READING AND SEQUENTIAL READING ON FLUNECY AND WORD ACQUISTION. [Doctoral Dissertation]. Miami University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1245336955


Louisiana State University

22. Acosta, Richelle LeBlanc. An exploration of reading methods in first-grade: comparing the basal approach and balanced literacy.

Degree: PhD, Education, 2012, Louisiana State University

 Few topics in education have sparked as much interest and debate as the teaching of reading. Throughout the past century, instructional approaches have come and… (more)

Subjects/Keywords: reading instruction; balanced literacy; basal instruction

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APA (6th Edition):

Acosta, R. L. (2012). An exploration of reading methods in first-grade: comparing the basal approach and balanced literacy. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-10102012-182014 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3622

Chicago Manual of Style (16th Edition):

Acosta, Richelle LeBlanc. “An exploration of reading methods in first-grade: comparing the basal approach and balanced literacy.” 2012. Doctoral Dissertation, Louisiana State University. Accessed July 16, 2019. etd-10102012-182014 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3622.

MLA Handbook (7th Edition):

Acosta, Richelle LeBlanc. “An exploration of reading methods in first-grade: comparing the basal approach and balanced literacy.” 2012. Web. 16 Jul 2019.

Vancouver:

Acosta RL. An exploration of reading methods in first-grade: comparing the basal approach and balanced literacy. [Internet] [Doctoral dissertation]. Louisiana State University; 2012. [cited 2019 Jul 16]. Available from: etd-10102012-182014 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3622.

Council of Science Editors:

Acosta RL. An exploration of reading methods in first-grade: comparing the basal approach and balanced literacy. [Doctoral Dissertation]. Louisiana State University; 2012. Available from: etd-10102012-182014 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3622

23. Chism, Michelle. A Mixed-Methods Study on Student Achievement in Reading and Teacher Professional Development in a K-2 Urban Public School Setting.

Degree: 2017, Lindenwood University

  To determine if a relationship existed between teacher professional development and student reading achievement for grades K-2, the researcher conducted a mixed-methods study to… (more)

Subjects/Keywords: Educational tests & measurements; Reading instruction

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APA (6th Edition):

Chism, M. (2017). A Mixed-Methods Study on Student Achievement in Reading and Teacher Professional Development in a K-2 Urban Public School Setting. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10240579

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):

Chism, Michelle. “A Mixed-Methods Study on Student Achievement in Reading and Teacher Professional Development in a K-2 Urban Public School Setting.” 2017. Thesis, Lindenwood University. Accessed July 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10240579.

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

MLA Handbook (7th Edition):

Chism, Michelle. “A Mixed-Methods Study on Student Achievement in Reading and Teacher Professional Development in a K-2 Urban Public School Setting.” 2017. Web. 16 Jul 2019.

Vancouver:

Chism M. A Mixed-Methods Study on Student Achievement in Reading and Teacher Professional Development in a K-2 Urban Public School Setting. [Internet] [Thesis]. Lindenwood University; 2017. [cited 2019 Jul 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10240579.

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

Council of Science Editors:

Chism M. A Mixed-Methods Study on Student Achievement in Reading and Teacher Professional Development in a K-2 Urban Public School Setting. [Thesis]. Lindenwood University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10240579

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


Wayne State University

24. Snider, Julianne. Factors that influence teachers' use, or non-use, of small group discussion.

Degree: 2017, Wayne State University

  This qualitative study explored teacher answers to one question: What factors influence teachers’ decisions to use, or not use, small group discussion. Research supports… (more)

Subjects/Keywords: Language arts; Reading instruction

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

APA (6th Edition):

Snider, J. (2017). Factors that influence teachers' use, or non-use, of small group discussion. (Thesis). Wayne State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10191625

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):

Snider, Julianne. “Factors that influence teachers' use, or non-use, of small group discussion.” 2017. Thesis, Wayne State University. Accessed July 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10191625.

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

MLA Handbook (7th Edition):

Snider, Julianne. “Factors that influence teachers' use, or non-use, of small group discussion.” 2017. Web. 16 Jul 2019.

Vancouver:

Snider J. Factors that influence teachers' use, or non-use, of small group discussion. [Internet] [Thesis]. Wayne State University; 2017. [cited 2019 Jul 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10191625.

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

Council of Science Editors:

Snider J. Factors that influence teachers' use, or non-use, of small group discussion. [Thesis]. Wayne State University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10191625

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


University of Pennsylvania

25. Zwillenberg, Jennifer Goulston. This text matters| Students' experiences with independent reading.

Degree: 2016, University of Pennsylvania

  This study examined the engagements with and the impacts from the intersection of students and texts. Stemming from ethnographic methodology, I implemented a 10-month… (more)

Subjects/Keywords: Language arts; Reading instruction

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APA (6th Edition):

Zwillenberg, J. G. (2016). This text matters| Students' experiences with independent reading. (Thesis). University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3746342

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):

Zwillenberg, Jennifer Goulston. “This text matters| Students' experiences with independent reading.” 2016. Thesis, University of Pennsylvania. Accessed July 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3746342.

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

MLA Handbook (7th Edition):

Zwillenberg, Jennifer Goulston. “This text matters| Students' experiences with independent reading.” 2016. Web. 16 Jul 2019.

Vancouver:

Zwillenberg JG. This text matters| Students' experiences with independent reading. [Internet] [Thesis]. University of Pennsylvania; 2016. [cited 2019 Jul 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3746342.

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

Council of Science Editors:

Zwillenberg JG. This text matters| Students' experiences with independent reading. [Thesis]. University of Pennsylvania; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3746342

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


Indiana University of Pennsylvania

26. Miller, Cynthia Lynn. Elements of process quality within a preschool's language and early literacy environment| The influence on children's pre-reading and writing performance in the beginning of kindergarten.

Degree: 2016, Indiana University of Pennsylvania

  The purpose of this correlational study was to determine whether a relationship existed between the physical and social elements of process quality within a… (more)

Subjects/Keywords: Early childhood education; Reading instruction

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APA (6th Edition):

Miller, C. L. (2016). Elements of process quality within a preschool's language and early literacy environment| The influence on children's pre-reading and writing performance in the beginning of kindergarten. (Thesis). Indiana University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10107037

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):

Miller, Cynthia Lynn. “Elements of process quality within a preschool's language and early literacy environment| The influence on children's pre-reading and writing performance in the beginning of kindergarten.” 2016. Thesis, Indiana University of Pennsylvania. Accessed July 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10107037.

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

MLA Handbook (7th Edition):

Miller, Cynthia Lynn. “Elements of process quality within a preschool's language and early literacy environment| The influence on children's pre-reading and writing performance in the beginning of kindergarten.” 2016. Web. 16 Jul 2019.

Vancouver:

Miller CL. Elements of process quality within a preschool's language and early literacy environment| The influence on children's pre-reading and writing performance in the beginning of kindergarten. [Internet] [Thesis]. Indiana University of Pennsylvania; 2016. [cited 2019 Jul 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10107037.

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

Council of Science Editors:

Miller CL. Elements of process quality within a preschool's language and early literacy environment| The influence on children's pre-reading and writing performance in the beginning of kindergarten. [Thesis]. Indiana University of Pennsylvania; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10107037

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

27. Fowers-Coils, Ashley. Reading fluency interventions that work in high-poverty schools.

Degree: 2016, Northwest Nazarene University

  This study measured the impact of targeted reading interventions on improving reading fluency for second-grade students as indicated by their performance on a statewide… (more)

Subjects/Keywords: Educational sociology; Reading instruction

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APA (6th Edition):

Fowers-Coils, A. (2016). Reading fluency interventions that work in high-poverty schools. (Thesis). Northwest Nazarene University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10123803

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):

Fowers-Coils, Ashley. “Reading fluency interventions that work in high-poverty schools.” 2016. Thesis, Northwest Nazarene University. Accessed July 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10123803.

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

MLA Handbook (7th Edition):

Fowers-Coils, Ashley. “Reading fluency interventions that work in high-poverty schools.” 2016. Web. 16 Jul 2019.

Vancouver:

Fowers-Coils A. Reading fluency interventions that work in high-poverty schools. [Internet] [Thesis]. Northwest Nazarene University; 2016. [cited 2019 Jul 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10123803.

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

Council of Science Editors:

Fowers-Coils A. Reading fluency interventions that work in high-poverty schools. [Thesis]. Northwest Nazarene University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10123803

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

28. Nash, Mykie C. Reading Achievement| A Study of Perceptions of First-Grade Teachers and the Relationship Between Attendance and Reading Achievement.

Degree: 2017, Lindenwood University

  This mixed-methods study included an in-depth look at the perceptions of first-grade teachers in southwest Missouri to gain insight into the knowledge, understanding, and… (more)

Subjects/Keywords: Elementary education; Reading instruction

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APA (6th Edition):

Nash, M. C. (2017). Reading Achievement| A Study of Perceptions of First-Grade Teachers and the Relationship Between Attendance and Reading Achievement. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10283563

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):

Nash, Mykie C. “Reading Achievement| A Study of Perceptions of First-Grade Teachers and the Relationship Between Attendance and Reading Achievement.” 2017. Thesis, Lindenwood University. Accessed July 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10283563.

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

MLA Handbook (7th Edition):

Nash, Mykie C. “Reading Achievement| A Study of Perceptions of First-Grade Teachers and the Relationship Between Attendance and Reading Achievement.” 2017. Web. 16 Jul 2019.

Vancouver:

Nash MC. Reading Achievement| A Study of Perceptions of First-Grade Teachers and the Relationship Between Attendance and Reading Achievement. [Internet] [Thesis]. Lindenwood University; 2017. [cited 2019 Jul 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10283563.

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

Council of Science Editors:

Nash MC. Reading Achievement| A Study of Perceptions of First-Grade Teachers and the Relationship Between Attendance and Reading Achievement. [Thesis]. Lindenwood University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10283563

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


Texas A&M University

29. Dean, Emily Ocker. The efficacy of systematic, explicit literacy instruction in kindergarten and first grade.

Degree: 2009, Texas A&M University

 This investigation examined the extent to which teacher implemented systematic, explicit instruction affected the literacy achievement of kindergarten and first grade students. Two cohorts of… (more)

Subjects/Keywords: literacy; explicit instruction; reading

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

APA (6th Edition):

Dean, E. O. (2009). The efficacy of systematic, explicit literacy instruction in kindergarten and first grade. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1285

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):

Dean, Emily Ocker. “The efficacy of systematic, explicit literacy instruction in kindergarten and first grade.” 2009. Thesis, Texas A&M University. Accessed July 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1285.

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

MLA Handbook (7th Edition):

Dean, Emily Ocker. “The efficacy of systematic, explicit literacy instruction in kindergarten and first grade.” 2009. Web. 16 Jul 2019.

Vancouver:

Dean EO. The efficacy of systematic, explicit literacy instruction in kindergarten and first grade. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1285.

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

Council of Science Editors:

Dean EO. The efficacy of systematic, explicit literacy instruction in kindergarten and first grade. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1285

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

30. Wilson, Christina. A Mixed-Method Case Study of Growth Mindset, Grit, and Reading Scores in a Midwest Public Elementary School.

Degree: 2016, Lindenwood University

  This study examined a possible relationship between grit, growth mindset, and reading scores. The study also examined the influence of grit and growth mindset… (more)

Subjects/Keywords: Educational evaluation; Reading instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wilson, C. (2016). A Mixed-Method Case Study of Growth Mindset, Grit, and Reading Scores in a Midwest Public Elementary School. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10240018

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):

Wilson, Christina. “A Mixed-Method Case Study of Growth Mindset, Grit, and Reading Scores in a Midwest Public Elementary School.” 2016. Thesis, Lindenwood University. Accessed July 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10240018.

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

MLA Handbook (7th Edition):

Wilson, Christina. “A Mixed-Method Case Study of Growth Mindset, Grit, and Reading Scores in a Midwest Public Elementary School.” 2016. Web. 16 Jul 2019.

Vancouver:

Wilson C. A Mixed-Method Case Study of Growth Mindset, Grit, and Reading Scores in a Midwest Public Elementary School. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2019 Jul 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10240018.

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

Council of Science Editors:

Wilson C. A Mixed-Method Case Study of Growth Mindset, Grit, and Reading Scores in a Midwest Public Elementary School. [Thesis]. Lindenwood University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10240018

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

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