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You searched for subject:(Reading AND Language). Showing records 1 – 30 of 2277 total matches.

[1] [2] [3] [4] [5] … [76]

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University of Edinburgh

1. Miller, Samuel. The Reading Strategies of People Who Stutter (PWS): do PWS use Grapheme-Phoneme conversion disproportionately more than people who do not stutter?.

Degree: 2011, University of Edinburgh

 People Who Stutter (PWS) have been shown to have divergent abilities in comparison to People who do not stutter (PNS), across a number of linguistic… (more)

Subjects/Keywords: Language Disfluency; Reading

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

APA (6th Edition):

Miller, S. (2011). The Reading Strategies of People Who Stutter (PWS): do PWS use Grapheme-Phoneme conversion disproportionately more than people who do not stutter?. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/6150

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, Samuel. “The Reading Strategies of People Who Stutter (PWS): do PWS use Grapheme-Phoneme conversion disproportionately more than people who do not stutter?.” 2011. Thesis, University of Edinburgh. Accessed September 17, 2019. http://hdl.handle.net/1842/6150.

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

MLA Handbook (7th Edition):

Miller, Samuel. “The Reading Strategies of People Who Stutter (PWS): do PWS use Grapheme-Phoneme conversion disproportionately more than people who do not stutter?.” 2011. Web. 17 Sep 2019.

Vancouver:

Miller S. The Reading Strategies of People Who Stutter (PWS): do PWS use Grapheme-Phoneme conversion disproportionately more than people who do not stutter?. [Internet] [Thesis]. University of Edinburgh; 2011. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/1842/6150.

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

Council of Science Editors:

Miller S. The Reading Strategies of People Who Stutter (PWS): do PWS use Grapheme-Phoneme conversion disproportionately more than people who do not stutter?. [Thesis]. University of Edinburgh; 2011. Available from: http://hdl.handle.net/1842/6150

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


Purdue University

2. Suzuki, Natsumi. Effects of online repetition practice on promoting mora awareness: Focusing on vowel length.

Degree: MA, Languages and Cultures, 2015, Purdue University

  Japanese learners often have a difficult time in acquiring both accurate perception and production of Japanese special moras. Since errors on Japanese special moras… (more)

Subjects/Keywords: Reading and Language

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APA (6th Edition):

Suzuki, N. (2015). Effects of online repetition practice on promoting mora awareness: Focusing on vowel length. (Thesis). Purdue University. Retrieved from http://docs.lib.purdue.edu/open_access_theses/619

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):

Suzuki, Natsumi. “Effects of online repetition practice on promoting mora awareness: Focusing on vowel length.” 2015. Thesis, Purdue University. Accessed September 17, 2019. http://docs.lib.purdue.edu/open_access_theses/619.

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

MLA Handbook (7th Edition):

Suzuki, Natsumi. “Effects of online repetition practice on promoting mora awareness: Focusing on vowel length.” 2015. Web. 17 Sep 2019.

Vancouver:

Suzuki N. Effects of online repetition practice on promoting mora awareness: Focusing on vowel length. [Internet] [Thesis]. Purdue University; 2015. [cited 2019 Sep 17]. Available from: http://docs.lib.purdue.edu/open_access_theses/619.

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

Council of Science Editors:

Suzuki N. Effects of online repetition practice on promoting mora awareness: Focusing on vowel length. [Thesis]. Purdue University; 2015. Available from: http://docs.lib.purdue.edu/open_access_theses/619

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

3. Peers, Jacey. The Hebrew-Jewish Disconnection.

Degree: MAin Teaching, English, 2016, Bridgewater State University

  A common language creates a cultural community regardless of geographical boundaries. In the Jewish community this language is Hebrew. The purpose of this study… (more)

Subjects/Keywords: Reading and Language

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APA (6th Edition):

Peers, J. (2016). The Hebrew-Jewish Disconnection. (Thesis). Bridgewater State University. Retrieved from https://vc.bridgew.edu/theses/32

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):

Peers, Jacey. “The Hebrew-Jewish Disconnection.” 2016. Thesis, Bridgewater State University. Accessed September 17, 2019. https://vc.bridgew.edu/theses/32.

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

MLA Handbook (7th Edition):

Peers, Jacey. “The Hebrew-Jewish Disconnection.” 2016. Web. 17 Sep 2019.

Vancouver:

Peers J. The Hebrew-Jewish Disconnection. [Internet] [Thesis]. Bridgewater State University; 2016. [cited 2019 Sep 17]. Available from: https://vc.bridgew.edu/theses/32.

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

Council of Science Editors:

Peers J. The Hebrew-Jewish Disconnection. [Thesis]. Bridgewater State University; 2016. Available from: https://vc.bridgew.edu/theses/32

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


University of Arizona

4. Marshall, Brandon C. The Role of Athlete Identity and Social Capital in the Post-College Lives of Black, Revenue-Generating Athletes .

Degree: 2016, University of Arizona

 The members of the National Collegiate Athletic Association (NCAA) and their university partners consider themselves to be organizations dedicated to the well-being and lifelong success… (more)

Subjects/Keywords: Language; Reading & Culture

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APA (6th Edition):

Marshall, B. C. (2016). The Role of Athlete Identity and Social Capital in the Post-College Lives of Black, Revenue-Generating Athletes . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/620631

Chicago Manual of Style (16th Edition):

Marshall, Brandon C. “The Role of Athlete Identity and Social Capital in the Post-College Lives of Black, Revenue-Generating Athletes .” 2016. Doctoral Dissertation, University of Arizona. Accessed September 17, 2019. http://hdl.handle.net/10150/620631.

MLA Handbook (7th Edition):

Marshall, Brandon C. “The Role of Athlete Identity and Social Capital in the Post-College Lives of Black, Revenue-Generating Athletes .” 2016. Web. 17 Sep 2019.

Vancouver:

Marshall BC. The Role of Athlete Identity and Social Capital in the Post-College Lives of Black, Revenue-Generating Athletes . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10150/620631.

Council of Science Editors:

Marshall BC. The Role of Athlete Identity and Social Capital in the Post-College Lives of Black, Revenue-Generating Athletes . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/620631


Purdue University

5. Zhang, Nan. Motivation of Chinese heritage language learners: From a bioecological perspective.

Degree: MA, Languages and Cultures, 2015, Purdue University

  The purpose of this study is to propose a new theoretical framework for researching variables of motivation for language learning. It will contribute to… (more)

Subjects/Keywords: Language Arts; Reading and Language

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APA (6th Edition):

Zhang, N. (2015). Motivation of Chinese heritage language learners: From a bioecological perspective. (Thesis). Purdue University. Retrieved from http://docs.lib.purdue.edu/open_access_theses/637

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):

Zhang, Nan. “Motivation of Chinese heritage language learners: From a bioecological perspective.” 2015. Thesis, Purdue University. Accessed September 17, 2019. http://docs.lib.purdue.edu/open_access_theses/637.

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

MLA Handbook (7th Edition):

Zhang, Nan. “Motivation of Chinese heritage language learners: From a bioecological perspective.” 2015. Web. 17 Sep 2019.

Vancouver:

Zhang N. Motivation of Chinese heritage language learners: From a bioecological perspective. [Internet] [Thesis]. Purdue University; 2015. [cited 2019 Sep 17]. Available from: http://docs.lib.purdue.edu/open_access_theses/637.

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

Council of Science Editors:

Zhang N. Motivation of Chinese heritage language learners: From a bioecological perspective. [Thesis]. Purdue University; 2015. Available from: http://docs.lib.purdue.edu/open_access_theses/637

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


Nelson Mandela Metropolitan University

6. Jantjies, Beverley Esther. How can I create a stimulating environment to promote awareness of and love for reading in my classroom?.

Degree: Faculty of Education, 2009, Nelson Mandela Metropolitan University

 This study critically examines my classroom practice in teaching young learners aged four-and-a-half to six years old. It focuses on the following research question: How… (more)

Subjects/Keywords: Reading (Primary); Reading (Early childhood); Reading readiness; Reading  – Language experience approach

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

APA (6th Edition):

Jantjies, B. E. (2009). How can I create a stimulating environment to promote awareness of and love for reading in my classroom?. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/987

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):

Jantjies, Beverley Esther. “How can I create a stimulating environment to promote awareness of and love for reading in my classroom?.” 2009. Thesis, Nelson Mandela Metropolitan University. Accessed September 17, 2019. http://hdl.handle.net/10948/987.

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

MLA Handbook (7th Edition):

Jantjies, Beverley Esther. “How can I create a stimulating environment to promote awareness of and love for reading in my classroom?.” 2009. Web. 17 Sep 2019.

Vancouver:

Jantjies BE. How can I create a stimulating environment to promote awareness of and love for reading in my classroom?. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2009. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10948/987.

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

Council of Science Editors:

Jantjies BE. How can I create a stimulating environment to promote awareness of and love for reading in my classroom?. [Thesis]. Nelson Mandela Metropolitan University; 2009. Available from: http://hdl.handle.net/10948/987

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


University of Zambia

7. Imange, Samuel. Teacher preparedness to utilize emergent literacy for teaching initial literacy in selected schools of Mansa District .

Degree: 2013, University of Zambia

 This study investigated whether or not primary school teachers utilized learner’s emergent literacy in teaching conventional literacy to Grade 1 learners. The study also investigated… (more)

Subjects/Keywords: Reading (Primary); Reading  – Language experience approach

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APA (6th Edition):

Imange, S. (2013). Teacher preparedness to utilize emergent literacy for teaching initial literacy in selected schools of Mansa District . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/2974

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):

Imange, Samuel. “Teacher preparedness to utilize emergent literacy for teaching initial literacy in selected schools of Mansa District .” 2013. Thesis, University of Zambia. Accessed September 17, 2019. http://hdl.handle.net/123456789/2974.

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

MLA Handbook (7th Edition):

Imange, Samuel. “Teacher preparedness to utilize emergent literacy for teaching initial literacy in selected schools of Mansa District .” 2013. Web. 17 Sep 2019.

Vancouver:

Imange S. Teacher preparedness to utilize emergent literacy for teaching initial literacy in selected schools of Mansa District . [Internet] [Thesis]. University of Zambia; 2013. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/123456789/2974.

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

Council of Science Editors:

Imange S. Teacher preparedness to utilize emergent literacy for teaching initial literacy in selected schools of Mansa District . [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/2974

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


North Carolina State University

8. Ross, Sarah Gwen. Promoting Fluency in English Language Learners: The Effects of a Small-Group and a One-On-One Reading Intervention.

Degree: MS, Psychology, 2009, North Carolina State University

 Currently, Hispanic students score significantly lower than White, non-Hispanic students in reading throughout their elementary school years. Although several evidence-based fluency techniques exist for students… (more)

Subjects/Keywords: reading fluency; reading interventions; English language learners

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APA (6th Edition):

Ross, S. G. (2009). Promoting Fluency in English Language Learners: The Effects of a Small-Group and a One-On-One Reading Intervention. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/358

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):

Ross, Sarah Gwen. “Promoting Fluency in English Language Learners: The Effects of a Small-Group and a One-On-One Reading Intervention.” 2009. Thesis, North Carolina State University. Accessed September 17, 2019. http://www.lib.ncsu.edu/resolver/1840.16/358.

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

MLA Handbook (7th Edition):

Ross, Sarah Gwen. “Promoting Fluency in English Language Learners: The Effects of a Small-Group and a One-On-One Reading Intervention.” 2009. Web. 17 Sep 2019.

Vancouver:

Ross SG. Promoting Fluency in English Language Learners: The Effects of a Small-Group and a One-On-One Reading Intervention. [Internet] [Thesis]. North Carolina State University; 2009. [cited 2019 Sep 17]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/358.

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

Council of Science Editors:

Ross SG. Promoting Fluency in English Language Learners: The Effects of a Small-Group and a One-On-One Reading Intervention. [Thesis]. North Carolina State University; 2009. Available from: http://www.lib.ncsu.edu/resolver/1840.16/358

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

9. Niwa, Sayako. The Role of Inference in Second Language Reading Comprehension: Developing Inferencing Skill Through Extensive Reading.

Degree: 2019, University of Massachusetts

  The purpose of this study is to determine whether extensive reading has positive effects on developing inferencing skills. Extensive reading is a language learning… (more)

Subjects/Keywords: Extensive reading; Inference; Second language reading comprehension

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

APA (6th Edition):

Niwa, S. (2019). The Role of Inference in Second Language Reading Comprehension: Developing Inferencing Skill Through Extensive Reading. (Thesis). University of Massachusetts. Retrieved from https://scholarworks.umass.edu/masters_theses_2/792

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):

Niwa, Sayako. “The Role of Inference in Second Language Reading Comprehension: Developing Inferencing Skill Through Extensive Reading.” 2019. Thesis, University of Massachusetts. Accessed September 17, 2019. https://scholarworks.umass.edu/masters_theses_2/792.

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

MLA Handbook (7th Edition):

Niwa, Sayako. “The Role of Inference in Second Language Reading Comprehension: Developing Inferencing Skill Through Extensive Reading.” 2019. Web. 17 Sep 2019.

Vancouver:

Niwa S. The Role of Inference in Second Language Reading Comprehension: Developing Inferencing Skill Through Extensive Reading. [Internet] [Thesis]. University of Massachusetts; 2019. [cited 2019 Sep 17]. Available from: https://scholarworks.umass.edu/masters_theses_2/792.

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

Council of Science Editors:

Niwa S. The Role of Inference in Second Language Reading Comprehension: Developing Inferencing Skill Through Extensive Reading. [Thesis]. University of Massachusetts; 2019. Available from: https://scholarworks.umass.edu/masters_theses_2/792

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


University of KwaZulu-Natal

10. [No author]. Reading isiZulu : reading processes in an agglutinative language with a transparent orthography.

Degree: 2015, University of KwaZulu-Natal

 The focus of this thesis is skilled silent reading in isiZulu. It begins by exploring the current social and educational context of learning to read… (more)

Subjects/Keywords: Reading.; Zulu language.; Orthography.; Bilingualism.

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APA (6th Edition):

author], [. (2015). Reading isiZulu : reading processes in an agglutinative language with a transparent orthography. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/14006

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. “Reading isiZulu : reading processes in an agglutinative language with a transparent orthography. ” 2015. Thesis, University of KwaZulu-Natal. Accessed September 17, 2019. http://hdl.handle.net/10413/14006.

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. “Reading isiZulu : reading processes in an agglutinative language with a transparent orthography. ” 2015. Web. 17 Sep 2019.

Vancouver:

author] [. Reading isiZulu : reading processes in an agglutinative language with a transparent orthography. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10413/14006.

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

Council of Science Editors:

author] [. Reading isiZulu : reading processes in an agglutinative language with a transparent orthography. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/14006

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


Wayne State University

11. 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 September 17, 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. 17 Sep 2019.

Vancouver:

Snider J. Factors that influence teachers' use, or non-use, of small group discussion. [Internet] [Thesis]. Wayne State University; 2017. [cited 2019 Sep 17]. 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

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

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 September 17, 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. 17 Sep 2019.

Vancouver:

Zwillenberg JG. This text matters| Students' experiences with independent reading. [Internet] [Thesis]. University of Pennsylvania; 2016. [cited 2019 Sep 17]. 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

13. Pookcharoen, Suphawat. Metacognitive online reading strategies among Thai EFL university students.

Degree: 2010, Indiana University

  Having the skills and strategies to comprehend and respond to information on the Internet plays a crucial role in students' success in a digital… (more)

Subjects/Keywords: Education, Foreign Language; Education, Reading

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

APA (6th Edition):

Pookcharoen, S. (2010). Metacognitive online reading strategies among Thai EFL university students. (Thesis). Indiana University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3390322

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):

Pookcharoen, Suphawat. “Metacognitive online reading strategies among Thai EFL university students.” 2010. Thesis, Indiana University. Accessed September 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3390322.

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

MLA Handbook (7th Edition):

Pookcharoen, Suphawat. “Metacognitive online reading strategies among Thai EFL university students.” 2010. Web. 17 Sep 2019.

Vancouver:

Pookcharoen S. Metacognitive online reading strategies among Thai EFL university students. [Internet] [Thesis]. Indiana University; 2010. [cited 2019 Sep 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3390322.

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

Council of Science Editors:

Pookcharoen S. Metacognitive online reading strategies among Thai EFL university students. [Thesis]. Indiana University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3390322

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


Indiana University of Pennsylvania

14. Lei, Jiun-Iung. An investigation of the effects of discourse types on Taiwanese college students' reading strategy use.

Degree: 2010, Indiana University of Pennsylvania

  The purpose of the study is to investigate the influence of two different expository structures, collection and problem/solution, on Taiwanese L2 readers' strategy use… (more)

Subjects/Keywords: Language, Linguistics; Education, Reading

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

APA (6th Edition):

Lei, J. (2010). An investigation of the effects of discourse types on Taiwanese college students' reading strategy use. (Thesis). Indiana University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3387547

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):

Lei, Jiun-Iung. “An investigation of the effects of discourse types on Taiwanese college students' reading strategy use.” 2010. Thesis, Indiana University of Pennsylvania. Accessed September 17, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3387547.

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

MLA Handbook (7th Edition):

Lei, Jiun-Iung. “An investigation of the effects of discourse types on Taiwanese college students' reading strategy use.” 2010. Web. 17 Sep 2019.

Vancouver:

Lei J. An investigation of the effects of discourse types on Taiwanese college students' reading strategy use. [Internet] [Thesis]. Indiana University of Pennsylvania; 2010. [cited 2019 Sep 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3387547.

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

Council of Science Editors:

Lei J. An investigation of the effects of discourse types on Taiwanese college students' reading strategy use. [Thesis]. Indiana University of Pennsylvania; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3387547

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


University of Hong Kong

15. Hsu, Shih Ju. Are faster readers also better readers? : exploring the role of reading fluency in Chinese children's reading development.

Degree: PhD, 2017, University of Hong Kong

 Recently, reading fluency, the ability to read with accuracy, automaticity and prosody, has gained wide attention in the field of reading research. Prior research on… (more)

Subjects/Keywords: Reading comprehension; Language - Children

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

APA (6th Edition):

Hsu, S. J. (2017). Are faster readers also better readers? : exploring the role of reading fluency in Chinese children's reading development. (Doctoral Dissertation). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/250768

Chicago Manual of Style (16th Edition):

Hsu, Shih Ju. “Are faster readers also better readers? : exploring the role of reading fluency in Chinese children's reading development.” 2017. Doctoral Dissertation, University of Hong Kong. Accessed September 17, 2019. http://hdl.handle.net/10722/250768.

MLA Handbook (7th Edition):

Hsu, Shih Ju. “Are faster readers also better readers? : exploring the role of reading fluency in Chinese children's reading development.” 2017. Web. 17 Sep 2019.

Vancouver:

Hsu SJ. Are faster readers also better readers? : exploring the role of reading fluency in Chinese children's reading development. [Internet] [Doctoral dissertation]. University of Hong Kong; 2017. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10722/250768.

Council of Science Editors:

Hsu SJ. Are faster readers also better readers? : exploring the role of reading fluency in Chinese children's reading development. [Doctoral Dissertation]. University of Hong Kong; 2017. Available from: http://hdl.handle.net/10722/250768

16. Pino, Ann. Literacy and English Language Learners .

Degree: 2015, California State University – San Marcos

 The purpose of this project is to examine the literacy and language development of Spanish dominant English Language Learners in mainstream classrooms. English Language Learners… (more)

Subjects/Keywords: Literacy; English Language Learners; Reading

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

APA (6th Edition):

Pino, A. (2015). Literacy and English Language Learners . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/138836

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):

Pino, Ann. “Literacy and English Language Learners .” 2015. Thesis, California State University – San Marcos. Accessed September 17, 2019. http://hdl.handle.net/10211.3/138836.

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

MLA Handbook (7th Edition):

Pino, Ann. “Literacy and English Language Learners .” 2015. Web. 17 Sep 2019.

Vancouver:

Pino A. Literacy and English Language Learners . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10211.3/138836.

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

Council of Science Editors:

Pino A. Literacy and English Language Learners . [Thesis]. California State University – San Marcos; 2015. Available from: http://hdl.handle.net/10211.3/138836

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


University of Debrecen

17. Sasvári, Zsuzsanna. A Study of the Guessing Strategies of Pre-Intermediate and Intermediate Adult Learners .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

 This thesis aims to examine the connection of reading and vocabulary from a specific point of view. Namely, it is trying to answer the question… (more)

Subjects/Keywords: reading skills; language learning

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APA (6th Edition):

Sasvári, Z. (2013). A Study of the Guessing Strategies of Pre-Intermediate and Intermediate Adult Learners . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/173492

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):

Sasvári, Zsuzsanna. “A Study of the Guessing Strategies of Pre-Intermediate and Intermediate Adult Learners .” 2013. Thesis, University of Debrecen. Accessed September 17, 2019. http://hdl.handle.net/2437/173492.

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

MLA Handbook (7th Edition):

Sasvári, Zsuzsanna. “A Study of the Guessing Strategies of Pre-Intermediate and Intermediate Adult Learners .” 2013. Web. 17 Sep 2019.

Vancouver:

Sasvári Z. A Study of the Guessing Strategies of Pre-Intermediate and Intermediate Adult Learners . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/2437/173492.

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

Council of Science Editors:

Sasvári Z. A Study of the Guessing Strategies of Pre-Intermediate and Intermediate Adult Learners . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/173492

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


University of Debrecen

18. Andrejkovicsné Zsatku, Gabriella. The Importance of Gender-specific Background Knowledge in Reading Comprehension .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

 The aim of my thesis is to highlight the importance of relying on readers’ background knowledge which is narrowed down to the difference between the… (more)

Subjects/Keywords: reading comprehension; language learning

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APA (6th Edition):

Andrejkovicsné Zsatku, G. (2013). The Importance of Gender-specific Background Knowledge in Reading Comprehension . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/173624

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):

Andrejkovicsné Zsatku, Gabriella. “The Importance of Gender-specific Background Knowledge in Reading Comprehension .” 2013. Thesis, University of Debrecen. Accessed September 17, 2019. http://hdl.handle.net/2437/173624.

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

MLA Handbook (7th Edition):

Andrejkovicsné Zsatku, Gabriella. “The Importance of Gender-specific Background Knowledge in Reading Comprehension .” 2013. Web. 17 Sep 2019.

Vancouver:

Andrejkovicsné Zsatku G. The Importance of Gender-specific Background Knowledge in Reading Comprehension . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/2437/173624.

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

Council of Science Editors:

Andrejkovicsné Zsatku G. The Importance of Gender-specific Background Knowledge in Reading Comprehension . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/173624

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


University of Debrecen

19. Ráczné Győrffy, Lídia. The Application of Current Approaches to Teaching Reading in Course Books .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

 The purpose of this study is to prove how important it is to choose from the most upto- date course books when teaching English in… (more)

Subjects/Keywords: teaching reading; language learning

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APA (6th Edition):

Ráczné Győrffy, L. (2013). The Application of Current Approaches to Teaching Reading in Course Books . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/174239

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):

Ráczné Győrffy, Lídia. “The Application of Current Approaches to Teaching Reading in Course Books .” 2013. Thesis, University of Debrecen. Accessed September 17, 2019. http://hdl.handle.net/2437/174239.

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

MLA Handbook (7th Edition):

Ráczné Győrffy, Lídia. “The Application of Current Approaches to Teaching Reading in Course Books .” 2013. Web. 17 Sep 2019.

Vancouver:

Ráczné Győrffy L. The Application of Current Approaches to Teaching Reading in Course Books . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/2437/174239.

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

Council of Science Editors:

Ráczné Győrffy L. The Application of Current Approaches to Teaching Reading in Course Books . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/174239

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

20. Miller, Gulhan. Metacognitive Awareness and Reading Strategy use: Investigating the Intermediate Level ESL Students’ Awareness of Metacognitive Reading Strategies.

Degree: MA, English, 2017, St. Cloud State University

  Metacognitive reading strategies and conscious attention to reading are some of the main contributors to language learners’ reading comprehension because readers can become autonomous… (more)

Subjects/Keywords: Second Language Learners' Reading Strategies

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

APA (6th Edition):

Miller, G. (2017). Metacognitive Awareness and Reading Strategy use: Investigating the Intermediate Level ESL Students’ Awareness of Metacognitive Reading Strategies. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/115

Chicago Manual of Style (16th Edition):

Miller, Gulhan. “Metacognitive Awareness and Reading Strategy use: Investigating the Intermediate Level ESL Students’ Awareness of Metacognitive Reading Strategies.” 2017. Masters Thesis, St. Cloud State University. Accessed September 17, 2019. https://repository.stcloudstate.edu/engl_etds/115.

MLA Handbook (7th Edition):

Miller, Gulhan. “Metacognitive Awareness and Reading Strategy use: Investigating the Intermediate Level ESL Students’ Awareness of Metacognitive Reading Strategies.” 2017. Web. 17 Sep 2019.

Vancouver:

Miller G. Metacognitive Awareness and Reading Strategy use: Investigating the Intermediate Level ESL Students’ Awareness of Metacognitive Reading Strategies. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2019 Sep 17]. Available from: https://repository.stcloudstate.edu/engl_etds/115.

Council of Science Editors:

Miller G. Metacognitive Awareness and Reading Strategy use: Investigating the Intermediate Level ESL Students’ Awareness of Metacognitive Reading Strategies. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/engl_etds/115

21. Northcutt, Kathryn L. Coaching a teacher to use dialogic inquiry: fostering students' talk about texts.

Degree: 2014, Texas Woman's University

 The purpose of this descriptive case study was to investigate, from a constructivist paradigm, the extent to which coaching a teacher in the use of… (more)

Subjects/Keywords: Reading instruction; Elementary education; Language

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

APA (6th Edition):

Northcutt, K. L. (2014). Coaching a teacher to use dialogic inquiry: fostering students' talk about texts. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/4886

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):

Northcutt, Kathryn L. “Coaching a teacher to use dialogic inquiry: fostering students' talk about texts.” 2014. Thesis, Texas Woman's University. Accessed September 17, 2019. http://hdl.handle.net/11274/4886.

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

MLA Handbook (7th Edition):

Northcutt, Kathryn L. “Coaching a teacher to use dialogic inquiry: fostering students' talk about texts.” 2014. Web. 17 Sep 2019.

Vancouver:

Northcutt KL. Coaching a teacher to use dialogic inquiry: fostering students' talk about texts. [Internet] [Thesis]. Texas Woman's University; 2014. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/11274/4886.

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

Council of Science Editors:

Northcutt KL. Coaching a teacher to use dialogic inquiry: fostering students' talk about texts. [Thesis]. Texas Woman's University; 2014. Available from: http://hdl.handle.net/11274/4886

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


University of Arizona

22. Richardson, Lisa Kathryn. The Enactment of Literacy Learning Practices: A Close Reading of Julius Caesar by High School English Language Learners .

Degree: 2013, University of Arizona

 The purpose of this qualitative case study is to describe how students' talk unfolded during literacy learning experiences in an English Language Development (ELD) classroom… (more)

Subjects/Keywords: Secondary; Language, Reading & Culture; Literacy

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

APA (6th Edition):

Richardson, L. K. (2013). The Enactment of Literacy Learning Practices: A Close Reading of Julius Caesar by High School English Language Learners . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/312498

Chicago Manual of Style (16th Edition):

Richardson, Lisa Kathryn. “The Enactment of Literacy Learning Practices: A Close Reading of Julius Caesar by High School English Language Learners .” 2013. Doctoral Dissertation, University of Arizona. Accessed September 17, 2019. http://hdl.handle.net/10150/312498.

MLA Handbook (7th Edition):

Richardson, Lisa Kathryn. “The Enactment of Literacy Learning Practices: A Close Reading of Julius Caesar by High School English Language Learners .” 2013. Web. 17 Sep 2019.

Vancouver:

Richardson LK. The Enactment of Literacy Learning Practices: A Close Reading of Julius Caesar by High School English Language Learners . [Internet] [Doctoral dissertation]. University of Arizona; 2013. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10150/312498.

Council of Science Editors:

Richardson LK. The Enactment of Literacy Learning Practices: A Close Reading of Julius Caesar by High School English Language Learners . [Doctoral Dissertation]. University of Arizona; 2013. Available from: http://hdl.handle.net/10150/312498


University of Arizona

23. Martinez-Avalos, Maria Teresa. A Case Study of School Improvement Factors at Southwest Middle School .

Degree: 2014, University of Arizona

 This is a case study of school improvement factors at a Southwestern Middle School where the researcher examined the demographics of the Southwest Unified School… (more)

Subjects/Keywords: Language, Reading & Culture; School Improvement

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

APA (6th Edition):

Martinez-Avalos, M. T. (2014). A Case Study of School Improvement Factors at Southwest Middle School . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/333337

Chicago Manual of Style (16th Edition):

Martinez-Avalos, Maria Teresa. “A Case Study of School Improvement Factors at Southwest Middle School .” 2014. Doctoral Dissertation, University of Arizona. Accessed September 17, 2019. http://hdl.handle.net/10150/333337.

MLA Handbook (7th Edition):

Martinez-Avalos, Maria Teresa. “A Case Study of School Improvement Factors at Southwest Middle School .” 2014. Web. 17 Sep 2019.

Vancouver:

Martinez-Avalos MT. A Case Study of School Improvement Factors at Southwest Middle School . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10150/333337.

Council of Science Editors:

Martinez-Avalos MT. A Case Study of School Improvement Factors at Southwest Middle School . [Doctoral Dissertation]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/333337


University of Zambia

24. Chansa-Kabali, Tamara. The acquistion of early reading skills: The influence of the Home Environment in Lusaka, Zambia .

Degree: 2015, University of Zambia

Reading is essential for children’s educational success and communication in a technologically advancing society. This position has provoked researchers to investigate the process of reading(more)

Subjects/Keywords: Children-Language; Reading(Primary); Language arts

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

APA (6th Edition):

Chansa-Kabali, T. (2015). The acquistion of early reading skills: The influence of the Home Environment in Lusaka, Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3773

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):

Chansa-Kabali, Tamara. “The acquistion of early reading skills: The influence of the Home Environment in Lusaka, Zambia .” 2015. Thesis, University of Zambia. Accessed September 17, 2019. http://hdl.handle.net/123456789/3773.

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

MLA Handbook (7th Edition):

Chansa-Kabali, Tamara. “The acquistion of early reading skills: The influence of the Home Environment in Lusaka, Zambia .” 2015. Web. 17 Sep 2019.

Vancouver:

Chansa-Kabali T. The acquistion of early reading skills: The influence of the Home Environment in Lusaka, Zambia . [Internet] [Thesis]. University of Zambia; 2015. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/123456789/3773.

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

Council of Science Editors:

Chansa-Kabali T. The acquistion of early reading skills: The influence of the Home Environment in Lusaka, Zambia . [Thesis]. University of Zambia; 2015. Available from: http://hdl.handle.net/123456789/3773

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


Liberty University

25. Hout, Brenda Louise. The Effects of NILD Educational Therapy on Reading Achievement.

Degree: 2019, Liberty University

 The current educational system in American schools is failing to meet the literacy needs of impaired readers in grades four through eight due to inadequate… (more)

Subjects/Keywords: Reading Disability; Adolescent Reading; Reading Impairment; Education; Language and Literacy Education

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

APA (6th Edition):

Hout, B. L. (2019). The Effects of NILD Educational Therapy on Reading Achievement. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1987

Chicago Manual of Style (16th Edition):

Hout, Brenda Louise. “The Effects of NILD Educational Therapy on Reading Achievement.” 2019. Doctoral Dissertation, Liberty University. Accessed September 17, 2019. https://digitalcommons.liberty.edu/doctoral/1987.

MLA Handbook (7th Edition):

Hout, Brenda Louise. “The Effects of NILD Educational Therapy on Reading Achievement.” 2019. Web. 17 Sep 2019.

Vancouver:

Hout BL. The Effects of NILD Educational Therapy on Reading Achievement. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2019 Sep 17]. Available from: https://digitalcommons.liberty.edu/doctoral/1987.

Council of Science Editors:

Hout BL. The Effects of NILD Educational Therapy on Reading Achievement. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/1987


University of Kansas

26. Adlof, Suzanne Marie. Morphosyntactic Skills of Poor Comprehenders.

Degree: PhD, Speech-Language-Hearing: Science Disorders, 2009, University of Kansas

 Purpose: This study investigated the morpho-syntactic abilities of children who show deficits in reading comprehension in spite of adequate word reading abilities. These children are… (more)

Subjects/Keywords: Health sciences; Speech pathology; Language, linguistics; Education; Reading; Language disorder; Language impairment; Morphosyntax; Reading comprehension; Reading disability; Simple view of reading

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

APA (6th Edition):

Adlof, S. M. (2009). Morphosyntactic Skills of Poor Comprehenders. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/5589

Chicago Manual of Style (16th Edition):

Adlof, Suzanne Marie. “Morphosyntactic Skills of Poor Comprehenders.” 2009. Doctoral Dissertation, University of Kansas. Accessed September 17, 2019. http://hdl.handle.net/1808/5589.

MLA Handbook (7th Edition):

Adlof, Suzanne Marie. “Morphosyntactic Skills of Poor Comprehenders.” 2009. Web. 17 Sep 2019.

Vancouver:

Adlof SM. Morphosyntactic Skills of Poor Comprehenders. [Internet] [Doctoral dissertation]. University of Kansas; 2009. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/1808/5589.

Council of Science Editors:

Adlof SM. Morphosyntactic Skills of Poor Comprehenders. [Doctoral Dissertation]. University of Kansas; 2009. Available from: http://hdl.handle.net/1808/5589


University of Johannesburg

27. Britz, Petrea. 'n Taalervaringsbenadering tot leesmotivering in die primêre skoolfases.

Degree: 2014, University of Johannesburg

M.Ed. (Psychology of Education)

Two critical problems experienced by significant numbers of children in the junior primary phase of school are, difficulties with reading and… (more)

Subjects/Keywords: Reading - Language experience approach; Reading (Primary); Reading (Elementary); Reading comprehension - Study and teaching

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APA (6th Edition):

Britz, P. (2014). 'n Taalervaringsbenadering tot leesmotivering in die primêre skoolfases. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/12834

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):

Britz, Petrea. “'n Taalervaringsbenadering tot leesmotivering in die primêre skoolfases.” 2014. Thesis, University of Johannesburg. Accessed September 17, 2019. http://hdl.handle.net/10210/12834.

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

MLA Handbook (7th Edition):

Britz, Petrea. “'n Taalervaringsbenadering tot leesmotivering in die primêre skoolfases.” 2014. Web. 17 Sep 2019.

Vancouver:

Britz P. 'n Taalervaringsbenadering tot leesmotivering in die primêre skoolfases. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10210/12834.

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

Council of Science Editors:

Britz P. 'n Taalervaringsbenadering tot leesmotivering in die primêre skoolfases. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/12834

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


University of Zambia

28. Lungu, Effron Chakupa. The effectiveness of communicative approaches and traditional methods on reading and writing achievement in English in grade eight in selected Zambian Basic Schools .

Degree: 2012, University of Zambia

 This study gives empirical evidence on the effectiveness of traditional teaching and learning methods and communicative teaching and learning approaches on Grade Eight pupils' academic… (more)

Subjects/Keywords: Reading  – Ability testing; Reading  – Aids and devices; Reading  – Language experience approach; English language  – Writing

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

APA (6th Edition):

Lungu, E. C. (2012). The effectiveness of communicative approaches and traditional methods on reading and writing achievement in English in grade eight in selected Zambian Basic Schools . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/1807

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):

Lungu, Effron Chakupa. “The effectiveness of communicative approaches and traditional methods on reading and writing achievement in English in grade eight in selected Zambian Basic Schools .” 2012. Thesis, University of Zambia. Accessed September 17, 2019. http://hdl.handle.net/123456789/1807.

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

MLA Handbook (7th Edition):

Lungu, Effron Chakupa. “The effectiveness of communicative approaches and traditional methods on reading and writing achievement in English in grade eight in selected Zambian Basic Schools .” 2012. Web. 17 Sep 2019.

Vancouver:

Lungu EC. The effectiveness of communicative approaches and traditional methods on reading and writing achievement in English in grade eight in selected Zambian Basic Schools . [Internet] [Thesis]. University of Zambia; 2012. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/123456789/1807.

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

Council of Science Editors:

Lungu EC. The effectiveness of communicative approaches and traditional methods on reading and writing achievement in English in grade eight in selected Zambian Basic Schools . [Thesis]. University of Zambia; 2012. Available from: http://hdl.handle.net/123456789/1807

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


University of the Western Cape

29. Manasse, Eunice. Teaching reading in multilingual classes .

Degree: 2010, University of the Western Cape

 This qualitative study investigated the teaching of reading in Grade 3 multilingual classes in one school in the Western Cape. It focused on the teaching… (more)

Subjects/Keywords: Reading; Language experience approach; Reading (Elementary); Reading, Psychology of; English language; Study and teaching

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

APA (6th Edition):

Manasse, E. (2010). Teaching reading in multilingual classes . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/1881

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):

Manasse, Eunice. “Teaching reading in multilingual classes .” 2010. Thesis, University of the Western Cape. Accessed September 17, 2019. http://hdl.handle.net/11394/1881.

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

MLA Handbook (7th Edition):

Manasse, Eunice. “Teaching reading in multilingual classes .” 2010. Web. 17 Sep 2019.

Vancouver:

Manasse E. Teaching reading in multilingual classes . [Internet] [Thesis]. University of the Western Cape; 2010. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/11394/1881.

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

Council of Science Editors:

Manasse E. Teaching reading in multilingual classes . [Thesis]. University of the Western Cape; 2010. Available from: http://hdl.handle.net/11394/1881

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


McMaster University

30. Henry, Regina. Complex Word Processing in Teenage Poor Readers- Does Morphological Knowledge Help or Hinder?.

Degree: MSc, 2012, McMaster University

Complex Word Processing in Teenage Poor Readers- Does Morphological Knowledge Help or Hinder? Abstract This longitudinal study addressed development of morphological awareness in fourteen-to-seventeen-year-olds… (more)

Subjects/Keywords: reading deficits; adolescents; morphology; remedial reading intervention; complex words; lexical decision; Reading and Language; Reading and Language

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

APA (6th Edition):

Henry, R. (2012). Complex Word Processing in Teenage Poor Readers- Does Morphological Knowledge Help or Hinder?. (Masters Thesis). McMaster University. Retrieved from http://hdl.handle.net/11375/12713

Chicago Manual of Style (16th Edition):

Henry, Regina. “Complex Word Processing in Teenage Poor Readers- Does Morphological Knowledge Help or Hinder?.” 2012. Masters Thesis, McMaster University. Accessed September 17, 2019. http://hdl.handle.net/11375/12713.

MLA Handbook (7th Edition):

Henry, Regina. “Complex Word Processing in Teenage Poor Readers- Does Morphological Knowledge Help or Hinder?.” 2012. Web. 17 Sep 2019.

Vancouver:

Henry R. Complex Word Processing in Teenage Poor Readers- Does Morphological Knowledge Help or Hinder?. [Internet] [Masters thesis]. McMaster University; 2012. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/11375/12713.

Council of Science Editors:

Henry R. Complex Word Processing in Teenage Poor Readers- Does Morphological Knowledge Help or Hinder?. [Masters Thesis]. McMaster University; 2012. Available from: http://hdl.handle.net/11375/12713

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