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You searched for subject:(Reading comprehension). Showing records 1 – 30 of 1681 total matches.

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University of Namibia

1. Bruwer, Wilhelmina M. A study of teachers' and learners knowledge and application of reading comprehension strategies in selected primary schools in the Khomas region.

Degree: 2013, University of Namibia

Reading with comprehension is a matter of concern in Namibian schools. To read with understanding, reading comprehension strategies should explicitly be taught to learners. Six… (more)

Subjects/Keywords: Reading comprehension

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APA (6th Edition):

Bruwer, W. M. (2013). A study of teachers' and learners knowledge and application of reading comprehension strategies in selected primary schools in the Khomas region. (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/895

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):

Bruwer, Wilhelmina M. “A study of teachers' and learners knowledge and application of reading comprehension strategies in selected primary schools in the Khomas region. ” 2013. Thesis, University of Namibia. Accessed May 22, 2019. http://hdl.handle.net/11070/895.

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

MLA Handbook (7th Edition):

Bruwer, Wilhelmina M. “A study of teachers' and learners knowledge and application of reading comprehension strategies in selected primary schools in the Khomas region. ” 2013. Web. 22 May 2019.

Vancouver:

Bruwer WM. A study of teachers' and learners knowledge and application of reading comprehension strategies in selected primary schools in the Khomas region. [Internet] [Thesis]. University of Namibia; 2013. [cited 2019 May 22]. Available from: http://hdl.handle.net/11070/895.

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

Council of Science Editors:

Bruwer WM. A study of teachers' and learners knowledge and application of reading comprehension strategies in selected primary schools in the Khomas region. [Thesis]. University of Namibia; 2013. Available from: http://hdl.handle.net/11070/895

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


California State University – Chico

2. Robles, Oralia. Using Cognates with English Learners at 5th Grade Level: Strategies for Teachers and Parents to Build Reading Comprehension in Science .

Degree: 2010, California State University – Chico

 ABSTRACT USING COGNATES WITH ENGLISH LEARNERS AT 5TH GRADE LEVEL: STRATEGIES FOR TEACHERS AND PARENTS TO BUILD READING COMPREHENSION IN SCIENCE by Oralia Robles Master… (more)

Subjects/Keywords: Reading Comprehension

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APA (6th Edition):

Robles, O. (2010). Using Cognates with English Learners at 5th Grade Level: Strategies for Teachers and Parents to Build Reading Comprehension in Science . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/215

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):

Robles, Oralia. “Using Cognates with English Learners at 5th Grade Level: Strategies for Teachers and Parents to Build Reading Comprehension in Science .” 2010. Thesis, California State University – Chico. Accessed May 22, 2019. http://hdl.handle.net/10211.4/215.

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

MLA Handbook (7th Edition):

Robles, Oralia. “Using Cognates with English Learners at 5th Grade Level: Strategies for Teachers and Parents to Build Reading Comprehension in Science .” 2010. Web. 22 May 2019.

Vancouver:

Robles O. Using Cognates with English Learners at 5th Grade Level: Strategies for Teachers and Parents to Build Reading Comprehension in Science . [Internet] [Thesis]. California State University – Chico; 2010. [cited 2019 May 22]. Available from: http://hdl.handle.net/10211.4/215.

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

Council of Science Editors:

Robles O. Using Cognates with English Learners at 5th Grade Level: Strategies for Teachers and Parents to Build Reading Comprehension in Science . [Thesis]. California State University – Chico; 2010. Available from: http://hdl.handle.net/10211.4/215

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


Southern Illinois University

3. Nguyen, Trang Thi Thuy. THE IMPACT OF BACKGROUND KNOWLEDGE AND TIME CONSTRAINT ON READING COMPREHENSION OF VIETNAMESE LEARNERS OF ENGLISH AS A SECOND LANGUAGE.

Degree: MA, Teaching English to Speakers of Other Languages, 2012, Southern Illinois University

Reading in a second language is an interesting area of research because the factors affecting reading have brought about much controversy in related theory… (more)

Subjects/Keywords: Reading comprehension

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APA (6th Edition):

Nguyen, T. T. T. (2012). THE IMPACT OF BACKGROUND KNOWLEDGE AND TIME CONSTRAINT ON READING COMPREHENSION OF VIETNAMESE LEARNERS OF ENGLISH AS A SECOND LANGUAGE. (Masters Thesis). Southern Illinois University. Retrieved from http://opensiuc.lib.siu.edu/theses/931

Chicago Manual of Style (16th Edition):

Nguyen, Trang Thi Thuy. “THE IMPACT OF BACKGROUND KNOWLEDGE AND TIME CONSTRAINT ON READING COMPREHENSION OF VIETNAMESE LEARNERS OF ENGLISH AS A SECOND LANGUAGE.” 2012. Masters Thesis, Southern Illinois University. Accessed May 22, 2019. http://opensiuc.lib.siu.edu/theses/931.

MLA Handbook (7th Edition):

Nguyen, Trang Thi Thuy. “THE IMPACT OF BACKGROUND KNOWLEDGE AND TIME CONSTRAINT ON READING COMPREHENSION OF VIETNAMESE LEARNERS OF ENGLISH AS A SECOND LANGUAGE.” 2012. Web. 22 May 2019.

Vancouver:

Nguyen TTT. THE IMPACT OF BACKGROUND KNOWLEDGE AND TIME CONSTRAINT ON READING COMPREHENSION OF VIETNAMESE LEARNERS OF ENGLISH AS A SECOND LANGUAGE. [Internet] [Masters thesis]. Southern Illinois University; 2012. [cited 2019 May 22]. Available from: http://opensiuc.lib.siu.edu/theses/931.

Council of Science Editors:

Nguyen TTT. THE IMPACT OF BACKGROUND KNOWLEDGE AND TIME CONSTRAINT ON READING COMPREHENSION OF VIETNAMESE LEARNERS OF ENGLISH AS A SECOND LANGUAGE. [Masters Thesis]. Southern Illinois University; 2012. Available from: http://opensiuc.lib.siu.edu/theses/931


University of Houston

4. Scott, Melanie. Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction.

Degree: Curriculum and Instruction, Department of, 2018, University of Houston

 Background: Reading instruction begins at the primary level with reading comprehension issues manifesting themselves by the 3rd-grade and becoming more pronounced by fourth-grade. While primary… (more)

Subjects/Keywords: Reading Comprehension

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

APA (6th Edition):

Scott, M. (2018). Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/3111

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):

Scott, Melanie. “Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction.” 2018. Thesis, University of Houston. Accessed May 22, 2019. http://hdl.handle.net/10657/3111.

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

MLA Handbook (7th Edition):

Scott, Melanie. “Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction.” 2018. Web. 22 May 2019.

Vancouver:

Scott M. Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction. [Internet] [Thesis]. University of Houston; 2018. [cited 2019 May 22]. Available from: http://hdl.handle.net/10657/3111.

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

Council of Science Editors:

Scott M. Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction. [Thesis]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3111

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


University of Zambia

5. Chazangwe, Victor. An investigation into the factors for poor performance of grade twelve pupils in reading comprehension: A case study of selected High schools in Kalomo District .

Degree: 2011, University of Zambia

 There have been some concerns on the poor performance of pupils in reading comprehension from people in different fora. For instance during School Programme for… (more)

Subjects/Keywords: Reading(Secondary); Reading Comprehension

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

APA (6th Edition):

Chazangwe, V. (2011). An investigation into the factors for poor performance of grade twelve pupils in reading comprehension: A case study of selected High schools in Kalomo District . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/936

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):

Chazangwe, Victor. “An investigation into the factors for poor performance of grade twelve pupils in reading comprehension: A case study of selected High schools in Kalomo District .” 2011. Thesis, University of Zambia. Accessed May 22, 2019. http://hdl.handle.net/123456789/936.

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

MLA Handbook (7th Edition):

Chazangwe, Victor. “An investigation into the factors for poor performance of grade twelve pupils in reading comprehension: A case study of selected High schools in Kalomo District .” 2011. Web. 22 May 2019.

Vancouver:

Chazangwe V. An investigation into the factors for poor performance of grade twelve pupils in reading comprehension: A case study of selected High schools in Kalomo District . [Internet] [Thesis]. University of Zambia; 2011. [cited 2019 May 22]. Available from: http://hdl.handle.net/123456789/936.

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

Council of Science Editors:

Chazangwe V. An investigation into the factors for poor performance of grade twelve pupils in reading comprehension: A case study of selected High schools in Kalomo District . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/936

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


University of Zambia

6. Kalabula, Mutale. Challenges faced by grade twelve learners in reading comprehension: A case of a selected School in Kafue District .

Degree: 2013, University of Zambia

 The purpose of this study was to ascertain what challenges grade twelve learners faced in reading comprehension. Another aim was to examine the reading strategies… (more)

Subjects/Keywords: Reading(Secondary); Reading Comprehension

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APA (6th Edition):

Kalabula, M. (2013). Challenges faced by grade twelve learners in reading comprehension: A case of a selected School in Kafue District . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3003

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):

Kalabula, Mutale. “Challenges faced by grade twelve learners in reading comprehension: A case of a selected School in Kafue District .” 2013. Thesis, University of Zambia. Accessed May 22, 2019. http://hdl.handle.net/123456789/3003.

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

MLA Handbook (7th Edition):

Kalabula, Mutale. “Challenges faced by grade twelve learners in reading comprehension: A case of a selected School in Kafue District .” 2013. Web. 22 May 2019.

Vancouver:

Kalabula M. Challenges faced by grade twelve learners in reading comprehension: A case of a selected School in Kafue District . [Internet] [Thesis]. University of Zambia; 2013. [cited 2019 May 22]. Available from: http://hdl.handle.net/123456789/3003.

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

Council of Science Editors:

Kalabula M. Challenges faced by grade twelve learners in reading comprehension: A case of a selected School in Kafue District . [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/3003

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


University of Victoria

7. Pereira, Lytta J. The role of the situation model in the reading comprehension processes of grade seven readers.

Degree: Department of Curriculum and Instruction, 2018, University of Victoria

 Within the context of reading comprehension research, the present study is an investigation into the role of prior knowledge in the form of a situation… (more)

Subjects/Keywords: Reading comprehension; Reading, Psychology of

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APA (6th Edition):

Pereira, L. J. (2018). The role of the situation model in the reading comprehension processes of grade seven readers. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/9540

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):

Pereira, Lytta J. “The role of the situation model in the reading comprehension processes of grade seven readers.” 2018. Thesis, University of Victoria. Accessed May 22, 2019. https://dspace.library.uvic.ca//handle/1828/9540.

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

MLA Handbook (7th Edition):

Pereira, Lytta J. “The role of the situation model in the reading comprehension processes of grade seven readers.” 2018. Web. 22 May 2019.

Vancouver:

Pereira LJ. The role of the situation model in the reading comprehension processes of grade seven readers. [Internet] [Thesis]. University of Victoria; 2018. [cited 2019 May 22]. Available from: https://dspace.library.uvic.ca//handle/1828/9540.

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

Council of Science Editors:

Pereira LJ. The role of the situation model in the reading comprehension processes of grade seven readers. [Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/9540

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

8. Thoor, Johanna. Textinnehållets betydelse för läsförståelsen : En komparativ studie av flickor och pojkar i åk 7.

Degree: Humanities and Informatics, 2010, University of Skövde

  Research reports as PISA and PIRLS show that reading comprehension among Swedish students have deteriorated in recent years and that girls have better reading(more)

Subjects/Keywords: Reading comprehension; reading literacy; gender

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APA (6th Edition):

Thoor, J. (2010). Textinnehållets betydelse för läsförståelsen : En komparativ studie av flickor och pojkar i åk 7. (Thesis). University of Skövde. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4381

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):

Thoor, Johanna. “Textinnehållets betydelse för läsförståelsen : En komparativ studie av flickor och pojkar i åk 7.” 2010. Thesis, University of Skövde. Accessed May 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4381.

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

MLA Handbook (7th Edition):

Thoor, Johanna. “Textinnehållets betydelse för läsförståelsen : En komparativ studie av flickor och pojkar i åk 7.” 2010. Web. 22 May 2019.

Vancouver:

Thoor J. Textinnehållets betydelse för läsförståelsen : En komparativ studie av flickor och pojkar i åk 7. [Internet] [Thesis]. University of Skövde; 2010. [cited 2019 May 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4381.

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

Council of Science Editors:

Thoor J. Textinnehållets betydelse för läsförståelsen : En komparativ studie av flickor och pojkar i åk 7. [Thesis]. University of Skövde; 2010. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4381

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


Rhodes University

9. Matakane, Euphimia Nobuzwe. An exploration of strategies to enhance grade 8 learners' reading comprehension skills.

Degree: Faculty of Education, Education, 2013, Rhodes University

 This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in… (more)

Subjects/Keywords: Reading (Secondary)  – Research; Reading comprehension

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

APA (6th Edition):

Matakane, E. N. (2013). An exploration of strategies to enhance grade 8 learners' reading comprehension skills. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1004330

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):

Matakane, Euphimia Nobuzwe. “An exploration of strategies to enhance grade 8 learners' reading comprehension skills.” 2013. Thesis, Rhodes University. Accessed May 22, 2019. http://hdl.handle.net/10962/d1004330.

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

MLA Handbook (7th Edition):

Matakane, Euphimia Nobuzwe. “An exploration of strategies to enhance grade 8 learners' reading comprehension skills.” 2013. Web. 22 May 2019.

Vancouver:

Matakane EN. An exploration of strategies to enhance grade 8 learners' reading comprehension skills. [Internet] [Thesis]. Rhodes University; 2013. [cited 2019 May 22]. Available from: http://hdl.handle.net/10962/d1004330.

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

Council of Science Editors:

Matakane EN. An exploration of strategies to enhance grade 8 learners' reading comprehension skills. [Thesis]. Rhodes University; 2013. Available from: http://hdl.handle.net/10962/d1004330

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


University of Texas – Austin

10. Kang, Eun Young, Ph. D. The contribution of reading fluency and decoding on reading comprehension and the relation between reading fluency and writing fluency in upper elementary grades.

Degree: Special Education, 2015, University of Texas – Austin

Reading comprehension is considered to consist of decoding and linguistic comprehension. However, some researchers have argued that a third component should be considered – reading fluency.… (more)

Subjects/Keywords: Reading fluency; Reading comprehension

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APA (6th Edition):

Kang, Eun Young, P. D. (2015). The contribution of reading fluency and decoding on reading comprehension and the relation between reading fluency and writing fluency in upper elementary grades. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31621

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):

Kang, Eun Young, Ph D. “The contribution of reading fluency and decoding on reading comprehension and the relation between reading fluency and writing fluency in upper elementary grades.” 2015. Thesis, University of Texas – Austin. Accessed May 22, 2019. http://hdl.handle.net/2152/31621.

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

MLA Handbook (7th Edition):

Kang, Eun Young, Ph D. “The contribution of reading fluency and decoding on reading comprehension and the relation between reading fluency and writing fluency in upper elementary grades.” 2015. Web. 22 May 2019.

Vancouver:

Kang, Eun Young PD. The contribution of reading fluency and decoding on reading comprehension and the relation between reading fluency and writing fluency in upper elementary grades. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 May 22]. Available from: http://hdl.handle.net/2152/31621.

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

Council of Science Editors:

Kang, Eun Young PD. The contribution of reading fluency and decoding on reading comprehension and the relation between reading fluency and writing fluency in upper elementary grades. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31621

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


Columbia University

11. Silvestri, Julia A. An Analysis of the Reading Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Phonological Processing and Metacognition.

Degree: 2016, Columbia University

 This study is a mixed methods analysis of reading processes and language experiences of deaf and hearing readers. The sample includes four groups each with… (more)

Subjects/Keywords: Reading comprehension; Readers; Reading

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

APA (6th Edition):

Silvestri, J. A. (2016). An Analysis of the Reading Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Phonological Processing and Metacognition. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8G44Q90

Chicago Manual of Style (16th Edition):

Silvestri, Julia A. “An Analysis of the Reading Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Phonological Processing and Metacognition.” 2016. Doctoral Dissertation, Columbia University. Accessed May 22, 2019. https://doi.org/10.7916/D8G44Q90.

MLA Handbook (7th Edition):

Silvestri, Julia A. “An Analysis of the Reading Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Phonological Processing and Metacognition.” 2016. Web. 22 May 2019.

Vancouver:

Silvestri JA. An Analysis of the Reading Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Phonological Processing and Metacognition. [Internet] [Doctoral dissertation]. Columbia University; 2016. [cited 2019 May 22]. Available from: https://doi.org/10.7916/D8G44Q90.

Council of Science Editors:

Silvestri JA. An Analysis of the Reading Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Phonological Processing and Metacognition. [Doctoral Dissertation]. Columbia University; 2016. Available from: https://doi.org/10.7916/D8G44Q90


Columbia University

12. Bly, Brittany Dianne. The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders.

Degree: 2019, Columbia University

 Researchers and educators agree that reading comprehension and interest in reading are strong predictors of future success in academics. I studied the effects of establishing… (more)

Subjects/Keywords: Reading; Academic achievement; Reading comprehension

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

APA (6th Edition):

Bly, B. D. (2019). The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-wh5r-0s50

Chicago Manual of Style (16th Edition):

Bly, Brittany Dianne. “The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders.” 2019. Doctoral Dissertation, Columbia University. Accessed May 22, 2019. https://doi.org/10.7916/d8-wh5r-0s50.

MLA Handbook (7th Edition):

Bly, Brittany Dianne. “The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders.” 2019. Web. 22 May 2019.

Vancouver:

Bly BD. The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders. [Internet] [Doctoral dissertation]. Columbia University; 2019. [cited 2019 May 22]. Available from: https://doi.org/10.7916/d8-wh5r-0s50.

Council of Science Editors:

Bly BD. The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders. [Doctoral Dissertation]. Columbia University; 2019. Available from: https://doi.org/10.7916/d8-wh5r-0s50


University of Houston

13. Arreola, Dana. The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders.

Degree: Educational Leadership and Policy Studies, Department of, 2015, University of Houston

Reading instruction for older students with reading difficulties is a topic increasingly in need of well-informed support and research-based guidance. Recent reform efforts have resulted… (more)

Subjects/Keywords: Vocabulary; Reading Comprehension

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APA (6th Edition):

Arreola, D. (2015). The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1992

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):

Arreola, Dana. “The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders.” 2015. Thesis, University of Houston. Accessed May 22, 2019. http://hdl.handle.net/10657/1992.

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

MLA Handbook (7th Edition):

Arreola, Dana. “The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders.” 2015. Web. 22 May 2019.

Vancouver:

Arreola D. The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders. [Internet] [Thesis]. University of Houston; 2015. [cited 2019 May 22]. Available from: http://hdl.handle.net/10657/1992.

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

Council of Science Editors:

Arreola D. The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students: Implications for School and District Leaders. [Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1992

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


University of Notre Dame

14. Kyle Pettijohn. Causality and Expectedness in Establishing Event Boundaries</h1>.

Degree: MA, Psychology, 2014, University of Notre Dame

  During text comprehension, readers maintain a mental representation of the described events in a situation model. When new information is encountered, this model must… (more)

Subjects/Keywords: reading; segmentation; comprehension

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APA (6th Edition):

Pettijohn, K. (2014). Causality and Expectedness in Establishing Event Boundaries</h1>. (Masters Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/g158bg27d60

Chicago Manual of Style (16th Edition):

Pettijohn, Kyle. “Causality and Expectedness in Establishing Event Boundaries</h1>.” 2014. Masters Thesis, University of Notre Dame. Accessed May 22, 2019. https://curate.nd.edu/show/g158bg27d60.

MLA Handbook (7th Edition):

Pettijohn, Kyle. “Causality and Expectedness in Establishing Event Boundaries</h1>.” 2014. Web. 22 May 2019.

Vancouver:

Pettijohn K. Causality and Expectedness in Establishing Event Boundaries</h1>. [Internet] [Masters thesis]. University of Notre Dame; 2014. [cited 2019 May 22]. Available from: https://curate.nd.edu/show/g158bg27d60.

Council of Science Editors:

Pettijohn K. Causality and Expectedness in Establishing Event Boundaries</h1>. [Masters Thesis]. University of Notre Dame; 2014. Available from: https://curate.nd.edu/show/g158bg27d60


University of Southern California

15. 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 (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 May 22, 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. 22 May 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 May 22]. 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


Mississippi State University

16. Bush, Margaret Carol. An investigation of the effects of a computer-assisted reading program on the oral reading fluency and comprehension of elementary students.

Degree: PhD, Counseling and Educational Psychology, 2014, Mississippi State University

  An important reading skill that is often overlooked by educators is reading fluency. There is a paucity of studies that have investigated computer programs… (more)

Subjects/Keywords: school psychology; reading comprehension; reading fluency; reading

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APA (6th Edition):

Bush, M. C. (2014). An investigation of the effects of a computer-assisted reading program on the oral reading fluency and comprehension of elementary students. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-06302014-084615/ ;

Chicago Manual of Style (16th Edition):

Bush, Margaret Carol. “An investigation of the effects of a computer-assisted reading program on the oral reading fluency and comprehension of elementary students.” 2014. Doctoral Dissertation, Mississippi State University. Accessed May 22, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-06302014-084615/ ;.

MLA Handbook (7th Edition):

Bush, Margaret Carol. “An investigation of the effects of a computer-assisted reading program on the oral reading fluency and comprehension of elementary students.” 2014. Web. 22 May 2019.

Vancouver:

Bush MC. An investigation of the effects of a computer-assisted reading program on the oral reading fluency and comprehension of elementary students. [Internet] [Doctoral dissertation]. Mississippi State University; 2014. [cited 2019 May 22]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06302014-084615/ ;.

Council of Science Editors:

Bush MC. An investigation of the effects of a computer-assisted reading program on the oral reading fluency and comprehension of elementary students. [Doctoral Dissertation]. Mississippi State University; 2014. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06302014-084615/ ;


Texas A&M University

17. Reyna-Barron, Elsa Yvonne. An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text.

Degree: 2016, Texas A&M University

 The primary purpose of this mixed methods study was to identify the amount of time teachers spent implementing reading comprehension and vocabulary instruction to facilitate… (more)

Subjects/Keywords: comprehension instruction; reading comprehension strategies; vocabulary strategies

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APA (6th Edition):

Reyna-Barron, E. Y. (2016). An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157058

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):

Reyna-Barron, Elsa Yvonne. “An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text.” 2016. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/157058.

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

MLA Handbook (7th Edition):

Reyna-Barron, Elsa Yvonne. “An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text.” 2016. Web. 22 May 2019.

Vancouver:

Reyna-Barron EY. An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/157058.

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

Council of Science Editors:

Reyna-Barron EY. An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157058

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

18. Gäfvert, Molly. Att undervisa i läsförståelse. : En kvalitativ studie om lärares reflektioner kring och undervisning i läsförståelse.

Degree: Teacher Education, 2015, Södertörn University

  The purpose of this study is to investigate how teachers in grades 1-3 work with reading comprehension in the classroom. This essey will further… (more)

Subjects/Keywords: Poor comprehenders; reading comprehension; reading comprehension teaching; reading comprehension strategies; Specifika läsförståelseproblem; läsförståelse; läsförståelseundervisning; läsförståelsestrategier

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APA (6th Edition):

Gäfvert, M. (2015). Att undervisa i läsförståelse. : En kvalitativ studie om lärares reflektioner kring och undervisning i läsförståelse. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29127

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):

Gäfvert, Molly. “Att undervisa i läsförståelse. : En kvalitativ studie om lärares reflektioner kring och undervisning i läsförståelse.” 2015. Thesis, Södertörn University. Accessed May 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29127.

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

MLA Handbook (7th Edition):

Gäfvert, Molly. “Att undervisa i läsförståelse. : En kvalitativ studie om lärares reflektioner kring och undervisning i läsförståelse.” 2015. Web. 22 May 2019.

Vancouver:

Gäfvert M. Att undervisa i läsförståelse. : En kvalitativ studie om lärares reflektioner kring och undervisning i läsförståelse. [Internet] [Thesis]. Södertörn University; 2015. [cited 2019 May 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29127.

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

Council of Science Editors:

Gäfvert M. Att undervisa i läsförståelse. : En kvalitativ studie om lärares reflektioner kring och undervisning i läsförståelse. [Thesis]. Södertörn University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29127

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

19. Stålhandske, Johanna. Hur effektiva är undervisningsmetoder som inkluderar grundskoleelevers bakgrundskunskaper för deras utveckling av läsförståelse? : En systematisk litteraturstudie.

Degree: Educational Work, 2016, Dalarna University

The results from the international surveys PISA 2011 and PIRLS 2011 shows that Swedish students have been deteriorating in reading comprehension. The main purpose… (more)

Subjects/Keywords: Reading comprehension. Background knowledge. Reading comprehension methods. Teaching reading comprehension.; Läsförståelse. Bakgrundskunskaper. Läsförståelsemetoder. Läsförståelseundervisning

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APA (6th Edition):

Stålhandske, J. (2016). Hur effektiva är undervisningsmetoder som inkluderar grundskoleelevers bakgrundskunskaper för deras utveckling av läsförståelse? : En systematisk litteraturstudie. (Thesis). Dalarna University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:du-22596

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):

Stålhandske, Johanna. “Hur effektiva är undervisningsmetoder som inkluderar grundskoleelevers bakgrundskunskaper för deras utveckling av läsförståelse? : En systematisk litteraturstudie.” 2016. Thesis, Dalarna University. Accessed May 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-22596.

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

MLA Handbook (7th Edition):

Stålhandske, Johanna. “Hur effektiva är undervisningsmetoder som inkluderar grundskoleelevers bakgrundskunskaper för deras utveckling av läsförståelse? : En systematisk litteraturstudie.” 2016. Web. 22 May 2019.

Vancouver:

Stålhandske J. Hur effektiva är undervisningsmetoder som inkluderar grundskoleelevers bakgrundskunskaper för deras utveckling av läsförståelse? : En systematisk litteraturstudie. [Internet] [Thesis]. Dalarna University; 2016. [cited 2019 May 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-22596.

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

Council of Science Editors:

Stålhandske J. Hur effektiva är undervisningsmetoder som inkluderar grundskoleelevers bakgrundskunskaper för deras utveckling av läsförståelse? : En systematisk litteraturstudie. [Thesis]. Dalarna University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-22596

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


University of Georgia

20. Stahl, Katherine A. The effects of three instructional methods on the reading comprehension and content acquisition of novice readers.

Degree: EdD, Reading Education, 2003, University of Georgia

 This study was designed to explore the effects of three instructional methods, the Directed Reading–Thinking Activity (Stauffer, 1969), KWL (Ogle, 1986), and picture walks (Clay,… (more)

Subjects/Keywords: Reading comprehension

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APA (6th Edition):

Stahl, K. A. (2003). The effects of three instructional methods on the reading comprehension and content acquisition of novice readers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/stahl_katherine_a_200305_edd

Chicago Manual of Style (16th Edition):

Stahl, Katherine A. “The effects of three instructional methods on the reading comprehension and content acquisition of novice readers.” 2003. Doctoral Dissertation, University of Georgia. Accessed May 22, 2019. http://purl.galileo.usg.edu/uga_etd/stahl_katherine_a_200305_edd.

MLA Handbook (7th Edition):

Stahl, Katherine A. “The effects of three instructional methods on the reading comprehension and content acquisition of novice readers.” 2003. Web. 22 May 2019.

Vancouver:

Stahl KA. The effects of three instructional methods on the reading comprehension and content acquisition of novice readers. [Internet] [Doctoral dissertation]. University of Georgia; 2003. [cited 2019 May 22]. Available from: http://purl.galileo.usg.edu/uga_etd/stahl_katherine_a_200305_edd.

Council of Science Editors:

Stahl KA. The effects of three instructional methods on the reading comprehension and content acquisition of novice readers. [Doctoral Dissertation]. University of Georgia; 2003. Available from: http://purl.galileo.usg.edu/uga_etd/stahl_katherine_a_200305_edd


University of Alberta

21. Ally, Mohamed. Effectiveness of instructor-provided and student-generated spatial synthesizers on learning from prose.

Degree: PhD, Department of Educational Psychology, 1990, University of Alberta

Subjects/Keywords: Reading comprehension.

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APA (6th Edition):

Ally, M. (1990). Effectiveness of instructor-provided and student-generated spatial synthesizers on learning from prose. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/pg15bg886

Chicago Manual of Style (16th Edition):

Ally, Mohamed. “Effectiveness of instructor-provided and student-generated spatial synthesizers on learning from prose.” 1990. Doctoral Dissertation, University of Alberta. Accessed May 22, 2019. https://era.library.ualberta.ca/files/pg15bg886.

MLA Handbook (7th Edition):

Ally, Mohamed. “Effectiveness of instructor-provided and student-generated spatial synthesizers on learning from prose.” 1990. Web. 22 May 2019.

Vancouver:

Ally M. Effectiveness of instructor-provided and student-generated spatial synthesizers on learning from prose. [Internet] [Doctoral dissertation]. University of Alberta; 1990. [cited 2019 May 22]. Available from: https://era.library.ualberta.ca/files/pg15bg886.

Council of Science Editors:

Ally M. Effectiveness of instructor-provided and student-generated spatial synthesizers on learning from prose. [Doctoral Dissertation]. University of Alberta; 1990. Available from: https://era.library.ualberta.ca/files/pg15bg886


Victoria University of Wellington

22. Titter, Anita. Is adolescents’ progress in reading comprehension served by particular attributional views in addition to learning the reading comprehension strategies of reciprocal teaching? A mixed-methods intervention study.

Degree: 2014, Victoria University of Wellington

 A mixed-methods quasi-experimental design was used to identify relationships between adolescent students’ attributions for their reading performance and their reading achievement by gathering baseline data… (more)

Subjects/Keywords: Reading comprehension; Adolescent; Attribution

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APA (6th Edition):

Titter, A. (2014). Is adolescents’ progress in reading comprehension served by particular attributional views in addition to learning the reading comprehension strategies of reciprocal teaching? A mixed-methods intervention study. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/3308

Chicago Manual of Style (16th Edition):

Titter, Anita. “Is adolescents’ progress in reading comprehension served by particular attributional views in addition to learning the reading comprehension strategies of reciprocal teaching? A mixed-methods intervention study.” 2014. Masters Thesis, Victoria University of Wellington. Accessed May 22, 2019. http://hdl.handle.net/10063/3308.

MLA Handbook (7th Edition):

Titter, Anita. “Is adolescents’ progress in reading comprehension served by particular attributional views in addition to learning the reading comprehension strategies of reciprocal teaching? A mixed-methods intervention study.” 2014. Web. 22 May 2019.

Vancouver:

Titter A. Is adolescents’ progress in reading comprehension served by particular attributional views in addition to learning the reading comprehension strategies of reciprocal teaching? A mixed-methods intervention study. [Internet] [Masters thesis]. Victoria University of Wellington; 2014. [cited 2019 May 22]. Available from: http://hdl.handle.net/10063/3308.

Council of Science Editors:

Titter A. Is adolescents’ progress in reading comprehension served by particular attributional views in addition to learning the reading comprehension strategies of reciprocal teaching? A mixed-methods intervention study. [Masters Thesis]. Victoria University of Wellington; 2014. Available from: http://hdl.handle.net/10063/3308


Addis Ababa University

23. Edaso, Mulu. An Exploration of Factors Affecting Preparatory I School Students Reading Comprehension Skill .

Degree: 2007, Addis Ababa University

 The objective of this study is to explore into factors affecting government school students’ reading comprehension attainment. The study was carried out in one of… (more)

Subjects/Keywords: Reading; Comprehension

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APA (6th Edition):

Edaso, M. (2007). An Exploration of Factors Affecting Preparatory I School Students Reading Comprehension Skill . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/5955

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):

Edaso, Mulu. “An Exploration of Factors Affecting Preparatory I School Students Reading Comprehension Skill .” 2007. Thesis, Addis Ababa University. Accessed May 22, 2019. http://etd.aau.edu.et/dspace/handle/123456789/5955.

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

MLA Handbook (7th Edition):

Edaso, Mulu. “An Exploration of Factors Affecting Preparatory I School Students Reading Comprehension Skill .” 2007. Web. 22 May 2019.

Vancouver:

Edaso M. An Exploration of Factors Affecting Preparatory I School Students Reading Comprehension Skill . [Internet] [Thesis]. Addis Ababa University; 2007. [cited 2019 May 22]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/5955.

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

Council of Science Editors:

Edaso M. An Exploration of Factors Affecting Preparatory I School Students Reading Comprehension Skill . [Thesis]. Addis Ababa University; 2007. Available from: http://etd.aau.edu.et/dspace/handle/123456789/5955

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


University of Zambia

24. Tembo, Bessie. Investigation of learners thinking skills through reading comprehension: A study of grade 12 pupils in selected High Schools in Central Province .

Degree: 2011, University of Zambia

 Literate citizens of any country are an asset to that particular country. Furthermore, if a country has got human resource that is literate, then that… (more)

Subjects/Keywords: Learners – Thinking skills; Reading Comprehension

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APA (6th Edition):

Tembo, B. (2011). Investigation of learners thinking skills through reading comprehension: A study of grade 12 pupils in selected High Schools in Central Province . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/808

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):

Tembo, Bessie. “Investigation of learners thinking skills through reading comprehension: A study of grade 12 pupils in selected High Schools in Central Province .” 2011. Thesis, University of Zambia. Accessed May 22, 2019. http://hdl.handle.net/123456789/808.

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

MLA Handbook (7th Edition):

Tembo, Bessie. “Investigation of learners thinking skills through reading comprehension: A study of grade 12 pupils in selected High Schools in Central Province .” 2011. Web. 22 May 2019.

Vancouver:

Tembo B. Investigation of learners thinking skills through reading comprehension: A study of grade 12 pupils in selected High Schools in Central Province . [Internet] [Thesis]. University of Zambia; 2011. [cited 2019 May 22]. Available from: http://hdl.handle.net/123456789/808.

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

Council of Science Editors:

Tembo B. Investigation of learners thinking skills through reading comprehension: A study of grade 12 pupils in selected High Schools in Central Province . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/808

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


Victoria University of Wellington

25. Tran, Yen Thi Ngoc. EFL Reading Fluency Development and Its Effects.

Degree: 2011, Victoria University of Wellington

 Speed reading courses have been considered an effective method to improve learners' reading rate. Research in this area has concentrated on the effect of a… (more)

Subjects/Keywords: Complexity; Comprehension; Speed reading

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APA (6th Edition):

Tran, Y. T. N. (2011). EFL Reading Fluency Development and Its Effects. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2127

Chicago Manual of Style (16th Edition):

Tran, Yen Thi Ngoc. “EFL Reading Fluency Development and Its Effects.” 2011. Doctoral Dissertation, Victoria University of Wellington. Accessed May 22, 2019. http://hdl.handle.net/10063/2127.

MLA Handbook (7th Edition):

Tran, Yen Thi Ngoc. “EFL Reading Fluency Development and Its Effects.” 2011. Web. 22 May 2019.

Vancouver:

Tran YTN. EFL Reading Fluency Development and Its Effects. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2011. [cited 2019 May 22]. Available from: http://hdl.handle.net/10063/2127.

Council of Science Editors:

Tran YTN. EFL Reading Fluency Development and Its Effects. [Doctoral Dissertation]. Victoria University of Wellington; 2011. Available from: http://hdl.handle.net/10063/2127


University of Hong Kong

26. 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 May 22, 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. 22 May 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 May 22]. 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


Bowling Green State University

27. Halleck, Marilyn Kathleen. WILL STORYTELLING ACTIVITIES INCREASE DRA READING COMPREHENSION SCORES OF 2ND GRADERS?.

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

 Story retelling is often used as a measure of reading comprehension. Hence, the ability to retell a story read (a literary tale) has become an… (more)

Subjects/Keywords: STORYTELLING; DRA; READING COMPREHENSION

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APA (6th Edition):

Halleck, M. K. (2007). WILL STORYTELLING ACTIVITIES INCREASE DRA READING COMPREHENSION SCORES OF 2ND GRADERS?. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174680252

Chicago Manual of Style (16th Edition):

Halleck, Marilyn Kathleen. “WILL STORYTELLING ACTIVITIES INCREASE DRA READING COMPREHENSION SCORES OF 2ND GRADERS?.” 2007. Masters Thesis, Bowling Green State University. Accessed May 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174680252.

MLA Handbook (7th Edition):

Halleck, Marilyn Kathleen. “WILL STORYTELLING ACTIVITIES INCREASE DRA READING COMPREHENSION SCORES OF 2ND GRADERS?.” 2007. Web. 22 May 2019.

Vancouver:

Halleck MK. WILL STORYTELLING ACTIVITIES INCREASE DRA READING COMPREHENSION SCORES OF 2ND GRADERS?. [Internet] [Masters thesis]. Bowling Green State University; 2007. [cited 2019 May 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174680252.

Council of Science Editors:

Halleck MK. WILL STORYTELLING ACTIVITIES INCREASE DRA READING COMPREHENSION SCORES OF 2ND GRADERS?. [Masters Thesis]. Bowling Green State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174680252


Penn State University

28. Ray, Melissa N. THE DEVELOPMENT OF STRUCTURAL AWARENESS:THE RELATIONSHIP BETWEEN AGE, SKILL, AND TEXT.

Degree: MS, Educational Psychology, 2011, Penn State University

 An important aspect of expository text comprehension is structural awareness, readers’ ability to perceive and use the author’s organization to organize their own understandings. This… (more)

Subjects/Keywords: reading comprehension; text structure

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APA (6th Edition):

Ray, M. N. (2011). THE DEVELOPMENT OF STRUCTURAL AWARENESS:THE RELATIONSHIP BETWEEN AGE, SKILL, AND TEXT. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/11822

Chicago Manual of Style (16th Edition):

Ray, Melissa N. “THE DEVELOPMENT OF STRUCTURAL AWARENESS:THE RELATIONSHIP BETWEEN AGE, SKILL, AND TEXT.” 2011. Masters Thesis, Penn State University. Accessed May 22, 2019. https://etda.libraries.psu.edu/catalog/11822.

MLA Handbook (7th Edition):

Ray, Melissa N. “THE DEVELOPMENT OF STRUCTURAL AWARENESS:THE RELATIONSHIP BETWEEN AGE, SKILL, AND TEXT.” 2011. Web. 22 May 2019.

Vancouver:

Ray MN. THE DEVELOPMENT OF STRUCTURAL AWARENESS:THE RELATIONSHIP BETWEEN AGE, SKILL, AND TEXT. [Internet] [Masters thesis]. Penn State University; 2011. [cited 2019 May 22]. Available from: https://etda.libraries.psu.edu/catalog/11822.

Council of Science Editors:

Ray MN. THE DEVELOPMENT OF STRUCTURAL AWARENESS:THE RELATIONSHIP BETWEEN AGE, SKILL, AND TEXT. [Masters Thesis]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/11822


University of Arizona

29. Johnson, Walter Leslie. THE ROLE OF PRIOR KNOWLEDGE IN THE COMPREHENSION OF SIMPLE TECHNICAL PROSE.

Degree: 1982, University of Arizona

Subjects/Keywords: Reading comprehension.

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

APA (6th Edition):

Johnson, W. L. (1982). THE ROLE OF PRIOR KNOWLEDGE IN THE COMPREHENSION OF SIMPLE TECHNICAL PROSE. (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/274576

Chicago Manual of Style (16th Edition):

Johnson, Walter Leslie. “THE ROLE OF PRIOR KNOWLEDGE IN THE COMPREHENSION OF SIMPLE TECHNICAL PROSE. ” 1982. Masters Thesis, University of Arizona. Accessed May 22, 2019. http://hdl.handle.net/10150/274576.

MLA Handbook (7th Edition):

Johnson, Walter Leslie. “THE ROLE OF PRIOR KNOWLEDGE IN THE COMPREHENSION OF SIMPLE TECHNICAL PROSE. ” 1982. Web. 22 May 2019.

Vancouver:

Johnson WL. THE ROLE OF PRIOR KNOWLEDGE IN THE COMPREHENSION OF SIMPLE TECHNICAL PROSE. [Internet] [Masters thesis]. University of Arizona; 1982. [cited 2019 May 22]. Available from: http://hdl.handle.net/10150/274576.

Council of Science Editors:

Johnson WL. THE ROLE OF PRIOR KNOWLEDGE IN THE COMPREHENSION OF SIMPLE TECHNICAL PROSE. [Masters Thesis]. University of Arizona; 1982. Available from: http://hdl.handle.net/10150/274576

30. Morel, Trisha. The Relationship Between Read 180 and Reading Comprehension Growth for Struggling Fourth Grade Students in One Elementary Intervention Classroom .

Degree: 2018, California State University – San Marcos

 Research has shown that reading intervention for struggling students is imperative at a young age for future success. The goal for all students is to… (more)

Subjects/Keywords: Reading; Comprehension; Read 180

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APA (6th Edition):

Morel, T. (2018). The Relationship Between Read 180 and Reading Comprehension Growth for Struggling Fourth Grade Students in One Elementary Intervention Classroom . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/200384

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):

Morel, Trisha. “The Relationship Between Read 180 and Reading Comprehension Growth for Struggling Fourth Grade Students in One Elementary Intervention Classroom .” 2018. Thesis, California State University – San Marcos. Accessed May 22, 2019. http://hdl.handle.net/10211.3/200384.

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

MLA Handbook (7th Edition):

Morel, Trisha. “The Relationship Between Read 180 and Reading Comprehension Growth for Struggling Fourth Grade Students in One Elementary Intervention Classroom .” 2018. Web. 22 May 2019.

Vancouver:

Morel T. The Relationship Between Read 180 and Reading Comprehension Growth for Struggling Fourth Grade Students in One Elementary Intervention Classroom . [Internet] [Thesis]. California State University – San Marcos; 2018. [cited 2019 May 22]. Available from: http://hdl.handle.net/10211.3/200384.

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

Council of Science Editors:

Morel T. The Relationship Between Read 180 and Reading Comprehension Growth for Struggling Fourth Grade Students in One Elementary Intervention Classroom . [Thesis]. California State University – San Marcos; 2018. Available from: http://hdl.handle.net/10211.3/200384

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

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