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You searched for subject:(Reading difficulty). Showing records 1 – 21 of 21 total matches.

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University of Manitoba

1. Newman, Alyse. Reading difficulties and socio-emotional adjustment: internalizing patterns depend on age of identification.

Degree: Psychology, 2016, University of Manitoba

 Children with reading difficulty experience stress in school and may develop negative socio-emotional adjustment. It is unclear what influences some students to experience externalizing patterns… (more)

Subjects/Keywords: Reading; Difficulty; Socio-emotional; Internalizing

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APA (6th Edition):

Newman, A. (2016). Reading difficulties and socio-emotional adjustment: internalizing patterns depend on age of identification. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/31716

Chicago Manual of Style (16th Edition):

Newman, Alyse. “Reading difficulties and socio-emotional adjustment: internalizing patterns depend on age of identification.” 2016. Masters Thesis, University of Manitoba. Accessed August 20, 2019. http://hdl.handle.net/1993/31716.

MLA Handbook (7th Edition):

Newman, Alyse. “Reading difficulties and socio-emotional adjustment: internalizing patterns depend on age of identification.” 2016. Web. 20 Aug 2019.

Vancouver:

Newman A. Reading difficulties and socio-emotional adjustment: internalizing patterns depend on age of identification. [Internet] [Masters thesis]. University of Manitoba; 2016. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/1993/31716.

Council of Science Editors:

Newman A. Reading difficulties and socio-emotional adjustment: internalizing patterns depend on age of identification. [Masters Thesis]. University of Manitoba; 2016. Available from: http://hdl.handle.net/1993/31716


Iowa State University

2. Chugh, Sonia. Teachers' perceptions of students with late emerging reading disabilities.

Degree: 2011, Iowa State University

 The purpose of this study was to determine teachers' perceptions of students who begin displaying signs of reading difficulty in the upper elementary grades (fourth… (more)

Subjects/Keywords: Disability; Late Emerging; Reading; Reading Difficulty; Teacher Perception; Curriculum and Instruction

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APA (6th Edition):

Chugh, S. (2011). Teachers' perceptions of students with late emerging reading disabilities. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/10403

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):

Chugh, Sonia. “Teachers' perceptions of students with late emerging reading disabilities.” 2011. Thesis, Iowa State University. Accessed August 20, 2019. https://lib.dr.iastate.edu/etd/10403.

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

MLA Handbook (7th Edition):

Chugh, Sonia. “Teachers' perceptions of students with late emerging reading disabilities.” 2011. Web. 20 Aug 2019.

Vancouver:

Chugh S. Teachers' perceptions of students with late emerging reading disabilities. [Internet] [Thesis]. Iowa State University; 2011. [cited 2019 Aug 20]. Available from: https://lib.dr.iastate.edu/etd/10403.

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

Council of Science Editors:

Chugh S. Teachers' perceptions of students with late emerging reading disabilities. [Thesis]. Iowa State University; 2011. Available from: https://lib.dr.iastate.edu/etd/10403

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

3. Thapa, Krishna Bahadur. Speech-language problems and learning difficulties in Nepalese children.

Degree: 2015, Πανεπιστήμιο Μακεδονίας

 The present study was designed to investigate two main developmental disorders, namely speech–language impairments and reading difficulty. [Objectives]: The specific purpose of the present study… (more)

Subjects/Keywords: Speech-language impairments; Prevalence; Primary school children; Reading difficulty; Assessment

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APA (6th Edition):

Thapa, K. B. (2015). Speech-language problems and learning difficulties in Nepalese children. (Thesis). Πανεπιστήμιο Μακεδονίας. Retrieved from http://hdl.handle.net/10442/hedi/42993

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):

Thapa, Krishna Bahadur. “Speech-language problems and learning difficulties in Nepalese children.” 2015. Thesis, Πανεπιστήμιο Μακεδονίας. Accessed August 20, 2019. http://hdl.handle.net/10442/hedi/42993.

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

MLA Handbook (7th Edition):

Thapa, Krishna Bahadur. “Speech-language problems and learning difficulties in Nepalese children.” 2015. Web. 20 Aug 2019.

Vancouver:

Thapa KB. Speech-language problems and learning difficulties in Nepalese children. [Internet] [Thesis]. Πανεπιστήμιο Μακεδονίας; 2015. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10442/hedi/42993.

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

Council of Science Editors:

Thapa KB. Speech-language problems and learning difficulties in Nepalese children. [Thesis]. Πανεπιστήμιο Μακεδονίας; 2015. Available from: http://hdl.handle.net/10442/hedi/42993

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


Vanderbilt University

4. Gu, Chang. Auditory cortical narrowing to native speech: changes across development and implications for reading difficulty.

Degree: PhD, Psychology, 2014, Vanderbilt University

 An individualâs auditory cortical processing of speech sounds is substantially influenced by oneâs native language experiences. Over the course of development, the brain becomes specialized… (more)

Subjects/Keywords: reading difficulty; brain-behavior correlation; auditory cortical narrowing; Mismatch Negativity

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APA (6th Edition):

Gu, C. (2014). Auditory cortical narrowing to native speech: changes across development and implications for reading difficulty. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-11252014-112327/ ;

Chicago Manual of Style (16th Edition):

Gu, Chang. “Auditory cortical narrowing to native speech: changes across development and implications for reading difficulty.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed August 20, 2019. http://etd.library.vanderbilt.edu/available/etd-11252014-112327/ ;.

MLA Handbook (7th Edition):

Gu, Chang. “Auditory cortical narrowing to native speech: changes across development and implications for reading difficulty.” 2014. Web. 20 Aug 2019.

Vancouver:

Gu C. Auditory cortical narrowing to native speech: changes across development and implications for reading difficulty. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2019 Aug 20]. Available from: http://etd.library.vanderbilt.edu/available/etd-11252014-112327/ ;.

Council of Science Editors:

Gu C. Auditory cortical narrowing to native speech: changes across development and implications for reading difficulty. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://etd.library.vanderbilt.edu/available/etd-11252014-112327/ ;


University of Cincinnati

5. Wallot, Sebastian. The role of reading fluency, text difficulty and prior knowledge in complex reading tasks.

Degree: PhD, Arts and Sciences: Psychology, 2011, University of Cincinnati

 Despite the fact that reading is one of the most frequently studied topics in psychology, cognitive science, and educational science, research on text reading has… (more)

Subjects/Keywords: Psychology; text reading; fractal analysis; recurrence analysis; reading fluency; text difficulty; prior knowledge

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APA (6th Edition):

Wallot, S. (2011). The role of reading fluency, text difficulty and prior knowledge in complex reading tasks. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1321370968

Chicago Manual of Style (16th Edition):

Wallot, Sebastian. “The role of reading fluency, text difficulty and prior knowledge in complex reading tasks.” 2011. Doctoral Dissertation, University of Cincinnati. Accessed August 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1321370968.

MLA Handbook (7th Edition):

Wallot, Sebastian. “The role of reading fluency, text difficulty and prior knowledge in complex reading tasks.” 2011. Web. 20 Aug 2019.

Vancouver:

Wallot S. The role of reading fluency, text difficulty and prior knowledge in complex reading tasks. [Internet] [Doctoral dissertation]. University of Cincinnati; 2011. [cited 2019 Aug 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1321370968.

Council of Science Editors:

Wallot S. The role of reading fluency, text difficulty and prior knowledge in complex reading tasks. [Doctoral Dissertation]. University of Cincinnati; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1321370968


Linnaeus University

6. Dahlin, Ida. Motivationen är jätteviktig – man kan få eleverna hur långt som helst : En studie om hur fyra lärare motiverar elever till läsning.

Degree: Swedish Language, 2015, Linnaeus University

  Abstract Many pupils struggleto read. Teachers must therefore know how to motivate these pupils. In this qualitative study the aim is to investigate what… (more)

Subjects/Keywords: Motivation; reading; disinterest in reading; difficulty in reading; Motivation; läsning; ointresse för läsning; svårigheter i läsning

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APA (6th Edition):

Dahlin, I. (2015). Motivationen är jätteviktig – man kan få eleverna hur långt som helst : En studie om hur fyra lärare motiverar elever till läsning. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-44158

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):

Dahlin, Ida. “Motivationen är jätteviktig – man kan få eleverna hur långt som helst : En studie om hur fyra lärare motiverar elever till läsning.” 2015. Thesis, Linnaeus University. Accessed August 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-44158.

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

MLA Handbook (7th Edition):

Dahlin, Ida. “Motivationen är jätteviktig – man kan få eleverna hur långt som helst : En studie om hur fyra lärare motiverar elever till läsning.” 2015. Web. 20 Aug 2019.

Vancouver:

Dahlin I. Motivationen är jätteviktig – man kan få eleverna hur långt som helst : En studie om hur fyra lärare motiverar elever till läsning. [Internet] [Thesis]. Linnaeus University; 2015. [cited 2019 Aug 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-44158.

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

Council of Science Editors:

Dahlin I. Motivationen är jätteviktig – man kan få eleverna hur långt som helst : En studie om hur fyra lärare motiverar elever till läsning. [Thesis]. Linnaeus University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-44158

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


University of Oxford

7. Gaudern, Mia Rose. The etymological poetry of W.H. Auden, J.H. Prynne, and Paul Muldoon.

Degree: PhD, 2014, University of Oxford

 This thesis investigates the roles played by etymology in the work of three late modernist poet-critics: W. H. Auden, J. H. Prynne, and Paul Muldoon.… (more)

Subjects/Keywords: 821.009; English Language and Literature; modern poetry; etymology; close reading; diction; difficulty; pedantry; dictionaries

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APA (6th Edition):

Gaudern, M. R. (2014). The etymological poetry of W.H. Auden, J.H. Prynne, and Paul Muldoon. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:3402e823-5179-4f72-97f9-cb428afe6784 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658435

Chicago Manual of Style (16th Edition):

Gaudern, Mia Rose. “The etymological poetry of W.H. Auden, J.H. Prynne, and Paul Muldoon.” 2014. Doctoral Dissertation, University of Oxford. Accessed August 20, 2019. http://ora.ox.ac.uk/objects/uuid:3402e823-5179-4f72-97f9-cb428afe6784 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658435.

MLA Handbook (7th Edition):

Gaudern, Mia Rose. “The etymological poetry of W.H. Auden, J.H. Prynne, and Paul Muldoon.” 2014. Web. 20 Aug 2019.

Vancouver:

Gaudern MR. The etymological poetry of W.H. Auden, J.H. Prynne, and Paul Muldoon. [Internet] [Doctoral dissertation]. University of Oxford; 2014. [cited 2019 Aug 20]. Available from: http://ora.ox.ac.uk/objects/uuid:3402e823-5179-4f72-97f9-cb428afe6784 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658435.

Council of Science Editors:

Gaudern MR. The etymological poetry of W.H. Auden, J.H. Prynne, and Paul Muldoon. [Doctoral Dissertation]. University of Oxford; 2014. Available from: http://ora.ox.ac.uk/objects/uuid:3402e823-5179-4f72-97f9-cb428afe6784 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658435

8. Haidar, Rouba. Élaboration et test d’un programme de remédiation aux difficultés en lecture au Cours Préparatoire : Construction and testing of a remedial reading program in Year 2.

Degree: Docteur es, Sciences de l'éducation, 2015, Mulhouse

Le premier objectif de notre étude, menée auprès de classes de cours préparatoire, est de détecter les compétences les moins maîtrisées liées à l’identification des… (more)

Subjects/Keywords: Lecture; Difficulté; Identification des mots; Compréhension; Remédiation; Apprentissage; Reading; Difficulty; Identifying words; Comprehension; Remedial; Teaching

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APA (6th Edition):

Haidar, R. (2015). Élaboration et test d’un programme de remédiation aux difficultés en lecture au Cours Préparatoire : Construction and testing of a remedial reading program in Year 2. (Doctoral Dissertation). Mulhouse. Retrieved from http://www.theses.fr/2015MULH5951

Chicago Manual of Style (16th Edition):

Haidar, Rouba. “Élaboration et test d’un programme de remédiation aux difficultés en lecture au Cours Préparatoire : Construction and testing of a remedial reading program in Year 2.” 2015. Doctoral Dissertation, Mulhouse. Accessed August 20, 2019. http://www.theses.fr/2015MULH5951.

MLA Handbook (7th Edition):

Haidar, Rouba. “Élaboration et test d’un programme de remédiation aux difficultés en lecture au Cours Préparatoire : Construction and testing of a remedial reading program in Year 2.” 2015. Web. 20 Aug 2019.

Vancouver:

Haidar R. Élaboration et test d’un programme de remédiation aux difficultés en lecture au Cours Préparatoire : Construction and testing of a remedial reading program in Year 2. [Internet] [Doctoral dissertation]. Mulhouse; 2015. [cited 2019 Aug 20]. Available from: http://www.theses.fr/2015MULH5951.

Council of Science Editors:

Haidar R. Élaboration et test d’un programme de remédiation aux difficultés en lecture au Cours Préparatoire : Construction and testing of a remedial reading program in Year 2. [Doctoral Dissertation]. Mulhouse; 2015. Available from: http://www.theses.fr/2015MULH5951

9. N'goma, Thallian-Farrel. L'augmentation de capital en situation difficile : le cas des entreprises françaises cotées : The capital increase in difficult situation : the case of french listed companies.

Degree: Docteur es, Sciences de gestion, 2016, Brest

L’objet de la présente recherche vise à donner un éclairage théorique, méthodologique et pratique de l’augmentation de capital étudiée dans un contexte de crise. En… (more)

Subjects/Keywords: Augmentation de capital; Difficulté financière; Indicateurs de difficulté; Notion d'entreprise en situation difficile; Théorie de signalisation; Théorie de la lecture optionnelle du bilan; Etude d'événement; Analyse de sens et textuelle lexicale; Capital increase; Financial difficulty; Covenant of difficulty; Concept of enterprise in difficulty; Signaling theory; Theory of the balance sheet optional reading; Event study; Lexical analysis of meaning and textual; 658.152

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APA (6th Edition):

N'goma, T. (2016). L'augmentation de capital en situation difficile : le cas des entreprises françaises cotées : The capital increase in difficult situation : the case of french listed companies. (Doctoral Dissertation). Brest. Retrieved from http://www.theses.fr/2016BRES0046

Chicago Manual of Style (16th Edition):

N'goma, Thallian-Farrel. “L'augmentation de capital en situation difficile : le cas des entreprises françaises cotées : The capital increase in difficult situation : the case of french listed companies.” 2016. Doctoral Dissertation, Brest. Accessed August 20, 2019. http://www.theses.fr/2016BRES0046.

MLA Handbook (7th Edition):

N'goma, Thallian-Farrel. “L'augmentation de capital en situation difficile : le cas des entreprises françaises cotées : The capital increase in difficult situation : the case of french listed companies.” 2016. Web. 20 Aug 2019.

Vancouver:

N'goma T. L'augmentation de capital en situation difficile : le cas des entreprises françaises cotées : The capital increase in difficult situation : the case of french listed companies. [Internet] [Doctoral dissertation]. Brest; 2016. [cited 2019 Aug 20]. Available from: http://www.theses.fr/2016BRES0046.

Council of Science Editors:

N'goma T. L'augmentation de capital en situation difficile : le cas des entreprises françaises cotées : The capital increase in difficult situation : the case of french listed companies. [Doctoral Dissertation]. Brest; 2016. Available from: http://www.theses.fr/2016BRES0046


North-West University

10. Hailstones, Milson Donald. The effectiveness of the "Hiway" literacy programme for learner support in the foundation and intermediate phase / Milson Donald Hailstones .

Degree: 2007, North-West University

 A literature-survey indicated that there is a need for complete reading programmes that are integrated within the mainstream to meet the unique needs of learners… (more)

Subjects/Keywords: Cognitive development; Complete reading programme; Evidence-based reading instruction; Mainstreaming; Reading comprehension; Reading difficulty; Systematic phonics instruction

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APA (6th Edition):

Hailstones, M. D. (2007). The effectiveness of the "Hiway" literacy programme for learner support in the foundation and intermediate phase / Milson Donald Hailstones . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/1584

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):

Hailstones, Milson Donald. “The effectiveness of the "Hiway" literacy programme for learner support in the foundation and intermediate phase / Milson Donald Hailstones .” 2007. Thesis, North-West University. Accessed August 20, 2019. http://hdl.handle.net/10394/1584.

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

MLA Handbook (7th Edition):

Hailstones, Milson Donald. “The effectiveness of the "Hiway" literacy programme for learner support in the foundation and intermediate phase / Milson Donald Hailstones .” 2007. Web. 20 Aug 2019.

Vancouver:

Hailstones MD. The effectiveness of the "Hiway" literacy programme for learner support in the foundation and intermediate phase / Milson Donald Hailstones . [Internet] [Thesis]. North-West University; 2007. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10394/1584.

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

Council of Science Editors:

Hailstones MD. The effectiveness of the "Hiway" literacy programme for learner support in the foundation and intermediate phase / Milson Donald Hailstones . [Thesis]. North-West University; 2007. Available from: http://hdl.handle.net/10394/1584

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

11. Lee, Dong Hyung. Testing executive function models of ADHD and its comorbid conditions: A latent variable approach.

Degree: 2005, Texas A&M University

 Current theoretical models of ADHD (i.e., Disinhibition Model: Barkley, 1997; Working Memory Model: Rapport et al., 2001) conceptualize ADHD as the disorder of executive function… (more)

Subjects/Keywords: ADHD; executive function; working memory; inhibition; reading difficulty; substance abuse

…x28;READING DIFFICULTY) WORKING MEMORY INATTENTION INHIBITION HYPERACTIVITY… …children demonstrated very consistent difficulty with a relatively large effect size on many… …consistent difficulty with certain types of executive inhibition, including interference control… …al. (2001) contrasted the performance of individuals with reading disability… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Lee, D. H. (2005). Testing executive function models of ADHD and its comorbid conditions: A latent variable approach. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/2801

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):

Lee, Dong Hyung. “Testing executive function models of ADHD and its comorbid conditions: A latent variable approach.” 2005. Thesis, Texas A&M University. Accessed August 20, 2019. http://hdl.handle.net/1969.1/2801.

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

MLA Handbook (7th Edition):

Lee, Dong Hyung. “Testing executive function models of ADHD and its comorbid conditions: A latent variable approach.” 2005. Web. 20 Aug 2019.

Vancouver:

Lee DH. Testing executive function models of ADHD and its comorbid conditions: A latent variable approach. [Internet] [Thesis]. Texas A&M University; 2005. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/1969.1/2801.

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

Council of Science Editors:

Lee DH. Testing executive function models of ADHD and its comorbid conditions: A latent variable approach. [Thesis]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/2801

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


Linnaeus University

12. Hatic, Amer. Läser jag bättre eller minns jag bra? : Grundskoleelevers förmåga till ordavkodning vid upprepad mätning och förekomst av igenkänningseffekt i LäSt.

Degree: Psychology, 2019, Linnaeus University

Ungefär 20% av befolkningen uppfyller kriterier för läs- och skrivsvårigheter. För att kunna hjälpa elever som uppvisar svårigheter av denna typ behövs reliabla och… (more)

Subjects/Keywords: LäSt; dyslexia; reading disability; word decoding; retest-effect; reading; poor decoder; good decoder; reading difficulty; repeated administration.; LäSt; dyslexi; upprepad mätning; igenkänningseffekt; läsning; avkodning; ordavkodning; grundskoleelever; poor decoder; good decoder; lässvårigheter; Learning; Lärande; Psychology (excluding Applied Psychology); Psykologi (exklusive tillämpad psykologi); Applied Psychology; Tillämpad psykologi

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APA (6th Edition):

Hatic, A. (2019). Läser jag bättre eller minns jag bra? : Grundskoleelevers förmåga till ordavkodning vid upprepad mätning och förekomst av igenkänningseffekt i LäSt. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-84439

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):

Hatic, Amer. “Läser jag bättre eller minns jag bra? : Grundskoleelevers förmåga till ordavkodning vid upprepad mätning och förekomst av igenkänningseffekt i LäSt.” 2019. Thesis, Linnaeus University. Accessed August 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-84439.

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

MLA Handbook (7th Edition):

Hatic, Amer. “Läser jag bättre eller minns jag bra? : Grundskoleelevers förmåga till ordavkodning vid upprepad mätning och förekomst av igenkänningseffekt i LäSt.” 2019. Web. 20 Aug 2019.

Vancouver:

Hatic A. Läser jag bättre eller minns jag bra? : Grundskoleelevers förmåga till ordavkodning vid upprepad mätning och förekomst av igenkänningseffekt i LäSt. [Internet] [Thesis]. Linnaeus University; 2019. [cited 2019 Aug 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-84439.

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

Council of Science Editors:

Hatic A. Läser jag bättre eller minns jag bra? : Grundskoleelevers förmåga till ordavkodning vid upprepad mätning och förekomst av igenkänningseffekt i LäSt. [Thesis]. Linnaeus University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-84439

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


Arizona State University

13. Kelly, Laura Beth. The Role of Text Difficulty in Small-Group Reading for Bilingual Students.

Degree: Learning, Literacies and Technologies, 2018, Arizona State University

Subjects/Keywords: Reading instruction; Elementary education; English as a second language; discussion; fluency; reading comprehension; small-group reading; text complexity; text difficulty

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

APA (6th Edition):

Kelly, L. B. (2018). The Role of Text Difficulty in Small-Group Reading for Bilingual Students. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/49011

Chicago Manual of Style (16th Edition):

Kelly, Laura Beth. “The Role of Text Difficulty in Small-Group Reading for Bilingual Students.” 2018. Doctoral Dissertation, Arizona State University. Accessed August 20, 2019. http://repository.asu.edu/items/49011.

MLA Handbook (7th Edition):

Kelly, Laura Beth. “The Role of Text Difficulty in Small-Group Reading for Bilingual Students.” 2018. Web. 20 Aug 2019.

Vancouver:

Kelly LB. The Role of Text Difficulty in Small-Group Reading for Bilingual Students. [Internet] [Doctoral dissertation]. Arizona State University; 2018. [cited 2019 Aug 20]. Available from: http://repository.asu.edu/items/49011.

Council of Science Editors:

Kelly LB. The Role of Text Difficulty in Small-Group Reading for Bilingual Students. [Doctoral Dissertation]. Arizona State University; 2018. Available from: http://repository.asu.edu/items/49011

14. Liontou, Trisevgeni. The effect of text and reader variables on reading comprehension: the case of the greek state certificate of english language proficiency exams (KPG): a new text difficulty index for automatic text classification.

Degree: 2013, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ)

The aim of the present research has been twofold: a) to delineate, based on a specific theory of language, a range of linguistic features that… (more)

Subjects/Keywords: Αναγνωσιμότητα κειμένου; Δυσκολία κατανόησης κειμένου; Υφομετρικοί δείκτες κειμένου; Κρατικό πιστοποιητικό γλωσσομάθειας (ΚΠγ); Εξετάσεις στην Αγγλική γλώσσα; Αυτόματη ταξινόμηση κειμένου; Λεξικογραμματική πολυπλοκότητα; Χαρακτηριστικά αναγνώστη; Text readability; Text complexity; Lexicogrammatical indices; KPG english language exams; Automatic text classification; Reading comprehension performance; Reader variables; Reading comprehension difficulty

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APA (6th Edition):

Liontou, T. (2013). The effect of text and reader variables on reading comprehension: the case of the greek state certificate of english language proficiency exams (KPG): a new text difficulty index for automatic text classification. (Thesis). National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Retrieved from http://hdl.handle.net/10442/hedi/29885

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):

Liontou, Trisevgeni. “The effect of text and reader variables on reading comprehension: the case of the greek state certificate of english language proficiency exams (KPG): a new text difficulty index for automatic text classification.” 2013. Thesis, National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Accessed August 20, 2019. http://hdl.handle.net/10442/hedi/29885.

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

MLA Handbook (7th Edition):

Liontou, Trisevgeni. “The effect of text and reader variables on reading comprehension: the case of the greek state certificate of english language proficiency exams (KPG): a new text difficulty index for automatic text classification.” 2013. Web. 20 Aug 2019.

Vancouver:

Liontou T. The effect of text and reader variables on reading comprehension: the case of the greek state certificate of english language proficiency exams (KPG): a new text difficulty index for automatic text classification. [Internet] [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2013. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10442/hedi/29885.

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

Council of Science Editors:

Liontou T. The effect of text and reader variables on reading comprehension: the case of the greek state certificate of english language proficiency exams (KPG): a new text difficulty index for automatic text classification. [Thesis]. National and Kapodistrian University of Athens; Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ); 2013. Available from: http://hdl.handle.net/10442/hedi/29885

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

15. Παπαϊωάννου, Σοφία. Η ανάπτυξη αναγνωστικών, γλωσσικών και γνωστικών δεξιοτήτων στους μαθητές του δημοτικού σχολείου.

Degree: 2014, University of Crete (UOC); Πανεπιστήμιο Κρήτης

 Development of Cognitive and Academic Abilities in Greek Elementary School Students The development of language and reading skills is closely linked to the maturation ofcognitive… (more)

Subjects/Keywords: Γνωστικές λειτουργίες; Σχολική επίδοση; Προσοχή; Επιτελικές λειτουργίες; Αναγνωστική κατανόηση; Δυσκολίες ανάγνωσης; Διαταραχή ελλειμματικής προσοχής /Υπερκινητικότητας (ΔΕΠ/Υ); Εκπαιδευτική ψυχολογία; Cognitive abilities; Academic performance; Problem solving; Reasoning ability; Attention; Reading comprehension; Reading difficulty; Attention deficit hyperactivity disorder (ADHD); Educational psychology

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APA (6th Edition):

Παπαϊωάννου, . . (2014). Η ανάπτυξη αναγνωστικών, γλωσσικών και γνωστικών δεξιοτήτων στους μαθητές του δημοτικού σχολείου. (Thesis). University of Crete (UOC); Πανεπιστήμιο Κρήτης. Retrieved from http://hdl.handle.net/10442/hedi/38956

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):

Παπαϊωάννου, Σοφία. “Η ανάπτυξη αναγνωστικών, γλωσσικών και γνωστικών δεξιοτήτων στους μαθητές του δημοτικού σχολείου.” 2014. Thesis, University of Crete (UOC); Πανεπιστήμιο Κρήτης. Accessed August 20, 2019. http://hdl.handle.net/10442/hedi/38956.

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

MLA Handbook (7th Edition):

Παπαϊωάννου, Σοφία. “Η ανάπτυξη αναγνωστικών, γλωσσικών και γνωστικών δεξιοτήτων στους μαθητές του δημοτικού σχολείου.” 2014. Web. 20 Aug 2019.

Vancouver:

Παπαϊωάννου . Η ανάπτυξη αναγνωστικών, γλωσσικών και γνωστικών δεξιοτήτων στους μαθητές του δημοτικού σχολείου. [Internet] [Thesis]. University of Crete (UOC); Πανεπιστήμιο Κρήτης; 2014. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10442/hedi/38956.

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

Council of Science Editors:

Παπαϊωάννου . Η ανάπτυξη αναγνωστικών, γλωσσικών και γνωστικών δεξιοτήτων στους μαθητές του δημοτικού σχολείου. [Thesis]. University of Crete (UOC); Πανεπιστήμιο Κρήτης; 2014. Available from: http://hdl.handle.net/10442/hedi/38956

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


SUNY College at Brockport

16. Champlin, Dorothy M. Field Dependence/Independence Reading Attitudes, and Academic Achievement in Fifth and Sixth Grade Gifted Children.

Degree: MSEd, Education and Human Development, 1982, SUNY College at Brockport

  The purpose of this study was to reveal the significance of relationship among the cognitive style of field dependence/independence, reading attitudes, and academic achievement… (more)

Subjects/Keywords: Cognitive style; reading attitudes; academic achievement; field dependence/independence; expressed difficulty; Education; Elementary Education; Language and Literacy Education

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APA (6th Edition):

Champlin, D. M. (1982). Field Dependence/Independence Reading Attitudes, and Academic Achievement in Fifth and Sixth Grade Gifted Children. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/968

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):

Champlin, Dorothy M. “Field Dependence/Independence Reading Attitudes, and Academic Achievement in Fifth and Sixth Grade Gifted Children.” 1982. Thesis, SUNY College at Brockport. Accessed August 20, 2019. https://digitalcommons.brockport.edu/ehd_theses/968.

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

MLA Handbook (7th Edition):

Champlin, Dorothy M. “Field Dependence/Independence Reading Attitudes, and Academic Achievement in Fifth and Sixth Grade Gifted Children.” 1982. Web. 20 Aug 2019.

Vancouver:

Champlin DM. Field Dependence/Independence Reading Attitudes, and Academic Achievement in Fifth and Sixth Grade Gifted Children. [Internet] [Thesis]. SUNY College at Brockport; 1982. [cited 2019 Aug 20]. Available from: https://digitalcommons.brockport.edu/ehd_theses/968.

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

Council of Science Editors:

Champlin DM. Field Dependence/Independence Reading Attitudes, and Academic Achievement in Fifth and Sixth Grade Gifted Children. [Thesis]. SUNY College at Brockport; 1982. Available from: https://digitalcommons.brockport.edu/ehd_theses/968

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

17. Fagerström, Emelie. Ett utökat urval av litteratur till elever med lässvårigheter : Kan elever med lässvårigheter läsa icke lättläst barnlitteratur?.

Degree: Swedish Language, 2015, Linnaeus University

  The aim of this study is to analyse how children’s literature for ages 6 – 8 is adapted to pupils with reading difficulties. The… (more)

Subjects/Keywords: Easy-to-read; reading difficulty; children’s literature; reading development; readability index; word variation index; Lättläst; lässvårighet; barnlitteratur; läsutveckling; läsbarhetsindex; ordvariationsindex

Reading Trade Books for Struggling Middle and High School Readers. Preventing School Failure Vol… …International Reading Association: The Reading Teacher 5/1/1992, Vol. 45, Issue 9, pp. 678–685 Fylking… 

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APA (6th Edition):

Fagerström, E. (2015). Ett utökat urval av litteratur till elever med lässvårigheter : Kan elever med lässvårigheter läsa icke lättläst barnlitteratur?. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-40586

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):

Fagerström, Emelie. “Ett utökat urval av litteratur till elever med lässvårigheter : Kan elever med lässvårigheter läsa icke lättläst barnlitteratur?.” 2015. Thesis, Linnaeus University. Accessed August 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-40586.

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

MLA Handbook (7th Edition):

Fagerström, Emelie. “Ett utökat urval av litteratur till elever med lässvårigheter : Kan elever med lässvårigheter läsa icke lättläst barnlitteratur?.” 2015. Web. 20 Aug 2019.

Vancouver:

Fagerström E. Ett utökat urval av litteratur till elever med lässvårigheter : Kan elever med lässvårigheter läsa icke lättläst barnlitteratur?. [Internet] [Thesis]. Linnaeus University; 2015. [cited 2019 Aug 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-40586.

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

Council of Science Editors:

Fagerström E. Ett utökat urval av litteratur till elever med lässvårigheter : Kan elever med lässvårigheter läsa icke lättläst barnlitteratur?. [Thesis]. Linnaeus University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-40586

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


University of New Mexico

18. Hardy, Dora Francis. A Study of Three Cases of Extreme Reading Disability.

Degree: Individual, Family, and Community Education, 1961, University of New Mexico

  The purpose of this study was (1) to relate three cases of severe reading disability in which the condition variously described as strephosymbolia, congenital… (more)

Subjects/Keywords: Reading Disabilities; Strephosymbolia; Alexia; Dyslexia; Dolch Basic Sight Words; Gilmore Oral Reading Test; Durrell Analysis of Reading Difficulty; Curriculum and Social Inquiry; Education; Educational Psychology; Special Education and Teaching

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

APA (6th Edition):

Hardy, D. F. (1961). A Study of Three Cases of Extreme Reading Disability. (Masters Thesis). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/educ_ifce_etds/51

Chicago Manual of Style (16th Edition):

Hardy, Dora Francis. “A Study of Three Cases of Extreme Reading Disability.” 1961. Masters Thesis, University of New Mexico. Accessed August 20, 2019. https://digitalrepository.unm.edu/educ_ifce_etds/51.

MLA Handbook (7th Edition):

Hardy, Dora Francis. “A Study of Three Cases of Extreme Reading Disability.” 1961. Web. 20 Aug 2019.

Vancouver:

Hardy DF. A Study of Three Cases of Extreme Reading Disability. [Internet] [Masters thesis]. University of New Mexico; 1961. [cited 2019 Aug 20]. Available from: https://digitalrepository.unm.edu/educ_ifce_etds/51.

Council of Science Editors:

Hardy DF. A Study of Three Cases of Extreme Reading Disability. [Masters Thesis]. University of New Mexico; 1961. Available from: https://digitalrepository.unm.edu/educ_ifce_etds/51

19. Daspet, Vanessa. Lire et écrire avec des outils informatiques : le tissage d'un projet de compensation pour des adolescents dyslexiques : Using computer tools for reading and writing : how to design a compensatory project for dyslexic teenagers.

Degree: Docteur es, Sciences de l'éducation, 2016, Lyon

Depuis la loi du 11 février 2005 pour « l’égalité des droits et des chances, la participation et la citoyenneté des personnes handicapées », l’École… (more)

Subjects/Keywords: Apprentissage assisté par ordinateur; Approche inclusive; Éducation des jeunes à besoins éducatifs spécifiques; Difficulté d’apprentissage; Troubles du langage; Enseignant; Accès à l’éducation; Accessibilité pour les personnes ayant un handicap; Compétence informatique; Lecture; Écriture; Computer-assisted learning; Inclusive education; Special needs education; Learning difficulty; Language impairment; Teacher; Access to education; Access for the disabled; Computer literacy; Reading; Writing

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

APA (6th Edition):

Daspet, V. (2016). Lire et écrire avec des outils informatiques : le tissage d'un projet de compensation pour des adolescents dyslexiques : Using computer tools for reading and writing : how to design a compensatory project for dyslexic teenagers. (Doctoral Dissertation). Lyon. Retrieved from http://www.theses.fr/2016LYSE2113

Chicago Manual of Style (16th Edition):

Daspet, Vanessa. “Lire et écrire avec des outils informatiques : le tissage d'un projet de compensation pour des adolescents dyslexiques : Using computer tools for reading and writing : how to design a compensatory project for dyslexic teenagers.” 2016. Doctoral Dissertation, Lyon. Accessed August 20, 2019. http://www.theses.fr/2016LYSE2113.

MLA Handbook (7th Edition):

Daspet, Vanessa. “Lire et écrire avec des outils informatiques : le tissage d'un projet de compensation pour des adolescents dyslexiques : Using computer tools for reading and writing : how to design a compensatory project for dyslexic teenagers.” 2016. Web. 20 Aug 2019.

Vancouver:

Daspet V. Lire et écrire avec des outils informatiques : le tissage d'un projet de compensation pour des adolescents dyslexiques : Using computer tools for reading and writing : how to design a compensatory project for dyslexic teenagers. [Internet] [Doctoral dissertation]. Lyon; 2016. [cited 2019 Aug 20]. Available from: http://www.theses.fr/2016LYSE2113.

Council of Science Editors:

Daspet V. Lire et écrire avec des outils informatiques : le tissage d'un projet de compensation pour des adolescents dyslexiques : Using computer tools for reading and writing : how to design a compensatory project for dyslexic teenagers. [Doctoral Dissertation]. Lyon; 2016. Available from: http://www.theses.fr/2016LYSE2113

20. Luciane Ramos. Equivalência de estímulos e generalização de leitura em crianças de primeira série com dificuldade na aquisição de leitura.

Degree: 2004, Universidade Federal do Pará

O paradigma da equivalência de estímulos tem sido relevante para a compreensão da aprendizagem de leitura em crianças de séries iniciais do ensino fundamental. O… (more)

Subjects/Keywords: generalização de leitura; dificuldade de leitura; aquisição de leitura; equivalência de estímulos; PSICOLOGIA DO ENSINO E DA APRENDIZAGEM; reading difficulty; reading acquisition; reading, Psychology of; reading disability; equivalency tests; leitura - psicologia; inabilidade na leitura; testes de equivalência; stimulus equivalence; reading generalization

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

APA (6th Edition):

Ramos, L. (2004). Equivalência de estímulos e generalização de leitura em crianças de primeira série com dificuldade na aquisição de leitura. (Thesis). Universidade Federal do Pará. Retrieved from http://www.bdtd.ufpa.br//tde_busca/arquivo.php?codArquivo=575

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):

Ramos, Luciane. “Equivalência de estímulos e generalização de leitura em crianças de primeira série com dificuldade na aquisição de leitura.” 2004. Thesis, Universidade Federal do Pará. Accessed August 20, 2019. http://www.bdtd.ufpa.br//tde_busca/arquivo.php?codArquivo=575.

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

MLA Handbook (7th Edition):

Ramos, Luciane. “Equivalência de estímulos e generalização de leitura em crianças de primeira série com dificuldade na aquisição de leitura.” 2004. Web. 20 Aug 2019.

Vancouver:

Ramos L. Equivalência de estímulos e generalização de leitura em crianças de primeira série com dificuldade na aquisição de leitura. [Internet] [Thesis]. Universidade Federal do Pará; 2004. [cited 2019 Aug 20]. Available from: http://www.bdtd.ufpa.br//tde_busca/arquivo.php?codArquivo=575.

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

Council of Science Editors:

Ramos L. Equivalência de estímulos e generalização de leitura em crianças de primeira série com dificuldade na aquisição de leitura. [Thesis]. Universidade Federal do Pará; 2004. Available from: http://www.bdtd.ufpa.br//tde_busca/arquivo.php?codArquivo=575

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

21. Angus, Lucille Kathleen. What Words Can Do: Analyzing Adult/Child Relations in Narratives of Literature and Psychosocial Theory.

Degree: MEd - Master of Education, Education, 2014, York University

 This thesis enters into an analysis of adult/child relations by looking closely at affective social and historical representations of childhood. It asks, how to characterize… (more)

Subjects/Keywords: Early childhood education; Language; Literature; Use your words; Dependence; Psychosocial Development; Peter Pan; Don Juan; Psychoanalysis; Literature; Narrative; Language Acquisition; Infancy; Education; Pedagogy; Sociology of Education; Histories of Childhood; Adult/Child Relations; Self; Words; Speech; Object Relations; Developmental Theory; Vulnerability; Childhood; Child; Teaching; Learning; Social Constructions; Mignon; Goethe; Fantasy; Wish; Promise; Childhood Promise; Affect; Emotional World; Representation; Children's Fiction; Children's Literature; Repetition; Repression; Unconscious; Interiority; Psyche; Primal Process; Primary Process; Secondary Process; Jacqueline Rose; Piera Aulagnier; Carolyn Steedman; Adam Phillips; Deborah Britzman; Sigmund Freud; Interpretation; Violence of Interpretation; Child Acrobat; Embodied Languages; Child's Languages; Multiple Literates; Fiction; Neverland; Aesthetics; Difficulty of Learning; Family Relations; Mother's Anguish; Shock of Parenting; Reading; Inherited Language; Emotional World; Teacher's Vulnerabilities; Demand

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

APA (6th Edition):

Angus, L. K. (2014). What Words Can Do: Analyzing Adult/Child Relations in Narratives of Literature and Psychosocial Theory. (Masters Thesis). York University. Retrieved from http://hdl.handle.net/10315/27579

Chicago Manual of Style (16th Edition):

Angus, Lucille Kathleen. “What Words Can Do: Analyzing Adult/Child Relations in Narratives of Literature and Psychosocial Theory.” 2014. Masters Thesis, York University. Accessed August 20, 2019. http://hdl.handle.net/10315/27579.

MLA Handbook (7th Edition):

Angus, Lucille Kathleen. “What Words Can Do: Analyzing Adult/Child Relations in Narratives of Literature and Psychosocial Theory.” 2014. Web. 20 Aug 2019.

Vancouver:

Angus LK. What Words Can Do: Analyzing Adult/Child Relations in Narratives of Literature and Psychosocial Theory. [Internet] [Masters thesis]. York University; 2014. [cited 2019 Aug 20]. Available from: http://hdl.handle.net/10315/27579.

Council of Science Editors:

Angus LK. What Words Can Do: Analyzing Adult/Child Relations in Narratives of Literature and Psychosocial Theory. [Masters Thesis]. York University; 2014. Available from: http://hdl.handle.net/10315/27579

.