Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(Reading disability). Showing records 1 – 30 of 288 total matches.

[1] [2] [3] [4] [5] [6] [7] [8] [9] [10]

Search Limiters

Last 2 Years | English Only

Degrees

Levels

Languages

Country

▼ Search Limiters


University of Victoria

1. Mather, David Stead. Dual-task interference effects in early adolescents who differ in reading and spelling abilities.

Degree: Interdisciplinary Graduate Program, 2018, University of Victoria

 Few studies have investigated the differences between poor readers/poor spellers (SRD) and good readers who demonstrate unexpectedly poor spelling skills (SSD). Those that have done… (more)

Subjects/Keywords: Reading disability; Spelling disability

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mather, D. S. (2018). Dual-task interference effects in early adolescents who differ in reading and spelling abilities. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/9621

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):

Mather, David Stead. “Dual-task interference effects in early adolescents who differ in reading and spelling abilities.” 2018. Thesis, University of Victoria. Accessed April 25, 2019. https://dspace.library.uvic.ca//handle/1828/9621.

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

MLA Handbook (7th Edition):

Mather, David Stead. “Dual-task interference effects in early adolescents who differ in reading and spelling abilities.” 2018. Web. 25 Apr 2019.

Vancouver:

Mather DS. Dual-task interference effects in early adolescents who differ in reading and spelling abilities. [Internet] [Thesis]. University of Victoria; 2018. [cited 2019 Apr 25]. Available from: https://dspace.library.uvic.ca//handle/1828/9621.

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

Council of Science Editors:

Mather DS. Dual-task interference effects in early adolescents who differ in reading and spelling abilities. [Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/9621

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


University of Hong Kong

2. Ip, Nga-min. Probing into the underlying neural basis of reading in Chinese.

Degree: PhD, 2013, University of Hong Kong

 Burgeoning research has been done on reading and developmental dyslexia in different writing systems over the past decades. The prevailing view of reading research is… (more)

Subjects/Keywords: Reading disability; Neurosciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ip, N. (2013). Probing into the underlying neural basis of reading in Chinese. (Doctoral Dissertation). University of Hong Kong. Retrieved from Ip, N. [葉雅文]. (2013). Probing into the underlying neural basis of reading in Chinese. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5689313 ; http://dx.doi.org/10.5353/th_b5689313 ; http://hdl.handle.net/10722/222353

Chicago Manual of Style (16th Edition):

Ip, Nga-min. “Probing into the underlying neural basis of reading in Chinese.” 2013. Doctoral Dissertation, University of Hong Kong. Accessed April 25, 2019. Ip, N. [葉雅文]. (2013). Probing into the underlying neural basis of reading in Chinese. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5689313 ; http://dx.doi.org/10.5353/th_b5689313 ; http://hdl.handle.net/10722/222353.

MLA Handbook (7th Edition):

Ip, Nga-min. “Probing into the underlying neural basis of reading in Chinese.” 2013. Web. 25 Apr 2019.

Vancouver:

Ip N. Probing into the underlying neural basis of reading in Chinese. [Internet] [Doctoral dissertation]. University of Hong Kong; 2013. [cited 2019 Apr 25]. Available from: Ip, N. [葉雅文]. (2013). Probing into the underlying neural basis of reading in Chinese. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5689313 ; http://dx.doi.org/10.5353/th_b5689313 ; http://hdl.handle.net/10722/222353.

Council of Science Editors:

Ip N. Probing into the underlying neural basis of reading in Chinese. [Doctoral Dissertation]. University of Hong Kong; 2013. Available from: Ip, N. [葉雅文]. (2013). Probing into the underlying neural basis of reading in Chinese. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5689313 ; http://dx.doi.org/10.5353/th_b5689313 ; http://hdl.handle.net/10722/222353


University of Alberta

3. Mok, Marion Man-ying. Reading disability, speech processes and memory.

Degree: Master of Education in Special Education, Department of Educational Psychology, 1993, University of Alberta

Subjects/Keywords: Reading disability.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mok, M. M. (1993). Reading disability, speech processes and memory. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/ht24wm12x

Chicago Manual of Style (16th Edition):

Mok, Marion Man-ying. “Reading disability, speech processes and memory.” 1993. Masters Thesis, University of Alberta. Accessed April 25, 2019. https://era.library.ualberta.ca/files/ht24wm12x.

MLA Handbook (7th Edition):

Mok, Marion Man-ying. “Reading disability, speech processes and memory.” 1993. Web. 25 Apr 2019.

Vancouver:

Mok MM. Reading disability, speech processes and memory. [Internet] [Masters thesis]. University of Alberta; 1993. [cited 2019 Apr 25]. Available from: https://era.library.ualberta.ca/files/ht24wm12x.

Council of Science Editors:

Mok MM. Reading disability, speech processes and memory. [Masters Thesis]. University of Alberta; 1993. Available from: https://era.library.ualberta.ca/files/ht24wm12x


University of Manitoba

4. Grisim, Katelyn Jean. Reading defiantly: A personal narrative of discovering a disabled self.

Degree: Disability Studies, 2018, University of Manitoba

 Disabled individuals face stigmatization because of their body’s impairment (or the biological manifestation of their disability) as well as various socioeconomic and cultural factors depending… (more)

Subjects/Keywords: disability; reading; identity; personal narrative

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Grisim, K. J. (2018). Reading defiantly: A personal narrative of discovering a disabled self. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32939

Chicago Manual of Style (16th Edition):

Grisim, Katelyn Jean. “Reading defiantly: A personal narrative of discovering a disabled self.” 2018. Masters Thesis, University of Manitoba. Accessed April 25, 2019. http://hdl.handle.net/1993/32939.

MLA Handbook (7th Edition):

Grisim, Katelyn Jean. “Reading defiantly: A personal narrative of discovering a disabled self.” 2018. Web. 25 Apr 2019.

Vancouver:

Grisim KJ. Reading defiantly: A personal narrative of discovering a disabled self. [Internet] [Masters thesis]. University of Manitoba; 2018. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1993/32939.

Council of Science Editors:

Grisim KJ. Reading defiantly: A personal narrative of discovering a disabled self. [Masters Thesis]. University of Manitoba; 2018. Available from: http://hdl.handle.net/1993/32939


University of British Columbia

5. Howorth, Anne Elizabeth. Experimental investigation into reading ability in relation to reversal errors in spelling and the Gerstmann syndrome.

Degree: 1970, University of British Columbia

 The relationship between reading and spelling ability and the four symptoms of the Gerstmann syndrome was studied. A spelling test was constructed to measure the… (more)

Subjects/Keywords: Reading disability

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Howorth, A. E. (1970). Experimental investigation into reading ability in relation to reversal errors in spelling and the Gerstmann syndrome. (Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/35217

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):

Howorth, Anne Elizabeth. “Experimental investigation into reading ability in relation to reversal errors in spelling and the Gerstmann syndrome. ” 1970. Thesis, University of British Columbia. Accessed April 25, 2019. http://hdl.handle.net/2429/35217.

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

MLA Handbook (7th Edition):

Howorth, Anne Elizabeth. “Experimental investigation into reading ability in relation to reversal errors in spelling and the Gerstmann syndrome. ” 1970. Web. 25 Apr 2019.

Vancouver:

Howorth AE. Experimental investigation into reading ability in relation to reversal errors in spelling and the Gerstmann syndrome. [Internet] [Thesis]. University of British Columbia; 1970. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/2429/35217.

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

Council of Science Editors:

Howorth AE. Experimental investigation into reading ability in relation to reversal errors in spelling and the Gerstmann syndrome. [Thesis]. University of British Columbia; 1970. Available from: http://hdl.handle.net/2429/35217

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


University of Wisconsin – Stout

6. Haats, Rikka Ann. Predictive validity of kindergarten screeners for young children wth reading difficulties.

Degree: 2002, University of Wisconsin – Stout

Subjects/Keywords: Reading disability

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Haats, R. A. (2002). Predictive validity of kindergarten screeners for young children wth reading difficulties. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2002/2002haatsr.pdf ; http://digital.library.wisc.edu/1793/40431

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):

Haats, Rikka Ann. “Predictive validity of kindergarten screeners for young children wth reading difficulties.” 2002. Thesis, University of Wisconsin – Stout. Accessed April 25, 2019. http://www.uwstout.edu/lib/thesis/2002/2002haatsr.pdf ; http://digital.library.wisc.edu/1793/40431.

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

MLA Handbook (7th Edition):

Haats, Rikka Ann. “Predictive validity of kindergarten screeners for young children wth reading difficulties.” 2002. Web. 25 Apr 2019.

Vancouver:

Haats RA. Predictive validity of kindergarten screeners for young children wth reading difficulties. [Internet] [Thesis]. University of Wisconsin – Stout; 2002. [cited 2019 Apr 25]. Available from: http://www.uwstout.edu/lib/thesis/2002/2002haatsr.pdf ; http://digital.library.wisc.edu/1793/40431.

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

Council of Science Editors:

Haats RA. Predictive validity of kindergarten screeners for young children wth reading difficulties. [Thesis]. University of Wisconsin – Stout; 2002. Available from: http://www.uwstout.edu/lib/thesis/2002/2002haatsr.pdf ; http://digital.library.wisc.edu/1793/40431

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


University of Tasmania

7. Stops, Darren Max. A phonological decoding deficit in specific reading disability.

Degree: 1996, University of Tasmania

Subjects/Keywords: Reading disability

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Stops, D. M. (1996). A phonological decoding deficit in specific reading disability. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/21960/1/whole_StopsDarrenMax1996_thesis.pdf

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):

Stops, Darren Max. “A phonological decoding deficit in specific reading disability.” 1996. Thesis, University of Tasmania. Accessed April 25, 2019. https://eprints.utas.edu.au/21960/1/whole_StopsDarrenMax1996_thesis.pdf.

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

MLA Handbook (7th Edition):

Stops, Darren Max. “A phonological decoding deficit in specific reading disability.” 1996. Web. 25 Apr 2019.

Vancouver:

Stops DM. A phonological decoding deficit in specific reading disability. [Internet] [Thesis]. University of Tasmania; 1996. [cited 2019 Apr 25]. Available from: https://eprints.utas.edu.au/21960/1/whole_StopsDarrenMax1996_thesis.pdf.

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

Council of Science Editors:

Stops DM. A phonological decoding deficit in specific reading disability. [Thesis]. University of Tasmania; 1996. Available from: https://eprints.utas.edu.au/21960/1/whole_StopsDarrenMax1996_thesis.pdf

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


University of Arizona

8. Morisoli, Kelly. Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners .

Degree: 2010, University of Arizona

 This researcher investigated the effects of repeated reading, performance feedback, and systematic error correction on the reading fluency of three secondary English language learners (ELLs)… (more)

Subjects/Keywords: Disability; ELL; Reading Fluency; Repeated Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Morisoli, K. (2010). Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/145364

Chicago Manual of Style (16th Edition):

Morisoli, Kelly. “Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners .” 2010. Doctoral Dissertation, University of Arizona. Accessed April 25, 2019. http://hdl.handle.net/10150/145364.

MLA Handbook (7th Edition):

Morisoli, Kelly. “Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners .” 2010. Web. 25 Apr 2019.

Vancouver:

Morisoli K. Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10150/145364.

Council of Science Editors:

Morisoli K. Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/145364


University of Zambia

9. Matafwali, Beatrice. Nature and prevalence of reading difficulties in the third grade : Lusaka rural and urban schools .

Degree: 2011, University of Zambia

 The study aimed at investigating the nature and prevalence of reading difficulties in the third grade of Lusaka rural and urban schools. A sample comprising… (more)

Subjects/Keywords: Reading  – Ability testing; Reading disability; Reading  – Research; Reading (Elementary)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Matafwali, B. (2011). Nature and prevalence of reading difficulties in the third grade : Lusaka rural and urban schools . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/411

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):

Matafwali, Beatrice. “Nature and prevalence of reading difficulties in the third grade : Lusaka rural and urban schools .” 2011. Thesis, University of Zambia. Accessed April 25, 2019. http://hdl.handle.net/123456789/411.

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

MLA Handbook (7th Edition):

Matafwali, Beatrice. “Nature and prevalence of reading difficulties in the third grade : Lusaka rural and urban schools .” 2011. Web. 25 Apr 2019.

Vancouver:

Matafwali B. Nature and prevalence of reading difficulties in the third grade : Lusaka rural and urban schools . [Internet] [Thesis]. University of Zambia; 2011. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/123456789/411.

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

Council of Science Editors:

Matafwali B. Nature and prevalence of reading difficulties in the third grade : Lusaka rural and urban schools . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/411

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


University of Zambia

10. Kaani, Bestern. Nature and Prevalence of reading difficulties among school-dropouts : A case of selected school areas in Chipata District .

Degree: 2011, University of Zambia

 The aim of the study was to explore the nature and prevalence of reading difficulties among school dropouts (experimental) in comparison to in-school (control) children.… (more)

Subjects/Keywords: Reading  – Ability testing; Reading disability  – Zambia; Reading  – Zambia

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kaani, B. (2011). Nature and Prevalence of reading difficulties among school-dropouts : A case of selected school areas in Chipata District . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/393

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):

Kaani, Bestern. “Nature and Prevalence of reading difficulties among school-dropouts : A case of selected school areas in Chipata District .” 2011. Thesis, University of Zambia. Accessed April 25, 2019. http://hdl.handle.net/123456789/393.

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

MLA Handbook (7th Edition):

Kaani, Bestern. “Nature and Prevalence of reading difficulties among school-dropouts : A case of selected school areas in Chipata District .” 2011. Web. 25 Apr 2019.

Vancouver:

Kaani B. Nature and Prevalence of reading difficulties among school-dropouts : A case of selected school areas in Chipata District . [Internet] [Thesis]. University of Zambia; 2011. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/123456789/393.

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

Council of Science Editors:

Kaani B. Nature and Prevalence of reading difficulties among school-dropouts : A case of selected school areas in Chipata District . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/393

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


Georgia State University

11. Fritz, Cortney M. Modeling Reading Constructs with Struggling Readers at Different Ages.

Degree: PhD, Psychology, 2015, Georgia State University

  This study examined the degree to which core reading-related latent constructs, such as reading comprehension, language comprehension, word decoding, non-word decoding, phonological awareness, and… (more)

Subjects/Keywords: Reading; Reading disability; Dyslexia; Reading Comprehension; Decoding; Phonological awareness

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fritz, C. M. (2015). Modeling Reading Constructs with Struggling Readers at Different Ages. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/psych_diss/139

Chicago Manual of Style (16th Edition):

Fritz, Cortney M. “Modeling Reading Constructs with Struggling Readers at Different Ages.” 2015. Doctoral Dissertation, Georgia State University. Accessed April 25, 2019. https://scholarworks.gsu.edu/psych_diss/139.

MLA Handbook (7th Edition):

Fritz, Cortney M. “Modeling Reading Constructs with Struggling Readers at Different Ages.” 2015. Web. 25 Apr 2019.

Vancouver:

Fritz CM. Modeling Reading Constructs with Struggling Readers at Different Ages. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2019 Apr 25]. Available from: https://scholarworks.gsu.edu/psych_diss/139.

Council of Science Editors:

Fritz CM. Modeling Reading Constructs with Struggling Readers at Different Ages. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/psych_diss/139


Liberty University

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

Degree: 2019, Liberty University

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Hout, Brenda Louise. “The Effects of NILD Educational Therapy on Reading Achievement.” 2019. Doctoral Dissertation, Liberty University. Accessed April 25, 2019. https://digitalcommons.liberty.edu/doctoral/1987.

MLA Handbook (7th Edition):

Hout, Brenda Louise. “The Effects of NILD Educational Therapy on Reading Achievement.” 2019. Web. 25 Apr 2019.

Vancouver:

Hout BL. The Effects of NILD Educational Therapy on Reading Achievement. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2019 Apr 25]. Available from: https://digitalcommons.liberty.edu/doctoral/1987.

Council of Science Editors:

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


The Ohio State University

13. Ingraham, Linda McDonnell. Differential diagnosis of reading dysfunction in children utilizing WISC subtest patterns : a taxonomic key approach .

Degree: PhD, Graduate School, 1979, The Ohio State University

Subjects/Keywords: Psychology; Reading disability

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ingraham, L. M. (1979). Differential diagnosis of reading dysfunction in children utilizing WISC subtest patterns : a taxonomic key approach . (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1487084182544932

Chicago Manual of Style (16th Edition):

Ingraham, Linda McDonnell. “Differential diagnosis of reading dysfunction in children utilizing WISC subtest patterns : a taxonomic key approach .” 1979. Doctoral Dissertation, The Ohio State University. Accessed April 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487084182544932.

MLA Handbook (7th Edition):

Ingraham, Linda McDonnell. “Differential diagnosis of reading dysfunction in children utilizing WISC subtest patterns : a taxonomic key approach .” 1979. Web. 25 Apr 2019.

Vancouver:

Ingraham LM. Differential diagnosis of reading dysfunction in children utilizing WISC subtest patterns : a taxonomic key approach . [Internet] [Doctoral dissertation]. The Ohio State University; 1979. [cited 2019 Apr 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487084182544932.

Council of Science Editors:

Ingraham LM. Differential diagnosis of reading dysfunction in children utilizing WISC subtest patterns : a taxonomic key approach . [Doctoral Dissertation]. The Ohio State University; 1979. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487084182544932


University of Alberta

14. Davies, Lisa E. Rapid Naming Speed and Reading in Adults with and without Dyslexia.

Degree: MEd, Department of Educational Psychology, 2013, University of Alberta

 This study sought to examine (a) if Rapid Automatized Naming (RAN) differentiates between dyslexic and normal readers in adulthood, and (b) if RAN is more… (more)

Subjects/Keywords: Dyslexia; Rapid Automatized Naming; Reading Disability; RAN

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Davies, L. E. (2013). Rapid Naming Speed and Reading in Adults with and without Dyslexia. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/df65v8156

Chicago Manual of Style (16th Edition):

Davies, Lisa E. “Rapid Naming Speed and Reading in Adults with and without Dyslexia.” 2013. Masters Thesis, University of Alberta. Accessed April 25, 2019. https://era.library.ualberta.ca/files/df65v8156.

MLA Handbook (7th Edition):

Davies, Lisa E. “Rapid Naming Speed and Reading in Adults with and without Dyslexia.” 2013. Web. 25 Apr 2019.

Vancouver:

Davies LE. Rapid Naming Speed and Reading in Adults with and without Dyslexia. [Internet] [Masters thesis]. University of Alberta; 2013. [cited 2019 Apr 25]. Available from: https://era.library.ualberta.ca/files/df65v8156.

Council of Science Editors:

Davies LE. Rapid Naming Speed and Reading in Adults with and without Dyslexia. [Masters Thesis]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/df65v8156


California State University – Sacramento

15. Kesty, Sarah Jane. Evaluating the use of co-teaching strategies to improve student reading.

Degree: MA, Education (Special Education, 2010, California State University – Sacramento

 Developing and implementing effective service delivery models for students with special needs is both challenging and critical. Emerging research supports the use of co-teaching strategies… (more)

Subjects/Keywords: Special education; Learning disability; Reading instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kesty, S. J. (2010). Evaluating the use of co-teaching strategies to improve student reading. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/107

Chicago Manual of Style (16th Edition):

Kesty, Sarah Jane. “Evaluating the use of co-teaching strategies to improve student reading.” 2010. Masters Thesis, California State University – Sacramento. Accessed April 25, 2019. http://hdl.handle.net/10211.9/107.

MLA Handbook (7th Edition):

Kesty, Sarah Jane. “Evaluating the use of co-teaching strategies to improve student reading.” 2010. Web. 25 Apr 2019.

Vancouver:

Kesty SJ. Evaluating the use of co-teaching strategies to improve student reading. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10211.9/107.

Council of Science Editors:

Kesty SJ. Evaluating the use of co-teaching strategies to improve student reading. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/107


Georgia State University

16. Stern, Susan K. The Double Deficit Hypothesis in a College-Level Sample: Sex Differences, Comorbid ADHD, and Academic/Neuropsychological Profiles.

Degree: MA, Psychology, 2010, Georgia State University

 The Double Deficit Hypothesis posits that four mutually exclusive subgroups can be identified in a reading disabled (RD) sample. These subgroups are predicted to differ… (more)

Subjects/Keywords: Reading disability; Double deficit hypothesis; Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Stern, S. K. (2010). The Double Deficit Hypothesis in a College-Level Sample: Sex Differences, Comorbid ADHD, and Academic/Neuropsychological Profiles. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/psych_theses/77

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):

Stern, Susan K. “The Double Deficit Hypothesis in a College-Level Sample: Sex Differences, Comorbid ADHD, and Academic/Neuropsychological Profiles.” 2010. Thesis, Georgia State University. Accessed April 25, 2019. https://scholarworks.gsu.edu/psych_theses/77.

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

MLA Handbook (7th Edition):

Stern, Susan K. “The Double Deficit Hypothesis in a College-Level Sample: Sex Differences, Comorbid ADHD, and Academic/Neuropsychological Profiles.” 2010. Web. 25 Apr 2019.

Vancouver:

Stern SK. The Double Deficit Hypothesis in a College-Level Sample: Sex Differences, Comorbid ADHD, and Academic/Neuropsychological Profiles. [Internet] [Thesis]. Georgia State University; 2010. [cited 2019 Apr 25]. Available from: https://scholarworks.gsu.edu/psych_theses/77.

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

Council of Science Editors:

Stern SK. The Double Deficit Hypothesis in a College-Level Sample: Sex Differences, Comorbid ADHD, and Academic/Neuropsychological Profiles. [Thesis]. Georgia State University; 2010. Available from: https://scholarworks.gsu.edu/psych_theses/77

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


McGill University

17. Lavers, Robert Allan. Auditofy verbal deficits associated with two types or reading disorders.

Degree: PhD, Department of Psychology., 1971, McGill University

Subjects/Keywords: Alexia.; Reading disability.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lavers, R. A. (1971). Auditofy verbal deficits associated with two types or reading disorders. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile70712.pdf

Chicago Manual of Style (16th Edition):

Lavers, Robert Allan. “Auditofy verbal deficits associated with two types or reading disorders.” 1971. Doctoral Dissertation, McGill University. Accessed April 25, 2019. http://digitool.library.mcgill.ca/thesisfile70712.pdf.

MLA Handbook (7th Edition):

Lavers, Robert Allan. “Auditofy verbal deficits associated with two types or reading disorders.” 1971. Web. 25 Apr 2019.

Vancouver:

Lavers RA. Auditofy verbal deficits associated with two types or reading disorders. [Internet] [Doctoral dissertation]. McGill University; 1971. [cited 2019 Apr 25]. Available from: http://digitool.library.mcgill.ca/thesisfile70712.pdf.

Council of Science Editors:

Lavers RA. Auditofy verbal deficits associated with two types or reading disorders. [Doctoral Dissertation]. McGill University; 1971. Available from: http://digitool.library.mcgill.ca/thesisfile70712.pdf


University of North Carolina – Greensboro

18. Felton, Rebecca Hobgood. Dysnomia and its relationship to subtypes of reading disabilities.

Degree: 1983, University of North Carolina – Greensboro

 The purpose of this study was to investigate the relationship between dysnomia and subtypes of reading disabilities. Specifically, three research questions were addressed: 1. Does… (more)

Subjects/Keywords: Reading disability; Anomia

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Felton, R. H. (1983). Dysnomia and its relationship to subtypes of reading disabilities. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=23814

Chicago Manual of Style (16th Edition):

Felton, Rebecca Hobgood. “Dysnomia and its relationship to subtypes of reading disabilities.” 1983. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed April 25, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=23814.

MLA Handbook (7th Edition):

Felton, Rebecca Hobgood. “Dysnomia and its relationship to subtypes of reading disabilities.” 1983. Web. 25 Apr 2019.

Vancouver:

Felton RH. Dysnomia and its relationship to subtypes of reading disabilities. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 1983. [cited 2019 Apr 25]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=23814.

Council of Science Editors:

Felton RH. Dysnomia and its relationship to subtypes of reading disabilities. [Doctoral Dissertation]. University of North Carolina – Greensboro; 1983. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=23814


University of Tasmania

19. Matthews, AJ. Phonological decoding ability, spatial attention, and event-related potentials.

Degree: 2008, University of Tasmania

 Evidence for a selective spatial attention deficit among children and adults with developmental dyslexia has been interpreted to reflect impairment in the posterior attentional network… (more)

Subjects/Keywords: Dyslexia; Reading disability

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Matthews, A. (2008). Phonological decoding ability, spatial attention, and event-related potentials. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/20679/1/whole_MatthewsAllisonJ2008_thesis.pdf ; Matthews, AJ ORCID: 0000-0003-2961-9125 <https://orcid.org/0000-0003-2961-9125> 2008 , 'Phonological decoding ability, spatial attention, and event-related potentials', PhD thesis, University of Tasmania.

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):

Matthews, AJ. “Phonological decoding ability, spatial attention, and event-related potentials.” 2008. Thesis, University of Tasmania. Accessed April 25, 2019. https://eprints.utas.edu.au/20679/1/whole_MatthewsAllisonJ2008_thesis.pdf ; Matthews, AJ ORCID: 0000-0003-2961-9125 <https://orcid.org/0000-0003-2961-9125> 2008 , 'Phonological decoding ability, spatial attention, and event-related potentials', PhD thesis, University of Tasmania..

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

MLA Handbook (7th Edition):

Matthews, AJ. “Phonological decoding ability, spatial attention, and event-related potentials.” 2008. Web. 25 Apr 2019.

Vancouver:

Matthews A. Phonological decoding ability, spatial attention, and event-related potentials. [Internet] [Thesis]. University of Tasmania; 2008. [cited 2019 Apr 25]. Available from: https://eprints.utas.edu.au/20679/1/whole_MatthewsAllisonJ2008_thesis.pdf ; Matthews, AJ ORCID: 0000-0003-2961-9125 <https://orcid.org/0000-0003-2961-9125> 2008 , 'Phonological decoding ability, spatial attention, and event-related potentials', PhD thesis, University of Tasmania..

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

Council of Science Editors:

Matthews A. Phonological decoding ability, spatial attention, and event-related potentials. [Thesis]. University of Tasmania; 2008. Available from: https://eprints.utas.edu.au/20679/1/whole_MatthewsAllisonJ2008_thesis.pdf ; Matthews, AJ ORCID: 0000-0003-2961-9125 <https://orcid.org/0000-0003-2961-9125> 2008 , 'Phonological decoding ability, spatial attention, and event-related potentials', PhD thesis, University of Tasmania.

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


University of Alberta

20. Parsons, Marliss. The social and emotional characteristics of poor readers with normal intelligence.

Degree: MEd, Department of Educational Psychology, 1975, University of Alberta

Subjects/Keywords: Reading disability.; Reading disability – Psychological aspects.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Parsons, M. (1975). The social and emotional characteristics of poor readers with normal intelligence. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/8g84mp456

Chicago Manual of Style (16th Edition):

Parsons, Marliss. “The social and emotional characteristics of poor readers with normal intelligence.” 1975. Masters Thesis, University of Alberta. Accessed April 25, 2019. https://era.library.ualberta.ca/files/8g84mp456.

MLA Handbook (7th Edition):

Parsons, Marliss. “The social and emotional characteristics of poor readers with normal intelligence.” 1975. Web. 25 Apr 2019.

Vancouver:

Parsons M. The social and emotional characteristics of poor readers with normal intelligence. [Internet] [Masters thesis]. University of Alberta; 1975. [cited 2019 Apr 25]. Available from: https://era.library.ualberta.ca/files/8g84mp456.

Council of Science Editors:

Parsons M. The social and emotional characteristics of poor readers with normal intelligence. [Masters Thesis]. University of Alberta; 1975. Available from: https://era.library.ualberta.ca/files/8g84mp456


University of Saskatchewan

21. Somerville, Kristy. Postsecondary students with reading difficulties/disabilities: exploring coping strategies and learning techniques.

Degree: 2015, University of Saskatchewan

 The purpose of the present study was to explore the coping strategies and learning techniques students with reading difficulties/disabilities (e.g., dyslexia) view as effective and… (more)

Subjects/Keywords: reading; reading disability; dyslexia; learning disability; adult learners; postsecondary students; coping strategies; learning strategies

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Somerville, K. (2015). Postsecondary students with reading difficulties/disabilities: exploring coping strategies and learning techniques. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2015-12-2321

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):

Somerville, Kristy. “Postsecondary students with reading difficulties/disabilities: exploring coping strategies and learning techniques.” 2015. Thesis, University of Saskatchewan. Accessed April 25, 2019. http://hdl.handle.net/10388/ETD-2015-12-2321.

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

MLA Handbook (7th Edition):

Somerville, Kristy. “Postsecondary students with reading difficulties/disabilities: exploring coping strategies and learning techniques.” 2015. Web. 25 Apr 2019.

Vancouver:

Somerville K. Postsecondary students with reading difficulties/disabilities: exploring coping strategies and learning techniques. [Internet] [Thesis]. University of Saskatchewan; 2015. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10388/ETD-2015-12-2321.

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

Council of Science Editors:

Somerville K. Postsecondary students with reading difficulties/disabilities: exploring coping strategies and learning techniques. [Thesis]. University of Saskatchewan; 2015. Available from: http://hdl.handle.net/10388/ETD-2015-12-2321

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


University of Washington

22. Deibel, Katherine. Understanding and Supporting the Adoption of Assistive Technologies by Adults with Reading Disabilities.

Degree: 2011, University of Washington

Reading disabilities such as dyslexia are life-long conditions affecting an estimated 5–15% of thepopulation. For adults with these conditions, participation in today¢s information society can… (more)

Subjects/Keywords: reading disability; value sensitive design; dyslexia; reading; assistive technology; normalcy; technology adoption; disability

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Deibel, K. (2011). Understanding and Supporting the Adoption of Assistive Technologies by Adults with Reading Disabilities. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/16349

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):

Deibel, Katherine. “Understanding and Supporting the Adoption of Assistive Technologies by Adults with Reading Disabilities.” 2011. Thesis, University of Washington. Accessed April 25, 2019. http://hdl.handle.net/1773/16349.

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

MLA Handbook (7th Edition):

Deibel, Katherine. “Understanding and Supporting the Adoption of Assistive Technologies by Adults with Reading Disabilities.” 2011. Web. 25 Apr 2019.

Vancouver:

Deibel K. Understanding and Supporting the Adoption of Assistive Technologies by Adults with Reading Disabilities. [Internet] [Thesis]. University of Washington; 2011. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1773/16349.

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

Council of Science Editors:

Deibel K. Understanding and Supporting the Adoption of Assistive Technologies by Adults with Reading Disabilities. [Thesis]. University of Washington; 2011. Available from: http://hdl.handle.net/1773/16349

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


The Ohio State University

23. Lucas, Virginia H. Development of an informal reading assessment inventory for teachers trained in directive teaching.

Degree: PhD, Graduate School, 1973, The Ohio State University

Subjects/Keywords: Education; Reading disability; Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lucas, V. H. (1973). Development of an informal reading assessment inventory for teachers trained in directive teaching. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486741648248395

Chicago Manual of Style (16th Edition):

Lucas, Virginia H. “Development of an informal reading assessment inventory for teachers trained in directive teaching.” 1973. Doctoral Dissertation, The Ohio State University. Accessed April 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486741648248395.

MLA Handbook (7th Edition):

Lucas, Virginia H. “Development of an informal reading assessment inventory for teachers trained in directive teaching.” 1973. Web. 25 Apr 2019.

Vancouver:

Lucas VH. Development of an informal reading assessment inventory for teachers trained in directive teaching. [Internet] [Doctoral dissertation]. The Ohio State University; 1973. [cited 2019 Apr 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486741648248395.

Council of Science Editors:

Lucas VH. Development of an informal reading assessment inventory for teachers trained in directive teaching. [Doctoral Dissertation]. The Ohio State University; 1973. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486741648248395


University of Alberta

24. Schienbein, Dennis D. An investigation of differences in inferencing behavior between average and low readers.

Degree: MEd, Department of Elementary Education, 1978, University of Alberta

Subjects/Keywords: Reading disability.; Reading (Elementary); Inference.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Schienbein, D. D. (1978). An investigation of differences in inferencing behavior between average and low readers. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/9g54xm44s

Chicago Manual of Style (16th Edition):

Schienbein, Dennis D. “An investigation of differences in inferencing behavior between average and low readers.” 1978. Masters Thesis, University of Alberta. Accessed April 25, 2019. https://era.library.ualberta.ca/files/9g54xm44s.

MLA Handbook (7th Edition):

Schienbein, Dennis D. “An investigation of differences in inferencing behavior between average and low readers.” 1978. Web. 25 Apr 2019.

Vancouver:

Schienbein DD. An investigation of differences in inferencing behavior between average and low readers. [Internet] [Masters thesis]. University of Alberta; 1978. [cited 2019 Apr 25]. Available from: https://era.library.ualberta.ca/files/9g54xm44s.

Council of Science Editors:

Schienbein DD. An investigation of differences in inferencing behavior between average and low readers. [Masters Thesis]. University of Alberta; 1978. Available from: https://era.library.ualberta.ca/files/9g54xm44s


University of Alberta

25. Kinley, Martha Wilma. The adolescent problem reader's perception of reading.

Degree: MEd, Department of Elementary Education, 1987, University of Alberta

Subjects/Keywords: Reading (Secondary); Reading disability.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kinley, M. W. (1987). The adolescent problem reader's perception of reading. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/xw42nb53s

Chicago Manual of Style (16th Edition):

Kinley, Martha Wilma. “The adolescent problem reader's perception of reading.” 1987. Masters Thesis, University of Alberta. Accessed April 25, 2019. https://era.library.ualberta.ca/files/xw42nb53s.

MLA Handbook (7th Edition):

Kinley, Martha Wilma. “The adolescent problem reader's perception of reading.” 1987. Web. 25 Apr 2019.

Vancouver:

Kinley MW. The adolescent problem reader's perception of reading. [Internet] [Masters thesis]. University of Alberta; 1987. [cited 2019 Apr 25]. Available from: https://era.library.ualberta.ca/files/xw42nb53s.

Council of Science Editors:

Kinley MW. The adolescent problem reader's perception of reading. [Masters Thesis]. University of Alberta; 1987. Available from: https://era.library.ualberta.ca/files/xw42nb53s


University of Alberta

26. Price, Margaret Anne. The interface between reading and nonreading characteristics of subgroups of disabled readers.

Degree: PhD, Department of Educational Psychology, 1983, University of Alberta

Subjects/Keywords: Reading – Research.; Reading disability.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Price, M. A. (1983). The interface between reading and nonreading characteristics of subgroups of disabled readers. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/mp48sf978

Chicago Manual of Style (16th Edition):

Price, Margaret Anne. “The interface between reading and nonreading characteristics of subgroups of disabled readers.” 1983. Doctoral Dissertation, University of Alberta. Accessed April 25, 2019. https://era.library.ualberta.ca/files/mp48sf978.

MLA Handbook (7th Edition):

Price, Margaret Anne. “The interface between reading and nonreading characteristics of subgroups of disabled readers.” 1983. Web. 25 Apr 2019.

Vancouver:

Price MA. The interface between reading and nonreading characteristics of subgroups of disabled readers. [Internet] [Doctoral dissertation]. University of Alberta; 1983. [cited 2019 Apr 25]. Available from: https://era.library.ualberta.ca/files/mp48sf978.

Council of Science Editors:

Price MA. The interface between reading and nonreading characteristics of subgroups of disabled readers. [Doctoral Dissertation]. University of Alberta; 1983. Available from: https://era.library.ualberta.ca/files/mp48sf978


California State University – Sacramento

27. Ashburn, Debra Lynn. Dyslexia: awareness and intervention in the classroom.

Degree: 2011, California State University – Sacramento

 The authors collaborated and shared equal responsibility in all aspects of the development of this project, which reviews current research on dyslexia and classroom interventions.… (more)

Subjects/Keywords: Reading disability; Parent-school collaboration; Reading instruction; Identifying struggling readers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ashburn, D. L. (2011). Dyslexia: awareness and intervention in the classroom. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1058

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):

Ashburn, Debra Lynn. “Dyslexia: awareness and intervention in the classroom.” 2011. Thesis, California State University – Sacramento. Accessed April 25, 2019. http://hdl.handle.net/10211.9/1058.

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

MLA Handbook (7th Edition):

Ashburn, Debra Lynn. “Dyslexia: awareness and intervention in the classroom.” 2011. Web. 25 Apr 2019.

Vancouver:

Ashburn DL. Dyslexia: awareness and intervention in the classroom. [Internet] [Thesis]. California State University – Sacramento; 2011. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10211.9/1058.

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

Council of Science Editors:

Ashburn DL. Dyslexia: awareness and intervention in the classroom. [Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1058

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


University of Zambia

28. Mwanamukubi, Linda. Reading difficulties in grade six learners and challenges faced by teachers in teaching reading: A case of Chadiza and Chipata districts,Zambia .

Degree: 2013, University of Zambia

Reading is one of the basic skills that a child should master during their first school years to be able to assimilate new knowledge and… (more)

Subjects/Keywords: Reading disability.; Reading  – Ability testing – study and teaching – Zambia

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mwanamukubi, L. (2013). Reading difficulties in grade six learners and challenges faced by teachers in teaching reading: A case of Chadiza and Chipata districts,Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/2715

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):

Mwanamukubi, Linda. “Reading difficulties in grade six learners and challenges faced by teachers in teaching reading: A case of Chadiza and Chipata districts,Zambia .” 2013. Thesis, University of Zambia. Accessed April 25, 2019. http://hdl.handle.net/123456789/2715.

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

MLA Handbook (7th Edition):

Mwanamukubi, Linda. “Reading difficulties in grade six learners and challenges faced by teachers in teaching reading: A case of Chadiza and Chipata districts,Zambia .” 2013. Web. 25 Apr 2019.

Vancouver:

Mwanamukubi L. Reading difficulties in grade six learners and challenges faced by teachers in teaching reading: A case of Chadiza and Chipata districts,Zambia . [Internet] [Thesis]. University of Zambia; 2013. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/123456789/2715.

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

Council of Science Editors:

Mwanamukubi L. Reading difficulties in grade six learners and challenges faced by teachers in teaching reading: A case of Chadiza and Chipata districts,Zambia . [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/2715

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


University of Tasmania

29. Lancaster, M. The relationship between inspection time and IQ in specific reading disabled grade 7 students.

Degree: 1988, University of Tasmania

 This study investigated the relationship between inspection time and IQ in a total sample of 155 specific reading disabled (SRD) and normal children aged 12… (more)

Subjects/Keywords: Reading disability; Reading; Children

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lancaster, M. (1988). The relationship between inspection time and IQ in specific reading disabled grade 7 students. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/20277/7/whole_LancasterMargaret1989.pdf

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):

Lancaster, M. “The relationship between inspection time and IQ in specific reading disabled grade 7 students.” 1988. Thesis, University of Tasmania. Accessed April 25, 2019. https://eprints.utas.edu.au/20277/7/whole_LancasterMargaret1989.pdf.

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

MLA Handbook (7th Edition):

Lancaster, M. “The relationship between inspection time and IQ in specific reading disabled grade 7 students.” 1988. Web. 25 Apr 2019.

Vancouver:

Lancaster M. The relationship between inspection time and IQ in specific reading disabled grade 7 students. [Internet] [Thesis]. University of Tasmania; 1988. [cited 2019 Apr 25]. Available from: https://eprints.utas.edu.au/20277/7/whole_LancasterMargaret1989.pdf.

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

Council of Science Editors:

Lancaster M. The relationship between inspection time and IQ in specific reading disabled grade 7 students. [Thesis]. University of Tasmania; 1988. Available from: https://eprints.utas.edu.au/20277/7/whole_LancasterMargaret1989.pdf

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


University of Arizona

30. Green, Leslie Marion, 1951-. Process assessment: an examination of the acquisition and retention of sight work vocabulary through reinforcement procedures .

Degree: 1975, University of Arizona

Subjects/Keywords: Reading.; Reading disability.; Reinforcement.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Green, Leslie Marion, 1. (1975). Process assessment: an examination of the acquisition and retention of sight work vocabulary through reinforcement procedures . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/347859

Chicago Manual of Style (16th Edition):

Green, Leslie Marion, 1951-. “Process assessment: an examination of the acquisition and retention of sight work vocabulary through reinforcement procedures .” 1975. Masters Thesis, University of Arizona. Accessed April 25, 2019. http://hdl.handle.net/10150/347859.

MLA Handbook (7th Edition):

Green, Leslie Marion, 1951-. “Process assessment: an examination of the acquisition and retention of sight work vocabulary through reinforcement procedures .” 1975. Web. 25 Apr 2019.

Vancouver:

Green, Leslie Marion 1. Process assessment: an examination of the acquisition and retention of sight work vocabulary through reinforcement procedures . [Internet] [Masters thesis]. University of Arizona; 1975. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10150/347859.

Council of Science Editors:

Green, Leslie Marion 1. Process assessment: an examination of the acquisition and retention of sight work vocabulary through reinforcement procedures . [Masters Thesis]. University of Arizona; 1975. Available from: http://hdl.handle.net/10150/347859

[1] [2] [3] [4] [5] [6] [7] [8] [9] [10]

.