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 improvement). Showing records 1 – 30 of 33 total matches.

[1] [2]

Search Limiters

Last 2 Years | English Only

▼ Search Limiters


University of Arizona

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

Degree: 2014, University of Arizona

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Martinez-Avalos, Maria Teresa. “A Case Study of School Improvement Factors at Southwest Middle School .” 2014. Doctoral Dissertation, University of Arizona. Accessed April 22, 2021. http://hdl.handle.net/10150/333337.

MLA Handbook (7th Edition):

Martinez-Avalos, Maria Teresa. “A Case Study of School Improvement Factors at Southwest Middle School .” 2014. Web. 22 Apr 2021.

Vancouver:

Martinez-Avalos MT. A Case Study of School Improvement Factors at Southwest Middle School . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/10150/333337.

Council of Science Editors:

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


University of Houston

2. Dalton, Colin. The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses.

Degree: EdD, Curriculum and Instruction, 2011, University of Houston

 The purpose of this research was to measure the effects of the peer tutoring program Supplemental Instruction (SI) on pass rates, academic performance, retention, and… (more)

Subjects/Keywords: Developmental education; Reading; Supplemental Instruction; Developmental reading; College reading improvement programs

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dalton, C. (2011). The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/496

Chicago Manual of Style (16th Edition):

Dalton, Colin. “The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses.” 2011. Doctoral Dissertation, University of Houston. Accessed April 22, 2021. http://hdl.handle.net/10657/496.

MLA Handbook (7th Edition):

Dalton, Colin. “The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses.” 2011. Web. 22 Apr 2021.

Vancouver:

Dalton C. The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses. [Internet] [Doctoral dissertation]. University of Houston; 2011. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/10657/496.

Council of Science Editors:

Dalton C. The Effects of Supplemental Instruction on Pass Rates, Academic Performance, Retention and Persistence in Community College Developmental Reading Courses. [Doctoral Dissertation]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/496

3. Edsmalm, Maria. Läsförståelse av faktatexter i NO, med stöd av Leselos, en norsk arbetsmodell : En fallstudie av en intervention i årskurs 3.

Degree: language studies, 2014, Umeå University

  To read and understand are essential competences for everyone in our society; at the same time reading comprehension among Swedish pupils is on the… (more)

Subjects/Keywords: reading comprehension; reading instruction; reading improvement; lässtrategier; elever i behov av särskilt stöd

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Edsmalm, M. (2014). Läsförståelse av faktatexter i NO, med stöd av Leselos, en norsk arbetsmodell : En fallstudie av en intervention i årskurs 3. (Thesis). Umeå University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-100094

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):

Edsmalm, Maria. “Läsförståelse av faktatexter i NO, med stöd av Leselos, en norsk arbetsmodell : En fallstudie av en intervention i årskurs 3.” 2014. Thesis, Umeå University. Accessed April 22, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-100094.

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

MLA Handbook (7th Edition):

Edsmalm, Maria. “Läsförståelse av faktatexter i NO, med stöd av Leselos, en norsk arbetsmodell : En fallstudie av en intervention i årskurs 3.” 2014. Web. 22 Apr 2021.

Vancouver:

Edsmalm M. Läsförståelse av faktatexter i NO, med stöd av Leselos, en norsk arbetsmodell : En fallstudie av en intervention i årskurs 3. [Internet] [Thesis]. Umeå University; 2014. [cited 2021 Apr 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-100094.

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

Council of Science Editors:

Edsmalm M. Läsförståelse av faktatexter i NO, med stöd av Leselos, en norsk arbetsmodell : En fallstudie av en intervention i årskurs 3. [Thesis]. Umeå University; 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-100094

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


Virginia Tech

4. Balli, Tyler A. Reading in Zion: Book Cultures of Mormon Youth, 1869–1890.

Degree: MA, History, 2020, Virginia Tech

 The years from 1869 to 1890 constituted a time of change and worry for the Mormon community in Utah Territory. The completion of the transcontinental… (more)

Subjects/Keywords: the Church of Jesus Christ of Latter-day Saints; self-improvement; mutual improvement associations; reading course; course of reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Balli, T. A. (2020). Reading in Zion: Book Cultures of Mormon Youth, 1869–1890. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/99158

Chicago Manual of Style (16th Edition):

Balli, Tyler A. “Reading in Zion: Book Cultures of Mormon Youth, 1869–1890.” 2020. Masters Thesis, Virginia Tech. Accessed April 22, 2021. http://hdl.handle.net/10919/99158.

MLA Handbook (7th Edition):

Balli, Tyler A. “Reading in Zion: Book Cultures of Mormon Youth, 1869–1890.” 2020. Web. 22 Apr 2021.

Vancouver:

Balli TA. Reading in Zion: Book Cultures of Mormon Youth, 1869–1890. [Internet] [Masters thesis]. Virginia Tech; 2020. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/10919/99158.

Council of Science Editors:

Balli TA. Reading in Zion: Book Cultures of Mormon Youth, 1869–1890. [Masters Thesis]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/99158


University of Central Florida

5. Cortelyou, Kathryn. Exploring Intensive Reading Intervention Teachers' Formal And Practical Knowledge Of Beginning Reading Instruction Provided To At-risk First Grade Readers.

Degree: 2012, University of Central Florida

 This study was designed with two goals in mind. The first goal was to describe the formal and practical knowledge of intensive reading intervention teachers… (more)

Subjects/Keywords: Knowledge base for teaching; pedagogical content knowledge; teacher effectiveness; teacher characteristics; reading achievement; reading improvement; beginning reading; reading instruction; reading difficulties; grade one; Education; Dissertations, Academic  – Education, Education  – Dissertations, Academic

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cortelyou, K. (2012). Exploring Intensive Reading Intervention Teachers' Formal And Practical Knowledge Of Beginning Reading Instruction Provided To At-risk First Grade Readers. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/2279

Chicago Manual of Style (16th Edition):

Cortelyou, Kathryn. “Exploring Intensive Reading Intervention Teachers' Formal And Practical Knowledge Of Beginning Reading Instruction Provided To At-risk First Grade Readers.” 2012. Doctoral Dissertation, University of Central Florida. Accessed April 22, 2021. https://stars.library.ucf.edu/etd/2279.

MLA Handbook (7th Edition):

Cortelyou, Kathryn. “Exploring Intensive Reading Intervention Teachers' Formal And Practical Knowledge Of Beginning Reading Instruction Provided To At-risk First Grade Readers.” 2012. Web. 22 Apr 2021.

Vancouver:

Cortelyou K. Exploring Intensive Reading Intervention Teachers' Formal And Practical Knowledge Of Beginning Reading Instruction Provided To At-risk First Grade Readers. [Internet] [Doctoral dissertation]. University of Central Florida; 2012. [cited 2021 Apr 22]. Available from: https://stars.library.ucf.edu/etd/2279.

Council of Science Editors:

Cortelyou K. Exploring Intensive Reading Intervention Teachers' Formal And Practical Knowledge Of Beginning Reading Instruction Provided To At-risk First Grade Readers. [Doctoral Dissertation]. University of Central Florida; 2012. Available from: https://stars.library.ucf.edu/etd/2279


Texas State University – San Marcos

6. Frausto, Stephanie. Postsecondary Developmental Education Instructor Perspectives within an Integrated Reading and Writing Department at a Community College Setting.

Degree: MA, Developmental Education, 2018, Texas State University – San Marcos

 In this thesis, I presented a case study investigating the perspectives of postsecondary developmental education instructors in an Integrated Reading and Writing (INRW) program of… (more)

Subjects/Keywords: Postsecondary; Developmental Education; Integrated Reading and Writing; INRW; Affective Learning; Psychosocial Methods; Community Colleges; Faculty Perspectives; Responsive Padagogy; Reading (Higher education); Developmental reading; College reading improvement programs

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Frausto, S. (2018). Postsecondary Developmental Education Instructor Perspectives within an Integrated Reading and Writing Department at a Community College Setting. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7373

Chicago Manual of Style (16th Edition):

Frausto, Stephanie. “Postsecondary Developmental Education Instructor Perspectives within an Integrated Reading and Writing Department at a Community College Setting.” 2018. Masters Thesis, Texas State University – San Marcos. Accessed April 22, 2021. https://digital.library.txstate.edu/handle/10877/7373.

MLA Handbook (7th Edition):

Frausto, Stephanie. “Postsecondary Developmental Education Instructor Perspectives within an Integrated Reading and Writing Department at a Community College Setting.” 2018. Web. 22 Apr 2021.

Vancouver:

Frausto S. Postsecondary Developmental Education Instructor Perspectives within an Integrated Reading and Writing Department at a Community College Setting. [Internet] [Masters thesis]. Texas State University – San Marcos; 2018. [cited 2021 Apr 22]. Available from: https://digital.library.txstate.edu/handle/10877/7373.

Council of Science Editors:

Frausto S. Postsecondary Developmental Education Instructor Perspectives within an Integrated Reading and Writing Department at a Community College Setting. [Masters Thesis]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7373


Liberty University

7. Furrow, Meredith. Reading Improvement in the Era of No Child Left Behind.

Degree: 2008, Liberty University

 This mixed-methodology study described the reading curriculum and instructional changes that occurred in a small, rural, intermediate school in Virginia as a result of the… (more)

Subjects/Keywords: No Child Left Behind; Virginia Standards of Learning; reading improvement; rural; Education, Curriculum and Instruction; Education, Reading; Curriculum and Instruction; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Furrow, M. (2008). Reading Improvement in the Era of No Child Left Behind. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/67

Chicago Manual of Style (16th Edition):

Furrow, Meredith. “Reading Improvement in the Era of No Child Left Behind.” 2008. Doctoral Dissertation, Liberty University. Accessed April 22, 2021. http://digitalcommons.liberty.edu/doctoral/67.

MLA Handbook (7th Edition):

Furrow, Meredith. “Reading Improvement in the Era of No Child Left Behind.” 2008. Web. 22 Apr 2021.

Vancouver:

Furrow M. Reading Improvement in the Era of No Child Left Behind. [Internet] [Doctoral dissertation]. Liberty University; 2008. [cited 2021 Apr 22]. Available from: http://digitalcommons.liberty.edu/doctoral/67.

Council of Science Editors:

Furrow M. Reading Improvement in the Era of No Child Left Behind. [Doctoral Dissertation]. Liberty University; 2008. Available from: http://digitalcommons.liberty.edu/doctoral/67

8. Haynes, Heather. Multi-tiered Systems of Supports: An Investigative Study of Their Impact on Third Grade Reading Test Scores in an Urban District.

Degree: PhD, Special Education, 2012, University of Kansas

 This study analyzed the impact of implementing response to intervention (RTI), a three-tiered system of intervention of increasing intensity, in this case for reading, schoolwide… (more)

Subjects/Keywords: Special education; Reading instruction; Educational leadership; Implementation; Inclusive practices; Multi-tiered systems of supports; Reading improvement; Response to intervention

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Haynes, H. (2012). Multi-tiered Systems of Supports: An Investigative Study of Their Impact on Third Grade Reading Test Scores in an Urban District. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/10006

Chicago Manual of Style (16th Edition):

Haynes, Heather. “Multi-tiered Systems of Supports: An Investigative Study of Their Impact on Third Grade Reading Test Scores in an Urban District.” 2012. Doctoral Dissertation, University of Kansas. Accessed April 22, 2021. http://hdl.handle.net/1808/10006.

MLA Handbook (7th Edition):

Haynes, Heather. “Multi-tiered Systems of Supports: An Investigative Study of Their Impact on Third Grade Reading Test Scores in an Urban District.” 2012. Web. 22 Apr 2021.

Vancouver:

Haynes H. Multi-tiered Systems of Supports: An Investigative Study of Their Impact on Third Grade Reading Test Scores in an Urban District. [Internet] [Doctoral dissertation]. University of Kansas; 2012. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/1808/10006.

Council of Science Editors:

Haynes H. Multi-tiered Systems of Supports: An Investigative Study of Their Impact on Third Grade Reading Test Scores in an Urban District. [Doctoral Dissertation]. University of Kansas; 2012. Available from: http://hdl.handle.net/1808/10006


East Carolina University

9. Pearce, Thomas David. DEVELOPING A RUBRIC FOR THE EVALUATION OF READING PROGRAMS FOR JOHNSTON COUNTY SCHOOLS.

Degree: EdD, EDD-Educational Leadership, 2015, East Carolina University

 The Superintendent of Johnston County Schools requested a program evaluation rubric for the selection of core reading programs. This final reading evaluation rubric allows users… (more)

Subjects/Keywords: Reading rubric; Improvement science; Literacy programs – North Carolina – Johnston County – Evaluation; Reading – North Carolina – Johnston County

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pearce, T. D. (2015). DEVELOPING A RUBRIC FOR THE EVALUATION OF READING PROGRAMS FOR JOHNSTON COUNTY SCHOOLS. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/4848

Chicago Manual of Style (16th Edition):

Pearce, Thomas David. “DEVELOPING A RUBRIC FOR THE EVALUATION OF READING PROGRAMS FOR JOHNSTON COUNTY SCHOOLS.” 2015. Doctoral Dissertation, East Carolina University. Accessed April 22, 2021. http://hdl.handle.net/10342/4848.

MLA Handbook (7th Edition):

Pearce, Thomas David. “DEVELOPING A RUBRIC FOR THE EVALUATION OF READING PROGRAMS FOR JOHNSTON COUNTY SCHOOLS.” 2015. Web. 22 Apr 2021.

Vancouver:

Pearce TD. DEVELOPING A RUBRIC FOR THE EVALUATION OF READING PROGRAMS FOR JOHNSTON COUNTY SCHOOLS. [Internet] [Doctoral dissertation]. East Carolina University; 2015. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/10342/4848.

Council of Science Editors:

Pearce TD. DEVELOPING A RUBRIC FOR THE EVALUATION OF READING PROGRAMS FOR JOHNSTON COUNTY SCHOOLS. [Doctoral Dissertation]. East Carolina University; 2015. Available from: http://hdl.handle.net/10342/4848

10. Knowlton, Anne. Getting it right : a multiple case study of exemplary ARI schools.

Degree: PhD, 2008, University of Alabama – Birmingham

This qualitative multiple case study described the integration of the Alabama Reading Initiative (ARI) in three exemplary, yet very dissimilar elementary schools. Studies have shown… (more)

Subjects/Keywords: Reading (Primary) – Alabama – Case studies <; br>; School improvement programs – Alabama – Case studies.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Knowlton, A. (2008). Getting it right : a multiple case study of exemplary ARI schools. (Doctoral Dissertation). University of Alabama – Birmingham. Retrieved from http://contentdm.mhsl.uab.edu/u?/etd,203

Chicago Manual of Style (16th Edition):

Knowlton, Anne. “Getting it right : a multiple case study of exemplary ARI schools.” 2008. Doctoral Dissertation, University of Alabama – Birmingham. Accessed April 22, 2021. http://contentdm.mhsl.uab.edu/u?/etd,203.

MLA Handbook (7th Edition):

Knowlton, Anne. “Getting it right : a multiple case study of exemplary ARI schools.” 2008. Web. 22 Apr 2021.

Vancouver:

Knowlton A. Getting it right : a multiple case study of exemplary ARI schools. [Internet] [Doctoral dissertation]. University of Alabama – Birmingham; 2008. [cited 2021 Apr 22]. Available from: http://contentdm.mhsl.uab.edu/u?/etd,203.

Council of Science Editors:

Knowlton A. Getting it right : a multiple case study of exemplary ARI schools. [Doctoral Dissertation]. University of Alabama – Birmingham; 2008. Available from: http://contentdm.mhsl.uab.edu/u?/etd,203


Linnaeus University

11. Wei, Sha. Improvement of an existing reading machine system "MagniLink TTS".

Degree: Mechanical Engineering, 2015, Linnaeus University

  This degree project is about the improvement of an existing reading machine system "MagniLink TTS", which is provided by Low Vision International Sweden AB.… (more)

Subjects/Keywords: product improvement; reading machine; text to speech; market feedback analysis; concepts designing; DFX; prototyping; Mechanical Engineering; Maskinteknik

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wei, S. (2015). Improvement of an existing reading machine system "MagniLink TTS". (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45217

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):

Wei, Sha. “Improvement of an existing reading machine system "MagniLink TTS".” 2015. Thesis, Linnaeus University. Accessed April 22, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45217.

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

MLA Handbook (7th Edition):

Wei, Sha. “Improvement of an existing reading machine system "MagniLink TTS".” 2015. Web. 22 Apr 2021.

Vancouver:

Wei S. Improvement of an existing reading machine system "MagniLink TTS". [Internet] [Thesis]. Linnaeus University; 2015. [cited 2021 Apr 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45217.

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

Council of Science Editors:

Wei S. Improvement of an existing reading machine system "MagniLink TTS". [Thesis]. Linnaeus University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45217

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


University of Southern California

12. Jacobs, Cindy Newman. An examination of response-to-intervention as a framework for school improvement: educators' perpectives regarding implementation.

Degree: PhD, Education (Psychology & Technology), 2008, University of Southern California

 This study investigated educators' perspectives regarding the implementation of Response-to-Intervention (RTI), a complex school reform being introduced to monitor the achievement of all students, in… (more)

Subjects/Keywords: response to intervention; reading intervention; school improvement; policy implementation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jacobs, C. N. (2008). An examination of response-to-intervention as a framework for school improvement: educators' perpectives regarding implementation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/199928/rec/734

Chicago Manual of Style (16th Edition):

Jacobs, Cindy Newman. “An examination of response-to-intervention as a framework for school improvement: educators' perpectives regarding implementation.” 2008. Doctoral Dissertation, University of Southern California. Accessed April 22, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/199928/rec/734.

MLA Handbook (7th Edition):

Jacobs, Cindy Newman. “An examination of response-to-intervention as a framework for school improvement: educators' perpectives regarding implementation.” 2008. Web. 22 Apr 2021.

Vancouver:

Jacobs CN. An examination of response-to-intervention as a framework for school improvement: educators' perpectives regarding implementation. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2021 Apr 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/199928/rec/734.

Council of Science Editors:

Jacobs CN. An examination of response-to-intervention as a framework for school improvement: educators' perpectives regarding implementation. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/199928/rec/734

13. Elmore, Olivia Carol. Analysis of the principal's perceptions of the implementation and impact of the accelerated reader and other selected reading strategies used by Texas gold performance elementary schools.

Degree: PhD, Educational Administration, 2005, Texas A&M University

 Knowledge of the implementation practices of successful elementary schools will be beneficial to other elementary principals who seek to improve student success in reading. This… (more)

Subjects/Keywords: Education; Reading Improvement; Principal; Accelerated Reader

…for Campus Comparable Improvement in attendance rate, mathematics, and/or reading. In 2002… …721 elementary schools in Texas earned the GPA for Campus Comparable Improvement in Reading… …acknowledgement, however, have shown improvement in reading scores. Questioning principals of these… …Comparable Improvement in Reading (CIR) on the TAAS for 2002. TAKS: Texas Assessment of… …former acknowledgement systems. One acknowledgement is for Comparable Improvement in Reading… 

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Elmore, O. C. (2005). Analysis of the principal's perceptions of the implementation and impact of the accelerated reader and other selected reading strategies used by Texas gold performance elementary schools. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/2323

Chicago Manual of Style (16th Edition):

Elmore, Olivia Carol. “Analysis of the principal's perceptions of the implementation and impact of the accelerated reader and other selected reading strategies used by Texas gold performance elementary schools.” 2005. Doctoral Dissertation, Texas A&M University. Accessed April 22, 2021. http://hdl.handle.net/1969.1/2323.

MLA Handbook (7th Edition):

Elmore, Olivia Carol. “Analysis of the principal's perceptions of the implementation and impact of the accelerated reader and other selected reading strategies used by Texas gold performance elementary schools.” 2005. Web. 22 Apr 2021.

Vancouver:

Elmore OC. Analysis of the principal's perceptions of the implementation and impact of the accelerated reader and other selected reading strategies used by Texas gold performance elementary schools. [Internet] [Doctoral dissertation]. Texas A&M University; 2005. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/1969.1/2323.

Council of Science Editors:

Elmore OC. Analysis of the principal's perceptions of the implementation and impact of the accelerated reader and other selected reading strategies used by Texas gold performance elementary schools. [Doctoral Dissertation]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/2323


University of North Texas

14. Jeffers, Bernadette T. A comparative study of metacognitive strategies in eighth grade reading improvement students.

Degree: 1990, University of North Texas

The purposes of this study are to determine the level of growth by reading improvement students when metacognitive skills are taught and to determine which instructional approach is the most effective in maximizing reading comprehension.

Subjects/Keywords: metacognition in children; reading improvement students; elementary education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jeffers, B. T. (1990). A comparative study of metacognitive strategies in eighth grade reading improvement students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc332821/

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):

Jeffers, Bernadette T. “A comparative study of metacognitive strategies in eighth grade reading improvement students.” 1990. Thesis, University of North Texas. Accessed April 22, 2021. https://digital.library.unt.edu/ark:/67531/metadc332821/.

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

MLA Handbook (7th Edition):

Jeffers, Bernadette T. “A comparative study of metacognitive strategies in eighth grade reading improvement students.” 1990. Web. 22 Apr 2021.

Vancouver:

Jeffers BT. A comparative study of metacognitive strategies in eighth grade reading improvement students. [Internet] [Thesis]. University of North Texas; 1990. [cited 2021 Apr 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc332821/.

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

Council of Science Editors:

Jeffers BT. A comparative study of metacognitive strategies in eighth grade reading improvement students. [Thesis]. University of North Texas; 1990. Available from: https://digital.library.unt.edu/ark:/67531/metadc332821/

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

15. Gabriel Leite Vasconcelos Pinto. EstratÃgias de compreensÃo de expressÃes idiomÃticas.

Degree: 2015, Universidade Federal do CearÃ; Programa de PÃs-graduaÃÃo em Letras (PROFLETRAS) – Em Rede Nacional no Ãmbito do Sistema Universidade Aberta do Brasil (UAB); UFC; BR

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior

Esta pesquisa tem como objeto de estudo a compreensÃo das expressÃes idiomÃticas em lÃngua materna, visando ao… (more)

Subjects/Keywords: Fraseologia; Palavras e expressÃes; ExpressÃes idiomÃticas; Leitura - desenvolvimento; Phraseology; Words and expressions; Idioms; reading - improvement; LINGUISTICA

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pinto, G. L. V. (2015). EstratÃgias de compreensÃo de expressÃes idiomÃticas. (Masters Thesis). Universidade Federal do CearÃ; Programa de PÃs-graduaÃÃo em Letras (PROFLETRAS) – Em Rede Nacional no Ãmbito do Sistema Universidade Aberta do Brasil (UAB); UFC; BR. Retrieved from http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16000

Chicago Manual of Style (16th Edition):

Pinto, Gabriel Leite Vasconcelos. “EstratÃgias de compreensÃo de expressÃes idiomÃticas.” 2015. Masters Thesis, Universidade Federal do CearÃ; Programa de PÃs-graduaÃÃo em Letras (PROFLETRAS) – Em Rede Nacional no Ãmbito do Sistema Universidade Aberta do Brasil (UAB); UFC; BR. Accessed April 22, 2021. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16000.

MLA Handbook (7th Edition):

Pinto, Gabriel Leite Vasconcelos. “EstratÃgias de compreensÃo de expressÃes idiomÃticas.” 2015. Web. 22 Apr 2021.

Vancouver:

Pinto GLV. EstratÃgias de compreensÃo de expressÃes idiomÃticas. [Internet] [Masters thesis]. Universidade Federal do CearÃ; Programa de PÃs-graduaÃÃo em Letras (PROFLETRAS) – Em Rede Nacional no Ãmbito do Sistema Universidade Aberta do Brasil (UAB); UFC; BR; 2015. [cited 2021 Apr 22]. Available from: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16000.

Council of Science Editors:

Pinto GLV. EstratÃgias de compreensÃo de expressÃes idiomÃticas. [Masters Thesis]. Universidade Federal do CearÃ; Programa de PÃs-graduaÃÃo em Letras (PROFLETRAS) – Em Rede Nacional no Ãmbito do Sistema Universidade Aberta do Brasil (UAB); UFC; BR; 2015. Available from: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16000


Florida Atlantic University

16. Worrell, Jamie L. Effects of an interactive computer-based reading strategy on student comprehension.

Degree: EdD, 2011, Florida Atlantic University

Summary: The computer-based testing mode has received limited research as a task condition for elementary students as it relates to comprehension for both narrative and… (more)

Subjects/Keywords: Reading comprehension – Computer-assisted instruction; Educational tests and meausrements – United States; School improvement programs – United States; Academic achievment; Reading – Ability testing – Computer-assisted instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Worrell, J. L. (2011). Effects of an interactive computer-based reading strategy on student comprehension. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/3322518

Chicago Manual of Style (16th Edition):

Worrell, Jamie L. “Effects of an interactive computer-based reading strategy on student comprehension.” 2011. Doctoral Dissertation, Florida Atlantic University. Accessed April 22, 2021. http://purl.flvc.org/FAU/3322518.

MLA Handbook (7th Edition):

Worrell, Jamie L. “Effects of an interactive computer-based reading strategy on student comprehension.” 2011. Web. 22 Apr 2021.

Vancouver:

Worrell JL. Effects of an interactive computer-based reading strategy on student comprehension. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2011. [cited 2021 Apr 22]. Available from: http://purl.flvc.org/FAU/3322518.

Council of Science Editors:

Worrell JL. Effects of an interactive computer-based reading strategy on student comprehension. [Doctoral Dissertation]. Florida Atlantic University; 2011. Available from: http://purl.flvc.org/FAU/3322518

17. Simon, Erica Cecelia. Teacher change within a reading improvement model : a case study of a first grade teacher's changing reading instruction with struggling readers.

Degree: PhD, Special Education, 2007, University of Texas – Austin

 This study examined a first grade, general education teacher's changing practices related to reading intervention for struggling readers as she worked with a group of… (more)

Subjects/Keywords: Reading intervention; Struggling readers; Reading improvement model; First grade teacher

…toward reading to less reading practice and missed opportunities for improvement (… …last three decades. Despite the focus of research, school-wide reading improvement programs… …1 Reading Components and Instruction ........................................ 3… …Characteristics of Reading Disabilities in Young Children........................ 36 Predictive Studies… …37 Descriptors for Young Students At-Risk for Reading Failure ........... 40 Summary of… 

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Simon, E. C. (2007). Teacher change within a reading improvement model : a case study of a first grade teacher's changing reading instruction with struggling readers. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/29672

Chicago Manual of Style (16th Edition):

Simon, Erica Cecelia. “Teacher change within a reading improvement model : a case study of a first grade teacher's changing reading instruction with struggling readers.” 2007. Doctoral Dissertation, University of Texas – Austin. Accessed April 22, 2021. http://hdl.handle.net/2152/29672.

MLA Handbook (7th Edition):

Simon, Erica Cecelia. “Teacher change within a reading improvement model : a case study of a first grade teacher's changing reading instruction with struggling readers.” 2007. Web. 22 Apr 2021.

Vancouver:

Simon EC. Teacher change within a reading improvement model : a case study of a first grade teacher's changing reading instruction with struggling readers. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2007. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/2152/29672.

Council of Science Editors:

Simon EC. Teacher change within a reading improvement model : a case study of a first grade teacher's changing reading instruction with struggling readers. [Doctoral Dissertation]. University of Texas – Austin; 2007. Available from: http://hdl.handle.net/2152/29672

18. NC DOCKS at Western Carolina University; Sircey, Samantha Taylor. Building middle school teacher capacity to implement reading comprehension strategies for improved student academic performance.

Degree: 2017, NC Docks

 In the middle school setting, reading is a requirement if students are to access the curriculum and demonstrate content proficiency. By grade three, students are… (more)

Subjects/Keywords: Middle school teachers  – In-service training  – United States; Reading comprehension; Reading; English language  – Remedial teaching; School improvement programs; Middle schools  – North Carolina  – Buncombe County

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

NC DOCKS at Western Carolina University; Sircey, S. T. (2017). Building middle school teacher capacity to implement reading comprehension strategies for improved student academic performance. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/wcu/f/Sircey2018.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):

NC DOCKS at Western Carolina University; Sircey, Samantha Taylor. “Building middle school teacher capacity to implement reading comprehension strategies for improved student academic performance.” 2017. Thesis, NC Docks. Accessed April 22, 2021. http://libres.uncg.edu/ir/wcu/f/Sircey2018.pdf.

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

MLA Handbook (7th Edition):

NC DOCKS at Western Carolina University; Sircey, Samantha Taylor. “Building middle school teacher capacity to implement reading comprehension strategies for improved student academic performance.” 2017. Web. 22 Apr 2021.

Vancouver:

NC DOCKS at Western Carolina University; Sircey ST. Building middle school teacher capacity to implement reading comprehension strategies for improved student academic performance. [Internet] [Thesis]. NC Docks; 2017. [cited 2021 Apr 22]. Available from: http://libres.uncg.edu/ir/wcu/f/Sircey2018.pdf.

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

Council of Science Editors:

NC DOCKS at Western Carolina University; Sircey ST. Building middle school teacher capacity to implement reading comprehension strategies for improved student academic performance. [Thesis]. NC Docks; 2017. Available from: http://libres.uncg.edu/ir/wcu/f/Sircey2018.pdf

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

19. Gibson, Katherine D. Teachers’ Perceptions of Strategy Based Reading Instruction for Reading Comprehension.

Degree: MS, Education, 2009, Dominican University of California

  Strategy based reading instruction helps teachers differentiate the teaching of reading. It also supports many types of readers by explicitly teaching and modeling reading(more)

Subjects/Keywords: Reading Comprehension; Reading Instruction; Teaching Methods; Teacher Attitudes; Reading Improvement; Reading Strategies; Curriculum and Instruction; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gibson, K. D. (2009). Teachers’ Perceptions of Strategy Based Reading Instruction for Reading Comprehension. (Masters Thesis). Dominican University of California. Retrieved from https://scholar.dominican.edu/masters-theses/150

Chicago Manual of Style (16th Edition):

Gibson, Katherine D. “Teachers’ Perceptions of Strategy Based Reading Instruction for Reading Comprehension.” 2009. Masters Thesis, Dominican University of California. Accessed April 22, 2021. https://scholar.dominican.edu/masters-theses/150.

MLA Handbook (7th Edition):

Gibson, Katherine D. “Teachers’ Perceptions of Strategy Based Reading Instruction for Reading Comprehension.” 2009. Web. 22 Apr 2021.

Vancouver:

Gibson KD. Teachers’ Perceptions of Strategy Based Reading Instruction for Reading Comprehension. [Internet] [Masters thesis]. Dominican University of California; 2009. [cited 2021 Apr 22]. Available from: https://scholar.dominican.edu/masters-theses/150.

Council of Science Editors:

Gibson KD. Teachers’ Perceptions of Strategy Based Reading Instruction for Reading Comprehension. [Masters Thesis]. Dominican University of California; 2009. Available from: https://scholar.dominican.edu/masters-theses/150


Universidade Nova

20. Valério, Olga Emília Eustáquio Gomes. A importância da tutoria e mediação na promoção da leitura.

Degree: 2016, Universidade Nova

A problemática subjacente ao trabalho é a da mudança de procedimentos face à promoção da leitura e literacia, nomeadamente através de voluntários tutores de crianças,… (more)

Subjects/Keywords: Ensino e aprendizagem da Leitura; Voluntariado de Leitura; Promoção da leitura; Tutoria e mediação da leitura; Teaching and learning to read; Volunteering reading; Reading improvement; Tutoring and reading mediation; Domínio/Área Científica::Ciências Sociais::Ciências da Comunicação

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Valério, O. E. E. G. (2016). A importância da tutoria e mediação na promoção da leitura. (Thesis). Universidade Nova. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/19754

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):

Valério, Olga Emília Eustáquio Gomes. “A importância da tutoria e mediação na promoção da leitura.” 2016. Thesis, Universidade Nova. Accessed April 22, 2021. http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/19754.

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

MLA Handbook (7th Edition):

Valério, Olga Emília Eustáquio Gomes. “A importância da tutoria e mediação na promoção da leitura.” 2016. Web. 22 Apr 2021.

Vancouver:

Valério OEEG. A importância da tutoria e mediação na promoção da leitura. [Internet] [Thesis]. Universidade Nova; 2016. [cited 2021 Apr 22]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/19754.

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

Council of Science Editors:

Valério OEEG. A importância da tutoria e mediação na promoção da leitura. [Thesis]. Universidade Nova; 2016. Available from: http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/19754

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


Universiteit Utrecht

21. Mijs, T.J.E. Effectieve schoolverbetering.

Degree: 2007, Universiteit Utrecht

 Effective School Improvement The knowledge, 'effective school improvement', developed significantly over the past forty years. Despite the knowledge about school improvement built up over this… (more)

Subjects/Keywords: Sociale Wetenschappen; effective school improvement; reading; school effectiveness; school reform; comprehensive school reform program(s),; evidence based reform; empirical evidence; primary education; heuristic model; eductional innovation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mijs, T. J. E. (2007). Effectieve schoolverbetering. (Doctoral Dissertation). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/21623

Chicago Manual of Style (16th Edition):

Mijs, T J E. “Effectieve schoolverbetering.” 2007. Doctoral Dissertation, Universiteit Utrecht. Accessed April 22, 2021. http://dspace.library.uu.nl:8080/handle/1874/21623.

MLA Handbook (7th Edition):

Mijs, T J E. “Effectieve schoolverbetering.” 2007. Web. 22 Apr 2021.

Vancouver:

Mijs TJE. Effectieve schoolverbetering. [Internet] [Doctoral dissertation]. Universiteit Utrecht; 2007. [cited 2021 Apr 22]. Available from: http://dspace.library.uu.nl:8080/handle/1874/21623.

Council of Science Editors:

Mijs TJE. Effectieve schoolverbetering. [Doctoral Dissertation]. Universiteit Utrecht; 2007. Available from: http://dspace.library.uu.nl:8080/handle/1874/21623

22. Mallard, Arch Richard. The Effect of a Phonetic Approach Speech Improvement Program on Sound Discrimination, Reading Achievement, and Developmental Articulation.

Degree: 1966, North Texas State University

The purpose of this study is to determine if a phonetic approach to speech improvement has a relationship to reading achievement, sound discrimination, and developmental articulation at the first-grade level. Advisors/Committee Members: Jacquot, Willard S., Enochs, Paul.

Subjects/Keywords: phonetic approach; speech improvement program; sound discrimination; reading achievement; developmental articulation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mallard, A. R. (1966). The Effect of a Phonetic Approach Speech Improvement Program on Sound Discrimination, Reading Achievement, and Developmental Articulation. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc163891/

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):

Mallard, Arch Richard. “The Effect of a Phonetic Approach Speech Improvement Program on Sound Discrimination, Reading Achievement, and Developmental Articulation.” 1966. Thesis, North Texas State University. Accessed April 22, 2021. https://digital.library.unt.edu/ark:/67531/metadc163891/.

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

MLA Handbook (7th Edition):

Mallard, Arch Richard. “The Effect of a Phonetic Approach Speech Improvement Program on Sound Discrimination, Reading Achievement, and Developmental Articulation.” 1966. Web. 22 Apr 2021.

Vancouver:

Mallard AR. The Effect of a Phonetic Approach Speech Improvement Program on Sound Discrimination, Reading Achievement, and Developmental Articulation. [Internet] [Thesis]. North Texas State University; 1966. [cited 2021 Apr 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc163891/.

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

Council of Science Editors:

Mallard AR. The Effect of a Phonetic Approach Speech Improvement Program on Sound Discrimination, Reading Achievement, and Developmental Articulation. [Thesis]. North Texas State University; 1966. Available from: https://digital.library.unt.edu/ark:/67531/metadc163891/

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


East Carolina University

23. Johnson, Jeremy B. A Program Evaluation of the Multi-Tiered System of Support in Pamlico County Schools.

Degree: EdD, EDD-Educational Leadership, 2018, East Carolina University

 Over the past six years, student proficiency in reading has been a problem in the Pamlico County School District. To address this problem an instructional… (more)

Subjects/Keywords: MTSS; Program Evaluation; Educational evaluation – North Carolina – Pamlico County; Reading – Ability testing – North Carolina – Pamlico County; School improvement programs – North Carolina – Pamlico County

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Johnson, J. B. (2018). A Program Evaluation of the Multi-Tiered System of Support in Pamlico County Schools. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/6719

Chicago Manual of Style (16th Edition):

Johnson, Jeremy B. “A Program Evaluation of the Multi-Tiered System of Support in Pamlico County Schools.” 2018. Doctoral Dissertation, East Carolina University. Accessed April 22, 2021. http://hdl.handle.net/10342/6719.

MLA Handbook (7th Edition):

Johnson, Jeremy B. “A Program Evaluation of the Multi-Tiered System of Support in Pamlico County Schools.” 2018. Web. 22 Apr 2021.

Vancouver:

Johnson JB. A Program Evaluation of the Multi-Tiered System of Support in Pamlico County Schools. [Internet] [Doctoral dissertation]. East Carolina University; 2018. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/10342/6719.

Council of Science Editors:

Johnson JB. A Program Evaluation of the Multi-Tiered System of Support in Pamlico County Schools. [Doctoral Dissertation]. East Carolina University; 2018. Available from: http://hdl.handle.net/10342/6719


University of Florida

24. Edgar, David Eugene, 1925-. Vision as it relates to reading at the college level.

Degree: 1965, University of Florida

Subjects/Keywords: Academic achievement; College students; Colleges; Eyes; Phoria; Reading comprehension; Reading improvement; Reading skills; Screening tests; Visual perception; Foundations of Education thesis Ed. D; Reading (Secondary); Vision

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Edgar, David Eugene, 1. (1965). Vision as it relates to reading at the college level. (Thesis). University of Florida. Retrieved from https://ufdc.ufl.edu/AA00048516

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):

Edgar, David Eugene, 1925-. “Vision as it relates to reading at the college level.” 1965. Thesis, University of Florida. Accessed April 22, 2021. https://ufdc.ufl.edu/AA00048516.

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

MLA Handbook (7th Edition):

Edgar, David Eugene, 1925-. “Vision as it relates to reading at the college level.” 1965. Web. 22 Apr 2021.

Vancouver:

Edgar, David Eugene 1. Vision as it relates to reading at the college level. [Internet] [Thesis]. University of Florida; 1965. [cited 2021 Apr 22]. Available from: https://ufdc.ufl.edu/AA00048516.

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

Council of Science Editors:

Edgar, David Eugene 1. Vision as it relates to reading at the college level. [Thesis]. University of Florida; 1965. Available from: https://ufdc.ufl.edu/AA00048516

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


University of Akron

25. Houser, Shelley A, PhD. Key Steps to Reading Success: Measuring the Impact of Participation in a Family/School Literacy Partnership Program on the Foundational Literacy Skills of Kindergarteners.

Degree: PhD, Elementary Education-Literacy, 2017, University of Akron

 Substantial research has revealed several early literacy skills are predictive of later reading achievement. The current quasi-experimental study considered a ten-week family/school literacy partnership program… (more)

Subjects/Keywords: Education; Families and Family Life; Literacy; early literacy, reading achievement, kindergarten students, family-school literacy partnership, Measures of Academic Progress for Primary Grades, Reading Improvement and Monitoring Plan, families, quasi-experimental

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Houser, Shelley A, P. (2017). Key Steps to Reading Success: Measuring the Impact of Participation in a Family/School Literacy Partnership Program on the Foundational Literacy Skills of Kindergarteners. (Doctoral Dissertation). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1512046619521825

Chicago Manual of Style (16th Edition):

Houser, Shelley A, PhD. “Key Steps to Reading Success: Measuring the Impact of Participation in a Family/School Literacy Partnership Program on the Foundational Literacy Skills of Kindergarteners.” 2017. Doctoral Dissertation, University of Akron. Accessed April 22, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=akron1512046619521825.

MLA Handbook (7th Edition):

Houser, Shelley A, PhD. “Key Steps to Reading Success: Measuring the Impact of Participation in a Family/School Literacy Partnership Program on the Foundational Literacy Skills of Kindergarteners.” 2017. Web. 22 Apr 2021.

Vancouver:

Houser, Shelley A P. Key Steps to Reading Success: Measuring the Impact of Participation in a Family/School Literacy Partnership Program on the Foundational Literacy Skills of Kindergarteners. [Internet] [Doctoral dissertation]. University of Akron; 2017. [cited 2021 Apr 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1512046619521825.

Council of Science Editors:

Houser, Shelley A P. Key Steps to Reading Success: Measuring the Impact of Participation in a Family/School Literacy Partnership Program on the Foundational Literacy Skills of Kindergarteners. [Doctoral Dissertation]. University of Akron; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1512046619521825


University of South Africa

26. Kamlongera, Cecilia Esnath. An investigation into the use of the balanced literacy approach to improve standard four pupils’ achievement in English reading and writing in Malawi .

Degree: 2010, University of South Africa

 For several years specialists in reading have debated on how pupils should learn to read. The debate has focused on two methods of teaching reading,… (more)

Subjects/Keywords: Instructional effectiveness; Reading and writing achievement in English; Balanced literacy approach; Reading comprehension; Phonics; Phonemic awareness; Fluency; Vocabulary; Reading improvement; Reading instruction; Malawi primary schools; Standard four pupils

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kamlongera, C. E. (2010). An investigation into the use of the balanced literacy approach to improve standard four pupils’ achievement in English reading and writing in Malawi . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/4890

Chicago Manual of Style (16th Edition):

Kamlongera, Cecilia Esnath. “An investigation into the use of the balanced literacy approach to improve standard four pupils’ achievement in English reading and writing in Malawi .” 2010. Doctoral Dissertation, University of South Africa. Accessed April 22, 2021. http://hdl.handle.net/10500/4890.

MLA Handbook (7th Edition):

Kamlongera, Cecilia Esnath. “An investigation into the use of the balanced literacy approach to improve standard four pupils’ achievement in English reading and writing in Malawi .” 2010. Web. 22 Apr 2021.

Vancouver:

Kamlongera CE. An investigation into the use of the balanced literacy approach to improve standard four pupils’ achievement in English reading and writing in Malawi . [Internet] [Doctoral dissertation]. University of South Africa; 2010. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/10500/4890.

Council of Science Editors:

Kamlongera CE. An investigation into the use of the balanced literacy approach to improve standard four pupils’ achievement in English reading and writing in Malawi . [Doctoral Dissertation]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/4890


Florida Atlantic University

27. Goldberg, Michelle L. The effects of the Ready for Success program in the reading achievement of second- and third-grade students.

Degree: PhD, 2009, Florida Atlantic University

Summary: The focus of this study is on evaluating the impact of a school counselor-led program, Ready for Success (RFS) on the academic achievement of… (more)

Subjects/Keywords: School improvement programs – Florida; Academic achievement – Florida; Educational tests and measurements – Florida; Reading (Elementary) – Study and teaching – Florida

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Goldberg, M. L. (2009). The effects of the Ready for Success program in the reading achievement of second- and third-grade students. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/359924

Chicago Manual of Style (16th Edition):

Goldberg, Michelle L. “The effects of the Ready for Success program in the reading achievement of second- and third-grade students.” 2009. Doctoral Dissertation, Florida Atlantic University. Accessed April 22, 2021. http://purl.flvc.org/FAU/359924.

MLA Handbook (7th Edition):

Goldberg, Michelle L. “The effects of the Ready for Success program in the reading achievement of second- and third-grade students.” 2009. Web. 22 Apr 2021.

Vancouver:

Goldberg ML. The effects of the Ready for Success program in the reading achievement of second- and third-grade students. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2009. [cited 2021 Apr 22]. Available from: http://purl.flvc.org/FAU/359924.

Council of Science Editors:

Goldberg ML. The effects of the Ready for Success program in the reading achievement of second- and third-grade students. [Doctoral Dissertation]. Florida Atlantic University; 2009. Available from: http://purl.flvc.org/FAU/359924


California State University – San Bernardino

28. Shefchik, Michael James. Creating a student-centered learning community in the college reading classroom by incorporating web-based technology.

Degree: MAin Education, Education, 2005, California State University – San Bernardino

 This project investigated the problem of how to enable a student-centered environment in reading instruction through effectively incorporating meaningful web-based technology into the community college… (more)

Subjects/Keywords: College reading improvement programs Computer-assisted instruction; Student-centered learning; Language arts; Web sites Design; Portfolios in education; Educational technology; Educational technology; Language arts; Portfolios in education; Student-centered learning; Web sites Design.; Education; Reading and Language

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Shefchik, M. J. (2005). Creating a student-centered learning community in the college reading classroom by incorporating web-based technology. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/2796

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):

Shefchik, Michael James. “Creating a student-centered learning community in the college reading classroom by incorporating web-based technology.” 2005. Thesis, California State University – San Bernardino. Accessed April 22, 2021. https://scholarworks.lib.csusb.edu/etd-project/2796.

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

MLA Handbook (7th Edition):

Shefchik, Michael James. “Creating a student-centered learning community in the college reading classroom by incorporating web-based technology.” 2005. Web. 22 Apr 2021.

Vancouver:

Shefchik MJ. Creating a student-centered learning community in the college reading classroom by incorporating web-based technology. [Internet] [Thesis]. California State University – San Bernardino; 2005. [cited 2021 Apr 22]. Available from: https://scholarworks.lib.csusb.edu/etd-project/2796.

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

Council of Science Editors:

Shefchik MJ. Creating a student-centered learning community in the college reading classroom by incorporating web-based technology. [Thesis]. California State University – San Bernardino; 2005. Available from: https://scholarworks.lib.csusb.edu/etd-project/2796

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


Marshall University

29. Monterosso, Anne Marie. The Relationship Between Teacher Planning Time and Eighth Grade Reading Achievement in West Virginia Schools.

Degree: 2014, Marshall University

 Widespread educational research supports the implementation of collaborative teacher planning time or Professional Learning Communities (PLCs) as a means to increase student achievement. However, corresponding… (more)

Subjects/Keywords: Collaboration; Continuous improvement; Planning period; PLC; Professional learning community; Reading achievement; <; p>; Teachers<; strong>; - <; /strong>; In-service training - West Virginia.<; /p>; <; p>; Educational leadership.<; /p>;

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Monterosso, A. M. (2014). The Relationship Between Teacher Planning Time and Eighth Grade Reading Achievement in West Virginia Schools. (Thesis). Marshall University. Retrieved from https://mds.marshall.edu/etd/886

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):

Monterosso, Anne Marie. “The Relationship Between Teacher Planning Time and Eighth Grade Reading Achievement in West Virginia Schools.” 2014. Thesis, Marshall University. Accessed April 22, 2021. https://mds.marshall.edu/etd/886.

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

MLA Handbook (7th Edition):

Monterosso, Anne Marie. “The Relationship Between Teacher Planning Time and Eighth Grade Reading Achievement in West Virginia Schools.” 2014. Web. 22 Apr 2021.

Vancouver:

Monterosso AM. The Relationship Between Teacher Planning Time and Eighth Grade Reading Achievement in West Virginia Schools. [Internet] [Thesis]. Marshall University; 2014. [cited 2021 Apr 22]. Available from: https://mds.marshall.edu/etd/886.

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

Council of Science Editors:

Monterosso AM. The Relationship Between Teacher Planning Time and Eighth Grade Reading Achievement in West Virginia Schools. [Thesis]. Marshall University; 2014. Available from: https://mds.marshall.edu/etd/886

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

30. Mijs, T.J.E. Effectieve schoolverbetering.

Degree: 2007, University Utrecht

 Effective School Improvement The knowledge, 'effective school improvement', developed significantly over the past forty years. Despite the knowledge about school improvement built up over this… (more)

Subjects/Keywords: effective school improvement; reading; school effectiveness; school reform; comprehensive school reform program(s),; evidence based reform; empirical evidence; primary education; heuristic model; eductional innovation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mijs, T. J. E. (2007). Effectieve schoolverbetering. (Doctoral Dissertation). University Utrecht. Retrieved from https://dspace.library.uu.nl/handle/1874/21623 ; URN:NBN:NL:UI:10-1874-21623 ; 1874/21623 ; urn:isbn:978903934551 ; URN:NBN:NL:UI:10-1874-21623 ; https://dspace.library.uu.nl/handle/1874/21623

Chicago Manual of Style (16th Edition):

Mijs, T J E. “Effectieve schoolverbetering.” 2007. Doctoral Dissertation, University Utrecht. Accessed April 22, 2021. https://dspace.library.uu.nl/handle/1874/21623 ; URN:NBN:NL:UI:10-1874-21623 ; 1874/21623 ; urn:isbn:978903934551 ; URN:NBN:NL:UI:10-1874-21623 ; https://dspace.library.uu.nl/handle/1874/21623.

MLA Handbook (7th Edition):

Mijs, T J E. “Effectieve schoolverbetering.” 2007. Web. 22 Apr 2021.

Vancouver:

Mijs TJE. Effectieve schoolverbetering. [Internet] [Doctoral dissertation]. University Utrecht; 2007. [cited 2021 Apr 22]. Available from: https://dspace.library.uu.nl/handle/1874/21623 ; URN:NBN:NL:UI:10-1874-21623 ; 1874/21623 ; urn:isbn:978903934551 ; URN:NBN:NL:UI:10-1874-21623 ; https://dspace.library.uu.nl/handle/1874/21623.

Council of Science Editors:

Mijs TJE. Effectieve schoolverbetering. [Doctoral Dissertation]. University Utrecht; 2007. Available from: https://dspace.library.uu.nl/handle/1874/21623 ; URN:NBN:NL:UI:10-1874-21623 ; 1874/21623 ; urn:isbn:978903934551 ; URN:NBN:NL:UI:10-1874-21623 ; https://dspace.library.uu.nl/handle/1874/21623

[1] [2]

.