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You searched for subject:(Reading instruction). Showing records 1 – 30 of 1318 total matches.

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1. Hamilton, Diane M. Postmodern picturebooks, gender, and reading difficulties| A phenomenological exploration of one boy's experiences.

Degree: 2016, State University of New York at Albany

  The study presented in this dissertation emerged from a theoretical connection noted in the literature between the potential of postmodern picturebooks to affect change,… (more)

Subjects/Keywords: Reading instruction

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

APA (6th Edition):

Hamilton, D. M. (2016). Postmodern picturebooks, gender, and reading difficulties| A phenomenological exploration of one boy's experiences. (Thesis). State University of New York at Albany. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10140937

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):

Hamilton, Diane M. “Postmodern picturebooks, gender, and reading difficulties| A phenomenological exploration of one boy's experiences.” 2016. Thesis, State University of New York at Albany. Accessed May 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10140937.

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

MLA Handbook (7th Edition):

Hamilton, Diane M. “Postmodern picturebooks, gender, and reading difficulties| A phenomenological exploration of one boy's experiences.” 2016. Web. 20 May 2019.

Vancouver:

Hamilton DM. Postmodern picturebooks, gender, and reading difficulties| A phenomenological exploration of one boy's experiences. [Internet] [Thesis]. State University of New York at Albany; 2016. [cited 2019 May 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10140937.

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

Council of Science Editors:

Hamilton DM. Postmodern picturebooks, gender, and reading difficulties| A phenomenological exploration of one boy's experiences. [Thesis]. State University of New York at Albany; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10140937

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

2. Dirnbeck, Susan M. Fifth Grade Teachers' Knowledge About Reading Instruction and Its Effects on Classroom Literacy Practices and Reading Achievement.

Degree: 2016, Lindenwood University

  The purpose of this mixed-methods study was to discover the effectiveness of then-current teaching practices in fifth grade classrooms and to determine whether any… (more)

Subjects/Keywords: Reading instruction

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APA (6th Edition):

Dirnbeck, S. M. (2016). Fifth Grade Teachers' Knowledge About Reading Instruction and Its Effects on Classroom Literacy Practices and Reading Achievement. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10170203

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):

Dirnbeck, Susan M. “Fifth Grade Teachers' Knowledge About Reading Instruction and Its Effects on Classroom Literacy Practices and Reading Achievement.” 2016. Thesis, Lindenwood University. Accessed May 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10170203.

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

MLA Handbook (7th Edition):

Dirnbeck, Susan M. “Fifth Grade Teachers' Knowledge About Reading Instruction and Its Effects on Classroom Literacy Practices and Reading Achievement.” 2016. Web. 20 May 2019.

Vancouver:

Dirnbeck SM. Fifth Grade Teachers' Knowledge About Reading Instruction and Its Effects on Classroom Literacy Practices and Reading Achievement. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2019 May 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10170203.

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

Council of Science Editors:

Dirnbeck SM. Fifth Grade Teachers' Knowledge About Reading Instruction and Its Effects on Classroom Literacy Practices and Reading Achievement. [Thesis]. Lindenwood University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10170203

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


University of Hawaii – Manoa

3. Baldwin, Marybeth Patricia Hamilton. An experimental investigation of the effects of an imagery strategy on vocabulary learning and retention.

Degree: 2016, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2013.

Policy mandates to increase the time dedicated to the teaching of reading and mathematics has left little time… (more)

Subjects/Keywords: reading instruction

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

APA (6th Edition):

Baldwin, M. P. H. (2016). An experimental investigation of the effects of an imagery strategy on vocabulary learning and retention. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101890

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):

Baldwin, Marybeth Patricia Hamilton. “An experimental investigation of the effects of an imagery strategy on vocabulary learning and retention.” 2016. Thesis, University of Hawaii – Manoa. Accessed May 20, 2019. http://hdl.handle.net/10125/101890.

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

MLA Handbook (7th Edition):

Baldwin, Marybeth Patricia Hamilton. “An experimental investigation of the effects of an imagery strategy on vocabulary learning and retention.” 2016. Web. 20 May 2019.

Vancouver:

Baldwin MPH. An experimental investigation of the effects of an imagery strategy on vocabulary learning and retention. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2019 May 20]. Available from: http://hdl.handle.net/10125/101890.

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

Council of Science Editors:

Baldwin MPH. An experimental investigation of the effects of an imagery strategy on vocabulary learning and retention. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/101890

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


Boston University

4. Abercrombie, Jamie Baughan. Professional development and disciplinary literacy: impacting secondary teachers' perceptions and practices.

Degree: EdD, Education, 2018, Boston University

 This mixed-methods study examined the ways secondary teachers’ participation in a year-long disciplinary literacy professional development impacted the ways teachers described and implemented disciplinary literacy… (more)

Subjects/Keywords: Reading instruction

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APA (6th Edition):

Abercrombie, J. B. (2018). Professional development and disciplinary literacy: impacting secondary teachers' perceptions and practices. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/27515

Chicago Manual of Style (16th Edition):

Abercrombie, Jamie Baughan. “Professional development and disciplinary literacy: impacting secondary teachers' perceptions and practices.” 2018. Doctoral Dissertation, Boston University. Accessed May 20, 2019. http://hdl.handle.net/2144/27515.

MLA Handbook (7th Edition):

Abercrombie, Jamie Baughan. “Professional development and disciplinary literacy: impacting secondary teachers' perceptions and practices.” 2018. Web. 20 May 2019.

Vancouver:

Abercrombie JB. Professional development and disciplinary literacy: impacting secondary teachers' perceptions and practices. [Internet] [Doctoral dissertation]. Boston University; 2018. [cited 2019 May 20]. Available from: http://hdl.handle.net/2144/27515.

Council of Science Editors:

Abercrombie JB. Professional development and disciplinary literacy: impacting secondary teachers' perceptions and practices. [Doctoral Dissertation]. Boston University; 2018. Available from: http://hdl.handle.net/2144/27515


Boston University

5. Al Ghanem, Reem. Learning to read and write polysyllabic words: the effects of morphology and context on the acquisition of whole-word representations in fourth and fifth grade.

Degree: EdD, Education, 2017, Boston University

 Accurate and rapid word recognition requires highly-specified phonological, orthographic, and semantic word-specific representations. It has been established that children acquire these representations through phonological decoding… (more)

Subjects/Keywords: Reading instruction

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

APA (6th Edition):

Al Ghanem, R. (2017). Learning to read and write polysyllabic words: the effects of morphology and context on the acquisition of whole-word representations in fourth and fifth grade. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/26474

Chicago Manual of Style (16th Edition):

Al Ghanem, Reem. “Learning to read and write polysyllabic words: the effects of morphology and context on the acquisition of whole-word representations in fourth and fifth grade.” 2017. Doctoral Dissertation, Boston University. Accessed May 20, 2019. http://hdl.handle.net/2144/26474.

MLA Handbook (7th Edition):

Al Ghanem, Reem. “Learning to read and write polysyllabic words: the effects of morphology and context on the acquisition of whole-word representations in fourth and fifth grade.” 2017. Web. 20 May 2019.

Vancouver:

Al Ghanem R. Learning to read and write polysyllabic words: the effects of morphology and context on the acquisition of whole-word representations in fourth and fifth grade. [Internet] [Doctoral dissertation]. Boston University; 2017. [cited 2019 May 20]. Available from: http://hdl.handle.net/2144/26474.

Council of Science Editors:

Al Ghanem R. Learning to read and write polysyllabic words: the effects of morphology and context on the acquisition of whole-word representations in fourth and fifth grade. [Doctoral Dissertation]. Boston University; 2017. Available from: http://hdl.handle.net/2144/26474

6. Donohue, Brianne V. Picturing meaning| The role of picture books in a fourth grade classroom.

Degree: 2015, The William Paterson University of New Jersey

  This qualitative study explored how incorporating picture books into a fourth grade reading program can enhance literacy instruction. Ten fourth grade students read, listened… (more)

Subjects/Keywords: Education; Reading instruction

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

APA (6th Edition):

Donohue, B. V. (2015). Picturing meaning| The role of picture books in a fourth grade classroom. (Thesis). The William Paterson University of New Jersey. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1592292

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):

Donohue, Brianne V. “Picturing meaning| The role of picture books in a fourth grade classroom.” 2015. Thesis, The William Paterson University of New Jersey. Accessed May 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1592292.

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

MLA Handbook (7th Edition):

Donohue, Brianne V. “Picturing meaning| The role of picture books in a fourth grade classroom.” 2015. Web. 20 May 2019.

Vancouver:

Donohue BV. Picturing meaning| The role of picture books in a fourth grade classroom. [Internet] [Thesis]. The William Paterson University of New Jersey; 2015. [cited 2019 May 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1592292.

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

Council of Science Editors:

Donohue BV. Picturing meaning| The role of picture books in a fourth grade classroom. [Thesis]. The William Paterson University of New Jersey; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1592292

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

7. Cox-Hines, Sheila. The Study of Effective Tier II Reading Interventions for Primary Grade Students.

Degree: 2016, Lindenwood University

  The purpose of this study was to determine effective reading interventions for primary grade students, utilizing the Response to Intervention (RtI) model. The purpose… (more)

Subjects/Keywords: Education; Reading instruction

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

APA (6th Edition):

Cox-Hines, S. (2016). The Study of Effective Tier II Reading Interventions for Primary Grade Students. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10027095

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):

Cox-Hines, Sheila. “The Study of Effective Tier II Reading Interventions for Primary Grade Students.” 2016. Thesis, Lindenwood University. Accessed May 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10027095.

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

MLA Handbook (7th Edition):

Cox-Hines, Sheila. “The Study of Effective Tier II Reading Interventions for Primary Grade Students.” 2016. Web. 20 May 2019.

Vancouver:

Cox-Hines S. The Study of Effective Tier II Reading Interventions for Primary Grade Students. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2019 May 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10027095.

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

Council of Science Editors:

Cox-Hines S. The Study of Effective Tier II Reading Interventions for Primary Grade Students. [Thesis]. Lindenwood University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10027095

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

8. Wright, Jill. Early Literacy Acquisition with the Inclusion of the Five Components of Research Based Reading Instruction.

Degree: 2016, Lindenwood University

  The purpose of this study was to examine the existing research on early literacy and the types of approaches used in schools at the… (more)

Subjects/Keywords: Education; Reading instruction

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

APA (6th Edition):

Wright, J. (2016). Early Literacy Acquisition with the Inclusion of the Five Components of Research Based Reading Instruction. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10027096

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):

Wright, Jill. “Early Literacy Acquisition with the Inclusion of the Five Components of Research Based Reading Instruction.” 2016. Thesis, Lindenwood University. Accessed May 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10027096.

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

MLA Handbook (7th Edition):

Wright, Jill. “Early Literacy Acquisition with the Inclusion of the Five Components of Research Based Reading Instruction.” 2016. Web. 20 May 2019.

Vancouver:

Wright J. Early Literacy Acquisition with the Inclusion of the Five Components of Research Based Reading Instruction. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2019 May 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10027096.

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

Council of Science Editors:

Wright J. Early Literacy Acquisition with the Inclusion of the Five Components of Research Based Reading Instruction. [Thesis]. Lindenwood University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10027096

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

9. Guerra-Castaneda, Jessica Loraine. R2 = Collaboration| A comparison of the effects of interactive read-alouds and read-alouds on student achievement and student attitude in grade-three mathematics.

Degree: 2015, Texas A&M University – Corpus Christi

  The mathematical achievement for United States? students is a continuing concern; a concern that has existed for more than 20 years (Kornell, 2012; Smith,… (more)

Subjects/Keywords: Mathematics; Reading instruction

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

APA (6th Edition):

Guerra-Castaneda, J. L. (2015). R2 = Collaboration| A comparison of the effects of interactive read-alouds and read-alouds on student achievement and student attitude in grade-three mathematics. (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3737730

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):

Guerra-Castaneda, Jessica Loraine. “R2 = Collaboration| A comparison of the effects of interactive read-alouds and read-alouds on student achievement and student attitude in grade-three mathematics.” 2015. Thesis, Texas A&M University – Corpus Christi. Accessed May 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3737730.

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

MLA Handbook (7th Edition):

Guerra-Castaneda, Jessica Loraine. “R2 = Collaboration| A comparison of the effects of interactive read-alouds and read-alouds on student achievement and student attitude in grade-three mathematics.” 2015. Web. 20 May 2019.

Vancouver:

Guerra-Castaneda JL. R2 = Collaboration| A comparison of the effects of interactive read-alouds and read-alouds on student achievement and student attitude in grade-three mathematics. [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2015. [cited 2019 May 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3737730.

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

Council of Science Editors:

Guerra-Castaneda JL. R2 = Collaboration| A comparison of the effects of interactive read-alouds and read-alouds on student achievement and student attitude in grade-three mathematics. [Thesis]. Texas A&M University – Corpus Christi; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3737730

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

10. Duncan, Kirk F. Middle school teachers' self-perceptions of response to intervention.

Degree: 2016, Capella University

  No Child Left Behind (NCLB) along with the reauthorization of the Individuals with Disability Education Act (IDEA) have provided students with the opportunity to… (more)

Subjects/Keywords: Education; Reading instruction

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

APA (6th Edition):

Duncan, K. F. (2016). Middle school teachers' self-perceptions of response to intervention. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10137564

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):

Duncan, Kirk F. “Middle school teachers' self-perceptions of response to intervention.” 2016. Thesis, Capella University. Accessed May 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10137564.

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

MLA Handbook (7th Edition):

Duncan, Kirk F. “Middle school teachers' self-perceptions of response to intervention.” 2016. Web. 20 May 2019.

Vancouver:

Duncan KF. Middle school teachers' self-perceptions of response to intervention. [Internet] [Thesis]. Capella University; 2016. [cited 2019 May 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10137564.

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

Council of Science Editors:

Duncan KF. Middle school teachers' self-perceptions of response to intervention. [Thesis]. Capella University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10137564

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


University of Hawaii – Manoa

11. Nautu, Leilani Marie. Differentiation and diversity pedagogies together : a mixed methods look at teaching reading to 4th grade students in Hawaiʻi.

Degree: 2016, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2012.

Increased diversity in our schools and changes in legislation have prompted educators to address the needs of all… (more)

Subjects/Keywords: reading instruction; Hawaii

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

APA (6th Edition):

Nautu, L. M. (2016). Differentiation and diversity pedagogies together : a mixed methods look at teaching reading to 4th grade students in Hawaiʻi. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101001

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):

Nautu, Leilani Marie. “Differentiation and diversity pedagogies together : a mixed methods look at teaching reading to 4th grade students in Hawaiʻi.” 2016. Thesis, University of Hawaii – Manoa. Accessed May 20, 2019. http://hdl.handle.net/10125/101001.

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

MLA Handbook (7th Edition):

Nautu, Leilani Marie. “Differentiation and diversity pedagogies together : a mixed methods look at teaching reading to 4th grade students in Hawaiʻi.” 2016. Web. 20 May 2019.

Vancouver:

Nautu LM. Differentiation and diversity pedagogies together : a mixed methods look at teaching reading to 4th grade students in Hawaiʻi. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2019 May 20]. Available from: http://hdl.handle.net/10125/101001.

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

Council of Science Editors:

Nautu LM. Differentiation and diversity pedagogies together : a mixed methods look at teaching reading to 4th grade students in Hawaiʻi. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/101001

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


Bowling Green State University

12. Chassee, Emily Nicole. Children Speak Out On Classroom Factors that Negatively Impact Reading Motivation.

Degree: MEd, Reading, 2008, Bowling Green State University

 The purpose of this study was to investigate the classroom factors the negatively impact a childs motivation to read. This investigation utilized the reading survey… (more)

Subjects/Keywords: Reading Instruction; Motivation

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

APA (6th Edition):

Chassee, E. N. (2008). Children Speak Out On Classroom Factors that Negatively Impact Reading Motivation. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206059419

Chicago Manual of Style (16th Edition):

Chassee, Emily Nicole. “Children Speak Out On Classroom Factors that Negatively Impact Reading Motivation.” 2008. Masters Thesis, Bowling Green State University. Accessed May 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206059419.

MLA Handbook (7th Edition):

Chassee, Emily Nicole. “Children Speak Out On Classroom Factors that Negatively Impact Reading Motivation.” 2008. Web. 20 May 2019.

Vancouver:

Chassee EN. Children Speak Out On Classroom Factors that Negatively Impact Reading Motivation. [Internet] [Masters thesis]. Bowling Green State University; 2008. [cited 2019 May 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206059419.

Council of Science Editors:

Chassee EN. Children Speak Out On Classroom Factors that Negatively Impact Reading Motivation. [Masters Thesis]. Bowling Green State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206059419


West Virginia University

13. Samples, Tammy J. Response to Intervention Implementation: The Successes and Challenges in the Mid Appalachian Counties.

Degree: EdD, Learning Sciences and Human Development, 2013, West Virginia University

 Education reform has been on a new path over the last 15 years; a path that leads to more accountability, more choice for students and… (more)

Subjects/Keywords: Reading instruction; Education

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

APA (6th Edition):

Samples, T. J. (2013). Response to Intervention Implementation: The Successes and Challenges in the Mid Appalachian Counties. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/112

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):

Samples, Tammy J. “Response to Intervention Implementation: The Successes and Challenges in the Mid Appalachian Counties.” 2013. Thesis, West Virginia University. Accessed May 20, 2019. https://researchrepository.wvu.edu/etd/112.

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

MLA Handbook (7th Edition):

Samples, Tammy J. “Response to Intervention Implementation: The Successes and Challenges in the Mid Appalachian Counties.” 2013. Web. 20 May 2019.

Vancouver:

Samples TJ. Response to Intervention Implementation: The Successes and Challenges in the Mid Appalachian Counties. [Internet] [Thesis]. West Virginia University; 2013. [cited 2019 May 20]. Available from: https://researchrepository.wvu.edu/etd/112.

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

Council of Science Editors:

Samples TJ. Response to Intervention Implementation: The Successes and Challenges in the Mid Appalachian Counties. [Thesis]. West Virginia University; 2013. Available from: https://researchrepository.wvu.edu/etd/112

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

14. Kirkland, Janice L. How Does Creative Drama Instruction Increase the Reading Engagement of Eighth Grade Students with Learning Disabilities?.

Degree: 2013, Texas Woman's University

 Students with learning disabilities may experience difficulty engaging in literacy activities, as they risk being hindered by negative attitudes and doubt of their intellectual abilities,… (more)

Subjects/Keywords: Reading instruction; Education

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

APA (6th Edition):

Kirkland, J. L. (2013). How Does Creative Drama Instruction Increase the Reading Engagement of Eighth Grade Students with Learning Disabilities?. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/344

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):

Kirkland, Janice L. “How Does Creative Drama Instruction Increase the Reading Engagement of Eighth Grade Students with Learning Disabilities?.” 2013. Thesis, Texas Woman's University. Accessed May 20, 2019. http://hdl.handle.net/11274/344.

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

MLA Handbook (7th Edition):

Kirkland, Janice L. “How Does Creative Drama Instruction Increase the Reading Engagement of Eighth Grade Students with Learning Disabilities?.” 2013. Web. 20 May 2019.

Vancouver:

Kirkland JL. How Does Creative Drama Instruction Increase the Reading Engagement of Eighth Grade Students with Learning Disabilities?. [Internet] [Thesis]. Texas Woman's University; 2013. [cited 2019 May 20]. Available from: http://hdl.handle.net/11274/344.

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

Council of Science Editors:

Kirkland JL. How Does Creative Drama Instruction Increase the Reading Engagement of Eighth Grade Students with Learning Disabilities?. [Thesis]. Texas Woman's University; 2013. Available from: http://hdl.handle.net/11274/344

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


Bowling Green State University

15. Cummings, Brienne M. Reading Instruction for All: A Study of the Status of Reading Instruction in Ohio High Schools.

Degree: MEd, Reading, 2008, Bowling Green State University

  The purpose of this study was to determine the status of reading instruction in Ohio high schools. Research supports continuous reading instruction throughout the… (more)

Subjects/Keywords: Reading Instruction; Reading Instruction; Adolescent Literacy; High School Reading Instruction

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

APA (6th Edition):

Cummings, B. M. (2008). Reading Instruction for All: A Study of the Status of Reading Instruction in Ohio High Schools. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206195511

Chicago Manual of Style (16th Edition):

Cummings, Brienne M. “Reading Instruction for All: A Study of the Status of Reading Instruction in Ohio High Schools.” 2008. Masters Thesis, Bowling Green State University. Accessed May 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206195511.

MLA Handbook (7th Edition):

Cummings, Brienne M. “Reading Instruction for All: A Study of the Status of Reading Instruction in Ohio High Schools.” 2008. Web. 20 May 2019.

Vancouver:

Cummings BM. Reading Instruction for All: A Study of the Status of Reading Instruction in Ohio High Schools. [Internet] [Masters thesis]. Bowling Green State University; 2008. [cited 2019 May 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206195511.

Council of Science Editors:

Cummings BM. Reading Instruction for All: A Study of the Status of Reading Instruction in Ohio High Schools. [Masters Thesis]. Bowling Green State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206195511


University of Southern California

16. Mejia, Madeleine. Self-reflective practices and procedures to systematically examine reading comprehension instruction.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 The purpose of this study was to examine the processes and practices teachers use to engage in self-reflection of reading comprehension instruction. The aim was… (more)

Subjects/Keywords: self-reflection; reading comprehension; reading; reading instruction; reading comprehension instruction

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APA (6th Edition):

Mejia, M. (2015). Self-reflective practices and procedures to systematically examine reading comprehension instruction. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550001/rec/5772

Chicago Manual of Style (16th Edition):

Mejia, Madeleine. “Self-reflective practices and procedures to systematically examine reading comprehension instruction.” 2015. Doctoral Dissertation, University of Southern California. Accessed May 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550001/rec/5772.

MLA Handbook (7th Edition):

Mejia, Madeleine. “Self-reflective practices and procedures to systematically examine reading comprehension instruction.” 2015. Web. 20 May 2019.

Vancouver:

Mejia M. Self-reflective practices and procedures to systematically examine reading comprehension instruction. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 May 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550001/rec/5772.

Council of Science Editors:

Mejia M. Self-reflective practices and procedures to systematically examine reading comprehension instruction. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550001/rec/5772


University of Alberta

17. Reston, Mary Jean. The Professional Lives of Reading Teachers in Non-metropolitan School Districts.

Degree: EdD, Department of Elementary Education, 2009, University of Alberta

 ABSTRACT Research suggests that highly qualified teachers are an important factor in improving the reading performance of children. This study began with a question about… (more)

Subjects/Keywords: Teacher leadership; Reading instruction; Reading specialist

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APA (6th Edition):

Reston, M. J. (2009). The Professional Lives of Reading Teachers in Non-metropolitan School Districts. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/bg257g44c

Chicago Manual of Style (16th Edition):

Reston, Mary Jean. “The Professional Lives of Reading Teachers in Non-metropolitan School Districts.” 2009. Doctoral Dissertation, University of Alberta. Accessed May 20, 2019. https://era.library.ualberta.ca/files/bg257g44c.

MLA Handbook (7th Edition):

Reston, Mary Jean. “The Professional Lives of Reading Teachers in Non-metropolitan School Districts.” 2009. Web. 20 May 2019.

Vancouver:

Reston MJ. The Professional Lives of Reading Teachers in Non-metropolitan School Districts. [Internet] [Doctoral dissertation]. University of Alberta; 2009. [cited 2019 May 20]. Available from: https://era.library.ualberta.ca/files/bg257g44c.

Council of Science Editors:

Reston MJ. The Professional Lives of Reading Teachers in Non-metropolitan School Districts. [Doctoral Dissertation]. University of Alberta; 2009. Available from: https://era.library.ualberta.ca/files/bg257g44c


Bowling Green State University

18. Sauber, Andrea. Sleep and Its Relationship with Reading Comprehension.

Degree: MEd, Reading, 2010, Bowling Green State University

  Since reading comprehension is such a critical component in all aspects of education, it is important to take into consideration all aspects of reading(more)

Subjects/Keywords: Reading Instruction; Teaching; reading comprehension; sleep loss

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APA (6th Edition):

Sauber, A. (2010). Sleep and Its Relationship with Reading Comprehension. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269030966

Chicago Manual of Style (16th Edition):

Sauber, Andrea. “Sleep and Its Relationship with Reading Comprehension.” 2010. Masters Thesis, Bowling Green State University. Accessed May 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269030966.

MLA Handbook (7th Edition):

Sauber, Andrea. “Sleep and Its Relationship with Reading Comprehension.” 2010. Web. 20 May 2019.

Vancouver:

Sauber A. Sleep and Its Relationship with Reading Comprehension. [Internet] [Masters thesis]. Bowling Green State University; 2010. [cited 2019 May 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269030966.

Council of Science Editors:

Sauber A. Sleep and Its Relationship with Reading Comprehension. [Masters Thesis]. Bowling Green State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269030966


Case Western Reserve University

19. Skebo, Crysten M. The Development of Reading: Which Factors Play a Role?.

Degree: MA, Communication Sciences, 2010, Case Western Reserve University

 Factors that have been used to predict reading competence vary widely from study to study. Phonological awareness is a well-documented factor in reading development, but… (more)

Subjects/Keywords: Reading Instruction; Speech Therapy; reading development

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APA (6th Edition):

Skebo, C. M. (2010). The Development of Reading: Which Factors Play a Role?. (Masters Thesis). Case Western Reserve University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=case1269963927

Chicago Manual of Style (16th Edition):

Skebo, Crysten M. “The Development of Reading: Which Factors Play a Role?.” 2010. Masters Thesis, Case Western Reserve University. Accessed May 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1269963927.

MLA Handbook (7th Edition):

Skebo, Crysten M. “The Development of Reading: Which Factors Play a Role?.” 2010. Web. 20 May 2019.

Vancouver:

Skebo CM. The Development of Reading: Which Factors Play a Role?. [Internet] [Masters thesis]. Case Western Reserve University; 2010. [cited 2019 May 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1269963927.

Council of Science Editors:

Skebo CM. The Development of Reading: Which Factors Play a Role?. [Masters Thesis]. Case Western Reserve University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1269963927


California State University – Chico

20. Delight-Frederking, Shawn Marie. Re-Envisioning a Community College Reading Program: Academic Reading Instruction as an Integrated and Recursive Process .

Degree: 2011, California State University – Chico

 ABSTRACT RE-ENVISIONING A COMMUNITY COLLEGE READING PROGRAM: ACADEMIC READING INSTRUCTION AS AN INTEGRATED AND RECURSIVE PROCESS by ?? Shawn Marie Delight-Frederking 2010 Master of Arts… (more)

Subjects/Keywords: Community College Reading Program; Academic Reading Instruction

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APA (6th Edition):

Delight-Frederking, S. M. (2011). Re-Envisioning a Community College Reading Program: Academic Reading Instruction as an Integrated and Recursive Process . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/262

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):

Delight-Frederking, Shawn Marie. “Re-Envisioning a Community College Reading Program: Academic Reading Instruction as an Integrated and Recursive Process .” 2011. Thesis, California State University – Chico. Accessed May 20, 2019. http://hdl.handle.net/10211.4/262.

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

MLA Handbook (7th Edition):

Delight-Frederking, Shawn Marie. “Re-Envisioning a Community College Reading Program: Academic Reading Instruction as an Integrated and Recursive Process .” 2011. Web. 20 May 2019.

Vancouver:

Delight-Frederking SM. Re-Envisioning a Community College Reading Program: Academic Reading Instruction as an Integrated and Recursive Process . [Internet] [Thesis]. California State University – Chico; 2011. [cited 2019 May 20]. Available from: http://hdl.handle.net/10211.4/262.

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

Council of Science Editors:

Delight-Frederking SM. Re-Envisioning a Community College Reading Program: Academic Reading Instruction as an Integrated and Recursive Process . [Thesis]. California State University – Chico; 2011. Available from: http://hdl.handle.net/10211.4/262

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


Miami University

21. Vincent, Erin. EFFECTS OF REPEATED READING AND SEQUENTIAL READING ON FLUNECY AND WORD ACQUISTION.

Degree: Specialist in Education, Educational Psychology, 2009, Miami University

 Repeated reading (RR) is a well established reading intervention to increase fluency. However, few studies have examined if repeated reading is more effective than having… (more)

Subjects/Keywords: Reading Instruction; repeated reading; sequential reading; oral reading fluency; word acquisition

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APA (6th Edition):

Vincent, E. (2009). EFFECTS OF REPEATED READING AND SEQUENTIAL READING ON FLUNECY AND WORD ACQUISTION. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1245336955

Chicago Manual of Style (16th Edition):

Vincent, Erin. “EFFECTS OF REPEATED READING AND SEQUENTIAL READING ON FLUNECY AND WORD ACQUISTION.” 2009. Doctoral Dissertation, Miami University. Accessed May 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1245336955.

MLA Handbook (7th Edition):

Vincent, Erin. “EFFECTS OF REPEATED READING AND SEQUENTIAL READING ON FLUNECY AND WORD ACQUISTION.” 2009. Web. 20 May 2019.

Vancouver:

Vincent E. EFFECTS OF REPEATED READING AND SEQUENTIAL READING ON FLUNECY AND WORD ACQUISTION. [Internet] [Doctoral dissertation]. Miami University; 2009. [cited 2019 May 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1245336955.

Council of Science Editors:

Vincent E. EFFECTS OF REPEATED READING AND SEQUENTIAL READING ON FLUNECY AND WORD ACQUISTION. [Doctoral Dissertation]. Miami University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1245336955


Virginia Commonwealth University

22. Dragone, Elizabeth. AN ANALYSIS OF READING INSTRUCTION FOR FIFTH GRADE STUDENTS WITH DISABILITIES SERVED IN INCLUSIVE ELEMENTARY CLASSROOMS.

Degree: PhD, Educational Studies, 2009, Virginia Commonwealth University

 This qualitative case study was designed to identify and analyze instructional strategies used by fifth grade teachers to meet the needs of students with disabilities… (more)

Subjects/Keywords: differentiated instruction; inclusion; reading instruction; collaboration; Education

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

APA (6th Edition):

Dragone, E. (2009). AN ANALYSIS OF READING INSTRUCTION FOR FIFTH GRADE STUDENTS WITH DISABILITIES SERVED IN INCLUSIVE ELEMENTARY CLASSROOMS. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/1962

Chicago Manual of Style (16th Edition):

Dragone, Elizabeth. “AN ANALYSIS OF READING INSTRUCTION FOR FIFTH GRADE STUDENTS WITH DISABILITIES SERVED IN INCLUSIVE ELEMENTARY CLASSROOMS.” 2009. Doctoral Dissertation, Virginia Commonwealth University. Accessed May 20, 2019. https://scholarscompass.vcu.edu/etd/1962.

MLA Handbook (7th Edition):

Dragone, Elizabeth. “AN ANALYSIS OF READING INSTRUCTION FOR FIFTH GRADE STUDENTS WITH DISABILITIES SERVED IN INCLUSIVE ELEMENTARY CLASSROOMS.” 2009. Web. 20 May 2019.

Vancouver:

Dragone E. AN ANALYSIS OF READING INSTRUCTION FOR FIFTH GRADE STUDENTS WITH DISABILITIES SERVED IN INCLUSIVE ELEMENTARY CLASSROOMS. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2009. [cited 2019 May 20]. Available from: https://scholarscompass.vcu.edu/etd/1962.

Council of Science Editors:

Dragone E. AN ANALYSIS OF READING INSTRUCTION FOR FIFTH GRADE STUDENTS WITH DISABILITIES SERVED IN INCLUSIVE ELEMENTARY CLASSROOMS. [Doctoral Dissertation]. Virginia Commonwealth University; 2009. Available from: https://scholarscompass.vcu.edu/etd/1962


Louisiana State University

23. Acosta, Richelle LeBlanc. An exploration of reading methods in first-grade: comparing the basal approach and balanced literacy.

Degree: PhD, Education, 2012, Louisiana State University

 Few topics in education have sparked as much interest and debate as the teaching of reading. Throughout the past century, instructional approaches have come and… (more)

Subjects/Keywords: reading instruction; balanced literacy; basal instruction

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APA (6th Edition):

Acosta, R. L. (2012). An exploration of reading methods in first-grade: comparing the basal approach and balanced literacy. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-10102012-182014 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3622

Chicago Manual of Style (16th Edition):

Acosta, Richelle LeBlanc. “An exploration of reading methods in first-grade: comparing the basal approach and balanced literacy.” 2012. Doctoral Dissertation, Louisiana State University. Accessed May 20, 2019. etd-10102012-182014 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3622.

MLA Handbook (7th Edition):

Acosta, Richelle LeBlanc. “An exploration of reading methods in first-grade: comparing the basal approach and balanced literacy.” 2012. Web. 20 May 2019.

Vancouver:

Acosta RL. An exploration of reading methods in first-grade: comparing the basal approach and balanced literacy. [Internet] [Doctoral dissertation]. Louisiana State University; 2012. [cited 2019 May 20]. Available from: etd-10102012-182014 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3622.

Council of Science Editors:

Acosta RL. An exploration of reading methods in first-grade: comparing the basal approach and balanced literacy. [Doctoral Dissertation]. Louisiana State University; 2012. Available from: etd-10102012-182014 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3622

24. Chism, Michelle. A Mixed-Methods Study on Student Achievement in Reading and Teacher Professional Development in a K-2 Urban Public School Setting.

Degree: 2017, Lindenwood University

  To determine if a relationship existed between teacher professional development and student reading achievement for grades K-2, the researcher conducted a mixed-methods study to… (more)

Subjects/Keywords: Educational tests & measurements; Reading instruction

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APA (6th Edition):

Chism, M. (2017). A Mixed-Methods Study on Student Achievement in Reading and Teacher Professional Development in a K-2 Urban Public School Setting. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10240579

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):

Chism, Michelle. “A Mixed-Methods Study on Student Achievement in Reading and Teacher Professional Development in a K-2 Urban Public School Setting.” 2017. Thesis, Lindenwood University. Accessed May 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10240579.

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

MLA Handbook (7th Edition):

Chism, Michelle. “A Mixed-Methods Study on Student Achievement in Reading and Teacher Professional Development in a K-2 Urban Public School Setting.” 2017. Web. 20 May 2019.

Vancouver:

Chism M. A Mixed-Methods Study on Student Achievement in Reading and Teacher Professional Development in a K-2 Urban Public School Setting. [Internet] [Thesis]. Lindenwood University; 2017. [cited 2019 May 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10240579.

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

Council of Science Editors:

Chism M. A Mixed-Methods Study on Student Achievement in Reading and Teacher Professional Development in a K-2 Urban Public School Setting. [Thesis]. Lindenwood University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10240579

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


Wayne State University

25. Snider, Julianne. Factors that influence teachers' use, or non-use, of small group discussion.

Degree: 2017, Wayne State University

  This qualitative study explored teacher answers to one question: What factors influence teachers’ decisions to use, or not use, small group discussion. Research supports… (more)

Subjects/Keywords: Language arts; Reading instruction

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APA (6th Edition):

Snider, J. (2017). Factors that influence teachers' use, or non-use, of small group discussion. (Thesis). Wayne State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10191625

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

Chicago Manual of Style (16th Edition):

Snider, Julianne. “Factors that influence teachers' use, or non-use, of small group discussion.” 2017. Thesis, Wayne State University. Accessed May 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10191625.

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

MLA Handbook (7th Edition):

Snider, Julianne. “Factors that influence teachers' use, or non-use, of small group discussion.” 2017. Web. 20 May 2019.

Vancouver:

Snider J. Factors that influence teachers' use, or non-use, of small group discussion. [Internet] [Thesis]. Wayne State University; 2017. [cited 2019 May 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10191625.

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

Council of Science Editors:

Snider J. Factors that influence teachers' use, or non-use, of small group discussion. [Thesis]. Wayne State University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10191625

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


University of Pennsylvania

26. Zwillenberg, Jennifer Goulston. This text matters| Students' experiences with independent reading.

Degree: 2016, University of Pennsylvania

  This study examined the engagements with and the impacts from the intersection of students and texts. Stemming from ethnographic methodology, I implemented a 10-month… (more)

Subjects/Keywords: Language arts; Reading instruction

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APA (6th Edition):

Zwillenberg, J. G. (2016). This text matters| Students' experiences with independent reading. (Thesis). University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3746342

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

Chicago Manual of Style (16th Edition):

Zwillenberg, Jennifer Goulston. “This text matters| Students' experiences with independent reading.” 2016. Thesis, University of Pennsylvania. Accessed May 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3746342.

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

MLA Handbook (7th Edition):

Zwillenberg, Jennifer Goulston. “This text matters| Students' experiences with independent reading.” 2016. Web. 20 May 2019.

Vancouver:

Zwillenberg JG. This text matters| Students' experiences with independent reading. [Internet] [Thesis]. University of Pennsylvania; 2016. [cited 2019 May 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3746342.

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

Council of Science Editors:

Zwillenberg JG. This text matters| Students' experiences with independent reading. [Thesis]. University of Pennsylvania; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3746342

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


Indiana University of Pennsylvania

27. Miller, Cynthia Lynn. Elements of process quality within a preschool's language and early literacy environment| The influence on children's pre-reading and writing performance in the beginning of kindergarten.

Degree: 2016, Indiana University of Pennsylvania

  The purpose of this correlational study was to determine whether a relationship existed between the physical and social elements of process quality within a… (more)

Subjects/Keywords: Early childhood education; Reading instruction

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APA (6th Edition):

Miller, C. L. (2016). Elements of process quality within a preschool's language and early literacy environment| The influence on children's pre-reading and writing performance in the beginning of kindergarten. (Thesis). Indiana University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10107037

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

Chicago Manual of Style (16th Edition):

Miller, Cynthia Lynn. “Elements of process quality within a preschool's language and early literacy environment| The influence on children's pre-reading and writing performance in the beginning of kindergarten.” 2016. Thesis, Indiana University of Pennsylvania. Accessed May 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10107037.

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

MLA Handbook (7th Edition):

Miller, Cynthia Lynn. “Elements of process quality within a preschool's language and early literacy environment| The influence on children's pre-reading and writing performance in the beginning of kindergarten.” 2016. Web. 20 May 2019.

Vancouver:

Miller CL. Elements of process quality within a preschool's language and early literacy environment| The influence on children's pre-reading and writing performance in the beginning of kindergarten. [Internet] [Thesis]. Indiana University of Pennsylvania; 2016. [cited 2019 May 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10107037.

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

Council of Science Editors:

Miller CL. Elements of process quality within a preschool's language and early literacy environment| The influence on children's pre-reading and writing performance in the beginning of kindergarten. [Thesis]. Indiana University of Pennsylvania; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10107037

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

28. Fowers-Coils, Ashley. Reading fluency interventions that work in high-poverty schools.

Degree: 2016, Northwest Nazarene University

  This study measured the impact of targeted reading interventions on improving reading fluency for second-grade students as indicated by their performance on a statewide… (more)

Subjects/Keywords: Educational sociology; Reading instruction

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APA (6th Edition):

Fowers-Coils, A. (2016). Reading fluency interventions that work in high-poverty schools. (Thesis). Northwest Nazarene University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10123803

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):

Fowers-Coils, Ashley. “Reading fluency interventions that work in high-poverty schools.” 2016. Thesis, Northwest Nazarene University. Accessed May 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10123803.

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

MLA Handbook (7th Edition):

Fowers-Coils, Ashley. “Reading fluency interventions that work in high-poverty schools.” 2016. Web. 20 May 2019.

Vancouver:

Fowers-Coils A. Reading fluency interventions that work in high-poverty schools. [Internet] [Thesis]. Northwest Nazarene University; 2016. [cited 2019 May 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10123803.

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

Council of Science Editors:

Fowers-Coils A. Reading fluency interventions that work in high-poverty schools. [Thesis]. Northwest Nazarene University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10123803

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

29. Nash, Mykie C. Reading Achievement| A Study of Perceptions of First-Grade Teachers and the Relationship Between Attendance and Reading Achievement.

Degree: 2017, Lindenwood University

  This mixed-methods study included an in-depth look at the perceptions of first-grade teachers in southwest Missouri to gain insight into the knowledge, understanding, and… (more)

Subjects/Keywords: Elementary education; Reading instruction

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

APA (6th Edition):

Nash, M. C. (2017). Reading Achievement| A Study of Perceptions of First-Grade Teachers and the Relationship Between Attendance and Reading Achievement. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10283563

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):

Nash, Mykie C. “Reading Achievement| A Study of Perceptions of First-Grade Teachers and the Relationship Between Attendance and Reading Achievement.” 2017. Thesis, Lindenwood University. Accessed May 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10283563.

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

MLA Handbook (7th Edition):

Nash, Mykie C. “Reading Achievement| A Study of Perceptions of First-Grade Teachers and the Relationship Between Attendance and Reading Achievement.” 2017. Web. 20 May 2019.

Vancouver:

Nash MC. Reading Achievement| A Study of Perceptions of First-Grade Teachers and the Relationship Between Attendance and Reading Achievement. [Internet] [Thesis]. Lindenwood University; 2017. [cited 2019 May 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10283563.

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

Council of Science Editors:

Nash MC. Reading Achievement| A Study of Perceptions of First-Grade Teachers and the Relationship Between Attendance and Reading Achievement. [Thesis]. Lindenwood University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10283563

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


Texas A&M University

30. Dean, Emily Ocker. The efficacy of systematic, explicit literacy instruction in kindergarten and first grade.

Degree: 2009, Texas A&M University

 This investigation examined the extent to which teacher implemented systematic, explicit instruction affected the literacy achievement of kindergarten and first grade students. Two cohorts of… (more)

Subjects/Keywords: literacy; explicit instruction; reading

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

APA (6th Edition):

Dean, E. O. (2009). The efficacy of systematic, explicit literacy instruction in kindergarten and first grade. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1285

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):

Dean, Emily Ocker. “The efficacy of systematic, explicit literacy instruction in kindergarten and first grade.” 2009. Thesis, Texas A&M University. Accessed May 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1285.

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

MLA Handbook (7th Edition):

Dean, Emily Ocker. “The efficacy of systematic, explicit literacy instruction in kindergarten and first grade.” 2009. Web. 20 May 2019.

Vancouver:

Dean EO. The efficacy of systematic, explicit literacy instruction in kindergarten and first grade. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 May 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1285.

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

Council of Science Editors:

Dean EO. The efficacy of systematic, explicit literacy instruction in kindergarten and first grade. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1285

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

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