subject:(Reading skills)

University of Zambia

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

Degree: 2011, University of Zambia

URL: http://hdl.handle.net/123456789/808

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

▼ Literate citizens of any country are an asset to that particular country. Furthermore, if a country has got human resource that is literate, then that country stands a better chance of developing and continuing to do so. Literacy is, however, a broad notion. Different types of literacy are talked about today. There is basic literacy that entails one’s ability to read and to write. This literacy, basic as it is, forms the springboard from which one can move to other more advanced forms of literacy. Technological literacy cannot be attained if one does not know how to read and write neither can any other forms of literacy be realized. The departure point is, therefore, basic literacy. But despite it being the springboard and gateway to other strands of literacy, basic literacy in itself is not enough. It is not sufficient for development, be it individual or societal. The Literacy strand of particular interest is that which intertwines with the cognitive abilities. The development of an individual’s cognitive abilities in an indicator of the literacy that this study sought to establish. One scholar said that to be considered literate one should be in possession of sound thinking abilities (Rajendran, 1998). This study sought to find out the cognitive levels of grade 12 learners. Of thus addressed itself to two major questions. These were; to find out which question levels of the Bloom’s classification of cognitive abilities the learners were able to answer; and to find out which of the question levels of Bloom’s classification of cognitive abilities the learners are not able to answer. A case study design was used to assist the researcher gain more insight into this issue. The study used the qualitative method to collect data from the respondents. The population consisted of all the grade 12 learners in the Central Province of Zambia. Using a random sampling procedure, 60 grade 12 learners were selected. This was the total sample population of the study. Data was collected from the respondents using two standardized reading comprehension passages. One was extracted from a grade 12 English language text book and another was from a past grade 12 final examination paper under the Examinations Council of Zambia. Percentages were obtained using simple calculations and analysed through themes and question categories. The findings of the study revealed that the learners did not have the desired cognitive abilities that would be expected of a soon-to-be school leaver. The study established that most of the learners were not able to even answer questions that merely required of them to recall certain information. Advanced cognitive levels of learners are an integral part of the developmental process of any kind. It is important that the Ministry of Education addresses the issue of learners cognitive levels by coming up with a deliberate policy. A policy of ensuring that a literacy course package for learners in upper grades is a good step forward. This package should be one that will assist the learners…

Subjects/Keywords: Learners – Thinking skills; Reading Comprehension

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APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Tembo, Bessie. “Investigation of learners thinking skills through reading comprehension: A study of grade 12 pupils in selected High Schools in Central Province .” 2011. Thesis, University of Zambia. Accessed April 10, 2021. http://hdl.handle.net/123456789/808.

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

MLA Handbook (7^th Edition):

Tembo, Bessie. “Investigation of learners thinking skills through reading comprehension: A study of grade 12 pupils in selected High Schools in Central Province .” 2011. Web. 10 Apr 2021.

Vancouver:

Tembo B. Investigation of learners thinking skills through reading comprehension: A study of grade 12 pupils in selected High Schools in Central Province . [Internet] [Thesis]. University of Zambia; 2011. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/123456789/808.

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

Council of Science Editors:

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

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

Vanderbilt University

2. Castle, George R. Reading between the lines: Do textual characteristics and social skills influence reading comprehension performance in individuals with autism spectrum disorder?.

Degree: PhD, Hearing and Speech Sciences, 2019, Vanderbilt University

URL: http://hdl.handle.net/1803/11661

► Individuals with high-functioning autism spectrum disorder (ASD) often demonstrate proficient reading decoding skills, yet they may still experience difficulty performing reading comprehension tasks. This profile… (more)

▼ Individuals with high-functioning autism spectrum disorder (ASD) often demonstrate proficient reading decoding skills, yet they may still experience difficulty performing reading comprehension tasks. This profile may lead educators to overlook those struggling with reading comprehension problems and have a broader adverse impact on overall academic performance. Recent research suggests that social behavior and social cognition may contribute to reading comprehension performance in individuals with ASD and may lead to differential performance based on text type and level of text cohesion. This study of 17 high functioning individuals with ASD and 20 typically developing individuals investigated the relationship between pragmatic language, oral language comprehension and reading comprehension skills. Particular emphasis was placed on the effect of text type (i.e. narrative versus expository) and text cohesion (i.e. referential versus causal) on reading comprehension performance. Analysis revealed a strong positive relationship between pragmatic language and reading comprehension performance on both text types in individuals with ASD. Moreover, the ASD group performed significantly more poorly than the TD group on both text types but the ASD group did not show a difference in performance between text types. Additionally, the level of narrativity, degree of referential cohesion and degree of causal cohesion in each paragraph significantly predicted reading comprehension performance (Adjusted R2 = 95.5). Results of this study suggest that although individuals with ASD perform more poorly on reading comprehension tasks than do typically developing children, as one would expect, both groups have similar profiles, with respect to the effects of text type and cohesion. Interestingly, although social communication abilities were strongly associated with reading comprehension performance in both groups, that relationship did not manifest itself in differential performance on narrative versus expository texts for individuals with ASD. Advisors/Committee Members: Jim Bodfish (committee member), Laurie Cutting (committee member), Dan Ashmead (committee member), Stephen Camarata (Committee Chair).

Subjects/Keywords: autism; reading comprehension; social skills

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APA (6^th Edition):

Castle, G. R. (2019). Reading between the lines: Do textual characteristics and social skills influence reading comprehension performance in individuals with autism spectrum disorder?. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11661

Chicago Manual of Style (16^th Edition):

Castle, George R. “Reading between the lines: Do textual characteristics and social skills influence reading comprehension performance in individuals with autism spectrum disorder?.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed April 10, 2021. http://hdl.handle.net/1803/11661.

MLA Handbook (7^th Edition):

Castle, George R. “Reading between the lines: Do textual characteristics and social skills influence reading comprehension performance in individuals with autism spectrum disorder?.” 2019. Web. 10 Apr 2021.

Vancouver:

Castle GR. Reading between the lines: Do textual characteristics and social skills influence reading comprehension performance in individuals with autism spectrum disorder?. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/1803/11661.

Council of Science Editors:

Castle GR. Reading between the lines: Do textual characteristics and social skills influence reading comprehension performance in individuals with autism spectrum disorder?. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://hdl.handle.net/1803/11661

University of Debrecen

3. Sasvári, Zsuzsanna. A Study of the Guessing Strategies of Pre-Intermediate and Intermediate Adult Learners .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

URL: http://hdl.handle.net/2437/173492

► This thesis aims to examine the connection of reading and vocabulary from a specific point of view. Namely, it is trying to answer the question… (more)

Subjects/Keywords: reading skills; language learning

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APA (6^th Edition):

Sasvári, Z. (2013). A Study of the Guessing Strategies of Pre-Intermediate and Intermediate Adult Learners . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/173492

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

Chicago Manual of Style (16^th Edition):

Sasvári, Zsuzsanna. “A Study of the Guessing Strategies of Pre-Intermediate and Intermediate Adult Learners .” 2013. Thesis, University of Debrecen. Accessed April 10, 2021. http://hdl.handle.net/2437/173492.

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

MLA Handbook (7^th Edition):

Sasvári, Zsuzsanna. “A Study of the Guessing Strategies of Pre-Intermediate and Intermediate Adult Learners .” 2013. Web. 10 Apr 2021.

Vancouver:

Sasvári Z. A Study of the Guessing Strategies of Pre-Intermediate and Intermediate Adult Learners . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/2437/173492.

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

Council of Science Editors:

Sasvári Z. A Study of the Guessing Strategies of Pre-Intermediate and Intermediate Adult Learners . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/173492

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

Massey University

4. Stewart-Brown, Barbara M. The effects of cross-age literacy tuition in a low-decile secondary school : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Literacy Education, Massey University at Albany .

Degree: 2011, Massey University

URL: http://hdl.handle.net/10179/2631

► The aim of this study was to determine whether cross-age tutoring by Year 12 and 13 students could improve the reading skills of Year 9… (more)

Subjects/Keywords: Reading skills; Reading comprehension; Student literacy

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APA (6^th Edition):

Stewart-Brown, B. M. (2011). The effects of cross-age literacy tuition in a low-decile secondary school : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Literacy Education, Massey University at Albany . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/2631

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

Chicago Manual of Style (16^th Edition):

Stewart-Brown, Barbara M. “The effects of cross-age literacy tuition in a low-decile secondary school : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Literacy Education, Massey University at Albany .” 2011. Thesis, Massey University. Accessed April 10, 2021. http://hdl.handle.net/10179/2631.

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

MLA Handbook (7^th Edition):

Stewart-Brown, Barbara M. “The effects of cross-age literacy tuition in a low-decile secondary school : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Literacy Education, Massey University at Albany .” 2011. Web. 10 Apr 2021.

Vancouver:

Stewart-Brown BM. The effects of cross-age literacy tuition in a low-decile secondary school : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Literacy Education, Massey University at Albany . [Internet] [Thesis]. Massey University; 2011. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/10179/2631.

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

Council of Science Editors:

Stewart-Brown BM. The effects of cross-age literacy tuition in a low-decile secondary school : a thesis submitted in partial fulfillment of the requirements for the degree of Master of Literacy Education, Massey University at Albany . [Thesis]. Massey University; 2011. Available from: http://hdl.handle.net/10179/2631

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

California State University – Sacramento

5. Kiley, Diane Marie. Study of a high school reading class.

Degree: 2015, California State University – Sacramento

URL: http://hdl.handle.net/10211.3/143570

► Struggling adolescent readers enter high school at a disadvantage and need support in order to advance their reading skills. The Reading Tutorial class, the focus… (more)

▼ Struggling adolescent readers enter high school at a disadvantage and need support in order to advance their reading skills. The Reading Tutorial class, the focus of this study, can provide this support. This descriptive study presents information that helps determine the instructional needs of struggling adolescent readers. This study described students??? literacy needs across five categories: overall reading comprehension, comprehension strategies and study skills, vocabulary and background knowledge, fluency, and motivation and attitudes towards reading. While some data was collected from all 21 students in the class, the study???s focus was on eight students, 7 freshmen, 1 sophomore, 5 males, and 3 females. Data collected derived from surveys of students??? knowledge and use of comprehension strategies as well as their attitudes toward reading and how they proceeded when faced with reading difficulties. In addition, students provided data through assessments of reading comprehension, vocabulary, and fluency. Struggling adolescent readers need explicit instruction and practice in using comprehension strategies and study skills as is suggested by the research literature (Biancarosa & Snow, 2006; Boardman, Roberts, Vaughn, Wexler, Murray & Kosanovich, 2008; Shanahan, 2006). They also need direction in self-selection of reading materials as a motivational tool (Biancarosa & Snow, 2006; Torgesen, Houston, Rissman, Decker, Roberts, Vaughn, Wexler, Francis, Rivera, & Lesaux, 2007). These students can gain background knowledge and acquisition of vocabulary through immersion in general knowledge of the world (Hirsch, 2003). Promoting these skills will help develop better overall readers. This small study does not cover the complexities of differentiating instruction or involving other teachers in the support of advancing readers??? abilities, areas that are worthy of study. The results that were obtained are listed as follows: ??? There was variability in students??? literacy needs, suggesting that instruction in the Reading Tutorial class needs to be differentiated at least part of the time. In the area of vocabulary knowledge, 4 of the 8 students were below average (stanine 3) on a norm referenced assessment of vocabulary knowledge, while 3 were average (stanine 5) and one of the eight was above average (stanine 8). ??? Across all 8 students there were significant numbers of comprehension and study strategies that students had never heard of. Some of these, such as setting a purpose for reading, activating background knowledge, questioning the text, and using a graphic organizer, are critical for understanding and studying academic text. On the other hand, there were some strategies that were known by 50% of the students, but just knowing and understanding a strategy did not mean that students used them. For example, half the students knew and understood the summarize strategy but only one student used it. ??? Regarding attitudes toward reading and writing, 4 of 8 students felt excellent or good… Advisors/Committee Members: Shefelbine, John L..

Subjects/Keywords: Reading skills; Reading comprehension; High school; Reading fluency; Reading tutorial

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

APA (6^th Edition):

Kiley, D. M. (2015). Study of a high school reading class. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/143570

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

Chicago Manual of Style (16^th Edition):

Kiley, Diane Marie. “Study of a high school reading class.” 2015. Thesis, California State University – Sacramento. Accessed April 10, 2021. http://hdl.handle.net/10211.3/143570.

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

MLA Handbook (7^th Edition):

Kiley, Diane Marie. “Study of a high school reading class.” 2015. Web. 10 Apr 2021.

Vancouver:

Kiley DM. Study of a high school reading class. [Internet] [Thesis]. California State University – Sacramento; 2015. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/10211.3/143570.

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

Council of Science Editors:

Kiley DM. Study of a high school reading class. [Thesis]. California State University – Sacramento; 2015. Available from: http://hdl.handle.net/10211.3/143570

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

University of Ghana

6. Asinyor, E. Effects of Reading Fluency Instruction on Reading Comprehension: A Case Study of Koforidua Senior High Technical School .

Degree: 2020, University of Ghana

URL: http://ugspace.ug.edu.gh/handle/123456789/34743

► Research on reading has indicated that children who fail to achieve reading competence in their early grades experience reading comprehension difficulties later in the upper… (more)

Subjects/Keywords: Reading; Koforidua Senior High Technical School; Reading Sub Skills; Comprehension Skills

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

APA (6^th Edition):

Asinyor, E. (2020). Effects of Reading Fluency Instruction on Reading Comprehension: A Case Study of Koforidua Senior High Technical School . (Doctoral Dissertation). University of Ghana. Retrieved from http://ugspace.ug.edu.gh/handle/123456789/34743

Chicago Manual of Style (16^th Edition):

Asinyor, E. “Effects of Reading Fluency Instruction on Reading Comprehension: A Case Study of Koforidua Senior High Technical School .” 2020. Doctoral Dissertation, University of Ghana. Accessed April 10, 2021. http://ugspace.ug.edu.gh/handle/123456789/34743.

MLA Handbook (7^th Edition):

Asinyor, E. “Effects of Reading Fluency Instruction on Reading Comprehension: A Case Study of Koforidua Senior High Technical School .” 2020. Web. 10 Apr 2021.

Vancouver:

Asinyor E. Effects of Reading Fluency Instruction on Reading Comprehension: A Case Study of Koforidua Senior High Technical School . [Internet] [Doctoral dissertation]. University of Ghana; 2020. [cited 2021 Apr 10]. Available from: http://ugspace.ug.edu.gh/handle/123456789/34743.

Council of Science Editors:

Asinyor E. Effects of Reading Fluency Instruction on Reading Comprehension: A Case Study of Koforidua Senior High Technical School . [Doctoral Dissertation]. University of Ghana; 2020. Available from: http://ugspace.ug.edu.gh/handle/123456789/34743

National University of Ireland – Galway

7. Brosnan, Julie. An investigation of a precision teaching intervention programme as a tier 2 intervention targeting foundational reading skills with at risk readers .

Degree: 2015, National University of Ireland – Galway

URL: http://hdl.handle.net/10379/5305

► This thesis describes the first application of a Tier 2 intervention programme targeting fluency in foundational reading skills with at risk Senior Infant readers (n=36).… (more)

Subjects/Keywords: Precision teaching; Reading skills; Foundational reading skills; Learning sciences; Psychology

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APA (6^th Edition):

Brosnan, J. (2015). An investigation of a precision teaching intervention programme as a tier 2 intervention targeting foundational reading skills with at risk readers . (Thesis). National University of Ireland – Galway. Retrieved from http://hdl.handle.net/10379/5305

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

Chicago Manual of Style (16^th Edition):

Brosnan, Julie. “An investigation of a precision teaching intervention programme as a tier 2 intervention targeting foundational reading skills with at risk readers .” 2015. Thesis, National University of Ireland – Galway. Accessed April 10, 2021. http://hdl.handle.net/10379/5305.

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

MLA Handbook (7^th Edition):

Brosnan, Julie. “An investigation of a precision teaching intervention programme as a tier 2 intervention targeting foundational reading skills with at risk readers .” 2015. Web. 10 Apr 2021.

Vancouver:

Brosnan J. An investigation of a precision teaching intervention programme as a tier 2 intervention targeting foundational reading skills with at risk readers . [Internet] [Thesis]. National University of Ireland – Galway; 2015. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/10379/5305.

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

Council of Science Editors:

Brosnan J. An investigation of a precision teaching intervention programme as a tier 2 intervention targeting foundational reading skills with at risk readers . [Thesis]. National University of Ireland – Galway; 2015. Available from: http://hdl.handle.net/10379/5305

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

North-West University

8. Uys, Charmaine Cecilia. Die verband tussen herkenning van hoëfrekwensiewoorde en die leesvaardighede van leerders in die grondslagfase / Charmaine Cecilia Uys .

Degree: 2009, North-West University

URL: http://hdl.handle.net/10394/3759

► It is of utmost importance for learners to master language in order to learn effectively at school. Problems in language development can cause learning problems… (more)

▼ It is of utmost importance for learners to master language in order to learn effectively at school. Problems in language development can cause learning problems that have negative results for the learner. Language consists mainly of the spoken language (listening and speaking), reading and writing. These three aspects of language form an integrated unit so that a problem with one will influence the others. Learners are initially taught in school to read and write. Learners should later be able to use acquired reading skills to learn, and acquired writing skills must be applied to reproduce that which has been learnt. If learners do not master the foregoing skills, their progress at school will be seriously handicapped. A further aggravating factor within the milieu of the South African education system is the complicated socio-political history of the country that created a large number of disadvantaged schools. A Report by the Ministerial Committee on Education in Disadvantaged Areas (2005:10, 43) emphasizes the needs and skills of learners; training, dedication and competencies of teachers; as well as the importance of instructional media in disadvantaged areas. In spite of the implementation of the National Curriculum Statement Grade R-9 (Schools) and Grade 10-12 (Schools), illiteracy is still a serious problem in South Africa. Because the basis of all reading and writing skills are laid in the Foundation Phase, it is necessary for drastic steps to be taken to ensure that learners will be able to read with comprehension in their first years at school. This research is aimed at proving the significant relationship between high frequency words and reading skills (measured by word recognition and reading comprehension) and also improving the reading skills of learners by the acquisition of high frequency words. An effort has also been made to meet the requirements of the core elements for good teaching/instruction. To achieve this objective, the focus of this study is binary. In the first phase the researcher determines if there is a significant relationship between the visual recognition of the high frequency words and reading skills (measured by visual word recognition and reading comprehension) of learners in the Foundation Phase (Grade 2). After completion of Phase 1 it was determined that there is a correlation between the visual recognition of high frequency words and the reading skills (measured by visual word recognition and reading comprehension) of learners in the Foundation Phase (Grade 2). After the successful completion of Phase 1 the focus shifts to the study of Phase 2. In Phase 2 the researcher makes a contribution to the instruction/teaching milieu and meets the requirements of the stated criteria to ensure good instruction/teaching as determined by the Report of the Ministerial Committee on Education in Disadvantaged Areas (2005:10, 43). This contribution is made through the designing of a reading instruction programme that is aimed at the improvement of reading skills (measured by visual word…

Subjects/Keywords: Reading skills; Reading approaches; Foundation phase; High frequency words; Reading programme

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

APA (6^th Edition):

Uys, C. C. (2009). Die verband tussen herkenning van hoëfrekwensiewoorde en die leesvaardighede van leerders in die grondslagfase / Charmaine Cecilia Uys . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/3759

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

Chicago Manual of Style (16^th Edition):

Uys, Charmaine Cecilia. “Die verband tussen herkenning van hoëfrekwensiewoorde en die leesvaardighede van leerders in die grondslagfase / Charmaine Cecilia Uys .” 2009. Thesis, North-West University. Accessed April 10, 2021. http://hdl.handle.net/10394/3759.

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

MLA Handbook (7^th Edition):

Uys, Charmaine Cecilia. “Die verband tussen herkenning van hoëfrekwensiewoorde en die leesvaardighede van leerders in die grondslagfase / Charmaine Cecilia Uys .” 2009. Web. 10 Apr 2021.

Vancouver:

Uys CC. Die verband tussen herkenning van hoëfrekwensiewoorde en die leesvaardighede van leerders in die grondslagfase / Charmaine Cecilia Uys . [Internet] [Thesis]. North-West University; 2009. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/10394/3759.

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

Council of Science Editors:

Uys CC. Die verband tussen herkenning van hoëfrekwensiewoorde en die leesvaardighede van leerders in die grondslagfase / Charmaine Cecilia Uys . [Thesis]. North-West University; 2009. Available from: http://hdl.handle.net/10394/3759

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

University of Namibia

9. February, Pamela J. Teaching and learning to read in Afrikaans: Teacher competence and computer-assisted support .

Degree: 2018, University of Namibia

URL: http://hdl.handle.net/11070/2371

► This thesis is in the form of a monograph consisting of three distinct, but related studies. The three studies examined Grade 1 teachers’ knowledge and… (more)

Subjects/Keywords: Reading skills; Reading instruction; GraphoGame; Afrikaans; computer-assisted reading intervention

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APA (6^th Edition):

February, P. J. (2018). Teaching and learning to read in Afrikaans: Teacher competence and computer-assisted support . (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/2371

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

Chicago Manual of Style (16^th Edition):

February, Pamela J. “Teaching and learning to read in Afrikaans: Teacher competence and computer-assisted support .” 2018. Thesis, University of Namibia. Accessed April 10, 2021. http://hdl.handle.net/11070/2371.

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

MLA Handbook (7^th Edition):

February, Pamela J. “Teaching and learning to read in Afrikaans: Teacher competence and computer-assisted support .” 2018. Web. 10 Apr 2021.

Vancouver:

February PJ. Teaching and learning to read in Afrikaans: Teacher competence and computer-assisted support . [Internet] [Thesis]. University of Namibia; 2018. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/11070/2371.

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

Council of Science Editors:

February PJ. Teaching and learning to read in Afrikaans: Teacher competence and computer-assisted support . [Thesis]. University of Namibia; 2018. Available from: http://hdl.handle.net/11070/2371

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

Addis Ababa University

10. Zenebe, Beyene. AN INVESTIGATION OF THE MINIMUM THRESHOLD LEVEL TOWARDS THE END OF THE FIRST CYCLE: READING SKILLS IN FOCUS .

Degree: 2012, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/2216

► The principal objective of the study was to investigate the reading achievement of the first cycle students and then compare this with the achievement level… (more)

▼ The principal objective of the study was to investigate the reading achievement of the first cycle students and then compare this with the achievement level expected of them. As a corollary to this, the investigation sought to discover whether the reading objectives of the first cycle are met or not. To this end, an achievement test and two sets of questionnaires were employed to collect the data. To prepare the test, the profile for the first cycle was closely analyzed. The textbooks for grade one, two, three and four were surveyed. Based on the objectives of the syllabi and the proportional representation of the sub-skills in the textbooks, a table of specifications was prepared. A test comprising literal comprehension, vocabulary in context, word recognition (identification), information transfer, comprehension-at-word level, comprehension-at-sentence level, reordering jumbled sentences and reading for the main ideas was developed as this would most likely gauge students' expected performance at the level. This test was administered to 180 randomly selected students from six schools: three from Government and three from Public Schools. The test was piloted on 40 students and then was administered to the 180 sample students. The result of the test indicated that from the total of 180 sample students 94 students or 52% scored below the overall average of the test (54%). A close examination of student's performance further revealed that students performed better in comprehension-at-word level, information transfer and reordering jumbled sentences tests. They performed adequately in literal comprehension test. The students performed below average in comprehension at sentence level, in Reading-for-the main idea and word identification tests. The results of teachers' questionnaire also corroborate the test results. The response of teachers' questionnaire indicated that students' reading performance was below standard. Further analysis of the questionnaire revealed that there were some problems which account for such poor performance. On the basis of the results, some recommendations were forwarded. These recommendations call for some remedial activities on the part of the teachers, supply of reading materials on the part of the parents and school administrators, syllabus and other minor policy adjustments on the part of the bodies concerned and improving reading practice on the part of the students. Advisors/Committee Members: Dr. Teshome Demisse (advisor).

Subjects/Keywords: MINIMUM THRESHOLD LEVEL; READING SKILLS IN FOCUS

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APA (6^th Edition):

Zenebe, B. (2012). AN INVESTIGATION OF THE MINIMUM THRESHOLD LEVEL TOWARDS THE END OF THE FIRST CYCLE: READING SKILLS IN FOCUS . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/2216

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

Chicago Manual of Style (16^th Edition):

Zenebe, Beyene. “AN INVESTIGATION OF THE MINIMUM THRESHOLD LEVEL TOWARDS THE END OF THE FIRST CYCLE: READING SKILLS IN FOCUS .” 2012. Thesis, Addis Ababa University. Accessed April 10, 2021. http://etd.aau.edu.et/dspace/handle/123456789/2216.

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

MLA Handbook (7^th Edition):

Zenebe, Beyene. “AN INVESTIGATION OF THE MINIMUM THRESHOLD LEVEL TOWARDS THE END OF THE FIRST CYCLE: READING SKILLS IN FOCUS .” 2012. Web. 10 Apr 2021.

Vancouver:

Zenebe B. AN INVESTIGATION OF THE MINIMUM THRESHOLD LEVEL TOWARDS THE END OF THE FIRST CYCLE: READING SKILLS IN FOCUS . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Apr 10]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2216.

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

Council of Science Editors:

Zenebe B. AN INVESTIGATION OF THE MINIMUM THRESHOLD LEVEL TOWARDS THE END OF THE FIRST CYCLE: READING SKILLS IN FOCUS . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2216

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

California State University – Sacramento

11. Gaiduchik, Alina. The role of first language transfer and second language proficiency in reading of Russian and Ukrainian English language learners: a case study.

Degree: MA, Education (Curriculum and Instruction, 2020, California State University – Sacramento

URL: http://hdl.handle.net/10211.3/216953

► Statement of Problem: The purpose of this study is to understand the role of first language (L1) transfer of Russian and Ukrainian ELLs and to… (more)

▼ Statement of Problem: The purpose of this study is to understand the role of first language (L1) transfer of Russian and Ukrainian ELLs and to examine how it affects second language (L2) acquisition in terms of English reading. This study will interview fifth-grade Russian and Ukrainian ELLs about their reading knowledge and reading practices in their L1 and see if these literacy skills have influenced their reading in the English language. The role of L1 and its association to L2 has been an important part in bilingual research; research states that when students are reading in L2, they are transferring their literacy skills and are using their L1 as a reading strategy (Jiang, 2011). This study will also interview fifth-grade teachers to gather data on their experience working with Russian and Ukrainian ELLs and their thoughts and beliefs about reading and the role of L1 and its effect on second language acquisition. In addition, the study will look at student report cards to see if there is an association between their grades and their reading practices. Sources of Data: This study presents findings from individual, semi-structured interviews with fifth-grade teachers and fifth-grade Russian and Ukrainian ELLs. In addition to the individual teacher and student interviews, student report cards were examined and evaluated to see if there is an association between the student???s grades and their reading practices. Conclusions Reached: The conclusions of the research on the subject are confirmed by the study. The teachers, all with multiple years of experience working with and teaching ELLs, all agree that maintaining good reading practices in both L1 and L2 is essential to proper L2 acquisition. The students??? reading practices and abilities in their L1, also largely reflect their L2 proficiency. The teachers also agree that parent involvement is very important, and that this is an area where the Russian and Ukrainian ELL populations could improve. Advisors/Committee Members: Lozano, Albert S..

Subjects/Keywords: Second language acquisition; Reading practices; Literacy skills

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APA (6^th Edition):

Gaiduchik, A. (2020). The role of first language transfer and second language proficiency in reading of Russian and Ukrainian English language learners: a case study. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/216953

Chicago Manual of Style (16^th Edition):

Gaiduchik, Alina. “The role of first language transfer and second language proficiency in reading of Russian and Ukrainian English language learners: a case study.” 2020. Masters Thesis, California State University – Sacramento. Accessed April 10, 2021. http://hdl.handle.net/10211.3/216953.

MLA Handbook (7^th Edition):

Gaiduchik, Alina. “The role of first language transfer and second language proficiency in reading of Russian and Ukrainian English language learners: a case study.” 2020. Web. 10 Apr 2021.

Vancouver:

Gaiduchik A. The role of first language transfer and second language proficiency in reading of Russian and Ukrainian English language learners: a case study. [Internet] [Masters thesis]. California State University – Sacramento; 2020. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/10211.3/216953.

Council of Science Editors:

Gaiduchik A. The role of first language transfer and second language proficiency in reading of Russian and Ukrainian English language learners: a case study. [Masters Thesis]. California State University – Sacramento; 2020. Available from: http://hdl.handle.net/10211.3/216953

University of South Africa

12. Mthethwa, Gugulethu Octavia. The role of inclusive intermediate phase teachers in imparting reading skills to learners in KwaDukuza circuit .

Degree: 2015, University of South Africa

URL: http://hdl.handle.net/10500/19938

► The role of teachers has been defined as that of providing knowledge and skills to learners, so it is imperative for them to understand their… (more)

▼ The role of teachers has been defined as that of providing knowledge and skills to learners, so it is imperative for them to understand their roles and responsibilities in. This extends to language teachers’ enhancing their performance in teaching reading, particularly because of the large and increasing number of learners who are having reading difficulties. Their inclusion in mainstream classrooms necessitates that teachers optimise reading to all learners who are experiencing reading difficulties. In some schools teachers are underqualified or not qualified to teach language, hence there are inadequate strategies for teaching reading skills. The study will shed light on how to help teachers in imparting reading skills to learners in KwaDukuza circuit, South Africa. It analyses the role of inclusive intermediate phase teachers in imparting reading skills, with 80% of schools in the circuit requiring training for teachers, to empower them to assist learners with reading difficulties. The qualitative method as mode of inquiry used in the study was suitable for gaining more information on and understanding of the role of inclusive teachers in teaching reading skills to learners Qualitative data elucidated the role of teachers in imparting reading skills and the study was carried out with 20 participants, comprising 10 learners, five School Management Team (SMT) members chosen because they had final accountability in teaching and learning, and five teachers selected by purposive sampling because they were either language teachers or inclusive teachers of reading in schools. Observation of actions they embarked on were made to illuminate teachers’ roles. The findings of the study determined that there was a major consensus that the ability of teachers to deliver good reading instruction was the most powerful factor in determining how well learners learn to read. Appropriate resources, adequate human resources, and material resources are an integral part of teaching of reading. The study makes recommendations and suggests further areas of research. Advisors/Committee Members: Maguvhe, Obert (advisor).

Subjects/Keywords: Reading; Teachers; Inclusion; Skills; Role; Intermediate

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APA (6^th Edition):

Mthethwa, G. O. (2015). The role of inclusive intermediate phase teachers in imparting reading skills to learners in KwaDukuza circuit . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/19938

Chicago Manual of Style (16^th Edition):

Mthethwa, Gugulethu Octavia. “The role of inclusive intermediate phase teachers in imparting reading skills to learners in KwaDukuza circuit .” 2015. Masters Thesis, University of South Africa. Accessed April 10, 2021. http://hdl.handle.net/10500/19938.

MLA Handbook (7^th Edition):

Mthethwa, Gugulethu Octavia. “The role of inclusive intermediate phase teachers in imparting reading skills to learners in KwaDukuza circuit .” 2015. Web. 10 Apr 2021.

Vancouver:

Mthethwa GO. The role of inclusive intermediate phase teachers in imparting reading skills to learners in KwaDukuza circuit . [Internet] [Masters thesis]. University of South Africa; 2015. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/10500/19938.

Council of Science Editors:

Mthethwa GO. The role of inclusive intermediate phase teachers in imparting reading skills to learners in KwaDukuza circuit . [Masters Thesis]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/19938

Boston University

13. Johnson, Joan Ruth. Evaluation of exercises to develop reading organization in grade six.

Degree: MEd, Education, 1951, Boston University

URL: http://hdl.handle.net/2144/22167

Subjects/Keywords: Reading skills; Evaluation

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APA (6^th Edition):

Johnson, J. R. (1951). Evaluation of exercises to develop reading organization in grade six. (Masters Thesis). Boston University. Retrieved from http://hdl.handle.net/2144/22167

Chicago Manual of Style (16^th Edition):

Johnson, Joan Ruth. “Evaluation of exercises to develop reading organization in grade six.” 1951. Masters Thesis, Boston University. Accessed April 10, 2021. http://hdl.handle.net/2144/22167.

MLA Handbook (7^th Edition):

Johnson, Joan Ruth. “Evaluation of exercises to develop reading organization in grade six.” 1951. Web. 10 Apr 2021.

Vancouver:

Johnson JR. Evaluation of exercises to develop reading organization in grade six. [Internet] [Masters thesis]. Boston University; 1951. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/2144/22167.

Council of Science Editors:

Johnson JR. Evaluation of exercises to develop reading organization in grade six. [Masters Thesis]. Boston University; 1951. Available from: http://hdl.handle.net/2144/22167

University of Canterbury

14. Sadeghi, Amir. Towards a universal model of reading investigations into Persian monolingual and English-Persian bilingual speakers.

Degree: PhD, Education, 2013, University of Canterbury

URL: http://dx.doi.org/10.26021/10041

► The research reported in this thesis aimed to investigate potential cognitive-linguistic predictors of reading comprehension levels amongst Persian monolingual and Persian-English bilingual primary school children.… (more)

▼ The research reported in this thesis aimed to investigate potential cognitive-linguistic predictors of reading comprehension levels amongst Persian monolingual and Persian-English bilingual primary school children. The Persian orthography, unlike English, is written from right to left. It is cursive and most of the letters change their shape when connecting to letters on one or both sides. The orthography also has the feature of using marks to represent sounds within the language. These marks are not always included in written text, particularly when the text is targeted at more experienced readers. Over 200 school-children in Iran from grades 2 to 5 were given measures of text reading comprehension involving Cloze completion or passages followed by questions. Comprehension levels were compared to scores on measures of language competence, phonological ability, orthographic processing and speed of processing. Analyses indicated that Persian reading comprehension levels, consistent with English models of reading, were predicted by measures of linguistic competence and word decoding, with the latter being predicted by phonological and orthographic processing skills. However, orthographic skills and speed of processing showed predictions of Persian reading comprehension independent of word decoding processes, findings that differed to those predicted from the English-language derived models. These findings were examined among over 150 Persian-English bilingual children in Persian grades 2 to 5 who attending mainstream schools in New Zealand or Australia. These children were being educated in an English medium context, but with Persian as their home language. Analyses of predictors of reading levels verified the findings reported from the monolingual data. In addition, comparisons of good and poor reading comprehenders argued for deficits in either language or word decoding skills to potentially produce different sub-groups of poor readers, with the findings also being consistent with deficits in phonological decoding and/or orthographic processing skills consistent with dual-route or triangle models of literacy learning disabilities. The thesis findings were used to derive a model of Persian reading comprehension similar to the simple view of reading. The findings can also inform the development of cross-language models of reading and global theories of reading comprehension.

Subjects/Keywords: Reading comprehension; Orthography; Cognitive skills; Bilingual

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APA (6^th Edition):

Sadeghi, A. (2013). Towards a universal model of reading investigations into Persian monolingual and English-Persian bilingual speakers. (Doctoral Dissertation). University of Canterbury. Retrieved from http://dx.doi.org/10.26021/10041

Chicago Manual of Style (16^th Edition):

Sadeghi, Amir. “Towards a universal model of reading investigations into Persian monolingual and English-Persian bilingual speakers.” 2013. Doctoral Dissertation, University of Canterbury. Accessed April 10, 2021. http://dx.doi.org/10.26021/10041.

MLA Handbook (7^th Edition):

Sadeghi, Amir. “Towards a universal model of reading investigations into Persian monolingual and English-Persian bilingual speakers.” 2013. Web. 10 Apr 2021.

Vancouver:

Sadeghi A. Towards a universal model of reading investigations into Persian monolingual and English-Persian bilingual speakers. [Internet] [Doctoral dissertation]. University of Canterbury; 2013. [cited 2021 Apr 10]. Available from: http://dx.doi.org/10.26021/10041.

Council of Science Editors:

Sadeghi A. Towards a universal model of reading investigations into Persian monolingual and English-Persian bilingual speakers. [Doctoral Dissertation]. University of Canterbury; 2013. Available from: http://dx.doi.org/10.26021/10041

University of Alberta

15. Stephenson, Kathy. Environmental, behavioural, and cognitive predictors of emergent literacy and reading skills.

Degree: PhD, Department of Educational Psychology, 2011, University of Alberta

URL: https://era.library.ualberta.ca/files/qz20ss52b

► This thesis consists of three separate papers broadly examining how different environmental and child variables affect language and literacy acquisition in two or more orthographies.… (more)

▼ This thesis consists of three separate papers broadly examining how different environmental and child variables affect language and literacy acquisition in two or more orthographies. The first paper is a quantitative meta-analysis of studies that have examined the effects of shared book reading on language, emergent literacy skills, and reading achievement with preschool children. The results suggest that shared book reading explained approximately 7% of variance in all the language and literacy measures combined. The mean effect size of shared book reading was slightly larger for the combined language measures (d = 0.77) than for the combined emergent literacy measures (d = 0.57), or the combined reading achievement measures (d = 0.63). An examination of the effects of shared book reading on specific language, emergent literacy, and reading skills revealed that shared book reading is more related to some skills than others. The second paper examines the effects of home literacy (shared book reading, teaching activities, and number of books), children’s task-focused behaviour, and parents’ beliefs and expectations about their child’s reading and academic ability on Kindergarten children’s (N = 61) phonological sensitivity and letter knowledge and on Grade 1 word reading. The results showed that after controlling for nonverbal IQ and vocabulary, parent teaching activities prior to Kindergarten predicted significantly letter knowledge; parents’ beliefs about their children’s reading ability predicted significantly phonological sensitivity and Kindergarten word reading; and children’s task-focused behaviour predicted significantly letter knowledge and Kindergarten and Grade 1 word reading The third paper reports on a cross-linguistic longitudinal study that examines the environmental, behavioural, and cognitive predictors of Grade 3 word reading fluency, passage comprehension, and spelling in children learning to read in an orthographically inconsistent language (English) and in an orthographically consistent language (Greek). Results indicated that home literacy factors did not directly predict Grade 3 reading or spelling skills for either the English- or Greek-speaking samples. Task-focused behaviour directly predicted spelling for the Greek-speaking sample. Vocabulary was more important for reading and spelling in English than in Greek. Letter knowledge was more important for spelling in Greek and for passage comprehension in English.

Subjects/Keywords: shared book reading; emergent literacy skills; reading skills; motivation; home literacy environment

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APA (6^th Edition):

Stephenson, K. (2011). Environmental, behavioural, and cognitive predictors of emergent literacy and reading skills. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/qz20ss52b

Chicago Manual of Style (16^th Edition):

Stephenson, Kathy. “Environmental, behavioural, and cognitive predictors of emergent literacy and reading skills.” 2011. Doctoral Dissertation, University of Alberta. Accessed April 10, 2021. https://era.library.ualberta.ca/files/qz20ss52b.

MLA Handbook (7^th Edition):

Stephenson, Kathy. “Environmental, behavioural, and cognitive predictors of emergent literacy and reading skills.” 2011. Web. 10 Apr 2021.

Vancouver:

Stephenson K. Environmental, behavioural, and cognitive predictors of emergent literacy and reading skills. [Internet] [Doctoral dissertation]. University of Alberta; 2011. [cited 2021 Apr 10]. Available from: https://era.library.ualberta.ca/files/qz20ss52b.

Council of Science Editors:

Stephenson K. Environmental, behavioural, and cognitive predictors of emergent literacy and reading skills. [Doctoral Dissertation]. University of Alberta; 2011. Available from: https://era.library.ualberta.ca/files/qz20ss52b

University of Waikato

16. Te Arihi, Kylie. The Effects of a Shared Reading Intervention on the English Reading Skills of Year One Students in a Level Two Māori-medium Educational Context .

Degree: 2014, University of Waikato

URL: http://hdl.handle.net/10289/9004

► One of the biggest challenges confronting literacy education in Aotearoa New Zealand is accommodating the differences in English reading-related variables at school entry to produce… (more)

▼ One of the biggest challenges confronting literacy education in Aotearoa New Zealand is accommodating the differences in English reading-related variables at school entry to produce equitable outcomes in later reading achievement (Wilkinson, Freebody, & Elkins, 2000). English-medium schools in Aotearoa struggle to negotiate effective literacy practices that validate and cater for the cognitive, cultural, and linguistic differences children bring to the process of learning to read in English. Whereas, the role of English reading instruction in Māori-medium schools has been an under-researched and controversial issue. How to accommodate for these differences to achieve equitable English reading outcomes in a year 1 level 2 Māori-medium context is the theme that this research seeks to explore. This Masters thesis reports on a shared reading intervention that explicitly teaches phonological awareness and alphabet knowledge to examine its effects on the English reading skills of year 1 students in a level 2 Māori-medium setting. The research implemented a Kaupapa Māori framework and used interviews, surveys, reliable literacy measures, and research-based literacy instruction to explore reading acquisition for this particular cohort. Thus, the purposes of the study were (a) to glean an in-depth understanding of the literacy and language practices that potentially shaped the participants English reading–related variables, (b) to examine the range of English reading-related skills for this cohort, and (c) to determine the effects of the intervention on their English reading skills. Eight students were divided and matched with a pair according to their reported pre-test phonemic awareness and alphabet knowledge scores, and then randomly assigned to either an intervention (n = 4) or treatment control (n = 4) group. The intervention programme was carried out over a six week period and comprised 12, 30 minute lessons that integrated phonological and alphabetic based decoding skills within the shared reading approach. The duration of the treatment control programme was also carried out over a six week period and comprised 12, 30 minutes lessons that integrated semantic, syntactic, and visual graphophonic sources of information to recognise words. The results indicated the breadth and depth of English reading skills in year 1 level 2 Māori-medium contexts are diverse and the children had a positive attitude and sense of efficacy towards reading. A comparison of the test results between the intervention and treatment control group demonstrated that a shared reading intervention that focused explicitly on phonological awareness and alphabet knowledge is effective in raising letter-naming knowledge, pseudoword decoding, phonemic awareness, and invented spelling. The results are discussed in light of theoretical assumptions about reading acquisition that underlie word-base and text-base approaches to word recognition. Overall, this study supports the development and reform of training and professional development… Advisors/Committee Members: Dymock, Susan (advisor), Daly, Nicola (advisor).

Subjects/Keywords: English Reading Skills; Māori-medium Education; Reading Acquisition

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APA (6^th Edition):

Te Arihi, K. (2014). The Effects of a Shared Reading Intervention on the English Reading Skills of Year One Students in a Level Two Māori-medium Educational Context . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/9004

Chicago Manual of Style (16^th Edition):

Te Arihi, Kylie. “The Effects of a Shared Reading Intervention on the English Reading Skills of Year One Students in a Level Two Māori-medium Educational Context .” 2014. Masters Thesis, University of Waikato. Accessed April 10, 2021. http://hdl.handle.net/10289/9004.

MLA Handbook (7^th Edition):

Te Arihi, Kylie. “The Effects of a Shared Reading Intervention on the English Reading Skills of Year One Students in a Level Two Māori-medium Educational Context .” 2014. Web. 10 Apr 2021.

Vancouver:

Te Arihi K. The Effects of a Shared Reading Intervention on the English Reading Skills of Year One Students in a Level Two Māori-medium Educational Context . [Internet] [Masters thesis]. University of Waikato; 2014. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/10289/9004.

Council of Science Editors:

Te Arihi K. The Effects of a Shared Reading Intervention on the English Reading Skills of Year One Students in a Level Two Māori-medium Educational Context . [Masters Thesis]. University of Waikato; 2014. Available from: http://hdl.handle.net/10289/9004

Open Universiteit Nederland

17. Wolfs, Zyxcban. Zichtlezen bij Cellisten :Welke Factoren en Strategieën Leiden tot Betere Resultaten? .

Degree: 2016, Open Universiteit Nederland

URL: http://hdl.handle.net/1820/6528

► Sight-reading is an indispensable skill for musicians. Previous research on sight-reading has mainly taken place from a tonal perspective where intervals and harmonic functions form… (more)

▼ Sight-reading is an indispensable skill for musicians. Previous research on sight-reading has mainly taken place from a tonal perspective where intervals and harmonic functions form basic premises. Wind instruments, keyboard-based instruments and the human voice differ on important aspects in comparison with string instruments. The question is therefore if a tonal approach is the most appropriate method to measure proficiency of sight-reading with string instruments. The goal of this research is to measure sight-reading proficiency of cellists. The research examines the effect of cognitive position knowledge, expertise, routine, complexity, position use and position strategies (tonal and positional) on sight-reading errors. These errors manifested themselves in pitch and short and long pauses during sight-reading. The purpose is to answer the following question: Does position knowledge, expertise, routine, position use and use of tonal and positional sight-reading strategies lead to better sight-reading by cellists? In this expertise study 79 non-randomly instructor-selected cello students participated. They very in age (7 to 70), expertise level (low, moderate, high) and experience: measured in years of having followed cello lessons (between 1 and 20). This study is in terms of design and execution partly correlational (use of positional and tonal strategies) and partly an experimental repeated-measures design (expertise, routine, position knowledge, complexity and position use). The following measuring instruments are developed for this research: (a) the Questionnaire on Background Variables of Sight-Reading with open and closed questions, (b) the Survey on Sight-Reading Strategies, consisting of 24 questions on a 5-point Likert scale, (c) the Position Knowledge Test consisting of 40 multiple choice questions, and (d) the Vocal Sight-Reading Inventory (VSRI) version 1 (Henry, 1999, melody 1, 3, 4, and 5 transposed and renamed to Transposed Sight-Reading Melodies VSRI) consisting of three repetitions of four short melodies that increase in the amount of accidentals and whereby the total sight-reading errors, short pauses, long pauses and position use are recorded. The findings suggest that use of positional strategies during sight-reading shows no significant stronger correlation with the amount of sight-reading errors than the use of tonal strategies. Better position knowledge indicates a very strong negative correlation with the amount of sight-reading errors, while a weak correlation exists with pauses. In addition, it appears that an increase in the amount of accidentals leads to more sight-reading errors and more pauses. Finally, the position knowledge, expertise level and position use of participants explain 83% of the variation in the total sight-reading errors. Experience and use of tonal strategies explain 40% of the variation in the amount of short pauses and 25% of the variation in the amount of long pauses. In conclusion, research on sight-reading from a cognitive perspective is adequate provided…

Subjects/Keywords: music reading; pitch skills; sight-reading; string instruments; tonal pattern; VSRI.

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APA (6^th Edition):

Wolfs, Z. (2016). Zichtlezen bij Cellisten :Welke Factoren en Strategieën Leiden tot Betere Resultaten? . (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/6528

Chicago Manual of Style (16^th Edition):

Wolfs, Zyxcban. “Zichtlezen bij Cellisten :Welke Factoren en Strategieën Leiden tot Betere Resultaten? .” 2016. Masters Thesis, Open Universiteit Nederland. Accessed April 10, 2021. http://hdl.handle.net/1820/6528.

MLA Handbook (7^th Edition):

Wolfs, Zyxcban. “Zichtlezen bij Cellisten :Welke Factoren en Strategieën Leiden tot Betere Resultaten? .” 2016. Web. 10 Apr 2021.

Vancouver:

Wolfs Z. Zichtlezen bij Cellisten :Welke Factoren en Strategieën Leiden tot Betere Resultaten? . [Internet] [Masters thesis]. Open Universiteit Nederland; 2016. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/1820/6528.

Council of Science Editors:

Wolfs Z. Zichtlezen bij Cellisten :Welke Factoren en Strategieën Leiden tot Betere Resultaten? . [Masters Thesis]. Open Universiteit Nederland; 2016. Available from: http://hdl.handle.net/1820/6528

Tartu University

18. Kärbla, Triinu. Assessment of text comprehension and teaching comprehension strategies in Estonian basic school .

Degree: 2020, Tartu University

URL: http://hdl.handle.net/10062/68478

► Tekstidest arusaamine võimaldab omandada uusi teadmisi ja igapäevaelus edukalt hakkama saada. Tekstimõistmine on mitmetasandiline ja sisaldab paljude omavahel seotud komponentide ja protsesside samaaegset kasutamist. Selleks,… (more)

▼ Tekstidest arusaamine võimaldab omandada uusi teadmisi ja igapäevaelus edukalt hakkama saada. Tekstimõistmine on mitmetasandiline ja sisaldab paljude omavahel seotud komponentide ja protsesside samaaegset kasutamist. Selleks, et jälgida õpilaste arengut tekstimõistmise eri oskustes, võib jaotada tekstimõistmise kolmele tasandile: sõnasõnalisele, järeldavale ja hindavale. Tekstimõistmine järeldaval ja hindaval tasandil eeldab lugejalt tekstimõistmise strateegiate kasutamist, mida on tarvis õpilastele enamasti lugemistundides õpetada. Siinses doktoritöös uuriti, kuivõrd eesti keele taseme- ja eksamitööde tekstimõistmise ülesanded mõõdavad õpilaste loetust arusaamist eri tasanditel, ning töötati välja sekkumisprogramm tekstimõistmise strateegiate õpetamiseks emakeeletundides. Uuringust ilmnes, et üleriigilised hindamisvahendid sisaldavad palju õpilaste faktiteadmisi kontrollivaid ülesandeid ning vähe pööratakse tähelepanu hindava tasandi tekstimõistmise mõõtmisele. Lisaks selgus, et sama klassi ülesannete tasandiline jaotus oli aastati erinev, näiteks keskenduti ühel aastal peamiselt sõnasõnalise tasandi, kuid järgneval aastal järeldava tasandi ülesannetele. Tekstimõistmise ülesannete tasandilist jaotust arvestati sekkumisprogrammi koostamisel. Selle programmi efektiivsuse kontrollimisel selgus, et tekstimõistmise strateegiate õpetamine suurendas oluliselt õpilaste sõnavara ja tekstimõistmist sõnasõnalisel, järeldaval ja hindaval tasandil. Seevastu kontrollrühmas, kus strateegiaid ei õpetatud, arenes olulisel määral vaid õpilaste sõnasõnalise tekstimõistmise oskus. Doktoritöö tulemused toovad välja vajaduse muuta üleriigiliste hindamisvahendite koostamise põhimõtteid kooskõlas tekstimõistmise teooriatega. Lisaks kinnitavad tulemused tekstimõistmise strateegiate olulisust tekstimõistmise arendamisel. Sel põhjusel tuleks lisada strateegiate õpetamine riiklikku õppekavva ning emakeeletundidesse ning pakkuda õpetajatele teadmisi sellest, kuidas tekstimõistmise strateegiaid õpilastele eesmärgipäraselt õpetada; Text comprehension enables to convey knowledge in school setting and in every-day life. Text comprehension involves a full range of interactively working processes and components to understand texts at various levels. To have an overview of students’ proficiency in these processes, the text comprehension can be transferred to the three levels: literal, inferential and evaluative. The processes at inferential and evaluative levels rely on various comprehension strategies that should be explicitly taught in reading lessons. In this doctoral study the comprehension levels among the text comprehension tasks in the national standard-determining tests were examined, and an intervention program for teaching comprehension strategies was developed. It appeared that national assessments tended to include too many literal-level tasks and few tasks at evaluative comprehension level. Also, distribution of tasks at different comprehension levels was fluctuating among the tests for the same grade in different years. Multidimensional… Advisors/Committee Members: Uibu, Krista, juhendaja (advisor), Männamaa, Mairi, juhendaja (advisor).

Subjects/Keywords: pupils; reading comprehension; functional reading skills; comprehension; grammar schools; Estonia

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APA (6^th Edition):

Kärbla, T. (2020). Assessment of text comprehension and teaching comprehension strategies in Estonian basic school . (Thesis). Tartu University. Retrieved from http://hdl.handle.net/10062/68478

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

Chicago Manual of Style (16^th Edition):

Kärbla, Triinu. “Assessment of text comprehension and teaching comprehension strategies in Estonian basic school .” 2020. Thesis, Tartu University. Accessed April 10, 2021. http://hdl.handle.net/10062/68478.

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

MLA Handbook (7^th Edition):

Kärbla, Triinu. “Assessment of text comprehension and teaching comprehension strategies in Estonian basic school .” 2020. Web. 10 Apr 2021.

Vancouver:

Kärbla T. Assessment of text comprehension and teaching comprehension strategies in Estonian basic school . [Internet] [Thesis]. Tartu University; 2020. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/10062/68478.

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

Council of Science Editors:

Kärbla T. Assessment of text comprehension and teaching comprehension strategies in Estonian basic school . [Thesis]. Tartu University; 2020. Available from: http://hdl.handle.net/10062/68478

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

Virginia Tech

19. Washburn, Jocelyn. A Multiple Probe Study of a Word Level Intervention for Adolescents with Limited Reading Proficiency.

Degree: PhD, Curriculum and Instruction, 2020, Virginia Tech

URL: http://hdl.handle.net/10919/99061

► This research draws attention to the academic learning experiences for adolescents, with particular attention to adolescents with limited reading proficiency. The first article examines the… (more)

Subjects/Keywords: adolescent literacy; reading comprehension; intervention; strategies; skills; oral reading fluency; prosody

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APA (6^th Edition):

Washburn, J. (2020). A Multiple Probe Study of a Word Level Intervention for Adolescents with Limited Reading Proficiency. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/99061

Chicago Manual of Style (16^th Edition):

Washburn, Jocelyn. “A Multiple Probe Study of a Word Level Intervention for Adolescents with Limited Reading Proficiency.” 2020. Doctoral Dissertation, Virginia Tech. Accessed April 10, 2021. http://hdl.handle.net/10919/99061.

MLA Handbook (7^th Edition):

Washburn, Jocelyn. “A Multiple Probe Study of a Word Level Intervention for Adolescents with Limited Reading Proficiency.” 2020. Web. 10 Apr 2021.

Vancouver:

Washburn J. A Multiple Probe Study of a Word Level Intervention for Adolescents with Limited Reading Proficiency. [Internet] [Doctoral dissertation]. Virginia Tech; 2020. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/10919/99061.

Council of Science Editors:

Washburn J. A Multiple Probe Study of a Word Level Intervention for Adolescents with Limited Reading Proficiency. [Doctoral Dissertation]. Virginia Tech; 2020. Available from: http://hdl.handle.net/10919/99061

University of the Western Cape

20. Butler, Caroline. Making the transition from learning to read to reading to learn in Grade 4: Investigating the teaching of reading literacy in two Western Cape schools .

Degree: 2017, University of the Western Cape

URL: http://hdl.handle.net/11394/7008

► Drawing on the Progress in International Reading Literacy Study - PIRLS (Howie, et al., 2008), which highlights the reading literacy crisis in South African schools,… (more)

Subjects/Keywords: Progress in International Reading Literacy Study (PIRLS); Reading literacy; Teaching; Reading comprehension; Teachers’ questioning skills

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APA (6^th Edition):

Butler, C. (2017). Making the transition from learning to read to reading to learn in Grade 4: Investigating the teaching of reading literacy in two Western Cape schools . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/7008

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

Chicago Manual of Style (16^th Edition):

Butler, Caroline. “Making the transition from learning to read to reading to learn in Grade 4: Investigating the teaching of reading literacy in two Western Cape schools .” 2017. Thesis, University of the Western Cape. Accessed April 10, 2021. http://hdl.handle.net/11394/7008.

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

MLA Handbook (7^th Edition):

Butler, Caroline. “Making the transition from learning to read to reading to learn in Grade 4: Investigating the teaching of reading literacy in two Western Cape schools .” 2017. Web. 10 Apr 2021.

Vancouver:

Butler C. Making the transition from learning to read to reading to learn in Grade 4: Investigating the teaching of reading literacy in two Western Cape schools . [Internet] [Thesis]. University of the Western Cape; 2017. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/11394/7008.

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

Council of Science Editors:

Butler C. Making the transition from learning to read to reading to learn in Grade 4: Investigating the teaching of reading literacy in two Western Cape schools . [Thesis]. University of the Western Cape; 2017. Available from: http://hdl.handle.net/11394/7008

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

University of Toledo

21. Breymaier, Susan M. The effects of the Reading Academy Intensive Support Education (RAISE) Summer School Program on students' Third Grade Reading Guarantee (TGRG) assessment scores.

Degree: EdD, Educational Administration and Supervision, 2018, University of Toledo

URL: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525986233056296

► Providing struggling readers with research-based interventions, outside of the regular school day, is advantageous in giving students the time they need to remediate the basic… (more)

▼ Providing struggling readers with research-based interventions, outside of the regular school day, is advantageous in giving students the time they need to remediate the basic foundational skills necessary for proficient reading. Therefore, to increase learning time and provide reading intervention for students who have not mastered basic foundational reading skills, Toledo Public Schools delivers an intense, research-based summer reading intervention program (RAISE) to third grade students who have not met the Third Grade Reading Guarantee (TGRG) by the end of the students’ third grade school year. The purpose of this study is to evaluate the reading achievement of students participating in this intensive, summer reading program.Quantitative analysis is the methodology that was used in this study to determine if statistical differences existed on reading assessment scores for students who qualified for the RAISE summer program. The results of the SPSS analysis indicated that students who attended the RAISE summer program earned a slightly higher mean score, the following school year, on their spring state reading assessment than students who were identified for the RAISE program and did not participate. However, the difference was not statistically significant. The results further indicated that even though there was sufficient evidence that there may be a difference for the same student before and after participation in the RAISE summer program, for a majority of the years analyzed, the t-test mean scores were, in most cases, not high enough to meet the TGRG requirements. The results also indicated that while students who attended the RAISE summer program made mean score gains, there was no significant differences between students who attended more than 80 percent of the time and students who attended less than 80 percent of the time. Implications of this study indicate that increased learning time outside the regular school day does benefit students, however, this increased learning time needs to occur before third grade. Recommendations were made for both practice and future research, including recommendations for early childhood increased learning time programs. Advisors/Committee Members: Staub, Nancy (Committee Chair).

Subjects/Keywords: Education; Reading intervention; Third Grade Reading Guarantee; increased learning time; foundational reading skills; retention

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APA (6^th Edition):

Breymaier, S. M. (2018). The effects of the Reading Academy Intensive Support Education (RAISE) Summer School Program on students' Third Grade Reading Guarantee (TGRG) assessment scores. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525986233056296

Chicago Manual of Style (16^th Edition):

Breymaier, Susan M. “The effects of the Reading Academy Intensive Support Education (RAISE) Summer School Program on students' Third Grade Reading Guarantee (TGRG) assessment scores.” 2018. Doctoral Dissertation, University of Toledo. Accessed April 10, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525986233056296.

MLA Handbook (7^th Edition):

Breymaier, Susan M. “The effects of the Reading Academy Intensive Support Education (RAISE) Summer School Program on students' Third Grade Reading Guarantee (TGRG) assessment scores.” 2018. Web. 10 Apr 2021.

Vancouver:

Breymaier SM. The effects of the Reading Academy Intensive Support Education (RAISE) Summer School Program on students' Third Grade Reading Guarantee (TGRG) assessment scores. [Internet] [Doctoral dissertation]. University of Toledo; 2018. [cited 2021 Apr 10]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525986233056296.

Council of Science Editors:

Breymaier SM. The effects of the Reading Academy Intensive Support Education (RAISE) Summer School Program on students' Third Grade Reading Guarantee (TGRG) assessment scores. [Doctoral Dissertation]. University of Toledo; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525986233056296

University of Southern California

22. Klijian, Giuliana Milagros. What about the children left-behind? An evaluation of a reading intervention program.

Degree: EdD, Education (Leadership), 2011, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/407345/rec/7893

► Scholars and educators in the field of education continue to express concern about the "underachievement" of minority students, and suggest that the data reflects the… (more)

▼ Scholars and educators in the field of education continue to express concern about the "underachievement" of minority students, and suggest that the data reflects the educational inequity that exists with regard to certain ethnic, student populations. Given that the diversity of our student population continues to grow, the issues relevant to educational inequity is particularly acute. Current research projects that by the year 2026, 25 percent of the total student enrollment will be limited English proficient, and that 70 percent of the total student population will be non-White and Latinos.; The focus of this dissertation study is on Rolling Hills Elementary (a pseudonym) in Los Angeles County, California. Rolling Hills School faces the problem of having approximately 58 percent or more students performing below proficiency levels in English Language Arts (ELA) in the upper grades (fourth, fifth, and sixth grades). The concern is that given their grade levels, these students will soon be moving on to secondary schools not being proficient readers, and obviously being a nonproficient reader will impact the student’s learning and future success in school and in society.; In this study, I address the problem of poor performance in ELA by students enrolled in the upper grades at Rolling Hills. The objective of this research is four fold: first, to conclude whether or not the Language! intervention program currently taking place with the fourth, fifth, and sixth grade identified at-risk students improves their achievement performance in reading, particularly their performance on the California Standards Test (CST) ELA; second, to provide data to the school’s leadership data team on the effectiveness of the implementation of this intervention program; third, to identify strengths and weaknesses in the implementation of Language! and to assess if the program should be modified; and lastly, to add to the research literature on the use of Language!, as this research is currently limited. This study utilized a pre-post quasi-experimental design. The data was gathered via both quantitative and qualitative methodologies. Both formative and summative evaluations were combined in examining the research questions pertaining to this study. Two groups were used for comparison in evaluating the reading intervention program, Language!, in this study: an experimental group and a non-equivalent control group.; The results of this research study enlighten us as to the overall effects of the reading intervention program, Language!, on the reading achievement of the at-risk students at Rolling Hills School. Given the findings, the overall intervention effect of Language! was positive. Although the inference that this intervention program has a positive effect on the CST ELA achievement was not attained, this reading intervention program has provided those at-risk students with more basic reading skills. Advisors/Committee Members: Hocevar, Dennis (Committee Chair), Brown, Richard Sherdon (Committee Member), Keim, Robert G. (Committee Member).

Subjects/Keywords: reading intervention; nonproficient reader; reading achievement; elementary school; at-risk students; reading program; Language! program; reading intervention program; reading intervention effect; poor reading performance; basic reading skills.

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APA (6^th Edition):

Klijian, G. M. (2011). What about the children left-behind? An evaluation of a reading intervention program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/407345/rec/7893

Chicago Manual of Style (16^th Edition):

Klijian, Giuliana Milagros. “What about the children left-behind? An evaluation of a reading intervention program.” 2011. Doctoral Dissertation, University of Southern California. Accessed April 10, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/407345/rec/7893.

MLA Handbook (7^th Edition):

Klijian, Giuliana Milagros. “What about the children left-behind? An evaluation of a reading intervention program.” 2011. Web. 10 Apr 2021.

Vancouver:

Klijian GM. What about the children left-behind? An evaluation of a reading intervention program. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2021 Apr 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/407345/rec/7893.

Council of Science Editors:

Klijian GM. What about the children left-behind? An evaluation of a reading intervention program. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/407345/rec/7893

University of Wisconsin – Milwaukee

23. Brown, Holly Ann. Children’s Literature in the Elementary General Music Classroom.

Degree: MM, Music, 2019, University of Wisconsin – Milwaukee

URL: https://dc.uwm.edu/etd/2162

► Elementary music teachers are using children’s literature in their music lessons to reinforce music skills and concepts as well as introduce students to biographical… (more)

▼ Elementary music teachers are using children’s literature in their music lessons to reinforce music skills and concepts as well as introduce students to biographical and historical information as it relates to music. Using children’s literature in the music classroom is aurally and visually pleasing and with the use of culturally relevant and diverse materials, it can allow students to have a sense of belonging in the classroom. Students are highly engaged in the music lesson through response and participation in the reading of the story. Using children’s literature in the music classroom can also reinforce reading skills, specifically the five building blocks of reading. The purpose of this study was to explore how children’s literature used in the elementary general music classroom reinforces both music skills and pre-reading/reading skills. A survey was emailed to elementary music teachers who were members of the San Juan Music Educators’ Association in Washington State and 50 responses were collected. Survey participants represented a diverse range of teaching experience. The survey was designed to answer the following questions: What grades do teachers use children’s literature in, what genres of children’s literature do teachers use in their lessons, why do teachers use children’s literature intheir lessons, and what makes a book appropriate for use in the elementary general music classroom? Three elementary music teachers were selected from respondents for teaching observation of a music lesson that incorporated children’s literature. They were also interviewed with the attempt to see how teachers in practice used children’s literature, as well as to gain an understanding about their intentions of reinforcing music skills and reading skills in their lessons. Three reading specialists also participated in this study through questionnaires or interviews, to gain a better understanding about how teachers use children’s literature to support pre-reading and reading skills, to understand the history of children’s literature and its use in the elementary school, and to better understand how various genres of children’s literature could be used in a music classroom. Results of the study revealed that children’s literature is being used in a variety of engaging ways including sound stories, vocal exploration, movement exploration, instrument exploration, structure for composition and as an introduction to musical terms, musicians or composers. Some teachers purposefully focus on reinforcing both reading and music skills during lessons that integrate children’s literature, while others focus on reinforcing music concepts or skills. Regardless of their intentions of reinforcement, both reading skills and music skills are reinforced with the use of children’s literature in the elementary music classroom. Through investigation of the literature, questionnaires and interviews, characteristics that make a book appropriate for use in the music classroom were revealed. From the survey… Advisors/Committee Members: Sheila J Feay-Shaw, Scott Emmons.

Subjects/Keywords: Children's Literature; Elementary Music; Genres of books; John Stewig; Music Skills; Reading Skills; Music Pedagogy

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APA (6^th Edition):

Brown, H. A. (2019). Children’s Literature in the Elementary General Music Classroom. (Thesis). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/2162

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

Chicago Manual of Style (16^th Edition):

Brown, Holly Ann. “Children’s Literature in the Elementary General Music Classroom.” 2019. Thesis, University of Wisconsin – Milwaukee. Accessed April 10, 2021. https://dc.uwm.edu/etd/2162.

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

MLA Handbook (7^th Edition):

Brown, Holly Ann. “Children’s Literature in the Elementary General Music Classroom.” 2019. Web. 10 Apr 2021.

Vancouver:

Brown HA. Children’s Literature in the Elementary General Music Classroom. [Internet] [Thesis]. University of Wisconsin – Milwaukee; 2019. [cited 2021 Apr 10]. Available from: https://dc.uwm.edu/etd/2162.

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

Council of Science Editors:

Brown HA. Children’s Literature in the Elementary General Music Classroom. [Thesis]. University of Wisconsin – Milwaukee; 2019. Available from: https://dc.uwm.edu/etd/2162

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

University of California – San Diego

24. Motaleb, Pegah. A Mixed-Method Embedded Design Study of Culturally Relevant Reading in Community College Accelerated Basic Skills English Course.

Degree: EducLeadership (JtEdDoc CSUSM), 2017, University of California – San Diego

URL: http://www.escholarship.org/uc/item/7df9j2fj

► The United States is a diverse nation, and it is projected that over the next few decades, Whites will no longer be the majority. In… (more)

Subjects/Keywords: Education; Educational leadership; accelerated basic skills composition; community college basic skills; culturally relevant reading

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APA (6^th Edition):

Motaleb, P. (2017). A Mixed-Method Embedded Design Study of Culturally Relevant Reading in Community College Accelerated Basic Skills English Course. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/7df9j2fj

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

Chicago Manual of Style (16^th Edition):

Motaleb, Pegah. “A Mixed-Method Embedded Design Study of Culturally Relevant Reading in Community College Accelerated Basic Skills English Course.” 2017. Thesis, University of California – San Diego. Accessed April 10, 2021. http://www.escholarship.org/uc/item/7df9j2fj.

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

MLA Handbook (7^th Edition):

Motaleb, Pegah. “A Mixed-Method Embedded Design Study of Culturally Relevant Reading in Community College Accelerated Basic Skills English Course.” 2017. Web. 10 Apr 2021.

Vancouver:

Motaleb P. A Mixed-Method Embedded Design Study of Culturally Relevant Reading in Community College Accelerated Basic Skills English Course. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2021 Apr 10]. Available from: http://www.escholarship.org/uc/item/7df9j2fj.

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

Council of Science Editors:

Motaleb P. A Mixed-Method Embedded Design Study of Culturally Relevant Reading in Community College Accelerated Basic Skills English Course. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/7df9j2fj

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

University of Oklahoma

25. Murphy, John Patrick. Curriculum Development for an Undergraduate Piano Major Functional Piano Skills Course.

Degree: DMA, 2020, University of Oklahoma

URL: http://hdl.handle.net/11244/325316

► In an effort to prepare undergraduate piano majors for a diverse career in music, some undergraduate institutions elect to provide coursework for piano majors dedicated… (more)

Subjects/Keywords: Functional Piano Skills; Functional Keyboard Skills; Piano Major; Harmonization; Score Reading; Transposition; Accompanying

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APA (6^th Edition):

Murphy, J. P. (2020). Curriculum Development for an Undergraduate Piano Major Functional Piano Skills Course. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/325316

Chicago Manual of Style (16^th Edition):

Murphy, John Patrick. “Curriculum Development for an Undergraduate Piano Major Functional Piano Skills Course.” 2020. Doctoral Dissertation, University of Oklahoma. Accessed April 10, 2021. http://hdl.handle.net/11244/325316.

MLA Handbook (7^th Edition):

Murphy, John Patrick. “Curriculum Development for an Undergraduate Piano Major Functional Piano Skills Course.” 2020. Web. 10 Apr 2021.

Vancouver:

Murphy JP. Curriculum Development for an Undergraduate Piano Major Functional Piano Skills Course. [Internet] [Doctoral dissertation]. University of Oklahoma; 2020. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/11244/325316.

Council of Science Editors:

Murphy JP. Curriculum Development for an Undergraduate Piano Major Functional Piano Skills Course. [Doctoral Dissertation]. University of Oklahoma; 2020. Available from: http://hdl.handle.net/11244/325316

26. Masilo, Appolonia Nteboheleng. Exploring approaches to teaching reading skills in English at senior phase in secondary schools in Mbizana district in the Eastern Cape : a case study.

Degree: M.Ed, Faculty of Education, 2008, University of Fort Hare

URL: http://hdl.handle.net/10353/204

► During the process of this research, the main objective was to explore the approaches that the teachers use to teach reading in English First Additional… (more)

Subjects/Keywords: Reading skills – English language - study and teaching (Secondary) – Reading (Secondary) – Outcomes-Based Education

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APA (6^th Edition):

Masilo, A. N. (2008). Exploring approaches to teaching reading skills in English at senior phase in secondary schools in Mbizana district in the Eastern Cape : a case study. (Masters Thesis). University of Fort Hare. Retrieved from http://hdl.handle.net/10353/204

Chicago Manual of Style (16^th Edition):

Masilo, Appolonia Nteboheleng. “Exploring approaches to teaching reading skills in English at senior phase in secondary schools in Mbizana district in the Eastern Cape : a case study.” 2008. Masters Thesis, University of Fort Hare. Accessed April 10, 2021. http://hdl.handle.net/10353/204.

MLA Handbook (7^th Edition):

Masilo, Appolonia Nteboheleng. “Exploring approaches to teaching reading skills in English at senior phase in secondary schools in Mbizana district in the Eastern Cape : a case study.” 2008. Web. 10 Apr 2021.

Vancouver:

Masilo AN. Exploring approaches to teaching reading skills in English at senior phase in secondary schools in Mbizana district in the Eastern Cape : a case study. [Internet] [Masters thesis]. University of Fort Hare; 2008. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/10353/204.

Council of Science Editors:

Masilo AN. Exploring approaches to teaching reading skills in English at senior phase in secondary schools in Mbizana district in the Eastern Cape : a case study. [Masters Thesis]. University of Fort Hare; 2008. Available from: http://hdl.handle.net/10353/204

University of Johannesburg

27. Maarschalk, Rinette. Die implikasies van leerstyl vir die leesontwikkeling van universiteitstudente.

Degree: 2014, University of Johannesburg

URL: http://hdl.handle.net/10210/10881

►

M.Ed. (Educational Psychology)

The high failure rate of especially first year students at tertiary institutions with its financial and manpower implications poses a problem. A… (more)

Subjects/Keywords: Developmental reading; Study skills - Research - South Africa - Johannesburg; Reading (Higher education) - South Africa - Johannesburg

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

APA (6^th Edition):

Maarschalk, R. (2014). Die implikasies van leerstyl vir die leesontwikkeling van universiteitstudente. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10881

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

Chicago Manual of Style (16^th Edition):

Maarschalk, Rinette. “Die implikasies van leerstyl vir die leesontwikkeling van universiteitstudente.” 2014. Thesis, University of Johannesburg. Accessed April 10, 2021. http://hdl.handle.net/10210/10881.

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

MLA Handbook (7^th Edition):

Maarschalk, Rinette. “Die implikasies van leerstyl vir die leesontwikkeling van universiteitstudente.” 2014. Web. 10 Apr 2021.

Vancouver:

Maarschalk R. Die implikasies van leerstyl vir die leesontwikkeling van universiteitstudente. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/10210/10881.

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

Council of Science Editors:

Maarschalk R. Die implikasies van leerstyl vir die leesontwikkeling van universiteitstudente. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10881

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

28. Ferreira, Joana Filipa Teixeira. Um despertador chamado poesia.

Degree: 2017, RCAAP

URL: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/1895

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Relatório Final de Prática de Ensino Supervisionada do Mestrado em Ensino do 1º e 2º Ciclos do Ensino Básico apresentado na Escola Superior de Educação… (more)

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Relatório Final de Prática de Ensino Supervisionada do Mestrado em Ensino do 1º e 2º Ciclos do Ensino Básico apresentado na Escola Superior de Educação do Instituto Politécnico de Viana do Castelo

Este relatório insere-se no âmbito do trabalho de investigação desenvolvido durante a Prática de Ensino Supervisionada II, no contexto escolar do 2º ciclo de escolaridade do Ensino Básico. Especificamente, numa turma de 5º ano, na disciplina de Português. Ao longo da intervenção pedagógica foi realizado um estudo que pretendeu responder à questão-problema: Qual a influência da motivação para a poesia no desenvolvimento das competências leitoras? Para tal, foi necessário conhecer a turma de forma a perceber quais os seus gostos, hobbies e hábitos de leitura a partir de observações, do questionário inicial. Posteriormente, partindo de diferentes estratégias/estímulos de caráter motivacional para as atividades da aula de Português pôde perceber-se que a resposta às atividades desafiadoras, da caixa denominada Misteriosa, contribuíram para fomentar as competências leitoras a partir de diferentes estratégias para a leitura (em silêncio e, preferencialmente, em voz alta) de texto poético, despertando o gosto pela poesia e pelas aulas de Português. Para credibilizar este estudo de investigação, tendo em conta que esta é uma investigação em Educação, recorreu-se a uma metodologia qualitativa a partir de dados como observações, questionários, documentos (notas da investigadora e dos alunos) e gravações de vídeo. Anteriormente à intervenção, os alunos revelavam dificuldades na leitura em voz alta, indisponibilidade para ler, pouca capacidade de argumentação/interpretação de texto e mostraram-se desmotivados, em geral, para a disciplina de Português. Após e durante a intervenção da professora investigadora, e depois da análise de dados, as atividades realizadas serviram para desenvolver as competências leitoras (argumentação e interpretação de texto) através de atividades inovadoras que desafiavam a leitura e a compreensão de diferentes poemas. A evolução dos alunos viu-se pela crescente e voluntária participação em todas as atividades (em sala de aula ou fora dela) que careciam da interpretação e discussão de texto poético, como na leitura em voz alta para a turma, para a comunidade escolar, bem como na disponibilidade total para a última atividade final que não pôde ser realizada por questões de tempo. Ensinar a compreender a partir de desafios e da leitura em voz alta de texto poético foi uma aventura que se demonstrou totalmente viável e adequada.

This report is part of the research work carried out during the Supervised Teaching Practice II, in Middle School (2º ciclo, Ensino Básico) context, specifically, in a 5th grade Portuguese class. Throughout the pedagogical intervention was carried out a study that sought to answer the question- problem: What is the motivation influence for poetry in the reading skills development? To do…

Advisors/Committee Members: Marques, Ana Júlia Matos de Oliveira.

Subjects/Keywords: Motivação; Poesia; Leitura em voz alta; Competências leitoras; Motivation; Poetry; Reading aloud; Reading skills

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

APA (6^th Edition):

Ferreira, J. F. T. (2017). Um despertador chamado poesia. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/1895

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

Chicago Manual of Style (16^th Edition):

Ferreira, Joana Filipa Teixeira. “Um despertador chamado poesia.” 2017. Thesis, RCAAP. Accessed April 10, 2021. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/1895.

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

MLA Handbook (7^th Edition):

Ferreira, Joana Filipa Teixeira. “Um despertador chamado poesia.” 2017. Web. 10 Apr 2021.

Vancouver:

Ferreira JFT. Um despertador chamado poesia. [Internet] [Thesis]. RCAAP; 2017. [cited 2021 Apr 10]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/1895.

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

Council of Science Editors:

Ferreira JFT. Um despertador chamado poesia. [Thesis]. RCAAP; 2017. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/1895

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

Colorado State University

29. Fothergill, Wendy. Socioeconomic status and summer learning loss in reading.

Degree: PhD, Education, 2011, Colorado State University

URL: http://hdl.handle.net/10217/48225

► As the United States battles an economic recession, the numbers of students attending our schools who live in poverty continue to increase. The rigorous requirements… (more)

Subjects/Keywords: summer learning loss; reading; reading skills; school calendar; socioeconomic status; summer achievement gap

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

APA (6^th Edition):

Fothergill, W. (2011). Socioeconomic status and summer learning loss in reading. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/48225

Chicago Manual of Style (16^th Edition):

Fothergill, Wendy. “Socioeconomic status and summer learning loss in reading.” 2011. Doctoral Dissertation, Colorado State University. Accessed April 10, 2021. http://hdl.handle.net/10217/48225.

MLA Handbook (7^th Edition):

Fothergill, Wendy. “Socioeconomic status and summer learning loss in reading.” 2011. Web. 10 Apr 2021.

Vancouver:

Fothergill W. Socioeconomic status and summer learning loss in reading. [Internet] [Doctoral dissertation]. Colorado State University; 2011. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/10217/48225.

Council of Science Editors:

Fothergill W. Socioeconomic status and summer learning loss in reading. [Doctoral Dissertation]. Colorado State University; 2011. Available from: http://hdl.handle.net/10217/48225

30. Freeman, Paula Diane. The efficacy of a professional school counselor’s literacy-related social skills interventions in the acquisition of reading comprehension by emergent readers .

Degree: 2017, Texas A&M University – Corpus Christi

URL: http://hdl.handle.net/1969.6/24403

► The current study used a mixed design ANOVA to compare the I-Ready reading comprehension scores of 76 students enrolled in an elementary school in South… (more)

Subjects/Keywords: emergent reading; Literacy-related social skills; perspective taking; reading comprehension; self-regulation; socio-emotional learning

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

APA (6^th Edition):

Freeman, P. D. (2017). The efficacy of a professional school counselor’s literacy-related social skills interventions in the acquisition of reading comprehension by emergent readers . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/24403

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

Chicago Manual of Style (16^th Edition):

Freeman, Paula Diane. “The efficacy of a professional school counselor’s literacy-related social skills interventions in the acquisition of reading comprehension by emergent readers .” 2017. Thesis, Texas A&M University – Corpus Christi. Accessed April 10, 2021. http://hdl.handle.net/1969.6/24403.

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

MLA Handbook (7^th Edition):

Freeman, Paula Diane. “The efficacy of a professional school counselor’s literacy-related social skills interventions in the acquisition of reading comprehension by emergent readers .” 2017. Web. 10 Apr 2021.

Vancouver:

Freeman PD. The efficacy of a professional school counselor’s literacy-related social skills interventions in the acquisition of reading comprehension by emergent readers . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2017. [cited 2021 Apr 10]. Available from: http://hdl.handle.net/1969.6/24403.

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

Council of Science Editors:

Freeman PD. The efficacy of a professional school counselor’s literacy-related social skills interventions in the acquisition of reading comprehension by emergent readers . [Thesis]. Texas A&M University – Corpus Christi; 2017. Available from: http://hdl.handle.net/1969.6/24403

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

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Open Access Theses and Dissertations