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You searched for subject:(Reading skills). Showing records 1 – 30 of 364 total matches.

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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

 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)

Subjects/Keywords: Learners – Thinking skills; Reading Comprehension

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APA (6th 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 (16th 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 (7th 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

 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)

Subjects/Keywords: autism; reading comprehension; social skills

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APA (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

 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)

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 (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

 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)

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

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APA (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

 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)

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

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APA (6th 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 (16th 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 (7th 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

 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)

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

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

APA (6th 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 (16th 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 (7th 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

 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)

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

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

APA (6th 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 (16th 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 (7th 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

Subjects/Keywords: Reading skills; Evaluation

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

APA (6th 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 (16th 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 (7th 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

 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)

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

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APA (6th 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 (16th 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 (7th 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

 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)

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

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APA (6th 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 (16th 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 (7th 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

 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)

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

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

APA (6th 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 (16th 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 (7th 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

 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)

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

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APA (6th 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 (16th 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 (7th 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

 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)

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

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

APA (6th 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 (16th 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 (7th 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

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

APA (6th 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 (16th 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 (7th 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

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

APA (6th 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 (16th 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 (7th 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

 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)

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

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APA (6th 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 (16th 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 (7th 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

 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)

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 (6th 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 (16th 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 (7th 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

  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)

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

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

APA (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

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

APA (6th 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 (16th 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 (7th 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

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

APA (6th 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 (16th 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 (7th 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

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 (6th 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 (16th 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 (7th 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

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)

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

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APA (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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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