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You searched for subject:(Spelling disability). Showing records 1 – 12 of 12 total matches.

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University of Victoria

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

Degree: Interdisciplinary Graduate Program, 2018, University of Victoria

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

Subjects/Keywords: Reading disability; Spelling disability

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Mather, David Stead. “Dual-task interference effects in early adolescents who differ in reading and spelling abilities.” 2018. Thesis, University of Victoria. Accessed April 19, 2019. https://dspace.library.uvic.ca//handle/1828/9621.

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

MLA Handbook (7th Edition):

Mather, David Stead. “Dual-task interference effects in early adolescents who differ in reading and spelling abilities.” 2018. Web. 19 Apr 2019.

Vancouver:

Mather DS. Dual-task interference effects in early adolescents who differ in reading and spelling abilities. [Internet] [Thesis]. University of Victoria; 2018. [cited 2019 Apr 19]. Available from: https://dspace.library.uvic.ca//handle/1828/9621.

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

Council of Science Editors:

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

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


University of Texas – Austin

2. Kayser, Kimberly Anne. Dichotomizing spelling errors to examine language and executive function abilities in children at risk of reading failure.

Degree: Educational Psychology, 2011, University of Texas – Austin

 Substantial evidence emphasizing the importance of linguistic systems in reading acquisition, as well as emerging literature identifying the contribution of executive function to linguistic-based difficulties,… (more)

Subjects/Keywords: Spelling; Reading; Neuropsychology; Misspelling; Spelling error analysis; Neurocognitive mechanisms of reading; Neurocognitive mechanisms of spelling; Executive function; ADHD; Learning disability

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APA (6th Edition):

Kayser, K. A. (2011). Dichotomizing spelling errors to examine language and executive function abilities in children at risk of reading failure. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-08-4066

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):

Kayser, Kimberly Anne. “Dichotomizing spelling errors to examine language and executive function abilities in children at risk of reading failure.” 2011. Thesis, University of Texas – Austin. Accessed April 19, 2019. http://hdl.handle.net/2152/ETD-UT-2011-08-4066.

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

MLA Handbook (7th Edition):

Kayser, Kimberly Anne. “Dichotomizing spelling errors to examine language and executive function abilities in children at risk of reading failure.” 2011. Web. 19 Apr 2019.

Vancouver:

Kayser KA. Dichotomizing spelling errors to examine language and executive function abilities in children at risk of reading failure. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-4066.

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

Council of Science Editors:

Kayser KA. Dichotomizing spelling errors to examine language and executive function abilities in children at risk of reading failure. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-4066

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


Georgia State University

3. Wolfe, Christopher B. Predicting Spelling Scores from Math Scores in a Population of Elementary School Students with a Learning Disability.

Degree: MA, Psychology, 2005, Georgia State University

  Recent research has begun focusing on the connections between reading and mathematics. Little research, however, has examined connections between mathematics and other reading related… (more)

Subjects/Keywords: Learning Disability; Math; Spelling

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APA (6th Edition):

Wolfe, C. B. (2005). Predicting Spelling Scores from Math Scores in a Population of Elementary School Students with a Learning Disability. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/psych_theses/8

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):

Wolfe, Christopher B. “Predicting Spelling Scores from Math Scores in a Population of Elementary School Students with a Learning Disability.” 2005. Thesis, Georgia State University. Accessed April 19, 2019. https://scholarworks.gsu.edu/psych_theses/8.

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

MLA Handbook (7th Edition):

Wolfe, Christopher B. “Predicting Spelling Scores from Math Scores in a Population of Elementary School Students with a Learning Disability.” 2005. Web. 19 Apr 2019.

Vancouver:

Wolfe CB. Predicting Spelling Scores from Math Scores in a Population of Elementary School Students with a Learning Disability. [Internet] [Thesis]. Georgia State University; 2005. [cited 2019 Apr 19]. Available from: https://scholarworks.gsu.edu/psych_theses/8.

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

Council of Science Editors:

Wolfe CB. Predicting Spelling Scores from Math Scores in a Population of Elementary School Students with a Learning Disability. [Thesis]. Georgia State University; 2005. Available from: https://scholarworks.gsu.edu/psych_theses/8

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


University of British Columbia

4. Rally, Anne Marie. Atrocious spelling and language awareness .

Degree: 1982, University of British Columbia

 Current literature on spelling strategies has indicated that successful spellers use phonological and morphological information as well as graphemic memory in their spelling. Research into… (more)

Subjects/Keywords: Language and languages  – Orthography and spelling  – Testing; Spelling disability

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APA (6th Edition):

Rally, A. M. (1982). Atrocious spelling and language awareness . (Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/23197

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):

Rally, Anne Marie. “Atrocious spelling and language awareness .” 1982. Thesis, University of British Columbia. Accessed April 19, 2019. http://hdl.handle.net/2429/23197.

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

MLA Handbook (7th Edition):

Rally, Anne Marie. “Atrocious spelling and language awareness .” 1982. Web. 19 Apr 2019.

Vancouver:

Rally AM. Atrocious spelling and language awareness . [Internet] [Thesis]. University of British Columbia; 1982. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/2429/23197.

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

Council of Science Editors:

Rally AM. Atrocious spelling and language awareness . [Thesis]. University of British Columbia; 1982. Available from: http://hdl.handle.net/2429/23197

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


Michigan State University

5. McGee, Sophie Shambes. Musical aptitude and phonological spelling strategies among reading-proficient adults with spelling disabilities.

Degree: PhD, Department of Teacher Education, 1990, Michigan State University

Subjects/Keywords: Spelling disability; Music and language; Spelling, Psychology of; English language – Orthography and spelling

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

APA (6th Edition):

McGee, S. S. (1990). Musical aptitude and phonological spelling strategies among reading-proficient adults with spelling disabilities. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:22596

Chicago Manual of Style (16th Edition):

McGee, Sophie Shambes. “Musical aptitude and phonological spelling strategies among reading-proficient adults with spelling disabilities.” 1990. Doctoral Dissertation, Michigan State University. Accessed April 19, 2019. http://etd.lib.msu.edu/islandora/object/etd:22596.

MLA Handbook (7th Edition):

McGee, Sophie Shambes. “Musical aptitude and phonological spelling strategies among reading-proficient adults with spelling disabilities.” 1990. Web. 19 Apr 2019.

Vancouver:

McGee SS. Musical aptitude and phonological spelling strategies among reading-proficient adults with spelling disabilities. [Internet] [Doctoral dissertation]. Michigan State University; 1990. [cited 2019 Apr 19]. Available from: http://etd.lib.msu.edu/islandora/object/etd:22596.

Council of Science Editors:

McGee SS. Musical aptitude and phonological spelling strategies among reading-proficient adults with spelling disabilities. [Doctoral Dissertation]. Michigan State University; 1990. Available from: http://etd.lib.msu.edu/islandora/object/etd:22596


University of Johannesburg

6. Basson, Marlize. Die voorkoms van lees- en spellingprobleme by leerlinge met ouditief-perseptuele uitvalle.

Degree: 2014, University of Johannesburg

M.Ed.

Please refer to full text to view abstract

Subjects/Keywords: Reading disability.; Spelling disability.; Auditory perception in children.

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

APA (6th Edition):

Basson, M. (2014). Die voorkoms van lees- en spellingprobleme by leerlinge met ouditief-perseptuele uitvalle. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8967

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):

Basson, Marlize. “Die voorkoms van lees- en spellingprobleme by leerlinge met ouditief-perseptuele uitvalle.” 2014. Thesis, University of Johannesburg. Accessed April 19, 2019. http://hdl.handle.net/10210/8967.

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

MLA Handbook (7th Edition):

Basson, Marlize. “Die voorkoms van lees- en spellingprobleme by leerlinge met ouditief-perseptuele uitvalle.” 2014. Web. 19 Apr 2019.

Vancouver:

Basson M. Die voorkoms van lees- en spellingprobleme by leerlinge met ouditief-perseptuele uitvalle. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10210/8967.

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

Council of Science Editors:

Basson M. Die voorkoms van lees- en spellingprobleme by leerlinge met ouditief-perseptuele uitvalle. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/8967

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


University of South Florida

7. Johnson, Christine. Analyzing Spelling Errors by Linguistic Features among Children with Learning Disabilities.

Degree: 2016, University of South Florida

 In order to spell fluently and accurately, phonology, orthography, and morphology must be integrated and stored into long term memory (Berninger & Richards, in press;… (more)

Subjects/Keywords: Spelling; Phonology; Orthography; Morphology; Dyslexia; Dysgraphia; Oral-Written Language Learning Disability (OWL-LD); Education; Speech and Hearing Science

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APA (6th Edition):

Johnson, C. (2016). Analyzing Spelling Errors by Linguistic Features among Children with Learning Disabilities. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6269

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):

Johnson, Christine. “Analyzing Spelling Errors by Linguistic Features among Children with Learning Disabilities.” 2016. Thesis, University of South Florida. Accessed April 19, 2019. https://scholarcommons.usf.edu/etd/6269.

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

MLA Handbook (7th Edition):

Johnson, Christine. “Analyzing Spelling Errors by Linguistic Features among Children with Learning Disabilities.” 2016. Web. 19 Apr 2019.

Vancouver:

Johnson C. Analyzing Spelling Errors by Linguistic Features among Children with Learning Disabilities. [Internet] [Thesis]. University of South Florida; 2016. [cited 2019 Apr 19]. Available from: https://scholarcommons.usf.edu/etd/6269.

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

Council of Science Editors:

Johnson C. Analyzing Spelling Errors by Linguistic Features among Children with Learning Disabilities. [Thesis]. University of South Florida; 2016. Available from: https://scholarcommons.usf.edu/etd/6269

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


University of Alberta

8. Andrews, Jac. Exploration of study strategies used by spelling disabled children: a qualitative comparison of three teaching approaches.

Degree: Master of Education in Educational Psychology, Department of Educational Psychology, 1984, University of Alberta

Subjects/Keywords: Spelling disability.; English language – Orthography and spelling – Study and teaching (Elementary); Study skills.; Learning disabled children – Education.; Language arts – Remedial teaching.

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

APA (6th Edition):

Andrews, J. (1984). Exploration of study strategies used by spelling disabled children: a qualitative comparison of three teaching approaches. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/4f16c513z

Chicago Manual of Style (16th Edition):

Andrews, Jac. “Exploration of study strategies used by spelling disabled children: a qualitative comparison of three teaching approaches.” 1984. Masters Thesis, University of Alberta. Accessed April 19, 2019. https://era.library.ualberta.ca/files/4f16c513z.

MLA Handbook (7th Edition):

Andrews, Jac. “Exploration of study strategies used by spelling disabled children: a qualitative comparison of three teaching approaches.” 1984. Web. 19 Apr 2019.

Vancouver:

Andrews J. Exploration of study strategies used by spelling disabled children: a qualitative comparison of three teaching approaches. [Internet] [Masters thesis]. University of Alberta; 1984. [cited 2019 Apr 19]. Available from: https://era.library.ualberta.ca/files/4f16c513z.

Council of Science Editors:

Andrews J. Exploration of study strategies used by spelling disabled children: a qualitative comparison of three teaching approaches. [Masters Thesis]. University of Alberta; 1984. Available from: https://era.library.ualberta.ca/files/4f16c513z

9. Bališ, Mateja. Vpliv socialne komunikacije na branje in pisanje učencev osnovne šole z nižjim izobrazbenim standardom.

Degree: 2017, Univerza v Mariboru

Z rojstvom vsak človek vstopi v svet socializacije in komunikacije, ki sta temeljni za delovanje v družbenem okolju. Človek v svojem socialnem okolju ne more… (more)

Subjects/Keywords: socializacija; komunikacija; motnje v duševnem razvoju; avtizem; bralno razumevanje; opismenjevanje; pravopis; socialization; communication; intellectual disability; autism; reading comprehension; literacy; spelling; info:eu-repo/classification/udc/37.091.3:373.3:376(043.2)

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APA (6th Edition):

Bališ, M. (2017). Vpliv socialne komunikacije na branje in pisanje učencev osnovne šole z nižjim izobrazbenim standardom. (Masters Thesis). Univerza v Mariboru. Retrieved from https://dk.um.si/IzpisGradiva.php?id=66316 ; https://dk.um.si/Dokument.php?id=112887&dn= ; https://plus.si.cobiss.net/opac7/bib/23257096?lang=sl

Chicago Manual of Style (16th Edition):

Bališ, Mateja. “Vpliv socialne komunikacije na branje in pisanje učencev osnovne šole z nižjim izobrazbenim standardom.” 2017. Masters Thesis, Univerza v Mariboru. Accessed April 19, 2019. https://dk.um.si/IzpisGradiva.php?id=66316 ; https://dk.um.si/Dokument.php?id=112887&dn= ; https://plus.si.cobiss.net/opac7/bib/23257096?lang=sl.

MLA Handbook (7th Edition):

Bališ, Mateja. “Vpliv socialne komunikacije na branje in pisanje učencev osnovne šole z nižjim izobrazbenim standardom.” 2017. Web. 19 Apr 2019.

Vancouver:

Bališ M. Vpliv socialne komunikacije na branje in pisanje učencev osnovne šole z nižjim izobrazbenim standardom. [Internet] [Masters thesis]. Univerza v Mariboru; 2017. [cited 2019 Apr 19]. Available from: https://dk.um.si/IzpisGradiva.php?id=66316 ; https://dk.um.si/Dokument.php?id=112887&dn= ; https://plus.si.cobiss.net/opac7/bib/23257096?lang=sl.

Council of Science Editors:

Bališ M. Vpliv socialne komunikacije na branje in pisanje učencev osnovne šole z nižjim izobrazbenim standardom. [Masters Thesis]. Univerza v Mariboru; 2017. Available from: https://dk.um.si/IzpisGradiva.php?id=66316 ; https://dk.um.si/Dokument.php?id=112887&dn= ; https://plus.si.cobiss.net/opac7/bib/23257096?lang=sl


California State University – San Bernardino

10. Pérez, Mercedes. Patterns of invented spelling in Spanish.

Degree: MAin Education, Education, 2002, California State University – San Bernardino

This study proposes to examine the invented spelling patterns that Spanish speaking children create in their writing. Their writing samples were then transcribed and each word was categorized as either conventional or an invented spelling.

Subjects/Keywords: Spelling ability  – Study and teaching; Language experience approach in education; Hispanic American children; Spelling disability; Writing  – Children; Word recognition; Reading  – Phonetic method; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Pérez, M. (2002). Patterns of invented spelling in Spanish. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2209

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):

Pérez, Mercedes. “Patterns of invented spelling in Spanish.” 2002. Thesis, California State University – San Bernardino. Accessed April 19, 2019. http://scholarworks.lib.csusb.edu/etd-project/2209.

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

MLA Handbook (7th Edition):

Pérez, Mercedes. “Patterns of invented spelling in Spanish.” 2002. Web. 19 Apr 2019.

Vancouver:

Pérez M. Patterns of invented spelling in Spanish. [Internet] [Thesis]. California State University – San Bernardino; 2002. [cited 2019 Apr 19]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2209.

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

Council of Science Editors:

Pérez M. Patterns of invented spelling in Spanish. [Thesis]. California State University – San Bernardino; 2002. Available from: http://scholarworks.lib.csusb.edu/etd-project/2209

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


Northeastern University

11. Rosenberg, Lisa. The effects of multisensory, explicit, and systematic instructional practices on elementary school students with learning impairments in encoding and oral reading.

Degree: EdD, School of Education, 2015, Northeastern University

 As national education standards have increased in rigor over the past decade following the passage of the No Child Left Behind Act (2001) and the… (more)

Subjects/Keywords: encoding; explicit; instructional practices; learning impairments; multisensory; Reading disability; Reading; Remedial teaching; Oral reading; Study and teaching (Elementary); Articulation disorders; Language and languages; Orthography and spelling; Study and teaching (Elementary); Learning disabled children; Education (Elementary)

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

APA (6th Edition):

Rosenberg, L. (2015). The effects of multisensory, explicit, and systematic instructional practices on elementary school students with learning impairments in encoding and oral reading. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20194142

Chicago Manual of Style (16th Edition):

Rosenberg, Lisa. “The effects of multisensory, explicit, and systematic instructional practices on elementary school students with learning impairments in encoding and oral reading.” 2015. Doctoral Dissertation, Northeastern University. Accessed April 19, 2019. http://hdl.handle.net/2047/D20194142.

MLA Handbook (7th Edition):

Rosenberg, Lisa. “The effects of multisensory, explicit, and systematic instructional practices on elementary school students with learning impairments in encoding and oral reading.” 2015. Web. 19 Apr 2019.

Vancouver:

Rosenberg L. The effects of multisensory, explicit, and systematic instructional practices on elementary school students with learning impairments in encoding and oral reading. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/2047/D20194142.

Council of Science Editors:

Rosenberg L. The effects of multisensory, explicit, and systematic instructional practices on elementary school students with learning impairments in encoding and oral reading. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20194142

12. Myers, Robert Lloyd. Exploring the Use of an Operant Technique in Teaching Spelling to Emotionally Disturbed Socially Maladjusted Children.

Degree: MEd, Education, 1967, Central Washington University

 In this study an attempt was made to statistically analyze the effects of using money as a reinforcer when teaching spelling to emotionally disturbed, socially… (more)

Subjects/Keywords: Education; Academic theses; Mentally ill children; Orthography and spelling; Children with social disabilities; Curriculum and Instruction; Disability and Equity in Education; Education; Educational Methods

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

APA (6th Edition):

Myers, R. L. (1967). Exploring the Use of an Operant Technique in Teaching Spelling to Emotionally Disturbed Socially Maladjusted Children. (Thesis). Central Washington University. Retrieved from https://digitalcommons.cwu.edu/etd/738

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):

Myers, Robert Lloyd. “Exploring the Use of an Operant Technique in Teaching Spelling to Emotionally Disturbed Socially Maladjusted Children.” 1967. Thesis, Central Washington University. Accessed April 19, 2019. https://digitalcommons.cwu.edu/etd/738.

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

MLA Handbook (7th Edition):

Myers, Robert Lloyd. “Exploring the Use of an Operant Technique in Teaching Spelling to Emotionally Disturbed Socially Maladjusted Children.” 1967. Web. 19 Apr 2019.

Vancouver:

Myers RL. Exploring the Use of an Operant Technique in Teaching Spelling to Emotionally Disturbed Socially Maladjusted Children. [Internet] [Thesis]. Central Washington University; 1967. [cited 2019 Apr 19]. Available from: https://digitalcommons.cwu.edu/etd/738.

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

Council of Science Editors:

Myers RL. Exploring the Use of an Operant Technique in Teaching Spelling to Emotionally Disturbed Socially Maladjusted Children. [Thesis]. Central Washington University; 1967. Available from: https://digitalcommons.cwu.edu/etd/738

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

.