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You searched for subject:(Spelling). Showing records 1 – 30 of 515 total matches.

[1] [2] [3] [4] [5] … [18]

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California State University – Sacramento

1. Darnielle, Wilburta L. A seventh grade spelling project to assess the effects of reinforcement on performance and on self-estimates of performance.

Degree: MS, Education (Pupil Personnel Services, 2012, California State University – Sacramento

 It is the purpose of this project (1) to investigate the extent to which seventh grade students overestimate or underestimate their performance, (2) to look… (more)

Subjects/Keywords: Spelling ability; English language  – Orthography and spelling

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

APA (6th Edition):

Darnielle, W. L. (2012). A seventh grade spelling project to assess the effects of reinforcement on performance and on self-estimates of performance. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1537

Chicago Manual of Style (16th Edition):

Darnielle, Wilburta L. “A seventh grade spelling project to assess the effects of reinforcement on performance and on self-estimates of performance.” 2012. Masters Thesis, California State University – Sacramento. Accessed June 19, 2019. http://hdl.handle.net/10211.9/1537.

MLA Handbook (7th Edition):

Darnielle, Wilburta L. “A seventh grade spelling project to assess the effects of reinforcement on performance and on self-estimates of performance.” 2012. Web. 19 Jun 2019.

Vancouver:

Darnielle WL. A seventh grade spelling project to assess the effects of reinforcement on performance and on self-estimates of performance. [Internet] [Masters thesis]. California State University – Sacramento; 2012. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10211.9/1537.

Council of Science Editors:

Darnielle WL. A seventh grade spelling project to assess the effects of reinforcement on performance and on self-estimates of performance. [Masters Thesis]. California State University – Sacramento; 2012. Available from: http://hdl.handle.net/10211.9/1537


California State University – Sacramento

2. Ross, Jodie Lee. A look at developmental word study.

Degree: MA, Education (Language and Literacy, 2011, California State University – Sacramento

 Traditionally, English orthography is viewed as an irregular system and spelling instruction consists of rote memorization of words. However, it is widely acknowledged that our… (more)

Subjects/Keywords: Spelling; Phonics; Reading

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APA (6th Edition):

Ross, J. L. (2011). A look at developmental word study. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1179

Chicago Manual of Style (16th Edition):

Ross, Jodie Lee. “A look at developmental word study.” 2011. Masters Thesis, California State University – Sacramento. Accessed June 19, 2019. http://hdl.handle.net/10211.9/1179.

MLA Handbook (7th Edition):

Ross, Jodie Lee. “A look at developmental word study.” 2011. Web. 19 Jun 2019.

Vancouver:

Ross JL. A look at developmental word study. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10211.9/1179.

Council of Science Editors:

Ross JL. A look at developmental word study. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1179

3. Wolf, Tiffany. A Descriptive and Qualitative-Quantitative Analysis of the Spelling of L1 Spanish-English Speaking Elementary Students.

Degree: MA, English, 2017, St. Cloud State University

  Abstract This is a descriptive and qualitative analysis of the most prevalent spelling errors in Spanish L1 Students spelling in the English language. The… (more)

Subjects/Keywords: Spelling; Orthography; Spanish; Elementary; Spelling Stages; Developmental Spelling

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APA (6th Edition):

Wolf, T. (2017). A Descriptive and Qualitative-Quantitative Analysis of the Spelling of L1 Spanish-English Speaking Elementary Students. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/105

Chicago Manual of Style (16th Edition):

Wolf, Tiffany. “A Descriptive and Qualitative-Quantitative Analysis of the Spelling of L1 Spanish-English Speaking Elementary Students.” 2017. Masters Thesis, St. Cloud State University. Accessed June 19, 2019. https://repository.stcloudstate.edu/engl_etds/105.

MLA Handbook (7th Edition):

Wolf, Tiffany. “A Descriptive and Qualitative-Quantitative Analysis of the Spelling of L1 Spanish-English Speaking Elementary Students.” 2017. Web. 19 Jun 2019.

Vancouver:

Wolf T. A Descriptive and Qualitative-Quantitative Analysis of the Spelling of L1 Spanish-English Speaking Elementary Students. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2019 Jun 19]. Available from: https://repository.stcloudstate.edu/engl_etds/105.

Council of Science Editors:

Wolf T. A Descriptive and Qualitative-Quantitative Analysis of the Spelling of L1 Spanish-English Speaking Elementary Students. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/engl_etds/105


Universidade do Minho

4. Santos, Débora Patrícia Silva. Erros ortográficos: possíveis causas e estratégias de intervenção .

Degree: 2017, Universidade do Minho

 Este trabalho resulta de um projeto de intervenção pedagógica no âmbito da Unidade Curricular Prática de Ensino Supervisionado do Mestrado em Educação Pré-Escolar e Ensino… (more)

Subjects/Keywords: Competência ortográfica; Erro ortográfico; Perfil ortográfico; Spelling competence; Spelling error; Spelling profile

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APA (6th Edition):

Santos, D. P. S. (2017). Erros ortográficos: possíveis causas e estratégias de intervenção . (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/57291

Chicago Manual of Style (16th Edition):

Santos, Débora Patrícia Silva. “Erros ortográficos: possíveis causas e estratégias de intervenção .” 2017. Masters Thesis, Universidade do Minho. Accessed June 19, 2019. http://hdl.handle.net/1822/57291.

MLA Handbook (7th Edition):

Santos, Débora Patrícia Silva. “Erros ortográficos: possíveis causas e estratégias de intervenção .” 2017. Web. 19 Jun 2019.

Vancouver:

Santos DPS. Erros ortográficos: possíveis causas e estratégias de intervenção . [Internet] [Masters thesis]. Universidade do Minho; 2017. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1822/57291.

Council of Science Editors:

Santos DPS. Erros ortográficos: possíveis causas e estratégias de intervenção . [Masters Thesis]. Universidade do Minho; 2017. Available from: http://hdl.handle.net/1822/57291


North-West University

5. Wolmarans, Amelia Rosa. Die verband tussen fonemiese bewustheid en spelling van graad 3-leerders / Amelia Rosa Wolmaran .

Degree: 2008, North-West University

 The social environment we live in today is exceptionally informal. In the past the type of language the learners used, as well as their spelling(more)

Subjects/Keywords: Phonemic awareness; Spelling ability; Education; Language usage; Poor spelling; Sounds; Success in spelling

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APA (6th Edition):

Wolmarans, A. R. (2008). Die verband tussen fonemiese bewustheid en spelling van graad 3-leerders / Amelia Rosa Wolmaran . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/2048

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):

Wolmarans, Amelia Rosa. “Die verband tussen fonemiese bewustheid en spelling van graad 3-leerders / Amelia Rosa Wolmaran .” 2008. Thesis, North-West University. Accessed June 19, 2019. http://hdl.handle.net/10394/2048.

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

MLA Handbook (7th Edition):

Wolmarans, Amelia Rosa. “Die verband tussen fonemiese bewustheid en spelling van graad 3-leerders / Amelia Rosa Wolmaran .” 2008. Web. 19 Jun 2019.

Vancouver:

Wolmarans AR. Die verband tussen fonemiese bewustheid en spelling van graad 3-leerders / Amelia Rosa Wolmaran . [Internet] [Thesis]. North-West University; 2008. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10394/2048.

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

Council of Science Editors:

Wolmarans AR. Die verband tussen fonemiese bewustheid en spelling van graad 3-leerders / Amelia Rosa Wolmaran . [Thesis]. North-West University; 2008. Available from: http://hdl.handle.net/10394/2048

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

6. Carmo, Luísa Mariana Fernandes do. Da Troca do "v" pelo "b" à competência ortográfica : Uma intervenção com alunos do 1º ciclo.

Degree: 2013, RCAAP

Relatório Final de Prática de Ensino Supervisionada do Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico apresentado na Escola Superior de… (more)

Subjects/Keywords: Ortografia; Competência ortográfica; Erros ortográficos; Influência dialectal; Spelling; Spelling skills; Spelling mistakes; Dialectal influence

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APA (6th Edition):

Carmo, L. M. F. d. (2013). Da Troca do "v" pelo "b" à competência ortográfica : Uma intervenção com alunos do 1º ciclo. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/1853

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):

Carmo, Luísa Mariana Fernandes do. “Da Troca do "v" pelo "b" à competência ortográfica : Uma intervenção com alunos do 1º ciclo.” 2013. Thesis, RCAAP. Accessed June 19, 2019. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/1853.

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

MLA Handbook (7th Edition):

Carmo, Luísa Mariana Fernandes do. “Da Troca do "v" pelo "b" à competência ortográfica : Uma intervenção com alunos do 1º ciclo.” 2013. Web. 19 Jun 2019.

Vancouver:

Carmo LMFd. Da Troca do "v" pelo "b" à competência ortográfica : Uma intervenção com alunos do 1º ciclo. [Internet] [Thesis]. RCAAP; 2013. [cited 2019 Jun 19]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/1853.

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

Council of Science Editors:

Carmo LMFd. Da Troca do "v" pelo "b" à competência ortográfica : Uma intervenção com alunos do 1º ciclo. [Thesis]. RCAAP; 2013. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/1853

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

7. Jogure, Inga. Tehnoloģijās balstītu angļu valodas pareizrakstības izpētes un apguves aktivitāšu izmantošana augstskolā .

Degree: 2018, University of Latvia

 Maģistra darbā ir aplūkots tehnoloģijās balstītu angļu vaodas pareizrakstības izpētes un apguves aktivitāšu lietojums augstskolā. Darba mērķis bija izveidot tehnoloģijās balstītu angļu valodas pareizrakstības izpētes… (more)

Subjects/Keywords: Valodniecība; technology; language teaching; English spelling; spelling research activities; spelling acquisition activities

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APA (6th Edition):

Jogure, I. (2018). Tehnoloģijās balstītu angļu valodas pareizrakstības izpētes un apguves aktivitāšu izmantošana augstskolā . (Thesis). University of Latvia. Retrieved from https://dspace.lu.lv/dspace/handle/7/39002

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):

Jogure, Inga. “Tehnoloģijās balstītu angļu valodas pareizrakstības izpētes un apguves aktivitāšu izmantošana augstskolā .” 2018. Thesis, University of Latvia. Accessed June 19, 2019. https://dspace.lu.lv/dspace/handle/7/39002.

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

MLA Handbook (7th Edition):

Jogure, Inga. “Tehnoloģijās balstītu angļu valodas pareizrakstības izpētes un apguves aktivitāšu izmantošana augstskolā .” 2018. Web. 19 Jun 2019.

Vancouver:

Jogure I. Tehnoloģijās balstītu angļu valodas pareizrakstības izpētes un apguves aktivitāšu izmantošana augstskolā . [Internet] [Thesis]. University of Latvia; 2018. [cited 2019 Jun 19]. Available from: https://dspace.lu.lv/dspace/handle/7/39002.

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

Council of Science Editors:

Jogure I. Tehnoloģijās balstītu angļu valodas pareizrakstības izpētes un apguves aktivitāšu izmantošana augstskolā . [Thesis]. University of Latvia; 2018. Available from: https://dspace.lu.lv/dspace/handle/7/39002

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


University of Exeter

8. Shield, William Edward. The development of the spelling self-efficacy measure.

Degree: Thesis (D.Ed.Psy.), 2013, University of Exeter

 This thesis is formed of two papers. The first paper is concerned with the construction and design of the Spelling Self-Efficacy Measure (SSEM), based upon… (more)

Subjects/Keywords: 372.632; Spelling; Self-Efficacy; Literacy

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APA (6th Edition):

Shield, W. E. (2013). The development of the spelling self-efficacy measure. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/13301

Chicago Manual of Style (16th Edition):

Shield, William Edward. “The development of the spelling self-efficacy measure.” 2013. Doctoral Dissertation, University of Exeter. Accessed June 19, 2019. http://hdl.handle.net/10871/13301.

MLA Handbook (7th Edition):

Shield, William Edward. “The development of the spelling self-efficacy measure.” 2013. Web. 19 Jun 2019.

Vancouver:

Shield WE. The development of the spelling self-efficacy measure. [Internet] [Doctoral dissertation]. University of Exeter; 2013. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10871/13301.

Council of Science Editors:

Shield WE. The development of the spelling self-efficacy measure. [Doctoral Dissertation]. University of Exeter; 2013. Available from: http://hdl.handle.net/10871/13301


Addis Ababa University

9. Guta, Kedida. AN ANALYTICAL STUDY OF PATTERNS OF SPELLING ERRORS OF FRE8r.MEN ETHIOPIAN STUDENTS AT A~U MAIN CAMPUS .

Degree: 2012, Addis Ababa University

 The main objective of this study is to examine some of the causes anci occurrences of the spelling errors of the freshmen Et hi oni… (more)

Subjects/Keywords: SPELLING ERRORS; ETHIOPIAN STUDENTS

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APA (6th Edition):

Guta, K. (2012). AN ANALYTICAL STUDY OF PATTERNS OF SPELLING ERRORS OF FRE8r.MEN ETHIOPIAN STUDENTS AT A~U MAIN CAMPUS . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/2133

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):

Guta, Kedida. “AN ANALYTICAL STUDY OF PATTERNS OF SPELLING ERRORS OF FRE8r.MEN ETHIOPIAN STUDENTS AT A~U MAIN CAMPUS .” 2012. Thesis, Addis Ababa University. Accessed June 19, 2019. http://etd.aau.edu.et/dspace/handle/123456789/2133.

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

MLA Handbook (7th Edition):

Guta, Kedida. “AN ANALYTICAL STUDY OF PATTERNS OF SPELLING ERRORS OF FRE8r.MEN ETHIOPIAN STUDENTS AT A~U MAIN CAMPUS .” 2012. Web. 19 Jun 2019.

Vancouver:

Guta K. AN ANALYTICAL STUDY OF PATTERNS OF SPELLING ERRORS OF FRE8r.MEN ETHIOPIAN STUDENTS AT A~U MAIN CAMPUS . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2019 Jun 19]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2133.

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

Council of Science Editors:

Guta K. AN ANALYTICAL STUDY OF PATTERNS OF SPELLING ERRORS OF FRE8r.MEN ETHIOPIAN STUDENTS AT A~U MAIN CAMPUS . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2133

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


Addis Ababa University

10. Guta, Kedida. AN ANALYTICAL STUDY OF PATTERNS OF SPELLING ERRORS OF FRESHMEN ETHIDPIAN STUDENTS AT AAU MA H! C/\MPUS .

Degree: 2012, Addis Ababa University

 The main objective of this study is to examine some of the causes and occurrences of the spelling errors of the freshmen Ethiopian students and… (more)

Subjects/Keywords: SPELLING ERRORS; ETHIOPIAN STUDENTS

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APA (6th Edition):

Guta, K. (2012). AN ANALYTICAL STUDY OF PATTERNS OF SPELLING ERRORS OF FRESHMEN ETHIDPIAN STUDENTS AT AAU MA H! C/\MPUS . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/2135

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):

Guta, Kedida. “AN ANALYTICAL STUDY OF PATTERNS OF SPELLING ERRORS OF FRESHMEN ETHIDPIAN STUDENTS AT AAU MA H! C/\MPUS .” 2012. Thesis, Addis Ababa University. Accessed June 19, 2019. http://etd.aau.edu.et/dspace/handle/123456789/2135.

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

MLA Handbook (7th Edition):

Guta, Kedida. “AN ANALYTICAL STUDY OF PATTERNS OF SPELLING ERRORS OF FRESHMEN ETHIDPIAN STUDENTS AT AAU MA H! C/\MPUS .” 2012. Web. 19 Jun 2019.

Vancouver:

Guta K. AN ANALYTICAL STUDY OF PATTERNS OF SPELLING ERRORS OF FRESHMEN ETHIDPIAN STUDENTS AT AAU MA H! C/\MPUS . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2019 Jun 19]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2135.

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

Council of Science Editors:

Guta K. AN ANALYTICAL STUDY OF PATTERNS OF SPELLING ERRORS OF FRESHMEN ETHIDPIAN STUDENTS AT AAU MA H! C/\MPUS . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2135

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


Universiteit Utrecht

11. Megens, M. "Dan schrijf ik toch gewoon minder op?" Onderzoek naar een mogelijke aanpak van taalbeleid door middel van het becijferen van spelfouten bij toetsen in het voortgezet onderwijs.

Degree: 2014, Universiteit Utrecht

 Scholen worden geacht een taalbeleid te voeren om hun leerlingen te laten voldoen aan de wettelijke eisen van de referentieniveaus (Wet referentieniveaus Nederlandse taal en… (more)

Subjects/Keywords: taalbeleid; spelling; voortgezet onderwijs

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APA (6th Edition):

Megens, M. (2014). "Dan schrijf ik toch gewoon minder op?" Onderzoek naar een mogelijke aanpak van taalbeleid door middel van het becijferen van spelfouten bij toetsen in het voortgezet onderwijs. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/299839

Chicago Manual of Style (16th Edition):

Megens, M. “"Dan schrijf ik toch gewoon minder op?" Onderzoek naar een mogelijke aanpak van taalbeleid door middel van het becijferen van spelfouten bij toetsen in het voortgezet onderwijs.” 2014. Masters Thesis, Universiteit Utrecht. Accessed June 19, 2019. http://dspace.library.uu.nl:8080/handle/1874/299839.

MLA Handbook (7th Edition):

Megens, M. “"Dan schrijf ik toch gewoon minder op?" Onderzoek naar een mogelijke aanpak van taalbeleid door middel van het becijferen van spelfouten bij toetsen in het voortgezet onderwijs.” 2014. Web. 19 Jun 2019.

Vancouver:

Megens M. "Dan schrijf ik toch gewoon minder op?" Onderzoek naar een mogelijke aanpak van taalbeleid door middel van het becijferen van spelfouten bij toetsen in het voortgezet onderwijs. [Internet] [Masters thesis]. Universiteit Utrecht; 2014. [cited 2019 Jun 19]. Available from: http://dspace.library.uu.nl:8080/handle/1874/299839.

Council of Science Editors:

Megens M. "Dan schrijf ik toch gewoon minder op?" Onderzoek naar een mogelijke aanpak van taalbeleid door middel van het becijferen van spelfouten bij toetsen in het voortgezet onderwijs. [Masters Thesis]. Universiteit Utrecht; 2014. Available from: http://dspace.library.uu.nl:8080/handle/1874/299839


University of Tasmania

12. Evans, JD. Children’s morphological awareness: can the use of apostrophes and capital letters be improved through intervention?.

Degree: 2015, University of Tasmania

 The aim of this study was to determine whether a half-hour intervention could improve children’s use of apostrophes or capitals, and whether this use was… (more)

Subjects/Keywords: Children; Spelling; Intervention; Apostrophes; Capitalisation

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APA (6th Edition):

Evans, J. (2015). Children’s morphological awareness: can the use of apostrophes and capital letters be improved through intervention?. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/23566/1/Evans_whole_thesis.pdf

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

Chicago Manual of Style (16th Edition):

Evans, JD. “Children’s morphological awareness: can the use of apostrophes and capital letters be improved through intervention?.” 2015. Thesis, University of Tasmania. Accessed June 19, 2019. https://eprints.utas.edu.au/23566/1/Evans_whole_thesis.pdf.

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

MLA Handbook (7th Edition):

Evans, JD. “Children’s morphological awareness: can the use of apostrophes and capital letters be improved through intervention?.” 2015. Web. 19 Jun 2019.

Vancouver:

Evans J. Children’s morphological awareness: can the use of apostrophes and capital letters be improved through intervention?. [Internet] [Thesis]. University of Tasmania; 2015. [cited 2019 Jun 19]. Available from: https://eprints.utas.edu.au/23566/1/Evans_whole_thesis.pdf.

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

Council of Science Editors:

Evans J. Children’s morphological awareness: can the use of apostrophes and capital letters be improved through intervention?. [Thesis]. University of Tasmania; 2015. Available from: https://eprints.utas.edu.au/23566/1/Evans_whole_thesis.pdf

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


Kent State University

13. Jones, Angela C. Why do we mipsell the middle of words? Exploring the role of orthographic texture in the serial position effect.

Degree: PhD, College of Arts and Sciences / Department of Psychology, 2009, Kent State University

Spelling accuracy has been shown to vary as a function of letter position in beginning (Mendenhall, 1930; Treiman, Berch, & Weatherston, 1993), skilled (Wing &… (more)

Subjects/Keywords: Psychology; spelling; orthography; serial position

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

APA (6th Edition):

Jones, A. C. (2009). Why do we mipsell the middle of words? Exploring the role of orthographic texture in the serial position effect. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1246891489

Chicago Manual of Style (16th Edition):

Jones, Angela C. “Why do we mipsell the middle of words? Exploring the role of orthographic texture in the serial position effect.” 2009. Doctoral Dissertation, Kent State University. Accessed June 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1246891489.

MLA Handbook (7th Edition):

Jones, Angela C. “Why do we mipsell the middle of words? Exploring the role of orthographic texture in the serial position effect.” 2009. Web. 19 Jun 2019.

Vancouver:

Jones AC. Why do we mipsell the middle of words? Exploring the role of orthographic texture in the serial position effect. [Internet] [Doctoral dissertation]. Kent State University; 2009. [cited 2019 Jun 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1246891489.

Council of Science Editors:

Jones AC. Why do we mipsell the middle of words? Exploring the role of orthographic texture in the serial position effect. [Doctoral Dissertation]. Kent State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1246891489

14. Sullivan, Kathryn. SLD and a Multi-Strategy Approach to Improving Spelling .

Degree: 2012, California State University – San Marcos

 Students with specific learning disabilities often employ inefficient spelling strategies that result in poor spelling. This spelling strategy deficiency compelled the researcher to: (a) investigate… (more)

Subjects/Keywords: SLD; spelling; multi-strategy

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APA (6th Edition):

Sullivan, K. (2012). SLD and a Multi-Strategy Approach to Improving Spelling . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/283

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):

Sullivan, Kathryn. “SLD and a Multi-Strategy Approach to Improving Spelling .” 2012. Thesis, California State University – San Marcos. Accessed June 19, 2019. http://hdl.handle.net/10211.8/283.

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

MLA Handbook (7th Edition):

Sullivan, Kathryn. “SLD and a Multi-Strategy Approach to Improving Spelling .” 2012. Web. 19 Jun 2019.

Vancouver:

Sullivan K. SLD and a Multi-Strategy Approach to Improving Spelling . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10211.8/283.

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

Council of Science Editors:

Sullivan K. SLD and a Multi-Strategy Approach to Improving Spelling . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/283

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


University of Sydney

15. Bailey, Benjamin. Effects of ABRACADABRA Literacy Instruction on Children with Autism Spectrum Disorder .

Degree: 2017, University of Sydney

 Emerging research suggests that children with ASD may be receptive to evidence-based literacy instruction designed for typically developing children. Evidence-based instruction delivered via computers is… (more)

Subjects/Keywords: ASD; ABRACADABRA; reading; spelling; instruction

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

APA (6th Edition):

Bailey, B. (2017). Effects of ABRACADABRA Literacy Instruction on Children with Autism Spectrum Disorder . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/17073

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):

Bailey, Benjamin. “Effects of ABRACADABRA Literacy Instruction on Children with Autism Spectrum Disorder .” 2017. Thesis, University of Sydney. Accessed June 19, 2019. http://hdl.handle.net/2123/17073.

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

MLA Handbook (7th Edition):

Bailey, Benjamin. “Effects of ABRACADABRA Literacy Instruction on Children with Autism Spectrum Disorder .” 2017. Web. 19 Jun 2019.

Vancouver:

Bailey B. Effects of ABRACADABRA Literacy Instruction on Children with Autism Spectrum Disorder . [Internet] [Thesis]. University of Sydney; 2017. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2123/17073.

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

Council of Science Editors:

Bailey B. Effects of ABRACADABRA Literacy Instruction on Children with Autism Spectrum Disorder . [Thesis]. University of Sydney; 2017. Available from: http://hdl.handle.net/2123/17073

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


University of Victoria

16. 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 (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 June 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 Jun 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 Jun 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


Montana Tech

17. Tate, Merle W. The factor analysis of spelling ability.

Degree: MA, 1943, Montana Tech

Subjects/Keywords: Spelling ability.

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APA (6th Edition):

Tate, M. W. (1943). The factor analysis of spelling ability. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/7707

Chicago Manual of Style (16th Edition):

Tate, Merle W. “The factor analysis of spelling ability.” 1943. Masters Thesis, Montana Tech. Accessed June 19, 2019. https://scholarworks.umt.edu/etd/7707.

MLA Handbook (7th Edition):

Tate, Merle W. “The factor analysis of spelling ability.” 1943. Web. 19 Jun 2019.

Vancouver:

Tate MW. The factor analysis of spelling ability. [Internet] [Masters thesis]. Montana Tech; 1943. [cited 2019 Jun 19]. Available from: https://scholarworks.umt.edu/etd/7707.

Council of Science Editors:

Tate MW. The factor analysis of spelling ability. [Masters Thesis]. Montana Tech; 1943. Available from: https://scholarworks.umt.edu/etd/7707


Oregon State University

18. Wallace, Eunice Ewer. A comparison of two self-instructional methods for improving spelling in high school and college : a twenty-six classroom experiment.

Degree: PhD, Education, 1964, Oregon State University

 This study compared two self-instructional methods for improving spelling in high school and college: a traditional-deductive presentation of spelling rules and lists of words to… (more)

Subjects/Keywords: Spelling ability

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

APA (6th Edition):

Wallace, E. E. (1964). A comparison of two self-instructional methods for improving spelling in high school and college : a twenty-six classroom experiment. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/49048

Chicago Manual of Style (16th Edition):

Wallace, Eunice Ewer. “A comparison of two self-instructional methods for improving spelling in high school and college : a twenty-six classroom experiment.” 1964. Doctoral Dissertation, Oregon State University. Accessed June 19, 2019. http://hdl.handle.net/1957/49048.

MLA Handbook (7th Edition):

Wallace, Eunice Ewer. “A comparison of two self-instructional methods for improving spelling in high school and college : a twenty-six classroom experiment.” 1964. Web. 19 Jun 2019.

Vancouver:

Wallace EE. A comparison of two self-instructional methods for improving spelling in high school and college : a twenty-six classroom experiment. [Internet] [Doctoral dissertation]. Oregon State University; 1964. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1957/49048.

Council of Science Editors:

Wallace EE. A comparison of two self-instructional methods for improving spelling in high school and college : a twenty-six classroom experiment. [Doctoral Dissertation]. Oregon State University; 1964. Available from: http://hdl.handle.net/1957/49048


Queensland University of Technology

19. Corpuz, Victor Albert Francis. Error correction in second language writing : teachers’ beliefs, practices, and students’ preferences.

Degree: 2011, Queensland University of Technology

 Error correction is perhaps the most widely used method for responding to student writing. While various studies have investigated the effectiveness of providing error correction,… (more)

Subjects/Keywords: second language; spelling errors

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APA (6th Edition):

Corpuz, V. A. F. (2011). Error correction in second language writing : teachers’ beliefs, practices, and students’ preferences. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/49160/

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):

Corpuz, Victor Albert Francis. “Error correction in second language writing : teachers’ beliefs, practices, and students’ preferences.” 2011. Thesis, Queensland University of Technology. Accessed June 19, 2019. https://eprints.qut.edu.au/49160/.

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

MLA Handbook (7th Edition):

Corpuz, Victor Albert Francis. “Error correction in second language writing : teachers’ beliefs, practices, and students’ preferences.” 2011. Web. 19 Jun 2019.

Vancouver:

Corpuz VAF. Error correction in second language writing : teachers’ beliefs, practices, and students’ preferences. [Internet] [Thesis]. Queensland University of Technology; 2011. [cited 2019 Jun 19]. Available from: https://eprints.qut.edu.au/49160/.

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

Council of Science Editors:

Corpuz VAF. Error correction in second language writing : teachers’ beliefs, practices, and students’ preferences. [Thesis]. Queensland University of Technology; 2011. Available from: https://eprints.qut.edu.au/49160/

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


Boston University

20. White, Adele G. Evaluative criteria for spelling.

Degree: MEd, Education, 1952, Boston University

 The purpose of this study is to develop a set of criteria to evaluate the spelling area of an elementary school. The criteria consists of… (more)

Subjects/Keywords: Spelling tests

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APA (6th Edition):

White, A. G. (1952). Evaluative criteria for spelling. (Masters Thesis). Boston University. Retrieved from http://hdl.handle.net/2144/23070

Chicago Manual of Style (16th Edition):

White, Adele G. “Evaluative criteria for spelling.” 1952. Masters Thesis, Boston University. Accessed June 19, 2019. http://hdl.handle.net/2144/23070.

MLA Handbook (7th Edition):

White, Adele G. “Evaluative criteria for spelling.” 1952. Web. 19 Jun 2019.

Vancouver:

White AG. Evaluative criteria for spelling. [Internet] [Masters thesis]. Boston University; 1952. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2144/23070.

Council of Science Editors:

White AG. Evaluative criteria for spelling. [Masters Thesis]. Boston University; 1952. Available from: http://hdl.handle.net/2144/23070


University of Kansas

21. KOMESIDOU, ROUZANA. Contributions of Phonology and Orthography to Spelling in Children with Dyslexia.

Degree: PhD, Intercampus Program in Communicative Disorders, 2018, University of Kansas

 Learning to spell is dependent on a child’s ability to simultaneously process phonological (i.e., related to sounds) and orthographic (i.e., related to letters) information. The… (more)

Subjects/Keywords: Education; Dyslexia; Orthography; Phonology; Spelling

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APA (6th Edition):

KOMESIDOU, R. (2018). Contributions of Phonology and Orthography to Spelling in Children with Dyslexia. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/28004

Chicago Manual of Style (16th Edition):

KOMESIDOU, ROUZANA. “Contributions of Phonology and Orthography to Spelling in Children with Dyslexia.” 2018. Doctoral Dissertation, University of Kansas. Accessed June 19, 2019. http://hdl.handle.net/1808/28004.

MLA Handbook (7th Edition):

KOMESIDOU, ROUZANA. “Contributions of Phonology and Orthography to Spelling in Children with Dyslexia.” 2018. Web. 19 Jun 2019.

Vancouver:

KOMESIDOU R. Contributions of Phonology and Orthography to Spelling in Children with Dyslexia. [Internet] [Doctoral dissertation]. University of Kansas; 2018. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1808/28004.

Council of Science Editors:

KOMESIDOU R. Contributions of Phonology and Orthography to Spelling in Children with Dyslexia. [Doctoral Dissertation]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/28004


Michigan State University

22. Collins, Keith Miles, 1940-. The effects of repetition of verbal and pictorial images upon the achievement of second grade students in learning to spell object words.

Degree: PhD, College of Education, 1971, Michigan State University

Subjects/Keywords: Spelling games; Spelling ability

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

APA (6th Edition):

Collins, Keith Miles, 1. (1971). The effects of repetition of verbal and pictorial images upon the achievement of second grade students in learning to spell object words. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:24917

Chicago Manual of Style (16th Edition):

Collins, Keith Miles, 1940-. “The effects of repetition of verbal and pictorial images upon the achievement of second grade students in learning to spell object words.” 1971. Doctoral Dissertation, Michigan State University. Accessed June 19, 2019. http://etd.lib.msu.edu/islandora/object/etd:24917.

MLA Handbook (7th Edition):

Collins, Keith Miles, 1940-. “The effects of repetition of verbal and pictorial images upon the achievement of second grade students in learning to spell object words.” 1971. Web. 19 Jun 2019.

Vancouver:

Collins, Keith Miles 1. The effects of repetition of verbal and pictorial images upon the achievement of second grade students in learning to spell object words. [Internet] [Doctoral dissertation]. Michigan State University; 1971. [cited 2019 Jun 19]. Available from: http://etd.lib.msu.edu/islandora/object/etd:24917.

Council of Science Editors:

Collins, Keith Miles 1. The effects of repetition of verbal and pictorial images upon the achievement of second grade students in learning to spell object words. [Doctoral Dissertation]. Michigan State University; 1971. Available from: http://etd.lib.msu.edu/islandora/object/etd:24917

23. RYAN, DES. Principles of English spelling formation.

Degree: School of Linguistic Speech & Comm Sci. C.L.C.S., 2018, Trinity College Dublin

 Studies of English spelling have primarily focussed on correspondences between spelling and sound among core, standard spellings. Segmental-level correspondences have been examined in detail (Venezky… (more)

Subjects/Keywords: English spelling; graphemics; non-standard spelling; English orthography; reading research

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APA (6th Edition):

RYAN, D. (2018). Principles of English spelling formation. (Thesis). Trinity College Dublin. Retrieved from http://hdl.handle.net/2262/82678

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):

RYAN, DES. “Principles of English spelling formation.” 2018. Thesis, Trinity College Dublin. Accessed June 19, 2019. http://hdl.handle.net/2262/82678.

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

MLA Handbook (7th Edition):

RYAN, DES. “Principles of English spelling formation.” 2018. Web. 19 Jun 2019.

Vancouver:

RYAN D. Principles of English spelling formation. [Internet] [Thesis]. Trinity College Dublin; 2018. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2262/82678.

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

Council of Science Editors:

RYAN D. Principles of English spelling formation. [Thesis]. Trinity College Dublin; 2018. Available from: http://hdl.handle.net/2262/82678

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

24. Logvinenko, Sofiia. What Strategies do Learners Use to Remember the Spelling of Newly Learned Words?.

Degree: MA, English, 2018, St. Cloud State University

  Many studies suggest that a native language (L1) may influence the second language acquisition (L2). This study is interested in the possible impact of… (more)

Subjects/Keywords: L1; L2; spelling strategies; native language; spelling accuracy; ESL

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

APA (6th Edition):

Logvinenko, S. (2018). What Strategies do Learners Use to Remember the Spelling of Newly Learned Words?. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/124

Chicago Manual of Style (16th Edition):

Logvinenko, Sofiia. “What Strategies do Learners Use to Remember the Spelling of Newly Learned Words?.” 2018. Masters Thesis, St. Cloud State University. Accessed June 19, 2019. https://repository.stcloudstate.edu/engl_etds/124.

MLA Handbook (7th Edition):

Logvinenko, Sofiia. “What Strategies do Learners Use to Remember the Spelling of Newly Learned Words?.” 2018. Web. 19 Jun 2019.

Vancouver:

Logvinenko S. What Strategies do Learners Use to Remember the Spelling of Newly Learned Words?. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2019 Jun 19]. Available from: https://repository.stcloudstate.edu/engl_etds/124.

Council of Science Editors:

Logvinenko S. What Strategies do Learners Use to Remember the Spelling of Newly Learned Words?. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/124


University of Johannesburg

25. Dawes, Diana Elizabeth. Investigating teacher and learner experiences of the THRASS programme in an independent primary school.

Degree: 2012, University of Johannesburg

M.Ed.

A concern with regard to the apparent drop in achievement levels in the area of literacy and the implementation of the Teaching Handwriting Spelling(more)

Subjects/Keywords: THRASS programme; Teaching Handwriting Spelling and Spelling Skills programme

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APA (6th Edition):

Dawes, D. E. (2012). Investigating teacher and learner experiences of the THRASS programme in an independent primary school. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5027

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):

Dawes, Diana Elizabeth. “Investigating teacher and learner experiences of the THRASS programme in an independent primary school.” 2012. Thesis, University of Johannesburg. Accessed June 19, 2019. http://hdl.handle.net/10210/5027.

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

MLA Handbook (7th Edition):

Dawes, Diana Elizabeth. “Investigating teacher and learner experiences of the THRASS programme in an independent primary school.” 2012. Web. 19 Jun 2019.

Vancouver:

Dawes DE. Investigating teacher and learner experiences of the THRASS programme in an independent primary school. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10210/5027.

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

Council of Science Editors:

Dawes DE. Investigating teacher and learner experiences of the THRASS programme in an independent primary school. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5027

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

26. Lice, Liga. Spelling differences between British and American English : Through-thru Night-nite Light-lite High-hi.

Degree: Humanities, 2007, Växjö University

  Although the British and the Americans use the same language, i.e. English, the differences in vocabulary, pronunciation, and spelling between these two varieties doubtlessly… (more)

Subjects/Keywords: Spelling differences; spelling reform; British spelling; standard spelling; American spelling; informal spelling; phonetic spelling; Specific Languages; Studier av enskilda språk

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

APA (6th Edition):

Lice, L. (2007). Spelling differences between British and American English : Through-thru Night-nite Light-lite High-hi. (Thesis). Växjö University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1395

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):

Lice, Liga. “Spelling differences between British and American English : Through-thru Night-nite Light-lite High-hi.” 2007. Thesis, Växjö University. Accessed June 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1395.

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

MLA Handbook (7th Edition):

Lice, Liga. “Spelling differences between British and American English : Through-thru Night-nite Light-lite High-hi.” 2007. Web. 19 Jun 2019.

Vancouver:

Lice L. Spelling differences between British and American English : Through-thru Night-nite Light-lite High-hi. [Internet] [Thesis]. Växjö University; 2007. [cited 2019 Jun 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1395.

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

Council of Science Editors:

Lice L. Spelling differences between British and American English : Through-thru Night-nite Light-lite High-hi. [Thesis]. Växjö University; 2007. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1395

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

27. Λογοθέτη, Φωτεινή. Το ορθογραφικό προφίλ των κωφών και βαρήκοων μαθητών της πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης.

Degree: 2013, University of Patras

Η παρούσα εργασία αποτελεί μια πρώτη μελέτη των ορθογραφικών δεξιοτήτων των κωφών και βαρήκοων μαθητών της πρωτοβάθμιας και της δευτεροβάθμιας εκπαίδευσης στην Ελλάδα. Σκοπό έχει… (more)

Subjects/Keywords: Ορθογραφία; Ορθογραφικές δεξιότητες; Ορθογραφικά λάθη; Κωφοί-βαρήκοοι μαθητές; 371.912; Spelling; Spelling skills; Spelling errors; Deaf-hard of hearing students

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

APA (6th Edition):

Λογοθέτη, . (2013). Το ορθογραφικό προφίλ των κωφών και βαρήκοων μαθητών της πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης. (Masters Thesis). University of Patras. Retrieved from http://hdl.handle.net/10889/6578

Chicago Manual of Style (16th Edition):

Λογοθέτη, Φωτεινή. “Το ορθογραφικό προφίλ των κωφών και βαρήκοων μαθητών της πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης.” 2013. Masters Thesis, University of Patras. Accessed June 19, 2019. http://hdl.handle.net/10889/6578.

MLA Handbook (7th Edition):

Λογοθέτη, Φωτεινή. “Το ορθογραφικό προφίλ των κωφών και βαρήκοων μαθητών της πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης.” 2013. Web. 19 Jun 2019.

Vancouver:

Λογοθέτη . Το ορθογραφικό προφίλ των κωφών και βαρήκοων μαθητών της πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης. [Internet] [Masters thesis]. University of Patras; 2013. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10889/6578.

Council of Science Editors:

Λογοθέτη . Το ορθογραφικό προφίλ των κωφών και βαρήκοων μαθητών της πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης. [Masters Thesis]. University of Patras; 2013. Available from: http://hdl.handle.net/10889/6578


University of South Africa

28. Jansen, Jessica Mary-Ann. Exploring the teaching of Grade 1–3 English spelling using the Sound Reading System : a case of a Namibian primary school.

Degree: 2017, University of South Africa

 Exploring the teaching of Grade 1 – 3 English spelling using the Sound Reading System: A case of a Namibian primary school Spelling is crucial… (more)

Subjects/Keywords: Alphabet code; Spelling; Spelling instruction; Phonemic awareness; Phonemes; Phonics; Link between spelling and reading; Systematic phonics; English orthography

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

APA (6th Edition):

Jansen, J. M. (2017). Exploring the teaching of Grade 1–3 English spelling using the Sound Reading System : a case of a Namibian primary school. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/22715

Chicago Manual of Style (16th Edition):

Jansen, Jessica Mary-Ann. “Exploring the teaching of Grade 1–3 English spelling using the Sound Reading System : a case of a Namibian primary school.” 2017. Masters Thesis, University of South Africa. Accessed June 19, 2019. http://hdl.handle.net/10500/22715.

MLA Handbook (7th Edition):

Jansen, Jessica Mary-Ann. “Exploring the teaching of Grade 1–3 English spelling using the Sound Reading System : a case of a Namibian primary school.” 2017. Web. 19 Jun 2019.

Vancouver:

Jansen JM. Exploring the teaching of Grade 1–3 English spelling using the Sound Reading System : a case of a Namibian primary school. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10500/22715.

Council of Science Editors:

Jansen JM. Exploring the teaching of Grade 1–3 English spelling using the Sound Reading System : a case of a Namibian primary school. [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/22715


University of South Africa

29. Jansen, Jessica Mary-Ann. Exploring the teaching of Grade 1–3 English spelling using the Sound Reading System: A case of a Namibian primary school.

Degree: 2017, University of South Africa

 Exploring the teaching of Grade 1 – 3 English spelling using the Sound Reading System: A case of a Namibian primary school v Spelling is… (more)

Subjects/Keywords: Alphabet code; spelling; spelling instruction; phonemic awareness; phonemes; phonics; link between spelling and reading; systematic phonics; English orthography

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jansen, J. M. (2017). Exploring the teaching of Grade 1–3 English spelling using the Sound Reading System: A case of a Namibian primary school. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/24915

Chicago Manual of Style (16th Edition):

Jansen, Jessica Mary-Ann. “Exploring the teaching of Grade 1–3 English spelling using the Sound Reading System: A case of a Namibian primary school.” 2017. Masters Thesis, University of South Africa. Accessed June 19, 2019. http://hdl.handle.net/10500/24915.

MLA Handbook (7th Edition):

Jansen, Jessica Mary-Ann. “Exploring the teaching of Grade 1–3 English spelling using the Sound Reading System: A case of a Namibian primary school.” 2017. Web. 19 Jun 2019.

Vancouver:

Jansen JM. Exploring the teaching of Grade 1–3 English spelling using the Sound Reading System: A case of a Namibian primary school. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10500/24915.

Council of Science Editors:

Jansen JM. Exploring the teaching of Grade 1–3 English spelling using the Sound Reading System: A case of a Namibian primary school. [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/24915


Vrije Universiteit Amsterdam

30. Bos, M. The efficacy of spelling exercises for poor spellers .

Degree: 2004, Vrije Universiteit Amsterdam

Subjects/Keywords: Effective spelling exercises for poor spellers; spelling exercises; spelling

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bos, M. (2004). The efficacy of spelling exercises for poor spellers . (Doctoral Dissertation). Vrije Universiteit Amsterdam. Retrieved from http://hdl.handle.net/1871/9111

Chicago Manual of Style (16th Edition):

Bos, M. “The efficacy of spelling exercises for poor spellers .” 2004. Doctoral Dissertation, Vrije Universiteit Amsterdam. Accessed June 19, 2019. http://hdl.handle.net/1871/9111.

MLA Handbook (7th Edition):

Bos, M. “The efficacy of spelling exercises for poor spellers .” 2004. Web. 19 Jun 2019.

Vancouver:

Bos M. The efficacy of spelling exercises for poor spellers . [Internet] [Doctoral dissertation]. Vrije Universiteit Amsterdam; 2004. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1871/9111.

Council of Science Editors:

Bos M. The efficacy of spelling exercises for poor spellers . [Doctoral Dissertation]. Vrije Universiteit Amsterdam; 2004. Available from: http://hdl.handle.net/1871/9111

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