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You searched for subject:(Sustained Silent Reading). Showing records 1 – 15 of 15 total matches.

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University of Georgia

1. Yoon, Jun-Chae. Effectiveness of sustained silent reading on reading attitude and reading comprehension of fourth-grade Korean students.

Degree: PhD, Reading Education, 2002, University of Georgia

 The purpose of this study was to reevaluate the effectiveness of SSR on reading attitude and reading comprehension of fourth-grade Korean students by employing a… (more)

Subjects/Keywords: Sustained Silent Reading

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

APA (6th Edition):

Yoon, J. (2002). Effectiveness of sustained silent reading on reading attitude and reading comprehension of fourth-grade Korean students. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/yoon_jun-chae_200212_phd

Chicago Manual of Style (16th Edition):

Yoon, Jun-Chae. “Effectiveness of sustained silent reading on reading attitude and reading comprehension of fourth-grade Korean students.” 2002. Doctoral Dissertation, University of Georgia. Accessed June 02, 2020. http://purl.galileo.usg.edu/uga_etd/yoon_jun-chae_200212_phd.

MLA Handbook (7th Edition):

Yoon, Jun-Chae. “Effectiveness of sustained silent reading on reading attitude and reading comprehension of fourth-grade Korean students.” 2002. Web. 02 Jun 2020.

Vancouver:

Yoon J. Effectiveness of sustained silent reading on reading attitude and reading comprehension of fourth-grade Korean students. [Internet] [Doctoral dissertation]. University of Georgia; 2002. [cited 2020 Jun 02]. Available from: http://purl.galileo.usg.edu/uga_etd/yoon_jun-chae_200212_phd.

Council of Science Editors:

Yoon J. Effectiveness of sustained silent reading on reading attitude and reading comprehension of fourth-grade Korean students. [Doctoral Dissertation]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/yoon_jun-chae_200212_phd

2. Proepper, Elizabeth. Scaffolded Silent Reading: More Effective than Sustained Silent Reading?.

Degree: 2016, University of Wisconsin – Superior

 The purpose of this study was to measure the effect of Scaffolded Silent Reading on third grade students’ reading comprehension and fluency. During Scaffolded Silent(more)

Subjects/Keywords: Elementary education; Reading comprehension; Sustained Silent Reading; Scaffolded Silent Reading; Literacy; Reading; Education; Educational Leadership

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APA (6th Edition):

Proepper, E. (2016). Scaffolded Silent Reading: More Effective than Sustained Silent Reading?. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/75617

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):

Proepper, Elizabeth. “Scaffolded Silent Reading: More Effective than Sustained Silent Reading?.” 2016. Thesis, University of Wisconsin – Superior. Accessed June 02, 2020. http://digital.library.wisc.edu/1793/75617.

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

MLA Handbook (7th Edition):

Proepper, Elizabeth. “Scaffolded Silent Reading: More Effective than Sustained Silent Reading?.” 2016. Web. 02 Jun 2020.

Vancouver:

Proepper E. Scaffolded Silent Reading: More Effective than Sustained Silent Reading?. [Internet] [Thesis]. University of Wisconsin – Superior; 2016. [cited 2020 Jun 02]. Available from: http://digital.library.wisc.edu/1793/75617.

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

Council of Science Editors:

Proepper E. Scaffolded Silent Reading: More Effective than Sustained Silent Reading?. [Thesis]. University of Wisconsin – Superior; 2016. Available from: http://digital.library.wisc.edu/1793/75617

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


Bowling Green State University

3. Stobbe, Sara Marie. The Perceived Benefits of Sustained Silent Reading in the Early Childhood Classroom.

Degree: MEd, Reading, 2011, Bowling Green State University

  Independent silent reading is an important reading practice that promotes and encourages the development of various reading skills. Sustained Silent Reading and other similar… (more)

Subjects/Keywords: Reading Instruction; Early Childhood Education; Sustained Silent Reading; Teacher Survey Research

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APA (6th Edition):

Stobbe, S. M. (2011). The Perceived Benefits of Sustained Silent Reading in the Early Childhood Classroom. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300709220

Chicago Manual of Style (16th Edition):

Stobbe, Sara Marie. “The Perceived Benefits of Sustained Silent Reading in the Early Childhood Classroom.” 2011. Masters Thesis, Bowling Green State University. Accessed June 02, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300709220.

MLA Handbook (7th Edition):

Stobbe, Sara Marie. “The Perceived Benefits of Sustained Silent Reading in the Early Childhood Classroom.” 2011. Web. 02 Jun 2020.

Vancouver:

Stobbe SM. The Perceived Benefits of Sustained Silent Reading in the Early Childhood Classroom. [Internet] [Masters thesis]. Bowling Green State University; 2011. [cited 2020 Jun 02]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300709220.

Council of Science Editors:

Stobbe SM. The Perceived Benefits of Sustained Silent Reading in the Early Childhood Classroom. [Masters Thesis]. Bowling Green State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300709220


SUNY College at Brockport

4. Lefler, Bridget C. How Elementary Teachers Perceive and Implement Sustained Silent Reading.

Degree: MSEd, Education and Human Development, 2014, SUNY College at Brockport

Sustained silent reading is defined as a period of uninterrupted silent reading (Siah & Kowk, 2010). Schools are using this practice in place of… (more)

Subjects/Keywords: sustained silent reading; elementary school; strategies; implement; Education

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APA (6th Edition):

Lefler, B. C. (2014). How Elementary Teachers Perceive and Implement Sustained Silent Reading. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/488

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):

Lefler, Bridget C. “How Elementary Teachers Perceive and Implement Sustained Silent Reading.” 2014. Thesis, SUNY College at Brockport. Accessed June 02, 2020. https://digitalcommons.brockport.edu/ehd_theses/488.

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

MLA Handbook (7th Edition):

Lefler, Bridget C. “How Elementary Teachers Perceive and Implement Sustained Silent Reading.” 2014. Web. 02 Jun 2020.

Vancouver:

Lefler BC. How Elementary Teachers Perceive and Implement Sustained Silent Reading. [Internet] [Thesis]. SUNY College at Brockport; 2014. [cited 2020 Jun 02]. Available from: https://digitalcommons.brockport.edu/ehd_theses/488.

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

Council of Science Editors:

Lefler BC. How Elementary Teachers Perceive and Implement Sustained Silent Reading. [Thesis]. SUNY College at Brockport; 2014. Available from: https://digitalcommons.brockport.edu/ehd_theses/488

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


Brigham Young University

5. McKell, Kimberly Turley. Promoting Pleasure in Reading Through Sustained Silent Reading: A Self-Study of Teacher Practices.

Degree: MA, 2018, Brigham Young University

 According to a survey, the majority of fourth grade students in 2005 did not choose reading as a preferred activity for entertainment (Guthrie, McRae, &… (more)

Subjects/Keywords: engaged reading; sustained silent reading; motivation; independent reading; Teacher Education and Professional Development

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APA (6th Edition):

McKell, K. T. (2018). Promoting Pleasure in Reading Through Sustained Silent Reading: A Self-Study of Teacher Practices. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7973&context=etd

Chicago Manual of Style (16th Edition):

McKell, Kimberly Turley. “Promoting Pleasure in Reading Through Sustained Silent Reading: A Self-Study of Teacher Practices.” 2018. Masters Thesis, Brigham Young University. Accessed June 02, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7973&context=etd.

MLA Handbook (7th Edition):

McKell, Kimberly Turley. “Promoting Pleasure in Reading Through Sustained Silent Reading: A Self-Study of Teacher Practices.” 2018. Web. 02 Jun 2020.

Vancouver:

McKell KT. Promoting Pleasure in Reading Through Sustained Silent Reading: A Self-Study of Teacher Practices. [Internet] [Masters thesis]. Brigham Young University; 2018. [cited 2020 Jun 02]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7973&context=etd.

Council of Science Editors:

McKell KT. Promoting Pleasure in Reading Through Sustained Silent Reading: A Self-Study of Teacher Practices. [Masters Thesis]. Brigham Young University; 2018. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7973&context=etd


Liberty University

6. Sviatko, Laurel. Student Reading Practice: A Choice for Teachers, a Chance for Students, a Holistic Multiple Case Study.

Degree: 2018, Liberty University

 Due to increased demand for reading achievement nationwide, middle school English/Language Arts (ELA) teachers need instructional practices to promote literacy. Student reading practice (SRP) is… (more)

Subjects/Keywords: Free Voluntary Reading; Literacy; Middle School Reading; Silent Reading; Sustained Silent Reading; Teaching Reading; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology

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APA (6th Edition):

Sviatko, L. (2018). Student Reading Practice: A Choice for Teachers, a Chance for Students, a Holistic Multiple Case Study. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1736

Chicago Manual of Style (16th Edition):

Sviatko, Laurel. “Student Reading Practice: A Choice for Teachers, a Chance for Students, a Holistic Multiple Case Study.” 2018. Doctoral Dissertation, Liberty University. Accessed June 02, 2020. http://digitalcommons.liberty.edu/doctoral/1736.

MLA Handbook (7th Edition):

Sviatko, Laurel. “Student Reading Practice: A Choice for Teachers, a Chance for Students, a Holistic Multiple Case Study.” 2018. Web. 02 Jun 2020.

Vancouver:

Sviatko L. Student Reading Practice: A Choice for Teachers, a Chance for Students, a Holistic Multiple Case Study. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2020 Jun 02]. Available from: http://digitalcommons.liberty.edu/doctoral/1736.

Council of Science Editors:

Sviatko L. Student Reading Practice: A Choice for Teachers, a Chance for Students, a Holistic Multiple Case Study. [Doctoral Dissertation]. Liberty University; 2018. Available from: http://digitalcommons.liberty.edu/doctoral/1736


Liberty University

7. Sullivan, Mary Pinson. Achievement Effects of Sustained Silent Reading in a Middle School.

Degree: 2010, Liberty University

 The purpose of this study was to determine the reading achievement effects of a school- year-long program of sustained silent reading in a middle school.… (more)

Subjects/Keywords: middle school; reading achievement; repeated measures ANOVA; stacked for stuccess traits; sustained silent reading; Education, Reading; Educational Methods

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APA (6th Edition):

Sullivan, M. P. (2010). Achievement Effects of Sustained Silent Reading in a Middle School. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/314

Chicago Manual of Style (16th Edition):

Sullivan, Mary Pinson. “Achievement Effects of Sustained Silent Reading in a Middle School.” 2010. Doctoral Dissertation, Liberty University. Accessed June 02, 2020. http://digitalcommons.liberty.edu/doctoral/314.

MLA Handbook (7th Edition):

Sullivan, Mary Pinson. “Achievement Effects of Sustained Silent Reading in a Middle School.” 2010. Web. 02 Jun 2020.

Vancouver:

Sullivan MP. Achievement Effects of Sustained Silent Reading in a Middle School. [Internet] [Doctoral dissertation]. Liberty University; 2010. [cited 2020 Jun 02]. Available from: http://digitalcommons.liberty.edu/doctoral/314.

Council of Science Editors:

Sullivan MP. Achievement Effects of Sustained Silent Reading in a Middle School. [Doctoral Dissertation]. Liberty University; 2010. Available from: http://digitalcommons.liberty.edu/doctoral/314


University of North Texas

8. Rosenkrans, Dreama J. The Emergent Literacy Behaviors of Bilingual Education Kindergarten Students During Modified Sustained Silent Reading : A Descriptive Study.

Degree: 1993, University of North Texas

The purpose of this study was to describe the behaviors of kindergarten students during Sustained Silent Reading sessions modified to be developmentally appropriate. Advisors/Committee Members: Greenlaw, M. Jean, Harvill, Riley L., 1955-, Craig, Margaret T., Tipps, Steven.

Subjects/Keywords: sustained silent reading; kindergarten students; bilingual education; Reading (Kindergarten); Silent reading.; Education, Bilingual.

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APA (6th Edition):

Rosenkrans, D. J. (1993). The Emergent Literacy Behaviors of Bilingual Education Kindergarten Students During Modified Sustained Silent Reading : A Descriptive Study. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278320/

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):

Rosenkrans, Dreama J. “The Emergent Literacy Behaviors of Bilingual Education Kindergarten Students During Modified Sustained Silent Reading : A Descriptive Study.” 1993. Thesis, University of North Texas. Accessed June 02, 2020. https://digital.library.unt.edu/ark:/67531/metadc278320/.

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

MLA Handbook (7th Edition):

Rosenkrans, Dreama J. “The Emergent Literacy Behaviors of Bilingual Education Kindergarten Students During Modified Sustained Silent Reading : A Descriptive Study.” 1993. Web. 02 Jun 2020.

Vancouver:

Rosenkrans DJ. The Emergent Literacy Behaviors of Bilingual Education Kindergarten Students During Modified Sustained Silent Reading : A Descriptive Study. [Internet] [Thesis]. University of North Texas; 1993. [cited 2020 Jun 02]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278320/.

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

Council of Science Editors:

Rosenkrans DJ. The Emergent Literacy Behaviors of Bilingual Education Kindergarten Students During Modified Sustained Silent Reading : A Descriptive Study. [Thesis]. University of North Texas; 1993. Available from: https://digital.library.unt.edu/ark:/67531/metadc278320/

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


Clemson University

9. Malloy, Jacquelynn. The Effects of Traditional and Instructional Models of Sustained Silent Reading on the Reading Achievement and Motivation of Third and Fourth Grade Students.

Degree: PhD, Curriculum and Instruction, 2008, Clemson University

 Despite a lack of empirical support for the effectiveness of sustained silent reading (SSR) in the literature, the practice of providing time for students to… (more)

Subjects/Keywords: Sustained Silent Reading; Independent Reading; Reading Motivation; Curriculum and Instruction

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

APA (6th Edition):

Malloy, J. (2008). The Effects of Traditional and Instructional Models of Sustained Silent Reading on the Reading Achievement and Motivation of Third and Fourth Grade Students. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/254

Chicago Manual of Style (16th Edition):

Malloy, Jacquelynn. “The Effects of Traditional and Instructional Models of Sustained Silent Reading on the Reading Achievement and Motivation of Third and Fourth Grade Students.” 2008. Doctoral Dissertation, Clemson University. Accessed June 02, 2020. https://tigerprints.clemson.edu/all_dissertations/254.

MLA Handbook (7th Edition):

Malloy, Jacquelynn. “The Effects of Traditional and Instructional Models of Sustained Silent Reading on the Reading Achievement and Motivation of Third and Fourth Grade Students.” 2008. Web. 02 Jun 2020.

Vancouver:

Malloy J. The Effects of Traditional and Instructional Models of Sustained Silent Reading on the Reading Achievement and Motivation of Third and Fourth Grade Students. [Internet] [Doctoral dissertation]. Clemson University; 2008. [cited 2020 Jun 02]. Available from: https://tigerprints.clemson.edu/all_dissertations/254.

Council of Science Editors:

Malloy J. The Effects of Traditional and Instructional Models of Sustained Silent Reading on the Reading Achievement and Motivation of Third and Fourth Grade Students. [Doctoral Dissertation]. Clemson University; 2008. Available from: https://tigerprints.clemson.edu/all_dissertations/254


The Ohio State University

10. Allen, Natalie J. The effects of a story fact recall quiz and game on off-task behavior during sustained silent reading (SSR) and the number of story facts recalled following SSR for secondary students with disabilities.

Degree: PhD, Physical Activity and Educational Services, 2005, The Ohio State University

  Motivating students to read for pleasure challenges many educators. Sustained Silent Reading (SSR) is a strategy used by many teachers to provide children with… (more)

Subjects/Keywords: Education, Special; sustained silent reading; SSR; students with disabilities; reluctant readers

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APA (6th Edition):

Allen, N. J. (2005). The effects of a story fact recall quiz and game on off-task behavior during sustained silent reading (SSR) and the number of story facts recalled following SSR for secondary students with disabilities. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1124128560

Chicago Manual of Style (16th Edition):

Allen, Natalie J. “The effects of a story fact recall quiz and game on off-task behavior during sustained silent reading (SSR) and the number of story facts recalled following SSR for secondary students with disabilities.” 2005. Doctoral Dissertation, The Ohio State University. Accessed June 02, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1124128560.

MLA Handbook (7th Edition):

Allen, Natalie J. “The effects of a story fact recall quiz and game on off-task behavior during sustained silent reading (SSR) and the number of story facts recalled following SSR for secondary students with disabilities.” 2005. Web. 02 Jun 2020.

Vancouver:

Allen NJ. The effects of a story fact recall quiz and game on off-task behavior during sustained silent reading (SSR) and the number of story facts recalled following SSR for secondary students with disabilities. [Internet] [Doctoral dissertation]. The Ohio State University; 2005. [cited 2020 Jun 02]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1124128560.

Council of Science Editors:

Allen NJ. The effects of a story fact recall quiz and game on off-task behavior during sustained silent reading (SSR) and the number of story facts recalled following SSR for secondary students with disabilities. [Doctoral Dissertation]. The Ohio State University; 2005. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1124128560


SUNY College at Brockport

11. Carges, Karen. The Effects of Sustained Silent Reading on Fourth Grade Students' Reading Attitudes.

Degree: MSEd, Education and Human Development, 1988, SUNY College at Brockport

The purpose of this study was to initiate a Sustained Silent Reading (SSR) program into two fourth grade classrooms in order to determine whether the use of quiet reading time in the classroom changes attitudes about reading.

Subjects/Keywords: THESIS 623; Brockport Thesis Collection; Education; silent sustained reading; Education

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APA (6th Edition):

Carges, K. (1988). The Effects of Sustained Silent Reading on Fourth Grade Students' Reading Attitudes. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/94

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):

Carges, Karen. “The Effects of Sustained Silent Reading on Fourth Grade Students' Reading Attitudes.” 1988. Thesis, SUNY College at Brockport. Accessed June 02, 2020. https://digitalcommons.brockport.edu/ehd_theses/94.

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

MLA Handbook (7th Edition):

Carges, Karen. “The Effects of Sustained Silent Reading on Fourth Grade Students' Reading Attitudes.” 1988. Web. 02 Jun 2020.

Vancouver:

Carges K. The Effects of Sustained Silent Reading on Fourth Grade Students' Reading Attitudes. [Internet] [Thesis]. SUNY College at Brockport; 1988. [cited 2020 Jun 02]. Available from: https://digitalcommons.brockport.edu/ehd_theses/94.

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

Council of Science Editors:

Carges K. The Effects of Sustained Silent Reading on Fourth Grade Students' Reading Attitudes. [Thesis]. SUNY College at Brockport; 1988. Available from: https://digitalcommons.brockport.edu/ehd_theses/94

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


SUNY College at Brockport

12. Siracuse, Laura A. The Effects of a Sustained Silent Reading Program on the Reading Attitudes and Habits of Second Grade Students.

Degree: MSEd, Education and Human Development, 1991, SUNY College at Brockport

  The purpose of this study was to investigate the effects of a Sustained Silent Reading (SSR) program on the reading attitudes and habits of… (more)

Subjects/Keywords: THESIS 760; Brockport Thesis Collection; Education; silent sustained reading; elementary children; Education

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APA (6th Edition):

Siracuse, L. A. (1991). The Effects of a Sustained Silent Reading Program on the Reading Attitudes and Habits of Second Grade Students. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/109

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):

Siracuse, Laura A. “The Effects of a Sustained Silent Reading Program on the Reading Attitudes and Habits of Second Grade Students.” 1991. Thesis, SUNY College at Brockport. Accessed June 02, 2020. https://digitalcommons.brockport.edu/ehd_theses/109.

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

MLA Handbook (7th Edition):

Siracuse, Laura A. “The Effects of a Sustained Silent Reading Program on the Reading Attitudes and Habits of Second Grade Students.” 1991. Web. 02 Jun 2020.

Vancouver:

Siracuse LA. The Effects of a Sustained Silent Reading Program on the Reading Attitudes and Habits of Second Grade Students. [Internet] [Thesis]. SUNY College at Brockport; 1991. [cited 2020 Jun 02]. Available from: https://digitalcommons.brockport.edu/ehd_theses/109.

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

Council of Science Editors:

Siracuse LA. The Effects of a Sustained Silent Reading Program on the Reading Attitudes and Habits of Second Grade Students. [Thesis]. SUNY College at Brockport; 1991. Available from: https://digitalcommons.brockport.edu/ehd_theses/109

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

13. Wescom, Karin D. The effects of providing scheduled sustained silent reading in a high school senior English class on reading motivation.

Degree: MA, Education (Curriculum and Instruction, 2014, California State University – Sacramento

 Students are taught how to read, but that does not always lead to a desire to want to read. Motivating students to want to read… (more)

Subjects/Keywords: Teacher modeling; Reading engagement; Independent reading; Sustained silent reading; In school reading; High school

…25 Sustained Silent Reading… …46 Research Question 1: What is the impact of having Sustained Silent Reading time in a… …50 Research Question 2: What are the students’ feelings about the Sustained Silent reading… …Sustained Silent Reading Program to Students… …4. Percentage of Students Reporting Effect of Sustained Silent Reading During School Time… 

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APA (6th Edition):

Wescom, K. D. (2014). The effects of providing scheduled sustained silent reading in a high school senior English class on reading motivation. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/131212

Chicago Manual of Style (16th Edition):

Wescom, Karin D. “The effects of providing scheduled sustained silent reading in a high school senior English class on reading motivation.” 2014. Masters Thesis, California State University – Sacramento. Accessed June 02, 2020. http://hdl.handle.net/10211.3/131212.

MLA Handbook (7th Edition):

Wescom, Karin D. “The effects of providing scheduled sustained silent reading in a high school senior English class on reading motivation.” 2014. Web. 02 Jun 2020.

Vancouver:

Wescom KD. The effects of providing scheduled sustained silent reading in a high school senior English class on reading motivation. [Internet] [Masters thesis]. California State University – Sacramento; 2014. [cited 2020 Jun 02]. Available from: http://hdl.handle.net/10211.3/131212.

Council of Science Editors:

Wescom KD. The effects of providing scheduled sustained silent reading in a high school senior English class on reading motivation. [Masters Thesis]. California State University – Sacramento; 2014. Available from: http://hdl.handle.net/10211.3/131212


East Tennessee State University

14. Brown, Janie. A Comparative Analysis of TCAP Reading-Language Arts Scores between Students Who Used Accelerated Reader and Students Who Used Sustained Silent Reading.

Degree: EdD (Doctor of Education), Educational Leadership, 2008, East Tennessee State University

  The purpose of this study was to determine if a difference existed between TCAP scores of students who used the Accelerated Reader (AR) program… (more)

Subjects/Keywords: Accelerated Reader; Sustained Silent Reading Strategy; Tennessee Comprehensive Assessment Program; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Brown, J. (2008). A Comparative Analysis of TCAP Reading-Language Arts Scores between Students Who Used Accelerated Reader and Students Who Used Sustained Silent Reading. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1904

Chicago Manual of Style (16th Edition):

Brown, Janie. “A Comparative Analysis of TCAP Reading-Language Arts Scores between Students Who Used Accelerated Reader and Students Who Used Sustained Silent Reading.” 2008. Doctoral Dissertation, East Tennessee State University. Accessed June 02, 2020. https://dc.etsu.edu/etd/1904.

MLA Handbook (7th Edition):

Brown, Janie. “A Comparative Analysis of TCAP Reading-Language Arts Scores between Students Who Used Accelerated Reader and Students Who Used Sustained Silent Reading.” 2008. Web. 02 Jun 2020.

Vancouver:

Brown J. A Comparative Analysis of TCAP Reading-Language Arts Scores between Students Who Used Accelerated Reader and Students Who Used Sustained Silent Reading. [Internet] [Doctoral dissertation]. East Tennessee State University; 2008. [cited 2020 Jun 02]. Available from: https://dc.etsu.edu/etd/1904.

Council of Science Editors:

Brown J. A Comparative Analysis of TCAP Reading-Language Arts Scores between Students Who Used Accelerated Reader and Students Who Used Sustained Silent Reading. [Doctoral Dissertation]. East Tennessee State University; 2008. Available from: https://dc.etsu.edu/etd/1904


SUNY College at Brockport

15. Voorheis, Donald Mark. The Effects of Sustained Silent Reading and Sustained Silent Writing on the Reading Attitudes of Fourth Grade Students.

Degree: MSEd, Education and Human Development, 1988, SUNY College at Brockport

  The primary purpose of this study was to investigate the effects of sustained silent reading and sustained silent writing on the reading attitudes of… (more)

Subjects/Keywords: THESIS 653; Brockport Thesis Collection; Education; silent sustained reading; writing and composition; elementary children; Education

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

APA (6th Edition):

Voorheis, D. M. (1988). The Effects of Sustained Silent Reading and Sustained Silent Writing on the Reading Attitudes of Fourth Grade Students. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/104

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):

Voorheis, Donald Mark. “The Effects of Sustained Silent Reading and Sustained Silent Writing on the Reading Attitudes of Fourth Grade Students.” 1988. Thesis, SUNY College at Brockport. Accessed June 02, 2020. https://digitalcommons.brockport.edu/ehd_theses/104.

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

MLA Handbook (7th Edition):

Voorheis, Donald Mark. “The Effects of Sustained Silent Reading and Sustained Silent Writing on the Reading Attitudes of Fourth Grade Students.” 1988. Web. 02 Jun 2020.

Vancouver:

Voorheis DM. The Effects of Sustained Silent Reading and Sustained Silent Writing on the Reading Attitudes of Fourth Grade Students. [Internet] [Thesis]. SUNY College at Brockport; 1988. [cited 2020 Jun 02]. Available from: https://digitalcommons.brockport.edu/ehd_theses/104.

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

Council of Science Editors:

Voorheis DM. The Effects of Sustained Silent Reading and Sustained Silent Writing on the Reading Attitudes of Fourth Grade Students. [Thesis]. SUNY College at Brockport; 1988. Available from: https://digitalcommons.brockport.edu/ehd_theses/104

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

.