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You searched for subject:(language comprehension). Showing records 1 – 30 of 869 total matches.

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University of Debrecen

1. Vizi, Annamária. Teaching Listening Comprehension Skills to Hungarian Secondary School Learners of English to Prepare Them for the New 'Érettségi' .

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

 Listening is one of the most challenging skills for our students to develop, yet also one of the most important. By helping them develop the… (more)

Subjects/Keywords: listening comprehension; language learning

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

APA (6th Edition):

Vizi, A. (2013). Teaching Listening Comprehension Skills to Hungarian Secondary School Learners of English to Prepare Them for the New 'Érettségi' . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/173541

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):

Vizi, Annamária. “Teaching Listening Comprehension Skills to Hungarian Secondary School Learners of English to Prepare Them for the New 'Érettségi' .” 2013. Thesis, University of Debrecen. Accessed November 30, 2020. http://hdl.handle.net/2437/173541.

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

MLA Handbook (7th Edition):

Vizi, Annamária. “Teaching Listening Comprehension Skills to Hungarian Secondary School Learners of English to Prepare Them for the New 'Érettségi' .” 2013. Web. 30 Nov 2020.

Vancouver:

Vizi A. Teaching Listening Comprehension Skills to Hungarian Secondary School Learners of English to Prepare Them for the New 'Érettségi' . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/2437/173541.

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

Council of Science Editors:

Vizi A. Teaching Listening Comprehension Skills to Hungarian Secondary School Learners of English to Prepare Them for the New 'Érettségi' . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/173541

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


University of Debrecen

2. Andrejkovicsné Zsatku, Gabriella. The Importance of Gender-specific Background Knowledge in Reading Comprehension .

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

 The aim of my thesis is to highlight the importance of relying on readers’ background knowledge which is narrowed down to the difference between the… (more)

Subjects/Keywords: reading comprehension; language learning

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APA (6th Edition):

Andrejkovicsné Zsatku, G. (2013). The Importance of Gender-specific Background Knowledge in Reading Comprehension . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/173624

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):

Andrejkovicsné Zsatku, Gabriella. “The Importance of Gender-specific Background Knowledge in Reading Comprehension .” 2013. Thesis, University of Debrecen. Accessed November 30, 2020. http://hdl.handle.net/2437/173624.

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

MLA Handbook (7th Edition):

Andrejkovicsné Zsatku, Gabriella. “The Importance of Gender-specific Background Knowledge in Reading Comprehension .” 2013. Web. 30 Nov 2020.

Vancouver:

Andrejkovicsné Zsatku G. The Importance of Gender-specific Background Knowledge in Reading Comprehension . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/2437/173624.

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

Council of Science Editors:

Andrejkovicsné Zsatku G. The Importance of Gender-specific Background Knowledge in Reading Comprehension . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/173624

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


University of Debrecen

3. Vizi, Annamária. Developing the Listening Comprehension Skill of Hungarian Secondary School Learners of English to Prepare Them for the New Type 'Érettségi' .

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

 This study will examine and analyze listening comprehension, because it became part of the new Érettségi in 2005. This research is going to show that… (more)

Subjects/Keywords: listening comprehension; language learning

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

APA (6th Edition):

Vizi, A. (2013). Developing the Listening Comprehension Skill of Hungarian Secondary School Learners of English to Prepare Them for the New Type 'Érettségi' . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/174356

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):

Vizi, Annamária. “Developing the Listening Comprehension Skill of Hungarian Secondary School Learners of English to Prepare Them for the New Type 'Érettségi' .” 2013. Thesis, University of Debrecen. Accessed November 30, 2020. http://hdl.handle.net/2437/174356.

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

MLA Handbook (7th Edition):

Vizi, Annamária. “Developing the Listening Comprehension Skill of Hungarian Secondary School Learners of English to Prepare Them for the New Type 'Érettségi' .” 2013. Web. 30 Nov 2020.

Vancouver:

Vizi A. Developing the Listening Comprehension Skill of Hungarian Secondary School Learners of English to Prepare Them for the New Type 'Érettségi' . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/2437/174356.

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

Council of Science Editors:

Vizi A. Developing the Listening Comprehension Skill of Hungarian Secondary School Learners of English to Prepare Them for the New Type 'Érettségi' . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/174356

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


University of Toronto

4. O'Connor, Megan. Addressing the Lexical Quality Hypothesis and Language Comprehension in First and Second Language Learners.

Degree: 2016, University of Toronto

This study investigated whether there was evidence to support both the lexical quality hypothesis and simple view of reading in a grade 5 diverse sample… (more)

Subjects/Keywords: English language learners; Language comprehension; Lexical quality hypothesis; Reading comprehension; 0525

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APA (6th Edition):

O'Connor, M. (2016). Addressing the Lexical Quality Hypothesis and Language Comprehension in First and Second Language Learners. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/80360

Chicago Manual of Style (16th Edition):

O'Connor, Megan. “Addressing the Lexical Quality Hypothesis and Language Comprehension in First and Second Language Learners.” 2016. Masters Thesis, University of Toronto. Accessed November 30, 2020. http://hdl.handle.net/1807/80360.

MLA Handbook (7th Edition):

O'Connor, Megan. “Addressing the Lexical Quality Hypothesis and Language Comprehension in First and Second Language Learners.” 2016. Web. 30 Nov 2020.

Vancouver:

O'Connor M. Addressing the Lexical Quality Hypothesis and Language Comprehension in First and Second Language Learners. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/1807/80360.

Council of Science Editors:

O'Connor M. Addressing the Lexical Quality Hypothesis and Language Comprehension in First and Second Language Learners. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/80360


University of Illinois – Urbana-Champaign

5. Ryskin, Rachel A. Efficient language processing: the role of memory and visuo-spatial context.

Degree: PhD, Psychology, 2016, University of Illinois – Urbana-Champaign

 A hallmark of adult language processing is the efficiency with which it unfolds despite the massive amount of ambiguity present in the linguistic signal. Prior… (more)

Subjects/Keywords: language processing; language comprehension; memory; eye-tracking

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APA (6th Edition):

Ryskin, R. A. (2016). Efficient language processing: the role of memory and visuo-spatial context. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/92997

Chicago Manual of Style (16th Edition):

Ryskin, Rachel A. “Efficient language processing: the role of memory and visuo-spatial context.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed November 30, 2020. http://hdl.handle.net/2142/92997.

MLA Handbook (7th Edition):

Ryskin, Rachel A. “Efficient language processing: the role of memory and visuo-spatial context.” 2016. Web. 30 Nov 2020.

Vancouver:

Ryskin RA. Efficient language processing: the role of memory and visuo-spatial context. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/2142/92997.

Council of Science Editors:

Ryskin RA. Efficient language processing: the role of memory and visuo-spatial context. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/92997


Latrobe University

6. Gergis, Germaine. Language processing in children with typical development and high-functioning-Autism using eye-tracking.

Degree: 2013, Latrobe University

Thesis (Doctorate) - La Trobe University, 2013

Submission note: "A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Clinical… (more)

Subjects/Keywords: Language acquisition.; Autistic children  – Language.; Listening comprehension.

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APA (6th Edition):

Gergis, G. (2013). Language processing in children with typical development and high-functioning-Autism using eye-tracking. (Doctoral Dissertation). Latrobe University. Retrieved from http://hdl.handle.net/1959.9/497676

Chicago Manual of Style (16th Edition):

Gergis, Germaine. “Language processing in children with typical development and high-functioning-Autism using eye-tracking.” 2013. Doctoral Dissertation, Latrobe University. Accessed November 30, 2020. http://hdl.handle.net/1959.9/497676.

MLA Handbook (7th Edition):

Gergis, Germaine. “Language processing in children with typical development and high-functioning-Autism using eye-tracking.” 2013. Web. 30 Nov 2020.

Vancouver:

Gergis G. Language processing in children with typical development and high-functioning-Autism using eye-tracking. [Internet] [Doctoral dissertation]. Latrobe University; 2013. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/1959.9/497676.

Council of Science Editors:

Gergis G. Language processing in children with typical development and high-functioning-Autism using eye-tracking. [Doctoral Dissertation]. Latrobe University; 2013. Available from: http://hdl.handle.net/1959.9/497676


Universiteit Utrecht

7. Weijnman, H.C. The Role of Word Decoding and Language Comprehension in Reading Comprehension.

Degree: 2013, Universiteit Utrecht

 Background - The Simple View of Reading (SVR) aims to give an explanation for performance on reading comprehension. Despite much research on this subject, the… (more)

Subjects/Keywords: Sociale Wetenschappen; reading comprehension, word decoding, language comprehension, phonological awareness, dyslexia.

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

APA (6th Edition):

Weijnman, H. C. (2013). The Role of Word Decoding and Language Comprehension in Reading Comprehension. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/286626

Chicago Manual of Style (16th Edition):

Weijnman, H C. “The Role of Word Decoding and Language Comprehension in Reading Comprehension.” 2013. Masters Thesis, Universiteit Utrecht. Accessed November 30, 2020. http://dspace.library.uu.nl:8080/handle/1874/286626.

MLA Handbook (7th Edition):

Weijnman, H C. “The Role of Word Decoding and Language Comprehension in Reading Comprehension.” 2013. Web. 30 Nov 2020.

Vancouver:

Weijnman HC. The Role of Word Decoding and Language Comprehension in Reading Comprehension. [Internet] [Masters thesis]. Universiteit Utrecht; 2013. [cited 2020 Nov 30]. Available from: http://dspace.library.uu.nl:8080/handle/1874/286626.

Council of Science Editors:

Weijnman HC. The Role of Word Decoding and Language Comprehension in Reading Comprehension. [Masters Thesis]. Universiteit Utrecht; 2013. Available from: http://dspace.library.uu.nl:8080/handle/1874/286626


University of Edinburgh

8. Kane, Joanna. The Influence of implicit causality verb bias on children's interpretation of ambiguous pronouns.

Degree: 2006, University of Edinburgh

 In this study a completion task and a comprehension task were carried out to investigate the influence of implicit causality on children’s resolution of ambiguous… (more)

Subjects/Keywords: implicit causality bias; completion task; comprehension task; children's language comprehension

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APA (6th Edition):

Kane, J. (2006). The Influence of implicit causality verb bias on children's interpretation of ambiguous pronouns. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/2370

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):

Kane, Joanna. “The Influence of implicit causality verb bias on children's interpretation of ambiguous pronouns.” 2006. Thesis, University of Edinburgh. Accessed November 30, 2020. http://hdl.handle.net/1842/2370.

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

MLA Handbook (7th Edition):

Kane, Joanna. “The Influence of implicit causality verb bias on children's interpretation of ambiguous pronouns.” 2006. Web. 30 Nov 2020.

Vancouver:

Kane J. The Influence of implicit causality verb bias on children's interpretation of ambiguous pronouns. [Internet] [Thesis]. University of Edinburgh; 2006. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/1842/2370.

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

Council of Science Editors:

Kane J. The Influence of implicit causality verb bias on children's interpretation of ambiguous pronouns. [Thesis]. University of Edinburgh; 2006. Available from: http://hdl.handle.net/1842/2370

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


Brandeis University

9. Sorrentino, Victoria. Eye Gaze as a Measure of the Effects of Syntactic Complexity and Agency Distance on the Speed of Spoken Language Comprehension: A New Paradigm.

Degree: 2017, Brandeis University

 In 1999, Caplan and Waters suggested that basic sentence comprehension is an on-line process that does not draw upon working memory resources. While most spoken… (more)

Subjects/Keywords: eye-tracking; speech comprehension; language comprehension; working memory

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APA (6th Edition):

Sorrentino, V. (2017). Eye Gaze as a Measure of the Effects of Syntactic Complexity and Agency Distance on the Speed of Spoken Language Comprehension: A New Paradigm. (Thesis). Brandeis University. Retrieved from http://hdl.handle.net/10192/33916

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):

Sorrentino, Victoria. “Eye Gaze as a Measure of the Effects of Syntactic Complexity and Agency Distance on the Speed of Spoken Language Comprehension: A New Paradigm.” 2017. Thesis, Brandeis University. Accessed November 30, 2020. http://hdl.handle.net/10192/33916.

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

MLA Handbook (7th Edition):

Sorrentino, Victoria. “Eye Gaze as a Measure of the Effects of Syntactic Complexity and Agency Distance on the Speed of Spoken Language Comprehension: A New Paradigm.” 2017. Web. 30 Nov 2020.

Vancouver:

Sorrentino V. Eye Gaze as a Measure of the Effects of Syntactic Complexity and Agency Distance on the Speed of Spoken Language Comprehension: A New Paradigm. [Internet] [Thesis]. Brandeis University; 2017. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/10192/33916.

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

Council of Science Editors:

Sorrentino V. Eye Gaze as a Measure of the Effects of Syntactic Complexity and Agency Distance on the Speed of Spoken Language Comprehension: A New Paradigm. [Thesis]. Brandeis University; 2017. Available from: http://hdl.handle.net/10192/33916

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


Universiteit Utrecht

10. Werkman, C.A. Retesting with the C-BiLLT: What makes the difference? A follow up study for comprehension of spoken language in children with Cerebral Palsy.

Degree: 2012, Universiteit Utrecht

 Objective This paper describes a follow up study of comprehension of spoken language in children with severe cerebral palsy (CP). The research questions were 1)… (more)

Subjects/Keywords: Cerebral Palsy; C-BiLLT; Spoken language comprehension

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APA (6th Edition):

Werkman, C. A. (2012). Retesting with the C-BiLLT: What makes the difference? A follow up study for comprehension of spoken language in children with Cerebral Palsy. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/254972

Chicago Manual of Style (16th Edition):

Werkman, C A. “Retesting with the C-BiLLT: What makes the difference? A follow up study for comprehension of spoken language in children with Cerebral Palsy.” 2012. Masters Thesis, Universiteit Utrecht. Accessed November 30, 2020. http://dspace.library.uu.nl:8080/handle/1874/254972.

MLA Handbook (7th Edition):

Werkman, C A. “Retesting with the C-BiLLT: What makes the difference? A follow up study for comprehension of spoken language in children with Cerebral Palsy.” 2012. Web. 30 Nov 2020.

Vancouver:

Werkman CA. Retesting with the C-BiLLT: What makes the difference? A follow up study for comprehension of spoken language in children with Cerebral Palsy. [Internet] [Masters thesis]. Universiteit Utrecht; 2012. [cited 2020 Nov 30]. Available from: http://dspace.library.uu.nl:8080/handle/1874/254972.

Council of Science Editors:

Werkman CA. Retesting with the C-BiLLT: What makes the difference? A follow up study for comprehension of spoken language in children with Cerebral Palsy. [Masters Thesis]. Universiteit Utrecht; 2012. Available from: http://dspace.library.uu.nl:8080/handle/1874/254972


University of Rochester

11. Gorman, Kristen Skovbroten (1984 - ). Investigating interlocutors' use of common ground during the comprehension and production of referring expressions.

Degree: PhD, 2012, University of Rochester

 Successful conversation requires comprehending and producing language taking into account what one's conversational partner knows, so called common ground. This dissertation presents three papers investigating… (more)

Subjects/Keywords: Language; Comprehension; Production; Common ground; Referring expressions

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APA (6th Edition):

Gorman, K. S. (. -. ). (2012). Investigating interlocutors' use of common ground during the comprehension and production of referring expressions. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/24865

Chicago Manual of Style (16th Edition):

Gorman, Kristen Skovbroten (1984 - ). “Investigating interlocutors' use of common ground during the comprehension and production of referring expressions.” 2012. Doctoral Dissertation, University of Rochester. Accessed November 30, 2020. http://hdl.handle.net/1802/24865.

MLA Handbook (7th Edition):

Gorman, Kristen Skovbroten (1984 - ). “Investigating interlocutors' use of common ground during the comprehension and production of referring expressions.” 2012. Web. 30 Nov 2020.

Vancouver:

Gorman KS(-). Investigating interlocutors' use of common ground during the comprehension and production of referring expressions. [Internet] [Doctoral dissertation]. University of Rochester; 2012. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/1802/24865.

Council of Science Editors:

Gorman KS(-). Investigating interlocutors' use of common ground during the comprehension and production of referring expressions. [Doctoral Dissertation]. University of Rochester; 2012. Available from: http://hdl.handle.net/1802/24865


University of Rochester

12. Yan, Shaorong. Predicting the predicting brain.

Degree: PhD, 2020, University of Rochester

 Comprehenders use contextual information to guide language processing. One influential hypothesis is that these contextual effects arise from predictions based on knowledge about previously experienced… (more)

Subjects/Keywords: Autoencoder; ERP; Language comprehension; Neural networks; Prediction

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APA (6th Edition):

Yan, S. (2020). Predicting the predicting brain. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/35667

Chicago Manual of Style (16th Edition):

Yan, Shaorong. “Predicting the predicting brain.” 2020. Doctoral Dissertation, University of Rochester. Accessed November 30, 2020. http://hdl.handle.net/1802/35667.

MLA Handbook (7th Edition):

Yan, Shaorong. “Predicting the predicting brain.” 2020. Web. 30 Nov 2020.

Vancouver:

Yan S. Predicting the predicting brain. [Internet] [Doctoral dissertation]. University of Rochester; 2020. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/1802/35667.

Council of Science Editors:

Yan S. Predicting the predicting brain. [Doctoral Dissertation]. University of Rochester; 2020. Available from: http://hdl.handle.net/1802/35667


University of Edinburgh

13. Al-Qudairy, Abdullah H. A. Using Arabic (L1) in testing reading comprehension in English (L2) as a foreign language.

Degree: PhD, 2011, University of Edinburgh

 The purpose of this study was to investigate the effect of using Arabic (L1) as a language of questions and answers in testing reading comprehension(more)

Subjects/Keywords: 371.26; reading comprehension; Arabic; English language

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APA (6th Edition):

Al-Qudairy, A. H. A. (2011). Using Arabic (L1) in testing reading comprehension in English (L2) as a foreign language. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/5498

Chicago Manual of Style (16th Edition):

Al-Qudairy, Abdullah H A. “Using Arabic (L1) in testing reading comprehension in English (L2) as a foreign language.” 2011. Doctoral Dissertation, University of Edinburgh. Accessed November 30, 2020. http://hdl.handle.net/1842/5498.

MLA Handbook (7th Edition):

Al-Qudairy, Abdullah H A. “Using Arabic (L1) in testing reading comprehension in English (L2) as a foreign language.” 2011. Web. 30 Nov 2020.

Vancouver:

Al-Qudairy AHA. Using Arabic (L1) in testing reading comprehension in English (L2) as a foreign language. [Internet] [Doctoral dissertation]. University of Edinburgh; 2011. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/1842/5498.

Council of Science Editors:

Al-Qudairy AHA. Using Arabic (L1) in testing reading comprehension in English (L2) as a foreign language. [Doctoral Dissertation]. University of Edinburgh; 2011. Available from: http://hdl.handle.net/1842/5498


Michigan State University

14. Schmidtke, Jens. Consequences of bilingualism for speech understanding in noise.

Degree: 2015, Michigan State University

Thesis Ph. D. Michigan State University. Second Language Studies 2015

The present study sought to identify factors that would be associated with speech understandingin noise… (more)

Subjects/Keywords: Bilingualism; Listening comprehension; Linguistics; Psychology; Language

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APA (6th Edition):

Schmidtke, J. (2015). Consequences of bilingualism for speech understanding in noise. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3525

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):

Schmidtke, Jens. “Consequences of bilingualism for speech understanding in noise.” 2015. Thesis, Michigan State University. Accessed November 30, 2020. http://etd.lib.msu.edu/islandora/object/etd:3525.

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

MLA Handbook (7th Edition):

Schmidtke, Jens. “Consequences of bilingualism for speech understanding in noise.” 2015. Web. 30 Nov 2020.

Vancouver:

Schmidtke J. Consequences of bilingualism for speech understanding in noise. [Internet] [Thesis]. Michigan State University; 2015. [cited 2020 Nov 30]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3525.

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

Council of Science Editors:

Schmidtke J. Consequences of bilingualism for speech understanding in noise. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:3525

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


University of Victoria

15. Baldwin, Jennifer Ellen. Program Comprehension Support for Assembly Language: Assessing the Needs of Specialized Groups.

Degree: Department of Computer Science, 2014, University of Victoria

 Advances in software engineering and programming languages have had an impact on productivity, time to market, comprehension, maintenance, and evolution of software. Low-level systems have… (more)

Subjects/Keywords: Assembly Language; Requirements Elicitation; Program Comprehension

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APA (6th Edition):

Baldwin, J. E. (2014). Program Comprehension Support for Assembly Language: Assessing the Needs of Specialized Groups. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/5312

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):

Baldwin, Jennifer Ellen. “Program Comprehension Support for Assembly Language: Assessing the Needs of Specialized Groups.” 2014. Thesis, University of Victoria. Accessed November 30, 2020. http://hdl.handle.net/1828/5312.

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

MLA Handbook (7th Edition):

Baldwin, Jennifer Ellen. “Program Comprehension Support for Assembly Language: Assessing the Needs of Specialized Groups.” 2014. Web. 30 Nov 2020.

Vancouver:

Baldwin JE. Program Comprehension Support for Assembly Language: Assessing the Needs of Specialized Groups. [Internet] [Thesis]. University of Victoria; 2014. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/1828/5312.

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

Council of Science Editors:

Baldwin JE. Program Comprehension Support for Assembly Language: Assessing the Needs of Specialized Groups. [Thesis]. University of Victoria; 2014. Available from: http://hdl.handle.net/1828/5312

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


University of Windsor

16. McAuley, Tara. Examining Semantic Effects in Conceptual Combination.

Degree: MA, Psychology, 2018, University of Windsor

 Conceptual combination is a cognitive process that produces complex concepts (e.g., adjective-noun pairs) from simple concepts. The Selective Modification Model (SMM; Smith, Osherson, Rips, &… (more)

Subjects/Keywords: conceptual combination; language comprehension; semantic effects

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

APA (6th Edition):

McAuley, T. (2018). Examining Semantic Effects in Conceptual Combination. (Masters Thesis). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/7542

Chicago Manual of Style (16th Edition):

McAuley, Tara. “Examining Semantic Effects in Conceptual Combination.” 2018. Masters Thesis, University of Windsor. Accessed November 30, 2020. https://scholar.uwindsor.ca/etd/7542.

MLA Handbook (7th Edition):

McAuley, Tara. “Examining Semantic Effects in Conceptual Combination.” 2018. Web. 30 Nov 2020.

Vancouver:

McAuley T. Examining Semantic Effects in Conceptual Combination. [Internet] [Masters thesis]. University of Windsor; 2018. [cited 2020 Nov 30]. Available from: https://scholar.uwindsor.ca/etd/7542.

Council of Science Editors:

McAuley T. Examining Semantic Effects in Conceptual Combination. [Masters Thesis]. University of Windsor; 2018. Available from: https://scholar.uwindsor.ca/etd/7542


Southern Illinois University

17. Banjar, Halah. INTERLANGUAGE IDIOMATICS:THE ACQUISITION OF ENGLISH IDIOMS BY SAUDI LEARNERS.

Degree: MA, Applied Linguistics, 2014, Southern Illinois University

  Mastery of idioms in a second language is an important part of learners' lexical and cultural competence. This study provided insights into the processes… (more)

Subjects/Keywords: comprehension; idioms; linguistics; production; second language acquistion

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

APA (6th Edition):

Banjar, H. (2014). INTERLANGUAGE IDIOMATICS:THE ACQUISITION OF ENGLISH IDIOMS BY SAUDI LEARNERS. (Masters Thesis). Southern Illinois University. Retrieved from https://opensiuc.lib.siu.edu/theses/1362

Chicago Manual of Style (16th Edition):

Banjar, Halah. “INTERLANGUAGE IDIOMATICS:THE ACQUISITION OF ENGLISH IDIOMS BY SAUDI LEARNERS.” 2014. Masters Thesis, Southern Illinois University. Accessed November 30, 2020. https://opensiuc.lib.siu.edu/theses/1362.

MLA Handbook (7th Edition):

Banjar, Halah. “INTERLANGUAGE IDIOMATICS:THE ACQUISITION OF ENGLISH IDIOMS BY SAUDI LEARNERS.” 2014. Web. 30 Nov 2020.

Vancouver:

Banjar H. INTERLANGUAGE IDIOMATICS:THE ACQUISITION OF ENGLISH IDIOMS BY SAUDI LEARNERS. [Internet] [Masters thesis]. Southern Illinois University; 2014. [cited 2020 Nov 30]. Available from: https://opensiuc.lib.siu.edu/theses/1362.

Council of Science Editors:

Banjar H. INTERLANGUAGE IDIOMATICS:THE ACQUISITION OF ENGLISH IDIOMS BY SAUDI LEARNERS. [Masters Thesis]. Southern Illinois University; 2014. Available from: https://opensiuc.lib.siu.edu/theses/1362

18. Johnson, Kelsey. The relationship between humor comprehension and syntax in children with language impairment .

Degree: 2012, California State University – San Marcos

 The current study considers different types of grammatical structures (simple, relative clause, passive) and incorporates them into a humor task to investigate the interaction of… (more)

Subjects/Keywords: language impairment; humor comprehension; syntactic complexity

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APA (6th Edition):

Johnson, K. (2012). The relationship between humor comprehension and syntax in children with language impairment . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/139

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, Kelsey. “The relationship between humor comprehension and syntax in children with language impairment .” 2012. Thesis, California State University – San Marcos. Accessed November 30, 2020. http://hdl.handle.net/10211.8/139.

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

MLA Handbook (7th Edition):

Johnson, Kelsey. “The relationship between humor comprehension and syntax in children with language impairment .” 2012. Web. 30 Nov 2020.

Vancouver:

Johnson K. The relationship between humor comprehension and syntax in children with language impairment . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/10211.8/139.

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

Council of Science Editors:

Johnson K. The relationship between humor comprehension and syntax in children with language impairment . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/139

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


Louisiana State University

19. Saal, Leah Katherine. Language of Exclusion: A Mixed Method Evaluation of Text Complexity on Comprehension Within Selected U.S. Government Food Assistance Application Materials.

Degree: PhD, Education, 2013, Louisiana State University

  After over 60 years of plain writing advocacy calling for government agencies to increase the clarity of official communication, the Plain Writing Act (PWA)… (more)

Subjects/Keywords: reading comprehension; plain language; government assistance materials

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

APA (6th Edition):

Saal, L. K. (2013). Language of Exclusion: A Mixed Method Evaluation of Text Complexity on Comprehension Within Selected U.S. Government Food Assistance Application Materials. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07022013-182906 ; https://digitalcommons.lsu.edu/gradschool_dissertations/289

Chicago Manual of Style (16th Edition):

Saal, Leah Katherine. “Language of Exclusion: A Mixed Method Evaluation of Text Complexity on Comprehension Within Selected U.S. Government Food Assistance Application Materials.” 2013. Doctoral Dissertation, Louisiana State University. Accessed November 30, 2020. etd-07022013-182906 ; https://digitalcommons.lsu.edu/gradschool_dissertations/289.

MLA Handbook (7th Edition):

Saal, Leah Katherine. “Language of Exclusion: A Mixed Method Evaluation of Text Complexity on Comprehension Within Selected U.S. Government Food Assistance Application Materials.” 2013. Web. 30 Nov 2020.

Vancouver:

Saal LK. Language of Exclusion: A Mixed Method Evaluation of Text Complexity on Comprehension Within Selected U.S. Government Food Assistance Application Materials. [Internet] [Doctoral dissertation]. Louisiana State University; 2013. [cited 2020 Nov 30]. Available from: etd-07022013-182906 ; https://digitalcommons.lsu.edu/gradschool_dissertations/289.

Council of Science Editors:

Saal LK. Language of Exclusion: A Mixed Method Evaluation of Text Complexity on Comprehension Within Selected U.S. Government Food Assistance Application Materials. [Doctoral Dissertation]. Louisiana State University; 2013. Available from: etd-07022013-182906 ; https://digitalcommons.lsu.edu/gradschool_dissertations/289


University of Texas – Austin

20. McCulley, Elisabeth Vanessa. Listening comprehension and language as scaffolds for reading comprehension with secondary struggling readers.

Degree: PhD, Special Education, 2015, University of Texas – Austin

 This experimental study examined the effects of a reading intervention using listening comprehension and oral language as scaffolds to improve reading comprehension of middle school… (more)

Subjects/Keywords: Reading comprehension; Language; Struggling readers; Intervention

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APA (6th Edition):

McCulley, E. V. (2015). Listening comprehension and language as scaffolds for reading comprehension with secondary struggling readers. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31692

Chicago Manual of Style (16th Edition):

McCulley, Elisabeth Vanessa. “Listening comprehension and language as scaffolds for reading comprehension with secondary struggling readers.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed November 30, 2020. http://hdl.handle.net/2152/31692.

MLA Handbook (7th Edition):

McCulley, Elisabeth Vanessa. “Listening comprehension and language as scaffolds for reading comprehension with secondary struggling readers.” 2015. Web. 30 Nov 2020.

Vancouver:

McCulley EV. Listening comprehension and language as scaffolds for reading comprehension with secondary struggling readers. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/2152/31692.

Council of Science Editors:

McCulley EV. Listening comprehension and language as scaffolds for reading comprehension with secondary struggling readers. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31692


University of Texas – Austin

21. -1303-2154. Reading achievement, risk for SLI and language comprehension in bilingual 3rd grade students.

Degree: MA, Communication Sciences & Disorders, 2015, University of Texas – Austin

 This study investigated the relationships between risk for specific language impairment SLI, oral and written language comprehension, and overall reading achievement in bilingual third grade… (more)

Subjects/Keywords: Bilingual; SLI; Reading; Comprehension; Risk; Language impairment

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APA (6th Edition):

-1303-2154. (2015). Reading achievement, risk for SLI and language comprehension in bilingual 3rd grade students. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/46676

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-1303-2154. “Reading achievement, risk for SLI and language comprehension in bilingual 3rd grade students.” 2015. Masters Thesis, University of Texas – Austin. Accessed November 30, 2020. http://hdl.handle.net/2152/46676.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-1303-2154. “Reading achievement, risk for SLI and language comprehension in bilingual 3rd grade students.” 2015. Web. 30 Nov 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1303-2154. Reading achievement, risk for SLI and language comprehension in bilingual 3rd grade students. [Internet] [Masters thesis]. University of Texas – Austin; 2015. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/2152/46676.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-1303-2154. Reading achievement, risk for SLI and language comprehension in bilingual 3rd grade students. [Masters Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/46676

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

22. Almutairi, Nouf Rashdan. Effective Reading Strategies for Increasing the Reading Comprehension Level of Third-Grade Students with Learning Disabilities.

Degree: EdD, Special Education and Literacy Studies, 2018, Western Michigan University

  This qualitative study identified the common reading problems that negatively impact reading comprehension of third graders with learning disabilities. It also investigated the effective… (more)

Subjects/Keywords: Comprehension; strategies reading comprehension; teaching comprehension; strategy; learning disabilities; teaching strategies; Language and Literacy Education; Special Education and Teaching

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Sample image

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APA (6th Edition):

Almutairi, N. R. (2018). Effective Reading Strategies for Increasing the Reading Comprehension Level of Third-Grade Students with Learning Disabilities. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/3247

Chicago Manual of Style (16th Edition):

Almutairi, Nouf Rashdan. “Effective Reading Strategies for Increasing the Reading Comprehension Level of Third-Grade Students with Learning Disabilities.” 2018. Doctoral Dissertation, Western Michigan University. Accessed November 30, 2020. https://scholarworks.wmich.edu/dissertations/3247.

MLA Handbook (7th Edition):

Almutairi, Nouf Rashdan. “Effective Reading Strategies for Increasing the Reading Comprehension Level of Third-Grade Students with Learning Disabilities.” 2018. Web. 30 Nov 2020.

Vancouver:

Almutairi NR. Effective Reading Strategies for Increasing the Reading Comprehension Level of Third-Grade Students with Learning Disabilities. [Internet] [Doctoral dissertation]. Western Michigan University; 2018. [cited 2020 Nov 30]. Available from: https://scholarworks.wmich.edu/dissertations/3247.

Council of Science Editors:

Almutairi NR. Effective Reading Strategies for Increasing the Reading Comprehension Level of Third-Grade Students with Learning Disabilities. [Doctoral Dissertation]. Western Michigan University; 2018. Available from: https://scholarworks.wmich.edu/dissertations/3247

23. Ceballos, Megan. Correlation of English Syntactic Awareness, Vocabulary and Verbal Working Memory and English Reading Comprehension in Second Language Learners.

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

  Comprehending what one reads is the essence of all reading instruction. Much research has been conducted to determine how English reading comprehension is achieved.… (more)

Subjects/Keywords: oral language; working memory; second language learners; reading comprehension

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APA (6th Edition):

Ceballos, M. (2017). Correlation of English Syntactic Awareness, Vocabulary and Verbal Working Memory and English Reading Comprehension in Second Language Learners. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/92

Chicago Manual of Style (16th Edition):

Ceballos, Megan. “Correlation of English Syntactic Awareness, Vocabulary and Verbal Working Memory and English Reading Comprehension in Second Language Learners.” 2017. Masters Thesis, St. Cloud State University. Accessed November 30, 2020. https://repository.stcloudstate.edu/engl_etds/92.

MLA Handbook (7th Edition):

Ceballos, Megan. “Correlation of English Syntactic Awareness, Vocabulary and Verbal Working Memory and English Reading Comprehension in Second Language Learners.” 2017. Web. 30 Nov 2020.

Vancouver:

Ceballos M. Correlation of English Syntactic Awareness, Vocabulary and Verbal Working Memory and English Reading Comprehension in Second Language Learners. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2020 Nov 30]. Available from: https://repository.stcloudstate.edu/engl_etds/92.

Council of Science Editors:

Ceballos M. Correlation of English Syntactic Awareness, Vocabulary and Verbal Working Memory and English Reading Comprehension in Second Language Learners. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/engl_etds/92


Penn State University

24. Bice, Kinsey L. The Plasticity of the Native Language in Adult Second Language Learning.

Degree: 2014, Penn State University

 Learning a second language (L2) in adulthood is a difficult task that many attempt with varying levels of success. Past research has focused on hard… (more)

Subjects/Keywords: second language learning; native language change; ERPs; comprehension; production; lexicon; N400

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APA (6th Edition):

Bice, K. L. (2014). The Plasticity of the Native Language in Adult Second Language Learning. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/23519

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):

Bice, Kinsey L. “The Plasticity of the Native Language in Adult Second Language Learning.” 2014. Thesis, Penn State University. Accessed November 30, 2020. https://submit-etda.libraries.psu.edu/catalog/23519.

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

MLA Handbook (7th Edition):

Bice, Kinsey L. “The Plasticity of the Native Language in Adult Second Language Learning.” 2014. Web. 30 Nov 2020.

Vancouver:

Bice KL. The Plasticity of the Native Language in Adult Second Language Learning. [Internet] [Thesis]. Penn State University; 2014. [cited 2020 Nov 30]. Available from: https://submit-etda.libraries.psu.edu/catalog/23519.

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

Council of Science Editors:

Bice KL. The Plasticity of the Native Language in Adult Second Language Learning. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/23519

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


Penn State University

25. Peters, Juliana Katharine. Switching Language Dominance: What The Plasticity Of Language Change Within Bilinguals Tells Us About Language Processing And Cognition .

Degree: 2012, Penn State University

 After extended immersion in a second language (L2) environment, some bilinguals become more proficient in the L2 than in the native language. This switch of… (more)

Subjects/Keywords: Language Dominance; Bilingualism; Spoken Production; Language Comprehension; Sentence Processing

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APA (6th Edition):

Peters, J. K. (2012). Switching Language Dominance: What The Plasticity Of Language Change Within Bilinguals Tells Us About Language Processing And Cognition . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/14116

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):

Peters, Juliana Katharine. “Switching Language Dominance: What The Plasticity Of Language Change Within Bilinguals Tells Us About Language Processing And Cognition .” 2012. Thesis, Penn State University. Accessed November 30, 2020. https://submit-etda.libraries.psu.edu/catalog/14116.

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

MLA Handbook (7th Edition):

Peters, Juliana Katharine. “Switching Language Dominance: What The Plasticity Of Language Change Within Bilinguals Tells Us About Language Processing And Cognition .” 2012. Web. 30 Nov 2020.

Vancouver:

Peters JK. Switching Language Dominance: What The Plasticity Of Language Change Within Bilinguals Tells Us About Language Processing And Cognition . [Internet] [Thesis]. Penn State University; 2012. [cited 2020 Nov 30]. Available from: https://submit-etda.libraries.psu.edu/catalog/14116.

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

Council of Science Editors:

Peters JK. Switching Language Dominance: What The Plasticity Of Language Change Within Bilinguals Tells Us About Language Processing And Cognition . [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/14116

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

26. Flores, Ulysses. Response to Inferential Questions by Early Intermediate, Intermediate, and Early Advanced English Language Learners .

Degree: 2012, California State University – San Marcos

 Abstract This qualitative study was conducted with five Mexican American English language learners with varying degrees of English language acquisition. The study took place in… (more)

Subjects/Keywords: inferential comprehension; English language learners; second language learners

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APA (6th Edition):

Flores, U. (2012). Response to Inferential Questions by Early Intermediate, Intermediate, and Early Advanced English Language Learners . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/155

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):

Flores, Ulysses. “Response to Inferential Questions by Early Intermediate, Intermediate, and Early Advanced English Language Learners .” 2012. Thesis, California State University – San Marcos. Accessed November 30, 2020. http://hdl.handle.net/10211.8/155.

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

MLA Handbook (7th Edition):

Flores, Ulysses. “Response to Inferential Questions by Early Intermediate, Intermediate, and Early Advanced English Language Learners .” 2012. Web. 30 Nov 2020.

Vancouver:

Flores U. Response to Inferential Questions by Early Intermediate, Intermediate, and Early Advanced English Language Learners . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/10211.8/155.

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

Council of Science Editors:

Flores U. Response to Inferential Questions by Early Intermediate, Intermediate, and Early Advanced English Language Learners . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/155

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


University of Edinburgh

27. Ito, Aine. Prediction during native and non-native language comprehension : the role of mediating factors.

Degree: PhD, 2016, University of Edinburgh

 Psycholinguistic evidence suggests that people predict upcoming words during language comprehension. While many studies have addressed what information people predict, less is known about the… (more)

Subjects/Keywords: 401; language prediction; language comprehension; sentence processing; bilingualism

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APA (6th Edition):

Ito, A. (2016). Prediction during native and non-native language comprehension : the role of mediating factors. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/22846

Chicago Manual of Style (16th Edition):

Ito, Aine. “Prediction during native and non-native language comprehension : the role of mediating factors.” 2016. Doctoral Dissertation, University of Edinburgh. Accessed November 30, 2020. http://hdl.handle.net/1842/22846.

MLA Handbook (7th Edition):

Ito, Aine. “Prediction during native and non-native language comprehension : the role of mediating factors.” 2016. Web. 30 Nov 2020.

Vancouver:

Ito A. Prediction during native and non-native language comprehension : the role of mediating factors. [Internet] [Doctoral dissertation]. University of Edinburgh; 2016. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/1842/22846.

Council of Science Editors:

Ito A. Prediction during native and non-native language comprehension : the role of mediating factors. [Doctoral Dissertation]. University of Edinburgh; 2016. Available from: http://hdl.handle.net/1842/22846


University of Limerick

28. Banim, Keira. Early language delay and later language development: a longitudinal study.

Degree: 2015, University of Limerick

non-peer-reviewed

Background: Many children who are identified with language delay in the early preschool years (age 2-3) will go on to develop age appropriate language(more)

Subjects/Keywords: language impairment language delay; fluidity; clinical marker; gesture; symbolic comprehension

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APA (6th Edition):

Banim, K. (2015). Early language delay and later language development: a longitudinal study. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/4956

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):

Banim, Keira. “Early language delay and later language development: a longitudinal study.” 2015. Thesis, University of Limerick. Accessed November 30, 2020. http://hdl.handle.net/10344/4956.

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

MLA Handbook (7th Edition):

Banim, Keira. “Early language delay and later language development: a longitudinal study.” 2015. Web. 30 Nov 2020.

Vancouver:

Banim K. Early language delay and later language development: a longitudinal study. [Internet] [Thesis]. University of Limerick; 2015. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/10344/4956.

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

Council of Science Editors:

Banim K. Early language delay and later language development: a longitudinal study. [Thesis]. University of Limerick; 2015. Available from: http://hdl.handle.net/10344/4956

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


Macquarie University

29. Whynot, Lori A. Assessing comprehension of International Sign lectures: linguistic and sociolinguistic factors.

Degree: 2015, Macquarie University

Empirical thesis.

Bibliography: pages 292-319.

Chapter 1. Overview of the study  – Chapter 2. A review of the literature  – Chapter 3. Theoretical considerations  –… (more)

Subjects/Keywords: Sign language; International Sign; contact language; interpreting; comprehension

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APA (6th Edition):

Whynot, L. A. (2015). Assessing comprehension of International Sign lectures: linguistic and sociolinguistic factors. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1070014

Chicago Manual of Style (16th Edition):

Whynot, Lori A. “Assessing comprehension of International Sign lectures: linguistic and sociolinguistic factors.” 2015. Doctoral Dissertation, Macquarie University. Accessed November 30, 2020. http://hdl.handle.net/1959.14/1070014.

MLA Handbook (7th Edition):

Whynot, Lori A. “Assessing comprehension of International Sign lectures: linguistic and sociolinguistic factors.” 2015. Web. 30 Nov 2020.

Vancouver:

Whynot LA. Assessing comprehension of International Sign lectures: linguistic and sociolinguistic factors. [Internet] [Doctoral dissertation]. Macquarie University; 2015. [cited 2020 Nov 30]. Available from: http://hdl.handle.net/1959.14/1070014.

Council of Science Editors:

Whynot LA. Assessing comprehension of International Sign lectures: linguistic and sociolinguistic factors. [Doctoral Dissertation]. Macquarie University; 2015. Available from: http://hdl.handle.net/1959.14/1070014


The Ohio State University

30. Compton, Arthur John. A study of the aural perception of sentences of different syntactic structures and lengths.

Degree: PhD, Graduate School, 1965, The Ohio State University

Subjects/Keywords: Language; English language; Comprehension

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APA (6th Edition):

Compton, A. J. (1965). A study of the aural perception of sentences of different syntactic structures and lengths. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu148656755945006

Chicago Manual of Style (16th Edition):

Compton, Arthur John. “A study of the aural perception of sentences of different syntactic structures and lengths.” 1965. Doctoral Dissertation, The Ohio State University. Accessed November 30, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu148656755945006.

MLA Handbook (7th Edition):

Compton, Arthur John. “A study of the aural perception of sentences of different syntactic structures and lengths.” 1965. Web. 30 Nov 2020.

Vancouver:

Compton AJ. A study of the aural perception of sentences of different syntactic structures and lengths. [Internet] [Doctoral dissertation]. The Ohio State University; 1965. [cited 2020 Nov 30]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu148656755945006.

Council of Science Editors:

Compton AJ. A study of the aural perception of sentences of different syntactic structures and lengths. [Doctoral Dissertation]. The Ohio State University; 1965. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu148656755945006

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