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You searched for subject:(language of reading instruction for ELLs). Showing records 1 – 30 of 316131 total matches.

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Northeastern University

1. Lazareva-Stanishcheva, Victoria. An evaluation of the effects of a change in the screening methodology on the reading achievement of elementary school ELLS using short interrupted time series analysis.

Degree: EdD, School of Education, 2014, Northeastern University

 While the population of English language learners (ELLs) in US schools has been increasing, many ELLs demonstrate a lower level of reading skills compared to… (more)

Subjects/Keywords: bilingual reading program; English Language Learner (ELL); interrupted time series; L1 (first; primary; native) reading instruction; language of reading instruction for ELLs; transitional bilingual education (TBE); Bilingual, Multilingual, and Multicultural Education; Education; Education, Bilingual; English language; Study and teaching (Elementary); Foreign speakers; Reading (Elementary); Bilingualism in children; Time-series analysis

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

APA (6th Edition):

Lazareva-Stanishcheva, V. (2014). An evaluation of the effects of a change in the screening methodology on the reading achievement of elementary school ELLS using short interrupted time series analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20128391

Chicago Manual of Style (16th Edition):

Lazareva-Stanishcheva, Victoria. “An evaluation of the effects of a change in the screening methodology on the reading achievement of elementary school ELLS using short interrupted time series analysis.” 2014. Doctoral Dissertation, Northeastern University. Accessed July 02, 2020. http://hdl.handle.net/2047/d20128391.

MLA Handbook (7th Edition):

Lazareva-Stanishcheva, Victoria. “An evaluation of the effects of a change in the screening methodology on the reading achievement of elementary school ELLS using short interrupted time series analysis.” 2014. Web. 02 Jul 2020.

Vancouver:

Lazareva-Stanishcheva V. An evaluation of the effects of a change in the screening methodology on the reading achievement of elementary school ELLS using short interrupted time series analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2014. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/2047/d20128391.

Council of Science Editors:

Lazareva-Stanishcheva V. An evaluation of the effects of a change in the screening methodology on the reading achievement of elementary school ELLS using short interrupted time series analysis. [Doctoral Dissertation]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20128391


University of Cincinnati

2. Fite, Nathan M. Increasing Content Accessibility: An Evaluation of the Support Demands of ELLs in the Comprehension of Informational Texts.

Degree: PhD, Education, Criminal Justice, and Human Services: School Psychology, 2017, University of Cincinnati

Reading comprehension is highly complex task that demands the simultaneous integration of decoding and semantic processing in order to construct meaning from the text. A… (more)

Subjects/Keywords: Reading Instruction; English language learners; reading comprehension; first language; ELLs; culturally responsive; background knowledge

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APA (6th Edition):

Fite, N. M. (2017). Increasing Content Accessibility: An Evaluation of the Support Demands of ELLs in the Comprehension of Informational Texts. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511864076572502

Chicago Manual of Style (16th Edition):

Fite, Nathan M. “Increasing Content Accessibility: An Evaluation of the Support Demands of ELLs in the Comprehension of Informational Texts.” 2017. Doctoral Dissertation, University of Cincinnati. Accessed July 02, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511864076572502.

MLA Handbook (7th Edition):

Fite, Nathan M. “Increasing Content Accessibility: An Evaluation of the Support Demands of ELLs in the Comprehension of Informational Texts.” 2017. Web. 02 Jul 2020.

Vancouver:

Fite NM. Increasing Content Accessibility: An Evaluation of the Support Demands of ELLs in the Comprehension of Informational Texts. [Internet] [Doctoral dissertation]. University of Cincinnati; 2017. [cited 2020 Jul 02]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511864076572502.

Council of Science Editors:

Fite NM. Increasing Content Accessibility: An Evaluation of the Support Demands of ELLs in the Comprehension of Informational Texts. [Doctoral Dissertation]. University of Cincinnati; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511864076572502


Queens University

3. Milnes, Terry. Perspectives Of Professional Learning Policy Implementation For Supporting English Language Learners In A Rural Ontario School Board .

Degree: Education, 2014, Queens University

 The issue of lower academic achievement for English language learners (ELLs) compared to their English-speaking peers has been identified in the research literature. Professional learning… (more)

Subjects/Keywords: Rural School Boards; Professional Learning for Paraprofessionals Working with ELLs; Education; Education Policy Implementation; Rural Education; English as a Second Language; Professional Learning for Teachers of ELLs

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APA (6th Edition):

Milnes, T. (2014). Perspectives Of Professional Learning Policy Implementation For Supporting English Language Learners In A Rural Ontario School Board . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/12395

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):

Milnes, Terry. “Perspectives Of Professional Learning Policy Implementation For Supporting English Language Learners In A Rural Ontario School Board .” 2014. Thesis, Queens University. Accessed July 02, 2020. http://hdl.handle.net/1974/12395.

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

MLA Handbook (7th Edition):

Milnes, Terry. “Perspectives Of Professional Learning Policy Implementation For Supporting English Language Learners In A Rural Ontario School Board .” 2014. Web. 02 Jul 2020.

Vancouver:

Milnes T. Perspectives Of Professional Learning Policy Implementation For Supporting English Language Learners In A Rural Ontario School Board . [Internet] [Thesis]. Queens University; 2014. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/1974/12395.

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

Council of Science Editors:

Milnes T. Perspectives Of Professional Learning Policy Implementation For Supporting English Language Learners In A Rural Ontario School Board . [Thesis]. Queens University; 2014. Available from: http://hdl.handle.net/1974/12395

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


Liberty University

4. Conrad, Lindsey Marie. English for Speakers of Other Languages (ESOL) Teacher Experiences with Newcomer Students at the Secondary Level: A Phenomenological Study.

Degree: 2019, Liberty University

 The purpose of this transcendental phenomenological study was to describe the experiences of English for Speakers of Other Languages (ESOL) teachers and other staff members… (more)

Subjects/Keywords: English Language Learners (ELLs); English for Speakers of Other Languages (ESOL); Newcomer; Language Acquisition; Bilingual, Multilingual, and Multicultural Education; Education

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

APA (6th Edition):

Conrad, L. M. (2019). English for Speakers of Other Languages (ESOL) Teacher Experiences with Newcomer Students at the Secondary Level: A Phenomenological Study. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2153

Chicago Manual of Style (16th Edition):

Conrad, Lindsey Marie. “English for Speakers of Other Languages (ESOL) Teacher Experiences with Newcomer Students at the Secondary Level: A Phenomenological Study.” 2019. Doctoral Dissertation, Liberty University. Accessed July 02, 2020. https://digitalcommons.liberty.edu/doctoral/2153.

MLA Handbook (7th Edition):

Conrad, Lindsey Marie. “English for Speakers of Other Languages (ESOL) Teacher Experiences with Newcomer Students at the Secondary Level: A Phenomenological Study.” 2019. Web. 02 Jul 2020.

Vancouver:

Conrad LM. English for Speakers of Other Languages (ESOL) Teacher Experiences with Newcomer Students at the Secondary Level: A Phenomenological Study. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2020 Jul 02]. Available from: https://digitalcommons.liberty.edu/doctoral/2153.

Council of Science Editors:

Conrad LM. English for Speakers of Other Languages (ESOL) Teacher Experiences with Newcomer Students at the Secondary Level: A Phenomenological Study. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2153


Wayne State University

5. Assi, Manal M. Impact Of Self-Selected Versus Prescribed Level Reading On Arabic Speaking Ell Students: A Mixed Methods Study.

Degree: EdD, Curriculum and Instruction, 2016, Wayne State University

  ABSTRACT IMPACT OF SELF-SELECTED VERSUS PRESCRIBED LEVEL READING ON ARABIC SPEAKING ELL STUDENTS: A MIXED METHODS STUDY by MANAL M. ASSI May 2016 Advisor:… (more)

Subjects/Keywords: Arabic-native speakers; ELLs; English language learners; Leveled Reading; Lexile Range; Prescribed Reading; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Other Education

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

APA (6th Edition):

Assi, M. M. (2016). Impact Of Self-Selected Versus Prescribed Level Reading On Arabic Speaking Ell Students: A Mixed Methods Study. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1425

Chicago Manual of Style (16th Edition):

Assi, Manal M. “Impact Of Self-Selected Versus Prescribed Level Reading On Arabic Speaking Ell Students: A Mixed Methods Study.” 2016. Doctoral Dissertation, Wayne State University. Accessed July 02, 2020. https://digitalcommons.wayne.edu/oa_dissertations/1425.

MLA Handbook (7th Edition):

Assi, Manal M. “Impact Of Self-Selected Versus Prescribed Level Reading On Arabic Speaking Ell Students: A Mixed Methods Study.” 2016. Web. 02 Jul 2020.

Vancouver:

Assi MM. Impact Of Self-Selected Versus Prescribed Level Reading On Arabic Speaking Ell Students: A Mixed Methods Study. [Internet] [Doctoral dissertation]. Wayne State University; 2016. [cited 2020 Jul 02]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1425.

Council of Science Editors:

Assi MM. Impact Of Self-Selected Versus Prescribed Level Reading On Arabic Speaking Ell Students: A Mixed Methods Study. [Doctoral Dissertation]. Wayne State University; 2016. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1425


California State University – Chico

6. Lundberg, Jennifer Corwin. How does building background knowledge by previewing vocabulary and creating context through pre-reading activities affect English language learners??? reading comprehension? .

Degree: 2012, California State University – Chico

 English language learners (ELLs) make up an increasingly large population of students in the United States. While many ELLs come to school with little background… (more)

Subjects/Keywords:

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APA (6th Edition):

Lundberg, J. C. (2012). How does building background knowledge by previewing vocabulary and creating context through pre-reading activities affect English language learners??? reading comprehension? . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/462

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):

Lundberg, Jennifer Corwin. “How does building background knowledge by previewing vocabulary and creating context through pre-reading activities affect English language learners??? reading comprehension? .” 2012. Thesis, California State University – Chico. Accessed July 02, 2020. http://hdl.handle.net/10211.4/462.

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

MLA Handbook (7th Edition):

Lundberg, Jennifer Corwin. “How does building background knowledge by previewing vocabulary and creating context through pre-reading activities affect English language learners??? reading comprehension? .” 2012. Web. 02 Jul 2020.

Vancouver:

Lundberg JC. How does building background knowledge by previewing vocabulary and creating context through pre-reading activities affect English language learners??? reading comprehension? . [Internet] [Thesis]. California State University – Chico; 2012. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/10211.4/462.

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

Council of Science Editors:

Lundberg JC. How does building background knowledge by previewing vocabulary and creating context through pre-reading activities affect English language learners??? reading comprehension? . [Thesis]. California State University – Chico; 2012. Available from: http://hdl.handle.net/10211.4/462

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


University of California – San Diego

7. Fernandez, Irma. Dual Language Teachers' Approaches to Engaging Latino ELL Students in Elementary Education.

Degree: EducLeadership (JtEdDoc CSUSM), 2016, University of California – San Diego

 ABSTRACT OF THE DISSERTATIONDual Language Teachers' Approaches to Engaging Latino ELL Students in Elementary EducationbyIrma FernándezDoctor of Education in LeadershipUniversity of California, San Diego, 2016California… (more)

Subjects/Keywords: Educational leadership; Education; Approaches Education; Dual Language; Dual Language Teachers; Latino ELLs; Teachers approaches for ELLs; Two Way Immersion

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

APA (6th Edition):

Fernandez, I. (2016). Dual Language Teachers' Approaches to Engaging Latino ELL Students in Elementary Education. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/576429jz

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):

Fernandez, Irma. “Dual Language Teachers' Approaches to Engaging Latino ELL Students in Elementary Education.” 2016. Thesis, University of California – San Diego. Accessed July 02, 2020. http://www.escholarship.org/uc/item/576429jz.

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

MLA Handbook (7th Edition):

Fernandez, Irma. “Dual Language Teachers' Approaches to Engaging Latino ELL Students in Elementary Education.” 2016. Web. 02 Jul 2020.

Vancouver:

Fernandez I. Dual Language Teachers' Approaches to Engaging Latino ELL Students in Elementary Education. [Internet] [Thesis]. University of California – San Diego; 2016. [cited 2020 Jul 02]. Available from: http://www.escholarship.org/uc/item/576429jz.

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

Council of Science Editors:

Fernandez I. Dual Language Teachers' Approaches to Engaging Latino ELL Students in Elementary Education. [Thesis]. University of California – San Diego; 2016. Available from: http://www.escholarship.org/uc/item/576429jz

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


Washington State University

8. [No author]. Extensive Reading for Undergraduate EFL Learners: Multimodal Text vs. Linear Text .

Degree: 2011, Washington State University

 Scholars have advocated that the literacy of multimodal text is indispensible and irreversible in this era of widespread use of Information and Computer Technology (ICT).… (more)

Subjects/Keywords: Reading Instruction; Foreign Language Instruction; English as a Second Language; English proficiency; extensive reading; linear text; motivation for reading; multimodal text; reading strategy

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APA (6th Edition):

author], [. (2011). Extensive Reading for Undergraduate EFL Learners: Multimodal Text vs. Linear Text . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/2875

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):

author], [No. “Extensive Reading for Undergraduate EFL Learners: Multimodal Text vs. Linear Text .” 2011. Thesis, Washington State University. Accessed July 02, 2020. http://hdl.handle.net/2376/2875.

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

MLA Handbook (7th Edition):

author], [No. “Extensive Reading for Undergraduate EFL Learners: Multimodal Text vs. Linear Text .” 2011. Web. 02 Jul 2020.

Vancouver:

author] [. Extensive Reading for Undergraduate EFL Learners: Multimodal Text vs. Linear Text . [Internet] [Thesis]. Washington State University; 2011. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/2376/2875.

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

Council of Science Editors:

author] [. Extensive Reading for Undergraduate EFL Learners: Multimodal Text vs. Linear Text . [Thesis]. Washington State University; 2011. Available from: http://hdl.handle.net/2376/2875

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


Louisiana State University

9. Cross, Rhonda Ann. An Exploration of How Closely Upper Elementary Magnet School Reading Teachers' Perceptions of Evidence-based Practices in Reading Compared to Actual Practices in Their Classrooms.

Degree: PhD, Education, 2015, Louisiana State University

 The purpose of this study was to explore how closely upper elementary magnet school reading teachers’ perceptions of evidenced-based practices in reading compared to actual… (more)

Subjects/Keywords: small group instruction; whole class instruction; wide variety of literature; buddy partner; reading for pleasure

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APA (6th Edition):

Cross, R. A. (2015). An Exploration of How Closely Upper Elementary Magnet School Reading Teachers' Perceptions of Evidence-based Practices in Reading Compared to Actual Practices in Their Classrooms. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-06052015-231947 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1071

Chicago Manual of Style (16th Edition):

Cross, Rhonda Ann. “An Exploration of How Closely Upper Elementary Magnet School Reading Teachers' Perceptions of Evidence-based Practices in Reading Compared to Actual Practices in Their Classrooms.” 2015. Doctoral Dissertation, Louisiana State University. Accessed July 02, 2020. etd-06052015-231947 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1071.

MLA Handbook (7th Edition):

Cross, Rhonda Ann. “An Exploration of How Closely Upper Elementary Magnet School Reading Teachers' Perceptions of Evidence-based Practices in Reading Compared to Actual Practices in Their Classrooms.” 2015. Web. 02 Jul 2020.

Vancouver:

Cross RA. An Exploration of How Closely Upper Elementary Magnet School Reading Teachers' Perceptions of Evidence-based Practices in Reading Compared to Actual Practices in Their Classrooms. [Internet] [Doctoral dissertation]. Louisiana State University; 2015. [cited 2020 Jul 02]. Available from: etd-06052015-231947 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1071.

Council of Science Editors:

Cross RA. An Exploration of How Closely Upper Elementary Magnet School Reading Teachers' Perceptions of Evidence-based Practices in Reading Compared to Actual Practices in Their Classrooms. [Doctoral Dissertation]. Louisiana State University; 2015. Available from: etd-06052015-231947 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1071

10. Davis, Amy D. An integrated literacy/science intervention for English language learners in third grade.

Degree: PhD, Curriculum and Instruction Programs, 2018, Kansas State University

 English language learners (ELLs) are expected to meet the same academic standards as those of their fluent English-speaking peers while simultaneously acquiring a second language.… (more)

Subjects/Keywords: English language learners; literacy/science intervention; science achievement for ELLs; scientific inquiry; language strategies

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APA (6th Edition):

Davis, A. D. (2018). An integrated literacy/science intervention for English language learners in third grade. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/39159

Chicago Manual of Style (16th Edition):

Davis, Amy D. “An integrated literacy/science intervention for English language learners in third grade.” 2018. Doctoral Dissertation, Kansas State University. Accessed July 02, 2020. http://hdl.handle.net/2097/39159.

MLA Handbook (7th Edition):

Davis, Amy D. “An integrated literacy/science intervention for English language learners in third grade.” 2018. Web. 02 Jul 2020.

Vancouver:

Davis AD. An integrated literacy/science intervention for English language learners in third grade. [Internet] [Doctoral dissertation]. Kansas State University; 2018. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/2097/39159.

Council of Science Editors:

Davis AD. An integrated literacy/science intervention for English language learners in third grade. [Doctoral Dissertation]. Kansas State University; 2018. Available from: http://hdl.handle.net/2097/39159


George Mason University

11. Lenser, Mónica L. Culturally Responsive Teacher Self-efficacy and Teacher Practices for ELL Instruction in a Social Studies Classroom .

Degree: 2014, George Mason University

 The purpose of this investigation was to explore two types of teacher self-efficacy and how they relate to teachers’ beliefs regarding classroom instruction for English… (more)

Subjects/Keywords: teacher self-efficacy; English Language Learners (ELLS); Social Studies instruction; teacher practices; teacher beliefs

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

APA (6th Edition):

Lenser, M. L. (2014). Culturally Responsive Teacher Self-efficacy and Teacher Practices for ELL Instruction in a Social Studies Classroom . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8725

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):

Lenser, Mónica L. “Culturally Responsive Teacher Self-efficacy and Teacher Practices for ELL Instruction in a Social Studies Classroom .” 2014. Thesis, George Mason University. Accessed July 02, 2020. http://hdl.handle.net/1920/8725.

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

MLA Handbook (7th Edition):

Lenser, Mónica L. “Culturally Responsive Teacher Self-efficacy and Teacher Practices for ELL Instruction in a Social Studies Classroom .” 2014. Web. 02 Jul 2020.

Vancouver:

Lenser ML. Culturally Responsive Teacher Self-efficacy and Teacher Practices for ELL Instruction in a Social Studies Classroom . [Internet] [Thesis]. George Mason University; 2014. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/1920/8725.

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

Council of Science Editors:

Lenser ML. Culturally Responsive Teacher Self-efficacy and Teacher Practices for ELL Instruction in a Social Studies Classroom . [Thesis]. George Mason University; 2014. Available from: http://hdl.handle.net/1920/8725

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


University of Kansas

12. Su, Okkes Baki. Extensive Reading: A study of Its Effects on Turkish EFL Learners' General Language Proficiency in an Input-Based Setting.

Degree: MA, Curriculum and Teaching, 2016, University of Kansas

 Abstract This study explored the nature of the relationship between extensive reading and the improvements shown on the general proficiency level of learners of English… (more)

Subjects/Keywords: Education; English as a second language; Foreign language education; English as a foreign language; English Instruction; Extensive Reading; Input-Based Instruction; Reading for pleasure

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

APA (6th Edition):

Su, O. B. (2016). Extensive Reading: A study of Its Effects on Turkish EFL Learners' General Language Proficiency in an Input-Based Setting. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/22022

Chicago Manual of Style (16th Edition):

Su, Okkes Baki. “Extensive Reading: A study of Its Effects on Turkish EFL Learners' General Language Proficiency in an Input-Based Setting.” 2016. Masters Thesis, University of Kansas. Accessed July 02, 2020. http://hdl.handle.net/1808/22022.

MLA Handbook (7th Edition):

Su, Okkes Baki. “Extensive Reading: A study of Its Effects on Turkish EFL Learners' General Language Proficiency in an Input-Based Setting.” 2016. Web. 02 Jul 2020.

Vancouver:

Su OB. Extensive Reading: A study of Its Effects on Turkish EFL Learners' General Language Proficiency in an Input-Based Setting. [Internet] [Masters thesis]. University of Kansas; 2016. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/1808/22022.

Council of Science Editors:

Su OB. Extensive Reading: A study of Its Effects on Turkish EFL Learners' General Language Proficiency in an Input-Based Setting. [Masters Thesis]. University of Kansas; 2016. Available from: http://hdl.handle.net/1808/22022


Wayne State University

13. Snider, Julianne. Factors that influence teachers' use, or non-use, of small group discussion.

Degree: 2017, Wayne State University

  This qualitative study explored teacher answers to one question: What factors influence teachers’ decisions to use, or not use, small group discussion. Research supports… (more)

Subjects/Keywords: Language arts; Reading instruction

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

APA (6th Edition):

Snider, J. (2017). Factors that influence teachers' use, or non-use, of small group discussion. (Thesis). Wayne State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10191625

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):

Snider, Julianne. “Factors that influence teachers' use, or non-use, of small group discussion.” 2017. Thesis, Wayne State University. Accessed July 02, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10191625.

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

MLA Handbook (7th Edition):

Snider, Julianne. “Factors that influence teachers' use, or non-use, of small group discussion.” 2017. Web. 02 Jul 2020.

Vancouver:

Snider J. Factors that influence teachers' use, or non-use, of small group discussion. [Internet] [Thesis]. Wayne State University; 2017. [cited 2020 Jul 02]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10191625.

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

Council of Science Editors:

Snider J. Factors that influence teachers' use, or non-use, of small group discussion. [Thesis]. Wayne State University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10191625

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


University of Pennsylvania

14. Zwillenberg, Jennifer Goulston. This text matters| Students' experiences with independent reading.

Degree: 2016, University of Pennsylvania

  This study examined the engagements with and the impacts from the intersection of students and texts. Stemming from ethnographic methodology, I implemented a 10-month… (more)

Subjects/Keywords: Language arts; Reading instruction

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APA (6th Edition):

Zwillenberg, J. G. (2016). This text matters| Students' experiences with independent reading. (Thesis). University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3746342

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):

Zwillenberg, Jennifer Goulston. “This text matters| Students' experiences with independent reading.” 2016. Thesis, University of Pennsylvania. Accessed July 02, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3746342.

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

MLA Handbook (7th Edition):

Zwillenberg, Jennifer Goulston. “This text matters| Students' experiences with independent reading.” 2016. Web. 02 Jul 2020.

Vancouver:

Zwillenberg JG. This text matters| Students' experiences with independent reading. [Internet] [Thesis]. University of Pennsylvania; 2016. [cited 2020 Jul 02]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3746342.

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

Council of Science Editors:

Zwillenberg JG. This text matters| Students' experiences with independent reading. [Thesis]. University of Pennsylvania; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3746342

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


University of Wisconsin – La Cross

15. Kaschub, Molly. The effect of words their way on the word identification skills of second- grade students.

Degree: 2018, University of Wisconsin – La Cross

 Over the course of a thirteen-week period, a quasi-experimental study was conducted in a second-grade classroom at a private international school in South Korea, which… (more)

Subjects/Keywords: Reading instruction; Literacy; Language arts

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

APA (6th Edition):

Kaschub, M. (2018). The effect of words their way on the word identification skills of second- grade students. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/78848

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):

Kaschub, Molly. “The effect of words their way on the word identification skills of second- grade students.” 2018. Thesis, University of Wisconsin – La Cross. Accessed July 02, 2020. http://digital.library.wisc.edu/1793/78848.

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

MLA Handbook (7th Edition):

Kaschub, Molly. “The effect of words their way on the word identification skills of second- grade students.” 2018. Web. 02 Jul 2020.

Vancouver:

Kaschub M. The effect of words their way on the word identification skills of second- grade students. [Internet] [Thesis]. University of Wisconsin – La Cross; 2018. [cited 2020 Jul 02]. Available from: http://digital.library.wisc.edu/1793/78848.

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

Council of Science Editors:

Kaschub M. The effect of words their way on the word identification skills of second- grade students. [Thesis]. University of Wisconsin – La Cross; 2018. Available from: http://digital.library.wisc.edu/1793/78848

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

16. Northcutt, Kathryn L. Coaching a teacher to use dialogic inquiry: fostering students' talk about texts.

Degree: 2014, Texas Woman's University

 The purpose of this descriptive case study was to investigate, from a constructivist paradigm, the extent to which coaching a teacher in the use of… (more)

Subjects/Keywords: Reading instruction; Elementary education; Language

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

APA (6th Edition):

Northcutt, K. L. (2014). Coaching a teacher to use dialogic inquiry: fostering students' talk about texts. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/4886

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):

Northcutt, Kathryn L. “Coaching a teacher to use dialogic inquiry: fostering students' talk about texts.” 2014. Thesis, Texas Woman's University. Accessed July 02, 2020. http://hdl.handle.net/11274/4886.

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

MLA Handbook (7th Edition):

Northcutt, Kathryn L. “Coaching a teacher to use dialogic inquiry: fostering students' talk about texts.” 2014. Web. 02 Jul 2020.

Vancouver:

Northcutt KL. Coaching a teacher to use dialogic inquiry: fostering students' talk about texts. [Internet] [Thesis]. Texas Woman's University; 2014. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/11274/4886.

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

Council of Science Editors:

Northcutt KL. Coaching a teacher to use dialogic inquiry: fostering students' talk about texts. [Thesis]. Texas Woman's University; 2014. Available from: http://hdl.handle.net/11274/4886

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


University of Miami

17. Mora Harder, Maribel G. English Reading/Language Arts Instruction in First-Grade Classrooms Serving English Language Learners: A Cross-Analysis of Instructional Practices and Student Engagement.

Degree: PhD, Teaching and Learning (Education), 2009, University of Miami

  This study was designed to provide information on the reading instructional practices of 36 first grade teachers in nine schools that serve predominantly Spanish-speaking… (more)

Subjects/Keywords: Second Language Learning; Student Engagement; Teacher Language Use; Hispanics; Spanish-speaking; Classroom Observations; Spanish Speakers; Limited English Proficient; LEP; Language Of Instruction; Culturally And Linguistically Diverse; Language Minority; Word-level Skills; Observations; Grouping Strategies; ELLs; Teacher Characteristics; Second Language Learner; Text-level Skills; English Language Learners; Bilingual; Reading Instruction; Vocabulary; Instructional Content

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

APA (6th Edition):

Mora Harder, M. G. (2009). English Reading/Language Arts Instruction in First-Grade Classrooms Serving English Language Learners: A Cross-Analysis of Instructional Practices and Student Engagement. (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/242

Chicago Manual of Style (16th Edition):

Mora Harder, Maribel G. “English Reading/Language Arts Instruction in First-Grade Classrooms Serving English Language Learners: A Cross-Analysis of Instructional Practices and Student Engagement.” 2009. Doctoral Dissertation, University of Miami. Accessed July 02, 2020. https://scholarlyrepository.miami.edu/oa_dissertations/242.

MLA Handbook (7th Edition):

Mora Harder, Maribel G. “English Reading/Language Arts Instruction in First-Grade Classrooms Serving English Language Learners: A Cross-Analysis of Instructional Practices and Student Engagement.” 2009. Web. 02 Jul 2020.

Vancouver:

Mora Harder MG. English Reading/Language Arts Instruction in First-Grade Classrooms Serving English Language Learners: A Cross-Analysis of Instructional Practices and Student Engagement. [Internet] [Doctoral dissertation]. University of Miami; 2009. [cited 2020 Jul 02]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/242.

Council of Science Editors:

Mora Harder MG. English Reading/Language Arts Instruction in First-Grade Classrooms Serving English Language Learners: A Cross-Analysis of Instructional Practices and Student Engagement. [Doctoral Dissertation]. University of Miami; 2009. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/242


University of Arizona

18. Allen, Kelly Lee. Restorying Literacy: The Role of Anomaly in Shifting Perceptions of College Readers .

Degree: 2016, University of Arizona

 College reading programs are traditionally remedial or developmental in nature and often take a decontextualized skills based approach to reading and to supporting college readers… (more)

Subjects/Keywords: literacy; literacy instruction; miscue analysis; perceptions of reading; reading attitudes and beliefs; Language, Reading & Culture; college readers

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

APA (6th Edition):

Allen, K. L. (2016). Restorying Literacy: The Role of Anomaly in Shifting Perceptions of College Readers . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/613346

Chicago Manual of Style (16th Edition):

Allen, Kelly Lee. “Restorying Literacy: The Role of Anomaly in Shifting Perceptions of College Readers .” 2016. Doctoral Dissertation, University of Arizona. Accessed July 02, 2020. http://hdl.handle.net/10150/613346.

MLA Handbook (7th Edition):

Allen, Kelly Lee. “Restorying Literacy: The Role of Anomaly in Shifting Perceptions of College Readers .” 2016. Web. 02 Jul 2020.

Vancouver:

Allen KL. Restorying Literacy: The Role of Anomaly in Shifting Perceptions of College Readers . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/10150/613346.

Council of Science Editors:

Allen KL. Restorying Literacy: The Role of Anomaly in Shifting Perceptions of College Readers . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/613346


Liberty University

19. Grisso, Laura. The Relationship between English Language Proficiency and Academic Achievement for English Language Learners.

Degree: 2018, Liberty University

 The purpose of this quantitative correlational research study was to test the threshold hypothesis as it applied to the performance of English language learner students… (more)

Subjects/Keywords: ACCESS for ELLs; English Language Learners; Literacy; Oklahoma Core Curriculum Test; Retention; Threshold Hypothesis; Curriculum and Instruction; Early Childhood Education; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology; Elementary Education

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

APA (6th Edition):

Grisso, L. (2018). The Relationship between English Language Proficiency and Academic Achievement for English Language Learners. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1832

Chicago Manual of Style (16th Edition):

Grisso, Laura. “The Relationship between English Language Proficiency and Academic Achievement for English Language Learners.” 2018. Doctoral Dissertation, Liberty University. Accessed July 02, 2020. https://digitalcommons.liberty.edu/doctoral/1832.

MLA Handbook (7th Edition):

Grisso, Laura. “The Relationship between English Language Proficiency and Academic Achievement for English Language Learners.” 2018. Web. 02 Jul 2020.

Vancouver:

Grisso L. The Relationship between English Language Proficiency and Academic Achievement for English Language Learners. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2020 Jul 02]. Available from: https://digitalcommons.liberty.edu/doctoral/1832.

Council of Science Editors:

Grisso L. The Relationship between English Language Proficiency and Academic Achievement for English Language Learners. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1832

20. Mahmoud, Enaz Yousef Rasheed. Use of C-Map as a Cognitive Tool in Collaborative and Individual Concept Mapping for Enhancing ELL Students' Reading Comprehension.

Degree: PhD, Teaching & Learning, 2015, University of North Dakota

  Among those who teach English to English Language Learners (ELL), reading comprehension is considered an essential language skill critical for knowledge acquisition and information… (more)

Subjects/Keywords: English language; computer assisted instruction for foreign speakers; reading comprehension; concept mapping; Teacher Education and Professional Development

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

APA (6th Edition):

Mahmoud, E. Y. R. (2015). Use of C-Map as a Cognitive Tool in Collaborative and Individual Concept Mapping for Enhancing ELL Students' Reading Comprehension. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/922

Chicago Manual of Style (16th Edition):

Mahmoud, Enaz Yousef Rasheed. “Use of C-Map as a Cognitive Tool in Collaborative and Individual Concept Mapping for Enhancing ELL Students' Reading Comprehension.” 2015. Doctoral Dissertation, University of North Dakota. Accessed July 02, 2020. https://commons.und.edu/theses/922.

MLA Handbook (7th Edition):

Mahmoud, Enaz Yousef Rasheed. “Use of C-Map as a Cognitive Tool in Collaborative and Individual Concept Mapping for Enhancing ELL Students' Reading Comprehension.” 2015. Web. 02 Jul 2020.

Vancouver:

Mahmoud EYR. Use of C-Map as a Cognitive Tool in Collaborative and Individual Concept Mapping for Enhancing ELL Students' Reading Comprehension. [Internet] [Doctoral dissertation]. University of North Dakota; 2015. [cited 2020 Jul 02]. Available from: https://commons.und.edu/theses/922.

Council of Science Editors:

Mahmoud EYR. Use of C-Map as a Cognitive Tool in Collaborative and Individual Concept Mapping for Enhancing ELL Students' Reading Comprehension. [Doctoral Dissertation]. University of North Dakota; 2015. Available from: https://commons.und.edu/theses/922


University of Minnesota

21. Brandes, Dana. Repeated Reading with and without Vocabulary Instruction: Outcomes for English Language Learners.

Degree: PhD, Educational Psychology, 2015, University of Minnesota

 This study compares a repeated reading intervention with and without vocabulary instruction on the reading fluency, comprehension, and vocabulary knowledge of English Language Learners (ELLs).… (more)

Subjects/Keywords: Comprehension; English Language Learners; Reading Fluency; Reading Instruction; Repeated Reading; Vocabulary Instruction

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

APA (6th Edition):

Brandes, D. (2015). Repeated Reading with and without Vocabulary Instruction: Outcomes for English Language Learners. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/175283

Chicago Manual of Style (16th Edition):

Brandes, Dana. “Repeated Reading with and without Vocabulary Instruction: Outcomes for English Language Learners.” 2015. Doctoral Dissertation, University of Minnesota. Accessed July 02, 2020. http://hdl.handle.net/11299/175283.

MLA Handbook (7th Edition):

Brandes, Dana. “Repeated Reading with and without Vocabulary Instruction: Outcomes for English Language Learners.” 2015. Web. 02 Jul 2020.

Vancouver:

Brandes D. Repeated Reading with and without Vocabulary Instruction: Outcomes for English Language Learners. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2020 Jul 02]. Available from: http://hdl.handle.net/11299/175283.

Council of Science Editors:

Brandes D. Repeated Reading with and without Vocabulary Instruction: Outcomes for English Language Learners. [Doctoral Dissertation]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/175283

22. Lems, Kristin. Adult ESL Oral Reading Fluency and Silent Reading Comprehension.

Degree: EdD Doctor of Education, Reading and Language, 2003, National-Louis University

  A descriptive study of second language adults studying ESL at the beginning, intermediate, and advanced levels in a post-secondary academic program revealed that their… (more)

Subjects/Keywords: fluency; ESL; reading comprehension; oral reading; listening comprehension; ELLs; adult learners; oral reading; silent reading; English language learners; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Higher Education and Teaching; Other Teacher Education and Professional Development

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

APA (6th Edition):

Lems, K. (2003). Adult ESL Oral Reading Fluency and Silent Reading Comprehension. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/132

Chicago Manual of Style (16th Edition):

Lems, Kristin. “Adult ESL Oral Reading Fluency and Silent Reading Comprehension.” 2003. Doctoral Dissertation, National-Louis University. Accessed July 02, 2020. http://digitalcommons.nl.edu/diss/132.

MLA Handbook (7th Edition):

Lems, Kristin. “Adult ESL Oral Reading Fluency and Silent Reading Comprehension.” 2003. Web. 02 Jul 2020.

Vancouver:

Lems K. Adult ESL Oral Reading Fluency and Silent Reading Comprehension. [Internet] [Doctoral dissertation]. National-Louis University; 2003. [cited 2020 Jul 02]. Available from: http://digitalcommons.nl.edu/diss/132.

Council of Science Editors:

Lems K. Adult ESL Oral Reading Fluency and Silent Reading Comprehension. [Doctoral Dissertation]. National-Louis University; 2003. Available from: http://digitalcommons.nl.edu/diss/132


University of Pittsburgh

23. Kenavey, Lori Ann. A longitudinal investigation of content, resources, and instructional approaches in a basal reading series within a research and policy context.

Degree: 2017, University of Pittsburgh

  Basals have played an important role in classroom instruction for almost 200 years. Historically, basal programs have been influenced by both important research and… (more)

Subjects/Keywords: Language arts; Elementary education; Reading instruction

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

APA (6th Edition):

Kenavey, L. A. (2017). A longitudinal investigation of content, resources, and instructional approaches in a basal reading series within a research and policy context. (Thesis). University of Pittsburgh. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10586350

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):

Kenavey, Lori Ann. “A longitudinal investigation of content, resources, and instructional approaches in a basal reading series within a research and policy context.” 2017. Thesis, University of Pittsburgh. Accessed July 02, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10586350.

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

MLA Handbook (7th Edition):

Kenavey, Lori Ann. “A longitudinal investigation of content, resources, and instructional approaches in a basal reading series within a research and policy context.” 2017. Web. 02 Jul 2020.

Vancouver:

Kenavey LA. A longitudinal investigation of content, resources, and instructional approaches in a basal reading series within a research and policy context. [Internet] [Thesis]. University of Pittsburgh; 2017. [cited 2020 Jul 02]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10586350.

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

Council of Science Editors:

Kenavey LA. A longitudinal investigation of content, resources, and instructional approaches in a basal reading series within a research and policy context. [Thesis]. University of Pittsburgh; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10586350

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

24. Zurcher, Melinda A. Instructing Preschool Writers| Interactive Writing and the Writing Workshop.

Degree: 2018, Ball State University

  Preschool children hold immense writing potential that is rarely realized in traditional classrooms. This mixed-methods, quasi-experimental study focused on how best to teach these… (more)

Subjects/Keywords: Language arts; Early childhood education; Reading instruction

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

APA (6th Edition):

Zurcher, M. A. (2018). Instructing Preschool Writers| Interactive Writing and the Writing Workshop. (Thesis). Ball State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10975944

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):

Zurcher, Melinda A. “Instructing Preschool Writers| Interactive Writing and the Writing Workshop.” 2018. Thesis, Ball State University. Accessed July 02, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10975944.

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

MLA Handbook (7th Edition):

Zurcher, Melinda A. “Instructing Preschool Writers| Interactive Writing and the Writing Workshop.” 2018. Web. 02 Jul 2020.

Vancouver:

Zurcher MA. Instructing Preschool Writers| Interactive Writing and the Writing Workshop. [Internet] [Thesis]. Ball State University; 2018. [cited 2020 Jul 02]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10975944.

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

Council of Science Editors:

Zurcher MA. Instructing Preschool Writers| Interactive Writing and the Writing Workshop. [Thesis]. Ball State University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10975944

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


University of Pittsburgh

25. LaGamba, Elizabeth S. An Investigation of Read-alouds, Classroom Interactions, and Guided Play as Supports for Vocabulary Learning in Preschool.

Degree: 2019, University of Pittsburgh

  A large body of research has established the existence of a gap in vocabulary knowledge that occurs largely along socioeconomic lines, is evident prior… (more)

Subjects/Keywords: Language arts; Early childhood education; Reading instruction

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

APA (6th Edition):

LaGamba, E. S. (2019). An Investigation of Read-alouds, Classroom Interactions, and Guided Play as Supports for Vocabulary Learning in Preschool. (Thesis). University of Pittsburgh. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=13819972

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):

LaGamba, Elizabeth S. “An Investigation of Read-alouds, Classroom Interactions, and Guided Play as Supports for Vocabulary Learning in Preschool.” 2019. Thesis, University of Pittsburgh. Accessed July 02, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=13819972.

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

MLA Handbook (7th Edition):

LaGamba, Elizabeth S. “An Investigation of Read-alouds, Classroom Interactions, and Guided Play as Supports for Vocabulary Learning in Preschool.” 2019. Web. 02 Jul 2020.

Vancouver:

LaGamba ES. An Investigation of Read-alouds, Classroom Interactions, and Guided Play as Supports for Vocabulary Learning in Preschool. [Internet] [Thesis]. University of Pittsburgh; 2019. [cited 2020 Jul 02]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=13819972.

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

Council of Science Editors:

LaGamba ES. An Investigation of Read-alouds, Classroom Interactions, and Guided Play as Supports for Vocabulary Learning in Preschool. [Thesis]. University of Pittsburgh; 2019. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=13819972

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


Vanderbilt University

26. Krimm, Hannah. An Exploration of Educator Linguistic Knowledge and Expertise.

Degree: PhD, Hearing and Speech Sciences, 2019, Vanderbilt University

 The purpose of this study was to objectively characterize speech-language pathologistsâ (SLPsâ) language science knowledge. We investigated language science knowledge in the domains of (a)… (more)

Subjects/Keywords: speech-language pathology; reading instruction; teacher education

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APA (6th Edition):

Krimm, H. (2019). An Exploration of Educator Linguistic Knowledge and Expertise. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03202019-154557/ ;

Chicago Manual of Style (16th Edition):

Krimm, Hannah. “An Exploration of Educator Linguistic Knowledge and Expertise.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed July 02, 2020. http://etd.library.vanderbilt.edu/available/etd-03202019-154557/ ;.

MLA Handbook (7th Edition):

Krimm, Hannah. “An Exploration of Educator Linguistic Knowledge and Expertise.” 2019. Web. 02 Jul 2020.

Vancouver:

Krimm H. An Exploration of Educator Linguistic Knowledge and Expertise. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2020 Jul 02]. Available from: http://etd.library.vanderbilt.edu/available/etd-03202019-154557/ ;.

Council of Science Editors:

Krimm H. An Exploration of Educator Linguistic Knowledge and Expertise. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://etd.library.vanderbilt.edu/available/etd-03202019-154557/ ;


The George Washington University

27. Frizzell, Matthew. Maryland Educators’ Perceptions of Informational Reading and Nonfiction Writing Instruction during the Implementation of the Common Core State Standards.

Degree: 2020, The George Washington University

 The Common Core State Standards for English Language Arts (CCSS-ELA) call for a greater focus on informational reading and nonfiction writing during high school instruction.… (more)

Subjects/Keywords: Language arts; Education Policy; Reading instruction

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APA (6th Edition):

Frizzell, M. (2020). Maryland Educators’ Perceptions of Informational Reading and Nonfiction Writing Instruction during the Implementation of the Common Core State Standards. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=27668370

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):

Frizzell, Matthew. “Maryland Educators’ Perceptions of Informational Reading and Nonfiction Writing Instruction during the Implementation of the Common Core State Standards.” 2020. Thesis, The George Washington University. Accessed July 02, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=27668370.

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

MLA Handbook (7th Edition):

Frizzell, Matthew. “Maryland Educators’ Perceptions of Informational Reading and Nonfiction Writing Instruction during the Implementation of the Common Core State Standards.” 2020. Web. 02 Jul 2020.

Vancouver:

Frizzell M. Maryland Educators’ Perceptions of Informational Reading and Nonfiction Writing Instruction during the Implementation of the Common Core State Standards. [Internet] [Thesis]. The George Washington University; 2020. [cited 2020 Jul 02]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=27668370.

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

Council of Science Editors:

Frizzell M. Maryland Educators’ Perceptions of Informational Reading and Nonfiction Writing Instruction during the Implementation of the Common Core State Standards. [Thesis]. The George Washington University; 2020. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=27668370

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


Mississippi State University

28. Lowery, David Carlton. A COMPARISON OF THE EFFECTS OF INSTRUCTION USING TRADITIONAL METHODS TO INSTRUCTION USING READING APPRENTICESHIP.

Degree: EdD, Curriculum and Instruction, 2010, Mississippi State University

  The purpose of this quasi-experimental study was to compare the effects of literature instruction using traditional methods to literature instruction using Reading Apprenticeship (RA)… (more)

Subjects/Keywords: Reading Apprenticeship; literacy instruction; literature instruction; reading attitude; reading achievement; knowledge base for teaching; traditional instruction

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

APA (6th Edition):

Lowery, D. C. (2010). A COMPARISON OF THE EFFECTS OF INSTRUCTION USING TRADITIONAL METHODS TO INSTRUCTION USING READING APPRENTICESHIP. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-06302010-170830/ ;

Chicago Manual of Style (16th Edition):

Lowery, David Carlton. “A COMPARISON OF THE EFFECTS OF INSTRUCTION USING TRADITIONAL METHODS TO INSTRUCTION USING READING APPRENTICESHIP.” 2010. Doctoral Dissertation, Mississippi State University. Accessed July 02, 2020. http://sun.library.msstate.edu/ETD-db/theses/available/etd-06302010-170830/ ;.

MLA Handbook (7th Edition):

Lowery, David Carlton. “A COMPARISON OF THE EFFECTS OF INSTRUCTION USING TRADITIONAL METHODS TO INSTRUCTION USING READING APPRENTICESHIP.” 2010. Web. 02 Jul 2020.

Vancouver:

Lowery DC. A COMPARISON OF THE EFFECTS OF INSTRUCTION USING TRADITIONAL METHODS TO INSTRUCTION USING READING APPRENTICESHIP. [Internet] [Doctoral dissertation]. Mississippi State University; 2010. [cited 2020 Jul 02]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06302010-170830/ ;.

Council of Science Editors:

Lowery DC. A COMPARISON OF THE EFFECTS OF INSTRUCTION USING TRADITIONAL METHODS TO INSTRUCTION USING READING APPRENTICESHIP. [Doctoral Dissertation]. Mississippi State University; 2010. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06302010-170830/ ;

29. Kaplan, Natalie Nena. Effectiveness of Supplemental Reading Activities with First Grade Intensive Readers.

Degree: 2006, Regis University

 The effectiveness of an intervention for English language learners (ELLs) at risk for reading problems is described. The treatment group was made up of 10… (more)

Subjects/Keywords: Education; English language learners; first grade; supplemental reading instruction; DIBELS; oral reading fluency; College for Professional Studies; Master of Education; School of Education and Counseling

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kaplan, N. N. (2006). Effectiveness of Supplemental Reading Activities with First Grade Intensive Readers. (Thesis). Regis University. Retrieved from http://epublications.regis.edu/theses/324

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):

Kaplan, Natalie Nena. “Effectiveness of Supplemental Reading Activities with First Grade Intensive Readers.” 2006. Thesis, Regis University. Accessed July 02, 2020. http://epublications.regis.edu/theses/324.

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

MLA Handbook (7th Edition):

Kaplan, Natalie Nena. “Effectiveness of Supplemental Reading Activities with First Grade Intensive Readers.” 2006. Web. 02 Jul 2020.

Vancouver:

Kaplan NN. Effectiveness of Supplemental Reading Activities with First Grade Intensive Readers. [Internet] [Thesis]. Regis University; 2006. [cited 2020 Jul 02]. Available from: http://epublications.regis.edu/theses/324.

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

Council of Science Editors:

Kaplan NN. Effectiveness of Supplemental Reading Activities with First Grade Intensive Readers. [Thesis]. Regis University; 2006. Available from: http://epublications.regis.edu/theses/324

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


The Ohio State University

30. Zhang, Yongfang. Performance-Based Chinese L2 Reading Instruction: A Spiral Approach.

Degree: PhD, East Asian Languages and Literatures, 2009, The Ohio State University

Reading is a social activity. It happens in a social context with identifiable purpose. The reading purposes determine what the readers will read and… (more)

Subjects/Keywords: Language; Performance-based instruction; Chinese pedagogy; Chinese second language instruction; reading instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Zhang, Y. (2009). Performance-Based Chinese L2 Reading Instruction: A Spiral Approach. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1253681321

Chicago Manual of Style (16th Edition):

Zhang, Yongfang. “Performance-Based Chinese L2 Reading Instruction: A Spiral Approach.” 2009. Doctoral Dissertation, The Ohio State University. Accessed July 02, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253681321.

MLA Handbook (7th Edition):

Zhang, Yongfang. “Performance-Based Chinese L2 Reading Instruction: A Spiral Approach.” 2009. Web. 02 Jul 2020.

Vancouver:

Zhang Y. Performance-Based Chinese L2 Reading Instruction: A Spiral Approach. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2020 Jul 02]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1253681321.

Council of Science Editors:

Zhang Y. Performance-Based Chinese L2 Reading Instruction: A Spiral Approach. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1253681321

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