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You searched for subject:(oral reading fluency). Showing records 1 – 30 of 89 total matches.

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The Ohio State University

1. Moore, Sarah Letitia. The effects of an oral reading activity on rates of oral reading.

Degree: MA, Physical Activity and Educational Services, 2007, The Ohio State University

 This study examined the effects of a fluency building activity on the levels of oral reading fluency in a group of six first and second… (more)

Subjects/Keywords: Reading Fluency; Oral Reading; Special Education

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APA (6th Edition):

Moore, S. L. (2007). The effects of an oral reading activity on rates of oral reading. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1186828829

Chicago Manual of Style (16th Edition):

Moore, Sarah Letitia. “The effects of an oral reading activity on rates of oral reading.” 2007. Masters Thesis, The Ohio State University. Accessed September 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1186828829.

MLA Handbook (7th Edition):

Moore, Sarah Letitia. “The effects of an oral reading activity on rates of oral reading.” 2007. Web. 18 Sep 2019.

Vancouver:

Moore SL. The effects of an oral reading activity on rates of oral reading. [Internet] [Masters thesis]. The Ohio State University; 2007. [cited 2019 Sep 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1186828829.

Council of Science Editors:

Moore SL. The effects of an oral reading activity on rates of oral reading. [Masters Thesis]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1186828829


University of Oregon

2. Glazener, Laurie Ann. Developing a profile to predict student response to treatment with Fast ForWord programs.

Degree: 2010, University of Oregon

 Matching reading deficits to appropriate intervention programs is a challenge given the number of treatment options available to educators. The Fast ForWord (FFW) computerized intervention… (more)

Subjects/Keywords: Oral reading; Fluency; Fast ForWord; Oral reading fluency; Program evaluation; Elementary education; Literacy; Reading instruction

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APA (6th Edition):

Glazener, L. A. (2010). Developing a profile to predict student response to treatment with Fast ForWord programs. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/11076

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):

Glazener, Laurie Ann. “Developing a profile to predict student response to treatment with Fast ForWord programs.” 2010. Thesis, University of Oregon. Accessed September 18, 2019. http://hdl.handle.net/1794/11076.

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

MLA Handbook (7th Edition):

Glazener, Laurie Ann. “Developing a profile to predict student response to treatment with Fast ForWord programs.” 2010. Web. 18 Sep 2019.

Vancouver:

Glazener LA. Developing a profile to predict student response to treatment with Fast ForWord programs. [Internet] [Thesis]. University of Oregon; 2010. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/1794/11076.

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

Council of Science Editors:

Glazener LA. Developing a profile to predict student response to treatment with Fast ForWord programs. [Thesis]. University of Oregon; 2010. Available from: http://hdl.handle.net/1794/11076

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


University of North Texas

3. Braun, Emily Catherine. Assessing and Treating Oral Reading Deficits in Children with Developmental Disabilities.

Degree: 2018, University of North Texas

 A brief reading assessment and preference assessment were conducted with three participants with developmental and learning disabilities (i.e., two participants were diagnosed with Autism, the… (more)

Subjects/Keywords: oral reading fluency; functional assessment; student preference

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APA (6th Edition):

Braun, E. C. (2018). Assessing and Treating Oral Reading Deficits in Children with Developmental Disabilities. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1404559/

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):

Braun, Emily Catherine. “Assessing and Treating Oral Reading Deficits in Children with Developmental Disabilities.” 2018. Thesis, University of North Texas. Accessed September 18, 2019. https://digital.library.unt.edu/ark:/67531/metadc1404559/.

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

MLA Handbook (7th Edition):

Braun, Emily Catherine. “Assessing and Treating Oral Reading Deficits in Children with Developmental Disabilities.” 2018. Web. 18 Sep 2019.

Vancouver:

Braun EC. Assessing and Treating Oral Reading Deficits in Children with Developmental Disabilities. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Sep 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404559/.

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

Council of Science Editors:

Braun EC. Assessing and Treating Oral Reading Deficits in Children with Developmental Disabilities. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404559/

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


Miami University

4. Vincent, Erin. EFFECTS OF REPEATED READING AND SEQUENTIAL READING ON FLUNECY AND WORD ACQUISTION.

Degree: Specialist in Education, Educational Psychology, 2009, Miami University

 Repeated reading (RR) is a well established reading intervention to increase fluency. However, few studies have examined if repeated reading is more effective than having… (more)

Subjects/Keywords: Reading Instruction; repeated reading; sequential reading; oral reading fluency; word acquisition

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APA (6th Edition):

Vincent, E. (2009). EFFECTS OF REPEATED READING AND SEQUENTIAL READING ON FLUNECY AND WORD ACQUISTION. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1245336955

Chicago Manual of Style (16th Edition):

Vincent, Erin. “EFFECTS OF REPEATED READING AND SEQUENTIAL READING ON FLUNECY AND WORD ACQUISTION.” 2009. Doctoral Dissertation, Miami University. Accessed September 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1245336955.

MLA Handbook (7th Edition):

Vincent, Erin. “EFFECTS OF REPEATED READING AND SEQUENTIAL READING ON FLUNECY AND WORD ACQUISTION.” 2009. Web. 18 Sep 2019.

Vancouver:

Vincent E. EFFECTS OF REPEATED READING AND SEQUENTIAL READING ON FLUNECY AND WORD ACQUISTION. [Internet] [Doctoral dissertation]. Miami University; 2009. [cited 2019 Sep 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1245336955.

Council of Science Editors:

Vincent E. EFFECTS OF REPEATED READING AND SEQUENTIAL READING ON FLUNECY AND WORD ACQUISTION. [Doctoral Dissertation]. Miami University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1245336955


University of Oregon

5. Beattie, Tiffany. Oral Reading Fluency and the Simple View of Reading for English Language Learners.

Degree: 2018, University of Oregon

 The Simple View of Reading is a well-known lens for understanding the skills that contribute to proficient reading. The Simple View explains reading comprehension as… (more)

Subjects/Keywords: English language learners; Oral reading fluency; Simple view of reading

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APA (6th Edition):

Beattie, T. (2018). Oral Reading Fluency and the Simple View of Reading for English Language Learners. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/23803

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):

Beattie, Tiffany. “Oral Reading Fluency and the Simple View of Reading for English Language Learners.” 2018. Thesis, University of Oregon. Accessed September 18, 2019. http://hdl.handle.net/1794/23803.

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

MLA Handbook (7th Edition):

Beattie, Tiffany. “Oral Reading Fluency and the Simple View of Reading for English Language Learners.” 2018. Web. 18 Sep 2019.

Vancouver:

Beattie T. Oral Reading Fluency and the Simple View of Reading for English Language Learners. [Internet] [Thesis]. University of Oregon; 2018. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/1794/23803.

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

Council of Science Editors:

Beattie T. Oral Reading Fluency and the Simple View of Reading for English Language Learners. [Thesis]. University of Oregon; 2018. Available from: http://hdl.handle.net/1794/23803

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


Miami University

6. Ojwaya, Jael A. Effects of Repeated Reading and Sequential Reading on Oral Reading Fluency and Sight Word Knowledge.

Degree: Specialist in Education, School Psychology, 2008, Miami University

 Research suggests that re-reading the same text and repeated exposure to unknown words in the same context maximizes the likelihood that previously unknown words will… (more)

Subjects/Keywords: Reading Instruction; repeated reading; sequential reading; oral reading fluency; sight-word acquisition

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APA (6th Edition):

Ojwaya, J. A. (2008). Effects of Repeated Reading and Sequential Reading on Oral Reading Fluency and Sight Word Knowledge. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1218721752

Chicago Manual of Style (16th Edition):

Ojwaya, Jael A. “Effects of Repeated Reading and Sequential Reading on Oral Reading Fluency and Sight Word Knowledge.” 2008. Doctoral Dissertation, Miami University. Accessed September 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1218721752.

MLA Handbook (7th Edition):

Ojwaya, Jael A. “Effects of Repeated Reading and Sequential Reading on Oral Reading Fluency and Sight Word Knowledge.” 2008. Web. 18 Sep 2019.

Vancouver:

Ojwaya JA. Effects of Repeated Reading and Sequential Reading on Oral Reading Fluency and Sight Word Knowledge. [Internet] [Doctoral dissertation]. Miami University; 2008. [cited 2019 Sep 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1218721752.

Council of Science Editors:

Ojwaya JA. Effects of Repeated Reading and Sequential Reading on Oral Reading Fluency and Sight Word Knowledge. [Doctoral Dissertation]. Miami University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1218721752


Duquesne University

7. Walker, Holly. The Effects of Fluency-Building Strategies on the Oral Reading Rates of First-Grade Students.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2008, Duquesne University

 The purpose of this study was to determine the effects of explicit fluency-building strategies on the oral reading rates of first-grade students. According to the… (more)

Subjects/Keywords: fluency; reading fluency; oral reading rates; fluency strategies

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APA (6th Edition):

Walker, H. (2008). The Effects of Fluency-Building Strategies on the Oral Reading Rates of First-Grade Students. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1325

Chicago Manual of Style (16th Edition):

Walker, Holly. “The Effects of Fluency-Building Strategies on the Oral Reading Rates of First-Grade Students.” 2008. Doctoral Dissertation, Duquesne University. Accessed September 18, 2019. https://dsc.duq.edu/etd/1325.

MLA Handbook (7th Edition):

Walker, Holly. “The Effects of Fluency-Building Strategies on the Oral Reading Rates of First-Grade Students.” 2008. Web. 18 Sep 2019.

Vancouver:

Walker H. The Effects of Fluency-Building Strategies on the Oral Reading Rates of First-Grade Students. [Internet] [Doctoral dissertation]. Duquesne University; 2008. [cited 2019 Sep 18]. Available from: https://dsc.duq.edu/etd/1325.

Council of Science Editors:

Walker H. The Effects of Fluency-Building Strategies on the Oral Reading Rates of First-Grade Students. [Doctoral Dissertation]. Duquesne University; 2008. Available from: https://dsc.duq.edu/etd/1325


Kansas State University

8. Balluch, Felicity Marie. Early literacy instruction for first-grade students at-risk for emotional and behavioral disorders.

Degree: EdD, Department of Special Education, Counseling and Student Affairs, 2016, Kansas State University

 This study investigated the effectiveness of an early literacy program for first grade students classified as at-risk for emotional and behavioral disorders, who were nonresponsive… (more)

Subjects/Keywords: Nonsense word fluency; Literacy; Emotional disorders; Behavior disorders; Multiple probe design; Oral reading fluency

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APA (6th Edition):

Balluch, F. M. (2016). Early literacy instruction for first-grade students at-risk for emotional and behavioral disorders. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/32603

Chicago Manual of Style (16th Edition):

Balluch, Felicity Marie. “Early literacy instruction for first-grade students at-risk for emotional and behavioral disorders.” 2016. Doctoral Dissertation, Kansas State University. Accessed September 18, 2019. http://hdl.handle.net/2097/32603.

MLA Handbook (7th Edition):

Balluch, Felicity Marie. “Early literacy instruction for first-grade students at-risk for emotional and behavioral disorders.” 2016. Web. 18 Sep 2019.

Vancouver:

Balluch FM. Early literacy instruction for first-grade students at-risk for emotional and behavioral disorders. [Internet] [Doctoral dissertation]. Kansas State University; 2016. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/2097/32603.

Council of Science Editors:

Balluch FM. Early literacy instruction for first-grade students at-risk for emotional and behavioral disorders. [Doctoral Dissertation]. Kansas State University; 2016. Available from: http://hdl.handle.net/2097/32603


Utah State University

9. Day, Bryce B. Exploring the Relationship Between the Use of a Selected Phonics Curriculum and the Oral Reading Fluency and Nonsense Word Fluency Scores of First-grade Students.

Degree: PhD, Education, 2017, Utah State University

  The purpose of this quantitative study was to examine the effects, if any, of a supplemental phonics curriculum, Saxon Phonics, on the reading achievement… (more)

Subjects/Keywords: relationship; selected phonics curriculum; oral reading fluency; nonsense word fluency; scores; first-grade; students; Education

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APA (6th Edition):

Day, B. B. (2017). Exploring the Relationship Between the Use of a Selected Phonics Curriculum and the Oral Reading Fluency and Nonsense Word Fluency Scores of First-grade Students. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/6864

Chicago Manual of Style (16th Edition):

Day, Bryce B. “Exploring the Relationship Between the Use of a Selected Phonics Curriculum and the Oral Reading Fluency and Nonsense Word Fluency Scores of First-grade Students.” 2017. Doctoral Dissertation, Utah State University. Accessed September 18, 2019. https://digitalcommons.usu.edu/etd/6864.

MLA Handbook (7th Edition):

Day, Bryce B. “Exploring the Relationship Between the Use of a Selected Phonics Curriculum and the Oral Reading Fluency and Nonsense Word Fluency Scores of First-grade Students.” 2017. Web. 18 Sep 2019.

Vancouver:

Day BB. Exploring the Relationship Between the Use of a Selected Phonics Curriculum and the Oral Reading Fluency and Nonsense Word Fluency Scores of First-grade Students. [Internet] [Doctoral dissertation]. Utah State University; 2017. [cited 2019 Sep 18]. Available from: https://digitalcommons.usu.edu/etd/6864.

Council of Science Editors:

Day BB. Exploring the Relationship Between the Use of a Selected Phonics Curriculum and the Oral Reading Fluency and Nonsense Word Fluency Scores of First-grade Students. [Doctoral Dissertation]. Utah State University; 2017. Available from: https://digitalcommons.usu.edu/etd/6864


Temple University

10. Zielinski, Kristin Ann. Correlations and Predictive Ability of Oral Reading Fluency and the Wilson Reading System on End of Year Assessments.

Degree: PhD, 2010, Temple University

School Psychology

To insure academic success for students with learning disabilities, it is critical that educators are able to make timely and effective instructional decisions.… (more)

Subjects/Keywords: Psychology, General; Oral Reading Fluency; Reading; Wilson Reading System; Woodcock Johnson Tests of Achievement

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APA (6th Edition):

Zielinski, K. A. (2010). Correlations and Predictive Ability of Oral Reading Fluency and the Wilson Reading System on End of Year Assessments. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,103659

Chicago Manual of Style (16th Edition):

Zielinski, Kristin Ann. “Correlations and Predictive Ability of Oral Reading Fluency and the Wilson Reading System on End of Year Assessments.” 2010. Doctoral Dissertation, Temple University. Accessed September 18, 2019. http://digital.library.temple.edu/u?/p245801coll10,103659.

MLA Handbook (7th Edition):

Zielinski, Kristin Ann. “Correlations and Predictive Ability of Oral Reading Fluency and the Wilson Reading System on End of Year Assessments.” 2010. Web. 18 Sep 2019.

Vancouver:

Zielinski KA. Correlations and Predictive Ability of Oral Reading Fluency and the Wilson Reading System on End of Year Assessments. [Internet] [Doctoral dissertation]. Temple University; 2010. [cited 2019 Sep 18]. Available from: http://digital.library.temple.edu/u?/p245801coll10,103659.

Council of Science Editors:

Zielinski KA. Correlations and Predictive Ability of Oral Reading Fluency and the Wilson Reading System on End of Year Assessments. [Doctoral Dissertation]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,103659

11. Stephens, Emily Ann. Reading Comprehension Assessment: A Comparison Of Academic And Clinical Measures.

Degree: MS, Communication Sciences & Disorders, 2014, University of North Dakota

  The Measures of Academic Progress (MAP) test is a computer-based academic assessment of reading comprehension that is used by school districts nationwide. The MAP… (more)

Subjects/Keywords: Correlation; Gray Oral Reading Test; Measures of Academic Progress; Reading Assessment; Reading Fluency

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APA (6th Edition):

Stephens, E. A. (2014). Reading Comprehension Assessment: A Comparison Of Academic And Clinical Measures. (Masters Thesis). University of North Dakota. Retrieved from https://commons.und.edu/theses/1597

Chicago Manual of Style (16th Edition):

Stephens, Emily Ann. “Reading Comprehension Assessment: A Comparison Of Academic And Clinical Measures.” 2014. Masters Thesis, University of North Dakota. Accessed September 18, 2019. https://commons.und.edu/theses/1597.

MLA Handbook (7th Edition):

Stephens, Emily Ann. “Reading Comprehension Assessment: A Comparison Of Academic And Clinical Measures.” 2014. Web. 18 Sep 2019.

Vancouver:

Stephens EA. Reading Comprehension Assessment: A Comparison Of Academic And Clinical Measures. [Internet] [Masters thesis]. University of North Dakota; 2014. [cited 2019 Sep 18]. Available from: https://commons.und.edu/theses/1597.

Council of Science Editors:

Stephens EA. Reading Comprehension Assessment: A Comparison Of Academic And Clinical Measures. [Masters Thesis]. University of North Dakota; 2014. Available from: https://commons.und.edu/theses/1597


University of Cincinnati

12. Hall, Lyndsie A. Evaluating the Effectiveness of a Sibling-Mediated Repeated Reading Intervention.

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

 A multiple baseline across sibling pairs design was used to analyze the effects of a home-based, sibling-implemented repeated reading (RR) intervention on younger sibling oral(more)

Subjects/Keywords: Reading Instruction; Academic Intervention; Repeated Reading; Home-Based Intervention; Siblings; Oral Reading Fluency; Audio Recording

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APA (6th Edition):

Hall, L. A. (2017). Evaluating the Effectiveness of a Sibling-Mediated Repeated Reading Intervention. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin150487199890735

Chicago Manual of Style (16th Edition):

Hall, Lyndsie A. “Evaluating the Effectiveness of a Sibling-Mediated Repeated Reading Intervention.” 2017. Doctoral Dissertation, University of Cincinnati. Accessed September 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin150487199890735.

MLA Handbook (7th Edition):

Hall, Lyndsie A. “Evaluating the Effectiveness of a Sibling-Mediated Repeated Reading Intervention.” 2017. Web. 18 Sep 2019.

Vancouver:

Hall LA. Evaluating the Effectiveness of a Sibling-Mediated Repeated Reading Intervention. [Internet] [Doctoral dissertation]. University of Cincinnati; 2017. [cited 2019 Sep 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin150487199890735.

Council of Science Editors:

Hall LA. Evaluating the Effectiveness of a Sibling-Mediated Repeated Reading Intervention. [Doctoral Dissertation]. University of Cincinnati; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin150487199890735


Texas A&M University

13. Trevino, Elizabeth Pauline, 1978-. The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3.

Degree: 2012, Texas A&M University

 English-language learners (ELLs) demonstrate lower levels of English reading proficiency than do native English-speaking students. Oral reading fluency (ORF), the number of words read correctly… (more)

Subjects/Keywords: multilevel linear models; bilingual education; English as a second language; second language reading development; oral reading fluency; reading fluency; English learners

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APA (6th Edition):

Trevino, Elizabeth Pauline, 1. (2012). The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148134

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):

Trevino, Elizabeth Pauline, 1978-. “The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3.” 2012. Thesis, Texas A&M University. Accessed September 18, 2019. http://hdl.handle.net/1969.1/148134.

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

MLA Handbook (7th Edition):

Trevino, Elizabeth Pauline, 1978-. “The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3.” 2012. Web. 18 Sep 2019.

Vancouver:

Trevino, Elizabeth Pauline 1. The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/1969.1/148134.

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

Council of Science Editors:

Trevino, Elizabeth Pauline 1. The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148134

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


Utah State University

14. Bloomquist, Christy L. An Examination of the Relationship of Oral Reading Fluency, Silent Reading Fluency, Reading Comprehension, and the Colorado State Reading Assessment.

Degree: PhD, Education, 2017, Utah State University

  This study evaluated how measures of oral reading fluency (ORF) and silent reading fluency (SRF) compare as predictors of reading comprehension and how these… (more)

Subjects/Keywords: assessment; oral reading fluency; reading comprehension; silent reading fluency; state assessment; Education; Educational Methods; Elementary Education

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APA (6th Edition):

Bloomquist, C. L. (2017). An Examination of the Relationship of Oral Reading Fluency, Silent Reading Fluency, Reading Comprehension, and the Colorado State Reading Assessment. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/5667

Chicago Manual of Style (16th Edition):

Bloomquist, Christy L. “An Examination of the Relationship of Oral Reading Fluency, Silent Reading Fluency, Reading Comprehension, and the Colorado State Reading Assessment.” 2017. Doctoral Dissertation, Utah State University. Accessed September 18, 2019. https://digitalcommons.usu.edu/etd/5667.

MLA Handbook (7th Edition):

Bloomquist, Christy L. “An Examination of the Relationship of Oral Reading Fluency, Silent Reading Fluency, Reading Comprehension, and the Colorado State Reading Assessment.” 2017. Web. 18 Sep 2019.

Vancouver:

Bloomquist CL. An Examination of the Relationship of Oral Reading Fluency, Silent Reading Fluency, Reading Comprehension, and the Colorado State Reading Assessment. [Internet] [Doctoral dissertation]. Utah State University; 2017. [cited 2019 Sep 18]. Available from: https://digitalcommons.usu.edu/etd/5667.

Council of Science Editors:

Bloomquist CL. An Examination of the Relationship of Oral Reading Fluency, Silent Reading Fluency, Reading Comprehension, and the Colorado State Reading Assessment. [Doctoral Dissertation]. Utah State University; 2017. Available from: https://digitalcommons.usu.edu/etd/5667


Penn State University

15. Moeller, Jeremy D. Using Frequency Building to a Performance Criterion with Early Literacy Skills to Affect Oral Reading Fluency for At-Risk Readers in the First Grade.

Degree: PhD, Special Education, 2016, Penn State University

 The current study used a multiple baseline, multiple probe single-case design to determine the effects of using Frequency Building to Performance Criterion (FBPC) with early… (more)

Subjects/Keywords: Oral Reading Fluency; Frequency Building; Early Literacy Skills; Precision Teaching; Application

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APA (6th Edition):

Moeller, J. D. (2016). Using Frequency Building to a Performance Criterion with Early Literacy Skills to Affect Oral Reading Fluency for At-Risk Readers in the First Grade. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/0z708w41n

Chicago Manual of Style (16th Edition):

Moeller, Jeremy D. “Using Frequency Building to a Performance Criterion with Early Literacy Skills to Affect Oral Reading Fluency for At-Risk Readers in the First Grade.” 2016. Doctoral Dissertation, Penn State University. Accessed September 18, 2019. https://etda.libraries.psu.edu/catalog/0z708w41n.

MLA Handbook (7th Edition):

Moeller, Jeremy D. “Using Frequency Building to a Performance Criterion with Early Literacy Skills to Affect Oral Reading Fluency for At-Risk Readers in the First Grade.” 2016. Web. 18 Sep 2019.

Vancouver:

Moeller JD. Using Frequency Building to a Performance Criterion with Early Literacy Skills to Affect Oral Reading Fluency for At-Risk Readers in the First Grade. [Internet] [Doctoral dissertation]. Penn State University; 2016. [cited 2019 Sep 18]. Available from: https://etda.libraries.psu.edu/catalog/0z708w41n.

Council of Science Editors:

Moeller JD. Using Frequency Building to a Performance Criterion with Early Literacy Skills to Affect Oral Reading Fluency for At-Risk Readers in the First Grade. [Doctoral Dissertation]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/0z708w41n


University of Tennessee – Knoxville

16. Forbes, Bethany Evelyn. The Effects of Prompts and Comprehension Assessment on Oral Reading: Moderating Effect of Reading Skills.

Degree: 2014, University of Tennessee – Knoxville

 Words correct per minute (WCPM) scores, derived from oral reading fluency (ORF) assessments, are used, in part, to make decisions regarding special education eligibility. WCPM… (more)

Subjects/Keywords: Oral reading fluency; environmental prompts; aptitiude treatment interaction; instructions; School Psychology

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APA (6th Edition):

Forbes, B. E. (2014). The Effects of Prompts and Comprehension Assessment on Oral Reading: Moderating Effect of Reading Skills. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/2822

Chicago Manual of Style (16th Edition):

Forbes, Bethany Evelyn. “The Effects of Prompts and Comprehension Assessment on Oral Reading: Moderating Effect of Reading Skills.” 2014. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed September 18, 2019. https://trace.tennessee.edu/utk_graddiss/2822.

MLA Handbook (7th Edition):

Forbes, Bethany Evelyn. “The Effects of Prompts and Comprehension Assessment on Oral Reading: Moderating Effect of Reading Skills.” 2014. Web. 18 Sep 2019.

Vancouver:

Forbes BE. The Effects of Prompts and Comprehension Assessment on Oral Reading: Moderating Effect of Reading Skills. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2014. [cited 2019 Sep 18]. Available from: https://trace.tennessee.edu/utk_graddiss/2822.

Council of Science Editors:

Forbes BE. The Effects of Prompts and Comprehension Assessment on Oral Reading: Moderating Effect of Reading Skills. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2014. Available from: https://trace.tennessee.edu/utk_graddiss/2822


Indiana University of Pennsylvania

17. Hoffman, Sandra. The Effects of School Socio-Economic Status on Oral Reading Fluency Scores of Students Identified and Not Identified With a Specific Learning Disability.

Degree: Ded, Educational and School Psychology, 2018, Indiana University of Pennsylvania

  The purpose of this study was to evaluate the impact of a school’s poverty level on oral reading fluency (ORF) reported for students identified… (more)

Subjects/Keywords: eligibility status; oral reading fluency; response to intervention; socio-economic status

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APA (6th Edition):

Hoffman, S. (2018). The Effects of School Socio-Economic Status on Oral Reading Fluency Scores of Students Identified and Not Identified With a Specific Learning Disability. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1638

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):

Hoffman, Sandra. “The Effects of School Socio-Economic Status on Oral Reading Fluency Scores of Students Identified and Not Identified With a Specific Learning Disability.” 2018. Thesis, Indiana University of Pennsylvania. Accessed September 18, 2019. https://knowledge.library.iup.edu/etd/1638.

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

MLA Handbook (7th Edition):

Hoffman, Sandra. “The Effects of School Socio-Economic Status on Oral Reading Fluency Scores of Students Identified and Not Identified With a Specific Learning Disability.” 2018. Web. 18 Sep 2019.

Vancouver:

Hoffman S. The Effects of School Socio-Economic Status on Oral Reading Fluency Scores of Students Identified and Not Identified With a Specific Learning Disability. [Internet] [Thesis]. Indiana University of Pennsylvania; 2018. [cited 2019 Sep 18]. Available from: https://knowledge.library.iup.edu/etd/1638.

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

Council of Science Editors:

Hoffman S. The Effects of School Socio-Economic Status on Oral Reading Fluency Scores of Students Identified and Not Identified With a Specific Learning Disability. [Thesis]. Indiana University of Pennsylvania; 2018. Available from: https://knowledge.library.iup.edu/etd/1638

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


University of Oregon

18. Munir-McHill, Shaheen. Evaluating Passage-Level Contributors to Text Complexity.

Degree: 2013, University of Oregon

 The complexity of text has a number of implications for educators in the areas of instruction and assessment. Text complexity is particularly important in formative… (more)

Subjects/Keywords: Curriculum-based measures; Oral reading fluency; Readability; Text cohesion; Text complexity

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APA (6th Edition):

Munir-McHill, S. (2013). Evaluating Passage-Level Contributors to Text Complexity. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/13422

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):

Munir-McHill, Shaheen. “Evaluating Passage-Level Contributors to Text Complexity.” 2013. Thesis, University of Oregon. Accessed September 18, 2019. http://hdl.handle.net/1794/13422.

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

MLA Handbook (7th Edition):

Munir-McHill, Shaheen. “Evaluating Passage-Level Contributors to Text Complexity.” 2013. Web. 18 Sep 2019.

Vancouver:

Munir-McHill S. Evaluating Passage-Level Contributors to Text Complexity. [Internet] [Thesis]. University of Oregon; 2013. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/1794/13422.

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

Council of Science Editors:

Munir-McHill S. Evaluating Passage-Level Contributors to Text Complexity. [Thesis]. University of Oregon; 2013. Available from: http://hdl.handle.net/1794/13422

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


The Ohio State University

19. Council, Morris R, III. Investigating the Effects of Reading RACES on the Achievement of Second-Graders in an Urban School who have Reading Risk.

Degree: PhD, Educational Studies, 2016, The Ohio State University

 Previous research suggests that computer assisted instruction can provide pedagogically sound instruction when learners utilize software with procedural fidelity. This study sought to extend previous… (more)

Subjects/Keywords: Special Education; oral reading fluency, reading, culturally relevant pedagogy, computer-assisted instruction, urban education

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APA (6th Edition):

Council, Morris R, I. (2016). Investigating the Effects of Reading RACES on the Achievement of Second-Graders in an Urban School who have Reading Risk. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1467375836

Chicago Manual of Style (16th Edition):

Council, Morris R, III. “Investigating the Effects of Reading RACES on the Achievement of Second-Graders in an Urban School who have Reading Risk.” 2016. Doctoral Dissertation, The Ohio State University. Accessed September 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467375836.

MLA Handbook (7th Edition):

Council, Morris R, III. “Investigating the Effects of Reading RACES on the Achievement of Second-Graders in an Urban School who have Reading Risk.” 2016. Web. 18 Sep 2019.

Vancouver:

Council, Morris R I. Investigating the Effects of Reading RACES on the Achievement of Second-Graders in an Urban School who have Reading Risk. [Internet] [Doctoral dissertation]. The Ohio State University; 2016. [cited 2019 Sep 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1467375836.

Council of Science Editors:

Council, Morris R I. Investigating the Effects of Reading RACES on the Achievement of Second-Graders in an Urban School who have Reading Risk. [Doctoral Dissertation]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1467375836


Miami University

20. Polca, Melissa S. Socioeconomic status and summer regression in reading performance.

Degree: Specialist in Education, School Psychology, 2009, Miami University

 The following study examines patterns in reading performance as students progress from one grade to the next, while specifically exploring the potential of skill regression… (more)

Subjects/Keywords: Educational Psychology; Elementary Education; Reading Instruction; summer regression; socioeconomic status; DIBELS; oral reading fluency

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APA (6th Edition):

Polca, M. S. (2009). Socioeconomic status and summer regression in reading performance. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1275050581

Chicago Manual of Style (16th Edition):

Polca, Melissa S. “Socioeconomic status and summer regression in reading performance.” 2009. Doctoral Dissertation, Miami University. Accessed September 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1275050581.

MLA Handbook (7th Edition):

Polca, Melissa S. “Socioeconomic status and summer regression in reading performance.” 2009. Web. 18 Sep 2019.

Vancouver:

Polca MS. Socioeconomic status and summer regression in reading performance. [Internet] [Doctoral dissertation]. Miami University; 2009. [cited 2019 Sep 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1275050581.

Council of Science Editors:

Polca MS. Socioeconomic status and summer regression in reading performance. [Doctoral Dissertation]. Miami University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1275050581


Arizona State University

21. Millett, Joseph Ridge. The Ability of Oral Fluency to Predict Reading Comprehension Among ELL Children Learning to Read.

Degree: PhD, Educational Psychology, 2011, Arizona State University

 The current study analyzed existing data, collected under a previous U.S. Department of Education Reading First grant, to investigate the strength of the relationship between… (more)

Subjects/Keywords: Early Childhood Education; English as a Second Language; DIBELS; ELL; Oral Reading Fluency; Reading Comprehension

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APA (6th Edition):

Millett, J. R. (2011). The Ability of Oral Fluency to Predict Reading Comprehension Among ELL Children Learning to Read. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/9482

Chicago Manual of Style (16th Edition):

Millett, Joseph Ridge. “The Ability of Oral Fluency to Predict Reading Comprehension Among ELL Children Learning to Read.” 2011. Doctoral Dissertation, Arizona State University. Accessed September 18, 2019. http://repository.asu.edu/items/9482.

MLA Handbook (7th Edition):

Millett, Joseph Ridge. “The Ability of Oral Fluency to Predict Reading Comprehension Among ELL Children Learning to Read.” 2011. Web. 18 Sep 2019.

Vancouver:

Millett JR. The Ability of Oral Fluency to Predict Reading Comprehension Among ELL Children Learning to Read. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Sep 18]. Available from: http://repository.asu.edu/items/9482.

Council of Science Editors:

Millett JR. The Ability of Oral Fluency to Predict Reading Comprehension Among ELL Children Learning to Read. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/9482


Washington State University

22. [No author]. READING TO DOGS: EFFECTS ON STUDENT ORAL READING FLUENCY, COMPREHENSION, AND READING MOTIVATION .

Degree: 2018, Washington State University

 The purpose of this nested and layered case study was to explore the experiences of students participating in a reading to dog program. Ten student… (more)

Subjects/Keywords: Special education; Reading instruction; animal-assisted therapy; elementary education; motivation to read; oral reading fluency; reading comprehension; reading to dogs

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APA (6th Edition):

author], [. (2018). READING TO DOGS: EFFECTS ON STUDENT ORAL READING FLUENCY, COMPREHENSION, AND READING MOTIVATION . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/16324

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. “READING TO DOGS: EFFECTS ON STUDENT ORAL READING FLUENCY, COMPREHENSION, AND READING MOTIVATION .” 2018. Thesis, Washington State University. Accessed September 18, 2019. http://hdl.handle.net/2376/16324.

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. “READING TO DOGS: EFFECTS ON STUDENT ORAL READING FLUENCY, COMPREHENSION, AND READING MOTIVATION .” 2018. Web. 18 Sep 2019.

Vancouver:

author] [. READING TO DOGS: EFFECTS ON STUDENT ORAL READING FLUENCY, COMPREHENSION, AND READING MOTIVATION . [Internet] [Thesis]. Washington State University; 2018. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/2376/16324.

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

Council of Science Editors:

author] [. READING TO DOGS: EFFECTS ON STUDENT ORAL READING FLUENCY, COMPREHENSION, AND READING MOTIVATION . [Thesis]. Washington State University; 2018. Available from: http://hdl.handle.net/2376/16324

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


Liberty University

23. Osborn, Douglas F. Developing Oral Reading Fluency: Effects of Daily Use of Word Walls and Daily Independent Silent Reading on Oral Reading Fluency Development of Second Grade Students.

Degree: 2007, Liberty University

 The researcher measured the effectiveness of two popular supplemental reading instruction strategies, word walls and independent silent reading, in 6 second-grade classes over 12 weeks.… (more)

Subjects/Keywords: fluency; oral reading; independent silent reading; word wall; automaticity; second grade; Education, Reading; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Osborn, D. F. (2007). Developing Oral Reading Fluency: Effects of Daily Use of Word Walls and Daily Independent Silent Reading on Oral Reading Fluency Development of Second Grade Students. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/13

Chicago Manual of Style (16th Edition):

Osborn, Douglas F. “Developing Oral Reading Fluency: Effects of Daily Use of Word Walls and Daily Independent Silent Reading on Oral Reading Fluency Development of Second Grade Students.” 2007. Doctoral Dissertation, Liberty University. Accessed September 18, 2019. http://digitalcommons.liberty.edu/doctoral/13.

MLA Handbook (7th Edition):

Osborn, Douglas F. “Developing Oral Reading Fluency: Effects of Daily Use of Word Walls and Daily Independent Silent Reading on Oral Reading Fluency Development of Second Grade Students.” 2007. Web. 18 Sep 2019.

Vancouver:

Osborn DF. Developing Oral Reading Fluency: Effects of Daily Use of Word Walls and Daily Independent Silent Reading on Oral Reading Fluency Development of Second Grade Students. [Internet] [Doctoral dissertation]. Liberty University; 2007. [cited 2019 Sep 18]. Available from: http://digitalcommons.liberty.edu/doctoral/13.

Council of Science Editors:

Osborn DF. Developing Oral Reading Fluency: Effects of Daily Use of Word Walls and Daily Independent Silent Reading on Oral Reading Fluency Development of Second Grade Students. [Doctoral Dissertation]. Liberty University; 2007. Available from: http://digitalcommons.liberty.edu/doctoral/13


Liberty University

24. Stanley, Susan Kay. An Analysis of Rx for Discovery Reading for Elementary Students Below Average in Reading.

Degree: 2007, Liberty University

 Rx for Discovery Reading® is an intervention developed by the National Institute for Learning Development to impact the reading abilities of students below grade level… (more)

Subjects/Keywords: phonological processing; fluency; decoding; reading disability; repeated oral reading; neurological impress method; Education, Reading; Curriculum and Instruction; Education; Other Education

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APA (6th Edition):

Stanley, S. K. (2007). An Analysis of Rx for Discovery Reading for Elementary Students Below Average in Reading. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/52

Chicago Manual of Style (16th Edition):

Stanley, Susan Kay. “An Analysis of Rx for Discovery Reading for Elementary Students Below Average in Reading.” 2007. Doctoral Dissertation, Liberty University. Accessed September 18, 2019. http://digitalcommons.liberty.edu/doctoral/52.

MLA Handbook (7th Edition):

Stanley, Susan Kay. “An Analysis of Rx for Discovery Reading for Elementary Students Below Average in Reading.” 2007. Web. 18 Sep 2019.

Vancouver:

Stanley SK. An Analysis of Rx for Discovery Reading for Elementary Students Below Average in Reading. [Internet] [Doctoral dissertation]. Liberty University; 2007. [cited 2019 Sep 18]. Available from: http://digitalcommons.liberty.edu/doctoral/52.

Council of Science Editors:

Stanley SK. An Analysis of Rx for Discovery Reading for Elementary Students Below Average in Reading. [Doctoral Dissertation]. Liberty University; 2007. Available from: http://digitalcommons.liberty.edu/doctoral/52


The Ohio State University

25. Gibson, Lenwood, Jr. The Effects of a Computer Assisted Reading Program on the Oral Reading Fluency and Comprehension of At-Risk, Urban First Grade Students.

Degree: PhD, ED Physical Activities and Educational Services, 2009, The Ohio State University

  The current investigation studied the effects of a computer software program of the oral reading fluency and comprehension of eight, first grade students. These… (more)

Subjects/Keywords: African Americans; Education; Reading Instruction; Special Education; oral reading fluency; comprehension; generalization; computer assisted reading instruction; Read Naturally; urban education

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APA (6th Edition):

Gibson, Lenwood, J. (2009). The Effects of a Computer Assisted Reading Program on the Oral Reading Fluency and Comprehension of At-Risk, Urban First Grade Students. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1249578049

Chicago Manual of Style (16th Edition):

Gibson, Lenwood, Jr. “The Effects of a Computer Assisted Reading Program on the Oral Reading Fluency and Comprehension of At-Risk, Urban First Grade Students.” 2009. Doctoral Dissertation, The Ohio State University. Accessed September 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249578049.

MLA Handbook (7th Edition):

Gibson, Lenwood, Jr. “The Effects of a Computer Assisted Reading Program on the Oral Reading Fluency and Comprehension of At-Risk, Urban First Grade Students.” 2009. Web. 18 Sep 2019.

Vancouver:

Gibson, Lenwood J. The Effects of a Computer Assisted Reading Program on the Oral Reading Fluency and Comprehension of At-Risk, Urban First Grade Students. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2019 Sep 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1249578049.

Council of Science Editors:

Gibson, Lenwood J. The Effects of a Computer Assisted Reading Program on the Oral Reading Fluency and Comprehension of At-Risk, Urban First Grade Students. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1249578049


Virginia Commonwealth University

26. Moorehead-Carter, Yvette M. The Impact of Singing-Integrated Reading Instruction on the Oral Reading Fluency and Motivation of Elementary Students in an Out-of-School Time Program.

Degree: PhD, Education, 2015, Virginia Commonwealth University

  Abstract The purpose of this study was to investigate the impact of singing-integrated reading instruction on the oral reading fluency and motivation of elementary… (more)

Subjects/Keywords: oral reading fluency; singing-integration; elementary reading; reading motivation; music-integration; arts-integration; Curriculum and Instruction; Education

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APA (6th Edition):

Moorehead-Carter, Y. M. (2015). The Impact of Singing-Integrated Reading Instruction on the Oral Reading Fluency and Motivation of Elementary Students in an Out-of-School Time Program. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/3901

Chicago Manual of Style (16th Edition):

Moorehead-Carter, Yvette M. “The Impact of Singing-Integrated Reading Instruction on the Oral Reading Fluency and Motivation of Elementary Students in an Out-of-School Time Program.” 2015. Doctoral Dissertation, Virginia Commonwealth University. Accessed September 18, 2019. https://scholarscompass.vcu.edu/etd/3901.

MLA Handbook (7th Edition):

Moorehead-Carter, Yvette M. “The Impact of Singing-Integrated Reading Instruction on the Oral Reading Fluency and Motivation of Elementary Students in an Out-of-School Time Program.” 2015. Web. 18 Sep 2019.

Vancouver:

Moorehead-Carter YM. The Impact of Singing-Integrated Reading Instruction on the Oral Reading Fluency and Motivation of Elementary Students in an Out-of-School Time Program. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2015. [cited 2019 Sep 18]. Available from: https://scholarscompass.vcu.edu/etd/3901.

Council of Science Editors:

Moorehead-Carter YM. The Impact of Singing-Integrated Reading Instruction on the Oral Reading Fluency and Motivation of Elementary Students in an Out-of-School Time Program. [Doctoral Dissertation]. Virginia Commonwealth University; 2015. Available from: https://scholarscompass.vcu.edu/etd/3901

27. La Riche, Autumn Nicole. Curriculum based measures and students of diverse ethnicities.

Degree: Specialist in Education (Ed.S.), School Psychology, 2012, University of Dayton

 This study evaluates the performance of students from diverse backgrounds on the curriculum-based measure “DIBELS Next.” While the literature supports the use of curriculum based… (more)

Subjects/Keywords: Education; DIBELS; oral reading fluency

…investigated the validity of DIBELS Next oral reading fluency as it relates to student ethnicity. 2… …are given an assessment to measure oral reading fluency and the student from a subgroup… …best way to assess a student’s reading. They examined measures of oral reading fluency, maze… …was oral reading fluency. One might assume that this is just a measure of “speed-reading… …but they found that oral reading fluency curriculumbased measures strongly correlated with… 

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APA (6th Edition):

La Riche, A. N. (2012). Curriculum based measures and students of diverse ethnicities. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1343705998

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):

La Riche, Autumn Nicole. “Curriculum based measures and students of diverse ethnicities.” 2012. Thesis, University of Dayton. Accessed September 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1343705998.

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

MLA Handbook (7th Edition):

La Riche, Autumn Nicole. “Curriculum based measures and students of diverse ethnicities.” 2012. Web. 18 Sep 2019.

Vancouver:

La Riche AN. Curriculum based measures and students of diverse ethnicities. [Internet] [Thesis]. University of Dayton; 2012. [cited 2019 Sep 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1343705998.

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

Council of Science Editors:

La Riche AN. Curriculum based measures and students of diverse ethnicities. [Thesis]. University of Dayton; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1343705998

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


The Ohio State University

28. Keyes, Starr E. The Effects of a Computer-Assisted Reading Program on the Oral Reading Fluency, Comprehension, and Generalization of At-Risk, Urban Second-Grade Students.

Degree: PhD, EDU Physical Activity and Educational Services, 2010, The Ohio State University

  This study examined the effectiveness of a computer-assisted reading program, Read Naturally (RN), on the oral reading fluency (ORF), comprehension, and generalization of second… (more)

Subjects/Keywords: Education; Special Education; oral reading fluency; computer-assisted instruction; urban learners; early intervention

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APA (6th Edition):

Keyes, S. E. (2010). The Effects of a Computer-Assisted Reading Program on the Oral Reading Fluency, Comprehension, and Generalization of At-Risk, Urban Second-Grade Students. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1280881850

Chicago Manual of Style (16th Edition):

Keyes, Starr E. “The Effects of a Computer-Assisted Reading Program on the Oral Reading Fluency, Comprehension, and Generalization of At-Risk, Urban Second-Grade Students.” 2010. Doctoral Dissertation, The Ohio State University. Accessed September 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280881850.

MLA Handbook (7th Edition):

Keyes, Starr E. “The Effects of a Computer-Assisted Reading Program on the Oral Reading Fluency, Comprehension, and Generalization of At-Risk, Urban Second-Grade Students.” 2010. Web. 18 Sep 2019.

Vancouver:

Keyes SE. The Effects of a Computer-Assisted Reading Program on the Oral Reading Fluency, Comprehension, and Generalization of At-Risk, Urban Second-Grade Students. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2019 Sep 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1280881850.

Council of Science Editors:

Keyes SE. The Effects of a Computer-Assisted Reading Program on the Oral Reading Fluency, Comprehension, and Generalization of At-Risk, Urban Second-Grade Students. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1280881850


Miami University

29. Geer, Meghan Lynn. RESPONSE TO INTERVENTION: INCORPORATING PROBLEM VALIDATION AND INCREASING INTENSITY DESIGNS INTO INTERVENTIONS FOR ORAL READING FLUENCY.

Degree: Specialist in Education, Educational Psychology, 2008, Miami University

 Identifying interventions for improving reading achievement is critical as the Response to Intervention (RTI) model poses a new means of delivering services by identifying at-risk… (more)

Subjects/Keywords: Educational Psychology; school psychology; response to intervention; oral reading fluency interventions; specific learning disability

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APA (6th Edition):

Geer, M. L. (2008). RESPONSE TO INTERVENTION: INCORPORATING PROBLEM VALIDATION AND INCREASING INTENSITY DESIGNS INTO INTERVENTIONS FOR ORAL READING FLUENCY. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1217691358

Chicago Manual of Style (16th Edition):

Geer, Meghan Lynn. “RESPONSE TO INTERVENTION: INCORPORATING PROBLEM VALIDATION AND INCREASING INTENSITY DESIGNS INTO INTERVENTIONS FOR ORAL READING FLUENCY.” 2008. Doctoral Dissertation, Miami University. Accessed September 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1217691358.

MLA Handbook (7th Edition):

Geer, Meghan Lynn. “RESPONSE TO INTERVENTION: INCORPORATING PROBLEM VALIDATION AND INCREASING INTENSITY DESIGNS INTO INTERVENTIONS FOR ORAL READING FLUENCY.” 2008. Web. 18 Sep 2019.

Vancouver:

Geer ML. RESPONSE TO INTERVENTION: INCORPORATING PROBLEM VALIDATION AND INCREASING INTENSITY DESIGNS INTO INTERVENTIONS FOR ORAL READING FLUENCY. [Internet] [Doctoral dissertation]. Miami University; 2008. [cited 2019 Sep 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1217691358.

Council of Science Editors:

Geer ML. RESPONSE TO INTERVENTION: INCORPORATING PROBLEM VALIDATION AND INCREASING INTENSITY DESIGNS INTO INTERVENTIONS FOR ORAL READING FLUENCY. [Doctoral Dissertation]. Miami University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1217691358


Western Kentucky University

30. Guthrie, Regina Martin. Effectiveness of Repeated Reading and Error Correction Strategies on the Reading Fluency Skills of Students with Autism Spectrum Disorder.

Degree: Doctor of Psychology, Doctor of Psychology in Applied Psychology, 2017, Western Kentucky University

  As the incidence rate of children with Autism Spectrum Disorder (ASD) appears to increase, the need for evidence-based reading interventions for these students, which… (more)

Subjects/Keywords: single subject design; oral reading fluency; academic intervention;

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

APA (6th Edition):

Guthrie, R. M. (2017). Effectiveness of Repeated Reading and Error Correction Strategies on the Reading Fluency Skills of Students with Autism Spectrum Disorder. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/136

Chicago Manual of Style (16th Edition):

Guthrie, Regina Martin. “Effectiveness of Repeated Reading and Error Correction Strategies on the Reading Fluency Skills of Students with Autism Spectrum Disorder.” 2017. Doctoral Dissertation, Western Kentucky University. Accessed September 18, 2019. https://digitalcommons.wku.edu/diss/136.

MLA Handbook (7th Edition):

Guthrie, Regina Martin. “Effectiveness of Repeated Reading and Error Correction Strategies on the Reading Fluency Skills of Students with Autism Spectrum Disorder.” 2017. Web. 18 Sep 2019.

Vancouver:

Guthrie RM. Effectiveness of Repeated Reading and Error Correction Strategies on the Reading Fluency Skills of Students with Autism Spectrum Disorder. [Internet] [Doctoral dissertation]. Western Kentucky University; 2017. [cited 2019 Sep 18]. Available from: https://digitalcommons.wku.edu/diss/136.

Council of Science Editors:

Guthrie RM. Effectiveness of Repeated Reading and Error Correction Strategies on the Reading Fluency Skills of Students with Autism Spectrum Disorder. [Doctoral Dissertation]. Western Kentucky University; 2017. Available from: https://digitalcommons.wku.edu/diss/136

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