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You searched for subject:(reading achievement). Showing records 1 – 30 of 410 total matches.

[1] [2] [3] [4] [5] … [14]

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Texas A&M University

1. Ji, Xuejun. Examining the Influence of Early Home Literacy Environment and Socioemotional Competence Development on Reading Achievement.

Degree: PhD, Curriculum and Instruction, 2017, Texas A&M University

 The purpose of this study is to (1) identify the underlying types of home literacy environment (HLE) and their effects on early reading achievement, (2)… (more)

Subjects/Keywords: Home Literacy Achievement; Reading Achievement

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APA (6th Edition):

Ji, X. (2017). Examining the Influence of Early Home Literacy Environment and Socioemotional Competence Development on Reading Achievement. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/166088

Chicago Manual of Style (16th Edition):

Ji, Xuejun. “Examining the Influence of Early Home Literacy Environment and Socioemotional Competence Development on Reading Achievement.” 2017. Doctoral Dissertation, Texas A&M University. Accessed February 17, 2020. http://hdl.handle.net/1969.1/166088.

MLA Handbook (7th Edition):

Ji, Xuejun. “Examining the Influence of Early Home Literacy Environment and Socioemotional Competence Development on Reading Achievement.” 2017. Web. 17 Feb 2020.

Vancouver:

Ji X. Examining the Influence of Early Home Literacy Environment and Socioemotional Competence Development on Reading Achievement. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1969.1/166088.

Council of Science Editors:

Ji X. Examining the Influence of Early Home Literacy Environment and Socioemotional Competence Development on Reading Achievement. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/166088


Columbia University

2. Bly, Brittany Dianne. The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders.

Degree: 2019, Columbia University

 Researchers and educators agree that reading comprehension and interest in reading are strong predictors of future success in academics. I studied the effects of establishing… (more)

Subjects/Keywords: Reading; Academic achievement; Reading comprehension

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APA (6th Edition):

Bly, B. D. (2019). The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-wh5r-0s50

Chicago Manual of Style (16th Edition):

Bly, Brittany Dianne. “The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders.” 2019. Doctoral Dissertation, Columbia University. Accessed February 17, 2020. https://doi.org/10.7916/d8-wh5r-0s50.

MLA Handbook (7th Edition):

Bly, Brittany Dianne. “The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders.” 2019. Web. 17 Feb 2020.

Vancouver:

Bly BD. The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders. [Internet] [Doctoral dissertation]. Columbia University; 2019. [cited 2020 Feb 17]. Available from: https://doi.org/10.7916/d8-wh5r-0s50.

Council of Science Editors:

Bly BD. The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders. [Doctoral Dissertation]. Columbia University; 2019. Available from: https://doi.org/10.7916/d8-wh5r-0s50


Mississippi State University

3. Bluitt, Angela Delentheia. AN ASSESSMENT OF READING PROGRAMS IN NORTH MISSISSIPPI ELEMENTARY SCHOOLS: A COMPARATIVE ANALYSIS.

Degree: PhD, Leadership and Foundations, 2009, Mississippi State University

  The purpose of this study was to compare the impact of reading programs of students who used the Reading Program One, Reading Program Two,… (more)

Subjects/Keywords: reading achievement; reading programs; elementary

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APA (6th Edition):

Bluitt, A. D. (2009). AN ASSESSMENT OF READING PROGRAMS IN NORTH MISSISSIPPI ELEMENTARY SCHOOLS: A COMPARATIVE ANALYSIS. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-11022009-055346/ ;

Chicago Manual of Style (16th Edition):

Bluitt, Angela Delentheia. “AN ASSESSMENT OF READING PROGRAMS IN NORTH MISSISSIPPI ELEMENTARY SCHOOLS: A COMPARATIVE ANALYSIS.” 2009. Doctoral Dissertation, Mississippi State University. Accessed February 17, 2020. http://sun.library.msstate.edu/ETD-db/theses/available/etd-11022009-055346/ ;.

MLA Handbook (7th Edition):

Bluitt, Angela Delentheia. “AN ASSESSMENT OF READING PROGRAMS IN NORTH MISSISSIPPI ELEMENTARY SCHOOLS: A COMPARATIVE ANALYSIS.” 2009. Web. 17 Feb 2020.

Vancouver:

Bluitt AD. AN ASSESSMENT OF READING PROGRAMS IN NORTH MISSISSIPPI ELEMENTARY SCHOOLS: A COMPARATIVE ANALYSIS. [Internet] [Doctoral dissertation]. Mississippi State University; 2009. [cited 2020 Feb 17]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11022009-055346/ ;.

Council of Science Editors:

Bluitt AD. AN ASSESSMENT OF READING PROGRAMS IN NORTH MISSISSIPPI ELEMENTARY SCHOOLS: A COMPARATIVE ANALYSIS. [Doctoral Dissertation]. Mississippi State University; 2009. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11022009-055346/ ;


Texas A&M University

4. Yulia, Astri. Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals.

Degree: 2013, Texas A&M University

 The purpose of this study is to examine the links between family background and home language factors on English reading achievement among bi/multilingual students. To… (more)

Subjects/Keywords: Bilingualism; Reading Achievement

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APA (6th Edition):

Yulia, A. (2013). Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149440

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):

Yulia, Astri. “Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals.” 2013. Thesis, Texas A&M University. Accessed February 17, 2020. http://hdl.handle.net/1969.1/149440.

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

MLA Handbook (7th Edition):

Yulia, Astri. “Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals.” 2013. Web. 17 Feb 2020.

Vancouver:

Yulia A. Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1969.1/149440.

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

Council of Science Editors:

Yulia A. Linking Family Background and Home Language with English Reading Comprehension amog Bi/Multilinguals. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149440

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


Texas A&M University

5. Mumphord, Karen Monette. Elementary Teachers' Perceptions of Instructional Leadership and Student Achievement.

Degree: 2013, Texas A&M University

 This quantitative study has two purposes. The primary purpose of this study was to investigate how teachers? perceptions of principals? instructional leadership affects student achievement(more)

Subjects/Keywords: instructional leadership; student achievement; perception; reading achievement

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APA (6th Edition):

Mumphord, K. M. (2013). Elementary Teachers' Perceptions of Instructional Leadership and Student Achievement. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149515

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):

Mumphord, Karen Monette. “Elementary Teachers' Perceptions of Instructional Leadership and Student Achievement.” 2013. Thesis, Texas A&M University. Accessed February 17, 2020. http://hdl.handle.net/1969.1/149515.

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

MLA Handbook (7th Edition):

Mumphord, Karen Monette. “Elementary Teachers' Perceptions of Instructional Leadership and Student Achievement.” 2013. Web. 17 Feb 2020.

Vancouver:

Mumphord KM. Elementary Teachers' Perceptions of Instructional Leadership and Student Achievement. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1969.1/149515.

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

Council of Science Editors:

Mumphord KM. Elementary Teachers' Perceptions of Instructional Leadership and Student Achievement. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149515

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


University of Alberta

6. Goudey, Jennifer. A parent involvement intervention with elementary school students: the effectiveness of parent tutoring on reading achievement.

Degree: PhD, Department of Educational Psychology, 2009, University of Alberta

 This study evaluated an intervention that integrated explicit instruction of word recognition strategies within a home tutoring program. A randomized controlled trial paradigm was used… (more)

Subjects/Keywords: Parent tutoring; Reading achievement

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

APA (6th Edition):

Goudey, J. (2009). A parent involvement intervention with elementary school students: the effectiveness of parent tutoring on reading achievement. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/4f16c437b

Chicago Manual of Style (16th Edition):

Goudey, Jennifer. “A parent involvement intervention with elementary school students: the effectiveness of parent tutoring on reading achievement.” 2009. Doctoral Dissertation, University of Alberta. Accessed February 17, 2020. https://era.library.ualberta.ca/files/4f16c437b.

MLA Handbook (7th Edition):

Goudey, Jennifer. “A parent involvement intervention with elementary school students: the effectiveness of parent tutoring on reading achievement.” 2009. Web. 17 Feb 2020.

Vancouver:

Goudey J. A parent involvement intervention with elementary school students: the effectiveness of parent tutoring on reading achievement. [Internet] [Doctoral dissertation]. University of Alberta; 2009. [cited 2020 Feb 17]. Available from: https://era.library.ualberta.ca/files/4f16c437b.

Council of Science Editors:

Goudey J. A parent involvement intervention with elementary school students: the effectiveness of parent tutoring on reading achievement. [Doctoral Dissertation]. University of Alberta; 2009. Available from: https://era.library.ualberta.ca/files/4f16c437b


Penn State University

7. Mason, Amber. Longitudinal and Reciprocal Effects of Primary School Students' Self-Regulation and Achievement.

Degree: 2018, Penn State University

 The purpose of the present study was to examine the longitudinal and reciprocal effects of students self-regulation (as measured by self-control, motivation, and engagement) and… (more)

Subjects/Keywords: self-regulation; math; reading; achievement

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APA (6th Edition):

Mason, A. (2018). Longitudinal and Reciprocal Effects of Primary School Students' Self-Regulation and Achievement. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/15643aem302

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):

Mason, Amber. “Longitudinal and Reciprocal Effects of Primary School Students' Self-Regulation and Achievement.” 2018. Thesis, Penn State University. Accessed February 17, 2020. https://etda.libraries.psu.edu/catalog/15643aem302.

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

MLA Handbook (7th Edition):

Mason, Amber. “Longitudinal and Reciprocal Effects of Primary School Students' Self-Regulation and Achievement.” 2018. Web. 17 Feb 2020.

Vancouver:

Mason A. Longitudinal and Reciprocal Effects of Primary School Students' Self-Regulation and Achievement. [Internet] [Thesis]. Penn State University; 2018. [cited 2020 Feb 17]. Available from: https://etda.libraries.psu.edu/catalog/15643aem302.

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

Council of Science Editors:

Mason A. Longitudinal and Reciprocal Effects of Primary School Students' Self-Regulation and Achievement. [Thesis]. Penn State University; 2018. Available from: https://etda.libraries.psu.edu/catalog/15643aem302

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


University of Florida

8. Goff, Lauren C. Defying the Odds A Case Study of a Title 1 Middle School's Sharp Increase in Reading and Writing Proficiency for Free and Reduced Lunch Students.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2017, University of Florida

 While all students can achieve at high levels, high poverty schools tend to be associated with low achievement across the nation. This qualitative case study… (more)

Subjects/Keywords: achievement  – literacy  – reading  – writing

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APA (6th Edition):

Goff, L. C. (2017). Defying the Odds A Case Study of a Title 1 Middle School's Sharp Increase in Reading and Writing Proficiency for Free and Reduced Lunch Students. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0051750

Chicago Manual of Style (16th Edition):

Goff, Lauren C. “Defying the Odds A Case Study of a Title 1 Middle School's Sharp Increase in Reading and Writing Proficiency for Free and Reduced Lunch Students.” 2017. Doctoral Dissertation, University of Florida. Accessed February 17, 2020. http://ufdc.ufl.edu/UFE0051750.

MLA Handbook (7th Edition):

Goff, Lauren C. “Defying the Odds A Case Study of a Title 1 Middle School's Sharp Increase in Reading and Writing Proficiency for Free and Reduced Lunch Students.” 2017. Web. 17 Feb 2020.

Vancouver:

Goff LC. Defying the Odds A Case Study of a Title 1 Middle School's Sharp Increase in Reading and Writing Proficiency for Free and Reduced Lunch Students. [Internet] [Doctoral dissertation]. University of Florida; 2017. [cited 2020 Feb 17]. Available from: http://ufdc.ufl.edu/UFE0051750.

Council of Science Editors:

Goff LC. Defying the Odds A Case Study of a Title 1 Middle School's Sharp Increase in Reading and Writing Proficiency for Free and Reduced Lunch Students. [Doctoral Dissertation]. University of Florida; 2017. Available from: http://ufdc.ufl.edu/UFE0051750


SUNY College at Brockport

9. Tramonto, Sharon A. Differentiation in the Elementary School Reading Program and Student Achievement.

Degree: MSEd, Education and Human Development, 2013, SUNY College at Brockport

  Abstract Differentiated instruction ensures that the instructional needs of all students are met. Students are given work that is at their level. Differentiation is… (more)

Subjects/Keywords: Differentiation; Reading Program; Student Achievement

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APA (6th Edition):

Tramonto, S. A. (2013). Differentiation in the Elementary School Reading Program and Student Achievement. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/208

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):

Tramonto, Sharon A. “Differentiation in the Elementary School Reading Program and Student Achievement.” 2013. Thesis, SUNY College at Brockport. Accessed February 17, 2020. https://digitalcommons.brockport.edu/ehd_theses/208.

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

MLA Handbook (7th Edition):

Tramonto, Sharon A. “Differentiation in the Elementary School Reading Program and Student Achievement.” 2013. Web. 17 Feb 2020.

Vancouver:

Tramonto SA. Differentiation in the Elementary School Reading Program and Student Achievement. [Internet] [Thesis]. SUNY College at Brockport; 2013. [cited 2020 Feb 17]. Available from: https://digitalcommons.brockport.edu/ehd_theses/208.

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

Council of Science Editors:

Tramonto SA. Differentiation in the Elementary School Reading Program and Student Achievement. [Thesis]. SUNY College at Brockport; 2013. Available from: https://digitalcommons.brockport.edu/ehd_theses/208

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


University of Waikato

10. Roser, Monique. The ‘iPadagogy’ of Reading: Exploring the influence iPads have on student achievement and perceived learning and engagement in middle school reading.

Degree: 2016, University of Waikato

 The increase in accessibility and demand for portable computers and tablets has seen literacy in schools begin a metamorphic transformation. This change has, and still… (more)

Subjects/Keywords: iPad; Reading Achievement; Student Engagement

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APA (6th Edition):

Roser, M. (2016). The ‘iPadagogy’ of Reading: Exploring the influence iPads have on student achievement and perceived learning and engagement in middle school reading. (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/10800

Chicago Manual of Style (16th Edition):

Roser, Monique. “The ‘iPadagogy’ of Reading: Exploring the influence iPads have on student achievement and perceived learning and engagement in middle school reading. ” 2016. Masters Thesis, University of Waikato. Accessed February 17, 2020. http://hdl.handle.net/10289/10800.

MLA Handbook (7th Edition):

Roser, Monique. “The ‘iPadagogy’ of Reading: Exploring the influence iPads have on student achievement and perceived learning and engagement in middle school reading. ” 2016. Web. 17 Feb 2020.

Vancouver:

Roser M. The ‘iPadagogy’ of Reading: Exploring the influence iPads have on student achievement and perceived learning and engagement in middle school reading. [Internet] [Masters thesis]. University of Waikato; 2016. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/10289/10800.

Council of Science Editors:

Roser M. The ‘iPadagogy’ of Reading: Exploring the influence iPads have on student achievement and perceived learning and engagement in middle school reading. [Masters Thesis]. University of Waikato; 2016. Available from: http://hdl.handle.net/10289/10800


Columbia University

11. Gentilini, Lara. Establishment of Conditioned Reinforcement for Reading Content and Effects on Reading Achievement for Early-Elementary Students.

Degree: 2019, Columbia University

Reading interest is a significant predictor of reading achievement, with effects on both reading comprehension and vocabulary. We measured students’ interest in reading as an… (more)

Subjects/Keywords: Reading; Academic achievement; Reinforcement (Psychology); Reading interests

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APA (6th Edition):

Gentilini, L. (2019). Establishment of Conditioned Reinforcement for Reading Content and Effects on Reading Achievement for Early-Elementary Students. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-3zxz-8h36

Chicago Manual of Style (16th Edition):

Gentilini, Lara. “Establishment of Conditioned Reinforcement for Reading Content and Effects on Reading Achievement for Early-Elementary Students.” 2019. Doctoral Dissertation, Columbia University. Accessed February 17, 2020. https://doi.org/10.7916/d8-3zxz-8h36.

MLA Handbook (7th Edition):

Gentilini, Lara. “Establishment of Conditioned Reinforcement for Reading Content and Effects on Reading Achievement for Early-Elementary Students.” 2019. Web. 17 Feb 2020.

Vancouver:

Gentilini L. Establishment of Conditioned Reinforcement for Reading Content and Effects on Reading Achievement for Early-Elementary Students. [Internet] [Doctoral dissertation]. Columbia University; 2019. [cited 2020 Feb 17]. Available from: https://doi.org/10.7916/d8-3zxz-8h36.

Council of Science Editors:

Gentilini L. Establishment of Conditioned Reinforcement for Reading Content and Effects on Reading Achievement for Early-Elementary Students. [Doctoral Dissertation]. Columbia University; 2019. Available from: https://doi.org/10.7916/d8-3zxz-8h36

12. Gonzalez-Garcia, Frances L. An impact evaluation of active learning literacy charts on student reading outcomes .

Degree: 2014, Texas A&M University – Corpus Christi

 Over the past few decades, research has provided the education sector a great deal of information pertinent to comprehension instruction. An alarming reoccurrence in today's… (more)

Subjects/Keywords: Curriculum; Literacy Charts; Primary Readers; Reading Achievement; Reading Motivation; Reading Outcomes

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APA (6th Edition):

Gonzalez-Garcia, F. L. (2014). An impact evaluation of active learning literacy charts on student reading outcomes . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/615

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):

Gonzalez-Garcia, Frances L. “An impact evaluation of active learning literacy charts on student reading outcomes .” 2014. Thesis, Texas A&M University – Corpus Christi. Accessed February 17, 2020. http://hdl.handle.net/1969.6/615.

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

MLA Handbook (7th Edition):

Gonzalez-Garcia, Frances L. “An impact evaluation of active learning literacy charts on student reading outcomes .” 2014. Web. 17 Feb 2020.

Vancouver:

Gonzalez-Garcia FL. An impact evaluation of active learning literacy charts on student reading outcomes . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2014. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1969.6/615.

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

Council of Science Editors:

Gonzalez-Garcia FL. An impact evaluation of active learning literacy charts on student reading outcomes . [Thesis]. Texas A&M University – Corpus Christi; 2014. Available from: http://hdl.handle.net/1969.6/615

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

13. Peterson, Erin Sullivan. Investigating The Relationship Between Elementary Students' Motivation To Read And Academic Achievement In Reading.

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

  Researchers have found that motivation has a significant positive effect on the success students experience in reading. A concern is that students are not… (more)

Subjects/Keywords: elementary students; expectancy-value theory; reading; reading achievement; reading motivation; reading strategies

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APA (6th Edition):

Peterson, E. S. (2015). Investigating The Relationship Between Elementary Students' Motivation To Read And Academic Achievement In Reading. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1824

Chicago Manual of Style (16th Edition):

Peterson, Erin Sullivan. “Investigating The Relationship Between Elementary Students' Motivation To Read And Academic Achievement In Reading.” 2015. Doctoral Dissertation, University of North Dakota. Accessed February 17, 2020. https://commons.und.edu/theses/1824.

MLA Handbook (7th Edition):

Peterson, Erin Sullivan. “Investigating The Relationship Between Elementary Students' Motivation To Read And Academic Achievement In Reading.” 2015. Web. 17 Feb 2020.

Vancouver:

Peterson ES. Investigating The Relationship Between Elementary Students' Motivation To Read And Academic Achievement In Reading. [Internet] [Doctoral dissertation]. University of North Dakota; 2015. [cited 2020 Feb 17]. Available from: https://commons.und.edu/theses/1824.

Council of Science Editors:

Peterson ES. Investigating The Relationship Between Elementary Students' Motivation To Read And Academic Achievement In Reading. [Doctoral Dissertation]. University of North Dakota; 2015. Available from: https://commons.und.edu/theses/1824


University of Alberta

14. Dunn, Kristy L. Examining the Role of PASS Processes in Gifted Reading Performance.

Degree: MEd, Department of Educational Psychology, 2016, University of Alberta

 The purpose of the present study was twofold: (a) to examine what cognitive processes differentiate between gifted readers and controls, and (b) to examine the… (more)

Subjects/Keywords: cognitive processes; giftedness; reading achievement; PASS theory

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APA (6th Edition):

Dunn, K. L. (2016). Examining the Role of PASS Processes in Gifted Reading Performance. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/cbz60cw450

Chicago Manual of Style (16th Edition):

Dunn, Kristy L. “Examining the Role of PASS Processes in Gifted Reading Performance.” 2016. Masters Thesis, University of Alberta. Accessed February 17, 2020. https://era.library.ualberta.ca/files/cbz60cw450.

MLA Handbook (7th Edition):

Dunn, Kristy L. “Examining the Role of PASS Processes in Gifted Reading Performance.” 2016. Web. 17 Feb 2020.

Vancouver:

Dunn KL. Examining the Role of PASS Processes in Gifted Reading Performance. [Internet] [Masters thesis]. University of Alberta; 2016. [cited 2020 Feb 17]. Available from: https://era.library.ualberta.ca/files/cbz60cw450.

Council of Science Editors:

Dunn KL. Examining the Role of PASS Processes in Gifted Reading Performance. [Masters Thesis]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/cbz60cw450


Louisiana State University

15. Morgan, Johnny W. The influence of selected demographic characteristics on the reading ability of fourth grade students in Louisiana.

Degree: PhD, Human Resources Management, 2011, Louisiana State University

 The primary purpose of this study was to determine the influence of selected demographic characteristics on the reading ability of fourth grade students in Louisiana.… (more)

Subjects/Keywords: Louisiana; fourth-grade; literacy; achievement; reading

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

APA (6th Edition):

Morgan, J. W. (2011). The influence of selected demographic characteristics on the reading ability of fourth grade students in Louisiana. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07012011-113432 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2118

Chicago Manual of Style (16th Edition):

Morgan, Johnny W. “The influence of selected demographic characteristics on the reading ability of fourth grade students in Louisiana.” 2011. Doctoral Dissertation, Louisiana State University. Accessed February 17, 2020. etd-07012011-113432 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2118.

MLA Handbook (7th Edition):

Morgan, Johnny W. “The influence of selected demographic characteristics on the reading ability of fourth grade students in Louisiana.” 2011. Web. 17 Feb 2020.

Vancouver:

Morgan JW. The influence of selected demographic characteristics on the reading ability of fourth grade students in Louisiana. [Internet] [Doctoral dissertation]. Louisiana State University; 2011. [cited 2020 Feb 17]. Available from: etd-07012011-113432 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2118.

Council of Science Editors:

Morgan JW. The influence of selected demographic characteristics on the reading ability of fourth grade students in Louisiana. [Doctoral Dissertation]. Louisiana State University; 2011. Available from: etd-07012011-113432 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2118


University of Southern California

16. Lim, Hyo Jin. A longitudinal investigation of reading in high-stakes tests for adolescent English language learners.

Degree: PhD, Education, 2010, University of Southern California

 The present study investigated longitudinal changes of the reading achievement among schools populated with English learners. It also examined the heterogeneity in the English learners… (more)

Subjects/Keywords: English language learners; reading achievement; longitudinal investigation

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

APA (6th Edition):

Lim, H. J. (2010). A longitudinal investigation of reading in high-stakes tests for adolescent English language learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313690/rec/230

Chicago Manual of Style (16th Edition):

Lim, Hyo Jin. “A longitudinal investigation of reading in high-stakes tests for adolescent English language learners.” 2010. Doctoral Dissertation, University of Southern California. Accessed February 17, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313690/rec/230.

MLA Handbook (7th Edition):

Lim, Hyo Jin. “A longitudinal investigation of reading in high-stakes tests for adolescent English language learners.” 2010. Web. 17 Feb 2020.

Vancouver:

Lim HJ. A longitudinal investigation of reading in high-stakes tests for adolescent English language learners. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Feb 17]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313690/rec/230.

Council of Science Editors:

Lim HJ. A longitudinal investigation of reading in high-stakes tests for adolescent English language learners. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/313690/rec/230


University of Wisconsin – La Cross

17. Voit, Amber. Reading self-efficacy in elementary-age students.

Degree: 2010, University of Wisconsin – La Cross

Reading self-efficacy can have a significant impact on school achievement. Through self-efficacy awareness, school psychologists and other school professionals will be able to identify certain… (more)

Subjects/Keywords: Academic achievement; Self-efficacy; Reading (Elementary)

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

APA (6th Edition):

Voit, A. (2010). Reading self-efficacy in elementary-age students. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/53264

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):

Voit, Amber. “Reading self-efficacy in elementary-age students.” 2010. Thesis, University of Wisconsin – La Cross. Accessed February 17, 2020. http://digital.library.wisc.edu/1793/53264.

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

MLA Handbook (7th Edition):

Voit, Amber. “Reading self-efficacy in elementary-age students.” 2010. Web. 17 Feb 2020.

Vancouver:

Voit A. Reading self-efficacy in elementary-age students. [Internet] [Thesis]. University of Wisconsin – La Cross; 2010. [cited 2020 Feb 17]. Available from: http://digital.library.wisc.edu/1793/53264.

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

Council of Science Editors:

Voit A. Reading self-efficacy in elementary-age students. [Thesis]. University of Wisconsin – La Cross; 2010. Available from: http://digital.library.wisc.edu/1793/53264

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


Mississippi State University

18. Waddell, Suzanne McKee. THE IMPACT OF THE ACCELERATED READER SOFTWARE ON THE READING ACHIEVEMENT OF THIRD GRADE STUDENTS IN A RURAL SOUTHEASTERN MISSISSIPPI SCHOOL DISTRICT.

Degree: PhD, Instructional Systems and Workforce Development, 2010, Mississippi State University

  This study was conducted to determine if a significant difference existed based on the reading achievement of 3rd grade students as measured by the… (more)

Subjects/Keywords: accelerated reader; literacy assessments; reading achievement

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

APA (6th Edition):

Waddell, S. M. (2010). THE IMPACT OF THE ACCELERATED READER SOFTWARE ON THE READING ACHIEVEMENT OF THIRD GRADE STUDENTS IN A RURAL SOUTHEASTERN MISSISSIPPI SCHOOL DISTRICT. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-11032010-130239/ ;

Chicago Manual of Style (16th Edition):

Waddell, Suzanne McKee. “THE IMPACT OF THE ACCELERATED READER SOFTWARE ON THE READING ACHIEVEMENT OF THIRD GRADE STUDENTS IN A RURAL SOUTHEASTERN MISSISSIPPI SCHOOL DISTRICT.” 2010. Doctoral Dissertation, Mississippi State University. Accessed February 17, 2020. http://sun.library.msstate.edu/ETD-db/theses/available/etd-11032010-130239/ ;.

MLA Handbook (7th Edition):

Waddell, Suzanne McKee. “THE IMPACT OF THE ACCELERATED READER SOFTWARE ON THE READING ACHIEVEMENT OF THIRD GRADE STUDENTS IN A RURAL SOUTHEASTERN MISSISSIPPI SCHOOL DISTRICT.” 2010. Web. 17 Feb 2020.

Vancouver:

Waddell SM. THE IMPACT OF THE ACCELERATED READER SOFTWARE ON THE READING ACHIEVEMENT OF THIRD GRADE STUDENTS IN A RURAL SOUTHEASTERN MISSISSIPPI SCHOOL DISTRICT. [Internet] [Doctoral dissertation]. Mississippi State University; 2010. [cited 2020 Feb 17]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11032010-130239/ ;.

Council of Science Editors:

Waddell SM. THE IMPACT OF THE ACCELERATED READER SOFTWARE ON THE READING ACHIEVEMENT OF THIRD GRADE STUDENTS IN A RURAL SOUTHEASTERN MISSISSIPPI SCHOOL DISTRICT. [Doctoral Dissertation]. Mississippi State University; 2010. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11032010-130239/ ;


Rutgers University

19. Osterbye, Renee R. Early readers' perceptions of "good" reading and of themselves as readers.

Degree: Early Childhood/Elementary Education, 2016, Rutgers University

Subjects/Keywords: Academic achievement; Reading

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APA (6th Edition):

Osterbye, R. R. (2016). Early readers' perceptions of "good" reading and of themselves as readers. (Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/49132/

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):

Osterbye, Renee R. “Early readers' perceptions of "good" reading and of themselves as readers.” 2016. Thesis, Rutgers University. Accessed February 17, 2020. https://rucore.libraries.rutgers.edu/rutgers-lib/49132/.

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

MLA Handbook (7th Edition):

Osterbye, Renee R. “Early readers' perceptions of "good" reading and of themselves as readers.” 2016. Web. 17 Feb 2020.

Vancouver:

Osterbye RR. Early readers' perceptions of "good" reading and of themselves as readers. [Internet] [Thesis]. Rutgers University; 2016. [cited 2020 Feb 17]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/49132/.

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

Council of Science Editors:

Osterbye RR. Early readers' perceptions of "good" reading and of themselves as readers. [Thesis]. Rutgers University; 2016. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/49132/

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


University of Alberta

20. Loerke, Karen G. Persistent and Contradictory Comparative Claims of Boys' and Girls' Reading Achievement: A Historical Interpretive Approach.

Degree: PhD, Department of Elementary Education, 2012, University of Alberta

 ABSTRACT Persistent and contradictory claims that boys are not doing as well as girls in reading achievement have been made since the time of compulsory… (more)

Subjects/Keywords: Historical interpretation of gender differences and reading achievement; Gender differences and reading achievement,

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APA (6th Edition):

Loerke, K. G. (2012). Persistent and Contradictory Comparative Claims of Boys' and Girls' Reading Achievement: A Historical Interpretive Approach. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/zw12z652z

Chicago Manual of Style (16th Edition):

Loerke, Karen G. “Persistent and Contradictory Comparative Claims of Boys' and Girls' Reading Achievement: A Historical Interpretive Approach.” 2012. Doctoral Dissertation, University of Alberta. Accessed February 17, 2020. https://era.library.ualberta.ca/files/zw12z652z.

MLA Handbook (7th Edition):

Loerke, Karen G. “Persistent and Contradictory Comparative Claims of Boys' and Girls' Reading Achievement: A Historical Interpretive Approach.” 2012. Web. 17 Feb 2020.

Vancouver:

Loerke KG. Persistent and Contradictory Comparative Claims of Boys' and Girls' Reading Achievement: A Historical Interpretive Approach. [Internet] [Doctoral dissertation]. University of Alberta; 2012. [cited 2020 Feb 17]. Available from: https://era.library.ualberta.ca/files/zw12z652z.

Council of Science Editors:

Loerke KG. Persistent and Contradictory Comparative Claims of Boys' and Girls' Reading Achievement: A Historical Interpretive Approach. [Doctoral Dissertation]. University of Alberta; 2012. Available from: https://era.library.ualberta.ca/files/zw12z652z


Mississippi State University

21. Lacy, Sharone Sanders. THE IMPACT OF AFTERSCHOOL TUTORING ON READING ACHIEVEMENT OF ELEMENTARY STUDENTS IN A MISSISSIPPI RURAL SCHOOL SETTING.

Degree: PhD, Curriculum, Instruction and Special Education, 2011, Mississippi State University

 The purpose of this study was to determine what impact a No Child Left Behind-related afterschool tutoring program had on reading achievement of elementary students… (more)

Subjects/Keywords: afterschool tutoring; supplemental educational services; student achievement; reading achievement

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APA (6th Edition):

Lacy, S. S. (2011). THE IMPACT OF AFTERSCHOOL TUTORING ON READING ACHIEVEMENT OF ELEMENTARY STUDENTS IN A MISSISSIPPI RURAL SCHOOL SETTING. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-03292011-170147/ ;

Chicago Manual of Style (16th Edition):

Lacy, Sharone Sanders. “THE IMPACT OF AFTERSCHOOL TUTORING ON READING ACHIEVEMENT OF ELEMENTARY STUDENTS IN A MISSISSIPPI RURAL SCHOOL SETTING.” 2011. Doctoral Dissertation, Mississippi State University. Accessed February 17, 2020. http://sun.library.msstate.edu/ETD-db/theses/available/etd-03292011-170147/ ;.

MLA Handbook (7th Edition):

Lacy, Sharone Sanders. “THE IMPACT OF AFTERSCHOOL TUTORING ON READING ACHIEVEMENT OF ELEMENTARY STUDENTS IN A MISSISSIPPI RURAL SCHOOL SETTING.” 2011. Web. 17 Feb 2020.

Vancouver:

Lacy SS. THE IMPACT OF AFTERSCHOOL TUTORING ON READING ACHIEVEMENT OF ELEMENTARY STUDENTS IN A MISSISSIPPI RURAL SCHOOL SETTING. [Internet] [Doctoral dissertation]. Mississippi State University; 2011. [cited 2020 Feb 17]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03292011-170147/ ;.

Council of Science Editors:

Lacy SS. THE IMPACT OF AFTERSCHOOL TUTORING ON READING ACHIEVEMENT OF ELEMENTARY STUDENTS IN A MISSISSIPPI RURAL SCHOOL SETTING. [Doctoral Dissertation]. Mississippi State University; 2011. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-03292011-170147/ ;

22. Ridder, Jessica. Evaluating the Correlations Between Teacher–Student Relationships, Friendship, and Reading and Writing Achievement.

Degree: MSin Early Childhood and Family Development, Early Childhood and Family Development, 2018, Missouri State University

  The purpose of this correlational study is to assess the extent to which teacher–student relationships, children’s friendship, writing scores and reading scores are related… (more)

Subjects/Keywords: teacher–student relationships; friendship; academic achievement; reading achievement; writing achievement; elementary school; Education

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APA (6th Edition):

Ridder, J. (2018). Evaluating the Correlations Between Teacher–Student Relationships, Friendship, and Reading and Writing Achievement. (Masters Thesis). Missouri State University. Retrieved from https://bearworks.missouristate.edu/theses/3315

Chicago Manual of Style (16th Edition):

Ridder, Jessica. “Evaluating the Correlations Between Teacher–Student Relationships, Friendship, and Reading and Writing Achievement.” 2018. Masters Thesis, Missouri State University. Accessed February 17, 2020. https://bearworks.missouristate.edu/theses/3315.

MLA Handbook (7th Edition):

Ridder, Jessica. “Evaluating the Correlations Between Teacher–Student Relationships, Friendship, and Reading and Writing Achievement.” 2018. Web. 17 Feb 2020.

Vancouver:

Ridder J. Evaluating the Correlations Between Teacher–Student Relationships, Friendship, and Reading and Writing Achievement. [Internet] [Masters thesis]. Missouri State University; 2018. [cited 2020 Feb 17]. Available from: https://bearworks.missouristate.edu/theses/3315.

Council of Science Editors:

Ridder J. Evaluating the Correlations Between Teacher–Student Relationships, Friendship, and Reading and Writing Achievement. [Masters Thesis]. Missouri State University; 2018. Available from: https://bearworks.missouristate.edu/theses/3315


Temple University

23. Hood, Nicholas Robert. Under which conditions does reading attitude most influence reading achievement?.

Degree: PhD, 2015, Temple University

Educational Psychology

Reading is an essential skill for academic and workforce success; however, recent data-driven accountability initiatives have led to schools’ overreliance on reading achievement(more)

Subjects/Keywords: Education; Educational psychology;

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APA (6th Edition):

Hood, N. R. (2015). Under which conditions does reading attitude most influence reading achievement?. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,339022

Chicago Manual of Style (16th Edition):

Hood, Nicholas Robert. “Under which conditions does reading attitude most influence reading achievement?.” 2015. Doctoral Dissertation, Temple University. Accessed February 17, 2020. http://digital.library.temple.edu/u?/p245801coll10,339022.

MLA Handbook (7th Edition):

Hood, Nicholas Robert. “Under which conditions does reading attitude most influence reading achievement?.” 2015. Web. 17 Feb 2020.

Vancouver:

Hood NR. Under which conditions does reading attitude most influence reading achievement?. [Internet] [Doctoral dissertation]. Temple University; 2015. [cited 2020 Feb 17]. Available from: http://digital.library.temple.edu/u?/p245801coll10,339022.

Council of Science Editors:

Hood NR. Under which conditions does reading attitude most influence reading achievement?. [Doctoral Dissertation]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,339022


Texas A&M University

24. Su, Jung-Hsuan. 11th Grade Students' English Reading Motivation, Language Problems and Reading Achievement in Taiwan.

Degree: 2012, Texas A&M University

 Motivation has been viewed as a very influential factor to successful reading for English as foreign language learners. Learners can be motivated to read English… (more)

Subjects/Keywords: English reading motivation; English language problems; reading achievement; EFL learners

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APA (6th Edition):

Su, J. (2012). 11th Grade Students' English Reading Motivation, Language Problems and Reading Achievement in Taiwan. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11187

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):

Su, Jung-Hsuan. “11th Grade Students' English Reading Motivation, Language Problems and Reading Achievement in Taiwan.” 2012. Thesis, Texas A&M University. Accessed February 17, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11187.

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

MLA Handbook (7th Edition):

Su, Jung-Hsuan. “11th Grade Students' English Reading Motivation, Language Problems and Reading Achievement in Taiwan.” 2012. Web. 17 Feb 2020.

Vancouver:

Su J. 11th Grade Students' English Reading Motivation, Language Problems and Reading Achievement in Taiwan. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11187.

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

Council of Science Editors:

Su J. 11th Grade Students' English Reading Motivation, Language Problems and Reading Achievement in Taiwan. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11187

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


Oklahoma State University

25. Waldvogel, Steven John. Examining the Effectiveness of a Multi-sensory Instructional Reading Program in One Rural Midwestern School District.

Degree: School of Teaching and Curriculum Leadership, 2010, Oklahoma State University

 The purpose of this research study was to examine the effectiveness of an (IMSE) Orton-Gillingham based multi-sensory instructional reading program when incorporated with kindergarten through… (more)

Subjects/Keywords: instruction; multi-sensory; orton-gillingham; phonics; reading; reading achievement

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APA (6th Edition):

Waldvogel, S. J. (2010). Examining the Effectiveness of a Multi-sensory Instructional Reading Program in One Rural Midwestern School District. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7608

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):

Waldvogel, Steven John. “Examining the Effectiveness of a Multi-sensory Instructional Reading Program in One Rural Midwestern School District.” 2010. Thesis, Oklahoma State University. Accessed February 17, 2020. http://hdl.handle.net/11244/7608.

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

MLA Handbook (7th Edition):

Waldvogel, Steven John. “Examining the Effectiveness of a Multi-sensory Instructional Reading Program in One Rural Midwestern School District.” 2010. Web. 17 Feb 2020.

Vancouver:

Waldvogel SJ. Examining the Effectiveness of a Multi-sensory Instructional Reading Program in One Rural Midwestern School District. [Internet] [Thesis]. Oklahoma State University; 2010. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/11244/7608.

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

Council of Science Editors:

Waldvogel SJ. Examining the Effectiveness of a Multi-sensory Instructional Reading Program in One Rural Midwestern School District. [Thesis]. Oklahoma State University; 2010. Available from: http://hdl.handle.net/11244/7608

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


Virginia Commonwealth University

26. Guns, Christine. A COMPARISON OF LITERATURE-BASED AND CONTENT-BASED GUIDED READING MATERIALS ON ELEMENTARY STUDENT READING AND SCIENCE ACHIEVEMENT.

Degree: PhD, Education, 2012, Virginia Commonwealth University

 Guided reading, as developed by Fountas and Pinnell (2001), has been a staple of elementary reading programs for the past decade. Teachers in the elementary… (more)

Subjects/Keywords: guided reading; integration; science; reading; student achievement; elementary; Education

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APA (6th Edition):

Guns, C. (2012). A COMPARISON OF LITERATURE-BASED AND CONTENT-BASED GUIDED READING MATERIALS ON ELEMENTARY STUDENT READING AND SCIENCE ACHIEVEMENT. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://doi.org/10.25772/E5DB-ZK53 ; https://scholarscompass.vcu.edu/etd/2893

Chicago Manual of Style (16th Edition):

Guns, Christine. “A COMPARISON OF LITERATURE-BASED AND CONTENT-BASED GUIDED READING MATERIALS ON ELEMENTARY STUDENT READING AND SCIENCE ACHIEVEMENT.” 2012. Doctoral Dissertation, Virginia Commonwealth University. Accessed February 17, 2020. https://doi.org/10.25772/E5DB-ZK53 ; https://scholarscompass.vcu.edu/etd/2893.

MLA Handbook (7th Edition):

Guns, Christine. “A COMPARISON OF LITERATURE-BASED AND CONTENT-BASED GUIDED READING MATERIALS ON ELEMENTARY STUDENT READING AND SCIENCE ACHIEVEMENT.” 2012. Web. 17 Feb 2020.

Vancouver:

Guns C. A COMPARISON OF LITERATURE-BASED AND CONTENT-BASED GUIDED READING MATERIALS ON ELEMENTARY STUDENT READING AND SCIENCE ACHIEVEMENT. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2012. [cited 2020 Feb 17]. Available from: https://doi.org/10.25772/E5DB-ZK53 ; https://scholarscompass.vcu.edu/etd/2893.

Council of Science Editors:

Guns C. A COMPARISON OF LITERATURE-BASED AND CONTENT-BASED GUIDED READING MATERIALS ON ELEMENTARY STUDENT READING AND SCIENCE ACHIEVEMENT. [Doctoral Dissertation]. Virginia Commonwealth University; 2012. Available from: https://doi.org/10.25772/E5DB-ZK53 ; https://scholarscompass.vcu.edu/etd/2893


Arizona State University

27. Lehman, Melanie Hendershot. Scaffolded Self-Selected Reading.

Degree: EdD, Leadership and Innovation, 2011, Arizona State University

 The federal No Child Left Behind Act has set the goal that all students in every state shall be proficient in reading by 2014. Arizona… (more)

Subjects/Keywords: Reading Instruction; Elementary Education; Education, General; reading achievement; reading comprehension strategies; reading motivation; scaffolded self-selected reading; SSR; transactional strategy instruction

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APA (6th Edition):

Lehman, M. H. (2011). Scaffolded Self-Selected Reading. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/8865

Chicago Manual of Style (16th Edition):

Lehman, Melanie Hendershot. “Scaffolded Self-Selected Reading.” 2011. Doctoral Dissertation, Arizona State University. Accessed February 17, 2020. http://repository.asu.edu/items/8865.

MLA Handbook (7th Edition):

Lehman, Melanie Hendershot. “Scaffolded Self-Selected Reading.” 2011. Web. 17 Feb 2020.

Vancouver:

Lehman MH. Scaffolded Self-Selected Reading. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2020 Feb 17]. Available from: http://repository.asu.edu/items/8865.

Council of Science Editors:

Lehman MH. Scaffolded Self-Selected Reading. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/8865


Temple University

28. 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 February 17, 2020. 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. 17 Feb 2020.

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 2020 Feb 17]. 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


Liberty University

29. Smith, Hamilton Elijah. A Causal-Comparative Analysis of the Effect of Reading Instruction on the Reading Achievement of Third-Grade Students in Title I Elementary Schools.

Degree: 2018, Liberty University

 Title I, Part A (Title I) of the Elementary and Secondary Education Act (ESEA) allocates federal government funds to schools serving low-income families. Title I… (more)

Subjects/Keywords: Title I; Reading Achievement; Reading Instruction; Guided Reading Instruction; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Smith, H. E. (2018). A Causal-Comparative Analysis of the Effect of Reading Instruction on the Reading Achievement of Third-Grade Students in Title I Elementary Schools. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1879

Chicago Manual of Style (16th Edition):

Smith, Hamilton Elijah. “A Causal-Comparative Analysis of the Effect of Reading Instruction on the Reading Achievement of Third-Grade Students in Title I Elementary Schools.” 2018. Doctoral Dissertation, Liberty University. Accessed February 17, 2020. https://digitalcommons.liberty.edu/doctoral/1879.

MLA Handbook (7th Edition):

Smith, Hamilton Elijah. “A Causal-Comparative Analysis of the Effect of Reading Instruction on the Reading Achievement of Third-Grade Students in Title I Elementary Schools.” 2018. Web. 17 Feb 2020.

Vancouver:

Smith HE. A Causal-Comparative Analysis of the Effect of Reading Instruction on the Reading Achievement of Third-Grade Students in Title I Elementary Schools. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2020 Feb 17]. Available from: https://digitalcommons.liberty.edu/doctoral/1879.

Council of Science Editors:

Smith HE. A Causal-Comparative Analysis of the Effect of Reading Instruction on the Reading Achievement of Third-Grade Students in Title I Elementary Schools. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1879


Queens University

30. Chan, Jessica S. Exploring the Role of Prosodic Awareness and Executive Functions in Word Reading and Reading Comprehension: a Study of Cognitive Flexibility in Adult Readers .

Degree: Education, 2013, Queens University

 The current study examined the phonological process of prosodic ability in a model of adult word reading and reading comprehension ability. All phonological tasks involve… (more)

Subjects/Keywords: Executive Function; Cognition; Phonological Processing; Prosody; Adult Readers; Word Reading; Reading Achievement; Reading Comprehension

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

APA (6th Edition):

Chan, J. S. (2013). Exploring the Role of Prosodic Awareness and Executive Functions in Word Reading and Reading Comprehension: a Study of Cognitive Flexibility in Adult Readers . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/8532

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):

Chan, Jessica S. “Exploring the Role of Prosodic Awareness and Executive Functions in Word Reading and Reading Comprehension: a Study of Cognitive Flexibility in Adult Readers .” 2013. Thesis, Queens University. Accessed February 17, 2020. http://hdl.handle.net/1974/8532.

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

MLA Handbook (7th Edition):

Chan, Jessica S. “Exploring the Role of Prosodic Awareness and Executive Functions in Word Reading and Reading Comprehension: a Study of Cognitive Flexibility in Adult Readers .” 2013. Web. 17 Feb 2020.

Vancouver:

Chan JS. Exploring the Role of Prosodic Awareness and Executive Functions in Word Reading and Reading Comprehension: a Study of Cognitive Flexibility in Adult Readers . [Internet] [Thesis]. Queens University; 2013. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1974/8532.

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

Council of Science Editors:

Chan JS. Exploring the Role of Prosodic Awareness and Executive Functions in Word Reading and Reading Comprehension: a Study of Cognitive Flexibility in Adult Readers . [Thesis]. Queens University; 2013. Available from: http://hdl.handle.net/1974/8532

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

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