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You searched for subject:(reading comprehension strategy). Showing records 1 – 30 of 63 total matches.

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University of Minnesota

1. Scholin, Sarah E. Direct and indirect effects of textbook modality on adolescents' reading engagement and comprehension.

Degree: PhD, Educational Psychology, 2013, University of Minnesota

 This research evaluated the affordances of iPads related to adolescent comprehension and engagement. Specific research questions were guided by a framework of reading engagement in… (more)

Subjects/Keywords: iPads; Reading comprehension; Reading engagement; Reading motivation; Strategy use

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APA (6th Edition):

Scholin, S. E. (2013). Direct and indirect effects of textbook modality on adolescents' reading engagement and comprehension. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/156186

Chicago Manual of Style (16th Edition):

Scholin, Sarah E. “Direct and indirect effects of textbook modality on adolescents' reading engagement and comprehension.” 2013. Doctoral Dissertation, University of Minnesota. Accessed November 21, 2019. http://purl.umn.edu/156186.

MLA Handbook (7th Edition):

Scholin, Sarah E. “Direct and indirect effects of textbook modality on adolescents' reading engagement and comprehension.” 2013. Web. 21 Nov 2019.

Vancouver:

Scholin SE. Direct and indirect effects of textbook modality on adolescents' reading engagement and comprehension. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2019 Nov 21]. Available from: http://purl.umn.edu/156186.

Council of Science Editors:

Scholin SE. Direct and indirect effects of textbook modality on adolescents' reading engagement and comprehension. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://purl.umn.edu/156186


University of South Africa

2. Oyetunji, Christianah Oluwatoyin. The effect of reading strategy instruction on L2 teacher trainees' performance .

Degree: 2011, University of South Africa

 At every educational level reading is a powerful tool for academic success because it provides students with access to information. Comprehension is crucial to reading.… (more)

Subjects/Keywords: Reading strategy; Reading strategy intervention; Explicit instruction; L2 reading comprehension and L2 students’ performance

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APA (6th Edition):

Oyetunji, C. O. (2011). The effect of reading strategy instruction on L2 teacher trainees' performance . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/7760

Chicago Manual of Style (16th Edition):

Oyetunji, Christianah Oluwatoyin. “The effect of reading strategy instruction on L2 teacher trainees' performance .” 2011. Masters Thesis, University of South Africa. Accessed November 21, 2019. http://hdl.handle.net/10500/7760.

MLA Handbook (7th Edition):

Oyetunji, Christianah Oluwatoyin. “The effect of reading strategy instruction on L2 teacher trainees' performance .” 2011. Web. 21 Nov 2019.

Vancouver:

Oyetunji CO. The effect of reading strategy instruction on L2 teacher trainees' performance . [Internet] [Masters thesis]. University of South Africa; 2011. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/10500/7760.

Council of Science Editors:

Oyetunji CO. The effect of reading strategy instruction on L2 teacher trainees' performance . [Masters Thesis]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/7760


University of Victoria

3. Hill, Carrie. Exploring Mandarin-speaking English-as-an-additional-language graduate students’ academic reading strategies in three reading modes: paper, e-reading without hypertext, and e-reading with embedded hypertext.

Degree: Department of Linguistics, 2015, University of Victoria

 In the field of English-as-an-additional-language (EAL) reading, numerous studies have investigated EAL learners’ employment of reading strategies, along with its potential relationships with other variables… (more)

Subjects/Keywords: EAL; Second-language; Reading; Comprehension; Strategy; Academic-reading

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APA (6th Edition):

Hill, C. (2015). Exploring Mandarin-speaking English-as-an-additional-language graduate students’ academic reading strategies in three reading modes: paper, e-reading without hypertext, and e-reading with embedded hypertext. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/6684

Chicago Manual of Style (16th Edition):

Hill, Carrie. “Exploring Mandarin-speaking English-as-an-additional-language graduate students’ academic reading strategies in three reading modes: paper, e-reading without hypertext, and e-reading with embedded hypertext.” 2015. Masters Thesis, University of Victoria. Accessed November 21, 2019. http://hdl.handle.net/1828/6684.

MLA Handbook (7th Edition):

Hill, Carrie. “Exploring Mandarin-speaking English-as-an-additional-language graduate students’ academic reading strategies in three reading modes: paper, e-reading without hypertext, and e-reading with embedded hypertext.” 2015. Web. 21 Nov 2019.

Vancouver:

Hill C. Exploring Mandarin-speaking English-as-an-additional-language graduate students’ academic reading strategies in three reading modes: paper, e-reading without hypertext, and e-reading with embedded hypertext. [Internet] [Masters thesis]. University of Victoria; 2015. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/1828/6684.

Council of Science Editors:

Hill C. Exploring Mandarin-speaking English-as-an-additional-language graduate students’ academic reading strategies in three reading modes: paper, e-reading without hypertext, and e-reading with embedded hypertext. [Masters Thesis]. University of Victoria; 2015. Available from: http://hdl.handle.net/1828/6684


Jönköping University

4. Oskarsson, Ida. Vilka gemensamma effekter har lässtrategimodeller på elevers läsförståelse? - : En litteraturstudie om lässtrategimodeller i undervisningen.

Degree: Education and Communication, 2019, Jönköping University

  Resultaten av PIRLS (Progress in International Reading Literacy Study) har i flera år visat en försämring av svenska elevers läsförståelse. I den senaste mätningen… (more)

Subjects/Keywords: läsförståelse; lässtrategimodeller; reading comprehension; reading strategy; lässtrategier; Educational Sciences; Utbildningsvetenskap

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APA (6th Edition):

Oskarsson, I. (2019). Vilka gemensamma effekter har lässtrategimodeller på elevers läsförståelse? - : En litteraturstudie om lässtrategimodeller i undervisningen. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44139

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):

Oskarsson, Ida. “Vilka gemensamma effekter har lässtrategimodeller på elevers läsförståelse? - : En litteraturstudie om lässtrategimodeller i undervisningen.” 2019. Thesis, Jönköping University. Accessed November 21, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44139.

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

MLA Handbook (7th Edition):

Oskarsson, Ida. “Vilka gemensamma effekter har lässtrategimodeller på elevers läsförståelse? - : En litteraturstudie om lässtrategimodeller i undervisningen.” 2019. Web. 21 Nov 2019.

Vancouver:

Oskarsson I. Vilka gemensamma effekter har lässtrategimodeller på elevers läsförståelse? - : En litteraturstudie om lässtrategimodeller i undervisningen. [Internet] [Thesis]. Jönköping University; 2019. [cited 2019 Nov 21]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44139.

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

Council of Science Editors:

Oskarsson I. Vilka gemensamma effekter har lässtrategimodeller på elevers läsförståelse? - : En litteraturstudie om lässtrategimodeller i undervisningen. [Thesis]. Jönköping University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44139

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

5. Halterman Jr, Terry. Effects of RAP Paraphrasing and Semantic-Mapping Strategies on the Reading Comprehension of English Learners and Fully- English-Proficient Students with Mild-to-Moderate Learning Disabilities.

Degree: Doctor of Education (EdD), Learning and Instruction, 2013, University of San Francisco

  This study, using a repeated measures design with alternating treatments, measured the effectiveness of traditional instruction, the RAP Paraphrasing Strategy, the semantic-mapping strategy, and… (more)

Subjects/Keywords: cognitive strategy; RAP Paraphrasing Strategy; reading comprehension; semantic-mapping strategy; Education; Special Education and Teaching

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APA (6th Edition):

Halterman Jr, T. (2013). Effects of RAP Paraphrasing and Semantic-Mapping Strategies on the Reading Comprehension of English Learners and Fully- English-Proficient Students with Mild-to-Moderate Learning Disabilities. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/79

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):

Halterman Jr, Terry. “Effects of RAP Paraphrasing and Semantic-Mapping Strategies on the Reading Comprehension of English Learners and Fully- English-Proficient Students with Mild-to-Moderate Learning Disabilities.” 2013. Thesis, University of San Francisco. Accessed November 21, 2019. https://repository.usfca.edu/diss/79.

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

MLA Handbook (7th Edition):

Halterman Jr, Terry. “Effects of RAP Paraphrasing and Semantic-Mapping Strategies on the Reading Comprehension of English Learners and Fully- English-Proficient Students with Mild-to-Moderate Learning Disabilities.” 2013. Web. 21 Nov 2019.

Vancouver:

Halterman Jr T. Effects of RAP Paraphrasing and Semantic-Mapping Strategies on the Reading Comprehension of English Learners and Fully- English-Proficient Students with Mild-to-Moderate Learning Disabilities. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Nov 21]. Available from: https://repository.usfca.edu/diss/79.

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

Council of Science Editors:

Halterman Jr T. Effects of RAP Paraphrasing and Semantic-Mapping Strategies on the Reading Comprehension of English Learners and Fully- English-Proficient Students with Mild-to-Moderate Learning Disabilities. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/79

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


Jönköping University

6. Karlsson, Alexandra. Vad kan du göra när du inte förstår vad du läser? : En kvalitativ studie om lärares användande av läsförståelsestrategier i svenskundervisningen.

Degree: Education and Communication, 2019, Jönköping University

Läsförståelse är viktigt för att klara sig i ett kunskapssamhälle som bygger på skriftspråklig kompetens (Bråten, 2008a). Det senaste resultatet i Progress in International… (more)

Subjects/Keywords: reading comprehension strategies; reading comprehension; reading comprehension strategy teaching; teaching models in reading comprehension; grade 1-3; läsförståelsestrategier; läsförståelse; läsförståelsestrategiundervisning; undervisningsmodeller i läsförståelse; årskurs 1-3; Pedagogy; Pedagogik; Learning; Lärande

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APA (6th Edition):

Karlsson, A. (2019). Vad kan du göra när du inte förstår vad du läser? : En kvalitativ studie om lärares användande av läsförståelsestrategier i svenskundervisningen. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45095

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):

Karlsson, Alexandra. “Vad kan du göra när du inte förstår vad du läser? : En kvalitativ studie om lärares användande av läsförståelsestrategier i svenskundervisningen.” 2019. Thesis, Jönköping University. Accessed November 21, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45095.

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

MLA Handbook (7th Edition):

Karlsson, Alexandra. “Vad kan du göra när du inte förstår vad du läser? : En kvalitativ studie om lärares användande av läsförståelsestrategier i svenskundervisningen.” 2019. Web. 21 Nov 2019.

Vancouver:

Karlsson A. Vad kan du göra när du inte förstår vad du läser? : En kvalitativ studie om lärares användande av läsförståelsestrategier i svenskundervisningen. [Internet] [Thesis]. Jönköping University; 2019. [cited 2019 Nov 21]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45095.

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

Council of Science Editors:

Karlsson A. Vad kan du göra när du inte förstår vad du läser? : En kvalitativ studie om lärares användande av läsförståelsestrategier i svenskundervisningen. [Thesis]. Jönköping University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45095

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


Jönköping University

7. Klaesson, Frida. Läsförståelsestrategier – verktyg för att förstå en text : En kvalitativ studie om hur fem lärare använder sig av läsförståelsestrategier för att utveckla elevers läsförståelse.

Degree: Education and Communication, 2019, Jönköping University

Syftet med studien är att undersöka hur fem verksamma lärare i årskurs 1-3 använder läsförståelsestrategier i sin undervisning för att utveckla elevers läsförståelse. Utifrån… (more)

Subjects/Keywords: Reading comprehension strategies; Reading comprehension; Reading comprehension strategy teaching; Teaching models in reading comprehension; Läsförståelsestrategier; Läsförståelse; Läsförståelsestrategiundervisning; Undervisningsmodeller i läsförståelse; Pedagogy; Pedagogik; Learning; Lärande

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

APA (6th Edition):

Klaesson, F. (2019). Läsförståelsestrategier – verktyg för att förstå en text : En kvalitativ studie om hur fem lärare använder sig av läsförståelsestrategier för att utveckla elevers läsförståelse. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44561

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):

Klaesson, Frida. “Läsförståelsestrategier – verktyg för att förstå en text : En kvalitativ studie om hur fem lärare använder sig av läsförståelsestrategier för att utveckla elevers läsförståelse.” 2019. Thesis, Jönköping University. Accessed November 21, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44561.

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

MLA Handbook (7th Edition):

Klaesson, Frida. “Läsförståelsestrategier – verktyg för att förstå en text : En kvalitativ studie om hur fem lärare använder sig av läsförståelsestrategier för att utveckla elevers läsförståelse.” 2019. Web. 21 Nov 2019.

Vancouver:

Klaesson F. Läsförståelsestrategier – verktyg för att förstå en text : En kvalitativ studie om hur fem lärare använder sig av läsförståelsestrategier för att utveckla elevers läsförståelse. [Internet] [Thesis]. Jönköping University; 2019. [cited 2019 Nov 21]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44561.

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

Council of Science Editors:

Klaesson F. Läsförståelsestrategier – verktyg för att förstå en text : En kvalitativ studie om hur fem lärare använder sig av läsförståelsestrategier för att utveckla elevers läsförståelse. [Thesis]. Jönköping University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44561

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


NSYSU

8. Lai, Chia-chun. The Development of Teachersâ Professional Learning Community on Reading Comprehension Strategy: A case study in the FLY elementary school.

Degree: Master, Education, 2014, NSYSU

 The development of professional learning community (PLC) has become an important issue for teachers in recent years. The purpose of this study aimed to understand… (more)

Subjects/Keywords: reading comprehension strategy; professional learning community; reading comprehension knowledge; the awareness of how to teach reading; teachersâ retrospections and feedbacks

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APA (6th Edition):

Lai, C. (2014). The Development of Teachersâ Professional Learning Community on Reading Comprehension Strategy: A case study in the FLY elementary school. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0512114-210313

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):

Lai, Chia-chun. “The Development of Teachersâ Professional Learning Community on Reading Comprehension Strategy: A case study in the FLY elementary school.” 2014. Thesis, NSYSU. Accessed November 21, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0512114-210313.

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

MLA Handbook (7th Edition):

Lai, Chia-chun. “The Development of Teachersâ Professional Learning Community on Reading Comprehension Strategy: A case study in the FLY elementary school.” 2014. Web. 21 Nov 2019.

Vancouver:

Lai C. The Development of Teachersâ Professional Learning Community on Reading Comprehension Strategy: A case study in the FLY elementary school. [Internet] [Thesis]. NSYSU; 2014. [cited 2019 Nov 21]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0512114-210313.

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

Council of Science Editors:

Lai C. The Development of Teachersâ Professional Learning Community on Reading Comprehension Strategy: A case study in the FLY elementary school. [Thesis]. NSYSU; 2014. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0512114-210313

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


Arizona State University

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

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 November 21, 2019. http://repository.asu.edu/items/8865.

MLA Handbook (7th Edition):

Lehman, Melanie Hendershot. “Scaffolded Self-Selected Reading.” 2011. Web. 21 Nov 2019.

Vancouver:

Lehman MH. Scaffolded Self-Selected Reading. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Nov 21]. 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


Vanderbilt University

10. Hendricks, Emma Lu. Predicting Poor Readersâ Response to a Multi-Component Reading Comprehension Intervention.

Degree: PhD, Special Education, 2019, Vanderbilt University

 This studyâs primary purpose was to identify predictors of response to a multi-component reading comprehension intervention in a sample of poor readers in grades 4-5.… (more)

Subjects/Keywords: near transfer; strategy instruction; reading comprehension; expository text; intervention; poor comprehenders

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

APA (6th Edition):

Hendricks, E. L. (2019). Predicting Poor Readersâ Response to a Multi-Component Reading Comprehension Intervention. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03222019-132215/ ;

Chicago Manual of Style (16th Edition):

Hendricks, Emma Lu. “Predicting Poor Readersâ Response to a Multi-Component Reading Comprehension Intervention.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed November 21, 2019. http://etd.library.vanderbilt.edu/available/etd-03222019-132215/ ;.

MLA Handbook (7th Edition):

Hendricks, Emma Lu. “Predicting Poor Readersâ Response to a Multi-Component Reading Comprehension Intervention.” 2019. Web. 21 Nov 2019.

Vancouver:

Hendricks EL. Predicting Poor Readersâ Response to a Multi-Component Reading Comprehension Intervention. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2019 Nov 21]. Available from: http://etd.library.vanderbilt.edu/available/etd-03222019-132215/ ;.

Council of Science Editors:

Hendricks EL. Predicting Poor Readersâ Response to a Multi-Component Reading Comprehension Intervention. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://etd.library.vanderbilt.edu/available/etd-03222019-132215/ ;

11. Lencioni, Gina M. The Effects of Explicit Reading Strategy Instruction and Cooperative Learning on Reading Comprehension in Fourth Grade Students.

Degree: Doctor of Education (EdD), Learning and Instruction, 2013, University of San Francisco

  The purpose of this study was to investigate the effects of explicit direct instruction and cooperative learning on reading comprehension in fourth grade students.… (more)

Subjects/Keywords: cooperative learning; explicit direct instruction; motivation; reading comprehension strategies; reading strategy instruction; Education

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APA (6th Edition):

Lencioni, G. M. (2013). The Effects of Explicit Reading Strategy Instruction and Cooperative Learning on Reading Comprehension in Fourth Grade Students. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/62

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):

Lencioni, Gina M. “The Effects of Explicit Reading Strategy Instruction and Cooperative Learning on Reading Comprehension in Fourth Grade Students.” 2013. Thesis, University of San Francisco. Accessed November 21, 2019. https://repository.usfca.edu/diss/62.

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

MLA Handbook (7th Edition):

Lencioni, Gina M. “The Effects of Explicit Reading Strategy Instruction and Cooperative Learning on Reading Comprehension in Fourth Grade Students.” 2013. Web. 21 Nov 2019.

Vancouver:

Lencioni GM. The Effects of Explicit Reading Strategy Instruction and Cooperative Learning on Reading Comprehension in Fourth Grade Students. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Nov 21]. Available from: https://repository.usfca.edu/diss/62.

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

Council of Science Editors:

Lencioni GM. The Effects of Explicit Reading Strategy Instruction and Cooperative Learning on Reading Comprehension in Fourth Grade Students. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/62

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


Karlstad University

12. Åsberg, Ann. Läsförståelse-att läsa med ögonen och öronen : Lärares beskrivning av elevers läsförståelse.

Degree: Faculty of Arts and Social Sciences (starting 2013), 2018, Karlstad University

Jag har som syfte med den här studien att belysa hur undervisande svensklärare i årskurs 4-6 beskriver hur de kartlägger och undervisar eleverna i… (more)

Subjects/Keywords: Reading comprehension; reading strategy; teachers; education; mapping; läsförståelse; läsförståelsestrategier; lärare; undervisning; kartläggning; Learning; Lärande

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

APA (6th Edition):

Åsberg, A. (2018). Läsförståelse-att läsa med ögonen och öronen : Lärares beskrivning av elevers läsförståelse. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68270

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):

Åsberg, Ann. “Läsförståelse-att läsa med ögonen och öronen : Lärares beskrivning av elevers läsförståelse.” 2018. Thesis, Karlstad University. Accessed November 21, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68270.

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

MLA Handbook (7th Edition):

Åsberg, Ann. “Läsförståelse-att läsa med ögonen och öronen : Lärares beskrivning av elevers läsförståelse.” 2018. Web. 21 Nov 2019.

Vancouver:

Åsberg A. Läsförståelse-att läsa med ögonen och öronen : Lärares beskrivning av elevers läsförståelse. [Internet] [Thesis]. Karlstad University; 2018. [cited 2019 Nov 21]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68270.

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

Council of Science Editors:

Åsberg A. Läsförståelse-att läsa med ögonen och öronen : Lärares beskrivning av elevers läsförståelse. [Thesis]. Karlstad University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68270

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


Western Michigan University

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Almutairi, Nouf Rashdan. “Effective Reading Strategies for Increasing the Reading Comprehension Level of Third-Grade Students with Learning Disabilities.” 2018. Doctoral Dissertation, Western Michigan University. Accessed November 21, 2019. https://scholarworks.wmich.edu/dissertations/3247.

MLA Handbook (7th Edition):

Almutairi, Nouf Rashdan. “Effective Reading Strategies for Increasing the Reading Comprehension Level of Third-Grade Students with Learning Disabilities.” 2018. Web. 21 Nov 2019.

Vancouver:

Almutairi NR. Effective Reading Strategies for Increasing the Reading Comprehension Level of Third-Grade Students with Learning Disabilities. [Internet] [Doctoral dissertation]. Western Michigan University; 2018. [cited 2019 Nov 21]. Available from: https://scholarworks.wmich.edu/dissertations/3247.

Council of Science Editors:

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


University of Florida

14. Wang, Min-Tzu. Effects of metacognitive reading strategy instruction on EFL high school students' reading comprehension, reading strategies awareness, and reading motivation.

Degree: PhD, Curriculum and Instruction (ISC) - Teaching and Learning, 2009, University of Florida

 Metacognitive reading strategy instruction (MRSI) has been valued in reading instruction in both L1 and L2 contexts and has been considered helpful for developing learners?… (more)

Subjects/Keywords: Foreign language learning; High school students; Learning; Nonnative languages; Reading; Reading comprehension; Reading instruction; Reading motivation; Reading strategies; Students; comprehension, efl, metacognitive, motivation, strategy

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APA (6th Edition):

Wang, M. (2009). Effects of metacognitive reading strategy instruction on EFL high school students' reading comprehension, reading strategies awareness, and reading motivation. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0041084

Chicago Manual of Style (16th Edition):

Wang, Min-Tzu. “Effects of metacognitive reading strategy instruction on EFL high school students' reading comprehension, reading strategies awareness, and reading motivation.” 2009. Doctoral Dissertation, University of Florida. Accessed November 21, 2019. http://ufdc.ufl.edu/UFE0041084.

MLA Handbook (7th Edition):

Wang, Min-Tzu. “Effects of metacognitive reading strategy instruction on EFL high school students' reading comprehension, reading strategies awareness, and reading motivation.” 2009. Web. 21 Nov 2019.

Vancouver:

Wang M. Effects of metacognitive reading strategy instruction on EFL high school students' reading comprehension, reading strategies awareness, and reading motivation. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2019 Nov 21]. Available from: http://ufdc.ufl.edu/UFE0041084.

Council of Science Editors:

Wang M. Effects of metacognitive reading strategy instruction on EFL high school students' reading comprehension, reading strategies awareness, and reading motivation. [Doctoral Dissertation]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0041084


Kansas State University

15. Sanders, Sara. An investigation of the effectiveness of TWA on reading comprehension of students with and at-risk for emotional and behavioral disorders.

Degree: EdD, Department of Special Education, Counseling and Student Affairs, 2018, Kansas State University

 Students with emotional and behavioral disorders frequently display deficits in reading. One emerging method for addressing these deficits is known as self-regulated strategy development (SRSD).… (more)

Subjects/Keywords: Self-regulated strategy development (SRSD); Elementary; Emotional and behavioral disorders (EBD); Reading comprehension; Reading strategy; Self-regulation

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APA (6th Edition):

Sanders, S. (2018). An investigation of the effectiveness of TWA on reading comprehension of students with and at-risk for emotional and behavioral disorders. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/38663

Chicago Manual of Style (16th Edition):

Sanders, Sara. “An investigation of the effectiveness of TWA on reading comprehension of students with and at-risk for emotional and behavioral disorders.” 2018. Doctoral Dissertation, Kansas State University. Accessed November 21, 2019. http://hdl.handle.net/2097/38663.

MLA Handbook (7th Edition):

Sanders, Sara. “An investigation of the effectiveness of TWA on reading comprehension of students with and at-risk for emotional and behavioral disorders.” 2018. Web. 21 Nov 2019.

Vancouver:

Sanders S. An investigation of the effectiveness of TWA on reading comprehension of students with and at-risk for emotional and behavioral disorders. [Internet] [Doctoral dissertation]. Kansas State University; 2018. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/2097/38663.

Council of Science Editors:

Sanders S. An investigation of the effectiveness of TWA on reading comprehension of students with and at-risk for emotional and behavioral disorders. [Doctoral Dissertation]. Kansas State University; 2018. Available from: http://hdl.handle.net/2097/38663

16. Broser, Courtney Anne. Effectiveness of the QAR Reading Strategy on Science Reading.

Degree: MSin Biology, Biology, 2016, Missouri State University

  The Questions-Answer Relationship (QAR) is a reading strategy that guides student comprehension by allowing the student to demonstrate their ability to determine importance, make… (more)

Subjects/Keywords: question-answer relationship; reading strategy; reading comprehension; science; reading; science; teaching; science classroom; teaching science; science literacy; Biology

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APA (6th Edition):

Broser, C. A. (2016). Effectiveness of the QAR Reading Strategy on Science Reading. (Masters Thesis). Missouri State University. Retrieved from https://bearworks.missouristate.edu/theses/6

Chicago Manual of Style (16th Edition):

Broser, Courtney Anne. “Effectiveness of the QAR Reading Strategy on Science Reading.” 2016. Masters Thesis, Missouri State University. Accessed November 21, 2019. https://bearworks.missouristate.edu/theses/6.

MLA Handbook (7th Edition):

Broser, Courtney Anne. “Effectiveness of the QAR Reading Strategy on Science Reading.” 2016. Web. 21 Nov 2019.

Vancouver:

Broser CA. Effectiveness of the QAR Reading Strategy on Science Reading. [Internet] [Masters thesis]. Missouri State University; 2016. [cited 2019 Nov 21]. Available from: https://bearworks.missouristate.edu/theses/6.

Council of Science Editors:

Broser CA. Effectiveness of the QAR Reading Strategy on Science Reading. [Masters Thesis]. Missouri State University; 2016. Available from: https://bearworks.missouristate.edu/theses/6


University of Gothenburg / Göteborgs Universitet

17. Lindholm, Anna. Flerspråkiga elevers läsförståelse på svenska. Om lässtrategier och läsutveckling på mellanstadiet.

Degree: 2019, University of Gothenburg / Göteborgs Universitet

 The overall aim of this thesis is to highlight the significance of reading strategies in developing multilingual middle-school students’ Swedish reading comprehension. Reading strategies are… (more)

Subjects/Keywords: multilingual students; Swedish reading comprehension; reading strategies; middle school; strategy instruction; reading development; school-related texts; metacognition

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APA (6th Edition):

Lindholm, A. (2019). Flerspråkiga elevers läsförståelse på svenska. Om lässtrategier och läsutveckling på mellanstadiet. (Thesis). University of Gothenburg / Göteborgs Universitet. Retrieved from http://hdl.handle.net/2077/60056

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):

Lindholm, Anna. “Flerspråkiga elevers läsförståelse på svenska. Om lässtrategier och läsutveckling på mellanstadiet.” 2019. Thesis, University of Gothenburg / Göteborgs Universitet. Accessed November 21, 2019. http://hdl.handle.net/2077/60056.

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

MLA Handbook (7th Edition):

Lindholm, Anna. “Flerspråkiga elevers läsförståelse på svenska. Om lässtrategier och läsutveckling på mellanstadiet.” 2019. Web. 21 Nov 2019.

Vancouver:

Lindholm A. Flerspråkiga elevers läsförståelse på svenska. Om lässtrategier och läsutveckling på mellanstadiet. [Internet] [Thesis]. University of Gothenburg / Göteborgs Universitet; 2019. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/2077/60056.

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

Council of Science Editors:

Lindholm A. Flerspråkiga elevers läsförståelse på svenska. Om lässtrategier och läsutveckling på mellanstadiet. [Thesis]. University of Gothenburg / Göteborgs Universitet; 2019. Available from: http://hdl.handle.net/2077/60056

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


Penn State University

18. Jiang, Xiaoli. Evaluating the effect of intelligent tutoring of structure strategy on students' reading ability using a cognitive diagnostic modeling approach.

Degree: 2017, Penn State University

Reading comprehension ability is generally acknowledged to be crucial for learners of all ages. Previous studies have consistently shown that the intelligent tutoring of structure… (more)

Subjects/Keywords: reading comprehension; structure strategy; ITSS; cognitive diagnostic modeling; subskill; G-DINA model

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APA (6th Edition):

Jiang, X. (2017). Evaluating the effect of intelligent tutoring of structure strategy on students' reading ability using a cognitive diagnostic modeling approach. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/12139xzj103

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):

Jiang, Xiaoli. “Evaluating the effect of intelligent tutoring of structure strategy on students' reading ability using a cognitive diagnostic modeling approach.” 2017. Thesis, Penn State University. Accessed November 21, 2019. https://etda.libraries.psu.edu/catalog/12139xzj103.

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

MLA Handbook (7th Edition):

Jiang, Xiaoli. “Evaluating the effect of intelligent tutoring of structure strategy on students' reading ability using a cognitive diagnostic modeling approach.” 2017. Web. 21 Nov 2019.

Vancouver:

Jiang X. Evaluating the effect of intelligent tutoring of structure strategy on students' reading ability using a cognitive diagnostic modeling approach. [Internet] [Thesis]. Penn State University; 2017. [cited 2019 Nov 21]. Available from: https://etda.libraries.psu.edu/catalog/12139xzj103.

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

Council of Science Editors:

Jiang X. Evaluating the effect of intelligent tutoring of structure strategy on students' reading ability using a cognitive diagnostic modeling approach. [Thesis]. Penn State University; 2017. Available from: https://etda.libraries.psu.edu/catalog/12139xzj103

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


Boston College

19. Zayyad, Muhammad M. The Impact of Mediated Cognitive Strategies on the Reading Comprehension Performance and Self-efficacy of Palestinian-Arab Middle School Students with LD: A Mixed-Methods Research.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2009, Boston College

 The purpose of this mixed-methods research was to examine the impact of mediated cognitive strategy intervention on the reading comprehension and self-efficacy of Palestinian-Arab middle… (more)

Subjects/Keywords: Cognitive strategy; learning disabilities; middle school; Palestinian Arab; reading comprehension; self-efficacy

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

APA (6th Edition):

Zayyad, M. M. (2009). The Impact of Mediated Cognitive Strategies on the Reading Comprehension Performance and Self-efficacy of Palestinian-Arab Middle School Students with LD: A Mixed-Methods Research. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101275

Chicago Manual of Style (16th Edition):

Zayyad, Muhammad M. “The Impact of Mediated Cognitive Strategies on the Reading Comprehension Performance and Self-efficacy of Palestinian-Arab Middle School Students with LD: A Mixed-Methods Research.” 2009. Doctoral Dissertation, Boston College. Accessed November 21, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101275.

MLA Handbook (7th Edition):

Zayyad, Muhammad M. “The Impact of Mediated Cognitive Strategies on the Reading Comprehension Performance and Self-efficacy of Palestinian-Arab Middle School Students with LD: A Mixed-Methods Research.” 2009. Web. 21 Nov 2019.

Vancouver:

Zayyad MM. The Impact of Mediated Cognitive Strategies on the Reading Comprehension Performance and Self-efficacy of Palestinian-Arab Middle School Students with LD: A Mixed-Methods Research. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2019 Nov 21]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101275.

Council of Science Editors:

Zayyad MM. The Impact of Mediated Cognitive Strategies on the Reading Comprehension Performance and Self-efficacy of Palestinian-Arab Middle School Students with LD: A Mixed-Methods Research. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101275

20. Fu, Hongxia. The Effect Of Self-Explanation And Strategy Training On L2 Reading Comprehension Using An Intelligent Tutoring System.

Degree: PhD, Teaching & Learning, 2014, University of North Dakota

  While research suggests that secondary language (L2) learners at postsecondary institutions face academic reading challenges, and that reading strategy training can improve primary language… (more)

Subjects/Keywords: intelligent tutoring systems; L2; mixed methods; Reading Comprehension; self-explanation; strategy training

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

APA (6th Edition):

Fu, H. (2014). The Effect Of Self-Explanation And Strategy Training On L2 Reading Comprehension Using An Intelligent Tutoring System. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1653

Chicago Manual of Style (16th Edition):

Fu, Hongxia. “The Effect Of Self-Explanation And Strategy Training On L2 Reading Comprehension Using An Intelligent Tutoring System.” 2014. Doctoral Dissertation, University of North Dakota. Accessed November 21, 2019. https://commons.und.edu/theses/1653.

MLA Handbook (7th Edition):

Fu, Hongxia. “The Effect Of Self-Explanation And Strategy Training On L2 Reading Comprehension Using An Intelligent Tutoring System.” 2014. Web. 21 Nov 2019.

Vancouver:

Fu H. The Effect Of Self-Explanation And Strategy Training On L2 Reading Comprehension Using An Intelligent Tutoring System. [Internet] [Doctoral dissertation]. University of North Dakota; 2014. [cited 2019 Nov 21]. Available from: https://commons.und.edu/theses/1653.

Council of Science Editors:

Fu H. The Effect Of Self-Explanation And Strategy Training On L2 Reading Comprehension Using An Intelligent Tutoring System. [Doctoral Dissertation]. University of North Dakota; 2014. Available from: https://commons.und.edu/theses/1653


University of Pretoria

21. Boakye, Naomi Adjoa Nana Yeboah. A socio-affective approach to improving students’ reading comprehension abilities.

Degree: Unit for Academic Literacy, 2013, University of Pretoria

 The low literacy levels of the majority of first-year students at tertiary institutions in South Africa have been a major cause of concern. Various attempts… (more)

Subjects/Keywords: Tertiary level; Engaged reading; Socio-affective factors; Reading comprehension ability; Academic reading; Reading literacy; L2 reading; Engagement; Interest; Motivation; Self-efficacy; Attitude; Strategy use; UCTD

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

APA (6th Edition):

Boakye, N. A. N. (2013). A socio-affective approach to improving students’ reading comprehension abilities. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25562

Chicago Manual of Style (16th Edition):

Boakye, Naomi Adjoa Nana. “A socio-affective approach to improving students’ reading comprehension abilities.” 2013. Doctoral Dissertation, University of Pretoria. Accessed November 21, 2019. http://hdl.handle.net/2263/25562.

MLA Handbook (7th Edition):

Boakye, Naomi Adjoa Nana. “A socio-affective approach to improving students’ reading comprehension abilities.” 2013. Web. 21 Nov 2019.

Vancouver:

Boakye NAN. A socio-affective approach to improving students’ reading comprehension abilities. [Internet] [Doctoral dissertation]. University of Pretoria; 2013. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/2263/25562.

Council of Science Editors:

Boakye NAN. A socio-affective approach to improving students’ reading comprehension abilities. [Doctoral Dissertation]. University of Pretoria; 2013. Available from: http://hdl.handle.net/2263/25562


University of Pretoria

22. [No author]. A socio-affective approach to improving students’ reading comprehension abilities .

Degree: 2013, University of Pretoria

 The low literacy levels of the majority of first-year students at tertiary institutions in South Africa have been a major cause of concern. Various attempts… (more)

Subjects/Keywords: Tertiary level; Engaged reading; Socio-affective factors; Reading comprehension ability; Academic reading; Reading literacy; L2 reading; Engagement; Interest; Motivation; Self-efficacy; Attitude; Strategy use; UCTD

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

APA (6th Edition):

author], [. (2013). A socio-affective approach to improving students’ reading comprehension abilities . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-06152013-130803/

Chicago Manual of Style (16th Edition):

author], [No. “A socio-affective approach to improving students’ reading comprehension abilities .” 2013. Doctoral Dissertation, University of Pretoria. Accessed November 21, 2019. http://upetd.up.ac.za/thesis/available/etd-06152013-130803/.

MLA Handbook (7th Edition):

author], [No. “A socio-affective approach to improving students’ reading comprehension abilities .” 2013. Web. 21 Nov 2019.

Vancouver:

author] [. A socio-affective approach to improving students’ reading comprehension abilities . [Internet] [Doctoral dissertation]. University of Pretoria; 2013. [cited 2019 Nov 21]. Available from: http://upetd.up.ac.za/thesis/available/etd-06152013-130803/.

Council of Science Editors:

author] [. A socio-affective approach to improving students’ reading comprehension abilities . [Doctoral Dissertation]. University of Pretoria; 2013. Available from: http://upetd.up.ac.za/thesis/available/etd-06152013-130803/


Temple University

23. Burrows, Lance Paul. THE EFFECTS OF EXTENSIVE READING AND READING STRATEGIES ON READING SELF-EFFICACY.

Degree: 2012, Temple University

CITE/Language Arts

Ed.D.

This study is a quasi-experimental, longitudinal investigation into the role that extensive reading and reading strategies play in the cultivation of reading(more)

Subjects/Keywords: Foreign language instruction; English as a second language; Reading instruction; English as a Foreign Language; extensive reading; reading comprehension; reading self-efficacy; reading strategy intervention

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APA (6th Edition):

Burrows, L. P. (2012). THE EFFECTS OF EXTENSIVE READING AND READING STRATEGIES ON READING SELF-EFFICACY. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,199091

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):

Burrows, Lance Paul. “THE EFFECTS OF EXTENSIVE READING AND READING STRATEGIES ON READING SELF-EFFICACY.” 2012. Thesis, Temple University. Accessed November 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,199091.

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

MLA Handbook (7th Edition):

Burrows, Lance Paul. “THE EFFECTS OF EXTENSIVE READING AND READING STRATEGIES ON READING SELF-EFFICACY.” 2012. Web. 21 Nov 2019.

Vancouver:

Burrows LP. THE EFFECTS OF EXTENSIVE READING AND READING STRATEGIES ON READING SELF-EFFICACY. [Internet] [Thesis]. Temple University; 2012. [cited 2019 Nov 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,199091.

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

Council of Science Editors:

Burrows LP. THE EFFECTS OF EXTENSIVE READING AND READING STRATEGIES ON READING SELF-EFFICACY. [Thesis]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,199091

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


Temple University

24. Burrows, Lance Paul. THE EFFECTS OF EXTENSIVE READING AND READING STRATEGIES ON READING SELF-EFFICACY.

Degree: 2012, Temple University

CITE/Language Arts

Ed.D.

ABSTRACT This study is a quasi-experimental, longitudinal investigation into the role that extensive reading and reading strategies play in the cultivation of… (more)

Subjects/Keywords: Foreign language instruction; English as a second language; Reading instruction;

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APA (6th Edition):

Burrows, L. P. (2012). THE EFFECTS OF EXTENSIVE READING AND READING STRATEGIES ON READING SELF-EFFICACY. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,330940

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):

Burrows, Lance Paul. “THE EFFECTS OF EXTENSIVE READING AND READING STRATEGIES ON READING SELF-EFFICACY.” 2012. Thesis, Temple University. Accessed November 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,330940.

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

MLA Handbook (7th Edition):

Burrows, Lance Paul. “THE EFFECTS OF EXTENSIVE READING AND READING STRATEGIES ON READING SELF-EFFICACY.” 2012. Web. 21 Nov 2019.

Vancouver:

Burrows LP. THE EFFECTS OF EXTENSIVE READING AND READING STRATEGIES ON READING SELF-EFFICACY. [Internet] [Thesis]. Temple University; 2012. [cited 2019 Nov 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,330940.

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

Council of Science Editors:

Burrows LP. THE EFFECTS OF EXTENSIVE READING AND READING STRATEGIES ON READING SELF-EFFICACY. [Thesis]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,330940

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

25. Elledge, Deborah. Improving Reading Comprehension Through Explicit Summarization Instruction.

Degree: PhD, Allied Health Sciences: Communication Sciences and Disorders, 2013, University of Cincinnati

 ABSTRACTResearch over the last several decades has revealed that adolescents in the United States are leaving school with insufficient literacy skills to compete in the… (more)

Subjects/Keywords: Reading Instruction; Summarizing; Reading Comprehension; Strategy

…Teaching Reading Comprehension 11 Comprehension strategy research… …comprehension, effective reading comprehension strategy research must narrow the 2 focus from the… …effectiveness of multiple-strategy use for improving the reading comprehension of third grade students… …comprehension research is that explicit strategy instruction can significantly improve the reading… …of summarizing in elementary and secondary schools as a reading comprehension strategy… 

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APA (6th Edition):

Elledge, D. (2013). Improving Reading Comprehension Through Explicit Summarization Instruction. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367928451

Chicago Manual of Style (16th Edition):

Elledge, Deborah. “Improving Reading Comprehension Through Explicit Summarization Instruction.” 2013. Doctoral Dissertation, University of Cincinnati. Accessed November 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367928451.

MLA Handbook (7th Edition):

Elledge, Deborah. “Improving Reading Comprehension Through Explicit Summarization Instruction.” 2013. Web. 21 Nov 2019.

Vancouver:

Elledge D. Improving Reading Comprehension Through Explicit Summarization Instruction. [Internet] [Doctoral dissertation]. University of Cincinnati; 2013. [cited 2019 Nov 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367928451.

Council of Science Editors:

Elledge D. Improving Reading Comprehension Through Explicit Summarization Instruction. [Doctoral Dissertation]. University of Cincinnati; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367928451

26. Stålhandske, Johanna. Undervisningsmetoder inom läsförståelse i teori och praktik. : Sex lärares uppfattningar och konkreta arbete gällande undervisningen inom läsförståelse i årskurs 1-3.

Degree: Educational Work, 2016, Dalarna University

Resultaten av de internationella undersökningarna PISA 2011 och PIRLS 2011 visar att de svenska elevernas resultat inom läsförståelse försämrats. I Skolinspektionen granskning framkommer det… (more)

Subjects/Keywords: Reading comprehension. Reading comprehension methods. Teaching reading comprehension. Comprehension strategy teaching. Content oriented teaching.; Läsförståelse. Läsförståelsemetoder. Läsförståelseundervisning. Strategiinriktad undervisning. Innehållsorienterad undervisning.; Pedagogical Work; Pedagogiskt arbete; Specific Languages; Studier av enskilda språk

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

APA (6th Edition):

Stålhandske, J. (2016). Undervisningsmetoder inom läsförståelse i teori och praktik. : Sex lärares uppfattningar och konkreta arbete gällande undervisningen inom läsförståelse i årskurs 1-3. (Thesis). Dalarna University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:du-23473

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):

Stålhandske, Johanna. “Undervisningsmetoder inom läsförståelse i teori och praktik. : Sex lärares uppfattningar och konkreta arbete gällande undervisningen inom läsförståelse i årskurs 1-3.” 2016. Thesis, Dalarna University. Accessed November 21, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-23473.

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

MLA Handbook (7th Edition):

Stålhandske, Johanna. “Undervisningsmetoder inom läsförståelse i teori och praktik. : Sex lärares uppfattningar och konkreta arbete gällande undervisningen inom läsförståelse i årskurs 1-3.” 2016. Web. 21 Nov 2019.

Vancouver:

Stålhandske J. Undervisningsmetoder inom läsförståelse i teori och praktik. : Sex lärares uppfattningar och konkreta arbete gällande undervisningen inom läsförståelse i årskurs 1-3. [Internet] [Thesis]. Dalarna University; 2016. [cited 2019 Nov 21]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-23473.

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

Council of Science Editors:

Stålhandske J. Undervisningsmetoder inom läsförståelse i teori och praktik. : Sex lärares uppfattningar och konkreta arbete gällande undervisningen inom läsförståelse i årskurs 1-3. [Thesis]. Dalarna University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-23473

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


University of Florida

27. Rappa,Caley E. The Transfer of Knowledge between Content Areas in the Elementary Classroom.

Degree: 2016, University of Florida

 This study examines the importance of knowledge transfer between content areas for students in the elementary classroom. The literature provides a theoretical foundation for the… (more)

Subjects/Keywords: Classrooms; Content area writing; Learning; Mathematics; Mathematics education; Reading comprehension; Reading instruction; Transfer students; Word problems; Writing instruction; comprehension; integration; strategy; transfer; visualization

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

APA (6th Edition):

E, R. (2016). The Transfer of Knowledge between Content Areas in the Elementary Classroom. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00047946

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):

E, Rappa,Caley. “The Transfer of Knowledge between Content Areas in the Elementary Classroom.” 2016. Thesis, University of Florida. Accessed November 21, 2019. http://ufdc.ufl.edu/AA00047946.

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

MLA Handbook (7th Edition):

E, Rappa,Caley. “The Transfer of Knowledge between Content Areas in the Elementary Classroom.” 2016. Web. 21 Nov 2019.

Vancouver:

E R. The Transfer of Knowledge between Content Areas in the Elementary Classroom. [Internet] [Thesis]. University of Florida; 2016. [cited 2019 Nov 21]. Available from: http://ufdc.ufl.edu/AA00047946.

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

Council of Science Editors:

E R. The Transfer of Knowledge between Content Areas in the Elementary Classroom. [Thesis]. University of Florida; 2016. Available from: http://ufdc.ufl.edu/AA00047946

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


California State University – Sacramento

28. Veveiros, Jennifer C. The effects of teaching expository reading strategies during science instruction on content knowledge and overall reading ability.

Degree: MA, Education (Language and Literacy, 2010, California State University – Sacramento

Reading is essential in every subject area, and students must become proficient readers in order to learn content in these classes. To become proficient readers… (more)

Subjects/Keywords: Improve science comprehension; Strategic readers; Fifth grade science; 5th grade science; Fifth grade reading; 5th grade reading; Content area literacy; Content area reading; Elementary reading strategy; Elementary science strategy; FIRST strategy

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

APA (6th Edition):

Veveiros, J. C. (2010). The effects of teaching expository reading strategies during science instruction on content knowledge and overall reading ability. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/587

Chicago Manual of Style (16th Edition):

Veveiros, Jennifer C. “The effects of teaching expository reading strategies during science instruction on content knowledge and overall reading ability.” 2010. Masters Thesis, California State University – Sacramento. Accessed November 21, 2019. http://hdl.handle.net/10211.9/587.

MLA Handbook (7th Edition):

Veveiros, Jennifer C. “The effects of teaching expository reading strategies during science instruction on content knowledge and overall reading ability.” 2010. Web. 21 Nov 2019.

Vancouver:

Veveiros JC. The effects of teaching expository reading strategies during science instruction on content knowledge and overall reading ability. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/10211.9/587.

Council of Science Editors:

Veveiros JC. The effects of teaching expository reading strategies during science instruction on content knowledge and overall reading ability. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/587


Louisiana State University

29. Grandstaff-Beckers, Gerlinde. The effects of a multistrategy reading comprehension intervention on the reading skills of university athletes with reading deficits.

Degree: PhD, Education, 2006, Louisiana State University

 A large number of entering college and university students are unable to derive meaning from print at age-expected levels. The purpose of this study was… (more)

Subjects/Keywords: reading comprehension; strategy instruction; underprepared college students

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

APA (6th Edition):

Grandstaff-Beckers, G. (2006). The effects of a multistrategy reading comprehension intervention on the reading skills of university athletes with reading deficits. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-11162006-121033 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2628

Chicago Manual of Style (16th Edition):

Grandstaff-Beckers, Gerlinde. “The effects of a multistrategy reading comprehension intervention on the reading skills of university athletes with reading deficits.” 2006. Doctoral Dissertation, Louisiana State University. Accessed November 21, 2019. etd-11162006-121033 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2628.

MLA Handbook (7th Edition):

Grandstaff-Beckers, Gerlinde. “The effects of a multistrategy reading comprehension intervention on the reading skills of university athletes with reading deficits.” 2006. Web. 21 Nov 2019.

Vancouver:

Grandstaff-Beckers G. The effects of a multistrategy reading comprehension intervention on the reading skills of university athletes with reading deficits. [Internet] [Doctoral dissertation]. Louisiana State University; 2006. [cited 2019 Nov 21]. Available from: etd-11162006-121033 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2628.

Council of Science Editors:

Grandstaff-Beckers G. The effects of a multistrategy reading comprehension intervention on the reading skills of university athletes with reading deficits. [Doctoral Dissertation]. Louisiana State University; 2006. Available from: etd-11162006-121033 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2628

30. Sanchez Betancourt , Norma Constanza. IMPACTO DE LA ESTRATEGIA DE COMPRENSIÓN DE LECTURA WORD ATTACK SKILLS EN GRADO UNDÉCIMO DE UNA INSTITUCIÓN PÚBLICA DE BOGOTÁ .

Degree: 2013, Universidad de los Andes

 En este estudio se realizó una intervención de tipo pedagógico en el grado undécimo de una institución pública distrital a partir de la estrategia de… (more)

Subjects/Keywords: reading comprehension strategy; word attack skills; public school

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

APA (6th Edition):

Sanchez Betancourt , N. C. (2013). IMPACTO DE LA ESTRATEGIA DE COMPRENSIÓN DE LECTURA WORD ATTACK SKILLS EN GRADO UNDÉCIMO DE UNA INSTITUCIÓN PÚBLICA DE BOGOTÁ . (Thesis). Universidad de los Andes. Retrieved from http://documentodegrado.uniandes.edu.co/documentos/201012024_fecha_2013_06_19_parte_1.pdf

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):

Sanchez Betancourt , Norma Constanza. “IMPACTO DE LA ESTRATEGIA DE COMPRENSIÓN DE LECTURA WORD ATTACK SKILLS EN GRADO UNDÉCIMO DE UNA INSTITUCIÓN PÚBLICA DE BOGOTÁ .” 2013. Thesis, Universidad de los Andes. Accessed November 21, 2019. http://documentodegrado.uniandes.edu.co/documentos/201012024_fecha_2013_06_19_parte_1.pdf.

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

MLA Handbook (7th Edition):

Sanchez Betancourt , Norma Constanza. “IMPACTO DE LA ESTRATEGIA DE COMPRENSIÓN DE LECTURA WORD ATTACK SKILLS EN GRADO UNDÉCIMO DE UNA INSTITUCIÓN PÚBLICA DE BOGOTÁ .” 2013. Web. 21 Nov 2019.

Vancouver:

Sanchez Betancourt NC. IMPACTO DE LA ESTRATEGIA DE COMPRENSIÓN DE LECTURA WORD ATTACK SKILLS EN GRADO UNDÉCIMO DE UNA INSTITUCIÓN PÚBLICA DE BOGOTÁ . [Internet] [Thesis]. Universidad de los Andes; 2013. [cited 2019 Nov 21]. Available from: http://documentodegrado.uniandes.edu.co/documentos/201012024_fecha_2013_06_19_parte_1.pdf.

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

Council of Science Editors:

Sanchez Betancourt NC. IMPACTO DE LA ESTRATEGIA DE COMPRENSIÓN DE LECTURA WORD ATTACK SKILLS EN GRADO UNDÉCIMO DE UNA INSTITUCIÓN PÚBLICA DE BOGOTÁ . [Thesis]. Universidad de los Andes; 2013. Available from: http://documentodegrado.uniandes.edu.co/documentos/201012024_fecha_2013_06_19_parte_1.pdf

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

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