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You searched for subject:(reading disability). Showing records 1 – 30 of 353 total matches.

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University of Alberta

1. Mok, Marion Man-ying. Reading disability, speech processes and memory.

Degree: Master of Education in Special Education, Department of Educational Psychology, 1993, University of Alberta

Subjects/Keywords: Reading disability.

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APA (6th Edition):

Mok, M. M. (1993). Reading disability, speech processes and memory. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/ht24wm12x

Chicago Manual of Style (16th Edition):

Mok, Marion Man-ying. “Reading disability, speech processes and memory.” 1993. Masters Thesis, University of Alberta. Accessed March 03, 2021. https://era.library.ualberta.ca/files/ht24wm12x.

MLA Handbook (7th Edition):

Mok, Marion Man-ying. “Reading disability, speech processes and memory.” 1993. Web. 03 Mar 2021.

Vancouver:

Mok MM. Reading disability, speech processes and memory. [Internet] [Masters thesis]. University of Alberta; 1993. [cited 2021 Mar 03]. Available from: https://era.library.ualberta.ca/files/ht24wm12x.

Council of Science Editors:

Mok MM. Reading disability, speech processes and memory. [Masters Thesis]. University of Alberta; 1993. Available from: https://era.library.ualberta.ca/files/ht24wm12x


University of Tasmania

2. Stops, Darren Max. A phonological decoding deficit in specific reading disability.

Degree: 1996, University of Tasmania

Subjects/Keywords: Reading disability

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APA (6th Edition):

Stops, D. M. (1996). A phonological decoding deficit in specific reading disability. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/21960/1/whole_StopsDarrenMax1996_thesis.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):

Stops, Darren Max. “A phonological decoding deficit in specific reading disability.” 1996. Thesis, University of Tasmania. Accessed March 03, 2021. https://eprints.utas.edu.au/21960/1/whole_StopsDarrenMax1996_thesis.pdf.

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

MLA Handbook (7th Edition):

Stops, Darren Max. “A phonological decoding deficit in specific reading disability.” 1996. Web. 03 Mar 2021.

Vancouver:

Stops DM. A phonological decoding deficit in specific reading disability. [Internet] [Thesis]. University of Tasmania; 1996. [cited 2021 Mar 03]. Available from: https://eprints.utas.edu.au/21960/1/whole_StopsDarrenMax1996_thesis.pdf.

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

Council of Science Editors:

Stops DM. A phonological decoding deficit in specific reading disability. [Thesis]. University of Tasmania; 1996. Available from: https://eprints.utas.edu.au/21960/1/whole_StopsDarrenMax1996_thesis.pdf

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


University of Wisconsin – Stout

3. Haats, Rikka Ann. Predictive validity of kindergarten screeners for young children wth reading difficulties.

Degree: 2002, University of Wisconsin – Stout

Subjects/Keywords: Reading disability

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APA (6th Edition):

Haats, R. A. (2002). Predictive validity of kindergarten screeners for young children wth reading difficulties. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2002/2002haatsr.pdf ; http://digital.library.wisc.edu/1793/40431

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):

Haats, Rikka Ann. “Predictive validity of kindergarten screeners for young children wth reading difficulties.” 2002. Thesis, University of Wisconsin – Stout. Accessed March 03, 2021. http://www.uwstout.edu/lib/thesis/2002/2002haatsr.pdf ; http://digital.library.wisc.edu/1793/40431.

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

MLA Handbook (7th Edition):

Haats, Rikka Ann. “Predictive validity of kindergarten screeners for young children wth reading difficulties.” 2002. Web. 03 Mar 2021.

Vancouver:

Haats RA. Predictive validity of kindergarten screeners for young children wth reading difficulties. [Internet] [Thesis]. University of Wisconsin – Stout; 2002. [cited 2021 Mar 03]. Available from: http://www.uwstout.edu/lib/thesis/2002/2002haatsr.pdf ; http://digital.library.wisc.edu/1793/40431.

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

Council of Science Editors:

Haats RA. Predictive validity of kindergarten screeners for young children wth reading difficulties. [Thesis]. University of Wisconsin – Stout; 2002. Available from: http://www.uwstout.edu/lib/thesis/2002/2002haatsr.pdf ; http://digital.library.wisc.edu/1793/40431

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


University of Manitoba

4. Grisim, Katelyn Jean. Reading defiantly: A personal narrative of discovering a disabled self.

Degree: Disability Studies, 2018, University of Manitoba

 Disabled individuals face stigmatization because of their body’s impairment (or the biological manifestation of their disability) as well as various socioeconomic and cultural factors depending… (more)

Subjects/Keywords: disability; reading; identity; personal narrative

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APA (6th Edition):

Grisim, K. J. (2018). Reading defiantly: A personal narrative of discovering a disabled self. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32939

Chicago Manual of Style (16th Edition):

Grisim, Katelyn Jean. “Reading defiantly: A personal narrative of discovering a disabled self.” 2018. Masters Thesis, University of Manitoba. Accessed March 03, 2021. http://hdl.handle.net/1993/32939.

MLA Handbook (7th Edition):

Grisim, Katelyn Jean. “Reading defiantly: A personal narrative of discovering a disabled self.” 2018. Web. 03 Mar 2021.

Vancouver:

Grisim KJ. Reading defiantly: A personal narrative of discovering a disabled self. [Internet] [Masters thesis]. University of Manitoba; 2018. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/1993/32939.

Council of Science Editors:

Grisim KJ. Reading defiantly: A personal narrative of discovering a disabled self. [Masters Thesis]. University of Manitoba; 2018. Available from: http://hdl.handle.net/1993/32939


University of Bridgeport

5. Clune, Mary Elizabeth. Measuring the Effects of a Therapy Dog Assisted Reading Intervention for Third-Grade Students with Dyslexia: A Mixed Methods Case Study .

Degree: 2019, University of Bridgeport

 Students with dyslexia often struggle with literacy acquisition and require reading interventions to improve their skills. This sequential mixed methods case study examines how a… (more)

Subjects/Keywords: Therapy dog; Reading disability; Dyslexia

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APA (6th Edition):

Clune, M. E. (2019). Measuring the Effects of a Therapy Dog Assisted Reading Intervention for Third-Grade Students with Dyslexia: A Mixed Methods Case Study . (Thesis). University of Bridgeport. Retrieved from https://scholarworks.bridgeport.edu/xmlui/handle/123456789/4311

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):

Clune, Mary Elizabeth. “Measuring the Effects of a Therapy Dog Assisted Reading Intervention for Third-Grade Students with Dyslexia: A Mixed Methods Case Study .” 2019. Thesis, University of Bridgeport. Accessed March 03, 2021. https://scholarworks.bridgeport.edu/xmlui/handle/123456789/4311.

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

MLA Handbook (7th Edition):

Clune, Mary Elizabeth. “Measuring the Effects of a Therapy Dog Assisted Reading Intervention for Third-Grade Students with Dyslexia: A Mixed Methods Case Study .” 2019. Web. 03 Mar 2021.

Vancouver:

Clune ME. Measuring the Effects of a Therapy Dog Assisted Reading Intervention for Third-Grade Students with Dyslexia: A Mixed Methods Case Study . [Internet] [Thesis]. University of Bridgeport; 2019. [cited 2021 Mar 03]. Available from: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/4311.

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

Council of Science Editors:

Clune ME. Measuring the Effects of a Therapy Dog Assisted Reading Intervention for Third-Grade Students with Dyslexia: A Mixed Methods Case Study . [Thesis]. University of Bridgeport; 2019. Available from: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/4311

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


University of British Columbia

6. Howorth, Anne Elizabeth. Experimental investigation into reading ability in relation to reversal errors in spelling and the Gerstmann syndrome.

Degree: MA- MA, Education, 1970, University of British Columbia

 The relationship between reading and spelling ability and the four symptoms of the Gerstmann syndrome was studied. A spelling test was constructed to measure the… (more)

Subjects/Keywords: Reading disability

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

APA (6th Edition):

Howorth, A. E. (1970). Experimental investigation into reading ability in relation to reversal errors in spelling and the Gerstmann syndrome. (Masters Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/35217

Chicago Manual of Style (16th Edition):

Howorth, Anne Elizabeth. “Experimental investigation into reading ability in relation to reversal errors in spelling and the Gerstmann syndrome.” 1970. Masters Thesis, University of British Columbia. Accessed March 03, 2021. http://hdl.handle.net/2429/35217.

MLA Handbook (7th Edition):

Howorth, Anne Elizabeth. “Experimental investigation into reading ability in relation to reversal errors in spelling and the Gerstmann syndrome.” 1970. Web. 03 Mar 2021.

Vancouver:

Howorth AE. Experimental investigation into reading ability in relation to reversal errors in spelling and the Gerstmann syndrome. [Internet] [Masters thesis]. University of British Columbia; 1970. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/2429/35217.

Council of Science Editors:

Howorth AE. Experimental investigation into reading ability in relation to reversal errors in spelling and the Gerstmann syndrome. [Masters Thesis]. University of British Columbia; 1970. Available from: http://hdl.handle.net/2429/35217

7. Matafwali, Beatrice. Nature and prevalence of reading difficulties in the third grade : Lusaka rural and urban schools.

Degree: 2011, University of Zimbabwe

 The study aimed at investigating the nature and prevalence of reading difficulties in the third grade of Lusaka rural and urban schools. A sample comprising… (more)

Subjects/Keywords: Reading  – Ability testing; Reading disability; Reading  – Research; Reading (Elementary)

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

APA (6th Edition):

Matafwali, B. (2011). Nature and prevalence of reading difficulties in the third grade : Lusaka rural and urban schools. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/411

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):

Matafwali, Beatrice. “Nature and prevalence of reading difficulties in the third grade : Lusaka rural and urban schools.” 2011. Thesis, University of Zimbabwe. Accessed March 03, 2021. http://dspace.unza.zm/handle/123456789/411.

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

MLA Handbook (7th Edition):

Matafwali, Beatrice. “Nature and prevalence of reading difficulties in the third grade : Lusaka rural and urban schools.” 2011. Web. 03 Mar 2021.

Vancouver:

Matafwali B. Nature and prevalence of reading difficulties in the third grade : Lusaka rural and urban schools. [Internet] [Thesis]. University of Zimbabwe; 2011. [cited 2021 Mar 03]. Available from: http://dspace.unza.zm/handle/123456789/411.

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

Council of Science Editors:

Matafwali B. Nature and prevalence of reading difficulties in the third grade : Lusaka rural and urban schools. [Thesis]. University of Zimbabwe; 2011. Available from: http://dspace.unza.zm/handle/123456789/411

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


University of Zambia

8. Kaani, Bestern. Nature and Prevalence of reading difficulties among school-dropouts : A case of selected school areas in Chipata District .

Degree: 2011, University of Zambia

 The aim of the study was to explore the nature and prevalence of reading difficulties among school dropouts (experimental) in comparison to in-school (control) children.… (more)

Subjects/Keywords: Reading  – Ability testing; Reading disability  – Zambia; Reading  – Zambia

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

APA (6th Edition):

Kaani, B. (2011). Nature and Prevalence of reading difficulties among school-dropouts : A case of selected school areas in Chipata District . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/393

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):

Kaani, Bestern. “Nature and Prevalence of reading difficulties among school-dropouts : A case of selected school areas in Chipata District .” 2011. Thesis, University of Zambia. Accessed March 03, 2021. http://hdl.handle.net/123456789/393.

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

MLA Handbook (7th Edition):

Kaani, Bestern. “Nature and Prevalence of reading difficulties among school-dropouts : A case of selected school areas in Chipata District .” 2011. Web. 03 Mar 2021.

Vancouver:

Kaani B. Nature and Prevalence of reading difficulties among school-dropouts : A case of selected school areas in Chipata District . [Internet] [Thesis]. University of Zambia; 2011. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/123456789/393.

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

Council of Science Editors:

Kaani B. Nature and Prevalence of reading difficulties among school-dropouts : A case of selected school areas in Chipata District . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/393

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


Liberty University

9. Hout, Brenda Louise. The Effects of NILD Educational Therapy on Reading Achievement.

Degree: 2019, Liberty University

 The current educational system in American schools is failing to meet the literacy needs of impaired readers in grades four through eight due to inadequate… (more)

Subjects/Keywords: Reading Disability; Adolescent Reading; Reading Impairment; Education; Language and Literacy Education

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APA (6th Edition):

Hout, B. L. (2019). The Effects of NILD Educational Therapy on Reading Achievement. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1987

Chicago Manual of Style (16th Edition):

Hout, Brenda Louise. “The Effects of NILD Educational Therapy on Reading Achievement.” 2019. Doctoral Dissertation, Liberty University. Accessed March 03, 2021. https://digitalcommons.liberty.edu/doctoral/1987.

MLA Handbook (7th Edition):

Hout, Brenda Louise. “The Effects of NILD Educational Therapy on Reading Achievement.” 2019. Web. 03 Mar 2021.

Vancouver:

Hout BL. The Effects of NILD Educational Therapy on Reading Achievement. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2021 Mar 03]. Available from: https://digitalcommons.liberty.edu/doctoral/1987.

Council of Science Editors:

Hout BL. The Effects of NILD Educational Therapy on Reading Achievement. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/1987


Georgia State University

10. Fritz, Cortney M. Modeling Reading Constructs with Struggling Readers at Different Ages.

Degree: PhD, Psychology, 2015, Georgia State University

  This study examined the degree to which core reading-related latent constructs, such as reading comprehension, language comprehension, word decoding, non-word decoding, phonological awareness, and… (more)

Subjects/Keywords: Reading; Reading disability; Dyslexia; Reading Comprehension; Decoding; Phonological awareness

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

APA (6th Edition):

Fritz, C. M. (2015). Modeling Reading Constructs with Struggling Readers at Different Ages. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/psych_diss/139

Chicago Manual of Style (16th Edition):

Fritz, Cortney M. “Modeling Reading Constructs with Struggling Readers at Different Ages.” 2015. Doctoral Dissertation, Georgia State University. Accessed March 03, 2021. https://scholarworks.gsu.edu/psych_diss/139.

MLA Handbook (7th Edition):

Fritz, Cortney M. “Modeling Reading Constructs with Struggling Readers at Different Ages.” 2015. Web. 03 Mar 2021.

Vancouver:

Fritz CM. Modeling Reading Constructs with Struggling Readers at Different Ages. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2021 Mar 03]. Available from: https://scholarworks.gsu.edu/psych_diss/139.

Council of Science Editors:

Fritz CM. Modeling Reading Constructs with Struggling Readers at Different Ages. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/psych_diss/139


University of Alberta

11. Davies, Lisa E. Rapid Naming Speed and Reading in Adults with and without Dyslexia.

Degree: MEd, Department of Educational Psychology, 2013, University of Alberta

 This study sought to examine (a) if Rapid Automatized Naming (RAN) differentiates between dyslexic and normal readers in adulthood, and (b) if RAN is more… (more)

Subjects/Keywords: Dyslexia; Rapid Automatized Naming; Reading Disability; RAN

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

APA (6th Edition):

Davies, L. E. (2013). Rapid Naming Speed and Reading in Adults with and without Dyslexia. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/df65v8156

Chicago Manual of Style (16th Edition):

Davies, Lisa E. “Rapid Naming Speed and Reading in Adults with and without Dyslexia.” 2013. Masters Thesis, University of Alberta. Accessed March 03, 2021. https://era.library.ualberta.ca/files/df65v8156.

MLA Handbook (7th Edition):

Davies, Lisa E. “Rapid Naming Speed and Reading in Adults with and without Dyslexia.” 2013. Web. 03 Mar 2021.

Vancouver:

Davies LE. Rapid Naming Speed and Reading in Adults with and without Dyslexia. [Internet] [Masters thesis]. University of Alberta; 2013. [cited 2021 Mar 03]. Available from: https://era.library.ualberta.ca/files/df65v8156.

Council of Science Editors:

Davies LE. Rapid Naming Speed and Reading in Adults with and without Dyslexia. [Masters Thesis]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/df65v8156


University of Houston

12. Williams, Baruch L. Memory Performance of Children with ADHD and Reading Disability.

Degree: PhD, Psychology, Clinical, 2015, University of Houston

 The present study evaluated the use of the Selective Reminding Test in differentiating memory performance among children with Attention Deficit Hyperactivity Disorder (ADHD), Reading Disability(more)

Subjects/Keywords: Selective Reminding Test; ADHD; Reading Disability; Memory

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APA (6th Edition):

Williams, B. L. (2015). Memory Performance of Children with ADHD and Reading Disability. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/6546

Chicago Manual of Style (16th Edition):

Williams, Baruch L. “Memory Performance of Children with ADHD and Reading Disability.” 2015. Doctoral Dissertation, University of Houston. Accessed March 03, 2021. http://hdl.handle.net/10657/6546.

MLA Handbook (7th Edition):

Williams, Baruch L. “Memory Performance of Children with ADHD and Reading Disability.” 2015. Web. 03 Mar 2021.

Vancouver:

Williams BL. Memory Performance of Children with ADHD and Reading Disability. [Internet] [Doctoral dissertation]. University of Houston; 2015. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/10657/6546.

Council of Science Editors:

Williams BL. Memory Performance of Children with ADHD and Reading Disability. [Doctoral Dissertation]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/6546


University of Tasmania

13. Matthews, AJ. Phonological decoding ability, spatial attention, and event-related potentials.

Degree: 2008, University of Tasmania

 Evidence for a selective spatial attention deficit among children and adults with developmental dyslexia has been interpreted to reflect impairment in the posterior attentional network… (more)

Subjects/Keywords: Dyslexia; Reading disability

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

APA (6th Edition):

Matthews, A. (2008). Phonological decoding ability, spatial attention, and event-related potentials. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/20679/1/whole_MatthewsAllisonJ2008_thesis.pdf ; Matthews, AJ ORCID: 0000-0003-2961-9125 <https://orcid.org/0000-0003-2961-9125> 2008 , 'Phonological decoding ability, spatial attention, and event-related potentials', PhD thesis, University of Tasmania.

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):

Matthews, AJ. “Phonological decoding ability, spatial attention, and event-related potentials.” 2008. Thesis, University of Tasmania. Accessed March 03, 2021. https://eprints.utas.edu.au/20679/1/whole_MatthewsAllisonJ2008_thesis.pdf ; Matthews, AJ ORCID: 0000-0003-2961-9125 <https://orcid.org/0000-0003-2961-9125> 2008 , 'Phonological decoding ability, spatial attention, and event-related potentials', PhD thesis, University of Tasmania..

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

MLA Handbook (7th Edition):

Matthews, AJ. “Phonological decoding ability, spatial attention, and event-related potentials.” 2008. Web. 03 Mar 2021.

Vancouver:

Matthews A. Phonological decoding ability, spatial attention, and event-related potentials. [Internet] [Thesis]. University of Tasmania; 2008. [cited 2021 Mar 03]. Available from: https://eprints.utas.edu.au/20679/1/whole_MatthewsAllisonJ2008_thesis.pdf ; Matthews, AJ ORCID: 0000-0003-2961-9125 <https://orcid.org/0000-0003-2961-9125> 2008 , 'Phonological decoding ability, spatial attention, and event-related potentials', PhD thesis, University of Tasmania..

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

Council of Science Editors:

Matthews A. Phonological decoding ability, spatial attention, and event-related potentials. [Thesis]. University of Tasmania; 2008. Available from: https://eprints.utas.edu.au/20679/1/whole_MatthewsAllisonJ2008_thesis.pdf ; Matthews, AJ ORCID: 0000-0003-2961-9125 <https://orcid.org/0000-0003-2961-9125> 2008 , 'Phonological decoding ability, spatial attention, and event-related potentials', PhD thesis, University of Tasmania.

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

14. Mansour, Alfred. MEG coherence imaging in dyslexia: Activation of working memory pathways.

Degree: PhD, Psychology, 2012, Eastern Michigan University

  The aims of this dissertation are to 1) review the genetic, neurodevelopmental, structural, and functional brain imaging studies that are the foundations of our… (more)

Subjects/Keywords: Dyslexia; learning disabilities; reading disability; Psychology

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

APA (6th Edition):

Mansour, A. (2012). MEG coherence imaging in dyslexia: Activation of working memory pathways. (Doctoral Dissertation). Eastern Michigan University. Retrieved from https://commons.emich.edu/theses/590

Chicago Manual of Style (16th Edition):

Mansour, Alfred. “MEG coherence imaging in dyslexia: Activation of working memory pathways.” 2012. Doctoral Dissertation, Eastern Michigan University. Accessed March 03, 2021. https://commons.emich.edu/theses/590.

MLA Handbook (7th Edition):

Mansour, Alfred. “MEG coherence imaging in dyslexia: Activation of working memory pathways.” 2012. Web. 03 Mar 2021.

Vancouver:

Mansour A. MEG coherence imaging in dyslexia: Activation of working memory pathways. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2012. [cited 2021 Mar 03]. Available from: https://commons.emich.edu/theses/590.

Council of Science Editors:

Mansour A. MEG coherence imaging in dyslexia: Activation of working memory pathways. [Doctoral Dissertation]. Eastern Michigan University; 2012. Available from: https://commons.emich.edu/theses/590


University of North Carolina – Greensboro

15. Felton, Rebecca Hobgood. Dysnomia and its relationship to subtypes of reading disabilities.

Degree: 1983, University of North Carolina – Greensboro

 The purpose of this study was to investigate the relationship between dysnomia and subtypes of reading disabilities. Specifically, three research questions were addressed: 1. Does… (more)

Subjects/Keywords: Reading disability; Anomia

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APA (6th Edition):

Felton, R. H. (1983). Dysnomia and its relationship to subtypes of reading disabilities. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=23814

Chicago Manual of Style (16th Edition):

Felton, Rebecca Hobgood. “Dysnomia and its relationship to subtypes of reading disabilities.” 1983. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed March 03, 2021. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=23814.

MLA Handbook (7th Edition):

Felton, Rebecca Hobgood. “Dysnomia and its relationship to subtypes of reading disabilities.” 1983. Web. 03 Mar 2021.

Vancouver:

Felton RH. Dysnomia and its relationship to subtypes of reading disabilities. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 1983. [cited 2021 Mar 03]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=23814.

Council of Science Editors:

Felton RH. Dysnomia and its relationship to subtypes of reading disabilities. [Doctoral Dissertation]. University of North Carolina – Greensboro; 1983. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=23814


Texas Tech University

16. Gottlieb, Michael Craig. The relationship between schizophrenia and reading retardation in adolescent males.

Degree: Psychology, 1972, Texas Tech University

Subjects/Keywords: Schizophrenia; Reading disability

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

APA (6th Edition):

Gottlieb, M. C. (1972). The relationship between schizophrenia and reading retardation in adolescent males. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/17954

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):

Gottlieb, Michael Craig. “The relationship between schizophrenia and reading retardation in adolescent males.” 1972. Thesis, Texas Tech University. Accessed March 03, 2021. http://hdl.handle.net/2346/17954.

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

MLA Handbook (7th Edition):

Gottlieb, Michael Craig. “The relationship between schizophrenia and reading retardation in adolescent males.” 1972. Web. 03 Mar 2021.

Vancouver:

Gottlieb MC. The relationship between schizophrenia and reading retardation in adolescent males. [Internet] [Thesis]. Texas Tech University; 1972. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/2346/17954.

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

Council of Science Editors:

Gottlieb MC. The relationship between schizophrenia and reading retardation in adolescent males. [Thesis]. Texas Tech University; 1972. Available from: http://hdl.handle.net/2346/17954

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


University of Hong Kong

17. 葉雅文. Probing into the underlying neural basis of reading in Chinese.

Degree: 2013, University of Hong Kong

 Burgeoning research has been done on reading and developmental dyslexia in different writing systems over the past decades. The prevailing view of reading research is… (more)

Subjects/Keywords: Reading disability; Neurosciences

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

APA (6th Edition):

葉雅文. (2013). Probing into the underlying neural basis of reading in Chinese. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/222353

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

Chicago Manual of Style (16th Edition):

葉雅文. “Probing into the underlying neural basis of reading in Chinese.” 2013. Thesis, University of Hong Kong. Accessed March 03, 2021. http://hdl.handle.net/10722/222353.

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

MLA Handbook (7th Edition):

葉雅文. “Probing into the underlying neural basis of reading in Chinese.” 2013. Web. 03 Mar 2021.

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

Vancouver:

葉雅文. Probing into the underlying neural basis of reading in Chinese. [Internet] [Thesis]. University of Hong Kong; 2013. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/10722/222353.

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

Council of Science Editors:

葉雅文. Probing into the underlying neural basis of reading in Chinese. [Thesis]. University of Hong Kong; 2013. Available from: http://hdl.handle.net/10722/222353

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


The Ohio State University

18. Ingraham, Linda McDonnell. Differential diagnosis of reading dysfunction in children utilizing WISC subtest patterns : a taxonomic key approach .

Degree: PhD, Graduate School, 1979, The Ohio State University

Subjects/Keywords: Psychology; Reading disability

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

APA (6th Edition):

Ingraham, L. M. (1979). Differential diagnosis of reading dysfunction in children utilizing WISC subtest patterns : a taxonomic key approach . (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1487084182544932

Chicago Manual of Style (16th Edition):

Ingraham, Linda McDonnell. “Differential diagnosis of reading dysfunction in children utilizing WISC subtest patterns : a taxonomic key approach .” 1979. Doctoral Dissertation, The Ohio State University. Accessed March 03, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487084182544932.

MLA Handbook (7th Edition):

Ingraham, Linda McDonnell. “Differential diagnosis of reading dysfunction in children utilizing WISC subtest patterns : a taxonomic key approach .” 1979. Web. 03 Mar 2021.

Vancouver:

Ingraham LM. Differential diagnosis of reading dysfunction in children utilizing WISC subtest patterns : a taxonomic key approach . [Internet] [Doctoral dissertation]. The Ohio State University; 1979. [cited 2021 Mar 03]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487084182544932.

Council of Science Editors:

Ingraham LM. Differential diagnosis of reading dysfunction in children utilizing WISC subtest patterns : a taxonomic key approach . [Doctoral Dissertation]. The Ohio State University; 1979. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487084182544932

19. Felton, Rebecca Hobgood. Dysnomia and its relationship to subtypes of reading disabilities.

Degree: 1983, NC Docks

 The purpose of this study was to investigate the relationship between dysnomia and subtypes of reading disabilities. Specifically, three research questions were addressed: 1. Does… (more)

Subjects/Keywords: Reading disability; Anomia

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

APA (6th Edition):

Felton, R. H. (1983). Dysnomia and its relationship to subtypes of reading disabilities. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Felton_uncg_8408994.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):

Felton, Rebecca Hobgood. “Dysnomia and its relationship to subtypes of reading disabilities.” 1983. Thesis, NC Docks. Accessed March 03, 2021. http://libres.uncg.edu/ir/uncg/f/Felton_uncg_8408994.PDF.

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

MLA Handbook (7th Edition):

Felton, Rebecca Hobgood. “Dysnomia and its relationship to subtypes of reading disabilities.” 1983. Web. 03 Mar 2021.

Vancouver:

Felton RH. Dysnomia and its relationship to subtypes of reading disabilities. [Internet] [Thesis]. NC Docks; 1983. [cited 2021 Mar 03]. Available from: http://libres.uncg.edu/ir/uncg/f/Felton_uncg_8408994.PDF.

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

Council of Science Editors:

Felton RH. Dysnomia and its relationship to subtypes of reading disabilities. [Thesis]. NC Docks; 1983. Available from: http://libres.uncg.edu/ir/uncg/f/Felton_uncg_8408994.PDF

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


University of Alberta

20. Parsons, Marliss. The social and emotional characteristics of poor readers with normal intelligence.

Degree: MEd, Department of Educational Psychology, 1975, University of Alberta

Subjects/Keywords: Reading disability.; Reading disability – Psychological aspects.

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

APA (6th Edition):

Parsons, M. (1975). The social and emotional characteristics of poor readers with normal intelligence. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/8g84mp456

Chicago Manual of Style (16th Edition):

Parsons, Marliss. “The social and emotional characteristics of poor readers with normal intelligence.” 1975. Masters Thesis, University of Alberta. Accessed March 03, 2021. https://era.library.ualberta.ca/files/8g84mp456.

MLA Handbook (7th Edition):

Parsons, Marliss. “The social and emotional characteristics of poor readers with normal intelligence.” 1975. Web. 03 Mar 2021.

Vancouver:

Parsons M. The social and emotional characteristics of poor readers with normal intelligence. [Internet] [Masters thesis]. University of Alberta; 1975. [cited 2021 Mar 03]. Available from: https://era.library.ualberta.ca/files/8g84mp456.

Council of Science Editors:

Parsons M. The social and emotional characteristics of poor readers with normal intelligence. [Masters Thesis]. University of Alberta; 1975. Available from: https://era.library.ualberta.ca/files/8g84mp456


University of Saskatchewan

21. Somerville, Kristy. Postsecondary students with reading difficulties/disabilities: exploring coping strategies and learning techniques.

Degree: 2015, University of Saskatchewan

 The purpose of the present study was to explore the coping strategies and learning techniques students with reading difficulties/disabilities (e.g., dyslexia) view as effective and… (more)

Subjects/Keywords: reading; reading disability; dyslexia; learning disability; adult learners; postsecondary students; coping strategies; learning strategies

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APA (6th Edition):

Somerville, K. (2015). Postsecondary students with reading difficulties/disabilities: exploring coping strategies and learning techniques. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2015-12-2321

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):

Somerville, Kristy. “Postsecondary students with reading difficulties/disabilities: exploring coping strategies and learning techniques.” 2015. Thesis, University of Saskatchewan. Accessed March 03, 2021. http://hdl.handle.net/10388/ETD-2015-12-2321.

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

MLA Handbook (7th Edition):

Somerville, Kristy. “Postsecondary students with reading difficulties/disabilities: exploring coping strategies and learning techniques.” 2015. Web. 03 Mar 2021.

Vancouver:

Somerville K. Postsecondary students with reading difficulties/disabilities: exploring coping strategies and learning techniques. [Internet] [Thesis]. University of Saskatchewan; 2015. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/10388/ETD-2015-12-2321.

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

Council of Science Editors:

Somerville K. Postsecondary students with reading difficulties/disabilities: exploring coping strategies and learning techniques. [Thesis]. University of Saskatchewan; 2015. Available from: http://hdl.handle.net/10388/ETD-2015-12-2321

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


University of Washington

22. Deibel, Katherine. Understanding and Supporting the Adoption of Assistive Technologies by Adults with Reading Disabilities.

Degree: 2011, University of Washington

Reading disabilities such as dyslexia are life-long conditions affecting an estimated 5–15% of thepopulation. For adults with these conditions, participation in today¢s information society can… (more)

Subjects/Keywords: reading disability; value sensitive design; dyslexia; reading; assistive technology; normalcy; technology adoption; disability

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

APA (6th Edition):

Deibel, K. (2011). Understanding and Supporting the Adoption of Assistive Technologies by Adults with Reading Disabilities. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/16349

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):

Deibel, Katherine. “Understanding and Supporting the Adoption of Assistive Technologies by Adults with Reading Disabilities.” 2011. Thesis, University of Washington. Accessed March 03, 2021. http://hdl.handle.net/1773/16349.

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

MLA Handbook (7th Edition):

Deibel, Katherine. “Understanding and Supporting the Adoption of Assistive Technologies by Adults with Reading Disabilities.” 2011. Web. 03 Mar 2021.

Vancouver:

Deibel K. Understanding and Supporting the Adoption of Assistive Technologies by Adults with Reading Disabilities. [Internet] [Thesis]. University of Washington; 2011. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/1773/16349.

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

Council of Science Editors:

Deibel K. Understanding and Supporting the Adoption of Assistive Technologies by Adults with Reading Disabilities. [Thesis]. University of Washington; 2011. Available from: http://hdl.handle.net/1773/16349

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

23. Mather, David Stead. Dual-task interference effects in early adolescents who differ in reading and spelling abilities.

Degree: Interdisciplinary Graduate Program, 2018, University of Victoria

 Few studies have investigated the differences between poor readers/poor spellers (SRD) and good readers who demonstrate unexpectedly poor spelling skills (SSD). Those that have done… (more)

Subjects/Keywords: Reading disability; Spelling disability

…otivated this project. Chapter I INTRODUCTION Specific reading disability (SRD) and… …ecific reading disability (SRD) (Vellutino, 19?9). 10 Laterality - A term… …reading disability) has adopted the prem ise that this disorder is attributable to… …x28;1966) who stated that: ...th e majority of reading disability cases w ill be… …different in that reading disability may additionally involve temporal lobe problems with the… 

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

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

APA (6th Edition):

Mather, D. S. (2018). Dual-task interference effects in early adolescents who differ in reading and spelling abilities. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/9621

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):

Mather, David Stead. “Dual-task interference effects in early adolescents who differ in reading and spelling abilities.” 2018. Thesis, University of Victoria. Accessed March 03, 2021. https://dspace.library.uvic.ca//handle/1828/9621.

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

MLA Handbook (7th Edition):

Mather, David Stead. “Dual-task interference effects in early adolescents who differ in reading and spelling abilities.” 2018. Web. 03 Mar 2021.

Vancouver:

Mather DS. Dual-task interference effects in early adolescents who differ in reading and spelling abilities. [Internet] [Thesis]. University of Victoria; 2018. [cited 2021 Mar 03]. Available from: https://dspace.library.uvic.ca//handle/1828/9621.

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

Council of Science Editors:

Mather DS. Dual-task interference effects in early adolescents who differ in reading and spelling abilities. [Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/9621

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


University of Zambia

24. Mwanamukubi, Linda. Reading difficulties in grade six learners and challenges faced by teachers in teaching reading: A case of Chadiza and Chipata districts,Zambia .

Degree: 2013, University of Zambia

Reading is one of the basic skills that a child should master during their first school years to be able to assimilate new knowledge and… (more)

Subjects/Keywords: Reading disability.; Reading  – Ability testing – study and teaching – Zambia

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

APA (6th Edition):

Mwanamukubi, L. (2013). Reading difficulties in grade six learners and challenges faced by teachers in teaching reading: A case of Chadiza and Chipata districts,Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/2715

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):

Mwanamukubi, Linda. “Reading difficulties in grade six learners and challenges faced by teachers in teaching reading: A case of Chadiza and Chipata districts,Zambia .” 2013. Thesis, University of Zambia. Accessed March 03, 2021. http://hdl.handle.net/123456789/2715.

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

MLA Handbook (7th Edition):

Mwanamukubi, Linda. “Reading difficulties in grade six learners and challenges faced by teachers in teaching reading: A case of Chadiza and Chipata districts,Zambia .” 2013. Web. 03 Mar 2021.

Vancouver:

Mwanamukubi L. Reading difficulties in grade six learners and challenges faced by teachers in teaching reading: A case of Chadiza and Chipata districts,Zambia . [Internet] [Thesis]. University of Zambia; 2013. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/123456789/2715.

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

Council of Science Editors:

Mwanamukubi L. Reading difficulties in grade six learners and challenges faced by teachers in teaching reading: A case of Chadiza and Chipata districts,Zambia . [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/2715

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


University of Alberta

25. Schienbein, Dennis D. An investigation of differences in inferencing behavior between average and low readers.

Degree: MEd, Department of Elementary Education, 1978, University of Alberta

Subjects/Keywords: Reading disability.; Reading (Elementary); Inference.

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APA (6th Edition):

Schienbein, D. D. (1978). An investigation of differences in inferencing behavior between average and low readers. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/9g54xm44s

Chicago Manual of Style (16th Edition):

Schienbein, Dennis D. “An investigation of differences in inferencing behavior between average and low readers.” 1978. Masters Thesis, University of Alberta. Accessed March 03, 2021. https://era.library.ualberta.ca/files/9g54xm44s.

MLA Handbook (7th Edition):

Schienbein, Dennis D. “An investigation of differences in inferencing behavior between average and low readers.” 1978. Web. 03 Mar 2021.

Vancouver:

Schienbein DD. An investigation of differences in inferencing behavior between average and low readers. [Internet] [Masters thesis]. University of Alberta; 1978. [cited 2021 Mar 03]. Available from: https://era.library.ualberta.ca/files/9g54xm44s.

Council of Science Editors:

Schienbein DD. An investigation of differences in inferencing behavior between average and low readers. [Masters Thesis]. University of Alberta; 1978. Available from: https://era.library.ualberta.ca/files/9g54xm44s


University of Alberta

26. Kinley, Martha Wilma. The adolescent problem reader's perception of reading.

Degree: MEd, Department of Elementary Education, 1987, University of Alberta

Subjects/Keywords: Reading (Secondary); Reading disability.

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

APA (6th Edition):

Kinley, M. W. (1987). The adolescent problem reader's perception of reading. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/xw42nb53s

Chicago Manual of Style (16th Edition):

Kinley, Martha Wilma. “The adolescent problem reader's perception of reading.” 1987. Masters Thesis, University of Alberta. Accessed March 03, 2021. https://era.library.ualberta.ca/files/xw42nb53s.

MLA Handbook (7th Edition):

Kinley, Martha Wilma. “The adolescent problem reader's perception of reading.” 1987. Web. 03 Mar 2021.

Vancouver:

Kinley MW. The adolescent problem reader's perception of reading. [Internet] [Masters thesis]. University of Alberta; 1987. [cited 2021 Mar 03]. Available from: https://era.library.ualberta.ca/files/xw42nb53s.

Council of Science Editors:

Kinley MW. The adolescent problem reader's perception of reading. [Masters Thesis]. University of Alberta; 1987. Available from: https://era.library.ualberta.ca/files/xw42nb53s


University of Alberta

27. Price, Margaret Anne. The interface between reading and nonreading characteristics of subgroups of disabled readers.

Degree: PhD, Department of Educational Psychology, 1983, University of Alberta

Subjects/Keywords: Reading – Research.; Reading disability.

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

APA (6th Edition):

Price, M. A. (1983). The interface between reading and nonreading characteristics of subgroups of disabled readers. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/mp48sf978

Chicago Manual of Style (16th Edition):

Price, Margaret Anne. “The interface between reading and nonreading characteristics of subgroups of disabled readers.” 1983. Doctoral Dissertation, University of Alberta. Accessed March 03, 2021. https://era.library.ualberta.ca/files/mp48sf978.

MLA Handbook (7th Edition):

Price, Margaret Anne. “The interface between reading and nonreading characteristics of subgroups of disabled readers.” 1983. Web. 03 Mar 2021.

Vancouver:

Price MA. The interface between reading and nonreading characteristics of subgroups of disabled readers. [Internet] [Doctoral dissertation]. University of Alberta; 1983. [cited 2021 Mar 03]. Available from: https://era.library.ualberta.ca/files/mp48sf978.

Council of Science Editors:

Price MA. The interface between reading and nonreading characteristics of subgroups of disabled readers. [Doctoral Dissertation]. University of Alberta; 1983. Available from: https://era.library.ualberta.ca/files/mp48sf978


University of Tasmania

28. Lancaster, M. The relationship between inspection time and IQ in specific reading disabled grade 7 students.

Degree: 1988, University of Tasmania

 This study investigated the relationship between inspection time and IQ in a total sample of 155 specific reading disabled (SRD) and normal children aged 12… (more)

Subjects/Keywords: Reading disability; Reading; Children

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APA (6th Edition):

Lancaster, M. (1988). The relationship between inspection time and IQ in specific reading disabled grade 7 students. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/20277/7/whole_LancasterMargaret1989.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):

Lancaster, M. “The relationship between inspection time and IQ in specific reading disabled grade 7 students.” 1988. Thesis, University of Tasmania. Accessed March 03, 2021. https://eprints.utas.edu.au/20277/7/whole_LancasterMargaret1989.pdf.

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

MLA Handbook (7th Edition):

Lancaster, M. “The relationship between inspection time and IQ in specific reading disabled grade 7 students.” 1988. Web. 03 Mar 2021.

Vancouver:

Lancaster M. The relationship between inspection time and IQ in specific reading disabled grade 7 students. [Internet] [Thesis]. University of Tasmania; 1988. [cited 2021 Mar 03]. Available from: https://eprints.utas.edu.au/20277/7/whole_LancasterMargaret1989.pdf.

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

Council of Science Editors:

Lancaster M. The relationship between inspection time and IQ in specific reading disabled grade 7 students. [Thesis]. University of Tasmania; 1988. Available from: https://eprints.utas.edu.au/20277/7/whole_LancasterMargaret1989.pdf

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


Vanderbilt University

29. Steacy, Laura Marianne. The Role of Imageability in Word Learning Efficiency and Transfer among First and Second Graders At-Risk for Reading Disabilities.

Degree: PhD, Special Education, 2015, Vanderbilt University

 This paper explores efficiency and transfer of word learning in first and second grade students. In two studies, students participated in a short training in… (more)

Subjects/Keywords: individual differences; imageability; irregular word reading; reading disability

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APA (6th Edition):

Steacy, L. M. (2015). The Role of Imageability in Word Learning Efficiency and Transfer among First and Second Graders At-Risk for Reading Disabilities. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11132

Chicago Manual of Style (16th Edition):

Steacy, Laura Marianne. “The Role of Imageability in Word Learning Efficiency and Transfer among First and Second Graders At-Risk for Reading Disabilities.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed March 03, 2021. http://hdl.handle.net/1803/11132.

MLA Handbook (7th Edition):

Steacy, Laura Marianne. “The Role of Imageability in Word Learning Efficiency and Transfer among First and Second Graders At-Risk for Reading Disabilities.” 2015. Web. 03 Mar 2021.

Vancouver:

Steacy LM. The Role of Imageability in Word Learning Efficiency and Transfer among First and Second Graders At-Risk for Reading Disabilities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/1803/11132.

Council of Science Editors:

Steacy LM. The Role of Imageability in Word Learning Efficiency and Transfer among First and Second Graders At-Risk for Reading Disabilities. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/11132


Vanderbilt University

30. Lindström, Esther Ritva. Reading Instruction Provided to Children with Intellectual Disability: An Observation Study.

Degree: PhD, Special Education, 2017, Vanderbilt University

 This study documents the content and quality of reading instruction provided to students with intellectual disability in kindergarten through third grade. Seven special education teachers… (more)

Subjects/Keywords: reading; mixed method; special education; intellectual disability; reading instruction; observation

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APA (6th Edition):

Lindström, E. R. (2017). Reading Instruction Provided to Children with Intellectual Disability: An Observation Study. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13696

Chicago Manual of Style (16th Edition):

Lindström, Esther Ritva. “Reading Instruction Provided to Children with Intellectual Disability: An Observation Study.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed March 03, 2021. http://hdl.handle.net/1803/13696.

MLA Handbook (7th Edition):

Lindström, Esther Ritva. “Reading Instruction Provided to Children with Intellectual Disability: An Observation Study.” 2017. Web. 03 Mar 2021.

Vancouver:

Lindström ER. Reading Instruction Provided to Children with Intellectual Disability: An Observation Study. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/1803/13696.

Council of Science Editors:

Lindström ER. Reading Instruction Provided to Children with Intellectual Disability: An Observation Study. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/13696

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