subject:(reading disability)

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

URL: https://era.library.ualberta.ca/files/ht24wm12x

Subjects/Keywords: Reading disability.

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APA (6^th 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 (16^th 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 (7^th 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

URL: https://eprints.utas.edu.au/21960/1/whole_StopsDarrenMax1996_thesis.pdf

Subjects/Keywords: Reading disability

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APA (6^th 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 (16^th 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 (7^th 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

URL: http://www.uwstout.edu/lib/thesis/2002/2002haatsr.pdf ; http://digital.library.wisc.edu/1793/40431

Subjects/Keywords: Reading disability

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APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/1993/32939

► 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 (6^th 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 (16^th 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 (7^th 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

URL: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/4311

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/2429/35217

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://dspace.unza.zm/handle/123456789/411

► 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)

▼ 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 106 pupils selected from Chongwe, Lusaka Boys, Lusaka Girls and Northmead Basic schools participated in this study. A number of instruments were used to measure requisites and correlates of reading skills. Subtests from the screening instrument known as the Basic Skill Assessment Tool (BASAT) provided most of the individual measures of reading skills. Included among these measures were: the alphabetic principle, phonological awareness, working memory, and reading comprehension. Additionally, the serial rapid naming test comprising objects and numbers was used to assess verbal fluency in children. A spelling test consisting of words was also used to measure the children's spelling and writing skills. A passage story adapted from the grade three readers book was used to measure reading comprehension skills while the Panga Munthu Test (PMT) measured non-verbal cognitive abilities. Results suggest that, only a small proportion of children were able to read at a comfortable grade level. Performance was found to be generally poor with no significant difference between the rural and urban schools. As expected, the subtests related to reading skills were significantly correlated. Digit Span, a test of working memory, correlated with letter recognition (r = .30, p < .01), letter-sound knowledge (r = .22, p < .05), word reading (r = .24, p < .05), and serial rapid naming of numbers (r = .33, p < .01). These results were expected given the association between ability to memorize letters, sounds, and words, and strong working memory skills (Pennington, Van Orden, Kirson, and Haith, 1991; Siegel and Ryan, 1988), as well as fluency and working memory skills (Cutting and Denckla, 2001). The Panga Munthu Test was significantly correlated with sound blending (r = .22, p < .05) and spelling ability (r = .25, p < .05). In this case, there is currently no research evidence to suggest the cause of these correlations, and they are therefore considered spurious. It was originally expected that the Panga Munthu Test being a non-verbal cognitive test would be related with reading ability, but that result was not found in this sample. The following recommendations were made to the Ministry of Education in order to help improve the reading standards in primary schools. a. Considering the large proportion of grade three pupils experiencing difficulties at reading, a deliberate policy should be put in place to include in the school curriculum, assessment of reading skills in the first grade. This type of assessment will essentially serve two purposes; to initially identify pupils who appear to be at risk for difficulty in acquiring reading skills, and to regularly monitor the progress of children receiving reading instructions. b. While acknowledging the rich literacy programmes in schools such as the New Break Through to Literacy (NBTL) at grade one level; Step Into English (SITE)…

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

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APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/123456789/393

► 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)

▼ 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. Many studies to determine the nature and prevalence of reading difficulties among in school participants have been carried out, but none among school dropouts. This is despite the fact that large numbers of children dropout of school every year. A sample of 98 participants drawn from 4 school areas in Chipata district took part in the study. There were two urban and two rural school areas. An experimental group of sixty(60) school dropouts and a control group of 38 in-school children constituted the study sample. The two samples were matched by age, gender, grade level and school area.Reading assessment tests comprising Zambia Achievement Test's reading recognition,pseudoword decoding and reading comprehension subtests were administered by trained assessors to all participants, together with a nonverbal intelligence test, the K-ABC Pattern Reasoning, in their respective school areas.Data analysis was achieved by comparing mean differences of two groups, using a series of one-way ANOVAs and Chi-Square of differences on each of the three reading subtests. Descriptive statistics revealed that in-school participants outperformed school dropouts on all ZAT reading subtests. Data analyses were done using the SPSS and webbased chi-square analysis. The mean score differences between the two group means were all statistically significant on all subtests, with in-school outperforming school dropouts. Generally, school area location had significant main effects on reading performance as urban participants had higher mean scores than rural participants. Similarly, female participants performed poorly compared to their male counterparts. As suspected, rural in-school participants performed better than the rural out of school.The prevalence of reading difficulties was significantly higher among school dropouts than among the in-school children. On subtest basis, prevalence of reading difficulties was high among school dropouts than among in-school participants. The differences in the proportions of children scoring above or below 15% reading threshold on the reading recognition in the two groups did not show statistical significance. But the proportional differences on the Pseudo-words decoding and Reading Comprehension subtests were statistically significant. The nature of reading difficulties in the three reading disability implicated core domains revealed that the reading difficulties were more severe among experimental than among the control sample. Similarly, the levels of prevalence of reading difficulties were also significantly higher among the experimental group compared to the control group. These results corroborate findings of several other studies which report that reading performance in Zambian schools is generally poor (Sharma, 1973; Chikalanga, 1990;Matafwali, 2005). However, school dropouts exhibited significantly more reading …

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

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APA (6^th 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 (16^th 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 (7^th 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

URL: https://digitalcommons.liberty.edu/doctoral/1987

► 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 (6^th 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 (16^th 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 (7^th 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

URL: https://scholarworks.gsu.edu/psych_diss/139

► 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 (6^th 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 (16^th 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 (7^th 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

URL: https://era.library.ualberta.ca/files/df65v8156

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/10657/6546

► 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 (6^th 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 (16^th 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 (7^th 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

URL: 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.

► 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)

▼ 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 including the magnocellular-mediated posterior parietal cortex, and particularly the right hemisphere. According to cognitive interpretations, dyslexia stems from a core phonological deficit and it has been shown that phonological decoding is essential for normal reading development. Thus, the aim of the present research was to investigate the relationship between selective spatial attention and reading ability among adults with good and poor phonological decoding ability as assessed by nonword reading ability. Five experiments were conducted to investigate this relationship. The results of Experiment 1 indicated that poor phonological decoders are slower to search for feature conjunctions, particularly for searches defined by the features of form and motion. These findings are consistent with previous research in populations with dyslexia and suggest differences between good and poor phonological decoders in terms of the guidance of spatial attention. Experiments 2 to 5 aimed to examine differences in attentional processing in more detail by examining the specific mechanisms involved in both sustained and transient spatial attention tasks and their relationship to early event-related potential components. Research has demonstrated that the early sensory components of the event-related potential waveform (P1 and N1) index early visual processing and are modulated during tasks in which attention is manipulated. However few previous studies have investigated the electrophysiological correlates of spatial attention in good and poor readers. In Experiment 2 the mechanisms of attentional focussing and inhibition were investigated using a task in which a focussing cue preceded a target that was flanked by compatible or incompatible flankers. Poor decoders showed a greater reaction time cost for incongruent stimuli preceded by large cues, which was suggested to indicate difficulty in focussing attention and suppressing information at unattended locations. This finding was accompanied by a reduction in the modulation of N1 amplitude by both cue-size and flanker compatibility for poor decoders, and a reduction in the modulation of the frontal N2 component by flanker compatibility. Together, these findings suggested hemispheric differences in the functioning of the posterior attentional network as well as differences in inhibitory processing within the frontal attentional network. Experiment 3 aimed to examine differences between good and poor phonological decoders in the allocation of attention to global and local levels of hierarchical stimuli. Poor phonological decoders were slower than good phonological decoders when attention was directed to both the global and local processing levels. This was accompanied by a lack of task related modulation of the posterior N1 and N2 components, and an overall increase in N2 amplitude among poor…

Subjects/Keywords: Dyslexia; Reading disability

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APA (6^th 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 (16^th 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 (7^th 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

URL: https://commons.emich.edu/theses/590

► 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)

▼ The aims of this dissertation are to 1) review the genetic, neurodevelopmental, structural, and functional brain imaging studies that are the foundations of our understanding of dyslexia and 2) investigate the pattern of activation and functional connectivity of neuronal networks critical in working memory in dyslexics by means of magnetoenchephalographic (MEG) coherence imaging. Dyslexics showed an early onset of activation in the precentral gyrus and the superior frontal gyrus, which differed from controls where activation was initiated in posterior cortical regions (supramarginal gyrus and superior temporal gyrus). Further, dyslexics showed lower normalized amplitudes of activation in the right superior temporal gyrus and right middle temporal gyrus than controls during a spatial working memory (SWM) task. In contrast, during a verbal working memory (VWM) task, dyslexics showed lower normalized amplitudes in the right insular cortex and right superior temporal gyrus and higher, likely compensatory, activation in the right fusiform gyrus, left parahippocampal gyrus, and left precentral gyrus. Dyslexics performing a SWM task showed significantly reduced MEG coherence and lower 1) right frontal connectivity, 2) right fronto-temporal connectivity, 3) left and right frontal connectivity, 4) left temporal and right frontal connectivity, and 5) left occipital and right frontal connectivity. MEG coherence by frequency band showed lower mean coherences in dyslexics than in controls at each frequency range and when the bands were combined during the SWM task. In contrast, during the VWM task, dyslexics showed a higher coherence in the low frequency range (1-15 Hz) and lower coherence in the high gamma frequency range (30-45 Hz) than controls. Logistic regression of the coherence by group membership was significant, with an overall predictive success of 84.4% (88.9% for controls and 77.8% for dyslexics). Coherence between the right lateral orbitofrontal gyrus and right middle orbitofrontal gyrus paired region substantially contributed to group membership. These findings deepen our understanding of the underlying pathophysiology of dyslexia, highlighting the importance of working memory circuits and prefrontal cortical dysregulation in this disorder. These results have far-reaching ramifications not only for prevention and early diagnosis, but also for the development of effective, evidence-based treatments and interventions. Advisors/Committee Members: Ellen Koch, Ph.D., Co-Chair, Renee Lajiness-O’Neill, Ph.D., Co-Chair, Susan Bowyer, Ph.D..

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

10 more images…

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APA (6^th 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 (16^th 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 (7^th 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

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=23814

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/2346/17954

Subjects/Keywords: Schizophrenia; Reading disability

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APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/10722/222353

► 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)

▼ 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 that the left middle frontal gyrus (LMFG) is more strongly activated in reading logographic Chinese than in reading alphabetic scripts such as English. This region seems to also serve as a useful marker of Chinese dyslexia for it exhibits both functional and structural aberrations of the dyslexic brain (Siok et al., 2008). Although different groups of researchers have corroborated the association between the LMFG activation and Chinese reading across multifarious experimental task paradigms, the contributing factors of this region to reading performance in Chinese is still ill-defined. Behavioral studies do not appear to be capable of providing an adequate answer to this question either. Various processing skills –ranging from phonological, visual, orthographic, morphological, radical, rapid naming to handwriting –have all shown to reflect connections with reading in Chinese. Without a clear understanding of the exact core nature and the underlying neural basis of Chinese reading, it renders difficulties in providing early identification for potentially impaired readers and effective reading strategies for beginning readers and dyslexic individuals. The present study, therefore, sought to annotate the determining functions of the LMFG in Chinese reading. Past research has characterized working memory as one of the pivotal functions of the LMFG, and speculated that reading might rely on this cognitive skill (Siok et al., 2004, 2008). Four distinct fMRI tasks, all consisting of the working memory component but varying in their respective processing skills, were reported. Task 1 and 2 focused on executive functioning skills; Task 3 and 4 emphasized visual-orthography and phonology respectively. 19normal-reading university students in the Mainland China participated in this neuroimaging study. All four tasks triggered the activity in the LMFG at BA 9, but significant correlations between brain activity of this region and Chinese reading performance were not obtained for all cases, except for contrasts of task conditions where in working memory involving executive control and phonological processes was being measured. It is comprehensible why they are critical to one’s Chinese reading ability when the linguistic features of Chinese are taken into consideration. Chinese character processing is likely to necessitate higher-level executive control on top of simple storage since it demands simultaneous coordination of multiple components –phonology, visual-orthography and semantics. The relationship between working memory with executive control and reading performance was further substantiated by the follow-up behavioral study on Grade 4 children. The current findings have presented a clear line of evidence regarding the underlying factors in Chinese reading and underscored the role of working memory. This prominently contributes to future work on reading…

Subjects/Keywords: Reading disability; Neurosciences

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APA (6^th 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 (16^th 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 (7^th 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

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487084182544932

Subjects/Keywords: Psychology; Reading disability

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APA (6^th 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 (16^th 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 (7^th 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

URL: http://libres.uncg.edu/ir/uncg/f/Felton_uncg_8408994.PDF

► 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 (6^th 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 (16^th 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 (7^th 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

URL: https://era.library.ualberta.ca/files/8g84mp456

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

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APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/10388/ETD-2015-12-2321

► 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 (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/1773/16349

► 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)

▼ 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 be problematic. By using the very digital media that is helping drive this information society, computing technologies may be a viable means of providing reading support and accommodation. For such technologies to be successful,though, they must be adopted into regular use. Unfortunately, studies have shown that 35–50% of all assistive devices are abandoned after purchase. This dissertation explores the many sociocultural, technical, economic, and environmental factors that influence the adoption and usage of assistive technologies by adults with reading disabilities. A key element in these factors is the invisible nature of reading disabilities. People with reading disabilities often choose to not disclose their disability. As using an assistive technology may make one's disability evident to others, choices made about technology usage are complex social negotiations involving issues of identity, normalcy, and disability. The key approach used in this dissertation is Value Sensitive Design. By taking a multidisciplinary perspective and focusing on human values and a diverse set of stakeholder groups, detailed insights are developed for the design and deployment of reading-support tools better suited for adoption and ongoing usage by reading-disabled adults. Specific contributions include the following: * A literature analysis establishing critical value issues involving the multiple stakeholders relevant to reading disabilities. * Case studies derived from online message board discussions and one-on-one interviews involving adults with reading disabilities and the roles of technology and disability in their lives. * Value-based reviews of existing assistive technologies and design guidelines for future development. * A detailed proposal for deploying socially-flexible assistive technologies that address the critical issues of disclosure, privacy, and stigma management among adults with reading disabilities that is based on the use of meta-tools that assist in recommending and integrating other reading tools. This work also establishes Value Sensitive Design as a powerful and beneficial approach for conducting assistive technology research and refines and expands upon the Value Sensitive Design methodology.

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

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APA (6^th 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 (16^th 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 (7^th 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

URL: https://dspace.library.uvic.ca//handle/1828/9621

► 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…

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APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/123456789/2715

► 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 (6^th 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 (16^th 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 (7^th 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

URL: https://era.library.ualberta.ca/files/9g54xm44s

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

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

APA (6^th 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 (16^th 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 (7^th 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

URL: https://era.library.ualberta.ca/files/xw42nb53s

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

Record Details Similar Records Cite « Share

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

APA (6^th 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 (16^th 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 (7^th 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

URL: https://era.library.ualberta.ca/files/mp48sf978

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

Record Details Similar Records Cite « Share

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

APA (6^th 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 (16^th 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 (7^th 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

URL: https://eprints.utas.edu.au/20277/7/whole_LancasterMargaret1989.pdf

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/1803/11132

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

APA (6^th 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 (16^th 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 (7^th 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

URL: http://hdl.handle.net/1803/13696

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

APA (6^th 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 (16^th 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 (7^th 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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Open Access Theses and Dissertations