Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(reading fluency). Showing records 1 – 30 of 277 total matches.

[1] [2] [3] [4] [5] [6] [7] [8] [9] [10]

Search Limiters

Last 2 Years | English Only

Degrees

Levels

Languages

Country

▼ Search Limiters


Queens University

1. Massoud, Lisa. A Qualitative Study of Ontario Teachers’ Conceptualizations of Reading Fluency .

Degree: Education, 2014, Queens University

 Research has identified fluency as a central component of skilled reading and as a skill that should be a driving force in the literacy curricula… (more)

Subjects/Keywords: Teachers; Reading Fluency

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Massoud, L. (2014). A Qualitative Study of Ontario Teachers’ Conceptualizations of Reading Fluency . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/12490

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):

Massoud, Lisa. “A Qualitative Study of Ontario Teachers’ Conceptualizations of Reading Fluency .” 2014. Thesis, Queens University. Accessed May 31, 2020. http://hdl.handle.net/1974/12490.

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

MLA Handbook (7th Edition):

Massoud, Lisa. “A Qualitative Study of Ontario Teachers’ Conceptualizations of Reading Fluency .” 2014. Web. 31 May 2020.

Vancouver:

Massoud L. A Qualitative Study of Ontario Teachers’ Conceptualizations of Reading Fluency . [Internet] [Thesis]. Queens University; 2014. [cited 2020 May 31]. Available from: http://hdl.handle.net/1974/12490.

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

Council of Science Editors:

Massoud L. A Qualitative Study of Ontario Teachers’ Conceptualizations of Reading Fluency . [Thesis]. Queens University; 2014. Available from: http://hdl.handle.net/1974/12490

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


University of Texas – Austin

2. Kang, Eun Young, Ph. D. The contribution of reading fluency and decoding on reading comprehension and the relation between reading fluency and writing fluency in upper elementary grades.

Degree: PhD, Special Education, 2015, University of Texas – Austin

Reading comprehension is considered to consist of decoding and linguistic comprehension. However, some researchers have argued that a third component should be considered – reading fluency.… (more)

Subjects/Keywords: Reading fluency; Reading comprehension

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kang, Eun Young, P. D. (2015). The contribution of reading fluency and decoding on reading comprehension and the relation between reading fluency and writing fluency in upper elementary grades. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31621

Chicago Manual of Style (16th Edition):

Kang, Eun Young, Ph D. “The contribution of reading fluency and decoding on reading comprehension and the relation between reading fluency and writing fluency in upper elementary grades.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed May 31, 2020. http://hdl.handle.net/2152/31621.

MLA Handbook (7th Edition):

Kang, Eun Young, Ph D. “The contribution of reading fluency and decoding on reading comprehension and the relation between reading fluency and writing fluency in upper elementary grades.” 2015. Web. 31 May 2020.

Vancouver:

Kang, Eun Young PD. The contribution of reading fluency and decoding on reading comprehension and the relation between reading fluency and writing fluency in upper elementary grades. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2020 May 31]. Available from: http://hdl.handle.net/2152/31621.

Council of Science Editors:

Kang, Eun Young PD. The contribution of reading fluency and decoding on reading comprehension and the relation between reading fluency and writing fluency in upper elementary grades. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31621


Mississippi State University

3. Bush, Margaret Carol. An investigation of the effects of a computer-assisted reading program on the oral reading fluency and comprehension of elementary students.

Degree: PhD, Counseling and Educational Psychology, 2014, Mississippi State University

  An important reading skill that is often overlooked by educators is reading fluency. There is a paucity of studies that have investigated computer programs… (more)

Subjects/Keywords: school psychology; reading comprehension; reading fluency; reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bush, M. C. (2014). An investigation of the effects of a computer-assisted reading program on the oral reading fluency and comprehension of elementary students. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-06302014-084615/ ;

Chicago Manual of Style (16th Edition):

Bush, Margaret Carol. “An investigation of the effects of a computer-assisted reading program on the oral reading fluency and comprehension of elementary students.” 2014. Doctoral Dissertation, Mississippi State University. Accessed May 31, 2020. http://sun.library.msstate.edu/ETD-db/theses/available/etd-06302014-084615/ ;.

MLA Handbook (7th Edition):

Bush, Margaret Carol. “An investigation of the effects of a computer-assisted reading program on the oral reading fluency and comprehension of elementary students.” 2014. Web. 31 May 2020.

Vancouver:

Bush MC. An investigation of the effects of a computer-assisted reading program on the oral reading fluency and comprehension of elementary students. [Internet] [Doctoral dissertation]. Mississippi State University; 2014. [cited 2020 May 31]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06302014-084615/ ;.

Council of Science Editors:

Bush MC. An investigation of the effects of a computer-assisted reading program on the oral reading fluency and comprehension of elementary students. [Doctoral Dissertation]. Mississippi State University; 2014. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06302014-084615/ ;


University of Georgia

4. Quirk, Matthew Pierce. The development of reading fluency and motivation to read: an examination of the causal relationship.

Degree: PhD, Educational Psychology, 2005, University of Georgia

 The current investigation is comprised of two studies examining the validity of anadapted version of the Motivation to Read Profile (MRP-A) and the causal relationshipbetween… (more)

Subjects/Keywords: Reading Fluency

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Quirk, M. P. (2005). The development of reading fluency and motivation to read: an examination of the causal relationship. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/quirk_matthew_p_200508_phd

Chicago Manual of Style (16th Edition):

Quirk, Matthew Pierce. “The development of reading fluency and motivation to read: an examination of the causal relationship.” 2005. Doctoral Dissertation, University of Georgia. Accessed May 31, 2020. http://purl.galileo.usg.edu/uga_etd/quirk_matthew_p_200508_phd.

MLA Handbook (7th Edition):

Quirk, Matthew Pierce. “The development of reading fluency and motivation to read: an examination of the causal relationship.” 2005. Web. 31 May 2020.

Vancouver:

Quirk MP. The development of reading fluency and motivation to read: an examination of the causal relationship. [Internet] [Doctoral dissertation]. University of Georgia; 2005. [cited 2020 May 31]. Available from: http://purl.galileo.usg.edu/uga_etd/quirk_matthew_p_200508_phd.

Council of Science Editors:

Quirk MP. The development of reading fluency and motivation to read: an examination of the causal relationship. [Doctoral Dissertation]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/quirk_matthew_p_200508_phd


University of Oregon

5. Wagner, Brooke. The Predictive Value of Phonemic Awareness Curriculum-Based Measures on Kindergarten Word Reading Fluency.

Degree: 2016, University of Oregon

 This manuscript synthesizes the importance of the alphabetic principles of reading, building blocks of teaching reading, indicators of early reading success, and curriculum-based measures (CBM)… (more)

Subjects/Keywords: Fluency; Kindergarten; Word Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wagner, B. (2016). The Predictive Value of Phonemic Awareness Curriculum-Based Measures on Kindergarten Word Reading Fluency. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/20543

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):

Wagner, Brooke. “The Predictive Value of Phonemic Awareness Curriculum-Based Measures on Kindergarten Word Reading Fluency.” 2016. Thesis, University of Oregon. Accessed May 31, 2020. http://hdl.handle.net/1794/20543.

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

MLA Handbook (7th Edition):

Wagner, Brooke. “The Predictive Value of Phonemic Awareness Curriculum-Based Measures on Kindergarten Word Reading Fluency.” 2016. Web. 31 May 2020.

Vancouver:

Wagner B. The Predictive Value of Phonemic Awareness Curriculum-Based Measures on Kindergarten Word Reading Fluency. [Internet] [Thesis]. University of Oregon; 2016. [cited 2020 May 31]. Available from: http://hdl.handle.net/1794/20543.

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

Council of Science Editors:

Wagner B. The Predictive Value of Phonemic Awareness Curriculum-Based Measures on Kindergarten Word Reading Fluency. [Thesis]. University of Oregon; 2016. Available from: http://hdl.handle.net/1794/20543

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


University of the Western Cape

6. Siyothula, Ayanda. Reading for understanding: An investigation into teachers’ reading comprehension strategies in grade three isixhosa home language classrooms in the Western Cape .

Degree: 2019, University of the Western Cape

Reading is one of the components of literacy that plays a crucial role in accessing knowledge. It develops the children’s mind and stimulates their understanding… (more)

Subjects/Keywords: Reading; Vocabulary; Fluency; Comprehension; Literacy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Siyothula, A. (2019). Reading for understanding: An investigation into teachers’ reading comprehension strategies in grade three isixhosa home language classrooms in the Western Cape . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/6969

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):

Siyothula, Ayanda. “Reading for understanding: An investigation into teachers’ reading comprehension strategies in grade three isixhosa home language classrooms in the Western Cape .” 2019. Thesis, University of the Western Cape. Accessed May 31, 2020. http://hdl.handle.net/11394/6969.

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

MLA Handbook (7th Edition):

Siyothula, Ayanda. “Reading for understanding: An investigation into teachers’ reading comprehension strategies in grade three isixhosa home language classrooms in the Western Cape .” 2019. Web. 31 May 2020.

Vancouver:

Siyothula A. Reading for understanding: An investigation into teachers’ reading comprehension strategies in grade three isixhosa home language classrooms in the Western Cape . [Internet] [Thesis]. University of the Western Cape; 2019. [cited 2020 May 31]. Available from: http://hdl.handle.net/11394/6969.

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

Council of Science Editors:

Siyothula A. Reading for understanding: An investigation into teachers’ reading comprehension strategies in grade three isixhosa home language classrooms in the Western Cape . [Thesis]. University of the Western Cape; 2019. Available from: http://hdl.handle.net/11394/6969

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


North Carolina State University

7. Ross, Sarah Gwen. Promoting Fluency in English Language Learners: The Effects of a Small-Group and a One-On-One Reading Intervention.

Degree: MS, Psychology, 2009, North Carolina State University

 Currently, Hispanic students score significantly lower than White, non-Hispanic students in reading throughout their elementary school years. Although several evidence-based fluency techniques exist for students… (more)

Subjects/Keywords: reading fluency; reading interventions; English language learners

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ross, S. G. (2009). Promoting Fluency in English Language Learners: The Effects of a Small-Group and a One-On-One Reading Intervention. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/358

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):

Ross, Sarah Gwen. “Promoting Fluency in English Language Learners: The Effects of a Small-Group and a One-On-One Reading Intervention.” 2009. Thesis, North Carolina State University. Accessed May 31, 2020. http://www.lib.ncsu.edu/resolver/1840.16/358.

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

MLA Handbook (7th Edition):

Ross, Sarah Gwen. “Promoting Fluency in English Language Learners: The Effects of a Small-Group and a One-On-One Reading Intervention.” 2009. Web. 31 May 2020.

Vancouver:

Ross SG. Promoting Fluency in English Language Learners: The Effects of a Small-Group and a One-On-One Reading Intervention. [Internet] [Thesis]. North Carolina State University; 2009. [cited 2020 May 31]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/358.

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

Council of Science Editors:

Ross SG. Promoting Fluency in English Language Learners: The Effects of a Small-Group and a One-On-One Reading Intervention. [Thesis]. North Carolina State University; 2009. Available from: http://www.lib.ncsu.edu/resolver/1840.16/358

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


The Ohio State University

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

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

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Moore, Sarah Letitia. “The effects of an oral reading activity on rates of oral reading.” 2007. Masters Thesis, The Ohio State University. Accessed May 31, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1186828829.

MLA Handbook (7th Edition):

Moore, Sarah Letitia. “The effects of an oral reading activity on rates of oral reading.” 2007. Web. 31 May 2020.

Vancouver:

Moore SL. The effects of an oral reading activity on rates of oral reading. [Internet] [Masters thesis]. The Ohio State University; 2007. [cited 2020 May 31]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1186828829.

Council of Science Editors:

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


Miami University

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

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

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Vincent, Erin. “EFFECTS OF REPEATED READING AND SEQUENTIAL READING ON FLUNECY AND WORD ACQUISTION.” 2009. Doctoral Dissertation, Miami University. Accessed May 31, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1245336955.

MLA Handbook (7th Edition):

Vincent, Erin. “EFFECTS OF REPEATED READING AND SEQUENTIAL READING ON FLUNECY AND WORD ACQUISTION.” 2009. Web. 31 May 2020.

Vancouver:

Vincent E. EFFECTS OF REPEATED READING AND SEQUENTIAL READING ON FLUNECY AND WORD ACQUISTION. [Internet] [Doctoral dissertation]. Miami University; 2009. [cited 2020 May 31]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1245336955.

Council of Science Editors:

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


California State University – Sacramento

10. Kiley, Diane Marie. Study of a high school reading class.

Degree: 2015, California State University – Sacramento

 Struggling adolescent readers enter high school at a disadvantage and need support in order to advance their reading skills. The Reading Tutorial class, the focus… (more)

Subjects/Keywords: Reading skills; Reading comprehension; High school; Reading fluency; Reading tutorial

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kiley, D. M. (2015). Study of a high school reading class. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/143570

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):

Kiley, Diane Marie. “Study of a high school reading class.” 2015. Thesis, California State University – Sacramento. Accessed May 31, 2020. http://hdl.handle.net/10211.3/143570.

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

MLA Handbook (7th Edition):

Kiley, Diane Marie. “Study of a high school reading class.” 2015. Web. 31 May 2020.

Vancouver:

Kiley DM. Study of a high school reading class. [Internet] [Thesis]. California State University – Sacramento; 2015. [cited 2020 May 31]. Available from: http://hdl.handle.net/10211.3/143570.

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

Council of Science Editors:

Kiley DM. Study of a high school reading class. [Thesis]. California State University – Sacramento; 2015. Available from: http://hdl.handle.net/10211.3/143570

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


University of Oregon

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

Degree: 2010, University of Oregon

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Glazener, Laurie Ann. “Developing a profile to predict student response to treatment with Fast ForWord programs.” 2010. Thesis, University of Oregon. Accessed May 31, 2020. http://hdl.handle.net/1794/11076.

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

MLA Handbook (7th Edition):

Glazener, Laurie Ann. “Developing a profile to predict student response to treatment with Fast ForWord programs.” 2010. Web. 31 May 2020.

Vancouver:

Glazener LA. Developing a profile to predict student response to treatment with Fast ForWord programs. [Internet] [Thesis]. University of Oregon; 2010. [cited 2020 May 31]. Available from: http://hdl.handle.net/1794/11076.

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

Council of Science Editors:

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

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


University of Georgia

12. Meisinger, Elizabeth Benton. The contribution of text reading fluency to reading comprehension: normative findings and implications for the assessment of reading disabilities.

Degree: PhD, School Psychology, 2006, University of Georgia

 The current investigation is comprised of two studies. Study 1 examined the theoretical and empirical relationships among word reading, text fluency, and reading comprehension. Third… (more)

Subjects/Keywords: text reading fluency

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Meisinger, E. B. (2006). The contribution of text reading fluency to reading comprehension: normative findings and implications for the assessment of reading disabilities. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/meisinger_elizabeth_b_200608_phd

Chicago Manual of Style (16th Edition):

Meisinger, Elizabeth Benton. “The contribution of text reading fluency to reading comprehension: normative findings and implications for the assessment of reading disabilities.” 2006. Doctoral Dissertation, University of Georgia. Accessed May 31, 2020. http://purl.galileo.usg.edu/uga_etd/meisinger_elizabeth_b_200608_phd.

MLA Handbook (7th Edition):

Meisinger, Elizabeth Benton. “The contribution of text reading fluency to reading comprehension: normative findings and implications for the assessment of reading disabilities.” 2006. Web. 31 May 2020.

Vancouver:

Meisinger EB. The contribution of text reading fluency to reading comprehension: normative findings and implications for the assessment of reading disabilities. [Internet] [Doctoral dissertation]. University of Georgia; 2006. [cited 2020 May 31]. Available from: http://purl.galileo.usg.edu/uga_etd/meisinger_elizabeth_b_200608_phd.

Council of Science Editors:

Meisinger EB. The contribution of text reading fluency to reading comprehension: normative findings and implications for the assessment of reading disabilities. [Doctoral Dissertation]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/meisinger_elizabeth_b_200608_phd


Penn State University

13. Kostewicz, Douglas Eugene. Repeated Readings and Science: Fluency with Expository Passages.

Degree: PhD, Special Education, 2008, Penn State University

 The current study investigated the effects of repeated readings to a fluency criterion (RRFC) for seven students with disabilities using science text. The study employed… (more)

Subjects/Keywords: repeated readings; science text; reading fluency

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kostewicz, D. E. (2008). Repeated Readings and Science: Fluency with Expository Passages. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/8549

Chicago Manual of Style (16th Edition):

Kostewicz, Douglas Eugene. “Repeated Readings and Science: Fluency with Expository Passages.” 2008. Doctoral Dissertation, Penn State University. Accessed May 31, 2020. https://etda.libraries.psu.edu/catalog/8549.

MLA Handbook (7th Edition):

Kostewicz, Douglas Eugene. “Repeated Readings and Science: Fluency with Expository Passages.” 2008. Web. 31 May 2020.

Vancouver:

Kostewicz DE. Repeated Readings and Science: Fluency with Expository Passages. [Internet] [Doctoral dissertation]. Penn State University; 2008. [cited 2020 May 31]. Available from: https://etda.libraries.psu.edu/catalog/8549.

Council of Science Editors:

Kostewicz DE. Repeated Readings and Science: Fluency with Expository Passages. [Doctoral Dissertation]. Penn State University; 2008. Available from: https://etda.libraries.psu.edu/catalog/8549


University of Toledo

14. Pierce, Lori. Repeated Readings in Poetry Versus Prose: Fluency and Enjoyment for Second-graders.

Degree: PhD, Curriculum and Instruction, 2012, University of Toledo

  This study examined the effectiveness of repeated readings in four second-grade classrooms in two urban elementary schools in Northwest Ohio. As determined by the… (more)

Subjects/Keywords: Reading Instruction; repeated readings; poetry; fluency

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pierce, L. (2012). Repeated Readings in Poetry Versus Prose: Fluency and Enjoyment for Second-graders. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1352040851

Chicago Manual of Style (16th Edition):

Pierce, Lori. “Repeated Readings in Poetry Versus Prose: Fluency and Enjoyment for Second-graders.” 2012. Doctoral Dissertation, University of Toledo. Accessed May 31, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1352040851.

MLA Handbook (7th Edition):

Pierce, Lori. “Repeated Readings in Poetry Versus Prose: Fluency and Enjoyment for Second-graders.” 2012. Web. 31 May 2020.

Vancouver:

Pierce L. Repeated Readings in Poetry Versus Prose: Fluency and Enjoyment for Second-graders. [Internet] [Doctoral dissertation]. University of Toledo; 2012. [cited 2020 May 31]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1352040851.

Council of Science Editors:

Pierce L. Repeated Readings in Poetry Versus Prose: Fluency and Enjoyment for Second-graders. [Doctoral Dissertation]. University of Toledo; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1352040851


Boston College

15. Hughes, Valencia Z.H. The Play's The Thing: Staging for Success in Reading Comprehension and Fluency with Theatre Infused Curriculum.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2014, Boston College

 Students' with moderate special needs learning difficulties often manifest as reading struggles. These students commonly struggle with decoding words because of weak phonics skills, limited… (more)

Subjects/Keywords: Fluency; Reading Comprehension; Special Needs; Theatre

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hughes, V. Z. H. (2014). The Play's The Thing: Staging for Success in Reading Comprehension and Fluency with Theatre Infused Curriculum. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101829

Chicago Manual of Style (16th Edition):

Hughes, Valencia Z H. “The Play's The Thing: Staging for Success in Reading Comprehension and Fluency with Theatre Infused Curriculum.” 2014. Doctoral Dissertation, Boston College. Accessed May 31, 2020. http://dlib.bc.edu/islandora/object/bc-ir:101829.

MLA Handbook (7th Edition):

Hughes, Valencia Z H. “The Play's The Thing: Staging for Success in Reading Comprehension and Fluency with Theatre Infused Curriculum.” 2014. Web. 31 May 2020.

Vancouver:

Hughes VZH. The Play's The Thing: Staging for Success in Reading Comprehension and Fluency with Theatre Infused Curriculum. [Internet] [Doctoral dissertation]. Boston College; 2014. [cited 2020 May 31]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101829.

Council of Science Editors:

Hughes VZH. The Play's The Thing: Staging for Success in Reading Comprehension and Fluency with Theatre Infused Curriculum. [Doctoral Dissertation]. Boston College; 2014. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101829


University of Oregon

16. Spencer-Iiams, Jennifer. Passage Reading Fluency in Spanish and English: The Relation to State Assessment Outcomes in English for Students in a Dual-language Context.

Degree: 2013, University of Oregon

 The United States is experiencing an increase in young students developing literacy in English and Spanish. Schools providing dual-language English/Spanish instruction need technically adequate tools… (more)

Subjects/Keywords: Assessment; Dual-language; Fluency; Reading; Spanish

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Spencer-Iiams, J. (2013). Passage Reading Fluency in Spanish and English: The Relation to State Assessment Outcomes in English for Students in a Dual-language Context. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/13265

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):

Spencer-Iiams, Jennifer. “Passage Reading Fluency in Spanish and English: The Relation to State Assessment Outcomes in English for Students in a Dual-language Context.” 2013. Thesis, University of Oregon. Accessed May 31, 2020. http://hdl.handle.net/1794/13265.

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

MLA Handbook (7th Edition):

Spencer-Iiams, Jennifer. “Passage Reading Fluency in Spanish and English: The Relation to State Assessment Outcomes in English for Students in a Dual-language Context.” 2013. Web. 31 May 2020.

Vancouver:

Spencer-Iiams J. Passage Reading Fluency in Spanish and English: The Relation to State Assessment Outcomes in English for Students in a Dual-language Context. [Internet] [Thesis]. University of Oregon; 2013. [cited 2020 May 31]. Available from: http://hdl.handle.net/1794/13265.

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

Council of Science Editors:

Spencer-Iiams J. Passage Reading Fluency in Spanish and English: The Relation to State Assessment Outcomes in English for Students in a Dual-language Context. [Thesis]. University of Oregon; 2013. Available from: http://hdl.handle.net/1794/13265

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


Vanderbilt University

17. Zhang, Wen Juan. A case study of responsiveness-to-intervention tier II tutoring intervention: what makes responders and non-responders different?.

Degree: MS, Special Education, 2011, Vanderbilt University

 The purpose of this study is to evaluate the effects of a Responsiveness-to-Intervention (RTI) Tier II tutoring program on first grade students who are at… (more)

Subjects/Keywords: RTI; reading disabilities; tier 2; decoding fluency

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Zhang, W. J. (2011). A case study of responsiveness-to-intervention tier II tutoring intervention: what makes responders and non-responders different?. (Masters Thesis). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-12022011-130040/ ;

Chicago Manual of Style (16th Edition):

Zhang, Wen Juan. “A case study of responsiveness-to-intervention tier II tutoring intervention: what makes responders and non-responders different?.” 2011. Masters Thesis, Vanderbilt University. Accessed May 31, 2020. http://etd.library.vanderbilt.edu/available/etd-12022011-130040/ ;.

MLA Handbook (7th Edition):

Zhang, Wen Juan. “A case study of responsiveness-to-intervention tier II tutoring intervention: what makes responders and non-responders different?.” 2011. Web. 31 May 2020.

Vancouver:

Zhang WJ. A case study of responsiveness-to-intervention tier II tutoring intervention: what makes responders and non-responders different?. [Internet] [Masters thesis]. Vanderbilt University; 2011. [cited 2020 May 31]. Available from: http://etd.library.vanderbilt.edu/available/etd-12022011-130040/ ;.

Council of Science Editors:

Zhang WJ. A case study of responsiveness-to-intervention tier II tutoring intervention: what makes responders and non-responders different?. [Masters Thesis]. Vanderbilt University; 2011. Available from: http://etd.library.vanderbilt.edu/available/etd-12022011-130040/ ;


University of North Texas

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

Degree: 2018, University of North Texas

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Braun, Emily Catherine. “Assessing and Treating Oral Reading Deficits in Children with Developmental Disabilities.” 2018. Thesis, University of North Texas. Accessed May 31, 2020. https://digital.library.unt.edu/ark:/67531/metadc1404559/.

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

MLA Handbook (7th Edition):

Braun, Emily Catherine. “Assessing and Treating Oral Reading Deficits in Children with Developmental Disabilities.” 2018. Web. 31 May 2020.

Vancouver:

Braun EC. Assessing and Treating Oral Reading Deficits in Children with Developmental Disabilities. [Internet] [Thesis]. University of North Texas; 2018. [cited 2020 May 31]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404559/.

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

Council of Science Editors:

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

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


University of Sydney

19. Brikha, Susanna. An Empirical Study of the Role of Pictures on Decoding Fluency and Comprehension amongst Year 1 and 2 Students .

Degree: 2014, University of Sydney

 This study addresses a feature of teaching reading that has been held as common sense: that pictures help students decode text and understand their reading.… (more)

Subjects/Keywords: decoding; reading; fluency; comprehension; pictures; knowledge-sources

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Brikha, S. (2014). An Empirical Study of the Role of Pictures on Decoding Fluency and Comprehension amongst Year 1 and 2 Students . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/19593

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):

Brikha, Susanna. “An Empirical Study of the Role of Pictures on Decoding Fluency and Comprehension amongst Year 1 and 2 Students .” 2014. Thesis, University of Sydney. Accessed May 31, 2020. http://hdl.handle.net/2123/19593.

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

MLA Handbook (7th Edition):

Brikha, Susanna. “An Empirical Study of the Role of Pictures on Decoding Fluency and Comprehension amongst Year 1 and 2 Students .” 2014. Web. 31 May 2020.

Vancouver:

Brikha S. An Empirical Study of the Role of Pictures on Decoding Fluency and Comprehension amongst Year 1 and 2 Students . [Internet] [Thesis]. University of Sydney; 2014. [cited 2020 May 31]. Available from: http://hdl.handle.net/2123/19593.

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

Council of Science Editors:

Brikha S. An Empirical Study of the Role of Pictures on Decoding Fluency and Comprehension amongst Year 1 and 2 Students . [Thesis]. University of Sydney; 2014. Available from: http://hdl.handle.net/2123/19593

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


University of Minnesota

20. Alt, Shirley Jean. What differentiates a fluent reader from a non-fluent reader and how should we assess it: implications for the classroom.

Degree: PhD, Educational Psychology, 2011, University of Minnesota

 Assessing Reading Fluency There were three questions being asked: 1) Does an adjusted words per minute score measure reading fluency, 2) Is an adjusted words… (more)

Subjects/Keywords: Assessment; Characterisitcs; Development; Reading Fluency; Educational Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Alt, S. J. (2011). What differentiates a fluent reader from a non-fluent reader and how should we assess it: implications for the classroom. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/119678

Chicago Manual of Style (16th Edition):

Alt, Shirley Jean. “What differentiates a fluent reader from a non-fluent reader and how should we assess it: implications for the classroom.” 2011. Doctoral Dissertation, University of Minnesota. Accessed May 31, 2020. http://purl.umn.edu/119678.

MLA Handbook (7th Edition):

Alt, Shirley Jean. “What differentiates a fluent reader from a non-fluent reader and how should we assess it: implications for the classroom.” 2011. Web. 31 May 2020.

Vancouver:

Alt SJ. What differentiates a fluent reader from a non-fluent reader and how should we assess it: implications for the classroom. [Internet] [Doctoral dissertation]. University of Minnesota; 2011. [cited 2020 May 31]. Available from: http://purl.umn.edu/119678.

Council of Science Editors:

Alt SJ. What differentiates a fluent reader from a non-fluent reader and how should we assess it: implications for the classroom. [Doctoral Dissertation]. University of Minnesota; 2011. Available from: http://purl.umn.edu/119678


East Carolina University

21. Gray, Alysha C. EFFECTIVENESS OF A REPEATED READING INTERVENTION FOR POSTSECONDARY STUDENTS.

Degree: 2017, East Carolina University

Reading is a necessary skill in today's society. However, many students are graduating from high school, entering the workforce, and being accepted into college without… (more)

Subjects/Keywords: Fluency; Repeated Reading Intervention; Reading Fluency Intervention; Functional literacy; Postsecondary education; Operant behavior

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gray, A. C. (2017). EFFECTIVENESS OF A REPEATED READING INTERVENTION FOR POSTSECONDARY STUDENTS. (Thesis). East Carolina University. Retrieved from http://hdl.handle.net/10342/6146

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):

Gray, Alysha C. “EFFECTIVENESS OF A REPEATED READING INTERVENTION FOR POSTSECONDARY STUDENTS.” 2017. Thesis, East Carolina University. Accessed May 31, 2020. http://hdl.handle.net/10342/6146.

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

MLA Handbook (7th Edition):

Gray, Alysha C. “EFFECTIVENESS OF A REPEATED READING INTERVENTION FOR POSTSECONDARY STUDENTS.” 2017. Web. 31 May 2020.

Vancouver:

Gray AC. EFFECTIVENESS OF A REPEATED READING INTERVENTION FOR POSTSECONDARY STUDENTS. [Internet] [Thesis]. East Carolina University; 2017. [cited 2020 May 31]. Available from: http://hdl.handle.net/10342/6146.

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

Council of Science Editors:

Gray AC. EFFECTIVENESS OF A REPEATED READING INTERVENTION FOR POSTSECONDARY STUDENTS. [Thesis]. East Carolina University; 2017. Available from: http://hdl.handle.net/10342/6146

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


Duquesne University

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

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

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Walker, Holly. “The Effects of Fluency-Building Strategies on the Oral Reading Rates of First-Grade Students.” 2008. Doctoral Dissertation, Duquesne University. Accessed May 31, 2020. https://dsc.duq.edu/etd/1325.

MLA Handbook (7th Edition):

Walker, Holly. “The Effects of Fluency-Building Strategies on the Oral Reading Rates of First-Grade Students.” 2008. Web. 31 May 2020.

Vancouver:

Walker H. The Effects of Fluency-Building Strategies on the Oral Reading Rates of First-Grade Students. [Internet] [Doctoral dissertation]. Duquesne University; 2008. [cited 2020 May 31]. Available from: https://dsc.duq.edu/etd/1325.

Council of Science Editors:

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


Miami University

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

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

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Ojwaya, Jael A. “Effects of Repeated Reading and Sequential Reading on Oral Reading Fluency and Sight Word Knowledge.” 2008. Doctoral Dissertation, Miami University. Accessed May 31, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1218721752.

MLA Handbook (7th Edition):

Ojwaya, Jael A. “Effects of Repeated Reading and Sequential Reading on Oral Reading Fluency and Sight Word Knowledge.” 2008. Web. 31 May 2020.

Vancouver:

Ojwaya JA. Effects of Repeated Reading and Sequential Reading on Oral Reading Fluency and Sight Word Knowledge. [Internet] [Doctoral dissertation]. Miami University; 2008. [cited 2020 May 31]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1218721752.

Council of Science Editors:

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


Texas A&M University

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

Degree: 2012, Texas A&M University

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Trevino, Elizabeth Pauline, 1978-. “The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3.” 2012. Thesis, Texas A&M University. Accessed May 31, 2020. http://hdl.handle.net/1969.1/148134.

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

MLA Handbook (7th Edition):

Trevino, Elizabeth Pauline, 1978-. “The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3.” 2012. Web. 31 May 2020.

Vancouver:

Trevino, Elizabeth Pauline 1. The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2020 May 31]. Available from: http://hdl.handle.net/1969.1/148134.

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

Council of Science Editors:

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

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


Utah State University

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

Degree: PhD, Education, 2017, Utah State University

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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Bloomquist, Christy L. “An Examination of the Relationship of Oral Reading Fluency, Silent Reading Fluency, Reading Comprehension, and the Colorado State Reading Assessment.” 2017. Doctoral Dissertation, Utah State University. Accessed May 31, 2020. https://digitalcommons.usu.edu/etd/5667.

MLA Handbook (7th Edition):

Bloomquist, Christy L. “An Examination of the Relationship of Oral Reading Fluency, Silent Reading Fluency, Reading Comprehension, and the Colorado State Reading Assessment.” 2017. Web. 31 May 2020.

Vancouver:

Bloomquist CL. An Examination of the Relationship of Oral Reading Fluency, Silent Reading Fluency, Reading Comprehension, and the Colorado State Reading Assessment. [Internet] [Doctoral dissertation]. Utah State University; 2017. [cited 2020 May 31]. Available from: https://digitalcommons.usu.edu/etd/5667.

Council of Science Editors:

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


Liberty University

26. Talada, Jessica A. The Relationship Between Oral Reading Fluency and Comprehension.

Degree: 2007, Liberty University

 Oral reading fluency and reading comprehension are identified as components in effectively gaining meaning from text. A reciprocal relationship exists between the two that allows… (more)

Subjects/Keywords: fluency; comprehension; DIBELS; TerraNova; literacy; reading; Education, Reading; Educational Methods

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Talada, J. A. (2007). The Relationship Between Oral Reading Fluency and Comprehension. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/21

Chicago Manual of Style (16th Edition):

Talada, Jessica A. “The Relationship Between Oral Reading Fluency and Comprehension.” 2007. Doctoral Dissertation, Liberty University. Accessed May 31, 2020. http://digitalcommons.liberty.edu/doctoral/21.

MLA Handbook (7th Edition):

Talada, Jessica A. “The Relationship Between Oral Reading Fluency and Comprehension.” 2007. Web. 31 May 2020.

Vancouver:

Talada JA. The Relationship Between Oral Reading Fluency and Comprehension. [Internet] [Doctoral dissertation]. Liberty University; 2007. [cited 2020 May 31]. Available from: http://digitalcommons.liberty.edu/doctoral/21.

Council of Science Editors:

Talada JA. The Relationship Between Oral Reading Fluency and Comprehension. [Doctoral Dissertation]. Liberty University; 2007. Available from: http://digitalcommons.liberty.edu/doctoral/21


Miami University

27. Elie, Stephanie Zona. Repeated versus Sequential reading: An analysis of fluency and word retention.

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

 This was an exploratory study aimed to compare repeated reading to a reading intervention coined sequential reading. Repeated reading involved reading stories with 100% word… (more)

Subjects/Keywords: Educational Psychology; Reading fluency; word retention; repeated reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Elie, S. Z. (2008). Repeated versus Sequential reading: An analysis of fluency and word retention. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1227628657

Chicago Manual of Style (16th Edition):

Elie, Stephanie Zona. “Repeated versus Sequential reading: An analysis of fluency and word retention.” 2008. Doctoral Dissertation, Miami University. Accessed May 31, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1227628657.

MLA Handbook (7th Edition):

Elie, Stephanie Zona. “Repeated versus Sequential reading: An analysis of fluency and word retention.” 2008. Web. 31 May 2020.

Vancouver:

Elie SZ. Repeated versus Sequential reading: An analysis of fluency and word retention. [Internet] [Doctoral dissertation]. Miami University; 2008. [cited 2020 May 31]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1227628657.

Council of Science Editors:

Elie SZ. Repeated versus Sequential reading: An analysis of fluency and word retention. [Doctoral Dissertation]. Miami University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1227628657


Montana Tech

28. Tate, Tiffany. A Multiple-Case Study on How Fifth Grade Students Experience Reading.

Degree: Doctor of Education (EdD), 2014, Montana Tech

  The research from this study provides information for teachers, leaders, and administrators to review and analyze how fifth grade students experience reading. It will… (more)

Subjects/Keywords: reading comprehension; fluency; reading programs; fifth grade; education leadership; Educational Leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Tate, T. (2014). A Multiple-Case Study on How Fifth Grade Students Experience Reading. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/4370

Chicago Manual of Style (16th Edition):

Tate, Tiffany. “A Multiple-Case Study on How Fifth Grade Students Experience Reading.” 2014. Doctoral Dissertation, Montana Tech. Accessed May 31, 2020. https://scholarworks.umt.edu/etd/4370.

MLA Handbook (7th Edition):

Tate, Tiffany. “A Multiple-Case Study on How Fifth Grade Students Experience Reading.” 2014. Web. 31 May 2020.

Vancouver:

Tate T. A Multiple-Case Study on How Fifth Grade Students Experience Reading. [Internet] [Doctoral dissertation]. Montana Tech; 2014. [cited 2020 May 31]. Available from: https://scholarworks.umt.edu/etd/4370.

Council of Science Editors:

Tate T. A Multiple-Case Study on How Fifth Grade Students Experience Reading. [Doctoral Dissertation]. Montana Tech; 2014. Available from: https://scholarworks.umt.edu/etd/4370

29. Brinkman, Lauren E. Impact of High Versus Low Preference Rewards on Oral Reading Fluency.

Degree: 2019, University of Wisconsin – Eau Claire

 Preference assessments have been used to identify preferred items that increase the effectiveness of a reinforcer. Informal preference assessments are most often utilized when an… (more)

Subjects/Keywords: Oral reading – Study and teaching; Reading (Elementary); Fluency (Language learning)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Brinkman, L. E. (2019). Impact of High Versus Low Preference Rewards on Oral Reading Fluency. (Thesis). University of Wisconsin – Eau Claire. Retrieved from http://digital.library.wisc.edu/1793/79395

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):

Brinkman, Lauren E. “Impact of High Versus Low Preference Rewards on Oral Reading Fluency.” 2019. Thesis, University of Wisconsin – Eau Claire. Accessed May 31, 2020. http://digital.library.wisc.edu/1793/79395.

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

MLA Handbook (7th Edition):

Brinkman, Lauren E. “Impact of High Versus Low Preference Rewards on Oral Reading Fluency.” 2019. Web. 31 May 2020.

Vancouver:

Brinkman LE. Impact of High Versus Low Preference Rewards on Oral Reading Fluency. [Internet] [Thesis]. University of Wisconsin – Eau Claire; 2019. [cited 2020 May 31]. Available from: http://digital.library.wisc.edu/1793/79395.

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

Council of Science Editors:

Brinkman LE. Impact of High Versus Low Preference Rewards on Oral Reading Fluency. [Thesis]. University of Wisconsin – Eau Claire; 2019. Available from: http://digital.library.wisc.edu/1793/79395

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


Brigham Young University

30. Ocana, H. Vanessa. Effects of Extended Explicit Systematic Phonics Instruction on Adult L2 Fluency.

Degree: MA, 2011, Brigham Young University

Reading may be viewed as an invisible skill, and some may even consider it a passive skill. However, reading is an active and complex skill.… (more)

Subjects/Keywords: reading fluency; phonics; decoding; reading rate; comprehension; Linguistics

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ocana, H. V. (2011). Effects of Extended Explicit Systematic Phonics Instruction on Adult L2 Fluency. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4031&context=etd

Chicago Manual of Style (16th Edition):

Ocana, H Vanessa. “Effects of Extended Explicit Systematic Phonics Instruction on Adult L2 Fluency.” 2011. Masters Thesis, Brigham Young University. Accessed May 31, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4031&context=etd.

MLA Handbook (7th Edition):

Ocana, H Vanessa. “Effects of Extended Explicit Systematic Phonics Instruction on Adult L2 Fluency.” 2011. Web. 31 May 2020.

Vancouver:

Ocana HV. Effects of Extended Explicit Systematic Phonics Instruction on Adult L2 Fluency. [Internet] [Masters thesis]. Brigham Young University; 2011. [cited 2020 May 31]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4031&context=etd.

Council of Science Editors:

Ocana HV. Effects of Extended Explicit Systematic Phonics Instruction on Adult L2 Fluency. [Masters Thesis]. Brigham Young University; 2011. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4031&context=etd

[1] [2] [3] [4] [5] [6] [7] [8] [9] [10]

.