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You searched for subject:(reading fluency). Showing records 1 – 30 of 257 total matches.

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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

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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 December 19, 2018. 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. 19 Dec 2018.

Vancouver:

Massoud L. A Qualitative Study of Ontario Teachers’ Conceptualizations of Reading Fluency . [Internet] [Thesis]. Queens University; 2014. [cited 2018 Dec 19]. 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: 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

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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. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31621

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):

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. Thesis, University of Texas – Austin. Accessed December 19, 2018. http://hdl.handle.net/2152/31621.

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

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. 19 Dec 2018.

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] [Thesis]. University of Texas – Austin; 2015. [cited 2018 Dec 19]. Available from: http://hdl.handle.net/2152/31621.

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

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. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31621

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


California State University – Sacramento

3. McMillen, Michelle. Repeated reading and wide reading: a comparison of two fluency-based approaches.

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

 As children learn to read, they must make the transition from decoding to fluent reading so comprehension can occur. Best teaching practices for helping children… (more)

Subjects/Keywords: Reading fluency; Repeated reading; Wide reading

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APA (6th Edition):

McMillen, M. (2010). Repeated reading and wide reading: a comparison of two fluency-based approaches. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/232

Chicago Manual of Style (16th Edition):

McMillen, Michelle. “Repeated reading and wide reading: a comparison of two fluency-based approaches.” 2010. Masters Thesis, California State University – Sacramento. Accessed December 19, 2018. http://hdl.handle.net/10211.9/232.

MLA Handbook (7th Edition):

McMillen, Michelle. “Repeated reading and wide reading: a comparison of two fluency-based approaches.” 2010. Web. 19 Dec 2018.

Vancouver:

McMillen M. Repeated reading and wide reading: a comparison of two fluency-based approaches. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2018 Dec 19]. Available from: http://hdl.handle.net/10211.9/232.

Council of Science Editors:

McMillen M. Repeated reading and wide reading: a comparison of two fluency-based approaches. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/232


Mississippi State University

4. 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

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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 December 19, 2018. 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. 19 Dec 2018.

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 2018 Dec 19]. 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

5. 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

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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 December 19, 2018. 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. 19 Dec 2018.

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 2018 Dec 19]. 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

6. 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

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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 December 19, 2018. 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. 19 Dec 2018.

Vancouver:

Wagner B. The Predictive Value of Phonemic Awareness Curriculum-Based Measures on Kindergarten Word Reading Fluency. [Internet] [Thesis]. University of Oregon; 2016. [cited 2018 Dec 19]. 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


The Ohio State University

7. 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

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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 December 19, 2018. 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. 19 Dec 2018.

Vancouver:

Moore SL. The effects of an oral reading activity on rates of oral reading. [Internet] [Masters thesis]. The Ohio State University; 2007. [cited 2018 Dec 19]. 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


University of Arizona

8. Morisoli, Kelly. Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners .

Degree: 2010, University of Arizona

 This researcher investigated the effects of repeated reading, performance feedback, and systematic error correction on the reading fluency of three secondary English language learners (ELLs)… (more)

Subjects/Keywords: Disability; ELL; Reading Fluency; Repeated Reading

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

APA (6th Edition):

Morisoli, K. (2010). Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/145364

Chicago Manual of Style (16th Edition):

Morisoli, Kelly. “Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners .” 2010. Doctoral Dissertation, University of Arizona. Accessed December 19, 2018. http://hdl.handle.net/10150/145364.

MLA Handbook (7th Edition):

Morisoli, Kelly. “Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners .” 2010. Web. 19 Dec 2018.

Vancouver:

Morisoli K. Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2018 Dec 19]. Available from: http://hdl.handle.net/10150/145364.

Council of Science Editors:

Morisoli K. Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/145364


North Carolina State University

9. 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

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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 December 19, 2018. 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. 19 Dec 2018.

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 2018 Dec 19]. 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


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

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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 December 19, 2018. 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. 19 Dec 2018.

Vancouver:

Kiley DM. Study of a high school reading class. [Internet] [Thesis]. California State University – Sacramento; 2015. [cited 2018 Dec 19]. 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


Miami University

11. 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

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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 December 19, 2018. 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. 19 Dec 2018.

Vancouver:

Vincent E. EFFECTS OF REPEATED READING AND SEQUENTIAL READING ON FLUNECY AND WORD ACQUISTION. [Internet] [Doctoral dissertation]. Miami University; 2009. [cited 2018 Dec 19]. 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


University of Oregon

12. 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

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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 December 19, 2018. 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. 19 Dec 2018.

Vancouver:

Glazener LA. Developing a profile to predict student response to treatment with Fast ForWord programs. [Internet] [Thesis]. University of Oregon; 2010. [cited 2018 Dec 19]. 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

13. 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

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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 December 19, 2018. 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. 19 Dec 2018.

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 2018 Dec 19]. 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


University of Canterbury

14. Robson, Cathy. Effects of Feedforward Video Self Modelling on Reading Fluency and Comprehension.

Degree: Psychology, 2013, University of Canterbury

 Being able to read at a fluent rate has many advantages to the individual in both educational and wider social contexts throughout life. To be… (more)

Subjects/Keywords: Reading; Fluency; Video self modelling; Feedforward; iPads

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APA (6th Edition):

Robson, C. (2013). Effects of Feedforward Video Self Modelling on Reading Fluency and Comprehension. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/8672

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):

Robson, Cathy. “Effects of Feedforward Video Self Modelling on Reading Fluency and Comprehension.” 2013. Thesis, University of Canterbury. Accessed December 19, 2018. http://hdl.handle.net/10092/8672.

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

MLA Handbook (7th Edition):

Robson, Cathy. “Effects of Feedforward Video Self Modelling on Reading Fluency and Comprehension.” 2013. Web. 19 Dec 2018.

Vancouver:

Robson C. Effects of Feedforward Video Self Modelling on Reading Fluency and Comprehension. [Internet] [Thesis]. University of Canterbury; 2013. [cited 2018 Dec 19]. Available from: http://hdl.handle.net/10092/8672.

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

Council of Science Editors:

Robson C. Effects of Feedforward Video Self Modelling on Reading Fluency and Comprehension. [Thesis]. University of Canterbury; 2013. Available from: http://hdl.handle.net/10092/8672

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


University of Toledo

15. 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

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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 December 19, 2018. 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. 19 Dec 2018.

Vancouver:

Pierce L. Repeated Readings in Poetry Versus Prose: Fluency and Enjoyment for Second-graders. [Internet] [Doctoral dissertation]. University of Toledo; 2012. [cited 2018 Dec 19]. 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


Penn State University

16. 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

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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 December 19, 2018. https://etda.libraries.psu.edu/catalog/8549.

MLA Handbook (7th Edition):

Kostewicz, Douglas Eugene. “Repeated Readings and Science: Fluency with Expository Passages.” 2008. Web. 19 Dec 2018.

Vancouver:

Kostewicz DE. Repeated Readings and Science: Fluency with Expository Passages. [Internet] [Doctoral dissertation]. Penn State University; 2008. [cited 2018 Dec 19]. 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


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

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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 December 19, 2018. 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. 19 Dec 2018.

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 2018 Dec 19]. 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 Oregon

18. 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

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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 December 19, 2018. 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. 19 Dec 2018.

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 2018 Dec 19]. 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


University of Minnesota

19. 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

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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 December 19, 2018. 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. 19 Dec 2018.

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 2018 Dec 19]. 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


University of Sydney

20. 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

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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 December 19, 2018. 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. 19 Dec 2018.

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 2018 Dec 19]. 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


Boston College

21. 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

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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 December 19, 2018. 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. 19 Dec 2018.

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 2018 Dec 19]. 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 Canterbury

22. Whitcombe-Dobbs, Sarah Anne. Building Decoding Fluency in Children with Reading Delay and Antisocial Behaviour.

Degree: Health Sciences, 2012, University of Canterbury

 The present study firstly aimed to identify children with delayed reading who were missing the component skills of decoding fluency and who also displayed antisocial… (more)

Subjects/Keywords: decoding; fluency; decoding fluency; antisocial behaviour; behaviour problems; reading; reading intervention; peer tutor; children

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APA (6th Edition):

Whitcombe-Dobbs, S. A. (2012). Building Decoding Fluency in Children with Reading Delay and Antisocial Behaviour. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/6299

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):

Whitcombe-Dobbs, Sarah Anne. “Building Decoding Fluency in Children with Reading Delay and Antisocial Behaviour.” 2012. Thesis, University of Canterbury. Accessed December 19, 2018. http://hdl.handle.net/10092/6299.

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

MLA Handbook (7th Edition):

Whitcombe-Dobbs, Sarah Anne. “Building Decoding Fluency in Children with Reading Delay and Antisocial Behaviour.” 2012. Web. 19 Dec 2018.

Vancouver:

Whitcombe-Dobbs SA. Building Decoding Fluency in Children with Reading Delay and Antisocial Behaviour. [Internet] [Thesis]. University of Canterbury; 2012. [cited 2018 Dec 19]. Available from: http://hdl.handle.net/10092/6299.

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

Council of Science Editors:

Whitcombe-Dobbs SA. Building Decoding Fluency in Children with Reading Delay and Antisocial Behaviour. [Thesis]. University of Canterbury; 2012. Available from: http://hdl.handle.net/10092/6299

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


East Carolina University

23. 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

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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 December 19, 2018. 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. 19 Dec 2018.

Vancouver:

Gray AC. EFFECTIVENESS OF A REPEATED READING INTERVENTION FOR POSTSECONDARY STUDENTS. [Internet] [Thesis]. East Carolina University; 2017. [cited 2018 Dec 19]. 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

24. 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

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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 December 19, 2018. 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. 19 Dec 2018.

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 2018 Dec 19]. 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

25. 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

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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 December 19, 2018. 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. 19 Dec 2018.

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 2018 Dec 19]. 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

26. 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

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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 December 19, 2018. 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. 19 Dec 2018.

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 2018 Dec 19]. 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

27. 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

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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 December 19, 2018. 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. 19 Dec 2018.

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 2018 Dec 19]. 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

28. 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

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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 December 19, 2018. http://digitalcommons.liberty.edu/doctoral/21.

MLA Handbook (7th Edition):

Talada, Jessica A. “The Relationship Between Oral Reading Fluency and Comprehension.” 2007. Web. 19 Dec 2018.

Vancouver:

Talada JA. The Relationship Between Oral Reading Fluency and Comprehension. [Internet] [Doctoral dissertation]. Liberty University; 2007. [cited 2018 Dec 19]. 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


Indiana University of Pennsylvania

29. McKenzie, Geneel A. Intensive and Systematic Training in Working Memory: Does It Have Validity for Improving Reading Achievement?.

Degree: Ded, Educational and School Psychology, 2016, Indiana University of Pennsylvania

  It is rarely challenged that deficits in working memory during childhood are related to academic difficulties. Poor working memory is linked to difficulties focusing,… (more)

Subjects/Keywords: reading comprehension; reading fluency; working memory; Psychology; School Psychology

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APA (6th Edition):

McKenzie, G. A. (2016). Intensive and Systematic Training in Working Memory: Does It Have Validity for Improving Reading Achievement?. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1441

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):

McKenzie, Geneel A. “Intensive and Systematic Training in Working Memory: Does It Have Validity for Improving Reading Achievement?.” 2016. Thesis, Indiana University of Pennsylvania. Accessed December 19, 2018. https://knowledge.library.iup.edu/etd/1441.

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

MLA Handbook (7th Edition):

McKenzie, Geneel A. “Intensive and Systematic Training in Working Memory: Does It Have Validity for Improving Reading Achievement?.” 2016. Web. 19 Dec 2018.

Vancouver:

McKenzie GA. Intensive and Systematic Training in Working Memory: Does It Have Validity for Improving Reading Achievement?. [Internet] [Thesis]. Indiana University of Pennsylvania; 2016. [cited 2018 Dec 19]. Available from: https://knowledge.library.iup.edu/etd/1441.

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

Council of Science Editors:

McKenzie GA. Intensive and Systematic Training in Working Memory: Does It Have Validity for Improving Reading Achievement?. [Thesis]. Indiana University of Pennsylvania; 2016. Available from: https://knowledge.library.iup.edu/etd/1441

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


Miami University

30. 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

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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 December 19, 2018. 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. 19 Dec 2018.

Vancouver:

Elie SZ. Repeated versus Sequential reading: An analysis of fluency and word retention. [Internet] [Doctoral dissertation]. Miami University; 2008. [cited 2018 Dec 19]. 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

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