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You searched for subject:(reading research). Showing records 1 – 30 of 34 total matches.

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University of Alberta

1. Lefevre, Jo-Anne. A differentiated-resource view of reading skill.

Degree: PhD, Department of Psychology, 1988, University of Alberta

Subjects/Keywords: Reading – Research.

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APA (6th Edition):

Lefevre, J. (1988). A differentiated-resource view of reading skill. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/6d570008q

Chicago Manual of Style (16th Edition):

Lefevre, Jo-Anne. “A differentiated-resource view of reading skill.” 1988. Doctoral Dissertation, University of Alberta. Accessed June 03, 2020. https://era.library.ualberta.ca/files/6d570008q.

MLA Handbook (7th Edition):

Lefevre, Jo-Anne. “A differentiated-resource view of reading skill.” 1988. Web. 03 Jun 2020.

Vancouver:

Lefevre J. A differentiated-resource view of reading skill. [Internet] [Doctoral dissertation]. University of Alberta; 1988. [cited 2020 Jun 03]. Available from: https://era.library.ualberta.ca/files/6d570008q.

Council of Science Editors:

Lefevre J. A differentiated-resource view of reading skill. [Doctoral Dissertation]. University of Alberta; 1988. Available from: https://era.library.ualberta.ca/files/6d570008q


University of British Columbia

2. Barnett, David J. Bibliometric analysis of reading research journal literature .

Degree: 1976, University of British Columbia

 The results from a bibliometric analysis of reading research journal literature are reported in this investigation. The major purposes of the study were to: establish… (more)

Subjects/Keywords: Reading - Research

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APA (6th Edition):

Barnett, D. J. (1976). Bibliometric analysis of reading research journal literature . (Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/20137

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):

Barnett, David J. “Bibliometric analysis of reading research journal literature .” 1976. Thesis, University of British Columbia. Accessed June 03, 2020. http://hdl.handle.net/2429/20137.

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

MLA Handbook (7th Edition):

Barnett, David J. “Bibliometric analysis of reading research journal literature .” 1976. Web. 03 Jun 2020.

Vancouver:

Barnett DJ. Bibliometric analysis of reading research journal literature . [Internet] [Thesis]. University of British Columbia; 1976. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/2429/20137.

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

Council of Science Editors:

Barnett DJ. Bibliometric analysis of reading research journal literature . [Thesis]. University of British Columbia; 1976. Available from: http://hdl.handle.net/2429/20137

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


University of British Columbia

3. Nacke, Phil L. Skimming strategy in reading as a function of familiarity with content and redundancy reduction in printed discourse .

Degree: 1970, University of British Columbia

 The validity of the theory of skimming as a process of looking only at the key words in continuous discourse was investigated in the present… (more)

Subjects/Keywords: Reading  – Research

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APA (6th Edition):

Nacke, P. L. (1970). Skimming strategy in reading as a function of familiarity with content and redundancy reduction in printed discourse . (Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/35123

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):

Nacke, Phil L. “Skimming strategy in reading as a function of familiarity with content and redundancy reduction in printed discourse .” 1970. Thesis, University of British Columbia. Accessed June 03, 2020. http://hdl.handle.net/2429/35123.

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

MLA Handbook (7th Edition):

Nacke, Phil L. “Skimming strategy in reading as a function of familiarity with content and redundancy reduction in printed discourse .” 1970. Web. 03 Jun 2020.

Vancouver:

Nacke PL. Skimming strategy in reading as a function of familiarity with content and redundancy reduction in printed discourse . [Internet] [Thesis]. University of British Columbia; 1970. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/2429/35123.

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

Council of Science Editors:

Nacke PL. Skimming strategy in reading as a function of familiarity with content and redundancy reduction in printed discourse . [Thesis]. University of British Columbia; 1970. Available from: http://hdl.handle.net/2429/35123

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


McGill University

4. Renaud, André. On-line study of component processes in reading comprehension.

Degree: MA, Department of Educational Psychology and Counselling., 1989, McGill University

Subjects/Keywords: Reading  – Research; Reading comprehension  – Research

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APA (6th Edition):

Renaud, A. (1989). On-line study of component processes in reading comprehension. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile61795.pdf

Chicago Manual of Style (16th Edition):

Renaud, André. “On-line study of component processes in reading comprehension.” 1989. Masters Thesis, McGill University. Accessed June 03, 2020. http://digitool.library.mcgill.ca/thesisfile61795.pdf.

MLA Handbook (7th Edition):

Renaud, André. “On-line study of component processes in reading comprehension.” 1989. Web. 03 Jun 2020.

Vancouver:

Renaud A. On-line study of component processes in reading comprehension. [Internet] [Masters thesis]. McGill University; 1989. [cited 2020 Jun 03]. Available from: http://digitool.library.mcgill.ca/thesisfile61795.pdf.

Council of Science Editors:

Renaud A. On-line study of component processes in reading comprehension. [Masters Thesis]. McGill University; 1989. Available from: http://digitool.library.mcgill.ca/thesisfile61795.pdf


Ryerson University

5. Young, Jackie. A study of print and computer based reading to measure and compare rates of comprehension and retention.

Degree: 2014, Ryerson University

 To the twenty-first century reader the central aspect of Gutenberg’s invention of printing appears deceptively simple. Movable type, small pieces of metal cast from an… (more)

Subjects/Keywords: Reading  – Ability testing; Reading comprehension; Internet literacy; Reading  – Research; English language  – Rhetoric

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APA (6th Edition):

Young, J. (2014). A study of print and computer based reading to measure and compare rates of comprehension and retention. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A2952

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):

Young, Jackie. “A study of print and computer based reading to measure and compare rates of comprehension and retention.” 2014. Thesis, Ryerson University. Accessed June 03, 2020. https://digital.library.ryerson.ca/islandora/object/RULA%3A2952.

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

MLA Handbook (7th Edition):

Young, Jackie. “A study of print and computer based reading to measure and compare rates of comprehension and retention.” 2014. Web. 03 Jun 2020.

Vancouver:

Young J. A study of print and computer based reading to measure and compare rates of comprehension and retention. [Internet] [Thesis]. Ryerson University; 2014. [cited 2020 Jun 03]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A2952.

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

Council of Science Editors:

Young J. A study of print and computer based reading to measure and compare rates of comprehension and retention. [Thesis]. Ryerson University; 2014. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A2952

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


University of Alberta

6. Rawlings, Leah M. Les facteurs qui inspirent la lecture chez les garçons en immersion française au deuxième cycle de l’élémentaire.

Degree: MEd, Faculté Saint-Jean, 2015, University of Alberta

 This action research explores the factors that inspire reading in a second language for a group of grade 5 boys in a French Immersion classroom.… (more)

Subjects/Keywords: Boys; French Immersion; Reading; Reading Workshop; Second Language; Action Research

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APA (6th Edition):

Rawlings, L. M. (2015). Les facteurs qui inspirent la lecture chez les garçons en immersion française au deuxième cycle de l’élémentaire. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/4f16c571v

Chicago Manual of Style (16th Edition):

Rawlings, Leah M. “Les facteurs qui inspirent la lecture chez les garçons en immersion française au deuxième cycle de l’élémentaire.” 2015. Masters Thesis, University of Alberta. Accessed June 03, 2020. https://era.library.ualberta.ca/files/4f16c571v.

MLA Handbook (7th Edition):

Rawlings, Leah M. “Les facteurs qui inspirent la lecture chez les garçons en immersion française au deuxième cycle de l’élémentaire.” 2015. Web. 03 Jun 2020.

Vancouver:

Rawlings LM. Les facteurs qui inspirent la lecture chez les garçons en immersion française au deuxième cycle de l’élémentaire. [Internet] [Masters thesis]. University of Alberta; 2015. [cited 2020 Jun 03]. Available from: https://era.library.ualberta.ca/files/4f16c571v.

Council of Science Editors:

Rawlings LM. Les facteurs qui inspirent la lecture chez les garçons en immersion française au deuxième cycle de l’élémentaire. [Masters Thesis]. University of Alberta; 2015. Available from: https://era.library.ualberta.ca/files/4f16c571v


University of Alberta

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Price, Margaret Anne. “The interface between reading and nonreading characteristics of subgroups of disabled readers.” 1983. Doctoral Dissertation, University of Alberta. Accessed June 03, 2020. https://era.library.ualberta.ca/files/mp48sf978.

MLA Handbook (7th Edition):

Price, Margaret Anne. “The interface between reading and nonreading characteristics of subgroups of disabled readers.” 1983. Web. 03 Jun 2020.

Vancouver:

Price MA. The interface between reading and nonreading characteristics of subgroups of disabled readers. [Internet] [Doctoral dissertation]. University of Alberta; 1983. [cited 2020 Jun 03]. Available from: https://era.library.ualberta.ca/files/mp48sf978.

Council of Science Editors:

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


University of British Columbia

8. Bain, David Alexander. Visual discrimination of alphabet letters by preschool children .

Degree: 1970, University of British Columbia

 The purpose of the present study was to ascertain from the research literature on alphabet legibility and geometric form discrimination what minimum number and nature… (more)

Subjects/Keywords: Reading (Elementary); Reading  – Research

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APA (6th Edition):

Bain, D. A. (1970). Visual discrimination of alphabet letters by preschool children . (Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/34698

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):

Bain, David Alexander. “Visual discrimination of alphabet letters by preschool children .” 1970. Thesis, University of British Columbia. Accessed June 03, 2020. http://hdl.handle.net/2429/34698.

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

MLA Handbook (7th Edition):

Bain, David Alexander. “Visual discrimination of alphabet letters by preschool children .” 1970. Web. 03 Jun 2020.

Vancouver:

Bain DA. Visual discrimination of alphabet letters by preschool children . [Internet] [Thesis]. University of British Columbia; 1970. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/2429/34698.

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

Council of Science Editors:

Bain DA. Visual discrimination of alphabet letters by preschool children . [Thesis]. University of British Columbia; 1970. Available from: http://hdl.handle.net/2429/34698

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


McGill University

9. McRae, Ken, 1962-. The locus of word frequency effects.

Degree: MS, Department of Psychology., 1988, McGill University

Subjects/Keywords: Reading  – Research.; Word recognition  – Research.

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APA (6th Edition):

McRae, Ken, 1. (1988). The locus of word frequency effects. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile64083.pdf

Chicago Manual of Style (16th Edition):

McRae, Ken, 1962-. “The locus of word frequency effects.” 1988. Masters Thesis, McGill University. Accessed June 03, 2020. http://digitool.library.mcgill.ca/thesisfile64083.pdf.

MLA Handbook (7th Edition):

McRae, Ken, 1962-. “The locus of word frequency effects.” 1988. Web. 03 Jun 2020.

Vancouver:

McRae, Ken 1. The locus of word frequency effects. [Internet] [Masters thesis]. McGill University; 1988. [cited 2020 Jun 03]. Available from: http://digitool.library.mcgill.ca/thesisfile64083.pdf.

Council of Science Editors:

McRae, Ken 1. The locus of word frequency effects. [Masters Thesis]. McGill University; 1988. Available from: http://digitool.library.mcgill.ca/thesisfile64083.pdf


University of Alberta

10. Procter, Lillian. Effect of prior experiences on grade two reading achievement.

Degree: MEd, Department of Elementary Education, 1982, University of Alberta

Subjects/Keywords: Reading (Primary); Reading – Parent participation.; Reading – Research.

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APA (6th Edition):

Procter, L. (1982). Effect of prior experiences on grade two reading achievement. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/pn89d899f

Chicago Manual of Style (16th Edition):

Procter, Lillian. “Effect of prior experiences on grade two reading achievement.” 1982. Masters Thesis, University of Alberta. Accessed June 03, 2020. https://era.library.ualberta.ca/files/pn89d899f.

MLA Handbook (7th Edition):

Procter, Lillian. “Effect of prior experiences on grade two reading achievement.” 1982. Web. 03 Jun 2020.

Vancouver:

Procter L. Effect of prior experiences on grade two reading achievement. [Internet] [Masters thesis]. University of Alberta; 1982. [cited 2020 Jun 03]. Available from: https://era.library.ualberta.ca/files/pn89d899f.

Council of Science Editors:

Procter L. Effect of prior experiences on grade two reading achievement. [Masters Thesis]. University of Alberta; 1982. Available from: https://era.library.ualberta.ca/files/pn89d899f


McGill University

11. Arocha, José F. (José Francisco). Validation of clozure measures of reading comprehension.

Degree: MA, Department of Educational Psychology and Counselling., 1985, McGill University

Subjects/Keywords: Reading comprehension.; Cloze procedure.; Reading comprehension  – Research.

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APA (6th Edition):

Arocha, J. F. (. F. (1985). Validation of clozure measures of reading comprehension. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile63320.pdf

Chicago Manual of Style (16th Edition):

Arocha, José F (José Francisco). “Validation of clozure measures of reading comprehension.” 1985. Masters Thesis, McGill University. Accessed June 03, 2020. http://digitool.library.mcgill.ca/thesisfile63320.pdf.

MLA Handbook (7th Edition):

Arocha, José F (José Francisco). “Validation of clozure measures of reading comprehension.” 1985. Web. 03 Jun 2020.

Vancouver:

Arocha JF(F. Validation of clozure measures of reading comprehension. [Internet] [Masters thesis]. McGill University; 1985. [cited 2020 Jun 03]. Available from: http://digitool.library.mcgill.ca/thesisfile63320.pdf.

Council of Science Editors:

Arocha JF(F. Validation of clozure measures of reading comprehension. [Masters Thesis]. McGill University; 1985. Available from: http://digitool.library.mcgill.ca/thesisfile63320.pdf


Simon Fraser University

12. Perry, Nancy Ellen. The effects of informed strategy vs. mapping strategy training on reading comprehension performance in learning disabled and average students.

Degree: 1989, Simon Fraser University

Subjects/Keywords: Reading comprehension  – Research.; Reading disability.; Learning disabled children.

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APA (6th Edition):

Perry, N. E. (1989). The effects of informed strategy vs. mapping strategy training on reading comprehension performance in learning disabled and average students. (Thesis). Simon Fraser University. Retrieved from http://summit.sfu.ca/item/4886

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):

Perry, Nancy Ellen. “The effects of informed strategy vs. mapping strategy training on reading comprehension performance in learning disabled and average students.” 1989. Thesis, Simon Fraser University. Accessed June 03, 2020. http://summit.sfu.ca/item/4886.

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

MLA Handbook (7th Edition):

Perry, Nancy Ellen. “The effects of informed strategy vs. mapping strategy training on reading comprehension performance in learning disabled and average students.” 1989. Web. 03 Jun 2020.

Vancouver:

Perry NE. The effects of informed strategy vs. mapping strategy training on reading comprehension performance in learning disabled and average students. [Internet] [Thesis]. Simon Fraser University; 1989. [cited 2020 Jun 03]. Available from: http://summit.sfu.ca/item/4886.

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

Council of Science Editors:

Perry NE. The effects of informed strategy vs. mapping strategy training on reading comprehension performance in learning disabled and average students. [Thesis]. Simon Fraser University; 1989. Available from: http://summit.sfu.ca/item/4886

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


University of Alberta

13. Juliebö, Moira F. The literacy world of five young children.

Degree: PhD, Department of Elementary Education, 1985, University of Alberta

Subjects/Keywords: Parent and child.; Child development.; Reading (Kindergarten); Reading – Research.; Reading readiness.; Literacy.

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APA (6th Edition):

Juliebö, M. F. (1985). The literacy world of five young children. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/rr1720469

Chicago Manual of Style (16th Edition):

Juliebö, Moira F. “The literacy world of five young children.” 1985. Doctoral Dissertation, University of Alberta. Accessed June 03, 2020. https://era.library.ualberta.ca/files/rr1720469.

MLA Handbook (7th Edition):

Juliebö, Moira F. “The literacy world of five young children.” 1985. Web. 03 Jun 2020.

Vancouver:

Juliebö MF. The literacy world of five young children. [Internet] [Doctoral dissertation]. University of Alberta; 1985. [cited 2020 Jun 03]. Available from: https://era.library.ualberta.ca/files/rr1720469.

Council of Science Editors:

Juliebö MF. The literacy world of five young children. [Doctoral Dissertation]. University of Alberta; 1985. Available from: https://era.library.ualberta.ca/files/rr1720469


University of Alberta

14. Mitchell, Claudia. An ethnographic study of the metacognitive functioning of voracious adult readers of fiction.

Degree: PhD, Department of Elementary Education, 1981, University of Alberta

Subjects/Keywords: Books and reading.; Oral interpretation of fiction.; Reading interests.; Reading – Research.; Readership surveys.

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APA (6th Edition):

Mitchell, C. (1981). An ethnographic study of the metacognitive functioning of voracious adult readers of fiction. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/pr76f551h

Chicago Manual of Style (16th Edition):

Mitchell, Claudia. “An ethnographic study of the metacognitive functioning of voracious adult readers of fiction.” 1981. Doctoral Dissertation, University of Alberta. Accessed June 03, 2020. https://era.library.ualberta.ca/files/pr76f551h.

MLA Handbook (7th Edition):

Mitchell, Claudia. “An ethnographic study of the metacognitive functioning of voracious adult readers of fiction.” 1981. Web. 03 Jun 2020.

Vancouver:

Mitchell C. An ethnographic study of the metacognitive functioning of voracious adult readers of fiction. [Internet] [Doctoral dissertation]. University of Alberta; 1981. [cited 2020 Jun 03]. Available from: https://era.library.ualberta.ca/files/pr76f551h.

Council of Science Editors:

Mitchell C. An ethnographic study of the metacognitive functioning of voracious adult readers of fiction. [Doctoral Dissertation]. University of Alberta; 1981. Available from: https://era.library.ualberta.ca/files/pr76f551h


University of Lethbridge

15. University of Lethbridge. Faculty of Education. The voices of children : understanding children's reading worlds .

Degree: 2000, University of Lethbridge

Abstract is not available.

Subjects/Keywords: Children  – Reading; Reading (Primary)  – Case studies; Children  – Books and reading  – Research; Dissertations, Academic

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APA (6th Edition):

Education, U. o. L. F. o. (2000). The voices of children : understanding children's reading worlds . (Thesis). University of Lethbridge. Retrieved from http://hdl.handle.net/10133/139

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):

Education, University of Lethbridge. Faculty of. “The voices of children : understanding children's reading worlds .” 2000. Thesis, University of Lethbridge. Accessed June 03, 2020. http://hdl.handle.net/10133/139.

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

MLA Handbook (7th Edition):

Education, University of Lethbridge. Faculty of. “The voices of children : understanding children's reading worlds .” 2000. Web. 03 Jun 2020.

Vancouver:

Education UoLFo. The voices of children : understanding children's reading worlds . [Internet] [Thesis]. University of Lethbridge; 2000. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/10133/139.

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

Council of Science Editors:

Education UoLFo. The voices of children : understanding children's reading worlds . [Thesis]. University of Lethbridge; 2000. Available from: http://hdl.handle.net/10133/139

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


Simon Fraser University

16. Eastman, Janice Lynette. Comprehension performance as a function of adolescent reader type.

Degree: 1984, Simon Fraser University

Subjects/Keywords: Reading comprehension.; Reading  – Ability testing.; Reading  – Research  – British Columbia  – Langley  – Case studies.

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APA (6th Edition):

Eastman, J. L. (1984). Comprehension performance as a function of adolescent reader type. (Thesis). Simon Fraser University. Retrieved from http://summit.sfu.ca/item/5825

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):

Eastman, Janice Lynette. “Comprehension performance as a function of adolescent reader type.” 1984. Thesis, Simon Fraser University. Accessed June 03, 2020. http://summit.sfu.ca/item/5825.

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

MLA Handbook (7th Edition):

Eastman, Janice Lynette. “Comprehension performance as a function of adolescent reader type.” 1984. Web. 03 Jun 2020.

Vancouver:

Eastman JL. Comprehension performance as a function of adolescent reader type. [Internet] [Thesis]. Simon Fraser University; 1984. [cited 2020 Jun 03]. Available from: http://summit.sfu.ca/item/5825.

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

Council of Science Editors:

Eastman JL. Comprehension performance as a function of adolescent reader type. [Thesis]. Simon Fraser University; 1984. Available from: http://summit.sfu.ca/item/5825

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


McGill University

17. Le Gallais, Judy. Performance of able and disabled readers on tasks of intra- and inter-modal haptic and visual processing.

Degree: PhD, Department of Educational Psychology and Counselling., 1988, McGill University

This research consisted of three individual studies, examining intra- and inter-modal haptic and visual processing in able learners and reading disabled children spanning the elementary… (more)

Subjects/Keywords: Visual perception  – Testing  – Case studies; Reading disability  – Research; Reading  – Research

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

APA (6th Edition):

Le Gallais, J. (1988). Performance of able and disabled readers on tasks of intra- and inter-modal haptic and visual processing. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile75852.pdf

Chicago Manual of Style (16th Edition):

Le Gallais, Judy. “Performance of able and disabled readers on tasks of intra- and inter-modal haptic and visual processing.” 1988. Doctoral Dissertation, McGill University. Accessed June 03, 2020. http://digitool.library.mcgill.ca/thesisfile75852.pdf.

MLA Handbook (7th Edition):

Le Gallais, Judy. “Performance of able and disabled readers on tasks of intra- and inter-modal haptic and visual processing.” 1988. Web. 03 Jun 2020.

Vancouver:

Le Gallais J. Performance of able and disabled readers on tasks of intra- and inter-modal haptic and visual processing. [Internet] [Doctoral dissertation]. McGill University; 1988. [cited 2020 Jun 03]. Available from: http://digitool.library.mcgill.ca/thesisfile75852.pdf.

Council of Science Editors:

Le Gallais J. Performance of able and disabled readers on tasks of intra- and inter-modal haptic and visual processing. [Doctoral Dissertation]. McGill University; 1988. Available from: http://digitool.library.mcgill.ca/thesisfile75852.pdf


University of Western Ontario

18. Davidson, Katherine. The Research to Practice Gap in the Identification and Instruction of Students at Risk for Reading Disabilities: Teachers' Perspectives.

Degree: 2011, University of Western Ontario

 This study investigated teachers' uses of research on the identification and instruction of students at risk for reading disabilities (RD). It identified obstacles to teachers'… (more)

Subjects/Keywords: reading disabilities; research use; knowledge use; research to practice gap; Educational Assessment, Evaluation, and Research; Educational Psychology; Elementary Education and Teaching; Special Education and Teaching; Teacher Education and Professional Development

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

APA (6th Edition):

Davidson, K. (2011). The Research to Practice Gap in the Identification and Instruction of Students at Risk for Reading Disabilities: Teachers' Perspectives. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/143

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):

Davidson, Katherine. “The Research to Practice Gap in the Identification and Instruction of Students at Risk for Reading Disabilities: Teachers' Perspectives.” 2011. Thesis, University of Western Ontario. Accessed June 03, 2020. https://ir.lib.uwo.ca/etd/143.

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

MLA Handbook (7th Edition):

Davidson, Katherine. “The Research to Practice Gap in the Identification and Instruction of Students at Risk for Reading Disabilities: Teachers' Perspectives.” 2011. Web. 03 Jun 2020.

Vancouver:

Davidson K. The Research to Practice Gap in the Identification and Instruction of Students at Risk for Reading Disabilities: Teachers' Perspectives. [Internet] [Thesis]. University of Western Ontario; 2011. [cited 2020 Jun 03]. Available from: https://ir.lib.uwo.ca/etd/143.

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

Council of Science Editors:

Davidson K. The Research to Practice Gap in the Identification and Instruction of Students at Risk for Reading Disabilities: Teachers' Perspectives. [Thesis]. University of Western Ontario; 2011. Available from: https://ir.lib.uwo.ca/etd/143

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


University of Alberta

19. Giboney, Vance. Communicative aspects of reading comprehension: a theoretical study of the role of intersubjectivity in written language communication.

Degree: PhD, Department of Elementary Education, 1979, University of Alberta

Subjects/Keywords: Reading – Research.; Written communication.; Reading comprehension.; Communication.; Language and languages – Philosophy.

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

APA (6th Edition):

Giboney, V. (1979). Communicative aspects of reading comprehension: a theoretical study of the role of intersubjectivity in written language communication. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/bz60cz270

Chicago Manual of Style (16th Edition):

Giboney, Vance. “Communicative aspects of reading comprehension: a theoretical study of the role of intersubjectivity in written language communication.” 1979. Doctoral Dissertation, University of Alberta. Accessed June 03, 2020. https://era.library.ualberta.ca/files/bz60cz270.

MLA Handbook (7th Edition):

Giboney, Vance. “Communicative aspects of reading comprehension: a theoretical study of the role of intersubjectivity in written language communication.” 1979. Web. 03 Jun 2020.

Vancouver:

Giboney V. Communicative aspects of reading comprehension: a theoretical study of the role of intersubjectivity in written language communication. [Internet] [Doctoral dissertation]. University of Alberta; 1979. [cited 2020 Jun 03]. Available from: https://era.library.ualberta.ca/files/bz60cz270.

Council of Science Editors:

Giboney V. Communicative aspects of reading comprehension: a theoretical study of the role of intersubjectivity in written language communication. [Doctoral Dissertation]. University of Alberta; 1979. Available from: https://era.library.ualberta.ca/files/bz60cz270


University of Alberta

20. Thomas, Yvonne Marie. An investigation of comprehension monitoring by average and learning disabled readers.

Degree: MEd, Department of Elementary Education, 1984, University of Alberta

Subjects/Keywords: Reading comprehension.; Slow learning children.; Reading – Research.; Learning disabled children.

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APA (6th Edition):

Thomas, Y. M. (1984). An investigation of comprehension monitoring by average and learning disabled readers. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/x633f303r

Chicago Manual of Style (16th Edition):

Thomas, Yvonne Marie. “An investigation of comprehension monitoring by average and learning disabled readers.” 1984. Masters Thesis, University of Alberta. Accessed June 03, 2020. https://era.library.ualberta.ca/files/x633f303r.

MLA Handbook (7th Edition):

Thomas, Yvonne Marie. “An investigation of comprehension monitoring by average and learning disabled readers.” 1984. Web. 03 Jun 2020.

Vancouver:

Thomas YM. An investigation of comprehension monitoring by average and learning disabled readers. [Internet] [Masters thesis]. University of Alberta; 1984. [cited 2020 Jun 03]. Available from: https://era.library.ualberta.ca/files/x633f303r.

Council of Science Editors:

Thomas YM. An investigation of comprehension monitoring by average and learning disabled readers. [Masters Thesis]. University of Alberta; 1984. Available from: https://era.library.ualberta.ca/files/x633f303r


McGill University

21. Elliott-Johns, Susan E. Theoretical orientations to reading and instructional practices of eleven grade five teachers.

Degree: PhD, Department of Integrated Studies in Education., 2005, McGill University

 This study explores the nature of teachers' understandings of theoretical orientation to reading and the relationships between theoretical orientations to reading and instructional practice. The… (more)

Subjects/Keywords: Reading (Elementary); English language  – Study and teaching (Elementary); Reading  – Research; Teachers  – Attitudes

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

APA (6th Edition):

Elliott-Johns, S. E. (2005). Theoretical orientations to reading and instructional practices of eleven grade five teachers. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile85158.pdf

Chicago Manual of Style (16th Edition):

Elliott-Johns, Susan E. “Theoretical orientations to reading and instructional practices of eleven grade five teachers.” 2005. Doctoral Dissertation, McGill University. Accessed June 03, 2020. http://digitool.library.mcgill.ca/thesisfile85158.pdf.

MLA Handbook (7th Edition):

Elliott-Johns, Susan E. “Theoretical orientations to reading and instructional practices of eleven grade five teachers.” 2005. Web. 03 Jun 2020.

Vancouver:

Elliott-Johns SE. Theoretical orientations to reading and instructional practices of eleven grade five teachers. [Internet] [Doctoral dissertation]. McGill University; 2005. [cited 2020 Jun 03]. Available from: http://digitool.library.mcgill.ca/thesisfile85158.pdf.

Council of Science Editors:

Elliott-Johns SE. Theoretical orientations to reading and instructional practices of eleven grade five teachers. [Doctoral Dissertation]. McGill University; 2005. Available from: http://digitool.library.mcgill.ca/thesisfile85158.pdf


University of Western Ontario

22. Atwal, Taninder. The Use of Reading Strategies in Second Language Adult Learners.

Degree: 2020, University of Western Ontario

 The current study examined the use of reading strategies in connection to reading comprehension success. 38 graduate students, who did not consider English their first… (more)

Subjects/Keywords: Reading Strategies; Second Language Learners; Adult; Reading Comprehension; Adult and Continuing Education; Bilingual, Multilingual, and Multicultural Education; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Language and Literacy Education

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APA (6th Edition):

Atwal, T. (2020). The Use of Reading Strategies in Second Language Adult Learners. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/6914

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):

Atwal, Taninder. “The Use of Reading Strategies in Second Language Adult Learners.” 2020. Thesis, University of Western Ontario. Accessed June 03, 2020. https://ir.lib.uwo.ca/etd/6914.

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

MLA Handbook (7th Edition):

Atwal, Taninder. “The Use of Reading Strategies in Second Language Adult Learners.” 2020. Web. 03 Jun 2020.

Vancouver:

Atwal T. The Use of Reading Strategies in Second Language Adult Learners. [Internet] [Thesis]. University of Western Ontario; 2020. [cited 2020 Jun 03]. Available from: https://ir.lib.uwo.ca/etd/6914.

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

Council of Science Editors:

Atwal T. The Use of Reading Strategies in Second Language Adult Learners. [Thesis]. University of Western Ontario; 2020. Available from: https://ir.lib.uwo.ca/etd/6914

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


McGill University

23. Michaud, Danielle. The differential influence of knowledge of signals to importance on eighth graders' accuracy in representing content and organization of essays.

Degree: MA, Department of Educational Psychology and Counselling., 1988, McGill University

Subjects/Keywords: Composition (Language arts)  – Study and teaching; Reading comprehension  – Research

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APA (6th Edition):

Michaud, D. (1988). The differential influence of knowledge of signals to importance on eighth graders' accuracy in representing content and organization of essays. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile61926.pdf

Chicago Manual of Style (16th Edition):

Michaud, Danielle. “The differential influence of knowledge of signals to importance on eighth graders' accuracy in representing content and organization of essays.” 1988. Masters Thesis, McGill University. Accessed June 03, 2020. http://digitool.library.mcgill.ca/thesisfile61926.pdf.

MLA Handbook (7th Edition):

Michaud, Danielle. “The differential influence of knowledge of signals to importance on eighth graders' accuracy in representing content and organization of essays.” 1988. Web. 03 Jun 2020.

Vancouver:

Michaud D. The differential influence of knowledge of signals to importance on eighth graders' accuracy in representing content and organization of essays. [Internet] [Masters thesis]. McGill University; 1988. [cited 2020 Jun 03]. Available from: http://digitool.library.mcgill.ca/thesisfile61926.pdf.

Council of Science Editors:

Michaud D. The differential influence of knowledge of signals to importance on eighth graders' accuracy in representing content and organization of essays. [Masters Thesis]. McGill University; 1988. Available from: http://digitool.library.mcgill.ca/thesisfile61926.pdf


Simon Fraser University

24. Dobson, Leona Nancy. Connections in learning to write and read : a study of children's development through kindergarten and grade one.

Degree: 1987, Simon Fraser University

Subjects/Keywords: Reading  – Research.; Written communication.; Learning, Psychology of.

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APA (6th Edition):

Dobson, L. N. (1987). Connections in learning to write and read : a study of children's development through kindergarten and grade one. (Thesis). Simon Fraser University. Retrieved from http://summit.sfu.ca/item/5481

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):

Dobson, Leona Nancy. “Connections in learning to write and read : a study of children's development through kindergarten and grade one.” 1987. Thesis, Simon Fraser University. Accessed June 03, 2020. http://summit.sfu.ca/item/5481.

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

MLA Handbook (7th Edition):

Dobson, Leona Nancy. “Connections in learning to write and read : a study of children's development through kindergarten and grade one.” 1987. Web. 03 Jun 2020.

Vancouver:

Dobson LN. Connections in learning to write and read : a study of children's development through kindergarten and grade one. [Internet] [Thesis]. Simon Fraser University; 1987. [cited 2020 Jun 03]. Available from: http://summit.sfu.ca/item/5481.

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

Council of Science Editors:

Dobson LN. Connections in learning to write and read : a study of children's development through kindergarten and grade one. [Thesis]. Simon Fraser University; 1987. Available from: http://summit.sfu.ca/item/5481

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

25. Jerema, Samuel. Re-evaluating literacy with image in mind: an action research project exploring the affordances of wordless and image-rich books in a grade five classroom.

Degree: Curriculum, Teaching and Learning, 2015, University of Manitoba

 Using a multimodal approach to literacy, this thesis explores student dialogue and responses from viewing wordless and image-rich books to answer the following questions: What… (more)

Subjects/Keywords: Wordless; Multimodality; Comprehension; Reading; Action Research

…experiences of reading wordless and image-rich books. Within an action research paradigm, both these… …background I turn the discussion toward research in reading instruction, words and pictures in… …108 Reading comprehension… …113 The experience of reading wordless and image-rich books… …1136 Scope and Areas for Further Research… 

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APA (6th Edition):

Jerema, S. (2015). Re-evaluating literacy with image in mind: an action research project exploring the affordances of wordless and image-rich books in a grade five classroom. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/30382

Chicago Manual of Style (16th Edition):

Jerema, Samuel. “Re-evaluating literacy with image in mind: an action research project exploring the affordances of wordless and image-rich books in a grade five classroom.” 2015. Masters Thesis, University of Manitoba. Accessed June 03, 2020. http://hdl.handle.net/1993/30382.

MLA Handbook (7th Edition):

Jerema, Samuel. “Re-evaluating literacy with image in mind: an action research project exploring the affordances of wordless and image-rich books in a grade five classroom.” 2015. Web. 03 Jun 2020.

Vancouver:

Jerema S. Re-evaluating literacy with image in mind: an action research project exploring the affordances of wordless and image-rich books in a grade five classroom. [Internet] [Masters thesis]. University of Manitoba; 2015. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/1993/30382.

Council of Science Editors:

Jerema S. Re-evaluating literacy with image in mind: an action research project exploring the affordances of wordless and image-rich books in a grade five classroom. [Masters Thesis]. University of Manitoba; 2015. Available from: http://hdl.handle.net/1993/30382


University of Alberta

26. Mensink, David L. The relationship of EEG to reading difficulty: a neurophysiological assessment.

Degree: MEd, Department of Educational Psychology, 1982, University of Alberta

Subjects/Keywords: Reading disability.; Neurophysiology.; Electrodiagnosis.; Reading – Physiological aspects.; Reading – Research – Alberta.; Brain – Localization of functions.

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APA (6th Edition):

Mensink, D. L. (1982). The relationship of EEG to reading difficulty: a neurophysiological assessment. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/6h440v834

Chicago Manual of Style (16th Edition):

Mensink, David L. “The relationship of EEG to reading difficulty: a neurophysiological assessment.” 1982. Masters Thesis, University of Alberta. Accessed June 03, 2020. https://era.library.ualberta.ca/files/6h440v834.

MLA Handbook (7th Edition):

Mensink, David L. “The relationship of EEG to reading difficulty: a neurophysiological assessment.” 1982. Web. 03 Jun 2020.

Vancouver:

Mensink DL. The relationship of EEG to reading difficulty: a neurophysiological assessment. [Internet] [Masters thesis]. University of Alberta; 1982. [cited 2020 Jun 03]. Available from: https://era.library.ualberta.ca/files/6h440v834.

Council of Science Editors:

Mensink DL. The relationship of EEG to reading difficulty: a neurophysiological assessment. [Masters Thesis]. University of Alberta; 1982. Available from: https://era.library.ualberta.ca/files/6h440v834


University of Manitoba

27. Peters, J. Beryl. A formative study of rhythm and pattern: semiotic potential of multimodal experiences for early years readers.

Degree: Education, 2011, University of Manitoba

 Literacy education defined as the reading and writing of print text is undergoing a paradigmatic shift towards a pedagogy of multiliteracies (Cole & Pullen, 2010).… (more)

Subjects/Keywords: Arts Education; rhythm; music; Early Years Classrooms; reading; bricolage; action research; design research; grounded theory; literacy; multiliteracies; multimodal; semiotics; Peirce; mixed methods; transformative learning; complexity; creativity; inclusive education; English language arts; oral reading fluency; phonological awareness; prosody; Carl Orff

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APA (6th Edition):

Peters, J. B. (2011). A formative study of rhythm and pattern: semiotic potential of multimodal experiences for early years readers. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/4855

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):

Peters, J Beryl. “A formative study of rhythm and pattern: semiotic potential of multimodal experiences for early years readers.” 2011. Thesis, University of Manitoba. Accessed June 03, 2020. http://hdl.handle.net/1993/4855.

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

MLA Handbook (7th Edition):

Peters, J Beryl. “A formative study of rhythm and pattern: semiotic potential of multimodal experiences for early years readers.” 2011. Web. 03 Jun 2020.

Vancouver:

Peters JB. A formative study of rhythm and pattern: semiotic potential of multimodal experiences for early years readers. [Internet] [Thesis]. University of Manitoba; 2011. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/1993/4855.

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

Council of Science Editors:

Peters JB. A formative study of rhythm and pattern: semiotic potential of multimodal experiences for early years readers. [Thesis]. University of Manitoba; 2011. Available from: http://hdl.handle.net/1993/4855

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


Université de Montréal

28. Dupin de Saint-André, Marie. L’évolution des pratiques de lecture à haute voix d’enseignantes expertes et leur influence sur le développement de l’habileté des élèves du préscolaire à faire des inférences .

Degree: 2011, Université de Montréal

 La présente recherche collaborative vise à étudier les pratiques de lecture à haute voix d’enseignantes expertes et leur influence sur le développement de l’habileté des… (more)

Subjects/Keywords: pratiques de lecture à haute voix; inférences; enseignant expert; préscolaire; recherche collaborative; développement professionnel; littérature de jeunesse; reading aloud practices; inferences; expert teacher; preschool; collaborative research; children's books

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APA (6th Edition):

Dupin de Saint-André, M. (2011). L’évolution des pratiques de lecture à haute voix d’enseignantes expertes et leur influence sur le développement de l’habileté des élèves du préscolaire à faire des inférences . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/6854

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):

Dupin de Saint-André, Marie. “L’évolution des pratiques de lecture à haute voix d’enseignantes expertes et leur influence sur le développement de l’habileté des élèves du préscolaire à faire des inférences .” 2011. Thesis, Université de Montréal. Accessed June 03, 2020. http://hdl.handle.net/1866/6854.

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

MLA Handbook (7th Edition):

Dupin de Saint-André, Marie. “L’évolution des pratiques de lecture à haute voix d’enseignantes expertes et leur influence sur le développement de l’habileté des élèves du préscolaire à faire des inférences .” 2011. Web. 03 Jun 2020.

Vancouver:

Dupin de Saint-André M. L’évolution des pratiques de lecture à haute voix d’enseignantes expertes et leur influence sur le développement de l’habileté des élèves du préscolaire à faire des inférences . [Internet] [Thesis]. Université de Montréal; 2011. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/1866/6854.

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

Council of Science Editors:

Dupin de Saint-André M. L’évolution des pratiques de lecture à haute voix d’enseignantes expertes et leur influence sur le développement de l’habileté des élèves du préscolaire à faire des inférences . [Thesis]. Université de Montréal; 2011. Available from: http://hdl.handle.net/1866/6854

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


Université de Montréal

29. Turgeon, Elaine. Développement et mise à l'essai d'un outil pour analyser des albums jeunesse afin d'élaborer un répertoire d'oeuvres québécoises propices au travail interprétatif .

Degree: 2013, Université de Montréal

 La présente recherche porte sur la lecture littéraire dans un contexte d’enseignement primaire et concerne plus précisément les albums jeunesse qui favorisent le développement des… (more)

Subjects/Keywords: Lecture littéraire; Habiletés interprétatives; Littérature jeunesse; Album jeunesse québécois; Procédés narratifs; Outil d'analyse; Recherche-développement; Literary reading; Interpretive skills; Children's books; Quebec picturebooks; Narrative processes; Analysis tool; Research and development

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APA (6th Edition):

Turgeon, E. (2013). Développement et mise à l'essai d'un outil pour analyser des albums jeunesse afin d'élaborer un répertoire d'oeuvres québécoises propices au travail interprétatif . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/9728

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):

Turgeon, Elaine. “Développement et mise à l'essai d'un outil pour analyser des albums jeunesse afin d'élaborer un répertoire d'oeuvres québécoises propices au travail interprétatif .” 2013. Thesis, Université de Montréal. Accessed June 03, 2020. http://hdl.handle.net/1866/9728.

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

MLA Handbook (7th Edition):

Turgeon, Elaine. “Développement et mise à l'essai d'un outil pour analyser des albums jeunesse afin d'élaborer un répertoire d'oeuvres québécoises propices au travail interprétatif .” 2013. Web. 03 Jun 2020.

Vancouver:

Turgeon E. Développement et mise à l'essai d'un outil pour analyser des albums jeunesse afin d'élaborer un répertoire d'oeuvres québécoises propices au travail interprétatif . [Internet] [Thesis]. Université de Montréal; 2013. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/1866/9728.

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

Council of Science Editors:

Turgeon E. Développement et mise à l'essai d'un outil pour analyser des albums jeunesse afin d'élaborer un répertoire d'oeuvres québécoises propices au travail interprétatif . [Thesis]. Université de Montréal; 2013. Available from: http://hdl.handle.net/1866/9728

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

30. Garwood, Kimberley Christine. Plain, but not Simple: Plain Language Research with Readers, Writers, and Texts.

Degree: 2014, University of Waterloo

 Plain language is defined in a variety of ways, but is generally understood to refer to language and design strategies that make texts easier for… (more)

Subjects/Keywords: plain language; reading research; professional writing; clear communication

…are prepared to agree without reading rather than subject themselves to the frustration of… …why most readers give up reading credit card agreements (if they try at all). It’s… …used to guide the dissertation research and the key research questions that will be addressed… …world and include sessions on professional practice, research, education, advocacy and the use… …debate about this issue. In his view, they have cherry-picked examples without reading deeply… 

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APA (6th Edition):

Garwood, K. C. (2014). Plain, but not Simple: Plain Language Research with Readers, Writers, and Texts. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/8401

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):

Garwood, Kimberley Christine. “Plain, but not Simple: Plain Language Research with Readers, Writers, and Texts.” 2014. Thesis, University of Waterloo. Accessed June 03, 2020. http://hdl.handle.net/10012/8401.

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

MLA Handbook (7th Edition):

Garwood, Kimberley Christine. “Plain, but not Simple: Plain Language Research with Readers, Writers, and Texts.” 2014. Web. 03 Jun 2020.

Vancouver:

Garwood KC. Plain, but not Simple: Plain Language Research with Readers, Writers, and Texts. [Internet] [Thesis]. University of Waterloo; 2014. [cited 2020 Jun 03]. Available from: http://hdl.handle.net/10012/8401.

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

Council of Science Editors:

Garwood KC. Plain, but not Simple: Plain Language Research with Readers, Writers, and Texts. [Thesis]. University of Waterloo; 2014. Available from: http://hdl.handle.net/10012/8401

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

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