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Dates: 2016 – 2020

You searched for subject:(reading). Showing records 1 – 30 of 2140 total matches.

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University of Georgia

1. Foster, Tori Ella. Monitoring eye movements to measure reading behavior and instructional effects.

Degree: PhD, Educational Psychology, 2016, University of Georgia

 Recent developments in eye movement recording have led to its increased use in research with previously “hard-to-track” individuals, including young children. In addition, in light… (more)

Subjects/Keywords: Reading

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APA (6th Edition):

Foster, T. E. (2016). Monitoring eye movements to measure reading behavior and instructional effects. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/foster_tori_e_201608_phd

Chicago Manual of Style (16th Edition):

Foster, Tori Ella. “Monitoring eye movements to measure reading behavior and instructional effects.” 2016. Doctoral Dissertation, University of Georgia. Accessed April 10, 2020. http://purl.galileo.usg.edu/uga_etd/foster_tori_e_201608_phd.

MLA Handbook (7th Edition):

Foster, Tori Ella. “Monitoring eye movements to measure reading behavior and instructional effects.” 2016. Web. 10 Apr 2020.

Vancouver:

Foster TE. Monitoring eye movements to measure reading behavior and instructional effects. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2020 Apr 10]. Available from: http://purl.galileo.usg.edu/uga_etd/foster_tori_e_201608_phd.

Council of Science Editors:

Foster TE. Monitoring eye movements to measure reading behavior and instructional effects. [Doctoral Dissertation]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/foster_tori_e_201608_phd

2. Tibi, Sana. Cognitive and Linguistic Factors of Reading Arabic: the Role of Morphological Awareness in Reading .

Degree: Education, 2016, Queens University

 Scientific reading research has produced substantial evidence linking specific reading components to a range of constructs including phonological awareness (PA), morphological awareness, orthographic processing (OP),… (more)

Subjects/Keywords: Reading

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APA (6th Edition):

Tibi, S. (2016). Cognitive and Linguistic Factors of Reading Arabic: the Role of Morphological Awareness in Reading . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/14674

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):

Tibi, Sana. “Cognitive and Linguistic Factors of Reading Arabic: the Role of Morphological Awareness in Reading .” 2016. Thesis, Queens University. Accessed April 10, 2020. http://hdl.handle.net/1974/14674.

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

MLA Handbook (7th Edition):

Tibi, Sana. “Cognitive and Linguistic Factors of Reading Arabic: the Role of Morphological Awareness in Reading .” 2016. Web. 10 Apr 2020.

Vancouver:

Tibi S. Cognitive and Linguistic Factors of Reading Arabic: the Role of Morphological Awareness in Reading . [Internet] [Thesis]. Queens University; 2016. [cited 2020 Apr 10]. Available from: http://hdl.handle.net/1974/14674.

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

Council of Science Editors:

Tibi S. Cognitive and Linguistic Factors of Reading Arabic: the Role of Morphological Awareness in Reading . [Thesis]. Queens University; 2016. Available from: http://hdl.handle.net/1974/14674

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


University of Victoria

3. Pereira, Lytta J. The role of the situation model in the reading comprehension processes of grade seven readers.

Degree: Department of Curriculum and Instruction, 2018, University of Victoria

 Within the context of reading comprehension research, the present study is an investigation into the role of prior knowledge in the form of a situation… (more)

Subjects/Keywords: Reading comprehension; Reading, Psychology of

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APA (6th Edition):

Pereira, L. J. (2018). The role of the situation model in the reading comprehension processes of grade seven readers. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/9540

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):

Pereira, Lytta J. “The role of the situation model in the reading comprehension processes of grade seven readers.” 2018. Thesis, University of Victoria. Accessed April 10, 2020. https://dspace.library.uvic.ca//handle/1828/9540.

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

MLA Handbook (7th Edition):

Pereira, Lytta J. “The role of the situation model in the reading comprehension processes of grade seven readers.” 2018. Web. 10 Apr 2020.

Vancouver:

Pereira LJ. The role of the situation model in the reading comprehension processes of grade seven readers. [Internet] [Thesis]. University of Victoria; 2018. [cited 2020 Apr 10]. Available from: https://dspace.library.uvic.ca//handle/1828/9540.

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

Council of Science Editors:

Pereira LJ. The role of the situation model in the reading comprehension processes of grade seven readers. [Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/9540

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


Columbia University

4. Silvestri, Julia A. An Analysis of the Reading Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Phonological Processing and Metacognition.

Degree: 2016, Columbia University

 This study is a mixed methods analysis of reading processes and language experiences of deaf and hearing readers. The sample includes four groups each with… (more)

Subjects/Keywords: Reading comprehension; Readers; Reading

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APA (6th Edition):

Silvestri, J. A. (2016). An Analysis of the Reading Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Phonological Processing and Metacognition. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8G44Q90

Chicago Manual of Style (16th Edition):

Silvestri, Julia A. “An Analysis of the Reading Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Phonological Processing and Metacognition.” 2016. Doctoral Dissertation, Columbia University. Accessed April 10, 2020. https://doi.org/10.7916/D8G44Q90.

MLA Handbook (7th Edition):

Silvestri, Julia A. “An Analysis of the Reading Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Phonological Processing and Metacognition.” 2016. Web. 10 Apr 2020.

Vancouver:

Silvestri JA. An Analysis of the Reading Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Phonological Processing and Metacognition. [Internet] [Doctoral dissertation]. Columbia University; 2016. [cited 2020 Apr 10]. Available from: https://doi.org/10.7916/D8G44Q90.

Council of Science Editors:

Silvestri JA. An Analysis of the Reading Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Phonological Processing and Metacognition. [Doctoral Dissertation]. Columbia University; 2016. Available from: https://doi.org/10.7916/D8G44Q90


Columbia University

5. Bly, Brittany Dianne. The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders.

Degree: 2019, Columbia University

 Researchers and educators agree that reading comprehension and interest in reading are strong predictors of future success in academics. I studied the effects of establishing… (more)

Subjects/Keywords: Reading; Academic achievement; Reading comprehension

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APA (6th Edition):

Bly, B. D. (2019). The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-wh5r-0s50

Chicago Manual of Style (16th Edition):

Bly, Brittany Dianne. “The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders.” 2019. Doctoral Dissertation, Columbia University. Accessed April 10, 2020. https://doi.org/10.7916/d8-wh5r-0s50.

MLA Handbook (7th Edition):

Bly, Brittany Dianne. “The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders.” 2019. Web. 10 Apr 2020.

Vancouver:

Bly BD. The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders. [Internet] [Doctoral dissertation]. Columbia University; 2019. [cited 2020 Apr 10]. Available from: https://doi.org/10.7916/d8-wh5r-0s50.

Council of Science Editors:

Bly BD. The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders. [Doctoral Dissertation]. Columbia University; 2019. Available from: https://doi.org/10.7916/d8-wh5r-0s50


University of Houston

6. Weaver, Kimberle A. Perceptions of Reading Engagement and Vocabulary Acquisition Among Deaf Adolescents and the Teachers that Work with Them.

Degree: PhD, Curriculum and Instruction, 2017, University of Houston

 Background: Developing strong reading engagement and vocabulary acquisition skills for deaf students is of the utmost importance. Unfortunately, no studies have been conducted on the… (more)

Subjects/Keywords: Deaf; Reading; Vocabulary; Reading engagement

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APA (6th Edition):

Weaver, K. A. (2017). Perceptions of Reading Engagement and Vocabulary Acquisition Among Deaf Adolescents and the Teachers that Work with Them. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4829

Chicago Manual of Style (16th Edition):

Weaver, Kimberle A. “Perceptions of Reading Engagement and Vocabulary Acquisition Among Deaf Adolescents and the Teachers that Work with Them.” 2017. Doctoral Dissertation, University of Houston. Accessed April 10, 2020. http://hdl.handle.net/10657/4829.

MLA Handbook (7th Edition):

Weaver, Kimberle A. “Perceptions of Reading Engagement and Vocabulary Acquisition Among Deaf Adolescents and the Teachers that Work with Them.” 2017. Web. 10 Apr 2020.

Vancouver:

Weaver KA. Perceptions of Reading Engagement and Vocabulary Acquisition Among Deaf Adolescents and the Teachers that Work with Them. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2020 Apr 10]. Available from: http://hdl.handle.net/10657/4829.

Council of Science Editors:

Weaver KA. Perceptions of Reading Engagement and Vocabulary Acquisition Among Deaf Adolescents and the Teachers that Work with Them. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/4829

7. Hamilton, Diane M. Postmodern picturebooks, gender, and reading difficulties| A phenomenological exploration of one boy's experiences.

Degree: 2016, State University of New York at Albany

  The study presented in this dissertation emerged from a theoretical connection noted in the literature between the potential of postmodern picturebooks to affect change,… (more)

Subjects/Keywords: Reading instruction

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APA (6th Edition):

Hamilton, D. M. (2016). Postmodern picturebooks, gender, and reading difficulties| A phenomenological exploration of one boy's experiences. (Thesis). State University of New York at Albany. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10140937

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):

Hamilton, Diane M. “Postmodern picturebooks, gender, and reading difficulties| A phenomenological exploration of one boy's experiences.” 2016. Thesis, State University of New York at Albany. Accessed April 10, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10140937.

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

MLA Handbook (7th Edition):

Hamilton, Diane M. “Postmodern picturebooks, gender, and reading difficulties| A phenomenological exploration of one boy's experiences.” 2016. Web. 10 Apr 2020.

Vancouver:

Hamilton DM. Postmodern picturebooks, gender, and reading difficulties| A phenomenological exploration of one boy's experiences. [Internet] [Thesis]. State University of New York at Albany; 2016. [cited 2020 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10140937.

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

Council of Science Editors:

Hamilton DM. Postmodern picturebooks, gender, and reading difficulties| A phenomenological exploration of one boy's experiences. [Thesis]. State University of New York at Albany; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10140937

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


University of Hawaii – Manoa

8. Baldwin, Marybeth Patricia Hamilton. An experimental investigation of the effects of an imagery strategy on vocabulary learning and retention.

Degree: 2016, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2013.

Policy mandates to increase the time dedicated to the teaching of reading and mathematics has left little time… (more)

Subjects/Keywords: reading instruction

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APA (6th Edition):

Baldwin, M. P. H. (2016). An experimental investigation of the effects of an imagery strategy on vocabulary learning and retention. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101890

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):

Baldwin, Marybeth Patricia Hamilton. “An experimental investigation of the effects of an imagery strategy on vocabulary learning and retention.” 2016. Thesis, University of Hawaii – Manoa. Accessed April 10, 2020. http://hdl.handle.net/10125/101890.

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

MLA Handbook (7th Edition):

Baldwin, Marybeth Patricia Hamilton. “An experimental investigation of the effects of an imagery strategy on vocabulary learning and retention.” 2016. Web. 10 Apr 2020.

Vancouver:

Baldwin MPH. An experimental investigation of the effects of an imagery strategy on vocabulary learning and retention. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2020 Apr 10]. Available from: http://hdl.handle.net/10125/101890.

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

Council of Science Editors:

Baldwin MPH. An experimental investigation of the effects of an imagery strategy on vocabulary learning and retention. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/101890

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

9. Mekkoyeva, Natalya. Preschool teachers' perceptions about dialogic reading and the relationship with implementation success.

Degree: 2016, University of Hawaii – Manoa

M.Ed. University of Hawaii at Manoa 2011.

Many children who are identified as being at academic risk are from low-income households and have lower than… (more)

Subjects/Keywords: reading

…classrooms are the main place where they experience shared book reading (Wasik & Bond, 2001… …x29;. Therefore, using effective language and literacy strategies like shared book reading… …book reading is thought to offer a vital context for the attainment of emergent literacy… …that shared book reading can a have considerable and positive impact on young children’s oral… …that, “Shared reading activities are often recommended as the single most important thing… 

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APA (6th Edition):

Mekkoyeva, N. (2016). Preschool teachers' perceptions about dialogic reading and the relationship with implementation success. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101540

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):

Mekkoyeva, Natalya. “Preschool teachers' perceptions about dialogic reading and the relationship with implementation success.” 2016. Thesis, University of Hawaii – Manoa. Accessed April 10, 2020. http://hdl.handle.net/10125/101540.

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

MLA Handbook (7th Edition):

Mekkoyeva, Natalya. “Preschool teachers' perceptions about dialogic reading and the relationship with implementation success.” 2016. Web. 10 Apr 2020.

Vancouver:

Mekkoyeva N. Preschool teachers' perceptions about dialogic reading and the relationship with implementation success. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2020 Apr 10]. Available from: http://hdl.handle.net/10125/101540.

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

Council of Science Editors:

Mekkoyeva N. Preschool teachers' perceptions about dialogic reading and the relationship with implementation success. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/101540

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

10. Dirnbeck, Susan M. Fifth Grade Teachers' Knowledge About Reading Instruction and Its Effects on Classroom Literacy Practices and Reading Achievement.

Degree: 2016, Lindenwood University

  The purpose of this mixed-methods study was to discover the effectiveness of then-current teaching practices in fifth grade classrooms and to determine whether any… (more)

Subjects/Keywords: Reading instruction

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APA (6th Edition):

Dirnbeck, S. M. (2016). Fifth Grade Teachers' Knowledge About Reading Instruction and Its Effects on Classroom Literacy Practices and Reading Achievement. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10170203

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):

Dirnbeck, Susan M. “Fifth Grade Teachers' Knowledge About Reading Instruction and Its Effects on Classroom Literacy Practices and Reading Achievement.” 2016. Thesis, Lindenwood University. Accessed April 10, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10170203.

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

MLA Handbook (7th Edition):

Dirnbeck, Susan M. “Fifth Grade Teachers' Knowledge About Reading Instruction and Its Effects on Classroom Literacy Practices and Reading Achievement.” 2016. Web. 10 Apr 2020.

Vancouver:

Dirnbeck SM. Fifth Grade Teachers' Knowledge About Reading Instruction and Its Effects on Classroom Literacy Practices and Reading Achievement. [Internet] [Thesis]. Lindenwood University; 2016. [cited 2020 Apr 10]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10170203.

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

Council of Science Editors:

Dirnbeck SM. Fifth Grade Teachers' Knowledge About Reading Instruction and Its Effects on Classroom Literacy Practices and Reading Achievement. [Thesis]. Lindenwood University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10170203

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

11. Phillips Galloway, Emily. The Development of Core Academic Language and Reading Comprehension in Pre-Adolescent and Adolescent Learners.

Degree: Doctor of Education (EdD), 2016, Harvard University

 Many adolescents struggle to comprehend text, a fact which has led educational researchers to speculate that these reading struggles might be linked with students’ levels… (more)

Subjects/Keywords: Education; Reading

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APA (6th Edition):

Phillips Galloway, E. (2016). The Development of Core Academic Language and Reading Comprehension in Pre-Adolescent and Adolescent Learners. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112709

Chicago Manual of Style (16th Edition):

Phillips Galloway, Emily. “The Development of Core Academic Language and Reading Comprehension in Pre-Adolescent and Adolescent Learners.” 2016. Doctoral Dissertation, Harvard University. Accessed April 10, 2020. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112709.

MLA Handbook (7th Edition):

Phillips Galloway, Emily. “The Development of Core Academic Language and Reading Comprehension in Pre-Adolescent and Adolescent Learners.” 2016. Web. 10 Apr 2020.

Vancouver:

Phillips Galloway E. The Development of Core Academic Language and Reading Comprehension in Pre-Adolescent and Adolescent Learners. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2020 Apr 10]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112709.

Council of Science Editors:

Phillips Galloway E. The Development of Core Academic Language and Reading Comprehension in Pre-Adolescent and Adolescent Learners. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112709


University of Oklahoma

12. Qi, Yanrong. The Impact of Text Conditions on Oral Reading Behaviors and Reading Comprehension of American College Chinese as a Foreign Language Learners.

Degree: PhD, 2016, University of Oklahoma

 This study aimed to explore American college intermediate-level Chinese as a foreign language (CFL) learners’ oral reading behaviors and comprehension under different text conditions. It… (more)

Subjects/Keywords: Education; Reading.

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APA (6th Edition):

Qi, Y. (2016). The Impact of Text Conditions on Oral Reading Behaviors and Reading Comprehension of American College Chinese as a Foreign Language Learners. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/47043

Chicago Manual of Style (16th Edition):

Qi, Yanrong. “The Impact of Text Conditions on Oral Reading Behaviors and Reading Comprehension of American College Chinese as a Foreign Language Learners.” 2016. Doctoral Dissertation, University of Oklahoma. Accessed April 10, 2020. http://hdl.handle.net/11244/47043.

MLA Handbook (7th Edition):

Qi, Yanrong. “The Impact of Text Conditions on Oral Reading Behaviors and Reading Comprehension of American College Chinese as a Foreign Language Learners.” 2016. Web. 10 Apr 2020.

Vancouver:

Qi Y. The Impact of Text Conditions on Oral Reading Behaviors and Reading Comprehension of American College Chinese as a Foreign Language Learners. [Internet] [Doctoral dissertation]. University of Oklahoma; 2016. [cited 2020 Apr 10]. Available from: http://hdl.handle.net/11244/47043.

Council of Science Editors:

Qi Y. The Impact of Text Conditions on Oral Reading Behaviors and Reading Comprehension of American College Chinese as a Foreign Language Learners. [Doctoral Dissertation]. University of Oklahoma; 2016. Available from: http://hdl.handle.net/11244/47043


Boston University

13. Al Ghanem, Reem. Learning to read and write polysyllabic words: the effects of morphology and context on the acquisition of whole-word representations in fourth and fifth grade.

Degree: EdD, Education, 2017, Boston University

 Accurate and rapid word recognition requires highly-specified phonological, orthographic, and semantic word-specific representations. It has been established that children acquire these representations through phonological decoding… (more)

Subjects/Keywords: Reading instruction

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APA (6th Edition):

Al Ghanem, R. (2017). Learning to read and write polysyllabic words: the effects of morphology and context on the acquisition of whole-word representations in fourth and fifth grade. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/26474

Chicago Manual of Style (16th Edition):

Al Ghanem, Reem. “Learning to read and write polysyllabic words: the effects of morphology and context on the acquisition of whole-word representations in fourth and fifth grade.” 2017. Doctoral Dissertation, Boston University. Accessed April 10, 2020. http://hdl.handle.net/2144/26474.

MLA Handbook (7th Edition):

Al Ghanem, Reem. “Learning to read and write polysyllabic words: the effects of morphology and context on the acquisition of whole-word representations in fourth and fifth grade.” 2017. Web. 10 Apr 2020.

Vancouver:

Al Ghanem R. Learning to read and write polysyllabic words: the effects of morphology and context on the acquisition of whole-word representations in fourth and fifth grade. [Internet] [Doctoral dissertation]. Boston University; 2017. [cited 2020 Apr 10]. Available from: http://hdl.handle.net/2144/26474.

Council of Science Editors:

Al Ghanem R. Learning to read and write polysyllabic words: the effects of morphology and context on the acquisition of whole-word representations in fourth and fifth grade. [Doctoral Dissertation]. Boston University; 2017. Available from: http://hdl.handle.net/2144/26474


Boston University

14. Abercrombie, Jamie Baughan. Professional development and disciplinary literacy: impacting secondary teachers' perceptions and practices.

Degree: EdD, Education, 2018, Boston University

 This mixed-methods study examined the ways secondary teachers’ participation in a year-long disciplinary literacy professional development impacted the ways teachers described and implemented disciplinary literacy… (more)

Subjects/Keywords: Reading instruction

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APA (6th Edition):

Abercrombie, J. B. (2018). Professional development and disciplinary literacy: impacting secondary teachers' perceptions and practices. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/27515

Chicago Manual of Style (16th Edition):

Abercrombie, Jamie Baughan. “Professional development and disciplinary literacy: impacting secondary teachers' perceptions and practices.” 2018. Doctoral Dissertation, Boston University. Accessed April 10, 2020. http://hdl.handle.net/2144/27515.

MLA Handbook (7th Edition):

Abercrombie, Jamie Baughan. “Professional development and disciplinary literacy: impacting secondary teachers' perceptions and practices.” 2018. Web. 10 Apr 2020.

Vancouver:

Abercrombie JB. Professional development and disciplinary literacy: impacting secondary teachers' perceptions and practices. [Internet] [Doctoral dissertation]. Boston University; 2018. [cited 2020 Apr 10]. Available from: http://hdl.handle.net/2144/27515.

Council of Science Editors:

Abercrombie JB. Professional development and disciplinary literacy: impacting secondary teachers' perceptions and practices. [Doctoral Dissertation]. Boston University; 2018. Available from: http://hdl.handle.net/2144/27515


Florida State University

15. Pilcher, Heather. Classroom Organization by Prior Performance Interactions as Predictors of Literacy and Language Achievement.

Degree: PhD, Teacher Education, 2016, Florida State University

Teachers' interactions with children represent an important source of influence in children's learning and development. Classroom organization, or the way the teacher manages the physical… (more)

Subjects/Keywords: Education; Reading

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APA (6th Edition):

Pilcher, H. (2016). Classroom Organization by Prior Performance Interactions as Predictors of Literacy and Language Achievement. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2016SP_Pilcher_fsu_0071E_13101 ;

Chicago Manual of Style (16th Edition):

Pilcher, Heather. “Classroom Organization by Prior Performance Interactions as Predictors of Literacy and Language Achievement.” 2016. Doctoral Dissertation, Florida State University. Accessed April 10, 2020. http://purl.flvc.org/fsu/fd/FSU_2016SP_Pilcher_fsu_0071E_13101 ;.

MLA Handbook (7th Edition):

Pilcher, Heather. “Classroom Organization by Prior Performance Interactions as Predictors of Literacy and Language Achievement.” 2016. Web. 10 Apr 2020.

Vancouver:

Pilcher H. Classroom Organization by Prior Performance Interactions as Predictors of Literacy and Language Achievement. [Internet] [Doctoral dissertation]. Florida State University; 2016. [cited 2020 Apr 10]. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SP_Pilcher_fsu_0071E_13101 ;.

Council of Science Editors:

Pilcher H. Classroom Organization by Prior Performance Interactions as Predictors of Literacy and Language Achievement. [Doctoral Dissertation]. Florida State University; 2016. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SP_Pilcher_fsu_0071E_13101 ;


Florida State University

16. Cannon Wilson, Iris Chloris. Art Integration and Reading Achievement.

Degree: PhD, Educational Leadership and Policy Studies, 2016, Florida State University

Accountability pressures have impacted pedagogy in many K-12 schools in the United States. Low achievement on standardized assessments may be attributed to many factors, including… (more)

Subjects/Keywords: Education; Reading

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APA (6th Edition):

Cannon Wilson, I. C. (2016). Art Integration and Reading Achievement. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2016SP_CannonWilson_fsu_0071E_13113 ;

Chicago Manual of Style (16th Edition):

Cannon Wilson, Iris Chloris. “Art Integration and Reading Achievement.” 2016. Doctoral Dissertation, Florida State University. Accessed April 10, 2020. http://purl.flvc.org/fsu/fd/FSU_2016SP_CannonWilson_fsu_0071E_13113 ;.

MLA Handbook (7th Edition):

Cannon Wilson, Iris Chloris. “Art Integration and Reading Achievement.” 2016. Web. 10 Apr 2020.

Vancouver:

Cannon Wilson IC. Art Integration and Reading Achievement. [Internet] [Doctoral dissertation]. Florida State University; 2016. [cited 2020 Apr 10]. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SP_CannonWilson_fsu_0071E_13113 ;.

Council of Science Editors:

Cannon Wilson IC. Art Integration and Reading Achievement. [Doctoral Dissertation]. Florida State University; 2016. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SP_CannonWilson_fsu_0071E_13113 ;


University of Houston

17. Scott, Melanie. Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction.

Degree: EdD, Curriculum and Instruction, 2018, University of Houston

 Background: Reading instruction begins at the primary level with reading comprehension issues manifesting themselves by the 3rd-grade and becoming more pronounced by fourth-grade. While primary… (more)

Subjects/Keywords: Reading comprehension

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

APA (6th Edition):

Scott, M. (2018). Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/3111

Chicago Manual of Style (16th Edition):

Scott, Melanie. “Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction.” 2018. Doctoral Dissertation, University of Houston. Accessed April 10, 2020. http://hdl.handle.net/10657/3111.

MLA Handbook (7th Edition):

Scott, Melanie. “Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction.” 2018. Web. 10 Apr 2020.

Vancouver:

Scott M. Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction. [Internet] [Doctoral dissertation]. University of Houston; 2018. [cited 2020 Apr 10]. Available from: http://hdl.handle.net/10657/3111.

Council of Science Editors:

Scott M. Improving Reading Comprehension Skills of Middle School Learners Using the Secondary Explicit Comprehension Model of Instruction. [Doctoral Dissertation]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3111


Colorado State University

18. Laabs, Bernard G. Evaluation of a testing and remedial reading program, The.

Degree: Master of Education (M.Ed.), Educational Administration, 2017, Colorado State University

To view the abstract, please see the full text of the document. Advisors/Committee Members: Betts, Gilbert L. (advisor), Marshall, Thomas O. (committee member), Trimble, Martha Scott (committee member), Clark, Andrew Giles (committee member).

Subjects/Keywords: Reading

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APA (6th Edition):

Laabs, B. G. (2017). Evaluation of a testing and remedial reading program, The. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/184067

Chicago Manual of Style (16th Edition):

Laabs, Bernard G. “Evaluation of a testing and remedial reading program, The.” 2017. Masters Thesis, Colorado State University. Accessed April 10, 2020. http://hdl.handle.net/10217/184067.

MLA Handbook (7th Edition):

Laabs, Bernard G. “Evaluation of a testing and remedial reading program, The.” 2017. Web. 10 Apr 2020.

Vancouver:

Laabs BG. Evaluation of a testing and remedial reading program, The. [Internet] [Masters thesis]. Colorado State University; 2017. [cited 2020 Apr 10]. Available from: http://hdl.handle.net/10217/184067.

Council of Science Editors:

Laabs BG. Evaluation of a testing and remedial reading program, The. [Masters Thesis]. Colorado State University; 2017. Available from: http://hdl.handle.net/10217/184067

19. Young, Melissia B. How Does the Use of Extensive Reading Compared to the Use of Intensive Reading Affect MAP Reading Scores in a Class of ESL Students?.

Degree: MA, English, 2017, St. Cloud State University

  This is a qualitative study comparing seven points of quantitative data in the areas of phonological awareness, phonics, concepts of print, vocabulary and word… (more)

Subjects/Keywords: MAP Test; Extensive Reading; Intensive Reading; ESL

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APA (6th Edition):

Young, M. B. (2017). How Does the Use of Extensive Reading Compared to the Use of Intensive Reading Affect MAP Reading Scores in a Class of ESL Students?. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/102

Chicago Manual of Style (16th Edition):

Young, Melissia B. “How Does the Use of Extensive Reading Compared to the Use of Intensive Reading Affect MAP Reading Scores in a Class of ESL Students?.” 2017. Masters Thesis, St. Cloud State University. Accessed April 10, 2020. https://repository.stcloudstate.edu/engl_etds/102.

MLA Handbook (7th Edition):

Young, Melissia B. “How Does the Use of Extensive Reading Compared to the Use of Intensive Reading Affect MAP Reading Scores in a Class of ESL Students?.” 2017. Web. 10 Apr 2020.

Vancouver:

Young MB. How Does the Use of Extensive Reading Compared to the Use of Intensive Reading Affect MAP Reading Scores in a Class of ESL Students?. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2020 Apr 10]. Available from: https://repository.stcloudstate.edu/engl_etds/102.

Council of Science Editors:

Young MB. How Does the Use of Extensive Reading Compared to the Use of Intensive Reading Affect MAP Reading Scores in a Class of ESL Students?. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/engl_etds/102


Macquarie University

20. Couani, Michael. The negotiated contract?: An ethnography of adolescent reading and ideology.

Degree: 2017, Macquarie University

Theoretical thesis.

Bibliography: pages 281-308.

Introduction : reading, ideology and the negotiated contract  – Chapter One. Literature review and outline of method  – Chapter Two.… (more)

Subjects/Keywords: Teenagers  – Books and reading; ideology; adolescent reading

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APA (6th Edition):

Couani, M. (2017). The negotiated contract?: An ethnography of adolescent reading and ideology. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1265207

Chicago Manual of Style (16th Edition):

Couani, Michael. “The negotiated contract?: An ethnography of adolescent reading and ideology.” 2017. Doctoral Dissertation, Macquarie University. Accessed April 10, 2020. http://hdl.handle.net/1959.14/1265207.

MLA Handbook (7th Edition):

Couani, Michael. “The negotiated contract?: An ethnography of adolescent reading and ideology.” 2017. Web. 10 Apr 2020.

Vancouver:

Couani M. The negotiated contract?: An ethnography of adolescent reading and ideology. [Internet] [Doctoral dissertation]. Macquarie University; 2017. [cited 2020 Apr 10]. Available from: http://hdl.handle.net/1959.14/1265207.

Council of Science Editors:

Couani M. The negotiated contract?: An ethnography of adolescent reading and ideology. [Doctoral Dissertation]. Macquarie University; 2017. Available from: http://hdl.handle.net/1959.14/1265207

21. Scaiano, Martin. An Automatically Generated Lexical Knowledge Base with Soft Definitions .

Degree: 2016, University of Ottawa

 There is a need for methods that understand and represent the meaning of text for use in Artificial Intelligence (AI). This thesis demonstrates a method… (more)

Subjects/Keywords: Lexical Knowledge base; reading comprehension; machine reading

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APA (6th Edition):

Scaiano, M. (2016). An Automatically Generated Lexical Knowledge Base with Soft Definitions . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/34606

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):

Scaiano, Martin. “An Automatically Generated Lexical Knowledge Base with Soft Definitions .” 2016. Thesis, University of Ottawa. Accessed April 10, 2020. http://hdl.handle.net/10393/34606.

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

MLA Handbook (7th Edition):

Scaiano, Martin. “An Automatically Generated Lexical Knowledge Base with Soft Definitions .” 2016. Web. 10 Apr 2020.

Vancouver:

Scaiano M. An Automatically Generated Lexical Knowledge Base with Soft Definitions . [Internet] [Thesis]. University of Ottawa; 2016. [cited 2020 Apr 10]. Available from: http://hdl.handle.net/10393/34606.

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

Council of Science Editors:

Scaiano M. An Automatically Generated Lexical Knowledge Base with Soft Definitions . [Thesis]. University of Ottawa; 2016. Available from: http://hdl.handle.net/10393/34606

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

22. Jensen, Mary Claire. Measuring Music Reading: A Guide to Assessment Methods .

Degree: 2016, University of Ottawa

 Music reading is a complex skill. In order to better understand the reading process and evaluate the effects of teaching intervention, it is essential to… (more)

Subjects/Keywords: Music Reading; Sight Reading; Measurement; Assessment; Classification

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APA (6th Edition):

Jensen, M. C. (2016). Measuring Music Reading: A Guide to Assessment Methods . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/35540

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):

Jensen, Mary Claire. “Measuring Music Reading: A Guide to Assessment Methods .” 2016. Thesis, University of Ottawa. Accessed April 10, 2020. http://hdl.handle.net/10393/35540.

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

MLA Handbook (7th Edition):

Jensen, Mary Claire. “Measuring Music Reading: A Guide to Assessment Methods .” 2016. Web. 10 Apr 2020.

Vancouver:

Jensen MC. Measuring Music Reading: A Guide to Assessment Methods . [Internet] [Thesis]. University of Ottawa; 2016. [cited 2020 Apr 10]. Available from: http://hdl.handle.net/10393/35540.

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

Council of Science Editors:

Jensen MC. Measuring Music Reading: A Guide to Assessment Methods . [Thesis]. University of Ottawa; 2016. Available from: http://hdl.handle.net/10393/35540

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


Boston College

23. Wagner, Christopher J. The Reading Identities of Prekindergarten Dual Language Learners.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2016, Boston College

 How children understand reading and who they are as readers comprises children’s reading identities. Reading identities can have very real effects on the reading outcomes… (more)

Subjects/Keywords: Bilingual; Early Childhood; Identity; Reading; Reading Identity

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APA (6th Edition):

Wagner, C. J. (2016). The Reading Identities of Prekindergarten Dual Language Learners. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107174

Chicago Manual of Style (16th Edition):

Wagner, Christopher J. “The Reading Identities of Prekindergarten Dual Language Learners.” 2016. Doctoral Dissertation, Boston College. Accessed April 10, 2020. http://dlib.bc.edu/islandora/object/bc-ir:107174.

MLA Handbook (7th Edition):

Wagner, Christopher J. “The Reading Identities of Prekindergarten Dual Language Learners.” 2016. Web. 10 Apr 2020.

Vancouver:

Wagner CJ. The Reading Identities of Prekindergarten Dual Language Learners. [Internet] [Doctoral dissertation]. Boston College; 2016. [cited 2020 Apr 10]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107174.

Council of Science Editors:

Wagner CJ. The Reading Identities of Prekindergarten Dual Language Learners. [Doctoral Dissertation]. Boston College; 2016. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107174


University of Cambridge

24. Awah, Isang. Reading for Pleasure in Nigeria: An In-depth Case Study of the Reading Habits of a Small Group of 9–12 Year Olds in Nigeria.

Degree: PhD, 2019, University of Cambridge

 In recent decades, Nigeria has repeatedly had low pass rates in examinations taken at the end of secondary school. There are claims that the low… (more)

Subjects/Keywords: Reading for Pleasure; Children Readers; Factors Affecting Reading Habits; Reading Engagement; Sub-Saharan Africa; Leisure Reading; Reading Culture; Reading Habits; Adolescents' Reading Habits; Nigerian Children; Leisure Reading in Nigeria

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

APA (6th Edition):

Awah, I. (2019). Reading for Pleasure in Nigeria: An In-depth Case Study of the Reading Habits of a Small Group of 9–12 Year Olds in Nigeria. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/294520

Chicago Manual of Style (16th Edition):

Awah, Isang. “Reading for Pleasure in Nigeria: An In-depth Case Study of the Reading Habits of a Small Group of 9–12 Year Olds in Nigeria.” 2019. Doctoral Dissertation, University of Cambridge. Accessed April 10, 2020. https://www.repository.cam.ac.uk/handle/1810/294520.

MLA Handbook (7th Edition):

Awah, Isang. “Reading for Pleasure in Nigeria: An In-depth Case Study of the Reading Habits of a Small Group of 9–12 Year Olds in Nigeria.” 2019. Web. 10 Apr 2020.

Vancouver:

Awah I. Reading for Pleasure in Nigeria: An In-depth Case Study of the Reading Habits of a Small Group of 9–12 Year Olds in Nigeria. [Internet] [Doctoral dissertation]. University of Cambridge; 2019. [cited 2020 Apr 10]. Available from: https://www.repository.cam.ac.uk/handle/1810/294520.

Council of Science Editors:

Awah I. Reading for Pleasure in Nigeria: An In-depth Case Study of the Reading Habits of a Small Group of 9–12 Year Olds in Nigeria. [Doctoral Dissertation]. University of Cambridge; 2019. Available from: https://www.repository.cam.ac.uk/handle/1810/294520


Columbia University

25. Gentilini, Lara. Establishment of Conditioned Reinforcement for Reading Content and Effects on Reading Achievement for Early-Elementary Students.

Degree: 2019, Columbia University

Reading interest is a significant predictor of reading achievement, with effects on both reading comprehension and vocabulary. We measured students’ interest in reading as an… (more)

Subjects/Keywords: Reading; Academic achievement; Reinforcement (Psychology); Reading interests

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APA (6th Edition):

Gentilini, L. (2019). Establishment of Conditioned Reinforcement for Reading Content and Effects on Reading Achievement for Early-Elementary Students. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-3zxz-8h36

Chicago Manual of Style (16th Edition):

Gentilini, Lara. “Establishment of Conditioned Reinforcement for Reading Content and Effects on Reading Achievement for Early-Elementary Students.” 2019. Doctoral Dissertation, Columbia University. Accessed April 10, 2020. https://doi.org/10.7916/d8-3zxz-8h36.

MLA Handbook (7th Edition):

Gentilini, Lara. “Establishment of Conditioned Reinforcement for Reading Content and Effects on Reading Achievement for Early-Elementary Students.” 2019. Web. 10 Apr 2020.

Vancouver:

Gentilini L. Establishment of Conditioned Reinforcement for Reading Content and Effects on Reading Achievement for Early-Elementary Students. [Internet] [Doctoral dissertation]. Columbia University; 2019. [cited 2020 Apr 10]. Available from: https://doi.org/10.7916/d8-3zxz-8h36.

Council of Science Editors:

Gentilini L. Establishment of Conditioned Reinforcement for Reading Content and Effects on Reading Achievement for Early-Elementary Students. [Doctoral Dissertation]. Columbia University; 2019. Available from: https://doi.org/10.7916/d8-3zxz-8h36


University of KwaZulu-Natal

26. Mbhele, Sebenzile Paulette. Reading habits of first-year students at a university of technology in KwaZulu-Natal.

Degree: 2016, University of KwaZulu-Natal

Reading plays a very vital role in the academia and for individuals’ personal growth and development. There appears to be a strong link between good… (more)

Subjects/Keywords: Reading Promotion.; Literacy Programmes.; Reading.; Theses - Education.

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APA (6th Edition):

Mbhele, S. P. (2016). Reading habits of first-year students at a university of technology in KwaZulu-Natal. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15465

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):

Mbhele, Sebenzile Paulette. “Reading habits of first-year students at a university of technology in KwaZulu-Natal.” 2016. Thesis, University of KwaZulu-Natal. Accessed April 10, 2020. http://hdl.handle.net/10413/15465.

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

MLA Handbook (7th Edition):

Mbhele, Sebenzile Paulette. “Reading habits of first-year students at a university of technology in KwaZulu-Natal.” 2016. Web. 10 Apr 2020.

Vancouver:

Mbhele SP. Reading habits of first-year students at a university of technology in KwaZulu-Natal. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2020 Apr 10]. Available from: http://hdl.handle.net/10413/15465.

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

Council of Science Editors:

Mbhele SP. Reading habits of first-year students at a university of technology in KwaZulu-Natal. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/15465

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


Leiden University

27. Gercar, Jaka. Reading Health.

Degree: 2019, Leiden University

 This thesis proposes the notion of reading health as a bridge between scholarly research in reading on one hand and policy on the other. Examining… (more)

Subjects/Keywords: reading; health; policy; digital; reading culture; books

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APA (6th Edition):

Gercar, J. (2019). Reading Health. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/77788

Chicago Manual of Style (16th Edition):

Gercar, Jaka. “Reading Health.” 2019. Masters Thesis, Leiden University. Accessed April 10, 2020. http://hdl.handle.net/1887/77788.

MLA Handbook (7th Edition):

Gercar, Jaka. “Reading Health.” 2019. Web. 10 Apr 2020.

Vancouver:

Gercar J. Reading Health. [Internet] [Masters thesis]. Leiden University; 2019. [cited 2020 Apr 10]. Available from: http://hdl.handle.net/1887/77788.

Council of Science Editors:

Gercar J. Reading Health. [Masters Thesis]. Leiden University; 2019. Available from: http://hdl.handle.net/1887/77788


University of Dundee

28. Campbell, Jean. The development and evaluation of assessment tools and a model of reading development for supporting pupils within the Scottish policy context of closing the attainment gap in reading.

Degree: Thesis (D.Ed.Psy.), 2018, University of Dundee

 The APL (Module 1), previously submitted for examination, includes a contribution to the Scottish educational psychologists’ professional development programme, illustrating how particular instructional practices and… (more)

Subjects/Keywords: early literacy; reading development; reading assessment

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APA (6th Edition):

Campbell, J. (2018). The development and evaluation of assessment tools and a model of reading development for supporting pupils within the Scottish policy context of closing the attainment gap in reading. (Doctoral Dissertation). University of Dundee. Retrieved from https://discovery.dundee.ac.uk/en/studentTheses/1cd1113a-4bfa-47c8-969b-3c32f12cf0b0 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.743131

Chicago Manual of Style (16th Edition):

Campbell, Jean. “The development and evaluation of assessment tools and a model of reading development for supporting pupils within the Scottish policy context of closing the attainment gap in reading.” 2018. Doctoral Dissertation, University of Dundee. Accessed April 10, 2020. https://discovery.dundee.ac.uk/en/studentTheses/1cd1113a-4bfa-47c8-969b-3c32f12cf0b0 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.743131.

MLA Handbook (7th Edition):

Campbell, Jean. “The development and evaluation of assessment tools and a model of reading development for supporting pupils within the Scottish policy context of closing the attainment gap in reading.” 2018. Web. 10 Apr 2020.

Vancouver:

Campbell J. The development and evaluation of assessment tools and a model of reading development for supporting pupils within the Scottish policy context of closing the attainment gap in reading. [Internet] [Doctoral dissertation]. University of Dundee; 2018. [cited 2020 Apr 10]. Available from: https://discovery.dundee.ac.uk/en/studentTheses/1cd1113a-4bfa-47c8-969b-3c32f12cf0b0 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.743131.

Council of Science Editors:

Campbell J. The development and evaluation of assessment tools and a model of reading development for supporting pupils within the Scottish policy context of closing the attainment gap in reading. [Doctoral Dissertation]. University of Dundee; 2018. Available from: https://discovery.dundee.ac.uk/en/studentTheses/1cd1113a-4bfa-47c8-969b-3c32f12cf0b0 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.743131


Linköping University

29. Sundin, Anette. Läsa - ett måste eller ett måste? : Barns tankar om läslust, läsolust och vilka faktorer som skapar läsmotivation.

Degree: Behavioural Sciences and Learning, 2016, Linköping University

  Detta är en kvalitativ studie inspirerad av hermeneutisk metodansats. Studien syftar till att försöka förstå hur elever i åk 3 och 9 upplever fenomenet… (more)

Subjects/Keywords: reading engagement; reading motivation; läslust; motivation; läsundervisning

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APA (6th Edition):

Sundin, A. (2016). Läsa - ett måste eller ett måste? : Barns tankar om läslust, läsolust och vilka faktorer som skapar läsmotivation. (Thesis). Linköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-130896

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):

Sundin, Anette. “Läsa - ett måste eller ett måste? : Barns tankar om läslust, läsolust och vilka faktorer som skapar läsmotivation.” 2016. Thesis, Linköping University. Accessed April 10, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-130896.

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

MLA Handbook (7th Edition):

Sundin, Anette. “Läsa - ett måste eller ett måste? : Barns tankar om läslust, läsolust och vilka faktorer som skapar läsmotivation.” 2016. Web. 10 Apr 2020.

Vancouver:

Sundin A. Läsa - ett måste eller ett måste? : Barns tankar om läslust, läsolust och vilka faktorer som skapar läsmotivation. [Internet] [Thesis]. Linköping University; 2016. [cited 2020 Apr 10]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-130896.

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

Council of Science Editors:

Sundin A. Läsa - ett måste eller ett måste? : Barns tankar om läslust, läsolust och vilka faktorer som skapar läsmotivation. [Thesis]. Linköping University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-130896

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

30. Proepper, Elizabeth. Scaffolded Silent Reading: More Effective than Sustained Silent Reading?.

Degree: 2016, University of Wisconsin – Superior

 The purpose of this study was to measure the effect of Scaffolded Silent Reading on third grade students’ reading comprehension and fluency. During Scaffolded Silent… (more)

Subjects/Keywords: Elementary education; Reading comprehension; Sustained Silent Reading; Scaffolded Silent Reading; Literacy; Reading; Education; Educational Leadership

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APA (6th Edition):

Proepper, E. (2016). Scaffolded Silent Reading: More Effective than Sustained Silent Reading?. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/75617

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):

Proepper, Elizabeth. “Scaffolded Silent Reading: More Effective than Sustained Silent Reading?.” 2016. Thesis, University of Wisconsin – Superior. Accessed April 10, 2020. http://digital.library.wisc.edu/1793/75617.

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

MLA Handbook (7th Edition):

Proepper, Elizabeth. “Scaffolded Silent Reading: More Effective than Sustained Silent Reading?.” 2016. Web. 10 Apr 2020.

Vancouver:

Proepper E. Scaffolded Silent Reading: More Effective than Sustained Silent Reading?. [Internet] [Thesis]. University of Wisconsin – Superior; 2016. [cited 2020 Apr 10]. Available from: http://digital.library.wisc.edu/1793/75617.

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

Council of Science Editors:

Proepper E. Scaffolded Silent Reading: More Effective than Sustained Silent Reading?. [Thesis]. University of Wisconsin – Superior; 2016. Available from: http://digital.library.wisc.edu/1793/75617

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

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