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Dates: 2006 – 2010

You searched for subject:(silent reading). Showing records 1 – 11 of 11 total matches.

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Bowling Green State University

1. Cipiti, Ashley Faye. Condense the Nonsense: On-task versus Off-task Sustained Silent Reading as Related to Reading Motivation.

Degree: MEd, Reading, 2010, Bowling Green State University

 Sustained Silent Reading is an instructional practice utilized by many schools throughout the world. A decade ago, the National Reading Panel (NICHHD, 2000) reported that… (more)

Subjects/Keywords: Education; silent reading; reading motivation

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APA (6th Edition):

Cipiti, A. F. (2010). Condense the Nonsense: On-task versus Off-task Sustained Silent Reading as Related to Reading Motivation. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269270263

Chicago Manual of Style (16th Edition):

Cipiti, Ashley Faye. “Condense the Nonsense: On-task versus Off-task Sustained Silent Reading as Related to Reading Motivation.” 2010. Masters Thesis, Bowling Green State University. Accessed June 04, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269270263.

MLA Handbook (7th Edition):

Cipiti, Ashley Faye. “Condense the Nonsense: On-task versus Off-task Sustained Silent Reading as Related to Reading Motivation.” 2010. Web. 04 Jun 2020.

Vancouver:

Cipiti AF. Condense the Nonsense: On-task versus Off-task Sustained Silent Reading as Related to Reading Motivation. [Internet] [Masters thesis]. Bowling Green State University; 2010. [cited 2020 Jun 04]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269270263.

Council of Science Editors:

Cipiti AF. Condense the Nonsense: On-task versus Off-task Sustained Silent Reading as Related to Reading Motivation. [Masters Thesis]. Bowling Green State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269270263


Bowling Green State University

2. Pawlaczyk, Stephanie A., Mrs. A CASE STUDY OF FIRST GRADE STUDENT USE OF SILENT READING TIME.

Degree: MEd, Reading, 2006, Bowling Green State University

 First grade students in a suburban elementary school were interviewed to determine whether the strategies taught in the classroom were transferred to their silent reading(more)

Subjects/Keywords: Education, Reading; Silent Reading; SSR

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APA (6th Edition):

Pawlaczyk, Stephanie A., M. (2006). A CASE STUDY OF FIRST GRADE STUDENT USE OF SILENT READING TIME. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1150896837

Chicago Manual of Style (16th Edition):

Pawlaczyk, Stephanie A., Mrs. “A CASE STUDY OF FIRST GRADE STUDENT USE OF SILENT READING TIME.” 2006. Masters Thesis, Bowling Green State University. Accessed June 04, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1150896837.

MLA Handbook (7th Edition):

Pawlaczyk, Stephanie A., Mrs. “A CASE STUDY OF FIRST GRADE STUDENT USE OF SILENT READING TIME.” 2006. Web. 04 Jun 2020.

Vancouver:

Pawlaczyk, Stephanie A. M. A CASE STUDY OF FIRST GRADE STUDENT USE OF SILENT READING TIME. [Internet] [Masters thesis]. Bowling Green State University; 2006. [cited 2020 Jun 04]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1150896837.

Council of Science Editors:

Pawlaczyk, Stephanie A. M. A CASE STUDY OF FIRST GRADE STUDENT USE OF SILENT READING TIME. [Masters Thesis]. Bowling Green State University; 2006. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1150896837


Liberty University

3. Osborn, Douglas F. Developing Oral Reading Fluency: Effects of Daily Use of Word Walls and Daily Independent Silent Reading on Oral Reading Fluency Development of Second Grade Students.

Degree: 2007, Liberty University

 The researcher measured the effectiveness of two popular supplemental reading instruction strategies, word walls and independent silent reading, in 6 second-grade classes over 12 weeks.… (more)

Subjects/Keywords: fluency; oral reading; independent silent reading; word wall; automaticity; second grade; Education, Reading; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Osborn, D. F. (2007). Developing Oral Reading Fluency: Effects of Daily Use of Word Walls and Daily Independent Silent Reading on Oral Reading Fluency Development of Second Grade Students. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/13

Chicago Manual of Style (16th Edition):

Osborn, Douglas F. “Developing Oral Reading Fluency: Effects of Daily Use of Word Walls and Daily Independent Silent Reading on Oral Reading Fluency Development of Second Grade Students.” 2007. Doctoral Dissertation, Liberty University. Accessed June 04, 2020. http://digitalcommons.liberty.edu/doctoral/13.

MLA Handbook (7th Edition):

Osborn, Douglas F. “Developing Oral Reading Fluency: Effects of Daily Use of Word Walls and Daily Independent Silent Reading on Oral Reading Fluency Development of Second Grade Students.” 2007. Web. 04 Jun 2020.

Vancouver:

Osborn DF. Developing Oral Reading Fluency: Effects of Daily Use of Word Walls and Daily Independent Silent Reading on Oral Reading Fluency Development of Second Grade Students. [Internet] [Doctoral dissertation]. Liberty University; 2007. [cited 2020 Jun 04]. Available from: http://digitalcommons.liberty.edu/doctoral/13.

Council of Science Editors:

Osborn DF. Developing Oral Reading Fluency: Effects of Daily Use of Word Walls and Daily Independent Silent Reading on Oral Reading Fluency Development of Second Grade Students. [Doctoral Dissertation]. Liberty University; 2007. Available from: http://digitalcommons.liberty.edu/doctoral/13


Liberty University

4. Sullivan, Mary Pinson. Achievement Effects of Sustained Silent Reading in a Middle School.

Degree: 2010, Liberty University

 The purpose of this study was to determine the reading achievement effects of a school- year-long program of sustained silent reading in a middle school.… (more)

Subjects/Keywords: middle school; reading achievement; repeated measures ANOVA; stacked for stuccess traits; sustained silent reading; Education, Reading; Educational Methods

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APA (6th Edition):

Sullivan, M. P. (2010). Achievement Effects of Sustained Silent Reading in a Middle School. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/314

Chicago Manual of Style (16th Edition):

Sullivan, Mary Pinson. “Achievement Effects of Sustained Silent Reading in a Middle School.” 2010. Doctoral Dissertation, Liberty University. Accessed June 04, 2020. http://digitalcommons.liberty.edu/doctoral/314.

MLA Handbook (7th Edition):

Sullivan, Mary Pinson. “Achievement Effects of Sustained Silent Reading in a Middle School.” 2010. Web. 04 Jun 2020.

Vancouver:

Sullivan MP. Achievement Effects of Sustained Silent Reading in a Middle School. [Internet] [Doctoral dissertation]. Liberty University; 2010. [cited 2020 Jun 04]. Available from: http://digitalcommons.liberty.edu/doctoral/314.

Council of Science Editors:

Sullivan MP. Achievement Effects of Sustained Silent Reading in a Middle School. [Doctoral Dissertation]. Liberty University; 2010. Available from: http://digitalcommons.liberty.edu/doctoral/314


Bowling Green State University

5. Corra, Marissa D. THE GENESIS OF SILENT READING PROSODY: AN EXPLORATION OF FOUR PROSODIC READERS.

Degree: MEd, Reading, 2006, Bowling Green State University

 Most research and instruction ignores the hallmark of fluency achievement: prosody (Schwanenflugel, Hamilton, Kuhn, Wisenbaker, & Stahl, 2004). Prosody is the component of fluency that… (more)

Subjects/Keywords: prosody; silent reading prosody; oral reading prosody; reading

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APA (6th Edition):

Corra, M. D. (2006). THE GENESIS OF SILENT READING PROSODY: AN EXPLORATION OF FOUR PROSODIC READERS. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1143476895

Chicago Manual of Style (16th Edition):

Corra, Marissa D. “THE GENESIS OF SILENT READING PROSODY: AN EXPLORATION OF FOUR PROSODIC READERS.” 2006. Masters Thesis, Bowling Green State University. Accessed June 04, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1143476895.

MLA Handbook (7th Edition):

Corra, Marissa D. “THE GENESIS OF SILENT READING PROSODY: AN EXPLORATION OF FOUR PROSODIC READERS.” 2006. Web. 04 Jun 2020.

Vancouver:

Corra MD. THE GENESIS OF SILENT READING PROSODY: AN EXPLORATION OF FOUR PROSODIC READERS. [Internet] [Masters thesis]. Bowling Green State University; 2006. [cited 2020 Jun 04]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1143476895.

Council of Science Editors:

Corra MD. THE GENESIS OF SILENT READING PROSODY: AN EXPLORATION OF FOUR PROSODIC READERS. [Masters Thesis]. Bowling Green State University; 2006. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1143476895


Clemson University

6. Malloy, Jacquelynn. The Effects of Traditional and Instructional Models of Sustained Silent Reading on the Reading Achievement and Motivation of Third and Fourth Grade Students.

Degree: PhD, Curriculum and Instruction, 2008, Clemson University

 Despite a lack of empirical support for the effectiveness of sustained silent reading (SSR) in the literature, the practice of providing time for students to… (more)

Subjects/Keywords: Sustained Silent Reading; Independent Reading; Reading Motivation; Curriculum and Instruction

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APA (6th Edition):

Malloy, J. (2008). The Effects of Traditional and Instructional Models of Sustained Silent Reading on the Reading Achievement and Motivation of Third and Fourth Grade Students. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/254

Chicago Manual of Style (16th Edition):

Malloy, Jacquelynn. “The Effects of Traditional and Instructional Models of Sustained Silent Reading on the Reading Achievement and Motivation of Third and Fourth Grade Students.” 2008. Doctoral Dissertation, Clemson University. Accessed June 04, 2020. https://tigerprints.clemson.edu/all_dissertations/254.

MLA Handbook (7th Edition):

Malloy, Jacquelynn. “The Effects of Traditional and Instructional Models of Sustained Silent Reading on the Reading Achievement and Motivation of Third and Fourth Grade Students.” 2008. Web. 04 Jun 2020.

Vancouver:

Malloy J. The Effects of Traditional and Instructional Models of Sustained Silent Reading on the Reading Achievement and Motivation of Third and Fourth Grade Students. [Internet] [Doctoral dissertation]. Clemson University; 2008. [cited 2020 Jun 04]. Available from: https://tigerprints.clemson.edu/all_dissertations/254.

Council of Science Editors:

Malloy J. The Effects of Traditional and Instructional Models of Sustained Silent Reading on the Reading Achievement and Motivation of Third and Fourth Grade Students. [Doctoral Dissertation]. Clemson University; 2008. Available from: https://tigerprints.clemson.edu/all_dissertations/254


University of South Carolina

7. Widmann, Cintia S. Morphological Segmentation During Silent Reading.

Degree: PhD, Linguistics, 2009, University of South Carolina

  This study tested two hypotheses about the properties of morphological segmentation: (a) that it applies on phonemic representations, and (b) that it outputs affixal… (more)

Subjects/Keywords: Linguistics; Social and Behavioral Sciences; English; eye-movement monitoring during silent reading; morphological segmentation; orthographic representations; phonemic representations; sentence representations

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APA (6th Edition):

Widmann, C. S. (2009). Morphological Segmentation During Silent Reading. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/109

Chicago Manual of Style (16th Edition):

Widmann, Cintia S. “Morphological Segmentation During Silent Reading.” 2009. Doctoral Dissertation, University of South Carolina. Accessed June 04, 2020. https://scholarcommons.sc.edu/etd/109.

MLA Handbook (7th Edition):

Widmann, Cintia S. “Morphological Segmentation During Silent Reading.” 2009. Web. 04 Jun 2020.

Vancouver:

Widmann CS. Morphological Segmentation During Silent Reading. [Internet] [Doctoral dissertation]. University of South Carolina; 2009. [cited 2020 Jun 04]. Available from: https://scholarcommons.sc.edu/etd/109.

Council of Science Editors:

Widmann CS. Morphological Segmentation During Silent Reading. [Doctoral Dissertation]. University of South Carolina; 2009. Available from: https://scholarcommons.sc.edu/etd/109


University of South Carolina

8. Lowell, Jon Randall. Context and Vocabulary Acquisition: An Eye Movement Investigation.

Degree: MA, Psychology, 2010, University of South Carolina

  The current study investigated how readers process different types of contextual information following novel words during the course of silent reading. The two types… (more)

Subjects/Keywords: Psychology; Social and Behavioral Sciences; eye movements; sentential context; skilled silent reading; visual word recognition; vocabulary acquisition

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APA (6th Edition):

Lowell, J. R. (2010). Context and Vocabulary Acquisition: An Eye Movement Investigation. (Masters Thesis). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/215

Chicago Manual of Style (16th Edition):

Lowell, Jon Randall. “Context and Vocabulary Acquisition: An Eye Movement Investigation.” 2010. Masters Thesis, University of South Carolina. Accessed June 04, 2020. https://scholarcommons.sc.edu/etd/215.

MLA Handbook (7th Edition):

Lowell, Jon Randall. “Context and Vocabulary Acquisition: An Eye Movement Investigation.” 2010. Web. 04 Jun 2020.

Vancouver:

Lowell JR. Context and Vocabulary Acquisition: An Eye Movement Investigation. [Internet] [Masters thesis]. University of South Carolina; 2010. [cited 2020 Jun 04]. Available from: https://scholarcommons.sc.edu/etd/215.

Council of Science Editors:

Lowell JR. Context and Vocabulary Acquisition: An Eye Movement Investigation. [Masters Thesis]. University of South Carolina; 2010. Available from: https://scholarcommons.sc.edu/etd/215

9. Mania, Michael Stefan Günter. Talker-Contingent Simulation of Voice in Silent Reading.

Degree: 2010, , School of Management

  An experiment was conducted to assess whether voices of familiar talkers are simulated while silently reading utterances from those talkers. In addition it was… (more)

Subjects/Keywords: implicit prosody; situated simulation; talker-specificity; voice; silent reading

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APA (6th Edition):

Mania, M. S. G. (2010). Talker-Contingent Simulation of Voice in Silent Reading. (Thesis). , School of Management. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4300

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):

Mania, Michael Stefan Günter. “Talker-Contingent Simulation of Voice in Silent Reading.” 2010. Thesis, , School of Management. Accessed June 04, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4300.

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

MLA Handbook (7th Edition):

Mania, Michael Stefan Günter. “Talker-Contingent Simulation of Voice in Silent Reading.” 2010. Web. 04 Jun 2020.

Vancouver:

Mania MSG. Talker-Contingent Simulation of Voice in Silent Reading. [Internet] [Thesis]. , School of Management; 2010. [cited 2020 Jun 04]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4300.

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

Council of Science Editors:

Mania MSG. Talker-Contingent Simulation of Voice in Silent Reading. [Thesis]. , School of Management; 2010. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4300

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


Georgia State University

10. Cuevas, Joshua A. Applied Cognition in Reading: An Analysis of Reading Comprehension in Secondary School Students.

Degree: PhD, Educational Psychology and Special Education, 2010, Georgia State University

  This research sought to add to a body of knowledge that is severely underrepresented in the scientific literature, reading comprehension in secondary students. Chapter… (more)

Subjects/Keywords: reading comprehension; silent reading; high school students; secondary students; achievement; motivation; Educational Psychology; Special Education and Teaching

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APA (6th Edition):

Cuevas, J. A. (2010). Applied Cognition in Reading: An Analysis of Reading Comprehension in Secondary School Students. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/epse_diss/70

Chicago Manual of Style (16th Edition):

Cuevas, Joshua A. “Applied Cognition in Reading: An Analysis of Reading Comprehension in Secondary School Students.” 2010. Doctoral Dissertation, Georgia State University. Accessed June 04, 2020. https://scholarworks.gsu.edu/epse_diss/70.

MLA Handbook (7th Edition):

Cuevas, Joshua A. “Applied Cognition in Reading: An Analysis of Reading Comprehension in Secondary School Students.” 2010. Web. 04 Jun 2020.

Vancouver:

Cuevas JA. Applied Cognition in Reading: An Analysis of Reading Comprehension in Secondary School Students. [Internet] [Doctoral dissertation]. Georgia State University; 2010. [cited 2020 Jun 04]. Available from: https://scholarworks.gsu.edu/epse_diss/70.

Council of Science Editors:

Cuevas JA. Applied Cognition in Reading: An Analysis of Reading Comprehension in Secondary School Students. [Doctoral Dissertation]. Georgia State University; 2010. Available from: https://scholarworks.gsu.edu/epse_diss/70


East Tennessee State University

11. Brown, Janie. A Comparative Analysis of TCAP Reading-Language Arts Scores between Students Who Used Accelerated Reader and Students Who Used Sustained Silent Reading.

Degree: EdD (Doctor of Education), Educational Leadership, 2008, East Tennessee State University

  The purpose of this study was to determine if a difference existed between TCAP scores of students who used the Accelerated Reader (AR) program… (more)

Subjects/Keywords: Accelerated Reader; Sustained Silent Reading Strategy; Tennessee Comprehensive Assessment Program; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Brown, J. (2008). A Comparative Analysis of TCAP Reading-Language Arts Scores between Students Who Used Accelerated Reader and Students Who Used Sustained Silent Reading. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1904

Chicago Manual of Style (16th Edition):

Brown, Janie. “A Comparative Analysis of TCAP Reading-Language Arts Scores between Students Who Used Accelerated Reader and Students Who Used Sustained Silent Reading.” 2008. Doctoral Dissertation, East Tennessee State University. Accessed June 04, 2020. https://dc.etsu.edu/etd/1904.

MLA Handbook (7th Edition):

Brown, Janie. “A Comparative Analysis of TCAP Reading-Language Arts Scores between Students Who Used Accelerated Reader and Students Who Used Sustained Silent Reading.” 2008. Web. 04 Jun 2020.

Vancouver:

Brown J. A Comparative Analysis of TCAP Reading-Language Arts Scores between Students Who Used Accelerated Reader and Students Who Used Sustained Silent Reading. [Internet] [Doctoral dissertation]. East Tennessee State University; 2008. [cited 2020 Jun 04]. Available from: https://dc.etsu.edu/etd/1904.

Council of Science Editors:

Brown J. A Comparative Analysis of TCAP Reading-Language Arts Scores between Students Who Used Accelerated Reader and Students Who Used Sustained Silent Reading. [Doctoral Dissertation]. East Tennessee State University; 2008. Available from: https://dc.etsu.edu/etd/1904

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