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You searched for subject:(social reading). Showing records 1 – 30 of 453 total matches.

[1] [2] [3] [4] [5] … [16]

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Leiden University

1. Hoog, Kirsten de. The virtual bookshelf: how online reading networks are reinventing social reading.

Degree: 2014, Leiden University

Online reading networks are a form in which social reading becomes apparent in the digital age. They are compared to traditional reading groups and examined by their similarities and differences. Advisors/Committee Members: Praal, Fleur (advisor).

Subjects/Keywords: online reading networks; social reading; reading groups

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APA (6th Edition):

Hoog, K. d. (2014). The virtual bookshelf: how online reading networks are reinventing social reading. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/30171

Chicago Manual of Style (16th Edition):

Hoog, Kirsten de. “The virtual bookshelf: how online reading networks are reinventing social reading.” 2014. Masters Thesis, Leiden University. Accessed May 23, 2019. http://hdl.handle.net/1887/30171.

MLA Handbook (7th Edition):

Hoog, Kirsten de. “The virtual bookshelf: how online reading networks are reinventing social reading.” 2014. Web. 23 May 2019.

Vancouver:

Hoog Kd. The virtual bookshelf: how online reading networks are reinventing social reading. [Internet] [Masters thesis]. Leiden University; 2014. [cited 2019 May 23]. Available from: http://hdl.handle.net/1887/30171.

Council of Science Editors:

Hoog Kd. The virtual bookshelf: how online reading networks are reinventing social reading. [Masters Thesis]. Leiden University; 2014. Available from: http://hdl.handle.net/1887/30171


Vanderbilt University

2. Castle, George R. Reading between the lines: Do textual characteristics and social skills influence reading comprehension performance in individuals with autism spectrum disorder?.

Degree: PhD, Hearing and Speech Sciences, 2019, Vanderbilt University

 Individuals with high-functioning autism spectrum disorder (ASD) often demonstrate proficient reading decoding skills, yet they may still experience difficulty performing reading comprehension tasks. This profile… (more)

Subjects/Keywords: autism; reading comprehension; social skills

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APA (6th Edition):

Castle, G. R. (2019). Reading between the lines: Do textual characteristics and social skills influence reading comprehension performance in individuals with autism spectrum disorder?. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03282019-153024/ ;

Chicago Manual of Style (16th Edition):

Castle, George R. “Reading between the lines: Do textual characteristics and social skills influence reading comprehension performance in individuals with autism spectrum disorder?.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed May 23, 2019. http://etd.library.vanderbilt.edu/available/etd-03282019-153024/ ;.

MLA Handbook (7th Edition):

Castle, George R. “Reading between the lines: Do textual characteristics and social skills influence reading comprehension performance in individuals with autism spectrum disorder?.” 2019. Web. 23 May 2019.

Vancouver:

Castle GR. Reading between the lines: Do textual characteristics and social skills influence reading comprehension performance in individuals with autism spectrum disorder?. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2019 May 23]. Available from: http://etd.library.vanderbilt.edu/available/etd-03282019-153024/ ;.

Council of Science Editors:

Castle GR. Reading between the lines: Do textual characteristics and social skills influence reading comprehension performance in individuals with autism spectrum disorder?. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://etd.library.vanderbilt.edu/available/etd-03282019-153024/ ;


University of Michigan

3. Hwang, Hye Jin. Do Knowledge and Motivation Matter? The Role of General Knowledge and Reading Motivation in Reading Achievement in the Elementary Years.

Degree: PhD, Educational Studies, 2018, University of Michigan

Reading development in students who are second language learners (SLLs) has been a concern of many educators. It is important to understand reading development in… (more)

Subjects/Keywords: reading development; second language reading; prior knowledge; reading motivation; elementary education; Education; Social Sciences

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APA (6th Edition):

Hwang, H. J. (2018). Do Knowledge and Motivation Matter? The Role of General Knowledge and Reading Motivation in Reading Achievement in the Elementary Years. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/144152

Chicago Manual of Style (16th Edition):

Hwang, Hye Jin. “Do Knowledge and Motivation Matter? The Role of General Knowledge and Reading Motivation in Reading Achievement in the Elementary Years.” 2018. Doctoral Dissertation, University of Michigan. Accessed May 23, 2019. http://hdl.handle.net/2027.42/144152.

MLA Handbook (7th Edition):

Hwang, Hye Jin. “Do Knowledge and Motivation Matter? The Role of General Knowledge and Reading Motivation in Reading Achievement in the Elementary Years.” 2018. Web. 23 May 2019.

Vancouver:

Hwang HJ. Do Knowledge and Motivation Matter? The Role of General Knowledge and Reading Motivation in Reading Achievement in the Elementary Years. [Internet] [Doctoral dissertation]. University of Michigan; 2018. [cited 2019 May 23]. Available from: http://hdl.handle.net/2027.42/144152.

Council of Science Editors:

Hwang HJ. Do Knowledge and Motivation Matter? The Role of General Knowledge and Reading Motivation in Reading Achievement in the Elementary Years. [Doctoral Dissertation]. University of Michigan; 2018. Available from: http://hdl.handle.net/2027.42/144152


Kristianstad University

4. Sun, Ling. Investigating Chinese English Majors’ Use of Reading Strategies   : A Study on the Relationship between Reading Strategies and Reading Achievements           .

Degree: Education and Environment, 2011, Kristianstad University

  For several decades, reading strategies have aroused many researchers’ interest.Readingis a very important language skill for English learners; however, many English majors feel that… (more)

Subjects/Keywords: metacognitive reading strategies; cognitive reading strategies; reading achievements; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; Education; Pedagogik

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APA (6th Edition):

Sun, L. (2011). Investigating Chinese English Majors’ Use of Reading Strategies   : A Study on the Relationship between Reading Strategies and Reading Achievements           . (Thesis). Kristianstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8370

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):

Sun, Ling. “Investigating Chinese English Majors’ Use of Reading Strategies   : A Study on the Relationship between Reading Strategies and Reading Achievements           .” 2011. Thesis, Kristianstad University. Accessed May 23, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8370.

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

MLA Handbook (7th Edition):

Sun, Ling. “Investigating Chinese English Majors’ Use of Reading Strategies   : A Study on the Relationship between Reading Strategies and Reading Achievements           .” 2011. Web. 23 May 2019.

Vancouver:

Sun L. Investigating Chinese English Majors’ Use of Reading Strategies   : A Study on the Relationship between Reading Strategies and Reading Achievements           . [Internet] [Thesis]. Kristianstad University; 2011. [cited 2019 May 23]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8370.

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

Council of Science Editors:

Sun L. Investigating Chinese English Majors’ Use of Reading Strategies   : A Study on the Relationship between Reading Strategies and Reading Achievements           . [Thesis]. Kristianstad University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8370

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


Kristianstad University

5. Sun, Ling. Investigating Chinese English Majors’ Use of Reading Strategies : A Study on the Relationship between Reading Strategies and Reading Achievements .

Degree: Teacher Education, 2011, Kristianstad University

  For several decades, reading strategies have aroused many researchers’ interest.Readingis a very important language skill for English learners; however, many English majors feel that… (more)

Subjects/Keywords: metacognitive reading strategies; cognitive reading strategies; reading achievements; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; Education; Pedagogik

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

APA (6th Edition):

Sun, L. (2011). Investigating Chinese English Majors’ Use of Reading Strategies : A Study on the Relationship between Reading Strategies and Reading Achievements . (Thesis). Kristianstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8367

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):

Sun, Ling. “Investigating Chinese English Majors’ Use of Reading Strategies : A Study on the Relationship between Reading Strategies and Reading Achievements .” 2011. Thesis, Kristianstad University. Accessed May 23, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8367.

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

MLA Handbook (7th Edition):

Sun, Ling. “Investigating Chinese English Majors’ Use of Reading Strategies : A Study on the Relationship between Reading Strategies and Reading Achievements .” 2011. Web. 23 May 2019.

Vancouver:

Sun L. Investigating Chinese English Majors’ Use of Reading Strategies : A Study on the Relationship between Reading Strategies and Reading Achievements . [Internet] [Thesis]. Kristianstad University; 2011. [cited 2019 May 23]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8367.

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

Council of Science Editors:

Sun L. Investigating Chinese English Majors’ Use of Reading Strategies : A Study on the Relationship between Reading Strategies and Reading Achievements . [Thesis]. Kristianstad University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8367

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


Florida Atlantic University

6. Newstreet, Carmen L. Reading strategies in secondary social studies: teacher reported practice and professional development.

Degree: PhD, 2011, Florida Atlantic University

Summary: This quantitative study investigated the relationship between high school social studies teachers' reading professional development through Project CRISS: Creating Independence through Student-Owned Strategies (CRISS)… (more)

Subjects/Keywords: Social studies – Study and teaching (Secondary); Reading, Psychology of; Teacher effectiveness; Achievement in education; Content area reading; Reading comprehension; Reading (Secondary)

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APA (6th Edition):

Newstreet, C. L. (2011). Reading strategies in secondary social studies: teacher reported practice and professional development. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/3333061

Chicago Manual of Style (16th Edition):

Newstreet, Carmen L. “Reading strategies in secondary social studies: teacher reported practice and professional development.” 2011. Doctoral Dissertation, Florida Atlantic University. Accessed May 23, 2019. http://purl.flvc.org/FAU/3333061.

MLA Handbook (7th Edition):

Newstreet, Carmen L. “Reading strategies in secondary social studies: teacher reported practice and professional development.” 2011. Web. 23 May 2019.

Vancouver:

Newstreet CL. Reading strategies in secondary social studies: teacher reported practice and professional development. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2011. [cited 2019 May 23]. Available from: http://purl.flvc.org/FAU/3333061.

Council of Science Editors:

Newstreet CL. Reading strategies in secondary social studies: teacher reported practice and professional development. [Doctoral Dissertation]. Florida Atlantic University; 2011. Available from: http://purl.flvc.org/FAU/3333061

7. Boerman-Cornell, William. Learning to See History| A Content Analysis of the Affordances of Graphic Novels for High School Teaching.

Degree: 2013, University of Illinois at Chicago

  Recent studies of graphic novels (book-length fiction or non-fiction narratives that employ the conventions of comic books to convey meaning) and multimodality have hinted… (more)

Subjects/Keywords: Education, Secondary; Education, Social Sciences; Education, Reading

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APA (6th Edition):

Boerman-Cornell, W. (2013). Learning to See History| A Content Analysis of the Affordances of Graphic Novels for High School Teaching. (Thesis). University of Illinois at Chicago. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3551425

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):

Boerman-Cornell, William. “Learning to See History| A Content Analysis of the Affordances of Graphic Novels for High School Teaching.” 2013. Thesis, University of Illinois at Chicago. Accessed May 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3551425.

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

MLA Handbook (7th Edition):

Boerman-Cornell, William. “Learning to See History| A Content Analysis of the Affordances of Graphic Novels for High School Teaching.” 2013. Web. 23 May 2019.

Vancouver:

Boerman-Cornell W. Learning to See History| A Content Analysis of the Affordances of Graphic Novels for High School Teaching. [Internet] [Thesis]. University of Illinois at Chicago; 2013. [cited 2019 May 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3551425.

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

Council of Science Editors:

Boerman-Cornell W. Learning to See History| A Content Analysis of the Affordances of Graphic Novels for High School Teaching. [Thesis]. University of Illinois at Chicago; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3551425

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

8. Fealy, Erin Marie. Explicit instruction of graphic organizers as an informational text reading comprehension strategy| Third-grade students' strategies and perceptions.

Degree: 2010, Fordham University

  The purpose of this case study research was to explore the effects of explicit instruction of graphic organizers to support students' understandings of informational… (more)

Subjects/Keywords: Education, Elementary; Education, Social Sciences; Education, Reading

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APA (6th Edition):

Fealy, E. M. (2010). Explicit instruction of graphic organizers as an informational text reading comprehension strategy| Third-grade students' strategies and perceptions. (Thesis). Fordham University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3420969

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):

Fealy, Erin Marie. “Explicit instruction of graphic organizers as an informational text reading comprehension strategy| Third-grade students' strategies and perceptions.” 2010. Thesis, Fordham University. Accessed May 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3420969.

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

MLA Handbook (7th Edition):

Fealy, Erin Marie. “Explicit instruction of graphic organizers as an informational text reading comprehension strategy| Third-grade students' strategies and perceptions.” 2010. Web. 23 May 2019.

Vancouver:

Fealy EM. Explicit instruction of graphic organizers as an informational text reading comprehension strategy| Third-grade students' strategies and perceptions. [Internet] [Thesis]. Fordham University; 2010. [cited 2019 May 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3420969.

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

Council of Science Editors:

Fealy EM. Explicit instruction of graphic organizers as an informational text reading comprehension strategy| Third-grade students' strategies and perceptions. [Thesis]. Fordham University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3420969

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


Leiden University

9. Putten, AMCES van der. De meerwaarde van animatie bij begrijpend lezen in combinatie met sociaal-emotionele betrokkenheid.

Degree: 2015, Leiden University

 Huidig onderzoek is uitgevoerd met als doel om meer te weten te komen over de meerwaarde die een animatie kan hebben bij het begrijpen van… (more)

Subjects/Keywords: reading comprehension; animation; social-emotional competence

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APA (6th Edition):

Putten, A. v. d. (2015). De meerwaarde van animatie bij begrijpend lezen in combinatie met sociaal-emotionele betrokkenheid. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/34847

Chicago Manual of Style (16th Edition):

Putten, AMCES van der. “De meerwaarde van animatie bij begrijpend lezen in combinatie met sociaal-emotionele betrokkenheid.” 2015. Masters Thesis, Leiden University. Accessed May 23, 2019. http://hdl.handle.net/1887/34847.

MLA Handbook (7th Edition):

Putten, AMCES van der. “De meerwaarde van animatie bij begrijpend lezen in combinatie met sociaal-emotionele betrokkenheid.” 2015. Web. 23 May 2019.

Vancouver:

Putten Avd. De meerwaarde van animatie bij begrijpend lezen in combinatie met sociaal-emotionele betrokkenheid. [Internet] [Masters thesis]. Leiden University; 2015. [cited 2019 May 23]. Available from: http://hdl.handle.net/1887/34847.

Council of Science Editors:

Putten Avd. De meerwaarde van animatie bij begrijpend lezen in combinatie met sociaal-emotionele betrokkenheid. [Masters Thesis]. Leiden University; 2015. Available from: http://hdl.handle.net/1887/34847


California State University – Sacramento

10. Prilepina, Julia V. Building and analyzing texts through reading and writing processes in the college composition classroom.

Degree: MA, English (Composition, 2015, California State University – Sacramento

 This project explores the role of reading process(es) in the college composition classroom. It seeks to present college composition students and teachers with useful reading(more)

Subjects/Keywords: Social construction; Reading/writing connections; Understanding texts

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APA (6th Edition):

Prilepina, J. V. (2015). Building and analyzing texts through reading and writing processes in the college composition classroom. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/159317

Chicago Manual of Style (16th Edition):

Prilepina, Julia V. “Building and analyzing texts through reading and writing processes in the college composition classroom.” 2015. Masters Thesis, California State University – Sacramento. Accessed May 23, 2019. http://hdl.handle.net/10211.3/159317.

MLA Handbook (7th Edition):

Prilepina, Julia V. “Building and analyzing texts through reading and writing processes in the college composition classroom.” 2015. Web. 23 May 2019.

Vancouver:

Prilepina JV. Building and analyzing texts through reading and writing processes in the college composition classroom. [Internet] [Masters thesis]. California State University – Sacramento; 2015. [cited 2019 May 23]. Available from: http://hdl.handle.net/10211.3/159317.

Council of Science Editors:

Prilepina JV. Building and analyzing texts through reading and writing processes in the college composition classroom. [Masters Thesis]. California State University – Sacramento; 2015. Available from: http://hdl.handle.net/10211.3/159317


Leiden University

11. Pavias, Marcella. The Role of Social Cognition in Reading Comprehension: A Developmental Perspective.

Degree: 2014, Leiden University

 This eye-tracking study investigates whether age-related changes in the ability to take perspective influence narrative text comprehension. Thirty-two typically-developing children (M = 11.73; SD =… (more)

Subjects/Keywords: reading comprehension; perspective-taking; development; social cognition

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APA (6th Edition):

Pavias, M. (2014). The Role of Social Cognition in Reading Comprehension: A Developmental Perspective. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/28516

Chicago Manual of Style (16th Edition):

Pavias, Marcella. “The Role of Social Cognition in Reading Comprehension: A Developmental Perspective.” 2014. Masters Thesis, Leiden University. Accessed May 23, 2019. http://hdl.handle.net/1887/28516.

MLA Handbook (7th Edition):

Pavias, Marcella. “The Role of Social Cognition in Reading Comprehension: A Developmental Perspective.” 2014. Web. 23 May 2019.

Vancouver:

Pavias M. The Role of Social Cognition in Reading Comprehension: A Developmental Perspective. [Internet] [Masters thesis]. Leiden University; 2014. [cited 2019 May 23]. Available from: http://hdl.handle.net/1887/28516.

Council of Science Editors:

Pavias M. The Role of Social Cognition in Reading Comprehension: A Developmental Perspective. [Masters Thesis]. Leiden University; 2014. Available from: http://hdl.handle.net/1887/28516


UCLA

12. Hegel, Allison. Social Reading in the Digital Age.

Degree: English, 2018, UCLA

 The rise of online platforms for buying and discussing books such as Amazon and Goodreads opens up new possibilities for reception studies in the twenty-first… (more)

Subjects/Keywords: American literature; algorithms; digital humanities; social reading

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APA (6th Edition):

Hegel, A. (2018). Social Reading in the Digital Age. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/193451g2

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):

Hegel, Allison. “Social Reading in the Digital Age.” 2018. Thesis, UCLA. Accessed May 23, 2019. http://www.escholarship.org/uc/item/193451g2.

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

MLA Handbook (7th Edition):

Hegel, Allison. “Social Reading in the Digital Age.” 2018. Web. 23 May 2019.

Vancouver:

Hegel A. Social Reading in the Digital Age. [Internet] [Thesis]. UCLA; 2018. [cited 2019 May 23]. Available from: http://www.escholarship.org/uc/item/193451g2.

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

Council of Science Editors:

Hegel A. Social Reading in the Digital Age. [Thesis]. UCLA; 2018. Available from: http://www.escholarship.org/uc/item/193451g2

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

13. Macklin, Nina Moody. Developing Personal and Social Growth through Activities Related to Learning to Read.

Degree: 1950, North Texas State College

The problem of this study was to determine to what extent personal and social growth could be developed through the use of activities related to reading in one group of sixth-grade students. Advisors/Committee Members: Blair, Arthur Witt, Toulouse, Robert B..

Subjects/Keywords: social growth; reading

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APA (6th Edition):

Macklin, N. M. (1950). Developing Personal and Social Growth through Activities Related to Learning to Read. (Thesis). North Texas State College. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc83740/

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):

Macklin, Nina Moody. “Developing Personal and Social Growth through Activities Related to Learning to Read.” 1950. Thesis, North Texas State College. Accessed May 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc83740/.

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

MLA Handbook (7th Edition):

Macklin, Nina Moody. “Developing Personal and Social Growth through Activities Related to Learning to Read.” 1950. Web. 23 May 2019.

Vancouver:

Macklin NM. Developing Personal and Social Growth through Activities Related to Learning to Read. [Internet] [Thesis]. North Texas State College; 1950. [cited 2019 May 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc83740/.

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

Council of Science Editors:

Macklin NM. Developing Personal and Social Growth through Activities Related to Learning to Read. [Thesis]. North Texas State College; 1950. Available from: https://digital.library.unt.edu/ark:/67531/metadc83740/

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


Utah State University

14. Brown, Lisa Trottier. Content Analysis of Affordances for Social and Emotional Competency Development in Third-Grade Core Reading Programs.

Degree: PhD, Education, 2018, Utah State University

  The purpose of this content analysis study was to identify opportunities embedded in selected reading programs that facilitate the development of social and emotional… (more)

Subjects/Keywords: social; emotional; core-reading; literacy; SEL; Education

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APA (6th Edition):

Brown, L. T. (2018). Content Analysis of Affordances for Social and Emotional Competency Development in Third-Grade Core Reading Programs. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/6920

Chicago Manual of Style (16th Edition):

Brown, Lisa Trottier. “Content Analysis of Affordances for Social and Emotional Competency Development in Third-Grade Core Reading Programs.” 2018. Doctoral Dissertation, Utah State University. Accessed May 23, 2019. https://digitalcommons.usu.edu/etd/6920.

MLA Handbook (7th Edition):

Brown, Lisa Trottier. “Content Analysis of Affordances for Social and Emotional Competency Development in Third-Grade Core Reading Programs.” 2018. Web. 23 May 2019.

Vancouver:

Brown LT. Content Analysis of Affordances for Social and Emotional Competency Development in Third-Grade Core Reading Programs. [Internet] [Doctoral dissertation]. Utah State University; 2018. [cited 2019 May 23]. Available from: https://digitalcommons.usu.edu/etd/6920.

Council of Science Editors:

Brown LT. Content Analysis of Affordances for Social and Emotional Competency Development in Third-Grade Core Reading Programs. [Doctoral Dissertation]. Utah State University; 2018. Available from: https://digitalcommons.usu.edu/etd/6920


Massey University

15. Lang, Beverley Margaret. A comparison of the reading miscues of older struggling readers with younger but typically developing readers : are they different?.

Degree: Master of Education (Inclusive Education), 2018, Massey University

 Do struggling readers rely too much on context cues or not enough? This is a long-standing debate. The present study revisited this debate by comparing… (more)

Subjects/Keywords: Miscue analysis; Reading (Remedial teaching); Reading (Elementary); Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education

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APA (6th Edition):

Lang, B. M. (2018). A comparison of the reading miscues of older struggling readers with younger but typically developing readers : are they different?. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/13397

Chicago Manual of Style (16th Edition):

Lang, Beverley Margaret. “A comparison of the reading miscues of older struggling readers with younger but typically developing readers : are they different?.” 2018. Masters Thesis, Massey University. Accessed May 23, 2019. http://hdl.handle.net/10179/13397.

MLA Handbook (7th Edition):

Lang, Beverley Margaret. “A comparison of the reading miscues of older struggling readers with younger but typically developing readers : are they different?.” 2018. Web. 23 May 2019.

Vancouver:

Lang BM. A comparison of the reading miscues of older struggling readers with younger but typically developing readers : are they different?. [Internet] [Masters thesis]. Massey University; 2018. [cited 2019 May 23]. Available from: http://hdl.handle.net/10179/13397.

Council of Science Editors:

Lang BM. A comparison of the reading miscues of older struggling readers with younger but typically developing readers : are they different?. [Masters Thesis]. Massey University; 2018. Available from: http://hdl.handle.net/10179/13397


Massey University

16. MacDougall, Bridget Alexandra. A comparison study of Quick60 and reading recovery instruction.

Degree: Master of Educational Psychology, 2016, Massey University

 New Zealand has a national system of early reading intervention called Reading Recovery. This intervention is available to children after a year at school if… (more)

Subjects/Keywords: Reading; Remedial teaching; Reading (Elementary); Quick60; Reading Recovery; Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education::Subject didactics

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APA (6th Edition):

MacDougall, B. A. (2016). A comparison study of Quick60 and reading recovery instruction. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/11178

Chicago Manual of Style (16th Edition):

MacDougall, Bridget Alexandra. “A comparison study of Quick60 and reading recovery instruction.” 2016. Masters Thesis, Massey University. Accessed May 23, 2019. http://hdl.handle.net/10179/11178.

MLA Handbook (7th Edition):

MacDougall, Bridget Alexandra. “A comparison study of Quick60 and reading recovery instruction.” 2016. Web. 23 May 2019.

Vancouver:

MacDougall BA. A comparison study of Quick60 and reading recovery instruction. [Internet] [Masters thesis]. Massey University; 2016. [cited 2019 May 23]. Available from: http://hdl.handle.net/10179/11178.

Council of Science Editors:

MacDougall BA. A comparison study of Quick60 and reading recovery instruction. [Masters Thesis]. Massey University; 2016. Available from: http://hdl.handle.net/10179/11178


Liberty University

17. Clark, Lisa A. A Phenomenological Study of the Beliefs, Attitudes, and Strategies Sixth and Seventh Grade Content Area Teachers Use to Teach Below Grade Level Readers.

Degree: 2011, Liberty University

 The purposes of this study were to identify the attitudes and beliefs content teachers have concerning teaching reading in the content area to below level… (more)

Subjects/Keywords: Below Grade level readers; Content Area Reading; Reading Instruction; Science instruction; Social Studies instruction; Education, General; Education, Reading; Education, Elementary

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APA (6th Edition):

Clark, L. A. (2011). A Phenomenological Study of the Beliefs, Attitudes, and Strategies Sixth and Seventh Grade Content Area Teachers Use to Teach Below Grade Level Readers. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/449

Chicago Manual of Style (16th Edition):

Clark, Lisa A. “A Phenomenological Study of the Beliefs, Attitudes, and Strategies Sixth and Seventh Grade Content Area Teachers Use to Teach Below Grade Level Readers.” 2011. Doctoral Dissertation, Liberty University. Accessed May 23, 2019. http://digitalcommons.liberty.edu/doctoral/449.

MLA Handbook (7th Edition):

Clark, Lisa A. “A Phenomenological Study of the Beliefs, Attitudes, and Strategies Sixth and Seventh Grade Content Area Teachers Use to Teach Below Grade Level Readers.” 2011. Web. 23 May 2019.

Vancouver:

Clark LA. A Phenomenological Study of the Beliefs, Attitudes, and Strategies Sixth and Seventh Grade Content Area Teachers Use to Teach Below Grade Level Readers. [Internet] [Doctoral dissertation]. Liberty University; 2011. [cited 2019 May 23]. Available from: http://digitalcommons.liberty.edu/doctoral/449.

Council of Science Editors:

Clark LA. A Phenomenological Study of the Beliefs, Attitudes, and Strategies Sixth and Seventh Grade Content Area Teachers Use to Teach Below Grade Level Readers. [Doctoral Dissertation]. Liberty University; 2011. Available from: http://digitalcommons.liberty.edu/doctoral/449


Michigan State University

18. Ignatovich, Anna-Maria. A comparative study of seventh and eighth grade poor and good readers.

Degree: PhD, College of Education, 1988, Michigan State University

Subjects/Keywords: Reading (Secondary); Reading – Social aspects; Reading – Physiological aspects

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APA (6th Edition):

Ignatovich, A. (1988). A comparative study of seventh and eighth grade poor and good readers. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:19755

Chicago Manual of Style (16th Edition):

Ignatovich, Anna-Maria. “A comparative study of seventh and eighth grade poor and good readers.” 1988. Doctoral Dissertation, Michigan State University. Accessed May 23, 2019. http://etd.lib.msu.edu/islandora/object/etd:19755.

MLA Handbook (7th Edition):

Ignatovich, Anna-Maria. “A comparative study of seventh and eighth grade poor and good readers.” 1988. Web. 23 May 2019.

Vancouver:

Ignatovich A. A comparative study of seventh and eighth grade poor and good readers. [Internet] [Doctoral dissertation]. Michigan State University; 1988. [cited 2019 May 23]. Available from: http://etd.lib.msu.edu/islandora/object/etd:19755.

Council of Science Editors:

Ignatovich A. A comparative study of seventh and eighth grade poor and good readers. [Doctoral Dissertation]. Michigan State University; 1988. Available from: http://etd.lib.msu.edu/islandora/object/etd:19755


Cape Peninsula University of Technology

19. Stead, Jennifer. Emergent literacy and agency among disadvantaged parents and caregivers .

Degree: 2017, Cape Peninsula University of Technology

 A qualitative investigation into the emergence of literacy among five adult socio-economically disadvantaged subjects in a semi-rural setting complements concerns that a lack of specific… (more)

Subjects/Keywords: Language arts (Early childhood); Reading (Early childhood); Early childhood education; Reading (Preschool); Literacy  – Social aspects; Reading  – Parent participation

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APA (6th Edition):

Stead, J. (2017). Emergent literacy and agency among disadvantaged parents and caregivers . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2659

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):

Stead, Jennifer. “Emergent literacy and agency among disadvantaged parents and caregivers .” 2017. Thesis, Cape Peninsula University of Technology. Accessed May 23, 2019. http://etd.cput.ac.za/handle/20.500.11838/2659.

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

MLA Handbook (7th Edition):

Stead, Jennifer. “Emergent literacy and agency among disadvantaged parents and caregivers .” 2017. Web. 23 May 2019.

Vancouver:

Stead J. Emergent literacy and agency among disadvantaged parents and caregivers . [Internet] [Thesis]. Cape Peninsula University of Technology; 2017. [cited 2019 May 23]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2659.

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

Council of Science Editors:

Stead J. Emergent literacy and agency among disadvantaged parents and caregivers . [Thesis]. Cape Peninsula University of Technology; 2017. Available from: http://etd.cput.ac.za/handle/20.500.11838/2659

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

20. Freeman, Paula Diane. The efficacy of a professional school counselor’s literacy-related social skills interventions in the acquisition of reading comprehension by emergent readers .

Degree: 2017, Texas A&M University – Corpus Christi

 The current study used a mixed design ANOVA to compare the I-Ready reading comprehension scores of 76 students enrolled in an elementary school in South… (more)

Subjects/Keywords: emergent reading; Literacy-related social skills; perspective taking; reading comprehension; self-regulation; socio-emotional learning

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APA (6th Edition):

Freeman, P. D. (2017). The efficacy of a professional school counselor’s literacy-related social skills interventions in the acquisition of reading comprehension by emergent readers . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/24403

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):

Freeman, Paula Diane. “The efficacy of a professional school counselor’s literacy-related social skills interventions in the acquisition of reading comprehension by emergent readers .” 2017. Thesis, Texas A&M University – Corpus Christi. Accessed May 23, 2019. http://hdl.handle.net/1969.6/24403.

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

MLA Handbook (7th Edition):

Freeman, Paula Diane. “The efficacy of a professional school counselor’s literacy-related social skills interventions in the acquisition of reading comprehension by emergent readers .” 2017. Web. 23 May 2019.

Vancouver:

Freeman PD. The efficacy of a professional school counselor’s literacy-related social skills interventions in the acquisition of reading comprehension by emergent readers . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2017. [cited 2019 May 23]. Available from: http://hdl.handle.net/1969.6/24403.

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

Council of Science Editors:

Freeman PD. The efficacy of a professional school counselor’s literacy-related social skills interventions in the acquisition of reading comprehension by emergent readers . [Thesis]. Texas A&M University – Corpus Christi; 2017. Available from: http://hdl.handle.net/1969.6/24403

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


University of Houston

21. Reyes, Graciela 1977-. The Impact of Bilingual Verbal Ability on the English Reading Growth of English Language Learners.

Degree: Educational Psychology, Department of, 2012, University of Houston

 The developmental interdependence hypothesis proposes that a higher level of proficiency in the first language is more likely to contribute to the acquisition of a… (more)

Subjects/Keywords: English language learners; ESL; dual language; reading development; reading growth; HLM; CBM; Social psychology

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APA (6th Edition):

Reyes, G. 1. (2012). The Impact of Bilingual Verbal Ability on the English Reading Growth of English Language Learners. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/762

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):

Reyes, Graciela 1977-. “The Impact of Bilingual Verbal Ability on the English Reading Growth of English Language Learners.” 2012. Thesis, University of Houston. Accessed May 23, 2019. http://hdl.handle.net/10657/762.

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

MLA Handbook (7th Edition):

Reyes, Graciela 1977-. “The Impact of Bilingual Verbal Ability on the English Reading Growth of English Language Learners.” 2012. Web. 23 May 2019.

Vancouver:

Reyes G1. The Impact of Bilingual Verbal Ability on the English Reading Growth of English Language Learners. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 May 23]. Available from: http://hdl.handle.net/10657/762.

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

Council of Science Editors:

Reyes G1. The Impact of Bilingual Verbal Ability on the English Reading Growth of English Language Learners. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/762

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


Purdue University

22. Arvelo Alicea, Zaira R. FIRST GRADERS AS SENSITIVE SOCIAL PARTNERS AND SKILLED READERS.

Degree: PhD, Curriculum & Instruction, 2015, Purdue University

 This mixed methods dissertation is guided by a sociocultural framework and a pragmatist stance to contribute to early literacy scholarship about minority children. In particular,… (more)

Subjects/Keywords: picturebook; Puerto Rican; reading; social imagination; social understanding; theory of mind

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APA (6th Edition):

Arvelo Alicea, Z. R. (2015). FIRST GRADERS AS SENSITIVE SOCIAL PARTNERS AND SKILLED READERS. (Doctoral Dissertation). Purdue University. Retrieved from https://docs.lib.purdue.edu/open_access_dissertations/1085

Chicago Manual of Style (16th Edition):

Arvelo Alicea, Zaira R. “FIRST GRADERS AS SENSITIVE SOCIAL PARTNERS AND SKILLED READERS.” 2015. Doctoral Dissertation, Purdue University. Accessed May 23, 2019. https://docs.lib.purdue.edu/open_access_dissertations/1085.

MLA Handbook (7th Edition):

Arvelo Alicea, Zaira R. “FIRST GRADERS AS SENSITIVE SOCIAL PARTNERS AND SKILLED READERS.” 2015. Web. 23 May 2019.

Vancouver:

Arvelo Alicea ZR. FIRST GRADERS AS SENSITIVE SOCIAL PARTNERS AND SKILLED READERS. [Internet] [Doctoral dissertation]. Purdue University; 2015. [cited 2019 May 23]. Available from: https://docs.lib.purdue.edu/open_access_dissertations/1085.

Council of Science Editors:

Arvelo Alicea ZR. FIRST GRADERS AS SENSITIVE SOCIAL PARTNERS AND SKILLED READERS. [Doctoral Dissertation]. Purdue University; 2015. Available from: https://docs.lib.purdue.edu/open_access_dissertations/1085


Massey University

23. Corkery, Frances. An analysis of year 8 poor comprehenders' responses to the PAT Reading Comprehension test : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Literacy Education at Massey University, Palmerston North, New Zealand .

Degree: 2014, Massey University

 Despite years of literacy learning, a group of students continue to struggle with reading in their final year at primary school. Many of these students… (more)

Subjects/Keywords: Reading comprehension; Reading; Middle school; Intermediate; Year 8; Ability testing; Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education::Subject didactics

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APA (6th Edition):

Corkery, F. (2014). An analysis of year 8 poor comprehenders' responses to the PAT Reading Comprehension test : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Literacy Education at Massey University, Palmerston North, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/6848

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):

Corkery, Frances. “An analysis of year 8 poor comprehenders' responses to the PAT Reading Comprehension test : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Literacy Education at Massey University, Palmerston North, New Zealand .” 2014. Thesis, Massey University. Accessed May 23, 2019. http://hdl.handle.net/10179/6848.

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

MLA Handbook (7th Edition):

Corkery, Frances. “An analysis of year 8 poor comprehenders' responses to the PAT Reading Comprehension test : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Literacy Education at Massey University, Palmerston North, New Zealand .” 2014. Web. 23 May 2019.

Vancouver:

Corkery F. An analysis of year 8 poor comprehenders' responses to the PAT Reading Comprehension test : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Literacy Education at Massey University, Palmerston North, New Zealand . [Internet] [Thesis]. Massey University; 2014. [cited 2019 May 23]. Available from: http://hdl.handle.net/10179/6848.

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

Council of Science Editors:

Corkery F. An analysis of year 8 poor comprehenders' responses to the PAT Reading Comprehension test : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Literacy Education at Massey University, Palmerston North, New Zealand . [Thesis]. Massey University; 2014. Available from: http://hdl.handle.net/10179/6848

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


Massey University

24. Van Tonder, Brittney Elizabeth. Investigating the home literacy environment and emergent literacy skills of children as they start school in New Zealand : a thesis in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand .

Degree: 2017, Massey University

 Home literacy environment (HLE) has been consistently linked with children’s early literacy skills in international research, and is argued to be an important variable influencing… (more)

Subjects/Keywords: Reading (Primary); Reading; Parent participation; New entrants (Education); New Zealand; Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education

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APA (6th Edition):

Van Tonder, B. E. (2017). Investigating the home literacy environment and emergent literacy skills of children as they start school in New Zealand : a thesis in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/13381

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):

Van Tonder, Brittney Elizabeth. “Investigating the home literacy environment and emergent literacy skills of children as they start school in New Zealand : a thesis in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand .” 2017. Thesis, Massey University. Accessed May 23, 2019. http://hdl.handle.net/10179/13381.

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

MLA Handbook (7th Edition):

Van Tonder, Brittney Elizabeth. “Investigating the home literacy environment and emergent literacy skills of children as they start school in New Zealand : a thesis in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand .” 2017. Web. 23 May 2019.

Vancouver:

Van Tonder BE. Investigating the home literacy environment and emergent literacy skills of children as they start school in New Zealand : a thesis in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand . [Internet] [Thesis]. Massey University; 2017. [cited 2019 May 23]. Available from: http://hdl.handle.net/10179/13381.

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

Council of Science Editors:

Van Tonder BE. Investigating the home literacy environment and emergent literacy skills of children as they start school in New Zealand : a thesis in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand . [Thesis]. Massey University; 2017. Available from: http://hdl.handle.net/10179/13381

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


Macquarie University

25. Buckingham, Jennifer. Literacy and social disadvantage: an evaluation of research-based literacy interventions for low-progress readers in a school with high levels of socioeconomic disadvantage.

Degree: 2014, Macquarie University

Thesis by publication.

Chapter 1. Introduction  – Chapter 2. Why poor children are likely to become poor readers : the early years  – Chapter 3.… (more)

Subjects/Keywords: Reading disability  – New South Wales; Reading disability  – New South Wales; Literacy  – Social aspects  – New South Wales; Literacy  – Social aspects  – New South Wales; reading; socioeconomic status; effective instruction; intervention

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

APA (6th Edition):

Buckingham, J. (2014). Literacy and social disadvantage: an evaluation of research-based literacy interventions for low-progress readers in a school with high levels of socioeconomic disadvantage. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1128796

Chicago Manual of Style (16th Edition):

Buckingham, Jennifer. “Literacy and social disadvantage: an evaluation of research-based literacy interventions for low-progress readers in a school with high levels of socioeconomic disadvantage.” 2014. Doctoral Dissertation, Macquarie University. Accessed May 23, 2019. http://hdl.handle.net/1959.14/1128796.

MLA Handbook (7th Edition):

Buckingham, Jennifer. “Literacy and social disadvantage: an evaluation of research-based literacy interventions for low-progress readers in a school with high levels of socioeconomic disadvantage.” 2014. Web. 23 May 2019.

Vancouver:

Buckingham J. Literacy and social disadvantage: an evaluation of research-based literacy interventions for low-progress readers in a school with high levels of socioeconomic disadvantage. [Internet] [Doctoral dissertation]. Macquarie University; 2014. [cited 2019 May 23]. Available from: http://hdl.handle.net/1959.14/1128796.

Council of Science Editors:

Buckingham J. Literacy and social disadvantage: an evaluation of research-based literacy interventions for low-progress readers in a school with high levels of socioeconomic disadvantage. [Doctoral Dissertation]. Macquarie University; 2014. Available from: http://hdl.handle.net/1959.14/1128796

26. Allen, Lina Lusk. The Effect of Reading Preference on Reading Comprehension of Low Socioeconomic High School Students.

Degree: 1979, North Texas State University

 The problem of this study was to examine the effect of reading preference on reading comprehension of low socioeconomic high school students. Subjects were 61… (more)

Subjects/Keywords: reading ability; socioeconomic status; reading preference; Reading.; Reading Interests.; Reading Comprehension.; Reading (Secondary); Children with social disabilities  – Education.

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APA (6th Edition):

Allen, L. L. (1979). The Effect of Reading Preference on Reading Comprehension of Low Socioeconomic High School Students. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc330788/

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):

Allen, Lina Lusk. “The Effect of Reading Preference on Reading Comprehension of Low Socioeconomic High School Students.” 1979. Thesis, North Texas State University. Accessed May 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc330788/.

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

MLA Handbook (7th Edition):

Allen, Lina Lusk. “The Effect of Reading Preference on Reading Comprehension of Low Socioeconomic High School Students.” 1979. Web. 23 May 2019.

Vancouver:

Allen LL. The Effect of Reading Preference on Reading Comprehension of Low Socioeconomic High School Students. [Internet] [Thesis]. North Texas State University; 1979. [cited 2019 May 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc330788/.

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

Council of Science Editors:

Allen LL. The Effect of Reading Preference on Reading Comprehension of Low Socioeconomic High School Students. [Thesis]. North Texas State University; 1979. Available from: https://digital.library.unt.edu/ark:/67531/metadc330788/

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


Loyola University Chicago

27. Portillo Pena, Nelson Antonio. The power of reading| A multilevel study of the longitudinal effect of a paired intergenerational reading aloud program on academically at-risk elementary students' reading attitudes, reading motivation and academic achievement.

Degree: 2009, Loyola University Chicago

  The effectiveness of early reading interventions and tutoring programs for academically at-risk students is still open to debate among practitioners and researchers despite their… (more)

Subjects/Keywords: Psychology, Social; Education, Early Childhood; Education, Educational Psychology; Education, Reading

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APA (6th Edition):

Portillo Pena, N. A. (2009). The power of reading| A multilevel study of the longitudinal effect of a paired intergenerational reading aloud program on academically at-risk elementary students' reading attitudes, reading motivation and academic achievement. (Thesis). Loyola University Chicago. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3340176

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):

Portillo Pena, Nelson Antonio. “The power of reading| A multilevel study of the longitudinal effect of a paired intergenerational reading aloud program on academically at-risk elementary students' reading attitudes, reading motivation and academic achievement.” 2009. Thesis, Loyola University Chicago. Accessed May 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3340176.

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

MLA Handbook (7th Edition):

Portillo Pena, Nelson Antonio. “The power of reading| A multilevel study of the longitudinal effect of a paired intergenerational reading aloud program on academically at-risk elementary students' reading attitudes, reading motivation and academic achievement.” 2009. Web. 23 May 2019.

Vancouver:

Portillo Pena NA. The power of reading| A multilevel study of the longitudinal effect of a paired intergenerational reading aloud program on academically at-risk elementary students' reading attitudes, reading motivation and academic achievement. [Internet] [Thesis]. Loyola University Chicago; 2009. [cited 2019 May 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3340176.

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

Council of Science Editors:

Portillo Pena NA. The power of reading| A multilevel study of the longitudinal effect of a paired intergenerational reading aloud program on academically at-risk elementary students' reading attitudes, reading motivation and academic achievement. [Thesis]. Loyola University Chicago; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3340176

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

28. Katz, Samantha. Mother-child shared book reading and maternal mood.

Degree: 2010, State University of New York at Stony Brook

  Maternal depression significantly influences parent-child interactions. While the existence of this impact is well established during playtime, little research has been conducted on the… (more)

Subjects/Keywords: Psychology, Social; Education, Reading; Psychology, Clinical; Sociology, Individual and Family Studies

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APA (6th Edition):

Katz, S. (2010). Mother-child shared book reading and maternal mood. (Thesis). State University of New York at Stony Brook. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3401709

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):

Katz, Samantha. “Mother-child shared book reading and maternal mood.” 2010. Thesis, State University of New York at Stony Brook. Accessed May 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3401709.

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

MLA Handbook (7th Edition):

Katz, Samantha. “Mother-child shared book reading and maternal mood.” 2010. Web. 23 May 2019.

Vancouver:

Katz S. Mother-child shared book reading and maternal mood. [Internet] [Thesis]. State University of New York at Stony Brook; 2010. [cited 2019 May 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3401709.

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

Council of Science Editors:

Katz S. Mother-child shared book reading and maternal mood. [Thesis]. State University of New York at Stony Brook; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3401709

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


Northeastern University

29. Grabowski, Tabby. Reading strategies in high school social studies: implementation of common core requirements.

Degree: EdD, School of Education, 2018, Northeastern University

 This qualitative case study explores the barriers teachers face in implementing high school reading strategies in social studies classrooms in the aftermath of the adoption… (more)

Subjects/Keywords: common core; reading instruction; social studies; teacher experience

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

APA (6th Edition):

Grabowski, T. (2018). Reading strategies in high school social studies: implementation of common core requirements. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20281539

Chicago Manual of Style (16th Edition):

Grabowski, Tabby. “Reading strategies in high school social studies: implementation of common core requirements.” 2018. Doctoral Dissertation, Northeastern University. Accessed May 23, 2019. http://hdl.handle.net/2047/D20281539.

MLA Handbook (7th Edition):

Grabowski, Tabby. “Reading strategies in high school social studies: implementation of common core requirements.” 2018. Web. 23 May 2019.

Vancouver:

Grabowski T. Reading strategies in high school social studies: implementation of common core requirements. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 May 23]. Available from: http://hdl.handle.net/2047/D20281539.

Council of Science Editors:

Grabowski T. Reading strategies in high school social studies: implementation of common core requirements. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20281539

30. Luevano, Jessica. A reading intervention program to address the achievement gap| A grant proposal.

Degree: 2014, California State University, Long Beach

  The purpose of this project was to locate a potential funding source and write a grant to create an ongoing summer program to improve… (more)

Subjects/Keywords: Education, Language and Literature; Social Work; Education, Reading

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Luevano, J. (2014). A reading intervention program to address the achievement gap| A grant proposal. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1527980

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):

Luevano, Jessica. “A reading intervention program to address the achievement gap| A grant proposal.” 2014. Thesis, California State University, Long Beach. Accessed May 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1527980.

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

MLA Handbook (7th Edition):

Luevano, Jessica. “A reading intervention program to address the achievement gap| A grant proposal.” 2014. Web. 23 May 2019.

Vancouver:

Luevano J. A reading intervention program to address the achievement gap| A grant proposal. [Internet] [Thesis]. California State University, Long Beach; 2014. [cited 2019 May 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1527980.

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

Council of Science Editors:

Luevano J. A reading intervention program to address the achievement gap| A grant proposal. [Thesis]. California State University, Long Beach; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1527980

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

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