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You searched for subject:(specific learning disability). Showing records 1 – 30 of 42 total matches.

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University of Georgia

1. Fogarty, Gary. A case study of one struggling male reader and the school community that he lives in.

Degree: PhD, Reading Education, 2008, University of Georgia

 In this case study of a struggling male with a Specific Learning Disability who participated in a reading resource classroom, the community in which the… (more)

Subjects/Keywords: Specific Learning Disability

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APA (6th Edition):

Fogarty, G. (2008). A case study of one struggling male reader and the school community that he lives in. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/fogarty_gary_a_200808_phd

Chicago Manual of Style (16th Edition):

Fogarty, Gary. “A case study of one struggling male reader and the school community that he lives in.” 2008. Doctoral Dissertation, University of Georgia. Accessed August 11, 2020. http://purl.galileo.usg.edu/uga_etd/fogarty_gary_a_200808_phd.

MLA Handbook (7th Edition):

Fogarty, Gary. “A case study of one struggling male reader and the school community that he lives in.” 2008. Web. 11 Aug 2020.

Vancouver:

Fogarty G. A case study of one struggling male reader and the school community that he lives in. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2020 Aug 11]. Available from: http://purl.galileo.usg.edu/uga_etd/fogarty_gary_a_200808_phd.

Council of Science Editors:

Fogarty G. A case study of one struggling male reader and the school community that he lives in. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/fogarty_gary_a_200808_phd

2. Holman, Sarah B. Identification of specific learning disabilities: A comparison of three patterns of strengths and weaknesses approaches.

Degree: PhD, Special Education, 2018, Texas Woman's University

 The reauthorization of the Individuals with Disabilities Act (IDEA) in 2004 allowed use of “other alternative research-based procedures” (IDEA, 20 U.S.C. § 1414) in addition… (more)

Subjects/Keywords: specific learning disability; assessment

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APA (6th Edition):

Holman, S. B. (2018). Identification of specific learning disabilities: A comparison of three patterns of strengths and weaknesses approaches. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/10178

Chicago Manual of Style (16th Edition):

Holman, Sarah B. “Identification of specific learning disabilities: A comparison of three patterns of strengths and weaknesses approaches.” 2018. Doctoral Dissertation, Texas Woman's University. Accessed August 11, 2020. http://hdl.handle.net/11274/10178.

MLA Handbook (7th Edition):

Holman, Sarah B. “Identification of specific learning disabilities: A comparison of three patterns of strengths and weaknesses approaches.” 2018. Web. 11 Aug 2020.

Vancouver:

Holman SB. Identification of specific learning disabilities: A comparison of three patterns of strengths and weaknesses approaches. [Internet] [Doctoral dissertation]. Texas Woman's University; 2018. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/11274/10178.

Council of Science Editors:

Holman SB. Identification of specific learning disabilities: A comparison of three patterns of strengths and weaknesses approaches. [Doctoral Dissertation]. Texas Woman's University; 2018. Available from: http://hdl.handle.net/11274/10178


Vilnius Pedagogical University

3. Čaplinskienė, Eglė. Mokymosi negalės sukeltų problemų sprendimo galimybės.

Degree: Master, Educology, 2008, Vilnius Pedagogical University

Darbe analizuojami mokinių, turinčių specialiųjų ugdymosi poreikių psichologiniai, socialiniai ir akademiniai sunkumai. Tiriami mokymosi negalės sprendimo būdai bei pedagogų, spec. pedagogų ir tėvų bendradarbiavimo įtaka… (more)

Subjects/Keywords: Specialieji ugdymosi poreikiai; Mokymosi negalė; Mokymosi motyvacija; Learning disability problems; Specific disability of learning; Specific cognition derangement

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APA (6th Edition):

Čaplinskienė, Eglė. (2008). Mokymosi negalės sukeltų problemų sprendimo galimybės. (Masters Thesis). Vilnius Pedagogical University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_180043-33301 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

Čaplinskienė, Eglė. “Mokymosi negalės sukeltų problemų sprendimo galimybės.” 2008. Masters Thesis, Vilnius Pedagogical University. Accessed August 11, 2020. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_180043-33301 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

Čaplinskienė, Eglė. “Mokymosi negalės sukeltų problemų sprendimo galimybės.” 2008. Web. 11 Aug 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Čaplinskienė, Eglė. Mokymosi negalės sukeltų problemų sprendimo galimybės. [Internet] [Masters thesis]. Vilnius Pedagogical University; 2008. [cited 2020 Aug 11]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_180043-33301 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Čaplinskienė, Eglė. Mokymosi negalės sukeltų problemų sprendimo galimybės. [Masters Thesis]. Vilnius Pedagogical University; 2008. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_180043-33301 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of California – Riverside

4. Stomel, Danielle Eryn. The Impact of Performance Feedback on School Psychologists' Roles and SLD Assessments.

Degree: Education, 2015, University of California – Riverside

 The act of writing effective and comprehensive reports is one of the most time consuming tasks, and considered to be one of the most serious… (more)

Subjects/Keywords: Education; Special education; Performance Feedback; School Psychology; Specific Learning Disability

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APA (6th Edition):

Stomel, D. E. (2015). The Impact of Performance Feedback on School Psychologists' Roles and SLD Assessments. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/31p228gc

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):

Stomel, Danielle Eryn. “The Impact of Performance Feedback on School Psychologists' Roles and SLD Assessments.” 2015. Thesis, University of California – Riverside. Accessed August 11, 2020. http://www.escholarship.org/uc/item/31p228gc.

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

MLA Handbook (7th Edition):

Stomel, Danielle Eryn. “The Impact of Performance Feedback on School Psychologists' Roles and SLD Assessments.” 2015. Web. 11 Aug 2020.

Vancouver:

Stomel DE. The Impact of Performance Feedback on School Psychologists' Roles and SLD Assessments. [Internet] [Thesis]. University of California – Riverside; 2015. [cited 2020 Aug 11]. Available from: http://www.escholarship.org/uc/item/31p228gc.

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

Council of Science Editors:

Stomel DE. The Impact of Performance Feedback on School Psychologists' Roles and SLD Assessments. [Thesis]. University of California – Riverside; 2015. Available from: http://www.escholarship.org/uc/item/31p228gc

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


Brigham Young University

5. Ollar, Chelsea Nicole. Using Video Self-Modeling to Improve Reading Fluency in School Aged Children with Specific Learning Disabilities.

Degree: MS, 2018, Brigham Young University

 Effective reading interventions for students with specific learning disabilities (SLD) are needed. A multiprobe multiple baseline across participants design was used to evaluate the effects… (more)

Subjects/Keywords: specific learning disability; reading fluency; video self-modeling; iPad; self-efficacy

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APA (6th Edition):

Ollar, C. N. (2018). Using Video Self-Modeling to Improve Reading Fluency in School Aged Children with Specific Learning Disabilities. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8342&context=etd

Chicago Manual of Style (16th Edition):

Ollar, Chelsea Nicole. “Using Video Self-Modeling to Improve Reading Fluency in School Aged Children with Specific Learning Disabilities.” 2018. Masters Thesis, Brigham Young University. Accessed August 11, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8342&context=etd.

MLA Handbook (7th Edition):

Ollar, Chelsea Nicole. “Using Video Self-Modeling to Improve Reading Fluency in School Aged Children with Specific Learning Disabilities.” 2018. Web. 11 Aug 2020.

Vancouver:

Ollar CN. Using Video Self-Modeling to Improve Reading Fluency in School Aged Children with Specific Learning Disabilities. [Internet] [Masters thesis]. Brigham Young University; 2018. [cited 2020 Aug 11]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8342&context=etd.

Council of Science Editors:

Ollar CN. Using Video Self-Modeling to Improve Reading Fluency in School Aged Children with Specific Learning Disabilities. [Masters Thesis]. Brigham Young University; 2018. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8342&context=etd


University of Manchester

6. Inoue, Allison Rosemary. Educational Psychology and Dyslexia: An Investigation into Current Thinking and Practice.

Degree: 2016, University of Manchester

 Paper 1This first of three papers identified current areas of educational psychologist (EP) scholarship across key publications read by a sample of 13 EPs working… (more)

Subjects/Keywords: Dyslexia; educational psychologists; school psychologists; specific learning disability; educational psychologists’ role

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APA (6th Edition):

Inoue, A. R. (2016). Educational Psychology and Dyslexia: An Investigation into Current Thinking and Practice. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302582

Chicago Manual of Style (16th Edition):

Inoue, Allison Rosemary. “Educational Psychology and Dyslexia: An Investigation into Current Thinking and Practice.” 2016. Doctoral Dissertation, University of Manchester. Accessed August 11, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302582.

MLA Handbook (7th Edition):

Inoue, Allison Rosemary. “Educational Psychology and Dyslexia: An Investigation into Current Thinking and Practice.” 2016. Web. 11 Aug 2020.

Vancouver:

Inoue AR. Educational Psychology and Dyslexia: An Investigation into Current Thinking and Practice. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2020 Aug 11]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302582.

Council of Science Editors:

Inoue AR. Educational Psychology and Dyslexia: An Investigation into Current Thinking and Practice. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302582


Brigham Young University

7. Forbush, Jesika Lee. Specific Learning Disability Assessment of English Language Learners: An Investigation of the Current Assessment Practices of Utah School Psychologists.

Degree: EdS, 2017, Brigham Young University

 The landscape of education and the students served in schools has changed over the last few decades and is becoming more diverse (National Center for… (more)

Subjects/Keywords: specific learning disability; assessment; school psychologist; English language learner; Counseling Psychology

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APA (6th Edition):

Forbush, J. L. (2017). Specific Learning Disability Assessment of English Language Learners: An Investigation of the Current Assessment Practices of Utah School Psychologists. (Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7643&context=etd

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):

Forbush, Jesika Lee. “Specific Learning Disability Assessment of English Language Learners: An Investigation of the Current Assessment Practices of Utah School Psychologists.” 2017. Thesis, Brigham Young University. Accessed August 11, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7643&context=etd.

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

MLA Handbook (7th Edition):

Forbush, Jesika Lee. “Specific Learning Disability Assessment of English Language Learners: An Investigation of the Current Assessment Practices of Utah School Psychologists.” 2017. Web. 11 Aug 2020.

Vancouver:

Forbush JL. Specific Learning Disability Assessment of English Language Learners: An Investigation of the Current Assessment Practices of Utah School Psychologists. [Internet] [Thesis]. Brigham Young University; 2017. [cited 2020 Aug 11]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7643&context=etd.

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

Council of Science Editors:

Forbush JL. Specific Learning Disability Assessment of English Language Learners: An Investigation of the Current Assessment Practices of Utah School Psychologists. [Thesis]. Brigham Young University; 2017. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7643&context=etd

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

8. -1226-0809. Comparing the predictive power of two patterns of processing strengths and weaknesses models for the identification of specific learning disabilities.

Degree: PhD, School Psychology, 2018, Texas Woman's University

 The reauthorization of the Individuals with Disabilities Education Improvement Act of 2004 presented regulations for identifying students with Specific Learning Disability (SLD), one of the… (more)

Subjects/Keywords: specific learning disability; patterns of strengths and weaknesses

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

APA (6th Edition):

-1226-0809. (2018). Comparing the predictive power of two patterns of processing strengths and weaknesses models for the identification of specific learning disabilities. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/10740

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-1226-0809. “Comparing the predictive power of two patterns of processing strengths and weaknesses models for the identification of specific learning disabilities.” 2018. Doctoral Dissertation, Texas Woman's University. Accessed August 11, 2020. http://hdl.handle.net/11274/10740.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-1226-0809. “Comparing the predictive power of two patterns of processing strengths and weaknesses models for the identification of specific learning disabilities.” 2018. Web. 11 Aug 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1226-0809. Comparing the predictive power of two patterns of processing strengths and weaknesses models for the identification of specific learning disabilities. [Internet] [Doctoral dissertation]. Texas Woman's University; 2018. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/11274/10740.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-1226-0809. Comparing the predictive power of two patterns of processing strengths and weaknesses models for the identification of specific learning disabilities. [Doctoral Dissertation]. Texas Woman's University; 2018. Available from: http://hdl.handle.net/11274/10740

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

9. Gold, Jason. Inclusion for Students with Emotional and Behavioral Disturbance: The General Education Teacher's Perspective .

Degree: 2012, California State University – San Marcos

 This study delves into the perspectives of five general education teachers regarding the process of inclusion for students from a Special Day Class for emotional… (more)

Subjects/Keywords: IEP; Special Education; Specific Learning Disability; Emotionally Disturbed

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APA (6th Edition):

Gold, J. (2012). Inclusion for Students with Emotional and Behavioral Disturbance: The General Education Teacher's Perspective . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/137

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):

Gold, Jason. “Inclusion for Students with Emotional and Behavioral Disturbance: The General Education Teacher's Perspective .” 2012. Thesis, California State University – San Marcos. Accessed August 11, 2020. http://hdl.handle.net/10211.8/137.

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

MLA Handbook (7th Edition):

Gold, Jason. “Inclusion for Students with Emotional and Behavioral Disturbance: The General Education Teacher's Perspective .” 2012. Web. 11 Aug 2020.

Vancouver:

Gold J. Inclusion for Students with Emotional and Behavioral Disturbance: The General Education Teacher's Perspective . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/10211.8/137.

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

Council of Science Editors:

Gold J. Inclusion for Students with Emotional and Behavioral Disturbance: The General Education Teacher's Perspective . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/137

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


California State University – San Bernardino

10. Rose, Phillip. Writing Interventions for Students with Specific Learning Disabilities.

Degree: MSin Special Education, Education, 2019, California State University – San Bernardino

  Only 27% of U.S. eighth graders are at or above grade level proficiency in writing (National Center for Education Statistics, 2012). Students with specific(more)

Subjects/Keywords: Intervention; writing; special; education; specific; learning; specific; learning; disabilities; Disability and Equity in Education; Education; Special Education and Teaching

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APA (6th Edition):

Rose, P. (2019). Writing Interventions for Students with Specific Learning Disabilities. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd/960

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):

Rose, Phillip. “Writing Interventions for Students with Specific Learning Disabilities.” 2019. Thesis, California State University – San Bernardino. Accessed August 11, 2020. https://scholarworks.lib.csusb.edu/etd/960.

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

MLA Handbook (7th Edition):

Rose, Phillip. “Writing Interventions for Students with Specific Learning Disabilities.” 2019. Web. 11 Aug 2020.

Vancouver:

Rose P. Writing Interventions for Students with Specific Learning Disabilities. [Internet] [Thesis]. California State University – San Bernardino; 2019. [cited 2020 Aug 11]. Available from: https://scholarworks.lib.csusb.edu/etd/960.

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

Council of Science Editors:

Rose P. Writing Interventions for Students with Specific Learning Disabilities. [Thesis]. California State University – San Bernardino; 2019. Available from: https://scholarworks.lib.csusb.edu/etd/960

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


Miami University

11. Geer, Meghan Lynn. RESPONSE TO INTERVENTION: INCORPORATING PROBLEM VALIDATION AND INCREASING INTENSITY DESIGNS INTO INTERVENTIONS FOR ORAL READING FLUENCY.

Degree: Specialist in Education, Educational Psychology, 2008, Miami University

 Identifying interventions for improving reading achievement is critical as the Response to Intervention (RTI) model poses a new means of delivering services by identifying at-risk… (more)

Subjects/Keywords: Educational Psychology; school psychology; response to intervention; oral reading fluency interventions; specific learning disability

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APA (6th Edition):

Geer, M. L. (2008). RESPONSE TO INTERVENTION: INCORPORATING PROBLEM VALIDATION AND INCREASING INTENSITY DESIGNS INTO INTERVENTIONS FOR ORAL READING FLUENCY. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1217691358

Chicago Manual of Style (16th Edition):

Geer, Meghan Lynn. “RESPONSE TO INTERVENTION: INCORPORATING PROBLEM VALIDATION AND INCREASING INTENSITY DESIGNS INTO INTERVENTIONS FOR ORAL READING FLUENCY.” 2008. Doctoral Dissertation, Miami University. Accessed August 11, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1217691358.

MLA Handbook (7th Edition):

Geer, Meghan Lynn. “RESPONSE TO INTERVENTION: INCORPORATING PROBLEM VALIDATION AND INCREASING INTENSITY DESIGNS INTO INTERVENTIONS FOR ORAL READING FLUENCY.” 2008. Web. 11 Aug 2020.

Vancouver:

Geer ML. RESPONSE TO INTERVENTION: INCORPORATING PROBLEM VALIDATION AND INCREASING INTENSITY DESIGNS INTO INTERVENTIONS FOR ORAL READING FLUENCY. [Internet] [Doctoral dissertation]. Miami University; 2008. [cited 2020 Aug 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1217691358.

Council of Science Editors:

Geer ML. RESPONSE TO INTERVENTION: INCORPORATING PROBLEM VALIDATION AND INCREASING INTENSITY DESIGNS INTO INTERVENTIONS FOR ORAL READING FLUENCY. [Doctoral Dissertation]. Miami University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1217691358

12. Meghan L., Jenson. The Effects of Teaching Reading Explicitly to Students with a Learning Disability in Reading.

Degree: 2014, University of Wisconsin – Superior

 Students with a Specific Learning Disability (SLD) in reading are not closing the skill gap and substantially increasing their reading ability before leaving high school.… (more)

Subjects/Keywords: high school; Specific Learning Disability; reading; SLD; phonemic awareness; vocabulary; fluency; comprehension; phonics

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APA (6th Edition):

Meghan L., J. (2014). The Effects of Teaching Reading Explicitly to Students with a Learning Disability in Reading. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/69645

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):

Meghan L., Jenson. “The Effects of Teaching Reading Explicitly to Students with a Learning Disability in Reading.” 2014. Thesis, University of Wisconsin – Superior. Accessed August 11, 2020. http://digital.library.wisc.edu/1793/69645.

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

MLA Handbook (7th Edition):

Meghan L., Jenson. “The Effects of Teaching Reading Explicitly to Students with a Learning Disability in Reading.” 2014. Web. 11 Aug 2020.

Vancouver:

Meghan L. J. The Effects of Teaching Reading Explicitly to Students with a Learning Disability in Reading. [Internet] [Thesis]. University of Wisconsin – Superior; 2014. [cited 2020 Aug 11]. Available from: http://digital.library.wisc.edu/1793/69645.

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

Council of Science Editors:

Meghan L. J. The Effects of Teaching Reading Explicitly to Students with a Learning Disability in Reading. [Thesis]. University of Wisconsin – Superior; 2014. Available from: http://digital.library.wisc.edu/1793/69645

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


University of Manchester

13. Inoue, Allison. Educational psychology and dyslexia : an investigation into current thinking and practice.

Degree: Thesis (D.Ed.Ch.Psy.), 2016, University of Manchester

 Paper 1: This first of three papers identified current areas of educational psychologist (EP) scholarship across key publications read by a sample of 13 EPs… (more)

Subjects/Keywords: 370; dyslexia; educational psychologists; school psychologists; specific learning disability; educational psychologists' role

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Inoue, A. (2016). Educational psychology and dyslexia : an investigation into current thinking and practice. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/educational-psychology-and-dyslexia-an-investigation-into-current-thinking-and-practice(d6972ab8-e34a-4d27-b6f0-1fbfe9e0f188).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740266

Chicago Manual of Style (16th Edition):

Inoue, Allison. “Educational psychology and dyslexia : an investigation into current thinking and practice.” 2016. Doctoral Dissertation, University of Manchester. Accessed August 11, 2020. https://www.research.manchester.ac.uk/portal/en/theses/educational-psychology-and-dyslexia-an-investigation-into-current-thinking-and-practice(d6972ab8-e34a-4d27-b6f0-1fbfe9e0f188).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740266.

MLA Handbook (7th Edition):

Inoue, Allison. “Educational psychology and dyslexia : an investigation into current thinking and practice.” 2016. Web. 11 Aug 2020.

Vancouver:

Inoue A. Educational psychology and dyslexia : an investigation into current thinking and practice. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2020 Aug 11]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/educational-psychology-and-dyslexia-an-investigation-into-current-thinking-and-practice(d6972ab8-e34a-4d27-b6f0-1fbfe9e0f188).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740266.

Council of Science Editors:

Inoue A. Educational psychology and dyslexia : an investigation into current thinking and practice. [Doctoral Dissertation]. University of Manchester; 2016. Available from: https://www.research.manchester.ac.uk/portal/en/theses/educational-psychology-and-dyslexia-an-investigation-into-current-thinking-and-practice(d6972ab8-e34a-4d27-b6f0-1fbfe9e0f188).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740266

14. Nielsen, Lynda. An investigation of cognitive measures of elementary students identified as having a specific learning disability.

Degree: PhD, Professional Education, 2012, Texas Woman's University

 The Individuals with Disabilities Education Improvement ACT of 2004 (IDEIA; 2004) regulations makes provisions for the use of a pattern of cognitive strengths and weaknesses… (more)

Subjects/Keywords: Education; C-H-C theory; Cognitive measures; Patterns of strengths & weaknesses; Specific learning disability

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APA (6th Edition):

Nielsen, L. (2012). An investigation of cognitive measures of elementary students identified as having a specific learning disability. (Doctoral Dissertation). Texas Woman's University. Retrieved from https://twu-ir.tdl.org/handle/11274/10469

Chicago Manual of Style (16th Edition):

Nielsen, Lynda. “An investigation of cognitive measures of elementary students identified as having a specific learning disability.” 2012. Doctoral Dissertation, Texas Woman's University. Accessed August 11, 2020. https://twu-ir.tdl.org/handle/11274/10469.

MLA Handbook (7th Edition):

Nielsen, Lynda. “An investigation of cognitive measures of elementary students identified as having a specific learning disability.” 2012. Web. 11 Aug 2020.

Vancouver:

Nielsen L. An investigation of cognitive measures of elementary students identified as having a specific learning disability. [Internet] [Doctoral dissertation]. Texas Woman's University; 2012. [cited 2020 Aug 11]. Available from: https://twu-ir.tdl.org/handle/11274/10469.

Council of Science Editors:

Nielsen L. An investigation of cognitive measures of elementary students identified as having a specific learning disability. [Doctoral Dissertation]. Texas Woman's University; 2012. Available from: https://twu-ir.tdl.org/handle/11274/10469


Linköping University

15. Shotola, Karalee. The Portrayal of Dyslexia and Children in Children’s Picture Books.

Degree: Child Studies, 2019, Linköping University

  Research on the portrayal of child characters with dyslexia in picture books is limited, therefore in this thesis, I analyzed six children’s picture books… (more)

Subjects/Keywords: children’s literature; children’s picture books; dyslexia; learning disability; specific learning disorder; Social Sciences Interdisciplinary; Tvärvetenskapliga studier inom samhällsvetenskap

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

APA (6th Edition):

Shotola, K. (2019). The Portrayal of Dyslexia and Children in Children’s Picture Books. (Thesis). Linköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-163905

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):

Shotola, Karalee. “The Portrayal of Dyslexia and Children in Children’s Picture Books.” 2019. Thesis, Linköping University. Accessed August 11, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-163905.

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

MLA Handbook (7th Edition):

Shotola, Karalee. “The Portrayal of Dyslexia and Children in Children’s Picture Books.” 2019. Web. 11 Aug 2020.

Vancouver:

Shotola K. The Portrayal of Dyslexia and Children in Children’s Picture Books. [Internet] [Thesis]. Linköping University; 2019. [cited 2020 Aug 11]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-163905.

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

Council of Science Editors:

Shotola K. The Portrayal of Dyslexia and Children in Children’s Picture Books. [Thesis]. Linköping University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-163905

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


Liberty University

16. Johnson, Cherry Lurae Flake. Low Academic Performance and Specific Learning Disabilities: Determining the Better Predictor of Aggressive Behavior at School.

Degree: 2009, Liberty University

 The researcher sought to determine whether an overall low average or a specific learning disability is a better predictor of a student displaying aggression at… (more)

Subjects/Keywords: Academic Performance; Aggression; Specific Learning Disability; Education, Administration; Education, Curriculum and Instruction; Education, General; Curriculum and Instruction; Educational Administration and Supervision

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APA (6th Edition):

Johnson, C. L. F. (2009). Low Academic Performance and Specific Learning Disabilities: Determining the Better Predictor of Aggressive Behavior at School. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/159

Chicago Manual of Style (16th Edition):

Johnson, Cherry Lurae Flake. “Low Academic Performance and Specific Learning Disabilities: Determining the Better Predictor of Aggressive Behavior at School.” 2009. Doctoral Dissertation, Liberty University. Accessed August 11, 2020. http://digitalcommons.liberty.edu/doctoral/159.

MLA Handbook (7th Edition):

Johnson, Cherry Lurae Flake. “Low Academic Performance and Specific Learning Disabilities: Determining the Better Predictor of Aggressive Behavior at School.” 2009. Web. 11 Aug 2020.

Vancouver:

Johnson CLF. Low Academic Performance and Specific Learning Disabilities: Determining the Better Predictor of Aggressive Behavior at School. [Internet] [Doctoral dissertation]. Liberty University; 2009. [cited 2020 Aug 11]. Available from: http://digitalcommons.liberty.edu/doctoral/159.

Council of Science Editors:

Johnson CLF. Low Academic Performance and Specific Learning Disabilities: Determining the Better Predictor of Aggressive Behavior at School. [Doctoral Dissertation]. Liberty University; 2009. Available from: http://digitalcommons.liberty.edu/doctoral/159


Mississippi State University

17. Ota, Masanori. RESPONSIVENESS OF ELEMENTARY-AGED STUDENTS, WITH AND WITHOUT SPECIFIC LEARNING DISABILITIES, TO INTERVENTIONS FOR MATHEMATICS CALCULATION.

Degree: PhD, Counseling and Educational Psychology, 2008, Mississippi State University

  The Response to Intervention (RtI) model is an identification model for Specific Learning Disability (SLD), one of the 13 disability categories identified under the… (more)

Subjects/Keywords: responsiveness to intervention; mathematics; Specific Learning Disability

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

APA (6th Edition):

Ota, M. (2008). RESPONSIVENESS OF ELEMENTARY-AGED STUDENTS, WITH AND WITHOUT SPECIFIC LEARNING DISABILITIES, TO INTERVENTIONS FOR MATHEMATICS CALCULATION. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-10282008-153737/ ;

Chicago Manual of Style (16th Edition):

Ota, Masanori. “RESPONSIVENESS OF ELEMENTARY-AGED STUDENTS, WITH AND WITHOUT SPECIFIC LEARNING DISABILITIES, TO INTERVENTIONS FOR MATHEMATICS CALCULATION.” 2008. Doctoral Dissertation, Mississippi State University. Accessed August 11, 2020. http://sun.library.msstate.edu/ETD-db/theses/available/etd-10282008-153737/ ;.

MLA Handbook (7th Edition):

Ota, Masanori. “RESPONSIVENESS OF ELEMENTARY-AGED STUDENTS, WITH AND WITHOUT SPECIFIC LEARNING DISABILITIES, TO INTERVENTIONS FOR MATHEMATICS CALCULATION.” 2008. Web. 11 Aug 2020.

Vancouver:

Ota M. RESPONSIVENESS OF ELEMENTARY-AGED STUDENTS, WITH AND WITHOUT SPECIFIC LEARNING DISABILITIES, TO INTERVENTIONS FOR MATHEMATICS CALCULATION. [Internet] [Doctoral dissertation]. Mississippi State University; 2008. [cited 2020 Aug 11]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10282008-153737/ ;.

Council of Science Editors:

Ota M. RESPONSIVENESS OF ELEMENTARY-AGED STUDENTS, WITH AND WITHOUT SPECIFIC LEARNING DISABILITIES, TO INTERVENTIONS FOR MATHEMATICS CALCULATION. [Doctoral Dissertation]. Mississippi State University; 2008. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-10282008-153737/ ;


Loyola University Chicago

18. Wallendjack, Diane. Corrective Reading and Middle School Students with Specific Learning Disability.

Degree: Doctor of Education (EdD), School of Education, 2017, Loyola University Chicago

  The purpose of this research was to examine how much impact a two-trimester implementation of the Corrective Reading Comprehension program had upon the reading… (more)

Subjects/Keywords: Corrective Reading; direct instruction; middle school; reading comprehension; reading intervention; specific learning disability; Special Education and Teaching

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

APA (6th Edition):

Wallendjack, D. (2017). Corrective Reading and Middle School Students with Specific Learning Disability. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2872

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):

Wallendjack, Diane. “Corrective Reading and Middle School Students with Specific Learning Disability.” 2017. Thesis, Loyola University Chicago. Accessed August 11, 2020. https://ecommons.luc.edu/luc_diss/2872.

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

MLA Handbook (7th Edition):

Wallendjack, Diane. “Corrective Reading and Middle School Students with Specific Learning Disability.” 2017. Web. 11 Aug 2020.

Vancouver:

Wallendjack D. Corrective Reading and Middle School Students with Specific Learning Disability. [Internet] [Thesis]. Loyola University Chicago; 2017. [cited 2020 Aug 11]. Available from: https://ecommons.luc.edu/luc_diss/2872.

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

Council of Science Editors:

Wallendjack D. Corrective Reading and Middle School Students with Specific Learning Disability. [Thesis]. Loyola University Chicago; 2017. Available from: https://ecommons.luc.edu/luc_diss/2872

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


California State University – Northridge

19. Funk, Doanld W. Attitudes and study habits of adolescent learning groups.

Degree: MA, Department of Education, 1972, California State University – Northridge

 The research project was designed to determine the difference in attitude towards study of three major learning eroups: The Disabled Learner (DL), the Poor Learner… (more)

Subjects/Keywords: Specific learning disability; Dissertations, Academic  – CSUN  – Education

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

APA (6th Edition):

Funk, D. W. (1972). Attitudes and study habits of adolescent learning groups. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.3/136107

Chicago Manual of Style (16th Edition):

Funk, Doanld W. “Attitudes and study habits of adolescent learning groups.” 1972. Masters Thesis, California State University – Northridge. Accessed August 11, 2020. http://hdl.handle.net/10211.3/136107.

MLA Handbook (7th Edition):

Funk, Doanld W. “Attitudes and study habits of adolescent learning groups.” 1972. Web. 11 Aug 2020.

Vancouver:

Funk DW. Attitudes and study habits of adolescent learning groups. [Internet] [Masters thesis]. California State University – Northridge; 1972. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/10211.3/136107.

Council of Science Editors:

Funk DW. Attitudes and study habits of adolescent learning groups. [Masters Thesis]. California State University – Northridge; 1972. Available from: http://hdl.handle.net/10211.3/136107


Marshall University

20. Cook, Colleen. Fluency Interventions and the Impact on Comprehension.

Degree: 2016, Marshall University

 Reading fluency is understood to be the rate and accuracy of that which is being read and comprehension is the understanding of what has been… (more)

Subjects/Keywords: fluency; comprehension; specific learning disability; <; p>; Reading comprehension.<; /p>; <; p>; Learning disabilities.<; /p>; <; p>; Special education.<; /p>;

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

APA (6th Edition):

Cook, C. (2016). Fluency Interventions and the Impact on Comprehension. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/981

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):

Cook, Colleen. “Fluency Interventions and the Impact on Comprehension.” 2016. Thesis, Marshall University. Accessed August 11, 2020. http://mds.marshall.edu/etd/981.

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

MLA Handbook (7th Edition):

Cook, Colleen. “Fluency Interventions and the Impact on Comprehension.” 2016. Web. 11 Aug 2020.

Vancouver:

Cook C. Fluency Interventions and the Impact on Comprehension. [Internet] [Thesis]. Marshall University; 2016. [cited 2020 Aug 11]. Available from: http://mds.marshall.edu/etd/981.

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

Council of Science Editors:

Cook C. Fluency Interventions and the Impact on Comprehension. [Thesis]. Marshall University; 2016. Available from: http://mds.marshall.edu/etd/981

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

21. Golob, Erika. DYSLEXIA IN A GENERAL PRIMARY EDUCATION ENGLISH CLASSROOM.

Degree: 2015, Univerza v Mariboru

In the master’s thesis I defined the concept of dyslexia. I focused on two different views on dyslexia, namely dyslexia as a reading and writing… (more)

Subjects/Keywords: dyslexia; the gift of dyslexia; learning disability; specific learning disability; general recommendations and accommodations; teacher’s support; disleksija; dar disleksije; učni primanjkljaj; specifične učne težave; splošne smernice in prilagoditve; podpora učitelja; info:eu-repo/classification/udc/376:811.111(043.2)

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APA (6th Edition):

Golob, E. (2015). DYSLEXIA IN A GENERAL PRIMARY EDUCATION ENGLISH CLASSROOM. (Masters Thesis). Univerza v Mariboru. Retrieved from https://dk.um.si/IzpisGradiva.php?id=44834 ; https://dk.um.si/Dokument.php?id=64569&dn= ; https://plus.si.cobiss.net/opac7/bib/21307400?lang=sl

Chicago Manual of Style (16th Edition):

Golob, Erika. “DYSLEXIA IN A GENERAL PRIMARY EDUCATION ENGLISH CLASSROOM.” 2015. Masters Thesis, Univerza v Mariboru. Accessed August 11, 2020. https://dk.um.si/IzpisGradiva.php?id=44834 ; https://dk.um.si/Dokument.php?id=64569&dn= ; https://plus.si.cobiss.net/opac7/bib/21307400?lang=sl.

MLA Handbook (7th Edition):

Golob, Erika. “DYSLEXIA IN A GENERAL PRIMARY EDUCATION ENGLISH CLASSROOM.” 2015. Web. 11 Aug 2020.

Vancouver:

Golob E. DYSLEXIA IN A GENERAL PRIMARY EDUCATION ENGLISH CLASSROOM. [Internet] [Masters thesis]. Univerza v Mariboru; 2015. [cited 2020 Aug 11]. Available from: https://dk.um.si/IzpisGradiva.php?id=44834 ; https://dk.um.si/Dokument.php?id=64569&dn= ; https://plus.si.cobiss.net/opac7/bib/21307400?lang=sl.

Council of Science Editors:

Golob E. DYSLEXIA IN A GENERAL PRIMARY EDUCATION ENGLISH CLASSROOM. [Masters Thesis]. Univerza v Mariboru; 2015. Available from: https://dk.um.si/IzpisGradiva.php?id=44834 ; https://dk.um.si/Dokument.php?id=64569&dn= ; https://plus.si.cobiss.net/opac7/bib/21307400?lang=sl

22. Estrada, Karla Vanessa. Examining English Language Development among English Language Learners with Specific Learning Disability.

Degree: Doctorate in Education, Education, 2013, Loyola Marymount University

  As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and… (more)

Subjects/Keywords: CELDT; english language development; english language learners; english learners; specific learning disability; students with disabilities; Bilingual, Multilingual, and Multicultural Education; Education; Special Education and Teaching

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

APA (6th Edition):

Estrada, K. V. (2013). Examining English Language Development among English Language Learners with Specific Learning Disability. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/214

Chicago Manual of Style (16th Edition):

Estrada, Karla Vanessa. “Examining English Language Development among English Language Learners with Specific Learning Disability.” 2013. Doctoral Dissertation, Loyola Marymount University. Accessed August 11, 2020. https://digitalcommons.lmu.edu/etd/214.

MLA Handbook (7th Edition):

Estrada, Karla Vanessa. “Examining English Language Development among English Language Learners with Specific Learning Disability.” 2013. Web. 11 Aug 2020.

Vancouver:

Estrada KV. Examining English Language Development among English Language Learners with Specific Learning Disability. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2013. [cited 2020 Aug 11]. Available from: https://digitalcommons.lmu.edu/etd/214.

Council of Science Editors:

Estrada KV. Examining English Language Development among English Language Learners with Specific Learning Disability. [Doctoral Dissertation]. Loyola Marymount University; 2013. Available from: https://digitalcommons.lmu.edu/etd/214

23. Hartmann, Gretchen Marie. The relationship between mindset and students with specific learning disabilities.

Degree: MA, Education, 2013, Humboldt State University

 The purpose of this research study is to address differing achievement motivation and academic performance in students who have learning difficulties. Based in social psychology,… (more)

Subjects/Keywords: Growth mindset; Incremental theory; Specific learning disability; Special education

…also widely varies from person to person. Students with a specific learning disability do not… …students who are identified as having a specific learning disability, and will it improve their… …health impairment, Specific learning disability, Speech or language impairment, Traumatic brain… …District, who have a specific learning disability and a fixed mindset. All instruments used were… …assessment records, indicating a specific learning disability in one or more of the areas Attention… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Hartmann, G. M. (2013). The relationship between mindset and students with specific learning disabilities. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/2148/1654

Chicago Manual of Style (16th Edition):

Hartmann, Gretchen Marie. “The relationship between mindset and students with specific learning disabilities.” 2013. Masters Thesis, Humboldt State University. Accessed August 11, 2020. http://hdl.handle.net/2148/1654.

MLA Handbook (7th Edition):

Hartmann, Gretchen Marie. “The relationship between mindset and students with specific learning disabilities.” 2013. Web. 11 Aug 2020.

Vancouver:

Hartmann GM. The relationship between mindset and students with specific learning disabilities. [Internet] [Masters thesis]. Humboldt State University; 2013. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/2148/1654.

Council of Science Editors:

Hartmann GM. The relationship between mindset and students with specific learning disabilities. [Masters Thesis]. Humboldt State University; 2013. Available from: http://hdl.handle.net/2148/1654

24. Ahlmark, Jenny. Om jag får välja mitt eget stöd : Ungdomars upplevelser av skolans stöd i läsning och skrivning.

Degree: Special Education, 2011, Stockholm UniversityStockholm University

Syftet med denna studie är att få kunskap om hur elever med läs- och skrivsvårigheter/dyslexi upplever skolans stöd i läsning och skrivning. Sex ungdomar… (more)

Subjects/Keywords: dyslexia; reading and writing; specific learning disability; special education; students´views; children´s rights; junior high school; secondary school; dyslexi; läs- och skrivsvårigheter; specialpedagogik; särskilt stöd; elevers upplevelser

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APA (6th Edition):

Ahlmark, J. (2011). Om jag får välja mitt eget stöd : Ungdomars upplevelser av skolans stöd i läsning och skrivning. (Thesis). Stockholm UniversityStockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-55061

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):

Ahlmark, Jenny. “Om jag får välja mitt eget stöd : Ungdomars upplevelser av skolans stöd i läsning och skrivning.” 2011. Thesis, Stockholm UniversityStockholm University. Accessed August 11, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-55061.

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

MLA Handbook (7th Edition):

Ahlmark, Jenny. “Om jag får välja mitt eget stöd : Ungdomars upplevelser av skolans stöd i läsning och skrivning.” 2011. Web. 11 Aug 2020.

Vancouver:

Ahlmark J. Om jag får välja mitt eget stöd : Ungdomars upplevelser av skolans stöd i läsning och skrivning. [Internet] [Thesis]. Stockholm UniversityStockholm University; 2011. [cited 2020 Aug 11]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-55061.

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

Council of Science Editors:

Ahlmark J. Om jag får välja mitt eget stöd : Ungdomars upplevelser av skolans stöd i läsning och skrivning. [Thesis]. Stockholm UniversityStockholm University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-55061

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


Liberty University

25. Bunch, Seleta. Experiences of Students with Specific Learning Disorder (including ADHD) in Online College Degree Programs: A Phenomenological Study.

Degree: 2016, Liberty University

 Enrollment in online degree programs is rapidly expanding due to the convenience and affordability offered to students and improvements in technology. The purpose of this… (more)

Subjects/Keywords: Attention Deficit Hyper-activity Disorder; Hermeneutical Phenomenology; Learning Disabilities; Online Learning; Post-secondary Education; Specific Learning Disorder; Disability and Equity in Education; Education; Educational Assessment, Evaluation, and Research; Educational Psychology; Higher Education; Other Education

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

APA (6th Edition):

Bunch, S. (2016). Experiences of Students with Specific Learning Disorder (including ADHD) in Online College Degree Programs: A Phenomenological Study. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1190

Chicago Manual of Style (16th Edition):

Bunch, Seleta. “Experiences of Students with Specific Learning Disorder (including ADHD) in Online College Degree Programs: A Phenomenological Study.” 2016. Doctoral Dissertation, Liberty University. Accessed August 11, 2020. http://digitalcommons.liberty.edu/doctoral/1190.

MLA Handbook (7th Edition):

Bunch, Seleta. “Experiences of Students with Specific Learning Disorder (including ADHD) in Online College Degree Programs: A Phenomenological Study.” 2016. Web. 11 Aug 2020.

Vancouver:

Bunch S. Experiences of Students with Specific Learning Disorder (including ADHD) in Online College Degree Programs: A Phenomenological Study. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2020 Aug 11]. Available from: http://digitalcommons.liberty.edu/doctoral/1190.

Council of Science Editors:

Bunch S. Experiences of Students with Specific Learning Disorder (including ADHD) in Online College Degree Programs: A Phenomenological Study. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1190


University of Pretoria

26. Du Toit, Lorraine Doreen. Die organisasie-vaardighede van die leerder met spesifieke leergestremdheid in die sekondêre skoolfase (Afrikaans).

Degree: Educational Psychology, 2006, University of Pretoria

 Current learning support in an effort to address the learning needs of learners with learning disabilities tends to focus on their language abilities (reading and… (more)

Subjects/Keywords: Ecological systems theories/theory; Higher-order cognitive skills; Secondary school phase; Learning needs; Barriers to learning; Organization skills/organization skills; Specific learning disability; UCTD

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

APA (6th Edition):

Du Toit, L. (2006). Die organisasie-vaardighede van die leerder met spesifieke leergestremdheid in die sekondêre skoolfase (Afrikaans). (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/29349

Chicago Manual of Style (16th Edition):

Du Toit, Lorraine. “Die organisasie-vaardighede van die leerder met spesifieke leergestremdheid in die sekondêre skoolfase (Afrikaans).” 2006. Doctoral Dissertation, University of Pretoria. Accessed August 11, 2020. http://hdl.handle.net/2263/29349.

MLA Handbook (7th Edition):

Du Toit, Lorraine. “Die organisasie-vaardighede van die leerder met spesifieke leergestremdheid in die sekondêre skoolfase (Afrikaans).” 2006. Web. 11 Aug 2020.

Vancouver:

Du Toit L. Die organisasie-vaardighede van die leerder met spesifieke leergestremdheid in die sekondêre skoolfase (Afrikaans). [Internet] [Doctoral dissertation]. University of Pretoria; 2006. [cited 2020 Aug 11]. Available from: http://hdl.handle.net/2263/29349.

Council of Science Editors:

Du Toit L. Die organisasie-vaardighede van die leerder met spesifieke leergestremdheid in die sekondêre skoolfase (Afrikaans). [Doctoral Dissertation]. University of Pretoria; 2006. Available from: http://hdl.handle.net/2263/29349


University of Pretoria

27. [No author]. Die organisasie-vaardighede van die leerder met spesifieke leergestremdheid in die sekondêre skoolfase (Afrikaans) .

Degree: 2006, University of Pretoria

 Current learning support in an effort to address the learning needs of learners with learning disabilities tends to focus on their language abilities (reading and… (more)

Subjects/Keywords: Ecological systems theories/theory; Higher-order cognitive skills; Secondary school phase; Learning needs; Barriers to learning; Organization skills/organization skills; Specific learning disability; UCTD

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

APA (6th Edition):

author], [. (2006). Die organisasie-vaardighede van die leerder met spesifieke leergestremdheid in die sekondêre skoolfase (Afrikaans) . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-11092006-132517/

Chicago Manual of Style (16th Edition):

author], [No. “Die organisasie-vaardighede van die leerder met spesifieke leergestremdheid in die sekondêre skoolfase (Afrikaans) .” 2006. Doctoral Dissertation, University of Pretoria. Accessed August 11, 2020. http://upetd.up.ac.za/thesis/available/etd-11092006-132517/.

MLA Handbook (7th Edition):

author], [No. “Die organisasie-vaardighede van die leerder met spesifieke leergestremdheid in die sekondêre skoolfase (Afrikaans) .” 2006. Web. 11 Aug 2020.

Vancouver:

author] [. Die organisasie-vaardighede van die leerder met spesifieke leergestremdheid in die sekondêre skoolfase (Afrikaans) . [Internet] [Doctoral dissertation]. University of Pretoria; 2006. [cited 2020 Aug 11]. Available from: http://upetd.up.ac.za/thesis/available/etd-11092006-132517/.

Council of Science Editors:

author] [. Die organisasie-vaardighede van die leerder met spesifieke leergestremdheid in die sekondêre skoolfase (Afrikaans) . [Doctoral Dissertation]. University of Pretoria; 2006. Available from: http://upetd.up.ac.za/thesis/available/etd-11092006-132517/


Liberty University

28. Bullock, Terry. Examining Factors That Predict School Psychologists' Perceptions of the Response to Intervention Process.

Degree: 2012, Liberty University

 With increasing emphasis on accountability measures and widespread focus on implementation of Response to Intervention (RtI) procedures in schools, it is critical to examine the… (more)

Subjects/Keywords: Progress monitoring; Research-based interventions; Response to Intervention; School Psychologist; Specific Learning Disability; Tiers; Education, General; Psychology, Social; Education, Educational Psychology; Education, Guidance and Counseling; Education, Administration; Education; Educational Assessment, Evaluation, and Research; Educational Psychology; School Psychology; Student Counseling and Personnel Services; Teacher Education and Professional Development

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

APA (6th Edition):

Bullock, T. (2012). Examining Factors That Predict School Psychologists' Perceptions of the Response to Intervention Process. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/546

Chicago Manual of Style (16th Edition):

Bullock, Terry. “Examining Factors That Predict School Psychologists' Perceptions of the Response to Intervention Process.” 2012. Doctoral Dissertation, Liberty University. Accessed August 11, 2020. http://digitalcommons.liberty.edu/doctoral/546.

MLA Handbook (7th Edition):

Bullock, Terry. “Examining Factors That Predict School Psychologists' Perceptions of the Response to Intervention Process.” 2012. Web. 11 Aug 2020.

Vancouver:

Bullock T. Examining Factors That Predict School Psychologists' Perceptions of the Response to Intervention Process. [Internet] [Doctoral dissertation]. Liberty University; 2012. [cited 2020 Aug 11]. Available from: http://digitalcommons.liberty.edu/doctoral/546.

Council of Science Editors:

Bullock T. Examining Factors That Predict School Psychologists' Perceptions of the Response to Intervention Process. [Doctoral Dissertation]. Liberty University; 2012. Available from: http://digitalcommons.liberty.edu/doctoral/546


Liberty University

29. Jackson, Amy. A Transcendental Phenomenological Study of Novice Elementary Teachers' Perceived Ability to Implement the North Carolina Multi-Tiered System of Support with Fidelity.

Degree: 2017, Liberty University

 The purpose of this transcendental phenomenological study was to gain a deeper understanding of novice elementary teachers’ perceived ability to implement the North Carolina Multi-Tiered… (more)

Subjects/Keywords: Academic Intervention. Behavioral Intervention; Multi-Tiered System of Support; Response to Intervention; Specific Learning Disability; Teacher Efficacy; Curriculum and Instruction; Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Psychology; Elementary and Middle and Secondary Education Administration

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

APA (6th Edition):

Jackson, A. (2017). A Transcendental Phenomenological Study of Novice Elementary Teachers' Perceived Ability to Implement the North Carolina Multi-Tiered System of Support with Fidelity. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1623

Chicago Manual of Style (16th Edition):

Jackson, Amy. “A Transcendental Phenomenological Study of Novice Elementary Teachers' Perceived Ability to Implement the North Carolina Multi-Tiered System of Support with Fidelity.” 2017. Doctoral Dissertation, Liberty University. Accessed August 11, 2020. http://digitalcommons.liberty.edu/doctoral/1623.

MLA Handbook (7th Edition):

Jackson, Amy. “A Transcendental Phenomenological Study of Novice Elementary Teachers' Perceived Ability to Implement the North Carolina Multi-Tiered System of Support with Fidelity.” 2017. Web. 11 Aug 2020.

Vancouver:

Jackson A. A Transcendental Phenomenological Study of Novice Elementary Teachers' Perceived Ability to Implement the North Carolina Multi-Tiered System of Support with Fidelity. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2020 Aug 11]. Available from: http://digitalcommons.liberty.edu/doctoral/1623.

Council of Science Editors:

Jackson A. A Transcendental Phenomenological Study of Novice Elementary Teachers' Perceived Ability to Implement the North Carolina Multi-Tiered System of Support with Fidelity. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1623

30. Tony, Mary Pushpy. The effectiveness of Assistive Technology to support children with Specific Learning Disabilities: Teacher Perspectives.

Degree: CHILD, 2019, Jönköping University

  According to the UNICEF report, up to ten percent of children in the world have affected specific learning disabilities (SLD) and the majority of… (more)

Subjects/Keywords: Specific learning disability (SLD); Teachers; Children; Perspectives; Assistive Technology; Effectiveness; Intervention; Software; Educational Sciences; Utbildningsvetenskap

…perspectives, assistive technology and specific learning disability. The search terms used in the… …to the needs of children with specific learning disabilities (Rufus, et.al, 2015)… …strategies and materials to reduce or eliminate children’s deficits in specific learning areas. The… …perspectives on the effectiveness of assistive technology among children with specific learning… …specific learning disabilities. Two research questions were created for the purpose of the study… 

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

APA (6th Edition):

Tony, M. P. (2019). The effectiveness of Assistive Technology to support children with Specific Learning Disabilities: Teacher Perspectives. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44169

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):

Tony, Mary Pushpy. “The effectiveness of Assistive Technology to support children with Specific Learning Disabilities: Teacher Perspectives.” 2019. Thesis, Jönköping University. Accessed August 11, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44169.

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

MLA Handbook (7th Edition):

Tony, Mary Pushpy. “The effectiveness of Assistive Technology to support children with Specific Learning Disabilities: Teacher Perspectives.” 2019. Web. 11 Aug 2020.

Vancouver:

Tony MP. The effectiveness of Assistive Technology to support children with Specific Learning Disabilities: Teacher Perspectives. [Internet] [Thesis]. Jönköping University; 2019. [cited 2020 Aug 11]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44169.

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

Council of Science Editors:

Tony MP. The effectiveness of Assistive Technology to support children with Specific Learning Disabilities: Teacher Perspectives. [Thesis]. Jönköping University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44169

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

[1] [2]

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