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You searched for subject:(storybook reading). Showing records 1 – 30 of 39 total matches.

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University of Florida

1. Ozdemir, Merve Kubra. The Effectiveness of Storybooks Readings about Emotions for Improving Social and Emotional Learning of Young Children An Intervention Case Study.

Degree: MA, Early Childhood Education - Special Education, School Psychology and Early Childhood Studies, 2017, University of Florida

 As the number of children diagnosed with autism spectrum disorder (ASD) increases, the demand for evidence-based practices aimed at improving social skills is also rising.… (more)

Subjects/Keywords: autism  – emotion  – intervention  – reading  – recognition  – storybook  – vocabulary

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APA (6th Edition):

Ozdemir, M. K. (2017). The Effectiveness of Storybooks Readings about Emotions for Improving Social and Emotional Learning of Young Children An Intervention Case Study. (Masters Thesis). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0051640

Chicago Manual of Style (16th Edition):

Ozdemir, Merve Kubra. “The Effectiveness of Storybooks Readings about Emotions for Improving Social and Emotional Learning of Young Children An Intervention Case Study.” 2017. Masters Thesis, University of Florida. Accessed June 06, 2020. https://ufdc.ufl.edu/UFE0051640.

MLA Handbook (7th Edition):

Ozdemir, Merve Kubra. “The Effectiveness of Storybooks Readings about Emotions for Improving Social and Emotional Learning of Young Children An Intervention Case Study.” 2017. Web. 06 Jun 2020.

Vancouver:

Ozdemir MK. The Effectiveness of Storybooks Readings about Emotions for Improving Social and Emotional Learning of Young Children An Intervention Case Study. [Internet] [Masters thesis]. University of Florida; 2017. [cited 2020 Jun 06]. Available from: https://ufdc.ufl.edu/UFE0051640.

Council of Science Editors:

Ozdemir MK. The Effectiveness of Storybooks Readings about Emotions for Improving Social and Emotional Learning of Young Children An Intervention Case Study. [Masters Thesis]. University of Florida; 2017. Available from: https://ufdc.ufl.edu/UFE0051640


University of Cincinnati

2. Justice, Natalie. Improving Preschool Students’ Engagement and Early Literacy Skills through Electronic Shared Storybook Reading.

Degree: PhD, Education, Criminal Justice, and Human Services: School Psychology, 2019, University of Cincinnati

 Shared storybook reading is a well-researched, interactive, adult-led approach typically used for improving early literacy performance. The utility of electronic shared storybook reading has not… (more)

Subjects/Keywords: Educational Psychology; early literacy; preschool; single-case design; electronic storybook reading; shared storybook reading

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APA (6th Edition):

Justice, N. (2019). Improving Preschool Students’ Engagement and Early Literacy Skills through Electronic Shared Storybook Reading. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1561393754175235

Chicago Manual of Style (16th Edition):

Justice, Natalie. “Improving Preschool Students’ Engagement and Early Literacy Skills through Electronic Shared Storybook Reading.” 2019. Doctoral Dissertation, University of Cincinnati. Accessed June 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1561393754175235.

MLA Handbook (7th Edition):

Justice, Natalie. “Improving Preschool Students’ Engagement and Early Literacy Skills through Electronic Shared Storybook Reading.” 2019. Web. 06 Jun 2020.

Vancouver:

Justice N. Improving Preschool Students’ Engagement and Early Literacy Skills through Electronic Shared Storybook Reading. [Internet] [Doctoral dissertation]. University of Cincinnati; 2019. [cited 2020 Jun 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1561393754175235.

Council of Science Editors:

Justice N. Improving Preschool Students’ Engagement and Early Literacy Skills through Electronic Shared Storybook Reading. [Doctoral Dissertation]. University of Cincinnati; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1561393754175235


University of Kansas

3. Doyne, EIizabeth. A Feasibility Study of Shared Storybook Reading in a Sibling Dyad.

Degree: MA, Intercampus Program in Communicative Disorders, 2018, University of Kansas

 This study investigates a) the whether an older sibling can learn and use interactive story book reading strategies (ISBR) with their younger sibling and b)… (more)

Subjects/Keywords: Language; Speech therapy; Reading instruction; Dialogic Reading; Interactive Storybook Reading; Shared Storybook Reading; Sibling; Siblings; Training

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APA (6th Edition):

Doyne, E. (2018). A Feasibility Study of Shared Storybook Reading in a Sibling Dyad. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/27961

Chicago Manual of Style (16th Edition):

Doyne, EIizabeth. “A Feasibility Study of Shared Storybook Reading in a Sibling Dyad.” 2018. Masters Thesis, University of Kansas. Accessed June 06, 2020. http://hdl.handle.net/1808/27961.

MLA Handbook (7th Edition):

Doyne, EIizabeth. “A Feasibility Study of Shared Storybook Reading in a Sibling Dyad.” 2018. Web. 06 Jun 2020.

Vancouver:

Doyne E. A Feasibility Study of Shared Storybook Reading in a Sibling Dyad. [Internet] [Masters thesis]. University of Kansas; 2018. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/1808/27961.

Council of Science Editors:

Doyne E. A Feasibility Study of Shared Storybook Reading in a Sibling Dyad. [Masters Thesis]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27961


University of Pretoria

4. Higham, Sonja. Teacher's interactions during storybook reading.

Degree: Centre for Augmentative and Alternative Communication (CAAC), 2008, University of Pretoria

 Introduction: The development of thinking skills is increasingly evolving as the one most important goals of formal primary and secondary education. Storybook reading is a… (more)

Subjects/Keywords: Storybook presentation; Storybook reading; Teachers; Interaction; Cognitive level; Type of utterance; Blooms taxonomy; Utterance; Reading style; Grade r; UCTD

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APA (6th Edition):

Higham, S. (2008). Teacher's interactions during storybook reading. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/30327

Chicago Manual of Style (16th Edition):

Higham, Sonja. “Teacher's interactions during storybook reading.” 2008. Masters Thesis, University of Pretoria. Accessed June 06, 2020. http://hdl.handle.net/2263/30327.

MLA Handbook (7th Edition):

Higham, Sonja. “Teacher's interactions during storybook reading.” 2008. Web. 06 Jun 2020.

Vancouver:

Higham S. Teacher's interactions during storybook reading. [Internet] [Masters thesis]. University of Pretoria; 2008. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/2263/30327.

Council of Science Editors:

Higham S. Teacher's interactions during storybook reading. [Masters Thesis]. University of Pretoria; 2008. Available from: http://hdl.handle.net/2263/30327


University of Pretoria

5. [No author]. Teacher's interactions during storybook reading .

Degree: 2008, University of Pretoria

 Introduction: The development of thinking skills is increasingly evolving as the one most important goals of formal primary and secondary education. Storybook reading is a… (more)

Subjects/Keywords: Storybook presentation; Storybook reading; Teachers; Interaction; Cognitive level; Type of utterance; Blooms taxonomy; Utterance; Reading style; Grade r; UCTD

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APA (6th Edition):

author], [. (2008). Teacher's interactions during storybook reading . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-12122008-161047/

Chicago Manual of Style (16th Edition):

author], [No. “Teacher's interactions during storybook reading .” 2008. Masters Thesis, University of Pretoria. Accessed June 06, 2020. http://upetd.up.ac.za/thesis/available/etd-12122008-161047/.

MLA Handbook (7th Edition):

author], [No. “Teacher's interactions during storybook reading .” 2008. Web. 06 Jun 2020.

Vancouver:

author] [. Teacher's interactions during storybook reading . [Internet] [Masters thesis]. University of Pretoria; 2008. [cited 2020 Jun 06]. Available from: http://upetd.up.ac.za/thesis/available/etd-12122008-161047/.

Council of Science Editors:

author] [. Teacher's interactions during storybook reading . [Masters Thesis]. University of Pretoria; 2008. Available from: http://upetd.up.ac.za/thesis/available/etd-12122008-161047/


Liberty University

6. LaCour, Misty Mae. The Impact of a Caregiver Workshop Regarding Storybook Reading on Pre-Kindergarten Children's Readiness for Reading.

Degree: 2010, Liberty University

 This study examined if, by providing caregivers with a workshop regarding effective storybook reading coupled with the receipt of storybooks, Pre-Kindergarten students' emergent literacy development… (more)

Subjects/Keywords: dialogic reading; early childhood; Emergent literacy development; storybook reading; Education, Early Childhood; Education, Reading

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APA (6th Edition):

LaCour, M. M. (2010). The Impact of a Caregiver Workshop Regarding Storybook Reading on Pre-Kindergarten Children's Readiness for Reading. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/310

Chicago Manual of Style (16th Edition):

LaCour, Misty Mae. “The Impact of a Caregiver Workshop Regarding Storybook Reading on Pre-Kindergarten Children's Readiness for Reading.” 2010. Doctoral Dissertation, Liberty University. Accessed June 06, 2020. http://digitalcommons.liberty.edu/doctoral/310.

MLA Handbook (7th Edition):

LaCour, Misty Mae. “The Impact of a Caregiver Workshop Regarding Storybook Reading on Pre-Kindergarten Children's Readiness for Reading.” 2010. Web. 06 Jun 2020.

Vancouver:

LaCour MM. The Impact of a Caregiver Workshop Regarding Storybook Reading on Pre-Kindergarten Children's Readiness for Reading. [Internet] [Doctoral dissertation]. Liberty University; 2010. [cited 2020 Jun 06]. Available from: http://digitalcommons.liberty.edu/doctoral/310.

Council of Science Editors:

LaCour MM. The Impact of a Caregiver Workshop Regarding Storybook Reading on Pre-Kindergarten Children's Readiness for Reading. [Doctoral Dissertation]. Liberty University; 2010. Available from: http://digitalcommons.liberty.edu/doctoral/310


Leiden University

7. Bosch, Roxette Mary van den. Kindergartners' visual attention during storybook reading and subsequent vocabulary learning.

Degree: 2013, Leiden University

 Children’s visual attention during storybook reading and their resulting vocabulary learning were examined. Participants were 21 Dutch kindergartners with an average to large general receptive… (more)

Subjects/Keywords: kindergartners; storybook reading; visual attention; vocabulary learning; inhibitory control

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APA (6th Edition):

Bosch, R. M. v. d. (2013). Kindergartners' visual attention during storybook reading and subsequent vocabulary learning. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/21104

Chicago Manual of Style (16th Edition):

Bosch, Roxette Mary van den. “Kindergartners' visual attention during storybook reading and subsequent vocabulary learning.” 2013. Masters Thesis, Leiden University. Accessed June 06, 2020. http://hdl.handle.net/1887/21104.

MLA Handbook (7th Edition):

Bosch, Roxette Mary van den. “Kindergartners' visual attention during storybook reading and subsequent vocabulary learning.” 2013. Web. 06 Jun 2020.

Vancouver:

Bosch RMvd. Kindergartners' visual attention during storybook reading and subsequent vocabulary learning. [Internet] [Masters thesis]. Leiden University; 2013. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/1887/21104.

Council of Science Editors:

Bosch RMvd. Kindergartners' visual attention during storybook reading and subsequent vocabulary learning. [Masters Thesis]. Leiden University; 2013. Available from: http://hdl.handle.net/1887/21104


Leiden University

8. Papachristopoulou, Ioanna. How Temporal Contiguity between Oral Text and Pictures during Listening to a Digitalized Storybook Influences Young Kindergartener’s Vocabulary Growth.

Degree: 2013, Leiden University

Storybook reading is a widespread activity in the kindergarten classrooms. Preschool teachers usually read the narration of each page from print storybooks and show the… (more)

Subjects/Keywords: Storybook reading; Vocabulary development; Digitalized storybooks; Kindergartener's vocabulary growth

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APA (6th Edition):

Papachristopoulou, I. (2013). How Temporal Contiguity between Oral Text and Pictures during Listening to a Digitalized Storybook Influences Young Kindergartener’s Vocabulary Growth. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/21482

Chicago Manual of Style (16th Edition):

Papachristopoulou, Ioanna. “How Temporal Contiguity between Oral Text and Pictures during Listening to a Digitalized Storybook Influences Young Kindergartener’s Vocabulary Growth.” 2013. Masters Thesis, Leiden University. Accessed June 06, 2020. http://hdl.handle.net/1887/21482.

MLA Handbook (7th Edition):

Papachristopoulou, Ioanna. “How Temporal Contiguity between Oral Text and Pictures during Listening to a Digitalized Storybook Influences Young Kindergartener’s Vocabulary Growth.” 2013. Web. 06 Jun 2020.

Vancouver:

Papachristopoulou I. How Temporal Contiguity between Oral Text and Pictures during Listening to a Digitalized Storybook Influences Young Kindergartener’s Vocabulary Growth. [Internet] [Masters thesis]. Leiden University; 2013. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/1887/21482.

Council of Science Editors:

Papachristopoulou I. How Temporal Contiguity between Oral Text and Pictures during Listening to a Digitalized Storybook Influences Young Kindergartener’s Vocabulary Growth. [Masters Thesis]. Leiden University; 2013. Available from: http://hdl.handle.net/1887/21482


University of Newcastle

9. Martucci, Katrina Maree. Young children's developing theory of mind and shared storybook reading in the preschool setting.

Degree: MEd, 2011, University of Newcastle

Masters Research - Master of Education (MEd)

How we come to understand other people’s thoughts and feelings when we are young (our theory of mind)… (more)

Subjects/Keywords: theory of mind; shared storybook reading; preschool; early childhood

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APA (6th Edition):

Martucci, K. M. (2011). Young children's developing theory of mind and shared storybook reading in the preschool setting. (Masters Thesis). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/917885

Chicago Manual of Style (16th Edition):

Martucci, Katrina Maree. “Young children's developing theory of mind and shared storybook reading in the preschool setting.” 2011. Masters Thesis, University of Newcastle. Accessed June 06, 2020. http://hdl.handle.net/1959.13/917885.

MLA Handbook (7th Edition):

Martucci, Katrina Maree. “Young children's developing theory of mind and shared storybook reading in the preschool setting.” 2011. Web. 06 Jun 2020.

Vancouver:

Martucci KM. Young children's developing theory of mind and shared storybook reading in the preschool setting. [Internet] [Masters thesis]. University of Newcastle; 2011. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/1959.13/917885.

Council of Science Editors:

Martucci KM. Young children's developing theory of mind and shared storybook reading in the preschool setting. [Masters Thesis]. University of Newcastle; 2011. Available from: http://hdl.handle.net/1959.13/917885


University of Miami

10. Lipsky, Miriam G. Head Start Teachers’ Vocabulary Instruction and Language Complexity During Storybook Reading: Predicting Vocabulary Outcomes of Students in Linguistically Diverse Classrooms.

Degree: PhD, Teaching and Learning (Education), 2011, University of Miami

 Previous research indicates that joint storybook reading between caregivers (parents or teachers) and children can have positive effects on the oral language development of young… (more)

Subjects/Keywords: vocabulary; early childhood; storybook reading; Head Start; English Language Learners

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APA (6th Edition):

Lipsky, M. G. (2011). Head Start Teachers’ Vocabulary Instruction and Language Complexity During Storybook Reading: Predicting Vocabulary Outcomes of Students in Linguistically Diverse Classrooms. (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/549

Chicago Manual of Style (16th Edition):

Lipsky, Miriam G. “Head Start Teachers’ Vocabulary Instruction and Language Complexity During Storybook Reading: Predicting Vocabulary Outcomes of Students in Linguistically Diverse Classrooms.” 2011. Doctoral Dissertation, University of Miami. Accessed June 06, 2020. https://scholarlyrepository.miami.edu/oa_dissertations/549.

MLA Handbook (7th Edition):

Lipsky, Miriam G. “Head Start Teachers’ Vocabulary Instruction and Language Complexity During Storybook Reading: Predicting Vocabulary Outcomes of Students in Linguistically Diverse Classrooms.” 2011. Web. 06 Jun 2020.

Vancouver:

Lipsky MG. Head Start Teachers’ Vocabulary Instruction and Language Complexity During Storybook Reading: Predicting Vocabulary Outcomes of Students in Linguistically Diverse Classrooms. [Internet] [Doctoral dissertation]. University of Miami; 2011. [cited 2020 Jun 06]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/549.

Council of Science Editors:

Lipsky MG. Head Start Teachers’ Vocabulary Instruction and Language Complexity During Storybook Reading: Predicting Vocabulary Outcomes of Students in Linguistically Diverse Classrooms. [Doctoral Dissertation]. University of Miami; 2011. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/549


University of Kansas

11. Schmitt, Jacqueline Grace. The Feasibility of Language-Literacy Instruction Facilitated by Preschool Classroom Volunteers.

Degree: MA, Intercampus Program in Communicative Disorders, 2019, University of Kansas

 This pretest-posttest study examined the effects of a professional development training on five volunteer instructors’ (VI) utilization of language and literacy facilitation strategies within interactive… (more)

Subjects/Keywords: Speech therapy; Reading instruction; Teacher education; language; literacy; preschool; storybook reading; volunteer

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APA (6th Edition):

Schmitt, J. G. (2019). The Feasibility of Language-Literacy Instruction Facilitated by Preschool Classroom Volunteers. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/30097

Chicago Manual of Style (16th Edition):

Schmitt, Jacqueline Grace. “The Feasibility of Language-Literacy Instruction Facilitated by Preschool Classroom Volunteers.” 2019. Masters Thesis, University of Kansas. Accessed June 06, 2020. http://hdl.handle.net/1808/30097.

MLA Handbook (7th Edition):

Schmitt, Jacqueline Grace. “The Feasibility of Language-Literacy Instruction Facilitated by Preschool Classroom Volunteers.” 2019. Web. 06 Jun 2020.

Vancouver:

Schmitt JG. The Feasibility of Language-Literacy Instruction Facilitated by Preschool Classroom Volunteers. [Internet] [Masters thesis]. University of Kansas; 2019. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/1808/30097.

Council of Science Editors:

Schmitt JG. The Feasibility of Language-Literacy Instruction Facilitated by Preschool Classroom Volunteers. [Masters Thesis]. University of Kansas; 2019. Available from: http://hdl.handle.net/1808/30097


Penn State University

12. Kotaman, Huseyin. IMPACTS OF DIALOGICAL STORYBOOK READING ON CHILDREN’S RECEPTIVE VOCABULARY DEVELOPMENT AND.

Degree: PhD, Curriculum and Instruction, 2007, Penn State University

 Abstract In this study the researcher examined the impacts of dialogical storybook reading on children’s receptive vocabulary development and their parents’ self-efficacy for storybook reading.… (more)

Subjects/Keywords: storybook reading; receptive vocabulary; early childhood

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APA (6th Edition):

Kotaman, H. (2007). IMPACTS OF DIALOGICAL STORYBOOK READING ON CHILDREN’S RECEPTIVE VOCABULARY DEVELOPMENT AND. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/7940

Chicago Manual of Style (16th Edition):

Kotaman, Huseyin. “IMPACTS OF DIALOGICAL STORYBOOK READING ON CHILDREN’S RECEPTIVE VOCABULARY DEVELOPMENT AND.” 2007. Doctoral Dissertation, Penn State University. Accessed June 06, 2020. https://etda.libraries.psu.edu/catalog/7940.

MLA Handbook (7th Edition):

Kotaman, Huseyin. “IMPACTS OF DIALOGICAL STORYBOOK READING ON CHILDREN’S RECEPTIVE VOCABULARY DEVELOPMENT AND.” 2007. Web. 06 Jun 2020.

Vancouver:

Kotaman H. IMPACTS OF DIALOGICAL STORYBOOK READING ON CHILDREN’S RECEPTIVE VOCABULARY DEVELOPMENT AND. [Internet] [Doctoral dissertation]. Penn State University; 2007. [cited 2020 Jun 06]. Available from: https://etda.libraries.psu.edu/catalog/7940.

Council of Science Editors:

Kotaman H. IMPACTS OF DIALOGICAL STORYBOOK READING ON CHILDREN’S RECEPTIVE VOCABULARY DEVELOPMENT AND. [Doctoral Dissertation]. Penn State University; 2007. Available from: https://etda.libraries.psu.edu/catalog/7940


University of Illinois – Urbana-Champaign

13. Akamoglu, Yusuf. Storybook reading with young children with autism: a parent-implemented communication intervention.

Degree: PhD, Special Education, 2017, University of Illinois – Urbana-Champaign

 Children with autism spectrum disorder (ASD) may experience delays in their ability to speak and communicate with their parents, peers, and others. These children often… (more)

Subjects/Keywords: parent-implemented intervention; training and coaching; social-communication skills; naturalistic; storybook reading; intervention

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APA (6th Edition):

Akamoglu, Y. (2017). Storybook reading with young children with autism: a parent-implemented communication intervention. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/99172

Chicago Manual of Style (16th Edition):

Akamoglu, Yusuf. “Storybook reading with young children with autism: a parent-implemented communication intervention.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed June 06, 2020. http://hdl.handle.net/2142/99172.

MLA Handbook (7th Edition):

Akamoglu, Yusuf. “Storybook reading with young children with autism: a parent-implemented communication intervention.” 2017. Web. 06 Jun 2020.

Vancouver:

Akamoglu Y. Storybook reading with young children with autism: a parent-implemented communication intervention. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/2142/99172.

Council of Science Editors:

Akamoglu Y. Storybook reading with young children with autism: a parent-implemented communication intervention. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/99172


University of Southern California

14. Baca-Fetcenko, Hilda S. The role of storybook reading in a twilight preschool head start program.

Degree: EdD, Education, 2009, University of Southern California

 This study set out to examine the use of storybook reading in the twilight preschool classroom as reading readiness. The focus of the study was… (more)

Subjects/Keywords: twilight preschool; storybook reading; headstart; preschool

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APA (6th Edition):

Baca-Fetcenko, H. S. (2009). The role of storybook reading in a twilight preschool head start program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/183439/rec/7264

Chicago Manual of Style (16th Edition):

Baca-Fetcenko, Hilda S. “The role of storybook reading in a twilight preschool head start program.” 2009. Doctoral Dissertation, University of Southern California. Accessed June 06, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/183439/rec/7264.

MLA Handbook (7th Edition):

Baca-Fetcenko, Hilda S. “The role of storybook reading in a twilight preschool head start program.” 2009. Web. 06 Jun 2020.

Vancouver:

Baca-Fetcenko HS. The role of storybook reading in a twilight preschool head start program. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2020 Jun 06]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/183439/rec/7264.

Council of Science Editors:

Baca-Fetcenko HS. The role of storybook reading in a twilight preschool head start program. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/183439/rec/7264


Virginia Commonwealth University

15. Huennekens, Mary Ellen Donovan. The Cross-linguistic Effects of Dialogic Reading on Young Dual Language Learners.

Degree: PhD, Special Education, 2013, Virginia Commonwealth University

 English fluency is a strong predictor of later academic success in the U.S. (Espinosa, 2007) In fact, a child who enters kindergarten with weak English… (more)

Subjects/Keywords: Dual language learners; English language learners; emergent literacy; Dialogic Reading; shared storybook reading; Education; Special Education and Teaching

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APA (6th Edition):

Huennekens, M. E. D. (2013). The Cross-linguistic Effects of Dialogic Reading on Young Dual Language Learners. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://doi.org/10.25772/ZTGG-MW61 ; https://scholarscompass.vcu.edu/etd/2968

Chicago Manual of Style (16th Edition):

Huennekens, Mary Ellen Donovan. “The Cross-linguistic Effects of Dialogic Reading on Young Dual Language Learners.” 2013. Doctoral Dissertation, Virginia Commonwealth University. Accessed June 06, 2020. https://doi.org/10.25772/ZTGG-MW61 ; https://scholarscompass.vcu.edu/etd/2968.

MLA Handbook (7th Edition):

Huennekens, Mary Ellen Donovan. “The Cross-linguistic Effects of Dialogic Reading on Young Dual Language Learners.” 2013. Web. 06 Jun 2020.

Vancouver:

Huennekens MED. The Cross-linguistic Effects of Dialogic Reading on Young Dual Language Learners. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2013. [cited 2020 Jun 06]. Available from: https://doi.org/10.25772/ZTGG-MW61 ; https://scholarscompass.vcu.edu/etd/2968.

Council of Science Editors:

Huennekens MED. The Cross-linguistic Effects of Dialogic Reading on Young Dual Language Learners. [Doctoral Dissertation]. Virginia Commonwealth University; 2013. Available from: https://doi.org/10.25772/ZTGG-MW61 ; https://scholarscompass.vcu.edu/etd/2968

16. Coelho, Leandra Marques. O conto através do gesto: Interacções mãe – criança surda durante a leitura de livros de histórias.

Degree: 2009, ISPA

Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário

A presente investigação procurou ilustrar as interacções desenvolvidas entre as crianças e respectivas mães, durante a… (more)

Subjects/Keywords: Leitura de histórias; Crianças surdas; Interacções mãe-criança; Storybook reading; Deaf children; Mother-child interactions; Domínio/Área Científica::Ciências Sociais::Psicologia

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

APA (6th Edition):

Coelho, L. M. (2009). O conto através do gesto: Interacções mãe – criança surda durante a leitura de livros de histórias. (Thesis). ISPA. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/4360

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):

Coelho, Leandra Marques. “O conto através do gesto: Interacções mãe – criança surda durante a leitura de livros de histórias.” 2009. Thesis, ISPA. Accessed June 06, 2020. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/4360.

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

MLA Handbook (7th Edition):

Coelho, Leandra Marques. “O conto através do gesto: Interacções mãe – criança surda durante a leitura de livros de histórias.” 2009. Web. 06 Jun 2020.

Vancouver:

Coelho LM. O conto através do gesto: Interacções mãe – criança surda durante a leitura de livros de histórias. [Internet] [Thesis]. ISPA; 2009. [cited 2020 Jun 06]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/4360.

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

Council of Science Editors:

Coelho LM. O conto através do gesto: Interacções mãe – criança surda durante a leitura de livros de histórias. [Thesis]. ISPA; 2009. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/4360

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


Brigham Young University

17. MacKay, Kathryn L. Does an iPad Change the Experience? A Look at Mother-Child Book Reading Interactions.

Degree: PhD, 2015, Brigham Young University

 Researchers have long argued the importance of shared book reading and its potential impact on future reading growth. With the increasing popularity of e-books and… (more)

Subjects/Keywords: electronic books; family literacy; shared storybook reading; mother-child interactions; digital literacies; emergent literacy; Educational Assessment, Evaluation, and Research

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

APA (6th Edition):

MacKay, K. L. (2015). Does an iPad Change the Experience? A Look at Mother-Child Book Reading Interactions. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6999&context=etd

Chicago Manual of Style (16th Edition):

MacKay, Kathryn L. “Does an iPad Change the Experience? A Look at Mother-Child Book Reading Interactions.” 2015. Doctoral Dissertation, Brigham Young University. Accessed June 06, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6999&context=etd.

MLA Handbook (7th Edition):

MacKay, Kathryn L. “Does an iPad Change the Experience? A Look at Mother-Child Book Reading Interactions.” 2015. Web. 06 Jun 2020.

Vancouver:

MacKay KL. Does an iPad Change the Experience? A Look at Mother-Child Book Reading Interactions. [Internet] [Doctoral dissertation]. Brigham Young University; 2015. [cited 2020 Jun 06]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6999&context=etd.

Council of Science Editors:

MacKay KL. Does an iPad Change the Experience? A Look at Mother-Child Book Reading Interactions. [Doctoral Dissertation]. Brigham Young University; 2015. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6999&context=etd

18. Barnes, Erica Marie. Head Start Preschool Teachers' Commenting Practices During Shared Book Reading Sessions: Describing Learning Opportunities for Children with Varying Vocabulary Abilities.

Degree: PhD, Learning, Teaching and Diversity, 2013, Vanderbilt University

 Accumulating evidence from research indicates that input from teachers, measured at the utterance level, may positively impact childrenâs language and vocabulary growth. To date, few… (more)

Subjects/Keywords: Storybook Reading; Head Start; Preschool; Vocabulary

…later reading comprehension through multiple studies (Kendeou… …vocabulary ability has been related to later reading ability… …also been linked to later reading ability, both directly and… …for 7% of the variance of reading comprehension measured in… …and reading comprehension skills (National Early Literacy Panel… 

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

APA (6th Edition):

Barnes, E. M. (2013). Head Start Preschool Teachers' Commenting Practices During Shared Book Reading Sessions: Describing Learning Opportunities for Children with Varying Vocabulary Abilities. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-08302013-091544/ ;

Chicago Manual of Style (16th Edition):

Barnes, Erica Marie. “Head Start Preschool Teachers' Commenting Practices During Shared Book Reading Sessions: Describing Learning Opportunities for Children with Varying Vocabulary Abilities.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed June 06, 2020. http://etd.library.vanderbilt.edu/available/etd-08302013-091544/ ;.

MLA Handbook (7th Edition):

Barnes, Erica Marie. “Head Start Preschool Teachers' Commenting Practices During Shared Book Reading Sessions: Describing Learning Opportunities for Children with Varying Vocabulary Abilities.” 2013. Web. 06 Jun 2020.

Vancouver:

Barnes EM. Head Start Preschool Teachers' Commenting Practices During Shared Book Reading Sessions: Describing Learning Opportunities for Children with Varying Vocabulary Abilities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2020 Jun 06]. Available from: http://etd.library.vanderbilt.edu/available/etd-08302013-091544/ ;.

Council of Science Editors:

Barnes EM. Head Start Preschool Teachers' Commenting Practices During Shared Book Reading Sessions: Describing Learning Opportunities for Children with Varying Vocabulary Abilities. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://etd.library.vanderbilt.edu/available/etd-08302013-091544/ ;


Karlstad University

19. Andreadis, Evelina. Högläsning som pedagogiskt redskap : En studie om pedagogers arbete med högläsning på lågstadiet.

Degree: Literature and Intercultural Studies (from 2013), 2019, Karlstad University

Reading aloud is something that is considered important for children's linguistic development, although I have experienced that reading is something that has rarely taken place… (more)

Subjects/Keywords: reading aloud; storybook-telling; pedagogue; primary school; högläsning; gemensam läsning; pedagog; lågstadiet; Humanities and the Arts; Humaniora och konst

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

APA (6th Edition):

Andreadis, E. (2019). Högläsning som pedagogiskt redskap : En studie om pedagogers arbete med högläsning på lågstadiet. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72387

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):

Andreadis, Evelina. “Högläsning som pedagogiskt redskap : En studie om pedagogers arbete med högläsning på lågstadiet.” 2019. Thesis, Karlstad University. Accessed June 06, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72387.

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

MLA Handbook (7th Edition):

Andreadis, Evelina. “Högläsning som pedagogiskt redskap : En studie om pedagogers arbete med högläsning på lågstadiet.” 2019. Web. 06 Jun 2020.

Vancouver:

Andreadis E. Högläsning som pedagogiskt redskap : En studie om pedagogers arbete med högläsning på lågstadiet. [Internet] [Thesis]. Karlstad University; 2019. [cited 2020 Jun 06]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72387.

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

Council of Science Editors:

Andreadis E. Högläsning som pedagogiskt redskap : En studie om pedagogers arbete med högläsning på lågstadiet. [Thesis]. Karlstad University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72387

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


Georgia State University

20. Wise, Laura West. Case Studies of the Literacy Interactions of Preschool Deaf Children with their Parents in the Home.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2006, Georgia State University

  In the field of deaf education, a long-standing and still unanswered question is why are the reading levels and academic achievement levels of deaf… (more)

Subjects/Keywords: storybook reading; deaf; preschool; literacy; emergent literacy; Education

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

APA (6th Edition):

Wise, L. W. (2006). Case Studies of the Literacy Interactions of Preschool Deaf Children with their Parents in the Home. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/9

Chicago Manual of Style (16th Edition):

Wise, Laura West. “Case Studies of the Literacy Interactions of Preschool Deaf Children with their Parents in the Home.” 2006. Doctoral Dissertation, Georgia State University. Accessed June 06, 2020. https://scholarworks.gsu.edu/msit_diss/9.

MLA Handbook (7th Edition):

Wise, Laura West. “Case Studies of the Literacy Interactions of Preschool Deaf Children with their Parents in the Home.” 2006. Web. 06 Jun 2020.

Vancouver:

Wise LW. Case Studies of the Literacy Interactions of Preschool Deaf Children with their Parents in the Home. [Internet] [Doctoral dissertation]. Georgia State University; 2006. [cited 2020 Jun 06]. Available from: https://scholarworks.gsu.edu/msit_diss/9.

Council of Science Editors:

Wise LW. Case Studies of the Literacy Interactions of Preschool Deaf Children with their Parents in the Home. [Doctoral Dissertation]. Georgia State University; 2006. Available from: https://scholarworks.gsu.edu/msit_diss/9

21. Allen, Amy C. A Meta-Analysis on the Variables of Storybook Reading Relative to Emergent Literacy Skill Development.

Degree: Education, 2016, University of California – Riverside

 Emergent literacy skills have been found to be an important predictor of future linguistic acquisition and academic success. Studies have also shown that children who… (more)

Subjects/Keywords: Early childhood education; Education; Dialogic Reading; Emergent Literacy; Explicit Instruction; Shared Storybook Reading; Storybook Reading

…A Meta-Analysis on the Variables of Storybook Reading Relative to Emergent Literacy Skill… …achievement for preschoolers and kindergarteners. Shared Storybook Reading Shared storybook reading… …child through shared storybook reading can have a positive and lasting impact on emergent… …specific factors of the storybook reading experience particularly contribute to predicting future… …literacy outcomes. Research has shown that shared storybook reading, can have one of the most… 

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

APA (6th Edition):

Allen, A. C. (2016). A Meta-Analysis on the Variables of Storybook Reading Relative to Emergent Literacy Skill Development. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/23d2s69j

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, Amy C. “A Meta-Analysis on the Variables of Storybook Reading Relative to Emergent Literacy Skill Development.” 2016. Thesis, University of California – Riverside. Accessed June 06, 2020. http://www.escholarship.org/uc/item/23d2s69j.

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

MLA Handbook (7th Edition):

Allen, Amy C. “A Meta-Analysis on the Variables of Storybook Reading Relative to Emergent Literacy Skill Development.” 2016. Web. 06 Jun 2020.

Vancouver:

Allen AC. A Meta-Analysis on the Variables of Storybook Reading Relative to Emergent Literacy Skill Development. [Internet] [Thesis]. University of California – Riverside; 2016. [cited 2020 Jun 06]. Available from: http://www.escholarship.org/uc/item/23d2s69j.

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

Council of Science Editors:

Allen AC. A Meta-Analysis on the Variables of Storybook Reading Relative to Emergent Literacy Skill Development. [Thesis]. University of California – Riverside; 2016. Available from: http://www.escholarship.org/uc/item/23d2s69j

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

22. Takacs, Zsofia Katalin. On-screen children's stories: the good, the bad and the ugly.

Degree: 2015, Institute of Education and Child Studies, Faculty of Social and Behavioural Sciences, Leiden University

 Based on the available empirical evidence, it was investigated in the present dissertation which features of electronic storybooks are beneficial for young children's language and… (more)

Subjects/Keywords: Storybook reading; Multimedia; Interactivity; Language development; Emergent literary; Vocabulary; Storybook reading; Multimedia; Interactivity; Language development; Emergent literary; Vocabulary

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

APA (6th Edition):

Takacs, Z. K. (2015). On-screen children's stories: the good, the bad and the ugly. (Doctoral Dissertation). Institute of Education and Child Studies, Faculty of Social and Behavioural Sciences, Leiden University. Retrieved from http://hdl.handle.net/1887/32791

Chicago Manual of Style (16th Edition):

Takacs, Zsofia Katalin. “On-screen children's stories: the good, the bad and the ugly.” 2015. Doctoral Dissertation, Institute of Education and Child Studies, Faculty of Social and Behavioural Sciences, Leiden University. Accessed June 06, 2020. http://hdl.handle.net/1887/32791.

MLA Handbook (7th Edition):

Takacs, Zsofia Katalin. “On-screen children's stories: the good, the bad and the ugly.” 2015. Web. 06 Jun 2020.

Vancouver:

Takacs ZK. On-screen children's stories: the good, the bad and the ugly. [Internet] [Doctoral dissertation]. Institute of Education and Child Studies, Faculty of Social and Behavioural Sciences, Leiden University; 2015. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/1887/32791.

Council of Science Editors:

Takacs ZK. On-screen children's stories: the good, the bad and the ugly. [Doctoral Dissertation]. Institute of Education and Child Studies, Faculty of Social and Behavioural Sciences, Leiden University; 2015. Available from: http://hdl.handle.net/1887/32791

23. Rato, Leonor Vargas Moniz Moreira. Conta-me tu esta história - Programa de leitura dialógica de histórias em crianças de idade pré-escolar.

Degree: 2017, ISPA

Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Educacional.

O presente estudo pretendeu investigar,… (more)

Subjects/Keywords: Leitura dialógica; Leitura de histórias; Crianças de idade pré-escolar; Dialogic reading; Storybook reading; Preschool children; Domínio/Área Científica::Ciências Sociais::Psicologia

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

APA (6th Edition):

Rato, L. V. M. M. (2017). Conta-me tu esta história - Programa de leitura dialógica de histórias em crianças de idade pré-escolar. (Thesis). ISPA. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/5799

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):

Rato, Leonor Vargas Moniz Moreira. “Conta-me tu esta história - Programa de leitura dialógica de histórias em crianças de idade pré-escolar.” 2017. Thesis, ISPA. Accessed June 06, 2020. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/5799.

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

MLA Handbook (7th Edition):

Rato, Leonor Vargas Moniz Moreira. “Conta-me tu esta história - Programa de leitura dialógica de histórias em crianças de idade pré-escolar.” 2017. Web. 06 Jun 2020.

Vancouver:

Rato LVMM. Conta-me tu esta história - Programa de leitura dialógica de histórias em crianças de idade pré-escolar. [Internet] [Thesis]. ISPA; 2017. [cited 2020 Jun 06]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/5799.

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

Council of Science Editors:

Rato LVMM. Conta-me tu esta história - Programa de leitura dialógica de histórias em crianças de idade pré-escolar. [Thesis]. ISPA; 2017. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/5799

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


NSYSU

24. Chung, Man-ying. Explore the effects of reading motivation and reading self-efficacy on Creative Thinking Instruction of picture storybooks for third grade students in elementary schools.

Degree: Master, Education, 2006, NSYSU

 Abstract The main purpose of this paper was to explore the effects of reading motivation and reading self-efficacy on Creative Thinking Instruction of picture storybooks… (more)

Subjects/Keywords: Creative Thinking Instruction; Picture Storybook; Reading Motivation; Reading Self-efficacy

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APA (6th Edition):

Chung, M. (2006). Explore the effects of reading motivation and reading self-efficacy on Creative Thinking Instruction of picture storybooks for third grade students in elementary schools. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0518106-215712

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):

Chung, Man-ying. “Explore the effects of reading motivation and reading self-efficacy on Creative Thinking Instruction of picture storybooks for third grade students in elementary schools.” 2006. Thesis, NSYSU. Accessed June 06, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0518106-215712.

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

MLA Handbook (7th Edition):

Chung, Man-ying. “Explore the effects of reading motivation and reading self-efficacy on Creative Thinking Instruction of picture storybooks for third grade students in elementary schools.” 2006. Web. 06 Jun 2020.

Vancouver:

Chung M. Explore the effects of reading motivation and reading self-efficacy on Creative Thinking Instruction of picture storybooks for third grade students in elementary schools. [Internet] [Thesis]. NSYSU; 2006. [cited 2020 Jun 06]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0518106-215712.

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

Council of Science Editors:

Chung M. Explore the effects of reading motivation and reading self-efficacy on Creative Thinking Instruction of picture storybooks for third grade students in elementary schools. [Thesis]. NSYSU; 2006. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0518106-215712

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

25. McIlwain, Mary Jane. Dialogic Buddy Reading: Fidelity, Vocabulary, Sustainability .

Degree: 2012, George Mason University

 This dissertation employed a single subject, multi-probe design that studied the fidelity, vocabulary gains, and sustainability associated with dialogic buddy reading in a diverse, suburban… (more)

Subjects/Keywords: Dialogue Reading; Vocabulary Development; Storybook Reading; Emergent Literacy

reading. Studies note the positive 3 impact of two different forms of storybook reading on… …Scribner, & Souberman, 1978). Additionally, children‟s experiences with storybook reading… …literacy and storybook reading, and fidelity of practices. To read the system, start at any of… …Acquisition Storybook Reading and Other Emergent Literacy Activities Phonological Awareness… …adequately). For example, increased storybook reading leads to increased fidelity, which… 

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

APA (6th Edition):

McIlwain, M. J. (2012). Dialogic Buddy Reading: Fidelity, Vocabulary, Sustainability . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/7524

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):

McIlwain, Mary Jane. “Dialogic Buddy Reading: Fidelity, Vocabulary, Sustainability .” 2012. Thesis, George Mason University. Accessed June 06, 2020. http://hdl.handle.net/1920/7524.

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

MLA Handbook (7th Edition):

McIlwain, Mary Jane. “Dialogic Buddy Reading: Fidelity, Vocabulary, Sustainability .” 2012. Web. 06 Jun 2020.

Vancouver:

McIlwain MJ. Dialogic Buddy Reading: Fidelity, Vocabulary, Sustainability . [Internet] [Thesis]. George Mason University; 2012. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/1920/7524.

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

Council of Science Editors:

McIlwain MJ. Dialogic Buddy Reading: Fidelity, Vocabulary, Sustainability . [Thesis]. George Mason University; 2012. Available from: http://hdl.handle.net/1920/7524

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


University of Pretoria

26. Tonsing, Kerstin Monika. Using a matrix strategy to teach graphic symbol combinations to children with limited speech during shared storybook reading.

Degree: Centre for Augmentative and Alternative Communication (CAAC), 2013, University of Pretoria

 Children with limited speech using graphic symbols for communication often express themselves predominantly through single symbols rather than symbol combinations. This study aimed to investigate… (more)

Subjects/Keywords: Aided communication; Augmentative and alternative communication; Children; Graphic symbol combinations; Language learning; Limited speech; Matrix strategy; Prompting hierarchy; Multiple probe design; Shared storybook reading; UCTD

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

APA (6th Edition):

Tonsing, K. M. (2013). Using a matrix strategy to teach graphic symbol combinations to children with limited speech during shared storybook reading. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25518

Chicago Manual of Style (16th Edition):

Tonsing, Kerstin Monika. “Using a matrix strategy to teach graphic symbol combinations to children with limited speech during shared storybook reading.” 2013. Doctoral Dissertation, University of Pretoria. Accessed June 06, 2020. http://hdl.handle.net/2263/25518.

MLA Handbook (7th Edition):

Tonsing, Kerstin Monika. “Using a matrix strategy to teach graphic symbol combinations to children with limited speech during shared storybook reading.” 2013. Web. 06 Jun 2020.

Vancouver:

Tonsing KM. Using a matrix strategy to teach graphic symbol combinations to children with limited speech during shared storybook reading. [Internet] [Doctoral dissertation]. University of Pretoria; 2013. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/2263/25518.

Council of Science Editors:

Tonsing KM. Using a matrix strategy to teach graphic symbol combinations to children with limited speech during shared storybook reading. [Doctoral Dissertation]. University of Pretoria; 2013. Available from: http://hdl.handle.net/2263/25518


University of Stirling

27. Ó Cathalláin, Seán. Early Literacy in all-Irish Immersion Primary Schools: A micro-ethnographic case study of storybook reading events in Irish and English.

Degree: PhD, School of Education, 2011, University of Stirling

 This thesis examines ways in which literacy practices are shaped by local norms in all-Irish immersion schools, as evidenced in storybook reading events in Irish… (more)

Subjects/Keywords: early literacy, immersion education, literacy practices, literacy events, storybook reading, identity, bilingual, bilingual reader, micro-ethnography, discourse analysis; Irish language Study and teaching (Primary) Ireland

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APA (6th Edition):

Ó Cathalláin, S. (2011). Early Literacy in all-Irish Immersion Primary Schools: A micro-ethnographic case study of storybook reading events in Irish and English. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/6509

Chicago Manual of Style (16th Edition):

Ó Cathalláin, Seán. “Early Literacy in all-Irish Immersion Primary Schools: A micro-ethnographic case study of storybook reading events in Irish and English.” 2011. Doctoral Dissertation, University of Stirling. Accessed June 06, 2020. http://hdl.handle.net/1893/6509.

MLA Handbook (7th Edition):

Ó Cathalláin, Seán. “Early Literacy in all-Irish Immersion Primary Schools: A micro-ethnographic case study of storybook reading events in Irish and English.” 2011. Web. 06 Jun 2020.

Vancouver:

Ó Cathalláin S. Early Literacy in all-Irish Immersion Primary Schools: A micro-ethnographic case study of storybook reading events in Irish and English. [Internet] [Doctoral dissertation]. University of Stirling; 2011. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/1893/6509.

Council of Science Editors:

Ó Cathalláin S. Early Literacy in all-Irish Immersion Primary Schools: A micro-ethnographic case study of storybook reading events in Irish and English. [Doctoral Dissertation]. University of Stirling; 2011. Available from: http://hdl.handle.net/1893/6509


University of Pretoria

28. Tonsing, Kerstin Monika. Using a matrix strategy to teach graphic symbol combinations to children with limited speech during shared storybook reading .

Degree: 2013, University of Pretoria

 Children with limited speech using graphic symbols for communication often express themselves predominantly through single symbols rather than symbol combinations. This study aimed to investigate… (more)

Subjects/Keywords: Aided communication; Augmentative and alternative communication; Children; Graphic symbol combinations; Language learning; Limited speech; Matrix strategy; Prompting hierarchy; Multiple probe design; Shared storybook reading; UCTD

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

APA (6th Edition):

Tonsing, K. M. (2013). Using a matrix strategy to teach graphic symbol combinations to children with limited speech during shared storybook reading . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-06132013-163255/

Chicago Manual of Style (16th Edition):

Tonsing, Kerstin Monika. “Using a matrix strategy to teach graphic symbol combinations to children with limited speech during shared storybook reading .” 2013. Doctoral Dissertation, University of Pretoria. Accessed June 06, 2020. http://upetd.up.ac.za/thesis/available/etd-06132013-163255/.

MLA Handbook (7th Edition):

Tonsing, Kerstin Monika. “Using a matrix strategy to teach graphic symbol combinations to children with limited speech during shared storybook reading .” 2013. Web. 06 Jun 2020.

Vancouver:

Tonsing KM. Using a matrix strategy to teach graphic symbol combinations to children with limited speech during shared storybook reading . [Internet] [Doctoral dissertation]. University of Pretoria; 2013. [cited 2020 Jun 06]. Available from: http://upetd.up.ac.za/thesis/available/etd-06132013-163255/.

Council of Science Editors:

Tonsing KM. Using a matrix strategy to teach graphic symbol combinations to children with limited speech during shared storybook reading . [Doctoral Dissertation]. University of Pretoria; 2013. Available from: http://upetd.up.ac.za/thesis/available/etd-06132013-163255/


Virginia Tech

29. Jawhar, Salwa Baker. Emergent Literacy Development Through Storybook Reading: One Head Start Teacher's Explanations and Practices.

Degree: PhD, Teaching and Learning, 2000, Virginia Tech

 My goal in undertaking this research was to contribute to strengthening kindergarten educational practices in Kuwait with particular focus on literacy development. I was interested… (more)

Subjects/Keywords: Classroom instruction; Literacy learning; Emergent literacy; Storybook reading; Head Start Program

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

APA (6th Edition):

Jawhar, S. B. (2000). Emergent Literacy Development Through Storybook Reading: One Head Start Teacher's Explanations and Practices. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27392

Chicago Manual of Style (16th Edition):

Jawhar, Salwa Baker. “Emergent Literacy Development Through Storybook Reading: One Head Start Teacher's Explanations and Practices.” 2000. Doctoral Dissertation, Virginia Tech. Accessed June 06, 2020. http://hdl.handle.net/10919/27392.

MLA Handbook (7th Edition):

Jawhar, Salwa Baker. “Emergent Literacy Development Through Storybook Reading: One Head Start Teacher's Explanations and Practices.” 2000. Web. 06 Jun 2020.

Vancouver:

Jawhar SB. Emergent Literacy Development Through Storybook Reading: One Head Start Teacher's Explanations and Practices. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2020 Jun 06]. Available from: http://hdl.handle.net/10919/27392.

Council of Science Editors:

Jawhar SB. Emergent Literacy Development Through Storybook Reading: One Head Start Teacher's Explanations and Practices. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/27392

30. Rotrueangrit, Duangtida. Bedtime storybook reading as Language and Social Interaction Intervention for Children with Autism : A study from Bangkok on parents´ assessment of their autistic children´s development.

Degree: Social Sciences, 2007, Mälardalen University

  The purpose of this intervention study was to test the possibility and ability of using story book reading as intervention for children with autism… (more)

Subjects/Keywords: Bedtime storybook reading; Language; social interaction; intervention; children with autism; Psychology; Psykologi

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

APA (6th Edition):

Rotrueangrit, D. (2007). Bedtime storybook reading as Language and Social Interaction Intervention for Children with Autism : A study from Bangkok on parents´ assessment of their autistic children´s development. (Thesis). Mälardalen University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-524

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):

Rotrueangrit, Duangtida. “Bedtime storybook reading as Language and Social Interaction Intervention for Children with Autism : A study from Bangkok on parents´ assessment of their autistic children´s development.” 2007. Thesis, Mälardalen University. Accessed June 06, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-524.

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

MLA Handbook (7th Edition):

Rotrueangrit, Duangtida. “Bedtime storybook reading as Language and Social Interaction Intervention for Children with Autism : A study from Bangkok on parents´ assessment of their autistic children´s development.” 2007. Web. 06 Jun 2020.

Vancouver:

Rotrueangrit D. Bedtime storybook reading as Language and Social Interaction Intervention for Children with Autism : A study from Bangkok on parents´ assessment of their autistic children´s development. [Internet] [Thesis]. Mälardalen University; 2007. [cited 2020 Jun 06]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-524.

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

Council of Science Editors:

Rotrueangrit D. Bedtime storybook reading as Language and Social Interaction Intervention for Children with Autism : A study from Bangkok on parents´ assessment of their autistic children´s development. [Thesis]. Mälardalen University; 2007. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-524

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

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