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You searched for subject:(text comprehension). Showing records 1 – 30 of 215 total matches.

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Penn State University

1. Ray, Melissa N. Individual Differences In Deep Level Comprehension: Contributions of Text Structure, Comprehension Skill, and Prior knowledge .

Degree: 2013, Penn State University

 This study investigated the influence of expository text structure on college readers’ inferencing after reading. I examined whether type of expository text structure influenced bridging… (more)

Subjects/Keywords: Text Structure; Inferences; Comprehension; Comprehension Skill

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APA (6th Edition):

Ray, M. N. (2013). Individual Differences In Deep Level Comprehension: Contributions of Text Structure, Comprehension Skill, and Prior knowledge . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/19297

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):

Ray, Melissa N. “Individual Differences In Deep Level Comprehension: Contributions of Text Structure, Comprehension Skill, and Prior knowledge .” 2013. Thesis, Penn State University. Accessed April 23, 2021. https://submit-etda.libraries.psu.edu/catalog/19297.

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

MLA Handbook (7th Edition):

Ray, Melissa N. “Individual Differences In Deep Level Comprehension: Contributions of Text Structure, Comprehension Skill, and Prior knowledge .” 2013. Web. 23 Apr 2021.

Vancouver:

Ray MN. Individual Differences In Deep Level Comprehension: Contributions of Text Structure, Comprehension Skill, and Prior knowledge . [Internet] [Thesis]. Penn State University; 2013. [cited 2021 Apr 23]. Available from: https://submit-etda.libraries.psu.edu/catalog/19297.

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

Council of Science Editors:

Ray MN. Individual Differences In Deep Level Comprehension: Contributions of Text Structure, Comprehension Skill, and Prior knowledge . [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/19297

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


Vanderbilt University

2. Reynolds, Daniel Eagan. Talking it Out: Scaffolding High Schoolers' Comprehension of Complex Text.

Degree: PhD, Learning, Teaching and Diversity, 2017, Vanderbilt University

 Though researchers and policymakers have called for an increase in text complexity in reading instruction, little research exists on whether scaffolding can support students reading… (more)

Subjects/Keywords: text complexity; reading comprehension; scaffolding

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APA (6th Edition):

Reynolds, D. E. (2017). Talking it Out: Scaffolding High Schoolers' Comprehension of Complex Text. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14324

Chicago Manual of Style (16th Edition):

Reynolds, Daniel Eagan. “Talking it Out: Scaffolding High Schoolers' Comprehension of Complex Text.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed April 23, 2021. http://hdl.handle.net/1803/14324.

MLA Handbook (7th Edition):

Reynolds, Daniel Eagan. “Talking it Out: Scaffolding High Schoolers' Comprehension of Complex Text.” 2017. Web. 23 Apr 2021.

Vancouver:

Reynolds DE. Talking it Out: Scaffolding High Schoolers' Comprehension of Complex Text. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2021 Apr 23]. Available from: http://hdl.handle.net/1803/14324.

Council of Science Editors:

Reynolds DE. Talking it Out: Scaffolding High Schoolers' Comprehension of Complex Text. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/14324


Penn State University

3. Ray, Melissa N. THE DEVELOPMENT OF STRUCTURAL AWARENESS:THE RELATIONSHIP BETWEEN AGE, SKILL, AND TEXT .

Degree: 2011, Penn State University

 An important aspect of expository text comprehension is structural awareness, readers’ ability to perceive and use the author’s organization to organize their own understandings. This… (more)

Subjects/Keywords: reading comprehension; text structure

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

APA (6th Edition):

Ray, M. N. (2011). THE DEVELOPMENT OF STRUCTURAL AWARENESS:THE RELATIONSHIP BETWEEN AGE, SKILL, AND TEXT . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/11822

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):

Ray, Melissa N. “THE DEVELOPMENT OF STRUCTURAL AWARENESS:THE RELATIONSHIP BETWEEN AGE, SKILL, AND TEXT .” 2011. Thesis, Penn State University. Accessed April 23, 2021. https://submit-etda.libraries.psu.edu/catalog/11822.

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

MLA Handbook (7th Edition):

Ray, Melissa N. “THE DEVELOPMENT OF STRUCTURAL AWARENESS:THE RELATIONSHIP BETWEEN AGE, SKILL, AND TEXT .” 2011. Web. 23 Apr 2021.

Vancouver:

Ray MN. THE DEVELOPMENT OF STRUCTURAL AWARENESS:THE RELATIONSHIP BETWEEN AGE, SKILL, AND TEXT . [Internet] [Thesis]. Penn State University; 2011. [cited 2021 Apr 23]. Available from: https://submit-etda.libraries.psu.edu/catalog/11822.

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

Council of Science Editors:

Ray MN. THE DEVELOPMENT OF STRUCTURAL AWARENESS:THE RELATIONSHIP BETWEEN AGE, SKILL, AND TEXT . [Thesis]. Penn State University; 2011. Available from: https://submit-etda.libraries.psu.edu/catalog/11822

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


University of Debrecen

4. Mácsiné Rohodi, Katalin. Teaching Listening in Lifelines and Matrix Pre-Intermediate .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

 The subject of this thesis, after examining some theoretical questions on second language listening, is to consider in what ways Hutchinson’s Lifelines Pre-Intermediate and Gude… (more)

Subjects/Keywords: listening comprehension; listening text

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APA (6th Edition):

Mácsiné Rohodi, K. (2013). Teaching Listening in Lifelines and Matrix Pre-Intermediate . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/164331

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):

Mácsiné Rohodi, Katalin. “Teaching Listening in Lifelines and Matrix Pre-Intermediate .” 2013. Thesis, University of Debrecen. Accessed April 23, 2021. http://hdl.handle.net/2437/164331.

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

MLA Handbook (7th Edition):

Mácsiné Rohodi, Katalin. “Teaching Listening in Lifelines and Matrix Pre-Intermediate .” 2013. Web. 23 Apr 2021.

Vancouver:

Mácsiné Rohodi K. Teaching Listening in Lifelines and Matrix Pre-Intermediate . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Apr 23]. Available from: http://hdl.handle.net/2437/164331.

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

Council of Science Editors:

Mácsiné Rohodi K. Teaching Listening in Lifelines and Matrix Pre-Intermediate . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/164331

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


University of Minnesota

5. Lewis, Mark. Using Testing To Potentiate Learning From Expository Texts.

Degree: PhD, Educational Psychology, 2013, University of Minnesota

 This dissertation proposes a novel approach for improving learning using testing. A growing body of research has demonstrated that testing can be a powerful tool… (more)

Subjects/Keywords: Testing Effect; Text Comprehension; Transfer

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

APA (6th Edition):

Lewis, M. (2013). Using Testing To Potentiate Learning From Expository Texts. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/173926

Chicago Manual of Style (16th Edition):

Lewis, Mark. “Using Testing To Potentiate Learning From Expository Texts.” 2013. Doctoral Dissertation, University of Minnesota. Accessed April 23, 2021. http://hdl.handle.net/11299/173926.

MLA Handbook (7th Edition):

Lewis, Mark. “Using Testing To Potentiate Learning From Expository Texts.” 2013. Web. 23 Apr 2021.

Vancouver:

Lewis M. Using Testing To Potentiate Learning From Expository Texts. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2021 Apr 23]. Available from: http://hdl.handle.net/11299/173926.

Council of Science Editors:

Lewis M. Using Testing To Potentiate Learning From Expository Texts. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://hdl.handle.net/11299/173926


California State University – Chico

6. Danielson, Robert William. THE EFFECT OF DECORATIVE GRAPHICS ON EXPOSITORY TEXT COMPREHENSION .

Degree: 2012, California State University – Chico

 One hundred and sixty eight undergraduates were presented with an expository passage regarding the current geopolitical conflict in the region of Darfur, accompanied by either… (more)

Subjects/Keywords: Decorative graphics expository text comprehension

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APA (6th Edition):

Danielson, R. W. (2012). THE EFFECT OF DECORATIVE GRAPHICS ON EXPOSITORY TEXT COMPREHENSION . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/425

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):

Danielson, Robert William. “THE EFFECT OF DECORATIVE GRAPHICS ON EXPOSITORY TEXT COMPREHENSION .” 2012. Thesis, California State University – Chico. Accessed April 23, 2021. http://hdl.handle.net/10211.4/425.

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

MLA Handbook (7th Edition):

Danielson, Robert William. “THE EFFECT OF DECORATIVE GRAPHICS ON EXPOSITORY TEXT COMPREHENSION .” 2012. Web. 23 Apr 2021.

Vancouver:

Danielson RW. THE EFFECT OF DECORATIVE GRAPHICS ON EXPOSITORY TEXT COMPREHENSION . [Internet] [Thesis]. California State University – Chico; 2012. [cited 2021 Apr 23]. Available from: http://hdl.handle.net/10211.4/425.

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

Council of Science Editors:

Danielson RW. THE EFFECT OF DECORATIVE GRAPHICS ON EXPOSITORY TEXT COMPREHENSION . [Thesis]. California State University – Chico; 2012. Available from: http://hdl.handle.net/10211.4/425

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


Penn State University

7. Li, Mengyi. Effects of Text Genre and Structure on 4th- and 5th-grade Students’ High-level Comprehension in Small-group Discussions .

Degree: 2014, Penn State University

 Although there is a rich literature on the role of text genre and structure on students’ comprehension, little research has examined the role of these… (more)

Subjects/Keywords: reading comprehension; text-based discussion; text genre; text structure; Quality Talk

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APA (6th Edition):

Li, M. (2014). Effects of Text Genre and Structure on 4th- and 5th-grade Students’ High-level Comprehension in Small-group Discussions . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/23332

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):

Li, Mengyi. “Effects of Text Genre and Structure on 4th- and 5th-grade Students’ High-level Comprehension in Small-group Discussions .” 2014. Thesis, Penn State University. Accessed April 23, 2021. https://submit-etda.libraries.psu.edu/catalog/23332.

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

MLA Handbook (7th Edition):

Li, Mengyi. “Effects of Text Genre and Structure on 4th- and 5th-grade Students’ High-level Comprehension in Small-group Discussions .” 2014. Web. 23 Apr 2021.

Vancouver:

Li M. Effects of Text Genre and Structure on 4th- and 5th-grade Students’ High-level Comprehension in Small-group Discussions . [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Apr 23]. Available from: https://submit-etda.libraries.psu.edu/catalog/23332.

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

Council of Science Editors:

Li M. Effects of Text Genre and Structure on 4th- and 5th-grade Students’ High-level Comprehension in Small-group Discussions . [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/23332

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


University of Georgia

8. Meisinger, Elizabeth Benton. The contribution of text reading fluency to reading comprehension.

Degree: 2014, University of Georgia

 The current investigation is comprised of two studies. Study 1 examined the theoretical and empirical relationships among word reading, text fluency, and reading comprehension. Third… (more)

Subjects/Keywords: text reading fluency; reading comprehension; learning disabilities

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

APA (6th Edition):

Meisinger, E. B. (2014). The contribution of text reading fluency to reading comprehension. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/23465

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):

Meisinger, Elizabeth Benton. “The contribution of text reading fluency to reading comprehension.” 2014. Thesis, University of Georgia. Accessed April 23, 2021. http://hdl.handle.net/10724/23465.

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

MLA Handbook (7th Edition):

Meisinger, Elizabeth Benton. “The contribution of text reading fluency to reading comprehension.” 2014. Web. 23 Apr 2021.

Vancouver:

Meisinger EB. The contribution of text reading fluency to reading comprehension. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Apr 23]. Available from: http://hdl.handle.net/10724/23465.

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

Council of Science Editors:

Meisinger EB. The contribution of text reading fluency to reading comprehension. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/23465

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


Vanderbilt University

9. -7739-427X. Developing an Informational Text Comprehension Intervention for Struggling Readers in Third Grade.

Degree: PhD, Special Education, 2020, Vanderbilt University

 During third grade, students are expected to transition from “learning to read” to “reading to learn.” Students who do not make this transition are at-risk… (more)

Subjects/Keywords: reading comprehension intervention; third grade; informational text

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APA (6th Edition):

-7739-427X. (2020). Developing an Informational Text Comprehension Intervention for Struggling Readers in Third Grade. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10133

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

Chicago Manual of Style (16th Edition):

-7739-427X. “Developing an Informational Text Comprehension Intervention for Struggling Readers in Third Grade.” 2020. Doctoral Dissertation, Vanderbilt University. Accessed April 23, 2021. http://hdl.handle.net/1803/10133.

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

MLA Handbook (7th Edition):

-7739-427X. “Developing an Informational Text Comprehension Intervention for Struggling Readers in Third Grade.” 2020. Web. 23 Apr 2021.

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

Vancouver:

-7739-427X. Developing an Informational Text Comprehension Intervention for Struggling Readers in Third Grade. [Internet] [Doctoral dissertation]. Vanderbilt University; 2020. [cited 2021 Apr 23]. Available from: http://hdl.handle.net/1803/10133.

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

Council of Science Editors:

-7739-427X. Developing an Informational Text Comprehension Intervention for Struggling Readers in Third Grade. [Doctoral Dissertation]. Vanderbilt University; 2020. Available from: http://hdl.handle.net/1803/10133

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


Texas A&M University

10. Beerwinkle, Andrea Lynne. A Quasi-Experimental Study of an Intervention Using the Text Structure Strategy in Grade 7 Science.

Degree: PhD, Curriculum and Instruction, 2018, Texas A&M University

 The ability to comprehend science texts is not only an academic skill but a life skill. Currently, however, the majority of students across grade levels… (more)

Subjects/Keywords: text structure; reading comprehension; science; middle school

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

APA (6th Edition):

Beerwinkle, A. L. (2018). A Quasi-Experimental Study of an Intervention Using the Text Structure Strategy in Grade 7 Science. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174033

Chicago Manual of Style (16th Edition):

Beerwinkle, Andrea Lynne. “A Quasi-Experimental Study of an Intervention Using the Text Structure Strategy in Grade 7 Science.” 2018. Doctoral Dissertation, Texas A&M University. Accessed April 23, 2021. http://hdl.handle.net/1969.1/174033.

MLA Handbook (7th Edition):

Beerwinkle, Andrea Lynne. “A Quasi-Experimental Study of an Intervention Using the Text Structure Strategy in Grade 7 Science.” 2018. Web. 23 Apr 2021.

Vancouver:

Beerwinkle AL. A Quasi-Experimental Study of an Intervention Using the Text Structure Strategy in Grade 7 Science. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2021 Apr 23]. Available from: http://hdl.handle.net/1969.1/174033.

Council of Science Editors:

Beerwinkle AL. A Quasi-Experimental Study of an Intervention Using the Text Structure Strategy in Grade 7 Science. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174033


University of Illinois – Chicago

11. McCarthy, Kathryn S. The Role of Genre Expectation in Literary Readers Engagement in Interpretative Literary Reasoning.

Degree: 2013, University of Illinois – Chicago

 Previous research has shown that the expectation of a particular literary genre (poetry vs. prose) affected how readers construed the meaning of the text as… (more)

Subjects/Keywords: Text Comprehension; Literature; Genre Expectation; Poetry

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APA (6th Edition):

McCarthy, K. S. (2013). The Role of Genre Expectation in Literary Readers Engagement in Interpretative Literary Reasoning. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/9791

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):

McCarthy, Kathryn S. “The Role of Genre Expectation in Literary Readers Engagement in Interpretative Literary Reasoning.” 2013. Thesis, University of Illinois – Chicago. Accessed April 23, 2021. http://hdl.handle.net/10027/9791.

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

MLA Handbook (7th Edition):

McCarthy, Kathryn S. “The Role of Genre Expectation in Literary Readers Engagement in Interpretative Literary Reasoning.” 2013. Web. 23 Apr 2021.

Vancouver:

McCarthy KS. The Role of Genre Expectation in Literary Readers Engagement in Interpretative Literary Reasoning. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2021 Apr 23]. Available from: http://hdl.handle.net/10027/9791.

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

Council of Science Editors:

McCarthy KS. The Role of Genre Expectation in Literary Readers Engagement in Interpretative Literary Reasoning. [Thesis]. University of Illinois – Chicago; 2013. Available from: http://hdl.handle.net/10027/9791

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


University of Melbourne

12. Duyal, Yaşar. Chinese and English language readers' text comprehension processes.

Degree: 2016, University of Melbourne

 This study aims to compare seventy-two Grade 5 and 8 Chinese and English language readers’ text comprehension processes and the influence of text coherence. The… (more)

Subjects/Keywords: text comprehension; Chinese readers; reading; English and Chinese readers; Chinese text comprehension

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

APA (6th Edition):

Duyal, Y. (2016). Chinese and English language readers' text comprehension processes. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/118172

Chicago Manual of Style (16th Edition):

Duyal, Yaşar. “Chinese and English language readers' text comprehension processes.” 2016. Doctoral Dissertation, University of Melbourne. Accessed April 23, 2021. http://hdl.handle.net/11343/118172.

MLA Handbook (7th Edition):

Duyal, Yaşar. “Chinese and English language readers' text comprehension processes.” 2016. Web. 23 Apr 2021.

Vancouver:

Duyal Y. Chinese and English language readers' text comprehension processes. [Internet] [Doctoral dissertation]. University of Melbourne; 2016. [cited 2021 Apr 23]. Available from: http://hdl.handle.net/11343/118172.

Council of Science Editors:

Duyal Y. Chinese and English language readers' text comprehension processes. [Doctoral Dissertation]. University of Melbourne; 2016. Available from: http://hdl.handle.net/11343/118172

13. Koenig, Koala Q. How Do Upper Elementary Teachers Teach Informational Text Comprehension Strategies?.

Degree: 2018, University of Nevada – Reno

 The purpose of this study was to examine what upper elementary teachers’ instruction of comprehension strategies with informational text entailed. Qualitative data were collected in… (more)

Subjects/Keywords: comprehension strategies; informational text; literacy strategies; nonfiction text; reading comprehension; reading education

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

APA (6th Edition):

Koenig, K. Q. (2018). How Do Upper Elementary Teachers Teach Informational Text Comprehension Strategies?. (Thesis). University of Nevada – Reno. Retrieved from http://hdl.handle.net/11714/3419

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):

Koenig, Koala Q. “How Do Upper Elementary Teachers Teach Informational Text Comprehension Strategies?.” 2018. Thesis, University of Nevada – Reno. Accessed April 23, 2021. http://hdl.handle.net/11714/3419.

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

MLA Handbook (7th Edition):

Koenig, Koala Q. “How Do Upper Elementary Teachers Teach Informational Text Comprehension Strategies?.” 2018. Web. 23 Apr 2021.

Vancouver:

Koenig KQ. How Do Upper Elementary Teachers Teach Informational Text Comprehension Strategies?. [Internet] [Thesis]. University of Nevada – Reno; 2018. [cited 2021 Apr 23]. Available from: http://hdl.handle.net/11714/3419.

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

Council of Science Editors:

Koenig KQ. How Do Upper Elementary Teachers Teach Informational Text Comprehension Strategies?. [Thesis]. University of Nevada – Reno; 2018. Available from: http://hdl.handle.net/11714/3419

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

14. Walsh, Erinn K. Overcoming Violations of Real-World Knowledge in a Fantasy-World Text.

Degree: PhD, 2016, University of New Hampshire

 Fantasy-text is a genre in which events routinely violate the rules we know to be true in the real-world. In six experiments I explored the… (more)

Subjects/Keywords: comprehension; fantasy text; memory; narrative text; RI-Val; validation; Cognitive psychology

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

APA (6th Edition):

Walsh, E. K. (2016). Overcoming Violations of Real-World Knowledge in a Fantasy-World Text. (Doctoral Dissertation). University of New Hampshire. Retrieved from https://scholars.unh.edu/dissertation/1372

Chicago Manual of Style (16th Edition):

Walsh, Erinn K. “Overcoming Violations of Real-World Knowledge in a Fantasy-World Text.” 2016. Doctoral Dissertation, University of New Hampshire. Accessed April 23, 2021. https://scholars.unh.edu/dissertation/1372.

MLA Handbook (7th Edition):

Walsh, Erinn K. “Overcoming Violations of Real-World Knowledge in a Fantasy-World Text.” 2016. Web. 23 Apr 2021.

Vancouver:

Walsh EK. Overcoming Violations of Real-World Knowledge in a Fantasy-World Text. [Internet] [Doctoral dissertation]. University of New Hampshire; 2016. [cited 2021 Apr 23]. Available from: https://scholars.unh.edu/dissertation/1372.

Council of Science Editors:

Walsh EK. Overcoming Violations of Real-World Knowledge in a Fantasy-World Text. [Doctoral Dissertation]. University of New Hampshire; 2016. Available from: https://scholars.unh.edu/dissertation/1372


Brigham Young University

15. Robertson, MaryBeth Fillerup. An Early Childhood Expository Comprehension Measure: A Look At Validity.

Degree: MS, 2018, Brigham Young University

 Many have argued for more informational text to be incorporated into the curriculum, even in the earliest grades. However, it has traditionally been thought that… (more)

Subjects/Keywords: comprehension assessment; expository text; informational text; preschool; Communication Sciences and Disorders

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

APA (6th Edition):

Robertson, M. F. (2018). An Early Childhood Expository Comprehension Measure: A Look At Validity. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7753&context=etd

Chicago Manual of Style (16th Edition):

Robertson, MaryBeth Fillerup. “An Early Childhood Expository Comprehension Measure: A Look At Validity.” 2018. Masters Thesis, Brigham Young University. Accessed April 23, 2021. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7753&context=etd.

MLA Handbook (7th Edition):

Robertson, MaryBeth Fillerup. “An Early Childhood Expository Comprehension Measure: A Look At Validity.” 2018. Web. 23 Apr 2021.

Vancouver:

Robertson MF. An Early Childhood Expository Comprehension Measure: A Look At Validity. [Internet] [Masters thesis]. Brigham Young University; 2018. [cited 2021 Apr 23]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7753&context=etd.

Council of Science Editors:

Robertson MF. An Early Childhood Expository Comprehension Measure: A Look At Validity. [Masters Thesis]. Brigham Young University; 2018. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7753&context=etd


University of Maryland

16. Loughlin, Sandra. EXAMINING TRANS-SYMBOLIC AND SYMBOL-SPECIFIC PROCESSES IN POETRY AND PAINTING.

Degree: Human Development, 2013, University of Maryland

 There is a growing interest in multiliteracies and the processes by which nonlinguistic and multisymbolic compositions are understood. However, as indicated by Unsworth (2008), there… (more)

Subjects/Keywords: Educational psychology; Reading instruction; Art education; Comprehension; Text; Trans-Symbolic Comprehension; Understanding; Art

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APA (6th Edition):

Loughlin, S. (2013). EXAMINING TRANS-SYMBOLIC AND SYMBOL-SPECIFIC PROCESSES IN POETRY AND PAINTING. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/14869

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):

Loughlin, Sandra. “EXAMINING TRANS-SYMBOLIC AND SYMBOL-SPECIFIC PROCESSES IN POETRY AND PAINTING.” 2013. Thesis, University of Maryland. Accessed April 23, 2021. http://hdl.handle.net/1903/14869.

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

MLA Handbook (7th Edition):

Loughlin, Sandra. “EXAMINING TRANS-SYMBOLIC AND SYMBOL-SPECIFIC PROCESSES IN POETRY AND PAINTING.” 2013. Web. 23 Apr 2021.

Vancouver:

Loughlin S. EXAMINING TRANS-SYMBOLIC AND SYMBOL-SPECIFIC PROCESSES IN POETRY AND PAINTING. [Internet] [Thesis]. University of Maryland; 2013. [cited 2021 Apr 23]. Available from: http://hdl.handle.net/1903/14869.

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

Council of Science Editors:

Loughlin S. EXAMINING TRANS-SYMBOLIC AND SYMBOL-SPECIFIC PROCESSES IN POETRY AND PAINTING. [Thesis]. University of Maryland; 2013. Available from: http://hdl.handle.net/1903/14869

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

17. Converse, Noelle E. The Use of Explicit Comprehension Strategies During Oral Instruction of Informational Text Structures and the Effect on First-graders' Listening Comprehension.

Degree: PhD, Education, 2018, Utah State University

  This study evaluated the effect of an explicit comprehension read-aloud routine of science content on first grade students’ listening comprehension.The read-aloud routine taught the… (more)

Subjects/Keywords: informational text structure; explicit instruction; reading comprehension; listening comprehension; early elementary literacy; Education

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

APA (6th Edition):

Converse, N. E. (2018). The Use of Explicit Comprehension Strategies During Oral Instruction of Informational Text Structures and the Effect on First-graders' Listening Comprehension. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7305

Chicago Manual of Style (16th Edition):

Converse, Noelle E. “The Use of Explicit Comprehension Strategies During Oral Instruction of Informational Text Structures and the Effect on First-graders' Listening Comprehension.” 2018. Doctoral Dissertation, Utah State University. Accessed April 23, 2021. https://digitalcommons.usu.edu/etd/7305.

MLA Handbook (7th Edition):

Converse, Noelle E. “The Use of Explicit Comprehension Strategies During Oral Instruction of Informational Text Structures and the Effect on First-graders' Listening Comprehension.” 2018. Web. 23 Apr 2021.

Vancouver:

Converse NE. The Use of Explicit Comprehension Strategies During Oral Instruction of Informational Text Structures and the Effect on First-graders' Listening Comprehension. [Internet] [Doctoral dissertation]. Utah State University; 2018. [cited 2021 Apr 23]. Available from: https://digitalcommons.usu.edu/etd/7305.

Council of Science Editors:

Converse NE. The Use of Explicit Comprehension Strategies During Oral Instruction of Informational Text Structures and the Effect on First-graders' Listening Comprehension. [Doctoral Dissertation]. Utah State University; 2018. Available from: https://digitalcommons.usu.edu/etd/7305


Penn State University

18. Li, Mengyi. EXAMINING THE EFFECTS OF TEXT GENRE, PRIOR KNOWLEDGE, AND PERCEIVED INTERESTINGNESS ON STUDENTS’ ACQUISITION OF HIGH-LEVEL COMPREHENSION.

Degree: 2017, Penn State University

 The ability to read critically and comprehend text at higher levels is central to achieving academic excellence. However, students often struggle when conducting essential tasks,… (more)

Subjects/Keywords: text-based discussion; high-level comprehension; text feature; prior knowledge; perceived interestingness

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

APA (6th Edition):

Li, M. (2017). EXAMINING THE EFFECTS OF TEXT GENRE, PRIOR KNOWLEDGE, AND PERCEIVED INTERESTINGNESS ON STUDENTS’ ACQUISITION OF HIGH-LEVEL COMPREHENSION. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/14011mul229

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):

Li, Mengyi. “EXAMINING THE EFFECTS OF TEXT GENRE, PRIOR KNOWLEDGE, AND PERCEIVED INTERESTINGNESS ON STUDENTS’ ACQUISITION OF HIGH-LEVEL COMPREHENSION.” 2017. Thesis, Penn State University. Accessed April 23, 2021. https://submit-etda.libraries.psu.edu/catalog/14011mul229.

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

MLA Handbook (7th Edition):

Li, Mengyi. “EXAMINING THE EFFECTS OF TEXT GENRE, PRIOR KNOWLEDGE, AND PERCEIVED INTERESTINGNESS ON STUDENTS’ ACQUISITION OF HIGH-LEVEL COMPREHENSION.” 2017. Web. 23 Apr 2021.

Vancouver:

Li M. EXAMINING THE EFFECTS OF TEXT GENRE, PRIOR KNOWLEDGE, AND PERCEIVED INTERESTINGNESS ON STUDENTS’ ACQUISITION OF HIGH-LEVEL COMPREHENSION. [Internet] [Thesis]. Penn State University; 2017. [cited 2021 Apr 23]. Available from: https://submit-etda.libraries.psu.edu/catalog/14011mul229.

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

Council of Science Editors:

Li M. EXAMINING THE EFFECTS OF TEXT GENRE, PRIOR KNOWLEDGE, AND PERCEIVED INTERESTINGNESS ON STUDENTS’ ACQUISITION OF HIGH-LEVEL COMPREHENSION. [Thesis]. Penn State University; 2017. Available from: https://submit-etda.libraries.psu.edu/catalog/14011mul229

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


Leiden University

19. Schaepman, Jacqueline. Immersion and reading comprehension: a comparison of reading from print or video game text.

Degree: 2020, Leiden University

 A study published in 2017 about leisure time use of average American citizens depicted the percentage of time Americans read, played video games or did… (more)

Subjects/Keywords: Immersion; Print; Reading Comprehension; Text; Video game; Text-based; Choose your own adventure; Sorcery!

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

APA (6th Edition):

Schaepman, J. (2020). Immersion and reading comprehension: a comparison of reading from print or video game text. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/84781

Chicago Manual of Style (16th Edition):

Schaepman, Jacqueline. “Immersion and reading comprehension: a comparison of reading from print or video game text.” 2020. Masters Thesis, Leiden University. Accessed April 23, 2021. http://hdl.handle.net/1887/84781.

MLA Handbook (7th Edition):

Schaepman, Jacqueline. “Immersion and reading comprehension: a comparison of reading from print or video game text.” 2020. Web. 23 Apr 2021.

Vancouver:

Schaepman J. Immersion and reading comprehension: a comparison of reading from print or video game text. [Internet] [Masters thesis]. Leiden University; 2020. [cited 2021 Apr 23]. Available from: http://hdl.handle.net/1887/84781.

Council of Science Editors:

Schaepman J. Immersion and reading comprehension: a comparison of reading from print or video game text. [Masters Thesis]. Leiden University; 2020. Available from: http://hdl.handle.net/1887/84781


University of Minnesota

20. Clinton, Virginia Elizabeth. The effects of interest on inference generation while reading.

Degree: PhD, Educational psychology, 2011, University of Minnesota

 A positive association between interest and learning from texts has been well noted in the literature. However, the cause of the positive association between interest… (more)

Subjects/Keywords: Embodied cognition; Interest; Inference; Text-based interest; Text comprehension; Topic interest; Educational Psychology

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APA (6th Edition):

Clinton, V. E. (2011). The effects of interest on inference generation while reading. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/117322

Chicago Manual of Style (16th Edition):

Clinton, Virginia Elizabeth. “The effects of interest on inference generation while reading.” 2011. Doctoral Dissertation, University of Minnesota. Accessed April 23, 2021. http://purl.umn.edu/117322.

MLA Handbook (7th Edition):

Clinton, Virginia Elizabeth. “The effects of interest on inference generation while reading.” 2011. Web. 23 Apr 2021.

Vancouver:

Clinton VE. The effects of interest on inference generation while reading. [Internet] [Doctoral dissertation]. University of Minnesota; 2011. [cited 2021 Apr 23]. Available from: http://purl.umn.edu/117322.

Council of Science Editors:

Clinton VE. The effects of interest on inference generation while reading. [Doctoral Dissertation]. University of Minnesota; 2011. Available from: http://purl.umn.edu/117322


Universiteit Utrecht

21. Kamalski, J.M.H. Coherence marking, comprehension and persuasion. On the processing and representation of discourse.

Degree: 2007, Universiteit Utrecht

 This dissertation focuses on the role of coherence marking in discourse. If we take as an example a 1914 advertisement for Ford, that states: Buy… (more)

Subjects/Keywords: Letteren; coherence marking; discourse processing; text comprehension; persuasion; forewarning; subjectivity

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

APA (6th Edition):

Kamalski, J. M. H. (2007). Coherence marking, comprehension and persuasion. On the processing and representation of discourse. (Doctoral Dissertation). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/22617

Chicago Manual of Style (16th Edition):

Kamalski, J M H. “Coherence marking, comprehension and persuasion. On the processing and representation of discourse.” 2007. Doctoral Dissertation, Universiteit Utrecht. Accessed April 23, 2021. http://dspace.library.uu.nl:8080/handle/1874/22617.

MLA Handbook (7th Edition):

Kamalski, J M H. “Coherence marking, comprehension and persuasion. On the processing and representation of discourse.” 2007. Web. 23 Apr 2021.

Vancouver:

Kamalski JMH. Coherence marking, comprehension and persuasion. On the processing and representation of discourse. [Internet] [Doctoral dissertation]. Universiteit Utrecht; 2007. [cited 2021 Apr 23]. Available from: http://dspace.library.uu.nl:8080/handle/1874/22617.

Council of Science Editors:

Kamalski JMH. Coherence marking, comprehension and persuasion. On the processing and representation of discourse. [Doctoral Dissertation]. Universiteit Utrecht; 2007. Available from: http://dspace.library.uu.nl:8080/handle/1874/22617


Universiteit Utrecht

22. Sas, R. van. Compulsive-like sentence repetition: Exploring the threshold at which uncertainty and dissociation in text comprehension occurs.

Degree: 2010, Universiteit Utrecht

 Multiple studies have investigated the relationship between OCD-like perseveration and uncertainty. With regards to compulsive checking, staring and sentence repetition, it has been found that… (more)

Subjects/Keywords: Sociale Wetenschappen; OCD, Sentence repetition, uncertainty, dissociation, text comprehension

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

APA (6th Edition):

Sas, R. v. (2010). Compulsive-like sentence repetition: Exploring the threshold at which uncertainty and dissociation in text comprehension occurs. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/40719

Chicago Manual of Style (16th Edition):

Sas, R van. “Compulsive-like sentence repetition: Exploring the threshold at which uncertainty and dissociation in text comprehension occurs.” 2010. Masters Thesis, Universiteit Utrecht. Accessed April 23, 2021. http://dspace.library.uu.nl:8080/handle/1874/40719.

MLA Handbook (7th Edition):

Sas, R van. “Compulsive-like sentence repetition: Exploring the threshold at which uncertainty and dissociation in text comprehension occurs.” 2010. Web. 23 Apr 2021.

Vancouver:

Sas Rv. Compulsive-like sentence repetition: Exploring the threshold at which uncertainty and dissociation in text comprehension occurs. [Internet] [Masters thesis]. Universiteit Utrecht; 2010. [cited 2021 Apr 23]. Available from: http://dspace.library.uu.nl:8080/handle/1874/40719.

Council of Science Editors:

Sas Rv. Compulsive-like sentence repetition: Exploring the threshold at which uncertainty and dissociation in text comprehension occurs. [Masters Thesis]. Universiteit Utrecht; 2010. Available from: http://dspace.library.uu.nl:8080/handle/1874/40719


Universiteit Utrecht

23. Sas, R. van. Compulsive-like sentence repetition: Exploring the threshold at which uncertainty and dissociation in text comprehension occurs.

Degree: 2010, Universiteit Utrecht

 Multiple studies have investigated the relationship between OCD-like perseveration and uncertainty. With regards to compulsive checking, staring and sentence repetition, it has been found that… (more)

Subjects/Keywords: Sociale Wetenschappen; OCD, Sentence repetition, uncertainty, dissociation, text comprehension

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

APA (6th Edition):

Sas, R. v. (2010). Compulsive-like sentence repetition: Exploring the threshold at which uncertainty and dissociation in text comprehension occurs. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/40747

Chicago Manual of Style (16th Edition):

Sas, R van. “Compulsive-like sentence repetition: Exploring the threshold at which uncertainty and dissociation in text comprehension occurs.” 2010. Masters Thesis, Universiteit Utrecht. Accessed April 23, 2021. http://dspace.library.uu.nl:8080/handle/1874/40747.

MLA Handbook (7th Edition):

Sas, R van. “Compulsive-like sentence repetition: Exploring the threshold at which uncertainty and dissociation in text comprehension occurs.” 2010. Web. 23 Apr 2021.

Vancouver:

Sas Rv. Compulsive-like sentence repetition: Exploring the threshold at which uncertainty and dissociation in text comprehension occurs. [Internet] [Masters thesis]. Universiteit Utrecht; 2010. [cited 2021 Apr 23]. Available from: http://dspace.library.uu.nl:8080/handle/1874/40747.

Council of Science Editors:

Sas Rv. Compulsive-like sentence repetition: Exploring the threshold at which uncertainty and dissociation in text comprehension occurs. [Masters Thesis]. Universiteit Utrecht; 2010. Available from: http://dspace.library.uu.nl:8080/handle/1874/40747

24. El Bannane, Abdellatif. Le rôle de l’inscription idéologique du lecteur dans la compréhension du texte : The role of the reader's ideological inscription in text comprehension.

Degree: Docteur es, Psychologie, 2010, Université Paul Valéry – Montpellier III

L’étude de la compréhension de textes a toujours pris en compte les connaissances du lecteur que Le Ny (2005) définit comme des représentations vraies. Or,… (more)

Subjects/Keywords: Compréhension de textes; Idéologie; Modèle Landscape; Text comprehension; Ideology; Landscape model

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

APA (6th Edition):

El Bannane, A. (2010). Le rôle de l’inscription idéologique du lecteur dans la compréhension du texte : The role of the reader's ideological inscription in text comprehension. (Doctoral Dissertation). Université Paul Valéry – Montpellier III. Retrieved from http://www.theses.fr/2010MON30060

Chicago Manual of Style (16th Edition):

El Bannane, Abdellatif. “Le rôle de l’inscription idéologique du lecteur dans la compréhension du texte : The role of the reader's ideological inscription in text comprehension.” 2010. Doctoral Dissertation, Université Paul Valéry – Montpellier III. Accessed April 23, 2021. http://www.theses.fr/2010MON30060.

MLA Handbook (7th Edition):

El Bannane, Abdellatif. “Le rôle de l’inscription idéologique du lecteur dans la compréhension du texte : The role of the reader's ideological inscription in text comprehension.” 2010. Web. 23 Apr 2021.

Vancouver:

El Bannane A. Le rôle de l’inscription idéologique du lecteur dans la compréhension du texte : The role of the reader's ideological inscription in text comprehension. [Internet] [Doctoral dissertation]. Université Paul Valéry – Montpellier III; 2010. [cited 2021 Apr 23]. Available from: http://www.theses.fr/2010MON30060.

Council of Science Editors:

El Bannane A. Le rôle de l’inscription idéologique du lecteur dans la compréhension du texte : The role of the reader's ideological inscription in text comprehension. [Doctoral Dissertation]. Université Paul Valéry – Montpellier III; 2010. Available from: http://www.theses.fr/2010MON30060


University of Georgia

25. Benjamin, Rebekah Anne. The predictive value of prosody.

Degree: 2014, University of Georgia

 Fluency in reading is ideally determined by measuring rate, accuracy, and prosodic qualities in the oral reading of a child. However, prosodic measures vary widely… (more)

Subjects/Keywords: Fluency; Prosody; Oral reading; Text difficulty; Second grade; Comprehension; Prosody measurement

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

APA (6th Edition):

Benjamin, R. A. (2014). The predictive value of prosody. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/25739

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):

Benjamin, Rebekah Anne. “The predictive value of prosody.” 2014. Thesis, University of Georgia. Accessed April 23, 2021. http://hdl.handle.net/10724/25739.

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

MLA Handbook (7th Edition):

Benjamin, Rebekah Anne. “The predictive value of prosody.” 2014. Web. 23 Apr 2021.

Vancouver:

Benjamin RA. The predictive value of prosody. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Apr 23]. Available from: http://hdl.handle.net/10724/25739.

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

Council of Science Editors:

Benjamin RA. The predictive value of prosody. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/25739

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


Vanderbilt University

26. Hendricks, Emma Lu. Predicting Poor Readers’ Response to a Multi-Component Reading Comprehension Intervention.

Degree: PhD, Special Education, 2019, Vanderbilt University

 This study’s primary purpose was to identify predictors of response to a multi-component reading comprehension intervention in a sample of poor readers in grades 4-5.… (more)

Subjects/Keywords: near transfer; strategy instruction; reading comprehension; expository text; intervention; poor comprehenders

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

APA (6th Edition):

Hendricks, E. L. (2019). Predicting Poor Readers’ Response to a Multi-Component Reading Comprehension Intervention. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11088

Chicago Manual of Style (16th Edition):

Hendricks, Emma Lu. “Predicting Poor Readers’ Response to a Multi-Component Reading Comprehension Intervention.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed April 23, 2021. http://hdl.handle.net/1803/11088.

MLA Handbook (7th Edition):

Hendricks, Emma Lu. “Predicting Poor Readers’ Response to a Multi-Component Reading Comprehension Intervention.” 2019. Web. 23 Apr 2021.

Vancouver:

Hendricks EL. Predicting Poor Readers’ Response to a Multi-Component Reading Comprehension Intervention. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2021 Apr 23]. Available from: http://hdl.handle.net/1803/11088.

Council of Science Editors:

Hendricks EL. Predicting Poor Readers’ Response to a Multi-Component Reading Comprehension Intervention. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://hdl.handle.net/1803/11088


Penn State University

27. Follmer, Dan Jacob. Contributions to Expository Text Comprehension: Executive Function, Strategy Use, and Text Characteristics.

Degree: 2017, Penn State University

 This dissertation examined the contributions of executive function, strategy use, and text characteristics to reading comprehension among college-aged and adult readers. Numerous studies have supported… (more)

Subjects/Keywords: reading comprehension; executive function; self-regulated learning; metacognitive monitoring; text cohesion

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APA (6th Edition):

Follmer, D. J. (2017). Contributions to Expository Text Comprehension: Executive Function, Strategy Use, and Text Characteristics. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/14134djf244

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):

Follmer, Dan Jacob. “Contributions to Expository Text Comprehension: Executive Function, Strategy Use, and Text Characteristics.” 2017. Thesis, Penn State University. Accessed April 23, 2021. https://submit-etda.libraries.psu.edu/catalog/14134djf244.

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

MLA Handbook (7th Edition):

Follmer, Dan Jacob. “Contributions to Expository Text Comprehension: Executive Function, Strategy Use, and Text Characteristics.” 2017. Web. 23 Apr 2021.

Vancouver:

Follmer DJ. Contributions to Expository Text Comprehension: Executive Function, Strategy Use, and Text Characteristics. [Internet] [Thesis]. Penn State University; 2017. [cited 2021 Apr 23]. Available from: https://submit-etda.libraries.psu.edu/catalog/14134djf244.

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

Council of Science Editors:

Follmer DJ. Contributions to Expository Text Comprehension: Executive Function, Strategy Use, and Text Characteristics. [Thesis]. Penn State University; 2017. Available from: https://submit-etda.libraries.psu.edu/catalog/14134djf244

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


Penn State University

28. Ramsay, Crystal M. The efficacy of perspective instantiation in improving middle school students' comprehension of informational text .

Degree: 2011, Penn State University

 This pretest posttest control group design study investigated whether assigning a perspective to fifth grade (n=74) and sixth grade (n=74) students prior to reading a… (more)

Subjects/Keywords: reading comprehension; relevance instructions; expository text; middle school

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APA (6th Edition):

Ramsay, C. M. (2011). The efficacy of perspective instantiation in improving middle school students' comprehension of informational text . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/11608

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):

Ramsay, Crystal M. “The efficacy of perspective instantiation in improving middle school students' comprehension of informational text .” 2011. Thesis, Penn State University. Accessed April 23, 2021. https://submit-etda.libraries.psu.edu/catalog/11608.

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

MLA Handbook (7th Edition):

Ramsay, Crystal M. “The efficacy of perspective instantiation in improving middle school students' comprehension of informational text .” 2011. Web. 23 Apr 2021.

Vancouver:

Ramsay CM. The efficacy of perspective instantiation in improving middle school students' comprehension of informational text . [Internet] [Thesis]. Penn State University; 2011. [cited 2021 Apr 23]. Available from: https://submit-etda.libraries.psu.edu/catalog/11608.

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

Council of Science Editors:

Ramsay CM. The efficacy of perspective instantiation in improving middle school students' comprehension of informational text . [Thesis]. Penn State University; 2011. Available from: https://submit-etda.libraries.psu.edu/catalog/11608

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


North Carolina State University

29. Hoffmann, Kristin Fisher. The Impact of Graphic Organizer and Metacognitive Monitoring Instruction on Expository Science Text Comprehension in Fifth Grade Students.

Degree: PhD, Educational Psychology, 2010, North Carolina State University

 This study sought to examine the impact of teaching both graphic organizer and metacognitive monitoring strategies on the comprehension of 5th grade students reading expository… (more)

Subjects/Keywords: metacognitive monitoring; graphic organizer; expository text; reading comprehension

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APA (6th Edition):

Hoffmann, K. F. (2010). The Impact of Graphic Organizer and Metacognitive Monitoring Instruction on Expository Science Text Comprehension in Fifth Grade Students. (Doctoral Dissertation). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/6198

Chicago Manual of Style (16th Edition):

Hoffmann, Kristin Fisher. “The Impact of Graphic Organizer and Metacognitive Monitoring Instruction on Expository Science Text Comprehension in Fifth Grade Students.” 2010. Doctoral Dissertation, North Carolina State University. Accessed April 23, 2021. http://www.lib.ncsu.edu/resolver/1840.16/6198.

MLA Handbook (7th Edition):

Hoffmann, Kristin Fisher. “The Impact of Graphic Organizer and Metacognitive Monitoring Instruction on Expository Science Text Comprehension in Fifth Grade Students.” 2010. Web. 23 Apr 2021.

Vancouver:

Hoffmann KF. The Impact of Graphic Organizer and Metacognitive Monitoring Instruction on Expository Science Text Comprehension in Fifth Grade Students. [Internet] [Doctoral dissertation]. North Carolina State University; 2010. [cited 2021 Apr 23]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6198.

Council of Science Editors:

Hoffmann KF. The Impact of Graphic Organizer and Metacognitive Monitoring Instruction on Expository Science Text Comprehension in Fifth Grade Students. [Doctoral Dissertation]. North Carolina State University; 2010. Available from: http://www.lib.ncsu.edu/resolver/1840.16/6198


Brigham Young University

30. Christianson, Stacey. Development of An Early Expository Text Comprehension Assessment: A Pilot Study.

Degree: MS, 2017, Brigham Young University

 Literature supporting the use of informational texts with preschool children has increased in recent years. However, many preschool classrooms still focus on narrative text, and… (more)

Subjects/Keywords: informational text; comprehension assessment; preschool; Communication Sciences and Disorders

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

APA (6th Edition):

Christianson, S. (2017). Development of An Early Expository Text Comprehension Assessment: A Pilot Study. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7506&context=etd

Chicago Manual of Style (16th Edition):

Christianson, Stacey. “Development of An Early Expository Text Comprehension Assessment: A Pilot Study.” 2017. Masters Thesis, Brigham Young University. Accessed April 23, 2021. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7506&context=etd.

MLA Handbook (7th Edition):

Christianson, Stacey. “Development of An Early Expository Text Comprehension Assessment: A Pilot Study.” 2017. Web. 23 Apr 2021.

Vancouver:

Christianson S. Development of An Early Expository Text Comprehension Assessment: A Pilot Study. [Internet] [Masters thesis]. Brigham Young University; 2017. [cited 2021 Apr 23]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7506&context=etd.

Council of Science Editors:

Christianson S. Development of An Early Expository Text Comprehension Assessment: A Pilot Study. [Masters Thesis]. Brigham Young University; 2017. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7506&context=etd

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