Thesis (Ph. D.)--University of California, San Diego, 2008. / Title from first page of PDF file (viewed July 9, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 213-229).

Thesis (M.A.)--University of Hong Kong, 1986. / Also available in print.

Thesis (Ed. D.)--Illinois State University, 1995. / Title from title page screen, viewed April 20, 2006. Dissertation Committee: Lanny Edward Morreau, Ming-Gon John Lian (co-chairs), Frances E. Anderson, Mack L. Bowen, Julie Brinker. Includes bibliographical references (leaves 112-133) and abstract. Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

The purpose of this project was to measure and compare the language concept growth of two clients who utilized different response modes; client A utilized the expressive mode and client B utilized the receptive mode. A systematic management program was administered to each client for eighteen sessions. The specific questions posed were: 1. Did both clients demonstrate the ability to verbalize concepts on the post-test of the individualized programs? 2. Did client A learn more concepts in eighteen sessions than client B as measured by the post-tests of the individualized programs and the Boehm Test of Basic Concepts? 3. Did both clients tend to learn each concept in a similar number of trials?

Thesis (Ph. D.)--University of Washington, 2005. / Vita. Includes bibliographical references (leaves 132-141).

This research investigates the development of writing in children who are learning English as a second language (ESL). Its underlying hypotheses are that: 1) ESL children will learn to write independently when placed in a social and psychological setting that facilitates language learning; and 2) they will use the same strategies and follow the same general patterns of development as those reported for English-speaking children. Current research on emergent literacy provided the theoretical framework for this study. This investigation followed eleven ESL children from the beginning of Kindergarten to the end of Grade One. The children's writing samples were collected daily and were analyzed and classified within Gentry's (1982) stages of writing development. The data were examined for implied strategies, knowledge and understandings. Observational notes on the children when writing revealed characteristics and behaviours found at each level of writing development. The results point to the similarities between how ESL children and English-speaking children learn to write when challenged to discover the English writing system for themselves. The theoretical perspective of writing as a developmental process was evident throughout the study. Additional findings highlighted the significant role of literature in ESL learning and the importance of a learner-centred approach to literacy instruction. The implications of the research findings for ESL methodology is discussed together with an account of the children's development in writing. / Education, Faculty of / Graduate

Thesis (Ph.D.) -- Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.