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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Effects of various systematic grammatical form class deletions upon comprhension of mutilated material

Bauer, Deanne Olsen, January 1973 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
2

The influence of interest on comprehension

Lincoln, Nancy Lynn, January 1972 (has links)
Thesis (M.S.)--University of Wisconsin--Madison, 1972. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
3

Some factors involved in the comprehension of prose materials

Heckler, John Henry, January 1900 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1975. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.
4

A descriptive survey of the self-concept as related to reading achievement /

Welsch, Margaret, Sister, C.S.J. January 1970 (has links)
Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1970. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 70-77).
5

Digging deep for meaning

Wolfe, Traci. January 2008 (has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.
6

An evaluation of the relationship between Criterion-Referenced Competency Test reading comprehension and Lexile scores and Fountas and Pinnell's guided reading levels in a Georgia Public School District

Higgins, Lynnda G. January 2009 (has links)
Thesis (Ed.D.)--Liberty University, 2009. / Includes bibliographical references.
7

Central executive processing mother, daughter, or sister of suppression? : a study of reading comprehension ability /

Honig, Robyn Michelle. Burnham, Clarke A. Gough, Philip B. January 2004 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisors: Clarke Burnham and Philip Gough. Vita. Includes bibliographical references.
8

The effect of gesture and the presence or absence of the speaker on the listening comprehension of eleventh and twelfth grade high school pupils

Gauger, Paul, January 1951 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1951. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 147-150).
9

Reading with a Purpose to Improve Comprehension

Evans, Georgie Mae January 1951 (has links)
The problem of this study was to demonstrate the possible effects that reading with a definite purpose has upon the improvement of comprehension in reading.
10

THE EFFECTS OF AGE, PRIOR KNOWLEDGE, AND TEXT STRUCTURE ON THE RECALL OF PROSE.

GESSERT, GAIL. January 1987 (has links)
To investigate the interaction of bottom-up and top-town processing on prose comprehension across age, a three-way analysis of variance repeated-measures design investigating age (fourth grade vs. eighth grade), text structure (expository vs. story), and schema (prior knowledge vs. no prior knowledge) on the dependent variable immediate and delayed recall was conducted. The dependent variable recall was measured by propositional count (interrater reliability r =.94). Significant main effects were found for grade, prior knowledge, and recall. Significant first-order interactions were found for Grade x Recall (p =.0266) and Grade x Prior Knowledge (p =.0001) in the analysis of variance. Eighth graders had superior recall in all conditions, and did not rely on prior knowledge like fourth graders to facilitate recall. Immediate recall was superior to delayed recall in all conditions. Structure was not significant. The following conclusions were made. (1) Prior knowledge seems to have benefited fourth graders in facilitating recall, but not eighth graders, within the limits of ability to read and understand the passage. (2) Adjusting for general reading ability (ITBS) score did not affect interaction of Grade x Prior Knowledge as being significant, but eliminated grade effect. More experientially developed schemas assisted eighth graders to the point where the specific prior knowledge made no difference in recall like it did for fourth graders, regardless of general reading ability. (3) The methodology introduced successfully demonstrated establishment of prior knowledge without the mnemonic confound seen in the prior-passage paradigm typically used in prose research, and gave promise to the investigation of the hierarchical organization of cognitive structuring developmentally. (4) Adjusting for general reading ability, eighth graders' recall was not superior to fourth graders' recall in the prior-knowledge/delayed condition, suggesting that the facilitator of prior knowledge on immediate recall for fourth graders may have also benefited them in having less decay of information across time. Learning and reading process may be highly dependent on well-established, easily accessed schemas.

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