Global ETD Search

51	College-elementary school reading partners the effect of a supplemental reading program on average fourth grade readers' attitudes and achievement / Huechteman, Rebecca Sue Kelly, January 1998 (has links) Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 84-91). Also available on the Internet.
52	Preservice teachers' knowledge, skills and perceptions using reciprocal teaching in an elementary school Heineken, Kathy Rae Olberding. January 2008 (has links) Thesis (Ed.D.)--University of West Florida, 2008. / Title from title page of source document. Document formatted into pages; contains 105 pages. Includes bibliographical references.
53	The relationship between ADHD symptoms and reading fluency in elementary school children. Ferrari, Julia Lucie Sandra. January 2009 (has links) Thesis (M.A.)--University of Toronto, 2009. / Source: Masters Abstracts International, Volume: 48-02, page: .
54	Everyone engaged and excelling : assessing the efficacy of Triple E Reading to create opportunities for improved literacy Pinkelman, Lindsay Ann. January 2010 (has links) Thesis (M.Ed.)--University of Toledo, 2010. / Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Master of Education Middle Childhood Education." "A thesis entitled"--at head of title. Title from title page of PDF document. Bibliography: p. 74-96.
55	The development of reading fluency : the effects of contextual and isolated word training / Martin-Chang, Sandra Lyn. Levy, Betty Ann. January 1900 (has links) Thesis (Ph.D.)--McMaster University, 2005. / Advisor: Betty Ann Levy. Includes bibliographical references (leaves 110-119) Also available via World Wide Web.
56	Examining the relationship between oral narrative ability and reading comprehension in children with mixed reading disability : a thesis submitted as fulfilment of the requirements for the degree of Doctor of Philosophy, Department of Communication Disorders, College of Science, University of Canterbury / Westerveld, Marleen F. January 2007 (has links) Thesis (Ph. D.)--University of Canterbury, 2007. / Typescript (photocopy). "March 2007." Includes bibliographical references (leaves 216-233). Also available via the World Wide Web.
57	Component processes in the predictors of reading achievement direct and indirect effects / Bresnahan, Bryson. January 2006 (has links) Thesis (Ed.D.)--Duquesne University, 2006. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 138-157) and index.
58	Identifying valid measures of reading comprehension : comparing the validity of oral reading fluency, retell fluency, and maze procedures / McGraw, Kelly A., January 2006 (has links) Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 103-108). Also available for download via the World Wide Web; free to University of Oregon users.
59	An Examination Of The Relationship Between Content Familiar Texts, Derived From Readers Ozturk, Nesrin 01 July 2010 (has links) (PDF) This study aimed to examine the relationship of background knowledge in relation to topic interest and reading performance of English language learners at TOBB University of Economics and Technology. For that, a reading interest questionnaire and three reading comprehension tests, which were accompanied with a 2-item background &amp / interest questionnaire, were developed by the researcher. These instruments were implemented on 75 English language learners studying at TOBB ETU Preparatory School. The results obtained from the instruments were analyzed through SPSS 15.0. In analyzing the data, descriptive statistics as average and standard deviation besides inferential statistics as one-way ANOVA and Spearman&rsquo / s correlation test were used. The results of the study revealed that there is a significant difference among the three reading performance scores of the language learners. Besides, the correlation of topic background knowledge and interest is highlighted for each of three reading comprehension tests, so are the significant relationships of (a) background knowledge and reading performance as well (b) topic interest and reading performance also among the results for the moderate-interest &amp / background knowledge and high- interest &amp / background knowledge tests. LB Curriculum 2361-2365
60	Hitting the mark how can text organisation and response format affect reading test performance? Kobayashi, Miyoko January 2009 (has links) Zugl.: Diss.

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