Global ETD Search

271	Going straight to the source students with reading difficulties talk about reading, self-efficacy and reading instruction. Groff, Carolyn A. January 2007 (has links) Thesis (Ph. D.)--Rutgers University, 2007. / "Graduate Program in Education." Includes bibliographical references (p. 151-157).
272	"It's not like we're just playing; it's about learning stuff" a critical ethnography of children's social practices during literacy learning / Laman, Tasha Tropp. January 2004 (has links) Thesis (Ph.D.)--Indiana University, School of Education, 2004. / Title from PDF t.p. (viewed Dec. 2, 2008), Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0497. Chair: Jerome C. Harste.
273	Effects of collaborative discussion on students' reading performance Chang, Po-lin, Pauline. January 2001 (has links) Thesis (M.Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 80-88). Also available in print.
274	The use of oral prompts as an effective teaching strategy in oral reading activities Seely, Patricia Butcka. January 1981 (has links) Thesis (Ph. D.)--University of Florida, 1981. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 88-92).
275	The creation of a positive school climate through the design and implementation of selected strategies and their effect on student attendance and achievement in reading and mathematics skills: A case study. Mitchel, Charles Patrick. Unknown Date (has links) Thesis (Ed.D.)--Fairleigh Dickinson University, 1988. / Source: Dissertation Abstracts International, Volume: 49-05, Section: A, page: 1005. Adviser: Francis X. Sutman.
276	Diagnosing disability through response-to-intervention an analysis of Reading Recovery as a valid predictor of reading disabilities / Dunn, Michael W. January 2005 (has links) Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2005. / Source: Dissertation Abstracts International, Volume: 66-08, Section: A, page: 2890. Chairperson: Genevieve Manset Williamson. Title from dissertation home page (viewed Oct. 5, 2006).
277	Situated language learning practices in an EFL reading class : case studies of six college students / Sitthitikul, Pragasit. January 2006 (has links) Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2514. Adviser: Mark Dressman. Vita. Printout. Includes bibliographical references (leaves 235-243) Available on microfilm from ProQuest Information and Learning.
278	An investigation of the efficacy of the text talk strategy on pre-school students' vocabulary acquisition Batchelder, Heather Lynn Washburn. January 2008 (has links) Thesis (Ph.D.)--University of Central Florida, 2008. / Adviser: Lee Cross. Includes bibliographical references (p. 152-163).
279	Assessing the content standards of a large-scale, standards-based test a psychometric validity study of the 2002 Hawaiʻi state assessment grade 8 and grade 10 reading tests / Uyeno, Russell K. January 2004 (has links) Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references (leaves 107-124).
280	The relationship between the usage of a Computer Assisted Instructional (CAI) program, Ticket to Read (T2R) and reading achievement in third grade Dixon-Thompson, Tonya L. 17 January 2016 (has links) <p> The purpose of this study was to determine if there was a statistically significant, positive relationship between utilizing the Computer Assisted Instruction (CAI) program, Ticket to Read (T2R), as measured by the accumulated number of passages read and reading achievement, as measured by the statewide North Carolina End of Grade (NCEOG) reading assessment scores, within a third-grade elementary school sample. This quantitative, non-experimental correlational study examined the NCEOG reading assessment standardized scores and determined if third-grade students obtained reading achievement with the supplemental use of the T2R program during the 2013-2014 school year. The methodology examined and compared the NCEOG reading assessment scores for third-grade students from schools that utilized T2R schools and NTR schools that did not utilize the T2R program. Archival data were analyzed from a sample of 478 third-grade students of which included 281 students from T2R schools and 206 third-grade students from NT2R schools and conclusions were made about the students’ reading achievement performance. Using a Pearson <i> r</i> correlational statistic test, this study revealed that the null hypothesis should be rejected because T2R utilization and reading achievement scores were positively correlated and statistically significant with an obtained p value less than .05 (<i>r</i>=.250, <i>p</i>=.000). The study’s findings supported the theory that CAI promotes independent opportunities for students to practice and strengthen their reading skills and exhibit reading achievement. The findings can be used to provide educators an evidence-based practical approach or doable practices for planning instruction, monitoring learner’s progress, and fostering students’ reading achievement.</p>

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