Global ETD Search

161	WISC patterns and reading achievement Beniskos, Jean Marie January 1959 (has links) Abstract not available. Education, Tests and Measurements. Education, Reading.
162	Listening, phonation, laterality, and reading effects of the Aurelle therapy of Alfred Tomastis on children with reading difficulties Schnitzer, Leah January 1974 (has links) Abstract not available. Education, Educational Psychology. Education, Reading.
163	The effects of syntactic maturity and syntactic complexity on reading comprehension: An empirical test of Smith's psycholinguistic theory of reading Manning, Andrew R January 1977 (has links) Abstract not available. Education, Educational Psychology. Education, Reading.
164	Temporal perception of good and poor readers Crausman, Burt January 1958 (has links) Abstract not available. Education, Educational Psychology. Education, Reading.
165	A study of the possible distinction between "controlling eye" and "dominant eye" and the relation of both, with hand dominance, to reading achievement Boos, Robert W January 1968 (has links) Abstract not available. Education, Educational Psychology. Education, Reading.
166	The effect of phonetic-kinesthetic training on the measurable reading performance of primary pupils with reversal and inversion difficulties Merlis, Doris Edna Sutherland de January 1959 (has links) Abstract not available. Education, Educational Psychology. Education, Reading.
167	The interactive effect of style of short-term memory and exposure to semantic and alphabetic materials on achievement in first grade oral reading Whittle, Robert M January 1977 (has links) Abstract not available. Education, Educational Psychology. Education, Reading.
168	Error analysis, interlanguage and second language reading strategies Theberge, Raymond January 1976 (has links) Abstract not available. Education, Bilingual and Multicultural. Education, Reading.
169	What does sociocultural learning and literacy look like in an adult employment preparation program? Pinsent-Johnson, Christine January 2005 (has links) The closely aligned theoretical discussions of situated learning (Lave & Wenger, 1991; Wenger, 1998) and situated literacy (Barton & Hamilton, 1998; Hamilton, 2000) were used to explore literacy and learning activities in an adult literacy program that combined literacy education and employment preparation in three distinct learning settings. The parallel discussions provided a socioculturally-based framework that permitted a detailed analysis of what learning and literacy looked like. Guiding the study was the following question: How do situated views of literacy and learning contribute to an understanding of the employment preparation program and its three settings? Using the frameworks of situated learning and literacy to closely examine the employment preparation program revealed disconnects between the work settings (the coffee shop and job placements) and the class setting, and subsequently between the notions of learning literacy and learning about work. Among the study's contributions is a clearer conceptualization of a broad definition of literacy, in which the development of literacy practices becomes the focus for supporting the development of adult literacy education. Policy contributions examine the role of the provincial program funder and how it has a structure to support the development of a practice-based approach in adult literacy education. Finally, contributions to research propose the use of an analytical tool to further understand sociocultural learning, and specifically literacy and learning practices, in adult literacy programs. (Abstract shortened by UMI.) Education, Adult and Continuing. Education, Reading.
170	Poaching in the landwash: An interrogation of cultural meaning in a reading group from St John's, Newfoundland Lewkowich, David January 2008 (has links) Involved as it is with language, reading is an always-ambiguous endeavour. In this qualitative foray into the otherness of textual desire, I examine the human geography of reading through the articulations of a reading group in St. John's, Newfoundland. I also dwell in the collective dynamics of a pedagogy of place---moving through the landspaces of Newfoundland, poeticizing the relation between reading and subjectivity. As a borderline work, this study illustrates that reading in the meeting place of dialogic engagement creates a text of infinite possibility, through which readers write on and write from their social constructions of cultural meaning. Education, Sociology of. Geography. Education, Reading.

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