Thesis (M.S.T.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

This thesis attempts to develop a new model for a renewed concept of readability. The thesis begins by discussing the rationale for carrying out this research. Next, the extensive literature around the topic of readability is reviewed. The literature suggests that most research into readability has stemmed from a positivist paradigm, and has used quantitative methods to assess text comprehensibility. This approach has been widely criticised and, recently, more qualitative methods stemming from an interpretive paradigm have been employed. It seems that both quantitative and qualitative methods have strengths and limitations. Therefore, the research I have carried out has explored the concept of readability by combining these two research approaches. The data collection methods include readability formulae; text feature analyses; miscue analyses; retellings and interviews. This research has been conducted in the United Kingdom and involved 16 male and 16 female pupils with an age range from 6 to 11 years old. All the participants were fluent readers. Data were analysed using; (1) six online readability formulae - ATOS (1997); Dale-Chall (1948); Flesch-Kincaid (1948); FOG (1952); SMOG (1969); and Spache (1953); (2) Reading Miscue Inventory (Goodman, Watson & Burke, 2005); (3) Judging Richness of Retellings (Irwin & Mitchell, 1983); (4) text feature analysis forms; and (5) a cross-interview analysis approach. Two computer software programmes i.e Statistical Package for the Social Sciences (SPSS 17) and Qualitative Data Analysis (Nvivo 7) were used to organise and analyse the quantitative and qualitative data. The findings suggest that the concept of readability is influenced by both reader and text factors. The reader factors involve a complex relationship of nine embedded elements within the reader, namely interest, prior knowledge, attitude, reading ability, motivation, purpose of reading, engagement, age and gender. The text factors include eight elements, these being the physical features of the text, genre, content, author, linguistic difficulties, legibility, illustrations and organization of the text. This research comes to the conclusion that the concept of readability is a complex matching process involving the dynamic interaction between both reader and text factors and bound by certain contexts.

Thesis (M.S.)--University of Central Florida, 2009. / Adviser: Robert Everett. Includes bibliographical references (p. 94-97).

L'ecole selon Rejean Ducharme offers a new view of Ducharme's widely acclaimed novels. Through analysis of three of the author's major works (Le Nez qui voque, L'Hiver de force and Va savoir ), we will discover Ducharme's fascination with the function of formal education as embodied in the cultural structure of the school and we will see the central role that this issue plays throughout his various narratives. Although unexplored by academics, Ducharme's vision of the school touches an significant number of issues at various levels of complexity. In our introduction, we examine the challenge of defining the issues and the scope of the school, and we consider a variety of frameworks for our analysis. The initial portion of the thesis itself takes us through Ducharme's writings, following the thread of this theme and identifying important references. Following this inventory, our second section examines the ways Ducharme's school addresses issues of authority in popular culture through its vision of Literature and History. We also see links to the other classic ducharmian themes of "subversion and salvation". Finally, we propose a model of the fanciful ducharmian school as it emerges from the text of these three novels. Our summary looks at Ducharme's ultimate observation, that in his school, lessons are never fully learned and school is never over.

Thesis--Cologne. / Includes bibliographical references (p. 392-416).

Thesis (Ed. D.)--Oklahoma State University, 1997. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ed. D.)--Oklahoma State University, 1997. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (doctoral)--Vereinigte Friedrich-Universität Halle-Wittenberg. / Vita. Bibliography: p. [81]-86.

Thesis (Ph. D.)--Universität Zürich, 1942. / Vita. Includes bibliographical references (p. 99-101).

Thesis (Ph. D.)--University of Washington, 2005. / Vita. Includes bibliographical references (leaves 221-230).