Thesis (Ed. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

Thesis (M.A.)--Brigham Young University. Dept. of Teacher Education, 2008. / Includes bibliographical references (p. 99-101).

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Sam Miller; submitted to the School of Education. Includes bibliographical references (p. 104-112).

Dissertation (Ph.D.)--Auburn University,2006. / Abstract. Vita. Includes bibliographic references (p.54-58).

Thesis (M.A.)--University of Toronto, 2009. / Source: Masters Abstracts International, Volume: 48-02, page: .

Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / "November, 2005"--T.p. Title from PDF title page (viewed on Aug. 29, 2006). Includes bibliographical references.

The perceptions of administrators and teachers of a computer-assisted instructional program in literacy skills were collected by a survey. The survey participants were kindergarten teachers and administrators from four elementary schools in the same, fast-growing, suburban school district in Texas. Literacy assessments were given to all kindergarten students in the district in the fall, winter, and spring of the 2005-2006 school year. This study included a quasi-experimental research design to determine if students using the computer-assisted instructional program improved more on the district literacy assessments than students who did not use the program. The treatment group members were the 449 kindergarten students of the survey participants. The treatment group worked in The Imagination Station program for a nine-week trial period. The control group members were 1385 kindergarten students from thirteen other schools in the same school district. The study found that teachers and administrators perceived that their students' improvement in literacy skills after using the program was good. The quasi-experimental portion of the study found that there was a statistical difference between the treatment and control groups on the composite literacy assessment score. The group membership variable could explain 1.4% of the variance in the students' literacy assessment scores. Based on the small effect size, there was no practical difference between the groups.

The purpose of this study was to determine the extent to which tri-weekly evidence-based vocabulary lessons implemented throughout the regular school day would increase kindergarten students’ expressive and receptive vocabulary development, thus decreasing the vocabulary gap exhibited between low-income children and their more advantaged peers upon entering kindergarten. The participants in this study were kindergarten students at an elementary school in the Midwest. The students in the control group received their normal vocabulary instruction from the district’s adopted reading series. The experimental group students received instruction from the evidence-based direct instruction vocabulary lessons found in Judy Montgomery’s The Bridge of Vocabulary. Data was collected before and after the intervention took place using the Peabody Picture Vocabulary Test, Fourth Edition and the Expressive Vocabulary Test, Second Edition, and was analyzed using an ANOVA to compare growth. Analysis showed that students who received the vocabulary intervention made significantly greater growth in both expressive and receptive vocabulary development than students who received vocabulary instruction from the adopted reading series. More specifically, the students from poverty who received the intervention made significantly greater vocabulary development than the students from poverty who did not receive the intervention. / Department of Elementary Education

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 242-248).

Thesis (Ed.D.)--University of West Florida, 2006. / Title from title page of source document. Document formatted into pages; contains 129 pages. Includes bibliographical references.