Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xiv, 361 p.; also includes graphics Includes bibliographical references (p. 315-345). Available online via OhioLINK's ETD Center

Thesis (M.A.)--Miami University, Dept. of English, 2003. / Title from first page of PDF document. Includes bibliographical references (p. 107-109).

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (MEd (Education))--Cape Peninsula University of Technology, 2017. / Since 2012, the poor literacy levels of intermediate phase (IP) learners have been a concern for officials in the Western Cape Education Department (WCED). Responding to the literacy crisis, the WCED has implemented the South African Curriculum and Assessment Policy Statement (CAPS), along with various other literacy interventions, but in the West Coast District, IP learners’ writing skills remain poor. Focusing on the West Coast District, this thesis sheds light on the implementation of the writing-instruction practices prescribed by CAPS: specifically, the implementation of “shared writing” as a scaffolding method for teaching writing to learners. The thesis maps the theoretical and conceptual framework of the writing process, with an emphasis on shared writing. In particular, it discusses Vygotsky’s and Piaget’s ideas on social-cognitive development and scaffolding. The gradual release of responsibility (GRR) and balanced language approach (BLA) instruction models propose that a competent adult should interactively model the writing process to learners before group writing (practice) and independent writing (assessment) are attempted. While these stages of instruction are included in CAPS, this study investigated the extent of their implementation. Current literature in the field of writing instruction foregrounds the concepts of “thinking aloud” and “shared pen”, according to which the teacher and the learner co-compose a text, allowing learners to become competent writers. In this study, quantitative and qualitative research methods were used to describe and understand West Coast District IP Afrikaans Home Language (HL) teachers’ perceptions of their use of shared writing to teach the writing process. Data collection consisted of quantitative and qualitative questionnaires, as well as interviews, with results converted into percentages. Subsequent data analysis disclosed the patterns, strengths, and weaknesses experienced by IP Afrikaans HL teachers in the West Coast District. Current IP writing-instruction practices can provide the South African Department of Basic Education (DBE) with valuable insights into the implementation of shared writing, and of CAPS as a whole.

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The problem with which this investigation is concerned is that of discerning the traits of a group of pupils who have low levels of learning and developing for them a more appropriate "differentiated program" of instruction in language arts.

Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (p. 224-229).

Proficient reading is a necessary skill for a quality life. While educators would like to believe that most students master the art of reading and can understand what they read, national reports indicate that learning to read and becoming a skilled reader is not mastered by all (No Child Left Behind Act, 2001 ; NICHD, 2000a). One component of successful reading is the ability to read a text with appropriate speed, accuracy, and prosody. The National Assessment of Educational Progress (Pinnell et al., 1995) reported that 44% of the nation's fourth grade students were not able to read at an acceptable level of fluency that was considered necessary for comprehension. Since the publication of that report, research has shown that with direct instruction and remediation of fluency, students in the elementary grades can increase their reading rate. One of the most common fluency intervention techniques is repeated readings (Samuels,1979). However, most of the studies completed include ele mentary students and were focused on increasing their reading rate. Some students are arriving at the secondary level with reading problems which include fluency and comprehension. Therefore, the purpose of this study was to determine the effect of repeated readings on the rate, accuracy, and comprehension of students with disabilities at the secondary level. This study involved a total of 35 students with learning disabilities in grades 6-9. A quasi-experimental design was used for this study. The treatment group received a total of 20 sessions of repeated reading with immediate feedback., goal setting, and independent practice with graphing of reading rate. The comparison group continued their reading instruction with no fluency intervention.The results indicate that this combination of repeated readings had a significant influence on reading rate only. / The other two variables, accuracy and comprehension, did not improve significantly in the treatment group when compared to the comparison group. / by Janice M. Russell. / Thesis (D.Ed.)--Florida Atlantic University, 2012. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2012. Mode of access: World Wide Web.

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