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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 10 of 16 (0.073 seconds)Spelling suggestions: "subject:"fiddle achool reading"" "subject:"fiddle 2chool reading""
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Analyzing the effects of two response to intervention tools, Oral Reading Fluency and Maze Assessments, in the language arts classrooms of middle school studentsJones, Donna Lyerly. January 2009 (has links)
Thesis (Ed.D.)--Liberty University School of Education, 2009. / Includes bibliographical references.
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The study of predictive factors of reading for low performing readers in an urban setting /Caldwell, Reginald L. January 2009 (has links) (PDF)
Thesis (Ph. D.)--University of Louisville, 2009. / Department of Curriculum and Instruction. Vita. "May 2009." Includes bibliographical references (leaves 84-116).
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Making instructional decisions what teacher specialists decide about and do for middle school students with reading difficulty /Boyd, Frances L. January 2003 (has links)
Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains viii, 172 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 116-138).
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Grade six learners' supplementary reading practices : a case study /Botes, Geary. January 1900 (has links)
Thesis (MTech (Education Management))--Peninsula Technikon, 2002. / Word processed copy. Summary in English. Includes bibliographical references (leaves 79-90). Also available online.
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A mixed design examination of the attitudes of seventh grade males toward technology-enhanced reading instruction /Sheets, Victor, January 1900 (has links)
Thesis (M.A.)--Missouri State University, 2008. / "May 2008." Includes bibliographical references (leaves 59-62). Also available online.
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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).
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Case studies of resource room reading instruction for middle school students with high-incidence disabilitiesKethley, Caroline Ingle, Bryant, Diane Pedrotty, January 2005 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: Diane Pedrotty Bryant. Vita. Includes bibliographical references.
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The effect of Marshall University's Summer Enrichment Program on reading gains program evaluation, II /Potoczny, Kelli A. January 2007 (has links)
Theses (Ed.S.)--Marshall University, 2007. / Title from document title page. Includes abstract. Includes vita. Document formatted into pages: contains 32 pages. Bibliography: p. 26-29.
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AN INVESTIGATION OF THE RELATIONSHIP BETWEEN STUDENT READING INTEREST AND TEACHER SELECTED NOVELSCroston, Brian 01 August 2005 (has links)
No description available.
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A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle SchoolTheriot, Alyson A 18 May 2018 (has links)
It has been common for elementary teachers to read aloud to their students; however, it has not been so common in the middle school. The purpose of this phenomenological case study was to examine how middle school teachers and their students describe the use of read-alouds, including the teachers’ reasons for conducting read-alouds and the students’ descriptions of their experiences with them. Individual interviews and observations were conducted with two teachers and six students to gain the essence of their experiences with read-alouds. Results from this study indicated that what students gained from read-alouds matched the reasons their teachers utilized them. The students described their experiences as enjoyable, helpful to independent reading, motivating, engaging, and a learning opportunity which were all reasons their teachers stated for reading aloud. Findings in this study also indicated the fidelity with which read-alouds were implemented by teachers was impacted by district mandates and the pressure of preparing students for state tests. Results indicated students prospered both cognitively and affectively from listening to teachers read aloud. This study can be used to inform middle school teachers and administrators of the value of using read-alouds.
Keywords: Read-Alouds, Middle School Teachers, Middle School Students, Middle School Reading
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