Thesis (Ph.D.)--George Mason University, 2008. / Title from PDF t.p. (viewed Oct. 15, 2008). Thesis director: Christopher T. Kello. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology. Vita: p. 95. Includes bibliographical references (p. 82-94). Also available in print.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1984. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 115-121).

Theses (Ed.S.)--Marshall University, 2004. / Title from document title page. Includes abstract. Document formatted into pages: contains iv, 14 p. Bibliography: p. 13-14.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed May 23, 2007). PDF text: 222 p. ; 0.45Mb UMI publication number: AAT 3237387. Includes bibliographical references. Also available in microfilm and microfiche formats.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1979. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (35-36 p.).

Thesis (D. Ed.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 85-91). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M.Ed. )--Kutztown University of Pennsylvania, 2005. / Source: Masters Abstracts International, Volume: 45-06, page: 2807. Typescript. Abstract precedes thesis as 1 leaf (v). Includes bibliographical references (leaves 36-40).

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1980. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 27-29).

M.Ed. (Educational Psychology) / Reading problems as a phenomenon in education is a problem which has been identified in many countries of the world including the Republic of South Africa. If a child experiences a reading problem it affects not only his present life world but also his path en route to adulthood. Reading also forms an integral part of the adult' s daily activities and therefore it is essential that the child (who is a future adult) should be able to be independent as far as reading is concerned. The standard 2-pupil is in the transitional stage between the junior primary- and senior primary phase. It was thus essential to identify reading problems that may exist beyond the junior primary phase with the intention of lending assistance to the child in need. Furthermore it was necessary to undertake a psychodidactic view of reading. Reading was identified as a complex activity, consisting of various components. The educational causes of reading problems were emphasized. Reading errors were divided into 3 categories namely: reading skills, general reading errors and reading attitude. The purpose of this study therefore, was to identify the most common reading errors made by standard 2. pupils, then to compare the reading errors of English and Afrikaans speaking pupils and to propose recommendations with respect to reading instruction in standard 2.. It was also necessary to identify reading problems that still existed after the completion of the junior primary phase ...