Spelling suggestions: "subject:"breading (aprimary)"" "subject:"breading (1primary)""
101 |
The impact of special needs students on the reading, writing and mathematics achievement scores of typically achieving grade 3 students.Demeris, Hendrik J. January 2004 (has links)
Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Phil Nagy.
|
102 |
A comparison of early reading outcomes and program costs in four primary reading programs for improved decision-making /Gander, Brian David, January 2007 (has links)
Thesis (D. Ed.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 182-189). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
|
103 |
Reading aloud: Preparing young children for schoolErickson, Melissa 01 January 1998 (has links)
No description available.
|
104 |
Supporting the reader in the first through third grade classroom: Strategies for parent and community volunteersMaddox, Kathleen Wright 01 January 1997 (has links)
No description available.
|
105 |
Validation of an interdisciplinary mathematics-reading conceptual model through an analysis of interdisciplinary research in mathematics and readingOlson, Kay B January 2011 (has links)
Typescript (photocopy). / Digitized by Kansas Correctional Industries
|
106 |
Illustrations and the development of reading in the primary school17 November 2014 (has links)
M.Ed. (Education) / Please refer to full text to view abstract
|
107 |
Toward a theory of reading acquisitionLovett, Maureen W. January 1973 (has links)
No description available.
|
108 |
The efficacy of question-answering instruction for improving Year 5 reading comprehensionBrown, Gail Sandra, University of Western Sydney, College of Arts, School of Education January 2004 (has links)
The purpose of this thesis was to capitalise upon information processing models to develop and test the impact of a question-answering intervention on Year 5 students' reading comprehension, question-answering and vocabulary performance. The study provides empirical evidence that question-answering instruction can lead to statistically significant comparisons in reading comprehension performance that favoured intervention participants compared to students completing regular classroom reading instruction. The current study involved a quasi-experimental, pretest-posttest design that targeted 267 students enrolled in 10 regular Year 5 classes across three schools. Classroon teachers implemented the intervention over 10 weeks. The application of information processing models in extant research of effective instruction in literacy and numeracy has been documented. The current intervention is the first application of this theoretical framework to a complex skill in reading comprehension, namely question-answering. Potential future applications of this instructional technology to complex cognitive skills are discussed. / Doctor of Philosophy (PhD)
|
109 |
Routes to comprehension for second-graders with reading problems : one-to-one tutoring in repeated reading versus comprehension strategy instruction /Vadasy, Patricia F. January 2000 (has links)
Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 149-166).
|
110 |
Developing automaticity at the component skill levels of letter-sound correspondence, letter combinations, word reading and connected text : an analysis of outcomes for children at risk for reading difficulties in grades two and three /Mc Donagh, Sarah Hadley, January 2003 (has links)
Thesis (Ph. D.)--University of Oregon, 2003. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 249-258). Also available for download via the World Wide Web; free to University of Oregon users.
|
Page generated in 0.0557 seconds