Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

Thesis (Ph. D.) -- University of Maryland, College Park, 2005. / Thesis research directed by: Human Development. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

Thesis (Ph. D.)--Ohio State University, 1987. / Includes vita. Includes bibliographical references (leaves 122-131). Available online via OhioLINK's ETD Center.

Thesis (M.S.L.P.)--Duquesne University, 2005. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p.58-60) and index.

Thesis (Ed.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed October 15, 2009). PDF text: x, 255 p. : ill. ; 1 Mb. UMI publication number: AAT 3355635. Includes bibliographical references. Also available in microfilm and microfiche formats.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1969. / 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).

Thesis (Ed.M.)--Boston University / The purpose of this study is to obtain a better understanding of the nature and presence of the imagery that children have while reading silently, and to determine the relationship of this imagery to the comprehension of the material read. In this study mental imagery is defined as the perceptions in the imagination which accompany reading. This includes auditory, kinesthetic, olfactory, and gustatory imagery as well as visual imagery. Comprehension is defined for this study as the ability to score on the tests accompanying the reading selections.

No description available.

An important question in the field of reading development is whether models of reading, which apply largely to monolingual English (L1) learners, also apply to English as a Second Language (ESL) learners. The pursuit of such an inquiry is critical to the development of empirically valid models of reading in ESL populations. This study investigated the nature and determinants of the developmental pathways of reading comprehension in ESL (N=153) and L1 learners (N=593) from the fourth to the seventh grade. Two research questions guided the research: (1) How similar are ESL learners to L1 learners in their reading comprehension growth trajectories? (2) How similar are ESL learners to L1 learners in the determinants of their reading comprehension growth trajectories? The following basic processes of reading comprehension were examined: phonological awareness, pseudoword decoding, word identification, reading fluency, and syntactic awareness. Using latent growth modeling, the study found that ESL learners were identical to L1 learners in the functional form (both showed linear growth), slope or rate of growth, intra-individual variability, and linguistic determinants, of their reading comprehension growth trajectories. However, they were weaker than L1 learners in their reading comprehension skill levels. These results provide compelling support for the applicability of L1 models of reading comprehension for ESL learners, and help shape an emergent conceptualization of reading comprehension development for ESL learners. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This study investigated the effects of headings and text organization on grade 5 through 10 students' written recall of expository prose passages written in a classification/description mode. Emphasis was placed on the results from students in grades 9 and 10. This study was a component of a three part study. The other two parallel studies emphasized grades 5 and 6 (Stables, 1985) and 7 and 8 (King, 1985). Each subject read and recalled two passages: one written at his or her grade level and one written at a low readability level. Performance on the written recalls from passages with headings and without headings was examined on the basis of the number of superordinate and subordinate ideas recalled, the superordinate and subordinate organization, and the format. Developmental trends were investigated by including the data from the two parallel studies (Stables, 1985; King, 1985). There was some evidence that headings had a significant effect on the number of superordinate ideas recalled from a passage of low readability. Some significant differences indicated negative effects by headings. The majority of differences, however, were not significant. Developmental trends in grades 5 through 10 were noted in the number of ideas recalled on a low readability passage and the format used on the written recalls. Implications for instruction and suggestions for further research are discussed. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate