Thesis (Ph. D.)--University of Washington, 1999. / Vita. Includes bibliographical references (leaves [141]-153).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2004. / Includes bibliographical references.

Thesis (Ed.D.)--Liberty University, 2008. / Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Research reports as PISA and PIRLS show that reading comprehension among Swedish students have deteriorated in recent years and that girls have better reading comprehension than boys. The basis for this study is Maj-Gun Johansson's reading comprehension test done during the four years between the years 2005-2008 in the seventh grade in a municipality in Sweden. The main purpose of this study is to examine reading literacy in terms of the influence of content and form of texts viewed from a gender perspective. The study is divided into two parts. The first part is a survey on local reading comprehension compared with results from a similar national text. The second part examines the texts where the students had the lowest result, and the texts with highest differences in comparison between girls and boys. The results show that the most difficult text for both girls and boys was a factual text in which the content had no links to students' everyday lives and containing mathematical symbols. The form of the text made it more difficult to read when it contained difficult words, long sentences and was written in the passive form. The text had neither narration nor causal words. A literary text with two female characters showed the highest difference between girls' and boys' reading comprehension. The result indicates advantage to the girls. The result also indicates that although the form of the text was relatively simple, the text content and the identification factor plays a greater role for the boys in reading comprehension. From a gender perspective considered boys were more affected by the text content than its form.

Dissertation (Ph.D.)--Auburn University,2006. / Abstract. Vita. Includes bibliographic references (p.76-82).

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Syftet med denna studie var att undersöka vilka förståelseprocesser frågorna i PIRLS, Progress In International Reading Literacy Study, testar gentemot de förståelseprocesser eleverna får träna på i olika läromedel i svenska. Studien består av en komparativ analys där läromedlens frågor kategoriserats utefter de förståelseprocesser som förekommer i PIRLS ramverk. Vi har upptäckt att läromedlen och läsförståelseprovet i PIRLS 2011 samstämmer till viss del. De undersökta delarna av läromedlen erbjuder dock inte tillräckliga verktyg för att nå goda resultat i PIRLS . För att ge eleverna goda förutsättningar att prestera väl i PIRLS krävs därför att antingen de kapitel i läromedlen som inte undersökts i studien eller att undervisningen i övrigt kompletteras med fler färdigheter. Under studiens genomförande har vi även kommit att ifrågasätta PIRLS-provens relevans i ett svenskt sammanhang då PIRLS ramverk inte är fullkomligt samstämmigt med lgr11, dock fyller proven ett syfte i ett internationellt perspektiv.

Thesis (Ph.D.)--University of Iowa, 2006. / Supervisor: Carolyn Colvin. Includes separate files for thesis supplements. Includes bibliographical references (leaves 219-228).

Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies, 2006. / "May, 2006." Title from electronic dissertation title page (viewed 07/17/2007) Advisor, Isadore Newman; Co-Advisor/Committee member, Lisa Lenhart; Committee members, Evangeline Newton, Carole Newman, Harold Foster; Department Chair, Evonn Welton; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.