Thesis (Ed. D.)--Illinois State University, 2005. / Title from title page screen, viewed April 12, 2007. Dissertation Committee: Thomas Crumpler (chair), Anthony Lorsbach, Mary Murray Autry, Patricia Harrington Klass. Includes bibliographical references (leaves 137-145) and abstract. Also available in print.

The purpose of this study was to explore the effects of K.K.phonetic symbols-assisted instruction on students¡A English achievement and motivation for learning. A quasi-expermental design was used. The subjects were 75 sixth-grade students from elementary school.They were divided into three groups.After an English achievement Test and the scale of Motivation for Learning English,the K.K.phonetic symbols-assisted instruction was implemented .After 4 months of instruction, all groups took an English Achievement Test and the Scale of Motivation . The results were as the followings: 1. No significant difference was found between the phonics group and the phonics+K.K. phonetic symbols group in their English Achievement Test. 2. No significant difference was found between the phonics group and the phonics+K.K. phonetic symbols group in their motivation for learning English. 3. There were significant differences found between the phonics+K.K. group-consonant and vowel taught together and the phonics+K.K. phonetic symbols group-taught separately in their English Achievement Test. 4. There were significant differences found between the phonics+K.K. group-consonant and vowel taught together and the phonics+K.K. phonetic symbols group-taught separately in their motivation for learning English. Finally, based on the findings of this study, suggestions for administrators, teachers, and future research were discussed

Thesis (Ed.D.)--University of West Florida, 2007. / Title from title page of source document. Document formatted into pages; contains 142 pages. Includes bibliographical references.

Thesis (Ph.D.)--University of Delaware, 2009. / Principal faculty advisor: Julie A. Hubbard, Dept. of Psychology. Includes bibliographical references.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2000. / Bibliography: p. 61-63.

Thesis (M.S.)--Rutgers University, 2009. / "Graduate Program in Food Science." Includes bibliographical references (p. 94-104).

Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains viii, 117 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 91-97).

Thesis (Ed. D.)--University of La Verne, 2003. / Includes bibliographical references (p. 107-121).

Thesis (Ed. D.)--University of La Verne, 2003. / Includes bibliographical references (leaves 107-121).

Dissertation (Ph.D.)--Auburn University, 2009. / Abstract. Includes bibliographic references (p.64-85).