Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Sept. 14, 2006). Includes bibliographical references.

Dissertations (Ed. D.)--Rowan University, 2007. / Typescript. "UMI Number: 3272677"--T.p. verso. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xv, 229 p.; also includes graphics. Includes bibliographical references (p. 148-157). Available online via OhioLINK's ETD Center

Thesis (M.S.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains iv, 42 p. Includes abstract. Includes bibliographical references (p. 34-38).

Thesis (M.Ed.)--York University, 2005. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 112-119). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11790

Thesis (M.S.) University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (June 26, 2007) Includes bibliographical references.

Thesis (D. Min.)--Westminster Theological Seminary, 2008. / Vita. Includes bibliographical references (leaves 228-232).

Thesis (Ed.D.)--Duquesne University, 2009. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 54-59) and index.

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 (Special Education). Includes bibliographical references (p. 22-25).

The 11 experiments reported in this thesis are concerned with 3 main areas of investigation addressing cognitive processes in children with reading and spelling difficulties. These are 4 main experiments which utilise a variety of reading tasks designed to address the nature of the poor reader groups' approach to single word identification. Evidence of intact phonological reading strategies were found on certain reading tasks, but not on others. Thus support was found both for the hypothesis that poor readers can employ a non-lexical strategy effectively, and for the hypothesis that they are impaired at relying upon this strategy. Two experiments explore the poor readers spelling strategies in terms of their phonological demands. Phonemic segmentation difficulties were found and it was argued that such difficulties may be causally related to the spelling retardation. Four experiments also examined the memory codes used by these groups; evidence of normal phonological coding in working memory, but not longer-term recognition memory was found. Finally, 2 case studies were conducted dealing with reading, spelling and orthographic segmentation ability. Both cases were found to exhibit very clear signs of phonological impairments across a wide range of tasks, and were to different extents less capable than controls at orthographic segmentation. It is concluded that most poor readers suffer from a mild phonological deficit, and that a much smaller proportion have more severe phonological dysfunctions. However, whether such difficulties are detected will partly depend upon the nature of the task used to interrogate the efficiency of the underlying mechanisms.