Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 82-84).

Thesis (M. S.)--Psychology, Georgia Institute of Technology, 2007. / Rogers, Wendy, Committee Chair ; Fischer, Ute, Committee Member ; Fisk, Arthur, Committee Member.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2007. / Title from PDF title page (viewed on May 25, 2007). Includes bibliographical references.

Thesis (Ed.D.)--Boston University.

Reading in a second language is an interesting area of research because the factors affecting reading have brought about much controversy in related theory and research. Particularly, schema theory has raised long-term debate about whether background knowledge facilitates or impedes reading comprehension. In recognition of such issue, the current research was conducted to examine the impact of background knowledge on second language reading comprehension. Additionally, the impact of time constraint on reading comprehension was also investigated. Thirty-one students of intermediate level of English in Le Quy Don high school, Vietnam took part in the study. Four cloze texts, two of familiar topics and two of unfamiliar topics, were administered under the conditions of limited time and unlimited time. The results revealed significantly positive effects of background knowledge and no time constraint on second language reading comprehension. Further, a significant interaction between background knowledge and time constraint was found. These findings have important implications for second language pedagogy in view of standardized and classroom assessment of reading performance. However, the most important finding of this research relates to the significant interaction between background knowledge and time constraint which has not been given due attention in previous research.

"The purpose of this study is to investigate the importance of listening as a skill of learning which needs guiding; to locate the place it should fill in the elementary school curriculum; and to examine how the teacher may best include its instruction in his regular classroom teaching situations"--Introduction. / Typescript. / "August, 1960." / "Submitted to the Graduate School of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Marian W. Black, Professor Directing Paper. / Includes bibliographical references (leaves 30-32).

No description available.

No description available.

Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Dr. Marcella D. Genz, Florida State University, School of Information Studies. Title and description from dissertation home page (viewed Oct. 7, 2003). Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2007. / Full text release at OhioLINK's ETD Center delayed at author's request