Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis (B. Psyc. Sci.(Hons.))--University of Queensland, 2002. / Includes bibliographical references.

Thesis (M.S. Ed.)--Bank Street College of Education, New York, 2003. / A web site accompanies this project. Bibliography and webliography (leaves 95-99).

Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 174-183).

Thesis (M.A.)--University of Hong Kong, 2009. / Includes bibliographical references (p. 61-63).

Thesis (M.S. in Operations Research)--Naval Postgraduate School, June 2003. / Thesis advisor(s): Eugene P. Paulo, Alvin F. Crowder, Susan M. Sanchez. Includes bibliographical references (p. 49). Also available online.

Thesis (M.Ed.)--York University, 2007. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 111-116). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR38819

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

The purpose of this study was to investigate the English writing activities of young Swedes on the site FanFiction.net to determine what type of differences were perceived between this activity and the writing activities taking place in upper secondary English courses, what effects fan fiction had on their English skills as well as what possibilities were perceived in regards to using fan fiction as a tool of learning. Methods used include an interview study along with a textual analysis to determine changes in grammatical complexity, errors and mistakes. Results indicate that partaking in fan fiction-related communities of practice in English can potentially improve language skills. Results also showed that informants valued interaction and practical language use, largely perceiving the formal teaching of English as lacking in opportunities for practical, contextually relevant and creative language use. However, introducing fan fiction and its practices of peer-reviewing in a formal educational setting was also perceived as risky, at the same time as there existed a sense of optimism that the fan fiction format and its practices could both be used to facilitate learning.

This thesis comprised an investigation of literacy development and literacy difficulties in the context of bilingualism involving 479s ix to thirteen year old children bilingual in two languages The children in this study were required to learn literacy in two writing systems namely Filipino and English.' Me context of concurrent earning and a bilingual background provided a unique context for studying biliteracy development and difficulties. Additionally variations in the orthographio complexity between e two scripts( Filipino is transparent, whilst English is complex) allowed an assessment of current cross-language perspective ins literacy difficulties. The main aim of the research was to investigate cognitive and linguistic factors that are related to literacy difficulties in a bilingual population. This was achieved via two additional ims:i e, to understand the development of, and the skills involved in , literacy acquisition. This required assessment of the impact of processes within and between the languages of literacy. 'Me results in dicate that the predominant theories on literacy developmengte nerated on the basiso f monolingual English-speaking cohortd o not explain literacyp rocesses amongt he bilingual-biliterate children in this study. Although predictions base do n these theories found some support in the English based data, the were inconsistent with the data produced by the same children in Filipino. The second main conclusion asserttsh at the central processing hypothesis and the script dependent hypothesis are complementary explanations of bilingual reading. Although development seems to progressa t different rates underlyings kills in literacys how a high degree of crosslanguage interdependence Finally, in examining literacy difficulties a mongth e children in this study, it was found that group c omparisondsi d not provides ufficientb asisto characterise ingle word literacy difficulties Howevert he analysiys of single cases indicated different manifestations of literacy difficulties across the two languages These findings1 )indicate that illiteracy resents a fundamentally different context in which to investigate and assess literacy difficulties2, ) highlight the importance of assessments in all languages of literacy and3 ) demonstrate the need to assesm sore than single word processing deficits, particularly when dealing with a highly transparent writing system.