Thesis (D.A.)--Illinois State University, 1994. / Title from title page screen, viewed March 28, 2006. Dissertation Committee: Margaret S. Steffensen (chair), Bruce W. Hawkins, Sandra M. Metts, David L. Tucker. Includes bibliographical references (leaves 179-184) and abstract. Also available in print.

Thesis (D.A.)--Illinois State University, 1995. / Title from title page screen, viewed May 5, 2006. Dissertation Committee: Bruce W. Hawkins, Anne Rosenthal (co-chairs), Sandra Metts, William Woodson. Includes bibliographical references (leaves 249-272) and abstract. Also available in print.

Thesis (D.A.)--Illinois State University, 1993. / Title from title page screen, viewed February 24, 2006. Dissertation Committee: Janice Neuleib (chair), Elizabeth McMahon, Tom Foster, Anne Rosenthal. Includes bibliographical references (leaves 182-201) and abstract. Also available in print.

M.Ed. / The problem of academic performance standards among first year students is cause for concern for many tertiary institutions. The incidence of failure and attrition is unacceptably high, primarily because of the repercussions not only on the institutions concerned, but also on the individual students who drop out of those institutions feeling bewildered and frustrated ...

From Chapter one - 1.1 Genesis: My interest in increasing the efficiency of children's silent reading began in 1958 when I was teaching a Standard 5A of 24 boys and 15 girls in a two-stream Primary School in Rhodesia. the majority of children were able readers and the mean Word Reading Age was 12.7 which, in relation to an average chronological age of 12.3, yeilded an above average Reading Quotient of 103. These children needed lots of reading practice, and in addition to the usual Reading periods I resolved to set aside at least one period a week for Comprehension, as reading for meaning was then called.

Thesis (MPhil)--University of Stellenbosch, 2004. / Library lacks CD-ROM. On title page: MPhil in Hypermedia for Language Learning. Bibliography. Also available via the Internet.

Elaborative processing is important to the study of reading-to-write tasks because of its function in the integration of new knowledge. This study investigated whether assisting students to generate intra- and intertextual elaborations on source texts would (1) result in their writing essays in which textual information was transformed according to a personal purpose, and (2) result in their showing more metacognitive consciousness about their reading/writing processes. The pedagogical methodology was developed through analyzing the think-aloud protocols of six students writing from sources. Subsequently, two intact classes of first-semester freshman composition students attending community college composed essays from three autobiographical source texts. The experimental group was prompted to generate personal associations and new ideas from the source texts as well as to criticize ideas in them. Students in the experimental group were also encouraged to draw a diagram relating the three source texts to each other and to the students' own experiences. Students' annotations, notes, and essays were parsed into idea units and tallied according to categories of elaborations identified by Stein (1990a, c). Essays were also holistically scored for writing quality and organizational plan. Finally, students' free written responses to the task were analyzed and types of comments were tallied. Prompting students to elaborate is associated with their producing greater numbers of elaborations in their annotations. In the present study, however, no significant differences were found between the types of essays each group produced, in the types and percentages of elaborations present in their papers, or in the quality of their papers. However, members of the group receiving training in elaboration were better able to articulate the unifying concepts and organizational plans of their essays. Training in elaboration also seemed to heighten these students' interest in writing from sources. Future research on how elaboration affects the execution of reading-to-write tasks might involve more clearly prompting students to synthesize information from sources as well as giving them more extensive experience with elaboration techniques.

M.A. / The purpose of this study is to promote the analysis and study of the structure and function of texts as a strategy which can be used in language courses for improving the writing proficiency of distance teaching technikon students in their fields of employment ...

Based on the findings, a Model of Advanced L2/FL Reading Strategies was proposed to account for strategy use of both good and weak readers, as well as the impact of text difficulty level and text type on their strategy use. The model developed appears to accommodate the complex and rich strategy use of the good and weak EFL readers in this study, and has potential for application to L2/FL readers who share more or less similar features. Finally, this dissertation discusses the theoretical and methodological significance of the study, and possible pedagogical implications to enhance students' strategy use. / The major findings indicated that good and weak readers knew and used the same strategies, and employed bottom-up strategies similarly. The key difference was the greater use of top-down strategies by good readers, which suggests that good readers are more concerned with achieving the overall meaning of the text. One surprising finding was that weak readers used metacognitive strategies more frequently. This finding can be explained in terms of the nature of monitoring activities. / The present study employed think-aloud methods to investigate the patterns of reading strategy use of good and weak advanced EFL readers and also the impact of different text types and text difficulty levels on strategy use. Eight good readers and eight weak readers read twelve texts using think-aloud techniques. The texts selected included two text types, causation and description; and two levels of text difficulty. The collected think-aloud protocols were analyzed to identify the strategies used by the participants, and to develop the Coding Scheme. The Coding Scheme developed includes forty identified strategies, classified into three categories---bottom-up, top-down, and metacognitive---according to their processing operations, which were further broken down into eleven subcategories based on their processing load and functional purposes. / The study also found that text type did not have an impact on the overall strategy use of good and weak readers, and only a slight impact on their choice of certain strategies. On the other hand, text difficulty had a strong impact on good readers' strategy use, but only a slight impact on weak readers'. This showed that good readers can flexibly adapt their wide repertoire of strategies to more difficult reading tasks but weak readers tended to read less flexibly. / Pang Soi Meng. / "August 2006." / Adviser: Peter Skehan. / Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0512. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (p. 343-380). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 184-199). Also available on the Internet.