Dissertationen zum Thema „Reading predictors“
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Carson, Linda A. „Predictors of early reading achievement“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28182.pdf.
Der volle Inhalt der QuelleElwér, Åsa. „Early Predictors of Reading Comprehension Difficulties“. Doctoral thesis, Linköpings universitet, Pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-110036.
Der volle Inhalt der QuelleSyftet med avhandlingen har varit att undersöka den kognitiva och språkliga profilen hos barn med läsförståelseproblem i ett longitudinellt perspektiv. Förståelserelaterade problem är eftersatt del av läsforskningen, trots att denna typ av svårigheter har visat sig få stora konsekvenser för fortsatt framgång i skolan. Att förstå underliggande faktorer när det gäller läsning är viktigt för att kunna identifiera barn tidigt i utvecklingen och anpassa undervisningen efter deras behov. Att beskriva barnens kognitiva och språkliga profil från tidig ålder och över tid är ett viktigt första steg i detta arbete. De tre studierna som ingår i avhandlingen har baserats på data från the International Longitudinal Twin Study (ILTS). I projektet har data samlats in i USA, Australien, Sverige och Norge. Sammanlagt har mer än 1000 tvillingpar testas vid upprepade tillfällen i åldersspannet 5 till 15 år. Testmaterialet innefattar ett stort batteri av språkliga och kognitiva tester, samt tester i läsning och stavning. Med utgångspunk i the Simple View of Reading har grupper av barn med olika typer av förståelseproblem identifierats vid olika tidpunkter i utvecklingen. Studierna innehåller både retrospektiva och prospektiva analyser. Resultaten visar en tydligt bred språklig nedsättning hos barnen med förståelserelaterade problem som visar sig tydligt i mätningar av ordförråd, grammatik och verbalt minne. Problemen är stabila över tid och visar sig tidigt i utvecklingen även som fonologiska svårigheter. Svag språklig profil påverkar inte läsförståelse förrän barnen gått i skolan ett antal år.
Bazán, Ramírez Aldo, H. Beatriz Sánchez und Verdugo Víctor Corral. „Predictors of reading and writing achievement in first graders“. Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/102351.
Der volle Inhalt der QuelleSe evaluó el desempeño de 288 niños de primer grado en tareas de lectura y escritura de diferente grado de complejidad. Se tomaron como predictores de los desempeños en las tareas evaluadas variables asociadas con la práctica docente y con antecedentes académicos inmediatos de los niños, así como sus características físicas. Mediante la aplicación de un análisis de regresión múltiple se identificó que las variables de años de experiencia del maestro en primer grado, el juicio que emite respecto a la adquisición de la lectura y la escritura del niño, la presencia de padecimientos de tipo auditivo y/o visual en el niño, y el promedio logrado por los niños en los cursos de español al término del año escolar predicen aproximadamente un 40% del desempeño de los niños en todos los niveles de complejidad de las tareas de lectura y escritura evaluadas. Se discuten los resultados en términos de su implicación en la práctica docente.
Johnson, Nicole. „Curriculum-embedded reading tests as predictors of success on Florida Comprehensive Assessment Test in reading“. Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4944.
Der volle Inhalt der QuelleID: 031001447; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed June 27, 2013).; Thesis (M.Ed.)--University of Central Florida, 2012.; Includes bibliographical references (p. 31-34).
M.Ed.
Masters
Teaching, Learning and Leadership
Education
Johnson, Nicole. „Curriculum-Embedded Reading Tests as Predictors of Success on Florida Comprehensive Assessment Test in Reading“. Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5328.
Der volle Inhalt der QuelleM.Ed.
Masters
Teaching, Learning, and Leadership
Education and Human Performance
Reading Education
Haarbauer-Krupa, Juliet K. „Language and Speech Predictors of Reading Achievement in Preschool Children with Language Disorders“. Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/epse_diss/57.
Der volle Inhalt der QuelleNewland, Lisa A. „Language, Social Interactions, and Attention as Predictors of Reading Development in Second Grade“. DigitalCommons@USU, 2001. https://digitalcommons.usu.edu/etd/2609.
Der volle Inhalt der QuelleUrso, Annmarie. „Processing Speed as a Predictor of Poor Reading“. Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195011.
Der volle Inhalt der QuelleBoston, Marisa Ferrara, John Hale, Reinhold Kliegl, Umesh Patil und Shravan Vasishth. „Parsing costs as predictors of reading difficulty: An evaluation using the Potsdam Sentence Corpus“. Universität Potsdam, 2008. http://opus.kobv.de/ubp/volltexte/2011/5713/.
Der volle Inhalt der QuelleAtkinson, Lynette M. „A longitudinal investigation of the social, cognitive and social cognitive predictors of reading comprehension“. Thesis, University of Roehampton, 2015. https://pure.roehampton.ac.uk/portal/en/studentthesis/a-longitudinal-investigation-of-the-social-cognitive-and-social-cognitive-predictors-of-reading-comprehension(266c7d0d-df06-4321-bf0c-4e95c5293ad5).html.
Der volle Inhalt der QuellePark, Yonghan. „Patterns in and predictors of elementary students' reading performance evidence from the data of the Progress in International Reading Literacy Study (PIRLS) /“. Diss., Connect to online resource - MSU authorized users, 2008.
Den vollen Inhalt der Quelle findenTitle from PDF t.p. (viewed on Sept. 8, 2009) Includes bibliographical references (p. 126-131). Also issued in print.
Koosmann, Wendy Michele, und Wendy Michele Koosmann. „Neuropsychological Profiles and Predictors of Reading Performance of Children with Developmental Delay with and without Cognitive Difficulties“. Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621831.
Der volle Inhalt der QuelleFien, Francis J. „An examination of school and individual student level predictors of successful reading and reading related outcomes for kindergarten and first grade students : a comparison of two models of schoolwide reading reform /“. view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3147819.
Der volle Inhalt der QuelleTypescript. Includes vita and abstract. Includes bibliographical references (leaves 120-127). Also available for download via the World Wide Web; free to University of Oregon users.
del, Rio Vivian M. „Effects of Sex, Third Grade Reading Achievement and Motivation as Predictors of Fourth Grade Reading Achievement of Hispanic Students: A Path Analysis“. FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1015.
Der volle Inhalt der QuelleShiotsu, Toshihiko. „Linguistic knowledge and processing efficiency as predictors of L2 reading ability a component skills analysis /“. Thesis, Online version, 2003. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.397847.
Der volle Inhalt der QuelleBarsony, Ildiko. „Predictors of English Reading Comprehension and Performance in College-level Composition among Generation 1.5 Students“. FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2984.
Der volle Inhalt der QuelleBranum, Barbara K. (Barbara Kay). „Performance on Selected Mathematics and Reading Assessment Tests as Predictors of Achievement in Remedial Mathematics“. Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332173/.
Der volle Inhalt der QuelleHarrold, Brandi. „Primary Teachers' Knowledge and Beliefs as Predictors of Intention to Provide Evidence-Based Reading Instruction“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7011.
Der volle Inhalt der QuelleBalladares, Hernández Jaime. „A longitudinal study of the predictors of reading in children from low and high socioeconomic backgrounds“. Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10062115/.
Der volle Inhalt der QuelleElshikh, Mohamed Ebrahim. „Psycho-linguistic predictors of L1-Arabic and L2-English reading and writing skills for Arabic speaking children“. Thesis, University of Surrey, 2012. http://epubs.surrey.ac.uk/810917/.
Der volle Inhalt der QuelleFay, Emily E. „LITERACY PREDICTORS OF SPELLING ABILITIES FOR CHILDREN 6:0 THROUGH 7:5 YEARS“. Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1081898135.
Der volle Inhalt der QuelleTOBIA, VALENTINA ANTONIA. „Cognitive profiles of typical and atypical readers: evidence from the italian orthography“. Doctoral thesis, Università degli Studi di Milano-Bicocca, 2014. http://hdl.handle.net/10281/52635.
Der volle Inhalt der QuelleAlrashidi, Mousa. „Predictors of Arabic reading comprehension : the development and identification of measures for the assessment of literacy and literacy learning difficulties“. Thesis, University of Surrey, 2010. http://epubs.surrey.ac.uk/843489/.
Der volle Inhalt der QuelleDenizot, Isabelle Arlette Genevieve. „Predictors of grade 3 French immersion students' reading comprehension : the role of morphological awareness, vocabulary and second language cultural knowledge“. Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/24184.
Der volle Inhalt der QuelleFriedt, Gary Robert. „Student attributes, family influences, and school programming features as predictors of LD student reading achievement and school work habits outcomes /“. The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487671640055307.
Der volle Inhalt der QuelleOgg, Julia A. „Predictors of reading achievement in a population of school-aged children with parent and school reported Attention-Deficit/Hyperactivity Disorder“. Diss., Connect to online resource - MSU authorized users, 2008.
Den vollen Inhalt der Quelle findenTitle from PDF t.p. (viewed on July 10, 2009) Includes bibliographical references (p. 110-116). Also issued in print.
Landon, Laura L. „English Word-Level Decoding and Oral Language Factors as Predictors of Third and Fifth Grade English Language Learners' Reading Comprehension Performance“. Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10601015.
Der volle Inhalt der QuelleThis study examines the application of the Simple View of Reading (SVR), a reading comprehension theory focusing on word recognition and linguistic comprehension, to English Language Learners’ (ELLs’) English reading development. This study examines the concurrent and predictive validity of two components of the SVR, oral language and word-level decoding, for determining ELLs’ English reading comprehension in the third and fifth grades, using data from a nationally representative dataset, the Early Childhood Longitudinal Survey (ECLS-K). Literature in both first (L1) and second language (L2) reading comprehension development suggest that, in addition to word- and text-level decoding factors, oral language skills (such as listening comprehension) also impact L2 reading comprehension. This study found that while English word-level decoding skills were the strongest predictors of ELLs’ English reading comprehension in third grade, both third and fifth grade English oral language skills were stronger at predicting fifth grade ELLs’ English reading outcomes, thereby confirming the hypotheses grounded in the conceptual frameworks of ELL reading comprehension development (Proctor et al., 2005; Zadeh et al., 2011; Kim, 2015).
These findings suggest that screening fifth grade ELLs using English oral language measures may be more effective at predicting potential difficulty in reading comprehension than traditional fluency measures (such as DIBELS ORF). Moreover, while English word-level decoding factors are stronger predictors for third grade English reading comprehension, these findings indicate that third grade English oral language measures may be better at determining how ELL students will perform in English reading comprehension as they conclude elementary school in fifth grade than traditional fluency and decoding measures. In sum, the results of this study underline the importance of instruction, intervention and assessment in English oral language skills as critical components of literacy programming for elementary ELLs.
Nikolopoulos, Dimitris S. „Cognitive and linguistic predictors of literacy skills in the Greek language : the manifestation of reading and spelling difficulties in a regular orthography“. Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/1348744/.
Der volle Inhalt der QuelleBignon, Matthieu. „Predictors of decoding acquisition in newcomer non-francophone children : a focus on visual-verbal paired associate learning“. Electronic Thesis or Diss., Université de Lille (2022-....), 2024. https://pepite-depot.univ-lille.fr/ToutIDP/EDSHS/2024/2024ULILH015.pdf.
Der volle Inhalt der QuelleThe strategic aim of this research was to lay the foundations for the creation of tools for the early detection of reading difficulties in newcomer non-francophone children (EANA) of primary school age. To this end, we recruited 179 EANA children and 259 French children. The two groups were matched on the duration of attendance at primary school. They completed a series of cognitive and linguistic tests, and parents answered questionnaires on languages spoken and previous schooling. We observed that EANA children's decoding scores were lower than those of French children and showed considerable heterogeneity. Children who had started to learn to read in another language, especially if it was a Latin orthography, obtained higher scores than others. Younger children had lower scores than older children, probably due to greater experience of reading in their first language. Whether the children had attended school before arriving in France and the language family of the languages spoken (other than French) had no effect on word reading skills. Then, we observed that the main cognitive-linguistic predictors (phonological awareness, rapid automatized naming, phonological short-term memory and vocabulary) explained much of the variance in decoding skills among EANA children. In line with previous literature on oral language assessment of second language learners, we stressed the importance of managing the typological distance between first languages and French, as well as the degree of exposure to French. With this in mind, we examined the predictive power of a visual-verbal paired associate learning task (PAL), arguing that it should not be biased by the amount of exposure to French, and that it is possible to create items that are independent of the typological properties of French. Visual-verbal PAL scores were strongly correlated with decoding skills and showed a unique contribution comparable to other cognitive and linguistic predictors in EANA children. In French children, they showed a moderate simple correlation with decoding skills and a low unique contribution. We further investigated the mechanisms that explain the relationship between visual-verbal PAL and decoding skills by conducting a systematic review. Previous literature has shown that the verbal learning mechanisms of visual-verbal PAL are central to its relationship with decoding skills, at least in alphabetic orthographies, and that cross-modal association learning may also be involved, although the results are inconsistent. We tested these components in the French subsample of our first study and showed that verbal learning best explained the relationship between visual-verbal PAL and decoding skills. According to the literature, this relationship may be stronger with the reading of complex words (words with contextual graphemes and irregular words) than with the reading of simple words. We therefore conducted a second study of 186 first-grade children as part of a second data collection but were unable to confirm this hypothesis. This suggests either that there is no causal relationship between visual-verbal PAL and decoding skills, or that verbal learning is important for word and nonword decoding in general, regardless of grapheme complexity or word regularity. Future longitudinal studies controlling for all cognitive-linguistic predictors of decoding skills are needed to determine whether visual-verbal PAL has a causal contribution to decoding skills in French and may represent a sensitive tool for detecting children at risk of reading failure (particularly among EANA children) in combination with other measures
Olugbeko, Smart Odunayo. „Reciprocal and semantic mapping instructional strategies as predictors of pre-service teachers' performance in, and attitude to, reading comprehension : a quasi-experimental study“. Thesis, Staffordshire University, 2018. http://eprints.staffs.ac.uk/4850/.
Der volle Inhalt der QuelleCarr, John D. „Florida school indicator report data as predictors of high school adequate yearly progress (AYP)“. Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4864.
Der volle Inhalt der QuelleID: 029809839; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 241-250).
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education
Ram, Gayatri. „Role of Phonological Opacity and Morphological Knowledge in Predicting Reading Skills in School-Age Children“. Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1385484713.
Der volle Inhalt der QuelleKarrh, Kristen D. „Predictors of student achievement in grade 7 the correlations between the Stanford Achievement Test, Otis-Lennon School Ability Test, and performance on the Texas Assessment of Knowledge and Skills (TAKS) math and reading tests /“. Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
Der volle Inhalt der QuelleCrosby, Robert Glenn III. „Reading Attitudes as a Predictor of Latino Adolescents' Reading Comprehension“. Thesis, University of California, Riverside, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600555.
Der volle Inhalt der QuelleAlthough literacy skills have been associated with critical academic, social, and economic outcomes, most adolescents in the United States lack basic proficiency in reading comprehension. Experts in the field of adolescent literacy have identified affective components of reading (e.g., reading attitudes) as a critical topic in need of further research. Prior research has found a significant correlation between affective components of reading and reading comprehension, even after controlling for cognitive covariates (e.g., vocabulary). However, the bulk of this research has been limited to first language learners and children in the early grades. Therefore, this study extends the reading attitudes literature by examining these relationships among Latino adolescents, including those who speak English as a second language. Furthermore, reading attitudes has predicted reading comprehension growth among certain populations, although the mechanisms behind this relationship are unclear. This study theorizes that reading attitudes promotes reading development by facilitating incidental vocabulary acquisition through increased reader engagement and implicit strategy use. Therefore, this study also extends the literature by determining whether reading attitudes predicts vocabulary growth from September to June of ninth grade. Participants were 128 ninth grade students in a low-income, predominantly Latino high school. 24% spoke English only (EO), 26% were from Spanish-speaking homes but had been determined to be initially fluent-English-proficient (I-FEP) at enrollment, 21% were classified as “true” English learners (ELs) who had not yet attained proficiency in English, and 29% were former English learners who had been redesignated fluent-English-proficient (R-FEP). Reading attitudes were assessed using an adapted form of the Elementary Reading Attitudes Survey (ERAS), which contains both recreational (ERAS-R) and academic (ERAS-A) reading subscales. In a hierarchical regression analysis (HRA), the ERAS-R independently predicted reading comprehension after controlling for language group, vocabulary, and word reading ability (i.e., decoding, word recognition, and fluency). No language group interactions were detected. In a second HRA, the ERAS-R predicted students’ vocabulary at the end of ninth grade after controlling for language group, prior vocabulary achievement, and word reading ability. However, reading attitudes only predicted vocabulary development for EO and R-FEP students, while no effect was present for I-FEP children and “true” ELs.
Guihard-Lepetit, Sylviane. „Développement de la lecture chez des enfants présentant une déficience intellectuelle bénéficiant d'une ULIS École : étude longitudinale“. Thesis, Normandie, 2018. http://www.theses.fr/2018NORMR089.
Der volle Inhalt der QuelleToday, full social participation paradigm places reading in fundamental competence. In this context, our thesis seeks to understand reading development in intellectual disability and to approach possible interrelations between different cognitive domains and reading. Our longitudinal study follows reading development of thirty non-reading children in Ulis School in Rouen Academy. The experimental protocol measures reading skills and general and specific skills involved to read during three school years. For comparison, 30 non-readers children without intellectual disability are evaluated with the same protocol from preschool third year to primary school second year. The developmental sequences of reading observed further highlight the importance of knowledge of the name and sound of letters in the development of reading in intellectual disability, while phonological skills would develop due to this written language knowledge. However, these children may have similar developing reader profiles to those of typically developing children. These results question the definition and development of phonological awareness, its interrelations with phonological memory and its impact on the future level of reading. The social benefits of our research aim to change the representation of the reading developmental potential in intellectual disability for an inclusive school where needs must guide the response to the intervention and not the diagnosis
Dunn, Michael W. „Diagnosing disability through response-to-intervention an analysis of Reading Recovery as a valid predictor of reading disabilities /“. [Bloomington, Ind.] : Indiana University, 2005. 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:3183465.
Der volle Inhalt der QuelleSource: Dissertation Abstracts International, Volume: 66-08, Section: A, page: 2890. Chairperson: Genevieve Manset Williamson. Title from dissertation home page (viewed Oct. 5, 2006).
Paleologos, Timon M. Brabham Edna R. „The effectiveness of DIBELS oral reading fluency as a predictor of reading comprehension for high- and low-income students“. Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/PALEOLOGOS_TIMON_23.pdf.
Der volle Inhalt der QuelleFeiler, Anthony. „Success and failure in early literacy : teachers' predictions and subsequent intervention“. Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/53373b15-31d5-4f52-8ee6-76a09039a5cb.
Der volle Inhalt der QuellePaterson, Gregory David. „Standardized Assessment Results as a Predictor of Student Reading Success in New Brunswick, Canada“. Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10160960.
Der volle Inhalt der QuelleMany Canadian school districts use standardized reading achievement data to support reading instruction. Over 30% of 9th-grade students in the Anglophone School District-South (ASD-S) have not met targets for the English Language Proficiency Assessment (ELPA), a graduation requirement in New Brunswick, Canada. This study compared archival reading scores of 6th-grade students from 2009-2012 with the same students’ scores in 9th-grade from 2012-2015, to determine if 6th-grade scores were a predictor of 9th-grade results. Rendering the impact illiteracy plays on society, this study applied the theoretical framework of social theory from Bourdieu’s (1977, 1984, 1986) view of social mobility and Turner’s (1960) view of contest mobility. A quantitative design employed a regression analysis to determine how standardized reading scores for three cohorts of students in 6th-grade between 2009-2012 compared with the reading achievement test scores as 9th-grade students in 2012-2015. A sample of 1,200 students was selected. A paired samples t test determined which level(s) of reading comprehension (literal, inferential, or critical) presented the most difficulties for students between 2009-2015. Results of the study concluded that 6th-grade overall reading scores were a predictor of 9th-grade overall scores and that inferential and critical levels of reading comprehension were areas of concern. These findings are intended for administrators and District leadership in ASD-S to support the implementation of an intervention year in Grades 7 and 8 to address this problem. This research promotes positive social change by identifying potential pathways for improving adolescent reading skills for New Brunswick youth.
Henschler, M. Jane Lamal. „COMPASS-Reading Scores as a predictor for success in the general education course, Written Communication“. Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006henschlerj.pdf.
Der volle Inhalt der QuelleCantor, Brenlee Gayle. „Rapid automatized naming as a predictor of children's reading performance What is the role of inattention? /“. Tallahassee, Florida : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-07122009-150206/.
Der volle Inhalt der QuelleAdvisor: Christopher J. Lonigan, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed on Oct. 13, 2009). Document formatted into pages; contains vii, 83 pages. Includes bibliographical references.
Marley, Scott C. „CAN TEXT-RELEVANT MOTOR ACTIVITY IMPROVE THE RECALL OF NATIVE AMERICAN CHILDREN? TESTING PREDICTIONS DERIVED FROM GLENBERG'S "INDEXICAL HYPOTHESIS"“. Diss., The University of Arizona, 2005. http://hdl.handle.net/10150/193957.
Der volle Inhalt der QuelleWhite, Steven Lee. „Predictors for readings to engage in low-risk HIV behaviors in men who have sex with men /“. View online ; access limited to URI, 2003. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3118439.
Der volle Inhalt der QuelleMabey, Christine Meagor. „Achievement of black pupils : reading competence as a predictor of exam success among Afro-Caribbean pupils in London“. Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10019574/.
Der volle Inhalt der QuelleRhodes, Kirk Lamar. „Self-Perception as a Predictor of Academic Performance in Adolescents With Learning Disabilities“. ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1657.
Der volle Inhalt der QuelleBurgoyne, Christine Anne. „The importance of identifying particular strengths : spatial ability in pupils who are at risk of not learning to read“. Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3150.
Der volle Inhalt der QuelleVannoy, Martha. „Placement in the prekindergarten bilingual and English as a second language programs as a predictor of reading achievement of 3rd grade students“. Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4680/.
Der volle Inhalt der QuelleAdkins, Carrie M. „The correlation between Wechsler Adult Intelligence Scale III and Woodcock-Johnson III Cognitive Abilities and WJ III achievement for college students which is a better predictor of reading achievement? /“. Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=687.
Der volle Inhalt der QuelleSCIFO, Lidia. „Abilità di apprendimento di lettura e scrittura in bambini in età prescolare e predittori di rischio“. Doctoral thesis, Università degli Studi di Palermo, 2014. http://hdl.handle.net/10447/91247.
Der volle Inhalt der QuelleBresnahan, Bryson. „Component processes in the predictors of reading achievement direct and indirect effects /“. 2006. http://etd1.library.duq.edu/theses/available/etd-11152006-211910/.
Der volle Inhalt der Quelle