Thèses sur le sujet « Reading (Secondary) »
Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres
Consultez les 50 meilleures thèses pour votre recherche sur le sujet « Reading (Secondary) ».
À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.
Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.
Parcourez les thèses sur diverses disciplines et organisez correctement votre bibliographie.
Naughton, Rosemary. « Multiple readings in multiple choice reading tests : A study of year 11 students' reading practices of a multiple choice reading test ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/965.
Texte intégral黃珮詩 et Pui-sze Catherine Wong. « Hong Kong secondary three students' reading comprehensionprocess ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963274.
Texte intégralLau, M. H. « An investigation and comparison of the use of learner strategies : a case study of two secondary six students with different exposure to extensive reading in English / ». Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22142265.
Texte intégralFrost, Linda Lucille. « A Multiple-Case Study of Secondary Reading Specialists ». Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1783.pdf.
Texte intégralShively, Rebekah R. « Perceptions of Secondary Intensive Reading Teachers RegardingThe Implementation of Florida's Reading Policy ». UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/376.
Texte intégralMorisoli, Kelly. « Effects of Repeated Reading on Reading Fluency of Diverse Secondary-Level Learners ». Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/145364.
Texte intégralSiegel, Donna Farrell. « Identification and validation of process factors related to the reading achievement of high school seniors a follow-up study / ». Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8802968.
Texte intégralWilliamson, Amy M. Conaway Betty J. « An examination of the relationship of Accelerated Reader implementation, secondary reading programs, and TAKS reading pass rates for ninth grade students in selected Central Texas school districts ». Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5152.
Texte intégralWong, Lai-see. « A study of extensive reading in secondary 1 English classes ». [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13570444.
Texte intégralBarr, Amy. « A descriptive study of reading strategies for secondary education in Minnesota public schools ». Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006barra.pdf.
Texte intégralCuevas, Joshua A. « Applied Cognition in Reading : An Analysis of Reading Comprehension in Secondary School Students ». Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/epse_diss/70.
Texte intégralSa-Correia, Maria Jose Cardoso Monteiro. « A critical approach to EFL reading : reading for change in Portuguese secondary schools ». Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10020198/.
Texte intégralChan, Lik-hang, et 陳力行. « Effectiveness of using reading assessment to enhance the grade 8 students' reading ability ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50175312.
Texte intégralpublished_or_final_version
Education
Master
Master of Education
Allman, Ruth. « Secondary teachers' perspectives on adolescent content area reading ». Thesis, University of British Columbia, 2006. http://hdl.handle.net/2429/31196.
Texte intégralEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
Moumakwa, Tshiamiso Violet. « Vocabulary and reading in Botswana senior secondary schools ». Thesis, University of Reading, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250649.
Texte intégralREIS, HENRIQUE CLAUDIO DOS. « SECONDARY EDUCATION ESSAYS : A FUNCTIONAL READING OF ENUNCIATION ». PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=20632@1.
Texte intégralA presente dissertação tem por objetivo defender que a redação do aluno do Ensino Médio (EM) da escola pública merece uma outra leitura que não a costumeiramente feita, escorada na gramática normativa. Inclui entendimento da parte do professor de que esta redação é expressão de um indivíduo que está em processo evidente, através da linguagem (Bakhtin, 1979), de formação da consciência de que pode ser sujeito cidadão de seu destino. Essa leitura pode ser feita por viés múltiplo então, e este trabalho mostra alguns deles, como a questão da argumentabilidade de uma palavra (Koch, 2002; Suarez Abreu, 2000) ou na instanciação em que ela ocorre junto a outras. Destaco a escolha de verbos, através dos quais se criam processos, propiciando crescimento da linha de argumentação (Halliday E Matthiessen, 2004). Princípios de coerência e coesão (Koch, 2005; Fávero, 2006) são também foco desta pesquisa. Trago para cá redações nas quais minhas alunas normalistas, de escola pública da Baixada Fluminense, iminentes professoras, respondem à pergunta/tema dada por mim: Favela é lugar de bandido?. Com base na linguística sitêmico-funcional, faço uma leitura que foge à gramática no sentido tradicional, em que o texto vale por seu funcionalismo, é entidade que valida sua semântica e o contexto, e decorre da fraseologia de argumentos. A análise do corpus de redações indica que algumas conseguem algo positivo; outras têm, levando-se em conta o fato de serem quase professoras, preocupantes deficiências de coesão, dentre outras. Contextualizo este quadro geral insólito do EM da escola pública na visão de articulistas de mídia escrita e também em dados estatísticos de aferição de avanços ou recuos de seu desenvolvimento. Concluo, reafirmando o papel do professor de Português: como o agente de transformação no tratamento da escrita do aluno do EM: mais do que uma atividade curricular, é uma voz a ser firmada de vez.
The aim of this study is to argue that the essays of students from secondary education can deserve a reading different from the one customarily made, supported by normative grammar. It includes teachers’ understanding that, to start with, the student’s text is a timely and possible expression of an individual who, through language (Bakhtin, 1979), is in an evident process of formation of his conscience as a citizen, whose greatest prerrogative is to be the owner of his destination. This reading can be done by multiple paths: the argument latent in words (Koch, 2002; Abreu Suarez, 2000) or in the instantiation by which they occur along with others. I highlight here the choice of verbs, by which processes are created, allowing growth of line of argument (Halliday AND Matthiessen, 2004), within principles of coherence and cohesion, and also promoters of argumentativity in plots that the text is working out (Koch, 2005; Favero, 2006). My corpus consists of my students’ essays, from a public school in Baixada Fluminense, who answered the question / theme posed by me: Is the favela a place of bandits? Based on functional-systemic linguistics, I analyze the texts in a non-grammaticalized way ( grammar in the traditional sense), in which the text stands on its functionalism, as an entity that validates its exterior, its semantics, context and resulting argumentative phraseology. This analysis indicates that some texts are more elaborate than others: some achieve greater cohesion than others, which present disconnected sentences. This itself deserves a discussion because they were produced by students who are about to graduate as elementary school teachers. I problematize the context of secondary education of public school, presented by some commentators and also by statistical data for measuring progress or setbacks in its development. I conclude by reaffirming the role of the Portuguese language teacher. If he/she deals with students’ essays as more than just a curricular activity, he/she can be the main agent of students’ identity awareness-raising process. He/she can help them see that they are a voice to be unquestionably firmed.
Meadows, Nancy Wilson. « The effects of individual, teacher-directed and cooperative learning instructional methods on the comprehension of expository text / ». Thesis, Connect to this title online ; UW restricted, 1988. http://hdl.handle.net/1773/7757.
Texte intégralChau, Kit Yee Kinna. « The reading strategies used by Hong Kong CMI senior form students and a reading package to develop reading strategies ». HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/343.
Texte intégralLeung, Y. F. « Developing the culture of reading a case study of the implementation of reading activities in an EMI secondary school in Hong Kong / ». Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31683903.
Texte intégralSeagrave, Lindy J. « Implementation of the PLAN Reading Strategy In a Secondary Science Classroom ». Defiance College / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=def1281638823.
Texte intégralLeer, Rachel Elizabeth. « An Examination of Reading Assignments in the Secondary Classroom ». TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/207.
Texte intégralWestbrook, Jo. « Narrative Reading Processes and Pedagogies in the Secondary School ». Thesis, University of Sussex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506958.
Texte intégralFeldman, Donna B. « Writing Instruction and Standardized Reading Scores Among Secondary Students ». Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1259184678.
Texte intégralKendall, Alexandra Clair. « Reading fictions : reading reader identities in Black Country further education communities ». Thesis, University of Birmingham, 2005. http://etheses.bham.ac.uk//id/eprint/3840/.
Texte intégralDudley, Anne Minot. « Effects Of Two Fluency Methods On The Reading Performance Of Secondary Students ». Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1286%5F1%5Fm.pdf&type=application/pdf.
Texte intégralDu, Toit C. M. « Transition, text and turbulence : factors influencing children's voluntary reading in their progress from primary to secondary school ». Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03162005-104322.
Texte intégralMatakane, Euphimia Nobuzwe. « An exploration of strategies to enhance grade 8 learners' reading comprehension skills ». Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004330.
Texte intégralVladut, Andreea. « Swedish upper secondary pupils' reading habits and reading comprehension in English in the digital age ». Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-62673.
Texte intégralWarsop, Alexandra. « "Why has she stopped reading?" : the case for supporting reading for pleasure in secondary schools ». Thesis, University of East Anglia, 2014. https://ueaeprints.uea.ac.uk/53427/.
Texte intégralGuy, Laurie Ann. « Strategies to increase the critical reading skills of secondary students ». CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1684.
Texte intégralChung, Ka-yan. « An investigation into the effectiveness of guessing the meaning of unfamiliar words in enhancing reading comprehension among secondary four students in a Hong Kong secondary school ». Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B4126213X.
Texte intégralSpencer, Tina Rae. « A Study of the Effect of Actively Learn on Secondary Reading Engagement, Reading Comprehension, and Vocabulary ». Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10934579.
Texte intégralThe purpose of this study was to determine if the use of the reading platform Actively Learn affected the reading engagement, reading comprehension, and vocabulary achievement of secondary students. The area of secondary reading achievement has seen no significant improvement over the past four decades (National Center for Educational Statistics, 2017). The research questions were designed to use quantitative pre-test and post-test data from the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and the Standardized Test for the Assessment of Reading (STAR) to determine if the use of Actively Learn, combined with the use of embedded questions to encourage metacognitive strategies and timely feedback from the instructor, affected secondary reading engagement and achievement. The data demonstrated a statistically significant improvement in student perceptions of reading engagement strategies on the MARSI from pre-test to post-test after application of Actively Learn. However, data from the STAR reflected no significant difference in student achievement in the areas of reading comprehension or vocabulary after using Actively Learn.
Wong, Lai-see, et 黃麗絲. « A study of extensive reading in secondary 1 English classes ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956919.
Texte intégralHickerson, Benny L. (Benny Louise). « Critical Thinking, Reading, and Writing : Developing a Schema for Expository Text Through Direct Instruction in Analysis of Text Structure ». Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331510/.
Texte intégralBrewer, Robert Lee. « The effect on comprehension of teaching selected vocabulary prior to reading an eleventh grade social studies passage ». Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/435170.
Texte intégralLeung, Hei-man Heman. « Newspaper reading habits of secondary school students in Hong Kong ». Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B43895165.
Texte intégralBurnett, Patricia Jane. « Reading and teaching prose texts in senior secondary English classes ». Thesis, University of Canterbury. School of Educational Studies and Human Development, 1999. http://hdl.handle.net/10092/1764.
Texte intégralLeung, Hei-man Heman, et 梁羲文. « Newspaper reading habits of secondary school students in Hong Kong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B43895165.
Texte intégralPoswa, Mandisa. « History reading comprehension in black secondary schools : a Ciskei study ». Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003437.
Texte intégralErler, Lynn. « Reading in a foreign language : near-beginner adolescents' experiences of reading French in English secondary schools ». Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270629.
Texte intégralDeLaney, Carol Hinchman Kathleen. « Literacy at Quincy High a case study of one high school's focus on literacy / ». Related electronic resource : Current Research at SU : database of SU dissertations, recent titles available full text, 2004. http://wwwlib.umi.com/cr/syr/main.
Texte intégralHaji, Bolhassan Rahmawati. « Reading across the curriculum in a bilingual context : reading strategy use in three upper secondary schools in Brunei ». Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/367019/.
Texte intégralSjölander, Max. « Digital EFL reading versus traditional EFL reading in upper secondary school. : A study of reading comprehension in digital and print text ». Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35943.
Texte intégralLeung, Y. F., et 梁玉芬. « Developing the culture of reading : a case study of the implementation of reading activities in an EMI secondaryschool in Hong Kong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31683903.
Texte intégralMing, Wing-chuen, et 明永泉. « Effectiveness of teaching expository text structure reading strategy in developing F.6 students' reading comprehensionability ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48368556.
Texte intégralpublished_or_final_version
Education
Master
Master of Education
Davis, Hope Smith. « Student and Teacher Conceptualizations of Reading : A Metaphor Analysis Study of Scripted Reading Interventions in Secondary Classrooms ». Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1240938743.
Texte intégralAdvisor: Eric J. Paulson. Title from electronic thesis title page (viewed July 23, 2006). Includes abstract. Keywords: scripted reading; metaphor analysis; corrective reading; rewards plus; secondary; reading intervention; reading conceptualizations; reading; high school; middle school; qualitative research; ethnography. Includes bibliographical references.
Hedman, Marika. « Reading in English in Swedish Classrooms : A study of Swedish upper secondary students’ reading habits and their attitudes towards reading in English ». Thesis, Högskolan Dalarna, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30095.
Texte intégralLee, Mee-To May, et 李美桃. « A comparative study of reading strategies used by Hong Kong teachers and those implicit in the reading tasks they plan for students ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31245626.
Texte intégralTong, Sui-leung Thomas. « Reading strategies used by S6 students in Hong Kong ». Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31953852.
Texte intégralPark, Travis Dale. « Effect of content area reading strategy on achievement in secondary agriscience ». [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0010094.
Texte intégral