Rozprawy doktorskie na temat „Literacy development”
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Broce, Iris J. "Brain Networks Supporting Literacy Development". FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/3040.
Pełny tekst źródłaO'Grady, Barbara Verna. "Literacy development in foster placement : taking care with literacy". Thesis, Swansea University, 2006. https://cronfa.swan.ac.uk/Record/cronfa42748.
Pełny tekst źródłaWilczek-Schroetter, Nancy. "Parent involvement in literacy development". Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008wilczekschroettern.pdf.
Pełny tekst źródłaNorman, Rebecca C. "Do Parents' Literacy Beliefs and Home Literacy Experiences Relate to Children's Literacy Skills?" Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2244.pdf.
Pełny tekst źródłaNutbrown, Cathy. "The assessment of early literacy development". Thesis, University of Sheffield, 1997. http://etheses.whiterose.ac.uk/14743/.
Pełny tekst źródłaOcampo, Dina. "Effects of bilingualism on literacy development". Thesis, University of Surrey, 2002. http://epubs.surrey.ac.uk/2817/.
Pełny tekst źródłaDawda, Darek. "The literacy hypothesis and cognitive development /". Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2635.
Pełny tekst źródłaGonzalez, Lauren. "Home Literacy Practices in Diverse Families: Parental Involvement in Kindergarten Children's Literacy Development". Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271820/.
Pełny tekst źródłaMurcia, Karen. "Scientific literacy for sustainability". Thesis, Murcia, Karen (2006) Scientific literacy for sustainability. PhD thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/216/.
Pełny tekst źródłaMurcia, Karen. "Scientific literacy for sustainability". Murcia, Karen (2006) Scientific literacy for sustainability. PhD thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/216/.
Pełny tekst źródłaWillenberg, Ingrid Anthea. "The emergent literacy development of pre-schoolers and their home supports for literacy". Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/24829.
Pełny tekst źródłaTriplett, Jeannette D. Mrs. "Students’ Phonological Awareness Literacy Screening and School Readiness". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3122.
Pełny tekst źródłaSuper, Daniel Jacob. "Readers Matter: The Development of an Individualized Professional Development Model". TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1041.
Pełny tekst źródłaMiller, Linda Kathleen. "Literacy development in the pre-school years". Thesis, University of Hertfordshire, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365930.
Pełny tekst źródłaRobinson-Pant, Anna Patricia. "The link between women's literacy and development". Thesis, University of Sussex, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360537.
Pełny tekst źródłaSubasat, Jasmine Yoko. "Salvadoran women's empowerment : adult literacy as development". Thesis, SOAS, University of London, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443824.
Pełny tekst źródłaHameed, Abdul. "Development of a test of technological literacy /". The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu148759205022833.
Pełny tekst źródłaCritten, Valerie. "Literacy development in children with cerebral palsy". Thesis, Open University, 2013. http://oro.open.ac.uk/49059/.
Pełny tekst źródłaWoolley, Lauren Ruth. "Literacy for development: a Nicaraguan case study". Thesis, Boston University, 2005. https://hdl.handle.net/2144/27804.
Pełny tekst źródłaPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02
Sharp, L. Kathryn. "Social Development and Literacy for Pre-K". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4287.
Pełny tekst źródłaTrueheart, Stacie Lee. "Health Literacy Best Practices in Policy Development". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4989.
Pełny tekst źródłaGiddens, April Jessup. "Perceptions and Experiences of Teachers and Literacy Coaches' Literacy Instruction". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5080.
Pełny tekst źródłaWeinberger, Jo. "A longitudinal study of literacy experiences, the role of parents, and children's literacy development". Thesis, University of Sheffield, 1993. http://etheses.whiterose.ac.uk/1817/.
Pełny tekst źródłaJudd-Murray, M. Rose. "Development and Validation of an Agricultural Literacy Instrument Using the National Agricultural Literacy Outcomes". DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7562.
Pełny tekst źródłaGhosh, Piyali. "The study of literacy and economic development of north bengal". Thesis, University of North Bengal, 2011. http://hdl.handle.net/123456789/1291.
Pełny tekst źródłaKazembe, Manuel Boyd. "Retracing Footsteps of the Literati: Towards Understanding Literacy Development through Stories of Malawian Teacher Educators". Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/30058.
Pełny tekst źródłaPh. D.
Makini, Sneha Priscilla. "PictureBlocks : constructing and deconstructing picture-driven literacy development". Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/120697.
Pełny tekst źródłaCataloged from PDF version of thesis.
Includes bibliographical references (pages [100]-105).
Pictures play an important role in aiding literacy development amongst children. Present day educational apps for children take advantage of pictures in an instructionst manner - such as a flashcard, drag-and-drop, or fill-in-the-blanks approach. However, research indicates that following a constructionist approach rather than instructionst, where children actively construct meaningful projects playfully, leads to better engagement and learning. It is also universally established that children across the world enjoy creating and drawing pictures as a means of self-expression. Despite the evidence from the literature and the data, there is a lack of constructionist approaches towards picture-based learning apps for children. The goals of this thesis are two-fold: 1. Successfully design and evaluate a picture-based, constructionist literacy learning app in order to address this gap. 2. Explore the unique affordances/implications that this exploratory approach has on children's self-expression and learning. This app is called PictureBlocks, and it is designed for children between the ages of 5-9 years. The design of PictureBlocks is refined through several rounds of playtesting. Finally, a 15-day pilot study conducted in children's homes helps evaluate the app's design. Data analysis and findings also establish unique affordances and future implications for picture-based, constructionist learning apps.
by Sneha Priscilla Makini.
S.M.
Aidinis, Athanasios. "Phonemes, morphemes and literacy development : evidence from Greek". Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10018894/.
Pełny tekst źródłaMudimba, Bwini Chizabubi. "A platform for computer-assisted multilingual literacy development". Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1004850.
Pełny tekst źródłaHale, Kimberly D. "Oral Language and Literacy Development: The Pediatrician’s Platform". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/7031.
Pełny tekst źródłaKirkner, B. Joanne. "Creative drama as a source for literacy development". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1011.
Pełny tekst źródłaHenderson, Christine Ann. "From teacher in charge of reading to literacy leader – what is the role of the literacy leader?An in-depth qualitative study of two literacy leaders". Thesis, University of Canterbury. Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/2261.
Pełny tekst źródłaManford, Penelope Ann. "Literacy at transition : an exploration of the continuities and discontinuities in literacy practices across secondary transfer and their implications for literacy development". Thesis, n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=112.
Pełny tekst źródłaMorman, Karen. "Teacher Expectations of a Literacy Coaching Model". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2415.
Pełny tekst źródłaWilliams, Patricia H. (Patricia Howard). "Home Literacy Portfolios: Tools for Sharing Literacy Information and for Assessing Parents' Awareness of and Involvement in their Prekindergarten Child's Literacy Development". Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278132/.
Pełny tekst źródłaLeornard, Samantha Lee. "Scientific literacy and education for sustainable development: developing scientific literacy in its fundamental and derived senses". Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1010069.
Pełny tekst źródłaMcNally, Elizabeth C. "Examining Literacy Development: Differential Participation in Narratives and Literacy Practices in One Linguistically Diverse Kindergarten Classroom". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290110959.
Pełny tekst źródłaDeWeese, Christy Suzanne Puckett. "Professional development and literacy coaching : a case study of kindergarten, first, and second grade balanced literacy instruction". Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/672.
Pełny tekst źródłaJaeger, Elizabeth L. "Negotiating Complexity: A Bioecological Systems Perspective on Literacy Development". Karger, 2016. http://hdl.handle.net/10150/622770.
Pełny tekst źródłaStewart, Carmine. "Teacher Preparation and Professional Development in Adult Literacy Education". Cleveland State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=csu1357933502.
Pełny tekst źródłaAli, Hawedi Ragab. "Second language academic literacy development in Libyan higher education". Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/26219/.
Pełny tekst źródłaHua, Qin. "The literacy development of Chinese and Persian ESL learners". Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43296.
Pełny tekst źródłaVaughn, Jennifer Sykes. "Facilitating language and literacy development: A dual language perspective". Thesis, Wichita State University, 2013. http://hdl.handle.net/10057/10647.
Pełny tekst źródłaThesis (M.A.)--Wichita State University, College of Health Professionals, Dept. of Communication Sciences and Disorders
Brum, Christopher. "Literacy Supporting Communication Development for Children with Congenital Deafblindness". Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:107176.
Pełny tekst źródłaThe effects of deafblindness are much greater than simply combining the effects of the individual’s vision loss with the effects of their hearing loss, because these senses strongly support one another (Silberman, Bruce, & Nelson, 2004). Even though most individuals have some residual vision and hearing, deafblindness limits access to the environment, resulting in a distorted perception of the immediate surroundings (van Dijk, Janssen, & Nelson, 2001). The implications greatly limit the individual’s opportunities for incidental learning and significantly impact the individual’s language and communication development (Bruce, 2005; Miles & Riggio, 1999). For children with deafblindness, there is a strong connection between literacy and communication, since engaging in accessible literacy activities can support learning and communication development (Downing, 2005b). When understood as exchanging information with others in a variety of ways based on personal experiences, literacy has inherent communicative and social components (Bruce et al., 2004). This qualitative research study investigated how teachers were implementing read alouds for children with congenital deafblindness, as well as teacher’s understandings regarding the relationship between communication and literacy for individuals with deafblindness. Three case studies were conducted, followed a cross-case analysis to determine prominent themes that emerged from the observation, interview and field note data. Results included the emergence of themes related to teacher beliefs, instructional strategies and the learning environment across cases. The major theme that emerged for teacher beliefs was a shared understanding of the connection between communication and literacy for children with deafblindness, and the minor theme was comprehensive understanding of deafblindness. Major themes that emerged for instructional strategies were the use of total communication with different levels of representation, communication modeling, and positive reinforcement, as well as the minor theme of formative assessment. Finally, for the learning environment, a major theme of adapted materials emerged, as well as a minor theme of technology
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Ramon, Patricia. "Investigations of whole language teachers' practices in literacy development". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1995. http://digitalcommons.auctr.edu/dissertations/2487.
Pełny tekst źródłaBryan, Joyce Bethea. "Technological Literacy Assessment in Secondary Schools Through Portfolio Development". NSUWorks, 1998. http://nsuworks.nova.edu/gscis_etd/432.
Pełny tekst źródłaMushtaq, Rizwan. "Essays on access to finance, financial literacy and development". Thesis, Paris 1, 2017. http://www.theses.fr/2017PA01E049/document.
Pełny tekst źródłaThe aim of this PhD dissertation is to examine both the supply and demand sideof financial inclusion. This research presents a comprehensive set of evidence regarding financial access at macro and micro levels. This thesis blends three essays where the third chapter provides insights on the crucial linkages between new technologies, financial inclusion and poverty. Findings have shown poverty and inequality reducing effects of financial inclusion based on cross country data. Moreover, it shows beneficial effects of new technologies in expansion of financial inclusion and poverty reduction. Fourth chapter argues that financial literacy is an important determinant of households’ financial inclusion and welfare. Based on primary data it further suggests that the access toand use of new technologies increase the likelihood of financial inclusion. The objective of fifth chapter is to determine whether the adoption of new technologies promotes financial inclusion for SMEs in Pakistan. The analysis indicates the association between information and communication technologies (ICT) adoption and firm’s access to finance,implying that firms with greater access to and use of new technologies are more likely to benefit from financial markets compared with the others. This research contributes to the literature on access to finance in a more extensive way by examining relatively modern dimensions such as ICTs, digital finance and mobile money. Moreover, this dissertation concentrates on the effects of financial development and ICT on poverty and inequality which is understudied branch in conventional finance-growth nexus
Cholidi, Sophia. "The development of literacy amongst children in Greek kindergartens". Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10019833/.
Pełny tekst źródłaBuckingham, David. "The development of television literacy : talk, text and context". Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10019083/.
Pełny tekst źródłaStrigens, Deanna Marie. "GENDER DIFFERENCES IN INTERACTIVE TOY USE FOR LITERACY DEVELOPMENT". Miami University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=miami1160608544.
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