Rozprawy doktorskie: „Reading (primary)”

1

Dominick, Mary E. "A reading program for reading specialists in primary grades". CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/728.

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2

Whaley, Cynthia Elaine. "A study of the enactment of a balanced approach to reading instruction in three first grade classrooms /". Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.

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3

Bullock, Jonathon C. "Effects of The Accelerated Reader on reading performance of third, fourth, and fifth grade students in one Western Oregon elementary school /". view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181085.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 50-56). Also available for download via the World Wide Web; free to University of Oregon users.

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4

Furey, Edith Margaret. "Teachers' descriptions of primary children's reading". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34766.pdf.

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5

Prince, Nanette Marie. "Balanced literacy in primary education". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1655.

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6

Erickson, Melissa. "Reading aloud: Preparing young children for school". CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1411.

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7

Robinson, Teresa Lynn Davis. "Reading aloud: Shaping reading attitudes". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/715.

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8

MacMartin, Morag I. "Factors affecting reading comprehension in primary pupils". Thesis, Open University, 1992. http://oro.open.ac.uk/57395/.

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This thesis addresses the problem of 8-11 year old pupils who, although appearing to read text fluently, frequently misunderstand it. This problem was studied through Scottish school-based research using classroom materials and subjects from natural class groups. Data were collected from language assignments in daily work programmes, with response material in either written or illustrated form. Nine feasibility studies and a main study involving eighty subjects were carried out. The effects of five variables, text, presentation mode, age, ability and geographic location, on the totals and types of miscomprehensions displayed by the subjects in directed and free-recall comprehension tasks were calculated. 'Errors' are considered to be divergences from the author's supposed meaning. It is found that the collected errors are not random but may be classified into groups. Ten types of error were identified as regularly occurring and the category system developed was validated by teachers and others involved in the field of education. The effects of the five variables on the numbers and categories of error collected and the interactions between these variables were subjected to statistical analysis. Text and presentation mode are found to be the factors having most effect on the quantity and type of error produced. This finding is at variance with the generally accepted assumption that age, ability and possibly environment are determinants of potential pupil achievement. Miscomprehensions are discovered to be widely distributed across the ability range but they may be concealed by pupils in their pursuit of acceptable responses. The progress expected with increasing age is not always evident. The value of the category system as a teaching tool in comprehension development across the curriculum and pupil age range is assessed and suggestions given for its use. Implications of the findings for pupil assessment procedures and classroom practice are also discussed.

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9

Parris, Amy. "Reading recovery a parent guide /". [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/AParrisPartI2006.pdf.

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10

Kemp, Darcy D. "Improving reading performance in a high poverty elementary school a case study /". Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1478Kemp/umi-uncg-1478.pdf.

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Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Carl Lashley; submitted to the School of Education. Includes bibliographical references (p. 111-124).

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11

Donner, Christine. "Teacher's perceptions of a scientifically based reading program compared to an optional reading program". [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/CDonner2007.pdf.

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12

Black, Anne-Marie L., i res cand@acu edu au. "Attitudes to Reading: An Investigation Across the Primary Years". Australian Catholic University. School of Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp136.17052007.

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Students’ attitudes to reading and the texts they choose to read impact on literacy achievement and willingness to engage with literacy-related activities in the primary years of schooling. This study was conducted in an urban Catholic school in Queensland in Years 1 to 7. Students’ developing attitudes to reading and the perceptions of these attitudes held by their teachers were examined. An adapted version of the Elementary Reading Attitude Survey (McKenna & Kear, 1990) and Teacher Checklist (Young, 2003) was utilized. Results from the study indicate older students’ attitudes towards recreational reading (in primary school) are not significantly different to younger students’ attitudes. Female students however, show more positive attitudes to recreational reading than male students. Older students’ attitudes towards academic reading are more negative overall and female students showed significantly more positive attitudes than their male peers. Students’ choice of texts varied across the year levels with the most preferred reading materials being chapter books, children’s magazines and comics. Teachers’ perceptions of students’ enjoyment of reading in class correlated significantly with students’ own perceived level of reading achievement. Teachers perceive that as students’ level of reading enjoyment increases, their level of academic reading achievement also increases. Five recommendations are made from the findings of this study. First, recreational reading engagement needs to be publicly promoted and positively celebrated within the school community. It was found that for students to be motivated and see the value of engaging in reading they must be immersed in a school classroom environment that offers a range of recreational activities and opportunities. Second, a structured approach to literacy sessions (literacy block) needs to be established and implemented with students across all primary year levels. This enables students to be scaffolded in their literacy learning and so develop positive attitudes towards themselves as academic readers. Third, it is recommended that guided reading occur as a key instructional approach to the teaching of reading across all primary year levels. This may serve to increase students’ motivation and interest in reading a range of text types and may provide a source of information for the teacher in relation to students’ engagement with reading. Fourth, a range of text types need to be purchased and made available for students to read independently and for teachers to use in class shared reading activities across all primary year levels. Students should be exposed to various text types throughout their primary years of schooling. Finally, the teaching of reading needs to be ‘data-driven’ rather than based on teachers’ perceptions of students’ reading needs. Periodic assessments of students’ reading achievement should occur to provide these data for teachers. The recommendations from this study align with priorities and recommendations included in current Commonwealth and State documents. Directions for future research also are suggested especially for qualitative data collection. This methodology, if included, would glean more in-depth data concerning students’ attitudes to reading and the perceptions held by their teachers. Investigating students’ attitude towards and use of digital literacies also would provide a greater understanding of primary-age students’ attitudes towards reading in the 21st century.

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13

De, Jongh Annie Jeanetta. "The design of diagnostic reading materials for South African learners in the foundation phase using English as the language of learning". Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-01222007-092234.

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14

Thompson, Meri Dawn. "Authentic reading assessment: The reading portfolio". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1134.

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15

Draper, Anne Marie. "Listening and read-aloud strategies for primary age students". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/678.

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16

Molapo, Diakanya Cecel. "An investigation into the management of reading culture in primary schools". Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60962.

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This study was prompted by the reading crisis prevailing in South African schools. The aim of the study is to investigate how primary schools promote and manage a reading culture in selected primary schools in the Limpopo Province. A purposive, qualitative research approach was used with the aim of understanding and developing a holistic picture of how School Management Teams (SMTs) support, promote, develop and manage a reading culture. A multiple case study design was used in three primary schools in one circuit (Sekgosese East Circuit). Eighteen participants took part in semi-structured interviews. Documents were analysed. Artefacts in the classroom were viewed with the intention of establishing how a reading culture can be propagated. The findings indicate that SMTs monitor reading progress by using class visits and by motivating team language teachers. Learners are encouraged to participate in reading competitions. It has also been highlighted that a lack of parental support in the promotion of a reading culture is an impediment to development. Challenges such as overcrowded classes, and shortage of reading material in the classrooms and libraries are experienced; some of these are beyond the control of the school as an organisation. It is important to determine the role played by teachers in planning, organising, leading and controlling matters related to a reading culture at their schools. Heads of Department have to take leadership in this matter by preparing, together with their teaching and library staff, policies and guidelines related to reading activities in the school. In this manner an appropriate environment will promote a reading culture in schools. A reading culture can be described as the creation of conditions that are favourable for ongoing reading. Such conditions require sufficient reading material, space and time for the support, development and nurturing of reading practices. How best can the school manage the situation without compromising a reading culture and the quality of reading and writing? A reading culture has to be sustainable. One of the primary aims is to promote enthusiasm for reading in the school and in the community.
Dissertation (MEd)--University of Pretoria, 2016.
Education Management and Policy Studies
MEd
Unrestricted

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17

Samwel, Corine Simone. "Rate and accuracy in reading and rapid naming /". Connect to online resource, 2006. http://etd.lib.fsu.edu/theses/available/etd-05302006-125119.

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18

Ali, Sumaya Nader. "Reading ability and diglossia in Kuwaiti primary schools". Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/7457/.

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This project investigated the relationship between children‘s reading ability and their phonological awareness, phonological short term memory and visual short term memory in a diglossic setting. The study was conducted in Kuwait where children grow up speaking a Kuwaiti local form of the Arabic language. This form of Arabic is linguistically distinct from the literate Arabic. The children also deal with another type of words, which are Kuwaiti shared words. The effect of these different types of Arabic words on children‘s reading ability and phonological sensitivity was investigated. Four measures were administered in both studies; single word reading ability, phonological deletion, phonological short term memory and visual short term memory. Two studies were conducted; a cross-sectional study and a longitudinal study using four measures. In the cross-sectional study, forty-nine 6 year-old students participated. Results indicated that all predictor measures, phonological awareness, phonological short term memory and visual short term memory, correlated with reading ability. But regression analysis showed that only children‘s phonological awareness uniquely predicted reading ability when controlling for age and Verbal IQ. Anova showed that there was also a significant effect of word type on children‘s reading ability but not their phonological awareness. So children found it easier to read the modern standard Arabic and shared words than the local dialect words. In the longitudinal study, all tasks were administered to participants three times; 85 children at the beginning of first grade, 81 children at the end of first grade, and 78 children at the start of second grade. All participants‘ reading abilities and both phonological and visual short term memory improved over time. Phonological awareness still uniquely predicted reading ability when controlling for age and Verbal IQ across all the time points. But there was a change in how word types affected phonological awareness. Very few studies have investigated reading ability in Arabic. This project helps further understanding about the unique contribution of the different cognitive skills towards reading ability. Also, it improves the awareness of Arabic children‘s needs and complications in acquiring a successful Arabic reading in a diglossic setting.

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19

Von, Kleist Janelle I. "Implementing literature-based curriculum in primary grades". CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/580.

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20

Maddox, Kathleen Wright. "Supporting the reader in the first through third grade classroom: Strategies for parent and community volunteers". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1431.

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21

Peissig, Denise A. "A correlation of parent involvent and first grade reading achievement". Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002peissigd.pdf.

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22

Hancock, Carrie Marie. "Accelerating reading trajectories : the effects of dynamic research-based instruction /". view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055690.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 145-149). Also available for download via the World Wide Web; free to University of Oregon users.

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23

Bents, Fafani M. "Early literacy development and parent involvement a literature review and critical analysis /". Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003bentsf.pdf.

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24

Gilchrist, Christina Lynne. "Statewide early-grade reading assessment practices in the United States". Online access for everyone, 2004. http://www.dissertations.wsu.edu/Dissertations/Summer2004/c%5Fgilchrist%5F073004.pdf.

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25

Knutson, Jennifer S. "The effect of corrective feedback and individualized practice guided by formative evaluation on the reading performance of children who have not made adequate progress in early reading instruction /". view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181106.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 121-126). Also available for download via the World Wide Web; free to University of Oregon users.

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26

Rebar, Michael William. "An investigation of early reading response fluency /". view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3018387.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 114-129). Also available for download via the World Wide Web; free to University of Oregon users.

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27

Man, Chui-fan. "English reading and phonological skills of primary school children under different teaching approaches". View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37424269.

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28

Morgan, Holly G. "Reading teachers' attitudes toward scripted reading programs a multiple case study /". Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2008d/morgan.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2008.
Additional advisors: Lois M. Christensen, Lynn D. Kirkland, Maryann Manning, Deborah Strevy. Description based on contents viewed May 29, 2008; title from title screen. Includes bibliographical references (p. 86-92).

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29

Van, Allen Donna Lea. "Comprehension strategies for second grade students using California Young Reader Medal nominated books for 2000". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1751.

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The purpose of this project will be to supply teachers, specifically those of second grade students, with a variety of activities that match to appropriate comprehension strategies using California Young Reader Medal nominated books for the year 2000 at the primary level as read-alouds.

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30

Cartrette, Cassandra Hilburn. "Reading first and scientifically based reading research programs : answers to North Carolina's reading problems /". Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/cartrettec/cassandracartrette.pdf.

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31

Black, Anne-Marie L. "Attitudes to reading: An investigation across the primary years". Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/9032634065a326cefe1cf1d2efc82794837fa19fe723b67a5f9f64981d779af2/1419364/64799_downloaded_stream_24.pdf.

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Students' attitudes to reading and the texts they choose to read impact on literacy achievement and willingness to engage with literacy-related activities in the primary years of schooling. This study was conducted in an urban Catholic school in Queensland in Years 1 to 7. Students' developing attitudes to reading and the perceptions of these attitudes held by their teachers were examined. An adapted version of the Elementary Reading Attitude Survey (McKenna & Kear, 1990) and Teacher Checklist (Young, 2003) was utilized. Results from the study indicate older students' attitudes towards recreational reading (in primary school) are not significantly different to younger students' attitudes. Female students however, show more positive attitudes to recreational reading than male students. Older students' attitudes towards academic reading are more negative overall and female students showed significantly more positive attitudes than their male peers. Students' choice of texts varied across the year levels with the most preferred reading materials being chapter books, children's magazines and comics. Teachers' perceptions of students' enjoyment of reading in class correlated significantly with students' own perceived level of reading achievement. Teachers perceive that as students' level of reading enjoyment increases, their level of academic reading achievement also increases. Five recommendations are made from the findings of this study. First, recreational reading engagement needs to be publicly promoted and positively celebrated within the school community. It was found that for students to be motivated and see the value of engaging in reading they must be immersed in a school classroom environment that offers a range of recreational activities and opportunities. Second, a structured approach to literacy sessions (literacy block) needs to be established and implemented with students across all primary year levels.;This enables students to be scaffolded in their literacy learning and so develop positive attitudes towards themselves as academic readers. Third, it is recommended that guided reading occur as a key instructional approach to the teaching of reading across all primary year levels. This may serve to increase students' motivation and interest in reading a range of text types and may provide a source of information for the teacher in relation to students' engagement with reading. Fourth, a range of text types need to be purchased and made available for students to read independently and for teachers to use in class shared reading activities across all primary year levels. Students should be exposed to various text types throughout their primary years of schooling. Finally, the teaching of reading needs to be 'data-driven' rather than based on teachers' perceptions of students' reading needs. Periodic assessments of students' reading achievement should occur to provide these data for teachers. The recommendations from this study align with priorities and recommendations included in current Commonwealth and State documents. Directions for future research also are suggested especially for qualitative data collection. This methodology, if included, would glean more in-depth data concerning students' attitudes to reading and the perceptions held by their teachers. Investigating students' attitude towards and use of digital literacies also would provide a greater understanding of primary-age students' attitudes towards reading in the 21st century.

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32

Donaldson, Nicole. "The fourth grade slump : the relationship between reading attitudes and frequency of reading". Bowling Green, Ohio : Bowling Green State University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1269142631.

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33

Lannom, Melissa Harold. "A comparison study of remediation services offered to Latino students in the primary grades". Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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34

Augustsson, Anna. "Reading and writing in early stages of primary education : Methods for reading and writing". Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-7783.

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35

Swain, Claudia Jones. "Stress as a Factor in Primary Schoolchildren's Reading Difficulties: Some Implications for Remedial Reading". Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332139/.

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Stress is being linked increasingly to physiological, psychological, sociological, and educational problems. However, scant attention has been given to stress in recent reading research. This study investigated referral and evaluation statements and diagnostic data from parents, teachers, reading specialists, and counselors regarding signs of stress and potential stressors as factors in the reading difficulties of seventy-seven primary schoolchildren referred for evaluation at the pupil Appraisal Center (PAC) at North Texas State University between 1977 and 1984. Qualitative methods, specifically situational analysis, were employed to obtain a holistic view of each subject's reading difficulties. The researcher collected data from documented files at PAC. Data analysis via a categorical coding system produced thirty-nine stress related categories, organized under broad headings of family and school environment, readiness for reading/ learning, general stress reactions, and responses to stress when reading/learning becomes a problem.

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36

Errington, Rowena. "Teachers' reading theories and preferred practices with varied pupil abilities". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1994. https://ro.ecu.edu.au/theses/1089.

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The purpose of this study was to examine issues related to teachers' theoretical orientations to reading and teachers' preferred strategies for good, poor and very poor readers. A questionnaire was completed by 140 primary teachers in 10 schools. Teachers were asked to rate 6 bottom-up strategies and top-down strategies according to how helpful they were for good, poor and very poor readers. They were also asked to order 6 components of the reading process so that their theoretical orientations to reading could be determined. In addition, teacher provided information about the demographic variables, grade taught, experience, and additional training. Eight teachers also completed follow-up interview about the use of reading strategies in their classrooms. Questionnaire results in relation to teachers' theoretical orientation to reading revealed that 75 could be classified as Bottom-up teachers, 51 could be classified as Interactive teachers, and 14 could be classified as Top-down teachers. There were significant differences between teachers, in that Top-down and lnteractive teachers preferred top-down strategies more than Bottom-up teachers. However, only Interactive teachers were completely consistent in their theoretical orientations to reading and preferred strategies as all groups tended to prefer combined top-down and bottom-up strategies. There was no significant relationship between teachers' theoretical orientations to reading and the demographic variables, grade taught, experience, and additional training. Questionnaire results in relation to teachers' preferred strategies for good, poor and very poor readers showed that they preferred the top-down strategies of shared book, reading to pupils, and language experience for all readers, and significantly preferred top-down strategies more for good readers than for poor readers. Again there was a tendency to prefer a combination of top-down and bottom-up strategies There was no significant relationship between either grade taught by teachers or teachers' experience and the strategies they preferred for good readers. However, teachers with 1 to 15 years experience were more inclined than teachers with 21 or more years experience to prefer top-down strategies for poor and very poor readers. Similarly, when the variable "additional training was examined, teachers in the 'reading course’ group were more inclined than teachers in the ‘no reading’ group to prefer top-down strategies for all readers. Interviews supported most of these findings and gave further insight into the reasons for teachers' strategy choices. In addition, they suggested some differences between the strategies teachers said they preferred and the strategies teachers said they used. Sometimes influences within the school resulted in teachers being unable to implement their preferred strategies. Results of the present study are discussed in relation to the literature on which the study was based, and implications for education practice and future research are outlined.

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37

Norris, Sarah Jane. "The effects of shared book experience versus traditional instruction on reading achievement of transitional first-grade students". Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/454804.

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The purpose of this study was to investigate the effects of different types of curricula in transitional first-grade classrooms on a composite of achievement measures at the end of a year of instruction. In particular, the effects of a shared book experience approach to instruction were compared to more traditional instructional strategies.The subjects in the study were 50 students from central Indiana who were enrolled in four intact transitional classrooms. Two classrooms used "traditional" (TR) instructional strategies, a third used the Success (SC) curriculum, and the fourth used the shared book experience (SBE) approach. The Peabody Picture Vocabulary Test-Revised (PPVT-R) and the Developmental Test of Visual-Motor Integration (VMI) were administered to the subjects prior to the onset of the study. Four subtests of the Comprehensive Test of Basic Skills (CTBS) were given to the subjects in late spring 1985.Multivariate analyses of covariance with a priori and computer determined weightings of the four CTBS subscales and the PPVT-R and VMI as covariates were conducted for three a priori contrasts. No significant differences between the two TR classrooms or between the TR and SC classrooms were obtained. There was also no significant difference between the SBE and the three other classes combined when the subscales were weighted equally. However, a significant difference was obtained on a dimension created to maximize the difference between these groups, F (4,41) = 2.62, p <.05.The groups were separated primarily on the basis of the vocabulary, oral comprehension, and language subscales of the CTBS with the SBE students scoring higher on oral comprehension and language subtests but lower on the vocabulary subtest than other students. Since the vocabulary scale loaded in the direction opposite to the other achievement measures, the dimension was difficult to explain. Although the results do not clearly support the SBE curriculum as superior in enhancing achievement in transitional students, this method of instruction promoted achievement at least as well as more traditional methods.

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38

Snyder, Melissa A. "Dynamic indicators of basic early literacy skills : an effective tool to assess adult literacy students? /". Connect to online version, 2006. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2006/183.pdf.

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39

Lowndes, Anthony Peter. "Exploring intertextuality : a study of a teacher's implementation of the Key Stage 1 reading SATs". Thesis, n.p, 2001. http://oro.open.ac.uk/18851.

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40

McPhillips, D. M. "The role of persistent primary reflexes in reading delay". Thesis, Queen's University Belfast, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396608.

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41

Evanshen, Pamela, i Susan Lewis. "Reading and Writing Workshop in a Multiage Primary Classroom". Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/4466.

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42

Fien, 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.

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Thesis (Ph. D.)--University of Oregon, 2004.
Typescript. 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.

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43

Hulick, Abby Godbold John V. "The effects of Reading Recovery as an early intervention in reading". Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633411.

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Thesis (Ed. D.)--Illinois State University, 1996.
Title from title page screen, viewed May 23, 2006. Dissertation Committee: John V. Godbold (chair), Thomas G. Baer, Robert L. Fisher, R. Kay Moss, Kenneth H. Strand. Includes bibliographical references (leaves 118-125) and abstract. Also available in print.

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44

Lo, Yuen-fan Mandy. "Unknown words in non-instructional texts : ESL primary learners' strategy use and their perceptions /". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25754865.

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45

Lu, Daisy Tan. "The effects of teaching music skills on the development of reading skills among first graders : an experimental study /". Thesis, Connect to this title online; UW restricted, 1986. http://hdl.handle.net/1773/7929.

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Dittman, Cassandra. "Does practice make perfect? : the influence of print exposure on word readings skills in grade five children /". [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16880.pdf.

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Galan, Christian. "L'enseignement de la lecture au niveau élélentaire dans le système éducatif du Japon moderne depuis Meiji (1872-1992)". [S.l.] : Institut national des langues et civilisations orientales, études japonaises, 1997. http://catalog.hathitrust.org/api/volumes/oclc/44577797.html.

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Gander, Brian David. "A comparison of early reading outcomes and program costs in four primary reading programs for improved decision-making /". Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2007. http://hdl.handle.net/1794/6279.

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Thesis (D. Ed.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 182-189). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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Agnew, William T. "The effects of instructional method on fourth-grade reading achievement : phonics versus a balanced approach in language arts instruction /". Free full text is available to ORU patrons only; click to view:, 2005. http://proquest.umi.com/pqdweb?did=1172110031&sid=3&Fmt=2&clientId=456&RQT=309&VName=PQD.

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Martin, Dimple J. "Teaching reading using informational texts in third grade classrooms a case study in an unrban school district /". Birmingham, Ala. : University of Alabama at Birmingham, 2007. https://www.mhsl.uab.edu/dt/2008r/martin.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2007.
Additional advisors: Maryann Manning, Lois M. Christensen, Lynn D. Kirkland, Richard L. Allington. Description based on contents viewed June 11, 2008; title from title screen. Includes bibliographical references (p. 102-118).

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