Rozprawy doktorskie na temat „Teaching reading”
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Manasse, Eunice. "Teaching reading in multilingual classes". Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8609_1318508550.
Pełny tekst źródłaWisch, Stephen H. "Teaching Literary Criticism Through Independent Reading". Ohio Dominican University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1556705309193909.
Pełny tekst źródłaPark, Micah William. "Teaching Intonation Patterns through Reading Aloud". PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/267.
Pełny tekst źródłaMellen, Brad. "Teaching reading in China : phonics versus whole word /". Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262774.
Pełny tekst źródłaWisaijorn, Patareeya, i n/a. "Teaching reading comprehension to Thai EFL students: Reciprocal Teaching Procedure". University of Canberra. Professional Communication, 2003. http://erl.canberra.edu.au./public/adt-AUC20050802.140230.
Pełny tekst źródłaWong, Ip Sook-kuen. "A comparison of two approaches to teaching speed reading". Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38627711.
Pełny tekst źródłaMagntorn, Ola. "Reading Nature : Developing ecological literacy through teaching". Doctoral thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-8921.
Pełny tekst źródłaThe articles in the Ph.D. thesis are published with kind permission from International Journal of Science Education, Journal of Biological Education and NorDiNa: Nordic Studies in Science Education.
Gold, Anna. "Teaching reading to a multicultural student base". Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Gold_Anna%20%20MITthesis%202007.pdf.
Pełny tekst źródłaMiller, Lynne Dee. "The teaching/learning of reading in reading resource rooms: An exploratory study". Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184457.
Pełny tekst źródłaChou, Pei-Ying. "Co-teaching and reciprocal teaching for English-as-a-foreign-language reading". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2873.
Pełny tekst źródłaGrönblad, Johanna. "English teachers’ perceptions of teaching reading and reading strategies to students with dyslexia". Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-106176.
Pełny tekst źródłaDozier, Kimberly S. Hesse Douglas Dean. "Reading Vietnam teaching literature using historically-situated texts /". Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914567.
Pełny tekst źródłaTitle from title page screen, viewed July 10, 2006. Dissertation Committee: Douglas Hesse (chair), C. Anita Tarr, Charles Harris. Includes bibliographical references (leaves 232-241) and abstract. Also available in print.
Rooks, James K. "Teaching teachers to teach reading, a self-study". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0008/NQ35416.pdf.
Pełny tekst źródłaColes, Karin. "Dwelling with the gift, teaching and responsive reading". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ49560.pdf.
Pełny tekst źródłaLau, Wing-yee, i 劉詠兒. "The explicit teaching of reading strategies: students' perceptions". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963031.
Pełny tekst źródłaMinardi, Katherine Sublett. "Using Children's Literature: An Approach to Teaching Reading". UNF Digital Commons, 1994. http://digitalcommons.unf.edu/etd/84.
Pełny tekst źródłaLau, Wing-yee. "The explicit teaching of reading strategies : students' perceptions /". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25754373.
Pełny tekst źródłaBorgia, Laurel, Carol Owles, Kylee Merendino i Edward J. Dwyer. "Terrific Teaching Tips: Affective Reading Empowers Student Response". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/3369.
Pełny tekst źródłaCox, Linda Carol. "Teaching vocabulary through integrated curriculum improves reading comprehension". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2626.
Pełny tekst źródłaNguyen, Luz Elena. "The use of reciprocal teaching as a mediational tool to enhance reading comprehension". CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3278.
Pełny tekst źródłaMan, 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.
Pełny tekst źródłaSmith, Mahlon A. "A study of the teaching methods of comprehension through isolation and context". CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/325.
Pełny tekst źródłaNg, Mei-ha Helen. "The reciprocal teaching approach : a case study reflecting on readers' needs in developing reading comprehension ability and insights into teaching methods /". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161008.
Pełny tekst źródłaTallowitz, Ulrike. "Reading foreign language websites : a qualitative investigation of students' reading strategies in German". Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/1525.
Pełny tekst źródłaSines, Deborah. "A holistic approach to teaching literature in kindergarten". CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/410.
Pełny tekst źródłaVandever, Michelle Elaina. "Teaching literacy through guided reading, running records, and miscue analysis". [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:166.
Pełny tekst źródłaGalbally, Jaclyn Ford. "The relationship of literacy teaching efficacy beliefs and literacy pedagogical content knowledge during student teaching". Thesis, Temple University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3623158.
Pełny tekst źródłaStudent literacy rates across the country are unacceptably low. Teacher preparation has emerged as a priority in both research and practice in efforts to improve the nation's literacy rates. Teacher knowledge and beliefs influence the quality of instruction teachers are able to implement. This study was designed to help educators and mentors of novice teachers understand the relationship between literacy pedagogical content knowledge and literacy teacher efficacy beliefs and changes to this relationship during the course of student teaching.
Using a sample of 36 pre-service teachers assigned to student teaching in kindergarten, first or second grade classrooms, literacy pedagogical content knowledge was measured in a multiple-choice assessment that covered a variety of early literacy instructional areas including phonology, orthography, vocabulary, morphology and comprehension. Literacy teaching efficacy beliefs was measured using a self-report questionnaire. Participants completed the survey at two time points, at the beginning and end of student teaching.
To determine if a literacy pedagogical content knowledge and literacy teaching efficacy beliefs demonstrated a relationship, Pearson correlations were calculated at both time points. Results of this study suggest that these constructs are not related and operate independently. Additionally this study suggested that while literacy teaching efficacy beliefs improved significantly over the course of student teaching, literacy pedagogical content knowledge did not. Results from this study can inform teacher educators, mentors of novice teaches and professional development programmers on the relationship of literacy pedagogical content knowledge and literacy teaching efficacy beliefs in pre-service teachers.
Pérez, Ana María. "Teaching literacy to first grade bilingual students". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2572.
Pełny tekst źródłaSarasti, Israel A. Laney James Duke. "The effects of reciprocal teaching comprehension-monitoring strategy on 3rd grade students' reading comprehension". [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3919.
Pełny tekst źródłaStagova, Emine. "Teaching Strategies : Teachers’ views and attitudes towards reading problems". Thesis, Växjö University, School of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1246.
Pełny tekst źródłaAbstract:
The aim with this study is to discuss teachers’ individual views and thoughts regarding working with pupils with reading problems in foreign language learning. The study is based on qualitative research and includes interviews with four working teachers at the upper secondary level at one school. The main focus is to illustrate strategies expressed by the teachers involved in this study concerning pupils and reading problems in foreign language learning. Some of the earlier studies done regarding this subject emphasize motivation as a good strategy to use in school in order to pay more attention to pupils and encourage them to do better. Furthermore, teachers should work with literature in a new way, thus making use of the new technology available such as computers and projectors. New technology would make education more appealing and allow pupils to be involved with literature in a new way, familiar to the pupils’ daily life activities.
This study is done accordingly to the approach of two theories, namely phenomenography and reader-response theory. This study does not aim to show any right or wrong strategies from the teachers, it only assumes to show their own thoughts and views regarding this issue. Hopefully this study would help and bring new ideas to forthcoming teachers about reading disabilities and teaching strategies.
Janzen, Melanie Dianne. "Teaching subjects : reading the phantasies and interruptions of becoming". Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33786.
Pełny tekst źródłaWong, Ip Sook-kuen, i 黃葉淑娟. "A comparison of two approaches to teaching speed reading". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38627711.
Pełny tekst źródłaPiyanukool, Surachai. "Effects of Teaching Reading Through Discussion of Text Structures". Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3035/.
Pełny tekst źródłaDuggal, Nitu. "Investigation of effectiveness of approaches to teaching reading comprehension". Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610648.
Pełny tekst źródłaAltalhab, Sultan. "Teaching and learning vocabulary through reading at Saudi universities". Thesis, University of Strathclyde, 2014. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=24930.
Pełny tekst źródłaJackson, Joanne Audrey. "Teaching and Improving Early to Intermediate Stage Sight-Reading". Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/24286.
Pełny tekst źródłaKane, Mohamadou Bachir. "The Teaching of Reading in the Senegalese EFL Context". OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2113.
Pełny tekst źródłaFerreira, Sonia Maria Gomes. "Mapping passive x active reading tasks in esap teaching". Florianópolis, SC, 2003. http://repositorio.ufsc.br/xmlui/handle/123456789/86007.
Pełny tekst źródłaMade available in DSpace on 2012-10-21T02:23:41Z (GMT). No. of bitstreams: 1 193974.pdf: 1398356 bytes, checksum: 434bf850dfa1afe48ece01ce5d077ae0 (MD5)
Esta pesquisa fez um mapeamento de tipos de atividades de leitura em livros de Inglês Instrumental utilizados na UFSC; realizou uma investigação correlata em salas de aula; observou a ressonância que tipos diferentes de atividades de leitura podem exercer na motivação, e reflexão crítica dos alunos. O primeiro estudo sondou a predominância de tipos de atividades em 6 livros de Inglês Instrumental; o segundo pesquisou as tarefas dominantes nas aulas de 4 professores; o terceiro investigou a reação de alunos de 3 turmas, perante dois blocos de tipos diferentes de atividades. As observações, transcrições das aulas, e questionários, foram os instrumentos utilizados para análise dos dados. O arcabouço teórico de Davies (1995), de atividades 'passivas' e 'ativas', deu respaldo aos estudos. Os resultados atestam a predominância de atividades 'ativas' nos livros analisados e nas aulas de 3 dos 4 professores observados. Constatou-se também mais motivação, e mais evidências de leitura crítica, durante o uso de tarefas 'ativas'. Tópicos como, instrução baseada no uso de tarefas, demanda cognitiva de diferentes tipos de atividades, diferenças individuais de estilo de ensino/aprendizagem, pensamento crítico, e independência do aprendiz, serviram como aparato teórico para a pesquisa. Outras descobertas importantes foram: que a delimitação entre o que Davies (1995) coloca como atividade 'passiva' ou 'ativa' parece não ser clara, não proporcionando flexibilidade para a variação de demanda cognitiva imposta por cada tipo de tarefa; a maneira de condução das atividades também parece ser mais crucial do que supunha a premissa inicial.
Cushman, Mary Ellen. "Reading, writing, and metacognition: Theoretical connections and teaching methods". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/458.
Pełny tekst źródłaBolander, Jennifer A. Fisher Robert L. "First-time teachers' understanding and support for teaching first-time readers". Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064509.
Pełny tekst źródłaTitle from title page screen, viewed March 7, 2006. Dissertation Committee: Robert Fisher (chair), Penni Koloff, Susan Lenski. Includes bibliographical references (leaves 169-183) and abstract. Also available in print.
Benosa, Kathlyn Garcia. "Increasing comprehension strategies through reciprocal teaching". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3174.
Pełny tekst źródłaMing, Wing-chuen, i 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.
Pełny tekst źródłapublished_or_final_version
Education
Master
Master of Education
Curry, Shara B. "A multi-case examination of preservice teachers' perceptions of reading and the teaching of reading". Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027094.
Pełny tekst źródłaDepartment of Elementary Education
Rupp, Ellen A. "Implementing Team Teaching In a Title 1 Program". Defiance College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=def1281638415.
Pełny tekst źródłaWang, Changhua. "A comparative study of Chinese EFL reading instruction and American ESL reading instruction". PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3861.
Pełny tekst źródłaDiehl, Holly L. "The effects of the reciprocal teaching framework on strategy acquisition of fourth-grade struggling readers". Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3840.
Pełny tekst źródłaTitle from document title page. Document formatted into pages; contains vi, 177 p. : ill. Includes abstract. Includes bibliographical references (p. 153-162).
Davis, Melanie D. "Pre-reading strategies for content area reading instruction: social studies". CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/400.
Pełny tekst źródłaAndrews, Jill Lambert. "Teacher certification, teaching style, and student achievement in Arizona charter schools". Lynchburg, Va. : Liberty University, 2004. http://digitalcommons.liberty.edu.
Pełny tekst źródłaWoodhead, Nancy Lynne. "Teaching phonics within a whole language theoretical orientation". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/585.
Pełny tekst źródłaBlack, 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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