Дисертації з теми "Involvement in reading"
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Corbett, Renee R. "Effect of a Parent Reading Intervention on Elementary-Aged Children‘s Reading Fluency." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/189.
Повний текст джерелаWilczek-Schroetter, Nancy. "Parent involvement in literacy development." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008wilczekschroettern.pdf.
Повний текст джерелаMacleod, Flora Jean. "Parental involvement in reading : child and school influences." Thesis, University of Exeter, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260669.
Повний текст джерелаGiffin, Ray. "Parental involvement in an experimental reading program, grades 2-7." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26819.
Повний текст джерелаEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
Nel, Chantel Eve. "Exploring fathers’ reading involvement in a grade 4 classroom." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/12505.
Повний текст джерелаJohnson, Eloise Nobis. "Parent involvement in family literacy." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1565.
Повний текст джерелаDavis, Jill Marie. "The impact of parental involvement: a study of the relationship between homework and kindergarten Texas Primary Reading Inventory scores." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/250.
Повний текст джерелаBents, 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.
Повний текст джерелаCramer, Mary Kay. "The relationship of fourth-grade students' attitudes toward reading and principal involvement in the reading program." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720165.
Повний текст джерелаDepartment of Elementary Education
Woodhead, Zoe V. J. "Investigating the function of the ventral visual reading pathway and its involvement in acquired reading disorders." Thesis, Imperial College London, 2011. http://hdl.handle.net/10044/1/6984.
Повний текст джерелаBrown, Kristin N. "STRENGTHENING THE HOME-SCHOOL LITERACY CONNECTION." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174665695.
Повний текст джерелаElliott, Judy A. "The learning opportunities afforded to children by parental involvement in reading." Thesis, University of Leeds, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305622.
Повний текст джерелаYip, Valerie Wing Yan. "Parental involvement, school strategies and reading in Hong Kong primary schools." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608455.
Повний текст джерелаWalter, Helen Catherine. "The involvement of working memory in reading in a foreign language." Thesis, University of Cambridge, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621735.
Повний текст джерелаEvans, Linda Deborah. "'Making a difference' : an evaluation of raising standards initiatives." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368223.
Повний текст джерелаMayhall-Andrews, Florence Ann. "The Relationship of Parental Involvement and Reading Achievement of Ninth-Grade Students." Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10793101.
Повний текст джерелаThe local high school and school district have failed to achieve adequate yearly progress in reading due to the poor performance of 9th-grade and special education students on the annual state reading assessment. There may be numerous factors leading to the low scores, but researchers have suggested that students whose parents are engaged in their education have more academic success than students whose parents have minimal participation. An explanatory survey design was used in this quantitative study to identify the involvement activities of parents of 9th-grade students and determine if there was a relationship between their involvement and their child’s reading achievement. The theoretical framework was Epstein’s theory on parental involvement. Archival data from the State of Texas Assessment of Academic Readiness-end of course English I/reading test of 65 9th-grade students were coded for anonymity and matched with their parents’ total scores on the Parent Choice of Involvement Activities survey. Data analyzed using the Pearson product-moment correlation analysis yielded no significant relationship between parent involvement and students’ reading scores. Descriptive analysis identified that parents were more involved with educational activities in the home, rather than participating at school. Therefore, a school-based parent development program was designed. Additional research is needed to explore other reasons for the poor reading outcome of the 9th-grade and special education students. Providing parents with strategies that empower them to become fully involved in the secondary education of their children can bring about positive social change by building strong relationships between the school, family, and community to support the academic achievement of high school students.
Morillo-Campbell, Milagros. "Examining School, Family, and Community Partnerships Among Hispanic Parents: An Ethnography of Transformation." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/215412.
Повний текст джерелаMorrison, Tomasine A. "The Impact of a Family Home-learning Program on levels of Parental/Caregiver Efficacy." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/102.
Повний текст джерелаSmith, Barbara Beville. "Effects of Home-School Collaboration and Different Forms of Parent Involvement On Reading Achievement." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30529.
Повний текст джерелаEd. D.
Hardesty, Bridget Anderson. "Improving student achievement through parent involvement." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2817.
Повний текст джерелаCramer, James E. "The development of an instrument to assess elementary school principals' involvement in the reading program." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720147.
Повний текст джерелаDepartment of Elementary Education
Reda, Patricia Reda. "Successful Strategies Used to Increase the Reading Comprehension of Second Graders." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2424.
Повний текст джерелаAckermann, Cecile. "The effect of parental involvement on Grade 4 learner literacy : evidence from prePIRLS 2011." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65433.
Повний текст джерелаDissertation (MEd)--University of Pretoria, 2017.
Science, Mathematics and Technology Education
Centre for Evaluation & Assessment (CEA)
MEd
Unrestricted
Whalen, Angela J. "The effect of direct teacher involvement in formative evaluation of student progress on student attainment of critical early literacy outcomes /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3045099.
Повний текст джерелаTypescript. Includes vita and abstract. Includes bibliographical references (leaves 95-98). Also available for download via the World Wide Web; free to University of Oregon users.
Middleton, David W. Baker Paul J. Strand Kenneth H. "The relationship of parent and teacher perceptions of parent involvement and third grade reading and mathematics achievement." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633422.
Повний текст джерелаTitle from title page screen, viewed May 23, 2006. Dissertation Committee: Paul J. Baker, Kenneth H. Strand (co-chairs), Sarah Booth, Anita H. Lupo. Includes bibliographical references (leaves 80-90) and abstract. Also available in print.
Epstein, Dale Judith. "The impact of parents' demographic and psychological characteristics and parent involvement on young children's reading and math outcomes." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7711.
Повний текст джерелаThesis research directed by: Dept. of Human Development/Institute for Child Study. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Robertson, Kandace Cheryee. "Native American Parent Perceptions of their Children's Success in Reading and Mathematics." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7836.
Повний текст джерелаHolm, Carolina. "Skönlitteraturens betydelse i klassrummet : En undersökning om hur lärare i årskurs 1-3 arbetar med skönlitteratur." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-55055.
Повний текст джерелаSyftet med studien är att undersöka hur lärare i årskurs 1–3 arbetar med läsning av skönlitteratur i skolan samt även hur deras inställning till skönlitteratur påverkar undervisningen. I undersökningen används metoderna kvalitativa intervjuer och observationer av fyra lärare. Lärarna har olika erfarenhet, däremot använder sig de fyra lärarna aktivt av skönlitteratur i sin undervisning. Genom att använda kvalitativa intervjuer och observationer från fyra lärare får jag en bild av hur arbetet med skönlitteratur ser ut i skolan. Resultatet visar att de flesta lärarna arbetar på liknande sätt med läsning av skönlitteratur, exempelvis högläsning och tystläsning. Lärarna använder relativt mycket tid av svenskundervisningen till att läsa skönlitteratur, ungefär en tredjedel av undervisningen. I resultatet syns det även att lärarna har olika uppfattning om hur mycket tid det egentligen finns att arbeta med skönlitteratur och att de anser att det är skillnad från årskurs 1 till 3. Utifrån intervjuerna och observationerna har kunskapen om varför lärarna anser att det är en viktigt att läsa skönlitteratur blivit tydligare.
Giraldo, Regina. "Individual growth analysis of children's reading performance during the first years of school." Cleveland, Ohio : Cleveland State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1271105470.
Повний текст джерелаAbstract. Title from PDF t.p. (viewed on April 27, 2010). Includes bibliographical references (p. 37-41). Available online via the OhioLINK ETD Center and also available in print.
Pruitt, Melinda Douthat. "Relationships between Reading Level of Parents, Readability of Special Education Documents/Forms, Knowledge of IEP Contents, and Parental Involvement." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0723103-021910/unrestricted/PruittM072303a.pdf.
Повний текст джерелаTitle from electronic submission form. ETSU ETD database URN: etd-0723103-021910. Includes bibliographical references. Also available via Internet at the UMI web site.
Woolard, Christina Ann. "A Descriptive Study of the Impact of Parental Involvement on the Reading Performance of Students with Disabilities Enrolled in an Online Public Charter School." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280407059.
Повний текст джерелаXu, Min. "The Relationship Between Parental Involvement, Self-Regulated Learning, and Reading Achievement of Fifth Graders: A Path Analysis Using the ECLS-K Database." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1213570244.
Повний текст джерелаBradley, Faye Covington. "The Impact of Parental Involvement on the Reading Achievement of Fourth Grade African American Males in the Tidewater Region of Virginia." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26885.
Повний текст джерелаEd. D.
Berkeley-Cummins, Ligoria. "Reading Perceptions of Hispanic English Language Learner Families in New York City." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6171.
Повний текст джерелаCarpenter, Gloria Jean Oliver. "The School Success and Adjustment of Young African American Children." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1119635112.
Повний текст джерелаRobinson, Gary E. (Gary Edwin). "The Effects of Using Networked Integrated Testing and Skills Software and Parental Involvement on Achievement, Attitude, and Self-esteem of At-risk Students." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc277822/.
Повний текст джерелаRodriguez, Cory R. "The Relationship of the Parental Involvement of Latino Immigrant Parents of Middle School Students and Student Academic Achievement." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2449.
Повний текст джерелаAdam, Ndileka Primrose. "An investigation into factors that influence parental involvement in the development of their children's literacy in the secondary school level: a case study of a combined school in the Eastern Cape." Thesis, University of Fort Hare, 2010. http://hdl.handle.net/10353/229.
Повний текст джерелаMoncrieffe, Maureen Hyacinth. "Black Caribbean American Parents' Home-Based Literacy Activities for K-2 Religious School Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/448.
Повний текст джерелаRobinson, Barbara Lockhart. "The effect of the building administrator's leadership behavior and parental involvement on student achievement in the areas of reading and mathematics in middle schools of a metropolitan school system." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1989. http://digitalcommons.auctr.edu/dissertations/2283.
Повний текст джерелаLindahl, Christina Lauren. "Developing Early Numeracy and Early Literacy Skills in Preschool Children Through a Shared Parent/Child Book Reading Intervention: A Multiple-Baseline Single Case Design Study." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6304.
Повний текст джерелаOwens, Erin Heather. "A Qualitative Study of Parents' Experience with their Children's Mandated Retention: Ohio's Third Grade Reading Guarantee in Action." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1563288098635677.
Повний текст джерелаСемененко, Лариса Петровна, та Юлия Николаевна Главчева. "Дистанционный курс "Куратор содержания" как элемент программы "Читающий политех"". Thesis, Днепропетровский национальный университет железнодорожного транспорта, 2013. http://repository.kpi.kharkov.ua/handle/KhPI-Press/3278.
Повний текст джерелаРассматриваются начальные этапы реализации программы по привлечению читателей в библиотеку. Предложены новые эффективные формы сотрудничества с читателями, ломающие стереотипы восприятия библиотекаря.
García, Maria G. "The impact of the Home Instruction for Parents of Preschool Youngsters (HIPPY) program on reading, mathematics, and language achievement of Hispanic English language learners." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5227/.
Повний текст джерелаOlin-Scheller, Christina. "Mellan Dante och 'Big Brother' : En studie om gymnasieelevers textvärldar." Doctoral thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-474.
Повний текст джерелаThis dissertation deals with Swedish upper secondary school students’ encounter and reception of various fictional texts in and outside of school. The focus of the study is how literary instruction, based on an expanded text concept, succeeds in meeting the students’ expectations and previous experiences of fictional texts. The theoretical framework consists of theories that approach reading as a transaction between text and reader in a social and cultural context.
The study is founded on qualitative methods, and the empirical material was collected through participant observation and interviews with students and teachers in four upper secondary school classes between 2001 and 2003. The research questions are: How does literary instruction develop students’ knowledge of fictional texts and reading? In what ways are the students’ textual worlds in and outside of school dialogically interrelated? How do students use different fictional texts in building their identities? Which values regarding different texts are visible in the classroom?
Findings indicate that mismatches between teachers’ and students’ literary repertoires are common in upper secondary school literary teaching. Since the literary instruction mainly drew upon traditional fiction, the students’ construction of literary worlds was not sufficiently supported. The students’ expectations of fiction reading were characterized by strong emotional involvement, and this was particularly true for the male students. The female students reported that there was a lack of female perspectives in the literary teaching.
The pedagogical implications of the study concern the importance of identifying the students’ literary repertoires and matching those with the literary instruction. Literary pedagogy should aim to expand these repertoires, and to help students acquire new reader roles. One way of achieving this is to promote dialogical teaching that encourages both efferent and aesthetic reading. Findings of the present study also indicate that teachers’ resources for working with an expanded text concept are limited. Consequently, current teacher education programmes and further training of working teachers must deal with reading of fictional texts from new and broader perspectives.
Goudey, Jennifer. "A parent involvement intervention with elementary school students : the effectiveness of parent tutoring on reading achievement /." Phd thesis, 2009. http://hdl.handle.net/10048/561.
Повний текст джерела"A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy in School Psychology, Department of Educational Psychology, University of Alberta." Title from pdf file main screen (viewed on September 9, 2009). Includes bibliographical references.
YANG, CHIA-YING, and 楊佳潁. "A Case Study of Father’s Involvement in Parent-child Dialogic Reading." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/9vm7ve.
Повний текст джерела國立臺南大學
幼兒教育學系碩士班
106
Recently, the popularity of electronic products reduce the time that young children spending on reading, and influence their normal development of body and mind, this phenomenon shows the importance of parent-child reading, among the ways of parent-child reading, parent-child dialogic reading (DR) brings more dialogue and interaction between parent and child, and promote child’s expression ability. On the other hand, father is seldom readind with children, and most of empirical researches use the picture books wih single topic in a research currently. Therefore, this formal study reference and improve by the exploratory study, conducting the parent-child DR with four topics of picture books as research instrument. This study aims to explore what kind of DR strategies that father will use in four different topic of picture books, and interaction circumstances between father and child. This is a case study with a father and son as participants. Before starting the parent-child DR, there was a training session for father to understand the importance of DR and learning how to use the DR strategies. After the training session, parent-child DR lasted for 8 weeks with 4 topics of picture books, a total of 16 books. The topics of picture book in this study are include scientific knowledge, sentiment, gender non-stereotyped, and life experience. There was a father interview after each parent-child DR activity, a total of 16 times. And there was two times of mother interview, aims to how mother thinking about the father and child in the course of the study. At last, use all the data to analyze the result of the study. Based on the data analyses, the conclusions of this study are summarized as follows: 1. After the DR training session, father can use the strategies smoothly, even develop his own reading style. 2. Even though there are four different topics of picture books, father can discuss a lot with child through the DR strategies. 3. Father will trip the story content, and extend the subject of a talk with child, sometimes there are accidental learnings. 4. Father-child DR brings positive influence on interactions between father and child.
Taukobong, Nkoko Maria. "Reading problems in the junior primary phase and parental involvement : guidelines for teachers." Thesis, 2012. http://hdl.handle.net/10210/6487.
Повний текст джерелаThe aim of this research is to develop guidelines for teachers with regard to parental involvement in order to facilitate the development of reading competence in children in the junior primary phase. In order to achieve this, the following sub-aims are formulated: To explore and describe the viewpoints of parents and teachers with regard to the causes of reading problems in the junior primary phase; To determine in what way teachers and parents of children in the junior primary phase perceive their role in the development and improvement of reading.
Beal, Vanessa. "The weight of involvement load in college level reading and vocabulary tasks." Thesis, 2007. http://spectrum.library.concordia.ca/975739/1/MR40797.pdf.
Повний текст джерелаCampbell, Bernice Virginia. "Parental involvement as an explanation of mathematics and reading achievement in kindergartners." 2006. http://www.lib.ncsu.edu/theses/available/etd-06142006-141147/unrestricted/etd.pdf.
Повний текст джерела