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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 20 of 20 1 Scaffolds and Spelling in Preschool: Using a Movable Alphabet to Measure Early Literacy Volkman, Julia. - 2017 BASE Show details 2 WV Writes and Westest 2 online writing: the impact of writing prompts on student writing proficiency Murrell, Stacey In: Theses, Dissertations and Capstones (2014) BASE Show details 3 Developing English and Spanish Literacy in a One-way Spanish Immersion Program Hollingsworth, Lindsay In: Doctoral Dissertations and Projects (2013) BASE Show details 4 Evaluating the Effectiveness of an Intervention Mathematics Class for Low Achieving Middle School Students in Northwest Georgia Coats, Johnnie In: Doctoral Dissertations and Projects (2013) BASE Show details 5 The Effects of Collaborative Strategic Reading on Informational Text Comprehension and Metacognitive Awareness of Fifth Grade Students McCown, Margaret In: Doctoral Dissertations and Projects (2013) Abstract: This study examined the effects of Collaborative Strategic Reading (CSR) on informational text comprehension and metacognitive awareness of fifth grade students. This study tested the theories of metacognition and social cognition with a focus on self-regulation and self-efficacy. Participating students included a heterogeneous mix of regular education students, students with disabilities, and English learners (ELs). Using a quasi-experimental pretest-posttest nonequivalent control group design, this study examined the effects of CSR on informational text comprehension using the Qualitative Reading Inventory-5 (QRI-5) and Georgia's Criterion-Referenced Competency Test (CRCT). Metacognitive awareness was measured using the Metacognitive Awareness of Reading Strategies Inventory (MARSI). Data was analyzed using multivariate analysis of covariance (MANCOVA) and multivariate analysis of variance (MANOVA) due to correlations between the dependent variables and the need to use student reading level and student subgroup as covariates. The MANCOVA analysis found a statistically significant difference on the QRI-5 between the experimental and control groups with the experimental group outperforming the control group, while controlling for student reading level and student subgroup; however, there was no statistically significant difference on the CRCT or on CRCT reading domains. The MANOVA analysis found no significant difference between the experimental and control groups on the MARSI and MARSI subscales. Keyword: and Multicultural Education; and Research; Bilingual; Bilingual and Multicultural; Collaborative Strategic Reading; Curriculum and Instruction; Curriculum and Social Inquiry; Disability and Equity in Education; Education; Educational Assessment; Educational Methods; Educational Psychology; Elementary; Elementary and Middle and Secondary Education Administration; Elementary Education and Teaching; Evaluation; General; informational text; Language and Literature; metacognition; Multilingual; Philosophy of; Reading; reading comprehension; self-efficacy; self-regulation; Special Education and Teaching; Technology; Tests and Measurements URL: https://digitalcommons.liberty.edu/doctoral/724 https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1768&context=doctoral BASE Hide details 6 The Impact of Selected Initiatives on the Reading Criterion Referenced Competency Test Scores of African-American and Disadvantaged Students in Grades 3, 5, and 8 Fuller, Eric In: Doctoral Dissertations and Projects (2013) BASE Show details 7 A Comparison of Course Delivery Formats on Student Success of Developmental English Students at California Community Colleges Bantum, Camilla In: Doctoral Dissertations and Projects (2013) BASE Show details 8 Implementing a Culturally and Linguistically Responsive Phonics Curriculum that Incorporates Music to Meet the Needs of English Language Learners in the Response to Intervention Process Miller, Danielle In: Doctoral Dissertations and Projects (2013) BASE Show details 9 The Effect of Voice Thread® Integration on High School Students' Anxiety and Oral Proficiency in the Foreign Language Classroom Dunn, Melanie In: Doctoral Dissertations and Projects (2012) BASE Show details 10 Standards-Based Assessment and High Stakes Testing: Accuracy of Standards-Based Grading Hardegree, Amity In: Doctoral Dissertations and Projects (2012) BASE Show details 11 Analyzing the Effects of Two Response to Intervention Tools, Oral Reading Fluency and Maze Assessments, in the Language Arts Classrooms of Middle School Students Jones, Donna Lyerly In: Doctoral Dissertations and Projects (2009) BASE Show details 12 Using the Grammar Inventory for Teachers and performance assessments to determine self-efficacy with respect to grammar and mechanics Kelleher, Jacqueline Patricia In: Doctoral Dissertations (2003) BASE Show details 13 The perceived effects of state -mandated testing in New Hampshire Kossakoski, Stephen A In: Doctoral Dissertations (2000) BASE Show details 14 Teachers' assessment decisions during literacy portfolio reviews: Four descriptive case studies Vandersloot-Richards, Karen In: Doctoral Dissertations (1998) BASE Show details 15 East Caribbean immigrant students in the United States Virgin Islands public high schools Maynard, Josiah. - 1995 BASE Show details 16 A study of the relationship of reading curricula and the outcome of the Illinois Goals Assessment Program (IGAP) Reading Assessment. Taglieri, Elizabeth J.. - : Northern Illinois University., 1993 BASE Show details 17 Judging oral proficiency: Can the naive judge determine standardized test scores (Test of Spoken English) through an interview process Freeman, Gregory Lee. - : Florida State University Libraries BASE Show details 18 Use of intrinsic and payoff criteria to evaluate the effectiveness of instructional materials and their impact on instructor-led training Williamson, Naja A. - : Florida State University Libraries BASE Show details 19 Use of intrinsic and payoff criteria to evaluate the effectiveness of instructional materials and their impact on instructor-led training Williamson, Naja A.; Florida State University BASE Show details 20 Judging oral proficiency: Can the naive judge determine standardized test scores (Test of Spoken English) through an interview process Freeman, Gregory Lee.; Florida State University BASE Show details

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