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92.
Reading comprehension among Arabic Heritage Language Learners and the Simple View of Reading model
by Kweider, Nour Mohamad, M.A.  California State University, Long Beach. 2014: 85 pages; 1591602.
95.
Investigating a summer reading program for Title I students
by Mountain, Stephanie M., Ed.D.  Lindenwood University. 2010: 162 pages; 3390838.
97.
An Investigation of Struggling Learners' Motivation to Read
by Whited, Jennifer E., Ph.D.  University of Louisiana at Lafayette. 2015: 317 pages; 10003755.
99.
Positioning and identity in the academic literacy experiences of elementary English Language Learners
by Hickey, Pamela J., Ph.D.  University of Maryland, College Park. 2011: 364 pages; 3461530.
100.
Preschool predictors of kindergarten math achievement
by Bouchard, Marleah, Psy.D.  Alfred University. 2012: 77 pages; 3506382.
101.
The relationship between early literacy assessment and first-grade reading achievement for Native American students
by Coats-Kitsopoulos, Gloria Jean, Ed.D.  University of South Dakota. 2011: 130 pages; 3450644.
103.
Coping With Text Complexity in the Disciplines: Vulnerable Readers’ Close Reading Practices
by Buffen, Leslie, Ph.D.  University of California, Berkeley. 2019: 86 pages; 22618568.
104.
105.
Factors related to students' engaged reading in high school science classrooms
by Ochoa-Angrino, Solanlly, Ed.D.  Northern Illinois University. 2012: 150 pages; 3513148.
107.
Effects of a Research-Based Intervention on Reading Achievement of Middle School English Learners
by Swartz, Philip Hemming, Ph.D.  University of California, Riverside. 2016: 139 pages; 10181501.
109.
The effect of text-to-self reading strategies on reading comprehension
by Cutright, Cathy Arlene (Legg), Ph.D.  Walden University. 2010: 166 pages; 3404265.
113.
This text matters: Students' experiences with independent reading
by Zwillenberg, Jennifer Goulston, Ed.D.  University of Pennsylvania. 2015: 262 pages; 3746342.
115.
Vocabulary growth using nonfiction literature and dialogic discussions in preschool classrooms
by Marra, Gwen R., Ed.D.  University of South Dakota. 2014: 122 pages; 3629795.
116.
Long term effectiveness of brief experimental analysis indicated academic interventions
by Rime, William J., M.A.  California State University, Long Beach. 2010: 66 pages; 1490412.
119.
Using static and dynamic measures to estimate reading difficulty for Hispanic children
by Petersen, Douglas B., Ph.D.  Utah State University. 2010: 171 pages; 3390967.
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