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243.
Homogeneous grouping in the context of high-stakes testing: Does it improve reading achievement?
by Salcedo-Gonzalez, Trena, Ed.D.  California State University, Fullerton. 2012: 89 pages; 3528261.
244.
Resegregation: A case study of the failure of the color blind ideal in K–12 schooling policy
by Kinslow, Kathleen M., Ph.D.  The University of Alabama. 2009: 406 pages; 3369785.
246.
Response to Intervention Effectiveness
by Mulholland, Stephanie L., Ed.D.  Southern Illinois University at Edwardsville. 2013: 67 pages; 3572655.
249.
A Case Study of Differentiated Instruction in Upper Elementary Mathematics and Reading Classrooms
by Burris, LaPonya Alexandria, Ed.D.  Walden University. 2011: 174 pages; 3469057.
251.
Incorporating Personal Health Records into the Disease Management of Rural Heart Failure Patients
by Baron, Karen Parsley, Ph.D.  Nova Southeastern University. 2012: 200 pages; 3544408.
253.
An investigation of the effects of discourse types on Taiwanese college students' reading strategy use
by Lei, Jiun-Iung, Ph.D.  Indiana University of Pennsylvania. 2009: 241 pages; 3387547.
255.
A Study of the Effect of Additional Reading Assistance on Student Achievement
by Gillan-Sanderson, Nicole A., Ed.D.  Lindenwood University. 2012: 152 pages; 3510378.
258.
Reading interventions for Deaf and Hard of Hearing students
by Lin, Pamela, Ed.S.  California State University, Long Beach. 2014: 71 pages; 1591604.
259.
Effect of Progress Monitoring on Reading Achievement for Students in a Middle School Setting
by Augustin, Michele Ann, Ed.D.  Missouri Baptist University. 2015: 225 pages; 3687670.
265.
The neural correlates of skilled reading: An MRI investigation of phonological processing
by Orechwa, Allison Zumberge, Ph.D.  University of Southern California. 2009: 136 pages; 3368714.
266.
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.
267.
K-6 Educator Knowledge, Use, and Perceptions of Research-Proven Reading Programs and Practices
by Strecker, Jenelle, Ed.D.  University of South Dakota. 2018: 103 pages; 10935447.
269.
The Effect of Premotor Transcranial Direct Current Stimulation on the Fluency of Adults Who Stutter During Choral Reading
by Thomason, Ashlen, Ph.D.  University of Arkansas for Medical Sciences. 2017: 148 pages; 10272694.
270.
Factors affecting the holistic listening of Japanese learners of English
by Aotani, Masayasu, Ed.D.  Temple University. 2011: 524 pages; 3457854.
241 - 270 of 39150 displayed.
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