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151.
Adult ESL Korean readers' responses about their reading in L1 Korean and L2 English
by Kim, Misun, Ph.D.  The University of Arizona. 2010: 266 pages; 3402930.
153.
Factors that influence teachers' use, or non-use, of small group discussion
by Snider, Julianne, Ed.D.  Wayne State University. 2016: 174 pages; 10191625.
154.
The effects of inclusion on third-grade students' achievement in reading
by Edwards, Gloria Dozier, Ph.D.  Capella University. 2011: 165 pages; 3475238.
155.
Reading Comprehension Instruction for Ninth Graders with Learning Disabilities: A Reality Check
by Ko, Tiffany J., Ph.D.  University of Illinois at Chicago. 2012: 161 pages; 3542736.
156.
Exploring Relationships of Positive Reading Attitudes in Secondary English Classrooms across Missouri
by Thierfelder, Lorin Blackburn, Ed.D.  Lindenwood University. 2020: 139 pages; 28150193.
158.
Implementing a Dialogic Reading Intervention: The Experiences of Teachers of Deaf and Hard of Hearing Students
by Urbani, Jacquelyn Marion, Ph.D.  University of California, Berkeley. 2011: 174 pages; 3593682.
160.
Close Reading in Secondary Classrooms: A 21st-Century Update for a 20th-Century Practice
by Catterson, Amy Koehler, Ph.D.  University of California, Berkeley. 2017: 141 pages; 10281978.
162.
A Case Study of Middle School Teachers' Reading Perceptions, Attitudes, and Practices
by Stroupe, Laura, M.Ed.  Bowling Green State University. 2005: 51 pages; 10817770.
164.
Contributions of oral language, problem-solving, and reading attitudes to young adolescents' silent reading comprehension
by Nellenbach, Kristin Marie, Ph.D.  The University of North Carolina at Chapel Hill. 2010: 151 pages; 3428389.
165.
A survey and analysis of middle school student voluntary independent reading behaviors
by McDougal, Peter, D.Ed.  University of Oregon. 2011: 200 pages; 3466374.
167.
The instructional experiences of students with reading disabilities in Taiwan's education
by Lan, Pei Ern, M.Ed.  Saint Mary's College of California. 2015: 252 pages; 10107123.
168.
A Comparison of Reading Fluency Interventions on Reading Comprehension
by Yockey, Ashley, Psy.D.  Southern Illinois University at Edwardsville. 2020: 48 pages; 27956119.
169.
Process evaluation of the Instant Word Notebook
by Roberts, Jeannie Ellen, Ed.D.  Lindenwood University. 2010: 171 pages; 3426997.
170.
Learning to See History: A Content Analysis of the Affordances of Graphic Novels for High School Teaching
by Boerman-Cornell, William, Ph.D.  University of Illinois at Chicago. 2012: 146 pages; 3551425.
171.
Case study of middle school teacher use of reading programs in a rural Latino area of Texas
by Rodriguez, Marisela A., Ed.D.  Pepperdine University. 2015: 283 pages; 3706062.
176.
Teacher Perceived Self-efficacy in Literacy Instruction and Teaching Practices
by Dominguez, Tamera R., Ed.D.  Azusa Pacific University. 2019: 110 pages; 22622606.
178.
Examining and Fostering Effective Reading Comprehension Instructional Practices in Smalltowne
by Zills, Jennifer A.||||||Henson, Kimberly F.||||||Lemacks, Natalie L., Ed.D.  Augusta University. 2018: 133 pages; 10815189.
179.
Postmodern picturebooks, gender, and reading difficulties: A phenomenological exploration of one boy's experiences
by Hamilton, Diane M., Ph.D.  State University of New York at Albany. 2016: 167 pages; 10140937.
180.
Postcolonial refashionings: Reading forms, reading novels
by Comorau, Nancy, Ph.D.  University of Maryland, College Park. 2009: 267 pages; 3391369.
151 - 180 of 41561 displayed.
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