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Dissertations / Theses on the topic 'Creative ability in children. Reading'

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Published: 4 June 2021

Last updated: 16 February 2022

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1

Larimore, Della Mae. "Writing activities for first grade students using California Young Reader medal nominated books for 2000." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1768.

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2

Manning, Margaret. "Laterality, reading and ability in children." Thesis, University of Leicester, 1990. http://hdl.handle.net/2381/34667.

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Various hypotheses derived from Annett's (1972; 1985) genetic theory of handedness are experimentally tested. Results from the first investigation show that excessive bias in favour of right handedness is due to a weakness in left rather than superiority of right hand skill, and is associated with poor nonverbal reasoning ability. A second investigation indicated that risks to reading problems were increased in children with either too little or too much bias in favour of dextrality. A further three studies investigated patterns of ability and disability at both laterality extremes. It was fou

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3

Yoshida, Tomoko. "Phonological awareness and reading ability in Japanese children." Thesis, Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31937287.

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4

Jia, Fanlu, and 贾凡路. "Gender differences of reading ability in Chinese children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50639420.

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Generally, females are regarded as the group who has better verbal and reading abilities (Maccoby & Jacklin, 1974; Denno, 1982), although there are still some disagreements on particular aspects or language systems (Hyde & Linn, 1988; Hetherington & Parke, 1986). We asked whether gender differences of reading ability exist in Chinese children and if so, how the difference may be demonstrated. In addition, we investigated whether the development of reading ability follows a hierarchical model (Gough &Hillinger, 1980; Ehri, 1980; Ehri & Wilce, 1985), according to which, the gender differences m

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5

Wass, Malin. "Children with Cochlear Implants : Cognition and Reading Ability." Doctoral thesis, Linköpings universitet, Institutet för handikappvetenskap (IHV), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-51735.

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The present thesis investigated cognitive ability in children with severe to profound hearing impairment who have received cochlear implants (CIs). The auditory stimulation from a cochlear implant early in life influences most cognitive functions as a consequence of the plasticity of the brain in the young child. It is important to understand the cognitive consequences of auditory stimulation from CIs in order to provide adequate support to these children. This thesis examined three specific aspects of cognitive ability (working memory, phonological skill and lexical access), and reading abili

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6

Eastman, Jennifer A. "The effects of expected evaluation and reward on motivation and creativity in Turkish children." Waltham, Mass. : Brandeis University, 2009. http://dcoll.brandeis.edu/handle/10192/23322.

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7

Guissin, Shmuella. "Developing reading and creative writing skills among 'children at risk'." Thesis, University of Sussex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418498.

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This thesis discusses an action research of exploring and developing reading and creative writing skills of children at risk of failing at school and dropping out of the education system and whose problems are ascribed to family difficulties. The context for this is the Moadonit, an Israeli after school program that aims to act as a bridge between the child, the school and the family. The research stems from my work as counselor of Moadoniot leaders and their work with the children. It investigates how I can help Moadoniot leaders to develop a successful program of literary activities for the

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8

Puskas, Marcia L. "Creative play and child development." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/185.

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9

Gingras, Ginette. "The development of a motor creativity test using fluency and flexibility measures /." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66004.

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10

Prachumporn, Suwantra McCarthy John R. Mogilka Judith Ann. "Effects of the creativity training program on preschoolers." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521343.

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Thesis (Ph. D.)--Illinois State University, 1994.<br>Title from title page screen, viewed April 14, 2006. Dissertation Committee: John R. McCarthy, Judith A. Mogilka (co-chairs), David L. Tucker, James C. Palmer. Includes bibliographical references (leaves 118-121) and abstract. Also available in print.

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11

Westerveld, Marleen Frederike. "Examining the relationship between oral narrative ability and reading comprehension in children with mixed reading disability." Thesis, University of Canterbury. Communication Disorders, 2007. http://hdl.handle.net/10092/1389.

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Oral narrative ability has received increasing attention over the past three decades, and the importance of children's oral narrative skills to academic achievement has been well established. Children with reading disabilities are known to demonstrate difficulties in the ability to produce and comprehend oral narratives (Roth & Spekman, 1986; Snyder & Downey, 1991). However, the nature of the relationship between oral narrative ability and reading comprehension performance in children with reading disability is not clear. The experiments reported in this thesis aim to address this issue. The f

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12

Wolfe, Christopher B. "Motor control and reading fluency contributions beyond phonological awareness and rapid automatized naming in children with reading disabilities /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11282007-113346/.

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Thesis (Ph. D.)--Georgia State University, 2007.<br>Title from file title page. Rose A. Sevcik, committee chair; MaryAnn Romski, Rihana Williams-Smith, Robin D. Morris, committee members. Electronic text (99 p. : ill.) : digital, PDF file. Description based on contents viewed Jan. 28, 2008. Includes bibliographical references (p. 90-99).

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13

De, la Cruz-Bechtel Rose Marie. "Unlocking creativity in the classroom." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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14

MOTT, STACEY ELIZABETH MCLINDEN. "ATTENDING, OBTAINING TASK-RELEVANT INFORMATION, AND PRE-READING ABILITY IN PRESCHOOL CHILDREN." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/187960.

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The causal effects of the skills of attending and obtaining task-relevant information on the pre-reading ability of one hundred and twenty-three preschool-age Head Start children were studied. Attending and obtaining task-relevant information (OTRI) were conceptualized as latent variables. Performance on a path-referenced test entitled Social Skills in the Classroom (SSITC) provided data which were observable indicators of these latent variables. Pre-reading ability was also conceptualized as a latent variable, with performance on another path-referenced test, the Reading Dimension, providing

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15

Holliger, Yolanda Margaret. "An investigative study on developing divergent thinking responses in children using a cognitive approach in music education /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10742050.

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16

Merrills, J. D. "The word recognition skills of profoundly, prelingually deaf children." Thesis, University of Nottingham, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233691.

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17

Parker, Cynthia T. "An evaluation of student reading attitudes : does ability affect attitude? /." Electronic version (PDF), 2004. http://dl.uncw.edu/etd/2004/parkerc/cynthiaparker.pdf.

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18

Ferholt, Beth. "The development of cognition, emotion, imagination and creativity as made visible through adult-child joint play perezhivanie through playworlds /." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3356247.

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Thesis (Ph. D.)--University of California, San Diego, 2009.<br>Title from first page of PDF file (viewed July 2, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 257-264).

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19

Bijvoet-van, den Berg Catharina J. M. "Children's ability to generate novel actions." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/20432.

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Social learning has given us insight into how children learn actions from others across different domains (e.g., actions on objects, pretend play, and tool use). However, little research exists to confirm whether young children can generate their own novel actions. Three different settings were chosen to offer a varied investigation of children’s ability to generate novel actions: generating multiple actions with novel objects; generating iconic gestures in order to communicate; and generating pretend actions using object substitution. Generating multiple actions with novel objects: The Unusua

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20

Channarong, Pornrungroj Rennels Max R. "A comparison of creativity test scores between Thai children in a Thai culture and Thai-American children who were born and reared in an American culture." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227171.

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Thesis (Ed. D.)--Illinois State University, 1992.<br>Title from title page screen, viewed January 18, 2006. Dissertation Committee: Max R. Rennels (chair), Marilyn P. Newby, Thomas E. Malone, Larry D. Kennedy. Includes bibliographical references (leaves 116-119) and abstract. Also available in print.

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21

Wertenberger, Brittany Leigh. "READING EXPOSURE AND ITS EFFECT ON COGNITIVE ABILITY IN CHILDREN WITH DOWN SYNDROME." Thesis, The University of Arizona, 2009. http://hdl.handle.net/10150/193030.

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22

Azevedo, Olivia Servula P. de. "Helping children comprehend expository text : a intervention study in Brazilian primary schools." Thesis, University of East Anglia, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.254480.

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23

Theberge, Janice E. "The effect of guided imagery exercises on the creative performance of fourth grade students." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999thebergej.pdf.

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24

Hellen, Kimberly Ann. "Maternal attitudes and their influence on the creativity level of preschool children." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1169.

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Thesis (M.S.)--West Virginia University, 1999.<br>Title from document title page. Document formatted into pages; contains viii, 72 p. Includes abstract. Includes bibliographical references (p. 46-52).

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25

Ricciardelli, Lina. "Childhood bilingualism, metalinguistic awareness and creativity /." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09phr492.pdf.

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26

Bisno, Margaretta H. "Memories of parental attitudes and child-rearing behaviors among the intellectually gifted and creative /." Connect to CIFA website:, 1996. http://ourworld.compuserve.com/homepages/pdwerner/cifa1.htm.

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27

Goswami, Usha C. "Children's use of analogy in reading and spelling." Thesis, University of Oxford, 1986. http://ora.ox.ac.uk/objects/uuid:9a46a5e3-8d4a-4208-82ff-97024f3971a7.

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This thesis examines the role of analogy in the development of reading and spelling. Analogy is defined as using the spelling-sound pattern of one word (e.g. 'beak') to read or spell a word which shares a common orthographic sequence (e.g. 'bean' or 'peak'). Experiment 1 shows that 6-7 year old children can use analogies when required to select the correct spellings of words which are read to them. Experiment 2 shows that children aged 5-7 years can also use analogies to read new words aloud. Experiment 3 shows that analogy is used in the same way by children at three different reading levels

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28

Gleichauf, Laura Kelley. "The effects of an after-school intervention program on the reading and math proficiency scores of sixth graders." Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=630.

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29

Turner, Victoria. "Performance of Children with Autism on Selected Measures of Reading Achievement and Cognitive-Linguistic Ability." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194994.

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This study examined the performance of children with autism on selected measures of reading achievement and cognitive-linguistic ability. How children with autism performed on three reading achievement measures, Letter-Word Identification, PassageComprehension, and Oral Reading Fluency, and two cognitive-linguistic measures, Rapid Letter Naming and Segmenting of Words were analyzed to determine if there were anydifferences between their performance and those of both their normative and special education counterparts. Results revealed that children with autism scored significantly lower on all

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30

Klomp, Aleisha Margaret. "An investigation into the effectiveness of Smart Starts perceptual motor programme on children’s reading ability." Thesis, University of Canterbury. Educational Studies and Human Development, 2012. http://hdl.handle.net/10092/7109.

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Perceptual Motor Programmes are implemented in more than 300 junior schools around New Zealand (Cropp, 2008). When implemented, many teachers believe the programme improves learning including reading abilities, increases physical activity, and enhances social skills (Broadley & Litterick-Biggs, 2005). Despite continued use of the programme there is very little research to support claims of improved academic readiness, and as a result concerns are raised around the use of a non-validated approach to improve children’s literacy learning and learning in general. This study aimed to examine the e

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31

張嘉恩 and Ka-yan Winnie Cheung. "The phonological mediation hypothesis evidence from Chinese students with hearing impairment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47233576.

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In Western countries, there are around 8-10% of school age children suffering from mild to moderate reading difficulties. Similarly, in Hong Kong the prevalence of reading difficulties among school age children was found to be 9.7- 12%. An understanding of the mechanisms involved in reading helps us to determine the skills necessary for successful reading. The Phonological Mediation Hypothesis (PMH), which claims that phonological recoding is a necessary phase during lexical access, is widely known for its postulation that phonological awareness would be a significant prognostic indic

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32

Lam, Tsz-ki. "Developing creativity and problem solving through story telling for preschool children." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35372941.

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33

Czarniecki, Laura. "Teacher impact on student creativity." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Czarniecki_LMITthesis2009.pdf.

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34

Vann, Lora J. "Self-concept and creative potential of urban parochial school children : analysis by grade, race, and socio-economic status." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/438084.

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The purpose of this study was to analyze scores of urban parochial elementary school pupils for The Piers-Harris Children's Self Concept Scale (behavior, intellectual/school status, and anxiety) and for the Torrance Tests of Creativity (fluency, originality, and elaboration). Second, differences between groups divided according to grade, race, and socioeconomic status (SES) were examined. Third, relationships between self-concept and creative potential were investigated. The sample population included 163 pupils, grades 1-6, in a large midwestern city. Multivariate and univariate analysis of v

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35

Wright, David, University of Western Sydney, Faculty of Social Inquiry, and School of Social Ecology. "Creativity and embodied learning." THESIS_FSI_SEL_Wright_D.xml, 1998. http://handle.uws.edu.au:8081/1959.7/534.

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This thesis looks at the way in which drama education constructs opportunities for learning. Constructivism and self-organising systems theory are used to further understand how individuals and societies construct their own learning. Important in this process is the self-conscious experience of the learner. The notion of being ‘in learning’ rather than outside of and observing the learning is central. This consciousness facilitates the creation of meaning, which plays a role in determining the manner in which further participation in learning occurs, hence further learning. This emphasises the

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36

Leung, Nga-ki Kate, and 梁雅琪. "The quality of lexical representation in Chinese normally-achieving and dyslexic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B4163410X.

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37

Kihara, Jane J. "The performance of reading disabled 3rd to 6th graders on the Token test for children." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3694.

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Many different versions of the original Token Test (De Renzi and Vignolo, 1962) have been available to speech language pathologists as a language assessment tool with various populations. The most recently adapted version of the Token Test is the Token Test for Children developed by DiSimoni (1978) as a measure to detect subtle receptive language abilities in children. The purpose of this study was to determine ii a significant difference existed between reading disabled and normal readers on syntactic and memory abilities on the Token Test for Children and if a difference existed between read

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38

Parker, Donald John. "Training for fluency, flexibility and originality in native Indian children." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25503.

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In the last twenty years a great deal of research into training for creativity has been conducted (Blank, 1982). Guilford (1950, 1959, 1962) and Warren and Davis (1969) reported that productivity increased with training for creativity using the morphological synthesis technique. Research in creativity training has been concerned generally with white middle class school children. There has been no research on training for creativity in Canadian Native Indians (Blank, 1982). The purpose of this study was to investigate the effects of training for creativity on fluency, flexibility, and original

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39

Burns, Bonita J. "A comparative study of serial line and random questioning as approaches to developing inferential comprehension skills of gifted learners." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/517131.

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The purpose of the study was to determine if a prepared serial or sequential line of teacher questioning, immediately following the reading of a narrative selection, is a more effective method of teaching to increase inferential comprehension skills of gifted learners that a random questioning method of teaching. The setting for the study was a magnet elementary school for gifted children in a midwest metropolitan area. Forty-nine gifted, fifth grade students were randomly selected for inclusion in the study to target differences in inferential comprehension mastery resultant to intervening qu

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40

Fry, Stephanie. "An exploration of paired reading with a peer and its impact on the reading ability and school connectedness of looked-after children." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/27712/.

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This study explored the impact of paired reading, when delivered by a peer, on the reading ability and school connectedness of looked-after children (LAC). Relevant theory and research in three main areas is discussed: the under-achievement of LAC, reading development and difficulties and school connectedness. It is well understood that LAC are at risk of underachievement in reading (Department for Education, 2013), however they are an under-represented group in intervention research. Additionally, despite research illustrating the potential impact of school connectedness on a range of social,

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41

Greene, Debra Blatt. "An Analysis of the Peer Relationships of Gifted and Gifted-Creative Primary Students." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331836/.

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The purpose of this study was to compare the peer relationships of highly gifted and highly gifted-highly creative primary students in a gifted classroom of a public school. The study was conducted using thirty-one highly gifted first, second, and third graders who had scores of 140 or better on the WISC-R, WPPSI, or Otis-Lennon. At the beginning of the school year, the Creativity Assessment Packet was administered to the class. The top 20 percent scorers in the class (termed gifted-creative) and those who scored in the bottom 20 percent of the class (termed gifted) on the CAP were targeted f

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42

Kwan, Pun-lok David, and 關本樂. "The role of visual and orthographic skills in reading among Chinese dyslexic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29325961.

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43

Maher, Mary Kathryn. "Using pictures to stimulate development through learning words the effect of personal photographs and picture communication symbols on increasing sight word vocabulary for students with severely limited reading ability /." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3308.

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Thesis (Ph.D.)--George Mason University, 2008.<br>Vita: p. 187. Thesis director: Margo Mastropieri. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Mar. 17, 2009). Includes bibliographical references (p. 176-186). Also issued in print.

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44

Du, Plessis Annette. "The experiences of parents of children with reading difficulties." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71698.

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Thesis (MEdPsych)--Stellenbosch University, 2012.<br>Includes bibliography<br>ENGLISH ABSTRACT: According to the results of the Annual National Assessment (ANA) of 2011 in South African schools, approximately 53% of learners in grade 3 and 70% of learners in grade 6 did not reach a partially achieved level of reading. As a result of the reading difficulties, these learners have varying degrees of learning and behavioural difficulties and also experience psychological and emotional challenges. This figure indicates that a high number of people are parenting a child identified as having reading

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45

Evans, Michelle Louise. "Socioeconomic status and domains of creativity: Is the artist really starving?" CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3240.

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Socioeconomic status (SES) influences many aspects of a person's life, and stereotypes concerning level of SES and the domain of creativity exist. It was hypothesized that children classified as low SES would perform more creatively in the visual arts and language arts domains of creativity than in the mathematic and scientific domains.

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46

Williams, Lawrence T. "The relationship of instructional approach to creativity in home-schooled children." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39898.

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47

De, la Cruz Rey E. Morreau Lanny E. Lian Ming-Gon John. "The effects of creative drama on the social and oral language skills of children with learning disabilities." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604368.

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Thesis (Ed. D.)--Illinois State University, 1995.<br>Title from title page screen, viewed April 20, 2006. Dissertation Committee: Lanny Edward Morreau, Ming-Gon John Lian (co-chairs), Frances E. Anderson, Mack L. Bowen, Julie Brinker. Includes bibliographical references (leaves 112-133) and abstract. Also available in print.

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48

Sutherland, Dean Edward. "Phonological representations, phonological awareness, and print decoding ability in children with moderate to severe speech impairment." Thesis, University of Canterbury. Communication Disorders, 2006. http://hdl.handle.net/10092/1292.

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The development of reading competency is one of the most significant pedagogical achievements during the first few years of schooling. Although most children learn to read successfully when exposed to reading instruction, up to 18% of children experience significant reading difficulty (Shaywitz, 1998). As a group, young children with speech impairment are at risk of reading impairment, with approximately 50% of these children demonstrating poor acquisition of early reading skills (Nathan, Stackhouse, Goulandris, & Snowling, 2004; Larivee & Catts, 1999). A number of variables contribute to rea

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49

Scicchitano, Dorothy. "A descriptive study of the relationship between Gardner's seven styles of learning and artistic ability in fourth grade children." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1994. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1994.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2752. Typescript. Abstract precedes thesis as [3] preliminary leaves. Includes bibliographical references (leaves 49-50).

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50

Leung, Nga-ki Kate, and 梁雅琪. "Early identification screeners for preschool children at-risk for reading difficulties in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45589288.

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