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Dissertations / Theses on the topic 'Reading at university'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Dunser, Maria Lynn. "Reading nature, reading Eve reading human nature in John Milton's Paradise Lost /." Master's thesis, Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-04032008-144046.

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2

Wolforth, Joan Barbara. "Reading and listening comprehension in university students with and without reading disability." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0002/NQ41082.pdf.

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3

Özkan, David. "Academically Reading : University students’ reading habits and reported attitudes towards Academic English." Thesis, Stockholms universitet, Engelska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-143881.

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The use of English has increased greatly in the higher education system with universities across the world including English as part of their education programs. One of many consequences of this is that many students have to read and study in a second or foreign language, which has shown to be of difficulty for many students according to previous research. The purpose of this present study is to investigate the academic reading habits of students and explore their perceptions and attitudes towards reading academic English, and what experiences they have in relation to that. A total of 68 participants took part in this study, all recruited at Stockholm University. All participants responded to a questionnaire and interviews were conducted with four of the students. A relatively high degree of commitment was reported towards the assigned reading and a majority of the students did not perceive reading academic English as difficult and reported mostly positive attitudes about it. The results suggest that the personal interest and perception of the assigned reading is crucial and matter more for students than the target language.

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4

Jackson, Harriet Elizabeth. "Reading instruction and long term changes in reading test scores." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-10242007-144816.

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5

McGaha, Julie Marie. "Student perceptions of reading motivation in a voluntary summer reading program a mixed methods dissertation /." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1252424401/.

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6

Tepsuriwong, Saowaluck. "An investigation into learner's reading strategies in performing pedagogic reading tasks." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339952.

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7

Ahmad, Ramadan Mohamed Sadik. "Reading strategies used by TEFL Libyan university students." Thesis, University of Sunderland, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573682.

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Reading is a process that requires much effort if students wish to comprehend the text. A large amount of research has been devoted to understanding the processes that contribute to reading comprehension. This research makes a significant contribution to knowledge by exploring the strategies used by Libyan TEFL university students while reading academic materials in class to achieve understanding. It also aims to contribute to knowledge by examining the relationship between level and gender and the use of reading strategies among university students. The study sampled 1st and 4th year male and female students from four Libyan universities. A combination of quantitative and qualitative research methods was utilised to collect data. A 48-item structured questionnaire was administered to 240 students and 12 focus group interviews were conducted with 72 students, in both cases equally balanced in terms of level and gender. SPSS software was utilized to analyse the questionnaire responses while grounded theory was applied to the interview data. Finally, the quantitative and qualitative findings were integrated to provide meaningful conclusions. The quantitative findings revealed different patterns of pre-reading, while-reading and post-reading strategies used by the participants. Some unexpected findings included that, interaction strategies were the least frequently used despite the fact that opportunities to practise the target language outside class were very rare. The qualitative data also provided a number of interesting findings, such as that preparing for the reading task in advance to build up sufficient background and consequently be more confident and relaxed in class, thus revealing a relationship between affective factors and strategy use. Furthermore, the results showed that learners' level had a significant influence on strategy use. 4th year students exhibited superior use of 7 out of 11 strategy types. The qualitative findings supported these conclusions, as even in cases of similar patterns, 4th year students showed more maturity and awareness of strategy use. Statistically significant differences were found favouring female students in the use of most strategies. According to the qualitative findings, female students also reported using more planning and preparing strategies, comprehension strategies, problem- solving strategies and social and supporting strategies. On the other hand, male students reported more use of interpretation strategies. Irrespective of the frequency of use, however, male and female participants expressed different attitudes as to how and why they used various strategies. The findings of the current study draw attention to the influence of other factors such as educational level, class size, and gender balance in class on strategy use, and further studies are needed to explore these issues in more detail and in different contexts. Additionally, the research findings provide empirical information that can be utilized in improving pedagogy in countries where English is taught as a foreign or second language.

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8

Dawood, Zainab A. H. "Reading Baghdad’s Modernization University Campuses from 1920–1968." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1563874973655723.

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9

Wilkinson, Tammy Bruce. "The impact of a computer-based reading intervention program, "Academy of Reading" on reading achievement of second and third graders." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-04072008-202712.

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10

Singleton, Joy Chenita. "The effects of directed reading-thinking activity (DR-TA) on third grade students' reading comprehension in rural school districts /." Full text available from ProQuest UM Digital Dissertations, 2009. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1798969771&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1268334050&clientId=22256.

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Thesis (Ed.D.)--University of Mississippi, 2009.<br>Typescript. Vita. "May 2009." Major professor: Dr. Bobbie C. Smothers-Jones Includes bibliographical references (leaves 55-61). Also available online via ProQuest to authorized users.

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11

Ansari, Sanaullah. "Researching Sindhi and Urdu students' reading habits and reading performance in a Pakistani university context." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/581885.

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This study aimed to investigate the relationship between reading habits (in English, in L1 and overall) and English reading performance among Sindhi and Urdu students at the University of Sindh, Jamshoro, Pakistan, and also to explore the factors that might have influenced these aspects. The main motivation for the selection of this study was the participants’ poor English reading proficiency. An explanatory sequential mixed methods research design was adopted, which allowed collecting and analysing quantitative data first to gain a general understanding of the phenomenon followed by an in-depth qualitative interview with a smaller sample to further explore and explain the phenomena in question. After a pilot study, firstly the quantitative study was conducted with 220 students from Sindhi speaking (n=133) and Urdu speaking (n=87) groups using a reading habits questionnaire and an English reading test. The data was analysed in detail. Following analysis, six students, three from each Sindhi and Urdu group were selected for in-depth interviews and the data was analysed using Thematic Analysis. Finally, both quantitative and qualitative findings were synthesised to reach the outcome of the study. The findings of this study suggested that there was a lack of leisure reading habit among the participants other than textbook reading, and their reading frequency of academic articles was relatively low (Sindhi and Urdu as one group). The participants showed similar reading habits in English and in L1 and there were no significant differences between Sindhi and Urdu students’ reading habits in English, in L1 and overall. However, Urdu students scored significantly (p=.000) higher than Sindhi students on English reading performance. There was very little, if any, correlation between reading habits (in English, in L1 and overall) and English reading performance of all students (as one group) and between Sindhi and Urdu students respectively. However, this study strongly suggested that home background, educational background, English language learning environment in the past, and socio-cultural background greatly influence reading habits and English reading performance of Sindhi and Urdu students in the Pakistani university context. Additionally, this study suggested that Urdu students come from backgrounds that are more supportive of reading, which may be a probable cause of their English reading performance being higher than Sindhi students in this study.

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12

Dolin, Justa L. "Attendance and reading gains Marshall University Summer Enrichment Program /." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=676.

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13

Thurston, Joy Gwen. "Japanese university students concepts of reading English and Japanese." Thesis, University of Bath, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493820.

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There are two aims of this research. The first is to gain an understanding of Japanese university students' concepts of reading English as a second language. This focuses on what they read, why they read and their attitudes towards reading a first and second language (LI and L2). The second is to develop and demonstrate the use of a culturally valid approach to research. Aspects relating to all dimensions of research are fully and transparently described to show how culturally valid research was accomplished. A study of 305 Japanese university students in Tokyo was conducted using questionnaires concerning the frequency of reading Japanese (L1) and English (L2), the students' purposes for reading English in the future and their ideas relating to reading English and Japanese. Supportive interviews with six of the students were also conducted to provide further perspectives. Quantitative data was statistically analysed to identify trends and relationships and qualitative data was coded using categories grounded in the students' responses. The findings of this study provide a better understanding of many aspects of Japanese university students' concepts of reading and reveal that reading Japanese and English is an integral part of their lives. They also demonstrate the interactive relationship between reading L1 and L2; they provide a possible model of the construct of reading in both L1 and L2; they expand the parameters of the context of reading; and they have potential application to teaching. Moreover, this study demonstrates the value of using a culturally valid approach and provides an illustrative example of guidelines for conducting research in a culturally valid way that can be applied to research in other contexts.

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14

Almeida, Fabiana Vanessa Achy de. "University student's perception of their reading behavior in EFL." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/94433.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2010<br>Made available in DSpace on 2012-10-25T10:00:53Z (GMT). No. of bitstreams: 1 287937.pdf: 2268994 bytes, checksum: da05313cbfee6f8ef18856a2ac772e23 (MD5)<br>This exploratory study described the perception that 53 university students, from the Letras course (UFSC), had of their reading behavior when reading certain genres in EFL for entertainment and for school purposes. More specifically, it also examined learners' insights of the strategies they reported using when reading in EFL. Data was collected in two phases: the first comprised a Metacognitive Questionnaire; while the other included Grouping Reading Situations (GRS) and Rating Reading Situations (RRS). The second phase of GRS and RRS comprised examples of reading situations, that is, reading certain genres for specific purposes, including academic reading situations and personal choice reading situations. All participants answered the questionnaire. However, participants were divided in four groups to group reading situations and to rate reading situations, both for school purposes and for entertainment. None of the participants who engaged in either grouping or rating phases took part in another phase. Results indicated that students had a positive perspective of themselves as readers in EFL, as they seemed able to perceive the differences in their reading behavior in accordance to the reading situations and their purposes. Moreover, it is likely that the nature of reading situations may have influenced participants' choice of strategies to be applied in each circumstance.<br>Este estudo exploratório teve como objetivo descrever a percepção de leitura de 53 alunos universitários do curso de Letras (UFSC) quando leram certos gêneros em Inglês para fins de lazer e de estudo. Mais especificamente, este estudo examinou o discernimento que os participantes reportaram ter sobre as estratégias usadas ao lerem em Inglês em tais circunstancias. A coleta de dados ocorreu em duas fases: a primeira com a aplicação de um Questionário Metacognitivo; e a segunda, de Agrupamento de Situações de Leitura e de Classificação de Situações de Leitura. A segunda fase de coleta de dados continha exemplos de situações de leitura, sendo leitura de certos gêneros para fins específicos, de natureza acadêmica e de escolha pessoal. Todos os participantes responderam ao questionário. Entretanto, os participantes foram divididos em quatro grupos para agrupar e classificar as situações de leitura, tanto a acadêmica como a de escolha pessoal. Nenhum dos participantes que tenha agrupado ou classificado uma categoria participou de outra fase. Os resultados indicaram que os participantes tiveram uma perspectiva positiva sobre si mesmos como leitores em Inglês, e que pareceram perceber as diferenças no seu comportamento de leitura, de acordo com as situações de leitura e os respectivos objetivos de leitura. Além do mais, é possível afirmar que a natureza das situações de leitura influenciou a escolha das estratégias que os participantes acreditam empregar de acordo com a situação de leitura.

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15

Ellis, Wendy Annette. "The impact of C-PEP (choral reading, partner reading, echo reading, and performance of text) on third grace fluency and comprehension development /." Full text available from ProQuest Dissertations & Theses, 2009. http://gateway.proquest.com/openurl%3furl_ver=Z39.88-2004%26res_dat=xri:pqdiss%26rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation%26rft_dat=xri:pqdiss:3370265.

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16

Binks, Emily Suzanne. "An assessment of university instructors' and their pre-service teachers' knowledge of basic language constructs before and after university instructor professional development." Texas A&M University, 2008. http://hdl.handle.net/1969.1/85925.

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Reading is a basic skill for survival and those who have reading difficulties in early grades continue to struggle in school and later in life. Previous studies have shown that instructional procedures that incorporate basic language constructs with literacy instruction are helpful in improving reading skills. It has also been shown that many teachers and reading professionals are not familiar with such concepts. The purpose of this research is to explore reasons for classroom teachers' poor preparation to teach literacy skills and how this situation might be improved. First, a basic language constructs survey assessing self-perception, knowledge, and ability (46 items, Cronbach's a = .903) and based on recommendations by the National Reading Panel and reading research was administered to university instructors of EC-4 reading education (n=114). Forty-eight of these university instructors completed the survey after at least two years of participation in a professional development program (Higher Education Collaborative, HEC) geared towards the incorporation of scientifically-based reading research (SBRR) and research-based reading instruction (RBRI) into teacher preparation. The other sixty-six university instructors completed the survey prior to their participation in the professional development program (HEC). Second, the same survey was administered to pre-service EC-4 teachers (n=173) at the completion of their reading education coursework. Fifty-five of these pre-service teachers had been taught by the "HEC university instructors." The other 118 pre-service teachers had been taught by "non-HEC university instructors." Results indicate non-HEC university instructors and their pre-service are not familiar with basic language constructs and how to teach these concepts to primary level children. However, while room for improvement exists, HEC university instructors and their pre-service teachers did perform statistically significantly better on the survey than their counterparts. This study indicates pre-service teachers need better preparation in teaching the basic language constructs of the English language and university instructors often lack the knowledge to prepare teachers with such information. However, professional development programs designed for university instructors might be one way to help improve the situation.

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17

Taylor, Clara. "Reading through brown eyes toward developing a culturally congruent reading curriculum /." Click here to access dissertation, 2005. http://www.georgiasouthern.edu/etd/archive/fall2005/clara%5Fm%5Ftaylor/taylor%5Fclara%5Fm%5F200508%5Fedd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2006.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 165-180) and appendices.

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18

Bravo, de Romero Milena. "The reading strategies of Venezuelan university students when reading in Spanish (L1) and in English (L2)." Thesis, University of Essex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310089.

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19

Ashiurakis, M. A. "The influence of the socio-educational reading environment in an Arab University upon English reading performance." Thesis, Aston University, 1987. http://publications.aston.ac.uk/14821/.

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Research into FL/EFL macro-reading (the effect of the broader context of reading) has been little explored in spite of its importance in the FL/EFL reading programmes. This study was designed to build on previous work by explaining in more depth the influence of the socio-educational reading environment in an Arab university (Al-Fateh University in Tripoli, Libya) - as reported by students, upon these students' reading ability in English and Arabic (particularly the former). Certain aspects of the lecturers' reading habits and attitudes and classroom operation were also investigated. Written cloze tests in English and Arabic and self-administered questionnaires were given to 125 preliminary-year undergraduates in three faculties of Al-Fateh University on the basis of their use of English as a medium of instruction (one representing the Arts' stream and two representing the Science stream). Twenty two lecturers were interviewed and observed by an inventory technique along with twenty other preliminary-year students. Factor analysis and standard multiple regression technique were among the statistical methods used to analyse the main data. The findings demonstrate a significant relationship between reading ability in English and the reading individual and environmental variables - as defined in the study. A combination of common and different series of such predictors were found accountable for the variation (43% for the first year English specialist; 48% for the combined Medicine student sample) in the English reading tests. Also found was a significant, though not very large, relationship between reading ability in Arabic and the reading environment. Non-statistical but objective analyses, based on the present data, also revealed an overall association between English reading performance and an important number of reading environmental variables - where many `poor' users of the reading environment (particularly the academic one) obtained low scores in the English cloze tests. Accepting the limitations of a single study, it is nevertheless clear that the reading environment at the University is in need of improvement and that students' use of it also requires better guidance and training in how to use it effectively. Suggestions are made for appropriate educational changes.

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20

Sim, Susan. "Home influences on children's motivation for reading /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18542.pdf.

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21

Lou, Jeng-Jia. "EFL University Students' Reading of Academic English Texts: Three Case Studies of Metacognition in Taiwan." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1266866998.

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22

Waitsman, Melissa C. "Reading between the lines reactions to gendered managerial communications /." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1263396605/.

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23

Ball, Cheryl E. "A new media reading strategy /." Available online. Click here, 2005. http://sunshine.lib.mtu.edu/ETD/DISS/ballc/balldiss.pdf.

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24

Osborne, Patricia A. "The effect of direct instruction in phonological awareness, orthography and phonics on the reading test scores of African American middle school students with delayed reading skills /." Full text available from ProQuest UM Digital Dissertations, 2006. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=4&did=1335353141&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1197995583&clientId=22256.

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25

Busstra, Amanda. "A reading-level investigation of the self-teaching hypothesis : rapid orthographic learning within silent story reading /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19756.pdf.

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26

Owens, Deborah Duncan. "Reforming reading instruction in Mississippi through demonstration classes." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-06062007-222247.

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27

Malloy, Jacquelynn Artim. "The effects of traditional and instructional models of sustained silent reading on the reading acheivment [sic] and motivation of third and fourth grade students." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1219855448/.

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Evans, Christine M. "An evaluation of a university-school elementary literacy partnership." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 175 p, 2008. http://proquest.umi.com/pqdweb?did=1597615471&sid=6&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Kridler, Jamie Branam, M. Wyatt, and C. A. Peters. "Early Childhood Reading Enhanced through University, College, and Childcare Facilities Partnership." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/5856.

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Chao, Pin-Yi. "The usage of reading strategy by EFL university students in Taiwan." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.695299.

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This qualitative study explores what reading strategies are most and least commonly used in Chinese (first language) and English (foreign language) by bilingual or multilingual EFL university students in Taiwan when they read an academic Chinese and English text. Do the students use Chinese reading strategies and transfer the strategies to English when they read an academic English text? Do they use the same or different reading strategies when they read an academic Chinese or English text? This study examined the experiences, perspectives, and beliefs of 130 bilingual or multilingual Taiwanese university students who study in the English department of TW University in Tainan, Taiwan. Questionnaire and interview data were gathered and analysed by employing Change (2010) model of qualitative data analysis, which contains five steps: (1) transcribing; (2) conceptualising; (3) propositionalising; (4) graphing; and (5) theorising. Participants explained that they had used some certain strategies for reading comprehension in order to understand texts better when they read academic Chinese and English texts. On the other hand, the participants addressed that they seldom use the other particular strategies while reading texts in both languages. The findings also demonstrated that the Taiwanese EFL university students mainly employ the same strategies when reading the Chinese and English texts, and they have transferred the Chinese reading strategies to English strategies use, The aim of this study is to fill the gaps identified in existing studies into reasons why university students use reading strategies, that is, to explore the reasons why bilingual or multilingual Taiwanese EFL university students use certain reading strategies as most and least commonly used strategies in Chinese and English reading respectively with explanations as to the reasons

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31

Yuen, Susie. "ESL university students' coping strategies : a qualitative study of academic reading." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28316.

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The ability to read and write academic discourse in a second language often determines an ESL student's scholastic progress. Recent related research has focused on the academic reading of ESL university students at the text level, often at the single or multi-paragraph level (Block, 1986; Carrell, 1985, 1987), and has looked at categories that were general across subject areas. This study explores how first year university ESL students cope with the reading demands of two specific credit courses, English Literature and Introductory Psychology, within the context of the course requirements, the instruction, and the nature of the academic discipline itself. The research method focused on ethnographic interviews with ten students from various Asian countries and their Canadian instructors, on classroom observations, and on the researcher's extensive field diary. Analysis of the findings identified three major coping strategies: self-management, background knowledge and experience, and reliance on the instructors in the disciplines. The nature of the genre, the students' interest in the discipline, and their perseverance in reading comprehension appear to influence their choice of strategies in meeting specific academic objectives. These strategies contributed to the background knowledge component of the academic tasks that the students face. Their efforts at academic tasks were guided by the concern to do what was required to complete course assignments. Essentially, course assignments directed the action component or agenda, of the students' academic tasks. Reading-to-learn involved approaching the genre-specific reading tasks at the whole text level within the context of what was required to successfully fulfil the course requirements of the particular genre. The primary reality of the students was to demonstrate an adequate level of academic proficiency. In contrast with previous research, findings indicated the importance of genre-specific reading tasks at the whole-text level rather than generic reading at the paragraph level, and the importance of relating coping strategies to the context of what was required to fulfil course requirements rather than the study of strategies in isolation. Thus, the findings were consistent with a theoretical model (Mohan, 1986) analyzing academic tasks into an action component and a knowledge component.<br>Education, Faculty of<br>Language and Literacy Education (LLED), Department of<br>Graduate

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32

Varian, Melissa. "MUGC summer enrichment program and reading achievement program evaluation /." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=895.

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Gíslason, Kári. "Narratives of possession : reading for saga authorship /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17579.pdf.

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Potoczny, Kelli A. "The effect of Marshall University's Summer Enrichment Program on reading gains program evaluation, II /." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=778.

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Gaulton, Cecilia M. "A study of the relationships among reader self-perceptions, early reading ability, reading attitudes and gender in grade two students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ64771.pdf.

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Kvapilova, Alice. "The aetiology of surface reading pattern /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17813.pdf.

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37

Prestwich, Dorothy L. "Effects of linguistic or non-linguistic cognitive maps on fourth grade students' reading comprehension /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=1&did=1850450721&SrchMode=1&sid=7&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1279567467&clientId=22256.

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Thesis (Ed.D.)--University of Mississippi, 2008.<br>Typescript. Vita. "May 2008." Committee chair: Dr. Kaye Pepper Includes bibliographical references (leaves 92-98). Also available online via ProQuest to authorized users.

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Mashburn, Leslie Bailey. "Learning through living freedom, fear and reading in the classroom /." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/summer2007/leslie_b_mashburn/Mashburn_Leslie_B_200707_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of William M. Reynolds. ETD. Electronic version approved: July 2007. Includes bibliographical references (p. 136-143)

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39

Sherman, David T. "Guidelines for Oral Story Reading." UNF Digital Commons, 1996. http://digitalcommons.unf.edu/etd/151.

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Guidelines for primary grade (k-3) teachers to use in oral story reading were developed as a means of increasing students' reading achievement. These guidelines were incorporated into primary grade lesson plans. Each lesson plan included a research principle which served as the lesson objective, identified a book for oral reading, and described pre, post, and during activities. The lesson plans were pilot-tested by primary grade teachers at an elementary school site. Data were collected and analyzed to determine teacher perceptions of the effectiveness of the guidelines. This analysis indicated that the teachers perceived the guidelines to be effective. Based on feedback, one additional guideline was added. Conclusions, recommendations, and implications for further research were developed.

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Kondiyenko, Olha. "Students' Perceptions of Their ESL Training in Preparation for University Reading Tasks." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2537.

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This study sought to determine perceptions of former English Language Center (ELC) students of their readiness for university reading tasks after completing their ESL training. Former ELC students who now study or have studied at 10 different American post-secondary institutions provided insights for the study. Through questionnaires and face-to-face interviews, the study collected and analyzed many interesting and revealing comments from participants. Their comments demonstrated that even though the majority of students overall were satisfied with their learning experiences at the ELC, some significant changes still have to be made to be able to fully meet students' educational needs. Participants expressed the need to start rigorous university preparation earlier, beginning with an intermediate level of proficiency, by reading more advanced university-level texts and spending more time on developing and practicing critical reading strategies and test-taking skills.

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Murphy, Judith E. "The development of a reading test for inferential comprehension /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17122.pdf.

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Porter, Paulette. "Parent-Child Read Aloud Program for 8-9 year old children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/MQ42424.pdf.

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Mežek, Špela. "Advanced Second-Language Reading and Vocabulary Learning in the Parallel-Language University." Doctoral thesis, Stockholms universitet, Engelska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94766.

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Due to the internationalisation of higher education, the use of English at higher education institutions has become widespread. Today an increasing number of students participate in courses with the local language as medium of instruction but with textbooks in English. These have been called parallel-language courses, because they are expected to facilitate learning disciplinary discourse in two languages: the local language and English. This thesis reports an exploration of Swedish students' reading and learning from English textbooks in parallel-language courses. The overarching aim was to investigate the relationship between the students' Swedish and English reading habits and reading proficiency, their academic biliteracy, and incidental learning of subject-specific terminology in English from reading. The study also set out to identify pedagogical solutions to facilitate students' reading and learning from reading in English. The investigation comprised four studies which utilised a variety of methods and approaches, both qualitative and quantitative. Participants were Swedish and British students of biology and Swedish students of English. The results show that many Swedish students are capable of reading and learning from texts in Swedish and English without experiencing serious difficulties, although additional support is required for the learning of English terminology. The findings also indicate that some students' difficulty when reading in English is not due to poor English language proficiency, but rather a range of other factors such as weak general literacy skills, low motivation, low subject and vocabulary knowledge, note-taking strategies, slow reading speed, and time. For some students, learning is also rendered difficult by their self-perceptions and beliefs about reading and learning. Based on my findings, I propose a range of practices for EAP and subject teachers to adopt in order to improve reading and learning in parallel-language courses.<br><p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Submitted. Paper 4: Submitted.</p><p> </p>

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Al-Hassan, Ahmad M. S. "The effects of culture and schemata on reading comprehension of university readers." Thesis, University of Surrey, 1992. http://epubs.surrey.ac.uk/960/.

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Tsai, Wen-Ling. "A critical analysis of voluntary reading in English among Taiwanese university students." Thesis, University of Leicester, 1997. http://hdl.handle.net/2381/30969.

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Reading instruction in Taiwan and elsewhere has traditionally focused on intensive classroom teaching. Such an approach may prove successful in terms of scores on reading tests or grades in courses. The problem is that it simply is not complete; it does not cultivate a reader who chooses to read. Therefore, there has been a call for free voluntary reading to complement reading instruction, to extend and consolidate its effectiveness (e.g. Nuttall, 1996; Eskey and Grabe, 1988). Although free voluntary reading has been claimed by L1 and L2 educators to be beneficial for language and cognitive development (e.g. Krashen, 1993b), there are only a few research studies which have investigated it and even less research has been undertaken in Taiwan to determine its benefits. Unfamiliarity with free voluntary reading and a lack of appreciation of its likely benefits led to considerable difficulties in gaining access to readers in Taiwan to implement an experimental programme. In this study, sixty-three college freshmen, studying at two universities in Taiwan, participated in a free voluntary reading programme. The thesis described the free voluntary reading activities of the college freshmen. It tried to assess the extent and the variety of their reading attitudes, reading habits, and perceptions about reading for enjoyment. In particular, it attempts to identify the differences between comparison groups varying in gender, university, continuity of reading, and test achievement scores. Data in the study is drawn from reading questionnaires, grammar proficiency tests, and reading journals. The test results showed an improvement in particular with those subjects who continued free voluntary reading throughout the experiment. From questionnaires and reading journals, three problems that hampered free voluntary activities were identified: vocabulary problem, faulty reading habits and attitude, and inability to locate suitable reading material.

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Alsubaie, Mohammed Aedh A. "An exploration of reading comprehension challenges in Saudi Arabian university EFL students." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15981.

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This is an interpretive study, framed by sociocultural theory, and employing qualitative data collection methods to explore the nature of reading comprehension challenges faced by English as Foreign Language learners. These challenges were identified through analysis of the students' reading aloud processes, and the factors to which students attributed these challenges were investigated from the perspectives of both the readers themselves and those of their lecturers. Information about student reading aloud processes was obtained through participation in the Think Aloud Protocol by sixteen student volunteers from three universities in Saudi Arabia. Nine students then volunteered to reflect on their reading aloud processes in the follow-up Retrospective Verbal Report. All sixteen students then took part in a semi-structured interview in which they were questioned about the factors influencing their reading challenges. Six of their lecturers also volunteered to undertake a similar interview process with regard to their student's reading of English. The findings showed that Saudi EFL students exhibited a number of reading processes which interfered with comprehension. They paid little attention to punctuation, and used ineffective reading strategies such as repetition and guessing, which were usually incorrect. Words were often incorrectly decoded and therefore, mispronounced, particularly vowels which were pronounced by their alphabetic names rather than phonically, and words were substituted for those which were graphically or phonologically similar, indicating a failure to monitor comprehension. Students also read slowly which interfered with the development of coherency, fluency and comprehension. A number of themes were identified with regard to the source of these challenges. These themes relate to the social and cultural framework surrounding the student, including a cohesive, authoritarian society with a strong social tradition and a culture which does not value or prioritise reading for pleasure. Participants believed that these social and cultural forces lead to a lack of resources, poor access to English, poor teaching methods and a lack of background knowledge as they read. They claimed that this generated states of mind which contributed to their reluctance, and largely negative attitudes towards, reading in English. In particular, participants reported that the social demands of their culture, the failure to teach good phonic skills, and of negative mental and emotional states, influenced their reading fluency and contributed to their reading comprehension challenges. The unique approach and design of this study, particularly in the context of the Arab world, has produced findings which demonstrate the relevance and influence of social and cultural factors on reading processes and comprehension challenges. These findings have led to a number of recommendations for the learning and teaching of English reading in international contexts. The study concludes by suggesting that these processes and factors be further investigated by future studies.

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Harvey, Carolyn J. "Student achievement's relationship to teacher characteristics and teachers' perceptions of reading first literacy staff development /." Full text available from ProQuest UM Digital Dissertations, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1801490561&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1258649345&clientId=22256.

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Lossing, Jennifer Beaumont. "Recovered voices fairy tales and the reading child /." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/summer2008/jennifer_b_lossing/lossing_jennifer_b_200805_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of John Weaver. ETD. Electronic version approved: July 2008. Includes bibliographical references (p. 157-163)

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Yin, Lishu. "Pullout and inclusion programs for ESL students a study of reading achievement /." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-03282007-154922.

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Buys, Nelia. "An interactive, multimedia, web-based program to develop proficiency in specific reading skills for English first-year university students : an empirical study." Thesis, Link to the online version, 2004. http://hdl.handle.net/10019/2935.

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