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You are viewing titles for THE FLORIDA STATE UNIVERSITY in the Language arts available through the UMI Dissertations & Thesis Gradwoorks site
 
Manipulatives in writing: The analysis of prompted descriptive writing in the fifth grade
 The effects of reflective and reflexive writing prompts on students' self-regulation and academic performance
 
Instruction and developing second language pragmatic competence: An investigation into the efficacy of output
 Making form-meaning connections: The influence of instruction and working memory on L2 French clitic acquisition
 
Portrait of language minority students: Living as outsiders
Investigating expertise: A mixed-methods examination of the curricular framework within the subject-matter preparation, in literature, of secondary English teacher candidates
 
Testing the limits of Levelt's loops with delayed auditory playback
 The role of vocabulary knowledge, syntactic awareness and metacognitive awareness in reading comprehension of adult English language learners
 
Animated pedagogical agents as Spanish language instructors: Effect of accent, appearance, and type of activity on student performance, motivation, and perception of agent
 Exploring third-grade students' ability to express their views on contemporary social issues following read-aloud book discussions
 
Found in translation: A mixed methods study of decision making by U.S. editors who acquire children's books for translation
 Willingness to communicate of foreign language learners in a Chinese setting
 
Factors affecting the development of second grade spelling at the teacher, student, and word level
 The effects of the delivery style of teacher feedback on the writing self-efficacy and dispositions of young students
 
The effects of feedback type on classroom second language learning
The impact of dialect use, executive functioning, and metalinguistic awareness on dialect awareness
 
Reading and vocabulary value-added scores and literacy teaching quality investigating the relationship between 2nd grade teachers' value-added scores and teaching quality
 How pre-service teachers' initial responses to high school writers help shape their teaching identities