Extent did progressive reforms 1901 1917 effectively addre

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Extent did progressive reforms 1901 1917 effectively addre

October 26, Keywords: I know that it would have been very difficult for me to complete this scholarly jour ney without your continued faith in me.

Thank you, Allen, for being such a w onderful husband and companion. I look forward to a long wonderful life with you.

I would also like to dedicate this di ssertation to my ch ildren, Nicole and Coleen and my little guy Jaiden. Nicole, thank you so much for your love and support. Your words of encouragement will stay with me forever. Coleen and Jaiden thank you both for reminding me of the importance of my family.

I love you all so very much. Many thanks go to Dr. Homan fo r the opportunities that she has afforded me over the last few years. Ki ng and Dedrick thank you for your insights and suggestions that helped to clarify this manuscript.

I would also like to extend a warm thank you to Dr.

Extent did progressive reforms 1901 1917 effectively addre

Evans for de monstrating through her actions that research is about the chil dren. I am so very grateful to have you in my life. Findings for the Treatment and Control Groups Qualitative Findings for Peer Interactions Absence of Prosodic Reading Matrix for Peer Interactions Ethnic Enrollment at School Site Schedule of Pretests for the Treatment and Control Groups Changes in Inst ructional Reading Levels Interactions and Effect Sizes Constructs from Treatment Group Themes from Treatment Group Constructs from Control Group Themes fr om Control Group Floor Plan of the Music Classroom The students find their voices in the rhythm and bounce of language by using music as an alternative text.

A concurrent mixed methods study was conducted to investigate th e use of an intera ctive sing-to-read program Tune Into Reading Electronic Learning Products, 2 as an alternative text, embedded within a heterogeneous mu sic classroom. The intent of this study was to addr ess the following three research questions.

First, wh at is the difference in read ing outcomes for students who used the singing software ve rses the students who sang as part of their regular music curriculum? Second, are the reading outcomes di fferent when the students were grouped by FCAT reading levels?Addre** box G.

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