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ERIC Number: ED189557
Record Type: RIE
Publication Date: 1980
Pages: 16
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Reading Achievement: Characteristics Associated with Success and Failure: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1980 (Vol. 40 Nos. 7 through 12).
ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 25 titles deal with a variety of topics, including the following: (1) reading comprehension and visual creativity; (2) family interaction and reading achievement in high school males; (3) conceptual tempo, Piagetian level of cognitive development, and reading achievement; (4) sex role identity and reading achievement in elementary school children; (5) left and right brain hemisphere processing specialization and the implications for the Satz maturational lag model of specific reading disability; (6) critical reading skill and selected predictors for gifted sixth grade students; (7) the effect of mobility on reading achievement; (8) phonetic recoding and verbal rehearsal strategies in reading disabled students; (9) dentition as a predictor of reading readiness, readiness, and reading achievement; (10) the effects of locus of control and intrinsic motivation on the reading ability of children; (11) syntactic development in normal and dyslexic children; (12) reading correlates among groups of adolescent readers; (13) upper elementary school children's skills in classifying and inferring and their achievement in reading comprehension and vocabulary; and (14) nonverbal cognitive abilities and reading proficiency. (FL)
Publication Type: Collected Works - Serials; Reference Materials - Bibliographies; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
Identifiers: N/A
Note: Pages may be marginally legible.