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ERIC Number: ED210656
Record Type: RIE
Publication Date: 1981
Pages: 16
Abstractor: N/A
Reference Count: 0
Reading and Study Skills Instruction: Preschool and Elementary: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1981 (Vol. 42 Nos. 1 through 6).
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 26 titles deal with a variety of topics, including the following: (1) a structured and an unstructured approach to kindergarten instruction and their effects on reading readiness for the first grade; (2) effects of exposure to story tapes and accompanying books on interest in reading related activities of preschoolers; (3) reading and writing behaviors of selected fourth grade and seventh grade students; (4) verbal and nonverbal cognitive strategies of young readers; (5) attitude and self-concept of children who read before grade one; (6) a study of cross-age peer tutoring as a strategy for middle school reading improvement; (7) investigating questioning behavior as an indicator of reading readiness; (8) comparison of reading readiness of kindergarten students in three programs; (9) the relationship between oral reading fluency and other reading behaviors among first grade children; (10) summer vacation reading achievement gain or loss and related fall recovery time; (11) a comparison of an individualized reading program and a basal reading program in first and second grades; (12) the effects of reduced class size upon the acquisition of reading skills in grade two; and (13) a parental program for the preparation of preschool children in reading readiness. (HTH)
Publication Type: 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.