ERIC Number: ED210657
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Remedial and Compensatory Reading Instruction: 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 35 titles deal with a variety of topics, including the following: (1) the oral, written, and reading syntax of 46 learning disabled children; (2) the effects of oral reading rate and reinforcement on reading comprehension; (3) supplementary peer instruction in a Title I remedial reading program; (4) a case study of the diagnosis and remediation of a severely disabled reader; (5) reading achievement retention over the summer months for low-achieving students; (6) applying Piagetian theory to remedial reading situations; (7) the effectiveness of instructional television versus text reading for learning concept formation for good and poor adolescent readers; (8) corrective reading, self-esteem, locus of control and parental perception of disabled readers and disabled learners; (9) parents' role in using interactive television with handicapped children; (10) the effects of three prereading activities on the reading comprehension of learning disabled children; (11) an application of protocol analysis in identifying the reasoning strategies used by seventh and eighth grade remedial reading students; and (12) hearing impaired children's reading comprehension of anaphoric relationships. (RL)
Descriptors: Annotated Bibliographies, Doctoral Dissertations, Elementary Secondary Education, Hearing Impairments, Higher Education, Learning Disabilities, Reading Comprehension, Reading Diagnosis, Reading Difficulties, Reading Improvement, Reading Programs, Reading Research, Reading Skills, Remedial Reading, Teaching Methods
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
Identifiers: Piagetian Theory
Note: Pages may be marginally legible.