ERIC Number: ED210658
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Reading, Comprehension, and Memory Processes: 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 27 titles deal with a variety of topics, including the following: (1) the effect of a crowded or spaced appearance of narrative material on the reading comprehension of above-average and below-average fourth grade students; (2) the perception and use of sentence structure by good reading comprehenders and skilled decoders in contextually limited environments; (3) the use of three prereading strategies and their effects on the comprehension of junior high school students; (4) reading performance as a function of auditory sequential memory, anxiety, and age or grade level; (5) metatextual notions and reading comprehension; (6) third grade readers' use of prior knowledge in inferential comprehension; (7) gender conformity, text characteristics, and comprehension of stories; (8) the relationships between student retellings and selected comprehension measures; (9) contextual prerequisites for making inferences from text; (10) inferential listening and reading comprehension of discourse in normal and reading disabled children; (11) the effects of pictures on the literal comprehension of second grade readers; and (12) the effects of students' meaning perception and textual structuring upon the comprehension of social studies reading passages. (FL)
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
Identifiers: Prose Learning
Note: Pages may be marginally legible.