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ERIC Number: ED219729
Record Type: RIE
Publication Date: 1982
Pages: 13
Abstractor: N/A
Reference Count: 0
Reading and Study Skills and Instruction: College and Adult: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1982 (Vol. 42 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 19 titles deal with a variety of topics, including the following: (1) the effects of study guides on content retention and reading achievement among community college freshmen; (2) the effects of schemata and text structure on retention; (3) syntactic cues used in silent reading comprehension by good, average, and poor college readers; (4) the effect of guidance in reading and study skills in the content areas on reading comprehension and course achievement; (5) the usefulness of advance organizers under a variety of experimental conditions; (6) the reading program practices of adult basic education centers in Ohio; (7) the aging process as it affects reading activities and cultural interests of the serious reader; (8) the types and use of context clues reported by mature readers of community college social science textbooks; (9) the efficacy of a diagnostic and prescriptive reading program in changing reading grade levels in technical college students; (10) the effects of a macroorangizer on the prose learning of graduate students with different reading levels; (11) the effects of an interrelated language skills approach on a remedial program for the adult learner; and (12) the effects of imposed processing strategies on the comprehension and recall of text. (FL)
Publication Type: Reports - Research; Reference Materials - Bibliographies
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
Identifiers: Prose Learning
Note: Pages may be marginally legible.