ERIC Number: ED219733
Record Type: RIE
Publication Date: 1982
Reference Count: 0
Reading and Writing: 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 nine titles deal with the following topics: (1) the effects of syntactic differences between oral and written discourse on the reading comprehension of second and fifth grade students; (2) the effects of a sentence combining program on the reading comprehension and written composition of fourth grade students; (3) a comparison of the strategies in composition and in reading comprehension of eighth and ninth grade students; (4) structural features used in narrative and expository writing and the relationship of those features to the reading comprehension of children in grades two through six; (5) the relative effectiveness of oral language and written text presentations; (6) syntactic maturity in reading comprehension and writing ability; (7) the relationships among children's awareness of the function of writing, cognitive levels, and reading readiness; (8) the reading comprehension and written composition of reflective and impulsive fourth grade students; and (9) relating reading and writing through a transactional theory of the writing process. (FL)
Descriptors: Annotated Bibliographies, Cognitive Processes, Comparative Analysis, Doctoral Dissertations, Elementary Secondary Education, Expository Writing, Oral Language, Reading Comprehension, Reading Instruction, Reading Research, Sentence Combining, Syntax, Theories, Writing Instruction, Writing Research, Written Language
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
Identifiers: Reading Writing Relationship; Syntactic Maturity
Note: Pages may be marginally legible.