ERIC Number: ED230926
Record Type: RIE
Publication Date: 1983
Reference Count: 0
Reading and Study Skills and Instruction: College and Adult: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1983 (Vol. 43 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 eight titles deal with the following topics: (1) the relationship of training in self-generated questioning with passage difficulty and immediate and delayed retention; (2) the influence of previewing techniques on the reading comprehension of community college students; (3) the reading tasks required of engineers employed in high technology fields, and the need for developmental reading for students in baccalaureate programs of engineering; (4) the effect of three study-reading strategies on college students' comprehension and recall; (5) the effects of process-oriented reading instruction and self-concept enhancement on community college students' reading achievement; (6) the critical listening abilities of college students identified as superior, average, or poor readers; (7) compressed speech as an instructional technique for improving reading and listening competencies in adult college learners; and (8) the content, material, and teaching methods in selected college reading programs. (FL)
Descriptors: Adult Education, Adults, Annotated Bibliographies, Content Area Reading, Doctoral Dissertations, Engineers, Higher Education, Learning Processes, Questioning Techniques, Reading Comprehension, Reading Instruction, Reading Research, Recall (Psychology), Self Concept, Study Skills, Teaching Methods, Two Year Colleges
Publication Type: Reference Materials - Bibliographies; Reports - Research
Education Level: N/A
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
Identifiers: Reading Strategies
Note: Pages may be marginally legible.