ERIC Number: ED237944
Record Type: RIE
Publication Date: 1983
Reference Count: 0
Reading, Comprehension, and Memory Processes: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1983 (Vol. 44 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 17 titles deal with a variety of topics, including the following: (1) the effects of metacognitive comprehension monitoring strategies on fourth grade students' reading comprehension and recall performance; (2) elementary school readers' strategy use in reconstructing textual macrostructure; (3) the impact of prior knowledge and textual information ordering on recall of unfamiliar information; (4) a hierarchy among three reading comprehension subskills; (5) reading comprehension as a function of topic interest, sex, and reading achievement level; (6) using cognitive learning strategies to improve reading comprehension; (7) the effects of context on sixth grade students' ability to interpret metaphors and similes; (8) percept and imaginal representation of words as related to the reading process; (9) the impact of metacognitive processing on immediate and delayed memory of extended discourse; and (10) the effect of text organization on memory for verbal items. (MM)
Descriptors: Annotated Bibliographies, Context Clues, Discourse Analysis, Doctoral Dissertations, Elementary Secondary Education, Figurative Language, Higher Education, Learning Strategies, Logical Thinking, Memory, Metacognition, Miscue Analysis, Predictor Variables, Prior Learning, Reading Ability, Reading Comprehension, Reading Research, Reading Skills, Recall (Psychology), Visualization
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
Identifiers: Comprehension Monitoring; Piagetian Theory; Text Structure
Note: Pages may be marginally legible.