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ERIC Number: ED238016
Record Type: RIE
Publication Date: 1983
Pages: 12
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
English Language Arts Skills and Instruction: 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 of recent doctoral dissertations. The 18 titles deal with a variety of topics, including the following: (1) spelling as a cognitive-linguistic developmental process; (2) the impact of cursive writing models on spelling achievement; (3) an intelligent computer-assisted learning program to teach the use of the comma; (4) the effects of visualization training on spelling consciousness and spelling achievement; (5) teaching through storytelling; (6) creative dance music and spelling in primary students; (7) learning word meanings from text context; (8) the effects of self-monitoring and self-administered consequences on the study of spelling; (9) vocabulary teaching strategies for intermediate grade students; (10) the impact of "Think," a language arts thinking skills program, on Scholastic Aptitude Test (SAT) verbal scores; (11) a systematic vocabulary development model for use in the secondary school; (12) the effects of manuscript and cursive handwriting on the decoding and encoding skills of third grade students; (13) the effects of two methods of teaching English grammar on student achievement and attitudes; (14) the effect of the application of the concepts of sequencing, mastery, and reinforcement on achievement in basic English skills; and (15) the effects of a staff development program on students' handwriting. (MM)
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
Identifiers: N/A
Note: Pages may be marginally legible.