ERIC Number: ED245213
Record Type: RIE
Publication Date: 1984
Reference Count: 0
Remedial and Compensatory Reading Instruction: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1984, (Vol. 44 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 17 titles deal with a variety of topics, including the following: (1) the effects of an experimental program for reluctant readers on reading ability, writing ability, and self-concept; (2) the effects of a cross-age tutoring program for teaching remedial reading to high school students; (3) the language acquisition and reading comprehension of learning disabled and Chapter I students; (4) the reading skill deficiencies of adults enrolled in a community college reading improvement course; (5) the differences in oral reading behavior between disabled secondary school readers and developmental elementary school readers; (6) possible relationships between the materials used in remedial reading and student achievement; (7) sustained silent reading with junior high school remedial readers; (8) the effects of communications training on self-concept and reading ability; (9) repeated reading and reading fluency in learning disabled children; (10) the relationship between modal preference and "dyslexia"; (11) the immediate and sustained effects of two cassette support systems on the achievement of remedial readers. (FL)
Descriptors: Adults, Annotated Bibliographies, Audiovisual Aids, Doctoral Dissertations, Dyslexia, Elementary Secondary Education, Federal Programs, Higher Education, Language Acquisition, Learning Disabilities, Oral Reading, Reading Ability, Reading Difficulties, Reading Improvement, Reading Instruction, Reading Research, Remedial Reading, Self Concept, Silent Reading, Tutoring, Writing Skills
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
Identifiers: Elementary Secondary Education Act
Note: Pages may be marginally legible.