ERIC Number: ED245214
Record Type: RIE
Publication Date: 1984
Reference Count: 0
Reading, Comprehension, and Memory Processes: 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 35 titles deal with a variety of topics, including the following: (1) the relation of specific perceptual, cognitive, and training variables to reading skills acquisition of kindergarten students; (2) the implications of interest on the literal reading comprehension of early readers; (3) the effects of graphic organizers, text organization, and reading ability on the recall of text information; (4) the effects of training in selected SOI memory factors on reading readiness in kindergarten children; (5) children's use of story schema in successful and unsuccessful reading comprehension; (6) the role of text structure in the comprehension of information from prose passages; (7) comprehension processes of third grade children; (8) the reading strategies used by proficient adult readers to comprehend difficult expository text; (9) the effects of levels of propositional complexity and syntactic complexity upon reading comprehension; (10) young children's understanding and recall of a short story; (11) differential comprehension patterns of mature slow and fast readers in extended discourse; and (12) the instantiation hypothesis as a developmental, conceptual, and imaginal function. (FL)
Descriptors: Adults, Annotated Bibliographies, Cognitive Processes, Content Area Reading, Doctoral Dissertations, Elementary Secondary Education, Higher Education, Memory, Reading Comprehension, Reading Instruction, Reading Interests, Reading Materials, Reading Research, Reading Strategies, Recall (Psychology)
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
Note: Pages may be marginally legible.