ERIC Number: ED251819
Record Type: RIE
Publication Date: 1984
Reference Count: 0
Reading and Study Skills and Instruction--Secondary: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1984 (Vol. 45 Nos. 1 through 6).
ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
This collection of abstracts is part of a continuing series providng information on recent doctoral dissertations. The 9 titles deal with the following topics: (1) the effect of subject and training variables on the SQ3R study method; (2) the effects of affective-oriented and cognitive-oriented prereading instruction on seventh grade students' reading comprehension; (3) a metacognitive generative strategies approach to reading comprehension enhancement; (4) the effects of a priming activity on the reading comprehension of a science passage of low prior knowledge subjects; (5) the effect of teaching top-level structure on comprehension and recall of expository text; (6) the interaction of cognitive and affective factors of computer-assisted instruction in secondary school reading; (7) an evaluation of 12 criteria reflecting good junior high/middle school reading programs; (8) the effects of two types of prereading performance of middle school students; and (9) the use of supplemental reading with middle school science/social studies curricula to promote voluntary reading and provide for individual differences. (HTH)
Descriptors: Annotated Bibliographies, Computer Assisted Instruction, Content Area Reading, Doctoral Dissertations, Elementary Secondary Education, Program Evaluation, Reading Comprehension, Reading Improvement, Reading Instruction, Reading Programs, Reading Research, Reading Strategies, Recall (Psychology), Study Skills, Teaching Methods
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
Identifiers: Prereading Activities; SQ3R Study Formula
Note: Pages may be marginally legible.