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ERIC Number: ED251822
Record Type: RIE
Publication Date: 1984
Pages: 10
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Reading and Writing: 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 providing information on recent doctoral dissertations. The 12 titles deal with the following topics: (1) the effect of writing instruction on reading comprehension and story writing ability; (2) eighth grade remedial students' concepts about reading and writing; (3) the effect of a self-generated writing program on the writing and reading growth of kindergarten children; (4) the effect of essay analysis on the writing skills of students enrolled in college composition classes; (5) the use of readability formulas to analyze and compare the reading and writing levels of third, fifth, and seventh grade students; (6) how word reading and word writing knowledge develop in three-, four-, and five-year-old children; (7) writing as a prereading role-playing exercise to increase the reading comprehension of remedial college students; (8) the predictive relationship of 10 writing assessment variables to reading comprehension; (9) children's metacognitive awareness about the purpose of reading and writing; (10) the relationship of primary grade children's written language to reading comprehension; (11) the relationships among selected sixth grade students' reading schemata, reading achievement, and writing sophistication; and (12) the relative effects of reading or writing a prose or diagrammatic summary upon the comprehension of expository prose. (RBW)
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
Identifiers: Reading Writing Relationship
Note: Pages may be marginally legible.