ERIC Number: ED155683
Record Type: RIE
Publication Date: 1978
Reading, Comprehension, and Memory Processes: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," March through June 1977 (Vol, 37 Nos. 9 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 21 titles deal with a variety of topics, including the following: effects of methods of study, cognitive style, pre-information on the construction of written material, gender of generic pronouns, and study questions interspersed in instructional text material on memory, recall, and retention; effects of metaphor, adjunct aids, passage complexity, word frequency, and syntactic, semantic, and contextual variations on reading comprehension; effects of question type and response mode on learning from prose; the effect of later-appearing syntactic structures on young children's oral reading errors; the ability of textbook cues to influence the reading process; children's use of context clues; the relative effects of reader ability and material difficulty on the size of the perceptual span in reading; the effects of orthographic anomalies on good readers' performance; relationships between art expression and reading strategies; factors influencing college students' learning processes; children's critical reading abilities; and the relationship of mode of story presentation to retention of detail in young children. (GW)
Descriptors: Adults, Advance Organizers, Annotated Bibliographies, Art Expression, Comprehension, Context Clues, Critical Reading, Doctoral Dissertations, Elementary Secondary Education, Error Patterns, Higher Education, Language Patterns, Learning Processes, Memory, Questioning Techniques, Reading Ability, Reading Comprehension, Reading Processes, Reading Research, Recall (Psychology), Sex Differences
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
Note: Some parts of document may be marginally legible