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ERIC Number: ED176243
Record Type: RIE
Publication Date: 1979
Reference Count: 0
Reading, Comprehension, and Memory Processes: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1979 (Vol. 39 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 21 titles deal with a variety of topics, including the following: children's development of syntactic aspects of reading comprehension, the relative contributions of the individual and the text in the comprehension and retention of connected discourse, the relationship between semantic memory retrieval abilities and prose memory outcomes, the perception of shape and letter cues in reading, factors related to the amount of subvocalization exhibited during reading, a mathematical model of word recognition strategies, the effect of prose organization upon recall organization, the resolution of anaphora in written discourse, the relative efficiency of silent and oral reading performance, the effects of oral and written language patterns on comprehension among beginning readers, the context bound effects of picture-text amalgams, the influence of reading ability and mode of presented information on the perception of events, the structure of semantic memory for text, the influence of world knowledge and metacomprehension ability on children's comprehension of short narrative passages, and children's sensitivity to the relative importance of parts of prose. (GT)
Descriptors: Abstracts, Annotated Bibliographies, Beginning Reading, Connected Discourse, Context Clues, Doctoral Dissertations, Elementary Secondary Education, Higher Education, Memory, Perception, Prose, Reading Ability, Reading Comprehension, Reading Processes, Reading Research, Recall (Psychology), Syntax, Word Recognition
Publication Type: Reference Materials - Bibliographies; Collected Works - Serials
Education Level: N/A
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.