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ERIC Number: ED204734
Record Type: RIE
Publication Date: 1981
Pages: 20
Abstractor: N/A
Testing and Evaluation in Reading and Communication Skills: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1981 (Vol. 41 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 34 titles deal with a variety of topics, including the following: (1) elementary school reading comprehension instruction; (2) a language experience approach to remedial reading instruction with junior high school students, (3) the effectiveness of using advance organizers, (4) reading assessment in Illinois and Michigan, (5) predictors of junior high school reading competency, (6) the effect of student attitudes on reading achievement, (7) the linguistic acceptability of a reading series, (8) the impact of Florida's student assessment on the state's high school language arts curriculum, (9) reading skills development textbooks, (10) a standardized reading test for international students, (11) the influence of praise and written directions on students' engaged time in reading, (12) characteristics of disabled readers, (13) the effects of open and traditional schooling on reading instruction, (14) spelling test methods, (15) an informal reading inventory developed for teacher training, (16) lower socioeconomic status and black student performance on tests of multiple grammatical function word knowledge, (17) development and evaluation of a language arts program, (18) oral cloze tests, (19) reading comprehension study aids, and (20) measures of syntactic ability. (AEA)
Publication Type: Reports - Research; Collected Works - Serials; 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.
Note: Pages may be marginally legible.