ERIC Number: ED210702
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Testing and Evaluation in Reading and Communication Skills: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1981 (Vol. 42 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 28 titles deal with a variety of topics, including the following: (1) a method of individually appraising the precursory skills of beginning readers; (2) the effects of instructing third grade students in interpretive reading comprehension using the basal reader; (3) selected variables related to early prediction of performance on a school district's proficiency test; (4) educational cognitive style and the assessment of reading comprehension; (5) the relative readability of ten college English handbooks with a validation of the Fry Readability Graph for levels 13 through 17; (6) the relationship between a norm referenced secondary level reading test and a criterion referenced functional literacy test; (7) the design, implementation, and evaluation of a staff development program in a comprehensive reading/communication arts curriculum; (8) using readability estimates to measure redundancy of a cloze instrument; (9) student self-tracking with microcomputer; and (10) relationships among measures of intelligence and reading achievement in young gifted children. (FL)
Descriptors: Annotated Bibliographies, Communication Skills, Doctoral Dissertations, Educational Assessment, Elementary Secondary Education, Evaluation Methods, Higher Education, Measures (Individuals), Miscue Analysis, Predictor Variables, Program Evaluation, Readability Formulas, Reading Readiness Tests, Reading Tests
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
Note: Pages may be marginally legible.