ERIC Number: ED219730
Record Type: RIE
Publication Date: 1982
Reference Count: 0
Reading Achievement: Characteristics Associated with Success and Failure: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1982 (Vol. 42 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 16 titles deal with a variety of topics, including the following: (1) attitudes and reading achievement in an innovative high school; (2) the interaction of learning styles and word type as they affect word recognition among kindergarten children; (3) two programed supplementary reading programs; (4) the relationship of nonschool factors to achievement in reading and mathematics; (5) a basal versus a correlated language arts approach to reading instruction; (6) the effect of tension control training on mathematics and reading achievement; (7) the effectiveness of selected teaching strategies integrating the teaching of science concepts and the improvement of reading and language skills; (8) the role of letter features in word recognition; (9) print awareness and self-correction behavior as predictors of reading achievement; (10) the effect of parent involvement on student achievement in reading and mathematics; (11) beginning readers' concepts about reading as related to language environment, attitude, and reading achievement; and (12) relationships between reading readiness, the prereading child's comprehension of certain deictic terms involving a shift in perspective, and first grade reading achievement. (HTH)
Descriptors: Annotated Bibliographies, Beginning Reading, Cognitive Style, Doctoral Dissertations, Elementary Secondary Education, Mathematics Achievement, Parent Role, Reading Achievement, Reading Attitudes, Reading Diagnosis, Reading Improvement, Reading Instruction, Reading Programs, Reading Readiness, Reading Research, Word Recognition
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.