ERIC Number: ED225121
Record Type: RIE
Publication Date: 1982
Reference Count: 0
Reading, Comprehension, and Memory Processes: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1982 (Vol. 43 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 39 titles deal with a variety of topics, including the following: (1) oral reading behaviors of early readers; (2) the effects of pictures and mode of presentation on the prose comprehension of third and fifth grade children of varying reading abilities; (3) the effects of improved reading of verb and noun inflectional endings on the reading comprehension of learning disabled students; (4) the effect of message structure on inference making in recall; (5) relationships among concrete and abstract concept development, metacognition, and reading comprehension; (6) hierarchical relationships among the components of the reading abilities of beginning readers; (7) the importance of phrasing to reading comprehension; (8) identification, semantic encoding, and text organization in reading comprehension; (9) the effect of free recall of metaphoric processing in a structured text; (10) the effect of information about sentence referents on children's observational learning of a syntactic rule; and (11) reading processes of skilled older adult readers. (HOD)
Descriptors: Academically Gifted, Annotated Bibliographies, Cognitive Processes, Doctoral Dissertations, Elementary Secondary Education, Eye Fixations, Memory, Miscue Analysis, Oral Reading, Psycholinguistics, Reading Ability, Reading Comprehension, Reading Instruction, Reading Processes, Reading Research, Remedial Reading, Sentence Structure
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.