ERIC Number: ED225123
Record Type: RIE
Publication Date: 1982
Reference Count: 0
Remedial and Compensatory Reading Instruction: 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 20 titles deal with a variety of topics, including the following: (1) the effect of a questioning strategy on reading comprehension and attitudes towards reading of secondary school remedial readers; (2) enhancing memory for expository prose; (3) reading disability, language impairment, and reading strategies; (4) dyslexia; (5) the identification and stability of subtypes of disabled readers; (6) the reading skills of the cleft palate child; (7) psychological issues in presumed nonorganic reading problem children; (8) the effects of language training on the reading fluency, written expression, and listening ability of educable mentally handicapped adolescents; (9) diagnosis and treatment in reading; (10) the influence of research on clinical practices in university reading centers; (11) the effect of remedial reading instruction on academic achievement of junior college freshmen; and (12) the influence of parent-child and parent-school relations on the reading achievement of Title I compensatory education students. (FL)
Descriptors: Annotated Bibliographies, Compensatory Education, Doctoral Dissertations, Dyslexia, Elementary Secondary Education, Higher Education, Language Arts, Learning Disabilities, Learning Laboratories, Memory, Questioning Techniques, Reading Attitudes, Reading Comprehension, Reading Diagnosis, Reading Difficulties, Reading Instruction, Reading Research, Remedial Reading
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.