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ERIC Number: ED230920
Record Type: RIE
Publication Date: 1983
Pages: 11
Abstractor: N/A
Reference Count: 0
Reading and Study Skills and Instruction: Preschool and Elementary: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1983 (Vol. 43 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 18 titles deal with a variety of topics, including the following: (1) the effect of illustrations on third grade students' attitudes toward the elderly; (2) visual and phonological coding in word processing by fourth, sixth, and eighth grade readers; (3) the achievement and attitudes of intermediate age children relative to their comprehension of poetry; (4) students' perceptions of teacher expectation and attitudes toward reading; (5) decoding skill and vocabulary knowledge in reading comprehension; (6) the history of beginning reading instruction in the United States; (7) the reliability of phonic generalizations in five primary-level basal reading programs; (8) the effects of sound manipulation training on auditory segmentation and word recognition tasks; (9) various aspects of oral versus silent reading of selected third grade social studies passages; (10) student achievement and attitudes toward reading in two approaches to uninterrupted sustained silent reading programs; (11) learning styles and the teaching of reading; (12) patterns of oral reading across stages of word knowledge; (13) using reading to facilitate changes in nutritional behavior; and (14) differences in the acquisition of selected readiness abilities between readers and nonreaders in kindergarten. (HTH)
Publication Type: Reference Materials - Bibliographies; Reports - Research
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.