ERIC Number: ED245215
Record Type: RIE
Publication Date: 1984
Reference Count: 0
Reading and Study Skills and Instruction: Preschool and Elementary: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1984, (Vol. 44 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 24 titles deal with a variety of topics, including the following: (1) inferential questions in four basal readers; (2) reading instruction in an effective school setting; (3) the social-emotional dimension of teacher-student interactions during beginning reading instruction; (4) the effects of story enactment and teacher-led discussion on preschool children's story comprehension; (5) the use of modified maze procedures to improve the reading comprehension of first grade children; (6) the influence of a prekindergarten teacher's whole language model of reading on a group of parents; (7) the development of children's text summarization skills; (8) pictures, adjunct questions, and learning from text; (9) factors related to book sharing behaviors of parents and young children; (10) the effects of illustrations on a context method of learning reading vocabulary for fourth grade students; (11) the effect of small group and computer assisted inference training programs on students' comprehension of implicit causal relationships; (12) the effects of imagery training and listening to fairy tales on reading comprehension and creativity of third grade students; and (13) function word recognition in beginning reading. (FL)
Descriptors: Annotated Bibliographies, Basal Reading, Beginning Reading, Cognitive Processes, Computer Assisted Instruction, Doctoral Dissertations, Elementary Education, Illustrations, Reading Comprehension, Reading Habits, Reading Instruction, Reading Materials, Reading Programs, Reading Research, Study Skills, Teacher Role, Teaching Methods
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.