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ERIC Number: ED245215
Record Type: RIE
Publication Date: 1984
Pages: 17
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 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)
Publication Type: Reference Materials - Bibliographies
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.