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ERIC Number: ED245270
Record Type: RIE
Publication Date: 1984
Pages: 11
Abstractor: N/A
Reference Count: 0
Bilingual, Bicultural, and Bidialectal Studies Related to Reading and Communication Skills: 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 15 dissertations abstracted deal with the following topics: (1) the intercultural composition classroom, (2) cross-cultural communication curriculum, (3) miscue analysis with bilingual children, (4) communication difficulties of Iranian students in the United States, (5) categorization preference and lexical ambiguity among black children, (6) male and female speech stereotypes on selected television shows with predominantly black characters, (7) teacher behavior in response to selected oral morphological and syntactical features of black English vernacular, (8) reading and study skills programs in four-year traditionally black institutions, (9) psycholinguistic consequences of early bilingualism, (10) the relationship between dialect radicalism and the level of elementary school students' reading achievement, (11) black children's speech, (12) effects of linguistic proficiency level on comprehension of anaphoric subject pronouns by bilingual and monolingual children, (13) the English reading achievement of bilingual third graders in the Virgin Islands, (14) reading instruction programs in a multicultural school system, and (15) teachers' expectations and perceptions of parents' role versus parents' expectations and perceptions of their role in children's literacy acquisition. (HTH)
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.