ERIC Number: ED251813
Record Type: RIE
Publication Date: 1984
Reference Count: 0
Remedial and Compensatory Reading Instruction: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1984 (Vol. 45 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 19 titles deal with a variety of topics, including the following: (1) the effects of group counseling on junior high remedial readers' self-concepts; (2) dysnomia and its relationship to subtypes of reading disabilities; (3) the effects of the Special Emphasis Project on the reading achievement of elementary school students; (4) the effects of syntactic complexity on the listening and reading comprehension of language disordered children; (5) the relationship between resource program reading instruction and reading achievement for mildly handicapped students; (6) visual word cues, response times, and incorrect responses of unskilled readers on word recognition tasks; (7) the English and reading achievement of remedial and nonremedial college freshmen; (8) the effects of feedback on oral reading errors of learning disabled children; (9) the effects of a supplementary intervention training program on first grade students who lack segmentation ability; (10) the affective and cognitive components of good and poor readers; (11) strategies for identifying the main idea of expository passages; and (12) neuropsychological deficits and reading performance in dyslexia. (FL)
Descriptors: Academic Aptitude, Annotated Bibliographies, College Students, Compensatory Education, Doctoral Dissertations, Dyslexia, Elementary Secondary Education, Federal Programs, Higher Education, Learning Disabilities, Listening Comprehension, Nontraditional Students, Parent Role, Reading Comprehension, Reading Difficulties, Reading Instruction, Reading Programs, Reading Research, Reading Strategies, Remedial Reading, Self Concept, Word Recognition
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.