ERIC Number: ED251820
Record Type: RIE
Publication Date: 1984
Reference Count: 0
Reading, Comprehension, and Memory Processes: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1984 (Vol. 45 Nos. 1 through 6).
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) factual, elaborative, and inferential levels of text processing; (2) the effect of explicitly and implicitly presented rhetorical functions on the comprehension of scientific discourse; (3) reader, writer, and text context variables as influences on text comprehensibility; (4) the relationship of the amount and structure of children's prior knowledge to reading comprehension of expository prose; (5) defining reading comprehension; (6) the role of cognitive development in the acquisition of reading skills; (7) quality of prose recall as a function of cognitive style and test situation; (8) metacognitive awareness and the reading comprehension of fifth grade students; (9) recall of connected discourses as a function of emotion; (10) physiological rhythms and story retention of high and low imagers in second grade; (11) the effect on comprehension of increasing the single-word recoding speed of poor readers; (12) the assignment of suprasegmental features during oral reading; (13) the relation between surface processing variables and comprehension product measures in oral and silent reading; (14) the influence of main idea task and topic sentences on recall; (15) reading proficiency and modes of accessing the internal lexicon; and (16) the use of phonetic and semantic memory codes in good and poor readers. (HTH)
Descriptors: Academic Aptitude, Annotated Bibliographies, Cognitive Development, Cognitive Processes, Cognitive Style, Doctoral Dissertations, Elementary Secondary Education, Language Processing, Memory, Metacognition, Oral Reading, Prior Learning, Reading Comprehension, Reading Instruction, Reading Processes, Reading Research, Recall (Psychology), Silent Reading
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Authoring Institution: N/A
Note: Pages may be marginally legible.