ERIC Number: ED259314
Record Type: Non-Journal
Publication Date: 1985
Reference Count: N/A
Reading, Comprehension, and Memory Processes: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1985 (Vol. 45 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 25 titles deal with a variety of topics, including the following: (1) the effect of reading ability, mode of presentation, and passage familiarity on the general and precise comprehension of expository text; (2) a constructivist perspective on the reading comprehension process; (3) the effect of textual moves and dialogue on the reading comprehension of first grade children; (4) imagery, postquestions, and children's learning from prose; (5) the relationship between cognitive style, motivation, and reading comprehension achievement; (6) the effects of expository textual structure on the reader's ability to form inferences; (7) a function-based comparison of illustrations providing literal and analogical representations on comprehension of expository prose; (8) the effects of different kinds of questions on children's comprehension of stories; (9) an analysis of the process of ambiguity resolution; (10) the relationship among literal and inferential reading comprehension skills and selected cognitive processes; (11) an ethnographic study of comprehension in the beginning reading process; (12) a qualitative study of the elementary age child's interaction with story; and (13) reading as signification. (EL)
Descriptors: Annotated Bibliographies, Cognitive Processes, Doctoral Dissertations, Elementary Secondary Education, Language Processing, Memory, Reading Comprehension, Reading Instruction, Reading Interests, Reading Materials, Reading Research, Reading Strategies, Recall (Psychology), Student Motivation
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Authoring Institution: ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.