ERIC Number: ED268506
Record Type: RIE
Publication Date: 1985
Reference Count: 0
Reading, Comprehension, and Memory Processes: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1985 (Vol. 46 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 relationship between the use of intonation and reading comprehension; (2) developmental and information processing factors in second and third graders' comprehension of cause-effect relationships; (3) the script schema in children's comprehension and memory; (4) the effect of metacognitive strategy training on critical reading ability; (5) inferencing, script recognition, and short story comprehension; (6) the interaction and influence of the semantic features of text on comprehension; (7) inferential and literal comprehension after oral and silent reading; (8) relationships among three standards of error detection for comprehension of expository test; (9) the relationship between ability to classify and level of reading comprehension; (10) student cognitive processes with respect to selected Algebra I word problems measured by means of a constructed reading test; (11) the effects of illustrations on comprehension and inference by differentially skilled readers; and (12) the use of cumulative cloze procedure to investigate contextual build-up in deaf versus hearing readers. (HOD)
Descriptors: Annotated Bibliographies, Cloze Procedure, Cognitive Style, Content Area Reading, Critical Reading, Doctoral Dissertations, Elementary Secondary Education, Illustrations, Inferences, Memory, Metacognition, Reading Ability, Reading Comprehension, Reading Processes, Reading Research, Reading Strategies, Reading Tests, Schemata (Cognition)
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.