Reading, Comprehension, and Memory Processes: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," March through June 1977 (Vol, 37 Nos. 9 through 12).

Institution	ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
Titel	Reading, Comprehension, and Memory Processes: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," March through June 1977 (Vol, 37 Nos. 9 through 12).
Quelle	(1978), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bibliografie; Adults; Advance Organizers; Annotated Bibliographies; Art Expression; Comprehension; Context Clues; Critical Reading; Doctoral Dissertations; Elementary Secondary Education; Error Patterns; Higher Education; Language Patterns; Learning Processes; Memory; Questioning Techniques; Reading Ability; Reading Comprehension; Reading Processes; Reading Research; Recall (Psychology); Sex Differences + Suchen Sie Ihr Suchwort? Lernmaterial; Bibliography; Bibliographies; Bibliografie; Verstehen; Verständnis; Kritisches Lesen; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Fehlertyp; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachmodell; Sprachstruktur; Learning process; Lernprozess; Gedächtnis; Befragungstechnik; Fragetechnik; Reading competence; Lesekompetenz; Leseverstehen; Leseprozess; Leseforschung; Abberufung; Sex difference; Geschlechtsunterschied
Abstract	This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 21 titles deal with a variety of topics, including the following: effects of methods of study, cognitive style, pre-information on the construction of written material, gender of generic pronouns, and study questions interspersed in instructional text material on memory, recall, and retention; effects of metaphor, adjunct aids, passage complexity, word frequency, and syntactic, semantic, and contextual variations on reading comprehension; effects of question type and response mode on learning from prose; the effect of later-appearing syntactic structures on young children's oral reading errors; the ability of textbook cues to influence the reading process; children's use of context clues; the relative effects of reader ability and material difficulty on the size of the perceptual span in reading; the effects of orthographic anomalies on good readers' performance; relationships between art expression and reading strategies; factors influencing college students' learning processes; children's critical reading abilities; and the relationship of mode of story presentation to retention of detail in young children. (GW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01