English Language Arts Skills and Instruction: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1980 (Vol. 41 Nos. 1 through 6).

Institution	ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.
Titel	English Language Arts Skills and Instruction: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1980 (Vol. 41 Nos. 1 through 6).
Quelle	(1980), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bibliografie; Adult Education; Annotated Bibliographies; Communication Skills; Doctoral Dissertations; Educational Research; Elementary Secondary Education; English Curriculum; English Instruction; Language Arts; Language Skills; Listening Skills; Oral Language; Reading Skills; Spelling Instruction; Teaching Methods; Vocabulary Development; Writing Skills + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Bibliography; Bibliographies; Bibliografie; Kommunikationsstil; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Bildungsforschung; Pädagogische Forschung; English langauage lessons; Englischunterricht; Sprachkultur; Language skill; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Reading skill; Lesefertigkeit; Orthographieunterricht; Rechtschreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; Writing skill; Schreibfertigkeit
Abstract	This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 18 titles deal with a variety of topics, including the following: (1) an alternative high school English curriculum and its relationship to student alienation and pupil control ideology; (2) an oral language program for fifth grade students and its effect on varied aspects of reading achievement; (3) a secondary magnet school; (4) the interrelationships of writing ability, writing interest, reading readiness, and reading performance of kindergarten students; (5) effects of dictionary skills lessons and written composition on spelling achievement in middle grade students; (6) oral-aural communication skills in English among adult immigrants and exiles; (7) spelling achievement and teachers' attitudes toward staff development; (8) elective and traditional English program structures and English achievement; (9) a comparison of a word utility spelling program with a sound structured program; and (10) an analysis of nonconserving and conserving first grade children's dictated language experience stories according to five characteristics of plot structures and J. Piaget's decreasingly egocentric speech features. (FL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01