"ERIC ED210658: Reading, Comprehension, And Memory Processes: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," July Through December 1981 (Vol. 42 Nos. 1 Through 6)." - Information and Links:

ERIC ED210658: Reading, Comprehension, And Memory Processes: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," July Through December 1981 (Vol. 42 Nos. 1 Through 6). - Info and Reading Options

"ERIC ED210658: Reading, Comprehension, And Memory Processes: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," July Through December 1981 (Vol. 42 Nos. 1 Through 6)." and the language of the book is English.


“ERIC ED210658: Reading, Comprehension, And Memory Processes: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," July Through December 1981 (Vol. 42 Nos. 1 Through 6).” Metadata:

  • Title: ➤  ERIC ED210658: Reading, Comprehension, And Memory Processes: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," July Through December 1981 (Vol. 42 Nos. 1 Through 6).
  • Author:
  • Language: English

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  • Internet Archive ID: ERIC_ED210658

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"ERIC ED210658: Reading, Comprehension, And Memory Processes: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," July Through December 1981 (Vol. 42 Nos. 1 Through 6)." Description:

The Internet Archive:

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 27 titles deal with a variety of topics, including the following: (1) the effect of a crowded or spaced appearance of narrative material on the reading comprehension of above-average and below-average fourth grade students; (2) the perception and use of sentence structure by good reading comprehenders and skilled decoders in contextually limited environments; (3) the use of three prereading strategies and their effects on the comprehension of junior high school students; (4) reading performance as a function of auditory sequential memory, anxiety, and age or grade level; (5) metatextual notions and reading comprehension; (6) third grade readers' use of prior knowledge in inferential comprehension; (7) gender conformity, text characteristics, and comprehension of stories; (8) the relationships between student retellings and selected comprehension measures; (9) contextual prerequisites for making inferences from text; (10) inferential listening and reading comprehension of discourse in normal and reading disabled children; (11) the effects of pictures on the literal comprehension of second grade readers; and (12) the effects of students' meaning perception and textual structuring upon the comprehension of social studies reading passages. (FL)

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