English Language Arts Skills and Instruction: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1981 (Vol. 41 Nos. 7 through 12).

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," January through June 1981 (Vol. 41 Nos. 7 through 12).
Quelle	(1981), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bibliografie; Annotated Bibliographies; Bibliotherapy; Creative Dramatics; Disabilities; Doctoral Dissertations; Early Childhood Education; Educational Objectives; Educational Research; Elementary Secondary Education; English Instruction; Films; Gifted; Language Arts; Listening Comprehension; Parent Influence; Reading Instruction; Spelling; Student Attitudes; Writing Instruction + Suchen Sie Ihr Suchwort? Bibliography; Bibliographies; Bibliografie; Bibliotherapie; Handicap; Behinderung; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Educational objective; Bildungsziel; Erziehungsziel; Bildungsforschung; Pädagogische Forschung; English langauage lessons; Englischunterricht; Film; Begabter, Hoch Begabter; Sprachkultur; Hörverständnis; Leseunterricht; Schreibweise; Schülerverhalten; Schreibunterricht
Abstract	This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 23 titles deal with a variety of topics, including the following: (1) the effects of bibliotherapy on children's perception of the physically disabled, (2) factors related to spelling readiness, (3) parental role in children learning to read and write, (4) cognitive style and language complexity among gifted children, (5) listening comprehension, (6) children's concepts of reading and writing, (7) identification and classification of educational objectives for creative dramatics for handicapped children, (8) tracking and educational equity, (9) the social origins of narrative skills, (10) strategies children use in spelling, and (11) the effects of prior knowledge structures on viewing comprehension. (HTH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01