Thesis (Ph. D.)--University of Wisconsin--Madison, 1984. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 88-98).

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Thesis (Ph. D.)--Ohio State University, 1987. / Includes vita. Includes bibliographical references (leaves 122-131). Available online via OhioLINK's ETD Center.

Thesis (M.S.L.P.)--Duquesne University, 2005. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p.58-60) and index.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1969. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 27-29).

Thesis (Ed.M.)--Boston University / The purpose of this study is to obtain a better understanding of the nature and presence of the imagery that children have while reading silently, and to determine the relationship of this imagery to the comprehension of the material read. In this study mental imagery is defined as the perceptions in the imagination which accompany reading. This includes auditory, kinesthetic, olfactory, and gustatory imagery as well as visual imagery. Comprehension is defined for this study as the ability to score on the tests accompanying the reading selections.

This study investigated the effects of headings and text organization on grade 5 through 10 students' written recall of expository prose passages written in a classification/description mode. Emphasis was placed on the results from students in grades 5 and 6. This study was a component of a three part study. The other two parallel studies emphasized grades 7 and 8 (King, 1985) and 9 and 10 (Gibbs, 1985). Each subject read and recalled two passages: one written at his or her grade level and one written at a low readability level. Performance on the written recalls from passages with headings and without headings was examined on the basis of the number of superordinate and subordinate ideas recalled, the superordinate and subordinate organization, and the format. Developmental trends were investigated by including the data from the two parallel studies (Gibbs, 1985; King, 1985). There was some evidence that headings had a significant positive effect on the number of superordinate ideas recalled from a passage of low readability. Some significant differences indicated negative effects by headings. The majority of differences, however, were not significant. Developmental trends in grades 5 through 10 were noted in the number of ideas recalled on a low readability passage and the format used on the written recalls. Implications for instruction and suggestions for further research are discussed. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

The problem of this study was to demonstrate the possible effects that reading with a definite purpose has upon the improvement of comprehension in reading.

No description available.

No description available.