THE PROCESSES OF THOUGHT, OF CONCEPT DEVELOPMENT, AND OF VOCABULARY DEVELOPMENT ARE SIGNIFICANTLY INTERRELATED. COMMUNICATION OF IDEAS DEPENDS UPON THE ABILITY TO ASSOCIATE WRITTEN AND VERBAL SYMBOLS WITH THE REFERENTS THROUGH A SYSTEMATIC PROCESS OF REORGANIZING AND INTEGRATING OLD AND NEW CONCEPTS. THE ABILITY TO ASSOCIATE, IN TURN, DEPENDS UPON…

A study was conducted to investigate the relationships between the cognitive variables of cognitive style, understanding of linguistic concepts, and knowledge of word boundaries, as well as their relationships to three measures of reading in beginning and more advanced readers. The children's Embedded Figures Test, a linguistic concept test, a…

Concludes that linguistic concept knowledge contributed the greatest amount of unique variance to oral comprehension, silent comprehension, and word recognition at the first grade level, while cognitive style contributed the greatest amount of unique variance to silent comprehension at the third grade level. (FL)

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: (1) creativity as a mediating variable in inferential reading comprehension; (2) teacher questioning and student response interaction during portions of reading…

The Canadian Readiness Test Learning Rate subtest and the Auditory Reception and Spatial Relations Concepts subtests on the Experimental Reading Readiness Test show high reliability in measuring the reading readiness of beginning first graders. The Experimental Test has a high coefficient of reliability as a total test. (SB)