This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 22 titles deal with the following topics: computer-assisted instruction; school characteristics and reading achievement; the process of reading acquisition; on-task behavior, teacher involvement, and reading achievement; the design and use of junior high/middle school language arts/reading laboratories; a modified cloze procedure using context clues to improve reading comprehension; the effects of two modes of prereading assistance; behavioral objectives and reading achievement; the knowledge possessed by a group of elementary school principals about the teaching of reading; acquisition, maintenance, and generalization by three reading procedures; the California early childhood education program's effect upon reading curriculum and instructional methods; phonics instruction in ten basal reading series; individualized instruction and the cognitive and affective outcomes of second graders; the comparative difficulty of beginning reading vocabulary; distinctive feature training in teaching letter names; play orientation in picture books; the effects of reading comprehension questioning; code systems instruction and kindergartners' perceptions of reading; syllables; a comparison of teaching strategies; student question generation; and cloze procedure as a strategy for improving reading skills. (FL)