An annotated bibliography of 567 secondary school reading dissertations reported during the period 1960-1976, a content analysis of these dissertations, and a discussion of the research requirement in secondary school reading are included in this report. Topics discussed include the history of the dissertation requirement within the context of the graduate study, the difficulty of dissemination of dissertation research information, content analysis of dissertation collections, the procedures used in this study, and analysis of data and results. Suggestions and observations based on this information include: the dissertation tends to be tacitly considered a training instrument rather than an original contribution to knowledge, abstracts submitted to Dissertation Abstracts International should be improved and standardized, and an update to this bibliography should be undertaken by a professional organization. The appendixes contain the coded raw data for content analysis, a list of institutions with numbers of dissertations produced, a keyword in context index, and an author index. The bibliography is divided into these areas: correlates of reading achievement, students, secondary school reading programs, material, personnel, reading skills, reading in the content areas, reading problems, atypical learners, and miscellaneous research. (MKM)