This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 20 titles deal with a variety of topics, including the following: the effect of vocabulary instruction on the comprehension of poor readers; contextual methods of teaching sight words to elementary remedial readers; the effects of four visual discrimination training programs on the visual discrimination of nonreaders; E. S. E. A. Title I intervention in reading for grades two, four, and eight; differential prediction of success in reading as a result of remedial instruction; the influence of listening while reading on the acquisition of reading skills; the efficacy of language instruction on reading and mathematics achievement of educationally deprived children; the effects of equivalent and analogous instruction on the oral reading performance of pupils with reading difficulties; prediction of comprehension based on five deletion-based systems; the effect of using direct instruction procedures to teach three critical reading skills to skill deficient children; the effects of teachers on the achievement of black, inner city, elementary school children; a piagetian orientation to testing and reading remediation; and the effect of intensive reading instruction on the reading achievement of low socioeconomic elementary students in a rural system. (FL)