This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 35 titles deal with a variety of topics, including the following: (1) the relation of specific perceptual, cognitive, and training variables to reading skills acquisition of kindergarten students; (2) the implications of interest on the literal reading comprehension of early readers; (3) the effects of graphic organizers, text organization, and reading ability on the recall of text information; (4) the effects of training in selected SOI memory factors on reading readiness in kindergarten children; (5) children's use of story schema in successful and unsuccessful reading comprehension; (6) the role of text structure in the comprehension of information from prose passages; (7) comprehension processes of third grade children; (8) the reading strategies used by proficient adult readers to comprehend difficult expository text; (9) the effects of levels of propositional complexity and syntactic complexity upon reading comprehension; (10) young children's understanding and recall of a short story; (11) differential comprehension patterns of mature slow and fast readers in extended discourse; and (12) the instantiation hypothesis as a developmental, conceptual, and imaginal function. (FL)