This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 12 titles deal with the following topics: (1) the effect of writing instruction on reading comprehension and story writing ability; (2) eighth grade remedial students' concepts about reading and writing; (3) the effect of a self-generated writing program on the writing and reading growth of kindergarten children; (4) the effect of essay analysis on the writing skills of students enrolled in college composition classes; (5) the use of readability formulas to analyze and compare the reading and writing levels of third, fifth, and seventh grade students; (6) how word reading and word writing knowledge develop in three-, four-, and five-year-old children; (7) writing as a prereading role-playing exercise to increase the reading comprehension of remedial college students; (8) the predictive relationship of 10 writing assessment variables to reading comprehension; (9) children's metacognitive awareness about the purpose of reading and writing; (10) the relationship of primary grade children's written language to reading comprehension; (11) the relationships among selected sixth grade students' reading schemata, reading achievement, and writing sophistication; and (12) the relative effects of reading or writing a prose or diagrammatic summary upon the comprehension of expository prose. (RBW)