This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 13 titles deal with the following topics: a teacher training project offering a structured reading program as a model for the teaching of reading; relationships between students in traditional and competency-based reading methods courses; the effectiveness of a graduate course in reading and linguistics structured as traditional and as competency-based; variables that predict clinician success for students in a master's degree in reading program; the communication skills of undergraduate education majors; a competency-based program model for secondary English teacher education; the ability of elementary education majors to diagnose children's communication disorders; a teacher inservice program in verbal and nonverbal interaction skills; teacher preparation programs in Texas for secondary English teachers; two self-instructional learning components to prepare undergraduates to teach reading in an open classroom; factors underlying competence of reading interns; competencies needed by teachers of developmental English in two-year colleges; and the effect of training teachers to formulate literal, inferential, and critical questions to guide students' reading. (GW)