This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 21 titles deal with a variety of topics, including the following: effects of methods of study, cognitive style, pre-information on the construction of written material, gender of generic pronouns, and study questions interspersed in instructional text material on memory, recall, and retention; effects of metaphor, adjunct aids, passage complexity, word frequency, and syntactic, semantic, and contextual variations on reading comprehension; effects of question type and response mode on learning from prose; the effect of later-appearing syntactic structures on young children's oral reading errors; the ability of textbook cues to influence the reading process; children's use of context clues; the relative effects of reader ability and material difficulty on the size of the perceptual span in reading; the effects of orthographic anomalies on good readers' performance; relationships between art expression and reading strategies; factors influencing college students' learning processes; children's critical reading abilities; and the relationship of mode of story presentation to retention of detail in young children. (GW)