This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 30 titles deal with a variety of topics, including the following: use of short and long passages in informal reading inventories, components in decoding spelling patterns, the psycholinguistic analysis of oral reading miscues and semantic acceptability, assessing reader ability to interpret internal punctuation, test wiseness and performance on standardized reading tests, the validities of selected tests, cloze procedure as a measure of reading/writing performance, oral language proficiency as related to reading readiness, techniques in analyzing a remedial reading program, word boundaries and reading achievement, the effectiveness of cloze tests and informal reading inventories, development of a communicative abilities test for young children, standardization and validation of the Horst Reversals Test, applying generalizability theory to writing assessment, predicting college student reading achievement, developing a reading attitude instrument, identifying and testing essential literal reading skills, the effects of reading test administration and score interpretation on student reading attitudes, the difficulty of comprehension questions in fourth grade reading tests, the assessment of high school student expository writing, measuring writing quality by T-units, assessing freshman composition, and readability formulas applied to college textbooks. (RL)