This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 16 titles deal with a variety of topics, including the following: (1) attitudes and reading achievement in an innovative high school; (2) the interaction of learning styles and word type as they affect word recognition among kindergarten children; (3) two programed supplementary reading programs; (4) the relationship of nonschool factors to achievement in reading and mathematics; (5) a basal versus a correlated language arts approach to reading instruction; (6) the effect of tension control training on mathematics and reading achievement; (7) the effectiveness of selected teaching strategies integrating the teaching of science concepts and the improvement of reading and language skills; (8) the role of letter features in word recognition; (9) print awareness and self-correction behavior as predictors of reading achievement; (10) the effect of parent involvement on student achievement in reading and mathematics; (11) beginning readers' concepts about reading as related to language environment, attitude, and reading achievement; and (12) relationships between reading readiness, the prereading child's comprehension of certain deictic terms involving a shift in perspective, and first grade reading achievement. (HTH)