This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The nine titles deal with the following topics: (1) the effects of syntactic differences between oral and written discourse on the reading comprehension of second and fifth grade students; (2) the effects of a sentence combining program on the reading comprehension and written composition of fourth grade students; (3) a comparison of the strategies in composition and in reading comprehension of eighth and ninth grade students; (4) structural features used in narrative and expository writing and the relationship of those features to the reading comprehension of children in grades two through six; (5) the relative effectiveness of oral language and written text presentations; (6) syntactic maturity in reading comprehension and writing ability; (7) the relationships among children's awareness of the function of writing, cognitive levels, and reading readiness; (8) the reading comprehension and written composition of reflective and impulsive fourth grade students; and (9) relating reading and writing through a transactional theory of the writing process. (FL)