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: (1) creativity as a mediating variable in inferential reading comprehension; (2) teacher questioning and student response interaction during portions of reading comprehension lessons; (3) filtering and construction processes in the comprehension of text; (4) sequential memory abilities and reading achievement; (5) the effect of organizational pattern on comprehension; (6) the relationship of elaboration, organization, and speed of processing to text comprehension differences; (7) problems with masculine generics; (8) effects of prior knowledge and concept-building on good and poor readers' comprehension; (9)concrete-to-abstract instructional progression, readiness, and language patterns; (10) students' concepts of reading and their achievement in reading comprehension; (11) first grade students' understanding of reading terminology; (12) the contribution of prior knowledge, vividness of imagery, academic ability, and "colorfulness" of passage to students' free recall; (13) poor comprehenders' instantiation of oral and written discourse; and (14) effects of mnemonic strategy variations on students' recall. (HOD)