This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The eight titles deal with the following topics: (1) the relationship of training in self-generated questioning with passage difficulty and immediate and delayed retention; (2) the influence of previewing techniques on the reading comprehension of community college students; (3) the reading tasks required of engineers employed in high technology fields, and the need for developmental reading for students in baccalaureate programs of engineering; (4) the effect of three study-reading strategies on college students' comprehension and recall; (5) the effects of process-oriented reading instruction and self-concept enhancement on community college students' reading achievement; (6) the critical listening abilities of college students identified as superior, average, or poor readers; (7) compressed speech as an instructional technique for improving reading and listening competencies in adult college learners; and (8) the content, material, and teaching methods in selected college reading programs. (FL)