This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 26 titles deal with a variety of topics, including the following: (1) the comprehension monitoring abilities of tenth graders; (2) elementary school pupils' abilities to perform closure at various case grammar positions at their independent reading levels; (3) the influence of staging on children's comprehension of expository discourse; (4) process and product measures of comprehension in formal testing and informal reading-to-learn situational contexts; (5) training with forced-choice cloze tasks; (6) the sentence-combining ability and the reading comprehension of sixth-grade readers; (7) the quantity and variety of eighth graders' inferences in response to two narratives as assessed by oral recall and oral introspection; (8) identification of the gifted through cognitive level and reading achievement; (9) the development of a diagnostic instrument for determining needs for inservice training in reading comprehension; (10) the effects of readability, study guides, and listening-reading on the comprehension of sixth grade social studies textbook materials; (11) interlocking and noninterlocking reading guides; (12) the use of adjunct questions on prose comprehension; (13) factors relating to dissimilar reading achievement in matched secondary schools; and (14) the effects of instructions to image and testing condition on rate of reading and comprehension question performance. (HOD)