This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 19 titles deal with a variety of topics, including the following: (1) the effects of group counseling on junior high remedial readers' self-concepts; (2) dysnomia and its relationship to subtypes of reading disabilities; (3) the effects of the Special Emphasis Project on the reading achievement of elementary school students; (4) the effects of syntactic complexity on the listening and reading comprehension of language disordered children; (5) the relationship between resource program reading instruction and reading achievement for mildly handicapped students; (6) visual word cues, response times, and incorrect responses of unskilled readers on word recognition tasks; (7) the English and reading achievement of remedial and nonremedial college freshmen; (8) the effects of feedback on oral reading errors of learning disabled children; (9) the effects of a supplementary intervention training program on first grade students who lack segmentation ability; (10) the affective and cognitive components of good and poor readers; (11) strategies for identifying the main idea of expository passages; and (12) neuropsychological deficits and reading performance in dyslexia. (FL)