This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 18 titles deal with a variety of topics, including the following: (1) the effects of phonemic segmentation and blending training on the word recognition performance of learning disabled readers; (2) a comparison of two remedial strategies employing art activities or visual perceptual training for learning disabled children with reading deficits; (3) the effect of metacognitive training on the content area reading comprehension of secondary level learning disabled students; (4) computer assisted Chapter I instruction; (5) the efficacy of direct instruction and metacomprehension training on finding main ideas by learning disabled children; (6) the effect of an informal summer reading program on the retention of reading comprehension skills of third grade students; (7) the use of a questioning strategy to improve reading comprehension and recall of expository material with learning disabled adolescents; (8) the differential influence of response control strategies on word recognition tasks of impulsive learning disabled students; (9) parent assisted learning as an alternative to summer school remedial reading; (10) the effects of three previewing procedures on the oral decoding proficiencies of poor readers; and (11) information processing and reading in subtypes of learning disabled children. (HTH)