This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 11 titles deal with the following topics: (1) teacher self-assessment and analysis of feedback to student miscues during oral reading; (2) the humor found in basal readers appropriate to second and fourth grade students; (3) an investigation of the cloze reading inventory as a qualitative and quantitative measure of the reading proficiency of selected suburban school children; (4) using reading ability levels to determine appropriateness of school placement; (5) an investigation of the maze procedure in assessing reading levels of incarcerated adults; (6) an examination of the occurrences of narrative and expository text structures and the instruction for the two text structures in six basal reading series; (7) a study of the relationships of readability among elementary science textbooks adopted by Texas using five measures; (8) a comparison of the subtests of the Gesell School Readiness Screening Test as predictors of reading achievement; (9) the presence and function of illustrative materials in ninth grade social studies and science texts; (10) the validity and reliability of a ten percent random deletion cloze test for assigning students to content area textbooks; and (11) the ability of the Washington Pre-College Test English composite scores and high school grade point average to predict college English grades and overall college grade point averages, and the variables that affect the test scores. (HOD)