This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 25 titles deal with a variety of topics, including the following: reading achievement as it relates to child dependency, the development of phonological coding, short-term memory and associative learning, variables available in school records, haptic and related perceptual functioning, auditory memory, home environment among black pupils of low socioeconomic status, and cognitive development and language development; interaction of a visual form integration task on word recognition; the relationship between reading gain and school behavior among fourth, fifth, and sixth grade disabled readers; performance of high, moderate, and low reading subjects on a read and record task; predictors of reading achievement; comparison of first grade readers and nonreaders on use of linguistic cues for identifying words; self-perceptions of reading abilities related to achievement, attitudes toward reading, and cognitive styles; finger agnosia in disabled children; characteristics of productive control of English language structures in comprehension; communication processes in families with disabled readers; testing linguistic competence with cloze procedure; spelling skills; play behaviors; characteristics of successful and unsuccessful learning disabled students; and comprehension of syntactic structures. (TJ)