This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 11 titles deal with the following topics: a mature reader's use of consciously employed strategies to facilitate comprehension; contextual and acontextual approaches to teaching vocabulary to adult students; methods for teaching reading and study skills to specially admitted college freshmen; effects of an affectively oriented curriculum-centered college reading course on reading achievement and attitude toward reading; self-perceived reading status of college freshmen; effects of knowledge of vocabulary and syntax on the reading comprehension of high risk college freshmen; reading programs at New Jersey state colleges; the effects of Sustained Silent Reading on college students' reading and study skills habits; the matching of prescriptions in an individualized reading program to community college students' learning styles; the two-year college reading program; and the effect of questioning strategies on drawing inferences in reading. (GW)