This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 15 titles include studies of an informal reading inventory; an item-type to test phonic and context skills; reliability of residual gain scores based on means for a standardized reading achievement measure; alternatives to reading expectancy formulas; the cloze procedure; a test to determine reading comprehension of low socioeconomic status black sixth grade students; relationships between prelinguistic, linguistic, and psycholinguistic measures of readability; a behaviorally oriented reading attitude measure; a test of teacher knowledge of reading; measures for evaluating Colorado's Right-to-Read program; structural characteristics and item difficulty in standardized reading comprehension tests; and reading level based on graded word lists versus the Durrell Analysis of Reading Difficulty. (AA)