This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 20 titles deal with a variety of topics, including the following: use of word information cues by beginning readers; the relationship between problem solving and oral reading strategies; the ease with which children learn different logographic systems; the effects of adjunct questions, humor, and various learning modes on learning and retention; conceptual tempo and oral reading performance; the relationship of deep structure recovery to reading comprehension; children's ability to make inferences from written and oral material; the contributions of inference and discrimination processes to false recognition of sentences; initial consonant phoneme-grapheme correspondence errors; effects of different error types and of method of presentation of material on comprehension; the relation between syntactic form and familarity of content to reading comprehension; readers' perceptions of the reading process and of their own reading strategies; relationships between quality of oral reading errors and oral syntactic development; readers' use of contextual clues; and subvocalization during the silent reading process. (GW)