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: learning outcomes produced by single- and multi-grade primary classrooms; the effect of sex-role stereotyped picture books on children's behavior; word recognition and decoding acquisition in beginning readers; content of reading materials with respect to comprehension questions, treatment of the aged, and portrayal of story characters as readers; a measure of attitude toward reading; the impact of objectives-based reading systems; the relationship between modality preferences and types of initial reading programs used; the relationships between reading achievement and factors related to teacher-pupil control behavior, objective-based approaches, teaching styles, and teacher preferences and attitudes; teachers' responses to oral reading miscues; the effects of cross-age tutoring on tutors and tutees; the development and evaluation of a defined minimum skills reading program; symbolization deficits among elementary school pupils; the effect of a kindergarten auditory skills program on first grade reading acheivement; and the effects of music on affective and cognitive development. (GW)