This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 35 titles deal with a variety of topics, including the following: (1) cloze procedure; (2) the monitoring and facilitation of reading growth; (3) the effect of immediate item feedback on the reliability and validity of verbal ability test scores; (4) performance variables in essay testing; (5) a process model for identifying and selecting proficiency standards in the basic skills of reading, writing, and mathematics; (6) schema theory as a theoretical framework for the cloze procedure; (7) the verification of the test of affixes in syntactic structures; (8) techniques for the identification of children with reading disabilities; (9) an instrument to measure elementary school teachers' knowledge of a subskills approach to teaching reading; (10) predicting success on a minimum competency examination; (11) comparison of various standardized reading tests; (12) measuring the difficulty of technical writing; (13) two modes of analyzing teacher and student attitudes toward writing; (14) teachers' comments on students' writing; (15) information gain as a measure of reading comprehension; (16) mothers' estimates of their children's reading achievement; and (17) the attitudes of senior high school students toward student-evaluated composition. (FL)