This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 24 titles deal with a variety of topics, including the following: (1) learning experiences resulting from two ways of teaching reading; (2) Right to Read competencies of urban principals as perceived by three groups in reading instruction; (3) the relationship between student performance in reading and instructional characteristics of school districts; (4) development of a model administration system for a primary school reading program; (5) the relationship of teachers' attitudes and perceptions of ESEA Title I programs to the academic achievement of their students; (6) the change process involved in the implementation of the Pennsylvania Comprehensive Reading Communication Arts Plan; (7) the role of the principal in the school reading program; (8) undergraduate teacher preparation programs for secondary school teachers of English in selected institutions; (9) the reading of professional periodical literature as reported by selected elementary school teachers; and (10) the role of the English department chairperson in selected public community colleges. (HTH)