This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 13 titles deal with a variety of topics, including the following: (1) the preparation of eighth grade students for criterion referenced reading testing and its effect on standardized reading scores; (2) alternative cloze test formats for use with fourth and sixth grade readers; (3) the relationship between early identification procedures during kindergarten and subsequent third grade reading achievement; (4) sixth and seventh grade standardized test scores as predictors of performance on the verbal sections of SAT's; (5) the development and testing of a systematic observation instrument to study teacher effectiveness in the reading classroom; (6) the design, implementation, and evaluation of a criterion referenced diagnostic/prescriptive reading course for college students; (7) the development and evaluation of a self-report instrument to measure conflict management style; (8) the relationships between a visual reversals test and a phonemic segmentation task and end-of-first-grade reading achievement; (9) the validity of the descriptive tests of language skills and other predictor variables in the placement of basic skills students in a college developmental reading course; and (10) the evaluation of a college developmental reading program on the criteria of retention of reading achievement, change in attitude toward reading, and student satisfaction with reading instruction. (HTH)