This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 16 titles deal with a variety of topics, including the following: (1) the relationship between selected teacher personality traits and the teaching behaviors of remedial reading teachers; (2) reading program problems of beginning elementary school teachers and their sources of help; (3) reading educators' and content educators' views on key objectives of content-related reading education; (4) the effects of the reading resource teacher as perceived by the classroom teacher; (5) perceptions of principals' leadership behaviors related to the reading programs in elementary schools with high and low student achievement; (6) the impact of language differences on oral reading analysis; (7) communications styles and their relationship to evaluations between teacher and students; (8) communicative dimensions of teaching effectiveness; (9) individual teacher differences, predictions, and questioning strategies and student responses during reading lessons; (10) job descriptions for reading specialists in selected school districts in the United States; and (11) intermediate grade teachers' instructional decision making in reading. (FL)