This collection is part of a continuing series providing information on recent doctoral dissertations. The six titles deal with the following topics: (1) a comparison of mastery and nonmastery learning approaches to teaching reading comprehension to Title I students in second through sixth grade, (2) induced mental imagery and the comprehension monitoring of poor readers, (3) the reading and mathematics achievement of Title I and non-Title I students in the Archdiocese of San Francisco, (4) the effects of instruction in text lookback strategies on fourth grade poor readers' comprehension ability, (5) training and generalization of oral reading responses of poor readers as functions of prosthetic reinforcement and discourse unit, and (6) using a modified cloze procedure to effect an improvement in reading comprehension in reading disabled children with good oral language skills. (FL)