This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. Among the topics dealt with in the 22 titles are the following: (1) the influence on reading ability and behavior of instructional objectives, the answering of self-generated questions, writing in the expressive mode, instruction in critical reading skills, and levels of cognitive development; (2) reading and study skills programs in Alabama's state-supported two-year and four-year colleges; (3) college students' reading ability and the readability of their textbooks in relation to each other and as predictors of academic achievement; (4) the reading interests of elementary classroom teachers, adult new readers, and older adults; (5) relationships between reading ability and degree of self-actualization in prospective teachers; (6) computer-based instructional management versus individually prescribed reading instruction for community college students; (7) reading achievement and readability of job-oriented materials in relation to job performance; (8) programs in remedial study skills training for college freshmen and in effective reading for professional adults; and (9) instructional methods to facilitate the prose learning of college students. (GT)