This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 27 titles deal with a variety of topics, including the following: (1) electrodermal responses and informal reading criteria; (2) a comparison of standardized reading test scores, informal reading inventory results, and miscue analysis for above and below average third grade students; (3) the relationship between the cloze test and a hierarchical model of reading comprehension skills; (4) the relationship of reading achievement to certain selected tests and newly constructed measures of psychological processes; (5) the utility of selected interaction analysis systems as feedback tools during reading instruction; (6) an ethnographic instrument to assess the linguistic interactive behavior of classroom groups; (7) determining what is measured by multiple choice tests of reading comprehension; (8) the development and evaluation of a words-in-context test to determine instructional reading levels; (9) a canonical correlational analysis of the reading-writing relationship; (10) the effects of differing response criteria on the assessment of writing competence; and (11) oral reading errors of fifth grade students. (FL)