This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 16 titles deal with the following topics: (1) guiding the learner through a textual passage with an associate passage; (2) use of direct-functional study skill technique in seventh grade social studies classes; (3) three types of advance organizers used in middle school social studies classes; (4) strategies affecting good/poor high school readers' comprehension of prose; (5) secondary school teachers' use of content reading strategies; (6) the effects of mass media and tie-in novels on adolescent reading interests; (7) the functional role of the principal in secondary school content area reading programs; (8) effects of varying levels of prequestions and postquestions on reading comprehension; (9) the relationship of incorrect responses on cloze tests to reading ability; (10) how organizational aids affect concept acquisition and retention of meaningful verbal materials; (11) student motivation strategies as perceived by teachers and administrators; (12) student self diagnosis of reading problems using miscue techniques; (13) student ability to use syntactic and semantic redundancy as psycholinguistic reading strategies; (14) effects of reducing readability levels of biology texts; (15) the effects of a direct method of teaching reading skills; and (16) the effects of a directed team study approach to personal reading on students' reading attitudes. (RL)