This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 47 titles deal with a variety of topics, including the following: a programed tutoring project in which older students tutored first grade students; oral reading miscues made by children in high, medium, and low reading groups; the effect of play therapy and reading enrichment clubs upon self-concept; the effects of group versus individual tutoring on the achievement of word recognition skills; classroom verbal interaction, teachers' perceptions of students' self-concept and autonomy, and reading group placement; the validity of the "rule of thumb"; specification and validation of reading skills hierarchies; a comparison of teaching techniques employing intrinsic or extrinsic motivation toward reading and either individual or group contingencies of reinforcement; effects of teacher responses to pupil miscues on pupil strategies of decoding and comprehending; articulation therapy and progress in reading; a present and historical anlaysis of basal reading series; three approaches to teaching oral reading; the effects of perceptual and Piagetian cognitive training on reading achievement; the cloze technique and reading vocabulary and comprehension; a supplementary newspaper-based primary reading program; differential language use by teachers interacting with high and low reading groups; elementary school reading specialists; the beginning reading process; and cross-age tutoring. (FL)