This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 9 titles discuss the following topics: (1) a comparison of the effects of three methods of vocabulary instruction on vocabulary acquisition and reading comprehension; (2) the use of an elaboration strategy combined with classroom television production for increasing the literal and inferential reading comprehension of eighth-grade students; (3) objectives for the teaching of high school reading, 1973-1982; (4) the effects of text characteristics on word meaning from high school physics textbooks; (5) the effects of graphic preorganizers on tenth graders' comprehension of chapters in a social studies textbook; (6) the effects of advance organizer and direct instruction preinstructional passages on learning and retention for eighth-grade students; (7) a validation of Wittrock's generative model of reading comprehension with high school students; (8) a comparison of two instructional strategies in relation to recall of material and perceived level of engagement; and (9) a study of students' inferences during and following participation in a group directed reading-thinking activity and a group directed reading activity in social studies. (EL)