This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 28 titles deal with a variety of topics, including the following: (1) the usefulness of peer-shared reading information in primary-grade reading groups; (2) development and evaluation of a sustained silent reading program in grade four using self-selected materials; (3) effect of tutoring assistance on students' reading skills mastery in the competency-based curriculum; (4) the effect of advance organizers on children's processing of text; (5) the effectiveness of a computer-assisted videocassette module for reading instruction; (6) the effect of a guidance unit on test-taking strategies on reading test scores of sixth grade students; (7) the relationship of a kindergarten intervention program and reading readiness, language skills, and reading achievement; (8) the nature of good and poor reader prereading lessons; (9) an investigation of the effect of preschool on reading readiness and beginning reading achievement; (10) students' affective awareness of aesthetic form and symmetry through a directed reading lesson approach; (11) a content analysis of reading comprehension instruction in selected social studies teachers' manuals of first, third, and fifth grade; and (12) a model for predicting academic achievement based on temporal aspects of children's item-naming. (EL)