These three issues of a newsletter offer diverse kinds of information deemed to be of interest to Association for Direct Instruction (ADI) members--stories of successful implementations in different settings, write-ups of ADI awards, tips on "how to" deliver direct instruction (DI) more effectively, topical articles focused on particular types of instruction (e.g., writing instruction, spelling instruction, etc.), reprints of articles on timely topics, and position papers that address current issues. The Spring 2001, Volume 1, Number 1 issue contains these articles: "Journey from Kindergarten to First Grade" (N. Marchand-Martella and R.C. Martella); "The Power of One" (L.E. DiChiara); "Responding to the Crisis of Education" (M. Kozloff); and "Teachers' Perceptions of Direct Instruction Teaching" (F.B. Bessellieu). The Fall 2001, Volume 1, Number 2 issue contains these articles: "Your State Test Was Not Divinely Inspired" (B. Dixon): "If the Children Aren't Learning, We're Not Teaching" (G.A. Clowes); "Teaching Method Makes the Grade" (M. Bowler); "A Dozen Suggestions to Make DI Beginning Reading Implementations Produce More Student Learning" (J. Silbert); "How to Achieve Excellence" (J. Thompson); "Using Direct Instruction Programs to Teach Comprehension and Language Skills to Deaf and Hard-of-Hearing Students: A Six-Year Study" (J. Kraemer; S. Kramer; H. Koch; K. Madigan; D. Steely); and "Arkansas School for the Blind Adopts More Effective Curriculum" (D. Hunt; D. Woolly; A. Moore). The Spring 2002, Volume 2, Number 1 issue contains these articles: "A View from Askance--Cookie Cutter Curricula" (B. Dixon); "Great Expectations, Greater Results" (A.J. Borsuk); "Scores Soar at Siefert School with Aid of Structured Lessons" (A.J. Borsuk); "Giant Leap in Learning: Teachers at City Springs Elementary Attribute Pupils' Success to Hard Work, Small Classes, and a New Instruction Method" (E. Niedowski); "On-Line Staff Development in Reading Skills" (M.B. Hayden and M.V. Berkeley); "Alex's Story" (G. and K. Shmerler); "Does Direct Instruction in Phonics Benefit Deaf Students?" (B. Trezek); and "Myth versus Science in Educational Systems" (C. Baxter). (NKA)