Describes problems resulting from certain uses of research in practical situations that indicate that reading educators should be cautious about how they use the findings of research in teaching. (MKM)

Discusses how the National Reading Panel (NRP) report has become the basis for the push for research-based reading instruction as well as the source of a great deal of controversy and debate. Summarizes the NRP report and responds to 10 myths that have arisen in the hopes of clarification. Concludes that it would be best if educators and…

Reviews research concerned with eye movement training in the classroom and points out how specific research has been interpreted and applied incorrectly. (FL)

Considers the rightful relationship of theory to practice in the field of reading; outlines some ways to integrate theory and practice, noting that the work of Jean Piaget can aid in this task. (GT)

Discusses two recent stories in the newspaper "Education Week" and the need for educators to be aware of recent research to make informed decisions about teaching methods. (PRA)

Suggesting that the contention that phonemic awareness must be taught directly and that children need explicit systematic instruction in phonics is less of a scientific "fact" than an exercise in political persuasion, this book presents the story of the political campaign that is taking place to change the minds of Americans about how…

Discusses several recent contributions to reading research and concludes that before changing teaching methods and programs, educators need to consider ends, decide what the ideal is, and develop criteria to achieve that ideal. (FL)

Teacher effectiveness research is presented within the context of research about the teaching of reading in an effort to guide preservice teachers to make deliberate judgments in selecting instructional strategies from conflicting research findings. Suggestions for teacher educators are offered. (Author/MT)

Comments on how reading research studies sometimes work their effects in wonderous ways. Illustrates this in humorous reviews of several recent research reports. (HOD)

Argues that researchers and classroom teachers need not be adversaries and uses examples from the area of domain knowledge to demonstrate how teachers can adapt research findings to their reading lessons. (FL)

This article examines the issues underlying the relatively insignificant impact of research on literacy practice from the perspectives of the fields of literacy, special education, and deaf education. Recommendations are made for researchers and teachers of students with hearing impairments for bridging the gap between research and practice.…

Examines an instructional research study (by S. W. Pflaum and E. T. Pascarella) according to several criteria for designing educational research and questions whether the information provided by context-stripping research paradigms can be of genuine use in helping teachers understand and create effective conditions for reading to learn. (MKM)

Suggests that reading specialists can be the change agents needed to bring reading research information to teachers in a practical manner. (MKM)

Reflecting important issues in the lives of educators, the contents of the nine essays in this book range from hope for the almost unlimited potential of the human brain for learning and thinking, particularly through language and literacy, to despair at the individual and social damage caused by efforts to systematize teaching and learning in…

A language arts teacher discusses presentations of reading experts who attended the most recent convention of the International Reading Association. The presentations are criticized for a lack of relevance to classroom instruction. (PP)