For decades there has been a divide between educational research and practice. Sometimes the blame is placed on teachers for not following research-based strategies or not being trained well enough to read the literature. Just as frequently the blame is placed on researchers for not (a) studying topics important to teachers, (b) writing them so…

Describes the field testing of a series of curriculum modules designed to be used in resource rooms to provide supplemental instruction for students with mild learning handicaps who were mainstreamed into regular vocational programs. (FL)

Describes a staff-development program designed to assist content area teachers in learning about their students' reading abilities, in analyzing the readability of instructional materials, and in developing teaching techniques that match student reading skills to content area materials. (FL)

Considers that because literature can exert such a powerful hold on the imagination, certain works can be used to invite students to become more literate and to encourage students to take responsibility for their ongoing personal development. Notes that reading and other ways of learning are shown in fictional works of Louis L'Amour to be a rich…

Suggests that the stressing skills are the basic transfer skills which guide the student toward efficient pronunciation as an independent user of the dictionary. (TO)

Reports on English curriculum in which teachers were given the task of deciding the departmental and organizational design for an open space English studio of 60 by 90 feet. (RB)

Discusses the importance of teaching vocabulary in the content area so that at-risk readers can develop strategies to see word relationships and the importance of higher-level thinking. Examines and offers specific examples of the strategies of mnemonigraph cards, analogies, and word groupings. (RS)

Argues in favor of simultaneously studying the contributions from Blacks and Whites so that students can gain a perspective of the common bond existing between diverse cultures. Provides examples of such an approach in the study of four chronological periods of American literature. (RL)

Suggests that the most feasible way of achieving rapport between secondary school content area teachers and reading specialists is through in-service programs that utilize total school in-service, departmental in-service, individual in-service, total school and departmental in-service, or a combination of these approaches. (FL)

Describes a collaborative effort between the Meigs (Ohio) local school district and the college of education at Ohio University that had significant positive effects on students' reading achievement and teacher effectiveness in reading instruction. (RL)

Examines the impact of creativity training--emphasizing experimentation, ideal development, positive interaction, and empathetic responses--upon teacher empathy and interaction with students. Concludes that after training, teachers were more open to student ideas and responses, reinforced students, allowed more experimentation, and listened to…