RESEARCH SHOWS THAT, IN SPITE OF THE FAVORABLE ATTITUDE TOWARD SCIENTIFIC RESEARCH, A GAP EXISTS BETWEEN THE INITIATION OF AN INNOVATION AND ITS WIDE ACCEPTANCE. TO HELP CLOSE THE GAP, TEACHERS ARE ENCOURAGED TO APPLY RESEARCH FINDINGS TO CLASSROOM PRACTICE AND TO DETERMINE THEIR FEASIBILITY. SIXTEEN STUDIES ON COMPREHENSION CITED IN THIS ARTICLE ILLUSTRATE THE FOLLOWING INFERENCES TEACHERS COULD USE--(1) SILENT READING FOLLOWED BY PERTINENT QUESTIONS IS BETTER THAN ORAL READING INSTRUCTION, (2) THE TECHNIQUES OF UNDERLINING, REREADING, OUTLINING, AND SUMMARIZING ARE EQUALLY EFFICIENT IN OBTAINING COMPREHENSION GAINS, (3) COMPREHENSION GAINS IMPROVE WHEN READING IS GUIDED BY PERTINENT QUESTIONS RATHER THAN BY REREADING, (4) PROGRAMED INSTRUCTION SEEMS TO BE MORE EFFECTIVE THAN THE INSTRUCTION-CENTERED APPROACH IN DEVELOPING READING COMPREHENSION, (5) ORAL READING APPEARS TO HAVE ADVANTAGES OVER SILENT READING AT CERTAIN LEVELS OF DIFFICULTY, (6) KNOWLEDGE OF GRAMMAR AND SYNTAX HAS LITTLE VALUE IN READING COMPREHENSION, (7) THE EMOTIONS OF A READER INTERFERE WITH THE COMPREHENSION OF WHAT IS READ, AND (8) COMPREHENSION IS A COMPLEX PROCESS THAT DEPENDS UPON NUMEROUS FACTORS. THIS PAPER WAS PRESENTED AT THE INTERNATIONAL READING ASSOCIATION CONFERENCE (SEATTLE, MAY 4-6, 1967). (NS)