WHAT WE KNOW ABOUT TRANSLATING COMPREHENSION-STRATEGIES INSTRUCTION RESEARCH INTO PRACTICE

Research on the implementation of comprehension-strategies instruction is discussed briefly. The particular focus is on the challenges educa tors have encountered in translating research-based strategies instruc tion into workable, school-based interventions and, ultimately, into c lassroom practice. The research outcomes reviewed here are consistent with Gersten, Vaughn, Deshler, and Schiller's (this issue) analysis, e xcept that the present authors are a bit more sanguine about the fact that, in some settings, substantial progress already has been made in translating researcher-developed instruction into effective classroom instruction. Moreover, it is encouraging that there is a large body of research that is ready to be applied.