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 educators have encountered in translating research-based strategies instruction into workable, school-based interventions and, ultimately, into classroom practice. The research outcomes reviewed here are consistent with Gersten, Vaughn, Deshler, and Schiller's (this issue) analysis, except 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.
Pressley
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Department of Psychology, University of Notre Dame, IN 46556, USA.
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D002648:Child; D003479:Curriculum; D004519:Education, Special; D006801:Humans; D007318:Inservice Training; D007859:Learning Disabilities / Q000628:therapy*; D010043:Outcome and Process Assessment, Health Care; D012106:Research; D017211:Treatment Failure