title: What we know about translating comprehension-strategies instruction research into practice.
abstract: 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.
authors.affiliation: Department of Psychology, University of Notre Dame, IN 46556, USA.
authors.forename: M
authors.initials: M
authors.lastname: Pressley
authors.forename: P B
authors.initials: PB
authors.lastname: el-Dinary
mesh_terms: 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