This issue collects three articles concerning reading-teacher training. "Language, Failure, and Panda Bears" by Patricia M. Cunningham calls attention to dialect difficulties in the classroom and provides ideas for teacher training programs and for public schools to solve this problem. William H. Rupley, in "Improving Teacher Effectiveness in Reading Instruction through the Use of Behavior Modification," proposes that teacher effectiveness may be improved through the use of behavioral techniques. Martin Kling's "Selected Resources for Developing Concepts and Skills in Accountability for Teachers of Reading" suggests a broad range of professional materials to train "accountable" reading specialists. (KS)