A broad gap exists between research findings on reading and the application of these findings to the classroom. Commonly held beliefs of administrators and teachers that present formidable obstacles to the translation of research findings into action include: (1) many research designs are too complex and difficult to understand; (2) many research findings appear to be only minimally related to classroom practices; (3) most researchers are university personnel who seem to be functioning in a world that bears little resemblance to the classroom; (4) the sharing and discussion of the implications of research appear to be limited to doctoral committees and esoteric journals. Before research can be translated into classroom practice, there must be confidence in the product which is being transferred. The Research and Studies Committee of the New York State Reading Association published articles about some studies that they feel have made significant contributions to knowledge of the reading process. Since the primary purpose of the articles was to translate research into action, major emphasis was placed on the implications of the research. One or two paragraphs about the procedure of each study and a summary of the major findings were also included. Summaries of two key studies illustrate the format and substance of these articles. In addition to the efforts of the Research and Studies Committee, researchers, administrators, and teachers can begin to bridge the gap between research and practice by: (1) sharing ideas; (2) developing a process for sharing; (3) using clear language; (4) involving the principal in the process; and (5) including discussion of research in graduate reading courses. (PRA)