Discusses the alternative roles and responsibilities that researchers might assume to bridge the gap between special education research and practice. Addresses why some research-based practices fail and the roles of researchers as collaborators, facilitators and coaches, interpreters of culture and dynamics of the school, and critics. (Author/CR)

Discusses the barriers that impede special education teachers from adopting research findings in the field of special education. The lack of communication between educators and researchers, the need to teach teachers how to evaluate research using scientific criteria, and teacher resistance to change are discussed. (CR)

Focuses on the challenges educators have encountered in translating comprehension-strategies instruction research into workable, school-based interventions and, ultimately, into classroom practice. Research indicates teachers worry about the feasibility, fit, and scope of comprehension-strategies instruction. The need for technical and conceptual…

Investigated with 333 children in grades 4 and 6 of three western Canadian urban public schools was the relationship between diagnosis of learning disabilities (LD) and socioeconomic status (SES). (Author/IM)

Presented are a rebuttal and a counter-rebuttal to an earlier article questioning the educational usefulness of perceptual tests with learning disabled children. (DB)

Designed and implemented with seven learning disabled boys (7-11 years old) was a method of placing children in appropriate readers which utilized aspects of the Informal Reading Inventory and techniques developed by applied behavior analysts. (Author/DB)

Behavioral observations obtained from mother-child interactions were compared for three groups of nine mother-child (mean age 6 years) pairs: (1) nonclinic, normal children; (2) noncompliant children; (3) children identified as learning disabled. (Author)