Contents of this issue are as follows: "Applied Suggestology in the United States: Suggestive-Accelerative Learning and Teaching" by Dean F. Held; "A Study of Suggestopedia Features that Can Be Omitted Once Students Learn How to Learn" by D.H. Schuster and P.J. Wardell; "Evaluation of the Suggestive-Accelerative Lozanov Teaching (SALT) Method in Teaching Earth Science to Low Socioeconomic Ninth Grade Students" by D.H. Schuster and S. Ginn; "Report on the School Experiment, 'Suggestopedia in Elementary School'" by Franz Beer; "What Makes It Work" by Wim Wenger and Susan Wenger; "Abstracts of Articles Published in the Bulgarian Technical Journal 'Suggestology and Suggestopedia'"; "Abstract of the Effects of Suggestive-Accelerative Learning and Teaching (SALT) on Creativity" by Jonathan D. Edwards; and Book review of "Suggestology and Outlines of Suggestopedy" by D.H. Schuster. D.F. Held's article criticizes the remedial reading approach, suggest benefits of the Suggestopedic reading approach, and provides an example of a classroom suggestopedic lesson. In "What Makes It Work," W. Wenger and S. Wenger presents principles and techniques that have been shown in practice in numerous workshops to be effective in developing new skills, learning in school, problem solving, and controllinq one's autonomic processes. (SW)