These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. The following papers are included: (1) Will a Spiraling Spelling Curriculum Based on a Single 450 Word List Increase Student Retention and Transference into Daily Writing? (Lester Backus); (2) Will Implementing a Reading Fluency Program Based on Current Research Increase My Students' Fluency and Reading Comprehension? (Jodi Fisher); (3) Will Exposing English Language Learners to Children's Literature Increase Their Reading Levels? (Colleen Heppding); (4) Does Accelerated Reader Have Positive and Motivational Effects on Student Reading Levels and Student Attitude toward Reading? (Amanda Kyllo); (5) Does the Method of Reading Help Improve Student Comprehension? (Amy Matuska); (6) Will Using a Classroom Word Wall Help Students Successfully Learn High Frequency Words? (Brenda May); (6) The Effects of Repeated Guided Oral Reading on the Reading Fluency of First Grade Students (Laura Peck); (7) Does the Addition of a Repeated Reading Component to an Existing Reading Curriculum Improve Student Reading? (Sheryl Pischke); (8) Does the Direct Vocabulary Instruction of High Frequency Words Increase a Student's Fluency and Comprehension? (Beth Rojas); and (9) Will the Implementation of a Guided Reading Program Improve Running Record Scores? (Elizabeth Winters). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]