This is a compilation of reports on international literacy research. The report includes 3 separate reports on Argentina, Mexico, and France. In the first report, Melina Porto reports on a new implementation of a teacher-education program currently underway in the province of Buenos Aires, Argentina, under the leadership of teacher-researcher Silvana Barboni from the National University of La Plata. The In Service Teacher Education (INSET) program directs the Direccion de Capacitacion de la Provincia de Buenos Aires and provides free teacher-education opportunities for all teachers in the province of Buenos Aires. In the second report, Patrick H. Smith presents the findings of six case studies conducted as part of a larger community-wide investigation in central Mexico. The studies were conducted by thesis students in the master's program in applied linguistics at the Universidad de las Americas (UDLA), Puebla, as part of a project funded by the Consejo Nacional de Ciencia y Tecnologia (CONACyT), the U.S.-Mexico Fulbright Commission, the Office for Research and Graduate Studies at the UDLA, and by the Center for the Americas at Vanderbilt University. These case studies were conducted by the following students: (1) Jane Kimbrough, who followed bilingual first-grade students during Spanish and English literacy instruction in an elite bilingual school in Puebla; (2) Rosa Maria Ballesteros Pinto, who conducted a qualitative study of a fourth-grade classroom at a primary school attended by working class families; (3) Brad Teague, who described the classroom literacy practices of first- and fourth-grade classrooms in a semiprivate school; (4) Christopher Vance, who explored the roles fathers play in their children's literacy development; (5) Teresa Sullivan's, who explored the literacy practices of three transnational families with fathers temporarily living and working in different parts of the United States; and (6) Maru de Luna, who is currently exploring the home literacy practices of mide class Mexican families from Hidalgo, Mexico, now living in Winnipeg, Manitoba, Canada. In the third, and final, report, Jacques Fijalkow highlights the work by Canut, who conducted an action research study over two academic years in a school located in a Parisian "Educational Priority Zone," involving 6- to 7-year-old children in their first year at primary school.