Offers examples of research in language arts education to illustrate both the values and difficulties of such research. (RL)

Points out that teaching writing with a process style and conducting in-class research may be inherently incompatible activities. (JL)

Reviews writing research and practice to formulate directions for developing student writing processes. (RL)

To interpret research, teachers should learn how to study the studies, particularly the methods by which findings are measured and interpreted. (DD)

Reviews research to establish that it has not proven that instruction in grammar has no effect on student writing. (DD)

Explores the methodology and objectives of the National Assessment of Education project and draws implications from their findings in relation to writing skills. (RB)

Suggests guidelines for conducting research concerned with testing English instructional strategies and materials. (RL)

Points out weaknesses in research studies purporting to show that there is no transfer value to the teaching of grammar; presents 21 pointers to aid in establishing a good grammar program. (DD)

Notes how the wording of questions can affect the results of surveys and questionnaires. Suggests activities to help students become critical listeners, viewers, and readers. (RL)