Research on four troubleseome subjects encountered in English language instruction is examined in this volume. The first problem surveyed, the extent to which a study of Latin can help students master English, yields the conclusion that any benefit from the study of Latin transferable to English is likely to be meager and superficial. An analysis of the difficulties in learning to spell, the second subject, leads to the conclusions that (1) teaching rules, "hard spots," and syllabication are of little value, but (2) individualizing instruction, using test-study methods (as opposed to study-test methods), and increasing motivation are helpful. An examination of the value of traditional grammar, linguisitcs, and writing exercises for increasing writing skills yields the following conclusions: (1) Instruction in formal grammar and a greater number of writing assignments apparently effects little improvement in writing skills. (2) A final judgment on the value of linguistics and on methods of measuring writing improvement cannot be made at this time because of inadequate research information. Sentence diagraming, the fourth subject discussed, is found to be an inefficient and generally inferior method of instruction. A bibliography on the problems is appended. (LH)