There is some confusion in discriminating basic educational research (which explores the why's and how's of learning) from applied research (which seeks to test the implications of basic research results) because some investigations are conceived without a clear purpose. Thus, it is not uncommon for researchers to suggest implications that overstep their methodology. Research emphasizes internal validity, or highly controlled experiments, at the expense of more ecologically valid classroom testing. For example, implications from results of a reading comprehension study were applied to a classroom, but the original study involved adults in a laboratory setting, with an unusual comprehension measure. A replication of the experiment that corrected these deficiencies clearly proved that the classroom implications derived from the original study went far beyond the methodology. Credible implications can only come from studies designed with ecological validity. Researchers should replicate studies in a variety of contexts to ensure greater objectivity and inferences that are more applicable to the classroom. (HTH)