To establish collaboration between theory and practice, between teaching and learning, and between researchers and teachers, a three-year project was initiated at Metcalf Laboratory School. Teachers were invited to explore reading comprehension and composition in their classrooms in a manner that supported unique teacher decision making and initiatives. Researchers helped teachers observe what they were doing, consider alternatives, and examine the potential of changes in practice. During the first year, researchers and teachers studied one of three topics: background knowledge, reading and writing relationships, and the role of discussion in reading instruction. In addition, teachers generated the equivalent of 15 mini-research projects ranging from the effects of different modes of discussion upon pupil involvement and the quality of their arguments to the effects of visualization experiences upon the reading of selected students in a low reading group. During the second year, each teacher chose to explore a single topic area in depth over the course of the year. The goal of the third year was to engage the teacher researchers in helping other teachers become teacher researchers. Based upon this experience, it is hoped the project can serve as a useful model for nurturing teacher change as well as translating reading and writing research into practice (and practice back into research). (HOD)