Concludes that training in the use of dictionary pronunciations as a means of instructing retarded readers might be more effective if combined with oral reading practice. (RW)

Critically examines the research on planned change in organization style conducted by R. Golembiewski and S. Carrigan. (LN)

Studies carried out in connection with the activities of the American Educational Research Association (AERA) Committee on Access to do Research in the Public Schools.

Looks at outcome research from a practitioner's point of view and warns that a serious problem may be caused by research that assumes the technique being studied is experienced by the clients. Suggests a research model that emphasizes the client's experience of the effect of the technique. (Author/JAC)

Comments on the preceding article by Bogdan, and discusses how to help college students in qualitative methods courses to develop analytic and synthetic skills in the presentation and formulation of research problems. (GC)

Extracts highlights about the process and products of needs assessment from 40 major research studies conducted over the past five years. Discusses who conducts needs assessments and why, where needs assessments are going wrong, what has been learned from these studies, and what needs assessments cannot do. (AYC)

Significant questions are raised concerning the Baker/de Kanter review, which concluded that "the case for the effectiveness of transitional bilingual education is so weak that exclusive reliance on this instructional method is clearly not justified." Sources used show methodological problems and multiple examples of deficiences in nine…