Research on the implementation of comprehension-strategies instruction is discussed briefly. The particular focus is on the challenges educators have encountered in translating research-based strategies instruction into workable, school-based interventions and, ultimately, into classroom practice. The research outcomes reviewed here are consistent with Gersten, Vaughn, Deshler, and Schiller's (this issue) analysis, except that the present authors are a bit more sanguine about the fact that, in some settings, substantial progress already has been made in translating researcher-developed instruction into effective classroom instruction. Moreover, it is encouraging that there is a large body of research that is ready to be applied.
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