Critiques K. Kavale's meta-analysis, which reported reliable significant correlations between auditory-perceptual skills and reading achievement. Concludes that Kavale fails to provide evidence that teaching auditory-perceptual skills is useful to learning disabled children unless skills are functional reading skills. (Author/CL)

Notes the great demand for information on promising practices for teaching language-minority students. Introduces the succeeding articles in this issue, noting how all the authors argue for the need to pull together what is known about effective teaching, second-language acquisition, applied cognitive research, and cross-cultural communication…

Discusses results of a study of language arts and literacy instruction of language-minority students in 18 urban classrooms. Delineates a framework, based on the study, for identifying critical instructional practices that appeared to facilitate both learning and language development for language-minority students. Includes several examples of…