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Teachers often consider research as an entity separate from classroom practices. However, if one looks carefully at research results, implications that have a direct bearing on classroom practices can be found.

In the field of reading, there is a growing abundance of research results which can affect what is done in the classroom. It is the purpose of this article to present an brief overview of current research done in reading and point out some implications for classroom reading teachers. Standal (1978) descriptive model of reading is used as a framework in which to present the research. Standal' s components of reading include physiology, phonology, understanding and learning.

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