With new laws and increased accountability for teachers, conducting research as a teacher—researcher in one's own classroom is one means by which teachers can help increase student success and also document effective interventions. In this article, the authors provide an overview of the responsibilities and roles of a teacher—researcher and guidelines for conducting research in the classroom.

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Mandates emphasizing student achievement have increased the importance of appropriate assessment techniques for students in general and special education classrooms. Informal reading inventories (IRIs), designed by classroom teachers, have been proven to be an efficient and effective way to determine students' strengths, weaknesses, and strategies in the areas of reading fluency, decoding, sight-word recognition, and reading comprehension. Although there are commercially designed IRIs on the market, teachers may often have neither the access nor the funds to purchase them. Additionally, teacher-designed tests provide curriculum-based assessment, thus allowing a direct link between evaluation and instruction. This article gives general and special education teachers working in K-8 classrooms information on why IRIs are important, reasons for creating such inventories specifically for their classrooms, as well as step-by-step instructions on how to create IRIs using quality literature.

Spelling is an important life skill that is frequently used to judge an individuals written language competency. Unfortunately, for many students with special needs, spelling is a difficult task to master. Although the need to effectively communicate in writing begins as early as elementary school, many students never develop this necessary skill. 'I'hc following steps and strategics arc designed to assist elementary-age students in becoming more competent in spelling and written communication.1. Read and draw. I,ct students take turns reading each spotting word and drawing a 1)icturc or symbol. They can then use the sclf-gencrated pictures/symbols to assist them in decoding and remembering their new word.2. Orally define words. Guide the students in orally defining new spoiling words. Students may choose to state a definition or use the word in a sentence to show their comprehension.3. Configuration. Have students place spelling words inside of configuration boxes to assist them in visualizing the words. The configuration exercise highlights not only the individual letters inside of the words, hut also their shape and sire. 4. Scrambled letters. Let students unscramble lettcrs to spcll thcir words. Students may perform this task using papcr/pcncil, magnetic letters, letter tiles, or any appropriate medium. 5. Stamp letters. Provide students with a set of ruhber stamps and an ink pad. They can use these materials to create their own spelling lists. '1'his activity reinforces letter rcccyniticm and enables students to practice spotting thcir words without actually writing them.6. Link letters. Write spotting words on oaktag or heavy papcr and cut them into linking puzzle pieces. Students match thc puzzle pieces to spell new words. 'I'his activity is fun and great to use when spelling words are unfamiliar to students. 7. Newspaper cutouts. (.ivc old newspapers and magazines to students to cut out letters. Let them spell words by gluing thc letters onto a piece of paper. '1'his activity not only enhances fine-motor skills, but is also beneficial for visualizing spelling words.