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This is a compilation of reports on international literacy research. The report includes 3 separate reports on Argentina, Mexico, and France. In the first report, Melina Porto reports on a new implementation of a teacher-education program currently underway in the province of Buenos Aires, Argentina, under the leadership of teacher-researcher Silvana Barboni from the National University of La Plata. The In Service Teacher Education (INSET) program directs the Direccion de Capacitacion de la Provincia de Buenos Aires and provides free teacher-education opportunities for all teachers in the province of Buenos Aires. In the second report, Patrick H. Smith presents the findings of six case studies conducted as part of a larger community-wide investigation in central Mexico. The studies were conducted by thesis students in the master's program in applied linguistics at the Universidad de las Americas (UDLA), Puebla, as part of a project funded by the Consejo Nacional de Ciencia y Tecnologia (CONACyT), the U.S.-Mexico Fulbright Commission, the Office for Research and Graduate Studies at the UDLA, and by the Center for the Americas at Vanderbilt University. These case studies were conducted by the following students: (1) Jane Kimbrough, who followed bilingual first-grade students during Spanish and English literacy instruction in an elite bilingual school in Puebla; (2) Rosa Maria Ballesteros Pinto, who conducted a qualitative study of a fourth-grade classroom at a primary school attended by working class families; (3) Brad Teague, who described the classroom literacy practices of first- and fourth-grade classrooms in a semiprivate school; (4) Christopher Vance, who explored the roles fathers play in their children's literacy development; (5) Teresa Sullivan's, who explored the literacy practices of three transnational families with fathers temporarily living and working in different parts of the United States; and (6) Maru de Luna, who is currently exploring the home literacy practices of mide class Mexican families from Hidalgo, Mexico, now living in Winnipeg, Manitoba, Canada. In the third, and final, report, Jacques Fijalkow highlights the work by Canut, who conducted an action research study over two academic years in a school located in a Parisian "Educational Priority Zone," involving 6- to 7-year-old children in their first year at primary school.

This article is a compilation of reports on international literacy research. The report includes 3 separate reports on Canada, France and Russia. In the first report, research correspondent Linda M. Phillips, in collaboration with Christian Beaulieu, reports on the Canadian Language and Literacy Research Network (CLLRNet). The vision of CLLRNet is to improve language and literacy skills in Canadian children, enabling them to contribute more effectively to the social and economic life of their communities. This vision beckons language and literacy educators to help understand and address these challenges. The research projects within CLLRNet are organized around five integrated themes: (1) biological factors underlying the development of language and literacy skills; (2) sensory processes and environment; (3) language development; (4) literacy acquisition and development; and (5) social, economic, and program influences (family, schools, and communities). In the second report, Jacques Fijalkow reports on a January 2005 international colloquium in Angers, France, entitled Notation for Thinking: Developmental and Didactic Approaches. In the third, and final, report, Sergey M. Borodin presents a review of books and materials introduced in June 2002 at an international conference, Reading World and World of Reading, in St. Petersburg, Russia. These texts and materials were issued in late 2003 and early 2004, and many of them were published in St. Petersburg or were written by St. Petersburg authors.

This is a compilation of two separate reports on international literacy research from France and Argentina. In the reports from France, research correspondent Jacques Fijalkow detailed three research projects that included the following: (1) A description of adult literacy skills; (2) An investigation of how study-abroad students were integrated with foreign-language communities; and (3) A study aimed to reduce school failures in reading and math in the late elementary years. In the reports from Argentina, research correspondent Melina Porto presented the results of a research project that examined stereotypical representations produced from narrative texts and expanded on an earlier report that described the process of undergraduate reading in a foreign or second language. In Porto's second report, she presented the results of a project involving mixed-level English classes carried out in 2003 by Alicia Artusi, a curriculum materials writer and head of the English department of a private school in Argentina.

This is a compilation of reports on international literacy research. The report includes 3 separate reports on France, United Kingdom and Brazil. In the first report, research correspondent Jacques Fijalkow presents research into variations of reading motivation related to students' socioeconomic status (SES), age, and gender. Three of these studies were presented at an international colloquium in Huy, Belgium, in 2002 and later published in a special issue of "Caractere" in 2003. In the second report, Marketa Caravolas reports on a growing body of research involving comparisons of literacy development in English-speaking populations as compared with populations speaking other languages. In the third, and final, report, Renata Junqueira de Souza reports on research carried out by members of the Faculty of Science and Technology of the Department of Education at Sao Paulo State University. They examined the teaching of poetry in Brazil's elementary schools (Departamento de Educacao da Faculdade de Ciencias e Technologia, Universidade Estadual Paulista, 2000), interviewing 53 teachers of third-, fourth-, and fifth-grade students.