Early reading

Ball, E.W., & Blachman, B.A. (1988). Phoneme segmentation training: Effect on reading readiness. Annals of Dyslexia, 38, 208-225./Beal, C.R. (1996). The role of comprehension monitoring in children’s revision. Educational Psychology Review, 8, 219-238.

Blachman, B.A. (1991). Early intervention for children’s reading problems: Clinical applications of the research in phonological awareness. Topics in Language Disorders, 12(1), 51-65 (review).

O’Conner, R.E., Jenkins, J.R., & Slocum, T. (1995). Transfer among phonological tasks in kindergarten: Essential instructional content. Journal of Educational Psychology, 87, 202-217.

Simmons, D.C., Gunn, B., Smith, S.B., & Kameenui, E.J. (1994). Phonological awareness: Applications of instructional design. LD Forum, 19(2), 7-10./.

Vadasy, P.F., Jenkins, J.R., Antil, L.R., Wayne, S.K., & O’Conner, R.E. (1997). Community-based early reading intervention for at-risk first graders. Learning Disabilities Research & Practice, 12, 29-39.

Reading

Bakken, J.P., Mastropieri, M.A., & Scruggs, T.E. (1997). Reading comprehension of expository science material and students with learning disabilities: A comparison of strategies. Journal of Special Education, 31, 300-324.

Billingsley, B.S., & Wildman, T.M. (1988). The effects of prereading activities on the comprehension monitoring of learning disabled adolescents. Learning Disabilities Research, 4, 36-44.

Borkowski, J. G., Weyhing, R. S., & Carr, M. (1988). Effects of attributional retraining on strategy-based reading comprehension in learning-disabled students. Journal of Educational Psychology, 80(1), 46-53.

Bos, C. S., Anders, P. L., Filip, D., & Jaffe, L. E. (1989). The effects of an interactive instructional strategy for enhancing reading comprehension and content area learning for students with learning disabilities. Journal of Learning Disabilities, 22(6), 384-390.

Browder, D.M., & Xin, Y.P. (1998). A meta-analysis and review of sight word research and its implications for teaching functional reading to individuals with moderate and severe disabilities. Journal of Special Education, 32, 130-153 (review).

Deshler, D.D,, Ellis, E.S., & Lenz, B.K. (1996). Teaching adolescents with learning disabilities: Strategies and methods (2^nd ed.). Denver: Love (review/textbook).

Englert, C. S., & Mariage, T. V. (1991). Making students partners in the comprehension process: The reading "POSSE". Learning Disability Quarterly, 14, 123-138.

Englert, C.S, Tarrant, K.L., Mariage, T.V., & Oxer, T. (1994). Lesson talk as the work of reading groups: The effectiveness of two interventions. Journal of Learning Disabilities, 27, 165-185.

Fuchs, L.S., Fuchs, D., Hamlett, C.L., Phillips, N.B., & Bentz, J. (1994). Classwide curriculum-based measurement: Helping general educators meet the challenge of student diversity. Exceptional Children, 60, 518-537.

Gajria, M., & Salvia, J. (1992). The effects of summarization instruction on text comprehension of students with learning disabilities. Exceptional Children, 58, 508-516.

Graves, A.W. (1986). Effects of direct instruction and meta-comprehension training on finding main ideas. Learning Disabilities Research, 1(2), 90-100./)./

Idol, L. (1987). Group story mapping: A comprehension strategy for both skilled and unskilled readers. Journal of Learning Disabilities, 20(4), 196-205././

Idol, L., & Croll, V. J. (1987). Story-mapping training as a means of improving reading comprehension. Learning Disability Quarterly, 10, 214-229

Idol-Maestas, L. (1985). Getting ready to read: Guided probing for poor comprehenders. Learning Disability Quarterly, 8, 243-254

Jenkins, J. R., Heliotis, J. D., Stein, M. L., & Haynes, M. C. (1987). Improving reading comprehension by using paragraph restatements. Exceptional Children, 54, 54-59./

Kennedy, K.M., & Backman, J. (1993). Effectiveness of the Lindamood Auditory Discrimination in Depth Program with students with learning disabilities. Learning Disabilities Research & Practice, 4, 253-259./

Malone, L. D., & Mastropieri, M. A. (1992). Reading comprehension instruction: Summarization and self-monitoring training for students with learning disabilities. Exceptional Children, 58(3), 270-279./

Mastropieri, M.A., Leinhart, A., & Scruggs, T.E. (in press). Strategies to promote reading fluency. Intervention in School and Clinic (review)./

Mastropieri, M.A., & Scruggs, T.E. (1997). Best practices in promoting reading comprehension in students with learning disabilities: 1976 to 1996. Remedial and Special Education, 18, 197-213 (review).

Mather, N. (1992). Whole language reading instruction for students with learning disabilities: caught in the crossfire. Learning Disabilities Research & Practice, 7, 87-95 (review).

Mathes, P.G., & Fuchs, L.S. (1993). Peer-mediated reading instruction in special education resource rooms. Learning Disabilities Research & Practice, 8, 233-243.

Ogle, D.M. (1986). K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher, 39, 564-570.

Palincsar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension fostering and comprehension monitoring activities. Cognition and Instruction, 1, 117-175

Phillips, N.B., Hamlett, C.L., Fuchs, L.S., & Fuchs, D. (1993). Combining classwide curriculum-based measurement and peer tutoring to help general educators provide adaptive education. Learning Disabilities Research & Practice, 8, 148-156./.

Polloway, E.A., Epstein, M.H., Polloway, C.H., Patton, J.R., & Ball, D.W. (1986). Corrective reading program: An effectiveness with learning disabled and mentally retarded students. Remedial and Special Education, 7(4), 41-47

Pressley, M., & Rankin, J. (1994). More about whole language methods of reading instruction for students at-risk for early reading failure. Learning Disabilities Research & Practice, 9, 156-168 (review).

.Sachs, A. (1983). The effects of three prereading activities on learning disabled students' reading comprehension. Learning Disability Quarterly, 6, 248-251.

Sachs, A. (1984). Accessing scripts before reading the story. Learning Disability Quarterly, 7, 226-228.

Speece, D.L., MacDonald, V., Kilsheimer, L., & Krist, J. (1997). Research to practice: Preservice teachers reflect on reciprocal teaching. Learning Disabilities Research & Practice, 12, 177-187

Snider, V. E. (1989). Reading comprehension performance of adolescents with learning disabilities. Learning Disability Quarterly, 12, 87-96.

Snider, V.E. (1997). Transfer of decoding skills to a literature basal. Learning Disabilities Research & Practice, 12, 54-62.

Thompson, K.L., & Taymans, J.M. (1994). Development of a reading program: Bridging the gaps among decoding, literature, and thinking skills. Intervention in School and Clinic, 30(1), 17-27.

Wong, B. Y. L., & Jones, W. (1982). Increasing metacomprehension in learning disabled and normally achieving students through self-questioning training. Learning Disability Quarterly, 5, 228-240.

Wong, B. Y. L., Wong, R., Perry, N., & Sawatsky, D. (1986). The efficacy of a self-questioning summarization strategy for use by underachievers and learning disabled adolescents in social studies. Learning Disabilities Focus, 2(2), 20-35.

Spelling

Bryant, N.D., Drabin, I.R., & Gettinger, M. (1981). Effects of varying unit size on spelling achievement of learning disabled children. Journal of Learning Disabilities, 14, 200-203.

Delquadri, J.C., Greenwood, C.R., Stretton, K., & Hall, R.V. (1983). The peer tutoring spelling game: A classroom procedure for increasing opportunity to respond and spelling performance. Education and Treatment of Children, 6, 225-239.

Fulk, B.M. (1997). Think while you spell: A cognitive motivational approach to spelling instruction. Teaching Exceptional Children, 29(4), 70-71 (review).

Fulk, B.M., & Stormont-Spurgin, M. (1995). Spelling interventions for students with disabilities: A review. Journal of Special Education, 28, 488-513 (review).

Gettinger, M., Bryant, N.D., Fayne, H.R. (1982). Designing spelling instruction for learning disabled children: An emphasis on unit size, distributed practice, and training for transfer. Journal of Special Education, 16, 339-448

Gordon, J., Vaughn, S., & Schumm, J.S. (1993). Spelling interventions: A review of literature and implications for instruction for students with learning disabilities. Learning Disabilities Research & Practice, 8, 175-181 (review).

Graham, S., Harris, K.R., & Loynachan, C. (1996). The directed spelling thinking activity: Application with high-frequency words. Learning Disabilities Research & Practice, 11, 34-40.

Wong, B.Y.L. (1986). A cognitive approach to teaching spelling. Exceptional Children, 53, 169-173.

Moats, L.C. (1995). Spelling: Development, disability, and instruction. Baltimore: York Press (review).

Handwriting

Graham, S. (1992). Issues in handwriting instruction. Focus on Exceptional Children, 25, 1-14 (review)./

Graham, S., & Weintraub, N. (1996). A review of handwriting research: Progress and prospects from 1980 to 1994. Educational Psychology Review, 8, 7-87 (review).

Kosiewicz, M., Hallahan, D., & Lloyd, J. (1981). The effects of an LD student’s treatment choice on handwriting performance. Learning Disability Quarterly, 4, 278-286.

Kosiewicz, M., Hallahan, D., Lloyd, J., & Graves, A. (1982). Effects of self-instruction and self-correction procedures on handwriting performance. Learning Disability Quarterly, 5, 71-81./

Mabee, W.S. (1988). The effects of academic positive practice on cursive letter writing. Education and Treatment of Children, 11, 143-148.

Writing

Bahr, C.M., Nelson, N.W., & Van Meter, A.M. (1996) The effects of text-based and graphics-based software tools on planning and organizing stories. Journal of Learning Disabilities, 29, 355-370.

Englert, C.S., & Mariage, T.V. (1996). A socio-cultural perspective: Teaching ways-of-thinking and ways-of-talking in a literacy community. Learning Disabilities Research & Practice, 11, 157-167.

Graham, S., & Harris, K.R. (1994). The effects of whole language on writing: A review. Educational Psychologist, 29, 187-192 /

Harris, K.R., & Graham, S. (1992). Helping young writers master the craft: Strategy instruction and self-regulation in the writing process. Cambridge, MA: Brookline Books (review).

Hunt-Berg, M., Rankin, J.L., & Beukelman, D.R. (1994). Ponder the possibilities: Computer-supported writing for struggling writers. Learning Disabilities Research & Practice, 9, 169-178.

Isaacson, S. & Gleason, M.M. (1997). Mechanical obstacles to writing: What can teachers do to help students with learning problems? Learning Disabilities Research & Practice, 12, 188-194./

MacArthur, C.A. (1996). Using technology to enhance the writing processes of students with learning disabilities. Journal of Learning Disabilities, 29, 344-354.

McNaughton, D., Hughes, C., & Ofiesh, N. (1997). Proofreading for students with learning disabilities: Integrating computer and strategy use. Learning Disabilities Research & Practice, 12, 16-28.

Reid, R. & Harris, K.R. (1993). Self-monitoring of attention versus self-monitoring of performance: Effects on attention and academic performance. Exceptional Children, 60, 29-40

Robin, A.L., Armel, S., & O’Leary, D.K. (1975). The effects of self-instruction on writing deficiencies. Behaviour Therapy, 6, 178-187

Wong, B.Y.L. (1998). Reflections on current attainments and future directions in writing intervention research in learning disabilities. In T.E. Scruggs & M.A. Mastropieri (Eds.), Advances in learning and behavioral disabilities (vol. 12, pp. 127-149). Greenwich, CT: JAI (review).

Wong, B.Y.L., Butler, D.L., Ficzere, S.A., & Kuperis, S. (1997). Teaching adolescents with learning disabilities and low achievers to plan, write, and revise compare and contrast essays. Learning Disabilities Research & Practice, 12, 2-15.

Wong, B.Y.L., Butler, D.L., Ficzere, S.A., & Kuperis, S., Corden, M., & Zelmer, J. (1994). Teaching problem learners revision skills and sensitivity to audience through two instructional modes: Teacher versus student-student interactive dialogue. Learning Disabilities Research & Practice, 9, 78-90.

Vocabulary

Bos, C. S., & Anders, P. L. (1990). Effects of interactive vocabulary instruction on the vocabulary learning and reading comprehension of junior high learning disabled students. Learning Disability Quarterly, 13, 31-42.

Mastropieri, M.A., & Scruggs, T.E. (1992). Teaching students ways to remember: Strategies for learning mnemonically. Cambridge, MA: Brookline Books (review).

Mastropieri, M.A., & Scruggs, T.E. (1989a). Constructing more meaningful relationships: Mnemonic instruction for special populations. Educational Psychology Review, 1, 83-111 (review).

Mastropieri, M. A., Scruggs, T. E., & Fulk, B. J. M. (1990). Teaching abstract vocabulary with the keyword method: Effects on recall and comprehension. Journal of Learning Disabilities, 23, 92-96.

Scruggs, T.E., & Mastropieri, M.A. (1992a). Classroom applications of mnemonic instruction: Acquisition, maintenance, and generalization. Exceptional Children, 58, 219-229.

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