AllingtonR.McGill-FranzenA. (in press). Different programs, indifferent instruction. In GartnerA.LipskyD. (Eds.), Beyond separate education. New York: Brookes.
2.
AllingtonR.McGill-FranzenA. (1987). Research report: A comparison of the reading experiences of Chapter 1 and mildly handicapped students. Paper presented at the New York State Reading Association Conference, Kiemesha Lake, NY.
3.
BarrR.DreebenR. (1983). How schools work. Chicago, IL: University of Chicago Press.
4.
GastrightJ. (1985). Time on any task? The relationship between instructional pacing and standardized achievement test gains. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
5.
GamoranA. (1986). Instructional and institutional effects of ability grouping. Sociology of Education, 59, 185–198.
6.
HansenJ. (1987). When writers read. Portsmouth, NH: Heinemann.
7.
HaynesM.JenkinsJ. (1986). Reading instruction in special education resource rooms. American Educational Research Journal, 23, 161–190.
8.
SlavinR. (1985). Learning to cooperate, cooperating to learn. New York: Plenum.
9.
AndersonR. C.ReynoldsR. E.SchallenD. L.GoetzE. T. (1977). Frameworks for comprehending discourse. American Educational Research Journal, 14, 367–382.
10.
BarrR. (1973–74). Instructional pace differences and their effect on reading acquisition. Reading Research Quarterly, 9, 526–554.
11.
DurkinD. (1978–79). What classroom observations reveal about reading comprehension instruction. Reading Research Quarterly, 14, 481–533.
12.
EricksonF. (1986). Qualitative methods in research in teaching. In WittrockM. C. (Ed.), Handbook of Research in Teaching (3rd Ed., pp. 119–161). New York: Macmillan.
13.
GoodmanK. S. (1965). A linguistic study of cues and miscues in reading. Elementary English, 639–643.
14.
KellyG. A. (1955). The psychology of personal constructs (Vol. 1). New York: Norton.
