Cooney, J.B., & Swanson, H.L. (1987). Memory and learning disabilities: An overview. In H.L. Swanson (Ed.), Memory and learning disabilities (pp. 1–40) Greenwich, CT: JAI.
2.
Engelmann, S., & Carnine, D. (1982). Theory of instruction. New York: Irvington.
3.
Fletcher, J.M., & Morris, R. (1986). Classification of disabled learners: Beyond exclusionary definitions. In S.J. Ceci (Ed.), Handbook of cognitive, social, and neuropsychological aspects of learning disabilities (Vol. 1, pp. 55–80) Hillsdale, NJ: Erlbaum.
4.
Forness, S.R., & Kavale, K.S. (1987) De-psychologizing special education. In R.B. Rutherford, C.M. Nelson, & S.R. Forness (Eds.), Severe behavior disorders of children and youth (pp. 15–27). San Diego: College Hill Press.
5.
Hall, J.W., Tinzman, M.B., & Humphreys, M.S. (1987). Problems in the search for memory deficits underlying learning disabilities and reading efficiency. In H.L. Swanson (Ed.), Memory and learning disabilities (pp. 147–174) Greenwich, CT: JAI Press.
6.
Hallahan, D.P., Keller, C.E., & Ball, D.W. (1986). A comparison of prevalence rate variability from state to state for each of the categories of special education. Remedial and Special Education, 7(2), 8–14.
7.
Kavale, K.A. (1981). Functions of the Illinois Test of Psycholinguistic Ability (ITPA): Are they trainable?Exceptional Children, 47, 496–510.
8.
Kavale, K., & Forness, S.R. (in press). Substance over style: Assessing the efficacy of modality testing and teaching. Exceptional Children.
9.
Kavale, K.A., & Mattson, P.D. (1983). “One jumped off the balance beam”: Meta-analysis of perceptual-motor training. Journal of Learning Disabilities, 16, 165–173.
10.
Keogh, B.K. (1986). A marker system for learning disability samples. In S.J. Ceci (Ed.), Handbook of cognitive, social, and neuropsychological aspects of learning disabilities (Vol. 1, pp. 81–94) Hillsdale, NJ: Erlbaum.
11.
Kephart, N.C. (1960). The slow learner in the classroom. Columbus, OH: Charles E. Merrill.
12.
Levin, J.R. (1985). Some methodological and statistical “bugs” in research on children's learning. In M. Pressley & C.J. Brainerd (Eds.), Cognitive learning and memory in children (pp. 205–233) New York: Springer-Verlag.
13.
Mastropieri, M.A. (in press). Response to psychometric issues surrounding severe discrepancy. Learning Disabilities Research.
14.
Mastropieri, M.A., & Scruggs, T.E. (1987). Effective instruction for special education. Boston: Little, Brown/College-Hill.
15.
Pressley, M., Goodchild, F., Fleet, J., Zajchowski, R., & Evans, E.D. (in press). The challenges of classroom strategy instruction. The Elementary School Journal.
16.
Scruggs, T.E. (in press). Response to theoretical issues in severe discrepancy. Learning Disabilities Research.
17.
Scruggs, T.E., & Mastropieri, M.A. (1987). Reconstructive elaborations: A model for contentarea learning. West Lafayette, IN: Purdue University, Department of Education.
18.
Scruggs, T.E., Mastropieri, M.A., & Levin, J.R. (1987). Implications of mnemonic strategy research for theories of learning disabilities. In H.L. Swanson (Ed.), Memory and learning disabilities (pp. 225–244) Greenwich, CT: JAI Press.
19.
Swanson, H.L., & Reinert, H.R. (1979). Teaching strategies for children in conflict: Curriculum, methods, and materials. St. Louis: C.V. Mosby.
20.
Vellutino, F.R. (1979). Dyslexia: Theory and research. Cambridge, MA: MIT Press.
21.
Ysseldyke, J.E., Thurlow, M.L., Graden, J.L., Wesson, C., Deno, S.L., & Algozzine, B. (1983). Generalizations from five years of research on assessment and decision making. Exceptional Education Quarterly, 4, 75–93.