Instruction in Basic and Applied Research

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Brown, A.L. , Palincsar, A.S. , & Armbruster, B.B. (1984). Instructing comprehension-fostering activities in interactive learning situations. In H. Mandl , N.L. Stein , & T. Trabasso (Eds.), Learning and comprehension of text (pp. 255–286). Hillsdale, NJ: Erlbaum.

Gelzheiser, L.M (1984). Generalization from categorical memory tasks to prose by learning disabled adolescents. Journal of Educational Psychology, 65, 168–170.

Gelzheiser, L.M (in press). Reducing the number of students identified as learning disabled: A question of practice, philosophy, or policy? Exceptional Children.

Geshwind, N. (1984). The brain of a learning disabled individual. Annals of Dyslexia, 65, 168–170.

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Krupski, A. (1987). Attention: The verbal phantom strikes again—A response to Samuels. Exceptional Children, 65, 168–170.

Mehan, H. , Hertweck, A. , & Meihls, J.L. (1986). Handicapping the handicapped. Stanford, CA: Stanford University Press.

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Samuels, S.J (1987). Why it is difficult to characterize the underlying cognitive deficits in special education populations. Exceptional Children, 65, 168–170.

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Turnure, J.E (1985). Communication and cues in the functional cognition of the mentally redarded. In N.R. Ellis & N.W. Bray (Eds.), International review of research in mental retardation (Vol. 13, pp. 43–77). New York: Academic Press.

Turnure, J.E (1986). Instruction and cognitive development: Coordinating communication and cues. Exceptional children, 65, 168–170.

Turnure, J.E. , & Gudeman, R. (1984). Long-term memory and mental retardation: Effects of individual differences and retrieval cues on remembrance of prior discourse (Final report: Grant No. 5 RO1 Hd 15409-02). Washington, DC: National Institute of Child Health and Huan Development.