Algozzine, R., & Sutherland, J. (1977). Nonpsychoeducational foundations of learning disabilities. The Journal of Special Education, 2, 91–98.
2.
Allington, R., & McGill-Franzen, A. (1988). Coherence or chaos?Qualitative dimensions of the literacy instruction provided low-achievement children (Grant No. G008630480). Washington, DC: U.S. Department of Education, Office of Special Education.
3.
Bart, D. (1984). The differential diagnosis of special education: Managing social pathology as individual disability. In L. Barton & S. Tomlinson (Eds.), Special education and social interests (pp. 81–121). New York: Nichols.
4.
Bartoli, J. (1988). The ecology of inequity in reading/learning disability labeling. Manuscript submitted for publication.
5.
Bartoli, J., & Botel, M. (1988). Reading/learning disability: An ecological approach. New York: Teachers College Press.
6.
Bateson, G. (1972). Steps to an ecology of mind. New York: Ballantine Books.
7.
Botel, M. (1981). A Pennsylvania comprehensive reading/communication arts plan. Harrisburg: Pennsylvania Department of Education.
8.
Botel, M., & Seaver, J. (1986). Language arts phonics. New York: Scholastic.
9.
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge: Harvard University Press.
10.
Bronfenbrenner, U. (1988). Foreword. In A. Pence (Ed.), Ecological research with children and families. New York: Teachers College Press.
11.
Chapman, J., & Boersma, A. (1979). Learning disability, locus of control and mother attitudes. Journal of Educational Psychology, 71, 250–258.
12.
Clay, M. (1979). Reading: The patterning of complex behavior. Portsmouth, NH: Heinemann.
13.
Clay, M. (1979). The early detection of reading difficulties (3rd ed.). Exeter, NH: Heinemann.
14.
Coles, G. (1978). The learning disabilities test battery: Empirical and social issues. Harvard Educational Review, 48, 314–340.
15.
Coles, G. (1987). The learning mystique: A critical look at “learning disabilities.”New York: Pantheon Books.
16.
Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review, 56, 18–36.
17.
Dweck, C. (1976). Children's interpretations of evaluative feedback: The effects of social cues on learned helplessness. Merrill-Palmer Quarterly, 22, 105–109.
18.
Gartner, A., & Lipsky, D. (1987). Beyond special education: Toward a quality system for all students. Harvard Educational Review, 57, 367–395.
19.
Goffman, E. (1963). Stigma: Notes on the management of spoiled identity. Englewood Cliffs, NJ: Prentice-Hall.
20.
Goodman, K. (1988, May). The place of evaluation in whole language. Paper delivered at the meeting of the International Reading Association, Toronto, Canada.
21.
Halliday, M. (1978). Language as social semiotic: The social interpretation of language and meaning. Baltimore: University Park Press.
22.
Hobbs, N. (1975). The futures of children. San Francisco: Jossey-Bass.
23.
Johnston, P., McGill-Franzen, A., & Allington, R. (1985). The practical problems of reading failure: Pedagogy and research. Paper presented at the meeting of the American Educational Research Association, Chicago.
24.
Lytle, J. (1988). Is special education serving minority students?Harvard Educational Review, 58, 116–120.
25.
Lytle, S., & Botel, M. (1988). A Pennsylvania comprehensive reading/communication arts plan II. Harrisburg: Pennsylvania Department of Education.
26.
McDermott, R. (1974). Achieving school failure: An anthropological approach to illiteracy and social stratification. In G. Spindler (Ed.), Education and cultural process (pp. 82–188). New York: Holt, Rinehart & Winston.
27.
Miller, D., & Westman, J. (1964). Reading disability as a condition of family stability. Family Process, 3, 66–76.
28.
Ogbu, J. (1986). The consequences of the American caste system. In U. Neisser (Ed.), The school achievement of minority children (pp. 19–54). Hillsdale, NJ: Erlbaum.
29.
Peck, B. (1971). Reading disorders: Have we overlooked something?Journal of School Psychology, 9, 182–190.
30.
Resnick, L. (1987). The 1987 presidential address: Learning in school and out. Educational Researcher, 16, 13–20.
31.
Reynolds, M., Wang, M., & Walberg, H. (1987). The necessary restructuring of special and regular education. Exceptional Children, 53, 391–398.
32.
Rist, R., & Harrell, J. (1982). Labeling the learning disabled child: The social ecology of educational practice. American Journal of Orthopsychiatry, 52, 146–160.
33.
Sarason, S., & Doris, J. (1979). Educational handicap, public policy and social history, New York: Macmillan.
34.
Skrtic, T. (1987–1988). An organizational analysis of special education reform. Counterpoint, 8, 15–19.
35.
Smith, F. (1985). Reading without nonsense. New York: Teachers College Press.
36.
Smith, F. (1986). Insult to intelligence: The bureaucratic invasion of our classrooms. Portsmouth, NH: Heinemann.
37.
Stainback, W., & Stainback, S. (1984). A rationale for the merger of special and regular education. Exceptional Children, 51, 102–111.
38.
Sternberg, R. (1988). The development of intellectual styles. Teaching Thinking and Problem Solving, 10, 1–4.
39.
Vellutino, F. (1987). Dyslexia. Scientific American, 256, 34–41.
40.
Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT Press.
41.
Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.
42.
Walker, L. (1987). Procedural rights in the wrong system: Special education is not enough. In A. Gartner & T. Joe (Eds.), Images of the disabled, disabling images (pp. 97–115). New York: Praeger.
43.
Watzlawick, P., Weakland, J., & Fisch, R. (1974). Change: Principles of problem formation and problem resolution. New York: W. W. Norton.
44.
Whitaker, C., & Napier, G. (1978). The family crucible. New York: Harper & Row.
45.
Will, M. (1986). Educating students with learning problems: A shared responsibility. Washington, DC: Office of Special Education and Rehabilitative Services.
46.
Ysseldyke, J., Thurlow, M., Graden, J., Wesson, C., Algozzine, B., & Deno, S. (1983). Generalizations from five years of research on assessment and decision-making. The University of Minnesota Institute. Exceptional Education Quarterly, 4(1), 75–93.