Carnine, D.W. (1976). Similar sound separation and cumulative introduction in learning letter-sound correspondences. Journal of Educational Research, 69, 368–372.
2.
Carnine, D.W. (1977). Phonics versus look-say: Transfer to new words. Reading Teacher, 30(6), 636–640.
3.
Carnine, D.W. (1979). Research on designing and implementing procedures for teaching sounds. In J. Button (Ed.), Communication research in learning disabilities and mental retardation (pp. 141–164. Baltimore: University Park Press.
4.
Carnine, D.W. (1980a). Two letter discrimination sequences: High-confusion alternatives first versus low-confusion alternatives first. Journal of Reading Behavior, 12(1), 41–47.
5.
Carnine, D.W. (1980b). Preteaching versus concurrent teaching of the component skills of a multiplication algorithm. Journal of Research in Mathematics Education, 11(5), 375–378.
6.
Carnine, D.W. (1981). Reducing training problems associated with visually and auditorily similar correspondence. Journal of Learning Disabilities, 14, 276–279.
7.
Carnine, D.W., & Stein, M. (1981). Organizational strategies and practice procedures for teaching basic facts. Journal of Research in Mathematics Education, 12(1), 65–69.
8.
Carnine, L., & Carnine, D.W. (1978). Determining the relative decoding difficulty of three types of simple regular words. Journal of Reading Behavior, 10(4), 440–441.
9.
Case, R. (1975). Gearing the demands of instruction to the developmental capacities of the learner. Review of Educational Research, 45, 59–87.
10.
Coleman, E.B. (1970). Collecting a data base for reading technology. Journal of Educational Psychology Monograph, 61(4, Part 2).
11.
Gleason, M., Carnine, D., & Valla, N. (1988a). Cumulative introduction of information to students with learning disabilities. Unpublished manuscript, University of Oregon, Eugene.
12.
Gleason, M., Carnine, D., & Valla, N. (1988b). Role of spatial organization in graphic organizers. Unpublished manuscript, University of Oregon, Eugene.
13.
Hall, J.F. (1971). Verbal learning and retention. Philadelphia: Lippincott.
14.
Hasselbring, T., Goin, L., & Bransford, J. (1988). Developing math automaticity in learning handicapped children: The role of computerized drill and practice. Focus on Exceptional Children, 20(6), 1–15.
15.
Johnson, G., Gersten, R., & Carnine, D. (1987). Effects of instructional design variables on vocabulary acquisition of LD students: A study of computer-assisted instruction. Journal of Learning Disabilities, 20, 206–213.
16.
Kameenui, E., & Carnine, D. (1986). Preteaching versus concurrent teaching of the component skills of a subtraction algorithm to skill-deficient second graders: A component analysis of direct instruction. The Exceptional Child, 33(2), 103–115.
17.
Kryzanowski, J., & Carnine, D.W. (1980). Effects of massed versus spaced formats in teaching sound/symbol correspondences to young children. Journal of Reading Behavior, 12, 225–230.
18.
Pellegrino, J.W., & Goldman, S.R. (1987). Information processing and elementary mathematics. Journal of Learning Disabilities, 20, 23–32.
19.
Thornton, A. (1978). Emphasizing thinking strategies in basic fact instruction. Journal for Research in Mathematics Education, 9, 214–227.
