Baroody, A.J., & Hume, J. (1991). Meaningful mathematics instruction: The case of fractions. Remedial and Special Education, 12, (3), 54–68.
2.
Bauer, R.A. (1979). Memory, acquisition, category clustering in learning disabled children. Journal of Experimental Child Psychology, 27, 365–383.
3.
Cornoldi, C., & Caponi, B. (1991). Memoria e metacognizione: Attivita didattiche per imparare a ricordare.Trento, Italy: Erickson.
4.
Derry, S.J., & Murphy, D.A. (1986). Designing systems that train learning ability: From theory to practice. Review of Educational Research, 56, 1–39.
5.
Deshler, D.D., Alley, G.R., Warner, M.M., & Schumaker, J. (1981). Instructional practices for promoting skill acquisition and generalization in severely learning disabled adolescents. Learning Disability Quarterly, 4, 415–421.
6.
Fulk, B.J.M., Mastropieri, M.A., & Scruggs, T.E. (1992). Mnemonic generalization training with adolescents with learning disabilities. Learning Disabilities Research and Practice, 7, 2–10.
7.
Gaskins, I., & Elliot, T. (1991). Implementing cognitive strategy training across the school: The Benchmark manual for teachers.Cambridge, MA: Brookline.
8.
Groteluschen, A.K., Borkowski, J.G., & Hale, C. (1990). Strategy instruction is often insufficient: Addressing the interdependency of executive and attributional processes. In T.E. Scruggs & B.Y.L. Wong (Eds.), Intervention research in learning disabilities (pp. 81–101). New York: Springer-Verlag.
9.
Kavale, K.A., & Forness, S.R. (1985). The science of learning disabilities.Austin, TX: PRO-ED.
10.
King-Sears, M.E. (1989). Keyword mnemonic and nonmnemonic instruction with learning disabled students. Unpublished doctoral dissertation, University of Florida, Gainesville.
11.
Lenz, B.K., Bulgren, J., & Hudson, P. (1990). Content enhancement: A model for promoting the acquisition of content by individuals with learning disabilities. In T.E. Scruggs & B.Y.L. Wong (Eds.), Intervention research in learning disabilities (pp. 122–165). New York: Springer-Verlag.
12.
Loper, A.B., & Hallahan, D.P. (1982). A consideration of the role of generalization in cognitive training. Topics in Learning & Learning Disabilities, 2, 4–8.
13.
Mastropieri, M.A., & Scruggs, T.E. (1987). Effective instruction for special education.Austin, TX: PRO-ED.
14.
Mastropieri, M.A., & Scruggs, T.E. (1988). Increasing the content area learning of learning disabled students: Research implementation. Learning Disabilities Research, 4, 17–25.
15.
Mastropieri, M.A., & Scruggs, T.E. (1989a). Constructing more meaningful relationships: Mnemonic instruction for special populations. Educational Psychology Review, 1, 83–111.
16.
Mastropieri, M.A., & Scruggs, T.E. (1989b). Mnemonic social studies instruction: Classroom applications. Remedial and Special Education, 10, (3), 40–46.
17.
Mastropieri, M.A., & Scruggs, T.E. (1991). Teaching students ways to remember: Strategies for learning mnemonically.Cambridge, MA: Brookline.
18.
Mastropieri, M.A., & Scruggs, T.E. (1992a). Features of science education curriculum: An analysis of four districts.West Lafayette, IN: Purdue University, Department of Educational Studies.
19.
Mastropieri, M.A., & Scruggs, T.E. (1992b). Science for students with disabilities. Review of Educational Research, 62, 377–411.
20.
Mastropieri, M.A., Scruggs, T.E., Bakken, J.P., & Brigham, F.J. (1992). A complex mnemonic strategy for teaching states and their capitals: Comparing forward and backward associations. Learning Disabilities Research and Practice, 7, 96–103.
21.
Mastropieri, M.A., Scruggs, T.E., & Levin, J.R. (1987). Learning disabled students' memory for expository prose: Mnemonic vs. nonmnemonic pictures. American Educational Research Journal, 24, 505–519.
McCombs, B.L. (1988). Motivational skills training: Combining metacognitive, cognitive, and affective learning strategies. In C.E. Weinstein, E.T. Goetz, & P.A. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation (pp. 141–170). New York: Academic Press.
25.
McLoone, B.B., Scruggs, T.E., Mastropieri, M.A., & Zucker, S. (1986). Memory strategy instruction and training with LD adolescents. Learning Disabilities Research, 2, 45–53.
26.
Paris, S. (1988). Models and metaphors of learning strategies. In C.E. Weinstein, E.T. Goetz, & P.A. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation (pp. 299–322). New York: Academic Press.
27.
Paris, S.G., & Winograd, P. (1991). Promoting metacognition and motivation of exceptional children. Remedial and Special Education, 11, (6), 7–15.
28.
Pressley, M., & Associates. (1990). Cognitive strategy instruction that really improves children's performance.Cambridge, MA: Brookline.
29.
Pressley, M., Harris, K.R., & Marks, M.B. (1992). But good strategy instructors are constructivists!Educational Psychology Review, 4, 3–32.
30.
Pressley, M., McDaniel, M.A., Turnure, J.E., Wood, E., & Ahmad, M. (1987). Generation and precision of elaboration: Effects on intentional and incidental learning. Journal of Experimental Child Psychology: Learning, Memory, and Cognition, 13, 291–300.
31.
Pressley, M., Scruggs, T.E., & Mastropieri, M.A. (1989). Memory strategy research in learning disabilities: Present and future directions. Learning Disabilities Research, 4, 68–77.
32.
Pressley, M., Symons, S., McDaniel, M.A., Snyder, B.L., & Turnure, J.E. (1988). Elaborative interrogation facilitates acquisition of confusing facts. Journal of Educational Psychology, 80, 268–278.
33.
Putnam, M.L. (1992). Characteristics of questions on tests administered by mainstream secondary classroom teachers. Learning Disability Research and Practice, 7, 129–136.
34.
Rutherford, F.J., & Ahlgren, A. (1990). Science for all Americans.New York: Oxford University Press.
35.
Scruggs, T.E., & Mastropieri, M.A. (1984). Issues in generalization: Implications for special education. Psychology in the Schools, 21, 397–403.
36.
Scruggs, T.E., & Mastropieri, M.A. (1988). Are LD students “test-wise”? A review of recent research. Learning Disabilities Focus, 3, 87–97.
37.
Scruggs, T.E., & Mastropieri, M.A. (1989a). Mnemonic instruction of learning disabled students: A field-based evaluation. Learning Disability Quarterly, 12, 119–125.
38.
Scruggs, T.E., & Mastropieri, M.A. (1989b). Reconstructive elaborations: A model for content area learning. American Educational Research Journal, 26, 311–327.
39.
Scruggs, T.E., & Mastropieri, M.A. (1990). The case for mnemonic instruction: From laboratory research to classroom applications. The Journal of Special Education, 24, 7–32.
40.
Scruggs, T.E., & Mastropieri, M.A. (1992a). Classroom applications of mnemonic instruction: Acquisition, maintenance, and generalization. Exceptional Children, 58, 219–231.
41.
Scruggs, T.E., & Mastropieri, M.A. (1992b). Effective mainstreaming strategies for mildly handicapped students. Elementary School Journal, 92, 389–409.
42.
Scruggs, T.E., & Mastropieri, M.A. (1992c). Teaching test-taking skills: Helping students show what they know.Cambridge, MA: Brookline.
43.
Scruggs, T.E., & Mastropieri, M.A. (1993). Current approaches to science instruction: Implications for students with disabilities. Remedial and Special Education, 14, (1), 15–24.
44.
Scruggs, T.E., & Mastropieri, M.A. (in press). Issues in intervention research: Secondary students. In S. Vaughn & C. Bos (Eds.), Research in learning disabilities: Theory, methodology, assessment, and ethics.New York: Springer-Verlag.
45.
Scruggs, T.E., Mastropieri, M.A., Bakken, J.P., & Brigham, F.J. (in press). Science education for students with learning disabilities: A comparison of inquiry-based and textbook approaches. The Journal of Special Education.
46.
Scruggs, T.E., Mastropieri, M.A., Levin, J.R., & Gaffney, J.S. (1985). Facilitating the acquisition of science facts in learning disabled students. American Educational Research Journal, 22, 575–586.
47.
Scruggs, T.E., Mastropieri, M.A., McLoone, B.B., Levin, J.R., & Morrison, C. (1987). Mnemonic facilitation of learning disabled students' memory for expository prose. Journal of Educational Psychology, 79, 27–34.
48.
Scruggs, T.E., Mastropieri, M.A., & Sullivan, G.S. (1992). Promoting relational thinking skills in mildly handicapped students.West Lafayette, IN: Purdue University, Department of Educational Studies.
49.
Scruggs, T.E., Mastropieri, M.A., Sullivan, G.S., & Hesser, L.S. (1992, April). Improving reasoning and recall: The relative effects of mnemonic elaboration and elaborative interrogation. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
50.
Torgesen, J. (1979). Factors related to poor performance on memory tasks in reading disabled children. Learning Disability Quarterly, 2, 17–23.
51.
Torgesen, J., & Houck, G. (1980). Processing deficiencies in learning disabled children who perform poorly on the digit span task. Journal of Educational Psychology, 72, 141–160.
52.
Torgesen, J., & Kail, R. (1980). Memory processes in exceptional children. In B. Keogh (Ed.), Advances in special education (Vol. 1, pp. 55–100). Greenwich, CT: JAI Press.
53.
Veit, D. T., Scruggs, T.E., & Mastropieri, M.A. (1986). Extended mnemonic instruction with learning disabled students. Journal of Educational Psychology, 78, 300–308.
54.
Vellutino, F., & Scanlon, D. (1982). Verbal processing in poor and normal readers. In C.J. Brainerd & M. Pressley (Eds.), Verbal processes in children (pp. 189–264). New York: Springer-Verlag.
55.
Yin, R.K. (1991). Case study research: Design and methods.Newbury Park, CA: Sage.