Alley, G.R., & Deshler, D.D. (1979). Strategies and methods for teaching learning disabled adolescents.Denver: Love.
2.
Anderson, C.W., & Smith, E.L. (1984). Teaching science. In V. Richardson-Koehler (Ed.), Educator's handbook: A research perspective (pp. 84–111). New York: Longman.
3.
Anderson, T.H., Armbruster, B.B., & Kantor, R.N. (1980). How clearly written are children's textbooks? Or, of bladderworks and alfa (Reading Education Rep. No. 16). Urbana: University of Illinois, Center for the Study of Reading.
4.
Archer, A., & Isaacson, S. (1991). Teaching others how to teach strategies. Teacher Education and Special Education, 13, 63–72.
5.
Armbruster, B.B., & Anderson, T.H. (1988). On selecting “considerate” content area textbooks. Remedial and Special Education, 9, (1), 4–52.
6.
Bereiter, C., & Scardamalia, M. (1985). Cognitive coping strategies and the problem of inert knowledge. In S. Chipman, J.W. Segal, & R. Glaser (Eds.), Thinking and learning skills (Vol. 2, pp. 65–80). Hillsdale, NJ: Erlbaum.
7.
Bos, C.S., & Anders, P.L. (1990). Interactive teaching and learning: Instructional practices for teaching content and strategic knowledge. In B. Wong & M. Scruggs (Eds.), Intervention research in learning disabilities (pp. 166–185). New York: Springer-Verlag.
8.
Bos, C.S., & Reyes, E.I. (1989). Knowledge, use, and control of an interactive cognitive strategy for enhancing learning disabled students' reading comprehension and content-area learning. Journal of Learning Disabilities, 22, 384–390.
9.
Bransford, J.D., Sherwood, R., Vye, N., & Rieser, J. (1986). Teaching and problem solving. American Psychologist, 41, 1078–1089.
10.
Bransford, J.D., Vye, N., Kinzer, C., & Risko, V. (1990). Teaching and content knowledge: Toward an integrated approach. In B.F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 381–414). Hillsdale, NJ: Erlbaum.
11.
Brown, A.L. (1978). Knowing when, where, and how to remember: A problem of metacognition. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 7, pp. 55–113). Hillsdale, NJ: Erlbaum.
12.
Bulgren, J.A., Schumaker, J.B., & Deshler, D.D. (1988). Effectiveness of a concept teaching routine in enhancing the performance of LD students in secondary-level mainstream classes. Learning Disability Quarterly, 11, 3–17.
Cohen, E.G. (1986). Designing groupwork: Strategies for the heterogeneous classroom.New York: Teachers College Press.
15.
Costa, A.L. (1985). Developing minds: A resource book for teaching thinking.Alexandria, VA: Association for Supervision and Curriculum Development.
16.
Council for Learning Disabilities. (1986). Measurement and training of perceptual and perceptual-motor functions.Overland Park, KS: Author.
17.
Deshler, D.D., & Schumaker, J.B. (1992, March). Teaching concepts: Transforming content with the planning process. Paper presented at the meeting of the Learning Disabilities Association International, Atlanta, GA.
18.
Ellis, E.S. (1989). A metacognitive intervention for increasing class participation. Learning Disabilities Focus, 5, (1), 36–46.
19.
Ellis, E.S., Deshler, D.D., & Schumaker, J.B. (1989). Teaching learning disabled adolescents to generate and use taskspecific strategies. Journal of Learning Disabilities, 22, 108–119.
20.
Ellis, E.S., Deshler, D.D., Schumaker, J.B., Lenz, B.K., & Clark, F.L. (1991). An instructional model for teaching learning strategies. Focus on Exceptional Children, 23, 1–24.
21.
Ellis, E.S., & Feldman, K. (in press). Creating “thought-full” classrooms: Fostering cognitive literacy via cooperative learning and integrated strategy instruction. In S. Sharan (Ed.), Handbook of cooperative learning methods. New York: Praeger.
22.
Ellis, E.S., Feldman, K., & Jackson, F. (1992, October). An integrative model for teaching strategies in content-area classes: Effects on high, average, and low achieving middle school students' writing skills. Paper presented at the International Conference on Learning Disabilities, Kansas City, MO.
23.
Ellis, E.S., & Lenz, B.K. (1987). An analysis of the critical features of effective learning strategies. Focus on Learning Disabilities, 2, (2), 94–107.
24.
Ellis, E.S., & Lenz, B.K. (1990). Adaptive techniques for mediating content-area learning: Issues and research. Focus on Exceptional Children, 22, (9), 1–16.
25.
Ellis, E.S., Lenz, B.K., & Sabornie, E.J. (1987). Generalization and adaptation of learning strategies to natural environments-Part 2: Research into practice. Remedial and Special Education, 8, (2), 6–23.
26.
Ellis, E.S., & Sabornie, E.J. (1990). Strategybased adaptive instruction in content area classes: Social validity of six options and implications for designing instructional materials. Teacher Education and Special Education, 13, 133–144.
27.
Ellis, E.S., & Worthington, L.A. (1992). Effective teaching principles and the design of quality tools for educators.Eugene: University of Oregon, Center for Advancing the Quality of Technology, Media, and Materials.
28.
Feldman, K. (1991). Reflection on a five year learning strategies project implemented in the public schools. Teacher Education and Special Eduation, 13, 117–125.
29.
Friend, P., Seaman, M., & Ellis, E.S. (1992). Effects of a goal setting intervention on performance on social studies unit tests. Unpublished manuscript, Department of Special Education, University of South Carolina, Columbia.
30.
Glenn, H.S., & Nelson, J. (1987). Raising children for success: Blueprints and building blocks for developing capable people.Fair Oaks, CA: Sunrise Press.
Graham, S. (1992, October). Issues in strategy instruction. Paper presented at the International Conference on Learning Disabilities, Kansas City, MO.
33.
Hammill, D.D., & Larsen, S. (1974). The effectiveness of psycholinguistic training: A reaffirmation of a position. Exceptional Children, 44, 402–414.
34.
Hiebert, B., Wong, B., & Hunter, M. (1982). Affective influences on learning disabled adolescents. Learning Disability Quarterly, 5, 334–343.
35.
Hudson, F. (1992, October). The redesigning of special education in America's schools. Paper presented at the International Conference on Learning Disabilities, Kansas City, MO.
36.
Johnson, D.W., & Johnson, R. (1992). Encouraging thinking through constructive controversy. In N. Davidson & T. Worsham (Eds.), Enhancing thinking through cooperative learning (pp. 120–137). New York: Teachers College Press.
37.
Jones, B.F., Palincsar, A.S., Ogle, D.S., & Carr, E.G. (1987). Strategic teaching and learning: Cognitive instruction in the content areas.Alexandria, VA: ASCD.
38.
Kameenui, E. (1991, Fall). Toward a scientific pedagogy of learning disabilities—A sameness in the message. Direct Instruction News, pp. 17–22.
39.
Klix, F. (1983). An evolutionary approach to cognitive processes and creativity in human beings. In R. Groner, M. Groner, & W.F. Bishot (Eds.), Methods of heuristics (pp. 19–36). Hillsdale, NJ: Erlbaum.
40.
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.
41.
Lenz, B.K., & Deshler, D.D. (1991). In the spirit of strategies instruction: Cognitive and metacognitive aspects of the Strategies Intervention Model. In S. Vogel (Ed.), Proceedings of the second annual conference of the National Institute of Dyslexia (pp. 1–25). White Plains, NY: Longman.
42.
Osgood, C.E., & Miron, M.S. (1963). Approaches to the study of aphasia.Urbana: University of Illinois Press.
43.
Palincsar, A.M., & Brown, A.L. (1984). Reciprocal teaching of comprehension fostering and monitoring activities. Cognition and Instruction, 1, 117–175.
44.
Perfetto, G.A., Bransford, J.D., & Franks, J.J. (1983). Constraints on access in a problem-solving context. Memory and Cognition, 11, 24–31.
45.
Poplin, M. (1988a). Holistic/constructivist principles of the teaching/learning process: Implications for the field of learning disabilities, Journal of Learning Disabilities, 21, 401–416.
46.
Poplin, M. (1988b). The reductionistic fallacy in learning disabilities: Replicating the past by reducing the present. Journal of Learning Disabilities, 21, 389–400.
47.
Prawat, R.S. (1989). Promoting access to knowledge, strategy, and disposition in students: A research synthesis. Review of Educational Research, 59, 1–41.
48.
Pressley, M., Borkowski, J.G., & Schneider, W. (1989). Good information processing: What it is and what education can do to promote it. International journal of Educational Research, 13, 857–867.
49.
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 Psychology: Learning, Memory, and Cognition, 13, 291–300.
50.
Pressley, M., Symons, S., McDaniel, M.A., Synder, B.L., & Turnure, J.E. (1988). Elaborative interrogation facilitates acquisition of confusing facts. Journal of Educational Psychology, 80, 268–278.
51.
Quillian, M.R. (1969). Semantic memory. In M. Minsky (Ed.), Semantic information processing (pp. 21–56). Cambridge, MA: MIT Press.
52.
Roth, K.J. (1985, April). Conceptual change and learning and student processing of science texts. Paper presented at the meeting of the American Educational Research Association, Chicago.
53.
Schumaker, J.B., & Deshler, D.D. (1988). Implementing the Regular Education Initiative in secondary schools: A different ball game. Journal of Learning Disabilities, 21, 36–41.
54.
Schumaker, J.B., Deshler, D.D., Alley, G.R., & Warner, M.M. (1983). Toward the development of an intervention model for learning disabled adolescents: The University of Kansas. Exceptional Education Quarterly, 4, 45–74.
55.
Schumaker, J.B., Deshler, D.D., & Denton, P. (1984). The paraphrasing strategy.Lawrence: The University of Kansas.
56.
Schumaker, J.B., Nolan, S.M., & Deshler, D.D. (1985). Learning strategies curriculum: The error monitoring strategy.Lawrence: The University of Kansas.
57.
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.
58.
Scruggs, T.E., Mastropieri, M.A., Levin, J.R., McLoone, B., Gaffney, J.S., & Prater, M.A. (1985). Increasing contentarea learning: A comparison of mnemonic and visual-spatial direct instruction. Learning Disabilities Research, 1, 18–31.
59.
Sharan, Y., & Sharan, S. (1990). Group investigation expands cooperative learning. Educational Leadership, 47, (4), 17–21.
60.
Slavin, R.E. (1989). Research on cooperative learning: Consensus and controversy. Educational Leadership, 47, (4), 52–56.
61.
Slavin, R.E. (1990). Cooperative learning: Theory, research and practice.Englewood Cliffs, NJ: Prentice-Hall.
62.
Swanson, H.L. (1991). Learning disabilities and memory. In D.K. Reid, W.P. Hresko, & H.L. Swanson (Eds.), A cognitive approach to learning disabilities (2nd ed., pp. 159–182). Austin, TX: PRO-ED.
63.
Torgesen, J.K. (1977). The role of nonspecific factors in the task-performance of learning disabled children: A theoretical assessment. Journal of Learning Disabilities, 10, 27–35.
64.
Van Reusen, A.K., & Bos, C.S. (1990). IPLAN: Helping students communicate in planning conferences. Teaching Exceptional Children, 22, 30–32.
65.
Vygotsky, L.S. (1978). Mind and society.Cambridge, MA: Harvard University Press.
66.
Weintraub, P. (1990, October). Metacognition and reading. Paper presented at the Strategic Learners Conference, University of South Carolina-Aiken, Aiken, SC.
67.
Westman, J.C. (1990). Handbook of learning disabilities: A multisystem approach.Boston: Allyn & Bacon.
68.
Wiederholt, J.L. (1974). Historical perspectives on the education of the learning disabled. In L. Mann & D. Sabatino (Eds.), The second review of special education (pp. 103–152). Philadelphia: Journal of Special Education Press.