Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms

Alexandrin J. R. (2003). Using continuous, constructive, classroom evaluations. TEACHING Exceptional Children, 36(1), 52–57.

Alloway T. P. (2011). Improving working memory: Supporting students’ learning. Thousand Oaks, CA: SAGE.

Archer A. L. (2008, July). Active participation: Engaging them all. Paper presented at the annual conference of National Reading First, Nashville, TN.

Berry R. A. (2006). Teacher talk during whole-class lessons: Engagement strategies to support the verbal participation of students with learning disabilities. Learning Disabilities Research & Practice, 21, 211–232. doi:10.1111/j.1540-5826.2006.00219.x

Clunies-Ross P. Little E. Kienhuis M. (2008). Self-reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour. Educational Psychology, 28, 693–710. doi:10.1080/01443410902206700

Cornelius K. E. (2013). Formative assessment made easy: Templates for collecting daily data in inclusive classrooms. TEACHING Exceptional Children, 45(5), 14–21.

Dehn M. J. (2008). Working memory and academic learning: Assessment and intervention. Hoboken, NJ: Wiley.

DiCarlo C. F. Pierce S. H. Baumgartner J. Harris M. E. Ota C. (2012). Whole-group instruction practices and children’s attention: A preliminary report. Journal of Research in Childhood Education, 26, 154–168. doi:10.1080/02568543.2012.657744

Frey N. Fisher D. (2010). Identifying instructional moves during guided learning. Reading Teacher, 64(2), 84–95. doi:10. 1598/ RT. 64. 2. 1

Fuchs D. Fuchs L. S. (2005). Peer assisted learning strategies: Promoting word recognition, fluency, and reading comprehension in young children. The Journal of Special Education, 39, 34–44.

Gersten R. Chard D. J. Jayanthi M. Baker S. K. Morphy P. Flojo J. (2009). Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. Review of Educational Research, 79, 1202–1242. doi:10.3102/0034654309334431

Graham S. Harris K. R. (2003). Students with learning disabilities and the process of writing: A meta-analysis of SRSD studies. In Swanson H. L. Harris K. R. Graham S. (Eds.), Handbook of learning disabilities (pp. 323–344). New York, NY: Guilford.

Gregg N. Mather N. (2002). School is fun at recess: Informal analyses of written language for students with learning disabilities. Journal of Learning Disabilities, 35, 7–22.

Gurganus S. P. (2007). Math instruction for students with learning problems. Boston, MA: Pearson Education.

Haydon T. MacSuga-Gage A. S. Simonsen B. Hawkins R. (2012). Opportunities to respond: A key component to effective instruction. Beyond Behavior, 22(1), 23–31.

Heritage M. Heritage J. (2013). Teacher questioning: The epicenter of instruction and assessment. Applied Measurement in Education, 26, 176–190.

Heward W. L. Gardner R. Cavanaugh R. A. Courson F. H. Grossi T. A. Barbetta P. M. (1996). Everyone participates in this class: Using response cards to increase active student response. TEACHING Exceptional Children, 28(2), 4–10.

Johnson N. Parker A. T. (2013). Effects of wait time when communicating with children who have sensory and additional disabilities. Journal of Visual Impairment & Blindness, 107, 363–374.

Kim W. Linan-Thompson S. Misquitta R. (2012). Critical factors in reading comprehension instruction for students with disabilities: A research synthesis. Learning Disabilities Research & Practice, 27, 66–78.

Maheady L. Michielli-Pendl J. Harper G. F. Mallette B. (2006). The effects of numbered heads together with and without an incentive package on the science test performance of a diverse group of sixth graders. Journal of Behavioral Education, 15, 25–39.

McIntosh R. Vaughn S. Schumm J. S. Haager D. (1994). Observations of students with learning disabilities in general education classrooms. Exceptional Children, 60, 249–261.

McLaughlin M. Allen M. B. (2009). Teacher-directed whole-group instruction. In Guided comprehension in Grades 3–8 (pp. 17–32). Newark, DE: International Reading Association.

Miranda R. J. Herman R. S. (2015). Teaching in real time: Integrating continuous formative assessment into inquiry-based classroom instruction. Science & Children, 53(1), 80–85.

Montague M. Krawec J. Enders C. Dietz S. (2013). The effects of cognitive strategy instruction on math problem solving of middle-school students of varying ability. Journal of Educational Psychology. Advance online publication. doi:10.1037/a0035176

Montague M. Rinaldi C. (2001). Classroom dynamics and children at-risk: A follow-up. Learning Disability Quarterly, 24, 73–84.

Montague M. Warger C. Morgan T. H. (2000). Solve it! Strategy instruction to improve mathematical problem solving. Learning Disabilities Research & Practice, 15, 110–116.

Randolph J. J. (2007). Meta-analysis of the research on response cards: Effects on test achievement, quiz achievement, participation, and off-task behavior. Journal of Positive Behavior Interventions, 9, 113–128. doi:10.1177/10983007070090020201

Reglin G. Akpo-Sanni J. Losike-Sedimo N. (2010). The effects of a professional development classroom management model on at-risk elementary students’ misbehaviors. Education, 133(1), 3–18.

Simonsen B. Fairbanks S. Briesch A. Myers D. Sugai G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education & Treatment of Children, 31, 351–380. doi:10.1353/etc.0.007

Thiede K. W. Brendefur J. L. Osguthorpe R. D. Carney M. B. Bremner A. Strother S. . . . Jesse D. (2015). Can teachers accurately predict student performance? Teaching and Teacher Education, 49, 36–44. doi:10.1016/j.tate.2015.01.012

Tyminski A. M. Richardson S. E. Winarski E. (2010). Enhancing think-pair-share. Teaching Children Mathematics, 16, 451–455.

Wehby J. H. Lane K. L. (2009). Proactive instructional strategies for classroom management In Akin-Little A. Little S. Bray M. Kehle T. (Eds.), Handbook of behavioral interventions in schools (pp. 141–156). Washington, DC: American Psychological Association. doi:10.1037/11886-009