BeanT. W. (1985). Classroom questioning strategies: Directions for applied research. In GraisserA. C. & BlackJ. B. (Eds.), The psychology of questions (pp. 335–358). Hillsdale, NJ: Earlbaum.
2.
BosC. S., & FilipD. F. (1982). Comprehension monitoring skills in learning disabled and average students. Topics in Learning and Learning Disabilities, 2, 79–85.
3.
BrownA. L. (1985). Teaching students to think as they read: Implications for curriculum reform. (Reading Education Report No. 58). Urbana-Champaign: University of Illinois, Center for the Study of Reading.
4.
DavisR. W., & HajicekJ. O. (1985). Effects of self-instructional training and strategy training on a mathematics task with severely behaviorally disordered students. Behavioral Disorders, 10, 275–282.
5.
GreenfieldP. M. (1984). A theory of the teacher in the learning activities of everyday life. In RogoffB. & LaveJ. (Eds.), Everyday cognition: Its development in social context (pp. 117–138). Cambridge, MA: Harvard University Press.
6.
HahnA. L. (1985). Teaching remedial students to be strategic readers and better comprehenders. The Reading Teacher, 39, 72–77.
7.
HallahanD. P.KauffmanJ. M., and LloydJ. W. (1985). Introduction to learning disabilities (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.
8.
HallahanD. P.LloydJ. W.KosiewiczM. M.KauffmanJ. M., & GravesA. W. (1979). Self-monitoring of attention as a treatment for a learning disabled boy's off-task behavior. Learning Disability Quarterly, 2, 24–32.
9.
JohnstonP. H., & WinogradP. N. (1985). Passive failure in reading. Journal of Reading Behavior, 17, 279–301.
10.
KosiewiczM. M.HallahanD. P.LloydJ., & GravesA. W. (1982). Effects of self-instruction and self-correction procedures on handwriting performance. Learning Disability Quarterly, 5, 71–78.
11.
ManzoA. V. (1969). ReQuest procedure. Journal of Reading, 13, 123–126.
12.
ManzoA. W. (1975). Guided reading procedure. Journal of Reading, 18, 287–291.
13.
McNeilJ. D. (1984). Reading comprehension: New directions for classroom practice. Glenview, IL: Scott Foresman.
14.
MeichenbaumD. (1977). Cognitive-behavior modification: An integrative approach. NY: Plenum.
15.
NolteR. Y., & SingerH. (1985). Active comprehension: Teaching a process of reading comprehension and its effects on reading achievement. The Reading Teacher, 39, 24–31.
16.
PalincsarA. S. (1986). Metacognitive strategy instruction. Exceptional Children, 53, 118–124.
17.
PalincsarA. S., & BrownA. L. (1984). Reciprocal teaching of comprehension-fostering and monitoring activities. Cognition and Instruction, 3, 117–175.
18.
ParisS. G. (1986). Teaching children to guide their reading and learning. In RaphaelT. E. (Ed.), Contexts of school-based literacy (pp. 115–130). New York: Random House.
19.
PearsonP. D., & GallagherM. C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8, 317–344.
20.
RaphaelT. E. (1982). Question-answering strategies for children. Reading Teacher, 36, 186–190.
21.
RaphaelT. E. (1986). Teaching question-answer relationships, revisited. The Reading Teacher, 39, 516–523.
22.
ReidD. K., & HreskoW. P. (1981). A cognitive approach to learning disabilities. New York: McGraw-Hill.
23.
SingerH., & DonlanD. (1982). Active comprehension: Problem-solving schema with question generation for comprehension of complex short stories. Reading Research Quarterly, 17, 166–185.
24.
WongB. Y. L. (1985). Self-questioning instructional research. Review of Educational Research, 55, 227–268.
25.
WongB. Y. L. (1986). Metacognition and special education: A review of a view. Journal of Special Education, 20, 9–29.
26.
WongB. Y. L., & JonesW. (1982). Increasing metacomprehension in learning-disabled and normally-achieving students through self-questioning training. Learning Disability Quarterly, 5, 228–240.