Research and Practice

Anderson-Inman L. Reinking D. (1998). Learning from text in a post-typographic world. In Hynd C.R.C.R. (Ed.). Learning from text across conceptual domains. Mahwah, NJ: Lawrence Erlbaum, pp. 165–191.

Block C.C. Pressley M. (2002). Comprehension instruction: Research-based best practices. NY: Guilford Press.

Boone R. Higgins K. Falba C. Langley W. (1993). Cooperative text: Reading and writing in a hypermedia environment. LD Forum, 19(1), 28–37.

Bos C.S. Vaughn S. (2001). Strategies for teaching students with learning and behavior problems (5th Ed.). Boston: Allyn & Bacon.

Boyle E.A. Washburn S.G. Rosenberg M. Connelly V.J. Brinckerhoff L.C. Banerjee M. (2002). Reading's SLICK with new audio texts and strategies. Teaching Exceptional Children, 35(2), 50–55.

Bryant D.P. Young S. Dickson C. (2001). Secondary level students with reading disabilities: No time to waste. [WWW document] URL http://www.ldao.on.ca/articles/spec_ed_secondary.html.

Cavanaugh T. (2002). eBooks and accommodations: Is this the future of print accommodations? Teaching Exceptional Children, 35(2), 56–61.

Cook A.M. Hussey S.M. (2002). Assistive technology: Principles and practices (2nd Ed.). St. Louis, MO: Mosby.

Dawson L. Venn M.L. Gunter P.L. (2000). The effects of teacher versus computer reading models. Behavioral Disorders, 25(2), 105–113.

Dyck N. Pemberton J.B. (2002). A model for making decisions about text adaptations. Intevention in School and Clinic, 38(1), 28–35.

Edyburn D.L. (2003a). Learning from text. Special Education Technology Practice, 5(2), 16–27.

Edyburn D.L. (2003b). Rethinking assistive technology. Special Education Technology Practice, 5(4), 16–22.

Edyburn D.L. (2000). Assistive technology and students with mild disabilities. Focus on Exceptional Children, 32(9), 1–24.

Hynd C.R. (1998). Learning from text across conceptual domains. Mahwah, NJ: Lawrence Erlbaum.

Kamil M.L. Mosenthal P.B. Pearson P.D. Barr R. (2002). Methods of literacy research. Mahwah, NJ: Lawrence Erlbaum.

Lankutis T. (2001). Reaching the struggling reader. Technology and Learning, 21(10), 24–32.

McCormick S. (1999). Instructing students who have literacy problems (3rd Ed.). Columbus, OH: Merrill, p. 15.

Meese R.L. (2000). Teaching learners with mild disabilities: Integrating research and practice (2nd Ed.). Belmont, CA: Wadsworth.

Miller S.P. (2001). Validated practices for teaching students with diverse needs and abilities. Boston: Allyn & Bacon.

Murphy S. Shannon P. Johnston P. Hansen J. (1998). Fragile evidence: A critique of reading assessment. Mahwah, NJ: Lawrence Erlbaum.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U.S. Department of Health and Human Services.

Pang E.S. Kamil M.L. (2002). Reading hypertext: Comprehension and strategies of third grade students. In Schallert D.L. Fairbanks C.M. Worthy J. Maloch B. Hoffman J.V. , (Eds.). 51st yearbook of the National Reading Conference. Oak Creek, WI: National Reading Conference, pp. 333–343.

Poftak A. (2001). Getting a read on e-books. Technology and Learning, 21(9), 22–36.

Pressley M. (2002). What I have learned up until now about research methods in reading education. In Schallert D.L. Fairbanks C.M. Worthy J. Maloch B. Hoffman J.V. , (Eds.). 51st yearbook of the National Reading Conference. Oak Creek, WI: National Reading Conference, pp. 33–45.

Reinking D. (1987). Reading and computers: Issues for theory and practice. NY: Teachers College Press.

Reinking D. McKenna M.C. Labbo L.D. Kieffer R.D. (1998). Handbook of literacy and technology. Transformations in a post-typographic world. Mahwah, NJ: Lawrence Erlbaum.

Schallert D.L. Fairbanks C.M. Worthy J. Maloch B. Hoffman J.V. (2002). 51st yearbook of the National Reading Conference. Oak Creek, WI: National Reading Conference.

Schmidt R.J. Rozendal M.S. Greenman G.G. (2002). Reading instruction in the inclusion classroom: Research-based practices. Remedial and Special Education, 23(3), 130–140.

Smith F. (2003). Unspeakable acts, unnatural practices: Flaws and fallacies in “scientific” reading instruction. Portsmouth, NH: Heinemann.

Smith R.O. (2000). Measuring assistive technology outcomes in education. Diagnostique, 25, 273–290.

Sorrells R.C. Britton B.K. (1998). What is the point? Tests of a quick and clean method for improving instructional text. In Hynd C.R. (Ed.) Learning from text across conceptual domains, (pp. 95–115). Mahwah, NJ: Lawrence Erlbaum Associates.

Spires H.A. Estes T.H. (2002). Reading in web-based learning environments. In Block C.C. Pressley M. , (Eds). Comprehension instruction: Research-based best practices. NY: Guilford Press, pp. 115–125.

Stahl S.A. Hayes D.A. (1997). Instructional models in reading. Mahwah, NJ: Lawrence Erlbaum.

Stanovich K.E. (1986). Matthew effects on reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–407.

Willis L.H. Koul R.K. Paschall D.D. (2000). Discourse comprehension of synthetic speech by individuals with mental retardation. Education and training in mental retardation and developmental disabilities, 35(1), 106–114. 2(4), 207–225.