Synthesis of Research Symposium at Cld's 24th International Conference on Learning Disabilities: “Must Reads” for 2009

Al Otaiba S. Petscher Y. Pappamihiel N. E. Williams R. S. Dyrlund A. K. Connor C. (2009). Modeling oral reading fluency development in Latino students: A longitudinal study across second and third grade. Educational Psychology, 101, 315–329.

Boudah D. J. Blair E. Mitchell V. J. (2003). Implementing and sustaining strategies instruction: Authentic and effective professional development or “Business as Usual”? Exceptionality, 11 (1), 3–23.

Boudah D. J. Mitchell V. J. (1998). The real thing. Journal of Staff Development, 19 (3), 43–47.

Chard D. J. Ketterlin-Geller L. R. Doabler C. Apichatasutra C. (2009). Repeated reading interventions for students with learning disabilities: Status of the evidence. Exceptional Children, 75, 263–281.

Desimone L. M. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational Researcher, 38 (3), 181–199.

Fullan M. G. (2007). The new meaning of educational change (4th ed.). New York: Teachers College Press.

Gersten R. Chard D. Jayanthi M. Baker S. Morphy P. Flojo J. (2009). Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. Review of Educational Research, 79 (3), 1202–1242.

Jenkins J. R. Graff J. J. Miglioretti D. L. (2009). Estimating reading growth using intermittent CBM progress monitoring. Exceptional Children, 75, 151–163.

Johnson E. S. Jenkins J. R. Petscher Y. Catts H W. (2009). How can we improve the accuracy of screening instruments? Learning Disabilities Research & Practice, 24 (4) 174–185).

Joyce B. Showers B. (1995). Student achievement through staff development: Fundamentals of school renewal (2nd ed.). New York: Longman.

King-Sears M. E. Boudah D. J. Goodwin M. W. Raskind M. H. Swanson H. L. (2004). Timely and compelling research for the field of learning disabilities: Implications for the future. Learning Disability Quarterly, 27 (2), 77–88.

Mathes P. G. Fuchs L. S. (1993). Peer-mediated reading instruction in special education resource rooms. Learning Disabilities Research and Practices, 8 (4), 233–243.

McKenzie R. G. (2009). Obscuring vital distinctions: The oversimplification of learning disabilities within RTI. Learning Disability Quarterly, 32 (4), 203–215.

Morgan P. L. Farkas G. Wu Q. (2009). Five-year growth trajectories of kindergarten children with learning difficulties in mathematics. Journal of Learning Disabilities, 42, 306–321.

National Center for Education Statistics. (2006). Combined user's manual for the ECLS-K fifth grade data files and electronic codebook (NCES 2006-032). Washington, DC: U.S. Department of Education.

National Mathematics Advisory Panel. (2008). Foundations for success. The final report of the National Mathematics Advisory Panel. Washington, DC: U.S. Department of Education.

Scanlon D. Boudah D. Elksnin L. K. Gersten R. Klingner J. (2004). Synthesis of Research Symposium at CLD's 24th International Conference on Learning Disabilities, Important publications in the field of LD in light of imminent topics. Learning Disability Quarterly, 26 (3), 215–224.

Scheuermann A. M. Deshler D. D. Schumaker J. B. (2009). The effects of the explicit inquiry routine on the performance of students with learning disabilities on one-variable equations. Learning Disability Quarterly, 32, 103–120.

Wayne A. J. Yoon K. S. Zhu P. Cronen S. Caret M. S. (2008). Experimenting with teacher professional development: Motives and methods. Educational Researcher, 37 (8), 469–479.

Webster-Wright A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79 (2), 702–739.