Unscientific Documentation and Philosophical Issues

Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

Anderson, R.C. , Hiebert, E.H. , Scott, J.A. , & Wilkinson, I.A.G. (1984). Becoming a nation of readers: The report of the commission on reading. Washington, DC: U.S. Department of Education.

Brophy, J. , & Good, T.L. (1986). Teacher behavior and student achievement. In M.C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 328–375). Chicago: Rand McNally.

Calfee, R. , & Drum, P. (1986). Research on teaching reading. In M.C. Wittrock (Ed.), The handbook of research on teaching (3rd ed., pp. 804–849). New York: Macmillan.

Carbo, M. (1980). An analysis of the relationships between the modality preferences of kindergartners and selected reading treatments as they affect the learning of a basic sight word vocabulary. Dissertations Abstracts International, 41, 1389A. (University Microfilms No. 80-21790)

Carbo, M. (1983). Reading styles changes from second to eighth grade. Educational Leadership, 50(5), 56–59.

Dunn, R. (1983). Learning style and its relation to exceptionality at both ends of the spectrum. Exceptional Children, 49, 496–506.

Dunn, R. (1987). Research on instructional environments: Implications for student achievement and attitudes. Professional School Psychology, 2(1), 43–52.

Dunn, R. (1988). Commentary: Teaching students through their perceptual strengths or preferences. Journal of Reading, 31, 304–309

Dunn, R. (1990a). Teaching young children to read: Matching methods to learning style perceptual processing strengths, part one. International Education, 17(54), 5–7.

Dunn, R. (1990b). Teaching young children to read: Matching methods to learning style perceptual processing strengths, part two. International Education, 17(55), 5–7.

Hofmeister, A. , & Lubke, M. (1990). Research intopractice. Boston: Allyn & Bacon.

Kampwirth, T.J. , & Bates, M. (1980). Modality preference and teaching method: A review of research. Academic Therapy, 15, 597–605

Kavale, K.A. , & Forness, S.R. (1987). Substance over style: Assessing the efficacy of modality testing and teaching. Exceptional Children, 54, 228–239.

Larrivee, B. (1981). Modality preference as a model for differentiating beginning reading instruction: A review of the issues. Learning Disability Quarterly, 4, 180–188.

Liberman, I.Y. (1984). Should modality preferences determine the nature of instruction? In F. Duffy & N Gesch-wind (Eds.), Neuroscientific approach to clinical evaluation (pp. 93–103). Boston: Little, Brown.

Rosenshine, B.V. (1973). Teaching functions in instructional programs. The Elementary School Journal, 83, 335–351.

Rosenshine, B.V. , & Stevens, R. (1986). Teaching functions. In M.C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 376–391). New York: Macmillan.

Shannon, P. (1991). Beginning to read: A critique by literacy professionals and a response by Marilyn Jager Adams. The Reading Teacher, 44, 370–395

Snider, V.E. (1987). The effect of prior knowledge on the reading comprehension of learning disabled students (Doctoral dissertation, University of Wisconsin). Dissertation Abstracts International, 48, 2313A.

Snider, V.E. (1988). The role of prior knowledge in reading comprehension-A test with LD adolescents. Direct Instruction News, 8(1), 6–11.

Snider, V.E. (1989). Reading comprehension performance of adolescents with learning disabilities. Learning Disability Quarterly, 12, 87–96.

Tarver, S.G. , & Dawson, M.M. (1978). Modality preference and the teaching of reading: A review. Journal of Learning Disabilities, 11, 17–29

Turner, R. (1989). The "great" debate: Can both Carbo and Chall be right? Phi Delta Kappan, 71, 276–283.

Ysseldyke, J.E. (1973). Diagnostic-prescriptive teaching: The search for aptitude-treatment interactions. In L. Mann & D.A. Sabatino (Eds.), First review of special education (Vol. 1, pp. 5–31). Philadelphia: JSE Press.