Baroody, A. (1987). Cbildren's matbematical thinking: A developmental framework for preschool, primary, and special education teachers. New York: Teachers College Press.
2.
Cooper, G., & Sweller, J. (1987). Effects of schenma acquisition and rule automation on mathematical problem solving transter. Journal of Educational Psychology. 79, 347362.
3.
Ellis, E., Deshler, D., Lenz, K., Schumaker, J., & Clark, E. (1991). An instructional model for teaching learning stategies . Focus on Exceptional Cbildren, 23 (6), 123.
4.
Harris, K., Graham, S., Reid, R., McElroy, K., & I lamby, R.S. (1994). Self monitoring of attention versus self-monitoring of performance: Replication and cross task comparison studies. Jourual of Learning Disabilities, 17, 121139.
5.
Howell, K., Sidorenko, E., & Juricia, J. ( 1987). The effects of computer usc on the acquisition of multiplication facts by a student with learning disabilities. Journal of Learning Disabilities, 20 (6), 336-341.
6.
Kail, R. (1990). The development of memory in children. New York: Freeman.
7.
Kiewra, K.A. (1989). A review of note-taking. The encoding storage paradigm and beyond. Educational Psychology preview, 1, 147-172.
Lauterbach, S.I., & Bender, W. (1995). Cognitive strategy instruction for reading comprehension: A success for high school freshman. The High Scbool Journal , 79, 58-64.
10.
McCormick, C.B., & Levin, J.R. (1987). Mnemonic prose-learning strategies. In M. Pressley & M. MeDaniel (Eds.), Imaginary and related mnemonic processes. New York: Springer Verlag.
11.
Montague, M. (1997). Cognitive strategy instruction in mathematics for students with learning disabilities. Journal of Learning Distibilities, 30 (2) 164-177.
12.
Naglieri, J.A., & Gottling, S. (1997). Mathematics instruction and PASS cognitive processes: An intervention study. fournal ofLearning Disabilities, 30, 520-523.
13.
Pressley, M., & Borkowski, J.G. , & Schneider , W. (1987). Cognitive strategies: Good strategy users coordinate metacognition and knowledge . In R. Vasta (Ed.), Annals of child development, 4, Greenwhich, CT: JAI Press.
14.
Pressley, M., & Woloshyn, V. (1995). Cognitive strategy instruction that really improves children's academic performance. Cambridge, MA: Brookline Books.
15.
Robinson, D.H., & Kiewra, K.A. (1995). Visual argument: Graphic outlines are superior to outlines in improving learning from text. fournal of Educational Psycbology, 87, 455-467.
16.
Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research , 66, 181-221.
17.
Samuels, S.J. (1988). Decoding and automaticity: Helping poor readers become automatic at word recognition. The Reading Teacher , 41, 756-760.
18.
Thomas, E.L., & Robinson, H.A. (1972). Improving reading in every class: A sourcebook for teachers. Boston: Allyn & Bacon.
19.
West F., & Idol, L. (199). Collaborative consultation in the education of mildly handicapped at-risk stuelents. Remedial and Special Education, 11, 22-31.