Billingsly, F., & Swansen, C. (1979). Using various time periods to measure reading rates in programmed texts. In T.C. Lovitt & N.G. Harris (Eds.), Classroom application of precision teaching (pp. 135–155). Seattle: Special Child Publications.
2.
Clark, F.L., Warner, M.M., Alley, G.R., Deshler, D.D., & Schumaker, J.B. (1981). Visual imagery and self-questioning: Strategies to improve comprehension of written material (Research Report No. 51). Lawrence: University of Kansas Institute for Research in Learning Disabilities.
3.
Ellis, E.S. (in preparation). The GUESS reading comprehension strategy. Lawrence, KS: Excellenterprises.
4.
Ellis, E.S., Deshler, D.D., Schumaker, J.B., Lenz, B.K., & Clark, F. (in press). An instructional model for teaching learning strategies. Focus on Exceptional Children.
5.
Ellis, E.S., & Graves, A.W. (1988). Effects of repeated readings versus paraphrasing strategy instruction on learning disabled students' comprehension of main ideas. Unpublished manuscript, University of South Carolina, Columbia.
Golinkoff, R. (1976). A comparison of reading comprehension in good and poor comprehenders. Reading Research Quarterly, 11, 623–659.
8.
Hermann, B.A. (in press). Two approaches for helping poor readers become more strategic. Reading Teacher.
9.
Jones, K.M., Torgesen, J.K., & Sexton, M.A. (1987). Using computer guided practice to increase decoding fluency in learning disabled children: A study using the Hint and Hunt I program. Journal of Learning Disabilities, 20, 122–128.
10.
Liberman, I.Y., & Shankweiler, D. (1987). Phonology and the problems of learning to read and write. In H.L. Swanson (Ed.), Memory and learning disabilities (pp. 203–223). Greenwich, CT: JAI Press.
11.
Lovitt, T.C., Horton, S.V., & Bergerud, D. (1987). Matching students with textbooks: An alternative to readability formulas and standard tests. B.C. Journal of Special Education, 11(1), 49–55.
12.
Palincsar, A.M., & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117–175.
13.
Palincsar, A.M., & Brown, A.L. (1987). Enhancing instructional time through attention to metacognition. Journal of Learning Disabilities, 20, 66–75.
14.
Pressley, M., Johnson, C.J., Symons, S., McGoldrick, J.A., & Kurita, J.A. (in press). Strategies that improve children's memory and comprehension of what is read. The Elementary School Journal.
15.
Pressley, M., Snyder, B.L., & Cariglia-Bull, T. (in press). How can good strategy use be taught to children?: Evaluation of sex alternative approaches. In S. Cormier & J. Hagman (Eds.), Transfer of learning: Contemporary research and applications. Orlando, FL: Academic Press.
16.
Ryan, E.B. (1981). Identifying and remediating failures in reading comprehension: Toward an instructional approach for poor comprehenders. In T.G. Waller & G.E. MacKinnon (Eds.), Advances in reading research (pp. 9–50). New York: Academic Press.
17.
Samuels, S.J. (1987). Information processing and reading. Journal of Learning Disabilities, 20, 18–22.
18.
Schumaker, J.B., Denton, P.H., & Deshler, D.D. (1984). The paraphrasing strategy. Lawrence: The University of Kansas.
19.
Torgesen, J.K. (1985). Using computers to help learning disabled children practice reading: A research based perspective. Learning Disabilities Focus, 1(2), 72–81.
20.
Wong, B.Y.K. (1985). Self-questioning research: A review. Review of Educational Research, 55, 227–268.