Brown, A.S. (1988). Encountering misspellings and spelling performance: Why wrong isn't right. Journal of Educational Psychology, 80, 488–494.
2.
Bryant, N.D., Drabin, I.R., & Gettinger, M. (1981). Effects of varying unit size on spelling achievement in learning disabled children. Journal of Learning Disabilities, 14, 200–203.
3.
Dineen, J.P., Clark, H.B., & Risley, T.R. (1977). Peer tutoring among elementary students: Educational benefits to the tutor. Journal of Applied Behavior Analysis, 10, 231–238.
4.
Englert, C.S., Hiebert, E.H., & Stewart, S.R. (1985). Spelling unfamiliar words by an analogy strategy. The Journal of Special Education, 19, 291–306.
5.
Gerber, M. (1982). Effects of self-monitoring on spelling performance of learning-disabled and normally-achieving students. Unpublished manuscript, University of California, Santa Barbara.
6.
Gettinger, M., Bryant, N.D., & Fayne, H.R. (1982). Designing spelling instruction for learning disabled children: An emphasis on the unit size, distributed practice, and training for transfer. The Journal of Special Education, 16, 439–448.
7.
Graham, S. (1983). Effective spelling instruction. The Elementary School Journal, 83, 560–567.
8.
Graham, S. (1985). Teaching basic academic skills to learning disabled students: A model of the teaching/learning process. Journal of Learning Disabilities, 18, 528–534.
9.
Graham, S., & Freeman, S. (1986). Strategy training and teacher vs. student-controlled study conditions: Effects on learning disabled students' spelling performance. Learning Disability Quarterly, 9, 15–22.
10.
Graham, S., Freeman, S., & Miller, L. (1981). Spelling games and activities. W. Lafayette, IN: Purdue University. (ERIC Document Reproduction Service No. ED 208 425).
11.
Graham, S., & Harris, K.R. (1988). Instructional recommendations for teaching writing to exceptional children. Exceptional Children, 54, 506–512.
12.
Graham, S., & Harris, K. (1989). Cognitive training: Implications for written language. In J. Hughes and R. Hall (Eds.), Cognitive behavioral psychology in the schools: A comprehensive handbook. New York: Guilford Press.
13.
Graham, S., & Miller, L. (1979). Spelling research and practice: A unified approach. Focus on Exceptional Children, 12, 1–16.
14.
Graham, S., & Stoddard, B. (1987). Teaching spelling to the learning disabled: Implications from research. Illinois Schools Journal, 66, 1–13.
15.
Harris, K.R. (1982). Cognitive behavior modifications: Application with exceptional students. Focus on Exceptional Children, 15, 1–16.
16.
Harris, K. (1986). Self-monitoring of attentional behavior vs. self-monitoring of productivity: Effects on on-task behavior and academic response rate among learning disabled children. Journal of Applied Behavior Analysis, 19, 417–423.
17.
Harris, K.R., Graham, S., & Freeman, S. (1988). The effects of strategy training and study conditions on metamemory among learning disabled students. Exceptional Children, 54, 332–338.
18.
Lew, M., & Bryant, R. (1984). The effects of cooperative groups on regular class spelling achievement of special needs learners. Educational Psychology, 4, 275–283.
19.
MacArthur, C., Haynes, J., Malouf, D., & Harris, K. (in press). The impact of CAI on LD students' achievement, engaged time and other factors. Journal of Educational Computing Research.
20.
McDermott, P.A., & Watkins, M.W. (1983). Computerized vs. conventional remedial instruction for learning disabled pupils. The Journal of Special Education, 17, 81–87.
21.
Rieth, H.J., Axelrod, S., Anderson, R., Hathaway, F., Wood, K., & Fitzgerald, C. (1974). Influence of distributed practice and daily testing on weekly spelling tests. Journal of Educational Research, 68, 73–77.
22.
Wong, B.Y.L. (1986). A cognitive approach to teaching spelling. Exceptional Children, 53, 169–173.
