MATH

Beirne-Smith, M. (1991). Peer tutoring in addition for computation with learning disabled students. Exceptional Children, 57, 330–337.

Blankenship, C.S. , & Baumgartner, M.D. (1982). Programming generalization of computational skills. Learning Disability Quarterly, 5, 152–162.

Carpenter, R.E. (1985). Mathematics instruction in resource rooms: instruction time and teacher competence. Learning Disability Quarterly, 8, 95–100.

Fuchs, L.S. , Bahr, C.M. , & Reith, HJ. (1989). Effects of goal structures and performance contingencies on math performance of adolescents with learning disabilities. Journal of Learning Disabilities, 22, 554–560.

Leon, J.A. , & Pepe, H.J. (1983). Self-instructional training: Cognitive behavior modification for remediating arithmetic deficits. Exceptional Children, 50, 54–60.

Lessen, E. , Dudzinski, M. , Karsh, K. , & Van Acker, R. (1989). A survey of ten years of academic intervention research with learning disabled students: Implications for research and practice. Learning Disabilities Focus, 4, 106–122.

Lewis, R.B. , & Doorlag, D.H. (1987). Teaching special students in the mainstream. (2nd ed.). Columbus: Merrill.

Luiselli, J.K. , & Downing, J.N. (1980). Improving a student's arithmetic performance using feedback and reinforcement procedures. Education and Treatment of Children, 3, 45–49.

Mostropieri, M.A. , & Scruggs, T.E. (1987). Effective instruction for special education. Boston: Little Brown/College Hill.

Mastropieri, M.A. , Scruggs, T.E. , & Shiah, S. (1991). Mathematics instruction for learning disabled students: A review of research. Learning Disabilities Research & Practice, 6, 89–98.

McLeod, T.M. , & Armstrong, S.W. (1982). Learning disabilities in mathematics—kill deficits and remedial approaches at the intermediate and secondary level. Learning Disability Quarterly, 5, 305–311.

Meichenbaum, D. (1977). Cognitive behavior modification: An integrative approach. New York: Plenum Press.

Mercer, C.C. , & Mercer, A.R. (1985). Teaching students with learning problems (2nd ed.). Columbus: Merrill.

Poplin, M. (1986). The reductionistic fallacy in learning disabilities: Replicating the past by reducing the present. Journal of Learning Disabilities, 21, 389–400.

Pressley, M. , Burkell, J. , Cariglia, T. , Lysynchuk, L. , McGoldrick, J.A. , Schneider, B. , Snyder, B.L. , Symons, S. , & Woloshyn, V.E. (1990). Cognitive strategy instruction that really improves children's academic performance. Cambridge: Brookline Books.

Rivera, D.M. , & Smith, D.D. (1987). Influence of modeling on acquisition and generalization of computational skills: A summary of research findings from three sites. Learning Disability Quarterly, 10, 69–80.

Schunk, D. (1985). Participation in goal setting: Effects on self-efficacy and skills of learning disabled children. The Journal of Special Education, 19, 307–317.

Schunk, D.H. , & Cox, P.D. (1986). Strategy training and attributional feedback with learning disabled students. Journal of Educational Psychology, 78, 201–209.

Smith, D.D. , & Lovitt, T.C. (1975). The use of modeling techniques to influence the acquisition of computational arithmetic skills in learning disabled children. In E. Ramp & G. Senf (Eds.), Behavior analysis: Areas of research and application (pp. 283–308). Columbus: Merrill.

Smith, D.D. , & Levitt, T.C. (1976). The differential effects of reinforcement contingencies on arithmetic performance. Journal of Learning Disabilities, 9, 32–40.

Worden, P.E. (1983). Memory strategy instruction with the learning disabled. In M. Pressley & J.R. Levin (Eds.), Cognitive strategy research: Psychological foundations (pp. 129–153). New York: Springer-Verlog.