Important Publications in the Field of LD in Light of Imminent topics

Aaron P.G. (1997). The impending demise of the discrepancy formula. Review of Educational Research, 67, 461–502.

Bereiter C. (1986). Does direct instruction cause delinquency? Early Childhood Research Quarterly, 1, 289–292.

Blair C. Scott K.G. (2002). Proportion of LD placements associated with low socioeconomic status: Evidence for a gradient? The Journal of Special Education, 36, 14–22.

Boudah D.J. Blair E. Mitchell V.J. (2003). Implementing and sustaining strategies instruction: Authentic and effective professional development or “business as usual”? Exceptionality, 11(1), 3–23.

Boudah D.J. Knight S.L. (1999). Creating learning communities of research & practice: Participatory research and development. In Byrd D. McIntyre J. (Eds.), Research on professional development schools: Teacher education yearbook VII (pp. 97–114). Thousand Oaks, CA: Corwin Press.

Bradley R. Danielson L. Hallahan D.P. (Eds.). (2002). Identification of learning disabilities: Research to practice. Mahway, NJ: Lawrence Erlbaum Associates.

Cuban L. (1993). How teachers taught: Constancy and change in American classrooms 1880–1990 (2nd ed.). New York: Teachers College Press.

Donovan S. Cross C. (2002). Minority students in special and gifted education. Washington, DC: National Academy Press.

Elbaum B. Vaughn S. (2001). School-based interventions to enhance the self-concept of students with learning disabilities: A meta-analysis. The Elementary School Journal, 101, 303–329.

Elbaum B. Vaughn S. (2003). For which students with learning disabilities are self-concept interventions effective? Journal of Learning Disabilities, 36, 101–108.

Elksnin L.K. (2002). Redefining LD is not the answer: A response to Fletcher, Lyon, Barnes, Stuebing, Francis, Olson, Shaywitz, and Shaywitz. Classification of learning disabilities: An evidence-based evaluation. In Bradley R. Danielson L. Hallahan D.P. (Eds.), Identification of learning disabilities: Research to practice (pp. 251–261). Mahway, NJ: Lawrence Erlbaum Associates.

Elksnin L.K. Bryant D.P. Gartland D. King-Sears M. Rosenberg M.S. Scanlon D. (2001). LD summit: Important issues for the field of learning disabilities. Learning Disability Quarterly, 24, 297–305.

Elksnin L. Bryant D. Gartland D. King-Sears M. Scanlon D. Strosnider R. Wilson R. Learning disabilities roundtable: Seeking Common Ground priority issues responses. Retrieved October 8, 2002, from http://www.cldinternational.org/c/@xQWkGcn5RW_WI/Pages/whitepaper.html

Finn C. E. Jr. Rotherham A.J. Hokanson C.R. Jr. (Eds.). (2001). Rethinking special education for a new century. Washington, DC: Thomas B. Fordham Foundation.

Fletcher J.M. Francis D.J. Rourke B.P. Shaywitz S.E. Shaywitz B.A. (1992). The validity of discrepancy-based definitions of reading disabilities. Journal of Learning Disabilities, 25, 555–561.

Fletcher J.M. Francis D.J. Shaywitz S.E. Lyon G.R. Foorman B.R. Stuebing K.K. (1998). Intelligent testing and the discrepancy model for children with learning disabilities. Learning Disabilities Research & Practice, 13, 186–203.

Fletcher J.M. Lyon G.R. Barnes M. Stuebing K.K. Francis D.J. Olson R.K. (2002). Classification of learning disabilities: An evidence-based evaluation. In Bradley R. Danielson L. Hallahan D.P. (Eds.), Identification of learning disabilities: Research to practice (pp. 185–250). Mahway, NJ: Lawrence Erlbaum Associates.

Friend M. Bursuck W.D. (2002). Including students with special needs: A practical guide for classroom teachers. Boston: Allyn & Bacon.

Fuchs D. Fuchs L.S. Mathes P.G. Lipsey M.W. Roberts P.H. (2002). Is “learning disabilities” just a fancy term for low achievement: A meta-analysis of reading differences between low achievers with and without the label. In Bradley R. Danielson L. Hallahan D.P. (Eds.), Identification of learning disabilities: Research to practice (pp. 737–761). Mahway, NJ: Lawrence Erlbaum Associates.

Fuchs L.S. Fuchs D. Speece D.L. (2002). Treatment validity as a unifying construct for identifying learning disabilities. Learning Disability Quarterly, 25, 33–45.

Gersten R. (1986). Response to “Consequences of three pre-school curriculum models through age 15.” Early Child Research Quarterly, 1, 293–302.

Gersten R. Dimino J. (2001). The realities of translating research into classroom practice. Learning Disabilities Research & Practice, 16(2), 120–130.

Gersten R. Baker S. Smith-Johnson J. Peterson A. Dimino J. (2002). Eyes on the prize: Teaching challenging concepts from twentieth century history to middle school students with learning disabilities. Manuscript in preparation.

Gresham F. (2002). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. In Bradley R. Danielson L. Hallahan D.P. (Eds.), Identification of learning disabilities: Research to practice (pp. 467–519). Mahway, NJ: Lawrence Erlbaum Associates.

Horn W.F. Tynan D. (2001). Time to make special education “special” again. In Finn C.F. Jr. Rotherham A.J. Hokanson C.R. Jr. (Eds.), Rethinking special education for a new century (pp. 23–51). Washington, DC: Thomas B. Fordham Foundation.

Individuals with Disabilities Education Act Amendments of 1997. 11 stat. 37(20 U.S.C. 1401 [26]).

Jenkins J. O'Connor R. (2002). Early identification and intervention for young children with reading/learning disabilities. In Bradley R. Danielson L. Hallahan D.P. (Eds.), Identification of learning disabilities: Research to practice (pp. 99–161). Mahway, NJ: Lawrence Erlbaum Associates.

Joyce B. Showers B. (1995). Student achievement through staff development: Fundamentals of school renewal (2nd ed.). New York: Longman.

Kauffman J.M. (2002). Education deform: Bright people sometimes say stupid things about education. Lanham, MD: Scarecrow Press.

Kavale K.A. (2002). Discrepancy models in the identification of learning disability. In Bradley R. Danielson L. Hallahan D.P. (Eds.), Identification of learning disabilities: Research to practice (pp. 369–426). Mahway, NJ: Lawrence Erlbaum Associates.

Kavale K.A. Forness S.R. (1995). The nature of learning disabilities: Critical elements of diagnosis and classification. Mahwah, NJ: Erlbaum.

Kavale K.A. Forness S.R. (2000). What definitions of learning disability say and don't say: A critical analysis. Journal of Learning Disabilities, 33, 239–256.

Keogh B.K. (1993). Linking purpose and practice: Social-political and developmental perspectives on classification. In Lyon G.R. Gray D.B. Kavanagh J.F. Krasnegor N.A. (Eds.), Better understanding learning disabilities: New views from research and their implications for education and public policy (pp. 311–323). Baltimore: Brookes.

Kirk S.A. (1963). Behavioral diagnosis and remediation of learning disabilities. Proceedings of the annual meeting of the Conference on Exploration into the Problems of the Perceptually Handicapped Child, vol. 1. Chicago: Conference on Exploration into the Problems of the Perceptually Handicapped Child.

Klingner J.K. Arguelles M.E. Hughes M.T. Vaughn S. (2001). Examining the schoolwide “spread” of research-based practices. Learning Disability Quarterly, 24(4), 221–234.

Landrum T.J. Cook B.G. Tankersley M. Fitzgerald S. (2002). Teacher perceptions of the trustworthiness, usability, and accessibility of information from different sources. Remedial and Special Education, 23(1), 42–48.

MacArthur C.A. Ferretti R.P. Okolo C.M. (2002). On defending controversial viewpoints: Debates of sixth graders about the desirability of early 20th-century American immigration. Learning Disabilities Research & Practice, 17, 160–172.

MacMillan D.L. Siperstein G.N. (2002). Learning disabilities as operationally defined by the schools. In Bradley R. Danielson L. Hallahan D.P. (Eds.), Identification of learning disabilities: Research to practice (pp. 287–333). Mahway, NJ: Lawrence Erlbaum Associates.

MacMillan D.L. Gresham F.M. Siperstein G.N. Bocian K.M. (1996). The labyrinth of IDEA: Schools' decisions on referred students with subaverage general intelligence. American Journal of Mental Retardation, 101, 161–174.

Mather N. Roberts R. (1994). Learning disabilities: A field in danger of extinction? Learning Disabilities Research & Practice, 9, 49–58.

McMaster K. Fuchs D. Fuchs L.S. Compton D.L. (2002). Monitoring the academic progress of children who are unresponsive to generally effective early reading intervention. Assessment for Effective Intervention, 27(4), 23–34.

Mills P. Cole K. Jenkins J.R. Dale P.S. (2002). Early exposure to direct instruction and subsequent juvenile delinquency: A prospective examination. Exceptional Children, 69, 85–96.

National Joint Committee on Learning Disabilities. (2001). Collective perspectives on issues affecting learning disabilities: Position papers, statements, and reports (2nd ed.). Austin, TX: Pro-Ed.

National Joint Committee on Learning Disabilities. (1994). Learning disabilities: Issues on definition-revised. In NJCLD (Ed.), Collective perspectives on issues affecting learning disabilities (pp. 61–66). Austin, TX: Pro-Ed.

President's Commission on Excellence in Special Education. (2002). A new era: Revitalizing special education for children and their families. Jessup, MD: U.S. Department of Education.

Sasso G.M. (2001). The retreat from inquiry and knowledge in special education. The Journal of Special Education, 34, 178–193.

Schumm J.S. Moody S.W. Vaughn S. (2000). Grouping for reading instruction: Does one size fit all? Journal of Learning Disabilities, 33, 477–488.

Scruggs T. Mastropieri M. (2002). On babies and bathwater: Addressing the problems of identification of learning disabilities. Learning Disability Quarterly, 25(3), 155–168.

Stanovich K.E. (1991). Discrepancy definitions of reading disability: Has intelligence led us astray? Reading Research Quarterly, 26, 1–29.

Stuebing K.K. Fletcher J.M. LeDoux J.M. Lyon G.R. Shaywitz S.E. Shaywitz B.A. (2002). Validity of IQ-discrepancy classifications of reading disabilities: A meta-analysis. American Educational Research Journal, 39, 469–518.

U.S. Department of Education. (2001). Twenty-third annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.

U.S. Department of Education, Office of Special Education and Rehabilitative Services. (2002). A new era: Revitalizing special education for children and their families, Washington, DC. Available online at: http://www.ed.gov/inits/commissions-boards/whspecialeducation/reports/index.html

Ulrich's Periodicals Directory. Retrieved January 29, 2003, from www.ulrichsweb.com.

Ysseldyke J.E. Algozzine B. Richey L. Graden J.P. (1982). Declaring students eligible for learning disability services. Why bother with the data? Learning Disability Quarterly, 5, 37–44.

Ysseldyke J.E. Algozzine B. Shinn M.R. McGue M. (1982). Similarities and differences between low achievers and students classified learning disabled. Journal of Special Education, 16, 73–85.