Toward Successful Inclusion of Students References

Toward Successful Inclusion of Students: References

Armbruster, B., & Ostertag, J. (1993). Questions in elementary science and social studies textbooks. In B. K. Britton, A. Woodward, & M. Binkley (Eds.), Learning from textbooks: Theory and practice (pp. 69-64). Hillsdale, NS: Erlbaum.

Baker, J., & Zigmond, N. (1990). Are regular education classes equipped to accommodate students with learning disabilities? Exceptional Children, 56, 515-526.

Baker, S., Simmons, D., & Kame'enui, E. (1994). Making information more memorable for students with learning disabilities. Learning Disabilities Forum, 19, 14-18.

Beck, I. L., McKeown, M. G., & Gromoll, E. W. (1989). Learning from social studies texts. Cognition and Instruction , 12, 118-132.

Brophy, J. (1990). Teaching social studies for understanding and higher-order applications. The Elementary School Journal, 90, 353-417.

Carnine, D. (1993, December 8). Facts, not fads. Education Week, p. 40.

Carnine, D. (1994). Introduction to the mini-series: Educational tools for diverse learners. School Psychology Review, 32, 341-350.

Carnine, D. W., Dixon, R., & Kame'enui, E. J. (1994). Math curriculum guidelines for diverse learners. Curriculum/Technology Quarterly, 3(3), 13.

Carnine, D., Jones, E. D., & Dixon, B. (1994). Mathematics: Educational tools for diverse learners. School Psychology Review , 23, 406-427.

Carnine, D., & Kinder D. (1985). Teaching low-performing students to apply generative and schema strategies to narrative and expository material. Remedial and Special Education, 6, 20-30.

Carnine, D., Miller, S., Bean, R., & Zigmond, N. (1994). Social studies: Educational tools for diverse learners. School Psychology Review, 23, 428-441.

Carroll, T. B. (1963). A model of school learning. Teachers College Record, 64, 723-733.

Committee on the Prevention of Reading Difficulties in Young Children. (1998). Preventing reading difficulties in young children. (National Research Council Report). Washington, DC: National Academy Press.

Dempster, E N. (1991). Synthesis of research on reviews and tests. Educational Leadership, 48, 71-76.

Dickson, S. (1994). An examination of the affects of an integrated reading and writing instructional approach on the ability of middle school students to produce and comprehend compare/contrast prose. Unpublished doctoral dissertation, University of Oregon, Eugene.

Dickson, S. V., Simmons, D. C., & Kame'enui, E. J. (1998). Text organization: Research bases. In D. C. Simmons & E. J. Kame'enui (Eds), What reading research tells us about children with diverse learning needs (pp. 239-278). Mahwah, NJ: Erlbaum.

Diegmueller, K. (1995, June 14). California plotting new tack on language arts. Education Week, p. 1.

Dimino, J., Gersten, R., Carnine, D., & Blake, G. (1990). Story grammar: An approach for promoting at-risk secondary students' comprehension of literature. The Elementary School Journal, 91, 19-32.

Dixon, B., & Carnine, D. (1993). The hazards of poorly designed instructional tools. Learning Disabilities Forum, 18(3), 18-22.

Dixon, R., Carnine, D. W., & Kame'enui, E. J. (1992). Curriculum guidelines for diverse learners [Monograph]. Eugene: University of Oregon, National Center to Improve the Tools of Educators.

Engelmann, S., & Carnine, D. W. (1982). Theory of instruction: Principles and applications. New York: Irvington.

Englert, C. S., Raphael, T. E., Anderson, L. M., Anthony, H. M., & Stevens, D. D. (1991). Making strategies and self-talk visible: Writing instruction in regular and special education classrooms. American Educational Research Journal, 2, 337-372.

Frymier, J., Barber, L., Carriedo, R., Denton, W., Gansneder, B., Johnson-Lewis, S., & Robertson, N. (1992). Growing up is risky business and schools are not to blame. Bloomington, IN: Phi Delta Kappa.

Fuchs, D., & Fuchs, L. (1994). Classwide curriculum-based measurement: Helping general educators meet the challenge of student diversity. Exceptional Children, 60, 518-537.

Gickling, E., & Thompson, V. (1985). A personal view of curriculum based assessment. Exceptional Children, 52, 219-232.

Gilhool, T. (1973). Education: An inalienable right. Exceptional Children, 39, 597-609.

Graham, S., & Harris, K. R. (1989). A components analysis of cognitive strategy instruction: Effects on learning disabled students' compositions and self-efficacy. Journal of Educational Psychology, 81, 356-361.

Graves, A., Montague, M., & Wong, Y. (1990). The effects of procedural facilitation on the story composition of learning disabled students. Learning Disabilities Research, 5, 88-93.

Hoffman, J. V., McCarthey, S., Abbot, C., Corman, L., Dressman, M., Elliott, B., Matherne, D., & Stahle, D. (1994). So what's new in the new basals? A focus on first grade. Journal of Reading Behavior, 26, 47-73.

Horton, S. V., Lovitt, T. C., & Bergerud, D. (1980). The effectiveness of graphic organizers for three classifications of secondary students in content area classes. Journal of Learning Disabilities, 23, 12-22.

International math and science study finds U.S. covers more in less depth. (1994, June 24). Education Week, p. 10.

Juel, C. (1998). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology , 80, 437-447.

Kauffman, T. M. (1994). Places of change: Special education's power and identity in an era of educational reform. Journal of Learning Disabilities, 27, 610-618.

Kauffman, J. M., & Hallahan, D. P. (1997). A diversity of restrictive environments: Placement as a problem of social ecology. In J. Lloyd, E. J. Kame'enui, & D. Chard (Eds.), Issues in educating students with disabilities (pp. 325-342). Mahwah, NJ: Erlbaum.

Kame'enui, E. J. (1993). Diverse learners and the tyranny of time: Don't fix blame; fix the leaky roof. The Reading Teacher, 46, 376-383.

Kame'enui, E. J., Carnine, D. W., & Dixon R. C. (1998). Effective teaching strategies that accommodate diverse learners. In E. J. Kame'enui & D. W. Carnine (Eds.), Effective teaching strategies that accommodate diverse learners (pp. 1-17). Columbus, OH: Merrill.

Kame'enui, E. J., & Simmons, D. C. (1990). Designing instructional strategies: The prevention of academic learning problems. Columbus, OH:

Kinder, D., & Bursuck W. (1991). The search for a unified social studies curriculum: Does history really repeat itself? Journal of Learning Disabilities, 24, 270-275.

Langer, J., & Applebee, A. (1986). Reading and writing instruction: Toward a theory of teaching and learning. In E. Rothkopf (Ed.), Review of research in education (Vol. 13, pp. 171-194). Washington, DC: American Educational Research Association.

Longstreet, W. S., & Shane, H. G. (1993). Curriculum for a new millennium. Boston: Allyn & Bacon.

Mayer, R., Sims, V., & Tajika, H. (1995). A comparison of how textbooks test mathematical problem solving in Japan and the United States. American Educational Research Journal, 32, 443-460.

McLeskey, J., & Pacchiano, D. (1994). Mainstreaming students with learning disabilities: Are we making progress? Exceptional Children, 60, 508-517.

Mosenthal, P. (1982). Designing training programs for learning disabled children: An ideological perspective. Topics in Learning and Learning Disabilities, 2, 9-107.

Nezworski, T., Stein, N. L., & Trabasso, T. (1982). Story structure versus content in children's recall. Journal of Verbal learning and Verbal Behavior, 21, 196-206.

Nolet, V., & Tindal, G. (1994). Instruction and learning in middle school science classes: Implications for students with disabilities. The Journal of Special Education, 28, 166-187.

Noyce, R. M., & Christie, J. E (1985). Effects of an integrated approach to grammar instruction on third graders' reading and writing. The Elementary School Journal, 84, 6~69.

Pearson, P. D., & Fielding, L. (1991). Comprehension instruction. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (pp. 815-860). White Plains, NY: Longman.

Porter, A. C. (1989, June-July). A curriculum out of balance: The case of elementary school mathematics. Educational Researcher, 18(5), 9-15.

Raphael, T. E., & Kirschner, B. M. (1985). The effects of instruction in compare/contrast text structure on sixth-grade students' reading comprehension and writing products (Research Series No. 161). Michigan State University.

Reading scores for high school seniors show drop. (1995, April). The Register Guard, p. A7.

Scardamalia, M., & Bereiter, C. (1986). Research on written composition. In M. C. Wittrock (Ed.), Handbook of research on education (3rd ed., pp. 778-803). New York: Macmillan.

Shanahan, T., & Lomax, R. G. (1986). An analysis and comparison of theoretical models of the reading-writing relationship. Journal of Educational Psychology, 78, 116-123.

Simmons, D. C., Gleason, M. M., Smith, S. B., Baker, S. K., Sprick, M., Thomas, C., Gunn, B., Chard, D., Plasencia-Peinado, J., Peinado, R., & Kame'enui, E. J. (1995, April). Applications of phonological awareness research in basal reading programs: Evidence and implications for students with reading disabilities . Paper presented at the meeting of the American Educational Research Association, San Francisco, CA.

Simmons, D. C., & Kame'enui, E. J. (1996). A focus on curriculum design: When children fail. Focus on Exceptional Children, 28(7),

Simmons, D., Kame'enui, E. J., Dickson, S., Chard, D., Gunn, B., & Baker, S. (1994). Integrating narrative reading and writing instruction for all learners. Yearbook of the National Reading Council, 43, 572-582.

Smith, P. L., & Ragan, T. L. (1993). Instructional design. New York:

Smith, S. B., Simmons, D. C., Gleason, M. M., Kame'enui, E. J., & Baker, S. K. (in press). An analysis of phonological awareness instruction in four kindergarten basal reading programs. Reading & Writing Quarterly.

Smith, S., Simmons, D. C., & Kame'enui, E. J. (1998). Phonological awareness: Research bases. In D. C. Simmons & E. J. Kame'enui (Eds.), What reading research tells us about children with diverse learning needs: Bases and basics (pp. 129-140). Mahwah, NJ: Erlbaum.

Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-406.

Tennyson, R., & Christensen, D. L. (1986, April). Memory theory and design of intelligent learning systems. Paper presented at the meeting of the American Educational Research Association, San Francisco, CA.

Tierney, R. J., & Shanahan, T. (1991). Research on the reading-writing relationship: Interactions, transactions, and outcomes. In R. Barr, M. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 246-280). New York: Longman.

Torgesen, J. K., Wagner, & Rashotte, C. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27, 276-286.

U.S. Department of Education. (1994). Sixteenth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.

Weaver, C. A., III, & Kintsch, W. (1991). Expository text. In R Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (pp. 230-244). White Plaines, NY: Longman.

Weisberg, R., & Balaithy, E. (1989, May-June). Effects of topic familiarity and training in generative learning activities on poor readers' comprehension of comparison/contrast expository text structure: Transfer to real world materials. Paper presented at the Annual Meeting of the International Reading Association, New Orleans, Louisiana.

Worrall, R. S., & Carnine, D. (1994, March). Lack of professional support undermines teachers and reform-A contrasting perspective from health and engineering. Unpublished manuscript, National Center to Improve the Tools of Educators, College of Education, University of Oregon, Eugene.

Yopp, H. K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23, 159-177.

Zigmond, N., Jenkins, J., Fuchs, L. S., Deno, S., Fuchs, D., Baker, J. N., Jenkins, L., & Couthino, M. (1995). Special education in restructured schools: Findings from three multi-year studies. Phi Delta Kappan, 76, 531-540.