References and bibliography for Toward Successful Inclusion of Students.
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Toward Successful Inclusion of Students: References

Bibliography and References

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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.

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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.

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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 Unpublished doctoral dissertation, University of Oregon, Eugene.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.

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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.

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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.

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