Project IDEAL



Specific Learning Disabilities

Allor, J. H. (2002). The relationships of phonemic awareness and rapid naming to reading development. Learning Disabilities Quarterly, 25, 47-57.

Al Otaiba, S., & Fuchs, D. (2002). Characteristics of children who are unresponsive to early literacy intervention: A review of the literature. Remedial and Special Education, 23(4), 300-316.

Ausubel, D. (1963). The psychology of meaningful verbal learning: An introduction to school learning. New York: Grune & Stratton.

Bear, C. G., & Minke, K. M. (1996). Positive bias in the maintenance of self-worth among children with LD. Learning Disability Quarterly, 19, 23-32.

Blair, C., & Scott, K. G. (2002). Proportion of LD placements associated with low socioeconomic status: Evidence for a gradient? Journal of Special Education, 36( 1 ), 14 22.

Bricker, D., Pretti-Frontczak, K., & McComas, N. (1998). An activity-based approach to early intervention (2nd ed.). Baltimore: Brookes.

Calhoon, M. B., & Fuchs, L. (2003). The effects of peer assisted learning strategies and curriculum-based measurement on the mathematics performance of secondary students with disabilities. Remedial and Special Education, 24(4), 235-245.

Calhoon, M. B., Fuchs, L., & Hamlett, C. (2000). Effects of computer-based test accommodations on mathematics performance assessments for secondary students with learning disabilities. Learning Disability Quarterly, 23, 271-282.

Catts, H. W., Gillispie, M., Leonard L. B., Kail, R. B., & Miller, C. A. (2002). The role of speed of processing, rapid naming, and phonological awareness in reading achievement. Journal of Learning Disabilities, 35(6), 509-524.

Chard, D. J., & Kame' enui, E. J. (2000). Struggling first-grade readers: The frequency and progress of their reading. Journal of Special Education, 34, 28-38.

Compton, D. L., Appleton, A. C., & Hosp, M. K. (2004). Exploring the relationship between text-leveling systems and reading accuracy and fluency in second-grade students who are average and poor decoders. Learning Disabilities Research and Practice, 19(3), 176-184.

Coyne, M. D., Kame' enui, E. J., & Simmons, D. C. (2001). Prevention and intervention in beginning reading: Two complex systems. Learning Disabilities, 16(2 ), 62-73.

DeFries, J. C., & Alarcon, M (1996). Genetics of specific reading disability. Mental Retardation and Developmental Disabilities Research Reviews, 2, 39-47.

Deshler, D. D., Schumaker, I. B., Lenz, B. K., Bulgren, J. A., Hock, M. E, Knight, J., & Ehren, B. J. (2001). Ensuring content-area learning by secondary students with learning disabilities. Learning Disabilities Research and Practice, 16(2), 96-108.

Espin, C. A., Busch, T. W., Shin, J., & Kruschwitz, R. (2001). Curriculum-based measurement in the content areas: Validity of vocabulary matching as an indicator of performance in social studies. Learning Disabilities Research and Practice, 16(3), 142-151.

Fletcher, J. M., Foorman, B. R., Boudousquie, A., Barnes, M. A., Schatschneider, C., & Francis, D. J. (2002). Assessment of reading and learning disabilities: A research-based intervention-oriented 'approach. Journal of School Psychology, 40( 1 ), 27-63.

Frankenberger, W., & Fronzaglio, K. (1991). A review of states' criteria and procedures for identifying children with learning disabilities. Journal of Learning Disabilities, 24, 495-500.

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

Fuchs, L., & Fuchs, D. (2002). Linking assessment to instructional interventions: An overview. School Psychology Review, 15, 318-324.

Gans, A. M., Kenny, M. C, & Ghany, D. L. (2003). Comparing the self-concept of students with and without learning disabilities. Journal of Learning Disabilities, 36(3), 287-295.

Gargiulo, R. M. (2006). Special education in contemporary society: An introduction to exceptionality. Belmont, CA: Thomson Wadsworth.

Georgiewa, P, Rzanny, R., Hopf, J. M., Knab, R., Glauche, V., Kaiser, W. A., & Blanz, B. (1999). FMRI during word processing in dyslexic and normal reading children. Neuroreport, 10(16), 3459-3465.

Gersten, R. (1998). Recent advances in instructional research for students with learning disabilities: An overview. Learning Disabilities, 13, 162-170.

Glassberg, L. A., Hooper, S. R., & Mattison, R. E. (1999). Prevalence of learning disabilities at enrollment in special education: Students with behavioral disorders. Behavioral Disorders, 25(1), 9-21.

Jacob, H. H. (2004). Getting results with curriculum mapping. Alexandria, VA: Association for Supervision and Curriculum Development.

Jorm, A., & Share, D. (1983). Phonological recoding and reading acquisition. Applied Psycholinguistics, 4, 103-147.

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.

Kavale, K. A., & Reese, J. H. (1992). The character of learning disabilities: An Iowa profile. Learning Disability Quarterly, 15, 74-94.

Kibby, M. Y., & Hynd, G. W. (2001). Neurobiological basis of learning disabilities. in D. P. Hallahan & B. K. Keogh (Eds.), Research and global perspectives in learning disabilities (pp. 25-42). Mahwah, NJ: Erlbaum.

MacMaster, K., Donovan, L. A., & Maclntyre, P. D. (2002). The effects of being diagnosed with a learning disability on children's self-esteem. Child Study Journal, 32(2), 101 108.

McLeskey, J., Waldron, N. L., & Wornhoff, S. A. (1990). Factors influencing the identification of black and white students with learning disabilities. Journal of Learning Disabilities, 23, 362 366.

Meese, R. L. (2001). Teaching learners with mild disabilities: Integrating research and practice (2nd ed.). Belmont, CA: Wadsworth.

Mercer, C. D., & Pullen, P. C. (2005). Students with learning disabilities. Upper Saddle River, NJ: Merrill/Prentice Hall.

Raskind, W. H. (2001). Current understanding of the genetic basis of reading and spelling disability. Learning Disability Quarterly, 24(3), 141 157.

Reis, S. M., McGuire, J. M., & Neu, T. W. (2000). Compensation strategies used by high-ability students with learning disabilities who succeed in college. Gifted Child Quarterly, 44, 123-134.

Shapiro, B. K., Church, R. P., & Lewis, M. E. B. (2002). Specific learning disabilities. In M. L. Batshaw (Ed.), Children with disabilities (5th ed., pp. 417-442). Baltimore: Brookes.

Sofie, C. A., & Riccio, C. A. (2002). A comparison of multiple methods for the identification of children with reading disabilities. Journal of Learning Disabilities, 35(3), 234-244.

Swanson, H. L. (2000). Are working memory deficits in readers with learning disabilities hard to change? Journal of Learning Disabilities, 33, 551 566.

Swanson, H. L. (2001). Research on interventions for adolescents with learning disabilities: A meta-analysis of outcomes related to higher-order processing. Elementary School Journal, 101, 331-348.

Swanson, H. L., & Deshler, D. (2003). Instructing adolescents with learning disabilities: Converting a meta-analysis to practice. Journal of Learning Disabilities, 36(2), 124 135.

Tomlinson, C. A. (2003). Fulfilling the promise of differentiated classrooms: Strategies and tools for responsive teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

Turnbull, A., Turnbull, R. & Wehmeyer, M. L. (2007). Exceptional lives: Special education in today's schools. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Valas, H. (1999). Students with learning disabilities and low-achieving students: Peer acceptance, loneliness, self-esteem, and depression. Social Psychology of Education, 3, 173-192.

Vaughn, S., Elbaum, B., & Boardman, A. G. (2001). The social functioning of students with learning disabilities: Implications for inclusion. Exceptionality, 9, 47-65.

Vaughn, S., & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research and Practice, 18(3), 137-146.

Warner, T. D., Dede, D. E., Garban, C. W., & Conway, T. W. (2002). One size still does not fit all in specific learning disability assessment across ethnic groups. Journal of Learning Disabilities, 35(6), 500-508.

Weaver, S. M. (2000). The efficacy of extended time on tests for postsecondary students with learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 10(2), 47-56.

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