References
Armbruster, B.B., & Anderson, T.H. (1988). On selecting considerate content textbooks. Remedial and Special Education, 9, 47-52.
Bradley, R., Danielson, L., & Hallahan, D. P. (2002). Identification of learning disabilities: Research to practice. Mahwah, NJ: Lawrence Erlbaum Associates.
Donovan, M. S. & Cross, C. T. (2002). Minority students in special and gifted education. Washington, D.C.: National Academy Press.
Frase-Blunt, M. (2000). High stakes testing a mixed blessing for special students. CEC Today, 7(2), 1, 5, 7,15.
Fuchs, D., Mock, D., Morgan, P. L., & Young, C. L. (2002). Responsiveness to intervention: Definition, evidence, and implications for the learning disabilities construct. Learning Disabilities Research & Practice, 18, 157-171.
Fuchs, D. (2003). How should secondary intervention be formulated?Paper presented at the National Research Center on Learning Disabilities Symposium, Kansas City.
Gerber, M. M. (2003, December). Teachers are still the test: Limitations of response to instruction strategies for identifying children with learning disabilities. Paper presented at the National Research Center on Learning Disabilities Symposium, Kansas City.
Grimes, J. (2002). Responsiveness to interventions: The next step in identification, service, and exiting decision making. In R. Bradley, L. Danielson, & D. P. Hallahan, (Eds.). Identification of learning disabilities: Research to practice (pp. 531-547). Mahwah, NJ: Lawrence Erlbaum Associates.
Keogh, B. K. (2002). Foreword. In R. Bradley, L. Danielson, & D. P. Hallahan (Eds.). Identification of learning disabilities: Research to practice (pp .xix-xxi). Mahwah, NJ: Lawrence Erlbaum Associates.
Kinder, D, Bursuck, W.D., & Epstein, M.H. (1992). An evaluation of history textbooks. Journal of Special Education, 25, 472-91.
Mastropieri, M. A., & Scruggs, T. E. (2000). Teacher-Researcher Partnerships to Promote Success in Inclusive High School Science and Social Studies Classes. Grant funded by the U.S. Department of Education.
O'Connor, R. E., Jenkins, J. R., & Slocum, T. (1995). Transfer among phonological tasks in kindergarten: Essential instructional content. Journal of Educational Psychology, 87, 202-217.
Reschly, M. (2003, December). What if LD identification changed to reflect research findings? Paper presented at the National Research Center on Learning Disabilities Symposium, Kansas City.
Scruggs, T.E., & Mastropieri (2003). Content Area Learning in Inclusive Middle School Science and Social Studies Classes. Grant funded by the U.S. Department of Education.
Tocci, S., & Viehland (1998). Holt Chemistry: Visualizing Matter. New York: Holt, Rinehart, & Winston
Vaughn, S. (2003). How many tiers are needed within RtI to achieve acceptable prevention outcomes and to achieve acceptable patterns of LD identification? Paper presented at the National Research Center on Learning Disabilities Symposium, Kansas City.
Yager, R.E. (1983). The importance of terminology in teaching K-12 science. Journal of Research in Science Teaching, 20, 577-578.
Previous Page
(Summary & Conclusions)

