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Biancarosa, G., Palincsar, A.S., Deshler, D.D., & Nair, M. (2007). Adolescent literacy: Myths and realities. In Deshler, D.D., Palincsar, A.S., Biancarosa, G., & Nair, M., Informed Choices for Struggling Adolescent Readers: A Research-Based Guide to Instructional Programs and Practices (pp. 11-36). Newark, DE: International Reading Association. (Big Picture) This chapter identifies common misperceptions about and attempts to clarify the complex nature of adolescent literacy.
Deshler, D.D., & Hock, M.F. (2007). Adolescent literacy: Where we are, where we need to go. In Pressley, M., Billman, A.K., Perry, K.H., Reffitt, K.E., & Reynolds, J.M. (Eds.), Shaping Literacy Achievement: Research We Have, Research We Need, (pp. 98-128). New York: Guilford Press. (Big Picture) This chapter reviews research on interventions and programs for struggling adolescent readers; describes a model of adolescent reading that includes integration of word recognition, language comprehension, and executive processes skills; relates the SIM reading program to the adolescent reading model; summarizes results of a descriptive study of 350 adolescent readers in an urban district; and proposes four areas for future research to enhance the quality of classroom practices.
Deshler, D., & Kennedy, M. (2009). Struggling adolescent readers. Better: Evidence-based Education, 1(1), 10-11. (Think Piece) In this article, the authors look at a set of factors that can transform the overall literacy performance of struggling adolescent readers.
Deshler, D.D., Palincsar, A.S., Biancarosa, G., & Nair, M. (2007). Informed Choices for Struggling Adolescent Readers: A Research-Based Guide to Instructional Programs and Practices. Newark, DE: International Reading Association. (Big Picture) This book reviews many issues, including myths and misperceptions, associated with adolescent literacy; describes the process of enacting effective change; and provides a description of the instructional approach of 48 currently available programs as well as the professional development, evaluation base, and research base for each of the programs.
Deshler, R.T., Deshler, D.D., & Biancarosa, G. (2007). School and district change to improve adolescent literacy. In Deshler, D.D., Palincsar, A.S., Biancarosa, G., & Nair, M., Informed Choices for Struggling Adolescent Readers: A Research-Based Guide to Instructional Programs and Practices (pp. 92-110). Newark, DE: International Reading Association. (Big Picture) This chapter helps administrators think through issues related to program choice and effectiveness and includes a case study of a whole-school improvement effort at a Midwestern high school.
Ehren, B.J. (2008). Making informed decisions about literacy interventions in schools: An adolescent literacy example. EBP Briefs, 3(1), 1-11. (Big Picture) This article walks through an example of the decision-making process a speech-language pathologist must follow regarding finding and using evidence-based practices for struggling adolescents.
Faggella-Luby, M.N., & Deshler, D.D. (2008). Reading comprehension in adolescents with LD: What we know; what we need to learn. Learning Disabilities Research & Practice, 23(2), 70-78. (Big Picture) This article summarizes research on reading comprehension and outlines four factors for future research: a) use theory to inform practice; b) study the role that dosage plays; c) study tiered models of instruction; and d) study factors that can enhance scaling of reading comprehension interventions.
Hock, M.F., Brasseur, I.F., & Deshler, D.D. (2008). Comprehension instruction in action: The at-risk student. In C.C. Block & S.R. Parris (Eds.), Comprehension Instruction: Research-Based Best Practices (2nd edition) (pp. 271-293). New York: Guilford Press. (Big Picture) This chapter describes an emerging research and practice base in regard to adolescent literacy, some new research, and how this knowledge can inform comprehension instruction for struggling readers in secondary schools.
Hock, M.F., Brasseur, I.F., Deshler, D.D., Catts, H.W., Marquis, J.G., Mark, C.A., & Stribling, J.W. (2009). What is the reading component profile of adolescent struggling readers in urban schools? Learning Disability Quarterly, 32, 21-38. This article reports the results of a study that found 61 percent of adolescent struggling readers had significant deficits in word level, fluency, vocabulary, and comprehension components of reading.
Nair, M., Deshler, D.D., Biancarosa, G., & Palincsar, A.S. (2007). The content of adolescent literacy instruction. In Deshler, D.D., Palincsar, A.S., Biancarosa, G., & Nair, M., Informed Choices for Struggling Adolescent Readers: A Research-Based Guide to Instructional Programs and Practices (pp. 37-48). Newark, DE: International Reading Association. (Big Picture) This chapter discusses components of adolescent literacy programs and provides examples of how different schools build programs specific to their needs.
Palincsar, A.S., Nair, M., Deshler, D.D., & Biancarosa, G. (2007). Characteristics and supports of adolescent literacy instruction. In Deshler, D.D., Palincsar, A.S., Biancarosa, G., & Nair, M., Informed Choices for Struggling Adolescent Readers: A Research-Based Guide to Instructional Programs and Practices (pp. 49-60). Newark, DE: International Reading Association. (Big Picture) This chapter discusses key characteristics of successful adolescent instruction, including teaching for transfer, diverse texts, self-direction and choice, collaborative learning, and more.
Alley, G.R., Deshler, D.D., Clark, F.L., Schumaker, J.B., & Warner, M.M. (1983). Learning disabilities in adolescent and adult populations: Research implications (Part II). Focus on Exceptional Children, 15 (9), 1-16. (Big Picture/Research) Based on an epidemiological study, characteristics of generalization, motivation, and social skills in adolescents and adults with learning disabilities are examined, and the educational implications for each are presented.
Brownell, M.T., Mellard, D.F., & Deshler, D.D. (1993). Differences in the learning and transfer performance between students with learning disabilities and other low-achieving students on problem-solving tasks. Learning Disability Quarterly, 16 (23), 138-156. (Research) A factorial design is used to investigate learning and transfer using unassisted and assisted feedback conditions in students with learning disabilities.
Deshler, D.D., Lenz, B.K., Bulgren, J.A., Schumaker, J.B., Davis, B. Grossen, B., & Marquis, J. (2004). Adolescents with disabilities in high school setting: Student characteristics and setting dynamics. Learning Disabilities: A Contemporary Journal, 2 (2), 30-48. (Research) This article describes two studies: One gathered descriptive information about student characteristics, level of participation in general education classes, level of functioning, and student outcomes; the other was designed to get a daylong picture of what life is like for high school students with disabilities.
Deshler, D.D., Schumaker, J.B., Alley, G.R., Warner, M.M., & Clark, F.L. (1982). Learning disabilities in adolescent and young adult populations: Research implications. Focus on Exceptional Children, 15 (1), 1-12. (Big Picture/Research) Based on an epidemiological study, cognitive processing, setting demands, and academic interventions, educational implications are discussed.
Mellard, D.F., & Deshler, D.D. (1992). Learning disabilities. In M. C. Alkin (Ed.), Encyclopedia of Educational Research (6th Edition). New York: Macmillan. (Big Picture) The field of learning disabilities is described in regards to historical roots, definitions, eligibility models, service delivery and interventions, prevalence rates, and the scientific perspective.
Robinson, S.M., & Deshler, D.D. (1995). Learning disabled. In E. L. Meyen and T. M. Skrtic (Eds.), Special education and student disability: Traditional, emerging, and alternative perspectives (pp. 171-212). Denver, CO: Love Publishing. (Big Picture) This chapter provides a broad overview of the learning disabilities field, covering the history of learning disabilities, definitions of LD, different views of the causes, a description, identification issues, assessment concerns, and what and how to teach.
Scanlon, D., & Mellard, D.F. (2002). Academic and participation profiles of school-age dropouts with and without disabilities. Exceptional Children, 68 (2), 239-257. (Research) Researchers interviewed 277 young adults with and without LD/EBD about their school and post-dropout experiences and report their findings in regard to characteristic descriptors; dropout profiles; and disability and school history. The authors include implications for practice in the following areas: evaluate policies and procedures regarding dropouts; review the district's transition-related practices; address attendance issues; consider graduation as only one acceptable outcome; and improve self-understanding.
Schumaker, J.B., Deshler, D.D., Bulgren, J.A., Davis, B., Lenz, K.B., & Grossen, B. (2005). Access of adolescents with disabilities to general education curriculum: Myth or reality? In T.M Skrtic, K.R. Harris, J.G Shriner (Eds.) Special Education Policy and Practice: Accountability, Instruction, and Social Challenges (pp.129-155). Denver, CO: Love Publishing. (Big Picture/Research) This chapter describes the work of the Institute for Academic Access, a joint project involving researchers at the University of Kansas and the University of Oregon, including a brief synopsis of some of its research findings.
Warner, M.M., Schumaker, J.B., Alley, G.R., & Deshler, D.D. (1980). Learning disabled adolescents in public schools: Are they different from other low achievers? Exceptional Education Quarterly, 1 (2), 27-35. (Research) An epidemiological study of 246 students with learning disabilities and 229 students with low achievement in grades 7-12, including methodology, performance on ability and achievement tests, school district effects, discrepancy scores, multivariate discrimination, and research.
Warner, M.M., Schumaker, J.B., Alley, G.R., & Deshler, D.D. (1989). The role of executive control: An epidemiological study of school-identified learning disabled and low-achieving adolescents on a serial recall task. Learning Disabilities Research, 4 (2), 107-118. (Research) Descriptive research is used to compare 154 students with learning disabilities to 161 students with low achievement on a word memory task using four dependent measures.
Boudah, D.J., Schumaker, J.B., & Deshler, D.D. (1997). Collaborative instruction: Is it an effective option for inclusion in secondary classrooms? Learning Disability Quarterly, 20 (4), 293-316. (Research) Through a four-part experimental design, this study examines the effects of a general education-special education collaborative instructional teacher model in inclusive secondary classes on teacher satisfaction, student engagement, student use of four strategic skills, and student performance on content tests.
Knackendoffel, E.A. (1996). Collaborative teaming in the secondary school. In D.D. Deshler, E.S. Ellis. & B.K. Lenz (Eds.), Teaching adolescents with learning disabilities: Strategies and methods (2nd ed., pp. 579-616). Denver, CO: Love Publishing. (Big Picture) This textbook chapter reviews multiple dimensions of collaborative training for specialists in learning disabilities and specialists in secondary settings, such as collaborative problem solving, partnership building, teaming structures, roles and responsibilities, conflict and resistance.
Scanlon, D., Schumaker, J.B., & Deshler, D.D. (1994). Collaborative dialogues between teachers and researchers to create education interventions: A case study. Educational and Psychological Consultation, 5 (1), 69-76. (Research) A case study approach is used to develop a learning strategy (ORDER) through classroom teacher-researcher collaboration.
Boudah, D.J., Lenz, B.K., Bulgren, J.A., Schumaker, J.B., & Deshler, D.D. (2000). Content Learning through the Unit Organizer Routine. Teaching Exceptional Children, 32 (3), 48-56. (Big Picture) This article describes the Unit Organizer Routine and provides an example of how to use the routine, including planning tips, logistical suggestions, ideas for modification, assessment consideration, and a summary of supporting research.
Bulgren, J. (2004). Effective content-area instruction for all students. In T.E. Scruggs & M.A. Mastropieri (Eds.), Advances in learning and behavioral disabilities: Vol. 17. Research in secondary schools (pp. 147-174). San Diego, CA: Elsevier Ltd. (Big Picture) This chapter promotes Content Enhancement as a bridge to span the gap between the challenges of science literacy for all students and the complexities of student diversity.
Bulgren, J.A. (2006). Integrated content enhancement routines: Responding to the needs of adolescents with disabilities in rigorous inclusive secondary content classes. Teaching Exceptional Children, 38(6), 54-58. This article illustrates how multiple Content Enhancement Routines can be integrated to help all students respond to rigorous learning demands.
Bulgren, J., Deshler, D.D., & Lenz, B.K. (2007). Engaging adolescents with LD in higher order thinking about history concepts using integrated content enhancement routines. Journal of Learning Disabilities, 40 (2), 121-133. (Big Picture/Research) This article describes the use of multiple Content Enhancement Routines in an American history unit to illustrate instructional planning, teaching, and assessing for higher-order thinking and briefly reviews research associated with the Cause-Effect Routine.
Bulgren, J.A., Deshler, D.D., & Schumaker, J.B. (1997). Use of a recall enhancement routine and strategies in inclusive secondary classes. Learning Disabilities Research & Practice, 12 (4), 198-208. (Research) A multiple-baseline design study is used with teachers to determine the effects of training on their performance of the Recall Enhancement Routine and a post-test only comparison design is employed to determine the effects of teacher use of the routine on student use of mnemonic devices.
Bulgren, J.A., Deshler, D.D., Schumaker, J.B., & Lenz, B.K. (2000). The use and effectiveness of analogical instruction in diverse secondary content classrooms. Journal of Educational Psychology, 92 (3), 426-441. (Research) This article reports the results of three studies on using analogies to teach important and difficult information. These results indicate that use of the Concept Anchoring Table and the Concept Anchoring Routine can enhance student performance with regard to understanding and remembering secondary subject-matter content.
Bulgren, J.A., & Lenz, B.K. (1996). Strategic instruction in the content areas. In D.D. Deshler, E.S. Ellis, & B.K. Lenz (Eds.), Teaching adolescents with learning disabilities: Strategies and methods (2nd ed., pp. 409-473). Denver, CO: Love Publishing. (Big Picture) This textbook chapter reviews "best practices" in secondary schools and strategic instruction in the content areas, including the planning pyramid, reflactive planning, content enhancement, strategies integration, and curriculum revision.
Bulgren, J.A., Lenz, B.K., Schumaker, J.B., Deshler, D.D., & Marquis, J.G. (2002). The use and effectiveness of a comparison routine in diverse secondary content classrooms. Journal of Educational Psychology, 94 (2), 356-371. (Research) This article reports the results of two studies of the Concept Comparison Routine: Study 1 provides evidence that students benefit from use of the routine and graphic organizer device, and Study 2 provides evidence that teachers can learn to use the device quickly.
Bulgren, J.A., & Schumaker, J.B. (In prep. 2005). Teaching practices that optimize curriculum access. (Big Picture/Research) This chapter reviews instructional techniques--including Content Enhancement Routines for organizing, understanding, and remembering information--that teachers can use to help students of varying background, skills, and abilities meet complex content-area course demands.
Bulgren, J.A., Schumaker, J.B., & Deshler, D.D. (1988). Effectiveness of a concept teaching routine in enhancing the performance of LD students in secondary-level mainstream classes. Learning Disability Quarterly, 11 (1), 3-17. (Research) Multiple-baseline studies with a wide array of variables are used to measure teacher effectiveness with Concept Diagrams and the Concept Teaching Routine in heterogeneous regular education, classrooms and their effect on students (with and without LD) using several classroom performance indicators.
Bulgren, J.A., Schumaker, J.B., & Deshler, D.D. (1994). The effects of a recall enhancement routine on the test performance of secondary students with and without learning disabilities. Learning Disabilities Research & Practice, 9 (1), 2-11. (Research) (Multiple measures are collected and analyzed using descriptive and inferential statistics to evaluate the effectiveness of repetitious review of the Recall Enhancement Routine on student performance (LD and non LD) in inclusive general education classrooms.
Deshler, D.D., Schumaker, J.B., Bulgren, J.A., Lenz, B.K., Jantzen, J.E., Adams, G., Carnine, D., Grossen, B., Davis, B. & Marquis, J. (2001). Making learning easier: Connecting new knowledge to things students already know. Teaching Exceptional Children, 33 (4), 82-85. (Big Picture) This article describes the Concept Anchoring Routine and its use to help adolescents with disabilities grapple with complex concepts.
Lenz, B.K., & Adams, G. (In prep. 2005). Teacher Planning: The Cornerstone to Accessing the General Education Curriculum. (Big Picture/Research) This chapter reviews issues related to planning for students with disabilities, different kinds of planning interventions, and studies on teacher planning, including a review of lesson planning, unit planning, and course planning research.
Lenz, B.K., Bulgren, J.A., & Hudson, P. (1990). Content enhancement: A model for promoting the acquisition of content by individuals with learning disabilities. In T. E. Scruggs & B. L. Y. Wong (Eds.), Intervention research in learning disabilities (pp. 122-165). New York: Springer-Verlag. (Big Picture) (1990) This book chapter discusses information processing and pedagogy for students with learning disabilities, including suggestions for teacher planning and teaching routines such as the Chapter Survey Routine, Concept Teaching Routine, and Assignment Completion Routine.
Lenz, B.K., & Schumaker, J.B. (2003). Adapting language arts, social studies, and science materials for the inclusive classroom. OSEP Digest, E645. (Big Picture) This digest describes a nine-step process for planning and implementing materials adaptations for use in inclusive classrooms.
Mittag, K.C., & Van Reusen, A.K. (1999). One fish, two fish, pretzel fish: Learning estimation and other advanced mathematics concepts in an inclusive class. Teaching Exceptional Children, 31 (6), 66-72. (Think Piece) Using a combination of research-based approaches (Cooperative Estimation Techniques, calculators, and the Lesson Organizer Routine) a team of teachers successfully taught fifth-grade students in an inclusive classroom to use various strategies to learn advanced mathematics concepts and skills.
Rademacher, J.A. (1999) Enhancing assignment completion for academically diverse learners. In D.D. Deshler, J. Schumaker, K.R. Harris, & S. Graham, (Eds.), Teaching every adolescent every day: Learning in diverse middle and high school classrooms (pp. 146-206). Cambridge, MA: Brookline Books. (Big Picture) This book chapter discusses the planning of high quality assignments, improving the nature of secondary assignments to students, presenting assignments with students, and technology as a tool for enhancing assignment completion.
Rademacher, J.A. (2000). Involving students in assignment evaluation. Intervention in school and clinic, 35 (3), 151-156. (Big Picture) This article describes the relationships among the planning, presenting, and evaluating components of the assignment completion process, then provides guidelines for using the Quality Assignment Routine's PACE 1,2,... self-checking process.
Rademacher, J.A., Schumaker, J.B. & Deshler, D.D. (1996). Development and validation of a classroom assignment routine for inclusive settings. Learning Disability Quarterly, 19 (3), 163-178. (Research) Multiple-probe and comparison-group designs are used in combination to: (a) identify and explore high-quality classroom assignments from the perspective of inclusion teachers and students (LD and nonLD), and (b) determine the effects of the Quality Assignment Completion Routine on content teachers' planning, explanation and evaluation of assignments.
Rademacher, J., Tyler-Wood, T., Doclar, J., & Pemberton, J. (2001). Developing learner-centered technology assignments with student teachers. Journal of Computing in Teacher Education, 17 (3), 18-25. (Research) This article describes a project in which technology experts worked with university faculty and student teachers to infuse technology into high quality assignments incorporating aspects of the Quality Assignment Routine.
Scheuermann, A.M., Deshler, D.D., & Schumaker, J.B. (2009). The effects of the explicit inquiry routine on the performance of students with learning disabilities on one-variable equations. Learning Disability Quarter, 32(2), 103-120. This study determined the effects on student performance of a teaching routine integrating validated mathematical teaching practices from general education and special education. Results indicated that studentsŐ scores increased, students maintained gains for up to 11 weeks after instruction, and students transferred skills to other contexts.
Shaw, J.M., Thomas, C., Hoffman, A., & Bulgren, J. (1995). Using concept diagrams to promote understanding in geometry. Teaching Children Mathematics, 2 (3), 184-189. (Think Piece) An example of using the Concept Mastery routine for teaching geometric properties and relationships in mathematics to middle and upper-grades students is provided.
Deshler, D.D., Hock, M.F., & Catts, H.W. (2006). Enhancing outcomes for struggling adolescent readers. Perspectives, 32(3), 21-25. (Big Picture). This article describes a theoretical model of adolescent reading and the features that define effective programs for struggling adolescent readers (includes the Content Literacy Continuum).
Deshler, D.D., Schumaker, J.B., & Woodruff, S.K. (2004). Improving literacy skills of at-risk adolescents: A schoolwide response. In D.S. Strickland & D.E. Alvermann (Eds.), Bridging the literacy achievement gap grades 4-12 (pp. 86-104). New York: Teachers College Press. (Big Picture) This chapter describes the Content Literacy Continuum, a conceptual framework for literacy instruction; instructional practices that improve students' performances; and a CLC implementation at Muskegon (MI) High School.
Ehren, B.J., Lenz, B.K., & Deshler, D.D. (2004). Enhancing literacy proficiency with adolescents and young adults. In C.A. Stone, E.R. Silliman, B.J. Ehren, & K. Apel (Eds.), Handbook of language and literacy development and disorders (pp. 681-701). New York: Guilford Press. (Big Picture) This chapter describes the dire consequences of low literacy levels in our society and lack of attention to literacy instruction for adolescents, then suggests key principles to help dispel prevailing myths related to literacy and older students. The chapter incorporates many aspects of the Strategic Instruction Model and Content Literacy Continuum.
Lenz, B.K., Ehren, B.J., & Deshler, D.D. (2005). The content literacy continuum: A school reform framework for improving adolescent literacy for all students. Teaching Exceptional Children, 37(6), 60-63. (Big Picture) This article describes the Content Literacy Continuum and includes a two-page table listing teacher actions, examples, and professional competence at each level.
Brasseur, I., Gildroy, P., Schumaker, J., Deshler, D., Begun, W., & Passman, B. (2004). Profiling the quality of educational programs for adolescents with disabilities. Teaching Exceptional Children, 37 (2), 62-65. (Big Picture) This article describes A Rubric for Educating Adolescents with Disabilities, a tool that can be used to build a profile of an educational program, determine strengths and weaknesses, and develop an action plan for improvement.
Bulgren, J.A., & Carta, J.J. (1992). Examining the instructional contexts of students with learning disabilities. Exceptional Children, 59 (3), 182-191. (Big Picture) This review of the literature examines how instructional contexts and classroom ecology for elementary and secondary level students with learning disabilities have been studied in the past 10 years through a variety of methodological approaches and observation instruments.
Bulgren, J.A., & Knackendoffel, A. (1985). Ecological assessment: An overview. The Pointer, 30 (2), 23-30. (Big Picture/Ecology) Research literature on methods of ecological assessment is reviewed, including a six-step ecological assessment process, ecological factors, methods, and sources of ecological assessment.
Bulgren, J.A., Lenz, B.K., Marquis, J.G., Deshler, D.D., Schumaker, J.B., Davis, B., & Grossen, B. (2006). The instructional context of inclusive secondary general education classes: Teachers' instructional roles and practices, curricular demands, and research-based practices and standards. Learning Disabilities: A Contemporary Journal, 4(1), 39-65. This study surveyed 70 general education teachers in rural, suburban, and urban high schools to determine their attitudes and practices related to instruction, curricular demands, research-based practices, and standards.
Chamberlain, S.P. (2006). Don Deshler: Perspectives on teaching students with learning disabilities. Intervention in School and Clinic, 41, 302-306. (Big Picture) In this interview, Don Deshler answers questions on a range of topics, including helping students with learning disabilities prepare to face life's challenges, the evolving nature of the work of KU-CRL, content literacy, responsiveness to intervention (RTI), and teaching children to be strategic learners.
Crank, J.N., & Bulgren, J.A. (1993). Visual depictions as information organizers for enhancing achievement of students with learning disabilities. Learning Disabilities Research & Practice, 8 (3), 140-147. (Big Picture) Studies involving the use of visual depictions to teach content information to classes that contain students with LD are reviewed, including concept maps, timelines, matrices, webs, and networks in which students organize important course facts, concepts, and relationships.
Deshler, D.D. (1998). Grounding interventions for students with learning disabilities in "powerful ideas." Learning Disabilities Research & Practice, 13 (1), 29-34. (Think Piece) This article highlight two of Dr. Samuel Kirk's "powerful ideas" (understanding the unique learning characteristics of each student and adhering to known principles of instruction) and describes how they have had a significant impact on Dr. Deshler's work, as well as on much of the research conducted over the past 20 years by the University of Kansas Center for Research on Learning.
Deshler, D.D. (2003). Intervention research and bridging the gap between research and practice. Learning Disabilities: A Contemporary Journal, 1 (1), 1-7. (Think Piece) This article offers four recommendations to help bridge the gap between research results and classroom practices.
Deshler, D.D., & Berry, G.C. (1998, Summer). The critical issue is how not where. Perspectives, 6-8. (Think Piece) Research conducted for the past 20 years at the Center for Research on Learning has confirmed the importance of how students are taught, such as providing "critical mass" instruction, and effective instruction, as opposed to where instruction is delivered.
Deshler, D.D., & Bulgren, J.A. (1997). Redefining instructional directions for gifted students with learning disabilities. Learning Disabilities, 8 (3), 121-132. (Big Picture/Gifted) This article discusses major outcome goals for gifted students with learning disabilities and presents instructional procedures such as learning strategies and content enhancement routines that are designed to improve their ability to think about and process information.
Deshler, D.D., & Graham, S. (1980). Tape recording educational materials for secondary handicapped students. Teaching Exceptional Children, 12 (2), 52-54. (Think Piece) Effective tape recording procedure for accessing reading assignments by students with low reading skills in regular education content classes are explicitly described.
Deshler, D.D., Hock, M.F., & Catts, H.W. (2006). Enhancing outcomes for struggling adolescent readers. Perspectives, 32(3), 21-25. (Big Picture). This article describes a theoretical model of adolescent reading and the features that define effective programs for struggling adolescent readers (includes the Content Literacy Continuum).
Deshler, D.D., & Putnam, M.L. (1996). Learning disabilities in adolescents: A perspective. In D.D. Deshler, E.S. Ellis, & B.K. Lenz (Eds.), Teaching adolescents with learning disabilities: Strategies and methods (2nd ed., pp. 1-7). Denver, CO: Love Publishing. (Think Piece) This brief overview describes changes in the lives of adolescents with LD and their families over the past 20 years and presents six factors research has identified as fundamental to quality educational programs.
Deshler, D.D., Putnam, M.L., & Bulgren, J.A. (1985). Academic accommodations for adolescents with behavioral and learning problems. In S. Braaten, R. B. Rutherford, & W. Evans (Eds.), Programming for adolescents with behavioral disorders. Reston, VA: Council for Children with Behavior Disorders. (Big Picture) A summary is presented of academic accommodations from the research literature, including setting demands, acquisition of textbook content, lecture presentations, verbal interactions, and concept acquisition.
Deshler, D.D., Robinson, S., & Mellard, D. (2004). Instructional principles for optimizing outcomes for adolescents with learning disabilities. In M.K Riley & T.A. Citro, (Eds.) Best practices for the inclusionary classroom: Leading researches talk directly with teachers (pp. 65-79). Weston, MA: Learning Disabilities of Massachusetts. (Big Picture) This chapter describes instructional principles--specifically those associated with the Strategic Instruction Model--that are in alignment with recent legislative and policy changes, including the No Child Left Behind Act of 2001.
Deshler, D.D., Schumaker, J.B., Harris, K.R., & Graham, S. (1999). Meeting the challenge of diversity in secondary schools. In D.D. Deshler, J. Schumaker, K.R. Harris, & S. Graham, (Eds.), Teaching every adolescent every day: Learning in diverse middle and high school classrooms (pp. vii-xii). Cambridge, MA: Brookline Books. (Think Piece) This introductory chapter describes standards for successful instructional procedures and unique factors in meeting the needs of at-risk adolescents.
Deshler, D.D., Schumaker, J.B., & Lenz, B.K. (1984). Academic and cognitive interventions for LD adolescents: Part I. Journal of Learning Disabilities, 17 (2), 108-117. (Big Picture) This first of a two-part article reviews the empirical information available on adolescents with LD on the variables of motivation, acquisition of information and skills, as well as generalization levels and procedures.
Deshler, D.D., & Tollefson, J.M. (2006). Strategic interventions: A research-validated instructional model that makes adolescent literacy a schoolwide priority. The School Administrator, 63(4), 24-29. This articles describes the Strategic Instruction Model as it relates to quality adolescent literacy programs, including SIM's components of content enhancement, learning strategies, content literacy continuum, strategic tutoring, and the professional develoment network.
Deshler, D.D., & Tollefson, J.M. (2006). The leader's role in literacy: Relentless focus. The School Administrator, 63(4), 28. This article describes three steps school administrators can follow to maintain a relentless focus on high-quality instruction in their schools.
Ehren, B.J. (2000). Maintaining a therapeutic focus and sharing responsibility for student success: Keys to in-classroom speech-language services. Language, Speech, and Hearing Services in Schools, 31 (3), 219-229. (Big Picture) This article explores concerns of speech-language pathologists regarding inclusive services for students and offers solutions to the role confusion and dissatisfaction of many speech-language pathologists who provide in-classroom services.
Ehren, B.J. (2002). Speech-language pathologists contributing significantly to the academic success of high school students: A vision for professional growth. Topics in Language Disorders, 22 (2), 60-80. (Think Piece) This article explores various roles for speech-language pathologists in designing and implementing delivery models at the high school level and examines the concept of curriculum-relevant therapy.
Ehren, B.J. (2002). Vocabulary intervention to improve reading comprehension for students with learning disabilities. Perspectives on Language and Education, 9 (3), 12-18. (Big Picture) This article examines the role of the speech-language pathologist in vocabulary acquisition for students with learning disabilities and describes research-based interventions, including the Clarifying Routine and LINCS Vocabulary Strategy.
Ehren, B.J. (2006). Partnerships to support reading comprehension for students with language impairment. Topics in Language Disorders, 26(1), 42-54. This article describes how professionals in a school might collaborate to help students with language impairment improve their reading comprehension skills.
Ellis, E.S. (1986). The role of motivation and pedagogy on the generalization of cognitive strategy training. Journal of Learning Disabilities, 19 (2), 66-70. (Big Picture) Common teaching practices that appear to interfere with goals of independence of action and generalization (motivation, social learning, self-concept, and attribution) are discussed, along with ways for teachers to counteract such practices.
Fisher, J.B., Schumaker, J.B., & Deshler, D.D. (1995). Searching for validated inclusive practices: A review of the literature. Focus On Exceptional Children, 28 (4), 1-20. (Big Picture/Research) Research studies reviewed were analyzed within six categories of inclusive practices: peer tutoring, cooperative learning programs, teaching devices, content enhancement, curricular revision, and strategies instruction.
Greer, D.L., & Meyen, E.L. (2009). Special education teacher education: A perspective on content knowledge. Learning Disabilities Research & Practice, 24(4), 196-203. (Think Piece) Drawing on five yearsŐ experience developing the Blending Assessment with Instruction (BAIP) product, the authors recommend aligning instruction with curriculum standards and giving increased attention to mathematics instruction during teacher preparation.
Gildroy, P., & Deshler, D.D. (2005). Reading development and suggestions for teaching reading to students with learning disabilities. Insights on Learning Disabilities 2(2), 1-10. This article—the first of two that together provide a broad overview of the development of reading, the challenges individuals with reading disabilities face, and the types of interventions needed to help struggling readers become stronger readers—discusses the word recognition of reading comprehension in detail.
Greenwood, C.R., Delquadri, J., & Bulgren, J. (1993). Current challenges to behavioral technology in the reform of schooling: Large-scale, high-quality implementation and sustained use of effective educational practices. Education and Treatment of Children, 16 (4), 401-440. (Big Picture) Results of research intended to enhance teachers' use of effective instructional practices is described with a framework of a school and district-wide adoption/administration model for promoting the use of measurably superior instruction practices, a computer program providing expert implementation advice to individual teachers, and a school-wide strategy for identifying effective teacher developed practices and promoting their use by other teachers.
Grossen, B., Caros, J., Carnine, D., Davis, B., Deshler, D., Schumaker, J., Bulgren, J., Lenz, K., Adams, G., Jantzen, J., & Marquis, J. (2002). BIG ideas (plus a little effort) produce big results. Teaching Exceptional Children, 34 (4), 70-73. (Research) This article describes the BIG Accommodation Model and how it relates to research under way in the Institute for Academic Access.
Kline, F.M., Schumaker, J.B., & Deshler, D.D. (1991). Development and validation of feedback routines for instructing students with learning disabilities. Learning Disability Quarterly, 14 (3), 191-207. (Research) Two experimental designs are used; one to determine effectiveness of special education teachers in learning to use a strategy feedback routine and a second to determine student performance following use of the routine.
Knight, J. (2005). Crossing boundaries: What constructivists can teach intensive-explicit instructors and vice versa. In T.M Skrtic, K.R. Harris, & J.G. Shriner (Eds.) Special education policy and practice: Accountability, instruction, and social challenges (pp. 242-266). Denver, CO: Love Publishing. (Big Picture) This chapter examines the differences and similarities in two forms of instruction: constructivist and intensive-explict.
Lancaster, P.E., & Gildroy, P. (1999). Facilitating transitions from elementary through high school. In D.D. Deshler, J. Schumaker, K.R. Harris, & S. Graham, (Eds.), Teaching every adolescent every day: Learning in diverse middle and high school classrooms (pp. 207-249). Cambridge, MA: Brookline Books. (Big Picture) In this book chapter on transitions between school levels, four topics crucial to student success are reviewed: preparing students for upcoming transitions, supporting students in the new school settings, actively involving parents in the transition process, and developing comprehensive, school-wide transition programs.
Lenz, B.K., & Adams, G. (In prep. 2005). Teacher Planning: The Cornerstone to Accessing the General Education Curriculum. (Big Picture/Research) This chapter reviews issues related to planning for students with disabilities, different kinds of planning interventions, and studies on teacher planning, including a review of lesson planning, unit planning, and course planning research.
Lenz, B.K., Alley, G.R., & Schumaker, J.B. (1987). Activating the inactive learner: Advance organizers in the secondary content classroom. Learning Disability Quarterly, 10 (1), 53-67. (Research) A multiple baseline design is used to measure teacher use of advance organizers, as well as student retention of information on the advance organizers.
Lenz, B.K., & Deshler, D.D. (2004). Adolescents with learning disabilities: Revisiting "The educator's enigma." In B.Y.L. Wong, (Ed.) Learning about learning disabilities (3rd ed.), (pp. 535-564). New York: Academic Press. (Big Picture) This chapter reviews the historical context, research findings, instructional principles, and research and policy issues related to adolescents with LD.
Lenz, B.K., & Mellard, D. (1990). Content area skill assessment. In R. A. Gable & J. M. Hendrickson (Eds.), Assessing students with special needs: A source book for analyzing and correcting errors in academics (pp. 117-145). White Plains, NY: Longman. (Think Piece) This book chapter focuses on four key elements of content area skills assessment: (1) distinguishing assessment of basic skills from content skills (2) discussing factors in the design of content area assessment (3) devising a content area skills assessment program, and (4) discussing ways of involving students in content area skill assessment.
Mainzer, R.W., Deshler, D.D., Coleman, M.R., Kozleski, E., Rodriguez-Walling, M. (2003). To ensure the learning of every child with a disability. Focus on Exceptional Children, 35 (5), 1-12. (Big Picture) This article reviews progress on three outcomes fundamental to ensuring results for exceptional learners as identified by the CEC Presidential Commission on the Conditions of Teaching in Special Education: caring and competent professional educators; teaching and learning conditions to practice effectively; and strong expectations for effective validated instructional practices.
Mainzer, R.W., Deshler, D.D., Coleman, M.R., Kozleski, E., Rodriguez-Walling M. (2005). To ensure the learning of every child with a disability. In T.M. Skrtic, K.R. Harris, & J.G. Shriner (Eds.) Special education policy and practice: Accountability, instruction, and social challenges (pp. 83-102). Denver, CO: Love Publishing. (Big Picture) This chapter reviews progress on three outcomes fundamental to ensuring results for exceptional learners as identified by the CEC Presidential Commission on the Conditions of Teaching in Special Education: caring and competent professional educators; teaching and learning conditions to practice effectively; and strong expectations for effective validated instructional practices.
Mercer, C.D., Lane, H.B, Jordan, L., Allsopp, D.H., & Eilsele, M.R. (1996). Empowering teachers and students with instructional choices in inclusion settings. Remedial and Special Education, 17 (4), 226-236. (Big Picture) Research supporting a continuum of teaching methods that include "explicit" and "implicit" instructional approaches is provided, along with implications for classroom instruction and teacher education.
Putnam, M.L. (1992). Characteristics of questions on tests administered by mainstream secondary classroom teachers. Learning Disabilities Research & Practice, 7, 129-136. (Research) An analysis of tests used in 7th- and 10th-grade classes sows tests place great demands on memory and test-taking skills. Instruction for students with mild disabilities should focus on these skills, including how to use mnemonics and how to be test-wise.
Putnam, M.L. (1992). Readability estimates of content area textbooks used by students mainstreamed into secondary classrooms. Learning Disabilities, 3 (2), 53-59. (Research) This study determined the readability level of textbooks used in 7th- and 10th-grade general education classrooms, relating the importance of the results to the fact that reading is the most frequently reported difficulty area for students with learning disabilities.
Putnam, M.L. (1992). The testing practices of mainstream secondary classroom teachers. Remedial and Special Education, 13 (5), 11-21. (Research) This study describes the demands students face in regard to general education classroom tests and provides a basis for planning instruction in test-taking strategies for students with mild disabilities.
Putnam, M.L. (1992). Written feedback provided by mainstream secondary classroom teachers. Learning Disabilities, 3 (1), 35-41. This study indicates mainstream secondary classroom teachers are not using effective, research-based best practices when giving written feedback to students with mild disabilities.
Putnam, M.L., Deshler, D.D., & Schumaker, J.B. (1993). The investigation of setting demands: A missing link in learning strategies instruction. In L. J. Meltzer (Ed.), Strategy assessment and instruction for students with learning disabilities: From theory to practice. Austin, TX: Pro-Ed. (Research) A rationale for assessing setting demands, is explored by describing available methods for determining setting demands, as well as descriptive research data forms from 120 middle school and high school teachers based on course interview questions and tests they used to measure student performance.
Robinson, S.M., Braxdale, C.T., & Colson, S.E. (1985). Preparing dysfunctional learners to enter junior high school: A transitional curriculum. Focus on Exceptional Children, 18 (4), 1-12. (Big Picture) Differences in classroom demands between elementary and junior high settings are described based on an integration of research, and a practical example of a transition curriculum is presented.
Schmidt, J.L., Deshler, D.D., Schumaker, J.B., & Alley, G.R. (1989). Effects of generalization instruction on the written language performance of adolescents with learning disabilities in the mainstream classroom. Reading, Writing, and Learning Disabilities, 4 (4), 291-309. (Research) A multiple baseline across strategies design with performance of each of four written language strategies (Sentence Writing, Paragraph Writing, Error Monitoring, and Theme Writing) is employed to determine how much direct instruction is required to ensure generalization of the four strategies to written assignments in secondary English and social studies content classes.
Schumaker, J.B., & Deshler, D.D. (1984). Setting demand variables: A major factor in program planning for the LD adolescent. Topics in Language Disorders, 4 (2), 22-40. (Big Picture) Research literature on setting demands in secondary school settings are reviewed according to observational studies relating characteristics of adolescents with LD to the demands of secondary and post-secondary school settings studies and strategies studies to assist adolescents with LD in being successful in those settings.
Schumaker, J.B., & Deshler, D.D. (1988). Implementing the regular education initiative in secondary schools: A different ballgame. Journal of Learning Disabilities, 21 (1), 36-42. (Think Piece) This article reviews potential barriers to implementing the REI with adolescents with mild handicaps in secondary schools and then discusses a set of factors central to developing a workable partnership that is realistic in responding to the unique parameters of secondary schools.
Schumaker, J.B., Deshler, D.D., Alley, G.R., & Warner, M.M. (1983). Toward the development of an intervention model for learning disabled adolescents: The University of Kansas Institute. Exceptional Education Quarterly, 4 (1), 45-74. (Big Picture) This article describes the manner in which the research center: (a) focused on the problems of adolescents with LD by conducting epidemiological studies revealing their unique characteristics, (b) developed a curriculum with several components, and (c) produced instructional, motivational, and evaluation components of the curriculum.
Schumaker, J.B., Deshler, D.D., Bui, Y., & Vernon, S. (In prep. 2005). High schools and adolescents with disabilities: Challenges at every turn. (Big Picture) This chapter discusses nine contextual factors of trends that relate to the education of students with disabilities: legislative mandates, the standards-based reform movement, curriculum and structural demands, absence of comprehensive service delivery systems, confusion with regard to the role of special educators, cultural and linguistic diversity, the prevalence of violence and fear, negative value systems, and family and community dynamics.
Schumaker, J.B., Deshler, D.D., & Denton, P.H. (1984). An integrated system for providing content to learning disabled adolescents using an audio-taped format. In W. M. Cruickshank & J. M. Kliebhan (Eds.), Early adolescence to early adulthood: Vol. 5 The best of ACLD (pp. 79-107). Syracuse, NY: Syracuse University Press. (Research) This book chapter describes multiple baseline design studies to determine whether adolescents with LD could be taught to apply a complex learning strategy to modified materials as a means for improving their comprehension on grade level textbooks.
Schumaker, J.B., Deshler, D.D., & Ellis, E.S. (1986). Intervention issues related to the education of LD adolescents. In J. K. Torgeson & B. Y. L. Wong (Eds.), Psychological and educational perspectives on learning disabilities (pp. 329-364). New York: Academic Press. (Big Picture) This book chapter discusses a number of issues such as an interactive system of model development, a Strategies Intervention Model, enhancing the intensity of instruction, accommodating curricular expectations, and facilitating independence versus dependence, with implications for changing the traditional roles of special education teachers.
Schumaker, J.B., Deshler, D.D., & McKnight, P. (2002). Ensuring success in the secondary general education curriculum through the use of teaching routines. In M.A. Shinn, H.M. Walker, & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp. 791-823). Bethesda, MD: NASP Publications. (Big Picture) This chapter summarizes key components of an innovative model for providing services to students in general education classes. It includes descriptions of learning strategies and content enhancement routines.
Schumaker, J.B., & Sherman, J.A. (1978) Parent as intervention agent: From birth onward. In R.L. Schiefelbusch (Ed.), Language Intervention Strategies (pp. 237-315). Baltimore: University Park Press. This chapter focuses on the role of parents in a child's language development and offers suggestions for parents.
Smith, B.M., Schumaker, J.B., Schaeffer, J., & Sherman, J.A. (1982). Increasing participation and improving the quality of discussions in seventh-grade social studies classes. Journal of Applied Behavior Analysis, 15, 97-110. The authors conducted an evaluation of procedures to improve participation in and quality of classroom discussions.
Tralli, R., Colombo, B., Deshler, D.D., & Schumaker, J.B. (1996). The strategies intervention model: A model for supported inclusion at the secondary level. Remedial and Special Education, 17 (4), 204-216. (Think Piece) Case examples of two schools that have successfully included students with mild disabilities throughout the general education program are described, as well as the concept of "supported inclusion".
Tralli, R., Colombo, B., Deshler, D.D., & Schumaker, J.B. (1999). The strategic intervention model: A model for supported inclusion at the secondary level. In D.D. Deshler, J. Schumaker, K.R. Harris, & S. Graham, (Eds.), Teaching every adolescent every day: Learning in diverse middle and high school classrooms (pp. 250-280). Cambridge, MA: Brookline Books. (Big Picture) A model for supported inclusion at the secondary level, based on SIM research and instructional approaches, is described as implemented at a school level and at a district level.
Knight, J. (2005). A primer on instructional coaches. Principal Leadership, 5 (9), 16-21. (Big Picture) This article describes instructional coaching in terms of seven questions: 1. What is an instructional coach (IC)? 2. Why invest in instructional coaching? 3. What should ICs teach? 4. What about skills? 5. How do principals and ICs work together? 6. How can resistance be overcome? and 7. What is the theory?
Knight, J. (2005). Crossing boundaries: What constructivists can teach intensive-explicit instructors and vice versa. In T.M. Skrtic, K.R. Harris, & J.G. Shriner (Eds)., Special Education Policy and Practice: Accountability, Instruction, and Social Challenges (pp. 242-266). Denver, CO: Love Publishing.
Knight, J. (2006). Instructional coaching: Eight factors for realizing better classroom teaching through support, feedback and intensive, individualized professional learning. The School Administrator, 63(4), 36-40. This article describes the benefits of adopting instructional coaching as part of professional development in schools and lists eight factors that can increase the likelihood that coaching will make a difference in a school.
Fuchs, D., Deshler, D.D., & Reschly, D.J. (2004). National Research Center on Learning Disabilities: Multimethod studies of identification and classification issues. Learning Disability Quarterly, 27, 189-195. (Big Picture) This article outlines the reasons OSEP established the National Research Center on Learning Disabilities, describes NRCLD's research and goals, and introduces the remaining four papers that comprise this special issue of the journal.
Mellard, D.F., Byrd, S.E., Johnson, E., Tollefson, J.M., & Boesche, L. (2004). Foundations and research on identifying model responsiveness-to-intervention sites. Learning Disability Quarterly, 27, 243-256. (Big Picture) This article provides a conceptual background on responsiveness to intervention as a model for LD determination and describes the work of the National Research Center on Learning Disabilities and the federal regional resource centers to explore issues related to RTI.
Mellard, D.F., Deshler, D.D., & Barth, A. (2004). LD identification: It's not simply a matter of building a better mousetrap. Learning Disability Quarterly, 27, 229-242. (Research) This article presents data from a focus group study in which six stakeholder groups responded to questions about current LD determination practices as well as the attributes they consider to be important in an LD identification model.
Bulgren, J.A., Hock, M.F., Schumaker, J.B., & Deshler, D.D. (1995). The effects of instruction in a paired associates strategy on the information mastery performance of students with learning disabilities. Learning Disabilities Research & Practice, 10 (1), 22-37. (Research) High school students in this multiple baseline across student design study were taught the Paired Associate Strategy for 20-30 minutes per day for 6 months.
Carpenter, S.L., & King-Sears, M.E. (1997). Strategy instruction. In D.F. Bradley, M.E. King-Sears, & D.M. Switlick. Teaching students in inclusive settings (pp. 283-321). Needham Heights, MA: Allyn & Bacon. (Big Picture) This chapter describes strategy instruction as a viable means of teaching students with a range of disabilities to be self-determined, independent learners; it clarifies two models of strategy instruction, provides examples of strategy steps, key student and teacher behaviors, and a framework (SPEED) that outlines the strategic behaviors used by students to solve problems and respond to situational demands.
Clark, F.L. (1993). Preparing teachers to implement strategy instruction. Preventing School Failure, 38 (1), 50-52. (Big Picture) While there are similarities between strategy instruction and other effective teaching techniques, the critical differences include: (a) the orientation to responsibility for learning, (b) the information needed by students to learn and use the strategy, and (c) its focus on teaching students how to generalize their use of a strategy.
Clark, F.L., Deshler, D.D., Schumaker, J.B., Alley, G.R., & Warner, M.M. (1984). Visual imagery and self-questioning: Strategies to improve comprehension of written material. Journal of Learning Disabilities, 17 (3), 145-149. (Research) Two learning strategies, Visual Imagery and Self-Questioning, designed to increase reading comprehension were taught to six learning disabled students using a multiple baseline across strategies design on several outcome measures.
Deshler, D.D., Alley, G.R., Warner, M.M., & Schumaker, J.B. (1981). Instructional practices for promoting skill acquisition and generalization in severely learning disabled adolescents. Learning Disability Quarterly, 4 (4), 415-421. (Big Picture) This article outlines procedures being researched in depth on the acquisition and generalization of skills by severely learning disabled adolescents.
Deshler, D.D., & Lenz, B.K. (1989). The strategies instructional approach. International Journal of Disability, Development and Education, 36(3), 203-224. (Big Picture) This article describes how researchers have developed the Strategic Intervention Model to promote, model, guide, and prompt efficient and effective learning and performance across all settings for all students, not just those with learning disabilities.
Deshler, D.D., & Schumaker, J.B. (1986). Learning strategies: An instructional alternative for low-achieving adolescents. Exceptional Children, 52 (6), 583-590. (Big Picture) A discussion is presented on the design and validation of a set of task-specific learning strategies that teach mildly handicapped students "how to learn" so they can more effectively cope with increased curriculum expectations.
Deshler, D.D., & Schumaker, J.B. (1988). An instructional model for teaching students how to learn. In J. L. Graden, J. E. Zins, and M. J. Curtis (Eds.), Alternative educational delivery systems: Enhancing instructional options for all students (pp. 391-411). Washington, DC: National Association of School Psychologists. (Big Picture) The Strategies Intervention Model is described from several dimensions: evolution and overview, key components, teachers' roles, students' roles, and the external support sources.
Deshler, D.D., & Schumaker, J.B. (1993). Strategy mastery by at-risk students: Not a simple matter. Elementary School Journal, 94 (2), 153-167. (Big Picture) Results of a line of programmatic research on learning strategies have lead to a set of instructional principles and implications for teaching strategies to at-risk students in general education classrooms.
Deshler, D.D., Schumaker, J.B., Lenz, B.K., & Ellis, E.S. (1984). Academic and cognitive interventions for LD adolescents: Part II. Journal of Learning Disabilities, 17 (3), 170-179. (Big Picture) Four additional components needed in a comprehensive intervention model for adolescents with LD are discussed: curriculum and content, communication, transition, and evaluation (part 2 in a series of two articles.
Deshler, D.D., Warner, M.M., Schumaker, J.B., & Alley, G.R. (1983). Learning strategies intervention model: Key components and current status. In J. D. McKinney & L. Feagans (Eds.), Current topics in learning disabilities, Vol. I (pp. 245-283). Norwood, NJ: Ablex Publishing Corp. (Big Picture) The base of research upon which the learning strategies intervention model was developed is presented within the structure of unique problems, factors precipitating failure, and the learning strategies intervention model's theoretical underpinnings and effectiveness.
Duchardt, B.A., Deshler, D.D., & Schumaker, J.B. (1995). A strategic intervention for enabling students with learning disabilities to identify and change their ineffective beliefs. Learning Disability Quarterly, 18 (3), 186-201. (Research) Multiple-probe and control group designs are employed with students who are LD using the BELIEF Strategy.
Ellis, E.S., Deshler, D.D., Lenz, B.K., Schumaker, J.B., & Clark, F.L. (1991). An instructional model for teaching learning strategies. Focus on Exceptional Children, 23 (6), 1-24 (Big Picture). This article focuses on the critical factors affecting strategic performance, the basic instructional principles, and the 8 stage instructional model for teaching learning strategies.
Ellis, E.S., Deshler, D.D., & Schumaker, J.B., (1989). Teaching adolescents with learning disabilities to generate and use task-specific strategies. Journal of Learning Disabilities, 22 (2), 108-119, 130. (Research) A multiple baseline across subject design was used to determine whether students with LD could increase their ability to generate new strategies or adopt existing task-specific strategies for meeting varying demands of the general education classroom (SUCCESS superordinate strategy).
Ellis, E.S., & Lenz, B.K. (1987). A component analysis of effective learning strategies for LD students. Learning Disabilities Focus, 2 (2), 94-107. (Big Picture) To assist teachers in the evaluation of specific learning strategies, the manner in which strategies are designed, presented, and taught are reviewed.
Ellis, E.S., & Lenz, B.K. (1996). Perspectives on instruction in learning disabilities. In D.D. Deshler, E.S. Ellis, & B.K. Lenz (Eds.), Teaching adolescents with learning disabilities: Strategies and methods (2nd ed., pp. 9-60). Denver, CO: Love Publishing. (Big Picture) This textbook chapter reviews the literature on learning strategies instruction by addressing the following three question: (a) Why teach learning strategies? (b) What is the strategies instructional approach? and (c) How are learning strategies taught effectively?
Ellis, E.S., Lenz, B.K., & Sabornie, E.J. (1987). Generalization and adaptation of learning strategies to natural environments: Part 1: Critical agents. Remedial and Special Education, 8 (1), 6-20. (Big Picture) This paper presents generalization as a concept that should be addressed prior to, during, and subsequent to instruction in use of a strategy, with a focus on elements of remedial teacher, regular teacher, peer and student-mediated techniques for facilitating generalization (part 1).
Ellis, E.S., Lenz, B.K., & Sabornie, E.J. (1987). Generalization and adaptation of learning strategies to natural environments: Part 2: Research into practice. Remedial and Special Education, 8 (2), 6-23. (Big Picture) The purpose of this paper is to consolidate a number of studies that describe a unified set of specific instructional techniques that can be used while addressing generalization and to present them as part of an overall instructional approach for learning strategies (part 2).
Faggella-Luby, M., Schumaker, J.B., & Deshler, D.D. (2007). Embedded learning strategy instruction: Story-structure pedagogy in heterogeneous secondary literature classes. Learning Disability Quarterly, 30, 131-147. Study results support the use of an Embedded Story-Structure Routine to improve reading comprehension of at-risk learners in heterogeneous inclusive secondary classrooms.
Glaeser, B.J., Deshler, D.D., & Schumaker, J.B. (1996). Improving self-regulation of students with learning disabilities. Learning disabilities: Information and resources (pp. 41-44). Prides Crossing, MA: Landmark Foundation. (Big Picture) A hypothetical adolescent with LD is discussed throughout this article while presenting a brief overview of the Strategies Intervention Model.
Hock, M.F. & Deshler, D.D. (2003). Don't forget the adolescents. Principal Leadership, 4 (3), 50-56. (Big Picture/Research) This article encourages educators to make research on adolescent literacy a high priority. It describes the levels of the Content Literacy Continuum as well as successes realized when SIM components were implemented at an inner-city high school in Michigan.
Hughes, C.A., Deshler, D.D., Ruhl, K.L., & Schumaker, J.B. (1993) Test-taking strategy instruction for adolescents with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 1 (3), 189-198. (Research) Through use of a multiple-probe across subjects design, the Test-Taking Strategy was evaluated on several measures, including application in regular class tests.
Hughes, C.A., Ruhl, K.L., Schumaker, J.B., & Deshler, D.D. (2002). Effects of instruction in an assignment completion strategy on the homework performance of students with learning disabilities in general education classes. Learning Disabilities Research & Practice, 17 (1), 1-18. (Research) This article describes research results obtained when students used the Assignment Completion Strategy to plan for, complete, and turn in homework assignments on time. Eight of nine students mastered the strategy, their homework completion rates improved, and their quarterly grades increased.
Hughes, C.A., & Schumaker, J.B. (1991). Reflections on "test-taking strategy instruction for adolescents with learning disabilities." Exceptionality, 2, 237-242. (Think Piece) In this interview reflection article, researchers discuss their research on the Test-Taking Strategy within the context of 14 research studies with over 100 replications of students with LD learning to use strategies.
Hughes, C.A., & Schumaker, J.B. (1991). Test-taking strategy instruction for adolescents with learning disabilities. Exceptionality, 2, 205-221. (Research) A multiple-probe across-subjects design is used to assess students' acquisition of the Test-Taking Strategy (PIRATES).
Lancaster, P.E., Lancaster, S.J.C., Schumaker, J.B., & Deshler, D.D. (2006). The efficacy of an interactive hypermedia program for teaching a test-taking strategy to students with high-incidence disabilities. Journal of Special Education Technology, 21(2), 17-30. (Research) Using a multiple-probe across students design, researchers studying the effectiveness of an interactive hypermedia CD for teaching a test-taking strategy found students earned an average of 42 percent of available strategy-use points before instruction and 93 percent after instruction; the study also included think-aloud and student knowledge measures.
Lancaster, P.E., Schumaker, J.B., & Deshler, D.D. (2002). The development and validation of an interactive hypermedia program for teaching a self-advocacy strategy to students with disabilities. Learning Disabilities Quarterly, 25, 227-302. (Research) This article describes a multimedia program designed to teach a self-advocacy strategy to secondary students with disabilities. Research results showed the program was as effective as live instruction in teaching students with LD to use the strategy.
Lenz, B.K. (1991). In the spirit of strategies instruction: Cognitive and metacognitive aspects of the strategies intervention model. In S. A. Vogel (Ed.), Educational alternatives for students with learning disabilities (pp. 1-25). New York: Springer-Verlag. (Think Piece) Learning strategies instruction is discussed from the framework of: strategy intervention issues, dimensions of strategies instruction, strategic content, strategic design, strategies usefulness, and strategic instruction.
Lenz, B.K. (1992). Self-managed learning strategy systems for children and youth. School Psychology Review, 21 (2), 211-228. (Big Picture) The purpose of this article is to describe the characteristics of and research associated with the learning strategies as they relate to programs designed to teach academic self-management to students in school settings.
Lenz, B.K. (2006). Creating school-wide conditions for high-quality learning strategy classroom instruction. Intervention in School and Clinic, 41, 261-266. (Big Picture) This article describes eight characteristics of high-quality learning strategy instruction and associated conditions necessary for building a schoolwide continuum of learning strategy instruction to promote increased student performance.
Lenz, B.K., & Duchardt, B. (1990, Spring). Toward an understanding of the strategies instructional approach. Learning Consultant Journal, 13-22. (Big Picture) This paper identifies some of the salient features and key components of the Strategies Instructional Approach and how it is implemented in the context of both the regular and special education classroom.
Lenz, B.K., Ehren, B.J., & Smiley, L.R. (1991). A goal attainment approach to improve completion of project-type assignments by adolescents with learning disabilities. Learning Disabilities Research & Practice, 6, 166-176. (Research) A multiple-baseline across subjects design was employed and replicated using a goal attainment intervention (Student Management Guide) with adolescents who are LD.
Lenz, B.K., & Hughes, C.A. (1990). A word identification strategy for adolescents with learning disabilities. Journal of Learning Disabilities, 23 (3), 149-158, 163. (Research) A multiple-baseline across subjects design was implemented using five measures on the Word Identification Strategy (DISSECT) with adolescents who are LD.
McNaughton, D., Hughes, C., & Ofiesh, N. (1997). Proofreading for students with learning disabilities: Integrating computer and strategy use. Learning Disabilities Research & Practice, 12 (1), 16-28. (Research) A multiple-probe, across-subjects design is used to investigate the impact of an integrated proofreading strategy training) combining the use of a computer-based spelling checker and a learning strategy: (INSPECT Strategy) on the proofreading performance of students with LD.
Oas, B.K., Schumaker, J.A., & Deshler, D.D. (1995). Learning strategies: Tools for learning to learn in middle and high schools. Secondary education and beyond: Providing opportunities for students with learning disabilities. Pittsburgh, PA: Learning Disabilities Association of America. (Think Piece) Student case descriptions are used to illustrate how a variety of learning strategies might be implemented with students who experience an array of learning disabilities characteristics (Self-Advocacy Strategy, Sentence Writing Strategy, The PROJECT Strategy, Paraphrasing Strategy, etc.
Scanlon, D., Deshler, D.D., & Schumaker, J.B. (1996). Can a strategy be taught and learned in secondary inclusive classrooms? Learning Disabilities Research & Practice, 11 (1), 41-57. (Research) A multiple-probe design and a comparison group design are used to determine: (1) whether content-area teachers could implement the instructional procedures necessary for teaching a learning strategy in conjunction with regular curriculum content to academically diverse classes, and (b) whether academically diverse groups of students could learn the strategy within that context.
Schumaker, J.B., & Deshler, D.D. (2003). Can students with LD become competent writers? Learning Disability Quarterly, 26 (2), 129-141. (Research) This article summarizes a programmatic line of R& D work conducted at CRL that has focused on learning strategies instruction as a method for improving the writing performance of students with disabilities within the context of the general education curriculum as well as on district- and state-wide writing assessments.
Schumaker, J.B., & Deshler, D.D. (1992). Validation of learning strategy interventions for students with learning disabilities: Results of a programmatic research effort. In B. Y. L. Wong (Ed.), Contemporary intervention research in learning disabilities: An international perspective (pp. 22-46). New York: Springer-Verlag. (Big Picture) The purpose of this chapter is to discuss some of the key features surrounding the research conducted on learning strategy interventions for adolescents with LD, including the stages of the research, research standards, the curriculum, and the instructional methodology.
Schumaker, J.B., & Deshler, D.D. (In prep. 2005). Teaching Adolescents to be Strategic Learners. (Big Picture/Research) This chapter describes how KU-CRL conceptualized and validated an array of learning strategies for adolescents with disabilities, including an overview of the Learning Strategies Curriculum, instructional methodology, and associated research studies as well as a description of a scaling-up effort in a Michigan high school.
Schumaker, J.B., & Deshler, D.D. (2009). Adolescents with learning disabilities: Are we selling them short? Learning Disabilities Research & Practice, 24(2), 81-92. In this article, the authors review the evolution of the Strategic Instruction Model® writing strategies and research that shows students with learning disabilities can learn and successfully use writing strategies under the right instructional conditions.
Schumaker, J.B., Deshler, D.D., Alley, G.R., Warner, M.M., Clark, F.L., & Nolan, S. (1982). Error monitoring: A learning strategy for improving adolescent academic performance. In W. M. Cruickshank & J. W. Lerner (Eds.), Coming of age: Vol. 3 The best of ACLD (pp. 170-183). Syracuse, NY: Syracuse University Press. (Research) Three replications of a multiple-baseline design across students is employed to determine the effect of teaching adolescents with LD the Error-Monitoring Strategy (COPS).
Schumaker, J.B., Deshler, D.D., Alley, G.R., Warner, M.M., & Denton, P. H. (1982). Multipass: A learning strategy for improving reading comprehension. Learning Disability Quarterly, 5 (3), 295-304. (Research) Multipass is evaluated using a multiple-baseline design across three substrategies with adolescents with LD.
Schumaker, J.B., Deshler, D.D., Woodruff, S.K., Hock, M.F., Bulgren, J.A., & Lenz, B.K. (2006). Reading strategy interventions: Can literacy outcomes be enhanced for at-risk adolescents? Teaching Exceptional Children, 38(3), 64-68. (Research) This article describes results obtained when students learned the Word Identification Strategy in a minicourse and when students learned multiple reading comprehension strategies (Visual Imagery, Self-Questioning, Paraphrasing, and LINCS Vocabulary) after mastering decoding; in both studies, students in the experimental condition outperformed students in the control group. The article also describes the development of the Xtreme Reading course.
Van Reusen, A.K. (1998). Self-advocacy strategy instruction: Enhancing student motivation, self-determination, and responsibility in the learning process. In M. L. Wehmeyer & D. J. Sands (Eds.), Making it happen: Student involvement in education planning, decision-making, and instruction (pp. 133-152). Baltimore, MD: Paul H. Brooks Publishing Co. (Big Picture) The Self-Advocacy Strategy (IPLAN) is discussed within the larger context of student motivation patterns.
Van Reusen, A.K., Deshler, D.D., & Schumaker, J.B. (1989). Effects of a student participation strategy in facilitating the involvement of adolescents with learning disabilities in the individualized educational program planning process. Learning Disabilities, 1 (2), 23-34. (Research) A multiple-baseline across-individuals and a post-test-only control group design are used to investigate the effects of training adolescents with learning disabilities to use self-advocacy procedures during the Individualized Educational Program (IEP) conference (The Educational Planning Strategy).
Bulgren, J., & Scanlon, D. (1997). Instructional routines and learning strategies that promote understanding of content area concepts. Journal of Adolescent & Adult Literacy, 41 (4), 292-302. (Big Picture) To promote an understanding of middle and secondary school content area concepts, examples of using content enhancement routines (Concept Diagram and Comparison Table) and a learning strategy (ORDER Strategy) are provided.
Deshler, D.D., Schumaker, J.B., Lenz, B.K., Bulgren, J.A., Hock, M.F., Knight, J., & Ehren, B. (2001). Ensuring content-area learning by secondary students with learning disabilities. Learning Disabilities Research & Practice, 16 (2), 96-108. (Big Picture) This article describes the broad array of services that must be available to students with learning disabilities so they can succeed in learning subject-area content. It includes a summary of how SIM components relate to these requirements.
Ehren, B.J. (2005). Looking for evidence-based practice in reading comprehension instruction. Topics in Language Disorders, 25(4), 310-321. (Big Picture) Reflecting on 25 years of research in reading comprehension for students with disabilities, the author reviews promising components of intervention for students with reading disabilities: background knowledge, understanding text structures, strategy use, monitoring and repair strategies, and packaging strategies; SIM learning strategies and content enhancement routines mentioned throughout.
Ellis, E.S., & Lenz, B.K. (1990). Techniques for mediating content area learning: Issues and research. Focus on Exceptional Children, 22 (9), 1-16. (Big Picture) Five clear instructional techniques for maximizing the acquisition of specific content-area knowledge are discussed: (a) adjusting the curriculum so students do not have to learn as much, (b) selecting textbooks that are conducive to learning, (c) enhancing content through the use of study guides, graphics, and mnemonics, (d) using audio recordings of text material, and computer-assisted instruction, and (e) promoting the use of appropriate cognitive and metacognitive strategies during direct instruction of content-area subject matter.
Fisher, J.B. (1999) Mediating the learning of academically diverse secondary students in content-area courses. In D.D. Deshler, J. Schumaker, K.R. Harris, & S. Graham, (Eds.), Teaching every adolescent every day: Learning in diverse middle and high school classrooms (pp. 53-105). Cambridge, MA: Brookline Books. (Big Picture) This book chapter describes approaches content-area teachers can use to mediate the learning of academically diverse groups of students, including detailed information on how to: (a) revise the curriculum, (b) redirect content-area planning, (c) enhance content-area instruction, (d) adapt content-area textbooks, (e) engage students in peer tutoring, and (f) teach students how to learn.
Fisher, J.B., Schumaker, J.B., & Deshler, D.D. (2002). Improving the reading comprehension of at-risk adolescents. In C.C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 351-364). New York: Guildford Press. (Big Picture) This chapter describes the challenge faced by students with high-incidence disabilities in regard to reading comprehension, then explains how Learning Strategies and Content Enhancement Routines can be implemented to enhance reading comprehension.
Lenz, B.K., & Bulgren, J.A. (1995). Promoting learning in content classes. In P. T. Cegelka & W. H. Berdine (Eds.), Effective instruction for students with learning disabilities (pp. 385-417). Boston: Allyn and Bacon. (Big Picture) This chapter describes approaches for promoting effective and efficient acquisition of content area information, including student mediated approaches (Acquisition, Storage and Expression Strategies) and teacher mediated approaches (Content Enhancement Routines, Diagramming Devices, Routines for Teaching Self-Responsibility, and Planning Routines) which are components of the Strategies Intervention Model.
Miller, S. & Strawser, S. (1996). Promoting strategic math performance among students with learning disabilities. Learning Disability Forum, 21 (2), 34-40. (Big Picture) This article provides suggestions for classroom teachers who want to integrate strategy instruction into their math curriculum by discussing a strategic classroom environment and strategic learners.
Schumaker, J.B., & Deshler, D.D. (1994). Secondary classes can be inclusive, too. Educational Leadership, 52 (4), 50-51. (Think Piece) For over 16 years the center has collaborated with secondary teachers to create an approach to the inclusion needs of all students, by implementing strategies learning, content enhancements and critical instructional principles.
Schumaker, J.B., Deshler, D.D., & McKnight, P.C. (1991). Teaching routines for content areas at the secondary level. In G. Stover, M. R. Shinn, & H. M. Walker (Eds.), Interventions for achievement and behavior problems (pp. 473-494). Washington, DC: National Association of School Psychologists.(Big Picture) This book chapter reviews research including (a) learning inefficiencies or disabilities inherent in the student, (b) complex curricular and setting demands in secondary schools, and (c) ineffective teaching practices.
Swanson, H.L. & Deshler, D.D. (2003). Instructing adolescents with learning disabilities: Converting a meta-analysis to practice. Journal of Learning Disabilities, 36 (2), 124-135. (Big Picture) This article describes several CRL interventions that illustrate how advance organization and explicit practice can be effectively integrated into instructional routines for adolescents.
Hock, M.F. (2005). Students with learning disabilities or attention-deficit/hyperactivity disorder. In E.E. Getzel & P. Wehman (Eds.) Going to College: Expanding Opportunities for People with Disabilities (pp. 233-251). Baltimore: Paul H. Brookes Publishing. This chapter focuses on the role Strategic Tutoring and Possible Selves can play for college students with learning disabilities or ADHD.
Hock, M.F., Deshler, D.D., & Schumaker, J.B. (2006). Enhancing student motivation through the pursuit of possible selves. In C. Dunkel & J. Kerpelman (Eds.), Possible Selves: Theory, Research and Application. Hauppauge, NY: Nova Science Publishers. This chapter describes the Possible Selves program, an intervention designed to enhance academic motivation and improve student performance across different instructional levels on key outcome measures. It describes the results of three studies involving university-level student-athletes and middle school students.
Boudah, D.J., Deshler, D.D., Schumaker, J.B., Lenz, B.K., & Cook, B. (1997). Student-centered or content-centered? A case study of a middle school teacher's lesson planning and instruction in inclusive classes. Teacher Education and Special Education, 20 (3), 189-203. (Research) This is a two year qualitative study describing a middle school teacher's change in lesson plans and instruction from content centered instruction only, to content and student centered instruction in an inclusive secondary classroom, as a result of an intensive teacher-researcher professional development interaction.
Crank, J.N., Schumaker, J.B., & Deshler, D.D. (1990). A self-instructional surface-counseling program: Development and validation. Learning Disabilities, 1 (3), 102-112. (Research) A multiple-baseline across-teachers design was employed, as well as pre-post observations, to study the effects of a self-instructional program on the surface-counseling skills (relationship building and problem-solving skills) of teachers who instruct students with learning disabilities.
Ellis, E.S. (1990). What's so strategic about teaching teachers to teach strategies? Teacher Education and Special Education, 13 (2), 59-62. (Think Piece) The concept of preparing teachers to create a strategic teaching environment that facilitates independence in students is discussed.
Ellis, E.S., & Sabornie, E.J. (1990). Strategy-based adaptive instruction in content-area classes. Social validity of six options. Teacher Education and Special Education, 13 (2) 133-144. (Research) A series of repeated measures one way analysis of variance; (as well as qualitative measures) of 13 content teachers' perceptions of familiarity, value, use, assistance, and reasonableness of implementing 6 cognitive strategy-based adaptive teaching procedures is described.
Feldman, K. (1990). Reflection on a five-year learning strategies project implemented in the public schools. Teacher Education and Special Education, 13 (2), 117-125. (Think Piece) A five year project in a large county school district that assisted special education teachers in promoting independence and school success through implementation of a Strategic Intervention Model for teaching adolescents with learning disabilities is described.
Fisher, J.B., Deshler, D.D., & Schumaker, J.B. (1999). The effects of an interactive multimedia program on teachers' understanding and implementation of an inclusive practice. Learning Disability Quarterly, 22 (2), 127-142. (Research) A t-test, analysis of covariance, and a multiple-baseline design are used to analyze the effects of an interactive, multimedia program (Concept Mastery Routine) on pre-service and inservice teachers' perceptions following one of two teacher development programs (Virtual Workshop and Actual Workshop).
Kline, F.M., Deshler, D.D., & Schumaker, J.B. (1992). Implementing learning strategy instruction in class settings: A research perspective. In M. Pressley, K. Harris, & J. Guthrie (Eds.), Promoting academic competence and literacy in school (pp. 361-406). San Diego, CA: Academic Press. (Research) This book chapter discusses issues related to successful implementation of strategy instruction and summarizes several research studies with teachers to identify barriers that might negatively impact implementation, and investigate methods for overcoming these barriers.
Knight, J. (1998). Do schools have learning disabilities? Focus on Exceptional Children, 30 (9), 1-14. (Big Picture) The fact that teachers learn and implement research-validated practices at a disappointing rate is the premise for the observation that organizations may fail to learn because they are structured or cultured in ways that inhibit organizational learning.
Lenz, B.K., & Deshler, D.D. (1990). Principles of strategies instruction as the basis of effective preservice teacher education. Teacher Education and Special Education, 13 (2), 82-95. (Think Piece) This article argues for the reconfiguration of traditional teacher training programs for preparing teachers to teach mildly-handicapped students around the concept of strategies instruction, including what is taught and how it is taught.
Lenz, B.K., & Scanlon, D. (1998). SMARTER teaching: Developing accommodations to reduce cognitive barriers to learning for individuals with learning disabilities. Perspectives, 24 (3), 16-19. (Think Piece) A teacher planning routine (SMARTER) has been developed to help teachers be more sensitive to the information processing needs of their students.
Lenz, B.K., Schumaker, J.B., & Deshler, D.D. (1991). Planning in the face of academic diversity: Whose questions should we be answering? A paper presented at the American Educational Research Association Conference, Chicago, IL. (Research) Teacher questionnaires and cooperative study groups were employed in this study to identify how high school and middle school social studies and science teachers approach teaching their most academically diverse class, in an effort to inform researchers on paradigms for planning prior to teaching mainstreamed students with disabilities.
Schumaker, J.B., & Clark, F.L. (1990). Achieving implementation of strategy instruction through effective inservice education. Teacher Education and Special Education, 13 (2), 105-116. (Big Picture) A new inservice structure developed over the past 6 years is based on a set of best practices derived from the literature, research studies, and training experiences.
Bulgren, J.A., & Kline, F.M. (1991). An instructional model for use by counselors: Promoting independence in post-secondary students with learning disabilities. IACD Quarterly, 123, 33-49. (Big Picture) This paper discussed a model for counselors, social workers, and others to use for promoting independence in adults with LD as they transition from educational settings to the workplace.
Crank, J.N., & Deshler, D.D. (2001). Disability eligibility issues and university student assessment outcomes. Journal of Vocational Rehabilitation, 16, 217-226. (Research) This article describes a program operationalizing uniform standards for establishing and documenting eligibility for disability accommodations in a college setting.
Hock, M.F., Deshler, D.D., & Schumaker, J.B. (1999). Tutoring programs for academically underprepared college students: A review of the literature. Journal of College Reading and Learning, 29 (2), pp. 101-122. (Big Picture) This article critically reviews the research on college tutoring practices, then clarifies the efficacy issue and student outcomes based on the intervention provided.
Hock, M., & Mellard, D. (2005). Reading comprehension strategies for adult literacy outcomes. Journal of Adolescent and Adult Literacy, 49(3), 192-200. (Research) A team of researchers analyzed common measures of adult literacy and determined which strategies-including SIM's Paraphrasing and Self-Questioning strategies-are most likely to benefit adult learners with literacy deficiencies.
Hughes, C.A. (1998). Effective instruction for adults with learning disabilities. In B.K. Lenz, N.A. Sturomski, & M.A. Corley (Eds.) Serving adults with learning disabilities: Implications for effective practice (pp. 27-43). Washington, DC: National Adult Literacy and Learning Disabilities Center. (Big Picture) This monograph presents practices validated through research, but with currently few empirical studies investigating instructional techniques for adults with LD, these 14 principles of instruction are based largely on research conducted with adolescents with LD.
Knight, J. (1993). Learning strategies go to college: Six years of learning strategy instruction in composition classes. Preventing School Failure, 39 (1), 36-42. (Research). Outcome measures of: (a) student pre-and posttests, (b) TOWL 2, (c) retention, and (d) attendance were compared using a strategic instruction writing course (Sentence Writing Strategy and Paragraph Writing Strategy) and a traditional writing course.
Lancaster, S., & Mellard, D. (2005). Adult learning disabilities screening using an Internet-administered instrument. Learning Disabilities: A Contemporary Journal, 3 (2), 62-73. (Research) This article reports that an Internet-administered version of the Adult Learning Disabilities Screening (ALDS) can be used as a reliable method of screening adults for SLD.
McNaughton, D., Hughes, C., & Clark, K. (1997). The effect of five proofreading conditions on the spelling performance of college students with learning disabilities. Journal of Learning Disabilities, 30 (6), 643-651. (Research) A repeated measures analysis of variance was used to investigate the effect of 5 proofreading conditions of 12 college students with LD on a composition activity.
Mellard, D. (1996). Strategies for transition to postsecondary education settings. In D.D. Deshler, E.S. Ellis, & B.K. Lenz (Eds.), Teaching adolescents with learning disabilities: Strategies and methods (2nd ed., pp. 475-523). Denver, CO: Love Publishing. (Big Picture) This textbook chapter provides an overview of methods and research on the topics of transition, student characteristics, high school transition activities, and postsecondary student services.
Mellard, D., Scanlon D., Kissam, B., & Woods, K. (2005). Adult education instructional environments and interaction patterns between teachers and students: An ecobehavioural assessment. Literacy & Numeracy Studies, 14(1), 49-68. Data collected in this study of the characteristics of adult education classroom instruction revealed a significant portion of "lost" instructional time-time not spent on learning and instruction.
Mellard, D.F. (1990). The eligibility process: Identifying students with learning disabilities in California's community colleges. Learning Disabilities Focus, 5 (2), 75-90. (Research) A 5-year project by California's community colleges to develop an eligibility model for students with LD is described, including the process and the results.
Mellard, D.F. (1994). Services for students with learning disabilities in the community colleges. In P. J. Gerber & H. B. Reiff (Eds.), Learning disabilities in adulthood: Persisting problems and evolving issues. Stoneham, MA: Butterworth-Heinemann. (Big Picture) This book chapter uses student scenarios and a review of the literature to describe attributes of community colleges, community representation, considerations for learning disabilities services, and general issues in post-secondary education.
Mellard, D.F., & Byrne, M. (1993). Learning disabilities referrals, eligibility outcomes, and services in community colleges: A four-year summary. Learning Disability Quarterly, 16 (3), 199-218. (Research) Data on access to LD services in California's 103 community colleges are analyzed to determine the pattern of referrals for LD, eligibility decisions, and characteristics of students served according to age, ethnic, and gender groupings.
Mellard, D.F., & Deshler, D.D. (1984). Modeling the condition of learning disabilities on post-secondary populations. Educational Psychologist, 19, 188-197. (Think Piece) To ensure more youths with learning disabilities graduate from high school, enroll in postsecondary training, and are employed in jobs commensurate with their training, a transition program of mentor/protege teams was implemented during the junior year in high school.
Mellard, D.F., Fall, E., & Mark, C. (2009). Reading profiles for adults with low-literacy: Cluster analysis with power and speeded measures. Reading and Writing, 22, 975-992. (Research) This study used a multiple cluster analysis of reading group ability scores from 295 low-literacy adult education participants to form seven reading ability groups and to describe the groups in terms of instructional needs.
Moccia, R.E., Schumaker, J.B., Hazel, J.S., Vernon, D.S., & Deshler, D.D. (1989). A mentor program for facilitating the life transitions of individuals who have handicapping conditions. Reading, Writing, and Learning Disabilities, 5 (2), 177-195. (Research) A transition program is described that involves a mentor/protege team to assist youths with learning disabilities in graduating from high school, enrolling in postsecondary training, and being employed in jobs commensurate with their training.
Schumaker, J.B., Hazel, J.S., & Deshler, D.D. (1985). A model for facilitating postsecondary transitions. Techniques: A Journal for Remedial Education and Counseling, 1, 437-446. (Think Piece) A Life-Planning Program designed to address the transitional needs of secondary-aged learning disabled students is presented.
Serna, L.A., Schumaker, J.B., & Sheldon, J.B. (1992). A comparison of the effects of feedback procedures on college student performance on written essay papers. Behavior Modification, 16 (1), 64-81. (Research) A multiple-baseline design across three major sections of college essay papers is used to evaluate the effectiveness of each feedback procedure on the written content of the essays.
White, W.J., Deshler, D.D., Schumaker, J.B., Warner, M.M., Alley, G.R., & Clark, F.L. (1983). The effects of learning disabilities on post-school adjustment. Journal of Rehabilitation, 49, 46-50. (Research) This research study compared young adults with LD to a group without LD on a broad array of factors known to be indicative of personal, social and vocational success.
Boudah, D.J., & Lenz, B.K. (2000). And now the rest of the story: The research process as intervention in experimental and qualitative studies. Learning Disabilities Research & Practice, 15 (3), 149-159. (Think Piece) The authors contend that the research process itself is an intervention that must be acknowledged and described in research reports to help others better understand the results and decide whether they apply to other situations. The article outlines six levels of intervention and offers four suggestions for reporting research.
Deshler, D.D. (1996). Influencing effective practice though IDEA-supported research. Exceptionality, 6 (2), 69-79. (Think Piece) Examples of the vital role researchers have played in existing specialized interventions that have markedly improved the academic, developmental, and social performance, as well as the life adjustment, of individuals with disabilities over the past 20 years is presented.
Deshler, D.D. (2005). Adolescents with learning disabilities: Unique challenges and reasons for hope. Learning Disability Quarterly, 28, 122-124. (Think Piece) This article makes the case for continuing research and development work to meet the challenges presented by adolescents with learning disabilities.
Deshler, D.D., & Schumaker, J.B. (1994). Grounding intervention research in the larger context of schooling: A response to Pressley and Harris. Educational Psychology Review, 6 (3), 215-222. (Think Piece) This article argues that intervention researchers should solicit the input of practitioners in designing and operationalizing interventions through a co-constructive process, clearly spell out intervention protocol in language that can be understood and followed by practitioners, view interventions within the complex realities of schools, and ensure that outcomes of interventions are both statistically and socially significant.
Deshler, D.D., & Schumaker, J.B. (1996). Getting research into the classroom. Their World, 16-18. (Think Piece) While concern is focused on exploring methods for more effectively bridging the gap between research and practice, a 6-stage process is presented which optimizes the degree to which validated innovation can enter the classroom.
Gersten, R., Vaughn S., Deshler, D., & Schiller, E. (1997). What we know about using research findings: Implications for improving special education practice. Journal of Learning Disabilities, 30 (5), 466-476. (Big Picture) Literature is reviewed that addresses why some research-based practices fail, and the factors likely to lead to sustained use of research-based practices.
Lenz, B.K., & Deshler, D.D. (1993). Ethical issues related to translating research in learning disabilities into practice. In S. Vaughn & C. S. Bos (Eds.), Research issues in learning disabilities: Theory, methodology, assessment, and ethics (pp. 329-347). New York: Springer-Verlag. (Think Piece) In this book chapter, factors that promote the translation of research to practice in an ethically responsible manner are discussed, including standards, a participating research model, an interactive system of model development, and a recognition of ethical responsibilities across various research roles.
Schumaker, J.B., & Deshler, D.D. (2003). Designs for applied educational research. In H.L. Swanson, K.R. Harris, & S. Graham (Eds.), Handbook of Learning Disabilities (pp. 483-500). New York: Guilford Press. (Big Picture) This chapter describes eight principles behind KU-CRL research and discusses different research designs used by KU-CRL researchers, including single-subject designs, group designs, and combination designs.
Smith, S.W., Brownell, M.T., Simpson, R.L., & Deshler, D.D. (1993). Successfully completing the dissertation: Two reflections on the process. Remedial and Special Education, 14 (3), 53-60. (Think Piece) This article explores personal reflections of dissertation research efforts by two doctoral students and their advisers and delineates the variables that led to successful completion of the students' dissertations.
Swanson, H.L. & Deshler, D.D. (2003). Instructing adolescents with learning disabilities: Converting a meta-analysis to practice. Journal of Learning Disabilities, 36 (2), 124-135. (Big Picture) This article describes several CRL interventions that illustrate how advance organization and explicit practice can be effectively integrated into instructional routines for adolescents.
Deshler, D.D., Mellard, D.F., Tollefson, J.M., & Byrd, S.E. (2005). Research topics in responsiveness to intervention: Introduction to the special series. Journal of Learning Disabilities, 38, 483-484. (Big Picture) This article reviews a symposium on responsiveness to intervention organized by the National Research Center on Learning Disabilities, a joint project of KU-CRL and Vanderbilt University, and introduces 14 of the symposium papers featured in this issue.
Ehren, B.J., & Nelson, N.W. (2005). The Responsiveness to Intervention Approach and Language Impairment. Topics in Language Disorders, 25 (2), 119-131. (Big Picture) This article examines the potential usefulness of a responsiveness to intervention approach for students with language impairments, including as a framework for identification and for enhancing services in schools.
Ehren, B.J. & Nelson, N.W. (2005). Identification of language impairment within the responsiveness to intervention approach. 56th Annual Conference Commemorative Booklet. Baltimore, MD: International Dyslexia Association. (Big Picture) This article discusses responsiveness to intervention models and the identification of students with language impairments.
Fuchs, D., & Deshler, D.D. (2007). What we need to know about responsiveness to intervention (and shouldn't be afraid to ask). Learning Disabilities Research & Practice, 22(2), 129-136. (Think Piece) The authors identify unresolved issues important to RTI implementation, teacher effectiveness, and student achievement.
Graner, P.S., Faggella-Luby, M.N., & Fritschmann, N.S. (2005). An overview of responsiveness to intervention: What practitioners ought to know. Topics in Language Disorders, 25(2), 93-105. (Big Picture) This article presents a history of responsiveness to intervention; its connections to the learning disabilities field; and an overview of current RTI discussions among researchers, practitioners, and national organizations.
Johnson, E., Mellard, D.F., & Byrd, S.E. (2005). Alternative models of learning disabilities identification: Considerations and initial conclusions. Journal of Learning Disabilities, 38, 569-572. (Big Picture) This article summarizes four presentations made during a 2003 symposium on responsiveness to intervention that addressed the question "What are alternative models of LD identification other than RTI?"
Mellard, D.F., Byrd, S.E., Johnson, E., Tollefson, J.M., & Boesche, L. (2004, Fall). Foundations and research on identifying model responsiveness-to-intervention sites. Learning Disability Quarterly, 27, 243-256. (Big Picture) This article provides a conceptual background on responsiveness to intervention as a model for LD determination and describes the work of the National Research Center on Learning Disabilities and the federal regional resource centers to explore issues related to RTI.
Mellard, D.F., McKnight, M., & Woods, K. (2009). (Research) Response to intervention screening and progress-monitoring practices in 41 local schools. Learning Disabilities Research & Practice, 24(4), 186-195. This study describes response to intervention screening and progress-monitoring instruments and procedures used in 41 elementary schools.
Coyne, M.D., Simonsen, B., & Faggella-Luby, M. (2008). Cooperating initiatives: Supporting behavioral and academic improvement through a systems approach. Teaching Exceptional Children, 40(6), 54-59. (Big Picture) This article identifies guiding principles that should anchor all school improvement efforts.
Deshler, D.D., & Schumaker, J.B. (1983). Social skills of learning disabled adolescents: Characteristics and intervention. Topics in Learning and Learning Disabilities, 3 (2), 15-23. (Big Picture) This article summarizes research conducted on the social skills of adolescents with LD including: social skill characteristics and social interventions.
Deshler, D.D., Schumaker, J.B., Alley, G.R., Warner, M.M., & Clark, F.L. (1981). Social interaction deficits in learning disabled adolescents--Another myth? In W. M. Cruickshank & A. A. Silver (Eds.), Bridges to tomorrow: Vol. 2. The best of ACLD (pp. 57-65). Syracuse, NJ: Syracuse University Press. (Big Picture) A major research priority has been to study adolescents with LD in relation to low-achieving peers as well as normal achieving peers on variables such as peer relationships and extracurricular involvement, interactions with peers, regular class teacher perception, social skills related to occupational success, social skills in young adult populations, and the training of social skills.
Hazel, J.S., & Schumaker, J.B. (1988). Social skills and learning disabilities: Current issues and recommendations for future research. In J. F. Kavanagh & T. J. Truss (Eds.), Learning disabilities: Proceedings of the National Conference (pp. 293-344). Parkton, MD: York Press. (Big Picture) This book chapter has a twofold purpose of discussing issues related to social ability and learning disabilities, and research related to social skills of individuals with learning disabilities, such as skill selection, skill design, cognitive and decision-making skills, social skills curricula, generalization and the relationship between sociological factors and social behavior.
Hazel, J.S., Schumaker, J.B., Sherman, J.A., & Sheldon-Wildgen, J. (1983). Social skills training with court-adjudicated youths. Child & Youth Services, 5 (3-4), 117-137. (Big Picture/Research) More than 300 youths participated in social skills training programs and learned new skills; one year after the program ended, 83% were offense-free compared to only 61% of youths in two matched comparison groups.
Hazel, J.S., Sherman, J.A., Schumaker, J.B., & Sheldon, J. (1986). Group social skills training with adolescents: A critical review. In D. Upper & S. M. Ross (Eds.), Behavioral group therapy: An annual review (pp. 203-246). New York: Plenum Press. (Big Picture) This article provides an extensive review of the literature on group social skills training with adolescents, including advantages and disadvantages, content of training programs, selection methods, selection of skills components, social skills that have been trained, training procedures, and outcomes of social skill training.
Hazel, J.S., Schumaker, J.B., Sherman, J.A., & Sheldon, J. (1982). Application of a group training program in social skills and problem solving to learning disabled and non-learning disabled youth. Learning Disabilities Quarterly, 5, 398-408. (Research) Using a multiple-baseline-across-skills design, researchers tested the effectiveness of instruction on six social skills for three groups of youth: those with LD, without LD, and on probation; all three groups acquired the skills to such an extent that they could generalize their use to novel situations.
Hazel, J.S., Schumaker, J.B., Sherman, J.A., Sheldon-Wildgen, J. (1981). The development and evaluation of a group skills training program for court-adjudicated youths. In D. Upper, S.M. Ross (Eds.) Behavioral Group Therapy, 1981: An Annual Review (pp.113-152). Champaign, IL: Research Press Company. (Research) This chapter describes research that sought to develop a program that could effectively and efficiently provide social skills services for youths on probation. In one study, one year after completing this program, none of the youths who participated had had any further contact with courts; in a comparison group, 43% had at least one further court contact.
Hazel, J.S., Schumaker, J.B., Sherman, J.A., Sheldon-Wildgen, J. (1982). Group training for social skills: A program for court-adjudicated, probationary youths. Criminal Justice and Behavior, 9 (1), 35-53. (Research) Thirteen court-adjudicated youths on probation participated in a group training program for teaching social skills; all increased their skills during the program and maintained the increased level eight months later for all skills except negotiation.
Kamps, D.M., Leonard, B.R., Vernon, S., Dugan, E.P., Delquadri, J.C., Gershon, B., Wade, L., & Folk, L. (1992). Teaching social skills to students with autism to increase peer interactions in an integrated first-grade classroom, Journal of Applied Behavior Analysis, 25 (2), 281-288. (Research/Autism) A multiple-baseline across subjects design is used to investigate the use of social skills to facilitate increased social interactions for students with autism using 10 to 20 minutes of a play group, four times per week.
Mellard, D.F., & Hazel, J.S. (1992). Social competencies as a pathway to successful life transitions. Learning Disability Quarterly, 15, 251-271. (Big Picture/Research) This article describes post-secondary outcomes of young adults with learning disabilities, specific areas of social problems encountered, and the results of an assessment of social competencies in adults with learning disabilities. Authors recommend that secondary and post-secondary curricular experiences include greater attention to improving social competencies.
Powers, L., Deshler, D.D., Jones, B., & Simons, M. (In prep. 2005) Strategies for Enhancing Nonacademic Outcomes. (Big Picture) This chapter reviews current postschool outcomes of students with disabilities, then focuses on effective secondary education practices--including CRL's Self-Advocacy Strategy and Surface Counseling--that foster self-determination, social success, and transition preparation.
Scanlon, D. (1996). Social skills strategy instruction. In D.D. Deshler, E.S. Ellis & B.K. Lenz (Eds.), Teaching adolescents with learning disabilities: Strategies and methods (2nd ed., pp. 369-408). Denver, CO: Love Publishing. (Big Picture) This textbook chapter summarizes the knowledge about social skill strategy instruction with adolescents with learning disabilities using the topics of issues, relationships to LD, assessment, targeting skills for intervention, skills in the students' environment, and intervention.
Schumaker, J.B. (1992). Social performance of individuals with learning disabilities: Through the looking glass of KU-IRLD research. School Psychology Review, 21 (3), 387-399. (Big Picture) The commonalties across research studies focusing on social skills of individuals with LD are described (subjects, framework, methodology, assessment) along with research findings, and future directions.
Schumaker, J.B., & Ellis, E.S. (1982). Social skills training of LD adolescents: A generalization study. Learning Disability Quarterly, 5 (4), 409-414. (Research) The study employs a modified multiple-baseline across social skills design to determine the reliability of role playing as a device for assessing two types of situations before and after training: (a) contrived situation in the subject's natural environment, and (b) novel role-playing situations.
Schumaker, J.B., & Hazel, J.S. (1984). Social skills assessment and training for the learning disabled: Who's on first and what's on second? Part I. Journal of Learning Disabilities, 17 (7), 422-431. (Big Picture) This first article of a two-part series on the social skills of adolescents with LD reviews the skills that should be included in social skills interventions for individuals with LD within the framework of cognitive social skills, overt social skills, and assessment of social skill usage.
Schumaker, J.B., & Hazel, J.S. (1984). Social skills assessment and training for the learning disabled: Who's on first and what's on second? Part II. Journal of Learning Disabilities, 17 (8), 492-499. (Big Picture) This second article of a two part series on the social skills of adolescents with LD reviews empirically validated instructional methodologies that have been found effective, ranging from relatively simple manipulations of antecedent and consequent conditions to complex instructional packages.
Schumaker, J.B., & Hazel, J.S. (1988). Social skills training. In K. Kavale, S. Forness, & M. Bender (Eds.), Handbook of learning disabilities: Interventions and practice (Vol. II) (pp. 111-153). Boston: College Hill/Little Brown. (Big Picture) This book chapter provides a comprehensive review of the literature on theoretical perspectives, content of social skills training programs, and assessment of social skills.
Schumaker, J.B., Hazel, S.J., Sherman, J.A., & Sheldon, J. (1982) Social skill performances of learning disabled, non-learning disabled, and delinquent adolescents. Learning Disability Quarterly, 5, 388-397. (Research) This article describes the results of a study of social skill performance of students with LD, without LD, and court-adjudicated delinquent adolescents; the results implicate a need for curricula and procedures for social skills training at the secondary level.
Schumaker, J.B., Pederson, C.S., Hazel, J.S., & Meyen, E.L. (1983). Social skills curricula for mildly handicapped adolescents: A review. Focus on Exceptional Children, 16 (4), 1-16. (Big Picture) In a review of social skills curricula for mildly handicapped adolescents, the following information is provided: five important considerations in selecting a social skills curriculum, a selected review of currently available social skills programs, and recent social skills curriculum development projects.
Serna, L.A., Schumaker, J.B., Hazel, J.S., & Sheldon, J.B. (1986). Teaching reciprocal social skills to parents and their delinquent adolescents. Journal of Clinical Child Psychology, 15, 64-77. (Research) A multiple-baseline across skill design was used to evaluate a behavioral group training program in which seven social skills and one problem-solving skill were taught to families of court-adjudicated youths.
Serna, L.A., Schumaker, J.B., Sherman, J.A., & Sheldon, J.B. (1991). In-home generalization of social interactions in families of adolescents with behavior problems. Journal of Applied Behavior Analysis, 4 (24), 733-746. (Research) The effects of a three-phase family communication program were evaluated using a multiple-baseline design across skills during the skill-teaching phase and a multiple-baseline design across families for the family conference phase.
Van Reusen, A.K. (1999). Developing social competence in diverse secondary schools and classrooms. In D.D. Deshler, J. Schumaker, K.R. Harris, & S. Graham, (Eds.), Teaching every adolescent every day: Learning in diverse middle and high school classrooms (pp. 106-144). Cambridge, MA: Brookline Books. (Big Picture). The nature and complexity of social skills and social competency, the development of social competency, approaches to assisting individual students, and recommendations for successful social sills instruction are discussed in relationship to providing social skill instruction to diverse groups in the secondary classroom.
Vernon, D.S., & Schumaker, J.B. (1993). Who benefits from social skills instruction in the mainstream classroom? Exceptionality Education Canada, 3 (1 & 2), 9-38. (Research) A pretest-posttest comparison group design and a multiple probe design were used to evaluate the effectiveness of social skills instruction in four social skills in a sixth grade mainstream classroom in which students with exceptionalities were enrolled.
Vernon, S., Hazel, J.S., & Schumaker, J.B. (1988). Now that the door is open: Social skills instruction in the classroom. PRISE Reporter, 20, 1-2. (Big Picture) Vernon, Hazel & Schumaker (1988) With classroom training of social skills being acknowledged as an important instructional goal, this article discusses factors for teachers to consider when selecting and adopting instructional resources.
Walther-Thomas, C., Hazel, J.S., Schumaker, J.B., Vernon, S., & Deshler, D.D. (1991). A program for families with children with learning disabilities. In M. Fine (Ed.), Collaboration with parents of exceptional children (pp. 219-237). New York: Clinical Psychology Publishing Co. (Research) A multiple baseline across skills design was used to assess parents' acquisition of four social skills (Relationship Building, Problem Solving, Teaching, and Goal Achievement) plus family meeting procedures, following a series of eight weekly training sessions.
Greer, D.L., & Meyen, E.L. (2009). Special education teacher education: A perspective on content knowledge. Learning Disabilities Research & Practice, 24(4), 196-203. (Think Piece) Drawing on five yearsŐ experience developing the Blending Assessment with Instruction (BAIP) product, the authors recommend aligning instruction with curriculum standards and giving increased attention to mathematics instruction during teacher preparation.
Lancaster, P.E., Lancaster, S.J.C., Schumaker, J.B., & Deshler, D.D. (2006). The efficacy of an interactive hypermedia program for teaching a test-taking strategy to students with high-incidence disabilities. Journal of Special Education Technology, 21(2), 17-30. (Research) Using a multiple-probe across students design, researchers studying the effectiveness of an interactive hypermedia CD for teaching a test-taking strategy found students earned an average of 42 percent of available strategy-use points before instruction and 93 percent after instruction; the study also included think-aloud and student knowledge measures.
Meyen, E.L. (2000). Using technology to move research to practice: The Online Academy. Their World 2000. New York: National Center for Learning Disabilities, pp. 13-17. (Big Picture) This article describes the Online Academy, which transforms validated interventions into instructional modules for use in preparation of teachers. The modules are designed for delivery nationally using capabilities of the Internet and World Wide Web.
Johnson, D.R., Mellard, D.F., & Lancaster, P. (2007). Road to success: Helping young adults with learning disabilities plan and prepare for employment. Teaching Exceptional Children, 39(6), 26-32. (Big Picture) This article reviews the Road to Success curriculum, developed by KU-CRL's Division of Adult Studies, which addresses content and skills adolescents with learning disabilities need to overcome behavioral issues that could impede successful, productive employment.
Carlson, S.A. (1985). The ethical appropriateness of subject-matter tutoring for learning disabled adolescents. Learning Disability Quarterly, 8, 310-314. (Think Piece) This article provides a discussion of the legal, but possibly not ethical, standards being met when secondary special education programs emphasize direct instruction in classroom subject-matter.
Hock, M.F. (2005). Students with learning disabilities or attention-deficit/hyperactivity disorder. In E.E. Getzel & P. Wehman (Eds.) Going to College: Expanding Opportunities for People with Disabilities (pp. 233-251). Baltimore: Paul H. Brookes Publishing. This chapter focuses on the role Strategic Tutoring and Possible Selves can play for college students with learning disabilities or ADHD.
Hock, M.F., Deshler, D.D. & Schumaker, J.B. (1993). Learning strategy instruction for at-risk and learning-disabled adults: The development of strategic learners through apprenticeship. Preventing School Failure, 38 (1), 43-49. (Big Picture) A pilot study developed within the context of the Strategic Learner Apprenticeship model, including the DETECT strategy and the TACTIC strategy, is discussed.
Hock, M.F., Pulvers, K.A., Deshler, D.D., & Schumaker, J.B. (2001). The effects of an after-school tutoring program on the academic performance of at-risk students and students with LD. Remedial and Special Education, 22(3), 172-186. (Research) This article describes two studies in which researchers found that at-risk students and student who have learning disabilities could earn average or better grades if they had the support of trained adult tutors.
Hock, M.F., Schumaker, J.B., & Deshler, D.D. (1995). Training strategic tutors to enhance learner independence. Journal of Developmental Education, 19(1), 18-26. (Research) A multiple-probe-across-subject design was used to evaluate the effects of training traditional academic tutors hired to work with underprepared university-level student athletes to implement a strategic approach to tutoring.
Hock, M.F., Schumaker, J.B., & Deshler, D.D. (1999). Closing the gap to success in secondary schools: A model for cognitive apprenticeship. In D.D. Deshler, J. Schumaker, K.R. Harris, & S. Graham. (Eds.), Teaching every adolescent every day: Learning in diverse middle and high school classrooms (pp. 1-52). Cambridge, MA: Brookline Books. (Big Picture) This book chapter presents an instructional model of Cognitive Apprenticeship and a comprehensive service delivery model for educating at-risk adolescents.
Hock, M.F., Schumaker, J.B., & Deshler, D.D. (2001). The case for strategic tutoring. Educational Leadership, 58(7), 50-52. (Big Picture/Research) This articles makes the case for strategic tutoring as an effective model for teaching students how to learn while helping them with class assignments.
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