Related Resources on the LD@school Website
Other articles of interest:
Bakken, J. P., Mastropieri, M. A., & Scruggs, T. E. (1997). Reading comprehension of expository science material and students with learning disabilities: A comparison of strategies. The Journal of Special Education, 3(13), 300-324.
Beck, I. L., McKeown, M. G., Sinatra, G. M., & Loxterman, J. A. (1991). Revising social studies text from a text-processing perspective: Evidence of improved comprehensibility. Reading Research Quarterly, 251-276.
Berkeley, S., & Riccomini, P. J. (2013). QRAC-the-code: A comprehension monitoring strategy for middle school social studies textbooks. Journal of Learning Disabilities, 46(2), 154-165. 10.1177/0022219411409412
Biancarosa, C., & Snow, C. E. (2006). Reading next—A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York (2nd ed.). Washington, DC: Alliance for Excellent Education.
Boaler, J. (2016). Mathematical mindsets: Unleashing Students' Potential through Creative Math. San Francisco, CA: Jossey-Bass & Pfeiffer Imprints.
Bouck, E. C., & Sprick, J. (2019). The Virtual-Representational-Abstract Framework to Support Students With Disabilities in Mathematics. Intervention in School and Clinic, 54(3), 173-180.
Brady, P. (2008). Working towards a model of secondary school culture. Canadian Journal of Educational Administration and Policy, 73, 1-26.
Bulgren, J. A., Marquis, J. G., Lenz, B. K., Deshler, D. D., & Schumaker, J. B. (2011). The effectiveness of a question-exploration routine for enhancing the content learning of secondary students. Journal of Educational Psychology, 103(3), 578.
Carnine, D., Crawford, D., Harniss, M., & Hollebeck, K. (1996). Understanding U.S. history : Vol.1 - Through 1914. Considerate Pub.
Carruthers, P., & Smith, P. (Eds.). (1996). Theories of Theories of Mind. Cambridge University Press.
CAST. (2018). Universal Design for Learning Guidelines version 2.2. CAST. https://udlguidelines.cast.org/
Conzemius, A. E., & O'Neill, J. (2014). The handbook for SMART school teams: Revitalizing best practices for collaboration (2nd ed.). Bloomington, IN: Solution Tree Press.
Cramer, E., Liston, A., Nevin, A., & Thousand, J. (2010). Co-teaching in urban secondary school districts to meet the needs of all teachers and learners: Implications for teacher education reform. International Journal of Whole Schooling, 6(2), 59-76.
De La Paz, S. (1999). Teaching writing strategies and self-regulation procedures to middle school students with learning disabilities. Focus on Exceptional Children, 31, 1-16.
Dexter, D., & Hughes, C. (2011). Graphic organizers and students with learning disabilities: A meta-analysis. Learning Disability Quarterly, 34, 51-72.
Dexter, D. D., & Hughes, C. A. (2011). Graphic organizers and students with learning disabilities: A meta-analysis. Learning Disability Quarterly, 34, 51-72.
Dweck, C. S. (1999). Self-Theories: Their role in motivation, personality and development. Philadelphia: Taylor and Francis/Psychology Press.
Dweck, C. S. (2008). Mindsets and Math/Science Achievement. Growthmindsetmaths.com. Retrieved November 19, 2019, from https://www.growthmindsetmaths.com/uploads/2/3/7/7/23776169/mindset_and_math_science_achievement_-_nov_2013.pdf
Dweck, C. S. (2015, September 22). Carol Dweck revisits the growth mindset. Education Week. https://www.edweek.org/leadership/opinion-carol-dweck-revisits-the-growth-mindset/2015/09
Firestone, W. A., & Louis, K. S. (1999). Schools as cultures. In J. Murphy & K. S. Louis (Eds.), Handbook of research on educational administration: A project of the American Educational Research Association (2nd ed., pp. 297-322). Jossey-Bass Publishers.
Friend, M., & Cook, L. (2007). Interactions: Collaboration skills for school professionals. (5th ed.). Boston: Pearson Education Inc.
Gersten, R., Fuchs, L. s., Williams, J. P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 7(12), 279-320.
Graham, S. (1999). The role of text production skills in writing development: A special issue. Learning Disabilities Quarterly, 22, 75-77. doi:10.2307/1511267
Graham, S., & Harris, K. (2009). lmost 30 years of writing research: Making sense of it all with The Wrath of Khan. Learning Disabilities Research, 24, 58-68.
Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99, 445-476.
Graves, M. F. (1988). Some Characteristics of Memorable Expository Writing: Effects of Revisions by Writers with Different Backgrounds. Research in the Teaching of English, 22(3), 242-265.
Hallahan, D., Kauffman, J., McIntryre, L., & Mykota, D. (2010). Exceptional learners: An introduction to special education. Toronto, ON: Pearson Education.
Hargreaves, A., & Macmillan, R. (1995). The balkanization of teaching. In L. S. Siskin & J. W. Little (Eds.), The subjects in question: Departmental organization and the high school (pp. 141- 171). Teachers College Press.
Hughes, C. A., Morris, J. R., & Benson, S. K. (2017). Explicit instruction: Historical and contemporary contexts. Learning Disabilities Research & Practice, 32(3), 140-148.
Kolloffel, B., Eysink, T. H., de Jong, T., & Wilhelm, P. (2009). The effects of representational format on learning combinatorics from an interactive computer simulation. Instructional Science, 37, 503-517.
Kosanovich, M. (2013). Promoting reading comprehension in secondary students with LD. Council for Learning Disabilities. http://www.council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities
LDAHH. (2001, October 18). Tips on Time Management. Learning Disabilities Association of Halton-Hamilton. Retrieved May 17, 2020, from https://ldahh.ca/blog/tips-on-time-management/
Liang, L., Watkins, N., & Day, D. (2013, Oct/Nov). Selecting quality nonfiction classroom texts that meet CCSS qualifications. Reading Today, 25-26.
MacArthur, C., Graham, S., & Schwartz, S. (1991). Knowledge of revision and revising behavior among students with learning disabilities. Learning Disability Quarterly, 14, 61-73.
Malone, L. D., & Mastropieri, M. A. (1992). Reading comprehension instruction: summarization and self-monitoring training for students with learning disabilities. Exceptional children, 58, 270-279.
Mason, L. H., & Hedin, L. (2011). Reading science text: Challenges for students with learning disabilities and considerations for teachers. Learning Disabilities Research and Practice, 26, 214-222.
Mastropieri, M. A., & Scruggs, T. E. (2010). The inclusive classroom: Strategies for effective instruction (4th ed.). Upper Saddle River, NJ: Prentice Hall.
Mastropieri, M. A., Scruggs, T. E., & Graetz, J. E. (2003). Reading comprehension instruction for secondary students: Challenges for struggling students and teachers. Learning disability quarterly, 26(2), 103-116.
Mastropieri, M. A., Scruggs, T. E., Levin, J. R., Gaffney, J., & McLoone, B. (1985). Mnemonic vocabulary instruction for learning disabled students. Learning Disability Quarterly, 8(1), 57-63.
Mastropieri, M. A., Scruggs, T. E., Norland, J. J., Berkeley, S., McDuffie, K., Tornquist, E. H., & Connors, N. (2006). Differentiated Curriculum Enhancement in Inclusive Middle School Science Effects on Classroom and High-Stakes Tests. The Journal of Special Education, 40(3), 130-137.
Mastropieri, M. A., Scruggs, T. E., Spencer, V., & Fontana, J. (2003). Promoting success in high school world history: Peer tutoring versus guided notes. Learning Disabilities Research & Practice, 18(1), 52-65.
Montague, M. (1997). Cognitive strategy instruction in mathematics for students with learning disabilities. Journal of Learning Disabilities, 30, 164-177.
Murwaski, W. W., & Swanson, H. L. (2001). A meta-analysis of co-teaching research: Where are the data? Remedial and Special Education, 22(5), 258-267.
Okolo, C. M., & Ferretti, R. P. (2013). History instruction for Students with Learning Disabilities. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (2nd ed.). The Guilford Press.
Pitcher, B., & Fang, Z. (2007). Can we trust levelled texts? An examination of their reliability and quality from a linguistic perspective. Literacy, 41(1), 43-51.
Province of British Columbia. (2011). Supporting Students with Learning Disabilities: A Guide for Teachers. https://www.srsd119.ca/departments/teacherinformation/SSS/stategies_resources/SupportingStudentswLearningDisabilitiesProvinceBC.pdf
Rasinski, T., Padak, N., Newton, R. M., Newton, E., & Bromley, K. (2008). Greek & Latin roots. Huntington Beach, CA: Teacher Created Materials.
Robinson, K., & Hutchinson, N. (2014, July 30). Math Heuristics. LD@school. https://www.ldatschool.ca/math-heuristics/
Rosenshine, B., Meister, C., & Chapman, S. (1996). eaching students to generate questions: A review of the intervention studies. Review of educational research, 66(2), 181-221.
Rousseau, N., Paquet-Bélanger, N., Stanké, B., & Bergeron, L. (2014). Pédagogie universelle and technologie d’aide : deux voies complémentaires favorisant le soutien tantôt collectif, tantôt individuel aux apprentissages. In N. Rousseau & V. Angelucci (Eds.), Les aides technologiques à l’apprentissage pour soutenir l’inclusion scolaire (pp. 5-38). Québec : Presses de l’Université du Québec.
Sáenz, L. M., & Fuchs, L. S. (2002). Examining the Reading Difficulty of Secondary Students with Learning Disabilities Expository Versus Narrative Text. Remedial and Special Education, 23(1), 31-41.
Saino, P., Eklund, K., Ahonen, T., & Kiuru, N. (2019). The Role of Learning Difficulities in Adolescents’ Academic Emotions and Academic Acheivement. Journal of Learning Disabilities., 52(4), 288-298.
Saskatchewan Ministry of Education. (2009). Teachers Make the Difference: Teaching Students with Learning Disabilities at Middle and Secondary Levels. LD@school. https://www.ldatschool.ca/teachers-make-the-difference-teaching-students-with-learning-disabilities-at-middle-and-secondary-levels-saskatchewan-ministry-of-education-2009/
Scruggs, T. E., Mastropieri, M. A., Marshak, L., & Lloyd, J. (2011). Science and Social Studies. In J. Kauffman & D. P. Hallahan (Eds.), Handbook of special education (pp. 445-455). New York: Routledge.
Scruggs, T. E., Mastropieri, M. A., & Sullivan, G. S. (1994). Promoting relational thinking skills: Elaborative interrogation for mildly handicapped students. Exceptional Children, 60, 450-457.
Scruggs, T. E., Mastropieri, M. A., Sullivan, G. S., & Hesser, L. S. (1993). Improving reasoning and recall: The differential effects of elaborative interrogation and mnemonic elaboration. Learning Disability Quarterly, 16(3), 233-240.
Sullivan, G. S., Mastropieri, M. A., & Scruggs, T. E. (1995). Reasoning and remembering coaching students with learning disabilities to think. The Journal of Special Education, 29(3), 310-322.
Swanson, H. L. (1999). Reading Research for Students with LD A Meta-Analysis of Intervention Outcomes. Journal of learning disabilities, 32(6), 504-532.
Torrance, M., & Galbraith, D. (2006). The processing demands of writing. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 67-80). New York: Guilford Press.
Troia, G. (2011). How might pragmatic language skills affect the written expression of students with language learning disabilities? Top Language Disorders, 31, 40-53.
van Garderen, D. (2007). Teaching students with LD to use diagrams to solve mathematical word problems. Journal of Learning Disabilities, 40, 540-553.
van Garderen, D., & Montague, M. (2003). Visual-spatial representation, mathematical problem solving, and students of varying abilities. Learning Disabilities Research & Practice, 18, 246-254.
van Garderen, D., & Scheuermann, A. (2015). Diagramming word problems: A strategic approach for instruction. Intervention in School and Clinic, 50, 282-290. 10.1177/1053451214560889
van Garderen, D., & Scheuermann, A. (2015). Diagramming word problems: A strategic approach for instruction. Intervention in School and Clinic, 50, 282-290.
van Garderen, D., Scheuermann, A., & Jackson, C. (2012). Examining how students with diverse abilities use diagrams to solve mathematics word problems. Learning Disability Quarterly, 36, 145-160. 10.1177/0731948712438558
Vaughn, S., & Bos, C. (2009). Strategies for teaching students with learning and behaviour problems (7th ed.). Upper Saddle River, NJ: Pearson.
Villanueva, M., Taylor, J., Therrien, W., & Hand, B. (2012). Science education for students with special needs. Studies in Science Education, 48(2), 187-215.
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Weiner, J., & Schneider, B. (2002). A multisource exploration of friendship patterns of children with and without LD. Journal of Abnormal Child Psychology, 30, 127-141.
Weiser, B. (2013). Effective vocabulary instruction for kindergarten to 12th grade students experiencing learning disabilities. Council for Learning Disabilities. http://www.council-for-learning-disabilities.org/wp-content/uploads/2013/11/Vocabulary-Word-2013.pdf
Witzel, B. S. (2005). Using CRA to teach algebra to students with math learning disabilities in inclusive settings. Learning Disabilities: A Contemporary Journal, 3(2), 49-60.
Zahner, D., & Corter, J. E. (2010). The process of probability problem solving: Use of external visual representations. Mathematical Thinking and Learning, 12, 177-204.