340
Views
7
CrossRef citations to date
0
Altmetric
THEME

Procedural Facilitation of Propositional Knowledge in the Content Areas

, , &
Pages 290-310 | Published online: 03 Sep 2009

REFERENCES

  • Baker , S. , Gersten , R. , & Scanlon , D. ( 2002 ). Procedural facilitators and cognitive strategies: Tools for unraveling the mysteries of comprehension and the writing process, and for providing meaningful access to the general curriculum . Learning Disabilities Research & Practice , 17 ( 1 ), 65 – 77 .
  • Brown , J. S. , Collins , A. , & Duguid , P. ( 1989 ). Situated cognition and the culture of learning . Educational Researcher , 18 ( 1 ), 32 – 41 .
  • Bryk , A. S. , & Raudenbush , S. W. ( 1992 ). Hierarchical linear models . Newbury Park , CA : Sage .
  • 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 .
  • Bulgren , J. A. , Marquis , J. G. , Deshler , D. D. , Schumaker , J. B. , Lenz , B. K. , et al.. (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.
  • Bulgren , J. A. , & Scanlon , D. ( 1997/1998 ). Instructional routines and learning strategies that promote understanding of content area concepts . Journal of Adolescent and Adult Literacy , 41 , 292 – 302 .
  • Carlisle , J. F. ( 1993 ). Understanding passages in science textbooks: A comparison of students with and without learning disabilities . In D. J. Leu & C. K. Kinzer (Eds.), Examining central issues in literacy research, theory, and practice (pp. 235 – 242 ). Chicago : National Reading Conference .
  • Cass , R. J. (n.d.). What works for me: EmPOWERing children with learning disabilities to be better writers. Manuscript in preparation .
  • Cohen , J. ( 1988 ). Statistical power analysis for the behavioral sciences . Hillsdale , NJ : Erlbaum .
  • Cohen , J. ( 1992 ). A power primer . Psychological Bulletin , 112 , 115 – 119 .
  • Deshler , D. D. ( 2005 ). Adolescent with learning diasabilities: Unique challenges and reasons for hope . Learning Disability Quarterly , 28 , 122 – 124 .
  • Deshler , D. D. , Ellis , E. S. , Lenz , B. K. ( 1996 ). Teaching adolescents with learning disabilities: Strategies and methods ( ed.) , 2nd . Denver , CO : Lover Publishing .
  • Deshler , D. D. , Schumaker , J. B. , Lenz , B. K. , Bulgren , J. A. , Hock , M. F. , et al. . ( 2001 ). Ensuring content-area learning by secondary students with learning disabilities . Learning Disabilities Research & Practice , 16 , 96 – 108 .
  • Dimino , J. , Gersten , R. , Carnine , D. , & Blake , G. ( 1990 ). Story grammar: An approach for promoting at-risk secondary students' comprehension of literature . Elementary School Journal , 91 ( 1 ), 19 – 32 .
  • Englert , C. S. , Raphael , T. , & Anderson , L. M. ( 1992 ). Socially mediated instruction: Improving students' knowledge and talk about writing . Elementary School Journal , 92 , 411 – 449 .
  • Englert , C. S. , Raphael , T. E. , Anderson , L. M. , Anthony , H. M. , & Stevens , D. D. ( 1991 ). Making writing strategies and self-talk visible: Cognitive strategy instruction in regular and special education classrooms . American Educational Research Journal , 28 , 337 – 372 .
  • Ferretti , R. P. , Andrews-Weckerly , S. , & Lewis , W. E. ( 2007 ). Improving the argumentative writing of students with learning disabilities: Descriptive and normative considerations . Reading & Writing Quarterly: Overcoming Learning Difficulties , 23 , 267 – 285 .
  • Fuchs , D. , & Deshler , D. D. ( 2006 ). What we need to know about Responsiveness to Intervention (and shouldn't be afraid to ask) . Learning Disabilities Research and Practice , 22 , 129 – 136 .
  • Fuchs , L. S. , & Fuchs , D. ( 1998 ). Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities . Learning Disabilities Research and Practice , 13 , 204 – 219 .
  • Fuchs , D. , Mock , D. , Morgan , P. , & Young , C. L. ( 2003 ). Responsiveness-to-Intervention: Definitions, evidence, and implications for the learning disabilities construct . Learning Disabilities Research and Practice , 18 , 157 – 171 .
  • Gersten , R. , & Baker , S. ( 2001 ). Teaching expressive writing to students with learning disabilities: A meta-analysis . Elementary School Journal , 101 , 251 – 272 .
  • Gersten , R. , Baker , S. , Pugach , M. , Scanlon , D. , & Chard , D. (2001). Contemporary research on special education teaching. In V. Richardson (Ed.), Handbook of research on teaching ( ed. , 4th, pp. 695–722). Washington , DC : American Educational Research Association.
  • Gersten , R. , Fuchs , L. S. , Williams , J. P. , & Baker , S. ( 2001 ). Teaching reading comprehension strategies to students with learning disabilities: A review of the research . Review of Educational Research , 71 , 279 – 320 .
  • Graham , S. , MacArthur , S. , & Page-Voth , T. ( 1992 ). Improving the compositions of students with learning disabilities using a strategy involving product and process goal setting . Exceptional Children , 58 , 322 – 335 .
  • Graves , A. , & Montague , M. ( 1991 ). Using story grammar cueing to improve the writing of students with learning disabilities . Learning Disabilities Research and Practice , 6 , 246 – 250 .
  • Grissom , R. J. , & Kim , J. J. ( 2005 ). Effect sizes for research: A broad political approach . Mahwah , NJ : Lawrence Erlbaum .
  • Haager , D. , & Klingner , J. K. ( 2005 ). Differentiating instruction in inclusive classrooms: The special educator's guide . Boston : Allyn & Bacon .
  • Hilden , K. R. , & Pressley , M. ( 2007 ). Self-regulation through transactional strategies instruction . Reading & Writing Quarterly , 23 , 51 – 75 .
  • Idol , L. , & Croll , V. J. ( 1987 ). Story-mapping as a means of improving reading comprehension . Learning Disability Quarterly , 10 , 214 – 229 .
  • Individuals With Disabilities Education Act of 1990, 20 U.S.C. § 1400 et seq. (1997) .
  • Individuals With Disabilities Education Improvement Act of 2004, Pub.L. No. 108–446, 118 Stat. 2647 (2004). [Amending 20 U.S.C. § § 1400 et seq.] .
  • Jenkins , J. R. , Fuchs , L. S. , van den Broek , P. , Espin , C. , & Deno , S. L. ( 2003 ). Accuracy and fluency in list and context reading of skilled and RD groups: Absolute and relative performance levels . Learning Disabilities Research & Practice , 18 , 237 – 245 .
  • Kavale , K. A. , Spaulding , L. S. , & Beam , A. P. ( 2009 ). A time to define: Making the specific learning disability definition prescribe specific learning disability . Learning Disability Quarterly , 32 , 39 – 48 .
  • Larkin , M. ( 2001 ). Providing support for student independence through scaffolded instruction . Teaching Exceptional Children , 34 ( 1 ), 30 – 34 .
  • Lipsky , D. K. ( 2005 ). Are we there yet? Learning Disability Quarterly , 28 , 156 – 158 .
  • National Reading Panel . ( 2000 ). Teaching children to read. An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction . Washington , DC : National Institute of Child Health and Development .
  • No Child Left Behind Act of 2001, 20 U.S.C. 70 § 6301 et seq. (2002) .
  • Onwuegbuzie , A. , Levin , J. R. , & Leach , N. L. ( 2003 ). Do effect sizes measure up? A brief assessment . Learning Disabilities: A Contemporary Journal , 1 , 37 – 40 .
  • Palincsar , A. S. , Anderson , C. , & David , Y. M. ( 1993 ). Pursuing scientific literacy in the middle grades through collaborative problem solving . Elementary School Journal , 93 , 643 – 658 .
  • Poplin , M. , & Rogers , S. M. (2005). Recollections, apologies, and possibilities. Learning Disability Quarterly , 28, 159–162.
  • Pressley , M. , Borkowski , J. G. , & Schneider , W. ( 1987 ). Cognitive strategies: Good strategy users coordinate metacognition and knowledge . Annals of Child Development , 4 , 89 – 129 .
  • Raudenbush , S. W. ( 2001 ). Effects of study duration, frequency of observation and sample size on power in studies of group difference in polynomial change . Psychological Methods , 6 , 387 – 401 .
  • Raudenbush , S. W. , & Bryk , A. S. ( 2002 ). Hierarchical linear models . Newbury Park , CA : Sage .
  • Rea , P. , McLaughlin , V. , & Walther-Thomas , C. ( 2002 ). Outcomes for students with learning disabilities in inclusive and pull-out programs . Exceptional Children , 68 , 203 – 222 .
  • Roberts , K. J. ( 2004 ). An introductory primer on multilevel and hierarchical linear modeling . Learning Disabilities: A Contemporary Journal , 2 , 30 – 38 .
  • Safer , N. , & Fleischman , S. ( 2005 ). How student progress monitoring improves instruction . Educational Leadership , 62 , 81 – 83 .
  • Scanlon , D. ( 2003 ). Learning strategies expected in content-area inclusion . Developmental Disabilities Bulletin , 31 , 11 – 41 .
  • Scanlon , D. , Schumaker , J. B. , & Deshler , D. D. ( 1994 ). Collaborative dialogues between teachers and researchers to create educational interventions: A case study . Journal of Educational and Psychological Consultation , 5 , 69 – 76 .
  • Swanson , H. L. ( 1993 ). Principles and procedures in strategy use . In L. J. Meltzer (Ed.), Strategy assessment and instruction for students with learning disabilities (pp. 61 – 92 ). Austin , TX : PRO-ED .
  • Swanson , H. L. ( 2001 ). Searching for the best model for instructing students with learning disabilities . Focus on Exceptional Children , 34 , 1 – 15 .
  • Swanson , H. L. ( 2003 ). Age-related differences in learning disabled and skilled readers' working memory . Journal of Experimental Child Psychology , 85 , 1 – 31 .
  • Swanson , H. L. , & Hoskyn , M. ( 2001 ). Instructing adolescents with learning disabilities: A component and composite analysis . Learning Disabilities Research & Practice , 16 , 109 – 119 .
  • Thurlow , M. L. , & Johnson , D. R. ( 2000 ). High-stakes testing of students with disabilities . Journal of Teacher Education , 51 , 305 – 314 .
  • Wong , B. Y. L. ( 1991 ). The relevance of metacognition to learning disabilities . In B. Y. L. Wong (Ed.), Learning about learning disabilities (pp. 232 – 258 ). San Diego , CA : Academic Press.
  • Wong , B. Y. L. ( 1994 ). Instructional parameters promoting transfer of learned strategies in students with learning disabilities . Learning Disability Quarterly , 17 , 110 – 120 .
  • Wong , B. Y. L. , Butler , D. L. , Ficzere , A. S. , & Kuperis , S. ( 1997 ). Teaching adolescents with learning disabilities and low achievers to plan, write and revise compare-contrast essays . Learning Disabilities Research & Practice , 12 ( 1 ), 2 – 15 .
  • Wong , B. Y. L. , Harris , K. R. , Graham , S. , & Butler , D. L. (2003). Cognitive strategies instruction research in learning disabilities. In H. L. Swanson , K. R. Harris , & S. Graham (Eds.), Handbook of learning disabilities (pp. 383–402). New York : Guilford Press.
  • Ysseldyke , J. , & Bielinski , J. ( 2002 ). Effect of different methods of reporting and reclassification on trends in test scores for students with disabilities . Exceptional Children , 68 , 189 – 200 .
  • Zigmond , N. ( 2003 ). Where should students with disabilities receive special education services? Is one place better than another? Journal of Special Education , 37 , 193 – 199 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.