References
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- Carnine, D. W., Silbert, J., Kame'enui, E. J., & Tarver, S. G. (2004). Direct instruction reading. Upper Saddle River, NJ: Pearson.
- Kuder, S. J., & Hasit, C. (2002). Enhancing literacy for all students. Upper Saddle River, NJ: Pearson.
- O'Shea, L. J., Sindelar, P. T., & O'Shea, D. J. (1987). The effects of repeated reading and attentional cues on the reading fluency and comprehension of learning disabled readers. Learning Disabilities Research, 2, 103–109.
- Rasinski, T., & Padak, N. (2004). Effective reading strategies: Teaching children who find reading difficult. Upper Saddle River, NJ: Pearson.
- Rueda, R. (1997). Changing the context of assessment: The move to portfolios and authentic assessment. In A. J. Artiles & G. Zamora-Duran (Eds.), Reducing disproportionate representation of culturally diverse students in special and gifted education (pp. 7–26). Reston, VA: The Council for Exceptional Children.
- Armbruster, B. B., & Osborn, J. (2001). Put reading first. The research building blocks for teaching children to read. Washington, DC: U.S. Department of Education.
- Zamora-Duran, G., & Reyes, E. I. (1997). From tests to talking in the classroom: Assessing communicative competence. In A. J. Artiles & G. Zamora-Duran (Eds.), Reducing disproportionate representation of culturally diverse students in special and gifted education (pp. 47–58). Reston, VA: The Council for Exceptional Children.