Resources

Block, C. C., & Parris, S. R. (Eds.). (2008). Comprehension instruction: Research-based best practices. Guilford Press.

Blume, C. D. (2010). RAP: A reading comprehension strategy for students with learning disabilities. Thesis presented to the faculty of the graduate college at the University of Nebraska. http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1061&context=cehsdiss

Council for Exceptional Children. (n.d.). Improving executive function skills: An innovative strategy that may enhance learning for all children. http://oldsite.cec.sped.org/AM/Template.cfm?Section=Behavior_Management&template=/CM/ContentDisplay.cfm&ContentID=14463

Dawson, P., & Guare, R. (2009). Smart but scattered: The revolutionary “executive skills” approach to helping kids reach their potential. Guilford Press.

Deshler, D. D., & Schumaker, J. B. (1993). Strategy mastery by at-risk students not a simple matter. The Elementary School Journal, 94(2), 153–167. http://www.jstor.org/stable/1001966

Deshler, D., & Schumaker, J. (Eds.). (2006). Teaching adolescents with disabilities: Accessing the general education with curriculum. Corwin Press.

Didion, L., Toste, J. R., Benz, S. A., & Shogren, K. A. (2021). How are self-determination components taught to improve reading outcomes for elementary students with or at risk for learning disabilities? Learning Disability Quarterly, 44(4), 288–303. doi:10.1177/0731948721989328

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.

Ennis, R. P., & Losinski, M. (2019). SRSD fractions: Helping students at risk for disabilities add/subtract fractions with unlike denominators. Journal of Learning Disabilities, 52(5), 399–412. doi:10.1177/0022219419859509

Gettinger, M., & Seibert, J. K. (2002). Contributions of study skills to academic competence. School Psychology Review, 31(3), 350–365.

Goldsmith, B. Z. (n.d.). Executive skills and your child with learning disabilities. http://www.ncld.org/types-learning-disabilities/executive-function-disorders/executive-skills-your-child-with-learning-disabilities

Graham, S., & Harris, K. R. (2005). Improving the writing performance of young struggling writers: theoretical and programmatic research from the center on accelerating student learning. The Journal of Special Education, 3 (1), 19–33.

Guare, R., Dawson, P., & Guare, C. (2013). Smart but scattered teens: The “executive skills” program for helping teens reach their potential. Guilford Press.

Kaufman, C. (2010). Executive function in the classroom: Practical strategies for improving performance and enhancing skills for all students. Paul H. Brookes.

Lackaye, T. D., & Margalit, M. (2006). Comparisons of achievement, effort, and self-perceptions among students with learning disabilities and their peers from different achievement groups. Journal of Learning Disabilities, 39(5), 432–446.

Losinski, M. L., Ennis, R. P., Sanders, S., & Wiseman, N. (2019). An investigation of SRSD to teach fractions to students with disabilities. Exceptional Children, 85(3), 291–308. doi:10.1177/0014402918813980

Luke, S. D. (2006). The power of strategy instruction. Evidence for Education, 1(1). http://nichcy.org/research/ee/learning-strategies

Martinussen, R., & Major, A. (2011). Working memory weaknesses in students with ADHD: Implications for instruction. Theory Into Practice, 50(1), 68–75.

McLeskey, J., Landers, E., Hoppey, D., & Williamson, P. (2011). Learning disabilities and the LRE mandate: An examination of national and state trends. Learning Disabilities Research & Practice, 26(2), 60–66.

Meltzer, L. (2010). Promoting executive function in the classroom. Guilford Press.

Meltzer, L., Katzir, T., Miller, L., & Roditi, B. (2001). The impact of effort and strategy use on academic performance: Student and teacher perceptions. Learning Disability Quarterly, 24(2), 85–98.

Meltzer, L., Krishnan, K., Stein, J. A., Ozonoff, S., Schetter, P. L., Pollica, L. S.,& Pressley, M. (2007). Executive function in education: From theory to practice. Guilford Press.

Meltzer, L., Reddy, R., Pollica, L. S., Roditi, B., Sayer, J., & Theokas, C. (2004). Positive and negative self-perceptions: Is there a cyclical relationship between teachers’ and students’ perceptions of effort, strategy use, and academic performance? Learning Disabilities Research & Practice, 19(1), 33–44.

Minskoff, E., & Allsopp, D. (2003). Academic success strategies for adolescents with learning disabilities and ADHD. Paul H. Brookes.

National Center for Learning Disabilities. (n.d.). What is executive function? http://www.ncld.org/types-learning-disabilities/executive-function-disorders/what-is-executive-function

Olsen, J. L., & Platt, J. C. (2004). Teaching children and adolescents with special needs. Pearson.

Pressley, M., Borkowski, J. G., & Schneider, W. (1989). Good information processing: What it is and how education can promote it. International Journal of Education Research, 13, 857–867. http://opus.bibliothek.uni-wuerzburg.de/volltexte/2012/6212/pdf/Schneider_W69.pdf

Regan, K., & Mastropieri, M. A. (2009). A focus on: Self-regulated strategy development (SRSD) for writing. Go For It, 17. http://s3.amazonaws.com/cmi-teaching-ld/alerts/3/uploaded_files/original_alert17writingSSRD.pdf?1301000388

Reid, R., & Lienemann, T. O. (2006). Strategy instruction for students with learning disabilities. Guilford Press.

Scruggs, T. E., Mastropieri, M. A., Berkeley, S., & Graetz, J. E. (2009). Do special education interventions improve learning of secondary content? A meta-analysis. Remedial and Special Education, 31(6), 437–449. http://rse.sagepub.com/content/31/6/437.full.pdf+html

Sideridis, G. D. (2003). On the origins of helpless behavior of students with learning disabilities: Avoidance motivation? International Journal of Educational Research, 39, 497–517.

Stuart, A. (n.d.). What is working memory and why does it matter? http://www.ncld.org/types-learning-disabilities/executive-function-disorders/what-is-working-memory-why-does-matter

Sturomski, N. (1997). Teaching students with learning disabilities to use learning strategies. NICHCY News Digest, 25, 2–15. http://nichcy.org/wp-content/uploads/docs/nd25.pdf

The National Dissemination Center for Children with Disabilities. (2011, August). Do special education interventions improve learning of secondary content? A meta-analysis. NICHCY Structured Abstract No. 80. http://nichcy.org/wp-content/uploads/docs/meta80.pdf

U.S. Department of Education. (2022). 44th annual report to Congress on the Implementation of the Individuals with Disabilities Act, 2022. https://sites.ed.gov/idea/files/44th-arc-for-idea.pdf

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.