Resources

Anderson, D. H., Munk, J. H., Young, K. R., Conley, L., & Caldarella, P. (2008). Teaching organizational skills to promote academic achievement in behaviorally challenged students. TEACHING Exceptional Children, 40(4), 6–13.

Armbruster, B. B., Lehr, F., Osborn, J., Adler, C. R., & Noonis, L. T. (2001). Text comprehension instruction. In Put Reading First: The Research Building Blocks for Teaching Children To Read: Kindergarten Through Third Grade (pp. 41–48). Retrieved on February 20, 2013, from http://www.eric.ed.gov/PDFS/ED458536.pdf

Baxendell, B. W. (2003). Consistent, coherent, creative: The 3 c’s of graphic organizers. Council for Exceptional Children, 35(3), 46–53.

Boardman, A. G., Roberts, G., Vaughn, S., Wexler, J., Murray, C. S., & Kosanovich, M. (2008). Effective instruction for adolescent struggling readers: A practice brief. Portsmouth, NH: RMC Research Corporation, Center on Instruction.

Bos, C. S., & Vaughn, S. (2006). Content area learning and vocabulary instruction. In V. Lanigan & S. Regeleman (Eds.), Strategies for teaching students with learning and behavior problems (6th ed.) (pp. 308–321). Boston: Allyn & Bacon.

Boyle, J. R. (2001). Enhancing the notetaking skills of students with mild disabilities. Retrieved from http://www.ldonline.org/article/6210/

Boyle, J. R. (2010). Notetaking skills of middle school students with and without learning disabilities. Journal of Learning Disabilities, 43, 530–540.

Boyle, J. R. (2010). Strategic notetaking for middle-school students with learning disabilities in science classes. Learning Disability Quarterly, 33(2), 93–112.

Boyle, J. R. (2012). Note-taking and secondary students with learning disabilities: Challenges and solutions. Learning Disabilities Research & Practice, 27(2), 90–101.

Boyle, J. R., & Weishaar, M. (2001). The effects of strategic notetaking on the recall and comprehension of lecture information for high school students with learning disabilities. Learning Disabilities Research & Practice, 16(3), 133–141.

Boyle, J. R., & Weishaar, M. K. (1999). Notetaking strategies for students with disabilities. The Clearing House, 72(6), 392–398.

Brigham, R., & Brigham, M. (2001). Mnemonic instruction. Current practice alerts: Division for Learning Disabilities and Division for Research of the Council for Exceptional Children, 5, 1–4.

Brigham, R., Berkley, S., Simpkins, P., & Brigham, M. (2007). Reading comprehension strategy instruction. Current Practice Alerts, 12, 1–4. Retrieved from http://teachingld.org/alerts#reading-comprehension-instruction

Britton-Rumohr, D. J., & Lannie, A. L. (2022). Adapting an evidence based tier 3 organizational skill intervention to improve classwide organizational skills. Journal of Applied School Psychology, 38(2), 123–147. https://doi.org/10.1080/15377903.2021.1911898

Calvin, K. L., & Gray, S. (2023). Improving expository text comprehension in adolescent Spanish- English bilingual learners with learning disabilities using a graphic organizer. Learning Disability Quarterly, 1–13. https://doi.org/10.1177/07319487231176780

Christen, W. L., & Murphy, T. J. (1991). Increasing comprehension by activating prior knowledge. Retrieved on November 16, 2012, from http://www.ericdigests.org/pre-9219/prior.htm

Ciullo, S., Collins, A., Wissinger, D. R., McKenna, J. W., Yu-Ling, L., & Osman, D. (2020). Students with learning disabilities in the social studies: A meta-analysis of intervention research. Exception Children, 86(4), 393–412. https://doi.org/10.1177/0014402919893932

Darn, S. (2012). Graphic organisers. British Broadcasting Council. Retrieved from http://www.teachingenglish.org.uk/article/graphic-organisers

Denton, C., Bryan, D., Wexler, J., Reed, D., & Vaughn, S. (2007). Effective instruction for middle school students with reading difficulties: The reading teacher’s sourcebook. Austin, TX: Vaughn Gross Center for Reading and Language Arts. Retrieved on November 16, 2012, from http://www.meadowscenter.org/vgc/materials/middle_school_instruction.asp

Dexter, D. D., & Hughes, C. A. (2011). Graphic organizers and students with learning disabilities: A meta-analysis. Learning Disability Quarterly, 34(1), 51–72.

Dexter, D. D., Park, Y. L., & Hughes, C. A. (2011). A meta-analytic review of graphic organizers and science instruction for adolescents with learning disabilities: Implications for the intermediate and secondary science classroom. Learning Disabilities Research, 26(4), 204–213.

DeZure, D., Kaplan, M., & Deerman, M. A. (2001). Research on student notetaking: Implications for faculty and graduate student instructors. Center for Research on Learning and Teaching, 16, 1–7.

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. https://doi.org/10.1177/0731948721989328

Dolin, A. (2010). The keys to remembering what you read. Retrieved from http://www.ldonline.org/article/The_keys_to_Remembering_What_You_Read

Dragoo, K. (2011). Do special education interventions improve learning of secondary content? A meta-analysis. NICHCY Structured Abstract 80. Research to Practice, 80, 1–4.

Ellis, E. S., & Howard, P. W. (2007). Graphic organizers: Power tools for teaching students with learning disabilities. Current Practice Alerts, 13, 1–4. Retrieved on February 20, 2013, from http://s3.amazonaws.com/cmi-teaching-ld/alerts/6/uploaded_files/original_alert13.pdf?1301000665

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. https://doi.org/10.1177/0022219419859509

Glomb, N., & West, R.P. (1990). Teaching behaviorally disordered adolescents to use self-management skill for improving the completeness, accuracy, and neatness for creative writing homework assignments. Behavioral Disorders, 15, 233–242.

Hagaman, J., Luschen, K., & Reid, R. (2010). The “RAP” on reading comprehension. Teaching Exceptional Children, 43(1), 22–29.

Horton, S. V., Lovitt, T. C., & Christensen, C. C. (1991). Notetaking from textbooks: Effects of a columnar format on three categories of secondary students. Exceptionality, 2, 19–40.

Hughes, C. A., & Suritsky, S. K. (1994). Note-taking skills of university students with and without learning disabilities. Journal of Learning Disabilities, 27(1), 20–24.

Jitendra, A. K., Hoppes, M. K., & Xin, Y. P. (2000). Enhancing main idea comprehension for students with learning problems: The role of a summarization strategy and self-monitoring instruction. The Journal of Special Education, 34, 127–139.

Johnson, J., & Reid, R. (2011). Overcoming executive function deficits with students with ADHD. Theory into Practice, 50(61), 61–67. Retrieved on February 20, 2013, from http://www.tandfonline.com/doi/pdf/10.1080/00405841.2010.534942

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

Kidzone. (n.d.). Animal classes. Retrieved on February 20, 2013, from http://www.kidzone.ws/animals/animal_classes.htm

Kiewra, K. A. (1985). Investigating notetaking and review: A depth of processing alternative. Educational Psychologist, 20(1), 23–32.

Kiewra, K. A., DuBois, N. F., Christian, D., McShane, A., Meyerhoffer, M., & Roskelley,D. (1991). Note-taking functions and techniques. Journal of Educational Psychology, 83(2), 240–245.

Langberg, J. M., Epstein, J. N., Urbanowicz, C. M., Simon, J. O., & Graham, A. J. (2008). Efficacy of an organization skills intervention to improve the academic functioning of students with attention-deficit/hyperactivity disorder. School Psychology Quarterly, 23(3), 407–417.

Lee, P., Lan, W., Hamman, D., & Hendricks, B. (2008). The effects of teaching notetaking strategies on elementary students’ science learning. Instructional Science, 36, 191–201.

Loranger, A. L. (1994). The study strategies of successful and unsuccessful high school students. Journal of Literacy Research, 26(4), 347–360. Retrieved on February 20, 2013, from http://jlr.sagepub.com/content/26/4/347.full.pdf

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. https://doi.org/10.1177/0014402918813980

Mason, L. H. (in press). Teaching students who struggle with learning to think before, while, and after reading: Effects of SRSD instruction. Reading and Writing Quarterly.

Mastropieri, M. A., Scruggs, T. E. (2010). Teaching study skills. In J. Johnston & A. Davis (Eds.), The Inclusive Classroom: Strategies for Effective Differentiated Instruction (4th ed.) (pp. 249–265). Upper Saddle River, NJ: Pearson.

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), 103–114.

Meltzer, L. (2010). Promoting executive function in the classroom. New York, NY: Guilford Press.

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

Mokhtari, K., & Reichard, C. (2002). Metacognitive awareness of reading strategies inventory. Retrieved on February 20, 2013, from http://www.dayofreading.org/DOR10HO/MARSI_2002.pdf

Mokhtari, K., & Reichard, C. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Education Psychology, 94(2), 249–259.

National Center for Education Statistics. (2011). Reading 2011: National assessment of educational progress at grades 4 and 8. The Nation’s Report Card. Retrieved on November 16, 2012, from http://nationsreportcard.gov/reading_2011/reading_2011_report/

National Institute for Literacy. (2007). What content-area teachers should know about adolescent literacy. Retrieved on November 16, 2012, from http://lincs.ed.gov/publications/pdf/adolescent_literacy07.pdf

Newhall, P. W. (2008). Teaching time management to students with learning disabilities. Adapted from Study Skills: Research-Based Teaching Strategies. Prides Crossing, MA: Landmark School.

Olson, J. L. & Platt, J. C. Study skills instruction. In A. P. Sharp L. H. Bayma (Eds.), Teaching Children and Adolescents with Special Needs (4th ed.) (pp. 252–283). Upper Saddle River, NJ: Pearson.

Powell, S. R., Mason, E. N., Bos, S. E., Hirt, S., Ketterlin-Geller, L. R., & Lembke, E. S. (2021). A systematic review of mathematics interventions for middle-school students experiencing mathematics difficulty. Learning Disabilities Research & Practice, 36(4), 295–329. https://doi.org/10.1111/ldrp.12263

Prater, M. A. (2007). Strategies for learning. In V. Lanigan & S. Blaszak (Eds.), Teaching strategies for students with mild to moderate disabilities (pp. 272–314). Boston, MA: Pearson Education, Inc.

Pressley, M. (1998). Comprehension strategies instruction. In J. Osborn and F. Lehr (Eds.), Literacy for All: Issues in Teaching and Learning. New York: The Guilford Press.

Reid, R. (1996). Research in self-monitoring with students with learning disabilities: The present, the prospects, the pitfalls. Journal of Learning Disabilities, 29(3), 317–331.

Reid, R., & Lienemann, T. O. (2006). Study skills strategies. In K. R. Harris & S. Graham (Eds.), Strategy Instruction for Students with Learning disabilities (pp. 192–212). New York, NY: The Guilford Press.

Reid, R., Trout, A. L., & Schartz, M. (2005). Self-regulation interventions for children with attention deficit/ hyperactivity disorder. Exceptional Children, 71(4), 361–377.

Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66(2), 181–221.

Scruggs, T. E., & Mastropieri, M. A. (2000). The effectiveness of mnemonic instruction for students with learning disabilities and behavior problem: An update and research synthesis. Journal of Behavioral Education, 10(23), 163–173.

Scruggs, T. E., Mastropieri, M. A., Berkeley, S. L., & Marshak, L. (2010). Mnemonic strategies: Evidence-based practice and practice-based evidence. Intervention in School and Clinic, 46(79), 79–86. Retrieved on November 27, 2012, from http://isc.sagepub.com/content/46/2/79.full.pdf+html

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. Retrieved on November 27, 2012, from http://rse.sagepub.com/content/31/6/437.full.pdf+html

Sedita, J. (1999). Helping your child with organization and study skills. Adapted from Study Skills: Research-Based Teaching Strategies. Prides Crossing, MA: Landmark School.

Smithsonian Institution. (2011). Understanding the Japan earthquake and tsunami [Videofile]. Retrieved on February 20, 2013, from http://ocean.si.edu/ocean-videos/understanding-japan-earthquake-and-tsunami

Sohn, H., Acosta, K., Brownell, M. T., Gage, N. A., Tompson, E., & Pudvah, C. (2023). A meta- analysis of interventions to improve reading comprehension outcomes for adolescents with reading difficulties. Learning Disabilities Research & Practice, 38(2), 85–103. https://doi.org/10.1111/ldrp.12307

Strangman, N., & Hall, T. (2004). Background knowledge: Curriculum enhancement report. National Center on Accessing the General Curriculum. Retrieved on November 16, 2012, from http://www.dcc-cde.ca.gov/documents/Anita%20Archer%20-%202012/A.%20Archer%20-%20NCAC_BK.pdf

Suritsky, S., & Hughes, C. (1996) Notetaking strategy instruction. In D. D. Deshler, E. S. Ellis, & B. K. Lenz (Eds.), Teaching adolescent with learning disabilities (2nd ed., pp. 267-312). Denver , CO : Love.

The Access Center. (n.d.). Using mnemonic instruction to facilitate access to the general education curriculum. Retrieved on February 20, 2013, http://www.ldonline.org/article/15577?theme=print

The Access Center. (n.d.). Using mnemonic instruction to teach reading. Retrieved on November 16, 2012, from http://www.k8accesscenter.org/training_resources/documents/Mnemonicinstruction-reading-4-20-05_000.pdf

The Graphic Organizer. (n.d.). Graphic organizers. Retrieved on February 20, 2013, from http://www.graphic.org/goindex

Titsworth, B. S. (2004). Students’ notetaking: The effects of teacher immediacy and clarity. Communication Education, 53, 305–320.

Types of Triangle. (n.d.). In Wikipedia. Retrieved on February 20, 2013, from http://en.wikipedia.org/wiki/Triangle#Types_of_triangle

U.S. National Parks Service. (n.d.). Fact sheet #2: How do sand dunes move? Retrieved on February 20, 2013, from www.nps.gov/whsa/forkids/upload/FactSheet2.doc

Watson, S. R., Gable, R. A., Gear, S. B., & Hughes, K. C. (2012). Evidence-based strategies for improving the reading comprehension of secondary students: Implications for students with learning disabilities. Learning Disabilities Research & Practice, 27(2), 79–89.

Wolgemuth, J. R., Cobb , R. B., & Alwell, M. (2008). The effects of mnemonic interventions on academic outcomes for youth with disabilities: A systemic review. Learning Disabilities Research & Practice, 23(1), 1–10.