Page 5: References & Additional Resources
To cite this module, please use the following:
- The IRIS Center. (2013). Study skills strategies (part 1): Foundations for effectively teaching study skills. Retrieved from https://iris.peabody.vanderbilt.edu/module/ss1/
Block, C. C., & Parris, S. R. (Eds.). (2008). Comprehension instruction: Research-based best practices. New York: 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. Retrieved on November 16, 2012, from 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. Retrieved on February 15, 2013, from 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. New York. Guillford Press.
Deshler, D., & Schumaker, J. (Eds.). (2006). Teaching adolescents with disabilities: Accessing the general education with curriculum. Thousand Oaks, CA: Corwin.
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. Retrieved on November 16, 2012, from http://www.jstor.org/stable/1001966
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.
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. Retrieved on June 5, 2013, from 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. New York: Guilford Press.
Kaufman, C. (2010). Executive function in the classroom: Practical strategies for improving performance and enhancing skills for all students. Baltimore, MD: 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.
Luke, S. D. (2006). The power of strategy instruction. Evidence for Education, 1(1). Retrieved on November 16, 2012, from
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. New York, NY: Guilford Press.
Meltzer, L., Katzir-Cohen, T., Miller, L., Reddy, R., & Roditi, B. (2004). Academic self-perceptions, effort, and strategy use in students with learning disabilities: Changes over time. Learning Disabilities Research & Practice, 19(2), 99–108.
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. New York, NY: 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. Baltimore, MD: Paul H. Brookes.
National Center for Learning Disabilities. (n.d.). What is executive function? Retrieved on June 5, 2013, from 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. Upper Saddle River, NJ: 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. Retrieved on February 14, 2013, from 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. Retrieved on February 20, 2013, from 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. New York: 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. Retrieved on November 27, 2012, from 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? Retrieved on February15, 2013, from 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. Retrieved on February 14, 2013, from http://nichcy.org/wp-content/uploads/docs/nd25.pdf
Swanson, H. L. (2001). Searching for the best model for instructing students with learning disabilities. Focus on Exceptional Children, 34(1), 1–15.
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. Retrieved on June 5, 2013, from http://nichcy.org/wp-content/uploads/docs/meta80.pdf
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.
Brown, T. E. (2007). A new approach to attention deficit disorder. Education Leadership, 64(5), 22–27.
In this effort, the author sets out to describe and dispel many of the persistent misapprehensions about this increasingly common diagnosis. Far from being a mere cluster of “behavior problems” or the inability to “sit still,” ADD/ADHD is better understand as a disorder that negatively impacts the brain’s ability to effectively organize and manage its own activity. Notes regarding the implications for future research and application are included.
Brown, T. E. (2008). Executive functions: Describing six aspects of a complex syndrome. Retrieved on February 15, 2013, from
Far from being a simple mechanism, the human mind’s ability to pay attention is a complex interaction of what the author terms “executive functions.” Understanding those functions, and how they relate to one another is crucial to a deeper appreciation of the challenges facing those diagnosed with ADD/ADHD.
Lienemann, T. O., & Reid, R. (2006). Self-Regulated Strategy Development for students with learning disabilities. Teacher Education and Special Education, 29(1), 3–11. Retrieved on February 21, 2013,from http://www.mdecgateway.org/olms/data/resource/3853/Self-regulated%20strategy%20development.pdf
In this article, the authors lay out the basics of Self-Regulated Strategy Development (SRSD), including notes on how to help students to activate their background knowledge, how to model the strategy, and how to support effective SRSD implementation in the long-term.
Dawson, P., & Guare, R. (2004). Executive skills in children and adolescents: A practical guide to assessment and intervention. New York: Guilford Press.
This highly detailed book serves as a step-by-step manual for helping students to enhance their own executive function skills, everything from behavior self-regulation to planning and organizational skills. Included are planning sheets and checklists for further assessment and monitoring.
Lenz, B. K., Ellis, E. S., & Scanlon, D. (1996). Teaching learning strategies to adolescents and adults with learning disabilities. Austin, TX: PRO-ED.
This useful book details a number of effective learning strategies tailored specifically for adults and young people with learning exceptionalities. On hand here are step-by-step notes for the individual strategies, as well as instructions for continuing assessment.
Lavoie, R. D., & the Public Broadcasting System. (Producers). (2004). Understanding learning disabilities: How difficult can this be? The F.A.T. city workshop [Motion picture]. United States: PBS Video.
In this video, Richard Lavoie, an educator and expert on youth with learning disabilities, presents a number of simulated classroom situations designed to vividly illustrate the frustrations and challenges faced by students with learning differences. Also included are discussions of strategies to help lessen those frustrations, as well as meditations by participating parents, teachers, and others on how the simulations changed their perceptions of the day-to-day struggles encountered by students with learning disabilities in the classroom.
Cooper-Kahn, J., & Dietzel, L. (2008). What is executive functioning? Retrieved on February 15, 2013, from http://www.ldonline.org/article/29122/
This handy online resource is a brief but informative overview of the executive function, what it is and what their absence would mean to everyday life. The eight most-commonly cited functions—including emotional control, working memory, and planning /organization—are briefly defined and explained.
Horowitz, S. H. (n.d.). Strategic instruction model: How to teach, how to learn. National Center for Learning Disabilities. Retrieved on November 16, 2012, from http://www.ncld.org/students-disabilities/ld-education-teachers/strategic-instruction-model-how-teach-how-learn
This short but useful resource overviews the basics of an effective research-validated approach to teaching students effective learning strategies in the classroom. The author outlines some of the basic assumptions of the approach and offers a breakdown of some of the major strategies that users can learn more about on the SIM Website. A short list of further resources is also on hand.
National Center for Learning Disabilities. (2005). What is executive function? Retrieved on May 23, 2013, from http://www.ncld.org/types-learning-disabilities/executive-function-disorders/what-is-executive-function
Another general overview of executive function, this resource includes a formal definition as well as a breakdown of the major executive functions. A list of Web links for further investigation is also here.
Strategic Instruction Model Website, The University of Kansas http://www.kucrl.org/sim/
This Website housed at the University of Kansas includes a wealth of information for those wishing to learn more about the Strategic Instruction Model (SIM) for more effectively teaching students crucial academic content. Visitors will find extensive information on a host of subject-specific learning strategies, as well as notes on teaching routines and content enhancement, information about professional development opportunities, and more.
National Center for Learning Disabilities http://www.ncld.org/
The Website of the National Center for Learning Disabilities includes a host of information for those wishing to learn more about executive function. Available here are resources related to Executive Function: Organizing and Prioritizing Strategies for Academic Success, Executive Function: Self-Monitoring and Self-Checking for Independent Learning, and Executive Function and School Performance: A 21st Century Challenge, among much else.