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References

Alley, G. & Deshler, D. (1979). Teaching the learning disabled adolescent: Strategies and methods. Love: Denver.

Bos C.S. & Vaughn, S. (1998). Teaching students with learning and behavior problems (4^th Edition). Allyn & Bacon: Needham Heights, MA.

Deshler, D. & Schumaker, J. (1986). Learning strategies: An instructional alternative for low-achieving adolescents. Exceptional Children, 52(6), 583-590.

Englert, C. S., Raphael, T. E., Anderson, L. M., Anthony, H. M., & Stevens, D. D. (1991). Making strategies and self-talk visible: Writing instruction in regular and special education classrooms. American Educational Research Journal, 23, 337-372.

Englert, C. S., Garmon, A., Mariage, T., Rozendal, M., Tarrant, K., & Urba, J. (1995). The early literacy project: Connecting across the literacy curriculum. Learning Disability Quarterly, 18, 253-277.

Englert, C. S., Rozendal, M. S., & Mariage, M. (1994). Fostering the search for understanding: A teacher's strategies for leading cognitive development in "zones of proximal development." Learning Disability Quarterly, 17, 187-204.

Gettinger, M. & Nicaise, M. (1997). Study skills. In G. Bear, K. Minke, & A. Thomas (Eds.), Children's needs II: Development, problems, and alternatives (pp. 407-418). Bethesda, MD: National Association of School Psychologists.

Hayes, Z. (1995). Strategies for students with learning disabilities. In E. Wood, V. Woloshyn, & T. Willoughby (Eds.), Cognitive strategy instruction for middle and high school students (pp. 259-277). Brookline Books: Cambridge, MA.

Johnson, D., & Johnson, R. (1990a). What is cooperative learning? In M. Brubacher, R. Payne, and K. Rickett (Eds.), Perspectives on small group learning. (pp. 80-96). Oakville, Ontario: Rubicon Publishing Incorporated. In Wood, E., Woloshyn, V., & Willoughby, T. (Eds.). Cognitive Strategy Instruction for Middle and High School Students. Brookline Books: Cambridge, MA.

Johnson, D., & Johnson, R. (1990b). Cooperative classrooms. In M. Brubacher, R. Payne, and K. Rickett (Eds.), Perspectives on small group learning. (pp. 80-96). Oakville, Ontario: Rubicon Publishing Incorporated. In Wood, E., Woloshyn, V., & Willoughby, T. (Eds.). Cognitive Strategy Instruction for Middle and High School Students. Brookline Books: Cambridge, MA.

Kame'enui, E. J., & Simmons, D. C. (1999). Toward successful inclusion of students with disabilities: The architecture of instruction. In ERIC/OSEP Mini-library, Adapting curricular materials: Vol. 1. An overview of materials adaptations. Reston, Virginia: The Council for Exceptional Children.

Lazarus, B. (1996). Flexible skeletons: Guided notes for adolescents. Teaching Exceptional Children, 28(3), 36-40.

Lenz, K., & Schumaker, J. (1999). Adapting language arts, social studies, and science materials for the inclusive classroom (Vol. 3: Grades six through eight). Reston, VA: Council for Exceptional Children.

Martin, D. J. (1994). Concept mapping as an aid to lesson planning: A longitudinal study. Journal of Elementary Science Education, 6(2), 11-30.

Nagel, B. R., Schumaker, J. B., and Deshler, D. D. (1986). The FIRST-letter mnemonic strategy (Learning Strategies Curriculum). Lawrence, Kans.: Edge Enterprises. In Bos, C. S. & Vaughn, S. (1998). Teaching students with learning and behavior problems (4th ed.). Allyn & Bacon: Needham Heights, MA.

Pressley, M., Symons, S., McDaniel, M., Snyder, B., & Turnure, J. (1988). Elaborative interrogation facilitates acquisition of confusing facts. Journal of Educational Psychology, 80, 268-278.

Schumm, J. S., & Strickler, K. (1991). Guidelines for adapting content area textbooks: Keeping teachers and students content. Intervention in School and Clinic, 27(2), 79-84. In Bos, C. S., & Vaughn, S. (1998). Teaching students with learning and behavior problems (4th ed.). Allyn & Bacon: Needham Heights, MA.

Sedita, J. (1995). A call for more study skills instruction. Paper presented at the International Conference of the Learning Disabilities Association (Orlando, FL).

Sturomski, N. (1997, July). Teaching students with learning disabilities to use learning strategies. NICHCY News Digest, 25, 2-12.

Towle, M. (1982). Learning how to be a student when you have a learning disability. Journal of Learning Disabilities, 15(2), 90-93.

Vaughn, S., Bos, C. S. & Schumm, J. S. (1997). Teaching mainstreamed, diverse, and at-risk students in the general education classroom. Allyn & Bacon: Needham Heights, MA.

Wehmeyer, M., Agran, M., & Hughes, C. (1998) Teaching Self-Determination to Students with Disabilities: Basic Skills for Successful Transition. Brookes Publishing Co.: Baltimore, MD.

Willoughby, T. & Wood, E. (1995) Mnemonic Strategies. In Wood, E., Woloshyn, V., & Willoughby, T. (Ed.s). Cognitive Strategy Instruction for Middle and High School Students. Brookline Books: Cambridge, MA.

Woloshyn, V., Paivio, A., & Pressley, M. (1994). Use of elaborative interrogation to help students acquire information consistent with prior knowledge and information inconsistent with prior knowledge. Journal of Educational Psychology, 86, 79-89.

Wood, E., Willoughby, T., Kasper, V., & Idle, T. (1994). Enhancing adolescents' recall of factual content: The impact of provided verses self-generated elaborations. The Alberta Journal of Educational Research, 40, 57-65.

http://www.iss.stthomas.edu/studyguides/index.htm

Provides strategies for teachers, parents, and students to maximize a student's education.

http://www.iss.stthomas.edu/studyguides/memory.htm

Provides practical definition of and guidelines for using mnemonics to enhance memory recall.

http://www.mindtools.com/

Provides information (including specific strategies and commercial products) on how to optimize one's thinking.

http://www.utc.edu/Teaching-Resource-Center/concepts.html

Provides a practical definition of a concept map plus information about the use of concept maps in curriculum and instruction.