Bibliography


 * Bibliography****/Supporting Resources**

Alper, S., & Raharinirina, S. (2006). Assistive technology for individuals with disabilities: A review and synthesis of the literature. //Journal of Special Education Technology, 21//(2), 47–64.

Anderson-lnman, L, & Horney, M. (2007). Supported eText: Assistive technology through text transformations. //Reading Research Quarterly, 42//(1), 153-160. 110th Congress (2008). Higher education opportunity act: Public law 110-315. Retrieved 5-25-2012 from []

Baker, S., Gersten, R., & Scanlon, D. (2002). Procedural facilitators and cognitive strategies: Tools for unraveling the mysteries of comprehension and the writing process, and for providing meaningful access to the general curriculum. //Learning Disabilities Research & Practice, 17//(1), 65-77.

Basham, J. D., Israel, M., Graden, J., Poth, R., & Winston, M. (2010). A comprehensive approach to RTI: Embedding universal design for learning and technology. //Learning Disability Quarterly, 33//(4), 243-255.

Blachowicz, C. L. & Fisher, P. (2004). Vocabulary lessons. //Educational Leadership, 61 // (6), 66-69.

Boon, R. T., Burke, M. D., Fore III, C., & Spencer, V. G. (2006). The impact of cognitive organizers and technology-based practices on student success in secondary social studies classrooms. //Journal of Special Education Technology, 21//(1), 5-15.

Bransford, J. D., Vye, N., Stevens, R., Kuhl, P., Schwarz, D., Bell, P., Meltzoff, A., Barron, B., Pea, R. D., Reeves, B., Roschelle, J. & Sabelli, N. (2006). Learning theories and education: Toward a decade of synergy. In Alexander, P. & Winne, P. (Eds.), //Handbook of Education Psychology//. Mahwah, N.J., Erlbaum: 209-244.

Brown, M. R. (2000). Access, instruction, and barriers: Technology issues facing students at risk. //Remedial and Special Education//, //21//(3), 182-192.

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. //Educational Researcher, 18//(1), 32-42.

Clyde, J. A. (2003). Stepping inside the story world: The subtext strategy-A tool for connecting and comprehending. //The Reading Teacher, 57//(2). 150-160.

Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. //Annual Reviews in Psychology, 51//(1), 171-200.

Coyne, M. D., Kame'enui, E. J., & Simmons, D. C. (2004). Improving beginning reading instruction and intervention for students with LD: Reconciling" all" with" each". //Journal of Learning Disabilities, 37//(3), 231.

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

Edyburn, D.L. (2010). Would You Recognize Universal Design for Learning if You Saw It? Ten Propositions for New Directions for the Second Decade of UDL. //Learning Disability Quarterly//, 33(1), 33-41.

Filippatou, D., & Pumfrey, P. D. (1996). Pictures, titles, reading accuracy and reading comprehension: A research review (1973-95). //Educational Research, 38//(3), 259-291.

Frattura, E. & Capper, C. A. (2006). Segregated programs versus integrated comprehensive service delivery for all learners: Assessing the differences. //Remedial and Special Education, 27//(6), 355-364.

Graham, S., Harris, K. R., & Larsen, L. (2001). Prevention and intervention of writing difficulties for students with learning disabilities. //Learning Disabilities Research & Practice, 16//(2), 74-84.

Graham, S., & Harris, K. R. (1997). It can be taught, but it does not develop naturally: Myths and realities in writing instruction. //School Psychology Review, 26//(3), 414-424.

Guthrie, J. T., & Cox, K. E. (2001). Classroom conditions for motivation and engagement in reading. //Educational Psychology Review, 13//(3), 283-302.

Guthrie, J. T., & Alao, S. (1997). Designing contexts to increase motivations for reading. //Educational Psychologist, 32//(2), 95-105.

Hall, T., & Stegila, A. (2003). //Peer mediated instruction and intervention//. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved October 21, 2011, from []

Hall, T. (2002). //Explicit instruction.// Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved from [].

Hibbing, A.N. & Rankin-Erickson, J.L. (2003). A picture is worth a thousand words: Using visual images to improve comprehension for middle school struggling readers. //The Reading Teacher, 56//(8), 758-770.

Hickey, D. T. (2003). Engaged participation vs. marginal non-participation: A stridently sociocultural model of achievement motivation. //Elementary School Journal, 103//, 401–429.

Horney, M., & Anderson-Inman, L. (1999). Supported text in electronic reading environments. //Reading & Writing Quarterly: Overcoming Learning Difficulties, 15//(2), 127-168.

Ketterlin-Geller, L. R. (2005). Knowing what all students know: Procedures for developing universally designed assessments. //Journal of Technology, Learning, and Assessment, 4//(2), available from [].

Lange, A. A., McPhillips, M., Mulhern, G., & Wylie, J. (2006). Assistive software tools for secondary-level students with literacy difficulties. //Journal of Special Education Technology//, //21//(3), 13-22.

Linnenbrick, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. //Reading & Writing Quarterly, 19//(2), 119-137.

Marshak, L., Mastropieri, M. A., & Scruggs, T. E. (2011). Curriculum enhancements in inclusive secondary social studies classrooms. //Exceptionality, 19//(2), 61-74.

Mastropieri, M. A., Berkeley, S., Scruggs, T. E., & Marshak, L. (2008). Improving content-area instruction using evidence-based practices. //Insights on Learning Disabilities, 5//(1), 73-88.

Moore, P. A. (2001). Experiencing Universal Design. In W. F. E. Preiser & E. Ostroff (Eds.), //Universal Design Handbook// (1st ed., pp. 2.1-2.12). New York: McGraw-Hill.

Moore, P. J. & Scevak, J. J. (1997). Learning from texts and visual aids: A developmental perspective. //Journal of Research in Reading, 20//(3). 205-223.

Netzel, D., & Eber, L. (2003). Shifting from reactive & proactive discipline in an urban school district: A change in focus through PBIS. //Journal of Positive Behavioral Interventions and Supports, 5//(2), 67-71.

Newman, R. S. (2002). How self-regulated learners cope with academic difficulty: The role of adaptive help seeking. //Theory into Practice, 41//(2), 132-138.

Nicholas, M. (2011). Reading Jane: Improving the literacy learning outcomes of a grade 4 student with a mild Intellectual disability. //Practically Primary, 16//(1), 14-18.

Nolen, S. B. (2007). Young children's motivation to read and write: Development in social contexts. //Cognition and Instruction, 25//, 219–270.

Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. //Reading and Writing Quarterly, 19//(2), 139-158

Palincsar, A. S., Magnusson, S. J., Collins, K. M., & Cutter, J. (2001) Making science accessible to all: Results of a design experiment in inclusive classrooms. //Learning Disability Quarterly, 24//(1), 15-32.

Peterson-Karlan, G. R., Parette, H. P., & Center, S. E. A. T. (2007). //Supporting struggling writers using technology: Evidence-based instruction and decision-making//, National Center for Technology Innovation. []

Piro, J. M. (2002). The picture of reading: Deriving meaning in literacy through image. //The Reading Teacher, 56//(2). 126-134.

Pisha, B., & Coyne, P. (2001, November). Jumping off the page: Content area curriculum for the Internet age. //Reading Online, 5//(4). Available: []

Powell-Brown, A. (2006). Why can't I just see the movie? Fostering motivation in children who struggle with reading. //Intervention in School and Clinic, 42//(2), 84-90.

Pozzer-Ardenghi, L. & Wolff-Michael, R. (2007). On performing concepts during science lecture. Science Education, 91(1), 96-114.

Proctor, C. P., Dalton, B., & Grisham, D. L. (2007). Scaffolding English language learners and struggling readers in a universal literacy environment with embedded strategy instruction and vocabulary support. //Journal of Literacy Research, 39//(1), 71-93.

Rao, S. M., & Gagie, B. (2006). Learning through seeing and doing: Visual supports for children with autism. //Teaching Exceptional Children, 38//(6), 26-33.

Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. //The Elementary School Journal, 106//(3), 225-236.

Rieth, H. J., Bryant, D. P., Kinzer, C. K., Colburn, L. K., Hur, S-J., Hartman, P., & Choi, H. S. (2003). An analysis of the impact of anchored instruction on teaching and learning activities in two ninth-grade language arts classes. //Remedial and Special Education, 24//(3), 173-184.

Rose, D., Hasselbring, T. S., Stahl, S., & Zabala, J. (2005). Assistive technology and universal design for learning: Two sides of the same coin. In D. Edyburn, K. Higgins & R. Boone (Eds.), //Handbook of special education technology research and practice// (pp. 507-518). Whitefish Bay, WI: Knowledge by Design.

Rumain, B. (2010). How can we help our children succeed? Insights from the psychological literature. //Education, 131//(2), 315-318.

Schumaker, J. B., & Deshler, D. D. (2003). Can students with LD become competent writers? //Learning Disability Quarterly, 26//(2), 129–141.

Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. //Reading & Writing Quarterly, 19//(2), 159-172.

Shephard, K. (2003). Questioning, promoting and evaluating the use of streaming video to support student learning. //British Journal of Educational Technology, 34//(3), 295-308.

Simmons, D. C., Fuchs, L. S., Fuchs, D., Mathes, P., & Hodge, J. P. (1995). Effects of explicit teaching and peer tutoring on the reading achievement of learning-disabled and low-performing students in regular classrooms. //The Elementary School Journal, 95//(5), 387-408.

Stone, C. A. (1998). The metaphor of scaffolding: Its utility for the field of learning disabilities. //Journal of Learning Disabilities, 31//(4), 344-364.

Strangman, N., Hall, T. E. & Meyer, A. (2004). //Background knowledge instruction and the implications for UDL implementation//. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved on June 3, 2009, from []

Suarez, D. (2007). When students choose the challenge. //Educational Leadership, 65//(3), 60-65.

Watkins, J. K. et al. (2004). The role of visual image: What are students really learning from pictorial representations? //Journal of Visual Literacy. 24//(1). 23-40.

Webre, E. C. (2005). Enhancing reading success with collaboratively created progress charts. //Intervention in School and Clinic, 40//(5), 291-295.

Wehmeyer, M. L., Yeager, D., Bolding, N., Agran, M., & Hughes, C. (2003). The effects of self-regulation strategies on goal attainment for students with developmental disabilities in general education classrooms. //Journal of Developmental and Physical Disabilities, 15//(1), 79-91.

Wells, G. (2002). The role of dialogue in Activity Theory. //Mind, Culture, and Activity, 9//(1), 43-66.

Williams, S. C. (2002). How speech-feedback and word-prediction software can help students write. //Teaching Exceptional Children, 34//(3), 72-78.

Wu, X. (2010). Two teachers’ use of visuals: A pilot study of the viability of a visual literacy curriculum. In M. Avgerinou, R. Griffin, and P. Search (Eds.) //Critically engaging the digital learner in visual worlds and virtual environments: Selected readings of the International Visual Literacy Association// (21-31). Chicago: IVLA.