exocorriges.com · Web viewArt Education. Painting on Plexiglass. Danko-McGhee, K. (2003)....

Strategy Bibliography

Art Education

Painting on PlexiglassDanko-McGhee, K. (2003). Preparing early childhood teachers to use art in the

classroom. Art Education, 56 (4), 12-18.Water Designs Using an Overhead Projector

Danko-McGhee, K. (2003). Preparing early childhood teachers to use art in the classroom. Art Education, 56 (4), 12-18.

Behavior Management

1 2 3Schimd, R. (1998). Three steps to self-discipline. Teaching Exceptional Children, 30(4),

36-39.3 “A”s of ANTI-BULLYING

Lepkowski, W. J., Overton, C. C., Packman, J. & Samby, M. (2005). We’re not gonna take it: A student driven anti-bullying approach. Education, 125(4), 546-557.

ABC’sWarner, L. & Lynch, S. (2003). Classroom problems that won’t go away. Childhood

Education, 79, 97-100.Accentuate the Positive

Warner, L, Lynch, S. (2002/2003). Classroom problems that don’t go away. Childhood Education, 79(2), 97-100.

ACT REACTRock, M, L. (2004). Transfiguring it out: Converting disengaged learners to active

participants. Council for Exceptional Children, 36, 64-72.Affective Strategy

Berne, J. E. (2004). Listening comprehension strategies: A review of the literature. Foreign Language Annals, 37(4), 521-533.

An Antecedent-based Strategy known as Pre-CorrectionDe Pry, R. L. & Sugai, G. (2002). The effect of active supervision and pre-correction on

minor behavioral incidents in a sixth grade general education classroom. Journal of Behavioral Education, 11(4), 255-267.

Antecedent Conditions That Promote Success with ADHDGardill, M.C., DuPaul, G.J. & Kyle, K.E. (1996). Classroom strategies for managing

students with Attention-Deficit-Hyperactivity Disorder. Intervention in School and Clinic, 32(2), 89-94

Banking on LearningAdair, G. J., & Schneider, L. J. (1993). Banking on learning: An incentive system for

adolescents in the resource room. Teaching Exceptional Children, 25(2), 30-34.Bids for Attention

Warner, L. & Lynch, S. (2003). Classroom problems that won’t go away. Childhood Education, 79, 97-100.

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CartooningMyles, B., & Simpson, R. (2001). Effective practices for students with Asperger

syndrome. Focus on Exceptional Children, 34, 1-14.Classroom Judicial System (Dia)

Brinson, J.A., Kottler, J.A., & Fisher, T.A. (2004). Cross-cultural conflict resolution in the schools: Some practical intervention strategies for counselors. Journal of Counseling & Development, 82, 294-301.

Come Play – social interactionAult, M., Collins, B., Doyle, P. & Hemmeter, M. (1996). Developing children’s social

skills in an inclusive preschool. Teaching Exceptional Children, 29(1), 16-21.Comic Strip Conversations

Glaeser, B., Pierson, M., & Fritschmann, N. (2003). Comic strip conversations: a positive behavioral support strategy. Teaching Exceptional Children, 36 (2),14-19.

Compensation StrategyBerne, J. E. (2004). Listening comprehension strategies: A review of the literature.

Foreign Language Annals, 37(4), 521-533.Congruent Communication

Brown, D.F. (Sep/Oct 2005). The significance of congruent communication in effective classroom management. The Clearing House, 79(1), 12-15.

Contingency ContractsGarrick Duhaney, L.M. (2003). A practical approach to managing the behavior of

students with ADD. Intervention in School and Clinic, 38 (5), 267-279.Cool Card

Anderson, D., Fisher, A., Marchant, M., Young, K., & Smith, J. (2006). The cool card intervention: A positive support strategy for managing anger. Beyond Behavior, 15, 3-13.

CountoonsDaly, P.M., & Randalli, P. (2003). Using countoons to teach self-monitoring skills.

Teaching Exceptional Children, 35(5), 30-35. Do Not Escalate Along With The Student

Shukla-Mehta, S., & Albin, R. W. (2003). Twelve practical strategies to prevent behavioral escalation in classroom settings. Preventing School Failure, 47, 156-161.

Flexible GroupingHoffman, J. (2002). Flexible grouping strategies in the multiage. Classroom Theory Into

Practice, 41(1), 47-52.Functional Behavior Assessment

Garrick-Duhaney, L. (2003). A practical approach to managing the behaviors of students with ADD. Intervention in School and Clinic, 38(5), 267-279.

Give Me FiveSwain, D., K, Friehe, M., & Harrington, M., J. (2004). Teaching listening strategies in

the inclusive classroom. Intervention in School and Clinic 40(1), 48-54Go-Between Mediator

Brinson, J.A., Kottler, J.A., & Fisher, T.A. (2004). Cross-cultural conflict resolution in the schools: Some practical intervention strategies for counselors. Journal of Counseling & Development, 82, 294-301.

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How Do You Know?Shukla-Mehta, S. & Albin, R.W. (2003). Twelve practical strategies to prevent

behaviorral escalation in the classroom. Preventing School Failure. 47, 156-161.Increasing Positive Social Interactions

Welton, E. (2004). Strategies for increasing positive social interactions in children with autism. Exceptional Children, 37, 40-46.

Know the TriggersShukla-Mehta, S. & Albin, R.W. (2003). Twelve practical strategies to prevent

behaviorral escalation in the classroom. Preventing School Failure. 47, 156-161.Lights, Camera, Action!! – Using Engaging Computer-Cued Activity Schedules

Kimball, J., Kinney, E., Taylor, B. & Stromer. (2003). Lights, camera, action! Using engaging computer-cued activity schedules. Teaching Exceptional Children, 36(1), 40-45.

Making ChoicesJolivette, K., McCormick, K., & Stichter, J. (2002). Making choices: improving

behavior-engaging in learning. Teaching Exceptional Children, 34(3), 24-29.Making Personal Schedules for students with ADD to Help Control Behavior

Duhaney, G. (2003). A practical approach to managing the behaviors of students with ADD. Intervention in School and Clinic, 38, 267-79.

Mental ImageryWurst, D., Jones, D., & Luckner, J. (2005). Promoting literacy development with students

who are deaf, hard-of-hearing, and hearing. Council for Exceptional Children, 37, 56-62.

MythodramaBrinson, J.A., Kottler, J.A., & Fisher, T.A. (2004). Cross-cultural conflict resolution in

the schools: Some practical intervention strategies for counselors. Journal of Counseling & Development, 82, 294-301.

On a RollWarner, L. & Lynch, S. (2003). Classroom problems that won’t go away. Childhood

Education, 79, 97-100.Peer Tutoring and Its Reversal

Tournaki, N. & E. Criscitiello. (2003). Using peer tutoring as a successful part of behavior management. Council for Exceptional Children, 36(2), 22-29.

POSITIVE BEHAVIOR SYSTEMS (PBS)Stormont, M., Lewis, T.J., & Beckner, R., (2005). Positive behavior support systems:

Applying key features in preschool settings. Teaching Exceptional Children, 37(6), 42-49.

Premack PrincipleWarner, L., & Lynch, S., (2003). Classroom problems that don’t go away. Childhood

Education, 79(2), 97-100.Preventing Behavioral Escalation

Albin, R.W. (2003). Twelve practical strategies to prevent behavioral escalation in the classroom. Preventing School Failure, 47(4), 156-161.Problem Solving Conversation

Dwairy, M. (2005). Using problem-solving conversation with children. Intervention in School and Clinic, 40(3), 144-150.

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Reinforce Calm and On-Task BehaviorsShukla-Mehta, S., & Albin, R. W. (2003). Twelve practical strategies to prevent

behavioral escalation in classroom settings. Preventing School Failure, 47, 156-161.

Response CardsLambert, M. C., Cartledge, G. H., Lo, W. L., Ya-yu. (2006). Effects of response cards

on disruptive behavior and academic responding during math lessons by fourth grade urban students. Journal of Positive Behavior Interventions, 8(2), 88-99.

Response Cost Lottery Witt, J. C., & Elliott, S.N. (1982). The response cost lottery: A time efficient and

effective classroom intervention. School Psychology Review, 20, 155-161.Self Management

Fox, L., Garrison, S. (2000). Helping children learn to manage their own behavior. What Works Briefs, 3-6.

Self Regulated Strategy DevelopmentMason, L.H. (2004). Explicit self-regulation strategy development versus reciprocal

questioning effects on expository reading comprehension among struggling readers. Journal of Educational Psychology, 96 (2), 283-296.

Self TalkGarrick Duhaney, L.M. (2003). A practical approach to managing the behavior of

students with ADD. Intervention in School and Clinic, 38 (5), 267-279.Self-Determination

Jones, M., (2006). Teaching self-determination; Empowered teachers, empowered students. Council for Exceptional Children, 39 (1), 12-17.

Self-interrogationRosenthal-Malek, A. (1997). Using metacognitive strategies to teach students social

skills. Teaching Exceptional Children, 29, 29-31.Self-Management

Shapiro, E. S., DuPaul, G. J., & Bradley-Klug, K. L. (1998). Self-management as a strategy to improve the classroom behavior of adolescents with ADHD. Journal of Learning Disabilities, 31(6), 545-555.

Self-monitoringLacey, C., Hillery, J., & Gardiner, M. (2002). Use of self-monitoring and delayed

feedback to increase on-task behavior in a post-institutionalized child within regular classroom settings. Education and Treatment of Children 25(1), 91-102.

Self-RegulationCooper, J., Horn, S., & Strahan, D., (2001) “If they would only do their homework:”

Promoting self-regulation in a high school English class. The University of North Carolina Press.

Situational Reinforcement Downing, J., Keating, T., Bennett, C. (2005). Effective Reinforcement Techniques in

Elementary Physical Education: The Key to Behavior Management. The Physical Educator,62,114-22.

Social AutopsiesMyles, B., & Simpson, R. (2001). Effective practices for students with Asperger

syndrome. Focus on Exceptional Children, 34, 1-14.

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Social StoriesCrozier, S. & Sileo, N.M. (2005). Encouraging positive behavior with social stories.

Teaching Exceptional Children, 37(6), 26-31.Strategies for Between Lessons

McIntosh, K., Herman, K., Sanford, A., McGraw, K., & Florence, K. (2004) Teaching transitions: Techniques for promoting success between lessons. Teaching Exceptional Children, 37, 32-38.

Strategies for Students with Asperger’s SyndromeSimpson, R and Myles, B. (1998). Aggression among children and youth who have

Asperger’s Syndrome. Preventing School Failure, 42(4), 148-154Strategy: Situation-Options-Consequences-Choices-Strategies-Simulation

Myles, B., & Simpson, R. (2001). Effective practices for students with Asperger syndrome. Focus on Exceptional Children, 34, 1-14.

Stress Management ToolsJackson, J.T., & Owens, J.L. (1999). A stress management classroom tool for teachers of

classroom tool for teachers of children with behavior disorders. Intervention in School and Clinic, 35(2), 74-80.

Student Participation in Classroom RulesMcGinnis, C. & B. Frederick & R. Edwards. (1995). Enhancing classroom management

through proactive rules and producers. Psychology in the Schools, 32(3), 220-223.

Student Responsibility for Behavior through Informed ChoiceShukla-Mehta, S., & Albin, R. W. (2003). Twelve practical strategies to prevent

behavioral escalation in classroom settings. Preventing School Failure, 47, 156-161.

Student-Monitored & Recorded On-Task MomentsGardill, M. C., DuPaul, G. J. & Kyle, K. E. (1996). Classroom strategies for managing

students with Attention-Deficit-Hyperactivity Disorder. Intervention in School and Clinic, 32(2), 89-94.

TALSSwain, D., K, Friehe, M., & Harrington, M., J. (2004). Teaching listening strategies in

the inclusive classroom. Intervention in School and Clinic 40(1), 48-54.Teach Student’s Socially Appropriate Behaviors

Shukla-Mehta, S., & Albin, R. W. (2003). Twelve practical strategies to prevent behavioral escalation in classroom settings. Preventing School Failure, 47, 156-161.

Teaching Self-Regulation during Independent WorkMithaug, D.K. (2002). “Yes” means success: teaching children with multiple disabilities

to self-regulate during independent work. Teaching Exceptional Children, 35, 22-27.

Tech ReminderEpstein, J., Willis, M., Conners, C., & Johnson, D. (2001). Use of a technological

prompting device to aid a student with attention deficit hyperactivity disorder to initiate and complete daily tasks: an exploratory study. Journal of Special Education Technology 16, (1) 19-28.

The Behavior Chain Interruption

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Grunsell, J., & Carter, M. (2002). The behavior chain interruption strategy: Generalization to out-of routine contexts. Education and Training in Mental Retardation and Developmental Disabilities, 37, 378-390.

The Good Student GameBabyak, A. E., Luze, G. J, & Kamps, D. M. (2000). The good student game: Behavior

management for diverse classrooms. Intervention in School and Clinic, 35(4), 216-23.

The Level SystemHarper, E. (2005). A circle of courage level system in day treatment. Reclaiming

Children and Youth, 14(3), 152-156.The L.I.S.T.E.N. Strategy

Bauwens, J. & Hourcade, J., (1989). Hey, would you just LISTEN! Teaching Exceptional Children, 21(4), 61.

The Power CardMyles, B., & Simpson, R. (2001). Effective practices for students with Asperger

syndrome. Focus on Exceptional Children, 34, 1-14.Token Economics

Garrick Duhaney, L.M. (2003). A practical approach to managing the behavior of students with ADD. Intervention in School and Clinic, 38 (5), 267-279.

Travel CardsCarpenter, L.B. (2001). Utilizing travel cards to increase productive student behavior,

teacher collaboration, and parent-school communication. Education and Training in Mental Retardation and Developmental Disabilities, 36(3), 318-322.

Using ReinforcersMargolis, H. (2004). Self-efficacy: A key to improve the motivation of struggling

learners. The Clearing House, 77(6), 241-9.Using Scripted Lessons with Children With Behavioral and Emotional Disorders

Gunter, P & and Reed, T. (1997). Academic instruction of children with emotional and behavioral disorders using scripted lessons. Preventing School Failure, 42(1), 34-37.

Using the classroom environment to help children’s social developmentParsons, C. E. (2003). A teacher’s use of the environment to facilitate the social

development of children. Journal of Research in Childhood Education, 18(1), 57-67.

Win/WinPalmer, J. (2001). Conflict resolution: Strategies for the elementary classroom. Social

Studies, 92(2), 65-68.Work Ethic Rubric

Postlewait, K. B., Adams, M. R., & Shih, J. C. (2003). Promoting meaningful mastery of addition and subtraction. Teaching Children Mathematics, 9, 354-357

ZIPPERPatterson, D.S., Jolivette, K. & Crosby, S., (2006). Social skills training for students who

demonstrate poor self-control. Beyond Behavior, 15 (3), 23-27.

Content Area Learning Instruction

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A Game to Teach ConceptsThiagarajan, S. (1973-74). A game to teach concepts. Teaching the Exceptional Student.

3950(6), 27.Academic Journals

Gauthier, L. R., Schorzman, E. M., & Hutchison, L., (2003). Academic journals and small groups: Confluencing strategies for content area comprehension in middle school. The New England Reading Association Journal, 39(2), 23-8.

Acting out HistoryDull, L. J. & Van Garderen, D., (2005). Bringing the story back into history: Teaching

social studies to children with learning disabilities. Preventing School Failure, 49(3), 27-31.

Anchored InstructionKoury, K.A., (1996). The impact on preteaching science content vocabulary using

integrated media for knowledge acquisition in a collaborative classroom. Journal of Computing Education. 7(3/4). 179-197

Blueprints for Writing Math JournalsBaxter, J., Woodward, J., Olson, D., & Robyns, J. (2002). Blueprint for writing in middle

school mathematics. Teaching Mathematics in Middle School, 8(1), 52-56.Cell anatomy with fabric model

Kluka, M. (2005). Teaching cell anatomy with a fabric model. Science Scope, 38, 36-7.Chapter Tours

Cunningham, D., & Shablak, S. (1975). Selective reading guide-o-rama: The content teacher’s best friend. Journal of reading, 18, 380-382.

Classroom ManagementBrown, D., (2005). The significance of congruent communication in effective classroom

management. Clearing House 79, (1) 12-15.Classroom Performance System

Blackman, M. S., Dooley, P., Kuchinski, B., & Chapman, D. (2002). It worked a different way. College Teaching, 55, 27-28.

ClassWide Peer TutoringUtley, A. C., Reddy, S.S., Delquadri, C. J., Greenwood, R.C., Mortweet, L. S., &

Bowman, V. (2001). Classwide peer tutoring: an effective procedure for facilitating the acquisition of health education and safety facts with students with developmental disabilities. Education and Treatment of Children 24(1), 1-27.

Color Shock Cluster- Spelling VocabularySmith, C. (2003). Successful Techniques of Vocabulary. Eric Clearinghouse on

Reading, English and Communication, TBC30013, 1-6.Cooperative Learning

Baloche, L. (1994). Breaking down the walls: Integrating creative questioning and cooperative learning into the social studies. Social Studies, 85(1), 25-30.

Creating a CountryOlson, J. C. (2003). Interdisciplinary projects enhance teaching and learning. Teaching

Mathematics in Middle School, 8(5), 260-266.Do you see what I see?

Rommel-Esham, K. (2005). Do you see what I see? Children and Science, 43, 40-43.Elementary Computer Art

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Hinshaw, C. (2001). One approach to elementary computer art. Arts & Activities, 130, 40-41.

Food InquiryBonner, J. J. (2004). The biology of food. The Science Teacher, 71 (8), 30-34.

Graphic Organizer NotebooksFisher, A. (2001). Implementing graphic organizer notebooks: The art and science of

teaching content. The Reading Teacher, 55, 116-20.Guided Notes

Heward, W.L., Three low tech strategies for increasing the frequency of active student’s response during group instruction. Behavior Analysis in Education: Focus On Measurably Superior Instruction, 283-320.

History CartoonsDull, L. J. & Van Garderen, D., (2005). Bringing the story back into history: Teaching


Home-to-School NotebookHail, T. & P. Wolfe. (2003). The home-to-school Notebook, Council for Exceptional

Children, 36(2), 68-73. “Jeopardy” A game that benefits all students

Rotter, K. (2004). Modifying “jeopardy!” games benefit all students. Teaching Exceptional Children, 36, 58-62.

Job ClubBenz, M., Johnson, M. & Lindstrom, L. (1996). Developing job clubs for students in

transition. Teaching Exceptional Children, 29(2), 18-21.Kids as Curators

Monhardt, R. M., & Monhardt, L. (1997). Kids as curators. Science and Children, 35(1), 29-32.

KWLAMandeville, T.F. (1994). KWLA: Linking the affective and cognitive domains. Reading

Teacher, 47(8), 679-680.Learning Logs

Fulwiler, T. (1980). Journals across the disciplines. The English Journal, 69 (9), 14-19.Metacognitive Strategy

Berne, J. E. (2004). Listening comprehension strategies: A review of literature. Foreign Language Annals, 37 (4), 521-533.

Mind MappingBudd, J.W. (2004). Mind maps as classroom exercises. Journal of Economic Education,

35, 35-46.Mnemonic Strategies to Enhance Student learning and Social Behaviors

Kleinheksel, K. & Summy, S. (2003). Enhancing student learning and social behavior through mnemonic strategies. Teaching Exceptional Children, 36, 30-35.

Mobile Helps to Teach Basic 4 Food GroupsMorgan, M. (1971). Trainable mentally handicapped, health education, nutrition,

material development. Teaching Exceptional Children, 58(4), 131-132.Naming Pictures with Letter Charts

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Li, A. (2004). Classroom strategies for improving and enhancing visual skills in students with disabilities. Exceptional Children, 36(6), 38-46.

Nonlinguistic RepresentationsBrabec, K., Fisher, K., & Pitler, H. (2004). Building better instruction: How technology

supports nine research-proven instructional strategies. Learning and Leading with Technology, 31, 6-11.

P.E.P. Road MapHarmon, J., Katims, D., & Whittington, D. (1999)/ Helping Middle School Students

Learn with Social Studies Texts. Teaching Exceptional Children, 32(1), 70-75.Peer Instruction

Rao, S. & DiCarlo, S. E. (2000). Peer instruction improves performance on quizzes. Advances in Physiology Education, 24, 51-55.

Portfolio AssessmentSmith, J, & Brewer, D.M., & Heffner, T. (2003). Using portfolio assessments with

young children who are at risk for school failure. Preventing School Failure, 48, 38-40.

Portfolios in PhysicsNickelson, D. (2004). Portfolios in physics: Using documentation to assess the

attainment of course goals. The Science Teacher, 71 (4), 52-55.Problem-Based Learning

Willis, A.S. (2002). Problem-Based Learning in a General Psychology Course. The Journal of General Education, 51, 282-292.

PROVE-ing What You KnowScanlon, David. (2002). PROVE-ing what you know: using a learning strategy in an

inclusive class. Teaching Exceptional Children, 34(4), 48-54.Question-Answer Relationships (QAR)

Mesmer, H. E. & Hutchins, E. J. (2002). Using QARs with charts and graphs. The Reading Teacher, 56(1), 21-27.

Questioning NetworksCiardiello, A.V. (2002). Helping adolescent understand cause/effect text structure in

social studies. Social Studies, 93, 31-36.Reading, Writing, and Technology (RWT)

Castellani. J, & Jeffs, T. (2001). Emerging reading and writing strategies using technology. Teaching Exceptional Children, 33(5), 60-67.

Rehearsal and Visualization StrategiesFredenburg, K., Gill, C., Klecan-Aker, J. & Roberts, T. (2003). Following directions:

Rehearsal and visualization strategies for children with specific language impairment. Child Language Teaching & Therapy, 19, 85-97.

Reinforcing Effort and Providing RecognitionBrabec, K., Fisher, K., & Pitler, H. (2004). Building better instruction: How technology

supports nine research-proven instructional strategies. Learning and Leading with Technology, 31, 6-11.

Rewriting HistoryDull, L. J. & Van Garderen D., (2005). Bringing the story back into history: Teaching


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Science Interactive NotebooksYoung, J. (2003). Science interactive notebooks in the classroom. Science Scope, 26,

44-47.Science Memory

Laurer, T. (2003) Conceptualizing ecology: a learning cycle approach. American Biology Teacher, 65 (7) 518-522.

Self-Directed LearningBiancarosa, G. (2005). After third grade. Educational Leadership, 63(2), 16-22.

Semantic MappingBryant, D. P., Ugel, N., Thompson, S., & Hamff, A. (1999). Instructional strategies for

content-area reading instruction. Intervention and School Clinic, 34(5), 293-302.SFA (Semantic Feature Analysis)

Bryant, D. P., Ugel, N., Thompson, S., & Hamff, A. (1999). Instructional strategies for content-area reading instruction. Intervention and School Clinic, 34(5), 293-302.

Six Thinking HatsPeterson, T.O. & Lunsford, D.A. (1998). Parallel thinking: A technique for group

interaction and problem solving. Journal of Management Education, 22(4), 537-554.

SLiCK StrategyBoyle, E. A., Washburn, S. G., Rosenburg, M. S., Connelly, V. J., Brinckerhoff, L. C., &

Banerjee, M. (2002). Reading’s slick with new audio texts and strategies Teaching exceptional children, 35(2), 50-55.

Small Group TutoringHeron, T. E., Welsch, R. G. & Goddard, Y. L. (2003). Application of tutoring systems in

specialized subject areas: An analysis of skills, methodologies, and results. Remedial and Special Education, 24, 288-300.

Talk Show Approach to HistoryDull, L. J. & Van Garderen, D., (2005). Bringing the story back into history: Teaching

social studies to children with learning disabilities. Preventing School Failure, 49 (3), 27-31.

Think-Pair-ShareCretu, D. (2003). Students’ motivation in class. Thinking Classroom 4(2) 21-28.

Think Pair ShareFeldman, K, & Denti, L. (2004). High-access instruction: Practical strategies to increase

active learning in diverse classrooms. Focus on Exceptional Children, 36(7), 1-10.

Tips on Instruction for “low achieving students”Johannessen, R.L. (2003). Achieving success for the “resistant” student. Clearing

House, 77, 6-13.Transforming Questions to Nurture Creativity

Baloche, L. (1994). Breaking down the walls: Integrating creative questioning and cooperative learning into the social studies. Social Studies, 85(1), 25-30.

VideotherapyWilson, G., 2004. Using videotherapy to access curriculum and enhance growth.

Teaching Exceptional Children, 36, 6, 32-37.Visual Impairments

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Chen, Deborah, & Downing, J.E. (2003). Using tactile strategies with students who are blind and have severe disabilities. Teaching Exceptional Children, 35, 56-60.

Web-Based BookmarkForbes, L.S. (2004). Using web-based bookmarks in k-8 settings: Linking the internet to

instruction. The Reading Teacher, 58(2), 148-153.Web-based Science

Boxie, P., & Maring, G. (2002). Using web-based activities to enhance writing in science: The dynamic earth project. The Teacher Educator, 38, 99 – 111.

Handwriting

Color Code WritingMestas, P. (1994). Color code writing. Retrieved January, 13, 2007, from http://

teachnology.org.Extra Handwriting Instruction

Graham, S., Harris, K.R., & Fink, B. (2000). Extra handwriting instruction: Preventing writing difficulties right from the start. Teaching Exceptional Children, 33, 88-91.

Handwriting ClubKeller, M. (2001). Handwriting club: Using sensory integration strategies to improve

handwriting. Intervention in School and Clinic, 31(1), 9-12. Handwriting Practice Made Easy

Hopkins, G., (2002). Whiteboards stimulate student learning. Retrieved March 13, 2007, from http://www.education-world.com/a_lesson/lesson/lesson251.shtml

Handy 4Graham, S., Harris, K. R., & Fink, B (2000). Is handwriting causally related to learning to

write? Treatment of handwriting problems in beginning writers. Journal of Educational Psychology, 92, 620-630.

Helping HandsNaus, J.M. ( 2000). Helping hands. Teaching Exceptional Children, 32(4), 64-70.

Memory Retrieval StrategyEdwards, L., (2003). Writing instruction in kindergarten: Examining an emerging area of

research for children with writing and reading difficulties. Journal of Learning Disabilities, 36(2), 136-48.

Sign-In StrategyGodt, P., Hutinger, P., Robinson, L., & Schneider, C. (1999). Using a sign-up sheet

strategy to encourage emergent literacy skills in young children with disabilities. Teaching Exceptional Children, 32. 38-44.

STARBoom, S. & Fine, E. (1995). Star: a number writing strategy. Teaching Exceptional

Children, 27(2), 42-45.Teaching Pre-Handwriting Skills

Orloff, S.N. (February 2005). More on handwriting. The Exceptional Parent, 35(2), 69-70.

Homework

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Classroom Techniques to Improve Homework CompletionByran, T. & Burstein, K. (2004). Improving homework completion and academic

performance: Lessons of special education. Theory onto Practice, 43(3), 214-219.Interactive Homework (Parent involvement in homework)

Battle-Bailey, Lora. (2003). Training teachers to design interactive homework. U.S. U.S. District of Columbia: ERIC Clearinghouse on Teaching and Teacher Education. (ERIC Reproduction Service No. ED482700).

Stop Light HomeworkBryan, T., & Burnstein, K. (2004). Improving homework completion and academic

performance: Lessons from special education. Theory in Practice, 43(3), 213-219.

Internet

Internet SearchingRogers, D. & Swan, K. (2004). Self-regulated learning and internet searching. Teachers

College Record, 106, 1804-24.Using Web-based bookmarks to link the internet to instruction

Forbes, L.S. (2004). Using web-based bookmarks in k-8 settings: Linking the internet to instruction. The Reading Teacher, 58(2), 148-153.

WebQuestsLipscomb, G. (2003). Using WebQuest in the Middle School Classroom. The Clearing

House, 76(3), 152-155.

Learning Instruction

3,2,1Ray, J.A. (2004). Phi Kappa Phi Forum. Effective Teaching Strategies in Higher

Education, 84, 58.K-W-L Plus with informational trade books

Headley, K.N. & Dunston, P.J. (2000). Teacher’s choices books and comprehension strategies as transaction tools. The Reading Teacher, 54(3), 260-8.

Letter Recognition

Davis Learning StrategiesPfeiffer, S., Davis, R., Kellogg, E., Hern, C., McLaughlin, T. F., & Curry, G. (2001).

The effects of the Davis Learning strategies on first grade word recognition and subsequent special education referrals. Reading Improvement, 38(2), 74-84.

Feeding the AnimalsHalter, G.C. (1920). Feeding the animals. Teaching Exceptional Children. TIX 27, 131.

Games for Blind ChildrenDoorlag, D. (1969). Two Games for Blind Children. Teaching Exceptional Children,

TIX 16, 25-26.Hanging up the Alphabet

Little, D. (1970-71). Hanging up the alphabet. Teaching the Exceptional Student. 3950(3), 190.

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Letter CirclingLi, A. (2004). Classroom strategies for improving and enhancing visual skills in students

with disabilities. Exceptional Children, 36(6), 38-46.Linking Names and Alphabet

Clark, P. & Kirk, E. (2005). Beginning with Names: Using Children's Names to Facilitate Early Literacy Learning. Childhood Education, 81(3) 139-144.

LIPSSwain, K.D., Friehe, M.M., Harrington, J.M. (2004). Teaching listening strategies in the

inclusive classroom. Intervention in School and Clinic, 40, 48-54. Phoneme Identity

Murray, B.A. (1998). Gaining alphabetic insight: Is phoneme manipulation Skill or identity knowledge causal? Journal of Educational Psychology. 90(3). 461-475.

Picture MnemonicsFulk, B.M. (1997). Effects of integrated picture mnemonics on letter recognition and

letter sound acquisition of transitional first grade students with special needs. Learning Disabilities Quarterly, 20 (1), 33 – 42.

Listening Instruction

“1,2,3” ListeningRay, J.A. (2004). Phi Kappa Phi Forum. Effective Teaching Strategies in Higher

Education, 84, 58.ACTIVE COMPREHENSION

Friene, M., Harrington, J. M., Swain, K. D. (2004). Teaching learning strategies in inclusive settings. Intervention in School and Clinic, 40(1), 48-54.

Active ListeningSwain, K.D., Friehe, M.M., Harrington, J.M. (2004). Teaching listening strategies in the

inclusive classroom. Intervention in School and Clinic, 40, 48-54. Lip Poppers

Swain, K. D., Friehe, M. M. & Harrington, J. M. (2004). Teaching listening strategies in the inclusive classroom. Intervention in School and Clinic, 40(1), 48-54.

RetellingBrent, R., & Anderson, P. (1993). Developing children’s classroom listening strategies.

Reading Teacher, 47 (2), 122- 126.TALS


TEACH TO LISTENFriene, M., Harrington, J. M., Swain, K. D. (2004). Teaching learning strategies in

inclusive settings. Intervention in School and Clinic, 40(1), 48-54.

Math Comprehension

LAP Fractions on Addition & Subtraction of Fractions

13

Test, D. W. & Ellis, M. F. (2005). The effects of LAP fractions on addition and subtraction of fractions with students with mild disabilities. Education and Treatment of Children 28(1), 11-24.

Logical mathematicalVon Drasek, L. (2006). Counting Days. Teaching PreK-8, 37, 80-81

Memory Enhancing StrategyUsing Memory Enhancing Strategies to Learn Multiplication Facts (2000). Teaching

Exceptional Children, 32, 78-82

Math Problem Solving

Algebra for AllChoike, J.R. (2000). Teaching strategies for “algebra for all.” Mathematics Teacher,

93(7), 556-560.Artist Math Concepts

Patterson, B., (2000). Creating artistic math concepts on the computer. Arts & Activities 127 (4) 19-49.

Basketball MathWatters, D.M. (2000). Basketball Math. Teaching Children Mathematics, 6, 556-559.

Beginning with PlayVan Hiele, P. (1999). Developing geometric thinking through activities that begin with

play. Teaching Children Mathematics, 5(6), 310-316.Cinco de Mayo Math (fractions & probability)

Maida, P., (2006). Cinco de Mayo math. Teaching Pre K-8, 36(8), 64-65.Communication of Mathematical Thinking

Cai, J., Kenney, P.A. (2000). Fostering mathematical thinking through multiple solutions. Mathematics Teaching in the Middle School, 5(8), 534-539.

Computer Math (Using Computers to teach math problem solving.)Babbitt, B., Miller, S.P., (1996). Using Hypermedia to Improve the Mathematics

Problem-Solving Skills of Students with Learning Disabilities. Journal of Learning Disabilities, 29(7), 391-401.

Concept CirclesGay, S. & White, H. S. (2002). Teaching vocabulary to communicate mathematically.

Middle School Journal, 34 (2), 33-38.Counting pinecones

Reed, M. & Smith, J. (2005). Counting the pinecones: Children’s addition and subtraction strategies. Montessori Life, 17, 26-28.

Different Ways to See Word ProblemsShellard, E. G. (2004). Helping students struggling with math. Principal, 41-43.

ENHANCING MATH MEMORYWood, D.K., and Frank, A.R., (2000). Using memory-enhancing strategies to learn

multiplication facts. Teaching Exceptional Children, 32(5), 78-82.Food to Boost Math and Science Skills

Duffrin, M., & Cuson, D., & Phillips, S. (2005) Using food to boost math and science skills. Journal of Family and Consumer Sciences, 97, pg. 64-65.

Geometric Figures

14

Morris, B. (2004). The beauty of geometry. Mathematics Teaching In The Middle School, 9(7), 358-361.

Graphic Representational StrategyJitendra, A. (2002). Teaching students math problem-solving through graphic-

representations. Teaching Exceptional Children, 34(4), 34-8.HOT MATH: Instruction About Transfer and Self-Regulated Learning

Fuchs, L.S., Fuchs, D., Prentice, K., Burch, M., & Paulsen, K. (2002). Hot math: promoting mathematical problem solving among third-grade students with disabilities. Teaching Exceptional Children, 31(1), 70-73.

Improving and Enhancing Visual Skills (Math)Li, A. (2004). Classroom strategies for improving and enhancing visual skills in students

with disabilities. Exceptional Children, 36, 38-46.LAP Fractions on Addition and Subtraction of Fractions

Test, D. W. & Ellis, M. F. (2005). The effects of LAP fractions on addition and subtraction of fractions with students with mild disabilities. Education and Treatment of Children 28(1), 11-24.

Learning the Number “100” (using Logical/Mathematical Multiple Intelligence)Von Drasek, L. (2006). Counting Days. Teaching PreK-8, 37, 80-81

License PlatesDurand, S. E. (1997). Automobile license plates. Teaching Children Mathematics, 4 (4),

206-208.Long Division

Bennett, P. & Rule, A. C. (2005, May). Hands-on long division with skittles for students with learning disabilities. Teaching Exceptional Children Plus, 1(5). Retrieved May 13, 2007, from http://escholarship.bc.edu/education/tecplus/vol1/iss5/art2/.

Magic SquaresWatson, G. A. (2003). The versatile magic square. Teaching Mathematics in Middle

School, 8(5), 252-253.Math Counts

Forsten, C. (2004). The problem with word problems. Principal, 84(2), 20-23.Math Think Aloud

Barrera, M., Chamberlain, S., Liu, K., Shyyan, V., Thurlow, M., Yan, M. (2006). Math strategy instruction for students with disabilities who are learning English. ELLs with Disabilities Report. 16, 2-5.

Mathematical ChartingRenne, C. (2004). Is a rectangle a square? Developing mathematical vocabulary and

conceptual understanding. Teaching Children Mathematics, 10 (5), 258-269.Methods for Mathematical Instruction

Smith, K.S., & Geller, C. (2004). Essential principles of effective mathematics instruction: methods to reach all students. Preventing School Failure, 48, 22-24.

Minimum Addend StrategyTournaki, N., (2003). The differential effects of teaching addition through strategy

instruction versus drill and practice to students with and without learning disabilities. Journal of Learning Disabilities, 36(5), 449-458.

Mr. Three FeetWilson, S.E. (1989). Mr. Three Feet. Reading Teacher, 42(7), 553.

15

http://escholarship.bc.edu/education/tecplus/vol1/iss5/art2/

Number Tic-Tac-ToeFriedlander, A. (1997). Young students investigate number cubes. Teaching Children

Mathematics, 4 (1), 6-11.PALS: Peer-assisted Learning Strategies

Calhoon, M.B. & Fuchs, L.S. (2003). The effects of peer-assisted learning strategies and curriculum-based measurement on the mathematics performance of secondary students with disabilities. Remedial and Special Education, 24(4), 235-245.

Pen-Pal LettersCrespo, S. (2003). Using math pen-pal letters to promote mathematical communication.

Teaching Children Mathematics, 10(1), 34-39.Proficient and Advanced Problem Solvers: Daily Mental Math Activities

Forsten, C. (2004). The problems with word problems. Principal, 20-23.R.I.D.G.E.S.

Koenig, K. (2002). Teaching Students with Disabilities. Guides- Teacher- Classroom, (52), 9-11.

RIDD StrategyJackson, F.B. (2002). Crossing content: a strategy for students with Learning Disabilities.

Intervention in School and Clinic, 37(5), 279-282.Scored Discussion

McGrath, K. (1998). What is the score on scored discussions? Mathematics Teaching in the Middle School, 4, 50-58.

Seven Steps to Solving Word ProblemsHoffman, J. (2002). Flexible grouping strategies in the multiage classroom. Theory into

Practice, 41, 47-52.Shopping Spree

Shaftel, J. (2005). Math games for adolescents. Teaching Exceptional Children, 37(3), 25-30.

Solving Word ProblemsHoffman, J. (2002). Flexible grouping strategies in the multiage classroom. Theory into

Practice, 41(1), 47-52. STAR

Gagnon, J. C. & Maccini, P. (2001). Using countoons to teach self-monitoring skills. Teaching Exceptional Children, 34,(1), 8-15

Structured Math LearningPhillips, L. (2003). When flash cards are not enough. Teaching Children Mathematics,

9, (6) 358-63.Student Researched Problem Solving Strategies

Miller, C. (2000). Student researched problem solving strategies.Mathematics Teacher.93(2). 136-138.

Teaching meaningful contextMonroe,E & Grme,P.(2002). Developing mathematical vocabulary. Preventing School

Failure, 46(3), 139-141.The Road to Fluency “Doubles Plus One”

Buchholz, L. (2004). Learning strategies for addition and subtraction facts: The road to fluency and the license to think. Teaching Children Mathematics, 10(7), 362-367.

Tricky Triangles

16

Woleck, K. (2003). “Tricky Triangles” A tale of one, two, three researchers. Teaching Children Mathematics, 10(1), 40-44.

Try, Think, and ShareBohning, G. & Williams, R. (1996). Quilts and tangrams; Linking literature and

geometry. Childhood Education, 73, (83-87).Venn Diagrams and Tangrams

Moyer, P.S. (2003). Classify & capture: Using venn diagrams and tangrams to develop abilities in mathematical reasoning and proof. Mathematics Teaching in the Middle School, 8, 325-330.

Verbal and Visual Word AssociationGay, S. & White, H. S. (2002). Teaching vocabulary to communicate mathematically.

Middle School Journal, 34 (2), 33-38.Winning Strategy

Tayeh, C., & Britton, B. (2004). Winning Strategy. Teaching Children Mathematics, 11 (4), 202-203.

Work BackwardShellard, E.G. (2004). Helping Students Struggling with Math. Principal, 84, 40-43.

Writing to Understand Mathematical ThinkingGoldsby, D. & Cozza, B. (2002). Writing samples to understand mathematical thinking.

Mathematics teaching in the middle school, 7, 517-20.

Math Skills

A Learning StationHall, A.M. & Zentall, S.S. (2000). The effects of a learning station on the completion

and accuracy of math homework for middle school students. Journal of Behavioral Education, 10(2/3), 123-137.

Counting Made EasyRiepole, F. (1972). Number concepts for the mentally handicapped; Concepts for

mathematics. Teaching Exceptional Children, 67(5), 27-28.Draw

Gagnon, J. C. & Maccini, P. (2001).Preparing students with disabilities for Algebra.Teaching Exceptional Children, 34(1), 8-15.

Finger Math in GeometryWarkentin, D. (2000). Finger math in geometry. Mathematics Teacher, 93, 266-68.

Fluency with Greater NumbersHuinker, D., Freckman, J.L., & Steinmeyer, M.B. (2003). Subtraction strategies from

children’s thinking: moving toward fluency with greater numbers. Teaching Children Mathematics, 9(6), 347-53.

Long Division FaceMercer, C. D. & Mercer, A. R. (1998). Teaching students with learning problems (5th

ed.). Upper Saddle River, NJ: Prentice-Hall Inc.Making Mathematics Less Monotone!

Lesser, L. M. (2000). Sum of songs: Making mathematics less monotone!. Mathematics Teacher, 93, 372-277.

17

Number TalksPostletwait, K.B., Adams, M.R., & Shih, J.C. (2003). Promoting meaningful mastery of

addition and subtraction. Teaching Children Mathematics, 9(6), 354-7.Origami Math

Chen, K. (2006). Math in motion: Origami math for students who are deaf and hard of hearing. Journal of Deaf Studies and Deaf Education, 11, 262-266.

PALSKroeger, S. D. & Kouche, D. (2006). Using peer assisted learning strategies to increase

response to intervention in inclusive middle math settings. Teaching Exceptional Children, 38(5), 6-13.

Partner TranscriptionRubenstein, R.N, & Thompson, D.R. (2001). Learning mathematical symbolism:

challenges and instructional strategies. Mathematics Teacher, 94, 263 – 271.See Math Different

Shellard, E.G. (2004). Helping students struggling with math. Principal, 84(2), 40-43.Snack Math

Roberts, S.K., (2003). Snack math: young children explore division. Teaching Children Mathematics, 9(5), 258-261.

Split Page ProblemsRubenstein, R.N, & Thompson, D.R. (2001). Learning mathematical symbolism:

challenges and instructional strategies. Mathematics Teacher, 94, 263 – 271.Subtraction Fluency with Greater Numbers

Huinker, D., Freckman, J.L., & Steinmeyer, M.B. (2003). Subtraction strategies from children’s thinking: Moving toward fluency with greater numbers. Teaching

Children Mathematics, 9(6), 347-53.The Math Poem

Keller, R., & Davidson, D. (2001). The math poem: Incorporating mathematical terms in poetry. Mathematics Teacher, 94, 342 – 347.

Touch MathDuris, A. (2002). Using touch math for students with physical impairments to teach and

enhance beginning math skills. Physical Disabilities and Related Services, 21 (1-2), 17-21.

Mathematics

Counting Number SpotsCavanagh, S. (April 30 2008). Playing Games in Classroom Helping Pupils Grasp Math.

Education Week. 27(35), 10.Counting On

Leutzinger, L. P. (1999). Developing thinking strategies for addition facts. Teaching Children Mathematics. (6)1, 14-18.

Cover, Copy, ComparePoncy, B. C., Skinner, C. H., & Jaspers, K. E. (2006). Evaluating and comparing

interventions designed to enhance math fact accuracy and fluency: cover, copy and compare versus taped problems. Journal of Behavioral Education. 16, 27-37.

18

CRAWitzel, B.S., Riccomini, P.J., Schneider, E. (2008, March). Implementing CRA with

Secondary Students with Learning Disabilities in Mathematics. Intervention in School and Clinic, 43(5) 270-276.

Fact fluencyFasko, S. & Leach R. (2006, May 30). A math fact fluency intervention with scaffolding.

Retrieved May 12, 2007, from ERIC (ED 493886).Make 10

Leutzinger, L. P. (1999). Developing thinking strategies for addition facts. Teaching children mathematics, 6, 14-18.

MancalaDe la Cruz, R., Cage, C., and Lian, M. (2000). Let’s Play Mancala and Sungka!

Learning Math and Social Skills through Ancient Multicultural Games. Teaching Exceptional Children, 32(3), 38-42.

Math on MatsSkoss, M. (2005). Math on a mat. Mathematics Teaching, 192 (September), 6-8.

Math PALS StrategyKroeger, S. D., Kouche, B., (2006). Using peer-assisted learning strategies to increase

response to intervention in inclusive middle math settings. Teaching Exceptional Children. 38(5), 6-13.

Routine of SupportBurns, M. (2007). Nine ways to catch kids up. Educational Leadership. 65, 16-21.

School Supply StoreDillon, S. (2007). First day- math games. Instructor, 117(1), 66-67.

Self-Monitoring checkZrebiec Uberti, H., Mastropieri, M., & Scruggs, T. (2004). Check it off: Individualizing a

math algorithm for students with disabilities via self-monitoring checklists. Intervention in School and Clinic. 39(5), 269-275.

Send-A-ProblemFun with math: Real-life problem solving for grades 4-8. (1999). Columbus OH: The

Ohio State University, Vocational Instructional Materials Laboratory.

Number Recognition

Telling 2’s from 5’sBachrach, B. (1970-71). Telling the 2’s from the 5’s. Teaching the Exceptional Student.

3950(3), 26.

Oral Language

Barrier TasksBrice, G. R. (2004). Connecting oral and written language through applied writing

strategies. Interventions in School and Clinic, 40 (1), 38-47. Bead Counting

19

Pullen, P.C. & Justice, L.M. (2003). Enhancing phonological awareness, print awareness, and oral language skills in preschool children. Interventions in School and Clinic, 39, 87-98.

Drama RhymesRoush, Betty E. (2005). Drama rhymes: An instructional strategy. The Reading Teacher

58 (6), 584-7 Give Me Five


Nursery RhymingPullen, P.C. & Justice, L.M. (2003) Enhancing phonological awareness, print awareness,

and oral language skills in preschool children. Intervention in School and Clinic, 39, 87-98.

Oral RecitationHoffman, J.R. (1987). Rethinking the role of oral reading in basal instruction. The

Elementary School Journal, 87, 367-373.Parallel Talk

Pullen, P. C. & Justice, L. M. (2003). Enhancing phonological awareness, print awareness, and oral language skills in preschool children. Intervention in School and Clinic, 39(2), 87-98.

Reducing Repetitive SpeechDipipi, C. M. & A. Jitendra & J.Miller. (2001). Reducing repetitive speech: Effects of

strategy instruction. Preventing School Failure, 45(4), 177-180. Responding to Readers

Gill, S. (2002). Responding to readers. Reading Teacher 56, 119-121.Rhyme Pockets

Pullen, P. C. & Justice, L. M. (2003). Enhancing phonological awareness, print awareness, and oral language skills in preschool children. Intervention in School and Clinic, 39(2), 87-98.

Songs and Chants as a Source of Predictable TextAlgozzine,B.(2003). Using songs and chants as a source of predictable text. Preventing

School Failure, 45(4), 187-188.STAR

Boom, S. & Fine, E. (1995). Star: a number writing strategy. Teaching Exceptional Children 27(2), 42-45.

StorytellingCraig, S., Hull, K., Haggart, A. G., & Crowder, E.A., (2000). Storytelling: Addressing

the literacy needs of diverse learners. Teaching Exceptional Children, 33, 46-51. Tactile Strategies

Downing, E. (2003). Using tactile strategies with students who are blind and have severe disabilities. Exceptional Children, 36, 56-60.

Telephone ConversationsBrice, R. (2004). Connecting oral and written language through applied writing

strategies. Intervention in School and Clinic, 40, 38-47.Word Tails

Grinnel, M. (1973-74). Word tails. Teaching the Exceptional Student. 3950(6), 25-26.

20

Problem Solving

Choice MakingStafford, A.M. (2005). Choice making: A strategy for students with severe disabilities.

Teaching Exceptional Children, 37(6), 12-17.Fantasy Activity – Story Writing as a Problem-Solving Vehicle

Dehouske, E. J. (1982). Story writing as a problem-solving vehicle. Teaching Exceptional Children, 15, 11-15.

Motivation QuestionnairesHong, E., Milgram, R. & Rowell, L. (2004). Homework motivation and preference: A

learner centered homework approach. Theory Into Practice, 43 (3), 197-204. Off to Africa

Tomlinson, C. (1999). Off to Africa. Instructor, 114, 53.Setting Goals to Promote Higher Education Levels

Hagan-Burke, S & Jefferson, G. (2002). Using data to promote academic benefit for included students with mild disabilities. Preventing School Failure, 46, 112-117.

Reading Comprehension

ACE StorySimplicio, J. (2003). Effectively utilizing group strategies to enhance comprehension.

Read Improvement, 4, 110-112.Annotating

Porter-O’Donnell, C. (2004). Beyond the Yellow Highlighter: Teaching Annotation Skills to Improve Reading Comprehension. English Journal, 93, 82-89.

Anticipation GuideMerkley, D.J., (1997) Modified anticipation guide. Reading Teacher, 50(4), 365-368.

Anticipation GuidePoindexter, C.C. (1994). Classroom strategies that convinced content area teachers they

could teach reading, too. Journal of Reading, 38(2), 134.Anticipation Guides

Kozen, A. A., Murray, R. K., & Windell, I. (2006). Increasing all students’ chance to achieve: Using and adapting anticipation guides with middle school learners. Intervention in School and Clinic, 41(4), 195-200.

Ask-itLebzelter, S. & E. J. Nowacek. (1999). Reading strategies for secondary students with

mild disabilities. Intervention in School and Clinic, 34 (4), 212-219.B-D-A (Before-during-after)

Laverick, C. (2002). B-D-A Strategy: Reinventing the wheel can be a good thing. Journal of Adolescent & Adult Literacy, 46 (2), 144-147.

Bibliotheraphy for AllBibliotherapy for all: Enhancing reading comprehension, self-concept and behavior

(2000). Teaching Exceptional Children, 33, 74-82Book in a Box

21

Kovarik, M. (2006). Meaningful responses to literature. Kappa Delta Pi Record, 42(4), 178-182.

CASTLanbert, M.A. (2000). Using cognitive and metacognitive learning strategies in the

classroom. Preventing School Failure, 44(2), 81-82.Character Quotes

Morache, J. (1987). Use of quotes in teaching literature. English Journal, 76(6), 61-63.Click or clunk: Comprehension Self Check

Wright, J., (2006). “Click or Clunk?” A student comprehension self-check. . The Savvy Teacher’s Guide: Reading Interventions That Work. www.interventioncentral.org p 25-27

Babbs, P. J. (1984). Monitoring cards help improve comprehension. The Reading Teacher, 38(2), 200-204.

ClozeHeadley, K. N. & Dunston, P.J. (2000). Teachers’ choices books and comprehension

strategies as transaction tools. The Reading Teacher, 54, 260-8.Cognitive Map

Kim, A., Vaughn, S., Wanzek, J., & Wei S. (2004). Graphic organizers and their effects on the reading comprehension of students with LD: A synthesis of research. Journal of Learning Disabilitie, 37(2). 105-118

Collaborative Strategic Reading (CSR)Klingner, J.K., & Vaughn, S. (1998). Using collaborative strategic reading. Teaching

Exceptional Children, 30(6), 32-37.Comic Strip Language Arts Activity

Klatt, B. A. (2000). Putting the Sunday comics to work. Teaching PreK-8, 30, 52-53.Communicative Reading Strategies

Crowe, L.K. (2005). Comparison of two oral reading feedback strategies in improving reading comprehension of school-age children with low reading ability. Remedial and Special Education, 26, 32-42.

Comprehension DevelopmentGut, D.M., & Farmer, T.M.M & Goforth, J.B., & Hives, J., & Aaron, A., & Jackson, F.

(2004). The school engagement project: academic engagement enhancement. Preventing School Failure, 48, 4-8.

Concept-Anchoring RoutineAdams, G., Bulgren, J., Cornine, D., Davis, B., Deshler, D., Grossen, B., & Schumaker,

J. (2001). Making learning easier: connecting new knowledge to things students already know. Teaching Exceptional Children, 33(4), 82-85.

Concept-Oriented Reading InstructionGuthrie, J., Wigfield, A., Perencevich, P., Taboada, K., Davis, A., Scafiddi, H., Tonks,

N., Stephen, (2004). Increasing reading comprehension and engagement through concept-oriented instruction. Journal of Educational Psychology, v.96, n.3, 403-423.

Constructing Maps of Passages to Recall PassagesPressley, M., Johnson, C.J., & Symons, S. (1989). Strategies that improve children’s

memory and comprehension of text. The Elementary School Journal, 90(1), 3-28.CSR – Collaborative Strategic Reading

22

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Vaughn, S., Klingner, J.K., (1999). Teaching Reading Comprehension through Collaborative Strategic Reading. Intervention in School and Clinic, 34(5), 284-92.

Developing Reading and Language Skills for Pre-ReadersAlberto, P. A., Fredrick, L. D., (2000). Teaching picture reading as an enabling skill

Exceptional Children, 33, 60-64.Dictogloss

Jacobs, G. & Small, J. (2003). Combining dictogloss and cooperative learning to promote language learning. Reading Matrix: An International Online Journal 3(1), n/p.

Directed Thinking and ListeningHeadley, K. N. & Dunston, P.J. (2000). Teachers’ choices books and comprehension

strategies as transaction tools. The Reading Teacher, 54, 260-8.ELVES

Levesque, J. (1989). A read aloud strategy to develop listening comprehension (in the classroom). Reading Teacher, 43 (1), 93 – 94.

Enhancing Comprehension-Snap Shot LinkageSimplicio, J. (2003). Effectively utilizing group reading strategies to enhance

comprehension. Reading Improvement, 40, 110-112.Graphic Organizers to the Rescue!

Dye, G.A. (2000). Graphic organizers to the rescue! Helping students link—and remember—information. Teaching Exceptional Children, 32, 3, 72-6.

Group RetellingWood, K.D., & Jones, J. (1998). Flexible grouping and group retelling include struggling

learners in classroom communities. Preventing School Failure, 43, 37-38.Guided Imagery

Gambrell, L., Kapinus, B., & Wilson, R. (1987). Using mental imagery and summarization to achieve independence in comprehension. Journal of Reading, 30, 638-642.

Helping emergent readers make inferencesRichards, J. & Anderson, A. (2003). How do you know? A strategy to help emergent

readers make inferences. Reading Teacher, 57, 290-293.How Do You Know

Richards, J.C. & Anderson, N.A. (2003). How do you know? A strategy to help emergent readers make inferences. The Reading Teacher, 57, 3, 290.

IEPC StrategyWood, D. K., & Endres, C. (2004). Motivating student interest with the imagine,

elaborate, predict, and confirm (IEPC) strategy. 58 (4), 346-357.Improvisational Drama

Stanfa, K. & Shea, D. (1998). The play’s the thing for reading comprehension. Teaching Exceptional Children, 31, 48-55.

JigsawPoindexter, C.C. (1994). Classroom strategies that convinced content area teachers they

could teach reading, too. Journal of Reading, 38(2), 134.K-W-L Charts

Fisher, D., Frey, N., & Williams, D. (2002). Seven literacy strategies that work. Educational Leadership, 60, 70-73.

Learner Support

23

Baskwill, J. (1995). Learner support: A grassroots look at reading intervention. Teaching PreK-8, 25, 59-61.

Letter Sound CorrespondenceWanzek, J. & Hagger, D. (2003). Teaching word recognition with blending and

analogizing: Two strategies are better than one. Teaching Exceptional Children, 36, 32-38.

Linking Literacy and TechnologySchmar-Dobler, E. (2003). Reading on the internet: The link between Literacy and

technology. Journal of Adolescent & Adult Literacy, 47, 80-85.Linking Reader-Response to Pictures

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

Literacy Mystery BoxesPearman, C.J., & Camp, D. H. (2004). Literacy mystery boxes. Reading Teacher, 8,

766-768.Making Tactile Books

Lewis, S. & Tolla, J. (2003). Making Tactile Experience Books. Teaching Exceptional Children, 34(2), 23-24.

Multipass StrategyGraves, A.W. (1987). Improving comprehension skills. Teaching Exceptional Children,

19(2), 63-65.Oral Recitation Lesson

Hoffman, J.R., (1987). Rethinking the role of oral reading in basal instruction. The Elementary School Journal, 87, 367-373

PALS (Peer Assisted Learning Strategies)Saenz, L. M., Fuchs, L. S. & Fuchs, D. (2005). Peer-assisted learning strategies for

English language learners with learning disabilities. Exceptional Children, 71(3), 231-247.

PALS- Peer Assisted Learning StrategyBarton-Arwood, S., Wehby, J.H., & Falk, K. (2005). Reading instruction for elementary-

age students with emotional and behavioral disorders: Academic and behavioral outcomes. Council for Exceptional Children, 72(1), 7-27.

PARAGRAPH SHRINKINGFauchs, D., Fauchs, L. S., Saenz. (2005). Peer-assisted learning strategies for English

language learners with learning disabilities. Exceptional Children, 71(3).Paraphrasing for Comprehension

Fisk, C., & Hurst, B. (2003). Paraphrasing for comprehension. Reading Teacher, 57(2), 182-185.

Pause, Prompt and Praise- Peer Tutoring Reading ComprehensionBurns, E. (2006). Pause, Prompt and Praise--Peer Tutored Reading for Pupils with

Learning Difficulties. British Journal of Special Education 33 (2), 62-67.Peer Tutoring

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), 103-116.

Picture Walks

24

Ogle, D. (2003). Reading and learning about our wonderful world: Informational rich resources and strategies to engage readers. The New England Reading Association Journal, 39 (2), 7-10.

Picture WalksCastellani. J, & Jeffs, T. (2001). Emerging reading and writing strategies using

technology. Teaching Exceptional Children, 33(5), 60-67. Picture Book and Target Words

Senechal, M. (1997). The differential effect of storybook reading on preschoolers’ acquisition of expressive and receptive vocabulary. Journal of Child Language. 24(1). 123-138.

Previewing by Listening for the TeacherMastropieri, M.A., Leinart, A., & Scruggs, T.E. (1999). Strategies to increase reading

fluency. Intervention in School and Clinic, 34, 278 – 283.Proof, practice, and promise

Stahl, K.A. (2004). Proof, practice, and promise: Comprehension strategy instruction in the primary grades. The Reading Teacher, 57, 598-609.

PROVE-ing What You KnowScanlon, D. (2002). PROVE-ing what you know. Teaching Exceptional Children, 34, 48-

54.QAR

Cortese, E. E., (2004). The application of question-answer relationship strategies to pictures. The Reading Teacher, 57(4), 374-80.

RAAC – Reread-Adapt-Answer-ComprehendTherrien, W.J, Gormley, S., & Kubina, R.M. (2006). Boosting fluency and

comprehension to improve reading achievement. Teaching Exceptional Children, 38(3), 22-34.

R.A.F.T.(1990). A reading-writing connection in the content areas: secondary perspectives.

Journal of Reading, 33(5), 376-378.RAP (Paraphrasing Reading Strategy)

Margolis, H. (2004). Self-efficacy: A key to improve the motivation of struggling learners. The Clearing House, 77(6), 241-9.

RAVE-OWolf, M., & Miller, L., & Donnelly, K., (2000). Retrieval, automaticity, vocabulary

elaboration, orthography (RAVE-O): A comprehensive, fluency-based reading intervention program. Journal of Learning Disabilities, 33(4), pgs. 375-386

Read AloudFisher, D., Frey, N., & Williams, D. (2002). Seven literacy strategies that work.

Educational Leadership, 60, 70-73.Reading Apprenticeship

Jordan, M. & Schoenbach, R. (2003). Breaking through the literacy ceiling. Leadership, 33, 8-12.

Reading InvitationBintz, W. P. & Sweazy, R. A. (2002). Using reading invitations to teach reading in an

inclusive primary classroom. Reading Improvement, 39(4), 151-157.Reciprocal Questioning

25

Mason, L.H. (2004). Explicit self-regulation strategy development versus reciprocal questioning effects on Expository reading comprehension among struggling readers. Journal of Educational Psychology, 96 (2), 283-296.

Reciprocal TeachingSlater, W.H. & Horstman, F.R. (2002). Teaching reading and writing to struggling

middle school and high school students: The case for reciprocal teaching. Preventing School Failure, 46(4), 163-166.

Reciprocal TeachingSnowball, Diane. (2006). Comprehension for all. Teaching PreK-8, 36(8), 62-66.

Reciprocal Teaching for ComprehensionFisher, D., Frey, N., & Williams, D. (2002). Seven literacy strategies that work.

Educational Leadership, 60, 70-73.Retrospective Reflection

Brevig, L. (2006). Engaging in retrospective reflection. The Reading Teacher, 59, pg. 522-530.

Revisiting Reader’s RudderFischer, C. (2003). Revisiting the reader's rudder: A comprehension strategy. Journal of

Adolescent & Adult Literacy, 47, 248-256.SAM

Douville, P. (2004). Use mental imagery across the curriculum. Preventing School Failure, 49(1) 36-39.

SARS: A hands on approachWorthing, B., Laster, B. (2002). Strategy Access Rods: A hands-on approach. The

Reading Teacher, 56(2), 122-124.SCAMPER

Beyersdorfer, J.M. (1998). SCAMPER-CR: A framework to integrate technology into the curriculum. Learning and Leading with Technology, 25(4), 38-40.

See, Think, and WonderRichards, J.C. & Anderson, N.A. (2003). What do I see? What do I think? What do I

wonder? (STW): A visual literacy strategy to help emergent readers focus on storybook illustrations. Reading Teacher, 56, 442-444.

Self QuestioningHagood, Barbara. (1997). Reading and writing with help of story grammar. Teaching

Exceptional Children, 29(4), 11-14.Semantic Web

Kim, A., Vaughn, S., Wanzek, J. & Wei, S. (2004). Graphic organizers and their effects on the reading comprehension of students with LD: A synthesis of research. Journal of Learning Disabilities. 37(2), 105-18.

Skyscraper- A Graphic OrganizerPaziotopoulos, A. & Kroll, M. (2004). Hooked on thinking. The Reading Teache,r 57,

672-677.Social Studies/ Students with LD

Dull, L.J., Garderen, D.V., (2005). Bringing the story back into history: Teaching socialstudies to children with learning disabilities. Preventing School Failure, 49 (3), 27-30.

26

Sound-Switching Strategies for Struggling ReadersVogt, M. & Nagano, P. (2003). Turn it on with light bulb reading! Sound-switching

strategies for struggling readers. Reading Teacher, 57, 214-221.Sticky situations

Bedard, B. (2003). Sticky situations. Teaching K-8, 34, 90-91.Story Mapping

Babyak, A. E., Koorland, M. & Mathes, P. G. (2000). The effects of story mapping instruction on the reading comprehension of students with behavioral disorders. Behavioral Disorder, 25, 239-258.

STORY RETELLFauchs, D., Fauchs, L. S., Saenz. (2005). Peer-assisted learning strategies for English

language learners with learning disabilities. Exceptional Children, 71(3).Story Sharing

Mathes, P. G., Grek, M. L., Howard, J. K., Babyyak, A. B., & Allen, S. H. (1999). Peer-assisted learning strategies for first-grade readers: A tool for preventing early reading failure. Learning Disabilities Research & Practice, 14, 50-60.

Strategic QuestioningFordham, N. (2006). Strategic questioning: what can you tell me about …sharks?

Principal Leadership, 7(1), 33-37. Strategy Access Rods (SARS)

Laster, B. & Worthing, B. (2002). Strategy access rods: a hands-on approach. The Reading Teacher, 56, 122-123.

Students & Comprehension StrategiesSalinger, T. (2003). Helping older, struggling readers. Preventing School Failure, 47(2),

79-85.Subtext Strategy

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

Summarizing By DrawingElliot, J. (2007). Summarizing with drawing a reading-comprehension strategy. Science

Scope, 30, 23-27.Summary Frames

Bozan, S.E., & Honnert, A.M. (2005). Summary frames: language acquisition for special education and ELL students. Science Activities, 42(2), 19-29.

Teaching and Learning Cues (TLC)Welker, W. A. (2001/2002). TLC approach. Journal of Adolescent & Adult Literacy,

45(4), 320-322.Teaching Expository Text Structures

Moss, B. (2004). Teaching expository text structures through information trade book retellings. Reading Teacher, 8, 710-718.

TELLS Fact or FictionWilliams, J., (2000). Strategic Processing of text: Improving reading comprehension of

students with learning disabilities. ERIC/OSEP Digest #599. ERIC Clearinghouse on Disabilities and Gifted Education Arlington, VA.

Text Lookback

27

Garner, R. Hare, V.C., Alexander, P., Haynes, J., & Vinograd, P. (1984). Including use of text lookback strategy among unsuccessful readers. American Educational Research Journal, 21, 789-798

Text MappingSpencer, B. H. (2003). Text maps: helping students navigate informational texts. Read

Teach, 56, (752 – 756).Text Prediction Strategy

Hansen, J. & Pearson, P.D. (1983). An instructional study: Improving the inferential comprehension of good and poor fourth-grade readers. Journal of Educational Psychology, 75, 821-829.

Text TalkConrad, N., Gong, Y., Sipp, L., & Wright, L. (2004). Using text talk as a gateway to

culturally responsive teaching. Early Childhood Education Journal, 31(3), 187-192.

The 3-2-1 StrategyZygouris-Coe, V., Wiggins,B. M., & Smith, H. L. (2005). Engaging students with text:

The 3-2-2 strategy. The Reading Teacher, 58(4), 381-384.The Story Face

Staal, L. (2000). The story face: An adaptation of story mapping that incorporates visualization and discovery learning to enhance reading and writing. Reading Teacher 54, 1, 26-31.

Theme Identification ProgramWilder, A., Williams, J., 2001. Students with severe learning disabilities can learn higher

order comprehension skills. Journal of Educational Psychology, v.93, n.2, 268-278.

Theme SchemeWilliams, J.P. (2003). Incorporating partner practice and writing self-regulation into the

theme scheme program. TEACHING Exceptional Children, 35(35), 70-73.Thieves

Manz, S. L. (2002). A strategy for previewing textbooks: Teaching readers to become thieves. Reading Teacher, 55, 434-35.

Think-Tac-ToeSamblis, K. (2006). Think-tac-toe, a motivating method of increasing comprehension.

The Reading Teacher, 59(7), 691-694.Transactional Reading Journal

Dugan, JoAnn & Bean, R.M. (1996). Can I say what I think? A case study of at-risk readers making meaning during transactional literature discussions. ERIC 395300.

TWAMason, L.H. (2004). Explicit self-regulation strategy development versus reciprocal

questioning effects on Expository reading comprehension among struggling readers. Journal of Educational Psychology, 96 (2), 283-296.

TWA + PLANSMason, L., Snyder, K., Sukhram, D., & kedem, Y., (2006). TWA + PLANS strategies for

expository reading and writing: Effects for nine fourth-grade students. Exceptional Children, 73, 69-89.

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Two Step Comprehension ChecklistMassey, D. D., (2003). A comprehension checklist: What if it doesn’t make sense? The

Reading Teacher, 57, 81-84.Using Combined-Text Trade Books

Chapman, V. & Sopko, D. (2003) Developing strategic use of combined- text trade books. The Reading Teacher, 57, 236-239.

Using Key Words and PreviewingRedden, S.C., Forness, S. R., Ramey, C.T., Ramey, S. L., Brezausek, C. M., Kavale, K.

A., (2003) Improving correct and error rate and reading comprehension using key words and previewing: a case report with a language minority student. Education and Treatment of Children, 26, 237-54.

Using Story BoardsOstoits, J., (1999). Reading strategies for students with ADD and ADHD in the inclusive

classroom. Preventing School Failure, 43. 129-132.Vocabulary Packs

Hodopp, J.B., and Hodopp, A.F., (1996). Vocabulary packs and cued spelling: Reading comprehension strategies. U.S. Iowa.

Word ScrabbleAiken, A., Bayer, L., (2002). They love words. The Reading Teacher 56 (1) 68-74.

Reading Fluency

Active Participation in ReadingYopp, R.H. & Yopp, H.K. (2003). Time with text. The Reading Teacher, 57(3), 284-287.

Assisted ReadingGilbert, L. M., Williams, R. L., & McLaughlin, T. F. (1996). Use of assisted reading to

increase correct reading rates and decrease error rates of students with learning disabilities. Journal of Applied Behavior Analysis. 29(2). 255-257.

Author’s Chair – Read Aloud to ClassBrent, R., & Anderson, P. (1993). Developing children’s classroom listening strategies.

Reading Teacher, 47 (2), 122- 126.Bibliotherapy

Sridhar, D., & Vaughn, S. (1999). Bibliotherapy for all: enhancing reading comprehension, self concept and behavior. Teaching Exceptional Children, 32(1), 74-78.

Bond Group Echo CompetitionHoover, M.R. & Fabian, E. M. (2000). Problem-solving—struggling readers. Reading

Teacher, 53, 474-476.BOOKMATCH

Wedwick, L. & Wutz, J. (2005). BOOKMATCH: Scaffolding book selection for independent reading. The Reading Teacher, 59 (1) 16-32.

Choral ReadingAnthony, R.M. (1994). Success with choral speaking. Learning 22(8), 66-67.

Clip and SpellMedintz, M. (1971- 1972). Clip and spell. Teaching Exceptional Children, 4(1), 129-130

Cross Age Peer Tutoring

29

Paterson, P., & Elliot, L., (2006). Struggling reader to struggling reader: High school students responses to a cross-age tutoring program. Journal of Adolescent and Adult Literacy 49, (5), 378-89.

Decoding using context cluesRobb, L. (1999). Tackling tough words. Instructor, 110 (3), 35 – 38.

Developing Fluency through Phrase ReadingStephens, R. (1972). Reading skills, audiovisual aids, teacher material, educable for the

mentally retarded. Teaching Exceptional Children, 71(5), 79-80.Development of Vowel and Consonant Cluster Skills

Lawrentz, M. (1972-73). Development of vowel and consonant cluster skills. Teaching the Exceptional Student. 3950(5), 25-26.

Directed Listening-ThinkingHeadley, K. N., Dunston, P. J. (2000). Teachers’ choices books and comprehension

strategies as transaction tools. The Reading Teacher. 54, 260 268.Drama Rhymes

Roush, B.E. (2005). Drama rhymes: An instructional strategy. The Reading Teacher, 58, 584-7.

Drilling Error WordsJenkins, J. & Larsen, D. (1979). Evaluation of error-correction procedures for oral

reading. Journal of Special Education, 13, 145-156.Kit for Developing Sounding Patterns

Pentz, B. (1971-1972). Kit for developing sounding patterns. Teaching Exceptional Children, 4(1), 181-182.

Language Experience StoriesGately, S. (2004). Developing concept of word. Council for Exceptional Children, 36,

16-22.Light Bulb Reading

Vogt, M., & Nagano, P. (2003). Turn it on with light bulb reading! Sound-switching strategies for struggling readers. The Reading Teacher, 57(3), 214-221.

Oral RecitationHoffman, J.R. (1987). Rethinking the role of oral reading in basal instruction. The

Elementary School Journal, 87, 367-373.PALS

Fuchs, D, Yen, L., Mcmaster, K., Svenson, E., Yang, N., Young, C. Morgan, P., Gilbert, T., Jaspers, J., Jernigan, M., Yoon, E., and King, S. (2001). Developing first-grade reading fluency through peer mediation. Teaching Exceptional Children, 34(2), 90-3.

PALS + FluencyFuchs, D, Yen, L., Mcmaster, K., Svenson, E., Yang, N., Young, C. Morgan, P.,

Gilbert,T., Jaspers, J., Jernigan, M., Yoon, E., and King, S. (2001). Developing first-grade reading fluency through peer mediation. Teaching Exceptional Children, 34(2), 90-3.

PALS for ELLSaenz, L., Fuchs, L., & Fuchs, D. (2005). Peer-assisted learning strategies for English

language learners with learning disabilities. Council for Exceptional Children, 71, 231-247.

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Peer-Assisted Literacy Strategies Plus Mini Lessons (PALS+ML)Mathes, P. (2001). The effects of peer-assisted literacy strategies for first-grade readers

with and without additional mini-skills lessons. Learning Disabilities Research & Practice, 16, 28-44.

Predictable LiteratureAlgozzine, B. (2001). Tips for teaching: using songs and chants as a source of predictable

text. Preventing School Failure. 45-47, 187.RAAC

Gormley, S., Kubina, R.M., Therrien, W.J. (2006). Boosting fluency and comprehension to improve reading achievement. Teaching Exceptional Children. 38(3), 22-26.

RAVE-OWolf, M., & Miller, L., & Donnelly, K., (2000). Retrieval, automaticity, vocabulary

elaboration, orthography (RAVE-O): A comprehensive, fluency-based reading intervention program. Journal of Learning Disabilities, 33(4), 375-386

R.E.A.D- Reading Education Assistance DogsJalongo, M. R. (2005). "What are all these dogs doing at school?" Using therapy dogs to

promote children’s reading practice. Early Childhood Education Journal, 81(3), 152-158.

READHughes, K. (2002). See spot read. Public Libraries, 41, 328-30.

Read AloudFisher, D., Frey, N., & Williams, D. (2002). Seven literacy strategies that work.

Educational Leadership, 60(3), 70-73.Read Naturally

Hasbrouck, J., Ihnot, G., & Rogers, G. (1999). Read naturally: A strategy to increase oral reading fluency. Reading Research and Instruction. 39, 27-37.

Readers TheatreMartinez, M., Roser, N.L., & Strecker, S. (1998). I never thought I could be a star: A

readers theatre ticket to fluency. Reading Teacher, 52(4), 326-334.Reading Fluency with Parent Tutoring

Erion, J. & Ronka, C. S. (2004). Improve reading fluency with parent tutoring. Teaching Exceptional Children Plus, 1(2). Retrieved May 13, 2007, http://escholarship.bc.edu/education/tecplus/vol1/iss2/art2/

Repeated ReadingsMargo, A.M, Leinart, A. & Scruggs, T.E. (1999) Strategies to increase reading fluency.

Intervention in School and Clinic, 34(5), 278-83.Repeated Readings2

Herman, P.A., (1985). The effects of repeated readings on reading rate, speech pauses, and word recognition accuracy. Reading Research Quarterly, 20, 553-565.

Repeated ReadingMastropieri, M. (1999). Strategies to increase reading fluency. Intervention in School

and Clinic, 34 (5), 278-83.Rewards

Archer, A. L., Gleason, M. M., & Vachon, V. L. (2003). Decoding and fluency: foundation skills for struggling older readers. Learning Disability Quarterly, 26(2), 89-101.

31

http://escholarship.bc.edu/education/tecplus/vol1/iss2/art2/

SCUBA-Dive Into ReadingCheng, L. & Salembier, G. (1997). SCUBA-Dive Into Reading, Teaching Exceptional

Children, 29(6), 68-70.Selecting an Appropriate Storybook

Bellon, M.L. & Ogletree, B.T. (2000). Repeated storybook reading as an instructional method. Intervention in School and Clinic, 36, 75-81.

SSSM – Sentence by Sentence Self-MonitoringBuettner, E. G. (2002). Sentence by sentence self-monitoring. Reading Teacher, 56, 34-

37.Strategy: Closing the Fluency Gap

Garriott, M., & Jones, L. (2005). Closing the fluency gap in the middle grades Principal, 85 (1), 67-68.

Systematic Teaching and Recording Tactic (S.T.A.R.T.)Rogers, D. C., Deno, S. L., & Markell, M. A. (2001). The systematic teaching and

recording tactic (S. T. A. R. T.): A generic reading strategy. Intervention in School and Clinic, 37(2), 96-100.

Tape-Assisted ReadingEldredge, J.L. (1990). Increasing the performance of poor readers in the Third grade with

a group-assisted strategy. Journal of Educational Research, 84(2), 69-76. Tutoring Students with Reading Problems

Denton, C. & Hasbrouk, J. (2002). How to Tutor Students with Learning Problems. Preventing School Failure, 47 (1), 42-43.

Using Spanish in English DiscussionsJimenez, R. (2000). Literacy and the identity development of latina/o students. American

Educational Research Journal, 37, 971-1000.What’s your strategy?

Marcell, B. (2005). What’s your strategy? Teaching pre-Kindergarten, 35, 52-53.Word Attack Hierarchy

Wright, J., (2006). Error Correction and Word Drill Techniques. The Savvy Teacher’s Guide: Reading Interventions That Work. www.interventioncentral.org. p 10-12

Word Box PhonicsDevault, R. & Joseph, L. M. (2004). Repeated readings combined with word boxes

phonics technique increases fluency levels of high school students with sever reading delays. Preventing School Failure, 49(1), 22-27.

Word DetectiveGaskins, I. (2004). Word detective. Educational Leadership, 61, 70-3.

Word Family InstructionWanzek, J. & Haager, D. (2003). Teaching word recognition with blending and

analogizing: Two strategies are better than one. Teaching Exceptional Children, 36, 32-8.

Reading Letter Recognition

Acrostic PoetryHeitman, J. (2005). Poetry and Literacy from A To Yea! Library Media Connection, 23,

40-42.

32

http://www.interventioncentral.org/

Elkonin BosesAl Otaiba, S., Smartt, S., M. (2003). Summer sound camp: involving parents in early

literacy intervention for children with speech and language delays. Teaching Exceptional Children, 35(3), 30-34.

Mnemonic System: Recalling Alphabet Letter NamesAlpher, S., Eggers, E., & Raschke, D. (1999). Recalling Alphabet Latter Names: A

Mnemonic System to Facilitate Learning. Preventing School Failure, 43(2), 80-83.

Phoneme IdentityMurray, B.A. (1998). Gaining alphabetic insight: Is phoneme manipulation skill or

identity knowledge causal? Journal of Educational Psychology, 90(3). 461-475.Rhyming

Roberts, A. T. (2003). Effects of alphabet-letter instruction on young children’s word recognition. Journal of Educational Psychology, 95, 41 – 51

Spelling HelperSnowball, D. (2001). Spelling strategies that work. Instructor. 110 (8) 20-21.

Tri-sensory SpellingHoover, M.R. & Fabian, E. M. (2000). Problem-solving—struggling readers. Reading

Teacher, 53, 474-476.

Reading Vocabulary

Acrostic PoetryHeitman, J. (2005). Poetry and Literacy from A To Yea! Library Media Connection, 23,

40-42.Capsule Vocabulary

Crist, B. J. (1975). One capsule a week- a painless remedy for vocabulary skills. Journal of Reading, 19, 147-149.

Compound WordsMontgomery, J, Moore-Brown, B., START IN. STudents Are Responding To Intervention.

Response to Intervention Reading Program. Super Duper Publications, 2006 p Definition Map

Young, E. (2005). The language of science, the language of students: bridging the gap with engaged learning vocabulary strategies. Science Activities: Classroom Projects and Curriculum Ideas. 42(2), 12-17.

Integrated ProcessingPemberton, J.B. (2003). Integrated processing: A strategy for working out unknown

words. Intervention in School and Clinic, 38, 247-250.Keywords: Mnemonic Instruction

Uberti, H., Scruggs, T., Mastropieri, M., 2003. Keywords make the difference! Mnemonic instruction in inclusive classrooms. Teaching Exceptional Children, 35, 3, 56-61.

List-Group-LabelReadence, J. & Searfoss, L. (1980). Teaching strategies for vocabulary development.

English Journal, 69(7), 43-46. Making the Meaning Stick

33

Glazer, S.M. (2006). Context is everything. Teaching Pre-K – 8, 36, 70-71. Music and Rhythm Language

Gauthier, Delores R. (2005). Children’s literature in the music classroom: Finding the music within. Music Educators Journal. 91(3). 51-57.

SIGN-OBrennan, K B. & Miller, A. D. (2000). How many words can your students read. Using a

sign language game to increase sight word recognition. Intervention in School and Clinic, 35(3), 147-150.

Vocabulary BuildingFoil, C. R. & Alber, S. R. (2002). Fun and effective ways to build your students’

vocabulary. Intervention in School and Clinic, 37, 131 – 139.Vocabulary Instruction

Fisher, D., Frey, N., & Williams, D. (2002). Seven literacy strategies that work. Educational Leadership, 60(3), 70-73.

Vocabulary Picture CardsAlber, S. R., Foil, C. R. (2002). Fun and effective ways to build your students’

vocabulary. Intervention in School and Clinic, 37(3), 131-39.

Reading Word Recognition

Alphabet MnemonicsAlper, S., Eggers, E., & Raschke, D. (1999). Recalling alphabet letter names: A

mnemonic system to facilitate learning. Preventing School Failure, 43(2), 80-83.Blending and Analogizing

Wanzek, J., Haager, D., (2003). Teaching Word Recognition with blending and Analogizing: Two Strategies are Better than One. Teaching Exceptional Children, 36(1), 32-8.

Explicit RhymingPullen, P.C. & Justice, L.M. (2003) Enhancing phonological awareness, print awareness,

and oral language skills in preschool children. Intervention in School and Clinic, 39, 87-98.

F.I.S.H.Whitaker, S., Harvey, M., Hassell, L., Linder, T., & Tutterrow, D., (2006). The fish

strategy moving from site words to decoding, Teaching Exceptional Children, 38, 14-18.

Flip-A-ChipMountain, L. (2002). Flip-a-chip to build vocabulary. Journal of Adolescent and Adult

Literacy, 46, 62-68.Letter Sound Blending

Wanzek, J., Haager, D. (2003). Teaching word recognition with blending and analogizing, two strategies are better than one. Council for Exceptional Children, 36(1), 32-38.

Orthography

34

Van der Bijl, C, Alant, E. & Lloyd, L. (2006). A comparison of two strategies of sigh words instruction to children with mental disability. Reasearch in Developmental Disabilities: A Multidisciplinary Journal, 27(1), 43-55.

Review DoublebackHoover, M.R. & Fabian, E. M. (2000). Problem-solving—struggling readers. Reading

Teacher, 53, 474-476.SOUND strategy

Keller, C.L., Bucholz, J., & Brady, M.P., (2007). Yes, I can! Empowering paraprofessionals to teach learning strategies. Teaching Exceptional Children, 39(3), 18-23.

SpellerKeller, C. S. (2002). A new twist on spelling instruction for elementary school teachers.

Intervention in School and Clinic, 38(1), 3-7.Spelling of Running and Jumped

Hauerwae, L.B., Walker, Joanne. (2004). What can children’s spelling of running and jumped tell us about their need for spelling instruction? The Reading Teacher, 58, 168-176.

Strategy StripsSowell, D.J. ( 2003). Strategy strips for self-reliant readers. Reading Teacher, 56(6),

530-532.Ususual and Unknown Words

Smith, C. (2003). Successful Techniques of Vocabulary. Eric Clearinghouse on Reading, English and Communication, TBC30013, 1-6.

Weekly Spelling MeetingsWright, K.A. (2000). Weekly spelling meetings: Improving spelling instruction through

classroom based inquiry. Language Arts, 77(3), 218-223.Word Families and Analogizing

Wanzek, J., Haager, D. (2003). Teaching word recognition with blending and analogizing, two strategies are better than one. Council for Exceptional Children, 36(1), 32-38.

Word Identification skills and strategiesGreenwood, S. & Bilbow, M. (2002). Word identification in the intermediate and middle

grades: Some tenets and practicalities. Childhood Education 79(1), 26-31.

Self Assessment

RubricJackson, C.W., & Larkin, M.J. (2002). RUBRIC teaching students to use grading

rubrics. Teaching Exceptional Children, 35(1), 40-45.

Social Behavioral Management

ABCWarner, L. & Lynch, S. (2003). Classroom problems that won’t go away. Childhood

Education, 79, 97-100.Conflict Resolution

35

Palmer, J. (2001) Conflict resolution: Strategies for the elementary classroom. The Social Studies. March/April, 65-68.

DIR Model for Students with AutismWieder, S., & Greenspan, S., 2003. Climbing the symbolic ladder in the DIR model

through floor time/interactive play. Autism, 7, 4, 425-435.FAMILY INVOLVEMENT

Parette, H.P. & Petch-Hogan, B. (2000). Approaching families: Facilitating culturally/linguistic diverse family involvement. Teaching Exceptional Children, 33(2), 4-10.

Flexible GroupingHoffman, J. (2002). Flexible grouping strategies in the multiage classroom. Theory into

Practice, 41, 47-52.Increasing Positive Social Interactions

Welton, E. (2004). Strategies for Increasing Positive Social Interactions in Children with Autism. Exceptional Children, 37, 40-46.

Integrated Play Groups for Children with AutismWolfberg, P. J. & Schuler, A. L. (1993). Integrated play groups: A model for promoting

the social and cognitive dimensions of play in children with autism. Journal of Autism and Developmental Disorders, 23(3), 467-489.

Key Instructional ElementsSmith, S.W. & Gilles, D.L. (2003). Using key instructional elements to systematically

promote social skill generalization for students with challenging behavior. Intervention in School and Clinic, 1, 30-37.

LISTENLanbert, M.A. (2000). Using cognitive and metacognitive learning strategies in the

classroom. Preventing School Failure, 44(2), 81-82.Music as a Teaching Aid

Sachnoff, C. (1971- 1972). Music as a teaching aid. Teaching Exceptional Children, 4(1), 183-184.

Self-Graphing to Success Gunter, P.L., Miller, K.A., Venn, M.L., Thomas, K., & House, S. (2002). Self-graphing

to success. Teaching Exceptional Children, 35(2), 30-33.Self-Management

Shapiro, E. S., DuPaul, G. J., & Bradley-Klug, K. L. (1998). Self-management as a strategy to improve the classroom behavior of adolescents with ADHD. Journal of Learning Disabilities, 31(6), 545-555.

SODA: Enhancing the Social Interaction Skills of Students with Asperger’sBock, M. A.(2001). SODA Strategy: Enhancing the social interaction skills of

youngsters with Asperger Syndrome. Intervention in School and Clinic, 36(5), 272-278.

Teaching Self-Regulation during Independent WorkMithaug, D.K. (2002). “Yes” means success. Teaching children with multiple disabilities

to self-regulate during independent work. Teaching Exceptional Children, 35,22-27.

The Feeling Wheel

36

Larabee, G. and Meadow, K. P. (1982). The feeling wheel; A sharing activity. Teaching Exceptional Children. 15, 19-21.

Twelve Practical StrategiesShukla-Mehta, S.& Albin, R.W. (2003). Twelve practical strategies to prevent

behavioral escalation in classroom settings. Preventing School Failure, 4, 156-61.VIDEO-THERAPY

Dole, S., McManan, J. (2005) Using video-therapy to help adolescents cope with social and emotional problems. Intervention in School and Clinic, 40(3), 151-155.

Social Emotional Adjustment

Conflict Resolution Palmer, J. (2001) Conflict resolution: Strategies for the elementary classroom. The

Social Studies. March/April, 65-68.DIR for Students with Autism

Wieder, S., & Greenspan, S., 2003. Climbing the symbolic ladder in the DIR model through floor time/interactive play. Autism, Vol 7, n 4, p 425-435.

Picture BooksZambo, D.M., (2007). What can you learn from bombaloo? Teaching Exceptional

Children, 39(3), 32-39.Teaching Self-Regulation during Independent Work

Mithaug, D.K. (2002) “Yes” means success. Teaching children with multiple disabilities to self-regulate during independent work. Teaching Exceptional Children, 35, 22-27.

Spelling

CHECKAshton, T. M, (1999). Spell checking: Making writing meaningful in the inclusive

classroom. Teaching Exceptional Children, 32(2), 24-7.Class Wide Peer Tutoring (CWPT)

Burks, M. (2004). Effects of class wide peer tutoring on the number of words spelled correctly by students with LD. Intervention in School and Clinic, 39 (5), 301- 304.

Graph BusterGraham, S. & Harris, R. K., & Chorzempa , F. B. (2003). Extra spelling instruction:

promoting better spelling, writing, and reading performance right from the start. Teach Exceptional Children. 35, 66-68.

Listen – Segment - CodeMaki, H.S., Vauras, M.M.S, & Vainto, S. (2002). Reflective spelling strategies for

elementary school students with severe writing difficulties: a case study. Learning Disability Quarterly, 25,189 – 207.

Making Words StrategyAiken, A.G. & Bayer, L. (2002). They Love Words. The Reading Teacher, 56, 68-74.

Spelling Road Race

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http://homepages.wmich.edu/~whitten/sped534strategies/social-emotional-adjustment/Teaching%20Self-Regulation%20during%20Independent%20Work.doc

http://homepages.wmich.edu/~whitten/sped534strategies/social-emotional-adjustment/DIR%20Model%20for%20Students%20with%20Autism.doc

http://homepages.wmich.edu/~whitten/sped534strategies/social-emotional-adjustment/Confliction%20Resolution.doc

http://homepages.wmich.edu/~whitten/sped534strategies/social-emotional-adjustment/

Graham, S. & Harris, R. K., & Chorzempa , F. B. (2003). Extra spelling instruction: promoting better spelling, writing, and reading performance right from the start. Teach Exceptional Children, 35, 66-68

Spelling RubricLoeffler, K. A. (2005). No more Friday spelling tests? An alternative spelling assessment

for students with learning disabilities. Teaching Exceptional Children, 37(4), 24-27.

Success for Poor SpellersKoehler, P. (1972). Success for poor spellers. Teaching Exceptional Children, 68(5), 77-

78.

Study and Test Taking Skills

Backsolving- in mathCarter, E. W., Wehby, J., Hughes, C., Johnson, S., Plank, D., Barton-Arwood, S., &

Lunsford, L. (2005). Preparing adolescents with high-incidence disabilities for high-stakes testing with strategy instruction. Preventing School Failure, 49(2), 55-62.

Cognitive StrategyBerne, J. E. (2004). Listening comprehension strategies: A review of the literature.

Foreign Language Annals, 37 (4), 521-533.Cornell Method for Note-taking

Pardini, E., Denise P. Domizi, D., Forbes, and & Pettis, G. (2005). Parallel notetaking: A strategy for effective use of Web notes. Journal of College Reading and Learning 35, 38-55.

Estimating- in mathCarter, E. W., Wehby, J., Hughes, C., Johnson, S., Plank, D., Barton-Arwood, S., &


Finding a PurposeRaphael, T.R., & Au, K.H, (2005). QAR: Enhancing comprehension and test taking

across grades and content areas. The Reading Teacher, 59(3), 206-21Graphic Organizers

Baxendell, Brad W. ( 2003). Consistent, coherent, creative: The 3 c’s of graphic organizers. Teaching Exception Children, 35, 46-53.

Homework CompletionBryan, T. & Sullivan-Burstein, K. (1998). Teacher-selected strategies for improving

homework completion. Remedial and Special Education. 19, 263-275.How To CALL UP-Notetaking Skills

Czarnecki, E., Fine, E., & Rosko, D. (1998). How to CALL UP notetaking skills. Exceptional Children, 30(6), 14-19.

Interactive Homework

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Battle-Bailey, Lora. (2003). Training teachers to design interactive homework. U.S. U.S. District of Columbia: ERIC Clearinghouse on Teaching and Teacher Education. (ERIC Reproduction Service No. ED482700).

LISTEllis, E.S., & Lenz, B.K. (1987). A component analysis of effective learning strategies

for LD students. Learning Disabilities Focus 2, 94-107.M.U.R.D.E.R.

Study Guides and Strategies: http://www.studygs.net/murder/htm . Adapted from: John, R.. The Complete Problem Solver. Lawrence Erlbaum Publishers, Hillsdale, NJ: 1989.

Memory StrategyBerne, J. E. (2004). Listening comprehension strategies: A review of the literature.

Foreign Language Annals, 37(4), 521-533.Mnemonic Letter Strategies

Kleinheksel, K.A. & Summy, S.E. (2003). Enhancing student learning and social behavior through mnemonic strategies. Teaching Exceptional Children, 36, 30-35.

Mnemonic StrategiesKleinheksel, K.A. & Summy, S.E. (2003). Enhancing student learning and social

behavior through mnemonic strategies. Teaching Exceptional Children, 36, 30-35.PIRATES

Deshler, D. D., Lancaster J.C., Lancaster P. E., & Schumaker J. B. (2006). The efficacy of an interactive hypermedia program for teaching a test-taking strategy to students with high-incidence disabilities. Journal of Special Education Technology, 21(2), 17-30.

Portable Study BuddiesHarristina, S. & Jairrels, V. (2003). Weekend Study Buddies: Using Portable Learning

Centers. Teaching Exceptional Children, 34(2), 36-38.PROVE-ing What You Know: Using a Learning Strategy in an Inclusive Class

Scanlon, David (2002). PROVE-ing What You Know: Using a Learning Strategy in an Inclusive Class. Teaching Exceptional Children, 34(4), 48-54.

Recopying- in mathCarter, E. W., Wehby, J., Hughes, C., Johnson, S., Plank, D., Barton-Arwood, S., &


Sorting problems- in mathCarter, E. W., Wehby, J., Hughes, C., Johnson, S., Plank, D., Barton-Arwood, S., &


SPLASHSimmonds, E.P.M., Luchow, J.P., Kaminsky, S., & Cottone, V. (1989). Applying

cognitive learning strategies in the classroom: A collaborative training institute. Learning Disabilities Focus, 4, 96-105.

SQ3RHuber, J. (2004). A closer look at SQ3R. Reading Improvement, 41, 108-112.

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http://www.studygs.net/murder/htm

Steps to Note TakingPorte, L. K. (2001). Cut and paste 101: New strategies for note taking and review.

Teaching Exceptional Children, 34(2), 14-20.Structured Note Taking

Fisher, D., Frey, N., & Williams, D. (2002). Seven literacy strategies that work. Educational Leadership, 60, 70-73.

Structured NotebookDouglas, F., Frey, N., & Douglas, W. (2002). Seven Literacy Strategies That Work

Educational Leadership, 60 (3), 70-3.Student-Directed Note-Taking Skills

Weishaar, M.K. & Boyle, J.R. (1999). Note-taking strategies for students with disabilities. Clearing House, 72, 392-395.

Test AnxietyImplementing strategies to assist test-anxious students. (2004). Journal of Instructional

Psychology, 31(4), 292-6.Test Taking Game

Clark, F. (1997). Let the games begin. Teaching Pre K-8, 27, 44-45.Test-Taking Skills for Readers Who are Deaf

Lasasso, C. (1999). Test-taking skills: a missing component of Deaf students’ curriculum. American Annuals of the Deaf, 144, 35-43.

Test- Taking StrategyCarter, E.W. (2005) Preparing adolescents with high-incidence disabilities for high-stakes

testing with strategy instruction. Preventing School Failure, 49(2), 55-62.The Baseball Game

Gardner, R. (1972). The baseball game. Teaching Exceptional Children, TIX 56, 129-130.

Underline questionsCarter, E. W., Wehby, J., Hughes, C., Johnson, S., Plank, D., Barton-Arwood, S., &


Teacher Instruction

Direct Instruction with Traumatic Brain InjuriesBowen, J.M., (2005). Classroom interventions for students with traumatic brain injuries.

Preventing School Failure, 49(4), 34-41.GIFTED and LEARNING DISABLED

Coleman, M. R. (2005). Academic strategies that work for gifted students with learning disabilities. Teaching Exceptional Children, 38(1), 28-32.

Give Me FiveSwain, K.D., Friehe, M., & Harrington, J.M. (2004). Teaching listening strategies in the

inclusive classroom. Intervention in School and Clinic, 40(1), 48-54. Habitual Prudence

40

Brown, Y. (2004). Implementing strategies to assist test-anxious students. Journal of Instructional Psychology 31(4), 292-296.

Systematic InstructionBarry, L.M., Moore, W.E., (2004). students with specific learning disabilities can pass

state competency exams: Systematic strategy instruction makes a difference. Preventing School Failure, 48(3), 10-15.

TALSSwain, K.D., Friehe, M., & Harrington, J.M. (2004). Teaching listening strategies in the

inclusive classroom. Intervention in School and Clinic, 40(1), 48-54.

Teacher-Parent

Restructuring Routine Parent Teacher Conferences: The Family School ConferenceMinke, K. M., Anderson, K. J. (2003) Restructuring routine parent teacher conferences:

The family school conference. The elementary school journal. 104, 49-70.

Technology

BloggingDucate, L., Lomicka, L., (2005). Exploring the blogosphere: Use of web logs in the

foreign language classroom. Foreign Language Annuals 38, (3), 410-421.

Vocabulary Development

Capsule VocabularyCrist, B. J. (1975). One capsule a week- a painless remedy for vocabulary skills. Journal

of Reading, 19, 147-149.Concentration Made Easier

Footlik, J.B. (1972). Concentration made easier. Teaching Exceptional Children, TIX 48, 25.

Doors to DiscoveryHan, M., Roskos, K., Christie, J., Mandzuk, S., & Vukelich, C. (2005). Learning words:

large group time as a vocabulary development opportunity. Journal of Research in Childhood Education, 19(4), 333-344.

Grammar GameBrown, K. (2004). Grammar games. Teaching pre-k 35(1), 55.

Making the Meaning StickGlazer, S.M. (2006). Context is everything. Teaching Pre-K – 8, 36, 70-71.

Mnemonic Flash CardsBryant, D. P., Goodwin, M., Bryant, B. R., & Higgins K. (2003).Vocabulary instruction

for students with learning disabilities: A review of the research. Learning Disability Quarterly, 26(2), 117-28.

Posters for MotivationOlds, B. (1970). Posters for Motivation. Teaching Exceptional Children. TIX 25, 130.

Processing Vocabulary Knowledge

41

Bryant, P. D, Ugel, N., Thomson, S., & Hamff, A. (1999). Instructional strategies for content area instruction. Intervention in School and Clinic, 293-302.

Relating Classroom Chores to Outside Jobs- Social StudiesKokaska J, C. & A. Schmidt. (1969). Vocational education, vocational skills,

occupation, vocabulary development, work attitudes, elementary charts, educable for the mentally retarded. Teaching Exceptional Children, 19(2), 27-28.

Using a Visual Approach for Students with AutismBrown, L.T. (2004). Teaching students with autistic spectrum disorders to read.

Teaching Exceptional Children, 36(4), 36-40.Vocabulary Mapping

Bryant, D. P., Goodwin, M., Bryant, B. R., & Higgins K. (2003).Vocabulary instruction for students with learning disabilities: A review of the research. Learning Disability Quarterly, 26(2), 117-28.

Word Recognition

Cover/Copy/CompareConley, C.M., Derby, K.M., Roberts-Gwinn, M., Weber, K.P., & McLaughlin,

T.F. (2004). An analysis of initial acquisition and maintenance of sight words following picture matching and copy, cover, and compare teaching methods. Journal of Applied Behavior Analysis, 37(3), 339-350.

DISSECTBryant, D. P., Ugel, N., Thompson, S., & Hamff, A. (1999). Instructional strategies for

content-area reading instruction. Intervention and School Clinic, 34(5), 293-302.Language Experience stories

Gately, S.S. (2004). Developing the concept of word: The work of emergent readers. Teaching Exceptional Children, 36(6), 16-22.

Paving the Road for Successful ReadingChard, J. D., & Osborn J. (1999). Word recognition instruction: paving the road to

successful reading. Intervention in School and Clinic, 34 (5), 271-7.Phonemic Awareness Strategy

Abbott, M., Walton, C., & Greenwood, C. R. (2002). Research to practice phonemicawareness in kindergarten and first grade. Teaching Exceptional Children, 34(4), 20-26.

Repeated reading of leveled textGately, S.S. (2004). Developing the concept of word: The work of emergent readers.

Teaching Exceptional Children, 36(6), 16-22.Repeated reading of predictable text

Gately, S.S. (2004). Developing the concept of word: The work of emergent readers. Teaching Exceptional Children, 36(6), 16-22.

Sounds and Words (PLSH)Mathes, P. (2001). The effects of peer-assisted literacy strategies for first-grade readers

with and without additional mini-skills lessons. Learning Disabilities Research & Practice, 16, 28-44.

Strategic Instruction Model

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Bremer, D.C., Clapper, T.A. & Deshler. D.D. (2002). Improving word identification skills using strategic instruction model strategies. Improving Secondary Education and Transition Through Research, 4 (1).

Teaching word Recognition with BlendingHaager, D. & Wanzek, J. (2003). Teaching word recognition with blending and

analogizing. Teaching Exceptional Children, 36(1), 32-37.Unusual and Unknown Words

Smith, C. (2003). Successful Techniques of Vocabulary. Eric Clearinghouse on Reading, English and Communication, TBC30013, 1-6.

Written Expression

Applied Writing StrategiesBrice, R., (2004). Connecting oral and written language through applied writing

strategies, Intervention in School and Clinic, 40, 38-47.Author to Author

Vos, M. (2002). Author to author: Extending literacy through letters. Reading Teacher, 56, 340-342.

Brainstorm to Break the ‘Idea’ LogjamThe Writing Center, University of North Carolina at Chapel Hill. Brainstorming.

Classroom Publishing HouseHoover, M.R. & Fabian, E. M. (2000). Problem-solving—struggling readers. Reading

Teacher, 53, 474-476.COPS

Archer, A.L. (1988). Strategies for responding to information. Teaching Exceptional Children, 20(3), 55-57.

Cover-Copy-CompareMurphy, J., Hern, C., Williams, R., & McLaughlin, T. (1990). The effects of the copy,

cover, and compare approach in increasing spelling accuracy with learning disabled students. Contemporary Educational Psychology, 15, 378-386.

Creating Comic StripsSherman, R., & Wright, G. (1999). Let’s create a comic strip. Reading Improvement,

36(2), 66-72.Cubing

LeNoir, W. D. (2003). “There’s nothing to eat!” a half-dozen ways to find writing ideas. English Journal, 92 (5), 25-29.

Drama and Story ElementsCreech, N., and Bhavnagri, N., (2002). Teaching elements of story through drama to 1st

graders. Childhood Education, 78(4), 219-224.Effective Writing Instruction

Isaacson, S. (1988). Teaching written expression; directed reading and writing, self- instruction strategy, and computing and writing instruction. Teaching Exceptional Children, 20 (2), 32 – 39.

Emergent Writing

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Godt, P., Hutinger, P., Robinson, L., & Schneider, C., (1999). Using a sign-up sheet strategy to encourage emergent literacy skills in young children with disabilities. Teaching Exceptional Children, 32(2), 38-44.

E-Pal WritingStandford, O., & Siders, J. (2001). E-pal writing. Teaching Exceptional Children, 34, 21-

24.Four Squares

Brunn, M. (2002). The four-square strategy. The Reading Teacher, 55(6), 522-532.Free-Verse Poetry

Smutny, J., (2001) Creative strategies for teaching language arts to gifted students (K-8). Eric Digest E612, 1-7

Imaginary HistoriesVallance, E. (2004). The adventures of Artemis and the llama: A case for imaginary

histories in art education. Art Education, 57 (4), 7-12.Improving Descriptive Sentence Writing

Dilberto, J. A. (2004). Improving descriptive sentence writing in elementary students. Preventing School Failure, 48(4), 34-36.

LanguageAlgozzine, B., Diliberto, J, A. (2004). Improving Descriptive Sentence Writing in

Elementary Students. Preventing School Failure. 48(4). 34-36.Littlebooks

Montgomery, J, Moore-Brown, B., START IN. Students Are Responding To Intervention.Response to Intervention Reading Program. Super Duper Publications, 2006 p

Pillsbury, Ralph T., Making Learning a Never Ending Story, Science Scope, University of North Carolina, December 2006, p. 22-26.

Mnemonic Devices

Multigenre Lab ReportsRochwerger, L., & Peterson, S. & Calovini, T. (2006). Multigenre lab reports:

Connecting literacy and science. Science Scope (29)2, 26-29.Paragraph Writing

Schumaker, J.B. (2003). Can students with LD become competent writers? Learning Disabilities, 26(2), 129-141.

PENSSchumaker, J.B. (2003). Can students with LD become competent writers? Learning

Disabilities, 26(2), 129-141.PLAN

De La Paz, S. & Graham, S. (2002). Explicitly teaching strategies, skills and knowledge writing instruction in middle school classrooms. Journal of Educational Psychology. 92, 687-698.

PLANS

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Lane,Kathleen; Graham, Steve Harris.(2006). Teaching writing strategies to young students struggling with writing and at risk for behavioral disorders: self- regulated strategy development. Teaching Exceptional Children, 39(1), 60-64.

Mason, L. H., Synder, K. H., Sukhram, D. P., & Kedem, Y. (2006). TWA + PLANS strategies for expository reading and writing: Effects for nine fourth-grade students. Council for Exceptional Children, 73(1), 69-89.

PLEASELanbert, M.A. (2000). Using cognitive and metacognitive learning strategies in the

classroom. Preventing School Failure, 44(2), 81-82.Poetry strategy

Rotkow, D. (2005). A writer’s bag of tricks. Teaching Pre K-8, 35, 50-51.Portfolio Assessments

Brewer, D. M., Heffner, T., Smith, J. (2003). Using portfolio assessments with young children who are at risk for school failure. Preventing School Failure, 48(1), 38-40.

POW + TREEHarris, K. R., Graham, S. & Mason, L. H. (2003). Self-regulated strategy development in

the classroom: part of a balanced approach to writing instruction for students with disabilities. Focus on Exceptional Children, 35. 1-16.

POW + W-W-W, What=2, How=2Mason, L.H., Harris, K.R., and Graham, S. (2002). Every child has a story to tell: Self-

regulated strategy development for story writing. Education and Treatment of Children, 25(4), 496-506.

Proofreading Teach a memory StrategyBos, C.S. & Vaughn, S. (2002). Strategies for teaching students with learning and

behavior problems. Boston: Allyn and Bacon.Purposeful EmailSlavkin, R., Trollinger, G. (1999). Purposeful e-mail as stage 3 technology. Teaching Exceptional Children, 32(1), 10-15.RAFT (Role/Audience/Format/Topic)

Rusnak, G. E., Jr. (1994). Bridging the comprehension gap (open to suggestion). Journal of Reading, 37(8), 678-679.

Reverse OutliningSchoenike-Nowacek, R. (2006). The Reverse Outline. Retrieved 11,14,2006, from

Reverse Outlining Web site: http://mendota.english.wiscedu/~WAC/pringPage.jsp?id=51&c_type=category&c_id=32

SCAN the SentenceMacArthur, C.A. (1988). Computers and writing instruction. Teaching Exceptional

Children, 20(2), 37-39.SCOPE Strategy

Bos, C.S. & Vaughn, S. (2002). Strategies for teaching students with learning and Behavior problems. Boston: Allyn and Bacon.

Scribner’s Task Reconstruction Writing StrategyDarvin, Jacqueline. (2006). Real world cognition doesn’t end when the bell rings.

Journal of Adolescent and Adult Literacy. 49(5), 398-407.Self Instructional Control Strategy

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Cox, J. P., & Woods, E. (1998). Teaching written expression; Directed reading and writing, self- instructional strategy, and computing and writing instruction. Teaching Exceptional Children, 20 (2), 32- 39.

Self Instructional Strategy TrainingHarris, K. R. & Graham, S. (1988). Teaching written expression; directed reading and

writing, self- instructional strategy, and computing and writing instruction. Teaching Exceptional Children, 20 (2), 32 – 39.

Self-directed organizational strategyBarry, L.M., & Moore, W. E. (2004). Systematic strategy instruction makes a difference.

Preventing School Failure, 48, 10-13.Self-regulated Strategy

Graham, S., Harris, K.R., Mason, L.H. (2002). Every child has a story to tell: Self-regulated strategy development for story writing. Education and Treatment Of Children, 25(4), 496-506.

Sentence Combining: A sequence for instructionLawlor, J. (1983). Sentence combining; A sequence for instruction. The Elementary

School Journal. 84, 52-62.Skyscraper

Paziotopoulos, A. & Kroll, M. (2004). Hooked on thinking. The Reading Teacher, 57, 672-677.

SpeedwritingLuse, L. P. (2002). Speedwriting: A teaching strategy for active student engagement. The

Reading Teacher, 56(1), 20-21.STOP and DARE a Persuasive Writing Strategy

DeLa Paz, S. (2001). Stop and dare: a persuasive writing strategy. Intervention in School and Clinic, 36(4), 234-243.

STOP and LIST StrategyTroia, G. A. & Graham, S. (2002). The effectiveness of a highly explicit, teacher-directed

strategy instruction routine: Changing the writing performance of students with learning disabilities. Journal of Learning Disabilities, 35(4), 290-305.

Story Grammar StrategyHarris, K. & Graham, S. (1988). Self-instructional strategy training. Teaching

Exceptional Children, 20(2), 35-36.Strategy Instruction in Planning

De La Paz, S., & Graham, S. (1997). Strategy instruction in planning: effects on the writing performance and behavior of students with learning difficulties. Exceptional Children, 63, 167-181.

Structured Note-TakingWriting to Learn Across the Curriculum: Tools for Comprehension in Content Area

Classes (2006). The Reading Teacher, 59, 462-470.Sustained Timed Writing

Alvarez, M. C. (1983). Sustained timed writing as an aid to fluency and creativity. Teaching Exceptional Children. 15, 15-16.

TAGMarchisan, M.L. & Alber, S.R. (2001). The write way: Tips for teaching the writing

process to resistant writers. Intervention in School and Clinic, 36(3), 154-62.

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The Write WayMarchisan, L. M., & Alber, R. S. (2001). The write way: tips for teaching the writing

process to resistant readers. Intervention in School and Clinic, 3693), 154-162Think Sheets

Baker, S., Gersten, R., & Graham, S. (2003)/ Teaching expressive writing to students with learning disabilities. Journal of Learning Disabilities. 36(2). 109-123.

TimelineBaumgartner, Dana & Donahue, Mavis. (1997). Having the timeline of my life.

Teaching Exceptional Children, 29(6), 38-40.Topic T-Chart Strategy

Peya, Steve (1995-2003). Teaching that makes sense. www.ttms.orgUsing Mnemonics to Write Better Stories

Lane, K.L., Graham, S.H., Weisenbach, K.R. (2006). Teaching Writing Strategies to Young Students Struggling With Writing and At Risk for Behavioral Disorders: Self-Regulated Strategy Development. Teaching Exceptional Children, 39, 60-64.

W5 H2Lane, K. L., Graham, S. H., Weisenbach, K. R., L. J. (2006). Teaching writing strategies

to young students struggling with writing and at risk for behavioral disorders: Self-regulated strategy development. Teaching Exceptional Children, 39(1), 60-64.

Wall of Fame Rotkow, D. (2005). A writer’s bag of tricks. Teaching Pre K-8, 35, 50-51.

WRITE StrategyDe La Paz, S. & Graham, S. (2002). Explicitly teaching strategies, skills and knowledge

writing instruction in middle school classrooms. Journal of Educational Psychology. 92, 687-698.

Writing GuidesCastellani, J., & Jeffs, T. (2001). Emerging reading and writing strategies using

technology. Teaching Exceptional Children, 33, 60-67.Writing Process Approach

Wiebe Berry, R. (2006). Beyond strategies: Teacher beliefs and writing instruction in two primary inclusion classrooms. Journal of Learning Disabilities. 39 (1). 11-24.

Writing to LearnFisher, D., Frey, N., & Williams, D. (2002). Seven literacy strategies that work.

Educational Leadership, 60(3), 70-73.W-W-W Strategy

Mason, L., Harris, K.R., Graham, S., (2002). Every Child Has a Story to Tell: Self-Regulated Strategy Development for Story Writing. Education and Treatment of Children, 25 (4), 496-506.

W-W-W, What=2, How=2Mason, L.H., Harris, K.R. & Graham, S. (2002). Every child has a story to tell: self-

regulated strategy development for story writing. Education and Treatment of Children, 4, 496-506.

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