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Anderson, R. C. (1978). Schema-directed processes in language comprehension. In A. Lesgold, J. Pellegrino, S. Fokkema, & R. Glasser (Eds.), Cognitive psychology and instruction (pp. 67-82). New York, NY: Plenum.

Bulgren, J. A., & Lenz, B. K. (1996). Strategic instruction in the content areas. In D. D. Deshler, E. S. Ellis, & B. Lenz (Eds.), Teaching adolescents with learning disabilities: Strategies and methods (2nd ed., pp. 409-473). Denver, CO: Love Publishing.

Mastropieri, M. A., & Scruggs, T. E.  (1990). Teaching students to remember: Strategies for learning mnemonically. Cambridge, MA: Brookline Books.

Nagel, D. R., Schumaker, J. B., & Deshler, D. D. (1986). The FIRST-letter mnemonic strategy. Lawrence, KS: Excell Enterprises, Inc.

Oakhill, J., & Yuill, N. (1996). Higher order factors in comprehension disability: Processes remediation. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties: Processes and intervention (pp. 69-92). Mahwah, NJ: Erlbaum.

Schumaker, J. B., Bulgren, J. A., Deshler, D. D., & Lenz, B. K. (1998). The recall enhancement routine. Lawrence, KS: The University of Kansas.

Scruggs, T. E., & Mastropieri, M. A. (1992). Classroom applications of mnemonic instruction: Acquisition, maintenance and generalization. Exceptional Children, 58, 219-229.

Snider, V. E., & Tarver, S. G. (1987). The effect of early reading failure on acquisition of knowledge among students with learning disabilities. Journal of Learning Disabilities, 20, 351-356.

Gillam, R. B. (1998). Memory and language impairment in children and adults. Gaithersburg, MD: Aspen.

Anders, R. L., & Bos, C. S. (1986). Semantic feature analysis: An interactive strategy for vocabulary development and text comprehension. Journal of Reading, 29(7), 610-616.

Anderson, R. C., & Nagy, W. E. (1991). Word meaning. In R. Barr, M. L. Kamil, P. B. Mosenthall, & P. D. Pearson (Eds.), Handbook of reading research (pp. 690-724). New York, NY: Longman.

Baker, S. K., Simmons, D. C., & Kameenui, E. J. (1995). Vocabulary acquisition: Synthesis of the research. (Tech. Rep. No 13). Eugene, OR: University of Oregon, National Center to Improve the Tools of Educators.

Baker, S. K., Simmons, D. C., & Kameenui, E. J. (1998). Vocabulary acquisition: Research bases. In D. C. Simmons & E. J. Kameenui (Eds.), What reading research tells us about children with diverse learning needs: Bases and basics (pp. 183-217). Mahwah, NJ: Lawrence Erlbaum.

Baumann, J. F., & Kameenui, E. J. (1991). Research on vocabulary instruction: Ode to Voltaire. In J. Flood, J. J. D. Lapp, & J. R. Squire (Eds.), Handbook of research on teaching the English language arts (pp. 604-632). New York, NY: Macmillan.

Beck, I., & McKeown, M. (1991). Conditions of vocabulary acquisition. In R. Barr, M. Kamil, P. Mosenthalt, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 789-824). New York, NY: Longman.

Ellis, E. S., Raines, C., Farmer, T., & Tyree, A. (1997). Effectiveness of a concept clarifying routine in upper-elementary and middle-school mainstream classes. Tuscaloosa, AL: The University of Alabama Multiple Abilities Program.

Johnson, G., Gersten, R., & Carnine, D. (1987). Effects of instructional design variables on vocabulary acquisition of learning disabled students: A study of computer-assisted instruction. Journal of Learning Disabilities, 20, 206-212.

Lenz, B. K. (Ed.) (1993-2000a). The content enhancement series. Lawrence, KS: Edge Enterprises, Inc.

Lenz, B. K. (Ed.) (1993-2000b). The content enhancement series. Lawrence, KS: University of Kansas, Center for Research on Learning.

McKeown, M. G., & Beck, I. L. (1988). Learning vocabulary: Different ways for different goals. Remedial and Special Education, 9(1), 42-52.

Nagy, W., & Anderson, R. C. (1984). How many words are there in printed school English?  Reading Research Quarterly, 19, 304-330.

Nippold, M. A. (1985). Comprehension of figurative language in youth. Topics in Language Disorders, 5(3), 1-20.

Nippold, M. A. (1991). Evaluating and enhancing idiom comprehension in language-disordered students. Language, Speech, and Hearing Services in Schools, 22, 100-106.

Nippold, M. A., & Martin, S.T. (1989). Idiom interpretation in isolation versus context: A developmental study with adolescents. Journal Speech and Hearing Research, 32, 59-66.

Reinking, D., & Rickman, S. S. (1990). The effects of computer-mediated texts on the vocabulary learning and comprehension of intermediate-grade readers. Journal of Reading Behavior, 22, 395-411.

Sinatra, R. C., Berg, D., & Dunn, R. (1985). Semantic mapping improves reading comprehension of learning disabled students. Teaching Exceptional Children, 17, 310-314.

Baumann, J. F., & Kameenui, E. J. (1991). Research on vocabulary instruction: Ode to Voltaire. In J. Flood, J. J. D. Lapp, & J. R. Squire (Eds.), Handbook of research on teaching the English language arts (pp. 604-632). New York, NY: Macmillan.

Borkowski, J. G., & Muthukrishna, N.  (1992). Moving metacognition into the classroom: "Working models" and effective strategy teaching. In M. Pressley, K. R. Harris, & J. T. Guthrie (Eds.), Promoting academic competence and literacy in schools (pp. 477-501). San Diego, CA: Academic Press, Inc.

Bos, C. S., & Anders, P. L. (1990). Toward an interactive model: Teaching text-based concepts to learning disabled students. In H. L. Swanson & B. Keogh (Eds.), Learning disabilities: Theoretical and research issues (pp. 247-261). Hillsdale, NJ: Lawrence Erlbaum.

Boyle, J. R., & Weishaar, M. (1997). The effects of expert-generated versus student-generated cognitive organizers on the reading comprehension of students with learning disabilities. Learning Disabilities Research & Practice, 12(4), 228-235.

Bulgren, J. A., Deshler, D. D., & Schumaker, J. B. (1993). The concept mastery routine. Lawrence, KS: Edge Enterprises, Inc.

Bulgren, J. A., & Lenz, B. K. (1996). Strategic instruction in content areas. In D. Deshler, E. Ellis, & B. K. Lenz (Eds.), Teaching adolescents with learning disabilities (2^nd ed., pp. 409-473). Denver, CO: Love Publishing.

Bulgren, J. A., Lenz, B. K., Deshler, D. D., & Schumaker, J. B. (1995). The concept comparison routine. Lawrence, KS: Edge Enterprises, Inc.

Bulgren, J. A., & Scanlon, D. (1997). Instructional routines and learning strategies that promote understanding of content area concepts. Journal of Adolescent & Adult Literacy, 41, 292-302.

Bulgren, J. A., Schumaker, J. B., & Deshler, D. D. (1994). The concept anchoring routine. Lawrence, KS: Edge.

Crank, J. N., & Bulgren, J. A. (1993). Visual depictions as information organizers for enhancing achievement of students with learning disabilities. Learning Disabilities Research & Practice, 8(3), 140-147.

Fensham, P. T. Gunstone, R. F., & White, R. T. (1992). Part I. Science content and constructivist views of learning and teaching. In P. Fensham, R. F. Gunstone, & R. T. White (Eds.), The content of science: A constructivist approach to its teaching and learning (pp. 1-8). Bristol, PA: Falmer Press, Taylor and Francis, Inc.

Lenz, B. K. (Ed.) (1993-2000a). The content enhancement series. Lawrence, KS: Edge Enterprises, Inc.

Lenz, B. K. (Ed.) (1993-2000b). The content enhancement series. Lawrence, KS: University of Kansas, Center for Research on Learning.

Schumaker, J.B. (1998). Concepts vs. examples (Stratellite Connection Video Program #10). Lawrence, KS: University of Kansas, Center for Research on Learning.