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Lesson 1 - Focus on the Reader
Baker, L. & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson (Ed.), Handbook of reading research (pp. 353-394). New York, NY: Longman.

Borkowski, J. G. (1992). Metacognitive theory: A framework for teaching literacy, writing, and math skills. Journal of Learning Disabilities, 25(4), 253-257.

Borkowski, J. G., Weyhing, T. M., & Carr, M. (1988). Effects of attributional retraining on strategy-based reading comprehension in learning-disabled students. Journal of Educational Psychology, 80, 46-53.

Chan, L. K. S. (1994). Relationship of motivation, strategic learning and reading achievement in grades 5, 7, and 9. Journal of Experimental Education, 62(4), 319-339.

Chan, L, K. S., Cole, P. G., & Barfett, S. (1987). Comprehension monitoring: Detection and identification of text inconsistencies by LD and normal students. Learning Disability Quarterly, 10, 114-124.

Dickson, S. V., Collins, V. L., Simmons, D. C., & Kameenui, E. J. (1998a). Metacognitive strategies: Research bases. In D. C. Simmons & E. J. Kameenui (Eds.), What reading research tells us about children with diverse learning needs (pp. 295-360). Mahway, NJ: Erlbaum.

Dickson, S. V., Collins, V. L., Simmons, D. C., & Kameenui, E. J. (1998b). Metacognitive strategies: Instructional and curricular basics and implications. In D. C. Simmons & E. J. Kameenui (Eds.), What reading research tells us about children with diverse learning needs (pp. 361-380). Mahwah, NJ: Erlbaum.

Ellis, E. (1986). The role of motivation and pedagogy on the generalization of cognitive strategy training. Journal of Learning Disabilities, 19, 66-70.

Ellis, E., Deshler, D. D., Lenz, B. K., Schumaker, J. B., & Clark, F. L. (1991). An instructional model for teaching learning strategies. Focus on Exceptional Children, 23(6), 1-24.

Ellis, E., Lenz, B. K., Sabornie, E. J. (1987). Generalization and adaptation of learning strategies to natural environments: Part 1: Critical agents. Remedial and Special Education, 8(1), 6-20.

Garner, R. (1994). Metacognition and executive control. In R. B. Ruddell, M. R. Ruddell, and H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 715-732). Newark, DE: International Reading Association.

Johnston, P. H., & Winograd, P. N. (1985). Passive failure in reading. Journal of Reading Behavior, 17(4), 279-301.

Mathes, P. G., Fuchs, D., & Fuchs, L. S. (1997). Cooperative story mapping. Remedial and Special Education, 18(1), 20-27.

Miranda, A., Villaescusa, M. I., & Vidal Abarca, E. (1997). Is attribution retraining necessary? Use of self-regulation procedures for enhancing the reading comprehension strategies of children with learning disabilities. Journal of Learning Disabilities, 30(5), 503-512.

Morrow, L., & Sharkey, E. A. (1993). Social cooperative literacy experiences. The Reading Teacher, 47, 114-120.

Paris, S., & Oka, E. (1989). Strategies for comprehending text and coping with reading difficulties. Learning Disability Quarterly, 12, 32-42.

Pascarella, E. T., & Pflaum, S. W. (1981). The interaction of children's attributions and level of control over error correction and reading instruction. Journal of Educational Psychology, 73, 533-540.

Pressley, M., Brown, R., El-Dinary, P., & Afflerbach, P. (1995). The comprehension instruction that students need: Instruction fostering constructively responsive reading. Learning Disabilities Research & Practice, 10(4), 215-224.

Pressley, M., El-Dinary, P. B., Gaskins, I. W., Schuder, T., Bergman, J., Almasi, J., & Brown, R. (1992). Beyond direct explanation: Transactional instruction of reading comprehension strategies. Elementary School Journal, 92(5), 513-555.

Pressley, M., Harris, K. R., & Marks, M. B. (1992). But good strategy instructors are constructivist. Educational Psychology Review, 4, 1-32.

Pressley, M., & McCormick, C. (1995). Strategies and metacognitive regulation of strategies: Basic theory and research. In M. Pressley & C. McCormick (Eds.), Advanced educational psychology for educators, researchers, and policy makers (pp. 27-47). New York, NY: Harper Collins College Publishers.

Rosenblatt, L. M. (1983). Literature as exploration (4th ed.). New York, NY: The Modern Language Association of America. (Original work published in 1938.)

Rottman, T. R., & Cross, D. R. (1990). Using informed strategies for learning to enhance the reading and thinking skills of children with learning disabilities. Journal of Learning Disabilities, 23(5), 270-278.

Slavin, R. E., Stevens, R. J., & Madden, N. A. (1988). Accommodating student diversity in reading and writing instruction: A cooperative approach. Remedial and Special Education, 9, 60-66.

Spires, H. A., & Donley, J. (1998). Prior knowledge activation: Inducing engagement with informational texts. Journal of Educational Psychology, 90, 249-260.

Tierney, R. J., & Pearson, P. D. (1994). Learning to learn from text: A framework for improving classroom practice. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical Models and Processes of Reading (4th ed., pp. 469-482). Newark, DE: International Reading Association.

Lesson 2 - Multicomponent Strategies
Anderson, V. (1992). A teacher development project in transactional strategy instruction for teachers of severely reading-disabled adolescents. Teaching & Teacher Education, 8, 391-403.

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

Brown, R., El-Dinary, P. B., & Pressley, M. (1996). Balanced comprehension instruction: Transactional strategies instruction. In E. McIntyre & M. Pressley (Eds.), Balanced instruction: Strategies and skills in whole language (pp. 177-192). Norwood, MA: Christopher-Gordon.

Brown, R., Pressley, M., Schuder, T., & Van Meter, P. (1995). A quasi-experimental validation of transactional strategies instruction with previously low-achieving grade-2 readers. College Park: University of Maryland, National Reading Research Center.

Englert, C. S., & Mariage, T. V. (1991). Making students partners in the comprehension process: Organizing the reading "POSSE." Learning Disability Quarterly, 14, 123-138.

Klinger, J. K., & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language. The Elementary School Journal, 96, 275-293.

Palincsar, A. (1986). The role of dialogue in providing scaffolded instruction. Educational Psychologist, 21, 73-98.

Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension monitoring activities. Cognition and Instruction, 2, 117-175.

Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Erlbaum.

Pressley, M., Brown, R., Beard El-Dinary, P., & Afflerbach, P. (1995). The comprehension instruction that students need: Instruction fostering constructively responsive reading. Learning Disabilities Research & Practice, 10(4), 215-224.

Pressley, M., El-Dinary, P. B., Gaskins, I. W., Schuder, T., Bergman, J , Almasi, J., & Brown, R. (1992). Beyond direct explanation: Transactional instruction of reading comprehension strategies. Elementary School Journal, 92, 511-554.

Roseshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Journal of Educational Research, 64(4), 479-530.

Truscott, D. M. ,Walker, B. J., Gambrell, L. B., & Codling, R. (1995). Poor readers don’t image, or do they? (Reading Research Report No. 38). National Reading Research Center.

Lesson 3 - Class- and School-wide Programs for Reading Comprehension

Elbaum, B., Vaughn, S., Hughes, M., & Moody, S. W. (1999). Grouping practices and reading outcomes for students with disabilities. Exceptional Children, 65, 399-415.
Ellis, A. K., & Fouts, J. T. (1997). Research on educational innovations. Larchmont, NY: Eye on Education.

Englert, C. S., Garmon, M. A., Mariage, T. V., Rozendal, M., Tarrant, K., & Urga, J. (1995). The Early Literacy Project: Connecting across the literacy curriculum. Learning Disability Quarterly, 18, 253-275.

Englert, C. S., Mariage, T. V., Garmon, M. A., & Tarrant, K. L. (1998). Accelerating reading progress in early literacy project classrooms. Remedial and Special Education, 19, 142-159.

Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34, 174-206.

Green, V. E., & Enfield, M. L. (1987). Project road. Bloomington, MN: Language Circle.

Greenwood, C. R., Delquadri, J., & Hall, R. V. (1989). Longitudinal effects of class-wide peer tutoring. Journal of Educational Psychology, 81, 371-383.

Hiebert, E. H. (1983). An examination of ability grouping for reading instruction. Reading Research Quarterly, 18, 231-255.

Kendall, J. S., & Marzano, R. J. (1994). The systematic identification and articulation of content standards and benchmarks. Aurora, CO: McREL.

Lou, Y., Abrami, P. C., Spence, J. C., Poulsen, C., Chambers, B., & d'Apollonia, S. (1996). Within-class grouping: A meta-analysis. Review of Educational Research, 66(4), 423-458.

Mathes, P. G., Fuchs, D., Fuchs, L. S., Henley, A. M., & Sanders, A. (1994). Increasing strategic reading practice with Peabody Class-wide Peer Tutoring. Learning Disabilities Research & Practice, 9, 44-48.

Simmons, D. C., & Kameenui, E. J. (1998). Issues and challenges in reading achievement. In D. C. Simmons, & E. J. Kameenui (Eds.), What research tells us about children with diverse learning needs (pp. 1-18). Mahwah, NJ: Erlbaum.

Vygotzky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
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