Research References

for Meeting Individual Needs of All Students

Allen, V.G. (1991). Teaching bilingual and ESL children. In J. Flood, J.M. Jensen, D. Lapp, & J. Squire (Eds.), Handbook on research on teaching the English language arts (356-364). New York: Macmillan Publishing Company.

Allington, R.L. (1991). Children who find learning to read difficult: School responses to diversity. In E.H. Hiebert (Ed.), Literacy for a diverse society: Perspectives, practices, and policies (237-252). New York: Teachers College Press.

Allington, R.L. (1983). The reading instruction provided readers of differing reading abilities. Elementary School Journal, 83(5), 548-559.

Allington, R.L., & McGill-Franzen, A. (1989). School response to reading failure: Instruction for Chapter 1 and special education students in grades two, four, and eight. Elementary School Journal, 89(5) 529-542.

Allington, R., & Shake, M. (1986). Remedial reading: Achieving curricular congruence in classroom and clinic. The Reading Teacher, March, 648-654.

Anderson, L.W., & Pellicer, L.O. (1990). Synthesis of research on compensatory and remedial education. Educational Leadership, September 1990, 10-16.

Anderson, R.C., & Pearson, P.D. (1984). A schema-theoretic view of basic processes in reading comprehension. In P.D. Pearson (Ed.), Handbook of reading research (255-291). New York: Longman.

Banks, J.A. (1989). Integrating the curriculum with ethnic content: Approaches and guidelines. In J.A. Banks & C.A. McGee (Eds.), Multicultural education: Issues and perspectives (189-207). Needham Heights, MA: Allyn and Bacon.

Barrera, R.B. (1983). Bilingual reading in the primary grades: Some questionable views and practices. In T.H. Escobedo (Ed.), Early childhood bilingual education (164-184). New York: Teachers College Press.

Belloni, L.F., & Jongsma, E.A. (1978). The effects of interest on reading comprehension of low-achieving students. Journal of Reading, 22(2), 106-109.

Boyle, O.F., & Peregoy, S.F. (1990). Literacy scaffolds: Strategies for first- and second-language readers and writers. The Reading Teacher, 44(3), 194-200.

Butkowsky, I.S., & Willows, D.M. (1980). Cognitive motivational characteristics of children varying in reading ability: Evidence for learned helplessness in poor readers. Journal of Educational Psychology, 72(3), 408-422.

Chall, J.S., & Curtis, M.E. (1991). Responding to individual differences among language learners: Children at risk. In J. Flood, J.M. Jensen, D. Lapp, & J. Squire (Eds.), Handbook on research on teaching the English language arts (349-357). New York: Macmillan Publishing Company.

Clifford, Margaret M. (1990). Students need challenge, not easy success. Educational Leadership, 48(1), 22-26.

Cohen, L.M. (1987). Thirteen tips for teaching gifted students. Teaching Exceptional Children, 20, 34-38.

Denham, C., & Lieberman, A. (1980). Time to Learn. Washington, DC: US Government Printing Office.

Eisenhart, M.A., & Cutts-Dougherty, K. (1991). Social and cultural constraints on students' access to school knowledge. In E.H. Hiebert (Ed.), Literacy for a diverse society: Perspectives, practices, and policies (28-43).New York: Teachers College Press.

Evertson, C.M., & Harris, A.H. (1992). Synthesis of research: What we know about managing classrooms. Educational Leadership, 50(2), 74-78.

Gamoran, A. (1992). Synthesis of research: Is ability grouping equitable? Educational Leadership, 50(2),11-17.

Harris, V. (1990). Bookalogues: Talking about children's literature. Language Arts, 67, 559-601.

Heath, S.B. (1983). Ways with words: Language, life, and working in communities and classrooms. Cambridge: Cambridge University Press.

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

Hiebert, E.H. (1991). Research directions: Literacy contexts and literacy processes. Language Arts, 68, 134-139.

Johnston, P., & Allington, R. (1991). Remediation. In R. Barr, M.L. Kamil, P. Mosenthal, & P.D. Pearson (Eds.), Handbook of reading research (Vol. 2, 984-1012). New York: Longman.

Johnston, P., Allington, R., & Afflerbach, P. (1985). The congruence of classroom and remedial reading instruction. The Elementary School Journal, 85(4), 465-477.

Kagan, S. (1986). Cooperative learning and sociocultural factors in school. In California State Department of Education, Beyond language: Social and cultural factors in schooling language minority students (231-298). Los Angeles: Evaluation, Dissemination, and Assessment Center, California State University.

Kiesling, H. (1978). Productivity of instructional time by mode of instruction for students at varying levels of reading skill. Reading Research Quarterly, 13, 554-582.

Knapp, M.S., Turnbull, B.J., & Shields, P.M. (1990). New directions for educating children of poverty. Educational Leadership, September, 4-8.

LeTendre, M.J. (1991). Improving Chapter 1 programs: We can do better. Educational Leadership, April, 577-580.

Marx, R.W., & Walsh, J. (1988). Learning from academic tasks. The Elementary School Journal, 88(3), 207-219.

Morrow, L.M. (1992). The impact of a literature-based program on literacy achievement, use of literature, and attitudes of children from minority backgrounds. Reading Research Quarterly, 27, 251-275.

Morrow, L.M., O'Connor, E., & Smith, J.K. (1990). Effects of a story reading program on the literacy development of at risk kindergarten children. Journal of Reading Behavior, 22, 255-275.

Norton, Donna E. (1990). Teaching multicultural literature in the reading curriculum. The Reading Teacher, 44(1), 28-40.

Rigg, P., & Allen, V.G. (1989). When they don't all speak English. Urbana, IL: National Council of Teachers of English.

Roehler, L.R., & Duffy, G.G. (1991). Teachers' instructional actions. In R. Barr, M.L. Kamil, P. Mosenthal, & P.D. Pearson (Eds.), Handbook of reading research (Volume 2, 861-883). New York: Longman.

Rosenshine, B., & Meister, C. (1992). The use of scaffolds for teaching higher level cognitive strategies. Educational Leadership, 49(7), 26-33. Roser, N.L., Hoffman, J.V., & Farest, C. (1990). Language, literature and at risk children. The Reading Teacher, April, 554-559.

Rueda, R. (1991). Characteristics of literacy programs for language-minority students. In E.H. Hiebert (Ed.), Literacy for a diverse society: Perspectives, practices, and policies (93-107). New York: Teachers College Press.

Slavin, R.E. (1986). Ability grouping and student achievement in elementary schools: A best-evidence synthesis (Report No. 1). Baltimore: Center for Research on Elementary and Middle Schools, The Johns Hopkins University.

Slavin, R.E. (1987). Cooperative learning and the cooperative school. Educational Leadership, 45, 7-13.

Tharp, R., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. New York: Cambridge University Press.

Tunnell, M.O., & Jacobs, J.S. (1989). Using real books: Research findings on literature-based instruction. The Reading Teacher, 42(7), 470-477.

Tuttle, F.B. (1991). Responding to individual differences among language learners: Teaching the gifted. In J. Flood, J.M. Jensen, D. Lapp., & J. Squire (Eds.), Handbook of research on teaching the English language arts (372-379). New York: Macmillan Publishing Company.

Weber, R. (1991). Language diversity and reading in American society. In R. Barr, M.L. Kamil, P. Mosenthal, & P.D. Pearson (Eds.), Handbook of reading research (97-119). New York: Longman.

Winfield, L. (1987). Teachers' estimates of test content covered in class on first grade students' reading achievement. Elementary School Journal, 87, 437-454.


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