Watering up the curriculum for adolescents with learning disabilities: Goals of the knowledge dimension

Remedial and Special Education

Volumn 18, Issue 6, 1997, Pages 326-346

  Ellis, Edwin S ^a  

^a Box 870231   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0031286944     PISSN: 07419325     EISSN: None     Source Type: Journal    
DOI: 10.1177/074193259701800603     Document Type: Article

References (39)

1. Anders, P. L. & Bos, C. S. (1984). In the beginning: Vocabulary instruction in content classrooms. Topics in Learning & Learning Disabilities, 3(4), 53-65.
2. Anderson, T. H., Armbruster, B. B., & Kantor, R. N. (1980). How clearly written are children's textbooks? or, of bladderworks and alfa (Reading Education Report No. 16). Urbana: University of Illinois, Center for the Study of Reading.
3. Bean, R. M., Zigmond, N., & Hartman, D. K. (1994). Adapted use of social studies textbooks in elementary ckssrooms: views of classroom teachers. Remedial and Special Education, 15, 216-226.
4. Bos, C. S. (1995, November). Inclusive education for linguistically and culturally diverse students with learning disabilities: Issues and best practices. Paper presented at the 11th annual Learning Disorders Conference: Making Classrooms Work - The Challenges of Inclusion, Cambridge, MA.
5. Bryson, M. (1993). "School-based epistemologies"? Exploring conceptions of how, what, and why students know. Learning Disability Quarterly, 16, 299-316.
6. Chambliss, M. J. (1994). Evaluating the quality of textbooks for diverse learners. Remedial and Special Education, 15, 348-362.
7. Cushman, K. (1994). Less is more: The secret of being essential. Horace, 11(2), 1-12.
8. Deshler, D. D. & Lenz, B. K. (1989). The strategies instructional approach. International Journal of Disability, Development, and Education, 36, 203-224.
9. DiSibio, M. (1982). Memory for connected discourse. A constructivist view. Review of Educational Research, 52, 149-174.
10. Ellis, E. S. (1994a). Integrating content with writing strategy instruction: Part 1 - Orienting students to organizational devices. Intervention in School and Clinic, 29, 169-179.
11. Ellis, E. S. (1994b). Integrating content with writing strategy instruction: Part 2 - Writing processes. Intervention in School and Clinic, 29, 219-228.
12. Ellis, E. S. (in press). The concept clarifying routine. Lawrence, KS: Edge Enterprises.
13. Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic Books.
14. Harber, J. (1983). The effects of illustrations on the reading performance of learning disabled and normal children. Learning Disability Quarterly, 6, 55-60.
15. Hudson, P., Lingugaris-Kraft, B., & Miller, T. (1993). Using content enhancements to improve performance of adolescents with learning disabilities in content classes. Learning Disability Research and Practice, 2, 106-126.
16. Hughes, C. A., Schumaker, J. B., Deshler, D. D., & Mercer, C. (1988). The test-taking strategy. Lawrence, KS: Excel Enterprises.
17. Joint Committee on Teacher Planning for Students with Disabilities. (1995). Planning for academic diversity in America's classrooms: Windows on reality, research, change, and practice. Lawrence: University of Kansas Center for Research on Learning.
18. Jones, B. F., Palincsar, A. S., Ogle, D. S., & Carr, E. G. (1987). Strategic teaching and learning: Cognitive instruction in the content areas. Alexandria, VA: Association for Supervision and Curriculum Development.
19. Lenz, B. K., Alley, G. R., Beals, V. C., Schumaker, J. B., & Deshler, D. D. (1981). Teaching LD adolescents a strategy for interpreting visual aids. Unpublished manuscript, University of Kansas, Lawrence.
20. Lovitt, T. C. (1991). Preventing school drop-outs: Tactics for at-risk, remedial, and mildly handicapped adolescents. Austin, TX: PRO-ED.
21. Marzano, R. (1988). Dimensions of thinking: A framework for curriculum and instruction. Alexandria, VA: Association for Supervision and Curriculum Development.
22. Newman, F. M., & Wehlage, G. G. (1993). Five standards of authentic instruction. Educational Leadership, 50(7), 8-12.
23. Parks, S. (1995, November). Infusing critical and creative thinking into content instruction in heterogeneously grouped classrooms. Paper presented at the 11th annual Learning Disorders Conference: Making Classrooms Work - The Challenges of Inclusion, Cambridge, MA.
24. Passe, J., & Beattie, J. (1994). Social studies instruction for students with mild disabilities: A progress report. Remedial and Special Education, 15, 227-233.
25. Patzelt, K. E. (1991). Increasing homework completion through positive reinforcement. (ERIC Document Reproduction Service No. ED 343 306)
26. Prawat, R. S. (1989). Promoting access to knowledge, strategy, and disposition in students: A research synthesis. Review of Educational Research, 59, 1-41.
27. Pressley, M., Borkowski, J. G., & Schneider, W. (1989). Good information processing: What it is and what education can do to promote it. International Journal of Educational Research, 13, 857-867.
28. Pressley, M., Johnson, C. J., & Symons, S. (1987). Elaborating to learn and learning to elaborate. Journal of Learning Disabilities, 20, 76-91.
29. Reid, D. K., Kurkjian, C., & Carruthers, S. S. (1994). Special education teachers interpret constructivist teaching. Remedial and Special Education, 15, 267-280.
30. Renzulli, J.S., & Reis, S. M. (1994). Research related to the schoolwide enrichment triad model. Gifted Child Quarterly, 36(1), 7-28.
31. Scanlon, D., Deshler, D. D., & Schumaker, J. B. (1996). Can a strategy be taught and learned in secondary inclusive classrooms? Learning Disabilities Research and Practice, 11(2), 41-57.
32. Schlichter, C., & Brown, V. (1985). Application of the Renzulli Model for the education of the gifted and talented to other areas of special education. Remedial and Special Education, 6(5), 49-55.
33. Schlichter, C., & Palmer, R. (1993). Thinking smart: A primer of the talents unlimited model. Mansfield Center, CT: Creative Learning Press.
34. Schumaker, J. B. (in press). TOWER: The theme writing strategy. Lawrence: University of Kansas Center for Research on Learning.
35. Schumm, J. S., Vaughn, S., & Leavell, A. G. (1994). Planning pyramid: A framework for planning for diverse student needs during content area instruction. The Reading Teacher, 47, 608-615.
36. Sitlington, P. L., & Frank, A. R. (1993). Dropouts with learning disabilities: What happens to them as adults? Learning Disabilities Reasearch and Practice, 8, 244-252.
37. Thurlow, M., Ysseldyke, J. E., & Silverstein, B. (1995). Testing accommodations for students with disabilities. Remedial and Special Education, 16, 260-270.
38. Tindal, G., Rebar, M., Nolet, V., & McCollum, S. (1995). Understanding instructional outcome options for students with special needs in content classes. Learning Disabilities Research and Practice, 10(1), 72-84.
39. Wansart, W. L. (1995). Teaching as a way of knowing: Observing and responding to students' abilities. Remedial and Special Education, 16, 166-177.