Does reading instruction in learning disability resource rooms really work?: A longitudinal study

Reading Psychology

Volumn 24, Issue 3-4, 2003, Pages 361-382

  Bentum, Kwesi E ^a   Aaron, P G ^b  

^a School Psychologist   (United States)

^b INDIANA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0242556458     PISSN: 02702711     EISSN: None     Source Type: Journal    
DOI: 10.1080/02702710390227387     Document Type: Article

References (22)

1. Aaron, P. G. (1997). The impending demise of the discrepancy formula. Review of Educational Research, 67, 461-502.
2. Binet, A., & Simon, T. (1916). The development of intelligence in children (The Binet-Simon Scales) Translated from articles in L'Année Psycholigique from 1905, 1908, and 1911 by Elizabeth S. Kite. Baltimore: Williams & Wilkins. (Original work published 1905)
3. Cazden, C. B. (1988). Interaction between Maori children and Pakeha teachers. Bulletin of the Auckland Reading Association, 72, 40-51. Auckland, New Zealand.
4. Epps, S., & Tindal, G. (1987). The effectiveness of differential programming in serving students with mild handicaps: Placement options and instructional programming. In M. G. Wang, M. C. Reynolds, & H. J. Walberg (Eds.), Handbook of special education: Learner characteristics and adaptive education (Vol. 1), 122-124.
5. Gartner, A., & Lipsky, D. K. (1987). Beyond special education: Toward a quality system for all students. Harvard Educational Review, 57, 367-395.
6. Haynes, M. C., & Jenkins, J. R. (1986). Reading instruction in special education resource rooms. American Educational Research Journal, 23, 161-190.
7. Hinshelwood, J. (1900). Congenital word blindness. The Lancet, 1, 1506-1508.
8. Jastak, S., & Wilkinson, G. (1984). Wide Range Achievement Test. Revised. Wilmington, DE. Jastak Assn.
9. Kaufman, A. S., & Kaufman, N. L. (1990). Kaufman Brief Intelligence Test. Circle Pines, MN. American Guidance Service.
10. Kavale, K. A. (1988). The long-term consequences of learning disabilities. In M. C. Wang, M. C. Reynolds, & H. J. Walberg (Eds.), Handbook of special education: Mildly handicapped conditions (Vol. 2), 305-331.
11. Kavale, K. A. (1990). Effectiveness of special education. In T. B. Gutkin & C. C. Reynolds (Eds.), The handbook of school psychology. New York: Wiley.
12. Kavale, K. A., & Forness, S. R. (1987). Substance over style: Assessing the efficacy of modality testing and teaching. Exceptional Children, 54, 228-239.
13. Kirk, S. (1962). Educating exceptional children. Boston: Houghton Mifflin.
14. McKinney, J. D., & Feagans, L. (1984). Longitudinal studies of learning disabled and average achievers: Academic and behavioral characteristics. Learning Disability Quarterly, 7, 251-265.
15. Morgan, W. P. (1896). A case of congenital word-blindness. British Medical Journal, 2, 1368.
16. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
17. U.S. Department of Education (1991). To assure free appropriate public education of all children with disabilities. Thirteenth Annual Report to Congress on the Implementation of the Individuals with Disabilities Act. Washington, D.C. U.S. Government Printing Office.
18. Wang, M. E., & Baker, E. T. (1986). Mainstreaming programs: Design features and effect. Journal of Special Education, 49, 503-525.
19. Wechsler, D. (1974). Wechsler Intelligence Scale for Children. Revised. San Antonio, TX: The Psychological Corporation.
20. Wechsler, D. (1991). Wechsler Intelligence Scale for Children 3rd Edtion. San Antonio, TX: The Psychological Corporation.
21. Wechsler, D. (1992). Wechsler Individual Achievement Test. San Antonio, TX: Author.
22. Wleklinsky, M. H. (1993). Effectiveness of special education programs on the reading achievement of students with learning disabilities. Unpublished doctoral dissertation, Indiana State University, Terre Haute.