Research Base of MindWing Products
Research Base of Story Grammar Marker®
Astington, J. (1990). Narrative and the child’s theory of mind. In B. Britton & A. Pellegrini (Eds.), Narrative thought and narrative language. Hillsdale, NJ: Erlbaum.
Applebee, A.N. (1978). The child’s concept of a story. Chicago: Chicago University Press.
Arnold, R. (1988). Teaching cohesive ties to children. The Reading Teacher, 4(5), 106-110.
Boggs, S., & Watson-Gegeo, D. (1977). From verbal play to talk story: The role of routines in speech events among Hawaiian children. In S. Ervin, & Mitchell-Kernan (Eds.), Child discourse. New York: Academic Press.
Brinton, B., & Fujiki, M. (1989). Conversational management with language impaired children: Pragmatic assessment and intervention. Gaithersburg, MD: Aspen.
Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
Champion, T. (1994). Towards a description of narrative production of african american english child speakers. Unpublished dissertation; University of Massachusetts, Amherst, MA.
Crago, M. (1990). Development of communicative competence in Inuit children: Implications for speech/language pathology. Journal of Childhood Communication Disorders.
Curenton, S. & Justice, L. (2004). African american and caucasian preschoolers’ use of decontextualized language: Literate language features in oral narratives. Language Speech and Hearing Services in Schools, 35, 240–253. ASHA.
Czajkowski, T.J., & Patterson, J.L. (1980). Curriculum change and the school. In Considered action for curriculum development (pp. 158–175). Alexandria, VA: Association for Supervision and Curriculum Development.
Delpit, L. (1986). Skills and other dilemmas of a progressive black educator. Harvard Educational Review, 56(4), 379-385.
Dimino, J., Gersten, R., Carnine, D., & Blake, G. (1990). Story grammar: An approach for promoting at-risk secondary students’ comprehension of literature. The Elementary School Journal, 91(1).
Dymock, S. (2007). Comprehension Strategy Instruction: Teaching Narrative Text Structure Awareness. The Reading Teacher, 61(2), pp. 161–167.
Feagans, L., & Short, E.J. (1984). Developmental differences in the comprehension and production of narratives by reading disabled and normally achieving children. Child Development, 55, 1727–1736.
Glathorn, A. (1984). Differentiated supervision. Alexandria, VA: Association for Supervision and Curriculum Development.
Goncu, A. & Klein, E. (Eds.). (2001). Children in play, story and school. NY: Guilford Press.
Gough, P., Ehri, B., Linnea, C., & Treiman, R. (Eds.). (1992). Reading acquisition. Hillsdale, NJ: Erlbaum.
Gurney, D., Gersten, R., Dimino, J., & Carnine, D. (1990). Story grammar: Effective literature instruction for high school students with learning disabilities. Journal of Learning Disabilities, 23(6), 335-342.
Gutierrez-Clennen & Quinn. (1973). Assessing narratives of children from diverse cultural/linguistic groups. Language Speech and Hearing Services in the Schools, 24, 2-9.
Halliday, A.K.M., & Hasan, H. (1976). Cohesion in English. London: Longman.
Harris, G. (1985). Considerations in assessing English language performance of Native American Children. Language 1 and Language 2: Implications for Language Disorders. Topics in Language Disorders, 4(4).
Hedberg, N., & Westby, C. (1994). Analyzing storytelling skills: Theory to practice. (Excellent reference for extended analysis of story grammar, cohesive ties, and T-Units.) Tucson, AZ: Communication Skill Builders.
Hunt, K. (1970). Syntactic maturity in school children and adults. Monologues of the Society for Research in Child Development, 35.
Jackson, F. (1994). Seven strategies to support a culturally responsive pedagogy. Journal of Reading, 37(4), 298-303.
Justice, L. & Kaderavek, J. (2004). Embedded-explicit emergent literacy intervention I: Background and Description of approach. Language Speech and Hearing Services in Schools, 35, 201–211. ASHA.
Kaderavek, J. & Justice, L. (2004) Embedded-explicit emergent literacy intervention II: Goal selection and implementation in the early childhood classroom. Language Speech and Hearing Services in Schools, 35, 212–228. ASHA.
Kaderavek, J., & Mandlebaum, L. (1993). Enhancement of oral language in LEA: Improving the narrative form of children with learning disabilities. Intervention in School and Clinic, 21(1), 18-25.
Kavanagh, J. (Ed.). (1991). The language continuum: From infancy to literacy. Parkton, MD: York Press.
Kayser, H., Montgomery, J., Perlmutter, M., Sanford, M., Simon, C., & Westby, C. (1993, November). Crossdisciplinary language instruction: SLP and ESL mini-seminar. American Speech-Language-Hearing Association Annual Convention, Anaheim, CA.
Lahey, M. (1988). Language disorders and language development. New York: Macmillan.
Langdon, H., & Cheng, L. (1992). Hispanic children and adults with communication disorders: Assessment and intervention. Gaithersburg, MD: Aspen.
Lehr, F., & Osborn, J. (Eds.). Reading language and literacy: Instruction for the twenty-first century. Hillsdale, NJ: Erlbaum.
Mandler, N., & Johnson, J. (1977). Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 9, 111-151.
Merritt, D.D., & Liles, B.Z. (1987). Story grammar ability in children with and without language disorders: Story generation, story retelling, and story comprehension. Journal of Speech and Hearing Research, 30, 539-552.
Michaels, S. (1991). The dismantling of narratives. In A. McCabe & C. Peterson (Eds.), Developing narrative structure (pp. 303–352). Hillsdale, NJ: Erlbaum.
Minami, M., & McCabe, A. (1991). Haiku as a discourse regulation device: A stanza analysis of Japanese children’s personal narratives. Language in Society, 20(4), 577-599.
Morrow, L., & Paratore, J. (1993). Family literacy: Perspective and practice. The Reading Teacher, 47(3), 194-200.
Nicolosi, L., Harriman, E., & Krescheck, J. (1983). Terminology of communication disorders (rev. ed.). Baltimore: Williams & Wilkins.
Norris, J., & Hoffman, P. (1993). Whole language intervention for school-age children. San Diego, CA: Singular.
Owens, R., (1991). Language disorders: A functional approach to assessment and intervention. New York: Macmillan.
Palincsar, A.S., & Brown, A. L. (1984). Reciprocal teaching of comprehension fostering and comprehension monitoring activities. Cognition and Instruction, 1, 117 - 175.
Paul, R., & Smith, R. (1993). Narrative skills in 4-year-olds with normal, impaired, and late developing language. Journal of Speech and Hearing Research, 36, 592-598.
Ripich, D.N., & Spinelli, F.M. (Eds.). (1985). School discourse problems. San Diego, CA: College-Hill Press.
Ripich, D.N., & Creaghead, N. (1994). School discourse problems (2nd ed.). San Diego, CA: Singular.
Roth, F.P,. & Spekman, N.J. (1986). Narrative discourse: Spontaneously generated stories of learning disabled and normally achieving children. Journal of Speech and Hearing Disorders, 51, 8-23.
Schank, R. (1990). Tell me a story: A new look at real and artificial memory. New York: Macmillan.
Scott, C. (1989). Learning to write: Context, form and process. In A.G. Kamhi & H.W. Catts (Eds.), Reading disabilities: A developmental language perspective (pp. 303–344). Boston: College-Hill Press.
Simon, C. (1985). Teaching logical thinking and discussion skills. In C. Simon (Ed.), Communication skills and classroom success: Therapy methodologies for language-learning disabled students (pp. 219–237). San Diego, CA: Aspen.
Stein, N.L., & Glenn, C. (1979). An analysis of story comprehension in elementary school children. In R.O. Freedle (Ed.), New directions in discourse processing (pp. 53–120). Norwood, NJ: Ablex.
Stein, N.L., & Policastro, M. (1984). The concept of story: A comparison between children’s and teachers’ viewpoints. In H. Mondle, N. Stein, & T. Trabasso (Eds.), Learning and comprehension of text (pp. 115–135). Hillsdale, NJ: Erlbaum.
Strong, C.J., & Shaver, J.P. (1991). Stability and cohesion in the spoken narratives of language impaired and normally developing school-aged children. Journal of Speech and Hearing Research, 34, 95-111.
Torgesen, J.K., & Bryant, D. (1994). Phonological awareness training for reading. Austin, TX: Pro-Ed.
Trelease, J. (1989). The read aloud handbook (rev. ed.). New York: Penguin.
Wallach, G., & Butler, K. (1994). Language learning disabilities in school-age children and adolescents: Some principles and applications. New York: Merrill.
Westby, C. (1989). Assessing and remediating text comprehension problems. In A.G. Kamhi & H.W. Catts (Eds.), Reading disabilities: A developmental language perspective (pp. 199–259). Boston: College-Hill Press.
Westby, C. (1985). Learning to talk, talking to learn: Oral-literate language differences. In C. S. Simon (Ed.), Communication skills and classroom success: Therapy methodologies for language-learning disabled students (pp. 181–213). San Diego, CA: College-Hill Press.
Westby, C. (1991, October). I know what you said, but what did you mean? Communicating and learning in a multicultural society. Presented at the University of Massachusetts, Amherst, MA.
Winograd, P., & Hare, V.C. (1988). Direct instruction of reading comprehension strategies: The nature of teacher explanation. In C. Weinstein, E.T. Goetz, & P. Alexander (Eds.), Learning and study strategies: Assessment, instruction and evaluation (pp. 121–140). New York: Academic Press.
Wood, F.H., Thompson, S.R., & Russell, Sr., F. (1981). Designing effective staff development programs. In Staff development/organization development (pp. 59–92). Alexandria, VA: Association for Supervision and Curriculum Development.
Yoshinaga-Itano, C. (1986). Beyond the sentence level: What’s in a hearing-impaired child’s story? Topics in Language Disorders, 6, 71-83.
Research Base of Braidy the StoryBraid®
Apel, K. (2001). Developing evidence-based practices and research collaborations in school settings. Language, Speech, and Hearing Services in Schools, 32, 196–197. Association for Supervision and Curriculum Development. Spring, 2001. Curriculum Update: Cultivating kindergarten: The reach for academic heights raises challenges.
Astington, J. (1990). Narrative and the child’s theory of mind. In B. Britton & A. Pellegrini (eds.), Narrative thought and narrative language. Hillsdale, NJ: Erlbaum.
Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
Cain, K., & Oakhill, J. (Eds.) (2007). Children’s comprehension problems in oral and written language: A cognitive perspective. New York: Guilford Press.
Calfe (1994), in Haynes and Shulman (1998). Communication development: Foundations, processes, and clinical applications. New York: Williams & Wilkins.
Curenton, S. & Justice, L. (2004). African american and caucasian preschoolers’ use of decontextualized language: Literate language features in oral narratives. LSHSS. 35, 240–253.
Diller, D. (2003). Literacy work stations: Making centers work. Portland, ME: Stenhouse.
Fey, M., Windsor, J. and Warren, S. (1995). Language intervention: Preschool through the elementary years. Baltimore: Brooks.
Flavell, J.H., & Miller, P.H. (1998). Social cognition. In D. Kuhn & R.S. Siegler (eds.), Handbook of child psychology: Vol. 2. Cognition, perception, and language development. NY: Wiley.
Gillam, R., Pena, E. and Miller, L. (1999). Dynamic assessment of narrative and expository discourse. Topics in Language Disorders 20(1): 33–47.
Goncu, A., & Klein, E. (2001). Children in play, story and school. New York: Guilford Press.
Groth, L. and Darling, L. (2001). Playing “inside” stories. In A. Goncu and E. Klein (Eds.), Children in play, story, and school. New York: Guilford Press.
Hart, B., & Risley, T. (1995). Meaningful differences in the early experience of young American children. Baltimore: Brookes.
Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437–447.
Justice, L., Invernizzi, M. and Meier, J. (2002). Designing and implementing an early literacy screening protocol: Suggestions for the speech-language pathologist. Language, Speech, and Hearing Services in Schools, 33: 84–101.
Kane, S. (1998). Teaching skills within meaningful contexts: The view from the discourse stage: Teaching relationships and text structure. The Reading Teacher.
Massachusetts Advocates for Children (2005). Helping traumatized children learn: Supportive school environments for children traumatized by family violence. www.massadvocates.org.
Merritt & Liles (1987). In Merritt, D & Culatta, B. (1998). Language intervention in the classroom. San Diego: Singular.
Moore-Brown, B. and Montgomery, J. (2001). Making a difference for America’s school children. Eau Claire: Thinking Publications.
Moreau, M. and Fidrych, H. (1994,1998). How to use the Story Grammar Marker: A guide for improving speaking, reading and writing within your existing program. Springfield, MA: MindWing Concepts, Inc.
Moreau, M. and Welch, B. (1999). Oral/writing activity book series. Springfield, MA: MindWing Concepts, Inc.
Research Base of Talk to Write, Write to Learn™
Andrews, S.E. (1997). Writing to learn in a content area reading class. Journal of Adolescent & Adult Literacy, 41, 141–143.
Apel, K. & Self, T. (2003). Evidence-based practice: The marriage of research and clinical services. ASHA Leader, 8.16, September 9, 2003, pp. 6–7.
Armbruster, B.B., Anderson, T.H., & Otertag, J. (1987). Does text structure/summarization instruction facilitate learning from expository text? Reading Research Quarterly, 22, 331–346.
Baumann, J.F., & Bergeron, B.S. (1993). Story map instruction using children’s literature: Effects on first graders’ comprehension of central narrative elements. Journal of Reading Behavior, 25, 407–437.
Beck, I., McKeown, M., Sandora, C. & Worthy, J. (1996). Questioning the author: A year long classroom implementation to engage students with text. The Elementary School Journal, 96, 385–414.
Brice, A. (2002). The Hispanic child: Speech, language, culture and education. Boston: Allyn & Bacon.
Bruner, J. (1985). Narrative and paradigmatic modes of thought. In Ed. Eisner (Ed.) Learning and teaching: The ways of knowing. Chicago: Univ. of Chicago Press.
Bychinski, L. et al. (1997). Building character: Strategies for 6-12 educators to promote character development in their students and classrooms. Allen,Texas: Argus Publications.
Catts, H.W. & Kamhi, A.G. (1999). Language and reading disabilities. Boston: Allyn and Bacon.
Combs, M. & Beach, J.D. (1994). Stories and storytelling: Personalizing the social studies. The Reading Teacher, 47, 6, 464–471.
Curenton, S., & Justice, L. (2004). African American and Caucasian preschoolers’ use of decontextualized language: Literate language features in oral narratives. Language, Speech, and Hearing Services in Schools, 35, 241–255.
Developing literacy in second-language learners: A report of the national literacy panel of language—Minority children and youth: Executive summary (2006). D. August & T. Shanahan, Eds. (in press). 0-8058-6077-0, Mahwah, NJ: Lawrence Erlbaum Associates, Inc.)
Donahue, M., Szymanski, C., and Flores, C. (1999). When ’Emily Dickinson’ Met ’Steven Spielberg’: Assessing Social Information Processing in Literacy Contexts. Language, Speech, and Hearing Services in Schools, 30, 274–284.
Duke, M.P., Nowicki, S., & Martin, E.A. (1996). Teaching your child the language of social success. Atlanta: Peachtree.
Englert, C.S., & Hiebert, E. (1984). Children’s developing awareness of text structures in expository materials. Journal of Educational Psychology, 76, 65–74.
Fisher, D., Frey, N., & Williams, D. (2002). Seven literacy strategies that work. Educational Leadership, 60(3), 70 –73.
Fletcher, R. & Portalupi, J. (1998). Craft lessons. Portland, Maine: Stenhouse.
Fulwiler, T., & Young, A. (Eds.). (1982). Language connection: Writing and reading across the curriculum. Urbana, IL: National Council of Teachers of English.
Gammill, D. (2006). Learning the write way. The Reading Teacher, 59(8).
Gambrell, L.B. (1996). Creating classroom cultures that foster reading motivation. The Reading Teacher, 50, 1, 617–625.
Gersten, Baker and Edwards (1999). Teaching expressive writing to students with learning disabilities: A meta-analysis. Elementary School Journal, 101(3), 251–272.
Gillam, R., Pena, E., and Miller, L. (1999). Dynamic Assessment of Narrative and Expository Discourse.Topics in Language Disorders, 20, 1, 33–47.
Goldstone, B.P. (2002). Whaz up with our books? Changing picture book codes and teaching implications. The Reading Teacher, 55, 6, 362–370.
Graham, Harris & Troia (2000). Self-regulated strategy development revisited: Teaching writing strategies to struggling writers. Topics in Language Disorders, 20(4), 1–4.
Greenhalgh, K. & Strong, C. Literate language features in spoken narratives of children with typical language and children with language impairments. Language, Speech and Hearing Services in Schools, 32, 114–125.
Gunning, T. (2003). Creating literacy for all learners. Boston: Allyn & Bacon.
Hall, K.M., Sabey, B.L., & McClellan, M. (2005). Expository text comprehension: Helping primary grade teachers use expository texts to their full advantage. Reading Psychology, 26(3), 211–234.
Hughes, D., McGillivary, L., and Schmidek, M. (1997). Guide to narrative language. Eau Claire, WI: Thinking Publications.
Kear, D. et al. (2000). Measuring attitude toward writing: A new tool for teachers. The Reading Teacher, 54(1).
Langer, J. (1987). Language, literacy and culture: Issues of society and schooling. Norwood, NJ: Ablex.
Liles, B. (1985). Cohesion in the narratives of normal and language learning-disabled children. Journal of Speech and Hearing Research, 28, 123–133.
Lombardino, L. J., Riccio, C.A., Hynd, G.W. & Pinhiero, S.B. (1997). Linguistic deficits in children with reading disabilities. American Journal of Speech-Language Pathology, 6, 3, 71–78.
McIntosh, M., & Draper, R. (2001). Using learning logs in mathematics: Writing to learn. Mathematics Teacher, 94, 554–557.
Massachusetts Department of Education Bay State Readers Initiative (2002). Boston, MA: Author. Massachusetts English Language Arts Standards K–12 (2001). Boston, MA: Author.
McCabe, A. & Bliss, L. (2003). Patterns of narrative discourse: A multicultural, life span approach. Boston: Allyn & Bacon.
McGee, L.M., & Richgels, D.J. (1985). Teaching expository text structure to elementary students. The Reading Teacher, 39, 739–748.
Merritt, D.D. & Culatta, B. (1998). Language intervention in the classroom. San Diego: Singular Publishing Group.
Meyer, B.J.F., Brandt, D.M., & Bluth, G.J. (1980). Use of top-level structure in text: Key for reading comprehension of ninth-grade students. Reading Research Quarterly, 16, 72–103.
Meyer, B.J.F., & Poon, L.W. (2001). Effects of structure training and signaling on recall of text. Journal of Educational Psychology, 93, 141–159.
Meyer, B.J.F., Theodorou, E., Brezenski, K.L., Middlemiss, W., McDougall, J., & Bartlett, B.J. (2002). Effects of structure strategy instruction delivered to fifth-grade children using the internet without the aid of older adult tutors. Journal of Educational Psychology, 94, 486–519.
Montgomery, J. & Moreau, M. (2003, 2004). East meets west™: Using children’s books as clinical intervention for language and reading disabilities. Vol. 1. Springfield, MA: MindWing Concepts.
Montgomery, J. & Moreau, M. (2006). East meets west™ for the holidays and important life events: Using children’s books as clinical intervention for language and reading disabilities. Vol. 2. Springfield, MA: MindWing Concepts.
Moreau, M. & Zagula, S. (2005). Braidy, the storybraid™ teachers’ manual: An early childhood evidence-based process for oral language development. Springfield, MA: MindWing Concepts,Inc.
Moreau, M. & Fidrych, H. (1994, 2002). How to use the story grammar marker®: A guide for improving speaking, reading and writing skills within your existing program. Springfield, MA: MindWing Concepts, Inc.
Moreau, M. & Welch, B. (2002, 2004). Oral/writing activity book teachers’ manual: A story creator that helps your students learn to write. Springfield, MA: MindWing Concepts, Inc.
Moreau, M. & Fidrych, H. (1998). The thememaker®: Concept mapping for thinking, speaking, reading and writing in the information age. Springfield, MA: MindWing Concepts, Inc.
Myles, B. & Simpson, R. (2001). Understanding the hidden curriculum: An essential social skill for children and youth with asperger syndrome. Austin, TX: Pro-Ed.
Nagin, C., & National Writing Project. (2003). Because writing matters: Improving student writing in our schools. San Francisco: Jossey-Bass.
New Standards Speaking and Listening Committee (2001). Speaking and listening for preschool through third grade. National Center on Education and the Economy and the University of Pittsburgh: Author.
Nobleman, M. (2005). What’s the difference? Barnes & Noble: Quick Packaging. This neat book contrasts many common things from brown/white eggs to the difference between dolphins and porpoises!
Pak, S. (1999). Dear Juno. NY: Viking Children’s Books.
Paul, R. (2001). Language disorders from infancy through adolescence: Assessment and intervention. St. Louis: Mosby.
Pehresson, D. E. ( 1989). Semantic organizers: A study strategy for special needs learners. Rockville, MD: Aspen Publishers.
Peterson, C., & McCabe, A. (1983). Developmental psycho linguistics: Three ways of looking at a child’s narrative. New York: Plenium Press.
Piven, J. and Borgenicht, D. (1999). The worst-case scenario survival handbook. San Francisco: Chronicle Books. How to escape a bear is one of the titles within this small but powerful book. All types of expository text are included.
Simon, C., (1991). Communication skills and classroom success: Therapy methodologies for language-learning disabled students. San Diego, CA: College-Hill Press.
The Report of National Reading Panel (2001). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Jessup,MD: National Institute for Literacy at EDPubs.
Tompkins, G. (2004). Teaching writing: Balancing process and product. Saddle River, NJ: Pearson.
Trelease, J. (2001). The read aloud handbook. New York: Penguin Group.
Van Kleek, A. (1998). Preliteracy domains and stages: Laying the foundations for beginning reading. Journal of Children’s Communi ca tion Development, 20, 1, 33–51.
Vygotsky, L. (1962). Language and thought. Cambridge, MA: M.I.T. Press.
Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Weaver, C.A., III, & Kintsch, W. (1991). Expository text. In R. Barr, M.L. Kamil, P. Mosenthal, & P.D.
Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 230–244). White Plains, NY: Longman.
Wepman, J. & Hass, W. (1969). A spoken word count. Chicago, Il: Language Resource Association.
Westby, C. (1998). Communicative refinement in school age and adolescence. In W. Hayes and B. Shulman (Eds.) Communication development: Foundations, processes, and clinical applications (pp.311–360). Baltimore: Williams and Wilkins.
Westby, C. (2003). Resource review: The Story Grammar Marker® and Braidy, the StoryBraid™. In C. Westby (Ed.), Word of Mouth (pp. 11–13). Austin, TX: Pro-Ed Journals.
Westby, C.E. (1994). The effects of culture on genre, structure, and style of oral and written texts. In G.P. Wallach & K.G. Butler (Eds.). Language learning disabilities in school-age children and adolescents. New York: Merrill Mac Millan. 180–218.
Williams, B. (2006). Pay attention to the man behind he curtain: The importance of identity in academic writing. Journal of Adolescent & Adult Literacy, 49(8).
Williams, J.P., Hall, K.M., Lauer, K.D., Stafford, K.B., DeSisto, L.A., & deCani, J.S. (2005). Expository text comprehension in the primary grade classroom. Journal of Educational Psychology, 97, 538–550.
Williams, J.P., Hall, K.M., & Lauer, K.D. (2004). Building the basics of comprehension instruction: Teaching expository text structure to young at-risk learners. Exceptionality, 12(3), 129–144.
Research Base of ThemeMaker®
Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
Arnold, R. (1988). Teaching cohesive ties to children. The Reading Teacher, 4, 106–110.
Astington, J. (1990). Narrative and the child’s theory of mind. In B. Britton & A. Pellegrini (Eds.), Narrative thought and narrative language. Hillsdale, NJ: Erlbaum.
Aulls, M. (1998) Contributions of classroom discourse to what content students learn during curriculum enactment. Journal of Educational Psychology, 90, 56–69.
Bashir, A.S. & Scavuzzo, A. (1992). Children with language disorders: Natural history and academic success. Journal of Learning Disabilities, 25, 53–65.
Baumann, J., Jones, L., Seifert-Kessell, N. (1993). Using think alouds to enhance children’s comprehension monitoring abilities. The Reading Teacher, 47, 184–193.
Bray, C. (1995). Developing study, organization, and management strategies for adolescents with language disabilities. Seminars in Speech and Language, 16, 65–84.
Briggs, D. (1996). Turning Conflicts into learning experiences. Educational Leadership, 54, 60–63.
Brown, A. L. (1997). Transforming schools into communities of thinking and learning about serious matters. American Psychologist, 52, 399–413.
Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
Caine, R.N., & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria, VA: Association for Supervision and Curriculum Development.
Cardillechio, R. & Field, W. (1997). Seven strategies that encourage neural branching. Educational Leadership, 54, 33–36.
Carr, E. & Ogle, D. (1987). K-W-L plus: A strategy for comprehension and summarization. The Journal of Reading, 30, 626–631.
Carter, C. (1997) Why Reciprocal Teaching? Educational Leadership, 54, 64 –68.
Cassady, E. (1998). Wordless books: No-risk tools for inclusive middle-grade classrooms. Journal of Adolescent & Adult Literacy, 41, 428–432.
Connelly, F. & Clandinin, D. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19, 2–14.
Costa, A.L. (1991). Developing minds. (2nd, ed). Alexandria, VA: Association for Supervision and Curriculum Development.
Creaghead, N.A., & Tattershall, S.S. (1991). Observation and assessment of classroom language skills. In C.S.Simon (Ed). Communication skills and classroom success: Assessment and therapy methodologies for language and learning disabled students. (pp. 106–124). Eau Claire, WI: Thinking Publications.
Damico, J.S., Secord, W.A., & Wiig, E.H. (1992). Descriptive language assessment at school: characteristics and design. In W.A.Secord & J.S. Damico (Eds.), Best practices in school speechlanguage pathology: Descriptive/nonstandardized language assessment. San Antonio, TX: The Psychological Corporation.
Damico, S. & Armstrong, M. (1996). Intervention strategies for students with ADHD: Creating a holistic approach. Seminars in Speech and Language, 17, 21–35.
Delahunty, G. & Garvey, J. (1994). Language, grammar, & communication: A course for teachers of English. New York: McGraw-Hill.
Delpit, L. (1986). Skills and other dilemmas of a progressive black educator. Harvard Educational Review, 56, 279–385.
Dickson, S., Simmons, D. & Kameenui, E. (1998). Text organization: Research bases. In D. Simmons & E. Kameenui (Eds.) What reading research tells us about children with diverse learning needs: Bases and basics, 239-277. Mahwah, NJ: Erlbaum.
Edelen-Smith, P. ( 1997). How now brown cow: Phoneme awareness activities for collaborative classrooms. Intervention in School and Clinic, 33, 103–111.
Evans, D., & Strong, C. (1996). What’s the story? Attending, listening, telling in Middle School. Teaching Exceptional Children. Reston, VA: The Council for Exceptional Children.
Forman, E. & Cazden, C. (1995). Exploring Vygotskian perspectives in education: The cognitive value of peer interaction. In J.V. Wertsch (Ed.) Culture, communication and cognition: Vygotskian perspectives (pp. 323–347). New York: Cambridge University Press.
Fullan, M. (1996). Professional Culture and Educational Change. School Psychology Review, 25, 496–500.
Gardner, H. (1993). Creating Minds. New York: Basic Books.
Gaskins, R.W., Gaskins, J.C. & Gaskins, I.W. (1992). Using what you know to figure out what you don’t know: An analogy approach to decoding. Reading and Writing Quarterly, 8, 197–221.
Gillespie, C., Ford, K., Gillespie, R., & Leavell, A. (1996). Portfolio assessment: Some questions, some answers, some recommendations. Journal of Adolescent & Adult Literacy, 39, 480–491.
Graham, S., Harris, K. & Troia, G. (2000). Self regulated strategy development revisited: Teaching writing strategies to struggling writers. Topics in Language Disorders, 20(4), 1–4.
Greene, L. & Jones-Bamman, L. (1985). Getting Smarter: Simple strategies to get better grades. Carthage, IL: Fearon.
Gruenwald, L. & Pollak, S.A. (1990). Language interaction in curriculum and instruction (2nd ed.). Austin, TX: Pro-ED.
Halliday, A.K.M., & Hasan, H. (1976). Cohesion in English. London: Longman.
Hedberg, N. & Westby, C., (1993). Analyzing storytelling skills: Theory to practice. Tucson, AZ: Communication Skill Builders.
Hewitt, L.E. & Duchan, J. (1995). Subjectivity in children’s fictional narrative. Topics in Language Disorders, 15,1–15.
Hickman, P., Pollard-Durodola, S. & Vaughn, S. (2004). Storybook reading: Improving vocabulary and comprehension for English Language Learners. The Reading Teacher, 57 (8), 720-731.
Hoggan, K., & Strong, C. (1994). The magic of Once upon a time: Narrative teaching strategies. Language Speech and Hearing Services in Schools, 76–89.
Hudson, P., Lignugaris-Kraft, M., & Miller, T. (1993). Using content enhancements to improve the performance of adolescents with learning disabilities in content classes. Learning Disabilities Research & Practice, 8, 106-126.
Hyerle, D. (1996). Visual tools for creating knowledge. Alexandria, VA: Association for Supervision and Curriculum Development.
Idol, L., Nevin, A., & Paolucci-Whitcomb, P., (1994). Collaborative consultation (2nd ed.). Austin, TX: Pro-Ed.
Isaacson, S., & Gleason, M.M. (1997). Mechanical obstacles to writing: What can teachers do to help students with learning problems? Learning Disabilities Research and Practice, 12, 188–194.
Kamhi, A., & Catts, H., (Eds.). (1989). Reading disabilities: A developmental language perspective. Boston: College-Hill Press.
Karpov, Y. & Haywood, H.C. (1998). Two ways to elaborate Vygotsky’s concept of mediation: Implications for instruction. American Psychologist, 53, 27–36.
Kayser, H., Montgomery, J., Perlmutter, M., Sanford, M., Simon, C., & Westby, C. (1993). Cross disciplinary language instruction; SLP and ESL mini-seminar. American Speech Language and Hearing Convention, Anaheim, CA.
Klecan-Aker, J.S. (1985). Syntactic abilities in normal and language deficient middle school children. Topics in Language Disorders, 5, 46–54.
Langdon, H. & Cheng, L. (1992). Hispanic Children and Adults with Communication Disorders. Maryland: Aspen Publishers.
Lindamood, C.H., & Lindamood, P.C. (1975). The A.D.D. Program: Auditory Discrimination in Depth. Boston: Teaching Resources Corporation.
Lipson, M. & Wixson, K. (1997). Assessment and instruction of reading and writing disability: An interactive approach (2nd ed.). New York: Addison Wesley Longman, Inc.
Margulies, N., (1991). Mapping inner space. Tucson, AZ.: Zepher Press.
Marzano, Pickering & Pollock (2001). Classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
McCabe, A., & Peterson, C. (Eds.). (1991). Developing narrative structure. Hillsdale, NJ: Erlbaum.
McKeown, M. & Beck, I. (2003). Taking advantage of read alouds to help children make sense of decontextualized language. In A. VanKleek, S. Stahl and E. Bauer (Eds.) Storybook Reading. Mahwah, NJ: Erlbaum.
Merritt, D. & Cullata, B. (1998). Language intervention in the classroom. San Diego: Singular Publishing.
Meyer, B., Young, C. & Bartlet, B. (1989). Memory improved: Reading and memory enhancement across the lifespan through strategic text structures. Hillsdale, NJ: Erlbaum.
Montgomery, J. (1992). Implementing collaborative consultation: Perspectives from the field. Language, Speech and Hearing Services in Schools, 23, 363–364.
Moreau, M., & Fidrych, H. (1994). How to use the Story Grammar Marker®: A guide for improving speaking, reading and writing skills within your existing program. Easthampton, MA: Discourse Skills Productions, Inc.
Muth, K.D. (1987). Teachers’ connection questions: Prompting students to organize text ideas. Journal of Reading, 31, 254–259.
Naremore, R.C., Densmore, A.E. & Harman, D.R. (1995). Language Intervention with school-aged children: Conversation, narrative and text. San Diego, CA: Singular Publishing Group.
National Reading Panel (2000). Teaching children to Read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Bethesda, MD: NIH Press.
Needels, M. & Knapp, M. (1994). Teaching writing to children who are underserved. Journal of Educational Psychology, 86, 339–349.
Nelson, N.W. (1994). Curriculum-based language assessment and intervention across the grades. In G.P. Wallach & K.G. Butler (Eds.), Language learning disabilities in school-age children (pp. 104–131). New York: Merrill.
Norris, K., & Hoffman, P. (1994). Whole language intervention with young school-age children. San Diego, CA: Singular Publishing Group.
Ogle, D. (1986). K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher, 564.
O’Shea,L., & O’Shea, D. (1997). Collaboration and school reform: A twenty-first century perspective. Journal of Learning Disabilities, 30, 449–462.
Otfinoski, S. (1993). Scholastic guides: Putting it in writing. New York: Scholastic.
Palincsar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension fostering and comprehension monitoring activities. Cognition and Instruction, 1, 117–175.
Palincsar, A., David, Y. & Brown, A. (1992). Using Reciprocal Teaching in the Classroom: A guide for teachers. Personal Communication.
Palincsar, A.S., Brown, A.L., & Campione, J.C. (1994). Models and practices of dynamic assessment. In G.P. Wallach & K.G. Butler (Eds.), Language learning disabilities in school-age children (pp. 1320–1440). NY: Merrill.
Paul, R. (2001). Language disorders from infancy through adolescence: Assessment and intervention. St. Louis: Mosby.
Pearson, P. & Duke, N. (2002). Comprehension instruction in the primary grades. In C. Collins-Block & M. Pressley (Eds.) Comprehension instruction: Research-based best practices, 247–58. NY: Guilford.
Piccolo, J. (1987). Expository text structure: Teaching and learning strategies. The Reading Teacher, 40, 38–47.
Polkinghorne, D. (1988). Narrative knowing and the human sciences. Albany, NY: State University of New York Press.
Pressley, M., Brown, R., El-Dinary, P., & Afflerbach, P. (1995). The comprehension instruction that students need: Instruction fostering constructively responsive reading. Learning Disabilities Research and Practice, 10, 215–224.
Rand Reading Study Group (2001). Reading for understanding: Toward a R&D program in reading comprehension. Santa Monica, CA: Rand. Prepared for U.S. Office of Education.
Raphael, T.E., Kirschner, B.W., & Englert, C.S. (1988). Expository writing program: Making connections between reading and writing. The Reading Teacher, 41, 790–795.
Research Points (Winter 2004). English Language Learners: Boosting academic achievement. Washington, DC: American Educational Research Association.
Rhodes, L. & Dudley-Marling, C. (1997). Readers and writers with a difference: A holistic approach to teaching learning disabled and remedial students. Portsmouth, NH: Heinemann.
Robinson, D., & Kewra, K. (1995). Visual argument: Graphic organizers are superior to outlines in improving learning from text. Journal of Educational Psychology, 87, 422–467.
Rosenshine, B. & Meister, C. (1994). Reciprocal Teaching: A review of the research. Review of Educational Research, 64, 479–530.
Roth, F.P.,& Spekman, N.J. (1986). Narrative discourse: Spontaneously generated stories of learning disabled and normally achieving students. Journal of Speech and Hearing Disorders, 51, 8–23.
Scanlon, D., Deshler, D., & Schumaker, J. (1996). Can a strategy be taught and learned in secondary inclusive classrooms? Learning Disabilities Research & Practice, 11, 41–57.
Schank, R. (1990). Tell me a story: A new look at real and artificial memory. NY: Macmillan.
Schneider, P. & Watkins, R. (1996). Applying Vygotskian developmental theory to language intervention. Language Speech and Hearing Services in Schools, 27, 157–170.
Scott, C.M. (1989). Problem writers: Nature, assessment, and intervention. In A.G.Kamhi & H.W.Catts (Eds.), Reading disability: A developmental language perspective (pp.159–198). Austin,TX: Pro-Ed.
Sebranek, P., Meyer, V., & Kemper, D. (1996). Writers INC: A student handbook for writing and learning. NY: Heath and Company.
Silliman, E., Diehl, S., Aurillo, M., Wilkinson, L., & Hammargren, K. (1995). Getting the point: A narrative journey into the Athabaskan culture. Topics in Language Disorders, 15, 30–53.
Simon, C.S., & Myrold-Gunyuz, P. (1990). Into the classroom: The speech-language pathologist in the collaborative role. Tucson, AZ: Communication Skill Builders.
Smolkin, L. & Donovan, C. (2002). “Oh excellent, excellent question!” Developmental differences and comprehension acquisition. In C. Collins-Block and M. Pressley (Eds.) Comprehension instruction: Research-based best practices. NY: Guilford.
Snyder, L. & Lindstedt, D. (1995). Children’s courtroom narratives: Competence, credibility, and the communicative contract. Topics in Language Disorders, 15, 16–29.
Snyder, L. & Downey, D. (1997). Oral language deficits and reading. Topics in Language Disorders, 17, 27–40.
Stein, N., & Glenn, C. (1979). An analysis of story comprehension in elementary school children. In R. Freedle (Ed.). New directions in discourse processing (pp. 53-120). Norwood, NJ: Ablex.
Stevens, L. & Bliss, L. (1995). Conflict resolution abilities of children with specific language impairment and children with normal language. Journal of Speech and Hearing Research, 38, 599-611.
Tompkins, G. (2004). Teaching writing: Balancing process and product. NJ: Pearson Education.
Tompkins, G. (1994). Teaching writing: Balancing process and product (2nd ed.). New York: Merrill.
Trabasso, T. (1994). The power of the narrative. In F. Lehr & J. Osborn, Reading, language and literacy: Instruction for the twenty-first century (pp.187–200). Hillsdale, NJ: Erlbaum.
Trelease, J. (1989). The read aloud handbook (rev. ed.). New York: Penguin.
Tunnell, M. & Ammon R. (1993). The story of ourselves: Teaching history through children’s literature. Portsmouth, NH: Heinemann.
Voeller,K., (1994). Techniques for measuring social competence in children. In R. Lyon (Ed.) Frames of reference for the assessment of learning disabilities: New views on measurement issues (pp.523–570). Baltimore: Brooks.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wasserstein, (2000–2001). Putting readers in the driver’s seat. Educational Leadership. Association for Supervision and Curriculum Development, 58(4).
Wellman, H. (1990). The child’s theory of mind. Cambridge, MA. MIT Press.
Westby, C. (1998). Communicative refinement in school age and adolescence. In W. Hayes and B. Shulman (Eds.) Communication development: foundations, processes, and clinical applications. Baltimore: Williams and Wilkins.
Westby, C. (1989). Assessing and remediating text comprehension problems. In A.G.Kamhi & H.W. Catts (Eds.). Reading disabilities: A developmental language perspective (pp. 199–259). Boston: College-Hill Press.
Wiig, E. & Wilson, C. (1997). Visual tools for developing language and communication: Content, use, interaction. Arlington, TX: Schema Press.
Winograd, P. (1984). Strategic difficulties in summarizing texts. Reading Research Quarterly, 19, 404-425.
Wood, K. & Muth, K.D. (1991). The case for improved instruction in the middle grades. Journal of Reading, 35, 84–89.
Wycoff, K. (1991). Mindmapping. New York: Berkley Book.
Yopp, R. & Yopp, H. (2004). Preview-Predict-Confirm: Thinking about the language and content of informational text. The Reading Teacher (58).