Web Readings Organized by Chapter of …...5 Ridley, M. (1999). Genome. The autobiography of a species in 23 chapters. New York. Perennial/Harper Collins. Science, vol. 330, October

1

Web Readings Organized by Chapter of Interdisciplinary Frameworks for Schools

2

Chapter 1 Introduction to Interdisciplinary Frameworks

Evolutionary Education

Geary, D. C. (2007). Educating the evolved mind: Conceptual foundations for an evolutionary

educational psychology. In J. S. Carlson & J. R. Levin (Eds.), Educating the evolved

mind (pp. 1-99, Vol. 2, Psychological perspectives on contemporary educational issues).

Greenwich, CT: Information Age.

Geary, D. C. (2008). An evolutionarily informed education science. Educational Psychologist,

43, 279-295.

Geary, D. C. (2009). The Why of learning. Educational Psychologist, 44, 198-201.

Geary, D. C. (2011, September). The evolved mind in the modern classroom. Scientific

American Mind, 22, 44-49.

Geary, D. C. (2012). The evolved mind and scientific discovery. In J. Shrager & S. M. Carver

(Eds.), From child to scientist: Mechanisms of learning and development (pp. 87-115).

Washington, DC: American Psychological Association.

Geary, D. C. (2012). Evolutionary educational psychology. In K. R. Harris, S. Graham, & T.

Urdan, (Editors-in-chief), Educational psychology handbook: Vol. 1. Theories,

constructs, and critical issues (pp. 595-620). Washington, DC: American Psychological

Association.

Geary, D. C. (2012). Application of evolutionary psychology to academic learning. In C. Roberts

(Ed.), Applied evolutionary psychology (pp. 78-92). Cambridge, UK: Oxford University

Press.

Lessons from Finland

3

Sahlberg, P. (2011). Finnish lessons. What can the world learn from educational change in

Finland? New York: Teachers’ College Press.

Alternative to Teaching the Test

Dr. Seuss, with some help from Jack Prelutsky and Lane Smith. (1998). Hooray for Diffendoofer

Day! New York: Alfred A. Knopf.

Pre-service Training in Basic Science Foundations

Flexner, A. (1910). Medical education in the United States and Canada. A report to the

Carnegie Foundation for the Advancement of Teaching. New York: Carnegie Foundation

for the Advancement of Thinking.

Basic Science Foundations in Educational Psychology of Learning and Instruction

Clark, R. & Mayer, R. E. (2008). E-learning and the science of instruction (2nd ed). San

Francisco: Jossey-Bass.

Mayer, R. E. (2008). Learning and instruction (2nd Ed.). Boston: Pearson.

Mayer, R. E. (2009). Multimedia learning (2nd ed). New York: Cambridge University Press.

Mayer, R. E., & Alexander, P. A. (Eds.). (2011). Handbook of research on learning and

instruction. New York: Routledge.

Mayer, R. E. (2011). Applying the science of learning. Boston: Pearson.

Worrell, F. C., Casad, B. J., Daniel, D. B., McDaniel, M., Messer, W. S., Miller, H. L., Jr.,

Prohaska, V., & Zlokovich, M. S. (2010). Promising principles for translating

psychological science into teaching and learning. In D. F. Halpern (Ed.), Undergraduate

education in psychology: A blueprint for the future of the discipline (pp. 129-144).


Basic Science Foundations in Developmental Science

4

Bornstein, M., & Lamb, M. (2010). Developmental Science. An Advanced Textbook, 6th Edition.

New York: Psychology Press.

Hirsch-Pasek, K., & Golinkoff, R. (2003). Einstein never used flash cards. How our children

really learn—and why they need to play more…Rodale Press

Basic Science Foundations in Linguistics

Admajian, A., Demers, R., Farmer, A., & Harnish, R. (2010). Linguistics: An introduction to

language and communication, 6th Edition. Cambridge, MA: MIT Press.

Berko Gleason, J., & Bernstein Ratner, N. (2008). Development of language, 7th Edition. New

York: Allyn & Bacon.

Moats, L. C. (2000). Speech to print: Language essentials for teachers. Baltimore: Brookes

Publishing.

Stahl, S., & Nagy, W. (2005).Teaching word meaning. Lawrence Erlbaum; Mahwah, NJ.

Venezky, R. L. (1999). The American way of spelling: The structure of origins of American

English orthography. New York: Guilford Press.

Basic Science Foundations in Genetics

Cassiday, L. (2009, Sept 14). Mapping the epigenome. New tools chart CHEMICAL

MODIFICATIONS of DNA and its packaging proteins.WWW.CEN-ONLINE.ORG

Collins, F. (2010). The language of life. DNA and the revolution in personalized medicine. New

York: Harper Collins.

Kandel ER, Schwartz, J., Jessell, T. (2012). Principles of Neural Science, 5th Edition. New York:

McGraw-Hill. Chapter 3 Genes and Behavior

Kolb, B., & Whishaw, I. (2009). Fundamentals of Neuropsychology, 6th Ed. Chapter 4 Figures 4,

5, 4.6, and 4.7 pages 88-89. New York: Worth Publishers.

5

Ridley, M. (1999). Genome. The autobiography of a species in 23 chapters. New York.

Perennial/Harper Collins.

Science, vol. 330, October 29, 2010, Special issue on Epigenetics. www.sciencemag.org

Basic Science Foundations in Neuroscience

Berninger, V., & Richards, T. (2002). Brain literacy for educators and psychologists. New York:

Academic Press/Elsevier.

Blakemore, S.-J., & Frith, U. (2005). The learning brain. Lessons for education. Blackwell

Publishing.

Carter, R., Aldridge, S., Page, M., & Parker, S. (2009). The human brain book. An illustrated

guide to the structure, function, and disorders. Comes with CD. London: DK Publishing

Dorsley Kinders.

Gazzaniga, M., & Ivry, R. (2008). Cognitive neuroscience, 3rd Ed. New York:Norton, W. W. &

Company, Inc

Kandel ER, Schwartz, J., Jessell, T. (2012). Principles of Neural Science, 5th Edition. New York:

McGraw-Hill.

Posner, M. & Rothbart, M. (2007). Educating the human brain. Washington DC: American

Psychological Association.

http://www.sciencemag.org/

6

Chapter 2

Using the Interdisciplinary Frameworks

(also see Readings for Chapter 6)

Bridging General and Special Education

Denton, C.A., Fletcher, J. M., Simos, P.C., Papanicolaou, A.C. & Anthony, J.L. (2007). An

implementation of a tiered intervention model: Reading outcomes and neural correlates.

In D. Haager, J., Klingner, & S. Vaughn (Eds.). Evidence-based reading practices for

response to intervention (pp. 107-137). Baltimore, MD: Brookes.

Fletcher, J.M., Denton, C.A., Fuchs, L., & Vaughn, S.R. (2005). Multi-tiered reading instruction:

Linking general education and special education (pp. 21-43). Research-Based Education

and Intervention: What We Need to Know. Baltimore: International Dyslexia Association.

Branching Diagnosis for Linking Assessment-Instruction

Berninger, V., Dunn, A., & Alper, T. (2004). Integrated models for branching assessment,

instructional assessment, and profile assessment. In A. Prifitera, D. Saklofske, L. Weiss,

& E. Rolfhus (Eds.), WISC-IV Clinical use and interpretation (pp. 151-185). San Diego,

CA: Academic Press.

Teacher-Psychologist Partnerships

Berninger, V., Dunn, A., Lin, S., & Shimada, S. (2004). School evolution: Scientist-practitioner

educators creating optimal learning environments for ALL students. Journal of Learning

Disabilities, 37, 500-508.

Home-School Relationships

Berninger, V., Fayol, M., & Alston-Abel, N. (2011) Academic interventions: What school

psychologists need to know for their assessment and problem-solving consultation roles.

7

In M. A. Bray, & T. J. Kehle (Eds.) The Oxford Handbook of School Psychology (pp.

1422-1622) in the Oxford Library of Psychology (Editor in Chief, Peter E. Nathan). New

York: Oxford University Press.

Knoche, L., Givens, J. E., & Sheridan, S. M. (2007). Risk and protective factors for children of

adolescents: Maternal depression and parental sense of competence. Journal of Child and

Family Studies, 16, 684-695.

Nicole Alston-Abel (May 29, 2009) Longitudinal trends in relationships among home literacy

practices, Children’s self- regulation, and literacy achievement outcomes. Unpublished

dissertation. University of Washington.

Persampieri, M., Gortmaker, V., Daly, E. J., Sheridan, S. M., & McCurdy, M. (2006). Promoting

parent use of empirically supported reading interventions: Two experimental

investigations of child outcomes. Behavioral Interventions, 21, 31-57.

Sheridan, S. M. (2009). Commentary: Homework interventions for children with attention and

learning problems: Where is the "home" in "homework?" School Psychology Review, 38,

334-338.

Evidence-Based School Psychology-Teacher-Administration Partnerships

Dunn, A., & Miller, D. (2009). Who can speak for the children? Innovations in implementing

research-based practices in school settings. In S. Rosenfield & V. Berninger (Eds.),

Implementing evidence-based academic interventions in school settings (pp 385- 414).

New York: Oxford University Press.

Evidence-Based Problem Solving Consultation and Collaboration

8

Doll, B., & Haack, M. K. (2005). Population-based strategies for identifying schoolwide

problems. In R. Brown-Chidsey (Ed.), Assessment for intervention: A problem-solving

approach (pp. 82-102). New York: Guilford Press.

Doll, B., Haack, M. K., Kosse, S., Osterloh, M., Siemers, E., & Pray, B. (2005). The dilemma of

pragmatics: Why schools don't use quality team consultation practices. Journal of

Educational and Psychological Consultation, 16,127-155.

Garbacz, S. A., Woods, K. E., Swanger-Gagne, M. S., Taylor, A. M., Black, K. A., & Sheridan,

S. M. (2008). Conjoint behavioral consultation: The effectiveness of a partnership-

centered approach. School Psychology Quarterly, 23, 313-326.

Hamre, B. K., & Pianta, R. (2010). Classroom environments and developmental processes:

Conceptualization, measurement, & improvement. In J. L. Meece, & J. S. Eccles (Eds.),

Handbook of research on schools, schooling and human development (pp. 25-41). New

York: Routledge.

Pianta, R. C., & Hamre, B. K. (2009). Measurement and improvement of teacher-child

interactions: Implications for policy and accountability frameworks of standardized

observation. In G. Sykes, B. Schneider, D. N. Plank & T. G. Ford (Eds.), Handbook of

education policy research (pp. 652-660). New York: Routledge.

Pianta, R. C. (2009). School psychology and developmental psychology: Moving from programs

to processes. In T. B. Gutkin, & C. R. Reynolds (Eds.), The handbook of school

psychology (4th ed., pp. 107-123). New York: John Wiley & Sons, Inc.

Sheridan, S. M., Clarke, B. L., Knoche, L. L., & Edwards, C. P. (2006). The effects of conjoint

behavioral consultation in early childhood settings. Early Education and Development,

17, 593-618.

9

Sheridan, S. M., Eagle, J. W., & Doll, B. (2006). An examination of the efficacy of conjoint

behavioral consultation with diverse clients. School Psychology Quarterly, 21, 396-417.

Sheridan, S. M., Warnes, E. D., Woods, K. E. , Blevins, C. A., Magee, K. L., & Ellis, C. (2009).

An exploratory evaluation of conjoint behavioral consultation to promote collaboration

among family, school, and pediatric systems: A role for pediatric school psychologists.

Journal of Educational and Psychological Consultation, 19, 106-129.

Swanger-Gagne, M., Garbacz, S. A., & Sheridan, S. M. (2009). Intervention implementation

integrity within conjoint behavioral consultation: Strategies for working with families.

School Mental Health, 1, 131-142.

Toth, S. L., Pianta, R. C., & Erickson, M. F. (2011). From research to practice: Developmental

contributions to the field of prevention science. In D. Cicchetti, & G. I. Roisman (Eds.),

Minnesota symposia on child psychology, volume 36: The origins and organization of

adaptation and maladaptation (pp. 323-378). Hoboken: John Wiley & Sons Ltd.

Developmental Pediatrician’s Comprehensive, Cross-Disciplinary Model

Adirim, T., Cheng, T.L. (2003). Common sports injuries in children and adolescents. Sports

Medicine, 33, 75-81. PMID 12477379.

Akinbami, L., Cheng, T. L., Balbus Kornfeld, D. (2001). Review of the effectiveness of teen-tot

programs: Comprehensive care for young parents and their children. Adolescence, 36,

381-93. PMID.

Bair-Merrit, M., Jennings, J.J., Eaker, K., Tuman, J. L., Park, S.M., & Cheng, T. L. (2008).

Screening for domestic violence and childhood exposure in families seeking care at an

urban pediatric clinic. Journal of Pediatrics, 152, 734-6. PMID 18410785.

10

Beers, L.S., & Cheng, T. L. (2006). When a teen has a tot: A model of care for the adolescent

parents and her child. Contemporary Pediatrics.

Cheng, T.L. (2010). Academic Pediatric Association (APA) Presidential Address: The Wisdom,

the Will, and the Wallet: Leadership on behalf of kids and families. Academic Pediatrics,

10, 81-6. PMID 20206904.

Cheng, T.L., Brenner, R. A., Pearson-Fields, C., & Wright, J.L. (2006). The Spectrum of

intoxicaton and poisonings among adolescents: Surveillance in an urban population.

Injury Prevention, 2, 129-32.

Cheng, T. L., Brenner, R., Wright, J.L., Sachs, H.C., Moyer, P., & Rao, M. (2003). Community

norms on toy guns play. Pediatrics, 111, 394-401.

Cheng, T.L., Brenner, R., Wright, J.L., Sachs, H.C., Moyer, P., & Rao, M. (2004). Children’s

violent television viewing: Are parents monitoring? Pediatrics, 114, 94-99. PMID

15231913.

Cheng, T.L., & the DC Baltimore Research Center on Child Health Disparities Writing Group

(2009). Starting Early: A life-course perspective on child health disparities: Research

recommendations. Pediatrics, 124, S257-261. PMID 19861478.

Cheng, T. L., Fields, C. B., Brenner, R. A., Wright, J. L., Lomax, T., Scheidt, P.C. (2000). Sports

injuries: An important cause of morbidity in urban youth. Pediatrics, 105, PMID

10699134.

Cheng, T. L., & Klein, J.D. (1995). The adolescent viewpoint: Implications for access and

prevention. Journal of the American Medical Association, 273, 1957-58.

Cheng, T. L., Lowe, R. (1993). Taking aim at firearm injuries. American Journal of Emergency

Medicine, 11, 183-186.

11

Crocetti, M., Ghazarian, S.R., Myles, Ogbuoji O., Fairbrother, G., & Cheng, T.L. (in press).

Characteristics of children eligible for public health insurance but not enrolled: Data from

the 2007 National Survey of Children’s Health. Pediatrics.

Horn, I.B., Brenner, R., Rao, M., & Cheng, T. L. (2006). Beliefs about the initiation of toilet

training: Are there racial differences? Journal of Pediatrics, 149, 165-8.

Horn, I.B., Joseph, J.G., Cheng, T. L. (2004). Nonabusive physical punishment and child

behavior among African American children: A systematic review. Journal of National

Medical Association, 96, 1162-8. PMID 15481744.

Johnson, S B., Frattaroli, S., Wright, J.L., Fields, C. B., Ricardo, I., & Cheng, T. L. (2004).

Urban youth’s perspectives on violence and the necessity of fighting. Injury Prevention,

10, 287. PMID 15470008.

Johnson, S.B., Frattaroli, S., Campbell, J., Wright, J.L., Pearson-Fields, C., & Cheng, T. L.

(2005). “I know what love means.” Gender-based violence in the lives of urban

adolescents. Journal of Women’s Health, 14, 172-9.

Jones, V., Haynie, D., Simons-Morton, B., Bradshaw, C., & Cheng, T. L. (2009). A glimpse into

urban middle schools on probation for persistently dangerous status: Identifying

malleable predictors of fighting. Journal of School Violence, 8, 284-3000. PMID

20300444.

Lindstrom Johnson, S., Finigan, N., Bradshaw, C., Haynie, D., & Cheng, T. L. (2011).

Examining the link between neighborhood context and parental messages to their

adolescent children about violence. Journal of Adolescent Health, 49, 58-63. Epub 2011

March 12, PMID 21700158

12

McFarlane, E., Dodge, R.A.B., Burrel, L., Crowne, S., Cheng, T.L., & Duggan, A.K. (2010). The

importance of early parenting in at-risk families and children’s social-emotional

adaptation to school. Academic Pediatrics, 10, 330-37. PMID 20816655.

Moon, R.Y., Cheng, T. L., Patel, K. M., Baumhaft, K., Scheidt, P.C. (1998). Parental literacy

level and understanding of medical information. Pediatrics, 102: e25.

Murray, K., Howard, D., Haynie, D., Simons-Morton, B., & Cheng, T. L. (2010). Perceptions of

parenting practices as predictors of aggression in a low-income, urban, predominately

African-American middle school sample. Journal of School Violence, 9, 174-193.

Olaniyan, O., does Reis, S., Garriett, V., Mychailyszyn, M.P. (2007). Community perspectives of

childhood behavioral problems and ADHD among African-American parents.

Ambulatory Pediatrics, 7, 226-31. PMID 17512883.

Palfrey, J.S., Cheng, T.L., & Schuster, M.A. (2011). A history of the Academic Pediatric

Association’s Public Policy and Advocacy Initiatives. Academic Pediatrics, 11, 205-10.

PMID: 21570004

Riggs, S., Cheng, T. (1988). Adolescents’ willingness to use a school-based clinic in view of

expressed health concerns. Journal of Adolescence Health Care, 9. 208-13.

Sanders, R.A., Kuo, D., Levey, E., & Cheng, T. L. (2009). Transitioning adolescents to adult

care and adulthood: Is it time yet? Part II. Contemporary Pediatrics, 26, 46-55.

Solomon, B.S., Bradshaw, C. P., Wright, J., & Cheng, T. L. (2008). Youth and parental attitudes

toward fighting. Journal of Interpersonal Violence, 23, 544-60. Epub Feb. 14. PMID

18276845.

13

Steketee, R.W., Reid, S., Cheng, T., Stoebig, J.S., Harrington, R. G., & Davis, J.P. (1989).

Recurrent outbreaks of Giardiasis in a child day care center, Wisconsin. American

Journal of Public Health, 79, 485-90.

Wright, J.L., Cheng, T. L. (1998). Successful approaches to community violence intervention

and prevention. Pediatric Clinics of North America, 45, 459-67.

Prevention of Mental Health Problems

Cummings, J., & Doll, B. (2008).Getting from here to there. In B. Doll & J. Cummings (Eds.),

Transforming school mental health services: Population-based approaches to promoting

the competency and wellness of children (pp. 307-334).Thousand Oaks, CA: Corwin

Press in cooperation with the National Association of School Psychologists.

Doll, B. (in press). Population based approaches to children’s mental health. In S. Wood (Ed.),

Encyclopedia of public health. Oxford, UK: Elsevier.

Doll, B., & Cummings, J. (2008). Why population-based services are essential for school mental

health and how to make them happen in your school. In B. Doll & J. Cummings (Eds.),

Transforming school mental health services: Population-based approaches to promoting

the competency and wellness of children (pp. 1-20). Thousand Oaks, CA: Corwin Press in

cooperation with the National Association of School Psychologists.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The

impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐

based universal interventions. Child Development, 82(1), 405-432.

Lewis, T., Jones, S., Horner, R. H., & Sugai, G. (2010). School-wide positive behavior support

and students with emotional/behavioral disorders: Implications for prevention,

identification and intervention. Exceptionality, 18(2), 82-93.

14

Pianta, R. C. (in press). Schools, schooling, and developmental psychopathology. In D. Cicchetti

(Ed.), Developmental Psychopathology (3rd ed.). Hoboken: John Wiley & Sons Ltd.

Power, T. J., & Blom-Hoffman, J. The school as a venue for managing and preventing health

problems: Opportunities and challenges. Handbook of pediatric psychology in school

settings. Mahwah, NJ: Lawrence Erlbaum Publishers; 2004:37-48.

Grade Retention Research and Policy

NASP grade retention statement

www.nasponline.org/communications/spawareness/Grade%20Retention.pdf

School Crisis Prevention and Intervention and Safety Issues

Brock, S., & Jimerson, S. (2012). Best Practices in School Crisis Prevention and Intervention.

Bethesda, MD: National Association of School Psychology.

Doll, B., & Hess, R. (2004.) Interventions for children who drop out of school. In L. A. Rapp-

Paglicci, C. N. Dulmus, & J. S. Wodarski (Eds.), Handbook of prevention interventions

for children and adolescents (pp. 359-380). Hoboken, NJ: John Wiley & Sons.

Jimerson, S. R., & Furlong, M. J. (Eds) (2006). Handbook of School Violence and School Safety:

From Research to Practice. Mahwah, New Jersey. Lawrence Erlbaum Associates, Inc.

Jimerson, S. R., Nickerson, A. B., Mayer, M. J., & Furlong, M. J. (Eds) (2012). Handbook of

School Violence and School Safety: International Research and Practice (2nd Edition).

New York: Taylor and Francis.

Miller, D. & Brock, S. E. (2010). Identifying, Assessing, and Treating Self-Injury at School. In S.

Jimerson, & S. Brock (Eds.), The Developmental Psychopathology at School book series.

New York: Springer Science.

Rudisch, G.A., Palfrey, J.S. (1977). Skateboard safety. Pediatrics, 59, 953. View in Pub Med.

http://www.nasponline.org/communications/spawareness/Grade%2520Retention.pdf

15

Conceptual Framework for Individuals Interacting with Social Systems

Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and

Design. Cambridge, MA: Harvard University Press.

This seminal volume covers five environmental systems with which an individual interacts: the

microsystem (with includes the individual’s biological systems and family, school, peers,

neighborhood), mesosystem (relationships between microsystems and connections to

immediate social contexts in microsystem), exosystem (links between immediate social

contexts and non-immediate social contexts, macrosystem (cultural contexts), and

chronosystem (patterning of environmental events and transitions over one’s life course).

Research Design

Butler, D. (2004). Frames of inquiry in educational psychology: Beyond the quantitative-

qualitative divide. In P.A. Alexander, & P. Winne (Eds.), Handbook of Educational

Psychology (pp. 903-927). Washington, DC: APA (Division 15).

Fayol, M., Alamargot, D., & Berninger, V. (Eds.) (2012). Translation of thought to written text

while composing: Advancing theory, knowledge, methods, and applications. New York:

Psychology Press/Taylor Francis Group. Chapters 1, 3, 4, and 5

Gay, L.R., Mills, G., & Airasian, P. (2012) 10th Edition. Educational Research: Competencies

for Analysis and Applications. New York: Pearson.

Shadish, W., Cook, T., & Campbell, D. (2002). Experimental and quasi-experimental designs

for generalized causal inference. Boston: Houghton Mifflin Company. ISBN:0-395-

61556-9

Transformation Science: Translating Instructional Research into Teaching Practice

16

Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction (3rd ed). San

Francisco: Pfeiffer.

Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005).

Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South

Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation

Research Network (FMHI Publication #231).

Forman, S., Shapiro, E., Codding, S., Gonzales, J., Reddy, L.A. Rosenfield, S., Sanetti, L.

Stoiber, K. (in press). Implementation Science and School Psychology. The APA

Division 16 Working Group on Translating Science to Practice. School Psychology

Quarterly.

IES of Department of Education. (2003). Identifying and implementing educational practices

supported by rigorous evidence: A user friendly guide. Washington, DC: Coalition for

Evidence-Based Policy.

Mayer, R. E. (2008). Learning and instruction (2nd Ed.). Upper Saddle River, NJ: Pearson.


Mayer, R. E. (2010). Applying the science of learning. Upper Saddle River, NJ: Pearson.

Stanovich, P.J., & Stanovich, K.E. (2003). Using research and reason in education: How

teachers can use scientifically based research to make curricular and instructional

decisions. National Institute for Literacy.

Evaluating Evidence for Individuals’ Response to Instruction and Behavioral Interventions

Horner, R., Sugai, G., & Anderson, C. (2010). Examining the evidence base for school-wide

positive behavior support. Focus on Exceptional Children, 42, 1-16.

17

Horner, R., Swaminathan, H., Sugai, G., & Smolkowski, K. (in press). Expanding analysis and

use of single-case research. Institute on Education Sciences.

Kratochwill, T., Hitchcock, J., Horner, R., Levin, J., Odom, S., Rindskopf, & Shadish, W.

(originally published 2009). Single-case intervention research design standards. Findings

of the National Singe-Case Design Panel andbBased on the What Works Clearinghouse’s

Single-case designs technical documentation produced by the current authors and

available at http://ies.ed.gov/ncee/wwc/pdf/wwc_scd.pdf.

Read, N., & Lampron, S. (2012). A spotlight on positive behavioral interventions and supports

(PBIS). National Evaluation and Technical Assistance Center for the Education of

Children and Youth Who Are Neglected, Delinquent, or At Risk (NDTCA) Washington

DC.

White, O. (2009). A focus on the individual: Single-subject evaluations of response to

instruction. In S. Rosenfield, & V. Berninger (Eds.), Implementing evidence-based

academic interventions in school settings (pp. 531-558). New York: Oxford University

Press.

Common Core Standards and World of Work

Rothman, R. (2012). A Common core of readiness. Educational Leadership, 69(7) , 10-15.

Interdisciplinary Conceptual Frameworks

Luria, A. R. (1973). The Working Brain. New York: Basic Books

Minsky, M. (1986). Society of Mind. New York: Simon and Schuster.

Piaget, J., & Inhelder, B. (1969). The psychology of the child, 2nd Edition. New York: Basic

Books.

http://ies.ed.gov/ncee/wwc/pdf/wwc_scd.pdf

18

Vygotsky, L. (Author) Steinver, V., Cole, M., Schribner, S. (Eds). (1980). Mind in Society:

Development of higher psychological processes. Boston: Harvard University Press.

Problem Solving Consultation Teams: Implementing and Evaluating Effectiveness

Denton, C.A, Hasbrouck, J.H., & Sekaquaptewa, S. (2003). The consulting teacher:

A case study in Responsive Systems Consultation. Journal of Educational and

Psychological Consultation, 14, 41-73.

Denton, C.A., Vaughn, S., & Fletcher, J.M (2003). Bringing research-based practice

to scale. Learning Disabilities Research and Practice, 18, 201-211.

Rosenfield, S., & Gravois, T. (1996). Instructional consultation teams. Collaborating for

change. New York: Guilford Press.

Todd, A., Horner, R., Berry, D., Sanders, C., Bugni, M., Currier, A. et al. (2012). A case study of

team-initiated problem solving addressing student behavior in one elementary school.

Journal of Special Education Leadership, 25, 81-89.

Crisis Prevention and Intervention Teams

Brock, S., & Jimerson, S. (2012). Best Practices in School Crisis Prevention and Intervention.

Bethesda, MD: National Association of School Psychology.

Peer Assisted Learning

Doll, B., & Haack, M. K. (2007). Peer assisted learning. In A. M. Bursztyn (Ed.), The Praeger

handbook of special education (pp. 103-104). Westport, CN: Praeger Publishers.

19

Chapter 3

High Stakes Tests

Waber, D.P, Gerber, E.B., Turcios, V.Y., Wagner, E.R., & Forbes, P.W. (2006). Executive

functions and performance on high-stakes testing in children from urban schools.

Developmental Neuropsychology, 29,459-477.

Comprehensive Assessment

Sattler, J. (2014). Foundations of behavioral, social, and clinical assessment of children, Sixth

Edition and its resource guide (ISBN: 978-0-9702671-2-2). Publisher J. Sattler.

Test Construction Process

Reynolds, C., & Livingstone, R. (2012). Mastering modern psychological resting: Theory and

methods. Boston, MA: Pearson Education, 2012.

Disabilities Related to Accuracy and Rate and to Rate Only

Lovett, M. (1987). A developmental approach to reading disability: Accuracy and speed criteria

of normal and deficient reading skill. Child Development, 58. 234-260.

Differences among Rate, Automaticity, and Fluency

Berninger, V., Abbott, R., Trivedi, P., Olson, E., Gould, L., Hiramatsu, S., Holsinger, M.,

McShane, M., Murphy, H., Norton, J., Scuilli Boyd, A., & York Westhaggen, S. (2010).

Applying the multiple dimensions of reading fluency to assessment and instruction.

Journal of Psychoeducational Assessment, 28, 3-18

Katzir, T., Kim, Y.–S., Wolf, M., O’Brien, B., Kennedy, B., Lovett, M., & Morris, R. (2006).

Reading Fluency: The Whole Is More than the Parts. Annals of Dyslexia, 56, 51-82.

20

Katzir, T., Kim, Y.–S., Wolf, M., Morris, R., & Lovett, M. (2008). The varieties of pathways to

dysfluent reading: Comparing subtypes of children with dyslexia at letter, word and

connected–text Reading. Journal of Learning Disabilities, 41, 47-66.

Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of

Reading, 5, 211–239.

Curriculum-Based Measures (CBM) or Curriculum-Based Assessment (CBA)

Peverly, S. (2009). Beyond the monitoring of students’ progress in classrooms: The assessments

of students, curricula, and teachers (pp. 575-600). In S. Rosenfield, & V. Berninger

(Eds.), Implementing evidence-based academic interventions in school settings. New


Peverly, S., & Kitzen, K. (1998). Curriculum-based reading assessments: Considerations and

caveats for school psychologists. Psychology in the Schools, 35, 29-47.

National Panel of Single-Subject Design in 2009

Kratochwill, T., Hitchcock, J., Horner, R., Levin, J., Odom, S., Rindskopf, & Shadish, W.

(originally published 2009). Single-case intervention research design standards. Findings

of the National Singe-Case Design Panel andbBased on the What Works Clearinghouse’s

Single-case designs technical documentation produced by the current authors and

available at http://ies.ed.gov/ncee/wwc/pdf/wwc_scd.pdf.

Kratochwill, T. R., Hitchcock, J., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., &

Shadish, W. R. (2010). Single case designs technical documentation. Retrieved from

What Works Clearinghouse website: http://ies.ed.gov/ncee/wwc/pdf/wwc_scd.pdf.

Applied Behavioral Analysis

http://ies/

21

Horner, R., & Anderson, C. (in press). Applied behavior analysis. In Psychology of Classroom

Learning: An Encyclopedia. London: Thomson.

Horner, R. H., & Anderson, C. M. (in press). Applied behavior analysis. In E. Anderman (Ed.),

Psychology of Classroom Learning: An Encyclopedia. Detroit, MI: Macmillan.

Horner, R., & Spaulding, S. (in press). Rewards. Psychology of Classroom Learning: An

Encyclopedia. London: Thomson.

Cross-Battery Assessment

Flanagan, D. P., Ortiz, S., & Alfonso, V. C. (2007). Essentials of cross-battery assessment (2nd

ed.) New York: John Wiley & Sons.

Phelps, L., McGrew, K., Kopnik, S, & Ford, L (2005). The General (g), Broad and Narrow CHC

Stratum Characteristics of the WJ III and WISC-III Tests: A Confirmatory Cross-Battery

Investigation. School Psychology Quarterly. 20(1), 66-88.

Evaluating Change from Baseline at Beginning of School Year to End of School Year

White, O. (2009). A focus on the individual: Single-subject evaluations of response to

instruction. In S. Rosenfield, & V. Berninger (Eds.), Implementing evidence-based

academic interventions in school settings (pp. 531-558). New York: Oxford University

Press.

Curriculum Committees

Beck, I. L. & McKeown, M. G. (1987). Getting the most from basal reading selections.

Elementary School Journal, 87, 343-356.

Beck, I. L. & McKeown, M. G. (1991). Substantive and methodological considerations for

productive textbook analysis. In J. P. Shaver (Ed.), Handbook of research on social

studies teaching and learning (pp. 496-512). New York, NY: Macmillan.

22

Grouping for Differentiated Instruction including Walk-Abouts

Slavin, R. (1987, Autumn). Ability grouping and student achievement in elementary schools: A

best-evidence synthesis. Review of Educational Research, 57, 293-336.

Support for Teachers

Pianta, R. C., Belsky, J., Houts, R., & Morrison, F. (2007). Teaching. Opportunities to learn in

America's elementary classrooms. Science (New York, N.Y.), 315(5820), 1795-1796.

Pianta, R. C., & Hamre, B. K. (2009). A lot of students and their teachers need support: Using a

common framework to observe teacher practices might help. Educational Researcher,

38(7), 546-548. doi:10.3102/0013189X09348786

Classrooms Systems

Doll, B., Kurien, S., LeClair, C., Spies, R., Champion, A., & Osborn, A. (in press.) The

ClassMaps Survey: A framework for promoting positive classroom environments. In R.

Gilman, S. Huebner, & M. Furlong (Eds.),Handbook of positive psychology in the

schools. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Doll, B., LeClair, C., & Kurien, S. (in press). Effective classrooms: Classroom learning

environments that foster school success. In T. Gutkin & C. Reynolds (Eds.), The

handbook of school psychology. Hoboken, NJ: John Wiley & Sons, Inc.

Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F. J. (2008). Classroom effects

on children's achievement trajectories in elementary school. American Educational

Research Journal, 45(2), 365-397. doi:10.3102/0002831207308230

Professional Development

23

McKeown, M. G., & Beck, I. L. (2004). Transforming knowledge into professional development

resources: Six teachers implement a model of teaching for understanding text.


Instructional Coaching

Hasbrouck, J.E., & Denton, C.A. (2005). The reading coach: A how-to manual for success.

Longmont, CO: Sopris West.

Hasbrouck, J., & Denton, C.A. (2007). Student-focused coaching: A model for reading coaches.

Reading Teacher, 60, 690-693.

Role of Teacher Knowledge Beyond Fidelity of Treatment Implementation

McCutchen, D., & Berninger, V. (1999). Those who know, teach well. Learning Disabilities.

Research and Practice, 14(4), 215-226.

School Practitioner Participation in Research on Early Literacy

Lemos-Britton, Z. & Mostafapour, E. (1997).Spanish phonological awareness and training for

```ESL students (SPATT). In addition, she co-authored four published peer reiewed

articles on early literacy learning.

Berninger, V., Abbott, R., Vermeulen, K., Ogier, S., Brooksher, R., Zook, D., & Lemos,

Z. (2002). Comparison of faster and slower responders to early intervention in

reading:Differentiating features of their language profiles. Learning Disability Quarterly,

25, 59-76.

Quiroga, T., Lemos-Britton, Z., Mostafapour, E., Abbott, R., & Berninger, V.(2002).

Phonological awareness and beginning reading in Spanish-speaking, ESL first graders:

Research into practice. Journal of School Psychology, 40, 85-111.

24

Berninger, V., Abbott, R., Brooksher, R., Lemos, Z., Ogier, S., Zook, D., & Mostafapour,

E. (2000). A connectionist approach to making the predictability of English

orthography explicit to at-risk beginning readers: Evidence for alternative, effective

strategies. Developmental Neuropsychology, 17, 241-271.

Berninger, V., Abbott, R., Zook, D., Ogier, S., Lemos, Z., & Brooksher, R.(1999). Early

intervention for reading disabilities: Teaching the alphabet principle within a

connectionist framework. Journal of Learning Disabilities, 32(6), 491-503.

25

Chapter 4

Early Childhood and Transition to Schooling

Barnett, M. A., & Taylor, L. C. (2009). Parent recollections of school experiences and current

kindergarten transition practices. Journal of Applied Developmental Psychology, 30, 140-

148.

Crosnoe, R., Leventhal, T., Wirth, R. J., Pierce, K. M., & Pianta, R. C. (2010). Family

socioeconomic status and consistent environmental stimulation in early childhood. Child

Development, 81(3), 972-987. doi:10.1111/j.1467-8624.2010.01446.x

Early, D. M, Pianta, R. C., & Cox, M. J. (1999). Kindergarten teachers and classrooms: A

transition context. Early Education and Development, 10, 25-46.

Ford, L., & Negreiros, J. (2009). Teacher training. In J. Schoader, et.al, (Eds). Creating

communities for young children: A toolkit for change. UBC Press.

Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., & Hamlett, C. L. (2010). The

contributions of numerosity and domain-general abilities for school readiness. Child

Development, 81, 1520-1533.

Goelman, H., Ford, L., Pighini, M., Dahinten, S., Harris, S., Synnes, A., Tse, L., Ball, J., and

Hayes, V. (in press). What we learned about identification and screening. In H. Goelman,

J. Pivik, & M. Guhn (Eds), The CHILD Project: New approaches for research in child

development: Rules, rituals, and realities. New York: MacMillan.

Grimm, K. J., Steele, J. S., Mashburn, A. J., Burchinal, M., & Pianta, R. C. (2010). Early

behavioral associations of achievement trajectories. Developmental Psychology, 46(5),

976-983. doi:10.1037/a0018878

26

Hamre, B. K., & Pianta, R. C. (2007). Learning opportunities in preschool and early elementary

classrooms. In R. C. Pianta, M. J. Cox & K. L. Snow (Eds.), School readiness and the

transition to kindergarten in the era of accountability (pp. 49-83). Baltimore, MD: Paul

H. Brookes Publishing Co., Inc.

Janus, M., Lefort, J., Cameron, R., & Kopechanski, L. (2007). Starting kindergarten: Transition

issues for children with special needs. Canadian Journal of Education, 30, 628-648.

Knoche, L. L., Sheridan, S. M., Edwards, C. P., & Osborn, A. Q. (2010). Implementation of a

relationship-based school readiness intervention: A multidimensional approach to fidelity

measurement for early childhood. Early Childhood Research Quarterly, 25, 299-313.

La Paro, K. M., Hamre, B. K., Locasale-Crouch, J., Pianta, R. C., Bryant, D., Early, D.,

Burchinal, M. (2009). Quality in kindergarten classrooms: Observational evidence for the

need to increase children's learning opportunities in early education classrooms. Early

Education and Development, 20(4), 657-692. doi:10.1080/10409280802541965

Lapointe, V.R., Ford, L, & Zumbo, B. (2007). Examining the relationship between neighborhood

environment and school readiness for kindergarten children. Early Education and

Development, 3, 473-496.

LoCasale-Crouch, J., Mashburn, A. J., Downer, J. T., & Pianta, R. C. (2008). Pre-kindergarten

teachers' use of transition practices and children's adjustment to kindergarten. Early

Childhood Research Quarterly, 23(1), 124-139. doi:10.1016/j.ecresq.2007.06.001

McIntyre, L. L., Eckert, T. L., Fiese, B. H., Reed, F. D. & Wildenger, L. K. (2007).Transition to

kindergarten: Family experiences and involvement. Early Childhood Education Journal,

35, 83-88.

27

McIntyre, L. L., Eckert, T. L., Fiese, B. H., Reed, F. D., & Wildenger, L. K. (2010). Family

concerns surrounding kindergarten transition: A comparison of students in special and

general education. Early Childhood Education Journal, 38, 259-263.

Pianta, R. C. (2007). Early education in transition. In R. C. Pianta, M. J. Cox & K. L. Snow

(Eds.), School readiness and the transition to kindergarten in the era of accountability

(pp. 3-10). Baltimore, MD: Paul H. Brookes Publishing Co., Inc.

Pianta, R. C, & Kraft-Sayre, M. (2003). Successful Kindergarten Transition: Your Guide to

Connecting Children, Family, & Schools. Baltimore: Paul H. Brookes Publishing Co.,

Inc.

Pianta, R., Stuhlman, M. W., & Hamre, B. K. (2007). How adult-child relationships foster

resilience in kindergarten and elementary school. In G. Opp, & M. Fingerle (Eds.), Was

kinder stärkt-erziehung zwischen risiko und resilienz (2nd ed., pp. 192-211). München:

Reinhardt.

Sabol, T. J., & Pianta, R. C. (2012). Patterns of school readiness forecast achievement and

socioemotional development at the end of elementary school. Child Development, 83(1),

282-299. doi:10.1111/j.1467-8624.2011.01678.x

Sheridan, S. M., Knoche, L. L., Edwards, C. P., Bovaird, J. A., & Kupzyk, K. A. (2010). Parent

engagement and school readiness: Effects of the Getting Ready intervention on preschool

children’s social-emotional competencies. Early Education and Development, 21, 125-

156.

Sheridan, S. M., Knoche, L. L., Kupzyk, K. A., Edwards, C. P., & Marvin, C. (in press). A

randomized trial examining the effects of parent engagement on early language and

literacy: The Getting Ready Intervention. Journal of School Psychology.

28

Sheridan, S. M., Marvin, C. A., Knoche, L. L., & Edwards, C. P. (2008). Getting ready:

Promoting school readiness through a relationship-based partnership model. Early

Childhood Services, 3, 149-172.

Stuhlman, M. W., & Pianta, R. C. (2009). Profiles of educational quality in first grade.

Elementary School Journal, 109(4), 323-342. doi:10.1086/593936

General Early Learning

Andrews, J., & Yee, W. C. (2006). Children’s “funds of knowledge” and their real life activities:

two minority ethnic children learning in out-of-school contexts in the UK. Educational

Review, 58, 435–449. doi:10.1080/00131910600971909

Entwisle, D. R., Alexander, K. L., & Olson, L. S. (1997). Children, Schools, and Inequality.

Boulder, CO: Westview Press.

Graue, M. E. (1993). Ready for what? Constructing meanings of readiness for kindergarten.

Albany: State University of New York Press.

Lloyd, J. E. V., Irwin, L. G., & Hertzman, C. (2009). Kindergarten school readiness and fourth-

grade literacy and numeracy outcomes of children with special needs: a population-based

study. Educational Psychology: An International Journal of Experimental Educational

Psychology, 29, 583. doi:10.1080/01443410903165391

Reaching Out to Parents

Brown, J. R., Knoche, L. L., Edwards, C. P., & Sheridan, S. M. (2009).Professional development

to support parent engagement: A case study of early childhood practitioners. Early

Education and Development, 20, 482-507.

Clingenpeel, B. T., & Pianta, R. C. (2007). Mothers' sensitivity and book-reading interactions

with first graders. Early Education and Development, 18(1), 1-22.

29

Ford, L. & Amaral, D. (2006).Research on parent involvement: Where we've been, where we

need to go. School Leadership Journal, 1, 1-20.

Geary, D. C., & Flinn, M. V. (2001). Evolution of human parental behavior and the human

family. Parenting: Science and Practice, 1, 5-61.

Executive Functions

Dawson, P., & Guare, R. (2004). Executive skills in children & adolescents: A practical guide

to assessment and intervention. NY: Guilford Press.

Diamond, A. (2006). The early development of executive functions. In E. Bialystok & F.I.M.

Craik (Eds.), Lifespan Cognition: Mechanisms of Change (pp. 70-95). Oxford: Oxford

University Press.

Teacher-Student Relationships and Interactions

Curby, T. W., Stuhlman, M., Grimm, K., Mashburn, A., Chomat-Mooney, L., Downer, J., Pianta,

R. C. (2011). Within-day variability in the quality of classroom interactions during third

and fifth grade. Elementary School Journal, 112(1), 16-37. doi:10.1086/660682

Crosnoe, R., Morrison, F., Burchinal, M., Pianta, R., Keating, D., Friedman, S. L., & Clarke-

Stewart, K. (2010). Instruction, teacher–student relations, and math achievement

trajectories in elementary school. Journal of Educational Psychology, 102(2), 407-417.

doi:10.1037/a0017762

Downer, J. T., Rimm-Kaufman, S., & Pianta, R. C. (2007). How do classroom conditions and

children's risk for school problems contribute to children's behavioral engagement in

learning? School Psychology Review, 36(3), 413-432.

http://web.missouri.edu/~gearyd/family.htm

http://web.missouri.edu/~gearyd/family.htm

30

Hamre, B. K., Pianta, R. C., Downer, J. T., & Mashburn, A. J. (2008). Teachers' perceptions of

conflict with young students: Looking beyond problem behaviors. Social Development,

17(1), 115-136.

Hamre, B. K., Pianta, R. C., Burchinal, M., Field, S., LoCasale-Crouch, J. L., Downer, J. T.,

Howes, C., LaParo, K., & Scott-Little, C. (2012). A course on effective teacher-child

interactions: Effects on teacher beliefs, knowledge, and observed practice. American

Educational Research Journal, 49(1), 88-123. doi:10.3102/0002831211434596

Houts, R. M., Caspi, A., Pianta, R. C., Arseneault, L., & Moffitt, T. E. (2010). The challenging

pupil in the classroom: The effect of the child on the teacher. Psychological Science,

21(12), 1802-1810. doi:10.1177/0956797610388047

Jerome, E. M., Hamre, B. K., & Pianta, R. C. (2009). Teacher—child relationships from

kindergarten to sixth grade: Early childhood predictors of teacher-perceived conflict and

closeness. Social Development, 18(4), 915-945. doi:10.1111/j.1467-9507.2008.00508.x

Jerome, E. M., & Pianta, R. C. (2008). Teacher–student relationships. In T. L. Good (Ed.), 21st

century education: A reference handbook (pp. 158-165). Los Angeles: Sage Publications.

Luckner, A. E., & Pianta, R. C. (2011). Teacher-student interactions in fifth grade classrooms:

Relations with children's peer behavior. Journal of Applied Developmental Psychology,

32(5), 257-266. doi:10.1016/j.appdev.2011.02.010

Mashburn, A. J., & Pianta, R. C. (2010). Opportunity in early education: Improving teacher-child

interactions and child outcomes. In A. J. Reynolds, A. J. Rolnick, M. M. Englund & J. A.

Temple (Eds.), Childhood programs and practices in the first decade of life: A human

capital integration (pp. 1-42) Cambridge University Press.

31

Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F. J. (2008). Classroom effects

on children's achievement trajectories in elementary school. American Educational

Research Journal, 45(2), 365-397. doi:10.3102/0002831207308230

Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher-child relationships.

Attachment and Human Development. 14(3),213-231.

doi:10.1080/14616734.2012.672262

Social Skills in the Classroom and Playground

Doll, B., Murphy, P., & Song, S. (2003). The relationship between children's self-reported recess

problems, and peer acceptance and friendships. Journal of School Psychology, 41, 113-

130.

Doll, B., & Siemers, E. (2007). Social competence and disabilities. In A. M. Bursztyn (Ed.),The

Praeger handbook of special education (pp. 28-29). Westport, CN: Praeger Publishers.

Doll, B., & Swearer, S. (2006). Cognitive-behavioral interventions for participants in bullying

and coercion. In R. Mennuti, A. Freeman, & R. Christner (Eds.), Cognitive behavioral

interventions in educational settings: A handbook for practice (pp. 183-201). New York:

Brunner-Routledge.

Reddy, L. (2011). Group play interventions for children: Strategies for teaching prosocial skills.


Teaching the Moving Child

Berkey, S. (2009). Teaching the moving child. OT insights that will transform your K-3

classroom. Baltimore, MD Paul H. Brookes.

Early Writing and Reading-Writing Development

32

Berninger, V., & Chanquoy, L. (2012). What writing is and how it changes across early and

middle childhood development: A multidisciplinary perspective. In E. Grigorenko, E.

Mambrino, & D. Preiss (Eds.), Writing: A mosaic of perspectives and views (Ch. 5, pp.

65-84). New York: Psychology Press.




Traweek, D. (June, 1993) Teacher and learner variables in early literacy instruction: Treatment,

evaluation and ethnographic studies. Unpublished dissertation. University of

Washington.

Traweek, D., & Berninger, V. (1997). Comparison of beginning literacy programs: Alternative

paths to the same learning outcome. Learning Disability Quarterly, 20, 160-168.

Pattern Abstraction in Spoken and Written Words, Sensory/Perceptual Input and Motor

Output Units, Linguistic Analysis and Mapping across Spoken and Written Words

Abstracted Patterns in Words (Identity, Positions, and Sequence of Elements)

1. Orthotactics

a. Manis, F., & Morrison, F. (1982). Processing of identity and position information

in normal and disabled readers. Journal of Experimental and Child Psychology,

33, 74-86.

2. Phonotactics.

a. Kessler, B., & Treiman, R. (1997). Syllable structure and the distribution of

phonemes in English syllables. Journal of Memory and Language, 37, 295-311.

33

b. Treiman, R., Kessler, B., Knewasser, S., Trincoff, R., & Bowman, M. (2000).

English speakers’ sensitivity to phonotactic patterns. In M. Broe, & J.

Pierrehumbert (Eds.). Papers in laboratory phonology V: Acquisition and the

lexicon, 269-282. Cambridge: Cambridge University Press.

3. Orthotactics and Phonotactics in Early Reading

a. Apel, K. (2010). Kindergarten children’s initial spoken and written word learning

in a storybook context. Scientific Studies in Reading, 14, 5, 440-463.

b. Apel, K., Wolter, J.A., & Masterson, J.J. (2006). Effects of phonotactic and

orthotactic probabilities during fast-mapping on five year-olds’ learning to spell.

Developmental Neuropsychology, 29, 1, 21-42.

c. Wolter, J.A., & Apel, K. (2010). Initial acquisition of mental graphemic

representations in children with language impairment. Journal of Speech-

Language-Hearing Research. 53, 179-195.

Subword Units in Heard and Spoken Words

1. Single Syllables (phonetic pattern across syllable—continuous vowel and segmental

consonant)

a. Liberman, I., Shankweiler, D., Fisher, F., & Carter, B. (1974). Explicit syllable

and phoneme segmentation in the young child. Journal of Experimental and Child

Psychology, 18, 201-212.

2. Syllable with onset-rime unit

a. Treiman, R. (1985). Onsets and rimes as units of spoken syllables: Evidence from

children. Journal of Experimental Child Psychology, 39, 161-181.

3. Multiple Syllables—stress patterns and intonation (musical melody)

34

a. Subword Units in Words Analyzed for Sound-Spelling Mapping and Intonation of

Production

b. Beattie, R.L, & Manis, F.R. (2011). The relationship between prosodic

perception, phonological awareness and vocabulary in emergent literacy. Journal

of Research in Reading. doi: 10.111/j.1467-0917.2011.01507.x

Metalinguistic Units for Mapping Sounds, Spellings, and Morphemes

1. Phonemes that correspond to graphemes (one or more letters) in alphabetic principle

a. Liberman, I., Shankweiler, D., Fisher, F., & Carter, B. (1974). Explicit syllable

and phoneme segmentation in the young child. Journal of Experimental and Child


2. Morphemes with and without Phonological Shifts in base word when suffix added

a. Carlisle, J. (2000). Awareness of the structure and meaning of morphologically

complex words: Impact on reading. Reading and Writing: An Interdisciplinary

Journal, 12, 169–190.

Multiple Mappings (Connections between Spoken and Words) Applied Flexibly

1. Berninger, V., Vaughan, K., Abbott, R., Brooks, A., Abbott, S., Reed, E., Rogan, L., &

Graham, S. (1998). Early intervention for spelling problems: Teaching spelling units of

varying size within a multiple connections framework. Journal of Educational


2. Berninger, V., Abbott, R., Brooksher, R., Lemos, Z., Ogier, S., Zook, D., & Mostafapour,

E. (2000). A connectionist approach to making the predictability of English orthography

explicit to at-risk beginning readers: Evidence for alternative, effective strategies.

Developmental Neuropsychology, 17, 241-271.

35

3. Berninger, V., & Nagy, W. (2008). Flexibility in word reading: Multiple levels of

representations, complex mappings, partial similarities, and cross-modality connections.

In Cartwright, K. (Ed.), Flexibility in literacy processes and instructional practice:

Implications of developing representational

Use of Oral Language in Scaffolding Instruction

1. Palinscar, A. M. (1986). The role of dialogue in providing scaffolding instruction.

Educational Psychologist, 21, 73-98.

Early Reading and Oral Language Instruction

Beck, I. L. & McKeown, M. G. (1989). Expository text for young readers: The issue of

coherence. In L. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of

Robert Glaser (pp. 47-66). Hillsdale, NJ: Lawrence Erlbaum Associates.

Dickinson, D. K., & Tabors, P. O. (Eds.) (2001). Beginning literacy with language: Young

children learning at home and school. Baltimaore, MA: Brookes Publishing.

Kang, J. Y. S., Kim, Y.-S., & Pan, B. A. (2009). Five-year-olds’ book talk and story retelling:

Contributions of mother-child joint bookreading. First Language, 29, 243-265.

Kim, Y.-S., Wagner, R. K., & Foster, L. (2011). Relations among oral reading fluency, silent

reading fluency, and reading comprehension: A latent variable study of first-grade

readers. Scientific Studies of Reading, 15 (4), 338-362.

Kim, Y.-S., Wagner, R., & Lopez, D. (2012). Developmental relations between reading fluency

and reading comprehension: A longitudinal study from grade one to two. Journal of

Experimental Child Psychology, 113, 93-111.

36

Petscher, Y., Kim, Y.-S., & Foorman, B. (2011). The importance of predictive power in early

screening assessments: Implications for placement in the RTI framework. Assessment for

Effective Intervention, 36, 158-166.

Early Bilingual Instruction in Reading

Kim, Y.-S. (2012). The relations among L1 (Spanish) literacy skills, L2 (English) language, L2

text reading fluency, and L2 reading comprehension for Spanish-speaking ELL first

grade students. Learning and Individual Differences, 22, 690-700.

Pollard-Durodola, S.D., Cedillo, G., Denton, C.A. (2004). Linguistic units and instructional

strategies that facilitate word recognition for Latino kindergarteners learning to read in

Spanish. Bilingual Research Journal, 28, 319-354.

Early Vocabulary Instruction

McKeown, M. G. & Curtis, M. E. (Eds.), (1987). The nature of vocabulary acquisition.

Hillsdale, NJ: Lawrence Erlbaum Associates.

Beck, I. L., & McKeown, M. G., (2007). Increasing young low Income Children’s Oral

Vocabulary Repertoires through Rich and Focused Instruction Elementary School

Journal, 107, 251-271.

Beck, I. L., McKeown, M. G., & Kucan, L. (2003). Taking delight in words: Using oral language

to build young children's vocabularies. American Educator, spring issue: Washington,

DC: American Federation of Teachers.

Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary

instruction. New York, NY: Guilford.

Oral Reading in Early Grades

37

Beck I.L., & McKeown, M.G., (2001). Text Talk: Capturing the benefits of reading aloud for

young children. The Reading Teacher, 55 (1), 10-19.

Early Writing Instruction

Berninger, V., & Chanquoy, L. (2012). What writing is and how it changes across early and

middle childhood development: A multidisciplinary perspective. In E. Grigorenko, E.

Mambrino, & D. Preiss (Eds.), Writing: A mosaic of perspectives and views (Ch. 5, pp.

65-84). New York: Psychology Press.




Traweek, D. (June, 1993) Teacher and learner variables in early literacy instruction: Treatment,

evaluation and ethnographic studies. Unpublished dissertation. University of

Washington.

Traweek, D., & Berninger, V. (1997). Comparison of beginning literacy programs: Alternative

paths to the same learning outcome. Learning Disability Quarterly, 20, 160-168.

Teaching Vocabulary Beyond the Beginning Elementary Grades

Beck, I. L., & McKeown, M. G. (1983). On learning words well. The Reading Teacher, 36, 622-

625.

Beck, I. L., & McKeown, M. G., & McCaslin, E. S. (1983). Vocabulary development: All

contexts are not created equal. The Elementary School Journal, 83, 177-181.

Goerss, B. L., Beck, I. L., & McKeown, M. G. (1999). Increasing remedial students' ability to

derive word meaning from context. Reading Psychology, 20 (2), 151-175.

38

McKeown, M. G. (1985). The acquisition of word meaning from context by children of high and

low ability. Reading Research Quarterly, 20, 482-496.

McKeown, M. G. (1993). Creating effective definitions for young word learners. Reading

Research Quarterly, 28, 16-31.

McKeown, M. G. & Beck, I. L. (1988) Learning vocabulary: Different ways for different goals.

Remedial and Special Education, 9, 42-46.

McKeown, M. G., Beck, I. L., Omanson, R. C., & Pople, M. T. (1985). Some effects of the

nature and frequency of vocabulary instruction on the knowledge and use of words.

Reading Research Quarterly, 20, 522-535.

Nagy, W. (2005). Why vocabulary instruction needs to be long-term and comprehensive. In E.

Hiebert & M. Kamil (Eds.), Teaching and Learning Vocabulary: Bringing Research to

Practice (pp. 27-44). Mahwah, NJ: Erlbaum.

Nagy, W. (2009). Understanding words and word learning: Putting research on vocabulary into

classroom practice. In S. Rosenfield & V. Berninger (Eds.), Implementing Evidence-

Based Academic Interventions in School Settings (pp. 479-500). New York: Oxford

University Press.

Nagy, W. & Anderson, R. C. (1984). How many words are there in printed school English?


Nagy, W., Anderson, R. C., & Herman, P. A. (1987). Learning word meanings from context

during normal reading. American Educational Research Journal, 24, 237-270.

Nagy, W. (1988). Teaching vocabulary to improve reading comprehension. Urbana, IL:

ERIC/RCS, NCTE & IRA.

39

Nagy, W., Anderson, R. C., Schommer, M., Scott, J., & Stallman, A. (1989). Morphological

families in the internal lexicon. Reading Research Quarterly, 24, 262-282.

Nagy, W., Berninger, V., Abbott, R., Vaughan, K., & Vermeulen, K. (2003). Relationship of

morphology and other language skills to literacy skills in at-risk second grade readers and

at-risk fourth grade writers. Journal of Educational Psychology, 95, 730-742.

Nagy, W., Berninger, V., & Abbott, R. (2006). Contributions of morphology beyond phonology

to literacy outcomes of upper elementary and middle school students. Journal of

Educational Psychology, 98(1), 134-147.

Nagy, W., Diakidoy, I., & Anderson, R. C. (1993). The acquisition of morphology: Learning the

contribution of suffixes to the meanings of derivatives. Journal of Reading Behavior, 25

155-170.

Nagy, W., & Herman, P. A. (1987). Breadth and depth of vocabulary knowledge: Implications

for acquisition and instruction. In M. McKeown & M. Curtis (Eds.), The nature of

vocabulary acquisition (pp. 19-59). Hillsdale, NJ: Erlbaum.

Nagy, W., Herman, P. A., & Anderson, R. C. (1985). Learning words from context. Reading


Nagy, W., & Hiebert, E. (2011). Toward a theory of word selection. In M. L. Kamil, P. D.

Pearson, E. B. Moje, & P. P. Afflerbach (Eds.), Handbook of Reading Research, Volume

IV (pp. 388-404). New York: Routledge.

Nagy, W., & Scott, J. (2000). Vocabulary Processes. In M. Kamil, P. Mosenthal, P. D. Pearson,

& R. Barr (Eds.), Handbook of Reading Research, Volume III (pp. 269-284).Mahwah,

NJ: Erlbaum.

40

Nagy, W. & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language

acquisition."Reading Research Quarterly, 47, 91-108.

Nagy, W., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language

acquisition. Reading Research Quarterly, 47(1), 91-108.

Stahl, S., & Nagy, W. (2006) Teaching word meanings. Mahwah, NJ: Erlbaum.

Teaching Reading Comprehension Beyond the Beginning Elementary Grades

Almasi, J. F., McKeown, M. G., & Beck, I. L. (1996). The nature of engaged reading in

classroom discussions of literature. Journal of Literacy Research, 28.1, 107-146.

Beck, I. L., McCaslin, E. S., & McKeown, M. G. (1981). Purpose for story reading: Smoothly

paving the road or setting up a detour? The Elementary School Journal, 81, 45-51.

Beck, I. L., & McKeown, M. G. (1981). Developing questions that promote comprehension: The

story map. Language Arts, 58, 913-918.

Beck I.L., & McKeown, M.G., (2001) Inviting Students into the pursuit of meaning. Educational

Psychology Review, 13(3) (Special Issue edited by A. Renninger and S. Wade), 225-241

Beck, I. L., McKeown, M.G., Hamilton, R. H., & Kucan, L. (1997). Questioning the author: An

approach for enhancing student engagement with text. Newark, DE: International

Reading Association.

Beck, I. L., McKeown, M. G., & Worthy, J. (1995). Giving a text voice can improve students'

understanding. Reading Research Quarterly, 30.2, 220-238.

Beck, I. L., McKeown, M. G., Worthy, J., Sandora, C., & Kucan, L. (1996). Questioning the

author: A year-long classroom implementation to engage students with text. Elementary

School Journal, 96.4, 385-414.

Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J. (2008).

41

Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide

(NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and

Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Retrieved from http://ies.ed.gov/ncee/wwc.

Katzir, T., Leseaux, N., & Kim, Y.-S. (2009). Reading self concept and reading comprehension

for middle grade elementary school children. Reading and Writing: An Interdisciplinary

Journal, 22, 261-276.

Loxterman, J. A., Beck, I. L., & McKeown, M. G. (1994). The effects of thinking aloud during

reading on students' comprehension of more or less coherent text. Reading Research

Quarterly, 29.4, 353-368.

McKeown, M. G.& Beck, I. L. (1998). Talking to an author: Readers taking charge of the

reading process. In R. Calfee & N. Nelson (Eds.), The Reading-writing connection.

Ninety-seventh yearbook for the National Society for the Study of Education. (pp. 112-

130). Chicago: National Society for the Study of Education.

McKeown, M. G., & Beck, I. L. (2001). Designing questions toward thinking and understanding

rather than answers. Perspectives, 27 (2). 21-24.

McKeown, M. G., & Beck, I. L., (in press). The role of metacognition in understanding and

supporting reading comprehension. In D. J. Hacker, J. Dunlosky, & A. C. Graesser,

(Eds.), Handbook of Metacognition in Education. The Educational Psychology Series,

Robert Sternberg, (Ed.), Mahwah, NJ: Lawrence Erlbaum Associates.

McKeown, M. G., Beck, I. L., Omanson, R. C., & Perfetti, C. A. (1983). The effects of long-

term vocabulary instruction on reading comprehension: A replication. Journal of Reading

Behavior, 15, 3-18.

http://ies.ed.gov/ncee/wwc

42

McKeown, M. G., Beck, I. L., Sinatra, G. M., & Loxterman, J.A. (1992). The contribution of

prior knowledge and coherent text to comprehension. Reading Research Quarterly, 27,

79-93.

McKeown, M. G., Beck, I. L., & Worthy, M. J. (1993). Grappling with text ideas: Questioning

the author. The Reading Teacher, 46, 560-566.

Omanson, R. C., Beck, I. L., McKeown, M. G., & Perfetti, C. A. (1984). Comprehension of texts

with unfamiliar versus recently taught words: An assessment of alternative models.

Journal of Educational Psychology, 76, 1253-1268.

Omanson, R. C., Beck, I. L., Voss, J. F., & McKeown, M. G. (1984). The effects of reading

lessons on comprehension: A processing description. Cognition and Instruction, 1, 45-67.

Parker, R. I., Hasbrouck, J. E., & Denton, C. A. (2002). How to tutor students with reading

comprehension problems. Preventing School Failure, 47(1), 45-47.

Sandora, C., Beck, I., & McKeown, M. (1999). A comparison of two discussion strategies on

students' comprehension and interpretation of complex literature. Reading Psychology, 20

(3), 177-212.

Sinatra, G. M., Beck, I. L., & McKeown, M. G. (1993). How knowledge influenced two

interventions designed to improve comprehension. Reading Psychology, 14, 141-163.

Teaching Reading to Bilingual Students

Denton, C.A., Anthony, J.L., Parker, R., & Hasbrouck, J.E. (2004). The effects of two tutoring

programs on the English reading development of Spanish-English bilingual students.


DeVillar (Eds.). The power of two languages: Effective dual-language use across the curriculum

for academic success (pp.54-65). NY: McGraw-Hill.

43

Hasbrouck, J. E., & Denton, C. A. (1999). Phonological awareness in Spanish: A summary of

research and implications for practice. In J. V. Tinajero & R. A.

Differentiated Reading Instruction

Denton, C.A., Fletcher, J.M., Anthony, J.L., & Francis, D.J. (2006). An evaluation of intensive

intervention for students with persistent reading difficulties. Journal of Learning


Denton, C.A., & Hocker, J.L. (2006). Responsive reading instruction: Flexible intervention for

struggling readers in the early grades. Longmont, CO: Sopris West.

Mathes, P.G., Denton, C.A., Fletcher, J.M., Anthony, J.L., Francis, D.J., & Schatschneider, C.

(2005). The effects of theoretically different instruction and student characteristics on the

skills of struggling readers. Reading Research Quarterly, 40, 148-182.

Connor, C. M., Piasta, S. B., Fishman, B., Glasney, S., Schatschneider, C., Crowe, E.,

Underwood, P., & Morrison, F. J. (2009). Individualizing student instruction precisely:

Effects of child by instruction interactions on first graders’ literacy development. Child

Development, 80(1), 77-100.

Response to Reading Instruction

Barth, A.E., Stuebing, K.K., Anthony, J.L., Denton, C.A, Mathes, P.G., Fletcher, J.M., &

Francis, D.J. (under review). Agreement among Response to Intervention

Criteria for Identifying Responder Status. Learning and Individual Differences.

Chard, D., Harn, B., Sugai, G., Horner, R., Simmons, D. C., & Kame’enui, E. (2008). Core

features of multi-tiered systems of reading and behavioral support. In C. Greenwood, T.

Kratochwill, & M. Clements (Eds.), Schoolwide Prevention Models: Lessons Learned in

Elementary Schools (pp. 31-60). New York, NY: Guilford Press.

44

Denton, C.A. (2006). Responsiveness to intervention as an indication of learning disability:

Introduction to the themed issue. Perspectives, 32(1), 1, 4-7.

Denton, C.A., Ciancio, D.J., & Fletcher, J.M. (2006). Validity, reliability, and utility of the

Observation Survey of Early Literacy Achievement. Reading ResearchQuarterly, 41, 8-

34.

Sugai, G., Horner, R., Fixsen, F., Blasé, K. (2010). Developing systems-level capacity for RTI

implementation: Current efforts and future directions. In T. A. Glover & S. Vaughn

(Eds.), The Promise of Response to Intervention: Evaluating the Current Science and

Practice. New York, NY: Guilford Press.

Vaughn, S., & Denton, C.A. (in press). Secondary prevention: The role of intervention. In D.

Fuchs, L. S. Fuchs, & S. Vaughn (Eds.). Response to Intervention (RtI): An Overview for

Reading Educators. Newark, DE: International Reading Association.

Instruction

Cho, K., & MacArthur, C. (2010). Student revision with peer and expert reviewing. Learning

and Instruction, 20, 328-338.

Cho, K., & MacArthur, C. (in press). Learning by reviewing. Journal of Educational

Pyschology.

Graham, S., & Harris, K. (2005). Writing better. Effective strategies for teaching students with

learning difficulties. Baltimore, MD: Paul H. Brookes.

Graham, S., MacArthur, C. A., & Fitzgerald, J. (Eds.) (2007). Best practices in writing

instruction. New York: Guilford.

45

Harris, K. R., Graham, S., MacArthur, C. A., Reid, R., & Mason, L. (2011). Self-regulated

learning processes and children’s writing. In B. Zimmerman and D.H. Schunk (Eds.),

Handbook of self-regulation of learning and performance (pp. 187-202). Routledge.

MacArthur, C. A. (2012). Evaluation and revision processes in writing. In Berninger, V. W.

(Ed.), Past, Present, and Future Contributions of Cognitive Writing Research to

Cognitive Psychology. Psychology Press.

MacArthur, C. A., Graham, S., & Fitzgerald, J. (Eds.) (2006). Handbook of writing research.

New York: Guilford.

MacArthur, C. A., & Karchmer-Klein, R. (2010). Web 2.0: New opportunities for writing. In G.

Troia, R. K. Shankland, & A. E. Heintz (Eds.). Writing research in classroom practice:

Applications for teacher professional development (pp. 45-69). New York: Guilford.

Educational Technology and Assistive Technology

Bryant, D., & Bryant, B. (2012). Assistive technology for people with disabilities, Second

Edition. Pearson. ebook.

MacArthur, C. A. (2000). New tools for writing: Assistive technology for students with writing

difficulties. Topics in Language Disorders, 20, 85-100.

MacArthur, C. A., Ferretti, R. P., Okolo, C. M., Cavalier, A. R. (2001). Technology applications

for students with literacy problems: A critical review. Elementary School Journal, 101,

273-301.

MacArthur, C. A., & Cavalier, A. (2004). Dictation and speech recognition technology as

accommodations in large-scale assessments for students with learning disabilities.

Exceptional Children, 71, 43-58.

46

MacArthur, C. A. (2006). Assistive technology for writing: Tools for struggling writers. In L. V.

Waes, M. Leijten, & C. Neuwirth (Eds.), Writing and digital media (pp. 11-20).

Amsterdam, Netherlands: Kluwer Academic Press.

MacArthur, C.A. (2008). Using technology to teach composing to struggling writers. In G. Troia

(Ed.), Writing instruction and assessment for struggling writers: From theory to

evidence-based practices (pp. 243-265). New York: Guilford.

MacArthur, C. A. (2009). Technology and struggling writers: A review of research. Teaching

and Learning Writing: Psychological Aspects of Education - Current Trends: British

Journal of Educational Psychology Monograph Series II, 6, 159-174.


Math Development and Instruction

Aubrey, C. (1993). An investigation of the mathematical knowledge and competencies which

young children bring to school. British Educational Research Journal, 19, 27-41.

Bailey, D. H., Hoard, M. K., Nugent, L., & Geary, D.C. (2012). Competence with fractions

predicts gains in mathematics achievement. Journal of Experimental Child Psychology,

113, 447-455.

Bailey, D. H., Littlefield, A., & Geary, D. C. (2012). The co-development of skill at and

preference for use of retrieval-based processes for solving addition problems: Individual

and sex differences from first to sixth grade. Journal of Experimental Child Psychology,

113, 78-92.

Bryant, B., Bryant, D., Kethley, C. Kim, S., Pool, C., & Seo, Y-J. (2008). Preventing

mathematics difficulties in the primary grades: The critical features of instruction in

textbooks as part of the equation, Learning Disabilities Quarterly, 31, 21-36.

47

Eriksson, K., Bailey, D. H., & Geary, D. C. (2010). The grammar of approximating number

pairs. Memory & Cognition, 38, 333-343.

Fink, B., Brookes, H., Neave, N., Manning, J. T., & Geary, D. C. (2006). Second to fourth digit

ratio and numerical competence in children. Brain and Cognition, 61, 211-218.

Fuchs, L., Geary, D. C., Compton, D. L., Fuchs, D., Hamlett, C. L., Seethaler, P. M., Bryant, J.

D., & Schatschneider, C. (2010). Do different types of school mathematics development

depend on different constellations of numerical versus general cognitive abilities?

Developmental Psychology, 46, 1731-1746.

Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., Schatschneider, C., Hamlett, C. L.,

DeSelms, J., Seethaler, P. M., Wilson, J., Craddock , C. F., Bryant, J. D., Luther, K., &

Changas, P. (in press). Understanding and promoting at-risk learners’ mathematics

development in first grade: A randomized control trial. Journal of Educational

Psychology.

Geary, D. (1994). Children’s mathematical development: Research and practical applications.


Geary, D. C. (2010). Missouri longitudinal study of mathematical development and disability.

British Journal of Educational Psychology Monograph Series II, 7, 31-49. In R. Cowan,

M. Saxton, & A. Tolmie (Eds.), Understanding number development and number

difficulties (No. 7, British Journal of Educational Psychology, Monograph Series II:

Psychological Aspects of Education - Current Trends). Leicester, UK: British

Psychological Society.

Geary, D. C. (invited and in preparation). Early foundations for mathematics learning and their

relations to learning disabilities. Current Directions in Psychological Science.

48

Geary, D. C., Berch, D. B., Boykin, A. W., Embretson, S., Reyna, V., & Siegler, R. S. (2011).

Learning mathematics: Findings from the national (United States) mathematics advisory

panel. In N. Canto (Ed.), Issues and proposals in mathematics education (pp. 175-221).

Lisbon, Portugal: Gulbenkian.

Geary, D. C., Boykin, A. W., Embretson, S., Reyna, V., Siegler, R., Berch, D. B., & Graban, J.

(2008). Report of the task group on learning processes. In National Mathematics

Advisory Panel, Reports of the task groups and subcommittees (pp. 4-1–4-211).

Geary, D. C., Hoard, M. K., & Bailey, D. H. (2012). Fact retrieval deficits in low achieving

children and children with mathematical learning disability. Journal of Learning


Ginsburg, H.P., Balfanz, R. and Greenes, C. (1999). Challenging mathematics for young

children. In A. Costa (Ed.) Teaching for intelligence. Arlington Heights, IL: Skylight, pp. 245-

258.

Ginsburg, H. P. & Baron, J. (1993). Cognition: Young children’s construction of mathematics. In

R. J. Jensen (Ed.) Research ideas for the classroom: Early childhood mathematics.

Reston, VA: National Council of Teachers of Mathematics, pp. 3-21.

Ginsburg, H. P., Pappas, S., & Seo, K.H. (In press). Everyday mathematical knowledge: Asking

children what is developmentally appropriate. In S. Golbeck (Ed.), Psychological

perspectives on early childhood education. Mahweh, NJ: Lawrence Erlbaum Associates.

Greenes, C. (1999). Ready to Learn: Developing young children’s mathematical powers. In J.

Copley (Ed.), Mathematics in the early years (pp. 39-47). Reston, VA: National Council

of Teachers of Mathematics.

49

Greenes, C., Balfanz, R., Ginsburg, H. (2004). Big math for little kids. Early Childhood

Research Quarterly, 19, 159-166. A description of Big Math for Little Kids, a research-

based, comprehensive mathematics program for preschool and kindergarten.

Hoard, M. K., Geary, D. C., Byrd-Craven, J., & Nugent, L. (2008). Mathematical cognition in

intellectually precocious children. Developmental Neuropsychology, 33, 251-276.

Kaplan, R.G., Yamamoto, T. A., & Ginsburg, H. P. (1989). Teaching mathematics concepts. In

L. B. Resnick & L. E. Klopfer (Eds.), Toward the thinking curriculum: Current cognitive

research. Reston, VA: 1989 Yearbook of the Association for Supervision and Curriculum

Development.

Meyer, M. L., Salimpoor, V. N., Wu, S. S., Geary, D. C., & Menon V. (2010) Differential

contribution of specific working memory components to mathematical skills in 2nd and

3rd graders. Learning and Individual Differences, 20, 101-109.

National Mathematics Advisory Panel. (2008). Foundations for Success: Final Report of the

National Mathematics Advisory Panel. Washington, DC: United States Department of

Education.

Nunes, T., & Bryant, P. E. (1996). Children doing mathematics Oxford, England: Basil

Blackwell.

Siegler, R., Carpenter, T., Fennell, F., Geary, D., Lewis, J., Okamoto, Y., Thompson, L., &

Wray, J. (2010). Developing effective fractions instruction for kindergarten through 8th

grade: A practice guide (NCEE #2010-4039). Washington, DC: National Center for

Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S.

Department of Education. http://ies.ed.gov/ncee/wwc/publications/practiceguides/

http://ies.ed.gov/ncee/wwc/publications/practiceguides/

50

Wu, S., S., Meyer, M. L., Maeda, U., Salimpoor, V., Tomiyama, S., Geary, D. C., & Menon, V.

(2008). Standardized assessment of strategy use and working memory in early mental

arithmetic performance. Developmental Neuropsychology, 33, 365-393.

Social Studies Instruction

Beck, I. L. & McKeown, M. G. (1988) Toward meaningful accounts in history texts for young

learners. Educational Researcher, 17, 6, 31-39.

Beck, I. L. & McKeown, M. G. (1991). Social studies texts are hard to understand: Mediating

some of the difficulties. Language Arts, 68, 482-490.

Beck, I. L., & McKeown, M. G. (1992). Young students' social studies learning: Going for

depth. In J. Dreher & W. Slater (Eds.), Elementary school literacy: Critical issues (pp.

133-156). Norwood, MA: Christopher-Gordon Publishers

Beck, I. L., & McKeown, M. G. (1994). Outcomes of history instruction: Paste-up accounts. In J.

F. Voss & M. Carretero (Eds.), Cognitive and instructional processes in history and the

social sciences, (pp. 237-256). Hillsdale, NJ: Erlbaum.

Beck, I. L. & McKeown, M. G. (2002). Questioning the author: Making sense of social studies.

Educational Leadership, 60, 44-47.

Beck, I. L., McKeown, M. G., & Gromoll, E. W. (1989). Learning from social studies texts.

Cognition and Instruction, 6, 99-158.

Beck, I. L., McKeown, M. G., Sinatra, G. M., & Loxterman, J. A. (1991). Revising social studies

text from a text-processing perspective: Evidence of improved comprehensibility.

Reading Research Quarterly, 26, 251-276. Journal, 29, 633-661. 5

Ferretti, R. P., MacArthur, C. A., & Okolo, C. M. (2002). Teaching effectively about historical

things. Teaching Exceptional Children, 34(6), 66-69.4

51

Ferretti, R. P., MacArthur, C. A., & Okolo, C. M. (2005). Misconceptions about history:

Reflections on teaching for historical understanding in an inclusive fifth-grade classroom.

In T. E. Scruggs & M. A. Mastropieri (Eds.), Advances in learning and behavioral

disabilities (Vol. 17). Oxford, UK: Elsevier Science/JAI Press.

Ferretti, R. P., MacArthur, C. A., & Okolo, C. M. (2007). Students’ misconceptions about U.S.

westward migration. Journal of Learning Disabilities, 40, 145-153.

MacArthur, C.. A., Ferretti, R. P., & Okolo, C. M. (2002). On defending controversial

viewpoints: Debates of sixth-graders about the desirability of early 20th century

American immigration. Learning Disabilities Research and Practice, 17,160-172.

McKeown, M. G., & Beck, I. L. (1990). The assessment and characterization of young learners'

knowledge of a topic in history. American Educational Research Journal, 27, 688-726.

McKeown, M. G., & Beck, I. L. (1994). Making sense of accounts of history: Why young

students don't and how they might. In G. Leinhardt , I. L. Beck, & K. Stainton (Eds.),

Teaching and learning in history, (pp. 1-26). Hillsdale, NJ: Erlbaum.

1Okolo, C. M., Ferretti, R. P., & MacArthur, C. A. (2002). Westward expansion and the ten-

year-old mind: Teaching for historical understanding in a diverse classroom. In J. Brophy

(Ed.), Social constructivist teaching: Affordances and constraints, Advances in research

on teaching, Vol. 9. (pp. 299-331). Greenwich, CT: JAI Press.

Sinatra, G. M., Beck, I. L., & McKeown, M. G. (1992). A longitudinal characterization of young

students' knowledge of their country's government. American Educational Research

Science Instruction

Mayer, R. (2005). Should there be a three-strikes rule against pure discovery learning? American

Psychologist, 59, 14-19.

52

Positive Behavioral Supports

Blonigen, B., Harbaugh, W., Singell, L., Horner, R. H., Irvin, L. K., & Smolkowski, K. (2008).

Application of Economic Analysis to School-Wide Positive Behavior Support (SWPBS)

Programs. Journal of Positive Behavior Interventions, 5-19. of Functional Analysis, 32,

1-20.

Carter, D. R. & Horner, R. H. (2009). Adding functional behavioral assessment to First Step to

Success: A case study. Journal of Positive Behavior Interventions, 22-34.

Crone, D., Hawken, L., & Horner, R. (2010). Responding to problem behavior in schools: The

behavior education program, 2nd Ed. New York: Guildford Press.

Dunlap, G., Carr, E. G., Horner, R., Koegel, R., Sailor, W., Clarke, S., Koegel, L. K., Albin, R.,

Vaughn, B., Magito-McLaughlin, D., James, K., Todd, A., Newton, J. S., & Lucyshyn, J.,

(2010). A descriptive, multiyear examination of positive behavior support. Behavioral

Disorders, 35(4), 259-279.

Filter, K. J., & Horner, R. H. (2009). Function-based academic interventions for problem

behavior. Education and Treatment of Children: Special Issue on Practical Applications.

Flannery, K. B., Guest, E. M., & Horner, R. H. (2010). Schoolwide positive behavior supports.

Principal Leadership, 38-43.

Horner, R. (2010). Forward. In G. Colvin (Ed.), Defusing disruptive behavior in the classroom.

Thousand Oaks, CA: Sage Publications

Horner, R. H., Dunlap, G., Beasley, J., Fox. L., Bambara, L., Brown, F., Butkus, S., Carr. E. G.,

Finn, C., Fletcher, R., Fox, S., Halle, J., Harris, J., Insel, T., Long, E., McGill-Smith, P.,

Sailor, W., Titgemeyer, R., Velasco, L., Wacker, D., & Walker, H. (2005). Positive

support for behavioral, mental health, communication, and crisis needs. In K. C. Lakin &

53

A. Turnbull (Eds.), National goals and research for people with intellectual and

developmental disabilities (pp. 93-107). Washington, DC: American Association on

Mental Retardation.

Horner, R., & Spaulding, S. (2010). Single-case research designs. In N. J. Salkind (Ed.),

Encyclopedia of Research Design (pp. 1386-1394). Thousand Oaks, CA: Sage

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-

wide positive behavior support. Focus on Exceptional Children, 42(8).

Kaufman, A., Meyer, G., & Horner, R. H. (2008). The Effects of a Targeted Intervention to

Reduce Problem Behaviors: Elementary School Implementation of Check In - Check

Out. Journal of Positive Behavioral Interventions, 10(1), 46-55.

McIntosh, K., Borgmeier, C. J., Anderson, C. M., Horner, R. H., Rodriguez, B., & Tobin, T.

(2008). Technical adequacy of the Functional Assessment Checklist - Teachers and Staff

(FACTS) FBA interview measure. Journal of Positive Behavior Interventions, 33-45.

McIntosh, K., Horner, R. H., & Sugai, G. (2009). Sustainability of systems-level evidence-based

practices in schools: Current knowledge and future directions. In W. Sailor, G. Dunlap,

G. Sugai, & R. Horner (Eds.), Handbook of Positive Behavior Support (pp. 327-352).

New York, NY: Springer.

Newton, J. S., Horner, R. H., Algozzine, R., Todd, A., & Algozzine, K. (2009). Using a problem-

solving model to enhance data-based decision making in schools. In W. Sailor, G.

Dunlap, G. Sugai, & R. Horner (Eds.), Handbook of Positive Behavior Support (pp. 551-

580). New York, NY: Springer.

54

Preciado, J., Horner, R. H., & Baker, S. (2009). Using a function-based approach to decrease

problem behavior and increase academic engagement for Latino English Language

Learners. Journal of Special Education, 42(4), 227-240.

Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of

Applied Behavior Analysis, 42(4), 747-759.

Sailor, W., Dunlap, G., Sugai, G., Horner, R. (Eds.). (2009). Handbook of positive behavior

supports. In. M. Roberts (Series Ed.), Handbook of Clinical Child Psychology. New

York, NY: Springer.

Spaulding, S., Irvin, L., Horner, R., May, S., Emeldi, M., Tobin, T., & Sugai, G. (in press).

School-wide social behavioral climate, student problem behavior, and administrative

decisions: Empirical patterns from 1510 schools nationwide. Journal of Positive

Behavioral Interventions

Sugai, G., & Horner, R. H. (2009). Defining and describing school wide positive behavior

support. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.), Handbook of Positive

Behavior Support (pp. 307-326). New York, NY: Springer.

Sugai, G., & Horner, R. (2010). School-wide positive behavior support: Establishing a

continuum of evidence-based practices. Journal of Evidence-Based Practices in Schools,

11(1), 62-83.

Sugai, G., & Horner, R. H. (in press). Responsiveness-to-intervention and school-wide positive

behavior supports: Integration of multi-tiered system approaches. Exceptionality.

Sugai, G., Horner, R. H., & McIntosh, K. (2008). Best practices in developing a broad scale

system of school-wide positive behavior support. In A. Thomas & J. Grimes (Eds.), Best

practices in school psychology (5th Ed.) (pp. 756-780).

55

Tobin, T., Dickey, C. R., Horner, R., & Sugai, G. (2008). Comprehensive implementation of the

three tiered prevention approach to school-wide behavior support: An elementary school

case study. In C. Greenwood, T. Kratochwill, & M. Clements (Eds.), Elementary School-

wide Prevention Models: Real Models and Real Lessons Learned (pp. 87-114).

Family Coping Styles for Disasters

Vigil, J. M., Carle, A. C., Geary, D. C., Granger, D. A., Flinn, M. V., & Pendleton, P. (2009).

Maternal correlates of children’s stress functioning following a major natural disaster.

Journal of Child and Adolescent Trauma, 2, 287-296.

Vigil, J. M., & Geary, D. C. (2008). A preliminary investigation of family coping styles and

psychological wellbeing among adolescent survivors of hurricane Katrina. Journal of

Family Psychology, 22, 176-180.

Vigil, J. M., & Geary, D. C. (2009). An exploratory analysis of family coping styles and

psychobiological distress among adolescents affected by a large-scale disaster. Journal of

Child and Adolescent Trauma, 2, 81-89.

Grief Counseling

Schillerstrom JE, Sanchez-Reilly SE, ODonnell L. Improving student comfort with death and

dying discussions through facilitated family encounters Academic Psychiatry 2012

Jan;36(3):188-190.

56

Chapter 5

Middle Childhood

Jacobson, L. A., Williford, A. P., & Pianta, R. C. (2011). Role of executive function in children's

competent adjustment to middle school. Child Neuropsychology, 17(3), 255-280.

doi:10.1080/09297049.2010.535654

Research on Vocabulary and Morphology Instruction

Beck, I. L., & McKeown, M. G., (2007). Different ways for different goals, but keep your eye on

the higher verbal goals. In R. K. Wagner, A. Muse, & K. Tannenbaum, (Eds.),

Vocabulary and reading, (pp, 182-204). New York: Guilford Publications.

Beck, I. L, McKeown, M. G, & Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary

Instruction. New York: Guilford Press

Beck, I. L., Perfetti, C. A., & McKeown, M. G. (1982). The effects of long-term vocabulary

instruction on lexical access and reading comprehension. Journal of Educational


Ebbers, S., & Denton, C.A. (in press). A root awakening: Effective vocabulary instruction for

older students with reading difficulties. Learning Disabilities Research and Practice.

McKeown, M. G.& Beck, I. L. (2003). Direct and rich vocabulary instruction. In J. F. Baumann

& E. J. Kame’enui (Eds.), Vocabulary Instruction: Research to Practice (pp. 13-27).

New York: Guilford Press.



57




Nagy, W. (2009). Understanding words and word Learning: Putting research on vocabulary into

classroom practice." In S. Rosenfield & V. Berninger (Eds.), Implementing Evidence-

Based Academic Interventions in School Settings (pp. 479-500).New York:Oxford

University Press.












155-170.




58





IV (pp.388-404). New York: Routledge.


& R. Barr (Eds.), Handbook of Reading Research, Volume III (pp. 269-284). Mahwah,

NJ: Erlbaum.

Nagy, W. & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language

acquisition."Reading Research Quarterly, 47, 91-108.



& R. Barr (Eds.), Handbook of Reading Research, Volume III (pp. 269-284).Mahwah,

NJ: Erlbaum.

Reading Instruction

Denton, C.A., Bryan, D., Wexler, J., Reed, D. & Vaughn, S. (2007). Effective instruction for

middle school students with reading difficulties: The reading teacher’s sourcebook.

Austin, TX: Texas Education Agency and the University of Texas System.

Denton, C.A., Wexler, J., Vaughn, S., & Bryan, D. (in press). Intervention provided to

linguistically diverse middle school students with severe reading difficulties. Learning

Disabilities Research and Practice.

Book Clubs and Literature Study Groups

59

Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups.

Portland, Me: Stenhouse Publishers.

Eeds, M., & Wells, D. (1989). Grand conversations: An exploration of meaning construction in

literature study groups. Research in the Teaching of English, 23(1), 4-29.

Writing Instruction

Midgette, E., Haria, P., & MacArthur, C. A. (2008). The effects of content and audience

awareness goals for revision on the persuasive essays of fifth- and eighth-grade students.

Reading and Writing: An International Journal, 21, 131-151.

Social Studies and History Instruction

Okolo, C. M., Ferretti, R. P., & MacArthur, C. A. (2007). Talking about history: Discussions in a

middle school inclusive classroom. Journal of Learning Disabilities, 40, 154-165.3

Math Instruction

Siegler, R., Carpenter, T., Fennell, F., Geary, D., Lewis, J., Okamoto, Y., Thompson, L., &

Wray, J. (2010). Developing effective fractions instruction for kindergarten through 8th

grade: A practice guide (NCEE #2010-4039). Washington, DC: National Center for

Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S.

Department of Education.

The Buckminster Fuller Institute, 181 N 11th Street, Suite 402, Brooklyn, NY 11211

[email protected]

Fuller, Buckminster (1969). Operating manual for spaceship Earth. Carbondale: Southern

Illinois University Press

mailto:[email protected]

http://en.wikipedia.org/wiki/Operating_Manual_for_Spaceship_Earth

60

Gardner, M. (1960). The animated Alice. Lewis Carroll’s Alice’s adventures in wonderland

through the looking glass. Cleveland and New York: Forum Books. The World

Publishing Compant.

Hinsley, D., Hayes, J., & Simon, H. (1977). From words to equations: Meaning and

representation in algebra word problems. In M.Just, & P. Carpenter (Eds.). Cognitive

processes in comprehension (pp. 89-106). Hillsdale, NJ: Erlbaum.

Hoffman, P. (1998). The man who loved only numbers. The story of Paul Erdős and the search

for mathematical truth. New York: Hyperion.

Science Instruction

Cook, L., & Mayer, R. (1988). Teaching readers about the structure of scientific text. Journal of

Educational Psychology, 80, 448-456.



Grief Counseling

Schillerstrom, J., Sanchez-Reilly, S.,& O’Donnel,l L. (2012). Improving student comfort with

death and dying discussions through facilitated family encounters Academic

Psychiatry;36,188-190.

61

Chapter 6

Common Core Standards, Common Sense, and World of Work

Rothman, R. (2012). A Common core of readiness. Educational Leadership, 69(7) , 10-15.

Adolescence

Brown, B.B. (2008). Peer Relationships: Peer groups. In E. Anderman & L. Anderman (Eds.),

Psychology of classroom learning: An encyclopedia. Gale.

Brown, B.B., & Bakken, J.P. (2011). Parenting and peer relationships: Reinvigorating research

on family-peer linkages in adolescence. Journal on Research on Adolescence, 21, 153-

165.

Brown, B.B., Bakken, J.P., Ameringer, S.W., & Mahon, S.D. (2008). A comprehensive

conceptualization of the peer influence process in adolescence. In M. J. Prinstein and K.

Dodge (Eds.), Understanding peer influences in children and adolescents, (pp. 17-44).

New York: Guilford Publications.

Brown, B.B., & Dietz, E.L. Peer group in middle childhood and adolescence. (2009). In K.H.

Rubin, W.M. Bukowski, and B. Laursen (Eds.), Handbook of peer interactions,

relationships, and groups. New York: Guilford.

Brown, B.B., Herman, N., Hamm, J.V., & Heck, D. (2008). Ethnicity and image: Correlates of

minority adolescents' affiliation with individual-based versus ethnically defined peer

crowds. Child Development, 79, 529-546.

Fingerman, K.L., Brown, B.B., & Blieszner, R.M. Non-familial ties across the lifespan: Friends,

peers, consequential strangers, and people we encounter in daily life. In K. L. Fingerman,

C. Berg, T. A. Antonucci, and J. Smith (Eds.), Handbook of lifespan psychology, New

York: Springer Publishers.

62

Pokhrel, P., Brown, B.B., Morgan, M.B., & Sussman, S. (2010). Comments on adolescent peer

crowd affiliation: A response to Cross & Fletcher. Journal on Youth and Adolescence, 39,

213-216.

Positive Behavioral Support for Adolescents

Swain-Bradway, J., & Horner, R. (2010). High school implementation of the behavior education

program. In D. Crone, L. Hawken, & R. Horner (Eds.), Responding to Problem Behavior

in Schools: The Behavior Education Program (2nd Ed). New York, NY: Guilford Press.

Research on Teaching Vocabulary and Morphology to Adolescents

Kieffer, M. J. & Box, C. D. (2013). Derivational morphological awareness, academic

vocabulary, and reading comprehension in Spanish-speaking language minority learners

and their classmates. Learning and Individual Differences, 24, 168-175.1.






Nagy, W. (2009). Understanding words and word Learning: Putting research on vocabulary into

classroom practice." In S. Rosenfield & V. Berninger (Eds.), Implementing Evidence-

Based Academic Interventions in School Settings (pp. 479-500).New York:Oxford

University Press.



63










155-170.








IV (pp. 388-404). New York: Routledge


& R. Barr (Eds.), Handbook of Reading Research, Volume III (pp. 269-284). Mahwah,

NJ: Erlbaum.

Nagy, W., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language

acquisition. Reading Research Quarterly, 47(1), 91-108.

64



IV (pp.388-404). New York: Routledge.


Teaching Reading and Writing to Adolescents

Beers, S., & Nagy, W. (2009). Syntactic complexity as a predictor of adolescent writing quality:

Which measures? Which genre? Reading and Writing: An Interdisciplinary Journal, 22,

185–200.

Beers, S. F., Quinlan, T., & Harbaugh, A. G. (2010). Adolescent students' reading during writing

behaviors and relationships with text quality: An eyetracking study. Reading and

Writing: An Interdiscplinary Journal, 23, 743-775.

Cantrell, S., Almasi, J., Carter, J., Rintamaa, M., Madden, A. (2010). The impact of a strategy-

based intervention on the comprehension and strategy use of struggling adolescent

readers. Journal of Educational Psychology, 102, 257-280.

Carlisle, J.F. (2000). Awareness of the structure and meaning of morphologically complex

words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169-

190.

Carlisle, J.F., Stone, C.A., & Katz, L.A. (2001) The effects of phonological transparency on

reading derived words. Annals of Dyslexia, 51, 249-274.

Chall, J. (1996). Learning to read: The great debate, 3rd ed. Fort Worth, TX: Harcourt Brace.

(First published in 1967 and in 1983 by McGraw-Hill.).

Christensen, C., & Wauchope, M. (2009). Whole school literacy: Using research to create

programs that build universal high levels of literate competence. In Rosenfield, S., &

65

Berninger, V. (Eds.) (2009). Implementing evidence-based interventions in school

settings (pp. 501-526). New York: Oxford University Press.

Curtis, M.E. (1997). Teaching reading to children, adolescents, and adults: Similarities and

differences. In L.R. Putnam (Ed.) Readings on language and literacy. Cambridge, MA:

Brookline Books.

Curtis, M.E., & Longo, A.M. (1999). When adolescents can't read: Methods and materials that

work. Cambridge, MA: Brookline Books.

Denton, C., Vaughn, S., Wexler, J., Bryan, D., & Reed, D. (2012). Effective instruction for

middle school students with reading difficulties. The reading teacher’s source book.

Baltimore, MD: Paul H. Brookes.

Graham, S., & Perrin, D. (2007a). A meta-analysis of writing instruction for adolescent students.

Journal of Educational Psychology, 99, 445-476.

Graham, S., & Perrin, D. (2007b). Writing Next: Effective strategies to improve writing of

adolescent middle and high school. Alliance for Excellence in Education. Washington

D.C.

Graham, S., & Perrin, D. (2007c). What we know, what we still need to know: Teaching

adolescents to write. Scientific Studies in Reading, 11, 313-336.

Henry, M. (2010). Unlocking literacy. Effective decoding & spelling instruction. 2nd Edition.


Troia, G. (Ed.) (2009). Instruction and assessment for struggling writers. Evidence-based

practices. New York: Guilford.

66

Peverly, S. T., Ramaswamy, V., Brown, C., Sumowski, J., Alidoost, M., & Garner, J. (2007).

Skill in Lecture Note-taking: What Predicts? Journal of Educational Psychology, 99,

167-180.

Peverly, S. T. (2006). The importance of handwriting speed in adult writing. Developmental

Neuropsychology, 29, 197-216.

Bilingual Vocabulary Learning

Nagy, W., García, G. E., Durgunoglu, A., & Hancin-Bhatt, B. (1993). Spanish-English bilingual

students' use of cognates in English reading. Journal of Reading Behavior, 25, 241-259.

Nagy, W., McClure, E., & Mir, M. (1997) Linguistic transfer and the use of context by Spanish-

English bilinguals. Applied Psycholinguistics, 18, 431-452.

Research on Teaching Reading to Adolescents

Cantrell, S., Almasi, J., Carter, J., Rintamaa, M., Madden, A. (2010). The impact of a strategy-

based intervention on the comprehension and strategy use of struggling adolescent

readers. Journal of Educational Psychology, 102, 257-280.

Carlisle, J.F. (2000). Awareness of the structure and meaning of morphologically complex

words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169-

190.

Carlisle, J.F., Stone, C.A., & Katz, L.A. (2001) The effects of phonological transparency on

reading derived words. Annals of Dyslexia, 51, 249-274.

Chall, J. (1996). Learning to read: The great debate, 3rd ed. Fort Worth, TX: Harcourt Brace.

(First published in 1967 and in 1983 by McGraw-Hill.).

Christensen, C., & Wauchope, M. (2009). Whole school literacy: Using research to create

programs that build universal high levels of literate competence. In Rosenfield, S., &

67

Berninger, V. (Eds.) (2009). Implementing evidence-based interventions in school

settings (pp. 501-526). New York: Oxford University Press.

Curtis, M.E. (1997). Teaching reading to children, adolescents, and adults: Similarities and

differences. In L.R. Putnam (Ed.) Readings on language and literacy. Cambridge, MA:

Brookline Books.

Curtis, M.E., & Longo, A.M. (1999). When adolescents can't read: Methods and materials that

work. Cambridge, MA: Brookline Books.

Denton, C., Vaughn, S., Wexler, J., Bryan, D., & Reed, D. (2012). Effective instruction for

middle school students with reading difficulties. The reading teacher’s source book.

Baltimore, MD: Paul H. Brookes

Henry, M. (2010). Unlocking literacy. Effective decoding & spelling instruction. 2nd Edition.


Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J. (2008).

Improving adolescent literacy: Effective classroom and intervention practices: A Practice

Guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation

and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Retrieved from http://ies.ed.gov/ncee/wwc.

Math Instruction

Geary, D.C., Hoard, M. K., Nugent, L., & Bailey, H. D. (2013). Adolescents’ functional

numeracy is predicted by their school entry number system knowledge. PLoS ONE, 8(1):

e54651. doi:10.1371/journal.pone.0054651:

http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0054651

http://ies.ed.gov/ncee/wwc

http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0054651

68

Hinsley, D., Hayes, J., & Simon, H. (1977). From words to equations: Meaning and

representation in algebra word problems. In M.Just, & P. Carpenter (Eds.). Cognitive

processes in comprehension (pp. 89-106). Hillsdale, NJ: Erlbaum.

Teacher-University Partnerships for Raising Math Achievement and Access

Anderson, R. N., & et al. (1988). Relationships among teachers' and students' thinking skills,

sense of efficacy, and student achievement. Alberta Journal of Educational Research,

34(2), 148-165.

Ashton, P. T., & Webb, R. B. (1986). Making a difference : Teachers' sense of efficacy and

student achievement. New York: Longman.

Bay, M., & et al. (1994). Teachers assisting teachers: A prereferral model for urban educators.

Teacher Education and Special Education, 17(1), 10-21.

Gandara, P. C., & Contreras, F. (2009). The Latino education crisis : the consequences of failed

social policies. Cambridge, Mass.: Harvard University Press.

Greene, L. C. (1996). Jose Valdes Summer Math Institute. Phi Delta Kappan, 77(10), 692-693.

Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions.

American Educational Research Journal, 31(3), 627-643.

Gutierrez, R. (1996). Practices, beliefs and cultures of high school mathematics departments:

understanding their influence on student advancement. Journal of Curriculum Studies,

28, 495-529.

Gutiérrez, R. (1999). Advancing urban Latina/o youth in mathematics: Lessons from an effective

high school mathematics department. Urban Review, 31(3), 263-281.

Horn, I. (2008). The inherent interdependence of teachers. Phi Delta Kappan, 89(10), 751-754.

69

Jairam, D., & Kiewra, K. (2010). Helping students soar to success on computers: An

investigation of the SOAR study method for computer-based learning, Journal of

Educational Psychology, 102, 102, 601-614.

Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding

achievement in U.S. schools. Educational Researcher, 35(7), 3–12

Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Change in teacher efficacy and student self-

and task-related beliefs in mathematics during the transition to junior high school.

Journal of Educational Psychology, 81(2), 247-258.

Moses, R. P., & Cobb, C. E. (2001). Radical equations : math literacy and civil rights. Boston:

Beacon Press.

National Council of Teachers of Mathematics, I. R. V. A. (1995). Assessment standards for

school mathematics.

National Mathematics Advisory Panel. (2008). Foundations for Success: The Final Report of the

National Mathematics Advisory Panel, U.S. Department of Education: Washington, DC,

Petitto, L. (2009) New discoveries from the bilingual brain and mind across the lifespan and their

implications for education. Journal of Mind, Brain, and Education.

Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and

pupils' intellectual development. New York, NY US: Holt, Rinehart & Winston.

Schoenfeld, A. H. (2004). The math wars. Educational Policy, 18(1), 253-286.

Tate, W. F. (1997). Race-ethnicity, SES, gender, and language proficiency trends in mathematics

achievement: An update. Journal for Research in Mathematics Education, 28(6), 652-

679.

70

Weinstein, R. S., Madison, S. M., & Kuklinski, M. R. (1995). Raising expectations in schooling:

Obstacles and opportunities for change. American Educational Research Journal, 32(1),

121-159.

Social Studies Instruction

De La Paz, S., & MacArthur, C. A. (2003). Knowing the how and why of history: Expectations

for secondary students with and without learning disabilities. Learning Disability

Quarterly, 26, 142-154.

Science Instruction

Cook, L., & Mayer, R. (1988). Teaching readers about the structure of scientific text. Journal of




Shavelson, R. (1972). Some aspects of the correspondence between content structure and

cognitive structure in physics. Journal of Educational Psychology, 63, 225-234.

Teacher-Student Relationships

Allen, J. P., Pianta, R. C., Gregory, A., Mikami, A. Y., & Lun, J. (2011). An interaction-based

approach to enhancing secondary school instruction and student achievement. Science,

333, 1034-1037. doi:10.1126/science.1207998

Hafen, C. A., Allen, J. P., Mikami, A. Y., Gregory, A., Hamre, B., & Pianta, R. C. (2012). The

pivotal role of adolescent autonomy in secondary school classrooms. Journal of Youth

and Adolescence, 41, 245-255. doi:10.1007/s10964-011-9739-2

71

Mikami, A. Y., Gregory, A., Allen, J. P., Pianta, R. C., & Lun, J. (2011). Effects of a teacher

professional development intervention on peer relationships in secondary classrooms.

School Psychology Review, 40, 367-385.

Pianta, R. C., & Hamre, B. K. (2009). Classroom processes and positive youth development:

Conceptualizing, measuring, and improving the capacity of interactions between teachers

and students. New Directions for Youth Development, 121, 33-46. doi:10.1002/yd.295

Grouping for Differentiated Instruction

Slavin, R. (1990, Autumn). Achievement effects of ability grouping in secondary schools: A

best-evidence synthesis. Review of Educational Research, 60, 471-499.

Connor, C. M., Piasta, S. B., Fishman, B., Glasney, S., Schatschneider, C., Crowe, E.,

Underwood, P., & Morrison, F. J. (2009). Individualizing student instruction precisely:

Effects of child by instruction interactions on first graders’ literacy development. Child

Development, 80(1), 77-100.

Grief Counseling

Schillerstrom, J.E., Sanchez-Reilly, S.E., & O’Donnell, L. (2012). Improving student comfort

with death and dying discussions through facilitated family encounters. Academic

Psychiatry, 36, 188-190.

72

Chapter 7

Genetics Primer

Batshaw, M. (2007). Genetics and developmental disabilities. In Batshaw, M., Pellegrino, L., &

Roizen, N. (Eds.), Children with disabilities, 6th edition. Baltimore, MD: Paul H.

Brookes.

Batshaw, M., Gropman, A., & Lanpher, B. (2013). Genetics and developmental disabilities. In

Batshaw, M., Roizen, N., & Lotrecchiano, G. (Eds). Children with disabilities, 7th

edition. Baltimore, MD: Paul H. Brookes.

Cassiday, L. (2009). Mapping the epigenome. New tools chart CHEMICAL MODIFICATIONS

of DNA and its packaging proteins.WWW.CEN-ONLINE.ORG September 14, 2009

Chapter 3 Genes and Behavior In Kandel ER, Schwartz, J., Jessell, T. (2012). Principles of

Neural Science, 5th Edition. New York: McGraw-Hill.

Collins, F. (2010). The language of life. DNA and the revolution in personalized medicine. New

York: Harper Collins.

Kolb, B., & Whishaw, I. (2009). Fundamentals of Neuropsychology, 6th Ed. Chapter 4 Figures 4,

5, 4.6, and 4.7 pages 88-89. New York: Worth Publishers.

Science, vol. 330, October 29, 2010, Special issue on Epigenetics. www.sciencemag.org

General Reference Neurolinguistic Disabilities

Batshaw, M., Roizen, N., & Lotrecchinao, G. (2013). Children with disabilities, 7th Edition.


Brain Bases of Conceptual Frameworks

http://www.sciencemag.org/

73

See listings for Integration of Computer Science and Neural Science, Integration of Cognitive

Science and Neuroscience, Neuroscience and Educational Neuroscience and Program for

the International Meeting on Systems Biology, April 1-15, 2013, Seattle.

Integration of Computer Science and Neural Science

Minsky, M. (1986). Society of Mind. New York: Simon and Schuster.

Minsky, M., Hillis, D., & Rudisch, G. (1980). Artificial intelligence. New England Journal of

Medicine, 302, 1482. View in Pub Med.

Integration of Cognitive Science and Neuoroscience

Berninger, V., Rijlaarsdam, G., & Fayol, M. (2012). Mapping research questions about

translation to methods, measures, and models. In M. Fayol, D. Alamargot, & Berninger,

V. (Eds.). Translation of thought to written text while composing: Advancing theory,

knowledge, methods, and applications (pp. 27-67). Psychology Press/Taylor Francis

Group/Routledge.

Neuroscience and Educational Neuroscience

Bear, Connors, & Paradiso (2007). Neuroscience. exploring the brain. 3rd Edition. Lippincott

Williams & Wilkins

Berninger, V., & Richards, T. (2002). Brain literacy for educators and psychologists. New York:

Academic Press/Elsevier

Blakemore, S.-J., & Frith, U. (2005). The learning brain. Lessons for education. Blackwell

Publishing.

Carter, R., Aldridge, S., Page, M., & Parker, S. (2009). The human brain book. An illustrated

guide to the structure, function, and disorders. Comes with CD. London: DK Publishing

Dorsley Kinders.

74

Kandel ER, Schwartz, J., Jessell, T. (2012). Principles of Neural Science, 5th Edition. New York,

NY: McGraw-Hill.

Kolb, & Whitsaw (2008). Fundamentals of human neuropsychology, 6th Edition. New York, NY:

Worth Publishers, Inc.,

Posner, M. & Rothbart, M. (2007). Educating the human brain. Washington DC: American


Meyer, J., & Quenzer, L. (2005). Psychopharmacology: Drugs, the Brain, and Behavior. Sinauer

Associates.

Squire, L., & Kandel, E. (2003). Memory From mind to molecules. Scientific American Library.

An OWL Book. New York: Henry Holt and Company.

Brain Rhythms and Mind Blinking

Llinás, R., Ribary, U., Jeanmonod, D., Kronberg, E., & Mitra, P. (1999). Thalamocortical

dysrhythmia: A neurological and neuropsychiatric syndrome characterized by

magneoencephalography. Proceedings of the National Academy of Sciences USA,

96,15222-15227.

Nakano, T., Kato, M., Morito, Y., Itoi, S., & Kitaza, S. (2012). Blink-related momentary

activation of the default mode network while viewing videos. Proceedings of the

National Academy of Sciences (PNAS).

www.pnas.org/lookup/suppl/doi:10.1073/pnas.1214804110/-/DCSupplemental.

Typically Developing Brain

Waber, D., Forbes, P., Almli, C., & Blood, E. (2012). Four-year longitudinal performance of a

population-based sample of healthy children on a neuropsychological battery: The NIH

http://www.pnas.org/lookup/suppl/doi:10.1073/pnas.1214804110/-/DCSupplemental

75

MRI study of normal brain development. Journal of International Neuropsychological

Society,18, 179-90.

Listening Brain

Maxfield, N. D., VanDyke, J. M., Silliman, E. R. (2009). Disfluencies along the garden path:

Behavioral and brain electrophysiological evidence of disrupted sentence processing.

Brain and Language, 111, 86-100.

Speaking Brain

Hillock, G. (2012). Nature Reviews Neuroscience 13, 135-145| doi:10.1038/nrn3158

Reading Brain

Fletcher, J., Fitzgerald, M., Mathes, P., Denton, C., & Papanicolaou, A. (2002). Brain activation

profiles during the early stages of reading acquisition. Journal of Child Neurology, 17,

159-63.

Fletcher, J.M., Papanicolaou, A.C., Simos, P.G, & Denton, C.A. (2004). Neuroimaging in

reading research. In N.K. Duke & M. Mallette (Eds.). Literacy Research Methods (pp.

252-286). New York: Guilford.

Hoeft F, Ueno T, Reiss A, Myeler, A., Garielli, S., Glover, G., Keller, T., Kobayashi, K.,

Mazaika, P., Jo, B., Just, M., & Gabrieli, J. (2007). Prediction of children's reading skills

using behavioral, functional, and structural neuroimaging measures. Behavioral

Neuroscience, 121, 602–613.

Simos, P.G., Fletcher, J.M., Denton, C., Sarkari, S., Billingsley-Marshall, R., & Papanicolaou,

A.C. (2006). Magnetic source imaging studies of dyslexia interventions. Developmental


76

Simos, P.G, Fletcher, J.M., Sarkari, S., Billingsley-Marshall, R., Denton, C. & Papanicolaou, A.

C. (2007). Intensive instruction affects brain magnetic activity associated with reading

fluency in children with persistent reading disabilities. Journal of Learning Disabilities,

40, 37-48.

Simos, P.G., Fletcher, J.M., Sarkari, S., Billingsley, R.L., Denton, C., & Papanicolaou, A.C.

(2007). Altering the brain circuits for reading through intervention: A magnetic source

imaging study. Neuropsychology, 21, 485-496.

Simos, P.G., Fletcher, J.M., Sarkari, S., Billingsley, R.L., Francis, D.J., Castillo, E.M., Pataraia,

E., Denton, C., & Papanicolaou (2005). Early development of neurophysiological

processes involved in normal reading and reading disability. Neuropsychology, 19, 787-

798.

Math Brain

Cho, S., Ryali, S., Geary, D. C., & Menon, V. (2011). How do you solve 7+8? : Decoding

children's brain activity patterns during counting versus retrieval. Developmental Science,

14, 989-1001.

Cho, S., Metcalfe, A. W. S., Young, C. B., Ryali, S. Geary, D. C., & Menon, V. (2012).

Hippocampal-prefrontal engagement and dynamic causal interactions in the maturation of

children’s fact retrieval. Journal of Cognitive Neuroscience, 24, 1849–1866.

Davis, N., Cannistraci, C.J., Rogers, B.P., Gatenby, J.C., Fuchs, L.S., Anderson, A.W., & Gore,

J.C. (2009a). Aberrant functional activation in school age children at-risk for

mathematical disability: A functional imaging study of simple arithmetic skill.

Neuropsychologia, 47, 2470-2479 (PMID: 19410589).

77

Davis, N., Cannistraci, C.J., Rogers, B.P., Gatenby, J.C., Fuchs, L.S., Anderson, A.W., Gore,

J.C. (2009b). The neural correlates of calculation ability in children. Magnetic resonance

Imaging, 27, 1187-1197. (PMID: 19570639)

Dehaene, S. (2011). The number sense: How the mind creates mathematics. Revised Ed. New


Menon, V. (2010). Developmental cognitive neuroscience of arithmetic: Implications for

learning and education. ZDM, 42(6), 515-525.

Menon, V., Mackenzie, K., Rivera, S. M., & Reiss, A. L. (2002). Prefrontal cortex involvement

in processing incorrect arithmetic equations: Evidence from event-related fMRI. Human

Brain Mapping, 16(2), 119-130.

Rivera, S. M., Reiss, A. L., Eckert, M. A., & Menon, V. (2005). Developmental changes in

mental arithmetic: Evidence for increased functional specialization in the left inferior

parietal cortex. Cerebral Cortex, 15(11), 1779-1790.

Rosenberg-Lee, M., Barth, M. & Menon, V. (2011). What difference does a year of schooling

make?: Maturation of brain response and connectivity between 2nd and 3rd grades during

arithmetic problem solving. NeuroImage. 57(3), 796-808.

Rosenberg-Lee, M., Chang, T.T., Young, C.B., Wu, S. & Menon, V. (2011). Functional

dissociations between four basic arithmetic operations in the human posterior parietal

cortex: A cytoarchitectonic mapping study. Neuropsychologia. 49(9), 2592-2608.

Rykhlevskaia, E., Uddin, L. Q., Kondos, L., & Menon, V. (2009). Neuroanatomical correlates of

developmental dyscalculia: combined evidence from morphometry and tractography.

Frontiers Human Neuroscience, 3(510).

78

Zamarian, L., Ischebeck, A., & Delazer, M. (2009). Neuroscience of learning arithmetic—

Evidence from brain imaging studies. Neuroscience and Biobehavioral Reviews 33, 909–

925.

Zhang, T. T., Majid, A., Caspers, S., Eickhoff, S. B., & Menon, V. (2009). Functional

heterogeneity of inferior parietal cortex during mathematical cognition assessed with

cytoarchitectonic probability maps. Cerebral Cortex, 19, 2930-2945.

Writing Brain

Berninger, V., Richards, T., Stock, P., Abbott, R., Trivedi, P., Altemeier, L., & Hayes, J. R.

(2009). fMRI activation related to nature of ideas generated and differences between

good and poor writers during idea generation. British Journal of Educational Psychology

Monograph Series II, 6, 77-93.

Richards, T., Berninger, V. & Fayol, M. (2009). FMRI activation differences between 11- year-

old good and poor spellers’ access in working memory to temporary and long-term

orthographic representations. Journal of Neurolinguistics, 22, 327-353.

Richards, T., Berninger, V., Stock, P., Altemeier, L., Trivedi, P., & Maravilla, K. (2009). fMRI

sequential-finger movement activation differentiating good and poor writers. Journal of

Clinical and Experimental Neuropsychology, 29, 1-17.

Richards, T., Berninger, V., Stock, P., Altemeier, L., Trivedi, P., & Maravilla, K. (2011).

Differences between good and poor child writers on fMRI contrasts for writing newly

taught and highly practiced letter forms. Reading and Writing, 24(5), 493-516.

Richards, T., Berninger, V., Winn, W., Swanson, H.L., Stock, P., Liang, O., & Abbott, R.

(2009). Differences in fMRI activation between children with and without spelling

disability on 2-back/0-back working memory contrast. Journal of Writing Research, 1(2),

79

93-123. Journal of Writing Research. Download the pdf from year 2 volumes of this

open access peer reviewed journal at the JOWR-website.

Endophenotypes (Gene-Brain Relationships)

Berninger, V., & Richards, T. (2010). Inter-relationships among behavioral markers, genes,

brain, and treatment in dyslexia and dysgraphia. Future Neurology, 5, 597-617.

Meng, H., Smith, S. D., Hager, K, Held, M., Liu, J., Olson, R. et al. (2005). DCDC2 is associated

with reading disability and modulates neuronal development in the brain. PNAS, 102(47),

17053-17058

Roeske, D., Ludwig, K., Neuhoff, N., Becker, J., Bartling, J., Bruder, J. et al. (20011). First

genome-wide association scan on neurophysiological endophenotypes points to trans-

regulation effects on SLC2A3 in dyslexic children. Molecular Psychiatry, 16, 97-107.

Integrated Encyclopedia of DNA Elements in Human Genome

Dunham, I., Kundaje, A., Aldred, S.F., Collins, P.J., Davis, C.A., Doyle, F., Epstein, C.B.,

Frietze, S., Harrow, J., Kaul, R., Khatun, J., Lajoie, B.R., Landt, S.G., Lee, B.K., Pauli,

F., Rosenbloom, K.R., Sabo, P., Safi, A., Sanyal, A., Shoresh, N., Simon, J.M., Song, L.,

Trinklein, N.D., Altshuler, R.C., Birney, E., Brown, J.B., Cheng, C., Djebali, S., Dong,

X., Ernst, J., Furey, T.S., Gerstein, M., Giardine, B., Greven, M., Hardison, R.C., Harris,

R.S., Herrero, J., Hoffman, M.M., Iyer, S., Kelllis, M., Kheradpour, P., Lassman, T., Li,

Q., Lin, X., Marinov, G.K., Merkel, A., Mortazavi, A., Parker, S.C., Reddy, T.E.,

Rozowsky, J., Schlesinger, F., Thurman, R.E., Wang, J., Ward, L.D., Whitfield, T.W.,

Wilder, S.P., Wu, W., Xi, H.S., Yip, K.Y., Zhuang, J., Bernstein, B.E., Green, E.D.,

Gunter, C., Snyder, M., Pazin, M.J., Lowdon, R.F., Dillon, L.A., Adams, L.B., Kelly,

C.J., Zhang, J., Wexler, J.R., Good, P.J., Feingold, E.A., Crawford, G.E., Dekker, J.,

http://www.jowr.org/current.html

80

Elinitski, L., Farnham, P.J., Giddings, M.C., Gingeras, T.R., Guigo, R., Hubbard, T.J.,

Kellis, M., Kent, W.J., Lieb, J.D., Margulies, E.H., Myers, R.M., Starnatoyannopoulos,

J.A., Tennebaum, S.A., Weng, Z., White, K.P., Wold, B., Yu, Y., Wrobel, J., Risk, B.A.,

Gunawardena, H.P., Kuiper, H.C., Maier, C.W., Xie, L., Chen, X., Mikkelsen, T.S., et al.

(2012). An integrated encyclopedia of DNA elements in the human genome. Nature 489,

57-74.

Emergence of Mind

Finley, B. L. (2005). Rethinking developmental neurobiology. In M. Tomasello & D. I. Slobin

(Eds.), Beyond nature-nurture: Essays in honor of Elizabeth Bates (pp. 195-218).

Mahwah, NJ: Lawrence Erlbaum.

Fisher, S. A. (2006). Tangled webs: Tracing the connections between genes and cognition.

Cognition, 101, 270-297.

Geary, D. C. (2005). The motivation to control and the origin of mind: Exploring the life-mind

joint point in the tree of knowledge. Journal of Clinical Psychology, 61, 21-46.

Maturation Depends on Nature-Nurture Interactions

Morrison, F., Griffith, E., & Alberts, D. (1997). Nature-nurture in the classroom: Entrance age,

school readiness, and learning in children. Developmental Psychology, 33, 254-262.

Nature-Nurture Interactions in Language Learning

Byrne, B., Coventry, W., Olson, R., Samuelsson, S., Corley, R., Willcutt, E. et al. (2009).

Genetic and environmental influences on aspects of literacy and language in early

childhood: Continuity and change from preschool to Grade 2. Journal of

Neurolinguistics, 22, 219-236.

81

Carlson, J., & Levin, J. (2007). Educating the evolved mind. Conceptual foundations for an

evolutionary educational psychology. Charlotte, NC: Information Age Publishing Inc.

Elman, J., Bates, E., Johnson, M., Karmiloff-Smith, A., Parisi, D., & Plunkett, K. (1997).

Rethinking innateness. A connectionist perspective on development. Cambridge, MA: The

MIT Press.

Lyytinen, H., Aro, M., Elklund, K., Erskine, J., Gottorm, T., Laakso, M.-L. et al. (2004). The

development of children at familial risk for dyslexia: Birth to early school age. Annals of

Dyslexia, 54, 184-220.

Olson, R., Byrne, B., Samuelson, S. (in press-a). Reconciling strong genetic and strong

environmental influences on individual differences and deficits in reading ability. In K.

Pugh, & P. McCardle (Eds.), How children learn to read: Current issues and new

directions in the integration of cognition, neurobiology, and genetics of reading and

dyslexia research and practice. Erlbaum/Taylor Francis.

Olson, R., Hulslander, J., Christopher, M., ,Keenan, J., Wadsworth, S., Willcutt, E., Pennington,

B., & DeFries, J. (in press-b). Genetic and environmental influences on writing and their

relations to language and reading. Annals of Dyslexia.

Pennington, B., McGrath, L., Rosenberg, J., Barnard, H., Smith, S., Willicut, E. et al. (2008).

Gene x environment interactions in reading disability and attention-deficit/hyperactivity

disorder. Developmental Psychology, 45, 77-89.

Plomin, R., DeFries, J. C., McClearn, G. E., & McGuffin, P. (2008). Behavioral genetics (5th

ed.) New York, NY: Worth Publishing.

Plomin, R., & Bergeman, C. (1991). The nature or nurture: Genetic influence on

“environmental” measure. Behavior Brain Sciences, 14, 373-427.

82

Samuelsson, S., Byrne, B., Olson, R., Hulslander, J., Wadsworth, S., Corley, R. et al. (2008).

Response to early literacy instruction in the United States, Australia, and Scandinavia: A

behavioral-genetic analysis, Learning and Individual Differences,18, 289–295.

Sex-Related Nature-Nurture Interactions

Bailey, D. H., Lippa, R. A., Del Giudice, M., Hames, R., Geary, D. C. (2012). Sex differences in

spatial abilities: Methodological problems in Hoffman et al. (2011). Proceedings of the

National Academy of Sciences USA, 109, E583.

Bailey, D. H., Winegard, B., Oxford, J. & Geary, D. C. (2012). Sex differences in in-group

cooperation vary dynamically with competitive conditions and outcomes. Evolutionary


Geary, D. C. (2007). An evolutionary perspective on learning disability in mathematics.


Geary, D. C. (2009). An evolutionary twist on sex, mathematics, and the sciences. In C. Hoff

Sommers (Ed.), The science of women in science (pp. 170-189). Washington, DC:

American Enterprise Institute Press.

Geary, D. C. (2010). Male, female: The evolution of human sex differences (second edition).


Geary, D. C. (2012). Sex differences. In V. S. Ramachandran (Editor-in-Chief), Encyclopedia of

human behavior (2nd Edition) (Vol. 3, pp. 403-410). San Diego, CA: Elsevier.

Geary, D. C., Saults, S. J., Liu, F., & Hoard, M. K. (2000). Sex differences in spatial cognition,

computational fluency, and arithmetical reasoning. Journal of Experimental Child


http://web.missouri.edu/~gearyd/spatial.htm

http://web.missouri.edu/~gearyd/spatial.htm

83

Halpern, D., Benbow, C., Geary, D. C., Gur, R., Hyde, J., & Gernsbacher, M. A. (2007). The

science of sex differences in science and mathematics. Psychological Science in the

Public Interest, 8 (No 1., 1-52).

Stoet, G., & Geary, D. C. (2012). Can stereotype threat explain the sex gap in mathematics

performance and achievement? Review of General Psychology, 16, 93-102.

84

Chapter 8

Developmental Domains and Developmental Disabilities and Talents

Gifted and Talented (Cognitively and in Other Domains)

Brody, L. E. (2009). The Johns Hopkins Talent Search Model for Identifying and Developing

Exceptional Mathematical and Verbal Abilities. In L.V. Shavinia (ed.),

Brody, L., & Mills, C. (2004). Grouping and acceleration practices in gifted education. Corwin

and National Association for Gifted Children.

Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2012). A proposed direction forward

for gifted education based on psychological science. Gifted Child Quarterly, 56, 176-188.

doi:10.1177/0016986212456079

Worrell, F. C. (2009). Myth 4: A single test score or indicator tells us all we need to know about

giftedness. Gifted Child Quarterly, 53, 242-244. doi:10.1177/0016986209346828

Twice Exceptional

Assouline, S. G., Foley Nicpon, M., & Whiteman, C. (2009). Cognitive and psychosocial

characteristics of gifted students with specific learning disabilities. Gifted Child

Quarterly, 54(2), 102 – 115.

Foley Nicpon, M., Allmon, A., Sieck, R., & Stinson, R. D. (2010). Empirical investigation of

twice-exceptionality: Where have we been and where are we going? Gifted Child

Quarterly.

Neihart, M. (2000, Fall). Gifted children with Asperger's Syndrome. Gifted Child Quarterly, 44,

No. 4, pp. 222-230.

Cultural and Linguistic Issues in Developmental Disabilities

http://link.springer.com/chapter/10.1007/978-1-4020-6162-2_50

http://link.springer.com/chapter/10.1007/978-1-4020-6162-2_50

85

Jegatheesan, B. (2009). Cross-Cultural Issues in Parent-Professional Interactions: A Qualitative

Study of Perceptions of Asian American Mothers of Children with Developmental

Disabilities. Research and Practice for Persons with Severe Disabilities (RPSD), 34, 123-

136.

Jegatheesan, B (2011). Multilingualism and autism: Perspectives of South Asian Muslim

immigrant parents on raising a child with a communicative disorder in multilingual

contexts. Bilingual Research Journal, 34, 185-200

Kerfeld, C. Hoffman, J., Ciol, M., & Kartin, D. (2011). Dissatisfaction with care and delayed or

forgone care for children with special health care needs: The role of perceived cultural

competency of health care providers. Maternal and Child Health Journal, 15, 487-496.

Diagnosing Developmental Disabilities

Goelman, H. and the CHILD Project. (2008). Three complementary community-based

approaches to the early identification of young children at risk for developmental

delays/disorders. Infants and Young Children, Journal of the International Society for

Early Intervention, 21,306-323.

Oliver, A., Johnson, M.H., Karmiloff-Smith, A., & Pennington, B. (2000). Deviations in the

emergence of representations: A neuroconstructivist framework for analyzing

developmental disorders. Developmental Science, 3, 1-40.

Pennington, B.F. (2006). From single to multiple-deficit models of developmental disorders.4.

Cognition, 10(2), 385-413.

Pennington, B.F. (2009). How neuropsychology informs our understanding and developmental

disorders. Journal of Child Psychology and Psychiatry Annual Research Review, 50,72-

78.

http://www.du.edu/psychology/dnrl/Deviations.pdf



86

Teaching Students with Developmental Disabilities

Odom, S., Horner, R., Snell, M., & Blancher, J. (2007). Handbook of Developmental

Disabilities. New York, NY: The Guilford Press.

Sands, D., & Doll, B. (2005). Teaching goal setting and decision making to students with

developmental disabilities. In M. L. Wehmeyer & M. Agran (Eds.), Mental retardation

and intellectual disabilities: Teaching students using innovative and research-based

strategies (pp. 273-296). Boston: Merrill Prentice Hall

Silliman, E. R. (2004). Inclusion models for children with developmental disabilities. In R. D.

Kent (Ed.), The MIT encyclopedia of communication disorders (pp. 307-311).

Cambridge, MA: The MIT Press.

Silliman, E. R., Ford, C., Beasman, J., & Evans, D. (1999). An inclusion model for children with

language learning disabilities: Building classroom partnerships. Topics in Language

Disorders, 19(3), 1-18.

Positive Behavioral Support for Developmental Disabilities

Horner, R. H., Albin, R. W., Todd, A. W., Newton, J. S., & Sprague, J. R. (2010). Designing and

implementing individualized positive behavior support. In M. E. Snell & F. Brown

(Eds.), Instruction of Students with Severe Disabilities (7th Ed.). Upper Saddle River, NJ:

Pearson Education, Inc.

SENSORY AND MOTOR DEVELOPMENT AND DISORDERS

Occupational and Physical Therapists (OTs/PTs)

Overview of Evidence-Based OT/PT Assessment and Intervention

87

Barnes, K & Case-Smith, J. ( 2004). Activities of daily living with children with developmental

disabilities. In C. Christensen (Ed.) Ways of living (3rd ed). Bethesda: American

Occupational Therapy Association, Inc.

Bazyk, S., & Case-Smith, J. (2010). School-based occupational therapy. In Occupational

Therapy for Children (6th ed). St. Louis: Mosby/Elsevier.

Case-Smith, J. (1989). Sensory aspects of feeding: Interventions with young children.

Occupational Therapy in Health Care. Vol. 6, no. 2/3. : 129-141.

Case-Smith, J. (1991). The effects of tactile defensiveness and tactile discrimination on in-hand

manipulation. The American Journal of Occupational Therapy. Vol. 45, no. 9. : 811-818.

Case-Smith, J. (1993). Comparison of in-hand manipulation skills in children with and without

fine motor delays. Occuaptional Therapy Journal of Research. Vol. 13. : 87-100.

Case-Smith, J. (1997). Pediatric occupational therapy and early intervention. 2nd ed. Newton,

MA: Butterworth Heinemann.

Case-Smith, J. (2004). Continuing competence and evidence-based practice. OT Practice.

Columbus, OH.

Case-Smith, J. (2005). Using client outcome data to guide your professional development. OT

Practice. Columbus, OH.

Case-Smith, J, (Ed). (2005). Occupational Therapy for Children. 5th ed. St. Louis, MO:

Mosby/Elsevier.

Case-Smith J. (2005). Efficacy of interventions to promote hand skills. In C. Pehoski & A.

Henderson (Eds.) Development of hand skills in the child 2nd Ed. St Louis:

Mosby/Elsevier.

http://rave.ohiolink.edu/databases/expertise?dbnm=medl&record=1718162


88

Case-Smith, J. (2006). Self-directed learning opportunities for occupational therapy

practitioners working in early childhood. Columbus, OH.

Case-Smith, J. (2008). The CONSORT statement applied to occupational therapy research.

Columbus, OH: OTJR: Occupation, Participation and Health.

Case-Smith, J. (2008). Building the evidence for occupational therapy interventions [Short

Entry]. OTJR: Occupation, Participation, and Health, 28, 98-99.

Case-Smith, J. (2008). Multicultural research of occupations [Abstract]. OTJR: Occupation,

Participation, and Health, 28, 147-148.

Case-Smith, J. (2009). Occupational therapy's role in supporting the family unit OTJR:

Occupation, Participation, and Health, 29, 50-51.

Case-Smith, J. (2009). Relationships among physiology, stress, behavior, and the environment

OTJR: Occupation, Participation, and Health, 29, 146-147.

Case-Smith, J. (2009). Translating research findings to clinical practice. OTJR: Occupation,

Participation, and Health. 29, 98.

Case-Smith, J. (2010). An overview of occupational therapy for children. In J. Case-Smith, J. &

J. O'Brien (Eds.). Occupational Therapy for Children (6th Ed). St. Louis:

Mosby/Elsevier.

Case-Smith, J. (2010). Development of Childhood Occupations. In J. Case-Smith, & J. O'Brien,

(Eds.), Occupational Therapy for Children (6th Ed.). St. Louis: Mosby/Elsevier.

Case-Smith, J. (2010). Essential constructs of occupational therapy: Intentional performance,

meaningful activity and occupational balance. OTJR: Occupation, Participation, and

Health, 30, 98-99.

89

Case-Smith, J. ( 2010). The role of occupational therapists in helping consumers understand their

health and medical conditions. OTJR: Occupation, Participation, and Health, 30, 146-

147.

Case-Smith, J. (2011). The American Occupational Therapy Foundation/American Occupational

Therapy Association (AOTF/AOTA) research agenda. OTJR: Occupation, Participation,

and Health, 31, 50-51.

Case-Smith, J. (2011). The relationship between behaviors associated with sensory processing

and parental sense of competence. OTJR: Occupation, Participation, and Health, 31,

172-173.

Case-Smith, J. (in press).Contextual evaluation to support participation. In J. Hinojosa, P.

Kramer & P. Crist (Eds.) Evaluation: Obtaining and interpreting data (3rd ed).

Bethesda: AOTA Press. (In press)

Case-Smith, J., & Alexander, H. Bayley III Motor Scales. (In press) In L. Weiss, T. Oakland, &

G. Aylward, (Eds.), Bayley III: Clinical Use and Interpretation: A Scientist-Practitioner

Perspective. San Antonio: Elsevier.

Case-Smith, J & Barnes, K. (2000). Self Care skills for children with developmental disabilities.

In C. Christiansen (Ed.), Ways of Living (2nd ed). Bethesda, MD: American Occupational

Therapy Association.

Case-Smith, J., DeLuca, S., Stevenson, R., & Ramey, S.L. 2012. A multi-center randomized

controlled trial of pediatric constraint induced therapy: Six month follow up. American

Journal of Occupational Therapy.

Case-Smith, J., Fisher, A., & Bauer, D. 1989. An analysis of the relationship of proximal and

distal motor control. American Journal of Occupational Therapy. 43, 657-662.

90

Case-Smith, J & Holland, T. 2009. Making decisions about service delivery in early childhood

programs. Language, Speech, and Hearing Services in Schools, 40, 416-423.

Case-Smith, J., Law, M. et al. (2010). Foundation for occupational therapy practice with

children. In J. Case-Smith, & J. O'Brien (Eds.) Occupational Therapy for Children (6th

ed). St. Louis: Mosby/Elsevier.

Case-Smith, J.; Miller, H. (1999). Occupational therapy with children with pervasive

developmental disorders. American Journal of Occupational Therapy, 53, 506-513.

Case-Smith, J., & O'Brien, J (Eds.). (in press). Occupational Therapy for Children. Sixth ed. St.

Louis, MO: Mosby/Elsevier.

Case-Smith J & Powell C. 2008. Research literature in Occupational Therapy, 2001-2005.

American Journal of Occupational Therapy: 480-486.

Case-Smith, J., & Ratliff-Schaub, K. (2009). Other sensory problems. In W.B. Carey, A.C.

Crocker, W.L. Coleman, H.M. Feldman & E.R. Elias (Eds.) Developmental-Behavioral

Pediatrics 4th Ed. Philadelphia: Saunders/Elsevier Science.

Case-Smith, J; Rogers, S. 1999. Physical and occupational therapy. Child and adolescent

psychiatric clinics of North America, 8, 323-345.

Case-Smith, J., Sines, J., Klatt, M. 2010. Perceptions of children who participated in a school-

based yoga program. Journal of Occupational Therapy, Schools, & Early Intervention.

Vol. 3, no. 3. : 226-238.

Deitz, J.C., Kartin, D., & Kopp, K. (2007). Review of the Bruininks-Oseretsky Test of Motor

Proficiency, Second Edition (BOT-2). Physical and Occupational Therapy in Pediatrics,

34. 27(4):87-102.


91

Hall, L; Case-Smith, J. 2007. The effect of sound-based intervention on children with sensory

processing disorders and visual-motor delays. The American Journal of Occupational

Therapy, 61, 209-15.

Jaffe, L., Humphry, R., and Case-Smith, J. (2010). Working with families. In J. Case-Smith, & J.

O'Brien (Eds.). Occupational Therapy for Children (6th ed). St. Louis: Mosby/Elsevier.

Johnston, M.V. & Case-Smith, J. 2009. Development and testing of interventions in occupational

therapy: Toward a new generation of research in occupational therapy. OTJR:

Occupation, Participation and Health. Vol. 29, no. 1: 4-14.

Schuberth, Linda, Amirault, Lauren, and Case-Smith, Jane. (2010). Feeding Interventions. In J.

Case-Smith, & J. O’Brien (Eds.). Occupational Therapy for Children (6th Ed). St. Louis:

Mosby/Elsevier.

OT/PT Assessment and Treatment of Handwriting

Blundy K, Wallen M, Bundy A, & Case-Smith J (2008). Reliability and validity of the test of in-

hand manipulation. American Journal of Occupational Therapy, pp. 384-392.

Case-Smith, J. (2002). Effects of occupational therapy services on handwriting. American

Journal of Occupational Therapy. 56, 17-25.

Case-Smith, J., Holland, T., & Bishop, B. (2010). An integrated handwriting program for first

grade students. American Journal of Occupational Therapy.

Case-Smith, J., Holland, T., & White, S. 2012. Efficacy of a cotaught writing program. Journal

of Special Education.

Cornhill, H; Case-Smith, J. (1996). Factors that relate to good and poor handwriting. The

American Journal of Occupational Therapy. 50, 732-739.




92

Rogers, J; & Case-Smith, J. (2002). Relationships between handwriting and keyboarding

performance of sixth-grade students. The American Journal of Occupational Therapy, 56,

no. 1. : 34-39.

Williams, P., Basso, D. M..,Case-Smith, J., & Nichols-Larsen, D. (2006). Development of the

Hand Active Sensation Test: reliability and validity. Archives of physical medicine and

rehabilitation, 87, 1471-1477.

OT Play Assessment

Case-Smith, J & Miller, H. (2008). Play preferences in young children. Occupational Therapy

Journal of Research.

Case-Smith, J.; Miller, H. (2008). Play preferences in typically developing children and children

with developmental delays between ages 3 and 7 years. OTJR: Occupation,

Participation, and Health.

Carpal Tunnel Syndrome

Roll, S., Case-Smith, J., & Evans, K. (2011). Diagnostic accuracy of ultrasonography versus

electromyography in carpal tunnel syndrome: A systematic review of literature.

Ultrasound in Medicine and Biology. 37, 1539-1553.

Cerebral Palsy

Bjornson, K., Belza, B, Kartin, D., Logsdon, R. & Mc Laughlin, J. (2008). Self-reported health

status and quality of life in youth with cerebral palsy and typically developing youth.

Archives of Physical Medicine and Rehabilitation Medicine, 89: 121-127.

Bjornson, K.F., Belza, S., Kartin, D., Logsdon, R., McLaughlin, J., & Thompson, E.A. (2008).

The relationship of physical activity to health status and quality of life in youth with

cerebral palsy. Pediatric Physical Therapy, 20(3):247-253.





93

Bjornson, K., Belza, B, Kartin, D., Logsdon, R. & Mc Laughlin, J. (2007). Ambulatory activity

performance in youth with cerebral palsy and typically developing youth. 4. Physical

Therapy, 87(3):248-57.

Case-Smith, J; Nastro, M A. 1993. The effect of occupational therapy intervention on mothers of

children with cerebral palsy. The American Journal of Occupational Therapy. Vol. 47,

no. 9. : 811-817.

DeLuca, S., Case-Smith, J., Stevenson, R., Ramey, S.L. 2012 in press. Constraint-induced

movement therapy (CIMT) for young children with cerebral palsy: Effects of therapeutic

dosage. Journal of Pediatric Rehabilitation Medicine. (February)

Whalen, C. & Case-Smith, J. 2012.in press Effects of hippotherapy and therapeutic horseback

riding on children with cerebral palsy: A systematic review. Physical and Occupational

Therapy in Pediatrics.

Woollacott M, Shumway-Cook A, Hutchinson S., Price R, Ciol M., & Kartin D. (2005). Effect

of balance training on muscle activity used in the recovery of stability in children with

cerebral palsy: A pilot study. Developmental Medicine and Child Neurology, 47(7):455-

461.

Cross-Disciplinary Collaboration

Mitchell, P.H., Belza, B., Schaad, D.C., Robins, L.S., Gianola, F.J., Odegard, P.S., Kartin, D., &

Ballweg, R.A. (2006). Working across the boundaries of health professions disciplines in

education, research and service: The University of Washington experience. Academic

Medicine, 81, 891-896.



94

Robins, L., Brock, D., Gallagher, T., Kartin, D., Lindhorst, T., Odegard, P., Morton, T., & Belza,

B. (2008). Piloting team simulation to assess interprofessional skills. Journal of

Interprofessional Care, 22, 325-328.

SPEECH AND LANGUAGE DEVELOPMENT AND DISORDERS

Speech and Language Therapists (SLPs)

1. Overview

a. Butler, K. G., & Silliman, E. R. (Eds.) (2002). Speaking, reading, and writing in

students with language and learning disabilities: New paradigms for research

and practice. Mahwah, NJ: Lawrence Erlbaum.

b. Catts, H. W., & Kamhi, A. G. (Eds.). (2005). The connections between language

and reading disabilities. Mahwah, NJ: Erlbaum.

c. Huntley-Bahr, R., Silliman, E.R., Honickman, J.M., & Silliman, S.L. (2003).

Hemispheric differences in prosody production: A new look. The Phonetician, 97

(I), 9-17.

d. Hutchins, T. L., Brannick, M., Bryant, J. B., & Silliman, E. R. (2005). Methods

for controlling amount of talk: Difficulties, considerations, and suggestions. First

Language, 25, 347-363.

e. Kamhi & H. W. Catts (Eds.),(in press) Language and reading disabilities 3rd

ed.

Boston, MA: Allyn & Bacon.

f. Kamhi, J. Masterson, & K Apel (Eds.), Clinical decision making in developmental

language disorders. Baltimore, MD: Brookes.

g. Nelson, N. W. (2010). Language and Literacy Disorders: Infancy through

Adolescence. Boston, MA: Allyn & Bacon.

95

h. Scott, C. (2002). A fork in the road less traveled: Writing intervention based on

language profile. In E. Silliman & K. Butler (Eds.), Speaking, reading, and

writing in children with language learning disabilities: New paradigms in

research and practice (pp. 219-238). Mahwah, NJ: Lawrence Erlbaum.

i. Scott, C. (2011). Assessment of language and literacy disorders: A process of

hypothesis testing for individual differences. Topics in Language Disorders, 31,

24-39.

j. Scott, C. M. (2012). Learning to write. In A. G. Kamhi & H. W. Catts (Eds.),

Language and reading disabilities (3rd

ed., pp. 244-268). Boston, MA: Allyn &

Bacon.

k. Silliman, E. R. (in press). Integrating oral language and written language

disorders: Perspectives of an oral language researcher/practitioner. In B. Arfé. J.

Dockrell, & V. W. Berninger, Writing development and instruction in children

with hearing, speech, and oral language difficulties. London: Oxford University

Press.

l. Silliman, E. R., & Diehl, S. F. (2002). Assessing children with language learning

disabilities. In D. K. Bernstein & E. Tiegerman-Farber (Eds.) Language and

communication disorders in children (5th edition) (pp.181-255). Needham

Heights, MA: Allyn & Bacon.

m. Silliman, E. R., Huntley-Bahr, R., Wilkinson, L. C., & Turner, C. (2002).

Language variation and struggling readers. In K. G. Butler & E. R. Silliman

(Eds.), Speaking, reading, and writing in students with language learning

96

disabilities: New paradigms for research and practice (pp. 109-148). Mahwah,

NJ: Lawrence Erlbaum.

n. Silliman, E. R., & James, S. (1997). Assessing children with language disorders.

In D. K. Bernstein & E. Tiegerman (Eds.), Language and communication

disorders in children (4th edition) (pp. 197-271). Boston, MA: Allyn & Bacon.

o. Silliman, E., & Scott, C. (2006). Language impairment and reading disability:

Connections and complexities. Learning Disabilities Research and Practice, 21,

1-7.

p. Silliman, E., & Scott, C. (2009). Research-based oral language intervention routes

to the academic language of literacy: Finding the right road. In S. Rosenfield & V.

Berninger (Eds.), Implementing evidence-based interventions in school settings

(pp. 107-145). New York, NY: Oxford University Press.

q. Silliman, E. R., & Stack, J. W. (1994). Children with communication disorders

and language learning disabilities. In N. Hunt and K. Marshall (Eds.), Exceptional

children and youth (pp. 288-335). Boston, MA: Houghton Mifflin.

r. Silliman, E. R., & Wilkinson, L. C. (1991). Communicating for learning:

Classroom observation and collaboration. Gaithersburg, MD: Aspen Publishers.

s. Silliman, E. R., & Wilkinson, L. C. (Eds.) (2004). Language and literacy learning

in schools New York: Guilford Press. (Paperback edition, January 2007)

t. Stone, C. A, Silliman, E. R., Ehren, B., J., & Apel, K.. (Eds.) (2004). Handbook

on language and literacy: Development and disorders. New York: Guilford Press.

u. Tomblin, J. B., Zhang, X., Weiss, A., Catts, H., & Ellis Weismer, S. (2004).

Dimensions of individual differences in communication skills among primary

97

grade children. In M. L. Rice & S. F. Warren (Eds.), Developmental language

disorders (pp. 53-76). Mahwah, NJ: Erlbaum.

v. Wilkinson, L. C., & Silliman, E. R. (2008). Academic language proficiency and

literacy instruction. In L. C. Wilkinson, L. Morrow, & V. Chou (Eds.), Improving

the preparation of teachers of reading in urban settings: Policy, practice, &

pedagogy (pp. 121-142). Newark, DE. International Reading Association.

w. Wilkinson, L. C., & Silliman, E. R. (2012). Academic language. Routledge

Education Companion. London, Eng: Routledge.

2. Word-Level (Lexical) Skills

a. Apel, K., Masterson, J.J., & Brimo, D. (in press). Spelling assessment and

intervention: A multiple linguistic approach to improving literacy outcomes. In

A.G. Kamhi & H.W. Catts (Eds). Language and reading disabilities 3rd

ed..Boston, MA: Allyn & Bacon.

b. Bahr, R. H., Silliman, E. R., Berninger, V. W., & Dow, M. (in press). Linguistic

pattern analysis of misspellings of typically developing writers in grades 1 to 9.

Journal of Speech, Language, and Hearing Research. doi: 10.1044/1092-

4388(2012/10-0335).

c. Scott, C. & Brown, S. (2001). Spelling and the speech-language pathologist:

There's more than meets the eye. Seminars in Speech and Language, 22, 197-208.

d. Scott, C. (2000). Principles and methods of spelling instruction: Applications for

poor spellers. Topics in Language Disorders, 20, 66-82.

98

e. Windsor, J., Scott, C., & Street, C. (2000). Verb and noun morphology in the

spoken and written language of children with language learning disabilities.

Journal of Speech, Language, and Hearing Research, 43, 1322-1336.

3. Syntax-Level Skills

a. Aurilio, M. K., Jenkins, J. J., & Silliman, E. R. (2000). Partial phonological

marking facilitates the acquisition of noun subclasses: A replication.

Psychological Reports, 86, 975-994.

b. Bahr, R. H., Silliman, E. R., & Berninger, V. W. (2009). What spelling errors

have to tell. In C. Woods & V. Connolly (Eds.), Contemporary perspectives on

reading and writing (pp. 109-129). New York: Routlege.

c. Scott, C. (2004). Syntactic ability in children and adolescents with language and

learning disabilities. In R. Berman, (Ed.), Language development across

childhood and adolescence (pp. 111-134). Philadelphia, PA: John Benjamins.

d. Scott, C. (2009). A case for the sentence in reading comprehension. Language,

Speech, and Hearing Services in Schools, 40, 184-191.

e. Scott, C., & Balthazar, C. (2010). The grammar of information: Challenges for

older students with language impairments. Topics in Language Disorders, 30,

288-307.

f. Scott, C., & Koonce, N. (in press). Syntactic contributions to literacy learning, In

E. Silliman, A. Stone, & Wallach, G. (Eds), Handbook of language and literacy:

Development and disorders, 2nd ed., New York, NY: Guilford.

g. Scott, C., & Nelson, N. (2009). Sentence combining: Assessment and intervention

applications. Language and Learning Education, 16, 14-20.

99

h. Silliman, E. R., Huntley Bahr, R., & Peters, M. L. (2006). Spelling patterns in

preadolescents with atypical language skills: Phonological, morphological, and

orthographic factors. Developmental Neuropsychology., 29, 93-123.

4. Text-Level Skills

a. Bahr, R. H. & Silliman, E. R. (Eds.) (expected 2014). Handbook of

Communication Disorders. London, Eng.: Routledge.

b. Mody, M., & Silliman, E. R. (2008). Brain, behavior, and learning in language

and reading disorders. New York: Guilford Press.

c. Nelson, N. W., & Van Meter, A. M. (2002). Assessing reading and writing

samples for planning and evaluating change. Topics in Language Disorders 22,

47-72.

d. Nippold, M., & Scott, C. (2009). Overview of expository discourse: Development

and disorders. In M. Nippold & C. Scott (Eds.), Expository discourse in children,

adolescents, and adults: Development and disorders (pp. 1-11). Psychology

Press/ Taylor & Francis.

e. Nippold, M., & Scott, C. (2010). Expository discourse in children, adolescents

and adults: Development and disorders. Psychology Press/ Taylor & Francis.

f. Scott, C. (2009). Assessing expository texts produced by children and

adolescents. In M. Nippold & C. Scott (Eds.), Expository discourse in children,

adolescents, and adults: Development and disorders (pp.195-217). Psychology

Press/ Taylor & Francis.

100

g. Scott, C., & Windsor, J. (2000). General language performance measures in

spoken and written narrative and expository discourse in school-age children with

language learning

h. Wilkinson, L. C., Silliman, E. R., Nitzberg, L. A., & Aurilio, M. P. (1993).

Narrative analysis: Filtering individual differences in competence. Linguistics and

Education, 5, 195-210. disabilities. Journal of Speech, Language, and Hearing

Research, 43, 324-339.

5. Classroom Assessment of and Intervention for Language Skills

a. Silliman, E. R. (1984). Interactional competencies in the instructional context:

The role of teaching discourse in learning. In G. P. Wallach & K. G. Butler (Eds.),

Language learning disabilities in school-aged children (pp. 288-317). Baltimore,

MD: Williams and Wilkins.

b. Silliman, E. R. (1987). Individual differences in the classroom performance of

language impaired children. Seminars in Speech and Language, 8, 357-375.

c. Silliman, E. R. (1989). Narratives: A window on the oral substrate of written

language disabilities. Annals of Dyslexia, 39, 125-139.

d. Silliman, E. R., Bahr, R. H., Beasman, J., & Wilkinson, L. C. (2000). Scaffolds

for learning to read in an inclusion classroom. Language, Speech, and Hearing

Services in School, 31, 265-279.

e. Silliman, E. R., Jimerson, T., & Wilkinson, L. C. (2000). A dynamic systems

approach to writing assessment in students with language learning problems.

Topics in Language Disorders, 20(4), 45-64.

101

f. Silliman, E. R., & Leslie, S. P. (1983). Social and cognitive aspects of fluency in

the 7. instructional setting. Topics in Language Disorders, 3(1), 61-74.

g. Silliman, E. R., & Wilkinson, L. C. (1994a). Discourse scaffolds for classroom

intervention. In G. P. Wallach and K. G. Butler (Eds.), Language learning

disabilities in school-aged children and adolescents (second edition) (pp. 27-52).

Boston, MA: Allyn & Bacon.

h. Silliman, E. R. & Wilkinson, L. C. (1994b). Observation is more than just

looking: Assessing students' progress in classroom language learning. In G. P.

Wallach and K. G. Butler (Eds.), Language learning disabilities in school-aged

children and adolescents (second edition) (pp. 145-173). Boston, MA: Allyn &

Bacon.

i. Silliman, E. R., & Wilkinson, L. C. (2004). Collaboration for language and

literacy learning: Three challenges. In E. R. Silliman & L. C. Wilkinson (Eds.),

Language and literacy in schools (pp. 3-38) New York: Guilford Press.

j. Silliman, E. R., Wilkinson, L. C., & Hoffman, L.P. (1993). Documenting

authentic progress in language and literacy learning: Collaborative assessment in

classrooms. Topics in Language Disorders, 14 (1), 58-71.

k. Silliman, E. R., Wilkinson, L. C., & Hoffman, L. P. (1994). Progress in language

and literacy learning: Ongoing assessment in the classroom. In K.G. Butler (Ed.),

Best practices I: The classroom as an assessment arena (pp.101-124).

Gaithersburg, MD: Aspen.

102

l. Wilkinson, L. C., & Silliman, E. R. (1990). Sociolinguistic analysis: Non-formal

assessment of children's language and literacy skills. Linguistics and Education,

2, 109-125.

m. Wilkinson, L. C., & Silliman, E. R. (1994). Assessing students' progress in

language and literacy: A classroom approach. In L. M. Morrow, L. C. Wilkinson,

& J. K. Smith (Eds.), The integrated language arts: Controversy to consensus

(pp. 241-269). Englewood Cliffs, NJ: Prentice-Hall.

n. Wilkinson, L. C., & Silliman, E. R. (1997). Alternative assessment, literacy

education, and school reform. In J. Flood, S. B. Heath, & D. Lapp (Eds.),

Handbook for literacy educators: Research on teaching the communicative and

visual arts (pp. 600-608). Newark, DE: International Reading Association.

o. Wilkinson, L. C., & Silliman, E. R. (2000). Classroom language and literacy

learning. In M. L. Kamil, P. B.

Reaching Out to Parents

1. Hutchins, T., Bond, L., Silliman, E. R., & Bryant, J. B. (2009). Maternal epistemological

perspectives and variations in mental state talk. Journal of Speech, Language, and

Hearing Research, 52, 61-80.

2. Evidence-Based Tools for Assessment and Instruction and Treatment for Language

a. Nelson, N. W., Helm-Estabrooks, N., Hotz, G., & Plante, E. (2011). Test of

Integrated Language and Literacy Skills (TILLS; standardization version 2).

Baltimore, MD: Paul H. Brookes Publishing, Inc. U.S. Department of Education,

Office of Special Education Programs, and Institute of Education Sciences,

National Center for Special Education Research for TILLS research.

103

b. Nelson, N. W., Bahr, C. M., & Van Meter, A. M. (2004). The writing lab

approach. Baltimore, MD: Paul H. Brookes Publishing.

c. Washington, J.A. & Craig, H. K. (2004). A language screening protocol for use

with young African American children in urban settings. American Journal of

Speech and Language Pathology, 13(4), 329 – 340.

d. Wasowicz, J., Apel, K., Masterson, J. & Whitney, A. (2004). SPELL-Links to

Reading & Writing - A Word Study Curriculum and Supplemental Program for K-

Adult. Learning by Design, Inc., Evanston, IL http://www.learningbydesign.com

3. Bilingual, Dialectal, and Cultural Issues

a. Brea-Spahn, M.R., & Silliman, E. R. (2011). Tuning into language-specific

patterns: Nonword repetition and the big picture of bilingual vocabulary learning.

In. A. Y. Durgunoglu & C. Goldenberg (Eds.), Language and literacy in bilingual

settings (pp. 61-93). New York: Guilford.

b. Craig, H. K., Connor, C. M., & Washington, J. A. (2003). Early positive

predictors of later reading comprehension for African American students: A

preliminary investigation. Language, Speech, and Hearing Services in Schools,

34, 31-43.

c. Craig, H. K., Thompson, C. A., Washington, J. A., & Potter, S. L. (2003).

Phonological features of child African American English. Journal of Speech,

Language, and Hearing Research. 46 (3),

d. Craig, H.K., Thompson, C.A., Washington, J.A., & Potter, S.L. (2004).

Performances of elementarygGrade African American students on the Gray Oral

http://www.learningbydesign.com/

104

Reading Tests. Language, Speech, and Hearing Services in Schools, 35(2), 141-

154.

e. Craig, H.K. & Washington, J.A. (2000). An asssessment battery for identifying

language impairments in African American children, Journal of Speech-

Language-Hearing Research, 43(2), 366-379.

f. Craig, H.K., & Washington, J.A. (1986). Children’s turn-taking behaviors:

Social-linguistic interactions. Journal of Pragmatics, 10, 173-197.

g. Craig, H.K. & Washington, J.A. (1993). Access behaviors of children with

Specific Language Impairment. Journal of Speech and Hearing Research, 36,

322-337.

h. Craig, H.K. & Washington, J.A. (1994). The complex syntax skills of poor, urban,

African American preschoolers at school entry. Language Speech and Hearing

Services in Schools, 25(3), 181-190.

i. Craig, H.K. & Washington, J.A. (1995). African American English and linguistic

complexity in preschool discourse: A second look. Language, Speech and

Hearing Services in Schools, 26 (1), 87-93.

j. Craig, H.K., & Washington, J.A. (2002). Oral language expectations for African

American preschoolers and kindergartners, American Journal of Speech and

Language Pathology, 11(2), 59-70.

k. Craig, HK, & Washington, JA (2004). Grade-Related changes in the Ppoduction

of African American English. Journal of Speech, Language, and Hearing

Research, 47(2), 450 – 463.

105

l. Craig, H.K. & Washington, J.A. (2004). Language variation and literacy

learning. In C.A. Stone & E. Silliman (Eds.). Handbook on Language and

Literacy. New York: Guilford Press

m. Craig, H.K. and Washington, J.A. (2006). Malik goes to school: Examining the

language skills of African-American students from preschool – 5th Grade.

Boston: Lawrence Erlbaum Associates.

n. Craig, H.K. and Washington, J.A. (2007). Recent research on the language and

literacy skills of African American students in the early years. In D.K. Dickinson

& S.B. Neuman (Eds.) Handbook of Early Literacy Research, Volume 2. New

York: Guilford Press, pp. 198 – 210.

o. Craig, H.K., Washington, J.A., & Thompson-Porter, C. (1998). Performances of

young African American children on two comprehension tasks, Journal of

Speech, Language and Hearing Research, 41(2), 445-457.

p. Craig, H.K., Washington, J.A., & Thompson-Porter, C. (1998). Average c-unit

lengths in the discourse of African American children from low income, urban

homes.. Journal of Speech and Hearing Research, 41(2), 433-444.

q. Craig, H.K., Washington, J.A., & Thompson, C.A. (2005). Oral Language

Expectations for African American Children: Grades 1-5. American Journal of

Speech and Language Pathology, 14(2), 119 – 130.

r. Danzak, R. L., & Silliman, E. R. (2005). Does my identity speak English? A

pragmatic approach to the social world of an English language learner with

language impairment. Seminars in Speech and Language, 26, 189-200. Elaine R.

Silliman September 2012

106

s. Danzak, R. S. & Silliman, E. R. (in press). Writing development of Spanish-

English bilingual students with language learning disabilities: New directions in

constructing individual profiles. In B. Arfé. J. Dockrell, & V. W. Berninger,

Writing development and instruction in children with hearing, speech, and oral

language difficulties. London: Oxford University Press.

t. Fusté-Herrmann, B., Silliman, E. R., Bahr, R. H., Fasnacht, K. S., & Federico, J.

E. (2006). Mental state verb production in the oral narratives of English- and

Spanish-speaking preadolescents: An exploratory study of lexical diversity and

depth. Learning Disabilities Research & Practice, 21, 44-60.

u. Mills, M.M., Washington, J.A., Watkins, R.V. (in revision) Expressive

Elaboration of Fictional and Personal Narratives by School-Age-African

American Children, Language, Speech and Hearing Services in Schools.

v. Silliman, E. R., Bahr, R. H., Brea, M. R., Hnath-Chisolm, T., & Mahecha, N. R.

(2002). Spanish and English proficiency in the linguistic encoding of mental

states. Linguistics and Education, 13, 199-235.

w. Silliman, E. R., & Champion, T. (2002). Three dilemmas in cross-cultural

narrative analysis. Linguistics and Education, 13, 143-150.

x. Silliman, E. R., Diehl, S., Aurilio, M. P., Wilkinson, L. C., & Hammargren, K.

(1995). Getting the point: A narrative journey into the Athabaskan culture. Topics

in Language Disorders, 15(4), 30-53.

y. Thompson, C.A., Craig, H.K., & Washington, J.A. (2004). Variable Production

of African American English Across Oracy and Literacy Contexts. Language,

Speech, and Hearing Services in Schools.

107

z. Thomas-Tate, S., Washington, J.A., Craig, HK, & Packard, MEW (2006).

Performances of African American Preschool and Kindergarten Students on the

Expressive Vocabulary Test. Language, Speech, and Hearing Services in Schools,

37, 143 – 149.

aa. Thomas-Tate, S., Washington, J.A. & Edwards, J. (2004) Standardized

Assessment of Phonological Awareness Skills in Low-Income African American

First Graders. American Journal of Speech and Language Pathology, 13(2).

bb. Turner, C. R., Bahr, R. H., Silliman, E. R., Bryant, J. B., Apel, K., & Wilkinson,

L. C. (2007). AAE dialect and performance on nonword spelling and phonemic

awareness tasks. American Journal of Speech-Language Pathology, 16, 157-168.

cc. Washington, J.A. (1996). Issues in assessing language skills in African American

children. In A.G. Kamhi, K.E. Pollock, and J.L. Harris (Eds.), Communication

Development and Disorders in African American Children: Research, Assessment

and Intervention (pp. 35-54).

dd. Washington, J.A. (1998). African American English research: A review and

future directions. African American Research Perspectives, 4(1), 1-6.

ee. Washington, J.A. (2001). Early literacy skills in African American children:

Research considerations, Language Disabilities Research and Practice, 16(4),

213-221.

ff. Washington, J.A. (2003). Literacy skills in African American Students: Legacy

of the achievement gap? African American Research Perspectives, 9(1), 1 – 9.

108

gg. Washington, J.A. (2006). Etic and Emic: Some issues of concern in describing

the social and linguistic culture of children from diverse backgrounds. Zero to

Three, 27(1), 28-33.

hh. Washington, J.A. (2008). Language variation in child language disorders.

Handbook of child language disorders. Oxford University Press.

ii. Washington, J.A., & Craig. H. (1992). Articulation test performances of low-

income, African American preschoolers with communication impairments.

Language, Speech, and Hearing Services in Schools, 23, 203-207.

jj. Washington, J.A., & Craig, H.K. (1992). Performances of low-income, African

American preschool and kindergarten children on the Peabody Picture

Vocabulary Test-Revised. Language, Speech, and Hearing Services in Schools.

23, 329-333.

kk. Washington, J.A. & Craig, H.K. (1994). Dialectal forms during discourse of

urban, African American preschoolers living in poverty. Journal of Speech and


ll. Washington, J.A. & Craig, H.K. (1998). Socioeconomic status and gender

influences on children’s dialectal variations. Journal of Speech and Hearing

Research, 41(3), 618-626.

mm. Washington, J.A., & Craig, H.K. (1999) Performances of Low-income

African American children on the Peabody Picture Vocabulary Test-III, Language

Speech and Hearing Services in Schools,30(1), 75-82.

109

nn. Washington, J.A. & Craig, H.K. (2001). Reading performance and dialectal

variation, In J. Harris, A. Kamhi & K. Pollock (Eds.), Literacy in African

American communities, Lawrence Erlbaum Associates, pp. 147 - 168.

oo. Washington, J.A., & Craig, H.K. (2002). Morphosyntactic forms of African

American English used by young children and their caregivers, Applied

Psycholinguistics, 23, pp. 209-231.

pp. Washington, J.A., Craig, H.K., & Kushmaul, A. (1998). Variable use of African

American English across two language sampling contexts. Journal of Speech and


qq. Washington, J.A. & Mills, M.M. (2011). African American English in the

classroom.. In S. Levey & S. Polirstok (Eds.) Language development:

Understanding language diversity in the classroom. Thousand Oaks, CA: Sage

Publications, pp.227-244.

rr. Washington, J.A. & Thomas-Tate. S. (2009). How research informs cultural-

linguistic differences in the classroom: The bi-dialectal African American child,

In S. Rosenfeld & V. Berninger (Eds.), Implementing evidence-based

interventions in school settings (pp.147 – 164).

ss. Wilkinson, L. C., Danzak, R. S., & Silliman, E. R. (2012). Cultural diversity and

inclusion. Routledge Education Companion (pp. 125-135). London, Eng:

Routledge.

tt. Wilkinson, L. C., & Silliman, E. R. (2010). Language proficiency. In C. C.

Clauss-Ehlers (Ed.), Encyclopedia of cross-cultural school psychology (pp. 573-

576). New York: Springer-Verlag.

110

COGNITIVE DEVELOPMENT AND DISORDERS--Psychologists

Case, R. (1992). The mind’s staircase: Exploring the conceptual underpinnings of children’s

thought and knowledge. Hillsdale, NJ: Erlbaum.

Case, R. & Okamato, Y. (1996). The role of central conceptual structures in the development of

children’s thought. Monographs for the Society for Research on Child Development. 61

(1-2 Serial No. 246).

Edgin, J., Mervis, C., Pennington, B.F. (2010). Neuropsychological components of intellectual

disability: The contributions of immediate, working, and associative memory. Journal of

Intellectual Disability Research, 54, 406-417.

Ford, L., Keith, T., Floyd, R., Fields, C., & Schrank, F. J. (2003). WJIII and children with

ADHD. In F. Schrank & Flanagan. D. (Eds). The Woodcock-Johnson III: Clinical use

and interpretation. San Diego, CA: Academic Press.

Ford, L. Kozey, M.L. & Negreiros, J. (2012). Cognitive assessment: Theoretical and practice

perspectives. In D.P. Flanagan & P. Harrison (Eds). Contemporary intellectual

assessment: Theory, research and practice (pp. 585- 622). NY: Guilford Press.

Ford, L., & Tusing, M.E. (2004). Linking ability measures for young children to contemporary

theories of cognitive ability. International Journal of Testing, 4, 91-114.

McGrew, K., Ford, L., & Woodcock, R.W. (2001). The Woodcock-Johnson- -Third Edition (WJ

III)): Description and application with adolescents and adults. In A. Kaufman, N.

Kaufman, & E. Lichetenberg (Eds.), Clinical Assessment with adolescents and adults

(2nd ed.). New York: John Wiley.

Meisels, S. J., & Fenchel, E. (Eds) (1996). New visions for developmental assessment of infants

and young children. Washington, DC: Zero to Three --a classic.

http://www.du.edu/psychology/dnrl/Neuropsychological%20components%20of%20intellectual%20disability.pdf

http://www.du.edu/psychology/dnrl/Neuropsychological%20components%20of%20intellectual%20disability.pdf

111

SOCIAL EMOTIONAL DEVELOPMENT AND DISORDERS-- Psychologists

Albers, C. & Jimerson, S. R. (in progress). Identifying, sssessing, and treating anxiety disorders

at school. New York: Springer Science. In the Developmental Psychopathology at School

book series, Edited by Shane Jimerson and Stephen Brock.

Feifer, S. G., & Rattan, G. (2013) Depressive disorders. In L.A. Reddy, A. Weissman., & J.B.,

Hale (Ed.), Neuropsychological assessment and intervention for emotional and behavior

disordered youth: An integrated step-by-step evidence-based approach. American

Psychological Association Press: Washington DC.

Hale, J.B., Reddy, L.A., & Weissman, A. (2013). Integration of neuropsychological assessment

and clinical intervention for youth with ADHD. In L.A. Reddy, A. Weissman., & J.B.,

Hale (Ed.), Neuropsychological assessment and intervention intervention for emotional

and behavior disordered youth: An integrated step-by-step evidence-based approach.

American Psychological Association Press: Washington DC.

Hart, S., Brock, S. E., & Jeltova, H. (in progress). Identifying, assessing, and treating bipolar

disorder at school. New York: Springer Science. In S. Jimerson, & S. Brock (Eds.), The

Developmental Psychopathology at School book series.

Huberty, C. & Jimerson, S. R. (in progress). Identifying, Assessing, and Treating Depression at

School. New York: Springer Science. In S. Jimerson, & S. Brock (Eds.), The


Hughes, T. L., Crothers, L. M., & Jimerson, S. R. (2008). Identifying, assessing, and treating

conduct disorder at school. New York: Springer Science. In S. Jimerson, & S. Brock

(Eds.), The Developmental Psychopathology at School book series.

112

Jimerson, S. R., & Brock, S. E. (in progress). The handbook for promoting mental health at

school. New York: Springer Science.

Jimerson, S. R., Swearer, S. M., & Espelage, D. L. (Eds) (2010). The handbook of bullying in

schools: An international perspective. New York: Routledge.

Lehmann, L., Jimerson, S., & Gaasch, A. (2001). The mourning child grief support group

curriculum: Teens together version. Philadelphia, PA: Brunner & Routledge.


curriculum: Middle childhood version. Philadelphia, PA: Brunner & Routledge.


curriculum: Early childhood version. Philadelphia, PA: Brunner & Routledge.

Leff, S., Waasdorp, T., Paskewich, B., Gullan, R., Jawad, A., MacEvoy, J., et al. (2010). The

preventing relational aggression in schools everyday (PRAISE) program: A preliminary

evaluation of acceptability and impact. School Psychology Review. 2010, 39, 569-587.

Cited in PubMed; PMCID PMC3113534.

Li, H., Pearrow, M., & Jimerson, S. R. (2010). Identifying, assessing, and treating early onset

schizophrenia at school. New York: Springer Science. In S. Jimerson, & S. Brock (Eds.),

The Developmental Psychopathology at School book series.

Reddy, L., De Thomas, C., Newman, E., & Chun, V. (2009). School-based prevention and

intervention programs for children with emotional disturbance: A review of treatment

components and methodology. Psychology in the Schools, 46, 132-153.

Thome, J., Drossos, T., & Hunter, S.J. (2013). Neurodevelopmental disorders L.A. Reddy, A.

Weissman., & J.B., Hale (Ed.), Neuropsychological assessment and intervention for

113

emotional and behavior disordered youth: An integrated step-by-step evidence-based

approach. American Psychological Association Press: Washington DC.

Wodrich, D. L. (1998). Review of defiant children: A clinical and research guide to parent

training. Journal of Clinical Child Psychology, 27, 360-361.

Wodrich, D. L., Stobo, N., & Trca, M. (1998). Three ways to consider educational performance

when determining serious emotional disturbance. School Psychology Quarterly, 13, 228-

240.

ATTENTION AND EXECUTIVE FUNCTION DEVELOPMENT AND DISORDERS—

Psychologists and Physicians

Assessing and Understanding ADHD and Executive Function Disorders

Aman, C.J., Roberts, Jr., R.J., & Pennington, B.F. (1998). A neuropsychological examination of

the underlying deficit in ADHD: The frontal lobe vs. right parietal lobe theories.

Developmental Psychology, 34, 956-969.

Bodnar, E. L., Prahme C. M., Cutting L. E., Denckla M. B., & Mahone M. E. (2007). Construct

validity of parent ratings of inhibitory control. Child Neuropsychology, 13, 345-62.

Cutting, L. E., Koth C. W., Mahone M. E., & Denckla M. B. (2003). Evidence for unexpected

weaknesses in learning in children with attention-deficit/hyperactivity disorder without

reading disabilities. Journal of Learning Disabilities, 36, 259-69.

Doyle, A.E., Faraone, S.V., Seidman, L.J., Willcutt, E.W., Nigg, J.T., Waldman, I.D.,

Pennington, B.F., Peart, J., Biederman, J. (2005). Are endophenotypes based on measures

of executive functions useful for molecular genetic studies of ADHD? Journal of Child

Psychology and Psychiatry, 46:7, 774-803.

http://www.du.edu/psychology/dnrl/A%20neuropsychological%20examination%20of%20the.pdf

http://www.du.edu/psychology/dnrl/A%20neuropsychological%20examination%20of%20the.pdf

http://www.kennedykrieger.org/biblio/author/1515





http://www.kennedykrieger.org/research-training/biblio/construct-validity-parent-ratings-inhibitory-control

http://www.kennedykrieger.org/research-training/biblio/construct-validity-parent-ratings-inhibitory-control





http://www.kennedykrieger.org/research-training/biblio/evidence-unexpected-weaknesses-learning-children-attention-deficithyperacti



http://www.du.edu/psychology/dnrl/Are%20endophenotypes%20based%20on.pdf

http://www.du.edu/psychology/dnrl/Are%20endophenotypes%20based%20on.pdf

114

Goldberg, M. C., Mostow A. J., Vecera S. P., Larson J. G. C., Mostofsky S. H., Mahone M. E.,

et al. (2008). Evidence for impairments in using static line drawings of eye gaze cues to

orient visual-spatial attention in children with high functioning autism. Journal of Autism

and Developmental Disorders, 38, 1405-13.

Goldberg, M. C., Spinelli S., Joel S., Pekar J. J., Denckla M. B., & Mostofsky S. H. (2011).

Children with high functioning autism show increased prefrontal and temporal cortex

activity during error monitoring.. Developmental cognitive neuroscience, 1,47-56.

Jacobson, L. A., Ryan M., Martin R. B., Ewen J., Mostofsky S. H., Denckla M. B., et al. (2011).

Working memory influences processing speed and reading fluency in ADHD. Child

neuropsychology, 17, 209-24.

Jansiewicz, E. M., Newschaffer C. J., Denckla M. B., & Mostofsky S. H. (2004). Impaired

habituation in children with attention deficit hyperactivity disorder. Cognitive and

Behavioral Neurology, 17, 1-8.

Kates, W. R., Frederikse M., Mostofsky S. H., Folley B. S., Cooper K., Mazur-Hopkins P., et al.

(2002). MRI parcellation of the frontal lobe in boys with attention deficit hyperactivity

disorder or Tourette syndrome.. Psychiatry Research, 116, 63-81.

Mahone, M. E., Cirino P. T., Cutting L. E., Cerrone P. M., Hagelthorn K. M., Hiemenz J. R., et

al. (2002). Validity of the behavior rating inventory of executive function in children with

ADHD and/or Tourette syndrome. Archives of Clinical Neuropsychology, 17, 643-662.

Mahone, M. E., Hagelthorn K. M., Cutting L. E., Schuerholz L. J., Pelletier S. F., Rawlins C., et

al. (2002). Effects of IQ on executive function measures in children with ADHD. Child








http://www.kennedykrieger.org/research-training/biblio/evidence-impairments-using-static-line-drawings-eye-gaze-cues-orient-visual

http://www.kennedykrieger.org/research-training/biblio/evidence-impairments-using-static-line-drawings-eye-gaze-cues-orient-visual







http://www.kennedykrieger.org/research-training/biblio/children-high-functioning-autism-show-increased-prefrontal-and-temporal-cor

http://www.kennedykrieger.org/research-training/biblio/children-high-functioning-autism-show-increased-prefrontal-and-temporal-cor







http://www.kennedykrieger.org/research-training/biblio/working-memory-influences-processing-speed-and-reading-fluency-adhd





http://www.kennedykrieger.org/research-training/biblio/impaired-habituation-children-attention-deficit-hyperactivity-disorder

http://www.kennedykrieger.org/research-training/biblio/impaired-habituation-children-attention-deficit-hyperactivity-disorder







http://www.kennedykrieger.org/research-training/biblio/mri-parcellation-frontal-lobe-boys-attention-deficit-hyperactivity-disorder

http://www.kennedykrieger.org/research-training/biblio/mri-parcellation-frontal-lobe-boys-attention-deficit-hyperactivity-disorder







http://www.kennedykrieger.org/research-training/biblio/validity-behavior-rating-inventory-executive-function-children-adhd-andor-t

http://www.kennedykrieger.org/research-training/biblio/validity-behavior-rating-inventory-executive-function-children-adhd-andor-t







http://www.kennedykrieger.org/research-training/biblio/effects-iq-executive-function-measures-children-adhd

115

Mahone, M. E., Mostofsky S. H., Lasker A. G., Zee D., & Denckla M. B. (2009). Oculomotor

anomalies in attention-deficit/hyperactivity disorder: Evidence for deficits in response

preparation and inhibition. Journal of the American Academy of Child and Adolescent


Mahone, M. E., Powell S. K., Loftis C. W., Goldberg M. C., Denckla M. B., & Mostofsky S. H.

(2006). Motor persistence and inhibition in autism and ADHD. Journal of the

International Neuropsychological Society, 12, 622-31.

Martin, R., Tigera C., Denckla M. B., & Mahone M. E. (2010). Factor structure of paediatric

timed motor examination and its relationship with IQ. Developmental Medicine and

Child Neurology, 52, 188-94.

McNally, M. A., Crocetti D., Mahone M. E., Denckla M. B., Suskauer S. J., & Mostofsky S. H.

(2010). Corpus callosum segment circumference is associated with response control in

children with attention-deficit hyperactivity disorder (ADHD). Journal of Child

Neurology, 25, 453-62.

Mostofsky, S. H., Cooper K. L., Kates W. R., Denckla M. B., & Kaufmann W. E. (2002).

Smaller prefrontal and premotor volumes in boys with attention-deficit/hyperactivity

disorder. Biological Psychiatry, 52, 785-94.

Mostofsky, S. H., Newschaffer C. J., & Denckla M. B. (2003). Overflow movements predict

impaired response inhibition in children with ADHD. Perceptual and Motor Skills, 97,

1315-31.

Mostofsky, S. H., Rimrodt S. L., Schafer J. G. B., Boyce A., Goldberg M. C., Pekar J. J., et al.

(2006). Atypical motor and sensory cortex activation in attention-deficit/hyperactivity






http://www.kennedykrieger.org/research-training/biblio/oculomotor-anomalies-attention-deficithyperactivity-disorder-evidence-defic









http://www.kennedykrieger.org/research-training/biblio/motor-persistence-and-inhibition-autism-and-adhd





http://www.kennedykrieger.org/research-training/biblio/factor-structure-paediatric-timed-motor-examination-and-its-relationship-iq

http://www.kennedykrieger.org/research-training/biblio/factor-structure-paediatric-timed-motor-examination-and-its-relationship-iq







http://www.kennedykrieger.org/research-training/biblio/corpus-callosum-segment-circumference-associated-response-control-children-

http://www.kennedykrieger.org/research-training/biblio/corpus-callosum-segment-circumference-associated-response-control-children-






http://www.kennedykrieger.org/research-training/biblio/smaller-prefrontal-and-premotor-volumes-boys-attention-deficithyperactivity

http://www.kennedykrieger.org/research-training/biblio/smaller-prefrontal-and-premotor-volumes-boys-attention-deficithyperactivity




http://www.kennedykrieger.org/research-training/biblio/overflow-movements-predict-impaired-response-inhibition-children-adhd

http://www.kennedykrieger.org/research-training/biblio/overflow-movements-predict-impaired-response-inhibition-children-adhd







http://www.kennedykrieger.org/research-training/biblio/atypical-motor-and-sensory-cortex-activation-attention-deficithyperactivity

116

disorder: a functional magnetic resonance imaging study of simple sequential finger

tapping.. Biological psychiatry, 59, 48-56.

Mostofsky, S. H., Schafer J. G. B., Abrams M. T., Goldberg M. C., Flower A. A., Boyce A., et

al. (2003). fMRI evidence that the neural basis of response inhibition is task-dependent.

Cognitive Brain Research, 17, 419-430.

O'Brien, J. W., Dowell L. R., Mostofsky S. H., Denckla M. B., & Mahone M. E. (2010).

Neuropsychological profile of executive function in girls with attention-

deficit/hyperactivity disorder. Archives of Clinical Neuropsychology,25, 656-70.

Pennington, B.F., & Ozonoff, S. (1996). Executive functions and developmental

psychopathology. Journal of Child Psychology and Psychiatry, 37, 51-87.

Rimrodt, S. L., Peterson D. J., Denckla M. B., Kaufmann W. E., & Cutting L. E. (2010).White

matter microstructural differences linked to left perisylvian language network in children

with dyslexia. Cortex; 46, 739-49.

Roeder, M. B., Mahone M. E., Gidley Larson J., Mostofsky S. H., Cutting L. E., Goldberg M. C.,

et al. (2008). Left-right differences on timed motor examination in children.. Child


Ryan, M., Martin R., Denckla M. B., Mostofsky S. H., & Mahone M. E. (2010). Interstimulus

jitter facilitates response control in children with ADHD. Journal of the International

Neuropsychological Society, 16, 388-93.

Simmonds, D. J., Fotedar S. G., Suskauer S. J., Pekar J. J., Denckla M. B., & Mostofsky S. H.

(2007). Functional brain correlates of response time variability in children.

Neuropsychologia, 45, 2147-57.









http://www.kennedykrieger.org/research-training/biblio/fmri-evidence-neural-basis-response-inhibition-task-dependent






http://www.kennedykrieger.org/research-training/biblio/neuropsychological-profile-executive-function-girls-attention-deficithypera

http://www.kennedykrieger.org/research-training/biblio/neuropsychological-profile-executive-function-girls-attention-deficithypera






http://www.kennedykrieger.org/research-training/biblio/white-matter-microstructural-differences-linked-left-perisylvian-language-n









http://www.kennedykrieger.org/research-training/biblio/left-right-differences-timed-motor-examination-children

http://www.kennedykrieger.org/research-training/biblio/left-right-differences-timed-motor-examination-children






http://www.kennedykrieger.org/research-training/biblio/interstimulus-jitter-facilitates-response-control-children-adhd

http://www.kennedykrieger.org/research-training/biblio/interstimulus-jitter-facilitates-response-control-children-adhd







http://www.kennedykrieger.org/research-training/biblio/functional-brain-correlates-response-time-variability-children

117

Suskauer, S. J., Simmonds D. J., Caffo B. S., Denckla M. B., Pekar J. J., & Mostofsky S. H.

(2008). fMRI of intrasubject variability in ADHD: anomalous premotor activity with

prefrontal compensation.. Journal of the American Academy of Child and Adolescent


Suskauer, S. J., Simmonds D. J., Fotedar S., Blankner J. G., Pekar J. J., Denckla M. B., et al.

(2008). Functional magnetic resonance imaging evidence for abnormalities in response

selection in attention deficit hyperactivity disorder: differences in activation associated

with response inhibition but not habitual motor response. Journal of Cognitive

Neuroscience, 20, 478-93.

Willcutt, E.G., Doyle, A.E., Nigg, J.T., Faraone, S.V., & Pennington, B.F. (2005). Validity of the

executive function theory of ADHD: A meta-analytic review. Biological Psychiatry.

Willcutt, E.G., Pennington, B.F., Boada, R., Ogline, J.S., Tunick, R.A., Chhabildas, N.A., &

Olson, R.K. (2001). A comparison of the cognitive deficits in reading disability and

attention-deficit/hyperactivity disorder. Journal of Abnormal Psychology, 110, 157-172.

Wodka, E. L., Loftis C., Mostofsky S. H., Prahme C., Larson J. G. C., Denckla M. B., et al.

(2008). Prediction of ADHD in boys and girls using the D-KEFS. Archives of Clinical

31. Neuropsychology, 23, 283-93.

Wodka, E. L., Mostofsky S. H., Prahme C., Gidley Larson J. C., Loftis C., Denckla M. B., et al.

(2008). Process examination of executive function in ADHD: sex and subtype effects.

The Clinical Neuropsychologist, 22, 826-41.

Wolosin, S. M., Richardson M. E., Hennessey J. G., Denckla M. B., & Mostofsky S. H. (2009).

Abnormal cerebral cortex structure in children with ADHD. Human brain mapping, 30,

175-84.







http://www.kennedykrieger.org/research-training/biblio/fmri-intrasubject-variability-adhd-anomalous-premotor-activity-prefrontal-c

http://www.kennedykrieger.org/research-training/biblio/fmri-intrasubject-variability-adhd-anomalous-premotor-activity-prefrontal-c







http://www.kennedykrieger.org/research-training/biblio/functional-magnetic-resonance-imaging-evidence-abnormalities-response-selec



http://www.du.edu/psychology/dnrl/Validity%20of%20the%20executive.pdf

http://www.du.edu/psychology/dnrl/Validity%20of%20the%20executive.pdf

http://www.du.edu/psychology/dnrl/compare_cognitive_defects.pdf

http://www.du.edu/psychology/dnrl/compare_cognitive_defects.pdf







http://www.kennedykrieger.org/research-training/biblio/prediction-adhd-boys-and-girls-using-d-kefs

http://www.kennedykrieger.org/research-training/biblio/prediction-adhd-boys-and-girls-using-d-kefs







http://www.kennedykrieger.org/research-training/biblio/process-examination-executive-function-adhd-sex-and-subtype-effects






http://www.kennedykrieger.org/research-training/biblio/abnormal-cerebral-cortex-structure-children-adhd

118

Treating ADHD Teachers, Parents, Psychologists, and Physicians

Blum, N.J., Jawad, A., Clarke, A.T., & Power, T.J. (2011). Effect of OROS-Methylphenidate on

different domains of attention and executive functioning in children with attention-

deficit/hyperactivity disorder. Developmental Medicine and Child Neurology, 53, 843-

849. DOI: 10.1111/j.1469-8749.2011.03944.x.

Booster, G., DuPaul, G.J., Eiraldi, R.B., Power, T.J. (2010). Functional impairments in children

with ADHD: Unique effects of age and comorbidities. Journal Attention Disorders. 2012

Apr;16(3):179-89. Epub 2010 Sep 28. Cited in PubMed; PMID 20876886.

Fenstermacher, K., Olympia, D., & Sheridan, S. M. (2006). Effectiveness of a computer-

facilitated, interactive social skills training program for boys with attention deficit

hyperactivity disorder. School Psychology Quarterly, 21, 197-224.

Hoffman, J.A., Thompson,. DR, Franko, D.L., Power, T.J., Leff, S.S., Stallings, V.A. (2011).

Decaying effects in a randomized multi-year fruit and vegetable intake intervention.

Preventative Medicine 2011 May 1;52(5):370-5. Epub 2011 Mar 1. Cited in PubMed;

PMID 21371499.

Power, T.J., Habboushe, D., Karustis, J.L. (2001). Homework Success for Children with 6.

ADHD: A family-school intervention program. New York: Guilford Press.

Power, T.J., Hughes, C.L., Helwig, J.R., Nissley-Tsiopinis, J., Mautone, J.A. Getting to first

base: Promoting engagement in family-school intervention for children with ADHD in

urban, primary care practice. School Mental Health, 2, 52-61. DOI: 10.1007/s12310-010-

9029-2.

Power, T.J., Mautone, J.A., Soffer, S.L., Clarke, A.T., Marshall, S.A., Sharman J, et al. Family-

school intervention for children with ADHD: (2012). Results of randomized clinical trial.

119

Journal Consulting Clinical Psychology. 2012 Apr 16. Cited in PubMed; PMID

22506793.

Springer, C., & Reddy, L. (2010). Measuring parental treatment adherence in a multimodal

treatment program for children with ADHD: A preliminary investigation. Child and

Family Behavior Therapy, 32, 272-290.

Takeda, T., Stotesbery, K., Power, T., Ambrosini, P.J., Berrettini, W., Hakonarson, H., et al.

(2010). Parental ADHD status and its association with proband ADHD subtype and

severity. Journal Pediatrics. 2010 Dec;157(6):995-1000

Weissman, A., Chu, B., Reddy, L., & Mohlman, J. (2012). Attention mechanisms in children

with anxiety disorders in children with attention deficit hyperactivity disorder:

Implications for research and practice. Journal of Clinical and Child Adolescent


Wodrich, D. L., & Benjamin, E. (1992). A multidisciplinary method of titrating methylphenidate

in treating symptoms of attention-deficit/hyperactivity disorder. Pediatric Review, 4, 17-

20.

Wodrich, D. L., & Kush, J. C. (1998). The effect of methylphenidate on teachers’ ratings in

specific school situations. Psychology in the Schools, 35, 181-186.

Coexisting Conditions

Gayan, J., Willcutt, E.G., Fisher, S.E., Francks, C., Cardon, L.R., Olson, R.K., Pennington, B.F.,

Smith, S.D., Monaco, A.P., & DeFries, J.C. (2005). Bivariate linkage scan for reading

disability and attention-deficit/hyperactivity disorder localizes pleiotropic loci. Journal of

Child Psychology and Psychiatry, 46(10), 1045-1056.

http://www.du.edu/psychology/dnrl/Bivariate%20linkage%20scan%20for%20reading%20disability.pdf


120

McGrath, L.M., Hutaff-Lee, C., Scott, A., Boada, R., Shriberg, L.D., & Pennington, B,F. (2007).

Children with comorbid speech sound disorder and specific language impairment are at

increased risk for attention-deficit/hyperactivity disorder. Journal of Abnormal Child

Psychology, 36, 151-163. PMCID: 17882543.

Pennington, B.F., Willcutt, E.G., & Rhee, S. (2005). Analyzing comorbidity. In R.V. Kail (Ed.),

Advances in child development and behavior (pp. 263-304) (Vol. 33). Oxford: Elsevier.



Shanahan, M., Willcutt, E.G., & Pennington, B.F. (2008). Do motivational incentives reduce the

inhibition deficit in ADHD? Developmental Neuropsychology, 33, 137-159. PMCID:

18443974.

Tridas, E. Q, M.D. DIAGNOSING COEXISTING CONDITIONS IN LEARNING PROBLEMS

Children who experience learning challenges often demonstrate other problems, too.

Epidemiology

Yoshimasu, K., Barbaresi, W., Colligan, R., Voigt, R., Killian, J., Weaver, A., Katusic, S.

(2012). Childhood ADHD is strongly associated with a broad range of psychiatric

disorders during adolescence: A population-based birth cohort study. Journal of Child

Psychology and Psychiatry, 53, 1036-1043.

Sex Abuse

Vigil, J. M., & Geary, D. C. (2008). Developmental consequences of childhood sexual abuse. In

F. Columbus (Ed.), Childhood Sexual Abuse: Issues and Challenges. Hauppauge, NY:

Nova Science Publishers, Inc.

http://www.du.edu/psychology/dnrl/Children%20with%20comorbid%20speech%20sound%20disorder.pdf


http://www.du.edu/psychology/dnrl/Analyzing%20comorbidity.pdf

http://www.du.edu/psychology/dnrl/Executive%20functions%20and.pdf


http://www.du.edu/psychology/dnrl/Do%20motivational%20incentives%20reduce%20the%20inhibition.pdf


121

Chapter 9

Approaches to Diagnosing and Understanding Specific Learning Disabilities

Boada, R. & Pennington, B.F. (2006). Deficient implicit phonological representations in children

with dyslexia. Journal of Experimental Child Psychology, 95(3), 153-193. PMCID:

16887140. Peterson, R.A., Pennington, B.F., Shriberg, L., & Boada, R. (in press). What

influences literacy outcomes in children with speech sound disorder? Journal of Speech,

Language, and Hearing Research.

Breier, J.I., Fletcher, J.M., Denton, C., & Gray, L.C. (2004). Categorical perception of speech

stimuli in children at-risk for reading difficulty. Journal of Experimental Child


Catts, H. W., Adolf, S. M., Hogan, T. P., & Ellis Weismer, S. (2005). Are specific language

impairment and dyslexia distinct disorders? Journal of Speech, Language, and Hearing

Research, 48, 1378-1396.

Denckla, M.B., & Rudel, R. G. (1974). Rapid 'Automatized' Naming (RAN) of pictured objects,

colors, letters, and numbers by normal children. Cortex 9:186-202.

Denckla, M.B., & , Rudel RG.(1976). Rapid "Automatized" Naming (RAN); dyslexia

differentiated from other learning disabilities. Neuropsychologia 14:471-479.

Diehl, S. F., & Silliman, E.R. (2008). Making sense of language learning disability: Assessment

and support for academic success. In In D. K. Bernstein (Ed.) Language and

communication disorders in children (6th edition) (pp. 496-535). Boston: Allyn & Bacon.

Flanagan, D. P., & Alfonso, V. C. (Eds.). (2011). Essentials of specific learning disability

identification. Hoboken, NJ: John Wiley & Sons.

http://www.du.edu/psychology/dnrl/Deficient%20implicit%20phonological.pdf

http://www.du.edu/psychology/dnrl/Deficient%20implicit%20phonological.pdf

122

Fletcher, J.M., Denton, C.A., & Francis, D.J. (2005). Validity of alternative approaches for the

identification of learning disability: Operationalizing unexpected underachievement.

Journal of Learning Disabilities, 38, 545-552.

Geary, D. C. (2013). Early foundations for mathematics learning and their relations to learning

disabilities. Current Directions in Psychological Science, 22, 23-27.

Geary, D. C., Hoard, M. K., & Bailey, D. H. (2011). How SLD manifests in mathematics. In

Flanagan, D. P., & Alfonso, V. C. (Eds.), Essentials of Specific Learning Disability

Identification (pp. 43-64). Hoboken, NJ: Wiley.

Jimenez, J,E., Siegel, L., O’Shananan, I, & Ford, L, (2009). The relative roles of IQ and

cognitive processes in reading disabilities. Educational Psychology, 29, 27-43.

Pennington, B. (2008). Diagnosing learning disorders. A neuropsychological framework, Second

Edition. New York: Guilford Press.

Peterson, R.L. & Pennington, B.F. (2012) Developmental dyslexia. The Lancet. 379(9830),

1997-207.

Phinney, E., Pennington, B.F., Raitano-Lee, N., & Boada, R. (in press). Auditory temporal

processing: the relationship with phoneme awareness over time and its effect in children

with speech sound disorder. Journal of Child Psychology and Psychiatry.

Silliman, E. R. (2010). LLD and individual differences: Can we see between the lines? Topics in

Language Disorders, 30, 22-27.

Silliman, E. R. & Berninger, V. W. (2011). Cross-disciplinary dialogue about the nature of oral

and written language problems in the context of developmental, academic, and

phenotypic profiles. Topics in Language Disorders, 3, 6-23.

123

Valencia, I., McAnulty, G., Waber, D., & Duffy, F. (2001). Auditory evoked responses to

similar words with phonemic differences: Comparisons between children with good and

poor reading scores. Clinical EEG and neuroscience, 32, 160-167.

Waber, D.P. (2010). Rethinking learning disabilities: Understanding children who struggle in

school. New York: Guilford Press.

Waber, D., Weiler, M., Bellinger, D., Marcus, D., Forbes, P., Wypij, D. et al. (2000). Diminished

motor timing control in children referred for diagnosis of learning problems,


Working Memory and Specific Learning Disabilities in Reading, Writing, and Math

Swanson, H. L. (1992). The generality and modifiability of working memory among skilled and

less-skilled readers. Journal of Educational Psychology, 84, 473-488.

Swanson, H. L. (1993a). Executive processing in learning disabled readers. Intelligence,17, 117-

149.

Swanson, H. L. (1993b). Working memory in learning disability subgroups. Journalof

Experimental child Psychology, 56, 87-114.

Swanson, H.L. (1995a). Using the cognitive processing test to assess ability: Development of a

dynamic assessment. School Psychology Review, 42, 672—693.

Swanson, H.L.( 1995b). Cognitive processing test. Austin, TX: Pro-Ed.

Swanson, H. L. (1996). Swanson cognitive processing test. Austin-TX: Pro-Ed.

Swanson, H. L. (1999a). Reading comprehension and working memory in learning disabled

readers: Is the phonological loop more important than the executive system? Journal of

Experimental Child Psychology, 72, 1-31.

Swanson, H. L. (2006). Working memory and reading disabilities: Both phonological and

http://academic.research.microsoft.com/Author/24724358/ignacio-valencia

http://academic.research.microsoft.com/Author/54391904/gloria-b-mcanulty

http://academic.research.microsoft.com/Author/54600303/frank-hopkins-duffy

http://academic.research.microsoft.com/Author/55848475/michael-david-weiler

http://academic.research.microsoft.com/Author/10804045/david-c-bellinger

http://academic.research.microsoft.com/Author/54277625/david-j-marcus

http://academic.research.microsoft.com/Author/11583418/peter-whitney-forbes

http://academic.research.microsoft.com/Author/10818191/david-wypij

124

executive processing deficits are important. In T. Alloway, &S. Gathercole (Eds.),

Working memory and neurodevelopmental conditions (pp. 59-88). London: Psychology

Press.

Swanson, H. L., &Ashbaker, M. (2000). Working memory, short-term memory, speech rate,

word recognition, and reading comprehension in learning disabled readers: Does the

executive system have a role? Intelligence, 28, 1-30.

Swanson, H.L., Ashbaker, M., Lee, C. (1996). Working-memory in learning disabled readers as

a function of processing demands. Journal of Child Experimental Psychology, 61, 242-

275.

Swanson, H. L., & Beebe-Frankenberger, M. (2004). The relationship between working memory

and mathematical problem solving in children at risk and not at risk for serious math

difficulties. Journal of Educational Psychology, 96, 471-491.

Swanson, H. L., & Berninger, V. (1995).The role of working memory in skilled and less skilled

readers’ comprehension. Intelligence, 21, 83-108.

Swanson, H.L., & Berninger, V. (1996a).Individual differences in children’s working memory

and writing skills. Journal of Experimental Child Psychology, 63, 358-385.

Swanson, H.L., & Berninger, V. (1996b). Individual differences in children's writing: A

function of working memory or reading or both processes? Reading and Writing. An

Interdisciplinary Journal, 8, 357-383.

Swanson, H.L., Cooney, J.B., &Brock, S. (1993). The influence of working memory and

classification ability on children's word problem solution. Journal of Experimental Child


125

Swanson, H. L. & Jerman, O. (2006). Math disabilities: A selective meta-analysis of the

literature. Review of Educational Research, 76, 249-274.

Swanson, H. L., & Jerman, O. (2007). The influence of working memory growth on reading

growth in subgroups of children with reading disabilities. Journal of Experimental Child


Swanson, H.L., Jerman, O., & Zheng, X. (2008). Growth in working memory and mathematic

problem solving in children at risk and not at risk for serious math difficulties. Journal of


Swanson, H. L. & Sachse-Lee, C. (2001). Mathematical problem solving and working memory

in children with learning disabilities: Both executive and phonological processes are

important. Journal of Experimental Child Psychology, 79, 294-321.

Swanson, H.L., Saez, L., & Gerber, M. (2006). Growth in literacy and cognition in bilingual

children at risk for reading disabilities. Journal of Educational Psychology, 98,247-264.

Swanson, H.L. & Siegel, L. (2001). Learning disabilities as a working memory deficit. Issues in

Education: Contributions of Educational Psychology, 7, 1-48.

Swanson, H. L., Zheng, X., & Jerman, O. (2009). Working memory, short-term memory, and

reading disabilities: A selective meta-analysis of the literature. Journal of Learning


References for Research Supporting Instructionally Relevant, Differential Diagnosis of

Dysgraphia, Dyslexia, and OWL LD

Abbott, R., & Berninger, V. (1993). Structural equation modeling of relationships among

developmental skills and writing skills in primary and intermediate grade writers. Journal

of Educational Psychology, 85(3), 478-508.

126

Berninger, V. (2008). Defining and differentiating dyslexia, dysgraphia, and language learning

disability within a working memory model. In E. Silliman & M. Mody (Editors),

Language impairment and reading disability-interactions among brain, behavior, and

experience (pp. 103-134). New York: Guilford Press.

Berninger, V. (2009). Highlights of programmatic, interdisciplinary research on writing.

Learning Disabilities. Research and Practice, 24, 68-79.

Berninger, V., Abbott, R., Swanson, H. L., Lovitt, D., Trivedi, P., Lin, S., Gould, L.,

Youngstrom, M., Shimada, S., and Amtmann, D. (2010). Relationship of word- and

sentence-level working memory to reading and writing in second, fourth, and sixth grade.

Language, Speech, and Hearing Services in Schools, 41,179-193.

Berninger, V., Abbott, R., Thomson, J., Wagner, R., Swanson, H.L., Wijsman, E. & Raskind, W.

(2006). Modeling developmental phonological core deficits within a working-memory

architecture in children and adults with developmental dyslexia. Scientific Studies in

Reading, 10, 165-198.

Berninger, V., & Holdnack, J. (2008). Neuroscientific and clinical perspectives on the RTI

initiative in learning disabilities diagnosis and intervention: Response to questions

begging answers that see the forest and the trees. In C. Reynolds & E. Fletcher-Janzen

(Eds), Neuroscientific and Clinical Perspectives on the RTI Initiative in Learning

Disabilities Diagnosis and Intervention (pp. 66-81). New York: John Wiley & Sons.

Berninger, V., & Miller, B. (2010). B. Brown & M. Prinstein (Eds). Adolescent specific learning

disabilities (SLDs). Ch. 115. Encyclopedia of Adolescence, Volume 3. Oxford: Elsevier

(Academic Press).

mailto:[email protected]

127

Berninger, V., Nielsen, K., Abbott, R., Wijsman, E., & Raskind, W. (2008). Writing problems in

developmental dyslexia: Under-recognized and under-treated. Journal of School


Berninger, V., O’Donnell, L., & Holdnack, J. (2008). Research-supported differential diagnosis

of specific learning disabilities and implications for instruction and response to

instruction (RTI). In A. Prifitera, D. Saklofske, L. Weiss (Eds.), WISC-IV Clinical

Assessment and Intervention, Second Edition (pp. 69-108). San Diego, CA: Academic

Press (Elsevier).

Berninger, V., & O’Malley May, M. (2011). Evidence-based diagnosis and treatment for specific

learning disabilities involving impairments in written and/or oral language. Journal of

Learning Disabilities, 44, 97-212.

Berninger, V., Raskind, W., Richards, T., Abbott, R., & Stock, P. (2008). A multidisciplinary

approach to understanding developmental dyslexia within working-memory architecture:

Genotypes, phenotypes, brain, and instruction. Developmental Neuropsychology, 33, 707-

744.



Berninger, V., Rutberg, J., Abbott, R., Garcia, N., Anderson-Youngstrom, M., Brooks, A., &

Fulton, C. (2006). Tier 1 and Tier 2 early intervention for handwriting and composing.

Journal of School Psychology, 44, 3-30.

Greenblatt, E., Mattis, S., & Trad, P. (1990). Nature and prevalence of learning disabilities in a

child psychiatric population. Developmental Neuropsychology, 6, 71–83.

128

Scott, C. M. (2009a). A case for the sentence in reading comprehension. Language, Speech, and

Hearing Services in Schools, 40, 184–191.

Scott, C. (2009b). Language-based assessment of written expression. In G. Troia (Ed.), Writing

instruction and assessment for struggling writers: From theory to evidenced-based

principles (pp. 358–385). NewYork: Guilford.

Scott, C., & Balthazar, C. (2010). The grammar of information: Challenges for older students

with language impairments. Topics in Language Disorders, 30(4), 288–307.

Scott, C., & Winsor, J. (2000). General language performance measures in spoken and written

narrative and expository discourse of school-age children with language learning

disabilities. Journal of Speech, Language, and Hearing Research, 43, 324–339.

Silliman, E., & Berninger, V. (2011, January to March). Cross-disciplinary dialogue about the

nature of oral and written language problems in the context of developmental, academic,

and phenotypic profiles. Topics in Language Disorders, 31, 6-23.

Silliman, E. R., & Scott, C. M. (2009). Research-based oral language intervention routes to the

academic language of literacy: Finding the right road. In S. Rosenfield, & V. W.

Berninger (Eds.), Implementing evidence-based academic interventions in school settings

(pp. 107-145). New York, NY: Oxford University Press.

Torgesen, J.K. (1995). Learning disabilities: An historical and conceptual overview. In B. Wong

(Ed.), Learning about learning disabilities (pp. 3-34), 2nd Edition. San Diego: CA:

Academic Press.

Vellutino, F., Scanlon, D., & Tanzman, M. (1991). Bridging the gap between cognitive and

neuropsychological conceptualizations of reading disabilities. Learning and Individual

Differences, 3, 181–203.

129

Educating Parents about Learning Disabilities

Tridas, E. Q. (Ed.). (2007). From ABC to ADHD: What parents should know about dyslexia and

attention problems. Baltimore: International Dyslexia Association.

Attention

Nakano, T., Kato, M., Morito, Y., Itoi, S., & Kitaza, S. (2012). Blink-related momentary

activation of the default mode network while viewing videos. Proceedings of the

National Academy of Sciences (PNAS).

www.pnas.org/lookup/suppl/doi:10.1073/pnas.1214804110/-/DCSupplemental.

Bilingual Issues in Assessing Learning Disabilities

Swanson, H.L., Sáez, L., Gerber, M., & Leafstedt, J. (2004). Literacy and cognitive functioning

in bilingual and nonbilingual children at risk for reading disabilities. Journal of


Wagner, R. K., Francis, D., & Morris, R. D. (2005). Identifying English language learners with

learning disabilities: Key challenges and possible approaches. Learning Disabilities

Research & Practice, 20, 6-15.

Epidemiology of Specific Learning Disabilities

Barbaresi, W., Katusic, S., Colligan, R., Weaver, A., & Jacobsen, S. (2005). Math learning

disorder: Incidence in a population-based birth cohort, 1976-82. Ambulatory Pediatrics,

5, 281-289.

Slavica, K., Colligan, R., Barbaresi, W., Schaid, D., & Jacobsen, S. (2001). Incidence of reading

disability in a population-based birth cohort, 1976-1982, Rochester, Minn. Mayo Clinic

Proceedings, 76, 1081-1092.

http://www.pnas.org/lookup/suppl/doi:10.1073/pnas.1214804110/-/DCSupplemental

130

Slavica K.; Colligan, R., Katusic, S., Colligan, R., Weaver, A., & Barbaresi, W. (2009). The

forgotten learning disability: Epidemiology of written-language disorder in a population-

based birth cohort (1976-1982), Rochester, Minnesota. Pediatrics, 123, 1306 -1313.

Genetic Bases of Specific Learning Disabilities

Raskind, W., Peters, B., Richards, T., Eckert, M., & Berninger, V. (2013). The Genetics of

reading disabilities: From phenotype to candidate genes. Special Issue on Educational

Neuroscience, Constructivist Learning, and the Mediation of Learning and Creativity in

the 21st Century in Frontiers in Psychology.



Teaching Students with Learning Disabilities in Written Language

Berninger, V., Lee, Y., Abbott, R. & Breznitz, Z. (2011). Teaching children with dyslexia to

spell in reading-writers’ workshop. Annals of Dyslexia.

Berninger, V., Nagy, W., Carlisle, J., Thomson, J., Hoffer, D., Abbott, S. et al. (2003). Effective

treatment for dyslexics in grades 4 to 6. In B. Foorman (Ed.), Preventing and

remediating reading difficulties: Bringing science to scale. (pp. 382- 417). Timonium,

MD: York Press.

Berninger, V., Winn, W., Stock, P., Abbott, R., Eschen, K., Lin, C., Garcia, N., Anderson-

Youngstrom, M., Murphy, H., Lovitt, D., Trivedi, P., Jones, J., Amtmann, D., & Nagy,

W. (2008). Tier 3 specialized writing instruction for students with dyslexia. . Reading

and Writing. An Interdisciplinary Journal, 21, 95-129.

131

Denton, C.A., & Mathes, P.G. (2003). Intervention for struggling readers: Possibilities and

challenges. In B.R. Foorman (Ed.), Preventing and Remediating Reading Difficulties:

Bringing Science to Scale (pp. 229-251). Timonium, MD: York Press.

MacArthur, C. A., & Philippakos, Z. (2010). Instruction in a strategy for compare-contrast

writing with students with learning disabilities. Exceptional Children, 76, 438-456.

Vaughn, S., Wanzek, J., & Denton, C.A. (2006). Teaching elementary students with learning

disabilities. In L. Florian (Ed.) Sage Handbook of Special Education. London: Sage.

Learning Disabilities in Math

Geary, D. C. (2000). Mathematical disorders: An overview for educators. Perspectives, 26, 6-9.

Geary, D. C. (2003). Learning disabilities in arithmetic: Problem solving differences and

cognitive deficits. In H. L. Swanson, K. Harris, & S. Graham (Eds.), Handbook of

learning disabilities (pp. 199-212). New York: Guilford Press.

Geary, D. C. (2004). Mathematics and learning disabilities. Journal of Learning Disabilities, 37,

4-15.

Geary, D. C. (2005). Role of cognitive theory in study of learning difficulties in mathematics.

Journal of Learning Disabilities, 38, 305-307.

Geary, D. C. (2006). Dyscalculia at an Early Age: Characteristics and Potential Influence on

Socio-Emotional Development. In R.E. Tremblay & R.D. Peters (Eds.), Encyclopedia on

Early Childhood Development [online]. Montreal, Quebec: Center of Excellence for

Early Childhood Development; 1-4.

Geary, D. C. (2010). Mathematical disabilities: Reflections on cognitive, neuropsychological,

and genetic components. Learning and Individual Differences, 20, 130-133.

132

Geary, D. C. (2010). Mathematical learning disabilities. In J. Holmes (Ed.), Advances in Child

Development and Behavior (Vol. 38, pp. 45-77). San Diego, CA: Academic Press.

Geary, D. C. (2011). Consequences, characteristics, and causes of poor mathematics

achievement and mathematical learning disabilities. Journal of Developmental and

Behavioral Pediatrics, 32, 250-263.

Geary, D. C. (in press). Learning disabilities in mathematics: Recent advances. In H. L.

Swanson, K.Harris, & S. Graham (Eds.), Handbook of learning disabilities (second

edition). New York: Guilford Press.

Geary, D. C. (in press). The classification and cognitive characteristics of mathematical

disabilities in children. In R. C. Kadosh & A. Dowker (Eds.), Oxford Handbook of

Numerical Cognition. Oxford, UK: Oxford University Press.

Geary, D. C., Bailey, D. H., Littlefield, A., Wood, P., Hoard, M. K., & Nugent, L. (2009). First-

grade predictors of mathematical learning disability: A latent class trajectory analysis.

Cognitive Development, 34, 411-429.

Geary, D. C., Bailey, D. H., & Hoard, M. K. (2009). Predicting mathematical achievement and

mathematical learning disability with a simple screening tool: The Number Sets Test.

Journal of Psychoeducational Assessment, 27, 265-279

Geary, D. C., & Hoard, M. K. (2002). Learning disabilities in basic mathematics: Deficits in

memory and cognition. In J. M. Royer (Ed.), Mathematical cognition (pp. 93-115).

Greenwich, CT: Information Age Publishing.

Geary, D. C., Hoard, M. K., & Bailey, D. H. (2011). How SLD manifests in mathematics. In

Flanagan, D. P., & Alfonso, V. C. (Eds.), Essentials of Specific Learning Disability

Identification (pp. 43-64). Hoboken, NJ: Wiley.

133

Geary, D. C., Hoard, M. K., & Byrd-Craven, J. (2004). Strategy choices in simple and complex

addition: Contributions of working memory and counting knowledge for children with

mathematical disability. Journal of Experimental Child Psychology, 88, 121-151.

Geary, D. C., Hoard, M. K., Byrd-Craven, J., Nugent, L., & Numtee, C. (2007). Cognitive

mechanisms underlying achievement deficits in children with mathematical learning

disability. Child Development, 78, 1343-1359.

Geary, D. C., Hoard, M. K., & Hamson, C. O. (1999). Numerical and arithmetical cognition:

Patterns of functions and deficits in children at risk for a mathematical disability. Journal

of Experimental Child Psychology, 74, 213-239.

Geary, D. C., Hoard, M. K., Nugent, L., & Byrd-Craven, J. (2008). Development of number line

representations in children with mathematical learning disability. Developmental


Geary, D. C., Hoard, M. K., Nugent, L., & Bailey, D. H. (2012). Mathematical cognition deficits

in children with learning disabilities and persistent low achievement: A five year

prospective study. Journal of Educational Psychology, 104, 206–223.

Geary, D. C., Nugent, L., Hoard, M. K., & Byrd-Craven, J. (2007). Strategy use, long-term

memory, and working memory capacity. In D. B. Berch & M. M. M. Mazzocco (Eds.),

Why is Math So Hard for Some Children? The Nature and Origins of Mathematical

Learning Difficulties and Disabilities (pp. 83-105). Baltimore, MD: Paul H. Brookes

Publishing Co.

Coexisting Conditions

Gayan, J., Willcutt, E.G., Fisher, S.E., Francks, C., Cardon, L.R., Olson, R.K., Pennington, B.F.,

Smith, S.D., Monaco, A.P., & DeFries, J.C. (2005). Bivariate linkage scan for reading

http://web.missouri.edu/~gearyd/patterns.htm

http://web.missouri.edu/~gearyd/patterns.htm


134

disability and attention-deficit/hyperactivity disorder localizes pleiotropic loci. Journal of

Child Psychology and Psychiatry, 46, 1045-1056.

Mayes, S.D., Calhoun, S..L (2006). Frequency of reading, math, and writing disabilities in

children with clinical disorders. Learning and Individual Differences, 16, 145–157.

McGrath, L.M., Hutaff-Lee, C., Scott, A., Boada, R., Shriberg, L.D., & Pennington, B,F. (2007).

Children with comorbid speech sound disorder and specific language impairment are at

increased risk for attention-deficit/hyperactivity disorder. Journal of Abnormal Child

Psychology, 36, 151-163. PMCID: 17882543.

McGrath, M., Pennington, B.F., Willcutt, E.G., Shriberg, L.D., & Smith, S.D. (2007). Gene x

environment interactions in speech sound disorder predict language and preliteracy

outcomes. Development & Psychopathology, 19, 1047-1072. PMCID: 17931434.

Pennington, B.F., & Bishop D.V.M. (2008). Relations among speech, language and reading

disorders. Annual Review of Psychology, 60, 283-306. PMCID:18652545.

Pennington, B.F., McGrath, L.M., Rosenberg, J., Barnard, H., Smith, S.D., Willcutt, E.G.,

Friend, A., DeFries, J.C., & Olson, R.K. (2009). Gene x environment interactions in

reading disability and attention-deficit/hyperactivity disorder. Developmental

Psychology, 45(1), 77-89.



Pennington, B.F., Willcutt, E.G., & Rhee, S. (2005). Analyzing comorbidity. In R.V. Kail (Ed.),

Advances in child development and behavior (pp. 263-304) (Vol. 33). Oxford: Elsevier.




http://www.du.edu/psychology/dnrl/Gene%20x%20environment%20interactions.pdf



http://www.du.edu/psychology/dnrl/Gene%20x%20environment%20interactions%20reading.pdf

http://www.du.edu/psychology/dnrl/Gene%20x%20environment%20interactions%20reading.pdf



http://www.du.edu/psychology/dnrl/Analyzing%20comorbidity.pdf

135

Shanahan, M., Willcutt, E.G., & Pennington, B.F. (2008). Do motivational incentives reduce the

inhibition deficit in ADHD? Developmental Neuropsychology, 33, 137-159. PMCID:

18443974.

Tridas, E. Q, M.D. DIAGNOSING COEXISTING CONDITIONS IN LEARNING PROBLEMS

Children who experience learning challenges often demonstrate other problems, too.

Willcut, E. G., Pennington, B.F., Olson, R.K., Chhabildas, N., & Hulslander, J. (2005).

Neuropsychological analyses of comorbidity between reading disability and attention

deficit hyperactivity disorder: in search of the common deficit. Developmental




136

Chapter 10

GENERAL REFERENCES

Batshaw, M., Roizen, N., & Lotrecchinao, G. (2013). Children with disabilities, 7th Edition.


McKusick-Nathans Institute of Genetic Medicine& The National Center for Biotechnology

Information (2010). Online inheritance of Mendelian Inheritance in Man

(OMIM).Retrieved from http://www.ncbi.nlm.nih.gov/omim/

National Center for Biotechnology Information (2011). Human genome resources. Retrieved

from http://www.ncbi.nlm.nih.gov/genome/guide/human

NEUROGENETIC DISORDERS

1. Autism—Interdisciplinary Research

a. Anderson, D., Oti, R., Lord, C. (in press). Patterns of growth in adaptive social

abilities among children with Autism Spectrum Disorders. Journal of Abnormal

Child Psychology.

b. Bennetto, L., Pennington, B.F., & Rogers, S.J. (1996). Intact and impaired

memory functions in autism. Child Development, 67, 1816-1835.

c. Carpenter, M., Pennington, B.F., & Rogers, S.J. (2001). Understanding of others'

intentions in children with autism. Journal of Autism and Developmental

Disorders, 31, 589-599.

d. Case-Smith, J. (2001). Research in autism. In H. Miller (Ed.) Occupational

Therapy with Childen with Autism. Bethesda: American Occupational Therapy

Association, Inc.

http://www.ncbi.nlm.nih.gov/omim/

http://www.ncbi.nlm.nih.gov/genome/guide/human

http://www.du.edu/psychology/dnrl/Intact%20and%20impaired%20memory.pdf

http://www.du.edu/psychology/dnrl/Intact%20and%20impaired%20memory.pdf

http://www.du.edu/psychology/dnrl/understand_other_intentions.pdf

http://www.du.edu/psychology/dnrl/understand_other_intentions.pdf

137

e. Case-Smith, J. (2004). Evidence-based practice in autism. In H Miller-Kulaneck

(Ed.) Autism: A comprehensive occupational therapy approach. American

Occupational Therapy Association, Inc.

f. Case-Smith, J & Arbesman, M. 2008. Evidence based review of interventions for

Autism used in or of relevance to cccupational therapy. American Journal of

Occupational Therapy: 416-429.

g. Case-Smith, J. (in press). Evidence-based practice in occupational therapy for

children with autism spectrum disorders. In H. Miller-Kuhaneck, & R. Watling

(Eds.) Autism: A comprehensive occupational therapy approach, 3rd ed.. Edited

by. Bethesda: AOTA Press.

h. Corrigan, N., Shaw, D., Estes, A.Richards, T., Munson, J., Friedman, S., Dawson,

G., Artru, A., & Dager, S. (2013). Atypical developmental patterns of brain

chemistry in children with autism spectrum disorder. JAMA Psychiatry.

doi:10.1001/jamapsychiatry.2013.1388 Published online July 31, 2013.

i. Di Martino A, Ross K, Uddin LQ, Sklar AB, Castellanos FX, Milham MP.

(2009). Functional brain correlates of social and nonsocial processes in autism

spectrum disorders: an activation likelihood estimation meta-analysis. Biological

Psychiatry. 63-74.

j. Di Martino A, Shehzad Z, Kelly AMC, Roy AK, Gee DG, Uddin LQ, Gotimer K,

Klein DF, Castellanos FX, Milham MP. (2009). Relationship between cingulo-

insular functional connectivity and autistic traits in neurotypical adults. American

Journal of Psychiatry. 891-899.

138

k. Edgin, J.O., & Pennington, B.F. (2005). Spatial cognition in autism spectrum

disorders: Superior, impaired, or just intact? Journal of Autism and

Developmental Disorders, 35(6), 729-745.

l. Gotham, K., Pickles, A., & Lord, C. (2009). Standardizing ADOS scores for a

measure of severity in autism spectrum disorders. Journal of Autism and

Developmental Disorders, 39, 693-705.

m. Griffith, E.M., Pennington, B.F., Wehner, E.A., & Rogers, S.J. (1999). Executive

functions in young children with autism. Child Development, 70, 817-832.

Lord, C. (2008). Yes we can! Choose Science in Autism, Review of P. Offit,

False Prophets. Science, 322:5908 1635-36.

n. Jansiewicz, E. M., Goldberg M. C., Newschaffer C. J., Denckla M. B., Landa R.,

& Mostofsky S. H. (2006). Motor signs distinguish children with high functioning

autism and Asperger's syndrome from controls. Journal of Autism and

Developmental Disorders. 36, 613-21.

o. Lord, C., Rutter, M., DiLavore, P., Risi, S., Gotham, K., & Bishop, S. (2012).

ADOS-2 Autism Diagnostic Observation Schedule, Second Edition Multi-Health

Systems Modules 1 through 4 Lord, C., Luyster, R., Gotham, K.., & Guthrie, W.

ADOS-2 Toddler Module

p. Luyster, R., Gotham, K., Guthrie, W., Coffing, M., Petrak, R., DiLavore, P.,

Pierce, K. & Lord, C. (in press). The Autism Diagnostic Observation Schedule –

Toddler Module: A new module of a standardized diagnostic measure for autism

spectrum disorders. Journal of Autism and Developmental Disorders.

http://www.du.edu/psychology/dnrl/Spatial%20cognition%20in%20autism.pdf

http://www.du.edu/psychology/dnrl/Spatial%20cognition%20in%20autism.pdf

http://www.du.edu/psychology/dnrl/executive_function_autism.pdf

http://www.du.edu/psychology/dnrl/executive_function_autism.pdf







http://www.kennedykrieger.org/research-training/biblio/motor-signs-distinguish-children-high-functioning-autism-and-aspergers-synd

http://www.kennedykrieger.org/research-training/biblio/motor-signs-distinguish-children-high-functioning-autism-and-aspergers-synd

139

q. Mostofsky, S. H., Dubey P., Jerath V. K., Jansiewicz E. M., Goldberg M. C., &

Denckla M. B. (2006). Developmental dyspraxia is not limited to imitation in

children with autism spectrum disorders. Journal of the International

Neuropsychological Society, 12, 314-26.

r. Rogers, S.J., Bennetto, L., McEvoy, R., & Pennington, B.F. (1996). Imitation and

pantomime in high functioning adolescents with autism. Child Development, 67,

2060-2073.

s. Rutherford, M.D., Pennington, B.F., & Rogers, S.J. (2006). The perception of

animacy in young children with autism. Journal of Autism and Developmental

Disorders, 36(8), 983-992.

t. Silliman, E. R., Campbell, M., & Mitchell, R. (1989). Assessment of

metalinguistic performance in siblings of autistic children. In G. Dawson (Ed.),

Autism: Perspectives on diagnosis, nature and treatment (pp. 225-259). New

York: Guilford Press.

u. Silliman, E. R., Diehl, S. F., Bahr, R. H., Hnath-Chisolm, T., Zenko, C., &

Friedman, S. (2003). A new look at performance on theory of mind tasks by

adolescents with autism spectrum disorder. Language, Speech, and Hearing

Services in Schools, 34, 236-252.

v. Tomchek, S,, & and Case-Smith, J. (2009). Occupational therapy practice

guidelines for children and adolescents with autism. Bethesda, MD: American

Occupational Therapy Association Press.

w. Yerys, B.E., Hepburn, S.L., Pennington, B.F., & Rogers, S.J. (2007). Executive

function in young children with autism: Evidence consistent with a secondary







http://www.kennedykrieger.org/research-training/biblio/developmental-dyspraxia-not-limited-imitation-children-autism-spectrum-diso



http://www.du.edu/psychology/dnrl/Imitation%20and%20pantomime%20in.pdf

http://www.du.edu/psychology/dnrl/Imitation%20and%20pantomime%20in.pdf

http://www.du.edu/psychology/dnrl/The%20perception%20of%20animacy.pdf

http://www.du.edu/psychology/dnrl/The%20perception%20of%20animacy.pdf

http://www.du.edu/psychology/dnrl/Executive%20function%20in%20young%20children.pdf


140

deficit. Journal of Autism and Developmental Disorders, 37, 1068-1079. PMCID:

17171455.

2. Lesch-Nyhan Syndrome

a. Wodrich, D. L., & Long, L. (2010). Lesch-Nyhan syndrome: A sex-linked inborn

error of metabolism. In S. Goldstein & C. R. Reynolds (Eds.) Handbook of

neurodevelopmental and genetic disorders in children (2nd ed.; pp. 445-459). New

York: Guilford Press.

3. Sex Chromosome Anomalies

a. Wodrich, D. L., & Tarbox, J. (2008). The psychoeducational implications of sex

chromosome anomalies. School Psychology Quarterly, 23, 301-311.

b. Wodrich, D. L. (2006). Sex chromosome anomalies. In L. Phelps (Ed.). Chronic

health-related disorders in children: Collaborative medical and

psychoeducational interventions (pp. 253-270). Washington, DC: American


4. Turner’s Syndrome

a. Waber, D. (2008). Neuropsychological aspects of Turner’s syndrome.

Developmental Medicine and Child Neurology, 21, 58-70.

5. Down Syndrome

a. Raitano Lee, N., Pennington, B.F., & Keenan, J.M. (2010). Verbal short-term

memory deficits in Down syndrome: Phonological, semantic, or both?Journal of

Neurodevelopmental Disorders, 2, 9-25.

6. Chromosome 18 Deletions


http://www.du.edu/psychology/dnrl/Verbal%20short-term%20memory%20deficits%20in%20Down%20syndrome.pdf

http://www.du.edu/psychology/dnrl/Verbal%20short-term%20memory%20deficits%20in%20Down%20syndrome.pdf

141

a. Hasi, M., Soileau, B., Sebold, C., Hill, A., Hale, D.E., ODonnell, L., Cody, J.D.

(2011). The role of the TCF4 gene in the phenotype of individuals with 18q

segmental deletions. Human Genetics, 130, 777-787.

b. ODonnell L, Soileau B, Heard P, Carter E, Sebold C, Gelfond J, Hale DE, Cody

JD. (2010). Genetic determinants of autism in individuals with deletions of 18q

Hum Genetics, 128,155-164.

7. Tourette’s Syndrome

a. Wodrich, D. L. (1998). Tourette’s syndrome and tics: Relevance for school

psychologists. Journal of School Psychology, 36, 281-294.

b. Wodrich, D. L., Benjamin, E., & Lachar, D. (1997). Tourette’s syndrome and

psychopathology in a child psychiatric setting. Journal of the American Academy

of Child and Adolescent Psychiatry, 36, 1618-1624.

c. Wodrich, D. L., & Thull, L. (1997). Childhood Tourette’s syndrome and the

Thematic Apperception Test: Is there a distinctive response pattern? Perceptual

and Motor Skills, 85, 635-641.

8. Neurobibromatosis

a. Kaplan, A. M., Chen, K., Lawson, M. A., Wodrich, D. L., Bonstelle, C. T.,&

Reiman, E. M. (1997). Positron emission tomography in children with

neurofibromatosis-1. Journal of Child Neurology, 17, 499-506.

b. Kraut, M. A., Gerring J. P., Cooper K. L., Thompson R. E., Denckla M. B., &

Kaufmann W. E. (2004). Longitudinal evolution of unidentified bright objects in

children with neurofibromatosis-1. American Journal of Medical Genetics. Part

A. 129A, 113-119.







http://www.kennedykrieger.org/research-training/biblio/longitudinal-evolution-unidentified-bright-objects-children-neurofibromatos

http://www.kennedykrieger.org/research-training/biblio/longitudinal-evolution-unidentified-bright-objects-children-neurofibromatos

142

9. Spina Bifida

a. Burmeister, R.; Hannay, H.J., Copeland, K., Fletcher, J.M., Boudousquie, A., &

Dennis, M. (2005). Attention problems and executive functions in children with

spina bifida and hydrocephalus. Child Neuropsycholog, 1, 265–283.

b. Milunsky, A., Jick, H., Jick, S. et al. (1989). "Multivitamin/folic acid

supplementation in early pregnancy reduces the prevalence of neural tube

defects". Journal of the American Medical Association, 262, 2847–52.

10. Seizure Disorders

a. Duncan, J. D., Moss, S. D., Bandy, D. J., Manwaring, K., Kaplan, A. M., Reiman,

E. M., Lawson, M. A., & Wodrich, D. L. (1997). Use of positron emission

tomography for presurgical localization of eloquent brain areas in children with

seizures. Pediatric Neurosurgery, 29, 144-156.

b. Ekinci, O., Titus, J., Rodopman, A., Berkem, M., & Trevath, E. (2009).

Depression and anxiety in children and adolescents with epilepsy: Prevalence,

risk factors, and treatment. Epilepsy & Behavior, 14, 8–18

c. Gonzalez-Heydrich, J, Whitney, J., Waber, D., Forbes, P., Hsin, O., Faraone SV,

et al. (2010). Adaptive phase I study of OROS methylphenidate treatment of

attention deficit hyperactivity disorder with epilepsy. Epilepsy & Behavior, 18,

229-237.

d. Wodrich, D. L. (2005). Disclosing student information about epilepsy and type 1

diabetes mellitus: The effect on teachers’ understanding. School Psychology

Quarterly, 20, 288-303.

143

e. Wodrich, D. L., & Cunningham, M. M. (2008). School-based tertiary and targeted

interventions: The examples of epilepsy and type 1 diabetes mellitus. Psychology

in the Schools, 45, 52-62.

f. Wodrich, D. L., Jarrar, R., Buchhalter, J., Levy, R., & Gay, C. E. (2011).

Knowledge about epilepsy and confidence in instructing students with epilepsy:

Teachers’ responses to a new scale. Epilepsy and Behavior, 20, 360-365.

g. Wodrich, D. L., Kaplan, A. M., & Deering, W. M. (2006). Children with epilepsy

in school: Special service usage and assessment practices. Psychology in the

Schools, 43, 169-181.

144

Chapter 11

Brain-Related Medical Disorders and Other Health Conditions

ACQUIRED DISORDERS

1. Head Injury

a. Stuss, D.T. (2011). Functions of the frontal lobes: Relation to executive functions.

Journal of the International Neuropsychological Society, 17, . 759–765.

b. Stuss D.T. (2011). Traumatic brain injury: Relation to executive dysfunction and

the frontal lobes. Current Opinion in Neurology, 24, 584–589.

c. Vasa, R. A., Gerring J. P., Grados M., Slomine B., Christensen J. R., Rising W.,

et al. (2002). Anxiety after severe pediatric closed head injury. Journal of the

American Academy of Child and Adolescent Psychiatry, 41, 148-156.

2. Stroke

a. Gerring, J. P., Slomine B., Vasa R. A., Grados M., Chen A., Rising W., et al.

(2002). Clinical predictors of posttraumatic stress disorder after closed head

injury in children. Journal of the American Academy of Child and Adolescent

Psychiatry, 41,157-65.

b. Lubetsky-Vilnai, A. & Kartin, D. (2010). The Effect of balance training on

balance performance in individuals post-stroke: A systematic review. Journal of

Neurological Physical Therapy, 34(3):127-37.

3. Spinal Cord Injury

a. NINDS (2003, August). Spinal cord injury: Hope through research. NIH

Publication No. 03-160.

4. Lead Poisoning







http://www.kennedykrieger.org/research-training/biblio/anxiety-after-severe-pediatric-closed-head-injury







http://www.kennedykrieger.org/research-training/biblio/clinical-predictors-posttraumatic-stress-disorder-after-closed-head-injury-

http://www.kennedykrieger.org/research-training/biblio/clinical-predictors-posttraumatic-stress-disorder-after-closed-head-injury-

145

a. The primary NIH organization for research on Lead Poisoning is the National

Institute of Environmental Health Sciences. For pdfs for educators for

disseminating research findings, see www.nlm.nih.gov/medlineplus/

leadpoisoning.html

5. Brain Tumors

a. Kaplan, A. M., Bandy, D. J., Manwaring, K. H., Chen, K., Lawson, M. A., Moss,

S. D., Duncan, J. D., Wodrich, D. L, Schnur, J. A., & Reiman, E. M. (1999).

Functional brain mapping using positron emission tomography scanning in

preoperative planning for pediatric brain tumors. Journal of Neurosurgery, 91,

797-803.

b. Long, L., Wodrich, D. L., Levy, R., Etzl, M., Jr, Gieseking, A. (2010). Students

with brain tumors: Their post-treatment perceptions of teachers, peers, and

academics and retrospective views on school during treatment. Journal of Child

Health Care, 14, 111-125.

6. SUBSTANCE-RELATED DISORDERS

a. Curran, M., Fuertes, J., Alfonso, V. V., & Hennessy, J. J. (2010). The association

of sensation seeking and impulsivity to driving while under the influence of

alcohol. Journal of Addictions and Offender Counseling, 30, 84-98

b. Jirikowic, T., Kartin, D., Olson H.C. (2008). Children with fetal alcohol spectrum

disorders: A descriptive profile of adaptive function. Canadian Journal of

Occupational Therapy, 75(4):238-248.

146

c. Jirikowic, T., Olson, H.C., & Kartin, D. (2008). Sensory processing, school

performance and adaptive behavior of young children with fetal alcohol spectrum

disorders. Physical & Occupational Therapy in Pediatrics, 28(2):117-136.

d. Olson, H.C., Jirikowic, T., Kartin, D., Astley, S. (2007). Responding to the

challenge of early intervention for Fetal Alcohol Spectrum Disorders (FASD).

Infants and Young Children, 20(2):172-189.

General References

Power, T. J., & Bradley-Klug, K. (2013). Pediatric school psychology: Conceptualization,

applications, and strategies for leadership development. New York: Routledge.

Interdisciplinary Collaborations between Psychology and Medicine

Cunningham, M. M., & Wodrich, D. L. (2006). The effect of sharing health information on

teachers’ production of classroom accommodations. Psychology in the Schools, 43, 553-

564.

Phelps L, Brown RT, Power TJ. (2002). Pediatric psychopharmacology: Combining medical and

psychosocial interventions. Washington, DC: American Psychological Association.

Power TJ, Bradley-Klug, K. (2013). Pediatric school psychology: Conceptualization,

applications, and strategies for leadership development. New York: Routledge.

Power TJ, DuPaul GJ, Shapiro ES, Kazak AE. (2003). Promoting children's health: Integrating

school, family, and community. New York: Guilford Press.

Psychology in the Schools, 47, 246-256.

Wodrich, D. L., & DuPaul, G. J. (2007). A survey of pediatricians regarding the other health

impairment category. Communique (Pediatric School Psychology Section), 36(3), 27-30.

147

Wodrich, D. L., & Kaplan, A. M. (2005). Indications for seeking a medical consultation. Journal

of Applied School Psychology, 22(1), 1-28.

Wodrich, D. L., & Spencer, M. L. S. (2007). The other health impairment category and health-

based classroom accommodations: School psychologists’ perceptions and practices.

Journal of Applied School Psychology, 24, 109-125.

Wodrich, D. L., Tarbox, J., Balles, J., & Gorin, J. (2010). Medical diagnostic consultation

concerning mental retardation: An analogue study of school psychologists’ attitudes.

Prevention of Health and Mental Health Problems

Perry, D. F., Trivedi, P. A., & Duran, F. (2009). Early childhood mental health consultation

(ECMHC): Standards for the state of Maryland. Washington, DC: Georgetown

University Center for Child and Human Development.

Power, T. J., & Blom-Hoffman, J.. (2004). The school as a venue for managing and preventing

health problems: Opportunities and challenges. Handbook of pediatric psychology in

school settings (pp.237-48). Mahwah, NJ: Lawrence Erlbaum Publishers;

Toxins including Pesticides and Lead Exposure

American Academy of Pediatrics Council of Environmental Health (2012). Policy statement.

Pesticide exposure on environmental health. Pediatrics, 130, e1757 -e1763 (doi:

10.1542/peds.2012-2757)

Medical/Health Conditions

Chronic Illnesses in Children and Youth

Aldenkamp, A. P., Weber, B., Overweg-Plandsoen, W. C. G, Reijs, R, & van Mil, S. (2005).

Educational underachievement in children with epilepsy: A model to predict the effects

of epilepsy on educational achievement. Journal of Child Neurology, 20, 175-180.

148

Hale, J.B., Reddy, L.A., & Weissman, A. (2013). Steck-Silvestri, E.L., Phelps, L., MacAllister,

W.S.,Ensign, J., Crevier-Quintin, E., & Halle, J. Chronic pediatric medical conditions and

comorbid psychopathology. L.A. Reddy, A. Weissman., & J.B., Hale (Ed.), (in press).

Neuropsychological assessment and intervention for emotional and behavior disordered

youth: An integrated step-by-step evidence-based approach. American Psychological

Association Press: Washington DC.

Hannonen, R., Komulainen, J., Riikonen, R, Ahonen, T, & Eklund, K. (2012). Academic skills in

children with early-onset type 1 diabetes: The effects of diabetes risk factors.

Developmental Medicine and Child Neurology, 54, 457-463.

Perfect, M. M., & Jaramillo, E. (2012) Relationship between resiliency, diabetes-related qualify

of life, and disease markers to school related outcomes in adolescents with diabetes.

School Psychology Quarterly, 27, 29-40.

Steck-Silvestri, E.L., Phelps, L., MacAllister, W.S.,Ensign, J., Crevier-Quintin, E., & Hale,

J.Chronic pediatric medical conditions and comorbid psychopathology. L.A. Reddy, A.

Weissman., & J.B., Hale (Ed.). (in press). Neuropsychological assessment and

intervention for emotional and behavior disordered youth: An integrated step-by-step

evidence-based approach. American Psychological Association Press: Washington DC.

Reilly, C., & Neville, B., G. R. (2011). Academic achievement in children with epilepsy: A

review. Epilepsy Research, 97, 112-123.

Wodrich, D. L., & Cunningham, M. M. (2008). School-based tertiary and targeted interventions:

The examples of epilepsy and type 1 diabetes mellitus. Psychology in the Schools, 45, 52-

62.

149

Wodrich, D. L., Kaplan, A. M., & Deering, W. M. (2006). Children with epilepsy in school:

Special service usage and assessment practices. Psychology in the Schools, 43, 169-181.

Wodrich, D. L., Parent, K. B., & Hasan, K. (2011). Type 1 diabetes mellitus and school: A

review. Pediatric Diabetes, 12, 63-70.

1. Diabetes

a. Daley, K. B., Wodrich, D. L., & Hasan, K. (2006). Cognitive and academic

functioning among children with type 1 diabetes mellitus: The influence of

glucose levels and stability. Journal of Pediatrics, 148, 201-206.

b. Daley, K. B., Wodrich, D. L., & Hasan, K. (2009). Type 1 diabetes mellitus and

school: A comparison of patients and healthy siblings. Pediatric Diabetes, 10,

554-562.

c. Schmitt, A. J., Wodrich, D. L., & Lazar, S. (2010). Type 1 diabetes mellitus case

decisions: Health-related service considerations for school psychologists.

Psychology in the Schools, 47, 803-816.

d. Wodrich, D. L., Parent, K. B., & Hasan, K. (2011). Type 1 diabetes mellitus and

school: A review. Pediatric Diabetes, 12, 63-70.

2. Haemophelia

a. Spencer, M. L. S., Wodrich, D. L., Schultz, W., Wagner, L. & Recht, M. (2009).

Inattention, hyperactivity-impulsivity, academic skills, and psychopathology in

boys with and without haemophilia. Haemophilia, 15, 701-706.

b. Wodrich, D. L., Recht, M., Gradowski, M., & Wagner, L. (2003). Is attention

deficit hyperactivity disorder over-represented among HIV-seronegative boys

with haemophilia? Preliminary results from our centre. Haemophilia, 9, 593-597.

150

3. Pretreatment Assessment of Children and Youth with Cancer

a. Walshaw, P.D., & Bearden, C. (2013) Bipolar disorder. In L.A. Reddy, A.

Weissman., & J.B., Hale (Ed.), Neuropsychological assessment and intervention

for emotional and behavior disordered youth: An integrated step-by-step

evidence-based approach. American Psychological Association Press:

Washington DC.

b. Child Survivors of Cancer

i. Waber, D., Mann, M., & Merola, J. (2008). Motor overflow and

attentional processes in normal school-age children. Developmental

Medicine and Child Neurology, 27, 491-497.

ii. Waber, D. & Pomeroy, S. (2008). Introduction: Survivors of childhood

cancer: The new face of developmental disabilties. Developmental

Disabilities Research Reviews, 14, 183-184

4. HIV/AIDS

a. Wodrich, D. L., Swerdlik, M. E., Chenneville, T., & Landau, S. (1999).

HIV/AIDS among children and adolescents: Implications for the changing role of

school psychologists. School Psychology Review, 28, 228-240.

5. Inflammatory Bowel Disease

a. Mrakotsky, C., Bousvaros, A., Chriki, L., Kenney, E., Forbes, P. Szigethy, E. et

al. (2005). Impact of acute steroid treatment on memory, executive function, and

mood in pediatric inflammatory bowel disease. Journal of Pediatric

Gastroenterology and Nutrition, 41, 540-541.

6. Pain Management

151

a. Engel, J.M. & Kartin, D. (2004). Pain in youth: A primer for current practice.

Critical Reviews in Physical and Rehabilitation Medicine, 16(1):53-76.

b. Engel, JM, Kartin, D., Carter, GT, Jensen, MP, Jaffe, KM. (2009). Pain in youths

with neuromuscular diseases. American Journal of Hospice and Palliative Care,

Oct-Nov; 26(5):405-12.

Relationship between Language and Behavioral Problems

Benner, G., Nelson, R., & Epstein, M. (2002). Language skills in children with EBD: A

literature review. Journal of Emotional and Behavioral Disorders, 10, 43-59.

Psychiatric Disorders

Albers, C. & Jimerson, S. R. (in progress). Identifying, sssessing, and treating anxiety disorders

at school. New York: Springer Science. In the Developmental Psychopathology at School

book series, Edited by Shane Jimerson and Stephen Brock

Hart, S., Brock, S. E., & Jeltova, H. (in progress). Identifying, assessing, and treating bipolar

disorder at school. New York: Springer Science. In S. Jimerson, & S. Brock (Eds.), The


Huberty, C. & Jimerson, S. R. (in progress). Identifying, Assessing, and Treating Depression at

School. New York: Springer Science. In S. Jimerson, & S. Brock (Eds.), The


Hughes, T. L., Crothers, L. M., & Jimerson, S. R. (2008). Identifying, assessing, and treating

conduct disorder at school. New York: Springer Science. In S. Jimerson, & S. Brock

(Eds.), The Developmental Psychopathology at School book series.

Jimerson, S. R., & Brock, S. E. (in progress). The handbook for promoting mental health at

school. New York: Springer Science.

152

Jimerson, S. R., Swearer, S. M., & Espelage, D. L. (Eds) (2010). The handbook of bullying in

schools: An international perspective. New York: Routledge.

Power, T., Blum, N., Guevara, J., Jones, H. Leslie, L. (2013): Coordinating mental health care

across primary care and schools: ADHD as a case example, Advances in School Mental

Health Promotion, 6,168-80 To link to this article:

http://dx.doi.org/10.1080/1754730X.2013.749089

1. Bipolar Disorder

a. Walshaw, P.D., & Bearden, C. (2013) Bipolar disorder. In L.A. Reddy, A.

Weissman., & J.B., Hale (Ed.), Neuropsychological assessment and intervention

for emotional and behavior disordered youth: An integrated step-by-step

evidence-based approach. American Psychological Association Press:

Washington DC.

2. Helping Traumatized Children

a. Cole, S.F., O'Brien, J.G., Gadd, M.G., Ristuccia, J., Wallace, D.L., Gregory, M.

(2009). Helping Traumatized Children Learn: Supportive School Environments

for Children Traumatized by Family Violence. Boston: MA, Massachusetts

Advocates for Children. http://www.massadvocates.org/documents/HTCL_9-

09.pdf

http://dx.doi.org/10.1080/1754730X.2013.749089

http://www.massadvocates.org/documents/HTCL_9-09.pdf


153

Chapter 12

Educating Educational Professionals and Students about Diversity

Translating Multicultural Understanding into Best Educational Practices

Jones, E., Haenfler, R., & Johnson, B. (2007). The better world handbook: Small changes that

make a big differences. New Society Publishers.

Lynch, E., & Hanson, M. (Eds.) (2004). Developing cross-cultural competence: A guide for

working with children and their families, 3rd Edition. . Baltimore, MD: Paul H. Brookes.

Multicultural

Banks, J. (2009). The Routledge international companion to multicultural education. London &

New York: Routledge.

Banks, J. (2012). Encyclopedia of diversity in education. Thousand Oaks, CA: Sage Publications.

Banks, J.A., & Banks, C.A.M. (2010). Multicultural education: Issues and perspectives (7th ed.).

Danvers, MA: John Wiley & Sons, Inc.

Banks, J., & Banks, C. (Eds.) (2011). Handbook of research on multicultural education.

Flagstaff, Arizona: Northern Arizona University.

Erwin, J. O., & Worrell, F. C. (2012). Assessment practices and the underrepresentation of

minority students in gifted and talented education. Journal of Psychoeducational

Assessment, 30, 74-87. doi:10.1177/0734282911428197

Gay, G. (2010). Culturally responsive teaching: Theory, research, & practice (2nd Ed.). New

York: Teachers College Press.

Jones, J. (2009). The psychology of multiculturalism in the schools: A primer for practice,

training, and research. National Association of School Psychologists.

154

Leong, F. (Ed.) (In press). APA handbook of multicultural psychology. Washington, DC:

American Psychological Association.

Mello, Z. R., Mallett, R. K., Andretta, J. R., & Worrell, F. C. (2012). Stereotype threat and

school belonging in adolescents from diverse racial/ethnic backgrounds. Journal of At-

Risk Issues, 17(1), 9-14.

Nieto, S. (2010). Language, culture, and teaching: Critical perspectives (2nd ed.). New York:

Taylor & Francis Group.

Skiba, R., Horner, R., Chung, C., Rauch, M. K., May, S., & Tobin, T. (in press). Race is not

neutral: A national investigation of African American and Latino disproportionality in

school discipline.

Telesford, J., Mendoza-Denton, R., & Worrell, F. C. (in press). Profiles of Cross Racial Identity

Scores and psychological adjustment. Cultural Diversity and Ethnic Minority

Psychology.

U.S. Department of Health and Human Services. (2001). Mental Health: Culture, Race, and

Ethnicity—A Supplement to Mental Health: A Report of the Surgeon General. Rockville,

MD: U.S. Department of Health and Human Services, Substance Abuse and Mental

Health Services Administration, Center for Mental Health Services.

Worrell, F. C., & Watson, S. (2008). A confirmatory factor analysis of Cross Racial Identity

Scale (CRIS) scores: Testing the expanded nigrescence model. Educational and

Psychological Measurement, 68, 1041-1058. doi:10.1177/0013164408318771

Worrell, F. C., Mendoza-Denton, R., Telesford, J. Simmons, C., & Martin, J. F. (2011). Cross

Racial Identity Scale (CRIS) scores: Stability and relationships with psychological

155

adjustment. Journal of Personality Assessment, 93, 637-648.

doi:10.1080/00223891.2011.608762

African Americans, African-Africans, and Caribbean Africans

Fhagen-Smith, P. E., Vandiver, B. J., Worrell, F. C., & Cross, W. E., Jr. (2010). Examining

racial identity differences across socioeconomic status, community of origin, and gender

among African American college students. Identity: An International Journal of Theory

and Practice, 10, 164-180. doi:10.1080/15283488.2010.495907

Ladson-Billings, G. (2006). From the achievement gap to educational debt. Understanding

achievement in US schools. Educational Researcher, 35, 3-12.

Shaw-Taylor, Y., & Tuch, S. (2007). The other African Americans: contemporary African and

Caribbean immigrants in the United States. New York: Lanham, Maryland: Rowman &

Littlefield.

Worrell, F. C. (2005). Cultural variation within American families of African descent. In C.

Frisby & C. Reynolds (Eds.), The comprehensive handbook of multicultural school

psychology (pp. 137-172). Hoboken, NJ: Wiley.

Worrell, F. C. (2013). Gifted African Americans. In C. M. Callahan & H. Hertberg-Davis (Eds.),

Fundamentals of gifted education: Considering multiple perspectives (pp. 388-400). New

York, NY: Routledge.

Worrell, F. C. (2008). African Americans. In N. Salkind (Ed.), Encyclopedia of educational

psychology (pp. 15-21). Thousand Oaks, CA: Sage Publications.

Asian Americans

Azuma, E. (2005). Between two empires: Race, history and transnationalism in Japanese

America. New York: Oxford University Press.

156

Brown, B.B., & Nguyen, J. (2010). Making meanings, meaning identity: Hmong adolescent

perceptions and use of social and cultural identity symbols. Journal of Research on

Adolescence, 20, 849-868.

Kim, I.J. (Ed.) (2004). Korean-Americans: Past, present & future. Elizabeth, N.J.: Hollym

International Corporation.

Lee, J., & Zhou, M. (Eds.) (2004). Asian American Youth: Culture, identity, and ethnicity. New

York: Routledge.

Sue, S., Nakamura, C. Y., Chung, R., & Yee-Bradbury, C. (1994). Mental health research on

Asian Americans. Journal of Community Psychology, 22, 181-187.

Terraza, A., & Devani, B. (2008). Chinese immigrants in the United States. Migration Policy

Institute.

Zia-Page, H. (2000). Asian American dreams: The emergence of an American people. New

York: Farrar Straus Giroux.

Hispanics

Amparano, J. (2003). America’s Hispanics: Their rich history, culture, and traditions (Proud

Heritage). The Hispanic Library. North Mankato, MN: Child's World

Noble, J. and LaCasa, J. 1991. The Hispanic way: Aspects of behavior, attitudes, and customs of

the Spanish-speaking world. Chicago, Ill. Passport Books.

Rodriguez, S. 1995. Hispanics in the United States: An insight into group characteristics.

Department of Health and Human Services. Web Site: http:

//www/hhs.gov/about/heo/hgen.html

India and Middle East

157

Bates, D., & Rassam, A. (2007). Peoples and cultures of the Middle East, 3rd Edition. New York:

Prentice Hall.

Helwig, A., & Helwig, U. (1990). An immigrant success story: East Indians in America.

Philadelphia: University of Pennsylvania Press.

Leonard, K. (1997). The South Asian Americans. Westport, Connecticut: Greenwood Press.

Lessinger, Johanna. (1995). From the Ganges to the Hudson: Indian immigrants in New York

City. Boston: Allyn and Bacon.

Takaki, R. (1995). India in the West: South Asians in America. New York: Chelsea House.

Native Americans

Bill, Willard E. (1990). From Boarding Schools to Self-Determination. Olympia, Washington:

Office of the Superintendent of Public Instruction.

Keoke, E., & Porterfield, K. (2003). American Indian contributions to the world. 15,000 years of

inventions and innovations. New York: Checkmark Books.

Ladson-Billings, G. (2006). From the achievement gap to educational debt. Understanding

achievement in US schools. Educational Researcher, 35, 3-12.

Phillips, C. (2010). The complete illustrated history. Aztec & Maya. The greatest civilization s of

ancient central American with 1000 photographs, paintings, and maps.New York: Metro

Books.

Romero-Little, M., Ortiz, S., McCarty, T, Romero-Little, R. (Eds). (2011). Indigenous languages

across generations--strengthening families and communities. Available from Center for

Indian Education. Arizona State University.

Pacific Islanders

158

Harris, P., & Jones, N. (2005, August). We the people: Pacific Islanders in the United States.

Census data 2000.

Lott, J.T. (2006). Common destiny: Filipino American generations. Lanham, Md.: Rowman &

Littlefield.

U.S. Department of Health and Human Services. (2001). Chapter 5, Mental Health: Culture,

Race, and Ethnicity—A Supplement to Mental Health: A Report of the Surgeon General.

Rockville, MD: U.S. Department of Health and Human Services, Substance Abuse and

Mental Health Services Administration, Center for Mental Health Services.

White Europeans

Painter, N. I. (2010). The history of white people. New York: W. W. Norton & Company.

Biracial Children and Youth

Trivedi, P. (2009). Situating children’s multiracial identities in sociocultural worlds: A mixed

methods approach. Unpublished dissertation, University of Washington.

Trivedi, P. A. (2009, February). Multiracial identities in middle childhood. National Association

of School Psychologists (NASP), Boston, MA, February, 2009.

Trivedi, P. A. (2011, February). Situating multiracial identities in school settings. National

Association of School Psychologists (NASP), San Francisco, CA.

Palacios, E.D. & Trivedi, P. A. (2009). Increasing cultural literacy. In J. Jones (Ed.) The

psychology of multiculturalism in schools: A primer for practice, training and research.

Bethesda, MD: National Association of School Psychologists (NASP) Press.

http://www.nasponline.org/publications/booksproducts/multicultural.aspx

Linguistic Diversity

http://www.nasponline.org/publications/booksproducts/multicultural.aspx

159

Brice Heath, S. (2012). Words at work and play:Three decades in family and community life.

Cambridge, UK: Cambridge University Press.

Washington, J., & Thomas-Tate, S. (2009). How research informs cultural-linguistic differences

in the classroom: The bi-dialectal African American child. In S. Rosenfield, & V.

Berninger (Eds.), Implementing evidence-based academic interventions in school settings

(pp. 147-163). New York: Oxford University Press.

Cultural and Linguistic Diversity and Developmental Differences

Jegatheesan, B (2011). Multilingualism and autism: Perspectives of South Asian Muslim

immigrant parents on raising a child with a communicative disorder in multilingual

contexts. Bilingual Research Journal, 34, 185-200

Homelessness

National Health Care for the Homeless Council, Inc. PO Box 60427, Nashville, TN 37206

Trivedi, P. A., Linas, K., Jacobstein, D., Thomas, M. J., Kupferman, E., Perez, T., Lewis, C.

(2010). A transdisciplinary approach to early childhood mental health consultation

focused on children and families experiencing homelessness.

Educating Students in Poverty

Heckman, J. (2006). Skill formation and the economics of investing in disadvantaged children.

Science 312, 1900-1902. DOI: 10.1126/science.1128898

The work of this Nobel Laureate economist is being widely cited in government now with

respect to the President's early learning initiative, he has done a lot of work on the cost

benefit analysis of early childhood programming.

Halle, T., Forry, N., Hair, E., Perper, K., Wandner, L., Wessel, J., & Vick, J. (2009). Disparities

in Early Learning and Development: Lessons from the Early Childhood Longitudinal

160

Study – Birth Cohort (ECLS-B). Executive Summary. Washington, DC: Child Trends.

This Executive Summary and the corresponding Research Brief were funded by the

Council of Chief State School Officers (CCSSO).

Duncan, G., & Murnane, R. (Eds.) (2011). Whither 0pportunity? Rising inequality, schools, and

children's life chances. New York: Russell Sage Foundation.

Multicultural Differences in Academic Learning

Han, Z. H, & Peverly, S. T. (2007). Input processing: A study of learners with multilingual

backgrounds. International Journal of Multiculturalism, 4, 17-37.

Kearns, T, Linney, J.A., & Ford, L. (2005). African American student representation in special

education programs. Journal of Negro Education, 74, 297-310.

Peverly, S. T. (2005). Moving past cultural homogeneity: Suggestions for comparisons of

students' educational outcomes in the U.S. and China. Psychology in the Schools, 42,

241-249.

Rivera, B.M. & Ford, L. (1998). Parental perceptions of child development among low-income

Mexican American families. Journal of Child and Family Studies, 7.

Zhou, Z., Peverly, S. T., Lin, J-S., & (2005). Understanding early mathematical competencies in

American and Chinese children. School Psychology International, 26, 413-427.

Zhou, Z., Peverly, S. T., & Xin, T. (2006). Knowing and teaching fractions: A cross-cultural

study of American and Chinese mathematics teachers. Contemporary Educational


161

Chapter 13

Neuropsychology Perspectives in Hospital Setting Working Closely with Schools

Singer-Harris, N., Forbes, P., Weiler, M.., Bellinger, D., & Waber, D. P. (2001). Children with

adequate academic achievement scores referred for evaluation of school difficulties:

Information processing deficiencies. Developmental Neuropsychology, 20(3), 593-603.

Waber, D. P. (2010). Rethinking learning disabilities: Understanding children who struggle in

school. New York: Guilford Press.

Waber, D.P., Weiler, M.D., Forbes, P.., Bernstein, J.., Bellinger, D., & Rappaport, L.. (2003).

Neurobehavioral factors associated with referral for learning problems in a community

sample: Evidence for an adaptational model for learning disorders. Journal of Learning

Disabilities, 36(5), 467-483.

162

Chapter 14

Legal Advocacy on Behalf of School-Age Children and Youth

Federal Laws for Physical and Developmental Disabilities, Vocational Education, Special

Health Needs

Americans With Disabilities Act of 1990, Pub. L. No. 101–336, §2, 104 Stat. 328 (1991).

Education of Individuals With Disabilities, 20 U.S.C. § 1400 et seq. (2012).

Brown, S. (June/July 1990). The Carl D. Perkins vocational education act of 1984: A review of

the 1989 reauthorization.” FOCUS, 1-5.

Brown, S.E. (1999). Legal issues in serving students with special health care needs in the school

setting. Washington Education Association and College of Education. Seattle,

Washington.

Brown, S.E. (March 2008). Washington state debates the future of residential habilitation centers

for people with developmental disabilities. Electronic Hallway. Daniel J. Evans School of

Public Affairs. https://hallway.org/cases/display_case.php?case_ID=firPublic Law print

of PL 107-110, the No Child Left Behind Act of 2001 [1.8 MB]

Valluzzi, J.L, Brown, S.E., & Dailey, B. (October 1997). Protecting the rights of children with

special health care needs through the development of individual emergency response

plans. Infants and Young Children: An Interdisciplinary Journal of Special Care

Practices, 10, 66-80.

Educational Implications and Applications of Special Education Law

Brown, S.E. and Cannon, K. (January 28, 1993). Educational malpractice actions: A remedy for

what ails our schools? West Education Law Reporter, 78, 643-57.

https://hallway.org/cases/display_case.php?case_ID=fir

https://hallway.org/cases/display_case.php?case_ID=fir

http://www2.ed.gov/policy/elsec/leg/esea02/107-110.pdf

163

Brown, S.E. (July/August 2003). Advocacy for young children under IDEA: What does it mean

for early childhood educators? Infants and Young Children: An Interdisciplinary Journal

of Special Care Practices, 16, 227-237.

Brown, P. A., & Brown, S.E. (2007). Accessible information technology in education:

Addressing the ‘Separate but Equal’ treatment of disabled individuals. In S. Danforth, &

S. Gabel (Eds.), Vital questions facing disability studies in education. Peter Lang

Publishing.

Brown, S.E., & Johnson, K.L. (February—March 1993). The impact of recent federal legislation

on special education practice: developing linkages with outside agencies. Part I, FOCUS,

1-7.

Brown, S.E., & Johnson, K.L. (April—May 1993). The impact of recent federal legislation on

special education practice: Developing linkages with outside agencies. Part II, FOCUS,

1-7.

Brown, S.E., & Johnson, K.L. (June 1994). Recent federal legislation and the role of vocational

rehabilitation in the transition from school to community. Rehabilitation Education, 8,

67-78.

Brown, S.E., & Norse, S. (November 1993). What every educator needs to know about Section

504: A Guide to Compliance. Salem, OR: Oregon Department of Education.

Julnes, R.E., & Brown, S.E. (1992). Leading cases in special education law: Vols. I-III. School

Law Division. University of Washington, Seattle, Washington.

Julnes, R.E., & Brown, S.E. (July 15, 1993). Assistive technology and special education

programs: legal mandates and practice implications. West Education Law Reporter, 82,

737-748.

164

Law and Children’s Rights

Brown, S.E. and Guralnick, M.J. (Oct-Dec 2012) “International human rights to early

intervention for infants and young children with disabilities: tools for global advocacy.”

Infants and Young Children: An Interdisciplinary Journal of Special Care Practices,

25(4), 270-285.

Brown, S.E. (in progress, 2012). “Medical and legal collaborations in advocating for the right to

health for children in developing countries.”

Helping Traumatized Children

Cole, S.F., O'Brien, J.G., Gadd, M.G., Ristuccia, J., Wallace, D.L., Gregory, M. (2009). Helping

Traumatized Children Learn: Supportive School Environments for Children Traumatized

by Family Violence. Boston: MA, Massachusetts Advocates for Children.



165

Chapter 15

Legal Advocacy on Behalf of Families with School-Age Children and Youth

Dr. Andy Benjamin’s Books Published by APA Press

Law and Mental Health Professionals (1995,1998)

Family Evaluation in Custody Litigation: Reducing Risks of Ethical Infractions and Malpractice

(2003)

The Duty to Protect: Ethical, Legal, and Professional Considerations for Mental Health

Professionals (2009)

Professional Standards

American Psychological Association, Committee on Professional Practice and Standards. (1994).

Guidelines for child custody evaluations in divorce proceedings. American Psychologist,

49, 677-680.

Ethics

The Ethical Principles of Psychologists and Code of Conduct (American Psychological

Association 2002, amended 2010), copies available from American Psychological

Association Order Department, 750 First Street, NE, Washington, D.C. 20002-4242 and

on the APA’s website at http://www.apa.org/ethics/code/principles.pdf (last accessed

Nov. 21, 2012).

Doll, B. (in press). Ethics forum: How do we know when we've found competence. Professional

Psychology Research and Practice.

Michaels, M.H. (2006). Ethical considerations in writing psychological assessment reports.

Journal of Clinical Psychology, 62(1), 47-58.

Ethics and Law

http://www.apa.org/ethics/code/principles.pdf

166

Benjamin, A. (2012). Ethics for Psychologists: A Casebook Approach. Sage.

Benjamin, A. (in press). Chapter 2 Law, ethics, and competence. In Breiger, D., Bishop, K., & G.

Andrew H. Benjamin (Eds.) Educational evaluations of children with special needs.

American Psychological Association.

Benjamin, A., & Gollan, J. (2003). Family evaluation in custody litigation: Reducing risks of

ethical infractions and malpractice. Washington, DC.:American Psychological

Association Press.

Jacob, S., Decker, D., & Hartshorne, T. (2010). Ethics and law for school psychologists, 6th

Edition. John Wiley and Sons Ltd.

Legal Citations

Herbert, M.D. and Mould, J.W. (1992). The advocacy role in public child welfare. Child

Welfare, 70(2), at 118.

Stoecklin, V.L. (1994) Advocating for young children with disabilities. Quarterly Resource,

8(3), 1-35 as cited in Fiedler, C.R. (2000). Making a Difference: Advocacy

Competencies for Special Education Professionals. Boston: Allyn and Bacon p. 3

Bonney, L.G. and Moore, S. (1992). Advocacy: Noun, verb, adjective or profanity. Impact,

5(2), 7.

National Incidence Study of Abuse and Neglect available at

http://www.acf.hhs.gov/programs/opre/abuse_neglect/natl_incid/nis4_report_congress_fu

ll_pdf_jan2010.pdf

Id. at 19 online.

National Incidence Study of Abuse and Neglect at19-20 online.

Id. at 20-25 online.

http://www.acf.hhs.gov/programs/opre/abuse_neglect/natl_incid/nis4_report_congress_full_pdf_jan2010.pdf

http://www.acf.hhs.gov/programs/opre/abuse_neglect/natl_incid/nis4_report_congress_full_pdf_jan2010.pdf

167

Lipson, J. (2001). Hostile Hallways: Bullying, Teasing, and Sexual Harassment in School.

American Association of Univ. Women Educational Foundation. Washington, DC.

http://www.eric.ed.gov/PDFS/ED454132.pdf

Gruber, J. E., & Fineran, S. (2008). Comparing the Impact of Bullying and Sexual Harassment

Victimization on the Mental and Physical Health of Adolescents. Sex Roles, 59, 1-13.

DOI: 10.1007/s11199-008-9431-5.

Duffy, J., Wareham, S., & Walsh, M. (2004). Psychological consequences for high school

students of having been sexually harassed. Sex Roles, 50, 811-821. DOI:

10.1023/B:SERS.0000029099.38912.28

Espelage, D.L., Aragon, S.R., Birkett, M. , Koenig, B.W. (2008). Homophobic teasing,

psychological outcomes, and sexual orientation among high school students: What

influence do mom and schools have? School Psychology Review, 37, 202-216.

http://www.nasponline.org/membership/..%5Cpublications/spr/pdf/spr372espelage.pdf

Young, E. L., Heath, M. A., Ashbaker, B.Y., Smith, B. (2008). Sexual harassment among

students with educational disabilities. Remedial and Special Education, 29, 208-221.

DOI: 10.1177/0741932507311635

Lee, V. E., Croninger, R.G., Linn, E., Chen, Xianglei. The culture of sexual harassment in

secondary schools. American Educational Research Journal, Vol. 33, No. 2, 383-417

(1996) DOI: 10.3102/00028312033002383.

Schulte, B. (April 3, 2008). For little children, grown-up labels as sexual harassers. The

Washington Post, A01. http://www.washingtonpost.com/wp-

dyn/content/story/2008/04/02/ST2008040203589.html

School Psychology Review 2003, Vol. 32, #1.

http://www.eric.ed.gov/PDFS/ED454132.pdf

http://www.nasponline.org/membership/..%5Cpublications/spr/pdf/spr372espelage.pdf

http://www.washingtonpost.com/wp-dyn/content/story/2008/04/02/ST2008040203589.html

http://www.washingtonpost.com/wp-dyn/content/story/2008/04/02/ST2008040203589.html

168

CDC estimates that it is approximately 3.2 of every 100,000 children ages 9-18.

Children’s Mental Health Needs, Disparities and School Based Services: A Fact Sheet at

http://www.healthinschools.org/cfk/mentfact.asp

Id. at 44-50.

Helping Traumatized Children Learn available at http://massadvocates.org/uploads/ at 44.

Id. at 53-57.

Children’s Mental Health in Washington State: A Public Health Perspective Needs Assessment

(March 2006). Department of Health at 34.

http://massadvocates.org/uploads/

Documents

Web Readings Organized by Chapter of …...5 Ridley, M. (1999). Genome. The autobiography of a species in 23 chapters. New York. Perennial/Harper Collins. Science, vol. 330, October