Students With Specific Learning Disabilities Can Pass State Competency Exams: Systematic Strategy Instruction Makes a Difference-Reference-Cited by-同舟云学术

Students With Specific Learning Disabilities Can Pass State Competency Exams: Systematic Strategy Instruction Makes a Difference

Published:2004-04 Issue:3 Volume:48 Page:10-15
ISSN:1045-988X
Container-title:Preventing School Failure: Alternative Education for Children and Youth
language:en
Short-container-title:Preventing School Failure: Alternative Education for Children and Youth

Author:

Barry Leasha M.,Moore William E.

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

http://www.tandfonline.com/doi/pdf/10.3200/PSFL.48.3.10-15

Reference21 articles.

1. Baker, J. M., & Zigmond, N. (1995). The meaning and practice of inclusion for students with learning disabilities: Themes and implications from the five cases. Journal of Special Education, 29, 163-180.

2. Blackorby, J., & Wagner, M. (1996). Longitudinal post school outcomes of youth with disabilities: Findings from the National Longitudinal Transition Study. Exceptional Children, 62, 399-413.

3. Chudowsky, N., Kober, N., Gayler, K., & Hamilton, M. (2002, August). State high school exit exams: A baseline report. Washington, DC: Center on Education Policy.

4. De La Paz, S. (1999). Self-regulated strategy instruction in regular education settings: Improving outcomes for students with and without learning disabilities. Learning Disabilities Research & Practice, 14, 92-106.

5. Florida Writing Assessment Program. (2003). Description of writing scores. Retrieved September 10, 2003, from the Florida Department of Education web site

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