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Chapter 8: References


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Bashir, A. S., Wiig, E. H., & Abrams, J. C. (1987). Language disorders in childhood and adolescence: Implications for learning and socialization. Pediatric Annals, 16, 145-158.

Biedermnan, J., Newcorn, J., & Sprich, S. (1991). Comorbidity of attention deficit hyperactivity disorder with conduct, depressive, anxiety, and other disorders. American Journal of Psychiatry, 148, 564-577.

Blakeslee, S. (1994, August 16). New clue to cause of dyslexia seen in mishearing of fast sounds. The New York Times, Pp. B 7 & B 10.

Capute, A. J., Accardo, P. J., & Shapiro, B. K. (1993). Learning disabilities spectrum: ADD, ADHD, & LD. Baltimore, MD: York Press.

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Dalke, C. (1988). Woodcock-Johnson psycho-educational test battery profiles: A comparative study of college freshmen with and without learning disabilities. Journal of Learning Disabilities, 21, 567-570.

Damico, J. S. (1992). Descriptive/nonstandardized assessment in the schools. Best practices in school speech-language pathology. Vol. 2. San Antonio, TX: Psychological Corporation.

Damico, J. S. (1993). Language assessment in adolescents: Addressing critical issues. Language, Speech, and Hearing Services in Schools, 24, 29-35.

Farr, R., & Farr, B. (1990). Using portfolios in classrooms. San Antonio, TX: The Psychological Corporation.

Finch, F. L. (1991). Educational performance assessment: The free response alternative. Chicago, IL: Riverside Publishing.

Fuson, K. C. (1982). Analysis of the counting-on solution procedure in addition. In T. P. Carpenter, J. M. Moser, and T. A,. Romberg, eds. Addition and subtraction: A cognitive perspective. Hillsdale, NJ: Erlbaum.

Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic Books.

Gerber, A. (1993). Language-related learning disabilities: Their nature and treatment. Baltimore, MD: Paul H. Brooks.

Gerber, P. J., Schneiders, C. A., Paradise, L. V., Reiff, H. B., Ginsberg, R. J., & Popp, P. A. (1990). Persisting problems of adults with learning disabilities: Self-reported comparisons from their school-age and adult years. Journal of Learning Disabilities, 23, 570-573.

Goodglass, H., & Wingfield, A. (1997). Anomia: Neuroanatomical and cognitive correlates. San Diego: Academic Press.

Hoffmann, F. J., Sheldon, K. L., Minskoff, E. H., Sautter, S. W., Steidle, E. F., Baker, D. P., Bailey, M. B., & Echols, L. D. (1987). Needs of learning disabled adults. Journal of Learning Disabilities, 20, 43-52.

Kamhi, A., & Catts, H. (1988). Reading disabilities: A developmental language perspective. Austin, TX: ProEd.

Kamhi, A., & Koenig, L. (1985). Metalinguistic awareness in normal and language disordered children. Language, Speech, and Hearing Services in Schools, 16, 199-210.

Korhonen, T. T. (1995). The persistence of rapid naming problems in children with reading disabilities: A nine-year follow-up. Journal of Learning Disabilities, 28, 4, 232-239.

Lahey, M. (1988). Language disorders and language development. New York: Macmillan.

Malcolm, C. B., Polatajko, H. J., & Simons, J. (1990). A descriptive study of adults with suspected learning disabilities. Journal of Learning Disabilities, 23, 518-520.

Miller, L. (Ed.) (1990). Language, learning, and literacy. Topics in Language Disorders, 10, (2) 1-87s.

Nelson, N. W. (1993). Childhood language disorders in context: Infancy through adolescence. Boston: Allyn & Bacon.

Nippold, M. (1993). Developmental markers in adolescent language: Syntax, semantics, and pragmatics. Language, Speech, and Hearing Services in Schools, 24, 21-28.

Ohio Department of Education (1991). Ohio handbook for the identification,evaluation, and placement of children with language problems. Columbus, OH.

Reif, L. (1990). Finding the value in evaluation: Self assessment in a middle school classroom. Educational Leadership, 47, 2.

Resnick, L. B. (1989). Developing mathematical knowledge. American Psychologist, 44, 2, 162-169.

Roffman, A. J., Herzog, J. E., & Wershba-Gershon, P. M. (1994). Helping young adults understand their learning disabilities. Journal of Learning Disabilities, 27, 413-419.

Rourke, B. P. (1985). Neuropsychology of learning disabilities: Essentials of subtype analysis. New York: Guilford Press.

Rourke, B. P. (1989). Nonverbal learning disabilities: The syndrome and the models. New York: Guilford.

Scardamalia, M., & Bereiter, C. (1984). Development of strategies in text processing. In H. Mandl, N. L. Stein, and T. Trabasso, eds., Learning and comprehension of text. 379-406. Hillsdale, NJ: Erlbaum.

Scardamalia, M., & Bereiter, C. (1985) Fostering the development of self-regulation in children's knowledge processing. In S. F. Chipman, J. W. Segal, and R. Glaser, eds., Thinking and learning skills. Vol. 2. Research and open questions. Pp. 563-577. Hillsdale, NJ: Erlbaum.

Scardamalia, M., & Bereiter, C. (1987). Knowledge telling and knowledge transforming in written composition. In S. Rosenberg, ed., Advances in applied psycholinguistics. Vol. 2. Reading, writing, and language learning. pp. 142-175. Cambridge, UK: Cambridge University Press.

Schank, R. C. (1982). Reading and understanding: Teaching from the perspective of artificial intelligence. Hillsdale, NJ: Erlbaum.

Secord, W. A., & Wiig, E. H. (1991). Developing a collaborative language intervention program. Chicago, IL: Riverside Publishing

Secord, W. A., Wiig, E. H., Damico, J.S., & Goodin, G. L. (1994). Classroom communication and language assessment. Chicago, IL: Riverside.

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Singley, M. K. & Anderson, J. R. (1989). The transfer of cognitive skill. Cambridge, MA: Harvard.

Tallal, P. (1983). A precise timing mechanism may underlie a common speech perception and production area in the peri-Sylvian cortex of the dominant hemisphere. The Behavioral and Brain Sciences, 6, 219-220.

Thomas, S. O. (1993). Rethinking assessment: Teacher and students helping each other through the "sharp curves of life." Learning Disability Quarterly, 16, 257-279.

Westman, J. C. (1990). Handbook of learning disabilities: A multisystem approach. Boston, MA: Allyn & Bacon.

Wickelgren, I. (1997). Getting a grasp on working memory. Science, 275, 14 March, 15580-1582.

Wiggins, G. (1989). Teaching to the (authentic) test. Educational Leadership, 46, 41-47.

Wiig, E. H., & Freedman, E. (1993). The WORD book. Austin, TX: Pro-Ed.

Wiig, E. H., Freedman, E., & Secord, W. A. (1992). Developing words and concepts in the classroom: A holistic-thematic approach. Intervention in School and Clinic, 27, 278-285.

Wiig, E. H., Jones, S. S., & Wiig, E. D. (1996). Computer-based assessment of word knowledge in teens with LD. Language, Speech and Hearing Services in Schools. 27, 21-27.

Wiig, E. H., & Kusuma-Powell, O. (in press). Visual tools for critical thinking in classrooms. Arlington, TX: Schema Press.

Wiig, E. H., Kusuma-Powell, O., & Wilson, C. C. (1997). Assessing baselines and outcomes (pp. 236-244). In E. H. Wiig & C. C. Wilson, Visual tools for developing language and communication: Content, use and interaction. Arlington, TX: Schema Press.

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Wiig, E. H., & Secord, W. A.. (1999). Diagnostic speech and language profiler. A data-base. Arlington, TX: Schema Press.

Wiig, E. H., Sherbenou, R., & Hresko, W. (1995). Structured, multidimensional, assessment profiles for classrooms. Working Paper. Dallas, TX: The Winston School.

Wiig, E. H., & Story, T. B. (1993). Multidimensional adult language assessments: Experimental. Arlington, TX: Schema Press.

Wiig, E. H., & Wilson, C. C. (1998). Visual tools for developing language and communication: Content, use, interaction. Chicag, IL: Applied Symbolix.

Ylvisaker, M., & Feeney, T. J. (1995). Traumatic brain injury in adolescence: Assessment and reintegration. Seminars in Speech & Language.16, 1, 32-45.

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