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Furner, J. M., Yahya, N., & Duffy, M. L. (2005). Teach mathematics: Strategies to reach all students. Intervention in School and Clinic, 41(1), 16-23.
Hartman, H. J. (2001). Developing students' metacognitive knowledge and skills. In Metacognition in learning and instruction. Dordrecht, The Netherlands: Kluwer Academic Publishers.
Jayanthi, M., Gersten, R., & Baker, S. (2008). Mathematics instruction for students with learning disabilities or difficulty learning mathematics: A guide for teachers. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Kray, J., Gaspard, H., Karbach, J., & Blaye, A. (2013). Developmental changes in using verbal self-cueing in task-switching situations: The impact of task practice and task-sequencing demands. Frontiers in Psychology, 4, 940.
Martiniello, M. (2008). Language and the performance of English-language learners in math word problems. Harvard Educational Review, 78(2), 333-368.
Montague, M. (2008). Self-regulation strategies to improve mathematical problem solving for students with learning disabilities. Learning Disability Quarterly, 31(1), 37-44.
Rittle-Johnson, B., & Loehr, A. M. (2017). Eliciting explanations: Constraints on when self-explanation aids learning. Psychonomic Bulletin & Review, 24(5), 1501-1510.
Rosenzweig, C., Krawec, J., & Montague, M. (2011). Metacognitive strategy use of eighth-grade students with and without learning disabilities during mathematical problem solving: A think-aloud analysis. Journal of learning disabilities, 44(6), 508-520.
Star, J. R., Caronongan, P., Foegen, A., Furgeson, J., Keating, B., Larson, M. R., Lyskawa, J., McCallum, W. G., Porath, J., & Zbiek, R. M. (2015). Teaching strategies for improving algebra knowledge in middle and high school students. Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE).