Cohen, J. (2001). Social and emotional education: Core concepts and practices. In J. Cohen (Ed.), _Caring classrooms/intelligent schools: The social emotional education of young children _(Chapter 1). New York: Teachers College Press.
Hunt, P., Soto, G., Maier, J., Müller, E., & Goetz, L. (2002). Collaborative teaming to support students with augmentative and alternative communication needs in general education classrooms. Augmentative and Alternative Communication, 18(1), 20–35.
McNaughton, Hughes, and Clark (1997) found that, overall, spelling accuracy improved, but not enough to enable the students with LD to reduce spelling errors to a level equal to that of their non-LD peers. Only one of five conditions resulted in significant student performance gains in spelling. Specifically, students who were explicitly taught to use word processing with embedded spell-check statistically outperformed students who (a) wrote by hand with no additional support, (b) wrote by hand and used a print dictionary, (c) wrote by hand and used a handheld spell-checker, or (d) used word processing with no spell-checker. Thus, in terms of proofreading for spelling errors, students were more efficient in correcting spelling errors and preferred the word processing with spell-check condition over the other treatments.
Perry, B. D. (2006). Fear and learning: Trauma-related factors in the adult education process. New Directions for Adult and Continuing Education, 110, 21-27.
Background Knowledge and reading: A resource discussing how gaining Background Knowledge can improve students' literacy skills.
Lewin-Jones, J., & Mason, V. (2014). Understanding style, language and etiquette in email communication in higher education: a survey. Research in Post-Compulsory Education, 19(1), 75-90.
Barwell, R. (2011). Word problems: Connecting language, mathematics and life. Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Word_Problems.pdfEvidence-based Specially Designed Instruction in Mathematics Resources. Virginia Department of Education, 6-17.
Schneider, W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain, and Education, 2(3), 114-121.
Singh, A., & Alexander, P. A. (2022). Audiobooks, print, and comprehension: What we know and what we need to know. Educational Psychology Review, 1-39.
Miller, C. E., & Meyers, S. A. (2015). Disparities in school discipline practices for students with emotional and learning disabilities and autism. Journal of Education and Human Development, 4(1), 255-267.
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