Alexander, A., Anderson, H., Heilman, P.C., Voeller, K.S., & Torgesen, J. K. (1991). Phonological awareness training and remediation of analytic decoding deficits in a group of severe dyslexics. Annals of Dyslexia, 41, 193-206.

Ashcroft, R. (1987). A conceptual model for assessing levels of interpersonal skill. Teaching: Behaviorally Disordered Youth, 3, 10-21.

Ashcroft, R. (1994). Case studies in nonaversive intervention for attention-maintained classroom disruptions of young children institutionalized as seriously emotionally disturbed and delinquent. Educating Adjudicated and At-Risk Youth Monograph. California State University, San Bernardino.

Briggs, A., Austin, R., & Underwood, G. (1984). Phonological coding in good and poor readers. Reading Research Quarterly, 20, 54-66.

Brown, I.S., & Felton, R.H. (1990). Effects of instruction on beginning reading skills in children at risk for reading disability. Reading and Writing: An Interdisciplinary Journal, 2, 223-241.

Carr, E. G. (1977). The motivation of self-injurious behavior: A review of some hypotheses. Psychological Bulletin, 84, 800-816.

Carroll, J. (1963). A model for school learning. Teacher College Record, 64, 723-733.

Catts, H., & Kamhi, A. G. (1999). Language and Reading Disabilities. MA: Allyn and Bacon.

Chall, J. S. (1999). Some thoughts on reading research: Revisiting the first-grade studies. Reading Research Quarterly, 54, 8-10.

Cummins, J. (1991). Interdependence of first- and second-language proficiency in bilingual children. In E. Bialystok (Ed.), Language processing in bilingual children. Cambridge, England: Cambridge University Press.

Donnellan, A. M., LaVigna, G. M., Negri-Shoultz, N., & Fassbender, L. L. (1988). Progress without punishment: Effective approaches for learners with problem behaviors. New York: Teachers College Press.

Durand, V. M. (1989). The Motivation Assessment Scale. In M. Hersen & A. S. Bellack (Eds.), Dictionary of behavioral assessment techniques. New York: Pergamon Press.

Galambos, S., and Goldin-Meadow, S. (1990). The effects of learning two languages on metalinguistic development. Cognition, 34, 1-56.

Gough, P., & Walsh, S. (1991). Chinese, Phoenicians, and the orthographic cipher of English. In S. Brady & D. Shankweiler (1991), Phonological processes in literacy: A tribute to Isabelle Y. Liberman. Hillsdale, NJ: Erlbaum.

Hawkins, J.D. (1992, January). Building Protective Factors Among Those At Greatest Risk: What Can Teachers Do? Bridging Professional Perspectives: Second Annual National Conference on Educating Adjudicated Incarcerated & At-Risk Youth. Keynote Address. California State University, San Bernardino.

LaBerge, D., & Samuels, S.J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.

Lovett, M.W., Warren-Chaplin, P.M., Ransby, M.J., & Borden, S.L. (1990). training the word recognition skills of learning disabled children: Treatment and transfer effects. Journal of Educational Psychology, 30, 805-822.

McIlrath, D., & Huitt, W. (1995). The teaching learning process: A discussion of models. Valdosta, GA: Valdosta
State University. Available: http://www.valdosta.edu/ ~whuitt/psy702 /files/modeItch.html.

McNinch, G. H., Schaffer, G. L., Campell, P., & Rakes, S. (1999). What do teachers perceive as the most
important use of reading time? Reading Improvement, 36, 90-96.

Mercer, C., & Mercer, A., (1998). Teaching Students with Learning Problems (5th Ed.), Upper Saddle River, New Jersey: Merrill.

Perfetti, C.A. (1985). Reading ability. New York: Oxford University Press.

Prutting, C.A. (1982). Pragmatics as social competence. Journal of Speech and Hearing Disorders, 47, 123-134.

Ramirez, D., Yuen, S. & Ramey, D. (1991). Final report: Longitudinal study of structured English immersion strategies, early-exit and late-exit transitional bilingual education programs for language-minority children. Executive summary. San Mateo, CA: Aguirre International.

Share, D.L., & Stanovich, K.E. (1995). Cognitive processes in early reading development: Accommodating
individual differences into a model of acquisition. Issues in Education, 1, 1-57.

Simpson, G.B., Lorsbach, T., & Whitehouse, D. (1983). Encoding and contextual components of word recognition in good and poor readers. Journal of Experimental child Psychology, 35, 161-171.

Skutnabb-Kanagas, T. (1981, February). Linguistic genocide and bilingual education. Paper presented at the California Association for Bilingual Education, Anaheim, CA.

Snow, C., Burns, S., & Griffin, P. (1998). Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press.

Taylor, B., Pearson, D., Clark, K. F., & Walpole, S. (1999). Effective schools/accomplished teachers. The Reading Teacher, 53, 156-159.

Werner, E.E. (1989). High risk children in young adulthood: A longitudinal study from birth to 32 years. American Journal of Orthopsychiatry, 59, 72-81.