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Previous Research

The following is a list of published research conducted prior to 2006 by the principal investigators of the Texas Center for Learning Disabilities (TCLD) that related to learning disabilities or responsiveness to intervention. This list is presented in APA format, alphabetically by first author’s surname.

Click on the links below to jump to articles with that principal investigator listed as the first author.

Jack Fletcher | David Francis | Carolyn Denton | Sharon Vaughn | Andrew Papanicolaou

  • Denton, C.A., Anthony, J.L., Parker, R., & Hasbrouck, J.E. (2004). The effects of two tutoring programs on the English reading development of Spanish-English bilingual students. Elementary School Journal, 104, 289-305.
  • Denton, C. A., & Fletcher, J. M. (2004). Scaling reading interventions. In B. Foorman (Ed.), Preventing and remediating reading difficulties: Bringing science to scale (pp. 445–464). Timonium, MD: York.
  • Denton, C. A., Vaughn, S., & Fletcher, J. M. (2003). Bringing research-based practice to scale. Learning Disabilities Research and Practice, 18(3), 201–211.
  • Elbaum, B., Schumm, J. S., & Vaughn, S. (1997). Urban middle-elementary students’ perceptions of grouping formats for reading instruction. Elementary School Journal, 97(5), 475–500.
  • Elbaum, B. & Vaughn, S. (2001). School-based interventions to enhance the self-concept of students with learning disabilities: A meta-analysis. Elementary School Journal, 101(3), 303–329.
  • Elbaum, B., & Vaughn, S. (2003). For which students with learning disabilities are self-concept interventions effective? Journal of Learning Disabilities, 36(2), 101–108.
  • Elbaum, B., Vaughn, S., Hughes, M. T., & Moody, S. W. (1999). Grouping practices and reading outcomes for students with disabilities. Exceptional Children, 65(3), 399–415.
  • Elbaum, B., Vaughn, S., Hughes, M. T., & Moody, S. W. (2000). How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? Journal of Educational Psychology, 92(4), 605–619.
  • Elbaum, B., Vaughn, S., Hughes, M., Moody, S. W., & Schumm, J. S. (2000). How reading outcomes of students with disabilities are related to instructional grouping formats: A meta-analytic review. In R. Gersten, E. Schiller, & S. Vaughn (Eds.), Contemporary special education research (pp. 105–135). Mahwah, NJ: Erlbaum.

  • Fletcher, J. M. (1981). Linguistic factors in reading acquisition: Evidence for developmental changes. In F. J. Pirozzolo & M. D. Wittrock (Eds.), Neuropsychological and cognitive processes in reading (pp. 274–294). New York: Academic.
  • Fletcher, J. M. (1985). External validation of learning disability typologies. In B. P. Rourke (Ed.), Neuropsychology of learning disabilities: Essentials of subtype analysis (pp. 187–211). New York: Guilford.
  • Fletcher, J. M. (1985). Memory for verbal and nonverbal stimuli in learning disability subgroups: Analysis by selective reminding. Journal of Experimental Child Psychology, 40, 244–259.
  • Fletcher, J. M. (1989). Nonverbal learning disabilities and suicide: Classification leads to prevention. Journal of Learning Disabilities, 22, 176–179.
  • Fletcher, J. M., Aram, D., Shaywitz, S. E., & Shaywitz, B. A. (2000). Learning, language, and attention disorders in children: Comorbidity, assessment, and intervention. In P. Aicardi, T. Blondis, B. Y. Whitman, & M. P. Stein (Eds.), Attention deficit and hyperactivity in children and adults (pp. 241–256). New York: Marcel Dekker.
  • Fletcher, J. M., Brookshire, B., Bohan, T. P., Brandt, M., & Davidson, K. (1995). Early hydrocephalus. In B. P. Rourke (Ed.), Syndrome of nonverbal learning disabilities: Neurodevelopmental manifestations (pp. 206–238). New York: Guilford.
  • Fletcher, J. M., Coulter, W. A., Reschly, D. J., & Vaughn, S. (2004). Alternative approaches to the definition and identification of learning disabilities: Some questions and answers. Annals of Dyslexia, 54, 304–331.
  • Fletcher, J. M., Denton, C. A., & Francis, D. J. (in press). Validity of alternative approaches for the identification of learning disability: Operationalizing unexpected underachievement. Journal of Learning Disability.
  • Fletcher, J. M., Espy, K. A., Francis, D. J., Davidson, K. C., Rourke, B. P., & Shaywitz, S. E. (1989). Comparisons of cut-off score and regression-based definitions of reading disabilities. Journal of Learning Disabilities, 22, 334–338.
  • Fletcher, J. M. & Foorman, B. R. (1994). Issues in definition and measurement of learning disabilities: The need for early intervention. In G. R. Lyon (Ed.), Frames of reference for assessment of learning disabilities: New views on measurement issues (pp. 185–200). Baltimore: Paul H. Brooks.
  • Fletcher, J.M., Foorman, B. R., Boudousquie, A. B., Barnes, M. A., Schatschneider, C., & Francis, D. J. (2002). Assessment of reading and learning disabilities: A research-based, intervention-oriented approach. Journal of School Psychology, 40, 27–63.
  • Fletcher, J. M., Foorman, B. R., Denton, C. A., & Vaughn, S. (in press). Scaling research on beginning reading: Consensus and conflict. In M. Constas and R. Sternberg (Eds.), Translating education theory and research into practice. Mahwah, NJ: Lawrence Erlbaum.
  • Fletcher, J. M., Foorman, B. R., Francis, D. J., Shaywitz, B. A., & Shaywitz, S. E. (1994). Treatment of dyslexia. In K. P. van den Bos, L. S. Siegel, D. J. Bakker, & D.L. Share (Eds.), Current directions in dyslexia research (pp. 223–233). Amsterdam: Swets.
  • Fletcher, J. M., Foorman, B. R., Shaywitz, S. E., & Shaywitz, B. A. (1999). Conceptual and methodological issues in dyslexia research: A lesson for developmental disorders. In H. Tager-Flusberg (Ed.), Neurodevelopmental disorders (pp. 271–306). Cambridge, MA: MIT.
  • Fletcher, J. M., Francis, D. J., Morris, R. D., & Lyon, G. R. (in press). Evidence-based assessment of learning disabilities in children and adolescents. Journal of Clinical Child and Adolescent Psychology.
  • Fletcher, J. M., Francis, D. J., Rourke, B. P., Shaywitz, B. A., & Shaywitz, S. E. (1993). Classification of learning disabilities: Relationships with other childhood disorders. In G. R. Lyon, D. Gray, J. Kavanagh, & N. Krasnegor (Eds.), Better understanding learning disabilities (pp. 27–55). New York: Paul H. Brookes.
  • Fletcher, J. M., Francis, D. J., Rourke, B. P., Shaywitz, S. E., & Shaywitz, B. A. (1992). Validity of discrepancy-based definitions of learning disabilities. Journal of Learning Disabilities, 25, 555–561.
  • Fletcher, J. M., Francis, D. J., Shaywitz, S. E., Lyon, G. R., Foorman, B. R., Stuebing, K. K., et al. (1998). Intelligent testing and the discrepancy model for children with learning disabilities. Learning Disabilities Research & Practice, 13, 186–203.
  • Fletcher, J. M., & Loveland, K. A. (1986). Neuropsychology of arithmetic disabilities in children. Focus, 8, 23–40.
  • Fletcher, J. M., & Lyon, G. R. (1998). Reading: A research-based approach. In W. Evers (Ed.), What’s gone wrong in America’s classrooms (pp. 49–90). Stanford, CA: Hoover Institution.
  • Fletcher, J. M., & Lyon, G. R. (in press). Learning disabilities. In B. Maria (Ed.), Current therapy in child neurology. Hamilton, Ontario: B.C. Decker.
  • Fletcher, J. M., Lyon, G. R., Barnes, M., Stuebing, K. K., Francis, D. J., Olson, R. K., et al. (2002). Classification of learning disabilities: An evidenced-based evaluation. In R. Bradley, L. Danielson, & D. P. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 185–250). Mahwah, NJ: Erlbaum.
  • Fletcher, J. M., & Morris, R. (1986). Classification of disabled learners: Beyond exclusionary definitions. In S. Ceci (Ed.), Handbook of cognitive, social, and neuropsychological aspects of learning disabilities (Vol. 1, pp. 55–80). New York: Lawrence Erlbaum.
  • Fletcher, J. M., Morris, R. D., & Francis, D. J. (1991). Methodological issues in the classification of attention-and-related disorders. Journal of Learning Disabilities, 24, 72–77.
  • Fletcher, J. M., Morris, R. D., & Lyon, G. R. (2003). Classification and definition of learning disabilities: An integrative perspective. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 30–56). New York: Guilford.
  • Fletcher, J. M., & Satz, P. (1979). Perceptual deficit hypothesis: A rejoinder to a reply. Journal of Learning Disabilities, 12, 168–171.
  • Fletcher, J. M., & Satz, P. (1979). Unitary deficit hypotheses of reading disabilities: Has Vellutino led us astray? Journal of Learning Disabilities, 12, 155–159.
  • Fletcher, J. M., & Satz, P. (1980). Developmental changes in the neuropsychological correlates of reading achievement: A six-year longitudinal follow-up. Journal of Clinical Neuropsychology, 2, 23–37.
  • Fletcher, J. M., & Satz, P. (1982). Kindergarten prediction of reading achievement: A seven-year follow-up. Educational and Psychological Measurement, 42, 681–685.
  • Fletcher, J. M., & Satz, P. (1984). Preschool prediction of reading failure. In M. Levine & P. Satz (Eds.), Middle childhood: Development and dysfunction (pp. 153–182). Baltimore: University Park.
  • Fletcher, J. M., & Satz, P. (1984). Teacher versus test-based predictions of reading achievement. Journal of Pediatric Psychology, 9, 193–203.
  • Fletcher, J. M., & Satz, P. (1985). Cluster analysis and the search for learning disability subtypes. In B. P. Rourke (Ed.), Neuropsychology of learning disabilities: Essentials of subtype analysis (pp. 40–64). New York: Guilford.
  • Fletcher, J. M., Satz, P., & Morris, R. (1984). The Florida Longitudinal Project: A review. In S. A. Mednick, M. Harway, & K. M. Finnello (Eds.), Handbook of longitudinal research (Vol. 1, pp. 280–304). New York: Praeger.
  • Fletcher, J. M., Satz, P., & Scholes, R. J. (1981). Developmental changes in the linguistic performance correlates of reading achievement. Brain and Language, 13, 78–90.
  • Fletcher, J. M., Schmidt, R. K., & Satz, P. (1979). Discriminant function strategies for the kindergarten prediction of reading disabilities. Journal of Clinical Neuropsychology, 1, 151–166.
  • Fletcher, J. M., & Shaywitz, B. A. (1997). Attention-deficit/hyperactivity disorder. In S. Cramer & W. Ellis (Eds.), Learning disabilities: Lifelong issues (pp. 265–276). Baltimore: Paul H. Brookes.
  • Fletcher, J. M., Shaywitz, S. E., Shankweiler, D. P., Katz, L., Liberman, I.Y., Stuebing, K.K., Francis, D.J., et al. (1994). Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. Journal of Educational Psychology, 85, 1–18.
  • Fletcher, J. M., Shaywitz, S. E., & Shaywitz, B. A. (1999). Comorbidity of learning and attention disorders: Separate but equal. In A. M. Morgan (Ed.), Pediatric clinics of North America: Vols. 46(5). Attention-deficit/hyperactivity disorder (pp. 885–897). Philadelphia: W. B. Saunders.
  • Fletcher, J. M., Simos, P. G., Papanicolaou, A. C., & Denton, C. (2004). Neuroimaging in reading research. In N. Duke & M. Mallette (Eds.), Literacy research methods (pp. 252–286). New York: Guilford.
  • Fletcher, J. M., Stuebing, K. K., Shaywitz, B. A., Brandt, M. E., Francis, D. J., & Shaywitz, S. E. (1996). Measurement issues in the interpretation of behavior-brain relationships. In R. W. Thatcher, G. R. Lyon, J. Rumsey, & N. Krasnegor (Eds.), Developmental neuroimaging: Mapping the development of brain and behavior (pp. 255–262). San Diego: Academic.
  • Fletcher, J. M., Stuebing, K. K., Shaywitz, B. A., Shaywitz, S. E., Rourke, B. R., & Francis, D. J. (1994). The validity of the concept of dyslexia: Alternative approaches to definition and classification. In K. P. van den Bos, L. S. Siegel, D. J. Bakker, & D. L. Share (Eds.), Current directions in dyslexia research (pp. 31–43). Amsterdam: Swets.
  • Fletcher, J. M., Taylor, H. G., Morris, R., & Satz P. (1982). Finger recognition skills and reading achievement: A developmental neuropsychological analysis. Developmental Psychology, 18, 124–132.
  • Foorman, B. R., Breier, J. I., & Fletcher, J. M. (2003). Interventions aimed at improving reading success: An evidence-based approach. Developmental Neuropsychology, 24, 613–639.
  • Foorman, B. R., Chen, D. T., Carlson, C., Moats, L., Francis, D. J., & Fletcher, J. M. (2003). The necessity of the alphabetic principle to phonemic awareness instruction. Reading and Writing, 16, 289–324.
  • Foorman, B. R., Fletcher, J. M., & Francis, D. J. (1998). Preventing reading failure by ensuring effective reading instruction. In S. Patton and M. Holmes (Eds.), The keys to literacy (pp. 29–39). Washington, DC: Council for Basic Education.
  • Foorman, B. R., Fletcher, J. M., & Francis, D. J. (1999). Beginning reading is strategic and by design multi-level. Issues in Education, 5, 65–75.
  • Foorman, B. R., Fletcher, J. M., & Francis, D. J. (2004). Early reading assessment. In W. Evans and H. J. Walberg (Eds.), Student learning, evaluating teaching effectiveness (pp. 81–125). Stanford: Hoover.
  • Foorman, B. R., Francis, D. J., Beeler, T., Winikates, D., & Fletcher, J. M. (1997). Early interventions for children with reading problems: Study designs and preliminary findings. Learning Disabilities, 8, 63–71.
  • Foorman, B. R., Francis, D. J., Fletcher, J. M., & Lynn, A. (1996). Relation of phonological and orthographic processing to early reading: Comparing two approaches to regression-based, reading-level-match design. Journal of Educational Psychology, 14, 649–655.
  • Foorman, B. R., Francis, D. J., Fletcher, J. M., & Schatschneider, C. (2000). Misrepresentation of research by other researchers. Educational Researcher, 29, 27–37.
  • Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37–55.
  • Foorman, B. R., Francis, D. J., Shaywitz, S. E., Shaywitz, B. A, & Fletcher, J. M. (1997). The case for early reading intervention. In B. Blachman (Ed.), Foundations of reading acquisition (pp. 243–264). Mahwah, NJ: Erlbaum.
  • Foorman, B. R., Francis, D. J., Winikates, D., Mehta, P., Schatschneider, C., & Fletcher, J. (1997). Early interventions for children with reading disabilities. Scientific Studies of Reading, 1, 255–276.
  • Forgan, J. W., & Vaughn, S. (2000). Adolescents with and without learning disabilities make the transition to middle school. Journal of Learning Disabilities, 33(1), 33–43.

  • Francis, D. J., Espy, K. A., Rourke, B. P., & Fletcher, J. M. (1991). Validity of intelligence test scores in the definition of learning disability: A critical analysis. In B. P. Rourke (Ed.), Validity issues in learning disabilities (pp. 12–40). New York: Guilford.
  • Francis, D. J., Fletcher, J. M., Catts, H., & Tomblin, B. (in press). Dimensions affecting the assessment of reading comprehension. In S. G. Paris & S. A. Stahl (Eds.), Current issues in reading comprehension and assessment. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Francis, D. J., Fletcher, J. M., Maxwell, S., & Satz, P. (1989). A structural model for developmental changes in the determinants of reading achievement. Journal of Child Clinical Psychology, 18, 44–51.
  • Francis, D. J., Fletcher, J. M., & Rourke, B. P. (1988). Discriminant validity of lateral sensorimotor tests in children. Journal of Clinical and Experimental Neuropsychology, 10, 779–799.
  • Francis, D. J., Fletcher, J. M., Rourke, B. P., & York, M. (1992). A five-factor model for motor, psychomotor, and visual-spatial tests used in the neuropsychological assessment of children. Journal of Clinical and Experimental Neuropsychology, 14, 625–637.
  • Francis, D. J., Fletcher, J. M., Shaywitz, B. A., Shaywitz, S. E., & Rourke, B. P. (1996). Defining learning and language disabilities: Conceptual and psychometric issues with the use of IQ tests. Language, Speech, and Hearing Services in Schools, 27, 132–143.
  • Francis, D. J., Fletcher, J. M., Stuebing, K. K., Lyon, G. R., Shaywitz, B. A., & Shaywitz, S. E. (in press). Psychometric approaches to the identification of learning disabilities: IQ and achievement scores are not sufficient. Journal of Learning Disabilities.
  • Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., & Fletcher, J. M. (1994). The measurement of change: Assessing behavior over time and within a developmental context. In G. R. Lyon (Ed.), Frames of reference for assessment of learning disabilities (pp. 29–58). Baltimore: Paul H. Brooks.
  • Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., & Fletcher, J. M. (1996). Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational Psychology, 88, 3–17.
  • Gallimore, R., Bernheimer, L. P., MacMillan, D. L., Speece, D. L., & Vaughn, S. (Eds.). (1999). Developmental perspective on children with high incidence disabilities. Mahwah, NJ: Erlbaum.
  • Gersten, R., Schiller, E. P., & Vaughn, S. (Eds.). (2000). Contemporary special education research. Mahwah, NJ: Erlbaum.
  • Gersten, R., & Vaughn, S. (2001). Meta-analyses in learning disabilities: Introduction to the special issue. Elementary School Journal, 101(3), 247–249.
  • Gersten, R., Vaughn, S., & Brengelman, S. U. (1996). Grading and academic feedback for special education students and students with learning difficulties. In T. R. Guskey (Ed.), Communicating student learning (pp. 47–57). Alexandria, VA: Association for Supervision and Curriculum Development.
  • Gersten, R., Vaughn, S., Deshler, D., & Schiller, E. (1997). What we know about using research findings: Implications for improving special education practice. Journal of Learning Disabilities, 30(5), 466–476.
  • Gersten, R., Vaughn, S., & Kim, A. (2004). Introduction: Special issue on sustainability. Remedial and Special Education, 25(1), 3–4.
  • Gordon, J., Vaughn, S., & Schumm, J. S. (1993). Spelling interventions: A review of literature and implications for instruction for students with learning disabilities. Learning Disabilities Research and Practice, 8(3), 175–181.
  • Gould, A., & Vaughn, S. (2000). Planning for the inclusive classroom: Meeting the needs of diverse learners. Catholic Education: A Journal of Inquiry and Practice, 3(3), 363–374.
  • Gray, L., Breier, J., Foorman, B., & Fletcher, J. M. (2002). Continuum of impulsiveness caused by auditory masking. International Journal of Pediatric Otorhinolaryngology, 66, 265–272.
  • Haager, D., Klingner, J. K., & Vaughn, S. (2001). Introduction to special issue. Learning Disability Quarterly, 24, 218–219.
  • Haager, D., & Vaughn, S. (1995). Parent, teacher, peer, and self-reports of the social competence of students with learning disabilities. Journal of Learning Disabilities, 28(4), 205–215.
  • Haager, D., & Vaughn, S. (1997). Assessment of social competence in students with learning disabilities. In J. Lloyd, E. Kameenui, & D. Chard (Eds.), Issues in educating students with disabilities (pp. 129–152). Mahwah, NJ: Erlbaum.
  • Hickman, P., Pollard-Durodola, S., & Vaughn, S. (2004). Storybook reading: Improving vocabulary and comprehension for English language learners. Reading Teacher, 57(8), 720–730.
  • Hogan, A. E., Quay, H. E., Vaughn, S., & Shapiro, S. K. (1989). Revised behavior problem checklist: Stability, prevalence, and incidence of behavior problems in kindergarten and first-grade children. Psychological Assessment: A Journal of Consulting and Clinical Psychology, 1(2), 103–111.
  • Hughes, M. T., Schumm, J. S., & Vaughn, S. (1996). Preparing for inclusion: Roles, responsibilities, and instructional practices. Thalamus, Journal of the International Academy for Research in Learning Disabilities, 12–22.
  • Hughes, M. T., Schumm, J. S., & Vaughn, S. (1999). Home literacy activities: Perceptions and practices of Hispanic parents of children with learning disabilities. Learning Disabilities Quarterly, 22, 224–235.
  • Hughes, M. T., Vaughn, S., & Schumm, J. S. (1996). Schools restructure their special education programs for high incidence disabilities: Issues and outcomes. Special Education Leadership Review, 3(1), 15–28.
  • Iovino, I., Fletcher, J. M., Breitmeyer, B. G., & Foorman, B. R. (1999). Colored overlays for visual perceptual deficits in children with reading disability and attention deficit/hyperactivity disorder: Are they differentially effective? Journal of Clinical and Experimental Neuropsychology, 20, 791–806.
  • Kim, A., Briggs, K. L., & Vaughn, S. (2003). The Classroom Climate Scale: Observing during reading instruction. In S. Vaughn & K. L. Briggs (Eds.), Reading in the classroom: Systems for the observation of teaching and learning (pp. 83–109). Baltimore: Brookes.
  • Kim, A., Vaughn, S., Elbaum, B., Hughes, M. T., Sloan, C. V. M., & Sridhar, D. (2003). Effects of toys and/or group composition on social behaviors of preschool children with disabilities: A synthesis. Journal of Early Intervention, 25(3), 189–205.
  • Kim, A., Vaughn, S., Wanzek, J., & Wei, S. (2004). Graphic organizers and their effects on the reading comprehension of students with LD: A synthesis of research. Journal of Learning Disabilities, 37(2), 105–118.
  • Klingner, J. K., Arguelles, M. E., Hughes, M. T., & Vaughn, S. (2001). Examining the schoolwide “spread” of research-based practices. Learning Disability Quarterly, 24, 221–234.
  • Klingner, J. K., & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language. Elementary School Journal, 96(3), 275–293.
  • Klingner, J. K., & Vaughn, S. (1998). Using collaborative strategic reading. Teaching Exceptional Children, 30(6), 32–37.
  • Klingner, J. K., & Vaughn, S. (1999). Promoting reading comprehension, content learning, and English acquisition through collaborative strategic reading. The Reading Teacher, 52(7), 738–747.
  • Klingner, J. K., & Vaughn, S. (1999). Students’ perceptions of instruction in inclusion classrooms: Implications for students with learning disabilities. Exceptional Children, 66(1), 23–37.
  • Klingner, J. K., & Vaughn, S. (2000). The helping behaviors of fifth-graders while using collaborative strategic reading during ESL content classes. TESOL Quarterly, 34(1), 69–98.
  • Klingner, J. K., & Vaughn, S. (2002). Joyce: The changing roles and responsibilities of an LD specialist. Learning Disability Quarterly, 25(1), 19–32.
  • Klinger, J. K., & Vaughn, S. (2004). Strategies for struggling second-language readers. In T. L. Jetton & J. A. Dole (Eds.), Adolescent literacy research and practice (pp. 183–209). New York: Guilford.
  • Klingner, J. K., Vaughn, S., Dimino, J., Schumm, J. S., & Bryant, D. P. (2001). From clunk to click: Collaborative strategic reading. Longmont, CO: Sopris West.
  • Klingner, J. K., Vaughn, S., Hughes, M. T., & Arguelles, M. E. (1999). Sustaining research-based practices in reading: A 3-year follow-up. Remedial and Special Education, 20(5), 263–274.
  • Klingner, J. K., Vaughn, S., Hughes, M. T., Schumm, J. S., & Elbaum, B. (1998). Outcomes for students with and without learning disabilities in inclusive classrooms. Learning Disabilities Research and Practice, 13(3), 153–161.
  • Klingner, J. K., Vaughn, S., & Schumm, J. S. (1998). Collaborative strategic reading in heterogeneous classrooms. Elementary School Journal, 99, 3–21.
  • Klingner, J. K., Vaughn, S., Schumm, J. S., Cohen, P., & Forgan, J. W. (1998). Inclusion or pull-out: Which do students prefer? Journal of Learning Disabilities, 31(2), 148–158.
  • Klorman, R., Hazel-Fernandez, L. A., Shaywitz, S. E., Fletcher, J. M., Marchoine, K. E., Holahan, J. H., et al. (1999). Executive functioning deficits in attention deficit/hyperactivity disorder are independent of oppositional/defiant or reading disorder. Journal of American Academy Child Psychiatry and Psychology, 38, 1148–1155.
  • Klorman, R., Thatcher, J. E., Shaywitz, S. E., Fletcher, J. M., Marchione, K. E., Holahan, J. M., et al. (2002). Effects of event probability and sequence on children with attention deficit/hyperactivity, reading and math disorder. Biological Psychiatry, 52, 773–846.
  • La Greca, A. M., & Vaughn, S. (1992). Social functioning of individuals with learning disabilities: Guest editors’ comments. School Psychology Review, 21(3), 340–347.
  • Lancelotta, G. X., & Vaughn, S. (1989). Relation between types of aggression and sociometric status: Peer and teacher perceptions. Journal of Educational Psychology, 81, 86–90.
  • Lancelotta, G. X., & Vaughn, S. (1993). Relation between types of aggression and sociometric status: Peer and teacher perceptions. In W. R. Borg (Ed.), Applying educational research (3rd ed., pp. 275–281). New York: Longman.
  • Lenz, K., Schumaker, J., Deshler, D., Vaughn, S., Schumm, J. S., Fuchs, L., et al. (1995). Planning for academic diversity in America’s classrooms: Windows on reality, research, change, and practice. Lawrence, KS: University of Kansas Center for Research on Learning.
  • Levy, S., & Vaughn, S. (2002). An observational study of reading instruction of teachers for students with emotional/behavioral disorders. Behavior Disorder, 27(3), 215–235.
  • Linan-Thompson, S., Vaughn, S. Hickman, P., & Kouzekanani, K. (2003). Effectiveness of supplemental reading instruction for second-grade English language learners with reading difficulties. Elementary School Journal, 103(3), 221–238.
  • Loveland, K. A., Fletcher, J. M., & Bailey, V. (1990). Verbal and non-verbal communication of events in learning disability subtypes. Journal of Clinical and Experimental Neuropsychology, 12, 3–15.
  • Lyon, G. R., & Fletcher, J. M. (2001). Early identification, prevention, and early intervention for children at risk for reading failure. Basic Education, 46, 12–14
  • Lyon, G. R., & Fletcher, J. M. (2001). Early warning system. Education Matters, 23–29.
  • Lyon, G. R., & Fletcher, J. M. (2002). Le diagnostic et le traitement des difficultés d’apprentissage — L’expérience américaine. Annales Nestlé — L’apprentissage dans l’enfance, 59, 121–131.
  • Lyon, G. R., Fletcher, J. M., & Barnes, M. C. (2003). Learning disabilities. In E. J. Mash and R. A. Barkley (Eds.), Child psychopathology (2nd ed.; pp. 520–586). New York: Guilford.
  • Lyon, G. R., Fletcher, J. M., Fuchs, L., & Chhabra, V. (in press). Treatment of learning disabilities. In E. Mash & R. Barkley (Eds.), Treatment of childhood disabilities (2nd ed.). New York: Guilford.
  • Lyon, G. R., Fletcher, J. M., Shaywitz, S. E., Shaywitz, B. A., Torgesen, J. K., Wood, F. B., et al. (2001). Rethinking learning disabilities. In C. E. Finn Jr., R. A. J. Rotherham, & C. R. Hokanson Jr. (Eds.), Rethinking special education for a new century (pp. 259–287). Washington, DC: Thomas B. Fordham Foundation and Progressive Policy Institute.
  • Mathes, P. G., & Denton, C. A. (2002). The prevention and identification of reading disability. Seminars in Pediatric Neurology, 9(3), 185–191.
  • Mathes, P. G., & Denton, C. A. (in press). Reading disability: A construct in transition. In S. Goldman (Ed.), The encyclopedia of education.
  • Mathes, P. G., Denton, C. A., Fletcher, J. M., Anthony, J. L., Francis, D. J., & Schatschneider, C. (in press). An evaluation of two reading interventions derived from diverse models. Reading Research Quarterly.
  • Mattson, A. J., Sheer, D. E., & Fletcher, J. M. (1992). Electrophysiological evidence of lateralized disturbances in children with learning disabilities. Journal of Clinical and Experimental Neuropsychology, 14, 707–716.
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