Bibliographie zu Lernstrategien

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• Allen, J.S. (1992). Educating performers. The Key Reporter, volume ?, 8.
• Alley, G. & Deshler, D. (1979). Teaching the learning disabled adolescent: Strategies and methods. Denver, CO: Love.
• Angelo, T.A. & Cross, K.P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.
• Avery, C.W. & Avery, B.F. (1994). Merging reading and cooperative strategies through graphic organizers. Journal of Reading, 37, 689-690.
• Axelrod, R.B. & Cooper, C.D. (1991). The St. Martin's guide to writing. New York: St. Martin's Press.

• Baker, E. (1994). Making performance work: The road ahead. Educational Leadership, 51, 58-62.
• Banks, T. (1994). Students fly high with creative alternative assessment. Middle School Journal, 25, 58-59.
• Baron, R.A., Byrne, D., & Kantowitz, B.H. (1977). Psychology: Understanding behavior. Philadelphia, PA: W. B. Saunders Company.
• Bellezza, F.S. (1982). Improve your memory skills. Englewood Cliffs, NJ: Prentice Hall.
• Bennett, C.E. (1985). Physics problems and how to solve them (3rd ed.). New York: Barnes and Noble.
• Bereiter, C. & Bird, M. (1985). Use of thinking aloud in identification and teaching of reading comprehension strategies. Cognition and Instruction, 2, 131-156.
• Bergman, J. & Schuder, T. (1992). Teaching at-risk students to read strategically. Educational Leadership, 50, 19-23.
• Berndt, T. & Heller, K. (1985). Measuring children's personality attributions: Responses to open-ended questions versus trait ratings and predictions of future behavior. In S.R. Yussen (Ed.), The Growth of Reflection in Children, 37-60. San Diego, CA: Academic Press.
• Berquist, W.H. & Phillips, S.R. (1975). Classroom structures which encourage student participation. A Handbook for Faculty Development, Volume 1, 118-121. Washington, DC: The Council for the Advancement of Small Colleges.
• Billson, J. (1986). The college classroom as a small group: Some implications for teaching and learning. Teaching and Sociology, volume ?, 143-151.
• Bonds, C.W., Bonds, L.G., & Peach, W. (1992). Metacognition: Developing independence in learning. The Clearing House, 66, 56-59.
• Borkowski, J.G. (1985). Signs of intelligence: Strategy generalization and metacognition. In S.R. Yussen (Ed.), The growth of reflection in children, 105-144. San Diego, CA: Academic Press.
• Borkowski, J.G., Carr, M., Rellinger, E., & Pressley, M. (1990). Self-regulated strategy use: Interdependence of metacognition, attributions, and self-esteem. In B.F. Jones (Ed.), Dimensions of thinking: Review of research, 53-92. Hillsdale, NJ: Erlbaum.
• Bracy, G. (1993). Testing with tests. The School Administrator, 50, 8-11.
• Bragstad, B.J. & Stumpf, S.M. (1987). A guidebook for teaching study skills and motivation (2nd ed). Boston, MA: Allyn and Bacon.
• Britton, B.K. & Tesser, A. (1991). Effects of time-management practices on college grades. Journal of Educational Psychology, 83, 405-410.
• Broadwell, M.M. (1989). It's so technical I have to lecture. Training, volume ?, 41-44.
• Brochtrup, M. & Kelley, C. (1993). Strategies in math for college students. Alert: Journal of Association on Higher Education and Disability, 16, 3-5.
• Brophy, J. (1987). Synthesis of research on strategies for motivating students to learn. Educational Leadership, October, 40-48.
• Brown, J. & Shavelson, R. (1994). New ways to measure what students know and can do. Instructor, 103, 58-61.

• Cheek, D. (1993). Plain talk about alternative assessment. Middle School Journal, 25, 6-10.
• Cizek, G. (1993). Alternative assessments: Yes, but why? Educational Horizons, 72, 36-40.
• Clarke, J.H. (1988). Designing discussions as group inquiry. College Teaching, volume ?, 140-143.
• Coady, S. (1983). Student irresponsibility: We helped cause it. The Chronicle of Higher Education, volume ?, 48.
• Cook, D.M. (1989). Strategic learning in the content areas. Madison, WI: Wisconsin Department of Public Instruction.
• Cook, L. & Mayer, R. (1988). Teaching readers about the structure of scientific text. Journal of Educational Psychology, 80, 448-456.
• Connel, J.P. & Wellborn, J.G. (1990). Competence, autonomy, and relatedness: A motivational analysis of self-esteem processes. In M. Gunnar & A. Sroufe (Eds.), Minnesota symposium on child psychology, 23, 43-77. Hillsdale, NJ: Erlbaum.
• Cooper, J. (1990). Cooperative learning and college teaching: Tips from the trenches. The Teaching Professor, volume ?, 1-2.
• Cross, K.P. (1983). Dealing with diversity: The challenge of teaching today. Change, 52, 20-23.
• Cross, L. & Hynes, M. (1994). Assessing mathematics learning for students with learning differences, Arithmetic Teacher, 41, 371-377.

• Davey, B. (1983). Think aloud - modeling the cognitive processes of reading comprehension. Journal of Reading, 10, 44-47.
• Davis, M., Eshelman, E.R., & McKay, M. (1988). The relaxation and stress reduction workbook (3rd ed.). Oakland, CA: New Harbinger Publications.
• Deci, E. & Ryan, R. (1991). A motivational approach to self: Integration in personality. In R. Diestbier (Ed.), Nebraska symposium on motivation: Perspectives on motivation, 38, 237-288. Lincoln, NE: University of Nebraska Press.
• Demorest, S.M. (1992). Information integration theory: An approach to the study of cognitive development in music. The Journal of Research in Music Education, 40, 126-138.
• Deschler, D.D. (year?). Dissect strategy. imprint?
• Deshler, D.D. & Schumaker, J.B. (1988). An instructional model for teaching students how to learn. In Graden, et al. (Ed.), Alternative educational delivery systems: Enhancing instructional options for all students, 391-411. Washington, DC: National Association of School Psychologists.
• Developmental Learning Materials. (1983). Learning how to learn: Teaching strategies for listening skills. Allen, TX: Publisher?.
• Developmental Learning Materials. (1983). Learning how to learn: Teaching strategies for thinking skills. Allen, TX: Publisher?.
• Devine, T.G. (1987). Teaching study skills: A guide for teachers (2nd ed.). Boston, MA: Allyn and Bacon.
• Drewes, F. (1992) How to study science. imprint?.
• Dulin, K. (year?). Do's and don'ts of teaching vocabulary. Book Title?. Madison, WI: University of Wisconsin.
• Dwyer, E.J. (1992). Using a journalism model for teaching essay writing. Journal of Reading, 36, 226-227.

• Eanet, M.G. & Manzo, A.V. (1976). REAP - A strategy for improving reading/writing/study skills. Journal of Reading, 19, 647-652.
• Ebbinghaus, H. (1913). Memory: A contribution to experimental psychology. New York: Teachers College, Columbia University Press.
• Eckert, M. (1986). Mnemonics for some altered chords. journal?, volume?, 23.
• Ellis, D.B. (1994). Becoming a master student: Tools, techniques, hints, ideas, illustrations, examples, methods, procedures, processes, skills, resources, and suggestions for success (7th ed.). Rapid City, SD: College Survival.
• Ellis, E.S., Deschler, D.D., Lenz, B.K., Schumaker, J.B., & Clark, F.L. (1989). An instructional model for teaching learning strategies. Unpublished manuscript presented to PLUS Program, Muskingum College, New Concord, Ohio, April, 1990.
• Englert, C.S. (1992). Writing instruction from a sociocultural perspective: The holistic, dialogic, and social enterprise of writing. Journal of Learning Disabilities, 25, 153-172.
• Ewens, W. (1985-1986). Teaching using discussion. The Organizational Behavior Teaching Review, volume?, 77-80.

• Fairbairn, D.M. (1987). Sharing teaching ideas: A view of mathematics through a camera lens. Mathematics Teacher, 80, 544.
• Fennema, E. (1985). Attribution theory and achievement in mathematics. In S.R. Yussen (Ed.), The Growth of Reflection in Children, pp. 245-265. San Diego, CA: Academic Press.
• Foster, G. (1992). Surviving memory lapses. Clavier, volume?, 43.
• Frederick, P. (1981). The dreaded discussion: Ten ways to start. Improving College and University Teaching, volume?, 109-114.
• Frederick, P. (1986). The lively lecture -- 8 variations. College Teaching, volume?, 43-50.
• Fulkerson, P. (1992). Getting the most from a problem. Arithmetic Teacher, 39, 178-179.

• Gallo & Rink (1985). title?. imprint?.
• Garrison, ? (1981). How a writer works. imprint?.
• Gauthier, L.R. (1992). A strategy to increase punctuation awareness. Journal of Reading, 36, 401-402.
• Garner, R. (1990). When children and adults do not use learning strategies: Toward a theory of settings. Review of Educational Research, 60, 517-529.
• Gentile, J.R. (1987). Recent retention research: What educators should know. The High School Journal, 70, 77-86.
• GOAL/QPC. (1992). The memory jogger for education. imprint?.
• Goodsell, A., Maher, M. & Tinto, V. (1992). Collaborative learning: A sourcebook for higher education. Philadelphia, PA: National Center on Teaching, Learning, and Assessment.
• Guskey, T. (1994). What you assess may not be what you get. Educational Leadership, 51, 51-54.

• Hacker, D. (1993). A pocket style manual. Boston: Bedford Books of St. Martin's Press.
• Hall, J.W. (1988). On the utility of the keyword mnemonic for vocabulary learning. Journal of Educational Psychology, 80, 554-562.
• Harder, A. (1989). Attitudes toward reading science textbooks. American Biology Teacher, 34, 89-93.
• Harris, K. & Graham, S. (1992). Self-regulated strategy development: A part of the writing process. In M. Pressley (Ed.), Promoting academic competency and literacy in school, pages?. San Diego, CA: Academic Press.
• Harris, K., Graham, S., & Freeman, S. (1988). Effects of strategy training on metamemory among learning disabled students. Exceptional Children, 54, 332-338.
• Harris, K. & Pressley, M. (1991). The nature of cognitive strategy instruction: Interactive strategy construction. Exceptional Children, 57, 392-404.
• Hennings, D. (1993). On knowing and reading history. Journal of Reading, 36, 362-370.
• Herrmann, D., Raybeck, D., & Gutman, D. (1993). Improving student memory. Seattle, WA: Hogrefe and Huber Publishers.
• Hettich, P. (1992). Learning skills for college. Pacific Grove, CA: Brooks Cale.
• Hollingsworth, P.M. & Reutzel, D.R. (1993). GRIP: An effective strategy for teaching inferential comprehension. Journal of Reading, 37, 683-684.
• Hong, E.S. & O'Neil, H. (1992). Instructional strategies to help learners build relevant mental models in inferential statistics. Journal of Educational Psychology, 84, 150-159.
• Hopper, J. (1992). Self-evaluation check sheet for student use: Proofreading. Writing Resource Center, Ohio Wesleyan University, Delaware, Ohio.
• Hoxmeier, K. (1987). Motivating students and teachers. North Central Reading Association Meeting, University of Notre Dame, October 1987.
• Hudspeth, M.C. & Hirsch, L.R. (year?). Studying mathematics. imprint?.
• Hughes, S. (1993). What is alternative / authentic assessment and how does it impact special education? Educational Horizons, 72, 28-35.
• Hulme, L.D. (1993). Gleaning. Journal of Reading, 36, 403-404.
• Hyman, R.T. (1982). Questioning in the college classroom. Idea paper no. 7, Center for Faculty Evaluation and Development. City?: Kansas State University.

• Jamentz, K. (1994). Making sure that assessment improves performance. Educational Leadership, 51, 55-57.
• Johnson, D. (1981). Naturally acquired learned helplessness: The relationship of school failure to achievement behavior, attributions, and self-concept. Journal of Educational Psychology, 73, 174-180.
• Jones, B.F., Pierce, J., & Hunter, B. (1989). Teaching students to construct graphic representations. Educational Leadership, 46, 20-25.

• Karlin, R. (1984). Teaching reading in high school: Improving reading in the content areas. New York: Harper and Row.
• Kay, G. (1992). A thinking twist on the multiple choice question. Journal of Reading, 36, 56-57.
• Kerry (1982). title? imprint?
• Kesselman-Turkel, J. & Peterson, F. (1981). Test-taking strategies. Chicago: Contemporary Books, Inc.
• Kiewra, K.A. (1991). Aids to lecture learning. Educational Psychologist, 26, 37-53.
• Kiewra, K.A., DuBois, N., Christian, D., McShane, A., Meyerhoffer, M., & Roskelley, D. (1991). Note-taking functions and techniques. Journal of Educational Psychology, 83, 240-245.
• King (1990). title? imprint?
• King, A. (1992). Comparison of self-questioning, summarizing, and notetaking-review as strategies for learning from lectures. American Educational Research Journal, 29, 303-323.
• Kline, F., Deshler, D., & Schumaker, J. (1992). Implementing learning strategy instruction in class settings: A research perspective. Promoting Academic Competence and Literacy in Schools, 361-365. San Diego, CA: Academic Press.
• Kneeshaw, S. (1992). KISSing in the history classroom: Simple writing activities that work. The Social Studies, 83, 176-179.
• Kogelman, & Warren, (year?). Mind over math. imprint?.
• Kogut, L.S. (1984). Quality circles: A Japanese management technique for the classroom. Improving College and University Teaching, volume?, 123-127.
• Kohn, A. (1986). No contest: The case against competition. Boston, MA: Houghton Mifflin.
• Kuyper, B.J. (1991). Checklist for critiquing a research article. BioScience, 41, 249.

• Lambiotte, J. & Dansereau, D. (1992). Effects of knowledge maps and prior knowledge on recall of science lecture content. Journal of Experimental Education, 60, 189-201.
• Lehrman, R.L. (1984). Physics the easy way. Hauppauge, NY: Barron's Educational Series.
• Lenz, B.K. & Bulgren, J. (1989). Promoting learing in the content areas. Unpublished manuscript, University of Kansas, Institute for Research in Learning Disabilities, Lawrence, KS.
• Letteri, C. (1985). Teaching students how to learn. Theory Into Practice, 24, 112-122.
• Levin, J. (1986). Four cognitive principles of learning-strategy instruction. Educational Psychologist, 21, 3-17.
• Lie, A. (1993). Paired storytelling: An integrated approach for EFL students. Journal of Reading, 36, 656-658.
• Lines, C. (1994). Authentic assessment at the middle level. Middle School Journal, 25, 39-41.
• Lipman, M. (1987). Critical thinking-what can it be? Educational Leadership, volume?, 38-43.
• Loomer, B.M., Kuhn, J.N., & Turner, B.A. (1977). The problem method. Iowa City, IA: The University of Iowa.
• Lunenfeld, M. & Lunenfeld, P.B. (1992). College basics: How to start out right and finish strong (2nd ed.). City: Semester Press.
• Lyons, P.R. (1989). Assessing classroom participation. College Teaching, volume?, 36-38.

• Madraso, J. (1993). Proofreading: The skill we've neglected to teach. English Journal, F93, 32-41.
• Margenau, & Sentlowitz, (year?). How to study mathematics. journal?.
• Marzano, R. (1994). Lessons from the field about outcome-based performance assessments. Educational Leadership, 51, 44-50.
• Maslow, A.H. (1943). A theory of human motivation. Psychological Review, 50, 370-396.
• Mastropieri, M. (1988). Using the keyword method. Teaching Exceptional Children, W88, 4-8.
• Mastropieri, M. & Scruggs, T. (1989). Reconstructive elaboration: Strategies for adapting content area information. Academic Therapy, 24, 391-406.
• Matz, K.A. & Leier, C. (1992). Word problems and the language connection. Arithmetic Teacher, 39, 14-17.
• McCombs, B.L. & Marzano, R.J. (1990). Putting the self in self-regulated learning: The self as agent in integrating will and skill. Educational Psychologist, 25, 51-69.
• McConnell, S. (1993). Talking drawings: A strategy for assisting learners. Journal of Reading, 36, 260-269.
• McCormick, S. & Cooper, J.O. (1991). Can SQ3R facilitate secondary learning disabled students' literal comprehension of expository text? Three experiments. Reading Psychology, 12, 239-271.
• Meichenbaum, D., Burland, S., Gruson, L., & Cameron, R. (1985). Metacognitive assessment. In S.R. Yussen (Ed.), The growth of reflection in children, 3-30. San Diego, CA: Academic Press.
• Memory, D.M. & Yoder, C.Y. (1988). Improving concentration in content classrooms. Journal of Reading, 31, 426-435.
• Mengel, G. E. (1992). The homework organizer. Holyoke, MA: Get Organized.
• Michalko, M. (1991). Thinkertoys: A handbook of business creativity for the 90's. Berkeley, CA: Ten Speed Press.
• Mickel, V.L. (1993). Using cooperative learning in teaching content reading. Journal of Reading, 36, 659-660.
• Mikulecky, L., Clark, E., & Adams, S. (1989). Teaching concept mapping and university level study strategies using computers. Journal of Reading, volume?, 694-702.
• Monson, M. & Monson, R. (1993). Exploring alternatives in student assessment: Shifting the focus to student learning in the middle school. Middle School Journal, 25, 46-50.
• Moon, D. (1993). Connection learning and teaching through assessment. Arithmetic Teacher, 41, 13-15.
• Morris-Friehe, M. & Leuenberger, J. (1992). Direct and indirect measures of writing for non-learning disabled and learning disabled college students. Reading and Writing: An Interdisciplinary Journal, 4, 281-296.
• Mosenthal, P. & Kirsch, I. (1993). Generate strategies: Coping without cues and clues. Journal of Reading, 36, 416-419.
• Moss, A. & Holder, C. (1988). Improving student writing: A guidebook for faculty in all disciplines. Pomona, CA: California State Polytechnic University.
• Muskingum Area Technical College Newsletter. (September 14, 1994). Zanesville, OH: Muskingum Area Technical College.

• Naughton, V.M. (1993-1994). Creative mapping for content reading. Journal of Reading, 37, 324-326.
• Neal, J.C. & Langer, M.A. (1992). A framework for teaching options for content area instruction: Mediated instruction of text. Journal of Reading, 36, 227-230.
• Nist, S.L. & Diehl, W. (1990). Developing textbook thinking. Lexington, MA: D. C. Heath.
• Novak, J. (1991). Clarify with concept maps. The Science Teacher, October 1991, 45-49.

• Ogle, D. (year?). KWL strategy. imprint?.
• Ohio Department of Education. (1986). Study skills: A resource book. Columbus, OH: Publisher?.
• Ollmann, H.E. (1992). Two-column response to literature. Journal of Reading, 36, 58-59.

• Palinscar, A. & Brown (1984). title? imprint?
• Palinscar, A. & Ransom, K. (1988). From the mystery spot to the thoughtful spot: The instruction of metacognitive strategies. The Reading Teacher, volume?, 784-789.
• Palmer, P. (1990). Good teaching: A matter of living the mystery. Change, volume?, 11-16.
• Pate, P., Homestead, E., & McGinnis, K. (1993). Designing rubrics for authentic assessment. Middle School Journal, 25, 25-27.
• Patterson, M., Dansereau, D., & Newbern, D. (1992). Effects of communication aids and strategies on cooperative teaching. Journal of Educational Psychology, 84, 453-461.
• Pauk, W. (1989). How to study in college (4th ed.). Boston, MA: Houghton Mifflin.
• Pauk, W. (1990). Learning Skills: Study skills for academic success. Clearwater, FL: Reston-Stuart.
• Payne and Associates. (year?). Words that describe you. imprint?
• Peper, R. & Mayer, R. (1986). Generative effects of note-taking during science lectures. Journal of Psychology, 78, 34-38.
• Peper, R. & Mayer, R. (1978). Note taking as a generative activity. Journal of Psychology, 70, 514-522.
• Pestel, B.C. (1988). Some practical distinctions between preaching, teaching, and training. Journal of Science College Teaching, volume?, 26-31.
• Peterson, L. & Pignotti, J. (1993). Building background for English lit class. Journal of Reading, volume?, pages?.
• Poindexter, C. (1994). Guessed meanings. Journal of Reading, 37, 420-421.
• Pressley, M., El-Dinary, P., & Brown, R. (1992). Skilled and not-so -skilled reading: Good information processing and not-so-good information processing. In M. Pressley (Ed.), Promoting Academic Competency and Literacy in School, pages. San Diego, CA: Academic Press.
• Pressley, M., Johnson, C., Symons, S., McGoldrick, J., & Kureta, J. (1989). Strategies that improve children's memory and comprehension of text. Elementary School Journal, 90, 3-32.
• Pressley, M. & Levin, J. (1987). Elaborative learning strategies for the inefficient learner. In S. J. Ceci (Ed.), Handbook of cognitive, social, and neurophysical aspects of learning disabilities, Volume 2, 175-212. Hillsdale, NJ: Erlbaum.
• Pressley, M., Schuder, T., Bergman, J., & El-Dinary, P. (1992). A researcher-educator collaborative interview study of transactional comprehension strategies instruction. Journal of Educational Psychology, 84, 231-246.
• Pressley, M., et al. (1990). Cognitive strategy instruction that really improves children's academic performance. imprint?.
• Project STILE. (1979). Learning how to learn. Unpublished manuscript.
• Pugh, E. (1970). A dictionary of acronyms and abbreviations: Some abbreviations in management, technology, and information science (2nd ed.). Hamden, CT: Archon Books.
• Pugh, E. (1987). Pugh's dictionary of acronyms and abbreviations: Some abbreviations in management, technology, and information science (5th ed.). Chicago: American Library Association.

• Rabinowitz, M., Freeman, K., & Cohen, S. (1992). Use and maintenance of strategies: The influence of accessibility to knowledge. Journal of Educational Psychology, 84, 211-218.
• Robinson, F.P. (1970). Effective study (4th ed.). New York: Harper & Row Publishers.
• Roe, B., Stoodt, B., & Burns, P. (1987). Secondary school reading instruction: The content areas. Boston, MA: Houghton Mifflin.
• Ross, R.S. (1995). Speech communication: The speechmaking process (10th ed.). Boston: Allyn and Bacon.
• Ruddiman, J. (1993). The vocab game: Empowering students through word awareness. Journal of Reading, 36, 400-401.
• Ryan, R. & Powelson, C. (1992). Autonomy and relatedness as fundamental to motivation and education. Journal of Experimental Education, 60, 49-66.

• Sawyer, J.M. (1994). Using media knowledge to enhance the literary schema of literally impoverished students. Journal of Reading, 37, 683-684.
• Sawyer, R., Grahan, S., & Harris, K. (1992). Direct teaching, strategy instruction, and strategy instruction with explicit self-regulation: Effects on the composition skills and self-efficacy of students with learning disabilities. Journal of Educational Psychology, 84, 340-352.
• Schauer, D.K. & Beyersdorfer, J.M. (1992). Building active readers through debate. Journal of Reading, 36, 57-58.
• Scholtes, P.R. (1988). The team handbook: How to use teams to improve quality. Madison, WI: Joiner.
• Schumaker, J.B. (1985). The paraphrasing strategy (2nd printing, rev.). Lawrence, KS: University of Kansas.
• Schumaker, J.B. (year?). The theme writing strategy. Lawrence, KS: The Institutefor Research in Learning Disabilities.
• Schumaker, J.B., Denton, P.H., & Deshler, D.D. (1984). RAP strategy. imprint?.
• Schumaker, J.B., Deshler, D.D., Alley, Warner, & Denion, P.H. (year?). Multipass strategy. imprint?.
• SCI Noble Counseling Center. How vulnerable are you to stress. Copy of test developed by L.H. Miller and A.D. Smith at Boston University Medical Center.
• Scruggs, T., Mastropieri, M., Levin, J., McLoone, B., Gaffney, J., & Prater, M.A. (1985). Increasing content-area learning: A comparison of mnemonic and visual-spatial direct instruction. Learning Disabilities Research, 1, 18-31.
• Shriner, J., Ysseldyke, J., Thurlow, M., & Honetschlager, D. (1994). "All" means "all" - including students with disabilities. Educational Leadership, 51, 38-42.
• Singer, H. (1978). Active comprehension: From answering to asking questions. The Reading Teacher, 31, 904.
• Slavin, R.E. (1989). Cooperative learning: Theory, research, and practice. Englewood Cliffs, NJ: Prentice Hall.
• Solley, B. & Payne, B. (19xx). The use of self-talk to enhance children's writing. Journal of Instructional Psychology, 19, 205-213.
• Speaker, R. & Grubaugh, S. (1992). The development of memory for writing: Examining the CLOZE performance and meaning changes at four grade levels. Reading Research and Instruction, 31, 64-73.
• Spitzer, H.F. (1939). Studies in retention. Journal of Educational Psychology, 30, 641-656.
• Starling, R. (1987). Professor as student: The view from the other side. College Teaching, volume?, 3-7.
• Stephens, E.C. & Brown, J.E. (1994). Discussion continuum. Journal of Reading, 37, 680-681.
• Stoddard, B. & MacArthur, C. (1993). A peer editor strategy: Guiding learning disabled students in response and revision. Research in the Teaching of English, 27, 76-103.
• Stoner, J. (1990). Clip-strip. Paper presented at 1990 Ohio Learning Disabilities Conference, Toledo, Ohio, October 18-20.
• Strode, S.L. (1993). An adaptation of REAP for the developmental reader. Journal of Reading, 36, 568-569.
• Swanson, H.L. (1992). The relationship between metacognition and problem solving in gifted children. Roeper Review, volume?, 43-48.

• Thornton, C.A. (1991). Think, tell, share - Success for students. Arithmetic Teacher, 38, 22-23.
• Tuckman, B.W. (1992). The effect of student planning and self-competence on self-motivated performance. Journal of Experimental Education, 60, 119-127.
• Tuckman, B.W. (1991). Motivating college students: A model based on empirical evidence. Innovative Higher Education, 15, 167-176.
• Turabian, K.L. (1973). A manual for writers of term papers, theses and dissertations. Chicago: University of Chicago Press.
• Twining, J.E. (1985). Reading and thinking: A process approach. New York: Holt, Rinehart, & Winston.
• Twining, J.E. (1991). Strategies for active learning. Boston, MA: Allyn and Bacon.

• Van Voorhis, J. (1994). Personal goal chart: Model for setting goals related to studying. Department of Education, Muskingum College, New Concord, Ohio.
• Van Voorhis, J. (1994). Questioning. Department of Education, Muskingum College, New Concord, Ohio.
• Van Voorhis, J. (1994). Story map. Department of Education, Muskingum College, New Concord, Ohio.
• Van Voorhis, J. (1994). Story star. Department of Education, Muskingum College, New Concord, Ohio.
• Vetter, R.K. (year?). The learning connection: Talk-throughs. Arithmetic Teacher, volume?, 168.

• Walker, J. (1989). Getting them started: Some strategies for the teaching of reading in science. School Science and Mathematics, 89, 130-135.
• Walter, T.L. (1993). Student success: How to succeed in college and still have time for you friends. (6th ed.). Ft. Worth, TX: Harcourt Brace Jovanovich College Publications.
• Webb (1989). title? imprint?
• Welchman-Tischler, R. (1992). Making mathematical connections. Arithmetic Teacher, 39, 12-17.
• Welty, W.M. (1989). Discussion method teaching: How to make it work. Change Magazine, volume?, 41-49.
• Whipple, W.R. (1987). Collaborative learning: Recognizing it when we see it. AAHE Bulletin, volume?, 3-5.
• Wissman, D. & Sloan, L. (1994). Active learning and classroom assessment strategies for an outcome based curriculum. Washington, DC: 1994 AAHE Assessment and Quality Conference.
• Wittrock, M.C., Marks, C., & Doctorow, M. (1975). Reading as a generative process. Journal of Educational Psychology, 67, 481-489.
• Wolfe, R. & Lopez, A. (1993). Structured overviews for teaching science concepts and terms, Journal of Reading, 36, 315-317.
• Wong, B.Y.L. (1992). On cognitive process-based instruction: An introduction. Journal of Learning Disabilities, 25, 150-152, 172.

• Young, M.N. & Gibson, W.B. (1976). How to develop an exceptional memory. Hollywood, CA: Wilshire Books.
• Zeitz, C. & Spoehr, K. (1989). Knowledge organization and the acquisition of procedural expertise. Applied Cognitive Psychology, 3, 313-336.