الاستجابة للتدخل
مراجع عامة

Barley, Z., Lauer, P. A., Arens, S. A., Apthrop, H. S., Englert, K. S., Snow, D., & Akiba, M. (2002). Helping at-risk students meet standards: A synthesis of evidence-based classroom practices. Centennial, CO: Mid-continent Research for Education and Learning.
Barth, A. E., Stuebing, K. K., Anthony, J. L., Denton, C. A., Mathes, P. G., Fletcher, J. M., & Francis, D. J. (2008). Agreement among response to intervention criteria for identifying responder status. Learning and Individual Differences, 18, 296-307.
Blum, Craig, Hourcade, Jack; Parette, Howard P. (2011). Using Animation in Microsoft PowerPoint to Enhance Engagement and Learning in Young Learners with Developmental Delay. Teaching Exceptional Children. March /April 2011 58-65.
Bol, Beste; Kaplan, Melike D.; Piskin, Burak. (2010). Educational Blogging: Integrating Technology into Marketing Experience. Journal of Marketing Education. Volume 32 Number 1. April 2010. Retrieved on May 18, 2011 from jmd.sagepub.com.
Collins, A. & Halverson, R. (2009). Rethinking Education in the Age of Technology. New York, NY: Teachers College Press.
Dixon, S. G., Eusebio, E. C., Turton, W. J., Wright, P. W. D., & Hale, J. B. (2011). Forest Grove School District v. T.A. Supreme Court case: Implications for school psychology practice. Journal of Psychoeducational Assessment, 29, 103-113.
Flanagan, D. P., & Alfonso, V. C. (Eds.) (2010). Essentials of specific learning disability identification. Hoboken, NJ: John Wiley & Sons.
Fletcher-Janzen, E., & Reynolds, C. R. (Eds.) (2008). Neuropsychological perspectives on learning disabilities in the era of RTI: Recommendations for diagnosis and intervention (pp. 14–27). Hoboken, NJ, US: John Wiley & Sons.
Fuchs, D., & Deshler, D. D. (2007). What we need to know about responsiveness to intervention (and shouldn't be afraid to ask). Learning Disabilities Research & Practice, 22, 129-136.
Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41, 93-99.
Fuchs, D., Fuchs, L. S., & Compton, D. L. (2004). Identifying reading disabilities by responsiveness to instruction: Specifying measures and criteria. Learning Disability Quarterly, 27, 216-227.
Fuchs, D., Hale, J. B., & Kearns, D. (2011). Cognitive and neuropsychological assessment data that inform educational intervention: An introduction to the special issue and critical analysis. Journal of Learning Disabilities, 44, 99-104.
Hale, J. B. (2006). Implementing IDEA with a three-tier model that includes response to intervention and cognitive assessment methods. School Psychology Forum: Research and Practice, 1, 16-27.
Hale, J., Alfonso, V., Berninger, V., Bracken, B., Christo, C., Clark, E., Cohen, M., Davis, A., Decker, S., Denckla, M., Dumont, R., Elliott, C. Feifer, S., Fiorello, C., Flanagan, D., Fletcher-Janzen, E., Geary, D., Gerber, M., Gerner, M., Goldstein, S., Gregg, N., Hagin, R., Jaffe, L., Kaufman, A., Kaufman, N., Keith, T., Kline, F., Kochhar-Bryant, C., Lerner, J., Marshall, G., Mascolo, J., Mather, N., Mazzocco, M., McCloskey, G., McGrew, K., Miller, D., Miller, J., Mostert, M., Naglieri, J., Ortiz, S., Phelps, L., Podhajski, B., Reddy, L., Reynolds, C., Riccio, C., Schrank, F., Schultz, E., Semrud-Clikeman, M., Shaywitz, S., Simon, J., Silver, L., Swanson, L., Urso, A., Wasserman, T., Willis, J., Wodrich, D., Wright, P., & Yalof, J. (2010). Critical Issues in response-to-intervention, comprehensive evaluation, and specific learning disabilities identification and intervention: An expert white paper consensus. Learning Disability Quarterly, 33, 223236-.
Hale, J. B., Naglieri, J. A., Kaufman, A. S., & Kavale, K. A. (2004). Specific learning disability classifi cation in the new Individuals with Disabilities Education Act: The danger of good ideas. The School Psychologist, 58(1), 6 – 14 .
Hale, J. B., Wycoff, K. L., & Fiorello, C. A. (2010). RTI and cognitive hypothesis testing for specific learning disabilities identification and intervention: The best of both worlds. In D. P. Flanagan & V. C. Alfonso (Eds.), Essentials of specific learning disability identification (pp. 173–202). Hoboken, NJ: John Wiley & Sons
Heath, C. & Heath, D. (2007). Made to Stick: Why Some Ideas Survive and Others Die. New York, NY: Random House. Introduction, Pages 3–24.
Lenhart, A., Madden, M., Macgill, A.R., & Smith, A. (December 19, 2007). Teen content creators. Pew Internet and American life project. Retrieved May 15, 2011, from https://web.archive.org/web/20120506031053/http://pewresearch.org/pubs/670/teen-content-creators.
Machek, G. R., & Nelson, J. M. (2010). School psychologists' perceptions regarding the practice of identifying reading disabilities: Cognitive assessment and response to intervention considerations. Psychology in the Schools. Published Online January 2010.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R. J. (1998). A theory-based meta-analysis of research on instruction. Aurora, CO:
Mather, N., & Gregg, N. (2006). Specifi c learning disabilities: Clarifying, not eliminating, a construct. Professional Psychology: Research and Practice, 37, 99 – 106 .
Mid-continent Research for Education and Learning. (Eric Document Reproduction Service No. ED 427 087)
National Educational Plan. (2005). Retrieved September 25, 2005, from http://www.ed.gov/about/offices/list/os/technology/plan/2004/site/edlitedefault/html%5Bوصلة+مكسورة%5D.
National Center for Education Education Evaluation (2009) Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools.
NetDay News. (2005, March 8). NetDay's 2004 Survey results show 58 percent of students have cell phones, 60 percent e-mail or IM adults on a weekly basis. Retrieved September 25, 2005, from http://www.netday.org/news_2004_survey_results.htm.
Pilter, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007) “Introduction.” Using Technology with Classroom Instruction that Works. MacRel, Colorado. ASCD. Pages 1–14.
Reynolds, C. R., & Shaywitz, S. E. (2009). Response to intervention: Remediation, perhaps, diagnosis, no. Child Development Perspectives, 3, 44-47.
Reynolds, C. R., & Shaywitz, S. E. (2009). Response to intervention: Ready or not? Or, from wait-to-fail to watch-them-fail. School Psychology Quarterly, 24, 130-145.
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin.
Russell, J. and D. Sorge. (1999). Training facilitators to enhance technol¬ogy integration. Journal of Instruction Delivery Systems 13(4).
Schacter, J., & Fagnano, C. (1999). Does computer technology improve student learning and achievement? How, when, and under what conditions? Journal of Educational Computing Research, 20(4), 329–343. ERIC: EJ603784.
Speece, D.L. (2005). Hitting the moving target known as reading development: Some thoughts on screening children for secondary interventions. Journal of Learning Disabilities, 38, 487– 493.
Treleaven, L., & Voolla, R. (2008), Integrating the development of graduate attributes through constructive alignment. Journal of Marketing Education, 30, 160-167.
بوابة تربية وتعليم
بوابة علم النفس