Table Of Content

Reading & riting pawl Overcoming Learning Difficulties Volume 12 e Number 1 e 1996 CONTENTS MINI-THEME: Instructional Issues in Mainstreaming Students with Reading and Writing Problems Introduction: Effective Instructional Practices in Mainstreamed Settings Spencer J. Salend A Framework for Individualizing Instruction Sandra B. Cohen and Debra K. Lynch Adapting Cooperative Learning Structures for Mainstreamed Students Catharine R. Whittaker Using a Cultural Identity Development Model to Plan Culturally Responsive Reading and Writing Instruction Mary E. Franklin, Judith R. James, and Albert L. Watson Helping Students with Learning Difficulties Develop Expressive Writing Skills Carol Chase Thomas Communication and Mainstreaming: Translating the Behavioral Consultation Research into Effective Practices Stephen P. Safran and Joan S. Safran (Continued) Reading and Writing Quarterly: Overcoming Learning Difficulties pub- lishes articles representing divergent points of view. This is done in the belief that progress emerges from the sharing and analysis of dissimilar perspectives. As with any journal devoted to advancing knowledge and practice, the articles published do not necessarily reflect the opinions of the editorship or the editorial board. CONTENTS Treatment Acceptability: A Critical Dimension for Overcoming Teacher Resistance to Implementing Adaptations for Mainstreamed Students Meenakshi Gajria and Spencer J. Salend FOCUS ON MAINSTREAMING Focus on Mainstreaming Michael E. Skinner Concept Mapping: A Research-Based Procedure for Increasing Comprehension and Retention Michael E. Skinner and Hazen Kent Reading & riting Quartet Overcoming Learning Difficulties Volume 12 ¢ Number 2 ¢ 1996 CONTENTS MINI-THEME: Reader-Response Theory Introduction: Reader-Response Theory Nancy Farnan and Patricia R. Kelly When the Literary Experience is a Difficult Experience: Implications of Reader-Response Theory for Less Proficient Readers Joyce E. Many Reader Response: A Way to Help Children with Learning Difficulties Think About Literature Patricia R. Kelly, Nancy Farnan, and James J. Richardson Response-Based Instruction: At-Risk Students Engaging in Literature Jacqueline Parten Gerla Why Engagement in Reading Matters to Molly Patricia Enciso The Participation of a Student Identified as Learning Disabled in a Regular Education Book Club: The Case of Stark 195 Virginia J. Goatley (Continued) Reading and Writing Quarterly: Overcoming Learning Difficulties pub- lishes articles representing divergent points of view. This is done in the belief that progress emerges from the sharing and analysis of dissimilar perspectives. As with any journal devoted to advancing knowledge and practice, the articles published do not necessarily reflect the opinions of the editorship or the editorial board. CONTENTS DEBATE Whole Language: It’s a Matter of a Wrong Assumption Patrick Groff Whole Language, Assumptions, and Ideology: A Response to Groff Curt Dudley-Marling Some Final Questions to Dudley-Marling Patrick Groff FOCUS ON MAINSTREAMING Full Inclusion and Students with Disabilities: One Size Fits All? Michael E. Skinner Reading & riting Onsartaly Overcoming Learning Difficulties Volume 12 e Number 3 e 1996 CONTENTS MINI-THEME: Including the Excluded: Affective Dimensions of Literacy Learning Introduction: Including the Excluded—Affective Dimensions of Literacy Learning Marrietta Castle Letters From a Tree Mimi Brodsky Chenfeld Like Fireworks, Not Mud: The Place of Passion in the Development of Literacy Mem Fox Keys to Successful Cognitive and Affective Intervention with Challenging Students Charles H. Clark Creating Affective Readers in a Clinical Setting Eugene H. Cramer (Continued) Reading and Writing Quarterly: Overcoming Learning Difficulties pub- lishes articles representing divergent points of view. This is done in the belief that progress emerges from the sharing and analysis of dissimilar perspectives. As with any journal devoted to advancing knowledge and practice, the articles published do not necessarily reflect the opinions of the editorship or the editorial board. CONTENTS Exclusive Books for Inclusive Readers 309 Karen Dunnagan and Mary Ann Capan FOCUS ON MAINSTREAMING Promoting Success in the Mainstream: Collaborative Social Skills Instruction Linda K. Elksnin Reading &§ Writing Ontarterly Overcoming Learning Difficulties Volume 12 e Number 4 e 1996 CONTENTS Choosing and Using Picture Books for Mini-Lessons with Middle School Students Tanya Bligh Fostering Reflectivity in Argumentive Thinking of Students with Different Learning Histories Mary Bryson and Marlene Scardamalia Phonological Processing Skills and Print Exposure: Correlates of Word Reading in Children Ages 9 to 16 Catherine McBride-Chang and Lei Chang FOCUS ON MAINSTREAMING Sustained Silent Reading: Practical Strategies for Successful Implementation Sheila R. Alber Following page 406: Title Page to Volume 12 Contents of Volume 12 Author Index to Volume 12 Reading and Writing Quarterly: Overcoming Learning Difficulties pub- lishes articles representing divergent points of view. This is done in the belief that progress emerges from the sharing and analysis of dissimilar perspectives. As with any journal devoted to advancing knowledge and practice, the articles published do not necessarily reflect the opinions of the editorship or the editorial board.