Table Of Content

Author Index for Volume 13, 1998 Learning Disabilities Research & Practice, /3(4), 260-261 Copyright © 1998, Lawrence Erlbaum Associates, Inc. Ashton, T. M., see Lewis, 95. Hirshoren, A., see Kavale, 75. Bos, C. S., & Vaughn, S.: Samuel Kirk’s Legacy to Teaching Hughes, M. T., see Klingner, 153. Reading: The Past Speaks to the Present, 22. Bursuck, W. D., see Nelson, 109. Jayanthi, M., see Nelson, 109. Cawley, J. F., Parmar, R. S., Yan, W., & Miller, J. H.: Arith- metic Computation Performance of Students with Kavale, K. A., Hirshoren, A., & Forness, S. R.: Learning Disabilities: Implications for Curriculum (Re- Meta-Analytic Validation of the Dunn and Dunn Model of search), 68. Learning-Style Preferences: A Critique of What Was Chalfant, J. C.: Why Kirk Stands Alone, 2. Dunn (Research), 75. Kieley, C. L., see Lewis, 95. Klingner, J. K., Vaughn, S., Hughes, M. T., Schumm, J. S., & Deshler, D. D.: Grounding Interventions for Students With Elbaum, B.: Outcomes for Students With and Without Learning Disabilities in “Powerful Ideas,” 29. Learning Disabilities in Inclusive Classrooms (Research), Dieker, L., see Monda-Amaya, 171. 153. Edgar, E., see Goldstein, 53. Lerner, J. W.: Sam Kirk: The Milwaukee Years and Their Un- Elbaum, B., see Klingner, 153. ending Influence, 8. Elliott, S. N.: Performance Assessment of Students’ Achieve- Lewis, R. B., Graves, A. W., Ashton, T. M., & Kieley, C. L.: ment: Research and Practice, 233. Word Processing Tools for Students With Learning Dis- Epstein, M. H., see Nelson, 109. abilities: A Comparison of Strategies to Increase Text En- try Speed (Practice), 95. Fletcher, J. M., Francis, D. J., Shaywitz, S. E., Foorman, B. R., Stuebing, K. K., & Shaywitz, B. A.: Intelligent Testing Mastropieri, M. A., & Scruggs, T. E.: Constructing More and the Discrepancy Model for Children With Learning Meaningful Relationships in the Classroom: Mnemonic Disabilities, 186. Research Into Practice, 138. Fletcher, K. L., see Scott, 81. Mather, N.: Dr. Samuel A. Kirk: The Complete Professor, 35. Foorman, B. R., see Fletcher, 186. Miller, J. H., see Cawley, 68. Forness, S. R., see Kavale, 75. Minskoff, E. H.: Sam Kirk: The Man Who Made Special Edu- Francis, D. J., see Fletcher, 186. cation Special, 15. Fuchs, D., & Fuchs, L. S.: Research and Teachers Working Monda-Amaya, L. E., Dieker, L., & Reed, R.: Preparing Stu- Together to Adapt Instruction for Diverse Learners, 126. dents With Learning Disabilities to Participate in Inclu- Fuchs, D., see Fuchs, 204. sive Classrooms (Practice), 171. Fuchs, L. S., & Fuchs, D.: Treatment Validity: A Unifying Murray, C., see Goldstein, 53. Concept for Reconceptualizing the Identification of Learning Disabilities, 204. Fuchs, L. S., see Fuchs, 126. Nelson, J. S., Epstein, M. H., Bursuck, W. D., Jayanthi, M., & Sawyer, V.: The Preferences of Middle School Students for Homework Adaptations Made by General Education Gallagher, J. J.: The Public Policy Legacy of Samuel A. Kirk, 11. Teachers (Practice), 109. Notari-Syverson, A., see O’Connor, 43. Gersten, R.: Recent Advances in Instructional Research for Students With Learning Disabilities: An Overview (Prac- tice), 162. O’Connor, R. E., Notari-Syverson, A., & Vadasy, P.: Goldstein, D. E., Murray, C., & Edgar, E.: Employment Earn- First-Grade Effects of Teacher-Led Phonological Activ- ings and Hours of High School Graduates With Learning ities in Kindergarten for Children With Mild Disabilities: Disabilities Through the First Decade After Graduation A Follow-Up Study (Research), 43. (Research), 53. Graham, S., see Weintraub, 146. Graves, A. W., see Lewis, 95. Parmar, R. S., see Cawley, 68. Author Index for Volume 13, 1998 Learning Disabilities Research & Practice, /3(4), 260-261 Copyright © 1998, Lawrence Erlbaum Associates, Inc. Ashton, T. M., see Lewis, 95. Hirshoren, A., see Kavale, 75. Bos, C. S., & Vaughn, S.: Samuel Kirk’s Legacy to Teaching Hughes, M. T., see Klingner, 153. Reading: The Past Speaks to the Present, 22. Bursuck, W. D., see Nelson, 109. Jayanthi, M., see Nelson, 109. Cawley, J. F., Parmar, R. S., Yan, W., & Miller, J. H.: Arith- metic Computation Performance of Students with Kavale, K. A., Hirshoren, A., & Forness, S. R.: Learning Disabilities: Implications for Curriculum (Re- Meta-Analytic Validation of the Dunn and Dunn Model of search), 68. Learning-Style Preferences: A Critique of What Was Chalfant, J. C.: Why Kirk Stands Alone, 2. Dunn (Research), 75. Kieley, C. L., see Lewis, 95. Klingner, J. K., Vaughn, S., Hughes, M. T., Schumm, J. S., & Deshler, D. D.: Grounding Interventions for Students With Elbaum, B.: Outcomes for Students With and Without Learning Disabilities in “Powerful Ideas,” 29. Learning Disabilities in Inclusive Classrooms (Research), Dieker, L., see Monda-Amaya, 171. 153. Edgar, E., see Goldstein, 53. Lerner, J. W.: Sam Kirk: The Milwaukee Years and Their Un- Elbaum, B., see Klingner, 153. ending Influence, 8. Elliott, S. N.: Performance Assessment of Students’ Achieve- Lewis, R. B., Graves, A. W., Ashton, T. M., & Kieley, C. L.: ment: Research and Practice, 233. Word Processing Tools for Students With Learning Dis- Epstein, M. H., see Nelson, 109. abilities: A Comparison of Strategies to Increase Text En- try Speed (Practice), 95. Fletcher, J. M., Francis, D. J., Shaywitz, S. E., Foorman, B. R., Stuebing, K. K., & Shaywitz, B. A.: Intelligent Testing Mastropieri, M. A., & Scruggs, T. E.: Constructing More and the Discrepancy Model for Children With Learning Meaningful Relationships in the Classroom: Mnemonic Disabilities, 186. Research Into Practice, 138. Fletcher, K. L., see Scott, 81. Mather, N.: Dr. Samuel A. Kirk: The Complete Professor, 35. Foorman, B. R., see Fletcher, 186. Miller, J. H., see Cawley, 68. Forness, S. R., see Kavale, 75. Minskoff, E. H.: Sam Kirk: The Man Who Made Special Edu- Francis, D. J., see Fletcher, 186. cation Special, 15. Fuchs, D., & Fuchs, L. S.: Research and Teachers Working Monda-Amaya, L. E., Dieker, L., & Reed, R.: Preparing Stu- Together to Adapt Instruction for Diverse Learners, 126. dents With Learning Disabilities to Participate in Inclu- Fuchs, D., see Fuchs, 204. sive Classrooms (Practice), 171. Fuchs, L. S., & Fuchs, D.: Treatment Validity: A Unifying Murray, C., see Goldstein, 53. Concept for Reconceptualizing the Identification of Learning Disabilities, 204. Fuchs, L. S., see Fuchs, 126. Nelson, J. S., Epstein, M. H., Bursuck, W. D., Jayanthi, M., & Sawyer, V.: The Preferences of Middle School Students for Homework Adaptations Made by General Education Gallagher, J. J.: The Public Policy Legacy of Samuel A. Kirk, 11. Teachers (Practice), 109. Notari-Syverson, A., see O’Connor, 43. Gersten, R.: Recent Advances in Instructional Research for Students With Learning Disabilities: An Overview (Prac- tice), 162. O’Connor, R. E., Notari-Syverson, A., & Vadasy, P.: Goldstein, D. E., Murray, C., & Edgar, E.: Employment Earn- First-Grade Effects of Teacher-Led Phonological Activ- ings and Hours of High School Graduates With Learning ities in Kindergarten for Children With Mild Disabilities: Disabilities Through the First Decade After Graduation A Follow-Up Study (Research), 43. (Research), 53. Graham, S., see Weintraub, 146. Graves, A. W., see Lewis, 95. Parmar, R. S., see Cawley, 68. AUTHOR INDEX FOR VOLUME 13, 1998 261 Reed, F., see Monda-Amaya, 171. Tur-Kaspa, H., Weisel, A., & Segev, L.: Attributions for Feelings of Loneliness of Students With Learning Disabil- ities (Research), 89. Sawyer, V., see Nelson, 109. Schumm, J. S., see Klingner, 153. Scott, M. S., Fletcher, K. L., & Stoyko Deuel, L.: The Effects Vadasy, P., see O’Connor, 43. of Intelligence on the Identification of Young Children Vaughn, S.: Preface to the Special Section in Honor of Sam- With Learning Disabilities (Research), 81. uel A. Kirk, 1. Scruggs, T. E., see Mastropieri, 138. Vaughn, S., see Bos, 22. Segev, L., see Tur-Kaspa, 89. Vaughn, S., see Klingner, 153. Shaywitz, B. A., see Fletcher, 186. Shaywitz, S. E., see Fletcher, 186. Wagner, R. K., see Torgesen, 220. Stone, C. A.: Moving Validated Instructional Practices Into Weintraub, N., & Graham, S.: Writing Legibly and Quickly: the Classroom: Learning From Examples About the A Study of Children’s Ability to Adjust Their Hand- Rough Road to Success, 121. writing to Meet Common Classroom Demands (Re- Stoyko Deuel, L., see Scott, 81. search), 146. Stuebing, K. K., see Fletcher, 186. Weisel, A., see Tur-Kaspa, 89. Sunohara, G., see Wiener, 242. Wiener, J., & Sunohara, G.: Parents’ Perceptions of the Qual- ity of Friendship of Their Children With Learning Disabil- ities (Research), 242. Torgesen, J. K., & Wagner, R. K.: Alternative Diagnostic Ap- proaches for Specific Developmental Reading Disabil- ities, 220. Yan, W., see Cawley, 68.