Table Of Content

Author Index for Volume 20, 2005 Learning Disabilities Research & Practice, 20(4), 269-270 Copyright 2005, The Division for Learning Disabilities of the Council for I xceptional Childrer Alberto, P., see Walker, 175 Graham, S.: Further Behind the Scenes of Intervention Re- Allsopp, D., H., Minskoff, E. H., & Bolt, L.: Individualized search, 22] Course-Specific Strategy Instruction for College Students Gregg, N., see Cohen, 225 with Learning Disabilities and ADHD: Lessons Learned From a Model Demonstration Project, 103 Houchins, D.E., see Walker, 175 Alvarez, L., see Nunez, 86 August, D., Carlo, M., Dressler, C., & Snow, C.: The Critical Jenkins, J. R., Zumeta, R., Dupree, O., & Johnson, K.: Mea- Role of Vocabulary Development for English Language suring Gains in Reading Ability with Passage Reading Learners, 50. Fluency, 245 Jitendra, A. K.: How Design Experiments Can Inform Teach- Baxter, J. A.. Woodward, J., & Olson, D.: Writing in Mathe- ing and Learning: Teacher-Researchers as Collaborators matics: An Alternative Form of Communication for Aca- in Educational Research, 213 demically Low-Achieving Students, 119 Johnson, K., see Jenkins, 245 Beckingham, B., see Butler, 156 Leos, K., see McCardle, 1, and McCardle, 68 Billingsley-Marshall, R., see Simos, 31 Liddell, G. A., & Rasmussen, C.: Memory Profiloef Children Bolt, L., see Allsopp. 103 with Nonverbal Learning Disability, 137 Butler, D. L., Beckingham, B., & Novak Lauscher, H. J Promoting Strategic Learning by Eighth-Grade Students Linan-Thompson, S., see Vaughn, 58 Struggling in Mathematics: A Report of Three Case Stud- Lipka, O., Siegel, L. S., & Vukovic, R.: The Literacy Skills of English Language Learners in Canada, 39 1es, 156 Magiera, K., & Zigmond, N.: Co-Teaching in Middle School abanach, R. G., see Nunez, 86 Classrooms Under Routine Conditions: Does the Instruc- arlisle, J.. see Stone, 199 tional Experience Differ for Students with Disabilities in arlo, M., see August, 50 Co-Taught and Solo-Taught Classes? 79 halmers, H., see McNamara, 234 Mathes, P. G., see Vaughn, 58 ihak, D. F., see Walker, 175 Mazzocco, M. M., & Thompson, R. E.: Kindergarten Predic- ohen, A. S., Gregg, N., & Deng, M.: The Role of Extended tors of Math Learning Disability, 142 lime and Item Content On a High-Stakes Mathematics McCardle, P., Mele-McCarthy, J., & Leos, K.: Learning Dis- Test, 22 s abilities in English Language Learners: Identifying the Cutting,| . see Mc¢ ardle. | Issues, 68 McCardle, P.. Mele-McCarthy, J., Cutting, L., Leos, K., & D’Emelio, T., see McCardle, | D’ Emilio, T.: Learning Disabilities in English Language Demmert, W. G. Jr.: The Influences of Culture on Learning Learners: Identifying the Issues | and Assessment among Native American Students, 16 McNamara, J. K., Willoughby, T., & Chalmers, H.: Psychoso- Deng, M., see Cohen, 75 cial Status of Adolescents with Learning Disabilities With Dressler, C. see August, 50 and Without Comorbid Attention Deficit Hyperactivity Dupree, O., see Jenkins, 245 Disorder, 234 McPhail, J. C., & Freeman, J.G .: Beyond Prejudice: Thinking Englert, C. S., Wu, X., & Zhao, Y.: Cognitive Tools for Towards Genuine Inclusion, 254 Writing: Scaffolding the Performance of Students through Mele-Mc¢ arthy, J.. see MeCardle, 1, and McCardle, 68 Technology, 184 Menci, W. E.. see Pugh, 24 Minskoff, E. H., see Allsopp, 103 Francis, D. J., see Wagner, 6, and Vaughn, 58 Moore, D., see Pugh, 24 Freeman, J. G., see McPhail, 254 Morris, R. D., see Wagner, 6. Frost, S. J., see Pugh, 24 Fuchs, L., see Seethaler, 98 Novak Lauscher, H. J., see Butler, 156 Nunez, J. C., Gonzalez-Pienda, J. A., Gonzalez-Pumariega, Gersten, R.: Behind the Scenes of an Intervention Research S., Roces, C., Alvarez, L., Gonzalez, P., Cabanach, R. G.., Study, 200 Valle, A., & Rodriguez, S.: Subgroups of Attributional Gonzalez, P., see Nunez, 86 Profiles in Students with Learning Difficulties and Their Gonzalez-Pienda, J.A , see Nunez, 86. Relation to Self-Concept and Academic Goals, 86 Gonzalez-Pumariega, S., see Nunez, 86 Olson, D., see Baxter Stone. A.. & Carlisle, J.: Introduction to the Mini-Series on Intervention Research, 199 Palinesar, A. S.: Working Theory into and out of Design Ex- periments, 218 Thompson, R. E., see Mazzocco, 142. . Papanicolaou, A. ¢ see Simos, 3 Pataria, | see Simos, 31 Valle, A., see Nunez, 86 Pugh, K. R., Sandak, R., Frost, S. J.. Moore, D., & Mencl, W Vaughn, S., Mathes, P. G., Linan-Thompson, S., & Francis, E.: Examining Reading Development and Reading Dis- D. J.: Teaching English Language Learners At-Risk for Reading Difficulties to Read: Putting Research into Prac- ability in English Language Learners: Potential Contribu- tions from Functional Neuroimaging, 24 tice, 58 Vukovic, R., see Lipka, 39 Rasmussen, C., see Liddell, 137 Wagner, R. K., Francis, D. J., & Morris, R. D.: Identifying Roches, C., see Nunez, 86 English Language Learners with Learning Disabilities Rodriguez, S., see Nunez, 86 Key Challenges and Possible Approaches, 6 Sandak, R.. see Pugh, 24 Walker, B., Shippen, M. E., Alberto, P., Houchins, D. E., & Sarkari, S., see Simos, 31 Cihak, D. F.: Using the Expressive Writing Program to Seethaler, P. M., & Fuchs, L. S.: A Drop in the Bucket: Ran- Improve the Writing Skills of High School Students with domized Controlled Trials Testing Reading and Math In Learning Disabilities, 175 terventions, Y& Willoughby, T., see McNamara, 234 Shippen, M. E., see Walker, 175 Woodward, J., see Baxter, 119 Siegel, L. S., see Lipka, 39 Wu, X., see Englert, 184 Simos, P. G.. Billingsley-Marshall, R., Sarkari, S., Pataraia E., & Papanicolaou, A. ¢ Brain Mechanisms Supporting Zhao, Y., see Englert, 184 Distinct Languages, 31 Zigmond, N, see Magiera, 79 Snow, C.. see August. 50 Zumeta, R., see Jenkins, 245