Table Of Content

Reading & ruling Onatel Overcoming Learning Difficulties Volume 22 + Issue 1 * 2006 CONTENTS THEME Four Classwide Peer Tutoring Programs—Research, Recommendations for Implementation, and Future Directions Introduction: Four Classwide Peer Tutoring Programs—-Research, Recommendations for Implementation, and Future Directions Sheila Alber Morgan Research on Peer-Assisted Learning Strategies: The Promise and Limitations of Peer-Mediated Instruction Kristen L. McMaster, Douglas Fuchs, and Lynn S. Fuchs Peer Tutoring Systems: Applications in Classroom and Specialized Environments Timothy E. Heron, Donna M. Villareal, Ma Yao, Rebecca J. Christianson, and Kathleen M. Heron Using Technology-Based Teacher Support Tools to Scale up the ClassWide Peer Tutoring Program Mary Abbott, Charles R. Greenwood, Jay Buzhardt, and Yolanda Tapia Four Classwide Peer Tutoring Models: Similarities, Differences, and Implications for Research and Practice Larry Maheady, Barbara Mallette, and Gregory F. Harper FOCUS ON INCLUSION Using Curriculum-Based Measurement to Monitor Reading Progress in Inclusive Elementary Settings Pamela M. Stecker Volume 22 + Issue 2 + 2006 CONTENTS THEME Promoting Social and Emotional Competence in Students with Reading Difficulties: School-Based Interventions Introduction: School-Based Interventions to Promote Social and Emotional Competence in Students with Reading Difficulties Shireen Pavri It’s Time We Teach Social-Emotional Competence as Well as We Teach Academic Competence Michael E. Bernard The Effects of Reading Interventions on Social Outcomes for Elementary Students with Reading Difficulties: A Synthesis Jeanne Wanzek, Sharon Vaughn, Ae-Hwa Kim, and Christie L. Cavanaugh Meeting the Social and Emotional Needs of Students with Disabilities: The Special Educators’ Perspective Shireen Pavri and Marie Hegwer-DiVita Emotionally Intelligent Interventions for Students with Reading Disabilities John Pellitteri, Michael Dealy, Charles Fasano, and John Kugler The Interplay between Literacy and Relationships in Early Childhood Settings Michaelene M. Ostrosky, Janet S. Gaffney, and Dawn V. Thomas FOCUS ON INCLUSION Question, Connect, Transform (QCT): A Strategy to Help Middle School Students Engage Critically with Historical Fiction Janet C. Richards Volume 22 « Issue 3 « 2006 CONTENTS THEME Co-Teaching and Literacy Introduction: Co-Teaching and Literacy Gloria Lodato Wilson General and Special Education Students’ Perceptions of Co-Teaching: Implications for Secondary-Level Literacy Instruction Gloria Lodato Wilson and Craig A. Michaels Student Outcomes in Co-Taught Secondary English Classes: How Can We Improve? Wendy W. Murawski Reading and Writing in Co-Taught Secondary School Social Studies Classrooms: A Reality Check Naomi Zigmond Facilitating Co-Teaching for Literacy in General Education Classrooms through Technology: Focus on Students with Learning Disabilities Ae-Hwa Kim, Althea L. Woodruff, Colleen Klein, and Sharon Vaughn FOCUS ON INCLUSION Cozzy’s Restaurant: An Exploration of the Writing Process through the Eyes of a Food Critic 293 Angela Crespo Cozart and Louise Winstead BOOK REVIEW Culturally Contested Pedagogy: Battles of Literacy and Schooling between Mainstream Teachers and Asian Immigrant Parents, by Guofang Li Nathalis G. Wamba Volume 22 « Issue 4 * 2006 CONTENTS ARTICLES Reading Their Way: A Balanced Approach That Increases Achievement Dorothy J. Donat Making Sense of “The Boy Who Died”: Tales of a Struggling Successful Writer Elizabeth Dutro, Elham Kazemi, and Ruth Balf Considering Tutors’ Perspectives: Implications for Tutoring Struggling Readers Jill H. Allor, Earl H. Cheek, Jr., Patricia M. Smith, and Emma M. Schorzman Reviewing Research on Teaching Writing Based on Vygotsky’s Theories: What We Can Learn Robert M. Vanderburg Word-Recognition Training: Computer Versus Tutor Lawrence Lewandowski, John Begeny, and Cynthia Rogers Following page 410: Title Page to Volume 22 Contents of Volume 22 Author Index to Volume 22