Project INTERSECT

teacher | guidelines | digital library | intersect


 

Bibliography

Papers from The Center for Advanced Technology in Education, University of Oregon

Horney, M. & Anderson-Inman, L. (1999). Supported text in electronic reading environments. Reading and Writing Quarterly, 15(2), 127-168.

Chemyr, I.A., Horney, M.A., & Anderson-Inman, L., (1998). "SmartText: Using agents supporting personalized reading comprehension" Personal Technologies, 2, 152-161.

Anderson-Inman, L. & Horney, M. (1998). Transforming text for at-risk readers. In D. Reinking, L. Labbo, M. McKenna & R. Kieffer (Eds.). Handbook of literacy and technology: Transformations in a post-typographic world (pp. 15-43). Mahwah, NJ: Lawrence Erlbaum Associates.

Anderson-Inman, L. & Reinking, D. (1998). Learning from text in a post-typographic world. In C. Hynd, S. Stahl. B. Britton, M. Carr & S. Glynn (Eds.) Learning from text across conceptual domains in secondary schools. Mahwah, NJ: Lawrence Erlbaum Associates.

Anderson-Inman, L. & Horney, M. (1997). Electronic books for secondary students. Journal of Adult and Adolescent Literacy, 40(6), 486-491.

Anderson-Inman, L., & Horney, M. A.(1996). Computer-based concept mapping: Enhancing literacy with tools for visual thinking. Journal of Adult and Adolescent Literacy, 40(4), 302-306.

Anderson-Inman, L., Horney, M. A., Chen, D. T., Lewin, L. (1994). Hypertext literacy: Observations from the electrotext project. Language Arts, 71(4), 279-287.

Horney, M.A. (1993). Case studies of navigational patterns in constructive hypertext. Computers & Education, 20(3), 257-270.

Horney, M. A. (1993). A measure of hypertext linearity. Journal of Educational Multimedia and Hypermedia, 2(1), 67-82.

Horney, M. A. & Anderson-Inman, L. (1993). Reading in hypertext: New skills for a new context. Proceedings of The Tenth International conference on Technology and Education, Cambridge, Massachusetts.

Horney, M.A. (1992). A hypertext bookshelf. HyperNEXUS: Journal of Hypermedia and Multimedia Studies, 3(1), 14-17.

Zeitz, L., Horney, M. A., Anderson-Inman, L. (1992). Empowering students with flexible text. The Computing Teacher, 19(8), 16-20.

Horney, M. A. (1991). Uses of hypertext. Journal of Computing in Higher Education, 2(2).

 

Citations from the Project INTERSECT Proposal

Algozzine, B. & Wood, K. (1994). Teaching reading to high-risk learners: A unified perspective. Boston: Allyn & Bacon.

Allen, V. G. (1991). Teaching bilingual and ESL children. In J. Flood, J. M. Jensen, D. Lapp, & J. R. Squire (Eds.), Handbook of research on teaching the English language arts (pp. 356—364). New York: Macmillan.

Anderson-Inman, L. & Horney, M. (1997). Electronic books for secondary students. Journal of Adult and Adolescent Literacy, 40(6), 486-491.

Anderson-Inman, L. & Horney, M. (1998). Transforming text for at-risk readers. In D. Reinking, L. Labbo, M. McKenna & R. Kieffer (Eds.). Handbook of literacy and technology: Transformations in a post-typographic world (pp. 15-43). Mahwah, NJ: Lawrence Erlbaum Associates.

Anderson-Inman, L. & Reinking, D. (1998). Learning from text in a post-typographic world. In C. Hynd, S. Stahl. B. Britton, M. Carr & S. Glynn (Eds.) Learning from text across conceptual domains in secondary schools. Mahwah, NJ: Lawrence Erlbaum Associates.

Anderson-Inman, L., & Horney, M. A.(1996). Computer-based concept mapping: Enhancing literacy with tools for visual thinking. Journal of Adult and Adolescent Literacy, 40(4), 302-306.

Anderson-Inman, L., Horney, M. A., & Knox-Quinn, C. (1996). Computer-based study strategies for students with learning disabilities: Individual differences associated with adoption level. Journal of Learning Disabilities, 29(5), 461-484.

Bigge, J. L. (1991). Teaching individuals with physical and multiple disabilities (3rd ed.). Columbus, OH: Merrill.

Boone, R. & Higgins, K. (1992). Hypermedia applications for content-area study guides. Reading and Writing Quarterly, 8(4), 379-393.

Camp, B. W., & Zimet, S. G. (1975). Classroom behavior during reading instruction. Exceptional Children, 42, 109—110.

Carnine, D., Crawford, D., Hamiss, M., & Hollenbeck, K. (1995). Understanding U.S. history. Eugene, OR: Considerate Publishing.

Carnine, D., et. al (in press). Life science. Eugene, OR: Considerate Publishing.

Center, Y., & Ward, J. (1984). Integration of mildly handicapped cerebral palsied children into regular schools. The Exceptional Child, 31(2), 104-113.

Elrod, G. (1987). Turning passive readers into active readers in content area subjects. Reading Horizons, 27(3), 197-201.

Gallaudet Research Institute. (1985). Gallaudet Research Institute Newsletter. Washington, DC: Gallaudet College.

Gambrell, L., & Heathington, B. (1981). Adult disabled readers metacognitive awareness about reading tasks and strategies. Journal of Reading Behavior, 13, 215-222.

Graubard, P. S. (1971). Relationship between academic achievement and behavior dimensions. Exceptional Children, 37, 755—756.

Graves, A.W. (1986). Effects of direct instruction and metacomprehension on finding main ideas. Learning disabilities Research, 1, 90-100..

Griffey, Q.L. (1988). The effects of self-questioning and story structure training on the reading comprehension of poor readers. Learning Disabilities Research, 4(1), 45-51.

Higgins, K., Boone R. & Lovitt, T.C. (1996). Hypertext support for remedial students and students with learning disabilities. Journal of Learning Disabilities, 29, 402-412.

Holt, J. A. (1993). Stanford Achievement Test-8th edition: Reading comprehension subgroup results. American Annals of the Deaf, 138, 172—175.

Horney, M. & Anderson-Inman, L. (in press). Supported text in electronic reading environments. Reading and Writing Quarterly.

L’Allier, J.J. (1980). An evaluation study of a computer-based lesson that adjusts reading level by monitoring on task reader characteristics. Unpublished doctoral dissertation, University of Minnesota, Minneapolis, MN

LaSasso, C. J. (1993). Reading comprehension of deaf readers: The impact of too many or too few questions. American Annals of the Deaf, 138, 435-441.

MacArthur, C. A., & Haynes, J. A. (1995). Students assistant for learning from text (SALT): A hypermedia reading aid. Journal of Learning Disabilities, 28(3), 150-159.

Macmillan, D. L., & Forness, S. R. (1992). Mental retardation. In M. C. Alkin (Ed.), Encyclopedia of educational research Vol. 3 (pp. 825—830). New York: Macmillan.

Miller, W.H. (1993). What are learning disabilities? In The Complete Reading Disabilities (pp 1-31). West Nyack, NY: The Center for Applied Research In Education.

Minami, M., & Ovando, C. J. (1995). Language issues in multicultural contexts. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education. New York: Macmillan.

Paul, P. V., & Quigley, S. P. (1987). Some effects of early hearing impairment on English language development. In F. N. Martin (Ed.) Hearing disorders in children pediatric Audiology (pp. 321-360). Austin, TX: Pro-Ed.

Paul, P. V., & Quigley, S. P. (1990). Education and deafness. White Plains, NY: Longman.

Reid, D.K. (1988). Teaching the learning disabled. Boston: Allyn & Bacon.

Reinking, D. (1988). Computer-mediated text and comprehension differences: The role of reading time, reader preference, and estimation of learning. Reading Research Quarterly, 23, 484-498

Reinking, D. (1998). Introduction. In. D. Reinking, L. Labbo, M. McKenna & R. Kieffer (Eds.), Handbook of literacy and technology: Transformations in a post-typographic world. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Reinking, D., & Rickman, S.S. (1990). The effects of computer-mediated texts on the vocabulary learning and comprehension of intermediate-grade readers. Journal of Reading Behavior, 22, 395-411.

Reinking, D., & Schreiner, R. (1985). The effects of computer-mediated text on measures of reading comprehension and reading behavior. Reading Research Quarterly, 20(5), 536-552.

Rigg, P., & Allen, V. (1992). When they don’t all speak English. Urbana, IL: National Council of Teachers of English.

Shaywitz, B.A., Fletcher, J. M., Holahan, J.M., & Shaywitz, S.E. (1992). Discrepancy compared to low achievement definitions of reading disability: Results from the Connecticut longitudinal study. Journal of Learning Disabilities, 25, 639-648.

Siegel, L. S. (1992). An evaluation of the discrepancy definition of dyslexia. Journal of Learning Disabilities, 25, 618-629.

Snider, V. E., & Tarver, S.G. (1987). The effect of early reading failure on acquisition of knowledge among students with learning disabilities. Journal of Learning Disabilities, 20(6), 351-356, 373.

Spear-Swerling, L., & Sternberg, R. J. (1994). The road not taken: An integrative theoretical model of reading disability. Journal of Learning Disabilities, 27(2), 91-103, 122.

Tyson-Berstein, H. (1988). A conspiracy of good intentions: America’s textbook fiasco. Washington, DC: The Council for Basic Education.

Wong, B.Y.L., & Wong, R. (1986). Study behavior as a function of metacognitive knowledge about critical task variables: An investigation of above average, average and learning disabled readers. Learning Disabilities Research, 1, 101-111.

Woodward, A., & Elliott, D. L. (1990). Textbook use and teacher professionalism. In D. L. Elliott & A. Woodward (Eds.), Textbooks and schooling in the United States (Eighty-ninth yearbook of the National Society for the Study of Education, Part I, pp. 178—193). Chicago: University of Chicago Press.

Zigmond, N., Vallecorsa, A., & Leinhardt, G. (1980). Reading instruction for students with learning disabilities. Topics in Language Disorders, 1, 89-98.


Copyright 1998 Center for Electronic Studying, University of Oregon.
Please contact us at: 
[Project INTERSECT Email].
Last updated: July 2, 2000.