Contemporary Special Education CL Book

Contents: J.P. Williams, Foreword. R. Gersten, E.P. Schiller, S. Vaughn, Preface. H.L. Swanson, What Instruction Works for Students With Learning Disabilities? Summarizing the Results From a Meta-Analysis of Intervention Studies. R. Gersten, S. Baker, The Professional Knowledge Base on Instructional Practices That Support Cognitive Growth for English-Language Learners. D. Fuchs, L.S. Fuchs, P.G. Mathes, M.W. Lipsey, Reading Differences Between Low-Achieving Students With and Without Learning Disabilities: A Meta-Analysis. B. Elbaum, S. Vaughn, M.T. Hughes, S.W. Moody, J.S. Schumm, How Reading Outcomes of Students With Disabilities Are Related to Instructional Grouping Formats: A Meta-Analytic Review. J.G. Marquis, R.H. Horner, E.G. Carr, A.P. Turnbull, M. Thompson, G.A. Behrens, D. Magito-McLaughlin, M.L. McAtee, C.E. Smith, K.A. Ryan, A. Doolabh, A Meta-Analysis of Positive Behavior Support. C.M. Okolo, A.R. Cavalier, R.P. Ferretti, C.A. MacArthur, Technology, Literacy, and Disabilities: A Review of the Research. E.P. Schiller, D.B. Malouf, Research Syntheses: Implications for Research and Practice. H. Cooper, J.C. Valentine, K. Charlton, The Methodology of Meta-Analysis. K.A. Kavale, S.R. Forness, Policy Decisions in Special Education: The Role of Meta-Analysis.