References
[1]. Adams, G., & Engelmann, S. (1996). Research on
Direct Instruction: 25 years beyond DISTAR. Seattle, WA:
Educational Achievement Systems.
[2]. Archer, A. L., Gleason, M. M., & Vachon, V. L. (2000).
REWARDS®: Reading Excellence-word Attack And Rate
Development Strategies- Multi-syllabic Word Reading
Strategies. Seattle, WA: Sopris West.
[3]. Archer, A. L., Gleason, M. M., & Vachon, V. L. (2003).
Archer, A. L., Gleason, M. M., & Vachon, V. L. (2003).
Decoding and fluency: Foundation skills for struggling
older readers. Learning Disability Quarterly, 26, 89-101.
[4]. Blackwell, A., Stookey, S., & McLaughlin, T. F. (1996).
The effects of using direct instruction and a re-reading
contingency with precision teaching. Journal of Precision
Teaching and Celeration, 13(2), 19-22.
[5]. Braze, D., Tabor, W., Shankweiler, D. P., & Mencl, W. E.
(2007). Speaking up for vocabulary: Reading skill
differences in young adults. Journal of Learning
Disabilities, 40, 226-243.
[6]. Gregory, A., McLaughlin, T. F., Weber, K. P., & Stookey,
S., (2005). The effects of using direct instruction and a rereading
contingency with a high school student. International Journal of Special Education, 20(1), 50-54.
Retrieved from: http://www.internationaljournalofspeciale
ducation.com/issues.cfm
[7]. Grossen, B. (2004). Success of a direct instruction
model at a secondary level school with high-risk students.
Reading & Writing Quarterly: Overcoming Learning
Difficulties, 20, 161-178.
[8]. Holz, K. R., Peck, S. M., McLaughlin, T. F., & Stookey, S.
(1996). The effects of using Direct Instruction reading and
a re-reading contingency coupled with a reward and
praise contingency with a high school sophomore.
Journal of Precision Teaching and Celeration, 14 (1), 35-
40.
[9]. Kazdin, A. E. (2011). Single case research designs:
Methods for clinical and applied settings (2nd. ed.). New
York, NY: Oxford University Press.
[10]. McLaughlin, T. F. (1983). An examination and
evaluation of single subject designs used in behavior
analysis research in school settings. Educational
Research Quarterly, 7, 35-42.
[11]. McLaughlin, T. F., Williams, B. F., Williams, R. L., Peck S.
M., Derby K. M., Bjordahl J. M., Weber, K. P. (1999).
Behavioral training for teachers in special education: The
Gonzaga University program. Behavioral Interventions,
14, 83-134.
[12]. Moats, L. (2001). When older kids can't read.
Educational Leadership, 58(6), 36-40.
[13]. Shippen, M. E., Houchins, D. E., Steventon, C., &
Sartor, D. (2005). A comparison of two direct instruction
reading programs for urban middle school students.
Remedial and Special Education, 26(3), 175-182.
[14]. Snel, M. J., Terwel, J., Aarnoutse, C. A. J., & van
Leeuwe, J. F. J. (2012). Effectiveness of guided coconstruction
versus direct instruction for beginning
reading instruction. Educational Research and
Evaluation, 18, 353-374.
[15]. Vachon V., Gleason, M. M., Archer, A. L. (2001). The
REWARDS® ® program. Seattle, WA: Voyagor-Sopris
Learning.
[16]. Watkins, C. L. (1997). Project Follow Through: A case study of contingencie[1]. s influencing instructional practices of the educational establishment. Cambridge,
MA: Cambridge Center for Behavioral Studies.
