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Strengthening the Second "R"
Research Connections
Winter 2002

Contacts and Resources

If you would like to know more about the research referenced in this issue, you can contact the following individuals and organizations by postal mail, telephone, or e-mail, or by using the URLs provided.

Research Connections was prepared with funding from the U.S. Department of Education, Office of Special Education Programs, under Contract No. ED-99-CO-0026. It is in the public domain and may be freely reproduced and disseminated. The opinions expressed here do not necessarily reflect the positions or policies of OSEP or the Department of Education.


    Scott Baker and Russell Gersten
    Eugene Research Institute
    University of Oregon
    132 East Broadway, Suite 747
    Eugene, OR 97401

    Susan De La Paz
    Santa Clara University
    500 El Camino Real
    Santa Clara, CA 95053

    Carol Sue Englert
    Michigan State University
    334 Erickson Hall
    East Lansing, MI 48824

    Karen Harris and Steve Graham
    University of Maryland
    1308 Benjamin Building
    College Park, MD 20742

    Steve Isaacson
    Portland State University
    PO Box 751
    Portland, OR 97207

    Skip MacArthur
    University of Delaware
    Department of Education Studies
    Newark, DE 19716


    De La Paz, S. (1999). Self-regulated strategy instruction in regular education settings: Improving outcomes for students with and without learning disabilities. Learning Disabilities Research and Practice, 14(2), 92-106.

    Englert, C.S., & Mariage, T. (1996). A sociocultural perspective: Teaching ways-of-thinking and ways-of-talking in a literacy community. Learning Disabilities Research and Practice, 11(3), 157-167.

    Gersten, R., Baker, S., & Edwards, L. (December 1999). Teaching expressive writing to students with learning disabilities. ERIC/OSEP Digest E590/EDO-99-16. Arlington, VA: ERIC Clearinghouse on Disabilities and Gifted Education. http://eric.hoagiesgifted.org.

    Graham, S., Harris, K., & Troia, G. (2000). Self-regulated strategy development revisited: Teaching writing strategies to struggling writers. Topics in Language Disorders, 20(4), 1-14.

    Harris, K., & Graham, S. (1999). Programmatic intervention research: Illustrations from the evolution of self-regulated strategy development. Learning Disability Quarterly, 22, 251-262.

    Isaacson, S., & Gleason, M. (1997). Mechanical obstacles to writing: What can teachers do to help students with learning problems. Learning Disabilities Research and Practice, 12(3), 188-194.

    MacArthur, C. (1996). Using technology to enhance the writing processes of students with learning disabilities. Journal of Learning Disabilities, 29(4), 344-354.

    Research Connections is a biannual review of research on topics in special education, focusing on research sponsored by the U.S. Office of Special Education Programs. This issue of Research Connections was developed by Warger, Eavy Associates for the ERIC/OSEP Special Project.

    The ERIC/OSEP Special Project is operated by The Council for Exceptional Children through the ERIC Clearinghouse on Disabilities and Gifted Education.

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