Reading, Writing, and Content Area

Skindrud, K., & Gersten, R.  (In press).  An independent evaluation of two prominent

reading reforms in the Sacramento city schools: Academic and special education outcomes,  Elementary School Journal.

Klingner, J. K., Vaughn, S., Dimino, J. A., Bryant, D. P., & Schumm, J. S. (2001).

                         Collaborative strategic reading:  Strategies for improving comprehension.                 Longmont, CO:  Sopris West.

Gersten, R., Fuchs, L., Williams, J., & Baker, S. (2001). Teaching reading

comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71, 279-320.

Gersten, R., Baker, S., Smith-Johnson, J., & Dimino, J.  (2006).  Eyes on

the Prize: Teaching complex historical content to middle school students with learning disabilities, Exceptional Children, 72, 264-280.

Haager, D., Dimino, J., & Windmueller, M. (In press). Interventions for Reading Success.

            Baltimore, MD:  Brookes Publishing.

Gersten, R., & Dimino, J. (2006). RTI (Response to Intervention): Rethinking

special education for students with reading difficulties (yet again). Reading Research Quarterly, 41, 99-108.

Baker, S., Gersten, R., & Graham, S. (2003). Teaching expressive writing to students

with learning disabilities: Research-based applications and examples. Journal of Learning Disabilities, 36, 109-123.

Baker, S., Gersten, R., & Scanlon, D. (2002). Procedural facilitators and cognitive

strategies: Tools for unraveling the mysteries of comprehension and the writing process, and for providing meaningful access to the general curriculum. Learning Disabilities Research and Practice, 17, 65-77.

Gersten, R., & Baker, S. (2001). Teaching expressive writing to students with learning disabilities: A meta-analysis. Elementary School Journal, 101, 251-272.

Vaughn, S. & Gersten, R. & Chard, D. (2000). A search for the underlying message in

the intervention research on learning disabilities. Exceptional Children. 67, 99-114.

Gersten, R. (1998).  Recent advances in instructional research for students with learning

disabilities: An overview.  Learning Disabilities Research and Practice, 13, 162-170.

Gersten, R., & Baker, S.  (1998). Real world use of scientific concepts: Integrating situated cognition with explicit instruction. Exceptional Children, 65, 23-35.

Dimino, J., Taylor, R. & Gersten, R. (1995).  Synthesis of the research on story grammar as a means to increase comprehension.  Reading and Writing Quarterly, 11, 53-72. 

Dimino, J., Gersten, R., Carnine, D., & Blake, G. (1990).  Story grammar: An approach for promoting at-risk secondary students' comprehension of literature.  Elementary School Journal, 91, 19-32.

Dimino, J. A. & Kolar, C. (1990). Using frames to improve at risk students'

comprehension in the content areas. In G. Tindal (Ed.) Proceedings from the Oregon conference. Eugene, OR:  The University of Oregon. (ERIC Document Reproduction Service No. ED 331 015)

Gersten, R., & Dimino, J. A. (1990). Reading instruction for at-risk students:

Implications of current research, Oregon School Study Council, 33, 1-30.

Gurney, D., Gersten, R., Dimino, J., & Carnine, D. (1990).  Story grammar: Effective

literature instruction for high school students with learning disabilities.  Journal of Learning Disabilities, 23, 335-342.

English Language Learners: Best Practice

Gersten, R., & Geva, E. (2003). Teaching reading to early language learners. Educational Leadership, 60, 44-49.

Baker, S., Gersten R., Haager, D., & Dingle, M. (in press).  Assessing the

relationship between observed teaching practice and reading growth in reading in first grade English learners: A validation study.  Elementary School Journal.

Gersten, R., Baker, S., Haager, D., & Graves, A.  (2005).  Exploring the role of

teacher quality in predicting reading outcomes for first grade English learners: An observational study.  Remedial and Special Education, 26, 197-206.

Graves, A., Gersten, R., & Haager, D., (2004).  Literacy instruction in multiple language

first grade classrooms: Linking student outcomes to observed instructional practice.  Learning Disabilities Research & Practice, 19, 262-272.

Gersten, R., & Baker, S. (2000). What we know about effective instructional practices for English-language learners. Exceptional Children, 66, 454-470.

Gersten, R. (1999). The changing face of bilingual education.  Educational Leadership, 56, 41-45. (Reprinted in Multicultural Education. Guilford, CT: Dushkin/McGraw-Hill.)

Gersten, R. (1999). Lost opportunities: Challenges confronting four teachers of English-language learners. Elementary School Journal, 100, 37-56.

Jiménez, R. & Gersten, R. (1999).  Lessons and dilemmas derived from the literacy instruction of two Latina/o teachers. American Educational Research Journal, 36, 265-301.

Gersten, R. (1996). The double demands of teaching English language learners.  Educational Leadership, 53, 18-22.

Gersten, R. (1996).  Literacy instruction for language-minority students: The transition years.  Elementary School Journal, 96, 227-244.

Gersten, R., & Woodward, J. (1995).  A longitudinal study of transitional and immersion bilingual education programs in one district.  Elementary School Journal, 95, 223-240.

Gersten, R., & Jiménez, R. (1994). A delicate balance: Enhancing literacy instruction for students of English as a second language.  The Reading Teacher, 47, 438-449.

Gersten, R., & Woodward, J. (1994).  The language minority student and special education: Issues, themes and paradoxes.  Exceptional Children, 60, 310-322.

[Reprinted in D. Podell (Ed.) Perspectives: Educating exceptional learners.]

Mathematics

Gersten, R., Jordan, N., & Flojo, J.  (2005).  Early identification and interventions for

students with mathematics difficulties, Journal of Learning Disabilities, 38, 293-304.

Gersten, R., & Jordan, N.  (in press).  The need for action in early intervention in

mathematics disabilities, Journal of Learning Disabilities.

Baker, S., Gersten, R., & Lee, D.S. (2002). A synthesis of empirical research on teaching

mathematics to low-achieving students. Elementary School Journal, 10, 51-73.

Baker, S., Gersten, R., Dimino, J. & Griffiths, R. (2004). The sustained use of research-based instructional practice: A case study of peer-assisted learning strategies in mathematics. Remedial and Special Education, 25, 5-24.

Carnine, D. & Gersten, R. (2000). The nature and role of research in improving achievement in mathematics. Journal for Research and Mathematics Education, 31, 138-143.

Gersten, R., & Chard, D. (1999).  Number sense: Rethinking mathematics instruction for students with mathematical disabilities. Journal of Special Education, 33, 19-28.

Gersten, R., & Kelly, B. (1992).  Coaching secondary special education teachers in implementation of an innovative videodisc mathematics curriculum.  Remedial and Special Education, 13, 40-51.

Professional Development

Gersten, R., & Dimino, J. A. (2001). The realities of translating research into classroom practice. Learning Disabilities Research and Practice, 16, 120-130.

Gersten, R., Keating, T., Yovanoff, P., & Harniss, M.K. (2001). Working in special

education: Factors that enhance special educators’ intent to stay. Exceptional Children, 67, 549-567.

Gersten, R., Chard, D., & Baker, S. (2000) Factors that enhance sustained use of research-based instructional practices: A historical perspective on relevant research. Journal of Learning Disabilities, 33, 445-457.

Gersten, R. (1998).  Recent advances in instructional research for students with learning

disabilities: An overview.  Learning Disabilities Research and Practice, 13, 162-170.

Marks, S. U. & Gersten, R. (1998).  Engagement and disengagement between special and general educators: An application of Miles and Huberman's cross-case analysis. Learning Disabilities Quarterly, 21, 34-56.

Gersten, R., Vaughn, S., Deshler, D., & Schiller, E. (1997). What we know about using research findings: Implications for improving special education practice. Journal of Learning Disabilities, 30, 466-476.

Gersten, R., Morvant, M., & Brengelman, S.  (1995). Close to the classroom is close to the bone: Coaching as a means to translate research into classroom practice.  Exceptional Children, 62, 52-66.

Gersten, R., & Dimino, J. (1993).  Visions and revisions: A special education perspective on the whole language controversy.  Remedial and Special Education, 14, 5-13.

Gersten, R., Woodward, J., & Morvant, M. (1992).  Refining the working knowledge of

experienced teachers.  Educational Leadership, 49, 34-39.

Gersten, R., Darch, C., Davis, G., & George, N. (1991).  Apprenticeship and intensive training of consulting teachers: A naturalistic study.  Exceptional Children, 57, 226-237.

Gersten, R. (1990).  Enemies—Real and imagined: Implications of Teachers' Thinking about Instruction for collaboration between special and general education.  Remedial and Special Education, 11, 50-53.

Research Methodology

Gersten, R., Fuchs, L.S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M.

(2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71, 149-164.

Gersten, R., Baker, S., & Lloyd, J.W. (2000). Designing high quality research in special education: Group experimental design. Journal of Special Education, 34, 2-18.

Gersten, R., Baker, S., Smith-Johnson, J., Flojo, J., & Hagan-Burke, S.  (2004).  A tale of

two decades: trends in support for federally funded experimental research in special education.  Exceptional Children, 70, 323-332.

Gersten, R. (2001). Sorting out the roles of research in the improvement of practice. Learning Disabilities Research and Practice, 16, 45-50.

Gersten, R., & Vaughn, S. (2001). Meta-analyses in learning disabilities: Introduction to the special issue. Elementary School Journal, 101, 251-272.

Gersten, R., & Brengelman, S. (1996).  The quest to translate research into classroom practice: The current knowledge base. Remedial and Special Education, 96, 228-244.

Gersten, R., & Edyburn, D.  (submitted for publication).  Enhancing the evidence base of

special education technology research: Defining special education technology research quality indicators.  NCTI