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Related References

Deshler, D. D., & Schumaker, J. B. (1986). Learning strategies: An instructional alternative for low-achieving students. Exceptional Children, 52(6), 483-590.

Deshler, D. D., & Schumaker, J. B. (1988). An instructional model for teaching students how to learn. In J. L. Graden, J. E. Zins, & M. J. Curtis (Eds.), Alternative educational delivery systems: Enhancing instructional options for all students (pp. 391-411). Washington, DC: National Association for School Psychologists.

Graham, S., & Harris, K. R. (1992). Self-regulated strategy development: Implications for written language. In Y. L. Wong (Ed.), Contemporary intervention research in learning disabilities: An international perspective (pp. 47-64). New York, NY: Springer-Verlag.

Menges, R. J., & Svinicki, M. D. (Eds.). (1995a). New directions for teaching and learning (Vol. 63). San Francisco, CA: Jossey-Bass.

Menges, R. J., & Svinicki, M. D. (1995b). From the series editors. In P. R. Pintrich (Ed.), Understanding self-regulated learning (Vol. 63, p. iii). San-Francisco, CA: Jossey-Bass.

Pintrich, P. R. (1995). Understanding self-regulated learning. In R. J. Menges & M. D. Svinicki (Eds.), New Directions for Teaching and Learning (Vol. 63, pp. 3-12). San Francisco, CA: Jossey-Bass.

Pintrich, P. R., & De Groot, E. (1990). Motivational and self-regulated components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.

Schunk, D, H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25, 71-86.

Schunk, D. H., & Zimmerman, B. J. (Eds.). (1994) Self-regulation of learning and performance: Issues and educational implications. Hillsdale, NJ: Erlbaum.

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Weinstein, C. E., Palmer, D. R., & Schulte, A. C. (1987). LASSI: Learning and Study Strategies Inventory. Clearwater, FL: H & H Publishing.

Wong, B. Y. L. (1994). Instructional parameters promoting transfer of learning strategies in students with LD. Learning Disability Quarterly, 17, 110-120.

Zimmerman, B. J. (1990). Self-regulated academic learning and achievement: The emergence of a social cognitive perspective. Educational Psychology Review, 2, 173-201.

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