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Learning and Instruction: A SERP Research Agenda References Adams, J., R. Treiman, and M. Pressley 1998 Reading, writing, and literacy. Pp. 275-355 in Handbook of Child Psychology, Fifth Edition, Vol. 4: Child Psychology in Practice, I.E. Sigel and K.A. Renninger, eds. New York: Wiley. Aleven, V., and K. Koedinger 2002 An effective metacognitive strategy: Learning by doing and explaining with a computer-based cognitive tutor. Cognitive Science 26:147-179. American Association for the Advancement of Science 1991 Science for All Americans, F.J. Rutherford and A. Ahlgren, eds. Cary, NC: Oxford University Press. 2001 Designs for Science Literacy. Cary, NC: Oxford University Press. Anderson, J. 1983 The Architecture of Cognition. Cambridge, MA: Harvard University Press. Anderson, J.R., A. Corbett, K.R. Koedinger, and R. Pelletier 1995 Cognitive tutors: Lessons learned. Journal of the Learning Sciences 4:167-207. Anderson, J.R., L.M. Reder, and H. Simon 1998 Radical constructivism and cognitive psychology. In Brookings Papers on Education Policy 1998, D. Ravitch, ed. Washington, DC: Brookings Institute Press. Ashby, R., P. Lee, and D. Shemilt Forth-coming Learning history: Principles into practice. Chapter in How Students Learn: History, Math, and Science in the Classroom. Committee on How People Learn, A Targeted Report for Teachers. Washington, DC: National Academies Press. Avorn, J., and D.H. Solomon 2000 Cultural and economic factors that (mis)shape antibiotic use: The nonpharmacologic basis of therapeutics. Annals of Internal Medicine 133(2):128-135. Avorn, J., and S.B. Soumerai 1983 Improving drug-therapy decisions through educational outreach: A randomized controlled trial of academically based “detailing.” New England Journal of Medicine 308:1457-1463. Avorn, J., M. Chen, and R. Hartley 1982 Scientific versus commercial sources of influence on the prescribing behavior of physicians. The American Journal of Medicine 73:4-8.

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Learning and Instruction: A SERP Research Agenda Fletcher, J.M., B.R. Foorman, A. Boudousquie, M. Barnes, C. Schatschneider, and D.J. Francis 2002 Assessment of reading and learning disabilities: A research-based, treatment-oriented approach. Journal of School Psychology 40:27-63. Foorman, B.R., and L.C. Moats in press Conditions for sustaining research-based practices in early reading instruction. Remedial and Special Education. Foorman, B.R., and C. Schatschneider in press Measuring teaching practice during reading/language arts instruction and its relation to student achievement. In Reading in the Classroom: Systems for Observing Teaching and Learning, S. Vaughn and K. Briggs, eds. Baltimore: Brookes Publishing Co. Foorman, B.R., and J.K. Torgesen 2001 Critical elements of classroom and small-group instruction promote reading success in all children. Disabilities Research and Practice 16:202-211. Foorman, B.R., J.M. Fletcher, and D.J. Francis 2001 Early reading assessment. In Testing America’s Schoolchildren, W. Evert, ed. Stanford, CA: The Hoover Institution. Foorman, B.R., D.J. Francis, K. Davidson, M. Harm, and J. Griffin 2002 Variability in Text Feature in Six Grade 1 Basal Reading Programs. Unpublished manuscript. Foorman, B.R., J. Anthony, L. Seals, and A. Mouzaki in press Language development and emergent literacy in preschool. To appear in Language Development and Disorders in Childhood, I. Butler, ed. Special issue of Seminars in Pediatric Neurology. Fuson, K., W.M. Carroll, and J.V. Drueck 2000 Achievement results for second and third graders using the standards-based curriculum “Everyday Mathematics.” Journal for Research in Mathematics Education 31(3):277-295. Fuson, K.C. 2003 Children’s Math Worlds, Kindergarten, Grades 1, 2, 3, 4, 5. For more information, contact Karen Fuson at Fuson@northwestern.edu. Gagne, R.M. 1968 Contributions of learning to human development. Psychological Review 75:177-191. Gelman, R. 1967 Conservation acquisition: A problem of learning to attend to the relevant attributes. Journal of Experimental Child Psychology 7:167-187. 1990 First principles organize attention to and learning about relevant data: Number and the animate-inanimate distinction as examples. Cognitive Science 14:79-106. Gelman, R., and C.R. Gallistel 1978 The Children’s Understanding of Number. Cambridge, MA: Harvard University Press. Ginsburg, H.P., C. Greenes, and Robert Balfanz 2003 Big Math for Little Kids. Parsippany, NJ: Dale Seymour Publications. Gluck, K. 1999 Eye Movements and Algebra Cognitive Tutoring. Doctoral dissertation, Psychology Department, Carnegie Melon University. Graesser, A.C., K.K. Millis, and R.A. Zwaan 1997 Discourse comprehension. Annual Review of Psychology 48:163-189.

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