Using the Concrete–Representational–Abstract Sequence to Teach Conceptual Understanding of Place Value, Rounding, and Expanded Notation von Milton, Jessica H., Flores, Margaret M., Hinton, Vanessa M., Dunn, Caroline, Darch, Craig B.

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Improving Adolescent Reading Skills in Rural Areas Using Evidence-Based Practices von Shippen, Margaret E., Miller, Alan, Patterson, Dashaunda, Houchins, David E., Darch, Craig B.

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Teaching Letter Sound Correspondence to Preschool Students with Developmental and Intellectual Disabilities von Wright, Heidi Brittain Matthews, Flores, Margaret M, Dunn, Caroline, Shippen, Margaret M, Darch, Craig

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Considering the New Common Core State Standards for Teaching Spelling to Urban Students with Disabilities von Simmons, Kate D, Darch, Craig B, Hinton, Vanessa, Padgett, Amelia

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School Counselors Training Paraprofessionals: A Practical Model for Providing Technical Assistance in the Rural School Setting von Darch, Craig, Shippen, Margaret E., Darch, Eric, Patterson, Dashaunda, Massey, Cynthia

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Students with Learning Disabilities’ Satisfaction, Employment, and Postsecondary Education Outcomes von Rabren, Karen, Eaves, Ronald C., Dunn, Caroline, Darch, Craig

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Direct Instruction: A Research-Based Approach to Curriculum Design and Teaching von Gersten, Russell, Woodward, John, Darch, Craig

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Main Idea Identification with Students with Mild Intellectual Disabilities and Specific Learning Disabilities: A Comparison of Explicit and Basal Instructional Approaches von Miller, C. Alan, Darch, Craig B, Flores, Margaret M, Shippen, Margaret E, Hinton, Vanessa

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DIRECT INSTRUCTION READING AS CONTRONYM AND EONOMINE von Kameenui, Edward J., Jitendra, Asha K., Darch, Craig B.

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An Evaluation of Two Methods for Teaching United States History to Students with Learning Disabilities von Winchester, Katherine, Darch, Craig, Eaves, Ronald C, Shippen, Margaret E, Ern, Greg, Bell, Bedarius

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Factor Analysis of the KeyMath—Revised Normative Update Form A von Williams, Thomas O., Fall, Anna-Maria, Eaves, Ronald C., Darch, Craig, Woods-Groves, Suzanne

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The Effect of Textual Proximity on Fourth- and Fifth-Grade LD Students' Metacognitive Awareness and Strategic Comprehension Behavior von Simmons, Deborah C., Kameenui, Edward J., Darch, Craig B.

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The Role of Graphic Organizers and Social Structure in Content Area Instruction von Darch, Craig B., Carnine, Douglas W., Kameenui, Edward J.

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Use of precorrection strategies to enhance reading performance of students with learning and behavior problems von Miao, Yu, Darch, Craig, Rabren, Karen

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A Model for Involving Parents of Children With Learning and Behavior Problems in the Schools von Darch, Craig, Miao, Yu, Shippen, Peggy

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Two Approaches to the Development Phase of Mathematics Instruction von Kameenui, Edward J., Carnine, Douglas W., Darch, Craig B., Stein, Marcy

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Teaching Spelling to Students with Learning Disabilities: A Comparison of Rule-Based Strategies versus Traditional Instruction von Darch, Craig, Eaves, Ronald C, Crowe, D. Alan, Simmons, Kate, Conniff, Alexandra

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LD Children's Comprehension of Selected Textual Features: Effects of Proximity of Information von Kameenui, Edward J., Simmons, Deborah C., Darch, Craig B.

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Students with Learning Disabilities' Satisfaction, Employment, and Postsecondary Education Outcomes von Rabren, Karen, Eaves, Ronald C, Dunn, Caroline, Darch, Craig

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Direction-Setting Activities in Reading Comprehension: A Comparison of Two Approaches von Darch, Craig, Gersten, Russell

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