Alfassi, M. (1998). Reading for meaning: The efficacy of reciprocal teaching in fostering reading comprehension in high school students in remedial reading classes. American Educational Research Journal, 35(2), 309–322.
Bryant, D. P., Vaughn, S., Linan-Thompson, S., Ugel, N., Hamff, A., & Hougen, M. (2000). Reading outcomes for students with and without reading disabilities in general education middle-school content area classes. Learning Disability Quarterly, 23(3), 24–38.
Johnson, D. W., & Johnson, R. T. (1987). Learning together and alone (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.
Klingner, J. K., & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language. The Elementary School Journal, 96(3), 275–293.
Klingner, J. K., & Vaughn, S. (1998). Using Collaborative Strategic Reading. Teaching Exceptional Children, 30(6), 32-37.
Klingner, J. K., & Vaughn, S. (1999). Promoting reading comprehension, content learning, and English acquisition through Collaborative Strategic Reading (CSR). The Reading Teacher, 52(7), 738–747.
Klingner, J. K., & Vaughn, S. (2000). The helping behaviors of fifth graders while using Collaborative Strategic Reading during ESL content classes. TESOL Quarterly, 34(1), 69–98.
Klingner, J. K., Vaughn, S., Dimino, J., Schumm, J. S., & Bryant, D. (2001). From clunk to click: Collaborative Strategic Reading. Longmont, CO: Sopris West.
Klingner, J. K., Vaughn, S., Hughes, M. T., Schumm, J. S., & Elbaum, B. (1998). Outcomes for students with and without learning disabilities in inclusive classrooms. Learning Disabilities Research & Practice, 13(3), 153–161.
Klingner J. K., Vaughn, S., & Schumm, J. S. (1998). Collaborative Strategic Reading during social studies in heterogeneous fourth-grade classrooms. The Elementary School Journal, 99(1), 3–22.
Lenz, B. K., Schumaker, J. B., Deshler, D. D., & Beals, V. L. (1984). Learning strategies curriculum: The word-identification strategy. Lawrence, KA: University of Kansas.
Lysynchuk, L., Pressley, M., & Vye, N. (1990). Reciprocal teaching improves standardized reading-comprehension performance in poor comprehenders. The Elementary School Journal, 90(5), 469–484.
Mathes, P. G., Fuchs, D., Fuchs, L. S., Henley, A. M., & Sanders, A. (1994). Increasing strategic reading practice with Peabody classwide peer tutoring. Learning Disabilities Research & Practice, 9, 44–48.
Palincsar, A. M., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117–175.
Texas Center for Reading and Language Arts. (2000). Professional development guide: Enhancing reading comprehension for secondary students (Part II). Austin, TX: Author.
Vaughn, S., Chard, D., Bryant, D. P., Coleman, M., Tyler, B., Thompson, S., & Kouzekanani, K. (2000). Fluency and comprehension interventions for third-grade students: Two paths to improved fluency. Remedial and Special Education, 21(6), 325–335.
Vaughn, S., Klingner, J. K., & Bryant, D. P. (2001). Collaborative strategic reading as a means to enhance peer-mediated instruction for reading comprehension and content area learning. Remedial and Special Education, 22(2), 66–74.