Teacher Education and Special Education
- Driver, M. K., Pullen, P. C., Kennedy, M. J., Williams, M. C., & Ely, E. (2014). Using instructional technology to improve preservice teachers’ knowledge of phonological awareness. Teacher Education and Special Education, 37(4), 309-329. doi:10.1177/0888406414537902
- Gormley, S., & Ruhl, K. L. (2007). Language structure knowledge of preservice teachers: Connecting speech to print. Teacher Education and Special Education, 30(2), 83-92. doi:10.1177/088840640703000203
- Knackstedt, K. M., Leko, M. M., & Siuty, M. B. (2018). The effects of secondary special education preparation in reading: Research to inform state policy in a new era. Teacher Education and Special Education, 41(1), 70-85. DOI: 10.1177/0888406417700960
- Leko, M. M., Kalukarni, S., Lin, M. & Smith, S. A., (2015). Delving deeper into the construct of preservice teacher beliefs about reading instruction for students with disabilities. Teacher Education and Special Education, 38(3), 186-206. doi:10.1177/0888406414557677
- Maheady, L., Harper, G. F., Mallette, B., & Karnes, M. (2004). Preparing preservice teachers to implement class wide peer tutoring. Teacher Education and Special Education, 27(4), 408-418. doi:10.1177/088840640402700408
- Marable, M., Leavitt-Noble, K., & Grande, M. (2010). Book talks in special education methods courses: Using literature to influence, inspire, and prepare teacher candidates. Teacher Education and Special Education, 33(2), 143-154. doi:10.1177/0888406409360013
- Spear-Swerling, L., & Brucker, P. O. (2006). Teacher-education students' reading abilities and their knowledge about word structure. Teacher Education and Special Education, 29(2), 116-126. doi:10.1177/088840640602900204