WEST VISAYAS STATE UNIVERSITY

COLLEGE OF EDUCATION
GRADUATE SCHOOL
Iloilo City
139

REFERENCES

Adams, G. L. & Engelmann, S. (1996). Research in Direct Instruction: 25 Years Beyond DISTAR.
Educational Achievement Systems. Seattle, WA.

Ackerman, P. L. (1988). Determinants of individual differences during skill acquisition: Cognitive

abilities and information processing. Journal of Experimental Psychology, General, 117,
288-318.

Ackerman, P. L., Beier, M. E. & Boyle, M. O. (2005). Working memory and intelligence: The
same or different constructs? Psychological Bulletin, 131(1):30-60, DOI: 10.1037/0033-
2909.131.1.30

Ainsworth, S., & Loizou, A. T. (2003). The effects of self-explaining when learning with text or
diagrams. Cognitive Science, 27(6), 937937.

Al-ghazo, A. (2016). The Effect of Explicit Instruction of Meta Cognitive Learning Strategies of
Promoting Jordanian Language Learners learning competence. Journal of Education and
Practice, Vol.7, No.10.

Allison, D., Corcos, R., and Lam, A. (1994). Laying down the law? Reflecting on course design in
progress. Hong Kong Papers in Linguistics and Language Teaching, Vol, 17, pp. 1-11.

Allwright, R. L. (1990). What do we want teaching materials for? Currents in language teaching.
Oxford: Oxford University Press.

Alphonse, J.R. & Leblanc, R. (n.d.). Explicit Instruction: A Teaching Strategy in Reading,
Writing, and Mathematics for Students with Learning Disabiities. Retrieved from
https://www.ldatschool.ca/literacy/explicit-instruction-a-teaching-strategy-in-reading-
writing-and-mathematics-for-students-with-learning-disabilities/
 WEST VISAYAS STATE UNIVERSITY
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Iloilo City
140

Anderson, Richard C. & Pichert, Iames W. (1978). Recall of previously unrecallable information
following a shift in perspective. Journal of verbal learning and verbal behaviour, 17, p.
112.

Archer, A. L. & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. New
York, NY: The Guilford Press.

Arends, R. I. (2009). Learning to Teach 8th edition. Singapore: McGraw-Hill.

Ausubel, D.P. (1968). Educational Psychology: A Cognitive View. New York: Holt, Rinehart &
Winston.

Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students'
ability to regulate their learning with hypermedia? Contemporary Educational
Psychology, 29, 344370.

Baker, S., Gersten, R., Scanlon, D. (2002). Procedural facilitators and cognitive strategies: Tool
for unraveling the mysteries of comprehension and the writing process, and for
providing meaningful access to the general curriculum. Learning Disabilities: Research &
Practice, 17(1), 6577.

Ballou, A. (2012). Using Explicit Strategy Instruction to Improve Reading Comprehension. St.
John Fisher College: Fisher Digital Publications

Bangert-Drowns, R.L., Kulik, C.L., Kulik, J.A., & Morgan, M.T. (1991). The instructional effect of
feedback in test-like events. Review of Educational Research, 61, 213-237.

Banich, M. & Caccamise, D. (Eds.), Generalization of knowledge: Multidisciplinary perspectives

(pp. 89 112)

Beck, I. L., & McKeown, M. G. (2006). Improving comprehension with questioning the author: A
fresh and expanded view of a powerful approach. New York: Scholastic.
 WEST VISAYAS STATE UNIVERSITY
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Iloilo City
141

Bereiter, C. and Scardamalia, M. (1985). Cognitive coping strategies and the problems of
Inert Knowledge. In Chipman, S.F., Segal, J.W., & Glaser, R. (Eds.), Thinking and
Learning Skills: Volume 2: Research and Open Question. The Psychology of Written
Composition.

Berwick, R. (1989). Needs Assessment in Language Programming: From Theory to Practice.

In R. K. Johnson (Ed.), The Second Language Curriculum (pp. 48-62). Cambridge:
Cambridge University Press. http://dx.doi.org/10.1017/CBO9781139524520.006

Bhatia, V. J. (n.d.). Applied genre analysis and ESP. Retrieved from

http://exchanges.state.gov/education/engteaching/pubs/BR/functionalsec 4_10.html
Bilali, M., McLeod, P., & Gobet, F. (2008). Inflexibility of experts: Reality or myth? Quantifying
the Einstellung effect in chess masters. Cognitive Psychology, Volume 56, Issue 2, p. 73-
102. https://doi.org/10.1016/j.cogpsych.2007.02.001

Bishara, A. J. & Jacoby, L. L. (2008). Aging, spaced retrieval, and inflexible memory
performance. Psychon. Bull. Rev. 15 5257. 10.3758/PBR.15.1.52

Bissonnette, S., Richard, M., and Gauthier, C. (2005). pdagogiques efficaces et russite
scolaire des lves provenant de milieux defavorises

Brindley, G. (1989). The role of needs analysis in adult ESL program design. In: Johnson, R .K.
(Ed). The second language curriculum, pp.63-78. Cambridge: Cambridge University
Press.

Bowen, T. (2013). Methodology Challenge: What is Audiolingualism?. Retrieved from

www.onestopenglish.com/Teacher_Supprort/Methodology/Archive/teachingapproaches/
audiolingualism.htm.

Bower, G. H. & Clark, M. C. (1969). Psychonomic Science, Vol 14 (4), 181-182.

Brophy, J., & Evertson, C. (1976). Learning from teaching: A developmental perspective.
 WEST VISAYAS STATE UNIVERSITY
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Iloilo City
142

Brown J. D. (1995). The elements of language curriculum: A systematic approach to program

development. Boston: Heinle and Heinle.

Carroll, J. (1963). Research on Teaching Foreign Languages. In Gage, N. (ed.), Handbook of

Research on Language Teaching (pp. 1060-1100). Chicago: RandMcNally.

CAST (2011). Universal Design for Learning Guidelines version 2.0. Retrieved from
http://www.udlcenter.org/aboutudl/udlguidelines.

Chambers, F. (1980). Are-evaluation of needs analysis. ESP Journal, 1: 25-33.

Chi, M. T. H., Glaser, R., & Farr, M. (Eds). (1988). The nature of expertise. Hillsdale, NJ:
Lawrence Erlbaum Associates.

Chi, M.T.H., Roy, M. & Hausmann, R.G.M. (2008). Observing tutorial dialogues collaboratively:
Insights about human tutoring effectiveness from vicarious learning. Cognitive Science,
Vol.32 No. 2, pp.301-341, doi: 10.1080/03640210701863396

Choo, T. O., Eng, T. K., & Ahmad, N. (2011). Text-Talks as a Means to Scaffold Disciplinary
Reading Literacy, p. 99.

Clark, R.C. & Mayer, R.E. (2003). e-Learning and the Science of Instruction: Proven Guidelines
for Consumers and Designers of Multimedia.

Colinares, N. E. & Dela Rosa, L. (2011). 21st Century Trends, Issues and Challenges in Philippine
Education. Mandaluyong City, Philippines: National Bookstore.

Craik, F. and Lockhart, R. (1972). Levels of processing: A framework for memory

research. Journal of Verbal Learning and Verbal Behavior, Volume 11, Issue 6, pp. 671-
684, https://doi.org/10.1016/S0022-5371(72)80001-X

Cruz, I. R. (2011, April 12). Education Reform in the Philippines [Blog Post]. Retrieved from
https://isaganicruz.wordpress.com/2009/04/12/education-reform-in-the-philippines/
 WEST VISAYAS STATE UNIVERSITY
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Iloilo City
143

Daneman, M., Lennertz, T. & Hannon, B. (2007). Shallow semantic processing of text: Evidence
from eye movements. Language and Cognitive Processes, 22, 83105.

Deci, E. L. & Ryan, R. M. (2000). The what and why of goal pursuits: Human needs and the
self-determination of behavior. Psychological Inquiry, 11, 227-268.

Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior.
New York, NY: Plenum.

Deci, E.L., Vallerand, R.J., Pelletier, L.C. & Ryan, R.M. (1991). Motivation and education: The
self-determination perspective. Educational Psychologist, 26, 325-346.

Dendrinos, B. (1992). The EFL textbook and ideology. Athens: Grivas.

Department of Education. (2016). Deped Order Number 42, series of 2016 Policy Guidelines
on Daily Lesson Preparation for the K to 12 Basic Education Program. Retrieved from
http://www.deped.gov.ph/orders/do-42-s-2016

Deshler, D. D. & Schumaker, J. B. (1989). An instructional model for teaching students how to
learn. Washington, D.C. National Association of School Psychologists.

De Meja, A. M., de Ordez, C. L., & Fonseca, L. (2006). Estudio investigativo sobre el estado
actual de la educacin bilinge (ingls-espaol) en Colombia. Unpublished research
report. Bogot: Ministerio de Educacin Nacional de Colombia, Universidad de los Andes

Dickinson, C.V. M., & Rabbitt, P. M. A. (1991). Simulated visual impairment: Effects on text
comprehension and reading speed. Clinical Vision Sciences, 6, 301-308.

Dudley-Evans, T. & St. John, M. J. (1998). Developments in ESP: A multi-disciplinary approach.

Cambridge: Cambridge University Press.

Duddley-Evans, T. & St John, M.J. (2009). Development in English for Specific Purposes: A
Multidisciplinary Approach, Cambridge: Cambridge University Press
 WEST VISAYAS STATE UNIVERSITY
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Iloilo City
144

Duke, N. K. & Pearson, P. D. (2002). Effective practices for developing reading comprehension.
In What Research Has to Say About Reading Instruction, Third Edition. International
Reading Association

Dunlosky, J., Hertzog, C., and Powell-Moman, A. (2005). The contribution of mediator-based
deficiencies to age differences in associative learning. Developmental Psychology, 41(2),
389-400.

Effective Lesson Planning, Delivery Techniques and Classroom Management Suggestions. (n.d.).
Retrieved from
http://www.kean.edu/~tpc/Classroom%20Management/EFFECTIVE%20LESSON%20PLA
NNING%20&%20Classroom%20Mgmt.htm

Ellis, M. & Johnson, C. (1994). Teaching business English. Oxford: Oxford University Press

Ericsson, K.A. (2006). The influence of experience and deliberate practice on the development
of superior expert performance. Cambridge: Cambridge University Press.

Forbus, K. D., Gentner, D. & Law, K. (1995). MAC/FAC: A model of similarity-based retrieval.
Cognitive Science, 19, 141-205.

Ford, M. & Forman, E. A. (2006). Refining disciplinary learning in classroom contexts. Retrieved
from http://journals.sagepub.com/doi/abs/10.3102/0091732X030001001

Friedenberg, J., Kennedy, D., Lomperis, A., Martin, W. & Westerfield, K. With contributions from
Margaret van Naerssen. (2003). Effective practices in workplace language training:
Guidelines for providers of workplace English language training. TESOL Publications.

Fultcher, G. (1999). Assessment in English for academic purposes: Putting content validity in its
place. Applied Linguistics, Vol. 20, Issue 2, pp. 221-236.

Glenberg, A.M. & Kaschak, M.P. (2002). Grounding language in action. Psychonomic Bulletin
and Review, 9: 558-65.
 WEST VISAYAS STATE UNIVERSITY
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Iloilo City
145

Griffin, T.D., Wiley, J. & Thiede, K.W. (2008). Individual differences, rereading, and self-
explanation: concurrent processing and cue validity as constraints on metacognitive
accuracy. Memory and Cognition, 36, 93-103

Roediger, H. L. (Ed.), Learning and memory: A comprehensive reference, Vol. 2, pp. 491e 509

Hacker, D.J., Dunlosky, J. & Graesser, A.C. (Eds.) (2009). Handbook of metacognition in
education. New York, NY : Routledge

Hall, T. E., Meyer, A. & Rose, D. H. (2012). Universal Design for Learning in the Classroom:
Practical Application. New York, NY: Guilford Press.

Hamp-Lyons, L. (2001). English for academic purposes. In Carter, R. and Nunan, D. (Eds.). The
Cambridge guide to teaching English to speakers of other languages, (pp. 126-130).
Cambridge: Cambridge University Press.

Harmer, J. (1983). The Practice of English Language Teaching, Third Edition, Longman

Holliday, A. & Cooke, T. (1982). An ecological approach to ESP. In Issues in ESP. Lancaster
Practical Papers in English Language Education 5, (pp. 123-43). Lancaster: Lancaster
University

Howatt, A. P. R. (1984). A history of English language teaching. Oxford: Oxford University Press

How to Develop a Lesson Plan that Includes ELLs. (n.d.). Retrieved from
http://www.colorincolorado.org/article/how-develop-lesson-plan-includes-ells

Hutchinson, T., and Waters, A. (1987). English for specific purposes: A learning-centered
approach. Cambridge: Cambridge University Press.

Iwai, T., Kondo, K., Limm, S. J. D., Ray, E. G., Shimizu, H., & Brown, J. D. (1999). Japanese
language needs analysis. Manoa, Hawaii: University of Hawaii
 WEST VISAYAS STATE UNIVERSITY
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Iloilo City
146

Johns, A. (1991). English for specific purposes: Its history and contribution. In Celce-Murcia, M.
(Ed). Teaching English as a second or foreign language (pp.67-77). Boston, MA: Heinle
& Heinle.

Jones, B. F. (l986). Quality and equality through cognitive instruction. Educational Leadership,
43, 4-11.

Johnson, M. M. S., Schmitt, F. A. & Pietrukowicz, M. (1989). The memory and its nature.

Jordan, R. R. (1997). English for academic purposes: A guide and resource book for teachers.
London, UK. Cambridge: Cambridge University Press.

Kameenui, E. J. & Carnine, D. W. (1998). Effective Teaching Strategies that Accommodate

Diverse Learners. Upper Saddle River, NJ: Prentice-Hall, Inc.

Kameenui. E. J. & Simmons, D. C. (1990). Designing Instructional Strategies: The Prevention of

Academic Learning Problems. Columbus, OH: Merrill Publishing Co.

Kameenui, E. J. & Simmons, D.C. (1999). Toward successful inclusion of students with
disabilities: The architecture of instruction. Vol. 1: An overview of Materials adaptations.
Reston, VA: Council for Exceptional Children.

Kalyuga, S.,Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in
multimedia instruction. Applied Cognitive Psychology, 13, 351371.

Kendeou, P. & van den Broek, P. (2007). The effects of prior knowledge and text structure on
comprehension processes during reading of scientific texts. Memory and Cognition,
35(7), 15671577

Kirschner, P.A., Sweller, J. & Clark, R.E. (2006). Why Minimal Guidance During Instruction Does
Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based,
Experiential, and Inquiry-Based Teaching. Educational Psychologist, 42, 99107.
 WEST VISAYAS STATE UNIVERSITY
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Iloilo City
147

Kroesbergen, E.H., Van Luit, J.E.H. & Naglieri, J.A. (2003). Mathematical Learning difficulties
and PASS cognitive processes.

L. P. Steffe & J. Gale (Eds), Constructivism in education (pp. 341-354).

Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford: Oxford

University Press.

Learning and Teaching Foreign Language. (n.d.). Retrieved from

unt.unice.fr/uoh/learn_teach_FL

Linan-Thompson, S. & Vaughn, S. (n.d.). Research-Based Methods of Reading Instruction for

English Language Learners Grade K-4. Retrieved from
http://www.ascd.org/publications/books/108002/chapters/Research-
Based_Practices_for_English_Language_Learners.aspx

Lomperis, Anne E. (Forthcoming). Issues in language policy for the labor force in
developing countries. In M. Gueldry (Ed.), Languages mean business: Integratingl
languages and cultures in/for the professions. Lewiston, NY: The Edwin Mellen Press.
(N.B. Chapter 14: Lomperis multi-level analysis of 13 industrial sector cases, 311-342)

Madigan, K. A., Hall, T. E., & Glang, A. (1997). Effective assessment and instructional practices
for students with ABI. In Students with Acquired Brain Injury: The Schools Response. A.
Glang, G. H. S. Singer, & B. Todis (Eds.). Baltimore, MD: Brookes Publishing Co.

Martel, H. (2009). Effective Strategies for General and Special Education Teachers. Eastern
Michigan University: Digital Commons

Masoupanah, Z. & Tahririan, M. H. (2013). Target Situation Needs Analysis of Hotel

Receptionists, English for Specific Purposes World, http://www.esp-world.info., Issue 40,
Vol 14.

McDonough, J. (1984). ESP in perspective: A practical guide. London and Glaslow: Collins ELT.
 WEST VISAYAS STATE UNIVERSITY
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Iloilo City
148

McCrudden, M. T. & Schraw, G. (2007). Relevance and goal focusing in text processing.
Educational Psychology Review, Volume 19, Issue 2, pp 11313

McNamara, D.S. (ed., 2007). Reading comprehension strategies. New York: Erlbaum.

McNamara, D.S. & Magliano, J.P. Self-explanation and metacognition: The Dynamics of
Reading. The University of Memphis: Northern Illinois University

McNamara, T. F. (1996). Measuring Second Language Performance. London: Addison Wesley

Longman.

McNamara, T. F. & Roever, C. (2006). Language testing: The social dimension. Oxford:
Blackwell.

Meyer, B. J. F. & Poon, L. W. (2001). Effects of structure strategy training and signaling on
recall of text.

Meyer, A., Rose, D. H., & Gordon, D. (2014) Universal Design for Learning: Theory and
Practice. Wakefield, MA: CAST.

Module 7: Learning Strategies. (n.d.). Retrieved from

https://americanenglish.state.gov/files/ae/resource_files/module7-learning-
strategies.pdf

Mullis, I.V.S., Martin, M.O., Robitaille, D.F., & Foy, P. (2009). Chestnut Hill, MA. Trends in
International Mathematics and Science Advanced 2008 in K to 12 Basic Education
Program Primer (2012).

Munby, J. (1978). Communicative Syllabus Design. Cambridge: Cambridge University Press.

Robinson, P. (1991). ESP today: A practitioners guide. Prentice Hall, UK: Prentice Hall
International.
 WEST VISAYAS STATE UNIVERSITY
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Iloilo City
149

Munby, J. (1978). Communicative syllabus design: A sociolinguistic model for defining the
content of purpose-specific language programmes. New York: Cambridge University
Press.

National Center for Education Statistics (Highlights from the Trends in International
Mathematics and Science Study 2003. December 2004 in K to 12 Basic Education
Program Primer (2012).

National Institute of Child Health and Human Development. (2000). Report of the National
Reading Panel. Teaching children to read: An evidence-based assessment of the
scientific research literature on reading and its implications for reading instruction. NIH
Publication No. 00-4769. Washington, DC: U. S. Government Printing Office.

Noles, J.D. & Dole, J.A. (2004). Helping Adolescent Readers through Explicit Strategy
Instruction. In T.L. Jetton &J.A. Dole (Eds.). Adolescent Literacy Research and Practice.
New York: Guilford, 162-182.

Nunan, D. (2000). Language Teaching Methodology. A textbook for teachers. London: Pearson
Education.

Nuez, A, Tellez, M.F, Castellanos, J. & Ramos, B. (2009). A Practical materials development
guide for EFL preservice, novice, and in-service teachers. The Materials Development
Scaffolding, 3, 28-49

Nystrand, M. (2006). Research on the role of classroom discourse as it affects reading com-
prehension. Research in the Teaching of English, 40,392412.

Pashler, H., Rohrer, D., Cepeda, N.J. et al. Psychonomic Bulletin & Review (2007)

Palincsar, A.S. and Brown, A.L. (1984). Reciprocal teaching of comprehension fostering and
comprehension monitoring strategies. Cognition and Instruction 1: 117-57.

Paris, S. G. (l986). Teaching children to guide their reading and learning. In Raphael, T. E.
(Ed.). The Contexts of School-Based Literacy. New York, NY: Random House.
 WEST VISAYAS STATE UNIVERSITY
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Iloilo City
150

Pearson, P. D. & Dole, J. A. (1987). Explicit comprehension instruction: A review of research

and new conceptualization of instruction. Elementary School Journal, 88 (2).

Pisha, B. & Coyne, P. (2001). Smart from the start: the promise of Universal Design for
Learning. Remedial and Special Education, 22 (4).

Philippine Basic Education. (2014). Retrieved from

http://www.philippinesbasiceducation.us/2014_11_01_archive.html

Reutzel, D. R., Child, A., Jones, C.D. & Clark, S.K. (2014). Explicit Instruction in Core Reading
Programs. Elementary School Journal, Vol. 114, No. 3. University of Chicago.

Richards, J. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. Cambridge:
Cambridge University Press.

Richterich, R. & Chancerel, J. (1980).Identifying the needs of adults learning a foreign

language. Oxford: Pergamon Press.

Riediger, M., Li, S. C., & Lindenberger, U. (2006). Selection, optimization, and compensation as
developmental mechanisms of adaptive resource allocation: Review and preview.

Robinson P. ESP today: A practitioners guide. New York: Prentice Hall; 1991.

Roehler, L. R., Duffy, G. G., & Meloth, M. S. (l984). What to be direct about in direct instruction
in reading: Content-only versus process-into-content. In Raphael, T. E. (Ed.). The
Contexts of School-Based Literacy. New York, NY: Random House.

Romance, N. R., & Vitale, M. R. (1997, April). Knowledge ... (2007). Seminar: A skill everyone
can learn. Seattle, WA: University of North Seattle Community College. Schau, C., &
Mattern, N. (1997). Use of map techniques ... 360.

Rose, D. (2001). Universal Design for Learning: Deriving guiding principles from networks that
learn. Journal of Special Education Technology, 16(2).
 WEST VISAYAS STATE UNIVERSITY
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Iloilo City
151

Rose, D. & Dolan, R. P. (2000). Universal Design for Learning: Associate Editors Column. J
ournal of Special Education Technology, 15(4).

Rose, D. & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for
Learning, Alexandria, VA: ASCD.

Rose, D. & Meyer, A. (2000a). Universal design for individual differences. Educational
Leadership, 58 (3).

Rose, D. & Meyer, A. (2000b). Universal Design for Learning: Associate Editor Column. Journal
of Special Education Technology, 15(1).

Rose, D. H., Meyer A., & Hitchcock, C. (Eds.) (2005). The Universally Designed Classroom:
Accessible Curriculum and Digital Technologies. Cambridge, MA: Harvard Education
Press.

Rose, D., Sethuraman, S., & Meo, G., (2000). Universal Design for Learning. Journal of Special
Education Technology, 15(2).

Rosenshine, B. (1997). Advances in research on instruction. In Lloyd, J. W., Kameenui, E. J. &

Chard, D. (Eds.) Issues in Educating Students with Disabilities.. Mahway, N.J: Lawrence
Earlbaum.

Rupley, W. H., Blair, T. R., & Nichols, W. D. (2009). Effective reading instruction for struggling
readers: The role of direct/explicit teaching. Reading & Writing Quarterly, 25(2-3).

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic
motivation, social development, and well-being. American Psychologist, 55, 68-78.

Salbego, N. & Lorenset, C. (n.d.). Implicit and explicit instruction: an analysis of teachers
views. Retrieved from
https://www.academia.edu/12031799/Implicit_and_explicit_instruction_an_analysis_of_t
eachers_views
 WEST VISAYAS STATE UNIVERSITY
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Iloilo City
152

Seedhouse, P. (1995). Needs analysis and the general English classroom. ELT Journal, 49/1, pp.
59-65.

Simmons, D., Fuchs, D., Fuchs, L. S., Pate, J., & Mathes, P. (1994). Importance of instructional
complexity and role reciprocity to class wide peer tutoring. Learning Disabilities Research
and Practice, 9, 203212.

Simple. (n.d.). Merriam-Webster Learners Dictionary. Retrieved from

http://www.learnersdictionary.com/definition/simple#

Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153
189.

Stein, M., Carnine, D., & Dixon, R. (1998). Direct instruction: Integrating curriculum design and
effective teaching practice. Intervention in School and Clinic, 33, 227233.

Stern, H. H. (1992). Issues and options in language teaching, Oxford: Oxford University Press.

Strevens, P. (1980). Teaching English as an international language. Oxford: Pergamon Press.

Strevens, P. (1988). The Learner and the Teacher of ESP, Chamberlain Baumgardner 6: p 39-
44.

Swanson, H. L., and M. Hoskyn. (1998). Experimental intervention research on students with
learning disabilities: A meta-analysis of treatment outcomes. Review of Educational
Research, 68:277321.

Swezey, R.W. & Llaneras, R.E. (1997). Models in training and instruction.

Szpunar, K. K., & McDermott, K. B. (2008). Episodic future thought and its relation to
remembering.

Tarone, E. & Yule, G. (1989). Focus on the Language Learner. Oxford: Oxford University
Press.
 WEST VISAYAS STATE UNIVERSITY
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Iloilo City
153

Tarver, S. G. (1996). Direct Instruction. In Stainback, W. & Stainback, S. (Eds.). Controversial

Issues Confronting Special Education: Divergent Perspectives, Second Ed. Boston, MA:
Allyn & Bacon.

Teacher Excellence and Support System. (n.d.). Possible Strategies to Enhance Instructional
Practice. Retrieved from https://ideas.aetn.org/edweb/tess/next-
steps/TESS%20Deeper%20Into%20Danielson%20Handout.pdf

The Australian Society for Evidence Based Teaching. (n.d.). Explicit Teaching: An Underused
Lesson Structure that Delivers Results. Retrieved from
http://www.evidencebasedteaching.org.au/crash-course-evidence-based-
teaching/explicit-teaching/

Thornbury, S. (2000). How to teach grammar. Harlow: Longman.

Vaughn, S., Gersten, R. & Chard, D. J. (2000). The underlying message in LD intervention
research: Findings from research syntheses.

Villaume, S. & E. Brabham. (2003). "Phonics Instruction: Beyond the Debate." The Reading
Teacher, 56 (5): 478-82.

Vygotsky, L. S. (1978). Mind in Society: The development of higher psychological processes.

West, R. (1994). Needs analysis in language teaching. Language Teaching, 27/1, 1-19.

West, R. (1998). ESP- State of the art. Retrieved from www.man.ac.uk/CELSE/esp/west.html