Research-Based Practices in Special Education, the book in which this chapter appears, is a collection of techniques shown to work for students with disabilities. The book aims to help practitioners, teacher educators, and policymakers combat the gap between research and practice. The chapters offer a consistent format, including definition of strategy, theoretical underpinnings, description, fidelity checklist, and research-based summaries. Sections cover a range of special education issues, including academic outcomes, behavior outcomes, assessment techniques, and special populations.
Boardman, A. G., Swanson, E., Klingner, J. K., & Vaughn, S. (2012). Using collaborative strategic reading to improve reading comprehension. In B. G. Cook & M. Tankersley (Eds.), Research-based practices in special education (pp. 33–46). New York, NY: Pearson.