CASL investigators provided educators and parents with information on effective practices for improving reading, writing, and math learning for students with disabilities in the early grades.

CASL Newsletters were published twice each year and are still available on the home page of this site.

Technical Reports and Lesson Plans Include:

1. An Educator's Guide to Phonological Awareness Assessment Measures and Intervention Activities for Children
   Gary A. Troia, Froma P. Roth, and Steve Graham, University of Maryland
   
   
2. Handwriting and Spelling Instructions for Students with Learning Disabilities: A Review
   Steve Graham, University of Maryland
   
   
3. Intervention and Prevention in Reading
   Steve Graham and Karen R. Harris, University of Maryland
   
   
4. Mathematics Performance Assessment in the Classroom: Effects on Teacher Planning and Student Problem Solving
   Lynn S. Fuchs, Douglas Fuchs, Kathy Karns, Carol L. Hamlett, and Michelle Katzaroff, Vanderbilt University
   
   
5. Monitoring Student Progress Toward the Development of Reading Competence: A Review of Three Forms of Classroom-Based Assessment
   Lynn S. and Douglas Fuchs, Vanderbilt University
   
   
6. The Road Less Traveled: Prevention and Intervention in Written Language
   Steve Graham and Karen R. Harris, University of Maryland
   
   
7. Should the Natural Learning Approach Replace Spelling Instruction?
   Steve Graham, University of Maryland
   
   
8. Enhancing Kindergarted Children's Mathematical Development: Effects of Peer-Assisted Learning Strategies
   Lynn S. Fuchs, Douglas Fuchs, and Kathy Karns, Vanderbilt University
   
   
9. Is Reading Important in Reading-Readiness Programs? A Randomized Field Trial with Teachers as Program Implementors
   Douglas Fuchs, Lynn S. Fuchs, Anneke Thompson, et al., Vanderbilt University
   
   
10. CASL Handwriting Program (Grade 1)
    Steve Graham and Karen R. Harris, University of Maryland
    
    
11. Readers' Social Desirability and Text that Violates Social Values: Evidence of an Interaction
    Kathryn J. Campbell and Joanna P. Williams, Teachers College, Columbia University
    
    
12. Effects of Handwriting Instruction on the Handwriting and Writing Performance of Students with and without a Disability: A Case Study
    Barbara Fink and Steve Graham, University of Maryland
    
    
13. Compendium of Reading Practices for Grades K-3
    Lynn Fuchs, Vanderbilt University
    
    
14. Primary Grade Teachers' Theoretical Orientations Concerning Writing Instruction: Construct Validation and a Nationwide Survey
    Steve Graham & Karen R. Harris, University of Maryland; Charles MacArthur, University of Delaware; Barbara Fink, University of Maryland
    
    
15. Checklist for Classroom Writing Instruction
    Steve Graham & Karen R. Harris, University of Maryland
    
    
16. Checklist for Spelling Instruction
    Steve Graham & Karen R. Harris, University of Maryland
    
    
17. Mathematical Problem Solving
    Lynn S Fuchs, Douglas Fuchs, Karin Pentice, et al., Vanderbilt University
    
    
18. Students with Severe Learning Disablilties Can Learn Higher-Order Comprehension Skills
    Alice A. Wilder and Joanna P. Williams, Columbia University
    
    
19. Teaching reading: Phonics and the Whole-Language Method
    Joanna P. Williams, Columbia University
    
    
20. Commentary: Four Meta-Analyses and Some General Observations
    Joanna P. Williams, Columbia University
    
    
21. A Theme Scheme to Promote Story Comprehension
    Joanna P. Williams, Columbia University
    
    
22. Using the Theme Scheme to Improve Story Comprehension
    Joanna P. Williams, Columbia University
    
    
23. Reading Comprehension Strategies and Teacher Preparation
    Joanna P. Williams, Columbia University
    
    
24. Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities
    Joanna P. Williams, Columbia University
    
    
25. Theme Scheme Program - Lesson Packet
    Joanna P. Williams, Columbia University
    
    
26. Activities for the Theme Scheme Program - Partner Practice: Writing and Self-Regulation (Teacher Instructional Packet and Lesson Activity Packet)
    Joanna P. Williams, Columbia University

For more information about CASL materials and publications, contact Karren Harris or Steve Graham.

Vanderbilt Kennedy Center

U.S. Dept. of Education