Selected Publications
(For complete list of publications, please see the faculty member's curriculum vitae.)

Books

Klingner, J. K., Vaughn, S., & Hoover, J. (under contract and in preparation). How to implement response to intervention models. Boston, MA: Allyn & Bacon.

Klingner, J. K., Artiles, A. J., Baca, L., & Hoover, J. (Eds.) (in revision). English Language Learners who struggle with reading: Language acquisition or learning disabilities? Thousand Oaks, CA: Corwin Press.

Hoover, J., Klingner, J. K., Baca, L., & Patton, J. (2007). Methods for teaching culturally and linguistically diverse exceptional learners. Upper Saddle River , NJ : Merrill/Prentice Hall.

Haager, D., Klingner, J. K., & Vaughn, S. (Eds.) (2007). Validated reading practices for three tiers of intervention. Baltimore, MD: Brookes.

Harry, B., Klingner, J. K., & Cramer, E. (2007). Case studies in the social construction of disability: Minority students in special education. New York: Teachers College Press.

Klingner, J. K., Vaughn , S., & Boardman, A. (2007). Teaching reading comprehension to students with learning difficulties. New York: Guilford.

Harry, B., & Klingner, J. K. (2006). Why are so many minority students in special education? Understanding race and disability in schools. New York : Teachers College Press.

Haager, D., & Klingner, J. K. (2005). Differentiating instruction in inclusive classrooms: The special educators’ guide. Boston , MA : Allyn & Bacon.

Klingner, J. K., Vaughn, S., Dimino, J., Schumm, J. S., & Bryant, D. (2001). From clunk to click: Collaborative Strategic Reading. Longmont , CO : Sopris West.

Fradd, S., & Klingner, J. (Eds.) (1995). Inclusion strategies for limited English proficient students. Tucson, AZ: Communication Skill Builders.

Book chapters

Rueda, R., Klingner, J. K., Velasco, A., & Sager, N. (in press). Reducing the disproportionate representation of culturally and linguistically diverse students in special education. In T. C. Jiménez and V. L. Graf (Eds.), Education for ALL. San Francisco, CA: Jossey-Bass.

Klingner, J. K., Blanchett, W., & Harry, B. (in press). Cultural perspectives on developmental disabilities. In S. L. Odom, R. H. Horner, M. Snell, & J. Blacher (Eds.), Handbook on developmental disabilities. New York: Guilford.

Klingner, J. K., & Solano-Flores, G. (2007). Cultural responsiveness in response-to-intervention models. In Accommodating students with disabilities: What works? Educational Testing Service.

Klingner, J. K., Sorrells, A. M., & Barrera, M. (2007). Three-tiered models with culturally and linguistically diverse students. In D. Haager, J. Klingner, & S. Vaughn (Eds.), Validated reading practices for three tiers of intervention (pp. 223-244). Baltimore, MD: Brookes.

Vaughn, S., & Klingner, J. K. (2007). Response to Intervention (RtI): A new era in identifying students with learning disabilities. In D. Haager, J. Klingner, & S. Vaughn (Eds.), Validated reading practices for three tiers of intervention (pp. 3-9). Baltimore, MD: Brookes.

Klingner, J., & Bianco, M. (2006). What is special about special education for culturally and linguistically diverse students with disabilities? In B. Cook & B. Schirmer (Eds.), What is special about special education? (pp. 37-53). Austin, TX: PRO-ED.

Klingner, J. K., & Vaughn, S. (2004). Specific strategies for struggling second language readers and writers. In T. L. Jetton & J. A. Dole (Eds.), Adolescent literacy research and practice (pp. 183-209). New York: Guilford.

Vaughn, S., Klingner, J. K., & Hughes, M. T. (2004). Sustainability of research-based practices: Implications for students with disabilities. In A. M. Sorrells, H. J. Rieth, & P. T. Sindelar (Eds.), Critical Issues in Special Education: Access, Diversity, and Accountability (pp. 135-153). Boston, MA: Pearson.

Vaughn, S., & Klingner, J. K. (2004). Reading comprehension: Instructional/intervention frameworks. In B. Shulman, K. Apel, B. Ehren, E. R. Silliman, & C. A. Stone (Eds.), Handbook of language and literacy development and disorders. New York: Guilford.

Klingner, J. K. (2003). Right 5: Children have a right to reading assessment that identifies their strengths as well as their needs and involves them in making decisions about their own learning: Introduction. In P. A. Mason & J. S. Schumm (Eds.), Promising practices for urban reading instruction (pp. 222-228). Newark , DE : International Reading Association.

Klingner , J. K., Sturges, K., & Harry, B. (2003). Conducting ethnographic classroom observations of literacy instruction. In S. Vaughn & K. Briggs (Eds.), Reading in the classroom: Systems for the observation of teaching and learning (pp. 145-177). Baltimore, MD: Brookes.

Harry, B., Klingner, J. K., Sturges, K., & Moore, R. (2002). Of rocks and soft places: Using qualitative methods to investigate the processes that result in disproportionality. In D. J. Losen & G. Orfield (Eds.) Racial inequality in special education (pp. 71-92). Boston: Harvard Education Press.

Hughes, M. T., Mits Cash, M., Ahwee, S., & Klingner, J. K., (2002). A national overview of professional development programs in reading. In E. M. Rodgers & G. S. Pinnell (Eds.) Learning from Teaching: What we know about the professional development of literacy teachers. Portsmouth, NH: Heinemann.

Journal articles (refereed articles are asterisked):

*Brownell, M. T., Bishop, A. G., Gersten, R., Klingner, J. K., Dimino, J., Haager, D., Menon, S., Penfield, R., & Sindelar, P. T. (in press). Examining the dimensions of teacher quality for beginning special education teachers: The role of domain expertise. Exceptional Children.

*Harry, B., Arnaiz, P., Klingner, J., & Sturges, K. (2008). Schooling and the construction of identity among minority students in Spain and the United States. Journal of Special Education.

Harry, B., & Klingner, J. K. (2007). Discarding the deficit model. Educational Leadership, 64(5), 16-21.

Klingner, J. K. (2006). Interview with Dr. Peter Rosenberger. Thalamus, 24(1), 34-37.

Artiles, A., & Klingner, J. K. (2006). Forging a knowledge base on English language learners with special needs: Theoretical, population, and technical issues (Introduction to special issue). Teachers College Record, 108, 2187-2194.

Artiles, A., Klingner, J. K., & Tate, W. F. (2006). Representation of minority students in special education: Complicating traditional explanations (Introduction to special issue). Educational Researcher, 35(6), 3-5.

*Kim, A., Vaughn, S., Klingner, J. K., Woodruff, A. L., Klein, C., & Kouzekanani, K. (2006). Improving the reading comprehension of middle school students with disabilities through computer-Assisted Collaborative Strategic Reading (CACSR). Remedial and Special Education, 27, 235-248.

Klingner, J. K., & Artiles, A. J. (2006). English language learners struggling to learn to read: Emergent scholarship on linguistic differences and learning disabilities (Overview of special issue). Journal of Learning Disabilities, 39, 386-389.

*Klingner, J. K., Artiles, A. J., & Méndez Barletta, L. (2006). English language learners who struggle with reading: Language acquisition or learning disabilities? Journal of Learning Disabilities, 39, 108-128.

*Klingner, J. K., Cramer, E., & Harry, B. (2006). Challenges in the implementation of Success for All by four urban schools. Elementary School Journal, 106, 333-349.

*Klingner, J. K., & Edwards, P. (2006). Cultural considerations with response to intervention models. Reading Research Quarterly, 41, 108-117.

*Klingner, J. K., & Harry, B. (2006). The special education referral and decision-making process for English Language Learners: Child study team meetings and staffings. Teachers College Record 108, 2247-2281.

*Boardman, A. G., Argüelles, M. E., Vaughn, S., Hughes, M. T., & Klingner, J. (2005). Special education teachers' views of research-based practices. The Journal of Special Education, 39, 168-180.

*Brantlinger, E., Jiménez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71, 195-207.

*Brantlinger, E., Klingner, J. K., & Richardson, V. (2005). The importance of experimental as well as empirical qualitative studies in special education . Mental Retardation, 43(2), 92-119.

*Harry, B., Klingner, J. K., & Hart, J., (2005). African American families under fire: Ethnographic views of family strengths. Remedial and Special Education, 26, 101-112.

*Harry, B., Sturges, K., & Klingner, J. (2005). Qualitative data analysis: Mapping the process. Educational Researcher, 34(2), 3-13.

*Klingner, J. K., Artiles, A. J., Kozleski, E., Harry, B., Zion, S., Tate, W., Durán, G. Z., & Riley, D. (2005). Addressing the disproportionate representation of culturally and linguistically diverse students in special education through culturally responsive educational systems. Education Policy Analysis Archives, 13(38), 1-39. Available at http://epaa.asu.edu/epaa/v13n38/

*Klingner, J. K., Scanlon, D., & Pressley, M. (2005). How to publish in scholarly journals. Educational Researcher, 34(8), 14-20.

*Sturges, K. M., Cramer, E. D., Harry, B., & Klingner, J. K. (2005). Desegregated by unequal: Some paradoxes of parent involvement at Bromden Elementary. International Journal of Educational Policy, Research, & Practice, 6, 79-104.

*Klingner, J. K., Ahwee, S., van Garderen, D., Hernandez, C. (2004). Closing the gap: Enhancing student outcomes in an urban professional development school. Teacher Education and Special Education, 27(3), 292-306. .

*Klingner, J. K., Vaughn, S., Argüelles, M. E., Hughes, M. T., & Ahwee, S. (2004). Collaborative strategic reading: "Real world" lessons from classroom teachers. Remedial and Special Education, 25(5), 291-302.

*Klingner, J. K. (2004). Assessing reading comprehension. Assessment for Effective Intervention (formerly Diagnostique), 29(4), 59-70.

*Klingner, J. K. (2004). The science of professional development. Journal of Learning Disabilities, 37(3), 248-255.

Klingner, J. K., & Artiles, A. (2003). When should bilingual students be in special education? Educational Leadership, 61(2), 66-71.

Scanlon, D., Boudah, D., Elksnin, L. K., Gersten, R., & Klingner, J. K. (2003). Important publications in the field of LD in light of imminent topics. Learning Disability Quarterly, 26(3), 215-224.

*Klingner, J. K., Ahwee, S., Pilonieta, P., & Menendez, R. (2003). Barriers and facilitators in scaling up research-based practices. Exceptional Children, 69, 411-429.

*Klingner, J. K., Harry, B., & Felton, R. K. (2003). Understanding factors that contribute to disproportionality: Administrative hiring decisions. Journal of Special Education Leadership, 16(1), 23-33.

*Klingner, J. K., & Vaughn, S. (2002). The changing roles and responsibilities of an LD specialist. Learning Disability Quarterly, 25(1), 19-31.

*Hughes, M. T., Cash, M. M., Klingner, J. K., & Ahwee, S. (2001). Professional development programs in reading: A national survey of district directors. National Reading Conference Yearbook, 50, 275-286.

*Klingner, J. K., Arguelles, M.E., Hughes, M. T., & Vaughn, S. (2001). Examining the schoolwide "spread" of research-based practices. Learning Disability Quarterly, 24(4), 221-234.

*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, 66-74.

*Klingner, J. K., & Vaughn, S. (2000). The helping behaviors of fifth-graders while using collaborative strategic reading (CSR) during ESL content classes. TESOL Quarterly, 34, 69-98.

*Vaughn, S., Klingner, J., & Hughes, M. (2000). Sustainability of research-based practices. Exceptional Children, 66(2), 163-171.

*Klingner, J. K., & Vaughn, S. (1999). Students’ perceptions of instruction in inclusion classrooms: Implications for students with learning disabilities. Exceptional Children, 66, 23-37.

*Klingner, J. K., & Vaughn, S. (1999). Promoting reading comprehension, content learning, and English acquisition through collaborative strategic reading (CSR). The Reading Teacher, 52, 738-747.

*Klingner, J. K., Vaughn, S., Hughes, M. T., & Arguelles, M. E. (1999). Sustaining research-based practices in reading: A three year follow-up. Remedial and Special Education, 20, 263-274.

*Vaughn, S., & Klingner, J. K. (1999). Teaching reading comprehension through collaborative strategic reading. Intervention in School and Clinic, 34(5), 284-292.

*Klingner, J. K., & Vaughn, S. (1998). Collaborative strategic reading (CSR): Involving all students in content area learning. Teaching Exceptional Children, 30, 32-37.

*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. Journal homepage: http://www.blackwell-synergy.com/

*Klingner, J. K., Vaughn, S., & Schumm, J. S. (1998). Collaborative strategic reading during social studies in heterogeneous fourth-grade classrooms. Elementary School Journal, 99(1), 3-21.

*Klingner, J. K., Vaughn, S., Schumm, J. S., Cohen, P., & Forgan, J. W. (1998). Inclusion or pull-out: Which do students prefer? Journal of Learning Disabilities, 31, 148-158.

*Vaughn, S., Hughes, M. T., Schumm, J. S., & Klingner, J. K. (1998). A collaborative effort to enhance reading and writing instruction in inclusion classrooms. Learning Disability Quarterly, 21(1), 57-74.

*Vaughn, S., & Klingner, J. K. (1998). Students’ perceptions of inclusion and resource room settings. Journal of Special Education, 32, 79-88.

*Klingner, J. K., & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language. Elementary School Journal, 96(3), 275-293.

*Vaughn, S., Schumm, J. S., Klingner, J. K., & Saumell, L. (1995). Students' views of instructional practices: Implications for inclusion. Learning Disability Quarterly, 18(3), 236-248.

*Schumm, J. S., Vaughn, S., Haager, D., & Klingner, J. (1994). "Literacy instruction for mainstreamed students: What suggestions are provided in basal reading series? Remedial and Special Education, 15, 14-20.

*Klingner, J. K. (1993). Comprehensible comments on Neuman and Koskinen (1992). Reading Research Quarterly, 28, 376-382.

*Baldwin, R. S., Readence, J. E., Schumm, J. S., Konopak, J. P., Konopak, B. C., Klingner, J. K. (1992). Forty years of NRC publications: 1952-1991. Journal of Reading Behavior, 26, 505-532.

*Schumm, J. S., Vaughn, S., Klingner, J. K., & Haager, D. (1992). A content analysis of basal readers: Teaching suggestions for ESL/LEP students learning to read English. In C. Kinzer & D. Leu (Eds.), Forty-first Yearbook of the National Reading Conference (pp. 425-434). Chicago: National Reading Conference.

Other works

Artiles, A., Klingner, J., & King, K. (in press). Bilingual special education. In J. M. González (Ed.), Encyclopedia of Bilingual Education in the United States. London: SAGE.

Vaughn, S., & Klingner, J. K. (2004). Teaching Collaborative Strategic Reading (CSR) to students with learning disabilities In T.A. Citro (Ed.), Best Practices: Classroom instruction for students with learning disabilities. Learning Disabilities Association of Massachusetts.

Klingner, J. (1996). Writer's workshop in heterogeneous classrooms: A teacher's manual. University of Miami.

Klingner, J., Vaughn, S., & Schumm, J. S. (1995). Collaborative Strategic Reading: A manual to assist with staff development. University of Miami, Office of School-Based Research.

Klingner, J., Saumell, L., Perrodin, L. (1998). Instructor's manual with test items and suggested activities. For C. Bos & S. Vaughn, Strategies for teaching students with learning and behavior problems (4th Ed.) (1990). Boston: Allyn and Bacon.

Klingner, J., & Saumell, L. (1994). Instructor's manual with test items and suggested activities. For C. Bos & S. Vaughn, Strategies for teaching students with learning and behavior problems (3rd Ed.) (1990). Boston: Allyn and Bacon.

Vaughn, S., & Klingner, J. K. (1999). Teaching reading comprehension skills to students with learning disabilities in the general education classroom: Part II. GAZETTE: The Journal of the Learning Disabilities Association of Massachusetts, 9(2), 8-9.

Vaughn, S., & Klingner, J. K. (1999). Teaching reading comprehension skills to students with learning disabilities in the general education classroom: Part I. GAZETTE: The Journal of the Learning Disabilities Association of Massachusetts, 9(1), 1-2.

Technical Reports

Brownell, M. T., Bishop A., Gersten, R., Klingner, J. K., Dimino, J., Haager, D., Menon, S., Penfield, R., & Sindelar, P. T. (2005). Defining and assessing the quality of beginning special education teachers: First steps, conclusions drawn, and challenges encountered. Report for COPSSE: Center on Personnel Studies in Special Education. Washington DC: U. S. Department of Education, Office of Special Education Programs.

Harry, B., & Klingner, J. K. (2002). Final Report for Project SEARCH: In search of an exemplary referral and decision-making process for culturally and linguistically diverse students. Washington DC: U. S. Department of Education, Office of Special Education Programs.

Klingner, J. K., & Hughes, M. T. (2002). Final Report for STEP Project: Sustaining effective practices. Washington DC: U. S. Dept. of Education, Office of Special Education Programs.