Orton, S. T. (1937). Reading, writing, and speech problems in children. New York: W. W. Norton & Company, Inc.
Orton, S. T. (1939). A neurological explanation of the reading disability. The Educational Record, 20(Supp. No. 12), 58–68.
Osgood, C. E. (1957). A behavioristic analysis of perception and language as cognitive phenomena. In J. S. Bruner (Ed.), Contemporary approaches to cognition (pp. 75–117). Cambridge, MA: Harvard University Press.
Pennington, B. F. (1990). Annotation: The genetics of dyslexia. Journal of Child Psychology and Child Psychiatry, 31 (2), 193–201.
Pinel, J. P. J. (1997). Biopsychology (3rd ed.). Boston: Allyn & Bacon.
Reynolds, C. A., Hewitt, J. K., Erickson, M. T., Silberg, J. L., Rutter, M., Simonoff, E., et al. (1996). The genetics of children’s oral reading performance. Journal of Child Psychology & Psychiatry & Allied Disciplines, 37, 425–434.
Robbins, M., & Glass, G. V. (1969). The Doman-Delacato rationale: A critical analysis. In J. Hellmuth (Ed.), Educational therapy: Vol. II. Seattle: Special Child Publications.
Rost, K. J., & Charles, D. C. (1967). Academic achievement of brain injured and hyperactive children in isolation. Exceptional Children, 34, 125–126.
Rutter, M., & Yule, W. (1975). The concept of specific reading retardation. Journal of Child Psychology and Psychiatry, 16, 181–197.
Sarason, S. B. (1949). Psychological problems in mental deficiency. New York: Harper.
Sasso, G. M. (2001). The retreat from inquiry and knowledge in special education. The Journal of Special Education, 34, 178–193.
Schulte-Korne, G., Deimel, W., Muller, K., Gutenbrunner, C., & Remschmidt, H. (1996). Familial aggregation of spelling disability. Journal of Child Psychology and Psychiatry, 37, 817–822.
Schumaker, J. B., Deshler, D. D., Alley, G. R., & Warner, M. M. (1983). Toward the development of an intervention model for learning disabled adolescents: The University of Kansas Institute. Exceptional Education Quarterly, 4(1), 45–74.
Shaywitz, S. E., Shaywitz, B. A., Pugh, K. R., Fulbright, R. K., Constable, R. T., Mencl, W. E., et al. (1998). Functional disruption in the organization of the brain for reading in dyslexia. Neurobiology, 95, 2636–2641.
Shores, R. E., & Haubrich, P. A. (1969). Effect of cubicles in educating emotionally disturbed children. Exceptional Children, 36, 21–26.
Siegel, L. S. (1989). IQ is irrelevant to the definition of learning disabilities. Journal of Learning Disabilities, 22, 469–486.
Skeels, H. M. (1966). Adult status of children with contrasting early life experiences. Monographs of the Society for Research in Child Development, 31(Serial No. 105).
Skeels, H. M., & Dye, H. B. (1939). A study of the effects of differential stimulation on mentally r e t a r d e d c h i l d r e n . P r o c e e d i n g s : A m e r i c a n A s s o c i a t i o n o n M e n t a l D e f i c i e n c y , 4 4 , 1 1 4 – 1 3 6 .
Slater, B. R. (1968). Effects of noise on pupil performance. Journal of Educational Psychology, 59, 239–243.
Sommervill, J. W., Warnberg, L. S., & Bost, D. E. (1973). Effects of cubicles versus increased stimulation on task performance by first-grade males perceived as distractible and nondistractible. The Journal of Special Education, 7, 169–185.
Sowell, T. (1995). The vision of the anointed: Self-congratulation as a basis for social policy. New York: Basic Books.
Stanovich, K. E., & Siegel, L. S. (1994). Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86, 24–53.