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PROJECT MMAMA (MORE MOTIVATIONAL ACTIVITY MORE ACHIEVEMENT), LLC
MISSION STATEMENT
The mission of this project is to motivate youth and adult students to become life-long learners using innovative and
motivating reading and writing educational technology that can be applied across the curriculums. We hope to show
students that reading and writing are inbred American qualities that they can edify and utilize productively. We aim
at strengthening brain power, attentiveness, and learning skills to provide the opportunity to use enhanced power
advantageously in selected subject areas. Our goal is to uplift students’ spirits and create strong qualities of
confidence and enthusiasm about their academic abilities.
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NOTE:
Condensed version of low-cost effective educational technology reading and writing program that highlights
extremely laudable neural plasticity activity; not included are: evaluation/tools; continuity, sequence, integration
discourse....
Designed
By
Joseph C. Wheeler
INTRODUCTORY OUTLINE FOR WORKSHOP SESSIONS
PROJECT: More Motivational Activity More Achievement
I. Introduction: Lecture, profiling, and building motivation & confidence
A. Discuss the importance of reading, writing skill, and plasticity in all curriculums and the
effect/affect of lack academic skills can have on behavior too.
B. Learner profiling to assess students’ reading and writing skills
1. Use Short Story or Essay with comprehension questions (same source for each exercise may be used.)
2. Implement reading and writing exercises (1st
they should read passage silently and answer questions)
a. Next pick students to read two or three sentences orally
b. Allow as many students as possible to participate (next step focus on ones performing at low
level)
c. Facilitator creates a repetitive short 4 /8 beat rhythm for students to read to (slow tempo if needed)
d. Passage to be copied at rate of 3 or more letters at a time; older students more than two or three
words
II. “American ME, American YOU” (A) MY lecture:
A. Inbred ability to read, write, and speak effectively (we can hear if a statement sounds grammatically correct)
1. Through the media the ability to read, write, and speak well has been instilled in us all.
2. Whenever reading orally do so with sense of purpose and with rhythm.
3. Importance of attentiveness and focusing to perform well, you can because the skills are subliminal
B. If one can speak well one can read and write well.
1. Most are bi-dialectical (examples of cultural dialect use, and use Standard English in mainstream
society)
2. SWR(I)O, selected writes what sounds right to create coherent paragraph
a. Topic can be based on textual information or prior knowledge
b. Even inserting punctuation where pauses feel natural (commas)
c. Instructor monitors and guides as needed to achieve goal
III. Reflect on (A)MY lecture topics labeling of activities, like RSC(I) that get the neutrons and protons sparking
strengthens one’s plasticity, and give formal introduction of Project MMAMA’s cognitive & motivational activities.
Explain how ability to think and concentrate, skills in hand-copying textual information, word recognition,
spelling…. are strengthened. Review Descriptive Discussion.
A. Humming for Handwriting HFH "The vibrations from the tones can help relax you, ease stress and balance
the mind and body...” (n.a. Hum Yourself to Health, 2008, p. 1). Actually having student write with
opposite hand while humming enhances ability write better with normally used hand.
B. Read It-Spell It-Copy It or RSC(I): enhances copying, spelling, word recognition;
Enhances motivation, attentiveness, confidence (etcetera).
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C. Say It-Write It-Read It Orally or SWR(I)O: enhance written communication skills, &etc.
D. Stand for Rhythm Reading or SR2: enhance oral reading skills, comprehension, &etc.
E. Personalized Synthesis for Reading &Writing or PSR2: enhances writing, analytical
thinking, &etc.
1. PSR2, an explanation of its origin
a. New Definition of Reading- prior knowledge & text(s) synthesized for comprehension…
b. Discourse Synthesis- selected text(s) synthesized for writing (ex. compare &contrast)
2. PSR2, select essay to be read and discussed orally (first one should be the same used in profiling),
request students to reflect on prior knowledge relating to morals, values, and other issues from selected
text(s), and compare written assignment with profiling sample for any significant difference in writing
style.
F. One + Two + Three + Four (Thoughts) or 1234(T) from Project MMAMA.
IV. Follow-up
A. Continue sessions, implementing and monitoring each activity for one to two periods a week
commending recognized areas of improvement like attention span, and other expected outcomes.
B. Confer with instructor to confirm that the activities are being effectively practiced with regular classwork….
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Project MMAMA DESCRIPTIVE DISCUSSION
PROJECT MMAMA (More Motivational Activities More Achievement) is designed to
motivate, inspire, and enhance academic readiness skills. Children acquire self-confidence and start to see and
believe they can achieve academic goals by the strengthening their reading, writing, spelling, speaking,
comprehension, cognition and neural plasticity. Teaching and learning specific subject matter is more exciting and
uplifting if students feel they can complete an academic activity. This is what they experience using the salient
research-based activities from MMAMA. I have seen that lack of confidence, enthusiasm, motivation, focus, and
concentration contributes to poor performances--academically and behaviorally-- in a plethora of classroom
climates. MMAMA is designed for success. As long as students participate in the activities they win because
reading, writing, spelling, speaking, attention span, thinking skills and ‘plasticity’, are being strengthened. For the
most part, the salient and changing strategies of the project were derived and coined during a two-year experience
teaching Elementary Science in Detroit.
Each class was visited once or twice a week, and I was able to observe the writing, speaking, and reading skills
of those students in their regular academic setting. One day I observed, most of the students’ in a third-grade class,
during a copying assignment that was taking longer than I anticipated, heads constantly darting from text to paper
and realized they were copying one letter at a time. They were given further instructions to copy no less than three
letters at a time, which lead to Read It-Spell-It-Copy It or RSC (I). As the students were monitored to assure the use
of RSC (I), I noticed the level of enthusiasm increase dramatically toward the activity. They were motivated and
wanted to copy more; the students were experiencing an academic task that they could achieve and were uplifted by
the outcome of copying more--quicker.
They were delighted with an academic activity that they could perform well at, whether it was to copy no less
than three letters or three words at a time, they knew they were involved in an exercise, that just by practicing it a
short period of time, strengthened their ability to think and perform noticeably better on the task at hand. The
students’ confidence levels shot up because they experienced motivational activity that they could sense prepared
them to handle regular academic subject matter and exercises. It was noticed that pupils were becoming bright-eyed,
and I thought, “Their neurons are really sparking!” Also, as some started to copy whole words, I realized that they
were empowering their writing, spelling, reading, comprehension skills, as well as, thinking power. It is wonderful
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to recall when a fifth-grader practicing RSC(I), while working on an assignment for her regular teacher, excitedly
told me that she had copied a whole sentence without glancing at the text once for recall.
“Can you see how educational technology like RSC (I) exercise the brain and get neurons and protons
sparking?!” I would often exclaim to students (to later discover it was breaking research in the area of neural-
plasticity. One could see the effects/affect too, in their wide-opened eyes and totally engrossed time on task. It was
visibly observable that their minds were growing stronger, as well as, their attention spans, enthusiasm, motivation,
and confidence. This activity served as, and is, a great tool for highly-challenged settings….
I realized they may not have been doing good academically because their ability to think or brain power had
needed strengthening by engaging in motivational activities readiness are ready to attack. To expatiate, e.g. we know
that reading strengthens and cultures the mind, but if a student has difficulty with word recognition and reading
fluently, how would that benefit a student, cognitively or emotionally, especially during an oral reading assignment?
These types of experiences tend to deplete children's confidence.
Project MMAMA has activities that help children function better in these areas.
As I continued work, I noticed children were more enthusiastic about science; and engaging, reading, and
completing assignments more. Mr. Burton, the principal of Winship at that time, requested me back to teach the
same subject for the 1994-95 school years. He had a serious talk with staff about low MEAP scores. In that E.S.R.P.
position (Elementary Science), before leaving for Student Teaching, I was informed by Asst. Principal Mrs. Stinger
that the elementary science MEAP score were the only ones to improve the previous year. I attribute the students’
improvements in classroom performances and on the MEAP to the increase in confidence and other educational
attributes that MMAMA instills. Children acquire: confidence in their academic abilities; a sense of purpose for the
exercises; enthusiasm, and their intellectual perceptions heightens.
More recently, through my participation in the Geological Alliance Program with Central Michigan University
and the State of Michigan Department of Education, the hypotheses that the sensation(s) ('tingling, sharp long
lasting pang...') children experience in certain parts of their brain with MMAMA's activity could be that specific
areas of the brain as theorized and diagrammed by Dr. Gershmel, et.al. to convey the concept of ‘The Spatial Brain’
(Copy Rights Reserved), are strengthened. For example, if children experiences tingling (headache) in the forehead
area are their ‘sequence’ skills being enhanced and if they experience sensations on the right temporal area are
‘association’ skills enhanced; what does the 'tearing’ indicate, and so on. There is the possibility of getting formal-
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research documentation for MMAMA’s implementation at Garvey Academy (DPS) and the Learning Disability
Clinic. I have accumulated hundreds of papers as evidence of children engrossed in the activity for thirty minutes to
over an hour at a time. They have been titled, signed, dated, and the different effects/affects of the activity on the
brain noted by each child (Refer to the Spatial Brain Diagram on page 15). Thus, not only does RSC (I) help neural-
plasticity, it may affect certain areas of the brain to enhance a child’s ability in specific areas of functioning. Prior to
this discovery other findings have been experienced for several years. Although no formal research has been
completed there is evidence of many children’s participation; the affect it had on them, and witnesses.
One most recent experience of Project MMAMA took place the 2009-‘10, at Marcus Garvey Academy. Although
I received permission from Principal Hearn to implement Spell-to-Copy…., to date, formal documentation has not
been established. But in several classrooms there was one hundred percent participation with children experiencing
sensations in parts of their brain, tearing of the eyes, and total emerging into the activity to the degree that they
would be so engrossed that it would go on a whole class period and children would request to do more of it the
following days. Also, often covering a Special Ed. Class there, Mrs. Newberry, the regular teacher, confirmed to me
that a child diagnosed with cerebral palsy had executed the best handwriting the teacher had seen. This was the
MMAMA’a Hum for Handwriting (HFH).
After meeting Lynne Master, M.Ed at Emerson Elementary the previous school year, I shared the affects of
MMAMA on Emerson pupils and classrooms with her. I became a contract tutor at her accredited Learning
Disability Clinic in Oak Park, Michigan. It is documented that HFH and RSC (I) were effective and affective with
my diagnosed clients. One was a Traumatic Brain Injury (TBI) case which leads to more research groundwork to be
considered. My feelings are that RSC (I) can also be a great recovery activity for people with brain injury.
J. Weiss (Supervisor of After-School 21st Century Tutor Program with DPS) observed Spell-to-Copy in
action during the 2008-’09 school year. She asked me to submit RSC (I) and other activities from Project MMAMA
to Detroit Public Schools Department of Special Education to show Michigan Department of Education (MDE) that
new research-based educational technology is being used in the 21st Century programs to help students meet NCLB-
based standards. RSC (I), Hum for Handwriting (HFH), and 1+2+3+4 (T) had great success the 2008-09 school
years. Students, parents, teachers, supervisors, and department specialists highly commend improvement in
children’s behavior and performance. One teacher, after observing their use in her class, adopted 1+2+3+4 (T) and
its summarizing aspect. MMAMA had same effects/affects on a highly challenged second and third grade class.
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With same results on students in all classes I covered as the Building Substitute from kindergarteners in the 21st
Century program through 5th graders in both regular hour and after-school settings. One parent told a teacher that
they did not believe handwriting was the work was their child.
This summer the use of RSC(I) at Duke Ellington Conservatory for Music and Art Elementary and Middle
School, as I team taught a group of 2nd graders had the same effects/affects it has had over the years on students:
intensive totally engrossed participation (ninety-five to one hundred percent); tearing of eyes; students
claiming/noting they got a headache or tingling sensation in the front-center, back, sides, and temporal areas of their
head; desire to do the activity more; increase in ability to copy more without glancing back to textual source; well-
behaved class; complaints of it being too much work; withdrawn quiet students becoming motivated and
outspoken….
During the 2007-‘08 school year, there was great success with RSC(I) at Fitzgerald Elementary and Noble
Middle School in Detroit. As a long-term substitute of a sixth-grade Language Arts class I had one period where a
group of ‘antsy’ second graders were brought to me for one hour every day. There was one hundred percent
participation with focus, concentration, complaints of weariness but continuing on, and the same affect/effects of
physical and mental experiences, for entire class periods! It was implemented at least fifty percent of the days I
worked in that position for a month or so with same success every time. It was amazing! At Noble, in a Twenty-first
Century, after-school tutorial program there was equal success with 4th, 5th, 6th, and 7th grade students. Students
that were diagnosed ADHD bordering on conduct behavior participated whole heartedly and talked about it in the
regular class setting; some were told only 5 or ten more minutes because they wanted to quit, but I would not say
stop and they would end up doing the task another twenty-five to forty minutes, for the entire class period. In this
after-school setting, there were some extreme challenges, but at one point or another, every student did participate,
even those that did not want to do all work. The activity captivates the brain.
Implementing it at Pershing High in Detroit in the 2006-07 school years there were some exciting academic
achievements and discoveries about this activity and program. I started the year in a special education class as a
long-term substitute and experienced various ways RSC (I) could be used and appreciated by children depending on
the child’s readiness skills and cognitive ability. A student, I was not informed of his diagnosis, but know that his
listening, reading, and speaking skills were low; was able read, repeat, and copy one letter at a time, and I had to
guide him shouting the letter in order for him to remember that one letter to copy; his eyes began to glow with that
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enthusiasm that MMAMA instills. He felt like he was learning! Another student was captivated by the activity, I
labeled him ‘The General’, and he appreciated it for a while, but stopped being motivated in the class, and started,
reluctantly and shamefully mocking academic efforts as if there were no use in trying. After being assigned to a
regular class where he was being main streamed, I learned he was in a gang and considered one of the leaders; he
did maintain a sense of respect but did little work. There was another student from the same special education class
that excessively continued the exercise at home with all kinds of magazines and could not stop. I imagine his brain
was consumed with need to exercise. He would exclaim this, and the fact that in his Science class his teacher was
commending him on copying work must faster, being more attentive, and performing better academically. He
literally pulled me to the through the halls by the sleeve to his Science teacher so she could tell me herself about his
improvement. Students can be instructed to spell words they do not recognize out loud so the teacher read the
spelling; the same passage could be repeated several times for reinforcement of acquiring and retaining practiced
and learned information. Text can be used below or above a child’s reading level to accommodate or challenge her
or him….
A paramount discovery this same school year came about when I had to attend workshop sessions for a
product our principal was purchasing called, FastFoward, created by Scientificlearning.com. Not only was this
program created in 1998 the same year I first submitted mine to the DPS office of Curriculum for Reading and
Writing, it totally supported my claims about neurons and protons sparking and increasing brain activity. This is
when I learned that what I had stumbled upon while teaching Science at Winship was the concept of neural-
plasticity. The FastForward program helped me to understand the affects of (RSC) (I) on brain activity and the
concept of neural plasticity. Scientificlearning’s researchers use MRI scans of the brain to measure improvement as
a result of their products use. MMAMA’s is more conservative and nurturing because it is cost effective educational
technology (pencils, paper, and textual source) and the instructor engages in the activity with individuals by
monitoring and assisting children one-on-one.
Say It-Write It- Read It Orally, also called SWR (I) O, is a learning activity that focuses on written
communication skills... The premise of this technique is that, if one can speak effectively using Standard English,
then one can write effectively using it. After listening to pupils speak, it was recognized that at least ninety percent
of the students I encountered could convey their ideas better verbally rather than in writing. It was obvious that oral
writing could extricate a natural ability to write correctly. SWR (I) O proved to be helpful. By instructing children to
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say what they want to write, write it, then read it aloud to check if it ‘sounds right’ (what we are able to recognize as
proper use of English language); I was able to monitor and assist. Written sentences and paragraphs showed much
improvement. “Understand that if one writes exactly what one wants to say, by saying it orally, then writing it, a
high percentage of the time what is written will be grammatically appropriate, correct, and sometimes one can feel
pauses in the speech where punctuation may be appropriate.” Furthermore, as a substitute in Oak Park School
District, in Michigan, a class of about six of seven educationally challenged students, whom were known to give
teachers a hard time, was introduced to SWR(I)O, in one class period for the first time. They all completed the
assignment and most expressed that it was the first time they had completed a coherent five to seven sentence
paragraph. They were excited about attacking a once challenging assignment when they understood how easy it is to
be successful at it; with a tremendous positive impact on written communication skills. I have added it to the
Writing Process also and publish it in class and implement it during lessons after ‘revise’ as ‘read aloud’ so my
acronym is PDRREP.
Stand for Rhythm Reading (SR2), was also derived from my teaching experience as an elementary science
E.S.R.P. However, like SWR (I) O, to discuss it I’d like to refer to a different setting. At Don Bosco Hall, both
strategies were implemented successfully with positive effects on academic performance and emotional uplift in a
program called, Standing TALL (Theater, Academics, and Learning Leadership), comprised of programs from the
Corporation for Artistic Development (CAD) and Regina Wade, Earnest E. Maddox’s Learning Leadership, and
my MMAMA for academics. By humming a melody and having a student read rhythmically, like singing with the
melody, students that were being laughed at and ridiculed began to read fluidly. After witnessing the immediate
effects/affects of both strategies, and the instructor’s sincere concern for education they began to support each other.
It was inspirational to see the concern and love that generated in the climate once it was discovered that they all had
the ability to learn to read and write effectively in a matter of minutes. Students are especially excited by SR2
because it is empowering. The immediacy of its exemplary effect on oral reading astonishes and impresses them;
those that read and write well before MMAMA, read and write better after her. SR2 builds sound and word
recognition skills, and comprehension skills. The tempo can be adjusted to students’ needs and have positive results.
PSR2 (Personalized Synthesis for Reading & Writing) is an activity that encompasses use of the New
Definition of Reading (NDR) as defined by the National Reading Association, and Discourse Synthesis. The NDR
emphasizes synthesizing prior knowledge and selected text to help reading comprehension, and DS emphasizes
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synthesizing selected text (s) to help written discussion. PSR2 is an activity that requires students to synthesize
related information from prior knowledge with that of selected text (s), via oral discussion lead by instructor, to
enhance written expression. PSR2 has not been implemented, by this instructor, in a classroom setting. But, in a
study conducted by Dr. Grange on behalf of my Master Thesis at U of D Mercy, the then English Department Head
at Osborn High and several English teachers implemented the activity to selected students; we did find significant
improvement in their writing style. The title of the thesis was, The Effect of Discourse Synthesis on the Writing
Style of Secondary Students. There was only 1 study in the country, conducted by Boyd and Raphael at Michigan
State University that could be used as a model. And, the idea of integrating prior knowledge and textual information
to measure its affects on writing dawned upon me during a class session for a Reading Content course at U of D
Mercy. Years later, and after having the idea deemed plausible for a Thesis Statement, I ran across Nancy Spivey’s
coined theory of Discourse Synthesis.
The teaching and learning strategies of Project MMAMA can harness the emotional apprehensions some children
experience when they encounter reading and writing tasks. As well as, the build their brains’ capacity to attack tasks
successfully. If they have normal readiness skills, they become immediately confident in their ability to read and
write effectively. Interests in subject matter increase when they see, in one or two sessions, their basic skills are
better than they were before MMAMA. Again, areas of improvement include a heightening of awareness, writing
and thinking critically, analytically, and insightfully, word recognition, oral read, spelling, handwriting, and copying
skills and neural-plasticity. At all levels of grade school, Project More Motivational Activity More Achievement has
proven to be a significant aide to help children achieve educational goals. MMAMA will be an exceptional program
for the Adult Education System, and, she can be implemented with selected text (s) from subject areas of instructor’s
choices, across the curriculums; she should strengthen the ability of students to perform better in subject area she is
used in, because of the attentiveness given to the context with which she is exercised. Thus, MMAMA can be
applied across the curriculum; and, again, as an aide to enhance academic performance in specific subject matter. In
my experiences with Project MMAMA, the teaching and learning strategies are flexible enough to be adjusted to
individual needs. A teacher may find one’s self integrating aspects of SWR (I) O, SR2, and PSR2 or creating similar
strategies or activities.
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NOTE:
The diagrams above need to be used in future research to determine if the ‘tingling’ children refer to experiencing in
parts of their brain due to the neural plasticity activity are in fact weak areas of the brain being strengthened.
Re-edited on 08/01/16, J.C.W..
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A GENERALIZATION OF A DESIGN
TO IMPLEMENT PROJECT MMAMA
INTRODUCTION
The following is generalization of salient objectives, strategies, and evaluation techniques that can be used to as an
organizing element in planning and implementing, Project MMAMA, in a regular fifth grade classroom setting. It
should be understood that she is easily manageable and monitor able and effective for students at higher levels of
education (Adult Ed., College, etc.) and, possibly, in climates with significantly less students (considering readiness
skills & Special Ed. Classes). Her uplifting phenomena will inspire, motivate, and build attentiveness and
confidence toward attacking regular classroom curriculum and assignments, while immediately enhancing thinking,
reading, and writing skills.
The use of Project MAMMA promotes healthy attitudes toward the teaching and learning process,
and strengthens plasticity.
B. Four objectives have been formulated; each on a different level of affective, cognitive, or psychomotor behavior
(Bloom).
Activities Objective 1 Objective 2 Objective 3 Objective 4
First activity x x
Second activity x x x x
Third activity x x x x
Fourth activity x x x
Fith activity x x x x
Sixth activity x x x x
C. Evaluation techniques have been designed for each activity. A description of the behaviors one would
expect as evidence of a child’s progress toward one objective has been provided.
D. Also included is a description of how sequence, continuity, and integration have been used in these
activities.
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Generalization: The use of Project MAMMA immediately betters reading and writing skills, and promotes
motivation, confidence, and overall healthy attitude toward the teaching and learning process.
I. Objectives:
Bloom’s Taxonomy Objective
Affective domain—responding and value 1. Students will be assessed and observed to determine their
level of performance (low/medium/high) in reading, writing,
and copying, and become more attentive, motivated, and
confident in their ability to attack the project, and regular
classroom assignments, as well as, strengthen their cognitive
skills and enthusiasm.
Cognitive—knowledge and comprehension 2. Students will perform better when reading orally,
and retain and Cognitive—comprehend, understand more.
Psychomotor—guided response 3. Students will become more proficient at hand copying
information.. They will become better spellers, and more
skilled at word recognition.
Cognitive—comprehension, application, 4. Students will show improvement in their analytical and
analysis, synthesis, evaluation critical thinking and writing
skills.
III. Motivational Learning Activities
Objective 1: Students will be assessed and observed to determine their level of performance(low/medium/high) in
reading, writing, and copying, and become more attentive, motivated, and confident their ability to attack the project
and regular classroom assignments, as they strengthen their cognitive skills, and enthusiasm; to motivate students.
Motivational learning activity # 1: American Me American You or (A)MY—1st
session
Objective 1a: Individual will write better with the continual use of practicing handwriting
Motivational learning activity #1a: Humming for Handwriting HFH--1st session
Objective 2: Students will become more proficient at hand-copying information. They will become better
spellers, and more skilled at word recognition; attention/focus, motivation, plasticity, inspiration,
enthusiasm, confidence all enhanced and leads to better performance and behavior.
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Motivational learning activity #2: Read It-Spell It-Copy It or RSC(I)
Also known as SR(2)C (Spell-Read-Repeat-to-Copy) and Spell-to-Copy
Objective 3: Students will show improvement in their analytical and critical thinking and writing skills.
Motivational learning activity # 3: Say It-Write It-Read It Orally or SWR(I)O
Objective 4: Students will understand and retain more, and perform better when reading orally
Motivational learning activity #4: Stand for Rhythm Reading or SR2
Objective 5: Enhance writing style/expression, analytical thinking, etc.
Motivational learning activity #5: Personalized Synthesis for Reading &Writing or PSR2
Objective 6: Students (with reasonably strong LCD) skills will construct written expressions that are, at
least, ninety percent accurate. And thoroughly summarize selected textual information.
Motivational learning activity #6: One + Two + Three + Four (Thoughts) or 1234(T)
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References
Cowen, J.E. (2003). A balanced approach to beginning reading instruction: A synthesis
of six major US reading studies. Newark, DE: International Reading Association.
Farstrup, A.E., & Samuels, S.J. (2002). What research has to say about reading
instruction. Newark, Delaware: International Reading Association.
Grand Canyon University. (2005). SPE 596 Lecture five. Retrieved September 15, 2007,
From http://angellsms.gcu.edu
Grand Canyon University. (2008). SPE 576 Lecture four. Retrieved March 30, 2008, from
http://angellsms.gcu.edu
Grand Canyon University (2008). SPE 571 Lecture two. University. Retrieved September
13, 2008 from http://angellsms.gcu.edu
n.a., (2008). Hum yourself to health. New Choice Natural Healing. MotherNature.com.
Retrieved September13, 2008, from
http://www.mothernature.com/Library/Boodshelf/Books/21/48.cfm
Polloway, E.A., Patton, J.R. & Serna, L. (2008). Strategies for teaching learners with
special needs. (9th
ed.) Merrill Prentice Hall, Upper Saddle River, New Jersey.
Russell, G., Scott, B. & Edwards, L. (1999). Teaching expressive writing to students with
learning disabilities. LD Onlined. Retrieved April7, 2008, from
http://www.Idonline.org/article/6201.
Smith, C. R. (2004). Learning disabilities: The interaction of students and their
environments. 5th
ed. Syracuse University: Pearson.
Wheeler, J.W. (1998). Project more motivational activity more achievement: (Project
MAMMA).A low cost effective program created and designed for students of all
ages and LCD ability levels.
