Books
Dunn, R., Bauer, E., Gemake, J., Gregory, J., Primavera, L.,
& Signer, B. (1994-95). Matching and mismatching junior
high school urban learning-disabled and emotionally-handicapped
students’ perceptual preferences on mathematics scores.
National FORUM of Teacher Education Journal, 5, 98—108.
Gregory, J. (1980). Out of silence: Developments in the
education of the deaf. Harvard Educational Review, 50, 256-262.
Gregory, J. (1982). The underlining techniques: Imparting
a phrase sense in reading. Teaching English to Deaf and
Second-Language Students, 29, 11-14.
Gregory, J. (1985a). Early intervention for hearing
impaired children. Teaching English to Deaf and
Second-Language Students, 3, 32-35.
Gregory, J. (1985b). Hearing impairment and ESL.
SSIS Newsletter, 1 (2), 1. (Reprinted in TESOL Newsletter,
XIX, p.31).
Gregory, J. (1985c). Some thoughts on profitable research
directions regarding Cued Speech. Cued Speech Annual,
1, 19-25.
Gregory, J. (1985d.). Wherewithal. Teaching English
to Deaf and Second-Language Students, 3 (1), 2631.
Gregory, J. (1986a). Language development of deaf
children. Teaching English to Deaf and Second-Language
Students. 4 (1), 25-28.
Gregory, J. (1986b). Phrasing in the speech and reading of
the hearing impaired. Journal of Communication Disorders,
19, 289-297.
Gregory, J. (1987a). An investigation of
speechreading with and without Cued speech. American Annals
of the Deaf, 132, 393-398.
Gregory, J. (1987b). Deaf writing: Myth or
reality? In Copeland, D., & Fletcher, D. (Eds.), Removing
the writing barrier: A dream? Proceedings from the 1987
National Conference on Innovative Writing Programs and Research for
Deaf and Hearing Impaired Studentsl. New York: Lehman
College.
Gregory, J. (1987c). English composition: More than
just syntax and fancy words. Teaching English to Deaf
and Second-Language Students, 5 (3), 24-26.
Gregory, J. (1987d). Oral word grouping and silent reading
behaviors of deaf students. B.C. Journal of Special
Education, 11, 149-157.
Gregory, J. (1987e). Response patterns in a
speechreading task involving Cued Speech. Cued Speech Annual,
3, 41-44.
Gregory, J. (1987f). Secondary analysis of HSB data
related to special education. (ERIC Document Reproduction
Service No. ED 276219)
Gregory, J. (1988). Perhaps more than just Trivial
Pursuit – An essay review of Hirsch’s “Cultural literacy:
what every American needs to know.” Teaching English to Deaf
and Second-Language Students, 6 (1), 20-23
Gregory, J. (1995a). The crime of punishment: Racial and
gender disparities in the use of corporal punishment in U.S. public
schools. The Journal of Negro Education, 64 (4),
454-462.
Gregory, J. (1995b). Who’s failing: Who’s faring
well? Balance, 1 (4), 10-12.
Gregory, J. (1997). Three strikes and they’re
out: African American Boys and American schools’ responses to
misbehavior. International Journal of Adolescence and Youth,
7, 25 –34.
Gregory, J., & Sampson, D. (1987). Hammers and
saws: Observations on using computer software with deaf
students’ writing. Perspectives: A Journal for Teachers of
the Hearing Impaired, 6 (2), 16-18.
Gregory, J., Shanahan, T., & Walberg, H. (1984).
Mainstreamed hearing-impaired high school seniors. American
Annals of the Deaf, 129, 11-16.
Gregory, J. Shanahan, T., & Walberg H. (1985a). A
descriptive analysis of high school seniors with speech
disabilities. Journal of Communication Disorders, 18,
295-304.
Gregory, J., Shanahan, T., & Walberg, H. (1985b).
learning disabled tenth graders in mainstreamed settings: A
descriptive analysis. Remedial and Special Education, 6 (4),
24-33.
Gregory, J., Shanahan, T., & Walberg, H.
91985c). A national survey of mainstreamed hearing impaired
high school sophomores. Journal of Rehabilitation, 51,
55-58.
Gregory, J., Shanahan, T., & Walberg, H. (1985d). What
were they like in high school?: A profile of
speech=-disabled high school sophomores from a 1980 national
study. American Rehabilitation, 11 (1), 9-15, 32.
Gregory, J., Shanahan, T., & Walberg H. (1986). A
profile of learning disabled twelfth graders in regular
classes. Learning Disability Quarterly, 9, 33-42.
Gregory, J., Shanahan, T., & Walberg H. (1987a). A
descriptive profile of mainstreamed orthopedically handicapped
tenth graders. Journal of Research and Development in
Education, 20, 49-56.
Gregory, J., Shanahan, T., & Walberg, H. (1987b).
Orthopaedically handicapped students in public and private high
schools. The Exceptional Child, 34, 1-8.
Hirshoren, A., & Gregory, J. (1995). Further negative
findings on Facilitated Communication. Psychology in the
Schools, 32, 109 –113.
Sampson, E. D., & Gregory, J. F. (1991). A
technological path?: ESL students and computer-assisted writing
programs. College ESL, 1 (2), 29-36.
Stahl, S. A., Hare, V.C., Sinatra, R., & Gregory, J.F.
(1991). Defining the role of prior knowledge and vocabulary
in reading comprehension: The retiring of number 41. Journal
of Reading Behavior. 23, 487-508.
Chapters
Gregory, J., Shanahan, T., & Walberg, H. (1989).
Analyses of data on special needs high school seniors as these data
relate to the transition from school to work. The
International Journal of Educational Research –Special Issue:
Handicapped Youth and the Outcomes of their Schooling-Recent
Research Advances in the United States, 13.
Oxford: Pergamon Press, chapter 2.
Technical Reports
Stahl, S., Hare, V., Sinatra, R., & Gregory, J.
(1990). Defining the role of prior knowledge and vocabulary
in reading comprehension: The retiring of number 41
(Technical Report No. 526) Champaign, IL: Center
for the Study of Reading