Here are some articles Brande found from a book she's been working from:

1.) Chinn, C.A., Waggoner, M.A., Anderson, R.C., Schommer, M., & Wilkinson, I.A.G. (1993). Situated actions during reading lessons: A Microanalysis of oral reading error episodes. American Educational Research Journal, 30(2), 361-392.

2.) Englert, C.S. (1992). Writing instruction from a sociocultural perspective: The holistic, dialogic, and social enterprise of writing. Journal of Learning Disabilities, 25(6), 153-172.

3.) Englert, C.S., Raphael, T.E., Anderson, H.M., & Stevens, D.D. (1991). Making strategies and self-talk visible: Writing instruction in regular and special education classrooms. American Educational Research Journal, 28(2), 337-372.

4.) Hiebert, J., & Wearne, D. (1993). Instructional tasks, classroom discourse, and students’ learning in second-grade arithmetic. American Educational Research Journal, 30(2), 393-425.

5.) Nieto, S. (1994). Lessons from students on creating a chance to dream. Harvard Educational Review, 64, 392-426.

6.) Perl, S. (1994). Teaching and practice: Composing texts, composing lives. Harvard Educational Review, 64, 427-449.

7.) Scruggs, T.E., Mastropieri, M.A., Bakken, J.P., & Brigham, F.J. (1993). Reading versus doing: The relative effects of textbook-based and inquiry-oriented approaches to science learning in special education classrooms. Journal of Special Education, 27(1), 1-15.

This one, unfortunately is not available in a digital format:

8.) Burbules, N.C., & Rice, S. (1991). Dialogue across differences: Continuing the conversation. Harvard Educational Review, 61, 393-416.