Articles used to update and expand the research base for Guidelines 3.0 are noted with an asterisk (*).

Bahr, M. W., Fuchs, D., Fuchs, L. S., Fernstrom, P., & Stecker, P. M. (1993). Effectiveness of student versus teacher monitoring during prereferral intervention. Exceptionality, 4(1), 17-30.

Baker, L., & Brown, A.L. (1984). Metacognitive skills and reading. In P.D. Pearson, M. Kamil, R. Barr, & P. Mosenthal (Eds.), Handbook of reading research (vol. 1, pp. 353-394). White Plains, NY: Longman.

Butler, D. L. (1997). The roles of goal setting and self-monitoring in students' self-regulated engagement in tasks.Paper Presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997).

Calhoon, M. B., & Fuchs, L. S. (2003). The effects of peer-assisted learning strategies and curriculum-based measurement on the mathematics performance of secondary students with disabilities. Remedial and Special Education, 24(4), 235-245.

Campione, J. C., & Brown, A. L. (1987). Linking dynamic assessment with school achievement. In C. S. Lidz (Ed.), Dynamic assessment: An international approach to evaluating learning potential (pp. 82-115). New York, New York: Guilford.

Carroll, J., & Christenson, C. N. K. (1995). Teaching and learning about student goal setting in a fifth-grade classroom. Language Arts, 72(1), 42-49.

Carver, C. S., & Scheier, M. F. (2005). Engagement, disengagement, coping, and catastrophe. In A. J. Elliot, & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 527-547). New York, NY: Guilford Press.

Chalk, J. C., Hagan-Burke, S., & Burke, M. D. (2005). The effects of self-regulated strategy development on the writing process for high school students with learning disabilities. Learning Disability Quarterly, 28(1), 75-88.

Chang, M. M. (2007). Enhancing web-based language learning through self-monitoring. Journal of Computer Assisted Learning, 23(3), 187-196.

Cioffi, G., & Carney, J. J. (1997). Dynamic assessment of composing abilities in children with learning disabilities.Educational Assessment, 4(3), 175-202.

Davis, L. B. (1995). "Will CBM help me learn?" Student perceptions of the benefits of curriculum-based measurement. Education and Treatment of Children, 18(1), 19-32.

Dawson, P., & Guare, R. (2004). Executive skills in children and adolescents: A practical guide to assessment and intervention. New York, NY: The Guilford Press.

de Bruin, A. B. H. (2007). Improving metacomprehension accuracy and self-regulation in cognitive skill acquisition:The effect of learner expertise. European Journal of Cognitive Psychology, 19(4/5), 671-688.

Duffy, G. G., Roehler, L. R., Sivan, E., Rackliffe, G., Book, C., Meloth, M., Vavrus, L.G., Wesselman, R., Putnam, J. & Bassiri, D. (1987). Effects of explaining the reasoning associated with using reading strategies. Reading Research Quarterly, 22(3), 347-368.

Fuchs, L., Butterworth, J., & Fuchs, D. (1989). Effects of ongoing curriculum-based measurement on student awareness of goals and progress. Education and Treatment of Children, 12(1), 63-72.

Fuchs, L. S., & Fuchs, D. (1992). Identifying a measure for monitoring student reading progress. School Psychology Review, 21(1), 45-58.

Fuchs, L. S., & Fuchs, D. (1999). Monitoring student progress toward the development of reading competence: A review of three forms of classroom-based assessment. School Psychology Review, 28(4), 659-671.

Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1989). Effects of instrumental use of curriculum-based measurement to enhance instructional programs. RASE: Remedial Special Education, 10(2), 43-52.

Fuchs, L. S., Fuchs, D., Hamlett, C. L., Phillips, N. B., & Bentz, J. (1994). Classwide curriculum-based measurement: Helping general educators meet the challenge of student diversity. Exceptional Children, 60(6), 518-537.

Fuchs, L. S. (2004). The past, present, and future of curriculum-based measurement research. School Psychology Review, 33(2), 188-193.

Graham, S. (1997). Executive control in the revising of students with learning and writing difficulties. Journal of Educational Psychology, 89(2), 223-234.

Graham, S., & Harris, K. R. (1997). It can be taught, but it does not develop naturally: Myths and realities in writing instruction. School Psychology Review, 26(3), 414-424.

Graham, S., & Harris, K. R. (2005). Improving the writing performance of young struggling writers: Theoretical and programmatic research from the center on accelerating student learning. The Journal of Special Education, 39(1), 19-33.

Harris, K. R., & Graham, S. (1992). Helping young writers master the craft: Strategy instruction and self regulation in the writing process. Cambridge, MA: Brookline Books.

Harris, K. R., Graham, S., & Mason, L. H. (2003). Self-regulated strategy development in the classroom: Part of a balanced approach to writing instruction for students with disabilities. Focus on Exceptional Children, 35(7), 1-16.

King, A. (1991). Improving lecture comprehension: Effects of a metacognitive strategy. Applied Cognitive Psychology, 5(4), 331-346.

Lane, K. L., Harris, K. R., Graham, S., Weisenbach, J. L., Brindle, M., & Morphy, P. (2008). The effects of self-regulated strategy development on the writing performance of second-grade students with behavioral and writing difficulties. The Journal of Special Education, 41(4), 234-253.

Li, Y., Chen, K., Su, Y., & Yue, X. (2021). Do social regulation strategies predict learning engagement and learning outcomes? A study of English language learners in wiki-supported literature circles activities. Educational Technology Research and Development, 69, 917-943.*

MacArthur, C. A. (1991). Effects of a reciprocal peer revision strategy in special education classrooms. Learning Disabilities Research and Practice, 6(4), 201-210.

MacArthur, C. A. (1991). Knowledge of revision and revising behavior among students with learning disabilities.Learning Disability Quarterly, 14(1), 61-73.

MacArthur, C. (1994). Peers + word processing + strategies= A powerful combination for revising student writing.Teaching Exceptional Children, 27(1), 24-29.

Malone, L. D., & Mastropieri, M. A. (1992). Reading comprehension instruction: Summarization and self-monitoring training for students with learning disabilities. Exceptional Children, 58(3), 270-279.

Marzano, R. J. (2007). The art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

Mason, L. H. (2004). Explicit self-regulated strategy development versus reciprocal questioning: Effects on expository reading comprehension among struggling readers. Journal of Educational Psychology, 96(2), 283-296.

McNaughton, D. (1997). Proofreading for students with learning disabilities: Integrating computer and strategy use.Learning Disabilities Research and Practice, 12(1), 16-28.

Meltzer, L. (2007). Executive function in education: From theory to practice. New York, NY: Guilford Press.

Montague, M. (2007). Self-regulation and mathematics instruction. Learning Disabilities Research & Practice, 22(1), 75-83.

Nolan, T. E. (1991). Self-questioning and prediction: Combining metacognitive strategies. Journal of Reading, 35(2), 132-138.

Paris, S. G. (1986). Teaching children to guide their reading and learning. In T. E. Raphael (Ed.), The contexts of school-based literacy (pp. 115-130). New York, NY: Random House.

Paris, S., Cross, D., & Lipson, M. (1984). Informed strategies for learning: A program to improve children's reading awareness and comprehension. Journal of Educational Psychology, 76(6), 1239-1252.

Paris, S. G., Wasik, B. A., & Turner, J. C. (1999). The development of strategic readers. In R. Barr, M. Kamil, P. Mosenthal & P. D. Pearson (Eds.), Handbook of reading research (pp. 609-640). White Plains, NY: Longman.

Perry, N. E., VandeKamp, K. O., Mercer, L. K., & Nordby, C. J. (2002). Investigating teacher-student interactions that foster self-regulated learning. Educational Psychologist, 37(1), 5-15.

Phillips, N. B. (1993). Combining classwide curriculum-based measurement and peer tutoring to help general educators provide adaptive education. Learning Disabilities Research and Practice, 8(3), 148-156.

Rankin, V. (1999). The thoughtful researcher: Teaching the research process to middle school students.Englewood, CO: Libraries Unlimited, Inc.

Reid, R. (1996). Research in self-monitoring with students with learning disabilities: The present, the prospects, the pitfalls. Journal of Learning Disabilities, 29(3), 317-331.

Reid, R., & Lienemann, T. O. (2006). Self-regulated strategy development for written expression with students with attention Deficit/Hyperactivity disorder. Exceptional Children, 73(1), 53-68.

Rivera, M. O., & McKeithan, G. K. (2022). Progress monitoring of language acquisition and academic content for English learners. Learning Disabilities Research & Practice, 37(3), 216-225.*

Rose, D., & Rose, K. (2007). Executive function processes: A curriculum-based intervention. In L. Meltzer (Ed.), Executive function in education (pp. 287-308). New York: Guilford Press.

Saddler, B. (2006). Increasing story-writing ability through self-regulated strategy development: Effects on young writers with learning disabilities. Learning Disability Quarterly, 29(4), 291-305.

Sawyer, R. J. (1992). Direct teaching, strategy instruction, and strategy instruction with explicit self-regulation:Effects on the composition skills and self-efficacy of students with learning disabilities. Journal of Educational Psychology, 84(3), 340-352.

Schumaker, J. B., Deshler, D. D., Nolan, S. M., & Alley, G. R. (1994). The self-questioning strategy. Lawrence, KS:The University of Kansas.

Schunk, D. H. (1996). Goal and self-evaluative influences during children's cognitive skill learning. American Educational Research Journal, 33(2), 359.

Schunk, D. H., & Zimmerman, B. J. (1997). Developing self-efficacious readers and writers: The role of social and self-regulatory processes. In J. T. Guthrie, & A. Wigfield (Eds.), Reading engagement: Motivating readers through integrated instruction (pp. 34-50). Newark, DE: International Reading Association.

Shinn, M. R. (1989). Curriculum-based measurement: Assessing special children. New York, NY: Guilford Press.

Stecker, P. M., & Fuchs, L. S. (2000). Effecting superior achievement using curriculum-based measurement: The importance of individual progress monitoring. Learning Disabilities Research & Practice, 15(3), 128-134.

Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using curriculum-based measurement to improve student achievement: Review of research. Psychology in the Schools, 42(8), 795-819.

Stoddard, B., & MacArthur, C. A. (1993). A peer editor strategy: Guiding learning-disabled students in response and revision. Research in the Teaching of English, 27(1), 76-103.

Sutherland, M., Lussier, C., Nelson, G., Suhr, M. P., Fong, J., Turtura, J., & Clarke, B. (2024). A quantitative systematic literature review of self-monitoring components within mathematics instruction and intervention. Exceptional Children, 90(3), 235-254.

Torrance, M., Fidalgo, R., & García, J. N. (2007). The teachability and effectiveness of cognitive self-regulation in sixth-grade writers. Learning and Instruction, 17(3), 265-285.

Vye, N. J., Schwartz, D. L., Bransford, J. D., Barron, B. J., Zech, L. and Cognition and Technology Group at Vanderbilt. (1998). SMART environments that support monitoring, reflection, and revision. In D. Hacker, J. Dunlosky, & A. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp. 305-346). Mahwah, NJ:Erlbaum.

Webre, E. C. (2005). Enhancing reading success with collaboratively created progress charts. Intervention in School and Clinic, 40(5), 291-295.

Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance.San Francisco, CA: Jossey-Bass Publishers.

Wong, B. Y., Butler, D. L., Ficzere, S. A., & Kuperis, S. (1996). Teaching low achievers and students with learning disabilities to plan, write, and revise opinion essays. Journal of Learning Disabilities, 29(2), 197-212.

Wong, B. Y. L., & Jones, W. (1982). Increasing metacomprehension in learning disabled and normally achieving students through self-questioning training. Learning Disabilities Quarterly, 5(3), 228-240.

Zimmerman, B. J., & Kitsantas, A. (2005). The hidden dimension of personal competence: Self regulated learning and practice. In A. J. Elliot, & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 509-526). New York, NY: Guilford Press.