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

Baker, S., Gersten, R., & Scanlon, D. (2002). Procedural facilitators and cognitive strategies: Tools for unraveling the mysteries of comprehension and the writing process, and for providing meaningful access to the general curriculum. Learning Disabilities Research & Practice, 17(1), 65-77.

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.

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 La Paz, S. (2007). Managing cognitive demands for writing: Comparing the effects of instructional components in strategy instruction. Reading & Writing Quarterly, 23(3), 249-266.

De La Paz, S., & Graham, S. (1997). Strategy instruction in planning: Teaching students with learning and writing disabilities to compose persuasive and expository essays. Learning Disability Quarterly, 20(3), 227-248.

Englert, C. S., Manalo, M., & Zhao, Y. (2004). I can do it better on the computer: The effects of technology-enabled scaffolding on young writers' composition. Journal of Special Education Technology, 19(1), 5-22.

Englert, C. S., Wu, X., & Zhao, Y. (2005). Cognitive tools for writing: Scaffolding the performance of students through technology. Learning Disabilities Research & Practice, 20(3), 184-198.

Englert, C. S., Yong, Z., Dunsmore, K., Collings, N. Y., & Wolbers, K. (2007). Scaffolding the writing of students with disabilities through procedural facilitation: Using an internet-based technology to improve performance.Learning Disability Quarterly, 30(1), 9-29.

Fleming, V. M. (2002). Improving students' exam performance by introducing study strategies and goal setting.Teaching of Psychology, 29(2), 115-119.

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. (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.

Graham, S., Harris, K. R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30(2), 207-241.

Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal Educational Psychology, 99(3), 445-476.

Graham, S., MacArthur, C., Schwartz, S., & Page-Voth, V. (1992). Improving the compositions of students with learning disabilities using a strategy involving product and process goal setting. Exceptional Children, 58(4), 322-334.

Graves, A. (1990). The effects of procedural facilitation on the story composition of learning disabled students.Learning Disabilities Research, 5(2), 88-93.

Harris, K. R., Graham, S., & Mason, L. H. (2006). Improving the writing, knowledge, and motivation of struggling young writers: Effects of self-regulated strategy development with and without peer support. American Educational Research Journal, 43(2), 295-340.

MacArthur, C. A. (1996). Using technology to enhance the writing processes of students with learning disabilities.Journal of Learning Disabilities, 29(4), 344-354.

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

Montague, M. (1991). Planning, procedural facilitation, and narrative composition of junior high students with learning disabilities. Learning Disabilities Research and Practice, 6(4), 219-224.

Pressley, M., Goodchild, F., Fleet, J., Zajchowski, R., & Evans, E. D. (1989). The challenges of classroom strategy instruction. The Elementary School Journal, 89(3), 301-342.

Pressley, M., Yokoi, L., Rankin, J., Wharton-McDonald, R., & Mistretta, J. (1997). A survey of the instructional practices of grade 5 teachers nominated as effective in promoting literacy. Scientific Studies of Reading, 1(2), 145-160.

Quinlan, T. (2004). Speech recognition technology and students with writing difficulties: Improving fluency. Journal of Educational Psychology, 96(2), 337-346.

Rademacher, J. A., Schumaker, J. B., & Deshler, D. D. (1996). Development and validation of a classroom assignment routine for inclusive settings. Learning Disability Quarterly, 19(3), 163-177.

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

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., & Asaro, K. (2007). Increasing story quality through planning and revising: Effects on young writers with learning disabilities. Learning Disabilities Quarterly, 30(4), 223-234.

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.

Saddler, B., Moran, S., Graham, S., & Harris, K. R. (2004). Preventing writing difficulties: The effects of planning strategy instruction on the writing performance of struggling writers. Exceptionality, 12(1), 3-17.

Sturm, J. M., & Rankin-Erickson, J. L. (2002). Effects of hand-drawn and computer-generated concept mapping on the expository writing of middle school students with learning disabilities. Learning Disabilities Research & Practice, 17(2), 124-139.

Troia, G. A., & Graham, S. (2002). The effectiveness of a highly explicit, teacher-directed strategy instruction routine: Changing the writing performance of students with learning disabilities. Journal of Learning Disabilities, 35(4), 290-305.

Troia, G. A., Graham, S., & Harris, K. R. (1999). Teaching students with learning disabilities to mindfully plan when writing. Exceptional Children, 65(2), 235-252.

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.

Zipprich, M. A. (1995). Teaching web making as a guided planning tool to improve student narrative writing.Remedial and Special Education, 16(1), 3-15.