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

Alvermann, D. E., & Boothby, P. R. (1986). Children's transfer of graphic organizer instruction. Reading Psychology, 7(2), 87-100.

Anderson-Inman, L., Knox-Quinn, C., & Horney, M. A. (1996). Computer-based study strategies for students with learning disabilities: Individual differences associated with adoption level. Journal of Learning Disabilities, 29(5), 461-484.

Barringer, D. F., Olmstead, A., & Maldonado, A. (2020, January). Benefits of a student-led astronomy club: lessons to inform instructional design. Proceedings of the Physics Education Research Conference.*

Boon, R. T., Burke, M. D., Fore III, C., & Spencer, V. G. (2006). The impact of cognitive organizers and technology-based practices on student success in secondary social studies classrooms. Journal of Special Education Technology, 21(1), 5-15.

Boon, R. T., Fore, C., Ayres, K., & Spencer, V. G. (2005). The effects of cognitive organizers to facilitate content-area learning for students with mild disabilities: A pilot study. Journal of Instructional Psychology, 32(2), 101-118.

Bowler, L. (2001). Primary school students, information literacy and the web. Education for Information, 19(3), 201-223.

Boyle, J. R., & Weishaar, M. (1997). The effects of expert-generated versus student-generated cognitive organizers on the reading comprehension of students with learning disabilities. Learning Disabilities Research and Practice, 12(4), 228-235.

Breunig, M. (2017). Experientially learning and teaching in a student-directed classroom. Journal of Experiential Education, 40(3), 213-230.*

Callahan, R. M., Humphries, M., & Buontempo, J. (2021). Making meaning, doing math: high school English learners, student-led discussion, and math tracking. International Multilingual Research Journal, 15(1), 82-103.*

Carnes, E. R., Lindbeck, J. S., & Griffin, C. F. (1987). Effects of group size and advance organizers on learning parameters when using microcomputer tutorials in kinematics. Journal of Research in Science Teaching, 24(9), 781-789.

Cassidy, J. (1989). Using graphic organizers to develop critical thinking. Gifted Child Today, 12(6), 34-36.

Clements-Davis, G. L., & Ley, T. C. (1991). Thematic preorganizers and the reading comprehension of tenth-grade world literature students. Reading Research & Instruction, 31(1), 43-53.

Coiro, J., & Dobler, E. (2007). Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the internet. Reading Research Quarterly, 42(2), 214-257.

Dalton, B., & Grisham, D. L. (2001). Teaching students to evaluate internet information critically. Reading Online, 5(5). Retrieved June 23, 2009, from http://www.readingonline.org/editorial/edit_index.asp?HREF=/editorial/december2001/index.html.

Darch, C. B., Carnine, D. W., & Kammeenui, E. J. (1986). The role of graphic organizers and social structure in content area instruction. Journal of Reading Behavior, 18(4), 275-295.

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.

Dye, G. A. (2000). Graphic organizers to the rescue! Helping students link - and remember - information. Teaching Exceptional Children, 32(3), 72-76.

Eagleton, M., & Guinee, K. (2002). Strategies for supporting student internet inquiry. New England Reading Association Journal, 38(2), 39-47.

Eagleton, M. B., & Dobler, E. (2006). Reading the web: Strategies for internet inquiry. New York: Guilford Press.

Eagleton, M. B., Guinee, K., & Langlais, K. (2003). Teaching internet literacy strategies: The hero inquiry project.Voices from the Middle, 10(3), 28-35.

Egan, M. (1999). Reflections on effective use of graphic organizers. Journal of Adolescent and Adult Literacy, 42(8), 641-645.

Evans, S. W., Pelham, W., & Grudberg, M. V. (1994). The efficacy of notetaking to improve behavior and comprehension of adolescents with attention deficit hyperactivity disorder. Exceptionality, 5(1), 1-17.

Frey, N., & Fisher, D. (2007). Reading for information in elementary school: Content literacy strategies to build comprehension. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.

Garcia-Mila, M. (2007). Developmental change in notetaking during scientific inquiry. International Journal of Science Education, 29(8), 1035-1058.

Guinee, K., & Eagleton, M. B. (2006). Spinning straw into gold: Transforming information into knowledge during web-based research. English Journal, 95(4), 46-52.

Guinee, K., Eagleton, M., & Hall, T. E. (2003). Adolescents' internet search strategies: Drawing upon familiar cognitive paradigms when accessing electronic information sources. Journal of Educational Computing Research, 29(3), 363-374.

Henry, L. A. (2006). SEARCHing for an answer: The critical role of new literacies while reading on the internet. The Reading Teacher, 59(7), 614-627.

Herl, H. E., O'Neil, H. F. J., Chung, G. K. W. K., & Schacter, J. (1999). Reliability and validity of a computer-based knowledge mapping system to measure content understanding. Computers in Human Behavior, 15(3-4), 315-333.

Horton, S., Lovitt, T., & Christensen, S. (1991). Notetaking from textbooks: Effects of a columnar format on three categories of secondary students. Exceptionality: A Research Journal, 2(1), 18-40.

Horton, S. V., Lovitt, T. C., Givens, A., & Nelson, R. (1989). Teaching social studies to high school students with academic handicaps in a mainstreamed setting: Effects of a computerized study guide. Journal ofLearning Disabilities, 22(2), 102-107.

Hughes, C. A., & Suritsky, S. K. (1993). Notetaking skills and strategies for students with learning disabilities.Preventing School Failure, 38(1), 7-11.

Idol-Maestas, L. (1985). Getting ready to read: Guided probing for poor comprehenders. Learning Disability Quarterly, 8(4), 243-254.

Ives, B., & Hoy, C. (2003). Graphic organizers applied to higher-level secondary mathematics. Learning Disabilities Research & Practice, 18(1), 36-51.

Kafai, Y., & Bates, M. J. (1997). Internet web-searching instruction in the elementary classroom: Building a foundation for information literacy. School Library Media Quarterly, 25(2), 103-111.

Kang, H., & Noh, S. (2020). The effects of science teaching and learning using student-led instructional strategies on elementary school students' science core competencies. Journal of Korean Elementary Science Education, 39(2), 228-242.*

Kim, A. H., Vaughn, S., & Wanzek, J. (2004). Graphic organizers and their effects on the reading comprehension of students with LD: A synthesis of research. Journal of Learning Disabilities, 37(2), 105-118.

Kooy, T. (1992). The effect of graphic advance organizers on math and science comprehension with high school special education students. B.C. Journal of Special Education, 16(2), 101-111.

Kuiper, E., Volman, K., & Terwel, J. (2004). The internet as an information resource in education: A review of the literature. Annual Meeting of the American Educational Research Association, San Diego, CA.

Mastropieri, M. A., Scruggs, T. E., & Graetz, J. E. (2003). Reading comprehension instruction for secondary students:Challenges for struggling readers and teachers. Learning Disability Quarterly, 26(1), 103-116.

McCrory Wallace, R., Kupperman, J., Krajcik, J., & Soloway, E. (2000). Science on the web: Students online in a sixth-grade classroom. The Journal of the Learning Sciences, 9(1), 75-104.

McNabb, M. L., Hassel, B., & Steiner, L. (2000). Literacy learning on the net: An exploratory study. Oak Brook, IL:North Central Regional Educational Laboratory.

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

Merkley, D. M., & Jefferies, D. (2001). Guidelines for implementing a graphic organizer. The Reading Teacher, 54(4), 350-357.

Moore, D. W., & Readence, J. E. (1984). A quantitative and qualitative review of graphic organizer research.Journal of Educational Research, 78(1), 11-17.

Mosco, M. (2005). Getting the information graphically. Arts and Activities, 138(1), 44-44.

Novak, J. D. (1990). Concept maps and vee diagrams: Two metacognitive tools to facilitate meaningful learning.Instructional Science, 19(1), 29-52.

Novak, J. D. & Canas, A. J. (2008). The theory underlying concept maps and how to construct them. Technical Report IHMC CmapTools 2006-01 Rev 01-2008, Florida Institute for Human and Machine Cognition.. Retrieved September 8, 2009 from http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

Puntambekar, S., & Goldstein, J. (2007). Effect of visual representation of the conceptual structure of the domain on science learning and navigation in a hypertext environment. Journal of Educational Multimedia and Hypermedia, 16(4), 429-459.

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

Raufelder, D., & Kulakow, S. (2021). The role of the learning environment in adolescents’ motivational development. Motivation and Emotion, 45(3), 299-311.*

Robinson, D. H., Katayama, A. D., Beth, A., Odom, S., Hsieh, Y. P., & Vanderveen, A. (2006). Increasing text comprehension and graphic note taking using a partial graphic organizer. The Journal of Educational Research, 100(2), 103-111.

Rock, M. L. (2004). Graphic organizers: Tools to foster behavior literacy and foster emotional competency.Intervention in School and Clinic, 40(1), 10-37.

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.

Royer, R., & Royer, J. (2004). Comparing hand drawn and computer generated concept mapping. Journal of Computers in Mathematics and Science Technology, 23(1), 67-81.

Sandieson, R. (2006). Pathfinding in the research forest: The pearl harvesting method for effective information retrieval. Education and Training in Developmental Disabilities, 41(4), 401-409.

Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. The Journal of the Learning Sciences, 1(1), 37-68.

Schachter, J., Chung, G., & Shorr, A. (1998). Children’s internet searching on complex problems: Performance and process analysis. Journal of the American Society for Information Science, 49(9), 840-849.

Shin, E. C., Schallert, D. L., & Savenye, W. C. (1994). Effects of learner control, advisement, and prior knowledge on young students' learning in a hypertext environment. Educational Technology Research and Development, 42(1), 33-46.

Sorapure, M., Inglesby, P., & Yatchisin, G. (1998). Web literacy: Challenges and opportunities for research in a new medium. Computers and Composition, 15(3), 409-424.

Strangman, N., & Hall, T. E. (2002). Graphic organizers. Wakefield, MA: National Center on Accessing the General Curriculum.

Strangman, N., Hall, T. E., & Meyer, A. (2003). Graphic organizers with UDL. Wakefield, MA: National Center on Accessing the General Curriculum.

Sutherland-Smith, W. (2002). Weaving the literacy web: Changes in reading from page to screen. Reading Teacher, 55(7), 662-669.

Swanson, H. L., & Deshler, D. (2003). Instructing adolescents with learning disabilities: Converting a meta-analysis to practice. Journal of Learning Disabilities, 36(2), 124-135.

Townsend, M. A. R., & Clarihew, A. (1989). Facilitating children's comprehension through the use of advanced organizers. Journal of Reading Behavior, 21(1), 15-31.

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.

Walton, R. (2020). Executive function and working memory: Influencing interprofessional conversations and collaborative practices. Journal of the International Society for Teacher Education, 24(1), 71-81.*

Willerman, M., & Mac Harg, R. A. (1991). The concept map as an advance organizer. Journal of Research in Science Teaching, 28(8), 705-712.