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

Agran, M., King-Sears, M. E., Wehmeyer, M. L., & Copeland, S. R. (2003). Teachers’ guide to inclusive practices:Student directed learning. Baltimore, Maryland: Paul H. Brookes Publishing Co.

Bahr, M. W., Fuchs, D., Fuchs, L. S., Fernstrom, P., & Stecker, P. M. (1993). Reflections on "Effectiveness of student versus teacher monitoring during prereferral intervention." Exceptionality, 4(1), 55-58.

Bentz, J. L., & Fuchs, L. S. (1996). Improving peers’ helping behavior to students with learning disabilities during mathematics peer tutoring. Learning Disability Quarterly, 19(4), 202-215.

Biraimah, K. L. (2016). Moving beyond a destructive past to a decolonised and inclusive future: The role of Ubuntu-style education in providing culturally relevant pedagogy for Namibia. International Review of Education, 62(1), 45-62.*

Brown, A. L., Metz, K. E., & Campione, J. C. (2013). Social interaction and individual understanding in a community of learners: The influence of Piaget and Vygotsky. In A. Tryphon & J. Vonèche (Eds.), Piaget-Vygotsky: The social genesis of thought (pp. 145-170). Psychology Press.*

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.

Catlin, K. S., Lewan, G. J., & Perignon, B. J. (1999). Increasing student engagement through goal-setting, cooperative learning & student choice. Unpublished master's action research project, St. Xavier University and IRI/SkyLight, Chicago, IL. (ERIC Document Reproduction Service No. ED433100) Retrieved July 16, 2009, from ERIC databse.

Daiute, C., & Dalton, B. (1993). Collaboration between children learning to write: Can novices be masters?Cognition & Instruction, 10(4), 281-333.

Dion, E., Fuchs, D., & Fuchs, L. S. (2005). Differential effects of peer-assisted learning strategies on students’ social preference and friendship making. Behavioral Disorders, 30(4), 421-429.

Espinoza, M. L., & Vossoughi, S. (2014). Perceiving learning anew: Social interaction, dignity, and educational rights. Harvard Educational Review, 84(3), 285-313.*

Espinoza, M. L., Vossoughi, S., Rose, M., & Poza, L. E. (2020). Matters of participation: Notes on the study of dignity and learning. Mind, Culture, and Activity, 27(4), 325-347.*

Farnsworth, V., Kleanthous, I., & Wenger-Trayner, E. (2016). Communities of practice as a social theory of learning: A conversation with Etienne Wenger. British Journal of Educational Studies, 64(2), 139-160.*

Fuchs, D., & Fuchs, L. S. (2005). Peer-assisted learning strategies: Promoting word recognition, fluency, and reading comprehension in young children. The Journal of Special Education, 39(1), 34-44.

Fuchs, D., Fuchs, L., Yen, L., McMaster, K., Svenson, E., Yang, N., et al. (2001). Developing first-grade reading fluency through peer mediation. Teaching Exceptional Children, 34(2), 90-93.

Fuchs, D., Fuchs, L. S., & Burish, P. (2000). Peer-assisted learning strategies: An evidence-based practice to promote reading achievement. Learning Disabilities Research & Practice, 15(2), 85-91.

Fuchs, D., Fuchs, L. S., Mathes, P. G., & Martinez, E. A. (2002). Preliminary evidence on the social standing of students with learning disabilities in PALS and no-PALS classrooms. Learning Disabilities Research & Practice, 17(4), 205-215.

Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34(1), 174.

Fuchs, D., Fuchs, L. S., Thompson, A., Svenson, E., Yen, L., Al Otaiba, S., et al. (2001). Peer-assisted learning strategies in reading: Extensions for kindergarten, first grade, and high school. Remedial and Special Education, 22(1), 15-21.

Fuchs, L. S., & Fuchs, D. (2000). Building student capacity to work productively during peer-assisted reading activities. In B. M. Taylor, M. F. Graves & P. van den Broek (Eds.), Reading for meaning: Fostering comprehension in the middle grades. (pp. 95–115). New York, NY: Teachers College Press.

Fuchs, L. S., Fuchs, D., & Karns, K. (2001). Enhancing kindergartners' mathematical development: Effects of peer-assisted learning strategies. The Elementary School Journal, 101(5), 495-510.

Fuchs, L. S., Fuchs, D., & Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school students with serious reading problems. Remedial and Special Education, 20(5), 309-318.

Fuchs, L. S., Fuchs, D., Bentz, J., Phillips, N. B., & Hamlett, C. L. (1994). The nature of student interactions during peer tutoring with and without prior training and experience. American Educational Research Journal, 31(1), 75-103.

Fuchs, L. S., Fuchs, D., Hamlett, C. L., Phillips, N. B., Karns, K., & Dutka, S. (1997). Enhancing students' helping behavior during peer-mediated instruction with conceptual mathematical explanations. The Elementary School Journal, 97(3), 223-249.

Fuchs, L. S., Fuchs, D., Karns, K., Hamlett, C., Katzaroff, M., & Dutka, S. (1998). Comparisons among individual and cooperative performance assessments and other measures of mathematics competence. The Elementary School Journal, 99(1), 23-51.

Fuchs, L. S., Fuchs, D., Kazdan, S., & Allen, S. (1999). Effects of peer-assisted learning strategies in reading with and without training in elaborated help giving. The Elementary School Journal, 99(3), 201-219.

Fuchs, L. S., Fuchs, D., Kazdan, S., Karns, K., Calhoon, M. B., Hamlett, C. L., et al. (2000). Effects of workgroup structure and size on student productivity during collaborative work on complex tasks. The Elementary School Journal, 100(3), 183-212.

Fuchs, L. S., Fuchs, D., Phillips, N. B., Hamlett, C. L., & Karns, K. (1995). Acquisition and transfer effects of classwide peer-assisted learning strategies in mathematics for students with varying learning histories. School Psychology Review, 24(4), 604-620.

Fuchs, L. S., Fuchs, D., Yazdian, L., & Powell, S. R. (2002). Enhancing first-grade children's mathematical development with peer-assisted learning strategies. School Psychology Review, 31(4), 569-584.

Gersten, R. (1998). Recent advances in instructional research for students with learning disabilities: An overview.Learning Disabilities Research and Practice, 13(3), 162-170.

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

Guthrie, J. T., & Alao, S. (1997). Designing contexts to increase motivations for reading. Educational Psychologist, 32(2), 95-105.

Hall, T. E., & Stegila, A. (2003). Peer-mediated instruction and intervention. Retrieved on May 27, 2009, from https://guide.swiftschools.org/resource/237/peer-mediated-instruction-and-intervention.

Hall, T. E., Wolfe, P. S., & Bollig, A. A. (2003). The home-to-school notebook: An effective communication strategy for students with severe disabilities. Teaching Exceptional Children, 36(2), 68-73.

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.

Hock, M. F., Pulvers, K. A., & Deshler, D. D. (2001). The effects of an after-school tutoring program on the academic performance of at-risk students and students with LD. Remedial and Special Education, 22(3), 172-186.

Ikan, P. A., & Conderman, G. (1996). Lights, camera, action!: A language arts activity for middle school students.Teaching Exceptional Children, 28(4), 69-71.

Johnson, D., Maruyama, G., Johnson, R., Nelson, D., & Skon, L. (1981). Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis. Psychological Bulletin, 89(1), 47-62.

Johnson, D. W., & Johnson, R. (1998). Cooperative learning and social interdependence theory. In R. Tindale, L. Heath, J. Edwards, E. Posavac, F. Bryant & Y. e. a. Suzrez-Balcazar (Eds.), Theory and research on small groups:Social psychological applications to social issues (pp. 9-36). New York: Plenum Press.

Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning. Boston, MA: Allyn & Bacon.

Kobayashi, M. (2003). The role of peer support in ESL students' accomplishment of oral academic tasks. Canadian Modern Language Review/La Revue Canadienne Des Langues Vivantes, 59(3), 337-369.

Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.*

Locke, W. R., & Fuchs, L. S. (1995). Effects of peer-mediated reading instruction on the on-task behavior and social interaction of children with behavior disorders. Journal of Emotional and Behavioral Disorders, 3(2), 92-99.

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

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

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Researched-based strategies for increasing student achievement. Virginia: Association for Supervision and Curriculum Development.

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

Mathes, P., Howard, J., Allen, S., & Fuchs, D. (1998). Peer-assisted learning strategies for first-grade readers:Responding to the needs of diverse learners. Reading Research Quarterly, 33(1), 62-94.

Mathes, P. G., & Fuchs, L. S. (1993). Peer-mediated reading instruction in special education resource rooms.Learning Disabilities Research and Practice, 8(4), 233-243.

McMaster, K. L., Fuchs, D., & Fuchs, L. S. (2006). Research on peer-assisted learning strategies: The promise and limitations of peer-mediated instruction. Reading & Writing Quarterly, 22(1), 5-25.

McMaster, K. N., & Fuchs, D. (2002). Effects of cooperative learning on the academic achievement of students with learning disabilities: An update of tateyama-sniezek's review. Learning Disabilities Research & Practice, 17(2), 107-117.

Molkentin, M., & Healy. K. (2022). Care During COVID: Photo Essay on Interdependence. Disability Visibility Project. https://disabilityvisibilityproject.com/2022/02/08/care-during-covid-photo-essay-on-interdependence/*

Naudé, L., Nel, L., & de Beer, A. (2022). Towards interdependence: reciprocal relationships between students living with disability and their significant others. Disability & Society, 39(2), 319–339.*

Ohta, A. S. (1995). Applying sociocultural theory to an analysis of learner discourse: Learner-learner collaborative interaction in the zone of proximal development. Issues in Applied Linguistics, 6(2), 93-121.

Onosko, J. J., & Jorgenson, C. M. (1998). Unit and lesson planning in the inclusive classroom: Maximizing learning opportunities for all students. In C. M. Jorgenson (Ed.), Restructuring high schools for all students: Taking inclusion to the next level (pp. 71-105). Baltimore, Maryland: Paul H. Brookes Publishing Co.

Orsmond, P., Merry, S., & Reiling, K. (2002). The use of exemplars and formative feedback when using student derived marking criteria in peer and self-assessment. Assessment & Evaluation in Higher Education, 27(4), 309-323.

Oviawe, J. O. (2016). How to rediscover the Ubuntu paradigm in education. International Review of Education, 62(1), 1-10.*

Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and instruction, 1(2), 117-175.*

Phillips, N. B., Fuchs, L. S., & Fuchs, D. (1994). Effects of classwide curriculum-based measurement and peer tutoring: A collaborative researcher-practitioner interview study. Journal of Learning Disabilities, 27(7), 420-434.

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.

Piepzna-Samarasinha, L. L. (2018). Care work: Dreaming disability justice (p. 182). Arsenal Pulp Press.*

Powell-Brown, A. (2006). Why can't I just see the movie? Fostering motivation in children who struggle with reading. Intervention in School and Clinic, 42(2), 84-90.

Riddle, E. M. (1995). Communication through multimedia in an elementary classroom. East Lansing, MI: National Center for Research on Teacher Learning. (ERIC Document Reproduction Service No. ED384346) Retrieved July 16, 2009, from ERIC database.

Robinson, D. R., Schofield, J. W., & Steers-Wentzell1, K. L. (2005). Peer and cross-age tutoring in math:Outcomes and their design implications. Educational Psychology Review, 17(4), 327-362.

Rohrbeck, C. A., Fantuzzo, J. W., Ginsburg-Block, M. D., & Miller, T. R. (2003). Peer-assisted learning interventions with elementary school students: A meta-analytic review. Journal of Educational Psychology, 95(2), 240-257.

Saenz, L. M., Fuchs, L. S., & Fuchs, D. (2005). Peer-assisted learning strategies for English language learners with learning disabilities. Exceptional Children, 71(3), 231-248.

Simmons, D. C., Fuchs, L. S., Fuchs, D., Mathes, P., & Hodge, J. P. (1995). Effects of explicit teaching and peer tutoring on the reading achievement of learning-disabled and low-performing students in regular classrooms. The Elementary School Journal, 95(5), 387-408.

Simmons, D. C. (1994). Importance of instructional complexity and role reciprocity to classwide peer tutoring.Learning Disabilities Research and Practice, 9(4), 203-212.

Stenhoff, D., & Lignugaris/Kraft, B. (2007). A review of the effects of peer tutoring on students with mild disabilities in secondary settings. Council for Exceptional Children, 74(1), 8-30.

Stevens, R. J., & Slavin, R. E. (1995). The cooperative elementary school: Effects on students’ achievement, attitudes, and social relations. American Educational Research Journal, 32(2), 321-351.

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.

Strangman, N. (2002). Collaborative internet projects: An interview with Susan Silverman about her passion and hobby. Reading Online, 5(6). Retrieved on May 27, 2009, from http://www.readingonline.org/articles/voices/silverman/.

Topping, K. J., Peter, C., Stephen, P., & Whale, M. (2004). Cross-age peer tutoring of science in the primary school: Influence on scientific language and thinking. Educational Psychology, 24(1), 57-75.

Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631-645.

Van der Klift, E., & Kunc, N. (2017). Ability and opportunity in the rearview mirror. In C. Forlin, K. Scorie, & D. Sobsey (Eds.), Working with families for inclusive education (pp. 3-10). Emerald Group Publishing Limited.*

White, G. W., Lloyd Simpson, J., Gonda, C., Ravesloot, C., & Coble, Z. (2010). Moving from independence to interdependence: A conceptual model for better understanding community participation of centers for independent living consumers. Journal of Disability Policy Studies, 20(4), 233-240.*

White, R. S., Schneider, J., & Mavrogordato, M. (2023). bELonging: Do students classified as English Learners feel included?. AERA Open, 9, 23328584231179171.*

Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.

Wright, J., & Cleary, K. S. (2006). Kids in the tutor seat: Building schools’ capacity to help struggling readers through a cross-age peer-tutoring program. Psychology in the Schools, 43(1), 99-107.

Xin, J. F. (1999). Computer-assisted cooperative learning in integrated classrooms for students with and without disabilities. Information Technology in Childhood Education, 1(1), 61-78.