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

Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork. British Journal of Educational Psychology, 72(2), 261-278.

Astleitner, H., & Wiesner, C. (2004). An integrated model of multimedia learning and motivation. Journal of Educational Multimedia & Hypermedia, 13(1), 3-21.

Baart, N. (2002). Saying it "more intensely": Using sensory experience to teach poetry writing. English Journal, 91(3), 98-103.

Baker, L., & Wigfield, A. (1999). Dimensions of children's motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34(4), 452-477.

Barab, S., Thomas, M., Dodge, T., Carteaux, R., & Tuzun, H. (2005). Making learning fun: Quest Atlantis, a game without guns. Educational Technology Research and Development, 53(1), 86-107.

Bergin, D. A. (1999). Influences on classroom interest. Educational Psychologist, 34(2), 87-98.

Bernacki, M. L., Greene, M. J., & Lobczowski, N. G. (2021). A systematic review of research on personalized learning: Personalized by whom, to what, how, and for what purpose (s)? Educational Psychology Review, 33(4), 1675-1715.*

Blachowicz, C. L., & Fisher, P. J. (2007). Best practices in vocabulary instruction. In L.B. Gambrell, L.M. Morrow, & M. Pressley (Eds.), Best Practices in Literacy Instruction (pp. 178-203). New York: Guilford Publications, Inc.

Bottge, B. A., & Hasselbring, T. S. (1993). A comparison of two approaches for teaching complex, authentic mathematics problems to adolescents in remedial math classes. Exceptional Children, 59(6), 556-566.

Bottge, B. A., & Heinrichs, M. (2002). Weighing the benefits of anchored math instruction for students with disabilities in general education classes. The Journal of Special Education, 35(4), 186-200.

Bottge, B. A., Rueda, E., Serlin, R. C., & Hung, Y. H. (2007). Shrinking achievement differences with anchored math problems: Challenges and possibilities. The Journal of Special Education, 41(1), 31-49.

Bransford, J. D., Sherwood, R. D., Hasselbring, T. S., Kinzer, C. K., & Williams, S. M. (1990). Anchored instruction: Why we need it and how technology can help. In D. Nix & R. Sprio (Eds.), Cognition, Education, and Multimedia: Exploring Ideas in High Technology (pp. 115-141). Hillsdale, NJ: Erlbaum Associates.

Bulgren, J. A., Schumaker, J. B., & Deshler, D. D. (1994). The concept anchoring routine. Lawrence, Kansas: Edge Enterprises, Inc.

Condry, J. (1977). Enemies of exploration: Self-initiated versus other-initiated learning. Journal of Personality and Social Psychology, 35(7), 159-177.

Dabrowski, J., & Marshall, T. R. (2018). Motivation and engagement in student assignments: The role of choice and relevancy. Equity in Motion. Education Trust.*

Deshler, D., Schumaker, J., Bulgren, J., Lenz, K., Jantzen, J., Adams, G., et al. (2001). Making learning easier: Connecting new knowledge to things students already know. Teaching Exceptional Children, 33(4), 82-85.

Dickey, M. D. (2005). Engaging by design: How engagement strategies in popular computer and video games can inform instructional design. Educational Technology Research and Development, 53(2), 67-83.

Etheris, A. I. (2004). Computer-supported collaborative problem solving and anchored instruction in a mathematics classroom: An exploratory study. International Journal of Learning Technology, 1(1), 16-39.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.

Fuchs, L. S., Fuchs, D., Finelli, R., Courey, S. J., Hamlett, C. L., Sones, E. M., et al. (2006). Teaching third graders about real-life mathematical problem solving: A randomized controlled study. The Elementary School Journal, 106(4), 293-311.

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

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

Guthrie, J. T., & Davis, M. H. (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. Reading & Writing Quarterly, 19(1), 59.

Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson & R. Barr (Eds.), Handbook for reading research (pp. 403-422). Mahwah, NJ: Erlbaum.

Guthrie, J. T., McGough, K., Bennett, L., & Rice, M. E. (1996). Concept-oriented reading instruction: An integrated curriculum to develop motivations and strategies for reading. In L. Baker, P. Afflerbach & D. Reinking (Eds.), Developing engaged readers in school and home communities (pp. 165-190). Hillsdale, NJ: Erlbaum.

Heckman, P. E., & Weissglass, J. (1994). Contextualized mathematics instruction: Moving beyond recent proposals. For the Learning of Mathematics, 14(1), 29-33.

Johnson, S. C. (1995). Making a place for music in basic writing. Journal of Basic Writing, 14(2), 31-37.

Kapoyannis, T. (2019). Literacy engagement in multilingual and multicultural learning spaces. TESL Canada Journal, 36(2), 1-25.*

Kim, H. S., & Kamil, M. L. (2003). Concept-oriented reading instruction. In A. P. Sweet, & C. E. Snow (Eds.), Rethinking reading comprehension (pp. 115-140). NY: Guilford Press.

Kinzer, C. K., Gabella, M. S., & Rieth, H. J. (1994). An argument for using multimedia and anchored instruction to facilitate mildly disabled students' learning of literacy and social studies. Technology and Disability, 3(2), 117-128.

Kolb, L. (2006). From toy to tool: Audioblogging with cell phones. Learning & Leading with Technology, 34(3), 16-20.

Langone, J., Malone, D. M., & Clinton, G. N. (1999). The effects of technology-enhanced anchored instruction on the knowledge of preservice special educators. Teacher Education and Special Education, 22(2), 85-96.

Leonard, J., Davis, J. E., & Sidler, J. L. (2005). Cultural relevance and computer-assisted instruction. Journal of Research on Technology in Education, 37(3), 263-285.

Lepper, M. R., & Cordova, D. I. (1992). A desire to be taught: Instructional consequences of intrinsic motivation. Motivation and Emotion, 16(3), 187-208.

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

Mayer, R. E., Sobko, K., & Mautone, P. D. (2003). Social cues in multimedia learning: Role of speaker's voice. Journal of Educational Psychology, 95(2), 419-425.

Mechling, L. (2005). The effect of instructor-created video programs to teach students with disabilities: A literature review. TAM Board Members, 20(2), 25-36.

McClung, N. A., Barry, E., Neebe, D., Mere-Cook, Y., Wang, Q., & Gonzalez-Balsam, M. (2019). Choice matters: Equity and literacy achievement. Berkeley Review of Education, 8(2).*

Nagy, W. E. (1985). Learning words from context. Reading Research Quarterly, 20(2), 233-253.

Okolo, C. M. (1992). The effect of computer-assisted instruction format and initial attitude on the arithmetic facts proficiency and continuing motivation of students with learning disabilities. Exceptionality, 3(4), 195-211.

Parker, L. E., & Lepper, M. R. (1992). Effects of fantasy contexts on children's learning and motivation: Making learning more fun. Journal of Personality and Social Psychology, 62(4), 625-633.

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.

Prensky, M. (2005). Listen to the natives. Learning, 63(4), 8-13.

Reinking, D. (2001). Multimedia and engaged reading in a digital world. In L. Verhoeven, & C. Snow (Eds.), Literacy and motivation: Reading engagement in individuals and groups (pp. 195-221). Mahwah, NJ: Erlbaum.

Rieth, H. J., Bryant, D. P., Kinzer, C. K., Colburn, L. K., Hur, S. J., & Hartman, P. (2003). An analysis of the impact of anchored instruction on teaching and learning activities in two ninth-grade language arts classes. Remedial and Special Education, 2(3), 173-184.

Schuh, K. L., & Farrell, C. A. (2006). Student effort, media preference, and writing quality when using print and electronic resources in expository writing. Journal of Educational Computing Research, 35(1), 61-81.

Scott, L. G. (1996). Writing to music. Reading Teacher, 50, 173-174.

Shyu, H. Y. (1997). Anchored instruction for Chinese students: Enhancing attitudes toward mathematics. International Journal of Instructional Media, 24(1), 55-62.

Shyu, H. Y. (1999). Effects of media attributes in anchored instruction. Journal of Educational Computing Research, 21(2), 119-139.

Shyu, H. Y. C. (2000). Using video-based anchored instruction to enhance learning: Taiwan's experience. British Journal of Educational Technology, 31(1), 57-69.

Smith, J. L., & Herring, J. D. (1996). Literature alive: Connecting to story through the arts. Reading Horizons, 37(2), 102-115.

Stewart, M. A., Walker, K., & Revelle, C. (2018). Learning from students: What, why, and how adolescent english learners want to read and write. Texas Journal of Literacy Education, 6(1), 23-40.*

Stipek, D. J. (1996). Motivation and instruction. In D. C. Berliner, & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 85-113). New York: Simon & Schuster/Macmillan.

Sweet, A. P., Guthrie, J. T., & Ng, M. M. (1998). Teacher perceptions and student reading motivation. Journal of Educational Psychology, 90(2), 210-223.

The Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19(6), 2-10.

The Cognition and Technology Group at Vanderbilt. (1993). Anchored instruction and its relationship to situated cognition revisited. Educational Researcher, 33(3), 52-70.

Unrau, N., & Schlackman, J. (2006). Motivation and its relationship with reading achievement in an urban middle school. Journal of Educational Research, 100(2), 81-101.

Vye, N. J. (1990). The effects of anchored instruction for teaching social studies: Enhancing comprehension of setting information. Annual Meeting of the American Educational Research Association, Boston, MA.

Xin, F. (1996). Multimedia reading: Using anchored instruction and video technology in vocabulary lessons. Teaching Exceptional Children, 29(2), 45-49.