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

Atkinson, R. K. (2002). Optimizing learning from examples using animated pedagogical agents. Journal of Educational Psychology, 94(2), 416-427.

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.

Bartlett C., Marshall M., Marshall A. (2012). Two-eyed seeing and other lessons learned within a co-learning journey of bringing together indigenous and mainstream knowledges and ways of knowing. Journal of Environmental Studies and Sciences, 2(4), 331–340.*

Blaisdell, B. (2016). Schools as racial spaces: Understanding and resisting structural racism. International Journal of Qualitative Studies in Education, 29(2), 248-272.*

Blankenship, T. L., Ayres, K. M., & Langone, J. (2005). Effects of computer-based cognitive mapping on reading comprehension for students with emotional behavior disorders. Journal of Special Education Technology, 20(2), 15-23.

Block, C. C. (1993). Strategy instruction in a literature-based reading program. The Elementary School Journal, 94(2), 139-151.

Bockholt, S. M., West, J. P., & Bollenbacher, W. E. (2003). Cancer cell biology: A student-centered instructional module exploring the use of multimedia to enrich interactive, constructivist learning of science. Cell Biology Education, 2(1), 35-50.

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.

Breunig, M. (2019). Beings who are becoming: Enhancing social justice literacy. Journal of Experiential Education, 42(1), 7-21.*

Bulgren, J., Deshler, D. D., & Lenz, B. K. (2007). Engaging adolescents with LD in higher order thinking about history concepts using integrated content enhancement routines. Journal of Learning Disabilities, 40(2), 121-133.

Bulgren, J. A., Schumaker, J. B., & Deshler, D. D. (1988). Effectiveness of a concept teaching routine in enhancing the performance of LD students in secondary-level mainstream classes. Learning Disabilities Quarterly, 11(1), 3-17.

Carlson, R., Chandler, P., & Sweller, J. (2003). Learning and understanding science instructional material. Journal of Educational Psychology, 95(3), 629-640.

Casteel, C. A. (1990). Effects of chunked text material on reading comprehension of high and low ability readers.Reading Improvement, 27(4), 269-275.

Cawley, J. F. (1994). Science for students with disabilities. Remedial and Special Education (RASE), 15(2), 67-71.

Clark, F. L., Deshler, D. D., Schumaker, J. B., Alley, G. R., & Warner, M. M. (1984). Visual imagery and self-questioning: Strategies to improve comprehension of written material. Journal of Learning Disabilities, 17(3), 145-149.

Dalton, B., Morocco, C. C., Tivnan, T., & Rawson Mead, P. L. (1997). Supported-inquiry science: Teaching for conceptual change in the urban classroom. Journal of Learning Disabilities, 30(6), 670-684.

Dalton, B., Pisha, B., Eagleton, M., Coyne, P., & Deysher, S. (2002). Engaging the text: Final report to the U.S. department of education. Peabody: CAST.

Dalton, B., & Proctor, C. P. (2007). Reading as thinking: Integrating strategy instruction in a universally designed digital literacy environment. In D. S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 421-439). Mahwah, NJ: Lawrence Erlbaum Assoc Inc.

Dole, J. A., Brown, K. J., & Trathen, W. (1996). The effects of strategy instruction on the comprehension performance of at-risk students. Reading Research Quarterly, 31(1), 62-77.

Duffy, G. G. (2002). The case for direct explanation of strategies. In C. C. Block & M. Pressley (Eds.), Comprehension instruction (pp. 28-41). New York, NY: Guilford Publications, Inc.

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

Englert, C., Raphael, L., Anderson, H., & Stevens, D. (1991). Making strategies and self talk visible: Writing instruction in regular and special education classrooms. American Educational Research Journal, 28(2), 337-372.

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.

Fuchs, L. S., Fuchs, D., Prentice, K., Hamlett, C. L., Finelli, R., & Courey, S. J. (2004). Enhancing mathematical problem solving among third-grade students with schema-based instruction. Journal of Educational Psychology, 96(4), 635-647.

Gajria, M., & Salvia, J. (1992). The effects of summarization instruction on text comprehension of students with learning disabilities. Exceptional Children, 58(6), 508-516.

Gardill, M. C., & Jitendra, A. K. (1999). Advanced story map instruction: Effects on the reading comprehension of students with learning disabilities. The Journal of Special Education, 33(1), 2-17.

Gardner, H. (1991). The unschooled mind: How children think and how school should teach. New York, NY: Basic Books.

Goldman, S. R. (1997). Learning from text: Reflections on the past and suggestions for the future. Discourse Processes, 23, 357-398.

Gutiérrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19–25.*

Hall, T. (2002). Explicit instruction. Wakefield, MA: National Center on Accessing the General Curriculum.Retrieved on June 12, 2009, from www.cast.org/publications/2002/ncac-explicit-instruction.

Hamilton, S. L., Seibert, M. A., Gardner III, R., & Talbert-Johnson, C. (2000). Using guided notes to improve the academic achievement of incarcerated adolescents with learning and behavior problems. Remedial and Special Education, 21(3), 133-140.

Hammond, Z. (2014). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press.*

Hannafin, R. D. (2004). Achievement differences in structured versus unstructured instructional geometry programs. Educational Technology Research and Development, 52(1), 19-32.

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.

Higgins, K., Boone, R., & Lovitt, T. (1996). Hypertext support for remedial students and students with disabilities.Journal of Learning Disabilities, 29(4), 402-412.

Hofman, R., & van Oostendorp, H. (1999). Cognitive effects of a structural overview in a hypertext. British Journal of Educational Technology, 30(2), 129-140.

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 of Learning Disabilities, 22(2), 102-107.

Idol, L., & Croll, V. J. (1987). Story-mapping training as a means of improving reading comprehension. Learning Disabilities Quarterly, 10(3), 214-229.

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

Jacobson, M. J. (2008). A design framework for educational hypermedia systems: Theory, research, and learning emerging scientific perspectives. Educational Technology Research and Development, 56(1), 5-28.

Jones, B. F. (1986). Quality and equality through cognitive instruction. Educational Leadership, 43(7), 4-11.

Kasun, G. S. (2015). "The Only Mexican in the Room": Sobrevivencia as a way of knowing for Mexican transnational students and families. Anthropology & Education Quarterly, 46(3), 277–294.*

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.*

Lederer, J. M. (2000). Reciprocal teaching of social studies in inclusive elementary classrooms. Journal of Learning Disabilities, 33(1), 91-106.

Lenz, B. K., Ehren, B. J., & Deshler, D. D. (2005). The content literacy continuum: A school reform framework for improving adolescent literacy for all students. Teaching Exceptional Children, 37(6), 60-63.

Levac, L., McMurtry, L., Stienstra, D., Baikie, G., Hanson, C., & Mucina, D. (2018). Learning across Indigenous and Western knowledge systems and intersectionality: Reconciling social science research approaches. University of Guelph.*

Liu, M., & Bera, S. (2005). An analysis of cognitive tool use patterns in a hypermedia learning environment.Educational Technology Research and Development, 53(1), 5-21.

Lodewyk, K. R., Winne, P. H., & Jamieson-Noel, D. L. (2009). Implications of task structure on self-regulated learning and achievement. Educational Psychology, 29(1), 1-25.

Madigan, Hall, & Glang. (1997). Effective assessment and instructional practices for students with ABI. In A. Glang, G. H. S. Singer & B. Todis (Eds.), Students with acquired brain injury: The school's response (pp. 123-184).Baltimore, MD: Brookes Publishing Co.

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). What will I do to help students effectively interact with new knowledge? 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.

McCormick, S. (1989). Effects of previews on more skilled and less skilled readers' comprehension of expository text. Journal of Reading Behavior, 21(13), 219-234.

Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-141.*

Moll, L. C., & Gonzalez, N. (1994). Lessons from research with language minority children. Journal of Reading Behavior, 26(4), 23–41.*

Moreno, R., Mayer, R. E., Spires, H. A., & Lester, J. C. (2001). The case for social agency in computer-based teaching: Do students learn more deeply when they interact with animated pedagogical agents?. Cognition and Instruction, 19(2), 177-213.

Nasir, N. S., Rosebery, A. S., Warren, B., & Lee, C. D. (2014). Learning as a cultural process: Achieving equity through diversity. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 489–504). Cambridge University Press.*

Nolet, V., & McLaughlin, M. J. (2005). Accessing the general curriculum: Including students with disabilities in standards-based reform. Thousand Oaks, CA: Corwin Press, Inc.

Novak, J. D., & Cañas, A. J. (2006). The theory underlying concept maps and how to construct them. Pensacola, FL: Institute for Human and Machine Cognition. Retrieved July 20, 2009, from http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptM...

Osborne, R., & Wittrock, M. (1985). The generative learning model and its implications for science education.Studies in Science Education, 12, 59-87.

Owen, R. L., & Fuchs, L. S. (2002). Mathematical problem-solving strategy instruction for third-grade students with learning disabilities. Remedial and Special Education, 23(5), 268-278.

Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition & Instruction, 1(1), 117-175.

Palincsar, A. S., & Brown, A. L. (1989). Classroom dialogues to promote self-regulated comprehension. In J. Brophy (Ed.), Teaching for meaningful understanding and self-regulated learning (pp. 35-71). Greenwich, CT: JAI.

Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97.*

Paris, D., & Alim, H. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85-100.*

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.

Peltier, C. (2018). An Application of Two-Eyed Seeing: Indigenous Research Methods With Participatory Action Research. International Journal of Qualitative Methods, 17(1).*

Pollock, E., Chandler, P., & Sweller, J. (2002). Assimilating complex information. Learning and Instruction, 12(1), 61-86.

Pressley, M. (1990). Cognitive strategy instruction that really improves children's academic performance.Cambridge, MA: Brookline Books.

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.

Puntambekar, S., Stylianou, A., & Hubscher, R. (2003). Improving navigation and learning in hypertext environments with navigable concept maps. Human-Computer Interaction, 18(4), 395-428.

Reinking, D. (1988). Computer-mediated text and comprehension differences: The role of reading time, reader preference, and estimation of learning. Reading Research Quarterly, 23(4), 484-498.

Reinking, D., & Schreiner, R. (1985). The effects of computer mediated text on measures of reading comprehension and reading behavior. Reading Research Quarterly, 20(5), 536-552.

Ritchhart, R., & Perkins, D. N. (2005). Learning to think: The challenges of teaching thinking. In K. J. Holyoak & R. G. Morrison (Eds.), The Cambridge handbook of thinking and reasoning (pp. 775-802). New York, NY: Cambridge University Press.

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.

Robinson, D. H., Robinson, S. L., & Katayama, A. D. (1999). When words are represented in memory like pictures:Evidence for spatial encoding of study materials. Contemporary Educational Psychology, 24(1), 38-54.

Roehler, L. R., Duffy, G. G., & Meloth, M. S. (1984). What to be direct about in direct instruction in reading:Content-only versus process-into-content. In T. E. Raphael (Ed.), The contexts of school-based literacy (pp. 79-95). New York, NY: Random House.

Rose, D. H., & Dalton, B. (2002). Using technology to individualize reading instruction. In C. C. Block, L. B. Gambrell & M. Pressley (Eds.), Improving comprehension instruction: Rethinking research, theory, and classroom practice (pp. 257-274). San Francisco, CA: Jossey Bass Publishers.

Rosenblatt, L. M. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale, Illinois: Southern Illinois University Press.

Rosenshine, B. (1997). Advances in research on instruction. In J. W. Lloyd, E. J. Kameenui & D. Chard (Eds.), Issues in educating students with disabilities (pp. 197-221). Mahwah, NJ: Lawrence Erlbaum.

Rosenshine, B., & & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64(4), 479-530.

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.

Schumaker, J. B., Denton, P. H., & Deshler, D. D. (1984). The paraphrasing strategy. Lawrence, KS: The University of Kansas.

Schumaker, J. B., Deshler, D. D., Zemitzsch, A., & Warner, M. W. (1993). The visual imagery strategy. Lawrence, KS: The University of Kansas.

Seidel, R. J., Perencevich, K. C., & Kett, A. L. (2005). From principles of learning to strategies for instruction:Empirically based ingredients to guide instructional development. New York, NY: Springer.

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.

Simpson, L. B. (2017). As we have always done: Indigenous freedom through radical resistance. University of Minnesota Press.*

Singer, H., & Donlan, D. (1982). Problem-solving schema with question generation for comprehension of complex short stories. Reading Research Quarterly, 17(2), 166-186.

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Smolkin, L. B., & Donovan, C. A. (2001). The contexts of comprehension: The information book read aloud, comprehension acquisition, and comprehension instruction in a first-grade classroom. The Elementary School Journal, 102(2), 97-122.

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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.

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