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

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

Bulgren, J. A., Deshler, D. D., Schumaker, J. B., & Lenz, B. K. (2000). The use and effectiveness of analogical instruction in diverse secondary content classrooms. Journal of Educational Psychology, 92(3), 426-441.

Bulgren, J. A., Lenz, B. K., Schumaker, J. B., Deshler, D. D., & Marquis, J. G. (2002). The use and effectiveness of a comparison routine in diverse secondary content classrooms. Journal of Educational Psychology, 94(2), 356-371.

Bulgren, J. A., Lenz, K. B., Deshler, D. D., & Shumaker, J. B. (1995). The concept comparison routine. Lawrence, Kansas: Edge Enterprises, Inc.

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.

Bulgren, J. A., Schumaker, J. B., & Deshler, D. D. (1998). The concept mastery routine. Lawrence, Kansas: Edge Enterprises, Inc.

Burke, M. D., Hagan, S. L., & Grossen, B. (1998). What curricular designs and strategies accommodate diverse learners? Teaching Exceptional Children, 31(2), 34-38.

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.*

Dyck, N., & Sunbye, N. (1988). The effects of text explicitness on story understanding and recall by learning disabled children. LD Research, 3(2), 68-77.

Ellis, E., Farmer, T., & Newman, J. (2005). Big ideas about teaching big ideas. Teaching Exceptional Children, 38(1), 34-40.

Fine, C. G. M., & Furtak, E. M. (2020). A framework for science classroom assessment task design for emergent bilingual learners. Science Education, 104(3), 393-420.*

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.

Glick, M. L., & Holyoak, K. J. (1980). Analogical problem solving. Cognitive Psychology, 12(3), 306-355.

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

Grossen, B., Caros, J., Carnine, D., Davis, B., Deshler, D., Schumaker, J., et al. (2002). BIG ideas (plus a little effort) produce big results. Teaching Exceptional Children, 34(4), 70-73.

Gyselinck, V., & Tardieu, H. (1999). The role of illustrations in text comprehension: What, when, for whom, and why. In H. Van Oostendorp & S. R. Goldman (Eds.), The construction of mental representations during reading (pp.195–218). Mahwah, NJ: Lawrence Erlbaum Associates.

Hall, T., & Vue, G. (2002). Explicit Instruction. Wakefield, MA: National Center on Accessing the General Curriculum. (Updated 2014). Retrieved January 9, 2018 from https://www.cast.org/products-services/resources/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.

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.

Kameenui, E. J., & Carnine, D. W. (1998). Effective teaching strategies that accommodate diverse learners. Upper Saddle River, NJ: Merrill.

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, D. (2019). Elementary English learners’ use of reading strategies with culturally relevant and culturally distant stories. Journal of language, identity & education, 18(2), 73-91.*

Lenz, K. B., Bulgren, J. A., Schumaker, J. B., Deshler, D. D., & Boudah, D. A. (1994). The unit organizer routine.Lawrence, Kansas: Edge Enterprises, Inc.

Lenz, K. B., Schumaker, J. B., Deshler, D. D., & Bulgren, J. A. (1998). The course organizer routine. Lawrence, Kansas: Edge Enterprises, Inc.

MacArthur, C. A., & Haynes, J. B. (1995). Student assistant for learning from text(SALT): A hypermedia reading aid. Journal of Learning Disabilities, 28(3), 150-159.

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

Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93(1), 187-198.

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

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