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

Alvermann, D. E., Smith, L. C., & Readence, J. E. (1985). Prior knowledge activation and the comprehension of compatible and incompatible text. Reading Research Quarterly, 20(4), 420-436.

Barringer, D. F., Olmstead, A., & Maldonado, A. (2020, January). Benefits of a student-led astronomy club: lessons to inform instructional design. In Proceedings of the Physics Education Research Conference (PERC (pp. 32-37).*

Bean, T. W. (1995). Strategies for enhancing text comprehension in middle school. Reading & Writing Quarterly, 11(2), 163-171.

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(pp. 115-141). Hillsdale, NJ: Erlbaum Associates.

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

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

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.*

Carr, E., & Ogle, D. (1987). KWL plus: A strategy for comprehension and summarization. Journal of Reading, 30(7), 626-631.

Carr, S. C., & Thompson, B. (1996). The effects of prior knowledge and schema activation strategies on the inferential reading comprehension of children with and without learning disabilities. Learning Disability Quarterly, 19(1), 48-61.

Davis, S. J., & Winek, J. (1989). Improving expository writing by increasing background knowledge. Journal of Reading, 33(3), 178-181.

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.

Dochy, F., Segers, M., & Buehl, M. M. (1999). The relation between assessment practices and outcomes of studies: The case of research on prior knowledge. Review of Educational Research, 69(2), 145.

Dochy, F. J. R. C., & Alexander, P. A. (1995). Mapping prior knowledge: A framework for discussion among researchers. European Journal of Psychology of Education, 10(3), 225-242.

Dole, J. A., Valencia, S. W., Greer, E. A., & Wardrop, J. L. (1991). Effects of two types of prereading instruction on the comprehension of narrative and expository text. Reading Research Quarterly, 26(2), 142-159.

Fuchs, L. S., Fuchs, D., Karns, K., Hamlett, C. L., Dutka, S., & Katzaroff, M. (2000). The importance of providing background information on the structure and scoring of performance assessments. Applied Measurement in Education, 13(1), 1-34.

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

González, N., Moll, L. C., & Amanti, C. (Eds.). (2006). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Routledge.*

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

Hall, T. E. (2002). Explicit instruction. Wakefield, MA: National Center on Accessing the General Curriculum.Retrieved on June 3, 2009, from www.cast.org/products-services/resources/2002/ncac-explicit-instruction.

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.*

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.

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

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.

Lee, C. D. (2001). Is October Brown Chinese? A cultural modeling activity system for underachieving students. American Educational Research Journal, 38(1), 97–141.*

Lott, G. W. (1983). The effect of inquiry teaching and advance organizers upon student outcomes in science education. Journal of Research in Science Teaching, 20(5), 437-451.

Luiten, J., Ames, W., & Ackerson, G. (1980). A meta-analysis of the effects of advance organizers on learning and retention. American Educational Research Journal, 17(2), 211-218.

Marco‐Bujosa, L. M., Friedman, A. A., & Kramer, A. (2021). Learning to teach science in urban schools: Context as content. School Science and Mathematics, 121(1), 46-57.*

Marzano, R. J. (2004). Building background knowledge for academic achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

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

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

Nasir, N. I. S., Rosebery, A. S., Warren, B., & Lee, C. D. (2006). 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.*

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. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.*

Pisha, B., & Coyne, P. (2001). Smart from the start: The promise of universal design for learning. Remedial and Special Education, 22(4), 197-203.

Pressley, M., Johnson, C. J., Symons, S., McGoldrick, J. A., & Kurita, J. A. (1989). Strategies that improve children's memory and comprehension of text. The Elementary School Journal, 90(1), 3-32.

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.

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

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, 24(3), 173-184.

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.

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

Schwartz, N. H., Stroud, M., Hong, N. S., Lee, T., Scott, B., & McGee, S. M. (2006). Summoning prior knowledge:The influence of metaphorical priming on learning in a hypermedia environment. Journal of Educational Computing Research, 35(1), 1-30.

Serafino, K., & Cicchelli, T. (2003). Cognitive theories, prior knowledge, and anchored instruction on mathematical problem solving and transfer. Education and Urban Society, 36(1), 79-93.

Seufert, T. (2003). Supporting coherence formation in learning from multiple representations. Learning & Instruction, 13(2), 227-237.

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.

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.

Spires, H. A., & Donley, J. (1998). Prior knowledge activation: Inducing engagement with informational texts.Journal of Educational Psychology, 90(2), 249-260.

Stone, C. L. (1983). A meta-analysis of advance organizer studies. Journal of Experimental Education, 51(7), 194-199.

Strangman, N., & Hall, T. E. (2004). Background knowledge. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved on June 3, 2009, from www.cast.org/products-services/resources/2004/ncac-background-knowledge-udl.

Strangman, N., Hall, T. E. & Meyer, A. (2004). Background knowledge Differentiated instruction and the implications for UDL implementation. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved on June 3, 2009, from www.cast.org/products-services/resources/2014/ncac-differentiated-instruction-udl.

Tanner, K., & Allen, D. (2005). Approaches to biology teaching and learning: Understanding the wrong answers - teaching toward conceptual change. Cell Biology Education, 4(2), 112-117.

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

Waitoller, F. R., & King Thorius, K. A. (2016). Cross-pollinating culturally sustaining pedagogy and universal design for learning: Toward an inclusive pedagogy that accounts for dis/ability. Harvard Educational Review, 86(3), 366-389.

Woloshyn, V., Paivio, A., & Pressley, M. (1994). Use of elaborative interrogation to help students acquire information consistent with prior knowledge and information inconsistent with prior knowledge. Journal of Educational Psychology, 86, 79-89.

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