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

Boyle, J. R., & Weishaar, M. (2001). The effects of strategic notetaking on the recall and comprehension of lecture information for high school students with learning disabilities. Learning Disabilities Research & Practice, 16(3), 133-141.

Breznitz, Z. (1997). Effects of accelerated reading rate on memory for text among dyslexic readers. Journal of Educational Psychology, 89(2), 289-297.

Brownell, M. T., Mellard, D. F., & Deshler, D. D. (1993). Differences in the learning and transfer performance between students with learning disabilities and other low-achieving students on problem-solving tasks. Learning Disability Quarterly, 16, 138-156.

Butterfield, E. C., & Nelson, G. D. (1989). Theory and practice of teaching for transfer. Educational Technology Research and Development, 37(3), 5-38.

Edyburn, D. (2006). Cognitive prostheses for students with mild disabilities: Is this what assistive technology looks like. Journal of Special Education Technology, 21(4), 62-65.

Fuchs, L. S., Fuchs, D., Finelli, R., Courey, S. J., & Hamlett, C. L. (2004). Expanding schema-based transfer instruction to help third graders solve real-life mathematical problems. American Educational Research Journal, 41(2), 419-445.

Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Appleton, A. C. (2002). Explicitly teaching for transfer: Effects on the mathematical problem-solving performance of students with mathematics disabilities. Learning Disabilities Research & Practice, 17(2), 90-106.

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., Prentice, K., Burch, M., & Paulsen, K. (2002). Hot math: Promoting mathematical problem solving among third-grade students with disabilities. Teaching Exceptional Children, 35(1), 70-73.

Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., Owen, R., et al. (2003). Explicitly teaching for transfer: Effects on third-grade students’ mathematical problem solving. Journal of Educational Psychology, 95(2), 293-305.

Ganske, L. (1981). Note-taking: A significant and integral part of learning environments. Educational Technology Research and Development, 29(3), 155-175.

Garcia-Mila, M. (2007). Developmental change in notetaking during scientific inquiry. International Journal of Science Education, 29(8), 1035-1058.

Hayes, D. S., Kelley, S. B., & Mandel, M. (1986). Media differences in children's story synopses: Radio and television contrasted. Journal of Educational Psychology, 78(5), 341-346.

Hughes, C. A., & Suritsky, S. K. (1993). Notetaking skills and strategies for students with learning disabilities.Preventing School Failure, 38(1), 7-11.

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.

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

McKeough, A. (1995). Teaching for transfer: Fostering generalizations in learning. Mahwah, NJ: Lawrence Erlbaum.

Pea, R. D. (1988). Putting knowledge to use. In R. S. Nickerson & P. R. Zodhiates (Eds.), Technology in education:Looking toward 2020 (pp. 167-212). Hillsdale, NJ: Lawrence Erlbaum Associates.

Perkins, D. N., & Salomon, G. (1998). Teaching for transfer. Educational Leadership, 46(1), 22-32.

Pezdek, K. (1987). Memory for pictures: A life-span study of the role of visual detail. Child Development, 58(3), 807-815.

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.

Ritchie, D., & Karge, B. D. (1996). Making information memorable: Enhanced knowledge retention and recall through the elaboration process. Preventing School Failure, 41(1), 28-33.

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.

Salomon, G., & Perkins, D. N. (1989). Rocky roads to transfer: Rethinking mechanism of a neglected phenomenon. Educational Psychologist, 24(2), 113-142.

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.

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.

Shin, J. H., Pang, M. E., Angay-Crowder, T., Choi, J., & Cho, A. (2020). Bringing transformed practices and identities into the center of language teachers' pedagogy: Neglected components of multiliteracies. TESOL International Journal, 15(6), 60-83.*

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

Stern, E., Aprea, C., & Ebner, H. G. (2003). Improving cross-content transfer in text processing by means of active graphical representation. Learning & Instruction, 13(3), 191-203.

Stroupe, D., & Carlone, H. B. (2022). Leaving the laboratory: Using field science to disrupt and expand historically enduring narratives of science teaching and learning. Science & Education, 1-29.*

Tremain, L., Citti, J., Giannini, N., Miller, L. R., Pérez, N., & Wells, C. (2020). Creando Raíces: Sustaining multilingual students' ways of knowing at the developing HSI. In Composition Forum, (44).*

Van Eck, R., & Dempsey, J. (2002). The effect of competition and contextualized advisement on the transfer of mathematics skills a computer-based instructional simulation game. Educational Technology Research and Development, 50(3), 23-41.