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

Aarnoutse, C., & Brand-Gruwel, S. (1997). Improving reading comprehension strategies through listening.Educational Studies, 23(2), 209-227.

Aarnoutse, C. A. J., van den Bos, K.P., & Brand-Gruwel, S. (1998). Effects of listening comprehension training on listening and reading. Journal of Special Education, 32(2), 115-116.

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

Balajthy, E. (2005). Text-to-speech software for helping struggling readers. Reading Online, 8(4), 1-9.

Banks, R., & Coombs, N. (2005). Accessible information technology and persons with visual impairments. In D. Edyburn, K. Higgins & R. Boone (Eds.), Handbook of special education technology research and practice (pp. 379-391). Whitefish Bay, Wisconsin: Knowledge by Design, Inc.

Boyle, E. A., Rosenberg, M. S., Connelly, V. J., Washburn, S. G., Brinckerhoff, L. C., & Banerjee, M. (2003). Effects of audio texts on the acquisition of secondary-level content by students with mild disabilities. Learning Disability Quarterly, 26(3), 203-215.

Brinck, T. (2005). Return on goodwill: Return on investment for accessibility. In R. G. Bias, & D. J. Mayhew (Eds.), Cost-justifying usability (2nd ed., pp. 385-414). Boston, MA: Elsevier.

Brothers, R. J. (1971). Learning through listening: A review of the relevant factors. New Outlook for the Blind, 65(7), 224-231.

Brunken, R., Plass, J. L., & Leutner, D. (2004). Assessment of cognitive load in multimedia learning with dual-task methodology: Auditory load and modality effects. Instructional Science, 32(1), 115-132.

Caldwell, B., Cooper, M., Guarino Reid, L. & Vanderheiden, G. Web accessibility guidelines 2.0; guideline 1.1 Text alternatives: Provide text alternatives for any non-text content so that it can be changed into other forms people need, such as large print, braille, speech, symbols or simpler language. Retrieved January 19, 2009, from http://www.w3.org/TR/WCAG20/#text-equiv

Carlisle, J. F., & Felbinger, L. (1991). Profiles of listening and reading comprehension. Journal of Educational Research, 84(6), 345-354.

Chauvin, A., Pellerin, S., Boatswain-Jacques, A. F., René, J. L., & Phillips, N. A. (2024). Audiovisual speech perception in noise in younger and older bilinguals. Psychology and Aging.*

Chen, H. T. M., Thomas, M. S., & McClure, K. L. (2023). Functional headings’ effects on selective attention and reading processes. Educational Psychology, 29(2), 133-141.*

Conklin, K., Alotaibi, S., Pellicer-Sánchez, A., & Vilkaitė-Lozdienė, L. (2020). What eye-tracking tells us about reading-only and reading-while-listening in a first and second language. Second Language Research, 36(3), 257-276.*

Cook, A. M., & Polgar, J. M. (2008). Sensory aids for persons with visual impairments. In A. M. Cook, & J. M. Polgar (Eds.), Assistive technology principles and practices (3rd ed., pp. 274-309). St. Louis, MO: Mosby.

D'Angiulli, A., D'Angiulli, A., Kennedy, J. M., Helle, M. A., & Heller, M. A. (1998). Blind children recognizing tactile pictures respond like sighted children given guidance in exploration. Scandinavian Journal of Psychology, 39(3), 187-190.

Dalton, B., Schleper, D., Kennedy, M., Lutz, L., & Strangman, N. (2005). A universally designed digital strategic reading environment for adolescents who are deaf and hard of hearing. Final Report to Gallaudet University.Wakefield, MA: CAST.

De Jong, M. T., & Bus, A. G. (2004). The efficacy of electronic books in fostering kindergarten children's emergent story understanding. Reading Research Quarterly, 39(4), 378-393.

Dolan, R. P., Hall, T. E., Banerjee, M., Chun, E., & Strangman, N. (2005). Applying principles of universal design to test delivery: The effect of computer-based read aloud on test performance of high school students with learning disabilities. The Journal of Technology, Learning, and Assessment, 3(7).

Easterbrooks, S. (1999). Improving practices for students with hearing impairments. Exceptional Children, 65(4), 537-554.

Easterbrooks, S. R., & Stoner, M. (2006). Using a visual tool to increase adjectives in the written language of students who are deaf or hard of hearing. Communication Disorders Quarterly, 27(2), 95-109.

Ely, R., Emerson, R. W., Maggiore, T., Rothberg, M., O’Connell, T., & Hudson, L. (2006). Increased content knowledge of students with visual impairments as a result of extended descriptions. Journal of Special Education Technology, 21(3), 31-43.

Fuchs, L. S., Fuchs, D., Eaton, S. B., Hamlett, C., Binkley, E., & Crouch, R. (2000). Using objective data sources to enhance teacher judgments about test accommodations. Exceptional Children, 67(1), 67-81.

Furnham, A., De Siena, S., & Gunter, B. (2002). Children's and adults' recall of children's news stories in both print and audio-visual presentation modalities. Applied Cognitive Psychology, 16(2), 191-210.

Galyon, C. L., Floyd, K. K., & WOOD-FIELDS, C. O. L. L. E. E. N. (2023). Access for All: Adapted Literacy Through Low-Tech Assistive Technology. Children & Libraries: The Journal of the Association for Library Service to Children, 21(2).*

Gentry, M. M., Chinn, K. M., & Moulton, R. D. (2005). Effectiveness of multimedia reading materials when used with children who are deaf. American Annals of the Deaf, 149(5), 394-403.

Gerlic, I., & Jausovec, N. (1999). Multimedia: Differences in cognitive processes observed with EEG. Educational Technology Research and Development, 47(3), 5-14.

Goldman, S. R. (2003). Learning in complex domains: When and why do multiple representations help? Learning & Instruction, 13(2), 239-244.

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.

Holzberg, C. S. (2004). Web site accessibility. Technology & Learning, 24(3), 48.

Horney, M., & Anderson-Inman, L. (1999). Supported text in electronic reading environments. Reading & Writing Quarterly: Overcoming Learning Difficulties, 15(2), 127-168.

Jensema, C. J., & El Sharkawy, S. (2000). Eye movement patterns of captioned television viewers. American Annals of the Deaf, 145(3), 275-285.

Jensema, C. J., Danturthi, R. S., & Burch, R. (2000). Time spent viewing captions in television programs. American Annals of the Deaf, 145(5), 464-468.

John, D., & Boucouvalas, A. (2002). User performance with audio: The effect of subjects' cognitive styles.Educational Psychology, 22(2), 133-147.

Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92(1), 126-136.

Koroghlanian, C., & Klein, J. D. (2004). The effect of audio and animation in multimedia instruction. Journal of Educational Multimedia & Hypermedia, 13(1), 23-46.

Koskinen, P. S., & Wilson, R. M. (1993). Captioned video and vocabulary learning: An innovative practice in literary instruction. Reading Teacher, 47(1), 36-43.

Kurze, M. (1999). TGuide: A guidance system for tactile image exploration. Behaviour & Information Technology, 18(1), 11-17.

Leahy, W., Chandler, P., & Sweller, J. (2003). When auditory presentations should and should not be a component of multimedia instruction. Applied Cognitive Psychology, 17(4), 401-418.

Linebarger, D. L. (2001). Learning to read from television: The effects of using captions and narration. Journal of Educational Psychology, 93(2), 288-298.

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.

MacArthur, C. A., Ferretti, R. P., Okolo, C. M., & Cavalier, A. R. (2001). Technology applications for students with literacy problems: A critical review. The Elementary School Journal, 101(3), 273.

Marschark, M. (2006). Intellectual functioning of deaf adults and children: Answers and questions. European Journal of Cognitive Psychology, 18(1), 70-89.

Matthew, K. (1997). A comparison of the influence of interactive CD-ROM storybooks and traditional print storybooks on reading comprehension. Journal of Research on Computing in Education, 29(3), 263-275.

Mayer, R. E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning & Instruction, 13(2), 125-139.

McCall, S., & McLinden, M. (2001). Literacy and children who are blind and who have additional disabilities—the challenges for teachers and researchers. International Journal of Disability, Development and Education, 48(4), 355-375.

Mckenna, M. C., Reinking, D., Labbo, L. D., & Kieffer, R. D. (1999). The electronic transformation of literacy and its implications for the struggling reader. Reading and Writing Quarterly, 15(2), 111-126.

McKenna, M. C. (1997). Electronic texts and the transformation of beginning reading. In D. Reinking, M. McKenna, L. Labbo & R. D. Kieffer (Eds.), Literacy for the 21st century: Technological transformations in a post-typographical world (pp. 45-59). Mahwah, NJ: Erlbaum.

McNear, D. (2004). Aligning braille literacy and assistive technology skills with ISTE educational technology standards. Closing the Gap, 23(5), 1-9.

Montali, J., & Lewandowski, L. (1996). Bimodal reading: Benefits of a talking computer for average and less skilled readers. Journal of Learning Disabilities, 29(3), 271-279.

Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity.Journal of Educational Psychology, 91(22), 358.

Moreno, R., & Mayer, R. E. (2002). Learning science in virtual reality multimedia environments: Role of methods and media. Journal of Educational Psychology, 94(3), 598.

Moreno, R., & Mayer, R. E. (2002). Verbal redundancy in multimedia learning: When reading helps listening.Journal of Educational Psychology, 94(1), 156.

Mousavi, S. L. Y., Low, R., & Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, 87(2), 319-334.

Nugent, G. C. (1982). Pictures, audio, and print: Symbolic representation and effect on learning. Educational Communication and Technology: A Journal of Theory, Research, and Development, 30(3), 163-174.

Nugent, G. C. (1983). Deaf students' learning from captioned instruction: The relationship between the visual and caption display. Journal of Special Education, 17(2), 227-234.

O'Connor, B. C., & O'Connor, M. K. (1999). Categories, photographs & predicaments: Exploratory research on representing pictures for access. Bulletin of the American Society for Information Science & Technology, 25(6), 17.

Oakley, G. (2003). Improving oral reading fluency (and comprehension) through the creation of talking books.Reading Online, 6(7), 1-26.

Olson, R. K., & Wise, B. W. (1992). Reading on the computer with orthographic and speech feedback. Reading and Writing, 4(2), 107-144.

Petty, L. (2005). Listening to the printed page: Features and options in optical character recognition and reading software. Closing the Gap, 24(1), 4-6.

Pezdek, K., & Hartman, E. F. (1983). Children's television viewing: Attention and comprehension of auditory versus visual information. Child Development, 54(4), 1015-1023.

Piety, P. J. (2004). The language system of audio description: An investigation as a discursive process. Journal of Visual Impairment & Blindness, 98(8), 453-469.

Pisha, B., & Coyne, P. (2001). Jumping off the page: Content area curriculum for the internet age. Reading Online, 5(4).

Rao, S. M., & Gagie, B. (2006). Learning through seeing and doing: Visual supports for children with autism.Teaching Exceptional Children, 38(6), 26-33.

Reitsma, P. (1988). Reading practice for beginners: Effects of guided reading, reading-while-listening, and independent reading with computer-based speech feedback. Reading Research Quarterly, 23(2), 219-235.

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.

Scherer, M. J. (2005). Assistive technology in education for students who are hard of hearing or deaf. In D. Edyburn, K. Higgins & R. Boone (Eds.), Handbook of special education technology research and practice (pp. 393-409). Whitefish Bay, Wisconsin: Knowledge by Design.

Sinatra, G. (1990). Convergence of listening and reading processing. Reading Research Quarterly, 25(2), 115-130.

Singh, A., & Alexander, P. A. (2022). Audiobooks, print, and comprehension: What we know and what we need to know. Educational Psychology Review, 34(2), 677-715.*

Snyder, J. (2005). Audio description: The visual made verbal. International Congress Series, 1282, 935-939.

Solomon, A. (2021, April 6). Devoted to the Deaf, Did Alexander Graham Bell Do More Harm Than Good? The New York Times. https://www.nytimes.com/2021/04/06/books/review/the-invention-of-miracles-katie-booth.html *

Stahl, S., & Aronica, M. (2002). Digital text in the classroom. Journal of Special Education Technology, 17(2), 57-59.

Strangman, N., & Dalton, B. (2005). Using technology to support struggling readers: A review of the research. In D. Edyburn, K. Higgins & R. Boone (Eds.), The handbook of special education technology research and practice (pp.545-569). Whitefish Bay, WI: Knowledge by Design.

Strangman, N., & Hall, T. E. (2003). Text transformations. Wakefield, MA: National Center on Accessing the General Curriculum.

Tabbers, H. K., Martens, R. L., & van Merriënboer, J. J. G. (2004). Multimedia instructions and cognitive load theory: Effects of modality and cueing. British Journal of Educational Psychology, 74(1), 71-81.

Thorn, F., & Thorn, S. (1996). Television captions for hearing-impaired people: A study of key factors that affect reading. Human Factors, 38(3), 452.

Tindall-Ford, S., Chandler, P., & Sweller, J. (1997). When two sensory modes are better than one. Journal of Experimental Psychology: Applied, 3(4), 257-287.

Tinti, C., & Galanti, D. (1999). Interactive auditory and visual images in persons who are totally blind. Journal of Visual Impairment & Blindness, 93(9), 579-583.

Torgesen, J. K. (1987). Using verbatim text recordings to enhance reading comprehension in learning disabled adolescents. Learning Disabilities Focus, 3(1), 30-38.

Trushell, J., Maitland, A., & Burrell, C. (2003). Pupils' recall of an interactive storybook on CD-ROM: Inconsiderate interactive features and forgetting. Journal of Computer Assisted Learning, 19(1), 80-89.

Uebergang, M., Gleeson, E., & Thompson, N. (2024). A picture is worth a thousand words: Using visual modes of representation to promote equitable access to reading. Practical Literacy: The Early and Primary Years, 29(1), 34-37.*

Vesel, J. (2005). Signing science! Andy and Tonya are just like me! They wear hearing aids and know my language!?. Learning and Leading with Technology, 32(8), 30-35.

Wallace, S. E., Hux, K., Knollman-Porter, K., Patterson, B., & Brown, J. A. (2023). A mixed-methods exploration of the experience of people with aphasia using text-to-speech technology to support virtual book club participation. American Journal of Speech-Language Pathology, 32(6), 2768-2791.*

Wetzel, R., & Knowlton, M. (2000). A comparison of print and braille reading rates on three reading tasks. Journal of Visual Impairment & Blindness, 94(3), 146-154.

WGBH National Center for Accessible Media (2009). Effective Practices for Description of Science Content within Digital Talking Books. Retrieved February 16, 2009 from http://ncam.wgbh.org/publications/stemdx/index.html.

Wittenstein, S.H, & Pardee, M.L. (1996). Teachers' voices: Comments on braille and literacy from the field. Journal of Visual Impairment & Blindness, 90(3), 201-209.

Woodall, B. (2010). Simultaneous listening and reading in ESL: Helping second language learners read (and enjoy reading) more efficiently. TESOL Journal, 1(2), 186-205.*

Xiaowen, F., Shuang, X., Brzezinski, J., & Chan, S. S. (2006). A study of the feasibility and effectiveness of dual-modal information presentations. International Journal of Human-Computer Interaction, 20(1), 3-17.

​​Yang, J., Qi, X., Wang, L., Sun, B., & Zheng, M. (2022). A reading model of young EFL learners regarding attention, cognitive-load and auditory-assistance. The Journal of educaTional research, 115(1), 51-63.*

Zazove, P., Meador, H. E., Derry, H. A., Gorenflo, D. W., Burdick, S. W., & Saunders, E. W. (2004). Deaf persons and computer use. American Annals of the Deaf, 148(5), 376-384.