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Research for Consideration 2.2

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

Ausbrooks, R., et al. Mathematical markup language (MathML) Version 2.0 (second edition). Retrieved February 4, 2008 from http://www.w3.org/TR/2003/REC-MathML2-20031021/.

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

Dalton, B., & Strangman, N. (2006). Improving struggling readers' comprehension through scaffolded hypertexts and other computer-based literacy programs. In M. C. McKenna, L.D. Labbo, R.D. Kieffer and D. Reinking (Ed.), International handbook of literacy and technology volume II (pp. 75-92). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.

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.

Elbro, C., Rasmussen, I., & Spelling, B. (1996). Teaching reading to disabled readers with language disorders: A controlled evaluation of synthetic speech feedback. Scandinavian Journal of Psychology, 37(2), 140-155.

Elkind, J., Black, M. S., & Murray, C. (1996). Computer-based compensation of adult reading disabilities. Annals of Dyslexia, 46(1), 159-186.

Elkind, J., Cohen, K., & Murray, C. (1993). Using computer based readers to improve reading comprehension of students with dyslexia. Annals of Dyslexia, 43, 238-259.

Golloher, A. N., Whitenack, D. A., Simpson, L. A., & Sacco, D. (2018). From the ground up: Providing support to emergent bilinguals to distinguish language difference from disability. Insights into Learning Disabilities, 15(2), 127-147.*

Hecker, L., Burns, L., Katz, L., Elkind, J., & Elkind, K. (2002). Benefits of assistive reading software for students with attention disorders. Annals of Dyslexia, 52(1), 243-272.

Higgins, E. L., & Raskind, M. H. (1997). The compensatory effectiveness of optical character Recognition/Speech synthesis on reading comprehension of postsecondary students with learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 8(2), 75-87.

Higgins, E. L., & Raskind, M. H. (2005). The compensatory effectiveness of the Quicktionary Reading Pen II on the reading comprehension of students with learning disabilities. Journal of Special Education Technology, 20(1), 29-38.

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

Lonigan, C. J., Driscoll, K., Phillips, B. M., Cantor, B. G., Anthony, J. L., & Goldstein, H. (2003). A computer-assisted instruction phonological sensitivity program for preschool children at-risk for reading problems. Journal of Early Intervention, 25(4), 248-262.

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.

Mioduser, D., Tur-Kaspa, H., & Leitner, I. (2000). The learning value of computer-based instruction of early reading skills. Journal of Computer Assisted Learning, 16(1), 54-63.

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.

Mostow, J., Aist, G., Burkhead, P., Corbett, A., Cuneo, A., Eitelman, S., et al. (2003). Evaluation of an automated reading tutor that listens: Comparison to human tutoring and classroom instruction. Journal of Educational Computing Research, 29(1), 61-117.

Papalewis, R. (2004). Struggling middle school readers: Successful, accelerating intervention: Read 180 program.Reading Improvement, 41(1), 24-38.

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

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.

Sanford, A. K., Pinkney, C. J., Brown, J. E., Elliott, C. G., Rotert, E. N., & Sennott, S. C. (2020). Culturally and linguistically responsive mathematics instruction for English learners in multitiered support systems: PLUSS enhancements. Learning Disability Quarterly, 43(2), 101-114.*

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.

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