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

Abbeduto, L., Warren, S. F., & Conners, F. A. (2007). Language development in down syndrome: From the prelinguistic period to the acquisition of literacy. Mental Retardation & Developmental Disabilities Research Reviews, 13(3), 247-261.

Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study. Language, Learning & Technology, 5(1), 202-232.

Armstrong, E. (2005). Language disorder: A functional linguistic perspective. Clinical Linguistics & Phonetics, 19(3), 137-153.

Behrns, I., Ahlsén, E., & Wengelin, Å. (2008). Aphasia and the process of revision in writing a text. Clinical Linguistics & Phonetics, 22(2), 95-110.

Bernolet, S., Hartsuiker, R. J., & Pickering, M. J. (2007). Shared syntactic representations in bilinguals: Evidence for the role of word-order repetition. Journal of Experimental Psychology / Learning, Memory & Cognition, 33(5), 931-949.

Blachowicz, C. L., & Fisher, P. J. (2007). Best practices in vocabulary instruction. In L. B. Gambrell, L. M. Morrow & M. Pressley (Eds.), Best practices in literacy instruction (pp. 178-203). New York: Guilford Publications, Inc.

Boone, R., & Higgins, K. (1993). Hypermedia basal readers: Three years of school-based research. Journal of Special Education Technology, 12(2), 86-106.

Bornkessel, I., Zysset, S., Friederici, A. D., von Cramon, D. Y., & Schlesewsky, M. (2005). Who did what to whom?The neural basis of argument hierarchies during language comprehension. NeuroImage, 26(1), 221-233.

Bosseler, A., & Massaro, D. W. (2003). Development and evaluation of a computer-animated tutor for vocabulary and language learning in children with autism. Journal of Autism & Developmental Disorders, 33(6), 653-672.

Cain, K. (2007). Syntactic awareness and reading ability: Is there any evidence for a special relationship? Applied Psycholinguistics, 28(4), 679-694.

Caldwell, B., Cooper, M., Guarino Reid, L. & Vanderheiden, G. Web accessibility guidelines 2.0; guideline 3.1 Readable: Make text content readable and understandable. Retrieved May 26, 2009 from http://www.w3.org/TR/WCAG20/#meaning.

Casey, J. E., Mireles, S. V., Viloria, M. D. L., & Garza, E. (2018). Literacy & arts integration in science: Engaging English Language Learners in a lesson on mixtures and solutions. Texas Journal of Literacy Education, 6(1), 51-69.*

Celinska, D. K. (2004). Personal narratives of students with and without learning disabilities. Learning Disabilities Research and Practice, 19(2), 83-98.

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.*

Christensen, K. R. (2008). Interfaces, syntactic movement, and neural activation: A new perspective on the implementation of language in the brain. Journal of Neurolinguistics, 21(2), 73-103.

Chun, D. M., & Plass, J. L. (1996). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 80(2), 183-198.

Chun, D. M., & Plass, J. L. (1996). Facilitating reading comprehension with multimedia. System, 24(4), 503-519.

Chun, D. M. (2001). L2 reading on the web: Strategies for accessing information in hypermedia. Computer Assisted Language Learning, 14(5), 367-403.

Cleary, A. M., & Langley, M. M. (2007). Retention of the structure underlying sentences. Language & Cognitive Processes, 22(4), 614-628.

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 (Eds.), International handbook of literacy and technology volume II (pp. 75-92). Mahwah, NJ: Lawerence 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.

de Vries, M. H., Monaghan, P., Knecht, S., & Zwitserlood, P. (2008). Syntactic structure and artificial grammar learning: The learnability of embedded hierarchical structures. Cognition, 107(2), 763-774.

Dimino, J. A., Taylor, R. M., & Gersten, R. M. (1995). Synthesis of the research on story grammar as a means to increase comprehension. Reading & Writing Quarterly, 11(1), 53-72.

Dommes, P., Gersten, R., & Carnine, D. (1984). Instructional procedures for increasing skill-deficient fourth graders' comprehension of syntactic structures. Educational Psychology, 4(2), 155-165.

Ebbels, S. H., Van Der Lely, H. K. J., & Dockrell, J. E. (2007). Intervention for verb argument structure in children with persistent SLI: A randomized control trial. Journal of Speech, Language, and Hearing Research, 50(5), 1330-1349.

Eigsti, I., Bennetto, L., & Dadlani, M. B. (2007). Beyond pragmatics: Morphosyntactic development in autism.Journal of Autism and Developmental Disorders, 37(6), 1007-1023.

Friedmann, N., & Novogrodsky, R. (2007). Is the movement deficit in syntactic SLI related to traces or to thematic role transfer? Brain and Language, 101(1), 50-63.

Friedmann, N., & Szterman, R. (2006). Syntactic movement in orally trained children with hearing impairment.Journal of Deaf Studies and Deaf Education, 11(1), 56-75.

Frisson, S., & Pickering, M. J. (2007). The processing of familiar and novel senses of a word: Why reading Dickens is easy but reading Needham can be hard. Language & Cognitive Processes, 22(4), 595-613.

Froud, K., & van der Lely, H. K. J. (2008). The count-mass distinction in typically developing and grammatically specifically language impaired children: New evidence on the role of syntax and semantics. Journal of Communication Disorders, 41(3), 274-303.

Guthrie, J. T., Weber, S., & Kimmerly, N. (1993). Searching documents: Cognitive processes and deficits in understanding graphs, tables, and illustrations. Contemporary Educational Psychology, 18(2), 186-221.

Hassett, D. D., & Schieble, M. B. (2007). Finding space and time for the visual in K-12 literacy instruction. English Journal, 97(1), 62-68.

Hebert, B. M., & Murdock, J. Y. (1994). Comparing three computer-aided instruction output modes to teach vocabulary words to students with learning disabilities. Learning Disabilities Research and Practice, 9(3), 136-141.

Hewitt, L. E., Hinkle, A. S., & Miccio, A. W. (2005). Intervention to improve expressive grammar for adults with down syndrome. Communication Disorders Quarterly, 26(3), 144-155.

Higgins, N. C., & Cocks, P. (1999). The effects of animation cues on vocabulary development. Reading Psychology, 20(1), 1-10.

Hofman, R., & van Oostendorp, H. (1999). Cognitive effects of a structural overview in a hypertext. British Journal of Educational Technology, 30(2), 129-140.

Hooper, S. R., Wakely, M. B., de Kruif, R. E. L., & Swartz, C. W. (2006). Aptitude-Treatment interactions revisited:Effect of metacognitive intervention on subtypes of written expression in elementary school students. Developmental Neuropsychology, 29(1), 217-241.

Jones, L. C., & Plass, J. L. (2002). Supporting listening comprehension and vocabulary acquisition in French with multimedia annotations. The Modern Language Journal, 86(4), 546-561.

Kapoyannis, T. (2019). Literacy engagement in multilingual and multicultural learning spaces. TESL Canada Journal, 36(2), 1-25.*

Kerkhofs, R., Vonk, W., Schriefers, H., & Chwilla, D. J. (2007). Discourse, syntax, and prosody: The brain reveals an immediate interaction. Journal of Cognitive Neuroscience, 19(9), 1421-1434.

Kidd, E., Brandt, S., Lieven, E., & Tomasello, M. (2007). Object relatives made easy: A cross-linguistic comparison of the constraints influencing young children's processing of relative clauses. Language & Cognitive Processes, 22(6), 860-897.

Klin, C. M., Ralano, A. S., & Weingartner, K. M. (2007). Repeating phrases across unrelated narratives: Evidence of text repetition effects. Memory & Cognition, 35(7), 1588-1599.

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

Law, J., Garrett, Z., & Nye, C. (2004). The efficacy of treatment for children with developmental speech and language delay/ disorder: A meta-analysis. Journal of Speech, Language & Hearing Research, 47(4), 924-943.

Lesaux, N. K., Rupp, A. A., & Siegel, L. S. (2007). Growth in reading skills of children from diverse linguistic backgrounds: Findings from a 5-year longitudinal study. Journal of Educational Psychology, 99(4), 821-834.

Lewis, B. A., Freebairn, L. A., & Taylor, H. G. (2000). Academic outcomes in children with histories of speech sound disorders. Journal of Communication Disorders, 33(1), 11-30.

Lœvenbruck, H., Baciu, M., Segebarth, C., & Abry, C. (2005). The left inferior frontal gyms under focus: An fMRI study of the production of deixis via syntactic extraction and prosodic focus. Journal of Neurolinguistics, 18(3), 237-258.

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.

Marinis, T., & van der Lely, H. K. J. (2007). On-line processing of wh-questions in children with G-SLI and typically developing children. International Journal of Language & Communication Disorders, 42(5), 557-582.

Markert, H., Knoblauch, A., & Palm, G. (2007). Modelling of syntactical processing in the cortex. Biosystems, 89(1-3), 300-315.

McDuffie, A. S., Sindberg, H. A., Hesketh, L. J., & Chapman, R. S. (2007). Use of speaker intent and grammatical cues in fast-mapping by adolescents with down syndrome. Journal of Speech, Language & Hearing Research, 50(6), 1546-1561.

Mellow, J. D. (2008). The emergence of complex syntax: A longitudinal case study of the ESL development of dependency resolution. Lingua, 118(4), 499-521.

Miles, S., Chapman, R., & Sindberg, H. (2006). Sampling context affects MLU in the language of adolescents with down syndrome. Journal of Speech, Language, and Hearing Research, 49(2), 325-337.

Milman, L. H., Dickey, M. W., & Thompson, C. K. (2008). A psychometric analysis of functional category production in English agrammatic narratives. Brain and Language, 105(1), 18-31.

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.

Murray, L. L., & Lenz, L. P. (2001). Productive syntax abilities in Huntington's and Parkinson's diseases. Brain and Cognition, 46(1-2), 213-219.

Nagy, W., & Scott, J. (2004). Vocabulary processes. In R. R. Ruddell, & N. Unrau (Eds.), Theoretical models and processes of reading (pp. 574-593). Newark, DE: International Reading Association.

Nagy, W. E. (1985). Learning words from context. Reading Research Quarterly, 20(2), 233-253.

Newman, R. M., & McGregor, K. K. (2006). Teachers and laypersons discern quality differences between narratives produced by children with or without SLI. Journal of Speech, Language & Hearing Research, 49(5), 1022-1036.

Nikolova, O. R. (2002). Effects of students' participation in authoring of multimedia materials on student acquisition of vocabulary. Language, Learning & Technology, 6(1), 100-122.

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

O’Connor, R. E., Sanchez, V. M., Jones, B., Suchilt, L., Youkhanna, V., & Beach, K. D. (2022). Continuing CHAAOS: Vocabulary intervention for students with disabilities in eighth grade who are also English learners. Learning Disability Quarterly, 45(2), 108-120.*

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

Parisse, C., & Maillart, C. (2007). Phonology and syntax in French children with SLI: A longitudinal study. Clinical Linguistics & Phonetics, 21(11), 945-951.

Parladori, D., & Menegus, T. (2005). Correlation between morphosyntactic level and I.Q. in down's syndrome.survey of a group comprising 96 subjects. Acta Phoniatrica Latina, 27(3), 477-486.

Pearce, W. M., McCormack, P. F., & James, D. G. H. (2003). Exploring the boundaries of SLI: Findings from morphosyntactic and story grammar analyses. Clinical Linguistics & Phonetics, 17(4-5), 325-334.

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

Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (2003). Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial abilities. Computers in Human Behavior, 19(2), 221-243.

Prat, C. S., Keller, T. A., & Just, M. A. (2007). Individual differences in sentence comprehension: A functional magnetic resonance imaging investigation of syntactic and lexical processing demands. Journal of Cognitive Neuroscience, 19(12), 1950-1963.

Price, J. R., Roberts, J. E., Hennon, E. A., Berni, M. C., Anderson, K. L., & Sideris, J. (2008). Syntactic complexity during conversation of boys with fragile X syndrome and down syndrome. Journal of Speech, Language & Hearing Research, 51(1), 3-15.

Proctor, C. P., Dalton, B., & Grisham, D. L. (2007). Scaffolding English language learners and struggling readers in a universal literacy environment with embedded strategy instruction and vocabulary support. Journal of Literacy Research, 39(1), 71-93.

Pulvermüller, F., Shtyrov, Y., Hasting, A. S., & Carlyon, R. P. (2008). Syntax as a reflex: Neurophysiological evidence for early automaticity of grammatical processing. Brain & Language, 104(3), 244-253.

Reed, V. A., MacMillan, V., & McLeod, S. (2001). Elucidating the effects of different definitions of "utterance" on selected syntactic measures of older children's language samples. Asia Pacific Journal of Speech, 6(1), 39-45.

Rice, M. L., Taylor, C. L., & Zubrick, S. R. (2008). Language outcomes of 7-year-old children with or without a history of late language emergence at 24 months. Journal of Speech, Language & Hearing Research, 51(2), 394-407.

Rice, M. L. (1990). Words from" sesame street": Learning vocabulary while viewing. Developmental Psychology, 26(3), 421-428.

Rispens, J., & Been, P. (2007). Subject-verb agreement and phonological processing in developmental dyslexia and specific language impairment (SLI): A closer look. International Journal of Language & Communication Disorders, 42(3), 293-305.

Romeo, K. (2008). A web-based listening methodology for studying relative clause acquisition. Computer Assisted Language Learning, 21(1), 51-66.

Rose, D., & 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: Jossey Bass Publishers.

Semel, E., & Rosner, S. R. (2003). Understanding Williams Syndrome: Behavioral patterns and interventions.Mahwah, NJ: Lawrence Erlbaum Associates Publishers.

Shah, P., & Carpenter, P. A. (1995). Conceptual limitations in comprehending line graphs. Journal of Experimental Psychology / General, 124(11), 43-61.

Shah, P., & Hoeffner, J. (2002). Review of graph comprehension research: Implications for instruction. Educational Psychology Review, 14(1), 47-69.

Shah, P., & Mayer, R. E. (1999). Graphs as aids to knowledge construction : Signaling techniques for guiding the process of graph comprehension. Journal of Educational Psychology, 91(4), 690-702.

Shulman, C., & Guberman, A. (2007). Acquisition of verb meaning through syntactic cues: A comparison of children with autism, children with specific language impairment (SLI) and children with typical language development (TLD). Journal of Child Language, 34(2), 411-423.

Stemberger, J. P. (2007). Children's overtensing errors: Phonological and lexical effects on syntax. Journal of Memory & Language, 57(1), 49-64.

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.

Sum, E. S., Wong, M. K., Yip, A. Y., & Seah, W. T. (2024). Using storytelling to develop fraction concepts with culturally and linguistically diverse learners. International Journal of Science and Mathematics Education, 22(3), 633-655.*

Tomalin, M. (2007). Reconsidering recursion in syntactic theory. Lingua, 117(10), 1784-1800.

Torkildsen, J. v. K., Syversen, G., Simonsen, H. G., Moen, I., & Lindgren, M. (2007). Brain responses to lexical-semantic priming in children at-risk for dyslexia. Brain & Language, 102(3), 243-261.

Tsimpli, I. M., & Dimitrakopoulou, M. (2007). The interpretability hypothesis: Evidence from wh-interrogatives in second language acquisition. Second Language Research, 23(2), 215-242.

Tyler, A. A., Lewis, K. E., & Haskill, A. (2002). Efficacy and cross-domain effects of a morphosyntax and a phonology intervention. Language, Speech, and Hearing Services in Schools, 33(1), 52-66.

Valian, V., & Lyman, C. (2003). Young children's acquisition of WH-questions: The role of structured input. Journal of Child Language, 30(1), 117-143.

Vasilyeva, M., Huttenlocher, J., & Waterfall, H. (2006). Effects of language intervention on syntactic skill levels in preschoolers. Developmental Psychology, 42(1), 164-174.

Vasilyeva, M., Waterfall, H., & Huttenlocher, J. (2008). Emergence of syntax: Commonalities and differences across children. Developmental Science, 11(1), 84-97.

Verdi, M. P., & Kulhavy, R. W. (2002). Learning with maps and texts: An overview. Educational Psychology Review, 14(1), 27-46.

Vicente, S., Orrantia, J., & Verschaffel, L. (2007). Influence of situational and conceptual rewording on word problem solving. British Journal of Educational Psychology, 77(4), 829-848.

Vigil, V. T., Eyer, J. A., & Hardee, W. P. (2005). Relevant responding in pragmatic language impairment: The role of language variation in the information-soliciting utterance. Child Language Teaching & Therapy, 21(1), 1-21.

Walsh, M. (2003). 'Reading' pictures: What do they reveal? Young children's reading of visual texts. Reading, 37(3), 123-130.

Werner, W. (2002). Reading visual texts. Theory & Research in Social Education, 30(3), 401-428.

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