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

Abell, M. M., Bauder, D. K., & Simmons, T. J. (2005). Access to the general curriculum: A curriculum and instruction perspective for educators. Intervention in School and Clinic, 41(2), 82-86.

Azzarello, C. B., Miller, D. B., Sawyer, B. D., & Lewis, J. E. (2023). Format Readability Enhancing In Basic Mathematical Operations. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 67(1), 2248–2251.*

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.

Beier, S., Berlow, S., Boucaud, E., Bylinskii, Z., Cai, T., Cohn, J., Crowley, K., Day, S. L., Dingler, T., Dobres, J., Healey, J., Jain, R., Jordan, M., Kerr, B., Li, Q., Miller, D. B., Nobles, S., Papoutsaki, A., Qian, J., … Wolfe, B. (2022). Readability Research: An Interdisciplinary Approach. Foundations and Trends® in Human–Computer Interaction, 16(4), 214–324.*

Bergman, O. (1999). Wait for me! Reader control of narration rate in talking books. Reading Online, Retrieved October 31, 2008, from www.Readingonline.org/articles/bergman/waitforme.

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.

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 October 31, 2008, from http://www.w3.org/TR/WCAG20/#text-equiv

Caldwell, B., Cooper, M., Guarino Reid, L. & Vanderheiden, G. Web accessibility guidelines 2.0: Guideline 1.3 Adaptable: Create content that can be presented in different ways (for example simpler layout ) without losing information or structure. Retrieved October 31, 2008, from http://www.w3.org/TR/WCAG20/#content-structure-separation

Colenbrander, A., Liegner, J. T., & Fletcher, D. C. (1999). Enhancing impaired vision. Ophthalmology Monographs, 12, 49-60.

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.

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).*

Griffin, H. C., Williams, S. C., Davis, M. L., & Engleman, M. (2002). Using technology to enhance cues for children with low vision. Teaching Exceptional Children, 35(2), 36-42.

Hoffman, B., Hartley, K., & Boone, R. (2005). Reaching accessibility: Guidelines for creating and refining digital learning materials. Intervention in School & Clinic, 40(3), 171-177.

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

Hughes, L., & Wilkins, A. (2000). Typography in children's reading schemes may be suboptimal: Evidence from measures of reading rate. Journal of Research in Reading, 23(3), 314-324.

Hughes, L. E., & Wilkins, A. J. (2002). Reading at a distance: Implications for the design of text in children's big books. The British Journal of Educational Psychology, 72(2), 213-226.

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

Knowlton, M., & Woo, I. (1989). Functional color vision deficits and performance of children on an educational task.Education of the Visually Handicapped, 20(4), 156-162.

Koenig, A. J., & Ross, D. (1991). A procedure to evaluate the relative effectiveness of reading in large and regular print. Journal of Visual Impairment and Blindness, 85(5), 198-204.

Koenig, A. J. (1992). The relative effectiveness of reading in large print and with low vision devices for students with low vision. Journal of Visual Impairment and Blindness, 86(1), 48-53.

Lang, M. (1993). Increasing access to information through use of color contrast. EnVision, 1, 1-2.

Medlow, N. (1993). Lighting for children with impaired vision. EnVision, 1, 5.

Oderkerk, C. A. T., & Beier, S. (2022). Fonts of wider letter shapes improve letter recognition in parafovea and periphery. Ergonomics, 65(5), 753–761.*

Schwan, S., & Riempp, R. (2004). The cognitive benefits of interactive videos: Learning to tie nautical knots.Learning & Instruction, 14(3), 293-305.

Sheppard, S. M., Nobles, S. L., Palma, A., Kajfez, S., Jordan, M., Crowley, K., & Beier, S. (2023). One font doesn’t fit all: The influence of digital text personalization on comprehension in child and adolescent readers. Education Sciences, 13(9), 864.*

Simpson, R., Koester, H., & LoPresti, E. (2007). Selecting an appropriate scan rate: The ".65 rule". Assistive Technology : The Official Journal of RESNA, 19(2), 51-8; quiz 59-60.

Sloan, L.L., & Habel, A. (1973). Reading speeds with textbooks in large and in standard print. The Sight-Saving Review, 43(2), 107-112.

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

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

Tensmeyer, C., Bylinski, Z., Cai, T., Miller, D., Nenkova, A., Niklaus, A., & Wallace, S. (2023). Web Table Formatting Affects Readability on Mobile Devices. Proceedings of the ACM Web Conference 2023, 1334–1344.*

Wallace, S., Bylinskii, Z., Dobres, J., Kerr, B., Berlow, S., Treitman, R., Kumawat, N., Arpin, K., Miller, D. B., Huang, J., & Sawyer, B. D. (2022). Towards individuated reading experiences: Different fonts increase reading speed for different individuals. ACM Transactions on Computer-Human Interaction, 29(4), 1-56.*

Wallace, S., Dobres, J., Bylinskii, Z., & Sawyer, B. (2022). Space for readability: Effects on reading speed from individuated character and word spacing. Journal of Vision, 22(14), 3349.*