Our Research!

Donahoe, S. (2001, August 31). The need for culturally rich experiences as children learn to read, write, draw, and communicate in American education today. ERIC. https://eric.ed.gov/?id=ED461132

Carnegie Corporation of New York. (2010). "Writing to read: Evidence for how writing can improve reading." https://www.carnegie.org/publications/writing-to-read-evidence-for-how-writing-can-improve-reading/

Hanson, K. L. (n.d.-a). Literacy development in Spanish-English bilingual children: "The role of Phonological Awareness and working memory." Purdue e-Pubs. https://docs.lib.purdue.edu/dissertations/AAI1535021/?utm_source=chatgpt.com

Park, D., Gunderson, E. A., Maloney, E. A., Tsukayama, E., Beilock, S. L., Duckworth, A. L., & Levine, S. C. (2023, July). "Parental intrusive homework support and math achievement: Does the child’s mindset matter?" Developmental psychology. https://pmc.ncbi.nlm.nih.gov/articles/PMC10835763/

Raynolds, L. B., López-Velásquez, A., & Valentín, L. E. O. (2016a, September 30). "Exploring English and Spanish rhyme awareness and beginning sound segmentation skills in prekindergarten Spanish-speaking English learners - reading and writing." SpringerLink. https://link.springer.com/article/10.1007/s11145-016-9696-y?utm_source=chatgpt.com

Soto, X. T. (n.d.). "Effects of a Spanish phonological awareness intervention on Latino preschoolers’ dual language emergent literacy skills." Digital Commons @ University of South Florida. https://digitalcommons.usf.edu/etd/7952/?utm_source=chatgpt.com

Bollinger, G. S., Booth, O., D’Aoust, MacArthur, McCutchen, & Olinghouse. (2012, June). "Teaching elementary school students to be effective writers." https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/WWC_Elem_Writing_PG_Dec182018.pdf

National Council for Special Education. (2024). "Visual Supports for an Inclusive Learning Environment."

Brady, M.C., Kelly, H., Godwin, J., Enderby, P., & Campbell, P. (2016). "Speech and language therapy for aphasia following stroke." Cochrane Database of Systematic Reviews, 6. DOI: 10.1002/14651858.CD000425.pub4.

Kearns, A., Whitley, E., Tannahill, C., & Ellaway, A. (2015). "Loneliness, social relations and health and well-being in deprived communities." Psychology, Health, Medical Journal. 20(3):332-44. doi: 10.1080/13548506.2014.940354.

Kristin Wiens (www.northstarpaths.com). Accessed: https://northstarpaths.com/wpcontent/uploads/2020/01/9-reasons-to-use-visuals-graphic-1-scaled.jpg 27/07/2023

Rutherford, M., Lahood-Kullberg, B., Baxter, J., Johnston, L., & Cebula, K. (2020). "Pupils’ views on visual timetables and labels in mainstream primary classrooms." "Good Autism Practice" (GAP), 21(2), 11-22.

The Communication Trust (2013). "Listen to us: A learning resource to support understanding of speech, language and communication needs." London: The Communication Trust.

Identifying and Teaching Students with Significant Reading Problems https://files.eric.ed.gov/fulltext/EJ1281523.pdf

Fletcher and Vaughn, “Response to Intervention.” For similar models, see G. Batsche et al., "Response to Intervention: Policy Considerations and Implementation" (Alexandria, VA: National Association of State Directors of Special Education, 2005); and J. Kovaleski, A. VanDerHeyden, and E. Shapiro, The RTI Approach to Evaluating Learning Disabilities (New York: Guilford Press, 2013).

Y. Petscher et al., "Screening for Dyslexia" (Washington, DC: US Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy, 2019).

L. Fuchs et al., “Bringing Data-Based Individualization to Scale: A Call for the Next-Generation Technology of Teacher Supports,” Journal of Learning Disabilities (forthcoming).

C. Greenwood, B. Horton, and C. Utley, “Academic Engagement: Current Perspectives on Research and Practice,” School Psychology Review 31, no. 3 (2002): 328–349; and
J. Stallings, R. Johnson, and J. Goodman, “Engaged Rates: Does Grade Level Make a Difference?,” Journal of Research in Childhood Education 1 (1986): 20–26.

D. Chard and E. Kameenui, “Struggling First-Grade Readers: The Frequency and Progress of Their Reading,” Journal of Special Education 34, no. 1 (2000): 28–38; and S. Vaughn et al., “Reading Instruction for Students with LD and EBD: A Synthesis of Observa- tion Studies,” Journal of Special Education 36, no. 1 (2002): 2–13.

See, for example, M. Lovett et al., “Treating the Core Deficits of Developmental Dyslexia: Evidence of Transfer of Learning After Phonologically- and Strategy-Based Reading Training Programs,” Developmental Psychology 30, no. 6 (1994): 805–822; and R. Morris et al., “Multiple-Component Remedia- tion for Developmental Reading Disabilities: IQ, Socioeconomic Status, and Race as Factors in Remedial Outcome,” Journal of Learning Disabilities 45, no. 2 (2012): 99–127.

M. Lovett, R. Barron, and J. Frijters, “Word Identification Difficulties in Children and Adolescents with Reading Disabilities: Intervention Research Findings,” in Handbook of Learning Disabilities, ed. H. Swanson, K. Harris, and S. Graham (New York: Guilford Press, 2013).

Morris et al., “Multiple-Component Remediation.”

C. Denton et al., “An Evaluation of Intensive Intervention for Students with Persistent Reading Difficulties,” Journal of Learning Disabilities 39, no. 5 (2006): 447–466.

CAST, Inc. (2024). The UDL guidelines. "CAST Universal Design for Learning Guidelines." https://udlguidelines.cast.org/

Crisco Ginny, "Universal Design for Learning for the Expository Reading and Writing Curriculum: Pedagogy and Practice for Teachers"

https://writing.csusuccess.org/system/files/udl_for_erwc_teachers_3_1.pdf

California Department of Education. “Chapter 9: Access and Equity.” English Language Arts/ English Language Development Framework for California Public Schools: Kindergarten Through Grade Twelve. California Department of Education, 2015, 878-936.

CAST. “Universal Design for Learning Guidelines Version 2.2 [Graphic Organizer].” CAST, 2018, udlguidelines.cast.org/binaries/content/assets/udlguidelines/udlg-v2- 2/udlg_graphicorganizer_v2-2_numbers-yes.pdf. Accessed 11 May 2018.

Dweck, Carol. “The Power of Believing You Can Improve.” YouTube, uploaded by TED Talks, 17 Dec. 2014, www.youtube.com/watch?v=_X0mgOOSpLU. Accessed 31 May 2017.

Fisher, Douglas, and Nancy Frey. Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility. ASCD, 2008.

Giangreco, Michael F. Illustrated by Kevin Ruelle. “Clearing a Path for People with Special Needs Clears the Path for Everyone.” Peytrals Publisher, 2002.

Meyer, Anne, David Rose, and David Gordon. "Universal Design for Learning: Theory and Practice." CAST Publishing, 2013.

Moore, Shelley. “Transforming Inclusive Education.” YouTube, uploaded by SSHRC-CRSH (Social Sciences and Humanities Research Council of Canada), 04 Apr. 2016. Accessed 11 July 2017.

Schaefer, Kevin. “ELA/ELD Framework Launch, Chapter 9: Access and Equity.” WestEd Center for Prevention and Early Intervention, 15 May 2015, slideplayer.com/slide/5375428/. Accessed 7 Sept. 2017.

Thousand, Jacqueline S., Richard A. Villa, and Ann I. Nevin. "Differentiating Instruction: Planning for Universal Design and Teaching for College and Career Readiness." 2nd ed., Corwin, 2015.

Yancey, Kathleen Blake, Liane Robertson, and Kara Taczak. "Writing Across Contexts: Transfer, Composition, and Sites of Writing." UP of Colorado State and Utah State UP, 2014.