2008
Ayoub, C., O’Connor, E., Rappolt-Schlichtmann, G., Raikes, H., & Chazen-Cohen, R. (in press). Cognitive skill performance among young children living in poverty: Risk, change and the impact of Early Head Start. Early Childhood Research Quarterly .
CAST (2007, November 8). Summary of 2007 national summit on universal design for learning working groups. Report prepared for summit participants. Wakefield, MA: Author.
Dalton, B., & Proctor, C. P. (2008). The changing landscape of text and comprehension in the age of new literacies. In J. Coiro, M. Knobel, C. Lankshear & D. Leu (Eds.), Handbook of research on new literacies (pp. 297-324). Mahweh, NJ: Lawrence Earlbaum Publishers. Abstract
Dalton, B., Rose, D., & Christodoulou, J. (in press). Technology’s role in advancing literacy and achievement for diverse adolescent learners . A report to Carnegie Corporation of New York.
Dalton, B., & Rose, D. (2008). Scaffolding digital comprehension. In C.C. Block & S.R. Parris (Eds.), Comprehension instruction: Research-based best practices (2nd Ed.) (pp. 347-361). New York, Guilford Publications. Abstract
Meo, G. (2008). Curriculum planning for all learners: Applying universal design for learning in a high-school reading comprehension program. Preventing School Failure, 52(1). Abstract. Full Text.
Proctor, C. P., Uccelli, P., Dalton, B., & Snow, C. E. (in press). Understanding depth of vocabulary and improving comprehension online with bilingual and monolingual children. Reading and Writing Quarterly .
Rappolt-Schlichtmann, G., & Ayoub, C. (in press). Diverse developmental pathways, multiple levels of organization and embedded contexts: Examining the ‘whole child’ to generate useable knowledge. In K. W. Fischer & T. Katzir (Eds.), Building usable knowledge in mind, brain, and education . Cambridge, UK: Cambridge University Press.
Rose, D., & Dalton, B. (in press). Learning in the digital age. In K.W. Fisher & T. Katzir (Eds), Building usable knowledge in mind, brain, and education. Cambridge, UK: Cambridge University Press.
Rose, D. H., Hall, T. E., & Murray, E. (2008). Accurate for all: Universal design for learning and the assessment of students with learning disabilities. Perspectives on Language and Literacy, 23-28.
Rose, D. H., Harbour, W. S., Johnston, C. S., Daley, S. G., & Abarbanell, L. (2008). Universal design for learning in postsecondary education: Reflections on principles and their application. In Burgstahler, S.E., & Cory, R.C. (Eds.), Universal design in higher education: From principles to practice . Cambridge, MA: Harvard Education Press. Chapter Abstract, Book Abstract
Rose, D. & Rappolt-Schlichtmann, G. (in press). Applying universal design for learning with children living in poverty. In S. B. Neuman (Ed.), Educating the other America: Top experts tackle poverty, literacy and achievement in our schools . Baltimore, MD: Paul H. Brookes Publishing.
Rose, D.H., Rappolt-Schlictmann, G., Coyne, P. & Hall, T. (2008). Technology and the assessment of young children . Paper prepared for the Committee on Developmental Outcomes and Assessments for Young Children, National Research Council, Washington, DC.
Strangman, N., Meyer, A., Hall, T., & Proctor, P. (2008). Improving foreign language instruction with new technologies and universal design for learning. In E. Hamilton, & T. Barbieri, (Eds.), Worlds apart: Disability and foreign language learning. New Haven, CT: Yale University Press. Abstract
Worrell, F., Watkins, M., & Hall, T. E. (in press). Self-concept in Trinidadian adolescents: Reliability and validity of self-concept scores in secondary school students in Trinidad and Tobago. School Psychology International .
Zabala, J. S., & Hartsell, K. (in press). Assistive technology: Legal and practical issues. In J. Lindsey (Ed.), Technology in special education, (4th Edition). Austin, TX: ProEd Publications.
2007
Ayoub, C., & Rappolt-Schlichtmann, G. (2007). Child maltreatment and the development of alternate pathways in biology and behavior. In D. Coch, G. Dawson, & K. Fischer (Eds.), Human behavior, learning, and the developing brain: Atypical development. New York: The Guilford Press. Abstract
Dalton, B. (2007). Integrating language, culture and technology to achieve new literacies for all. In L. L. Parker (Ed.), Technology-mediated learning environments for young English learners: Connections in and out of school. Mahwah, NJ: Lawrence Erlbaum Associates. Abstract
Dalton, B. & Gordon, D. (2007). Universal design for learning. In M. F. Giangreco & M. B. Doyle, (Eds.), Quick-guides to inclusion: Ideas for educating students with disabilities (2nd Ed.). Towson, MD: Paul Brookes Publishing. Abstract
Dolan, R. P., & Hall, T. E. (2007). Developing accessible tests with universal design and digital technologies: Ensuring we standardize the right things. In C. C. Laitusis, & L. L. Cook (Eds.), Large-scale assessment and accommodations: What works (pp. 95-111). Arlington, VA: Council for Exceptional Children. Abstract
Dalton, B. & Proctor, C. P. (2007). Reading as thinking: Integrating strategy instruction in a universally designed digital literacy environment. In D.S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 423-442). Mahweh, NJ: Lawrence Erlbaum Publishers. Abstract
Gordon, D. (2007). Crickets, books, and Bach: Develop a summer listening program, LD Online. Article
Murray, B., Silver-Pacuila, H. & Helsel, F.I. (2007). Improving basic mathematics instruction: Promising technology resources for students with special needs. Technology in Action, 2(5), 1-6; 8. Article
Papalia-Berardi, A., & Hall, T. E. (2007). Teacher assistance team social validity: A perspective from general education teachers. Education and Treatment of Children, 30 (7), 89-110. Abstract
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, 71-93. Abstract
Rappolt-Schlichtmann, G., Tenenbaum, H., Keopke, M., & Fischer, K. (2007). Transient and robust knowledge: Contextual support and the dynamics of children’s reasoning about density. Mind, Brain, and Education, 1 (2), 98-108. Abstract
Rose, D. (2007). Is a synthesis possible? Making doubly sure in research and application. In K. W. Fischer, J. H. Bernstein, & M. H. Immordino-Yang (Eds.). Mind, brain, and education in reading disorders (pp. 281-292). Cambridge, UK: Cambridge University Press. Abstract
Rose, D., & Dalton, B. (2007). Plato revisited: Learning through listening in the digital world. Paper prepared for Recording for the Blind & Dyslexic, Princeton, NJ. Available at the Learning through Listening website. Paper
Rose, D., & Rose, K. (2007). Deficits in executive function processes: A curriculum-based intervention. In L. Meltzer (Ed.). Executive function in education: From theory to practice. New York: Guilford Publications. Abstract
Rose, D., & Strangman, N. (2007). Cognition and learning: Meeting the challenge of individual differences. Universal Access in the Information Society, 5(4), 381-391. Abstract
2006
Ayoub, C., O'Connor, E., Rappolt-Schlichtmann, G., Fischer, K., Rogosch, F., Toth, S., & Cicchetti, D. (2006). Cognitive and emotional differences in young maltreated children: A translational application of dynamic skill theory. Development and Psychopathology, 18 (3), 679-706. Abstract
Dalton, B., & Strangman, N. (2006). Improving struggling readers’ comprehension through scaffolded hypertexts and other computer-based literacy programs. In (Eds.) D. Reinking, M. C. McKenna, L. D. Labbo, & R. D. Keiffer, International handbook of literacy and technology, volume 2 (pp. 75-92). Mahweh, NJ: Lawrence Earlbaum Publishers. Abstract
Hall, T. E., & Stahl, S. (2006). Using universal design for learning to expand access to higher education. In M. Adams, & S. Brown (Eds.), Inclusive learning in higher education. London: RoutledgeFalmer. Abstract
Rose, D., Harbour, W., Johnston, S., Daley, S., & Abarbanell, L. (2006). Universal Design for Learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19 (2), 135-151. Abstract
Strangman, N., Hitchcock, C., Hall, T., Meo, G., & Coyne, P. (2006). Response-to-instruction and universal design for learning: How might they intersect in the general education classroom? K8 Access Center. Available at the K8 Access Center website.
2005
Dalton, B., Rose, D., & Christodoulou, J. (2005). Technology’s role in advancing literacy and achievement for diverse adolescent learners . Paper prepared for the Carnegie Corporation of New York.
Dolan, R. P., Hall, T. E. et al. (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. Journal of Technology, Learning, and Assessment 3 (7). Article
Palincsar, A., & Dalton, B. (2005). Speaking literacy and learning to technology: Speaking technology to literacy and learning. In B. Maloch , J. Hoffman, D. Schallert, C. Fairbanks & J. Worthy (Eds.), Invited annual research address, 54th Yearbook of the National Reading Conference (pp. 83-102). Oak Creek, WI: National Reading Conference, Inc.
Rose, D., Hasselbring, T. S., Stahl, S., & Zabala, J. (2005). Assistive technology and universal design for learning: Two sides of the same coin. In D. Edyburn, K. Higgins, & R. Boone (Eds.), Handbook of special education technology research and practice (pp. 507-518). Whitefish Bay, WI: Knowledge by Design, Inc. Abstract
Strangman, N. & Dalton, B. (2005). Using technology to support struggling readers: A review of the research. In D. Edyburn, K. Higgins, & R. Boone (Eds.), Handbook of special education technology research and practice (pp. 545-569). Whitefish Bay, WI: Knowledge by Design, Inc. Abstract
Zabala, J. S., & Carl, D. F. (2005). Quality indicators for assistive technology services in schools. In D. Edyburn, K. Higgins, & R. Boone (Eds.), Handbook of special education technology research and practice (pp. 179-207). Whitefish Bay, WI: Knowledge by Design, Inc. Abstract
