Do you have other research articles you think are really important to inform the reworded mission? Email me: [email protected]

Core Articles:

  1. Carretti, B., Borella, E., Cornoldi, C., & De Beni, R. (2009). Role of working memory in explaining the performance of individuals with specific reading comprehension difficulties: A meta-analysis. Learning and Individual Differences, 19(2), 246–251. https://doi.org/10.1016/j.lindif.2008.10.002
  2. Elleman, A. M., & Oslund, E. L. (2019). Reading Comprehension Research: Implications for Practice and Policy. Policy Insights from the Behavioral and Brain Sciences, 6(1), 3–11. https://doi.org/10.1177/2372732218816339
  3. Goldman, S. R., & Pellegrino, J. W. (2015). Research on Learning and Instruction: Implications for Curriculum, Instruction, and Assessment. Policy Insights from the Behavioral and Brain Sciences, 2(1), 33–41. https://doi.org/10.1177/2372732215601866
  4. Kosslyn, S. M. (2017). The Science of Learning: Mechanisms and Principles. In Kosslyn, S.M., Nelson, B. (Eds.), Building the Intentional University: Minerva and the Future of Higher Education. (p. 149 - p. 164) MIT Press.
  5. Dunlosky, J. (2013). Strengthening the Student Toolbox: Study Strategies to Boost Learning. American Educator, 37(3), 12–21. https://eric.ed.gov/?id=EJ1021069
  6. Peng, P., Barnes, M., Wang, C., Wang, W., Li, S., Swanson, H. L., Dardick, W., & Tao, S. (2018). A meta-analysis on the relation between reading and working memory. Psychological Bulletin, 144(1), 48–76. https://doi.org/10.1037/bul0000124
  7. The Nation's Report Card. (2020). Retrieved from https://www.nationsreportcard.gov/

Other:

  1. Au, J., Sheehan, E., Tsai, N., Duncan, G. J., Buschkuehl, M., & Jaeggi, S. M. (2015). Improving fluid intelligence with training on working memory: a meta-analysis. Psychonomic Bulletin and Review, 22(2), 366–377. https://doi.org/10.3758/s13423-014-0699-x
  2. Boss, S., Caillier, S., Chow, B., Conley, D. T., Costa, A. L., Daley, B., Darling-Hammond, L., DuFour, R., DuFour, R., Esparza, D. R., Fadel, C., Fullan, M., Greenhill, V., Kallick, B., Kay, K., Paine, S., Pellegrino, J. W., Riordan, R., Soulé, H. A., ... Zipkes, S. (2014). Deeper Learning: Beyond 21st Century Skills (J. A. Bellanca, Ed.). Leading Edge.
  3. Chavkin, L. (1997). Readability and Reading Ease Revisited: State-Adopted Science Textbooks. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 70(3), 151–154. https://doi.org/10.1080/00098655.1997.10543915
  4. Clump, M. A., Bauer, H., & Bradley, C. (2004). The Extent to Which Psychology Students Read Textbooks: A Multiple Class Analysis of Reading across the Psychology Curriculum. Journal of Instructional Psychology, 31(3), 227–232.
  5. Compton, D. L., Miller, A. C., Elleman, A. M., & Steacy, L. M. (2014). Have we forsaken reading theory in the name of “quick fix” interventions for children with reading disability? Scientific Studies of Reading, 18(1), 55–73. https://doi.org/10.1080/10888438.2013.836200
  6. Cuevas, J., & Dawson, B. L. (2018). A test of two alternative cognitive processing models: Learning styles and dual coding. Theory and Research in Education, 16(1), 40–64. https://doi.org/10.1177/1477878517731450
  7. Dang, H.-A., & Rogers, F. H. (2008). The Growing Phenomenon of Private Tutoring: Does It Deepen Human Capital, Widen Inequalities, or Waste Resources? The World Bank Research Observer, 23(2), 161–200. https://doi.org/10.1093/wbro/lkn004
  8. Hidi, S., & Anderson, V. (1986). Producing Written Summaries: Task Demands, Cognitive Operations, and Implications for Instruction. Review of Educational Research, 56(4), 473–493. https://doi.org/10.2307/1170342
  9. Hulme, C., Melby-Lervåg, M. (2015). Educational interventions for children’s learning difficulties. In Rutter, M.. (Eds.), Rutter’s child and adolescent psychiatry (6th ed., pp. 533–544). Hoboken, NJ: Wiley-Blackwell.