National Center on the Use of Emerging Technologies to Improve Literacy Achievement for Students with Disabilities in Middle School



Boucher, A. R., EvansM., & Graham, S. (2015). Udio: Rich and authentic literacy experiences for struggling middle school readers. In S. A. Crossley & D. S. McNamara (Eds.), Adaptive educational technologies for literacy instruction. New York, NY: Taylor & Francis, Routledge.

Rappolt-Schlichtmann, G., Bakia, M., Blackorby, J., & Rose, D. (2015, November). Understanding Universal Design for Learning. The Center for Innovative Research in CyberLearning. Retrieved from:

Boucher, A.R.& Rose, D.H. (2015, February). Beyond print: The changing landscape of adolescent reading. Adolescent Literacy In Perspective.

Daley, S. G., Hillaire, G., & Sutherland, L. M. (2014). Beyond performance data:  Collecting and displaying influential data to students interacting with an online middle school science curriculum. British Journal of Educational Technology.

Proctor, C. P., Daley, S. G., Leider, C. M., Louick, R., & Gardner, G. (2014). How motivation and engagement predict reading comprehension among native English-speaking and English-learning middle school students with disabilities in a remedial reading curriculum. Learning and Individual Differences.

Karger, J. & Boucher, A. (under review). Applying Universal Design for Learning and participatory action research to the development of a middle school literacy intervention. Remedial and Special Education.

Louick, R., Leider, C.M., Daley, S., Proctor, C.P., & Gardner, G. (Under review.) Motivation for reading among struggling middle school readers: A mixed methods study.

Rappolt-Schlichtmann, G., Hillaire, G., Daley, S., & Hasselbring, T. (in preparation). Getting it wrong online: What students do with negative feedback.

Rappolt-Schlichtmann, G. & Goldowsky, B. (in preparation). Methods collide: The agile development and design-based research of an online middle school reading comprehension intervention.