Publications

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.

Boucher, A.R.& Rose, D.H. (2015, February). Beyond print: The changing landscape of adolescent reading. Adolescent Literacy In Perspective.  http://www.ohiorc.org/adlit/InPerspective/Issue/2015-02/Article/feature1.aspx

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: http://circlcenter.org/understanding-udl/

Goldowsky, B.N. and Coyne, M. (2016). Supporting engagement and comprehension online through multiple means of expression. In Proceedings of the 13th Web for All Conference (W4A ’16). ACM, New York, NY, Article 39, 4 pages. DOI: http://dx.doi.org/10.1145/2899475.2899488

Hillaire, G., Rappolt-Schlichtmann, G., & Ducharme, K. (2016). Prototyping Visual Learning Analytics Guided by an Educational Theory Informed Goal. Journal of Learning Analytics, 3(3), 115-142.

Louick, R., Leider, C. M., Daley, S. G., Proctor, C. P., & Gardner, G. L. (2016). Motivation for reading among struggling middle school readers: A mixed methods study. Learning and Individual Differences, 49, 260-269. doi:10.1016/j.lindif.2016.06.027

Coyne, M., Evans, M., and Karger, J. (2017). Use of a UDL Literacy Environment by Middle School Students With Intellectual and Developmental Disabilities. Intellectual and Developmental Disabilities: February 2017, Vol. 55, No. 1, pp. 4-14.

Proctor, C.P., Daley, S.G., & Xu, Y. (March 2017). The relative contributions of word reading, vocabulary, and syntactical knowledge to reading among struggling readers in middle school. Paper to be presented at American Association of Applied Linguistics annual conference, Portland, OR.

Proctor, C.P. & Daley, S.G. (July 2017). Literacy technologies for English learners: Do affordances affect outcomes? Contribution to panel to be presented at the American Psychological Association annual conference (Div. 15: Educational Psychology), Washington, D.C.

Proctor, C.P., Xu, Y., Louick, R., & Daley, S.G. (July 2017). The role of language and reciprocity in the reading-writing connection. Paper to be presented at the Society for the Scientific Study of Reading annual conference, Halifax, Nova Scotia.