Digital Access

Danzak R. L. (2011). Defining identities through multiliteracies: EL teens narrate their immigration experiences as graphic stories. Journal of Adolescent & Adult Literacy, 55 (3), 187–196. http://dx.doi.org/10.1002%2FJAAL.00024.

Franklin-Matowski K. (2007). Blogging about books: Writing, reading, and thinking in a twenty-first century classroom. (Doctoral dissertation.) Retrieved from ProQuest Dissertations and Theses. (UMI Number 3349017).

Gallagher K. (2006). Teaching adolescent writers. Portland, ME: Stenhouse.

Gee J. P. (2007). What video games have to teach us about learning and literacy. New York, NY: Palgrave MacMillan.

Graham S. Harris K. R. (1997). It can be taught, but it does not develop naturally: Myths and realities in writing instruction. School Psychology Review, 26, 414–425.

Jones S. J. (2006). Blogging and ESL writing: A case study of how students responded to the use of weblogs as a pedagogical tool for the writing process approach in a community college ESL writing class. (Unpublished doctoral dissertation.) Retrieved from https://www.lib.utexas.edu/etd/d/2006/jonesd17626/jonesd17626.pdf.

Kennedy M. J. Deshler D. D. (2010). Literacy instruction, technology, and students with learning disabilities: Research we have, research we need. Learning Disability Quarterly, 33, 289–299.

King M. B. Schroeder J. Chawszczewski D. (2001). Authentic assessment and student performance in inclusive schools. Madison, WI: Research Institute on Secondary Education Reform for Youth With Disabilities.

Lapp D. Shea A. Wolsey T. D. (2011). Blogging and audience awareness. Journal of Education, 191 (1), 33–44.

MacArthur C. A. (2009). Reflections on research on writing and technology for struggling writers. Learning Disabilities Research & Practice, 24, 93–103. http://dx.doi.org/10.1111%2Fj.1540-5826.2009.00283.x.

Pappamihiel N. E. Nishimata T. Mihai F. (2008). Timed writing and adult English-language learners: An investigation of first language use in invention strategies. Journal of Adolescent & Adult Literacy, 51 (5), 386–394. http://dx.doi.org/10.1598%2FJAAL.51.5.2.

Purcell-Gates V. Duke N. K. Martineau J. A. (2007). Learning to read and write genre-specific text: Roles of authentic experience and explicit teaching. Reading Research Quarterly, 42 (1), 8–45. http://dx.doi.org/10.1598%2FRRQ.42.1.1.

Richardson W. (2010). Blogs, wikis, pod-casts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin.

Roth N. Kush J. (2007). To blog or not to blog? A comparative study of the effects of blogging in the teaching of writing in the high school classroom. (Doctoral dissertation.) Retrieved from ProQuest Dissertations and Theses. (3253102).

Santangelo T. Harris K. R. Graham S. (2007). Self-regulated strategy development: A validated model to support students who struggle with writing. Learning Disabilities: A Contemporary Journal, 5 (1), 1–20.

Sauceda S. M. (2009). My space, write space: An analysis of student achievement in texts for digital audiences. (Master of Arts Thesis.) Retrieved from ProQuest Dissertations and Theses. (AN: 1473767.).

Schumaker J. B. Deshler D. D. (2003). Can students with LD become competent writers? Learning Disability Quarterly, 26, 129–141.

Stanford P. Siders J. A. (2001). E-pal writing! TEACHING Exceptional Children, 34 (2), 21–24.

Tompkins G. E. (2010). Literacy for the 21^st century: A balanced approach (5th ed.). Boston, MA: Allyn & Bacon.

VanDeWeghe R. (2008). Authentic literacy and student achievement. English Journal, 97 (6), 105–108.