PROSE Checklist

Arguea N. M. Conroy S. J. (2003). The effect of parental involvement in parent teacher groups on student achievement. School Community Journal, 13(2), 119–136.

Barrera M. Liu K. Thurlow M. Chamberlain S. (2006). Use of chunking and questioning aloud to improve the reading comprehension of English language learners with disabilities. Retrieved from http://www.cehd.umn.edu/NCEO/OnlinePubs/ELLsDis17/

Burke M. M. (2013). Improving parental involvement: Training special education advocates. Journal of Disability Policy Studies, 23(4), 225–234.

DuBay W. H. (2004). The principles of readability. Costa Mesa, CA: Impact Information.

Epstein J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Boulder, CO: Westview Press.

Epstein J. L. Sanders M. G. Sheldon S. B. Simon B. S. Salinas K. C. Jansorn N. R. . . . Williams K. J. (2009). School, family, and community partnerships: Your handbook for action (3rd ed.). Thousand Oaks, CA: Corwin Press.

Fitzgerald J. L. Watkins M. W. (2006). Parents’ rights in special education: The readability of procedural safeguards. Exceptional Children, 72, 497–510.

Flesch R. (1948). A new readability yardstick. Journal of Applied Psychology, 32, 221–233.

Flesch R. (1951). How to test readability. New York, NY: Harper & Brothers.

Flesch R. (1974). The art of readable writing. New York, NY: Harper & Brothers.

Gopen G. Swan J. A. (1990). The science of scientific writing. American Scientist, 78, 550–558.

Graham-Clay S. (2005). Communicating with parents: Strategies for teachers. School Community Journal, 15(1), 117–129.

Harris P. (2011). The readability of sample stories for eye movement recording. Journal of Behavioral Optometry, 22(4), 89–95.

Hill N. E. Tyson D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45, 740–764.

Individuals with Disabilities Education Act, 20 U.S.C. § 1400 et seq. (2006).

Kalchman M. (2011). Using the math in everyday life to improve student learning. Middle School Journal, 43(1), 24–31.

Kutner M. Greenberg E. Jin Y. Boyle B. Hsu Y. Dunleavy E. (2007). Literacy in everyday life: Results from the 2003 national assessment of adult literacy (NCES No. 2007-480). Washington, DC: Department of Education.

Legge G. E. Bigelow C. A. (2011). Does print size matter for reading? A review of findings from vision science and typography. Journal of Vision, 11(5), 1–22.

Lo L. (2014). Readability of individualized education programs. Preventing School Failure, 58(2), 96–102.

Mandic C. Rudd R. Hehir T. Acevedo-Garcia D. (2012). Readability of special education procedural safeguards. Journal of Special Education, 45(4), 195–203.

Mosenthal P. B. Kirsch I. S. (1998). A new measure for assessing document complexity: The PMOSE/IKIRSCH document readability formula. Journal of Adolescent & Adult Literacy, 41(8), 638.

Nagro S. A. Stein M. (in press). Measuring accessibility of written communication for parents of students with disabilities: Reviewing 30 years of readability research. Journal of Disability Policy Studies.

Pizur-Barnekow K. Patrick T. Rhyner P. M. Cashin S. Rentmeester A. (2011). Readability of early intervention program literature. Topics in Early Childhood Special Education, 31(1), 58–64.

Roit M. L. Pfohl W. (1984). The readability of P.L. 94-142 parent materials: Are parents truly informed. Exceptional Children, 50(6), 496–505.

Rotter K. (2006). Creating instruction materials for all pupils: Try COLA. Intervention in School and Clinic, 41, 273–282.

U.S. Department of Education, Office of Innovation and Improvement. (2007). Engaging parents in education: Lessons from five parental information and resource centers. Retrieved from https://www2.ed.gov/admins/comm/parents/parentinvolve/engagingparents.pdf