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Peer-Reviewed Articles

May, S., Todd, K., Daley, S. G., & Rappolt-Schlichtmann, G. (in press). Characterizing science museum visitors’ emotional experiences at exhibits designed to encourage productive struggle. Curator: The Museum Journal.

Daley, S. G., & McCarthy, M. F. (2020). Students with disabilities in social and emotional learning interventions: A systematic review. Remedial and Special Education. doi:10.1177/0741932520964917

Daley, S. G. & Zeidan, P. (2020). Motivational beliefs and self-perceptions of undergraduates with learning disabilities: Using the expectancy-value model to investigate college-going trajectories. Learning Disabilities: A Multidisciplinary Journal, 25(2), 41-53. doi:10.18666/LDMJ-2020-V25-I2-10391

Proctor, C. P., Daley, S. G., Xu, Y., Graham, S., Li, Z., & Hall, T. E. (2020). Shared knowledge between reading and writing among middle school adolescent readers. The Elementary School Journal, 120(3), 507-527. doi:10.1086/707140

Daley, S. G., Xu, Y., Proctor, C. P., Rappolt-Schlichtmann, G., & Goldowsky, B. (2019). Behavioral engagement among adolescents with reading difficulties: The role of active involvement in a universally designed digital literacy platform. Reading & Writing Quarterly, 1-18. doi:10.1080/10573569.2019.1635545

Louick, R., Daley, S. G., & Robinson, K. H. (online first). Using an autonomy-oriented learning environment for struggling readers: Variations in teacher sensemaking and instructional approach. Elementary School Journal. doi:10.1086/704251

Daley, S. G., & Rappolt-Schlichtmann, G. (2018). Stigma consciousness among adolescents with learning disabilities: Considering individual experiences of being stereotyped. Learning Disability Quarterly, 41(4), 200-212. doi:10.1177/0731948718785565

Graham, S., Daley, S. G., Aitken, A. A., Harris, K. R., & Robinson, K. H. (2018). Do writing motivational beliefs predict middle school students’ writing performance? Journal of Research in Reading, 41(4), 642-656. doi:10.1111/1467-9817.12245

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 & Individual Differences, 49, 260-269. doi:10.1016/j.lindif.2016.06.027

Daley, S. G. Hillaire, G., & Sutherland, L. M. (2016). Beyond performance data: Improving student help seeking by collecting and displaying influential data in 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 predicts reading comprehension among native English-speaking and English-Learning middle school students with disabilities in a remedial reading curriculum. Learning & Individual Differences.

Coyne, P., Ganley, P., Lim, S., Robinson, K. & Daley, S. G. (2014). Universal Design for Learning: An approach to professional development and literacy in pre-school classrooms. Massachusetts Reading Association Primer.

Daley, S. G., Willett, J. B., & Fischer, K. W. (2013). Emotional responses during reading: Physiological responses predict real-time reading comprehension. Journal of Educational Psychology. doi: 10.1037/a0033408

Rappolt-Schlichtmann, G., Daley, S. G., Lim, S., Lapinski, S., Robinson, K. H., & Johnson, M. (2013). Universal Design for Learning and elementary school science: Exploring the efficacy, use, and perceptions of a web-based science notebook. Journal of Educational Psychology. doi: 10.1037/a0033217

Rappolt-Schlichtmann, G., & Daley, S. G. (2013). Providing access to engagement in learning: The potential of Universal Design for Learning in museum designCurator, 56(3), 307-321. doi: 10.1111/cura.12030

Rose, L. T., Daley, S. G., & Rose, D. H. (2011). Let the questions be your guide: MBE as interdisciplinary science. Mind, Brain, and Education, 5(4), 153-162. doi: 10.1111/j.1751-228X.2011.01123.x

Christodoulou, J.A., Daley, S.G., & Katzir, T. (2009). Researching the practice, practicing the research, and promoting responsible policy: Usable knowledge in mind, brain, and education. Mind, Brain, and Education, 3(2), 65-67.

Rose, D.H., Harbour, W. S., Johnston, C. S., Daley, S. G., & Abarbanell, L. (2006). Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19(2), 135-151. (Reprinted in S. E. Burgstahler, & R. C. Cory (Eds.), Universal Design in Higher Education: From Principles to Practice (pp. 45-60). Cambridge, MA: Harvard Education Press.)

Edited Book & Special Issue

Rappolt-Schlichtmann, G., Daley, S. G., & Rose, L. T. (Eds.) (2012). A research reader in universal design for learning. Cambridge: Harvard Education Press.

Christodoulou, J. A., Daley, S. G., & Katzir, T. (Eds.) (2009). Special series: Usable knowledge in mind, brain, and education. Mind, Brain, and Education, 3(2), 3(3), 3(4), 4(1), 4(2).

Book Chapters & Invited Contributions

Daley, S. G. (2019). [Review of the book Towards Inclusion of All Learners through Science Teacher Education, edited by M. Koomen, S. Kahn, C. L. Atchison & T. A. Wild]. Science Education, 103(5), 1306-1308. doi:10.1002/sce.21497

Daley, S. G. & Rose, D. H. (2018). Optimizing executive function in the digital world: Advances in Universal Design for Learning. In L. Meltzer (Ed.), Executive function in education: From theory to practice, 2nd ed. (pp. 357-380). New York: The Guilford Press.

Daley, S. G. (2015). Learning disabilities. In G. Scarlett (Ed.), Classroom Management: An A-to-Z Guide. Thousand Oaks, CA: Sage.

Fischer, K. W., & Daley, S. G. (2007). Connecting cognitive science and neuroscience to education: Potentials and pitfalls in inferring executive processes. In L. Meltzer (Ed.), Executive function in education: From theory to practice (pp. 55-72). New York: The Guilford Press.