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Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
Chiu, T. K. F., & Churchill, D. (2016). Design of learning objects for concept learning: Effects of multimedia learning principles and an instructional approach. Interactive Learning Environments, 24(6), 1355-1370.
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Intons-Peterson, M.J., & Fournier, J. (1986). External and internal memory aids: When and how often do we use them? Journal of Experimental Psychology, 115(3), 267-280.
Manderino, M. (2011). Disciplinary literacy in new literacies environments: Expanding the intersections of literate practice for adolescents. In P.J. Dunston, S.K. Fullerton, C.C. Bates, K. Headley, & P.M. Stecker (Eds.), 61st yearbook of the Literacy Research Association (pp. 69-83). Oak Creek, WI: Literacy Research Association.
Marietta City Schools. (2012). Cognitive functioning and psychological processing definitions: Areas of impact, and recommended strategies/accommodations. Retrieved from http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Vision/VI%20Consortia%201-27-17/GoIEP-Cognitive%20Functioning%20and%20Psychological%20Processing.pdf
Pellegrino, A. M., Zenkov, K., & Calamito, N. (2013). "Pay attention and take some notes": Middle school youth, multimodal instruction, and notions of citizenship. The Journal of Social Studies Research, 37(4), 221-238.
Price-Dennis, D., Holmes, K., & Smith, E. E. (2016). "I thought we were over this problem": Explorations of race in/through literature inquiry. Equity & Excellence in Education, 49(3), 314-335
Townsend, D., Brock, C., & Morrison, J. D. (2018). Engaging in vocabulary learning in science: the promise of multimodal instruction. International Journal of Science Education, 40(3), 328-347.
Walsh, M. (2010). Multimodal literacy: What does it mean for classroom practice?. Australian Journal of Language and Literacy, 33(3), 211.
Willis, J. (2006). Research-based strategies to ignite student learning. Alexandria, VA: ASCD.