Rose and Dalton argue that traditional definitions of literacy are too narrow, and must be expanded to include listening. It concludes with recommendations on how to include listening in the classroom.

Dalton and Proctor discuss the variety of supports that could be included in designing a “Universal Literacy Environment” for students “in the margins”. In particular, they focus on how to help build learners’ comprehension.

Proctor, Dalton, and Grisham discuss a 4-week study that used supported digital text to assist ELLs with reading comprehension. They found that embedding features did help promote learners’ use of comprehension strategies.

A new multistate study examines the impact on reading achievement of Thinking Reader, a classroom tool based on UDL research.

An NSF-supported project works to develop technology-rich science curriculum modules for grades 3-6 based on UDL principles.