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Pushing Past the Paywall: Accessing Open Peer-Reviewed Research

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Title: Pushing Past the Paywall: Accessing Open Peer-Reviewed Research
Language: English
Authors: Bryan G. Cook (ORCID 0000-0001-9294-0873), Suzanne McClain, Francis Corr, Danielle A. Waterfield, Nathan P. Welker, Jesse I. Fleming, Sarah Emily Wilson, William J. Therrien (ORCID 0000-0003-0594-5129)
Source: TEACHING Exceptional Children. 2025 58(1):54-62.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 9
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Evidence Based Practice, Access to Information, Peer Evaluation, Research and Development, Theory Practice Relationship, Special Education, Publications, Educational Research, Costs, Electronic Publishing, Journal Articles, Special Education Teachers
DOI: 10.1177/00400599241257436
ISSN: 0040-0599
2163-5684
Abstract: Effective teaching and special education programming should be informed by scientific research published in peer-reviewed journals. However, many peer-reviewed articles, including how-to articles based on research findings in practitioner-focused journals, are not freely accessible to instructional coaches, department chairs, special education administrators, special education teachers, families of students with disabilities, and other interested individuals, creating a significant obstacle to informing practice with research findings. Fortunately, the number of peer-reviewed articles that are openly accessible on the internet is growing. In this article, we describe types of peer-reviewed articles, discuss different types of open-access publishing, and provide a six-step approach for accessing open-access publications.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491645
Database: ERIC
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  Value: <anid>AN0188670644;tec01sep.25;2025Oct17.01:57;v2.2.500</anid> <title id="AN0188670644-1">Pushing Past the Paywall: Accessing Open Peer-Reviewed Research </title> <p>Effective teaching and special education programming should be informed by scientific research published in peer-reviewed journals. However, many peer-reviewed articles, including how-to articles based on research findings in practitioner-focused journals, are not freely accessible to instructional coaches, department chairs, special education administrators, special education teachers, families of students with disabilities, and other interested individuals, creating a significant obstacle to informing practice with research findings. Fortunately, the number of peer-reviewed articles that are openly accessible on the internet is growing. In this article, we describe types of peer-reviewed articles, discuss different types of open-access publishing, and provide a six-step approach for accessing open-access publications.</p> <p>Graph</p> <p> <emph>Ms. Lopez is the lead special education teacher in an urban secondary school with a high population of English language learners (ELLs) with disabilities. She and her colleagues want to increase on-task behavior for their students this year to improve learning outcomes and support success in inclusive classes. Ms. Lopez remembers a professional development training she attended the previous year at which evidence-based strategies for increasing the engagement of students with disabilities were discussed. She finds her notes from the training and remembers how excited she was about response cards, cards that can be held up by students to respond simultaneously to the teacher—especially because the trainer had mentioned research supporting the effectiveness of response cards specifically for secondary ELLs with disabilities. She emails the trainer and asks for additional information. The trainer responds and provides a list of eight publications on response cards she thinks Ms. Lopez will find helpful (see Figure 1). The trainer writes that the articles include systematic reviews of the literature on response cards; reports of original research, including studies conducted with secondary, urban ELL students with disabilities like Ms. Lopez's students; and how-to articles with guidelines for implementing response cards effectively. The trainer also notes all articles had been published in peer-reviewed journals and wishes Ms. Lopez good luck. Ms. Lopez is excited about reading these peer-reviewed publications and sharing them with her colleagues. She visits the websites of the journals in which the articles are published and finds each of the articles. However, she discovers that she must pay up to $50 to access PDFs of most of the articles (see Table 1 for cost to download the articles from the journal websites). Although she cannot afford to purchase all the publications, she uses the strategies described in this article to access free versions of all eight of the articles.</emph> </p> <p>Graph: Figure 1 Hypothetical email from trainer with list of recommended peer-reviewed publications</p> <p>Table 1 Cost and Availability of Open-Access Versions for Eight Articles on Response Cards</p> <p>Graph</p> <p> <ephtml> <table><colgroup><col align="left" /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /></colgroup><thead><tr><th align="center">Article</th><th align="center">Cost for PDF on journal website</th><th align="center">Available via Google Scholar</th><th align="center">Available via Google</th><th align="center">Available via Lazy Scholar</th><th align="center">Available via Open Access Button</th></tr></thead><tbody><tr><td /><td colspan="5" /></tr><tr><td><xref ref-type="bibr" rid="bibr1">Cavanaugh et al. (1996)</xref></td><td>$49</td><td>Yes</td><td>Yes</td><td>Yes</td><td>Yes</td></tr><tr><td><xref ref-type="bibr" rid="bibr6">Davis & O'Neill (2004)</xref></td><td>$49</td><td>Yes</td><td>Yes</td><td>Yes</td><td>Yes</td></tr><tr><td><xref ref-type="bibr" rid="bibr7">Didion et al. (2020)</xref></td><td>$15 (per day)</td><td>Yes</td><td>Yes</td><td>Yes</td><td>No</td></tr><tr><td><xref ref-type="bibr" rid="bibr14">Heward et al. (1996)</xref></td><td>$37.50</td><td>No</td><td>Yes</td><td>No</td><td>No</td></tr><tr><td><xref ref-type="bibr" rid="bibr18">Lambert et al. (2006)</xref></td><td>$15 (per day)</td><td>No</td><td>Yes</td><td>Yes</td><td>No</td></tr><tr><td><xref ref-type="bibr" rid="bibr21">Marsh et al. (2021)</xref></td><td>Free</td><td>Yes</td><td>Yes</td><td>Yes</td><td>No</td></tr><tr><td><xref ref-type="bibr" rid="bibr26">Owiny et al. (2018)</xref></td><td>$50</td><td>No</td><td>No</td><td>No</td><td>No</td></tr><tr><td><xref ref-type="bibr" rid="bibr32">Schwab et al. (2013)</xref></td><td>$37.50</td><td>No</td><td>No</td><td>No</td><td>No</td></tr><tr><td>Total</td><td>$253</td><td>4/8</td><td>6/8</td><td>5/8</td><td>2/8</td></tr></tbody></table> </ephtml> </p> <p>The Individuals with Disabilities Education Improvement Act ([<reflink idref="bib16" id="ref1">16</reflink>]) mandates that in the United States, "special education and related services and supplementary aids and services" stipulated in students' individualized education programs should be "based on peer-reviewed research to the extent practicable." This mandate is consistent with evidence-based reforms ([<reflink idref="bib4" id="ref2">4</reflink>]; [<reflink idref="bib25" id="ref3">25</reflink>]), which suggest high-quality research is a reliable source for identifying effective instructional strategies and interventions that should be prioritized for implementation to improve students' outcomes. Peer review involves multiple experts (i.e., peers of the scholars who wrote the article) reviewing an article, providing feedback, and ultimately recommending that an article be published ([<reflink idref="bib19" id="ref4">19</reflink>]). Although imperfect (biased studies are published occasionally in peer-reviewed journals), peer review helps guard against the publication of fundamentally flawed research. Much of the information available on teaching and special education, especially on the internet, is neither peer reviewed nor based on research ([<reflink idref="bib35" id="ref5">35</reflink>]) and therefore is less likely to be as accurate as information from peer-reviewed journal articles. Unfortunately, a long-standing gap between research and practice exists in special education, in which (a) some practices found by research to be ineffective are commonly implemented and (b) many research-validated practices are not ([<reflink idref="bib3" id="ref6">3</reflink>]). In this article, we examine one factor that underlies the research-to-practice gap, lack of access to peer-reviewed journal articles, and provide recommendations for special educators to freely access peer-reviewed publications to inform their practice.</p> <p>Many factors are associated with the research-to-practice gap in special education, including administrator support, staff buy-in, training, and resources ([<reflink idref="bib27" id="ref7">27</reflink>]). In addition to these considerations, a foundational step in bridging the research-to-practice gap is knowing which interventions and practices are supported by peer-reviewed research as effective. In essence, special education practitioners and other individuals involved in the education of students with disabilities cannot be expected to base their practice on peer-reviewed research without access to that research. Fortunately, there are many peer-reviewed journals that publish articles reporting (a) studies examining the effects of interventions for students with and at risk for disabilities, (b) systematic literature reviews and meta-analyses that synthesize research findings across multiple studies, and (c) "how-to" article that provide guidance on implementing evidence-based practices. However, much of the peer-reviewed literature base lies behind publisher paywalls and cannot be freely accessed by many instructional coaches, department chairs, administrators, teachers, parents, and other interested individuals.</p> <p>There are many reasons why these individuals may want to locate peer-reviewed articles (e.g., seeking new ideas for improving instruction, improving fidelity when implementing a practice) and many ways to identify peer-reviewed articles of interest (e.g., recommended readings from preservice or professional development training, as in our vignette; skimming websites of practitioner journals; conducting literature searches online; for strategies on conducting effective literature searches, see [<reflink idref="bib37" id="ref8">37</reflink>]). Whatever approach is used to identify peer-reviewed journal articles of interest, most articles are behind paywalls and are freely accessible only to those who are affiliated with an organization (e.g., a university) that subscribes to the publisher ([<reflink idref="bib28" id="ref9">28</reflink>]). After graduating from university teacher-preparation programs, few educators retain their affiliation with a university and therefore lose free access to many peer-reviewed articles. However, open-access publishing, an umbrella term covering multiple approaches for providing free and open access to peer-reviewed publications for all, has grown substantially in recent years. The purpose of this article is to provide an overview of how to freely access peer-reviewed publications with the goal of informing and improving instruction, intervention, and support for students with disabilities. Specifically, in the following sections, we discuss types of peer-reviewed publications that can inform special education, overview types of open-access publishing, and provide a six-step model for identifying open-access, peer-reviewed publications.</p> <p>It is important to note that all sorts of information related to special education is available on the internet besides peer-reviewed journals articles, some of which is research-based and reliable (e.g., IRIS, National Center on Intensive Intervention, What Works Clearinghouse) and some of which is misleading and unhelpful. Although we recognize the importance of evaluating information on special education on different types of websites, our focus here is specifically on accessing published, peer-reviewed journal articles.</p> <hd id="AN0188670644-2">Types of Peer-Reviewed Articles to Inform Practice</hd> <p>In our opening vignette, the trainer recommended three types of articles to Ms. Lopez: reports of research studies, systematic reviews, and how-to articles. Reports of research typically describe a specific study the authors conducted. In special education research, group experimental and single-case designs are common research designs used to determine whether and how much an instructional practice causes improved outcomes for a group of learners or individual learners, respectively ([<reflink idref="bib2" id="ref10">2</reflink>]). For example, the trainer emailed Ms. Lopez references to several reports of single-case design studies examining the effects of response cards, including one that examined the effectiveness of response cards for 11 middle school students with learning disabilities for whom English was their second language ([<reflink idref="bib6" id="ref11">6</reflink>]). Findings indicated that response cards resulted in improved rates and accuracy of academic responding and higher weekly quiz scores but had mixed effects on off-task behavior. To read more about research using single-case designs, see [<reflink idref="bib5" id="ref12">5</reflink>] and [<reflink idref="bib20" id="ref13">20</reflink>].</p> <p>No individual study is perfect, so it is important to consider findings across multiple studies. Systematic reviews and meta-analyses use objective procedures and quantitative methods to synthesize and summarize findings across many studies, which provides readers with greater confidence in the accuracy of findings ([<reflink idref="bib36" id="ref14">36</reflink>]). These publications often also identify for whom and under what conditions interventions work best, crucial factors when considering tools like response cards. Ms. Lopez is in luck because she has references for two systematic literature reviews ([<reflink idref="bib21" id="ref15">21</reflink>]; [<reflink idref="bib26" id="ref16">26</reflink>]). To read more about how systematic reviews and meta-analyses can guide practice, see [<reflink idref="bib36" id="ref17">36</reflink>].</p> <p>Research reports and systematic reviews/meta-analyses focus on identifying whether and how much a practice works. However, these types of publications seldom provide guidance or resources that practitioners need to effectively implement the practice in their classrooms. Numerous journals, such as <emph>TEACHING Exceptional Children</emph>, concentrate on providing practical information for educators, such as guides to implementing research-based practices. It is ironic and unfortunate that many practitioners cannot access the articles that are written specifically for them and published in practitioner-focused journals. Some research journals (e.g., <emph>Learning Disabilities Research and Practice</emph>) also devote a section of each issue to publishing articles focused on practical issues. These how-to articles may include resources such as step-by-step directions for implementing a practice, materials needed to implement the practice, and the perspectives and recommendations of practitioners who have implemented the practice. Ms. Lopez has references to two how-to articles ([<reflink idref="bib14" id="ref18">14</reflink>]; [<reflink idref="bib32" id="ref19">32</reflink>]) from peer-reviewed journals that she can use to inform how she and her colleagues will use response cards in their classrooms.</p> <p>Peer-reviewed publications reporting (a) original research or (b) systematic reviews of research and meta-analyses can provide important information to inform practice, but they can also be technical and difficult to interpret without advanced training in research (for a teacher's experiences and recommendations on reading and interpreting research, see [<reflink idref="bib15" id="ref20">15</reflink>]). As such, those without training in research or support from a colleague or administrator with such training may want to prioritize practitioner-friendly articles that are based on research findings. Just as there are multiple types of journal publications, there are also multiple approaches to open-access publishing.</p> <hd id="AN0188670644-3">Types of Open-Access Publishing</hd> <p>There are four main types of open-access publishing: gold, hybrid, bronze, and green. Gold open-access articles are published in journals in which every article in the journal is freely available to the public. <emph>The Journal of Special Education Preparation</emph> (https://openjournals.bsu.edu/JOSEP) is an online, gold journal focused on teacher preparation in special education with all articles freely available. Hybrid open-access articles are published in traditional journals in which most articles are behind a paywall, but authors can pay a fee to make their specific article openly accessible online. Both gold and hybrid publications are licensed so that they will always remain open. Journals sometimes also choose to make certain articles openly accessible for a time, which is known as bronze open access, perhaps to make a timely article available as a service to the field. However, bronze articles are not licensed as open access and can cease to be open at any time. An open padlock next to the article title on the journal website often is used to indicate an article is freely available, particularly for hybrid and bronze open-access publications.</p> <p>Green open access involves making articles openly available outside of journals and includes preprints and postprints. Preprints are papers that have not undergone peer review and are uploaded by authors to an online archive, such as EdArXiv (https://edarxiv.org), for everyone to access freely. Although peer review does not guarantee that only rigorous and high-quality research and scholarship are published, it is a revered standard for self-regulating the quality of the research base ([<reflink idref="bib34" id="ref21">34</reflink>]). Therefore, consumers of research should consider findings and recommendations from preprints critically and cautiously. Postprints are authors' versions of articles that have been peer reviewed and accepted for publication or published in a journal but are not formatted by the publisher (postprints typically look like a typed paper, not a journal article). Many journals allow for authors to post their own versions of articles online for free access (e.g., on an archive such as EdArXiv, the institutional repository of an author's university, the author's website), sometimes after a period of time after publication (e.g., 1 year; see [<reflink idref="bib9" id="ref22">9</reflink>]). Thus, green open-access articles can allow special educators to access peer-reviewed articles when authors post a postprint, although the formatting may differ from the journal article, and it may not be available right away.</p> <p>When one downloads an author-formatted, open-access version of a published article from EdArXiv or from a website like ResearchGate (https://<ulink href="http://www.researchgate.net/),">www.researchgate.net/),</ulink> it is not always apparent whether or the degree to which the open-access paper is the same as the peer-reviewed article. For example, the authors may have posted a preprint of a paper before they submitted it to a journal for publication, and by the time the article of the same name has been published, it has been changed—perhaps in meaningful ways—through the peer-review process. Authors can but do not always indicate whether a green open-access paper has been peer reviewed and published in a journal by explicitly indicating its peer-review and publication status on the title page (e.g., "This paper has been peer reviewed and is the unformatted version of the published article by the same name"). In the absence of such a statement, it is possible that the author-formatted version differs from the published article and therefore should be interpreted with caution. However, research has shown that authors usually report the same primary findings and make the same interpretations of findings in published journal articles (published after peer review) as in corresponding preprints (posted before peer review). For example, [<reflink idref="bib17" id="ref23">17</reflink>] reviewed 547 preprints of studies in the medical field that were later published as journal articles and found that only five (<1%) reported primary findings in different directions or with differences in statistical significance and that 96% interpreted study findings in the same way. If readers are concerned that a preprint may differ in important ways from a published article, they can contact the authors and ask them directly whether and how a preprint differs from a published article (and ask them for a copy of the published article; see "Emailing Authors to Request Peer-Reviewed Articles" section).</p> <p>Just as there are many types of open-access publications, there are multiple tools that can be used to find and access them. In the following section, we provide an overview of four tools special educators can use to access peer-reviewed publications.</p> <hd id="AN0188670644-4">Accessing Open-Access Peer-Reviewed Publications</hd> <p>Due to space limitations and the large number of different tools (e.g., browser extensions) that exist to locate open-access publications (see [<reflink idref="bib30" id="ref24">30</reflink>]), in this article, we selected two search engines that have been shown to identify the largest proportion of open-access articles (i.e., Google Scholar and Google) and two additional tools (Lazy Scholar, Open Access Button) shown to identify some open-access publications missed by Google Scholar and Google to review. For example, in their study using Google Scholar and four other tools to identify open-access versions of 1,000 published articles in the fields of applied physics and oncology, [<reflink idref="bib31" id="ref25">31</reflink>] reported that Google Scholar found 94% of all open-access versions of articles found by any of the tools examined. Lazy Scholar and the Open Access Button each found a small number (10 and four, respectively) of open-access articles that Google Scholar did not. [<reflink idref="bib8" id="ref26">8</reflink>] reported that Google and Google Scholar identified similar rates of open-access articles but sometimes identified different articles. See <emph>Table 1</emph> for a summary of which articles each tool identified open-access versions of. We recommend a six-step procedure for identifying open-access versions of peer-reviewed journal publications, as presented in <emph>Figure 2</emph>. In the following sections, we provide a description of each step and how to execute it and brief examples of how Ms. Lopez navigated the step.</p> <p>Graph: Figure 2 Recommended sequence for identifying open-access versions of peer-reviewed journal articles</p> <hd id="AN0188670644-5">Step 1: Identify Titles of Peer-Reviewed Journal Articles</hd> <p>Like Ms. Lopez, you might have titles of peer-reviewed journal articles provided to you. For example, you might be interested in finding a peer-reviewed journal article that was recommended on a website, in a professional development training, in a class you are taking, or by a colleague, friend, supervisor, or mentor. Alternatively, you might search Google Scholar using keywords (e.g., "reading fluency" and "learning disability" and "intervention") to identify titles of articles on topics of interest (although a detailed description of searching strategies is beyond the scope of this article, for recommendations on effective searches, see [<reflink idref="bib37" id="ref27">37</reflink>]). Finally, you might skim recent issues of practitioner-focused journals like <emph>TEACHING Exceptional Children</emph> or other professional journals in your area of interest to identify titles of interest.</p> <hd id="AN0188670644-6">Step 2: Search Google Scholar</hd> <p>Google Scholar uses the search power of Google specifically for scholarly content. Google Scholar searches websites that "consist primarily of scholarly articles—journal papers, conference papers, technical reports, or their drafts, dissertations, pre-prints, post-prints, or abstracts" and make abstracts or whole texts of articles available ([<reflink idref="bib12" id="ref28">12</reflink>].). With hundreds of millions of records, Google Scholar is the most comprehensive academic search engine available ([<reflink idref="bib13" id="ref29">13</reflink>]) and has been found to identify the most open-access articles of all search engines with a low rate of false positives (identifying an article as openly accessible when it is actually not; see [<reflink idref="bib8" id="ref30">8</reflink>]; [<reflink idref="bib10" id="ref31">10</reflink>]; [<reflink idref="bib31" id="ref32">31</reflink>]).</p> <p>To search using Google Scholar, go to https://scholar.google.com on your internet browser. Once there, enter the article title in quotes into the search bar and click the search button. On the page of results, scan the results for any that have a "[PDF]" link in the right column. The PDF link indicates that the publication is openly accessible as a PDF file. Click on the PDF link to be directed to an electronic copy of the publication you searched for.</p> <p>Google Scholar is a powerful tool for finding scholarly articles that are openly accessible, and we recommend using it as your first option. Although Google Scholar identifies most open-access versions of peer-reviewed articles, it does not identify all ([<reflink idref="bib31" id="ref33">31</reflink>]). Therefore, if an open-access version of an article you are looking for is not found in a Google Scholar search, it is worth trying alternative tools—such as Google (Step 3), Lazy Scholar (Step 4), and Open Access Button (Step 5)—to see if an open-access version exists that Google Scholar missed.</p> <p> <emph>Ms. Lopez searches for the eight peer-reviewed articles recommended to her by the professional development trainer on Google Scholar. Of the eight publications, she accesses four for free on Google Scholar!</emph> </p> <hd id="AN0188670644-7">Step 3: Search Google</hd> <p>Google searches billions of public webpages ([<reflink idref="bib11" id="ref34">11</reflink>]). Because it searches more broadly than Google Scholar, it sometimes finds resources that Google Scholar does not. For example, papers that authors post on ResearchGate are sometimes identified in Google Scholar but sometimes not ([<reflink idref="bib33" id="ref35">33</reflink>]) and are more reliably found when searching with Google. ResearchGate is a social network for scientists on which authors can upload versions of their papers and make them available publicly ([<reflink idref="bib29" id="ref36">29</reflink>].). Although Google offers more comprehensive search results than Google Scholar, among the four tools reviewed in this paper, [<reflink idref="bib8" id="ref37">8</reflink>] found that Google had the highest false-positive rate (13% of article searches conducted by the authors were identified by Google as having an open-access version available when none actually was). Thus, we recommend searching Google after conducting a Google Scholar search for articles with no open-access version identified by the Google Scholar search.</p> <p>To begin the search process using Google, go to https://<ulink href="http://www.google.com">www.google.com</ulink>. Next, enter the article title (in quotations) into the search bar and select the search button. Scan the results with an eye for links that have PDF in their hyperlink, indicating a PDF version of the article is available. Select the PDF hyperlink to access the desired article.</p> <p> <emph>After the initial Google Scholar search, Ms. Lopez conducted Google searches for the four recommended articles she had not found open-access versions of. The Google searches resulted in finding full-text PDFs for two additional peer-reviewed articles (</emph>[<reflink idref="bib14" id="ref38">14</reflink>], and [<reflink idref="bib18" id="ref39">18</reflink>]). Therefore, after conducting Google searches, Ms. Lopez had found and downloaded open-access PDFs for six of the eight (75%) articles.</p> <hd id="AN0188670644-8">Step 4: Search Lazy Scholar</hd> <p>Lazy Scholar is a free browser extension that identifies free, full-text versions of journal articles. Originally created by a postdoctoral fellow at Indiana University, this extension searches scholarly websites and online open-access repositories to find additional sources of full-text journal articles that may not be captured by searching Google or Google Scholar alone. In their search of 1,000 articles, [<reflink idref="bib31" id="ref40">31</reflink>] found that Lazy Scholar found the most open-access articles (73%), including a small number (<reflink idref="bib10" id="ref41">10</reflink>) that no other tool (including Google Scholar) identified. However, they also found that Lazy Scholar identified 31 articles (3% of all articles searched for) as open access when they were not (i.e., false positives). Lazy Scholar can be added to either Google Chrome or Firefox browsers at no cost by downloading it at the website <ulink href="http://www.lazyscholar.org/">http://www.lazyscholar.org/</ulink> or through each web browser's extension store. Once downloaded, users can turn the extension on during searches and then turn the extension off when searching is completed. Users can also type "ls" into the search bar along with their search terms as a search shortcut.</p> <p>To use Lazy Scholar, begin by conducting a typical search on Google Scholar (see previous section) and clicking on a link to the article of interest, even if it is not openly accessible. As the article page loads, Lazy Scholar will automatically appear at the top left side of the browser window and search for free, full-text versions of the article. In addition to references and citation information for the article, Lazy Scholar will show a PDF icon if a free PDF version of the full-text article is available. To access the full text, click on the PDF icon, and the article will open in a new tab. If a green page symbol appears, Lazy Scholar may have located a site (e.g., ResearchGate) where the article may be accessed through a request or an alternative method. Because Lazy Scholar has a lower hit rate than Google and Google Scholar, we recommend using it as a third option, after conducting Google Scholar and Google searches, to search for any articles for which you have yet to identify an open-access copy.</p> <p>After downloading Lazy Scholar to her Chrome browser, Ms. Lopez searches Google Scholar with the extension turned on for the two articles she has been unsuccessful in finding open-access versions of so far. Although Lazy Scholar provides access to five of the eight recommended articles (see Table 1), it did not find open-access versions of the articles by [<reflink idref="bib26" id="ref42">26</reflink>] and [<reflink idref="bib32" id="ref43">32</reflink>].</p> <hd id="AN0188670644-9">Step 5: Search Open Access Button</hd> <p>Open Access Button (OAB) is a free tool to search specifically for free, full-text versions of published articles. Like Lazy Scholar, and as opposed to Google and Google Scholar, OAB only returns results for openly accessible versions of articles, which can save users from sorting through nonaccessible articles. OAB can be accessed on the internet or installed as an add-on to a search browser. OAB searches through open-access repositories, hybrid articles, open-access journals, and authors' personal pages but does not search sites such as ResearchGate and academia.edu, on which researchers may share their work without the appropriate copyright authority (OAB, n.d.). In other words, OAB reduces the likelihood of accessing articles that do not have the appropriate copyright license to be shared. OAB has been shown to find relatively few open-access versions of articles but does identify some open-access versions of articles not found by other search tools ([<reflink idref="bib31" id="ref44">31</reflink>]). OAB has a relatively high false-positive rate, with [<reflink idref="bib31" id="ref45">31</reflink>] reporting 5% of articles searched were identified as having an open-access version available by OAB when none was available.</p> <p>You can access the OAB home page (https://openaccessbutton.org) on your internet browser. When the OAB home page is open, enter article title (in quotes) into the search bar and click on the search button indicated by the magnifying glass. If the articles is freely available, a page will appear stating "This article is freely available!," and a blue hyperlink will be provided under this statement, which will take the user directly to a PDF of the article. If an open-access version is not found on OAB, a form is provided to request a copy of the article from the authors; you can email a request to the corresponding author of the article via OAB ([<reflink idref="bib23" id="ref46">23</reflink>]).</p> <p>Using these steps, Ms. Lopez searches the OAB for the remaining two articles she has not been able to find freely accessible versions of. Although OAB would have identified two of the article already found in previous searches (see Table 1), it did not find open-access versions of the articles by [<reflink idref="bib26" id="ref47">26</reflink>] and [<reflink idref="bib32" id="ref48">32</reflink>].</p> <hd id="AN0188670644-10">Step 6: Emailing Authors to Request Peer-Reviewed Articles</hd> <p>Although using the tools in Steps 2 through 5 will identify free versions of articles when they are available, there are many articles for which no open-access version is available. For example, Ms. Lopez did not find open-access versions of two articles ([<reflink idref="bib26" id="ref49">26</reflink>]; [<reflink idref="bib32" id="ref50">32</reflink>]). In these instances, we recommend emailing the author(s) directly and requesting that they send you a copy of the article (sending another individual a copy of a single copyrighted article for personal use is allowed under the fair use exemption; [<reflink idref="bib22" id="ref51">22</reflink>]). Typically, the email address of at least one author of articles is provided on the journal website even when the article is not freely accessible. We recommend emailing authors at the address(es) provided with a request that provides the year, name, and journal for the article being requested and a brief indication of why you would like to access the article (for an example request, see <emph>Figure 3</emph>). In our personal experience, authors are pleased to know educators are interested in their work and provide requested PDFs.</p> <p>Graph: Figure 3 Sample email requesting copy of an article from author</p> <p>If an email gets returned as undeliverable, it is likely that the author no longer uses that email address (they may have changed jobs). When this happens, we recommend (a) conducting a Google search for the author and identifying an updated email address to which to send the request and/or (b) conducting a Google search for the email of coauthors and emailing them with the request to share a PDF of the article. We emailed the authors of both articles sought by Ms. Lopez that she could not obtain, and authors sent us PDFs of both articles.</p> <p>Ms. Lopez looked up the two articles for which she could not identify open-access versions ([<reflink idref="bib26" id="ref52">26</reflink>]; [<reflink idref="bib32" id="ref53">32</reflink>]) on the journal websites and found the email addresses of the lead authors provided on the article webpage. Using those email addresses and the language in Figure 3, she emailed the authors asking for a copy of the articles. She was pleased to receive replies from both authors within a week. Both authors thanked Ms. Lopez for her interest in their work and attached an electronic version of the article. One author even offered to correspond with Ms. Lopez if she had any questions.</p> <hd id="AN0188670644-11">Conclusion</hd> <p>Using tools such as Google Scholar, Google, Lazy Scholar, and Open Access Button and sending email requests to authors can help instructional coaches, department chairs, special education administrators, special education teachers, families of students with disabilities, and other interested individuals identify and obtain free versions of peer-reviewed journal articles. Using the steps summarized in <emph>Figure 2</emph> can result in free access to many published, peer-reviewed articles—including articles that report original research, synthesize findings across studies (systematic reviews and meta-analyses), and provide concrete guidance on how to implement effective practices—that can help bridge the research-to-practice gap and improve the learning outcomes of students with and at risk for disabilities.</p> <p> <emph>Ms. Lopez is pleased that she was able to obtain electronic copies of all eight articles on response cards recommended by the professional development trainer. She emails a copy of each article to the other special education teachers on her team and schedules meetings over the next months to discuss and plan whether and how they will use response cards. She feels confident these articles will help her and her team make informed, evidence-based decisions.</emph> </p> <ref id="AN0188670644-12"> <title> References </title> <blist> <bibl id="bib1" type="bt">1</bibl> <bibtext> Cavanaugh R. A., Heward W. L., Donelson F. (1996). Effects of response cards during lesson closure on the academic performance of secondary students in an earth science course. Journal of Applied Behavior Analysis, 29(3), 403–406. https://doi.org/10.1901/jaba.1996.29-403</bibtext> </blist> <blist> <bibl id="bib2" idref="ref10" type="bt">2</bibl> <bibtext> Cook B. G., Cook L. (2016). Research designs and special education research: Different designs address different questions. Learning Disabilities Research & Practice, 31(4), 190–198. https://doi.org/10.1111/ldrp.12110</bibtext> </blist> <blist> <bibl id="bib3" idref="ref6" type="bt">3</bibl> <bibtext> Cook B. G., Farley C. (2019). The research-to-practice gap in special education. In Bateman D. F., Yell M. L. (Eds.), Current trends and legal issues in special education (pp. 110–125). Corwin.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref2" type="bt">4</bibl> <bibtext> Cook B. G., Smith G. J., Tankersley M. (2012). Evidence-based practices in education. In Harris K. R., Graham S., Urdan T. (Eds.), APA educational psychology handbook, (Vol.1, pp. 495–528). American Psychological Association.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref12" type="bt">5</bibl> <bibtext> Cook L., Cook B. G., Landrum T. J., Tankersley M. (2008). Examining the role of group experimental research in establishing evidenced-based practices. Intervention in School & Clinic, 44(2), 76–82. https://doi.org/10.1177/1053451208324504</bibtext> </blist> <blist> <bibl id="bib6" idref="ref11" type="bt">6</bibl> <bibtext> Davis L. L., O'Neill R. E. (2004). Use of response cards with a group of students with learning disabilities including those for whom English is a second language. 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Remedial and Special Education, 43(1), 3–14. https://doi.org.10.1177/0741932521996461</bibtext> </blist> <blist> <bibtext> Gadd E., Morrison C., Secker J. (2019). The impact of open access on teaching—How far have we come? Publications, 7(3), Article 56. https://doi.org/10.3390/publications7030056</bibtext> </blist> <blist> <bibtext> Google. (2023). In-depth guide to how Google Search works. https://developers.google.com/search/docs/fundamentals/how-search-works</bibtext> </blist> <blist> <bibtext> Google Scholar. (n.d.). Content guidelines. https://scholar.google.com/intl/en/scholar/inclusion.html#content</bibtext> </blist> <blist> <bibtext> Gusenbauer M. (2019). Google Scholar to overshadow them all? Comparing the sizes of 12 academic search engines and bibliographic databases. Scientometrics, 118, 177–214. https://doi.org/10.1007/s11192-018-2958-5</bibtext> </blist> <blist> <bibtext> Heward W. L., Gardner R. III Cavanaugh R. A., Courson F. H., Grossi T. A., Barbetta P. M. (1996). Everyone participates in this class: Using response cards to increase active student response. Teaching Exceptional Children, 28(2), 4–10. https://doi.org/10.1177/004005999602800201</bibtext> </blist> <blist> <bibtext> Holland N. (2023). How to read and interpret research to benefit your teaching practice. https://<ulink href="http://www.edutopia.org/article/using-research-improve-teaching/">www.edutopia.org/article/using-research-improve-teaching/</ulink></bibtext> </blist> <blist> <bibtext> Individuals with Disabilities Education Act, 20 U.S.C. §§ 1400 et seq. (2004).</bibtext> </blist> <blist> <bibtext> Janda G., Khetpal V., Shi X., Ross J. S., Wallach J. D. (2022). Comparison of clinical study results reported in medRxiv preprints vs peer-reviewed journal articles. JAMA Network Open, 5(12), Article e2245847. https://doi.org/10.1001/jamanetworkopen.2022.45847</bibtext> </blist> <blist> <bibtext> Lambert M. C., Cartledge G., Heward W. L., Lo Y. Y. (2006). Effects of response cards on disruptive behavior and academic responding during math lessons by fourth-grade urban students. Journal of Positive Behavior Interventions, 8(2), 88–99. https://doi.org/10.1177/10983007060080020701</bibtext> </blist> <blist> <bibtext> Maggin D. M., Chafouleas S. M., Berggren M., Sugai G. (2013). A systematic appraisal of peer review guidelines for special education journals. Exceptionality, 21(2), 87–102. https://doi.org/10.1080/09362835.2012.747181</bibtext> </blist> <blist> <bibtext> Maggin D. M., Cook B. G., Cook L. (2018). Using single-case research designs to examine the effects of interventions in special education. Learning Disabilities Research & Practice, 33(4), 182–191. https://doi.org/10.1111/ldrp.12184</bibtext> </blist> <blist> <bibtext> Marsh R. J., Cumming T. M., Randolph J. J., Michaels S. (2021). Updated meta-analysis of the research on response cards. 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Preventing School Failure: Alternative Education for Children and Youth, 62(2), 59–72. https://doi.org/10.1080/1045988X.2017.1344953</bibtext> </blist> <blist> <bibtext> Pinkelman S. E., McIntosh K., Rasplica C. K., Berg T., Strickland-Cohen M. K. (2015). Perceived enablers and barriers related to sustainability of school-wide positive behavioral interventions and supports. Behavioral Disorders, 40(3), 171–183. https://doi.org/10.17988/0198-7429-40.3.171</bibtext> </blist> <blist> <bibtext> Piwowar H., Priem J., Larivière V., Alperin J. P., Matthias L., Norlander B., Farley A., West J., Haustein S. (2018). The state of OA: A large-scale analysis of the prevalence and impact of Open Access articles. PeerJ, 6, Article e4375. https://doi.org/10.7717/peerj.4375</bibtext> </blist> <blist> <bibtext> ResearchGate. (n.d.). About ResearchGate. https://<ulink href="http://www.researchgate.net/about">www.researchgate.net/about</ulink></bibtext> </blist> <blist> <bibtext> Roy B. K., Mukhopadhyay P. (2022). Digital access brokers: Clustering and comparison (part I–locator services). SRELS Journal of Information Management, 59(5), 273–284. https://doi.org/10.17821/srels/2022/v59i5/168622</bibtext> </blist> <blist> <bibtext> Schultz T. A., Azadbakht E., Bull J., Bucy R., Floyd J. (2019). Assessing the effectiveness of open access finding tools. Information Technology and Libraries, 38(3), 82–90. https://doi.org/10.6017/ital.v38i3.11009</bibtext> </blist> <blist> <bibtext> Schwab J. R., Tucci S., Jolivette K. (2013). Integrating schema-based instruction and response cards for students with learning disabilities and challenging behaviors. Beyond Behavior, 22(3), 24–30. https://doi.org/10.1177/107429561302200304</bibtext> </blist> <blist> <bibtext> Singh V. K., Srichandan S. S., Lathabai H. H. (2022). ResearchGate and Google Scholar: How much do they differ in publications, citations and different metrics and why? Scientometrics, 127, 1515–1542. https://doi.org/10.1007/s11192-022-04264-2</bibtext> </blist> <blist> <bibtext> Tennant J. P. (2018). The state of the art in peer review. FEMS Microbiology Letters, 365(19), Article fny204. https://doi.org/10.1093/femsle/fny204</bibtext> </blist> <blist> <bibtext> Test D. W., Kemp-Inman A., Diegelmann K., Hitt S. B., Bethune L. (2015). Are online sources for identifying evidence-based practices trustworthy? An evaluation. Exceptional Children, 82(1), 58–80. https://doi.org/10.1177/0014402915585477</bibtext> </blist> <blist> <bibtext> Therrien W. J., Cook B. G., Cook L. (2020). Utilizing meta-analyses to guide practice: A primer. Learning Disabilities Research & Practice, 35(3), 111–117. https://doi.org/10.1111/ldrp.12230</bibtext> </blist> <blist> <bibtext> Wintec. (2023). Research skills for health: Search strategies and using PICO. https://libguides.wintec.ac.nz/c.php?g=937184&p=6779189</bibtext> </blist> </ref> <ref id="AN0188670644-13"> <title> Footnotes </title> <blist> <bibtext> The second through eighth authors contributed equally to the article and are listed in random order.</bibtext> </blist> <blist> <bibtext> The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> The author(s) received no financial support for the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> Bryan G. Cook</bibtext> </blist> <blist> <bibtext>Graph</bibtext> </blist> <blist> <bibtext>https://orcid.org/0000-0001-9294-0873 Bill Therrien</bibtext> </blist> <blist> <bibtext>Graph https://orcid.org/0000-0003-0594-5129</bibtext> </blist> </ref> <aug> <p>By Bryan G. Cook; Suzanne McClain; Francis Corr; Danielle A. Waterfield; Nathan P. Welker; Jesse I. Fleming; Sarah Emily Wilson and William J. Therrien</p> <p>Reported by Author; Author; Author; Author; Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib16" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib25" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib19" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib35" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib27" firstref="ref7"></nolink> <nolink nlid="nl6" bibid="bib37" firstref="ref8"></nolink> <nolink nlid="nl7" bibid="bib28" firstref="ref9"></nolink> <nolink nlid="nl8" bibid="bib20" firstref="ref13"></nolink> <nolink nlid="nl9" bibid="bib36" firstref="ref14"></nolink> <nolink nlid="nl10" bibid="bib21" firstref="ref15"></nolink> <nolink nlid="nl11" bibid="bib26" firstref="ref16"></nolink> <nolink nlid="nl12" bibid="bib14" firstref="ref18"></nolink> <nolink nlid="nl13" bibid="bib32" firstref="ref19"></nolink> <nolink nlid="nl14" bibid="bib15" firstref="ref20"></nolink> <nolink nlid="nl15" bibid="bib34" firstref="ref21"></nolink> <nolink nlid="nl16" bibid="bib17" firstref="ref23"></nolink> <nolink nlid="nl17" bibid="bib30" firstref="ref24"></nolink> <nolink nlid="nl18" bibid="bib31" firstref="ref25"></nolink> <nolink nlid="nl19" bibid="bib12" firstref="ref28"></nolink> <nolink nlid="nl20" bibid="bib13" firstref="ref29"></nolink> <nolink nlid="nl21" bibid="bib10" firstref="ref31"></nolink> <nolink nlid="nl22" bibid="bib11" firstref="ref34"></nolink> <nolink nlid="nl23" bibid="bib33" firstref="ref35"></nolink> <nolink nlid="nl24" bibid="bib29" firstref="ref36"></nolink> <nolink nlid="nl25" bibid="bib18" firstref="ref39"></nolink> <nolink nlid="nl26" bibid="bib23" firstref="ref46"></nolink> <nolink nlid="nl27" bibid="bib22" firstref="ref51"></nolink>
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  Data: Pushing Past the Paywall: Accessing Open Peer-Reviewed Research
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  Data: <searchLink fieldCode="AR" term="%22Bryan+G%2E+Cook%22">Bryan G. Cook</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9294-0873">0000-0001-9294-0873</externalLink>)<br /><searchLink fieldCode="AR" term="%22Suzanne+McClain%22">Suzanne McClain</searchLink><br /><searchLink fieldCode="AR" term="%22Francis+Corr%22">Francis Corr</searchLink><br /><searchLink fieldCode="AR" term="%22Danielle+A%2E+Waterfield%22">Danielle A. Waterfield</searchLink><br /><searchLink fieldCode="AR" term="%22Nathan+P%2E+Welker%22">Nathan P. Welker</searchLink><br /><searchLink fieldCode="AR" term="%22Jesse+I%2E+Fleming%22">Jesse I. Fleming</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+Emily+Wilson%22">Sarah Emily Wilson</searchLink><br /><searchLink fieldCode="AR" term="%22William+J%2E+Therrien%22">William J. Therrien</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0594-5129">0000-0003-0594-5129</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22TEACHING+Exceptional+Children%22"><i>TEACHING Exceptional Children</i></searchLink>. 2025 58(1):54-62.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Information%22">Access to Information</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Research+and+Development%22">Research and Development</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Publications%22">Publications</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Costs%22">Costs</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Publishing%22">Electronic Publishing</searchLink><br /><searchLink fieldCode="DE" term="%22Journal+Articles%22">Journal Articles</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink>
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  Data: Effective teaching and special education programming should be informed by scientific research published in peer-reviewed journals. However, many peer-reviewed articles, including how-to articles based on research findings in practitioner-focused journals, are not freely accessible to instructional coaches, department chairs, special education administrators, special education teachers, families of students with disabilities, and other interested individuals, creating a significant obstacle to informing practice with research findings. Fortunately, the number of peer-reviewed articles that are openly accessible on the internet is growing. In this article, we describe types of peer-reviewed articles, discuss different types of open-access publishing, and provide a six-step approach for accessing open-access publications.
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      – SubjectFull: Peer Evaluation
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              Value: 1
          Titles:
            – TitleFull: TEACHING Exceptional Children
              Type: main
ResultId 1