{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T19:19:08Z","timestamp":1777922348555,"version":"3.51.4"},"reference-count":57,"publisher":"SAGE Publications","issue":"2","license":[{"start":{"date-parts":[[2023,11,10]],"date-time":"2023-11-10T00:00:00Z","timestamp":1699574400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Learning Disability Quarterly"],"published-print":{"date-parts":[[2024,5]]},"abstract":"<jats:p>Today\u2019s students live within a world filled with complexity, uncertainty, and misinformation; thus, educators need to help all learners, including students with learning disabilities, how to comprehend complex information about the natural world and make credible evidence-based claims. Our study is a first step in making this possible. In this investigation, our goal was for students to make a claim, use evidence and content-specific vocabulary, and then use reasoning to link claims with evidence in an argument. These outcomes were assessed using a pre\u2013post design with a scenario-based assessment administered twice before and once after instruction, which used multimodal STEM text sets to fuse science and literacy learning. Data indicate that (a) both students with disabilities and those without disabilities made significant gains in argumentation and (b) the effects of instruction were similar for both groups of students. Gains for students with disabilities suggest the multimodal STEM text sets provided important scaffolding that enabled this group to learn important content in the general education classroom.<\/jats:p>","DOI":"10.1177\/07319487231209505","type":"journal-article","created":{"date-parts":[[2023,11,10]],"date-time":"2023-11-10T23:54:57Z","timestamp":1699660497000},"page":"84-96","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":2,"title":["Science Literacy: Using Multimodal STEM Text Sets to Help Students With Disabilities Engage in Argumentation"],"prefix":"10.1177","volume":"47","author":[{"given":"William","family":"Romine","sequence":"first","affiliation":[{"name":"Wright State University, Dayton, OH, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Delinda","family":"van Garderen","sequence":"additional","affiliation":[{"name":"University of Missouri, Columbia, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"William","family":"Folk","sequence":"additional","affiliation":[{"name":"University of Missouri, Columbia, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Amy","family":"Lannin","sequence":"additional","affiliation":[{"name":"University of Missouri, Columbia, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Rachel","family":"Juergensen","sequence":"additional","affiliation":[{"name":"University of Missouri, Columbia, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Cassandra","family":"Smith","sequence":"additional","affiliation":[{"name":"University of Missouri, Columbia, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Heba","family":"Abedelnaby","sequence":"additional","affiliation":[{"name":"University of Missouri, Columbia, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Tracey","family":"Milarsky","sequence":"additional","affiliation":[{"name":"University of Missouri, Columbia, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[2023,11,10]]},"reference":[{"key":"e_1_3_2_2_1","doi-asserted-by":"crossref","unstructured":"Berland L. K. Hammer D. (2012). Framing for scientific argumentation. Journal of Research in Science Teaching 49(1) 68\u201394. https:\/\/doi.org\/10.1002\/tea.20446","DOI":"10.1002\/tea.20446"},{"key":"e_1_3_2_3_1","doi-asserted-by":"crossref","unstructured":"Berland L. K. McNeill K. L. (2010). A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts. Science Education 94(5) 765\u2013793. https:\/\/doi.org\/10.1002\/sce.20402","DOI":"10.1002\/sce.20402"},{"key":"e_1_3_2_4_1","author":"Boone W. J.","year":"2013","unstructured":"Boone W. J., Staver J. R., Yale M. S. (2013). Rasch analysis in the human sciences. Springer.","journal-title":"Rasch analysis in the human sciences"},{"key":"e_1_3_2_5_1","doi-asserted-by":"crossref","unstructured":"Boyle J. R. Rosen S. M. Forchelli G. (2016). Exploring metacognitive strategy use during note-taking for students with learning disabilities. Education 3-13 44(2) 161\u2013180. https:\/\/doi.org\/10.1080\/03004279.2014.929722","DOI":"10.1080\/03004279.2014.929722"},{"key":"e_1_3_2_6_1","doi-asserted-by":"publisher","DOI":"10.1163\/23641177-BJA10006"},{"key":"e_1_3_2_7_1","first-page":"259","article-title":"Obtaining, evaluating, and communicating information","author":"Bricker L. A.","year":"2017","unstructured":"Bricker L. A., Bell P., Van Horne K., Clark T. L. (2017). Obtaining, evaluating, and communicating information. In Schwarz C. V., Passmore C., Reiser Brian J. Helping students make sense of the world using the Next Generation Science Standards (pp. 259\u2013281). National Science Teaching Association.","journal-title":"Helping students make sense of the world using the Next Generation Science Standards"},{"key":"e_1_3_2_8_1","doi-asserted-by":"crossref","unstructured":"Bulgren J. A. Ellis J. D. Marquis J. G. (2014). The use and effectiveness of an argumentation and evaluation intervention in science classes. Journal of Science Education and Technology 23 82-97. https:\/\/doi.org\/10.1007\/s10956-013-9452-x","DOI":"10.1007\/s10956-013-9452-x"},{"key":"e_1_3_2_9_1","author":"Cappiello M. A.","year":"2021","unstructured":"Cappiello M. A., Dawes E. T. (2021). Text sets in action: Pathways through content area literacy. Stenhouse Publishers.","journal-title":"Text sets in action: Pathways through content area literacy"},{"key":"e_1_3_2_10_1","doi-asserted-by":"crossref","unstructured":"Cervetti G. N. Hiebert E. H. (2015). The sixth pillar of reading instruction: Knowledge development. The Reading Teacher 68(7) 548\u2013551. https:\/\/doi.org\/10.1002\/trtr.1343","DOI":"10.1002\/trtr.1343"},{"key":"e_1_3_2_11_1","doi-asserted-by":"crossref","unstructured":"Cervetti G. N. Wright T. S. Hwang H. (2016). Conceptual coherence comprehension and vocabulary acquisition: A knowledge effect? Reading and Writing 29(4) 761\u2013779. https:\/\/doi.org\/10.1007\/s11145-016-9628-x","DOI":"10.1007\/s11145-016-9628-x"},{"key":"e_1_3_2_12_1","volume-title":"Relationships and convergences among the mathematics, science, and ELA practices","author":"Cheuk T.","year":"2013","unstructured":"Cheuk T. (2013). Relationships and convergences among the mathematics, science, and ELA practices (Refined version of diagram created by the Understanding Language Initiative for ELP Standards). Stanford University."},{"key":"e_1_3_2_13_1","doi-asserted-by":"crossref","unstructured":"Deane P. Song Y. van Rijn P. O\u2019Reilly T. Fowles M. Bennett R. .\u2004.\u2004.Zhang M. (2019). The case for scenario-based assessment of written argumentation. Reading and Writing 32(6) 1575\u20131606. https:\/\/doi.org\/10.1007\/s11145-018-9852-7","DOI":"10.1007\/s11145-018-9852-7"},{"key":"e_1_3_2_14_1","doi-asserted-by":"crossref","unstructured":"De La Paz S. (1999). Self-regulated strategy instruction in regular education settings: Improving outcomes for students with and without learning disabilities. Learning Disabilities Research & Practice 14(2) 92\u2013106. https:\/\/doi.org\/10.1207\/sldrp1402_3","DOI":"10.1207\/sldrp1402_3"},{"key":"e_1_3_2_15_1","doi-asserted-by":"crossref","unstructured":"De La Paz S. Butler C. Levin D. M. Felton M. K. (2022). Effects of a cognitive apprenticeship on transfer of argumentative writing in middle school science. Learning Disability Quarterly. Advance online publication. https:\/\/doi.org\/10.1177\/07319487221119365","DOI":"10.1177\/07319487221119365"},{"key":"e_1_3_2_16_1","doi-asserted-by":"crossref","unstructured":"De La Paz S. Levin D. M. (2018). Beyond \u201cthey cited the text\u201d: Middle school students and teachers\u2019 written critiques of scientific conclusions. Research in Science Education 48(6) 1433\u20131459. https:\/\/doi.org\/10.1007\/s11165-016-9609-8","DOI":"10.1007\/s11165-016-9609-8"},{"key":"e_1_3_2_17_1","doi-asserted-by":"crossref","unstructured":"Elish-Piper L. Wold L. S. Schwingendorf K. (2014). Scaffolding high school students\u2019 reading of complex texts using linked text sets. Journal of Adolescent & Adult Literacy 57(7) 565-574. https:\/\/doi.org\/10.1002\/jaal.29","DOI":"10.1002\/jaal.292"},{"key":"e_1_3_2_18_1","first-page":"18","article-title":"For the Sake of Argument: An Approach to Teaching Evidence-Based Writing","author":"Friedrich L.","year":"2018","unstructured":"Friedrich L., Bear R., Fox T. (2018). For the Sake of Argument: An Approach to Teaching Evidence-Based Writing. American Educator, 42(1), 18.","journal-title":"American Educator"},{"key":"e_1_3_2_19_1","doi-asserted-by":"crossref","unstructured":"Gilkerson J. Richards J. A. Warren S. F. Montgomery J. K. Greenwood C. R. Kimbrough Oller D. .\u2004.\u2004.Paul T. D. (2017). Mapping the early language environment using all-day recordings and automated analysis. American Journal of Speech-Language Pathology 26(2) 248\u2013265. https:\/\/doi.org\/10.1044\/2016_AJSLP-15-0169","DOI":"10.1044\/2016_AJSLP-15-0169"},{"key":"e_1_3_2_20_1","unstructured":"Giorgis C. Johnson N. J. (2002). Children\u2019s books: Text sets. The Reading Teacher 56(2) 200\u2013208. https:\/\/www.jstor.org\/stable\/20205177"},{"key":"e_1_3_2_21_1","doi-asserted-by":"crossref","unstructured":"Gotwals A. W. Songer N. B. (2010). Reasoning up and down a food chain: Using an assessment framework to investigate students\u2019 middle knowledge. Science Education 94(2) 259\u2013281. https:\/\/doi.org\/10.1002\/sce.20368","DOI":"10.1002\/sce.20368"},{"key":"e_1_3_2_22_1","doi-asserted-by":"crossref","unstructured":"Graham S. Kiuhara S. A. MacKay M. (2020). The Effects of Writing on Learning in Science Social Studies and Mathematics: A Meta-Analysis. Review of Educational Research 90(2) 179\u2013226. https:\/\/doi.org\/10.3102\/0034654320914744","DOI":"10.3102\/0034654320914744"},{"issue":"1","key":"e_1_3_2_23_1","first-page":"4","article-title":"The early catastrophe: The 30 million word gap by age 3","volume":"27","author":"Hart B.","year":"2003","unstructured":"Hart B., Risley T. R. (2003). The early catastrophe: The 30 million word gap by age 3. American Educator, 27(1), 4\u20139.","journal-title":"American Educator"},{"key":"e_1_3_2_24_1","doi-asserted-by":"crossref","unstructured":"Hebert M. Kearns D. M. Hayes J. B. Bazis P. Cooper S. (2018). Why children with dyslexia struggle with writing and how to help them. Language speech and hearing services in schools 49(4) 843-863. https:\/\/doi.org\/10.1044\/2018_LSHSS-DYSLC-18-0024","DOI":"10.1044\/2018_LSHSS-DYSLC-18-0024"},{"key":"e_1_3_2_25_1","doi-asserted-by":"crossref","unstructured":"Kim J. S. Burkhauser M. A. Mesite L. M. Asher C. A. Relyea J. E. Fitzgerald J. Elmore J. (2021a). Improving reading comprehension science domain knowledge and reading engagement through a first-grade content literacy intervention. Journal of Educational Psychology 113(1) 3\u201326. https:\/\/doi.org\/10.1037\/edu0000465","DOI":"10.1037\/edu0000465"},{"key":"e_1_3_2_26_1","doi-asserted-by":"crossref","unstructured":"Kim J. S. Relyea J. E. Burkhauser M. A. Scherer E. Rich P. (2021b). Improving elementary grade students\u2019 science and social studies vocabulary knowledge depth reading comprehension and argumentative writing: A conceptual replication. Educational Psychology Review 33(4) 1935\u20131964. https:\/\/doi.org\/10.1007\/s10648-021-09609-6","DOI":"10.1007\/s10648-021-09609-6"},{"key":"e_1_3_2_27_1","doi-asserted-by":"publisher","DOI":"10.1093\/oso\/9780195122657.003.0007"},{"key":"e_1_3_2_28_1","doi-asserted-by":"publisher","DOI":"10.1598\/RRQ.45.4.4"},{"key":"e_1_3_2_29_1","doi-asserted-by":"publisher","DOI":"10.1002\/sce.20395"},{"key":"e_1_3_2_30_1","doi-asserted-by":"crossref","unstructured":"Landauer T. K. Dumais S. T. (1997). A solution to Plato\u2019s problem: The latent semantic analysis theory of acquisition induction and representation of knowledge. Psychological Review 104(2) 211\u2013240. https:\/\/doi.org\/10.1037\/0033-295X.104.2.211","DOI":"10.1037\/0033-295X.104.2.211"},{"key":"e_1_3_2_31_1","doi-asserted-by":"publisher","DOI":"10.1177\/0014402921999310"},{"key":"e_1_3_2_32_1","doi-asserted-by":"crossref","unstructured":"Levin D. M. De La Paz S. Lee Y. Escola E. N. (2021). Use of cognitive apprenticeship models of instruction to support middle school students\u2019 construction and critique of written scientific explanations and arguments. Learning Disabilities: A Multidisciplinary Journal 26(1) 58\u201372. https:\/\/doi.org\/10.18666\/LDMJ-2021-V26-I1-10380","DOI":"10.18666\/LDMJ-2021-V26-I1-10380"},{"key":"e_1_3_2_33_1","author":"Linacre J. M.","year":"2011","unstructured":"Linacre J. M. (2011). A user\u2019s guide to WINSTEPS [Computer manual]. Winsteps.","journal-title":"A user\u2019s guide to WINSTEPS"},{"key":"e_1_3_2_34_1","unstructured":"Linacre J. M. Tennant A. (2009). More about critical eigenvalue sizes (variances) in standardized residual principal components analysis (PCA). Rasch Measurement Transactions 23(3) 1228. https:\/\/www.rasch.org\/rmt\/rmt233f.htm"},{"key":"e_1_3_2_35_1","author":"Linacre J. M.","year":"1988","unstructured":"Linacre J. M., Wright B. D. (1988). Facets. MESA.","journal-title":"Facets"},{"key":"e_1_3_2_36_1","volume-title":"Teaching high school science through inquiry and argumentation","author":"Llewellyn D.","year":"2013","unstructured":"Llewellyn D. (2013). Teaching high school science through inquiry and argumentation. Corwin Press."},{"key":"e_1_3_2_37_1","doi-asserted-by":"crossref","unstructured":"Lupo S. M. Berry A. Thacker E. Sawyer A. Merritt J. (2020). Rethinking text sets to support knowledge building and interdisciplinary learning. The Reading Teacher 73(4) 513\u2013524. https:\/\/doi.org\/10.1002\/trtr.1869","DOI":"10.1002\/trtr.1869"},{"key":"e_1_3_2_38_1","doi-asserted-by":"crossref","unstructured":"Lupo S. M. Strong J. Z. Lewis W. Walpole S. McKenna M. C. (2018). Building background knowledge through reading: Rethinking text sets. Journal of Adolescent & Adult Literacy 61(4) 433\u2013444. https:\/\/doi.org\/10.1002\/jaal.701","DOI":"10.1002\/jaal.701"},{"key":"e_1_3_2_39_1","doi-asserted-by":"crossref","unstructured":"Lupo S. M. Tortorelli L. Invernizzi M. Ryoo J. H. Strong J. Z. (2019). An exploration of text difficulty and knowledge support on adolescents\u2019 comprehension. Reading Research Quarterly 54(4) 457\u2013479. https:\/\/doi.org\/10.1002\/rrq.247","DOI":"10.1002\/rrq.247"},{"key":"e_1_3_2_40_1","doi-asserted-by":"crossref","unstructured":"Mason L. H. Harris K. R. Graham S. (2011). Self-regulated strategy development for students with writing difficulties. Theory Into Practice 50(1) 20\u201327. https:\/\/doi.org\/10.1080\/00405841.2011.534922","DOI":"10.1080\/00405841.2011.534922"},{"key":"e_1_3_2_41_1","doi-asserted-by":"crossref","unstructured":"McLaughlin M. Overturf B. J. (2012). The common core: Insights into the K\u20135 standards. Reading Teacher 66(2) 153\u2013164. https:\/\/doi.org\/10.1002\/TRTR.01115","DOI":"10.1002\/TRTR.01115"},{"key":"e_1_3_2_42_1","doi-asserted-by":"crossref","unstructured":"McNeill K. L. Gonz\u00e1lez-Howard M. Katsh-Singer R. Loper S. (2017). Moving beyond pseudoargumentation: Teachers\u2019 enactments of an educative science curriculum focused on argumentation. Science Education 101(3) 426\u2013457. https:\/\/doi.org\/10.1002\/sce.21274","DOI":"10.1002\/sce.21274"},{"key":"e_1_3_2_43_1","first-page":"121","volume-title":"Science as inquiry in the secondary setting","author":"McNeill K. L.","year":"2008","unstructured":"McNeill K. L., Krajcik J. (2008). Inquiry and scientific explanations: Helping students use evidence and reasoning. In Luft J., Bell R., Gess-Newsome J. (Eds.), Science as inquiry in the secondary setting (pp. 121\u2013134). National Science Teachers Association Press."},{"key":"e_1_3_2_44_1","doi-asserted-by":"crossref","unstructured":"Miller-Struttmann N. E. Heise D. Schul J. Geib J. C. Galen C. (2017). Flight of the bumble bee: Buzzes predict pollination services. PLOS ONE 12(6) Article e0179273. https:\/\/doi.org\/10.1371\/journal.pone.0179273","DOI":"10.1371\/journal.pone.0179273"},{"key":"e_1_3_2_45_1","article-title":"Center for Assistive Technology and Environmental Access, Georgia Institute of Technology","author":"Moon N. W.","year":"2012","unstructured":"Moon N. W., Todd R. L., Morton D. L., Ivey E. (2012). Accommodating students with disabilities in science, technology, engineering, and mathematics (STEM). Center for Assistive Technology and Environmental Access, Georgia Institute of Technology.","journal-title":"Accommodating students with disabilities in science, technology, engineering, and mathematics (STEM)"},{"key":"e_1_3_2_46_1","volume-title":"Next generation science standards: For states, by states","author":"NGSS Lead States","year":"2013","unstructured":"NGSS Lead States. (2013). Next generation science standards: For states, by states. The National Academy Press."},{"key":"e_1_3_2_47_1","doi-asserted-by":"crossref","unstructured":"Norris S. P. Phillips L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education 87(2) 224\u2013240. https:\/\/doi.org\/10.1002\/sce.10066","DOI":"10.1002\/sce.10066"},{"key":"e_1_3_2_48_1","doi-asserted-by":"crossref","unstructured":"Osborne J. F. Henderson J. B. MacPherson A. Szu E. Wild A. Yao S. Y. (2016). The development and validation of a learning progression for argumentation in science. Journal of Research in Science Teaching 53(6) 821\u2013846. https:\/\/doi.org\/10.1002\/tea.21316","DOI":"10.1002\/tea.21316"},{"key":"e_1_3_2_49_1","doi-asserted-by":"crossref","unstructured":"Pearson P. D. Hansen J. Gordon C. (1979). The effect of background knowledge on young children\u2019s comprehension of explicit and implicit information. Journal of Reading Behavior 11(3) 201\u2013209. https:\/\/doi.org\/10.1080\/10862967909547324","DOI":"10.1080\/10862967909547324"},{"key":"e_1_3_2_50_1","doi-asserted-by":"crossref","unstructured":"Pearson P. D. Moje E. Greenleaf C. (2010). Literacy and science: Each in the service of the other. Science 328(5977) 459\u2013463. https:\/\/doi.org\/10.1126\/science.1182595","DOI":"10.1126\/science.1182595"},{"key":"e_1_3_2_51_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-3-319-66659-4_4"},{"key":"e_1_3_2_52_1","doi-asserted-by":"crossref","unstructured":"Smith R. Snow P. Serry T. Hammond L. (2021). The role of background knowledge in reading comprehension: A critical review. Reading Psychology 42(3) 214\u2013240. https:\/\/doi.org\/10.1080\/02702711.2021.1888348","DOI":"10.1080\/02702711.2021.1888348"},{"key":"e_1_3_2_53_1","doi-asserted-by":"crossref","unstructured":"Sperry D. E. Sperry L. L. Miller P. J. (2019). Reexamining the verbal environments of children from different socioeconomic backgrounds. Child Development 90(4) 1303\u20131318. https:\/\/doi.org\/10.1111\/cdev.13072","DOI":"10.1111\/cdev.13072"},{"issue":"5","key":"e_1_3_2_54_1","first-page":"5","article-title":"Cognitive flexibility theory: Hypermedia for complex learning, adaptive knowledge application, and experience acceleration","volume":"43","author":"Spiro R. J.","year":"2003","unstructured":"Spiro R. J., Collins B. P., Thota J. J., Feltovich P. J. (2003). Cognitive flexibility theory: Hypermedia for complex learning, adaptive knowledge application, and experience acceleration. Educational Technology, 43(5), 5\u201310.","journal-title":"Educational Technology"},{"key":"e_1_3_2_55_1","doi-asserted-by":"publisher","DOI":"10.1175\/WCAS-D-14-00041.1"},{"key":"e_1_3_2_56_1","volume-title":"The uses of argument","author":"Toulmin S.","year":"1958","unstructured":"Toulmin S. (1958). The uses of argument. Cambridge University Press."},{"key":"e_1_3_2_57_1","unstructured":"What Works Clearinghouse. (2020). What Works Clearinghouse standards handbook (Version 4.1). National Center for Education Evaluation and Regional Assistance Institute of Education Sciences U.S. Department of Education. https:\/\/ies.ed.gov\/ncee\/wwc\/handbooks"},{"key":"e_1_3_2_58_1","unstructured":"Wright B. (1994). Reasonable mean-square fit values. Rasch Measurement Transactions 8 Article 370. https:\/\/www.rasch.org\/rmt\/rmt83b.htm \u2013 note there is no doi associated with this article but the link goes directly to the article"}],"container-title":["Learning Disability Quarterly"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/07319487231209505","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/full-xml\/10.1177\/07319487231209505","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/07319487231209505","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,5,1]],"date-time":"2026-05-01T20:18:14Z","timestamp":1777666694000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.1177\/07319487231209505"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2023,11,10]]},"references-count":57,"journal-issue":{"issue":"2","published-print":{"date-parts":[[2024,5]]}},"alternative-id":["10.1177\/07319487231209505"],"URL":"https:\/\/doi.org\/10.1177\/07319487231209505","relation":{},"ISSN":["0731-9487","2168-376X"],"issn-type":[{"value":"0731-9487","type":"print"},{"value":"2168-376X","type":"electronic"}],"subject":[],"published":{"date-parts":[[2023,11,10]]}}}