How do students integrate multiple texts? An investigation of top-down processing
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Integrative reasoning requires students to form cross-textual connections during reading and the specific cross-textual connections that result.
“The integration process, i.e. integrative reasoning, requires the students' formation of cross-textual connections during reading and the specific cross-textual connections that result (List et al., 2020).”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as List et al., 2020
Only at the last level of integration are students able to fully and holistically understand multiple texts.
“Only in the last level are students able to fully and holistically understand multiple texts (List et al., 2020).”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as List et al., 2020
The citation lists haven’t been fetched yet
References 28 · Cited by 21
- Authors
- List, A., Du, H., & Lee, H. Y.
- Affiliations
- Pennsylvania State University (US)
- Corresponding author
- List, Alexandra
- Venue
- European Journal of Psychology of Education
- Published
- 2020-09-27
- Volume
- 36
- Issue
- 3
- Pages
- 599-626
- ISSN
- 0256-2928 (ISSN-L)
- 1878-5174
- OpenAlex
- W3088442856
- Cited by
- 21
- References
- 28
- Citations by year
- 2026: 2 · 2025: 3 · 2024: 4 · 2023: 2 · 2022: 4 · 2021: 3 · 2020: 3
- FWCI
- 4.53
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- European Journal of Psychology of Education (publishedVersion)
- ScholarSphere (Penn State Libraries) (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Keywords
- top-down processing, reading comprehension, similarity and difference, reading instruction
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
