Prior knowledge, reading skill, and text cohesion in the comprehension of science texts

Cohesion in English

Halliday, M. A. K., & Hasan, R. (2014) · Routledge eBooks · doi:10.4324/9781315836010 · Cited by 7,392 · see citing works

A solution to Plato's problem: The latent semantic analysis theory of acquisition, induction, and representation of knowledge.

Landauer, T. K., & Dumais, S. T. (1997) · Psychological Review · doi:10.1037/0033-295x.104.2.211 · Cited by 6,282 · see citing works

A new readability yardstick.

Flesch, R. (1948) · Journal of Applied Psychology · doi:10.1037/h0057532 · Cited by 5,391 · see citing works

Categorization and Representation of Physics Problems by Experts and Novices*

Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981) · Cognitive Science · doi:10.1207/s15516709cog0502_2 · Cited by 5,248 · see citing works

Untitled work

(1998) · Cited by 4,875 · see citing works

The role of knowledge in discourse comprehension: A construction-integration model.

Kintsch, W. (1988) · Psychological Review · doi:10.1037/0033-295x.95.2.163 · Cited by 4,388 · see citing works

Metacognition in Educational Theory and Practice

Hacker, D. J., Dunlosky, J. T., & Graesser, A. C. (1998) · Routledge eBooks · doi:10.4324/9781410602350 · Cited by 2,138 · see citing works

Contextual prerequisites for understanding: Some investigations of comprehension and recall

Bransford, J. D., & Johnson, M. K. (1972) · Journal of Verbal Learning and Verbal Behavior · doi:10.1016/s0022-5371(72)80006-9 · Cited by 2,131 · see citing works

Handbook of psycholinguistics. Ed. by Morton Ann Gernsbacher. New York: Academic Press, 1994, Pp. 1174.

Cairns, H. S. (1996) · Language · doi:10.2307/416113 · Cited by 1,935 · see citing works

The Expertise Reversal Effect

Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_4 · Cited by 1,927 · see citing works

The Handbook of Psycholinguistics

(2017) · Wiley eBooks · doi:10.1002/9781118829516 · Cited by 1,596 · see citing works

Coh-Metrix: Analysis of text on cohesion and language

Graesser, A. C., McNamara, D. S., Louwerse, M. M., & Cai, Z. (2004) · Behavior Research Methods, Instruments, & Computers · doi:10.3758/bf03195564 · Cited by 1,556 · see citing works

Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning From Text

McNamara, D. S., Kintsch, E., Songer, N. B., & Kintsch, W. (1996) · Cognition and Instruction · doi:10.1207/s1532690xci1401_1 · Cited by 1,341 · see citing works

Inference during reading.

McKoon, G., & Ratcliff, R. (1992) · Psychological Review · doi:10.1037/0033-295x.99.3.440 · Cited by 1,112 · see citing works

Untitled work

(1999) · Cited by 944 · see citing works

Learning from texts: Effects of prior knowledge and text coherence

McNamara, D. S., & Kintsch, W. (1996) · Discourse Processes · doi:10.1080/01638539609544975 · Cited by 747 · see citing works

Cognitive Psychology and Instruction

Bruning, R. H. (1995) · Cited by 725 · see citing works

Investigating differences in general comprehension skill.

Gernsbacher, M. A., Varner, K. R., & Faust, M. E. (1990) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037//0278-7393.16.3.430 · Cited by 666 · see citing works

The dissociation of word reading and text comprehension: Evidence from component skills

Oakhill, J. V., Cain, K., & Bryant, P. (2003) · Language and Cognitive Processes · doi:10.1080/01690960344000008 · Cited by 625 · see citing works

Cognitive Psychology and Instruction

(1978) · Springer eBooks · doi:10.1007/978-1-4684-2535-2 · Cited by 540 · see citing works

The Psychology of Science Text Comprehension

Otero, J., Le¢n, J. A., & Graesser, A. C. (2014) · Routledge eBooks · doi:10.4324/9781410612434 · Cited by 536 · see citing works

Reading Comprehension Strategies

(2007) · Psychology Press eBooks · doi:10.4324/9780203810033 · Cited by 513 · see citing works

Investigating differences in general comprehension skill.

Gernsbacher, M. A., Varner, K. R., & Faust, M. E. (1990) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/0278-7393.16.3.430 · Cited by 421 · see citing works

Reading both high-coherence and low-coherence texts: Effects of text sequence and prior knowledge.

McNamara, D. S. (2001) · Canadian Journal of Experimental Psychology / Revue canadienne de psychologie expérimentale · doi:10.1037/h0087352 · Cited by 342 · see citing works

Rethinking Reading Comprehension

Akanbi, L. B. (2004) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146812004106122312 · Cited by 341 · see citing works

Reading Comprehension Difficulties

(2013) · Routledge eBooks · doi:10.4324/9780203053324 · Cited by 318 · see citing works

Rethinking reading comprehension

Sweet, A. P., & Snow, C. E. (2003) · Guilford Press eBooks · Cited by 304 · see citing works

Revising Social Studies Text from a Text-Processing Perspective: Evidence of Improved Comprehensibility

Beck, I. L., McKeown, M. G., Sinatra, G. M., & Loxterman, J. A. (1991) · Reading Research Quarterly · doi:10.2307/747763 · Cited by 275 · see citing works

Untitled work

(2003) · Cited by 271 · see citing works

How Including Prior Knowledge As a Subject Variable May Change Outcomes of Learning Research

Shapiro, A. M. (2004) · American Educational Research Journal · doi:10.3102/00028312041001159 · Cited by 258 · see citing works

Schema-Directed Processes in Language Comprehension

Anderson, R. C. (1978) · Springer eBooks · doi:10.1007/978-1-4684-2535-2_8 · Cited by 255 · see citing works

A new tool for measuring and understanding individual differences in the component processes of reading comprehension.

Hannon, B. A. M., & Daneman, M. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.1.103 · Cited by 252 · see citing works

Comprehension and memory of narrative texts: Inferences and coherence.

van den Broek, P. (1994) · Cited by 229 · see citing works

How Motivation Fits Into a Science of Reading

Guthrie, J. T., & Wigfield, A. (1999) · Scientific Studies of Reading · doi:10.1207/s1532799xssr0303_1 · Cited by 224 · see citing works

Improving Adolescent Students' Reading Comprehension with Istart

McNamara, D. S., O’Reilly, T., Best, R. M., & Ozuru, Y. (2006) · Journal of Educational Computing Research · doi:10.2190/1ru5-hdtj-a5c8-jvwe · Cited by 205 · see citing works

Handbook of discourse processes

Graesser, A. C., Gernsbacher, M. A., & Goldman, S. R. (2010) · Routledge eBooks · doi:10.4324/9781410607348 · Cited by 191 · see citing works

Assessing Reading Skill With a Think-Aloud Procedure and Latent Semantic Analysis

Magliano, J. P., & Millis, K. (2003) · Cognition and Instruction · doi:10.1207/s1532690xci2103_02 · Cited by 177 · see citing works

Reversing the Reverse Cohesion Effect: Good Texts Can Be Better for Strategic, High-Knowledge Readers

O’Reilly, T., & McNamara, D. S. (2007) · Discourse Processes · doi:10.1080/01638530709336895 · Cited by 177 · see citing works

Effects of Causal Text Revisions on More- and Less-Skilled Readers' Comprehension of Easy and Difficult Texts

Linderholm, T., Everson, M. G., van den Broek, P., Mischinski, M., Crittenden, A., & Samuels, J. (2000) · Cognition and Instruction · doi:10.1207/s1532690xci1804_4 · Cited by 159 · see citing works

Higher Order Factors in Comprehension Disability: Processes and Remediation

Yuill, N. (2013) · Routledge eBooks · doi:10.4324/9780203053324-9 · Cited by 158 · see citing works

Reversing the Reverse Cohesion Effect: Good Texts Can Be Better for Strategic, High-Knowledge Readers

O’Reilly, T., & McNamara, D. S. (2007) · Discourse Processes · doi:10.1207/s15326950dp4302_2 · Cited by 154 · see citing works

Self-Regulated Comprehension During Normal Reading

Hacker, D. J. (1998) · Routledge eBooks · doi:10.4324/9781410602350-15 · Cited by 149 · see citing works

Learning From History Text: The Interaction of Knowledge and Comprehension Skill with Text Structure

Voss, J. F., & Silfies, L. N. (1996) · Cognition and Instruction · doi:10.1207/s1532690xci1401_2 · Cited by 147 · see citing works

Causal inferences during the reading of expository texts

NOORDMAN, L. G. M., Vonk, W., & Kempff, H. (1992) · Journal of Memory and Language · doi:10.1016/0749-596x(92)90029-w · Cited by 145 · see citing works

Influence of Question Format and Text Availability on the Assessment of Expository Text Comprehension

Ozuru, Y., Best, R. M., Bell, C. M., Witherspoon, A. M., & McNamara, D. S. (2007) · Cognition and Instruction · doi:10.1080/07370000701632371 · Cited by 142 · see citing works

Relative Importance of Domain Knowledge and Overall Aptitude on Acquisition of Domain-Related Information

Walker, C. (1987) · Cognition and Instruction · doi:10.1207/s1532690xci0401_2 · Cited by 140 · see citing works

Information accretion and reduction in text processing: Inferences

Kintsch, W. (1993) · Discourse Processes · doi:10.1080/01638539309544837 · Cited by 137 · see citing works

Using working memory theory to investigate the construct validity of multiple-choice reading comprehension tests such as the SAT.

Daneman, M., & Hannon, B. A. M. (2001) · Journal of Experimental Psychology General · doi:10.1037/0096-3445.130.2.208 · Cited by 135 · see citing works

Introduction to the Psychology of Science Text Comprehension

Otero, J., Le¢n, J. A., & Graesser, A. C. (2014) · Routledge eBooks · doi:10.4324/9781410612434-7 · Cited by 118 · see citing works

Suppressing Irrelevant Information: Knowledge Activation or Inhibition?

McNamara, D. S., & McDaniel, M. A. (2004) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/0278-7393.30.2.465 · Cited by 101 · see citing works

Some good texts are always better: text revision to foster inferences of readers with high and low prior background knowledge

Gilabert, R., Rico, G. M., & Vidal‐Abarca, E. (2005) · Learning and Instruction · doi:10.1016/j.learninstruc.2004.12.003 · Cited by 83 · see citing works

Group differences in suppression skill

Gernsbacher, M. A. (1997) · Aging Neuropsychology and Cognition · doi:10.1080/13825589708256646 · Cited by 32 · see citing works

Automated Evaluation of Text and Discourse with Coh-Metrix

McNamara, D. S., Graesser, A. C., McCarthy, P. M., & Cai, Z. (2014) · Cambridge University Press eBooks · doi:10.1017/cbo9780511894664 · Cited by 898 · see citing works

Chapter 9 Toward a Comprehensive Model of Comprehension

McNamara, D. S., & Magliano, J. (2009) · The Psychology of learning and motivation/The psychology of learning and motivation · doi:10.1016/s0079-7421(09)51009-2 · Cited by 810 · see citing works

Coh-Metrix

Graesser, A. C., McNamara, D. S., & Kulikowich, J. M. (2011) · Educational Researcher · doi:10.3102/0013189x11413260 · Cited by 635 · see citing works

Computational analyses of multilevel discourse comprehension

Graesser, A. C., & McNamara, D. S. (2011) · Topics in Cognitive Science · doi:10.1111/j.1756-8765.2010.01081.x · Cited by 325 · see citing works

Domain-specific prior knowledge and learning: A meta-analysis

Simonsmeier, B. A., Flaig, M., Deiglmayr, A., Schalk, L., & Schneider, M. (2021) · Educational Psychologist · doi:10.1080/00461520.2021.1939700 · Cited by 272 · see citing works

Reading Into the Future: Competence for the 21st Century

Alexander, P. A., & Learnin, T. D. R. A. (2012) · Educational Psychologist · doi:10.1080/00461520.2012.722511 · Cited by 259 · see citing works

Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning

Amadieu, F., van Gog, T., PAAS, F. G. W. C., Tricot, A., & Mariné, C. (2009) · Learning and Instruction · doi:10.1016/j.learninstruc.2009.02.005 · Cited by 247 · see citing works

Effects of Classroom Practices on Reading Comprehension, Engagement, and Motivations for Adolescents

Guthrie, J. T., & Klauda, S. L. (2014) · Reading Research Quarterly · doi:10.1002/rrq.81 · Cited by 240 · see citing works

Do fourth graders integrate text and picture in processing and learning from an illustrated science text? Evidence from eye-movement patterns

Masón, L., Tornatora, M. C., & Pluchino, P. (2012) · Computers & Education · doi:10.1016/j.compedu.2012.07.011 · Cited by 231 · see citing works

Reading comprehension of scientific text: A domain-specific test of the direct and inferential mediation model of reading comprehension.

Cromley, J. G., Snyder, L. E., & Luciw-Dubas, U. A. (2010) · Journal of Educational Psychology · doi:10.1037/a0019452 · Cited by 229 · see citing works

Bridging Reading Comprehension and Conceptual Change in Science Education: The Promise of Refutation Text

Sinatra, G. M., & Broughton, S. H. (2011) · Reading Research Quarterly · doi:10.1002/rrq.005 · Cited by 228 · see citing works

Science text comprehension: Drawing, main idea selection, and summarizing as learning strategies

Leopold, C., & Leutner, D. (2011) · Learning and Instruction · doi:10.1016/j.learninstruc.2011.05.005 · Cited by 194 · see citing works

The Multidimensional Knowledge in Text Comprehension framework

McCarthy, K. S., & McNamara, D. S. (2021) · Educational Psychologist · doi:10.1080/00461520.2021.1872379 · Cited by 172 · see citing works

Toward Integrative Reading Science: The Direct and Indirect Effects Model of Reading

Kim, Y.-S. G. (2020) · Journal of Learning Disabilities · doi:10.1177/0022219420908239 · Cited by 166 · see citing works

Cognitive activities in complex science text and diagrams

Cromley, J. G., Snyder, L. E., & Luciw-Dubas, U. A. (2009) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2009.10.002 · Cited by 165 · see citing works

The inattentive on-screen reading: Reading medium affects attention and reading comprehension under time pressure

Delgado, P., & Salmerón, L. (2020) · Learning and Instruction · doi:10.1016/j.learninstruc.2020.101396 · Cited by 157 · see citing works

Comparison of virtual reality and hands on activities in science education via functional near infrared spectroscopy

Lamb, R. L., Antonenko, P., Etopio, E., & Seccia, A. (2018) · Computers & Education · doi:10.1016/j.compedu.2018.05.014 · Cited by 128 · see citing works

Toward a Theoretical Model of Text Complexity for the Early Grades: Learning From the Past, Anticipating the Future

Mesmer, H. A. E., Cunningham, J. W., & Hiebert, E. H. (2012) · Reading Research Quarterly · doi:10.1002/rrq.019 · Cited by 125 · see citing works

Processing demands of reading comprehension tests in young readers

Kendeou, P., Papadopoulos, T. C., & Spanoudis, G. C. (2012) · Learning and Instruction · doi:10.1016/j.learninstruc.2012.02.001 · Cited by 116 · see citing works

Reading comprehension of informative texts in secondary school: A focus on direct and indirect effects of reader's prior knowledge

Tarchi, C. (2010) · Learning and Individual Differences · doi:10.1016/j.lindif.2010.04.002 · Cited by 111 · see citing works

Perceptions of scientific research literature and strategies for reading papers depend on academic career stage

Hubbard, K. E., & Dunbar, S. D. (2017) · PLoS ONE · doi:10.1371/journal.pone.0189753 · Cited by 108 · see citing works

Coh-Metrix

McNamara, D. S., & Graesser, A. C. (2012) · IGI Global eBooks · doi:10.4018/978-1-60960-741-8.ch011 · Cited by 105 · see citing works

Building Content Knowledge to Boost Comprehension in the Primary Grades

Cabell, S. Q., & Hwang, H. (2020) · Reading Research Quarterly · doi:10.1002/rrq.338 · Cited by 104 · see citing works

Connectives as Processing Signals: How Students Benefit in Processing Narrative and Expository Texts

van Silfhout, G., Evers-Vermeul, J., & Sanders, T. J. M. (2014) · Discourse Processes · doi:10.1080/0163853x.2014.905237 · Cited by 99 · see citing works

The impact of paper-based versus computerized presentation on text comprehension and memorization

Porion, A., Aparicio, X., Mégalakaki, O., Robert, A., & Baccino, T. (2015) · Computers in Human Behavior · doi:10.1016/j.chb.2015.08.002 · Cited by 101 · see citing works

Extending the Simple View of Reading to Account for Variation Within Readers and Across Texts: The Complete View of Reading (CVR i )

Francis, D. J., Kulesz, P. A., & Benoit, J. S. (2018) · Remedial and Special Education · doi:10.1177/0741932518772904 · Cited by 98 · see citing works

Toward an integrated understanding of perceived biodiversity values and environmental conditions in a national park

van Riper, C. J., Kyle, G. T., Sherrouse, B. C., Bagstad, K. J., & Sutton, S. G. (2016) · Ecological Indicators · doi:10.1016/j.ecolind.2016.07.029 · Cited by 92 · see citing works

Activation of inaccurate prior knowledge affects primary-school students’ metacognitive judgments and calibration

van Loon, M. H., de Bruin, A. B. H., van Gog, T., & van Merriënboer, J. J. G. (2012) · Learning and Instruction · doi:10.1016/j.learninstruc.2012.08.005 · Cited by 93 · see citing works

How Much Knowledge Is Too Little? When a Lack of Knowledge Becomes a Barrier to Comprehension

O’Reilly, T., Wang, Z., & Sabatini, J. (2019) · Psychological Science · doi:10.1177/0956797619862276 · Cited by 90 · see citing works

COVID-19 Pandemic and Student Reading Achievement: Findings From a School Panel Study

Ludewig, U., Kleinkorres, R., Schaufelberger, R., Schlitter, T., Lorenz, R., König, C., Frey, A., & McElvany, N. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.876485 · Cited by 95 · see citing works

Learning by explaining orally or in written form? Text complexity matters

Jacob, L., Lachner, A., & Scheiter, K. (2020) · Learning and Instruction · doi:10.1016/j.learninstruc.2020.101344 · Cited by 82 · see citing works

Genomics literacy matters: Supporting the development of genomics literacy through genetics education could reduce the prevalence of genetic essentialism

Donovan, B., Weindling, M., Salazar, B., Duncan, A., Stuhlsatz, M. A. M., & Keck, P. (2020) · Journal of Research in Science Teaching · doi:10.1002/tea.21670 · Cited by 82 · see citing works

The Role of Individual Differences in Sourcing: a Systematic Review

Anmarkrud, Ø., Bråten, I., Florit, E., & Masón, L. (2021) · Educational Psychology Review · doi:10.1007/s10648-021-09640-7 · Cited by 79 · see citing works

Timing matters! Explaining between study phases enhances students’ learning.

Lachner, A., Backfisch, I., Hoogerheide, V., van Gog, T., & Renkl, A. (2019) · Journal of Educational Psychology · doi:10.1037/edu0000396 · Cited by 76 · see citing works

Investigating Reading Literacy in PISA 2018 Assessment

Koyuncu, İ., & FIRAT, T. (2021) · lnternational Electronic Journal of Elementary Education · doi:10.26822/iejee.2021.189 · Cited by 74 · see citing works

Effects of Integrated Literacy and Content-area Instruction on Vocabulary and Comprehension in the Elementary Years: A Meta-analysis

Hwang, H., Cabell, S. Q., & Joyner, R. E. (2021) · Scientific Studies of Reading · doi:10.1080/10888438.2021.1954005 · Cited by 74 · see citing works

Effects of Working Memory Capacity and Content Familiarity on Literal and Inferential Comprehension in L2 Reading

Alptekin, C., & Erçetin, G. (2011) · TESOL Quarterly · doi:10.5054/tq.2011.247705 · Cited by 78 · see citing works

The effect of format on performance: Editing text in print versus digital formats

Eden, S., & Eshet‐Alkalai, Y. (2012) · British Journal of Educational Technology · doi:10.1111/j.1467-8535.2012.01332.x · Cited by 73 · see citing works

The role of advance preparation in simultaneous interpreting

Díaz-Galaz, S., Benítez, P. P., & Bajo, M. T. (2015) · Interpreting International Journal of Research and Practice in Interpreting · doi:10.1075/intp.17.1.01dia · Cited by 67 · see citing works

The effects of activating prior topic and metacognitive knowledge on text comprehension scores

Kostons, D. D. N. M., & van der Werf, G. P. C. (2015) · British Journal of Educational Psychology · doi:10.1111/bjep.12069 · Cited by 65 · see citing works

READING FOR UNDERSTANDING: HOW PERFORMANCE MODERATORS AND SCENARIOS IMPACT ASSESSMENT DESIGN

O’Reilly, T., & Sabatini, J. (2013) · ETS Research Report Series · doi:10.1002/j.2333-8504.2013.tb02338.x · Cited by 59 · see citing works

Integrative processing of verbal and graphical information during re-reading predicts learning from illustrated text: an eye-movement study

Masón, L., Tornatora, M. C., & Pluchino, P. (2015) · Reading and Writing · doi:10.1007/s11145-015-9552-5 · Cited by 57 · see citing works

THE RELATION BETWEEN STUDENTS’ MATH AND READING ABILITY AND THEIR MATHEMATICS, PHYSICS, AND CHEMISTRY EXAMINATION GRADES IN SECONDARY EDUCATION

Korpershoek, H., Kuyper, H., & van der Werf, G. P. C. (2014) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-014-9534-0 · Cited by 55 · see citing works

Development of a diagnostic system using a testing-based approach for strengthening student prior knowledge

Lin, Y.-C., Lin, Y.-T., & Huang, Y. (2011) · Computers & Education · doi:10.1016/j.compedu.2011.03.004 · Cited by 55 · see citing works

Why are children overconfident? Developmental differences in the implementation of accessibility cues when judging concept learning

van Loon, M. H., de Bruin, A. B. H., Leppink, J., & Roebers, C. M. (2017) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2017.01.008 · Cited by 56 · see citing works

Translating Advances in Reading Comprehension Research to Educational Practice.

McNamara, D. S., & Kendeou, P. (2011) · lnternational Electronic Journal of Elementary Education · Cited by 52 · see citing works

Individual differences in children’s knowledge of expository text structures: A review of literature

Ray, M., & Meyer, B. J. F. (2010) · lnternational Electronic Journal of Elementary Education · Cited by 52 · see citing works

The influence of properties of the test and their interactions with reader characteristics on reading comprehension: An explanatory item response study.

Kulesz, P. A., Francis, D. J., Barnes, M. A., & Fletcher, J. M. (2016) · Journal of Educational Psychology · doi:10.1037/edu0000126 · Cited by 52 · see citing works

Inquire Biology: A Textbook that Answers Questions

Chaudhri, V. K., Cheng, B. H., Overholtzer, A., Roschelle, J., Spaulding, A., Clark, P. E., Greaves, M., & Gunning, D. (2013) · AI Magazine · doi:10.1609/aimag.v34i3.2486 · Cited by 51 · see citing works

Improving Students’ Diagram Comprehension with Classroom Instruction

Cromley, J. G., Perez, T., Fitzhugh, S. L., Newcombe, N. S., Wills, T. W., & Tanaka, J. C. (2013) · The Journal of Experimental Education · doi:10.1080/00220973.2012.745465 · Cited by 49 · see citing works

From eye movements to scanpath networks: A method for studying individual differences in expository text reading

Ma, X., Liu, Y., Clariana, R. B., Gu, C., & Li, P. (2022) · Behavior Research Methods · doi:10.3758/s13428-022-01842-3 · Cited by 48 · see citing works

First Experiences with Reading Primary Literature by Undergraduate Life Science Students

van Lacum, E., Ossevoort, M., Buikema, H., & Goedhart, M. (2012) · International Journal of Science Education · doi:10.1080/09500693.2011.582654 · Cited by 48 · see citing works

Knowledge at the Center of English Language Arts Instruction

Cervetti, G. N., & Hiebert, E. H. (2018) · The Reading Teacher · doi:10.1002/trtr.1758 · Cited by 47 · see citing works

The effects of multimodal texts on science reading comprehension in Chilean fifth-graders: text scaffolding and comprehension skills

Meneses, A., Escobar, J., & Véliz, S. (2018) · International Journal of Science Education · doi:10.1080/09500693.2018.1527472 · Cited by 54 · see citing works

Strategies to read and learn: overcoming learning by consumption

McNamara, D. S. (2010) · Medical Education · doi:10.1111/j.1365-2923.2009.03550.x · Cited by 47 · see citing works

Contributions of Self-Explanation to Comprehension of High- and Low-Cohesion Texts

Ozuru, Y., Briner, S. W., Best, R. M., & McNamara, D. S. (2010) · Discourse Processes · doi:10.1080/01638531003628809 · Cited by 45 · see citing works

Research Note—How Semantics and Pragmatics Interact in Understanding Conceptual Models

Bera, P., Burton‐Jones, A., & Wand, Y. (2014) · Information Systems Research · doi:10.1287/isre.2014.0515 · Cited by 46 · see citing works

Using time pressure and note-taking to prevent digital distraction behavior and enhance online search performance: Perspectives from the load theory of attention and cognitive control

Wu, J., & Chen, X. (2018) · Computers in Human Behavior · doi:10.1016/j.chb.2018.07.008 · Cited by 50 · see citing works

Comprehension Effects of Connectives Across Texts, Readers, and Coherence Relations

Kleijn, S., Maat, H. P., & Sanders, T. J. M. (2019) · Discourse Processes · doi:10.1080/0163853x.2019.1605257 · Cited by 45 · see citing works

Connecting teachers’ classroom instructions with children’s metacognition and learning in elementary school

van Loon, M. H., Bayard, N. S., Steiner, M., & Roebers, C. M. (2020) · Metacognition and Learning · doi:10.1007/s11409-020-09248-2 · Cited by 54 · see citing works

Making Sense of Science Texts: A Mixed‐Methods Examination of Predictors and Processes of Multiple‐Text Comprehension

Davis, D. S., Huang, B. H., & Yi, T. (2016) · Reading Research Quarterly · doi:10.1002/rrq.162 · Cited by 43 · see citing works

Design and Annotation of the First Italian Corpus for Text Simplification

Brunato⋄, D., Dell’Orletta⋄, F., Venturi⋄, G., & Montemagni⋄, S. (2015) · Linguistic Annotation Workshop · doi:10.3115/v1/w15-1604 · Cited by 44 · see citing works

Disciplinary literacies in STEM: what do undergraduates read, how do they read it, and can we teach scientific reading more effectively?

Hubbard, K. (2021) · Higher Education Pedagogies · doi:10.1080/23752696.2021.1882326 · Cited by 42 · see citing works

Scripting to enhance university students’ critical thinking in flipped learning: implications of the delayed effect on science reading literacy

Lee, Y. (2017) · Interactive Learning Environments · doi:10.1080/10494820.2017.1372483 · Cited by 45 · see citing works

Poor writing, not specialized concepts, drives processing difficulty in legal language

Martínez, E., Mollica, F., & Gibson, E. (2022) · Cognition · doi:10.1016/j.cognition.2022.105070 · Cited by 39 · see citing works

Science Learning: A path analysis of its links with reading comprehension, question-asking in class and science achievement

Cano, F., García, Á., Berbén, A., & Justicia, F. (2014) · International Journal of Science Education · doi:10.1080/09500693.2013.876678 · Cited by 40 · see citing works

What Makes Learning Fun? Exploring the Influence of Choice and Difficulty on Mind Wandering and Engagement during Learning

Mills, C., D’Mello, S. K., Lehman, B. A., Bosch, N., Strain, A. C., & Graesser, A. C. (2013) · Lecture notes in computer science · doi:10.1007/978-3-642-39112-5_8 · Cited by 38 · see citing works

Effects of Comparing Contrasting Cases on Learning From Subsequent Explanations

Roelle, J., & Berthold, K. (2015) · Cognition and Instruction · doi:10.1080/07370008.2015.1063636 · Cited by 38 · see citing works

Conceptual Change, Text Comprehension and Eye Movements During Reading

Penttinen, M., Anto, E., & Mikkilä‐Erdmann, M. (2012) · Research in Science Education · doi:10.1007/s11165-012-9313-2 · Cited by 37 · see citing works

Individual variation in children's reading comprehension across digital text types

Fesel, S. S., Segers, E., & Verhoeven, L. T. W. (2017) · Journal of Research in Reading · doi:10.1111/1467-9817.12098 · Cited by 37 · see citing works

Examining the reasoning of conflicting science information from the information processing perspective-an eye movement analysis

Yang, F. (2017) · Journal of Research in Science Teaching · doi:10.1002/tea.21408 · Cited by 37 · see citing works

Proceedings of The 9th Linguistic Annotation Workshop

(2015) · doi:10.3115/v1/w15-16 · Cited by 37 · see citing works

Augmenting the Simple View of Reading for Struggling Adult Readers: A Unique Role for Background Knowledge

Talwar, A., Tighe, E. L., & Greenberg, D. (2018) · Scientific Studies of Reading · doi:10.1080/10888438.2018.1450410 · Cited by 36 · see citing works

Language in science performance: do good readers perform better?

Neri, N. C., Guill, K., & Retelsdorf, J. (2019) · European Journal of Psychology of Education · doi:10.1007/s10212-019-00453-5 · Cited by 43 · see citing works

Reading with the eyes and under the skin: Comprehending conflicting digital texts

Masón, L., Zaccoletti, S., Scrimin, S., Tornatora, M. C., Florit, E., & Goetz, T. (2019) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12399 · Cited by 35 · see citing works

The effects of four instructional strategies on English learners’ English reading comprehension: A meta-analysis

Li, J., Tong, F., Irby, B. J., Lara‐Alecio, R., & Rivera, H. H. (2021) · Language Teaching Research · doi:10.1177/1362168821994133 · Cited by 35 · see citing works

The genre effect

Gavaler, C., & Johnson, D. R. (2017) · Scientific Study of Literature · doi:10.1075/ssol.7.1.04gav · Cited by 34 · see citing works

The Sixth Pillar of Reading Instruction

Cervetti, G. N., & Hiebert, E. H. (2015) · The Reading Teacher · doi:10.1002/trtr.1343 · Cited by 34 · see citing works

Moment-To-Moment Emotions During Reading

Graesser, A., & D'Mello, S. K. (2012) · The Reading Teacher · doi:10.1002/trtr.01121 · Cited by 40 · see citing works

A Preliminary study on the use of Mind Mapping as a Visual-Learning Strategy, in General Education Science classes for Arabic speakers in the United Arab Emirates.

Wilson, K., Solas, E. C., & Guthrie-Dixon, N. G. (2016) · Journal of the Scholarship of Teaching and Learning · doi:10.14434/josotl.v16i1.19181 · Cited by 33 · see citing works

Judging scientific information: Does source evaluation prevent the seductive effect of text easiness?

Scharrer, L., Stadtler, M., & Bromme, R. (2019) · Learning and Instruction · doi:10.1016/j.learninstruc.2019.101215 · Cited by 33 · see citing works

Working Memory Capacity but Not Prior Knowledge Impact on Readers' Attention and Text Comprehension

Schurer, T., Opitz, B., & Schubert, T. (2020) · Frontiers in Education · doi:10.3389/feduc.2020.00026 · Cited by 33 · see citing works

Instructional Scaffolding to Improve Students’ Skills in Evaluating Clinical Literature

Dawn, S., Dominguez, K. D., Troutman, W. G., Bond, R., & Cone, C. J. (2011) · American Journal of Pharmaceutical Education · doi:10.5688/ajpe75462 · Cited by 33 · see citing works

Improving Exam Performance in Introductory Biology through the Use of Preclass Reading Guides

Lieu, R., Wong, A., Asefirad, A., & Shaffer, J. F. (2017) · CBE—Life Sciences Education · doi:10.1187/cbe.16-11-0320 · Cited by 37 · see citing works

On the basis of source: Impacts of individual differences on multiple-document integrated reading and writing tasks

McCarthy, K. S., Yan, E. F., Allen, L. K., Sonia, A. N., Magliano, J. P., & McNamara, D. S. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101599 · Cited by 37 · see citing works

The Contribution of Text-Highlighting to Comprehension: A Comparison of Print and Digital Reading.

Ben‐Yehudah, G., & Eshet‐Alkalai, Y. (2018) · Journal of educational multimedia and hypermedia · Cited by 31 · see citing works

Learning about bones at a science museum: examining the alternate hypotheses of ceiling effect and prior knowledge

Judson, E. (2011) · Instructional Science · doi:10.1007/s11251-011-9201-6 · Cited by 30 · see citing works

Relations Between Component Reading Skills, Inferences, and Comprehension Performance in Community College Readers

Feller, D. P., Magliano, J. P., Sabatini, J., O’Reilly, T., & Kopatich, R. D. (2020) · Discourse Processes · doi:10.1080/0163853x.2020.1759175 · Cited by 30 · see citing works

Exploring mediating effect of metacognitive awareness on comprehension of science texts through structural equation modeling analysis

Wang, J., & Chen, S. (2013) · Journal of Research in Science Teaching · doi:10.1002/tea.21131 · Cited by 32 · see citing works

Prior knowledge and its activation in elementary classroom discourse

Hattan, C., & Alexander, P. A. (2020) · Reading and Writing · doi:10.1007/s11145-020-10022-8 · Cited by 29 · see citing works

Eye-tracking as a tool in process-oriented reading test validation

Solheim, O. J., & Uppstad, P. H. (2011) · lnternational Electronic Journal of Elementary Education · Cited by 29 · see citing works

Supporting historical understandings with refutation texts

Donovan, A. M., Zhan, J., & Rapp, D. N. (2018) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2018.04.002 · Cited by 29 · see citing works

Design and evaluation of instructor-based and peer-oriented attention guidance functionalities in an open source anchored discussion system

Eryilmaz, E., Chiu, M. M., Thoms, B., Mary, J., & Kim, R. (2014) · Comput. Educ. · doi:10.1016/j.compedu.2013.08.009 · Cited by 32 · see citing works

Component skills affecting elementary students’ informational text comprehension

Liebfreund, M. D., & Conradi, K. (2016) · Reading and Writing · doi:10.1007/s11145-016-9629-9 · Cited by 28 · see citing works

Relationship between Prior Knowledge and Reading Comprehension

Abdelaal, N. M., & Sase, A. S. (2014) · Advances in Language and Literary Studies · doi:10.7575/aiac.alls.v.5n.6p.125 · Cited by 27 · see citing works

Students’ genre expectations and the effects of text cohesion on reading comprehension

Schmitz, A., Gräsel, C., & Rothstein, B. (2017) · Reading and Writing · doi:10.1007/s11145-016-9714-0 · Cited by 27 · see citing works

Effect of Jigsaw Strategy and Learning Style to Conceptual Understanding on Senior High School Students

Kade, A., Degeng, I. N. S., & Ali, M. N. (2019) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v14i19.11592 · Cited by 26 · see citing works

Relationships between Facial Expressions, Prior Knowledge, and Multiple Representations: a Case of Conceptual Change for Kinematics Instruction

Liaw, H. L., Yu, Y.-R., Chou, C.-C., & Chiu, M. (2020) · Journal of Science Education and Technology · doi:10.1007/s10956-020-09863-3 · Cited by 26 · see citing works

Using real‐world examples of the COVID ‐19 pandemic to increase student confidence in their scientific literacy skills

Anderson, A. E., Justement, L. B., & Bruns, H. A. (2020) · Biochemistry and Molecular Biology Education · doi:10.1002/bmb.21474 · Cited by 26 · see citing works

Learning Approaches and Reading Comprehension: The Role of Student Questioning and Prior Knowledge // Enfoques de aprendizaje y comprensión lectora: El papel de las preguntas de los estudiantes y del conocimiento previo

Cano, F., García, A., Justicia, F. J., & Berbén, A. B. G. (2014) · Revista de Psicodidáctica · doi:10.1387/revpsicodidact.10186 · Cited by 25 · see citing works

Effect of Text Cohesion on Comprehension of Biology Texts

Dempsey, K. B., McNamara, D. S., Ozuru, Y., & Sayroo, J. (2005) · eScholarship (California Digital Library) · Cited by 3 · see citing works

Effects of text cohesion on comprehension of biology texts

Ozuru, Y., Dempsey, K., & Sayroo, J. (2005)

TheEffect of Local and Global Cohesion of the Text on Improvement of Reading Comprehension of Students with Low and High Prior KnowledgeAbolghassem Shakiba

Shakiba, A., Seyf, A. A., Asadzadeh, H., & Ghavam, S. E. (2013) · DOAJ (DOAJ: Directory of Open Access Journals)

Investigating the effect of local and global cohesion on improving reading comprehension of students with low and high prior knowledge

Shakiba, A., Saif, A. A., Asadzadeh, H., & Ghavam, S. E. (2013) · European Journal of Experimental Biology · Cited by 2 · see citing works

Reversing the Reverse Cohesion Effect: Good Texts Can Be Better for Strategic, High-Knowledge Readers

O’Reilly, T., & McNamara, D. S. (2007) · Discourse Processes · doi:10.1080/01638530709336895 · Cited by 177 · see citing works