The DOI matches its Crossref record; 168 of the 169 references it cites were found in a registry or an index.
Toward an Integrated Framework of Multiple Text Use
Abstract
We introduce the Integrated Framework of Multiple Texts to understand how students use and form connections between multiple texts to accomplish personal or task goals. The Integrated Framework of Multiple Texts conceptualizes students’ multiple text use as unfolding over the course of three stages—preparation, execution, and production. In the preparation stage of the framework, individual difference factors and students’ task analysis result in learners’ adoption of a default stance, or a general orientation, toward multiple text use. During the execution stage of the framework, students engage in a variety of behavioral, cognitive, and metacognitive/regulatory strategies to develop cross-textual links and to integrate information across multiple texts. The execution stage concludes with students’ development of a variety of affective and cognitive outcomes as a consequence of text access. Finally, in the production stage of the framework, students draw on these affective and cognitive outcomes to develop external, often written products.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
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?
In the citing paper
“List and Alexander (2019) argued that students might demonstrate four levels of integration, or integrative reasoning, when forming connections across texts, i.e. level 1, relational identification; level 2, separate representation; level 3, simultaneous relation; level 4, relational elaboration.”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as List and Alexander (2019)
Citations
Cites
Book Review: The Psychology of Attitudes
Chakravarti, D., Eagly, A. H., & Chaiken, S. (1997) · Journal of Marketing Research · doi:10.2307/3151869 · Cited by 7,173
Toward a model of text comprehension and production.
Kintsch, W., & van Dijk, T. A. (1978) · Psychological Review · doi:10.1037/0033-295x.85.5.363 · Cited by 5,298
Lord, C. G., Ross, L., & Lepper, M. R. (1979) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.37.11.2098 · Cited by 4,583
Motivated Skepticism in the Evaluation of Political Beliefs
Taber, C. S., & Lodge, M. (2006) · American Journal of Political Science · doi:10.1111/j.1540-5907.2006.00214.x · Cited by 4,344
Lazer, D. M. J., Baum, M. A., Benkler, Y., Berinsky, A. J., Greenhill, K. M., Menczer, F., Metzger, M. J., Nyhan, B., Pennycook, G., Rothschild, D., et al. (2018) · Science · doi:10.1126/science.aao2998 · Cited by 4,160
Handbook of Motivation at School
Wentzel, K. R., & Wigfield, A. (2009) · Routledge eBooks · doi:10.4324/9780203879498 · Cited by 2,516
Eliciting Self‐Explanations Improves Understanding
Michelene, T. H., Leeuw, N. D., Chiu, M., & Lavancher, C. (1994) · Cognitive Science · doi:10.1016/0364-0213(94)90016-7 · Cited by 2,492
The Influence of Attitudes on Behavior
Albarracin, D., Johnson, B. T., & Zanna, M. P. (2014) · Psychology Press eBooks · doi:10.4324/9781410612823-13 · Cited by 1,973
Empirical validation of affect, behavior, and cognition as distinct components of attitude.
Breckler, S. J. (1984) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.47.6.1191 · Cited by 1,593
Ditto, P. H., & Lopez, D. F. (1992) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.63.4.568 · Cited by 1,329
Research works printed but not linked: 8
- Ajzen I., 2005, The handbook of attitudes, 173
- Britt M. A., 1999, Narrative comprehension, causality, and coherence: Essays in honor of Tom Trabasso, 209
- Coiro J, 2003, The Reading Teacher, 56, 458
- Facione P. A., 1995, The Journal of General Education, 1, 25
- Hargittai E., 2010, International Journal of Communication, 4, 468
- Meyer B. J., 2011, International Electronic Journal of Elementary Education, 4, 127
- Petty R. E., 1991, International series in experimental social psychology. Emotion and social judgments, 181
- Willingham D. T, 2007, American Educator, 31, 8
Cited by
Sorted by citations
21st-Century Readers: Developing Literacy Skills in a Digital World
OECD (2021) · PISA · doi:10.1787/a83d84cb-en · Cited by 337
Coiro, J. (2020) · Reading Research Quarterly · doi:10.1002/rrq.302 · Cited by 302
Prompt engineering as a new 21st century skill
Federiakin, D. A., Molerov, D., Zlatkin‐Troitschanskaia, O., & Maur, A. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1366434 · Cited by 223
Hattan, C., Alexander, P. A., & Lupo, S. M. (2024) · Review of Educational Research · doi:10.3102/00346543221148478 · Cited by 90
“…area reading (Hwang et al., 2021; Kim et al., 2021), reading development (Alexander, 2005, 2020a), multiple source use (Bråten & Strømsø, 2004; List & Alexander, 2019), refutational texts and knowledge revision (Kendeou et al., 2014), and the processing of multiple-medium or multimodal texts…”
BackgroundSelf-citationBråten, I., Brante, E. W., & Strømsø, H. I. (2019) · Reading Research Quarterly · doi:10.1002/rrq.253 · Cited by 91
Metadata
- Authors
- List, A., & Alexander, P. A.
- Affiliations
- Pennsylvania State University (US)
- Department of Human Development and Quantitative Methods, University of Maryland
- Corresponding author
- Alexander, Patricia A.
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2018-11-05
- Volume
- 54
- Issue
- 1
- Pages
- 20-39
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2900296039
- Cited by
- 147
- References
- 169
- Citations by year
- 2026: 24 · 2025: 18 · 2024: 24 · 2023: 16 · 2022: 16 · 2021: 19 · 2020: 19 · 2019: 10
- FWCI
- 23.60
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Psychologist (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- text integration, individual differences, task analysis, metacognitive strategies, regulatory strategy, affective learning outcomes, written expression, reading comprehension
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
