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The Skills of Document Use
Abstract
The Skills of Document Use: From Text Comprehension to Web-Based Learning examines functional literacy from a psychological standpoint. It offers a comprehensive discussion of the cognitive skills involved in reading, comprehending, and making use of complex documents. Understanding such skills is important at times when printed and online informat
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“Similarly, poorly designed multimedia interfaces overwhelm working memory [21], while complex electronic texts, such as hypertexts, increase cognitive overload by demanding navigational skills [22].”
From Cognitive benefits and risks of digital technology engagement (2025) · cites this paper as [22]
In the citing paper
“For example, metacognitive apps reduce cognitive overload while enhancing self-regulation [11], demonstrating synergy between cognitive load reduction and multimedia design, while strategic navigation of digital texts supports memory and decision-making [22].”
From Cognitive benefits and risks of digital technology engagement (2025) · cites this paper as [22]
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Items 301–334 of 334
Information Gathering and Internet Learning
Brand‐Gruwel, S. (2012) · Springer eBooks · doi:10.1007/978-1-4419-1428-6_1097
Feucht, F. C., Michaelson, M. K., Ziegler, N. E., Maziarz, L. N., & Hany, S. L. (2022) · Reading Psychology · doi:10.1080/02702711.2022.2128953
“…readers compare multiple texts, and in doing so, must consider sources, draw on prior knowledge, and use critical thinking to evaluate texts individually and as a body (Alvermann & Wilson, 2011; Britt et al., 1999; Britt & Aglinskas, 2002; Feucht et al., 2021; Perfetti et al., 1999; Rouet, 2006).”
BackgroundCroce, K. (2022) · SN Social Sciences · doi:10.1007/s43545-022-00583-6
“Multiple text set comprehen‐ sion research (MTC) alludes to the processes and behaviors students undergo as they compare multiple sources of information (Rouet 2006).”
BackgroundJacques, J. (2021) · Presses universitaires du Septentrion eBooks · doi:10.4000/books.septentrion.135246
Zhang, Y. (2022) · Springer eBooks · doi:10.1007/978-981-19-5715-4_1
Mônica Macedo-Rouet, Savoir chercher : pour une éducation à l’évaluation de l’information
Colin, F. (2022) · Distances et médiations des savoirs · doi:10.4000/dms.8456
Moreno-de-León, T. A., Arellano, E. D. L., & López, N. A. V. (2023) · Ciencia Latina Revista Científica Multidisciplinar · doi:10.37811/cl_rcm.v7i3.6330
“…contenido de los textos afectan la integración y resolución de problemas de lectura generados por el lector (Britt, Perfetti, Sandak y Rouet, 1999; Rouet, 2006; Britt, Rouet y Braasch, 2012; Richter, 2011; Richter y Maier, 2017; List y Alexander, 2017; Braasch y Bråten, 2017; Rouet y Britt, 2011;…”
BackgroundDodson, S., Sinnamon, L. S., & Kopak, R. (2023) · Proceedings of the Association for Information Science and Technology · doi:10.1002/pra2.817
“Prior research has primarily focused on cohesion in stand-alone texts or pairs of sentences, although there have been calls to expand studies of reading measures across multiple documents (Rouet, 2006).”
BackgroundGarcía, A. S. D. V. G. D. V., Rosales, J., García, M., & García, J. R. (2023) · Panta Rei · doi:10.6018/pantarei.561961
McTeague, C. P., & Chatzimichali, A. P. (2024) · Artificial intelligence for engineering design analysis and manufacturing · doi:10.1017/s0890060424000076
The Text-Belief Consistency Effect Among Recent Upper Secondary Graduates: An Eye Tracking Study
Giménez-Salvador, M., Máñez, I., & Cerdán, R. (2024) · Education Sciences · doi:10.3390/educsci14111259
(2025) · Vandenhoeck & Ruprecht eBooks · doi:10.13109/9783666703416.227
Improving question answering from short texts by 9- to 11-year-old children using induction tasks
Févin, S., Tornare, E., Oger, D., et al. (2025) · Memory & Cognition · doi:10.3758/s13421-025-01769-y
“First, the reader needs to understand the requirements of the question in order to build a mental model of the task to perform, the “task model” (Rouet, 2006; Rouet & Britt, 2011; Rouet et al., 2017).”
Cerdán, R., Máñez, I., Rahim, F. A., & Braasch, J. L. G. (2025) · Reading and Writing · doi:10.1007/s11145-025-10701-4
“Reading and mentally representing more than one document to solve comprehension tasks poses important challenges for the learner, beyond those at the single-text level (e.g., Britt et al., 2022 ; Rouet, 2006).”
Troemel, V., Braasch, J. L. G., Kessler, E. D., & Magliano, J. P. (2025) · Discourse Processes · doi:10.1080/0163853x.2025.2591029
“Finally, multiple-documents strategies are a set of strategies that involve sourcing, corroboration, and cross-text integration, enabling readers to reconcile discrepancies and develop a coherent representation across multiple accounts (Rouet, 2006; Wineburg, 1991).”
A Technology for Assessing Multiple Source Comprehension
Goldman, S. R., Lawless, K. A., Pellegrino, J. W., Manning, F. H., Braasch, J. L. G., & Gomez, K. (2012) · Emerald Group Publishing Limited eBooks · doi:10.1108/book-978-1-61735-634-620251008
Question-Driven Processing in Single and Multiple Texts
Cerdán, R., Gil, L., & Vidal‐Abarca, E. (2011) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-61735-531-820251014
Identifying Relevance in Mathematical Word Problems and in Non-Mathematical Texts
Cook, J. L. (2011) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-61735-531-820251009
Interweaving Memory-Based Processes into the Goal-Focusing Model of Text Relevance
Lassonde, K. A., Smith, E. R., & O’Brien, E. J. (2011) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-61735-531-820251005
Relevance in Text Comprehension
McCrudden, M. T., Magliano, J. P., & Schraw, G. J. (2011) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-61735-531-820251002
Hypertext Was Born Around 1200
Platteaux, H. (2008) · Springer eBooks · doi:10.1007/978-0-387-73337-1_11
Mehler, A., Bisang, W., Konca, M., Czerwinski, P., Graf, J. J., & Fritsch, J. (2026) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-026-01388-6
Recherche de vidéos académiques dans les collections en ligne : approche ergonomique
Papinot, E. (2018) · theses.fr (ABES) · doi:10.70675/ab4db2e5za2c0z4c46za4b6z8a583c677903
Moschetti-Rome, S. (2022) · theses.fr (ABES) · doi:10.70675/1cbbc40fz47aaz4635z9303z4a41c10a7bfb
Lee, H. Y., & List, A. (2026) · Reading Psychology · doi:10.1080/02702711.2026.2655645
“We consider this adaptation as a clear demonstration of how external and internal factors influence students’ multiple text processing, specifically within the third step of MD-TRACE.”
InfluentialAn Exploration of Media Differences on Bridging Inferences
Troemel, V., Kaldes, G., Tighe, E. L., Feller, D. P., Loschky, L. C., & Magliano, J. P. (2026) · Multimedia · doi:10.3390/multimedia2020008
Torres, E. O., Sandemetrio, E. G., Tatay, A. C. L., et al. (2026) · LFE. Revista de lenguas para fines específicos/Revista de lenguas para fines específicos · doi:10.20420/rlfe/2026.861
Multiple texts, culture, marginalization, and generative AI: An introduction to the special issue
List, A., & Braasch, J. L. G. (2026) · Educational Psychologist · doi:10.1080/00461520.2026.2686110 · Cited by 1
Schuster, C., Waldeyer, J., & Stadtler, M. (2026) · Metacognition and Learning · doi:10.1007/s11409-026-09493-x
“Without accurate judgments, learners risk stopping too early, rereading inefficiently, or focusing on less relevant details—costly mistakes in such complex settings (Rouet, 2006).”
The framework of prior knowledge in online credibility evaluation
Kiili, C., Bråten, I., & Coiro, J. (2026) · Educational Psychologist · doi:10.1080/00461520.2026.2717081 · Cited by 1
Learning-Science Grounded Design for Generative Artificial Intelligence in Education
Lin, J., & Hu, X. (2026) · Springer eBooks · doi:10.1007/978-3-032-24819-0_7
Metadata
- Authors
- Rouet, J.-F.
- Venue
- Routledge eBooks
- Publisher
- Routledge
- Published
- 2006-03-14
- OpenAlex
- W4252507649
- Cited by
- 337
- References
- 0
- Citations by year
- 2026: 13 · 2025: 13 · 2024: 11 · 2023: 12 · 2022: 18 · 2021: 21 · 2020: 17 · 2019: 15 · 2018: 21 · 2017: 27 · 2016: 18 · 2015: 21 · 2014: 29 · 2013: 24 · 2012: 18
- FWCI
- 9.71
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- Routledge eBooks (publishedVersion)
- 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 › Education › Literacy, Media, and Education
- Keywords
- document use, functional literacy, text comprehension, reading comprehension, cognitive skills, web-based learning, online information
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