Danielle McNamara

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Scott Andrew CrossleyApplied Linguistics, Georgia State UniversityVerified email at gsu.edu
GraesserProfessor of Psychology and Institute for Intelligent Systems, University of MemphisVerified email at memphis.edu
Philip McCarthyAmerican University of SharjahVerified email at aus.edu
Laura AllenUniversity of New HampshireVerified email at unh.edu
Max LouwerseProfessor Cognitive Psychology and Artificial Intelligence, Tilburg UniversityVerified email at uvt.nl
Tanner JacksonEducational Testing Services, Senior Director of ResearchVerified email at ets.org
Erica SnowSRI InternationalVerified email at asu.edu
Rod RoscoeAssociate Professor, Human Systems Engineering, Arizona State UniversityVerified email at asu.edu
Mihai DascaluProfessor, University Politehnica of Bucharest; Romanian Academy of ScientistsVerified email at cs.pub.ro
Yasuhiro Ozuruuniversity of alaska anchorage Verified email at uaa.alaska.edu
Magliano, JosephGeorgia State UniversityVerified email at gsu.edu
Stefan Trausan-MatuProfessor of Computer Science, University Politehnica of BucharestVerified email at cs.pub.ro
Chutima Boonthum-DeneckeProfessor of Computer Science, Hampton UniversityVerified email at hamptonu.edu
Vasile RusThe University of MemphisVerified email at memphis.edu
Nicholas DuranSchool of Social and Behavioral Sciences, Arizona State UniversityVerified email at asu.edu
Kathryn S. McCarthyGeorgia State UniversityVerified email at gsu.edu
Kristopher KyleAssistant Professor, Linguistics, University of OregonVerified email at uoregon.edu
Simon DennisProfessor, University of MelbourneVerified email at unimelb.edu.au
Nancy SongerUniversity of UtahVerified email at utah.edu
Randy G. FloydThe University of MemphisVerified email at memphis.edu

Danielle McNamara

Arizona State University

Verified email at asu.edu - Homepage

learning sciences literacy reading comprehension writing artificial intelligence in education


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Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text DS McNamara, E Kintsch, NB Songer, W Kintsch Cognition and instruction 14 (1), 1-43, 1996	1980	1996
Coh-Metrix: Analysis of text on cohesion and language AC Graesser, DS McNamara, MM Louwerse, Z Cai Behavior research methods, instruments, & computers 36 (2), 193-202, 2004	1586	2004
Handbook of Latent Semantic Analysis T Landauer, D McNamara, S Dennis, W Kintsch Lawrence Erlbaum Associates, 2007	1146*	2007
Learning from texts: Effects of prior knowledge and text coherence DS McNamara, W Kintsch Discourse processes 22 (3), 247-288, 1996	1144	1996
Reading comprehension strategies: Theories, interventions, and technologies DS McNamara Psychology Press, 2007	911*	2007
Toward a comprehensive model of comprehension DS McNamara, J Magliano Psychology of learning and motivation 51, 297-384, 2009	790	2009
SERT: Self-explanation reading training DS McNamara Discourse processes 38 (1), 1-30, 2004	696	2004
Automated evaluation of text and discourse with Coh-Metrix DS McNamara, AC Graesser, PM McCarthy, Z Cai Cambridge University Press, 2014	664	2014
Coh-Metrix: Providing multilevel analyses of text characteristics AC Graesser, DS McNamara, JM Kulikowich Educational researcher 40 (5), 223-234, 2011	599	2011
Reading both high-coherence and low-coherence texts: Effects of text sequence and prior knowledge. DS McNamara Canadian Journal of Experimental Psychology/Revue canadienne de psychologie …, 2001	504	2001
Linguistic features of writing quality DS McNamara, SA Crossley, PM McCarthy Written communication 27 (1), 57-86, 2010	503	2010
Prior knowledge, reading skill, and text cohesion in the comprehension of science texts Y Ozuru, K Dempsey, DS McNamara Learning and instruction 19 (3), 228-242, 2009	480	2009
What do readers need to learn in order to process coherence relations in narrative and expository text AC Graesser, DS McNamara, MM Louwerse Rethinking reading comprehension 82, 98, 2003	432	2003
Differential competencies contributing to children's comprehension of narrative and expository texts RM Best, RG Floyd, DS Mcnamara Reading psychology 29 (2), 137-164, 2008	422	2008
Scaffolding deep comprehension strategies through Point&Query, AutoTutor, and iSTART AC Graesser, DS McNamara, K VanLehn Educational psychologist 40 (4), 225-234, 2005	409	2005
iSTART: Interactive strategy training for active reading and thinking DS McNamara, IB Levinstein, C Boonthum Behavior Research Methods, Instruments, & Computers 36 (2), 222-233, 2004	400	2004
Working memory capacity and strategy use DS McNamara, JL Scott Memory & cognition 29 (1), 10-17, 2001	400	2001
The impact of science knowledge, reading skill, and reading strategy knowledge on more traditional “high-stakes” measures of high school students’ science achievement T O’Reilly, DS McNamara American educational research journal 44 (1), 161-196, 2007	395	2007
A linguistic analysis of simplified and authentic texts SA Crossley, MM Louwerse, PM McCarthy, DS McNamara The Modern Language Journal 91 (1), 15-30, 2007	382	2007
Coh-Metrix: Capturing linguistic features of cohesion DS McNamara, MM Louwerse, PM McCarthy, AC Graesser Discourse Processes 47 (4), 292-330, 2010	343	2010

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