Danielle McNamara

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Scott Andrew CrossleySpecial Education/Data Science Institute, Vanderbilt UniversityVerified email at vanderbilt.edu
GraesserProfessor of Psychology and Institute for Intelligent Systems, University of MemphisVerified email at memphis.edu
Laura AllenUniversity of MinnesotaVerified email at umn.edu
Philip McCarthyAmerican University of SharjahVerified email at aus.edu
Max LouwerseProfessor Cognitive Psychology and Artificial Intelligence, Tilburg UniversityVerified email at uvt.nl
Mihai DascaluProfessor, University Politehnica of Bucharest; Academy of Romanian ScientistsVerified email at upb.ro
Rod RoscoeAssociate Professor, Human Systems Engineering, Arizona State UniversityVerified email at asu.edu
Tanner JacksonEducational Testing Services, Senior Director of ResearchVerified email at ets.org
Erica SnowSRI InternationalVerified email at asu.edu
Magliano, JosephGeorgia State UniversityVerified email at gsu.edu
Yasuhiro Ozuruuniversity of alaska anchorage Verified email at uaa.alaska.edu
Kathryn S. McCarthyGeorgia State UniversityVerified email at gsu.edu
Stefan Trausan-MatuProf. Univ. Politehnica of Bucharest; Research Inst. for AI; Academy of Romanian ScientistsVerified email at cs.pub.ro
Chutima Boonthum-DeneckeProfessor of Computer Science, Hampton UniversityVerified email at hamptonu.edu
Nicholas DuranSchool of Social and Behavioral Sciences, Arizona State UniversityVerified email at asu.edu
Kristopher KyleAssociate Professor, Linguistics, University of OregonVerified email at uoregon.edu
Vasile RusThe University of MemphisVerified email at memphis.edu
Simon DennisProfessor, University of MelbourneVerified email at unimelb.edu.au
Aaron D. LikensUniversity of Nebraska OmahaVerified email at unomaha.edu
Nancy SongerUniversity of UtahVerified email at utah.edu

Danielle McNamara

Arizona State University

Verified email at asu.edu - Homepage

learning engineering learning technologies learning sciences artificial intelligence in education learning analytics


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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	2272	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	1979	2004
Handbook of Latent Semantic Analysis T Landauer, D McNamara, S Dennis, W Kintsch Lawrence Erlbaum Associates, 2007	1343*	2007
Learning from texts: Effects of prior knowledge and text coherence DS McNamara, W Kintsch Discourse processes 22 (3), 247-288, 1996	1339	1996
Reading comprehension strategies: Theories, interventions, and technologies DS McNamara Psychology Press, 2007	1201*	2007
Toward a comprehensive model of comprehension DS McNamara, J Magliano Psychology of learning and motivation 51, 297-384, 2009	1073	2009
Automated evaluation of text and discourse with Coh-Metrix DS McNamara, AC Graesser, PM McCarthy, Z Cai Cambridge University Press, 2014	990	2014
SERT: Self-explanation reading training DS McNamara Discourse processes 38 (1), 1-30, 2004	813	2004
Coh-Metrix: Providing multilevel analyses of text characteristics AC Graesser, DS McNamara, JM Kulikowich Educational researcher 40 (5), 223-234, 2011	793	2011
Linguistic features of writing quality DS McNamara, SA Crossley, PM McCarthy Written communication 27 (1), 57-86, 2010	663	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	601	2009
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	580	2001
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	569	2008
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	516	2003
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	484	2007
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	472	2004
Working memory capacity and strategy use DS McNamara, JL Scott Memory & cognition 29, 10-17, 2001	450	2001
Scaffolding deep comprehension strategies through Point&Query, AutoTutor, and iSTART AC Graesser, DS McNamara, K VanLehn Educational psychologist 40 (4), 225-234, 2005	443	2005
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	429	2007
Coh-Metrix: Capturing linguistic features of cohesion DS McNamara, MM Louwerse, PM McCarthy, AC Graesser Discourse Processes 47 (4), 292-330, 2010	421	2010

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