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Danielle McNamara
Danielle McNamara
Η διεύθυνση ηλεκτρονικού ταχυδρομείου έχει επαληθευτεί στον τομέα asu.edu - Αρχική σελίδα
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Παρατίθεται από
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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
21891996
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
19002004
Learning from texts: Effects of prior knowledge and text coherence
DS McNamara, W Kintsch
Discourse processes 22 (3), 247-288, 1996
12841996
Handbook of Latent Semantic Analysis
T Landauer, D McNamara, S Dennis, W Kintsch
Lawrence Erlbaum Associates, 2007
1280*2007
Reading comprehension strategies: Theories, interventions, and technologies
DS McNamara
Psychology Press, 2007
1096*2007
Toward a comprehensive model of comprehension
DS McNamara, J Magliano
Psychology of learning and motivation 51, 297-384, 2009
10112009
Automated evaluation of text and discourse with Coh-Metrix
DS McNamara, AC Graesser, PM McCarthy, Z Cai
Cambridge University Press, 2014
9282014
SERT: Self-explanation reading training
DS McNamara
Discourse processes 38 (1), 1-30, 2004
7862004
Coh-Metrix: Providing multilevel analyses of text characteristics
AC Graesser, DS McNamara, JM Kulikowich
Educational researcher 40 (5), 223-234, 2011
7512011
Linguistic features of writing quality
DS McNamara, SA Crossley, PM McCarthy
Written communication 27 (1), 57-86, 2010
6172010
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
5762009
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
5572001
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
5412008
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
4982003
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
4612007
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
4562004
Scaffolding deep comprehension strategies through Point&Query, AutoTutor, and iSTART
AC Graesser, DS McNamara, K VanLehn
Educational psychologist 40 (4), 225-234, 2005
4432005
Working memory capacity and strategy use
DS McNamara, JL Scott
Memory & cognition 29 (1), 10-17, 2001
4422001
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
4182007
Coh-Metrix: Capturing linguistic features of cohesion
DS McNamara, MM Louwerse, PM McCarthy, AC Graesser
Discourse Processes 47 (4), 292-330, 2010
3982010
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