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Danielle McNamara
Danielle McNamara
Arizona State University
Η διεύθυνση ηλεκτρονικού ταχυδρομείου έχει επαληθευτεί στον τομέα asu.edu - Αρχική σελίδα
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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
24681996
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
23082004
Learning from texts: Effects of prior knowledge and text coherence
DS McNamara, W Kintsch
Discourse processes 22 (3), 247-288, 1996
14721996
Handbook of Latent Semantic Analysis
T Landauer, D McNamara, S Dennis, W Kintsch
Lawrence Erlbaum Associates, 2007
14582007
Reading comprehension strategies: Theories, interventions, and technologies
DS McNamara
Psychology Press, 2007
1378*2007
Toward a comprehensive model of comprehension
DS McNamara, J Magliano
Psychology of learning and motivation 51, 297-384, 2009
13552009
Automated evaluation of text and discourse with Coh-Metrix
DS McNamara, AC Graesser, PM McCarthy, Z Cai
Cambridge University Press, 2014
13322014
Coh-Metrix: Providing multilevel analyses of text characteristics
AC Graesser, DS McNamara, JM Kulikowich
Educational researcher 40 (5), 223-234, 2011
9392011
SERT: Self-explanation reading training
DS McNamara
Discourse processes 38 (1), 1-30, 2004
9022004
Linguistic features of writing quality
DS McNamara, SA Crossley, PM McCarthy
Written communication 27 (1), 57-86, 2010
8112010
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
7082009
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
6672008
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
6172001
What Do Readers Need to Learn in order to Process Coherence Relations in Narrative and Expository Text
AC Graesser
Rethinking Reading Comprehension/Guilford Publications, 2003
5782003
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
5492007
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
5392007
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
5102004
Working memory capacity and strategy use
DS McNamara, JL Scott
Memory & cognition 29, 10-17, 2001
5032001
Coh-Metrix: Capturing linguistic features of cohesion
DS McNamara, MM Louwerse, PM McCarthy, AC Graesser
Discourse Processes 47 (4), 292-330, 2010
4932010
Scaffolding deep comprehension strategies through Point&Query, AutoTutor, and iSTART
AC Graesser, DS McNamara, K VanLehn
Educational psychologist 40 (4), 225-234, 2005
4842005
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