| Rethinking the Role of Knowledge in the Literacy Classroom C Hattan, SM Lupo Reading Research Quarterly 55, S283-S298, 2020 | 84 | 2020 |
| Leveraging what students know to make sense of texts: What the research says about prior knowledge activation C Hattan, PA Alexander, SM Lupo Review of Educational Research 94 (1), 73-111, 2024 | 49 | 2024 |
| Prior Knowledge Activation in Design and in Practice C Hattan, LM Singer, S Loughlin, PA Alexander Literacy Research: Theory, Method, and Practice 64 (1), 478-497, 2015 | 34 | 2015 |
| Prompting Rural Students’ Use of Background Knowledge and Experience to Support Comprehension of Unfamiliar Content C Hattan Reading Research Quarterly 54 (4), 451-455, 2019 | 33 | 2019 |
| Prior knowledge and its activation in elementary classroom discourse C Hattan, PA Alexander Reading and Writing 33 (6), 1617-1647, 2020 | 31 | 2020 |
| Levels of strategies and strategic processing DL Dinsmore, C Hattan Handbook of strategies and strategic processing, 29-46, 2020 | 29 | 2020 |
| Relational reasoning in word and in figure. PA Alexander, LM Singer, S Jablansky, C Hattan Journal of Educational Psychology 108 (8), 1140, 2016 | 29 | 2016 |
| Examining Elementary Students' Purposeful and Ancillary Prior Knowledge Activation When Reading Grade Level Texts C Hattan, DL Dinsmore Reading Horizons: A Journal of Literacy and Language Arts 58 (2), 3, 2019 | 20 | 2019 |
| Scaffolding Reading Comprehension for Competent Readers C Hattan, P Alexander Literacy Research: Theory, Method, and Practice 67 (1), 296-309, 2018 | 19 | 2018 |
| A meta-analysis of strategy use and performance in the Model of Domain Learning DL Dinsmore, C Hattan, A List The model of domain learning, 37-55, 2017 | 19 | 2017 |
| The effects of knowledge activation training on rural middle-school students’ expository text comprehension: A mixed-methods study. C Hattan, PA Alexander Journal of Educational Psychology 113 (5), 879, 2021 | 14 | 2021 |
| Exploring the effectiveness of relational reasoning prompts on middle school students’ text comprehension C Hattan Reading Psychology 41 (3), 111-129, 2020 | 9 | 2020 |
| Supporting Students' Knowledge Activation before, during, and after Reading C Hattan The Reading Teacher 77 (6), 861-869, 2024 | 6 | 2024 |
| Expanding the science of reading: Contributions from educational psychology C Hattan, P Kendeou Educational Psychologist 59 (4), 217-232, 2024 | 4 | 2024 |
| Prior knowledge activation in design and in practice. Literacy Research: Theory, Method, and Practice, 64 (1), 478–497 C Hattan, LM Singer, S Loughlin, PA Alexander | 4 | 2015 |
| Comprehension, diagram analysis, integration, and interest: A cross-sectional analysis C Hattan, E Lee, A List Reading Psychology 44 (7), 731-760, 2023 | 3 | 2023 |
| Prompting Rural Students' Use of Prior Knowledge and Experience to Support Comprehension of Unfamiliar Content C Hattan | 3 | 2018 |
| Why educators endorse a neuromyth: relationships among educational priorities, beliefs about learning styles, and instructional decisions C Bresnahan, EG Peterson, C Hattan Frontiers in Psychology 15, 1407518, 2024 | 2 | 2024 |
| Revising teacher candidates’ beliefs and knowledge of the learning styles neuromyth C Hattan, EG Peterson, K Miller Contemporary Educational Psychology 77, 102269, 2024 | 2 | 2024 |
| Baseball, Presidents, and State Test Passages: Considering Gendered Knowledge in Literacy Research, Curricula, and Assessments D Reynolds, C Hattan The Reading Teacher 77 (6), 997-1000, 2024 | 1 | 2024 |
Patricia AlexanderUniversity of MarylandVerified email at umd.edu