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The Journal of Educational Research Volume 73, 1980 - Issue 4
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Original Articles

Underlining Can Make a Difference—Sometimes

James HartleyUniversity of Keele, U.K.
,
Sally BartlettUniversity of Keele, U.K.
&
Alan BranthwaiteUniversity of Keele, U.K.
Pages 218-224 | Published online: 07 Dec 2014

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Kenneth E. Bell & John E. Limber. (2009) Reading Skill, Textbook Marking, and Course Performance. Literacy Research and Instruction 49:1, pages 56-67.
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Seungbae Park. (1995) Implications of Learning Strategy Research for Designing Computer-Assisted Instruction. Journal of Research on Computing in Education 27:4, pages 435-456.
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SarahE. Peterson. (1991) The cognitive functions of underlining as a study technique. Reading Research and Instruction 31:2, pages 49-56.
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SherrieL. Nist & Katie Kirby. (1989) THE TEXT MARKING PATTERNS OF COLLEGE STUDENTS. Reading Psychology 10:4, pages 321-338.
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SherrieL. Nist & MarkC. Hogrebe. (1987) The Role of Underlining and Annotating in Remembering Textual Information. Reading Research and Instruction 27:1, pages 12-25.
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James Hartley. (1986) Planning the Typographical Structure of Instructional Text. Educational Psychologist 21:4, pages 315-332.
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Zheng Wang, Vien Cheung & Maria Lonsdale. (2022) Effective colors for information design. Information Design Journal 27:2, pages 191-212.
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Héctor R. Ponce, Richard E. Mayer & Ester E. Méndez. (2022) Effects of Learner-Generated Highlighting and Instructor-Provided Highlighting on Learning from Text: A Meta-Analysis. Educational Psychology Review 34:2, pages 989-1024.
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Samantha Leonard, Michael J. Stroud & Raymond J. Shaw. (2021) Highlighting and taking notes are equally ineffective when Reading paper or eText. Education and Information Technologies 26:4, pages 3811-3823.
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Adam Winchell, Andrew Lan & Michael Mozer. (2020) Highlights as an Early Predictor of Student Comprehension and Interests. Cognitive Science 44:11.
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Yoichi Meguro. (2020) The effects of individual differences in field dependence/independence and analogical reasoning for L2 instruction. System 94, pages 102296.
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Yoichi Meguro. (2017) Textual enhancement, grammar learning, reading comprehension, and tag questions. Language Teaching Research 23:1, pages 58-77.
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Héctor R. Ponce, Richard E. Mayer, María Soledad Loyola, Mario J. López & Ester E. Méndez. (2018) When two computer-supported learning strategies are better than one: An eye-tracking study. Computers & Education 125, pages 376-388.
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Toshiya Miyatsu, Khuyen Nguyen & Mark A. McDaniel. (2018) Five Popular Study Strategies: Their Pitfalls and Optimal Implementations. Perspectives on Psychological Science 13:3, pages 390-407.
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Irene T. Skuballa, Anke Dammert & Alexander Renkl. (2018) Two kinds of meaningful multimedia learning: Is cognitive activity alone as good as combined behavioral and cognitive activity?. Learning and Instruction 54, pages 35-46.
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Menahem Yeari, Marja Oudega & Paul van den Broek. (2017) The effect of highlighting on processing and memory of central and peripheral text information: evidence from eye movements. Journal of Research in Reading 40:4, pages 365-383.
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Kyung Kim & Roy B. Clariana. (2016) Text signals influence second language expository text comprehension: knowledge structure analysis. Educational Technology Research and Development 65:4, pages 909-930.
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Claudia Leopold & Detlev Leutner. (2015) Improving students’ science text comprehension through metacognitive self-regulation when applying learning strategies. Metacognition and Learning 10:3, pages 313-346.
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Hector R. Ponce & Richard E. Mayer. (2014) An eye movement analysis of highlighting and graphic organizer study aids for learning from expository text. Computers in Human Behavior 41, pages 21-32.
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Scott H. Fraundorf, Aaron S. Benjamin & Duane G. Watson. (2013) What happened (and what did not): Discourse constraints on encoding of plausible alternatives. Journal of Memory and Language 69:3, pages 196-227.
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John Dunlosky, Katherine A. Rawson, Elizabeth J. Marsh, Mitchell J. Nathan & Daniel T. Willingham. (2013) Improving Students’ Learning With Effective Learning Techniques. Psychological Science in the Public Interest 14:1, pages 4-58.
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PAUL A. LYDDON. (2011) The Efficacy of Corrective Feedback and Textual Enhancement in Promoting the Acquisition of Grammatical Redundancies. The Modern Language Journal 95, pages 104-129.
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Alireza Karbalaei. (2011) Assessing Reading Strategy Training Based on CALLA Model in EFL and ESL Context. Íkala, Revista de Lenguaje y Cultura 16:1, pages 167-187.
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Detlev Leutner, Claudia Leopold & Viola den Elzen-Rump. (2007) Self-Regulated Learning with a Text-Highlighting Strategy. Zeitschrift für Psychologie / Journal of Psychology 215:3, pages 174-182.
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James J. Forest, Kevin Del Ben & Stuart B. Toews. (2016) Agreement among Readers on What is Relevant in Self-Help Psychology Books. Psychological Reports 93:3, pages 929-939.
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JAMES J. FOREST. (2003) AGREEMENT AMONG READERS ON WHT IS RELEVANT IN SELF-HELP PSYCHOLOGY BOOKS. Psychological Reports 93:7, pages 929.
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Kirsti Lonka, Sari Lindblom-YlÄnne & Sini Maury. (1994) The effect of study strategies on learning from text. Learning and Instruction 4:3, pages 253-271.
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Deidra W. Frazier. (2016) Transfer of College Developmental Reading Students' Textmarking Strategies. Journal of Reading Behavior 25:1, pages 17-41.
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Jonathan M. Golding & Susan B. Fowler. (1992) The limited facilitative effect of typographical signals. Contemporary Educational Psychology 17:2, pages 99-113.
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Zeneide Soubhia, Elma Mathias Dessunti, María Helena D.M. Guariente & Benedita Ribeiro Cordeiro. (1991) Consenso entre docentes sobre as idéias principais de um texto acadêmico. Revista Brasileira de Enfermagem 44:4, pages 41-46.
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R. Scott Grabinger & Starleen Albers. (2008) The Effect of CRT Screen Design on Learning and Time. Performance Improvement Quarterly 2:4, pages 51-66.
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Robert F. LorchJr.Jr.. (1989) Text-signaling devices and their effects on reading and memory processes. Educational Psychology Review 1:3, pages 209-234.
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Helen Van Hoozer, Pamela J Brink & Robert Oppliger. (1989) The Effects of Overhead Transparency Design on Retention, Recall, and Application of Data Analysis Content. Journal of Nursing Education 28:4, pages 181-187.
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James Hartley. (2006) Using principles of text design to improve the effectiveness of audiotapes. British Journal of Educational Technology 19:1, pages 4-16.
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R.Scott Grabinger & Douglas Amedeo. (1988) CRT text layout: perceptions of viewers. Computers in Human Behavior 4:3, pages 189-205.
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Ted L Rosenthal & Anna Downs. (1985) Cognitive aids in teaching and treating. Advances in Behaviour Research and Therapy 7:1-2, pages 1-53.
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Linda K. Cook & Richard E. Mayer. 1983. Cognitive Strategy Research. Cognitive Strategy Research 87 131 .

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