Citations (204)
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Dalila Dragnić-Cindrić, Nikki G. Lobczowski, Jeffrey A. Greene & P. Karen Murphy. (2024) Exploring the Teacher’s Role in Discourse and Social Regulation of Learning: Insights from Collaborative Sessions in High-School Physics Classrooms. Cognition and Instruction 42:1, pages 92-123.
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Garth Stahl, Laura Scholes, Sarah McDonald, Reece Mills, Jo Lunn Brownlee & Barbara Comber. (2024) Scoping review of conceptions of literacy in middle school science. Research Papers in Education 39:1, pages 134-154.
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Sharon Pratt & Julianne Coleman. (2024) Reading Like a Scientist. Science and Children 61:1, pages 82-88.
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Minkyung Choi. (2023) “We’re Not All Chemists in Here – We’re Just Trying to Get to the Next Level”: Examining Out-of-School Literacies, Identity, and Disciplinary Literacy. Journal of College Reading and Learning 53:4, pages 257-279.
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Eric B. Claravall, Elizabeth Isidro & Robin Irey. (2023) Historical Reasoning among Middle School Students with Learning Differences: Exploring the Use of Multiple Sources in Writing. Reading & Writing Quarterly 0:0, pages 1-25.
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Raquel De Sixte, Manuel Lucero, Javier Rosales & Vasiliki Konitopoulou. (2023) Fostering historical learning in elementary education through whole class shared reading activities (Fomentando el aprendizaje histórico en Educación Primaria mediante actividades de lectura compartida). Culture and Education 35:2, pages 501-533.
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Thomas Klijnstra, Gerhard L. Stoel, Gerard J. F. Ruijs, Geerte M. Savenije & Carla A. M. van Boxtel. (2023) Toward a framework for assessing the quality of students’ social scientific reasoning. Theory & Research in Social Education 51:2, pages 173-200.
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Linda Kucan & Annemarie Sullivan Palincsar. (2023) A Descriptive Case Study of a Literacy Methods Course with a Focus On Practices Related to Text-Based Discussions about Informational Text. Reading Psychology 44:2, pages 194-224.
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Sharon M. Pratt, Julianne M. Coleman & John A. Dantzler. (2023) A Mixed-Methods Analysis of Fourth-Graders’ Comprehension and Their Reported Strategies for Reading Science Texts. Literacy Research and Instruction 62:1, pages 16-48.
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Dianna Townsend, Hannah Carter & Rachel Knecht. (2023) What’s the Purpose? A Mixed-Methods Exploration of Purposes for Reading in Secondary Classrooms. Reading & Writing Quarterly 39:1, pages 72-93.
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Todd Reynolds, Jodi P. Lampi, Jodi Patrick Holschuh & Leslie S. Rush. (2022) Antiracist Reading in English Language Arts Classrooms: A Disciplinary Literacy Response to Inoue (2020). Journal of College Reading and Learning 52:4, pages 290-303.
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Shai Goldfarb Cohen & Iris Tabak. (2022) Fostering disciplinary literacy through model annotations: the case of historical reasoning. Studies in Higher Education 47:8, pages 1537-1550.
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M. Anne Britt, Amanda Durik & Jean-François Rouet. (2022) Reading Contexts, Goals, and Decisions: Text Comprehension as a Situated Activity. Discourse Processes 59:5-6, pages 361-378.
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Mariya A. Yukhymenko-Lescroart, Susan R. Goldman, Kimberly A. Lawless, James W. Pellegrino & Cynthia R. Shanahan. (2022) Assessing information synthesis within and across multiple texts with verification tasks: a signal detection theory approach. Educational Psychology 42:5, pages 549-566.
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Danielle S. McNamara & Panayiota Kendeou. (2022) The early automated writing evaluation (eAWE) framework. Assessment in Education: Principles, Policy & Practice 29:2, pages 150-182.
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Ambarin Mooznah Auleear Owodally. (2022) Mediational tools, private speech and disciplinary literacy practices: an adolescent’s personal learning space. Language and Education 36:1, pages 20-42.
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Mon-Lin Monica Ko, Allison Hall & Susan R. Goldman. (2022) Making Teacher and Researcher Learning Visible: Collaborative Design as a Context for Professional Growth. Cognition and Instruction 40:1, pages 27-54.
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Deborah Beth Scott & Mariam Jean Dreher. (2022) Helping Students “Do School”: Examining the Impact of Understanding Text Organization on Student Navigation and Comprehension of Textbook Content. Reading Psychology 43:1, pages 1-39.
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George C. Bunch & Daisy Martin. (2021) From “academic language” to the “language of ideas”: a disciplinary perspective on using language in K-12 settings. Language and Education 35:6, pages 539-556.
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Emily C. Rainey & Scott Storm. (2021) English Teacher Interpretive Communities: An Exploratory Case Study of Teachers’ Literacy Practices and Pedagogical Reasoning. Literacy Research and Instruction 60:4, pages 352-371.
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Jesse R. Sparks, Peter W. van Rijn & Paul Deane. (2021) Assessing Source Evaluation Skills of Middle School Students Using Learning Progressions. Educational Assessment 26:4, pages 213-240.
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Jacquelynn S. Popp. (2021) Evolving Problems of Practice: How a Teacher’s Reflective Courses of Action Contributed to Her Learning and Change. Action in Teacher Education 43:4, pages 392-410.
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Lars Unstad & Henning Fjørtoft. (2021) Disciplinary literacy in religious education: the role and relevance of reading. British Journal of Religious Education 43:4, pages 434-442.
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Kathryn S. McCarthy & Danielle S. McNamara. (2021) The Multidimensional Knowledge in Text Comprehension framework. Educational Psychologist 56:3, pages 196-214.
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Jeffrey A. Greene, Clark A. Chinn & Victor M. Deekens. (2021) Experts’ reasoning about the replication crisis: Apt epistemic performance and actor-oriented transfer. Journal of the Learning Sciences 30:3, pages 351-400.
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Brian R. Belland & Nam Ju Kim. (2021) Predicting high school students’ argumentation skill using information literacy and trace data. The Journal of Educational Research 114:3, pages 211-221.
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Tamara L. Shreiner & B. M. Dykes. (2021) Visualizing the teaching of data visualizations in social studies: A study of teachers’ data literacy practices, beliefs, and knowledge. Theory & Research in Social Education 49:2, pages 262-306.
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Jean-François Rouet, Gaston Saux, Christine Ros, Marc Stadtler, Nicolas Vibert & M. Anne Britt. (2021) Inside Document Models: Role of Source Attributes in Readers’ Integration of Multiple Text Contents. Discourse Processes 58:1, pages 60-79.
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Zhe Wang, Yuliya Ardasheva & Lijia Lin. (2021) Does high perceptual load assist in reducing the seductive details effect?. Educational Psychology 41:1, pages 25-44.
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Mikko Puustinen & Amna Khawaja. (2021) Envisaging the alternatives: from knowledge of the powerful to powerful knowledge in history classrooms. Journal of Curriculum Studies 53:1, pages 16-31.
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Katharine Hubbard. (2021) Disciplinary literacies in STEM: what do undergraduates read, how do they read it, and can we teach scientific reading more effectively?. Higher Education Pedagogies 6:1, pages 41-65.
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Corrine M. Wickens, Carol S. Walther & Jenny Parker. (2020) Pre-Service Physical Education Teachers’ Attitudes toward Literacy and Literacy Integration in Physical Education Settings. Reading Psychology 41:8, pages 821-855.
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Daniel P. Feller, Joseph Magliano, John Sabatini, Tenaha O’Reilly & Ryan D. Kopatich. (2020) Relations Between Component Reading Skills, Inferences, and Comprehension Performance in Community College Readers. Discourse Processes 57:5-6, pages 473-490.
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Eric B. Freedman. (2020) When discussions sputter or take flight: Comparing productive disciplinary engagement in two history classes. Journal of the Learning Sciences 29:3, pages 385-429.
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Linda Darling-Hammond, Lisa Flook, Channa Cook-Harvey, Brigid Barron & David Osher. (2020) Implications for educational practice of the science of learning and development. Applied Developmental Science 24:2, pages 97-140.
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Pauline Jones, Annette Turney, Helen Georgiou & Wendy Nielsen. (2020) Assessing multimodal literacies in science: semiotic and practical insights from pre-service teacher education. Language and Education 34:2, pages 153-172.
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Evangelia Lytzerinou & Kalypso Iordanou. (2020) Teachers’ ability to construct arguments, but not their perceived self-efficacy of teaching, predicts their ability to evaluate arguments. International Journal of Science Education 42:4, pages 617-634.
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Jack Cassidy, Stephanie Grote-Garcia & Evan Ortlieb. (2020) What’s Hot in 2019: Expanded and Interconnected Notions of Literacy. Literacy Research and Instruction 59:1, pages 39-52.
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John Sabatini, Tenaha O’Reilly, Jonathan Weeks & Zuowei Wang. (2020) Engineering a Twenty-First Century Reading Comprehension Assessment System Utilizing Scenario-Based Assessment Techniques. International Journal of Testing 20:1, pages 1-23.
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James W. Pellegrino. (2020) Sciences of learning and development: Some thoughts from the learning sciences. Applied Developmental Science 24:1, pages 48-56.
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Tenaha O’reilly, John Sabatini & Zuowei Wang. (2019) What You Don’t Know Won’t Hurt You, Unless You Don’t Know You’re Wrong. Reading Psychology 40:7, pages 638-677.
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Marc Nachowitz. (2019) Intent and enactment: Writing in mathematics for conceptual understanding. Investigations in Mathematics Learning 11:4, pages 245-257.
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Thomas Nygren, Jesper Haglund, Christopher Robin Samuelsson, Åsa Af Geijerstam & Johan Prytz. (2019) Critical thinking in national tests across four subjects in Swedish compulsory school. Education Inquiry 10:1, pages 56-75.
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Stephanie M. Lemley, Steven M. Hart & James R. King. (2019) Teacher Inquiry Develops Elementary Teachers’ Disciplinary Literacy. Literacy Research and Instruction 58:1, pages 12-30.
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Paul Deane. (2018) The Challenges of Writing in School: Conceptualizing Writing Development Within a Sociocognitive Framework. Educational Psychologist 53:4, pages 280-300.
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Todd Reynolds & Bethany Townsend. (2018) To speak or remain silent: an examination of two English teachers’ styles of leading whole-class discussion. English in Education 52:3, pages 200-212.
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Kathryn S. McCarthy, Tricia A. Guerrero, Kevin M. Kent, Laura K. Allen, Danielle S. McNamara, Szu-Fu Chao, Jonathan Steinberg, Tenaha O’Reilly & John Sabatini. (2018) Comprehension in a Scenario-Based Assessment: Domain and Topic-Specific Background Knowledge. Discourse Processes 55:5-6, pages 510-524.
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Susan R. Goldman. (2018) Discourse of Learning and the Learning of Discourse. Discourse Processes 55:5-6, pages 434-453.
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Sarit Barzilai & Clark A. Chinn. (2018) On the Goals of Epistemic Education: Promoting Apt Epistemic Performance. Journal of the Learning Sciences 27:3, pages 353-389.
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Tamara L. Shreiner. (2018) Data Literacy for Social Studies: Examining the Role of Data Visualizations in K–12 Textbooks. Theory & Research in Social Education 46:2, pages 194-231.
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Hannah M. Dostal & Richard Robinson. (2018) Doing Mathematics with Purpose: Mathematical Text Types. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 91:1, pages 21-28.
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Ivar Bråten, Krista R. Muis & Alina Reznitskaya. (2017) Teachers' Epistemic Cognition in the Context of Dialogic Practice: A Question of Calibration?. Educational Psychologist 52:4, pages 253-269.
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Linda Kucan, Byeong-Young Cho & Hyeju Han. (2017) Introducing the Historical Thinking Practice of Contextualizing to Middle School Students. The Social Studies 108:5, pages 210-218.
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Carol D. Lee. (2017) Expanding Visions of How People Learn: The Centrality of Identity Repertoires. Journal of the Learning Sciences 26:3, pages 517-524.
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Elisabeth Stang Lund, Ivar Bråten, Eva W. Brante & Helge I. Strømsø. (2017) Memory for Textual Conflicts Predicts Sourcing When Adolescents Read Multiple Expository Texts. Reading Psychology 38:4, pages 417-437.
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Victor M. Deekens, Brian M. Cartiff & Jeffrey A. Greene. Experts’ adaptation of apt epistemic performance: The role of practical knowledge. Journal of the Learning Sciences 0:0, pages 1-37.
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Daniel P. Feller, John Sabatini & Joseph P. Magliano. Differentiating less-prepared from more-prepared college readers. Discourse Processes 0:0, pages 1-23.
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Jacob Steiss, Jenell Krishnan & Jiali Wang. Designing Writing Prompts to Elicit Students’ Historical Thinking. The Social Studies 0:0, pages 1-17.
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