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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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Colin Lescarret, Julien Magnier, Valérie Le Floch, Jean-Christophe Sakdavong, Jean-Michel Boucheix, André Tricot & Franck Amadieu. (2023) Expert but not persuasive: middle school students’ consideration of source in the processing of conflicting videos (Expertas pero no persuasivas: la consideración de las fuentes por parte de los estudiantes de secundaria en el procesamiento de vídeos contradictorios). Journal for the Study of Education and Development 46:2, pages 285-321.
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Alexandra List & Patricia A. Alexander. (2017) Analyzing and Integrating Models of Multiple Text Comprehension. Educational Psychologist 52:3, pages 143-147.
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Articles from other publishers (12)
Colin Lescarret, Julien Magnier, Valérie Le Floch, Jean-Christophe Sakdavong, Jean-Michel Boucheix & Franck Amadieu. (2023) “Because I agree with him”: the impact of middle-school students’ prior attitude on the evaluation of source credibility when watching videos. European Journal of Psychology of Education 39:1, pages 77-104.
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Colin Lescarret, Julien Magnier, Valérie Le Floch, Jean-Christophe Sakdavong, Jean-Michel Boucheix & Franck Amadieu. (2023) Do you trust this speaker? The impact of prompting on middle-school students’ consideration of source when watching conflicting videos. Instructional Science 52:1, pages 41-69.
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Ute SchönpflugUte Schönpflug. 2023. Multilingual Text Comprehension. Multilingual Text Comprehension
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P. Karen Murphy, Jeffrey A. Greene, Carla M. Firetto, Rachel M. V. Croninger, Rebekah F. Duke, Mengyi Li & Nikki G. Lobczowski. (2022) Examining the effects of quality talk discussions on 4th- and 5th-grade students’ high-level comprehension of text. Contemporary Educational Psychology 71, pages 102099.
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Joe Tin-yau Lo & Suyan Pan. 2022. Annual Review of Comparative and International Education 2021. Annual Review of Comparative and International Education 2021
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Reese Butterfuss & Panayiota Kendeou. (2021) KReC-MD: Knowledge Revision with Multiple Documents. Educational Psychology Review 33:4, pages 1475-1497.
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Maha Soliman. (2021) From Integrating to Learning: Insights from Spanish L2 Multiple Documents Selection in Reading Tasks. Latin American Journal of Content & Language Integrated Learning 14:1, pages 151-177.
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Liron Primor, Menahem Yeari & Tami Katzir. (2021) Choosing the right question: the effect of different question types on multiple text integration. Reading and Writing 34:6, pages 1539-1567.
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Nina Mahlow, Carolin Hahnel, Ulf Kroehne, Cordula Artelt, Frank Goldhammer & Cornelia Schoor. (2020) More Than (Single) Text Comprehension? – On University Students’ Understanding of Multiple Documents. Frontiers in Psychology 11.
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Giovanni Parodi Sweis, Tomás Moreno-de-León & Cristobal Julio. (2020) Comprensión de textos escritos: reconceptualizaciones en torno a las demandas del siglo XXI. Íkala 25:3, pages 775-795.
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Elke Kümmel, Johannes Moskaliuk, Ulrike Cress & Joachim Kimmerle. (2020) Digital Learning Environments in Higher Education: A Literature Review of the Role of Individual vs. Social Settings for Measuring Learning Outcomes. Education Sciences 10:3, pages 78.
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Liron Primor & Tami Katzir. (2018) Measuring Multiple Text Integration: A Review. Frontiers in Psychology 9.
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