Citations (25)
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Luigi Vanfretti & Mostafa Farrokhabadi. (2015) Consensus-based course design and implementation of constructive alignment theory in a power system analysis course. European Journal of Engineering Education 40:2, pages 206-221.
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Miao Li & John R. Kirby. (2014) Unexpected Poor Comprehenders Among Adolescent ESL Students. Scientific Studies of Reading 18:2, pages 75-93.
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IvanA. Uemlianin. (2000) Engaging Text: Assessing paraphrase and understanding. Studies in Higher Education 25:3, pages 347-358.
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Virpi Slotte & Kirsti Lonka. (1998) Using Notes During Essay‐writing: is it always helpful?. Educational Psychology 18:4, pages 445-459.
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Effie Maclellan. (1997) Reading to learn. Studies in Higher Education 22:3, pages 277-288.
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Articles from other publishers (20)
Miao Li, Jessica Chan & John R. Kirby. (2022) The summary writing performance of bilingual learners with reading difficulties. Annals of Dyslexia 73:1, pages 109-129.
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Hyeyoun Kim. (2018) Impact of slide-based lectures on undergraduate students’ learning: Mixed effects of accessibility to slides, differences in note-taking, and memory term. Computers & Education 123, pages 13-25.
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Arie S. Spirgel & Peter F. Delaney. (2014) Does Writing Summaries Improve Memory for Text?. Educational Psychology Review 28:1, pages 171-196.
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Virginia Clinton. (2014) The relationship between students’ preferred approaches to learning and behaviors during learning: An examination of the process stage of the 3P model. Instructional Science 42:5, pages 817-837.
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Miao Li & John R. Kirby. (2014) The Effects of Vocabulary Breadth and Depth on English Reading. Applied Linguistics, pages amu007.
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Chiung-Hui Chiu, Chiu-Yi Wu & Hsiao-Wei Cheng. (2013) Integrating reviewing strategies into shared electronic note-taking: Questioning, summarizing and note reading. Computers & Education 67, pages 229-238.
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Daniel L. Dinsmore & Patricia A. Alexander. (2012) A Critical Discussion of Deep and Surface Processing: What It Means, How It Is Measured, the Role of Context, and Model Specification. Educational Psychology Review 24:4, pages 499-567.
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John R. Kirby, Kate Cain & Bozena White. 2012. Enhancing the Quality of Learning. Enhancing the Quality of Learning
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Irena Kuzborska. (2011) Teachers’ decision-making processes when designing EAP reading materials in a Lithuanian university setting. Journal of English for Academic Purposes 10:4, pages 223-237.
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Guoxing Yu. (2009) The shifting sands in the effects of source text summarizability on summary writing. Assessing Writing 14:2, pages 116-137.
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Yin-Kum Law. (2008) Chinese children's constructive activity and text comprehension. Journal of Research in Reading 31:4, pages 379-403.
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Iraide Zipitria, Pedro Larrañaga, Ruben Armañanzas, Ana Arruarte & Jon A. Elorriaga. (2008) What is behind a summary-evaluation decision?. Behavior Research Methods 40:2, pages 597-612.
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John R. Kirby, Robert Silvestri, Beth H. Allingham, Rauno Parrila & Chantal B. La Fave. (2008) Learning Strategies and Study Approaches of Postsecondary Students With Dyslexia. Journal of Learning Disabilities 41:1, pages 85-96.
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Li-fang Zhang. (2005) Does teaching for a balanced use of thinking styles enhance students’ achievement?. Personality and Individual Differences 38:5, pages 1135-1147.
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Sandra Bond Chapman, Garen Sparks, Harvey Levin, Maureen Dennis, Caroline Roncadin, Lifang Zhang & James Song. (2004) Discourse Macrolevel Processing After Severe Pediatric Traumatic Brain Injury. Developmental Neuropsychology 25:1, pages 37-60.
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Jan D Vermunt & Nico Verloop. (1999) Congruence and friction between learning and teaching. Learning and Instruction 9:3, pages 257-280.
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Virpi Slotte & Kirsti Lonka. (1999) Review and Process Effects of Spontaneous Note-Taking on Text Comprehension. Contemporary Educational Psychology 24:1, pages 1-20.
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John Biggs. (1996) Enhancing teaching through constructive alignment. Higher Education 32:3, pages 347-364.
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JUHANI LEHTO. (2008) Working memory capacity and summarizing skills in ninth‐graders. Scandinavian Journal of Psychology 37:1, pages 84-92.
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Bonnie L. Stein & John R. Kirby. (2016) The Effects of Text Absent and Text Present Conditions on Summarization and Recall of Text. Journal of Reading Behavior 24:2, pages 217-232.
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