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Discourse Processes Volume 59, 2022 - Issue 5-6: 2021 Society for Text and Discourse
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Articles

Reading Contexts, Goals, and Decisions: Text Comprehension as a Situated Activity

M. Anne Britta Department of Psychology, Northern Illinois University, Illinois, USACorrespondence[email protected]
,
Amanda Durika Department of Psychology, Northern Illinois University, Illinois, USA
&
Jean-François Rouetb Centre National de la Recherche Scientifique and Université de Poitiers
Pages 361-378 | Published online: 29 Jun 2022

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Franco Londra & Gastón Saux. (2023) The effect of document source trustworthiness on the evaluation and strategic use of embedded sources when reading health information online. Reading Psychology 44:6, pages 623-648.
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Lena Hildenbrand & Jennifer Wiley. (2023) Working memory capacity as a predictor of multiple text comprehension. Discourse Processes 60:4-5, pages 378-396.
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Articles from other publishers (6)

Liron Primor & Sarit Barzilai. (2024) Teachers' perceptions of the epistemic aims and evaluation criteria of multiple text integration. Contemporary Educational Psychology 77, pages 102270.
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Kathryn S. McCarthy & Eleanor F. Yan. (2023) Reading Comprehension and Constructive Learning: Policy Considerations in the Age of Artificial Intelligence. Policy Insights from the Behavioral and Brain Sciences 11:1, pages 19-26.
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Sixin Liao, Lili Yu, Jan-Louis Kruger & Erik D. Reichle. (2024) Dynamic reading in a digital age: new insights on cognition. Trends in Cognitive Sciences 28:1, pages 43-55.
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Masoumeh Hosseinzadeh Shahri, Farideh Haghbin, Yousef Qaseminezhad Raeini & Narjes Monfared. (2023) The effects of fake reviews during stepwise topic movement on shopping attitude in social network marketing. MethodsX 11, pages 102461.
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Anna Potocki, Julie Ayroles & Jean-François Rouet. (2023) A short teacher-led intervention using direct instruction enhances 5th graders' purposeful reading skills. Learning and Instruction 86, pages 101781.
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Karyn P. Higgs, Alecia M. Santuzzi, Cody Gibson, Ryan D. Kopatich, Daniel P. Feller & Joseph P. Magliano. (2023) Relationships between task awareness, comprehension strategies, and literacy outcomes. Frontiers in Psychology 14.
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