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Lin Guo. (2023) The Effects of the Format and Frequency of Prompts on Source Evaluation and Multiple-Text Comprehension. Reading Psychology 44:4, pages 358-387.
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Virginia Clinton-Lisell, Terrill Taylor, Sarah E. Carlson, Mark L. Davison & Ben Seipel. (2022) Performance on Reading Comprehension Assessments and College Achievement: A Meta-Analysis. Journal of College Reading and Learning 52:3, pages 191-211.
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Christian Tarchi. (2021) Prompting Readers to Plan Might Negatively Affect Their Comprehension of Multiple Documents. Journal of College Reading and Learning 51:2, pages 131-152.
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Linda Ekström & Cecilia Lundholm. (2018) “What’s Positive About Positive Rights?” Students’ Everyday Understandings and the Challenges of Teaching Political Science. Journal of Political Science Education 14:1, pages 1-16.
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Heather D. Porter. (2018) Constructing an Understanding of Undergraduate Disciplinary Reading: An Analysis of Contemporary Scholarship. Journal of College Reading and Learning 48:1, pages 25-46.
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Thomas Lehmann. (2024) Bridging domains: examining the effects of relevance instructions and guiding questions on pre-service teachers’ first- and second-order knowledge integration. Instructional Science 52:2, pages 249-276.
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Thomas D. Griffin, Allison J. Jaeger, M. Anne Britt & Jennifer Wiley. (2024) Improving multiple document comprehension with a lesson about multi-causal explanations in science. Instructional Science.
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Alexandra List & Chang-Jen Lin. (2023) Content and quantity of highlights and annotations predict learning from multiple digital texts. Computers & Education 199, pages 104791.
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Alexandra List & Yuting Sun. (2023) To Clarity and Beyond: Situating Higher-Order, Critical, and Critical-Analytic Thinking in the Literature on Learning from Multiple Texts. Educational Psychology Review 35:2.
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Nina Kullberg, Carita Kiili, Ivar Bråten, Roberto González-Ibáñez & Paavo H. T. Leppänen. (2022) Sixth graders’ selection and integration when writing from multiple online texts. Instructional Science 51:1, pages 39-64.
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Priya Kucheria, McKay Moore Sohlberg, Jason Prideaux & Stephen Fickas. (2019) Read, Understand, Learn, & Excel: Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students. American Journal of Speech-Language Pathology 28:3, pages 1257-1267.
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Choo Mui Cheong, Xinhua Zhu & Xian Liao. (2017) Differences between the relationship of L1 learners’ performance in integrated writing with both independent listening and independent reading cognitive skills. Reading and Writing 31:4, pages 779-811.
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Nádia Kienen, Fernanda Torres Sahão, Laís Beiriz Rocha, Maria Lúcia Ortolan, Natalia Gomes Soares, Shimeny Michelato Yoshiy & Tanisa Prieto. (2017) Comportamentos pré-requisitos do “Estudar textos em contexto acadêmico”. CES Psicología 10:2, pages 28-49.
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