Citations (21)
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Caroline Leroy & Yvonne Kammerer. (2023) Reading multiple documents on a health-related issue: the roles of a text-highlighting tool and re-reading behaviour in integrated understanding. Behaviour & Information Technology 42:14, pages 2331-2352.
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Steffen Gottschling & Yvonne Kammerer. (2021) Readers’ Regulation and Resolution of a Scientific Conflict Based on Differences in Source Information: An Eye-Tracking Study. Discourse Processes 58:5-6, pages 468-490.
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Jason L. G. Braasch & Erica D. Kessler. (2021) Working toward a theoretical model for source comprehension in everyday discourse. Discourse Processes 58:5-6, pages 449-467.
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Alexandra List, Hongcui Du & Hye Yeon Lee. (2021) Examining Relation Formation Across Consistent and Conflicting Texts. Discourse Processes 58:2, pages 134-154.
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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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Wenke M. Rogne & Siv M. Gamlem. (2019) Pupils’ Information Processing and Its Implications for Learning and Assessment: A Think-Aloud Study. Scandinavian Journal of Educational Research 63:4, pages 520-533.
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Gaston Saux, Christine Ros, M. Anne Britt, Marc Stadtler, Debora I. Burin & Jean-François Rouet. (2018) Readers’ Selective Recall of Source Features as a Function of Claim Discrepancy and Task Demands. Discourse Processes 55:5-6, pages 525-544.
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Articles from other publishers (14)
Yuan-Hsuan Lee, Jing-Ya Jhang & Huang-Yao Hong. (2024) Becoming epistemically active in online reading: Facilitating elementary school students’ multimodal multiple document reading via sourcing organizers. Computers & Education 216, pages 105048.
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Ymkje E. Haverkamp, Ivar Bråten, Natalia Latini & Helge I. Strømsø. (2024) Effects of media multitasking on the processing and comprehension of multiple documents: Does main idea summarization make a difference?. Contemporary Educational Psychology 77, pages 102271.
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Daniel R. Espinas & Brennan W. Chandler. (2024) Correlates of K-12 Students’ Intertextual Integration. Educational Psychology Review 36:2.
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Kason Ka Ching Cheung, Jack K. H. Pun & Xuehua Fu. (2023) Development and Validation of a Reading in Science Holistic Assessment (RISHA): a Rasch Measurement Study. International Journal of Science and Mathematics Education.
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Mohammad N. Karimi & Tobias Richter. (2021) Belief-biased representations of textual information in bilinguals: Language as a source characteristic. Current Psychology 42:12, pages 9852-9866.
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Meng-Jung Tsai, An-Hsuan Wu, Ivar Bråten & Ching-Yeh Wang. (2022) What do critical reading strategies look like? Eye-tracking and lag sequential analysis reveal attention to data and reasoning when reading conflicting information. Computers & Education 187, pages 104544.
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Øistein Anmarkrud, Ivar Bråten, Elena Florit & Lucia Mason. (2021) The Role of Individual Differences in Sourcing: a Systematic Review. Educational Psychology Review 34:2, pages 749-792.
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Carita Kiili, Elena Forzani, Eva Wennås Brante, Eija Räikkönen & Miika Marttunen. (2021) Sourcing on the internet: Examining the relations among different phases of online inquiry. Computers and Education Open 2, pages 100037.
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Pablo Delgado, Elisabeth Stang Lund, Ladislao Salmerón & Ivar Bråten. (2020) To click or not to click: investigating conflict detection and sourcing in a multiple document hypertext environment. Reading and Writing 33:8, pages 2049-2072.
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L. Salmerón, A. Sampietro & P. Delgado. (2020) Using Internet videos to learn about controversies: Evaluation and integration of multiple and multimodal documents by primary school students. Computers & Education 148, pages 103796.
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Yvonne Kammerer, Daniel Keck & Erich Starauschek. (2019) Effects of a short classroom intervention on students’ identification of contradictions in an Internet forum text: Interaction with reading comprehension skills. Computers & Education 138, pages 46-56.
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Pablo Delgado, Vicenta Ávila, Inmaculada Fajardo & Ladislao Salmerón. (2019) Training young adults with intellectual disability to read critically on the internet. Journal of Applied Research in Intellectual Disabilities 32:3, pages 666-677.
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Elisabeth Stang Lund, Ivar Bråten, Christian Brandmo, Eva W. Brante & Helge I. Strømsø. (2018) Direct and indirect effects of textual and individual factors on source-content integration when reading about a socio-scientific issue. Reading and Writing 32:2, pages 335-356.
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Ivar Bråten, Eva W. Brante & Helge I. Strømsø. (2018) What really matters: The role of behavioural engagement in multiple document literacy tasks. Journal of Research in Reading 41:4, pages 680-699.
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