Citations (35)
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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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Brittany Adams, Nance S. Wilson, Tess Dussling, Elizabeth Y. Stevens, Ann Van Wig, Jennie Baumann, Shuling Yang, Gillian E. Mertens, Jane Bean-Folkes & Linda Smetana. (2023) Literacy’s Schrödinger’s cat: capturing reading comprehension with social annotation. Teaching Education 34:4, pages 367-383.
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Brittany Adams & Nance S. Wilson. (2022) Investigating Student’s During-Reading Practices Through Social Annotation. Literacy Research and Instruction 61:4, pages 339-360.
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Vicki Gier, David Kreiner, Jason Hudnell, Jodi Montoya & Daniel Herring. (2011) Using an Electronic Highlighter to Eliminate the Negative Effects of Pre-Existing, Inappropriate Highlighting. Journal of College Reading and Learning 41:2, pages 37-52.
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VickiS. Gier, Daniel Herring, Jason Hudnell, Jodi Montoya & DavidS. Kreiner. (2010) Active Reading Procedures for Moderating the Effects of Poor Highlighting. Reading Psychology 31:1, pages 69-81.
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Kenneth
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VickiL. Silvers & DavidS. Kreiner. (1997) The effects of pre‐existing inappropriate highlighting on reading comprehension. Reading Research and Instruction 36:3, pages 217-223.
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Allyson Fiona Hadwin & Philip H. Winne. (1996) Study Strategies Have Meager Support. The Journal of Higher Education 67:6, pages 692-715.
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Articles from other publishers (27)
Lucia Mason, Angelica Ronconi, Barbara Carretti, Sara Nardin & Christian Tarchi. (2023) Highlighting and highlighted information in text comprehension and learning from digital reading. Journal of Computer Assisted Learning.
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Leah E. Metcalf, Matthew L. Bernacki & Lucas E. Bernacki. (2022) How do digital textbook platforms promote active learning in undergraduate biology courses?. Journal of Research in Science Teaching 60:7, pages 1579-1610.
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Franklin M. Zaromb & Richard D. Roberts. 2023. Supporting Self-Regulated Learning and Student Success in Online Courses. Supporting Self-Regulated Learning and Student Success in Online Courses
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Benjamin Artz, Denise Robson & Angel Camacho. (2022) Structured Notetaking and Student Performance in Microeconomics Courses. The American Economist 67:2, pages 211-225.
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Héctor R. Ponce, Richard E. Mayer & Ester E. Méndez. (2022) Effects of Learner-Generated Highlighting and Instructor-Provided Highlighting on Learning from Text: A Meta-Analysis. Educational Psychology Review 34:2, pages 989-1024.
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Benedikt Schneider & Jörn R. Sparfeldt. (2021) How to Get Better: Taking Notes Mediates the Effect of a Video Tutorial on Number Series. Journal of Intelligence 9:4, pages 55.
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Samantha Leonard, Michael J. Stroud & Raymond J. Shaw. (2021) Highlighting and taking notes are equally ineffective when Reading paper or eText. Education and Information Technologies 26:4, pages 3811-3823.
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Duc Bui, Kang G. Shin, Jong-Min Choi & Junbum Shin. (2021) Automated Extraction and Presentation of Data Practices in Privacy Policies. Proceedings on Privacy Enhancing Technologies 2021:2, pages 88-110.
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Toshiya Miyatsu, Khuyen Nguyen & Mark A. McDaniel. (2018) Five Popular Study Strategies: Their Pitfalls and Optimal Implementations. Perspectives on Psychological Science 13:3, pages 390-407.
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Joseph Chee Chang, Nathan Hahn & Aniket Kittur. (2016) Supporting Mobile Sensemaking Through Intentionally Uncertain Highlighting. Supporting Mobile Sensemaking Through Intentionally Uncertain Highlighting.
Claudia Leopold & Detlev Leutner. (2015) Improving students’ science text comprehension through metacognitive self-regulation when applying learning strategies. Metacognition and Learning 10:3, pages 313-346.
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Carole L. Yue, Benjamin C. Storm, Nate Kornell & Elizabeth Ligon Bjork. (2014) Highlighting and Its Relation to Distributed Study and Students’ Metacognitive Beliefs. Educational Psychology Review 27:1, pages 69-78.
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Mingming Zhou. (2013) “I am Really Good at It” or “I am Just Feeling Lucky”: the effects of emotions on information problem-solving. Educational Technology Research and Development 61:3, pages 505-520.
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John Dunlosky, Katherine A. Rawson, Elizabeth J. Marsh, Mitchell J. Nathan & Daniel T. Willingham. (2013) Improving Students’ Learning With Effective Learning Techniques. Psychological Science in the Public Interest 14:1, pages 4-58.
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Alireza Karbalaei. (2011) Assessing Reading Strategy Training Based on CALLA Model in EFL and ESL Context. Íkala, Revista de Lenguaje y Cultura 16:1, pages 167-187.
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Tristan E. Johnson, Thomas N. Archibald & Gershon Tenenbaum. (2010) Individual and team annotation effects on students’ reading comprehension, critical thinking, and meta-cognitive skills. Computers in Human Behavior 26:6, pages 1496-1507.
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L. Brent IgoKenneth A. Kiewra & Roger Bruning. (2008) Individual Differences and Intervention Flaws. Journal of Mixed Methods Research 2:2, pages 149-168.
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Detlev Leutner, Claudia Leopold & Viola den Elzen-Rump. (2007) Self-Regulated Learning with a Text-Highlighting Strategy. Zeitschrift für Psychologie / Journal of Psychology 215:3, pages 174-182.
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Ed H. Chi, Michelle Gumbrecht & Lichan Hong. 2007. Human-Computer Interaction. HCI Intelligent Multimodal Interaction Environments. Human-Computer Interaction. HCI Intelligent Multimodal Interaction Environments
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L. Brent Igo, Paul J. Riccomini, Roger H. Bruning & Ginger G. Pope. (2016) How Should Middle-School Students with LD Approach Online Note Taking? A Mixed-Methods Study. Learning Disability Quarterly 29:2, pages 89-100.
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L. Brent Igo, Roger Bruning & Matthew T. McCrudden. (2005) Exploring Differences in Students' Copy-and-Paste Decision Making and Processing: A Mixed-Methods Study.. Journal of Educational Psychology 97:1, pages 103-116.
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James J. Forest, Kevin Del Ben & Stuart B. Toews. (2016) Agreement among Readers on What is Relevant in Self-Help Psychology Books. Psychological Reports 93:3, pages 929-939.
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JAMES J. FOREST. (2003) AGREEMENT AMONG READERS ON WHT IS RELEVANT IN SELF-HELP PSYCHOLOGY BOOKS. Psychological Reports 93:7, pages 929.
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Michael Newman, Mireia Trenchs-Parera & Mercè Pujol. (2003) Core academic literacy principles versus culture-specific practices: a multi-case study of academic achievement. English for Specific Purposes 22:1, pages 45-71.
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Allyson Fiona Hadwin & Philip H. Winne. (1996) Study Strategies Have Meager Support: A Review with Recommendations for Implementation. The Journal of Higher Education 67:6, pages 692.
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Carrie A. McKeague & Francis J. Di Vesta. (1996) Strategy orientations, learner activity, and learning outcomes: Implications for instructional support of learning. Educational Technology Research and Development 44:2, pages 29-42.
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Warren Binford. (2014) How to Be the World's Best Law Professor. SSRN Electronic Journal.
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