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Original Articles

Summary Street: Interactive Computer Support for Writing

Pages 333-362 | Published online: 07 Jun 2010

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Lena Hildenbrand, Lamorej Roberts & Jennifer Wiley. (2023) Testing the independent effects of refutations and summaries on understanding. Discourse Processes 60:4-5, pages 320-336.
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Min Kyu Kim, Cassandra J. Gaul, Crystal N. Bundrage & Reeny J. Madathany. (2023) Technology supported reading comprehension: a design research of the student mental model analyzer for research and teaching (SMART) technology. Interactive Learning Environments 31:3, pages 1377-1401.
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Min Kyu Kim, Nam Ju Kim & Ali Heidari. (2022) Learner experience in artificial intelligence-scaffolded argumentation. Assessment & Evaluation in Higher Education 47:8, pages 1301-1316.
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Danielle S. McNamara & Panayiota Kendeou. (2022) The early automated writing evaluation (eAWE) framework. Assessment in Education: Principles, Policy & Practice 29:2, pages 150-182.
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Qing-Ke Fu, Di Zou, Haoran Xie & Gary Cheng. (2022) A review of AWE feedback: types, learning outcomes, and implications. Computer Assisted Language Learning 0:0, pages 1-43.
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David Soares & Kevin Woods. (2020) An international systematic literature review of test anxiety interventions 2011–2018. Pastoral Care in Education 38:4, pages 311-334.
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Claudia Leopold, Annette Brückner & Stephan Dutke. (2019) Summarizing as a Strategy for Science Text Comprehension: Text-Based Versus Content-Based Processing. Discourse Processes 56:8, pages 728-747.
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José Á. Martínez-Huertas, Olga Jastrzebska, Ricardo Olmos & José A. León. (2019) Automated summary evaluation with inbuilt rubric method: An alternative to constructed responses and multiple-choice tests assessments. Assessment & Evaluation in Higher Education 44:7, pages 1029-1041.
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Adrian Simpson. (2017) The misdirection of public policy: comparing and combining standardised effect sizes. Journal of Education Policy 32:4, pages 450-466.
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Rustam Shadiev, Wu-Yuin Hwang, Yueh-Min Huang & Chia-Ju Liu. (2016) Investigating applications of speech-to-text recognition technology for a face-to-face seminar to assist learning of non-native English-speaking participants. Technology, Pedagogy and Education 25:1, pages 119-134.
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Laura Gil, Ivar Bråten, Eduardo Vidal-Abarca & HelgeI. Str⊘ms⊘. (2010) Understanding and Integrating Multiple Science Texts: Summary Tasks are Sometimes Better Than Argument Tasks. Reading Psychology 31:1, pages 30-68.
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Lovell Meridith & Phillips Linda. (2009) Commercial Software Programs Approved for Teaching Reading and Writing in the Primary Grades. Journal of Research on Technology in Education 42:2, pages 197-216.
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ThomasK. Landauer, KarenE. Lochbaum & Scott Dooley. (2009) A New Formative Assessment Technology for Reading and Writing. Theory Into Practice 48:1, pages 44-52.
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Articles from other publishers (92)

Danielle S. McNamara, Micah Watanabe, Linh Huynh, Kathryn S. McCarthy, Laura K. Allen & Joseph P. Magliano. (2024) Summarizing versus rereading multiple documents. Contemporary Educational Psychology 76, pages 102238.
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Thorben Jansen, Jennifer Meyer, Johanna Fleckenstein, Andrea Horbach, Stefan Keller & Jens Möller. (2024) Individualizing goal-setting interventions using automated writing evaluation to support secondary school students’ text revisions. Learning and Instruction 89, pages 101847.
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Wei-Yan Li, Kevin Kau & Yi-Jiun Shiung. (2023) Pedagogic Exploration Into Adapting Automated Writing Evaluation and Peer Review Integrated Feedback Into Large-Sized University Writing Classes. SAGE Open 13:4.
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Veronika Barkela, Lukas Schmitt & Miriam Leuchter. (2023) The impact of cognitive and motivational resources on engagement with automated formative feedback. Contemporary Educational Psychology 75, pages 102234.
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John Sabatini, Arthur C. Graesser, John Hollander & Tenaha O'Reilly. (2023) A framework of literacy development and how AI can transform theory and practice . British Journal of Educational Technology 54:5, pages 1174-1203.
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Johanna Fleckenstein, Lucas W. Liebenow & Jennifer Meyer. (2023) Automated feedback and writing: a multi-level meta-analysis of effects on students' performance. Frontiers in Artificial Intelligence 6.
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Ying Fang, Tong Li, Linh Huynh, Katerina Christhilf, Rod D. Roscoe & Danielle S. McNamara. (2023) Stealth Literacy Assessments via Educational Games. Computers 12:7, pages 130.
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Rui Li. (2022) Still a fallible tool? Revisiting effects of automated writing evaluation from activity theory perspective. British Journal of Educational Technology 54:3, pages 773-789.
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Ayse Taskiran, Mujgan Yazici & Irem Erdem Aydin. (2022) Contribution of automated feedback to the English writing competence of distance foreign language learners. E-Learning and Digital Media, pages 204275302211395.
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Tricia A. Guerrero, Thomas D. Griffin & Jennifer Wiley. (2021) I think I was wrong: The effect of making experimental predictions when learning about theories from psychology textbook excerpts. Metacognition and Learning 17:2, pages 337-373.
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Andreia Nunes, Carolina Cordeiro, Teresa Limpo & São Luís Castro. (2021) Effectiveness of automated writing evaluation systems in school settings: A systematic review of studies from 2000 to 2020. Journal of Computer Assisted Learning 38:2, pages 599-620.
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José Ángel Martínez-Huertas, Ricardo Olmos, Guillermo Jorge-Botana & José A. León. (2022) Distilling vector space model scores for the assessment of constructed responses with bifactor Inbuilt Rubric method and latent variables. Behavior Research Methods 54:5, pages 2579-2601.
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José Á. Martínez-Huertas, Ricardo Olmos & José A. León. (2021) Enhancing topic-detection in computerized assessments of constructed responses with distributional models of language. Expert Systems with Applications 185, pages 115621.
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Yue Huang & Joshua Wilson. (2021) Using automated feedback to develop writing proficiency. Computers and Composition 62, pages 102675.
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Claudia Finger-Kratochvil & Luciane Baretta. (2021) Leitores-experts e o processo de construção de representações mentais: analisando o texto, as ideias centrais e unidades menores de ideias. Revista Brasileira de Linguística Aplicada 21:3, pages 733-760.
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Min Kyu Kim & Kathryn S. McCarthy. (2020) Improving summary writing through formative feedback in a technology‐enhanced learning environment . Journal of Computer Assisted Learning 37:3, pages 684-704.
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Min Kyu Kim & Kathryn S. McCarthy. (2021) Using graph centrality as a global index to assess students’ mental model structure development during summary writing. Educational Technology Research and Development 69:2, pages 971-1002.
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Amy M. Johnson, Elizabeth L. Tighe, Matthew E. Jacovina, G. Tanner Jackson & Danielle S. McNamara. 2021. Research Anthology on Adult Education and the Development of Lifelong Learners. Research Anthology on Adult Education and the Development of Lifelong Learners 520 544 .
Ayse Taskiran & Mujgan Yazici. 2021. Motivation, Volition, and Engagement in Online Distance Learning. Motivation, Volition, and Engagement in Online Distance Learning 100 125 .
Esther Hellmann & Linnea C. Ehri. (2020) The impact of story grammar instruction and text difficulty on students’ skill in summarizing narratives. Written Language & Literacy Written Language and Literacy 23:1, pages 29-58.
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Kausalai Wijekumar, Andrea Beerwinkle, Debra McKeown, Shuai Zhang & R. Malatesha Joshi. (2020) The “GIST” of the reading comprehension problem in grades 4 and 5. Dyslexia 26:3, pages 323-340.
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Chiou Sheng Chew, Wen-Chi Vivian Wu, Norisma Idris, Er Fu Loh & Yan Piaw Chua. (2019) Enhancing Summary Writing of ESL Learners via a Theory-Based Online Tool: System Development and Evaluation. Journal of Educational Computing Research 58:2, pages 398-432.
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Elaine Lin Wang, Lindsay Clare Matsumura, Richard Correnti, Diane Litman, Haoran Zhang, Emily Howe, Ahmed Magooda & Rafael Quintana. (2020) eRevis(ing): Students’ revision of text evidence use in an automated writing evaluation system. Assessing Writing 44, pages 100449.
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Sevgi ÇALIŞIR ZENCİ. (2020) Öğretmen Adaylarının Metin Özetleme Stratejilerini Kullanım Tercihleri. Dil ve Edebiyat Araştırmaları/Journal of Language and Literature Studies.
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Diego Palma, Christian Soto, Mónica Veliz, Bernardo Riffo & Antonio Gutiérrez. 2020. Human Interaction and Emerging Technologies. Human Interaction and Emerging Technologies 509 515 .
Zoi A. Traga Philippakos & Noreen S. Moore. 2019. Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms. Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms 282 306 .
Kimberley Gomez, Louis M. Gomez, Benjamin Cooper, Maritza Lozano & Nicole Mancevice. (2016) Redressing Science Learning Through Supporting Language: The Biology Credit Recovery Course. Urban Education 54:10, pages 1489-1519.
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Fritz Günther, Luca Rinaldi & Marco Marelli. (2019) Vector-Space Models of Semantic Representation From a Cognitive Perspective: A Discussion of Common Misconceptions. Perspectives on Psychological Science 14:6, pages 1006-1033.
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Chiou Sheng Chew, Norisma Idris, Er Fu Loh, Wen‐Chi Vivian Wu, Yan Piaw Chua & Andrew Thomas Bimba. (2019) The effects of a theory‐based summary writing tool on students' summary writing. Journal of Computer Assisted Learning 35:3, pages 435-449.
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Jovita M. Vytasek, Alexandra Patzak & Philip H. Winne. (2019) Topic Development to Support Revision Feedback. Topic Development to Support Revision Feedback.
Corey Palermo & Margareta Maria Thomson. 2019. Educational Technology and the New World of Persistent Learning. Educational Technology and the New World of Persistent Learning 145 175 .
Scott A. Crossley, Minkyung Kim, Laura Allen & Danielle McNamara. 2019. Artificial Intelligence in Education. Artificial Intelligence in Education 84 95 .
Haiying Li, Zhiqiang Cai & Arthur C. Graesser. (2017) Computerized summary scoring: crowdsourcing-based latent semantic analysis. Behavior Research Methods 50:5, pages 2144-2161.
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Amy M. Johnson, Elizabeth L. Tighe, Matthew E. Jacovina, G. Tanner Jackson & Danielle S. McNamara. 2018. End-User Considerations in Educational Technology Design. End-User Considerations in Educational Technology Design 238 262 .
Chew Chiou Sheng, Norisma Idris, David Loh Er Fu, Mimihayu Md Yusof & Wan Effa Jaapar. (2018) Developing a Computer Assisted Summary Writing Learning Model. International Journal of Learning and Teaching, pages 94-101.
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Stefan Ruseti, Mihai Dascalu, Amy M. Johnson, Danielle S. McNamara, Renu Balyan, Kathryn S. McCarthy & Stefan Trausan-Matu. 2018. Intelligent Tutoring Systems. Intelligent Tutoring Systems 191 201 .
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Ming Liu, Yi Li, Weiwei Xu & Li Liu. (2017) Automated Essay Feedback Generation and Its Impact on Revision. IEEE Transactions on Learning Technologies 10:4, pages 502-513.
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Stephanie Abimbola Ajetunmobi & Olawande Daramola. (2017) Ontology-based information extraction for subject-focussed automatic essay evaluation. Ontology-based information extraction for subject-focussed automatic essay evaluation.
Yuchao Ji, Hercy N.H. Cheng, Calvin C.Y. Liao, Wang-Chen Chang & Xuan Deng. (2017) Applying Auction Mechanisms to Designing a Chinese Reading Games for Keyword Selection and Summary Writing. Applying Auction Mechanisms to Designing a Chinese Reading Games for Keyword Selection and Summary Writing.
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Eva Seifried, Wolfgang Lenhard & Birgit Spinath. (2016) Filtering Essays by Means of a Software Tool. Journal of Educational Computing Research 55:1, pages 26-45.
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장성민. (2016) Effects of Summary and Argument Essay Tasks on the Learning of Multiple Texts. Journal of Korean Language Education null:38, pages 143-191.
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Marie Stevenson. (2016) A Critical Interpretative Synthesis: The Integration of Automated Writing Evaluation into Classroom Writing Instruction. Computers and Composition 42, pages 1-16.
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Wilson Shun Yin Mok & Winnie Wai Lan Chan. (2016) How do tests and summary writing tasks enhance long-term retention of students with different levels of test anxiety?. Instructional Science 44:6, pages 567-581.
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Jean-François Rouet, Ludovic Le Bigot, Guillaume de Pereyra & M. Anne Britt. (2016) Whose story is this? Discrepancy triggers readers’ attention to source information in short narratives. Reading and Writing 29:8, pages 1549-1570.
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