References
- Alexander, P. A, & DRLRL. (2012). Reading into the future: Competence for the 21st century. Educational Psychologist, 47, 259–280. https://doi.org/https://doi.org/10.1080/00461520.2012.722511
- Beeckmans, R., Eyckmans, J., Janssens, V., Dufranne, M., & Van de Velde, H. (2001). Examining the Yes/No vocabulary test: Some methodological issues in theory and practice. Language Testing, 18(3), 235–274. https://doi.org/https://doi.org/10.1177/026553220101800301
- Blom-Hoffman, J., Leff, S. S., Franko, D. L., Weinstein, E., Beakley, K., & Power, T. J. (2009). Consent procedures and participation rates in school-based intervention and prevention research: Using a multi-component, partnership-based approach to recruit participants. School Mental Health, 1(1), 3–15. https://doi.org/https://doi.org/10.1007/s12310-008-9000-7
- Braasch, J. L. G., Bräten, I. & McCrudden, T. (Eds.) (2018). The handbook of multiple source use. Routledge/Taylor Francis.
- Braasch, J. L. G., Lawless, K. A., Goldman, S. R., Manning, F., Gomez, K. W., & MacLeod, S. (2009). Evaluating search results: An empirical analysis of middle school students’ use of source attributes to select useful sources. Journal of Educational Computing Research, 41(1), 63–82. https://doi.org/https://doi.org/10.2190/EC.41.1.c
- Bråten, I., Stadtler, M., & Salmerón, L. (2017). The role of sourcing in discourse comprehension. In M. F. Schober, D. N. Rapp, & M. A. Britt (Eds.), Handbook of discourse processes (2nd. ed., pp. 141–168). Routledge/Taylor Francis.
- Bråten, I., Strømsø, H. I., & Britt, M. A. (2009). Trust matters: Examining the role of source evaluation in students’ construction of meaning within and across multiple texts. Reading Research Quarterly, 44(1), 6–28. https://doi.org/https://doi.org/10.1598/RRQ.44.1.1
- Bråten, I., Strømsø, H. I., & Samuelstuen, M. S. (2008). Are sophisticated students always better? The role of topic-specific personal epistemology in the understanding of multiple expository texts. Contemporary Educational Psychology, 33(4), 814–840. https://doi.org/https://doi.org/10.1016/j.cedpsych.2008.02.001
- Britt, M. A., & Rouet, J. F. (2012). Learning with multiple documents: Component skills and their acquisition. In M. J. Lawson & J. R. Kirby (Eds.), The quality of learning: Dispositions, instruction, and mental structure (pp. 276–314). Cambridge University Press.
- Britt, M. A., Rouet, J.-F., & Durik, A. M. (2018). Literacy beyond text comprehension: A theory of purposeful reading. Routledge/Taylor Francis.
- Cronbach, L. J. (1960). Essentials of psychological testing (2nd ed.). Harper & Row.
- Dawis, R. V. (1987). Scale construction. Journal of Counseling Psychology, 34(4), 481–489. https://doi.org/https://doi.org/10.1037/0022-0167.34.4.481
- Glenberg, A. M., & Epstein, W. (1985). Calibration of comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11(4), 702–718. https://doi.org/https://doi.org/10.1037/0278-7393.11.1-4.702
- Goldman, S. R., Blair, A., & Burkett, C. M. (2018). Assessment of multiple resource comprehension and information problem solving. In J. L. G. Braasch, I. Bråten, & M. T. McCrudden (Eds.), Handbook of multiple source use (pp. 466–484). Routledge/Taylor Francis.
- Goldman, S. R., Britt, M. A., Brown, W., Cribb, G., George, M., Greenleaf, C., Lee, C. D., & Shanahan, C, & Project READI. (2016). Disciplinary literacies and learning to read for understanding: A conceptual framework for disciplinary literacy. Educational Psychologist, 51(2), 219–246. https://doi.org/https://doi.org/10.1080/00461520.2016.1168741
- Goldman, S. R., Lawless, K. A., Pellegrino, J. W., Braasch, J. L. G., Manning, F. H., & Gomez, K. (2012). A technology for assessing multiple source comprehension: An essential skill of the 21st century. In M. Mayrath, J. Clarke-Midura, & D. H. Robinson (Eds.). Technology-based assessments for 21st century skills: Theoretical and practical implications from modern research (pp. 171–207). Information Age Publishing.
- Goldman, S. R., & Scardamalia, M. (2013). Managing, understanding, applying, and creating knowledge in the information age: Next-generation challenges and opportunities. Cognition and Instruction, 31(2), 255–269. https://doi.org/https://doi.org/10.1080/10824669.2013.773217
- Graesser, A., & McNamara, D. (2010). Self-regulated learning in learning environments with pedagogical agents that interact in natural language. Educational Psychologist, 45(4), 234–244. https://doi.org/https://doi.org/10.1080/00461520.2010.515933
- Green, D. M., & Swets, J. A. (1966). Signal detection theory and psychophysics. Wiley.
- Greenwald, H. J., & O’Connell, S. M. (1970). Comparison of dichotomous and Likert formats. Psychological Reports, 27(2), 481–482. https://doi.org/https://doi.org/10.2466/pr0.1970.27.2.481
- Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge University Press.
- Lawless, K. A., Goldman, S. R., Gomez, K., Manning, F., & Braasch, J. (2012). Assessing multiple source comprehension through evidence centered design. In J. P. Sabatini, T. O’Reilly, & E. R. Albro (Eds.), Reaching an understanding: Innovations in how we view reading assessment (pp. 3–18). R & L Education.
- Le Bigot, L., & Rouet, J. F. (2007). The impact of presentation format, task assignment, and prior knowledge on students’ comprehension of multiple online documents. Journal of Literacy Research, 39(4), 445–470. https://doi.org/https://doi.org/10.1080/10862960701675317
- Macmillan, N. A., & Creelman, C. D. (2005). Signal detection theory: A user’s guide (2nd ed.). Lawrence Erlbaum Associates.
- Maier, J., & Richter, T. (2013). Text belief consistency effects in the comprehension of multiple texts with conflicting information. Cognition and Instruction, 31(2), 151–175. https://doi.org/https://doi.org/10.1080/07370008.2013.769997
- Maier, J., & Richter, T. (2014). Fostering multiple text comprehension: How metacognitive strategies and motivation moderate the text-belief consistency effect. Metacognition and Learning, 9(1), 51–74. https://doi.org/https://doi.org/10.1007/s11409-013-9111-x
- Myers, J. L., & O’Brien, E. J. (1998). Accessing the discourse representation during reading. Discourse Processes, 26(2–3), 131–157. https://doi.org/https://doi.org/10.1080/01638539809545042
- Perfetti, C. A., Rouet, J. F., & Britt, M. A. (1999). Toward a theory of documents representation. In H. van Oostendorp & S. R. Goldman (Eds.), The construction of mental representations during reading (pp. 99–122). Lawrence Erlbaum Associates, Inc.
- Pollack, I., & Hsieh, R. (1969). Sampling variability of the area under the ROC-curve and of d′e. Psychological Bulletin, 71(3), 161–595. https://doi.org/https://doi.org/10.1037/h0026862
- Rayner, K., Foorman, B., Perfetti, C. A., Pesetsky, D., & Seidenberg, M. S. (2002). How should reading be taught? Scientific American, 286(3), 84–91. https://doi.org/https://doi.org/10.1038/scientificamerican0302-84
- Rouet, J. F. (2006). The skills of document use: From text comprehension to web-based learning. Lawrence Erlbaum Associates.
- Rouet, J. F., & Britt, M. A. (2011). Relevance processes in multiple document comprehension. In M. T. McCrudden, J. P. Magliano, & G. Schraw (Eds.), Text relevance and learning from text (pp. 19–52). Information Age Publishing.
- Royer, J. M., Carlo, M. S., Dufresne, R., & Mestre, J. (1996). The assessment of levels of domain expertise while reading. Cognition and Instruction, 14(3), 373–408. https://doi.org/https://doi.org/10.1207/s1532690xci1403_4
- Royer, J. M., Hastings, C. N., & Hook, C. (1979). A sentence verification technique for measuring reading comprehension. Journal of Reading Behavior, 11(4), 355–363. https://doi.org/https://doi.org/10.1080/10862967909547341
- Royer, J. M., Sinatra, G. M. (1988). Using the sentence verification technique to assess storage and retrieval processes. https://apps.dtic.mil/dtic/tr/fulltext/u2/a201632.pdf.
- Spinney, R. (2000). City of big shoulders: A history of Chicago. Northern Illinois University Press.
- Stadtler, M., Scharrer, L., Brummernhenrich, B., & Bromme, R. (2013). Dealing with uncertainty: Readers’ memory for and use of conflicting information from science texts as function of presentation format and source expertise. Cognition and Instruction, 31(2), 130–150. https://doi.org/https://doi.org/10.1080/07370008.2013.769996
- Stadtler, M., Scharrer, L., Skodzik, T., & Bromme, R. (2014). Comprehending multiple documents on scientific controversies: Effects of reading goals and signaling rhetorical relationships. Discourse Processes, 51(1–2), 93–116. https://doi.org/https://doi.org/10.1080/0163853X.2013.855535
- Stanislaw, H., & Todorov, N. (1999). Calculation of signal detection theory measures. Behavior Research Methods, Instruments, & Computers: A Journal of the Psychonomic Society, Inc, 31(1), 137–149. https://doi.org/https://doi.org/10.3758/BF03207704
- Stöber, J., Dette, D. E., & Musch, J. (2002). Comparing continuous and dichotomous scoring of the balanced inventory of desirable responding. Journal of Personality Assessment, 78(2), 370–389. https://doi.org/https://doi.org/10.1207/S15327752JPA7802_10
- Strømsø, H. I., & Bråten, I. (2009). Beliefs about knowledge and knowing and multiple‐text comprehension among upper secondary students. Educational Psychology, 29(4), 425–445. https://doi.org/https://doi.org/10.1080/01443410903046864
- Strømsø, H. I., Bråten, I., & Britt, M. A. (2010). Reading multiple texts about climate change: The relationship between memory for sources and text comprehension. Learning and Instruction, 20(3), 192–204. https://doi.org/https://doi.org/10.1016/j.learninstruc.2009.02.001
- Tuckman, B. W. (1993). The essay test: A look at the advantages and disadvantages. NASSP Bulletin, 77(555), 20–26. https://doi.org/https://doi.org/10.1177/019263659307755504
- van den Broek, P., Young, M., Tzeng, Y., & Linderholm, T. (1999). The landscape model of reading: Inferences and the online construction of a memory representation. In H. van Oostendorp & S. R. Goldman (Eds.), The construction of mental representations during reading (pp. 71–98). Lawrence Erlbaum Associates.
- van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. Academic Press.
- VanSledright, B. (2002). Confronting history’s interpretive paradox while teaching fifth graders to investigate the past. American Educational Research Journal, 39(4), 1089–1115. https://doi.org/https://doi.org/10.3102/000283120390041089
- Walczyk, J. J. (1995). Testing a compensatory-encoding model. Reading Research Quarterly, 30(3), 396–408. https://doi.org/https://doi.org/10.2307/747623
- Wiley, J., & Voss, J. F. (1999). Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text. Journal of Educational Psychology, 91(2), 301–311. https://doi.org/https://doi.org/10.1037/0022-0663.91.2.301
- Wolfe, M. B., & Goldman, S. R. (2005). Relations between adolescents’ text processing and reasoning. Cognition and Instruction, 23(4), 467–502. https://doi.org/https://doi.org/10.1207/s1532690xci2304_2