Danielle McNamara

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Scott Andrew CrossleySpecial Education/Data Science Institute, Vanderbilt UniversityVerified email at vanderbilt.edu
GraesserProfessor of Psychology and Institute for Intelligent Systems, University of MemphisVerified email at memphis.edu
Laura AllenUniversity of MinnesotaVerified email at umn.edu
Philip McCarthyAmerican University of SharjahVerified email at aus.edu
Mihai DascaluProfessor, University Politehnica of Bucharest; Academy of Romanian ScientistsVerified email at upb.ro
Rod RoscoeAssociate Professor, Human Systems Engineering, Arizona State UniversityVerified email at asu.edu
Max LouwerseProfessor Cognitive Psychology and Artificial Intelligence, Tilburg UniversityVerified email at uvt.nl
Tanner JacksonEducational Testing Services, Senior Director of ResearchVerified email at ets.org
Magliano, JosephGeorgia State UniversityVerified email at gsu.edu
Erica SnowSRI InternationalVerified email at asu.edu
Zhiqiang CaiUW-MadisonVerified email at wisc.edu
Kathryn S. McCarthyGeorgia State UniversityVerified email at gsu.edu
Tenaha O'ReillyEducational testing ServiceVerified email at ets.org
Yasuhiro Ozuruuniversity of alaska anchorage Verified email at uaa.alaska.edu
Matthew E. JacovinaArizona State UniversityVerified email at asu.edu
Stefan Trausan-MatuProf. Univ. Politehnica of Bucharest; Research Inst. for AI; Academy of Romanian ScientistsVerified email at cs.pub.ro
Chutima Boonthum-DeneckeProfessor of Computer Science, Hampton UniversityVerified email at hamptonu.edu
Renu BalyanSUNY Old WestburyVerified email at oldwestbury.edu
Kristopher KyleAssociate Professor, Linguistics, University of OregonVerified email at uoregon.edu
Nicholas DuranAssociate Professor; School of Social and Behavioral Sciences, Arizona State UniversityVerified email at asu.edu

Danielle McNamara

Arizona State University

Verified email at asu.edu - Homepage

learning engineering educational technologies artificial intelligence in education learning@scale


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Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text DS McNamara, E Kintsch, NB Songer, W Kintsch Cognition and instruction 14 (1), 1-43, 1996	2423	1996
Coh-Metrix: Analysis of text on cohesion and language AC Graesser, DS McNamara, MM Louwerse, Z Cai Behavior research methods, instruments, & computers 36 (2), 193-202, 2004	2246	2004
Learning from texts: Effects of prior knowledge and text coherence DS McNamara, W Kintsch Discourse processes 22 (3), 247-288, 1996	1444	1996
Handbook of Latent Semantic Analysis T Landauer, D McNamara, S Dennis, W Kintsch Lawrence Erlbaum Associates, 2007	1431	2007
Reading comprehension strategies: Theories, interventions, and technologies DS McNamara Lawrence Erlbaum Associates, 2007	1344*	2007
Toward a comprehensive model of comprehension DS McNamara, J Magliano Psychology of learning and motivation 51, 297-384, 2009	1295	2009
Automated evaluation of text and discourse with Coh-Metrix DS McNamara, AC Graesser, PM McCarthy, Z Cai Cambridge University Press, 2014	1266	2014
Coh-Metrix: Providing multilevel analyses of text characteristics AC Graesser, DS McNamara, JM Kulikowich Educational researcher 40 (5), 223-234, 2011	906	2011
SERT: Self-explanation reading training DS McNamara Discourse processes 38 (1), 1-30, 2004	884	2004
Linguistic features of writing quality DS McNamara, SA Crossley, PM McCarthy Written communication 27 (1), 57-86, 2010	780	2010
Prior knowledge, reading skill, and text cohesion in the comprehension of science texts Y Ozuru, K Dempsey, DS McNamara Learning and instruction 19 (3), 228-242, 2009	686	2009
Differential competencies contributing to children's comprehension of narrative and expository texts RM Best, RG Floyd, DS McNamara Reading psychology 29 (2), 137-164, 2008	644	2008
Reading both high-coherence and low-coherence texts: Effects of text sequence and prior knowledge. DS McNamara Canadian Journal of Experimental Psychology/Revue canadienne de psychologie …, 2001	614	2001
What do readers need to learn in order to process coherence relations in narrative and expository text AC Graesser, DS McNamara, MM Louwerse Rethinking reading comprehension 82, 98, 2003	569	2003
A linguistic analysis of simplified and authentic texts SA Crossley, MM Louwerse, PM McCarthy, DS McNamara The Modern Language Journal 91 (1), 15-30, 2007	540	2007
The impact of science knowledge, reading skill, and reading strategy knowledge on more traditional “high-stakes” measures of high school students’ science achievement T O’Reilly, DS McNamara American educational research journal 44 (1), 161-196, 2007	527	2007
iSTART: Interactive strategy training for active reading and thinking DS McNamara, IB Levinstein, C Boonthum Behavior Research Methods, Instruments, & Computers 36 (2), 222-233, 2004	504	2004
Working memory capacity and strategy use DS McNamara, JL Scott Memory & cognition 29, 10-17, 2001	495	2001
Coh-Metrix: Capturing linguistic features of cohesion DS McNamara, MM Louwerse, PM McCarthy, AC Graesser Discourse Processes 47 (4), 292-330, 2010	476	2010
Scaffolding deep comprehension strategies through Point&Query, AutoTutor, and iSTART AC Graesser, DS McNamara, K VanLehn Educational psychologist 40 (4), 225-234, 2005	474	2005

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