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
Stefan Trausan-MatuProf. Univ. Politehnica of Bucharest; Research Inst. for AI; Academy of Romanian ScientistsVerified email at cs.pub.ro
Matthew E. JacovinaArizona State UniversityVerified email at asu.edu
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 literacy


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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	2358	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	2133	2004
Learning from texts: Effects of prior knowledge and text coherence DS McNamara, W Kintsch Discourse processes 22 (3), 247-288, 1996	1411	1996
Handbook of Latent Semantic Analysis T Landauer, D McNamara, S Dennis, W Kintsch Lawrence Erlbaum Associates, 2007	1380*	2007
Reading comprehension strategies: Theories, interventions, and technologies DS McNamara Psychology Press, 2007	1303*	2007
Toward a comprehensive model of comprehension DS McNamara, J Magliano Psychology of learning and motivation 51, 297-384, 2009	1206	2009
Automated evaluation of text and discourse with Coh-Metrix DS McNamara, AC Graesser, PM McCarthy, Z Cai Cambridge University Press, 2014	1157	2014
Coh-Metrix: Providing multilevel analyses of text characteristics AC Graesser, DS McNamara, JM Kulikowich Educational researcher 40 (5), 223-234, 2011	869	2011
SERT: Self-explanation reading training DS McNamara Discourse processes 38 (1), 1-30, 2004	863	2004
Linguistic features of writing quality DS McNamara, SA Crossley, PM McCarthy Written communication 27 (1), 57-86, 2010	750	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	654	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	625	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	605	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	544	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	522	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	508	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	494	2004
Working memory capacity and strategy use DS McNamara, JL Scott Memory & cognition 29, 10-17, 2001	478	2001
Scaffolding deep comprehension strategies through Point&Query, AutoTutor, and iSTART AC Graesser, DS McNamara, K VanLehn Educational psychologist 40 (4), 225-234, 2005	464	2005
Coh-Metrix: Capturing linguistic features of cohesion DS McNamara, MM Louwerse, PM McCarthy, AC Graesser Discourse Processes 47 (4), 292-330, 2010	455	2010

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