| 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 | 2513 | 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 | 2436 | 2004 |
| Handbook of Latent Semantic Analysis T Landauer, D McNamara, S Dennis, W Kintsch Lawrence Erlbaum Associates, 2007 | 1519 | 2007 |
| Learning from texts: Effects of prior knowledge and text coherence DS McNamara, W Kintsch Discourse processes 22 (3), 247-288, 1996 | 1509 | 1996 |
| Automated evaluation of text and discourse with Coh-Metrix DS McNamara, AC Graesser, PM McCarthy, Z Cai Cambridge University Press, 2014 | 1482 | 2014 |
| Toward a comprehensive model of comprehension DS McNamara, J Magliano Psychology of learning and motivation 51, 297-384, 2009 | 1465 | 2009 |
| Reading comprehension strategies: Theories, interventions, and technologies DS McNamara Psychology Press, 2007 | 1463* | 2007 |
| Coh-Metrix: Providing multilevel analyses of text characteristics AC Graesser, DS McNamara, JM Kulikowich Educational researcher 40 (5), 223-234, 2011 | 1000 | 2011 |
| SERT: Self-explanation reading training DS McNamara Discourse processes 38 (1), 1-30, 2004 | 923 | 2004 |
| Linguistic features of writing quality DS McNamara, SA Crossley, PM McCarthy Written communication 27 (1), 57-86, 2010 | 888 | 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 | 738 | 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 | 698 | 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 | 655 | 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 | 608 | 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 | 572 | 2007 |
| Coh-Metrix: Capturing linguistic features of cohesion DS McNamara, MM Louwerse, PM McCarthy, AC Graesser Discourse Processes 47 (4), 292-330, 2010 | 524 | 2010 |
| 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 | 523 | 2004 |
| Working memory capacity and strategy use DS McNamara, JL Scott Memory & cognition 29 (1), 10-17, 2001 | 520 | 2001 |
| Scaffolding deep comprehension strategies through Point&Query, AutoTutor, and iSTART AC Graesser, DS McNamara, K VanLehn Educational psychologist 40 (4), 225-234, 2005 | 507 | 2005 |
| 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 | 505 | 2007 |
Scott Andrew CrossleyPsychology/Data Science Institute, Vanderbilt UniversityVerified email at vanderbilt.edu
