Article published in:
Text features which enable cognitive strategies during text comprehension
Edited by Herre van Oostendorp
[Information Design Journal 14:1] 2006
► pp. 4555
Cited by

Cited by 12 other publications

Akyel, Ayse & Gülcan Erçetin
2009. Hypermedia reading strategies employed by advanced learners of English. System 37:1  pp. 136 ff. Crossref logo
Burin, Debora I., Natalia Irrazabal, Irene Injoque Ricle, Gaston Saux & Juan Pablo Barreyro
2018. Self-reported internet skills, previous knowledge and working memory in text comprehension in E-learning. International Journal of Educational Technology in Higher Education 15:1 Crossref logo
Butcher, Kirsten R. & Walter Kintsch
2012.  In Handbook of Psychology, Second Edition, Crossref logo
Erçetin, Gülcan
2010. Effects of topic interest and prior knowledge on text recall and annotation use in reading a hypermedia text in the L2. ReCALL 22:2  pp. 228 ff. Crossref logo
Ignacio Madrid, R., Herre Van Oostendorp & Mari Carmen Puerta Melguizo
2009. The effects of the number of links and navigation support on cognitive load and learning with hypertext: The mediating role of reading order. Computers in Human Behavior 25:1  pp. 66 ff. Crossref logo
List, Alexandra & Patricia A. Alexander
2017. Cognitive Affective Engagement Model of Multiple Source Use. Educational Psychologist 52:3  pp. 182 ff. Crossref logo
List, Alexandra & Patricia A. Alexander
2019. Toward an Integrated Framework of Multiple Text Use. Educational Psychologist 54:1  pp. 20 ff. Crossref logo
List, Alexandra, Emily M. Grossnickle & Patricia A. Alexander
2016. Profiling Students’ Multiple Source Use by Question Type. Reading Psychology 37:5  pp. 753 ff. Crossref logo
Moos, Daniel C. & Elizabeth Marroquin
2010. Multimedia, hypermedia, and hypertext: Motivation considered and reconsidered. Computers in Human Behavior 26:3  pp. 265 ff. Crossref logo
Sullivan, Sarah A. & Sadhana Puntambekar
2015. Learning with digital texts: Exploring the impact of prior domain knowledge and reading comprehension ability on navigation and learning outcomes. Computers in Human Behavior 50  pp. 299 ff. Crossref logo
Verezub, Elena, Hua Wang & Jeremy Glover
2014.  In Handbook of Research on Transnational Higher Education [Advances in Higher Education and Professional Development, ],  pp. 419 ff. Crossref logo
Wu, J-Y.
2014. Gender differences in online reading engagement, metacognitive strategies, navigation skills and reading literacy. Journal of Computer Assisted Learning 30:3  pp. 252 ff. Crossref logo

This list is based on CrossRef data as of 28 august 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.