Article published In:
Text features which enable cognitive strategies during text comprehension
Edited by Herre van Oostendorp
[Information Design Journal 14:1] 2006
► pp. 5667
Cited by

Cited by 20 other publications

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Bråten, Ivar
2008. Personal Epistemology, Understanding of Multiple Texts, and Learning Within Internet Technologies. In Knowing, Knowledge and Beliefs,  pp. 351 ff. DOI logo
Bråten, Ivar, M. Anne Britt, Helge I. Strømsø & Jean-François Rouet
2011. The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model. Educational Psychologist 46:1  pp. 48 ff. DOI logo
Bråten, Ivar & Helge I. Strømsø
2009. Effects of Task Instruction and Personal Epistemology on the Understanding of Multiple Texts About Climate Change. Discourse Processes 47:1  pp. 1 ff. DOI logo
Bråten, Ivar & Helge I. Strømsø
2010. When law students read multiple documents about global warming: examining the role of topic-specific beliefs about the nature of knowledge and knowing. Instructional Science 38:6  pp. 635 ff. DOI logo
Butterfuss, Reese & Panayiota Kendeou
2021. KReC-MD: Knowledge Revision with Multiple Documents. Educational Psychology Review 33:4  pp. 1475 ff. DOI logo
Gil, Laura, Ivar Bråten, Eduardo Vidal-Abarca & Helge I. Strømsø
2010. Summary versus argument tasks when working with multiple documents: Which is better for whom?. Contemporary Educational Psychology 35:3  pp. 157 ff. DOI logo
Graesser, Arthur C., Haiying Li & Shi Feng
2015. Constructing inferences in naturalistic reading contexts. In Inferences during Reading,  pp. 290 ff. DOI logo
Hofer, Barbara K.
2008. Personal Epistemology and Culture. In Knowing, Knowledge and Beliefs,  pp. 3 ff. DOI logo
Karimi, Mohammad Nabi
2015. L2 multiple-documents comprehension: Exploring the contributions of L1 reading ability and strategic processing. System 52  pp. 14 ff. DOI logo
Karimi, Mohammad Nabi
2018. Prior topical knowledge and L2 proficiency as determinants of strategic processing in English for Academic Purposes multi-texts comprehension. Innovation in Language Learning and Teaching 12:3  pp. 235 ff. DOI logo
Kienhues, Dorothe & Rainer Bromme
2011. Beliefs About Abilities and Epistemic Beliefs: Aspects of Cognitive Flexibility in Information-Rich Environments. In Links Between Beliefs and Cognitive Flexibility,  pp. 105 ff. DOI logo
Lehmann, Thomas
2022. Student teachers’ knowledge integration across conceptual borders: the role of study approaches, learning strategies, beliefs, and motivation. European Journal of Psychology of Education 37:4  pp. 1189 ff. DOI logo
Mahlow, Nina, Carolin Hahnel, Ulf Kroehne, Cordula Artelt, Frank Goldhammer & Cornelia Schoor
2022. The role of domain-related epistemic beliefs for mastering cognitive requirements in multiple document comprehension. Learning and Individual Differences 94  pp. 102116 ff. DOI logo
McCarthy, Kathryn S.
2015. Reading beyond the lines. Scientific Study of Literature 5:1  pp. 99 ff. DOI logo
Monte-Sano, Chauncey
2011. Beyond Reading Comprehension and Summary: Learning to Read and Write in History by Focusing on Evidence, Perspective, and Interpretation. Curriculum Inquiry 41:2  pp. 212 ff. DOI logo
Salmerón, Ladislao, Laura Gil, Ivar Bråten & Helge Strømsø
2010. Comprehension effects of signalling relationships between documents in search engines. Computers in Human Behavior 26:3  pp. 419 ff. DOI logo
Samuelstuen, Marit S. & Ivar Bråten
2007. Examining the validity of self‐reports on scales measuring students' strategic processing. British Journal of Educational Psychology 77:2  pp. 351 ff. DOI logo
Strømsø, H.I. & I. Bråten
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Strømsø, Helge Ivar & Ivar Bråten
2009. Beliefs about knowledge and knowing and multiple‐text comprehension among upper secondary students. Educational Psychology 29:4  pp. 425 ff. DOI logo

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