Chapter published in:
Reading Comprehension in Educational Settings
Edited by José A. León and Inmaculada Escudero
[Studies in Written Language and Literacy 16] 2017
► pp. 29–62

Meaningful learning from texts

The construction of knowledge representations

| Leiden University, the Netherlands
| Leiden University, the Netherlands
| Leiden University, the Netherlands
This chapter describes how comprehension and meaningful learning processes are related. It explains how comprehension processes can contribute to meaningful learning and how knowledge representations in turn affect comprehension processes. Both passive and strategic reading processes are important in comprehending texts and constructing knowledge representations from texts. An overview is provided of reading strategies that are particularly effective improving learning from texts. It is suggested that consolidation and enrichment processes play an important role in effective learning strategies. Furthermore, the chapter describes reader and text characteristics that affect the process of constructing meaningful knowledge representations from texts. It concludes with a summary of ways to improve learning from texts.
Published online: 19 October 2017
https://doi.org/10.1075/swll.16.02bek
References

References

Adams, B. C., Bell, L. C., & Perfetti, C. A.
(1995) A trading relationship between reading skill and domain knowledge in children’s text comprehension. Discourse Processes, 20(3), 307–323. CrossrefGoogle Scholar
Afflerbach, P., & Cho, B. -Y.
(2009) Identifying and describing constructively responsive comprehension strategies in new and traditional forms of reading. In S. Israel & G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 69–90). Mahwah, NJ: Erlbaum Associates.Google Scholar
Albrecht, J. E., & O’Brien, E. J.
(1993) Updating a mental model: Maintaining both local and global coherence. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 1061–1070.Google Scholar
Amlund, J. T., Kardash, C. A., & Kulhavy, R. W.
(1986) Repetitive reading and recall of expository text. Reading Research Quarterly, 21(1), 49–58. CrossrefGoogle Scholar
Anderson, J. R., & Reder, L. M.
(1979) An elaborative processing explanation of depth of processing. In L. S. Cermak & F. I. M. Craik (Eds.), Levels of processing in human memory (pp. 385–403). Hillsdale, NJ: Erlbaum.Google Scholar
Anderson, R. C.
(1984) Role of the reader’s schema in comprehension, learning, and memory. In R. C. Anderson, J. Osborn, & R. J. Tierney (Eds.), Learning to read in American schools: Basal readers and content texts (pp. 243–257). Hillsdale, NJ: Erlbaum.Google Scholar
Anderson, R. C., & Pichert, J. W.
(1978) Recall of previously unrecallable information following a shift in perspective. Journal of Verbal Learning and Verbal Behavior, 17(1), 1–12. CrossrefGoogle Scholar
Barnett, S. M., & Ceci, S. J.
(2002) When and where do we apply what we learn?: A taxonomy for far transfer. Psychological Bulletin, 128(4), 612–637. CrossrefGoogle Scholar
Bartlett, F. C.
(1932) Remembering: A study in experimental and social psychology. Cambridge, England: Cambridge University Press.Google Scholar
Bauer, P. J.
(2013) Memory. In P. D. Zelazo (Ed.), Oxford handbook of developmental psychology. New York, NY: Oxford University Press. CrossrefGoogle Scholar
Bauer, P. J., Evren, G. O., Starr, R. M., & Pathman, T.
(2011) Equal learning does not result in equal remembering: The importance of post-encoding processes. Infancy, 16(6), 557–586. CrossrefGoogle Scholar
Bauer, P. J., King, J. E., Larkina, M., Varga, N. L., & White, E. A.
(2012) Characters and clues: Factors affecting children’s extension of knowledge through integration of separate episodes. Journal of Experimental Child Psychology, 111(4), 681–694. CrossrefGoogle Scholar
Bauer, P. J., & San Souci, P.
(2010) Going beyond the facts: Young children extend knowledge by integrating episodes. Journal of Experimental Child Psychology, 107(4), 452–465. CrossrefGoogle Scholar
Bauer, P. J., Varga, N. L., King, J. E., Nolen, A. M., & White, E. A.
(2013) Semantic elaboration through integration: Hints both facilitate and inform the process. Journal of Cognition and Development, 16(2), 351–369. CrossrefGoogle Scholar
Bean, T. W., & Steenwyk, F. L.
(1984) The effect of three forms of summarization instruction on sixth graders’ summary writing and comprehension. Journal of Literacy Research, 16(4), 297–306. CrossrefGoogle Scholar
Berkeley, S., Scruggs, T. E., & Mastropieri, M. A.
(2010) Reading comprehension instruction for students with learning disabilities, 1995–2006: A meta-analysis. Remedial and Special Education, 31(6), 423–436. CrossrefGoogle Scholar
Best, J. R., Miller, P. H., & Jones, L. L.
(2009) Executive functions after age 5: Changes and correlates. Developmental Review, 29(3), 180–200. CrossrefGoogle Scholar
Best, R. M., Rowe, M., Ozuru, Y., & McNamara, D. S.
(2005) Deep‐level comprehension of science texts: The role of the reader and the text. Topics in Language Disorders, 25(1), 65–83. CrossrefGoogle Scholar
Bjork, R. A.
(1975) Retrieval as a memory modifier. In R. L. Solso (Ed.), Information processing and cognition: The Loyola Symposium (pp. 123–144). Hillsdale, NJ: Erlbaum.Google Scholar
(1994) Institutional impediments to effective training. In D. Druckman & R. A. Bjork (Eds.), Learning, remembering, believing: Enhancing individual and team performance (pp. 295–306). Washington, DC: National Academy Press.Google Scholar
Bjorklund, D. F.
(1987) How age changes in knowledge base contribute to the development of children’s memory: An interpretive review. Developmental Review, 7(2), 93–130. CrossrefGoogle Scholar
Bloom, B. S.
(1956) Taxonomy of educational objectives: The classification of educational goals (1st ed.). Harlow, Essex, England: Longman Group.Google Scholar
Bolger, D. J., Balass, M., Landen, E., & Perfetti, C. A.
(2008) Context variation and definitions in learning the meanings of words: An instance-based learning approach. Discourse Processes, 45(2), 122–159. CrossrefGoogle Scholar
Borella, E., Carretti, B., & Pelegrina, S.
(2010) The specific role of inhibition in reading comprehension in good and poor comprehenders. Journal of Learning Disabilities, 43(6), 541–552. CrossrefGoogle Scholar
Braasch, J. L. G., Bråten, I., Strømsø, H. I., Anmarkrud, Ø., & Ferguson, L. E.
(2013) Promoting secondary school students’ evaluation of source features of multiple documents. Contemporary Educational Psychology, 38(3), 180–195. CrossrefGoogle Scholar
Bradshaw, G. L., & Anderson, J. R.
(1982) Elaborative encoding as an explanation of levels of processing. Journal of Verbal Learning and Verbal Behavior, 21(2), 165–174. CrossrefGoogle Scholar
Bransford, J. D., Brown, A. L., & Cocking, R. R.
(2000) Learning and transfer. In J. D. Bransford, A. L. Brown & R. R. Cocking (Eds.), How people learn: Brain, mind, experience and school (pp. 51–78). Washington DC: National Academy Press.Google Scholar
Bransford, J. D., & Johnson, M. K.
(1972) Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 11, 717–726. CrossrefGoogle Scholar
Bråten, I., Strømsø, H. I., & Britt, M. A.
(2009) Trust matters: Examining the role of source evaluation in students’ construction of meaning within and across multiple texts. Reading Research Quarterly, 44(1), 6–28. CrossrefGoogle Scholar
Brewer, W. F., & Treyens, J. C.
(1981) Role of schemata in memory for places. Cognitive Psychology, 13(2), 207–230. CrossrefGoogle Scholar
Britt, M. A., Perfetti, C. A., Sandak, R. I., & Rouet, J. -F.
(1999) Content integration and source separation in learning from multiple texts. In S. R. Goldman (Ed.), Essays in honor of Tom Trabasso (pp. 209–233). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Britt, M. A., & Rouet, J. -F.
(2012) Learning with multiple documents: Component skills and their acquisition. In M. J. Lawson & J. R. Kirby (Eds.), Enhancing the quality of learning: Dispositions, instruction, and learning processes (pp. 276–314). New York: Routeledge. CrossrefGoogle Scholar
Britton, B. K., & Gülgöz, S.
(1991) Using Kintsch’s computational model to improve instructional text: Effects of repairing inference calls on recall and cognitive structures. Journal of Educational Psychology, 83(3), 329. CrossrefGoogle Scholar
Britton, B. K., Stimson, M., Stennett, B., & Gülgöz, S.
(1998) Learning from instructional text: Test of an individual-differences model. Journal of Educational Psychology, 90(3), 476. CrossrefGoogle Scholar
Bromage, B. K., & Mayer, R. E.
(1986) Quantitative and qualitative effects of repetition on learning from technical text. Journal of Educational Psychology, 78(4), 271–278. CrossrefGoogle Scholar
Butler, A. C., Godbole, N., & Marsh, E. J.
(2013) Explanation feedback is better than correct answer feedback for promoting transfer of learning. Journal of Educational Psychology, 105(2), 290–298. CrossrefGoogle Scholar
Catrambone, R., & Holyoak, K. J.
(1989) Overcoming contextual limitations on problem-solving transfer. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15(6), 1147–1156.Google Scholar
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D.
(2006) Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380. CrossrefGoogle Scholar
Chan, L. K., Cole, P. G., & Barfett, S.
(1987) Comprehension monitoring: Detection and identification of text inconsistencies by LD and normal students. Learning Disability Quarterly, 10(2), 114–124. CrossrefGoogle Scholar
Chen, Z., & Daehler, M. W.
(2000) External and internal instantiation of abstract information facilitates transfer in insight problem solving. Contemporary Educational Psychology, 25(4), 423–449. CrossrefGoogle Scholar
Chen, Z., & Mo, L.
(2004) Schema induction in problem solving: A multidimensional analysis. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30(3), 583–600.Google Scholar
Chi, M. T. H.
(1976) Short-term memory limitations in children: Capacity or processing deficits? Memory & Cognition, 4(5), 559–572. CrossrefGoogle Scholar
(1978) Knowledge structures and memory development. In R. S. Siegler (Ed.), Children’s thinking: What develops? (pp. 73–96). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R.
(1989) Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13(2), 145–182. CrossrefGoogle Scholar
Chi, M. T. H., De Leeuw, N., Chiu, M. -H., & Lavancher, C.
(1994) Eliciting Self-Explanations Improves Understanding. Cognitive Science, 18(3), 439–477.Google Scholar
Chi, M. T. H., Glaser, R., & Rees, E.
(1982) Expertise in problem solving. In R. S. Sternberg (Ed.), Advances in the Psychology of Human Intelligence (pp. 1–75). Hillsdale, NJ: Erlbaum.Google Scholar
Chi, M. T. H., & Roscoe, R. D.
(2002) The processes and challenges of conceptual change. In M. Limón & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp. 3–27). Netherlands: Springer. CrossrefGoogle Scholar
Chi, M. T. H., & VanLehn, K. A.
(2012) Seeing deep structure from the interactions of surface features. Educational Psychologist, 47(3), 177–188. CrossrefGoogle Scholar
Collins, A. M., & Quillian, M. R.
(1969) Retrieval time from semantic memory. Journal of Verbal Learning and Verbal Behavior, 8(2), 240–247. CrossrefGoogle Scholar
Cook, A. E.
(2005) What have we been missing? The role of general world knowledge in discourse processing. Discourse Processes, 39(2–3), 265–278. CrossrefGoogle Scholar
Cook, A. E., Halleran, J. G., & O’Brien, E. J.
(1998) What is readily available during reading? A memory-based view of text processing. Discourse Processes, 26(2–3), 109–129. CrossrefGoogle Scholar
Craik, F. I. M., & Lockhart, R. S.
(1972) Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684. CrossrefGoogle Scholar
Day, S. B., & Goldstone, R. L.
(2012) The import of knowledge export: Connecting findings and theories of transfer of learning. Educational Psychologist, 47(3), 153–176. CrossrefGoogle Scholar
de Leeuw, L., Segers, E., & Verhoeven, L.
(2014) Context, task, and reader effects in children’s incidental word learning from text. International Journal of Disability, Development and Education, 61(3), 275–287. CrossrefGoogle Scholar
Diamond, A.
(2013) Executive functions. Annual Review of Psychology, 64, 135–168. CrossrefGoogle Scholar
DiSessa, A. A., Gillespie, N. M., & Esterly, J. B.
(2004) Coherence versus fragmentation in the development of the concept of force. Cognitive Science, 28(6), 843–900. CrossrefGoogle Scholar
DiSessa, A. A., & Wagner, J. F.
(2005) What coordination has to say about transfer. In J. Mestre (Ed.), Transfer of learning from a modern multi-disciplinary perspective (pp. 121–154). Greenwich, CT: Information Age Publishing.Google Scholar
Duke, N. K., & Pearson, P. D.
(2002) Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 205–242). Newark, DE: International Reading Association.Google Scholar
Elbro, C., & Buch-Iversen, I.
(2013) Activation of background knowledge for inference making: Effects on reading comprehension. Scientific Studies of Reading, 17(6), 435–452. CrossrefGoogle Scholar
Engle, R. A.
(2006) Framing interactions to foster generative learning: A situative explanation of transfer in a community of learners classroom. Journal of the Learning Sciences, 15(4), 451–498. CrossrefGoogle Scholar
Engle, R. A., Lam, D. P., Meyer, X. S., & Nix, S. E.
(2012) How does expansive framing promote transfer? Several proposed explanations and a research agenda for investigating them. Educational Psychologist, 47(3), 215–231. CrossrefGoogle Scholar
Englert, C. S., & Hiebert, E. H.
(1984) Children’s developing awareness of text structures in expository materials. Journal of Educational Psychology, 76(1), 65–74. CrossrefGoogle Scholar
Englert, C. S., & Thomas, C. C.
(1987) Sensitivity to Text Structure in Reading and Writing: A Comparison Between Learning Disabled and Non-Learning Disabled Students. Learning Disability Quarterly, 10(2), 93–105. CrossrefGoogle Scholar
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C.
(1993) The role of deliberate practice in the acquisition of expert performance. Psychological review, 100(3), 363–406. CrossrefGoogle Scholar
Fletcher, C. R., Chrysler, S. T., van den Broek, P., Deaton, J. A., & Bloom, C. P.
(1995) The role of co-occurrence, co-reference, and causality in the coherence of conjoined sentences. In R. F. Lorch & E. J. O’Brien (Eds.), Sources of coherence in reading (pp. 203–218). Hillsdale, NJ: Erlbaum.Google Scholar
Foster, T. E., Ardoin, S. P., & Binder, K. S.
(2013) Underlying changes in repeated reading: An eye movement study. School Psychology Review, 42(2), 140–156.Google Scholar
Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., Owen, R., . . . Jancek, D.
(2003) Explicitly teaching for transfer: Effects on third-grade students’ mathematical problem solving. Journal of Educational Psychology, 95(2), 293–305. CrossrefGoogle Scholar
Gajria, M., Jitendra, A. K., Sood, S., & Sacks, G.
(2007) Improving comprehension of expository text in students with LD: A research synthesis. Journal of Learning Disabilities, 40(3), 210–225. CrossrefGoogle Scholar
Garrod, S., Freudenthal, D., & Boyle, E.
(1994) The role of different types of anaphor in the on-line resolution of sentences in a discourse. Journal of Memory and Language, 33(1), 39–68. CrossrefGoogle Scholar
Gerrig, R. J., & McKoon, G.
(1998) The readiness is all: The functionality of memory‐based text processing. Discourse Processes, 26(2–3), 67–86. CrossrefGoogle Scholar
Gerrig, R. J., & O’Brien, E. J.
(2005) The scope of memory-based processing. Discourse Processes, 39(2–3), 225–242. CrossrefGoogle Scholar
Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S.
(2001) Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71(2), 279–320. CrossrefGoogle Scholar
Gick, M. L., & Holyoak, K. J.
(1980) Analogical problem solving. Cognitive Psychology, 12(3), 306–355. CrossrefGoogle Scholar
(1983) Schema induction and analogical transfer. Cognitive Psychology, 15(1), 1–38. CrossrefGoogle Scholar
Gilabert, R., Martínez, G., & Vidal-Abarca, E.
(2005) Some good texts are always better: Text revision to foster inferences of readers with high and low prior background knowledge. Learning and Instruction, 15(1), 45–68. CrossrefGoogle Scholar
Graesser, A. C., & Clark, L. C.
(1985) Structures and procedures of implicit knowledge. Norwood, NJ: Albex.Google Scholar
Graesser, A. C., McNamara, D. S., & VanLehn, K.
(2005) Scaffolding deep comprehension strategies through Point&Query, AutoTutor, and iSTART. Educational Psychologist, 40(4), 225–234. CrossrefGoogle Scholar
Graesser, A. C., Singer, M., & Trabasso, T.
(1994) Constructing inferences during narrative text comprehension. Psychological review, 101(3), 371. CrossrefGoogle Scholar
Hart, B., & Risley, T. R.
(1995) Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H. Brookes Publishing.Google Scholar
Hartman, D. K.
(1995) Eight readers reading: The intertextual links of proficient readers reading multiple passages. Reading Research Quarterly, 30(3), 520–561. CrossrefGoogle Scholar
Hirsch, E. D.
(2003) Reading comprehension requires knowledge – of words and the world. American Educator, 27(1), 10–13.Google Scholar
Hirshman, E., & Bjork, R. A.
(1988) The generation effect: Support for a two-factor theory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14(3), 484–494.Google Scholar
Huizinga, M., Dolan, C. V., & van der Molen, M. W.
(2006) Age-related change in executive function: Developmental trends and a latent variable analysis. Neuropsychologia, 44(11), 2017–2036. CrossrefGoogle Scholar
Kendeou, P., & O’Brien, E. J.
(2014) The Knowledge Revision Components (KReC) framework: Processes and mechanisms. In D. N. Rapp & J. L. G. Braasch (Eds.), Processing inaccurate information: Theoretical and applied perspectives from cognitive science and the educational sciences. Cambridge, MA: MIT Press.Google Scholar
Kendeou, P., Rapp, D. N., & van den Broek, P.
(2003) The influence of reader’s prior knowledge on text comprehension and learning from text. In R. Nata (Ed.), Progress in education (Vol. 13, pp. 189–209). New York, NY: Nova Science Publishers, Inc.Google Scholar
Kendeou, P., Smith, E. R., & O’Brien, E. J.
(2013) Updating during reading comprehension: Why causality matters. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39(3), 854–865.Google Scholar
Kendeou, P., & van den Broek, P.
(2007) The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts. Memory & Cognition, 35(7), 1567–1577. CrossrefGoogle Scholar
Kendeou, P., Walsh, E. K., Smith, E. R., & O’Brien, E. J.
(2014) Knowledge revision processes in refutation texts. Discourse Processes, 51(5–6), 374–397. CrossrefGoogle Scholar
Kieffer, M. J., Vukovic, R. K., & Berry, D.
(2013) Roles of attention shifting and inhibitory control in fourth-grade reading comprehension. Reading Research Quarterly, 48(4), 333–348. CrossrefGoogle Scholar
Kintsch, W.
(1980) Learning from text, levels of comprehension, or: Why anyone would read a story anyway. Poetics, 9(1), 87–98. CrossrefGoogle Scholar
(1988) The role of knowledge in discourse comprehension – a Construction Integration model. Psychological Review, 95(2), 163–182. CrossrefGoogle Scholar
Kirby, J. R., Cain, K., & White, B.
(2012) Deeper learning in reading comprehension. In J. R. Kirby & M. J. Lawson (Eds.), Enhancing the quality of learning: Dispositions, instruction, and learning processes. (pp. 315–338). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Klin, C. M., & Myers, J. L.
(1993) Reinstatement of causal information during reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19(3), 554.Google Scholar
Krathwohl, D. R.
(2002) A revision of bloom’s taxonomy: An overview. Theory Into Practice, 41(4), 212–218. CrossrefGoogle Scholar
Lenski, S. D.
(1998) Intertextual intentions: Making connections across texts. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 72(2), 74–80. CrossrefGoogle Scholar
Linderholm, T., Everson, M. G., van den Broek, P., Mischinski, M., Crittenden, A., & Samuels, J.
(2000) Effects of causal text revisions on more- and less-skilled readers’ comprehension of easy and difficult texts. Cognition and Instruction, 18(4), 525–556. CrossrefGoogle Scholar
Linderholm, T., Virtue, S., Tzeng, Y., & van den Broek, P.
(2004) Fluctuations in the availability of information during reading: Capturing cognitive processes using the Landscape Model. Discourse Processes, 37(2), 165–186. CrossrefGoogle Scholar
Lipson, M. Y.
(1982) Learning new information from text: The role of prior knowledge and reading ability. Journal of Literacy Research, 14(3), 243–261. CrossrefGoogle Scholar
Lobato, J.
(2006) Alternative perspectives on the transfer of learning: History, issues, and challenges for future research. Journal of the Learning Sciences, 15(4), 431–449. CrossrefGoogle Scholar
Locascio, G., Mahone, E. M., Eason, S. H., & Cutting, L. E.
(2010) Executive dysfunction among children with reading comprehension deficits. Journal of Learning Disabilities, 43, 441–454. CrossrefGoogle Scholar
Lorch Jr, R. F.
(2015) What about expository text? In E. J. O’Brien, A. E. Cook & R. F. Lorch Jr (Eds.), Inferences during reading. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Lorch Jr, R. F., & Lorch, E. P.
(1996) Effects of headings on text recall and summarization. Contemporary Educational Psychology, 21(3), 261–278. CrossrefGoogle Scholar
Lorch, R. F., Jr.
(1993) Integration of topic and subordinate information during reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 1071–1081.Google Scholar
Lorch, R. F., Jr., Lorch, E. P., & Klusewitz, M. A.
(1995) Effects of typographical cues on reading and recall of Text. Contemporary Educational Psychology, 20(1), 51–64. CrossrefGoogle Scholar
Lynch, J. S., van den Broek, P., Kremer, K. E., Kendeou, P., White, M. J., & Lorch, E. P.
(2008) The development of narrative comprehension and its relation to other early reading skills. Reading Psychology, 29(4), 327–365. CrossrefGoogle Scholar
Mandler, J. M., & Johnson, N. S.
(1977) Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 9, 111–151. CrossrefGoogle Scholar
Mayer, R. E.
(1983) Can you repeat that? Qualitative effects of repetition and advance organizers on learning from science prose. Journal of Educational Psychology, 75(1), 40–49. CrossrefGoogle Scholar
McKoon, G., Gerrig, R. J., & Greene, S. B.
(1996) Pronoun resolution without pronouns: some consequences of memory-based text processing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22(4), 919.Google Scholar
McMaster, K. L., van den Broek, P., Espin, C. A., White, M. J., Rapp, D. N., Kendeou, P., . . . Carlson, S.
(2012) Making the right connections: Differential effects of reading intervention for subgroups of comprehenders. Learning and Individual Differences, 22(1), 100–111. CrossrefGoogle Scholar
McNamara, D. S.
(2001) Reading both high-coherence and low-coherence texts: Effects of text sequence and prior knowledge. Canadian Journal of Experimental Psychology, 55(1), 51–62. CrossrefGoogle Scholar
(2007) Reading comprehension strategies: Theories, interventions, and technologies. Mahwah, NJ: Erlbaum.Google Scholar
McNamara, D. S., & Kintsch, E.
(1996) Learning from texts: Effects on prior knowledge and text coherence. Discourse Processes, 22, 247–288. CrossrefGoogle Scholar
McNamara, D. S., Kintsch, E., Songer, N. B., & Kintsch, W.
(1996) Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text. Cognition and Instruction, 14(1), 1–43. CrossrefGoogle Scholar
McNamara, D. S., & Magliano, J.
(2009) Toward a comprehensive model of comprehension. In B. Ross (Ed.), The psychology of learning and motivation (pp. 297–384). New York: Elsevier. CrossrefGoogle Scholar
McNamara, D. S., O’Reilly, T. P., Best, R. M., & Ozuru, Y.
(2006) Improving adolescent students’ reading comprehension with iSTART. Journal of Educational Computing Research, 34(2), 147–171. CrossrefGoogle Scholar
McRae, K., & Jones, M.
(2013) Semantic memory. In D. Reisberg (Ed.), The Oxford handbook of cognitive psychology (pp. 206–219). Oxford, UK: Oxford University Press.Google Scholar
Meyer, B. J. F., Brandt, D. M., & Bluth, G. J.
(1980) Use of top-level structure in text: Key for reading comprehension of ninth-grade students. Reading Research Quarterly, 72–103. CrossrefGoogle Scholar
Meyer, B. J. F., & Freedle, R. O.
(1984) Effects of discourse type on recall. American Educational Research Journal, 21(1), 121–143. CrossrefGoogle Scholar
Meyer, B. J. F., & Poon, L. W.
(2001) Effects of structure strategy training and signaling on recall of text. Journal of Educational Psychology, 93(1), 141–159. CrossrefGoogle Scholar
Meyer, B. J. F., & Ray, M. N.
(2011) Structure strategy interventions: Increasing reading comprehension of expository text. International Electronic Journal of Elementary Education, 4(1), 127–152.Google Scholar
Miller, J. R., & Kintsch, W.
(1980) Readability and recall of short prose passages: A theoretical analysis. Journal of Experimental Psychology: Human Learning and Memory, 6(4), 335–354.Google Scholar
Morris, C. D., Stein, B. S., & Bransford, J. D.
(1979) Prerequisites for the utilization of knowledge in the recall of prose passages. Journal of Experimental Psychology: Human Learning and Memory, 5(3), 253–261.Google Scholar
Myers, J. L., & O’Brien, E. J.
(1998a) Accessing the discourse representation during reading. Discourse Processes, 26, 131–157. CrossrefGoogle Scholar
(1998b) Accessing the discourse representation during reading. Discourse Processes, 26(2–3), 131–157. CrossrefGoogle Scholar
Nagy, W. E., Herman, P. A., & Anderson, R. C.
(1985) Learning words from context. Reading Research Quarterly, 20(2), 233–253. CrossrefGoogle Scholar
Newell, A., & Rosenbloom, P. S.
(1981) Mechanisms of skill acquisition and the law of practice. In J. R. Anderson (Ed.), Cognitive skills and their acquisition (pp. 1–55). Hillsdale, NJ: ErlbaumGoogle Scholar
Newell, A., & Simon, H. A.
(1972) Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Noordman, L. G. M., & Vonk, W.
(1992) Readers’ knowledge and the control of inferences in reading. Language and Cognitive Processes, 7(3–4), 373–391. CrossrefGoogle Scholar
Novak, J. D.
(1990) Concept maps and Vee diagrams: Two metacognitive tools to facilitate meaningful learning. Instructional Science, 19(1), 29–52. CrossrefGoogle Scholar
O’Brien, E. J.
(1987) Antecedent search processes and the structure of text. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13(2), 278.Google Scholar
(1995) Automatic components of discourse comprehension. In R. F. Lorch Jr. & E. J. O’Brien (Eds.), Sources of coherence in reading (pp. 159–176). Hillsdale, NJ: Erlbaum.Google Scholar
O’Brien, E. J., Albrecht, J. E., Hakala, C. M., & Rizzella, M. L.
(1995a) Activation and suppression of antecedents during reinstatement. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(3), 626–634.Google Scholar
(1995b) Activation and suppression of antecedents during reinstatement. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(3), 626.Google Scholar
O’Brien, E. J., Duffy, S. A., & Myers, J. L.
(1986) Anaphoric inference during reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 12(3), 346.Google Scholar
O’Brien, E. J., & Myers, J. L.
(1987) The role of causal connections in the retrieval of text. Memory & Cognition, 15(5), 419–427. CrossrefGoogle Scholar
(1999) Text comprehension: A view from the bottom-up. In S. R. Goldman, A. C. Graesser & P. W. van den Broek (Eds.), Narrative comprehension, causality, and coherence: Essays in honor of Tom Trabasso (pp. 35–53). Mahwah, NJ: LEA.Google Scholar
O’Brien, E. J., Plewes, P. S., & Albrecht, J. E.
(1990) Antecedent retrieval processes. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16(2), 241.Google Scholar
O’Brien, E. J., Raney, G. E., Albrecht, J. E., & Rayner, K.
(1997) Processes involved in the resolution of explicit anaphors. Discourse Processes, 23(1), 1–24. CrossrefGoogle Scholar
O’Brien, E. J., Rizzella, M. L., Albrecht, J. E., & Halleran, J. G.
(1998) Updating a mental model: A memory-based text processing view. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 1200–1210.Google Scholar
O’Reilly, T., & McNamara, D. S.
(2007a) Reversing the Reverse Cohesion Effect: Good Texts Can Be Better for Strategic, High-Knowledge Readers. Discourse Processes, 43(2), 121–152. CrossrefGoogle Scholar
(2007b) The impact of science knowledge, reading skill, and reading strategy knowledge on more traditional “high-stakes” measures of high school students’ science achievement. American Educational Research Journal, 44(1), 161–196. CrossrefGoogle Scholar
Oakhill, J., & Cain, K.
(2012) The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading, 16(2), 91–121. CrossrefGoogle Scholar
Ozuru, Y., Dempsey, K., & McNamara, D. S.
(2009) Prior knowledge, reading skill, and text cohesion in the comprehension of science texts. Learning and Instruction, 19(3), 228–242. CrossrefGoogle Scholar
Paris, S. G., Lindauer, B. K., & Cox, G. L.
(1977) The development of inferential comprehension. Child Development, 48(4), 1728–1733. CrossrefGoogle Scholar
Perfetti, C., & Stafura, J.
(2014) Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18(1), 22–37. CrossrefGoogle Scholar
Piaget, J.
(1952) The origins of intelligence in children. New York, NY: International Universities Press. CrossrefGoogle Scholar
Rawson, K. A., & Kintsch, W.
(2002) How does background information improve memory for text content? Memory & Cognition, 30(5), 768–778. CrossrefGoogle Scholar
(2004) Exploring encoding and retrieval effects of background information on text memory. Discourse Processes, 38(3), 323–344. CrossrefGoogle Scholar
Ray, M. N., & Meyer, B. J. F.
(2011) Individual differences in children’s knowledge of expository text structures: A review of literature. International Electronic Journal of Elementary Education, 4(1), 67–82.Google Scholar
Raney, G. E., & Rayner, K.
(1995) Word frequency effects and eye movements during two readings of a text. Canadian Journal of Experimental Psychology, 49(2), 151–173. CrossrefGoogle Scholar
Recht, D. R., & Leslie, L.
(1988) Effect of prior knowledge on good and poor readers’ memory of text. Journal of Educational Psychology, 80(1), 16. CrossrefGoogle Scholar
Richland, L. E., Stigler, J. W., & Holyoak, K. J.
(2012) Teaching the conceptual structure of mathematics. Educational Psychologist, 47(3), 189–203. CrossrefGoogle Scholar
Richter, T., Isberner, M. -B., Naumann, J., & Neeb, Y.
(2013) Lexical quality and reading comprehension in primary school children. Scientific Studies of Reading, 17(6), 415–434. CrossrefGoogle Scholar
Rinehart, S. D., Stahl, S. A., & Erickson, L. G.
(1986) Some effects of summarization training on reading and studying. Reading Research Quarterly, 21(4), 422–438. CrossrefGoogle Scholar
Roediger, H. L., & Pyc, M. A.
(2012) Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice. Journal of Applied Research in Memory and Cognition, 1(4), 242–248. CrossrefGoogle Scholar
Royer, J. M.
(1979) Theories of the transfer of learning. Educational Psychologist, 14(1), 53–69. CrossrefGoogle Scholar
Samuels, S. J.
(1979) The method of repeated readings. The Reading Teacher, 32(4), 403–408.Google Scholar
Schank, R. C., & Abelson, R. P.
(1977) Scripts, plans, goals and understanding: An inquiry into human knowledge structures. Oxford, England: Lawrence Erlbaum.Google Scholar
Schmidt, R. A., & Bjork, R. A.
(1992) New conceptualizations of practice: Common principles in three paradigms suggest new concepts for training. Psychological Science, 3(4), 207–217. CrossrefGoogle Scholar
Sesma, H. W., Mahone, E. M., Levine, T., Eason, S. H., & Cutting, L. E.
(2009) The Contribution of executive skills to reading comprehension. Child Neuropsychology, 15(3), 232–246. CrossrefGoogle Scholar
Shuell, T. J.
(1986) Cognitive conceptions of learning. Review of Educational Research, 56(4), 411–436. CrossrefGoogle Scholar
Slamecka, N. J., & Graf, P.
(1978) The generation effect: Delineation of a phenomenon. Journal of Experimental Psychology: Human Learning and Memory, 4(6), 592–604.Google Scholar
Spilich, G. J., Vesonder, G. T., Chiesi, H. L., & Voss, J. F.
(1979) Text processing of domain-related information for individuals with high and low domain knowledge. Journal of Verbal Learning and Verbal Behavior, 18(3), 275–290. CrossrefGoogle Scholar
Stein, N. L., & Glenn, C. G.
(1979) An analysis of story comprehension in elementary school children. In R. Freedble (Ed.), Multidisciplinary approaches to discourse comprehension (pp. 53–120). Hillsdale, NJ: Erlbaum.Google Scholar
Swanborn, M. S. L., & de Glopper, K.
(1999) Incidental word learning while reading: A meta-analysis. Review of Educational Research, 69(3), 261–285. CrossrefGoogle Scholar
Thiede, K. W., & Anderson, M. C. M.
(2003) Summarizing can improve metacomprehension accuracy. Contemporary Educational Psychology, 28(2), 129–160. CrossrefGoogle Scholar
Thiede, K. W., Anderson, M. C. M., & Therriault, D.
(2003) Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology, 95(1), 66–73. CrossrefGoogle Scholar
Thompson, J. G., & Myers, N. A.
(1985) Inferences and recall at ages four and seven. Child Development, 56, 1134–1144. CrossrefGoogle Scholar
Trabasso, T., Secco, T., & van den Broek, P.
(1984) Causal cohesion and story coherence. In H. Mandl, N. L. Stein & T. Trabasso (Eds.), Learning and comprehension of text (pp. 83–111). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Trabasso, T., & van den Broek, P.
(1985) Causal thinking and the representation of narrative events. Journal of Memory and Language, 24(5), 612–630. CrossrefGoogle Scholar
Tse, D., Langston, R. F., Kakeyama, M., Bethus, I., Spooner, P. A., Wood, E. R., . . . Morris, R. G. M.
(2007) Schemas and memory consolidation. Science, 316(5821), 76–82. CrossrefGoogle Scholar
Valencia, S., & Pearson, P. D.
(1987) Reading assessment: Time for a change. Reading Teacher, 40(8), 726–732.Google Scholar
van den Broek, P.
(1988) The effects of causal relations and hierarchical position on the importance of story statements. Journal of Memory and Language, 27, 1–22. CrossrefGoogle Scholar
(1989a) Causal reasoning and inference making in judging the importance of story statements. Child Development, 60, 286–297. CrossrefGoogle Scholar
(1989b) The effects of causal structure on the comprehension of narratives: Implications for education. Reading Psychology: An International Quarterly, 10, 19–44. CrossrefGoogle Scholar
(1990) The causal inference maker: Towards a process model of inference generation in text comprehension. In D. A. Balota, G. B. Flores d’Arcais & K. Rayner (Eds.), Comprehension processes in reading (pp. 423–445). Hillsdale, NJ: Erlbaum.Google Scholar
(1995) A “landscape” model of reading comprehension: Inferential processes and the construction of a stable memory representation. Canadian Psychology, 36, 53–54. CrossrefGoogle Scholar
van den Broek, P., Bohn-Gettler, C., Kendeou, P., Carlson, S., & White, M. J.
(2011) When a reader meets a text: The role of standards of coherence in reading comprehension. In M. T. McCrudden, J. Magliano & G. Schraw (Eds.), Relevance instructions and goal-focusing in text learning (pp. 123–140). Greenwich, CT: Information Age Publishing.Google Scholar
van den Broek, P., & Gustafson, M.
(1999) Comprehension and memory for texts: Three generations of research. In S. R. Goldman, A. C. Graesser & P. v. d. Broek (Eds.), Narrative comprehension, causality, and coherence: Essays in honor of Tom Trabasso (pp. 15–34). Mahwah, NJ: Erlbaum.Google Scholar
van den Broek, P., Helder, A., & van Leijenhorst, L.
(2013) Sensitivity to structural centrality: Developmental and individual differences in reading comprehension skills. In M. A. Britt, S. R. Goldman & J. -F. Rouet (Eds.), Reading: From words to multiple texts (pp. 132–146). New York: Routledge, Taylor & Francis Group.Google Scholar
van den Broek, P., & Kendeou, P.
(2008) Cognitive processes in comprehension of science texts: The role of co-activation in confronting misconceptions. Applied Cognitive Psychology, 22(3), 335–351. CrossrefGoogle Scholar
van den Broek, P., Lorch, E. P., & Thurlow, R.
(1996) Children’s and adults’ memory for television stories: The role of causal factors, story-grammar categories, and hierarchical level. Child Development, 67, 3010–3028. CrossrefGoogle Scholar
van den Broek, P., Risden, K., Fletcher, C. R., & Thurlow, R.
(1996) A ‘landscape’ view of reading: Fluctuating patterns of activation and the construction of a stable memory representation. In B. K. Britton & A. C. Graesser (Eds.), Models of understanding text (pp. 165–187). Hillsdale, NJ: Erlbaum.Google Scholar
van den Broek, P., Risden, K., & Husebye-Hartman, E.
(1995) The role of readers’ standards for coherence in the generation of inferences during reading. In J. Lorch, R. F. O’Brien & E. J. O’Brien (Eds.), Sources of coherence in text comprehension (pp. 353–373). Hillsdale, NJ: Erlbaum.Google Scholar
van den Broek, P., & Trabasso, T.
(1986) Causal networks versus goal-hierarchies in summarizing text. Discourse Processes, 9, 1–15. CrossrefGoogle Scholar
van den Broek, P., Young, M., Tzeng, Y., & Linderholm, T.
(1999) The Landscape model of reading: Inferences and the on-line contruction of a memory representation. In H. van Oostendorp & S. R. Goldman (Eds.), The construction of mental representations during reading (pp. 71–98). Mahwah, NJ: Erlbaum.Google Scholar
van der Schoot, M., Reijntjes, A., & van Lieshout, E. C.
(2012) How do children deal with inconsistencies in text? An eye fixation and self-paced reading study in good and poor reading comprehenders. Reading and Writing, 25(7), 1665–1690. CrossrefGoogle Scholar
Verhoeven, L., & van Leeuwe, J.
(2008) Prediction of the development of reading comprehension: a longitudinal study. Applied Cognitive Psychology, 22(3), 407–423. CrossrefGoogle Scholar
Vidal-Abarca, E., Martínez, G., & Gilabert, R.
(2000) Two procedures to improve instructional text: Effects on memory and learning. Journal of Educational Psychology, 92(1), 107–116. CrossrefGoogle Scholar
Vosniadou, S.
(2013) International Handbook of Research on Conceptual Change. New York, NY: Routledge.Google Scholar
Vosniadou, S., & Brewer, W. F.
(1992) Mental models of the Earth: A study of conceptual change in childhood. Cognitive Psychology, 24(4), 535–585. CrossrefGoogle Scholar
(1994) Mental models of the day/night cycle. Cognitive Science, 18(1), 123–183. CrossrefGoogle Scholar
Voss, J. F., Vesonder, G. T., & Spilich, G. J.
(1980) Text generation and recall by high-knowledge and low-knowledge individuals. Journal of Verbal Learning and Verbal Behavior, 19(6), 651–667. CrossrefGoogle Scholar
Wiley, J., Goldman, S. R., Graesser, A. C., Sanchez, C. A., Ash, I. K., & Hemmerich, J. A.
(2009) Source evaluation, comprehension, and learning in internet science inquiry tasks. American Educational Research Journal, 46(4), 1060–1106. CrossrefGoogle Scholar
Williams, J. P., Hall, K. M., Lauer, K. D., Stafford, K. B., DeSisto, L. A., & deCani, J. S.
(2005) Expository text comprehension in the primary grade classroom. Journal of Educational Psychology, 97(4), 538–550. CrossrefGoogle Scholar
Williams, J. P., Pollini, S., Nubla-Kung, A. M., Snyder, A. E., Garcia, A., Ordynans, J. G., & Atkins, J. G.
(2014) An intervention to improve comprehension of cause/effect through expository text structure instruction. Journal of Educational Psychology, 106(1), 1–17. CrossrefGoogle Scholar
Wolman, C., van den Broek, P., & Lorch, R. F.
(1997) Effects of causal structure on immediate and delayed story recall by children with mild mental retardation, children with learning disabilities, and children without disabilities. The Journal of Special Education, 30(4), 439–455. CrossrefGoogle Scholar
Wong, B. Y. L.
(1985) Self-questioning instructional research: A review. Review of Educational Research, 55(2), 227–268. CrossrefGoogle Scholar
Zwaan, R. A., Magliano, J. P., & Graesser, A. C.
(1995) Dimensions of situation model construction in narrative comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(2), 386–397.Google Scholar
Cited by

Cited by 5 other publications

Beker, Katinka, Paul van den Broek & Dietsje Jolles
2019. Children’s integration of information across texts: reading processes and knowledge representations. Reading and Writing 32:3 ► pp. 663 ff. Crossref logo
Cevasco, Jazmín & Paul van den Broek
2019. Contributions of Causality Processing Models to the Study of Discourse Comprehension and the Facilitation of Student Learning. Psicología Educativa 25:2 ► pp. 159 ff. Crossref logo
Cossavella, Francisco & Jazmín Cevasco
2021. The importance of studying the role of filled pauses in the construction of a coherent representation of spontaneous spoken discourse. Journal of Cognitive Psychology 33:2 ► pp. 172 ff. Crossref logo
de Simone, Julieta & Jazmín Cevasco
2021. The Role of the Establishment of Causal Connections and the Modality of Presentation of Discourse in the Generation of Emotion Inferences by Argentine College Students. Reading Psychology 42:1 ► pp. 22 ff. Crossref logo
Latini, Natalia & Ivar Bråten
2021. Strategic Text Processing Across Mediums: A Verbal Protocol Study. Reading Research Quarterly Crossref logo

This list is based on CrossRef data as of 11 july 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.