Strategies publications

Books and proceedings

Journal articles, book chapters, proceedings, encyclopedia articles, book reviews

Meissen, G.J., Mastromauro, C.A., Kiely, D.K., McNamara, D.S., & Meyers, R.H. (1991). Understanding the decision to take the predictive test for Huntington Disease. American Journal of Medical Genetics, 39, 404-410.

Doane, S.M., McNamara, D.S., Kintsch, W., Polson, P.G., & Clawson, D.M. (1992). Prompt comprehension in UNIX command production. Memory and Cognition, 20, 327-343.

Healy, A.F., Clawson, D.M., McNamara, D.S., Marmie, W.R., Schneider, V.I., Rickard, T.C., Crutcher, R.J., King, C., Ericsson, K.A., & Bourne, L.E., Jr. (1993). The long-term retention of knowledge and skills. In D. Medin (Ed.), The Psychology of Learning and Motivation (pp. 135-164). New York: Academic Press.

McNamara, D.S. (1995). Effects of prior knowledge on the generation advantage: Calculators versus calculation to learn simple multiplication. Journal of Educational Psychology, 87, 307-318.

McNamara, D.S., & Healy, A.F. (1995). A generation advantage for multiplication skill and nonword vocabulary acquisition. In A.F. Healy & L.E. Bourne, Jr. (Eds.), Learning and Memory of Knowledge and Skills (pp. 132-169). Thousand Oaks, CA: Sage.

McNamara, D.S., & Healy, A.F. (1995). A procedural explanation of the generation effect: The use of an operand retrieval strategy for multiplication and addition problems. Journal of Memory and Language, 34, 399-416.

McNamara, D.S., & Kintsch, W. (1996). Learning from text: Effects of prior knowledge and text coherence. Discourse Processes, 22, 247-288.

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, 1-43.

McNamara, D.S. (1997). Comprehension skill: A knowledge-based account. In M.G. Shafto & P. Langley (Eds.), Proceedings of the Nineteenth Annual Conference of the Cognitive Science Society (pp. 508-513). Hillsdale, NJ: Erlbaum.

McNamara, D.S., & Scott, J.L. (1999). Training reading strategies. In M. Hahn & S.C. Stoness (Eds.), Proceedings of the Twenty First Annual Conference of the Cognitive Science Society (pp. 387-392). Hillsdale, NJ: Erlbaum.

McNamara, D.S., & Scott, J.L. (1999). Training self-explanation and reading strategies. In Proceedings of the Human Factors and Ergonomics Society Forty-third Annual Meeting. Houston, TX: Human Factors & Ergonomics Society.

Doane, S.M., Sohn, Y.W., McNamara, D.S., & Adams, D. (2000). Comprehension-based skill acquisition. Cognitive Science, 24, 1-52.

McNamara, D. S. (2000). Book review: Reading Comprehension Difficulties: Processes and Intervention, C. Cornoldi & J. Oakhill (Eds.). Journal of Pragmatics, 33, 943-956. Mahwah, NJ: Erlbaum.

McNamara, D.S., Scott, J.L., & Bess, T. (2000). Building blocks of knowledge: Constructivism from a cognitive perspective. G. McAuliffe, C. Lovell, & K. Eriksen (Eds.), Preparing Counselors and Therapists: Creating Constructive and Developmental Programs (pp. 62-75). Virginia Beach, VA: The Donning Company.

Shapiro, A.M., & McNamara, D.S. (2000). The use of latent semantic analysis as a tool for the quantitative assessment of understanding and knowledge. Journal of Educational Computing Research, 22, 1-36.

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, 51-62.

McNamara, D.S., & Scott, J.L. (2001). Working memory capacity and strategy use. Memory & Cognition, 29, 10-17.

Millis, K.K, Magliano, J.P., Wiemer-Hastings, K., & McNamara, D.S. (2001). Using LSA in a computer-based test of reading comprehension. In J.D. Moore, C. Luckhardt-Redfield, & W.L. Johnson (Eds.), Artificial intelligence in education: AI-ED in the wired and wireless future: Vol. 68. Frontiers in artificial intelligence and applications (pp. 583-585). Amsterdam, The Netherlands: IOS Press.

Cottrell, K.G., & McNamara, D.S. (2002). Cognitive precursors to science comprehension. In W.D. Gray & C.D. Schunn (Eds.), Proceedings of the Twenty-fourth Annual Meeting of the Cognitive Science Society(pp. 244-249). Mawah, NJ: Erlbaum. [

Magliano, J.P., Wiemer-Hastings, K., Millis, K.K., Muñoz, B.D., & McNamara, D.S. (2002). Using latent semantic analysis to assess reader strategies. Behavior Research Methods, Instruments, & Computers, 34, 181-188.

McNamara, D.S., & O’Reilly, T. (2002). Learning: Knowledge acquisition, representation, and organization. J.W. Guthrie et al. (Eds.), The Encyclopedia of Education. New York: Macmillan Reference.

O’Reilly, T., McNamara, D.S., & The Strategies Lab (2002). What’s a science student to do? In W.D. Gray & C.D. Schunn (Eds.), Proceedings of the Twenty-fourth Annual Conference of the Cognitive Science Society (pp. 726-731). Mawah, NJ: Erlbaum.

Graesser, A.C., McNamara, D.S., & Louwerse, M.M (2003). What do readers need to learn in order to process coherence relations in narrative and expository text. In A.P. Sweet and C.E. Snow (Eds.), Rethinking reading comprehension. New York: Guilford Publications.

Levinstein, I.B., McNamara, D.S., Boonthum, C., Pillarisetti, S.P., Yadavalli, K. (2003). Web-based intervention for higher-order reading skills. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003: World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 835-841).

McNamara, D.S., Best, R., & Castellano, C. (2003). Learning from text: Facilitating and enhancing comprehension. www.speechpathology.com.

Best, R., Dockrell, J.E., & McNamara, D.S. (2004). Children’s semantic representation of a science term. In K. Forbus, D. Gentner, & T. Regier (Eds.), Proceedings of the 26th Annual Cognitive Science Society(pp. 1525). Mahwah, NJ: Erlbaum.

Best, R., Ozuru, Y., & McNamara, D.S. (2004). Self-explaining science texts: Strategies, knowledge, and reading skill. In Y. B. Kafai, W. A. Sandoval, N. Enyedy, A. S. Nixon, & F. Herrera (Eds.), Proceedings of the Sixth International Conference of the Learning Sciences: Embracing Diversity in the Learning Sciences (pp. 89-96). Mahwah, NJ: Erlbaum.

McNamara, D.S. (2004). Aprender del texto: efectos de la estructura textual y las estrategias del lector. Revista Signos, 37, 19-30.

McNamara, D.S. (2004). SERT: Self-explanation reading training. Discourse Processes, 38, 1-30. [LINK]

McNamara, D.S., Floyd, R.G., Best, R., & Louwerse, M. (2004). World knowledge driving young readers’ comprehension difficulties. In Y. B. Kafai, W. A., Sandoval, N. Enyedy, A. S. Nixon & F. Herrera (Eds.),Proceedings of the Sixth International Conference of the Learning Sciences: Embracing Diversity in the Learning Sciences (pp. 326-333). Mahwah, NJ: Erlbaum.

McNamara, D.S., Levinstein, I.B., & Boonthum, C. (2004). iSTART: Interactive strategy trainer for active reading and thinking.Behavioral Research Methods, Instruments, & Computers, 36, 222-233.

McNamara, D.S., & McDaniel, M.A. (2004). Suppressing irrelevant information: Knowledge activation or inhibition? Journal of Experimental Psychology: Learning, Memory, & Cognition, 30, 465-482.

Millis, K., Kim, H.J., Todaro, S., Magliano, J.P., Wiemer-Hastings, K., & McNamara, D.S. (2004). Identifying reading strategies using latent semantic analysis: Comparing semantic benchmarks. Behavior Research Methods, Instruments, & Computers, 36, 213-221.

O’Reilly, T., Best, R., & McNamara, D.S. (2004). Self-explanation reading training: Effects for low-knowledge readers. In K. Forbus, D. Gentner, & T. Regier (Eds.), Proceedings of the 26th Annual Cognitive Science Society (pp. 1053-1058). Mahwah, NJ: Erlbaum.

O’Reilly, T., Sinclair, G.P., & McNamara, D.S. (2004a). iSTART: A web-based reading strategy intervention that improves students’ science comprehension. In Kinshuk, D. G. Sampson, & P. Isaías (Eds.), Proceedings of the IADIS International Conference Cognition and Exploratory Learning in Digital Age: CELDA 2004 (pp. 173-180). Lisbon, Portugal: IADIS Press.

O’Reilly, T.P., Sinclair, G.P., & McNamara, D.S. (2004b). Reading strategy training: Automated versus live. In K. Forbus, D. Gentner & T. Regier (Eds.), Proceedings of the 26th Annual Cognitive Science Society (pp. 1059-1064). Mahwah, NJ: Erlbaum.

Ozuru, Y., Best, R., & McNamara, D.S. (2004). Contribution of reading skill to learning from expository texts. In K. Forbus, D. Gentner & T. Regier (Eds.), Proceedings of the 26th Annual Cognitive Science Society (pp. 1071-1076). Mahwah, NJ: Erlbaum.

Todaro, S.A., Magliano, J.P., Millis, K.K., McNamara, D.S., & Kurby, C.C. (2004). Intra-clause constraints in think-aloud protocols. In K. Forbus, D. Gentner & T. Regier (Eds.), Proceedings of the 26th Annual Cognitive Science Society (pp. 1642). Mahwah, NJ: Erlbaum.

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, 65-83.

Graesser, A.C., McNamara, D.S., & VanLehn, K. (2005). Scaffolding deep comprehension strategies through Point&Query, AutoTutor, and iSTART. Educational Psychologist, 40, 225-234.

Magliano, J.P., Todaro, S. Millis, K., Wiemer-Hastings, K., Kim, H.J., & McNamara, D.S. (2005). Changes in reading strategies as a function of reading training: A comparison of live and computerized training. Journal of Educational Computing Research, 32, 185-208.

McNamara, D.S., & Shapiro, A.M. (2005). Multimedia and hypermedia solutions for promoting metacognitive engagement, coherence, and learning. Journal of Educational Computing Research, 33, 1-29.

Ozuru, Y., Dempsey, K., Sayroo, J., & McNamara, D.S. (2005). Effect of text cohesion on comprehension of biology texts. In B. G. Bara, L. Barsalou & M. Bucciarelli (Eds.), Proceedings of the 27th Annual Conference of the Cognitive Science Society (pp. 1696-1701). Mahwah, NJ: Erlbaum.

Best, R., Ozuru, Y., Floyd., R., & McNamara, D.S. (2006). Children’s text comprehension. Effects of genre, knowledge, and text cohesion. In S. A. Barab, K. E. Hay, D. T. Hickey (Eds.), Proceedings of the Seventh International Conference of the Learning Sciences (pp. 37-42). Mahwah, NJ: Erlbaum.

McNamara, D.S. (2006). Bringing cognitive science into education and back again: The value of interdisciplinary research. Invited editorial in Cognitive Science, 30, 1-4.

McNamara, D.S., O’Reilly, T., Best, R., & Ozuru, Y. (2006). Improving adolescent students’ reading comprehension with iSTART. Journal of Educational Computing Research, 34, 147-171.

Muñoz, B., Magliano, J.P., Sheridan, R., & McNamara, D.S. (2006). Typing versus thinking aloud when reading: Implications for computer-based assessment and training tools. Behavior Research Methods, Instruments, & Computers, 38, 211-217.

O’Reilly, T., Taylor, R.S., & McNamara, D.S. (2006). Classroom based reading strategy training: Self-explanation vs. reading control. In R. Sun & N. Miyake (Eds.), Proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 1887). Mahwah, NJ: Erlbaum.

Rowe, M., Ozuru, Y., & McNamara, D.S. (2006). An analysis of a standardized reading ability test: what do questions actually measure? In S.A. Barab, K.E. Hay, D. T. Hickey (Eds.), Proceedings of the Seventh International Conference of the Learning Sciences (p. 627-633). Mahwah, NJ: Erlbaum.

Taylor, R.S., O’Reilly, T., Rowe, M., & McNamara, D.S. (2006). Improving understanding of science texts: iSTART strategy training vs. web design control task. In R. Sun & N. Miyake (Eds.), Proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 2234-2239). Mahwah, NJ: Erlbaum.

Taylor, R., O’Reilly, T., Sinclair, G., & McNamara, D.S. (2006). Enhancing learning of expository science texts in a remedial reading classroom via iSTART. Proceedings of the 7th International Conference of Learning Sciences (pp. 765-770), Bloomington, Indiana.

Bell, C., & McNamara, D.S. (2007). Integrating iSTART into a high school curriculum. Proceedings of the 29th Annual Meeting of the Cognitive Science Society(pp. 809-814). Austin, TX: Cognitive Science Society.

Bellissens, C., Jeuniaux, P., Duran, N., & McNamara, D. (2007). Towards a textual cohesion model that predicts self-explanations inference generation as a function of text structure and readers’ knowledge levels. Proceedings of the 29th Annual Meeting of the Cognitive Science Society(pp. 233-238). Austin, TX: Cognitive Science Society.

Boonthum, C., Levinstein, I., & McNamara, D.S. (2007). Evaluating self-explanations in iSTART: Word matching, latent semantic analysis, and topic models. In A. Kao & S. Poteet (Eds.), Natural Language Processing and Text Mining (pp. 91-106). London: Springer-Verlag UK.

Briner, S., Kurby, C., McNamara, D.S. (2007). Individual differences and the impact of forward and backward causal relations on the online processing of narratives. Proceedings of the 29th Annual Meeting of the Cognitive Science Society. Austin, TX: Cognitive Science Society.

Graesser, A., Louwerse, M., McNamara, D.S., Olney, A., Cai, Z., & Mitchell, H. (2007) Inference generation and cohesion in the construction of situation models: Some connections with computational linguistics. In F. Schmalhofer & C.A. Perfetti (Eds.), Higher level language processes in the brain: Inference and comprehension processes (pp. 289-310). Mahwah, NJ: Erlbaum.

Kurby, C.A., Ozuru, Y., & McNamara, D.S. (2007). Individual differences in comprehension monitoring ability during reading. In D.S. McNamara and G. Trafton (Eds.), Proceedings of the 29th Annual Conference of the Cognitive Science Society(pp. 413-418). Austin, TX: Cognitive Science Society.

Levinstein, I.B., Boonthum, C., Pillarisetti, S.P., Bell, C., & McNamara, D.S. (2007). iSTART 2: Improvements for efficiency and effectiveness. Behavior Research Methods, 39, 224-232.

McNamara, D.S., de Vega, M., & O’Reilly, T. (2007). Comprehension skill, inference making, and the role of knowledge. In F. Schmalhofer & C.A. Perfetti (Eds.), Higher level language processes in the brain: Inference and comprehension processes (pp. 233-251). Mahwah, NJ: Erlbaum.

McNamara, D.S., O’Reilly, T., Rowe, M., Boonthum, C., & Levinstein, I.B. (2007). iSTART: A web-based tutor that teaches self-explanation and metacognitive reading strategies. In D.S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 397-420). Mahwah, NJ: Erlbaum.

McNamara, D. S., Ozuru, Y., Best, R., & O’Reilly, T. (2007). The 4-pronged comprehension strategy framework. In D.S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 465-496). Mahwah, NJ: Erlbaum.

Millis, K., Magliano, J., Wiemer-Hastings, K., Todaro, S., & McNamara, D.S. (2007). Assessing and improving comprehension with Latent Semantic Analysis. In T. Landauer, D.S. McNamara, S. Dennis, & W. Kintsch (Eds.), Handbook of Latent Semantic Analysis (pp. 207-225). Mahwah, NJ: Erlbaum. [

O’Reilly, T., & McNamara, D.S. (2007). Reversing the reverse cohesion effect: good texts can be better for strategic, high-knowledge readers. Discourse Processes, 43, 121-152. [LINK]

O’Reilly, T., & McNamara, D.S. (2007). 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, 161-196.

Ozuru, Y., Best, R., Bell, C., Witherspoon, A., & McNamara, D.S. (2007). Influence of question format and text availability on assessment of expository text comprehension. Cognition & Instruction, 25, 399-438.

Rus, V., McCarthy, P.M., Lintean, M.C., Graesser, A.C., & McNamara, D.S. (2007). Assessing student self-explanations in an Intelligent Tutoring System. In D.S. McNamara & G. Trafton (Eds.), Proceedings of the 29th annual conference of the Cognitive Science Society (pp. 623-628). Austin, TX: Cognitive Science Society.

VanderVeen, A., Huff, K., Gierl, M., McNamara, D.S., Louwerse, M., & Graesser, A.C. (2007). Developing and validating instructionally relevant reading competency profiles measured by the critical reading sections of the SAT. In D.S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 137-172). Mahwah, NJ: Erlbaum.

Best, R.M., Floyd, R.G., & McNamara, D.S. (2008). Differential competencies contributing to children’s comprehension of narrative and expository texts. Reading Psychology, 29, 137-164.

McCarthy, P.M., Briner, S.W., Myers, J.C., Graesser, A.C., & McNamara, D.S. (2008). Are three words all we need? Recognizing genre at the sub-sentential level. In. V. Sloutsky, B. Love, & K. McRae (Eds.), Proceedings of the 30th annual conference of the Cognitive Science Society (pp. 613-618). Washington, D.C.: Cognitive Science Society.

Rowe, M., & McNamara, D.S. (2008). Inhibition needs no negativity: Negativity links in the construction-integration model. In V. Sloutsky, B. Love, & K. McRae (Eds.), Proceedings of the 30th annual conference of the Cognitive Science Society (pp. 1777-1782). Washington, DC: Cognitive Science Society.

Todaro, S., Magliano, J. P., Millis, K., McNamara, D. S., & Kurby, C. (2008). Assessing the structure of verbal protocols. In V. Sloutsky, B. Love, & K.McRae (Eds.), Proceedings of the 30th annual conference of the Cognitive Science Society (pp.607-612). Washington, DC: Cognitive Science Society.

Azevedo, R., Witherspoon, A., Graesser, A.C., McNamara, D.S., Chauncey, A., Siler, E., Cai, Z., Rus, V., & Lintean, M. (2009). MetaTutor: Analyzing self-regulated learning in a tutoring system for biology. In V. Dimitrova, R. Mizoguchi, B. du Boulay, & A.C. Graesser (Eds.), Artificial intelligence in education; Building learning systems that care; From knowledge representation to affective modeling(pp. 635-637). Amsterdam, The Netherlands: IOS Press.

Dempsey, K.B., Brunelle, J.F., Jackson, G.T., Boonthum, C., Levinstein, I.B., & McNamara, D.S. (2009). MiBoard: Multiplayer interactive board game. In H.C. Lane, A. Ogan, & V. Shute (Eds.), Proceedings of the Workshop on Intelligent Educational Games at the 14th Annual Conference on Artificial Intelligence in Education (pp. 113-116). Brighton, UK: AIED.

Jackson, G.T., Boonthum, C., & McNamara, D.S. (2009). iSTART-ME: Situating extended learning within a game-based environment. In H.C. Lane, A. Ogan, & V. Shute (Eds.), Proceedings of the Workshop on Intelligent Educational Games at the 14th Annual Conference on Artificial Intelligence in Education (pp. 59-68). Brighton, UK: AIED.

Jackson, G.T., Guess, R.H., & McNamara, D.S. (2009). Assessing cognitively complex strategy use in an untrained domain. In N.A. Taatgen, H. van Rijn, L. Schomaker, & J. Nerbonne (Eds.), Proceedings of the 31st Annual Meeting of the Cognitive Science Society (pp. 2164-2169). Amsterdam, The Netherlands: Cognitive Science Society. [paper awarded the Cognition and Student Learning Prize and subsequently published in Topics journal, 2010]

McCarthy, P.M., Cai, Z., & McNamara, D.S. (2009). Computational replication of human assessments of paraphrase. In C.H. Lane & H.W. Guesgen (Eds.), Proceedings of the 22nd International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 266-271). Menlo Park, CA: The AAAI Press.

McCarthy, P.M., Guess, R.H., & McNamara, D.S. (2009). The components of paraphrase evaluations. Behavioral Research Methods, 41, 682-690.

McNamara, D.S. (2009). The importance of teaching reading strategies. Perspectives on Language and Literacy, 35, 34-40. [To be republished in Joshi, M. & Moats, L. (Eds.). (2011). Expert perspectives on intervention with reading disabilities: An anthology from publications of the international dylexia association.]

McNamara, D.S., Boonthum, C., Kurby, C.A., Magliano, J., Pillarisetti, S., & Bellissens, C. (2009). Interactive paraphrasing training: The development and testing of an iSTART module. In V. Dimitrova, R. Mizoguchi, B. du Boulay, & A.C. Graesser (Eds.), Artificial intelligence in education; Building learning systems that care; From knowledge representation to affective modeling(pp. 181-188). Amsterdam, The Netherlands: IOS Press.

McNamara, D.S., & Magliano, J.P. (2009). Self-explanation and metacognition: The dynamics of reading. In J.D. Hacker, J. Dunlosky, & A.C. Graesser (Eds.), Handbook of Metacognition in Education (pp. 60-81). Mahwah, NJ: Erlbaum.

McNamara, D.S. & Magliano, J.P. (2009). Towards a comprehensive model of comprehension. In B. Ross (Ed.), The psychology of learning and motivation. New York, NY: Elsevier Science.

McNamara, D.S., & O’Reilly, T. (2009). Theories of comprehension skill: Knowledge and strategies versus capacity and suppression. In A. M. Columbus (Ed.), Advances in Psychology Research, 62, (pp.). Hauppauge, NY: Nova Science Publishers, Inc.

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, 228-242.

Rus, V., Lintean, M., Graesser, A.C., McNamara, D.S. (2009). Assessing student paraphrases using lexical semantics and word weighting. In V. Dimitrova, R. Mizoguchi, B. du Boulay, & A.C. Graesser (Eds.),Artificial intelligence in education; Building learning systems that care; From knowledge representation to affective modeling(pp. 165-172). Amsterdam, The Netherlands: IOS Press.

Rus, V., McCarthy, P.M., Graesser, A.C., & McNamara, D.S. (2009). Identification of sentence-to-sentence relations using a textual entailer. Research on Language and Computation, 7, 1-21.

Bellissens, C., Jeuniaux, P., Duran, N.D., McNamara, D.S. (2010). A text relatedness and dependency computational model: Using Latent Semantic Analysis and Coh-Metrix to predict self-explanation quality. Studia Informatica Universalis, 8(1), 85-125.

Crossley, S. A., & McNamara, D. S. (2010). Interlanguage talk: What can breadth of knowledge features tell us about input and output differences? In H. W. Guesgen & C. Murray (Eds.), Proceedings of the 23rd International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 229-234). Menlo Park, CA: The AAAI Press.

Jackson, G.T., Boonthum, C., & McNamara, D.S. (2010). The efficacy of iSTART extended practice: Low ability students catch up. In J. Kay & V. Aleven (Eds.), Proceedings of the 10th International Conference on Intelligent Tutoring Systems (pp. 349-351). Berlin/Heidelberg: Springer.

Jackson, G.T., Dempsey K.B., & McNamara, D.S. (2010). The evolution of an automated reading strategy tutor: From classroom to a game-enhanced automated system. In M.S. Khine & I.M. Saleh (Eds.), New Science of learning: Cognition, computers and collaboration in education (pp. 283-306). New York, NY:Springer.

Jackson, G.T., Guess, R.H., & McNamara, D.S. (2010). Assessing cognitively complex strategy use in an untrained domain. Topics in Cognitive Science, 2, 127-137.

McNamara, D.S. (2010). Strategies to read and learn: Overcoming learning by consumption. Medical Education, 44, 340-346.

Moss, J., Schunn, C.D., Schneider, W., McNamara, D.S., & VanLehn, K. (2010). An fMRI study of strategic reading comprehension. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 1319-1324). Austin, TX: Cognitive Science Society.

Ozuru, Y., Briner, S., Best, R., & McNamara, D.S. (2010). Contributions of self-explanation to comprehension of high and low cohesion texts. Discourse Processes, 47, 641-667. [LINK]

Boonthum, C., McCarthy, P.M., Lamkin, T., Jackson, G.T., Magliano, J., & McNamara, D.S. (2011). Automatic natural language processing and the detection of reading skills and reading comprehension. In R. C. Murray & P. M. McCarthy (Eds.), Proceedings of the 24th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 234-239). Menlo Park, CA: AAAI Press.

Dai, J., Raine, R.B., Roscoe, R., Cai, Z., & McNamara, D.S. (2011). The Writing-Pal tutoring system: Development and design. Journal of Engineering and Computer Innovations, 2, 1-11.

Jackson, G. T., Davis, N. L., Graesser, A. C., & McNamara, D. S. (2011). Students’ enjoyment of a game-based tutoring system. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Proceedings of the 15th International Conference on Artificial Intelligence in Education (pp. 475-477). Auckland, New Zealand, AIED.

McNamara, D. S. (2011). Measuring deep, reflective comprehension and learning strategies: Challenges and successes. Megacognition and Learning, 3, 1-11.

McNamara, D. S., & Dempsey, K. (2011). Reader expectations of question formats and difficulty: Targeting the zone. In M. McCrudden, J. Magliano, & G. Schraw (Eds.), Text relevance and learning from text. Charlotte, NC: Information Age Publishing, Inc.

McNamara, D. S., & Kendeou, P. (2011). Translating advances in reading comprehension research to educational practice. International Electronic Journal of Elementary Education, 4, 33-46.

McNamara, D. S., Ozuru, Y., & Floyd, R. G. (2011). Comprehension challenges in the fourth grade: The roles of text cohesion, text genre, and readers’ prior knowledge. International Electronic Journal of Elementary Education, 4, 229-257.

Moss, J., Schunn, C.D., Schneider, W., & McNamara, D.S. (2011). An fMRI study of zoning out during strategic reading comprehension. In L. Carlson, C. Hoelscher, & T.F. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 1218-1223). Austin, TX: Cognitive Science Society.

Moss, J., Schunn, C. D., Schneider, W., McNamara, D. S., & VanLehn, K. (2011). The neural correlates of strategic reading comprehension: Cognitive control and discourse comprehension. NeuroImage, 58, 675-686.

Di Sano, S., La Caprara, K., Rosa, A., Raine, R. B., & McNamara, D. S. (2012). Learning to write persuasive essays: A preliminary study on the effectiveness of an intelligent tutorial system with high school students. In C. Gelati, B. Arfe, & L. Mason (Eds.), Issues in writing research (pp. 214-220). Padua: CLEUP. [PDF]Jackson, G. T., Boonthum-Denecke, C. B., & McNamara, D. S. (2012). A comparison of gains between educational games and a traditional ITS. In P. M. McCarthy & G. M. Youngblood (Eds.), Proceedings of the 25th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 444-449). Menlo Park, CA: The AAAI Press.

Jackson, G. T., Dempsey, K. B., & McNamara, D. S. (2012). Game-based practice in a reading strategy tutoring system: Showdown in iSTART-ME. In H. Reinders (Ed.), Computer Games (pp. 115-138). Bristol, UK: Multilingual Matters.

Jackson, G.T., & McNamara, D.S. (2012). Applying NLP metrics to students’ self explanations. In P.M. McCarthy & C. Boonthum-Denecke (Eds.), Applied natural language processing and content analysis: Identification, investigation, and resolution (pp. 261-275). Hershey, PA: IGI Global.

Kurby, C. A., Magliano, J. P., Dandotkar, S., Woehrle, J., Gilliam, S., & McNamara, D. S. (2012). Changing how students process and comprehend texts with computer-based self-explanation training. Journal of Educational Computing Research, 47, 429-459.

McNamara, D. S., Jackson, G. T., Boonthum, C., Deng, Y., & Xiangyou, H. (2012). iSTART-ME: A natural language game-enhanced comprehension strategy tutor. Journal of South China Normal University, 6.

McNamara, D.S., Raine, R., Roscoe, R., Crossley, S., Jackson, G.T., Dai, J., Cai, Z., Renner, A., Brandon, R., Weston, J., Dempsey, K., Carney, D., Sullivan, S., Kim, L., Rus, V., Floyd, R., McCarthy, P.M., & Graesser, A.C. (2012). The Writing-Pal: Natural language algorithms to support intelligent tutoring on writing strategies. In P.M. McCarthy & C. Boonthum-Denecke (Eds.), Applied natural language processing and content analysis: Identification, investigation, and resolution (pp. 298-311). Hershey, P.A.: IGI Global.

Roscoe, R., Kugler, D., Crossley, S., Weston, J., & McNamara, D. S. (2012). Developing pedagogically-guided threshold algorithms for intelligent automated essay feedback. In P. M. McCarthy & G. M. Youngblood (Eds.), Proceedings of the 25th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 466-471). Menlo Park, CA: The AAAI Press.

Crossley, S. A., Roscoe, R. D., & McNamara, D. S. (2013). Using automatic scoring models to detect changes in student writing in an intelligent tutoring system. In C. Boonthum-Denecke & G. M. Youngblood (Eds.), Proceedings of the 26th International Flordia Artificial Intelligence Research Society (FLAIRS) Conference (pp. 208-213). Menlo Park, CA: The AAAI Press.

Crossley, S. A., Varner (Allen), L. K., Roscoe, R. D., & McNamara, D. S. (2013). Using automated cohesion indices as a measure of writing growth in intelligent tutoring systems and automated essay writing systems. In K. Yacef et al. (Eds.), Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED), (pp. 269-278). Heidelberg, Berlin: Springer.

Jackson, G. T., & McNamara, D. S. (2013). Motivation and performance in a game-based intelligent tutoring system. Journal of Educational Psychology, 105, 1036-1049.

Jackson, G. T., Snow, E. L., Varner (Allen), L. K., & McNamara, D. S. (2013). Game performance as a measure of comprehension and skill transfer. In C. Boonthum-Denecke & G. M. Youngblood (Eds.),Proceedings of the 26th Annual Flordia Artificial Intelligence Research Society (FLAIRS) Conference (pp. 497-502). Menlo Park, CA: The AAAI Press.

Jackson, G. T., Varner (Allen), L. K., Boonthum-Denecke, C., & McNamara, D. S. (2013). The impact of individual differences on learning with an educational game and a traditional ITS. International Journal of Learning Technology, 8, 315-336.

Moss, J., Schunn, C. D., Schneider, W., & McNamara, D. S. (2013). The nature of mind wandering during reading varies with the cognitive control demands of the reading strategy. Brain Research, 1539, 48-60.

Ozuru, Y., Briner, S., Kurby, C. A., & McNamara, D. S. (2013). Comparing text comprehension measured by multiple-choice and open-ended questions. Canadian Journal of Experimental Psychology, 67, 215-227.

Roscoe, R. D., Brandon, R., Snow, E., & McNamara, D. S. (2013). Game-based writing strategy practice with the Writing Pal. In K. Pytash & R. Ferdig (Eds.), Exploring Technology for Writing and Writing Instruction (pp. 1-20). Hershey, PA: IGI Global. [

Roscoe, R. D., & McNamara, D. S. (2013). Writing Pal: Feasibility of an intelligent writing strategy tutor in the high school classroom. Journal of Educational Psychology, ,105, 1010-1025.

Roscoe, R. D., Snow, E. L., Brandon, R. D, & McNamara, D. S. (2013). Educational game enjoyment, perceptions, and features in an intelligent writing tutor. In C. Boonthum-Denecke & G. M. Youngblood (Eds.), Proceedings of the 26th International Flordia Artificial Intelligence Research Society (FLAIRS) Conference (pp. 515-520). Menlo Park, CA: AAAI Press.

Roscoe, R. D., Snow, E. L., & McNamara, D. S. (2013). Feedback and revising in an intelligent tutoring system for writing strategies. In K. Yacef et al. (Eds.), Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED), (pp. 259-268). Heidelberg, Berlin: Springer.

Roscoe, R. D., Varner (Allen), L. K., Crossley, S. A., & McNamara, D. S. (2013). Developing pedagogically-guided threshold algorithms for intelligent automated essay feedback. International Journal of Learning Technology, 8, 362-381.

Varner (Allen), L. K., Jackson, G. T., Snow, E. L., & McNamara, D. S. (2013). Are you committed? Investigating interactions among reading commitment, natural language input, and students’ learning outcomes. In S. K. D’Mello, R. A. Calvo, & A. Olney (Eds.), Proceedings of the 6th International Conference on Educational Data Mining (pp. 368-369). Heidelberg, Berlin, Germany: Springer.

Varner (Allen), L. K., Jackson, G. T., Snow, E. L., & McNamara, D. S. (2013). Does size matter? Investigating user input at a larger bandwidth. In C. Boonthum-Denecke & G. M. Youngblood (Eds.),Proceedings of the 26th International Flordia Artificial Intelligence Research Society (FLAIRS) Conference (pp. 546-549). Menlo Park, CA: AAAI Press.

Varner (Allen), L. K., Jackson, G. T., Snow, E. L., & McNamara, D. S. (2013). Linguistic content analysis as a tool for improving adaptive instruction. In K. Yacef et al. (Eds.), Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED), (pp. 692-695). Heidelberg, Berlin: Springer.

Allen, L. K., Crossley, S. A., Snow, E. L., & McNamara, D. S. (2014). Game-based writing strategy tutoring for second language learners: Game enjoyment as a key to engagement. Language Learning and Technology, 18, 124-150.

Crossley, S. A., Sung, H., & McNamara, D. S. (2014). What’s so simple about simplified texts? A computational and psycholinguistic investigation of text comprehension and text processing. Reading in a Foreign Language, 26, 92-113.

McNamara, D. S., & Schober, M. F. (2014). Society for Text and Discourse Annual Meeting 2013: Introduction to the Special Issue. Discourse Processes, 51(5-6), 357-358. [LINK]

Roscoe, R. D., Allen, L. K., Weston, J. L., Crossley, S. A., & McNamara, D. S. (2014). The Writing Pal intelligent tutoring system: Usability testing and development. Computers and Composition, 34, 39-59.

Snow, E. L., Jackson, G. T., & McNamara, D. S. (2014). What do they do?: Tracing students’ patterns of interactions within a game-based Intelligent Tutoring System. In J. L. Polman, E. A. Kyza, D. K. O’Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O’Connor, T. Lee, & L. D’Amico (Eds.), Proceedings of the 11th International Conference of the Learning Sciences (ICLS), Volume 3, (pp. 1481-1482). Boulder, CO: ISLS

Allen, L. K., McNamara, D. S., & McCrudden, M. T. (2015). Change your mind: Investigating the effects of self-explanation in the resolution of misconceptions. In D. C. Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C. D. Jennings, & P. Maglio, (Eds.), Proceedings of the 37th Annual Meeting of the Cognitive Science Society (Cog Sci 2015), (pp. 78-83). Pasadena, CA: Cognitive Science Society.

Allen, L. K., Snow, E. L., & McNamara, D. S. (2015). Are you reading my mind? Modeling students’ reading comprehension skills with Natural Language Processing techniques. In J. Baron, G. Lynch, N. Maziarz, P. Blikstein, A. Merceron, & G. Siemens (Eds.), Proceedings of the 5th International Learning Analytics & Knowledge Conference (LAK’15), (pp. 246-254). Poughkeepsie, NY: ACM.

Dascalu, M., Stavarache, L.L., Dessus, P., Trausan-Matu, S., McNamara, D.S., & Bianco, M. (2015). ReaderBench: The learning companion. In A. Mitrovic, F. Verdejo, C. Conati, & N. Heffernan (Eds.), Proceedings of the 17th International Conference on Artificial Intelligence in Education (AIED 2015), (pp. 915–916). Madrid, Spain: Springer.

Dascalu, M., Stavarache, L. L., Trausan-Matu, S., Dessus, P., Bianco, M., & McNamara, D.S. (2015). ReaderBench: An integrated tool supporting both individual and collaborative learning. In J. Baron, G. Lynch, N. Maziarz, P. Blikstein, A. Merceron, & G. Siemens (Eds.), Proceedings of the 5th International Learning Analytics & Knowledge Conference (LAK’15; Tool Demonstration), (pp. 436-437). Poughkeepsie, NY: ACM.

Dascalu, M., Stavarache, L. L., Dessus, P., Trausan-Matu, S., McNamara, D. S., & Maryse, B. (2015). ReaderBench: An integrated cohesion-centered framework. In C. Rensing, T. Klobucar, & G. Conole (Eds.), Proceedings of the 10th European Conference on Technology Enhanced Learning (ECTEL), (pp. 505-508). Toledo, Spain: Springer.

Dascalu, M., Trausan-Matu, S., McNamara, D. S., & Dessus, P. (2015). ReaderBench – Automated evaluation of collaboration based on cohesion and dialogism. International Journal of Computer-Supported Collaborative Learning, 10(4), 395-423.

Higgs, K., Magliano, J. P., Vidal-Abarca, E., Martínez, T., & McNamara D. S. (2015). Bridging skill and task-oriented reading. Discourse Processes. 

Jung, Y., Crossley, S. A., & McNamara, D. S. (2015). Linguistic features in MELAB writing task performances. CaMLA Working Papers, No 2015-5, 1-17. Retrieved from Cambridge Michigan Language Assessments website: http://www.cambridgemichigan.org/wp-content/uploads/2015/04/CWP-2015-05.pdf.

McNamara, D. S. (2015). Self-Explanation and Reading Strategy Training (SERT) Improves low-knowledge students’ science course performance. Discourse Processes. [LINK]

McNamara, D. S., Crossley, S. A., Roscoe, R. D., Allen, L. K., & Dai, J. (2015). Hierarchical classification approach to automated essay scoring. Assessing Writing, 23, 35-59.

McNamara, D. S., Jacovina, M. E., Snow, E. L., & Allen, L. K. (2015). From generating in the lab to tutoring systems in classrooms. American Journal of Psychology, 128(2), 159-172.

McNamara, D. S., & Schober, M. F. (2015). 2014 Society for Text and Discourse Annual Meeting: Introduction to the Special Issue. Discourse Processes, (ahead-of-print), 1-2.[LINK]

Roscoe, R. D., Jacovina, M. E., Harry, D., Russell, D. G., & McNamara, D. S. (2015). Partial verbal redundancy in multimedia presentations for writing strategy instruction. Applied Cognitive Psychology, 29, 669–679. doi: 10.1002/acp.3149

Roscoe, R. D., Snow, E. L., Allen, L. K., & McNamara, D. S. (2015). Automated detection of essay revising patterns: Application for intelligent feedback in a writing tutor. Technology, Instruction, Cognition, and Learning, 10(1), 59-79.

San Pedro, M. O., Snow, E. L., McNamara, D. S., Baker. R. S., & Heffernan, N. (2015) Exploring dynamical assessments of affect, behavior, and cognition and math state test achievement. In O. C. Santos, J. G. Boticario, C. Romero, M. Pechenizkiy, A. Merceron, P. Mitros, J. M. Luna, C. Mihaescu, P. Moreno, A. Hershkovitz, S. Ventura, & M. Desmarais (Eds.), Proceedings of the 8th International Conference on Educational Data Mining (EDM 2015), (pp. 85-92). Madrid, Spain.

Snow, E. L., Allen, L. K., Jacovina, M. E., & McNamara, D. S. (2015). Does agency matter?: Exploring the impact of controlled behaviors within a game-based environment. Computers & Education, 26, 378-392.

Snow, E. L., Jacovina, M. E., & McNamara, D. S., (2015). Promoting metacognition within a game-based environment. In A. Mitrovic, F. Verdejo, C. Conati, & N. Heffernan (Eds.), Proceedings of the 17th International Conference on Artificial Intelligence in Education (AIED 2015), (pp.864-867). Madrid, Spain: Springer.

Snow, E. L & McNamara, D. S. (2015). Dynamic user modeling within a game-based ITS. In O. C. Santos, J. G. Boticario, C. Romero, M. Pechenizkiy, A. Merceron, P. Mitros, J. M. Luna, C. Mihaescu, P. Moreno, A. Hershkovitz, S. Ventura, & M. Desmarais (Eds.), Doctoral Consortium within the Proceedings of the 8th International Conference on Educational Data Mining (EDM 2015), (pp. 639-641). Madrid, Spain: International Educational Data Mining Society.

Snow, E. L., McNamara, D. S., Jacovina, M. E., Allen, L. K., Johnson, A. M., Perret, C. A., Dai, J., Jackson, G. T., Likens, A. D., Russell, D. G., & Weston, J. L. (2015). Promoting metacognitive awareness within a game-based intelligent tutoring system. In A. Mitrovic, F. Verdejo, C. Conati, & N. Heffernan (Eds.), Proceedings of the 17th International Conference on Artificial Intelligence in Education (AIED 2015), (pp.786-789). Madrid, Spain: Springer.

Soto, C. M., McNamara, D. S., Jacovina, M. E., Snow, E. L., Dai, J., Allen, L. K., Perret, C. A., Johnson, A. M., & Russell, D. G. (2015). iSTART-E: Desarrollando un tutor inteligente para la comprensión lectora de estudiantes de habla hispana. In M. García (Ed.), Proceedings of the 15th Annual Colloquium on Peninsular and Spanish American Literature, Linguistics and Culture. Orlando, FL.

Sullins, J., McNamara, D. S., Acuff, S., Neely, D., Hildebrand, E., Stewart, G., & Hu, X. (2015). Are you asking the right questions: The use of animated agents to teach learners to become better question askers. In C. Boonthum-Denecke, I. Russell, & W. Eberle (Eds.), Proceedings of the 28th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 479-481). Hollywood, FL: AAAI Press.

Allen, L. K., Jacovina, M. E., & McNamara, D.S. (2016). Computer-based writing instruction. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of Writing Research, (2nd ed.), (pp. 316-329). New York: The Guilford Press.

Crossley, S. A., Allen, L. K., & McNamara, D. S. (2016). The Writing Pal: A writing strategy tutor. In S. A. Crossley & D. S. McNamara (Eds.) Adaptive educational technologies for literacy instruction (pp. 204-224). New York: Taylor & Francis, Routledge.

Crossley, S. A., Kyle, K., & McNamara, D. S. (2016). The development and use of cohesive devices in L2 writing and their relations to judgments of essay quality. The Journal of Second Language Writing, 32, 1-16.

Crossley, S. A., Kyle, K., & McNamara, D. S. (2016). The Tool for the Automatic Analysis of Text Cohesion (TAACO): Automatic assessment of local, global, and text cohesion. Behavior Research Methods, 48(4), 1227-1237.

Crossley, S. A. & McNamara, D. S. (2016). Educational technologies and literacy development. In S. A. Crossley & D. S. McNamara (Eds.) Adaptive educational technologies for literacy instruction (pp. 1-12). New York: Taylor & Francis, Routledge.

Crossley, S. A., & McNamara, D. S. (2016). Say more and be more coherent: How elaboration and cohesion can increase writing quality. The Journal of Writing Research, 7(3), 351-370.

Crossley, S. A., Muldner, K., & McNamara, D. S. (2016). Idea generation in student writing: Computer assessments and links to successful writing. Written Communication, 1-27.

Dascalu, M., McNamara, D. S., Crossley, S. A., & Trausan-Matu, S. (2016). Age of exposure: A model of word learning. In S. Zilberstein, D. Schuurmans, & M. Wellman (Eds.), Proceedings of the 30th Annual Meeting of the Association for the Advancement of Artificial Intelligence (AAAI’16). Phoenix, AZ: AAAI Press.

Jackson, G. T., Allen, L. K., & McNamara, D. S. (2016). Common Core TERA: Text Ease and Readability Assessor. In D. S. McNamara & S. A. Crossley (Eds.) Adaptive educational technologies for literacy instruction (pp.49-68). New York: Taylor & Francis, Routledge.

Liu, Z., Brown, R., Lynch, C.F., Barnes, T., Baker, R., Bergner, Y., & McNamara, D. S. (2016). MOOC learner behaviors by country and culture; an exploratory analysis. In T. Barnes, M. Chi, & M. Feng (Eds.), Proceedings of the 9th International Conference on Educational Data Mining (EDM 2016), (pp.127-134). Raleigh, NC: International Educational Data Mining Society.

Snow, E. L., Jacovina, M. E., Jackson, G. T., & McNamara, D. S. (2016). iSTART-2: A reading comprehension and strategy instruction tutor. In D.S. McNamara & S. A. Crossley (Eds.) Adaptive educational technologies for literacy instruction (pp.104-121). Taylor & Francis, Routledge: NY.

Snow, E. L., Likens, A. D., Allen, L. K., & McNamara, D. S. (2016). Taking control: Stealth assessment of deterministic behaviors within a game-based system. International Journal of Artificial Intelligence in Education, 26, 1011-1032.

Weston-Sementelli, J. L., Allen, L. K., & McNamara, D. S. (2016). Comprehension and writing strategy training improves performance on content-specific source-based writing tasks. International Journal of Artificial Intelligence in Education, 1-32.

Crossley, S. A., Barnes, T., Lynch, C., & McNamara, D. S. (2017). Linking language to math success in blended course. In X. Hu, T. Barnes, A. Hershkovitz, & L. Paquette (Eds.), Proceedings of the 10th International Conference on Educational Data Mining (EDM) (pp. 180-185), Wuhan, China: International Educational Data Mining Society.

Crossley, S. A., Dascalu, M., Baker, M., McNamara, D. S., & Trausan-Matu, S. (2017). Predicting Success in Massive Open Online Courses (MOOC) Using Cohesion Network Analysis. In B. K. Smith, M. Borge, K. Y. Lim, & E. Mercier (Eds.), In Proceedings of the 12th International Conference on Computer-Supported Collaborative Learning (CSCL 2017). (pp. 103-110). Philadelphia, PA: ISLS.

Dascalu, M., Gutu, G., Paraschiv, I., Ruseti, s., Dessus, P., McNamara, D. S., Crossley, S. A., & Trausan-Matu, S. (2017). Cohesion-centered analysis of CSCL environments using ReaderBench. In B. Boulay, R.Baker, & E. Andre (Eds.),18th International Conference on Artificial Intelligence in Education (AIED 2017). (pp. 485–489). Wuhan, China: Springer.

Dascalu, M., McNamara, D. S., Trausan-Matu, S., & Allen, L. K., (2017). Cohesion network analysis of CSCL participation. Behavior Research Methods, 1-16.

Jackson, G. T. & McNamara, D. S. (2017). The motivation and mastery cycle framework: Predicting long-term benefits of educational games. In Y. Baek (Ed.), Game-based learning: Theory, strategies and performance outcomes. (pp. 97 – 122). Nova Science Publishers: New York.

Likens, A. D., Allen, L. K., & McNamara, D. S. (2017). Keystroke dynamics predict essay quality. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. Davelaar (Eds.), Proceedings of the 39th Annual Meeting of the Cognitive Science Society (CogSci 2017), (pp.2573-2578). London, UK: Cognitive Science Society.