iSTART publications

Books and proceedings

McNamara, D. S. (Ed.). (2007). Reading comprehension strategies: Theory, interventions, and technologies. Lawrence Erlbaum Associates, Inc.

Landauer, T. K., McNamara, D. S., Dennis, S., & Kintsch, W. (Eds.). (2011). Handbook of Latent Semantic Analysis. Routledge.

Crossley, S. A., & McNamara, D. S. (Eds.). (2016). Adaptive educational technologies for literacy instruction. Routledge. https://doi.org/10.4324/9781315647500

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

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.

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.

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.

Kurby, C.A., Wiemer-Hastings, K., Ganduri, N., Magliano, J.P., Millis, K.K., & McNamara, D.S. (2003). Computerizing reading training: Evaluation of a latent semantic analysis space for science text. Behavior Research Methods, Instruments, & Computers, 35, 244-250.

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

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., Hu, X., & McNamara, D.S. (2005). Computerized learning environments that incorporate research in discourse psychology, cognitive science, and computational linguistics. In A.F. Healy (Ed.), Experimental Cognitive Psychology and its Applications: Festschrift in Honor of Lyle Bourne, Walter Kintsch, and Thomas Landauer (pp. 183-194). Washington, D.C.: American Psychological Association.

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.

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.

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.

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.

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.

McCarthy, P.M., Rus, V., Crossley, S.A., Bigham, S.C., Graesser, A.C., & McNamara, D.S. (2007). Assessing entailer with a corpus of natural language. In D. Wilson & G. Sutcliffe (Eds.), Proceedings of the twentieth International Florida Artificial Intelligence Research Society Conference (pp. 247-252). Menlo Park, California: The AAAI Press.

McNamara, D.S. (2007). IIS: A marriage of computational linguistics, psychology, and educational technologies. In D. Wilson & G. Sutcliffe (Eds.), Proceedings of the 20th International Florida Artificial Intelligence Research Society Conference (pp. 15-20). Menlo Park, California: The AAAI Press.

McNamara, D.S., Boonthum, C., Levinstein, I.B., & Millis, K. (2007). Evaluating self-explanations in iSTART: Comparing word-based and LSA algorithms. In T. Landauer, D.S. McNamara, S. Dennis, & W. Kintsch (Eds.), Handbook of Latent Semantic Analysis (pp. 227-241). 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.

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. [

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.

Boonthum-Denecke, C., Levinstein, I.B., McNamara, D.S., Magliano, J.P., & Millis, K.K. (2008). NLP techniques for intelligent tutoring systems. In J. Rabuñal, J. Dorado & A. Pazos (Eds), Encyclopedia of Artificial Intelligence (pp. 1253-1258). Hershey, PA: Idea Group, Inc.

Rus, V., Lintean, M., McCarthy, P.M., McNamara, D.S., & Graesser, A.C. (2008). Paraphrase identification with lexico-syntactic graph subsumption. In D. Wilson & G. Sutcliffe (Eds.), Proceedings of the 21st International Florida Artificial Intelligence Research Society Conference (pp. 201-206). Menlo Park, CA: The AAAI Press.

Rus, V., McCarthy, P.M., McNamara, D.S., & Graesser, A.C. (2008). A study of textual entailment.International Journal of Artifacial Intelligence Tools, 17, 659-685.

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.

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]

Louwerse, M.M., Graesser, A.C., McNamara, D.S., & Lu, S. (2009). Embodied conversational agents as conversational partners. Applied Cognitive Psychology, 23, 1244-1255.

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., Jackson, G.T., & Graesser, A.C. (2009). Intelligent tutoring and games (iTaG). 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. 1-10). Brighton, UK: AIED.

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.

Renner, A. M., McCarthy, P. M., Boonthum, C., & McNamara, D. S. (2009). Speling mistacks and typeos: Can your ITS handle them? In P. Dessus, S. Trausan-Matu, P. van Rosmalen, & F. Wild (Eds.), Proceedings of the Workshop on Natural Language Processing in Support of Learning; Metrics, Feedback, & Connectivity at the 14th International Conference on Artificial Intelligence in Education(pp. 26-33). Brighton, UK: AIED.

Renner, A.M., McCarthy, P.M., McNamara, D.S. (2009). Computational considerations in correcting user-language. In C.H. Lane & H.W. Guesgen (Eds.), Proceedings of the 22nd International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 278-283). Menlo Park, CA: The AAAI Press.

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.

Brunelle, J.F., Jackson, G.T., Dempsey, K., Boonthum, C., Levenstein, I.B., & McNamara, D.S. (2010). Game-based iSTART practice: From MiBoard to self-explanation showdown. In H.W. Guesgen & C. Murray (Eds.), Proceedings of the 23rd International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 480-485). Menlo Park, CA: The AAAI Press.

Dempsey, K., Jackson, G.T., Brunelle, J.F., Rowe, M.P., & McNamara, D.S. (2010). MiBoard: A digital game from a physical world. In H.W. Guesgen & C. Murray (Eds.), Proceedings of the 23rd International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 498-503). Menlo Park, CA: The AAAI Press.

Dempsey, K. B., Jackson, G. T., & McNamara, D. S. (2010). MiBoard: Creating a virtual environment from a physical environment. In J. Kay & V. Aleven (Eds.), Proceedings of the 10th International Conference on Intelligent Tutoring Systems (pp. 294-296). Berlin/Heidelberg: Springer.

Graesser, A. C., McNamara, D. S., & Louwerse, M. M. (2010). Methods of automated text analysis. In M. L. Kamil, P. D. Pearson, E. B. Moje, & P. Afflerbach (Eds.), Handbook of reading research: Volume IV(pp. 34-53). Mahwah, NJ: Erlbaum.

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.

Lintean, M., Moldovan, C., Rus, V., & McNamara, D.S. (2010). The role of local and global weighting in assessing the semantic similarity of texts using Latent Semantic Analysis. In H.W. Guesgen & C. Murray (Eds.), Proceedings of the 23rd International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 235-240). Menlo Park, CA: The AAAI Press.

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

McNamara, D.S., Jackson, G.T., & Graesser, A.C. (2010). Intelligent tutoring and games (ITaG). In Y.K. Baek (Ed.), Gaming for classroom-based learning: Digital role-playing as a motivator of study (pp. 44-65). Hershey, PA: IGI Global.

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]

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.

Jackson, G. T., Dempsey, K. B., Graesser, A. C., & McNamara, D. S. (2011). Short and long term benefits of enjoyment and learning within a serious game. In G. Biswas, S. Bull, J. Kay, & A. Mitrovic (Eds.), Proceedings of the 15th International Conference on Artificial Intelligence in Education (pp. 139-146). Auckland, New Zealand: AIED.

Jackson, G.T., & McNamara, D.S. (2011). Motivational impacts of a game-based intelligent tutoring system. In R. C. Murray & P. M. McCarthy (Eds.), Proceedings of the 24th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 519-524). Menlo Park, CA: AAAI Press.

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.

Graesser, A. C., & McNamara, D. S. (2012). Reading instruction: Technology-based supports for classroom instruction. In C. Dede & J. Richards (Eds.), Digital teaching platforms: Customizing classroom learning for each student (pp. 71-87). New York: Teachers College Press.

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.

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.

Snow, E. L., Jackson, G. T., Varner (Allen), L. K., & McNamara, D. S. (2013). Expectations of technology: A factor to consider in game-based learning environments. In K. Yacef et al. (Eds.), Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED), (pp. 359-368). Heidelberg, Berlin: Springer.

Snow, E. L., Jackson, G. T., Varner (Allen), L. K., & McNamara, D. S. (2013). Investigating the effects of off-task personalization on system performance and attitudes within a game-based environment. In S. K. D’Mello, R. A. Calvo, & A. Olney (Eds.), Proceedings of the 6th International Conference on Educational Data Mining (pp. 272-275). Heidelberg, Berlin, Germany: Springer.

Snow, E. L., Jackson, G. T., Varner (Allen), L. K., & McNamara, D. S. (2013). The impact of performance orientation on students’ interactions and achievements in an ITS. In C. Boonthum-Denecke & G. M. Youngblood (Eds.), Proceedings of the 26th International Flordia Artificial Intelligence Research Society (FLAIRS) Conference (pp. 521-526). Menlo Park, CA: AAAI Press.

Snow, E. L., Jackson, G. T., Varner (Allen), L. K., & McNamara, D. S. (2013). The impact of system interactions on motivation and performance. In Proceedings of the 15th International Conference on Human-Computer Interaction (HCII). (pp. 103-107). Heidelberg, Berlin, Germany: Springer.

Snow, E. L., Likens, A., Jackson, G. T., & McNamara, D. S. (2013). Students’ walk through tutoring: Using a random walk analysis to profile students. In S. K. D’Mello, R. A. Calvo, & A. Olney (Eds.), Proceedings of the 6th International Conference on Educational Data Mining (pp. 276-279). Heidelberg, Berlin, Germany: Springer. [PDF]

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.

Weston, J. L., & McNamara, D. S. (2013). Using multi-level models to assess data from an intelligent tutoring system. In S. K. D’Mello, R. A. Calvo, & A. Olney (Eds.), Proceedings of the 6th International Conference on Educational Data Mining (pp. 370-371). Heidelberg, Berlin, Germany: Springer.

McNamara, D. S. & Schober, M. F. (Eds.). (2014). Society for Text and Discourse Annual Meeting 2013: Introduction to the Special Issue [Special issue]. Discourse Processes, 51(5-6), 357-358. https://doi.org/10.1080/0163853X.2014.915378 [PDF]

Snow, E. L., Allen, L. K., Jackson, G. T., & McNamara, D. S. (2014). Tracking choices: Computational analysis of learning trajectories. In J. Stamper, Z. Pardos, M. Mavrikis, & B. M. McLaren (Eds.), Proceedings of the 7th International Conference on Educational Data Mining (pp. 316-319). London, UK.

Snow, E. L., Allen, L. K., Russel, D. G., & McNamara, D. S. (2014). Who’s in control?: Categorizing nuanced patterns of behaviors within a game-based intelligent tutoring system. In J. Stamper, Z. Pardos, M. Mavrikis, & B. M. McLaren (Eds.), Proceedings of the 7th International Conference on Educational Data Mining (pp. 185-192). London, UK: International Educational Data Mining Society.

Snow, E. L., Jackson, G. T., & McNamara, D. S. (2014). Emergent behaviors in computer-based learning environments: Computational signals of catching up. Computers in Human Behavior, 41, 62-70.

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

Snow, E. L., Jacovina, M. E., Allen, L. K., Dai, J., & McNamara, D. S. (2014). Entropy: A stealth assessment of agency in learning environments. In J. Stamper, Z. Pardos, M. Mavrikis, & B. M. McLaren (Eds.), Proceedings of the 7th International Conference on Educational Data Mining, (pp. 241-244). London, UK.

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., & 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. 

Jackson, T. G., Boonthum, C., & McNamara, D. S. (2015). Natural Language Processing and game-based practice in iSTART. Journal of Interactive Learning Research, 26, 189-208.

Jacovina, M. E., Snow, E. L., Dai, J., & McNamara, D. S. (2015). Authoring tools for ill-defined domains in intelligent tutoring systems: Flexibility and stealth profiling. In R. Sottilare, A. Graesser, X. Hu, & K. Brawner, (Eds.), Design Recommendations for Adaptive Intelligent Tutoring Systems: Authoring Tools(Volume 3, pp. 109-121). Orlando, FL: U.S. Army Research Laboratory.

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. [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., 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. (Eds.). (2015). 2014 Society for Text and Discourse Annual Meeting: Introduction to the Special Issue [Special issue]. Discourse Processes, 52(5-6), 335-336. https://doi.org/10.1080/0163853X.2015.1045802 [PDF]

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

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., Allen, L. K., Jackson, G. T., & McNamara, D. S. (2015). Spendency: Students’ propensity to use system currency. International Journal of Artificial Intelligence in Education, 25, 1-21.

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.

Snow, E. L., San Pedro, M. O., Jacovina, M. E., McNamara, D. S., & Baker. R. S. (2015). Achievement versus experience: Predicting students’ choices during gameplay. 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.564-565). Madrid, Spain: International Educational Data Mining Society.

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.

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.

Jacovina, M. E., Jackson, G. T., Snow, E. L., & McNamara, D. S. (2016). Timing game-based practice in a reading comprehension strategy tutor. In A. Micarelli, J. Stamper, & K. Panourgia (Eds.), Proceedings of the 13th International Conference on Intelligent Tutoring Systems (ITS 2016) (pp. 80-89). Zagreb, Croatia: Spinger.

Johnson, A. M., Jacovina, M. E., Jackson, G. T., Tighe, E. L., & McNamara, D.S. (2016) Lost in Springdale: An interactive narrative for adult literacy learners. In A. Micarelli, J. Stamper, & K. Panourgia (Eds.), Proceedings of the 13th International Conference on Intelligent Tutoring Systems (ITS 2016) (pp. 494-495). Zagreb, Croatia: Springer.

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.

Allen, L. K., Perret, C. A., Likens, A., & McNamara, D. S. (2017). What’d you say again? Recurrence quantification analysis as a method for analyzing the dynamics of discourse in a reading strategy tutor. In A. Wise, P. Winne, G. Lynch, X. Ochoa, I. Molenaar, & S. Dawson (Eds.), Proceedings of the 7th International Conference on Learning Analytics & Knowledge (LAK 17) in Vancouver, BC, Canada, (pp. 373-382). New York, NY: ACM.

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., Jacovina, M., Soto, C. M., Allen, L. K., Dai, J., Guerrero, T. A., & McNamara, D. S. (2017). Teaching iSTART to understand Spanish. In B. Boulay, R. Baker, & E. Andre (Eds.), Proceedings of the 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.

Johnson, A. M., Guerrero, T. A., Tighe, E. L., & McNamara, D. S. (2017). iSTART-ALL: Confronting adult low literacy with intelligent tutoring for reading comprehension. In B. Boulay, R. Baker & E. Andre (Eds.), Proceedings of the 18th International Conference on Artificial Intelligence in Education (AIED), (pp. 125-136). Wuhan, China: Springer

Johnson, A., McCarthy, K. S., Kopp, K., Perret, C. A., & McNamara, D. S. (2017). Adaptive reading and writing instruction in iSTART and W-Pal. In Z. Markov & V. Rus (Eds.), Proceedings of the 30th Annual Florida Artificial Intelligence Research Society International Conference (FLAIRS), (pp. 561-566). Marco Island, FL: AAAI Press.

Kopp, K. J., Johnson, A. M., Crossley, S. A., & McNamara, D. S. (2017). Assessing question quality using natural language processing. In B. Boulay, R. Baker & E. Andre (Eds.), Proceedings of the 18th International Conference on Artificial Intelligence in Education (AIED), (pp.201-211). Wuhan, China: Springer.

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.

McCarthy, K. S., Jacovina, M. E., Snow, E. L. Guerrero, T. A., & McNamara, D. S. (2017). iSTART therefore I understand: But metacognitive supports did not enhance comprehension gains. In B. Boulay, R. Baker, & E. Andre (Eds.), Proceedings of the 18th International Conference on Artificial Intelligence in Education (AIED), (pp. 201-211). Wuhan, China: Springer.

McCarthy, K. S., Johnson, A. M., Likens, A. D., Martin, Z., & McNamara, D. S. (2017). Metacognitive prompt overdose: Positive and negative effects of prompts in iSTART. In X. Hu, T. Barnes, A. Hershkovitz, & L. Paquette (Eds.), Proceedings of the 10th International Conference on Educational Data Mining (EDM), (pp. 404-405). Wuhan, China: International Educational Data Mining Society.

Perret, C. A., Johnson, A. M., McCarthy, K. S., Guerrero, T. A., & McNamara, D. S. (2017). StairStepper: An adaptive remedial iSTART module. In B. Boulay, R. Baker & E. Andre (Eds.), Proceedings of the 18th International Conference on Artificial Intelligence in Education (AIED), (pp.557-560), Wuhan, China: Springer.

Skalicky, S., Crossley, S. A., McNamara, D. S., & Muldner, K. (2017). Automatically identifying humorous and persuasive language produced during a creative problem-solving task. In Z. Markov & V. Rus (Eds.), Proceedings of the 30th Annual Florida Artificial Intelligence Research Society International Conference (FLAIRS). (pp. 282-287). Marco Island, FL: AAAI Press.

Likens, A. D., McCarthy, K. S., Allen, L. K., & McNamara, D. S. (2018). Recurrence Quantification Analysis as a method for studying text comprehension dynamics. In Proceedings of the 8th International Conference on Learning Analytics and Knowledge (LAK’18). Sydney, Australia. 

McCarthy, K. S., Likens, A. D., Kopp, K. J., Watanabe, M., Perret, C. A., & McNamara, D. S. (2018). The “LO”-down on grit: Non-cognitive trait assessments fail to predict learning gains in iSTART and W-Pal. In Companion Proceedings of the 8th International Conference on Learning Analytics and Knowledge (LAK’18). Sydney, Australia.

Stone, M., Kent, K. M., Roscoe, R. D., Corley, K. M., Allen, L. K., & McNamara, D. S. (2018). The Design Implementation Framework: Iterative design from the lab to the classroom. In R. Roscoe, S. D. Craig, & I. Douglas (Eds.) End-user considerations in educational technology design (pp.76-98). Hershey, PA: IGI Global.

Fang, Y., Li, T., Huynh, L., Christhilf, K., Roscoe, R. D., & McNamara, D. S. (2023). Stealth literacy assessments via educational games. Computers, 12(7), Article 130. [LINK] [PDF]

Fang, Y., Allen, L. K., Roscoe, R. D., & McNamara, D. S. (2023). Stealth literacy assessment: Leveraging games and NLP in iSTART. In V. Yaneva, & M. von Davier (Eds.), Advancing natural language processing in educational assessment, (pp. 183-199). Routledge. [PDF]

Watanabe, M., Arner, T., & McNamara, D. S. (2024). iSTART-Early and now I can read: Effective reading strategies for young readers. The Reading Teacher, 77(4), 533-540 [LINK] [PDF]

Baker, R.S. Wang, Y., Paquette, L., Aleven, V., Popsecu, O., Sewall, J., Rose, C., Tomar, G., Ferschke, O., Zhang, J., Cennamo, M., Ogden, S., Condit, T., Diaz, J., Crossley, S., McNamara, D., Comer, D., Lynch, C., Brown, R., Barnes, T., Bergner, Y. (in press). A MOOC on Educational Data Mining. To appear in ElAtia, S., Zaiane, O.R., Ipperciel, D. (Eds.), Handbook of Data Mining and Learning Analytics.Hoboken, NJ: Wiley.

Jacovina, M., & McNamara, D. S. (in press). Intelligent tutoring systems for literacy: Existing technologies and continuing challenges. In R. Atkinson (Ed.), Intelligent tutoring systems: Structure, applications and challenges. Hauppauge, NY: Nova Science Publishers Inc.

Johnson, A., Perret, C. A., Watanabe, M., Kopp, K., McCarthy, K. S., & McNamara, D. S. (in press). Adaptive literacy instruction in iSTART and W-Pal: Implementing the outer loop. In S. Craig (Ed.), Tutoring and Intelligent Tutoring Systems. 

McCarthy, K. S., Likens, A. D., Johnson, A. M., Guerrero, T. A., & McNamara, D. S. (in press). Metacognitive overload!: Positive and negative effects of metacognitive prompts in an intelligent tutoring system. International Journal of Artificial Intelligence in Education. 

McNamara, D., Allen, L. K., McCarthy, S. & Balyan, R. (in press). NLP: getting computers to understand discourse. In K. Millis, Long, D., Magliano, J. & Wiemer, K (Eds.) Deep learning: Multi-Disciplinary Approaches. Routledge.

Roscoe, R., Allen, L. K., & McNamara, D., (in press). Contrasting writing practice formats in a writing strategy tutoring system. Journal of Educational Computing Research.