All publications
Books and proceedings
McNamara, D. S. (Ed.). (2007). Reading comprehension strategies: Theory, interventions, and technologies. Lawrence Erlbaum Associates, Inc.
McNamara, D. S., & Trafton, J. G. (Eds.). (2007). Proceedings of the 29th Annual Conference of the Cognitive Science Society. Curran Associates, Inc.
Landauer, T. K., McNamara, D. S., Dennis, S., & Kintsch, W. (Eds.). (2011). Handbook of Latent Semantic Analysis. Routledge.
McNamara, D. S., Graesser, A. C., McCarthy, P. M., & Cai, Z. (2014). Automated Evaluation of Text and Discourse with Coh-Metrix. Cambridge University Press. https://doi.org/10.1017/cbo9780511894664
Crossley, S. A., & McNamara, D. S. (Eds.). (2016). Adaptive educational technologies for literacy instruction. Routledge. https://doi.org/10.4324/9781315647500
McCrudden, M. T., & McNamara, D. S. (2017). Cognition in Education. Routledge.
Roll, I., McNamara, D. S., Sosnovsky, S., Luckin, R., & Dimitrova, V. (Eds.). (2021). Artificial Intelligence in Education: 22nd International Conference, AIED 2021, Utrecht, The Netherlands, June 14–18, 2021, Proceedings, Part I. Springer Cham. https://doi.org/10.1007/978-3-030-78292-4
Stukker, N., Bateman, J. A., McNamara, D. S., & Spooren, W. (Eds.). (2024). Multidisciplinary views on discourse genre: A research agenda. Routledge. https://doi.org/10.4324/9781003335603
Journal articles, book chapters, proceedings, encyclopedia articles, and book reviews
Doane, S.M., McNamara, D.S., Kintsch, W., Polson, P.G., Dungca, R.G., & Clawson, D.M. (1991). Action planning: The role of prompts in UNIX command production. In K. J. Hammon and D. Getner (Eds.), Proceedings of the Thirteenth Annual Conference of the Cognitive Science Society (pp. 682-687). Hillsdale, NJ: Erlbaum.
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. [PDF]
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. [LINK]
Turner, M.L., Johnson, S.K., McNamara, D.S., & Engle, R.W. (1992). Effects of same-modality interference on immediate serial recall of auditory and visual information. The Journal of General Psychology, 119, 247-263. [PDF]
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. [PDF]
Doane, S.M., Sohn, Y.W., Adams, D., & McNamara, D.S. (1994). Learning from instruction: A comprehension-based approach. In A. Ram & K. Eiselt (Eds.), Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society(pp. 254-259). Hillsdale, NJ: Erlbaum. [PDF]
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. [PDF]
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. [LINK]
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. [PDF]
Healy, A.F., & McNamara, D.S. (1996). Verbal learning and memory: Does the modal model still work? Annual Review of Psychology, 47, 143-172. [PDF]
McNamara, D.S., & Kintsch, W. (1996). Learning from text: Effects of prior knowledge and text coherence. Discourse Processes, 22, 247-288. [PDF]
McNamara, D.S., & Kintsch, W. (1996). Working memory in text comprehension: Interrupting difficult text. In G.W. Cottrell (Ed.), Proceedings of the Eighteenth Annual Conference of the Cognitive Science Society (pp. 104-109). Hillsdale, NJ: Erlbaum. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
Doane, S.M., Sohn, Y.W., McNamara, D.S., & Adams, D. (2000). Comprehension-based skill acquisition. Cognitive Science, 24, 1-52. [PDF]
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.[PDF]
McNamara, D.S., & Healy, A.F. (2000). A procedural explanation of the generation effect for simple and difficult multiplication problems and answers. Journal of Memory and Language, 43, 652-679. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
McNamara, D.S. (2001). Speed reading. In N.J. Smelser & P.B. Bates (Eds.), International Encyclopedia of the Social & Behavioral Sciences, New York, NY: Elsevier.[PDF]
McNamara, D.S., & Scott, J.L. (2001). Working memory capacity and strategy use. Memory & Cognition, 29, 10-17. [LINK]
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. [PDF]
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. [PDF]
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. [LINK]
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.[PDF]
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. [PDF]
Risser, M.R., McNamara, D.S., Baldwin, C.L., Scerbo, M.W., Barshi, I. (2002). Interference while hearing or reading information: Considerations for ATC communication. In Proceedings of the Human Factors and Ergonomics Society Forty-sixth Annual Meeting (pp. 392-396). [PDF]
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.[PDF]
Hu, X., Cai, Z., Franceschetti, D., Penumatsa, P., Graesser, A.C., Louwerse, M.M., McNamara, D.S., & the Tutoring Research Group (2003). LSA: First dimension and dimensional weighting. In R. Alterman & D. Hirsh (Eds.), Proceedings of the 25th Annual Conference of the Cognitive Science Society (pp. 587-592). Mahwah, NJ: Erlbaum. [PDF]
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. [LINK]
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). [PDF]
McNamara, D.S., Best, R., & Castellano, C. (2003). Learning from text: Facilitating and enhancing comprehension. www.speechpathology.com. [PDF]
Risser, M.R., Scerbo, M.W., Baldwin, C.L., & McNamara, D.S. (2003). ATC commands executed in speech and text formats: Effects of task interference. In Proceedings of the 12th Biennial International Symposium on Aviation Psychology (pp. 999-1004). [PDF]
Scerbo, M.W., Risser, M.R., Baldwin, C.L., & McNamara, D.S. (2003). Implementing speech and simulated data link commands: The role of task interference and message length. Proceedings of the Human Factors and Ergonomics Society 47th Annual Meeting (pp. 95-99). Houston, TX: Human Factors & Ergonomics Society. [PDF]
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. [PDF]
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. [LINK]
Bruss, M., Albers, M.J., & McNamara, D. (2004). Changes in scientific articles over two hundred years: A Coh-Metrix analysis. In S. Tilley & S. Huang (Eds.), Proceedings of the 22nd Annual International Conference on Design of Communication: the Engineering of Quality Documentation (pp. 104-109). New York: ACM Press. [PDF]
Cai, Z., McNamara, D.S., Louwerse, M., Hu, X., Rowe, M., & Graesser, A.C. (2004). NLS: Non-latent similarity algorithm. In K. Forbus, D. Gentner & T. Regier (Eds.), Proceedings of the 26th Annual Cognitive Science Society (pp. 180-185). Mahwah, NJ: Erlbaum. [PDF]
Dufty, D.F., McNamara, D., Louwerse, M., Cai, Z., & Graesser, A.C. (2004). Automatic evaluation of aspects of document quality. In S. Tilley & S. Huang (Eds.), Proceedings of the 22nd Annual International Conference on Design of Communication: the Engineering of Quality Documentation (pp. 14-16). New York: ACM Press. [PDF]
Graesser, A.C., McNamara, D.S., Louwerse, M., & Cai, Z. (2004). Coh-Metrix: Analysis of text on cohesion and language. Behavior Research Methods, Instruments, & Computers, 36, 193-202. [LINK]
Louwerse, M.M., McCarthy, P.M., McNamara, D.S., & Graesser, A.C. (2004). Variation in language and cohesion across written and spoken registers. In K. Forbus, D. Gentner, & T. Regier (Eds.), Proceedings of the 26th Annual Cognitive Science Society (pp.843-848). Mahwah, NJ: Erlbaum. [PDF]
McNamara, D.S. (2004). Aprender del texto: efectos de la estructura textual y las estrategias del lector. Revista Signos, 37, 19-30. [PDF]
McNamara, D.S. (2004). Review of Précis of thoughts on thought by E. Hunt.Contemporary Psychology, 49, 617-619. [PDF]
McNamara, D.S. (2004). SERT: Self-explanation reading training. Discourse Processes, 38. [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. [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. [LINK]
McNamara, D.S., & McDaniel, M.A. (2004). Suppressing irrelevant information: Knowledge activation or inhibition? Journal of Experimental Psychology: Learning, Memory, & Cognition, 30, 465-482. [PDF]
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. [LINK]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
Risser, M.R., Scerbo, M.W., Baldwin, C.L., & McNamara, D.S. (2004). Implementing voice and datalink commands under task Interference during simulated flight. In Proceedings of the 5th HPSAA II Conference, Human Performance, Situation Awareness and Automation Technology. Daytona Beach, FL. [PDF]
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. [PDF]
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. [PDF]
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.[PDF]
Graesser, A.C., McNamara, D.S., & VanLehn, K. (2005). Scaffolding deep comprehension strategies through Point&Query, AutoTutor, and iSTART. Educational Psychologist, 40, 225-234. [PDF]
Hempelmann, C.F., Dufty, D., McCarthy, P.M., Graesser, A.C., Cai, Z., & McNamara, D.S. (2005). Using LSA to automatically identify givenness and newness of noun phrases in written discourse. In B. G. Bara, L. Barsalou, & M. Bucciarelli (Eds.), Proceedings of the 27th Annual Conference of the Cognitive Science Society (pp. 941-946). Mahwah, NJ: Erlbaum. [PDF]
Hempelmann, C.F., Rus, V., Graesser, A.C., & McNamara, D.S. (2005). Evaluating state-of-the-art treebank-style parsers for Coh-Metrix and other learning technology environments. In Proceedings of the Second Workshop on Building Educational Applications using Natural Language Processing and Computational Linguistics (pp. 69-76). New Brunswick, NJ: ACL. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
Bell, C.M., McCarthy, P.M., & McNamara, D.S. (2006). Variations in language use across gender: Biological versus sociological theories. In R. Sun & N. Miyake (Eds.), Proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 1009). Mahwah, NJ: Erlbaum. [PDF]
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. [LINK]
Dufty, D.F., Graesser, A.C., Louwerse, M., & McNamara, D.S. (2006). Assigning grade level to textbooks: Is it just readability? In R. Sun & N. Miyake (Eds.), Proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 1251-1256). Austin, TX: Cognitive Science Society. [PDF]
Duran, N., McCarthy, P.M., Graesser, A.C., & McNamara, D.S. (2006). Using Coh-Metrix temporal indices to predict psychological measures of time. In R. Sun & N. Miyake (Eds.), Proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 190-195). Austin, TX: Cognitive Science Society. [PDF]
Hempelmann, C.F., Rus V., Graesser, A.C., & McNamara, D.S. (2006). Evaluating state-of-the-art treebank-style parsers for Coh-Metrix and other learning technology environments. Natural Language Engineering, 12, 131-144. [PDF]
Louwerse, M.M., Graesser, A.C., McNamara, D.S., Jeuniaux, P., & Yang, F. (2006). Coherence is also in the eye of the beholder. In Silva, M. & Cox, A. (Eds), Proceedings of the Cognitive Science Workshop “What have eye movements told us so far, and what is next?” London, University College London. [PDF]
Louwerse, M.M., McNamara, D.S., Graesser, A.C., Lewis, G. & Zirnstein, M. (2006). An eye for an eye, and for other modalities. In Silva, M. & Cox, A. (Eds.), Proceedings of the Cognitive Science Workshop “What have eye movements told us so far, and what is next?” London, University College London. [PDF]
McCarthy, P.M., Lewis, G.A., Dufty, D.F., & McNamara, D.S. (2006). Analyzing writing styles with Coh-Metrix. In Proceedings of the Florida Artificial Intelligence Research Society International Conference (FLAIRS) (pp. 764-770). [PDF]
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.[PDF]
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. [PDF]
McNamara, D.S., Ozuru, Y., Graesser, A.C., & Louwerse, M. (2006). Validating Coh-Metrix. In R. Sun & N. Miyake (Eds.), Proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 573-578). Austin, TX: Cognitive Science Society.[PDF]
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. [LINK]
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. [PDF]
Risser, M.R., Scerbo, M.W., Baldwin, C.L., & McNamara, D.S. (2006). Interference timing and acknowledgement response with voice and datalink ATC commands. Proceedings of the Human Factors and Ergonomics Society 50th Annual Meeting. San Francisco, CA. [PDF]
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. [LINK]
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. [PDF]
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. [LINK]
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. [PDF]
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. [PDF]
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. [LINK]
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. [LINK]
Briner, S.W., McCarthy, P.M., & McNamara, D.S. (2007). Assessing AutoProp: An automated propositionalization tool. Coyote Papers: Psycholinguistic and Computational Perspectives. University of Arizona Working Papers in Linguistics, 15,1-17. [LINK]
Crossley, S.A., Dufty, D.F., McCarthy, P.M., & McNamara, D.S. (2007). Toward a new readability: A mixed model approach. In D.S. McNamara and G. Trafton (Eds.), Proceedings of the 29th annual conference of the Cognitive Science Society(pp. 197-202). Austin, TX: Cognitive Science Society. [PDF]
Crossley, S.A., Louwerse, M., McCarthy, P.M., & McNamara, D.S. (2007). A linguistic analysis of simplified and authentic texts. Modern Language Journal, 91, 15-30. [PDF]
Crossley, S.A., McCarthy, P.M. & McNamara, D.S. (2007). Discriminating between second language learning text-types. In D. Wilson & G. Sutcliffe (Eds.), Proceedings of the 20th International Florida Artificial Intelligence Research Society Conference (pp. 205-210). Menlo Park, California: The AAAI Press. [PDF]
Dempsey, K.B., McCarthy, P.M., & McNamara, D.S. (2007). Using phrasal verbs as an index to distinguish text genres. In D. Wilson and G. Sutcliffe (Eds.), Proceedings of the twentieth International Florida Artificial Intelligence Research Society Conference (pp. 217-222). Menlo Park, California: The AAAI Press. [PDF]
Duran, N., Bellissens, C., Taylor, R., & McNamara, D. (2007). Qualifying text difficulty with automated indices of cohesion and semantics. In D.S. McNamara and G. Trafton (Eds.), Proceedings of the 29th Annual Meeting of the Cognitive Science Society(pp. 233-238). Austin, TX: Cognitive Science Society. [PDF]
Duran, N.D., McCarthy, P.M., Graesser, A.C., & McNamara, D.S. (2007). Using temporal cohesion to predict temporal coherence in narrative and expository texts. Behavior Research Methods, 39, 212-223. [LINK]
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. [PDF ]
Graesser, A. C., McNamara, D. S., & Rus, V. (2007). Computational modeling of discourse and conversation. In M. Spivey, M. Joanisse, & K. McRae (Eds.), Cambridge handbook of psycholinguistics (pp.). Cambridge, UK: Cambridge University Press. [PDF]
Hall, C., McCarthy, P.M., Lewis, G.A., Lee, D.S., & McNamara, D.S. (2007). A Coh-Metrix assessment of American and English/Welsh Legal English. Coyote Papers: Psycholinguistic and Computational Perspectives. University of Arizona Working Papers in Linguistics, 15, 40-54. [PDF]
Hu, X., Cai, Z., Wiemer-Hasting, P., Graesser, A., & McNamara, D.S. (2007). Strengths, limitations, and extensions of LSA. In T. Landauer, D.S., McNamara, S. Dennis, & W. Kintsch (Eds.), Handbook of Latent Semantic Analysis (pp. 401-425). Mahwah, NJ: Erlbaum. [PDF]
Kintsch, W., McNamara, D.S. Dennis, S., & Landauer, T.K. (2007). LSA and meaning: In theory and application. In T. Landauer, D.s., McNamara, S. Dennis, & W.Kintsch (Eds.),Handbook of Latent Semantic Analysis (pp. 467-479). Mahwah, NJ: Erlbaum. [PDF]
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. [PDF]
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. [LINK]
Lightman, E.J., McCarthy, P.M., Dufty, D.F., & McNamara, D.S. (2007). The structural organization of high school educational texts. In D. Wilson & G. Sutcliffe (Eds.), Proceedings of the twentieth International Florida Artificial Intelligence Research Society Conference (pp. 235-240). Menlo Park, California: The AAAI Press. [PDF]
Lightman, E.J., McCarthy, P.M., Dufty, D.F., & McNamara, D.S. (2007). Using computation text analysis tool to compare the lyrics of suicidal and non-suicidal song-writers. In D.S. McNamara and G. Trafton (Eds.), Proceedings of the 29th annual conference of the Cognitive Science Society(pp. 1217-1222).Austin, TX: Cognitive Science Society. [PDF]
Magliano, J. P., Millis, K. K., Ozuru, Y., & McNamara, D.S. (2007). A multidimensional framework to evaluate reading assessment tools. In D.S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 107-136). Mahwah, NJ: Erlbaum. [PDF]
McCarthy, P.M., Briner, S.W., Rus, V., & McNamara, D.S. (2007). Textual signatures: Identifying text-types using latent semantic analysis to measure the cohesion of text structures. In A. Kao, & S. Poteet (Eds.), Natural language processing and text mining (pp. 107-122) . London: Springer-Verlag U.K. [LINK]
McCarthy, P.M., Lehenbauer, B.M., Hall, C., Duran, N.D., Fujiwara, Y., & McNamara, D.S. (2007). A Coh-Metrix analysis of discourse variation in the texts of Japanese, American, and British Scientists. Foreign Languages for Specific Purposes, 6, 46-77. [PDF]
McCarthy, P.M., & McNamara, D.S. (2007). Are seven words all we need? Recognizing genre at the sub-sentential level. In D.S. McNamara and G. Trafton (Eds.), Proceedings of the 29th annual conference of the Cognitive Science Society(pp. 1295-1300). Austin, TX: Cognitive Science Society. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
McNamara, D.S., Cai, Z., & Louwerse, M.M. (2007). Optimizing LSA measures of cohesion. In T. Landauer, D.S. McNamara, S. Dennis, & W. Kintch (Eds.), Handbook of Latent Semantic Analysis (pp. 379-400). Mahwah, NJ: Erlbaum. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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] [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
Crossley, S.A., Greenfield, J., & McNamara, D.S. (2008). Assessing text readability using cognitively based indices. TESOL Quarterly, 42, 475-493. [PDF]
Crossley, S.A. & McNamara, D.S. (2008). Assessing second language reading texts at the intermediate level: An approximate replication of Crossley, Louwerse, McCarthy, and McNamara (2007). Language Teaching, 41, 229-409. [PDF]
Crossley, S.A., Salsbury, T. McCarthy, P.M., & McNamara, D.S. (2008), LSA as a measure of coherence in second language natural discourse. In V. Sloutsky, B. Love, & K. McRae (Eds.), Proceedings of the 30th annual conference of the Cognitive Science Society (pp.1906-1911). Washington, D.C.: Cognitive Science Society. [PDF]
Crossley, S.A., Salsbury, T., McCarthy, P.M., & McNamara, D.S. (2008). Using latent semantic analysis to explore second language lexical development. In D. Wilson & G. Sutcliffe (Eds.), Proceedings of the 21st International Florida Artificial Intelligence Research Society Conference (pp. 136-141). Menlo Park, CA: The AAAI Press. [PDF]
Graesser, A.C., Jeon, M., Cai, Z., & McNamara, D.S. (2008). Automatic analyses of language, discourse, and situation models. In W. van Peer & J. Auracher (Eds.), New Beginnings for Study of Literature. New Castle: Cambridge Scholars Publications. [PDF]
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. [PDF]
McCarthy, P.M., Renner, A.M., Duncan, M.G., Duran, N.D., Lightman, E.J., & McNamara, D.S. (2008). Identifying topic sentencehood. Behavior Research and Methods, 40, 647-664. [LINK]
McCarthy, P.M., Rus, V., Crossley, S., Graesser, A.C., & McNamara, D.S. (2008). Assessing forward-, reverse-, and average-entailment indices on natural language input from the intelligent tutoring system, iSTART. In D. Wilson & G. Sutcliffe (Eds.), Proceedings of the 21st International Florida Artificial Intelligence Research Society Conference (pp. 165-170). [PDF]
Ozuru, Y., Rowe, M., O’Reilly, T., & McNamara, D.S. (2008). Where’s the difficulty in standardized reading tests: The passage or the question? Behavior Research Methods. 40, 1001-1015. [LINK]
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, D.C.: Cognitive Science Society. [PDF]
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. [PDF]
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. [PDF]
Rus, V., McCarthy, P.M., McNamara, D.S., & Graesser, A.C. (2008). Natural language understanding and assessment. In J.R. Rabuñal, J. Dorado, & A. Pazos (Eds.). Encyclopedia of Artificial Intelligence (pp. 1179-1184). Hershey, PA: Idea Group, Inc. [PDF]
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, D.C.: Cognitive Science Society. [PDF]
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. [PDF]
Crossley, S.A., Louwerse, M., & McNamara, D.S. (2009). Identifying linguistic cues that distinguish text types: A comparison of first and second language speakers. Language Research, 42, 361-381. [LINK]
Crossley, S.A. & McNamara, D.S. (2009). Computational assessment of lexical differences in L1 and L2 writing. Journal of Second Language Writing, 18, 119-135. [PDF]
Crossley, S.A., Salsbury, T., & McNamara, D.S. (2009). Measuring L2 lexical growth using hypernymic relationships. Language Learning, 59, 307-334. [PDF]
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. [LINK]
Dempsey, K.B., McCarthy, P.M., Myers, J.C., Weston, J., & McNamara, D.S. (2009). Determining paragraph type from paragraph position. In C.H. Lane & H.W. Guesgen (Eds.), Proceedings of the 22nd International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 33-38) Menlo Park, CA: The AAAI Press. [PDF]
Duran, N.D., Crossley, S.A., Hall, C., McCarthy, P.M., & McNamara, D.S. (2009). Expanding a catalogue of deceptive linguistic features with NLP technologies. In C.H. Lane & H.W. Guesgen (Eds.), Proceedings of the 22nd International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 243-248). Menlo Park, CA: The AAAI Press. [PDF]
Healy, S.L., Weintraub, J.D., McCarthy, P.M., Hall, C., & McNamara, D.S. (2009). Assessment of LDAT as a grammatical diversity assessment tool. In C. H. Lane & H. W. Guesgen (Eds.), Proceedings of the 22nd International Florida Artificial Intelligence Research Society (FLAIRS) International Conference (pp. 249-253). Menlo Park, CA: The AAAI Press. [PDF]
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. [PDF]
Jackson, G.T., Graesser, A.C., & McNamara, D.S. (2009). What students expect may have more impact than what they know or feel. 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. 73-80). Amsterdam, The Netherlands: IOS Press. [PDF]
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] [PDF]
Louwerse, M.M., Graesser, A.C., McNamara, D.S., & Lu, S. (2009). Embodied conversational agents as conversational partners. Applied Cognitive Psychology, 23, 1244-1255. [PDF]
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. [PDF]
McCarthy, P.M., Guess, R.H., & McNamara, D.S. (2009). The components of paraphrase evaluations. Behavioral Research Methods, 41, 682-690. [LINK]
McCarthy, P.M., Hall, C., Duran, N.D., Doiuchi, M., Duncan, B., Fujiwara, Y., & McNamara, D.S. (2009). Analyzing journal abstracts written by Japanese, American, and British scientists using Coh-Metrix and the Gramulator. The ESPecialist, 30, 141-173. [PDF]
McCarthy, P.M., Myers, J.C., Briner, S.W., Graesser, A.C., & McNamara, D.S. (2009). Are three words all we need? A psychological and computational study of sub-sentential genre recognition. Journal for Language Technology and Computational Linguistics, 24, 23-55. [PDF]
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.] [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [PDF]
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. [LINK]
Crossley, S.A. & McNamara, D.S. (2010). Cohesion, coherence, and expert evaluations of writing proficiency. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 984-989). Austin, TX: Cognitive Science Society. [LINK]
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. [LINK]
Crossley, S. A., Salsbury, T., & McNamara, D. S. (2010). The development of polysemy and frequency use in English second language speakers. Language Learning, 60, 573-605. [Awarded most outstanding article of the year in Language Learning for 2010.] [PDF]
Crossley, S. A., Salsbury, T., & McNamara, D. S. (2010). The development of semantic relations in second language speakers. A case for Latent Semantic Analysis. Vigo International Journal of Applied Linguistics, 7, 55-74. [LINK]
Crossley, S. A., Salsbury, T., & McNamara, D. S. (2010). The role of lexical cohesive devices in triggering negotiations for meaning. Issues in Applied Linguistics, 18, 55-80. [LINK]
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. [LINK]
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. [LINK]
Duran, N.D., Dale, R., & McNamara, D.S. (2010). The action dynamics of overcoming the truth. Psychonomic Bulletin & Review, 17, 486-419. [LINK]
Duran, N.D., Hall, C., McCarthy, P.M., & McNamara, D.S. (2010). The linguistic correlates of conversational deception: Comparing natural language processing technologies. Applied Psycholinguistics. [PDF]
Graesser, A. C., & McNamara, D. S. (2010) Self-regulated learning in learning environments with pedagogical agents that interact in natural language. Educational Psychologist, 45, 234-244. [PDF]
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. [PDF]
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. [LINK]
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. [PDF]
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. [LINK]
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. [LINK]
McNamara, D.S. (2010). Strategies to read and learn: Overcoming learning by consumption. Medical Education, 44, 340-346. [LINK]
McNamara, D.S., Crossley, S.A., & McCarthy, P.M. (2010). Linguistic features of writing quality. Written Communication, 27, 57-86. [PDF]
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. [PDF]
McNamara, D.S., Louwerse, M.M., McCarthy, P.M., & Graesser, A.C. (2010). Coh-Metrix: Capturing linguistic features of cohesion. Discourse Processes, 47, 292-330. [LINK] [PDF]
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. [PDF]
Myers, J.C., McCarthy, P.M., Duran, N.D., & McNamara, D.S. (2010). The bit in the middle and why it’s important: A computational analysis of the linguistic features of body paragraphs. Behavior Research Methods, 41, 201-209. [LINK]
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] [PDF]
Weston, J., Crossley, S.A., & McNamara, D.S. (2010). Towards a computational assessment of freewriting quality. In H.W. Guesgen & C. Murray (Eds.), Proceedings of the 23rd International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 283-288). Menlo Park, CA: The AAAI Press. [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. [LINK]
Crossley, S.A., Allen, D., & McNamara, D.S. (2011). Text readability and intuitive simplification: A comparison of readability formulas. Reading in a Foreign Language, 23, 84-102. [LINK]
Crossley, S. A., Dempsey, K., & McNamara, D. S. (2011). Classifying paragraph types using linguistic features: Is paragraph positioning important? Journal of Writing Research, 3, 119-143. [LINK]
Crossley, S. A., & McNamara, D. S. (2011). Shared features of L2 writing: Intergroup homogeneity and text classification. Journal of Second Language Writing, doi: 10.1016/j.jslw2011.05.007. [PDF]
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Allen, L. K., Dascalu, M., McNamara, D. S., Crossley, S., & Trausan-Matu, S. (2016). Modeling individual differences among writers using ReaderBench. In EduLearn (pp. 5269-5279). Barcelona, Spain: IATED. [PDF]
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Kim, J., Butterfuss, R., Choi, D-H., Orcutt, E., Johnson, V., & Kendeou, P. (2022). The Future of Reading Comprehension: Embracing Complexity and Expanding Theory. Routledge Resources Online- Education. Routledge. https://doi.org/10.4324/9781138609877-REE174-1 [PDF]
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McCarthy, K. S., Yan, E. F., Sonia, A., Allen, L. K., Magliano, J. P., & McNamara, D. S. (2022). On the basis of source: Impacts of individual differences on integrated reading and writing tasks. Learning and Instruction, 79, Article 101599. [LINK] [PDF]
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Solnyshkina, M., McNamara, D. S., & Zamaletdinov, R. (2022). Natural language processing and discourse complexity studies. Russian Journal of Linguistics, 26(2), 317-341.[LINK] [PDF]
Solovyev, V., Solnyshkina, M., & McNamara, D. S. (2022). Computational linguistics and discourse complexology: Paradigms and research methods. Russian Journal of Linguistics, 26(2), 275-316. [LINK] [PDF]
Sonia, A. N., Magliano, J. P., McCarthy, K. S., Creer, S. D., McNamara, D. S., & Allen, L. K. (2022). Integration in Multiple-Document Comprehension: A Natural Language Processing Approach. Discourse Processes, 59(5-6), 417-438. https://doi.org/10.1080/0163853x.2022.2079320 [PDF]
Allen, L. K., Graesser, A. C., & McNamara, D. S. (2023). Automated analyses of natural language in psychological research. In H. Cooper, M. N. Coutanche, L. M. McMullen, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology: Foundations, planning, measures, and psychometrics (pp. 361–380). American Psychological Association. [LINK] [PDF]
Banawan, M., Butterfuss, R. Taylor, K. S., Christhilf, K., Hsu, C., O’Loughlin, C., Allen, L. K., Roscoe, R. D., McNamara, D. S. (2023). The Future of Intelligent Tutoring Systems for Writing. In O. Kruse, C. Rapp, C. M. Anson, K. Benetos, E. Cotos, A. Devitt, A. Shibani (Eds.), Digital Writing Technologies in Higher Education: Theory, Research, and Practice, (pp. 365-383). Springer, Cham. [LINK] [PDF]
Bittermann, A., McNamara, D. S., Simonsmeier, B. A., & Schneider, M. (2023). The landscape of research on prior knowledge and learning: A bibliometric analysis. Educational Psychology Review, 35, 58. [LINK]
Banawan, M.P., Shin, J., Arner, T., Balyan, R., Leite, W.L., & McNamara, D.S. (2023). Shared language: Linguistic similarity in an algebra discussion forum. Computers: Artificial Intelligence Models, Tools and Applications with A Social and Semantic Impact, 12(3), Article 53. [LINK] [PDF]
Botarleanu, R-M., Watanabe, M., Dascalu, M., Crossley, S. A., & McNamara, D. S. (2023). Multilingual age of exposure 2.0. International Journal of Artificial Intelligence in Education. Advance Online Publication. [LINK] [PDF]
Butterfuss, R., McCarthy, K. S., Orcutt, E., Kendeou, P., & McNamara, D. S. (2023). Identification of main ideas in expository texts: Selection versus deletion. Reading and Writing. [LINK] [PDF]
Corlatescu, D., Watanabe, M., Ruseti, S., Dascalu, M., & McNamara, D. S. (2023). The automated model of comprehension version 3.0: Paying attention to context. In N. Wang, G. Rebolledo-Mendez, N. Matsuda, O. C. Santos, & V. Dimitrova (Eds.), Artificial intelligence in education, 24th international conference, AIED 2023, Tokyo, Japan, July 3-7, 2023, proceedings (pp. 229-241). Springer, Cham. [LINK] [PDF]
Crossley, S. A., McNamara, D. S., Dalsen, J., Anderson, C. G., & Steinkueler, C. (2023). Linking natural language use and science performance. In F. Ouyang, P. Jiao, & B. M. McLaren, & A. H. Alavi (Eds.), Artificial intelligence in STEM education: The paradigmatic shifts in research, education, and technology (pp. 309-316). CRC Press. [LINK] [PDF]
Crossley, S., Wan, Q., Allen, L., & McNamara, D. S. (2023). Source inclusion in synthesis writing: An NLP approach to understanding argumentation, sourcing, and essay quality. Reading and writing, 36(4), 1053-1083. https://doi.org/10.1007/s11145-021-10221-x [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. [LINK] [PDF]
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., Roscoe, R. D., & McNamara, D. S. (2023). Artificial intelligence-based assessment in education. In B. du Boulay, A. Mitrovic, & K. Yacef (Eds.), Handbook of artificial intelligence in education (pp. 485-504). Edward Elgar Publishing Limited. [LINK] [PDF]
McNamara, D. S., Arner, T., Butterfuss, R., Mallick, D. B., Lan, A. S., Roscoe, R. D., Roediger III, H. L., Baraniuk, R. G. (2023). Situating AI (and big data) in the learning sciences: Moving toward large-scale learning sciences. In F. Ouyang, P. Jiao, B. M. McLaren, & A. Alavi (Eds.), Artificial intelligence in STEM education. Routledge.
Nicula, B., Dascalu, M., Arner, T., Balyan, R., McNamara, D. S. (2023). Automated assessment of comprehension strategies from self-explanations using LLMs. Information, 14(10), Article 567. https://doi.org/10.3390/info14100567
Paroiu, R., Ruseti, S., Dascalu, M., Trausan-Matu, S., McNamara, D. S. (2023). Asking questions about scientific articles—identifying large N studies with LLMs. Electronics, 12(19), Article A3996. [LINK] [PDF]
Roscoe, R. D., Balyan, R., McNamara, D. S., Banawan, M., & Schillinger, D. (2023). Automated strategy feedback can improve the readability of physicians’ electronic communications to simulated patients. International Journal of Human-Computer Studies, 176, Article A103059. [LINK] [PDF]
Tighe, E.L., Kaldes, G., & McNamara, D.S. (2023). The role of inferencing in struggling adult readers’ comprehension of different texts: A mediation analysis. Learning and Individual Differences, 102, Article 102268. [LINK] [PDF]
Kendeou, P., McMaster, K. L., McNamara, D. S., Wilke, B. C. (2023). Literacy. In: P. A. Schutz, & K. R. Muis (Eds.), Handbook of Educational Psychology (4th Ed., pp. 553-575) Routledge. https://doi.org/10.4324/9780429433726-28 [PDF]
Mason, A. E., Braasch, J. L. G., Greenberg, D., Kessler, E. D., Allen, L. K., & McNamara, D. S. (2023). Comprehending multiple controversial texts about childhood vaccinations: Topic beliefs and integration instructions. Reading psychology, 44(4), 436-462. [LINK] [PDF]
McCarthy, K. S., & McNamara, D. S. (2023). Knowledge: A fundamental asset. International encyclopedia of education (4th Edition, pp. 209-218). Elsevier. [PDF]
McCarthy, K. S., Steinberg, J., Dreiser, K., O’Reilly, T., Sabatini, J., Butterfuss, R., & McNamara, D. S. (2023). The effects of prior knowledge in a scenario-based comprehension assessment: A multidimensional approach. Learning and Individual Differences, 103, Article 102283. https://doi.org/10.1016/j.lindif.2023.102283 [PDF]
McNamara, D. S. (2023). AIED: From cognitive simulations to learning engineering, with humans in the middle. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-023-00349-y
McNamara, D. S., Allen, L. K., & Potter, A. (2023). Writing. In L. Zhang (Ed.), Oxford Research Encyclopedia of Education. Oxford University Press. [LINK]
Morris, W., Crossley, S., Holmes, L., Ou, C., McNamara, D., Dascalu, M. (2023). Using Large Language Models to Provide Formative Feedback in Intelligent Textbooks. In N. Wang, G. Rebolledo-Mendez, V. Dimitrova, N. Matsuda, & O. C. Santos, (Eds.) Artificial intelligence in education, posters and late breaking results, workshops and tutorials, industry and innovation tracks, practitioners, doctoral consortium and blue sky, 24th international conference, AIED 2023, Tokyo, Japan, July 3-7, 2023, proceedings, (pp. 484-489). Springer, Cham. [LINK] [PDF]
McNamara, D. S., Newton, N., Christhilf, K., McCarthy, K. S., Magliano, J. P., & Allen, L. K. (2023). Anchoring your bridge: The importance of paraphrasing to inference making in self-explanations. Discourse Processes, 60(4-5), 337-362. [LINK] [PDF]
Nicula, B., Panaite, M., Arner, T., Balyan, R., Dascalu, M., McNamara, D.S. (2023). Automated Assessment of Comprehension Strategies from Self-explanations Using Transformers and Multi-task Learning. In: N. Wang, G. Rebolledo-Mendez, V. Dimitrova, N. Matsuda, & O. C. Santos (Eds.), Artificial intelligence in education: Posters and late breaking results, workshops and tutorials, industry and innovation tracks, practitioners, doctoral consortium and blue sky, (pp. 695-700). Springer, Cham. https://doi.org/10.1007/978-3-031-36336-8_107 [PDF]
Nicula, B., Dascalu, M., Arner, T., Balyan, R., McNamara, D. S. (2023). Automated Assessment of Comprehension Strategies from Self-Explanations using LLMs. Information, 14(10). https://doi.org/10.3390/info14100567 [PDF]
Shin, J., Balyan, R., Banawan, M. P., Arner, T., Leite, W. L., McNamara, D., S., (2023). Pedagogical discourse markers in online algebra learning: Unraveling instructor’s communication using natural language processing. Computers & Education, 205, Article 104897. [LINK] [PDF]
Watanabe, M., & McNamara, D.S. (2023). The motivational utility of knowledge: Examining fundamental needs in the context of houselessness knowledge. Knowledge, 3(4), 642-661. [LINK] [PDF]
Watanabe, M., Allen, L., & McNamara, D. S. (2023). Just tell the truth: Correcting misconceptions with simple, actual statements. Proceedings of the annual meeting of the cognitive science society, 45. [LINK] [PDF]
Christhilf, K., Gong, J., & McNamara, D.S., (2024). Context-embedded knowledge tracing and latent concept detection in a reading game. In D. Spikol, O. Viberg, A. Martínez-Monés, & P. Guo (Eds.), L@S ’24: Proceedings of the eleventh ACM conference on learning @ scale. Association for Computing Machinery. [LINK] [PDF]
Christhilf, K., Roscoe, R. D., McNamara, D. S. (2024). Profiles of performance: Game-based assessment of reading comprehension skill. In A. Sifaleras, F. Lin, (Eds.), Generative intelligence and intelligent tutoring systems, ITS 2024 (pp. 38-48). Springer, Cham. [LINK] [PDF]
Corlatescu, D., Watanabe, M., Ruseti, S., Dascalu, M., & McNamara, D. S. (2024). The automated model of comprehension version 4.0 – Validation studies and integration of ChatGPT. Computers in Human Behavior, 154. Article 108154. [LINK] [PDF]
Day, S. L., Hwang, J. K., Arner, T., McNamara, D. S., Connor, C. M. (2024). Choose your own adventure: Interactive e-books to improve word knowledge and comprehension skills. arXiv. [LINK] [PDF]
Dutulescu, A., Ruseti, S., Dascalu, M., McNamara, D. S. (2024). How hard can this question be? An exploratory analysis of features assessing question difficulty using LLMs. Proceedings of the 17th annual international conference on educational data mining (pp. 802-808). [LINK] [PDF]
Dutulescu, A., Ruseti, S., Iorga, D., Dascalu, M., & McNamara, D.S. (2024). Beyond the obvious multi-choice options: Introducing a toolkit for distractor generation enhanced with NLI filtering. In A.M. Olney, I.-A. Chounta, Z. Liu, O.C. Santos, & I.I. Bittencourt (Eds.), Artificial intelligence in education (AIED 2024), proceedings, part II, (pp. 242-250). Springer, Cham. [LINK] [PDF]
Goldshtein, M., Ocumpaugh, J., Potter, A., Roscoe, R.D. (2024). The social consequences of language technologies and their underlying language ideologies. In M. Antona, C. Stephanidis, (Eds.), Universal access in human-computer interaction, HCII 2024, lecture notes in computer science (pp. 271-290). Springer, Cham. [LINK]
McCrudden, M. T., Huynh, L., Lyu, B., Kulikowich, J. M., & McNamara, D. S. (2024). Coherence building while reading multiple complementary documents. Contemporary Educational Psychology, 77. Article 102266. [LINK] [PDF]
McNamara, D. S. (2024). AIED: From cognitive simulations to learning engineering, with humans in the middle. International Journal of Artificial Intelligence in Education, 34(1), 42-54. [LINK] [PDF]
McNamara, D.S., Ferstl, E.C., Foltz, P.W., & Jones, M.N. (2024). Introduction: Special issue in honor of Walter Kintsch. Discourse Processes, 61(6-7), 281-284. [LINK] [PDF]
McNamara, D. S., Watanabe, M., Huynh, L., McCarthy, K. S., Allen, L. K., Magliano, J. P. (2024). Summarizing versus rereading multiple documents. Contemporary Educational Psychology, 76, Article 102238. [LINK] [PDF]
Morris, W., Crossley, S., Holmes, L., Ou, C., Dascalu, M., & McNamara, D. S. (2024). Formative feedback on student-authored summaries in intelligent textbooks using large language models. International Journal of Artificial Intelligence in Education. Advance Online Publication. [LINK] [PDF]
Ritter, S., Fancsali, S.E., Murphy, A., Heffernan, N., Motz, B., Mallick, D.B., Roschelle, J., McNamara, D.S., & Williams, J.J. (2024). Fifth annual workshop on A/B testing and platorm-enabled learning research. In D. Joyner, M.K. Kim, X. Wang, & M. Xia (Eds.), L@S ’24: Proceedings of the eleventh ACM conference on learning @ scale (pp. 565-566). Association for Computing Machinery. https://doi.org/10.1145/3657604.3664642
Ruseti, S., Paraschiv, I., Dascalu, M., & McNamara, D. S. (2024). Automated pipeline for multi-lingual automated essay scoring with ReaderBench. International Journal of Artificial Intelligence in Education. Advance Online Publication. [LINK]
Shin, J., Balyan, R., Banawan, M.P., Arner, T., Leite, W.L., McNamara, D.S. (2024). Analyzing interaction patterns and content dynamics in an online mathematics discussion board, Interactive Learning Environments, Advance Online Publication. https://doi.org/10.1080/10494820.2024.2392619 [PDF]
Stukker, N., Bateman, J. A., McNamara, D. S., & Spooren, W. (2024). Introduction. In N. Stukker, J. A. Bateman, D. S. McNamara, & W. Spooren (Eds.), Multidisciplinary views on discourse genre: A research agenda. (pp. 1-9). Routledge. [LINK] [PDF]
Stukker, N., Bateman, J.A., McNamara, D.S., Spooren, W. (2024). Looking forward: A research agenda for a multidimensional understanding of genres in discourse. In N. Stukker, J.A. Bateman, D.S. McNamara, W. Spooren (Eds.), Multidisciplinary views on discourse genre: A research agenda (pp. 199-212). Taylor & Francis Group. https://doi.org/10.4324/9781003335603-8 [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]
Watanabe, M., Imundo, M., Christhilf, K., Arner, T., & McNamara, D.S. (2024). Building reading comprehension and knowledge with iSTART: An ITS to provide formative feedback in reading instruction at scale. In Joyner, D., Kim, M.K., Wang, X., & Xia, M. (Eds.), Proceedings of the Eleventh Conference on Learning @ Scale. Association for Computing Machinery. https://doi.org/10.1145/3657604.3664710
Werner, J., Arner, T., & White-Taylor, J. (2024). Student perceptions of artificial intelligence. In J. Cohen, & G. Solano (Eds.), Society for information technology & teacher education international conference, (pp. 922-931). Association for the Advancement of Computing in Education. [LINK] [PDF]
Imundo, M. N., Watanabe, M., Potter, A. H., Gong, J., Arner, T., & McNamara, D. S. (In Press). Expert thinking with generative chatbots. Journal of Applied Research in Memory and Cognition.
Potter, A., Wilson, J., Roscoe, R.D., Arner, T., & McNamara, D.S. (in press). Computer-based writing instruction. Chapter submitted to C.A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (3rd ed.). Guilford. [PDF]
Imundo, M.N., Goldshtein, M., Watanabe, M., Gong, J., Crosby, N., Arner, T., Roscoe, R.D., McNamara, D.S. (Accepted). Investigating academic status reports and student success through learning engineering. In Proceedings of the 2024 ICICLE Learning Engineering Conference. IEEE.
Technical reports
Doane, S.M., Kintsch, W., Polson, P.G., & McNamara, D.S. (1991). Producing UNIX commands: What experts must know (Learning Series Rep. No. UIUC-BI-CS-91-20). Urbana, IL: Beckman Institute of Cognitive Science.
Kintsch, E., McNamara, D.S., Kintsch, W., & Songer, N.B. (1992). Revising the coherence of science texts to improve comprehension and learning: Traits of mammals (ICS Rep. No. 92-3). Boulder, CO.
McNamara, D.S. (1992). The generation effect: A detailed analysis of the role of semantic processing(ICS Rep. No. 92-2). Boulder, CO.
McNamara, D.S. (1994). Revising the coherence of instructional texts improve comprehension and learning (Project JSMF 93-12).Progress report submitted to James S. McDonnell Foundation Program in Cognitive Studies for Educational Practice.
McNamara, D.S. (1995). Revising the coherence of instructional texts improve comprehension and learning (Project JSMF 93-12). Final report submitted to James S. McDonnell Foundation Program in Cognitive Studies for Educational Practice.
Doane, S.M., Sohn, Y.W., McNamara, D.S., & Adams, D. (1997). Comprehension-based skill acquisition(Rep. No. UIUC-BI-CS-97-01). Urbana, IL: Beckman Institute of Cognitive Science.
McNamara, D.S. (1997, 1998). Background knowledge assessment as a key to improving learning from text (Project JSMF 95-56). Progress report submitted to James S. McDonnell Foundation Program in Cognitive Studies for Educational Practice.
McNamara, D.S. (1999). A preliminary analysis of photoreading (Project NAG 2-1319). National Aeronautics and Space Administration. [PDF]
McNamara, D.S. (2000). Background knowledge assessment as a key to improving learning from text (Project JSMF 95-56). Final report submitted to James S. McDonnell Foundation Program in Cognitive Studies for Educational Practice.
McNamara, D.S. (2000). Promoting active reading strategies to improve undergraduate students’ understanding of science. Final report submitted to the ODU College of Sciences and ODU Office of Academic Affairs.
McNamara, D.S., & the Strategies Lab (2001). Promoting active reading strategies to improve undergraduate students’ understanding of science. Annual project report submitted to the National Science Foundation IERI. [Activities], [Findings]
McNamara, D.S., & the Strategies Lab (2002). PPromoting active reading strategies to improve undergraduate students’ understanding of science. Annual project report submitted to the National Science Foundation IERI. [Progress Report]
McNamara, D.S., & the CSEP lab (2003). Coh-Metrix: Automated cohesion and coherence scores to predict text readability and facilitate comprehension. Annual project report submitted to the Institute of Education Sciences.
McNamara, D.S., & the CSEP lab (2003). Promoting active reading strategies to improve undergraduate students’ understanding of science. Annual project report submitted to the National Science Foundation IERI. [Activities], [Findings]
McNamara, D.S., & the CSEP lab (2004). Coh-Metrix: Automated cohesion and coherence scores to predict text readability and facilitate comprehension. Annual project report submitted to the Institute of Education Sciences.
McNamara, D.S., & the CSEP lab (2004). Promoting active reading strategies to improve undergraduate students’ understanding of science. Annual project report submitted to the National Science Foundation IERI. [Activities], [Findings]
McNamara, D.S., & the CSEP lab (2005). Coh-Metrix: Automated cohesion and coherence scores to predict text readability and facilitate comprehension. Annual project report submitted to the Institute of Education Sciences
McNamara, D.S., & the CSEP lab (2005). iSTART: Interactive Strategy Training for Active Reading and Thinking. Annual project report submitted to the Institute of Education Sciences. [Findings]
McNamara, D.S., & the CSEP lab (2005). Promoting active reading strategies to improve undergraduate students’ understanding of science. Annual project report submitted to the National Science Foundation IERI.
McNamara, D.S., & the CSEP lab (2006). iSTART: Interactive Strategy Training for Active Reading and Thinking. Annual project report submitted to the Institute of Education Sciences.
McNamara, D.S., & the CSEP Lab. (2006). iSTART: A classroom study. Technical Report. University of Memphis. [PDF]
McNamara, D.S., & the CSEP Lab. (2006). iSTART: Benefits and Effects of Extended Practice. Technical Report. University of Memphis. [PDF]
McNamara, D.S. & the CSEP lab (2006). Promoting active reading strategies to improve undergraduate students’ understanding of science. Final project report submitted to the National Science Foundation IERI.
McNamara, D.S., & the CSEP lab (2007). iSTART: Interactive Strategy Training for Active Reading and Thinking. Annual project report submitted to the Institute of Education Sciences (IES). [PDF]
McNamara, D.S. & the CSEP Lab (2008). iSTART: Interactive Strategy Training for Active Reading and Thinking. Annual Project report submitted to the Institute of Education Sciences (IES).
McNamara, D.S. & the CSEP Lab (2008). W-Pal: Writing Pal. Annual project report submitted to the Institute of Education Sciences (IES).
Rowe, M. P. (2008). Alternate forms of reading comprehension strategy practice: Computer and game-based practice methods (Doctoral Dissertation). University of Memphis, Memphis, TN. [PDF]
McNamara, D.S. & the CSEP Lab (2009). iSTART: Interactive Strategy Training for Active Reading and Thinking. Annual Project report submitted to the National Science Foundation (NSF).
McNamara, D.S. & the CSEP Lab (2009). W-Pal: Writing Pal. Annual Project report submitted to the Institute of Education Sciences (IES).
Davis, N., Jackson, G. T., McNamara, D. S. (2010). Game-based features: Not a cure-all band-aid for learning and motivation. Technical Report. University of Memphis. [PDF]
McNamara, D.S. & the CSEP Lab (2010). iSTART-ME: A game-based reading strategy tutoring environment. Annual project report submitted to the National Science Foundation (NSF).
McNamara, D.S. & the CSEP Lab (2010). W-Pal: Writing Pal. Annual project report submitted to the Institute of Education Sciences (IES).
Dempsey, K.B. (2011). The effects of games on engagement and performance in intelligent tutoring systems (Doctoral dissertation). [PDF]
Jackson, G.T., & McNamara, D.S. (2011). Natural language assessment within game-based practice.American Educational Research Association (AERA) Proceedings. [PDF]
McNamara, D.S., Graesser, A.C., Cai, Z., & Kulikowich, J.M. (2011). Coh-Metrix easability components: Aligning text difficulty with theories of text comprehension. American Educational Research Association (AERA) Proceedings. [PDF]
McNamara, D.S. & the CSEP Lab (2011). iSTART-ME: A game-based reading strategy tutoring environment. Annual project report submitted to the National Science Foundation (NSF). [Findings]
McNamara, D.S. & the CSEP Lab (2011). W-Pal: Writing Pal. Annual project report submitted to the Institute of Education Sciences (IES).
McNamara, D.S. & the CSEP Lab (2012). iSTART-ME: A game-based reading strategy tutoring environment. Annual project report submitted to the National Science Foundation (NSF).
McNamara, D.S. & the CSEP Lab (2012). W-Pal: Writing Pal. Annual project report submitted to the Institute of Education Sciences (IES).
McNamara, D.S. & the SoLET Lab (2012). iSTART-ME: A game-based reading strategy tutoring environment. Final project report submitted to the National Science Foundation (NSF). [PDF]
McNamara, D.S. & the SoLET Lab (2013). Exploration of Automated Writing Strategy Instruction for Adolescent Writers Using the Writing Pal. Annual project report submitted to the Institute of Educational Sciences (IES). [PDF]
McNamara, D.S. & the SoLET Lab (2014). W-Pal: Writing Pal. Final project report submitted to the Institute of Education Sciences (IES). [PDF]
McNamara, D.S. & the SoLET Lab (2014). Exploration of Automated Writing Strategy Instruction for Adolescent Writers Using the Writing Pal Annual project report submitted to the Institute of Educational Sciences (IES). [PDF]
McNamara, D.S. & the SoLET Lab (2014). Exploring the Educational Game Landscape through Focused Studies and Ecological Interventions Annual project report submitted to the Institute of Educational Sciences (IES). [PDF]
McNamara, D.S. & the SoLET Lab (2015). Exploration of Automated Writing Strategy Instruction for Adolescent Writers Using the Writing Pal Annual project report submitted to the Institute of Educational Sciences (IES). [PDF]
McNamara, D.S. & the SoLET Lab (2015). Exploring the Educational Game Landscape through Focused Studies and Ecological Interventions Annual project report submitted to the Institute of Educational Sciences (IES). [PDF]
McNamara, D.S. & the SoLET Lab (2016). Exploration of Automated Writing Strategy Instruction for Adolescent Writers Using the Writing Pal. Annual project report submitted to the Institute of Educational Sciences (IES). [PDF]
McNamara, D.S. & the SoLET Lab (2016). Exploring the Educational Game Landscape through Focused Studies and Ecological Interventions Annual project report submitted to the Institute of Educational Sciences (IES). [PDF]
McNamara, D. S., & the SoLET Lab (2017). Exploration of Automated Writing Strategy Instruction for Adolescent Writers Using the Writing Pal: Annual Performance Report R305A120707. Annual project report submitted to the Institute of Educational Sciences (IES).
McNamara, D. S., & the SoLET Lab (2017). Exploring the Educational Game Landscape through Focused Studies and Ecological Interventions: Annual Performance Report R305A130124. Annual project report submitted to the Institute of Educational Sciences (IES).
McNamara, D. S., & the SoLET Lab (2018). Exploration of Automated Writing Strategy Instruction for Adolescent Writers Using the Writing Pal: Final Performance Report r305A120707. Annual project report submitted to the Institute of Educational Sciences (IES).
McNamara, D. S., & the SoLET Lab (2018). Exploring the Educational Game Landscape through Focused Studies and Ecological Interventions: Final Performance Report R305A130124. Annual project report submitted to the Institute of Educational Sciences (IES).
McNamara, D. S., & the SoLET Lab (2019). The Development of the Writing Assessment Tool (WAT): An On-line Platform for the Automated Assessment of Writing Education Technology: Annual Performance Report R305A180261. Annual project report submitted to the Institute of Educational Sciences (IES).
McNamara, D. S., & the SoLET Lab (2019). Developing a Deeper Understanding of the Cognitive Processes that Drive Multiple Document Comprehension: Annual Performance Report R305A180144. Annual project report submitted to the Institute of Educational Sciences (IES).