iSTART: Interactive Strategy Trainer for Active Reading and Thinking

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Books

Landauer, T., McNamara, D.S., Dennis, S., and Kintsch, W. (2007). Handbook of Latent Semantic Analysis. Mahwah, NJ: Erlbaum.

McNamara, D.S (2007). Reading Comprehension Strategies: Theory, Interventions, and Technologies. Mahwah, NJ: Erlbaum.

Book chapters

Boonthum, C., Levinstein, I., and McNamara, D.S. (2007). Evaluating Self-Explanations in iSTART: Word Matching, Latent Semantic Analysis, and Topic Models. In A. Kao, and S. Poteet (Eds.), Natural Language Processing and Text Mining (pp. 91-106). London: Springer-Verlag.

Crossley, S.A. and McNamara, D.S. (2017). Educational Technologies and Literacy Development. Adaptive Educational Technologies for Literacy Instruction. Taylor and Francis eBooks. doi:10.4324/9781315647500

Graesser, A.C., Hu, X., and McNamara, D.S. (2005). Computerized Learning Environments That Incoporate 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.

Magliano, J.P., Millis, K.K., Ozuru, Y., and 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.

McNamara, D.S., Boonthum, C., Levinstein, I.B., and Millis, K. (2007). Evaluating Self Explanations in iSTART: Comparing Word-Based and LSA Algorithms. In T. Landauer, D.S. McNamara, S. Dennis, and W. Kintsch (Eds.), Handbook of Latent Semantic Analysis (pp. 227-241). Mahwah, NJ: Erlbaum.

McNamara, D.S., De Vega, M., and O'Reilly, T. (2007). Comprehension Skill, Inference Making, and the Role of Knowledge. In F. Schmalhofer, and C.A. Perfetti (Eds.), Higher Level Language Processes in the Brain: Inference and Comprehension Processes (pp. 233-254). Mahwah, NJ: Erlbaum.

McNamara, D.S., O'Reilly, T., Rowe, M., Boonthum, C., and 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. 397-421). Mahwah, NJ: Erlbaum.

McNamara, D.S., Ozuru, Y., Best, R., and O'Reilly, T. (2007). The 4-Pronged Comprehension Strategy Framework. In D.S. McNamara (Ed.), Reading Comprehension Strategies: Theories, Interventions, and Technologies (pp. 465-496). Mahwah, NJ: Erlbaum.

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

Vanderveen, A., Huff, K., Gierl, M., McNamara, D.S., Louwerse, M., and 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.

Journal articles

Best, R., Rowe, M.P., Ozuru, Y., and McNamara, D.S. (2005). Deep-Level Comprehension of Science Texts: The Role of the Reader and the Text. Topics in Language Disorders, 25(1): 65-83.

Jackson, G.T., Guess, R.H., and McNamara, D.S. (2010). Assessing Cognitively Complex Strategy use in an Untrained Domain. Topics in Cognitive Science, 2(1): 127-137.

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

Louwerse, M.M., Graesser, A.C., McNamara, D.S., and Lu, S. (2009). Embodied Conversational Agents as Conversational Partners. Applied Cognitive Psychology, 23(9): 1244-1255.

Magliano, J., Kurby, C.A., Magliano, J.P., Dandotkar, S., Woehrle, J., Gilliam, S., and McNamara, D.S. (2012). Changing how Students Process and Comprehend Texts With Computer-Based Self-Explanation Training. Journal of Educational Computing Research, 47(4): 429-459.

Magliano, J.P., Todaro, S., Millis, K.K., Wiemer-Hastings, K., Kim, H.J., and 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(2): 185-208.

McCarthy, P.M., and Jarvis, S. (2010). MTLD, Vocd-D, and HD-D: A Validation Study of Sophisticated Approaches to Lexical Diversity Assessment. Behavior Research Methods, 42(2): 381-392.

McCarthy, P.M., Guess, R., and McNamara, D.S. (2009). The Components of Paraphrase Evaluations. Behavior Research Methods, 41(3): 682-690. McNamara, D.S. (2010). Strategies to Read and Learn: Overcoming Learning by Consumption. Medical Education, 44(4): 340-346.

McNamara, D.S., and Shapiro, A. (2005). Multimedia and Hypermedia Solutions for Promoting Metacognitive Engagement, Coherence, and Learning. Journal of Educational Computing Research, 33(1): 1-29.

McNamara, D.S., Levinstein, I.B., and Boonthum, C. (2004). iSTART: Interactive Strategy Trainer for Active Reading and Thinking. Behavioral Research Methods, Instruments, and Computers, 36(2): 222-233.

McNamara, D.S., O'Reilly, T., Best, R., and Ozuru, Y. (2006). Improving Adolescent Students' Reading Comprehension With iSTART. Journal of Educational Computing Research, 34(2): 147-171.

Millis, K., Kim, H.J., Todaro, S. Magliano, J., Wiemer-Hastings, K., and McNamara, D.S. (2004). Identifying Reading Strategies Using Latent Semantic Analysis: Comparing Semantic Benchmarks. Behavior Research Methods, Instruments, and Computers, 36(2): 213-221.

Munoz, B., Magliano, J.P., Sheridan, R., and McNamara, D.S. (2006). Typing Versus Thinking Aloud When Reading: Implications for Computer-Based Assessment and Training Tools. Behavior Research Methods, Instruments, and Computers, 38(2): 211-217.

O'Reilly, T., and McNamara, D.S. (2007). The Impact of Science Knowledge, Reading Strategy Knowledge on More Traditional High-Stakes Measures of High School Students' Science Achievement. American Educational Research Journal, 44(1): 161-196.

O'Reilly, T., and McNamara, D.S. (2007). Reversing the Reverse Cohesion Effect: Good Texts can be Better for Strategic, High-Knowledge Readers. Discourse Processes, 43(2): 121-152.

Ozuru, Y., Best, R., Bell, C., Witherspoon, A., and McNamara, D.S. (2007). Influence of Question Format and Text Availability on the Assessment of Expository Text Comprehension. Cognition and Instruction, 25(4): 399-438.

Ozuru, Y., Briner, S., Best, R., and McNamara, D.S. (2010). Contributions of Self-Explanation to Comprehension of High- and Low-Cohesion Texts. Discourse Processes, 47(8): 641-667.

Proceedings

Bellissens, C., Jeuniaux, P., Duran, N., and McNamara, D. (2007). Towards a Textual Cohesion Model That Predicts Self-Explanations Inference Generation as a Function of Text Structure and Readers' Knowledge Levels. In Proceedings of the 29th Annual Conference of the Cognitive Science Society (pp. 815-820). New York: Erlbaum.

Best, R., Dockrell, J.E., and McNamara, D.S. (2004). Children's Semantic Representation of a Science Term. In Proceedings of the 26th Annual Conference of the Cognitive Science Society (pp. 1525). Mahwah, NJ: Erlbaum.

Best, R., Ozuru, Y., and McNamara, D.S. (2004). Self-Explaining Science Texts: Strategies, Knowledge, and Reading Skill. In Proceedings of the 6th International Conference of the Learning Sciences: Embracing Diversity in the Learning Sciences (pp. 89-96). Mahwah, NJ: Erlbaum.

Crossley, S.A., Dufty, D.F., McCarthy, P.M., and McNamara, D.S. (2007). Toward a New Readability: A Mixed Model Approach. In Proceedings of the 29th Annual Conference of the Cognitive Science Society (pp. 197-202). New York: Erlbaum.

Duran, N., Bellissens, C., Taylor, R., and McNamara, D. (2007). Qualifying Text Difficulty With Automated Indices of Cohesion and Semantics. In Proceedings of the 29th Annual Conference of the Cognitive Science Society (pp. 233-238). New York: Erlbaum.

Kurby, C.A., Ozuru, Y., and McNamara, D.S. (2007). Individual Differences in Comprehension Monitoring Ability During Reading. In Proceedings of the 29th Annual Conference of the Cognitive Science Society (pp. 413-418). New York: Erlbaum.

McCarthy, P.M., and McNamara, D.S. (2007). Are Seven Words all we Need? Recognizing Genre at the Sub-Sentential Level. In Proceedings of the 29th Annual Conference of the Cognitive Science Society (pp. 1295-1300). New York: Erlbaum.

O'Reilly, T.P., Sinclair, G.P., and McNamara, D.S. (2004). iSTART: A Web-Based Reading Strategy Intervention That Improves Students' Science Comprehension. In 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., Taylor, R.S., and McNamara, D.S. (2006). Classroom Based Reading Strategy Training: Self-Explanation vs. Reading Control. In Proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 1887-1892). Mahwah, NJ: Erlbaum.

Rus, V., McCarthy, P.M., Lintean, M.C., Graesser, A.C., and McNamara, D.S. (2007). Assessing Student Self-Explanations in an Intelligent Tutoring System. In Proceedings of the 29th Annual Conference of the Cognitive Science Society (pp. 623-628). New York: Erlbaum.

Taylor, R., O'Reilly, T., Sinclair, G., and McNamara, D.S. (2006). Enhancing Learning of Expository Science Texts in a Remedial Reading Classroom Via iSTART. In Proceedings of the Seventh International Conference of Learning Sciences (pp. 765-770). Mahwah, NJ: Erlbaum.

Taylor, R.S., O'Reilly, T., Rowe, M., and McNamara, D.S. (2006). Improving Understanding of Science Texts: iSTART Strategy Training Vs. Web Design Control Task. In Proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 2234-2239). Mahwah, NJ: Erlbaum.