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

McNamara, D. S. (Ed.). (2007). Reading comprehension strategies: Theory, interventions, and technologies. Mahwah, NJ: Erlbaum.

McNamara, D.S. & Trafton, J.G. (Eds.). (2007). Proceedings of the 29th Annual Cognitive Science Society. Austin, TX: Cognitive Science Society.

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 ; Cognition, 20, 327-343. [PDF]

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.[PDF]

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.

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.

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

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. [PDF]

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. [PDF]

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. http://www.speechpathology.com/articles/article_detail.asp?article_id=45

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 47^th 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. [PDF]

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. [PDF]

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, 1-30. [PDF]

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. [PDF]

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. [PDF]

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. [PDF]

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.

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. BucciarelliProceedings 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. [PDF]

Dufty, D.F., Graesser, A.C., Louwerse, M., & McNamara, D.S. (2006). Assigning grade level to textbook: 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. [PDF]

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. [PDF]

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. [PDF]

Bell, C., & McNamara, D.S. (2007). Integrating iSTART into a high school curriculum. Proceedings of the 29^th 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 29^th 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. [PDF]

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 29^th Annual Meeting of the Cognitive Science Society. Austin, TX: Cognitive Science Society. [PDF]

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. [PDF]

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 29^th 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. and McNamara, D.S. (2007). Discriminating between second language learning text-types. In D. Wilson and G. Sutcliffe (Eds.), Proceedings of the twentieth 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 29^th 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. [PDF]

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.

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 29^th 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. [PDF]

Lightman, E.J., McCarthy, P.M., Dufty, D.F., & McNamara, D.S. (2007). The structural organization of high school educational texts. In D. Wilson and 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 29^th 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 UK. [PDF]

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 29^th 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 and 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 and G. Sutcliffe (Eds.), Proceedings of the twentieth 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 Landauer, T., D.S. McNamara, S. Dennis, & W. Kintsch (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. 233-253). 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 Landauer, T., 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. (2006). Reversing the reverse cohesion effect: good texts can be better for strategic, high-knowledge readers. Discourse Processes, 43, 121-152. [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 comprehensioin. 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 and G. Trafton (Eds.), Proceedings of the 29^th 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]

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 30^th 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 21^st 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 30^th 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.[PDF]

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 and G. Sutcliffe (Eds.), Proceedings of the 21^st 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. [PDF]

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 30^th annual conference of the Cognitive Science Society (pp. 1777-1782). Washington, DC: 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.), Proceddings of the 21^st 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 30^th annual conference of the Cognitive Science Society (pp.607-612). Washington, DC: 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., Greenfield, J., & McNamara, D.S. (2009). Assessing text readability using psycholinguistic indices. TESOL Quarterly, 42, 475-493. [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. [PDF]

Crossley, S.A. & McNamara, D.S. (2009). Computationally assessing 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 second language 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 14^th Annual Conference on Artificial Intelligence in Education(pp. 113-116). Brighton, UK: AIED. [PDF]

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 22^nd 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 22^nd 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 14^th 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 31^st Annual Meeting of the Cognitive Science Society(pp. 2164-2169). Amsterdam, The Netherlands: Cognitive Science Society. [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. [PDF]

McCarthy, P.M., Myers, J.C., Briner, S.W., Graesser, A.C., & McNamara, D.S. (2009). 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, 34-40. [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 14^th 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 22^nd 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. [PDF]

Crossley, S.A., Salsbury, T., & McNamara, D.S. (2010). The development of polysemy and frequency use in English second language speakers. Language Learning, 60.

Salsbury, T., Crossley, S.A., & McNamara, D.S. (2010). Psycholinguistic word information in second language oral discourse. Second Language Research, 26.

Bellissens, C., Jeuniaux, P., Duran, N.D., McNamara, D.S. (in press). A text relatedness and dependency computational model: Using Latent Semantic Analysis and Coh-Metrix to predict self-explanation quality. Studia Informatica Universalis. [PDF]

Boonthum, C., Levinstein, I.B., McNamara, D.S., Magliano, J.P., & Millis, K.K. (in press). NLP techniques for intelligent tutoring systems. In J. Rabuñal, J. Dorado, & A. Pazos (Eds), Encyclopedia of Artificial Intelligence. Hershey, PA: Idea Group, Inc. [PDF]

Crossley, S.A., & McNamara, D.S. (in press). Predicting second language writing proficiency: The role of cohesion, readability, and lexical difficulty. Journal of Research in Reading.

Crossley, S.A., Salsbury, T., & McNamara, D.S. (in press). Measuring L2 lexical proficiency using hypernymic relationships. Language Learning.

Crossley, S.A., Salsbury, T., & McNamara, D.S. (in press). The development of semantic relations in second language speakers. A case for Latent Semantic Analysis. Vigo International Journal of Applied Linguistics.

Crossley, S.A., Salsbury, T., & McNamara, D.S. (in press). The role of lexical cohesive devices in triggering negotiations for meaning. Issues in Applied Linguistics.

Duran, N.D., Hall, C., McCarthy, P.M., & McNamara, D.S. (in press). The linguistic correlates of conversational deception: Comparing natural language processing technologies. Applied Psycholinguistics.

Graesser, A.C., McNamara, D.S., & Louwerse, M.M. (in press). Methods of automated text analysis. In M.L. Kamil, P.D. Pearson, E.B. Moje, & P. Afflerbach (Eds.), Handbook of reading research: Volume IV. Mahwah, NJ: Erlbaum. [PDF]

Louwerse, M.M., Graesser, A.C., McNamara, D.S., & Lu, S. (in press). Embodied conversational agents as conversational partners. Applied Cognitive Psychology.

McNamara, D.S. (in press). Strategies to read and learn: Overcoming learning by consumption. Medical Applications

McNamara, D.S., Crossley, S.A., & McCarthy, P.M. (in press). Linguistic features of writing quality. Written Communication. [PDF]

McNamara, D.S., Graesser, A.C., & Louwerse, M.M. (in press). Sources of text difficulty: Across the ages and genres. In J.P. Sabatini & E. Albro (Eds.), Assessing reading in the 21^st century: Aligning and applying advances in the reading and measurment sciences. Lanham, MD: R&L Education.

McNamara, D.S., Louwerse, M.M., McCarthy, P.M., & Graesser, A.C. (in press). Coh-Metrix: Capturing linguistic features of cohesion. Discourse Processes. [PDF]

Ozuru, Y., Briner, S., Best, R., & McNamara, D.S. (in press). Contributions of self-explanation to text comprehension: It works when it's needed. Discourse Processes.