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

Doane, S.M., McNamara, D.S., Kintsch, W., Polson, P.G., & Clawson, D.M. (1992). Prompt comprehension in UNIX command production. Memory ; 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]

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 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, 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]

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., & 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]

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

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]

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]

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). SERT: Self-explanation reading training. Discourse Processes, 38, 1-30. [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]

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

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]

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]

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

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., Louwerse, M., McCarthy, P.M., & McNamara, D.S. (2007).  A linguistic analysis of simplified and authentic texts. Modern Language Journal, 91, 15-30. [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, 29, 212-223.

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]

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]

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]

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. [PDF]

O'Reilly, T., & 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, 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.

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]

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., Greenfield, J., & McNamara, D.S. (in press). Assessing text readability using psycholinguistic indices. TESOL Quarterly.

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

McCarthy, P.M., Myers, J.C., Briner, S.W., Graesser, A.C., & McNamara, D.S. (in press). Are three words all we need? A psychological and computational study of genre recognition. Journal for Computational Linguistics and Language Technology.

McCarthy, P.M., Renner, A.M., Duncan, M.G., Duran, N.D., Lightman, E.J., & McNamara, D.S. (in press). Identifying topic sentencehood. Behavior Research Methods.[PDF]

Ozuru, Y., Dempsey, K., & McNamara, D.S. (in press). Prior knowledge, reading skill, and text cohesion in the comprehension of science texts. Learning and Instruction.[PDF]

Ozuru, Y., Rowe, M., O'Reilly, T., & McNamara, D.S. (in press). Where's the difficulty in standardized reading tests: The passage or the question? Behavior Research Methods.

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.

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. Hillsdale, NJ: Erlbaum.

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. (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.

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.

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]

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]

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]

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]

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). The effects of task interference and message length on implementing speech and simulated data link commands. In Proceedings of the Human Factors and Ergonomics Society Forty-Seventh 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]

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., 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]

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]

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.

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 gradelevel 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]

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., 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]

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. 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. . Austin, TX: Cognitive Science Society. [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]

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. Austin, TX: Cognitive Science Society. [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). Quantifying 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. Austin, TX: Cognitive Science Society. [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. Austin, TX: Cognitive Science Society. [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. Austin, TX: Cognitive Science Society. [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. 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]

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. Austin, TX: Cognitive Science Society. [PDF]

Crossley, S.A., Salsbury, T. McCarthy, P.M., & McNamara, D.S. (2008), LSA as a measure of coherence in second language natural discourse. Proceddings of the 30^th annual conference of the Cognitive Science Society(pp.). Washington, D.C.: Cognitive Science Society.

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]

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. Proceedings of the 30^th annual conference of the Cognitive Science Socienty (pp.). Washington, D.C.: Cognitive Science Society.[PDF]

McCarthy, P.M., Briner, S.W., Myers, J.C., Graesser, A.C., & McNamara, D.S. (2008). Assessing forward-, reverse-, and average-entailment indeces 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]

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]

Rowe, M., & McNamara, D.S. (in press). Inhibition needs no negativity: Negativity links in the construction-integration model. In V. Sloutsky, B. Love, & K. McRea (Eds.), Proceedings of the 30^th annual meeting of the Cognitive Science Society (pp.). Hillsdale, NJ: Erlbaum.

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

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

McNamara, D.S., 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. *

McNamara, D.S. (2001). Speed reading. N.J. Smelser & P.B. Bates (Eds.), International Encyclopedia of the Social & Behavioral Sciences. Elsevier Science.

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. *

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.

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. *

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

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.

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.

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]

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]

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.*

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.* [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. 397-421) 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]

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.

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. Idea Group, Inc: Hershey, PA. *[PDF]

Graesser, A.C., Jeon, M., Cai, Z., & McNamara, D.S. (in press). 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.*

McNamara, D.S., & Magliano, J.P. (in press). Self-explanation and metacognition: The dynamics of reading. In Hacker, J.D., Dunlosky, J., & Graesser, A.C., Handbook of Metacognition in Education. Mahwah, NJ: Erlbaum.[PDF]

McNamara, D.S., & O'Reilly, T. (in press). Theories of comprehension skill: Knowledge and strategies versus capacity and suppression. In F. Columbus (Ed.), Progress in Experimental Psychology Research. Hauppauge, NY: Nova Science Publishers, Inc. * [PDF]

Rus, V., McCarthy, P.M., McNamara, D.S., & Graesser, A.C. (in press). Natural language understanding and assessment. In J.R. Rabuñal, J. Dorado, A. Pazos (Eds.). Encyclopedia of Artificial Intelligence. Idea Group, Inc: Hershey, PA. *[PDF]

 

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). Promoting 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. [PDF]

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. [Activities], [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. [PDF]

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]

 

Invited Keynote Addresses

McNamara, D.S. (2003, May). Learning from Text: Effects of Text Structure and Reader Strategies. Invited keynote address presented at the II Congreso Internacional C tedra UNESCO de Lectura y Escritura, Viña del Mar, Chile.

McNamara, D.S. (2005, January). Coh-Metrix: Measuring text difficulty to improve text comprehension. Invited address at the National Board for Education Sciences Inaugural Meeting, Washington, D.C.

McNamara, D.S. (2006, August). A search for coherence. Invited keynote address at the EARLI Sig2 Text and Picture Comprehension Conference, Nottingham, United Kingdom.

Invited Conference Presentations

McNamara, D.S. (1994, January). Are good texts always better? Invited paper presented at the 5th annual Winter Text Conference, Jackson, WY.

McNamara, D.S., & Healy, A.F. (1995, April). A procedural explanation of the generation effect. Invited paper presented at the Ellis-Battig Memory Symposium of the 65th annual meeting of the Rocky Mountain Psychological Association Convention, Boulder, CO.

McNamara, D.S. (1999, June). Learning to learn from difficult texts. Invited Hot-topics paper presented at the annual meeting of the American Psychological Society, Denver, CO.

Morgan, R., & McNamara, D.S. (2001, May). Promoting active reading strategies to improve students' understanding of textbook material. Invited paper presented at the International Reading Association, New Orleans, Louisiana.

McNamara, D.S., de Vega, M., & O'Reilly, T. (2003, June). Three accounts of comprehension skill and inference making: Knowledge versus capacity and suppression. Invited talk at the International Hanse-Conference on Higher Level Language Processes in the Brain, Delmenhorst, Germany.

McNamara, D.S. (2006, July). iSTART: An automated reading strategy tutor that helps students understand difficult texts. Invited symposium presentation at the Society for the Scientific Study of Reading (SSSR) conference, Vancouver, Canada.

McNamara, D.S. (2007, May). IIS: A marriage of computational linguistics, psychology, and educational technologies. Invited address for the Applied Natural Language Processing Special Track at theFlorida Artificial Intelligence Research Society International Conference, Key West, FL.

McNamara, D. S. (2007, June). The reader and the text: Contributions to understanding. Invited presentation at Scholastic Publishers. New York, NY.

McNamara, D.S. (2007, August). Searching for coherence: The text and the reader. Invited talk at the Workshop for Discourse Processing and Representation: The Cognition of Text-Reader Interaction, Utrecht, Netherlands.

Magliano, J., Millis, K., Gilliam, S., & McNamara, DS. (2008, April). Bridging reading assessment and training in the computer based environment. Invited presentation at the IES/ETS Invitational Reading Assessment Conference, Philadelphia, PA.

McNamara, D.S., Graesser, A., & Louwerse, M. (2008, April). Sources of text difficulty: Across the ages and genres. Invited presentation at the IES/ETS Invitational Reading Assessment Conference, Philadelphia, PA.

McNamara, D.S. (2008, May). Using technology to increase and direct active processing in informal learning environments. Invited presentation at the Resource-Adaptive Design of Visualizations for Supporting the Comprehension of Complex Dynamics in the Natural Science Conference, Playa d'Aro, Spain.

 Invited Grantee’s Conference Presentations

McNamara, D.S. (1993, October). Revising the coherence of science texts to improve comprehension and learning: Effects of knowledge background. Invited poster presentation at the annual grantees' meeting of the McDonnell Foundation Program in Cognitive Studies for Educational Practice, Pittsburgh, P.A.

McNamara, D.S., & Kintsch, W. (1994, November). Learning from history texts: Effects of text coherence and background knowledge. Invited poster presentation at the annual grantees' meeting of the McDonnell Foundation Program in Cognitive Studies for Educational Practice, Berkeley, CA.

McNamara, D.S., & Shapiro, A. (1998, September). Assessing memory and understanding with Latent Semantic Analysis. Invited paper presentation at the annual grantees' meeting of the McDonnell Foundation Program in Cognitive Studies for Educational Practice, Boulder, CO (co-presented).

McNamara, D.S. (1998, September). Assessment: Post, predictive, and on-line. Invited paper presentation at the annual grantees' meeting of the McDonnell Foundation Program in Cognitive Studies for Educational Practice, Boulder, CO.

McNamara, D.S., Morgan, R., Levinstein, I.B. (2001, December). Promoting active reading strategies to improve students' understanding of science. Invited poster presented at the National Science Foundation IERI meeting, Arlington, VA.

McNamara D.S., O'Reilly, T., Levinstein, I., Millis, K., Magliano, J., & Wiemer-Hastings, K. (2002, November). Promoting active reading strategies to improve students' understanding of science year 2: Working toward ISTART. Poster presented at the Interagency Education Research Initiative Principal Investigator Conference, Washington, D.C.

McNamara, D.S., Louwerse, M.M., Floyd, R., & Graesser, A. (2004, January). Coh-Metrix: Automated analysis of text cohesion to match readers to texts. Invited presentation at the annual IES Reading Research Program Principal Investigator Conference, Washington, D.C.

McNamara, D.S. (2004, September). Assessing science comprehension: Two extremes. Invited paper presented at the Interagency Education Research Initiative Principal Investigator Conference, Washington, D.C.

McNamara, D.S. (2004, September). iSTART: Interactive strategy training for active reading and thinking. Invited poster presented at the Interagency Education Research Initiative Principal Investigator Conference, Washington, D.C.

McNamara, D.S., Ozuru, Y., Rowe, M., Dempsey, K., & Sayroo, J. (2004, September). Generation and evaluation of multiple-choice questions. Invited paper presented at the Interagency Education Research Initiative Principal Investigator Conference, Washington, D.C.

McNamara, D.S. (2005, September). iSTART: Interactive strategy training for active reading and thinking. Invited poster presented at the Interagency Education Research Initiative Principal Investigator Conference, Washington, D.C.

McNamara, D.S., Graesser, A., & Louwerse, M. (2006, June). Coh-Metrix project: An automated tool to measure text cohesion and investigations of cohesion effects on comprehension. Poster presented at the 2006 Institute of Education Sciences Research Conference, Washington, D.C.

McNamara, D.S., & Levinstein, I. (2006, June). iSTART: An interactive reading strategy tutoring system that helps adolescent readers understand challenging text. Poster presented at the 2006 Institute of Education Sciences Research Conference, Washington, D.C.

McNamara, D.S., Levinstein, I, Boonthum, C., & Pillarisetti, S. (2007, June). Developing a reading strategy ITS: Competing constraints from theory, technology, pedagogy, and experiments. Invited panel address presented at the 2007 Institute of Education Sciences Research Conference, Washington, D.C.

McNamara, D.S. McCarthy, P., Louwerse, M., & Graesser, A. (2007, June). Coh-Metrix: Automated measures of text difficulty. Poster presented at the 2007 Institute of Education Sciences Research Conference, Washington, D.C.

McNamara, D.S., & the CSEP Lab (2007, June). iSTART: Working toward an integrated classroom reading strategy. Poster presented at the 2007 Institute of Education Sciences Research Conference, Washington, D.C.

Invited University Colloquia

McNamara, D.S. (1992, December). The advantages of generating extended to multiplication skill: Educational implications. Invited colloquia presentation at Claremont Colleges, Claremont, CA.

McNamara, D.S. (1994, March). Learning from texts: Background knowledge and text structure. Invited colloquia presentation at the University of Pittsburgh, Pittsburgh, PA.

McNamara, D.S. (1995, February). When to work and when to read: Effects of prior knowledge on learning. Invited colloquia presentations at Texas Tech University, Lubbock, TX and at Old Dominion University, Norfolk, VA.

McNamara, D.S. (1995, March). Effects of prior knowledge on learning. Invited colloquia presentation at the University of Colorado, Denver, CO.

McNamara, D.S. (1998, September). Training self-explanation and monitoring strategies. Invited colloquia presentation at the University of Colorado, Boulder, CO.

McNamara, D.S. (1998, October). Training reading strategies. Invited colloquia presentation at Old Dominion University College of Sciences, Norfolk, VA.

McNamara, D.S. (1999, February). Active processing to learn from text. Invited colloquia presentation at The University of Michigan, Ann Arbor, MI.

McNamara, D.S. (1999, June). Reading to learn and learning to read. Invited colloquia presentation at The Georgia Institute of Technology, Atlanta, GA.

McNamara D.S. (1999, June). Strategy use and working memory capacity: A key to understanding the role of working memory in reading comprehension. Invited colloquia presentation at The Georgia Institute of Technology, Atlanta, GA.

McNamara D.S. (2002, February). Learning from text: Effects of active processing. Invited colloquia presentation at Arizona State University, Tempe, AZ.

.McNamara D.S. (2002, March). Laboring to Learn: Effects of context-induced and strategy induced active processing on learning from text. Invited colloquia presentation at Memphis University, Memphis, TN.

McNamara, D.S. (2003, February). Improving science text comprehension. Invited colloquia presentation at Mississippi State University, Starkville, MS.

McNamara, D.S. (2004, February). Computer technologies to advance education: iSTART and Coh-Metrix. Invited presentation at Old Dominion University, Computer Science Department, Norfolk, VA.

McNamara, D.S., Boonthum, C., Levinstein, I.B., & Millis, K. (2004, May). Using LSA and word-based measures to assess self-explanations in iSTART. Invited paper presented at the Latent Semantic Analysis Workshop, University of Colorado, Boulder, CO.

McNamara, D.S., Cai, Z., & Louwerse, M.M. (2004, May). Comparing latent and non-latent measures of cohesion. Invited paper presented at the Latent Semantic Analysis Workshop, University of Colorado, Boulder, CO.

McNamara, D.S. (2004, December). Computer technologies to enhance reading comprehension. Invited colloquia presentation at the Harvard Graduate School of Education, Cambridge, MA.

McNamara, D.S. (2007, June). Training reading strategies and self-explanation: For whom and for what? Invited colloquium presentation at the University of Pittsburgh, Pittsburgh, PA.

McNamara, D.S. (2007, August). Scaffolding coherence in mind of the reader. Invited colloquium presentation at the Institute of Cognitive Science at University of Colorado, Boulder, CO.

Refereed Conference Presentations (see also Refereed Proceedings Articles*)

McNamara, D.S., Turner, M.L., & Lynch, D. (1988, November). Working memory: Do we rely on one central working memory or separate systems? Paper presented at the Association for Psychological and Education Research in Kansas, Emporia.

McNamara, D.S., & Ackerman, P.D. (1989, April). Hemispheric specialization phenomenon as a function of handedness. Poster presented at the Southwestern Psychological Association Convention, Houston, TX.

McNamara, D.S., & Turner, M.L. (1989, April). The theory of a unitary working memory system re-examined. Poster presented at the Southwestern Psychological Association Convention, Houston, TX.

McNamara, D.S., & Turner, M.L. (1989, April). The modality effect: Is this effect caused by visual interference. Paper presented at the Southwestern Psychological Association Convention, Houston, TX.

McNamara, D.S., & Healy, A.F. (1991, April). A generation advantage for difficult multiplication problems: A procedural explanation. Paper presented at the 61st annual meeting of the Rocky Mountain Psychological Association Convention, Denver, CO.

Doane, S.M., McNamara, D.S., Kintsch, W., & Polson, P.G. (1991, November). Action planning: The role of prompts in command production. Poster presented at the 32nd annual meeting of the Psychonomic Society, San Francisco, CA.

McNamara, D.S., & Healy, A.F. (1991, November). A generation advantage for multiplication skill and nonword vocabulary acquisition. Paper presented at the 32nd annual meeting of the Psychonomic Society, San Francisco, CA.

McNamara, D.S., Kintsch, W., Kintsch, E., & Songer, N.B. (1992, January). Reising science texts to improve comprehension. Poster presented at the 3rd annual Winter Text Conference, Jackson, WY.

McNamara, D.S., & Kintsch, W. (1993, January). The roles of text coherence and background knowledge in learning from texts. Paper presentation at the 4th annual Winter Text Conference, Jackson, WY.

McNamara, D.S. (1993, November). Text coherence, background knowledge, and levels of understanding in learning from text. Poster presented at the 34th annual meeting of the Psychonomic Society Inc., Washington, D.C.

McNamara, D.S., & Kintsch, W. (1994, November). Learning from history texts: Effects of text coherence and background knowledge. Poster presented at the 35th annual meeting of the Psychonomic Society, St. Louis, MO.

McNamara, D.S. (1995, January). A history text revisited: Effects of prior knowledge and text coherence. Poster presentation at the 6th annual Winter Text Conference, Jackson, WY.

McNamara, D.S., & Ingerman, E.M. (1995, November). Prior knowledge, recall strategy, and the generation effect: A procedural account. Poster presented at the 36th annual meeting of the Psychonomic Society Inc., Los Angeles, CA.

McNamara, D.S. (1996, July). Laboring to learn: Text induced active processing. Paper presented at the 6th Annual Meeting of the Society for Text and Discourse, San Diego, CA.

McNamara, D.S. (1996, November). Comprehension skill: A knowledge-based account. Poster presented at the 37th annual meeting of the Psychonomic Society, Chicago, IL.

Eischeid, T.M., McNamara, D.S., & Hayes, B. (1997, May). Effects of presentation order during training on subsequent retention of multiplication problems. Paper presented at the 75th Annual Virginia Academy of Science Conference, Blacksburg.

Rosenacker, S.A., & McNamara, D.S. (1997, May). Identifying and sorting key concepts: Improving text comprehension and assessing readers' understanding. Paper presented at the 75th Annual Virginia Academy of Science Conference, Blacksburg.

McNamara, D.S., Eischeid, T. M., & Hayes, B.C. (1997, November). Optimizing skill training: Effects of contextual interference and prior knowledge. Poster presented at the 38th annual meeting of the Psychonomic Society, Philadelphia, PA.

Bess, T.L., McNamara, D.S., & Healy, A.F. (1998, May). The generation effect: Problem type and strategy use. Paper presented at the 76th Annual Virginia Academy of Science Conference, Fairfax, VA (Paper honored as Best Student Paper presentation).

Scott, J.L., & McNamara, D.S. (1998, May). Training on chaining and its effects on working memory. Paper presented at the 76th Annual Virginia Academy of Science Conference, Fairfax.

McNamara, D.S. (1998, July). Self-explanation: Effects of practice, prior knowledge, and reading skill. Paper presented at the 8th Annual Meeting of the Society for Text and Discourse, Madison, WI.

McNamara, D.S. (1998, August). Training self-explanation strategies: Effects of prior domain knowledge and reading skill. Member poster presented at the 20^th Annual Meeting of the Cognitive Science Society, Madison, WI.

McNamara, D.S. (1998, November). Self-explanation: Effects of training, prior domain knowledge, and reading skill. Poster presented at the 39th annual meeting of the Psychonomic Society, Dallas, TX.

Scott, J.L., & McNamara, D.S. (1999, April). Strategy use and its effects on working memory task performance. Paper presented (by first author) at the 30th annual Virginia Psychological Association Convention, Virginia Beach (Paper honored as Best Student Paper presentation).

Arnold, O.A., & McNamara, D.S. (1999, May). Learning from sequential texts: Effects of text coherence, prior knowledge and reading skill. Paper presented at the 77th Annual Virginia Academy of Science Conference, Norfolk.

Scott, J.L., & McNamara, D.S. (1999, May). The use of strategies and their effect on working memory task performance. Paper presented (by first author) at the 77th Annual Virginia Academy of Science Conference, Norfolk.

McNamara, D.S., & Scott, J.L. (1999, August). Is it memory or is it metamory?: Understanding the relationship between working memory capacity and reading comprehension. Paper presented at the 9th Annual Meeting of the Society for Text and Discourse, Vancouver, British Columbia. [PDF]

Millis, K.K, Magliano, J.P., Wiemer-Hastings, K., & McNamara, D.S. (2001, May). Using LSA in a computer-based test of reading comprehension. Paper presented at the International Conference on Artificial Intelligence in Education, San Antonio, TX.

Magliano, J.P., Millis, K.K., Wiemer-Hastings, K., & McNamara, D.S. (2001, July). Using LSA to reveal reader strategies. Paper presented at The Society for Text and Discourse, Santa Barbara, CA.

Magliano, J.P., Munoz, B.D., Millis, K.K., Wiemer-Hastings, K., & McNamara, D.S. (2001, November). Using latent semantic analysis to assess reader strategies. Paper presented at the 31st Annual Meeting of the Society of Computers in Psychology, Orlando, FL.

McNamara, D.S., Coyne, J.T., & McDaniel, M.A. (2001, November). Comprehension skill: Suppression versus knowledge activation. Paper presented at the 42nd annual meeting of the Psychonomic Society, Orlando, FL.

Kurby, C.A., Wiemer-Hastings, K., Ganduri, N., the NIU Discourse Technology Group, & McNamara, D.S. (2002, January). Evaluating a New LSA Space for Natural Sciences. Paper presented at the 14th Annual Meeting of the Winter Conference on Discourse, Text, and Cognition, Jackson Hole,

Cottrell, K.G., & McNamara, D.S. (2002, March). Cognitive precursors to science comprehension: Identifying factors that predict science comprehension and course performance. Paper presented at the 80th annual meeting of the Virginia Academy of Sciences, Hampton, VA.

Levinstein, I.B., McNamara, D.S., & Morgan, R. (2002, April). A computerized tutor for promoting active reading through training, practice, and feedback. Paper presented at the International Reading Association, San Francisco, CA.

Magliano, J., the NIU Discourse Technology Group, & McNamara, D.S. (2002, June). Changing how we learn from text: Assessing the impact of self-explanation-reading training. Paper presented at the 12th annual meeting of the Society for Text and Discourse, Chicago, IL.

Cottrell, K.G., & McNamara, D.S. (2002, June). Cognitive precursors to science comprehension: Identifying factors that predict science comprehension and course performance. Poster presented at the 12th annual meeting of the Society for Text and Discourse, Chicago, IL.

McNamara, D.S. (2002, June). SERT: Self-explanation reading training. Paper presented at the 12th annual meeting of the Society for Text and Discourse, Chicago, IL.

O'Reilly, T., & McNamara, D.S. (2002, June). What's a science student to do? Poster presented at the 12th annual meeting of the Society for Text and Discourse, Chicago, IL.

O'Reilly, T., & McNamara, D.S. (2002, November). Good texts can be better for active readers? Poster presented at the 43rd annual meeting of the Psychonomic Society Inc., Kansas City, MO.

McNamara, D.S. (2003, April). SERT: Self-explanation reading training. Paper presented at the 84th Annual Meeting of the American Educational Research Association.

McNamara, D.S., O'Reilly, & Hu, X. (2003, June). Strategic readers tackle science text: Effects of text cohesion, domain knowledge, and reading ability on science text comprehension. Paper presented at the 13th annual meeting of the Society for Text and Discourse, Madrid, Spain.

Millis, K., Kim, H.K., Todaro, S., Magliano, J.P., Wiemer-Hastings, K., & McNamara, D.S. (2003, June). Identifying reading strategies using LSA. Paper presented at the 13th annual meeting of the Society for Text and Discourse, Madrid, Spain.

Todaro, S., Kurby, C., Magliano, J.P., McNamara, D.S., Millis, K.K., & Wiemer-Hastings, K. (2003, June). The impact of text constraints, knowledge, and reading training on general reading strategies. Poster presented at the 13th annual meeting of the Society for Text and Discourse, Madrid, Spain.

McNamara, D.S., Levinstein, I.B., Millis, K., Magliano, J.P., Wiemer-Hastings, K. (2003, August). iSTART: Interactive strategy trainer for active reading and thinking. Paper presented at the 25th Annual Conference of the Cognitive Science Society, Boston, MA. [PDF]

McNamara, D.S., Scerbo, M., Baldwin, C., Risser, M. (2003, October). Cognitive perspectives on DataLink. Symposium paper presented at the Human Factors and Ergonomics Scociety 47^thAnnual Metting Denver, CO.

Risser, M.R., Scerbo, M.W., Baldwin, C.L., & McNamara, D.S. (2003, October). Implementing speech and simulated data link commands: The role of task interference and message length. Paper presented at the Human Factors and Ergonomics Society 47th Annual Meeting. Denver, CO. [PDF]

Graesser, A.C., McNamara, D.S., Louwerse, M.M., & Cai, Z. (2003, November). Coh-Metrix: Analysis of text on cohesion and language. Paper presented at the 33rd annual meeting of the Society for Computers in Psychology, Vancouver, Canada.

McNamara, D.S., & Levinstein, I.B. (2003, November). iSTART: Interactive strategy trainer for active reading and thinking. Paper presented at the 33rd annual meeting ofthe Society for Computers in Psychology, Vancouver, Canada.

Millis, K., Wiemer-Hastings, K., Magliano, J., & McNamara, D.S. (2003, November). Computer based strategies for assessing reading strategies. Paper presented at the 33rd annual meeting of the Society for Computers in Psychology, Vancouver, Canada.

McNamara, D.S., & O'Reilly, T. (2003, November). Self-explanation and reading strategy training: Overcoming knowledge deficits. Paper presented at the 44th annual meeting of the Psychonomic Society, Vancouver, Canada.

Best, R.M., Floyd, R.G., & McNamara, D.S. (2004, April). Understanding the fourth-grade slump: Comprehension difficulties as a function of reader aptitudes and text genre. Paper presented at the 85th Annual Meeting of the American Educational Research Association, San Diego, CA. [PDF]

McNamara, D.S. (2004, April). Promoting active reading strategies to improve undergraduate students' comprehension of science. Paper presented at the 85th Annual Meeting of the American Educational Research Association, San Diego, CA.

McNamara, D.S., Levinstein, I., Todaro, S., Magliano, J., & O'Reilly, T. (2004, April). iSTART: Interactive strategy training for active reading and thinking. Paper presented at the 85th Annual Meeting of the American Educational Research Association, San Diego, CA.

O'Reilly, T.P., Sinclair, G.P., & McNamara, D.S. (2004, April). Reading strategy training: Automated versus live. Paper presented at the 85th Annual Meeting of the American Educational Research Association, San Diego, CA. [PDF]

Best, R., O'Reilly, T., & McNamara, D.S. (2004, August). Self-explanation R=reading training: Effects for low knowledge readers. Paper presented at the 14th Annual Meeting of the Society for Text and Discourse, Chicago, IL.

Louwerse, M., McNamara, D.S., Graesser, A., & Cai, Z. (2004, August). Local and global cohesion measures and their effects on text processing. Paper presented at the 14th Annual Meeting of the Society for Text and Discourse, Chicago, IL.

Magliano, J.P., Todaro, S.A., McNamara, D.S., & Kurby, C. C., & Millis, K.K. (2004, August). Less is more: The impact of reading skill on elaboration during the comprehension of scientific texts. Paper presented at the 14th Annual Meeting of the Society for Text and Discourse, Chicago, IL.

Todaro, S., Magliano, J.P., McNamara, D.S., Kurby, C., & Millis, K.Kf2004, August). Knowledge and text-based constraints on thinking aloud. Poster presented at the 14th Annual Meeting of the Society for Text and Discourse, Chicago, IL.

Todaro, S.A., Magliano, J.P., Millis, K.K., McNamara, D.S., & Kurby, C.C. (2004, August). Intra-clause constraints in think-aloud protocols. Member poster presented at the 26th Annual Meeting of the Cognitive Science Society, Chicago, IL.

Bruss, M., Albers, M., & McNamara, D.S. (2004, September). Changes in scientific articles over two hundred years: A Coh-Metrix analysis. Paper presented at the 22nd Annual International Conference on Computer Documentation, Memphis, TN.

Dufty, D.F., McNamara, D., Louwerse, M., Cai, Z., Graesser, A.C. (2004, September). Automated evaluation of aspects of document quality. Paper presented at the 22nd Annual International Conference on Computer Documentation, Memphis, TN.

Magliano, J., Todaro, S., Millis, K., Kim, H.J., & McNamara, D.S. (2004, November). A comparison of live and computerized reading strategy training. Paper presented at the 34th annual meeting of the Society for Computers in Psychology, Minneapolis, Minnesota.

McNamara, D.S., O'Reilly, T.P., & Sinclair, G.P. (2004, December). iSTART: A web-based reading strategy intervention that improves students' science comprehension. Paper presented at the IADIS International Conference, Cognition and Exploratory Learning in Digital Age (CELDA 2004), Lisbon, Portugal.

McNamara, D.S., Ozuru, Y., Louwerse, M.M., & Graesser, A. (2005, January). Coh-Metrix: An automated measure of cohesion. Paper presentation at the 16th Annual Winter Text Conference, Jackson, WY. [PPT]

McNamara, D.S. Graesser, A., Louwerse, M., & Ozuru, Y. (2005, June). Using Coh-Metrix to measure cohesion. Poster presented at the annual American Psychological Society conference, Los Angeles, CA.

Dufty, D., Hempelmann, C., Graesser, A., Cai, C., & McNamara, D.S. (2005, July). An algorithm for detecting causal and intentional information in text. Poster presented at the 15th Annual Meeting of the Society for Text and Discourse, Amsterdam.

Kim, J. Waldo, J., Sinclair, G., & McNamara, D.S. (2005, July). Are animated agents helpful in teaching reading strategies in a computer environment? Poster presented at the 15th Annual Meeting of the Society for Text and Discourse, Amsterdam.

McNamara, D.S. Graesser, A., Louwerse, M., & Ozuru, Y. (2005, July). Using Coh-Metrix to measure cohesion. Poster presented at the 15th Annual Meeting of the Society for Text and Discourse, Amsterdam.

Albers, M. & McNamara, D.S. (2005, October). Textual coherence indicators in freshmen composition writing: A Coh-Metrix analysis. Poster presented at the 32nd Annual Council for Programs in Technical and Scientific Communications, Lubbock, TX.

McNamara, D.S., & CSEP Lab (2006, April). iSTART: An automated reading tutor for higher-level strategies. Symposium paper presented at the Annual Meetings of the American Educational Research Associated, San Francisco, CA.

Graesser, A.C., McNamara, D., & VanLehn, K. (2006, April). Deep comprehension strategies through Point&Query, AutoTutor, and iSTART. Symposium paper presented at the Annual Meetings of the American Educational Research Association, San Francisco, CA.

Bell, C.M., McCarthy, P.M., & McNamara, D.S., (2006, July). Variations in language use across gender: Biological versus sociological theories. Poster to be presented at the 16th Annual Meeting of the Society for Text and Discourse, Minneapolis, MN.

Bellissens, C., & McNamara, D.S. (2006, July).  Using fuzzy logic to simulate human ratings of self-explanations in iSTART. Poster presented at the 16th Annual Meeting of the Society for Text and Discourse, Minneapolis, MN.

Briner, S.W., McCarthy, P.M., McNamara, D.S. (2006, July). Automating text propositionalization: An assessment of AutoProp. In R. Sun & N. Miyake (Eds.), Member poster presented at the 28th Annual Conference of the Cognitive Science Society, Vancouver, Canada.

Crossley, S.A., McCarthy, P.M., Lewis, G.A., Dufty, D.F., & McNamara, D.S. (2006, July). Detecting manipulated texts. Member poster presented at the 28th Annual Conference of the Cognitive Science Society, Vancouver, Canada.

Dempsey, K.B., McCarthy, P.M., & McNamara, D.S. (2006, July). Identifying text genres using phrasal verbs. Member poster presented at the 28th Annual Conference of the Cognitive Science Society, Vancouver, Canada.

Duran, N.D., & McNamara, D.S. (2006, July). It's about time: Discriminating differences in temporality between genres. Poster to be presented at the 16th Annual Meeting of the Society for Text and Discourse, Minneapolis, MN. [PDF]

Hall, C., Lewis, G.A., McCarthy, P.M., Lee, D.S., & McNamara, D.S. (2006, July). Language in law:  Using Coh-Metrix to assess differences between American and English/Welsh. Member poster presented at the 28th Annual Conference of the Cognitive Science Society, Vancouver, Canada. [PDF]

Lightman, E.J., McCarthy, P.M., Dufty, D.F., & McNamara, D.S. (2006, July). Using Coh-Metrix to assess the structural organization of narratives. Poster to be presented at the 16th Annual Meeting of the Society for Text and Discourse, Minneapolis, MN. [PDF]

McCarthy, P.M., Graesser, A.C., & McNamara, D.S. (2006, July). Distinguishing genre using Coh-Metrix indices of cohesion. Poster to be presented at the 16th Annual Meeting of the Society for Text and Discourse, Minneapolis, MN. [PDF]

McCarthy, P.M., Lightman, E.J., Dufty, D.F., &McNamara, D.S. (2006, July). Using Coh-metrix to assess distributions of cohesion and difficulty: An investigation of the structure of high-school textbooks. Member poster presented at the 28th Annual Conference of the Cognitive Science Society, Vancouver, Canada.

O'Reilly, T., Taylor, R.S., Duran, N., & McNamara, D.S. (2006, July). Beyond the science domain: The transfer of reading strategies to non-expository text. Poster to be presented at the 16th Annual Meeting of the Society for Text and Discourse, Minneapolis, MN. [PDF]

Taylor, R.S., & McNamara, D.S. (2006, July). Interest in the domain of science: Impact on expository science text self-explanation quality. Poster to be presented at the 16th Annual Meeting of the Society for Text and Discourse, Minneapolis, MN. [PDF]

Taylor, R.S., Sinclair, G.P., & McNamara, D.S. (2006, August). Reducing the constraints of readers' text interest: Impact of strategy training on interest, understanding, and self-explanation quality. Paper presented at the European Association for Research on learning and Instruction SIG 2 Biennial Meeting, Nottingham, UK.

Crossley, S.A. & McNamara, D.S. (2006, October). Identifying text simplification: Means and meaning. Poster presented at the annual Second Language Research Forum at the University of Washington, Seattle, WA.

Crossley, S.A. & McNamara, D.S. (2006, October). Identifying text types: The case of humans and machines. Presentation at the annual Second Language Research Forum at the University of Washington, Seattle, WA.

Bell, C.M., McCarthy, P.M., & McNamara, D.S. (2006, November).Using a computational linguistic approach to investigate gender and linguistic variations. Paper presented at the 36th annual meeting of the Society for Computers in Psychology, Houston, TX.

Dempsey, K., Ozuru, Y., & McNamara, D.S. (2006, November). Expected question difficulty effects on comprehension: Interactions with reader ability.Poster presented at the annual meeting of the Psychonomic Society, Houston, TX.

Duran, N., McCarthy, P.M., Hancock, J., & McNamara, D.S. (2006, November). Discovering where the truth lies: Using Coh-Metrix to detect deception in text. Paper presented at the 36th annual meeting of the Society for Computers in Psychology, Houston, TX.

Jeon, M., Graesser, A.C., McNamara, D.S., Louwerse, M., & Cai, Z. (2006, November). Analysis of tutorial dialogue on cohesion and language with Coh-Metrix. Paper presented at the 47th Annual meeting of the Psychonomic Society, Houston, TX.

Graesser, A.C., & McNamara, D.S. (2006, November). Discourse and natural language technologies. Symposium at the annual meetings of the Society for Computers in Psychology, Houston, TX.

Levinstein, I.B., Boonthum, C., Pillarisetti, S.P., McNamara, D.S. (2006, November). iSTART 2: Improvements for efficiency and effectiveness. Paper presented at the 36th annual meeting of the Society for Computers in Psychology, Houston, TX.

Lightman, E.J., McCarthy, P.M., Dufty, D.F., & McNamara, D.S. (2006, November). Using Coh-Metrix to analyze the lyrics of suicidal and non-suicidal songwriters. Poster presented at the 52nd Anniversary Convention of the Tennessee Psychological Association, Nashville, TN.

McNamara, D.S., Louwerse, M., Floyd, R., Ozuru, Y., Best, R., & Graesser, A.C. (2006, November). The Coh-Metrix project: Interactive effects of the reader and text on comprehension. Paper presented at the 47th Annual Meeting of the Psychonomic Society, Houston, TX.

Renner, A.M., McCarthy, P.M., & McNamara, D.S. (2006, November). Identifying topic sentences with humans and Coh-Metrix in a context-free study. Poster presented at the 52nd Anniversary Convention of the Tennessee Psychological Association, Nashville, TN.

Crossley, S.A., Hall, C., McCarthy, P.M., & McNamara, D.S. (2007, March). Means and meaning of identifying text simplification. Paper presented at the annual Teachers of English to Speakers of Other Languages, Seattle, WA.