Publications
Grants
McNamara, D. S. (PI) & Levinstein, I. (CO-PI). Promoting active reading strategies to improve undergraduate students' understanding of science. National Science Foundation: Interagency Education Research Initiative (IERI), $3,196,000, 2000-2006. [PDF]
McNamara, D. S. & the CSEP lab (2001-2005). Promoting active reading strategies to improve undergraduate students' understanding of science. Annual project reports submitted to the National Science Foundation IERI. 2001 [Activities], [Findings]; 2002 [Progress Report]; 2003 [Activities], [Findings]; 2004 [Activities], [Findings]; 2005 [Activities], [Findings]; 2006 [Report]; 2007 [Final Report]
McNamara, D. S. (PI). iSTART: Interactive Strategy Training for Active Reading and Thinking. Institute of Education Sciences (IES), $1,770,514, 2004-2007. [PDF]
McNamara, D. S. & the CSEP lab (2004-2007). iSTART: Interactive Strategy Training for Active Reading and Thinking. Annual project reports submitted to the Institute of Education Sciences (IES). 2005 [Report]
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). iSTART: A classroom study. Technical Report. University of Memphis.[PDF]
Books
Landauer, T., McNamara, D. S., Dennis, S., & Kintsch, W. (Eds.) (In press). Handbook of Latent Semantic Analysis. Mahwah, NJ: Erlbaum.
McNamara, D. S. (Ed.) (In press). Reading comprehension strategies: Theory, interventions, and technologies. Mahwah, NJ: Erlbaum.
Journal, Chapter, and Proceedings Publications
McNamara, D. S., & Kintsch, W. (1996). Learning from text: Effects of prior knowledge and text coherence. Discourse Processes, 22, 247-287. [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. (1998). Training self-explanation strategies: Effects of prior domain knowledge and reading skill. In S. J. Derry & M. A. Gernsbacher (Eds.), Proceedings of the Twentieth Annual Meeting of the Cognitive Science Society (p. 1247). Hillsdale, NJ: Erlbaum.
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. Hillsdale, NJ: Erlbaum. [pdf]
McNamara, D. S., & Scott, J. L. (1999). Training self-explanation and reading strategies. Proceedings of the Human Factors and Ergonomics Society Forty-third Annual Meeting. Houston, TX: Human Factors & Ergonomics Society.
McNamara, D. S. (2001). Speed reading. In N. J. Smelser & P. B. Bates (Eds.), International encyclopedia of the social & behavioral sciences. Oxford: Elsevier Science. [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, 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 Conference of the Cognitive Science Society (pp. 244-249). Mahwah, 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 representation, organization, and acquisition. In J. W. Guthrie et al. (Eds.), The encyclopedia of education. New York: Macmillan Reference. [pdf]
O'Reilly, T., & McNamara, D. S. (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). 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, November 13). Learning from text: Facilitating and enhancing comprehension. Speechpathology.com, article 45. Retrieved June 24, 2006, from http://www.speechpathology.com/articles/article_detail.asp?article_id=45.
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]
McNamara, D. S. (2004). Aprender del texto: efectos de la estructura textual y las estrategias del lector. Revista Signos, 37 (55), 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 training for active reading and thinking. Behavioral Research Methods, Instruments, and Computers, 36, 222 - 233. [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. P., Sinclair, G. P., & McNamara, D. S. (2004). 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 on Cognition and Exploratory Learning in the Digital Age: CELDA 2004 (pp. 173-180). Lisbon, Portugal: IADIS Press. [pdf]
O'Reilly, T. P., Sinclair, G. P., & McNamara, D. S. (2004). 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]
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., 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. 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]
Todaro, S., Magliano, J., Millis, K., & McNamara, D. S. (2005, July). The influence of reading skill on the given-new strategy [poster abstract]. In B. G. Bara, L. Barsalou, & M. Bucciarelli (Eds.), Proceedings of the 27th Annual Conference of the Cognitive Science Society (pp. 2562). Mahwah, NJ: Erlbaum.[pdf]
McNamara, D. S., O'Reilly, T. P., Best, R. M., & Ozuru, Y. (2006). Improving adolescent students' reading comprehension with iSTART. Journal of Educational Computing Research, 34, 147-171. [pdf]
Taylor, R. S., O'Reilly, T., Sinclair, G. P., & McNamara, D. S. (2006). Enhancing learning of expository science texts in a remedial reading classroom via iSTART. In S. Barab, K. Hay, & D. Hickey (Eds.), Proceedings of the 7th International Conference of the Learning Sciences. Mahwah, NJ: Erlbaum. [pdf]
Boonthum, C., Levinstein, I., & McNamara, D. S. (in press). 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. London: Springer-Verlag UK. [pdf]
Briner, S. W., McCarthy, P. M., & McNamara, D. S. (in press). Automating text propositionalization: An assessment of AutoProp. In R. Sun & N. Miyake (Eds.), Proceedings of the 28th Annual Conference of the Cognitive Science Society. [pdf]
Graesser, A. C (in press). An introduction to strategic reading comprehension. In D. S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies. Mahwah, NJ: Erlbaum. [pdf]
Magliano, J. P., Millis, K. K., Ozuru, Y., & McNamara, D. S. (in press). A multidimensional framework to evaluate reading assessment tools. In D.S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies. Mahwah, NJ: Erlbaum. [pdf]
McNamara, D. S., Boonthum, C., Levinstein, I. B., & Millis, K. (in press). 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. Mahwah, NJ: Erlbaum. [pdf]
McNamara, D. S., de Vega, M., & O'Reilly, T. (in press). 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. Mahwah, NJ: Erlbaum. [pdf]
McNamara, D. S., & O'Reilly, T. (in press). Theories of comprehension and 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]
McNamara, D. S., O'Reilly, T., Rowe, M., Boonthum, C., & Levinstein, I. B. (in press). 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. Mahwah, NJ: Erlbaum. [pdf]
Millis, K. K., Magliano, J. P., & Todaro, S. (in press). Measuring discourse-level processes with verbal protocols and latent semantic analysis. Scientific Studies of Reading.
Millis, K., Magliano, J., Wiemer-Hastings, K., Todaro, S., & McNamara, D. S. (in press). Assessing and improving comprehension with Latent Semantic Analysis. In T. Landauer, D. S., McNamara, S. Dennis, & W. Kintsch (Eds.), Handbook of Latent Semantic Analysis. Mahwah, NJ: Erlbaum. [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.
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. (in press). Success in high school science courses: The impact of domain knowledge, reading skill, and reading strategies. American Educational Research Journal. [pdf]
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]
O'Reilly, T., Taylor, R. S., & McNamara, D. S. (in press). 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. Mahwah, NJ: Erlbaum. [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., O'Reilly, T., Rowe, M., & McNamara, D. S. (in press). 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. [pdf]
VanderVeen, A., Huff, K., Gierl, M., McNamara, D. S., Louwerse, M., & Graesser, A. C. (in press). 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. Mahwah, NJ: Erlbaum.