Authors: McNamara, DS

Citation: Ds. Mcnamara, Reading both high-coherence and low-coherence texts: effects of text sequence and prior knowledge, CAN J EXP P, 55(1), 2001, pp. 51-62

Authors: McNamara, DS

Citation: Ds. Mcnamara, Reading comprehension difficulties: Processes and intervention., J PRAGMATIC, 33(6), 2001, pp. 943-956

Authors: McNamara, DS Scott, JL

Citation: Ds. Mcnamara et Jl. Scott, Working memory capacity and strategy use, MEM COGNIT, 29(1), 2001, pp. 10-17

Authors: McNamara, DS Healy, AF

Citation: Ds. Mcnamara et Af. Healy, A procedural explanation of the generation effect for simple and difficultmultiplication problems and answers, J MEM LANG, 43(4), 2000, pp. 652-679

Authors: Shapiro, AM McNamara, DS

Citation: Am. Shapiro et Ds. Mcnamara, The use of latent semantic analysis as a tool for the quantitative assessment of understanding and knowledge, J EDUC COMP, 22(1), 2000, pp. 1-36

Authors: Doane, SM Sohn, YW McNamara, DS Adams, D

Citation: Sm. Doane et al., Comprehension-based skill acquisition, COGN SCI, 24(1), 2000, pp. 1-52