Cited by

Cited by 20 other publications

Burkett, Candice & Susan R. Goldman
2016. “Getting the Point” of Literature: Relations Between Processing and Interpretation. Discourse Processes 53:5-6  pp. 457 ff. DOI logo
Fialho, Olivia, Sonia Zyngier & Michael Burke
2016. Chapter 1. Empirical approaches to the study of literature in learning environments. In Scientific Approaches to Literature in Learning Environments [Linguistic Approaches to Literature, 24],  pp. 1 ff. DOI logo
Goldman, Susan R., M. Anne Britt, Willard Brown, Gayle Cribb, MariAnne George, Cynthia Greenleaf, Carol D. Lee, Cynthia Shanahan & Project READI
2016. Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy. Educational Psychologist 51:2  pp. 219 ff. DOI logo
Goldman, Susan R. & Carol D. Lee
2014. Text Complexity. The Elementary School Journal 115:2  pp. 290 ff. DOI logo
Lee, Carol D.
2014. The Multi-Dimensional Demands of Reading in the Disciplines. Journal of Adolescent & Adult Literacy 58:1  pp. 9 ff. DOI logo
Lee, Carol D.
2020. Editorial: A New Generation of Fugitive Scholarship. English Education 52:3  pp. 180 ff. DOI logo
Lee, Carol D. & Susan R. Goldman
2015. Assessing Literary Reasoning: Text and Task Complexities. Theory Into Practice 54:3  pp. 213 ff. DOI logo
Levine, Sarah
2014. Making Interpretation Visible With an Affect-Based Strategy. Reading Research Quarterly 49:3  pp. 283 ff. DOI logo
Mangen, Anne
2016. The Digitization of Literary Reading. Orbis Litterarum 71:3  pp. 240 ff. DOI logo
McCarthy, Kathryn S.
2015. Reading beyond the lines. Scientific Study of Literature 5:1  pp. 99 ff. DOI logo
McCarthy, Kathryn S. & Susan R. Goldman
2015. Comprehension of Short Stories: Effects of Task Instructions on Literary Interpretation. Discourse Processes 52:7  pp. 585 ff. DOI logo
McCarthy, Kathryn S. & Susan R. Goldman
2019. Constructing interpretive inferences about literary text: The role of domain-specific knowledge. Learning and Instruction 60  pp. 245 ff. DOI logo
Nicholes, Justin
2017. Zyngier, S. (Ed.). (2016). Language, Discourse, Style: Selected works of John McH. Sinclair . Scientific Study of Literature 7:1  pp. 170 ff. DOI logo
Sabatini, John, Arthur C. Graesser, John Hollander & Tenaha O'Reilly
2023. A framework of literacy development and how AI can transform theory and practice. British Journal of Educational Technology 54:5  pp. 1174 ff. DOI logo
Sosa, Teresa
2019. Rey’s social world understandings and connections to a short story. Pedagogies: An International Journal 14:3  pp. 229 ff. DOI logo
Sosa, Teresa
2020. “That Sure is Racist”: Classroom Race Talk as Resistance. Education and Urban Society 52:7  pp. 1039 ff. DOI logo
Sosa, Teresa
2022. Producing New Affective Concepts of Race in an English Classroom. Changing English 29:1  pp. 66 ff. DOI logo
Sosa, Teresa & Mark Latta
2019. “What are We Trying to Accomplish?”: Student Resistance as Racial Wisdom. Equity & Excellence in Education 52:1  pp. 108 ff. DOI logo
Yukhymenko-Lescroart, Mariya A., Stephen W. Briner, Joseph P. Magliano, Kimberly Lawless, Candice Burkett, Kathryn S. McCarthy, Carol D. Lee & Susan R. Goldman
2016. Development and initial validation of the Literature Epistemic Cognition Scale (LECS). Learning and Individual Differences 51  pp. 242 ff. DOI logo
[no author supplied]
2018. In Dialogue: Generations. Research in the Teaching of English 53:1  pp. 80 ff. DOI logo

This list is based on CrossRef data as of 15 may 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.