Comprehension: From Clause to Conspiracy Theory (abstract)

The Influence of Event-Congruent Emotions and Narrative Transportation on the Persuasiveness of Stories with Emotional Shifts (abstract)

Hearing the Words while Reading: An Investigation of Different Types of Verbal Thoughts and their Relation to Narrative Transportation (abstract)

How Did I Get Here? The Dynamics of Reflection Across Genres (abstract)

How do readers construct situation models when reading text vs. comics? (abstract)

Evaluating the strength of perspective information in discourse processing: Evidence from pronoun resolution (abstract)

The influence of textual genre in the comprehension of multiple texts (abstract)

Metacomprehension in multiple document reading – Does generating delayed summaries lead to improved judgment accuracy? (abstract)

Validation Processes and Reading Instructions: Is Validation Against Background Knowledge and Prior Text Influenced by Reading Instructions? (abstract)

Learning to Draw Conclusions From Multiple Scientific Documents: Effects of Strategic and Metacognitive Epistemic Scaffolds (abstract)

Students’ Historical Reasoning in Process and Product: Distinctions across modes of production (abstract)

The influence of theory of mind and perspective-taking on feedback production in dialogue (abstract)

Discourses about teaching dialogue and argumentation in a Community of Practices (abstract)

Agency and Authority in Classroom Discussion of Literary Texts (abstract)

Developing Argument skills through engagement in Discourse: The Effect of Different Forms of Presentation of Information (abstract)

“I gave myself an actual voice”: A Critical Discourse Analysis on Latinx Youth Activists (abstract)

Comprehension as a Function of Belief Consistency: Null Results (abstract)

Promoting Students’ Argument Comprehension and Evaluation Skills: Implementation of Two Training Interventions in Higher Education (abstract)

The influence of task instructions and text structure on standards of coherence in adolescent readers with autism spectrum disorder and with typical development: An eye-tracking study (abstract)

Effects of a source evaluation intervention on sourcing skills: Replication and extension (abstract)

ERP indicators of word-to-text integration (WTI) during reading comprehension: Can engagement with the text influence the reader’s situation model and override word meaning retrieval effects? (abstract)

Critical reading skills and analytic thinking styles among upper secondary school students (abstract)

The becoming of readers. An exploration of the reading habitus (abstract)

Do deaf students adapt their reading strategies to task goals and text structure as hearing readers do? (abstract)

Learning from Anecdotal Descriptions of Psychology: The Role of Prior Knowledge (abstract)

Highlighting in Printed and Digital Reading: Effects on Reading Time, Text Comprehension, and Metacognitive Calibration of Comprehension (abstract)

Automating Debunking: Can Chatbots Correct Misconceptions? (abstract)

Does a Reader’s Standards of Coherence Affect their Inference Activation During Reading? The Effects of Task Manipulation (abstract)

What is it about live video interaction that makes some people uncomfortable? (abstract)

Do 21st century Soft Skills predict reading comprehension? (abstract)

The role of source expertise on memory recognition: Accuracy and response times (abstract)

Effects of Textual Constraint and Emojis on Emotion Inferences (abstract)

Reading Value and Self-Concept in Students with Poor and Typical Reading Skills: A Mixed-Methods Study (abstract)

The Structure of Common Experimental Dialogue Tasks: A Systematised Review & Taxonomy (abstract)

Feedback on Feedback: Automated Detection of Peer Feedback Quality (abstract)

Learning a sign language as a second language: Exploring sensitivity to the situational structure of narratives. (abstract)

Retrieval of misinformation prior to debunking: How does it affect the continued influence effect? (abstract)

Can evaluation strategies make the difference in a post-truth world? Fostering adolescents’ resilience against online misinformation (abstract)

Illusion of truth? Effects of repeated exposure to textual misinformation on readers’ knowledge and response confidence (abstract)

Controversial Information in a Bilingual Setting: Document Language as a Moderator of the Text-Belief Consistency Effect (abstract)

The influence of headlines and text structure on acceptance of false claims in news stories (abstract)

How does meta-awareness relate to metacomprehension accuracy during reading? (abstract)

Did screen reading habits steal children’s focus? (abstract)

Paper and digital reading and writing in school-aged children: the role of Executive Functions (abstract)

Comprehension Monitoring: Cognitive Abilities Explain Performance Differences Between Younger and Older Adults (abstract)

Comprehension Monitoring in Older Adults: Effects of Cognitive Abilities and Educational Attainment (abstract)

Are news posts on social media more subjective than news articles online? A comparative study of four major English newspapers (abstract)

Power and Vulnerability: Managing Sensitive Language in Organisational Communication (abstract)

The Tool for the Automatic Analysis of Morphological Information (TAMMI): A use case. (abstract)

Automated Analyses of Students’ Difficulties with Explanations in Science Inquiry (abstract)

Profiles of Persuasive Writing: Development of a Writing Analytics Tool (abstract)

Leveraging Dynamic Systems to Understand the Multidimensional and Dynamic Nature of Discourse Processing (abstract)

Advanced Theory of Mind as a lens for detecting conflicts of interest? (abstract)

Flip-Flopping or Making Progress? Explaining Why Scientists Change Their Minds (abstract)

In Expert Scientists We Trust? Benevolence vs. Integrity (abstract)

The Effects of Cognitive and Metacognitive Sourcing Prompts on Source Evaluation (abstract)

Fostering source evaluation skills by means of interleaved presentation of untrustworthy and trustworthy online sources (abstract)

Metacognitive Training Prevents Mindless Reading (abstract)

Removing Hidden Barriers: Efficiently Identifying At-Risk College Students (abstract)

Evaluating Conceptual Growth and Change Using Thought Experiment, Refutation, and Standard Expository Texts (abstract)

What is the relation between reading fiction, empathy and pro-social skills in children? (abstract)

Teaching purposeful reading strategies to vocational school students: A quasi-experimental intervention study (abstract)

Discussion on replication studies and meet & greet the Discourse Processes editors (abstract)

When Liars are Considered Honest: From Alternative Conceptions of Honesty to Alternative Facts in Communications by American Politicians (abstract)

Teaching children’s inference skills using a video-based vs. text-based training program (abstract)

How the distinguishability of meta-information about the veracity of sentences affects memory (abstract)

Is this Website Reliable? Fostering the Evaluation of Internet Sources using a Collaboration Script and a Reflection Prompt (abstract)

Supports for Discipline-specific reading in introductory psychology (abstract)

Sourcing with citations: The effect of source information and sourcing instructions on multiple text comprehension (abstract)

Does full-page view when reading comics improve understanding? Studying the effect of panels’ visibility and reader’s expertise on reading time and understanding of two comic books excerpts. (abstract)

Epistemic perspectives and evaluation of changes in scientific claims regarding COVID-19 (abstract)

Impact of emotional content on visual search for answers to questions in short texts by children aged 9 to 11 years (abstract)

Do speakers align at the discourse level? The role of discourse segments in task-oriented dialogue (abstract)

For Beginning Readers, the Time Spent Reading is Related to Some of the Component Skills of Reading but the Time Spent Playing Video Games is not. (abstract)

SCIP: Identifying Learner Roles through Group Communication and Interpersonal Network Positioning in Scaled Digital Environments (abstract)

Exploring the incongruity between digital natives and their reading media preferences after COVID times (abstract)

Reducing the impact of false information on memory: Are readers more influenced by the lie or the liar? (abstract)

Cognitive mechanisms underlying common ground use in dialogue: evidence from a developmental study in normal aging (abstract)

Text comprehension and idiomatic expressions: An eye-tracking study (abstract)

The impact of social cues in written feedback on learners’ non-cognitive reactions (abstract)

Measuring Facial Gestures- Using the Depth Camera to Quantify the Intensity of Facial Action Unit Components (abstract)

Exploring Translanguaging through Dialogic Talk among Arabic-Speaking Heritage Language Learners (abstract)

Technology-Mediated Social Interactions During COVID-19: Perspectives from a Women’s College Community (abstract)

Being aware of the other’s mental load affects how partners collaborate in dialogue (abstract)

Highlighting or Highlighted Information for Text Comprehension When Reading on Screen? (abstract)

Can intellectual humility support more appropriate online reading practices? (abstract)

The Effects of Linguistic forms on Clicking and Sharing Intentions (abstract)

Format and text type effects on reading comprehension in adolescent readers (abstract)

Methodological and Theoretical Concerns Regarding Digital Literacy Research (abstract)

Impact of Global Text Cohesion on Informational Listening Comprehension (abstract)

Reading Comprehension Word-by-Word: Comparing L1 and L2 readers using authentic texts and multiple measures (abstract)

Time Shifts and Grammatical Aspect Constraints on the Construction of Situation Models (abstract)

Top-Down versus Bottom-Up Development of Semantic Processes in Listening Comprehension (abstract)

The influence of pictures on knowledge revision processes during reading (abstract)

The Functional Role of Perceptual Simulations in Reading Comprehension (abstract)

Reinventing the Think-Aloud: A Study Exploring Alternative Delivery Methods for the Traditional Think-Aloud Protocol (abstract)

Yea, Nay, or IDK: The Effects of Ballot Simplification on Voter Roll-Off (abstract)

The Cascaded Model of Writing (abstract)

Making Sense of L1 and L2 Written Argumentation with Keystroke Logging (abstract)

How do Students Represent Information from Multiple Texts?: Expanding the Documents Model Framework (abstract)

Supporting Students’ Multiple Document Comprehension: What we have learned about Multiple Document Interventions (abstract)

What Helps Students to Understand How to Understand? (abstract)

Teaching and Assessing Multiple Document Literacy with Document Maps (abstract)

The Calling of Mawses: Measuring Writing Motivation in the Context of Multiple Document Literacy (abstract)

Perspective influences use and processing of German pronouns (abstract)

The Influence of Story Event Structure on Children’s and Adults’ Eye Movements during Reading (abstract)

Processing Ironic Text: evidence from scanpaths (abstract)

Sentence context modulates idiom disambiguation: and ERP study (abstract)

Reading Code for Comprehension: Expert Programmers Show Language-Related Brain Responses to Meaning and Form (abstract)

Effect of Media Multitasking on Multiple Text Comprehension (abstract)

Beliefs about the Malleability of Working Memory Guide College Students’ Evaluations of Belief-Inconsistent and Belief-Consistent Journal Articles (abstract)

Examining Summarization as a Tool for Supporting Multiple Document Comprehension (abstract)

How Reading Medium and Distractions Affect Adolescents’ Conflict Detection in Multiple Documents (abstract)

Fostering text integration in primary education: What type of task instruction should teachers provide? (abstract)

Triangulating Data Sources in Multiple Document Comprehension Tasks (abstract)

Self-Explanation and Think-Aloud in Multiple Document Contexts (abstract)

Collaborative Design of Professional Development for Multiple Document Comprehension: A Teacher Focus Group Study (abstract)

Constructed Response Prompt Effects in Multiple Document Comprehension (abstract)

Exploring the relation between semantic priming and instrument inferencing in discourse reading: An individual differences approach (abstract)

Exploring Researcher-Participant interactions during a think-emote aloud protocol (abstract)

Not as Easy as It Seems: Does the Combination of an Instructional Video and an Elaboration Prompt Mitigate the Seductive Effect of Text Easiness? (abstract)

Reading Comprehension Instruction and Reading Media: Evidence From Teachers’ Self-Reports and Interviews (abstract)

From Meaning Inference to Reading Comprehension: Exploring the Contribution of Morphological Knowledge to Reading Comprehension in Sixth Grade (abstract)

“Is that Right? How Sure Am I?” The Role of Refutation Text on Metacognitive Monitoring (abstract)

Processing consistent and inconsistent information in social-situation narratives by readers higher and lower in aggression (abstract)

[CANCELLED] Representation of mental states in 9-14-year-old children’s narrative writing (abstract)

The written language network from proficiency to disability: data-driven evidence from a transdiagnostic dimensional graph modelling (abstract)

The development of semantic processing during text reading: an eye-movement study (abstract)

How do readers with deafness process idioms? Eye movement data supporting the direct retrieval hypothesis (abstract)

Reliable reasoning processes: A function of epistemic aims or epistemic perspective? (abstract)

Epistemological and stance marking in academic discourses and writing (abstract)

Reading controversial texts: effects of beliefs and stakes on undergraduates’ argument integration (abstract)

Do Facets of Intellectual Humility Guide Comprehension of Belief-Consistent and Belief-Inconsistent Texts? (abstract)

Does Presentation Order of Scientific Principles Affect Reading Processes and Learning? (abstract)

Studying Multiple Documents for Academic vs. Personal Purposes: Does the Physical Context Matter? (abstract)

Discussion of the Multiple Document Processing in the 21st Century Symposium

Does Reading While Listening to Text Improve Comprehension Compared to Reading Only? A Systematic Review and Meta-Analysis (abstract)

Reading the pictures: romance fiction covers uncover readers’ desires (abstract)

Is authenticity of a virtual apology affected by an emoji? (abstract)

Text and video comprehension in E-learning: Effects of presentation format on metacomprehension judgments (abstract)

The effects of reading instruction on recall rate: A focus on second language learners (abstract)

Examining the Benefits of Strategic Processing While Reading Multiple Academic Texts in a Second Language (abstract)

Effects of Centrality and Relevance on Text Memory in EFL Reading (abstract)

The Impact of Medium of a Narrative on Bridging Inferences (abstract)

Understanding How Media Affects the Comprehension of Narratives (abstract)

An NLP investigation into writing profiles in successful and less successful academic writing (abstract)

Biases in automating writing evaluation: pitfalls and solutions (abstract)

Effects of Processing- and Conviction-Based Measures on Myside Bias (abstract)

“Nuff Said”: Understanding comprehension processes and products for reading text and non-linguistic graphic narratives (abstract)

Causal Connectivity and Elaboration Question Condition in the Comprehension of Discourse about the Prevention of Gender-Based Violence by Ecuadorian College Students (abstract)

Exploring What Differentiates Struggling from Non-struggling College Readers (abstract)

Examining the Linguistic Characteristics of Discourse on Twitter (abstract)

Revisiting Place on the Page Effects: Fifty Years Later (abstract)

Text mining the contents of a literacy tutoring system (abstract)

Effects of referential form on pronoun choice: On the production of she, he and singular they (abstract)

Linguistic Patterns of Development Among Speakers of African American English for Enhanced Computerized Language Sample Analysis (abstract)

How much does sourcing affect other skills? (abstract)

Leveraging Natural Language Processing to Detect Gaming the System in Open-ended Questions in a Math Digital Learning Game (abstract)

Limitations of Adjunct Questions for Situation Model Construction (abstract)

Supporting Comprehension: The Advantages of Multiple-Choice over True-False Practice Tests (abstract)

Enhancing Reading Comprehension through Question Processing Intervention (abstract)

Grammatical Aspect, Temporal Adverbs, and Situation Models (abstract)

Scenario-Based Assessment of Multiple Document Comprehension (abstract)

Skill vs. Belief: Does Reading Skill Moderate the Text-Belief Consistency Effect? (abstract)

Statistical Effects of Prior Knowledge in Multiple Document Comprehension: Methodological Considerations (abstract)