Author:Kathryn S. McCarthy

Publications
Does Combining Study Strategies Support Comprehension on Immediate Tests? James Malloy, Amanda Dahl, Adeola Phillips, Kathryn McCarthy and Scott Hinze EasyChair Preprint 8498
Comprehension Strategy Use: Differences Across Instructional Prompts and Education Levels Natalie N. Newton, Katerina Christhilf, Reese Butterfuss, Kathryn McCarthy, Laura Allen, Joseph Magliano and Danielle McNamara EasyChair Preprint 8455
Understanding Flexible Use of Comprehension Strategies: a Cluster Approach Reese Butterfuss, Katerina Christhilf, Natalie Newton, Kathryn McCarthy, Joe Magliano, Laura Allen and Danielle McNamara EasyChair Preprint 8450
Supporting Comprehension in Computer-Based Science Simulations Lexi Bandemer and Kathryn S. McCarthy EasyChair Preprint 6188
Predicting Cohesive Comprehension Based on Individual Differences and Genre Effects Lauren Flynn, Joseph Magliano, Kathryn McCarthy, Danielle McNamara and Laura Allen EasyChair Preprint 6154
Cohesion and Coherence-Building in Multiple Document Comprehension Allison N. Sonia, Joseph P. Magliano, Kathryn S. McCarthy, Sarah D. Creer, Danielle S. McNamara and Laura K. Allen EasyChair Preprint 6138
The Role of Cinematics on Understanding Filmed Narratives Eleanor Fang Yan, Kathryn S. McCarthy, Tom Ackerman, Christopher Kurby, Raymond A. Mar and Joseph P. Magliano EasyChair Preprint 3913
The Effects of Text Cohesion on Russian Students’ Recall Performance Marina Solnyshkina, Kathryn S. McCarthy, Artem Zaikin, Valeriy Solovyev, Maria Andreeva and Danielle S. McNamara EasyChair Preprint 3889
Revisiting the Reverse Cohesion Effect: Influences of Text Cohesion, Prior Knowledge, and Foundational Reading Skill on Scenario-Based Comprehension Assessment Performance Kathryn McCarthy, Jonathan Steinberg, Kelsey Dreier, Tenaha O'Reilly, John Sabatini and Danielle McNamara EasyChair Preprint 3879
Effects of Domain-Specific Knowledge on Literary Text Processing: A Think-Aloud Investigation Davis Whaley and Kathryn McCarthy EasyChair Preprint 3823
Effects of Domain-Specific Knowledge on Literary Text Processing: A Think-Aloud Investigation Davis Whaley and Kathryn McCarthy EasyChair Preprint 3823
Assessing Student Understanding of the Text: Comparing Model-Based and Text-Based Approaches to Summary Evaluation Min Kyu Kim, Kathryn McCarthy and Ali Heidari EasyChair Preprint 3820
Self-Explanation vs. Think Aloud: What Natural Language Processing Can Tell Us Sarah D. Creer, Kathryn S. McCarthy, Joseph P. Magliano, Danielle S. McNamara and Laura K. Allen EasyChair Preprint 3624

Keyphrases

adult readers, assessment, Cinematics, cohesion³, comprehension, Comprehension Strategies², constructed response, Constructed Responses, expository text, film, formative assessment, genre effects, individual differences, inferences, literary reading, memory, mental model, multimedia comprehension, narrative comprehension, Natural Language Processing³, prior knowledge², reading comprehension³, Recall, science comprehension², self-explanation², Summary evaluation, summary writing, think aloud², think-aloud methods, writing.