Jason L. G. Braasch
Jason L. G. Braasch
Verified email at memphis.edu
Title
Cited by
Cited by
Year
Comprehending and learning from Internet sources: Processing patterns of better and poorer learners
SR Goldman, JLG Braasch, J Wiley, AC Graesser, K Brodowinska
Reading Research Quarterly 47 (4), 356-381, 2012
2782012
Readers’ use of source information in text comprehension
JLG Braasch, JF Rouet, N Vibert, MA Britt
Memory & Cognition 40 (3), 450-465, 2012
1372012
Promoting secondary school students’ evaluation of source features of multiple documents
JLG Braasch, I Bråten, HI Strømsø, Ø Anmarkrud, LE Ferguson
Contemporary Educational Psychology 38 (3), 180-195, 2013
1032013
Teaching fourth and fifth graders to evaluate information sources during text comprehension
M Macedo-Rouet, JLG Braasch, MA Britt, JF Rouet
Cognition and Instruction 31 (2), 204-226, 2013
852013
Documents as entities: Extending the situation model theory of comprehension
MA Britt, JF Rouet, JLG Braasch
Reading-from words to multiple texts, 174-193, 2012
852012
The influences of text and reader characteristics on learning from refutations in science texts.
JLG Braasch, SR Goldman, J Wiley
Journal of Educational Psychology 105 (3), 561, 2013
692013
Literacy in the digital world: Comprehending and learning from multiple sources
SR Goldman, KA Lawless, KW Gomez, JLG Braasch, S Macleod, ...
Bringing reading research to life, 257-284, 2010
682010
The discrepancy-induced source comprehension (D-ISC) model: Basic assumptions and preliminary evidence
JLG Braasch, I Bråten
Educational Psychologist 52 (3), 167-181, 2017
612017
Relationships between spontaneous note‐taking, self‐reported strategies and comprehension when reading multiple texts in different task conditions
ÅM Hagen, JLG Braasch, I Bråten
Journal of Research in Reading 37 (S1), S141-S157, 2014
612014
Evaluating search results: An empirical analysis of middle school students' use of source attributes to select useful sources
JLG Braasch, KA Lawless, SR Goldman, FH Manning, KW Gomez, ...
Journal of Educational Computing Research 41 (1), 63-82, 2009
522009
The role of prior knowledge in learning from analogies in science texts
JLG Braasch, SR Goldman
Discourse Processes 47 (6), 447-479, 2010
482010
Processing inaccurate information: Theoretical and applied perspectives from cognitive science and the educational sciences
DN Rapp, JLG Braasch
MIT Press, 2014
372014
Incremental theories of intelligence predict multiple document comprehension
JLG Braasch, I Bråten, HI Strømsø, Ø Anmarkrud
Learning and Individual Differences 31, 11-20, 2014
352014
Reading multiple and non-traditional texts: New opportunities and new challenges
I Bråten, JLG Braasch, L Salmerón
Handbook of reading research 5, 2016
282016
Key issues in research on students’ critical reading and learning in the 21st century information society
I Bråten, JLG Braasch
Improving reading and reading engagement in the 21st century, 77-98, 2017
272017
Content integration across multiple documents reduces memory for sources
JLG Braasch, RM McCabe, F Daniel
Reading and Writing 29 (8), 1571-1598, 2016
272016
Reader's memory for information sources in simple news stories: Effects of text and task features
G de Pereyra, MA Britt, JLG Braasch, JF Rouet
Journal of Cognitive Psychology 26 (2), 187-204, 2014
252014
Establishing trustworthiness when students read multiple documents containing conflicting scientific evidence
I Bråten, JLG Braasch, HI Strømsø, LE Ferguson
Reading Psychology 36 (4), 315-349, 2015
242015
Optimizing conditions for learning: Situating refutations in epistemic cognition
P Kendeou, JLG Braasch, I Bråten
The Journal of Experimental Education 84 (2), 245-263, 2016
232016
A technology for assessing multiple source comprehension: An essential skill of the 21st century
SR Goldman, KA Lawless, JW Pellegrino, JLG Braasch, FH Manning, ...
Technology-based assessments for 21st century skills: Theoretical and …, 2012
222012
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