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Cited by

• 2002How well do middle school science programs measure up? Findings from Project 2061's curriculum review365 cited
• 1986Conceptual understanding and science learning: An interpretation of research within a sources‐of‐knowledge framework277 cited
• 1988Using Textbooks and Teachers' Guides: A Dilemma for Beginning Teachers and Teacher Educators273 cited
• 2011Graphic Organizers and Students with Learning Disabilities: A Meta-Analysis227 cited
• 2001On the state of the art: risk communication to the public225 cited
• 1986Toward an explanation of conceptual change212 cited
• 1984Learning to Read in American Schools: Basal Readers and Content Texts196 cited
• 1999A Deafening Silence: History Textbooks and the Students Who Read Them189 cited
• 1985An investigation of high school biology textbooks as sources of misconceptions and difficulties in genetics and some suggestions for teaching genetics181 cited
• 1997Skilled Comprehension and Its Development Through Instruction162 cited
• 1987An Attainable Version of High Literacy: Approaches to Teaching Higher-Order Skills in Reading and Writing153 cited
• 1990Effects of Importance and Interest on Recall of Biographical Text152 cited
• 1988Elaborative interrogation facilitates acquisition of confusing facts.151 cited