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Cited by

• 1994Students' Understanding of Historical Significance153 cited
• 1983The comparison of oral and written productions in two discourse types∗111 cited
• 1988VERBAL-REPORT DATA ON COGNITIVE AND METACOGNITIVE STRATEGIES110 cited
• 2005Instructional design for effective and enjoyable computer-supported learning103 cited
• 1997Reading to learn82 cited
• 1988Elaboration-based learning strategies: Powerful theory = powerful application82 cited
• 2007Teaching Narrative Comprehension Strategies to First Graders77 cited
• 1991Effects of analogical processes on learning and misrepresentation76 cited
• 1991The Relevance of Metacognition to Learning Disabilities71 cited
• 2003The anatomy of junior high school science textbooks: An analysis of textual characteristics and a comparison to media reports of science70 cited
• 1989Domain-specific and strategic knowledge: Effects of training on students of differing ages or competence levels68 cited
• 1988On Literacy and the Myth of Literal Meaning64 cited
• 1987Transfer of Information: An Instructional Perspective60 cited
• 1986Vocabulary Difficulty, Prior Knowledge, and Text Comprehension49 cited