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The skills of document use: from text comprehension to Web-based learning
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  • 2019PISA 2018 Assessment and Analytical Framework1,625 cited
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  • 2014The New Literacies of Online Research and Comprehension: Rethinking the Reading Achievement Gap368 cited
  • 2016Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy361 cited
  • 2011The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model346 cited
  • 2012Comprehending and Learning From Internet Sources: Processing Patterns of Better and Poorer Learners341 cited
  • 2017RESOLV: Readers' Representation of Reading Contexts and Tasks282 cited
  • 2009Trust Matters: Examining the Role of Source Evaluation in Students' Construction of Meaning Within and Across Multiple Texts255 cited
  • 2012Epistemic Thinking in Action: Evaluating and Integrating Online Sources241 cited
  • 2010Trust and mistrust when students read multiple information sources about climate change241 cited
  • 2013Multiple-documents literacy: Strategic processing, source awareness, and argumentation when reading multiple conflicting documents236 cited
  • 2009Knowledge elaboration: A cognitive load perspective206 cited
  • 2017Comprehension of Multiple Documents With Conflicting Information: A Two-Step Model of Validation

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204 cited
  • 2013E‐readers, Computer Screens, or Paper: Does Reading Comprehension Change Across Media Platforms?203 cited
  • 2009Reading multiple texts about climate change: The relationship between memory for sources and text comprehension203 cited
  • 2011Readers’ use of source information in text comprehension194 cited