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Vipond, D. (1980). Micro- and macroprocesses in text comprehension. Journal of Verbal Learning & Verbal Behavior, 19(3), 276-296.

Meyer, B. J. F., Brandt, D. M., & Bluth, G. J. (1980). Use of top-level structure in text: Key for reading comprehension of ninth-grade students. Reading Research Quarterly, 16(1), 72-103.

Vipond, D. (1980). Micro- and macroprocesses in text comprehension. Journal of Verbal Learning & Verbal Behavior, 19(3), 276-296.

Schwarz, M. N. K., & Flammer, A. (1981). Text structure and title-effects on comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 20(1), 61-66.

Alvermann, D.E. (1981). The compensatory effect of graphic organizers on descriptive text. The Journal of Educational Research, 75 (1), 44-48.

Holley, C. D. (1981). Utilizing intact and embedded headings as processing aids with nonnarrative text. Contemporary Educational Psychology, 6(3), 227-236.

Schwarz, M. N. K., & Flammer, A. (1981). Text structure and title-effects on comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 20(1), 61-66.

Brooks, L. W., Dansereau, D. F., Spurlin, J. E., & Holley, C. D. (1983). Effects of headings on text processing. Journal of Educational Psychology, 75(2), 292-302.

Loman, N. L., & Mayer, R. E. (1983). Signaling techniques that increase the understandability of expository prose. Journal of Educational Psychology, 75(3), 402-412.

Derry, S. J. (1984). Effects of an organizer on memory for prose. Journal of Educational Psychology, 76(1), 98-107.

Hartley, J., & Trueman, M. (1985). A research strategy for text designers: The role of headings. Instructional Science, 14(2), 99-155.

Lorch, J.,Robert F., & Lorch, E. P. (1985). Topic structure representation and text recall. Journal of Educational Psychology, 77(2), 137-148.

Hartley, J., & Trueman, M. (1985). A research strategy for text designers: The role of headings. Instructional Science, 14(2), 99-155.

Bernard, R. M., & Coldevin, G. O. (1985). Effects of recap strategies on television news recall and retention. Journal of Broadcasting & Electronic Media, 29(4), 407.

Britton, B. K. (1986). Capturing art to improve text quality. Educational Psychologist, 21(4), 333-356.

Spyridakis, J. H., & Standal, T. C. (1987). Signals in expository prose: Effects on reading comprehension. Reading Research Quarterly, 22(3), 285-298.

Baker, G. C., Newton, D. E., & Bergstresser, P. R. (1988). Increased readability improves the comprehension of written information for patients with skin disease. Journal of the American Academy of Dermatology, 19(6), 1135-1141.

Corkill, A. J., Bruning, R. H., & Glover, J. A. (1988). Advance organizers: Concrete versus abstract. Journal of Educational Research, 82(2), 76-81.

Krug, D., George, B., Hannon, S. A., & Glover, J. A. (1989). The effect of outlines and headings on readers' recall of text. Contemporary Educational Psychology, 14(2), 111-123.

Spyridakis, J. H. (1989). Signaling effects: Increased content retention and new Answers—Part II. Journal of Technical Writing and Communication, 19(4), 395-415.

Krug, D., George, B., Hannon, S. A., & Glover, J. A. (1989). The effect of outlines and headings on readers' recall of text. Contemporary Educational Psychology, 14(2), 111-123.

Mayer, R.E., & Gallini, J.K. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82(4), 715-726.

Grant, R., & Davey, B. (1991). How do headings affect text-processing? Literacy Research and Instruction, 31(1), 12-21.

Williams, T. R., & Butterfield, E. C. (1992). Effects of advance organizers and reader's purpose on the level of ideas acquired from expository text-part II. Journal of Technical Writing and Communication, 22(3), 281-299.

Glenberg, A. M., & Kruley, P. (1992). Pictures and anaphora: evidence for independent processes. Memory and Cognition, 20(5), 461-471.

Lorch, R. F., Lorch, E. P., & Inman, W. E. (1993). Effects of signaling topic structure on text recall. Journal of Educational Psychology, 85(2), 281-290.

Wenger, M. J., & Spyridakis, J. H. (1993). Reduced text structure at two text levels: Impacts on the performance of technical readers. Journal of Technical Writing and Communication, 23(4), 333-352.

Gyselinck, V., & Tardieu, H. (1994). Illustrations, mental models, and comprehension of instructional text. Advances in psychology, 108, 139-151.

Lorch, R. F. J., & Lorch, E. P. (1995). Effects of organizational signals on text-processing strategies. Journal of Educational Psychology, 87(4), 537-544.

Lorch, J. R. F., Pugzles Lorch, E., & Klusewitz, M. A. (1995). Effects of typographical cues on reading and recall of text. Contemporary Educational Psychology, 20(1), 51-64.

Jolly, B. T., Scott, J. L., & Sanford, S. M. (1995). Simplification of emergency department discharge instructions improves patient comprehension. Annals of Emergency Medicine, 26(4), 443-446.

Balluerka, N. (1995). The influence of instructions, outlines, and illustrations on the comprehension and recall of scientific texts. Contemporary Educational Psychology, 20(3), 369-375.

Robinson, D., & Kiewra, K. (1995). Visual argument: Graphic organizers are superior to outlines in improving learning from text. Journal of Educational Psychology, 87(3), 455-467.

Lorch, J. R. F., Pugzles Lorch, E., & Klusewitz, M. A. (1995). Effects of typographical cues on reading and recall of text. Contemporary Educational Psychology, 20(1), 51-64.

Lorch, R. F. J., & Lorch, E. P. (1996). Effects of headings on text recall and summarization. Contemporary Educational Psychology, 21(3), 261-278.

Kealy, W.A. (1996). The effect of picture position on learning from an accompanying text. Reading Psychology, 17(4), 309-332.

Lorch, R. F. J., & Lorch, E. P. (1996). Effects of headings on text recall and summarization. Contemporary Educational Psychology, 21(3), 261-278.

Robinson, D., & Skinner, C. (1996). Why graphic organizers facilitate search processes: fewer words or computationally efficient indexing? Contemporary Educational Psychology, 21, 166-180.

McNamara, D. S., Kintsch, E., Songer, N. B., & Kintsch, W. (1996). Are good texts always better? interactions of text coherence, background knowledge, and levels of understanding in learning from text. Cognition and Instruction, 14(1), 1-43.

Gould, O.N., & Dixon, R.A. (1997). Recall of medication instructions by young and elderly adult women - is overaccommodative speech helpful? Journal of Language and Social Psychology, 16(1), 50-69.

Leon, J. A. (1997). The effects of headlines and summaries on news comprehension and recall. Reading and Writing, 9(2), 85-106.

Ollerenshaw, A., Aidman, E., & Kidd, G. (1997). Is an illustration always worth ten thousand words? Effects of prior knowledge, learning style and multimedia illustrations on text comprehension. International Journal of Instructional Media, 23(3), 227-238.

Kiewra, K. A., Mayer, R. E., Dubois, N. F., Christensen, M., Kim, S. -., & Risch, N. (1997). Effects of advance organizers and repeated presentations on students' learning. Journal of Experimental Education, 65(2), 147-159.

Clariana, R. B. (1997). Text Design: The Influence of Headings on Multiple-Choice Tests. In Proceedings of the 19th National Convention of the Association for Educational Communications and Technology (pp. 205-207).

Gould, O.N. & Dixon, R.A. (1997) Recall of Medication Instructions by Young and Elderly Adult Women: Is Overaccommodative Speech Helpful? Journal of Language and Social Psychology, 16, 50-69.

Leon, J. A. (1997). The effects of headlines and summaries on news comprehension and recall. Reading and Writing, 9(2), 85-106.

Harp, S. E., & Mayer, R. E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90, 414-434.

Thompson, D. N. (1998). Using advance organizers to facilitate reading comprehension among older adults. Educational Gerontology, 24(7), 625-638.

Moravcsik, J. E., & Healy, A. F. (1998). Highlighting important words leads to poorer comprehension. In A. F. Healy, & L. E. J. Bourne (Eds.), Foreign language learning: Psycholinguistic studies on training and retention (pp. 259-272). Mahwah, NJ: Lawrence Erlbaum.

Robinson, D. H., Katayama, A. D., Dubois, N. F., & Devaney, T. (1998). Interactive effects of graphic organizers and delayed review on concept application. The Journal of Experimental Education, 67(1), 17-31.

Vidal-Abarca, E., & Sanjose, V. (1998). Levels of comprehension of scientific prose: The role of text variables. Learning and Instruction, 8(3), 215-233.

Morrow, D. G., Leirer, V. O., Andrassy, J. M., Hier, C. M., & Menard, W. E. (1998). The influence of list format and category headers on age differences in understanding medication instructions. Experimental aging research, 24(3), 231-256.

Thompson, D. N. (1998). Using advance organizers to facilitate reading comprehension among older adults. Educational Gerontology, 24(7), 625-638.

Chang, H. (1998). The effect of news teasers in processing TV news. Journal of Broadcasting and Electronic Media, 42(3), 327-339.

Harp, S. E., & Mayer, R. E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90, 414-434.

Bjorn, E., Rossel, P., & Holm, S. (1999). Can the written information to research subjects be improved? an empirical study. Journal of Medical Ethics, 25(3), 263-267.

Dupont, V., & Bestgen, Y. (1999). The role of structural preview on expository text processing. In A. Maes, H. Hoeken, L. Noordman, & W. Spooren (Eds.), Document design. Linking writers' goals to readers' needs. Tilburg: Tilburg University.

Wright, P., Milroy, R., & Lickorish, A. (1999). Static and animated graphics in learning from interactive texts. European Journal of Psychology of Education, 14(2), 203-224.

Hofman, R., & Van Oostendorp, H. (1999). Cognitive effects of a structural overview in a hypertext. British Journal of Educational Technology, 30(2), 129-140.

Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13(4), 351-371.

Robinson, D., Robinson, S., & Katayama, A. (1999). When words are represented in memory like pictures: evidence for spatial encoding of study materials. Contemporary Educational Psychology, 24, 38-54

Wright, P., Milroy, R., & Lickorish, A. (1999). Static and animated graphics in learning from interactive texts. European Journal of Psychology of Education, 14(2), 203-224.

Sanchez, R. P., Lorch, E. P., & Lorch Jr., R. F. (2001). Effects of headings on text processing strategies. Contemporary Educational Psychology, 26(3), 418-428.

Lorch Jr., R. F., Lorch, E. P., Ritchey, K., McGovern, L., & Coleman, D. (2001). Effects of headings on text summarization. Contemporary Educational Psychology, 26(2), 171-191.

Zhang, H., Hoosain, R. (2001). The influence of narrative text characteristics on thematic inference during reading. Journal of Research in Reading 24 (2), 173-186.

Mayer, R.E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93(1), 187-198.

Sanders, T. (2001). Structuursignalen in informerende teksten. Tijdschrift voor Taalbeheersing, 23 (1), 1-21.

Stiles, P. G., Poythress, N. G., Hall, A., Falkenbach, D., & Williams, R. (2001). Improving understanding of research consent disclosures among persons with mental illness. Psychiatric Services, 52(6), 780-785.

Semmler, C., & Brewer, N. (2002). Using a flow-chart to improve comprehension of jury instructions. Psychiatry, Psychology and Law, 9(2), 262-270.

Schultz, L. D., & Spyridakis, J. H. (2002). The effect of heading frequency on comprehension of online information. In Proceedings of the IEEE International Professional Communication Conference (pp. 513-518).

Dupont, V., & Bestgen, Y. (2002). Structure and topic information in expository text overviews. Document Design, 3(1), 2-12.

Robinson, D., & Molina, E. (2002). The relative involvement of visual and auditory working memory when studying adjunct displays. Contemporary Educational Psychology, 27(1), 118-131

Cress, U., & Knabel, O. B. (2003). Previews in hypertexts: Effects on navigation and knowledge acquisition. Journal of Computer assisted learning, 19(4), 517-527.

Robinson, D., Corliss, S., Bush, A., Bera, S., & Tomberlin, T. (2003). Optimal presentation of graphic organizers and text: A case for large bites? Educational Technology Research and Development, 51(4), 25-41.

Kamalski, J., Lentz, L., & Sanders, T. (2004). Coherentiemarkering in informerende en persuasieve teksten. Tijdschift Voor Taalbeheersing, 26(2), 85-103.

Resnick, M. L., & Sanchez, J. (2004). Effects of organizational scheme and labeling on task performance in product-centered and user-centered retail web sites. Human Factors, 46(1), 104-117.

Hyona, J., & Lorch, R. F. (2004). Effects of topic headings on text processing: Evidence from adult readers' eye fixation patterns. Learning and Instruction, 14(2), 131-152.

Ozuru, Y., Dempsey, K., Sayroo, J., & McNamara, D. S. (2005). Effects of text cohesion on comprehension of biology texts. Paper presented at the Proceedings of the 27th Annual Meeting of the Cognitive Science Society, 1696-1701.

Spyridakis, J. H., Schultz, L. D., & Bartell, A. L. (2005). Heading frequency and comprehension: Studies of print versus online media. In Proceedings of the 52nd Annual Conference of the Society for Technical Communication (pp. 138-142).

Glinert, L.H., & Schommer, J.C. (2005). Television advertisement format and the provision of risk information about prescription drug products. Research in Social and Administrative Pharmacy, 1(2), 185-210.

Hussain, K., Mughal, S. Y., Anceaux, F., & Leleu-Merviel, S. (2005). An empirical study on the recall of site map of home pages on the World Wide Web. In Proceedings of the 5th WSEAS International Conference on Applied Informatics and Communications (pp. 239-244).

Tait, A. R., Voepel-Lewis, T., Malviya, S., & Philipson, S. J. (2005). Improving the readability and processability of a pediatric informed consent document: Effects on parents' understanding. Archives of Pediatrics Adolescent Medicine, 159(4), 347-352.

Le Pair, R. et al (2006). Information mapping: Effecten van tekstkenmerken en lezerskenmerken op prestaties en waardering. In Hendriks, B., Hoeken, H., Schellens , P.J. (Ed.), Studies in taalbeheersing (2nd ed., pp. 250). Assen: Van Gorcum.

Pander Maat, H., & Ploeg, I., van der. (2006). Het effect van structuurmarkering in teksten en kennisschema’s. Tijdschrift voor Taalbeheering, 28(2), 125-141.

Dupont, V., & Bestgen, Y. (2006). Learning from technical documents: The role of intermodal referring expressions. Human Factors, 48(2), 257-264.

Bartell, A. L., Schultz, L. D., & Spyridakis, J. H. (2006). The effect of heading frequency on comprehension of print versus online information. Technical Communication, 53(4), 416-426.

Alley, M., Schreiber, M., Ramsdell, K., & Muffo, J. (May 2006). How the design of headlines in presentation slides affects audience retention. Technical Communication, 53 (2), 225-234.

Langan-Fox, J., Platania-Phung, C., & Waycott, J. (2006). Effects of advance organizers, mental models and abilities on task and recall performance using a mobile phone network. Applied Cognitive Psychology, 20(9), 1143-1165.

Maes, A., van Geel, A., & Cozijn, R. (2006). Signposts on the digital highway: The effect of semantic and pragmatic hyperlink previews. Interacting with Computers, 18(2), 265-282.

Kools, M., van de Wiel, M. W. J., Ruiter, R. A. C., Crüts, A., & Kok, G. (2006). The effect of graphic organizers on subjective and objective comprehension of a health education text. Health Education & Behavior, 33(6), 760-772.

Surber, J. R., & Schroeder, M. (2007). Effect of prior domain knowledge and headings on processing of informative text. Contemporary Educational Psychology, 32(3), 485-498.

Renkema, J., Waele, C. A. W., & Wijk, C. v. (2007). Helder herschreven haags; een onderzoek naar brieven aan burgers. Unpublished manuscript.

Mautone, P.D., & Mayer, R.E. (2007). Cognitive aids for guiding graph comprehension. Journal of Educational Psychology, 99(3), 640-652.

Daniel, F., & Raney, G. E. (2007). Capturing the effect of a title on multiple levels of comprehension. Behavior Research Methods, 39(4), 892-900.

O'Reilly, T., & McNamara, D. S. (2007). Reversing the reverse cohesion effect: Good texts can be better for strategic, high-knowledge readers. Discourse Processes, 43(2), 121-152.

Daniel, F., & Raney, G. E. (2007). Capturing the effect of a title on multiple levels of comprehension. Behavior Research Methods, 39(4), 892-900.

Naumann, J., Richter, T., Flender, J., Christmann, U., & Groeben, N. (2007). Signaling in expository hypertexts compensates for deficits in reading skill. Journal of Educational Psychology, 99(4), 791-807.

Mautone, P.D., & Mayer, R.E. (2007). Cognitive aids for guiding graph comprehension. Journal of Educational Psychology, 99(3), 640-652.

Daniel, F., & Raney, G. E. (2007). Capturing the effect of a title on multiple levels of comprehension. Behavior Research Methods, 39(4), 892-900.

Kools, M., Ruiter, R. A. C., Van De Wiel, M. W. J., & Kok, G. (2008). The effects of headings in information mapping on search speed and evaluation of a brief health education text. Journal of Information Science, 34(6), 833-844.

Lagerwerf, L., Cornelis, L., de Geus, J., & Jansen, P. (2008). Advance organizers in advisory reports: Selective reading, recall, and perception. Written Communication, 25(1), 53-75.

Ritchey, K., Schuster, J., & Allen, J. (2008). How the relationship between text and headings influences readers’ memory. Contemporary Educational Psychology, 33(4), 859-874.

Whittingham, J.R.D., Ruiter, R.A.C., Castermans, D., Huiberts, A., Kok, G. (2008). Designing effective health education materials: experimental pre-testing of a theory-based brochure to increase knowledge. Health Education Research 23 (3), 414-426.

McCrudden, M.T., Schraw, G., & Lehman, S. (2009). The use of adjunct displays to facilitate comprehension of causal relationships in expository text. Instructional Science, 37(1), 65-86.

McTigue, E.M. (2009). Does multimedia learning theory extend to middle-school students? Contemporary Educational Psychology, 34(2), 143-153.

Severtson, D.J., & Henriques, J.B. (2009). The effect of graphics on environmental health risk beliefs, emotions, behavioral intentions, and recall. Risk Analysis, 29(11), 1549-1565.

Ozuru, Y., Dempsey, K., & McNamara, D. S. (2009). Prior knowledge, reading skill, and text cohesion in the comprehension of science texts. Learning and Instruction, 19(3), 228-242.

Oettinger, M. D., Finkle, J. P., Esserman, D., Whitehead, L., Spain, T. K., Pattishall, S. R., et al. (2009). Color-coding improves parental understanding of body mass index charting. Academic Pediatrics, 9(5), 330-338.

Voros, Z., Rouet, J. F., & Pleh, C. (2009). Content maps help low spatial capacity users memorize link structures in hypertext. The Ergonomics Open Journal, 2, 88-96.

Van Weelden, L., & Mak, P. (2009). De invloed van verwijzingen tussen tekst en beeld op het leesproces. In W. Spooren, M. Onrust, & J. Sanders (eds.), Studies in Taalbeheersing volume 3 (pp. 419-428). VU Amsterdam, Nederland.

Bartholome, T., & Bromme, R. (2009). Coherence formation when learning from text and pictures: what kind of support for whom? Journal of Educational Psychology, 101(2), 282-293.

Knapp, P., Raynor, D. K., Silcock, J., & Parkinson, B. (2009). Performance-based readability testing of participant information for a phase 3 IVF trial. Trials, 10, 79.

Tzeng, J.-Y. (2010). Designs of concept maps and their impacts on readers' performance in memory and reasoning while reading. Journal of Research in Reading, 33(2), 128-147.

Huk, T., Steinke, M., & Floto, C. (2010). The educational value of visual cues and 3D-representational format in a computer animation under restricted and realistic conditions. Instructional Science, 38, 455-469.

Starbek, P., Erjavec, M. S., & Peklaj, C. (2010). Teaching genetics with multimedia results in better acquisition of knowledge and improvement in comprehension. Journal of Computer Assisted Learning, 26(3), 214-224.

Kauffman, D.F., & Kiewra, K.A. (2010). What makes a matrix so effective? An empirical test of the relative benefits of signaling, extraction, and localization. Instructional Science, 38(6), 679-705.

Pander Maat, H., & Lentz, L. (2010). Improving the usability of patient information leaflets. Patient Education and Counseling, 80(1), 113-119.

Ozcelik, E., Arslan-Ari, I., & Cagiltay, K. (2010). Why does signaling enhance multimedia learning? evidence from eye movements. Computers in Human Behavior, 26(1), 110-117.

Florax, M., & Ploetzner, R. (2010). What contributes to the split-attention effect? The role of text segmentation, picture labelling, and spatial proximity. Learning and Instruction, 20(3), 216-224.

McNamara, D. S., & Dempsey, K. (2011). Reader expectations of question formats and difficulty: Targeting the zone. Text relevance and learning from text, 321-352.

Lorch, R., Lemarié, J., & Grant, R. (2011). Signaling hierarchical and sequential organization in expository text. Scientific Studies of Reading, 15(3), 267-284.

Kaakinen, J. K., Salonen, J., Venäläinen, P., & Hyönä, J. (2011). Influence of text cohesion on the persuasive power of expository text. Scandinavian Journal of Psychology, 52(3), 201-208.

Gasparinatou, A., & Grigoriadou, M. (2011). Supporting students' learning in the domain of computer science. Computer Science Education, 21(1), 1-28.

Vörös, Z., Rouet, J., & Pléh, C. (2011). Effect of high-level content organizers on hypertext learning. Computers in Human Behavior, 27(5), 2047-2055.

Raynor, D. K., Knapp, P., Silcock, J., Parkinson, B., & Feeney, K. (2011). "User-testing" as a method for testing the fitness-for-purpose of written medicine information. Patient Education and Counseling, 83(3), 404-410.

Pirnay-Dummer, P., & Ifenthaler, D. (2011). Reading guided by automated graphical representations: How model-based text visualizations facilitate learning in reading comprehension tasks. Instructional Science, 39(6), 901-919.

Pander Maat, H. (2011). Towards usable mortgage information: Four user studies. Information Design Journal, 19(3), 216-232.

Lorch Jr., R. F., Lemarié, J., & Grant, R. A. (2011). Three information functions of headings: A test of the SARA theory of signaling. Discourse Processes, 48(3), 139-160.

Dolk, S., Knapp, P., Pander Maat, H., Lentz, L., & Raynor, T. (2011). Headline section in patient information leaflets: Does it improve reading performance and perception? Information Design Journal, 19(1), 46-57.

Lorch Jr, R. F., Chen, H. T., & Lemarié, J. (2012). Communicating headings and preview sentences in text and speech. Journal of Experimental Psychology: Applied, 18(3), 265-276.

Urakami, J., & Krems, J. F. (2012). How hypertext reading sequences affect understanding of causal and temporal relations in story comprehension. Instructional Science, 40(2), 277-295.

Jones, N., McDavid, J., Derthick, K., Dowell, R., & Spyridakis, J. (2012). Plain language in environmental policy documents: an assessment of reader comprehension and perceptions. Journal of Technical Writing and Communication, 42(4), 331-371.

Gurlitt, J., Dummel, S., Schuster, S., & Nückles, M. (2012). Differently structured advance organizers lead to different initial schemata and learning outcomes. Instructional Science, 40(2), 351-369.

Sung, E., & Mayer, R. E. (2012). Affective impact of navigational and signaling aids to e-learning. Computers in Human Behavior, 28(2), 473-483.

Shaw, S., Nihalani, P., Mayrath, M., & Robinson, D. H. (2012). Graphic organizers or graphic overviews? Presentation order effects with computer-based text. Educational Technology Research and Development, 60(5), 807-820.

Van der Meij, H., & Van der Meij, J. (2012). Improving text recall with multiple summaries. British journal of educational psychology, 82(2), 257-269.

Lorch Jr, R. F., Chen, H. T., & Lemarié, J. (2012). Communicating headings and preview sentences in text and speech. Journal of Experimental Psychology: Applied, 18(3), 265-276.

Van der Meij, H., van der Meij, J., & Farkas, D. K. (2013). QuikScan formatting as a means to improve text recall. Journal of Documentation, 69(1), 81-97.

Chou, P. (2013). Effect of instructor-provided concept maps and self-directed learning ability on students' online hypermedia learning performance. Journal of college teaching and learning, 10(4), 223-234.

Shakiba, A., Saif, A. A., Asadzadeh, H., & Ghavam, S. E. (2013). Investigating the effect of local and global cohesion on improving reading comprehension of students with low and high prior knowledge. European Journal of Experimental Biology, 3(2), 551-555.

Lorch, R. F., Lemarié, J., & Chen, H. (2013). Signaling topic structure via headings or preview sentences. Psicologia Educativa, 19(2), 59-66.

Raynor, D. K., & Bryant, D. (2013). European Public Assessment Report (EPAR) summaries for the public: are they fit for purpose? A user-testing study. BMJ open, 3(9), e003185.

Dwyer, C. P., Hogan, M. J., & Stewart, I. (2013). An examination of the effects of argument mapping on students’ memory and comprehension performance. Thinking Skills and Creativity, 8, 11-24.

Raynor, D. K., & Bryant, D. (2013). European Public Assessment Report (EPAR) summaries for the public: are they fit for purpose? A user-testing study. BMJ open, 3(9), e003185.

Adesope, O. O., & Nesbit, J. C. (2013). Animated and static concept maps enhance learning from spoken narration. Learning and Instruction, 27, 1-10.

Jin, S. (2013). Visual design guidelines for improving learning from dynamic and interactive digital text. Computers & Education, 63, 248-258.

Rello, L., Saggion, H., & Baeza-Yates, R. (2014). Keyword highlighting improves comprehension for people with dyslexia. In Proceedings of the 3rd Workshop on Predicting and Improving Text Readability for Target Reader Populations (pp. 30-37).

Ponce, H. R., & Mayer, R. E. (2014). An eye movement analysis of highlighting and graphic organizer study aids for learning from expository text. Computers in Human Behavior, 41, 21-32.

McDougald, B. R., & Wogalter, M. S. (2014). Facilitating pictorial comprehension with color highlighting. Applied Ergonomics, 45(5), 1285-1290.

Jamet, E. (2014). An eye-tracking study of cueing effects in multimedia learning. Computers in Human Behavior, 32, 47-53.

Doherty, P. E. (2015). A study of the effects of spatial contiguity and hierarchically structured headings in a shipboard operating and maintenance manual. WMU Journal of Maritime Affairs, 1-29.

Chiou, C., Tien, L., & Lee, L. (2015). Effects on learning of multimedia animation combined with multidimensional concept maps. Computers & Education, 80, 211-223.

Pander Maat, H., Lentz, L., & Raynor, D. K. (2015). How to Test Mandatory Text Templates: The European Patient Information Leaflet. PloS one, 10(10), e0139250.

Fesel, S. S., Segers, E., Clariana, R. B., & Verhoeven, L. (2015). Quality of children’s knowledge representations in digital text comprehension: Evidence from pathfinder networks. Computers in Human Behavior, 48, 135-146.

Ihme, N., & Wittwer, J. (2015). The role of consistency, order, and structure in evaluating and comprehending competing scientific explanations.Instructional Science, 43(4), 507-526.