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Mayer, R.E., & Sims, V.K. (1994). For whom is a picture worth 1000 words - extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86(3), 389-401.

Mayer, R.E., & Anderson, R.B. (1991). Animations need narrations: an experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83(4), 484-490.

Zikmund-Fisher, B.J., Ubel, P.A., Smith, D.M., Derry, H.A., McClure, J.B., Stark, A., Pitsch, R.K. & Fagerlin, A. (2008). Communicating side effect risks in a tamoxifen prophylaxis decision aid: The debiasing influence of pictographs. Patient Education and counseling, 73(2), 209-214.

Wilkinson, R.L., Cary, J.W., Barr, N.F., & Reynolds, J. (1997). Comprehension of pesticide safety information: Effects of pictorial and textual warnings. International Journal of Pest Management, 43(3), 239-245.

Westendorp, P. (1996). Learning efficiency with text, pictures, and animation in on-line help. Journal Technical Writing and Communication, 26(4), 401-417.

Watson, G., Butterfield, J., Curran, R., & Craig, C. (2010). Do dynamic work instructions provide an advantage over static instructions in a small scale assembly task? Learning and Instruction, 20(1), 84-93.

Hooijdonk, C.M.J. van, & Krahmer, E. (2006). De invloed van unimodale en multimodale instructies op de effectiviteit van RSI-preventieoefeningen. Tijdschrift voor Taalbeheersing 28(2),73-87.

Thomas, P.R., & McKay, J.B. (2010). Cognitive styles and instructional design in university learning. Learning and Individual Differences, 20(3), 197-202.

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.

Smerecnik, C. M., Mesters, I., Kessels, L. T., Ruiter, R. A., De Vries, N. K., & De Vries, H. (2010). Understanding the positive effects of graphical risk information on comprehension: measuring attention directed to written, tabular, and graphical risk information. Risk Analysis, 30(9), 1387-1398.

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

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.

Händel, D., Fluck, H. R., Förster, M., & Blaha, M. (2001). Bürgernahe Verwaltungstexte: ein Kooperationsprojekt der Stadt Bochum und der Ruhr-Universität zur Textoptimierung. [Reader-friendly administrative-legal texts: A collaboration project between the city of Bochum and Ruhr University on text improvement.] Fachsprache, 23(3-4), 139-152.

Morrow, D.G., Hier, C.M., Menard, W.E., & Von Leirer, O. (1998). Icons improve older and younger adults' comprehension of medication information. Journals of Gerontology: Psychological Sciences, 53B(4), 240-254

Morrow, D.G., Hier, C.M., Menard, W.E., & Von Leirer, O. (1998). Icons improve older and younger adults' comprehension of medication information. Journal of Gerontology: Psychological Sciences, 53B(4), 240-254

Liu, C.-j., Kemper, S., & McDowd, J. (2009). The use of illustration to improve older adults’ comprehension of health-related information: Is it helpful? Patient Education and Counseling, 76(2), 283-288.

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.

Arts, A., Maes, A., Noordman, L., & Jansen, C. (2003). De rol van overspecificatie in instructieve teksten. In: Waes, L.Van; Cuvelier, P.; Jacobs, G.; Ridder, I.De et al. (Ed.), Studies in Taalbeheersing, 1, 20-32.

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.

Stewart, B.M., Cipolla, J.M., & Best, L.A. (2009). Extraneous information and graph comprehension: Implications for effective design choices. Campus-Wide Information Systems, 26(3), 191-200.

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.

Shah, P., Mayer, R.E., & Hegarty, M. (1999). Graphs as aids to knowledge construction: signaling techniques for guiding the process of graph comprehension. Journal of Educational Psychology, 91(4), 690-702

Seufert, T., Schütze, M., & Brünken, R. (2009). Memory characteristics and modality in multimedia learning: An aptitude-treatment-interaction study. Learning and Instruction, 19(1), 28-42.

Seufert, T. (2003). Supporting coherence formation in learning from multiple representations. Learning and Instruction, 13(2), 227-237.

Serra, M.J. (2010). Diagrams increase the recall of nondepicted text when understanding is also increased. Psychonomic Bulletin and Review, 17(1), 112-116.

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

Senanayake, M.P., Gunawardena, M.K.S., & Peiris, D.S.P. (1997). Maternal comprehension of two growth monitoring charts in Sri Lanka. Archives of Disease in Childhood, 76(4), 359-361.

Schnotz, W., & Kürschner, C. (2008). External and internal representations in the acquisition and use of knowledge: Visualization effects on mental model construction. Instructional Science, 36(3), 175-190.

Schnotz, W., & Bannert, M. (2003). Construction and interference in learning from multiple representation. Learning and Instruction, 13(2), 141-156.

Steehouder, C. J. E. N. M. (1991). Formulieren als bron van taalverkeersproblemen. Tijdschrift Voor Taalbeheersing, 13 (1), 30-45.

Steehouder, M., & Jansen, C. J. M. (1982). De effectiviteit van voorlichtingsteksten. Tijdschrift Voor Taalbeheersing, 4, 293-313.

Zabrucky, K. M., & Moore, D. (1999). Influence of text genre on adults' monitoring of understanding and recall. Educational Gerontology, 25(8), 691-710.

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

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

Schmidt-Weigand, F., Kohnert, A., & Glowalla, U. (2010). A closer look at split visual attention in system- and self-paced instruction in multimedia learning. Learning and Instruction, 20(2), 100-110.

Steiner, M. J., Trussell, J., Mehta, N., Condon, S., Subramaniam, S., & Bourne, D. (2006). Communicating contraceptive effectiveness: A randomized controlled trial to inform a World Health Organization family planning handbook. American Journal of Obstetrics and Gynecology, 195(1), 85-91.

Sata, T., Ishida, K., Motoya, T., Nakano, R., Honda, K., Nakao, S., et al. (2003). Usefulness of drug information leaflets with pictures to improve understanding by elderly patients of their medicines. Journal of Applied Therapeutic Research, 4(2), 40-45.

Steiner, M. J., Dalebout, S., Condon, S., Dominik, R., & Trussell, J. (2003). Understanding risk: A randomized controlled trial of communicating contraceptive effectiveness. Obstetrics and Gynecology, 102(4), 709-717.

Gerits, E., & Renkema, J. (2003). Het stroomdiagram als rugge(n)steun. Presentatievormen van complexe informatie in didactische teksten (pp. 155-167). In L. van Waes, P. Cuvelier, G. Jacobs & I. De Ridder (Red.) Studies in Taalbeheersing I. Assen: Van Gorcum. pp. 155-167.

Knapp, P., Raynor, D. K., & Berry, D. C. (2004). Comparison of two methods of presenting risk information to patients about the side effects of medicines. Quality and Safety in Health Care, 13(3), 176-180.

Knapp, P., Gardner, P. H., Raynor, D. K., Woolf, E., & McMillan, B. (2010). Perceived risk of tamoxifen side effects: a study of the use of absolute frequencies or frequency bands, with or without verbal descriptors. Patient education and counseling, 79(2), 267-271.

Knapp, P., Gardner, P. H., Carrigan, N., Raynor, D. K., & Woolf, E. (2009). Perceived risk of medicine side effects in users of a patient information website: a study of the use of verbal descriptors, percentages and natural frequencies. British journal of health psychology, 14(3), 579-594.

Hegarty, M., & Sims, V. K. (1994). Individual differences in mental animation during mechanical reasoning. Memory and Cognition, 22(4), 411-430.

Berry, D. C., Raynor, D. K., & Knapp, P. (2003). Communicating risk of medication side effects: An empirical evaluation of EU recommended terminology. Psychology, Health and Medicine, 8(3), 251-263.

Berry, D. C., Michas, I. C., & Bersellini, E. (2003). Communicating information about medication: The benefits of making it personal. Psychology and Health, 18(1), 127-139.

Berry, D., Raynor, T., Knapp, P., & Bersellini, E. (2004). Over the counter medicines and the need for immediate action: A further evaluation of european commission recommended wordings for communicating risk. Patient Education and Counseling, 53(2), 129-134.

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.

Sanchez, E., & Garcia-Rodicio, H. (2008). The use of modality in the design of verbal aids in computer-based learning environments. Interacting with Computers, 20(6), 545-561.

Young, S. D., & Oppenheimer, D. M. (2006). Different methods of presenting risk information and their influence on medication compliance intentions: Results of three studies. Clinical Therapeutics, 28(1), 129-139.

Young, S., & Oppenheimer, D. M. (2009). Effect of communication strategy on personal risk perception and treatment adherence intentions. Psychology, Health and Medicine, 14(4), 430-442.

Morrow, D., Leirer, V., & Altieri, P. (1995). List formats improve medication instructions for older adults. Educational Gerontology, 21(2), 151-166.

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.

Waddill, P. J., & Mcdaniel, M. A. (1992). Pictorial enhancement of text memory - limitations imposed by picture type and comprehension skill. Memory & Cognition, 20(5), 472-482.

Morrow, D., Carver, L. M., Leirer, V. O., & Tanke, E. D. (2000). Medication schemas and memory for automated telephone messages. Human Factors, 42(4), 523-540.

Berry, D. C., Raynor, D. K., Knapp, P., & Bersellini, E. (2003). Patients' understanding of risk associated with medication use: Impact of european commission guidelines and other risk scales. Drug Safety, 26(1), 1-11.

Byrne, M., & Curtis, R. (2000). Designing health communication: Testing the explanations for the impact of communication medium on effectiveness. British Journal of Health Psychology, 5(2), 189-199.

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

Lee, M., Roskos-Ewoldsen, B., & Roskos-Ewoldsen, D. R. (2008). Applying the landscape model to comprehending discourse from TV news stories. Discourse Processes, 45(6), 519-544.

Lemarie, J., Eyrolle, H., & Cellier, J. (2008). The segmented presentation of visually structured texts: Effects on text comprehension. Computers in Human Behavior, 24(3), 888-902.

Isaacman, D. J., Purvis, K., Gyuro, J., Anderson, Y., & Smith, D. (1992). Standardized instructions: Do they improve communication of discharge information from the emergency department? Pediatrics, 89(6), 1204-1208.

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

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

Moore, P. J., & Scevak, J. J. (1997). Learning from texts and visual aids: A developmental perspective. Journal of Research in Reading, 20(3), 205-223.

Muscatello, D. J., Searles, A., Macdonald, R., & Jorm, L. (2006). Communicating population health statistics through graphs: a randomised controlled trial of graph design interventions. BMC medicine, 4(1), 1.

Jae, H., Delvecchio, D. S., & Cowles, D. (2008). Picture-text incongruency in print advertisements among low- and high-literacy consumers. Journal of Consumer Affairs, 42(3), 439-451.

ChanLin, L. (2001). Formats and prior knowledge on learning in a computer-based lesson. Journal of Computer Assisted Learning, 17(4), 409-419.

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.

Huk, T., & Steinke, M. (2007). Learning cell biology with close-up views or connecting lines: Evidence for the structure mapping effect. Computers in Human Behavior, 23(3), 1089-1104.

Hwang, S. W., Tram, C. Q., & Knarr, N. (2005). The effect of illustrations on patient comprehension of medication instruction labels. BMC family practice, 6(1), 26.

Hink, J.K., Eustace, J.K., & Wogalter, M.S. (1998). Do grables enable the extraction of quantitative information better than pure graphs or tables?. International Journal of Industrial Ergonomics, 22(6), 439-447.

Hegarty, M., Kriz, S., & Cate, C. (2003). The roles of mental animations and external animations in understanding mechanical systems. Cognition & Instruction, 21(4), 325-360.

Berry, D. C., Knapp, P., & Raynor, T. (2006). Expressing medicine side effects: assessing the effectiveness of absolute risk, relative risk, and number needed to harm, and the provision of baseline risk information. Patient education and counseling, 63(1), 89-96.

Hegarty, M., Kriz, S., & Cate, C. (2003). The roles of mental animations and external animations in understanding mechanical systems. Cognition & Instruction, 21(4), 325-360.

MacHill, M., Kohler, S., & Waldhauser, M. (2007). The use of narrative structures in television news: An experiment in innovative forms of journalistic presentation. European Journal of Communication, 22(2), 185-205.

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.

Mason, J., & Morris, L. (2000). Improving understanding and recall of the probation service contract. Journal of Community & Applied Social Psychology, 10(3), 199-210.

Masson, M. E. J., & Waldron, M. A. (1994). Comprehension of legal contracts by non-experts: Effectiveness of plain language redrafting. Applied Cognitive Psychology, 8(1), 67-85.

McDonald, S.A., & Shillcock, R.C. (2001). Rethinking the word frequency effect: The neglected role of distributional information in lexical processing. Language & Speech, 44(3), 295-322.

Meade, C. D., Byrd, J. C., & Lee, M. (1989). Improving patient comprehension of literature on smoking. American Journal of Public Health, 79(10), 1411-1412.

Meade, C. D., McKinney, W. P., & Barnas, G. P. (1994). Educating patients with limited literacy skills: The effectiveness of printed and videotaped materials about colon cancer. American Journal of Public Health, 84(1), 119-121.

Hegarty, M., & Just, M. A. (1993). Constructing mental models of machines from text and diagrams. Journal of Memory and Language, 32(6), 717-742.

Linderholm, T., Everson, M. G., Van Den Broek, P., Mischinski, M., Crittenden, A., & Samuels, J. (2000). Effects of causal text revisions on more-and less-skilled readers' comprehension of easy and difficult texts. Cognition and Instruction, 18(4), 525-556.

Murray, N. M., Manrai, L. A., & Manrai, A. K. (1993). Public policy relating to consumer comprehension of television commercials: A review and some empirical results. Journal of Consumer Policy, 16(2), 145-170.

Hegarty, M., & Just, M. A. (1993). Constructing mental models of machines from text and diagrams. Journal of Memory and Language, 32(6), 717-742.

Liu, C. J., Kemper, S., & Bovaird, J. A. (2009). Comprehension of health-related written materials by older adults. Educational gerontology, 35(7), 653-668.

Glenberg, A. M., & Langston, W. E. (1992). Comprehension of illustrated text: Pictures help to build mental models.. Journal of Memory and Language, 31(2), 129-151.

Glenberg, A. M., & Langston, W. E. (1992). Comprehension of illustrated text: Pictures help to build mental models. Journal of Memory and Language, 31(2), 129-151.

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.

Olver, I. N., Whitford, H. S., Denson, L. A., Peterson, M. J., & Olver, S. I. (2009). Improving informed consent to chemotherapy: a randomized controlled trial of written information versus an interactive multimedia CD-ROM. Patient education and counseling, 74(2), 197-204.

Otto, C. W., Applegate, B. K., & Davis, R. K. (2007). Improving comprehension of capital sentencing instructions: Debunking juror misconceptions. Crime and Delinquency, 53(3), 502-517.

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.

Sanchez, E., & Garcia-Rodicio, H. (2008). The use of modality in the design of verbal aids in computer-based learning environments. Interacting with Computers, 20(6), 545-561.

Sanchez, C. A., & Wiley, J. (2006). An examination of the seductive details effect in terms of working memory capacity. Memory & Cognition, 34(2), 344-355.

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.

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

Sanders, T., Land, J., & Mulder, G. (2007). Linguistic markers of coherence improve text comprehension in functional contexts. Information Design Journal, 15(3), 219-235.

Schraw, G. (1998). Processing and recall differences among seductive details. Journal of Educational Psychology, 90(1), 3-12.

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).

Severance, L. J., & Loftus, E. F. (1982). Improving the ability of jurors to comprehend and apply criminal jury instructions. Law and Society Review, 17(1), 153-197.

Baek, Y.K., & Layne, B.H. (1988). Color, graphics, and animation in a computer-assisted learning tutorial lesson. Journal of Computer-Based Instruction, 15(4), 131-13

Ubel, P. A., Smith, D. M., Zikmund-Fisher, B. J., Derry, H. A., McClure, J., Stark, A., et al. (2010). Testing whether decision aids introduce cognitive biases: Results of a randomized trial. Patient Education and Counseling, 80(2), 158-163.

Severance, L. J., & Loftus, E. F. (1982). Improving the ability of jurors to comprehend and apply criminal jury instructions. Law and Society Review, 17(1), 153-197.

Sanchez, C. A., & Wiley, J. (2006). An examination of the seductive details effect in terms of working memory capacity. Memory & Cognition, 34(2), 344-355.

Hayes, D.A., & Henk, W.A. (1986). Understanding and remembering complex prose augmented by analogic and pictorial illustration. Journal of Reading Behavior, 18(1), 63-78.

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

Hubal, R. C., & Day, R. S. (2006). Understanding the Frequency and Severity of Side Effects: Linguistics, Numeric, and Visual Representations. In AAAI Spring Symposium: Argumentation for Consumers of Healthcare (pp. 69-75).

Kusec, S., Oreskovic, S., Skegro, M., Korolija, D., Busic, Z., & Horzic, M. (2006). Improving comprehension of informed consent. Patient Education and Counseling, 60(3), 294-300.

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

Austin, P., Matlack, R., Dunn, K., Kesler, C., & Brown, C. (1995). Discharge instructions: do illustrations help our patients understand them? Annals of Emergency Medicine, 25(3), 317-320.

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.

Höffler, T., Prechtl, H., & Nerdel, C. (2010). The influence of visual cognitive style when learning from instructional animations and static pictures. Learning and Individual Differences, 20(5), 479-483.

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.

Sawyer, A.J. (2010). Enhancing Compliance through Improved Readability: Evidence from New Zealand’s Rewrite “Experiment”. In Selected Papers Given at the 2010 IRS Research Conference (pp. 221-254).

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.

Kruley, P., Sciama, S. C., & Glenberg, A. M. (1994). On-line processing of textual illustrations in the visuospatial sketchpad: Evidence from dual-task studies. Memory and Cognition, 22(3), 261-272.

Alvermann, D. E., & Hynd, C. R. (1989). Effects of prior knowledge activation modes and text structure on nonscience majors' comprehension of physics. Journal of Educational Research, 83(2), 97-102.

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

Kools, M., Wiel, M., van de, Ruiter, R. & Kok, G. (2006). Pictures and text in instructions for medical devices: Effects on recall and actual performance. Patient Education and Counseling, 64(1), 104-111.

Brosius, H. (1993). The effects of emotional pictures in television-news. Communication Research, 20(1), 105-124.

Mayer, R. (1989). Systematic thinking fostered by illustrations in scientific text. Journal of Educational Psychology, 81(2), 240-246

Mayer, R. (1989). Systematic thinking fostered by illustrations in scientific text. Journal of Educational Psychology, 81(2), 240-246.

Bateman, S., Mandryk, R. L., Gutwin, C., Genest, A., McDine, D., & Brooks, C. (2010). Useful junk? The effects of visual embellishment on comprehension and memorability of charts. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 2573-2582).

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Bieger, G. & Glock, M. (1984). The information content of picture-text instructions. Journal of Experimental Education, 53, 68-76.

Lachman, R. (1989). Comprehension aids for on-line reading of expository text. Human Factors, 31(1), 1-15.

Bieger, G. & Glock, M. Comprehending spatial and contextual information in picture-text Instructions. Journal of Experimental Education, 54, 181-188.

Blokzijl, W., & Andeweg, B. (2006). De effectiviteit van tekstdia's vergeleken met die van visualiseringen in mondelinge presentaties. Tijdschrift voor Taalbeheersing, 28(2), 108-124.

Bodemer, D., Ploetzner, R., Feuerlein, I., & Spada, H. (2004). The active integration of information during learning with dynamic and interactive visualisations. Learning and Instruction, 14(3), 325-341.

Berry, C., Scheffler, A., & Goldstein, C. (1993). Effects of text structure on the impact of heard news. Applied Cognitive Psychology, 7(5), 381-395.

Hare, V. C., Rabinowitz, M., & Schieble, K. M. (1989). Text effects on main idea comprehension. Reading Research Quarterly, 24(1), 72-88.

Konopak, B. C. (1988). Effects of inconsiderate vs. considerate text on secondary students' vocabulary learning. Journal of Reading Behavior, 20(1), 25-41.

Albrecht, J. E., & O'Brien, E. J. (1993). Updating a mental model: Maintaining both local and global coherence. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19(5), 1061-1070.

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Golding, J. M., Millis, K. M., Hauselt, J., & Sego, S. A. (1995). The effect of connectives and causal relatedness on text comprehension. In R. F. Lorch & E. J. O'Brien (eds.), Sources of coherence in reading (pp. 127-143). Hillsdale, England.

Pylar, J., Wills, C. E., Lillie, J., Rovner, D. R., Kelly-Blake, K., & Holmes-Rovner, M. (2007). Men's interpretations of graphical information in a videotape decision aid. Health Expectations, 10(2), 184-193.

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.

Lenzner, T., Kaczmirek, L., & Lenzner, A. (2010). Cognitive burden of survey questions and response times: A psycholinguistic experiment. Applied Cognitive Psychology, 24(7), 1003-1020.

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Cellier, J., & Terrier, P. (2001). The role of text format in the cognitive processing of instructions. [Le Role de la mise en forme materielle dans le traitement cognitif de consignes] Langages, 35(141), 79-91.

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

Grandaty, M., Garcia-Debanc, C., & Virbel, J. (2000). Evaluating the effects of text presentation on the comprehension and memorization of procedural texts game rules by adults and children aged nine to twelve [Évaluer les effets de la mise en page sur la compréhension et la mémorisation de ...]. Revue parole, 13, 3-38.

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.

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Young, D.R., Hooker, D.T., Freeberg, F.E. (1990). Informed Consent Documents: Increasing Comprehension by Reducing Reading Level. Ethics and Human Research, 12(3), 1-5.

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