Expecting to Teach Affects Learning During Study of Expository Texts von Guerrero, Tricia A., Wiley, Jennifer

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The Effects of Generating Examples on Comprehension and Metacomprehension von Guerrero, Tricia A., Griffin, Thomas D., Wiley, Jennifer

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Improving self-regulated learning of less-prepared college students with lessons about inferences von Griffin, Thomas D., Guerrero, Tricia A., Mielicki, Marta, Wiley, Jennifer

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I think I was wrong: The effect of making experimental predictions when learning about theories from psychology textbook excerpts von Guerrero, Tricia A., Griffin, Thomas D., Wiley, Jennifer

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Using “Idealized Peers” for Automated Evaluation of Student Understanding in an Introductory Psychology Course von Guerrero, Tricia A., Wiley, Jennifer

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Metacognitive Overload!: Positive and Negative Effects of Metacognitive Prompts in an Intelligent Tutoring System von McCarthy, Kathryn S., Likens, Aaron D., Johnson, Amy M., Guerrero, Tricia A., McNamara, Danielle S.

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iSTART-ALL: Confronting Adult Low Literacy with Intelligent Tutoring for Reading Comprehension von Johnson, Amy M., Guerrero, Tricia A., Tighe, Elizabeth L., McNamara, Danielle S.

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Teaching iSTART to Understand Spanish von Dascalu, Mihai, Jacovina, Matthew E., Soto, Christian M., Allen, Laura K., Dai, Jianmin, Guerrero, Tricia A., McNamara, Danielle S.

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iSTART Therefore I Understand: But Metacognitive Supports Did not Enhance Comprehension Gains von McCarthy, Kathryn S., Jacovina, Matthew E., Snow, Erica L., Guerrero, Tricia A., McNamara, Danielle S.

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StairStepper: An Adaptive Remedial iSTART Module von Perret, Cecile A., Johnson, Amy M., McCarthy, Kathryn S., Guerrero, Tricia A., Dai, Jianmin, McNamara, Danielle S.

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Expecting to Teach Affects Learning during Study of Expository Texts von Guerrero, Tricia A, Wiley, Jennifer

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Using "Idealized Peers" for Automated Evaluation of Student Understanding in an Introductory Psychology Course von Guerrero, Tricia A, Wiley, Jennifer

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Effects of Text Availability and Reasoning Processes on Test Performance von Guerrero, Tricia A, Wiley, Jennifer

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How Do Predictions Change Learning from Science Texts? von Guerrero, Tricia A, Griffin, Thomas D, Wiley, Jennifer

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iSTART Therefore I Understand: But Metacognitive Supports Did Not Enhance Comprehension Gains von McCarthy, Kathryn S, Jacovina, Matthew E, Snow, Erica L, Guerrero, Tricia A, McNamara, Danielle S

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iSTART-ALL: Confronting Adult Low Literacy with Intelligent Tutoring for Reading Comprehension von Johnson, Amy M, Guerrero, Tricia A, Tighe, Elizabeth L, McNamara, Danielle S

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Comprehension in a Scenario-Based Assessment: Domain and Topic-Specific Background Knowledge von McCarthy, Kathryn S, Guerrero, Tricia A, Kent, Kevin M, Allen, Laura K, McNamara, Danielle S, Chao, Szu-Fu, Steinberg, Jonathan, O'Reilly, Tenaha, Sabatini, John

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StairStepper: An Adaptive Remedial iSTART Module von Perret, Cecile A, Johnson, Amy M, McCarthy, Kathryn S, Guerrero, Tricia A, Dai, Jianmin, McNamara, Danielle S

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Teaching iSTART to Understand Spanish von Dascalu, Mihai, Jacovina, Matthew E, Soto, Christian M, Allen, Laura K, Dai, Jianmin, Guerrero, Tricia A, McNamara, Danielle S

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A Randomized, Double-Blind Comparison of Lactated Ringer’s Solution and 0.9% NaCl During Renal Transplantation von O’Malley, Catherine M. N., Frumento, Robert J., Hardy, Mark A., Benvenisty, Alan I., Brentjens, Tricia E., Mercer, John S., Bennett-Guerrero, Elliott

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