Division C - Learning and Instruction / Division C - Section 1a: Literacy

Rayne A. Sperling, Pennsylvania State University

Measurement of Prior Knowledge in Multiple Document Comprehension Research: A Psychometric Review - Jonna M. Kulikowich, Pennsylvania State University; Danielle S. McNamara, Arizona State University; Matthew T. McCrudden, Pennsylvania State University; Emilee A. Herman, Pennsylvania State University

Examining the Connection Between Multiple Text Reading and Writing: A Think-Aloud Study - Gala Sofia Campos Oaxaca, Pennsylvania State University; Alexandra List, Pennsylvania State University

Classroom-Based Multiple Source Use: Comparing Profiles Across Search Conditions - Julianne Elizabeth van Meerten, University of Maryland; Eric Cornelis Schoute, University of Maryland; Yuting Sun, University of Maryland; Anisha Singh, University of Maryland; Margaret Word Logan, University of Maryland; Laura Richards, University of Maryland

Beliefs About Justification for Knowing and the Selection and Processing of Multiple Documents: An Intervention - Ivar Braten, University of Oslo; Christian Brandmo, University of Oslo; Leila Eve Ferguson, Høyskolen Kristiania; Helge I. Stromso, University of Oslo

Supporting Learners' Metacognition: The Role of a Monitoring Intervention When Learning From Multiple Conflicting Resources - Taylor Marie Young, Pennsylvania State University; Michele Dornisch, Long Island University - Post; Rayne A. Sperling, Pennsylvania State University