iSTART Therefore I Understand: But Metacognitive Supports Did not Enhance Comprehension Gains. - Kathryn S. McCarthy; Matthew E. Jacovina; Erica L. Snow; Tricia A. Guerrero; Danielle S. McNamara (AIED, 2017)

StairStepper: An Adaptive Remedial iSTART Module. - Cecile A. Perret; Amy M. Johnson; Kathryn S. McCarthy; Tricia A. Guerrero; Jianmin Dai; Danielle S. McNamara (AIED, 2017)

Combining Machine Learning and Natural Language Processing Approach to Assess Literary Text Comprehension. - Renu Balyan; Kathryn S. McCarthy; Danielle S. McNamara (EDM, 2017)

Metacognitive Prompt Overdose: Positive and Negative Effects of Prompts in iSTART. - Kathryn S. McCarthy; Amy M. Johnson; Aaron D. Likens; Zachary Martin; Danielle S. McNamara (EDM, 2017)

Adaptive Reading and Writing Instruction in iSTART and W-Pal. - Amy Marcelle Johnson; Kathryn S. McCarthy; Kristopher J. Kopp; Cecile A. Perret; Danielle S. McNamara (FLAIRS, 2017)

iSTART-E: Reading Comprehension Strategy Training for Spanish Speakers. - Kathryn S. McCarthy; Christian M. Soto; Cecilia Malbrán; Liliana Fonseca; Marian Simian; Danielle S. McNamara (AIED (2), 2018)

Comparing Machine Learning Classification Approaches for Predicting Expository Text Difficulty. - Renu Balyan; Kathryn S. McCarthy; Danielle S. McNamara (FLAIRS, 2018)

Scoring Summaries Using Recurrent Neural Networks. - Stefan Ruseti; Mihai Dascalu; Amy M. Johnson; Danielle S. McNamara; Renu Balyan; Kathryn S. McCarthy; Stefan Trausan-Matu (ITS, 2018)

Recurrence quantification analysis as a method for studying text comprehension dynamics. - Aaron D. Likens; Kathryn S. McCarthy; Laura K. Allen; Danielle S. McNamara (LAK, 2018)

Metacognitive Overload!: Positive and Negative Effects of Metacognitive Prompts in an Intelligent Tutoring System. - Kathryn S. McCarthy; Aaron D. Likens; Amy M. Johnson; Tricia A. Guerrero; Danielle S. McNamara (Int. J. Artif. Intell. Educ., 2018)

Checking It Twice: Does Adding Spelling and Grammar Checkers Improve Essay Quality in an Automated Writing Tutor? - Kathryn S. McCarthy; Rod D. Roscoe; Aaron D. Likens; Danielle S. McNamara (AIED (1), 2019)

Predicting Reading Comprehension from Constructed Responses: Explanatory Retrievals as Stealth Assessment. - Kathryn S. McCarthy; Laura K. Allen; Scott R. Hinze (AIED (2), 2020)

Reading Comprehension and Mental Model Development: A Cross-Validation of Methods and Technologies to Assess Student Understanding of the Text. - Min Kyu Kim; Ali Heidari; Kathryn S. McCarthy (ICLS, 2020)

Summary Writing as a Process of Building a Solid Mental Model: A Global Index to Describe Knowledge Structure Change. - Min Kyu Kim; Kathryn S. McCarthy (ICLS, 2020)

Reading Across the Curriculum: Examining Students' Knowledge of Disciplinary Reading Goals and Strategies. - Kathryn S. McCarthy (ICLS, 2020)

Applying Natural Language Processing and Hierarchical Machine Learning Approaches to Text Difficulty Classification. - Renu Balyan; Kathryn S. McCarthy; Danielle S. McNamara (Int. J. Artif. Intell. Educ., 2020)

Coherence-Building in Multiple Document Comprehension. - Laura Kristen Allen; Joseph P. Magliano; Kathryn S. McCarthy; Allison N. Sonia; Sarah Creer; Danielle S. McNamara (CogSci, 2021)

iSTART StairStepper - Using Comprehension Strategy Training to Game the Test. - Tracy Arner; Kathryn S. McCarthy; Danielle S. McNamara (Comput., 2021)

Improving summary writing through formative feedback in a technology-enhanced learning environment. - Min Kyu Kim; Kathryn S. McCarthy (J. Comput. Assist. Learn., 2021)

Using Markov Models and Random Walks to Examine Strategy Use of More or Less Successful Comprehenders. - Katerina Christhilf; Natalie Newton; Reese Butterfuss; Kathryn S. McCarthy; Laura K. Allen; Joseph P. Magliano; Danielle S. McNamara (EDM, 2022)

iSTART: Adaptive Comprehension Strategy Training and Stealth Literacy Assessment. - Danielle S. McNamara; Tracy Arner; Reese Butterfuss; Ying Fang; Micah Watanabe; Natalie Newton; Kathryn S. McCarthy; Laura K. Allen; Rod D. Roscoe (Int. J. Hum. Comput. Interact., 2023)