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Kathryn S. McCarthy
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2020 – today
- 2023
- [j5]Danielle S. McNamara, Tracy Arner, Reese Butterfuss, Ying Fang, Micah Watanabe
, Natalie Newton, Kathryn S. McCarthy
iSTART: Adaptive Comprehension Strategy Training and Stealth Literacy Assessment. Int. J. Hum. Comput. Interact. 39(11): 2239-2252 (2023) - 2022
- [c16]Katerina Christhilf, Natalie Newton, Reese Butterfuss, Kathryn S. McCarthy, Laura K. Allen, Joseph P. Magliano, Danielle S. McNamara:
Using Markov Models and Random Walks to Examine Strategy Use of More or Less Successful Comprehenders. EDM 2022 - 2021
- [j4]Tracy Arner
iSTART StairStepper - Using Comprehension Strategy Training to Game the Test. Comput. 10(4): 48 (2021) - [j3]Min Kyu Kim
Improving summary writing through formative feedback in a technology-enhanced learning environment. J. Comput. Assist. Learn. 37(3): 684-704 (2021) - [c15]Laura Kristen Allen, Joseph P. Magliano, Kathryn S. McCarthy, Allison N. Sonia, Sarah Creer, Danielle S. McNamara:
Coherence-Building in Multiple Document Comprehension. CogSci 2021 - 2020
- [j2]Renu Balyan
Applying Natural Language Processing and Hierarchical Machine Learning Approaches to Text Difficulty Classification. Int. J. Artif. Intell. Educ. 30(3): 337-370 (2020) - [c14]Kathryn S. McCarthy
Predicting Reading Comprehension from Constructed Responses: Explanatory Retrievals as Stealth Assessment. AIED (2) 2020: 197-202 - [c13]Min Kyu Kim, Ali Heidari, Kathryn S. McCarthy:
Reading Comprehension and Mental Model Development: A Cross-Validation of Methods and Technologies to Assess Student Understanding of the Text. ICLS 2020 - [c12]Min Kyu Kim, Kathryn S. McCarthy:
Summary Writing as a Process of Building a Solid Mental Model: A Global Index to Describe Knowledge Structure Change. ICLS 2020 - [c11]Kathryn S. McCarthy:
Reading Across the Curriculum: Examining Students' Knowledge of Disciplinary Reading Goals and Strategies. ICLS 2020
2010 – 2019
- 2019
- [c10]Kathryn S. McCarthy
Checking It Twice: Does Adding Spelling and Grammar Checkers Improve Essay Quality in an Automated Writing Tutor? AIED (1) 2019: 270-282 - 2018
- [j1]Kathryn S. McCarthy
Metacognitive Overload!: Positive and Negative Effects of Metacognitive Prompts in an Intelligent Tutoring System. Int. J. Artif. Intell. Educ. 28(3): 420-438 (2018) - [c9]Kathryn S. McCarthy
iSTART-E: Reading Comprehension Strategy Training for Spanish Speakers. AIED (2) 2018: 215-219 - [c8]Renu Balyan, Kathryn S. McCarthy, Danielle S. McNamara:
Comparing Machine Learning Classification Approaches for Predicting Expository Text Difficulty. FLAIRS 2018: 421-426 - [c7]Stefan Ruseti, Mihai Dascalu
Scoring Summaries Using Recurrent Neural Networks. ITS 2018: 191-201 - [c6]Aaron D. Likens, Kathryn S. McCarthy
Recurrence quantification analysis as a method for studying text comprehension dynamics. LAK 2018: 111-120 - 2017
- [c5]Kathryn S. McCarthy
iSTART Therefore I Understand: But Metacognitive Supports Did not Enhance Comprehension Gains. AIED 2017: 201-211 - [c4]Cecile A. Perret, Amy M. Johnson, Kathryn S. McCarthy
StairStepper: An Adaptive Remedial iSTART Module. AIED 2017: 557-560 - [c3]Renu Balyan, Kathryn S. McCarthy, Danielle S. McNamara:
Combining Machine Learning and Natural Language Processing Approach to Assess Literary Text Comprehension. EDM 2017 - [c2]Kathryn S. McCarthy, Amy M. Johnson, Aaron D. Likens, Zachary Martin, Danielle S. McNamara:
Metacognitive Prompt Overdose: Positive and Negative Effects of Prompts in iSTART. EDM 2017 - [c1]Amy Marcelle Johnson, Kathryn S. McCarthy, Kristopher J. Kopp, Cecile A. Perret, Danielle S. McNamara:
Adaptive Reading and Writing Instruction in iSTART and W-Pal. FLAIRS 2017: 561-566
Coauthor Index
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