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in press

van den Broek, P., Espin, C.A., McMaster, K., & Helder, A. (in press). Developing reading comprehension skills: Perspectives from theory and practice. In E. Segers & P. van den Broek (Eds.), Continuities in language and literacy development. Amsterdam: John Benjamins.

van den Broek, P., & Kendeou, P. (in press). The development of language comprehension skills: Change and continuity in the ability to build coherence. In K. Cain & D. Compton (Eds.), Theories Of Reading Development, a 20 year celebration of Scientific Studies of Reading. Amsterdam: John Benjamins.

Yeari, M., & van den Broek, P. (in press). A computational modeling of semantic knowledge in reading comprehension: Integrating the landscape model with latent semantic analysis. Behavior Research Methods.

Yeari, M., Oudega, M., & van den Broek, P. (in press). The effect of text highlighting on online processing, memory, and comprehension of central and peripheral information: Evidence from eye-movements. Journal of Research in Reading.

2017

van den Broek, P., & Helder, A. (2017). Cognitive processes in discourse comprehension: Passive processes, reader-initiated processes, and evolving mental representations. Discourse Processes.

Elfenbein, A., van den Broek, P., Carlson, S.E., Kendeou, P., and Bohn-Gettler, C. (2017). Text structure and expository prose. Reader: Essays in Reader-Oriented Theory, Criticism, and Pedagogy (pp. 81-108).

Huisman, B., Saab, N., van Driel, J., & van den Broek, P. (2017). Peer feedback on college students’ writing: Exploring the relation between students’ ability match, feedback quality, and essay performance. Higher Education Research & Development.

Muijselaar, M.L., Kendeou, P., de Jong, P.F., & van den Broek, P. (2017). What does the CBM-Maze test measure? Scientific studies of reading.

Porteous, J., Charles, F., Smith, C., Cavazza, M., Mouw, J., & van den Broek, P. (2017). Using virtual narratives to explore children's story understanding. In Proceedings of the 16th Conference on Autonomous Agents and MultiAgent Systems (AAMAS '17). International Foundation for Autonomous Agents and Multiagent Systems, Richland, SC, 773-781.

Torbeyns, J., Hickendorff, M., & Verschaffel, L. (2017). The use of number-based versus digit-based strategies on multi-digit subtraction: 9-12-year-olds' strategy use profiles and task performance. Learning and individual Differences, 58, 64-74.

2016

Pavias, M., van den Broek, P., Hickendorff, M., Beker, K., & Van Leijenhorst, L. (2016). The effects of social-cognitive processing demands and structural importance on narrative recall: Differences between children, adolescents, and adults. Discourse Processes, 5, 488-512.

Beker, K., Jolles, D., Lorch, R.F. Jr., & van den Broek, P. (2016). Learning from texts: Activation of information from previous texts during reading. Reading & Writing, 29(6), 1161-1178.

Cevasco, J., & van den Broek, P. (2016). The effect of filled pauses on the processing of the surface form and the establishment of causal connections during the comprehension of spoken expository discourse. Cognitive processing, 17, 185-194.

Helder, A., Van Leijenhorst, L., & van den Broek, P. (2016). Coherence monitoring by good and poor comprehenders in elementary school: Comparing offline and online measures. Learning and Individual Differences, 48, 17-23.

Iordanou, K., Kendeou, P., & Beker, K. (2016). Argumentative reasoning. In J. Greene, W. Sandoval & I. Bråten (Eds.), Handbook of Epistemic Cognition (pp. 39-53). New York, NY: Routledge.

Koornneef, A.W. & Mulders, I.C.M.C. (2016). Can we ‘read’ the eye-movement patterns of readers? Unraveling the relationship between reading profiles and processing strategiesJournal of Psycholinguistic Research, 1-18.

Koornneef, A., & Reuland, E. (2016). On the shallow processing (dis)advantage: Grammar and economy. Frontiers in Psychology, 7:82.

Murphy, P.R., van Moort, M.L., & Nieuwenhuis, S. (2016). The pupillary orienting response predicts adaptive behavioral adjustment after errors. PLoS ONE, 11(3). 

van den Broek, P., Mouw, J., & Kraal, A. (2016). Individual differences in reading comprehension. In P. Afflerbach (Ed.), Handbook of individual differences in reading: Reader, text, and context (pp. 138-150). New York: Routledge.

Van Hoorn, J., Crone, E. A., & Van Leijenhorst, L. (2016). Hanging out with the right crowd: Peer influence on risk-taking behavior in adolescence. Journal of Research on Adolescence. doi: 10.1111/jora.12265

Van Renswoude, D.R., Johnson, S.P., Raijmakers, M.E.J., & Visser, I. (2016). Do infants have the horizontal bias? Infant Behavior & Development, 44, 38-48.

2015

Helder, A.*, Kraal, A.*, & van den Broek, P. (2015). De ontwikkeling van begrijpend lezen: Oorzaken van succes en falen vanuit een cognitief perspectief. In D. Schram (Ed.), Hoe maakbaar is de lezer? (pp. 59-78). Stichting Lezen: Eburon. *shared first authorship

Koornneef, A.W., Dotlačil, J., van den Broek, P., & Sanders, T.J. (2015). The influence of linguistic and cognitive factors on the time course of verb-based implicit causality. The Quarterly Journal of Experimental Psychology.

McMaster, K. L., van den Broek, P., Espin, C. A., Pinto, V., Janda, B., Lam, E. A., Hsu, H., Jung, P., Leinen, A. B., & van Boekel, M. (2015). Developing a reading comprehension intervention: Translating cognitive theory to educational practice. Contemporary Educational Psychology, 40, 28-40.

Mouw, J. M., Ganushchak, A. Y., & Van, den Broek P. W. (2015). Technical Report: Evaluation of children’s sensitivity to central information of a narrative. MUSE EU FP7.

van den Broek, P., Beker, K., & Oudega, M. (2015). Inference generation in text comprehension: Automatic and strategic processes in the construction of a mental representation. In E.J. O’Brien, A.E. Cook & R.F. Lorch (Eds.), Inferences during reading (pp. 94-121). Cambridge, UK: Cambridge University Press.

van den Broek, P., & Kendeou, P. (2015). Building coherence in web-based and other non-traditional reading environments: Cognitive opportunities and challenges. In In R.J. Spiro, M. Deschryver, M.S. Hagerman, P.M. Morsink & P. Thompson (Eds.), Reading at a crossroads? Disjunctures and continuities in current conceptions and practices (pp. 104-114). New York: Routledge.

Wassenburg, S.I., Beker, K., van den Broek, P., & Van der Schoot, M. (2015). Children's comprehension monitoring of multiple situational dimensions of a narrative. Reading and Writing: An Interdisciplinary Journal, 28(8), 1203-1232.

Yeari, M. & van den Broek, P. (2015). The role of textual semantic constraints in knowledge-based inference generation during reading comprehension: A computational approach. Memory, 23(8), 1193-1214.

Yeari, M., van den Broek, P., & Oudega, M. (2015). Processing and memory of central versus peripheral information as a function of reading goals: Evidence from eye-movements. Reading and Writing, 28, 1071-1097.

2014

Braams, B. R., Van Leijenhorst, L., & Crone, E. A. (2014). Risks, rewards, and the developing brain in childhood and adolescence. In V.F. Reyna & V. Zayas (Eds.) The neuroscience of risky decision making (pp. 73-91). Washington DC: American Psychological Association.

Carlson, S.E., van den Broek, P., McMaster, K., Rapp, D.N., Bohn-Gettler, C.M., Kendeou, P., & White, M.J. (2014). Effects of comprehension skill on inference generation during reading. International Journal of Disability, Development and Education, 61(3), 258-274.

Clinton, V., Seipel, B., van den Broek, P., McMaster, K., Kendeou, P., Carlson, S. E., & Rapp, D.N. (2014). Gender differences in inference generation by fourth grade students. Journal of Research in Reading, 37 (4), 356-374.

Ganushchak, L. Y., Konopka, A. E., & Chen, Y. (2014). What the eyes say about planning of focused referents during sentence formulation: a cross-linguistic investigation. Frontiers in Psychology, 5, 1-11.

Kendeou, P., van den Broek, P., Helder, A., & Karlsson, J. (2014). A cognitive view of reading comprehension: Implications for reading difficulties. Learning Disabilities Research & Practice, 29 (1), 10-16.

McMaster, K. L., Espin, C. A., & van den Broek, P. (2014). Making connections: Linking cognitive psychology and intervention research to improve comprehension of struggling readers. Learning Disabilities Research & Practice, 29 (1), 17-24.

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2013

Barkley-Levenson, E. E., Van Leijenhorst, L. & Galván, A. (2013). Behavioral and neural correlates of loss aversion and risk avoidance in adolescents and adultsDevelopmental Cognitive Neuroscience, 3, 72-83.

Christoffels, I. K., Ganushchak, L. Y., & Koester, D. (2013). The translating brain: An ERP study of overt word translation and reading of interlingual homographs. Journal of Cognitive Psychology, 25(5), 646-664.

Cevasco, J., & van den Broek, P. (2013).  Studies on the establishment of connections among spoken statements: What can they contribute to the promotion of students' construction of a coherent discourse representation? Psicología Educativa, 19, 67-74.

De Mulder, W., Do Thi, N.Q., Van den Broek, P., & Moens & M.F. (2013). Machine understanding for interactive storytelling. In: Lecture notes in computer science: Springer. 73-80.

Helder, A., van den Broek, P., Van Leijenhorst, L., & Beker, K. (2013). Sources of comprehension problems during reading. In B. Miller, L. Cutting, & P. McCardle, (Eds.) Unraveling the behavioral, neurobiological, & genetic components of reading comprehension  (pp. 43-53). Baltimore MD: Paul Brookes Publishing.

Steele, V. R., Bernat, E. M., van den Broek, P., Collins, P. F., Patrick, C. J., & Marsolek, C. J. (2013). Separable processes before, during, and after the N400 elicited by previously inferred and new information: Evidence from time-frequency decompositions. Brain Research, 1492, 92-107.

Timmer, K., Mitlina, Y., Ganushchak, L., & Schiller, N. (2013). An ERP investigation of L2 to L1 influence during reading aloud. Language and Cognitive Processes.

van den Broek, P. W., Helder, A., & Van Leijenhorst, L. (2013). Sensitivity to Structural Centrality: Developmental and individual differences in reading comprehension skills. In: M. A. Britt, S. R. Goldman & J-F Rouet (Eds), Reading: From words to multiple texts., pp. 132-146. New York: Routledge, Taylor & Francis Group.

van de Schoot, R., Yerkes, M. A., Mouw, J. M., Sonneveld, H. (2013). What Took Them So Long? Explaining PhD Delays among Doctoral Candidates. PLoS ONE 8(7): e68839. doi:10.1371/journal.pone.0068839

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2012

Clinton, V., & van den Broek, P. (2012). Interest, inferences, and learning from texts. Learning and Individual Differences, 22, 650-663.

Galván, A., Van Leijenhorst, L. & McGlennen, K. M. (2012). Considerations for imaging the adolescent brain. Developmental Cognitive Neuroscience, 2, 293-302.

McMaster, K. L., van den Broek, P. W., Espin, C. A., White, M. J., Rapp, D. N., Kendeou, P., Bohn-Gettler, C. M. & Carlson, S. (2012). Making the right connections: Differential effects of reading intervention for subgroups of comprehenders. Learning and Individual Differences, 22 (1), 100-111.

van den Broek, P.W. (2012). Individual and developmental differences in reading comprehension: Assessing cognitive processes and outcomes. In: Sabatini, J.P., Albro, E.R., O'Reilly, T. (Eds.), Measuring up: Advances in how we assess reading ability., pp. 39-58. Lanham: Rowman & Littlefield Education.

van den Broek, P.W., & Espin, C.A. (2012). Connecting cognitive theory and assessment:Measuring individual differences in reading comprehension. School Psychology Review, 41 (3), 315-325.

van den Broek, P.W., & White, M.J. (2012). Cognitive processes in reading and the measurement of comprehension. In C.A. Espin, K. McMaster, S. Rose, & M. Wayman (Eds.), A measure of success: How curriculum based measurement has influenced education and learning (pp.293-304). Minneapolis: University of Minnesota Press.

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2011

Bohn-Gettler, C. M., Rapp, D. N.,  van den Broek, P. W., Kendeou, P. & White, M. J. (2011). Adults' and children's monitoring of story events in the service of comprehension. Memory and Cognition, 39, 992-1011.
 
Molinari Marotto, C., Barreyro, J. P., Cevasco, J., & van den Broek, P. W. (2011). Generation of emotional inferences during text comprehension: Behavioral data and implementation through the landscape model. Escritos de Psicologia, 4 (1), 9-17.

van den Broek, P. W., Bohn-Gettler, C., Kendeou, P., Carlson, S. & White, M. J. (2011). When a reader meets a text: The role of standards of coherence in reading comprehension. In: McCrudden, M.T., Magliano, J.P., Schraw, G. (Eds.), Text relevance and learning from text., pp. 123-140. Greenwich, CT: Information Age Publishing.

van den Broek, P. W., Kendeou, P., Lousberg, S. & Visser, G. (2011) Preparing for reading comprehension: Fostering text comprehension skills in preschool and early elementary school children. International Electronic Journal of Elementary Education, 4 (1), 259-268.

Yeari, M. & van den Broek, P. W. (2011). A cognitive account of discourse understanding and discourse interpretation: The landscape model of reading. Discourse Studies, 13 (5), 635-643.

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2010

Gunther Moor, B., Van Leijenhorst, L., Rombouts, S. A. R. B., Crone, E. A., & Van der Molen, M. W. (2010). Do you like me? Neural correlates of social evaluation and developmental trajectories. Social Neuroscience, 23, 1-22.

Hartstra, E., Oldenburg, J. F. E., Van Leijenhorst, L., Rombouts, S. A. R. B., & Crone, E. A. (2010). Brain regions involved in the learning and application of reward rules in a two-deck gambling task. Neuropsychologia, 48, 1438-1446.

Van den Broek, P. W. (2010). Using texts in science education: Cognitive processes and knowledge representation. Science, 328, 453-456.

Van den Broek, P. W., & Espin, C. A. (2010). Improving reading comprehension: Connecting cognitive science and education. Cognitive Critique, 2, 1-25.

Van Leijenhorst, L., Gunther Moor, B., Op de Macks, Z. A., Rombouts, S. A. R. B., Westenberg, P. M., & Crone, E. A. (2010). Adolescent risky decision making: Neurocognitive development of reward and control regions. NeuroImage, 51, 345 - 355.

Van Leijenhorst, L., Zanolie, K., Van Meel, C. S., Westenberg, P. M., Rombouts, S. A. R. B., & Crone, E. A. (2010). What motivates the adolescent? Brain regions mediating reward sensitivity across adolescence. Cerebral Cortex, 20, 61-69.

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2009

Crone, E. A., Wendelken, C., Van Leijenhorst, L., Honomichl, R. D., Christoff, K., & Bunge, S. A. (2009). Neurocognitive development of relation reasoning. Developmental Science, 12, 55-66.

Kendeou, P., Savage, R., & Van den Broek, P. W. (2009). Revisiting the simple view of reading. British Journal of Educational Psychology, 79, 353-370.

Kendeou, P., Van den Broek, P. W., White, M. J., & Lynch, J. S. (2009). Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills. Journal of Educational Psychology, 101 (4), 765-778.

Tilstra, J., McMaster, K., Van den Broek, P. W., Kendeou, P., & Rapp, D. N. (2009). Simple but complex: Components of the simple view of reading across grade levels. Journal of Research in Reading, 32 (4), 383-401.

Van den Broek, P. (2009). The Mind in Action: Cognitive Processes in Comprehending Texts. Wassenaar, the Netherlands: NIAS.

Van den Broek, P. W., Kendeou, P. & White, M. J. (2009). Cognitive processes during reading: Implications for the use of multimedia to foster reading comprehension. In A. G. Bus & S. B. Neuman (Eds.), Multimedia and literacy development: Improving achievement for young learners (pp. 57-73). New York: Taylor & Francis.

Van den Broek, P. W., White, M. J., Kendeou, P., & Carlson, S. (2009) Reading between the lines. Developmental and individual differences in cognitive processes in reading comprehension. In R. K. Wagner, C. Schatschneider & C. Phythian-Sence (Eds.), Beyond decoding. The behavioral and biological foundations of reading comprehension ( pp. 107-123). New York: The Guilford Press.

Van Leijenhorst, L., & Crone, E. A. (2009). Paradoxes in adolescent risk-taking. In P. D. Zelazo, M. Chandler & E. A. Crone (Eds.), Developmental Social Cognitive Neuroscience (pp. 209-225). New York: Psychology Press.

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2008

Blanc, N., Kendeou, P., Van den Broek, P. W., & Brouillet, D. (2008). Updating situation models during reading of news reports: Evidence from empirical data and simulations. Discourse Processes, 45 (2), 103-121.

Cevasco, J. & Van den Broek, P. W. (2008). The importance of causal connections in the comprehension of spontaneous spoken discourse. Psicothema, 20 (4), 801-806.

Crone, E. A., Zanolie, K., Van Leijenhorst, L., Westenberg, P. M., & Rombouts, S. A. R. B. (2008). Neural mechanisms supporting flexible performance adjustment during development. Cognitive, Affective and Behavioral Neuroscience, 2, 165-177.

Kendeou, P., Bohn-Gettler, C., White, M. J., & Van den Broek, P. W. (2008). Children's inference generation across different media. Journal of Research in Reading, 31 (1), 259-272.

Kim, O., Kendeou, P., Van den Broek, P. W., White, M. J., & Kremer, K. (2008). Cat, rat, and rugrats: Narrative comprehension in young children with down syndrome. Journal of Developmental and Physical Disabilities, 20 (4), 337-351.

Konheim-Kalkstein, Y. L., & Van den Broek, P. W. (2008). The effect of incentives on cognitive processing of text. Discourse Processes, 45 (2), 180-194.

Lynch, J. S., Van den Broek, P. W., Kremer, K. E., Kendeou, P., White, M. J., & Lorch, E. P. (2008). The development of narrative comprehension and its relation to other early reading skills. Reading Psychology, 29 (4), 327-365.

Van den Broek, P. W., & Kendeou, P. (2008). Cognitive processes in comprehension of science texts: The role of co-activation in confronting misconceptions. Applied Cognitive Psychology, 22 (3), 335-351.

Van Leijenhorst, L., Westenberg, P. M., & Crone, E. A. (2008). A developmental study of risky decisions on the Cake Gambling Task: Age and gender analyses of probability estimation and reward evaluation. Developmental Neuropsychology, 33, 179-196.

Zanolie, K., Van Leijenhorst, L., Rombouts, S. A. R. B., & Crone, E. A. (2008). Separable neural mechanisms contribute to feedback processing in a rule-learning task. Neuropsychologia, 46, 117-126.

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2007

Espin, C.A., Cevasco, Y., van den Broek, P., Baker, S., & Gersten, R. (2007). History as narrative: The nature and quality of historical understanding for students with learning disabilities. Journal of Learning Disabilities, 40, 174-182.

Goldman, S.R., Golden, R., & van den Broek, P. (2007). Why are computational models of text comprehension useful? In F. Schmalhofer & C. Perfetti (Eds.), Higher-level language processes in the brain (pp. 27-52). Mahwah, NJ: Erlbaum.

Kendeou, P. & van den Broek, P. (2007). The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts. Memory & Cognition, 35, 1567- 1577.

Kendeou, P., van den Broek, P., White, M., & Lynch, J. (2007). Comprehension in preschool and early elementary children: Skill development and strategy interventions. In D.S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies, (pp.27-45). Mahwah, NJ: Erlbaum.

Lorch, E.P., Berthiaume, K., Milich, R., & van den Broek, P. (2007). Story comprehension impairments in children with ADHD. In K. Cain & J. Oakhill (Eds.), Cognitive bases of children’s language comprehension difficulties (pp. 128-156). New York: Guilford.

Rapp, D. N., Broek, P., van den, McMaster, K. L., Kendeou, P., & Espin, C. A. (2007). Higher-order comprehension processes in struggling readers: A perspective for research and intervention. Scientific studies of reading, 11, 4, 289-312.

Lynch, J. & van den Broek, P. (2007). Understanding the glue of narrative structure: Children’s on- and off-line inferences about characters’ goals. Cognitive Development, 22, 323-330.

Van Leijenhorst, L., Crone, E. A., & Van der Molen, M. W. (2007). Developmental trends for object and spatial working memory: A psychophysiological analysis. Child Development, 78, 987-1000. 

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2006

Crone, E. A., Wendelken, C., Donohue, S. E., Van Leijenhorst, L., & Bunge, S. A. (2006). Neurocognitive development of the ability to manipulate information in working memory. Proceedings of the National Academy of Sciences of the United States of America, 103, 9315-9320.

Van Leijenhorst, L., Crone, E. A., & Bunge, S. A. (2006). Neural correlates of developmental differences in risk estimation and feedback processing. Neuropsychologia, 44, 2158-2170.

Virtue, S., van den Broek, P., & Linderholm, T. (2006). Hemispheric processing of inferences: The effects of textual constraint and working memory capacity. Memory & Cognition, 34 (6), 1341-1354.

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2005

Van den Broek, P., Kendeou, P., Kremer, K., Lynch, J.S., Butler, J., White, M.J., & Lorch, E.P. (2005). Assessment of comprehension abilities in young children. In S. Paris & S. Stahl (Eds.), Children’s reading comprehension and assessment (pp. 107-130). Mahwah: Erlbaum.

Van den Broek, P., Rapp, D.N., & Kendeou, P. (2005). Integrating memory-based and constructionist processes in accounts of reading comprehension. Discourse processes, 39, 299-316.

Kendeou, P., & van den Broek, P. (2005). The effects of readers’ misconceptions on comprehension of scientific text. Journal of Educational Psychology, 97, 235-245.

Kendeou, P., Lynch, J.S., van den Broek, P., Espin, C., White, M., & Kremer, K.E. (2005). Developing successful readers: Building early narrative comprehension skills through television viewing and listening. Early Childhood Education Journal, Online First.

Rapp. D., & van den Broek, P. (2005) Dynamic text comprehension: An integrative view of reading. Current Directions in Psychological Science, 14, 276-279.

Sundermeier, B.A., van den Broek, P., & Zwaan, R.A. (2005). Causal coherence and the availability of locations and objects during narrative comprehension. Memory & Cognition, 33, 462-470.

Sundermeier, B.A.,Virtue, S.M., Marsolek, C.J., & van den Broek, P. (2005). Evidence for dissociable neural mechanisms underlying inference generation in familiar and less-familiar scenarios. Brain and Language, 95, 402-413.

Tzeng, Y., van den Broek, P., Kendeou, P., & Lee, C. (2005). The computational implementation of the Landscape Model: Modeling inferential processes and memory representations of text comprehension. Behavioral Research Methods, Instruments & Computers, 37, 277-286.

Virtue, S., & van den Broek, P. (2005). Hemispheric processing of anaphoric inferences: The activation of multiple antecedents. Brain and Language, 93, 327-337

2004

Kendeou, P., Rapp, D.N., & van den Broek, P. (2004). The influence of readers’ prior knowledge on text comprehension and learning from text. In R. Nata (Ed.), Progress in Education (pp. 189-209). New York: Nova Science Publishers, Inc.

Linderholm, T., Gernsbacher, M.A., van den Broek, P., Neninde, L., Robertson, R., & Sundermeier, B. (2004). Suppression of story character goals during reading. Discourse Processes, 37, 67-78.

Linderholm, T., Virtue, S., van den Broek, P., & Tzeng, Y. (2004). Fluctuations in the availability of information during reading: Capturing cognitive processes using the landscape model. Discourse Processes, 37, 165-186.

Lorch, E.P., Eastham, D., Milich, R., Lemberger, C.L., Sanchez, R.P., Welsh, R., van den Broek, P. (2004). Difficulties in comprehending causal relations among children with ADHD: The role of cognitive engagement. Journal of Abnormal Psychology, 113, 56-63.

2003

Jenkins, J.R., Fuchs, L.S., van den Broek, P., Espin, C., & Deno, S.L. (2003). Accuracy and Fluency in List and Context Reading of Skilled and RD Groups: Absolute Performance Levels and Sensitivity to Impairment. Learning Disabilities Research & Practice, 18(4), 237-245.

Jenkins, J., Fuchs, L.S., van den Broek, P., Espin, C., & Deno, S.L. (2003). Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology, 95, 719-729.

Leon, J.A., Escudero, I., & van den Broek, P. (2003). La influencia del genero del texto en el establicimiento de inferencias elaborativos (The influence of type of text on the establishment of elaborative inferences). In J.A. Leon (Ed.), Conocimiento y discurso: Claves para inferir y comprender (pp. 153-170). Madrid, Spain: Piramide.

Van den Broek, P.W., & Lynch, J.S., Naslund, J., Ievers-Landis, C.E., & Verduin, K. (2003). The development of comprehension of main ideas in narratives: Evidence from the selection of titles. Journal of Educational Psychology, 95, 707-718.

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2002

Linderholm, T., & van den Broek, P. (2002). The effects of reading purpose and working memory capacity on the processing of expository text. Journal of Educational Psychology, 94, 778-784.

Tapiero, I., van den Broek, P., & Quintana, M. (2002). The mental representation of narrative texts as networks: The role of necessity and sufficiency in the detection of four types of causal textual relations. Discourse Processes, 34, 237-258.

Van den Broek, P., Virtue, S., Everson, M., Tzeng, Y., & Sung, Y. (2002). Comprehension and memory of science texts: Inferential processes and the construction of a mental representation. In J. Otero, J. Leon, & A.C. Graesser (Eds.), The psychology of science text comprehension (pp. 131-154). Mahwah, NJ: Erlbaum.

2001

Gaddy, M., Sung, Y., & van den Broek, P. (2001). The influence of text cues on the allocation of attention during reading. In T. Sanders, J. Schilperoord, & W. Spooren (Eds.), Cognitive approaches to text coherence (pp. 89-110). Amsterdam/Philadelphia: Benjamins.

Van den Broek, P., Lorch, R.F. Jr, Linderholm, T., & Gustafson, M. (2001). The effects of readers’ goals on inference generation and memory for texts. Memory & Cognition, 29, 1081-1087.

Van den Broek, P. (2001). Psychology of narrative comprehension. In N.J. Smelser & P.B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences (Vol. 15, pp. 10281-10284). Oxford, UK: Elsevier.

Van den Broek, P., Tzeng, Y., Risden, K., Trabasso, T., & Basche, P. (2001). Inferential questioning: Effects on comprehension of narrative texts as a function of grade and timing. Journal of Educational Psychology, 93, 521-529.

2000

Linderholm, T., Gaddy, M., 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, 525-556.

Lorch, E.P., Milich, R., Sanchez, R.P., van den Broek, P., Baer, S., Hooks, K., Hartung, C., & Welsh, R. (2000). Comprehension of televised stories in boys with attention deficit hyperactivity disorder and non-referred boys. Journal of Abnormal Psychology, 109, 321-330.

Van den Broek, P., Linzie, B., Fletcher, C.R., & Marsolek, C.J. (2000). The role of causal discourse structure in narrative writing. Memory & Cognition, 28, 711-721.

1999

Goldman, S. R., Graesser, A. C., & Van den Broek, P. W. (Eds.). (1999). Narrative comprehension, causality and coherence: Essays in honor of Tom Trabasso. Mahwah, NJ: Erlbaum.

Goldman, S. R., Graesser, A. C., & Van den Broek, P. W. (1999). Reflections. In S. R. Goldman, A. C. Graesser & P. W. Van den Broek (Eds.), Narrative comprehension, causality, and coherence: Essays in honor of Tom Trabasso (pp. 1-15). Mahwah, NJ: Erlbaum.

Lorch, E. P., Diener, M. B., Sanchez, R. P., Milich, R., Welsh, R., & Van den Broek, P. W. (1999). The effects of story structure on the recall of stories in children with attention deficit hyperactivity disorder. Journal of Educational Psychology, 91, 273-283.

Lorch, E.P., Sanchez, R. P., Van den Broek, P. W., Milich, R., Murphy, E. L., Lorch Jr., R. F., & Welsh, R. (1999). The relation of story structure properties to recall of television stories in young children with attention deficit hyperactivity disorder and nonreferred peers. Journal of Abnormal Child Psychology, 27, 293-309.

Narvaez, D., Van den Broek, P. W., & Barron-Ruiz, A. (1999). The influence of reading purpose on inference generation and comprehension in reading. Journal of Educational Psychology, 91, 488-496.

Taylor, B., Graves, M., & Van den Broek, P. W. (Eds.). (1999). Reading for meaning. New York, NY: Teacher's College Press.

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1998

Van den Broek, P. W., Young, M., Tzeng, Y., & Linderholm, T. (1998). The landscape model of reading: Inferences and the on-line construction of a memory representation. In H. van Oostendorp & S. R. Goldman (Eds.), The construction of mental representations during reading (pp. 71-98). Mahwah, NJ: Erlbaum.

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1997

Bourg, T. & Bauer, P. & Van den Broek, P. W. (1997) Building the bridges: The development of event comprehension and representation. In: Broek, P. W., van den, Bauer, P., Bourg, T. (Eds.), Developmental spans in event comprehension and representation: Bridging fictional and actual events, 385-407. Hillsdale, NJ: Erlbaum.

Lorch Jr., R. F. & Van den Broek, P. W. (1997) Understanding reading comprehension: Current and future contributions of cognitive science. Contemporary Educational Psychology, 22, 213-246.

Näslund, J. C. & Schneider, W. & Van den Broek, P. W. (1997) Beginning reading in Germany and the U.S.: A comparison of phonological segmentation, decoding, lexical access, and comprehension. In: Leong, C. K. & Joshi, R. M. (Eds.), Cross-language studies of learning to read and speak: Phonologic and orthographic processing, 103-121. Dordrecht, Netherlands: Kluwer Academic Publishers.

Van den Broek, P. W. (1997) Discovering the cement of the universe: The development of event comprehension from childhood to adulthood. In: Broek, P. W., van den, Bauer, P., Bourg, T. (Eds.), Developmental spans in event comprehension and representation: Bridging fictional and actual events, 321-342. Hillsdale, NJ: Erlbaum.

Van den Broek, P. W., & Bauer, P. & Bourg, T. (1997) To span or not to span: That's the question. In: Broek, P. W., van den, Bauer, P., Bourg, T. (Eds.), Developmental spans in event comprehension and representation: Bridging fictional and actual events, 1-5. Hillsdale, NJ: Erlbaum.

Van den Broek, P. W., & Bauer, P. & Bourg, T. (Eds.) (1997) Developmental spans in event comprehension and representation: Bridging fictional and actual events. Mahwah, NJ: Erlbaum.

Wolman, C. & Van den Broek, P. W., & Lorch, R. F. (1997) Effects of causal structure on immediate and delayed story recall by children with mild mental retardation, children with learning disabilities, and children without disabilities. Journal of Special Education, 30, 439-455.

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1996

Fletcher, C. R. & Van den Broek, P.W., & Arthur, E. (1996) A model of narrative comprehension and recall. In: Britton, B.K. & Graesser, A.C. (Eds.), Models of understanding text, 151-163. Hillsdale, NJ: Erlbaum.

Graves, M. & Van den Broek, P. W., & Taylor, B. (Eds.) (1996) The first R: Children's right to read. New York, NY: Teacher's College Press.

Van den Broek, P. W., (1996) On becoming literate: The many sources of success and failure in reading. In: Graves, M., Broek, P. W., van den, Taylor, B. (Eds.), The first R: Children's right to read, 189-196. New York, NY: Teacher's College Press.

Van den Broek, P. W., & Lorch, E. P. & Thurlow, R. (1996) Children's and adults' memory for television stories: The role of causal factors, story-grammar categories and hierarchical level. Child Development, 67, 3010-3029.

Van den Broek, P. W., & Risden, K. & Fletcher, C. R. & Thurlow, R. (1996) A 'landscape' view of reading: Fluctuating patterns of activation and the construction of a stable memory representation. In: Britton, B.K. & Graesser, A.C. (Eds.), Models of understanding text, 165-187. Hillsdale, NJ: Erlbaum.

Van den Broek, P. W., & Rohleder, L. & Narváez, D. (1996) Causal inferences in the comprehension of literary texts. In: Kreuz, R. J. & MacNealy, M. S. (Eds.), Empirical approaches to literature and aesthetics, 179-200. Ablex Publishing Corporation.

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1995

Fletcher, C. R. & Chrysler, S. T. & Van den Broek, P. W., & Deaton, J. A. & Bloom, C. P. (1995) The role of co-occurence, co-reference and causality in the coherence of conjoined sentences. In: Lorch, Jr., R. F. & O'Brien, E. J. (Eds.), Sources of coherence in text comprehension, 203-218. Hillsdale, NJ: Erlbaum.

Van den Broek, P.W., (1995) A "landscape" model of reading comprehension: Inferential processes and the construction of a stable memory representation. Canadian Psychology, 36, 53-54.

Van den Broek, P.W., & Risden, K. & Husebye-Hartman, E. (1995) The role of readers' standards for coherence in the generation of inferences during reading. In: Lorch, Jr., R.F. & O'Brien, E.J. (Eds.), Sources of coherence in text comprehension, 353-373. Hillsdale, NJ: Erlbaum.

Shapiro, B.P. & Van den Broek, P.W., & Fletcher, C.R. (1995) Using story-based causal diagrams to analyze disagreements about complex events. Discourse Processes, 19, 51-77.

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1994

Horiba, Y. & Van den Broek, P.W., & Fletcher, C.R. (1994) Second-language readers' memory for narrative texts: Evidence for structure-preserving top-down processing. In: Cumming, A.H. (Ed.), Bilingual performance in reading and writing, 43-71. Ann Arbor, MI: Language Learning/John Benjamins.
 

Van den Broek, P.W., (1994) Comprehension and memory of narrative texts: Inferences and coherence. In: Gernsbacher, M.A. (Ed.), Handbook of psycholinguistics, 539-588. New York, NY: Academic Press.

Van den Broek, P.W., & Rohleder, L. & Narváez, D. (1994) Cognitive processes in the comprehension of literary texts. In: Oostendorp, H., van & Zwaan, R.A. (Eds.), Naturalistic text comprehension, 229-246. Norwood, NJ: Ablex Publishing Corporation.

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1993

Horiba, Y. & Van den Broek, P.W., & Fletcher, C.R. (1993) Second-language readers' memory for narrative texts: Evidence for structure-preserving top-down processing. Language Learning, 43, 345-372.

Van den Broek, P.W., & Fletcher, C.R. & Risden, K. (1993) Investigations of inferential processes in reading: A theoretical and methodological integration. Discourse Processes, 16, 169-180.

Van den Broek, P.W., & Lorch Jr., R.F. (1993) Causal relations in memory for narrative texts: Evidence from a priming task for network representations. Discourse Processes, 16, 75-98.

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1992

Pick, H. & Van den Broek, P.W., & Knill, D. (Eds.) (1992). Cognition: Conceptual and methodological issues. Washington, DC: American Psychological Association.

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1990

Bloom, C.P. & Fletcher, C.R. & Van den Broek, P.W., & Reitz, L. & Shapiro, B.P. (1990) An on-line assessment of causal reasoning during text comprehension. Memory and Cognition, 18, 65-71.

Van den Broek, P.W., (1990) Causal inferences in the comprehension of narrative texts. In: Graesser, A.C. & Bower, G.H. (Eds.), Psychology of learning and motivation: Inferences and text comprehension, 175-196. New York, NY: Academic Press.

Van den Broek, P.W., (1990) The causal inference maker: Towards a process model of inference generation in text comprehension. In: Balota, D.A., Flores d'Arcais, G.B., Rayner, K. (Eds.), Comprehension processes in reading, 423-446. Hillsdale, NJ: Lawrence Erlbaum Associates.

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1989

 

Trabasso, T. & Van den Broek, P.W., & Suh, S.Y. (1989) Logical necessity and transitivity of causal relations in stories. Discourse Processes, 12, 1-25.

Van den Broek, P.W., (1989) Causal reasoning and inference making in judging the importance of story statements. Child Development, 60, 286-297.

Van den Broek, P.W., (1989) The effects of causal structure on the comprehension of narratives: Implications for education. Reading Psychology, 10, 19-44.

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1988

Russell, R. & Van den Broek, P.W., (1988) A cognitive-developmental account of narratives in child psychotherapy. In: Shirk, S.R. (Ed.), Cognitive development and child psychotherapy, 19-52. New York, NY: Plenum Press.

Trabasso, T. & Van den Broek, P.W., & Liu, L. (1988) A model for generating questions that assess and promote comprehension. Questioning exchange: A multidisciplinary review, 2, 25-38.

Van den Broek, P.W., (1988) The effects of causal relations and hierarchical position on the importance of story statements. Journal of Memory and Language, 27, 1-22.

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1986

Van den Broek, P.W., & Trabasso, T. (1986) Causal networks versus goal-hierarchies in summarizing text. Discourse Processes, 9, 1-15.

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1985

Trabasso, T. & Van den Broek, P.W., (1985) Causal thinking and the representation of narrative events. Journal of Memory and Language, 24, 612-630.

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1984

Trabasso, T. & Secco, T. & Van den Broek, P.W., (1984) Causal cohesion and story coherence. In: Mandl, H., Stein, N.L., Trabasso, T. (Eds.), Learning and comprehension of text, 83-111. Hillsdale, NJ: Lawrence Erlbaum Associates.

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In Dutch

Van Leijenhorst, L., Jolles, D. D. & van den Broek (2016). Onderwijspedagogiek in neurocognitief perspectief: De rol van de neurowetenschappen in onderwijzen en leren. In: M. H. van IJzendoorn & L. van Rosmalen (Eds). Pedagogiek in Beeld.  

Helder, A.*, Kraal, A.*, & van den Broek, P. (2015). De ontwikkeling van begrijpend lezen: Oorzaken van succes en falen vanuit een cognitief perspectief. In D. Schram (Ed.), Hoe maakbaar is de lezer? (pp. 59-78). Stichting Lezen: Eburon. *shared first authorship

Van den Broek, P.W., (2009) Cognitieve en neurologische processen tijdens begrijpend lezen: Fundamenteel onderzoek en onderwijskundige toepassing. Leiden: Universiteit Leiden. (inaugural lecture)

Van Leijenhorst, L. & Crone, E. A. (2009). Het adolescentenbrein: Inzichten in risicovol gedrag in de adolescentie uit de cognitieve neurowetenschappen. Neuropraxis, 1.

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Van Leijenhorst, L., Jolles, D. D. & van den Broek (2016). Onderwijspedagogiek in

neurocognitief perspectief: De rol van de neurowetenschappen in onderwijzen en

leren. In: M. H. van IJzendoorn & L. van Rosmalen (Eds). Pedagogiek in Beeld.