Virginia Clinton-Lisell
Virginia Clinton-Lisell
Assistant Professor, University of North Dakota
Verified email at - Homepage
Cited by
Cited by
Reading from paper compared to screens: A systematic review and meta‐analysis
V Clinton
Journal of Research in Reading 42 (2), 288-325, 2019
Interest, inferences, and learning from texts
V Clinton, P Van den Broek
Learning and Individual Differences 22 (6), 650-663, 2012
Savings without sacrifice: a case report on open-source textbook adoption
V Clinton
Open Learning: The Journal of Open, Distance and e-Learning 33 (3), 177-189, 2018
How Readability and Topic Incidence Relate to Performance on Mathematics Story Problems in Computer-Based Curricula.
C Walkington, V Clinton, SN Ritter, MJ Nathan
Journal of Educational Psychology, 2015
The relationship between students’ preferred approaches to learning and behaviors during learning: An examination of the process stage of the 3P model
V Clinton
Instructional Science 42 (5), 817-837, 2014
Gender differences in inference generation by fourth‐grade students
V Clinton, B Seipel, P van den Broek, KL McMaster, P Kendeou, ...
Journal of Research in Reading 37 (4), 356-374, 2014
Efficacy of open textbook adoption on learning performance and course withdrawal rates: a meta-analysis
V Clinton, S Khan
AERA Open 5 (3), 2332858419872212, 2019
How readability factors are differentially associated with performance for students of different backgrounds when solving mathematics word problems
C Walkington, V Clinton, P Shivraj
American Educational Research Journal 55 (2), 362-414, 2018
When do comprehender groups differ? A moment-by-moment analysis of think-aloud protocols of good and poor comprehenders
B Seipel, SE Carlson, VE Clinton
Reading Psychology 38 (1), 39-70, 2017
Examining associations between reading motivation and inference generation beyond reading comprehension skill
V Clinton
Reading Psychology 36 (6), 473-498, 2015
Learning about posterior probability: do diagrams and elaborative interrogation help?
V Clinton, MW Alibali, MJ Nathan
The Journal of Experimental Education 84 (3), 579-599, 2016
What we say and how we do: Action, gesture, and language in proving
CC Williams-Pierce, EL Pier, C Walkington, R Boncoddo, V Clinton, ...
Journal for Research in Mathematics Education 48 (3), 248-260, 2017
Student attitudes toward group discussions
V Clinton, AE Kelly
Active Learning in Higher Education 21 (2), 154-164, 2020
Cost, outcomes, use, and perceptions of Open Educational Resources in psychology: A narrative review of the literature
V Clinton
Psychology Learning & Teaching 18 (1), 4-20, 2019
Do mindful breathing exercises benefit reading comprehension? A brief report
V Clinton, M Swenseth, SE Carlson
Journal of Cognitive Enhancement 2 (3), 305-310, 2018
More than chalkboards: classroom spaces and collaborative learning attitudes
V Clinton, N Wilson
Learning Environments Research 22 (3), 325-344, 2019
The effect of language modification of mathematics story problems on problem-solving in online homework
C Walkington, V Clinton, A Sparks
Instructional Science 47 (5), 499-529, 2019
Improving student attitudes toward discussion boards using a brief motivational intervention.
V Clinton, AE Kelly
Scholarship of Teaching and Learning in Psychology, 2019
Considering Cognitive Factors in Interest Research: Context Personalization and Illustrations in Math Curricula.
C Walkington, V Clinton, L Mingle
North American Chapter of the International Group for the Psychology of …, 2016
Linguistic markers of inference generation while reading
V Clinton, SE Carlson, B Seipel
Journal of psycholinguistic research 45 (3), 553-574, 2016
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