| Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology J Dunlosky, KA Rawson, EJ Marsh, MJ Nathan, DT Willingham Psychological Science in the Public interest 14 (1), 4-58, 2013 | 4267 | 2013 |
| Comprehension W Kintsch, E Kintsch Children's reading comprehension and assessment, 89-110, 2005 | 1757 | 2005 |
| Category norms: An updated and expanded version of the norms JP Van Overschelde, KA Rawson, J Dunlosky Journal of memory and language 50 (3), 289-335, 2004 | 780 | 2004 |
| Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory? MA Pyc, KA Rawson Journal of Memory and Language 60 (4), 437-447, 2009 | 747 | 2009 |
| Overconfidence produces underachievement: Inaccurate self evaluations undermine students’ learning and retention J Dunlosky, KA Rawson Learning and Instruction 22 (4), 271-280, 2012 | 733 | 2012 |
| Comprehension and situation awareness FT Durso, KA Rawson, S Girotto Situational Awareness, 77-108, 2017 | 545 | 2017 |
| Why testing improves memory: Mediator effectiveness hypothesis MA Pyc, KA Rawson Science 330 (6002), 335-335, 2010 | 522 | 2010 |
| Optimizing schedules of retrieval practice for durable and efficient learning: How much is enough? KA Rawson, J Dunlosky Journal of Experimental Psychology: General 140 (3), 283, 2011 | 354 | 2011 |
| Rereading effects depend on time of test. KA Rawson, W Kintsch Journal of educational psychology 97 (1), 70, 2005 | 265 | 2005 |
| How and when do students use flashcards? KT Wissman, KA Rawson, MA Pyc Memory 20 (6), 568-579, 2012 | 245 | 2012 |
| The what, how much, and when of study strategies: Comparing intended versus actual study behaviour RN Blasiman, J Dunlosky, KA Rawson Memory 25 (6), 784-792, 2017 | 240 | 2017 |
| The rereading effect: Metacomprehension accuracy improves across reading trials KA Rawson, J Dunlosky, KW Thiede Memory & Cognition 28, 1004-1010, 2000 | 226 | 2000 |
| What constrains the accuracy of metacomprehension judgments? Testing the transfer-appropriate-monitoring and accessibility hypotheses J Dunlosky, KA Rawson, EL Middleton Journal of Memory and Language 52 (4), 551-565, 2005 | 219 | 2005 |
| The METER: a brief, self-administered measure of health literacy KA Rawson, J Gunstad, J Hughes, MB Spitznagel, V Potter, D Waechter, ... Journal of general internal medicine 25, 67-71, 2010 | 189 | 2010 |
| Are performance predictions for text based on ease of processing? KA Rawson, J Dunlosky Journal of experimental psychology: Learning, memory, and cognition 28 (1), 69, 2002 | 179 | 2002 |
| The interim test effect: Testing prior material can facilitate the learning of new material KT Wissman, KA Rawson, MA Pyc Psychonomic bulletin & review 18, 1140-1147, 2011 | 176 | 2011 |
| The power of successive relearning: Improving performance on course exams and long-term retention KA Rawson, J Dunlosky, SM Sciartelli Educational Psychology Review 25 (4), 523-548, 2013 | 155 | 2013 |
| Why is test–restudy practice beneficial for memory? An evaluation of the mediator shift hypothesis. MA Pyc, KA Rawson Journal of Experimental Psychology: Learning, Memory, and Cognition 38 (3), 737, 2012 | 147 | 2012 |
| When is practice testing most effective for improving the durability and efficiency of student learning? KA Rawson, J Dunlosky Educational Psychology Review 24 (3), 419-435, 2012 | 137 | 2012 |
| Why does rereading improve metacomprehension accuracy? Evaluating the levels-of-disruption hypothesis for the rereading effect J Dunlosky Discourse Processes 40 (1), 37-55, 2005 | 136 | 2005 |
