| Reading from paper compared to screens: A systematic review and meta‐analysis V Clinton Journal of research in reading 42 (2), 288-325, 2019 | 508 | 2019 |
| 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 | 131 | 2019 |
| Inferential comprehension differences between narrative and expository texts: a systematic review and meta-analysis V Clinton, T Taylor, S Bajpayee, ML Davison, SE Carlson, B Seipel Reading and Writing 33, 2223-2248, 2020 | 109 | 2020 |
| 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 | 101 | 2018 |
| Interest, inferences, and learning from texts V Clinton, P Van den Broek Learning and Individual Differences 22 (6), 650-663, 2012 | 75 | 2012 |
| More than chalkboards: Classroom spaces and collaborative learning attitudes V Clinton, N Wilson Learning Environments Research 22, 325-344, 2019 | 70 | 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 | 58 | 2018 |
| 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 | 55 | 2019 |
| Open Pedagogy: A Systematic Review of Empirical Findings. V Clinton-Lisell Journal of Learning for Development 8 (2), 255-268, 2021 | 52 | 2021 |
| 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 | 51 | 2015 |
| 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 | 48 | 2014 |
| Embodied truths: How dynamic gestures and speech contribute to mathematical proof practices EL Pier, C Walkington, V Clinton, R Boncoddo, C Williams-Pierce, ... Contemporary Educational Psychology 58, 44-57, 2019 | 46 | 2019 |
| 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 | 46 | 2014 |
| 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 | 45 | 2019 |
| 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 | 45 | 2017 |
| Student attitudes toward group discussions V Clinton, AE Kelly Active Learning in Higher Education 21 (2), 154-164, 2020 | 43 | 2020 |
| 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 | 39 | 2017 |
| Examining associations between reading motivation and inference generation beyond reading comprehension skill V Clinton Reading Psychology 36 (6), 473-498, 2015 | 37 | 2015 |
| Stop multitasking and just read: Meta‐analyses of multitasking's effects on reading performance and reading time V Clinton‐Lisell Journal of Research in Reading 44 (4), 787-816, 2021 | 35 | 2021 |
| Improving student attitudes toward discussion boards using a brief motivational intervention. V Clinton, AE Kelly Scholarship of Teaching and Learning in Psychology 6 (4), 301, 2020 | 33 | 2020 |
Candace WalkingtonSouthern Methodist University在 smu.edu 的电子邮件经过验证
