| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
EARLI Association News
|
|
|
2018
|
57 |
C |
p. v-vi
|
article
|
| 2 |
EARLI title page
|
|
|
2018
|
57 |
C |
p. iii-iv
|
article
|
| 3 |
Editorial board/Publication information
|
|
|
2018
|
57 |
C |
p. IFC
|
article
|
| 4 |
How number and size of text boxes in argument diagrams affect opinions
|
van Amelsvoort, Marije
|
|
2018
|
57 |
C |
p. 57-70
|
article
|
| 5 |
Introduction to the special issue: Desiderata for a theory of multi-source multi-modal comprehension
|
Cromley, Jennifer G.
|
|
2018
|
57 |
C |
p. 1-4
|
article
|
| 6 |
Multi-modal, multi-source reading: A multi-representational reader's perspective
|
Ainsworth, Shaaron E.
|
|
2018
|
57 |
C |
p. 71-75
|
article
|
| 7 |
Multiplicity in the digital era: Processing and learning from multiple sources and modalities of instructional presentations
|
Mason, Lucia
|
|
2018
|
57 |
C |
p. 76-81
|
article
|
| 8 |
Postscript: In pursuit of integration
|
List, Alexandra
|
|
2018
|
57 |
C |
p. 82-85
|
article
|
| 9 |
Profiling reading in print and digital mediums
|
Singer Trakhman, Lauren M.
|
|
2018
|
57 |
C |
p. 5-17
|
article
|
| 10 |
Strategies for comprehending and integrating texts and videos
|
List, Alexandra
|
|
2018
|
57 |
C |
p. 34-46
|
article
|
| 11 |
The effects of CLIL on L1 and content learning: Updated empirical evidence from monolingual contexts
|
Pérez Cañado, María Luisa
|
|
2018
|
57 |
C |
p. 18-33
|
article
|
| 12 |
The effects of presentation format on multiple document notetaking
|
Van Meter, Peggy N.
|
|
2018
|
57 |
C |
p. 47-56
|
article
|
Journal description