| The effects of tasks on integrating information from multiple documents. R Cerdán, E Vidal-Abarca Journal of Educational Psychology 100 (1), 209, 2008 | 263 | 2008 |
| Impact of question-answering tasks on search processes and reading comprehension R Cerdán, E Vidal-Abarca, T Martínez, R Gilabert, L Gil Learning and Instruction 19 (1), 13-27, 2009 | 226 | 2009 |
| Selecting information to answer questions: Strategic individual differences when searching texts R Cerdán, R Gilabert, E Vidal-Abarca Learning and Individual Differences 21 (2), 201-205, 2011 | 94 | 2011 |
| Recording online processes in task-oriented reading with Read&Answer E Vidal-Abarca, T Martinez, L Salmerón, R Cerdán, R Gilabert, L Gil, ... Behavior Research Methods 43 (1), 179-192, 2011 | 86 | 2011 |
| Papel de los procesos metacognitivos en una tarea de pregunta-respuesta contextos escritos A Mañá, E Vidal-Abarca, C Domínguez, L Gil, R Cerdán Infancia y Aprendizaje 32 (4), 553-565, 2009 | 50 | 2009 |
| TuinLEC, an intelligent tutoring system to improve reading literacy skills/TuinLEC, un tutor inteligente para mejorar la competencia lectora E Vidal-Abarca, R Gilabert, A Ferrer, V Ávila, T Martínez, A Mañá, ... Infancia y Aprendizaje 37 (1), 25-56, 2014 | 37 | 2014 |
| TuinLEC, an intelligent tutoring system to improve reading literacy skills/TuinLEC, un tutor inteligente para mejorar la competencia lectora E Vidal-Abarca, R Gilabert, A Ferrer, V Ávila, T Martínez, A Mañá, ... Infancia y Aprendizaje 37 (1), 25-56, 2014 | 37 | 2014 |
| Formative feedback to transfer self‐regulation of task‐oriented reading strategies AC Llorens, E Vidal‐Abarca, R Cerdán Journal of Computer Assisted Learning 32 (4), 314-331, 2016 | 32 | 2016 |
| To answer questions from text, one has to understand what the question is asking: differential effects of question aids as a function of comprehension skill R Cerdán, A Pérez, E Vidal-Abarca, JF Rouet Reading and Writing 32 (8), 2111-2124, 2019 | 29 | 2019 |
| Exploring fourth graders’ sourcing skills/Un análisis de la capacidad de escrutinio sobre las fuentes de información de los estudiantes de cuarto grado J Paul, R Cerdán, JF Rouet, M Stadtler Infancia y Aprendizaje 41 (3), 536-580, 2018 | 29 | 2018 |
| Adaptive formative feedback to improve strategic search decisions in task‐oriented reading AC Llorens, R Cerdán, E Vidal‐Abarca Journal of Computer Assisted Learning 30 (3), 233-251, 2014 | 29 | 2014 |
| Effects of timing of formative feedback in computer‐assisted learning environments C Candel, E Vidal‐Abarca, R Cerdán, M Lippmann, S Narciss Journal of Computer Assisted Learning 36 (5), 718-728, 2020 | 27 | 2020 |
| How adolescents navigate Wikipedia to answer questions/¿ Cómo navegan los adolescentes en Wikipedia para contestar preguntas? L Salmerón, R Cerdán, J Naumann Infancia y Aprendizaje 38 (2), 435-471, 2015 | 24 | 2015 |
| How adolescents navigate Wikipedia to answer questions/¿ Cómo navegan los adolescentes en Wikipedia para contestar preguntas? L Salmerón, R Cerdán, J Naumann Infancia y aprendizaje 38 (2), 435-471, 2015 | 24 | 2015 |
| READ-COGvid: a database from reading and media habits during COVID-19 confinement in Spain and Italy L Salmerón, B Arfé, V Avila, R Cerdán, R De Sixte, P Delgado, I Fajardo, ... Frontiers in Psychology, 2639, 2020 | 23 | 2020 |
| Cognitive load and learning in the study of multiple documents R Cerdan, C Candel, J Leppink Frontiers in Education 3, 59, 2018 | 21 | 2018 |
| Assessing the Comprehension of Questions in Task-Oriented-Reading//Evaluación de la comprensión de las preguntas en lectura-orientada-a-tareas AC Llorens, R Cerdán Revista de Psicodidáctica 17 (2), 2012 | 18 | 2012 |
| Assessing the Comprehension of Questions in Task-Oriented-Reading//Evaluación de la comprensión de las preguntas en lectura-orientada-a-tareas AC Llorens, R Cerdán Revista de Psicodidáctica 17 (2), 2012 | 18 | 2012 |
| Assessing the Comprehension of Questions in Task-Oriented-Reading//Evaluación de la comprensión de las preguntas en lectura-orientada-a-tareas AC Llorens, R Cerdán Revista de Psicodidáctica/Journal of Psychodidactics 17 (2), 2012 | 18 | 2012 |
| Self-generated explanations on the question demands are not always helpful R Cerdán, R Gilabert, E Vidal-Abarca The Spanish journal of psychology 16, 2013 | 17 | 2013 |