# Reader–text interactions: How differential text and question types influence cognitive skills needed for reading comprehension.

**Type:** Papers  
**Canonical URL:** https://scholariq.org/papers/reader-text-interactions-how-differential-text-and-question-types-influence/

## Facts

| Field | Value |
| --- | --- |
| Author Names | Sarah H. Eason,Lindsay F Goldberg,Katherine Young,Megan C Geist,Laurie E. Cutting |
| Citations | 224 |
| DOI | 10.1037/a0027182 |
| Fields | Computer Science,Psychology |
| Open Access | false |
| OA Status | closed |
| OpenAlex ID | https://openalex.org/W2170300389 |
| PMID | 26566295 |
| Type | article |
| Year | 2012 |

## Paper authors

- [Laurie E. Cutting](https://scholariq.org/researchers/laurie-e-cutting/)

## Paper primary topic

- [Reading and Literacy Development](https://scholariq.org/topics/reading-and-literacy-development/)

## Paper topics

- [Reading and Literacy Development](https://scholariq.org/topics/reading-and-literacy-development/)
- [Educational Strategies and Epistemologies](https://scholariq.org/topics/educational-strategies-and-epistemologies/)
- [Text Readability and Simplification](https://scholariq.org/topics/text-readability-and-simplification/)

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Source: ScholarIQ — public research metadata, principally OpenAlex. See https://scholariq.org/sources/ for provenance and https://scholariq.org/methodology/ for what these figures mean.