| Does training on self-regulated learning facilitate students' learning with hypermedia? R Azevedo, JG Cromley Journal of educational psychology 96 (3), 523, 2004 | 1401 | 2004 |
| Testing and refining the direct and inferential mediation model of reading comprehension. JG Cromley, R Azevedo Journal of educational psychology 99 (2), 311, 2007 | 954 | 2007 |
| The role of identity development, values, and costs in college STEM retention. T Perez, JG Cromley, A Kaplan Journal of educational psychology 106 (1), 315, 2014 | 833 | 2014 |
| Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? R Azevedo, JG Cromley, D Seibert Contemporary educational psychology 29 (3), 344-370, 2004 | 775 | 2004 |
| Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? R Azevedo, DC Moos, JA Greene, FI Winters, JG Cromley Educational Technology Research and Development 56, 45-72, 2008 | 639 | 2008 |
| Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia R Azevedo, JG Cromley, FI Winters, DC Moos, JA Greene Instructional science 33, 381-412, 2005 | 497 | 2005 |
| Reading comprehension of scientific text: A domain-specific test of the direct and inferential mediation model of reading comprehension. JG Cromley, LE Snyder-Hogan, UA Luciw-Dubas Journal of Educational Psychology 102 (3), 687, 2010 | 333 | 2010 |
| English language learners' access to and attainment in postsecondary education Y Kanno, JG Cromley Tesol Quarterly 47 (1), 89-121, 2013 | 325 | 2013 |
| Cognitive activities in complex science text and diagrams JG Cromley, LE Snyder-Hogan, UA Luciw-Dubas Contemporary Educational Psychology 35 (1), 59-74, 2010 | 241 | 2010 |
| Self-report of reading comprehension strategies: What are we measuring? JG Cromley, R Azevedo Metacognition and Learning 1, 229-247, 2006 | 214 | 2006 |
| Undergraduate STEM achievement and retention: Cognitive, motivational, and institutional factors and solutions JG Cromley, T Perez, A Kaplan Policy Insights from the Behavioral and Brain Sciences 3 (1), 4-11, 2016 | 200 | 2016 |
| Adaptive content and process scaffolding: A key to facilitating students' self-regulated learning with hypermedia R Azevedo, JG Cromley, DC Moos, JA Greene, FI Winters Psychological Test and Assessment Modeling 53 (1), 106, 2011 | 188 | 2011 |
| Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach T Dai, JG Cromley Contemporary Educational Psychology 39 (3), 233-247, 2014 | 175 | 2014 |
| Reading achievement and science proficiency: International comparisons from the programme on international student assessment JG Cromley Reading Psychology 30 (2), 89-118, 2009 | 174 | 2009 |
| The effects of achievement goals and self-regulated learning behaviors on reading comprehension in technology-enhanced learning environments ML Bernacki, JP Byrnes, JG Cromley Contemporary Educational Psychology 37 (2), 148-161, 2012 | 169 | 2012 |
| English language learners’ pathways to four-year colleges Y Kanno, JG Cromley Teachers College Record 117 (12), 1-44, 2015 | 146 | 2015 |
| Interrelations among expectancies, task values, and perceived costs in undergraduate biology achievement T Perez, T Dai, A Kaplan, JG Cromley, WD Brooks, AC White, KR Mara, ... Learning and Individual Differences 72, 26-38, 2019 | 118 | 2019 |
| What do reading tutors do? A naturalistic study of more and less experienced tutors in reading JG Cromley Discourse Processes 40 (2), 83-113, 2005 | 107 | 2005 |
| Metacognition, cognitive strategy instruction, and reading in adult literacy JG Cromley Review of Adult Learning and Literacy, Volume 5, 187-204, 2023 | 105 | 2023 |
| Learning to think, learning to learn: What the science of thinking and learning has to offer adult education J Cromley National Institute for Literacy, 2000 | 105 | 2000 |
