Publications

Journal Articles

Flynn, L., McCarthy, K., McNamara, D. S., Magliano, J., & Allen, L. K. (under review). The appearance of coherence: Using cohesive properties of readers’ constructed responses to predict individual differences.

Colby, A., Allen, L. K., Gliser, I., Kun, A. Mills, C. (revision requested). Be like me: Group identity and task-unrelated thought during conversations. Cognitive Science.

Smith, S., Ward, R., Allen, L., Wormwood, J., Mills, C. (revision requested). Mind your words: Affective experience during reading mediates the effect of textual valence on reading comprehension.

Crossley, S. A., Allen, L. K., & McNamara, D. S. (revision resubmitted). Crowdsourced approaches to assessing writing quality: Reliability and validity. Journal of Writing Assessment.

Crossley, S. A., Allen, L. K., & McNamara, D. S. (revision resubmitted). Source inclusion in synthesis writing: An NLP approach to understanding argumentation, sourcing, and essay quality. Reading and Writing.

McCarthy, K., Likens, A. L., Allen, L. K., & McNamara, D. S. (revision resubmitted). Automated writing evaluation: Does spelling and grammar feedback support high-quality writing and revision? Assessing Writing.

McCarthy, K., Allen, L. K., Sonia, A. N., McNamara, D. S., & Magliano, J. P. (revision resubmitted). On the basis of source: Impacts of individual differences on source-based writing in a multiple-documents inquiry task.

Butterfuss, R., Roscoe, R. D., Allen, L. K., McCarthy, K. S., & McNamara, D. S. (in press). Strategy uptake in W-Pal: Adaptive feedback and instruction. Journal of Educational Computing Research.

Allen, L. K., Creer, S., & Poulos, M. (2021). Toward the use of computational linguistics as a model of discourse processing. Language and Linguistics Compass.

Allen, L. K., Likens, A. D., & McNamara, D. S. (2019). Writing flexibility in argumentative essays: A multidimensional analysis. Reading and Writing.

McNamara, D. S., Roscoe, R. D., Allen, L. K., Balyan, R., & McCarthy, K. (2019). Literacy: From the perspective of text and discourse theory. Journal of Language and Education, 5, 56-69.

Roscoe, R. D., Allen, L. K., & McNamara, D. S. (2019). Contrasting writing practice formats in a writing strategy tutoring system. Journal of Educational Computing Research. DOI: 10.1177/0735633118763429..

Crossley, S., Allen, L. K., & McNamara, D. (2018). What’s prompt got to do with it? The relationships between writing prompts, language production, and essay quality. Assessing Writing.

McCarthy, K., Guerrero, T. A., Kent, K. M., Allen, L. K., McNamara, D. S., Chao, S., Steinberg, J., O’Reilly, T., & Sabatini, J. (2018). Comprehension in a scenario-based assessment: General and topic-specific background knowledge. Discourse Processes, 55, 510-524.

Dascalu, M., McNamara, D. S., Trausan-Matu, S., & Allen, L. K. (2017). Cohesion network analysis of CSCL participation. Behavioral Research Methods, 1-16.

Weston-Sementelli, J. L., Allen, L. K., & McNamara, D. S. (2016). Comprehension and writing strategy training improves performance on source-based writing in science. International Journal of Artificial Intelligence in Education, 18, 1-32.

Crossley, S. A., Allen, L. K., Snow, E. L., & McNamara, D. S. (2016). Incorporating learning characteristics into automatic essay scoring models: What individual differences and linguistic features tell us about writing quality. Journal of Educational Data Mining, 8, 1-19.

Allen, L. K., Snow, E. L., & McNamara, D. S. (2016). The narrative waltz: The role of flexibility on writing performance. Journal of Educational Psychology, 108, 911-924.

Snow, E. L., Likens, A. D., Allen, L. K., & McNamara, D. S. (2015). Taking control: Stealth assessment of deterministic behaviors within a game-based system. International Journal of Artificial Intelligence in Education, 26, 1011-1032.

Snow, E., Jackson, G., Allen, L. K., & McNamara, D. S. (2015). Spendency: A students’ propensity to interact with game-based features. International Journal of Artificial Intelligence in Education, 25, 407-427.

Snow, E. L., Allen, L. K., Jacovina, M. E., Crossley, S. D., Perret, C. A., & McNamara, D. S. (2015). Keys to detecting writing flexibility over time: Entropy and natural language processing. International Journal of Learning Analytics, 2, 40-54.

Snow, E., Allen, L. K., Jacovina, M., & McNamara, D., (2015). Does agency matter?: Exploring the impact of controlled behaviors within a game-based environment. Computers & Education, 26, 378-392.

Roscoe, R. D., Snow, E. L., Allen, L. K., & McNamara, D. S. (2015). Automated detection of essay revising patterns: Application for intelligent feedback in a writing tutor. Technology, Instruction, Cognition, and Learning, 10, 59-79.

McNamara, D. S., Jacovina, M. E., Snow, E. L., & Allen, L. K., (2015). From generating in the lab to tutoring systems in the classroom. Invited Submission to Special Issue of The American Journal of Psychology, 128, 159-172.

McNamara, D. S., Crossley, S. A., Roscoe, R. D., Allen, L. K., & Dai, J. (2015). A hierarchical classification approach to automated essay scoring. Assessing Writing, 23, 35-59.

Roscoe, R., Allen, L. K., Weston, J., Crossley, S. A., & McNamara, D. S. (2014). The Writing Pal intelligent tutoring system: Usability testing and development. Computers and Composition, 34, 39-59.

Crossley, S. A., Kyle, K., Allen, L. K., Guo, L., & McNamara, D. S. (2014). Linguistic microfeatures to predict L2 writing proficiency: A case study in automated writing evaluation. Journal of Writing Assessment, 7. Retrieved from http://www.journalofwritingassessment.org/article.php?article=74.

Crossley, S. A., Allen, L. K., Kyle, K., & McNamara, D. S. (2014). Analyzing discourse processing using a simple natural language processing tool (SiNLP). Discourse Processes, 51, 511-534.

Allen, L. K., Snow, E. L., & Crossley, S. A., Jackson, G. T., & McNamara, D. S. (2014). Reading comprehension components and their relation to the writing process. L’année psychologique/Topics in Cognitive Psychology, 114, 663-391.

Allen, L. K., Crossley, S. A., Snow, E. L., & McNamara, D. S. (2014). Game-based writing strategy tutoring for second language learners: Game enjoyment as a key to engagement. Language Learning and Technology, 18, 124-150.

Roscoe, R. D., Varner (Allen), L. K., Crossley, S. A., & McNamara, D. S. (2013). Developing pedagogically-guided threshold algorithms for intelligent automated essay feedback. International Journal of Learning Technology, 8, 362-381.

Jackson, G. T., Varner (Allen), L. K., Boonthum-Denecke, C., & McNamara, D. S. (2013). The impact of individual differences on learning with an educational game and a traditional ITS. International Journal of Learning Technology, 8, 315-336.

Varner (Allen), L. K., Roscoe, R. D., & McNamara, D. S. (2013). Evaluative misalignment of 10th-grade student and teacher criteria for essay quality: An automated textual analysis. Journal of Writing Research, 5, 35-59.

Book Chapters

Sonia, A. N., Crossley, S. A., & Allen, L. K. (under review). Writing-reading connections in the digital world.

Allen, L. K., Graesser, A. C., & McNamara, D. S. (under review). Automated analysis of essays and open-ended verbal responses. In APA Handbook of Research Methods in Psychology, Vol 2. Washington, DC: American Psychological Association.

Fang, Y., Allen, L. K., Roscoe, R. D., & McNamara, D. S. (under review). Stealth literacy assessment: Leveraging games and NLP in iSTART. National Council on Measurement in Education

Allen, L. K., Creer, S., & Önce, P. (in press). The role of natural language processing in learning analytics. In G. Siemens & C. Lang (Eds.), Handbook of learning analytics and educational data mining (Vol II). Society for Learning Analytics Research.

Allen, L. K., & McNamara, D. S. (2020). Defining deep reading comprehension for diverse readers. In P. Afflerbach, E. Birr Moje, P. Enciso & N. K. Lesaux (Eds.), Handbook of Reading Research, Volume V (pp. 261-276). New York: Routledge.

Allen, L. K., Likens, A. D., & McNamara, D. S. (2019). Modeling the dissemination of misinformation through discourse dynamics. Misinformation, ‘quackery’, and ‘fake news’ in education.

McNamara, D. S., Allen, L. K., McCarthy, K. S., & Balyan, R. (2019) NLP: Getting computers to understand discourse. Deep learning: Multi-disciplinary approaches.

McNamara, D. S., & Allen, L. K. (2019). Defining deep reading comprehension for diverse readers. To appear in Handbook of reading research (Vol. V) (pp. 261-276). New York: Routledge.

McNamara, D. S., & Allen, L. K. (2019). Writing. In L. Zhang, M. T. & McCrudden (Eds.). Oxford Research Encyclopedia of Educational Psychology. New York, NY: Oxford University Press.

Stone, M., Kent, K., Roscoe, R., Corley, K., Allen, L. K., & McNamara, D. (2018). The Design Implementation Framework: Iterative design from the lab to the classroom. In R. Roscoe, S. Craig, & I. Douglas (Eds.), End-user considerations in educational technology design (pp.76-98). Hershey, PA: IGI Global.

McCarthy, K., Kopp, K. J., Allen, L. K., & McNamara, D. S. (2018). Methods of studying text: Memory, comprehension, and learning. In H. Otani & B. L. Schwartz (Eds.), Handbook of research methods in human memory. New York, NY: Routledge.

McNamara, D. S., Allen, L. K., Crossley, S. A., Dascalu, M., & Perret, C. (2017). Natural language processing and learning analytics. In G. Siemens & C. Lang (Eds.), Handbook of learning analytics and educational data mining (pp. 93-104). Society for Learning Analytics Research.

McNamara, D. S., & Allen, L. K. (2017). Toward an integrated perspective of writing as a discourse process. Handbook of discourse processes (2nd ed.). New York, NY: Routledge.

Allen, L. K., & McNamara, D. S. (2017). Five building blocks for comprehension strategy instruction. In José A. León & Inmaculada Escudero (Eds.), Reading comprehension in educational settings (pp. 125-144). John Benjamins Publishing Company.

Jackson, G. T., Allen, L. K., & McNamara, D. S. (2016). Common Core TERA: Text Ease and Readability Assessor. In D. S. McNamara & S. A. Crossley (Eds.), Handbook on educational technologies for literacy (pp. 49-68). Taylor & Francis, Routledge: NY.

Crossley, S. A., Allen, L. K., & McNamara, D. S. (2016). The Writing Pal: A writing strategy tutor. In D. S. McNamara & S. A. Crossley (Eds.), Handbook on educational technologies for literacy (pp. 204-224). Taylor & Francis, Routledge: NY

Allen, L. K., & Perret, C. (2016). Commercialized writing systems. In D. S. McNamara & S. A. Crossley (Eds.), Handbook on educational technologies for literacy (pp. 145-162). Taylor & Francis, Routledge: NY.

Allen, L. K., & McNamara, D. S. (2016). The role of language development in the successful comprehension of texts. In C. Connor (Ed.), The cognitive development of reading (pp. 87-98). Taylor & Francis, Routledge: NY.

Allen, L. K., Jacovina, M. E., & McNamara, D. S. (2016). Computer-based writing instruction. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (2nd ed.) (pp. 316-329). New York, NY: The Guilford Press.

Snow, E. L., Allen, L. K., & McNamara, D. S. (2015).  The dynamical analysis of log-data within educational games. In Loh and Sheng (Eds.). Serious games analytics: Methodologies for performance measurement, assessment, and improvement (pp. 81-100). Springer International.

McNamara, D. S., Jacovina, M. E., & Allen, L. K. (2015). Higher order thinking in comprehension. In P. Afflerbach (Ed.), Handbook of individual differences in reading: Text and context (pp. 164-176). Taylor & Francis, Routledge: NY.

Crossley, S. A., Allen, L. K., & McNamara, D. S (2014). A multi-dimensional analysis of essay writing: What linguistic features tell us about situational parameters and the effects of language functions on judgments of quality. In T. B. Sardinha and M. V. Pinto (Eds.), Multi-dimensional analysis, 25 years on: A tribute to Douglas Biber (pp. 197-237). Philadelphia, PA: John Benjamins.

Published Conference Proceedings (Peer Reviewed)

Allen, L. K., Magliano, J. P., McCarthy, K. S., Sonia, A. N., Creer, S. D., & McNamara, D. S. (2021). Coherence-building in multiple document comprehension. In T. Fitch, C. Lamm, H. Leder, & K. Tessmar (Eds.), Proceedings of the 43rd Annual Conference of the Cognitive Science Society. Vienna, Austria: Cognitive Science Society.

Botarleanu, R.-M., Dascalu, M., Allen, L. K., Crossley, S. A. & McNamara, D. S. (2021). Automated Summary Scoring with ReaderBench. In the 17th International Conference on Intelligent Tutoring Systems (ITS 2021). Athens, Greece: Springer.

Butterfuss, R., Arner, T., McNamara, D. S., & Allen, L. K. (2021). Social media spillover: Attitude-inconsistent Tweets reduce memory for subsequent information. In T. Fitch, C. Lamm, H. Leder, & K. Tessmar (Eds.), Proceedings of the 43rd Annual Conference of the Cognitive Science Society. Vienna, Austria: Cognitive Science Society.

McCarthy, K. S., Magliano, J. P., Snyder, J. O., Kenney, E. A., Newton, N. N., Perret, C. A., Knezevic, M., Allen, L. K., & McNamara, D. S. (2021). Quantified qualitative analysis: Rubric development and inter-rater reliability as iterative design. In E. de Vries, J. Ahn, & Y. Hod (Eds.), 15th International Conference of the Learning Sciences – ICLS 2021. Bochum, Germany (Online): International Society of the Learning Sciences.

Wan, Q., Crossley, S.A., Banawan, M., Balyan, R., Allen, L., & McNamara, D. S. (2021). Automated Claim Identification Using NLP Features in Student Argumentative Essays. Proceedings of the 14th International Conference on Educational Data Mining (EDM).

Öncel, P., Flynn, L. E., Sonia, A. N., Barker, K., Lindsay G. C., McClure, C. M., McNamara, D. S., & Allen, L. K. (2021). Automatic student writing evaluation: Investigating the impact of individual differences on source-based writing. In M. Scheffel, N. Dowell, S. Joksimovic, & G. Siemens (Eds.), Proceedings of the 11th International Learning Analytics & Knowledge Conference, (pp. 620-625). NY, USA: Association for Computing Machinery. https://doi.org/10.1145/3448139.3448207

McCarthy, K. S., Allen, L. K., & Hinze, S. R. (2020). Predicting Reading Comprehension from Constructed Responses: Explanatory Retrievals as Stealth Assessment. In Proceedings of the International Conference on Artificial Intelligence in Education (AIED). Ifrane, Morocco. Springer.

Wan, Q., Crossley, S. A., Allen, L. K., & McNamara, D. S. (2020). Claim detection and relationship with writing quality. In V. Cavalli-Sforza, C. Romero, A. Rafferty, & J. R. Whitehill (Eds.), Proceedings of the 13th International Conference on Educational Data Mining (EDM). Virtual Conference: International Educational Data Mining Society.

Allen, L. K., Mills, C., Perret, C., & McNamara, D. S. (2019). Are you talking to me? Multi-dimensional language analysis of explanations during reading. Proceedings of the International Learning Analytics and Knowledge Conference.

Allen, L. K., Zachary, L. C., & McNamara, D. S. (2019). Learning with text: Toward a multidimensional perspective on text-based communication. In S. Hsiao, J. Cunningham, K. McCarthy, G. Lynch, N. Hoover, C. Brooks, R. Ferguson, & U. Hoppe (Eds.), Companion Proceedings of the 9th International Conference on Learning Analytics and Knowledge (LAK’18) (pp. 252). Phoenix, AZ, USA: SOLAR.

Crossley, S. A., Kim, M., Allen, L. K., & McNamara, D. S. (2019). Automated Summarization Evaluation (ASE) Using Natural Language Processing Tools. In S. Isotani, E. Millán, A. Ogan, P. Hastings, B. McLaren, & R. Luckin (Eds.), Proceedings of the 20th International Conference of Artificial Intelligence in Education (AIED) in Chicago, IL (pp. 84-95). Cham, Switzerland: Springer.

McNamara, D. S., Allen, L. K., & Crossley, S. A. (2019). WAT: Writing Assessment Tool. In S. Hsiao, J. Cunningham, K. McCarthy, G. Lynch, N. Hoover, C. Brooks, R. Ferguson, & U. Hoppe (Eds.), Companion Proceedings of the 9th International Conference on Learning Analytics and Knowledge (LAK’18) (pp. 250). Phoenix, AZ, USA: SOLAR.

Likens, A. D., McCarthy, K. M., Allen, L. K., & McNamara, D. S. (2018). Recurrence Quantification Analysis as a method for studying text comprehension dynamics. In Proceedings of the International Learning Analytics and Knowledge Conference. Sydney, Australia.

Allen, L. K., Likens, A. D., & McNamara, D. S. (2018). A multi-dimensional analysis of writing flexibility in an automated writing evaluation system. Proceedings of the Eighth International Learning Analytics and Knowledge Conference. Sydney, Australia.

Likens, A. D., Allen, L. K., & McNamara, D. S. (2017). Keystroke dynamics predict essay quality. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. Davelaar (Eds.), Proceedings of the 39th Annual Meeting of the Cognitive Science Society (pp. 2573 – 2578). London, UK: Cognitive Science.

Dascalu, M., Jacovina, M. E., Soto, C., Allen, L. K., Guerrero, T. & McNamara, D. S. (2017). Teaching iSTART to understand Spanish. In R. Baker & E. Andre (Eds.), Proceedings of the 18th International Conference on Artificial Intelligence in Education (pp. 485-489). Wuhan, China: Springer.

Dascalu, M., Allen, L. K., McNamara, D. S., Trausan-Matu, S., & Crossley, S. A. (2017). Modeling comprehension processes via automated analyses of dialogism. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. Davelaar (Eds.), Proceedings of the 39th Annual Meeting of the Cognitive Science Society (CogSci 2017). London, UK: Cognitive Science Society.

Allen, L. K., Perret, C., Likens, A., & McNamara, D. S. (2017). What’d you say again? Recurrence quantification analysis as a method for analyzing the dynamics of discourse in a reading strategy tutor. In Proceedings of the Seventh International Learning Analytics and Knowledge Conference (pp. 373-382). Vancouver, BC: ACM. [Best Paper Nominee]

Allen, L. K., Likens, A., & McNamara, D. S. (2017). Recurrence Quantification Analysis: A technique for the dynamical analysis of student writing. In Z. Markov & V. Rus (Eds.), Proceedings of the 30th Annual Florida Artificial Intelligence Research Society International Conference (FLAIRS). Marco Island, FL: AAAI Press.

Roscoe, R. D., Jacovina, M. E., Allen, L. K., Johnson, A. C., & McNamara, D. S. (2016). Toward revision-sensitive feedback in automated writing evaluation. T. Barnes, M. Chi, & M. Feng (Eds.), Proceedings of the 9th International Conference on Educational Data Mining (pp.628-629).

Knight, S. Allen, L. K., Littleton, K., Rienties, B., & Tempelaar, D. (2016). Writing analytics for epistemic features of student writing. Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). (2016). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, (pp. 194-200). Singapore: International Society of the Learning Sciences.

Gifu, D., Dascalu, M., Trausan-Matu, S., & Allen, L. K. (2016). Time evolution of writing styles in Romanian language. In Proceedings of the International Conference on Tools with Artificial Intelligence (pp. 1048-1054)

Crossley, S., Dascalu, M., Trausan-Matu, S., Allen, L. K., & McNamara, D. (2016). Document cohesion flow: Striving towards coherence. In J. Trueswell, A. Papafragou, D. Grodner, & D. Mirman (Eds.), Proceedings of the Annual Meeting of the Cognitive Science Society (pp. 764-769).

Buckingham Shum, S., Knight, S., McNamara, D. S., Allen, L. K., Bektik, D., & Crossley, S. A. (2016). Critical perspectives on writing analytics. In D. Gašević, G. Lynch, S. Dawson, H. Drachsler, & C. P. Rosé (Eds.), Proceedings of the 6th International Learning Analytics & Knowledge Conference, Edinburgh, United Kingdom (LAK’16), (pp. 481-483). New York, NY: ACM

Allen, L. K., Perret, C., & McNamara, D. S. (2016). Linguistic signatures of cognitive processes during writing. In J. Trueswell, A. Papafragou, D. Grodner, & D. Mirman (Eds.), Proceedings of the 38th Annual Meeting of the Cognitive Science Society (pp. 2483-2488). Philadelphia, PA.

Allen, L. K., Mills, C., Jacovina, M. E., Crossley, S. A., D’Mello, S. K., & McNamara, D. S. (2016). Investigating boredom and engagement during writing using multiple sources of information: The essay, the writer, and keystrokes. In D. Gašević, G. Lynch, S. Dawson, H. Drachsler, & C. P. Rosé (Eds.), Proceedings of the 6th International Learning Analytics & Knowledge Conference, Edinburgh, United Kingdom (LAK’16), (pp. 114-123). New York, NY: ACM.

Allen, L. K., Jacovina, M. E., & McNamara, D. S. (2016). Cohesive features of deep text comprehension processes. In J. Trueswell, A. Papafragou, D. Grodner, & D. Mirman (Eds.), Proceedings of the 38th Annual Meeting of the Cognitive Science Society (pp. 2681-2686). Philadelphia, PA.

Allen, L. K., Jacovina, M. E., Dascalu, M., Roscoe, R. D., Kent, K., Likens, A. D., & McNamara, D. S. (2016). {ENTER}ing the time series {SPACE}: Uncovering the writing process through keystroke analyses. In T. Barnes, M. Chi, & M. Feng (Eds.), Proceedings of the 9th International Conference on Educational Data Mining, Raleigh, NC (EDM 2016) (pp.22-29).

Allen, L. K., Dascalu, M., McNamara, D. S., Crossley, S. A., & Trausan-Matu, S. (2016). Modeling individual differences among writers using ReaderBench. EduLearn.

Soto, C. M., McNamara, D. S., Jacovina, M. E., Snow, E. L., Dai, J., Allen, L. K., Perret, C. A., Johnson, A. M., & Russell, D. G. (2015). iSTART-E: Desarrollando un tutor inteligente para la comprensión lectora de estudiantes de habla hispana. In M. Garcia (Ed.), Proceedings of the 15th annual colloquium on peninsular and Spanish American literature, linguistics and culture. Orlando, FL.

Snow, E. L., McNamara, D. S., Jacovina, M. E., Allen, L. K., Johnson, A. M., Perret, C. A., Dai, J., Jackson, G. T., Likens, A. D., Russell, D. G., & Weston, J. L. (2015). Promoting metacognitive awareness within a game-based intelligent tutoring system. In A. Mitrovic, F. Verdejo, C. Conati, & N. Heffernan (Eds.), Proceedings of the 17th International Conference on Artificial Intelligence in Education (AIED 2015). Madrid, Spain.

Snow, E. L., Allen, L. K., Jacovina, M. E., Perret, C. A., & McNamara, D.S. (2015). You’ve got style! Detecting writing flexibility across time. In P. Blikstein, A. Merceron, & G. Siemens (Eds.), Proceedings of the 5th International Learning Analytics & Knowledge Conference (pp. 194-202). Poughkeepsie, NY.

Jacovina, M.E., Snow, E. L., Allen, L. K., Roscoe, R. D., Weston, J. L., Dai, J., & McNamara, D. S. (2015). How to visualize success: Presenting complex data in a writing strategy tutor. In O. C. Santos, J. G. Boticario, C. Romero, M. Pechenizkiy, A. Merceron, P. Mitros, J. M. Luna, C. Mihaescu, P. Moreno, A. Hershkovitz, S. Ventura, & M. Desmarais (Eds.), Proceedings of the 8th International Conference on Educational Data Mining (EDM 2015). Madrid, Spain.

Crossley, S. A., Allen, L. K., Snow, E. L., & McNamara, D. S. (2015). Pssst…Textual features…There is more to automatic essay scoring than just you! In P. Blikstein, A. Merceron, & G. Siemens (Eds.), Proceedings of the 5th International Learning Analytics & Knowledge Conference (pp. 203-207). Poughkeepsie, NY.

Allen, L. K., Snow, E. L., & McNamara, D. S. (2015). Are you reading my mind? Modeling students’ reading comprehension skills with Natural Language Processing techniques. In P. Blikstein, A. Merceron, & G. Siemens (Eds.), Proceedings of the 5th International Learning Analytics & Knowledge Conference (pp. 246-254). Poughkeepsie, NY

Allen, L. K., McNamara, D. S., & McCrudden, M. T. (2015). Change your mind: Investigating the effects of self-explanation in the resolution of misconceptions. In D. C. Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C. D. Jennings, & P. Maglio (Eds.), Proceedings of the 37th Annual Meeting of the Cognitive Science Society (Cog Sci 2015). Pasadena, CA.

Allen, L. K., & McNamara, D. S. (2015). You are your words: Modeling students’ vocabulary knowledge with natural language processing. In O. C. Santos, J. G. Boticario, C. Romero, M. Pechenizkiy, A. Merceron, P. Mitros, J. M. Luna, C. Mihaescu, P. Moreno, A. Hershkovitz, S. Ventura, & M. Desmarais (Eds.), Proceedings of the 8th International Conference on Educational Data Mining (EDM 2015). Madrid, Spain.

Allen, L. K., & McNamara, D. S. (2015). Who do you think I am? Modeling individual differences for more adaptive and effective instruction. In O. C. Santos, J. G. Boticario, C. Romero, M. Pechenizkiy, A. Merceron, P. Mitros, J. M. Luna, C. Mihaescu, P. Moreno, A. Hershkovitz, S. Ventura, & M. Desmarais (Eds.), Doctoral Consortium within the Proceedings of the 8th International Conference on Educational Data Mining (EDM 2015). Madrid, Spain.

Allen, L. K., & McNamara, D. S. (2015). Promoting self-regulated learning in an intelligent tutoring system for writing. In A. Mitrovic, F. Verdejo, C. Conati, & N. Heffernan (Eds.), Doctoral Consortium within the Proceedings of the 17th International Conference on Artificial Intelligence in Education (AIED 2015). Madrid, Spain.

Allen, L. K., Crossley, S. A., Snow, E. L., Jacovina, M. E., Perret, C., & McNamara, D. S. (2015). Am I wrong or am I right? Gains in monitoring accuracy in an intelligent tutoring system for writing. In A. Mitrovic, F. Verdejo, C. Conati, & N. Heffernan (Eds.), Proceedings of the 17th International Conference on Artificial Intelligence in Education (AIED 2015). Madrid, Spain.

Allen, L. K., Crossley, S. A., & McNamara, D. S. (2015). Predicting misalignment between teachers’ and students’ essay scores using natural language processing tools. In A. Mitrovic, F. Verdejo, C. Conati, & N. Heffernan (Eds.), Proceedings of the 17th International Conference on Artificial Intelligence in Education (AIED 2015). Madrid, Spain.

Snow, E. L., Allen, L. K., Russell, D. G., & McNamara, D. S. (2014). Who’s in control?: Categorizing nuanced patterns of behaviors within a game-based intelligent tutoring system. In J. Stamper, Z. Pardos, M. Mavrikis, & B. M. McLaren (Eds.), Proceedings of the 7th International Conference on Educational Data Mining (pp. 185-192). London, UK.

Snow, E. L., Allen, L. K., & McNamara, D. S. (2014). Tracking choices: Computational analysis of learning trajectories. In J. Stamper, Z. Pardos, M. Mavrikis, & B. M. McLaren (Eds.), Proceedings of the 7th International Conference on Educational Data Mining (pp. 316-319). London, UK.

Snow, E. L., Jacovina, M. E., Allen, L. K., Dai. J., & McNamara, D. S. (2014). Entropy: A stealth assessment of agency in learning environments. In J. Stamper, Z. Pardos, M. Mavrikis, & B. M. McLaren (Eds.), Proceedings of the 7th International Conference on Educational Data Mining (pp. 241-244). London, UK.

Roscoe, R. D., Varner (Allen), L. K., Snow, E. L., & McNamara, D. S. (2014). Designing usable automated formative feedback for intelligent tutoring of writing. In J. L. Polman, E. A. Kyza, D. K. O’Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O’Connor, T. Lee, & L. D’Amico (Eds.), Proceedings of the 11th International Conference of the Learning Sciences (ICLS), Volume 3 (pp. 1423-1425). Boulder, CO.

Roscoe, R. D., Crossley, S. A., Snow, E. L., Varner (Allen), L. K., & McNamara, D. S. (2014). Writing quality, knowledge, and comprehension correlates of human and automated essay scoring. In W. Eberle & C. Boonthum-Denecke (Eds.), Proceedings of the 27th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 393-398). Palo Alto, CA: AAAI Press.

Crossley S., Kyle, K., Allen, L., & McNamara, D. (2014). The importance of grammar and mechanics in writing assessment and instruction: Evidence from data mining. In J. Stamper, Z. Pardos, M. Mavrikis, & B. McLaren (Eds.), Proceedings of Educational Data Mining (pp. 300-303). London.

Allen, L. K., Snow, E. L., & McNamara, D. S. (2014). Now we’re talking: Leveraging the power of natural language processing to inform ITS development. In J. Stamper, Z. Pardos, M. Mavrikis, & B. M. McLaren (Eds.), Proceedings of Educational Data Mining (pp. 401-402). London, UK.

Allen, L., Snow, E., & McNamara, D. (2014). The long and winding road: Investigating the differential writing patterns of high and low skilled writers. In J. Stamper, Z. Pardos, M. Mavrikis, & B. McLaren (Eds.), Proceedings of Educational Data Mining (pp. 304-307). London, UK

Varner (Allen), L. Jackson, G., Snow, E., & McNamara, D. S. (2013) Linguistic content analysis as a tool for improving adaptive instruction. In K. Yacef et al. (Eds.), Proceedings of the 16th International Conference on Artificial Intelligence in Education (pp. 692-695). Heidelberg, Berlin: Springer

Varner (Allen), L. K., Jackson, G. T., Snow, E. L., & McNamara, D. S. (2013). Does size matter? Investigating user input at a larger bandwidth. In C. Boonthum-Denecke & G. M. Youngblood (Eds.), Proceedings of the 26th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 546-549). Menlo Park, CA: AAAI Press. [Runner-up for Best Poster]

Varner (Allen), L. K., Jackson, G. T., Snow, E. L., & McNamara, D. S. (2013). Are you committed? Investigating interactions among reading commitment, natural language input, and students’ learning outcomes. In S. D’Mello, R. Calvo, & A. Olney (Eds.), Proceedings of the 6th International Conference on Educational Data Mining (pp. 368-369). Heidelberg, Berlin.

Snow, E. L., Jackson, G. T., Varner (Allen), L. K., & McNamara, D. S. (2013). The impact of system interactions on motivation and performance. In Proceedings of the 15h International Conference on Human-Computer Interaction (HCII) (pp. 103-107). Heidelberg, Berlin, Germany: Springer.

Snow, E. L., Jackson, G. T., Varner (Allen), L. K., & McNamara, D. S. (2013). The impact of performance orientation on students’ interactions and achievements in an ITS. In C. Boonthum-Denecke & G. M. Youngblood (Eds.), Proceedings of the 26th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 521-526). Menlo Park, CA: AAAI Press.

Snow, E. L., Jackson, G. T., Varner (Allen), L, K., & McNamara, D. S. (2013). Investigating the effects of off-task personalization on system performance and attitudes within a game-based environment. In S. K. D’Mello, R. A., Calvo, & A. Olney (Eds.), Proceedings of the 6th International Conference on Educational Data Mining (pp. 272-275). Heidelberg, Berlin, Germany: Springer.

Snow, E. L., Jackson, G. T., Varner (Allen), L. K., & McNamara, D. S. (2013). Expectations of technology: A factor to consider in game-based learning environments. In K. Yacef et al. (Eds.), Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED) (pp. 359-368). Heidelberg, Berlin: Springer.

Jackson, G. T., Snow, E. L., Varner (Allen), L. K., & McNamara, D. S. (2013). Game performance as a measure of comprehension and skill transfer. In C. Boonthum-Denecke & G. M. Youngblood (Eds.), Proceedings of the 26th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 497-502). Menlo Park, CA: The AAAI Press.

Crossley, S. A., Varner (Allen), L. K., Roscoe, R. D., & McNamara, D. S. (2013). Using automated cohesion indices as a measure of writing growth in intelligent tutoring systems and automated essay writing systems. In K. Yacef et al. (Eds.), Proceedings of the 16th International Conference on Artificial Intelligence in Education (AIED) (pp. 269-278). Heidelberg, Berlin: Springer.

Crossley, S. A., Varner (Allen), L. K., & McNamara, D. S. (2013). Cohesion-based prompt effects in argumentative writing. In C. Boonthum-Denecke & G. M. Youngblood (Eds.), Proceedings of the 26th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 202-207). Menlo Park, CA: The AAAI Press. [Runner-up for Best Paper Award]

Roscoe, R. D., Varner (Allen), L. K., Cai, Z., Weston, J. L., Crossley, S. A., & McNamara, D. S. (2011). Internal usability testing of automated essay feedback in an intelligent writing tutor. In R. C. Murray & P. M. McCarthy (Eds.), Proceedings of the 24th International Florida Artificial Intelligence Research Society (FLAIRS) Conference (pp. 543-548). Menlo Park, CA: AAAI Press.