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Research Interests

• The design of theoretically based computer assisted tools for learning from text;Ìý
• The integration of computer educational tools into classroom settings;Ìý
• Assessment of learning from text.

Current Project

Currently, the LSA Research Group, of which I am a member, is developing a method for analyzing natural language, somewhat different from LSA-based approaches. Our plan is to use this methodology as the engine for an automatic tutor that will coach students through the process of deeply understanding difficult science texts.

Previous Projects

As a member of the LSA Research Group, I have been involved in the development and evaluation of the LSA-based educational technology, called Summary Street. The preliminary development of Summary Street was supported by the McDonnell Foundation (Cognitive Studies in Educational Practice Program), and the tool has been widely implemented in Colorado schools. The scale-up and evaluation were funded by NSF-Interagency Educational Research Initiative (IERI). Summary Street is now part of a commercial educational product, called "WriteToLearn", owned byÌý.

In addition , I served as a consultant on a project to create interactive computer support for learning to write scientific text. This project was funded by an NSF grant to Larry Greene, Marie Boyko, and Sally Susnowitz.

Selected Publications

Kintsch, E., Caccamise, D., Franzke, M., Johnson, N., & Dooley, S. (2007). Summary Street ® : Computer-guided summary writing. In T. K. Landauer, D. M., McNamara, S. Dennis, & W. Kintsch (Eds.), Latent Semantic Analysis (pp. 263-277). Mahwah, NJ: Erlbaum.

Caccamise, D., Franzke, M., Eckhoff, A., Kintsch, E., & Kintsch, W. (2007). Guided practice in technology-based summary writing. In: D. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies. (pp. 375-396). Mahwah, NJ: Erlbaum.

Kintsch, E. (2005). Comprehension theory as a guide for the design of thoughtful questions.ÌýTopics in Language Disorders,Ìý25Ìý, 51-64.

Kintsch W. and Kintsch, E. (2005). Comprehension. In: S. G. Paris and S. A. Stahl (Eds.),ÌýCurrent issues in reading comprehension and assessmentÌý(pp. 71-92). Mahwah, NJ: Lawrence Erlbaum Associates.

Franzke, M., Kintsch, E., Caccamise, D., Johnson, N., and Dooley. S. (2005). Summary Street ® : Computer support for comprehension and writing.ÌýJournal of Educational Computing ResearchÌý,Ìý33Ìý, 53-80.

Wade-Stein, D., and Kintsch, E. (2004). Summary Street: Interactive computer support for writing.ÌýCognition and InstructionÌý,Ìý22Ìý, 333-362.

Kintsch, E., Steinhart, D., Stahl, G., LSA Research Group, Cindy Matthews, and Ronald Lamb (2000). Developing summarization skills through the use of LSA-based feedback.ÌýInteractive Learning EnvironmentsÌý,Ìý8Ìý, 87-109.

Kintsch, E., and Kintsch, W. (1997). Learning from text. In F. E. Weinert and E. de Corte (Eds.)ÌýInternational encyclopedia of developmental and instructional psychologyÌý. Elsevier Science.

Kintsch, E., Franzke, M., and Kintsch, W. (1996).ÌýPrinciples of learning in multimedia educational systemsÌý. Tech. Rep. No. 96-01). Boulder, CO: ÀÖ²¥´«Ã½, Institute of Cognitive Science.

Curran, C. E., Kintsch, E., and Hedberg, N. (1996). Learning-disabled adolescents' comprehension of naturalistic narratives.ÌýJournal of Educational PsychologyÌý,Ìý88Ìý(3), 494-507.

McNamara, D. S., Kintsch, E., Butler-Songer, N., and Kintsch, W. (1996). Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text.Cognition and InstructionÌý,Ìý14Ìý(1), 1-43.

Kintsch, E. and Kintsch, W. (1995). Strategies to promote active learning from text: Individual differences in background knowledgeÌý. Swiss Journal of PsychologyÌý,Ìý54Ìý(2), 141-151.

Kintsch, W., Britton, B. B., Fletcher, C. R., Kintsch, E., Mannes, S. M., and Nathan, M. J. (1993). A comprehension-based approach to learning and understanding. In D. Medin (Ed.),ÌýThe psychology of learning and motivationÌý, Vol. 30. New York: Academic Press.

Kintsch, E. (1990). Macroprocesses and microprocesses in the development of summarization skill.ÌýCognition and Instruction,Ìý7Ìý(3), 161-195.