Laura Gil

Individual differences for self-regulating task-oriented reading activities.

Eduardo Vidal‐Abarca, Amelia Mañá, Laura Gil · Journal of Educational Psychology · 2010 · 163 citations

Text Structure, Individual Differences, Metacognition +21

Summary versus argument tasks when working with multiple documents: Which is better for whom?

Laura Gil, Ivar Bråten, Eduardo Vidal‐Abarca et al. · Contemporary Educational Psychology · 2009 · 150 citations

Engineering, Multiple Documents, Argumentation Framework +5

Impact of question-answering tasks on search processes and reading comprehension

Raquel Cerdán, Eduardo Vidal‐Abarca, Tomás Martínez et al. · Learning and Instruction · 2008 · 141 citations

Information Search, Information Retrieval, Question Answering +8

Understanding and Integrating Multiple Science Texts: Summary Tasks are Sometimes Better Than Argument Tasks

Laura Gil, Ivar Bråten, Eduardo Vidal‐Abarca et al. · Reading Psychology · 2010 · 104 citations

Text Structure, Entity Summarization, Education +24

Reading Comprehension and Working Memory's Executive Processes: An Intervention Study in Primary School Students

Juan A. García‐Madruga, María Rosa Elosúa de Juan, Laura Gil et al. · Reading Research Quarterly · 2013 · 100 citations

Language Development, Educational Psychology, Education +22