• Pavias M., Van den Broek P.W., Hickendorff M., Beker K. & Van Leijenhorst L. (2016), Effects of social-cognitive processing demands and structural importance on narrative recall: Differences between children, adolescents, and adults, Discourse Processes 53(5-6): 488-512.
  • Beker K., Jolles D., Lorch R.F.Jr. & Van den Broek P.W. (2016), Learning from texts: Activation of information from previous texts during reading, READING AND WRITING 29(6): 1161-1178.
  • Cevasco J. & Van den Broek P. (2016), The effect of filled pauses on the processing of the surface form and the establishment of causal connections during the comprehension of spoken expository discourse., Cognitive processing 17(2): 185-194.
  • Helder A., Van Leijenhorst L. & Van den Broek P.W. (2016), Coherence monitoring by good and poor comprehenders in elementary school: Comparing offline and online measures, Learning and Individual Differences 48: 17-23.
  • Van den Broek P.W., Mouw J. & Kraal A. (2016), Individual differences in reading comprehension. In: Afflerbach P. (red.) Handbook of individual differences in reading: Reader, text and context.. New York: Routledge.
  • Koornneef A.W., Dotlacil J., Van den Broek P.W. & Sanders T.J. (2016), The influence of linguistic and cognitive factors on the time course of verb-based implicit causality, The Quarterly Journal of Experimental Psychology 69(3): 455-481.


  • Yeari M. & Van den Broek P.W. (2015), The role of textual semantic constraints in knowledge-based inference generation during reading comprehension: A computational approach, Memory 23(8): 1193-1214.
  • Yeari M., Van den Broek P.W. & Oudega M.H. (2015), Processing and memory of central versus peripheral information as a function of reading goals: Evidence from eye-movements, Reading and Writing 28(8): 1071-1097.
  • Wassenburg S.I., Beker K., Van den Broek P.W. & Van der Schoot M. (2015), Children's comprehension monitoring of multiple situational dimensions of a narrative, Reading and Writing 28(8): 1203-1232.
  • Van den Broek P.W. & Kendeou P. (2015), Building coherence in web-based and other non-traditional reading environments. In: Sprio J.J., Deschryver M., Hagerman P., Morsink P., Thompson P. (red.) Reading at a crossroads? Disjunctures and continuities in current conceptions and practices.. New York: Routledge. 104-114.
  • Van den Broek P.W., Beker K. & Oudega M.H. (2015), Inference generation in text comprehension: automatic and strategic processes in the construction of a mental representation. In: O'Brien E.J., Cook A.E., Lorch R.F. (red.) Inferences during reading.. Cambridge, UK: Cambridge University Press. 94-121.
  • Mouw J.M., Ganushchak L.Y. & Van den Broek P. (2015), Technical report: Evaluation of children's sensitivity to central information of a narrative (. Department of Education and Child Studies, Faculty of Social and Behavioural Sciences, Leiden University).
  • Helder A., Kraal A. & Van den Broek P.W. (2015), De ontwikkeling van begrijpend lezen: Oorzaken van succes en falen vanuit een cognitief perspectief. In: Schram D. (red.) Hoe maakbaar is de lezer. nr. 25. Delft: Eburon, Stichting Lezen Reeks. 59-78.
  • Karlsson J. & Van den Broek P.W. (2015), Individual differences in reading comprehension. Reading Comprehension Symposium for Teachers, Driestar, McMaster K.L., Van den Broek P.W., Espin C.A., Pinto V., Janda B., Lam E., Hsu H., Jung P., Leinen A.B. & Van Boekel M. (2015), Developing a reading comprehension intervention: Translating cognitive theory to educational practice, Contemporary Educational Psychology 40: 28-40.


  • Carlson, S.E., van den Broek, P., McMaster, K., Rapp, D.N., Bohn-Gettler, C.M., Kendeou, P., & White, M.J. (2014). Effects of comprehension skill on inference generation during reading. International Journal of Disability, Development and Education, 61(3), 258-274.
  • Clinton, V., Seipel, B., van den Broek, P., McMaster, K., Kendeou, P., Carlson, S. E., & Rapp, D.N. (2014). Gender differences in inference generation by fourth grade students. Journal of Research in Reading, 37 (4), 356-374.
  • Kendeou, P., van den Broek, P., Helder, A., & Karlsson, J. (2014). A cognitive view of reading comprehension: Implications for reading difficulties. Learning Disabilities Research & Practice, 29 (1), 10-16.
  • McMaster, K. L., Espin, C. A., & van den Broek, P. (2014). Making connections: Linking cognitive psychology and intervention research to improve comprehension of struggling readers. Learning Disabilities Research & Practice, 29 (1), 17-24.


  • Cevasco, J., & van den Broek, P. (2013).  Studies on the establishment of connections among spoken statements: What can they contribute to the promotion of students' construction of a coherent discourse representation? Psicología Educativa, 19, 67-74.
  • De Mulder, W., Do Thi, N.Q., Van den Broek, P., & Moens & M.F. (2013). Machine understanding for interactive storytelling. In: Lecture notes in computer science: Springer. 73-80.
  • Helder, A., van den Broek, P., Van Leijenhorst, L., & Beker, K. (2013). Sources of comprehension problems during reading. In B. Miller, L. Cutting, & P. McCardle, (Eds.) Unraveling the behavioral, neurobiological, & genetic components of reading comprehension. Baltimore MD: Paul Brookes Publishing.
  • Steele, V. R., Bernat, E. M., van den Broek, P., Collins, P. F., Patrick, C. J., & Marsolek, C. J. (2013). Separable processes before, during, and after the N400 elicited by previously inferred and new information: Evidence from time-frequency decompositions. Brain Research, 1492, 92-107.
  • van den Broek, P. W., Helder, A., & Van Leijenhorst, L. (2013). Sensitivity to Structural Centrality: Developmental and individual differences in reading comprehension skills. In: M. A. Britt, S. R. Goldman & J-F Rouet (Eds), Reading: From words to multiple texts., pp. 132-146. New York: Routledge, Taylor & Francis Group.


  • Clinton, V., & van den Broek, P. (2012). Interest, inferences, and learning from texts. Learning and Individual Differences, 22, 650-663.
  • McMaster, K. L., van den Broek, P. W., Espin, C. A., White, M. J., Rapp, D. N., Kendeou, P., Bohn-Gettler, C. M. & Carlson, S. (2012). Making the right connections: Differential effects of reading intervention for subgroups of comprehenders. Learning and Individual Differences, 22 (1), 100-111.
  • van den Broek, P.W. (2012). Individual and developmental differences in reading comprehension: Assessing cognitive processes and outcomes. In: Sabatini, J.P., Albro, E.R., O'Reilly, T. (Eds.), Measuring up: Advances in how we assess reading ability., pp. 39-58. Lanham: Rowman & Littlefield Education.
  • van den Broek, P.W., & Espin, C.A. (2012). Connecting cognitive theory and assessment:Measuring individual differences in reading comprehension. School Psychology Review, 41 (3), 315-325.
  • van den Broek, P. W., & White, M. J. (2012). Cognitive Processes in reading and the measurement of comprehension. In C. A. Espin, K. McMaster, S. Rose, & M. Wayman (Eds.), A measure of success: How curriculum based measurement has influencededucation and learning. Minneapolis: University of Minnesota Press.


  • Yeari, M. & van den Broek, P. W. (2011). A cognitive account of discourse understanding and discourse interpretation: The landscape model of reading. Discourse Studies, 13 (5), 635-643. 

  • Bohn-Gettler, C. M., Rapp, D. N.,  van den Broek, P. W., Kendeou, P. & White, M. J. (2011). Adults' and children's monitoring of story events in the service of comprehension. Memory and Cognition, 39, 992-1011. 

  • van den Broek, P. W., Bohn-Gettler, C., Kendeou, P., Carlson, S. & White, M.J. (2011). When a reader meets a text: The role of standards of coherence in reading comprehension. In: McCrudden, M.T., Magliano, J.P., Schraw, G. (Eds.), Text relevance and learning from text., pp. 123-140. Greenwich, CT: Information Age Publishing.


  • Van den Broek, P.W. (2010). Using texts in science education: Cognitive processes and knowledge representation. Science, 328, 453-456.


  • Kendeou, P., Savage, R., & Van den Broek, P.W. (2009). Revisiting the simple view of reading. British Journal of Educational Psychology, 79, 353-370.
  • Kendeou, P., Van den Broek, P.W., White, M.J., & Lynch, J.S. (2009). Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills. Journal of Educational Psychology, 101 (4), 765-778.
  • Tilstra, J., McMaster, K., Van den Broek, P.W., Kendeou, P., & Rapp, D.N. (2009). Simple but complex: Components of the simple view of reading across grade levels. Journal of Research in Reading, 32 (4), 383-401.
  • Van den Broek, P.W., Kendeou, P. & White, M.J. (2009). Cognitive processes during reading: Implications for the use of multimedia to foster reading comprehension. In A.G. Bus & S.B. Neuman (Eds.), Multimedia and literacy development: Improving achievement for young learners (pp. 57-73). New York: Taylor & Francis.


  • Konheim-Kalkstein Y.L. & Broek P.W. van den (2008), The effect of incentives on cognitive processing of text., Discourse Processes 45(2): 180-194.
  • Blanc N., Kendeou P., Broek P.W. van den & Brouillet D. (2008), Updating situation models during reading of news reports: Evidence from empirical data and simulations., Discourse Processes 45(2): 103-121.
  • Kim O., Kendeou P., Broek P.W. van den, White M.J. & Kremer K. (2008), Cat, rat, and rugrats: Narrative comprehension in young children with down syndrome., Journal of Developmental and Physical Disabilities 20(4): 337-351.
  • Broek P.W. van den & Kendeou P. (2008), Cognitive processes in comprehension of science texts: The role of co-activation in confronting misconceptions., Applied Cognitive Psychology 22(3): 335-351.
  • Lynch J.S., Broek P.W. van den, Kremer K.E., Kendeou P., White M.J. & Lorch E.P. (2008), The development of narrative comprehension and its relation to other early reading skills., Reading Psychology 29(4): 327-365.
  • Kendeou P., Bohn-Gettler C., White M.J. & Broek P.W. van den (2008), Children's inference generation across different media., Journal of Research in Reading 31(1): 259-272.
  • Cevasco J. & Broek P.W. van den (2008), The importance of causal connections in the comprehension of spontaneous spoken discourse., Psicothema 20(4): 801-806.