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Mark Sadoski

Affiliations: 
Texas A & M University, College Station, TX, United States 
Area:
Reading Education, Philosophy
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Karen A. Krasny grad student 2004 Texas A & M
Teresa White grad student 2006 Texas A & M
Regina G. Hooten grad student 2009 Texas A & M
Tsuei-Fen Chen grad student 2010 Texas A & M
Rhonda D. Goolsby grad student 2010 Texas A & M

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Publications

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Sadoski M. (2017) Reading Comprehension is Embodied: Theoretical and Practical Considerations Educational Psychology Review. 30: 331-349
Kuo LJ, Li Y, Sadoski M, et al. (2014) Acquisition of Chinese characters: The effects of character properties and individual differences among learners Contemporary Educational Psychology. 39: 287-300
Goolsby RD, Sadoski M. (2013) A Theoretical Approach to Improving Patient Education through Written Materials Annals of Behavioral Science and Medical Education. 19: 14-18
Sadoski M, McTigue EM, Paivio A. (2012) A Dual Coding Theoretical Model of Decoding in Reading: Subsuming the Laberge and Samuels Model Reading Psychology. 33: 465-496
Bramson R, Sadoski M. (2012) Response to Campbell’s Editorial on Teaching Using Mental Imagery Annals of Behavioral Science and Medical Education. 18: 43-43
West C, Sadoski M. (2011) Do study strategies predict academic performance in medical school? Medical Education. 45: 696-703
Paivio A, Sadoski M. (2011) Lexicons, contexts, events, and images: commentary on Elman (2009) from the perspective of dual coding theory. Cognitive Science. 35: 198-209
Bramson R, Sanders CW, Sadoski M, et al. (2011) Comparing the Effects of Mental Imagery Rehearsal and Physical Practice on Learning Lumbar Puncture by Medical Students Annals of Behavioral Science and Medical Education. 17: 3-6
Sanders CW, Sadoski M, van Walsum K, et al. (2008) Learning basic surgical skills with mental imagery: using the simulation centre in the mind. Medical Education. 42: 607-12
Krasny KA, Sadoski M. (2008) Mental imagery and affect in English/French bilingual readers: A cross-linguistic perspective Canadian Modern Language Review. 64: 399-428
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