Anne Britt

Research Interests

Argument comprehension and production.

Reading for a purpose.

Learning and reasoning from multiple documents.

Integration of semantic information across multiple documents.

Frequently Taught Classes

  • Psyc 245 Thinking
  • Psyc 305 Research Methods
  • Psyc 612 Problem Solving and Research
  • Psyc 614x Instructional Psychology

Representative Publications


  • Britt, M.A., Rouet, J.-F. & Durik, A.M. (2018). Literacy Beyond Text Comprehension: A Theory of Purposeful Reading. New York: Routledge.
  • Schober, M.F., Rapp, D.N., & Britt, M.A. (Eds.). (2018). Handbook of Discourse Processes 2nd edition. New York: Routledge.
  • Britt, M.A., Goldman, S. R., & Rouet, J.-F. (Eds.) (2013). Reading: From Words to Multiple Texts. New York: Routledge.
    Perfetti, C.A., Britt, M.A., & Georgi, M.C. (1995). Text-based learning and reasoning: Studies in history. Hillsdale, NJ: Lawrence Erlbaum Associates.

Published Papers and Chapters

  • Rouet, J.-F., Le Bigot, L., de Pereyra, G. & Britt, M.A. (2016). Whose story is this? Discrepancy triggers readers' attention to source information in short narratives. Reading and Writing, 29, 1549–1570.
  • Britt, M.A., Rouet, J.-F., Blaum, D., & Millis, K.K. (2019). A reasoned approach to dealing with fake news. Policy Insights from the Behavioral and Brain Sciences, 6, 94-101. 
  • Goldman, S.R., Greenleaf, C., Yukhymenko-Lescroart, M., Brown, W., Ko, M-L, Emig, J.M., George, M.A., Wallace, P., Blaum, D., Britt, M.A., & Project READI. (2019).  Explanatory modeling in science through text-based investigation: Testing the efficacy of the Project READI intervention approach. To appear in American Educational Research Journal.
  • Rouet, J.-F., Britt, M.A., & Potocki, A. (In press). Multiple text comprehension. To appear in J. Dunlosky & K. Rawson (Eds.) Cambridge Handbook of Cognition and Education. Cambridge University Press.
  • Saux, G., Ros, C., Britt, M. A., Stadtler, M., Burin, D. I., & Rouet, J. F. (2018). Readers’ Selective Recall of Source Features as a Function of Claim Discrepancy and Task Demands. Discourse Processes, 55, 525-544.
  • Maier, J., Britt, M.A., & Richter, T. (2018). Cognitive processes underlying the text-belief consistency effect: An eye-movement study. Applied Cognitive Psychology, 32, 171-185.
  • Britt, M.A., Rouet, J.-F, & Durik, A.M. (2018). Representations and processes in multiple source use. In J. L. G. Braasch, I. Bråten, & M. T. McCrudden (Eds.), The Handbook of Multiple Source Use (pp. 17-33). New York: Routledge.
  • Rouet, J.-F., Britt, M.A., & Durik, A. (2017). RESOLV: Readers’ representation of reading contexts and tasks. Educational Psychologist, 52, 200-215.
  • Greiff, S., Scheiter, K., Scherer, R., Borgonovi, F., Britt, M.A., Graesser, A., Kitajima, M., Rouet, J.-F. (2017). Adaptive problem solving: Moving towards a new assessment domain in the second cycle of PIAAC. OECD Education Working Papers, No. 156, OECD Publishing, Paris.
  • Wiley, J., Hastings, P., Blaum, D., Jaeger, A.J., Hughes, S., Wallace, P., Griffin, T.D., & Britt, M.A. (2017). Different approaches to assessing the quality of explanations following a multiple-document inquiry activity in science. International Journal of Artificial Intelligence in Education, 1-33. DOI: 10.1007/s40593-017-0138-z
  • Goldman, S.R., Britt, M.A., Brown, W., Cribb, G., George, M.A., Greenleaf, C., Lee, C.D., Shanahan, C., & Project READI. (2016). Disciplinary literacies and learning to read for understanding: a conceptual framework of core processes and constructs. Educational Psychologist, 51, 219-246.

Representative Grants

  • Collaborative research: Developing a generalized storyline that organizes the supports for evidence-based modeling of long-term impacts of disturbances (July 2018 – June 2022) from National Science Foundation. PI: McGee, S., CoPI’s: Durik, A.M., & Britt, M.A. Awarded $2,748,854 (NIU Subaward: $416,647).
  • Teachers Learning to Facilitate Communication and Reasoning Through Inquiry with History and Social Science Sources (January 2018 – December 2021) from the James S. McDonnell Foundation. PI: Monte-Sano, C., CoPI’s: Schleppegrell, M., Britt, A., Durik, A., Alston, C., & Wei, R. C, Kabat, J., & Wade, K., Vazquez, G., Dickinson-Kelley, L. A., & Thomson, S. Awarded $2,000,000 (NIU Subaward: $161,000).
  • Reading for Understanding Across Grades 6 through 12: Evidence-based Argumentation for Disciplinary Learning (2010-2015) from the U.S. Department of Education. PI: Susan R. Goldman, Co-PI’s: M. Anne Britt (Northern Illinois University), Carol Lee (Northwestern University), Cynthia Greenleaf (WestEd), Matt Brown (Inquirium LLC). Awarded $19.2 million (NIU Subaward: $2,416,211). 


Professor, Cognitive and Instructional Psychology
Distinguished Teaching Professor

Director, Center for the Interdisciplinary Study of Language and Literacy (CISLL)

PM 414



Ph.D. Cognitive Psychology, University of Pittsburgh, 1991 at the Learning Research and Development Center