1. Alexander, P. A. (2004). A model of domain learning: Reinterpreting expertise as a multidimensional, multistage process. In D. Y. Dai & R. J. Sternberg (Eds.), Interactive models (pp. 271–298). Mahwah: Lawrence Erlbaum Associates.
2. Alexander, P. A. (2011). A matter of principle: Evidence of learner-centered psychological practices among effective teachers. In A. Graeber, L. H. Valli, & K. J. Newton (Eds.), Upper elementary math lessons: Case studies of real teaching (pp. 113–123). Lanham: Rowman and Littlefield.
3. Alexander, P. A., & Kulikowich, J. M. (1991). Domain-specific and strategic knowledge as predictors of expository text comprehension. Journal of Reading Behavior, 23, 165–190.
4. Alexander, P. A., & Murphy, P. K. (1998). Profiling the differences in students’ knowledge, interest, and strategic processing. Journal of Educational Psychology, 90, 435–447.
5. Alexander, P. A., Goetz, E. T., Palmer, D. J., & Mangano, N. G. (1983). Investigating effects of an externalized self-questioning procedure on adult readers' performance. In J. A. Niles & L. A. Harris (Eds.), Searches for meaning in reading/language processing and instruction: Thirty-second yearbook of the National Reading Conference (pp. 31–35). Rochester: National Reading Conference.