Graesser, A. C. (1981). Prose comprehension beyond the word. New York: Springer-Verlag.

Graesser, A. C., & Black, J. B. (Eds.). (1985). The psychology of questions. Hillsdale, NJ: Erlbaum.

Graesser, A. C., & Clark, L. C. (1985). Structures and procedures of implicit knowledge. Norwood, NJ: Ablex.

Graesser, A. C., & Bower, G. H. (Eds.). (1990). The psychology of learning and motivation: Inferences and text comprehension. New York: Academic Press.

Lauer, T., Peacock, E., & Graesser, A. C. (Eds.). (1992). Questions and information systems. Hillsdale, NJ: Erlbaum.

Britton, B. F., & Graesser, A. C. (Eds.). (1996). Models of understanding text. Mahwah, NJ: Erlbaum.

Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.). (1998). Metacognition in educational theory and practice. Mahwah, NJ: Erlbaum.

Goldman, S., Graesser, A. C., & van den Broek, P. (Eds.). (1999). Narrative comprehension, causality, and coherence. Mahwah, NJ: Erlbaum.

Otero, J., Leon, J. A., & Graesser, A. C. (Eds.). (2002). The psychology of science text comprehension. Mahwah, NJ: Erlbaum.

Graesser, A. C., Gernsbacher, M. A., & Goldman, S. (Eds.). (2003). Handbook of discourse processes. Mahwah, NJ: Erlbaum.

De Vega, M., Glenberg, A. M., & Graesser, A. C. (2008). Symbols and embodiment: debates on meaning and cognition. Oxford, UK: Oxford University Press.

Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.) (in press). Handbook of metacognition in education. Mahwah, NJ: Erlbaum/Taylor & Francis.