Journal of educational psychology

• 

  Año 2010, Vol. 102, Número 1

  • Seleccionado

    Improvement in reading rate under independent and difficult text levels: Influences on word and comprehension skills.

    Rollanda E. O'Connor, H. Lee Swanson, Cathleen Geraghty

    • Resumen

    págs. 1-19

    
  • Seleccionado

    The efficacy of a voluntary summer book reading intervention for low-income Latino children from language minority families.

    James S. Kim, Jonathan Guryan

    • Resumen

    págs. 20-31

    
  • Seleccionado

    "Teacher effects" in early literacy development: Evidence from a study of twins.

    Brian Byrne, William L. Coventry, Richard K. Olson, Sally J. Wadsworth, Stefan Samuelsson, Stephen A. Petrill, Erik G. Willcutt, Robin Corley

    • Resumen

    págs. 32-42

    
  • Seleccionado

    The development of cognitive skills and gains in academic school readiness for children from low-income families.

    Janet A. Welsh, Robert L. Nix, Clancy Blair, Karen L. Bierman, Keith E. Nelson

    • Resumen

    págs. 43-53

    
  • Seleccionado

    Low-income immigrant pupils learning vocabulary through digital picture storybooks.

    Marian J. A. J. Verhallen, Adriana G. Bus

    • Resumen

    págs. 54-61

    
  • Seleccionado

    What is morphological awareness? Tapping lexical compounding awareness in Chinese third graders.

    Phil D. Liu, Catherine McBride-Chang

    • Resumen

    págs. 62-73

    
  • Seleccionado

    Can tutors be supported in giving effective explanations?.

    Jörg Wittwer, Matthias Nückles, Nina Landmann, Alexander Renkl

    • Resumen

    págs. 74-89

    
  • Seleccionado

    Learning the control of variables strategy in higher and lower achieving classrooms: Contributions of explicit instruction and experimentation.

    Robert F., Jr. Lorch, Elizabeth P. Lorch, William J. Canderhead, Emily E. Dunlap, Emily C. Hodell, Benjamin Dunham Freer

    • Resumen

    págs. 90-101

    
  • Seleccionado

    Changes in efficacy beliefs in mathematics across the transition to middle school: Examining the effects of perceived teacher and parent goal emphases.

    Jeanne M. Friedel, Kai S. Cortina, Julianne C. Turner, Carol Midgley

    • Resumen

    págs. 102-114

    
  • Seleccionado

    Skill development in different components of arithmetic and basic cognitive functions: Findings from a 3-year longitudinal study of children with different types of learning difficulties.

    Ulf Andersson

    • Resumen

    págs. 115-134

    
  • Seleccionado

    Effect of grade retention in first grade on psychosocial outcomes.

    Wei Wu, Stephen G. West, Jan N. Hughes

    • Resumen

    págs. 135-152

    
  • Seleccionado

    Improving classroom quality: Teacher influences and experimental impacts of the 4rs program.

    Joshua L. Brown, Stephanie M. Jones, Maria D. LaRusso, J. Lawrence Aber

    • Resumen

    págs. 153-167

    
  • Seleccionado

    Sustainability of teacher expectation bias effects on long-term student performance.

    Hester de Boer, Roel J. Bosker, P. C. van der Werf

    • Resumen

    págs. 168-179

    
  • Seleccionado

    The relations of temperamental effortful control and anger/frustration to Chinese children's academic achievement and social adjustment: A longitudinal study.

    Quing Zhou, Alexandra Main, Yun Wang

    • Resumen

    págs. 180-196

    
  • Seleccionado

    Longitudinal links between older sibling features and younger siblings' academic adjustment during early adolescence.

    Heather A. Bouchey, Erin K. Shoulberg, Kathleen M. Jodl, Jacquelynne Eccles

    • Resumen

    págs. 197-211

    
  • Seleccionado

    The interplay of mastery and performance goals in social comparison: A multiple-goal perspective.

    Céline Darnon, Benoît Dompnier, Ophélie Gilliéron, Fabrizio Butera

    • Resumen

    págs. 212-222

    
  • Seleccionado

    Posttraumatic stress disorder and standardized test-taking ability.

    Leslie Rutkowski, Jennifer J. Vasterling, Susan P. Proctor, Carolyn J. Anderson

    • Resumen

    págs. 223-233

    
  • Seleccionado

    Empirical evidence regarding relations among a model of epistemic and ontological cognition, academic performance, and educational level.

    Jeffrey Alan Greene, Judith Torney-Purta, Roger Azevedo

    • Resumen

    págs. 234-255