Acceso usuarios
The role of speech prosody and text reading prosody in children's reading comprehension
Nathalie J. Veenendaal, Margriet A. Groen, Ludo Verhoeven
págs. 521-536
Reactive aggression and peer victimization from pre-kindergarten to first grade: Accounting for hyperactivity and teacher-child conflict
Kevin C. Runions
págs. 537-555
The influence of fluid and crystallized intelligence on the development of knowledge and skills.
Cecilia Thorsen, Jan-Eric Gustafsson, Christina Cliffordson
págs. 556-570
Implicit theories of writing and their impact on students' response to a SRSD intervention
Teresa Limpo, Rui Alexandre Alves
págs. 571-590
The reciprocal internal/external frame of reference model using grades and test scores
Jens Möller, Friederike Zimmermann, Olaf Köller
págs. 591-611
Between students' instrumental goals and how they learn: Goal content is the gap to mind
Luke K. Fryer, Paul Ginns, Richard A. Walker
págs. 612-630
The contribution of general cognitive abilities and approximate number system to early mathematics
Maria Chiara Passolunghi, Elisa Cargnelutti, Massimiliano Pastore
págs. 631-649
Enriching the hierarchical model of achievement motivation: Autonomous and controlling reasons underlying achievement goals
Aikaterini Michou, Maarten Vansteenkiste, Athanasios A. Mouratidis, Willy Lens
págs. 650-666
Incremental validity of WISC- IVUK factor index scores with a referred Irish sample: Predicting performance on the WIAT- IIUK
Gary L. Canivez, Marley W. Watkins, Trevor James, Rebecca Good, Kate James
págs. 667-684
With great control comes great responsibility: The relationship between perceived academic control, student responsibility, and self-regulation
Evan J. Fishman
págs. 685-702
