Acceso usuarios
Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study
Jan N. Hughes, Wen Luo, Oi-man Kwok, Linda K. Loyd
págs. 1-14
Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions
Shun Lau, Youyan Nie
págs. 15-29
Problem solving and computational skill: Are they shared or distinct aspects of mathematical cognition?
Lynn S. Fuchs, Douglas Fuchs, Karla K. Stuebing, Jack M. Fletcher, Carol L. Hamlett, Warren Lambert
págs. 30-47
págs. 48-66
Carlos Valiente Barroso, Kathryn Lemery-Chalfant, Jodi Swanson, Mark Reiser
págs. 67-77
A multilevel perspective on gender in classroom motivation and climate: Potential benefits of male teachers for boys?
Herbert W. Marsh, Andrew J. Martin, Jacqueline H. S. Cheng
págs. 78-95
A multilevel study of predictors of student perceptions of school climate: The effect of classroom-level factors
Christine W. Koth, Catherine P. Bradshaw, Philip J. Leaf
págs. 96-104
The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance
Judith M. Harackiewicz, Amanda M. Durik, Kenneth E. Barron, Lisa Linnenbrink-Garcia, John M. Tauer
págs. 105-122
A response to recent reanalyses of the National Reading Panel report: Effects of systematic phonics instruction are practically significant
Karla K. Stuebing, Amy E. Barth, Paul T. Cirino, David J. Francis, Jack M. Fletcher
págs. 123-134
Text comprehension in Chinese children: Relative contribution of verbal working memory, pseudoword reading, rapid automatized naming, and onset-rime phonological segmentation
Che Kan Leong, Shek Kam Tse, Ka Yee Loh, Kit-Tai Hau
págs. 135-149
Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up
Karin Landerl, Heinz Wimmer
págs. 150-161
Richard L. Sparks, Jon M. Patton, Leonore Ganschow, Nancy Humbach, James Javorshy
págs. 162-174
págs. 175-191
Early identification of reading difficulties using heterogeneous developmental trajectories
Christy Kim Boscardin, Bengt Muthén, David J. Francis, Eva Baker
págs. 192-208
The effects of tasks on integrating information from multiple documents
Raquel Cerdán Otero, Eduardo Vidal-Abarca Gámez
págs. 209-222
A comparison of three measures of cognitive load: Evidence for separable measures of intrinsic, extraneous, and germane load
Krista E. DeLeeuw, Richard E. Mayer
págs. 223-234
