Acceso usuarios
Family involvement in school and low-income children's literacy: Longitudinal associations between and within families
Eric Dearing, Holly Kreider, Sandra Simpkins, Heather B. Weiss
págs. 653-664
Preschool instruction and children's emergent literacy growth
Carol McDonald Connor, Frederick J Morrison, Lisa Slominski
págs. 665-689
Teaching phonics in the context of children's literature or spelling: Influences on first-grade reading, spelling, and writing and fifth-grade comprehension
Theresa E Robertson, Anne Meiring
págs. 690-713
The effects of an adapted interactive writing intervention on kindergarten children's phonological awareness, spelling, and early reading development: A contextualized approach to instruction
Sharon A. Craig
págs. 714-731
A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning
Marika D. Ginsburg Block, Cynthia A. Rohrbeck, John W. Fantuzzo
págs. 732-749
The effect of a new approach to group work on pupil-pupil and teacher-pupil interactions
Peter Blatchford, Ed Baines, Christine M. Rubie-Davies, Paul Bassett, Anne Chowne
págs. 750-765
Mastery and performance goals predict epistemic and relational conflict regulation
Céline Darnon, Dominique Muller, Sheree M. Schrager, Nelly Pannuzzo, Fabrizio Butera
págs. 766-776
An attributional analysis of personal and interpersonal motivation for collaborative projects
Sarah E. Peterson, James B. Schreiber
págs. 777-787
Tracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth-grade mathematics
Ulrich Trautwein, Oliver Lüdtke, Herbert W. Marsh, Olaf Köller, Jürgen Baumert
págs. 788-806
Social acceptance and rejection of preschool children with disabilities: A mixed-method analysis
Samuel L. Odom, Craig Zercher, Shouming Li, Jules M. Marquart, Susan Sandall, William H. Brown
págs. 807-823
Lexical acquisition in elementary science classes
Rachel Best, Julie E. Dockrell, Nick Braisby
págs. 824-838
Prosody of syntactically complex sentences in the oral reading of young children
Justin S. Miller, Paula J. Schwanenflugel
págs. 839-853
Double dissociation of functions in developmental dyslexia and dyscalculia
Orly Rubinsten, Avishai Henik
págs. 854-867
The development of bilingual children's early spelling in English
Susan J. Rickard Liow, Lily H.-S. Lau
págs. 868-878
Learning the spelling of strange words in Dutch benefits from regularized reading
Anna M. T. Bosman, Janet G. van Hell, Ludo Verhoeven
págs. 879-890
Kwangsu Cho, Christian D. Schunn, Roy W. Wilson
págs. 891-901
Optimizing cognitive load for learning from computer-based science simulations
Hyunjeong Lee, Jan L. Plass, Bruce D. Homer
págs. 902-913
