Journal of educational psychology

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  Año 2005, Vol. 97, Número 4

  • Seleccionado

    Is Educational Intervention Research on the Decline?

    Peggy Hsieh, Taylor Acee, Wen-Hung Chung, Ya-Ping Hsieh, Hyunjin Kim, Greg D. Thomas, Ji-in You, Joel R. Levin, Daniel H. Robinson

    • Resumen

    págs. 523-529

    
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    Principals' Perceptions of the Causes of Teacher Ineffectiveness

    Bruce Torff, David N. Sessions

    • Resumen

    págs. 530-537

    
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    Expository Text Comprehension in the Primary Grade Classroom

    Joanna P. Williams, Kendra M. Hall, Kristen D. Lauer, K. Brooke Stafford, Laura A. DeSisto, John S. deCani

    • Resumen

    págs. 538-550

    
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    A Stage-Sequential Model of Reading Transitions: Evidence From the Early Childhood Longitudinal Study

    David Caplan, Sharon Walpole

    • Resumen

    págs. 551-563

    
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    Levels of Phonological Awareness in Korean and English: A 1-Year Longitudinal Study

    Jeung-Ryeul Cho, Catherine McBride-Chang

    • Resumen

    págs. 564-571

    
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    Chinese Children's Use of Subcharacter Information About Pronunciation

    Yeqin He, Qiuying Wang, Richard C. Anderson

    • Resumen

    págs. 572-579

    
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    Bilingualism, Language Proficiency, and Learning to Read in Two Writing Systems

    Ellen Bialystok, Catherine McBride-Chang, Gigi Luk

    • Resumen

    págs. 580-590

    
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    Exploring Two-Wave Reciprocal Structural Relations Among Orthographic Knowledge, Phonological Sensitivity, and Reading and Spelling of English Words by Chinese Students

    Che Kan Leong, Kit-Tai Hau, Pui-wan Cheng, Li Hai Tan

    • Resumen

    págs. 591-600

    
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    Articulation Accuracy and Vocabulary Size Contributions to Phonemic Awareness and Word Reading in English Language Learners

    Theresa A. Roberts

    • Resumen

    págs. 601-616

    
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    Kindergarten Disruptive Behaviors, Protective Factors, and Educational Achievement by Early Adulthood

    Frank Vitaro, Mara Brendgen, Simon Larose, Richard E. Tremblay

    • Resumen

    págs. 617-629

    
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    Achievement Goals, Performance Contingencies, and Performance Attainment: An Experimental Test

    Andrew J. Elliot, Mandy M. Shell, Kelley Henry, Markus A. Maier

    • Resumen

    págs. 630-640

    
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    Achievement-Based Rewards and Intrinsic Motivation: A Test of Cognitive Mediators

    Judy Cameron, W. David Pierce, Katherine M. Banko, Amber Gear

    • Resumen

    págs. 641-655

    
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    Within-grade changes in Korean girls' motivation and perceptions of the learning environment across domains and achievement levels

    Mimi Bong

    • Resumen

    págs. 656-672

    
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    Reflected Appraisals, Academic Self-Perceptions, and Math/Science Performance During Early Adolescence

    Heather A. Bouchey, Susan Harter

    • Resumen

    págs. 673-686

    
  • Seleccionado

    Assessment and Early Instruction of Preschool Children at Risk for Reading Disability

    Barbara Hindson, Brian Byrne, Ruth Fielding-Barnsley, Cara Newman, Donald W. Hine, Donald Shankweiler

    • Resumen

    págs. 687-704

    
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    Environmental and genetic influences on prereading skills in Australia, Scandinavia, and the United States

    Stefan Samuelsson, Brian Byrne, Peter Quain, Sally J. Wadsworth, Robin Corley, John C. Defries, Erik G. Willcutt, Richard K. Olson

    • Resumen

    págs. 705-722

    
  • Seleccionado

    Individual Differences in Absolute and Relative Metacomprehension Accuracy

    Ruth H. Maki, Micheal Shields, Amanda Easton Wheeler, Tammy Lowery Zacchilli

    • Resumen

    págs. 723-731

    
  • Seleccionado

    Number Skills and Knowledge in Children With Specific Language Impairment

    Richard Cowan, Chris Donlan, Elizabeth J. Newton, Delyth Llyod

    • Resumen

    págs. 732-744