Acceso usuarios
Kausalai K. Wijekumar, Bonnie J. F. Meyer, Puiwa Lei
págs. 741-760
Examining the impact of inference instruction on the literal and inferential comprehension of skilled and less skilled readers: A meta-analytic review
Amy Elleman
págs. 761-781
Language-independent and language-specific aspects of early literacy: An evaluation of the common underlying proficiency model.
J. Marc Goodrich, Christopher J. Lonigan
págs. 782-793
Katerina Schenke, Tutrang Nguyen, Tyler W. Watts, Julie Sarama, Douglas H. Clements
págs. 794-811
Classroom stress promotes motivated forgetting of mathematics knowledge
Gerardo Ramirez, Ian M. McDonough, Ling Jin
págs. 812-825
Peer victimization trajectories from kindergarten through high school: Differential pathways for children’s school engagement and achievement?
Gary W Ladd, Idean Ettekal, Becky Kochenderfer Ladd
págs. 826-841
Short- and long-term effects of over-reporting of grades on academic self-concept and achievement.
Fabio Sticca, Thomas Goetz, Ulrike E. Nett, Kyle Hubbard, Ludwig Haag
págs. 842-854
Fish swimming into the ocean: How tracking relates to students’ self-beliefs and school disengagement at the end of schooling
Hanna Dumont, Paula Protsch, Malte Jansen, Michael Becker
págs. 855-870
The effects of student characteristics on teachers’ judgment accuracy: Disentangling ethnicity, minority status, and achievement
Johanna Kaiser, Anna Südkamp, Jens Möller
págs. 871-888
