Acceso usuarios
Achievement in large-scale national numeracy assessment: An ecological study of motivation and student, home, and school predictors
Andrew J. Martin, Goran Lazendic
págs. 465-482
Hyun-Joo Jeon, Shavaun Wall, Carla A. Peterson, Gayle Luze, Mark E. Swanson
págs. 483-501
The type of writing instruction and practice matters: The direct and indirect effects of writing instruction and student practice on reading achievement
David L. Coker, Austin S. Jennings, Elizabeth Farley Ripple, Charles MacArthur
págs. 502-517
Reading demands in secondary school: Does the linguistic complexity of textbooks increase with grade level and the academic orientation of the school track?
Karin Berendes, Sowmya Vajjala, Detmar Meurers, Doreen Bryant, Wolfgang Wagner, Maria Chikina, Ulrich Trautwein
págs. 518-543
Signaling text–picture relations in multimedia learning: The influence of prior knowledge
Juliane Richter, Katharina Scheiter, Alexander Eitel
págs. 544-560
Text information and spatial abilities in learning with different visualizations formats
Tim Kühl, Ferdinand Stebner, Sabrina C. Navratil, Benedict C. O. F. Fehringer, Stefan Münzer
págs. 561-577
Self-explaining steps in problem-solving tasks to improve self-regulation in secondary education
Martine Baars, Martine Baars, Fred Paas
págs. 578-595
Lennart Schalk, Ralph Schumacher, Armin Barth, Elsbeth Stern
págs. 596-610
