Acceso usuarios
Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age.
Hanne Næss Hjetland, Arne Lervåg, Solveig-Alma Lyster, Bente Eriksen Hagtvet, Charles Hulme, Monica Melby‐Lervåg
págs. 751-763
The cognitive benefits of learning computer programming: A meta-analysis of transfer effects.
Ronny Scherer, Fazilat Siddiq, Bárbara Sánchez Viveros
págs. 764-792
The power of imagination and perspective in learning from science text.
Claudia Leopold, Richard E. Mayer, Stephan Dutke
págs. 793-808
The forward effects of testing transfer to different domains of learning.
Chunliang Yang, Siew-Jong Chew, Bukuan Sun, David R. Shanks
págs. 809-826
“Automaticity of word recognition is a unique predictor of reading fluency in middle-school students”: Correction to Roembke et al. (2019).
pág. 826
Does the track matter?: A comparison of students’ achievement in different tracks.
Jonas Dockx, Bieke De Fraine, Machteld Vandecandelaere
págs. 827-846
The cost of multiple representations: Learning number symbols with abstract and concrete representations.
Amy Bennett, Matthew Inglis, Camilla Gilmore
págs. 847-860
Teacher–student relationships and students’ engagement in high school: Does the number of negative and positive relationships with teachers matter?
Andrew J. Martin, Rebecca J. Collie
págs. 861-876
Perseverant grit and self-efficacy: Are both essential for children’s academic success?
Ellen L. Usher, Caihong R. Li, Amanda Butz, Joanne P. Rojas
págs. 877-902
The tenuous link between classroom perceptions and motivation: A within-person longitudinal study.
Erik A. Ruzek, Katerina Schenke
págs. 903-917
Teachers’ perceptions of students’ executive functions: Disparities by gender, ethnicity, and ELL status.
Elisa B. Garcia, Michael J. Sulik, Jelena Obradović
págs. 918-931
