Acceso usuarios
The role of semantic information in children’s word reading: Does meaning affect readers’ ability to say polysyllabic words aloud?
Devin M. Kearns, Reem Al Ghanem
págs. 933-956
Anja Prinz, Stefanie Golke, Jörg Wittwer
págs. 957-981
Examining sources and mechanisms of reading comprehension difficulties: Comparing English learners and non-English learners within the simple view of reading.
Eunsoo Cho, Philip Capin, Greg Roberts, Garrett J. Roberts, Sharon Vaughn
págs. 982-1000
The effects of early numeracy interventions for students in preschool and early elementary: A meta-analysis
Gena Nelson, Kristen L. McMaster
págs. 1001-1022
Nicole M. McNeil, Caroline Byrd Hornburg, Heather Brletic-Shipley, Julia M. Matthews
págs. 1023-1044
Improving student learning of ratio, proportion, and percent: A replication study of schema-based instruction.
Asha K. Jitendra, Michael R. Harwell, Soo-hyun Im, Stacy R. Karl, Susan C. Slater
págs. 1045-1062
Introducing a science interest network model to reveal country differences.
Maien S. M. Sachisthal, Brenda Jansen, Thea Peetsma, Jonas Dalege, Han L. J. van der Maas, Maartje E. J. Raijmakers
págs. 1063-1080
Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering.
Kristy A. Robinson, You-kyung Lee, Emily A. Bovee, Tony Perez, S. Patrick Walton, Daina Briedis, Lisa Linnenbrink-Garcia
págs. 1081-1102
Outcomes and antecedents of teacher depersonalization: The role of intrinsic orientation for teaching.
Moti Benita, Ruth Butler, Limor Shibaz
págs. 1103-1118
Seeing is believing: Gender diversity in STEM is related to mathematics self-concept.
Christoph Niepel, Matthias Stadler, Samuel Greiff
págs. 1119-1130
