Acceso usuarios
págs. 451-452
Naming speed and phonological awareness as predictors of reading development.
John R. Kirby, Rauno Parrila, Shannon L. Pfeiffer
págs. 453-464
The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children.
D. K. Dickinson, Allyssa McCabe, Louisa Anastasopoulos, Ellen Peisner Feinberg
págs. 465-481
Prediction of first-grade reading in Spanish-speaking English-language learners.
Kim A. Lindsey, Franklin R. Manis, Caroline E. Bailey
págs. 482-494
A model of mastery motivation for at-risk preschoolers.
Lisa A. Turner, Burke Johnson
págs. 495-505
Rudeness and status effects during group problem solving: Do they bias evaluations and reduce the likelihood of correct solutions?
Ming Ming Chiu, Lawrence Khoo
págs. 506-523
How does one know whether a person understands a device?: The quality of the questions the person asks when the device breaks down.
Arthur C. Graesser, Brent A. Olde
págs. 524-536
Transformation in narrative thought during adolescence: The structure and content of story compositions.
Anne McKeough, Randy Genereux
págs. 537-552
Elisha Babad, Dinah Avni Babad, Robert Rosenthal
págs. 553-562
págs. 563-569
Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety.
Stephen Brand, Robert Felner, Minsuk Shim, Anne Seitsinger, Thaddeus Dumas
págs. 570-588
James Pietsch, Richard L. Walker, Elaine Chapman
págs. 589-603
A model of statistics performance based on achievement goal theory.
Deborah Bandalos, Sara J. Finney, Jenenne A. Geske
págs. 604-616
Self-handicapping, defensive pessimism, and goal orientation: A qualitative study of university students.
Andrew J. Martin, Herbert W. Marsh, Alan Williamson, Raymond L. Debus
págs. 617-628
Learning and understanding science instructional material.
Robert Carlson, Paul Chandler, John Sweller
págs. 629-640
Mark A. Lumley, Kimberly M. Provenzano
págs. 641-649
International gender × item difficulty interactions in mathematics and science achievement tests.
Andrew M. Penner
págs. 650-655
