Acceso usuarios
págs. 1-2
James S. Kim, Mary A. Burkhauser, Laura M. Mesite, Catherine A. Asher, Jackie Eunjung Relyea, Jill Fitzgerald, Jeff Elmore
págs. 3-26
Explorations of classroom talk and links to reading achievement in upper elementary classrooms
Amanda P. Goodwin, Sun-Joo Cho, Dan Reynolds, Rebecca Silverman, Stephanie Nunn
págs. 27-48
Daniel R. Wissinger, Susan de la Paz, Cara Jackson
págs. 49-67
Language ability in the development of externalizing behavior problems in childhood
Isaac T. Petersen, Brandon LeBeau
págs. 68-85
Closing the word-problem achievement gap in first grade: Schema-based word-problem intervention with embedded language comprehension instruction
Lynn S. Fuchs, Pamela M. Seethaler, Sonya K. Sterba, Caitlin F. Craddock, Douglas Fuchs, Donald L. Compton, David C. Geary, Paul Changas
págs. 86-103
Brendan Munzar, Krista R. Muis, Courtney A. Denton, Kelsey Losenno
págs. 104-124
Does the interleaving effect extend to unrelated concepts?: Learners’ beliefs versus empirical evidence.
Veronica X. Yan, Faria Sana
págs. 125-137
The moderating effects of psychosocial factors on achievement gains: A longitudinal study
Yi-Lung Kuo, Alex Casillas, Jeff Allen, Steve Robbins
págs. 138-156
Peer social acceptance and academic achievement: A meta-analytic study
Kathryn Wentzel, Sophie Jablansky, Nicole R. Scalise
págs. 157-180
Darya Moghimi, Nico W. Van Yperen, Florian Sense, Hannes Zacher, Susanne Scheibe
págs. 181-196
The role of mothers in supporting adaptation in school: A psychological needs perspective
Catherine Ratelle, Stéphane Duchesne, David Litalien, André Plamondon
págs. 197-212
