Journal of educational psychology

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  Año 2021, Vol. 113, Número 7

  • Reading Comprehension

    • Seleccionado

      Expecting to teach affects learning during study of expository texts

      Tricia A. Guerrero, Jennifer Wiley

      • Resumen

      págs. 1281-1303

      
    • Seleccionado

      Mere plausibility enhances comprehension: The role of plausibility in comprehending an unfamiliar scientific debate

      Johanna Abendroth, Tobias Richter

      • Resumen

      págs. 1304-1322

      

  • Early Matx Teaching and Learning

    • Seleccionado

      Comparing the efficacy of early arithmetic instruction based on a learning trajectory and teaching-to-a-target

      Douglas H. Clements, Julie Sarama, Arthur J. Baroody, Traci S. Kutaka, Pavel Chernyavskiy, Candace Joswick, Menglong Cong, Ellen Joseph

      • Resumen

      págs. 1323-1337

      
    • Seleccionado

      Engaging caregivers and children in picture books: A family-implemented mathematical language intervention

      David J. Purpura, Sara A. Schmitt, Amy R. Napoli, Jennifer Dobbs-Oates, Yemimah A. King, Caroline Byrd Hornburg, Lauren Westerberg, Giulia A. Borriello, Lindsey M. Bryant, Laura Y. Anaya, Melody Kung, Ellen Litkowski, Joyce Lin, Emily Nolan

      • Resumen

      págs. 1338-1353

      
    • Seleccionado

      Leveraging measurement instruction to develop kindergartners’ numerical magnitude knowledge

      Marina Vasilyeva, Elida V. Laski, Aleksander N. Veraksa, Daria Bukhalenkova

      • Resumen

      págs. 1354-1369

      
    • Seleccionado

      Helping preschoolers learn math: The impact of emphasizing the patterns in objects and numbers

      Erica L. Zippert, Ashli-Ann Douglas, Fang Tian, Bethany Rittle-Johnson

      • Resumen

      págs. 1370-1386

      

  • Children's Development

    • Seleccionado

      Thriving, catching up, falling behind: Immigrant and refugee children’s kindergarten competencies and later academic achievement

      Monique Gagné, Martin Guhn, Magdalena Janus, Katholiki Georgiades, Scott D. Emerson, Constance Milbrath, Eric Duku, Carly Magee, Kimberly A. Schonert Reichl, Anne M. Gadermann

      • Resumen

      págs. 1387-1404

      
    • Seleccionado

      Family and community resource and stress processes related to income disparities in school-aged children’s development

      Elizabeth Votruba-Drzal, Portia Miller, Laura Betancur, Bryn Spielvogel, Claudia Kruzik, Rebekah Levine Coley

      • Resumen

      págs. 1405-1420

      

  • Learning and Cognition

    • Seleccionado

      A metacognitive retrieval practice intervention to improve undergraduates’ monitoring and control processes and use of performance feedback for classroom learning

      MeganClaire Cogliano, Matthew L. Bernacki, CarolAnne M. Kardash

      • Resumen

      págs. 1421-1440

      
    • Seleccionado

      The case for embodied instruction: The instructor as a source of attentional and social cues in video lectures.

      Andrew T. Stull, Logan Fiorella, Richard E. Mayer

      • Resumen

      págs. 1441-1453

      
    • Seleccionado

      Cognitive dimensions of learning in children with problems in attention, learning, and memory

      Joni Holmes, Jacalyn Guy, Rogier A. Kievit, Annie Bryant, Silvana Mareva, CALM Team, Susan Elizabeth Gathercole

      • Resumen
      • Texto completo

      págs. 1454-1480