Acceso usuarios
Impacts of the let’s know!: Curriculum on the language and comprehension-related skills of prekindergarten and kindergarten children
Language and Reading Research Consortium, Meng-Ting Lo, Menglin Xu
págs. 1205-1224
Supporting vocabulary development within a multitiered system of support: Evaluating the efficacy of supplementary kindergarten vocabulary intervention
Michael D. Coyne, D. Betsy McCoach, Sharon Ware, Susan M. Loftus-Rattan, Doris Luft Baker, Lana Santoro, Ashley C. Edwards Oldham
págs. 1225-1241
Unpacking the unique relationship between set for variability and word reading development: Examining word- and child-level predictors of performance
Ashley A. Edwards, Laura M. Steacy, Noam Siegelman, Valeria M. Rigobon, Devin M. Kearns, Jay G. Rueckl, Donald L. Compton
págs. 1242-1256
Academic vocabulary volume in elementary grades disciplinary textbooks
Jill Fitzgerald, Jackie Eunjung Relyea, Jeff Elmore
págs. 1257-1276
Can small changes matter?: Reducing cognitive load in educational media supports low-income preschoolers’ vocabulary learning
Preeti Samudra, Kevin M. Wong, Susan B. Neuman
págs. 1277-1291
Emily R. Fyfe, Collin Byers, Lindsey J. Nelson
págs. 1292-1306
Fraction ball: Playful and physically active fraction and decimal learning
Andres S. Bustamante, Kreshnik Nasi Begolli, Daniela Alvarez Vargas, Drew H. Bailey, Lindsey Engle Richland
págs. 1307-1320
Pathways to learning mathematics for students in French-immersion and English-instruction programs.
Chang Xu, Sabrina Di Lonardo Burr, Sheri-Lynn Skwarchuk, Heather Douglas, Anne Lafay, Helena P. Osana, Victoria Simms, Judith Wylie, Erin A. Maloney, Jo-Anne LeFevre
págs. 1321-1342
The early development of proportional reasoning: A longitudinal study of 5- to 8-year-olds
Elien Vanluydt, Lieven Verschaffel, Wim Van Dooren
págs. 1343-1358
Factors associated with children’s understanding of mathematical equivalence: An investigation across six countries
Emine Simsek, Iro Xenidou Dervou, Jodie Hunter, Margaret Gillon Dowens, JeongSuk Pang, Yunjin Lee, Nicole M. McNeil, Sean D. Kirkland, Ian Jones
págs. 1359-1379
Revealing dynamic relations between mathematics self-concept and perceived achievement from lesson to lesson: An experience-sampling study
Christoph Niepel, Herbert W. Marsh, Jiesi Guo, Reinhard Pekrun, Jens Möller
págs. 1380-1393
Students’ personality and state academic self-concept: Predicting differences in mean level and within-person variability in everyday school life
Jennifer E. Hausen, Jens Möller, Samuel Greiff, Christoph Niepel
págs. 1394-1411
Spontaneous use of retrieval and rereading: Relation to achievement goals and exam performance
Angela S. Wallace, Andrew J. Elliot, Ronald D. Rogge
págs. 1412-1426
Instructor–learner neural synchronization during elaborated feedback predicts learning transfer
Yi Zhu, Victoria Leong, Yingying Hou, Dingning Zhang, Yafeng Pan, Yi Hu
págs. 1427-1441
Does instructional quality mediate the link between teachers’ emotional exhaustion and student outcomes?: A large-scale study using teacher and student reports
Uta Klusmann, Karen Aldrup, Janina Roloff, Oliver Lüdtke, Bridget K. Hamre
págs. 1442-1460
Do jigsaw classrooms improve learning outcomes?: Five experiments and an internal meta-analysis
Arnaud Stanczak, Céline Darnon, Anaïs Robert, Marie Demolliens, Camille Sanrey, Pascal Bressoux, Pascal Huguet, Céline Buchs, Fabrizio Butera
págs. 1461-1476
Reducing boredom in gifted education—Evaluating the effects of full-time ability grouping
Markus D. Feuchter, Franzis Preckel
págs. 1477-1493
