Journal of educational psychology

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  Año 2004, Vol. 96, Número 3

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    Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction

    Stephen Tonks, Marcia H. Davis, Nicole T. Scafiddi, Kathleen C. Perencevich, Ana Taboada, John T. Guthrie, Allan Wigfield, Pedro Barbosa

    págs. 403-423

    
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    Activity and Imagined Activity Can Enhance Young Children's Reading Comprehension

    Sandra Japuntich, Michael P. Kaschak, Joel R. Levin, Arthur M. Glenberg, Tiana Gutierrez

    págs. 424-436

    
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    Interactions Among Elaborative Interrogation Knowledge, and Interest in the Process of Constructing Knowledge From Text

    Sevgi Ozgungor

    págs. 437-443

    
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    Effects of Intensive Reading Remediation for Second and Third Graders and a 1-Year Follow-Up

    Benita A. Blachman, David J. Francis, Christopher Schatschneider, Bennett A. Shaywitz, Jack M. Fletcher, Sheila M. Clonan, Sally E. Shaywitz

    págs. 444-461

    
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    Relation Between Naming and Literacy in Children With Word-Finding Difficulties

    Nicola Murphy, David Messer, Julie E. Dockrell

    págs. 462-470

    
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    The Relationship Between Working Memory and Mathematical Problem Solving in Children at Risk and Not at Risk for Serious Math Difficulties

    H. Lee Swanson, Margaret Beebe-Frankenberger

    págs. 471-491

    
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    Do Multiple Representations Need Explanations? The Role of Verbal Guidance and Individual Differences in Multimedia Mathematics Learning

    Roxana Moreno, Richard Durán

    págs. 492-503

    
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    A Twin Study of Teacher-Reported Mathematics Performance and Low Performance in 7-Year-Olds

    Bonamy Oliver, Stephen A. Petrill, Marianna E. Hayiou Thomas, Frank M. Spinath, Philip S. Dale, Nicole Harlaar, Sheila O. Walker, Robert Plomin, Yulia Kovas

    págs. 504-517

    
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    Why Multicollinearity Matters: A Reexamination of Relations Between Self -- Efficacy, Self -- Concept, and Achievement

    Richard Walker, James Pietsch, Martin Dowson, Herbert W. Marsh

    págs. 518-522

    
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    Does Training on Self-Regulated Learning Facilitate Students' Learning With Hypermedia?

    Roger Azevedo, Jennifer G. Cromley

    págs. 523-535

    
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    Elementary School Children' s Ability to Distinguish Hypothetical Beliefs From Statements of Preference

    Irene-Anna N. Diakidoy, Christos Ioannides

    págs. 536-544

    
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    Modeling Domain Learning: Profiles From the Field of Special Education

    Patricia A. Alexander, Christopher T. Sperl, Michelle M. Buehi, Shuhuj Chiu, Helenrose Fives

    págs. 545-557

    
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    Measuring Knowledge to Optimize Cognitive Load Factors During Instruction

    págs. 558-568

    
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    Perceived Achievement Goal Structure and College Student Help Seeking

    Stuart A. Karabenick

    págs. 569-581

    
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    Confidence in Individual and Group Decision Making: When "Two Heads" Are Worse Than One

    Judith M. Puncochar, Paul W. Fox

    págs. 582-591

    
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    On Selecting Psychology Graduate Students: Validity Evidence for a Test of Tacit Knowledge

    Deidra J. Schleicher, Wayne R. Edwards

    págs. 592-602

    
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    The Construction of Mental Maps Based on a Fragmentary View of Physical Maps

    Hubert D. Zimmer

    págs. 603-610