Journal of educational psychology

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  Año 2009, Vol. 101, Número 2

  • Inaugural editorial for Journal of Educational Psychology

    Arthur C. Graesser (ed. lit.)

    págs. 259-261

    

  • Instructional approaches that significantly increase reading comprehension

    Cathy Collins Block, Sheri R. Parris, Kelly L. Reed, Cinnamon S. Whiteley, Maggie D. Cleveland

    • Resumen

    págs. 262-281

    

  • Coherence formation when learning from text and pictures: What kind of support for whom?

    Tobias Bartholomé, Rainer Bromme

    • Resumen

    págs. 282-293

    

  • Shared book reading: When and how questions affect young children's word learning

    Pamela Blewitt, Keiran M. Rump, Stephanie E. Shealy, Samantha A. Cook

    • Resumen

    págs. 294-304

    

  • The effects of multimedia-enhanced instruction on the vocabulary of english-language learners and non-english-language learners in pre- kindergarten through second grade

    Rebecca Silverman, Sara Hines

    • Resumen

    págs. 305-314

    

  • Modeling oral reading fluency development in latino students: A longitudinal study across second and third grade

    Stephanie Al Otaiba, Yaacov Petscher, N. Eleni Pappamihiel, Rihana S. Williams, Allison K. Dyrlund, Carol Connor

    • Resumen

    págs. 315-329

    

  • Are first- and second-language factors related in predicting second-language reading comprehension? A study of spanish-speaking children acquiring english as a second language from first to second grade

    Alexandra Gottardo, Julie Mueller

    • Resumen

    págs. 330-344

    

  • The nature of preschool phonological processing abilities and their relations to vocabulary, general cognitive abilities, and print knowledge

    Christopher J. Lonigan, Jason L. Anthony, Beth M. Phillips, David J. Purpura, Shauna B. Wilson, Jessica D. McQueen

    • Resumen

    págs. 345-358

    

  • Mental number line, number line estimation, and mathematical achievement: Their interrelations in grades 5 and 6

    Michael Schneider, Roland H. Grabner, Jennifer Paetsch

    • Resumen

    págs. 359-372

    

  • The contributions of working memory and executive functioning to problem representation and solution generation in algebraic word problems

    Kerry Lee, Ee Lynn Ng, Swee Fong Ng

    • Resumen

    págs. 373-387

    

  • The ABCs of Math: A genetic analysis of mathematics and its links with reading ability and general cognitive ability

    Sara A. Hart, Stephen A. Petrill, Lee A. Thompson, Robert Plomin

    • Resumen

    págs. 388-402

    

  • Earning its place as a pan-human theory: Universality of the big-fish-little-pond effect across 41 culturally and economically diverse countries

    Marjorie Seaton, Herbert W. Marsh, Rhonda G. Craven

    • Resumen

    págs. 403-419

    

  • Promoting academic achievement: The role of racial identity in buffering perceptions of teacher discrimination on academic achievement among african american and caribbean black adolescents

    Oseela N. Thomas, Cleopatra Howard Caldwell, Nkesha Faison, James S. Jackson

    • Resumen

    págs. 420-431

    

  • The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes

    Kou Murayama, Andrew J. Elliot

    • Resumen

    págs. 432-447

    

  • Effectiveness of comprehensive professional development for teachers of at-risk preschoolers

    Susan H. Landry, Jason L. Anthony, Paul R. Swank, Pauline Monseque-Bailey

    • Resumen

    págs. 448-465

    

  • Observed reductions in school bullying, nonbullying aggression, and destructive bystander behavior: A longitudinal evaluation

    Karin S. Frey, Miriam K. Hirschstein, Leihua V. Edstrom, Jennie L. Snell

    • Resumen

    págs. 466-481

    

  • Identified versus introjected approach and introjected avoidance motivations in school and in sports: The limited benefits of self- worth strivings

    Avi Assor, Maarten Vansteenkiste, Avi Kaplan

    • Resumen

    págs. 482-497

    

  • The differential impact of early father and mother involvement on later student achievement

    Brent A. McBride, W. Justin Dyer, Ying Liu, Geoffrey L. Brown

    • Resumen

    págs. 498-508

    

  • The development and correlates of academic interests from childhood through adolescence

    Aryn M. Dotterer, Susan M. McHale, Ann C. Crouter

    • Resumen

    págs. 509-519

    

  • How pervasive are relative age effects in secondary school education?

    Stephen P. Cobley, Jim McKenna, Joseph Baker, Nick Wattie

    • Resumen

    págs. 520-528