Journal of educational psychology

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  Año 2010, Vol. 102, Número 2

  • The impact of a strategy-based intervention on the comprehension and strategy use of struggling adolescent readers.

    Susan Chambers Cantrell, Janice F. Almasi, Janis C. Carter, Margaret Rintamaa, Angela Madden

    • Resumen

    págs. 257-280

    

  • Longitudinal relationships of levels of language in writing and between writing and reading in grades 1 to 7.

    Robert D. Abbott, Virginia W. Berninger, Michel Fayol

    • Resumen

    págs. 281-298

    

  • Effects of an early literacy professional development intervention on head start teachers and children.

    Douglas R. Powell, Karen E. Diamond, Margaret R. Burchinal, Matthew J. Koehler

    • Resumen

    págs. 299-312

    

  • The contributions of phonological awareness and letter-name knowledge to letter-sound acquisition-a cross-classified multilevel model approach.

    Young-Suk Kim, Barbara R. Foorman, Yaacov Petscher, Chengfu Zhou

    • Resumen

    págs. 313-326

    

  • Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process.

    Donald L. Compton, Douglas Fuchs, Lynn S. Fuchs, Bobette Bouton, Jennifer K. Gilbert, Laura A. Barquero, Eunsoo Cho, Robert C. Crouch

    • Resumen

    págs. 327-340

    

  • Contextual effects of bilingual programs on beginning reading.

    Lee Branum-Martin, Barbara R. Foorman, David J. Francis, Paras D. Mehta

    • Resumen

    págs. 341-355

    

  • Does speech rhythm sensitivity predict children's reading ability 1 year later?.

    Andrew J. Holliman, Clare Wood, Kieron Sheehy

    • Resumen

    págs. 356-366

    

  • Speech perception, metalinguistic awareness, reading, and vocabulary in Chinese-English bilingual children.

    Him Cheung, Kevin Kien Hoa Chung, Simpson Wai Lap Wong, Catherine McBride-Chang, Trevor Bruce Penney, Connie Suk-Han Ho

    • Resumen

    págs. 367-380

    

  • Contribution of equal-sign instruction beyond word-problem tutoring for third-grade students with mathematics difficulty.

    Sarah R. Powell, Lynn S. Fuchs

    • Resumen

    págs. 381-394

    

  • Individual differences in conceptual and procedural knowledge when learning fractions.

    Darcy Hallett, Terezinha Nunes, Peter Bryant

    • Resumen

    págs. 395-406

    

  • Instruction, teacher-student relations, and math achievement trajectories in elementary school.

    Robert Crosnoe, Fred Morrison, Margaret R. Burchinal, Robert Pianta, Daniel Keating, Sarah L. Friedman, K. Alison Clarke-Stewart, The Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)

    • Resumen

    págs. 407-417

    

  • An integrative cultural view of achievement motivation: Parental and classroom predictors of children's goal orientations when learning mathematics in Korea.

    Jung-In Kim, Diane L. Schallert, Myoungsook Kim

    • Resumen

    págs. 418-437

    

  • Individual differences in strategy use on division problems: Mental versus written computation.

    Marian Hickendorff, Cornelis M. van Putten, Willem J. Heiser, Norman D. Verhelst

    • Resumen

    págs. 438-452

    

  • Self-efficacy and performance in mathematics: Reciprocal determinism in 33 nations.

    Trevor Williams, Kitty Williams

    • Resumen

    págs. 453-466

    

  • Homework works if homework quality is high: Using multilevel modeling to predict the development of achievement in mathematics.

    Swantje Dettmers, Ulrich Trautwein, Oliver Lüdtke, Mareike Kunter, Jürgen Baumert

    • Resumen

    págs. 467-482

    

  • Authoritative school discipline: High school practices associated with lower bullying and victimization.

    Anne Gregory, Dewey Cornell, Xitao Fan, Peter Sheras, Tse-Hua Shih, Francis L. Huang

    • Resumen

    págs. 483-496

    

  • Parental behaviors and adolescents' achievement goals at the beginning of middle school: Emotional problems as potential mediators.

    Stéphane Duchesne, Catherine Ratelle

    • Resumen

    págs. 497-507

    

  • Multilevel exploration of factors contributing to the overrepresentation of black students in office disciplinary referrals.

    Catherine P. Bradshaw, Mary M. Mitchell, Lindsey M. O'Brennan, Philip J. Leaf

    • Resumen

    págs. 508-520

    

  • Mothers' academic gender stereotypes and education-related beliefs about sons and daughters in African American families.

    Dana Wood, Beth Kurtz-Costes, Stephanie J. Rowley, Ndidi Okeke-Adeyanju

    • Resumen

    págs. 521-530