Journal of educational psychology

• 

  Año 2012, Vol. 104, Número 4

  • A meta-analysis of writing instruction for students in the elementary grades

    Steve Graham, Debra McKeown, Sharlene A. Kiuhara, Karen R. Harris

    • Resumen

    págs. 879-896

    

  • A new measure for assessing the contributions of higher level processes to language comprehension performance in preschoolers.

    Brenda Hannon, Sarah Frias

    • Resumen

    págs. 897-921

    

  • Selective benefits of question self-generation and answering for remembering expository text.

    Julie M. Bugg, Mark A. McDaniel

    • Resumen

    págs. 922-931

    

  • Meta-analysis of bilingual phonological awareness: Language, age, and psycholinguistic grain size

    Lee Branum-Martin, Sha Tao, Sarah Garnaat, Ferenc Bunta, David J. Francis

    • Resumen

    págs. 932-944

    

  • How many letters should preschoolers in public programs know? The diagnostic efficiency of various preschool letter-naming benchmarks for predicting first-grade literacy achievement.

    Shayne B. Piasta, Yaacov Petscher, Laura M. Justice

    • Resumen

    págs. 945-958

    

  • The development of word recognition and its significance for comprehension and fluency

    Terezinha Nunes, Peter Bryant, Rossana Barros

    • Resumen

    págs. 959-973

    

  • Executive and phonological processes in second-language acquisition

    Pascale M. J. Engel de Abreu, Susan E. Gathercole

    • Resumen

    págs. 974-986

    

  • Two-year follow-up of a kindergarten phonics intervention for English learners and native English speakers: Contextualizing treatment impacts by classroom literacy instruction

    Patricia F. Vadasy, Elizabeth A. Sanders

    • Resumen

    págs. 987-1005

    

  • The relation between elementary students' recreational and academic reading motivation, reading frequency, engagement, and comprehension: A self-determination theory perspective

    Jessie De Naeghel, Hilde Van Keer, Maarten Vansteenkiste, Yves Rosseel

    • Resumen

    págs. 1006-1021

    

  • The role of the scientific discovery narrative in middle school science education: An experimental study

    Diana J. Arya, Andrew Maul

    • Resumen

    págs. 1022-1032

    

  • Big fish in little ponds aspire more: Mediation and cross-cultural generalizability of school-average ability effects on self-concept and career aspirations in science

    Benjamin Nagengast, Herbert W. Marsh

    • Resumen

    págs. 1033-1053

    

  • Problem solving and immigrant student mathematics and science achievement: Multination findings from the Programme for International Student Assessment (PISA)

    Andrew J. Martin, Gregory A. D. Liem, Magdalena M. C. Mok, Jacob Xu

    • Resumen

    págs. 1054-1073

    

  • Paper-based aids for learning with a computer-based game

    Logan Fiorella, Richard E. Mayer

    • Resumen

    págs. 1074-1082

    

  • Predicting development of mathematical word problem solving across the intermediate grades

    Tammy D. Tolar, Lynn S. Fuchs, Paul T. Cirino, Douglas Fuchs, Carol L. Hamlett, Jack M. Fletcher

    • Resumen

    págs. 1083-1093

    

  • The effects of feedback during exploratory mathematics problem solving: Prior knowledge matters

    Emily R. Fyfe, Bethany Rittle-Johnson, Marci S. DeCaro

    • Resumen

    págs. 1094-1108

    

  • It pays to be organized: Organizing arithmetic practice around equivalent values facilitates understanding of math equivalence

    Nicole M. McNeil, Dana L. Chesney, Percival G. Matthews, Emily R. Fyfe, Lori A. Petersen, April E. Dunwiddie, Mary C. Wheeler

    • Resumen

    págs. 1109-1121

    

  • Changes in help seeking from peers during early adolescence: Associations with changes in achievement and perceptions of teachers

    Allison M. Ryan, Sungok Serena Shim

    • Resumen

    págs. 1122-1134

    

  • The roles of competence beliefs and goal orientations for change in intrinsic motivation

    Birgit Spinath, Ricarda Steinmayr

    • Resumen

    págs. 1135-1148

    

  • Students' race and teachers' social support affect the positive feedback bias in public schools

    Kent D. Harber, Jamie L. Gorman, Frank P. Gengaro, Samantha Butisingh, William Tsang, Rebecca Ouellette

    • Resumen

    págs. 1149-1161

    

  • The Chinese classroom paradox: A cross-cultural comparison of teacher controlling behaviors

    Ning Zhou, Shui-Fong Lam, Kam Chi Chan

    • Resumen

    págs. 1162-1174

    

  • Longitudinal test of self-determination theory's motivation mediation model in a naturally occurring classroom context

    Hyungshim Jang, Eun Joo Kim, Johnmarshall Reeve

    • Resumen

    págs. 1175-1188

    

  • School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy

    Rebecca J. Collie, Jennifer D. Shapka, Nancy E. Perry

    • Resumen

    págs. 1189-1204