Journal of educational psychology

• 

  Año 2006, Vol. 98, Número 2

  • Growth in literacy and cognition in bilingual children at risk or not at risk for reading disabilities

    H. Lee Swanson, Leilani Sáez, Michael M. Gerber

    • Resumen

    págs. 247-264

    

  • Cross-sectional and incremental changes in working memory and mathematical problem solving

    H. Lee Swanson

    • Resumen

    págs. 265-281

    

  • A portrait of benchmark school: How a school produces high achievement in students who previously failed

    Michael Pressley, Irene W. Gaskins, Katie Solic, Stephanie Collins

    • Resumen

    págs. 282-306

    

  • Effects of instructional support within constructivist learning environments for elementary school students' understanding of "floating and sinking"

    Ilonca Hardy, Angela Jonen, Kornelia Möller, Elsbeth Stern

    • Resumen

    págs. 307-326

    

  • Identification of informal reasoning fallacies as a function of epistemological level, grade level, and cognitive ability

    M. P. Weinstock, Yair Neuman, Amnon Glassner

    • Resumen

    págs. 327-341

    

  • Internal comparisons in everyday life

    Jens Möller, Nicole Husemann

    • Resumen

    págs. 342-353

    

  • The goals behind performance goals

    Tim Urdan, Miranda Mestas

    • Resumen

    págs. 354-365

    

  • Determinants of domain knowledge and independent study learning in an adult sample

    Phillip L. Ackerman, Margaret E. Beier

    • Resumen

    págs. 366-381

    

  • Task values and ability beliefs as predictors of high school literacy choices: A developmental analysis

    Amanda M. Durik, Mina N. Vida, Jacquelynne S. Eccles

    • Resumen

    págs. 382-393

    

  • Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures

    Donald L. Compton, Douglas Fuchs, Lynn S. Fuchs, Joan D. Bryant

    • Resumen

    págs. 394-409

    

  • The promise of multimedia stories for kindergarten children at risk

    Marian J. A. J. Verhallen, Adriana G. Bus, Maria T. de Jong

    • Resumen

    págs. 410-419

    

  • The influence of phonological processing and inattentive behavior on reading acquisition

    Kerry Dally

    • Resumen

    págs. 420-437

    

  • Predicting homework effort: Support for a domain-specific, multilevel homework model

    Ulrich Trautwein, Oliver Lüdtke, Inge Schnyder, Alois Niggli

    • Resumen

    págs. 438-456

    

  • Long-term positive associations between music lessons and IQ

    E. Glenn Schellenberg

    • Resumen

    págs. 457-468