Journal of educational psychology

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  Año 2006, Vol. 98, Número 4

  • Family involvement in school and low-income children's literacy: Longitudinal associations between and within families

    Eric Dearing, Holly Kreider, Sandra Simpkins, Heather B. Weiss

    • Resumen

    págs. 653-664

    

  • Preschool instruction and children's emergent literacy growth

    Carol McDonald Connor, Frederick J Morrison, Lisa Slominski

    • Resumen

    págs. 665-689

    

  • Teaching phonics in the context of children's literature or spelling: Influences on first-grade reading, spelling, and writing and fifth-grade comprehension

    Theresa E Robertson, Anne Meiring

    • Resumen

    págs. 690-713

    

  • The effects of an adapted interactive writing intervention on kindergarten children's phonological awareness, spelling, and early reading development: A contextualized approach to instruction

    Sharon A. Craig

    • Resumen

    págs. 714-731

    

  • A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning

    Marika D. Ginsburg Block, Cynthia A. Rohrbeck, John W. Fantuzzo

    • Resumen

    págs. 732-749

    

  • The effect of a new approach to group work on pupil-pupil and teacher-pupil interactions

    Peter Blatchford, Ed Baines, Christine M. Rubie-Davies, Paul Bassett, Anne Chowne

    • Resumen

    págs. 750-765

    

  • Mastery and performance goals predict epistemic and relational conflict regulation

    Céline Darnon, Dominique Muller, Sheree M. Schrager, Nelly Pannuzzo, Fabrizio Butera

    • Resumen

    págs. 766-776

    

  • An attributional analysis of personal and interpersonal motivation for collaborative projects

    Sarah E. Peterson, James B. Schreiber

    • Resumen

    págs. 777-787

    

  • Tracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth-grade mathematics

    Ulrich Trautwein, Oliver Lüdtke, Herbert W. Marsh, Olaf Köller, Jürgen Baumert

    • Resumen

    págs. 788-806

    

  • Social acceptance and rejection of preschool children with disabilities: A mixed-method analysis

    Samuel L. Odom, Craig Zercher, Shouming Li, Jules M. Marquart, Susan Sandall, William H. Brown

    • Resumen

    págs. 807-823

    

  • Lexical acquisition in elementary science classes

    Rachel Best, Julie E. Dockrell, Nick Braisby

    • Resumen

    págs. 824-838

    

  • Prosody of syntactically complex sentences in the oral reading of young children

    Justin S. Miller, Paula J. Schwanenflugel

    • Resumen

    págs. 839-853

    

  • Double dissociation of functions in developmental dyslexia and dyscalculia

    Orly Rubinsten, Avishai Henik

    • Resumen

    págs. 854-867

    

  • The development of bilingual children's early spelling in English

    Susan J. Rickard Liow, Lily H.-S. Lau

    • Resumen

    págs. 868-878

    

  • Learning the spelling of strange words in Dutch benefits from regularized reading

    Anna M. T. Bosman, Janet G. van Hell, Ludo Verhoeven

    • Resumen

    págs. 879-890

    

  • Validity and reliability of scaffolded peer assessment of writing from instructor and student perspectives

    Kwangsu Cho, Christian D. Schunn, Roy W. Wilson

    • Resumen

    págs. 891-901

    

  • Optimizing cognitive load for learning from computer-based science simulations

    Hyunjeong Lee, Jan L. Plass, Bruce D. Homer

    • Resumen

    págs. 902-913