Journal of educational psychology

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  Año 2003, Vol. 95, Número 2. Texto Completo Ejemplar

  • Late-emerging reading disabilities.

    Jennifer Mirak Leach, Hollis S. Scarborough, Leslie A. Rescorla

    • Resumen
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    págs. 211-224

    

  • Modeling the relationship between growth in rapid naming speed and growth in decoding skill in first-grade children.

    Donald L. Compton

    • Resumen
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    págs. 225-239

    

  • Peer-assisted learning interventions with elementary school students: A meta-analytic review.

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

    • Resumen
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    págs. 240-257

    

  • U.S and Chinese cultural beliefs about learning.

    Jin Li

    • Resumen
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    págs. 258-267

    

  • Flunking kindergarten after Head Start: An inquiry into the contribution of contextual and individual variables.

    Panayota Mantzicopoulos

    • Resumen
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    págs. 268-278

    

  • Primary grade teachers' instructional adaptations for struggling writers: A national survey.

    Steve Graham, Karen R. Harris, Barbara Fink Chorzempa, Charles MacArthur

    • Resumen
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    págs. 279-292

    

  • Explicitly teaching for transfer: Effects on third-grade students' mathematical problem solving.

    Lynn S. Fuchs, Douglas Fuchs, Karin Prentice, Mindy Burch, Carol L. Hamlett, Rhoda Owen, Michelle Hosp, Deborah Jancek

    • Resumen
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    págs. 293-305

    

  • Enhancing third-grade student' mathematical problem solving with self-regulated learning strategies.

    Lynn S. Fuchs, Douglas Fuchs, Karin Prentice, Mindy Burch, Carol L. Hamlett, Rhoda Owen, Katie Schroeter

    • Resumen
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    págs. 306-315

    

  • Factors predictive of mathematics achievement in White, Black, and Hispanic 12th graders.

    James P. Byrnes

    • Resumen
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    págs. 316-326

    

  • Do pictorial mnemonic text-learning aids give students something worth writing about?

    Nikol Rummel, Joel R. Levin, Michelle M. Woodward

    • Resumen
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    págs. 327-334

    

  • College adults are not good at self-regulation: A study on the relationship of self-regulation, note taking, and test taking.

    Stephen T. Peverly, Karen E. Brobst, Mark Graham, Ray Shaw

    • Resumen
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    págs. 335-346

    

  • A motivational model of rural students' intentions to persist in, versus drop out of, high school.

    Patricia L. Hardré, Johnmarshall Reeve

    • Resumen
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    págs. 347-356

    

  • Anomalies as a catalyst for middle school students' knowledge construction and scientific reasoning during science inquiry.

    Marissa Echevarria

    • Resumen
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    págs. 357-374

    

  • Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice.

    Johnmarshall Reeve, Glen Nix, Diane Hamn

    • Resumen
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    págs. 375-392

    

  • Learning and transfer: A general role for analogical encoding.

    Dedre Gentner, Jeffrey Loewenstein, Leigh Thompson

    • Resumen
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    págs. 393-408

    

  • Promoting interpersonal competence and educational success through extracurricular activity participation.

    Joseph L. Mahoney, Beverley D. Caims, Thomas W. Farmer

    • Resumen
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    págs. 409-418

    

  • Social cues in multimedia learning: Role of speaker's voice.

    Richard E. Mayer, Kristina Sobko, Patricia D. Mautone

    • Resumen
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    págs. 419-425

    

  • Knowledge construction in the learner-centered classroom.

    Kathy L. Schuh

    • Resumen
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    págs. 426-442