págs. 855-879
Early elementary grade dual language learners from Spanish-speaking homes struggling with English reading comprehension: The dormant role of language skills
Jeannette Mancilla-Martinez, Jin Kyoung Hwang, Min Hyun Oh, Janna Brown McClain
págs. 880-894
“Early elementary grade dual language learners from Spanish-speaking homes struggling with English reading comprehension: The dormant role of language skills”: Correction.
pág. 894
Fostering generative learning from video lessons: Benefits of instructor-generated drawings and learner-generated explanations
Logan Fiorella, Andrew T. Stull, Shelbi Kuhlmann, Richard E. Mayer
págs. 895-906
págs. 907-921
págs. 922-937
Off-task behavior in kindergarten: Relations to executive function and academic achievement
págs. 938-955
págs. 956-972
Negative life events, self-efficacy, and social support: Risk and protective factors for school dropout intentions and dropout
págs. 973-986
Linking changes in perceived academic control to university dropout and university grades: A longitudinal approach
Lisa Respondek, Tina Seufert, Jeremy M. Hamm, Ulrike E. Nett
págs. 987-1002
págs. 1003-1019
págs. 1020-1041
What’s the best way to characterize the relationship between working memory and achievement?: An initial examination of competing theories
págs. 1074-1084
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