Journal of educational psychology

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  Año 2016, Vol. 108, Número 5

  • The effects of text structure instruction on expository reading comprehension: A meta-analysis

    Michel Hébert, Janet J. Bohaty, J. Ron Nelson, Jessica Brown

    • Resumen

    págs. 609-629

    

  • Prosodic sensitivity and reading: An investigation of pathways of relations using a latent variable approach

    Young-Suk Grace Kim, Yaacov Petscher

    • Resumen

    págs. 630-645

    

  • Self-concepts in reading, writing, listening, and speaking: A multidimensional and hierarchical structure and its generalizability across native and foreign languages

    A. Katrin Arens, Malte Jansen

    • Resumen

    págs. 646-664

    

  • The impact of promoting transcription on early text production: Effects on bursts and pauses, levels of written language, and writing performance

    Rui Alexandre Alves, Teresa Limpo, Raquel Fidalgo Redondo, Lénia Carvalhais, Luísa Álvares Pereira, Sao Luis Castro

    • Resumen

    págs. 665-679

    

  • Toward a dynamic interactive model of non-native Chinese character processing

    Xiuli Tong, Joyce Lok Yin Kwan, Denise Wai Man Wong, Stephen Man Kit Lee, Joanna Hew Yan Yip

    • Resumen

    págs. 680-693

    

  • Effects of mode of target task selection on learning about plants in a mobile learning environment: Effortful manual selection versus effortless QR-code selection

    Yuan Gao, Tzu-Chien Liu, Fred Paas

    • Resumen

    págs. 694-704

    

  • Student and teacher ratings of instructional quality: Consistency of ratings over time, agreement, and predictive power

    Wolfgang Wagner, Richard Göllner, Sarah Werth, Thamar Voss, Bernhard Schmitz, Ulrich Trautwein

    • Resumen

    págs. 705-721

    

  • Fluctuations in elementary school children’s working memory performance in the school context

    Judith Dirk, Florian Schmiedek

    • Resumen

    págs. 722-739

    

  • Peer play as a context for identifying profiles of children and examining rates of growth in academic readiness for children enrolled in Head Start

    Elizabeth R. Bell, Daryl B. Greenfield, Rebecca J. Bulotsky-Shearer, Tracy M. Carter

    • Resumen

    págs. 740-759