Achievement in large-scale national numeracy assessment: An ecological study of motivation and student, home, and school predictors
págs. 465-482
págs. 483-501
The type of writing instruction and practice matters: The direct and indirect effects of writing instruction and student practice on reading achievement
David L. Coker, Austin S. Jennings, Elizabeth Farley Ripple, Charles MacArthur
págs. 502-517
Reading demands in secondary school: Does the linguistic complexity of textbooks increase with grade level and the academic orientation of the school track?
Karin Berendes, Sowmya Vajjala, Detmar Meurers, Doreen Bryant, Wolfgang Wagner, Maria Chikina, Ulrich Trautwein
págs. 518-543
Signaling text–picture relations in multimedia learning: The influence of prior knowledge
págs. 544-560
Text information and spatial abilities in learning with different visualizations formats
Tim Kühl, Ferdinand Stebner, Sabrina C. Navratil, Benedict C. O. F. Fehringer, Stefan Münzer
págs. 561-577
págs. 578-595
págs. 596-610
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