Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age.
Hanne Næss Hjetland, Arne Lervåg, Solveig-Alma Lyster, Bente Eriksen Hagtvet, Charles Hulme, Monica Melby‐Lervåg
págs. 751-763
The cognitive benefits of learning computer programming: A meta-analysis of transfer effects.
págs. 764-792
págs. 793-808
págs. 809-826
“Automaticity of word recognition is a unique predictor of reading fluency in middle-school students”: Correction to Roembke et al. (2019).
pág. 826
Does the track matter?: A comparison of students’ achievement in different tracks.
págs. 827-846
The cost of multiple representations: Learning number symbols with abstract and concrete representations.
págs. 847-860
Teacher–student relationships and students’ engagement in high school: Does the number of negative and positive relationships with teachers matter?
págs. 861-876
Perseverant grit and self-efficacy: Are both essential for children’s academic success?
págs. 877-902
The tenuous link between classroom perceptions and motivation: A within-person longitudinal study.
págs. 903-917
Teachers’ perceptions of students’ executive functions: Disparities by gender, ethnicity, and ELL status.
págs. 918-931
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