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Beyond cognition: The relation between parents’ reading-related activities and reading-related achievement emotions in Chinese students

European journal of psychology of education, 2024-09, Vol.39 (3), p.2283-2301

2024

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Involving the Body to Improve Letter Knowledge and Script: an Experimental Study in French Kindergarten

Educational psychology review, 2024-09, Vol.36 (3), p.86, Article 86

2024

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Associations between students’ reading performance and literacy instruction in first grade: a cross-lagged study

European journal of psychology of education, 2024-09, Vol.39 (3), p.2223-2244

2024

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Correlated change in habitual and situational reading motivation

European journal of psychology of education, 2024-09, Vol.39 (3), p.2827-2847

2024

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How do teachers appropriate and implement a newly introduced reading and spelling instructional method? A qualitative investigation of barriers, levers, and recommendations

European journal of psychology of education, 2024-09, Vol.39 (3), p.2325-2340

2024

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Academic achievement of children with autistic symptoms compared to typically developing children

European journal of psychology of education, 2024-09, Vol.39 (3), p.1979-2003

2024

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The relationship between theory of mind and multiple-document comprehension in university students: preliminary research findings

European journal of psychology of education, 2024-09, Vol.39 (3), p.1841-1864

2024

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Playing with Words: Scaffolding Writing through Poetry

The Reading teacher, 2024-07, Vol.78 (1), p.7-16

2024

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The cognitive-linguistic profiles and academic performances of Chinese children with dyslexia across cultures: Beijing, Hong Kong, and Taipei

Annals of dyslexia, 2024-07, Vol.74 (2), p.222-242

2024

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The Extrema of Japanese Literacy: Beyond the Bounds of Average Reading

Reading research quarterly, 2024-07, Vol.59 (3), p.313-326

2024

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The roles of self-efficacy and cognitive styles in reading behaviors and reasoning performance: An eye movement perspective

Educational Technology ＆ Society, 2024-07, Vol.27 (3), p.165-184

2024

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The relation between reading and externalizing behavior: a correlational meta-analysis

Annals of dyslexia, 2024-07, Vol.74 (2), p.158-186

2024

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Contributions of Reading Support from Teachers, Parents, and Friends to Reading Related Variables in Academic and Recreational Contexts

Reading research quarterly, 2024-07, Vol.59 (3), p.327-348

2024

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Does Family Structure Account for Child Achievement Gaps by Parental Education? Findings for England, France, Germany and the United States

Population and development review, 2024-06, Vol.50 (2), p.461-512

2024

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The Role of Task Types and Reading Proficiency on Young English as a Foreign Language Learners' Writing Performances

TESOL quarterly, 2024-06, Vol.58 (2), p.978-990

Hsieh, Ching‐Ni

2024

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Impacts of home literacy environment on children’s English language learning as a second language

European journal of psychology of education, 2024-06, Vol.39 (2), p.1421-1439

2024

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A meta-analysis of technology-delivered literacy instruction for elementary students

Educational technology research and development, 2024-06, Vol.72 (3), p.1507-1538

2024

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Cognitive and motivational characteristics as predictors of students’ expository versus narrative text comprehension

European journal of psychology of education, 2024-06, Vol.39 (2), p.885-905

2024

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Evaluation of a School-Based Headsprout Intervention for Improving Literacy

Journal of behavioral education, 2024-06, Vol.33 (2), p.358-373

2024

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Language lesson learned—foreign-origin teachers and their effect on students’ language skills

Journal of population economics, 2024-06, Vol.37 (2), p.45, Article 45

Höckel, Lisa Sofie

2024

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Differential contributions of home literacy, vocabulary, and grammar on narrative production and comprehension

European journal of psychology of education, 2024-06, Vol.39 (2), p.1229-1259

2024

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The association between sourcing skills and intertextual integration in lower secondary school students

European journal of psychology of education, 2024-06, Vol.39 (2), p.1485-1500

2024

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Can metacognitive accuracy be altered through prompting in biology text reading?

European journal of psychology of education, 2024-06, Vol.39 (2), p.1465-1483

2024

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Enhancing Reading and Writing Skills through Systematically Integrated Instruction

The Reading teacher, 2024-05, Vol.77 (6), p.787-799

2024

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Repositioning Differentiation Time as Literacy Acceleration Time

The Reading teacher, 2024-05, Vol.77 (6), p.975-981

Walpole, Sharon

2024

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Beyond cognition: The relation between parents’ reading-related activities and reading-related achievement emotions in Chinese students

Involving the Body to Improve Letter Knowledge and Script: an Experimental Study in French Kindergarten

Associations between students’ reading performance and literacy instruction in first grade: a cross-lagged study

Correlated change in habitual and situational reading motivation

How do teachers appropriate and implement a newly introduced reading and spelling instructional method? A qualitative investigation of barriers, levers, and recommendations

Academic achievement of children with autistic symptoms compared to typically developing children

The relationship between theory of mind and multiple-document comprehension in university students: preliminary research findings

Playing with Words: Scaffolding Writing through Poetry

The cognitive-linguistic profiles and academic performances of Chinese children with dyslexia across cultures: Beijing, Hong Kong, and Taipei

The Extrema of Japanese Literacy: Beyond the Bounds of Average Reading

The roles of self-efficacy and cognitive styles in reading behaviors and reasoning performance: An eye movement perspective

The relation between reading and externalizing behavior: a correlational meta-analysis

Contributions of Reading Support from Teachers, Parents, and Friends to Reading Related Variables in Academic and Recreational Contexts

Does Family Structure Account for Child Achievement Gaps by Parental Education? Findings for England, France, Germany and the United States

The Role of Task Types and Reading Proficiency on Young English as a Foreign Language Learners' Writing Performances

Impacts of home literacy environment on children’s English language learning as a second language

A meta-analysis of technology-delivered literacy instruction for elementary students

Cognitive and motivational characteristics as predictors of students’ expository versus narrative text comprehension

Evaluation of a School-Based Headsprout Intervention for Improving Literacy

Language lesson learned—foreign-origin teachers and their effect on students’ language skills

Differential contributions of home literacy, vocabulary, and grammar on narrative production and comprehension

The association between sourcing skills and intertextual integration in lower secondary school students

Can metacognitive accuracy be altered through prompting in biology text reading?

Enhancing Reading and Writing Skills through Systematically Integrated Instruction

Repositioning Differentiation Time as Literacy Acceleration Time

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