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Using Fixed-Effects Analyses to Examine How Neighborhood Structural, Process, and Physical Characteristics Predict Children's Cognitive Skills in a National Cohort of Elementary School Students

Journal of educational psychology, 2024-08, Vol.116 (6), p.936-952

2024

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Visual-Verbal Paired-Associate Learning: An Investigation of the Role of Verbal and Crossmodal Associative Learning in Reading Skills in French First- and Second-Grade Children

Journal of educational psychology, 2024-07, Vol.116 (5), p.820-835

2024

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Inference Skills for Reading: A Meta-Analysis of Instructional Practices

Journal of educational psychology, 2024-05, Vol.116 (4), p.569-589

2024

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Latent Profiles as Predictors of Response to Instruction for Students With Reading Difficulties

Journal of educational psychology, 2024-04, Vol.116 (3), p.363-376

2024

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Cross-Linguistic Influence of Early Spanish Reading on English Reading Trajectories Among Spanish-English Emergent Bilinguals: A Latent Class Growth Analysis

Journal of educational psychology, 2024-01, Vol.116 (1), p.139-152

2024

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The Relations of Kindergarten Early Literacy Skill Trajectories on Common Progress Monitoring Measures to Subsequent Word Reading Skills for Students at Risk for Reading Difficulties

Journal of educational psychology, 2023-11, Vol.115 (8), p.1045-1069

2023

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A Meta-Analysis of Writing Treatments for Students in Grades 6-12

Journal of educational psychology, 2023-10, Vol.115 (7), p.1004-1027

2023

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What Skills Related to the Control-of-Variables Strategy Need to Be Taught, and Who Gains Most? Differential Effects of a Training Intervention

Journal of educational psychology, 2023-08, Vol.115 (6), p.813-835

2023

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Evaluating the Simple View of Reading for Children With Attention-Deficit/Hyperactivity Disorder

Journal of educational psychology, 2023-07, Vol.115 (5), p.700-714

2023

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Stimulating Preschoolers' Repeating Patterning Ability by Means of Dialogic Picture Book Reading

Journal of educational psychology, 2023-07, Vol.115 (5), p.732-746

2023

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The Challenges of Writing From Sources in College Developmental Courses: Self-Regulated Strategy Instruction

Journal of educational psychology, 2023-07, Vol.115 (5), p.715-731

2023

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Effects of Parents' Early Home Language Use on English Reading Growth of Emergent Bilinguals

Journal of educational psychology, 2023-04, Vol.115 (3), p.405-426

2023

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Longitudinal Reciprocal Relations Among Reading, Executive Function, and Social-Emotional Skills: Maybe Not for All

Journal of educational psychology, 2023-04, Vol.115 (3), p.475-501

2023

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Promoting Integration and Learning From Multiple Complementary Texts

Journal of educational psychology, 2022-11, Vol.114 (8), p.1832-1843

2022

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Bringing Assessment-to-Instruction (A2i) Technology to Scale: Exploring the Process From Development to Implementation

Journal of educational psychology, 2022-10, Vol.114 (7), p.1495-1532

2022

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Bringing Assessment-to-Instruction (A2i) Technology to Scale: Exploring the Process from Development to Implementation

Journal of educational psychology, 2022-10, Vol.114 (7), p.1495

2022

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Unpacking the Unique Relationship Between Set for Variability and Word Reading Development: Examining Word- and Child-Level Predictors of Performance

Journal of educational psychology, 2022-08, Vol.114 (6), p.1242-1256

2022

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Impacts of the Let's Know! Curriculum on the Language and Comprehension-Related Skills of Prekindergarten and Kindergarten Children

Journal of educational psychology, 2022-08, Vol.114 (6), p.1205-1224

2022

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Spontaneous Use of Retrieval and Rereading: Relation to Achievement Goals and Exam Performance

Journal of educational psychology, 2022-08, Vol.114 (6), p.1412-1426

2022

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Top-Performing Math Students in 82 Countries: An Integrative Data Analysis of Gender Differences in Achievement, Achievement Profiles, and Achievement Motivation

Journal of educational psychology, 2022-07, Vol.114 (5), p.966-991

2022

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Learning to Read in Environments With High Risk of Illiteracy: The Role of Bilingualism and Bilingual Education in Supporting Reading

Journal of educational psychology, 2022-07, Vol.114 (5), p.1156-1177

2022

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App-Based Morphological Training Produces Lasting Effects on Word Knowledge in Primary School Children: A Randomized Controlled Trial

Journal of educational psychology, 2022-05, Vol.114 (4), p.833-854

2022

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How You Read Affects What You Gain: Individual Differences in the Functional Organization of the Reading System Predict Intervention Gains in Children With Reading Disabilities

Journal of educational psychology, 2022-05, Vol.114 (4), p.855-869

2022

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The "Big Fish" From the Teacher's Perspective: A Closer Look at Reference Group Effects on Teacher Judgments

Journal of educational psychology, 2022-04, Vol.114 (3), p.656-680

2022

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Connections Between Mathematics and Reading Development: Numerical Cognition Mediates Relations Between Foundational Competencies and Later Academic Outcomes

Journal of educational psychology, 2022-02, Vol.114 (2), p.273-288

2022

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Using Fixed-Effects Analyses to Examine How Neighborhood Structural, Process, and Physical Characteristics Predict Children's Cognitive Skills in a National Cohort of Elementary School Students

Visual-Verbal Paired-Associate Learning: An Investigation of the Role of Verbal and Crossmodal Associative Learning in Reading Skills in French First- and Second-Grade Children

Inference Skills for Reading: A Meta-Analysis of Instructional Practices

Latent Profiles as Predictors of Response to Instruction for Students With Reading Difficulties

Cross-Linguistic Influence of Early Spanish Reading on English Reading Trajectories Among Spanish-English Emergent Bilinguals: A Latent Class Growth Analysis

The Relations of Kindergarten Early Literacy Skill Trajectories on Common Progress Monitoring Measures to Subsequent Word Reading Skills for Students at Risk for Reading Difficulties

A Meta-Analysis of Writing Treatments for Students in Grades 6-12

What Skills Related to the Control-of-Variables Strategy Need to Be Taught, and Who Gains Most? Differential Effects of a Training Intervention

Evaluating the Simple View of Reading for Children With Attention-Deficit/Hyperactivity Disorder

Stimulating Preschoolers' Repeating Patterning Ability by Means of Dialogic Picture Book Reading

The Challenges of Writing From Sources in College Developmental Courses: Self-Regulated Strategy Instruction

Effects of Parents' Early Home Language Use on English Reading Growth of Emergent Bilinguals

Longitudinal Reciprocal Relations Among Reading, Executive Function, and Social-Emotional Skills: Maybe Not for All

Promoting Integration and Learning From Multiple Complementary Texts

Bringing Assessment-to-Instruction (A2i) Technology to Scale: Exploring the Process From Development to Implementation

Bringing Assessment-to-Instruction (A2i) Technology to Scale: Exploring the Process from Development to Implementation

Unpacking the Unique Relationship Between Set for Variability and Word Reading Development: Examining Word- and Child-Level Predictors of Performance

Impacts of the Let's Know! Curriculum on the Language and Comprehension-Related Skills of Prekindergarten and Kindergarten Children

Spontaneous Use of Retrieval and Rereading: Relation to Achievement Goals and Exam Performance

Top-Performing Math Students in 82 Countries: An Integrative Data Analysis of Gender Differences in Achievement, Achievement Profiles, and Achievement Motivation

Learning to Read in Environments With High Risk of Illiteracy: The Role of Bilingualism and Bilingual Education in Supporting Reading

App-Based Morphological Training Produces Lasting Effects on Word Knowledge in Primary School Children: A Randomized Controlled Trial

How You Read Affects What You Gain: Individual Differences in the Functional Organization of the Reading System Predict Intervention Gains in Children With Reading Disabilities

The "Big Fish" From the Teacher's Perspective: A Closer Look at Reference Group Effects on Teacher Judgments

Connections Between Mathematics and Reading Development: Numerical Cognition Mediates Relations Between Foundational Competencies and Later Academic Outcomes

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