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Journal of Educational Psychology|December 10, 2013
Mathematics is differentially related to reading comprehension and word decoding: Evidence from a genetically-sensitive designNicole Harlaar, Yulia Kovas, Philip S Dale, et al.Journal of Educational Psychology|September 26, 2013
Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of PracticeLynn S Fuchs, David C Geary, Donald L Compton, et al.Journal of Educational Psychology|October 9, 2018
Improving Performance and Retention in Introductory Biology with a Utility-Value InterventionElizabeth A Canning, Judith M Harackiewicz, Stacy J Priniski, et al.Journal of Educational Psychology|November 18, 2017
Measuring arithmetic: A psychometric approach to understanding formatting effects and domain specificityKatherine T Rhodes, Lee Branum-Martin, Julie A Washington, et al.Journal of Educational Psychology|May 23, 2022
How you read affects what you gain: Individual differences in the functional organization of the reading system predict intervention gains in children with reading disabilitiesNoam Siegelman, Jay G Rueckl, Mark van den Bunt, et al.Journal of Educational Psychology|January 6, 2009
Effects of Small-Group Tutoring with and without Validated Classroom Instruction on At-Risk Students' Math Problem Solving: Are Two Tiers of Prevention Better Than One?Lynn S Fuchs, Douglas Fuchs, Caitlin Craddock, et al.Journal of Educational Psychology|November 6, 2023
Sex Differences and Similarities in Relations Between Mathematics Achievement, Attitudes, and Anxiety: A Seventh-to-Ninth Grade Longitudinal StudyDavid C Geary, Mary K Hoard, Lara Nugent, et al.Journal of Educational Psychology|July 15, 2024
Latent profiles as predictors of response to instruction for students with reading difficultiesP A Kulesz, G J Roberts, D J Francis, et al.Journal of Educational Psychology|October 19, 2020
Examining Factors Affecting Reading and Math Growth and Achievement Gaps in Grades 1-5: A Cohort-Sequential Longitudinal ApproachNancy Scammacca, Anna-Mária Fall, Philip Capin, et al.Journal of Educational Psychology|September 9, 2015
How Many Letters Should Preschoolers in Public Programs Know? The Diagnostic Efficiency of Various Preschool Letter-Naming Benchmarks for Predicting First-Grade Literacy AchievementShayne B Piasta, Yaacov Petscher, Laura M JusticePageof 15