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Journal of Educational Psychology|March 26, 2019
THE PERSISTENCE OF PRESCHOOL EFFECTS FROM EARLY CHILDHOOD THROUGH ADOLESCENCEArya AnsariJournal of Educational Psychology|March 7, 2017
Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW)Young-Suk Grace Kim, Christopher SchatschneiderJournal of Educational Psychology|June 24, 2014
Developmental Relations between Reading and Writing at the Word, Sentence and Text Levels: A Latent Change Score AnalysisYusra Ahmed, Richard K Wagner, Danielle LopezJournal of Educational Psychology|November 17, 2022
A Randomized Controlled Trial of a Smartphone-Based Well-Being Training in Public School System Employees During the COVID-19 PandemicMatthew J Hirshberg, Corrina Frye, Cortland J Dahl, et al.Journal of Educational Psychology|June 17, 2024
What Are They Thinking? Exploring College Students' Mental Processing and Decision-Making About COVID-19 (Mis)Information on Social MediaJeffrey A Greene, Christina Hollander-Blackmon, Eric A Kirk, et al.Journal of Educational Psychology|October 24, 2023
Evaluating the Simple View of Reading for Children With Attention-Deficit/Hyperactivity DisorderAlissa M Cole, Elizabeth S M Chan, Fatou Gaye, et al.Pageof 15