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Journal of Educational Psychology|June 4, 2019
The Roles of Transfer of Learning and Forgetting in the Persistence and Fadeout of Early Childhood Mathematics InterventionsConnie Y Kang, Greg J Duncan, Douglas H Clements, et al.Journal of Educational Psychology|April 5, 2011
Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression: Related Yet Unique Language Systems in Grades 1, 3, 5, and 7Virginia W Berninger, Robert D AbbottJournal of Educational Psychology|December 20, 2011
The Nature of Preschool Phonological Processing Abilities and Their Relations to Vocabulary, General Cognitive Abilities, and Print KnowledgeChristopher J Lonigan, Jason L Anthony, Beth M Phillips, et al.Journal of Educational Psychology|February 21, 2012
Predicting First Graders' Development of Calculation versus Word-Problem Performance: The Role of Dynamic AssessmentPamela M Seethaler, Lynn S Fuchs, Douglas Fuchs, et al.Journal of Educational Psychology|February 17, 2010
The ABCs of Math: A Genetic Analysis of Mathematics and Its Links With Reading Ability and General Cognitive AbilitySara A Hart, Stephen A Petrill, Lee A Thompson, et al.Journal of Educational Psychology|November 18, 2014
Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomesCarol McDonald Connor, Mercedes Spencer, Stephanie L Day, et al.Journal of Educational Psychology|August 11, 2015
Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood ClassroomsShayne B Piasta, Jessica A R Logan, Christina Yeager Pelatti, et al.Journal of Educational Psychology|August 8, 2017
Developmental Change in the Influence of Domain-General Abilities and Domain-Specific Knowledge on Mathematics Achievement: An Eight-Year Longitudinal StudyDavid C Geary, Alan Nicholas, Yaoran Li, et al.Journal of Educational Psychology|May 16, 2009
Genetic and Environmental Effects of Serial Naming and Phonological Awareness on Early Reading OutcomesStephen A Petrill, Lee Anne Thompson, Kirby Deater-Deckard, et al.Journal of Educational Psychology|September 25, 2009
Prosody of Syntactically Complex Sentences in the Oral Reading of Young ChildrenJustin Miller, Paula J SchwanenflugelPageof 15