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Result 1 to 6 of 6 total

Child-centered versus teacher-directed teaching practices: associations with the development of academic skills in the first grade at school. (English)
Early Child. Res. Q. 36, 145-156 (2016).
Classification: D42 C32
1
Counting and rapid naming predict the fluency of arithmetic and reading skills. (English)
Contemp. Educ. Psychol. 44-45, 83-94 (2016).
Classification: F21 F22 F32 C51 C52 C31 C32
2
Individual variance in responsiveness to early computerized mathematics intervention. (English)
Learn. Individ. Differ. 43, 124-131 (2015).
Classification: F21 F31 U71 D41
3
The role of teaching practices in the development of children’s interest in reading and mathematics in kindergarten. (English)
Contemp. Educ. Psychol. 37, No. 4, 266-279 (2012).
Classification: C21 D41
4
The cross-lagged relations between children’s academic skill development, task-avoidance, and parental beliefs about success. (English)
Learn. Instr. 21, No. 5, 664-675 (2011).
Classification: C61 C62 C41 C42
5
Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten. (English)
Learn. Instr. 19, No. 4, 335-344 (2009).
Classification: C21 F31
6
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