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Refinado por: Base de dados/Biblioteca: AUC Wiley Frozen Package in 2012 remover assunto: Social Sciences remover Psychology remover Education & Educational Research remover
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1
The Development of Metacognitive Knowledge in Children and Adolescents: Major Trends and Implications for Education
The Development of Metacognitive Knowledge in Children and Adolescents: Major Trends and Implications for Education
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The Development of Metacognitive Knowledge in Children and Adolescents: Major Trends and Implications for Education

Schneider, Wolfgang

Mind, brain and education, 2008-09, Vol.2 (3), p.114-121 [Periódico revisado por pares]

Malden, USA: Blackwell Publishing Inc

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2
The Relationship between Item Developer Alignment of Items to Range Achievement‐Level Descriptors and Item Difficulty: Implications for Validating Intended Score Interpretations
The Relationship between Item Developer Alignment of Items to Range Achievement‐Level Descriptors and Item Difficulty: Implications for Validating Intended Score Interpretations
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The Relationship between Item Developer Alignment of Items to Range Achievement‐Level Descriptors and Item Difficulty: Implications for Validating Intended Score Interpretations

Schneider, M. Christina ; Agrimson, Jared ; Veazey, Mary

Educational measurement, issues and practice, 2022-06, Vol.41 (2), p.12-24 [Periódico revisado por pares]

Washington: Wiley

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3
Hemispheric asymmetries in the orientation and location of the lateral geniculate nucleus in dyslexia
Hemispheric asymmetries in the orientation and location of the lateral geniculate nucleus in dyslexia
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Hemispheric asymmetries in the orientation and location of the lateral geniculate nucleus in dyslexia

Giraldo‐Chica, Mónica ; Schneider, Keith A.

Dyslexia (Chichester, England), 2018-05, Vol.24 (2), p.197-203 [Periódico revisado por pares]

England: Wiley Subscription Services, Inc

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4
Young Minority Home‐Language Students’ Biased Reading Self‐Concept and Its Consequences for Reading Development
Young Minority Home‐Language Students’ Biased Reading Self‐Concept and Its Consequences for Reading Development
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Young Minority Home‐Language Students’ Biased Reading Self‐Concept and Its Consequences for Reading Development

Segerer, Robin ; Niklas, Frank ; Suggate, Sebastian ; Schneider, Wolfgang

Reading research quarterly, 2021-01, Vol.56 (1), p.71-94 [Periódico revisado por pares]

Newark: Wiley

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5
Synergy and Tension between Large-Scale and Classroom Assessment : International Trends
Synergy and Tension between Large-Scale and Classroom Assessment : International Trends
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Synergy and Tension between Large-Scale and Classroom Assessment : International Trends

Volante, Louis ; DeLuca, Christopher ; Adie, Lenore ; Baker, Eva ; Harju‐Luukkainen, Heidi ; Heritage, Margaret ; Schneider, Christoph ; Stobart, Gordon ; Tan, Kelvin ; Wyatt‐Smith, Claire

Educational measurement, issues and practice, 2020-12, Vol.39 (4), p.21-29 [Periódico revisado por pares]

Washington: Wiley

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6
Rethinking strategy instruction: direct reading strategy instruction versus computer-based guided practice
Rethinking strategy instruction: direct reading strategy instruction versus computer-based guided practice
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Rethinking strategy instruction: direct reading strategy instruction versus computer-based guided practice

Lenhard, Wolfgang ; Baier, Herbert ; Endlich, Darius ; Schneider, Wolfgang ; Hoffmann, Joachim

Journal of research in reading, 2013-05, Vol.36 (2), p.223-240 [Periódico revisado por pares]

Blackwell Publishing Ltd

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7
At the Heart of Optimal Reading Experiences: Cardiovascular Activity and Flow Experiences in Fiction Reading
At the Heart of Optimal Reading Experiences: Cardiovascular Activity and Flow Experiences in Fiction Reading
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At the Heart of Optimal Reading Experiences: Cardiovascular Activity and Flow Experiences in Fiction Reading

Thissen, Birte A. K. ; Schlotz, Wolff ; Abel, Cornelius ; Scharinger, Mathias ; Frieler, Klaus ; Merrill, Julia ; Haider, Thomas ; Menninghaus, Winfried

Reading research quarterly, 2022-07, Vol.57 (3), p.831-845 [Periódico revisado por pares]

Newark: Wiley

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8
How the Science of Reading Informs 21st-Century Education
How the Science of Reading Informs 21st-Century Education
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How the Science of Reading Informs 21st-Century Education

Petscher, Yaacov ; Cabell, Sonia Q. ; Catts, Hugh W. ; Compton, Donald L. ; Foorman, Barbara R. ; Hart, Sara A. ; Lonigan, Christopher J. ; Phillips, Beth M. ; Schatschneider, Christopher ; Steacy, Laura M. ; Terry, Nicole Patton ; Wagner, Richard K.

Reading research quarterly, 2020-09, Vol.55 (Suppl 1), p.S267-S282 [Periódico revisado por pares]

United States: Wiley

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9
Critically Reviewing GraphoGame Across the World: Recommendations and Cautions for Research and Implementation of Computer-Assisted Instruction for Word-Reading Acquisition
Critically Reviewing GraphoGame Across the World: Recommendations and Cautions for Research and Implementation of Computer-Assisted Instruction for Word-Reading Acquisition
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Critically Reviewing GraphoGame Across the World: Recommendations and Cautions for Research and Implementation of Computer-Assisted Instruction for Word-Reading Acquisition

McTigue, Erin M. ; Solheim, Oddny Judith ; Zimmer, Wendi K. ; Uppstad, Per Henning

Reading research quarterly, 2020-01, Vol.55 (1), p.45-73 [Periódico revisado por pares]

Newark: Wiley

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10
The Contribution of Play Experiences in Early Literacy: Expanding the Science of Reading
The Contribution of Play Experiences in Early Literacy: Expanding the Science of Reading
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The Contribution of Play Experiences in Early Literacy: Expanding the Science of Reading

Rand, Muriel K. ; Morrow, Lesley Mandel

Reading research quarterly, 2021-05, Vol.56 (S1), p.S239-S248 [Periódico revisado por pares]

Newark: Wiley

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