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EARLI Association News

Learning and instruction. Volume 56:(2018):no.; 201808; v-vi -- Elsevier

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EARLI title page

Learning and instruction. Volume 56:(2018):no.; 201808; iii-iv -- Elsevier

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Short- and long-term effects of assessment-based differentiated reading instruction in general education on reading fluency and reading comprehension

Förster, Natalie; Kawohl, Elisabeth; Souvignier, Elmar

Learning and instruction. Volume 56:(2018):no.; 201808; 98-109 -- Elsevier

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More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science

Teig, Nani; Scherer, Ronny; Nilsen, Trude

Learning and instruction. Volume 56:(2018):no.; 201808; 20-29 -- Elsevier

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Primary knowledge enhances performance and motivation in reasoning

Lespiau, Florence; Tricot, André

Learning and instruction. Volume 56:(2018):no.; 201808; 10-19 -- Elsevier

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Topic specific epistemic beliefs: Extending the Theory of Integrated Domains in Personal Epistemology

Merk, Samuel et al.

Learning and instruction. Volume 56:(2018):no.; 201808; 84-97 -- Elsevier

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Individual differences in the development of scientific thinking in kindergarten

van der Graaf, Joep; Segers, Eliane; Verhoeven, Ludo

Learning and instruction. Volume 56:(2018):no.; 201808; 1-9 -- Elsevier

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Overruled!: Implicit cues rather than an orthographic rule determine Dutch children's vowel spelling

de Bree, Elise; Geelhoed, Jan; van den Boer, Madelon

Learning and instruction. Volume 56:(2018):no.; 201808; 30-41 -- Elsevier

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Effects of three basic dimensions of instructional quality on students’ situational interest in sixth-grade biology instruction

Dorfner, Tobias; Förtsch, Christian; Neuhaus, Birgit J.

Learning and instruction. Volume 56:(2018):no.; 201808; 42-53 -- Elsevier

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Self-efficacy change associated with a cognitive load-based intervention in an undergraduate biology course

Feldon, David F. et al.

Learning and instruction. Volume 56:(2018):no.; 201808; 64-72 -- Elsevier

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