360 results on '"Eklund, Kenneth"'
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2. Teaching Early Mathematical Skills to 3- to 7-Year-Old Children--Differences Related to Mathematical Skill Category, Children's Age Group and Teachers' Characteristics
3. The Role of Teacher Closeness in Emotions and Achievement for Adolescents with and without Learning Difficulties
4. Early childhood pre-service teachers’ attitudes towards digital technologies and their relation to digital competence
5. Teaching Early Mathematical Skills to 3- to 7-Year-Old Children — Differences Related to Mathematical Skill Category, Children’s Age Group and Teachers’ Characteristics
6. Intergenerational Transmission of Dyslexia: How Do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia?
7. Associations of inattention, hyperactivity, and sex with behavioral–emotional symptoms among children with mathematical disability
8. ECEC educators’ Attitudes and Perceptions Toward and Supportive Role in children’s Digital Gameplay: The Emotion Detectives Game as an example
9. Learning Disabilities Elevate Children's Risk for Behavioral-Emotional Problems: Differences between LD Types, Genders, and Contexts
10. Special Education Teachers' Identification of Students' Reading Difficulties in Grade 6
11. Parental influences on the development of single and co-occurring difficulties in reading and arithmetic fluency
12. Kindergarten Pre-Reading Skills Predict Grade 9 Reading Comprehension (PISA Reading) but Fail to Explain Gender Difference
13. Predicting Reading Fluency Growth from Grade 2 to Age 23 with Parental and Child Factors
14. Enhancing Teachers’ Pedagogical Awareness of Teaching Early Mathematical Skills – A Mixed Methods Study of Tailored Professional Development Program
15. How are learning experiences and task properties associated with adolescents’ emotions and psychophysiological states?
16. Adolescents' Academic Emotions and Academic Achievement across the Transition to Lower Secondary School: the Role of Learning Difficulties
17. A Mobile Game as a Support Tool for Children with Severe Difficulties in Reading and Spelling
18. Cognitive skills, self-beliefs and task interest in children with low reading and/or arithmetic fluency
19. Long-term effects of the home literacy environment on reading development: Familial risk for dyslexia as a moderator
20. Reading Comprehension Difficulty Is Often Distinct from Difficulty in Reading Fluency and Accompanied with Problems in Motivation and School Well-Being
21. Cognitive Correlates of the Covariance in Reading and Arithmetic Fluency: Importance of Serial Retrieval Fluency
22. Lexical and Grammatical Development in Children at Family Risk of Dyslexia from Early Childhood to School Entry: A Cross-Lagged Analysis
23. The Role of Reading Difficulties in the Associations between Task Values, Efficacy Beliefs, and Achievement Emotions
24. Development of reading and arithmetic skills across Grades 1 to 4 in two groups of children receiving part-time special education
25. Kindergarten pre-reading skills predict Grade 9 reading comprehension (PISA Reading) but fail to explain gender difference
26. Supporting Struggling Readers with Digital Game-Based Learning
27. Associations between Childhood Learning Disabilities and Adult-Age Mental Health Problems, Lack of Education, and Unemployment
28. The Role of Learning Difficulties in Adolescents' Academic Emotions and Academic Achievement
29. Teachers' Ability to Identify Children at Early Risk for Reading Difficulties in Grade 1
30. The dynamics of motivation, emotion, and task performance in simulated achievement situations
31. Supporting struggling readers with digital game-based learning
32. The role of reading difficulties in the associations between task values, efficacy beliefs, and achievement emotions
33. Why Do Boys and Girls Perform Differently on PISA Reading in Finland? The Effects of Reading Fluency, Achievement Behaviour, Leisure Reading and Homework Activity
34. Adolescent reading and math skills and self-concept beliefs as predictors of age 20 emotional well-being
35. Reading outcomes of children with delayed early vocabulary: A follow-up from age 2–16
36. Early cognitive predictors of PISA reading in children with and without family risk for dyslexia
37. Profiles of school motivation and emotional well-being among adolescents: Associations with math and reading performance
38. Reducing Stress and Enhancing Academic Buoyancy among Adolescents Using a Brief Web-based Program Based on Acceptance and Commitment Therapy: A Randomized Controlled Trial
39. Teachers’ Ability to Identify Children at Early Risk for Reading Difficulties in Grade 1
40. Children’s Shyness Moderates the Associations between Parenting Behavior and the Development of Children’s Pro-Social Behaviors
41. Predicting Reading Fluency Growth from Grade 2 to Age 23 with Parental and Child Factors
42. The Role of Teacher Closeness in Emotions and Achievement for Adolescents With and Without Learning Difficulties.
43. Teaching Early Mathematical Skills to 3- to 7-Year-Old Children — Differences Related to Mathematical Skill Category, Children’s Age Group and Teachers’ Characteristics
44. Early temperament and age at school entry predict task avoidance in elementary school
45. Counting and rapid naming predict the fluency of arithmetic and reading skills
46. Adolescent reading and math skills and self-concept beliefs as predictors of age 20 emotional well-being
47. Early Markers of Language Delay in Children with and without Family Risk for Dyslexia
48. Literacy Skill Development of Children with Familial Risk for Dyslexia through Grades 2, 3, and 8
49. The Impact of Adolescents' Dyslexia on Parents' and Their Own Educational Expectations
50. Intergenerational Transmission of Dyslexia: How do Different Identification Methods of Parental Difficulties Influence the Conclusions Regarding Children's Risk for Dyslexia?
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