Year |
Citation |
Score |
2020 |
Oefinger LM, Peverly ST. The Lecture Note-Taking Skills of Adolescents With and Without Learning Disabilities. Journal of Learning Disabilities. 22219419897268. PMID 31904315 DOI: 10.1177/0022219419897268 |
0.686 |
|
2019 |
Hardy LM, Banker S, Tomb M, Cha Y, Zhang I, Thomas L, Algermissen M, Peverly ST, Noble KG, Margolis AE. Phonological memory problems are magnified in children from language minority homes when predicting reading disability. Journal of Child Language. 1-15. PMID 31685053 DOI: 10.1017/S0305000919000576 |
0.415 |
|
2019 |
Patwa SS, Peverly ST, Maykel C, Kapoor V. Roles for school psychologists in the challenging Indian education landscape International Journal of School & Educational Psychology. 7: 94-101. DOI: 10.1080/21683603.2019.1570886 |
0.328 |
|
2018 |
Vekaria PC, Peverly ST. Lecture note-taking in postsecondary students with attention-deficit/hyperactivity disorder Reading and Writing. 31: 1551-1573. DOI: 10.1007/S11145-018-9849-2 |
0.785 |
|
2016 |
Richards T, Peverly S, Wolf A, Abbott R, Tanimoto S, Thompson R, Nagy W, Berninger V. Idea units in notes and summaries for read texts by keyboard and pencil in middle childhood students with specific learning disabilities: Cognitive and brain findings. Trends in Neuroscience and Education. 5: 146-155. PMID 28133634 DOI: 10.1016/J.Tine.2016.07.005 |
0.457 |
|
2016 |
Thompson R, Tanimoto S, Abbott R, Nielsen K, Lyman RD, Geselowitz K, Habermann K, Mickail T, Raskind M, Peverly S, Nagy W, Berninger V. Relationships between Language Input and Letter Output Modes in Writing Notes and Summaries for Students in Grades 4 to 9 with Persisting Writing Disabilities. Assistive Technology : the Official Journal of Resna. PMID 27434553 DOI: 10.1080/10400435.2016.1199066 |
0.463 |
|
2016 |
Richards T, Peverly S, Wolf A, Abbott R, Tanimoto S, Thompson R, Nagy W, Berninger V. Idea units in notes and summaries for read texts by keyboard and pencil in middle childhood students with specific learning disabilities: Cognitive and brain findings Trends in Neuroscience and Education. 5: 146-155. DOI: 10.1016/j.tine.2016.07.005 |
0.355 |
|
2015 |
Reddington LA, Peverly ST, Block CJ. An examination of some of the cognitive and motivation variables related to gender differences in lecture note-taking Reading and Writing. 28: 1155-1185. DOI: 10.1007/S11145-015-9566-Z |
0.783 |
|
2014 |
Peverly ST, Garner JK, Vekaria PC. Both handwriting speed and selective attention are important to lecture note-taking Reading and Writing. 27: 1-30. DOI: 10.1007/S11145-013-9431-X |
0.758 |
|
2013 |
Perin D, Bork RH, Peverly ST, Mason LH. A Contextualized Curricular Supplement for Developmental Reading and Writing Journal of College Reading and Learning. 43: 8-38. DOI: 10.1080/10790195.2013.10850365 |
0.423 |
|
2013 |
Peverly ST, Vekaria PC, Reddington LA, Sumowski JF, Johnson KR, Ramsay CM. The Relationship of Handwriting Speed, Working Memory, Language Comprehension and Outlines to Lecture Note-taking and Test-taking among College Students Applied Cognitive Psychology. 27: 115-126. DOI: 10.1002/Acp.2881 |
0.727 |
|
2012 |
Peverly ST, Sumowski JF. What Variables Predict Quality of Text Notes and are Text Notes Related to Performance on Different Types of Tests? Applied Cognitive Psychology. 26: 104-117. DOI: 10.1002/Acp.1802 |
0.496 |
|
2007 |
Han Z, Peverly ST. Input Processing: A Study ofAb InitioLearners with Multilingual Backgrounds International Journal of Multilingualism. 4: 17-37. DOI: 10.2167/Ijm052.0 |
0.341 |
|
2007 |
Peverly ST, Ramaswamy V, Brown C, Sumowski J, Alidoost M, Garner J. What predicts skill in lecture note taking? Journal of Educational Psychology. 99: 167-180. DOI: 10.1037/0022-0663.99.1.167 |
0.783 |
|
2006 |
Peverly ST. The importance of handwriting speed in adult writing. Developmental Neuropsychology. 29: 197-216. PMID 16390294 DOI: 10.1207/S15326942Dn2901_10 |
0.422 |
|
2006 |
Zhou Z, Peverly ST, Xin T. Knowing and teaching fractions: A cross-cultural study of American and Chinese mathematics teachers Contemporary Educational Psychology. 31: 438-457. DOI: 10.1016/J.Cedpsych.2006.02.001 |
0.353 |
|
2005 |
Zhou Z, Peverly ST, Lin J. Understanding early mathematical competencies in American and Chinese children School Psychology International. 26: 413-427. DOI: 10.1177/0143034305059018 |
0.32 |
|
2005 |
Zhou Z, Peverly ST. Teaching addition and subtraction to first graders: A Chinese perspective Psychology in the Schools. 42: 259-272. DOI: 10.1002/Pits.20077 |
0.466 |
|
2005 |
Moy R, Peverly ST. Perceptions of mathematics curricula and teaching in China Psychology in the Schools. 42: 251-258. DOI: 10.1002/Pits.20076 |
0.353 |
|
2005 |
Peverly ST. Moving past cultural homogeneity: Suggestions for comparisons of students' educational outcomes in the United States and China Psychology in the Schools. 42: 241-249. DOI: 10.1002/Pits.20075 |
0.388 |
|
2004 |
Zhou Z, Peverly ST, Lin C. Cross- and within-cultural variations in children's understanding of distance, time, and speed interrelationships: a follow-up study. The Journal of Genetic Psychology. 165: 5-27. PMID 15101548 DOI: 10.3200/Gntp.165.1.5-27 |
0.427 |
|
2004 |
Benuck MB, Peverly ST. The effect of orthographic depth on reliance upon semantic context for oral reading in English and Hebrew Journal of Research in Reading. 27: 281-299. DOI: 10.1111/J.1467-9817.2004.00232.X |
0.385 |
|
2003 |
Peverly ST, Brobst KE, Graham M, Shaw R. College adults are not good at self-regulation: A study on the relationship of self-regulation, note taking, and test taking Journal of Educational Psychology. 95: 335-346. DOI: 10.1037/0022-0663.95.2.335 |
0.638 |
|
2003 |
Zhou Z, Peverly ST, Xin T, Huang AS, Wang W. School adjustment of first-generation Chinese-American adolescents Psychology in the Schools. 40: 71-84. DOI: 10.1002/Pits.10070 |
0.388 |
|
2002 |
Peverly ST, Brobst KE, Morris KS. The contribution of reading comprehension ability and meta‐cognitive control to the development of studying in adolescence Journal of Research in Reading. 25: 203-216. DOI: 10.1111/1467-9817.00169 |
0.52 |
|
2001 |
Peverly ST, Wood R. The Effects of Adjunct Questions and Feedback on Improving the Reading Comprehension Skills of Learning-Disabled Adolescents. Contemporary Educational Psychology. 26: 25-43. PMID 11161638 DOI: 10.1006/Ceps.1999.1025 |
0.444 |
|
2000 |
Zhou Z, Peverly ST, Boehm AE, Chongde L. American and Chinese children's understanding of distance, time, and speed interrelations Cognitive Development. 15: 215-240. DOI: 10.1016/S0885-2014(00)00031-9 |
0.315 |
|
1998 |
Peverly ST, Kitzen KR. Curriculum-based assessment of reading skills: Considerations and caveats for school psychologists Psychology in the Schools. 35: 29-47. DOI: 10.1002/(Sici)1520-6807(199801)35:1<29::Aid-Pits3>3.0.Co;2-P |
0.666 |
|
1992 |
Kelly MS, Peverly ST. Identifying bright kindergartners at risk for learning difficulties: Predictive validity of a kindergarten screening tool Journal of School Psychology. 30: 245-258. DOI: 10.1016/0022-4405(92)90009-T |
0.382 |
|
1991 |
Peverly ST. Problems with the Knowledge-Based Explanation of Memory and Development Review of Educational Research. 61: 71-93. DOI: 10.3102/00346543061001071 |
0.348 |
|
1986 |
Wang MC, Peverly ST. The self-instructive process in classroom learning contexts Contemporary Educational Psychology. 11: 370-404. DOI: 10.1016/0361-476X(86)90031-7 |
0.401 |
|
1984 |
Wang MC, Peverly S, Randolph R. An Investigation of the Implementation and Effects of a Full-Time Mainstreaming Program Remedial and Special Education. 5: 21-32. DOI: 10.1177/074193258400500605 |
0.369 |
|
1984 |
di Vesta FJ, Peverly ST. The effects of encoding variability, processing activity, and rule-examples sequence on the transfer of conceptual rules Journal of Educational Psychology. 76: 108-119. DOI: 10.1037/0022-0663.76.1.108 |
0.392 |
|
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